Project Gutenberg's Games Without Music for Children, by Lois Bates

This eBook is for the use of anyone anywhere at no cost and with
almost no restrictions whatsoever.  You may copy it, give it away or
re-use it under the terms of the Project Gutenberg License included
with this eBook or online at www.gutenberg.net


Title: Games Without Music for Children

Author: Lois Bates

Release Date: August 23, 2011 [EBook #37165]

Language: English

Character set encoding: ISO-8859-1

*** START OF THIS PROJECT GUTENBERG EBOOK GAMES WITHOUT MUSIC FOR CHILDREN ***




Produced by Emmy and the Online Distributed Proofreading
Team at http://www.pgdp.net

[i]

GAMES WITHOUT MUSIC

[ii]

[iii]

GAMES WITHOUT MUSIC
FOR CHILDREN

[v]

PREFACE

Those of the Games referring to special subjects, such as 'Sewing,' etc., may be used in the lesson time devoted to such subjects, and the 'Guessing Rhymes,' Nos. 51 to 97, may sometimes be given between lessons. For notes on these, see p. 87.

'Games for the Playground' and a few of those immediately preceding are old games with new rhymes.

It is hoped that some of the plays (Nos.[vi] 12 to 20, e.g.) will help to teach the children important truths that are difficult for them to learn in the abstract, but which represented and practised in childish play may make an impression on their plastic little minds. Many of the Games are suitable for home use, and will probably be played there by the children after being learnt in school.

If the Games help to make school brighter and pleasanter for teacher and children their object will be gained.

Saltaire.

[vii]

CONTENTS

ILLUSTRATIONS

[1]

GAMES WITHOUT MUSIC
FOR
CHILDREN

I. GAMES FOR THE SCHOOLROOM

Directions.—The table may be laid by two children only, or several may be employed, but different children should take part each time the game is played, so that all may learn how to carry the cups, &c., and how to place them.

Verse 1. Two little girls step forward and lay the cloth.

Verse 2. The cups and saucers are brought on a tray, and placed in rows at one end of the table.

Verse 3. One child brings plates on a tray and places them one by one round the table, while another follows with serviettes on a small tray, and places one to the right of each plate.

Verse 4. The sugar, milk, &c., are placed in position.

Verse 5. One or two plates of bread and[3] butter are put on the table, and then the chairs are placed ready.

Verse 6. The bell is rung, and the children who are to sit at table take their places.

This game may be played immediately after the one preceding, or it may be used alone. The children seat themselves at the table, the 'Mother' sitting at one end and the 'Father' at the other. When all the cups are filled and passed, the following lines are repeated:

Instructions.—Verse 1. Children rise from table, and each carries chair to the place where it should go.

Verse 2. A child brings a little tray, and, walking round the table, takes up all the napkins, putting them on the tray one by one. A second child follows with another tray, and takes up the plates in the same manner.

Verse 3. Two children remove the cups and saucers, each having a tray.

Verse 4. The coffee-pot, milk-jug, and sugar-basin are taken away on a tray.[6]

Verse 5. The cloth should be taken off carefully, so that the crumbs are not spilt, or if a toy crumb brush and tray can be obtained, the crumbs may be removed before the cloth is taken up.

Scales and weights are required for this game.

Before commencing let the children see the different weights, and hold them one after the other in their hands.

The following rhymes may assist the scholars to remember the various weights:

The four weights given above will be sufficient at first for little children, but more may be added as they become familiar with these. When the scholars have learnt to distinguish the pound, ounce, &c., they may come out in turn and weigh various objects.

It would be well to explain that solid objects occupy less room than lighter substances—that a pound of feathers, e.g., would take up a large space, while a pound of lead would go into a very small compass.

Guessing Game.—When the object to be weighed has been chosen, a number of children are allowed to come out and hold it in turn, and say what they think is its weight. As the object is handed to the first child, the teacher says:

Each child takes the object in its hand and guesses. The article is then weighed, and the child who has guessed most nearly its correct weight is allowed to choose the next object for weighing, and to call out the[8] children who are to guess. He hands it to the first child, repeating the words of the rhyme.

Before playing this game, the children should be well accustomed to the use of the foot-rule, marked with inches (cost, &c.[1]). Each child should have a foot-rule and measure its book, pencil, desk, &c.; it should also be taught to draw lines of different lengths with the rule on its slate; thus, teacher might say, 'Draw a standing-up (vertical) line six inches long,' or, 'Draw a lying-down (horizontal) line four inches long,' and so on. The children will thus get accustomed to estimating the length and breadth of objects, and will be able to play the game.

Suppose the slate to be the object chosen,[9] the teacher holds it up so that all may see it, and then repeats the lines:

The children who are ready to answer then put their hands out, and the one who guesses correctly (or most nearly correctly) has the privilege of asking the next question, and stands in front of the class in readiness. Before proceeding, however, the first object should be measured, so that all may see that the answer was correct.

Perhaps the pencil may be the next object chosen, or a window-pane, ball-frame, desk, duster, book, &c., and instead of length, we may have breadth. The words would then be:

The children should be taught to listen attentively, so that they may know whether[10] length or breadth is to be guessed; the meaning of the two terms should, of course, be explained previously.

If circular objects are chosen for measurement, the word 'girth' must be substituted for 'length.' This form of object should only be used for the older children, as it is much more difficult. To measure a circular object, a string should be passed round it, and the string should then be measured with the foot-rule.

Sometimes the word height may be substituted, as, for instance, in measuring the height of a plant or a child. The children will enjoy the latter very much.

The shopman should stand behind a table or desk, and have articles made up in[11] parcels ready for sale. 'The Shop' described in 'Kindergarten Guide,' p. 230,[1] would do nicely for this game.

The children who go shopping should be dressed in outdoor costume, and each carry a basket. They should also have money; imitation cardboard coins (for cost[2]) would do. (Customer walks up to the counter.)

Good morning, ma'am, how do you do? And pray what can I get for you?

The children should also ask for other articles, without using the rhymes, and they should be encouraged to speak clearly and distinctly, and to address the shopman civilly. This will be likely to assist them in going errands for mother.

Instructions.—The children should be sitting at desks or tables, and each child should have a ¾ yard length of tape or ribbon, one inch in width, and a book with stiff cover. The teacher should first show how to tie the bow by passing her ribbon round the neck or wrist of a child, and performing the various movements as they are mentioned in the rhymes and shown in the illustrations. This should be done[15] several times very slowly, the words being repeated either by teacher only or by all. When the children begin to tie the ribbon each round its own book, the teacher should show the various movements as they occur, performing them simultaneously with the scholars. (The numbers refer to fig. 1, which shows the various steps in order.)

Each child should have a thimble, and the teacher should have one also. A short conversation about the thimble should precede the game—how it is smooth inside and rough outside. What makes it rough? What are the little holes for? Which is the rim? &c.

(The teacher, if facing the children, should use the left hand for right.)

(N.B. In this game, as in No. 8, the teacher, as she faces the scholars, should use her left hand each time the children use the right.)

If the children have been taught the use of the thimble (Game No. 8), they should wear it during this game.[18]

After practising this game several times, the children will be ready for the sewing drill given on p. 270, 'Kindergarten Guide.'

Each child should have a pair of knitting-pins ([A]wooden ones are the best for learning), and the teacher should have a pair also. As the teacher stands facing the children, her left hand is opposite to their right, and she should, consequently, use her left needle to take the stitch, &c., otherwise the children will be confused.

When the above game has been repeated several times, the children will be ready for the Knitting Drill given on p. 274 of 'Kindergarten Guide.'

Fig. 2.—the sign-post

[23]

Directions.—The children make roads by standing in lines (see diagram). Four children should stand at the place marked × (see fig. 2), one child facing each road, and holding in its two hands a good-sized strip of cardboard, with the name of a town or village to which the road is supposed to lead printed thereon. It would be well to use the names of places in the district with which the children are familiar. Some of the children must be little travellers, and come walking up the different roads until[24] they reach the sign-post, then all repeat the lines:

The travellers should be told the names on the sign-post before starting, and each should choose the place to which he will journey. After the lines are repeated, each traveller takes the road that leads to his destination.

Preliminary.—One of her Majesty's inspectors remarked on one occasion that he could judge of the intelligence and manners of a school by the way in which its scholars playing in the street would reply if asked a question as to the whereabouts of any particular place in the locality.

It is doubtless desirable that children[25] should know something of the streets and roads of the district in which they live, and if they have clear ideas as to the meaning of 'right' and 'left,' the following game should help them in describing the position of places.

The streets may be made by the children themselves standing in rows, as in the preceding game; or if the space available be small, the children may stand round the room, while the plan of the streets is chalked on the floor. There should be one central street, with others branching out of it right and left, and each should be named. It may be possible to arrange and name the streets of some district with which the children are familiar. The name of each should be written on a card and placed at the end of the street. The accompanying diagram will illustrate the playing of the game. We will suppose that a little girl comes walking up Victoria Road, and at the point × meets a gentleman (a little boy), who asks, 'Can you please direct me to Queen Street?' 'Yes,' she replies, 'it is[26] the second turning on the left.' The place of meeting may be varied, and the children will then see that the terms 'right' and 'left' are interchangeable, according to the direction in which we are walking. In the following instance, e.g. Queen Street is on the right instead of left. More difficult questions may be asked as the children get to understand better, such as, 'Which is the way to Alexandra Road?' (starting from *). 'Take the second turning to the right, then turn to left, and it is the first street on the right.'

[27]

The streets (p. 26) of Game No. 12 may be utilised for this game. The children should have on their hats and caps, and walk along the streets. The game is intended to teach them how to behave when walking; they should keep to the right, not speak loudly, and the boys should raise their caps when they meet anyone who acknowledges them.

When the game is fairly started, the two verses which follow may be repeated by all the children:

A little girl who is walking drops her[28] handkerchief; then, after going a few yards further, stops and says:

A boy who has picked it up advances and offers it to the lady, at the same time raising his cap, and the lady says 'Thank you.' The game may be continued at the teacher's discretion, and the verses again repeated.

About a dozen of the older children stand in the centre of the room, and a number of the little ones come in with coat and hat in hand. The older children repeat the verse:

[29]The younger children then advance, and the others proceed with the dressing. First the coat is put on and carefully buttoned, then the hats or hoods are tied on, and the little child says 'Thank you.'

This game should be played just before the children are dismissed, or before playtime.

N.B.—How to tie a bow may be learnt from Game No. 7, p. 12.

Object of Game.—Anyone who has observed children cannot fail to have noticed how very often they have to be prompted to express their thanks for kindnesses received. It is hoped that this little game may be of use in impressing the lesson, so often reiterated by parents and others.

A 'house' is formed by a ring of children (see Frontispiece, and description of same on p. 31). There should be three children in the ring to represent 'John,' 'Maud,'[30] and the 'Baby,' also an older girl for the 'Mother.' The 'Father' is supposed to be away on a journey, and preparations are being made for his return. The 'Mother' and 'Maud' lay the table for tea (see Game No. 1, which is similar), and the other two children may be looking at a picture-book or watching for Father's return at the door or window. When he arrives, each member of the family greets him; one takes his hat, another his bag, and a chair is placed for him at the table. Then the children take their places, and the Mother pours the tea.

After the meal is finished, the Father opens his portmanteau, and looking into it, says:

Frontispiece.—Twenty or thirty children might very well combine to make the 'house,' instead of ten as shown here. The two girls who cross hands form the 'door.' The boy on the left of the door grasps the girdle of the girl with his right hand, while the boy on the right places his left hand on the girl's shoulder to make the 'latch.' To open the 'door' we lift the 'latch,' and then push the girl on the right gently inside the ring, the girl on the left moving with her.

To knock at the 'door' we rap on the floor.[32]

The children join hands and stand round to form a 'house' and 'garden' (see diagram). A space is left for the gateway of the 'garden.' For 'door' of house see Frontispiece.

In the 'house' stands one of the bigger girls to represent the 'mother,' and there should also be a little chair, and a doll's cradle with a doll in it.[33]

In the 'garden' eight or ten children are engaged in playing a game. ('Drop, Drop, Drop,' No. 41, p. 74, would do nicely.) One of the girls must represent 'Nellie,' and one of the boys 'Johnnie.' As the game proceeds, the 'mother' comes to the door and calls:

The game proceeds for a little while, and then the 'mother' calls again:

[34]

Johnnie may go outside the room and come back again, or the game 'Shopping' (No. 6, p. 10) may be played, having been previously prepared in another part of the room, and Johnnie may go to the shop for what his mother requires. When he has returned, all the children say:

A classroom may be used for the 'house' and another for the 'workshop,' or they may both be made by rings of children (see Frontispiece, and description of same on p. 31). Between the 'house' and the 'workshop' there should be a 'street' (see Game No. 12, p. 24). In the workshop there should be 'joiners' planing, hammering, sawing, &c. (a set of toy tools might be[35] used for this), and in the 'house' a little girl should represent the 'mother.'

Two children come walking quickly down the 'street' towards the 'house,' saying:

They enter the 'house,' and the 'mother' gives a jug to one and a basket to the other, and says:

Children reply:

They walk up the 'street' to the 'workshop,' and the 'father'—a joiner with sleeves rolled up—comes to the door.

Father takes the jug and basket, saying:

Children say 'Good-bye,' and run off.

Preliminary.—Children should be taught to express thanks not only for tangible presents, as in Game No. 15, but also for kindness or favours received. The two games which follow are intended to teach this.

A house with garden is needed; to make this the children join hands and stand as shown in diagram, p. 32. In the 'house'[37] there should be a 'mother,' and in the 'garden' a number of children playing with ball or skipping-rope. A smaller 'house' is required at some distance from the first. In this, also, there should be a 'mother'—(Mrs. Day), and a little girl—(Nell). A classroom may be used for this 'house' if more convenient.

As the play proceeds the 'mother' comes to the 'door' to watch the children's game. Presently one of them—a boy—runs up to her and says:

[38]

The boy runs off to Mrs. Day's house and knocks. Mrs. Day answers the door.

If Mrs. Day says 'Yes,' Nell should reply, 'Thank you, mother,' and Mrs. Day should also send a message of thanks to the boy's mother. When Nell is ready, they run off hand in hand.

The house and garden described in Game No. 16, p. 32, will do quite well for this also, but the children are to be at work instead of play. One child may be fetching water, another minding the baby, and another watering the garden or going errands. A gentleman (boy) comes to the garden-gate (a space is left for the gateway), with 'carriage' and 'horses'; the 'carriage'[39] is made in the same way as the 'coach' (Game No. 24, p. 48), and has two horses instead of four. Gentleman walks through the 'garden,' knocks at the door, and says:

Children enter carriage, waving hands to 'mother,' and saying:

[40]

This game may be used for a class of children, or for a few only. In the former case, the majority of the scholars would, of course, be lookers-on.

Half a dozen boys and girls should be playing in different parts of the room; one might be drawing, another building, and a third looking at a picture-book; or they might all be joining to play a game together. A big girl or the teacher represents the elder sister, who repeats (or sings to the tune of 'The Campbells are Coming') the four lines following:

The children instantly put toys and books away in their proper places, and reply:[41]

The 'sister' pretends to wash all the children; then they say:

The children go out of the room kissing hands to those who are left, or to the elder 'sister.'[42]

The teacher may repeat the lines, accompanying them with the actions, which the children imitate, or the children may learn and repeat the words themselves.

Preliminary.—This little game may be used to teach children to be courteous to strangers, and it should also teach them how to carry liquid without spilling.

Directions.—The school or classroom should be the 'house,' and a boy (representing the man who asks for water) should go outside. One child is required to answer the door, and another may carry the glass of water, or the same child may do both.

The 'man' comes and knocks at the[44] door, which is opened by a little girl; he then says:

A child walks across the room with the glass of water, which should be carried on a plate or small tray, without spilling, and hands it to the man, who takes it, saying, 'Thank you.' When he has finished drinking, he returns the glass, and the child says 'Good-day,' and closes the door.

Directions.—The 'tiger' (a boy) hides in a 'forest,' which the children make by standing at irregular intervals and representing trees. Each child should name the tree it chooses, the following rhyme gives the names of a few common trees:

[46][45]

Fig. 3.—fox's den

[47]

The children should see leaves from each tree, and country children should be shown the trees themselves with the leaves growing on them. The 'den' of the 'fox' is at the edge of the 'forest,' and is made by ten children standing as shown in fig. 3. The four children who form the entrance join hands as shown, and the other six meet hands in centre. A better way of making the den would be for each child to hold a branch of a tree, then the branches would meet instead of the hands. The children who stand for 'trees' in the 'forest' wave branches, if the latter are obtainable; if not, the arms are waved for branches. One of the bigger girls should be the 'fox,' and two or three of the smallest children should be cubs, and go into the den with the fox. Then the fox comes walking out of the den, and says:

While she is absent, the tiger comes[48] softly into the den and takes one of the cubs (leading the child away by the hand). Presently the fox returns, goes into the den, misses the cub, and chases the tiger.

The 'coach' is formed by children standing in position as shown on diagram. All the children face the same way. 1, 2, 3, 4 are 'horses' and join hands behind, as in 'Bell-horses'; 5, 6, 7, 8 join hands to make the front part of the 'coach'; '5' holds the coat of 'horse' No. 1 with right hand, while '8' holds coat of '4' with left; 9, 10, 11,[49] 12 each hold the dress of the child standing in front; 13, 14, 15, 16 join hands; '13' catches hold of No. 11 with right hand, and '16' holds the dress of No. 12 with left. When the 'coach' is ready, the 'driver' (a boy) repeats the lines:

Four 'passengers' advance, and the 'driver' makes way for them to enter the 'coach' between '10' and '12,' saying:

The 'door' is closed by '12' again grasping the dress of '10,' and the 'coach' moves off. The 'horses' should not go very quickly, else the 'coach' will probably lose its shape. The 'passengers' walk along with the 'coach' until their destination is reached, when the 'driver' opens the door and allows them to alight.

The above game may be played in conjunction with Nos. 25, 26 and 27.[50]

This game may be played immediately after 'The Coach,' or it may be played alone.

Directions.—The 'stable' is formed by a number of children who stand in rows (see diagram) and join hands.

The 'hostler' (a boy) should stand near the 'stable.' When the 'coach' (Game No. 24, p. 48) drives up, he goes to the driver and asks:

[51]

The 'hostler' leads one horse into each stall, and pretends to give them hay or corn. Then he carries water to them in a pail (a toy pail, price 1d., would do), and each drinks. After this he rubs them down, using a brush or his hand.

Directions.—Four little girls are selected to visit grandmamma, and to carry messages and presents to her. Grandma's 'house' is made by a ring of children (see Frontispiece, and description of same on p. 31), and the girl who is to be 'Grandma' sits in the ring knitting. An old-fashioned kerchief and cap help to make the 'grandma' more real, and a pair of spectacles adds further to the[52] effect. If the 'coach' game be used in conjunction with this, the little girls may be the 'passengers' and go in the 'coach' to grandma's house. The 'door' (see description of Frontispiece on p. 31) should be opened by a little maid, then the four children enter and repeat the lines:

When 'grandma' has thanked each of the children, they take leave of her and return home.

The Guessing Rhyme, No. 92, might be given after playing the above game.

Directions.—A ring of children form the 'house' (see Frontispiece, and description of same on p. 31) or a classroom may be used for it. A few chairs and a table should be placed in the 'house,' and there should be a 'mother' and 'children.' A 'lady' (represented by a little girl) comes and knocks at the 'door,' and the 'mother' opens it.

The visitor then walks in and speaks to the children one by one; they should answer without hesitation. Children are generally very shy and awkward when addressed by strangers, but they should be encouraged to reply with confidence and ease. Perhaps these little games may help to give them confidence.

The game 'Paying Calls' might appropriately be followed by 'Afternoon Tea'; both these are played with great glee by the little girls.

The tea-tray is brought in by one of the children and placed on a table near the 'mother,' who pours out the tea. One of the children carries a cup to the visitor, and hands it to her, asking:—

A plate or d'oyley may be placed in the lap of the visitor for the bread or biscuit, which the child hands, saying:—

The 'mother' may serve the children with tea, or there may be other visitors calling, then the time of the children will be occupied in attending to them.

When Mrs. May has finished, the child says:—

By-and-by the visitor takes leave of the 'mother' and children, bidding each 'Good-day,' and the 'door' is opened for her by one of the children.[56]

All the children join to form a large ring, and one of the taller girls stands in the centre to represent 'Spring.' The twelve flowers mentioned in the verses should be represented by twelve children standing at intervals in the ring. Before commencing the game, the child who represents 'Spring' might appropriately repeat the lines of Guessing Rhyme No. 74, p. 95.

The 'Flowers' step forward from the larger ring as the name of each is mentioned in the verses, and form a smaller circle round 'Spring.' The children should join hands to close up the gap which is left by each 'Flower' as it steps forward to join the small circle.

The 'Flowers' then join hands and repeat the verse following:—

'Spring' marches round inside the larger ring, and the 'Flowers' follow in order.

This game is played like the game of 'Spring Flowers' (see instructions on p. 56).[58]

The girl chosen to represent 'Summer' may repeat the verse given in Guessing Rhyme No. 75, p. 95, and then the 'Flowers' step forward as their names are mentioned in the rhymes which follow.

The 'Flowers' then join hands and repeat the following rhyme:—

The 'Flowers' then dance round 'Summer.'

This game may be played either in the home, schoolroom or classroom. The words should be learnt previously as a recitation.

Materials required.—Three mugs or basins of various sizes, with a spoon in each; three stools or chairs of various sizes, and three beds. The latter may be made by laying shawls or coats on the forms or floor. The 'beds' should vary in size, the first being the largest, the next smaller, the third smaller still.

Three boys or girls should be chosen to represent the Three Bears, and these also should vary in size. The 'Bears' go outside the room.

The child who represents the little girl[60] should know the rhymes well. When all is ready she comes in and, standing near the open door, says:—

The three bears come tramping in. The big one takes up his mug and says, 'Who has been at my porridge?' The second bear says the same; and then the little bear takes up his mug and says, 'Who has been at my porridge and eaten it all up?'

They proceed in the same way with the stools, the little bear finishing with 'Who has been sitting on my stool, and broken it?'

Then they go to the beds in order, asking one after the other, 'Who has been at my bed?' until it comes to the little bear's turn, when he says, 'Who has been at my bed? and here she is still!'

The little girl now opens her eyes, and, seeing the bears, jumps up quickly and runs off.[62]

(A simple game for the very smallest children.)

One child comes out to stand in front of the class and says:—

He then imitates the cry of some animal, the 'bark' of a dog, the 'mew' of a cat, or the 'crowing' of the cock, and the children who wish to answer hold out the hand. The child who is allowed to give the name of the animal represented by the cry comes out (if the answer is correct) and makes the cry of another animal, first repeating the lines as before. The following are some of the cries that the children may be able to imitate, 'cluck, cluck' (hen), 'quacking' (duck), 'hissing' (goose), 'neighing' (horse), 'braying' (donkey), 'grunting' (pig), 'chirping' (bird) or talking like the parrot.[63]

Preliminary.—Everyone knows how fond children are of representing ideas by action. It is for this reason that charades are recommended here. It will, of course, be necessary for the teacher to assist and suggest, but the children soon acquire confidence, and their acting, being perfectly natural, is often remarkably good.

A very simple little charade is given as an example.

The children who are to take part go out of the room for a few minutes with the teacher. We will suppose the word chosen is

Act I.—The teacher is to be the 'mother' and the rest are children. The 'mother' enters and sits down; presently the children come trooping in from school and gather round her. She asks what they have been doing at school, each one tells her something[64] about its work or play, and then one child asks, 'May we have tea, mother, please?' 'Yes,' says the mother, 'go and take off your hats and we will get it ready.' (End of Act I.)

Act II.—The tea-table is prepared (see Game No. 1, which is similar) and the children sit down to tea. (The 'guessing' children should be told to listen carefully to what is said during tea.) One child asks for the cake to be passed, another for bread and butter, and so on. (End of Act II.)

Act III.—In the last act the whole word is to be given. The children pretend to have a baker's shop (see 'Shopping Game,' No. 6), one child keeps the shop, and the rest come to buy. One asks for a loaf, another for rolls, a third buys a tea-cake, and so on.

Bricks and tablets may be used for the loaves and cakes, or they may be made in the clay-modelling lesson and kept for this game.[65]

Finding the word.—The children who have been listening are now asked to guess, and may be encouraged by remarks, such as, 'Think of the first act, and what the children said to their mother.'

'Remember the tea-table and what was said there.'

Some of the words thus obtained may be written on the blackboard, words for each act being put in separate columns.

'Now what did the baker sell?' In this way the answer is soon obtained.

It is well worth while to help the children to learn how to play charades, because it makes such a pleasant home-play for them in wintry and wet weather.

The children sit round the room, or stand in a semi-circle. The teacher should start the game, standing at the left extremity[66] of the semi-circle, with the stick in her right hand, and repeat the lines:—

The children who do not know the game will probably omit to pass the stick into the left hand; as each one tries to do the trick, the teacher says 'right' or 'wrong' as the case may be, and those who are wrong are told to notice particularly how the teacher does it.

This is a favourite game and can be played with very little noise. At home, all[67] the children would go out of the room except the one who remains behind to hide the thimble, but when played in the school or classroom, it will be sufficient if six children are sent out.

The thimble is to be placed where it can be seen, the children are then called in, and the one who has hid it says:—

As soon as any child sees the thimble, he takes a seat and remains quite still until all the seekers have seen it, and each in turn has sat down. Then the child who first saw the thimble takes it from its hiding-place, and has the privilege of remaining behind to hide it next time. Different children should go out each time, so that all may have a turn.[68]

The children stand in a ring, or sit round the room, one child standing in the middle. The handkerchief is thrown from one to another, and the one who is 'out' tries to find a child with the handkerchief in its hand. As soon as he can do this, the child who was caught with the handkerchief has to stand in the centre, and the other one sits down, or stands in the ring, as the case may be.

As the game begins, the children say:—

[69]

Take twelve potatoes and place them in two rows of six each, thus:—

Two medium-sized spoons are required with which to take up the potatoes, and a basket is placed two or three yards away to receive them.

Two children are chosen to pick up the potatoes, one standing at the end of each row. The rest of the children may be grouped on the gallery, or may stand round in a ring.

The following verse is repeated either by teacher alone, or by all the children, as the spoon is handed to each child.

[70]

The last three words are said slowly, and the game is to begin immediately 'three' is said. The child who gets his row of potatoes first picked up and deposited in the basket wins the game. The potatoes are not to be touched, except by the spoon, and they are to be carried one by one in the spoon to the basket.[71]

II. GAMES FOR THE PLAYGROUND

One child holds the ball in her hand and stands at a little distance from the wall against which it is to be thrown. The other children are gathered near in a group or semi-circle. When all are ready, the children say:—

The child who is holding the ball replies:—

'One, two, three, Pollie Burton' (supposing that to be the name of the child called), and throws the ball, all the children running off except the one whose name was mentioned. If the latter is successful in[72] catching the ball, it is returned to the girl who had it first and the game is repeated, another name being substituted. If the ball is not caught, the child who was called picks it up and runs after the other children until she manages to hit some one with it. The child who is hit picks up the ball and all return to the starting place. The lines are again repeated and the game proceeds as before.

At the commencement of the game the children stand in a large ring, and the girl who is to be 'Lame lassie' stands in the centre. The children then say:—

They all run off, and 'Lame lassie' follows until she manages to touch some other child. Wherever the latter is touched, she must place her hand on that[73] particular spot and run after the others until she is successful in reaching some one else. Sometimes a child will be holding its shoulder or elbow, or it may have to hold up one leg and hop on the other. This is a game which causes much fun and merriment.

The children form a ring, joining hands, and one child sits in the middle. Those who form the ring walk round singing to the tune of 'The Keel Bow.'

At the word 'stand' the child in the centre rises to her feet, and when the rhyme[74] is ended she chooses a child to take her place in the centre and returns to the ring. All the children stand still while the choice is being made.

The children stand eighteen inches apart in a ring, not joining hands.

One child walks round the ring, holding a handkerchief in her hand, and repeating the words:—

At the word 'stop,' she drops the handkerchief near one of the children, and runs; the child picks it up and follows her as she threads her way in and out of the ring, until she is caught. Then the 'chaser' goes round the ring with the handkerchief, repeating the rhyme, and the child who was caught stands in the other one's place.[75]

This game may be played by four children, each standing at a corner, with one in the centre for 'pussy,' or it maybe played by a ring of children.

The child who is 'pussy' stands in the centre of the ring, and the others say:—

Two children then beckon to each other and exchange places. (If a ring is formed, the two children should come from opposite sides of it.) As they are crossing, 'pussy' tries to catch one of them; if she succeeds, the child who is caught stands in the centre, and the old 'pussy' takes her place in the ring or corner.[76]

One child is the 'wolf' and stands on one side of the playground, while the rest of the children are 'sheep,' and stand in a row on the opposite side.

The 'wolf' and 'sheep' then change sides, and in crossing the 'wolf' touches as many of the 'sheep' as she can; these all go to her side and help to catch more 'sheep' next time. The game proceeds until all the 'sheep' are caught except one, and that one is 'wolf' next time.[77]

The children stand in two rows facing each other, thus:—

How to line up for the dance

The following is sung to the tune of 'Pop Goes the Weasel.'

As the children begin to sing, 'a' and 'b' join hands and dance down to 'o,' then change hands and dance back again to []; then 'a' goes behind 'e' as shown by line 'g,' and stands at 'c,' while 'b' goes behind 'f,' following the line 'h' and stands at 'd';[78] 'e' and 'f' proceed in the same way, and each couple follows in turn.

The children stand in rows facing each other, each child holding the handkerchief of its opposite partner, and so helping to make a long tunnel. As they stand thus the verse is repeated:—

At 'three,' 'a' and 'b' run under, and stand at 'c' and 'd' respectively, extending handkerchiefs as quickly as possible, so that the next couple may be able to pass under. The couple who stood next 'a' and 'b' at[79] the beginning follow, then the next couple, and so on until the 'tunnel' has moved round the playground.

The children stand behind each other in couples at one end of the playground, ready to dance off when the song begins. They start from point 'b,' and each holds his partner's hand until the other end of the playground is reached, point 'a,' then the hands are dropped; one goes to the left (following direction of arrow 'c'), the other[80] to the right (arrow 'd'), and they meet again at the starting point 'b,' where they join hands and repeat the movement.

The following is sung to the tune of 'Weel may the Keel Row.'

Two rows of children are formed facing each other, with a long chalk line between. The children join hands.

[The first row advances to the chalk line, singing:—

Key F.

[81][First line recedes as second advances.

[Second line advances singing:—

[Second line retires, and first again advances singing:—

[Second line advances as first retires and sings:—

The two children named then come out, and joining hands with the line between them, try to pull each other over the line. If the child from first line succeeds, then both children join that line, or vice versâ, and the game begins again.[82]

Squares are chalked on the ground, thus:—

The object of the game is to pass the pebble into each square with one foot only, following the numbers in order. The child[83] who is to begin the game stands near the pebble, while the children say:—

The child then sends the stone into No. 1 square (hopping on one foot), from that into Nos. 2, 3, 4 and so on. If the stone be sent outside the square into which it should go, the player is out, and another begins. The child who first gets the pebble into No. 10 square, having passed it into each of the others successively, keeping on one foot all the time, wins the game.

The game is started by one child who catches another and says:—

[84]

The two then join hands and catch another, repeating the same words; then the three start off and catch another, and so on until all are caught.

The last child caught starts the game again, or the completed 'chain' may form a ring and play one of the ring games, Nos. 40, 41, 42.

One corner of the playground may be the 'house' in which the 'mother' sits. If the game is played by the children elsewhere, they will probably mark out the shape of the 'house' on the ground with stones or pebbles, a practice of which they are very fond. The children come to the 'house' where the 'mother' sits, and standing in front of her, ask:—

[85]

The children then run away, and after a little while return to the mother; she asks:—

The children then run off, and the 'mother' chases until she has caught one or more; these are kept prisoners in the 'house,' and the game proceeds until all are caught except one, and she is the 'mother' when the game begins again.

[87]

III. GUESSING RHYMES

Notes.—The Guessing Rhymes are intended to be read by the teacher to the children, who then try to find out the word. The verse should be repeated slowly two or three times before the children are asked to guess. At first only the familiar and well-known objects should be given, and even then it will sometimes be necessary to assist the imagination of the children by a question or two. Before reading the rhyme, the teacher should say whether it is a flower, object or animal, &c., that is to be guessed.

The rhymes about animals, flowers, and natural phenomena will not be difficult to the children if these subjects have been included in their object lessons, or have formed the subject of 'morning talks' (see p. 14, 'Kindergarten Guide').[88]

The Nursery Rhymes will have been learnt by the children when they were in the Babies' class, and the rest of the rhymes belong to fairy tales that are commonly told to all children.

[95]

[103]

Works by the same Author

End of Project Gutenberg's Games Without Music for Children, by Lois Bates

*** END OF THIS PROJECT GUTENBERG EBOOK GAMES WITHOUT MUSIC FOR CHILDREN ***

***** This file should be named 37165-h.htm or 37165-h.zip *****
This and all associated files of various formats will be found in:
        http://www.gutenberg.org/3/7/1/6/37165/

Produced by Emmy and the Online Distributed Proofreading
Team at http://www.pgdp.net


Updated editions will replace the previous one--the old editions
will be renamed.

Creating the works from public domain print editions means that no
one owns a United States copyright in these works, so the Foundation
(and you!) can copy and distribute it in the United States without
permission and without paying copyright royalties.  Special rules,
set forth in the General Terms of Use part of this license, apply to
copying and distributing Project Gutenberg-tm electronic works to
protect the PROJECT GUTENBERG-tm concept and trademark.  Project
Gutenberg is a registered trademark, and may not be used if you
charge for the eBooks, unless you receive specific permission.  If you
do not charge anything for copies of this eBook, complying with the
rules is very easy.  You may use this eBook for nearly any purpose
such as creation of derivative works, reports, performances and
research.  They may be modified and printed and given away--you may do
practically ANYTHING with public domain eBooks.  Redistribution is
subject to the trademark license, especially commercial
redistribution.



*** START: FULL LICENSE ***

THE FULL PROJECT GUTENBERG LICENSE
PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK

To protect the Project Gutenberg-tm mission of promoting the free
distribution of electronic works, by using or distributing this work
(or any other work associated in any way with the phrase "Project
Gutenberg"), you agree to comply with all the terms of the Full Project
Gutenberg-tm License (available with this file or online at
http://gutenberg.net/license).


Section 1.  General Terms of Use and Redistributing Project Gutenberg-tm
electronic works

1.A.  By reading or using any part of this Project Gutenberg-tm
electronic work, you indicate that you have read, understand, agree to
and accept all the terms of this license and intellectual property
(trademark/copyright) agreement.  If you do not agree to abide by all
the terms of this agreement, you must cease using and return or destroy
all copies of Project Gutenberg-tm electronic works in your possession.
If you paid a fee for obtaining a copy of or access to a Project
Gutenberg-tm electronic work and you do not agree to be bound by the
terms of this agreement, you may obtain a refund from the person or
entity to whom you paid the fee as set forth in paragraph 1.E.8.

1.B.  "Project Gutenberg" is a registered trademark.  It may only be
used on or associated in any way with an electronic work by people who
agree to be bound by the terms of this agreement.  There are a few
things that you can do with most Project Gutenberg-tm electronic works
even without complying with the full terms of this agreement.  See
paragraph 1.C below.  There are a lot of things you can do with Project
Gutenberg-tm electronic works if you follow the terms of this agreement
and help preserve free future access to Project Gutenberg-tm electronic
works.  See paragraph 1.E below.

1.C.  The Project Gutenberg Literary Archive Foundation ("the Foundation"
or PGLAF), owns a compilation copyright in the collection of Project
Gutenberg-tm electronic works.  Nearly all the individual works in the
collection are in the public domain in the United States.  If an
individual work is in the public domain in the United States and you are
located in the United States, we do not claim a right to prevent you from
copying, distributing, performing, displaying or creating derivative
works based on the work as long as all references to Project Gutenberg
are removed.  Of course, we hope that you will support the Project
Gutenberg-tm mission of promoting free access to electronic works by
freely sharing Project Gutenberg-tm works in compliance with the terms of
this agreement for keeping the Project Gutenberg-tm name associated with
the work.  You can easily comply with the terms of this agreement by
keeping this work in the same format with its attached full Project
Gutenberg-tm License when you share it without charge with others.

1.D.  The copyright laws of the place where you are located also govern
what you can do with this work.  Copyright laws in most countries are in
a constant state of change.  If you are outside the United States, check
the laws of your country in addition to the terms of this agreement
before downloading, copying, displaying, performing, distributing or
creating derivative works based on this work or any other Project
Gutenberg-tm work.  The Foundation makes no representations concerning
the copyright status of any work in any country outside the United
States.

1.E.  Unless you have removed all references to Project Gutenberg:

1.E.1.  The following sentence, with active links to, or other immediate
access to, the full Project Gutenberg-tm License must appear prominently
whenever any copy of a Project Gutenberg-tm work (any work on which the
phrase "Project Gutenberg" appears, or with which the phrase "Project
Gutenberg" is associated) is accessed, displayed, performed, viewed,
copied or distributed:

This eBook is for the use of anyone anywhere at no cost and with
almost no restrictions whatsoever.  You may copy it, give it away or
re-use it under the terms of the Project Gutenberg License included
with this eBook or online at www.gutenberg.net

1.E.2.  If an individual Project Gutenberg-tm electronic work is derived
from the public domain (does not contain a notice indicating that it is
posted with permission of the copyright holder), the work can be copied
and distributed to anyone in the United States without paying any fees
or charges.  If you are redistributing or providing access to a work
with the phrase "Project Gutenberg" associated with or appearing on the
work, you must comply either with the requirements of paragraphs 1.E.1
through 1.E.7 or obtain permission for the use of the work and the
Project Gutenberg-tm trademark as set forth in paragraphs 1.E.8 or
1.E.9.

1.E.3.  If an individual Project Gutenberg-tm electronic work is posted
with the permission of the copyright holder, your use and distribution
must comply with both paragraphs 1.E.1 through 1.E.7 and any additional
terms imposed by the copyright holder.  Additional terms will be linked
to the Project Gutenberg-tm License for all works posted with the
permission of the copyright holder found at the beginning of this work.

1.E.4.  Do not unlink or detach or remove the full Project Gutenberg-tm
License terms from this work, or any files containing a part of this
work or any other work associated with Project Gutenberg-tm.

1.E.5.  Do not copy, display, perform, distribute or redistribute this
electronic work, or any part of this electronic work, without
prominently displaying the sentence set forth in paragraph 1.E.1 with
active links or immediate access to the full terms of the Project
Gutenberg-tm License.

1.E.6.  You may convert to and distribute this work in any binary,
compressed, marked up, nonproprietary or proprietary form, including any
word processing or hypertext form.  However, if you provide access to or
distribute copies of a Project Gutenberg-tm work in a format other than
"Plain Vanilla ASCII" or other format used in the official version
posted on the official Project Gutenberg-tm web site (www.gutenberg.net),
you must, at no additional cost, fee or expense to the user, provide a
copy, a means of exporting a copy, or a means of obtaining a copy upon
request, of the work in its original "Plain Vanilla ASCII" or other
form.  Any alternate format must include the full Project Gutenberg-tm
License as specified in paragraph 1.E.1.

1.E.7.  Do not charge a fee for access to, viewing, displaying,
performing, copying or distributing any Project Gutenberg-tm works
unless you comply with paragraph 1.E.8 or 1.E.9.

1.E.8.  You may charge a reasonable fee for copies of or providing
access to or distributing Project Gutenberg-tm electronic works provided
that

- You pay a royalty fee of 20% of the gross profits you derive from
     the use of Project Gutenberg-tm works calculated using the method
     you already use to calculate your applicable taxes.  The fee is
     owed to the owner of the Project Gutenberg-tm trademark, but he
     has agreed to donate royalties under this paragraph to the
     Project Gutenberg Literary Archive Foundation.  Royalty payments
     must be paid within 60 days following each date on which you
     prepare (or are legally required to prepare) your periodic tax
     returns.  Royalty payments should be clearly marked as such and
     sent to the Project Gutenberg Literary Archive Foundation at the
     address specified in Section 4, "Information about donations to
     the Project Gutenberg Literary Archive Foundation."

- You provide a full refund of any money paid by a user who notifies
     you in writing (or by e-mail) within 30 days of receipt that s/he
     does not agree to the terms of the full Project Gutenberg-tm
     License.  You must require such a user to return or
     destroy all copies of the works possessed in a physical medium
     and discontinue all use of and all access to other copies of
     Project Gutenberg-tm works.

- You provide, in accordance with paragraph 1.F.3, a full refund of any
     money paid for a work or a replacement copy, if a defect in the
     electronic work is discovered and reported to you within 90 days
     of receipt of the work.

- You comply with all other terms of this agreement for free
     distribution of Project Gutenberg-tm works.

1.E.9.  If you wish to charge a fee or distribute a Project Gutenberg-tm
electronic work or group of works on different terms than are set
forth in this agreement, you must obtain permission in writing from
both the Project Gutenberg Literary Archive Foundation and Michael
Hart, the owner of the Project Gutenberg-tm trademark.  Contact the
Foundation as set forth in Section 3 below.

1.F.

1.F.1.  Project Gutenberg volunteers and employees expend considerable
effort to identify, do copyright research on, transcribe and proofread
public domain works in creating the Project Gutenberg-tm
collection.  Despite these efforts, Project Gutenberg-tm electronic
works, and the medium on which they may be stored, may contain
"Defects," such as, but not limited to, incomplete, inaccurate or
corrupt data, transcription errors, a copyright or other intellectual
property infringement, a defective or damaged disk or other medium, a
computer virus, or computer codes that damage or cannot be read by
your equipment.

1.F.2.  LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except for the "Right
of Replacement or Refund" described in paragraph 1.F.3, the Project
Gutenberg Literary Archive Foundation, the owner of the Project
Gutenberg-tm trademark, and any other party distributing a Project
Gutenberg-tm electronic work under this agreement, disclaim all
liability to you for damages, costs and expenses, including legal
fees.  YOU AGREE THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE, STRICT
LIABILITY, BREACH OF WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE
PROVIDED IN PARAGRAPH 1.F.3.  YOU AGREE THAT THE FOUNDATION, THE
TRADEMARK OWNER, AND ANY DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE
LIABLE TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL, PUNITIVE OR
INCIDENTAL DAMAGES EVEN IF YOU GIVE NOTICE OF THE POSSIBILITY OF SUCH
DAMAGE.

1.F.3.  LIMITED RIGHT OF REPLACEMENT OR REFUND - If you discover a
defect in this electronic work within 90 days of receiving it, you can
receive a refund of the money (if any) you paid for it by sending a
written explanation to the person you received the work from.  If you
received the work on a physical medium, you must return the medium with
your written explanation.  The person or entity that provided you with
the defective work may elect to provide a replacement copy in lieu of a
refund.  If you received the work electronically, the person or entity
providing it to you may choose to give you a second opportunity to
receive the work electronically in lieu of a refund.  If the second copy
is also defective, you may demand a refund in writing without further
opportunities to fix the problem.

1.F.4.  Except for the limited right of replacement or refund set forth
in paragraph 1.F.3, this work is provided to you 'AS-IS' WITH NO OTHER
WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO
WARRANTIES OF MERCHANTIBILITY OR FITNESS FOR ANY PURPOSE.

1.F.5.  Some states do not allow disclaimers of certain implied
warranties or the exclusion or limitation of certain types of damages.
If any disclaimer or limitation set forth in this agreement violates the
law of the state applicable to this agreement, the agreement shall be
interpreted to make the maximum disclaimer or limitation permitted by
the applicable state law.  The invalidity or unenforceability of any
provision of this agreement shall not void the remaining provisions.

1.F.6.  INDEMNITY - You agree to indemnify and hold the Foundation, the
trademark owner, any agent or employee of the Foundation, anyone
providing copies of Project Gutenberg-tm electronic works in accordance
with this agreement, and any volunteers associated with the production,
promotion and distribution of Project Gutenberg-tm electronic works,
harmless from all liability, costs and expenses, including legal fees,
that arise directly or indirectly from any of the following which you do
or cause to occur: (a) distribution of this or any Project Gutenberg-tm
work, (b) alteration, modification, or additions or deletions to any
Project Gutenberg-tm work, and (c) any Defect you cause.


Section  2.  Information about the Mission of Project Gutenberg-tm

Project Gutenberg-tm is synonymous with the free distribution of
electronic works in formats readable by the widest variety of computers
including obsolete, old, middle-aged and new computers.  It exists
because of the efforts of hundreds of volunteers and donations from
people in all walks of life.

Volunteers and financial support to provide volunteers with the
assistance they need are critical to reaching Project Gutenberg-tm's
goals and ensuring that the Project Gutenberg-tm collection will
remain freely available for generations to come.  In 2001, the Project
Gutenberg Literary Archive Foundation was created to provide a secure
and permanent future for Project Gutenberg-tm and future generations.
To learn more about the Project Gutenberg Literary Archive Foundation
and how your efforts and donations can help, see Sections 3 and 4
and the Foundation web page at http://www.pglaf.org.


Section 3.  Information about the Project Gutenberg Literary Archive
Foundation

The Project Gutenberg Literary Archive Foundation is a non profit
501(c)(3) educational corporation organized under the laws of the
state of Mississippi and granted tax exempt status by the Internal
Revenue Service.  The Foundation's EIN or federal tax identification
number is 64-6221541.  Its 501(c)(3) letter is posted at
http://pglaf.org/fundraising.  Contributions to the Project Gutenberg
Literary Archive Foundation are tax deductible to the full extent
permitted by U.S. federal laws and your state's laws.

The Foundation's principal office is located at 4557 Melan Dr. S.
Fairbanks, AK, 99712., but its volunteers and employees are scattered
throughout numerous locations.  Its business office is located at
809 North 1500 West, Salt Lake City, UT 84116, (801) 596-1887, email
business@pglaf.org.  Email contact links and up to date contact
information can be found at the Foundation's web site and official
page at http://pglaf.org

For additional contact information:
     Dr. Gregory B. Newby
     Chief Executive and Director
     gbnewby@pglaf.org


Section 4.  Information about Donations to the Project Gutenberg
Literary Archive Foundation

Project Gutenberg-tm depends upon and cannot survive without wide
spread public support and donations to carry out its mission of
increasing the number of public domain and licensed works that can be
freely distributed in machine readable form accessible by the widest
array of equipment including outdated equipment.  Many small donations
($1 to $5,000) are particularly important to maintaining tax exempt
status with the IRS.

The Foundation is committed to complying with the laws regulating
charities and charitable donations in all 50 states of the United
States.  Compliance requirements are not uniform and it takes a
considerable effort, much paperwork and many fees to meet and keep up
with these requirements.  We do not solicit donations in locations
where we have not received written confirmation of compliance.  To
SEND DONATIONS or determine the status of compliance for any
particular state visit http://pglaf.org

While we cannot and do not solicit contributions from states where we
have not met the solicitation requirements, we know of no prohibition
against accepting unsolicited donations from donors in such states who
approach us with offers to donate.

International donations are gratefully accepted, but we cannot make
any statements concerning tax treatment of donations received from
outside the United States.  U.S. laws alone swamp our small staff.

Please check the Project Gutenberg Web pages for current donation
methods and addresses.  Donations are accepted in a number of other
ways including including checks, online payments and credit card
donations.  To donate, please visit: http://pglaf.org/donate


Section 5.  General Information About Project Gutenberg-tm electronic
works.

Professor Michael S. Hart is the originator of the Project Gutenberg-tm
concept of a library of electronic works that could be freely shared
with anyone.  For thirty years, he produced and distributed Project
Gutenberg-tm eBooks with only a loose network of volunteer support.


Project Gutenberg-tm eBooks are often created from several printed
editions, all of which are confirmed as Public Domain in the U.S.
unless a copyright notice is included.  Thus, we do not necessarily
keep eBooks in compliance with any particular paper edition.


Most people start at our Web site which has the main PG search facility:

     http://www.gutenberg.net

This Web site includes information about Project Gutenberg-tm,
including how to make donations to the Project Gutenberg Literary
Archive Foundation, how to help produce our new eBooks, and how to
subscribe to our email newsletter to hear about new eBooks.