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 Instructor's Manual1 for
Principles & Labs for Physical Fitness 9e
Chapter 6 – Cardiorespiratory Endurance
Objectives

• Define cardiorespiratory (CR) endurance and describe the benefits of CR endurance training
in maintaining health and well-being.
• Define and give examples of aerobic and anaerobic exercise.
• Be able to assess CR fitness through five different test protocols: 1.5-Mile Run Test, 1.0-
Mile Walk Test, Step Test, Astrand Ryhming Test, and 12-Minute Swim Test.
• Be able to interpret the results of CR endurance assessments according to health fitness
and physical fitness standards.
• Determine your readiness to start an exercise program.
• Explain the principles that govern CR exercise prescription: intensity, mode, duration,
frequency, and rate of progression.
• Learn some ways to foster adherence to exercise.

CengageBrain
Visit www.cengagebrain.com to access course materials and companion resources for this text,
including the assessment of cardiorespiratory endurance and maintaining a log of all of your
fitness activities. You can also check your understanding of the chapter contents by accessing
the pre-test, personalized learning plan, and post-test for this chapter, and more! See the
preface for more information.

FREQUENTLY ASKED QUESTIONS

Does aerobic exercise make a person immune to heart and blood vessel disease? It is not a
guarantee, but lowers of the risk for developing disease.
Is low-intensity aerobic exercise more effective in burning fat for weight loss purposes?
Vigorous-intensity aerobic exercise will burn more fat because much more energy is required
(carbohydrate and fat) than for easier exercise. The percentage of the energy coming from fat
decreases, but the total amount of fat used increases with increasing intensity of activity.
Do energy drinks enhance performance? The carbohydrate portion of the drink can help during
prolonged exercise (greater than 60 minutes). Otherwise, energy drinks do not enhance
performance and can lead to weight gain, heart arrhythmias, nervousness, irritability, and
gastrointestinal discomfort, especially when high in calories and caffeine.

REAL LIFE STORY

Karen reviews her change in life outlook with the influence of a wellness course and varied
exercise.

Expanded Chapter Outline

I. INTRODUCTION
A. Cardiorespiratory endurance is the most important component of health-related
physical fitness, except in older adults when muscular strength is particularly
important.
1. Necessary to sustain the energy requirements of a normal life
2. Especially important in preventing cardiovascular disease

1 By Paul A. Smith, McMurry University (Abilene, Texas).

6-1
 3. Helping achieve and maintain recommended body weight
B. The lifestyle of the average American does not promote cardiorespiratory endurance.
1. Physical activity is no longer a natural part of the day.
2. Technological developments have driven most people in developed countries into
sedentary lifestyles.
3. The results are hypokinetic diseases.
a. Defined: "hypo" means low or little, and "kinetic" implies motion
b. Examples of hypokinetic diseases: hypertension, heart disease, chronic low-back
pain, and obesity

II. BASIC CARDIORESPIRATORY PHYSIOLOGY: A QUICK SURVEY

A. Cardiorespiratory endurance is a measure of how the pulmonary (lungs), cardiovascular
(heart and blood vessels), and muscular systems work together during aerobic
activities.
1. Oxygen taken by the alveoli in the lungs is picked up by hemoglobin in the blood
passing through the alveoli.
2. The heart pumps the oxygenated blood through the circulatory system to all organs
and tissues of the body.
B. At the cellular level
1. Oxygen is used in the cells to help produce energy — ATP (adenosine triphosphate).
a. By converting food substrate (primarily fats and carbohydrates) into ATP
b. ATP provides the energy for physical activity, body functions, and maintenance
of a constant internal equilibrium.
2. ATP energy is used to perform exercise and many other body functions.
3. Exercise demands a high rate of energy expenditure, so the cardiorespiratory
systems have to deliver more oxygen to the muscle cells to supply the required
energy.
a. Individuals with a higher capacity to deliver and utilize oxygen (oxygen uptake or
VO2) have a more efficient cardiorespiratory system.
b. Measuring oxygen uptake is an important way to evaluate our cardiorespiratory
health.

III. AEROBIC AND ANAEROBIC EXERCISE

A. Aerobic exercises ("with oxygen") help increase cardiorespiratory endurance.
1. Examples: walking, jogging, swimming, cycling, cross-country skiing, water
aerobics, rope skipping, and aerobics
B. Anaerobic exercises ("without oxygen") do not stimulate improvements in the
cardiorespiratory system.
1. High-intensity, short-lived bouts of exercise (2 to 3 minutes) when oxygen cannot be
delivered and utilized to produce energy
2. Examples: 100-, 200-, and 400-meters in track and field, 100-meter in swimming,
gymnastics routines, and strength training

IV. BENEFITS OF AEROBIC TRAINING (Figure 6.1)

A. Higher maximal oxygen uptake (VO2max)
1. Allows the individual to exercise longer and more intensely before becoming fatigued
2. Increases VO2max 15 to 20 percent on average
B. An increase in the oxygen-carrying capacity of the blood
1. Increased red blood cell count
C. A decrease in resting heart rate and an increase in cardiac muscle strength (Table 6.1)
1. As the body rests, the amount of blood pumped by the heart (its cardiac output) is
about 5-6 liters per minute.
2. Aerobic training increases the strength of the heart, so it delivers more blood per
beat. This is an increased stroke volume.

6-2
 3. A higher stroke volume requires less beats to achieve a given cardiac output (cardiac
output = stroke volume x heart rate).
D. A lower heart rate at given workloads
1. A trained person has a lower heart rate response to a given task because of greater
efficiency of the cardiorespiratory system.
E. An increase in the number and size of the mitochondria.
1. The mitochondria are where all energy necessary for cell function is produced.
2. As their size and numbers increase, so does the potential to produce energy.
F. An increase in the number of functional capillaries
1. Capillaries allow for the exchange of oxygen and carbon dioxide between the blood
and the cells.
2. As more vessels open up, more gas exchange can take place, delaying the onset of
fatigue during prolonged exercise.
G. Ability to recover rapidly
1. A fit system is able to more quickly restore any internal equilibrium disrupted
during exercise.
H. Lower blood pressure and blood lipids
1. Aerobic exercise has been shown to reduce high blood pressure.
2. Aerobic exercise leads to lower levels of circulating triglycerides and LDL cholesterol
and a higher level of HDL cholesterol.
I. An increase in fat-burning enzymes
1. More fat is regularly burned in the muscle.

V. PHYSICAL FITNESS ASSESSMENT

A. Purposes:
1. Educate participants regarding their present fitness levels and compare them with
health fitness and physical fitness standards.
2. Motivate individuals to participate in exercise programs.
3. Provide a starting point for individualized exercise prescription.
4. Evaluate improvements in fitness achieved through exercise programs and adjust
exercise prescription accordingly.
5. Monitor changes in fitness throughout the years.
B. Responders versus Nonresponders
1. Heredity plays a crucial role in how each person responds and improves following
an exercise program.
2. Principle of Individuality
a. Responders — individuals readily experience improvements in fitness following
exercise training.
i. VO2max increases average 15-20%, up to 50%, following several months of
aerobic training.
b. Nonresponders — individuals exhibit small or no improvements following
exercise training.
i. Constituting <5% of exercise participants
ii. Might be related to low levels of leg strength
3. In addition to regular exercise, lifestyle behaviors — walking, taking stairs, etc. —
provide substantial benefits.

VI. ASSESSMENT OF CARDIORESPIRATORY ENDURANCE

A. Cardiorespiratory Endurance, Cardiorespiratory Fitness, and Aerobic Capacity
1. Estimated by the maximal amount of oxygen the body is able to utilize (oxygen
uptake) per minute of physical activity — VO2max
2. VO2max is expressed in mL/kg/min (mL of oxygen for each kilogram of the body
weight, for each minute of the maximal exercise condition).
3. Because all tissues and organs of the body need oxygen to function, higher oxygen
consumption indicates a more efficient cardiorespiratory system.

6-3
 4. The caloric expenditure of exercise can be calculated by multiplying the caloric
value of VO2 (5 Calories per liter) x the percentage of VO2 max intensity of the exercise
(? L per minute) x the minutes of activity (? min).
5. One pound of fat is lost for every 3,500 Calories of additional expenditure.
B. Components of Oxygen Uptake (VO2)
1. Heart Rate
a. Normal heart rate can range from 40 bpm at rest to over 200 bpm or higher
during maximal exercise.
b. The maximal heart rate (MHR) that a person can achieve starts to drop by about
one beat per year beginning at about 12 years of age.
c. Maximal heart rate in trained endurance athletes is sometimes slightly lower
than in untrained individuals.
2. Stroke Volume
a. Stroke volume ranges from 50 mL/beat (resting untrained individuals) to 200
mL/beat (endurance-trained athletes) (see Table 6.1).
b. Endurance training increases stroke volume (primarily responsible for the
increase in VO2max) significantly due to
i. a stronger heart muscle.
ii. an increase in total blood volume.
iii. a greater filling capacity of the ventricles during the resting phase (diastole)
of the heart cycle.
3. Amount of Oxygen Removed from Blood
a. Known as arterial-venous oxygen difference (a-vO2 diff)
b. At rest, this difference is 5 mL of oxygen for each 100 mL of blood (20 mL/100
mL in arteries — 15 mL/100 mL in veins).
c. During maximal exercise the difference can be as much as 15 mL/100 mL (20
mL/100 mL in arteries — 5 mL/100 mL in veins).
d. Knowing heart rate, stroke volume, and a-vO2 diff, VO2 can be estimated:
i. VO2 (L/min) = (heart rate x stroke volume x a-vO2diff) ÷ 100,000
4. VO2max is affected by genetics, training, gender, age, and body composition.
a. Only those with a strong genetic component are able to reach an "elite" level of
aerobic capacity (60 to 80 mL/kg/min).
b. Men exhibit a 15-30% higher VO2max due to a greater hemoglobin content, lower
body fat, and larger heart size than women.
c. Starting at age 25, VO2max decreases
i. 1% each year in sedentary individuals.
ii. 0.5% each year in physically active individuals.
C. Tests To Estimate VO2max (Figures 6.2, 6.3, 6.4, 6.5, and 6.6)
1. Safety of Testing — A physician should be present for
a. maximal tests on apparently healthy men 45 or older and women 55 or older.
i. Maximal test requires the participant's all-out or nearly all-out effort.
b. submaximal tests on higher risk/symptomatic individuals.
2. 1.5-Mile Run Test — used most frequently (Figure 6.2)
a. VO2max is estimated based on the time the person takes to cover the distance
(Table 6.2).
b. The easiest test to administer: need a stopwatch and a track or premeasured
1.5-mile course
c. Considered a maximal test because the objective is to cover the distance as fast
as possible
d. Limited to conditioned individuals who have been cleared for exercise
3. 1.0-Mile Walk Test (Figure 6.3)
a. Used by individuals who are unable to run
b. Requires a brisk 1.0-mile walk that will elicit an exercise heart rate of at least
120 beats/min at the end of the test

6-4
 c. Need to know how to take your heart rate by counting your pulse or use a heart
rate monitor
d. VO2max is estimated according to a prediction equation that requires: 1.0-mile
walk time, exercise heart rate at the end of the walk, gender, and body weight in
pounds.
4. Step Test (Figure 6.4 and Table 6.3)
a. Requires little time (3 minutes) and equipment (a 16.25-inch step, a stopwatch,
and a metronome)
b. Can be administered to almost anyone except for symptomatic and diseased
individuals
c. Not suitable for significantly overweight individuals and those with joint
problems in the lower extremities
d. VO2max is estimated based on a submaximal workload.
e. Need to know how to take your heart rate by counting your pulse
5. Astrand-Ryhming (Cycling) Test (Figure 6.5; Tables 6.4, 6.5, and 6.6)
a. Conducted on a bicycle ergometer
b. Requires submaximal workloads and little time to administer
c. Suitable for overweight individuals and those with limited joint problems in the
lower extremities
d. At the end of the test, the heart rate should be in the range given for each
workload in Table 6.5 (generally between 120 and 170 bpm).
e. When testing older people, choose workloads so that the final exercise heart
rates do not exceed 130- 140 bpm.
6. 12-Minute Swim Test (Figure 6.6)
a. Considered a maximal exercise test because subject is to swim as fast as
possible; should follow the same precautions
b. Practical only for those who are planning to take part in a swimming program or
who cannot perform any of the other tests
c. Differences in skill level, swimming conditioning, and body composition greatly
affect VO2max of swimming.
d. VO2max cannot be estimated for a swimming test, and the fitness categories given
in Table 6.7 are only estimated ratings.
7. Interpreting the Results of Your VO2max
a. Use Table 6.8 for cardiorespiratory fitness classification according to VO2max.
D. Predicting VO2 and Caloric Expenditure from Walking and Jogging
1. Units of Expression
a. Can be expressed in liters per minute (L/min) or milliliters per kilogram per
minute (mL/kg/min)
b. mL/kg/min is used to classify individuals into the various cardiorespiratory
fitness categories (see Table 6.8).
2. The human body burns about 5 calories for each liter of oxygen consumed.
3. During aerobic exercise the average person trains between 50-75% of VO2max.
4. Table 6.9 contains the oxygen requirement (uptake) for walking speeds between 50
and 100 meters per minute and for jogging speeds in excess of 80 meters per
minute.
5. Lab 6B allows you to determine your own oxygen uptake and caloric expenditure for
walking and jogging.

VII. PRINCIPLES OF CARDIORESPIRATORY EXERCISE PRESCRIPTION

A. A low percentage of the U.S. population is committed to exercise.
1. More than half of those who begin to exercise drop out during the first 3-6 months.
2. Adherence to exercise is greatly enhanced if you are able to make it through 4-6
weeks of training.
B. Readiness For Exercise (Lab 6C)
1. The first step: "Am I ready to start an exercise program?"

6-5
 a. Scoring 12 or above in each category (mastery, attitude, health, and
commitment) in Lab 6C indicates that initiating and adhering to exercise are
plausible.
2. Next, decide positively to try.
a. List the advantages, such as:
i. It will make me feel better.
ii. I will lose weight.
iii. I will have more energy.
iv. It will lower my risk for chronic diseases (Figure 6.8).
b. Compare to the disadvantages, such as:
i. I don't want to take the time.
ii. I'm too out of shape.
iii. There's no good place to exercise.
iv. I don't have the willpower to do it.
c. Identify the stage for cardiorespiratory endurance.
d. Outline specific processes and techniques for change.

VIII. GUIDELINES FOR CARDIORESPIRATORY EXERCISE PRESCRIPTION (Figure 6.7)

A. Introduction
1. Only about 19% of U.S. adults exercise at the intensity and frequency required to
meet the minimum recommendations of the ACSM for improvement and
maintenance of cardiorespiratory fitness.
2. The exercise needs to be vigorous enough to overload the heart. The result will be
cardiac increases in size, strength, and efficiency.
a. FITT: Frequency, Intensity, Type (mode), and Time (duration)
b. Intensity is usually recommended above 60% of maximal capacity.
i. ACSM recommends that apparently healthy men (with at least 1
cardiovascular disease risk factor) over age 45 and women over age 55 get a
diagnostic exercise stress test prior to vigorous exercise.
B. Exercise that provides "substantial increases" heart rate and breathing
1. The cardiorespiratory system is stimulated by making the heart pump faster for a
specified period.
2. Quantified as 40-85% of heart rate reserve (HRR) training intensity (TI) combined
with an appropriate duration and frequency of training
a. Older adult beginners should exercise with intensities of 30-40% HRR (TI).
b. Younger beginners should exercise with intensities of 40-50% HRR (TI).
c. Increases in VO2max are accelerated when the heart is working closer to 85% of
HRR (TI).
d. Exercise training above 85% HRR (TI) is recommended only for healthy,
performance-oriented individuals and competitive athletes.
3. Determine cardiorespiratory training zone (intensity of exercise).
a. Estimate maximal heart rate (MHR) = 220 – age
b. Measure resting heart rate (RHR) after sitting quietly for 15 to 20 minutes.
c. Determine HRR: MHR – RHR
d. Calculate the training intensities (TI) at 30%, 40%, 50%, 60%, 70%, and 85%.
i. 30% TI = HRR X .30 + RHR
ii. 40% TI = HRR X .40 + RHR
iii. 50% TI = HRR X .50 + RHR
iv. 60% TI = HRR X .60 + RHR
v. 70% TI = HRR X .70 + RHR
vi. 85% TI = HRR X .85 + RHR
e. Cardiorespiratory training zone (Figure 6.6):
i. Light-intensity cardiorespiratory training zone: 30-40%
ii. Moderate-intensity cardiorespiratory training zone: 40-60%
iii. Vigorous-intensity cardiorespiratory training zone: 60-85%

6-6
 4. Begin the first few weeks with a lower training zone, then move higher, but not
higher than 85% of HRR.
5. Once you have reached an ideal level of cardiorespiratory endurance, frequent
training in the 60-85% range will allow you to maintain your fitness level.
C. Moderate- Versus Vigorous-Intensity Exercise (Figure 6.8)
1. Vigorous-intensity programs yield higher improvements in VO2max than do
moderate-intensity programs.
2. Higher levels of aerobic fitness are associated with lower cardiovascular mortality.
D. Monitoring Exercise Heart Rate
1. During the first few weeks of an exercise program, you should monitor your exercise
heart rate regularly to make sure you are training in the proper zone.
a. Wait until you are about 5 minutes into the aerobic phase of your exercise
session before taking your first reading.
b. Count your pulse for 10 seconds, then multiply by 6 to get the per minute pulse
rate.
E. Rate of Perceived Exertion (RPE; Figure 6.9)
1. A person subjectively rates the perceived exertion or difficulty of exercise when
training at different intensity levels using the physical activity perceived exertion (H-
PAPE) scale.
2. Cross-check your target zone with your RPE during the first weeks of your exercise
program using the form provided in Figure 6.12.
F. Mode of Exercise
1. It must be aerobic (involving the major muscle groups, rhythmic and continuous) to
stimulate a cardiorespiratory response.
2. Examples: walking, jogging, aerobic dance, swimming, water aerobics, cross-country
skiing, rope skipping, cycling, racquetball, stair climbing, and stationary running or
cycling
3. Choose using personal preferences and physical limitations.
4. Some activities first require skill development and base conditioning before the TI
can be maintained.
5. Training in the lower end of the cardiorespiratory zone will yield optimal health
benefits.
6. Training in the higher end of the cardiorespiratory zone improves the VO 2max more.
G. Duration of Exercise
1. 20-60 minutes per session is generally recommended.
2. The less intense, the greater the required duration for an adequate training effect.
3. Even though a continuous 30 minutes of exercise stimulates greater increases in
aerobic power, three sessions of at least10 minutes each provide significant
cardiorespiratory benefit.
4. To prevent weight gain: accumulate 60 minutes of moderate-intensity physical
activity most days of the week.
5. To prevent weight regain: 60 to 90 minutes of daily moderate-intensity activity.
6. Exercise sessions should always be preceded by a 5-10 minute warm-up and
followed by a 10-minute cool-down period (Figure 6.6).
H. Frequency of Exercise (Figure 6.10)
1. The recommended frequency for aerobic exercise is three to five days per week.
2. Progressively continue to increase frequency, duration, and intensity of exercise
until you have accomplished your goals.
3. When exercising at 60-85% of HRR, three 20- to 30-minute exercise sessions per
week (totaling at least 75 minutes) on nonconsecutive days are sufficient to improve
(in the early stages) or maintain VO2max.
4. When training at lower intensities, exercising 30 to 60 minutes more than three
days per week (totaling 150 minutes) is required.
5. Anaerobic threshold: training is conducted more than five days a week, further
improvements in VO2max are minimal

6-7
 6. For weight-loss, 60 to 90 minutes of low-intensity to moderate-intensity activity on
most days of the week is recommended.
7. A routine of at least 30 minutes of moderate-intensity physical activity almost daily
has been promoted as an effective way to improve health.
8. Excessive sitting (even when exercising 5 times weekly) creates a lifestyle that may
not support expected health benefits of exercise.
9. Excessive sitting has been found to increase all-cause mortality 50%, increase
cardiovascular disease 80%, create weaker muscles, affect the central nervous
system, increase fatigue, decrease insulin sensitivity, raise blood pressure, decrease
lipoprotein lipase, increase cholesterol, increase LDL cholesterol, and increase
triglycerides.
10. Seven suggestions are given to increase daily nonexercise activity thermogenesis
(NEAT).
a. Stand rather than sit at home.
b. Use a standing or a treadmill desk.
c. Use a stability ball for a chair.
d. Hold walking meetings instead of sitting meetings.
e. Walk to communicate in person with a coworker, rather than use the phone or
email.
f. Take intermittent breaks from sitting.
g. When practical, park father away and take the stairs.
I. Rate of Progression (Figure 6.11)
1. The speed of improvement depends on various factors:
a. The person’s health status
b. The person’s exercise tolerance
c. What is desired to change (goals of the program)
2. Initial Program:
a. 3 exercise sessions per week
b. 15-20 minute duration sessions
c. Easy to moderate exercise intensity
3. Continuing Program:
a. 5 exercise sessions by the 4th or 5th week, up to 7 sessions as the program
continues
b. Increase in duration 5-10 minutes each week.
c. Increase in intensity within the TI zone.
d. Change one aspect at a time.

IX. FITNESS BENEFITS OF AEROBIC ACTIVITIES

A. Table 6.10 and Figure 6.10 show summaries of likely benefits of various activities.
B. Factors affecting the aerobic benefit of the activity
1. Nature of the activity
a. How strenuous it typically is
b. How well the body is suited for the activity
2. Fitness level of the individual
a. Beginners should initiate exercise with low-impact activities.
b. Beginners should begin with low intensities.
3. The effort given by the individual
a. Can be estimated by perceived exertion
b. METs, or multiples of resting energy expenditure (Table 6.10)
C. Weight Control Exercise Goals (Table 6.10)
1. Rhythmic and continuous activities that involve large amounts of muscle mass are
most effective in burning calories.
2. Higher-intensity activities increase caloric expenditure while exercising longer
compensates for lower intensities.
3. Other considerations are given in Chapter 5.

6-8
X. GETTING STARTED AND ADHERING TO A LIFETIME EXERCISE PROGRAM
A. Follow the guidelines provided in Lab 6D and initiate your cardiorespiratory endurance
program.
B. Once you have determined your exercise prescription, the difficult part begins: starting
and sticking to a lifetime exercise program.
C. Lifelong dedication and perseverance are necessary to reap and maintain good fitness.
D. The suggestions provided in the accompanying Behavior Modification Planning box have
been used successfully to help change behavior and adhere to a lifetime exercise
program.
E. A Lifetime Commitment to Fitness
1. The benefits of fitness can be maintained only through a regular lifetime program.
2. Staying with a physical fitness program long enough brings about positive
physiological and psychological changes.
3. 4 weeks of aerobic training are completely reversed in 2 consecutive weeks of
physical inactivity.
4. If you have been exercising regularly for months or years, 2 weeks of inactivity will
not hurt you as much as it will someone who has exercised only a few weeks.

Laboratories

Lab 6A: Cardiorespiratory Endurance Assessment

Lab 6B: Caloric Expenditure and Exercise Heart Rate
Lab 6C: Exercise Readiness Questionnaire
Lab 6D: Cardiorespiratory Exercise Prescription

Classroom Activities

1. Hypokinetic Disease
• Ask the students to list all the ways a person can contribute to a hypokinetic disease.
• The answers should surround the sedentary lifestyle and may include some strange
behaviors (e.g., waiting in the car for a close parking space).

2. The Cardiorespiratory Path and Function

• Bring posters, acetates, or PowerPoint visuals showing the circulatory system.
• Follow blood through the tissues, heart, and lungs. There are 60,000 miles of tubing!
• Ask why blood flow is important in cardiorespiratory fitness.
o Oxygen delivery is the limiting factor for aerobic energy production.
o Oxygen is needed in the mitochondria to burn fat and glucose for energy.
o Demanding high levels of blood flow keeps the arteries from clogging
(atherosclerosis) and inducing hypertension (arteriosclerosis).
o Demanding more from the heart increases its strength (contractility) and stroke
volume, so it can rest longer by not having to pump as often to deliver a given
cardiac output.

3. Predominant Energy System

• Ask the students to identify the most contributing energy system for various physical
activities.
• Ask them to identify how they came to the conclusion. Was there a time, intensity, or
skill limitation to the activity?

4. Gain Some Heartbeats?

• Discuss the theory that a person has a finite number of heartbeats in a lifetime.

6-9
 • Have the students mathematically determine whether they would gain or lose
heartbeats by having cardiorespiratory fitness.

5. Heart Rate Practice

• Demonstrate the 2 most common sites to check heart rate: the radial and carotid
arteries.
• Give 10-second timings while the students check each one.
• Have nearby students assist when there is difficulty locating a pulse.

6. Which Test Is Best?

• Which test is the best choice to assess cardiorespiratory endurance of the wellness
class?
o How much accuracy do we need?
o How mass-administration-efficient do we need to be?
o Is safety a concern (considering the facilities or other factors)?
• Which test would be the best choice after graduation?
• Under what circumstances would the other tests be the best choice?

7. Laboratory Calculation Review

• In class, review key aspects of theory and math for the cardiorespiratory endurance
estimation techniques.

8. Are You Ready for Some... Exercise? (Lab 6C)

• Ask the student to complete Lab 6C: Exercise Readiness Questionnaire.
• Discuss the features of readiness and what it "takes" to be a successful exerciser.

9. Why Improve Cardiorespiratory Endurance?

• Divide the students into 2 groups.
• Have them gather around the chalkboard, writing answers on their half of the board.

10. The Exercise Criteria

• Ask what constitutes an exercise that will bring about cardiorespiratory endurance.
• They should respond with comments about frequency, duration, mode, and intensity.
• Ask about differences in starting out for the average student in the class versus their
parents.

11. What Mode Is Best?

• Ask what the best aerobic exercise is. From a caloric expenditure and cardiorespiratory
standpoint, the best mode is one that uses the most muscle, possibly cross-country
skiing.
• Ask why we use other modes when they are "inferior." Dropping out of exercise after
only 2 weeks of using the "best" mode is not nearly as effective as an "inferior" exercise
mode done for years.
• The best mode is one that a person enjoys and one that uses a large amount of muscle.
It does not have to be the "best" to be the best choice.

12. What's Your Training Intensity? (Figure 6.7) (Lab 6D)

• Diagram a scale of no, resting, and maximum heart rates.
• Ask what an effective cardiorespiratory training intensity should be. This can be
expressed as a percentage of maximum heart rate or a percentage of heart rate reserve.
Show the lower and upper limits of the (target) training zone on your diagram.
• Calculate the actual heart rates in beats/minute and convert to 10-second or 6-second
pulse count equivalents.

6-10
 • Explain that the felt intensity can be learned by connecting the physical activity
perceived exertion with pulse counts immediately while pausing from exercise (H-PAPE;
Figure 6.9).

13. Sporting Goods Store Visit

• Assign a visit to the sporting goods store to learn about available exercise clothing and
supplies. Various aspects can be assigned groups to investigate.
• Reports should include visuals, activity-specific information, and pricing.

14. Community Fitness Participation

• Encourage the students to get involved in community fitness promotions.
• These can include:
o The Youth Service Bureau
o The Police Athletic League
o The YMCA
o Local running road races (worker or racer)
o Evening or weekend clinics on a fitness topic

Teaching Strategies

1. Cardio Cartoons
• Use popular cartoons to illustrate cardiorespiratory endurance concerns.
• Many of them deal with exercise and overall philosophy of life.

2. Cardiorespiratory Endurance Progress Reports

• Give simple prospective and retrospective quizzes about cardiorespiratory endurance to
keep the students reading and thinking.
• Put multiple choice, true-false, or short answer questions on a half-sheet of paper.
• This requires students to make a commitment to some controversial choices.
• Use the questions as an outline for topics of the day.

3. Cardiorespiratory Fitness Audio-Visuals

• Show different exercise shoes while describing features desired.
• Show a film about “being fit.”
• Visit a fitness facility or show photos of various “cardio” machines and modes.
• Have a short exercise session to explore ways of determining safe and effective aerobic
exercise intensity (movement form and speed, breathing patterns, heart rate).

4. Cardio Internet Searches

• Assign specific cardiorespiratory endurance topics for students to gather internet
information.
• Possible subjects include: What relatively local websites are promoting aerobic exercise?
Are there health clubs, running clubs, or wellness centers? What is required of the
members?
• Can be used for group work before or in lieu of whole class discussion.
• Respond/anticipate with questions to guide reporting of information and ensuring
discussion.
• Discuss the variable value of sources when information conflicts with other sources or
personal experience.

5. Mode Case Studies

• Identify a beginning aerobic exercise scenario by describing the fitness background,
body type, daily schedule, and goals of the individual.

6-11
 • Ask the students to eliminate the least helpful modes of exercise from a list you provide,
explaining why they are less feasible.
• Then ask the students to prioritize the modes that remain, explaining why they are
ranked in this order.
• Continue with another scenario, using common realistic factors.

6. Ask the Expert

• Invite a professional or group of professionals to discuss a fitness topic.
• Possible choices include:
o Exercise physiologist
o Personal trainer
o Athletic coach
o Fitness professor
o Community organization professional
• Make the session interactive, planning significant time for questions.

7. Ready-to-Print Assignment Worksheet

• How Intensely Should I Exercise to Develop my Cardiorespiratory Endurance?

6-12
Name: _______________________________________________ Date: _________________________

How Intensely Should I Exercise to Develop my Cardiorespiratory Endurance?

Your age: ________ years
Your resting heart rate: ________ beats per minute (bpm)
Your maximal heart rate = 220 – ________ [your age] = ________ bpm
Your heart rate reserve = ________ [Your maximal heart rate] – ________ [Your resting heart rate] = ________ beats

Your Goal: 40-85% of heart rate reserve = (Your heart rate reserve x 40-85%) + Resting heart rate
40% = (________ [Your heart rate reserve] x .40) + ________ [Your resting heart rate] = ________ bpm
50% = (________ [Your heart rate reserve] x .50) + ________ [Your resting heart rate] = ________ bpm
60% = (________ [Your heart rate reserve] x .60) + ________ [Your resting heart rate] = ________ bpm
85% = (________ [Your heart rate reserve] x .85) + ________ [Your resting heart rate] = ________ bpm

Your low-intensity cardiorespiratory training zone: ________ to ________ bpm

Your moderate-intensity cardiorespiratory training zone: ________ to ________ bpm
Your high-intensity cardiorespiratory training zone: ________ to ________ bpm

Example
Subject: 20 years old with a resting heart rate of 68 beats per minute (bpm)
Maximal Heart Rate = 220 – 20 = 200 bpm
Resting Heart Rate = 68 bpm
Heart Rate Reserve = 200 – 68 = 132 beats
Goal: 40-85% of heart rate reserve = (Heart rate reserve x 40-85%) + Resting heart rate
40% = (132 x .40) + 68 = 121 bpm
50% = (132 x .50) + 68 = 134 bpm Low-intensity cardiorespiratory training zone: 121 to 134 bpm
60% = (132 x .60) + 68 = 147 bpm Moderate-intensity cardiorespiratory training zone: 134 to 147 bpm
85% = (132 x .85) + 68 = 180 bpm High-intensity cardiorespiratory training zone: 147 to 180 bpm

6-13
Another random document with
no related content on Scribd:
 “A happy combination of scientific study with journalistic ease of
style and choice of interesting material.”

+ Booklist 17:111 D ’20

+ Bookm 52:367 D ’20 110w
+ Boston Transcript p6 O 16 ’20 650w

“Because he went into such an unknown region his book has the
atmosphere of Hakluyt or Purchas. The photographs which illustrate
the book are excellent.” J. F. Gould

+ N Y Evening Post p8 Ja 8 ’21 960w

“The author’s style is one of extreme simplicity, and his material is

presented in a form that should prove attractive to scientist and
layman alike.” B. R. Redman

+ N Y Times p9 O 31 ’20 1150w

“Mr Lumholtz knows how to write entertainingly as well as how to

observe with scientific accuracy.”

+ Outlook 126:334 O 20 ’20 60w

LUTHER, MARK LEE. Presenting Jane McRae.

il *$1.75 (1½c) Little
 20–10734

When Jane McRae is first presented she is acting as waitress in her

step-father’s hotel in a small “up-state” New York town. Here she
comes in contact with Stuart Pendleton, a young civil engineer, and
with Arthur Gault, a movie singer. With Stuart she falls in love, but
refuses to marry him when she learns of his previous entanglement
with another woman. Leaving unbearable conditions at home, she
goes to New York to support herself. At the end of her resources, she
again meets Arthur Gault, who is now a moving picture director. He
gets her a small part in his picture and finally persuades her to marry
him. She becomes more and more successful as an actress, but is not
happy. She realizes that her marriage to Arthur was a mistake, but
does not see the way out. But when the war comes and frees her from
him, the manner of his death leaves her still with an unanswerable
question. “It did not occur to her that she was free.”

“To tell the truth all this business of Jane and the engineer, from
beginning to end, is unreal and commonplace. Jane herself is least
credible and desirable whenever that young man is brought on the
scene. Except his good looks and his fine phrases, there is nothing or
next to nothing ‘to him.’ What ‘makes’ the book is its study of Jane in
relation to the movie man.” H. W. Boynton

+ − Bookm 52:70 S ’20 650w

“On the whole, it is a quick-moving and interesting tale.”

+ Boston Transcript p6 Ag 7 ’20 180w

“Very long and not very interesting. Some of the motion-picture

parts of the book are not unentertaining, while of the characters
Arthur Gault is by all odds the best, at times becoming a real human
being.”

+ − N Y Times 25:31 Jl 18 ’20 300w

“An agreeable little comedy of life not without serious import

also.”

+ Outlook 125:615 Ag 4 ’20 50w

LUTZ, EDWIN GEORGE. Animated cartoons. il

*$2.50 Scribner 778

20–3350

“E. G. Lutz answers many an unspoken question about the movies

by telling very explicitly how an artist gets motion into his drawings.
After two chapters of history upon their origin and development he
goes into a description of the successive steps in the production of
various kinds of screen pictures in action. It all seems very simple
after being carefully explained in both text and illustrations.”—
Springf’d Republican

Ath p408 S 24 ’20 100w

Booklist 16:232 Ap ’20
+ N Y P L New Tech Bks p39 Ap ’20 70w
 Outlook 124:431 Mr 10 ’20 50w

“The book is interesting as catering to the universal desire to see

the wheels go round.”

+ Springf’d Republican p8 Mr 25 ’20

240w
The Times [London] Lit Sup p603 S 16
’20 90w

LUTZ, GRACE LIVINGSTON HILL (MRS

FLAVIUS J. LUTZ). Cloudy Jewel. il *$1.90 (2c)
Lippincott

20–20648

Julia Cloud, at her mother’s death, is free to choose between living

the life of a drudge in her selfish sister’s household, or struggling
along alone on insufficient finances. She is trying to make her
decision when her niece and nephew from California put in an
unexpected appearance, and they have a delightful suggestion for her
future. They are coming east to college and propose taking her along
to make a home for them and be a real mother to them, for though
well-to-do, they are orphans. This plan they carry out and she plays
her part wholly to their satisfaction. She feels a keen responsibility
for their welfare and at first their lack of any religious ideals grieves
her deeply. But they become interested in the Christian Endeavor
society in a little church and gradually come to be leaders in it as well
as in college life. There they make friendships which finally grow into
deeper relations, and the story ends in two romances.

“It may be safely prophesied that Mrs Lutz, if she continues to spin
more novels of the type of ‘Cloudy Jewel’ will doubtless lure into her
fold a large proportion of the followers of Harold Bell Wright. Within
the pages of ‘Cloudy Jewel’ one may find the telling and sure-fire
ingredients of an American best seller.”

+ − N Y Times p26 D 19 ’20 300w

“Mrs Lutz will beguile many hours for those who do not wish to be
aroused or excited by what they read, and her books will have a
wholesome influence wherever they are read.” K. O.

+ Pub W 98:1194 O 16 ’20 270w

LUTZ, GRACE LIVINGSTON HILL (MRS

FLAVIUS J. LUTZ). Exit Betty. il *$1.75 (2c)
Lippincott

20–13974

When Betty Stanhope met her bridegroom in the crowded church

where the ceremony was to take place, to her horror she found he
was not the man she had promised to marry. A timely fainting spell
permitted her to escape from the church, and it was fortunate for her
that she ran across Jane Carson just outside. Jane took the excited
girl to her room where Betty told enough of the story to convince
Jane that she was the victim of the cupidity of her scheming
stepmother. Jane sent her to her mother in the country where Betty
successfully eluded pursuit, until by Jane’s keenness, aided by her
friend Jimmie and Jimmie’s employer, Warren Reyburn, Betty
slipped forever from the clutches of those who had tried to rob her of
her inheritance. Incidentally a double romance developed for her and
Jane.

“Melodrama of the crudest kind and religious sentiment equally

crude are blended in a whole which, curiously enough, pleases rather
than repels.”

+ − Ath p763 D 3 ’20 40w

“Of course it is a very old plot, this of the cruel step mother, but
Mrs Lutz manages to centre our interest entirely in Betty and to
arouse our sympathies to the point where we do not greatly care that
some of her plot elements are distinctly hackneyed.”

+ − Boston Transcript p6 Ag 7 ’20 420w

[2]
LYNCH, FREDERICK HENRY. Personal
recollections of Andrew Carnegie. il $1.50 Revell

“‘Personal recollections of Andrew Carnegie’ furnishes an intimate

picture of the late ironmaster and philanthropist, in which many
phases of his character are depicted. In the course of much close
association, Dr Lynch, as a member of the executive committee of the
New York Peace society, enjoyed opportunities of learning what the
canny Scotsman thought concerning many other things than iron
and libraries.”—Springf’d Republican
 Boston Transcript p6 Ja 8 ’21 250w
+ Ind 103:440 D 25 ’20 360w
Springf’d Republican p8 N 6 ’20 70w

LYND, ROBERT. Ireland a nation. *$2 (3c)

Dodd 941.5

20–1230

In this thorough sifting of the Irish problem, the author, an

Englishman, does not spare England. Of her habit of not taking
Ireland seriously he says that if it is persisted in “it will bring ruin not
only on Ireland but upon England and on our European civilization
generally. If Ireland is not ... given her freedom equally with every
other nation in Europe, another great world-war is as certain as the
rising of tomorrow’s sun.... Every nation on the earth that desires to
do wrong to another takes fresh heart when it thinks of the example
of England in Ireland.” Contents: Why it is important to realize that
Ireland is a nation; The historical thread; Sinn Fein; The insurrection
of 1916; Ulster: the facts of the case; The hesitating sort of Liberal
and Irish self-determination; One man’s views on Dominion home
rule; The Irish soldier; Ireland’s record in the war; The soldiers’
sacrifice; The English in Ireland: a scene; Another scene: the drums
of Ulster; The witness of the poets; A note on Irish literature; Voices
of the new Ireland (from various writers); Common-sense about the
little nations; Epilogue.

“Interestingly written though somewhat lacking in unity.”

 + − Booklist 16:237 Ap ’20

“It is devoid of all appearances of sentimentality, yet the very

calmness with which the argument is followed gives a force to the
book which passion itself could hardly sustain.”

+ Cath World 112:259 N ’20 500w

+ Cleveland p76 Ag ’20 50w

Reviewed by Preserved Smith

+ Nation 110:768 Je 5 ’20 550w

“‘Ireland a nation’ stands above and apart from the vast majority of
books on the subject. It owes this distinction not only to its author’s
brilliant handling of a complicated theme, to his sense of selection,
and to his gift of distilling the essence of long-drawn-out
controversies into a witty phrase, but primarily to the fact that he
lifts the issue to a new and higher plane. Where other writers take it
for granted that the dispute is one between two nations. Mr Lynd
confronts the rulers of Great Britain with their pledges not to Ireland
but to the civilized world, and insists that an Irish settlement is to
England’s allies, no less than her enemies, the ‘acid test’ of whether
these pledges are more than mere empty words.”

+ Nation [London] 27:50 Ap 10 ’20 1250w

N Y Times 25:192 Ap 18 ’20 100w
N Y Times p1 Ag 1 ’20 750w
 “He is well informed and presents his views with clearness and
force, as befits an editor of the London Daily News. But his book will
fail through over-statement to carry conviction to his opponents.”

+ − Outlook 124:431 Mr 10 ’20 100w

“If his pages have at times the intractable vehemence which belong
to his nationality, they are no less lit up with the wit and sparkle that
seldom desert a man of his race.” H. L. Stewart

+ − Review 2:461 My 1 ’20 600w

R of Rs 61:446 Ap ’20 120w
+ Springf’d Republican p8 Mr 30 ’20
280w

LYNDE, FRANCIS. Girl, a horse and a dog. il

*$2 (2½c) Scribner

20–14290

When Jaspar Dudley’s will was read, instead of the fortune which
his grandson Stanford Broughton expected, he received only a vague
legacy which at first he chose to disregard entirely. For it read
something as follows: “Your portion ... was worth, at its latest
valuation, something like $440,000.... When you find it, you will be
able to identify it by the presence of a girl with brown hair and blue
eyes and small mole on her left shoulder, a piebald horse ... and a dog
with a split face—half black and half white.” With just this
information and certain indefinite geographical data, “Stannie”
finally starts on the trail of his inheritance. He has less trouble in
locating it than might be expected. But then his troubles begin, for he
finds it to be a flooded mine, which is nevertheless highly desirable
to a certain mining engineer. He determines to pump it out, and
ascertain its value. His attempts to do this, and the efforts of his rival
to thwart him, and gain possession himself, make the story, with, of
course, some rivalry for the blue-eyed girl as well.

“Rather well told and interesting to readers of western stories.”

+ Booklist 17:71 N ’20

“Plenty of dash in this story, and genuinely interesting from

beginning to end.”

+ Cath World 112:554 Ja ’21 110w

“‘The girl, a horse and a dog’ is a book built frankly for amusement
purposes, but it is more substantial than the usual run of adventure
stories. Mr Lynde possesses the power to develop character in a
consistent manner, to afford the reader glimpses of types which live,
and to do this without halting the steady flow of a narrative that
steadily rises in its interest.”

+ N Y Times p24 Ag 29 ’20 650w

“A lively tale.”

+ Springf’d Republican p11a S 12 ’20 270w

Wis Lib Bul 16:194 N ’20 60w
 LYNDE, FRANCIS. Wreckers. il *$1.75 Scribner

20–5584

“Graham Norcross, whose private stenographer and confidential

clerk, Jimmie Dodds, tells the tale of their adventures, was anything
but anxious to become general manager of the much-abused Pioneer
short line. That unfortunate railroad had for some time been nothing
but an instrument for a little group of Wall street speculators to
make money with; they juggled its stock about, stinted it in
equipment and everything else, and abused it generally. Now,
squeezed dry, it was on the verge of bankruptcy. And to make bad
matters worse, at its headquarters in Portal City every wellpaid post
was filled by some cousin or nephew or brother-in-law of the stock
speculators who controlled the road. This was a part of the
proposition which faced Graham Norcross when he started out to
make the Pioneer short line an honest and a paying concern. By the
scheme finally carried out, it was arranged that one section of ‘the
country—and the employes—had a railroad of their own,’ a railroad
whose stock was controlled by the people most interested in its
welfare.”—N Y Times

“A railroad story which will interest men and boys.”

+ Booklist 16:282 My ’20

+ N Y Times 25:153 Ap 4 ’20 700w

“The story maintains the author’s reputation as a teller of

entertaining tales.”
 + − Springf’d Republican p11a Jl 18 ’20
140w

LYNN, MARGARET. Free soil. *$2.50 (2c)

Macmillan

20–20945

A story of the fight for free soil in Kansas in the fifties. Among the
New England recruits to the free soil population are John and Ellen
Truman, who give up ease and security and take their two young
children into the new and strange land. With them goes Ellen’s
cousin Harvey Sayre, young and high-spirited and ripe for adventure.
Later another cousin, Phoebe Murray, comes for a visit, and refusing
to be sent back to safety, remains to play her part with the other
women. Even before reaching Kansas the Trumans have a taste of the
tense relations between North and South and they are in the heart of
the struggle from the moment of their arrival. Another struggle no
less interesting is revealed within the ranks of the free-soilers,
between the advocates of violence and those who stand for peaceful
methods. The figure of John Brown as he moves through these pages
differs somewhat from popular legend. The love story of Phoebe and
Lewis Hardie, the high courage of the women, and the author’s very
evident love for the prairies lighten the somberness of the story.

“Miss Lynn has not only made her story interesting and her
characters alive; she has pictured the country itself as few writers
have pictured it. ‘Free soil’ is a noble book, a living book, a book to
read and to remember. In its blending of fiction and history it is a
notable achievement.”
 + N Y Times p24 D 19 ’20 550w

“As fiction pure and simple the novel has no great art, but it has
historical reality and wide human sympathy. As a sketch of western
living conditions in early days the book is also satisfying.” E. C.
Willcox

+ − Outlook 127:109 Ja 19 ’21 140w

[2]
LYTLE, JOHN HORACE. Story of Jack. il
$1.50 Pettibone-McLean co., Dayton, O.

20–10081

“The scene of the title story is laid in the Klondike land in the
Klondike days. Jack is a real dog, and a great one, who will win
straight to the heart of every reader.” (Cath World) “The tragic
adventure of Jack is followed by other stories, each directed to a
particular foible of the dog-lover—the pioneer dog who spends his
life by racing with a message of an Indian uprising, the unwelcome
mongrel who rescues a child from drowning and is welcome ever
after, the spaniel who is taught to point golf balls and so saves his
master in a desperate match, and so on.” (Review)

“These are stories of live people and live dogs told

in a live way.”

+ Cath World 111:838 S ’20 100w

 “They are capital tales, all of them; and if the limits of canine
intelligence are overstepped, what harm is done?”

+ Review 3:626 D 22 ’20 190w

 M

MCAFEE, CLELAND BOYD. Christian faith

and the new day. *90c (4c) Macmillan 230

20–6365

The author’s subject is theology—theology as adapted to the needs

of the day. He says in his preface, “Visitors to theological seminaries
often tell young men they are not to preach their theology, whereas
in any sound way of speaking it is the only thing they are to preach.”
The book is addressed “not to technical theologians but to working
ministers and thoughtful laymen.” Contents: The call to
reconstruction; The Christian theology of God; The Christian
theology of salvation; The church; A concluding word. The author is
a professor in McCormick theological seminary, Chicago.

Booklist 16:327 Jl ’20

[2]
MCARTHUR, PETER. Affable stranger. *$1.50
(4c) Houghton

20–20446
 The author is a Canadian farmer and journalist who visited the
United States in the capacity of friendly observer. He was interested
particularly in the state of public opinion as it concerns Canada and
Great Britain and his method was to keep as quiet as possible and let
the other person do the talking. Some of his chapters, which were
contributed first to the Toronto Globe, are: Back to the primitive;
Registering reform; A burden of farmers; Organized for profit; Old
home week; The ward leader; The soul of Canada; A land of upper
berths.

+ N Y Evening Post p12 N 27 ’20 80w

MACAULAY, ROSE. Potterism. *$2 Boni &

Liveright 20–19045

“‘Potterism’ is a newspaper novel. The idea is Potterism. It is a

more inclusive idea than the one which was once covered by the
word ‘bromide.’ Potterism also takes in the bromide, but generally
speaking it means ‘muddle and cant—second-rate sentimentalism
and cheap short-cuts and mediocrity.’ It is personified in Mr Potter
(afterward Lord Pinkerton) owner of the Pinkerton Press, and in his
wife, ‘Leila Yorke,’ the novelist. But the Potters are such perfect
symbols that even their own children, Jane and Johnny, help to form
the Anti-Potter league. There are three or four other members of the
league, and the book follows their fortunes, which take a slightly
melodramatic turn. In the end the president of the league is killed in
Russia and the Potter-Pinkerton Press goes on forever.”—New Repub
 “In this new novel by Miss Macaulay it is not only her cleverness
and wit which are disarming. It is her coolness, her confidence, her
determination to say just exactly what she intends to say whether the
reader will or no.” K. M.

+ Ath p736 Je 4 ’20 380w

“Shrewd, vigorous and interesting to many readers. Most amusing

to those who can appreciate subtle humor.”

+ Booklist 17:117 D ’20

“Even to a confirmed Potterite the keen thrust of Miss Macaulay’s

wit must afford a fearful delight. Here is a good antidote for the
oversexed novel.”

+ Bookm 52:272 N ’20 220w

“There is no doubt but what Miss Macaulay looks at her day and its
state of mind much as Cervantes looked at his, and her result in
fiction is in kind if not in degree the same. In degree it is far ahead of
its kind beyond anything done by her contemporaries. For all its
clever caricature and exhilarating interest the story is downright
English.” W. S. B.

+ Boston Transcript p1 N 27 ’20 1150w

“As a sophisticated picture of modern life the book is exceedingly

well done; as a solution of the problem it sets before us it fails, chiefly
because in the author’s philosophy there is no solution—at least no
workable solution.”
 + − Cath World 112:694 F ’21 300w

“It is cleverly conceived and cleverly written, but it is a little too

hasty to be complete.” E. P.

+ − Dial 70:107 Ja ’21 50w

“In ‘Potterism’ Miss Macaulay has sketched for us a clever,

amusing, and, on the whole, convincing picture of the state of the
British mind during and immediately after the war. Her book pushes
as close to the current hour as it can without lapsing into mere
journalism.” Edwin Björkman

+ Freeman 2:429 Ja 12 ’21 490w

“Miss Macaulay’s narrative technique shares the keenness and

distinction of her intellectual outlook. Each section of the book is
told by one of its characters and thus the characterization is of a rare
completeness and inwardness. The section written by Lelia Yorke is
masterly.” L. L.

+ Nation 111:sup428 O 13 ’20 620w

“Miss Macaulay is so competent in reaching her aim that one is

forced to wonder why she didn’t make her book a little smoother and
more varied in style, and a little less awkward in form.” S. T.

+ − New Repub 24:280 N 10 ’20 460w

 “The story is taken up at different stages by the principal figures,
and Miss Macaulay shows real skill in her power of representing the
facts as they appear to each, colored by the style and the
preoccupations of the individual.” E. A. Boyd

+ N Y Evening Post p5 N 13 ’20 1050w

“Add to this penetrating observation and trenchancy of expression

a finished style and good powers of characterization and it is not
difficult to understand why Miss Macaulay’s fictional commentary on
present day foibles was praisefully acclaimed in London, where it has
already run into several editions.”

+ N Y Times p22 O 31 ’20 850w

Reviewed by Caroline Singer

+ Pub W 98:1887 D 18 ’20 340w

“What gives it distinction is the range and flexibility of its idea.” H.

W. Boynton

+ Review 3:384 O 27 ’20 550w

“In these days of Potterism, trade-union tyranny, and fiscal

oppression, we are not often, as they used to say in the eighteenth
century, ‘merry.’ Yet Miss Macaulay’s novel amused and refreshed
us. The satire is playful, delicate, and mordant.”

+ Sat R 129:543 Je 12 ’20 800w

 “The book is rightly named ‘tragi-farcical,’ and therein lies its
weakness, for the abruptness of the alternations are extreme. The
greatest tragedies have not excluded comedy, but the introduction of
farce produces a confusion of tones.”

+ − Spec 124:833 Je 19 ’20 640w

“The effect of abstraction is unfortunately heightened by the

author’s device of telling part of the story in her own person, part in
the persons of the different characters, a proceeding for which we
can see no good reason. It would have been better if she had written
all in the person of the unworldly Laurence Juke. In his instalment
we have the Miss Macaulay whom we knew before, afraid neither of
pity nor enthusiasm.”

+ − The Times [London] Lit Sup p348 Je 3

’20 950w

MCAULEY, MARY ETHEL, ed. Wanderer; or,

Many minds on many subjects; with an introd. by
Charles Alexander Rook. *$2.50 Boni & Liveright
040

20–11654

“In the Pittsburgh Dispatch, Miss Mary Ethel McAuley, calling

herself the ‘Wanderer,’ showed an extraordinary ingenuity in putting
nice questions in casuistry and in eliciting a wide variety of answers
to them, many of which now appear in this volume.” (Review) “‘Can a
radical be a Christian?’ ‘Is our present marriage system perfect?’ ‘Is it