the physical education classes, stations were established around the gymnasium for
the various stuntse The class was then instructed in the performance of the stunts.
Squad leaders were appointed to checks They were told not to require a finished
performance on each stunt, but to have each boy go through the stunt in fairly good
form. If a boy were capable of performing the stunt, "Yes" was placed in the
column for that particular stunt, and he moved on to the next mat to attempt another
and so on through each of the various, stations, If he were unable to perform any
stunt at any given station, "No" was placed in the proper column. After allowing
the boys in all the classes to attempt all twonty-five of the stunts, the percent-
age of boys able to perform each stunt was found for each grade, and a table de-
veloped for that class. During the winter these twenty-five stunts were used as
the subject matter for the tumbling classes, and instruction was given under the
old procedure. In March, the sheets were given back to the boys and they were
allowed to attempt the same stunts again. After percentages were found in the
spring, and the first semester percentages were averaged with these, a rough table
of difficulty was established. These percentages were placed on a normal curve

to find the degree of difficulty; however, finding the degree of difficulty is not
as important as finding the natural steps in the teaching of tumbling stunts.

Most of the twenty-five stunts fall in a natural order, with four or five
percentage points between each; but, as the table reaches the more difficult stages,
there are some wide woes These gaps must be filled eventually, and an attempt
has been made to do that during the past yeare- It would be a great accomplish-
ment to be able to present to you here today, one hundred stunts, each, one per-
centage point more difficult than the previous ones That is the final objective,
but, as yet, I am unable to realize that ambition.

The formation of the table of difficulty gocs as far as the study could pro-
ceed the first year. The second year, however, after the mimeographed sheets had
been filled in in November, each boy's sheet was totaled for the number of stunts
performed. These papers were divided into groups of Hive stuntse Each boy was
placed in his group according to the number of stunts he could perform: for in-
stance, any boy that could perform fewer than five stunts was placed in group One,
or at the other end, any boy that could perform more than twenty stunts was placed
in group Five, ctce. Each group was assigned to five stunts to be learned. These
five stunts were taken in their order from the table of difficulty. After a boy

Die