Swedish-Drill-Teacher Book

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triO THE SWED ISH

DRILL TEACHER
(Curwen E.dition 8285)
By M. H. SPALDING,
Associate, Royal Sanitary Institute; Certificated Teacher of Swedish
Gymnastics from the Anstey Physical Training College; late
Director of the Bournemouth Physical Training College; Mistress of
Physical Education, L.C.C. Training College, Avery Hill, Eltham
AND
L. L. COLLETT,
Certificated Teacher of Swedish Gymnastics from Madame
Bergman Osterberg's Physical Training College; late Senior Gym-
nastic Mistress, Blackheath High School for Girls (G.P.D.S.T.)
London: J. Curwen & Sons Ltd., 24 Berners Street, W. I

Philadelphia: Curwen Inc., 170 I Chestnut Street
Price Six Shillings net cash
Made in England
Contents
PAGE
CHAPTER 1.-THE AIMS OF SWEDISH EDUCATIONAL GYMNASTICS I
n.-THE GENERAL EFFECTS OF EXERCISE 4

"
IlL-GYMNASTIC POSITIONS .. 7
"
IV.-DE8CRIPTION OF EXERCISES 10
Introductory Movements II
Trunk Bending Backward and Forward 18

Arm Bending and Stretching 20
Balance Movements 23
Shoulder-blade Movements .. 28
Abdominal Movements 33
Lateral Trunk Movements 36
Jumping .. 40
Breathing Exercises. 45
Marching, Running, and Fancy Marches 48
Leg Movements 55
"
V.-EXPLANATION OF THE METHODS OF PROGRESSION 57
VL-HINTS ON TEACHING 59
"
VI I.-DRILL FOR SMALL CHILDREN 63
VII I.-PREPARATION OF A DRILL LESSON. 68
5689
Preface.
THIS book has been written for the use of teachers who have had a certain
amoutlt of training in Swedish Drill. Ready-made tables of exercises have
been omitted, as the main idea has been to suggest a method by which the
teacher may make intelligent practical application of the principles of the Swedish
system, including those in connection with the selection, adaptation, and pro-
gression of movements. Our experience in training teachers of Swedish drill has
convinced us that there is grave risk of the teaching becoming mechanical when
ready-made tables are used, and in this way much of _the value of the work is
lost.
We are indebted to Miss Violet Turkhud, M.D., London, for much of

the subject matter in the chapter on the Physiology of Exercise. Our thanks
are also due to Miss E. Adair Roberts for permission to us;.e the scheme of Table
Blanks out of her "Handbook of Free Standing Gymnastics" (Messrs. Sherratt
& Hughes), and for certain other ideas and terms.
MURIEL H. SPALDING.
LONDON, MARCH, 1910. LAURA COLLETT.
5689
The Swedish Drill Teacher.
CHAPTER I.
The Aims of Swedish Educational Gymnastics.
T HE aim of all education is to assist by scientific means the development of

the natural powers; Swedish drill, or Free Standing Gymnastics, belongs to
that branch of the Swedish system of physical exercise which is known as
Educational Gymnastics, because it affords a scientific aid to the development of the
mental and physical powers by systematic exercise. Under the general term
"exercise" are included all forms of bodily movement, and systematic exercise in
the form of gymnastics and drill is simply a methodical adaptation of all the natural
movements of the body. The Swedish system of gymnastics differs from other
systems not so much in the actual form of the movements which it includes as in
the principles on which it is based, and it is essential that the teacher should grasp
these from the first, as they influence every factor in the teaching of the system,
and no lesson can rightly be called a Swedish drill lesson which is not given in
accordance with these principles.
The development of the mental and physical powers depends very largely
on the healthy condition of the whole body, and this again depends, to a certain
extent, on a good circulation and well aerated blood stream. Although the voluntary
muscles are most obviously affected by exercise, the Swedish system of movements
is directed more especially towards the improvement 01 the general health of the body
rather than towards muscular development. The effects of exercise on the muscles,
or " organs of movement," are only considered in so far as they contribute towards
this general improvement by producing harmonious development and a healthy
condition of all the muscles.
If children could be brought up under perfectly natural and healthy
conditions, systematic exercise would be unnecessary so far as its purely nutritive
effects in improving the circulation and condition of the blood stream are concerned.
Unfortunately many of the conditions connected with school and even with home
life are a direct hindrance to the natural development of the muscles and the
healthy condition of the body generally, and systematic exercise is therefore necessary
in order to counteract the effects of these harmful conditions. For this reason
most of the exercises of the Swedish system are adapted with a view to correcting
the effects of bad postures or prolonged physical inactivity on the skeleton, muscles,
and other organs of the body, but inasmuch as the work of the muscles differs
568 9.
2 The Swedish Drill Teacher.
essentially from that of all other organs by being under the control of the will, an
additional factor has to be considered in connection with their healthy development,
namely, the cultivation of perfect control.
It will be found that the principles of the system which are now
shortly to be described are directed towards the co-education of the mind and the
body with a view to the improvement of the health and the cultivation of control.
THE PRINCIPLES OF THE SWEDISH SYSTEM.
1 The exercises have been selected with regard to their effects on the body as
a whole.-Every movement is used for a definite effect on the body; some move-
ments especially affect the circulation and respiration, whilst others are mainly useful
for improving the figure and posture, or for teaching control of the muscles.
2 The exercises have been classified according to their effects on the body.-
All the movements included in the system have been arranged in classes in relation
to the organs of the body which they affect most directly. Every Swedish gym·
nastic lesson consists of one or more exercises taLen from each of these classes,
which are arranged in a definite order. This" order of movements" helps to
prevent fatigue of the muscles, and to gain harmonious development, as different
groups of muscles are used in turn.
3 The exercises are strictly progressive.-Each lesson begins with easy move-
ments, and there are also very definite ways in which the exercises can be made
harder from lesson to lesson. Since correctness of posture and control in the easier
movements is always insisted upon before progressing to harder forms of exercises,
the pupils become really physically educated, their natural physical powers are
developed step by step.
4 The exercises are done to command.-This method of teaching helps to develop
important mental qualities. The pupils learn the power of quick and correct
response to the command, and this involves concentration and quickness of thought,
alertness of action, and effort of will. Since fresh commands for new and more
complicated movements are continually being learnt, these qualities are always
being more and more highly and acutely developed.
5 A special point is made of the use of breathing exercises.-These are taken
at frequent intervals throughout the lesson, so that the blood may be well supplied
with oxygen during the period of increased muscular exertion. Exercises which
help in every possible way in the development of a good breathing capacity are
included in every lesson.
6 The exercises can be adapted to the special requirements of the pupils.-
Physical defects which result from the conditions of school life can be remedied,
mental qualities can be improved or modified, the requirements of the sex or age
of the pupils can all be provided for by the special selection and adaptation of th,..
exercises.
The Order· of 111ovements. 3
THE ORDER OF MOVEMENTS.

The special uses of each of the classes of movements in which the exercises
of the Swedish system are arranged have been described in Chapter: IV, but a short
explanation of the order has been given here in order that the teacher may realise
~ow far it complies with the principles of the system.
Class 1. Introductory Movements. Easy exercises which prepare for the harder
exercises which are to follow.
Class 2. Arch Flexions. Use the spinal muscles, and correct the
(Trunk bending backward.) effects of bad postures on the chest (especiall y
the lower part) and on the spine.
Class 3. Heave Movem~nts. Use the arm muscles. Also affect the chest
(Arm bending and stretching.) and spine.
Class 4. Balance Movements. Use the leg muscles. Quieten the heart-beat,
which is very much quickened by the Heave
Movements.
Class 5. Dorsal Movements. Use the arm and shoulder muscles. Improve
the position of the shoulders and expand the
(Shoulder blade movements.) upper part of the chest.
Class 6. Abdominal Movements. Use the abdominal muscles. Improve thf'
work of the abdominal organs.
Class 7. Lateral Trunk Movements. Use the" waist" muscles. Supplement tht
(Trunk turning and bending side- effects of the abdominal movements.
ways.)
Class 8. Jumping. Use the leg muscles, all,d, to a certain extent,
all the other muscles. Placed near the end
because they require a great deal of control,
and really summarise the effects of the pre-
ceding movements.
Ma~e the breathing normal again after
Class 9. Breathing Exercises.
jumping. Relieve fatigue by introducing a
good supply of oxygen for the blood.
The following classes are not included in the general order of movements, because their
position in the lesson varies.
Marching and running. Used at different points in the lesson, aGcord-

ing to requirements of time, variation, etc.
Leg Movements. Used to equalise the circulation or to· quieten
the heart-beat after very vigorous movements.
568 9.
DIAGRAMS SHOWING CURVES OF THE SPINE.

(LEFT SIDE VIEW.)
NORMAL CURVES. EXAGGERATED LUMBAR EXAGGERATED DORSAL

CURVE. CURVE.
(Producing hollow-back.) (Producing round-back.)
A. Cervical. B. Dorsal. C. LUinbar. D. Sacral.
CHAPTER II.
The General Effects of Exercise.
I T isphysiology
essential for the teacher of Swedish drill to have some idea of the anatomy and
of the human body; but it would, of course, be impossible in a book
of this scope to give even an outline of these subjects. It is proposed merely
to point out a few anatomical facts which are of special importance in the teaching
of drill, and to discuss very shortly the physiology of exercise.
The Spine.-It is important that the teacher should have a clear idea of
the normal curves of the spine (see diagram). These are four in number :-
Dorsal curve. (Middle of the back.)
Two with their convexity backward { Sacral curve. (Small of the back.)
Cervical curve. (The neck.)
Two with their convexity forward { Lumbar curve. (Hollow of the back.)
These curves sometimes becom~ too pronounced, and certain deformities arise,
namely, round-back, due to exaggeration of the dorsal curve (see diagram); and
hollow-back and pOking-waist, due to exaggeration of the lumbar curve (see
diagram). Round-back is readily recognized, and, if not too marked, it can usually
be cured by ordinary drill. Hollow-back is also to a certain extent remediable,
568 9.
The General Effects of Exercise. 5
but it may very often be actually produced by drill if the children are allowed to
stand in strained attitudes (see Fig. 2, Sheet I), or to do the exercises in such a way
that the lumbar curve is accentuated. For example, if movement is allowed at the
waist during a "Trunk bending backward," direct exaggeration of the lumbar
curve is produced, and this, if practised continually, may result in permanent
deformity.
The Voluntary Muscles.-These are made firmer and more elastic by exercise.
Their power of contraction is increased within certain limits, and they respond
more quickly and readily to the nervous impulses.
When a muscle contracts, certain poisonous products, of which the chief
are carbon dioxide and various soluble solids, are produced in the muscle cells, and
are conveyed away into the blood stream. If a great amount of violent exercise
is taken without rest, the blood cannot carry away the poisonous substances quickly
enough, and the nerve-endings in the muscles become poisoned and paralysed.
The nerve impulses, therefore, cannot reach the muscle, and the 'condition known
as "fatigue" sets in. This" fatigue point" is reached much earlier in the case
of people who are untrained, partly because they expend an unnecessary amount
of energy and muscular effort on their movements. The beginner learning to swim
is more exhausted after two or three minutes of struggling, exaggerated effort than
the practised swimmer would be in two or three hours of well-economised efforL
This power of economy of effort can be cultivated by drill, by training the pupils
to adapt and modify their efforts according to the degree of difficulty of the exercises.
The Circulation.-In general, the rate of the blood and lymph flow is increased
by exercise. The alternate contraction and relaxation of the muscles causes a
mechanical squeezing of their vessels, so that the blood is driven more quickly
towards the heart. This increases the supply of blood to the heart; so that it beats
more quickly, not only in order to cope with the increased supply, but also to meet
the more urgent demand of the working muscles for pure blood.
Effect of Respiration on the Heart.-On inspiration the pressure on the large
veins entering the heart is diminished, so that blood is sucked into the heart.
Therefore the deeper the inspiration the greater the amount of blood flowing through
the heart, so that the heart beats more quickly and with greater force to pump
out the extra quantity of blood. In the case of forced expiration the reverse holds.
The pressure on the large veins prevents the suction of the blood, and it may even
be prevented from entering the heart, and lead to a filling of the organs and tissues
with impure blood. From this it will be seen that whereas deep inspirations exert
a beneficial effect on the heart, exercises in which the breath is held, or is forced out,
are harmful, and should not be practised.
The Respiration.-It has already been noted that muscular contraction leads
to the formation of certain impurities which pass from the lymph into the blood,
so that an increased supply of impure blood reaches the lungs, and the respirations
are increased to get rid of the carbonic acid. The increase in the number of
respirations leads to an increase in the number of heart-beats, and this increases
the rate at which the blood is flowing throughout the whole body. Violent
exertion leads to a very marked increase in the respiration, and the condition of
" breathlessness" ensues. The heart beats still more violently to correspond
with the abnormal rate of breathing. For this reason violent exertion should
always be followed by gentle movements to regulate the heart-beat, and these
should be succeeded by deep breathing exercises to assist the aeration of the blood.
5689,
The Digestion.-The processes of digestion are beneficially affected by the

improvement in the circulation and in the health generally which results from regular
and moderate exercise. The strong contraction of the abdominal muscles in
abdominal exercises, such as those in which the legs are bent upon the trunk, or the
trunk is bent upon the legs, exerts a mechanical pressure on the digestive organs,
and may help to increase their functional activity. Moreover, as the vOluntary
act of excretion of waste material from the bowels is assisted by the abdominal
muscles, these exercises are of immense value in overcoming or preventing the con-
dition of constipation which results from a flabby condition of the large intestines.
The Skin and Kidneys.-Violent exercise has been proved to raise temporarily
the body temperature, but the overheated blood is soon cooled as it passes through
the capillaries of the skin, and the temperature is made normal again. Exercise
also produces" sweating" and an increased flow of urine. These processes help to
carry off the obnoxious and harmful products of combustion.
The Brain and Nerves.-The mechanism which results in a voluntary
muscular contraction may be compared to that by which the signal for a train is
brought about. The muscle corresponds to the signal, the brain to the signalman,
and the motor nerve to the wire which connects the signal to the handle in the
signal-box. When a train is to be signalled, the handle belonging to that special
signal is pulled down by the man, and the signal goes down. In something the
same way the will stimulates the nerve cell in the brain belonging to the special
muscle it wants to use, and the impulse is carried along the nerve-fibre, and the
muscle contracts. In the signal the force is a mechanical one, whereas in the
contraction of a muscle the force is more of the nature of an electric current. From
this will be realised the intimate connection between the work of muscles and of
nerves and brain. Well developed muscles mean well developed nerves, while
any harmful effects of exercise on the muscles, such as over-strain, produces a corre-
sponding effect on the nerves. The muscular and nervous systems are most
beneficially affected by those forms of exercise which necessitate the use of the
will power, and which afford them the power of intelligent co-operation. For,
just as in the case of the train signal, the whole mechanism is ineffectual unless it
is under the complete control of an intelligent man, so the nervous and muscular
mechanisms are useless unless they can be completely and intelligently controlled
by the individual.
Effects of Exercise on the body as a whole.-Since exercise increases the rate
at which the blood flows throughout the whole body, it results in the various organs
and tissues being supplied with a greater amount of pure blood per minute of time.
In short, muscular exercise in moderation and under proper conditions, leads to a
greater nourishment of the. whole body.
The Hygiene of Exercise.-The most carefully thought-out plan of exercises
will fail to produce the desired effects if they are not carried out under suitable
hygienic conditions. Of these, the points with which the teacher can most directly
concern herself, are ventilation and clothing.
Ventilation.-Drill should, whenever possible, be taken in the open air. If
taken indoors, the windows should be thrown wide open, as exercise taken in a
stuffy atmosphere is not only useless, but may actually be harmfuL
Clothing.-It is essential that the clothing which is worn for drill should
be loose. Tight stays, tight waist belts, garters, etc., must be absolutely pro-
hibited. Rubber-soled shoes should be worn if possible.
5689·
Fundamental Positions. 7
CHAPTER III.
Gymnastic Positions.
T HE body must always be in some definite commencing position before an exercise

is performed, and a gymnastic position is one which is assumed for the
performance of a gymnastic movement. The gymnastic positions are classified
as fundamental and derived. The names of the fundamental positions used in
"Free Standing Gymnastics" are standing, sitting, lying, kneeling, and they
express the position of the whole body. The derived positions are so called because
they are all derived, or result from the fundamental positions by moving the arms,
legs, head, or trunk. Their names express the positions of various parts of the
body. Every exercise continues from the fundamental position until the body
has assumed a definite final position and when this has been reached the
original fundamental position is again resumed.
The fundamental positions are always used as commencing positions, while
the derived positions are learnt in the first place as final positions, and may after-
wards be used as commencing positions for other movements. For example, when
the final derived position "wing standing" has been correctly learnt, it can be
used as the commencing position for the exercise" foot placing outward." This
gives another final position-" Wing walk outward standing" which, when it has
been correctly learnt, can serve as the commencing position for a movement such
as "Trunk rotation." This again gives another final position. " Turn standing,"
which can afterwards be used as the commencing position for the movement" Trunk
bending sideways." The correctness of this last final position depends very largely
on the correctness with which each stage which leads up to it has been learnt.
DESCRIPTION OF FUNDAMENTAL POSITIONS.
(Commands are in italics.)
I Standing.-At-tention! (See Fig. 1, Sheet 1.) The heels together,
the toes turned out to an angle of about. 60 degrees, the weight of the
body well forward on the front part of the foot. The knees and
hips pressed back, the chest pressed slightly forward. The shoulders
drawn down and slightly back; the- arms straight and the palms
against the sides of the thighs, fingers straight and together. The
head erect, the back of the neck slightly stretched, the chin drawn
in, eyes looking straight forward.
This position is used much more than the other fundamental
positions. It is essential that it should be learnt correctly before
any exercises are taken.
Common Faults.-Exaggerating the curve in the lower part of
the back; making the chest or the whole body rigid. The position
must not be "wooden" or "strained." (See Fig. 2, Sheet 1.)
II Sitting.-There are two sitting positions used in educational
gymnastics. ..
A Long Sitting.-Long sitting position-place. The pupil sits on

the floor. The legs are straight and together, the heels together,
the ankles slightly stretched; the back is straight, the shoulders
drawn down.
Common Faults.-Poking the head; rounding the back.
B Ride Sitting.-Ride sitting position-place. The pupil sits on
a form, one leg on either side; the whole of each foot on the ground
at right angles; the back and head are straight, the shoulders down.
Common FauIts.-Turning the knees in; sitting" in a heap."
III KneeIing.-There are two kneel-standing positions.
A Kneel Standing.-Kneel standing position-place. 1, 2. (See
Fig. 4, Sheet 1.) On" 1 " the left knee is placed on the ground beside
the right heel; on "2" the right knee is placed beside the left.
The heels are together, the feet are stretched. To resume standing
position, cO'mmand "At-tention! 1, 2." On" 1" left foot is
placed beside right knee; on "2" the position of "Attention"
is resumed.
Common FauIts.-Bending at the hip joint.
B Half Kneel Standing.-With lett (R) toot back halt kneel standing
position-place. Feet change. 1, 2. At-tention! (See Fig. 32,
Sheet VIII.) On" place," the left knee is placed on the floor so that
the leg and foot are in the same plane; the right knee is bent at
right angles; the body is upright. For the "change" on " 1 "
standing position is resumed; on "2" the right knee is placed on
the floor and the left knee is bent to right angles.
The supporting knee must be placed as far back as possible
on the ground in order to ensure the right angle in the upper leg
which is necessary for the correct balance of the body.
IV Lying.-There are two lying positions.
A Back Lying.-On the back, lying position-place. (See Fig. 27,
Sheet VII.) The pupil lies with the whole of the back flat on the ground.
The knees and feet are stretohed, the arms straight at the sides,
the head and heels are in one straight line.
Common Faults.-Exaggerating the hollow in the lower part
of thB spine; slackening the knees.
B Prone Lying.-Prone lyin~ position-place. The pupil lies
face downward on the ground, otherwise the position is the same
as in " Back lying."
For beginners, "kneel standing" position may be taken first-
then command" prone lying." .
Note.-The movements which are taken from sitting or lying
positions usually require support. The class should be arranged
in double ranks, one step apart. Those in the front rank can do
the movement first-those in the back rank giving support. The
Derived Positions. 9
supports take kneeling position when their partners take lying or

sitting positions, and give them support by clasping their ankles
firmly and pressing them towards the ground. The positions can
then be reversed, so that the supports and their partners interchange.
(See Fig. 24, Sheet VI, and Fig. 25. Sheet VII.)
Derived Positions.-Since the derived positions are the result of
definite gymnastic movements, they can all be learnt under one or
other of the different classes of movements into whilth the exercises
of the SwedIsh system are divided. Many of the derived positions
are taught in the first place as Introductory Movements, and they
have been described in that connection.
CHAPTER IV.
Description of -Exercises.
I N etc.)
this chapter the exercises in each class of movements (Lateral, Abdominal,
have been subdivided into groups according to similarity of type. The
descriptions and commands of the exercises have been given as taken from the
easiest commencing position, but in each case the most suitable methods of pro-
gression that can be used have been indicated, so that in this way a very great variety
of exercises can be obtained. The Groups and exercises in each group have both
been arranged in approximate progression, i.e., in order of difficulty, but it is not
intended that they should be taught in succession in exactly the order in which
they are described. New groups and new exercises in each group should be intro-
duced gradually, and in the meantime use should be made of some of the methods
of progression which are applicable to the exercises which have already been learnt,
provided always that the proper relation between these methods and progression
by changing the type of the exercises is maintained. (See Progression by change
of type, p. 58.) General instructions and a special index for selection of these
exercises for table making are given on the fold-out leaf at the end of the book.
The Names of the Exercises.-Every exercise, with the exception of those taken
from the fundamental standing position, consists of two parts :-
(1) The movement which gives the commencing position for the exercise.
(2) The exercise itself.
The two parts are indicated in the name of an exercise. Examples:-
Part I.-Wing stride standing position. Part II.-Trunk bending forward.
Part 1.- Across-bend standing. Part II.-Foot placing forward
with arm flinging sideways.
In some cases the name of the exercise denotes the final position which results from
it. Example: "Prone falling position" (p. 34). Those exercises which teach
the final positions which are afterwards used as commencing positions for other
exercises are named according to both methods.
Example: Wing stride standing-trunk bending forward gives the final position
" Wing stride stoop standing" (see p. 29).
In writing the names of commencing positions, the position of the arms is
written first, then that of the feet, and lastly that of the trunk. The names
of each Position and of each part of the body are begun with capital letters, and
the names of each movement or direction with a small letter.
Example: Wing Walk outwa)."d Standing, Trunk bending sideways.
The term" Half" denotes the position of a limb on one side of the body only.
Examples: Half Wing, Half Rest Standing position (Fig. 29, Sheet VIII).
Crook a Half Standing position (Fig. 16, Sheet IV).
5 68 9.
Introductory 1I1ovements. 11
The names of the positions and of the exercises described have been written
in the margin. Abbreviated forms for use in making out the tables of exercises
have also been given.
The Commands.-These also indicate the two parts of the exercise.
Example: Part I.-With feet astride, hips-firm!
Part n.-Trunk forward-bend.
In'each part there are the preparatory words, i.e., those which denote what is to be
done; the executive word which denotes the moment at which the movement is to
take place. In the delivery of the command a pause is always made between
the preparatory words and the executive 'Yord; and in writing the commands
the pause is indicated by a dash, and the executive word is followed by an exclamation
mark when it requires a short, sharp emphasis. In all commands where this excla-
mation mark is omitted, the emphasis on the executive word is smooth.
The command" At-tention" always signifies the return to the fundamental
position. The number of times that the command for the actual exercise should
be repeated before "Attention" is taken cannot, of course, be indicated; this
must be left to the teacher's discretion.
The return to the fundamental standing position from the commencing position
is always taken in the same number of motions as were used for assuming the com-
mencing position in the first place.
The counting for any of the commands can be omitted as soon as the class
can do the exercises in correct time.
CLASS 1. Introductory Movements.

Use. These are easy movements of decided, quick rhythm, which
help the pupils to fix their attention on their physical work and
to gain control over their movements. The Introductory exercises
must be well done and with a distinct effort of will and attention,
otherwise the class will not be prepared for the harder movements
which follow.
Introductory movements include easy movements for the head,
feet, and arms, and these help to improve the general posture of the
body, and in this way they also prepare for the movements which
follow. A breathing exercise should always be included, as it has
a refreshing effect on the class.
N ote.-In the following description the exercises are arranged
in groups according to their special use.
GROUP I.-MOVEMENTS FOR DISCIPLINE, ORDER, AND

FORMATION OF THE CLASS.
Formation of In single file-fall in! Distance forward-place! At-tention!
Glass ; single The class runs quickly into line, standing one behind the other,
file. the shortest in front, graduating to the tallest, behind, all standing
at Attention. For" distance," each pupil raises the arms, forward
568 9.
2
with the palms turned in, and moves quickly either forward or
backward until the tips of the Engers just touch the shoulders of
the girl in front, the arms being quite straight. The leader stands
still. The arms are smartly lowered on " Attention."
Single Rank. In single rank-fall in! Distance sideways-place! At-tention!
The class stands in line, one beside the other, the shortest at
one end, the tallest at the other. For distance, the leader stands
still, the others turn the head towards her, and raise the arm 0&
the same side, moving down until it is straight, and the fingers just
touching the shoulder of the girl next to her. The arm is then
lowered and the head turned forward.
Facing to To the left-face! 1, 2.
the Left. On " 1 " the right heel and the front part of the left foot arc
raised and a sharp turn is made on the left heel so that the body
faces square to the next wall on the left. On" 2" the right foot
is brought up smartly to the left one. (See diagram page 15).
Facing half With feet at right angles, half to the left-face! 1, 2.
to the Left. The movements in this are the same as in the facing described
above, but only half the turn is made. For example, if the class
is looking towards the top of the room when the command is given,
a half facing to the left would bring the left foot pointing to the
next wall on the left and the right foot pointing towards the top
of the room. (See diagram, page 15.)
Facing to the To the left about-face! 1, 2.

Left About. The movement is the same as the preceding ones, only the turn
on the heel is made so that the body faces in exactly the opposite
direction to its former position.
For facings to the right the movements described above are
reversed.
Common faults in Facings.-Swinging the arms; shuffling the
feet; bending the knees.
Marking Mark-time! Left! right! etc. Class, halt! 1,2.
Time. Starting with the left foot, the feet are raised alternately from
the ground in marching time, the heel well lifted and the foot stretched.
For the "halt" on "2," the heels are brought smartly together
and lowered.
Common Faults.-Shuffling the feet; moving the whole body.
Marking time Mark-time! Left! right! etc. Left face! 1, 2.
with facings. The word" left" is given when the left foot is raised and followed
immediately by the word " face," when the right foot is raised. A
quick turn is made to the left and marking time continued till a
fresh command is given.
5 68 9.
I ntroductory Movements. 13
Taking steps. One. step forward-march! 1, 2.

On " 1" the left foot is raised and placed one step forward,
the toe meeting the ground first. On" 2 " the right foot is brought
smartly up to the left. One step backward, to the left, or right
can be taken in the same way. For more than one step forward or
backward, count 3 for 2 steps, 4 for 3 steps, etc., the back foot being
brought up to the front one on the last number. For more than
one step left (R) count 1, 2, 1, 2, etc., the heels being brought together
on " 2."
Numbering In threes over the left (R) shoulder-number! Ones, two steps
and opening a to the left, threes, two steps to the right; open files-march! 1, 2,
single file in 1, 2, files-cover!
threes. The class numbers in threes, beginning with leader; as the
number is called the head is turned sharply over the shoulder and
then forward again. On the word" march," twos stand at attention
while ones and threes open ranks as directed. To" cover files,"
all adjust their positions so as to form straight lines behind their
three leaders. The class may be numbered in twos, if preferred,
when ones and twos open files.
Common Faults.-Taking too long steps; dragging the feet.
Numbering From the left (R) in threes--number!
and opening a (For difference between file and rank see above.)
single rank in The numbering is from the left if the leader is standing on the
threes. left of the rest of the class. As the number is called, the head is
turned sharply to the right and then forward again. The ranks
are opened by ones taking two steps forward, threes, two steps backward.
Numbering In threes from the left (R)-number! To the left (R)-face!. Both
and opening files two steps outward-march! Ones, two steps to the left, threes,
double ranks two steps to the right; open files-march !
in threes. Only those in the front rank number, those in the back line
taking the same number as their partners in the front line. If
there is an odd number in the class, the pupil without a partner
should stand last but one in the front rank. After the facing, the
class are in files; each file takes two steps away from the other, and
the opening of the files is then done as above. It is quicker to
number a large class in ranks and open them in files.
Adjusting Adjusting the class. The method of formation must be
the class. adapted to the size of the class, room, etc. The teacher should aim
at giving each pupil the maximum amount of space; if possible,
a clear space should be left in front oJ and all round the class.
standing Stand at-ease! At-tention!
at ease. From the position of "Attention," the left foot is placed one
(Fig. 3, Sheet 1.) foot length to the side, the weight of the body being equal on both
feet, the arms hanging loosely at the sides. On command
"A t-tention,' , the left leg is smartly placed back by the right, and
the arms are straightened.
Common Faults.-Keeping the weight on one leg; standing
in a bad general position.
568 9.
GROUP n.-EXERCISES USED AT FIRST AS INTRODUCTORY

MOVEMENTS, WHICH TEACH THE EASIER COMMENCING
POSITIONS.
A. Arm Hips-firm! At-tention!
Movements. The hands are quickly placed on the hips, the fingers together
Wing Standing in front, the thumbs at the back; the elbows in line with the body,
Position. the wrists down.
Wg. st. Pos. Common Faults.-Shrugging the shoulders; spreading the fingers
apart; carrying the elbows too far forward or too far back.
Bend Standing Arms upward-bend! Arms downward-slretch!
Position.
The anTIS are quickly bent and the fingers placed on the
Bd. St. Pos. shoulders, and slightly bent. The elbows are drawn into the sides,
(Fig. ~r; t IV) the backs of the hands facing sideways.
ee. Common Faults.-Shrugging the shoulders; placing the hands
too far forward on the shoulders.
Across bend Arms across-bend! At-tention !
Standing
position. The arms are bent and raised, so that the elbows are in a line
(Fig. 5, sideways with the shoulders; the forearm is in front of the upper
Sheet 11.) arm, the hands are as far apart as possible, the palms face down-
Crs. bd. st. Pos. wards, wrist and fingers are straight.
Common Faults (Fig. 6, Sheet II).-Shrugging the shoulders;
bringing the hands too near together, thus contracting the chest;
bending the wrist and hands.
Rest Standing Neck-rest! At-tention I
Position.
(Fig.7,Sheet 11.) The hands are placed behind the head with the fingers lightly inter-
locked, palms facing forward, wrists and hands straight, head and
Rst. st. Pos. elbows pressed back. If the fingers cannot be interlocked without
causing an incorrect position of the head and elbows, the hands
may be placed so that the middle fingers just touch.
Comnion Faults.-Carrying the head and elbows forward;
bending the wrists.
PROGRESSION IN INTRODUCTORY ARM MOVEMENTS.
Method A. Two or more positions can be taken in succession. Example
of command: Hips-firm! Neck-rest j Hips-firm! By numbers
-repeat! 1, 2, etc. At-tention!
Method B. Two positions can be combined. Examples of command:
(i) Left hand neck rest, right hand hips-firm! Arms-change! Change!
etc. At-tention!
On the command "Change," the positions of thc arms are
quickly reversed in one movement. .
(ii) Right arm upward-stretch, left hand, hips-firm! 1, 2.
Arms-change! 1, 2. At:-tention! 1, 2.
On cc 1" the arms are bent upward, on "2" the right arm
is stretched upward, the left hand takes "hips firm," "Change,"
. and " Attention" are taken in the same way.
568 9.
Diagrams of Foot Positions.
DIAGRAM I. DIAGRAM II.
To show the position of the feet in To show the position of the feet in
"Facing to the Left." "Half Facing to the Left."
A A is the commencing position looking A A is the commencing position looking

towards the top of the room. B B towards the top of the room. B B
position of feet after" Facing to the the position of the feet after "Half
Left." Facing to the Left."
DIAGRAM III. DIAGRAM IV.

To show the position of the feet in To show the position of the feet in "Lunge'
"Astride," "Walk Outward," and position.
"Walk Forward" positions.
A A is the commencing position looking A A is the commencing position looking

towards the top of the room. towards the top of the room.
B B is the position in stride standing B is the position with left foot in lunge
position. sideways position.
C is the position with left foot in walk C is the position with left foot in lunge
outward standing position. outward position.
D is the position with left foot in walk D is the position with left foot in lunge
forward standing position. forward position.
(To face page IS.)
568 9.
I ntroductory Movements. 15
B. Foot Feet-close ! Feet-open!

Movements. The toes are slightly raised and the inner borders of the feet
(See Diagram 3.)
are brought together by a quick turn on the heels. The toes are
Close Standing then quickly turned out again. This movement should be taken
Position. at intervals throughout the lesson, and especially before movements of
(Fig. 13, the legs, in order to ensure a correct commencing position for the feet.
Sheet IV.)
C1. SI. Pos. Common Faults.-Bending the body; shuffling the feet.
Wing Standing Hips-firm! Feet astride-place! 1, 2. Feet together-place!
Position, Foot 1, 2. At-tention!
Placing Astride,
or Wing Stride On " 1 " the left foot is placed one foot length to the left; on the
Standing "2," the right foot is placed one foot length to the right, so that
Position. the heels are still on the same straight line and the same angle between
Wg. SI. Pos. the feet is maintained. The feet are brought together again in two
F. Place Asld. movements, the left moving on " 1 " as before.
or
Wg. Sid. SI. Pos. Common Faults.-Taking too narrow or too wide a stride;
turning the toes too far out or in; bending the knees; stamping.
Wi~~ Standing Hips-firm! Left (R) foot forward-place ! Feet-change!
Posl~lon, Foot 1 2 etc. At-tention!
Placmg Forward ' ,
or Wing Walk The left foot is lifted and placed in front of the right, so that
Forward Stand- the heel is two foot lengths forward in a straight line from the back
ing Position. heel; and at the same angle with the other foot as it was before.
f.~l~~;t~~rw. For the" Change" on " I," the left foot is brought back to the
or right; on" 2." the right foot is placed forward. The weight of the
~.gp::.lk. Forw. body must be shifted as the foot is moved, so that it is kept equal
between both feet.
Common Faults.-Turning forward the shOlilder on the side
of the foot that is moved; keeping all the weight on the back leg.
Turning the toe of the forward foot forward instead of keeping it
turned out.
Wi~~ Standing Hips-firm! Left (R) foot o~ttward-place! Feet-change!
Posl~lOn, Foot 1 2. At-tention!
PlacmgOutward, '
or Wing Walk The foot is placed two foot lengths outward, in the direction
~utwar~.Stand- in which the toe was pointing when the heels were together.
mg PosItion. Common Fault,.-Same as in he preceding movement, except
Wg. S!.Pos., F. Place that there is a tendency to turn the body in the direction of the
g~i~':siJ~~: Wlk foot that is moved.
PROGRESSION IN FOOT PLACINGS.

Foot IJlacings can be done in succession. Examples of
commands : -
(i) Hips-firm! Foot placing forward (by numbers)-begin!
1, 2, 3, 4, etc. At-tention!
On " 1" and "2" the left foot is placed forward and then
back again by the right; on "3" and "4" the same movement
is repeated with right foot.
568 9.
(ii) Hips-firm! Foot placing forward and Mttward (by numbers)-

begin! 1, 2, 3, 4, 5, 6, 7, 8. At-tention!
(iii) Hips-firm! Foot placing forward, outward, and sideways (by
numbers)-begin! 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12. At-tention!
(iv) Hips-firm! Foot placing forward (outward or sideways) i·n
series-begin! Class-halt! 1, 2. At-tention!
The last movement is continued with each foot alternately
until the command "Class, halt" is given. On" 2" the class
stands still, heels together, hands on hips.
In examples (i), (ii)', (iii) the class does not repeat the movement
unless a command " Repeat" is given.
Note.-Foot placings in succession are always begun with the
left foot.
C. Combined . .
Introductory When the movements already descnbed III sub-groups A and
Arm and Foot B have been correctly learnt, they can be combined, i.e., the positions
Movements. can be taken to one command. Examples of commands :
(i) With left foot forward, hips-firm! Feet and arms-change!
1, 2. At-tention!
For the change on " 1," the position of Attention is resumed.
(ii) With feet close, arms across-bend! At-tention!
(iii) With feet astride, hips-firm! 1, 2. At-tention! 1, 2.
(iv) With left foot forward, right hand neck rest, left hand hips-firm!
Feet and arms-change! 1, 2. At-tention!
For the change on "1," the position of Attention is resumed,
on " 2," the positions of feet and arms are reversed.
Note.-When "t rest a stretch) wing" position is combined
with a "walk" position, right arm is in "rest" (stretch) when
left foot is in "walk" position.
(v) With feet astride, arms sideways (upward or forward)-stretch!
I, 2. A t-tention ! 1, 2.
(vi) With left (R) foot forward (outward), arms sideways (upward,
forward)-stretch! 1; 2. Feet and arms-change! 1, 2.
At-tention! 1, 2.
On "1," the arms are bent upward; on "2," the arms are
stretched, and the foot is placed forward. "Change" and
" Attention" are taken in the same way. All the arm and foot
movements can be combined in the same way. In combined arm
and foot movements in which there is one movement for the arms
and two for the feet, the single foot movement with the left foot is
always on " 1," the combined movement of the arms and right foot
is on "2." (See Ex. iii.) When there are two movements for the
arms and one for the feet, the single arm movement is on "1," the
combined arm and foot movement on "2." (See Ex. vi.)
5 68 9.
Introductory Movements. 17
GROUP IlL-HEAD MOVEMENTS.

Head Rotation. Head turning-begin; left, right, etc., front.
H.Bot. The head is turned slowly first over the left shoulder, then over
the right shoulder, and then forward again.
The movement may sometimes be done more quickly to a sharp
command, and repeated by numbers 1, 2, 3.
Common Faults.-Turning the shoulders; bending the head;
making the move!TIent jerky.
Head Bending Head backward-bend; upward-stretch.
Backward.
(Fig.8,Sheet IV.) The head is pressed back slowly with the chin drawn well in
H. Bend. Backw. and the back of the neck stretched; it is then slowly raised, still
lifting the back of the neck.
Common Faults.-Shrugging the shoulders; letting the head
drop back with the chin tilted up; moving the body as well as the
head.
Head Bending Head forward-bend; upward-stretch.
Forward.
For the "bend" the head is allowed to drop gently on the
H. Bend. Forw. chest; for the " stretch," the chin is drawn in and the head pressed
up strongly until it is in the upright position. The movement may
be made continuous with the backward bending.
Head Bending Head to the left (R)-bend; upward-stretch.
Sideways.
The head is slowly bent to the side without being turned, and
H. Bend. Sidew. the opposite side of the neck well stretched.
Common Faults.-Poking the chin; shrugging the shoulders;
turning the head. .
The position of the arms for head movements may be by the
side, or " wing," or " bend" position.
GROUP IV.-MOVEMENTS WHICH HAVE ALREADY BEEN
LEARNT IN OTHER CLASSES AND WHICH ARE AFTERWARDS
USED AGAIN FOR REVISION AS INTRODUCTORY EXERCISES.
These may be ;- (See sample tables.)
(a) Arm Movements, i.e., Arm Bending and Stretching, and Shoulder
Blade Movements.
(b) Lateral Trunk Movements.
(c) Leg Movements, i.e., preparation for jump, foot-placings with
heel raisings, lunge movements.
These movements must first have been correctly learnt in their
own class in the previous Tables; they can afterwards be used as
introductory movements, the ann movements serving as corrective
exercises, the trunk turning, side bending, and leg movements
improving the circulation.
GROUP V.-BREATHING EXERCISES.
A breathing exercise must always be included in the intro-
ductory movements. New ones can be taught either here or at
the end of the lesson.
CLASS II.
Arch Flexions (Trunk Bending Backward and Forward).
Use. These movements use the back muscles in the region of the
neck and shoulders. The development of these muscles helps to
flatten and straighten the spine, and in this way prevents or over-
comes the condition of " round-back."
The Trunk bending backward is accompanied by a lifting of
the ribs, so that the muscles in front of the Trunk are stretched and
the capacity of the chest is increased.
In Trunk bending forward also the chest is expanded, and the
back of the legs is strongly stretched.
Trunk bending forward and downward usually follows Trunk
bending backward, especially in classes for older children, as this
movement affords relief after the strong contraction of the back
muscles.
Note.-The pupils must breathe freely and naturally during
these movements, otherwise the value of their effects is lost.
GROUP I.-TRUNK BENDING BACKWARD FROM STANDING
OR KNEEL-STANDING POSITION.
Wing Stride With feet astride hips-firm! Trunk backward-bend; upward
Standing -stretch. At-tention! 1, 2.
position,
Trunk bending The movement IS . starte d by pressmg
. t h e head sIghtly
l' back
backward, or with the chin drawn in; at the same time the chest is lifted and
Wing.Arch the shoulders drawn well down and back; the top part of the back
Sta':t~illg is flattened and bent slightly back. The body and head are then
pOSIlon.
(Fig. 9 Sheet III) SI owI y raIse . d t 0 th e upng. ht POSI't'lOn.
Wg. SId: p()s., T. bend The movement must be done very slowly and the position must
backw.,orWg.Arch. be maintained for a short time only. Beginners often find this
St. Po.. movement difficult, especially if they are at all flat-chested or round-
shouldered. Very little actual bending should be asked for at
first; the pupils should at once get the idea of lifting the chest and
drawing the shoulders down while keeping the waist quite still.
Common Faults (see Fig. 10, Sheet III).-Bending at the waist,
thus producing poking waist; bending the knees; letting the head
drop back and poking the chin; holding the breath.
Wing Kneel- Kneel-standing position-place. Hips-firm! Trunk backward
Standing -bend. Upward-stretch. At-tention! 1, 2. (For description of
position.
Trunk bending "kneel-standing:' see p. 8.)
backward. The movement is the same as from the standing position.
Wg. Kn. St. P()S., Progression is made according to methods A and C (see below).
T. bend backw.
Method A. Progression in trunk Bending backward.-The position of the arms
in the commencing position can be changed from wing to bend,
to yard, to t wing t re3t, to re3t, to t stretch t wins, to stretch.
Note.-Practically, "bend" is an easier position for trunk
bending backward than "wing:' and may, if preferred, be sub-
stituted for it in the first commencing position.
568 9.
Trunk Bending Backward. 19
Method B. The position of the feet in the commencing position can be

changed from stride, to standing, to close standing, to walk outward,
to walk forward.
Note.-When a walk position is used, a common fault is to let
all the weight of the body fall on to the back foot during the trunk
bending backward.
Method C. The position of the trunk in the commencing position can be
changed. The trunk is turned to the left (R) before the trunk
bending backward is taken. The bending cannot be so extensive
from this position, but more co-ordination is required, and it must
therefore be considered as a method of progression.
GROUP I1.-TRUNK BENDING BACKWARD WITH

TOE SUPPORT.
Wing Walk for- With the left foot forward, hips-firm! Trunk bending backward
ward Standing with toe support-begin. 1, 2. Feet and arms-change! I, 2.
position, Trunk
bending back- Trunk bending with toe support-repeat. 1, 2. At-tention!
ward with Toe As the bending takes place, all the weight of the body is shifted
support. on to the front foot and the back heel is raised so that the foot is
Wg. Wlk. forw. St. on the tip of the toe. As the body is raised, the back heel is lowered
pos., T. bend. backw.
w. Toe supp. and the weight is again shifted, so that it is equal on both feet.
Progression can be made by changing the position of the arms
in the commencing position. See Method A.
GROUP I1I.-TRUNK BENDING BACKWARD WITH

CHAIN SUPPORT.
Rest Stride Ones a short step backward-march! Ones with the left foot back,
Standing
position,
chain support-place! Twos with feet astride, neck-rest! Trunk
Trunk bending backward-bend. Upward-stretch. Ones and twos, at-tention!
backward (with 1, 2.
Ch.aiD support). The class stand in single rank, numbered in twos. For the
(FIg. ~~ tIll) chain support, the supports take "backward lunge position," and
ee
R t Std St T' place their hands so that they support their partners just below
':nd. back;'~(~: . the hollow of the back. On At-tention ! the supports bring the foot
Chain supp.). Up on "2." The support at the lower part of the spine helps to
prevent bending in this region.
Progression in trunk bending backward with chain support can
be made by changing the position of the arms and feet according
to methods A and B in Group I.
Movements which follow Trunk bending backward.
Wing Stride With feet astride, hips-firm! Trunk forward-bend. Upward-
Standing stretch. At-tention! 1, 2.
position, f
Trunk bending The body is slowly bent orward at the hips. The upper part
lorward,orWing of the spine is flattened and the chest is expanded; the knees and
Stride. Stoop hips are pressed back. The body is then slowly raised into the
Sta~dJDg upright position.
r:;~~~~nSheetVI.) Common Faults.-Dropping the head, rounding the shoulders,
Wg. std. Stp. st. pos. and exaggerating the hollow in the lower part of the spine.
568 9.
Stretch Stride With feet astride, arms upward-stretch! 1, 2. Trunk forward

Standing, and downward-bend. Forward and upward-stretch. At-tention!
Trunk bending
(orward and 1,2.
downward, or The first part of the movement is the same as for" trunk bending
Point stoop forward," but the movement is continued so that the hips are bent
Standing still more, and the hands touch the floor if possible. The head is
position.
(Fig. 12, kept between the arms which are stretched upward throughout the
Sheet IlL) movement; the knees and hips are pressed back.
Str. Std. st., T. bend. Common Faults.-Dropping the arms forward; shrugging the
forw. and downw., or
Pt. Stp. st. pas. shoulders, bending the knees.
Note.-For beginners, Trunk bending forward may be taken
after the arch flexion. Trunk bending forward and downward should,
however, be taught as soon as possible. In Fig. 12, Sheet III, the
correct Point stoop standing position with perfectly flat back is
shown, but children may be allowed to take it with slightly rounded
back, provided that the arms are kept still, and the shoulders are
drawn down.
CLASS III.
Heave Movements (Arm Bending and Stretching).
Use. These movements use the muscles of the arm and shoulders
and the muscles of the back and chest which join the upper arm
to the trunk. When the arms are vigorously extended the latter
muscles are stretched so that the ribs are raised and drawn apart.
Continual practice of these exercises therefore expands the chest
and increases its capacity. The arm stretching is always taken
from the bend position. This position is a very important one,
and when correctly done it helps to improve the position of the
shoulders by drawing them down and back.
Arm bending and stretching are very vigorous movements, and
they therefore quicken the heart-beat and circulation c~msiderably.
Note.-All the exercises which have been correctly learnt in this
class can afterwards be used as Introductory Movements.
Arm Stretching Arms sideways-stretch! 1, 2. Arms downward-stretch! 1, 2.
sideways,
Yard Standing or 0 n " 1" t h e arms are b en t upwar d ; on " 2" the arms are
position. stretched sideways on a level with the shoulders, palms face down-
(Fig. 13, wards, elbows and wrists and fingers are straight.
Sheet IV.)
2 A. Str. sldew. or Common Faults.-Taking the arms either above or below the
Yd. st. pas. shoulder level, shrugging and pulling forward the shoulders, thus
contracting the chest; poking the head.
Arm Stretching Adapt command from above. On" 2" the arms are quickly
upward or . stretched overhead, the palms face each other, and the arms are
Str~t?h,Standmg kept parallel, .and drawn back close to the ears. Some children find
r~:~t~~~:Of arms it difficult to keep the arms back, and they should not do so at the
Fig. 22, ' expense of bending back at the waist or poking the head.
2 A. ~:eeu\~?~ Co~mon Faults.-Shrugging the shoulders; poking the head

str. St. pas. and waIst.
5 68 9.
Arm Bending and Stretching. 21
Arm Stretching Adapt command from above. On" 2" the arms are stretched
forward, or forward on a level with the shoulders, the palms face each other, and
Reach Standing
position. the arms are parallel.
2 A. Str. forw. or Common Faults.-Shrugging the shoulders; :poking the head and
Reh. St. pos.
waist; drawing the arms too close together, thus cramping the chest.
Arm Stretching Adapt command from above. On" 2 " the arms are stretched
backward. down and back so that the fingers point directly backward; the
2 A. Str. baekw.
arms are parallel, the palms face each other.
Common Faults.-Shrugging the shoulders and poking the waist.
Note.-This movement is not used so much as the preceding
ones, as it is a difficult position and has little, if any, beneficial effect
on the chest.
PROGRESSION IN ARM BENDING AND STRETCHING.

Method A. The different directions can be taken in succession. Examples
of commands. (Progressive.)
(1) Arms sideways and downward-stretch! 1, 2, 3, 4.
(2) Arms sideways, upward, and downward-stretch! 1, 2, 3.
4, 5, 6.
(3) Arms forward, sideways, and downward-stretch! 1, 2, 3,
4, 5, 6.
(4) Arms upward, forward, sideways, and downward-stretch!
1, 2, 3, 4, 5, 6, 7, 8.
(5) Arms twice, upward, forward, sideways, and downward-
stretch! 1, 2, 1, 2, 3, 4, 3, 4, etc.
Note.-Vary the order of the directions to avoid mechanical
work. The class may be allowed to count for themselves out aloud,
and later they can work, keeping time with their leaders.
Method B. The arms can be stretched alternately. Example:-
Arms upward-bend! Left (R) arm upward-stretch! Arms-
change! change! etc., left (R) arm-bend! At-tention!
For the change, the arm which is stretched is bent and the other
arm is simultaneously stretched.
Method C. The arms can be stretched in different directions at the same time.
Examples of commands. (Progressive.)
(r) ~ Stret~h. Stand- (1) Left arm upward, right arm downward-stretch! 1, 2. Arms
109 positIOn. -change! 1, 2. Arms downward-stretch! 1, 2.
(2) t Stretch t Yard
Standing posi. (2) Left arm upward, right arm sideways-stretch. 1, 2, etc.
tion.
(3) l Stretch (3) Left arm upward, right arm forward-stretch! 1, 2, etc.
t Reach Stand-
ing Position. (4) Left arm forward, right arm sideways-stretch! 1, 2, etc.
(Fig. 14, (5) Left arm upward, right arm downward-stretch! Right arm
Sheet IV.) upward, left arm sideways-stretch! etc. _
Note.-Teach only one combination at a time; when two or
three combinations are known, they can be commanded con-
secutively. (See Ex. 5.) This calls for great concentration and
alertness on the part of the pupilS.
5 68 9.
Method D. The arm bending and stretching can be combined with

marching. Examples of commands. (Progressive.)
(1) With arm stretching sideways and downward, quick~march I
1, 2, 3, 4. Class halt! 1, 2.
(2) With arm stretching upward and downward, quick-march I etc.
(3) With arm stretching forward and downward. quick-march! etc.
(4) With arm stretching upward, sideways, and downward, quick-
march I etc.
(5) With arm stretching forward, upward, and downward, quick-
march I etc.
(6) With arm stretching upward, forward, sideways, and downward,
quick-march! etc.
On " 1," with the first step on the left foot, the arms are bent
upward; on "2," with the next step on the right foot, the arms
are stretched in the direction indicated in the commaml. The
arms are bent each time with the step on the left foot and stretched
with the step on the right foot. Command for the halt should be
given so that the arms are stretched down on "2." The rhythm
of the marching should be slower than usual in order to correspond
with the time of the arm movement, or if the same marching rhythm
is maintained the arm movement should be done more slowly so
that each bend and stretch position is maintained for two steps instead
of for one.
Common Faults.-Not completing each bend and stretch
correctly; poking the head' and waist; shuffling the feet.
Method E. The arm bending and stretching can be combined with steps.
(1) With one step to the left (R) arms sideways-stretch! 1, 2.
(2) With one step forward, arms sideways-stretch! 1, 2.
(3) With one step forward, arms upward-stretch! 1, 2.
(4) With one step to the left (R), arms upward-stretch! 1, 2.
(5) With one step backward, arms sideways-stretch! 1, 2.
(6) With one step forward, arms forward-stretch! 1, 2.
(7) With one step to the left (R), arms forward-stretch I 1, 2.
(8) With one step backward, arms forward-stretch! 1, 2.
(9) With one step to the left, arms sideways-stretch I With one
step to the right, arms upward-stretch I
On " 1 " the step is taken with the left foot and the arms are
bent upward; on" 2" the right foot is brought smartly up to the
left and the arms are stretched in the direction indicated in the
command. When two or three combinations are known, they can
be commanded in succession. (See Ex. 9.)
'Method F. The arm bending and stretching can be combined with facings.
(1) With facing to the left (R), arms sideways-stretch I 1, 2.
(2) With facing to the left (R), arms upward-stretch! 1, 2.
(3) With facing to the left (R), arms forward-stretch I 1,2.
568 9.
Balance Movements. 23
(4) With facing to the left (R) about, arms sideways (upward,
forward)-stretch! 1, 2.
(5) With facing to the left (R), arms upward, forward, sideways,
and downward-stretch! 1, 2, 3, 4, 5, 6, 7, 8.
On " 1 " with the first part of the facing, i.e., the pivot on the
heel and toe, the arms are bent upward; on "2" the facing is
completed, and the arms are stretched in the direction indicaletl
in the command. When two or three combinations are known,
they can be commanded in succession, or as in Example 5.
Method G. The arm bending and stretching can be combined with foot
placings. Examples of commands. (Progressive.)
(1) Arms upward-bend! Foot placing sideways with arm
stretching sideways-begin! 1, 2, 3, 4. Re-peat!
A t-tention !
(2) Arms upward-bend! Foot placing forward with arm
stretching sideways-begin! 1, 2, 3, 4, etc.
stretching upward-begin! etc.
(4) Arms upward-bend! Foot placing forward with arm
stretching 'upward-begin! etc.
stretching upward-begin! etc.
(6) Arms upward-bend! Foot placing outward with arm
stretching forward-begin! etc.
The commencing position is bend. On" 1 " the left is placed
in the direction indicated, and the arms are stretched. On" 2 "
the left foot is placed again by the right foot, and the arms are bent
upward. On" 3" and "4" the arm stretching and bending are
combined with the movements of the right foot. The class stands
still on " 4 " until command re-peat or at-tention is given.
The movement can also be taken in series, in which case it is
continued with alternate feet until the command Class-halt! 1-2.
On " 2 " the class stands still in " bend" position.
CLASS iv. Balance Movements.

Use. These are slow movements of the legs which involve special
effort in balancing the body. They teach control and concentration
of thought and will, and therefore require a greater brain effort than
the other classes of movements.
Control depends mainly on two factors: Co-ordination of
Movement, i.e., the use of exactly the right muscles working in absolute
harmony with each other to produce and maintain a definite position;
and Inhibition of Movement, i.e., the power of inhibiting or
restraining the use of muscles which are unnecessary for the move-
ment. These qualities are essential to good shape in all movements,
but they are especially cultivated by balance exercises.
5 68 9.
Balance exercises resemble Leg Movements to some extent,

but whereas in the latter the chief work is thrown on the leg muscles,
the Balance Exercises involve harder work for those muscles (spinal
and shoulder muscles, etc.), which keep the body upright and in a
good position. Continual practice of these exercises therefore
greatly improves the general carriage of the body.
GROUP I.-HEEL RAISING.
Wing Standing Hips-firm! Heels-raise. Lower. At-tention!
position, Heel
raIsing, or Wing The weight of the body is put well forward on the toes, and
To~ ~tanding the heels slowly raised as high as possible with the knees pressed
pOSitIOn. back; the heels are then slowly lowered.
Wg. St.pos., HI.raJs.,
or Wg. Toe st. pos.
Common F au It5 . -L eamng
. b ack at t h '
e waIst; not ma1{lng
. t he
movement even.
Progression in heel raising.
Method A. The commencing position of the arms can be changed from
wing to bend, to yard, to rest, to stretch..
Method B. The position of the feet in the commencing position can be
changed from standing to stride standing, to close standing, to walk
outward, to walk forward standing position. When the commencing
position is with one foot forward or outward, see that the heels are
raised equally and the weight of the body divided equally between
the feet.
Method C. Any slow arm movement can be combined with the heel raising.
Examples of command :-
(1) Arm raising sideways and heel raising-begin. 1, 2.
(2) Arm raising sideways, upward, and heel raising-begin. I, 2.
The arm movement is slow and should be completed with the
heel raising and lowering.
Method D. A head or quick arm movement can be taken from the "toe
standing position." Examples of command : -
(1) Hips-firm! Heels-raise. Head turning-Left, Right,
Front. Heels-lower. At-tention!
(2) Arms upward-bend! Heels-raise. Arms sideways-
stretch! Arms-bend! By numbers-repeat! 1, 2. Heels-lower.
Arms downward-stretch!
. The commencing position may be with left (R) foot forward,
outward, or sideways. Arm - stretchings in other directions or
arm-flingings learnt as dorsal movements, can also be used.
Method E. Foot placings can be combined with heel raising by numbers.
Examples :-
Hips-firm! Foot placing astride (forward or outward), with
heel raising-begin! 1, 2, 3, 4, 5, 6, 7, 8.
On " 1 " the left foot is placed astride;
On " 2" the heels are raised ;
On " 3 " the heels are lowered;
568 9.
On " 4" the left foot is replaced by the right;
On "5, 6, 7, 8" the same movements are repeated with the
right foot.
Heel raising can also be taken with combined arm stretchings
and foot placings (c.p. progression in Heaves, p. 23, Method G.)
GROUP I1.-TOE SUPPORT STANDING POSITION.
Wing Toe Sup- Hips-firm! Left (R) foot in toe support - place! Feet change!
port, Standing 1, 2. At-tention!
position.
(See Fig. IS, On " place" the foot is lifted back and placed on the tip of the
Sheet IV.) toe with the heel well raised and the knee and ankle perfectly straight;
Wg. Toe Sup., Sf. pas. for the change, on " 1" the foot is replaced by the other, and on
" 2" the right foot is placed in "toe support position." This
position is preparatory to the movements in Group IV, in which
the body is supported wholly on one leg.
Common Faults.-Bendilig the carrying knee; moviilg the body
from the upright position.
Progression in toe support is made according to methods A, C, D,
used for" heel raising."
GROUP I1I.-KNEE BENDING OUTWARD FROM TOE
STANDING POSITION.
Wing Toe Stand- Hips-firm! Heels-raise. Knees half way-bend. Knees-
ing position,
Knee bending
stretch. Heels-lower. At-tention!
half-way, ·or The knees are bent slowly outward to a right angle, while
Wing.Curtsey, the heels are raised and together. A good direction to the class
~~~ft~~~g is, "Turn the knees toward the right and left hand corners of the
Wg. Toe St. pos. KD. room." The head and trunk must be in a good position.
bend. St. pas.or
hall-way
Wg. curt. Common. Faults
'-Leaning forward or backward', lowering the
heels during the knee bending; bending the knees forward instead
of outward.
Wing Toe Stand- .. .
ingposition,Knee H~ps-fwm! Heels-ra~se. Knees all the way-bend. Knees
bending all the -stretch. Heels-lower. At-tention!
way, or Wing The knees are bent outward as far as possible, the heels are still
Curtsey Sitting
positiOll. "we11' d an d the o
raIse, b d y u png . h t.
(See Fig. 17,' Common Faults.-See above; also bending the body and
. Sheet V.) shrugging the shoulders, especially at the beginning of the "knee·
Wg. ToeSt.pos., KD. stretrhing."
bend. all the way, or -
Wg: Curt. S!tl. pas. With feet astride, hips-firm! Heels-raise. Alternate knee-
Wmg Stride Toe bending-left-right . Knees
Standing . stretch . Heels-lower . A t-tention .,
position, On the word left, the left knee is bent slowly outward, the right
alter~ate Knee knee being kept straight, and the body upright; on the word right,
~~~:~;:oest.pos., the right knee is slowly bent outward, and the left knee is simul-
alt. Kn. bend. taneously straightened. This alternate movement is continued until
the command" knees-stretch," when both knees are stretched and
pressed well back. The movement must be smooth and rhythmical.
Commo:o1 Faults.-Bending the body towards the side of the
bent knee; luwering the heels during the movement.
568 9.
3
Progression in knee bending outward can be made according to the

methods used for heel raising.
Alternate knee bending admits of progression only by method A.
Example of command : With· heel raising, arms sideways - raise.
Knees bend and arms ~tpward-raise. Knees stretch and arms to shoulder
level-lower. Heels and arms-lower. By numbers-repeat. 1, 2,
3,4.
The speed of the movement can also be changed, the knee bending
and stretching being done more slowly.
GROUP IV.-ALTERNATE KNEE RAISING UPWARD.
Wing StanJln:; ~-~!~~~~-~. ~-~ ~
position, alter- kne3 upward-raise. Knee-lower. By numbers repeat. 1, 2, 3, 4.
nate Knee rais-
ing upward, or At-tention!
Wing Crook a On " 1 " the leg is bent slowly upward until the thigh is at a
halt Standing
position. right angle to the body and the knee is also bent at a right angle.
(Fig. 16, On " 2," the leg is slowly lowered and the knee pressed well back.
Sheet IV.) As the raising is started, all the weight must be shifted on to
Wg. st. po••, alt.
Ku. raise upwo. or the other leg; the hip and knee of the carrying leg must be kept
Wg. Crk. a t St. po•. straight and the body upright. The instep must be well stretched,
therefore let the heel leave the ground before the toe.
Common Faults.-Bending the carrying knee; bending the
raised knee to less than a right angle; pointing the toe upward
instead of downward; leaning back at the waist.
Progression in knee raising upward can be made according to
Methods A,C, and D, used for heel raising; also by stretching the
leg forward. (See below.)
Wing Standing Hips-firm! Left knee upward-raise. Forward-stretch-bend
posItion, alter-
nate Knee rais- --lower.
ing upward and With the right knee repeat. I, 2, 3, 4. At-tention!
forward stretel1- On " 1," the leg is bent upward as in " knee bending upward; "
ing, or Wing
Crook B half on " 2," the knee is stretched slowly forward so that there is a straight
Standing posi- line from the hip to the toe. On" 3," the knee is again bent to a
tion. right angle; on " 4," the leg is lowered. The knee should, if possible,
Wg. £t. p.o•., alt.
RD. rals. and [orw. be kept on a level with the hip; but beginners may be allowed to
&tret., 0> Wg. erk.
B t St. po••
lower the knee slightly, as otherwise they are inclined to bend the
carrying knee, or they fail to straighten the raised knee.
Progression in knee raising upward and forward stretching can
oe made by methods A and C, used for heel raising.
GROUP V.-ALTERNATE LEG RAISING.
Wing Standing Hips-firm! Left leg forward-raise,. lower. Right leg forward
po~itlon, alter-
nate Leg rais-
raise,. lower. By numbers-repeat. At-tention!
ing forward. On "1," the leg is slowly raised forward with the foot and knee
Wg. St. pos., alt. stretched; on" 2," it is slowly lowered. Beginners should only raise
Leg roi•• [orw.
the leg a short distance, as otherwise they often fail to keep the body
upright.
Common Faults.-Bending the carrying knee; letting the body
lean back,
Wing Standing Hips-firm! Left leg sideways-raise-lower. Right leg-raise
position, alter- -lower. By numbers repeat. 1, 2. At-tention!
nate Leg rais-
ing sideways. On " 1," the leg is raised slowly to the side; on" 2," it is slowly
(Fig.I9, Sheet V) lowered. The knee and foot of the raised leg must be well stretched
Wg. St. pos., all.
L. ra!s. sidew. and the body must be kept upright.
Common Faults.-Leaning the body to the opposite side and
raising the leg slightly forward or backward, instead of directly
sideways.
Wing Standing Hips-firm! Left leg backward-raise-lower. Right leg by
position, alter- numbers-repeat. 1, 2. At-tention!
nate Leg rais-
ing backward. On " 1," the leg is slowly raised backward with the foot and
Wg. St. pos., alt. knee stretched, so that the sale of the foot faces straight backward;
L. rais. backw.
on " 2," the leg is slowly lowered.
Common Faults.-Bending the body forward; bending the
knees.
Note.-In all leg raising exercises the movement should be
limited to the hip-joint; all other parts of the body must be kept
still.
Progression in alternate leg raising can be made according to
Methods A, C, and D, used for heel raising; also according to the
following methods : -
Method A. The various directions for leg raising can be taken consecutively.
Examples of commands : -
(1) Hips-firm! Left leg forward-raise; sideways-raise--
lower. Right leg by numbers repeat. 1, 2, 3, 4, 5, 6. At-tention!
(2) Hips-firm! Leg circling with the left (R) foot-begin.
1, 2, 3, 4.
On " 1," the leg is raised forward; on" 2," it is carried to side-
ways raise position; on " 3," it is carried backward; and on " 4,"
it is lowered. The leg should not be raised very high at first.
Common Faults.-Bending the carrying knee; turning the body
in the direction of the moving leg.
Method B. Arm circling can be combined with leg circling.
Arm and leg circling-begin. 1, 2, 3, 4.
On "1," the arms and left leg are raised forward; on "2,"
the arms are raised upwards, and the leg sideways; on" 3," the arms
are lowered to shoulder level, and the leg is raised backward; on
" 4," arms and leg are lowered to position of attention.
GROUP VI.-TOE LUNGE POSITIONS.

Wing Toe Lunge Hips-firm! Left (R) foot backward in toe lunge position-
Standing posi- place. Feet-change. 1, 2. At-tention!
tion.
(Fig. I8,Sheet V) On "place," the left leg is lifted and placed about three foot
Wg. Toe Lunge St.
pos. lengths in a straight line backward on the tip of the toe, so that
the sole of the foot faces directly backwards; the right knee is at the
same time well bent and the body leans slightly forward. For the
568 9.
H change" on " 1," the left foot is placed back by the side of the
right and the right knee straightened; on" 2," the movement is
repeated with the right foot, the left knee being bent.
Common Faults. - Poking the head; rounding the back;
bending the back knee; not placing the leg in a straight line
backward with its former position.
GROUP VII.-HORIZONTAL HALF STANDING POSITION.
Wing Horizon- Hips-firm! With the left foot back, horizontal half standing
tal half Stand- position-place. Feet-change. 1, 2. At-tention!
ing position.
(Fig 20, Sheet V) On "place" the left leg is lifted slowly back, with the hip, knee,
Wg. Horizontal t
st. pOll. and ankle stretched, and raised until it forms a horizontal line with
the head. The right knee is at the same time bent, the chest and
spine are well arched, and the head is pressed back. The change is
as in the preceding movement in Group VI.
When this movement is being taught, toe lunge position ma:y
be taken first and then the command given, Left (R) leg-raise-lower.
On "lower," the toe lunge position is resumed. The horizontal
position should not be insisted on at first.
Progression in toe lunges and horizontal half standing positions.
Methods A and C, which are used for heel raising, can be applied.
CLASS V.
Dorsal Movements (Shoulder-blade).
Use. These movements use the muscles of the upper part of the spine,
and those which keep the shoulder-blades in a good position, down
and back. They therefore correct or prevent round back and
shoulders, and flat-chest, supplementing the work of the arch
flexions. Dorsal exercises are very important, as most children
greatly need them to counteract the effects of bad postures in school.
Many children have great difficulty in doing these exercises in good
form, owing to stiffness of the shoulders, and contraction of the
chest; but these defects can be overcome by careful practice.
Dorsal movements include exercises of the arms which involve
special effort in inhibiting movement in parts of the body which are
unnecessary for the exercise. Using these exercises therefore helps
to develop the power of control of the movements of the arms, which
is so important a characteristic in cultivating skill in manual
occupations.
The methods of progression which are used for these exercises
are directed very largely towards increasing the difficulty of inhibition
of movement, and thus towards the teaching of greater control.
This is done by taking the arm exercises from commencing positions
in which the shoulder- blades are more firmly fixed than in the
fundamental standing position, so that the range of movement for
the arm exercise is still more limited, and the difficulty of moving
the arms without at the same time moving the head or tr 1111k is
increased. (See Progression in Dorsal Movements, p. 57.)
568 9.
Shoulder-blade Movements. 29
GROUP I.-TRUNK BENDING FORWARD.

Wing Stride With feet astride, hips-firm! Trunk forward-bend; upward-
Standing Trunk
bending for- stretch. At-tention!
ward, or Wing On the word "bend" the body is bent forward at the hips, the
Stride St oop small of the back is flattened, and the dorsal spine pressed in; the
Standing.
Wg. std. St. T.
knees and hips are pressed well back. On the word" stretch," the
bend. forw., or body is slowly raised again to the upright position. The chief
Wg. Std. Stp. St.
effort should be in flattening the upper part of the back and drawing
the hips well back.
Common Faults.-Dropping the head, rounding the shoulders,
and exaggerating the hollow in the lower part of the back (when done
from wing standing position, drawing the elbows too far back).'
Progression in Trunk Bending forward.
Method A. The position of the feet in the commencing position can be
changed from stride to standing, to close, to walk outward, to walk
forward standing.
Method B. The position of the arms in the commencing position can be
changed from wing, to bend, to yard, to rest, to stretch.
Method C. The stoop position can be held while doing a head turning, an
arm bending and stretching, or a movement from Group II (see
below). Examples of command : -
(1) Arms across-bend! Trunk forward-bend. Arms sideways
fling! Bend! By mtmbers, repeat. 1, 2. Trunk upward-stretch.
A t-tention !
(2) Hips-firm! Trunk forward-bend. Neck-rest! Hips-
firm! Neck-rest! etc. Tnmk upward-stretch. At-tention!
GROUP n.-MOVEMENTS OF THE ARMS WHICH CORRECT
THE POSITION OF THE SHOULDERS AND EXPAND
THE CHEST.
Standing, Arm Arm rotation outward-begin. 1, 2.
rotation out-
ward. On " I," the arms are rotated at the shoulder-joint so that the
St. 2 A. rot. outw. palms are turned forward and outward as far as possible. On
"2," the hands return to the original position.
Common Faults.-Turning the palms backward instead of forward;
making the rotation in the forearm instead of at the shoulder-joint.
Yard Stand- Arms sideways-stretch! 1, 2. Arm rotation-begin. 1, 2.
ing position, Arms downward-stretch! 1, 2.
Arm rotation.
Yd. St. pos., 2 A. rot. The palms are turned forward and upward on " 1," downward
again on " 2."
Common Faults.-(See preceding movement.)
Standing Arm Arms forward-raise-lower. By numbers-repeat. 1, 2.
raising for-
ward. The arms are raised forward to shoulder level with the palms
s!. 2 A. rals. forw. facing and the arms quite straight and parallel to each other.
Common Faults.-Reaching so far forward that the back is
rounded; poking the waist; having the arms too close.
568 9.
Arms upward-bend! Arm circling-begin! 1, 2, 3, 4. Arms
Bend Standing downward-stretch!
position, Arm
circling. From the bend position the elbows are brought forward, then
Bd. St. pos., 2 A. upward, then backward and downward, describing a large and
elr.
continuous drcle. A complete circle is made on each number.
Common Faults.-Poking the head and waist. .
Standing posi- Arms in swimming position-place! Arm swimming-begin.
tion, Arm 1,2,3. Repeat. At-tention!
Swimming.
St. pos., 2 A. On "place" the arms are bent with the hands in front of the chest;
Swim.
palms facing downward, fingers pointing straight forward, thumbs
nearly touching, the elbows drawn into the sides; on" 1," the arms
are thrust forward with straight elbows, the hands still in the same
relative position; on" 2," the arms are brought slowly round to the
side on a level with the shoulders, the palms facing backward; on
"3," the commencing position is resumed. On the command
"Attention" the arms are smartly lowered.
Common Faults.-Shrugging the shoulders, especially when the
arms are thrust forward; poking the head and waist.
Across bend Arms across-bend!' Arms sideways-fling! Bend. By
Standing posi- numbers, repeat. 1, 2. At-tention!
tion, Arm fling-
ing sideways. On " 1," from the across bend p03ition, the arms are flung quickly
Crs. bd. St. pos., and vigorously sideways. The arms are at shoulder level, the whole
2 A. fling. sidew.
arm stretched; the palms face downward. On" 2," the arms are
bent across again. The movement is repeated three or four times
until the command" Attention" which is given when the arms are in
across bend position. The chief effort should be in the arm flinging,
but the arms must be brought back each time into correct across
bend position, with the hands well apart.
Common Faults.-Poking the head and waist; dropping the
arms below shoulder level; bringing the hands too close together
when the arms are bent.
Reach, Stand- Arms forward-raise. Arm swinging sideways-begin! 1,2.
ing position, Arms-lower.
Arm 5 winging
sideways. On " 1," the arms are swung quickly apart into yard C position;
Reh., St. pos.,
2 A. swing. sidew.
the palms are turned during the swinging so that they face downward
in the sideways position. On" 2," the arms return quickly to
" reach" position, the palms again facing inwards.
Common Faults.-Dropping the arms below shoulder level;
poking the head and waist in the commencing position and during
the movement.
Half Stretch, Left arm forward and upward-raise. With arm swinging, arms-
Standing posi- change! Change! At-tention!
tion, alternate
Arm 5 winging On the command" Change," the left arm is swung forward and
upward. downward, and the right arm is simultaneously swung forward and
! SIr., St. pos., alt. upward, both palms facing inward. " Change" is repeated three
A. swing. upw.
or four times, until the command " Attention" when the raised arm
is lowered forward and downward.
Common Faults.-Moving the arms outward beyond the line oj
the body; shrugging the shoulders; poking the head and waist.
6 68 9.
Shoulder-blade Movements. 31
Standing posl- Arms forward and upward-swing! Forward and downward-
tion,Armswing- swing! By numbers--rcpeat. 1, 2.
ing upward.
Sl. pos., 2 A. swing. This movement is the same as the preceding one, except that
upw.
both arms are moved in the same direction simultaneously.
Reach, Stand-
ing position, Arms forward-raise. Arm swinging upward-begin. 1, 2.
Arm sWinging Arms-lower..
upward. This movement is the same as the preceding one, except that
Roh., St. pos., 2 A.
swing. upw. the arms are not brought below shoulder level until the command
Quick Arm "Attention" is given.
circling. Quick arm circling-begin! 1, 2.
Qulek 2 A. elrel. On " 1," the arms are quickly raised forward and upward, the
palms facing inward; on" 2," the arms are quickly lowered sideways
and downward, the palms being quickly turned down.
Common Faults.-Poking the head, and poking the waist.
Stretch, Stand- Arms forward and ~tpward-raise. Arm swinging forward and
ing position, sideways-begin! 1, 2. Arms forward and downward-lower.
Arm swinging
forward side- On " 1," the arms are quickly lowered to reach standing position
ways. and then swung sideways in a continuous movement to yard C standing
Str., SI. pos., 2 A.
swing. lorw. sidew. position; on "2," the arms are quickly swung forward to reach standing
position, and then swung upward in a continuous movement to stretch
standing position. The arms are kept parallel with the palms,
facing inward, until they are on a line with the shoulders. The
palms are turned down as the arms are swung sideways.
Common Faults.-Dropping the arms below shoulder level;
shrugging the shoulders; poking the head and waist.
Combined Combined shoulder exercise-beg'in! 1, 2, 3, 4, 5, 6. Repeat!
Shoulder exer- 1, 2, 3, 4, 5, 6. At-tention!
cise.
Comb. Sh. ex. On " 1," the arms are bent upward; on" 2," they are stretched
backward; on "3," flung forward and upward; on "4," bent
across; on " 5," flung sideways; on "6," lowered to the sides.
All the movements must be done vigorously, and must have been
correctly learnt before being used in the combination.
Progression in movements in Group II.
Method A. Any of the" Arm flingings " can be combined with a foot placing.
Note.-The command for the commencing position of the arms
must be given first.
Example: Arms across-bend! With the left foot forward,
arms sideways-fling! Feet and arms-change! 1, 2, Arms across
-bend! At-tention!
For the Change: on" 1," the commencing position of the arms
and feet is always resumed.
Method B. The position of the trunk can be changed in the commencing
position from standing to stoop standing to lunge positions, to forward
lying position.
Note.-Progression in " arm swinging" and" combined shoulder
exercise" should only be made by taking them from the stoop
position.
568 9.
GROUP IlL-LUNGE POSITIONS. (See Leg Movements, pp. 55 and 56.)

Wing Lunge Hips-firm! Left (R) foot forward in lunge position -place!
forward Stand- Feet-change! 1, 2. At--tention!
Ing position.
Wg. Lunge forw. The left foot is lifted and placed three foot lengths forward.
St. pas. (See diagram, p. 15.) The front knee is well bent, the back knee is
straight. The weight of the body is carried well over the front foot,
so that the body leans slightly forward. The upper part of the
spine should be well flattened and the head pressed well back. For
the" change," on " 1 " a push off is taken from the lungmg foot,
which is brought back again by the other; on" 2," the lunge position
is taken with the other foot.
Common Faults.-Bending the back knee, moving the back foot;
turning the shoulders; keeping the body upright; taking the lunge
with a stamp.
Wing Lunge Hips-firm! Left foot outward in lunge position-place! Feet-
outward Stand- change! 1, 2. At-tention!
Ing position.
Wg. Lunge outw. The movement resembles lunge forward position, except that the
Sl. pos. foot is placed three foot lengths outward (see diagram, p. 15), and
the body inclines slightly towards the lunging side instead of forward.
This exercise can also be done from a half-facing.
Wing Lunge Hips-firm! Left foot sideways in lunge position-place! etc.
sideways Stand- The foot is lifted and placed three foot lengths to the side; the
Ing position.
Wg., Lunge sidew., knee is well bent, the other knee is kept straight; the body remains
51. pos. upright.
(Fig. 22,
Sheet VL) Common Faults.-Bending the knee inward instead of outward;
ppking the waist.
Wing Lunge Hips-firm! Left foot backward in lunge position-place! Feet
backw~r~ Stand- change! 1, 2. At-tention!
~~. r~;;~l~~kw., The foot is placed three foot lengths backward with the knee
St. pas. straight and the front knee bent. The position is the same as in
lunge forward position.
Common Faults.-Carrying the weight back instead of forward.
GROUP IV.-PRONE LYING TRUNK RAISING.
Prone Lying position-place.-(For support Prone lying position,
see note, pp. 8 and 9.)
Wing Support, Hips-firm! Trunk upward-raise-lower. At-tention!
Prone Lying On the word" raise," the head and chest are lifted slowly from
position, Trunk
raising, or Wing the floor so that the upper part of the spine is flattened; the shoulders
forward Lying are drawn well down and the head pressed back; the body is then
position. slowly lowered again. The movement must be limited to the upper
(Fig. 24, part of the spine to avoid exaggeration of the hollow in the lumbar
Sheet VL)
Wg. Supp., prone spine. This is a strong movement and the raised position must
Ly. pos., T. rais., or only be maintained for a short time at first.
Wg. Forw. Ly. pos.
Common Faults.-Raising the body too high, thus increasing
the hollow in the lower part of the spine; drawing the elbows back
too far in wing position; holding the breath; making the movement
jerky. .
Note.-Children often do the movement better at first with the
arms straight by the sides, rather than in wing position.
5 68 9.
Abdominal Movements. 33
Progression in Groups III and IV can be made according to

Methods Band C used for stoop position.
Note.-Only easy movements should be taken trom forward
lying position, i.e., head turning, arm rotation, or arm stretching
sideways. Examples of commands ; -
(1) With the left foot forward (backward) in lunge position, hips-
firm! Neck-rest! Hips-firm! Feet-change. 1, 2.
At-tention!
(2) Right arm forward, upward, left arm backward-raise. With
arm swinging, left foot forward in lunge position-place!
Re-cover! With arm swinging, right foot forward in lunge
position--place! Re-cover! At-tention!
(3) With feet at right angles, half to the left-face! Arms upward-
bend ! With the left foot outward in lunge position, left
arm upward, right arm backward-stretch! With facing
feet and arms-change. 1, 2, 3. Arms upward-bend!
(Fig. 23, At-tention! Half to the left-face!
Sheet VI.) For the change, on " 1," the arms are bent upward and the left
foot is brought back to the right; on" 2," a whole facing to the right
is made (see diagram) ; on" 3," the lunge is taken with the right foot,
the right arm is stretched up, the left arm back.
CLASS VI. Abdominal Movements.

Use. These movements use the abdominal muscles, i.e., the muscles
which lie in front and at the sides of the lower part of the trunk.
The development of these muscles improves the position of the
body, as it corrects" poking waist" and" hollow back."
As these muscles grow firmer they give a better support to the
organs which lie beneath them, and their contraction also exerts a
mechanical pressure on these organs, improving the functions of
digestion and of excretion of waste products.
Abdominal movements are very important, both for children
and adults, but they should be used with special care because of
their direct effect on the organs; great harm may result if the
movements are incorrectly done, or if those selected involve undue
effort.
Marching and running and many of the fancy steps and marches
produce the effects of abdominal movements in a minor degree, and
these can be substituted for them in cases where abdominal move-
ments proper are not practicable.
GROUP I.-LEG RAISING.
(For Back Lying pesition, see p. 8.)
Rest, Back Lying Back Lying position-place. Neck rest. Left leg-raise-lower.
position, alte.r- Right leg-raise-lower. By numbers-repeat. 1, 2, 3, 4. At-tention!
nate
lng. Leg Rals- 0n " 1", th e 1ef
t l
eg'IS s1ow1y raIse
. d WIt
. h t h e k nee and ankle
RsI., Back Ly. pos., stretched; on "2," the leg is slowly lowered again; on "3" and
all. L. rals. "4," the same movement is done with the right leg. On" Attention,"
the pupil resumes the standing position.
568 9.
Note.-To resume the standing position a variation may be made

by letting the pupils first sit up with the legs bent and crossed in
front; and then try to stand up without putting their hands on the
floor.
Common Faults.-Bending the knees; not keeping the back
and elbows flat on the floor.
Rest, BackLying Back Lying position-place. Neck-rest! Knees upward-bend.
position, Knee Knees--stretch. Legs-lower. By numbers-repeat. 1,2,3. At-tention!
bending and
stretching. On " 1," both knees are drawn up together close to the chest.
Rst., Back Ly. pos.,
Kn. bend. and On " 2," the knees are stretched so that the legs are vertical. On
stretch. " 3," the legs are slowly lowered with the knees and ankles extended.
The bending and stretching must be smooth and gradual. Beginners
should be allowed to stretch the legs to less than vertical position,
and the lowering of the legs should not be too slow at first.
Common Faults.-Not keeping the elbows flat on the ground;
holding the breath.
Best ,BackLying Back Lying position-place. Neck-rest! Both legs-raise-
position, Leg lower. By numbers-repeat. 1,2. At-tention!
raising.
(Fig. 27, On " 1," both legs are raised slowly to a vertical position with
Sheet VII.) the ankles and knees stretched. On" 2," the legs are slowly lowered.
Rst., Ly. pas,
2 L. rais. This is a very strong movement, and must not be used until
the preceding ones can be done with ease. At first the legs need not
be raised quite to the vertical position.
Common Faults.-Not keeping the elbows on the ground;
holding the breath; bending the knees.
Progression in Leg raising.-The movements described above arc
arranged in progressive order of difficulty. Each of them can be
made more difficult in itself by doing the raising .and lowering more
slowly and by holding the legs in a raised position for a longer time.
Progression should be made slowly.
GROUP n.-PRONE FALLING.

Prone falling Prone falling position-place! 1, 2. At-tention! 1, 2.
position.
(Fig. 28, On " 1," the heels are quickly raised and the knees bent outward
Sheet VII.) to curtsey sitting position, and the hands are placed on the floor,
Prone fall. pas. shoulder width apart, between the knees, the fingers turned slightly
in. On" 2," the feet are lifted slightly, and the legs are straightened
by shooting them backward with the knees and heels together, so
that the weight of the body is supported on the hands and toes. In
both positions the head must be kept up. The back must not be
bent, the whole of the body should be straight from the head to
the heels.
Common Fault.-Letting the middle of the body drop towards
the ground. This is a harmful mistake, and beginners may even
be allowed to hump the body slightly at first.
568 9.
Abdominal Movements. 35
Progression in Prone Falling.

Method A. Prone falling position-place! 1, 2. Foot placing-b:;gin! I, 2.
Prone fall. pos.,
2 F. plac. For the foot placing, on " 1 " the feet resume the first position
of prone falling; on "2," they are quickly placed back into the
second position. This is especially suitable for younger children.
It is, however, a tiring movement, and should not be repeated more
than twice without a rest. The movements of the feet should be
light, and the head must be kept up.
Method B. (From prone falling position.)
Leg raising-begin. 1, 2, 3, 4. At-tention! 1, 2.
Prone lall. pos.,
alt. L. rais. On "1," the left leg is slowly lifted back from the hip, the hip,
knee, and ankle joints are stretched. On" 2," the leg is slowly
lowered. On" 3" and" 4," the movement is repeated with the
right leg.
GROUP III.-TRUNK FALLING BACKWARD.

Wing Knee! Kneel standing position-place. 1, 2. Hips-firm! Trunk
Standing posi- backward-fall. Trunk-raise. At-tention !
tion, Trunk
falling back- The chest is slightly lifted, and the head pressed back with
ward. the chin in, the body is moved slowly backward a little and then
Wg. Kn. St. pos.,
T. laU. backw. raised with the spine and hips kept straight. The movement takes
place at the knees. Young children generally find this exercise
fairly easy. Care must be taken with older children that the move-
ment is not carried too far.
Common Faults.-Bending at the waist instead of at the knees;
poking the head; shrugging the shoulders; holding the breath.
Wing Support Long sitting position-place. Hips-firm! Trunk backward-fall.
Long Sitting Raise. At---tention! (For support long sitting position, see note,
position, Trun!,
faIling back- pp.8 and 9.)
ward. - The chest is first lifted and the head pressed back with the chin
(Fig. 25, iri, and the trunk is then slowly moved backward from the hips,
Sheef VI!.)
Wg. Supp.- Long Sitt·
UN.til it rests completely on the floor. The trunk is then slowly
pos., T. fall. backw. raised again to sitting position. The spine is kept quite straight
throughout the movement. In the backward movement the head
should meet the ground first. In the raising, the shoulders and
chest should leave the floor first and the head last. This is a strong
movement, and must be taught by degrees. The complete movement
backward should not be attempted at first; the falling back should
only be taken so far as a good position of the head and chest will allow.
Common Faults.-Poking the chin or letting head fall back;
shrugging the shoulders; contracting the chest.
Wing ha'f With the left foot back, half kneel standing position-place! Hips
Kneel Standing -firm! Trunk backward-fall-raise. Feet-change. 1, 2.
position, Trunk Trunk backward-fall-raise. At-tention !
falling back-
ward. The movement is the same as the preceding, only it is more
Wg. ! Kil. st. pos., difficult, as there is less support for the body.
T. lall. backw.
Common Faults.-Same as in kneeling position.
568 9.
Wing Foot A's with the left foot back. half kneel standinJ{ position--place!
Grasp half B's with the left foot fixed, hips-firm! Trunk backward-fall.
Standing posi-
tion, Trunk fall- Trunk-raise. A's and B's feet-change! 1, 2. Trunk backward
Ing backward. -fall. Trunk-raise. At-tention! (For description of half-
(Fig. 26, kneel standing, see page 8.)
Sheet VII.)
Wg. F. gr. ! St. The class is arranged in two lines, facing each other, and about
pas., T. fall. backw. two steps apart. All in one line are called " A's," all in the other
line " B's."
On the word "firm," the B's take "wing standing position," and
place the left foot on the raised knee of their partner, who fixes
the foot by clasping it firmly round the ankle with both hands; both
knees should be straight, and there should be a vertical line between
the body and the leg which is on the ground. The falling back is
done very slowly, and the spine is kept straight. For the change,
on " 1 " A's andB's stand up; on " 2" A's take the right foot back
in "half kneel standing position," and B's place the right foot on
their partners' raised knee. On" Attention," all resume standing
position. The commands are then repeated, so that the A's do the
movement and B's give support.
Common Faults.-Bending the knees; exaggerating the hollow
of the back; shrugging the shoulders; dropping the head back;
holding the breath.
Progression in Trunk Falling backward.- The position of the
arms in the commencing position can be changed from "wing" to
" bend" to "yard." For children further progre3sion is not
advisable in these movements.
GROUP IV.-TRUNK CIRCLING.
Wing Stride With feet astride, hips-firm! Trunk circling-begin. 1, 2,
Standing posi- 3, 4, 5, 6. Repeat. At-tention ! 1, 2.
tion, Trunk
circling. On " 1," the trunk is bent forward; on" 2," it is bent to the
left (R); on "3," it is bent backward; on "4," to the right (L);
on " 5," forward; on" 6," it is raised to the upright position.
All the movements are continuous. The chest should be as
supple as possible; the head is kept still; This movement should not
be taken until all the trunk- bending movements can be correctly
done separately.
Common Faults.-Turning the body; rounding the back;
bending the knees; bending at the waist on "3;" making the
movement jerky.
CLASS VII. Lateral Trunk Movements.

Use. These movements use the abdominal muscles and the muscles
which lie on either side of the spine. They resemble the abdominal
movements in their effects, but whereas in most of the former the
muscles on both sides of the abdomen contract simultaneously, in
the latter the contraction is mainly limited to the muscles on one
5 68 9.
Lateral Trunk Movements. 37
side at a time, the muscles on the opposite side being extended.

For this reason it is essential that these exercises should be
taken the same number of times to each side, so that the muscles
on both sides of the body are developed equally.
Trunk Turnings.-These movements help to make the abdominal
muscles in the region of the waist firm, and in this way better support
for the internal organs is obtained. The twisting or rotating of the
trunk alternately to each side, expands the chest obliquely, and this
increases the rate of circulation in the large veins near the heart,
and so the general circulation is improved.
Side Bendings.-The muscles on the left side of the spine and
abdomen contract when the trunk is bent to the left. The muscles
on the right of the trunk and spine are strongly stretched, and
the ribs of the right side of the chest are spread apart. By con-
tinuous practice in these movements, exercising both sides of the
body equally, the capacity of both sides of the chest is permanently
increased.
The alternate side bendings complete the work of the trunk
turnings, by still further assisting the flow of blood in the large veins
of the trunk, thereby improving the work of the digestive organs.
Any lateral movement which has been learnt is useful as an
introductory movement in subsequent tables, because of its effect
on the circulation.
Note.-All these exercises must be accompanied by free respira-
tion, otherwise the value of their effects is lost.
GROUP I.-TRUNK TURNINGS.

Wing Standing Hips-firm! Trunk to the left-turn. Forward and to the right
position, Trunk --turn. Forward-turn. At-tention!
rotation, or
Wing Turn The trunk is slowly turned to the left (R) as far as possible, with
Standing posi- the knees and feet kept perfectly still. The movement takes place
tion.
Wg. SI. pos., T.
in the spine and at the hip joints. The head and shoulders maintain
rol., or Wg. Turn. the same position with relation to the trunk. The trunk is then
51. pos.
turned slowly forward and to the right and then forward again.
Common Faults.-Moving the head more than the body. (It
should be kept upright and facing in the same direction as the body.)
Letting the weight of the body fall back on the heels, thus producing
" poking waist;" moving the feet; bending the knees.
Progression in Trunk Turning.
Method A. The position of the body in the commencing position can be
changed from standing to "stride," to " close," to " walk outward,"
to " walk forward," to "kneeling," to " stride sitting."
The change of position of feet and trunk in making progression
is arranged so that the hip joints become more and more fixed in
the commencing position. In this way the movement is made
more difficult as it has to be limited to the spine.
5 68 9.

changed from "wing" to "bend," to "yard," to "half rest.
half wing," to "rest," to "half stretch, half wing," to "stretch"
positions.
Method c. The turn position can be held while doing a head or arm move-
ment. Suitable movements are head - turnings, arm -bending and
stretchings, or movements from Group II of the Shoulder blade
movements, see pp. 29-31.
GROUP H.-TRUNK BENDING SIDEWAYS FROM STANDING

AND KNEELING POSITIONS.
Wing Stride With feet astride, hips-firm! Trunk to the left-bend. Upward-
Standing posi- stretch. To the right-bend. Upward-stretch. At-tention! 1, 2.
tion, Trunk
bending sIde- The movement consists of a bending and arching of the whole
ways. spine to each side. The movement begins by a slight bending
w g. Std. St. pos.,
T. bend. sldew. of the head to the side, and is gradually continued down the whole
length of the spine, until the trunk is bent as far as possible to the
side. The chief effort is directed towards pushing out the ribs
on the upper side of the chest so that as much expansion as possible
is obtained.
Common Faults.-Twisting the body; bending forward or
backward; bending the knees. If the bending is to the left there
is a tendency to raise the right foot from the ground. This lessens
the stretching of the side and must therefore be avoided.
Wing Kneel Kneel standing position-place! Hips-firm! Trunk to the left
Standing posi- -bend. Upward-stretch. Trunk to the right-bend. Upward-
tion, Trunk
bending side- stretch. At-tention! 1, 2.
ways. The movement is the same as from standing position.
Wg. Kn. St. pos.,
T. bend. sldew. Progression in Trunk Bending Sideways.
Method A. The position of the feet in commencing position can be changed
from "stride" to "standing," to "close," to "walk outward," to
" walk forward."
Note.-When the left foot is forward or outward the trunk
bending is to the left. This is to emphasize the stretching of the
right side. (cp. Fig. 29, Sheet VIII.)
changed from "wing" to "bend," to "yard," to "half rest, half
wing," to " rest," to "half stretch, half wing," to "stretch."
Note.-If the position is "half rest" or "half stretch," the bending
is to the left when the right arm is uppermost and vice versa.
Method C. The position of the trunk in the commencing position can be
changed to "turn standing" position.
Note.-The trunk is turned to the left for trunk bending to the
left and vice versa (cp. Fig. 29, Sheet VIII).
56;}9.
Lateral Trunk Movements. 39
GROUP III.-TRUNK BENDING SIDEWAYS WITH SUPPORT

.TO THE BODY.
Trunk bending Arms upward-bend! Trunk to the left-bend. Trunk upward-
sideways with stretch. Left about-face. Trunk to the right-bend. Upward-
supp)rt against
a desk. stretch. At-tention !
After the facing, the right hip should be against the side of the
desk. A rather deeper bending can be made when support is
given in this way.
Note.-This movement is very suitable for use in a classroom.
The class is arranged between the desks, and each pupil stands at
" Attention," with the right (L) hip against the side of the desk.
GROUP IV.-TRUNK BENDING SIDEWAYS WITH ONE FOOT

RAISED AND SUPPORTED.
The class is arranged in double file, two steps away from each
other. Call the left hand file A's, the other B's.
Wing Foot B's to the left-face! With the right foot back, half kneel standing
Grasp half position-place!
Standing posi-
tion, Trunk A's right foot fix, hips- firm! Trunk to the left-bend.
bending side- Upward-stretch, etc. Change. 1, 2, 3. (Repeat to the right with
ways. partner the left foot fixed.) At-tention!
(Fig. 32,
Sheet VIIL) On the word" fix" the A's quickly raise the right foot.and place
Wg. F. Gr. t st. it on the raised knee of their partner in the "B" line. The
pas., T. bend. sidew.
holds the ankle firmly in place with both hands.
A's adjust their positions so that both knees are quite straight
and bodies upright. For the" change:' on " 1 " B's and A's resume
position of Attention; on" 2" the A's face" left about; " on " 3 "
the B's take half kneeling position with the left foot back. The
A's fix the left foot on the knee. The movement is afterwards
repeated by the B's, A's giving support.
Common Faults.-Bending the carrying and raised knee; not
regaining the upright position after the bending.
Progression.
In Groups III and IV progression can be made by changing the
position of the arms in the commencing position as in Groups I
and II.
GROUP V.-SIDE FALLING.
Wing Side On the right (L) arm, side falling position-place! 1, 2, 3. Turn
Falling posi- over. 1, 2. At-tention! 1, 2, 3.
tion.
(Fig. 30, On " 1" and "2" prone falling position is taken; on "3,"
Sheet VIIL) the body is turned to the left so that the weight of the body rests
Wg. Side fall. pas.
on the right arm and the left hand is in "wing." The legs are
straight, the feet maintain the same position in relation to each other,
so that the left foot rests on the right one. The head and heels are
in a straight line, the left side of the body is pressed well up. On
568 9.
the command "turn over," prone falling pOSltlOn is resumed on

" 1" ; on " 2," the side falling is taken with the weight resting on
the left arm. On" Attention," "1," prone falling is taken; on "2,"
and" 3," the position of Attention is taken.
Note.-This movement does not include a side bending, but it
uses the side muscles strongly, and is therefore classified here.
Common Faults.-Bending the hips and knees; letting the lower
hip sink
GROUP VI.-TRUNK BENDING SIDEWAYS FROM LUNGE
POSITIONS.
Wing Lunge With left (R) foot sideways in lunge position, hips-firm!
sideways Stand-
ing position, Trunk to the left-bend. Upward-stretch. Feet-change! 1, 2.
Trunk bending Trunk to the right-bend. Upward-stretch. At-tention!
sideways. Common FauIts.-Not maintaining the correct lunge position
Wg. Lunge sldew.
pos., T. bend. sldew. during the trunk bending.
Wing Lunge
outward Stand- With feet at right angles, half to the left-face! With left foot
ing position, outward in lunge position, hips-firm! Trunk to the left-bend.
Trunk bending Upward-stretch. With facing to the right, feet and arms-change!
sideways. 1, 2, 3. Trunk to the right-bend. Upward-stretch. At-tention!
Wg. Lunge outw.
St. pos., T. bend. 1, 2.
sldew.
Progression.
In Group VI progression is made by changing the position of the
arms in commencing position as before.
CLASS VIII. Jumping.

Use. Jumping, like the Balance movements, uses nearly all the
muscles of the body, but it especially develops the muscles of the
leg and foot. The jump is brought about by a quick bending of
the hip, knee, and ankle, followed immediately by a sudden stretching
of these joints: When landing from a jump, the toes only are allowed
to touch the ground, and the joints of the lower limb are immediately
relaxed, so that the body is in " curtsey standing" position. This
lessens the shock of landing, which otherwise might cause jarring
of the spine or displacement of the internal organs. The landing
on the toes is, moreover, a good exercise for the feet, as it prevents
or corrects the condition of "flat foot."
This method of landing has the additional advantage of teaching
control, as the position requires great effort in balance.
The effects of jumping include to a certain extent those of all
the preceding movements, and its quickness and vigour increase the
rate of the heart beat and circulation. .
Note.-Running and many of the fancy steps described in another
part of this chapter may be considered partly as abdominal movements,
partly as jumps, and can be used in either connection in the lesson.
The movements which have been classified here as jumps are those
in which the" jumping" is most obvious and which should only be
used in this position in the table.
568 9.
Jumping. 41
GROUP I.-PREPARATION FOR JUMPING.
Wing Standing Hips - firm! Preparation for jump - begin! 1, 2, 3, 4.
position, pre- A t-tention !
paration for
Jumping, On " 1," the heels are raised; on" 2," the knees are bent half-
Wg. St. pos., prep.
(or Jump. way outward; on" 3," the knees are stretched; on" 4," the heels
are lowered.
This movement is taken in fairly quick and even rhythm to
numbers, but it should not be taken until "curtsey standing"
has been learnt correctly as a balance movement.
Common Faults.-Lowering the heels during the knee bending;
turning the knees forward instead of outward; bending the body
forward or backward.
Progression in Preparation for Jumping.

Method A. The rhythm of the counting can be altered so that greater control
is taught by making a pause in different positions.
Method B. The movement can be combined with facing. Examples of
commands : -
(1) Hips-firm! Preparation for jump and facing to the left (R)-
begin! 1, 2, 3, 4, 5, 6. At-tention!
The preparation is completed as above on the first four counts,
and is followed immediately by a quick facing to the left on "5"
and "6." The last two counts are given quickly in the usual
rhythm of a facing.
(2) Hips-firm! Preparation for jump and facing to the left (R)
in series-begin. 1, 2, 3, 4, 5, 6. 1, 2, 3, 4, 5, 6, etc.
The preparation for jump and the facing are done alternately
four times consecutively, so that at the end the body is once more
in its original position.
Method C. The movement can be combined with an arm raising sideways.
Example ; -
With arm raising sideways, preparation for jump-begin! 1, 2,
3, 4.
On "1," the heels are raised; on "2," the arms are raised
sideways as the knees are bent; on " 3," the arms are lowered as the
knees are stretched; on" 4," the heels are lowered.
GROUP H.-WHIP JUMP (Astride Jump).

Wing Toe Hips-firm! Heels-raise. Whip jump-begin! 1, 2. 1, 2,
Standing posi- etc. Class-halt! 1, 2. Heels-lower. At-tention!
tion, astride,
or Whip jump- On " 1," the feet spring lightly into stride position; on "2,"
ing. the feet spring together again, the knees bend slightly each time
Wg. Toe st. pos.,
Whip jump. the feet touch the floor. The movement is continued vigorously,
until the command" halt" is given.
Common Faults.- Not keeping the heels raised during the
j:':'~l)ing, thus making the movement heavy; poking the waist.
568 9.
4
Progression in Whip Jumping.

Method A. The jump can be done backward or forward Example:-
Hips-:-firm! Heels-raise. Whip jump forward 8 times,
backward 8 times-begin! 1, 2, 3, 4, 5, 6, 7, 8. Repeat.
Heels lower. At-tention!
Each of the first 8 jumps is taken so that the body moves forward,
in the last 8 the body moves backward.
The movement may be repeated before taking "Attention."
The heels must be raised again before repeating.
Method B. The jumping can be combined with quick turning.
Hips-firm! Heels-raise. Whip jump, with turning to the
left (R)-begin! 1, 2,3,4, 5, 6, 7, 8. Heels-lower. At-tention!
The first two jumps, i.e., the spring apart and the spring together
of the feet, are taken with the body facing forward, a quick turn to
the left (R) is made as the feet spring apart for the 3rd jUJl1P, the
3rd and 4th jumps are completed and another quick turn is made
as the feet spring apart for the 5th jump. The movement is con-
tinued in this way until the body faces forward in the original direction.
The movement may be repeated before taking" Attention."
Method C. The whip jumping can be combined with arm bending and
stretching. Example:-
Arms upward-bend! Heels-raise! Whip Jump with arm
stretching sideways-begin! 1, 2. 1, 2. Class-halt!
1, 2. Heels-lower. At-tention!
The arms are stretched sideways as the feet spring apart, the
arms are bent as the feet spring together. For the halt on " 2," the
heels are together and the arms bent. The arms are stretched down
on "Attention."
Note.-" Whip jump" can also be combined with arm stretching
upward; but this is more difficult.
GROUP IlL-JUMPING IN DIFFERENT DIRECTIONS

WITHOUT A START.
Wing Standing Hips-firm! By numbers upward-jump! I, 2, (3,4,) 5, 6.
position, up- A t-tention !
ward jump.
Wg. 51. pos., upw. On " 1," the heels are raised; on " 2" the knees are quickly
jump.
bent half-way outward; on" 3, 4," they are immediately stretched
so that the body springs into the air with the legs and trunk quite
straight and vertical and with the heels together. As the feet touch
the ground again, the knees are bent outward and the heels are
kept raised. On" 5," the knees are stretched; on "6," the heels
are lowered. The landing should be as light as possible, and the
same position should be insisted upon in all the jumps which are
now to be described.
Common Faults.-Doubling up the knees when the feet are off
the ground; landing heavily and on a fiat foot; bending the body
forward or backward in landing; not bending the knees enough.
568 9.
Jumping. 43
Wing Standing Hips-firm! By numbers, forward-jump! 1, 2, (3, 4.) 5, 6.

position, for- At-tention!
ward jumping.
Wg. St. pos., lorw. The spring is taken forward instead of upward, otherwise the
jump.
movement is the same as for "upward jumping."
Wing Standing Hips-firm! To the left (R) sideways-jump! 1, 2, (3,4,) 5, 6.
position, side- At-tention!
ways jumping.
Wg. St. pos., sidew. The spring is taken so that the body lands in a straight line
jump. to the left (R) of its original position. The shoulders face square
to the front in the jump and in the landing.
Wing Standing Hips-firm! By numbers, backward-jump! 1, 2, (3, 4,) 5, 6.
position, back- At-tention!
ward jump.
Wg. st. pos., The spring is taken so that the body lands in a straight line
backw. jum p. slightly behind its original position.
Progression in Jumping in different directions.
Method A. The jump can be combined with an arm raising.
Example : -
With arm raising sideways (sideways upward, or forward), upward
-jump! 1, 2, (3, 4,) 5, 6.
The arms are raised as the body jumps into the air and lowered
as the toes touch the ground.
Method B. The jump can be repeated two or three times consecutively.
Example : -
Hips-firm! Twice upward-jump! 1, 2, (3, 4,) 5, 6.
The jump is repeated immediately after the first landing, there-
fore the 3, 4 is repeated.
Method C. The jump can be combined with the quick facing. Example:-
(1) Hips-firm! With facing to the left (R), upward-j~tmp!
1, 2, (3, 4,) 5, 6. At-tention!
A quick turn to the left (R) is made while the feet are off the
ground, so that the landing occurs with the body facing square to
the next wall to the left.
(2) With jacing to the left about, upward-j~tmp! etc.
A quick facing to the left (R) about is made while the feet are
off the ground.
(3) With jaC£ng to the left (R) round about, upward-jump! etc.
A complete turn to the left (R) is made while the feet are off
the ground, so that the body faces again in the original direction
for the landing.
Method D. The upward jump can be combined with arm and leg raising.
(" Star-fish" jump.)
With arm and leg raising sideways upward-jump!
As the feet leave the ground, both legs and arms are raised
quickly sideways, and lowered again as the feet touch the ground.
Note.-Facing "left about" or it left round about" should not
be used except for upward jumping. Forward jumping can also be
taken over a low rope, without a start; the height of the rope is
gradually raised.
GROUP IV.-JUMPING FORWARD WITH ONE OR MORE

STEPS START.•
Wing Standing Hips-firm! With one step start, forward-jump. 1, (2,3),4,5.
position, for- A t-tention !
ward jumping
with one step On "1," the start is taken by placing the left foot forward,
start. with the heel raised. On" 2," " 3," with the jump forward the right
Wg. St. pos., forw.
jump, 1 step start. leg is swung quickly forward with a straight knee, so that the heels
are together for the landing. On" 4," the knees are stretched.
On " 5," the heels are lowered. The movement is repeated several
times, the start being taken with the left and right foot alternately.
Wing Standing Hips-firm! With two steps start, forward-jump! 1, 2, (3,
position, for- 4,) 5, 6. At-tention!
ward jumping
with two steps On " 1" and "2" the start is made with two little running
start. steps on the toes, starting with the left foot. On" 3" and " 4,"
Wg. St. pos., forw. with a spring forward, the left leg is swung quickly forward so that
jump, with 2 steps
start. the heels are together for the landing. On" 5," the knees are
straightened. On" 6," the heels are lowered; the movement is
repeated, the start being begun with the left and right foot alternately.
Wing Standing Hips-firm! With three steps start, forward-jump! 1, 2,3, (4,
position, for- 5,) 6, 7. At-tention!
ward jumping
with three steps On " I," "2," and" 3," three running steps forward are taken
start. on the toes, starting with the left foot. On" 4" and " 5," with a
Wg. St. pos., forw. spring forward the right leg. is swung quickly forward as before.
jump with 3 steps
start. On " 6," the knees are straightened. On" 7," the heels are lowered.
The movement is repeated, the start being begun with the left
and right foot alternately.
GROUP V.-JUMPING WITH CROSSWISE START.

Wing Standing Hips-firm! With crosswise start to the left, sideways-jump!
position, side- 1, (2, 3,) 4, 5. At-tention!
ways jumping
with cross wise On " I," the start is taken by placing the right foot with the raised
start. heel a little in front of the left toe. On" 2," "3," with a jump
Wg. st. p<)S., sidew.
jump with crossw. sideways, the left leg is quickly raised sideways, and the heels are
start. brought sharply together for the landing. On" 4," the knees are
stretched. On" 5," the heels are lowered.
When the jump is to the right, the start is taken with the left
foot, and the right leg is raised sideways.
Common Faults.-Turning the body slightly towards the direction
of the jump.
Progression in Jumping with crosswise start.
This can be made by Method A described in connection with
Group III.
Jumping over a Rope.
The rope is supported on two uprights, or if these are not available,
the pupils may take turns in holding it. The rope should at first
be only 12 or 18 inches from the ground. The class can be arranged
Breathing Exercises. 45
in single file, the leader standing 7 or 8 steps away from the rope.
After each pupil has taken her turn in jumping, she can join in at the
back of the file, and the next one move up to take her place.
On the command" spring," which is given for each pupil, a few
runmng steps forward are taken on the toes, and the spring is taken
off one foot, so that the body rises vertically over the rope. The
landing over the rope is taken in the same way as in the jumps already
described. The teacher should stand by the rope and should be
prepared to support the pupils by the arms if they slip. Jumping
over the rope should only be taken in rubber-soled shoes.
High jumping should not be taken till good style in the jump and
landing is acquired. Variety can sometimes be made at the end of
the lesson by allowing the pupils to come as quickly as possible one
after another over the rope without waiting for a separate command.
Those who knock the rope down stand out. The command for this
is Ina stream over the rope-spring!
Jumping off a Bench.
Wing Standing Hips-firm! Off the bench-jump! 1,2, (3,4,) 5,6. At-tention!
position, jump-
ing 011 a bench. The pupils stand on a low bench, the forward jumping is taken
in the ordinary way, with the knees bent outward, and the heels
raised in the landing as before.
Hints on arrangement of Class for Jumps.
For movements in Group IV, the class may be arranged in rows
of 4 or 6 across the room; the class should line up as far back in the
room as possible, leaving single distance from front to back. Those
in the front row take the first jump alone, then those in the second
row join in as the first row take their second jump. Those in the
third row join in as those in the second row take their second jump,
etc. This allows more space for the jumping. When each row
reaches the end of the room, they can run back and join in at the
back of the class, taking their jumps with the row in front of them
as before.
CLASS IX. Breathing Exercises.

Use. Br~athing exercises bring into play those muscles which are
used in the act of respiration. They are taught to develop the
power of correct normal breathing, which includes the free use of the
whole of the lungs. All the preceding movements, if correctly
performed and accompanied by free respiration, assist the work of
the breathing exercises by correcting the shape of the chest and
increasing its extensibility. Breathing exercises should be taken
at frequent intervals throughout the lesson as well as at the beginning
and the end, and especially after those more violent movements
which tend to produce breathlessness-such as running. They
relieve fatigue because they produce increased aeration of the
blood (refer" Vepleting Movements," p. 56).
')68 9.
Breathing, Breathe in-Breathe out. By nwmbers-repeat. 1, 2.
The breathing should usually be done through the nose with the
mouth closed, though beginners may at first be allowed to breathe
out through the mouth. As, however, normal breathing is to b,!
learnt, the pupils should as soon as possible be taug-ht to breathe both
in and out through the nose. The breathing should be done smoothly
the chest remaining as supple as possible. During inspiration the
ribs should expand laterally. This can often be explained to the
pupils by allowing them to place the hands lightly at the sides of the
lower ribs, so that they can feel the movement of the ribs during
inspiration and expiration. (See Fig. 31, Sheet VIII.)
Common Faults in all breathing exercises. -Shrugging the
shoulders; making the chest rigid.
N.B.-The breathing should not be repeated more than 3 or 4
times consecutively.
Breathing with Breathing may be varied by commanding Slowly, breathe in-
slow inspira- quichly, breathe out. This is a case in which breathing out through
tion and quick
expiration. the mouth may be allowed. The expiration must not be forced
or jerky.
Breathing with
quick inspira- Quichly breathe in-breathe out.
tion and ex- The mouth should be kept closed for both inspiration and
piration,
expiration.
GROUP I.-BREATHING COMBINED WITH ARM MOVEMENTS.

N.B.-Arm movements are combined with breathing exercises
because they assist in producing greater expansion. of the chest.
All the movements which are to be used in this way must have been
learnt correctly as separate exercises. They can either be taught
as Introductory Movements, or immediately before the Breathing
exercise.
Standing, Arm Arm rotation with breathing-begin. 1, 2.
rotation, with
breathing, The palms are turned slowly outward with the inspiration, and
st. 2 Arm rotation,
w. breath.
turned inward again with the expiration. The shoulders should be
Standing, Arm drawn well down during the movement.
raising side- Arms raising sideways with breathing-begin. 1, 2.
ways with
breathing. The arms are raised to shoulder level during the inspiration
St. 2 A. rais. sidew.,
w. breath. and lowered during the expiration. The arms must be drawn as
far back as is consistent with a good position.
Reach Standing Arms forward-raise. Arm parting with breathing-begin. 1. 2.
position, Arm
parting with Arms lowe1'.
breathing, During the inspiration on "1," the arms are parted until they
Reh. st. 2 A. part.
w. breath. are on a line sideways with the shoulders, the palms facing forward.
on "2," during expiration. they return to the commencing position,
Breath~ng Exerc~ses. 47
Standing, Arm Arm raising sideways, upward, lowering sideways downward, with
raising si de- breathing-begin. 1, 2. Repeat.
ways upward,
lowering side- The arms are raised slowly sideways and the movement is con-
ways, down- tinued without a pause until they are parallel over the head. The
ward with
breathing. palms face downward as far as the shoulder level and are then
St. 2 A. rals. 51dew., gradually turned so that they face inwards over the head. The
opw. low. sldew.,
downw. w. breath. lowering occurs in the same directions, i.e., sideways, downward,
the palms again turning so that they face downward at the shoulder
level.
Standing, Arm Arm raising forward upward, lowering sideways downward,
raising forward with breathing-begin. 1, 2. Or, Arm circling with breathing-
upward, lower-
ing sideway begin. 1, 2.
downward, or During inspiration the arms are raised parallel with each other,
Arm circling "forward, upward, in a continuous movement, and during expiration
with breathing.
st. 2 A. rals. lorw. they are lowered sideways and downward as in the preceding
npw., low. sidew. movement.
downw., or 51. 2 A.
eirel. w. breath. Common Faults.-Poking the head and waist; not keeping the
arms parallel during the raising.
GROUP H.-BREATHING COMBINED WITH HEAD BENDING
BACKWARD.
Standing, Head With breathing, head backward-bend. Upward-stretch. By
bending back- numbers-repeat. 1, 2.
ward with
breathing. The head is pressed backward with the chin drawn well back during
st., H. bend. backw. the inspiration; it is raised to the upright position during expiration
w. breath.
GROUP IH.-BREATHING COMBINED WITH TRUNK

ROTATION.
Standing, Trunk With breathing, trunk to the left (R)-turn; forward-turn. By
rotation with numbers-repeat. 1, 2.
breathing.
St., T. rot. w. breath. The inspiration is done as the trunk is turned to the side; the
expiration as the trunk is turned forward again.
GROUP IV.-BREATHING COMBINED WITH TRUNK
BENDING SIDEWAYS.
Standing, Trunk With breathinr;, trunk to the left (R}-bend-raise. By numbers-
bending side- repeat. 1, 2.
ways with
breathing. The inspiration is done during the bending to the side; the
St., T. rot. w. breath. expiration as the body returns to the upright position.
Progression in Groups I to IV of Breathing Exercises.
Method A. Movements in Groups I and II can be combined. Example:-
Arm rotation combined with head bending-backward.
Method B. Movements in Groups I and II can be combined. Example:-
Arm raising sideways and upward with trunk rotation to the
left (R).
Method C. Movements in Groups 1 and II can be combined with heel raising.
(See Progression in heel raising, Method C, page 24.)
Marching, Running, and Fancy Marches.

Use. Marching.-This is taught to improve the pupil's carriage in
ordinary walking. It cultivates lightness of step, and helps to
overcome the faults of slouching and dragging the feet along the
ground.
Both marching and running develop a sense of rhythm, and
are also a useful means of teaching discipline and order.
Running.-This really consists of a series of little leaps, and it
produces the effects of jumping to some extent. Running quickens
the heart-beat and circulation considerably, and it is therefore not
employed at the beginning of a lesson except in very cold weather,
when it may be used to warm the pupils up.
After running, marching or tip-toe marching in rather slow
time must always be taken in order to quieten the heart-beat and
relieve breathlessness. The marching should then be followed by
a breathing exercise.
Fancy Marches and steps.-Tip-toe marching and other fancy
marches and steps help to prevent or correct the condition of "flat-
foot," and to increase the suppleness and elasticity of the joints of
the leg and foot; every lesson should include at least one exercise
of this kind. Many of these exercises include the effects of other
classes of movements. Where this is the case, the classes to which
they partly. belong have been denoted in the margin against the
description of the exercise, and they can be used in that position
in the lesson if required.
Marching. Quick-march! (left! right! etc.). Class-halt! 1, 2.
The first step is made with the left foot, which is well extended
so that the front .part of the foot meets the ground slightly before
the heel. The feet should be placed on the ground in this way
throughout the marching; the weight of the body should be carried
well forward; the body should be upright but not stiff, the arms
being allowed to swing rhythmically with the step. After the word
"halt" one more step is taken, and the heels are brought together
on "2," the body being in correct position of Attention.
Common Faults.-Leaning back at the waist; holding the arms
stiffly; keeping the knees slightly bent; not stretching the foot;
starting and halting with a stamp.
Running. (For beginners.) For running, arms-bend! Heels-raise.
Double march! Class-halt! 1, 2, 3, 4.
(For more advanced classes.) The last two commands only are
necessary.
(When the class is already marching.) On the toes-march!
Double march!
The arms are bent loosely on a line with the waist, the hands
lightly clenched, and the width of the shoulders apart. The arms
should move slightly forward and backward during the running,
the body should lean slightly forward, and the step should be as
568 9.
Marching and Running. 49
light and springing as possible. After the command Class-halt
three more steps are taken, the heels brought together', and the
arms stretched down on four.
Common Faults.-Running on a flat foot; kicking the heels up
at the back; leaning back at the waist; holding the arms tightly
against the sides.
Running- (When the class is running.) Quick march-change!
change to
marching. The work" Quick" is given with a step on the left foot; the word
" march" with the next step on the right foot; the word" change" with
the next step on the left foot; one more running step is taken on the
right foot, and with the next step on the left foot ordinary marching
time is resumed. The first marching step is slightly emphasised.
Left about Left about-march! 1, 2, 3, 4.
marching.
Command is given so that words" left about" correspond with a
step on the left foot, word" march" with the next step on the right
foot. On" 1 " and" 2," the marching is continued in same direction
(right foot forward on "2 "); on "3," a sharp facing to the left
about is made on the toes; on "4," the right foot, which is now
behind, is brought forward and the marching continued in the new
direction. The steps on " 2" and " 4" should be s.Jightly marked.
Common Faults.-Taking the first step after the facing with the
left instead of with the right foot; shortening the length of steps
on "2" and "4."
Right about Adapt command from above; right about is commanded to
marching. correspond with a step on right foot; left foot is forward on " 2 "
and on "4."
Left about Left about-halt! 1, 2. 3, 4.
halting. After the facing, the right foot is brought smartly up to the
left.
Right about Adapt command from above; after the facing the left foot is
halting. brought smartly up to the right.
Note.-These commands can also be given when class is running,
but they must first have been learnt correctly" on the march."
Left marching. Left about-march! 1, 2, 3, 4.
The movement is the same as for left-march, only the facing
is to the left instead of left-about.
Right marching, Adapt command. Movements are reversed.
Left halting. Left-halt! 1, 2, 3, 4.
Right halting. Heels are brought together on " 4."
Note.-Left (R) marching and halting are especially suitable
when class is in squads of four or eight. They should not be taught
until about-march and about-halt can be done correctly.
Formations in Marching and Running.
Forming double (From single file.) First to the left, second to the right-march!
files. Centre in twos.
Forming four (From double files.) Two to the left, two to the right-march!
flies. Centre in fours, right (left)-wheel!
568 9.
Forming eight (From four files.) Four to the left, four to the right-march!
files.
Centre in eights, right (left)-wheel!
When marching in fours or eights, the pupils on the inner side of
the line must mark time while wheeling.
Reverse the order of the commands to regain the single file.
Across march- Across-march!
ing.
(See diagram, The leader on reaching one corner of the room leads the class
p. 51.) diagonally across the room to the opposite corner, where she turns
either left or right in order to lead round the room in the opposite
direction to that in which she was marching before the command
was given.
Intersection of When two files have divided from each other at the top of the
two files. room, across-march can be commanded as each leader reaches the
corner at the bottom of the room. The leaders meet in the centre
of the room, and the leader of the file which originally stood on the
left of the other file crosses first, the other leader passing behind
her. Each couple of girls cross each other in the same way all down
the lines.
Counter march- Left (right) counter-march!
ing.
(See diagram, The leader on reaching the end of the room turns sharply about
p. 51.) and returns close to her file on her left or right hand side. The
counter marching is continued alternately left and right each time
the end of the room is reached, until command round the room is
given.
Note.-This can also be done when class are marching up the
centre of the room in two or four files, but there must be single
distances between each file.
Wheel forma- Divide the number of pupils in the class by 4, 6, or 8, and number
tion from single them off in sections accordingly to find the leaders (Nos. 1). During
file.
(See diagram, the marching round the room command leaders to the centre-march!
p. 51.) The leaders immediately turn and march .towards each other in the
centre of the room, followed by the girls in their own section. Then
command mark-time, and when the lines are in order, i.e., forming
the" spokes" of the wheel, command left (R)-face! Forward-
march! If there are four sections, the lines should form two
diagonals across the room, and these must be maintained during the
marching in wheel formation. The leader of each section should
therefore take very small steps; the length of the step increases
down the line, so that the girls on the outside are taking the longest
steps. To reverse the formation, let the lines face to the centre
again and command left (R) counter-march! In this way the last
girl in each section becomes the leader, and the wheel formation is
repeated as before.
To get the class back into single file round the room again, face
them with their backs to the centre and command left (R) round the
room-march! The original leader of the single file leads her section
round first, the other sections joining on in correct order.
568 9.
Diagrams of Formations in Marching.
I.-ACROSS MARCHING. H.-COUNTER MARCHING.
"~~--- -« --- - - -- - ---1- ,-~, ,'-:-,~--1
'" t' r I
:
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i t:.... }t ~ ... ;
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'----------- -------+-"- '....' ...... ,1
" ... ~
HI.-WHEEL FORMA110N. 1V.-MAZE FORMATION.
,------ ....
/ " k- --- ''>l,
../ /' , \
/' ( , ....---" \
1\ "
II ... - ...., , ' ,
, I,' \ V \ I
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' ........ ".......- ~- -- " ,;-
- -4--- .. -- .J
A.. Original position of class marchin3

round room.
B. Position of class when four leaders
have turned inwards.
C, D, E. Position of three lines after
command "Right face, forward
march," has been given.
(To face page Sr.)

Marching, and Fancy Steps. 51
Marching in a For a maze-march!
maze in single
file, The leader, instead of continuing round the room, begins to
(See diagram, form a circle, always leading inside it instead of completing it. When
P·5 I .) as small a circle as possible is made, command Turn! The leader
turns left (R) about, and leads out gradually between the circles
made by the remainder of the class.
In double mes, The two files march straight across the middle of the room
from one side to the other, then divide so that they are marching in
opposite directions. Give command for maze as the leaders reach
the end of the room. They then each lead their line into a maze
in their own half of the room, so that after the turn they finally
meet each other again and lead off round the room with the two
files shoulder to shoulder as before.
Exercises which can be taken with marching.

Toe marching, Heels-raise. Q2tick-march! Class-halt! 1, 2.
(If the class is already marching.) On the toes-march! Change
-march!
The step is slightly shorter than for ordinary marching.
Common Faults.-Keeping the knees slightly bent; making the
movement jerky.
Marching with With instep stretching forward-march! 1, 2, 1, 2, etc.
instep stretch-
ing, The foot movement in ordinary marching is divided into two
distinct parts. On" 1," the leg is lifted forward with the foot
well stretched and slightly off the ground; on "2," the foot is
placed lightly on the ground, toe first. The exercise should be
begun in slow time, and the rhythm gradually quickened until quick
marching in time is obtained. In this way the stretchieg of the foot
on each step is insured.
Marching with Hips-firm! With change of step forward-march! 1, 2, 3.
change of step, 1, 2, 3, ere. Halt! 2, 3.
or Ank:e step.
On " 1" a short step forward is taken with the left foot on
the toes; on "2," the right foot is brought up behind the left toe to
the heel, and with the right heel well raised; on" 3," another short
step forward is taken with the left foot with the left heel lowered.
On the next count the step forward is taken with the right foot on the
toes, the left foot being brought up behind the right foot on "2,"
and so on. For the halt on "3," the heels are brought together
and lowered, and the arms are stretched down by the side.
Marching with Hips-firm! With knee upbending, forward-march! 1, 2, etc.
Knee upbend- Class-halt! 1, 2.
ing (abdomina!).
On each step the knee is bent. up quickly with the foot we::
stretched down. The time should be slower than for. ordinary
marching. This march may also be done on the toes. After the
word "halt," two ordinary steps are taken, the heels being together
on "2."
568 9.
Marching with Hips-firm! With knee upbending and forward stretching,
Knee upbending
and forward forward-march! 1, 2, 3, etc. Class-halt! 1, 2.
stretching (ab- On "1," the knee is bent up; on "2:' the leg is stretched
dominal). forward; on" 3," a step forward is taken, and the back foot is raised
into "toe support" position. For the halt, word class is given
as knee is bent, word halt as kneejs stretched, and on " 2" the back
foot is brought up to front one instead of into "toe support."
Note.-This exercise can also be taken very slowly as a balance
movement. The leg is brought very gradually into each position;
command, At-tention ! when the body is in " toe support" position.
Slow marching. Hips - firm! Slow march by numbers - begin. 1, 2, etc.
(Balance.) A t-tention !
On" 1," a step forward is taken with the left foot, the toe meeting
the ground first; all the weight is immediately shifted on to the left
foot, and the back foot raised so that the body is in " toe support"
position; on" 2:' the exercise is repeated with the right foot forward
and the left heel raised. The movement must be very smooth,
slow, and soft. Command At-tention! when body is in "toe
support" position.
Common Faults.-Bending the knees; leaning back at the
waist.
Heel, Toe, and Hips-firm! Heel, toe, and change of step march-begin!
Change of Step Heel, toe. 1, 2, 3, etc. Class-halt! 1, 2.
marching.
On the word" heel" the left foot is lifted and placed forward with
the heel on the ground and the toe pointing straight up; on the
word "toe" the foot is again lifted and the toe placed on the ground
with the foot stretched; on" 1," "2:' "3," "change of step" is
taken, starting with the left foot. The whole step is then taken
with the right foot and continued with alternate feet until command
for the halt is given. The word" class" is given when heel is on the
ground, the word" halt" when toe is on the ground; on" 1," a step
forward is taken; on" 2," the back foot is brought up to the front
one as in an ordinary" halt."
Common Faults.-Bending the knees during the "heel and
toe" step. Making the movement heavy.
Spring March. Hips-firm! Spring march~begin! 1, 2, etc. Class-halt!
1, 2.
(Abdominal, or On " 1," the left leg is quickly raised forward and immediately
jump.) replaced on the ground with a spring and with the heel raised, and
the right leg is swung forward; on " 2," the right leg is replaced
with a spring on the ground with the heel raised, and the left leg is
swung forward. The movement is continued lightly and in ordinary
marching rhythm. After the co.mmand "halt," a step forward is
taken with the raised foot on " 1 ;" on "2," the back foot is brought
up to it and the arms are lowered.
Common Faults.-Turning the toes up; leaning back at the waist;
not keeping the heels raised.
568 9.
Marching and Fancy Steps. 53
Wave March. Hips-firm I Wave march-begin I 1,2,3, etc. Halt I 2,3.

. On " 1," a gliding step is taken with left foot on the toe in the
direction of walk outward; on "2," the right foot is brought. up
slightly in front of the left toe with the heel raised; on" 3," the
left toe is brought up immediately behind the right heel. The
movement is then repeated, starting outward and to the right, and
is continued very smoothly, starting alternately with the left and
right foot. After the word" halt" is given on the outward step, the
movement is continued on " 2," and on " 3," the front foot is brougr-t
back so that the heels are together and lowered, and the arms are
stretched down.
Marching com- Hips-firm I Marching combined with heel raising and knee
bined with Heel bending half way-begin I 1, 2, 3, 4, 5, 6, 7, 8, etc. Class-halt I
raising and
Knee bending 1, 2.
(balance). Three ordinary marching steps are taken, and on " 4 " the heels
are brought together; on "5, 6, 7, 8," heel raising, knee bending
halfway, knee stretching, and heel lowering are taken. This is
immediately followed by the three ordinary marching step3, starting
this time with the right foot. Command, Class-halt! 1, 2, so
that heels are brought together on "4."
Hop March. Hips-firm I Hop march-begin I 1,2, etc. Class-halt I 1,2.
On " 1," a step forward is taken with the left foot on the toe,
(Abdominal, or and a slight hop is taken while the right knee is at the same time
jump.) bent up to a level with the hip, the knee is turned slightly out, and
the foot is well stretched, the body is bent slightly to the right. On
" 2," the step and hop are repeated with the right foot, and the left
knee is bent up. The movement is continued very lightly and made
as springing as possible. The command Class-halt is given quickly,
with the hop on the right foot; on " 1," a step forward is taken with
the left foot (without hopping) ; on "2," the back foot is brought
up and arms are lowered.
Common Faults.-Hopping on a flat foot; not bending the knee
up enough; not pointing the toe down; making the movement
jerky.
Hop March with Hips-firm I Hop march with change of step-begin I 1, 2,
change of Step. 3, 4, etc. Halt I 2, 3, 4. _
The change of step is taken on the first three counts; on" 4,"
(Abdominal,.or the hop is taken on the front foot and the other knee bent up as in
jump.) the preceding exercise. The change of step is then repeated, starting
with the raised foot. Command for halt is given so that it corre-
sponds with the change of step; back foot is brought up to the
front one and arms are lowered on " 4."
Heel, Toe, and Hips-firm I Heel, toe, and hop march-begin I 1, 2, 3, ide.
Hop March. Class-halt I 1, 2.
On " I," the foot is put forward on the heel, the toe pointing
(Abdominal, or
jump.) upward; on "2," the same foot is placed back in "toe support"
position; on "3," a step forward and hop is taken with the same
foot and the other knee bent upward as in ordinary" hop march."
568 9.
The exercise is then repeated with the other foot, and is continued
with alternate feet until command for halt, which is given so that
the word "class" corresponds with the placing of the heel on the
ground, the word" halt" with the" toe support" position, and on
" 1" a step forward is taken with the back foot, and the heels
brought together and the arms lowered on "2."
Bluecoat Hop, • Hips-firm! Bluecoat hop-begin! 1, 2, etc. Class-halt! 1, 2.
or Hop March
with Leg raising On "1," a long gliding step forward followed by a hop with
backward. the heel raised is taken with the left foot, and at the same time the
(Jump.) right leg is raised backward with the knee and foot perfectly straight;
on "2," the gliding step and hop are repeated with the right foot,
and the left leg is lifted back. The movement is continued with
alternate feet until command for halt, which is given so that word
" class" corresponds with the hop on the left foot, the word" halt"
with the hop on the right foot, and on " 1" a step forward is taken
with the left foot, and the heels brought together and the arms
lowered on "2."
Dance Step, or Hips-firm! Left (R) foot forward on tip-toe-place! Dance
Change Step. step forward-begin! 1, 2, etc. Class-halt! 1, 2. At-tention!
(See note, p. 55)
(Jump.) The foot is placed in "walk forward" position with the heel
raised. On " 1," a quick spring is made so that the left foot is brought
back, and the right foot placed on the toe in " walk forward" position;
on" 2," the movement is repeated so that the left foot is again forward.
The movement is continued lightly, and with both heels well raised
until the command for the halt, which is given so that the original
commencing position, i.e., with the left (R) foot forward on tip-toe
is resumed on "2." On command At-tention the foot is brought
back and the arms are lowered.
Dance step outward or dance step sideways can be done in a
similar way.
Common Faults.-Bending the front knee; not pointing the toe;
springing on a flat foot; making the movement jerky.
Coupe Step. Hips-firm! Left (R) leg forward-raise. Coupe step-begin!

(See note, p. 55) 1, 2, 3, 4, etc. Class-halt! 1, 2.
(Abdominal, or On "1," the left leg i's brought back on to the ground with
jump.) a spring, and at the same time the right leg is swung backward
with the knee and foot stretched; on "2," the right foot returns
with a spring to the ground and the left leg is swung forward; on
"3," the movement " 1 " is repeated; on "4," a hop is taken on
the left leg, and the right leg is swung forward ready for movement
"1." The exercise is continued until command for the halt. Word
class corresponds with movement " 1 ;" word halt with movement
" 2." On" 1," the foot is lowered without a spring, and the heels
brought together and the arms lowered on " 2."
Common Faults.-Bending the body; bending the knee of the
raised leg; springing on a flat foot.
568 9.
Leg Movements. 55
Sixpenny Step, Hips-firm! Sixpenny step-begin! 1, 2, etc. Class-halt !
OY
1, 2.
ShuIDe Step.
(Abdominal,oY The movement is supposed to represent that of kicking a sixpence
jump.) along the ground with the toe.
On " 1," the left (R) foot is placed a little way forward on the
tip of the toe, with the knee and foot· well turned out, and a short
kick is made from the knee, the foot remaining stretched; on" 2,"
another short kick is made with the same leg; with each kick a little
hop is made on the right leg (with the heel well raised). After the
second kick the right foot is brought forward to make the kicks,
and the hops are made on the left foot. The movement is continued
until command for the halt, which is given so that the word "class"
corresponds with one kick, the word " halt" with the next kick, and on
" 1 " the same foot is brought back, and the heels brought together
and lowered on " 2."
Froggy Step. Hips-firm! Froggy step-begin! 1-2-. 1, 2, 3, etc. Halt!
2, 3.
On " 1-" the left heel is well raised, the toe remaining on the
ground, and the knee being well turned out; on" 2- " with a slight
spring, the right heel is raised in the same way, and the left heel is
lowered. There is a slight pause between these two movements.
On" 1," " 2," " 3," the same movements are made in quick succession,
starting and ending with the left foot. The whole movement is then
repeated, starting with the right foot, and is continued until command
for the halt, which is given so that word " halt" corresponds with the
first of the three quick movements, and on " 3 " the heels are together
and arms are lowered.
Note.-" Change step," "Coupe step," "Sixpenny step,"
" Froggy step" should be taught first in open files instead of " on
the march." They can afterwards be takeJ,1 as exercises in the
marching, a slight advance being made with each movement. In
" Froggy step," the advance is only made during the three quick
movements. The first two movements are always done "on the
spot."
Leg Movements.
Use. Leg movements include all exercises in which strong but slow and
even work is thrown on the muscles of the legs, and they are used to
equalise the circulation especially after work in which a large amount
of activity has been limited to a comparatively small area. They are
often introduced into a lesson for older girls, either as " Introductory
Movements," or immediately after the" Introductory Movements."
They use the leg muscles which have been more or less inactive in the
sitting postures, and in this way they assist in transferring the sphere
of activity from the intellectual to the motor areas of the brain.
5 68 9.
5
The "Lunge Exercises" (see Group III of Dorsal Movements)

are the most typical leg movements, but many of the exercises which
are learnt in the first place as " Balance Movements" can afterwards
be used as "Leg Movements" if required-e.g., Heel raising; Foot
placing with heel raising; Heel raising and knee bending; Alternate
knee bending. All the lunge exercises, with the exception of lunge
sideways, involve strong work for the shoulders and spinal muscles,
and as they have no definite position in the table, they may be taught
in the first place as Dorsal Movements.
Moreover, when combined with an arm exercise they become
true dorsal movements, and as already described, they are used as a
means of progression in that class.
Depleting Movements in the form of "slow marching" or "tip-
toe marching" are used after any vigorous exercises, such as running
or jumping, as they quieten the heart beat and thus help to relieve
the condition of breathlessness. They should, therefore, precede the
" breathing exercise" which must always be taken after very vigorous
movements. Running, jumping, fancy marches, and fancy steps
involve very rapid contraction of the muscles of the legs. They are
not used as "Leg Movements," because they greatly increase the
rate of the heart beat and circulation.
5 68 9.
Explanation ot the Methods ot Progression. 57
CHAPTER V.
Explanation of the Methods of Progression.
r· HE methods of progression are a means by which the teacher can take her
class step by step from the easiest to the most difficult exercises. They
can be divided into two classes.
(A) Those methods by which an exercise is made harder by being done in
such a way that it involves greater muscular effort.
(B) Those methods by which the mental effort involved for the performance
of an exercise is increased.
Methods of Progression which involve greater muscular effort.

(1) The position of the feet in the commencing position can be changed
from stride to standing, to close, to walk mttward, to walk forward. A position in
which the feet are astride affords a broad base for the support of the body; as the
position of the feet is changed the base is gradually diminished so that in doing
exercises from these positions the muscles have to work harder in order to maintain
the balance of the body.
(2) The position of the arms in the commencing position can be changed
from wing to bend, to yard, to half rest, halt wing, to rest, to half stretch half wing,
to stretch. By the use of the changes of position the arms are gradually moved
higher, and further away from the trunk. The effect of this is to make the body, so
to speak, "top heavy," so that in doing exercises from these positions the work of the
muscles is increased in order to cope with the comparatively additional weight.
(3) The position of the trunk in the commencing position can be changed.
Progression in trunk bending backward or sideways can be made by taking them
from a commencing position in which the trunk is turned to the left or right.
Progression in Dorsal (shoulder blade) movements can be made by changing
the position of the trunk in the commencing position from standing to stoop standing,
to ltmge position to forward lying position.
(4) The speed of an exercise can be changed. Most movements are more
difficult when done very slowly, example, Heel raising and knee bending outward.
Trunk bending sideways and Trunk turning are, however, more difficult when done
very quickly.
(5) The duration and range of an exercise can be increased. When an
exercise is being learnt, the position which results from it should only be held for a
short time. It can afterwards be made more difficult by making the class hold
the position longer. The increase in the range of movements applies chiefly to
trunk bendings and to jumping. For example, in a trunk bending bacl~ward the
actual bending is at first very slight, afterwards as the pupils grow more supple
and muscularly stronger, the amount of the bending can be increased.
568 9.
6
58 The Swedish Drill Teachel'.
Methods of Progression which involve greater mental effort.

(1) Movements for different parts of the body can be combined. Examples:-
Arm and leg circling.
Foot placing forward with arm stretching upward.
(2) Movements can be taken in succession. Examples:-
Foot placings in succession.
A rm bending and stretching in succession.
These are taken at first by numbers, and afterwards the class judge their own time.
(3) Two movements which are opposite in direction, can be combined.
Examples : -
Left arm upward, right arm forward-stretch!
(4) The rhythm of the movement can be varied. This is used when exercises
3.re done by numbers. _ Example:-
Preparation for jump, which is done at first to even counting, can afterwards
be done with pauses made on different numbers in the counting. The pupils then
have to balance the body in the position at which the pause is made. .
All these methods of progression are those which are used for making the
individual exercises more difficult. An additional method is afforded by gradually
introducing entirely different exercises of a harder type. This has not been
classified with other methods, as it is impossible to lay down any definite rules in
connection with it. Some people find one type very difficult, which others may
find quite easy, and it is therefore largely a question of individual capability. As
a general rule, it may be said that the simple types should be learnt before the more
complex ones, and these are usually easily distinguished. It should, however,
be noted that a complex type of exercise taken from an easy commencing position
is usually far easier than a simpler type of exercise which is taken from a difficult
commencing position. For example, wing foot grasp, half standing, trunk bending
sideways is a more difficult type of exercise than Stretch, stride standing, trunk
bending sideways, but since wing is far easier as a commencing position of the arms
than stretch, the latter must be considered the more difficult exercise.
568 9.
Hints on Teaching. 59
CHAPTER VI.
Hints on Teaching.
OMMANDING.-A good command and a knowledge of the movements are, of
C course, very necessary factors in the teaching of drill, though they do not in
themselves constitute good teaching. A careful preparation of the movements
and commands on the lines suggested in Chapter VIn will give the teacher more
opportunity of attending to the following important points in connection with
the teaching, but when the commands are thoroughly prepared and known, some
hints on how to deliver them may be found useful.
Delivery of the Command.-A great deal of the interest and value of the lesson
depends on the command-a lifeless and monotonous manner on the part of the
teacher will produce corresponding work on the part of the class.
Every command consists of two parts :-
(1) The" preparatory" or explanatory words which denote what is to be
done.
(2) The" executive" word, which denotes the moment at which the move·
ment is to begin.
The preparatory words must always be delivered clearly, smoothly, and
sufficiently slowly to enable everyone in the class to hear with ease.
The executive word is always emphasized, but for movements of slow rhythm,
such as trunk, balance, and breathing movements, it is given with a smooth emphasis;
for a sharp movement of quick rhythm, it is given with short, sharp emphasis. The
teacher should be especially careful to avoid drawling the word of command f~r
slow movements. It should not be given on two notes or on too Iowa pitch of the
voice. The word of command for a quick movement should be given sharply, but
without forcing or jerking the voice.
The Pause in the Command.-In the delivery of the command the preparatory
and executive words are always separated by a pause. This is of great importance
in training the pupils to alertness and control. The length of the pause can be
varied, but it should always be sufficient to allow the class to think out the move-
ment correctly. In the case of beginners, to whom all the movements are more or
less new, a fairly long pause should be made; afterwards the length of the pause
can be made shorter, especially in commands for simple movements which are
thoroughly known by the class. A command in which the pause is very long is in
some ways the most difficult to respond. to, and is a useful means of teaching
control. The variations in the length of the pause afford additional interest
to the movements. It may be noted that unpunctual and incorrect work on the
part of the class is often due to the pause being too short.
The Tone of the Voice.-This should be clear and as varied as possible. The
benefit of the variety gained by a change of exercises may be lost if there is no variety
of command. A command can be forceful without being loud; some teachers
are inclined to think that if they speak loudly enough the class will pay attention
568 9.
and work energetically. This is a wrong idea, for although the occasional use of
a loud, sharp command has a stimulating effect on the class, continual shouting
wearies both teacher and class. A quiet command does not necessarily imply a
want either of energy or decision on the part of the teacher. If she will remember
that it is a command, and give it as such, the very quietness of her voice may make
it more impressive. Above all, the teacher should avoid giving the commands
in an unvarying tone and manner, regardless of the kind of exercise and of the
condition of the class at the time.
The Teacher's Manner and Posture.-The teacher should cultivate an energetic,
bright, and decided manner. She should hold herself well, as her position will
consciously or unconsciously influence her class. The command may be given
from any part of the room, but it is advisable to stand in front of the class when
giving a new command for the first time. When it is repeated by numbers or
otherwise, the teacher should, if necessary, walk quietly round the class, as she
can thus see the positions from a different point of view, and note individual mistakes.
If she has to go to the back of the class to make corrections, it is quite unnecessary
for her to return to the front of the room to give the next command. It is well
to get into the habit of commanding from any part of the room-from behind the
class, from one side, even while standing among the files; otherwise much time is
lost, and the class is often kept in a tiring position while the teacher marches
majestically to the top of the room. On the other hand unnecessary prowling
up and down the room should be avoided. as the teacher who moves restlessly about
in front of the class distracts their attention.
Teaching of New Movements.-A new movement should generally be shown
to the class before they themselves attempt it. The teacher may either demonstrate
it herself or choose a good pupil from the class to do so. The teacher should then
give the command, and when the position has been taken,should quickly call attention
to the most important points with regard to it and the object of the movement, so
that the class may realise how they should direct their chief efforts. The description
of the exercises given in Chapter IV may serve as a guide to the explanation to
the class.
It is not advisable to show possible mistakes when demonstrating a new
movement; this is better done subsequently when making corrections.
The class must stand at ease during the demonstration of a new movement,
as they must give all their attention to it. .
It is a good plan occasionally to let the class try a new movement simply
from the idea conveyed to them by the command, with a few additional verbal
instructions from the teacher. This proves a good test of the pupil's power of
thought and attention, and it is especially useful in the case of new movements
which are simply progressive forms of exercises which have been already learnt.
The following points need also to be emphasized, especially to beginners :-
(1) That the correctness of a movement depends largely on the correctness
of the commencing position.
(2) That only those parts of the body denoted in the command are to be
moved, all other parts to be kept quite still.
Repetition of Exercises.-Every movement should be taken at least three
or four times in a lesson; if it is a new movement the teacher should aim at obtaining
some definite improvement each time it is repeated. This can be done by pointing
out the faults before the repetition. Aimless repetition bores the class, and often
56 89.
Hints on Teaching. 61
results in the movement being done more incorrectly instead of in better form.
T~e perfecting of a movement must be done gradually from lesson to lesson, all the
mIstakes cannot be corrected at once without sacrificing too large a proportion of
the lesson to one movement.
Detection of lVIistakes.-The power of detecting mistakes of course depends
largely on the teacher's own knowledge of the correct form of the movements, but
there are some common faults which are almost certain to occur when a movement
is being learnt, and these have been pointed out in the description of the movements.
After a command has been given the teacher should quickly notice how each
pupil has responded to it, and compare the positions taken with her own idea of
the correct form of the exercise, and should notice in what respects they differ from
it. In order to do this the positions should, if possible, be observed from several
points of view; this can be done during the repetition of the movement.
Nate.-Incorrect form is sometimes due to the teacher's failure to arrange the
class suitably for the performance of an exercise. During a movement such as
arm stretching sideways, some of the pupils may be prevented from taking the
movement correctly because they are standing too near a wall, or too close to one
another. In the same way the form of exercises taken with marching may be
spoilt.
Correction of lVIistakes.-Corrections may be (1) general-i.e., given to the whole
class collectively; (2) individual-i.e., given only to individual pupils. General
corrections may be given verbally, or they may be demonstrated by the teacher.
Verbal corrections should be given when the teacher notices certain general
faults in posture, such as poking heads, round shoulders, poking waists, etc. These
may be corrected by giving an affirmative direction to the whole class, such as
" Heads back," "Shoulders down," "Waists in," etc. On the other hand, a great
many obvious mistakes are usually a sign that the class has not properly understood
the movement; the teacher should then let the class" Stand at ease," and quickly
demonstrate the movement again and point out how the mistakes may be avoided.
For example, suppose the class has made the common mistake of moving from th",
waist during an arm movement, the incorrect position can be shown by the teacher
and compared with the correct one in which the mistake is avoided by pressing
the knees and hips well back. The latter method of correction by demonstration
often gives an additional element of interest to the class, and this may sometimes
be increased by asking the class to decide which of the two is the correct position.
Individual corrections can be verbal or manual. As a rule, the former is the better
method, partly because it is quicker, but even more because a correction which is
the result of a distinct brain effort on the part of the pupil makes a more lasting
impression. If, however, a pupil has particular difficulty and little muscular control,
manual correction may be given. It should be given very carefully and gently
and with the distinct intention of making the pupil feel the difference between the
correct and incorrect position.
Whatever the method of correction adopted the teacher must notice if it
has been effectual; a careless manual correction very often leaves the pupil in an
even worse position than she was before.
One of the greatest difficulties in correcting is to do so without making the
lesson slow and dull. Quickness, and variety of language are two of the means
by which this difficulty may be avoided.
5 68 9.
Quickness includes quickness of eye and quickness of speech. As soon as

a position is taken the teacher must rapidly decide what fault she is gOil~g to correct
first; she should then give her correction quickly and in as few words as possible.
If possible the correction should be given affirmately; e.g., "Heads back,"
rather than ".Don't poke your heads." Children should not be required to hold
any pooition for a long time, therefore if corrections are to be made, they should
either be given while the movement is being done or while the class" Stand at eClse,"
e.g., if mist,,- (es are made in " arm stretching upward" the class should not be kept
standing with the arms in stretch position while corrections are being made, as in
this case the faults will probably only be increased. The movement can either
be repeated to numbers three or four times and the corrections quickly made. mean-
while, or the class can be made to " Stand at ease" while the correction is explained.
Variety of language is another valuable help to the teacher. If a correction
is always given in the same words it falls on ears so accustomed to it that little or
no attention is paid by the pupil. If put into other words it may arrest the attention
of the pupils and stimulate them to renewed effort. Besides, one form of words,
however clear, may not explain the fault to some of the class, and only when put
in another way does the meaning dawn on them; e.g., in "trunk bending back-
ward" the direction " Let the bending come in the upper part of the back" some-
times leaves the class still in a faulty position, whereas "Press the chest forward
and upward" may get an immediate and correct response. The teacher should,
therefore, get into the way of using a variety of formulce, and when she finds that
one fails resort to another.
Avoidance of Mistakes.-An undue number of mistakes in a new movement
is sometimes due to a want of clearness in the teacher's demonstration, but mistakes
can often be avoided by a word of warning given before the command-e.g., "Keeping
the head and body still-arms upward stretch." This should only be done when a
movement is being learnt, and it must not become a habit.
It is also a good plan to ask the class occasionally what they were told to
avoid in connection with a special exercise. This tf;Sts whether they have used their
brains, and teaches them to take an intelligent interest in the work; it may also
show them the reason of the corrections.
Children (and sometimes teachers) are inclined to regard gymnastics as a lesson
in which bodily exertion is to take the place of mental effort, but it is impossible
to get really good results in a drill lesson unless the class learns to think.
5 68 9.
Drill for Small Children. 63
CHAPTER VII.
Drill for Small Children.
HE methods of teaching drill must, of course, be adapted and modified for
T small children. Speaking generally, small children do not require systematic
exercise so much as older children. They usually have better opportunities for
giving play to their natural activities; their games-leaping, running, and skipping-
all help in the natural development of their bodies. Children of all ages are,
however, necessarily subject to unnatural physical conditions whilst at school, and
a certain amount of systematic exercise is desirable in order to counteract the effects
of bad posture and to stimulate the circulation and assist the aeration of the blood.
The exercises should be adapted as far as possible to resemble the natural movements
of young children; that is to say, they should be quick and vigorous, simple in form
and definite in rhythm. Although the control and discipline which are necessarily
involved by doing exercises systematically to command are very valuable training
for them, the strict attention to detail and the concentration of mind which form
so important a factor in the teaching of older children should not be insisted upon.
Any of the easy groups of exercises in each class which have already been described
in Chapter IV may be used. The following are some suggestions for the gradual
adaptation and selection of the movements for children from the ages of 6 to 8, and
descriptions of additional exercises which are specially suitable for small children.
INTRODUCTORY MOVEMENTS.
Formations. The class may form two or four ranks, according to the number
of children, leaving as much space as possible between each rank.
Taking distance. Let children raise both arms sideways and move down from the
leaders, until the arms can be held quite straight without interference
with those on either side.
Facing. With a lump to the lett (R)-tace!
Let the children raise the left (R) arm sideways and make a
little jump so that they face towards the wall towards which the arm
was pointing. The raising of the arm can be omitted as soon as the
children have learnt to think quickly of the direction in which they
have to go.
Numbering olr Let the children prepare for this at first by learning how to
and opening take steps to the left and right, using these as preliminary foot move-
files.
ments. When this can be done easily, numbering off and opening
files can be taught. Variety can be made by numbering as " cocks
and hens," "spoons and forks," etc.
Foot Move- Marking time, and marking time with alternate knee bending
ments. upward, quick foot closing and opening, foot placings, alternate
toe raising (heels kept still and together), steps in different directions.
Arm Move- The preliminary arm positions. "Wing,"" Bend," "Rest," etc.,
ments. taken quickly by numbers. Hand clapping to numbers (the class may
count out loud). Hand clapping alternately with other arm move-
ments. Example, arm stretching sideways, counting to "8,"
followed by hand clapping counting to "8."
Combined Arm Marking time combined or alternating with hand clapping.
and Foot Move- Marking time combined with arm bending and stretching. Foot
ments.
closing and opening combined with preliminary arm positions, or
arm bending and stretching.
Example : -
Arms upward-bend! Arm stretching sideways with foot closing
and opening-begin! 1, 2, etc. Arms downward-stretch!
" Do as I say, The teacher stands in front of the class and gives the commands
and not as for various arm or foot movements which have been already learnt,
I do."
but she herself takes a different position from the one for which
she gives the command. Example: she gives command" Hips-
firm!" but takes " Rest" position. The class, of course, should
take the position which is commanded. The commands should be
given quickly one after the other. This is a good way of training
children to listen to the command.
TRUNK BENDING BACKWARD AND FORWARD.

Trunk bending backward is not suitable for children under eight.
Head bending backward may be substituted for it. Trunk bending
forward with "Feet astride" and with the arms in "Wing" or
" Bend" position may be taken.
Later when head bending backward can be done quite correctly,
slight trunk bending backward may be taught. (See page 18.)
Commencing positions with feet in "walk outward" or "forward"
positions, or with arms in "Rest" or "Stretch" positions, should
not be used.
ARM BENDING AND STRETCHING.
Complicated forms should not be used. In addition to the
simple arm stretchings, "half stretch," "half stretch half yard,"
can be taught. Also finger bending and stretching from "yard"
or "Stretch standing" position.
Example : -
Arms sideways-stretch! 1, 2. Finger bending and stretching-
begin! 1, 2, etc. Arms downward-stretch! 1, 2.
On "1," the fingers are vigorously bent; on "2," they are
well straightened again. The wrist and arm must be held still.
Simple arm stretchings combined with marching can be taken. This
can be prepared for by teaching them with marking time.
BALANCE MOVEMENTS.
Any of the easy balance movements can be used; also the
following : -
" Foot through Each child clasps her hands in front so as to make a ring of
the Ring." the arms. The teacher then gives direction Put left (R) foot through
568 9.
the ring without breaking it. The left knee is bent up so that the
foot and leg pass through the ring. The teacher then gives the
direction Raise the arms overhead. The hands are then unclasped
and raised over the head, the knee remaining raised and bent;
when the arms are overhead the knee is lowered; the arms are
then again lowered to form the ring and the movement is repeated
with the other leg.
"Taking 011 the This is a variation of the above exercise. The knee is bent up
Shoe." and the shoe taken off, and put on again without letting the foot
touch the ground.
Alternate A certain number of ordinary marching steps can be taken,
Marching and followed by the same number on the toes.
Toe Marching. Giant and dwarf march-begin. 1, 2, 3, 4 - 5, 6, 7, 8.
"Giant and
Dwarf March- A certain number of steps (four) are taken on the toes, followed
ing." by the same number of st~ps on the toes with the knees bent halfway
(or all the way) outward. .
" Cock Step'" Hips-firm! Cock step-begin! 1, 2, 3, 4, etc. At-tention!
This is marching with quick knee up bending and forward
stretching (see p. 53), combined with head turning. As the left leg
is stretched forward the head is turned to the left; as the foot is placed
forward on the ground the head is turned forward. The head is
turned to the right as the right leg is stretched forward, and so on.
DORSAL MOVEMENTS.
Any of the easy dorsal movements can be taken, e.g., quick arm
rotation, elbow circling, arm swinging, alternate arm flinging, also the
following : -
" Whiteing." This is trunk raising from Prone lying position done without
support and with the arms straight at the side.
" Seals." This is done on a bench. Each child takes Prone lying position
on the bench with the arms stretched up and hands grasping each
side of the bench. She then gradually pulls herself along by
alternately bending and stretching the arms. The legs should be
straight and the head pressed slightly back, shoulders drawn down.
Single Tug of The class are in two files. Those in one file are called A's, those
War. in the other B's. The files stand facing in opposite directions, so
that the left shoulders are next to each other. Each child then takes
" stride standing position," so that the inside feet are close together.
They then clasp the inside hands, and on the direction from the
teacher they pull against each. other; the positions must then be
reversed, so that the pulling is done with the right arms.
ABDOMINAL MOVEMENTS.
These can usually be substitued by marching, running, and any
of the easy exercises described in the section on marching.
"Lying leg raising" can be taken. Prone falling. Prone
falling with foot placing. Also the following : -
" Bunny Jump." Bunny jump-begin! 1, 2, etc.
568 9.
Each child stands in turn at the end of a bench. On command

"begin," the heels are raised and the knees bent outward, and the hand~
grasp the edge of the bench on either side; on " 1," the hands art
quickly placed as far forward along the edge of the bench as possible;
on "2," the feet are brought up quickly with a spring astride the bench
towards the hands. The movement is continued until the end
of the bench is reached. I t can afterwards be done by the children
quickly in succession, each one joining on immediately at the back
of the line after she has jumped the whole length of the bench. If
benches are not available. the same movement can be taken with the
hands on the floor and the children may sometimes be allowed to
race each other.
" Kangaroo Kangaroo iump-begin! I, 2.
Jump,"
Each child stands in turn on one side of the bench near the
end; on command" begin" she bends down and grasps the edges of
the bench with one hand on either side as far forward as possible.
On "1," the legs are bent and lifted with a spring over the bench,
the weight of the body being for a moment on the arms; on " 2,"
the hands are again placed forward along the edges of the bench,
and the spring over the bench is repeated. The movement is
continued along the whole length of the bench.
LATERAL TRUNK MOVEMENTS,
For suitable commencing positions, see "Trunk bending
forward," page 64. The following can also be taken : -
" Pancake," The class are in two ranks facing each other. The children
grasp hands with their partners and hold up the arms which are
nearest to the teacher, who stands by the leaders. They then turn
towards the teacher, passing under the raised arms, gradually turning
back to back, and lowering the arms which were raised. The
opposite arms are now raised and the circle completed by passing
underneath them. The children finish facing each other again. For
example :-A and B, being two partners facing each other, A has
the left arm raised towards the teacher, and B the right arm; when
they are back to back, A's right arm and B's left arm are raised.
JUMPING,
Astride jumping, upward jumping, jumping off a bench, jumping
over a low rope, and many of the simple exercises with marching,
already described, can be taken. Also the following : -
Skipping Hips-firm! Skipping march-begin! 1,2- I, 2, etc. Class
March, halt! I, 2.
Starting with the left foot the children skip lightly on alternate
feet round the room, keeping the heels well raised. For the halt,
the heels are brought together and the arms lowered on " 2."
Circular The children stand in a large ring an arm's length apart round
Skipping, the teacher, who stands in the middle with a rope, which should have
a sand-bag or some suitable weight attached to the end. The
teacher whirls the rope round so that the sand-bag just clears the
5 68 9.
ground, and the children have to jump in order to avoid being touched
by the sand-bag. The rope can gradually be turned faster and faster
and higher and higher. Those who touch it should stand out after
one or two tries, the object being to see who will be the last left in.
" Crow Jump." The children must first take "curtsey sitting" and then hop
forward with the heels well raised. This is a tiring movement and
should not be continued for long at a time.
" Dicky-bird Arms sideways-raise. Heels-raise. Dicky bird hop-begin.
hop." 1, 2, 1, 2, etc. Class-halt! 1, 2, 3.
Keeping the heels together and raised, the children hop forward
round the room; the arms are allowed to flap in imitation of a bird's
wings; for the halt, the heels and arms are lowered on " 3."
BREATHING EXERCISES.
The first thing to teach young children is deliberate breathing in
through the nose, with the mouth closed. The inspiration should be
done fairly quickly, and the idea can be suggested to them by telling
them to imagine that they are smelling a flower. It is a good plan to
let them first use their pocket-handkerchiefs effectively, to ensure that
the nasal passages are clear. Breathing out may be done through
the mouth, making a soft and gentle sighing sound. Only a very
short pause should be made between the inspiration and expiration.
Children should never be required to hold the' breath while the
teacher counts. The breathing can be taken by numbers, counting
" 1 " for the breathing in, "2" for the breathing out. When the
children have acquired a certain amount of control of the breathing,
they should gradually try to obtain greater expansion of the chest.
This can be explained by letting them place the hands on the lower
ribs (see Fig. 31, Sheet VIII), and later the breathing can be combined
with easy arm movements, with quick inspirations and slow expirations
etc. (See page 46.)
5 68 9.
CHAPTER VIII.
Preparation of a Drill Lesson.
HE good effects of a drill lesson depend very largely on methodical preparation
T on the part of the teacher, and this requires just as careful attention as the
preparation of a lesson in any other subject. The most important factor in
the preparation of a drill lesson is the selection of suitable exercises. In connection
with this the special requirements of the class, its average capability, and many
other points have to be considered. For this reason it is very desirable that the
teacher should prepare her own scheme of movements, rather than make use of
ready-made tables of exercises. As has been already explained, the exercises of
the Swedish System are classified according to their chief effects, and the classes of
movements are arranged in a definite order. This order of movements forms the
framework of every lesson, which consists of one or more exercises selected from
each class. General instructions and a special index for selection of the exercises
from Chapter IV are given at the end of the book; it is proposed here merely to deal
with special points which require consideration in the preparation of a drill lesson.
Special requirements and capabilities of the Class.-These points have to be
considered in their relation to the majority of the class. It may be found, for
instance, that the majority of the children in a class have a marked tendency to
round and stiff shoulders, with the result that they have special difficulty in doing
a "trunk bending backward" and in maintaining a good position during arm
movements. In such a case it would be advisable to increase the use of simple
shoulder blade exercises, and even to substitute these at first for the" Trunk bending
backward" exercises until a greater mobility of the shoulders and upper part of
the spine has been obtained. It may also perhaps be found that there is special
difficulty in obtaining lightness and neatness in foot movements; there may be
a general tendency to flat foot, or the average breathing capacity may be exceptionally
poor; all these cases should receive special attention in the preparation of the
lesson.
The rate at which progression in the exercises is made also varies according
to the general physique or temperament of a class.
The length of the lesson.-For a lesson of twenty minutes duration it is usually
more practicable to arrange the exercises so that those which are to be done in open
files are taken first. Marching, running, etc., can be taken at the end before the
final breathing exercise. In a longer lesson, marching, running, etc., can be inserted
at different points in the lesson very much at the teacher's discretion. They are a
useful means of giving variety to the exercises done in " open files."
If two or three new exercises are to be taken, one or two of the other classes
of movements can be combined, especially if the time is limited. For example,
the shoulder blade and balance movements can be combined-an arm flinging can be
taken from a balance position-arm stretchings and,marching can be taken together,
etc.
5 68 9.
Preparation ot a Drill Lesson. 69
The Weather.-This is a point which will naturally have to be considered.

In cold weather some vigorous movements must be taken at the beginning of the
lesson. The following are examples of suitable exercises :-running, marching
with quick arm extensions, marching with knee upbending, stride jumping with
or without arm extension. In hot weather the quieter forms of exercises should
be emphasized, balance movements, slow marches, etc.
Avoidance of Monotony.-It is most important that the exercises should be
varied as much as possible. In a course of drill lessons in which the same exercises
are taken time after time, the work soon becomes monotonous and therefore auto-
matic, because the pupils know what is coming. In this way the main object of
the command, which is to train them in quickness and alertness, is lost. Moreover,
the learning of new variations and combinations of movements is a necessary factor
in the development of complete control and of perfect harmony between mind and
body. If the teacher from the very beginning aims at securing correct form in every
exercise she teaches as quickly as possibl~, she can always proceed to other exercises
without fear of sacrificing the correctness of the movements to the obtaining of
variety.
Preparation of a Lesson for Beginners.-In a lesson for beginners the table of
exercises will need modification, as there will not be enough time to teach an exercise
in each class. The easiest exercises in three or four classes should therefore be
selected first, and these will form a nucleus to which in succeeding lessons the easiest
movements in other classes can be added. It is of the utmost importance that these
simple exercises should be learnt correctly, as they teach the commencing positions
which are afterwards to be used for harder movements. The whole of the lesson
must not be spent in teaching one kind of movement, e.g., the preliminary formations
such as numbering, opening files, etc., which at first take a considerable time, must be
improved from lesson to lesson. They must not be repeated too often in one lesson
at the expense of the other exercises which are to follow. " Preliminary
formations" suggested for young children (see page 63) may be used at first for
beginners. Suitable exercises for the first lessons are :-one or two introductory
movements, an arm bending and stretching, a balance, a trunk turning, marching,
and a breathing exercise.
A Daily Lesson of a few minutes' duration.-In many schools it is the custom
for the children to have a few minutes' drill every morning in addition to their regular
drill lessons. The shortness of the time makes it impossible to follow a complete
table of all the classes of exercises, and the teacher has to decide which kind of
movements are the most essential. If the lesson is taken for 10 or 15 minutes in
a hall or playground, a simple method of formation must be selected. The method
suggested for small children (p. 63) can be used; but if the class have learnt how to
number off and open files correctly in the ordinary lesson, this should be used, as
it is such an excellent exercise for discipline. If the class is in good order, it should
be possible to include : -
Two breathing exercises (one at the beginning and one at the end).
A corrective head movement (see Group III, Introductory Movements).
A corrective arm movement (see Group II, Dorsal Movements or exercise~
in Class III).
A leg movement.
Two trunk movements.
Marching, or running, or a fancy step.
5 68 9.
Exercises which combine the effects of two classes of movements should

be used as far as possible, in order to save time. For example, one of the breathing
exercises could be combined with a corrective arm movement, such as "arm
rotation.': An arm movement could be taken with the "Trunk turning," or
with the marching, etc.
For " five minutes' exercises" taken between other lessons, the same kind of
movements should be selected. Quick, energetic work is needed to quicken the
circulation and relieve the effects of muscular inactivity.
Daily drill, if carefully given, should prove a most effectual means of correcting
faults which are common to the class. The constant reminders to " draw back the
head," "lower the shoulders," etc., help the children to form the habit of correct
carriage.
Sample Tables.
These tables are only intended to suggest to the teacher the method of writing
out the lessons. The special points have been indicated in the notes at the foot of
each table. The remarks which the teacher might make about the individual
exercises at the end of the lesson, for her own guidance in making out the subsequent
lessons, have been put in italics. The new exercises have been asterisked. The
names of the exercises have been written out in full, but abbreviated forms may
of course be used if preferred.
I ren un d er E'Ight
T a bl e f or Ch'ld T a bl e f or a rIrs t L esson t 0 B egmners.
.
Introd. Form 4 files. Facing (with a jump). Distance

sideways (to get" open files ").
Mark time with hand clapping (to 10).
I Form into file. " Stand at ease."
" At-ten-
tion." Cover file, take distance.
files
Number in
" 2'S." Open in two steps (separate
Standing arm rotation with breathing. command for each step).
Wing standing position.
Arch. - Standing, Head bending backward. Standing, Head bending backward.

Bend standing, Trunk bending forward.
Heave Quick arm bending and stretching sideways Arm bending upward and stretching down-
and downwards. ward.
Balance " Foot through the ring." Wing standing, heel raising.
Dorsal Forward lying, Trunk raising without sup-

port (whiteing).
----
Abd. Marching with alternate Knee up bending. Marching (running, if time).
Lat. T. Standing slight Trunk bending sideways. Wing standing, Trunk rotation.
Jump " Dicky bird hop." Wing standing, " astride jump" (if time).
Breath Breathing (hands on lower ribs). Breathing (in through the nose, out through
the mouth).
568 9.
Sample Tables. 71
Two Progressive Tables for a Class, average age 12, who have had previous training.
I. II.
Formation in 2 files. Number in " 3'8."
lntrod. Facing about.
Bend walk outward standing, change Arms
and Feet.
I Formations as before.
Wing standing, preparation for jump.
Yard stride standing, Trunk bending sideways.
I Standing, arm rotation with breathing
Turn standing Head bending backward.
Standing Arm rotation with breathing. I
I
Arch. Yard stride standing, Trunk bending back- The same.
ward. Point stoop stride standing. Repeat.
Heave Bend toe support standing, Arm stretching Half stretch Half reach standing. Change
upward. Good. Arms.
Marching. *Left about marching.
Bal. Bend curtsey sitting, Head rotation.

Continue left about marching.
----------
Dorsal * Wing backward lunge standing. Change The same.
Arms and Feet.
Abd. Wing kneel standing, Trunk falling back- *Prone falling, foot placing.
ward. Fair (revise later on).
--
Lat. T. Bend walk outward turn standing, Trunk Across bend close turn standing, Arm flinging
bending sideways. sideways.
Jump Jumping forward with one step's start. Jumping forward with one, and then two
Repeat and make progression. steps' start.
Breath Standing, breathing with arm raising side- The same.

ways and heel raising.
NOTE.- NOTE.-
The 1st Introductory Movement prepares for The 1st and 2nd Introductory Movements
the Lateral Movement. have been learnt correctly in their own class.
The Heave and Balance are combined to save Heave and Balance Movements divided this
time. time, the Lateral and Dorsal are combined,
the arm flinging supplementing the backward
\ lunge.
568 9.
Two Progressive Tables for Class, average age 15, who have had previous training.
I. II.
tnt rod. Reach standing, Arm swinging sideways with Bend standing, Arm stretching upward with
foot placing forward. foot placing forward.
*Wing half kneel standing, change feet. Bend close standing, Head bending backward
Bend close, standing Head bending backward with breathing.
with breathing.
Half stretch, Half wing stride standing. The same.

Ar ah. Trunk bending backward.
Point stoop stride standing.
He ave Bend standing, Arm stretching upward with Marching with Arm bending and stretching
Foot placing forward. Very good. upward, forward, and downward.
--
BaI. Across bend curtsey sitting, Arm Flinging Rest standing, Leg circling.
sideways.
Do rsal
t Reach backward lunge standing, Armswinging

sideways.
Ab d. *Wing foot grasp half standing, Trunk The same.

falling backward (living support).
Lat. T. Yard turn standing, Trunk bending side- Half stretch Half wing standing.
ways Trunk bending sideways.
Jumping Marching. Forming double maze. "Jump forward with arm flinging forward
Wing standing, jump sideways with cross- and upward.
wise start. Very good.
Br eath. Standing, breathing with arm circling. The same.
NOTE.- NOTE.-
The 1st Introductory Movement has already The 1St Introductory Movement was per-
been learnt correctly as a "Dorsal" move- fected as a " Heave" in the preceding table.
ment, and it supplements the combined The Balance Movement had already been
Balance and Dorsal movement. The 2nd learnt in the easier positions. The Dorsal
Introductory Movement prepares for the living is an old movement revised.
support in the abdominal movement.
,
568 9.
TABLE I. I TABLE II. TABLE III. TABLE IV. TABLE V.
en
0-
I I
AO _ _ _
00
'9
Int.
Arch.
C/)
Heave l:>
~
- ~
<>
Bal. '-l
l:>
--. ._
I
' _ _h __
~
~
~.
Dorsal
--_. -----------
Abd.
----
I
Lat.
1----
Jump
---I
Breath.
I I
._-------_.
1----· "-J
CN
General Instructions for Table Making.
(1) The teacher should rule out a book so that theJables for five or six con-
secutive lessons can be made on one page and easily compared.
(2) The exercises from the previous lesson which are to be taken· again should
be filled in first, then the new exercises (i.e., those in which progression is made),
and lastly the Introductory Movements. New exercises should be used in the
place of those which the teacher considers have been correctly learnt.
(3) If. a movement which has been taken in several consecutive lessons has
become obviously wearisome to the class, and has not yet been correctly learnt,
or if a new exercise presents great difficulties to the class, they should be left and
returned to later. In the meanwhile an exercise from another group can be taken.
(4) When the exercises have been selected they should be compared with
each other in order to ensure :-(a) that they correspond approximately in difficulty.
(It should be noted here that the arch flexions and the abdominal movements will
usually be somewhat behind the other exercises from the point of view of progression.)
(b) That no exercises which involve the use of the same groups of muscles are arranged
consecutively, e.g., if the dorsal exercise includes an arm bending and stretching, the
balance movement should not also do so. (c) That the same commencing position,
is not used for several different exercises, e.g., a lesson should not include several
movements taken from "Yard" position, or if one exercise is to be taken from
lunge position it is not advisable to use this position again'in the same table.
(5) The tables should be frequently looked over, so that the teacher may
have a clear general idea Of the work and of what needs repetition and revision.
After the lesson is over it is a good plan to write a short comment in the book, as
to how individual exercises have been done by the class, and this ·will be a guide
in preparing subsequent tables. (See Sample Tables.)
568 9.
Index for Selection of Exercises.
Introductory Movements (pp. II-I7). Balance Movements (pp~ 23-28). the more difficult exercises in Group II.
Select a method of "formation; teach the Select the easiest movements out of Groups Group IV (p. 36) should usually be taught
facings in order (L and R). For beginners, I and II (pp. 24-25), and make progression before taking the last exercise in Group III.
select from IIa and lIb (pp. 14-15) or lIe (p. 16). according to one or two of the methods
using those movements which will" teach com- indicated. Then introduce the exercises from
mencing positions required for other move- Group III and use an easy method of pro- Lateral Trunk Movements (pp. 36-4°).
ments. Later these can be substituted by gression for each. The remaining groups .can
movements from IVa (p. 17) and IVe (p. 17). Select the exercises in Groups I or II; then use
be gradually introduced in the order in which
An exercise from III (p. 17) should usually be one or two methods of progression in each;
they are given, making use from time to
taken, if a head movement is not to be taken these can be varied by easy exercises from
time of the different methods of progression
in connection with some other movement in the Group III. Then make further progression in
for each.
table. A breathing exercise must be taken, and I and II. For older children movements
when the class is more advanced an exercise described in Groups IV, V, and VI (pp. 39-40)
from 4b (p. 17) can be taken. and their methods of progression can be used.
Shoulder Blade Movements-(pp. 28-33)·
Select at first either wing stoop position (p. 29)
Arch Flexion (pp. 17-20). or easy exercises from Group II (pp. 29-30). Jumping (pp. 40-45).
Select the easiest commencing position of feet Then change the commencing position in Select the first exercises from Groups I, II, and
and arms in Group I (p. 18); then make pro- Group I accordirig to methods a and b, and III (pp. 41-42), and use one or two methods
gression by changing the position of either arms later make progression in the arm movements of progression in each. These can be varied
or feet (pp. 18-19), gradually increasing the by one of the methods indicated. Lunge by easy. exercises from Group IV or by fancy
difficulty of both; avoid making progression positions can be introduced as soon as the steps and exercises with marching. Exercises
by changing position of arms and feet in the foot placings have been learnt correctly, and from Group V and the remaining exercises
same table. Trunk bending backward from when a lunge position has been correctly learnt, under Group III can be introduced later, and
positions of rest and stretch or "tum standing it can be combined with an easy arm bending and variation made by further methods of pro-
should only be used when the class can do the stretching, or movements which have already gression in the earlier groups. Jumping off
movements perfectly correctly from the other been learnt in Group II. Prone Lying Trunk benches can be used as soon as forward jumping
positions. Group II can be used when the raising may be selected before the Lunge and the landing can be done correctly; Rope
class can do the mo~ement correctly from wing positions, but it must not be combined with jumping as soon as upward jumping and the
walk forward. Group III should only be other movements until they can be done with landing have been learnt correctly.
used for advanced classes. Lunge positions (see note p. 33). More difficult
Note.-Stoop or Point Stoop' positions must movements in Group II can be gradually
always follow. (See Note, p. 20). intrOduccd, and later combined with Stoop
and Lunge positions. Breathing Exercises (pp. 45-47).
First take breathing without arm movements,
Arm Bending and Stretching (pp. 20-23). then introduce easy arm movements; and use
Teach the arm bending and stretching in order these until the harder arm movements can be
(pp. 20-21), then make progression by method Abdominal Movements {pp. 33-36). done without effort. They can be varied by
A. Take the easier exercises under methods The first exercise in Groups I, II, III (pp. 3J- 'exercises from Group II, III, and IV, Hee
b, e, d, e, t, g, provided always that the foot 36) should be taught first, and these can be raising and arm movements combined with
movements have been correctly learnt sepa- varied by fancy steps and exercises with heel raising should not be used for breathing
rately. Harder movements under all these marching. Then the next two exercises in until they can be correctly done without dis-
methods should be gradually introduced. Groups I and III can be used before taking tracting the attention from the breathing.
SHEET I.
GYMNASTIC POSITIONS. CHAP. III.
FIG. I. FIG. 2.
Correct Standing Position (page 7). Incorrect Standing Position (pages 5, 7).
FIG. 4.
Kneel Standing Position (page 8).
FIG. 3.
Stand at ease (page 13).
828 5
SHEET II.
Il\TRDDUCTORY MOVEMENT3. CHAP. IV.
FIG. 5. FIG. 6.
Correct Across Bend Walk Outward Incorrect Across Bend Standing
Standing Position (pages 9 and 14). Position (page 14).
FiG. 7. FIG. 8.
Back view of Neck Rest Stride Standing Wing Standing Position, Head Bending
Position (page 14). Backward (page 17).
82 85
SHEET III.
ARCH FLEXIONS. CHAP. IV.
FIG. 9. FIG. 10.

Wing Stride Standing Position Trunk Incorrect .Trunk Bending Backward
Bending Backward (correct). (Page 18.) (page 18).
FIG. 12.
Point Stoop Standing Position.
(page 20).
FIG. I I.
Chain Support, Rest Standing Trunk
Bending Backward (page 19).
8285
SHEET IV.
ARM BENDING AND STRETCHING. CHAP. IV.
FIG. 13. FIG. 14.

Yard, Close Standing Position (pages 1'5 and 20). Half Stretch, Half Reach Standing
Position (page 2 I).
FIG. IS. FIG. 16.

Bend Toe Support, Standing Position Wing Crook A, Half Standing Position
(page 25). (page 26).
8285
SHEET V.
BALANCE MOVEMENTS. CHAP. IV.
FIG. 17.
Rest Curtsey Sitting Position (page 25)·
FIG. 18.
Yard, Toe Lunge Standing Position
(page 27).
FIG. 20.
Wing Horizontal Half Standing Position (page 28).
FIG. 19.
Wing Standing Position, Leg Raising
Sideways (page 27).
8285
SHEET VI.
SHOULDER BLADE MOVEMENTS. CHAP. IV.
FIG. 21.
Stretch Stride Stoop Standing Position
(page 29, Method B).
FIG. 22.
Stretch Lunge Sideways Standing
Position (page 32).
FIG. 24.
Pronc Lying, Trunk Raising (with support). (Page 3 2 .)
FIG. 23.
Half Stretch Lunge Outward Standing
Position (after a Half Facing to
the right). (Page 33.)
8285
SHEET VII.
ABDOMINAL MOVEMENfS. CHAP. IV.
FIG 25.
Wing Long Sitting Trunk Falling Backward, with support (page 35).
FIG. ::6. FIG. 27.

Wing Foot Grasp Half Standing Trunk Rest Back Lying Leg Raising (page 34).
Falling Backward (pages 8 and 36).
FIG. 28.-
Prone Falling (page 34).
828 5
SHEET VIII.
LATERAL TRUNK MOVEMENTS. CHAP. IV.
FIG. 30.
Half Wing Side Falling Position (page 39).
FIG. 29.
Half Rest Half Wing Walk Outward
Turn Standing Position, Trunk
Bending Sideways (pages 10 and
38).
FIG. 32.
FIG. 31.
Half Wing Half Stretch Foot Grasp Half Standing,
Trunk Bending Sideways (pages 20 and 39).
Feeling Breathing (hands on lower
ribs). (Page 68.)
828 5

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Gv

triO THE SWED ISH

London: J. Curwen & Sons Ltd., 24 Berners Street, W. I

n.-THE GENERAL EFFECTS OF EXERCISE 4

Trunk Bending Backward and Forward 18

We are indebted to Miss Violet Turkhud, M.D., London, for much of

T HE aim of all education is to assist by scientific means the development of

THE PRINCIPLES OF THE SWEDISH SYSTEM.

THE ORDER OF MOVEMENTS.

Marching and running. Used at different points in the lesson, aGcord-

DIAGRAMS SHOWING CURVES OF THE SPINE.

NORMAL CURVES. EXAGGERATED LUMBAR EXAGGERATED DORSAL

A. Cervical. B. Dorsal. C. LUinbar. D. Sacral.

The Digestion.-The processes of digestion are beneficially affected by the

T HE body must always be in some definite commencing position before an exercise

A Long Sitting.-Long sitting position-place. The pupil sits on

supports take kneeling position when their partners take lying or

CLASS 1. Introductory Movements.

GROUP I.-MOVEMENTS FOR DISCIPLINE, ORDER, AND

Facing to the To the left about-face! 1, 2.

Taking steps. One. step forward-march! 1, 2.

GROUP n.-EXERCISES USED AT FIRST AS INTRODUCTORY

A A is the commencing position looking A A is the commencing position looking

DIAGRAM III. DIAGRAM IV.

A A is the commencing position looking A A is the commencing position looking

B. Foot Feet-close ! Feet-open!

PROGRESSION IN FOOT PLACINGS.

(ii) Hips-firm! Foot placing forward and Mttward (by numbers)-

GROUP IlL-HEAD MOVEMENTS.

Method B. The position of the feet in the commencing position can be

GROUP I1.-TRUNK BENDING BACKWARD WITH

GROUP I1I.-TRUNK BENDING BACKWARD WITH

Stretch Stride With feet astride, arms upward-stretch! 1, 2. Trunk forward

2 A. ~:eeu\~?~ Co~mon Faults.-Shrugging the shoulders; poking the head

PROGRESSION IN ARM BENDING AND STRETCHING.

Method D. The arm bending and stretching can be combined with

CLASS iv. Balance Movements.

Balance exercises resemble Leg Movements to some extent,

Progression in knee bending outward can be made according to the

GROUP VI.-TOE LUNGE POSITIONS.

GROUP I.-TRUNK BENDING FORWARD.

GROUP IlL-LUNGE POSITIONS. (See Leg Movements, pp. 55 and 56.)

Progression in Groups III and IV can be made according to

CLASS VI. Abdominal Movements.

Note.-To resume the standing position a variation may be made

GROUP n.-PRONE FALLING.

Progression in Prone Falling.

GROUP III.-TRUNK FALLING BACKWARD.

CLASS VII. Lateral Trunk Movements.

side at a time, the muscles on the opposite side being extended.

GROUP I.-TRUNK TURNINGS.

Method B. The position of the arms in the commencing position can be

GROUP H.-TRUNK BENDING SIDEWAYS FROM STANDING

GROUP III.-TRUNK BENDING SIDEWAYS WITH SUPPORT

GROUP IV.-TRUNK BENDING SIDEWAYS WITH ONE FOOT

the command "turn over," prone falling pOSltlOn is resumed on

CLASS VIII. Jumping.

Progression in Preparation for Jumping.

GROUP H.-WHIP JUMP (Astride Jump).

Progression in Whip Jumping.