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Games for the Playground, Home, School and Gymnasium

by Jessie H. Bancroft · English · Gutenberg #25660 · 908,915 chars · public domain (US)

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Title: Games for the Playground, Home, School and Gymnasium

Author: Jessie H. Bancroft


        
Release date: May 31, 2008 [eBook #25660]
                Most recently updated: January 3, 2021

Language: English

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[Illustration: RING A' ROSES

_From the painting by Fred Morgan_

_Frontispiece_
]




GAMES

FOR

THE PLAYGROUND, HOME, SCHOOL
AND GYMNASIUM


BY

JESSIE H. BANCROFT

ASSISTANT DIRECTOR PHYSICAL TRAINING, PUBLIC SCHOOLS, NEW YORK CITY;
EX-SECRETARY AMERICAN PHYSICAL EDUCATION ASSOCIATION; MEMBER AMERICAN
ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE; AUTHOR OF "SCHOOL
GYMNASTICS," ETC., ETC.


  New York
  THE MACMILLAN COMPANY
  1922

  _All rights reserved_

  COPYRIGHT, 1909,
  BY THE MACMILLAN COMPANY.

  Set up and electrotyped. Published, December, 1909.


  Norwood Press
  J. S. Cushing Co.--Berwick & Smith Co.
  Norwood, Mass., U.S.A.




TABLE OF CONTENTS


                                                             PAGE

INTRODUCTION                                                    1

TO THE TEACHER OF GAMES                                        26

COUNTING-OUT; CHOOSING SIDES; WHO'S "IT"?                      35

MISCELLANEOUS ACTIVE GAMES                                     43

QUIET GAMES                                                   211

FEATS AND FORFEITS                                            243

SINGING GAMES                                                 259

BALLS AND BEAN BAGS                                           295

  _a._ Specifications for Balls, Bean Bags, and
         Marking Grounds, etc.                                297
  _b._ Bean Bag and Oat Sack Games                            303
  _c._ Ball Games                                             319



INDEXES


GAMES FOR ELEMENTARY SCHOOLS, FIRST TO EIGHTH YEARS           427

GAMES FOR HIGH SCHOOLS                                        433

GAMES FOR PLAYGROUNDS, GYMNASIUMS, AND LARGE NUMBERS          435

GAMES FOR BOYS' AND GIRLS' SUMMER CAMPS                       440

  _a._ Active Games                                           440
  _b._ Quiet Games                                            442

HOUSE-PARTY AND COUNTRY-CLUB GAMES                            444

  _a._ Active Games                                           444
  _b._ Quiet Games                                            445

GAMES FOR CHILDREN'S PARTIES                                  446

  _a._ Active Games                                           446
  _b._ Quiet Games                                            447

SEASHORE GAMES                                                449

ALPHABETICAL INDEX                                            451



LIST OF ILLUSTRATIONS


RING A' ROSES                                      _Frontispiece_

                                                      FACING PAGE

ALL-UP RELAY RACE                                              45

BUYING A LOCK                                                  58

CATCH-AND-PULL TUG OF WAR; A HIGH SCHOOL FRESHMAN CLASS        60

FORCING THE CITY GATES                                         89

HOW MANY MILES TO BABYLON?                                    108

JUMPING ROPE ON THE ROOF PLAYGROUND OF A PUBLIC SCHOOL        118

OYSTER SHELL                                                  143

PITCH PEBBLE                                                  147

PRISONER'S BASE                                               158

ROLLING TARGET AS PLAYED BY THE HIDATSA INDIANS,
  FORT CLARK, NORTH DAKOTA                                    169

SNOW SNAKE                                                    182

A CITY PLAYGROUND                                             200

FLOWER MATCH                                                  220

SKIN THE SNAKE                                                252

DRAW A BUCKET OF WATER                                        263

THE DUCK DANCE                                                276

BALLS                                                         297

CAPTAIN BALL IN A HIGH SCHOOL                                 342

CIRCLE STRIDE BALL                                            358

DRIVE BALL                                                    375

BALL GAME ON THE ROOF PLAYGROUND OF A PUBLIC SCHOOL           400

TETHER BALL                                                   409




INTRODUCTION




INTRODUCTION


PURPOSE AND PLAN.--This book aims to be a practical guide for the
player of games, whether child or adult, and for the teacher or leader
of games. A wide variety of conditions have been considered, including
schools, playgrounds, gymnasiums, boys' and girls' summer camps, adult
house parties and country clubs, settlement work, children's parties,
and the environment of indoors or out of doors, city or country,
summer or winter, the seashore, the woodland, or the snow. The games
have been collected from many countries and sources, with a view to
securing novel and interesting as well as thoroughly tried and popular
material, ranging from traditional to modern gymnasium and athletic
games. An especial effort has been made to secure games for particular
conditions. Among these may be mentioned very strenuous games for
older boys or men; games for the schoolroom; games for large numbers;
new gymnasium games such as Nine Court Basket Ball and Double Corner
Ball; games which make use of natural material such as stones,
pebbles, shells, trees, flowers, leaves, grasses, holes in the sand or
earth, and diagrams drawn on the ground.

The description, classification, and arrangement of the games have
been made with the steadfast purpose of putting them into the most
workable form, easily understood, with suggestions for getting the
most sport and playing value out of them, and with means of ready
reference to any class of games for use under any of the conditions
mentioned. The series of indexes which accomplish this last-mentioned
purpose make it possible to classify the games in many different ways,
sparing the reader the necessity for hunting through much unrelated
material to find that suited to his conditions. The index for schools
is essentially a graded course of study in games.

The ball games requiring team play have been described according to an
analytic scheme not before used for the class of games given in the
present volume, which makes it possible to locate at a glance
information about the laying out of the ground, the number,
assignment, and duties of players, the object of the game, rules and
points of play, fouls, and score. The various kinds of balls are
described with official specifications. Diagrams for all kinds of
games have been supplied unsparingly, wherever it seemed possible to
make clearer the understanding of a game by such means, and pictorial
illustration has been used where diagrams were inadequate. The music
for all singing games is given with full accompaniment. Suggestions
for the teaching and conduct of games are given, with directions for
floor formations. Means of counting out and choosing sides and players
are described, and one section is devoted to forfeits.

Under each of the main divisions chosen--miscellaneous active games,
quiet games, singing games, bean-bag games, and ball games--the
material has been arranged in alphabetic order to facilitate ready
reference, although a general alphabetic index is appended. In short,
the book aims to bring together all related material and every
available device for making it readily accessible and easily
understood.

      *       *       *       *       *

[Sidenote: Original research]

SOURCES AND NATURE OF MATERIAL.--The material in this volume, aside
from that accumulated through a long experience in the teaching and
supervision of games, has been collected through (1) special original
research, and (2) bibliographical research. The original research has
been made among the foreign population of New York City, where
practically the entire world is accessible, and in other sections of
the United States. This has resulted in some entirely new games that
the writer has not found elsewhere in print. From among these may be
mentioned the Greek Pebble Chase, the Russian Hole Ball, the Scotch
Keep Moving, the Danish Slipper Slap, and, from our own country, among
others, Chickadee-dee from Long Island, and Hip from New Jersey.
Entirely new ways of playing games previously recorded have been
found, amounting not merely to a variation but to a wholly new form.
Such is the method here given for playing Babylon, a form gathered
from two different Scotch sources. Another example is the game of
Wolf, for which additional features have been found that add greatly
to its playing value, especially the rule whereby the wolf, when
discovered by the sheep who are hunting for him, shall take a jump
toward the sheep before his chase after them begins; or, should he
discover them first, the requirement that they take three steps toward
him before the chase begins. Such points add greatly to the sport of a
game, and with the spoken formulas that accompany them form a rich
find for both student and player.

One may not well refer to the original research without mention of the
charm of the task itself. It has been one of the sunniest, happiest
lines possible to follow, attended invariably with smiling faces and
laughter on the part of old or young, native or foreign, the peasant
people or those more sophisticated.

[Sidenote: Bibliographical research and results]

The bibliographical research has covered a wide field. Heretofore the
principal sources in English for the collector of games have been the
invaluable and scholarly folklore compilations of Mr. William Wells
Newell (_Songs and Games of American Children_) and Mrs. Alice B.
Gomme (_Traditional Games_ in the _Dictionary of British Folk Lore_).
The earlier British collection by Strutt (_Sports and Pastimes of the
English People_) has also been a source of great value. In the United
States considerable collecting and translating of games have from time
to time been done by the physical training magazine, _Mind and Body_.
For all modern athletic games an invaluable service has been rendered
by Messrs. A. G. Spalding and Brothers in the publication, since 1892,
of the _Spalding Athletic Library_, under the direction of Mr. A. G.
Spalding and Mr. James E. Sullivan. The author is greatly indebted to
all of these sources. In addition, hundreds of volumes have been
consulted in many fields including works of travel, reports of
missionaries, etc. This has resulted in games from widely scattered
sources, including European countries, the Orient, the Arctic regions,
and the North American Indians. While in such a mass of material
there are some games that are found in almost all countries, so that
one is continually meeting old friends among them, a very considerable
harvest of distinctive material has been gathered, eloquent of
environment, temperamental, or racial traits. Such, among many others,
are the Japanese Crab Race; the Chinese games of Forcing the City
Gates, and Letting Out the Doves; the Korean games with flowers and
grasses; the North American Indian games of Snow Snake and Rolling
Target; and the poetic game of the little Spanish children about the
Moon and Stars, played in the boundaries marked by sunshine and
shadow.

[Sidenote: Standard Material]

But the object of the book has been by no means to present only novel
material. There is an aristocracy of games, classic by all the rights
of tradition and popular approval, without which a collection would be
as incomplete as would an anthology of English ballads without _Robin
Hood_, _Sally in our Alley_, or _Drink to me only with thine Eyes_.
These standard games are amply represented, mingled in the true spirit
of American democracy with strangers from foreign lands and the new
creations of modern athletic practice.

[Sidenote: Local color and humor in games]

The games, old and new, are full of that intimation of environment
which the novelist calls local color, often containing in the name
alone a comprehensive suggestiveness as great as that of an Homeric
epithet. Thus our familiar Cat and Mouse appears in modern Greece as
Lamb and Wolf; and the French version of Spin the Platter is My Lady's
Toilet, concerned with laces, jewels, and other ballroom accessories
instead of our prosaic numbering of players. These changes that a game
takes on in different environments are of the very essence of
folklore, and some amusing examples are to be found in our own
country. For instance, it is not altogether surprising to find a game
that is known under another name in the North called, in Southern
States, "Ham-Ham-Chicken-Ham-Bacon!" The author found a good example
of folklore-in-the-making in the game usually known as "Run, Sheep,
Run!" in which a band of hidden players seek their goal under the
guidance of signals shouted by a leader. As gathered in a Minnesota
town, these signals consisted of colors,--red, blue, green, etc. This
same game was found in the city environment of New York under the name
of Oyster Sale, and the signals had become pickles, tomatoes, and
other articles strongly suggestive of a delicatessen store. The
butterfly verse for Jumping Rope is obviously another late production
of the folklore spirit.

The lover of childish humor will find many delightful examples of it
among the games, as where little Jacky Lingo feeds bread and butter to
the sheep (Who Goes Round My Stone Wall?); or the Mother, trying the
Old Witch's apple pie, discovers that "It tastes exactly like my child
Monday!" The tantalizing "nominies" or "dares," as in Fox and Geese,
and Wolf, and the ways in which players are trapped into false starts,
as in Black Tom, are also highly amusing.

      *       *       *       *       *

PRINCIPLES OF SELECTION.--In the selection of material for this work,
a marked distinction has been made between games, on the one hand,
and, on the other, the unorganized play and constructive activities
included in many books of children's games. While the term "play"
includes games, so that we "play games," it applies also to informal
play activities, such as a child's "playing horse," "playing house,"
or playing in the sand. In such unorganized play there are no fixed
rules, no formal mode of procedure, and generally, no climax to be
achieved. The various steps are usually spontaneous, not
predetermined, and are subject to individual caprice. In games, on the
contrary, as in Blind Man's Buff, Prisoners' Base, or Football, there
are prescribed acts subject to rules, generally penalties for defeat
or the infringement of rules, and the action proceeds in a regular
evolution until it culminates in a given climax, which usually
consists in a victory of skill, speed or strength. In a strictly
scientific sense, games do not always involve the element of sport or
play, being used in many forms among primitive peoples for serious
divinatory purposes. It is perhaps needless to say that all of the
games in the present collection are for the purpose of sport and
recreation.

[Sidenote: Playing values]

The four hundred games here published are selected from a far larger
number. No game has been included that has not been considered to have
strong playing values, by which term is meant, in addition to other
qualities, and above all others, the amount of sport and interest
attending it. The points of play that contribute to the success of a
game have been secured from experience, and unfamiliar games have been
thoroughly tested and the points of play noted for older or younger
players, large or small numbers, or other circumstances.

[Sidenote: Elements of games]

Games may be analyzed into certain elements susceptible of
classification, such as the elements of formation, shown in the circle
form, line form, or opposing groups; other elements are found in modes
of contest, as between individuals or groups; tests of strength or
skill; methods of capture, as with individual touching or wrestling,
or with a missile, as in ball-tag games; or the elements of
concealment, or chance, or guessing, or many others. These various
elements are like the notes of the scale in music, susceptible of
combinations that seem illimitable in variety. Thus in the Greek
Pebble Chase, the two elements that enter into the game--that of (1)
detecting or guessing who holds a concealed article, and (2) a
chase--are neither of them uncommon elements, but in this combination
make a game that differs in playing value from any familiar game, and
one affording new and genuine interest, as evidenced by the pleasure
of children in playing it. Indeed, the interest and sport were fully
as great with a group of adult Greek men who first demonstrated this
game for the author. This element of guessing which player holds a
concealed article is found again in a different combination in the
Scotch game of Smuggling the Geg, where it is used with opposing
groups and followed by hiding and seeking. This combination makes a
wholly different game of it, and one of equal or even superior playing
value to the Pebble Chase, though suited to different conditions.

Because of this wonderful variety in combinations, leading to entirely
different playing values, the author has found it impossible to agree
with some other students of games, that it is practicable to select a
few games that contain all of the typical elements of interest. Such
limitation seems no more possible than in painting, poetry, music, or
any other field of spontaneous imitative or creative expression.
There will doubtless always be some games that will have large popular
following, playing on the "psychology of the crowd," as well as on
that of the players. Thus we have the spectacle of so-called national
games, Baseball and Football in America, Handball in Ireland, Pelota
in Spain, and so on; but natural expression through games has always
been and probably always will be infinitely varied, and should be if
the psychology of the subject is to be taken as a guide.

In the arrangement of material there has many times been a strong
temptation to classify the games by their historic, geographic,
psychologic, or educational interests; by the playing elements
contained in them; or by several other possible methods which are of
interest chiefly to the academic student; but these have each in turn
been discarded in favor of the original intention of making the book
preëminently a useful working manual for the player or leader of
games.

[Sidenote: Varying modes of play]

The same games are found not only in many different countries and
localities, but under different names and with many variations in the
form of playing them. This has necessitated a method of analytical
study which has been followed with all of the games. A card catalogue
has been made of them, and in connection with each game notation has
been made of the various names under which it has been found, and
details of the differences in the mode or rules of play. The choice of
rules or directions has been determined chiefly by the playing values
previously alluded to, those directions having been selected which
experience has shown to make the most interesting game. Sometimes
these differences are so great as to amount to a different game, or
one suited to different ages of players. In a few instances, as with
Prisoners' Base, Captain Ball, Zigzag Ball, etc., it has seemed best
to present several typical forms of the same game with an analytic
statement of the differences, leaving the leader to select the form
best adapted to his conditions. At no time, however, has there been
any attempt to present all games or all forms of any one game. That
would be merely to make a compendium of all possible material. A
purposeful selection has been made throughout.

The choice of names could not well be made on any one principle.
Wherever feasible, the name that has seemed to have the widest vogue
has been adopted. In other instances it has appeared best to make a
different selection to avoid too great similarity in names. Some
games, especially those from foreign sources, came without names and
have had to be christened. In the case of several modern adaptations
of old games, a name bestowed by some previous worker has been
continued, if especially descriptive or appropriate.

[Sidenote: Games for boys and girls]

No distinction has been made in general between games for boys and
girls. The modern tendency of gymnasium and athletic practice is away
from such distinctions, and is concerned more with the time limits or
other conditions for playing a game than with the game itself. This is
a question that varies so much with the previous training and
condition of players on the one hand, and on personal opinion or
prejudice on the other, that it has been thought best to leave it for
decision in each individual case.

      *       *       *       *       *

THE USES OF GAMES.--The use of games for both children and adults has
a deep significance for the individual and the community through the
conservation of physical, mental, and moral vitality.

[Sidenote: Sense perceptions]

Games have a positive educational influence that no one can appreciate
who has not observed their effects. Children who are slow, dull, and
lethargic; who observe but little of what goes on around them; who
react slowly to external stimuli; who are, in short, slow to see, to
hear, to observe, to think, and to do, may be completely transformed
in these ways by the playing of games. The sense perceptions are
quickened: a player comes to see more quickly that the ball is coming
toward him; that he is in danger of being tagged; that it is his turn;
he hears the footstep behind him, or his name or number called; he
feels the touch on the shoulder; or in innumerable other ways is
aroused to quick and direct recognition of and response to, things
that go on around him. The clumsy, awkward body becomes agile and
expert: the child who tumbles down to-day will not tumble down next
week; he runs more fleetly, dodges with more agility, plays more
expertly in every way, showing thereby a neuro-muscular development.

[Sidenote: Social development]

The social development through games is fully as important and as
pronounced. Many children, whether because of lonely conditions at
home, or through some personal peculiarity, do not possess the power
readily and pleasantly to coöperate with others. Many of their elders
lack this facility also, and there is scarcely anything that can place
one at a greater disadvantage in business or society, or in any of the
relations of life. The author has known case after case of peculiar,
unsocial, even disliked children, who have come into a new power of
coöperation and have become popular with their playmates through the
influence of games. The timid, shrinking child learns to take his turn
with others; the bold, selfish child learns that he may not monopolize
opportunities; the unappreciated child gains self-respect and the
respect of others through some particular skill that makes him a
desired partner or a respected opponent. He learns to take defeat
without discouragement and to win without undue elation. In these and
in many other ways are the dormant powers for social coöperation
developed, reaching the highest point at last in the team games where
self is subordinated to the interests of the team, and coöperation is
the very life of the game.

[Sidenote: Will training]

Most important of all, however, in the training that comes through
games, is the development of will. The volitional aspect of the will
and its power of endurance are plainly seen to grow in power of
initiative; in courage to give "dares" and to take risks; in
determination to capture an opponent, to make a goal, or to win the
game. But probably the most valuable training of all is that of
inhibition--that power for restraint and self-control which is the
highest aspect of the will and the latest to develop. The little child
entering the primary school has very little of this power of
inhibition. To see a thing he would like is to try to get it; to want
to do a thing is to do it; he acts impulsively; he does not possess
the power to restrain movement and to deliberate. A large part of the
difficulty of the training of children at home and at school lies in
the fact that this power of the will for restraint and self-control
is undeveloped. So-called "willfulness" is a will in which the
volitional power has not yet been balanced with this inhibitive power.
One realizes in this way the force of Matthew Arnold's definition of
character as "a completely fashioned will."

There is no agency that can so effectively and naturally develop power
of inhibition as games. In those of very little children there are
very few, if any, restrictions; but as players grow older, more and
more rules and regulations appear, requiring greater and greater
self-control--such as not playing out of one's turn; not starting over
the line in a race until the proper signal; aiming deliberately with
the ball instead of throwing wildly or at haphazard; until again, at
the adolescent age, the highly organized team games and contests are
reached, with their prescribed modes of play and elaborate
restrictions and fouls. There could not be in the experience of either
boy or girl a more live opportunity than in these advanced games for
acquiring the power of inhibitory control, or a more real experience
in which to exercise it. To be able, in the emotional excitement of an
intense game or a close contest, to observe rules and regulations; to
choose under such circumstances between fair or unfair means and to
act on the choice, is to have more than a mere knowledge of right and
wrong. It is to have the trained power and habit of acting on such
knowledge,--a power and habit that mean immeasurably for character. It
is for the need of such balanced power that contests in the business
world reach the point of winning at any cost, by fair means or foul.
It is for the need of such trained and balanced power of will that our
highways of finance are strewn with the wrecks of able men. If the
love of fair play, a sense of true moral values, and above all, the
power and habit of will to act on these can be developed in our boys
and girls, it will mean immeasurably for the uplift of the community.

[Sidenote: Evolution of play interests]

The natural interests of a normal child lead him to care for different
types of games at different periods of his development. In other
words, his own powers, in their natural evolution, seek instinctively
the elements in play that will contribute to their own growth. When
games are studied from this viewpoint of the child's interests, they
are found to fall into groups having pronounced characteristics at
different age periods.

[Sidenote: Games for various ages]

Thus, the little child of six years enjoys particularly games in which
there is much repetition, as in most of the singing games; games
involving impersonation, appealing to his imagination and dramatic
sense, as where he becomes a mouse, a fox, a sheepfold, a farmer,
etc.; or games of simple chase (one chaser for one runner) as
distinguished from the group-chasing of a few years later. His games
are of short duration, reaching their climax quickly and making but
slight demand on powers of attention and physical endurance; they
require but little skill and have very few, if any, rules, besides the
mere question of "taking turns." In short, they are the games suited
to undeveloped powers in almost every particular but that of
imagination.

Two or three years later these games are apt to seem "babyish" to a
child and to lose interest for him. His games then work through a
longer evolution before reaching their climax, as where an entire
group of players instead of one has to be caught before the game is
won, as in Red Lion, Pom Pom Pullaway, etc. He can watch more points
of interest at once than formerly, and choose between several
different possible modes of play, as in Prisoners' Base. He gives
"dares," runs risks of being caught, and exercises his courage in many
ways. He uses individual initiative instead of merely playing in his
turn. This is the age of "nominies," in which the individual player
hurls defiance at his opponents with set formulas, usually in rhyme.
Players at this time band together in many of their games in opposing
groups, "choosing sides"--the first simple beginning of team play.
Neuro-muscular skill increases, as shown in ball play and in agile
dodging. Endurance for running is greater.

When a child is about eleven or twelve years of age, some of these
characteristics decline and others equally pronounced take their
place. "Nominies" disappear and games of simple chase (tag games)
decline in interest. Races and other competitive forms of running
become more strenuous, indicating a laudable instinct to increase
thereby the muscular power of the heart, at a time when its growth is
much greater proportionately than that of the arteries, and the blood
pressure is consequently greater. A very marked feature from now on is
the closer organization of groups into what is called team play. Team
play bears to the simpler group play which precedes it an analogous
relation in some respects to that between modern and primitive
warfare. In primitive warfare the action of the participants was
homogeneous; that is, each combatant performed the same kind of
service as did every other combatant and largely on individual
initiative. The "clash of battle and the clang of arms" meant an
individual contest for every man engaged. In contrast to this there
is, in modern warfare, a distribution of functions, some combatants
performing one kind of duty and others another, all working together
to the common end. In the higher team organizations of Basket Ball,
Baseball, Football, there is such a distribution of functions, some
players being forwards, some throwers, some guards, etc., though these
parts are often taken in rotation by the different players. The
strongest characteristic of team play is the coöperation whereby, for
instance, a ball is passed to the best thrower, or the player having
the most advantageous position for making a goal. A player who would
gain glory for himself by making a sensational play at the risk of
losing for his team does not possess the team spirit. The traits of
character required and cultivated by good team work are invaluable in
business and social life. They are among the best possible traits of
character. This class of games makes maximal demands upon perceptive
powers and ability to react quickly and accurately upon rapidly
shifting conditions, requiring quick reasoning and judgment.
Organization play of this sort begins to acquire a decided interest at
about eleven or twelve years of age, reaches a strong development in
the high schools, and continues through college and adult life.

[Sidenote: Relation between development and play]

Such are the main characteristics of the games which interest a child
and aid his development at different periods. They are all based upon
a natural evolution of physical and psychological powers that can be
only hinted at in so brief a sketch. Any one charged with the
education or training of a child should know the results of modern
study in these particulars.

The fullest and most practical correlation of our knowledge of the
child's evolution to the particular subject of play that has yet been
presented is that of Mr. George E. Johnson, Superintendent of
Playgrounds in Pittsburgh, and formerly Superintendent of Schools in
Andover, Mass., in _Education by Plays and Games_. The wonderful
studies in the psychology of play by Karl Groos (_The Play of Animals_
and _The Play of Man_), and the chapter by Professor William James on
_Instinct_, show how play activities are expressions of great basic
instincts that are among the strongest threads in the warp and woof of
character--instincts that should have opportunity to grow and
strengthen by exercise, as in play and games. We have come to realize
that play, in games and other forms, is nature's own way of developing
and training power. As Groos impressively says, "We do not play
because we are young; we have a period of youth so that we may play."

The entire psychology of play bears directly on the subject of games.
Indeed, although the study of games in their various aspects is of
comparatively recent date, the bibliography bearing on the subject,
historic, scientific, psychologic, and educational, is enormous and
demands a distinct scholarship of its own.

[Sidenote: Age classification]

It is highly desirable that a teacher should know the significance of
certain manifestations in a child's play interests. If they should not
appear in due time, they should be encouraged, just as attention is
given to the hygiene of a child who is under weight for his age. But
it should not be inferred that any hard and fast age limits may be set
for the use of different plays and games. To assign such limits would
be a wholly artificial procedure, and yet is one toward which there is
sometimes too strong a tendency. A certain game cannot be prescribed
for a certain age as one would diagnose and prescribe for a malady.
Nothing in the life of either child or adult is more elastic than his
play interests. Play would not be play were this otherwise. The
caprice of mood and circumstance is of the very soul of play in any of
its forms.

The experience of the writer has been chiefly away from dogmatic
limitations in the use of games. Very young players and adults alike
may find the greatest pleasure and interest in the same game. Previous
training or experience, conditions of fatigue, the circumstances of
the moment, and many other considerations determine the suitableness
of games. To illustrate, the author has known the game of Three Deep,
which is one of the best gymnasium games for men, to be played with
great interest and ability by a class of six-year-old boys; and the
same game stupidly and uninterestedly bungled over by a class of much
older boys who had not had previous training in games and were not
alert and resourceful. Similarly, the comparatively simple game of
Bombardment may be interesting and refreshing for a class of tired
business men, while high-school pupils coming to care largely for team
play may prefer Battle Ball, a more closely organized game of the same
type. In general, boys and girls dislike the mode of play they have
just outgrown, but the adult often comes again to find the greatest
pleasure in the simpler forms, and this without reaching second
childhood.

[Sidenote: Graded course of study on games]

The index of games for elementary and high schools contained in this
volume constitutes a graded course based on experimental study of
children's interests. This grading of the games for schools is made,
not with the slightest belief or intention that the use of a game
should be confined to any particular grade or age of pupils, but
largely, among other considerations, because it has been found
advantageous in a school course to have new material in reserve as
pupils progress. The games have usually been listed for the earliest
grade in which they have been found, on the average, of sufficient
interest to be well played, with the intention that they be used
thereafter in any grade where they prove interesting. This school
index by grades, which includes most of the games, will be found a
general guide for the age at which a given game is suitable under any
circumstances.

[Sidenote: Relation of games to school life]

The relation of games to a school programme is many-sided. To sit for
a day in a class room observing indications of physical and mental
strain and fatigue is to be convinced beyond question that the
schoolroom work and conditions induce a tremendous nervous strain, not
only through prolonged concentration on academic subjects, but through
the abnormal repression of movement and social intercourse that
becomes necessary for the maintenance of discipline and proper
conditions of study. As a session advances, there is needed a steady
increase in the admonitions that restrain neuro-muscular activity as
shown in the unnecessary handling of books and pencils and general
restlessness; also restraint of a desire to use the voice and
communicate in a natural outlet of the social instinct. One is equally
impressed with the prolonged continuance of bad postures, in which the
chest is narrowed and depressed, the back and shoulders rounded
forward, and the lungs, heart, and digestive organs crowded upon one
another in a way that impedes their proper functioning and induces
passive congestion. In short, the nervous strain for both pupil and
teacher, the need for vigorous stimulation of respiration and
circulation, for an outlet for the repressed social and emotional
nature, for the correction of posture, and for a change from abstract
academic interests, are all largely indicated. Nothing can correct the
posture but formal gymnastic work selected and taught for that
purpose; but the other conditions may be largely and quickly relieved
through the use of games. Even five minutes in the class room will do
this,--five minutes of lively competition, of laughter, and of
absorbing involuntary interest. The more physical activity there is in
this the better, and fifteen minutes of even freer activity in the
fresh air of the playground is more than fifteen times better.

The typical school recess is a sad apology for such complete
refreshment of body and mind. A few pupils take the center of the
field of play, while the large majority, most of whom are in greater
need of the exercise, stand or walk slowly around the edges, talking
over the teacher and the lesson. An organized recess, by which is
meant a programme whereby only enough classes go to the playground at
one time to give opportunity for all of the pupils to run and play at
once, does away with these objections, if some little guidance or
leadership be given the children for lively games. The best discipline
the writer has ever seen, in either class room or playground, has been
where games are used, the privilege of play being the strongest
possible incentive to instant obedience before and after. Besides,
with such a natural outlet for repressed instincts, their ebullition
at the wrong time is not so apt to occur. Many principals object to
recesses because of the moral contamination for which those periods
are often responsible. The author has had repeated and convincing
testimony of the efficacy of games to do away with this objection.
The game becomes the one absorbing interest of recess, and everything
else gives way before it. Dr. Kratz, Superintendent of Schools in
Sioux City, Iowa, was one of the first school superintendents in the
country to go on record for this benefit from games, and much fuller
experience has accumulated since.

[Sidenote: Sociological and economic significance of games]

The growth of large cities has been so comparatively recent that we
are only beginning to realize the limitations they put upon normal
life in many ways and the need for special effort to counterbalance
these limitations. The lack of opportunity for natural play for
children and young people is one of the saddest and most harmful in
its effects upon growth of body and character. The number of children
who have only the crowded city streets to play in is enormous, and any
one visiting the public schools in the early fall days may readily
detect by the white faces those who have had no other opportunity to
benefit by the summer's fresh air and sunshine. The movement to
provide public playgrounds for children and more park space for all
classes in our cities is one connected vitally with the health,
strength, and endurance of the population. The crusade against
tuberculosis has no stronger ally. Indeed, vital resistance to disease
in any form must be increased by such opportunities for fresh air,
sunshine, and exercise. This whole question of the building up of a
strong physique is an economic one, bearing directly on the industrial
power of the individual, and upon community expenditures for hospitals
and other institutions for the care of the dependent and disabled
classes.

The crippling of moral power is found to be fully as much involved
with these conditions as is the weakening of physical power. Police
departments have repeatedly reported that the opening of playgrounds
has resulted in decrease of the number of arrests and cases of
juvenile crime in their vicinity; also decrease of adult disturbances
resulting from misdeeds of the children. They afford a natural and
normal outlet for energies that otherwise go astray in destruction of
property, altercations, and depredations of many sorts, so that the
cost of a playground is largely offset by the decreased cost for
detection and prosecution of crime, reformatories, and related
agencies.

[Sidenote: Children of the rich]

It would be a mistake to think that the children of the poor are the
only ones who need the physical and moral benefit of normal childish
play. One is forced to the conclusion that many children of the rich
are even more to be pitied, for the shackles of conventionality
enslave them from the outset. Many are _blasé_ with opera and picture
exhibits--typical forms of pleasure for the adult of advanced
culture--without ever having had the free laughter and frolic of
childhood. That part of the growing-up process most essential for
character is literally expunged from life for them. One need spend but
an hour in a city park to see that many children are restrained from
the slightest running or frolic because it would soil their clothes or
be otherwise "undesirable." The author recalls a private school for
girls in which laughter was checked at recess because it was
"unlady-like."

[Sidenote: Teachers of games]

In contrast to this barbarous repression are some delightful instances
of provision for normal childish play and exercise for such children.
In one of our large Eastern cities a teacher was employed for several
seasons to play games with a group of children on a suburban lawn to
which all repaired twice a week. This was genuine play, full of
exercise and sport and laughter. In another Eastern city a teacher was
similarly employed for many seasons to coach a Basket Ball team in the
small rear area of the typical city residence. Teachers of physical
training and others are doing much to organize this sort of exercise,
including tramping clubs and teams for cross-country runs, and the
encouragement of Tether Ball and other games suited to limited
conditions.

[Sidenote: Investment-value of recreation]

As a nation we are slow to learn the value of recreation. We go to the
extremes of using it either not at all or so excessively as to exhaust
nervous energy to the point where "the day we most need a holiday is
the day after a holiday." This may be different when we learn more
fully that the recuperative power of short intervals of complete
relaxation has a genuine investment value. The increased output of
energy afterward, the happier spirits, prolonged endurance, clearer
thinking, and the greater ease and pleasure with which work is done,
more than compensate for the time required. It has been stated that
one large manufacturing concern has found it greatly to its advantage
to give a daily recess period to its employees at its own expense, the
loss of working time being compensated in the quality of the output
following, which shows, for instance, in the fewer mistakes that have
to be rectified. The welfare work of our large stores and factories
should provide opportunity, facilities, and leadership for recreative
periods of this character.

[Sidenote: Brain workers]

For the brain worker such benefit from periods of relaxation is even
more apparent. Our strenuous and complicated civilization makes more
and more necessary the fostering of means for complete change of
thought. When this can be coupled with invigorating physical exercise,
as in active games, it is doubly beneficial; but whether games be
active or quiet, the type of recreation found in them for both child
and adult is of especial value. It affords an emotional stimulus and
outlet, an opportunity for social coöperation, an involuntary
absorption of attention, and generally an occasion for hearty
laughter, that few other forms of recreation supply.

The list in this volume of games for house parties and country clubs
is given with the hope of making games more available for adults,
though with the knowledge that guests on such occasions take in a wide
range of ages, and many games for young people are included. These are
equally appropriate for the home circle. In addition, the so-called
gymnasium games offer some of the finest recreative exercise.

[Sidenote: Play of adults with children]

The author would like to make a special plea for the playing together
of adults and children. The pleasure to the child on such occasions is
small compared to the pleasure and benefit that may be derived by the
grown-up. To hold, in this way, to that youth of spirit which
appreciates and enters into the clear-eyed sport and frolic of the
child, is to have a means of renewal for the physical, mental, and
moral nature. In a large city in the Middle West there is a club
formed for the express purpose of giving the parents who are members
an opportunity to enjoy their children in this way. The club meets one
evening a week. It is composed of a few professional and business men
and their wives and children. It meets at the various homes, the
hostess being responsible for the programme, which consists of musical
or other numbers (rendered partly by the children and partly by the
adults), of occasional dancing, and of games, some of which must
always call for the mutual participation of the children and their
elders. A more beautiful idea for a club could scarcely be devised. It
is also a tragic fact that, lacking such an occasion, many parents
have little opportunity to enjoy their children, or, alas! even to
know them.

[Sidenote: Games in country life]

Another illustration may indicate even more strongly the benefits from
such social gatherings of adults and children. In a small town where
the young boys and girls spent more evenings than seemed wise in
places of public amusement, a teacher of physical training not long
ago opened a class for them expressly to meet this situation. The
programme included games, dancing, and formal exercise, and a special
effort was made to teach things of this sort that might be used for
gatherings at home. The class fulfilled its object so well that the
parents themselves became interested, began to attend the sessions and
participate in the games, until they were an integral part of all that
went on,--a wholesome and delightful association for all concerned,
and one that practically ended the tendencies it was designed to
overcome.

Mr. Myron T. Scudder, in his practical and stimulating pamphlet on
games for country children (_Country Play; A Field Day and Play Picnic
for Country Children_. Pub. by _Charities_, N.Y.), points out a very
real factor in the failure of American country life to hold its young
people when he cites the lack of stimulation, organization, and
guidance for the play activities of the young. It is a mistaken idea
that country children and youths have through the spaciousness of
environment alone all that they need of play. Organization and
guidance are often needed more than for the city children whose
instincts for social combination are more acute.

      *       *       *       *       *

ORIGINS.--One may not close even a brief sketch of games and their
uses without reference to the topic of origins. This has been studied
chiefly from two different viewpoints, that of ethnology, in which the
work of Mr. Stewart Culin is preëminent, and that of folklore, in
which in English Mrs. Gomme and Mr. Newell have done the most
extensive work. Both of these modes of study lead to the conclusion
that the great mass of games originated in the childhood of the race
as serious religious or divinitory rites. Indeed, many are so used
among primitive peoples to-day. Very few games are of modern
invention, though the development of many to the high point of
organization and skill in which we know them is very recent. Basket
Ball was a deliberate invention, by Dr. James Naismith, then of
Springfield, Mass., in 1892; Base Ball and Tennis, as we know them,
were developed during the last half century from earlier and simpler
forms; Indoor Base Ball was devised by Mr. George W. Hancock, of
Chicago, in 1887; Battle Ball and Curtain Ball, both popular gymnasium
games, were devised by Dr. Dudley Allen Sargent, of Harvard
University.

In ethnology the study of the origin and distribution of games
"furnishes," says Mr. Culin, "the most perfect existing evidence of
the underlying foundation of mythic concepts upon which so much of the
fabric of our culture is built." The most scientific work on the
entire subject of games lies in this direction. As revealed by board
and other implement games the element of sport does not originally
inhere in a game, the procedure being a rite of magic or religion,
pursued mainly as a means of divination. In Mr. Culin's opinion, "the
plays of children must be regarded apart from games, being dramatic
and imitative, although copying games as they [the children] copy
other affairs of life, and thus often preserving remains of
ceremonials of remote antiquity."

From the folklore viewpoint Mrs. Gomme and Mr. Newell have brought to
bear on games a wealth of knowledge of old customs and beliefs,
discerning thereby a significance that might otherwise pass unnoticed
and unappreciated. Thus we have the recognition of old well-worship
rites in the little singing game "Draw a Bucket of Water"; of ancient
house ritual in some of the dramatic games; in others the propitiation
of deities that preside over the fertility of the fields; survivals of
border warfare; of old courtship and marriage observances, and many
other rites and customs. Sometimes this recognition is merely one of
analogy or association, leading to a surmise of the origin of a game;
sometimes it is supported by old records and drawings or references
found in early literature. While often not so exact as the strictly
scientific method, this folklore study throws a flood of light on the
heritage of games that passes from child to child, giving to the
subject added dignity and worth. One comes to appreciate that the
childhood bereft of this heritage has lost a pleasure that is its
natural right, as it would if brought up in ignorance of Jack the
Giant Killer, Beauty and the Beast, or Robinson Crusoe.

The class of games studied by the folklorists mentioned includes
mainly those of active and dramatic character as distinguished from
the board and implement games. Mrs. Gomme sees in their form, method
of playing, the dialogue often included, and the fact of their
continuance from generation to generation, an expression of the
dramatic instinct, and considers them a valuable adjunct in the study
of the beginnings of the drama. The student of games must find of
great interest Mrs. Gomme's classification by formation, the line form
being considered to represent, or to have grown out of, a contest
between people from different countries or localities; the circle
formation a representation of customs prevailing in one village, town,
or tribe, and so on, with the arch form or tug of war, the winding-up
games (as in Snail), etc.

Viewed in this light of their origin, games are especially
fascinating. They take one back to the atmosphere that pervades
romance: to quaint chronicles of kings and courtiers setting forth in
brilliant train for some game that is the heritage of the child of
to-day; to ladies-in-waiting on the Queen playing Babylon; to
shepherds congregating on the moors, or early village communities
dividing, over some forerunner of our college Football; to village
lads and lasses dodging through the cornstalks with Barley Break, or
milkmaids playing Stool Ball with their stools. For while it is
rightly said that the serious occupations of adults at one period
become the games of children at another, the statement omits an
intermediate fact that strongly impresses the student of games:
namely, that these activities, which at first were serious rites have
been used for sport by adults themselves before being handed down to
children; as though the grown folk should masquerade for a time in
their outworn garments before passing them on to following
generations. Considering the varied interests that find expression in
these games, one is further impressed with the fact that humanity
passes thus in review its entire range of experience, transmuting into
material for sport the circumstances of love and hatred, sorrow and
rejoicing, fear and veneration. Nothing is too exalted or humble, too
solemn or fearsome, to be the subject of these frolic events. Nature
in all her panoply is here in dramatized form or reference--earth,
stone, fire, and water; verdure and the kingdom of living things from
beast to man; the seasons and the planets. Industry, love and war,
fiends and deities, death itself and the hereafter, all pass in
review, for one who sees the hidden significance, like a panorama of
existence, as they passed, a plaything and a jest, before the gods of
Olympus. It would seem as though humanity, viewing in long perspective
its own experiences, had found them all at last fit subjects to

    "Beget the smiles that have no cruelty."

      *       *       *       *       *

One dares to hope that this little craft, bearing as it does such a
freight of gladness, may leave behind a wake of cheer, and laughter,
and happiness.

JESSIE H. BANCROFT.

MARCH, 1909.




ACKNOWLEDGMENTS


Detailed acknowledgment is made throughout the volume to various
authors and publishers. A general assurance of most grateful
appreciation is here tendered to many who have responded with material
and suggestions in the research, and to the numerous teachers whose
resourcefulness has led to the adaptation of many games to school
conditions. The author regrets the impracticability of mentioning all
of these by name.

Especial acknowledgment is due Mrs. Marie Talbot Constant for most
valuable and varied assistance, particularly in bibliographical
research and cataloguing of games; and to Miss Lilian M. McConville
for testing and adapting many foreign games collected for the present
volume.




TO THE TEACHER OF GAMES


The following suggestions are made with a view to the use of games
under any circumstances, though many of them apply especially to large
numbers of players under the guidance of a teacher or leader, as in
playgrounds and schools.

The leader or teacher of a playground should approach his or her work
largely in the spirit of the host or hostess whose duty it is to see
that each individual guest is happy and has opportunity to share all
of the pleasures of the occasion. But much more than this is involved
in the relation of teacher and pupil. The teacher of games, or leader
of children's play, needs, like all teachers, to have a sympathetic
personal understanding of the players; a quick insight into character
and motive; a knowledge of what to look for in the child's development
at different periods, as indicated in the Introduction; and to be, in
short, guide, philosopher, and friend.

The teacher should never hesitate, from questions of personal dignity,
to participate in the play of children. Nothing can more quickly gain
the respect and affection of a child than such participation. Every
adult can doubtless recall the extreme pleasure experienced in
childhood when some grown person entered into the childish play. In
schools, where there is necessarily so much of formal discipline and
dealing with large numbers _en masse_, one of the most valuable
effects of games is to produce a more natural and sympathetic
relationship between teacher and pupil, and a fuller appreciation on
the part of the teacher of child nature. This effect from the use of
games has been noted by scores of teachers, even those who were at
first opposed to such use.

Every teacher will have his or her individual methods for teaching,
discipline, and management of games. The following general
suggestions, however, are the result of experience, and may be of
assistance to the novice, at least.

[Sidenote: How to teach a game]

The best method of teaching a game is to make a full explanation of it
before the pupils take their places to play. If this be in a
schoolroom, illustrative diagrams may often be drawn on the
blackboard, and it is sometimes helpful, there or elsewhere, to have a
few pupils go slowly (not running) through the general form of the
game, to illustrate it to the others. In a playground the same method
may be used by having the players sit, if that be feasible, or by
halting them in a march or after gymnastic exercises, to listen to the
explanation. Never try to teach and play a game at the same time. The
only exception to this rule should be where there is a large and
disorderly crowd with which to deal. Then it may occasionally be best
to start a game to gain interest and attention, and then halt for
further explanation.

[Sidenote: Class and group games]

It often becomes necessary for the sake of discipline and unity to
unite all of the players in a playground in one game. Comparatively
few games, however, are successful when played by very large numbers.
A special index has been prepared of such games, however, and will be
found at the end of the present volume. Classes may often be brought
into order and attention in a playground by the simple device of
marching, the march to end in one game for all of the players, or
several games in groups.

An indication that too many players are taking part in a game is
almost invariably to be found in a lack of interest on the part of the
players, arising usually from the infrequency with which each player
gets an opportunity to participate. The ultimate test of any game,
however, from the recreative standpoint must be one of interest, and
this is often found among players who are not participating in the
action if competition be close. A teacher should watch closely for
waning interest, and may often save the situation by dividing the
players into two or more groups. Many games that are commonly listed
for as many as sixty players are given in the present index as useful
for "thirty or more." By this is meant that the best playing values of
the game are lost when played by more than thirty, although it is
possible to use the game with a larger number. Very frequently even
these games are far better played by smaller groups.

A resourceful teacher will find many ways of adapting games to large
numbers. Among such devices may be mentioned (1) increasing the number
of runners and chasers; for instance, in the game of Cat and Rat,
there may be several cats and several rats; (2) in the circle games of
simple character, especially the singing games, the circle may be
duplicated, thus having two concentric circles, one within the other;
(3) in many ball games it will be found possible to put more than one
ball in play, as in Bombardment or Circle Club Bowls. Such suggestions
as this are often made in the present volume in connection with the
description of the games.

Group play, by which is meant the division of a large number of
players into smaller squads or groups, is undoubtedly the best method
for getting the best sport and the greatest playing values out of most
games. Such a division of players is not always an easy matter to
inaugurate, untrained players being inclined to follow the teacher
from point to point in the playground. This may be obviated by
appointing group leaders, each of whom should understand the game to
be played and be appointed to take charge of it. Older children, and
almost invariably the children who are disorderly or inclined to
disturb the general harmony and discipline of the playground, are the
best ones to charge with such responsibility. This method serves the
double purpose of quelling their disorderly propensities by occupying
them in a position of responsibility, and takes care of a group of
players at the same time. When the group method is used in schools, it
is advisable to appoint the leaders of the groups, or allow the
children to elect them, before leaving the class room for the
playground.

[Sidenote: Choice of games]

The choice of games to be played should be left to a vote or
suggestion of the players. The teacher's function in this regard is to
suggest, not to dictate. In schools this choice may generally best be
made in the class room, before a class goes to the playground.

A teacher should be ready with suggestions for new games or occupation
of some sort when interest wanes in a game that is being played; but a
new game should not be suggested until there is evidence that players
are tired of the old one. Do not make the mistake of thinking that
children want to play games incessantly during a half-day session of a
playground. Children like quiet pursuits occasionally as well as do
adults, and it is well to alternate games with such quiet periods and
also with marching, gymnastics, folk dancing, or periods of free
activity. So-called quiet games will be found useful under such
circumstances.

[Sidenote: Discipline]

Each playground leader or teacher should be provided with a whistle.
This saves a great deal of strain on the voice, and should be
understood from the outset to command instant quiet, all play to be
suspended when it is heard. The most joyous play goes always with the
best discipline. Both children and adult players like strength and
decision in a teacher or leader. Indeed, they instinctively place
themselves under the leadership of the decided and dominant characters
among themselves. It has been the experience of the author that
discipline in schools is greatly helped by the playing of games,
partly because the privilege of play or its loss is one of the
strongest incentives to order at other times, but also because of the
happy outlet afforded for normal tendencies and the disciplinary
training of the games themselves.

[Sidenote: Playing values]

Get the playing values out of games. By this is meant, see that every
child gets as much opportunity as possible for participation in the
actual physical exercise of the game and in all the phases of play
that make him a successful, alert, resourceful player. The result of
this and the test of it will be the amount of interest and sport in
the games. _Do not make the games too serious. Get laughter and frolic
out of them._

Encourage timid pupils to give dares and to take risks. No class of
players needs more sympathetic or tactful understanding and help from
a teacher than the timid. Such children often suffer greatly through
their shyness. They should first be brought into play in some form of
game that does not make them conspicuous; one, for instance, in which
they do what all the other players do, or merely take turns. Such
children should be encouraged by praise of their successful efforts,
and especial care should be taken not to call attention to their
failures.

See that the selfish or most capable children do not have the lion's
share of the play; the opportunities should be equally distributed. It
is often necessary for a teacher to distinguish between
self-assertiveness, which is a natural phase of the development of
the sense of individuality, or selfishness and "bullying," which are
exaggerated forms of the same tendency. Both may need repression and
guidance, but only the latter are reprehensible.

Encourage each pupil to be alert to see when it is his turn and to be
quick in play. Every game should be a sense-training game, developing
power for quick perception of external stimuli and quick and expert
reaction to such stimuli.

In chasing games, encourage interesting chases, the runner to take
unexpected turns and dodges, making capture difficult. The shortest
distance between two points for a chase often makes a dull game,
devoid of sport.

Young players will need to be helped to use reason and judgment in
games, as to when to run risks of capture, how to attack the
opponent's weakest point, etc.

Do not treat children as though they were made of glass and fear to
see them tumble down. Every child, boy or girl, ought to be able to
bear a few falls, knocks, and bruises. This is nature's way of
training a child to be more observant or agile. Besides, physical
hardihood is one of the best possible results from the playing of
games. Do not coddle a child who has received an injury. Cultivate a
stoic spirit. If it be a slight injury, have the child go on with his
play and he will soon forget it. If it require treatment of any sort,
take the player at once away from the playground or vicinity of the
other players and apply first-aid remedies until medical assistance
can be obtained.

[Sidenote: Team play]

Team play is one of the highest forms of play. The teacher should look
for the beginning of the tendency toward it as shown in a fondness for
the play of opposing groups, manifest from ten to twelve years of age.
This tendency should be encouraged and developed into more closely
organized types of team games. The greatest value of team play lies in
the coöperation of the players, all working together for a common end,
a player's thought and effort being to do what is best for his team
rather than to use his skill for individual glory.

[Sidenote: Enforcement of rules]

The number and difficulty of rules and regulations governing a game go
through a steady increase as children grow older. The games for very
little children have practically no rules except the following of
turns in rotation. Later come such games as those in which a player's
turn comes only on a given signal, and it is a foul to start before
this signal, as in relay races. Many other types of rules appear as
the games progress. These reach their culmination in ball games where,
amid the excitement of a game, a player must exercise heedfulness and
restraint in the method of playing upon a ball, the range of movement
allowed from a given base, and many other points.

A teacher should understand clearly that the inhibitive power of the
will necessary for the observation of rules is a slow and late
development, and that its training by means of rules is one of the
most important educational features in the use of games. (See
Introduction.) Players should therefore not be expected to take part
in a game that is much beyond their power in this regard. A teacher
should not announce a rule unless sure that it is reasonable to expect
the players to observe it. Having announced a rule, however, enforce
it to the full extent. To condone the infringement of a rule is
equivalent to a lie in its injury to the moral nature of a player. It
is a weak-willed teacher who does not enforce rules. Players will
respect far more a strict disciplinarian than a weak one. Every player
who infringes a rule should suffer the full penalty therefor. Only by
such means can there be trained the strength of will to avoid such
infringement in the future, for it should be repeated that such
infringements are not always the result of intentional cheating. They
indicate very often an undeveloped power of will, and the teacher
should be able to discriminate between the sneaking cowardice that
would win unfairly and mere lack of power. Both causes, however,
should lead to the same result of suffering the full penalty for any
infringement of rules.

[Sidenote: Honor]

Teach players to play to win--with all their might. But with this
cultivate a sense of honor. Have them realize that any victory not
earned strictly by their own merits or those of their team is a
disgrace rather than a cause for congratulation. No better opportunity
can ever be found for inculcating the knowledge that to be trusted is
far greater than to be praised. A player should scorn rewards not
based on merit, and should be led to feel that a defeat resulting from
an honest trial of strength is an honorable defeat; that the real
issue is as much concerned with the amount of effort put forth as with
the comparative results of it measured with some other player. A
defeated player should be led to recognize and do honor to the prowess
of his adversary, and so to congratulate him honestly. A sense of
superior power should never degenerate into gloating over a defeated
adversary or into contempt for his weaker ability. Many thrilling
examples of honest mutual admiration between victor and vanquished may
be gleaned from the history of warfare, as when Grant handed back the
sword of surrender to Lee.

In athletic games players should learn that to question or dispute the
decision of judges or other officials presiding over games is
thoroughly unsportsmanlike and a species of dishonor. Having once
placed themselves under officials, decisions must be accepted without
cavil at the time. The natural desire to learn how a decision was
reached in an athletic event must be held in check until the judges
have opportunity to announce fouls or other features of scoring that
determine the result. It should always be borne in mind, by both
players and coaches, that the officials, who are each concentrating on
some one feature of the play, know what happens far more accurately
than the general observer. It is also thoroughly unsportsmanlike, and
counts as a foul, disqualifying a player, if he receive directions or
coaching of any sort from an instructor during a game.

FLOOR FORMATION.--The terms "formation" and "floor formation" are
commonly used to designate the placing of players in the playground
and gymnasium in the lines, circles, groups, or opposing sides,
necessary for the starting of a game. To accomplish this disposition
of the players quickly and without confusion requires a clear
knowledge of methods on the part of the teacher. Some methods are here
offered, but before giving them in detail a word should be said of the
differing psychological effects of the various formations.

The circle or ring formation has a pronounced tendency toward a spirit
of unity among players. Each player may see and become somewhat
acquainted with all other players in a group, in a way not practicable
in any other formation. Any one who has met strangers at a dinner
party or committee meeting gathered at a round table will comprehend
the significance of this. In the kindergarten, this principle is used
largely, each day's exercises opening with the pupils in a circle. A
game in circle formation is therefore often one of the best means of
making acquainted players who are strangers to each other, and of
giving a sense of united interest to a heterogeneous group.

The sense of being united in a common interest, or _esprit de corps_,
may be gained to some extent in some general forms of playground
activities such as marching. As children grow into the tendency to
enjoy group or team play, the competitive spirit becomes very strong,
and games in which the players work in competitive teams, as in relay
races, or in opposing sides, as in Bombardment, may serve the purpose
of continuous mutual interest. As a rule the competitive spirit is
strong in games in the line and group formations, and, indeed, is
usually the basis of such formations.

For all formations pupils should be trained to move quickly.
Formations made from marching order may often be done on the
double-quick.

RING FORMATION.--For small numbers of players no formal procedure is
needed to get the players into a ring formation. For very little
children the teacher should simply stretch his or her own hands
sideways, taking a child by either hand to show what is wanted, and
telling the others to form a circle. All will naturally clasp hands in
the same way. Children should be urged to move quickly for such
formations. For some games the hands remain clasped. For others the
hands are dropped (unclasped) after the ring is formed. The distance
between players may be gauged by the stretch of the arms when the
hands are clasped, making the ring larger or smaller. With older
players the teacher's participation in the formation of the circle is
not necessary, the mere command to "Form circle!" being adequate.

For large numbers the ring formation is best achieved from a line
standing in single file. The players should march or run, the leader
of the file describing a circle and joining hands with the rear player
of the file, all of the others joining hands similarly with their
neighbors.

CONCENTRIC CIRCLES.--Where players are to be placed in two circles,
one within the other, as in Three Deep, Zigzag Ball, or some of the
singing games for large numbers, players should march in a column of
twos (two by two), and the leaders should describe a circle until the
ends meet. All then face inward.

Another method of forming concentric circles is to form a single
circle, and have every alternate player step inwards. Or the players
may number off by twos, and those bearing the odd (or even) numbers
take one or two steps toward the center of the circle. All
numbering-off methods, however, are comparatively slow.

OPPOSING TEAMS OR LINES.--For assigning large numbers of players
quickly in opposing teams or lines, the following methods are among
the most orderly:--

I. The players "fall in" for a march in single file. They march up the
center of the room or ground; the first player turns to the right and
the next to the left, and so on alternately, taking stations at the
sides of the ground; they are thus separated into two opposing groups,
those which turn to the right forming one group or team, and those to
the left another.

This method is even quicker if players march in columns of twos or
fours, alternate ranks turning to alternate sides.

II. Players may be required to march in columns of twos (two abreast),
halt, and those in one file of the column step to one side of the
playground instead of marching to the front and separating, as in I,
and those in the other file to the opposite side.

_Where an even division of running ability, or height for catching
balls, is necessary, players should be sized when lining up for either
of the above methods._

III. When players in a gymnasium or playground have already been
numbered for gymnastic purposes, the odd numbers may be directed to
one end of the playground to form one team, and the even numbers to
the opposite end for the other team.

GROUP FORMATIONS.--To get players into many small groups, a division
may often best be made from the marching formations. Players may be
brought for this purpose into columns of four or more (marching four
abreast), halted, and each file in turn directed to some particular
location in the playground.

Where time is not a consideration, or the number of players is
smaller, more deliberate methods of counting out, choosing sides,
etc., may be used, described in the chapter on "Counting out."




COUNTING-OUT; CHOOSING SIDES




COUNTING-OUT; CHOOSING SIDES AND TURNS; "WHO'S IT?"


     Counting-out rhymes and other methods of choosing players for
     games form one of the most interesting topics in the whole
     study of children's games. Such rhymes and methods are found in
     use all over the world and are prehistoric, having descended
     like the great mass of children's games from the serious
     practices of adults in the childhood of the race. Classic
     literature has innumerable references to such customs, as where
     in the _Iliad_ the heroes cast lots in the cap of Atrides
     Agamemnon to know who shall go forth to battle with Hector, or
     choose by similar means their places in the funeral games for
     Patroclus. Many instances of the use of these practices are
     recorded in Scripture, including the famous one of the casting
     of lots for the seamless garment. Much collecting and
     investigating have been done as to these methods, several
     collections of counting-out rhymes, covering hundreds of
     examples, having been made in the interests of folklore, the
     history of magic, etc. Such rhymes are found in Asia, Africa,
     Europe, and America, not to mention the Sandwich Islands and
     other places presenting primitive conditions. The largest
     collection and most thorough study published in America was
     that made by Mr. H. Carrington Bolton of the Smithsonian
     Institute. These rhymes unquestionably originated in old
     superstitions and rites, including incantations of the old
     magicians and practices of divination by lot. The doggerel of
     counting-out rhymes is often traceable to old Latin formulas
     used for these purposes, a fact that shows the absurdity and
     artificiality of purposely manufactured rhymes.

In the majority of games it is necessary to assign various players to
their parts in some manner that shall be strictly impartial. Thus, one
player may have to be chosen to be "It"--that is, to take the
prominent, arduous, or often disadvantageous or disagreeable part; for
example, the part of "Black Tom" in the game of that name, the "blind
man" in blindfold games, etc. In many other games the players have to
determine who shall have the first turn, or the order of rotation in
which all shall play, as who shall be the first back in leapfrog, etc.
In still other games, such as Prisoners' Base, Black and White, and
many ball games, opposing sides or teams have to be chosen. Some
games have their own distinctive methods of assigning parts, but in
most cases any method may be used. A few of the most popular,
practical, and useful methods are given here. (See also _Floor
Formations_ in previous chapter.)

For very little children, the teacher or leader should choose or
assign the players for the different parts, such as who shall be the
first cat or mouse in the game of "Kitty White," or who shall go into
the center in many of the singing games. This method is often used for
parlor games in children's parties by the hostess, though many other
methods may be used. For older players, the following methods will be
found helpful.

COUNTING-OUT.--This is a very popular method among children. One
player in the group, generally self-appointed, but sometimes chosen by
popular consent, does the "counting out." He repeats a rhyme or
jingle, touching one player on the chest for each accent of the
verses. He always begins with himself and then touches the first one
on his left, and so on around the circle or group in regular order.
Any player to whom falls the last word is "out"; that is, he is
eliminated from the succeeding counting and is not to be "It,"
generally a matter for rejoicing. Such a player steps out of the group
at once. This counting is continued, the verses being repeated over
and over, until only two players are left, when the formula is again
gone over, the one to whom the last word falls being free, and the
remaining player "It." When a verse is not long enough to go around
the entire group, the player at his discretion may lengthen it by
adding "One, two, three,--out goes he!" (or she); or "O-U-T spells
out!"

From many verses the following, without which no collection could well
make its appearance, are chosen as typical for the purpose:--

    "Onery, twoery tickery tee,
     Hanibal, Crackible, turnablee.
     Whing, whang, muskadan,
     Striddledum, straddledum, twenty-one!"

The following counting-out rhyme is famous in literary annals as
having been taught to Sir Walter Scott before his open fire by that
dainty little maiden, Marjorie Fleming:--

    "Wonery, twoery, tickery seven;
     Alibi, crackaby, ten and eleven;
     Pin, pan, muskydan;
     Tweedle-um, twoddle-um,
     Twenty-wan; eeerie, ourie, owrie,
     You, are, out!"

The following are old and popular forms:--

    "Enna, mena, mina, mo,
     Catch a nigger by the toe;
     If he hollers, let him go,
     Enna, mena, mina, mo!"

    "Monkey, monkey, bottle of beer;
     How many monkeys are there here?
     One, two, three, out goes he (or she!)"

    "Aina, maina, mona, mike,
     Bassalona, bona, strike;
     Hare, ware, frown, hack;
     Halico, balico, wee, wo, wy, whack!"

    "Little fishes in a brook,
     Father caught them with his hook.
     Mother fried them in a pan,
     Father ate them like a man."

HOLDERS.--A favorite method of choosing players, especially with boys,
is that called "holders" or "hand holders." When a group of boys
decides to play a game, one suddenly shouts, "Picker up!" picks up a
pebble and hands it to another boy. The one who picks it up is called
the stone picker, and is "out" to start with; that is, he does not
have to take part in the guessing of hands which follows.

     Mr. Beard, who has recorded from observation this method of
     choosing players, gives an additional point which the writer
     has not happened upon. He says that the first player has
     scarcely shouted "Picker up!" before another cries
     "Wipe-'er-off!" and a third, "Stone holder!" "Picker-up hands
     the stone to Wipe-'er-off. Picker-up is then free. Wipe-'er-off
     makes a great show of wiping the stone off on his trouser leg,
     and hands it to Stone-holder. Wipe-'er-off is then free, and
     Stone-holder puts his hands behind him," etc. This preliminary
     of handing the stone is often omitted, especially where a large
     group is to play, as the first holder of the stone has in a
     large group a good chance to go "out" as the guessing proceeds.

The person who holds the stone (a coin, button, or any small object
may be used) places his hands behind his back so that the other
players may not know in which hand he disposes the stone and then
holds his closed fists out in front of him, with the backs of the
hands (knuckles) upward. The first player on his left steps forward
and touches the hand in which he thinks there is no stone. The holder
opens that hand; if the guess has been correct, the guesser is "out"
and the holder must go through the same performance with the next
guesser. Should the one who guesses touch the hand which holds the
stone instead of the empty hand, then he must become holder, taking
the stone and going through the same play with it, the holder from
whom he took it being "out." In other words, the object of the
guessing is to choose the hand which is empty, a successful guess
putting the guesser out, a wrong guess making him the next holder and
putting the preceding holder out.

DRAWING CUTS.--In this method of choosing players, a blade of grass or
hay or a slip of paper is provided for each player in the group. These
should all be cut of approximately the same length, with the exception
of one which should be quite short. One player, the holder, holds
these in a bunch in one hand, first getting even all of the ends that
are to show. The other ends are concealed in the hand, so that it is
impossible, by looking at the extended ends, to tell which is the
short piece. Each player in the group then draws one of the slips or
pieces, the one who gets the short piece being "It."

If desired, the slips may be put in a hat or box, the players drawing
without looking in. This method is quite suitable for parlor games,
where it is much used.

TOSS-UP.--The toss-up is a very simple and popular method of choosing
players. It consists in tossing a coin in the air and allowing it to
land on the ground, to see which side will fall uppermost, each player
having previously chosen a side, or, in other words, taken his chance
on that side landing upward. Generally a coin is used, but a stone
will do as a substitute, one side being marked. Shells may also be
used, the throw to be determined by the light or dark side or the
convex or concave side falling upward. The method of tossing is the
same for any of these articles. One player tosses the coin in the air,
the players having chosen "heads" or "tails"; the side of the coin
having the date on it is called "heads," the other side "tails." The
side wins which falls uppermost. If a coin or shell does not lie flat
on the ground, but rests edgewise, the toss does not count. When this
method is used by a group of players, each player is considered out
who makes a lucky guess. Any player who guesses the wrong side takes
the next turn for tossing the coin. Sometimes it is required that the
choice (of heads or tails) shall be made while the coin is in the air,
probably to avoid any juggling on the part of the tosser.

RACING; LAST OVER; ETC.--A popular method of determining who shall be
"It" for a game is for the players to race to a certain point, the
last one to reach it being "It." Or one of a group of players deciding
on a game may say "Last over the fence!" when all climb or vault over
a fence, the last one over being "It." In the gymnasium this method is
sometimes used when the players are grouped in the center of the
floor. Upon hearing the shout "Last over!" they all scatter and jump
over any available piece of apparatus, bars, horse, etc., the last one
to vault being "It."

The Wabanaki Indians use an interesting method, combining counting-out
and racing. The players being gathered in a group, each player puts
out two fingers, resting them on the ground, a stone, or any
convenient place. A counting-out rhyme is then used, one finger being
touched for each accent. A finger is doubled under whenever a verse
ends on it, until only three fingers are left. The owners, whether
they be two or three players, immediately start on a run, the counter
chasing them. The one caught is "It."

Some games have each their own distinctive method of choosing players,
as in Duck on a Rock. These methods are described with the games
wherever they have been obtainable.

CHOOSING SIDES.--For many games the players are divided into two
opposing groups or teams. When there is no special leader or captain
for each group, some of the above methods of counting-out or choosing
are used for assigning players to one side or the other. In most
games, however, where there are opposing groups, a captain or leader
is first selected. This part sometimes goes to the person who first
shouts for it, but it is more usual for the players to choose
captains, as special qualities are generally needed in persons in that
position, and even young children are glad to place themselves under
strong leadership. Captains or leaders, however, may be chosen by any
of the previously mentioned methods, or they may be selected by a
teacher or leader.

Two captains or leaders having been chosen, each chooses his own
players, the choice being made alternately one at a time, the first
captain selected generally having first choice. A good captain will
select his players for the playing qualities needed in the particular
game to be played. These qualities will vary in different games, and
different players may be chosen for excellence in one particular
direction, such as swift running, agile dodging, boldness in giving
dares and taking risks; in ball games, skill in catching or throwing,
or other forms of play; and in all games, the ability to "play fair,"
and to coöperate generously and with good temper. A player may be
unskillful, and yet very valuable as a general helper if he possesses
the qualities for coöperation. The unpopular player is nearly always a
selfish person, one who disregards rules or tries to win unfairly.
Aside from the general contempt engendered by such qualities, a player
having them is undesirable because he gets his side into disputes or
runs a greater risk of increasing the opponent's score with fouls.




MISCELLANEOUS ACTIVE GAMES


[Illustration: ALL-UP RELAY RACE]




MISCELLANEOUS ACTIVE GAMES



ALL UP RELAY


_10 to 60 or more players._

_Playground; gymnasium; schoolroom._

The players are divided into two or more groups of like numbers which
compete against each other. The different groups line up in single
file behind a starting line drawn on the ground. Directly in front of
each team, at the opposite end of the running space (which should be
from twenty to fifty feet long), are drawn two circles, each three
feet in diameter, and placed side by side, with rims touching. In one
of the circles of each pair three Indian clubs are placed.

On a signal, number one of each file runs forward and with one hand
only, changes the clubs from one circle to the other. Each club must
be made to stand, and none must touch the outline of the circle. As
soon as each player finishes this, he runs back to his file, touches
the next player on the hand, and passes off, back of the line. The
second player should be waiting for this "touch-off" with toe on the
starting line and hand outstretched.

This second player, on receiving the touch-off, runs forward to the
circles and changes the clubs from the second ring back to the first,
observing the same rules of procedure. Each player, in turn does this,
the file winning whose last player is first to dash over the starting
line on his return.

     This is a very popular game for athletic contests, especially
     for younger girls. When used in this way, an especially careful
     observation should be kept for fouls by official judges. One
     foul is scored against a team for (_a_) each time a runner
     starts over the line without the "touch-off"; (_b_) each time
     both hands are in play at once in changing the clubs; (_c_)
     each club that is not replaced after falling; (_d_) each club
     that is left standing anywhere but within the circle for which
     it was intended. When played thus, according to strict athletic
     rules, the teams win in the order of finishing plus the
     smallest score on fouls. Thus, if team A finishes first with
     six fouls, team B finishes second with four fouls, and team C
     finishes third with no fouls, team C wins, being given first
     place, team B second place, and team A third place.

     Teams    Order of Finishing    Number of Fouls    Order of Winning
       A             1                     6                  3
       B             2                     4                  2
       C             3                     0                  1



ANIMAL BLIND MAN'S BUFF


_10 to 30 or more players._

_Parlor; gymnasium; playground._

One player is blindfolded and stands in the center of a circle with a
wand, stick, or cane in his hand. The other players dance around him
in circle until he taps three times on the floor with his cane, when
they must stand still. The blind man thereupon points his cane at some
player, who must take the opposite end of the cane in his hand. The
blind man then commands him to make a noise like some animal, such as
a cat, dog, cow, sheep, lion, donkey, duck, parrot. From this the
blind man tries to guess the name of the player. If the guess be
correct, they change places. If wrong, the game is repeated with the
same blind man.

The players should try to disguise their natural tones as much as
possible when imitating the animals, and much sport may be had through
the imitation. Players may also disguise their height, to deceive the
blind man, by bending their knees to seem shorter or rising on toes to
seem taller.

Where there are thirty or more players, two blind men should be placed
in the center.

     There is much sport in this game for either children or adults
     or both together. The author has known it to be the occasion
     for great merriment under all three circumstances.



ANIMAL CHASE


_10 to 30 or more players._

_Playground; gymnasium._

Two pens are marked off in distant corners of the playground. One
player, called the chaser, stands at one side of one of these pens.
The other players stand within the pen that is nearest the chaser. All
of the players in the pen are named for different animals, there being
several players of each kind. Thus there may be a considerable number
each of bears, deer, foxes, etc. The chaser calls the name of any
animal he chooses as a signal for the players to run. For instance, he
may call "Bears!" whereupon all of the players who represent bears
must run across to the other pen, the chaser trying to catch them.

Any player caught before reaching the opposite pen changes places with
the chaser.

     The particular point of difference between this and some other
     similar chasing games is that the chaser may not know just
     which of the players in the pen will start out in response to
     the name of the animal that he calls.



ARROW CHASE


_8 to 16 players._

_Out of doors._

This game is especially adapted to surroundings where a very devious
chase may be given, with many opportunities for the runners to go out
of sight, double back on their course, etc., as in a village.

The players are divided into two parties. One of these parties, each
member having a piece of chalk, starts out on a run over any route
chosen by their leader. Every ten feet the runners must chalk a small
arrow somewhere along their path, the object of the hunting party
being to overtake these runners, discovering their course by the
arrows. No attempt is made to get back to a goal, as in many other
games of chase.

The hunting party at the starting place counts two thousand to give
the runners a full start, and then pursues them. The runners will use
all possible finesse in making it difficult to find their arrows,
although it is a rule of the game that the arrow must be in plain
sight, though not necessarily from the point of view of the course
taken. It may be marked on the farther side of a post, stone, etc., or
at a considerable height, or near the ground, but never under a ledge
or where it might not be seen plainly by any one standing in front of
it.

The runners will naturally take a course that will eventually bring
them back to the starting point, the chasers, however, trying to
overtake them before they can accomplish this.



AUTOMOBILE RACE


_20 to 30 players at once._

_Schoolroom._

This schoolroom game is played with most of the class sitting, being a
relay race between alternate rows. The first child in each alternate
row, at a signal from the teacher, leaves his seat on the right side,
runs forward around his seat and then to the rear, completely
encircling his row of seats, until his own is again reached. As soon
as he is seated, the child next behind him encircles the row of seats,
starting to the front on the right side and running to the rear on the
left side. This continues until the last child has encircled the row
and regained his seat. The row wins whose last player is first seated.
The remaining alternate rows then play, and lastly the two winning
rows may compete for the championship.

The interest may be increased by calling the race an international
one, the teacher providing small flags of different nations, or the
children may cut and paint these of paper. The first child in each row
chooses the country he will represent by the selection of a flag at
the beginning of the game. This he places on the rear desk, and it is
held aloft by the last player when he regains his seat, indicating
that his country has come in first, second, etc., in the automobile
race.



BARLEY BREAK


_6 to 18 players._

_Playground; gymnasium._

A long, narrow strip of ground is needed for this game, divided into
three spaces measuring from ten to fifty feet square. The central one
of these three spaces is called the barley field. In each of the three
stands a couple of players (or more, as hereinafter described). The
couple in the center is obliged to link arms; therefore the center
place is the most difficult and considered disadvantageous. The
couples in the other spaces advance, singly or together, into the
barley field, trampling the barley by dancing around the field as much
as they can without being caught. These couples need not link arms.
When one of these is caught, he must remain inactive in the barley
field until his partner is also caught. The couple owning the barley
field may not step beyond its limits, nor may the couple being sought
take refuge in the field opposite to their own. When the two are
caught, they become warders of the barley field, changing places with
the previous couple, and any others who have been caught return to
their own fields. The game is made interesting by not confining the
effort to catching two members of the same couple in succession. Both
couples in the adjoining fields should venture far into the barley,
taunting the couple who have linked arms by calling "Barley break!"
These, in turn, will assist their object by making feints at catching
one player and turning suddenly in the opposite direction for another.

The number of players may be increased by putting three couples in the
center (barley field) and two or three couples at each end.

     This game is centuries old and used to be played at harvest
     time around the stacks in the cornfields.



BASTE THE BEAR


_10 to 30 or more players._

_Playground; gymnasium; parlor._

One player is chosen to be bear, and sits in the center on a stool.
The bear chooses a second player to be his keeper. The keeper stands
by the bear, each of them holding an end of a short rope about two
feet in length and knotted at either end to give a firm hold. The rest
of the players stand around in a circle inclosing these two. The
object of the players is to tag (baste or buffet) the bear, without
themselves being tagged by the bear or his keeper. The players may
only attack the bear when the keeper calls "My bear is free!" Should a
player strike at the bear before the keeper says this, they change
places, the striker becomes bear, the former bear becomes the keeper,
and the keeper returns to the ring. The keeper does his best to
protect his bear by dodging around him on all sides to prevent the
attacks of the players who dodge in from the circle to hit him.
Should the keeper or bear tag any player, the same exchange is made;
that is, the player tagged becomes bear, the former bear the keeper,
and the keeper returns to the ring.

Should a rope not be conveniently at hand, the game may be played in
any of the three following ways: (1) by the bear and his keeper
clasping hands; (2) a circle may be drawn around the bear beyond which
the keeper may not go; (3) the keeper may be subjected to the general
rule of not going more than two steps away from the bear in any
direction.

Where there are more than thirty players, two or more rings should be
formed, each having its own bear and keeper.

     This is an old game, popular in many countries. It contains
     excellent sport, with opportunity for daring, narrow escapes,
     and much laughter.



BEAR IN THE PIT


_10 to 30 players._

_Playground; gymnasium._

A bear pit is formed by the players joining hands in a circle with one
in the center as the bear. The bear tries to get out by breaking apart
the bars (clasped hands), or by going over or under these barriers.
Should he escape, all of the other players give chase, the one
catching him becoming bear.

This is a favorite game with boys, and is not so rough a game as Bull
in the Ring, the means of escape for the bear being more varied. He
can exercise considerable stratagem by appearing to break through the
bars in one place, and suddenly turning and crawling under another,
etc.



BEND AND STRETCH RELAY


_10 to 60 players._

_Schoolroom._

This game consists in a sideways passing of two bean bags and two
dumb-bells alternately. This amount of apparatus should be placed on
the floor in the outer aisle beside each player in one of the outside
rows, say that to the left of the pupils.

On the command "Go!" each player in this first row picks up a
dumb-bell, raises it overhead, and there passes it to his own right
hand, which is then extended sideways at shoulder level, where the
next player takes it. The dumb-bells are passed across the room in
this manner, each player stretching his arms high overhead, when he
passes the bell from his left to his right hand. The last player who
receives the bell places it on the floor beside him in the outer
aisle.

As soon as the first player has passed the first dumb-bell, he picks
up a bean bag by bending down to the left, then straightens upward,
passes the bag over his head to his own right hand, and then bends
deeply to the right and places the bean bag on the floor at his right
side. He immediately straightens to an erect position, when the next
player bends, takes up the bag, passes it over his head, and bends to
place it on the floor at his right side.

As soon as he has disposed of the first bean bag, the leader of each
line reaches for the second dumb-bell. This time the bell is passed
simply from hand to hand in front of the body instead of overhead.

As soon as the second bell has left his hand, the leader of each line
picks up the second bean bag, which is the last piece of apparatus to
be passed. The passing of the second bean bag is different from that
of the first. The pupils face sideways to the left, their feet resting
in the aisle, and drop the bag behind them to the floor with both
hands, at the same time bending slightly backward. The next player
bends forward, picks up the bag with both hands, and then leans
backward, with his hands stretched high overhead, and drops the bag in
his turn in the aisle behind him. The line wins whose last player
first receives the second bean bag. The player in the last line
receiving this bean bag should stand instantly and hold the bean bag
high overhead, the winning line being selected by this signal.

     This game was originated by Mr. Joseph Cermak, of Chicago, and
     submitted in a competition for schoolroom games conducted by
     the Girls' Branch of the Public Schools Athletic League of New
     York City, in 1906. This game was one that received honorable
     mention, and is here published by the kind permission of the
     author, and of the Girls' Branch, and of Messrs. A. G. Spalding
     & Brothers, publishers of the handbook in which the game first
     appeared.



BIRD CATCHER


_10 to 60 players._

_Schoolroom; playground._

Two opposite corners are marked off at one end of the ground or room,
the one to serve as a nest for the birds and the other as a cage. A
mother bird is chosen, who takes her place in the nest. Two other
players take the part of bird catchers and stand midway between nest
and cage. If played in the schoolroom, the remaining players sit in
their seats; if in a playground, they stand beyond a line at the
farther end of the ground which is called the forest. All of these
players should be named for birds, several players taking the name of
each bird. The naming of the players will be facilitated by doing it
in groups. If in the class room, each row may choose its name, after
which the players should all change places, so that all of the robins
or orioles will not fly from the same locality.

The teacher calls the name of a bird, whereupon all of the players who
bear that name run from the forest to the nest, but the bird catchers
try to intercept them. Should a bird be caught by the bird catcher, it
is put in the cage, but a bird is safe from the bird catchers if it
once reaches the nest and the mother bird. The players should be
taught to make the chase interesting by dodging in various directions,
instead of running in a simple, straight line for the nest.

The distance of the bird catchers from the nest may be determined with
a little experience, it being necessary to place a handicap upon them
to avoid the too easy capture of the birds.



BLACK AND WHITE


_10 to 100 players._

_Gymnasium; playground; parlor; schoolroom._

One player is chosen as leader, the rest being divided into two equal
parties. Each player in one party should tie a handkerchief on the
left arm to indicate that he belongs to the Whites; those in the other
division are called the Blacks. The players stand around the ground
promiscuously, the Whites and Blacks being mingled indiscriminately.

The leader is provided with a flat disk which is white on one side and
black on the other, and preferably hung on a short string to
facilitate twirling the disk. He stands on a stool at one side or end
and twirls this disk, stopping it with one side only visible to the
players. If the white side should be visible, the party known as the
Whites may tag any of their opponents who are standing upright. The
Blacks should therefore drop instantly to the floor, as in Stoop Tag.
Should the black side of the disk be shown, the party of Blacks may
tag the Whites. Any player tagged drops out of the game. The party
wins which puts out in this way all of its opponents. The leader
should keep the action of the game rapid by twirling the disk very
frequently.

     This is an excellent game for keeping players alert, and may be
     the source of much merriment.



BLACKBOARD RELAY


_10 to 60 players._

_Schoolroom._

     As here explained, this game is adapted to grammar (sentence
     construction, and punctuation). It may be made to correlate
     with almost any school subject, as explained.

The class is seated with an even number of pupils in each row. A piece
of crayon is given to the last players in each row, all of whom at a
given signal run forward and write on the blackboard at the front of
the room a word suitable to begin a sentence. Upon finishing the word
each player returns at once to his seat, handing the crayon as he does
so to the player next in front of him. This second player at once runs
forward and writes one word after the first one, to which it must bear
a suitable relation. In this way each player in the row adds to the
sentence being written by his own row, the last player being required
to write a word that shall complete the sentence, and to add
punctuation marks.

The points scored are 25 for speed (the first row to finish scoring
the maximum, and the others proportionately in the order of
finishing), 25 for spelling, 25 for writing, and 25 for grammatical
construction, capitals, and punctuation. The row wins which scores the
highest number of points.

     The following modes of correlation are suggested for this
     game:--

     Arithmetic.--Each relay of pupils writes and solves on the
     blackboard a problem dictated by the teacher just before the
     signal to leave their seats. The line wins which has the
     largest number of problems correct. Multiplication tables may
     also be written, one step for each pupil.

     English grammar or punctuation, as explained previously;
     spelling, the teacher announcing the word for each relay as
     they leave their seats; authors, each pupil to write the name
     of an author belonging to a certain period or country; each
     pupil to write the name of some poem, play, story, essay, or
     book by an author whose name is given at the outset of the
     game; or the names of characters from a given literary work or
     author; or the next line or passage from a memorized selection.

     Geography.--The names of mountain ranges, rivers, capital
     cities, boundaries, products.

     History.--The names (related to a given period if desired) of
     famous men--statesmen, military men, writers, artists,
     musicians; of battles, discoveries, etc.



BLACK TOM


_10 to 30 or more players._

_Playground; gymnasium._

Two parallel lines are drawn on the ground with a space of from thirty
to fifty feet between them. All of the players except one stand beyond
one of these lines. In the middle territory between the lines the one
player who is chosen to be It takes his place, and cries "Black Tom!
Black Tom! Black Tom!" repeating the words three times as here given;
whereupon the other players must all rush across to the opposite line,
being chased by the center player, who catches any that he may. Any
one so caught joins him thereafter in chasing the others.

The particular characteristic of this game lies in the fact that the
center player, instead of saying "Black Tom," may trick or tantalize
the runners by crying out "Yellow Tom," or "Blue Tom," or "Red Tom,"
or anything else that he chooses. Any player who starts to run upon
such a false alarm is considered captive and must join the players in
the center. This is also true for any player who starts before the
third repetition of "Black Tom."

Another way of giving a false alarm is for any one of the center
players except the original It to give the signal for running. Any
runner starting in response to such a signal from any of the chasers,
except the original It, thereby becomes captive and must join the
players in the center.

The first one to be caught is center player, or It, for the next game.

     The game as here given is played in Brooklyn, N.Y. The same
     game is played in the South under the title of "Ham, ham,
     chicken, ham, bacon!" the word "bacon" being the signal for the
     run, any player starting without hearing it having to join the
     center players.



BLIND BELL


_5 to 100 players._

_Parlor; gymnasium; playground._

All the players but one are blindfolded and scatter promiscuously. The
one who is not blindfolded carries a bell loosely in one hand, so that
it will ring with every step. If desired, this bell may be hung around
the neck on a string or ribbon. The blindfolded players try to catch
the one with the bell, who will have to use considerable alertness to
keep out of the way. Whoever catches the bellman changes places with
him.

     Where there are over twenty players, there should be two or
     more bellmen. This is a capital game for an indoor party.



BLIND MAN'S BUFF


_10 to 30 or more players._

_Parlor; gymnasium; playground._

One player is chosen to be blindfolded and stands in the center. The
other players join hands and circle around him until the blind man
claps his hands three times, whereupon the circle stops moving and the
blind man points toward the circle. The player at whom he points must
at once step into the circle, and the blind man tries to catch him,
and when caught must guess who the player is. If the guess be correct,
they change places. If not correct, or if the blind man has pointed at
an empty space instead of at a player, the circle continues and the
game is repeated. The player who is called into the circle will
naturally try, by noiseless stepping, dodging, etc., to give the blind
man some difficulty in catching him, but when once caught must submit
without struggle to examination for identification.

     This is one of the oldest recorded games and is found in
     practically all countries. The ancient Greeks called it "Brazen
     Fly."



BODY GUARD


_10 to 30 or more players._

_Playground; gymnasium._

A small space is marked off at one end of the ground as a "home" or
goal. One player is chosen to be the Panjandrum, an important
personage requiring a body guard. Two other players are chosen to be
the guard. The game starts with these three players in the home ground
and the balance of the players at large. The three issue forth, with
the two players who act as body guard clasping each other by the hand
and preceding the Panjandrum as a shield. The object of the game is
for the players at large to touch or tantalize the Panjandrum without
being tagged by his guard.

The guard will shift around their charge to avoid these attacks, and
the Panjandrum himself may evade them by moving around his guard.
Whenever a guard succeeds in tagging a player, the Panjandrum and his
guards return at once to the home; whereupon the player tagged changes
places with the Panjandrum, and the game goes on as before.



BULL IN THE RING


_10 to 30 or more players._

_Playground; gymnasium._

All but one of the players stand in a circle with hands firmly
clasped. The odd player stands in the center and is the bull. The bull
tries to break through the ring by parting the hands of any of the
players. If he breaks through, the two players whose hands he parted
immediately give chase to him, and the one catching him becomes the
bull.

     This is a very rough game.



BUNCH OF IVY


_20 to 60 or more players._

_Parlor; gymnasium; playground._

The players in pairs form a ring. The inner player of each couple
kneels. The outer player of each couple holds the upraised hand of the
kneeling partner and circles around her, asking the following
questions. The partners reply as indicated, mentioning each time one
hour later by the clock, until six o'clock has been reached.

"What time does the king come home?"

"One o'clock in the afternoon."

"What has he in his hand?"

"A bunch of ivy."

This dialogue and the accompanying movement of the players should be
rhythmic and spirited in time. As the kneeling players say "A bunch of
ivy," they begin clapping their hands in the same rapid time;
whereupon the outer players run around the entire ring to the right
until each player has returned to her partner, once for one o'clock,
twice for two o'clock, etc., until six o'clock has been reached. The
players change places each time after this series of circling, the
outer players kneeling, and those who formerly knelt, standing. The
time of both the dialogue and the running should be rapid to keep the
game spirited. The larger the circle that may be described around each
kneeling player by the partner the better.



BUNG THE BUCKET


_10 to 30 players._

_Playground; gymnasium._

This is a game of leapfrog. The players are divided into two parties.
Half of them form one continuous "back," on which the other half jump,
one at a time, until all are seated. The players who form the "back"
stand one behind another, the first player resting his head against
the stomach of one who stands upright, backed by a wall or fence. Each
player in turn grasps the coat tail or waist of, and rests his head
or shoulder against, the player next in front. They should thus make
one long, even, and solid "back" or row of backs. These are called the
buckets. The other players are called the bungs, and stand at some
little distance to get a run for the leap. They will naturally select
their best leaper as the first of their line, as he may not move
forward after he has once landed on the backs, and it is desirable
that he should leave as much space behind him as possible for the
others to sit. None of the players may move forward after once landing
on the backs. If all of the bungs succeed in seating themselves
without any break occurring among the buckets, it counts one in favor
of the buckets. When such a breakdown occurs, the two parties change
places, the bungs taking the place of the buckets; otherwise the game
is repeated with the same bungs and buckets. The party wins which has
the highest score to its credit at the end.


[Illustration: BUYING A LOCK

_Reprinted from Dr. Isaac T. Headland's "The Chinese Boy and Girl," by
kind permission of Messrs. Fleming H. Revell & Co._
]



BUYING A LOCK


_5 to 30 or more players._

_Playground; schoolroom._

    Oh, here we all go to buy us a lock;
      What kind of a lock shall it be?
    We'll buy a broom handle; if that will not do,
      With a poker we'll try it alone.
    But if neither the broom nor the poker will do,
      We'll open it then with a stone.

This game is suitable for very little children. They stand in a long
line or rank side by side, holding hands. While repeating the verse,
one end of the line winds in under the raised arms of the last two
players at the opposite end, but instead of passing entirely through,
as in many other winding games, the player next to the last only turns
far enough to face in three quarters of a circle, or so that the
players will eventually, when all have so turned, be brought into
single file, one standing behind the other. In this position the arms
are dropped over the shoulder, so that the player's own left arm
crosses his chest with the clasped hands (his own left and his
neighbor's right) resting on his right shoulder. Each player should
clasp his neighbor's hands at the start, so that the palm of his own
left hand faces forward and the palm of his own right hand faces
backward.

When the whole line has been "locked" in this way, the players unwind
in reverse order, still repeating the verse.

When players are familiar with the winding and unwinding process, the
game may be played in circle formation instead of line formation; that
is, it will start with all of the players facing inward as they clasp
hands to form a circle, and the locking or winding will bring them
facing in single file around the circle.

     This is a favorite game with little girls in China, and is here
     given with the kind permission of Dr. Isaac T. Headland and
     Messrs. Fleming H. Revell & Co., from the book entitled "The
     Chinese Boy and Girl."



CAT AND MICE


_5 to 60 players._

_Schoolroom._

One player is chosen to be cat, and hides behind or under the
teacher's desk. After the cat is hidden, the teacher beckons to five
or six other players, who creep softly up to the desk, and when all
are assembled, scratch on it with their fingers, to represent the
nibbling of mice. As soon as the cat hears this, she scrambles out
from under the desk and gives chase to the mice, who may save
themselves only by getting back to their holes (seats). If a mouse be
caught, the cat changes places with him for the next round of the
game. If no mouse be caught, the same cat may continue, or the teacher
may choose another at her discretion.

A different set of mice should be chosen each time, so as to give all
of the players an opportunity to join in the game.

     This is a favorite schoolroom game for little children. They
     should be taught to add sport to the play by giving the cat
     quite a chase before returning to their seats, instead of
     seeking safety in the shortest and most direct way.



CAT AND RAT


_10 to 30 or more players._

_Playground; gymnasium; parlor._

One player is chosen for cat and one for rat. The others all form a
circle with clasped hands. The cat stands outside of the circle and
the rat inside. The game opens with a conversation between the cat and
rat.

The cat says:--

"I am the cat."

The rat says:--

"I am the rat."

"I will catch you!"

"You can't!"

This last defiance is a signal for a chase. The cat tries to get into
the circle, and the rat tries to evade him. Both may run in and out of
the circle, but the players will assist the rat by raising their hands
to let him run under, and they will try to foil the efforts of the cat
by preventing his breaking through the circle, either inward or
outward.

When the rat is caught, he joins the circle and the cat becomes rat, a
new cat being chosen from the circle players.

     This game is a great favorite with young children, and though
     very similar in its general form to Bull in the Ring, the
     slight difference of the circle assisting the rat and hindering
     the cat makes a great difference in the playing qualities of
     the game, rendering it much less rough than Bull in the Ring.


[Illustration: CATCH-AND-PULL TUG OF WAR; A HIGH SCHOOL FRESHMAN CLASS]



CATCH AND PULL TUG OF WAR


_10 to 100 players._

_Gymnasium; playground._

Any number of players may engage in this contest, which is one of the
best for a large number, containing as it does both excellent sport
and vigorous exercise.

A line is drawn down the middle of the playing space. The players are
divided into two parties and stand one party on either side of the
line. The game starts on a signal and consists in catching hold of an
opponent by any part of his body, as hand, arm, or foot, reaching
over the line and so pulling him across the boundary. Any number of
players may try to secure a hold on an opponent and any number may
come to his rescue and try to resist his being pulled over the line,
either by pulling him in the opposite direction or by trying to secure
a hold on one of the opponents. A player does not belong to the enemy
until his entire body has been pulled over the line. He must then join
his captors in trying to secure players from across the line. The
party wins which has the largest number of players at the end of time
limits.



CATCH OF FISH


_10 to 30 or more players._

_Playground; gymnasium._

This is one of the very strenuous games, and affords opportunity for
some very good exercise and sport.

A line is drawn across each end of the playground, beyond which the
players stand in two equal parties, one at one end and one at the
other. The players of one party clasp hands to form a fish net. The
players in the other party are fish. At a given signal both advance
toward the center of the playground, which represents a stream, the
object of the fish being to swim across to the opposite shore without
being caught in the net. To do this they will naturally dodge around
the ends of the net.

The net should inclose or encircle any fish that it catches. The fish
so caught may not try to break apart the clasped hands forming the
net, but may escape only through the opening where the two ends come
together. Should the net break at any point by an unclasping of hands,
the fish are all allowed to escape, and the players go back to their
respective goals and begin over again. Any fish caught in the net are
thereafter out of the game until all are caught. After the net has
made one catch, the sides exchange parts, those of the fish that are
left forming the new net, and the first net crossing to the other side
and becoming fish. The two sides thus exchange places and parts, until
all on one side are caught.

For a large number of players it is better to have two small nets
instead of one large one, the dodging being livelier and the progress
of the game more rapid in every way.



CATCH THE CANE


_10 to 30 or more players._

_Playground; gymnasium; schoolroom._

The players, who should be numbered consecutively, stand in a circle
or semicircle. One player stands in the center of the circle or in
front of the semicircle, with his index finger on the top of a cane,
wand, or closed umbrella, which stands perpendicularly to the floor.
Suddenly he lifts his finger from the cane, at the same time calling
the number assigned to one of the players in the circle. The person
whose number is called must run forward and catch the cane before it
lies on the floor. If he fails, he must return to his place in the
circle; if successful, he changes places with the center player.

This game may have a great deal of sport in it if the action be kept
lively and the one who is calling the numbers gives them in unexpected
order, sometimes repeating a number that has recently been given, then
giving a few in consecutive order, and then skipping over a long
series, etc.

FOR THE SCHOOLROOM.--When played in the schoolroom, the player with
the cane should stand in the center of the front of the room. The
other players--part of the class at a time--may be lined up in front
of the first row of desks, or only the players seated in the first row
of seats may be called, according to the number of their row. At the
discretion of the teacher this row may change to the rear row of
seats, each line moving up one seat to make room for them.

This is an admirable game for making alert and active, children who
are slow or dull.



CAVALRY DRILL


_10 to 100 players._

_Playground; gymnasium._

This is a game of leapfrog.

I. Two players make a back. They stand with backs to the jumpers and
place their inside hands on each other's shoulders with arms extended
at full length to leave a space between. The jumper places a hand on
each of the inside shoulders. The push will be away from the center
and the backs will need to brace themselves for this.

II. A back is made by two or more players standing close together with
sides toward the jumpers, thus making a back several widths deep to
jump over.

For whichever form of back is used, any player failing to clear the
back without touching it is out of the game, the first two failing
becoming backs for the next round when all have jumped. For large
numbers of players this may be played as a competition between
different groups.



CENTIPEDE


_9 to 12 players._

_Gymnasium; seashore._

The players sit in a circle on the floor, with their feet stretched
out and mingled in a promiscuous pile. One player, who is leader, and
stands outside the circle, touches one of the feet (he may mark it
slightly with a piece of chalk if desired), and calling on some player
by name, commands him to tell to whom the foot belongs. When this
player has named some one, the leader commands the owner of the foot
to stand up. If the guess be wrong, the leader chases the mistaken
player and whips him with a knotted handkerchief. If the guess be
right, the guesser is released from the game, sits down at one side,
and chooses the next one to be It, while the one who was It takes a
place in the circle.

     This game lends itself especially to the gymnasium or seashore,
     where the dressing of the feet is inclined to be uniform.

     The game is played by the modern Greeks.



CHANGING SEATS


_20 to 60 players._

_Schoolroom._

This game is played in several different forms. The following are very
popular.

CHANGING SEATS--I

The teacher gives the command, "Change right!" whereupon each pupil
slips from his own seat to the one across the aisle to the right, the
pupils in the farthest right-hand row standing in the outside aisle.
The next order may be, "Change left!" when all of the pupils slip back
to their own seats, and the row that stood resumes its own.

In the same way the orders, "Change forward!" and "Change backward!"
may be given, the row of pupils left out each time merely standing in
the aisles.

CHANGING SEATS--II

In this form of the game the players in the displaced row run around
the room and take the vacant row of seats on the opposite side. For
instance, the teacher gives an order, "Change left!" whereupon all the
pupils slip over into the seats next to them on the left, the outside
row on the left side of the room standing in the aisle. The teacher
then says "Run!" whereupon the pupils who are standing run across the
front of the room and take the vacant row of seats on the right-hand
side. The teacher may then again say, "Change left!" whereupon the
entire class, as now seated, moves one place to the left, the outside
players standing in the aisle as did their predecessors; on the
command "Run!" they, too, run across the room and take the vacant row
of seats on the right-hand side. The command may be given, "Change
forward!" after which the displaced players run around the side of the
room and take the vacant places at the rear; or if the command be
"Backward!" the displaced players run forward and take the front row
of seats.

The sport of the game consists in rapid changes and unexpected
variations in the orders given by the teacher. With right conditions
the command to run may be omitted, the displaced row of pupils
understanding that they are to run as soon as they stand.

The action of the game may be slightly quickened by having the running
row divide, half running around the room in one direction and half in
the other. For instance, if the players in the right-hand row have
been displaced, half of them may run to the rear of the room to reach
the rear half of the outer row of seats on the opposite side, and the
other half run across the front of the room to the forward half of
this row of seats.



CHARLEY OVER THE WATER


_10 to 30 or more players._

_Parlor; gymnasium; playground._

One player is chosen to be Charley, and if there be more than twenty
players there should be two or more Charlies, to make the action more
rapid. Charley stands in the center; the other players join hands in a
circle around him and dance around, repeating the rhyme:--

    "Charley over the water,
       Charley over the sea.
     Charley catch a blackbird,
       Can't catch me!"

As the last word is said, the players stoop, and Charley tries to tag
them before they can get into that position. Should he succeed, the
player tagged changes places with him.



CHICKADEE-DEE


_5 to 10 players._

_Dark room._

This game is a good one for the loft of an old barn on a rainy day.
The writer obtained the game from a group of boys, who found it one of
their chief sports used in this way.

It is necessary to prepare in advance a rather large, soft bag; an oat
sack or potato bag may be used. This should be nearly filled with dry
leaves or some substitute, and the end gathered up and tied with a
string, so as to leave quite a hilt or handle for a firm grasp. All
light is shut out of the place, so that the sense of hearing will be
the only guide in the game.

One player, who is It, is seated on the floor in the center of the
loft or room, and holds the sack. The object of the game for this
player is to tag or touch any of the other players with the sack
without leaving his sitting position on the floor. The object of the
other players, who are scattered promiscuously, is to approach as near
as possible to the center player, taking him unaware, with a taunting
cry of "Chickadee-dee!" close to his ear.

The game starts in perfect silence and darkness. A player steals up to
the center man, calls "Chickadee-dee!" and darts back again as quickly
as possible, the center man whirling his bag around in a circle and
hitting out with it in the direction of the voice, trying to hit this
player. While he is doing this, another player from some other
direction repeats the call of "Chickadee-dee!" close to his ear, and
darts back or dodges. Any tactics may be used for dodging, such as
dropping to the floor, jumping, or the more usual modes of dodging.

Any player hit with the bag exchanges places with the one in the
center.



CHICKEN MARKET


_5 to 20 or more players._

_Indoors; out of doors._

     This is one of the traditional dramatic games.

One player is chosen to be market man and another buyer; the rest of
the players are chickens; they stoop down in a row and clasp their
hands under their knees. The buyer approaches the market man and asks,
"Have you any chickens for sale?" The market man answers, "Yes,
plenty; will you walk around and try them?" Whereupon the buyer goes
up to different chickens and tests them by laying over the head his
clasped hands, palms downward and pressing inward. The buyer pretends
to be dissatisfied with some of the chickens, saying, "This one is too
tough," "This one is too old," "This one is too fat," etc., until at
last he finds one that suits him, the chickens being supposed to go
through this ordeal without smiling.

When a chicken is found that appears to be satisfactory, the buyer and
the market man take him by the arms, one on either side, he still
remaining in his first position with hands clasped under the knees,
and swing him forward and backward three times. Should he stand this
test without loosening his own grasp, he is supposed to be all right,
and the buyer leads him off to the opposite side of the playground, or
home. The game continues until all of the chickens are sold. Any
chicken that smiles, or whose arms give way in the swinging test, must
pay a forfeit, all of the forfeits being redeemed at the close of the
game. Where there are more than ten players, there should be two or
more buyers and sellers.

     This game is played in various countries: in England as a "Sale
     of Honey Pots," in China as a "Fruit Sale," etc. The version
     here given is from Italy.



CHICKIDY HAND


_5 to 30 or more players._

_Playground; gymnasium._

One player is chosen to be It, and stands near a post with the fingers
of his hands interlocked. The other players, each clasping his own
hands in the same way, crowd around the post and touch it with the
clasped hands. The one who is It counts ten, whereupon the players all
run, the one who is It trying to tag any of them. None of the players
may unclasp their hands until they are tagged, whereupon they are
prisoners and clasp hands with It, forming a line which thereafter is
the tagging line, though only the original It may tag the other
players. The game is a contest between the tagging line, which tries
to recruit and retain its numbers, and the free players, who try (1)
to avoid being captured for the tagging line, and (2) to reduce the
tagging line by breaking through it; but the players in the line must
resist this. Each time that the line is broken, the one of the two
players (whose hands were parted) who stands toward the head of the
line is dropped out of the game. A free player may not be tagged after
he has thrown himself upon (touched) a pair of hands that he is trying
to part. The last player caught by the tagging line is the winner and
becomes It for the next game.



CHINESE CHICKEN


_5 to 30 or more players._

_Playground; gymnasium; schoolroom; seashore._

This game is played with small blocks of wood or bean bags. Stones,
or, at the seashore, bathing slippers, may be used instead. These are
placed in straight rows of five to fifteen each, with intervals of
about ten inches between them. The players are divided into groups
numbering from five to ten each, and line up as for a relay race, each
before one row of blocks or bags.

The game is played in the same way by each row of players, and while
the game may be competitive between the different groups, in its
original form it is for one group only. The first player in a group
represents a "lame chicken," and hops on one foot over each bag until
the end of the line of bags has been reached. The last bag is then
kicked away by the "lame" (lifted) foot, after which it must be picked
up and carried back over the same route to the first end of the line,
when the same player hops back on the opposite foot, kicks away a
second bag, picks it up and returns, and so on until he fails. Only
one foot may touch the ground at a time, and may touch it but once in
each space between the bags. No bag may be touched except the one at
the end of the line, which is afterward picked up, and this must be
secured without putting the lame foot upon the ground.

When the "chicken" infringes any of these rules, he must at once give
place to another. The winner is the player who has at the end of the
game the greatest number of bags.

     This is a Chinese game, taken by kind permission of the author
     from Miss Adèle Fielde's _A Corner of Cathay_. The Chinese
     children play it with their shoes in place of the bean bag or
     block of wood.



CHINESE WALL


_10 to 60 or more players._

_Playground; gymnasium._

The Chinese wall is marked off by two parallel lines straight across
the center of the playground, leaving a space between them of about
ten feet in width, which represents the wall. On each side of the
wall, at a distance of from fifteen to thirty feet, a parallel line is
drawn across the ground. This marks the safety point or home goal for
the besiegers.

One player is chosen to defend the wall, and takes his place upon it.
All of the other players stand in one of the home goals. The defender
calls "Start!" when all of the players must cross the wall to the goal
beyond, the defender trying to tag as many as he can as they cross;
but he may not overstep the boundaries of the wall himself. All so
tagged join the defender in trying to secure the rest of the players
during future sorties. The game ends when all have been caught, the
last player taken being defender for the next game.

[Illustration diagram: CHINESE WALL]

     This is a capital game for both children and older players, as
     it affords opportunity for some very brisk running and dodging,
     especially if the playground be wide. It differs from Hill Dill
     and several other games of the sort in that there is a more
     limited space in which the center catcher and his allies are
     confined.



CIRCLE RACE


_10 to 30 or more players._

_Playground; gymnasium._

The players stand in a circle a considerable distance apart and face
around in single file in the same direction. At a signal all start to
run, following the general outline of the circle, but each trying to
pass on the outside the runner next in front of him, tagging as he
passes. Any player passed in this way drops out of the race. The last
player wins. At a signal from a leader or teacher, the circle faces
about and runs in the opposite direction. As this reverses the
relative position of runners who are gaining or losing ground, it is a
feature that may be used by a judicious leader to add much merriment
and zest to the game.



CIRCLE RELAY


_9 to 60 or more players._

_Playground; gymnasium._

[Illustration diagram: CIRCLE RELAY]

The players stand in three or more divisions in single file, facing to
a common center. In this formation they radiate like the spokes of a
wheel. On a signal from a leader, the outer player of each file faces
to the right. On a second signal, these outer players all run in a
circle in the direction in which they are facing. The object of the
game is to see which runner will first get back to his place. The one
winning scores one point for his line. Immediately upon the
announcement of the score, these runners all step to the inner end of
their respective files, facing to the center, the files moving
backward to make room for them. The signals are repeated, and those
who are now at the outer end of each file face and then run, as did
their predecessors. The line scoring the highest when all have run
wins the game.



CIRCLE SEAT RELAY


_10 to 60 players._

_Schoolroom._

This game starts with the players all seated, and with an even number
in each row. At a signal, the last player in each row runs forward on
the right-hand side of his seat, runs around the front desk, and
returns on the left-hand side of his own row. As soon as he is seated,
he touches the player next in front on the shoulder, which is a signal
for this one to start. He runs in the same way. This is continued
until the last player, which in this case is the one sitting in the
front seat, has circled his desk and seated himself with hand
upraised. The line wins whose front player first does this.

This is one of the best running games for the schoolroom. As in all
such games, seated pupils should strictly observe the rule of keeping
their feet out of the aisles and under the desks.

Players must observe strictly the rule of running forward on the
right-hand side and backward in the next aisle, else there will be
collisions.



CLAM SHELL COMBAT


_2 to 30 players._

_Out of doors; seashore._

Each of the players is provided with an equal number of clam shells;
the players then pair off in twos for the combat. Which of the two
shall have the first play is decided by the players each dropping a
clam shell from a height of three feet. The one whose shell falls
with the hollow or concave side down has the first play. Should it be
a tie, the trials are repeated until one player is chosen in this way.
The play then opens with the unsuccessful player putting a clam shell
on the ground, when the opponent throws another shell at it, trying to
break it. If he succeeds, the opponent must put down another shell.
This is kept up indefinitely, until a player's shells have all been
won by the opposing thrower, or until the thrower fails to hit a
shell, or his own breaks in doing so. Whenever one of these things
occurs, he loses his turn, and must put down a shell for the opponent
to throw at. The player wins who retains an unbroken shell the
longest.

Where there is a considerable number of players, they may be divided
into opposing parties, the players stepping forward in turn at the
call of their respective captains.

     This is a Korean game, reported by Mr. Culin.



CLUB SNATCH


_10 to 60 players._

_Playground; gymnasium._

This is one of the best competitive chasing games.

A goal is marked off across each end of the playground. Midway between
the goals, an Indian club is placed; a handkerchief or other similar
object may be used, placed on some support--on a stake driven into the
ground, laid over a rock or stool, or hung on the end of a branch. A
stone or dumb-bell laid on the ground may be substituted. In line with
the club a starting base is marked on each goal line.

The players are divided into two equal parties, each having a captain.
Each party takes its place in one of the goals. The object of the game
is for one of the runners to snatch the club and return to his goal
before a runner from the opposite goal tags him, both leaving their
starting bases at the same time on a signal. The players on each team
run in turn, the captains naming who shall run each time.

The captains toss for first choice of runners; the one who wins names
his first runner, who steps to the running base, whereupon the
competing captain names a runner to go out against him, trying to
select one of equal or superior ability. Thereafter the captains take
turns as to who shall first designate a runner.

     When there is a large number of players, or very limited time,
     a different method may be used for selecting the runners. All
     of the players should then line up according to size, and
     number consecutively by couples. That is, the first couple
     would be number one, the second, number two, the third, number
     three, etc. The couples then divide, one file going to one team
     and the other to the opposite team. The players run thereafter
     according to number, the numbers one competing, and so on. Each
     player may run but once until all on the team have run, when
     each may be called a second time, etc. To avoid confusion, the
     players who have run should stand on one side of the starting
     base, say the right, and those who have not run, to the left.

[Illustration diagram: CLUB SNATCH]

The first runners, having been called by their respective captains to
the starting bases, run on a signal; the players may reach the club
together and go through many false moves and dodges before one
snatches the club and turns back to his goal. Should he succeed in
reaching the goal before the other player can tag him, his team scores
one point. Should he be tagged before he can return with his trophy,
the opponent scores one point. The club is replaced after each run. In
either case both players return to their original teams.

When each runner has run once, the teams exchange goals and run a
second time. The team wins which has the highest score at the end of
the second round.

For large numbers of players there may be several clubs, each having
corresponding starting bases on the goals, so that several pairs of
runners may compete at once. One club for twenty players, ten on each
side, is a good proportion. For young players the club may be placed
nearer one goal than the other at first, as shown in the diagram.

     This is a capital game as here developed with the feature of
     scoring, and may be made very popular.



COCK STRIDE


_3 to 15 players._

_Playground; gymnasium._

This game is usually played with boys' caps, but knotted handkerchiefs
or balls of crumpled paper may be used. One player is the cock; he is
blindfolded and stands in a stride position with his feet wide apart
sideways. The other players stand in turn at a point five to ten feet
behind him, and throw their caps forward as far as possible between
his legs. After the caps are all thrown, each player moves forward and
stands beside his own cap. The cock then crawls on all fours, still
blindfolded, until he reaches a cap. The player whose cap is first
touched at once becomes an object of chase by the other players, who
are at liberty to "pommel" him when he is captured. He then becomes
cock for the next round of the game.



CROSSING THE BROOK


_5 to 60 or more players._

_Playground; gymnasium; schoolroom._

This game is a great favorite with little children. A place
representing a brook is marked off by two lines on the ground. For
little children in the first year of school (about six years old) this
may start with a width of two feet. The players ran in groups and try
to jump across the brook. Those who succeed turn around and jump back
with a standing jump instead of a running jump. On either of these
jumps the player who does not cross the line representing the bank
gets into the water and must run home for dry stockings, being
thereafter out of the game. The successful jumpers are led to wider
and wider places in the brook to jump (a new line being drawn to
increase the distance), until the widest point is reached at which any
player can jump successfully. This player is considered the winner.

     This game is printed by kind permission of the Alumni
     Association of the Boston Normal School of Gymnastics, from the
     book _One Hundred and Fifty Gymnastic Games_.



CROSS TAG


_5 to 30 or more players._

_Playground; gymnasium._

One player is chosen to be It. He calls out the name of another
player, to whom he at once gives chase. A third player at any point in
the chase may run between the one who is It and the one whom he is
chasing, whereupon this third player becomes the object of the chase
instead of the second. At any time a fourth player may run between
this player and the chaser, diverting the chase to himself, and so on
indefinitely. In other words, whenever a player crosses between the
one who is It and the one being chased, the latter is at once relieved
of the chase and ceases to be a fugitive. Whenever the chaser tags a
player, that player becomes It. Considerable sport may be added to the
game by the free players trying to impede the chaser and so help the
runner,--getting in the way of the former without crossing between the
two, or any other hindering tactics.



DO THIS, DO THAT


_10 to 60 or more players._

_Playground; gymnasium; schoolroom; parlor._

All the players stand facing one of their number who is the leader.
The one who is leader assumes any gymnastic position or imitates any
action, at the same time saying "Do this!" and the others immediately
imitate. Should the leader at any time say "Do that!" instead of "Do
this!" any player who imitates the action performed must be seated, or
pay a forfeit, whichever form of penalty has been decided on at the
beginning of the game. Three mistakes of this kind put a player out of
the game, even when forfeits are the penalty.

The leader may choose any gymnastic positions that are familiar, such
as chargings, head bendings, trunk bendings, arm movements, knee
bendings, hopping, jumping, dancing steps, etc.; or imitate familiar
actions such as hammering, sawing, washing, ironing, sewing, stone
cutting, shoveling, riding horseback, etc.



DOUBLE RELAY RACES


_10 to 100 players._

_Schoolroom; playground; gymnasium._

First two rows (Nos. 1 to 14) stand in aisle II and give way to rear
to starting point. Third row (Nos. 15 to 21) stand in aisle III, march
forward and around to right into aisle I, bringing entire 21 pupils
into formation, as indicated for Team A on diagram. Fifth and sixth
rows (Nos. 22 to 35) stand in aisle VI and give way to rear to
starting point. Fourth row (Nos. 36 to 42) stand in aisle V, march
forward and around to left into aisle VII, bringing entire team, Nos.
22 to 42, into formation as indicated for Team B on diagram.


FIRST RELAY

At commands, "Ready, go!" Nos. 1 and 22, the two leaders of the two
teams, walk to wall in front of them at W/A and W/B, touch the wall,
return down aisles III and V respectively, and continue up aisle IV to
teacher's desk. When the two leaders, 1 and 22, touch the wall, Nos. 2
and 23 start at the "exchange points," X and X, 1 and 2 touch left
hands across desks, and 22 and 23 touch right hands across desks. At
the starting point, 1 touches left hand of 3, who starts as soon as
touched, 22 touches right hand of 24, who also starts as soon as
touched; so on to the last of each team, who finish the game by
touching the desks where the leaders started. Both teams then "about
face" and march back, Team A through aisles III, II, and I, and Team B
through aisles V, VI, and VII, when they are ready for the next relay.

[Illustration diagram: DIAGRAM NO. 1--DOUBLE RELAY RACES]


SECOND RELAY

Same as First Relay, but this time running.

[Illustration diagram: DIAGRAM NO. 2--DOUBLE RELAY RACES]


THIRD RELAY

Same as Second Relay, but this time each leader starts with an eraser,
if in the schoolroom, or a dumb-bell in playground, in his hand and
gives it to the next pupil at "exchange point," each successive pupil
repeating the exchange at that point. The third and succeeding pupils
must wait at each starting point until "touched" before starting.


FOURTH RELAY

Same as Third Relay, except that a handkerchief, knotted once in the
middle, is substituted for the eraser with which each leader starts.


FIFTH RELAY

Same as Fourth Relay, except that the leader of each team and the
pupil behind him each have an eraser (or dumb-bell), and when meeting
at "exchange points," exchange erasers, the leaders giving the second
erasers to the pupils on the starting points, and so on.


SIXTH RELAY

Same as Fifth Relay, except that two handkerchiefs are used instead of
two erasers.


SEVENTH RELAY

Same as Sixth Relay, except that the handkerchiefs may be _thrown_ and
_caught_, instead of being _handed_ or _passed_ to the next pupil.


CAUTIONS

The value of these games lies in two things, _i.e._ in the fact that
after the first two pupils of each team have started and the game is
really under way, there are four pupils on each team actually in
motion, and the game moves so fast that each member of each team has
little time to do anything besides attending strictly to the game; if
his team is to have any chance to make a good showing, he must be
constantly on the alert. The second, and still more important,
valuable feature of the games, lies in the constant exercise of
_inhibition_. Therefore there should be absolutely no "coaching"
except by the teacher during training; care should be taken in the
First Relay to see that all children actually _walk_; no running; when
hands are to be touched, they _must be touched_; when erasers or
handkerchiefs are dropped, they must be picked up by the ones who
dropped them before proceeding with the game; if to be exchanged, they
must be exchanged.

The intermingling of the two teams in aisle IV does not affect the
game in the least.

Diagram 2 is for a schoolroom of seven rows of seats, and six (more or
less) deep. The numbers indicate a convenient division, and the pupils
fall in as before.

A division of the class into three teams may be made if desired, and
if there be sufficient aisles.

These games are suitable for boys or girls or mixed classes.

Diagram 1 should be used for schoolrooms seating 42, if seven deep;
48, if eight deep; 54, if nine deep.

Diagram 2 should be used for schoolrooms seating 42, but facing as
indicated; 49, if seven deep.

Diagram 1 for a schoolroom with five rows and ten deep, using only the
outside and next to the outside aisles.

     These games may also be played in the gymnasium or playground.
     They were originated by Mr. J. Blake Hillyer of New York City,
     and received honorable mention in a competition for schoolroom
     games conducted by the Girls' Branch of the Public Schools
     Athletic League of New York City in 1906. They are here
     published by the kind permission of the author, and of the
     Girls' Branch, and of Messrs. A. G. Spalding & Brothers,
     publishers of the handbook in which the games first appeared.



DROP THE HANDKERCHIEF


_10 to 30 or more players._

_Indoors; out of doors._

All of the players but one stand in a circle. The odd player runs
around on the outside of the circle, carrying a handkerchief, which he
drops behind one of the circle players. The main idea of the game is
to take the circle players unaware with this. Those who form the ring
must look toward the center, and are not allowed to turn their heads
as the runner passes them. The one who runs around with the
handkerchief will resort to various devices for misleading the others
as to where he drops it. For instance, he may sometimes quicken his
pace suddenly after dropping the handkerchief, or at other times
maintain a steady pace which gives no clew.

As soon as a player in the circle discovers that the handkerchief has
been dropped behind him, he must pick it up and as rapidly as
possible chase the one who dropped it, who may run around the outside
of the circle or at any point through or across the circle, his object
being to reach the vacant place left by the one who is chasing him.
The circle players should lift their hands to allow both runners to
pass freely through the circle. Whichever player reaches the vacant
place first stands there, the one left out taking the handkerchief for
the next game.

     This is one of the oldest known games and is found throughout
     the world. The writer has heard it described by Cossacks,
     Japanese, Italians, and people of many other nationalities.



DUCK ON A ROCK


_5 to 30 or more players._

_Playground; gymnasium._

[Illustration diagram: DUCK ON A ROCK]

Each player is provided with a stone, called a "duck," about the size
of a baseball. A large rock or post is chosen as the duck rock, and
twenty-five feet from it a throwing line is drawn. On this duck rock
one player places his duck and stands by it as guard. This guard is
selected at the outset by all of the players throwing their ducks at
the duck rock from the throwing line. The one whose duck falls nearest
to the rock becomes the first guard. The other players stand behind
the throwing line and take turns in throwing at the guard's duck on
the rock with their stones, trying to knock it from the rock. After
each throw a player must recover his own duck and run back home beyond
the throwing line. Should he be tagged by the guard while trying to do
this, he must change places with the guard. The guard may tag him at
any time when he is within the throwing line, unless he stands with
his foot on his own duck where it first fell. He may stand in this way
as long as necessary, awaiting an opportunity to run home; but the
moment he lifts his duck from the ground, or takes his foot from it,
he may be tagged by the guard. Having once lifted his duck to run home
with it, a player may not again place it on the ground.

The guard may not tag any player unless his own duck be on the rock.
Before he may chase the thrower, he must therefore pick up his own
duck and replace it should it have been knocked off. This replacing
gives the thrower an opportunity to recover his own duck and run home;
but should the duck not have been displaced from the duck rock, the
thrower may have to wait either at a safe distance or with his foot on
his own duck if he can get to it, until some other thrower has
displaced the duck on the rock, and so engaged the time and attention
of the guard. Several players may thus be waiting at once to recover
their ducks, some of them near the duck rock with a foot on their
ducks, others at a distance. Any player tagged by the guard must
change places with him, placing his own duck on the rock. The guard
must quickly recover his duck and run for the throwing line after
tagging a player, as he in turn may be tagged as soon as the new guard
has placed his duck on the rock.

A stone that falls very near the duck rock without displacing the duck
may also prove disastrous to the thrower. Should a stone fall within a
hand span (stretching from finger tip to thumb) of the duck rock
without knocking off the duck, the guard challenges the thrower by
shouting "Span!" whereupon he proceeds to measure with his hand the
distance between the duck rock and the stone. Should the distance be
as he surmises, the thrower of the stone has to change places with
him, put his own duck on the rock, and become the guard. This rule
cultivates expert throwers.

When used in a gymnasium, this game may best be played with bean bags,
in which case one bag may be balanced on top of an Indian club for the
duck on the rock.

     The modern Greeks play this game with a pile of stones instead
     of the one rock or stake with the duck on top. The entire pile
     is then knocked over, and the guard must rebuild the whole
     before he may tag the other players. These variations make the
     game possible under varied circumstances, as on a flat beach,
     or playground where no larger duck rock is available, and add
     considerably to the sport.



DUMB-BELL TAG


_5 to 30 or more players._

_Gymnasium; playground; schoolroom._

The players stand, scattered promiscuously, one of their number, who
is It, being placed in the center at the opening of the game. A
dumb-bell is passed from one player to another, the one who is It
trying to tag the person who has the dumb-bell. If he succeeds, the
one tagged becomes It.

A great deal of finesse may be used in this game; in appearing to hand
the dumb-bell in one direction, turning suddenly and handing it in
another, etc. Players may move around freely, and the action is
frequently diversified with considerable running and chasing.

In the schoolroom this may be played either with the players seated or
standing.



EVERY MAN IN HIS OWN DEN


_5 to 30 or more players._

_Playground; gymnasium._

Each player selects for himself a den; a post, tree, or other
objective point may serve for this, or the corner of a building, or if
in a gymnasium, a piece of apparatus.

One player opens the game by running out from his den. The second
player tries to catch (tag) him. The third player may try to catch
either of these two, and so on. The object of the different players is
to make captives of the others, as any player caught must thereafter
join his captor in trying to catch others, thus eventually aggregating
the different players into parties, although each starts separately,
and any one may be the nucleus of a group should he be successful in
catching another player. The players may only be caught by those who
issue from a den after they themselves have ventured forth. For
instance, Number Two goes out to catch Number One. Number Three may
catch either Two or One, but neither of them may catch him. The last
player out may catch any of the other players. At any time a player
may run back to his den, after which his again issuing forth gives him
the advantage over all others who may then be out, as he may catch
them. As the players are gradually gathered into different parties,
the game becomes more concentrated, and the side wins that captures
all of the players.

One player may catch only one opponent at a time.



EXCHANGE

(Numbers Change; French Blind Man's Buff)


_10 to 30 or more players._

_Parlor; gymnasium; playground._

One player is blindfolded and stands in the center. The other players
sit in chairs in a circle around him. It is advisable to have the
circle rather large. The players are numbered consecutively from one
to the highest number playing.

The game may start with the players sitting in consecutive order, or
they may change places at the outset to confuse the blindfold player,
although the changing of places takes place very rapidly in the course
of the game. The blindfold player calls out two numbers, whereupon the
players bearing those numbers must exchange places, the blindfold
player trying meanwhile either to catch one of the players or to
secure one of the chairs. Any player so caught must yield his chair to
the catcher. No player may go outside of the circle of chairs, but any
other tactics may be resorted to for evading capture, such as
stooping, creeping, dashing suddenly, etc.

     This game may be one of the merriest possible games for an
     informal house party. The writer recalls one such occasion when
     a prominent manufacturer was blindfolded and had located two
     players whose numbers he called for exchange, one of them a
     newly graduated West Point lieutenant, the other a college
     senior. The business man stood in front of the chair occupied
     by the lieutenant and close to it, taking a crouching attitude,
     with his feet wide apart and arms outspread ready to grasp the
     victim when he should emerge from his chair. Noiselessly the
     lieutenant raised himself to a standing position in his chair,
     and then suddenly, to shouts of laughter from the company,
     vaulted over the head of his would-be captor, while at the same
     moment the collegian crawled between his feet and took
     possession of the chair.



FARMER IS COMING (THE)


_10 to 30 or more players._

_Playground; gymnasium._

One player, chosen to be the farmer, is seated. The remaining players,
standing at a distance, select a leader who taps some of them on the
shoulder as an invitation to go with him to the farmer's orchard for
apples. Thereupon they leave their home ground, which has a determined
boundary, and approach as near to the farmer as they dare. The game is
more interesting if they can do this from various sides, practically
surrounding him. Suddenly the farmer claps his hands and all players
must stand still, while the leader calls out, "The farmer is coming!"
The players try to get safely back to their home ground, the farmer
chasing them. He may not start, however, until the leader has given
his warning. Any player caught by the farmer changes places with him.

     For the parlor or class room.--This game adapts itself well to
     indoor use, the farmer sitting on a chair in the middle of the
     room if in a parlor, or at the teacher's desk if in a
     schoolroom. The players are home when in their seats, and the
     farmer, to catch them, must tag them before they are seated.

     This is a particularly enjoyable game for an older person to
     play with children, the former enacting the farmer.



FENCE TAG


_4 to 30 or more players._

_Indoors; out of doors; schoolroom._

This game is a great favorite with boys for outdoor play, but may also
be used in the gymnasium, various pieces of apparatus being used in
lieu of a fence.

A certain length of fence is chosen for the game. The one who is It
gives the other players a slight start in which to vault over the
fence, when he immediately vaults over and tries to tag them. This
tagging may be done only when both players are on the same side of the
fence.

The dodging is made almost or quite entirely by vaulting or dodging
back and forth across the fence within the length or boundaries
previously determined. Any player tagged must change places with the
one who is It.

FOR THE SCHOOLROOM.--This game may be used in the schoolroom by
vaulting over the seats. When played in this way, it is not allowable
to reach across seats or desks to tag a player. The tagging must be
done in the same aisle in which the tagger stands.



FIRE ON THE MOUNTAINS


_10 to 30 or more players._

_Playground; gymnasium._

[Illustration diagram: FIRE ON THE MOUNTAINS]

A number of stools are placed in a circle with considerable space
between them, there being two stools less than the number of players.
If played out of doors, a stone may be used to sit on in place of a
stool, or the players may stand, each on a spot or base marked on the
ground. One of the odd players is a leader, and sits or stands in the
center; the remainder are circle men and take each his place on a
stool or base, the other odd man standing anywhere in the circle
between the bases. The object of the game is for the circle men to
change places on a signal given by the leader, each player trying to
secure a stool and avoid being the odd man. The longer the distance
between stools or bases the greater the sport. The running must be
done in a circle outside of the bases, and no crosscuts through the
circle are allowed. The player in the center repeats in rapid time the
following lines:--

    "Fire on the mountain, run, boys, run!
     You with the red coat, you with the gun,
     Fire on the mountains, run, boys, run!"

At any time, at the close of the verse, or unexpectedly, by way of
interruption to it, the center player will call "Stool!" or "Base!"
when all of the players must change bases. There will thus be one odd
player left out. This player then steps one side and is out of the
game, taking with him a stool belonging to one of the players, so that
the number of stools is reduced by one; if bases are used, one is
crossed out to show it is out of the game. The center player, who
remains caller throughout, then repeats the verse and the signal for
changing.

For each round of the game one player and one stool are taken out of
the circle, until but two players and one stool are left. These two
finish the game by circling the stool and some objective point a
couple of yards away; when the signal to change is then given, the
last one of the two to reach the stool becomes the leader for the next
game.

VARIATION.--This game may be played without eliminating a player for
each round. In this form, each player who is left out when stools or
bases are taken must pay a forfeit, but continues actively in the
game. The forfeits are redeemed when each player has been odd man at
least once.

In this form of the game, instead of having one leader throughout, the
leader (center man) should try to secure a stool for himself when the
others change, the odd man becoming leader. There should then be but
one stool or base less than the number of players.

     This is a Scotch game, the reference to signal fires on the
     mountains, to red coats, and guns, having an obviously historic
     origin.



FLOWERS AND THE WIND (THE)


_4 to 30 or more players._

_Indoors, out of doors._

This game is suitable for little children. The players are divided
into two equal parties, each party having a home marked off at
opposite ends of the playground, with a long neutral space between.
One party represents a flower, deciding among themselves which flower
they shall represent, as daisies, lilies, lilacs, etc. They then walk
over near the home line of the opposite party. The opposite players
(who represent the wind) stand in a row on their line, ready to run,
and guess what the flower chosen by their opponents may be. As soon as
the right flower is named, the entire party owning it must turn and
run home, the wind chasing them. Any players caught by the wind before
reaching home become his prisoners and join him. The remaining flowers
repeat their play, taking a different name each time. This continues
until all of the flowers have been caught.



FOLLOW CHASE


_10 to 30 or more players._

_Gymnasium; playground._

The players stand in a circle with arms stretched sideways, resting on
each other's shoulders, thus making a wide distance between. One
player is chosen for runner and one for chaser. The game starts with
the runner in one of the spaces under the outstretched arms of the
players, and the chaser in a similar position on the opposite side of
the circle. At a signal from a leader both start, the runner weaving
in and out between the players or dashing across the circle in any way
that he sees fit; but the chaser must always follow by the same route.
If the runner be caught, he joins the circle; the chaser then takes
his place as runner and chooses another player to be chaser.

The leader (who may be one of the players) may close the chase if it
becomes too long by calling "Time!" when both runners must return to
their places in the circle, new ones taking their places.

For large numbers there may be two or more runners and an equal number
of chasers, or the players may be divided into smaller groups.

     With various modifications, this game is found in many
     countries. As given here, it is of Italian origin.



FOLLOW THE LEADER


_5 to 60 or more players._

_Playground; gymnasium; parlor; schoolroom._

One player, who is especially resourceful or skillful, is chosen as a
leader. The others all form in single file behind him, and imitate
anything that he does. The leader aims to keep the line moving, and
should set particularly hard tasks for them, such as climbing or
vaulting over obstacles, under others, jumping to touch high points or
objects, going through difficult feats, jumping certain distances,
taking a hop, skip, and jump, walking backward, turning around while
walking, walking or running with a book on the head, etc. Any one
failing to perform the required feat drops out of the game or goes to
the foot of the line; or at the pleasure of the players may pay a
forfeit for the failure and continue playing, all forfeits to be
redeemed at the close of the game.


[Illustration: FORCING THE CITY GATES

_Reprinted from Dr. Isaac T. Headland's "The Chinese Boy and Girl," by
kind permission of Messrs. Fleming H. Revell & Co._
]



FORCING THE CITY GATES


_10 to 30 or more players._

_Playground; gymnasium._

Two captains are selected, who alternately choose players until all
are in two groups. The two sides then line up in two straight lines,
facing each other about ten feet apart, and holding hands, each line
representing the gates of a city. The captains dispose their men in
line as they see fit, but it is advisable to alternate the larger or
stronger players with the smaller or weaker ones, to equalize the
strength at the points of attack. The captain of one side then names
one of his players, who steps forward and tries to break through the
hands of the opposing side, or he may dodge under them. If he does not
succeed in one place, he may try in another, but may not have more
than three trials. Should he succeed in breaking the opposing line or
dodging under, he returns to his side, taking the two whose hands had
been parted or evaded, as prisoners to reënforce his side. Should he
fail in the third attempt, he is to remain on the side of his
opponents. The captains alternate turns in sending forth a man to
"force the city gates." The players taken from the opposing side must
thereafter work for the side to which they are taken captive, each
prisoner being placed in the line between two of the original team.
The side wins which eventually secures all of the opposing players.
The action may be made more rapid where a large number are playing by
sending out two or more players at once.

     This is a Chinese game, recorded by Dr. Headland, who has
     kindly supplied additional points to the author. Some
     modifications for large numbers have been found advisable under
     American school conditions.



FORTRESS


_10 to 100 players._

_Out of doors; gymnasium._

     This is one of the very strenuous games based on the idea of
     warfare. The underlying idea is exactly opposite to that of
     Robbers and Soldiers, being a game of attack and defense rather
     than of chase and capture.

[Illustration diagram: FORTRESS]

A fortress is marked on the ground, in the shape of a large square or
oblong, the size differing with the area at disposal and the number of
players. It should be not less than twenty-five by forty feet in
dimensions. One or more sides of this may be situated so as to be
inclosed by a wall or fence. A line should be drawn five feet inside
of the fortress boundaries and another five feet outside of it; these
mark the guard lines or limits for making prisoners. Each party
should also have its prison--a small square marked in the center of
the fortress for the defenders, and another at some distant point for
the besiegers.

The players are divided into two equal parties, each under the command
of a general, who may order his men at any time to any part of the
battle. One party of players are defenders of the fortress, and should
scatter over it at the beginning of the attack and keep a sharp
lookout on unguarded parts at any time. The other players, forming the
attacking party, scatter under the direction of their general to
approach the fortress from different directions. This may be done in a
sudden rush, or deliberately before attacking. At a signal from their
general, the besiegers attack the fortress.

The method of combat is entirely confined to engagements between any
two of the opposing players, and is in general of the nature of a "tug
of war." They may push, pull, or carry each other so long as they
remain upright; but wrestling or dragging on the ground are not
allowed. Any player so forced over the guard line becomes a prisoner
to his opponent and is thereafter out of the game. If he be a
besieger, captured by a defender, he is placed within the prison in
the center of the fortress, and may not thereafter escape or be freed
unless the general should make an exchange of prisoners. Should he be
a defender, pulled over the outer guard line by a besieger, he is
taken to the prison of the attacking party, subject to the same rules
of escape. In the general engagement, players of equal strength should
compete, the strong players with strong ones, and _vice versa_. The
commanders should each give general directions for this to their men
before the engagement opens.

The battle is won by either party making prisoners of all of the
opponents. Or it may be won by the besiegers if one of their men
enters within the guard line inside the fortress without being touched
by a defender. Should a player accomplish this, he shouts "Hole's
won!" Whereupon the defenders must yield the fortress, and the two
parties change places, defenders becoming besiegers, and _vice versa_.
The possibility of taking the fortress in this way should lead to
great alertness on the part of the defenders, as they should leave no
point unguarded, especially a fence the enemy might scale. The guard
line should be drawn inside any such boundaries, and a player entering
in this way must of course get inside the guard line as well as over
the fence. The attacking party on its part will use all possible
devices for dashing into the fortress unexpectedly, such as engaging
the players on one side of the fort to leave an unguarded loophole for
entering at another.

The attacking general may withdraw his forces at any time for a rest
or for conference; either general may run up a flag of truce at any
time for similar purposes. Under such conditions the generals may
arrange for an exchange of prisoners; otherwise there is no means of
freeing prisoners.



FOX AND GEESE

(For other games sometimes known by this title, see _Fox Trail_
and, in the division of Quiet Games, _Naughts and Crosses_.)


_10 to 30 or more players._

_Playground; gymnasium._

One player is chosen to be fox and another to be gander. The remaining
players all stand in single file behind the gander, each with his
hands on the shoulders of the one next in front. The gander tries to
protect his flock of geese from being caught by the fox, and to do
this spreads out his arms and dodges around in any way he sees fit to
circumvent the efforts of the fox. Only the last goose in the line may
be tagged by the fox, or should the line be very long, the last five
or ten players may be tagged as decided beforehand. It will be seen
that the geese may all coöperate with the gander by doubling and
redoubling their line to prevent the fox from tagging the last goose.
Should the fox tag the last goose (or one of the last five or ten, if
that be permissible), that goose becomes fox and the fox becomes
gander.

A good deal of spirit may be added to the game by the following
dialogue, which is sometimes used to open it:--

The fox shouts tantalizingly, "Geese, geese, gannio!"

The geese reply scornfully, "Fox, fox, fannio!"

Fox, "How many geese have you to-day?"

Gander, "More than you can catch and carry away."

Whereupon the chase begins.

     This game is found in almost all countries, under various names
     and representing different animals.



FOX AND SQUIRREL


_20 to 60 players._

_Schoolroom._

The players sit in their seats facing toward the aisles, so that each
two adjacent lines have their feet in the same aisle and face each
other. The game consists in passing or tossing some object (the
squirrel), such as a bean bag, basket ball, or hand ball from one
player across the aisle to another and back again, zigzagging down
each aisle, to be followed at once by a second object (the fox); the
effort being to have the fox overtake the squirrel before the end of
the line is reached.

     With very little children, passing is better than tossing; but
     with older children, or even with little ones, when more
     experienced, it is well to use the game as a practice for
     tossing and catching. The action should be very rapid. The game
     makes much sport for young children, and they are very fond of
     it.



FOX TRAIL (DOUBLE RIM)

(Fox and Geese; Half Bushel)

(See also _Fox Trail_ (_Single Rim_).)


_3 to 30 or more players._

_Out of doors; indoors; snow._

     This form of Fox Trail, like the Single Rim game, is
     distinctively a snow game, but may be used anywhere that a
     large diagram may be marked on the ground or floor. This game
     differs from the Single Rim in the size and complexity of the
     diagram, there being two rims to the wheel instead of one. It
     also differs in the fact that there is one more player than the
     number of dens for the foxes, and in the methods by which the
     foxes may run or be chased.

A large diagram is drawn on the ground, resembling a wheel with two
rims. In the snow this is trampled with the feet like a path; on bare
ground or damp sand it may be drawn with the foot or a stick; in the
gymnasium or on a pavement it may be drawn with chalk. The outer rim
should measure from thirty to forty feet in radius; the inner rim
should be ten feet from this. Across the circles are drawn straight
lines resembling the spokes of a wheel, the number being governed by
the number of players. Where these spokes touch the outer rim, a den
or goal is marked for the foxes, there being one goal less than the
number of foxes.

[Illustration diagram: FOX TRAIL (Double Rim)]

One player, who is chosen as hunter, stands at his goal in the center
or hub of the wheel. The balance of the players, who are foxes, take
each a place in a den on the outer rim, with the exception of the odd
fox, who stands elsewhere on the rim, trying to get a den whenever he
can. The object of the game is for the foxes to run from den to den
without being caught by the hunter. The method of running, however, is
restricted. Both foxes and hunter are obliged to keep to the trails,
running only on the lines of the diagram.

It is considered poor play to run from den to den around the outer
rim, as there is practically no risk in this. The foxes may run in any
direction on any trail, on the spokes of the wheel, or on either of
the rims. They may turn off on the intersecting trail at any point,
not being obliged to run entirely across to the opposite side of the
rim, as in the simpler diagram given for the other game of this name.
No fox, however, may turn back on a trail; having once started, he
must keep on to the next intersecting point. Whenever the hunter
succeeds in tagging a fox, the two players change places, the fox
becoming hunter and the hunter fox.

[Illustration diagram: FOX TRAIL (Single Rim)]

     This game is excellent sport, and is one of the most
     interesting and popular of the chasing games. It is one of the
     very few distinctive snow games.



FOX TRAIL (SINGLE RIM)

(Fox and Geese; Half Bushel)

(See also _Fox Trail_ (_Double Rim_).)


_3 to 20 players._

_Out of doors; snow; seashore; gymnasium._

     This is one of the few distinctive snow games, but may be
     played anywhere that a large diagram may be outlined on the
     ground. It is very popular with children, and makes an
     admirable game for older players as well. See the more
     complicated form, with double-rim diagram, preceding this.

A large circle from fifteen to thirty feet in diameter should be
marked on the ground and crossed with intersecting lines like the
spokes of a wheel, there being about five such lines (ten spokes). The
more players there are, the larger should be the circle and the
greater the number of spokes; but there is no fixed relation between
the number of spokes and players. If played in the snow, this diagram
may be trampled down with the feet; if on the fresh earth or sand, it
may be drawn with the heel or a stick; or if in a gymnasium or on a
pavement, marked with chalk.

One player is chosen to be It or Hunter. He stands in the center, that
is, on the hub of the wheel. The other players scatter around the rim
and are foxes. They are not stationed at any one point as in the
Double Rim game, but run or stand anywhere around the rim when not
dashing across the spokes. The object of the game is for the foxes to
cross the wheel to some opposite point without being tagged by the
hunter. They may only run, however, on the prescribed trails,--that
is, on the lines of the diagram. In this form of the game (the Single
Rim diagram) they may run only straight across, and are not at liberty
to turn an angle at the hub and seek refuge over any other trail than
the direct continuation of the one on which they started. The hunter
changes places with any one whom he tags.



FRENCH TAG


_4 to 60 or more players._

_Indoors; out of doors._

In this form of tag certain boundaries are agreed upon beyond which
players may not run, though they may climb or jump over any obstacles
within the boundaries.

Any player who goes outside of the bounds is at once declared to be It
by the pursuer. Otherwise the game is like ordinary tag, any player
who is tagged by the chaser becoming It. (See _Tag._)



FROG IN THE MIDDLE


_10 to 30 or more players._

_Parlor; gymnasium; playground._

One player is chosen for the frog, and sits in the center on the floor
with his feet crossed in tailor fashion. Where there are more than
twenty players, it is well to have at least two such frogs. The other
players stand in a circle around the frog, repeating, "Frog in the
sea, can't catch me!" They dance forward toward the frog and back,
tantalizing him and taking risks in going near him, the object of the
game being for the frog to tag any one of them, whereupon he changes
places with such player. The frog may not at any time leave his
sitting position until released by tagging another player.



GARDEN SCAMP


_10 to 30 or more players._

_Playground; gymnasium; schoolroom; parlor._

This game is a great favorite with children, and may be made an
opportunity for much sport with youths and older players.

All but two of the players form a ring by clasping hands, the
inclosure serving as the garden. Within this one of the odd players
who is assigned to be the scamp takes his place. The other odd player,
the gardener, moves around on the outside of the circle.

The gardener calls to the scamp inside, "Who let you in my garden?"
and the scamp answers, "No one!" whereupon he starts to run away, the
gardener chasing him. The gardener must take the same path followed by
the scamp in and out under the arms of the players, who must lift
their hands to let them pass. The gardener must also go through all of
the movements performed by the scamp, who may jump "leapfrog" over any
player in the circle, turn somersaults, crawl between the legs of a
circle player, double unexpectedly on his path, circle around one of
the players, or resort to any other device for making the chase
difficult. If the scamp be caught, he becomes gardener, and the
gardener joins the circle. The former scamp, now gardener, chooses a
new scamp to go into the circle.

Should the gardener fail to follow in the exact path of the scamp, or
to perform any of the feats or antics of the scamp, the gardener must
at once join the ring, and the scamp then has the privilege of
choosing a new gardener.

FOR THE SCHOOLROOM.--This game may be played by the entire class
forming a circle around the room as close to the seats as possible to
leave room for the chase outside the circle. Where seats can be turned
up, this should be done, to give the runners opportunity to cross and
recross the center space easily. The scamp, however, may vault over
seats in his efforts to escape or delay the gardener.



GOING TO JERUSALEM


_10 to 60 or more players._

_Parlor; gymnasium; schoolroom._

A row of chairs is placed in the center of the room, so that they face
alternately in opposite directions, one chair to one side, the next to
the opposite side, etc. There should be one chair less than the number
of players. The game is most interesting when played with musical
accompaniment.

The game starts with all the players seated in the row of chairs
except one. This odd one is the leader, and his first object is to
recruit the players for his trip to "Jerusalem." He carries a cane and
walks around the row repeating, "I'm going to Jerusalem! I'm going to
Jerusalem!" in singsong. Every few moments he stops at his discretion
and knocks with his cane on the floor behind the chair of some player.
Immediately the player thus summoned rises from his chair and follows
the leader, sometimes having a lively scramble to encircle the row of
chairs and catch up with him. The next player knocked for follows this
one, and so on, until all are moving around in single file. The leader
may reverse his direction at pleasure. This general hurry and
confusion for the start may, with a resourceful leader, add much to
the sport of the game.

When the players are all recruited, they continue to march around the
row of chairs, the main object of the game being the scramble for
seats when the music stops, or upon some other signal to sit if there
be no music.

The musician will add to the interest of the game by varying the time
of the march from slow and stately time to "double quick." At any
moment, after all the players are marching, the music may stop
suddenly. Whenever this happens, the players all scramble for seats.
There will be one odd player left without a seat. This player is
thenceforth out of the game and retires to one end of the room,
taking with him one of the chairs. This continues until there are only
two players encircling one chair, and the one who secures it wins.

Where two players reach a chair at nearly the same time, the chair
belongs to the one who first reached it, or who is sitting more fully
on it. Sitting on the arm of a chair does not count, nor touching it
with the hands or knees.

FOR THE GYMNASIUM.--When played in a gymnasium, a row of gymnasium
stools may be used instead of chairs, and the gathering up of the
players omitted, the game starting with the stools empty.

FOR THE SCHOOLROOM.--When played in the schoolroom, the game starts
with all of the players ready to march, the first part of the game, in
which they are recruited, being omitted. The class should march in
serpentine form up one aisle and down the next, etc., instead of
encircling a row of seats. There should be for a large class from one
to six less seats than the number of players. For instance, one seat
should be counted out in each row or each alternate row. The seat that
is not in play may be designated by turning it up, if of that variety,
and by placing a book on the desk belonging to it.

Wherever played, the game may be carried on without music, simply by
the leader or teacher beating time and stopping when players are to
sit; or he may give a signal or a command to "Sit!"



GOOD MORNING


_10 to 60 or more players._

_Schoolroom; parlor._

     This is a very pretty sense-training game,--cultivating
     discrimination through the sense of hearing. Little children
     are very fond of it, and it is most interesting and surprising
     to note the development of perceptive power through the playing
     of the game.

One player blinds his eyes. He may do this by going to a corner of the
room and facing the wall, with his hand over his eyes; or a very
pretty method is to have him go to the teacher or leader, with his
face hidden in her lap, and her hands on either side of his head, like
the blinders of a horse.

The teacher then silently points to some other player in the class,
who rises at once and says, "Good morning, David!" (or whatever the
child's name may be). The little guesser, if he has recognized the
voice, responds with, "Good morning, Arthur!" (or other name). If he
does not guess the voice after the first greeting, the child may be
required to repeat it, until the guesser has had three trials. Should
he fail on the third trial, he turns around to see who the player was,
and changes places with him. If he names the right player, the guesser
retains his position until he fails to guess the voice of the one
greeting him, one player after another being required to stand and
give the greeting "Good morning!"

When pupils have become somewhat proficient in the guesser's place,
the others should be required to change their seats after the guesser
has blinded his eyes, so that he will not be assisted in his judgment
by the direction from which the voice comes, which is very easily the
case where the other players are in their accustomed seats.

Of course the greeting will be varied according to the time of day,
being "Good afternoon!" or "Good evening!" as may be appropriate.
Occasionally, in a school game, a pupil from another room may be
called in. Should a strange voice be heard in this way, the little
guesser is considered correct if he answer, "Good morning, stranger!"



GUESS WHO


_10 to 30 or more players._

_Playground; gymnasium; parlor; schoolroom._

Where there are more than ten players, it is desirable to have them
separated into several groups. Each group has a leader, and lines up
in rank (side by side), with the leader in the middle. One odd player
stands in front of the line, facing it.

    The odd player asks:--
      "Have you seen my friend?"

    The line answers,
      "No."

    First player:--
      "Will you go and find him?"
      "Yes."
      "Put your finger on your lips and follow me!"

The player in front then turns around and, with finger to his lips,
runs to another part of the ground, all of the row falling in behind
and following him, each player with finger on lips. When they have
reached a new position, the first player stops with his back to the
line, which re-forms in a new order under the direction of its leader,
so that the players do not stand in the same relative positions as
when the odd player faced the line. One player from the row selected
by the leader now steps forward behind the odd player and says, trying
to disguise his voice, "Guess who stands behind you!"

If the odd player guesses correctly, he retains his position, turns
around, and the dialogue begins over again. If the guess be wrong, the
one who is It changes places with the one whose name he failed to
guess.



GYPSY


_5 to 10 players._

_Indoors; out of doors._

     This is one of the traditional dramatic games, obviously an
     abbreviated form of _Mother, Mother, the Pot Boils Over!_

One player is selected for gypsy, and one for the mother. The others
are children. The gypsy remains in hiding while the mother says to her
children, pointing to the different ones in turn:--

    "I charge my children every one
     To keep good house while I am gone;
     You and you, but specially you,
     Or else I'll beat you black and blue."

The mother then goes away and blinds her eyes. During her absence the
gypsy comes in, takes away a child, and hides her. The gypsy repeats
this until all of the children are hidden. The mother returns and
finds her children gone, whereupon she has to find them. When all have
been found and brought back home, all chase the gypsy.



HANG TAG


_10 to 100 players._

_Playground; gymnasium._

One player is It, or chaser, and changes places with any other player
whom he can touch (tag). In this form of the game, however, any
player may escape being tagged by hanging from anything overhead which
will enable him to lift his feet from the floor. When played out of
doors, where there are trees, players will naturally jump to catch
hold of the branches of the trees. In a playground or gymnasium pieces
of apparatus may be used for the same purpose. A player is considered
immune if, instead of hanging by his hands, he throws himself across
some obstacle, such as a fence, which enables him to lift his feet
from the ground.

The game is very uninteresting if players each choose a place and
remain close to it in the intervals of the game; but it may be made
full of sport if each will take risks and run from point to point,
taunting the one who is It by going as near him as possible, or
allowing him to approach closely before springing for the overhead
support. The one who is It may not linger near any player to the
extent of trying to tire him out in the hanging position, but must
move rapidly from one to another.

A very interesting form of this game for the gymnasium allows no two
players to hang from the same piece of apparatus; the last one taking
possession has the right to remain hanging on the apparatus, the one
before him being obliged to run at once for another place. This keeps
the players moving and makes the game very lively.

TREE TOAD.--This is a form of Hang Tag played by the modern Greeks. It
is played where there are trees, the players jumping to clasp the
trunk of the tree as a means of lifting their feet from the ground
when the branches are too high to reach. This makes a very funny,
vigorous, and interesting form of the game, to be played in a grove or
shaded lawn.



HAVE YOU SEEN MY SHEEP?


_10 to 30 or more players._

_Playground; parlor; gymnasium; schoolroom._

The players stand in a circle. One walks around on the outside, and
touching one of the circle players on the back, asks, "Have you seen
my sheep?" The one questioned answers, "How was he dressed?" The
outside player then describes the dress of some one in the circle,
saying, for instance, "He wears a red necktie; he is dressed in gray
and has low shoes." The one questioned then names the player whom he
thinks this describes, and if right, at once begins to chase him
around the outside of the circle. Each of the circle players must be
very alert to recognize himself in the description given by the
outside player, for immediately that he is named he must run around
the outside of the circle, chased by the player who guessed, and try
to reach his own place before being tagged. The one who gives the
description does not take part in the chase. Should the runner be
tagged before returning to his place, he must take the place of the
questioner, running in his turn around the outside of the circle and
asking of some player. "Have you seen my sheep?"

IN THE SCHOOLROOM.--The players remain seated, with the exception of
the one who asks the first question of any player he chooses. This
player at once stands, guesses the player described, and chases him
around the room, the one chased trying to gain his seat before being
caught. If caught, he becomes questioner; if not caught, the same
questioner and guesser play as before.



HIDE AND SEEK


The following games of hiding and seeking will be found in
alphabetical order:--

     Hide and Seek
     I spy!
     Ring-a-lie-vio
     Run, Sheep, Run!
     Sardines
     Smuggling the Geg
     Ten Steps
     Yards Off



HIDE AND SEEK


_2 to 20 or more players._

_Indoors; out of doors._

This is a simple form of "I spy," played by very little children. One
covers his eyes or blinds and the others hide. When securely hidden,
they call "Coop!" and the one who is It goes in search of them. The
call of "Coop!" may be repeated at the discretion of the hider. In
this game the object is won when the searcher discovers the hidden
players. There is no race for a goal as in "I spy."



HIDE THE THIMBLE

(Magic Music)


_5 to 60 players._

_Schoolroom; parlor._

One player is sent from the room; while absent, one of those remaining
hides a thimble, a cork, or some small object which has been
previously shown to the absent one. When the object is hidden, the
absent player is recalled, and proceeds to hunt for the hidden object.
While he is doing this, the others sing or clap their hands, the sound
being very soft and low when the hunter is far away from the object,
and growing louder as he approaches it. The piano music is desirable,
but for schoolroom use singing is found to be more interesting for
all, as well as often more practicable. For very little children hand
clapping is pleasing and sometimes more easily used than singing.



HIGH WINDOWS


_10 to 30 or more players._

_Playground; gymnasium._

All of the players but one join hands in a circle. The odd player in
the center runs around on the inside of the circle and hits one of the
players with a wisp of grass, if the game be played out of doors, or
tags him if played indoors. Both players then run out of the circle,
it being the object of the player who was tagged to catch the odd
player before he can run three times around the outside of the ring.
As the runner completes his third time around, the players in the
circle cry "High Windows!" and raise their clasped hands to let both
of the players inside. Should the one who is being chased succeed in
entering the circle without being tagged, he joins the circle and the
chaser takes his place in the center. Should the chaser tag the
pursued before he can circle the ring three times and dodge inside at
the close, the chaser returns to the circle and the one caught goes
again into the center.

It is permissible to vary the chase by running away from the immediate
vicinity of the circle. Should the chase then become too long, the
circle players may call "High Windows!" as a signal for the runners to
come in. This call is made at the discretion of a leader, whether he
be one of the circle players appointed for that purpose, or a teacher.



HILL DILL


_10 to 30 or more players._

_Playground; gymnasium._

Two parallel boundary lines are drawn from thirty to fifty feet apart;
or the game is often played between the curbings of a street,

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