[Transcriber's Note:
1) Gaps in page numbers exist where there were blank pages in the printed text.
2) Files have been added (midi format) for the songs included in the singing games section. Click (Listen) link under the music image to hear them. For Oats, Peas, and Beans, there appears to be a printing error in the image. For the midi, the last bar was coded as 2 dotted quarter notes.]

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.

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

TABLE OF CONTENTS

LIST OF ILLUSTRATIONS

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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."

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Enforcement of rulesThe 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.

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

MISCELLANEOUS ACTIVE GAMES

ALL-UP RELAY RACE

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.

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.

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.

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.

Chinese Wall

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.

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.

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.

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.

DIAGRAM NO. 1—DOUBLE RELAY RACES

Second Relay

Same as First Relay, but this time running.

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.

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.

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.

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.

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.

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.

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

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, which serve as boundaries. One player is chosen to be It, and stands in the center. The other players stand in two equal parties beyond the boundary lines, one party on each side. The center player calls out, "Hill, dill! come over the hill!" The other players then exchange goals, and as they run across the open space the one in the center tries to tag them. Any who are tagged assist him thereafter in tagging the others.

This game is not well adapted to very large numbers of players, as it brings two opposing parties running toward each other in the exchange of goals. It is especially suited to conditions where a very wide central field lies between the goals, thus giving opportunity for the players to scatter.

HIP

5 to 30 or more players.

Playground.

All of the players stand in an informal group. One of them is provided with a stick about the size of a broomstick and about two feet long. He throws this as far as he can, at the same time calling the name of one of the other players. The one who threw the stick, and all the others except the one whose name is called, then scatter in a run. The one who is called must pick up the stick, whereupon he becomes "Hip" and must chase the other players. Any player whom he catches he touches with the stick (pounding not allowed), and that player at once joins him in trying to catch the others. Any one caught by the second player, however, must be held by him until Hip can come and touch the prisoner with the stick, whereupon he also joins Hip's party. As the number of players with Hip increases, there may be some pretty lively "tussling" on the part of players who are caught, pending the arrival of Hip to touch them with the stick, as he may have several to reach in this way, and the interval may be considerable in which the captor must hold his victim. The game ends when all of the players have been touched by Hip.

HOME TAG

4 to 60 or more players.

Indoors; out of doors.

One player is It, or chaser, and changes places with any one whom he can touch (tag) outside of the safety places called homes. One or more such places are chosen to which the players may run at any time for safety. It is advisable to have these homes widely separated, as at opposite ends of the playground. If the players resort to these homes too frequently to make a good game, the chaser may call

"Three times three are nine;
Who does not run is mine."

Whereupon every player must run out from his home or goal, or change places with the tagger.

HOPPING RELAY RACE

10 to 100 players.

Playground; gymnasium; schoolroom.

A starting line is drawn on the ground, behind which the players stand in two or more single files, facing a goal. The goal should be ten or more feet from the starting line, and may consist of a wall, or a line drawn on the ground. At a signal the first player in each line hops on one foot to the goal, touches it with his hands (stooping for this if it be a line on the ground), and hops back to the end of his line, which should have moved forward to fill his place as he started. He takes his place at the rear end of the line. He tags the first player in the line as he passes him, and this player at once hops forward to the goal. Each player thus takes his turn, the line winning whose last player first reaches the rear of his line, and there raises his hand as a signal.

If the game be repeated, the hopping in the second round should be on the opposite foot.

FOR THE SCHOOLROOM.—This may be played in the class room by having an equal number of pupils in each row of seats. The players remain seated until it is their turn to hop, each hopping from his own seat to the forward blackboard and back to his seat again; or the distance may be made greater by continuing past his seat to the rear wall and then back to his seat again. The game starts with those in the rear seats. Each pupil as he takes his seat tags the pupil seated next in front of him, who takes this as a signal to start. The line wins whose player in the front seat first returns and raises a hand to show he is seated.

HOUND AND RABBIT

10 to 60 or more players.

Playground; gymnasium; schoolroom.

A considerable number of the players stand in groups of three, with their hands on each other's shoulders, each group making a small circle which represents a hollow tree. In each tree is stationed a player who takes the part of rabbit. There should be one more rabbit than the number of trees. One player is also chosen for hound.

The hound chases the odd rabbit, who may take refuge in any tree, always running in and out under the arms of the players forming the tree. But no two rabbits may lodge in the same tree; so as soon as a hunted rabbit enters a tree, the rabbit already there must run for another shelter. Whenever the hound catches a rabbit, they change places, the hound becoming rabbit and the rabbit hound. Or the hound may at any time become a rabbit by finding shelter in an empty tree, whereupon the odd rabbit who is left without shelter must take the part of the hound.

This game may be made very lively, and has much sport in it even for adults. The trees should be scattered promiscuously so that both rabbits and hound may have many opportunities to dodge and run in various directions, with false starts and feints that add zest and interest to such a game.

For large numbers of players it is advisable to give each a better chance to participate actively in the game by having the rabbits and trees change parts whenever a rabbit is caught. The hound, and the rabbit who was caught, then choose their successors.

HOW MANY MILES TO BABYLON?

HOW MANY MILES TO BABYLON?

10 to 100 players.

Indoors; out of doors.

The players are divided into two lines and stand facing each other, with a distance of about ten feet between. Each line numbers off in twos, and the players in each line take hold of hands. The following dialogue takes place between the two lines, all of the players in a line asking or answering the questions in unison. The lines rock forward and backward during the dialogue from one foot to another, also swinging the clasped hands forward and backward in time to the rhythm of the movement and the words. The time should be rapid.

The first line asks:—

"How many miles to Babylon?"

Second line:—

"Threescore and ten."
"Will we be there by candle light?"
"Yes, and back again."
"Open your gates and let us through."
"Not without a beck [courtesy] and a boo [bow]."
"Here's a beck and here's a boo,
Here's a side and here's a sou;
Open your gates and let us through."

As the players in the first line say, "Here's a beck and here's a boo," they suit the action to the words, drop hands, and make each a courtesy, with wrists at hips for the "beck," and straighten up and make a deep bow forward for the "boo"; assume an erect position and bend the head sideways to the right for "Here's a side," and to the left for "Here's a sou." Then the partners clasp hands and all run forward in eight quick steps in the same rhythm as the dialogue that has been repeated, each couple passing under the upraised hands of the opposite couple, which represent the city gates. Having taken the eight steps, the running couple turns around, facing the other line from the opposite side. This is done in four running steps, making twelve steps in all. The couples that made the gates then turn around in four running steps (a total of sixteen steps or beats) until they face the first line, when they in turn begin the rocking motion and the dialogue, "How many miles to Babylon?" This is repeated indefinitely, each line being alternately the questioners and the gates.

The time in which the lines are repeated and the accompanying movements should be very brisk and rapid, so as to give life and action to it. The start forward in the run when the couples pass through the gates should be made with a decided stamp or accent on the first step; and the last step with which they turn in place, facing the line after they have passed through the gates, should have a similar accent. The questions and answers should be given with varied intonation to avoid monotonous singsong.

Mrs. Gomme ascribes the origin of this game to a time when toll was required for entrance into a city, or for the carrying of merchandise into a walled town. The form here given is of Scottish origin, gathered by the writer, and is different from any published versions that have been consulted.

HUCKLE, BUCKLE, BEAN STALK

5 to 60 players.

Schoolroom; parlor.

This game is a form of Hide the Thimble.

A thimble, cork, ring, or other small object may be used for hiding. All of the players leave the room save one, who places the object in plain sight but where it would not be likely to be seen, as on the top of a picture frame, in a corner on the floor, etc. It may be placed behind any other object, so long as it may be seen there without moving any object. This hiding will be especially successful if some hiding place can be found near the color of the object; for instance, if the object be of metal, to hang it from the key of a door, put it in the filigree of a vase, etc. When the object has been placed, the players are called into the room, and all begin to look for it. When one spies it, he does not at once disclose this fact to the others, but quietly takes his seat, and when seated, says, "Huckle, buckle, bean stalk!" which indicates that he knows where the object is. The game keeps on until all of the players have located the object, or until the teacher or leader calls the hunt closed. The first one to find the object hides it for the next game.

HUNT (THE)

10 to 30 or more players.

Playground; gymnasium.

The ground is marked off with two goals at opposite ends by parallel lines drawn entirely across it. The space between the lines should measure from thirty to fifty or more feet. One player is chosen for hunter, who stands in the center. The other players are named in groups from various animals; thus there will be several lions, several tigers, etc. These groups are divided so that part stand in one goal and part in the other, the number of players being equal in each goal when the game opens.

The hunter, standing in the center, calls the name of any animal he chooses, whereupon all of the players bearing that name must change goals. The hunter tries to catch them while they are in his territory. The first player caught must thereafter help the hunter in catching the others. The second player caught changes places with the first, the first one then being placed in a "cage" at one side of the playground and is out of the game. The game ends when the hunter has caught all of the animals.

There are several games very similar to this, but all of them have distinctive points that make them quite different in playing. In the present game the hunter has the advantage of chasing players running from both directions, but there is a comparatively small number of these, and he is placed at the disadvantage of not usually knowing just which players bear the names of certain animals.

HUNT THE FOX

20 to 60 or more players.

Playground; gymnasium.

The players stand in two parallel lines or files facing to the front, with about five feet distance between the files, and considerable distance between each two players in a file, so that the runners may have space to run between them. The head player of one file is a fox and the head player of the opposite file the hunter.

At a signal the fox starts to run, winding in and out from one side to the other of his file until he reaches the bottom, when he turns and comes up the opposite file. The fox is not obliged to run between each two players, but may skip any number that he wishes, and choose his own track. The hunter must follow in exactly the same trail, being obliged, should he make a mistake, to go back to the point at which he diverged from the path of the fox. If the fox succeeds in getting back to the head of the second file without being caught, he is considered to have escaped, and takes his place at the foot of his own file. Should he be caught by the hunter, he changes places with the latter, the hunter going to the foot of the fox's file, and the fox taking the hunter's original place at the head of his file. The second player in the fox's file, who should have moved up to the front to keep the lines even, is then fox for the next chase.

HUNT THE SLIPPER

10 to 30 or more players.

Parlor; seashore; gymnasium.

All of the players but one sit in a circle, with the feet drawn up and knees raised so that a slipper may be passed from hand to hand of each player under his knees. Where both boys and girls are playing, it is desirable to have the girls alternate as much as possible with the boys, as the slipper is more readily hidden under their skirts. The players pass the slipper or bean bag around the circle under the knees, the object being on their part to evade the vigilance of the odd player, who runs around on the outside of the circle trying to touch the person who holds the slipper. Many devices may be resorted to for deceiving the hunter, such as appearing to pass the slipper when it is not in one's hands, or holding it for quite a while as though the hands are idle, although it is not considered good sport to do this for very long or often. The players will use every means of tantalizing the hunter; for instance, when he is at a safe distance, they will hold the slipper up with a shout, or even throw it to some other person in the circle, or tap the floor with it. When the hunter succeeds in catching the player with the slipper, he changes places with that player.

When the circle of players is very large, the odd player may take his place in the center instead of outside the circle.

INDIAN CLUB RACE

10 to 100 players.

Gymnasium; playground.

This game is an adaptation of the Potato Race. See also the related game All Up Relay.

Indian Club Race

The players are lined up in two or more single files, the first players standing with toes on a starting line. A small circle is marked on the ground to the right of the first player in each file, and just within the starting line. A series of six small crosses is also marked on the ground in front of each line, at intervals of six feet apart, continuing in the same direction as the file, the first one being ten or fifteen feet from the starting line. An Indian club is placed on each cross. At a signal, the first runners rush forward, each picks up a club, returns, and places it (standing upright) within the small circle, beside his starting place, returns for another, and so on until all six clubs are within the circle. The first players, having finished, pass to the rear of their respective lines, which move up to the starting line.

At a signal the next row of players take each a club and return it to one of the crosses, returning for another, etc., until all are placed. The next runners return the clubs to the circle, and so on until each player in the files has taken part. The file wins whose last player is first to get back to the starting line after placing the last club. In case of a tie, the last three players from the tied files may be required to repeat the play.

This is one of the best games for training in self-control, and a teacher should strictly enforce the rules. Any player starting over the line before the signal, or standing with the foot beyond it before starting, should go back and start over again. Whenever a club falls down, or is not placed on the cross or in the circle, the player who placed it must go back and stand it upright or it counts as a foul.

I SAY, "STOOP!"

5 to 60 or more players.

Playground; gymnasium; schoolroom.

This game is a variation of the old familiar game "Simon says," but calls for much more activity than the latter game.

The players stand in a circle, and in front of them the leader or teacher. The teacher says quickly, "I say, stoop!" and immediately stoops himself and rises again, somewhat as in a courtesy. The players all imitate the action; but when the leader says, "I say, stand!" at the same time stooping himself, the players should remain standing. Any who make a mistake and stoop when the leader says, "I say, stand!" are out of the game.

This may be made a very amusing little game to fill in a few dull moments, and when used in the schoolroom, it serves to refresh tired minds very quickly. The leader should speak and move very rapidly and make unexpected variations in the order in which the two commands are given.

I SPY

(See Hide and Seek for list of other games of this type.)

3 to 30 or more players.

Out of doors; indoors.

One player is chosen to be the spy, who blinds his eyes at a central goal while the other players scatter and hide. The spy counts one hundred, upon the completion of which he announces his readiness to take up the hunt by shouting aloud:—

"One, two, three!
Look out for me,
For I am coming and I can see!"

Or he may shout only the word "Coming!" as he leaves the goal, or merely the last count, "One hundred!" The spy endeavors to detect as many hidden players as possible, and for each player must dash back to the goal, hit it three times, and call out, "One, two, three for ----," naming the player. Should he make a mistake in identity, the player really seen and the one named by mistake are both free and may return to the goal without further danger. As soon, however, as a player knows he has been detected by the spy, he should race with the latter for the goal, and should he reach it first, should hit it three times and call out, "One, two, three for me!" Any player who can thus make the goal after the spy has started on his hunt may save himself in this way, whether he has been detected or not. Should all of the players save themselves in this way, the same spy must blind for the next game. This, however, seldom happens. The first one caught by the spy, that is, the first one for whom he touches the goal, becomes spy for the next game.

JACK BE NIMBLE

10 to 60 players.

Indoors; out of doors; schoolroom.

This game is suitable for very little children. Some small object about six or eight inches high is placed upright on the floor to represent a candlestick. This may be a small box, a book, bottle, or anything that will stand upright; or a cornucopia of paper may be made to answer the purpose. The players run in single file and jump with both feet at once over the candlestick, while all repeat the old rhyme:—

"Jack be nimble,
Jack be quick,
And Jack jump over the candlestick."

When there are more than ten players, it is advisable to have several candlesticks and several files running at once. In the schoolroom there should be a candlestick for each two rows of players, and these should encircle one row of seats as they run.

JACOB AND RACHEL

10 to 30 or more players.

Playground; gymnasium; parlor.

All of the players but two form a circle with clasped hands. The two odd players are placed in the center, one of them, "Jacob," being blindfolded. The object of the game is for Jacob to catch the other player, "Rachel," by the sound of her voice; but Rachel is supposed to be rather coy, and to do all in her power to avoid being caught by Jacob, even though she answer his questions.

Jacob begins the game by asking, "Rachel, where art thou?" Rachel replies, "Here am I, Jacob," and immediately tiptoes to some other point in the ring, trying to evade Jacob's outstretched hands as he gropes for her. Rachel may stoop to evade being caught, or may dash from one side of the ring to the other, or resort to any tactics except leaving the ring. Jacob may repeat his question whenever he wishes, and Rachel must answer each time.

When Rachel is caught, Jacob returns to the ring, Rachel is blindfolded and chooses a new Jacob, this time taking the aggressive part and seeking him with the question, "Where art thou, Jacob?" etc.

When the game is played by both boys and girls, the names are used properly, but where all boys or all girls are playing, the same names are used, but one of the party is personated by a player of the opposite sex.

JAPANESE CRAB RACE

2 to 60 or more players.

Gymnasium; playground.

If there be but few players for this game, it may be played as a simple race, without the relay feature, as here described. For large numbers the relay idea will be advisable.

The players are lined up behind a starting line, in from two to five single files, each containing the same number. Opposite each file, at a distance of from twenty-five to forty feet, there should be drawn a circle about three feet in diameter. The game consists in a race run backward on feet and hands (or "all fours") to the circles. To start, the first player in each file gets in position, with his heels on the starting line and his back to the circle for which he is to run; and all start together at a signal, the player who first reaches his circle scoring one point for his team. Others follow in turn.

Until one has tried this, it would be difficult to realize how thoroughly the sense of direction and the power to guide one's movements are lost while running in such a position. It is one of the jolliest possible games for the gymnasium.

JAPANESE TAG

4 to 60 or more players.

Indoors; out of doors.

One player is chaser, or It, and tries to touch or tag all of the other players, the one tagged then becoming chaser. In this form of the game, however, whenever a player is touched or tagged, he must place his left hand on the spot touched, whether it be his back, knee, elbow, ankle, or any other part of the body, and in that position must chase the other players. He is relieved of this position only when he succeeds in tagging some one else.

As in other tag games where there are large numbers of players, several players may take the part of the tagger, or It, at the same time.

JOHNNY RIDE A PONY

10 to 60 players.

Playground; gymnasium.

This is a game of leapfrog. The players are divided into two even parties, except for one leader, one party being the ponies and the other the riders, or Johnnies. The ponies form one long back as follows: one player stands upright against a wall or fence; the first back stoops in front of this leader, bracing his head against him; the other players grasp each the waist of the player in front, and stoop with the heads against him or turned to one side (away from the jumper). When the backs (ponies) are ready, the riders all run toward them from the side, each rider vaulting from the side on to the back of one pony. The ponies try in every way, except by straightening up, to throw their riders while the leader counts fifty. If a rider be made to touch even one foot to the ground, the ponies have won and score a point, the riders exchanging places with them. If the ponies fail in this attempt, they must be ponies again. The side wins which has the highest score at the end.

JUMPING RELAY RACE

10 to 60 or more players.

Playground; gymnasium; schoolroom.

The players are lined up in several single files behind a starting line which is drawn at from ten to fifty feet from a finishing line which should be parallel to it. At a signal the first players in each file, who have been standing with their toes on the starting line, jump forward with both feet at once and continue the jumping to the finish line, when they turn and run back to the starting line. Each player, on returning to the starting line, should touch the hand of the next player in his file, who should be toeing the line ready to start, and should begin jumping as soon as his hand is touched by the return player. The first jumper goes at once to the foot of the line, which moves up one place each time that a jumper starts out, so that the next following player will be in position on the line.

The file wins whose last player first gets back to the starting line.

JUMPING ROPE ON THE ROOF PLAYGROUND OF A PUBLIC SCHOOL

JUMPING ROPE

(Skipping)

3 to 100 players.

Playground; gymnasium.

Jumping a rope is admirable for both boys and girls, combining much skill with invigorating exercise. It should always be done on the toes, with a "spring" in the ankles and knees to break the jar, and should not be carried to a point of exhaustion. It may be made one of the most interesting competitive games for large numbers, lined up in relay formation and jumping in turn over a long rope. There should then be one rope for each line. A score should be kept for each team, each feat successfully performed by a player scoring one point for his or her team. For each round, each player in all teams should perform the same feat.

The different series following are for:—

1. Small single rope.
2. One large rope.
3. Two large ropes.
4. Large single rope and small individual rope.

The small single rope or individual rope should be about six feet long for the average player. A good general rule is to have it just long enough to reach to the shoulders on each side while the player is standing on it.

A rope not made with handles at the ends should have a knot tied at either end, to prevent untwisting and to give a firm hold. Every jumper knows how to twist the ends around the hands to make shorter a rope that is too long.

A long rope should be heavy and from ten to twenty feet in length. It should be turned by two players while one or more jump, as indicated. When not used for athletic competition, any player failing in the jumping should change places with one of the turners; that is, should "take an end."

I. Small Single Rope

1. Standing in one place, the jumper turns the rope forward and jumps on the toes of both feet for from ten to twenty-five counts. Prolonged jumping beyond this number to the point of exhaustion should not be done.

2. Standing in one place, jump five counts on one foot and then five on the other.

3. Jump as in 1 and 2, but turn the rope backward instead of forward.

4. Running and skipping, the rope turned forward.

5. Running and skipping, the rope turned backward.

6. Running and skipping, one player in the rope and two others running and turning the rope. The one who is skipping repeats the verse:—

Butterfly, butterfly, turn around;
Butterfly, butterfly, touch the ground;
Butterfly, butterfly, show your shoe;
Butterfly, butterfly, twenty-three to do.

7. All of the above with two jumpers, each turning one end of the rope, the inner hands resting on each other's shoulders.

8. As in 7, but with two jumpers, one standing behind the other instead of side by side, a hand of the rear jumper being placed on a hip of the one in front. Each turns one end of the rope.

II. One Large Rope

1. The rope should be turned toward the jumper, who should run under.

2. Rope turned away from the jumper, who runs under.

3. Run in; jump once and run out on the opposite side; the rope turned toward jumper.

4. Run in, jump once, run out on the opposite side; rope turned away from jumper.

5. Repeat 3 and 4, jumping five or more times before running out.

6. Run in, jump once, and run out backward.

7. The player runs in and jumps while the turners say, "Salt, pepper, mustard, cider, vinegar," increasing the speed with which the rope is turned as the word vinegar is said.

8. "Rock the Cradle." The turners of the rope do not make a complete circle with it, but swing it from side to side in a pendulum motion. In this position the player runs in and jumps from one to five times and runs out on the other side.

9. Run in (a) with the rope turned toward the jumper, and then (b) away from the jumper, and jump five times and run out, the hands meanwhile being placed in some particular position, such as held out sideways at shoulder level, clasped behind, placed on the shoulders, or head, or hips, etc.

10. Run in, first with the rope turned toward the jumper and then away from the jumper, and jump in various ways—as on both feet at once; on one foot; on the other foot; on alternate feet with a rocking step, changing from one foot to the other.

11. "Chase the Fox." The jumpers, instead of taking single turns until each has missed, choose a leader or fox who goes through the various jumps as described, all of the others following in single file. For instance, the fox runs under the rope without skipping the others all follow. The fox then turns and runs back; the others follow. The fox runs in and takes any of the jumps described above and runs out, the others in turn following.

12. Repeat all of the above jumps, running in in pairs, threes, etc.

13. "Calling in." A player runs in and jumps three times, calling some one in by name on the second jump. They jump once together, and the first player runs out on the opposite side. The second player, in turn, calls some one in on his second jump, etc.

14. A player runs in, calls some one in on the first jump, and continues jumping to five and then runs out. The player called in calls another on his first jump, etc., until there are five jumping at one time. It will probably be necessary for players to run out on opposite sides.

15. "Begging." Two players run into the rope and jump together side by side. While jumping, they change places. One player starts this by saying, "Give me some bread and butter;" and the other, while changing, answers, "Try my next-door neighbor." This is continued until one trips.

16. A player runs in, turns halfway around in two jumps, and runs out on the same side.

17. A player runs in, turns all the way around in two jumps, and runs out on the opposite side.

18. "Winding the Clock." A player runs in, counts consecutively from one to twelve, turning halfway around each time, and then runs out.

19. "Drop the Handkerchief." A player runs in, and while skipping, drops his handkerchief, and on the next jump picks it up again, reciting the lines:—

"Lady, lady, drop your handkerchief;
Lady, lady, pick it up."

20. "Baking Bread." A player runs in with a stone in his hand, and while jumping places it on the ground, straightens up, picks up the stone again, and runs out.

21. A player runs in and works his way while skipping toward one end of the rope. He says to the turner at that end, "Father, give me the key." The turner says, "Go to your mother." The player then jumps to the opposite end of the rope and says, "Mother, give me the key;" and the turner at that end answers, "Go to your father." This is continued a certain number of times, or until the player trips.

III. Two Large Ropes

In this series two ropes are turned at one time, and this requires considerable skill on the part of the turners and a great deal on the part of the jumpers. When two ropes are turned inward toward each other, the turn is called "Double Dodge," or "Double Dutch." When the two ropes are turned outward, away from each other, the turn is called "French Rope."

1. While the two ropes are turned inward, the players run in, jump, or skip over each rope in turn as it comes, and run out on the opposite side.

2. Number one is repeated, taking the fancy jumps described under 1 for the single rope.

3. The two ropes are turned outward, and the players run in, jump, and run out, as described above.

4. "Chase the Fox." This is played with the ropes turning either Double Dodge, or French Rope, and any of the fancy jumps mentioned previously are taken, the players going through in single file, following a leader, the fox, who chooses the feat which all are to perform.

IV. Large Single Rope and Small Individual Rope

While two turners keep the large rope turning, a player turning and skipping his own small rope goes through the following feats:—

1. The player stands in and jumps five times, both the large and small ropes starting together. He then runs out forward.

2. While turning and skipping his own individual rope, the player runs under the large rope.

3. The player runs in while his own rope is turning, jumps five times, and runs out on the opposite side.

4. The player stands in, jumps five times, and runs out backward.

5. The player runs in while turning his individual rope backward, jumps three times, and runs out.

6. A player jumps in the large rope, at the same time turning and jumping in his own individual rope. Another player runs in, facing him, in the small rope, jumps with him, and then runs out again without stopping either rope.

JUMP THE SHOT

(Sling Shot)

10 to 60 or more players.

Playground; gymnasium.

For this game a shot bag, such as is used to weight the ends of the rope that is drawn over jump standards, may be used, and the game takes its name from this. This bag, however, being heavy and hard, may lead to accidents by hitting the ankles of players, and other things are more desirable unless the players be expert. A bean bag, sand, or oat bag will do just as well, tied to the end of a rope.

The players stand in a circle, with one in the center holding a rope with a weight on the end. The center player swings the rope around to describe a large circle on the floor, with a sufficient length of rope to place the bag in line with the feet of those in the circle. The circle players jump to avoid being caught around the ankles by the rope. Any one caught in this way must retire from the circle, the player winning who longest retains his place.

KALEIDOSCOPE

(Flower Garden)

5 to 30 or more players.

Schoolroom; parlor; playground.

This is a quiet game, and makes a pleasant and restful change from more active games. It may be correlated with geography, history, literature, and many other subjects.

The players are all seated, with the exception of from four to six, who stand in a line in front of their fellows, each being given, or choosing, the name of a color,—red, violet, green, etc. The players who are seated then close their eyes, and those who represent colors change places in the line. When they are rearranged, those who are seated open their eyes, and being called upon individually, try to name the colors in their new arrangement, the game being a test of memory.

IN THE SCHOOLROOM, and for little children, to give more activity the colors should scatter and run around the room after being named, halting on a signal. The player who is to name them then runs around the room to the different ones as they stand scattered in this way, naming each as he reaches him.

CORRELATION.—This game may be correlated with any academic subject in which familiarity with proper names is desired; as in

History.—By using the names of generals or statesmen from a given period instead of the colors.

Geography.—The names of capital cities, states, rivers, etc.

Literature.—The names of the works of a given author; of the authors of a period, or of the characters in a book or play.

Nature study.—The names of birds, trees, flowers, or any other branch of nature study may be used.

LADY OF THE LAND

4 to 10 players.

Indoors; out of doors.

This is one of the old dramatic games in which various parts are enacted by the different players.

One player takes the part of a lady and stands alone on one side. Another represents a mother, and the balance are children, from two to eight in number, whom the mother takes by the hand on either side of her, and approaches the lady, repeating the following verse; the children may join with her in this if desired:—

"Here comes a widow from Sandalam,
With all her children at her hand;
The one can bake, the other can brew
The other can make a lily-white shoe;
Another can sit by the fire and spin;
So pray take one of my daughters in."

The lady then chooses one of the children, saying:—

"The fairest one that I can see
Is pretty [Mary]; come to me."

Mother:—

"I leave my daughter safe and sound,
And in her pocket a thousand pound.
Don't let her ramble; don't let her trot;
Don't let her carry the mustard pot."

The mother then retires with the other children, leaving the daughter chosen with the lady. This daughter sits down behind or beside the lady. As the mother retires, the lady says, under her breath, so that the mother may not hear:—

"She shall ramble, she shall trot;
She shall carry the mustard pot."

This entire play is repeated until all of the children have been chosen and left with the lady. The mother then retires alone, and after an interval in which several days are supposed to have elapsed, calls to see her children. The lady tells her she cannot see them. The mother insists, and the lady finally takes her to where they are sitting.

The mother goes to one child and asks how the lady has treated her. The child answers, "She cut off my curls and made a curl pie and never gave me a bit of it!" The mother asks the next child, who says she cut off her ear or fingers, etc., and made a pie, not giving her a bit of it. When all have told the mother what the lady has done to them, they all rise up and chase the lady; when captured, she is led off to prison.

This is one of the oldest traditional dramatic games, and is found in some form in almost all countries. Sometimes the mother is supposed to be poor, and bestows her children upon the wealthy lady of the land for adoption. It is thought possibly to have come from the country practice in European countries of hiring servants at fairs.

LAME FOX AND CHICKENS

10 to 30 or more players.

Playground; gymnasium.

One player is chosen for the fox, and stands in a den marked off at one end of the playground. The rest are chickens, and have a chicken yard at the opposite end of the ground. The chickens advance as near as they dare to the den of the fox and tease him by calling out: "Lame fox! Lame fox! Can't catch anybody!" The lame fox may take only three steps beyond his den, after which he must hop on one foot, trying to tag the chickens while hopping. All tagged become foxes and go home with him, thereafter sallying forth with him to catch the chickens. They must all then observe the same rule of taking but three steps beyond the den, after which they must hop. Should any fox put both feet down at once after his three steps while outside the den, the chickens may drive him back. Care should be taken that the hopping be not always done on the same foot, though a fox may change his hopping from one foot to the other. The chicken last caught wins the game and becomes the first lame fox in the new game.

Where more than thirty players are engaged, the game should start with two or more foxes.

This game has sometimes been called Lame Goose.

It is admirable for players of all ages, but, like all "dare" games, is especially good to overcome timidity. Timid children should be encouraged to venture near the fox and to take risks in giving their challenge.

LAST COUPLE OUT

(Widower; Last Pair Pass)

11 to 31 or more players.

Playground; gymnasium.

An odd number of players is required for this game. One is chosen for catcher, who stands at one end of the playground with his back to the other players. The other players stand in couples in a long line behind him, facing in the same direction that he does. The catcher should be not less than ten feet in front of the first couple.

Last Couple Out

The catcher calls, "Last couple out!" when the last pair in the line runs toward the front, the right-hand one on the right side of the double line, and the left-hand one on the left side, and try to join hands in front of the catcher. The catcher may not chase them before they are in line with him, and may not turn his head to see when or from where the runners are coming. They should try to gain their end by varying the method of approach, sometimes both circling far out beyond him on either side, or one of them doing this and the other running in close toward the lines.

If the catcher succeeds in catching one of the players before that player can clasp hands with his partner, these two, catcher and caught, form a couple and take their places at the head of the line, which should move backward one place to make room for them, and the other player of the running couple becomes catcher. If neither be caught, they are free; i.e. out of the game.

In the Scotch and Swedish forms of this game, the title is "Widow" or "Widower," the catcher supposedly taking the part of the bereaved one and trying to get a mate. It has been suggested that the game has descended from old methods of marriage by capture.

LAST MAN

10 to 60 players.

Schoolroom.

This is a schoolroom adaptation of the game usually known as "Three Deep," or "Third Man." It is one of the most interesting and popular schoolroom games.

One player is chosen to be runner and another chaser. The remaining players are seated. The game starts with quite a distance between runner and chaser. The first object of the game is for the chaser to tag (touch) the runner. Should he do this, they immediately change parts, the previous chaser having to flee instantly for safety with the previous runner, now chaser, after him. The greatest sport of the game comes in, however, in the way the runner may save himself at any time from being tagged by the chaser by standing at the rear of any row of seats and calling "Last man!" As soon as he does this, the one sitting in the front row of that line of seats becomes liable to tagging by the chaser, and must instantly get up and run. As soon as he has left his seat, the entire line moves forward one seat, leaving a seat at the rear for the "last man." There may be no moving of this kind, however, until the runners are out of the aisle.