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SITY OF CALIFORNIA LIBRARY OF THE UNIVERSITY OF CALIFORNIA LIBRARY OF TH

GRADED GAMES AND
RHYTHMIC EXERCISES

FOR PRIMARY SCHOOLS

(For the School Room and Playground)

MARION BROMLEY NEWTON

Supervisor of Physical Training, Rochester, N. Y.
Boston Normal School of Gymnastics, 1903

EDITED BY

ADA VAN STONE HARRIS

Supervisor of Kindergartens and Primary Schools, Rochester, N. Y.

NEW YORK

A. S. BARNES AND COMPANY

1908

CONTENTS

PAGE

SUGGESTIONS TO TEACHERS ix

INTRODUCTION xiii

PART FIRST
GRADE I

I. Games of Imitation 1

II. Games of Sense-Perception 7

III. Traditional Games and Song-Plays 8

IV. Games for General Activity 15

GRADE II

I. Games of Imitation 21

II. Games of Sense-Perception 23

III. Traditional Games and Song-Plays 24

IV. Games for General Activity 27

GRADE III

I. Games of Imitation 34

II. Games of Sense-Perception 35

III. Traditional Games and Song-Plays 38

IV. Games for General Activity 41

V. Miscellaneous Games of Educational Value 48

GRADE IV

I. Games of Imitation 50

II. Games of Sense-Perception 51

III. Games for General Activity 54

IV. Miscellaneous Games of Educational Value 59

V. Festival Games 63

PART SECOND
GRADE I

I. March 67

II. Military Imitations 67

170522

vi CONTENTS

PAGE

III. Animal Imitations 68

IV. Rhythmic Plays 69

V. Industrial Imitations 70

VI. Playing House 71

VII. Folk Dances 72

GRADE II

I. March 73

II. Rhythmic Plays 73

III. Social and Nature Plays 75

IV. March 76

V. Folk Dances 77

VI. Military Marching 79

GRADE III

I. Rhythmic Plays 82

II. Social and Nature Plays in Rhythm 83

III. Industrial Imitations 87

IV. Town Characters 89

V. Rhythmic Exercises 90

VI. Festivals 90

VII. March 92

VIII. Folk Dances 93

GRADE IV

I. Rhythmic Plays 95

II. Sea-Shore Rhythms 99

III. Grecian Games 100

IV. Nature and Industrial Rhythms 101

V. Home Building 102

VI. Folk Dances . . 104

ILLUSTRATIONS

PAGE

Sailors' Hornpipe (Hoisting Sail) <ld Grade

Frontispiece

King of France 1st Grade 4

The Muffin Man 1st Grade 6

Ten Little Indians 1st Grade 12

Cat and Rat 2d Grade 18

Rabbit Race 2d Grade 22

Stone 2cZ Grade 26

Birds 3d Grade 32

Dodge Ball 3d Grade 38

Bean Bag Backward 4th Grade 44

Fish in the Sea 4th Grade 50

See Saw 1st Grade 56

The Minuet 1st Grade 60

Circle Game 1st Game 64

Swing %d Grade 68

One, Two, Three, Bow 2d Grade 72

Sailors' Hornpipe (Sighting Land) 2d Grade 76

Skating 3d Grade 80

Roundel 3d Grade 84

Lads and Lassies Out a Walking 3d Grade 88

Snow Ball Battle 4th Grade 92

Chariot Race 4th Grade 96

Chopping Wood 4th Grade 100

Windmill 4th Grade 104

Vll

SUGGESTIONS TO TEACHERS

THE games and plays herein described have been
collected and graded with a view to adapting them to
immediate schoolroom use, although many are better
suited to playground facilities, and still others may be
enjoyed in the home.

GAMES

1. An instructor should make himself entirely familiar
with all the details of a game before he attempts to teach it.

2. Apparatus needed in carrying out the game should
be made ready beforehand in order to lose none of the
actual playing time allowed, which is necessarily limited
in the school program.

3. If the game is used during school hours for regular
exercise, one requiring vigorous activity (always consid-
ering the weather) should be selected, and as many
children as possible should engage in the play.

4. If, for any reason, the game is a quiet one, or one
in which only a few children are active, a quick march or
run, or a lively game of "Follow the Leader" should be
introduced before resuming work, in order that all may
be benefited by a few moments' exercise.

5. The instructor should play with the children as
often as it seems wise. He should always enter into the
spirit of the play, lending a keen interest, and making it
a period of recreation for himself as well as for his charges.

6. During the exercise or game period, the air in the

x SUGGESTIONS TO TEACHERS

room should be made fresh, even at the expense of heat.
The children are running about and will keep warm.
Outdoor exercise is always much more to be desired
than indoor.

7. The younger the children, the greater the need for
a change in activity. Several play periods dispersed with
judgment through the session are a necessity for the little
ones.

8. Observe the following educational principles
carefully :

a. Self -activity. Allow children to help in the ar-
rangement of the game, choose players, and judge con-
tests.

b. Interest and Inspiration. Inspire them with the
spirit of healthful play; teach them to forget themselves
by urging them to work for their side.

c. Aim and. Achievement. Make the play educa-
tional mentally, by requiring a thorough understanding
of the play, by demanding attention, alertness, and ac-
curacy of motion; morally, by insisting on fair play,
winning if possible, but always honestly, and by teaching
charity and all courtesy to the opposing side; physically,
by requiring the children to do well whatever activity
appears in the game, by teaching bodily control and the
saving of strength for the supreme effort.

d. Apperception. Draw from their own experiences
and build upon them.

e. Correlation. Relate games to language, nature
study, music, history, reading, and arithmetic.

MARCHING AND RHYTHMIC EXERCISES

THE lessons in Rhythmic Exercises have been arranged
for use in a large assembly hall or corridor, although
many of the movements may be executed in the class-

SUGGESTIONS TO TEACHERS xi

rooms between the rows of seats. No apparatus is
needed, except where specially mentioned.

The children should work largely through imitation
and with the aid of the piano. Time should not be spent
in giving many directions, but in leading the children to
graceful bodily expression. Pleasure in motion and a
feeling of the rhythm in the music lend interest to the
child; his power of observation, imagination, and ex-
pression are increased, — for bodily movements were the
earliest and most profound means of expression for the
soul.

The corrective element in these exercises is very mild
because of their lack of definiteness ; they are chiefly of
recreative and general hygienic value.

The classification is one of similarity of type, although
something of an approved order has been aimed at in
each lesson.

GENERAL AIMS OF THE RHYTHMIC WORK

1. The acquiring of ease, erectness, and grace in
carriage, and perfect freedom in all bodily movements.

2. The establishing and strengthening of the sense
of rhythm which is so much a part of our being.

3. The training of the child's body to control, and
to be a more perfect means of expression for his soul.

It is not necessary to follow the exact order. A
teacher may wish to correlate this with work done in
other subjects; for instance, at the time of Washington's
Birthday or Memorial Day, the lesson in Military March-
ing is fitting; and at Christmas time the Christmas Plays
are better.

When the exercises are selected by the teacher the
following is suggestive for a five-minute lesson.

xii SUGGESTIONS TO TEACHERS

LESSON PLAN

1. Introductory Exercise. -- March (also used to
change the formation of the class from circle to lines, or
vice- versa).

2. Arm and Breathing Exercise. - - The windmill, or
flying.

3. Leg Exercise. — See-saw, jumping- jacks, skating.

4. Trunk Exercise. — Digging, sowing seed, reaping,
etc.

5. Leg Exercise (Vigorous). — Running, skipping,
jumping rope, etc.

6. Trunk Exercise. — See-saw, or steamboat.

7. Arm Exercise. — Ball playing, falling leaves.

8. Breathing.

9. Marching Away.

INTRODUCTION

" Play is not trivial; it is highly serious and of deep significance. Cul-
tivate and foster it, O mother; protect and guide it, O father! To the
calm, keen vision of one who truly knows human nature, the spontaneous
play of the child discloses the future inner life of the man." — FROEBEL.

WE are indebted to Froebel for revealing to the world
the educational truth, that play is a potent factor in
stimulating a healthful physical and intellectual growth.
If he had done no more for education than to have taught
us to utilize the play activity in a systematic manner in
the education of the young, and to recognize that no one
factor in the life of the child is so conducive to healthy
development as this play activity, he would have been
a great educator. He saw the interrelation between
the body and the mind so clearly that he believed the
brain was largely dependent on the action of the body
for its growth — a theory which all physiological psy-
chology has proven to be correct.

The play activity which all educators recognize as
proper, and encourage in the kindergarten, should extend
throughout our educational system.

Professor Karl Groos, in his "Play of Man," tells
us of the persistence of the play activities in one form
and another throughout life, and shows us their value
and relation to work. Dr. Luther Gulick, in his "Some
Psychological Aspects of Physical Exercise," lays great

Xlll

xiv INTRODUCTION

stress on the biological value of play. The investiga-
tions made from the various phases of the play activi-
ties which have come through child study, and especially
those of Dr. G. Stanley Hall, of Clark University,
have deduced the principle — that to know a child, we
must know him in his play.

The educative value of play does not cease, then,
with childhood, though at this period it is of greater
importance. "Play is the great telescope which lengthens
life and extends vision." In mature years it may be
called "recreation," but it is the same principle, although
not contributing so largely to stimulate growth. The
adult works a large part of the time, but a certain amount
of play is needed for rest, for change, for reviving the
spirit, for renewing youth.

In the strenuous age in which we are living the
school should perform a great service in developing
the right attitude toward play — by creating a love
for it from childhood through youth and old age, and
in fostering, directing, and stimulating the right kinds
of games and plays adapted to the various periods of
development.

Play is educative primarily because all activity is
educative. Play is the very best means by which the
child expresses himself, satisfies the longing which every
healthy child has to do something, and gives vent to the
animal spirit within him, which is likely to break out in
some form of mischief unless properly directed. Play is
spontaneous; it is the original relation of individuality to
the mass of impressions received. It is the process by
and in which the child asserts itself. All the salient
thoughts, expressions, and events within his horizon are
repeated in his play. He reproduces the incidents which
he has witnessed ; he imitates the customs and manners of

INTRODUCTION xv

the people who come in touch with his life, and imper-
sonates the characters which impress him. He is a
conductor, street-car driver, postman, merchant, circus
clown, lawyer, soldier, Santa Claus, or teacher, as the
play demands. The autumn brings its games, the winter
its sports, and the springtime its fun with marbles, kite-
flying, and traditional street games, and he re-lives these
experiences each year with renewed vigor and joy.
Through play he gives expression to the impressions
which he has received with the stamp of his own
authority. Ideas of justice, of business, of government,
are incarnated in a thousand forms, and embodied
in a variety of childish creations. Even the spirit of his
environment is reproduced with remarkable fidelity. As
Schiller has said, "Deep meaning oft lies hid in childish
play."

Games and plays are self-mastery. The child is to
be pitied whose experience for the first ten years has not
included much cheerful play. He may learn the same
lessons, or many of them, in after life, through study, but
the effect at best is a borrowed one, and comes grudg-
ingly. Healthy play develops healthy imagination and
refined taste. Sordid, low play destroys both and fixes a
low trend in the child's life. The taste involved in the
game tends to fix itself in character. All games and
rhythmic exercises influence character by making the action
of ;the body more definite, more forceful, more graceful,
and more free.

If the child is given adequate opportunity for play,
he is vigorous, alert, capable: whereas, if he does not
have the opportunity, he loses the instinct for play^nd
eventually becomes sluggish and inefficient, a prey to
physical ailments and nervous disorders.

Through play the child learns obedience to law,

xvi INTRODUCTION

courage, justice, and perseverance, which in after years
may help him to "move mountains" of difficulties and
become triumphant over life's fiercest oppositions. Plato
said, "If children are trained to submit to laws in
their play, the love of law enters their souls with the
music accompanying their games, never leaves them, and
helps them in their development."

One of the surest and most effective ways to secure
order, system, and co-operation in a disorderly, indifferent,
and lawless class is through play. It is one of the best
agencies in securing discipline naturally and effectively.

Marches and Rhythmic Exercises aid in the train-
ing of bodily control. Children love rhythm in the song,
story, poem, or game and respond most naturally to this
medium of expression. A brisk march about the class-
room followed by a series of simple imitative rhythmic
exercises generates life in the class-room and gives a
new "view-point" to both teacher and pupils. The
cultivation of this rhythmic sense also strengthens the
observational powers and produces an alertness of move-
ment which develops ease, naturalness, and grace of
manner in the children.

The Games and Rhythmic Exercises herein outlined
are the result of long experience and study. All have
been practically demonstrated under varying school con-
ditions, and because of the happy spirit and renewed life
which they have added to the school they are sent on
their way hoping to relieve the monotony of many a
dreary class-room, and thus give to every child what is
his right: "A time to play!"

'Jhe work is classified under games for General
Activity, Imitation, Sense Perception, Traditional or
Folk-lore Games, Miscellaneous Games of Educational
Value, Marches and Rhythmic Plays. All are arranged,

INTRODUCTION xvii

graded, and adapted to the various stages of growth in
the development of the child.

This book is not intended to outline a course in phys-
ical training, but is rather a carefully worked out
sequence of Games and Rhythm for exercise, recreation,
amusement, and instruction, and may well supplement
training in the more formal gymnastics.

It is with the hope that the spirit of gladness and
joyfulness in play may enter more fully into the lives of
all who come in touch with this little book, that we send
it forth and dedicate it to "THE CHILDREN."

ADA VAN STONE HARRIS.

first

GAMES
GRADE I

"Man is fully human only as he plays." — SCHILLER.
"And lends his little soul at every stroke." — VIRGIL.

I. GAMES OF IMITATION (including representations of
happenings in real life, and various forms of march-
ing)

1. i SAW

A child in each row tells of some action he has seen,
at the same time illustrating it. Each row in turn then
follows its leader around the room, imitating the activity
mentioned. Instructor and children suggest activities,
such as: a butterfly flying; a drummer-boy marching;
horses stepping high; a lame chicken hopping on one
foot; a rabbit leaping; tall men (walking on tip-toe);
short men (with knees bent) ; girl rolling a hoop ; a blind
man; man raking his lawn, etc.

2. CHRISTMAS TREE

The teacher may represent Santa Claus and stand
beside a play tree in the front of the room. The children
march by the tree, one row at a time, and receive from
Santa Claus some toy, — a different one for each row. As
the line continues around the room to the seats, the chil-
dren illustrate the uses of the different toys given them,

2 GRADED GAMES AND RHYTHMIC EXERCISES

e.g., drum, doll, horn, watch, penny-whistle, gun, jump-
rope, kite, rocking-horse, and so forth.

3. FOLLOW THE LEADER

The children represent the activities of which they
sing while marching or standing in the aisles. They
sing to the tune of " Here we go round the Mulberry
Bush."

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This is the way we wash our clothes, wash, wash, wash.

Iron our clothes. Sweep the floor.

Bake the bread. Brush our clothes.

Clap our hands. Beat our drums.

Bow to you. Shoot our guns, "Bang, bang, bang."

4. FANCIES

a. Playing Horse. The children play they are walk-
ing, trotting, high-stepping, and galloping horses. One
may drive another, using the arms for reins, or more may
be driven together. Reins that the children make add
greatly to the play.

b. Playing Expressman. Two or three children at a
time, with several articles to deliver, run at a given signal

GAMES OF IMITATION 3

from a given place, and return to the "express office" as
quickly as possible.

c. Riding a Bicycle. The children run noiselessly in
place, holding the bars, and lifting the knees high.

5. WHEN I WAS A SHOE-MAKER

The children march in a circle singing and at the same
time imitating the actions of the song. Actions: lady,
holding skirts; gentleman, raising his hat; carpenter,
hammering; fireman, blowing fire-horn; etc.

When I was a shoe-mak-er, And a

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6. DID YOU EVER SEE A LASSIE?

The children stand in the aisles. One takes his place
before the class, and at the proper time goes through
some motion which the children imitate in the rhythm
of the song.

Did you ev - er see a las - sie, a

i las - sie, Did you ev - er see a

las - sie do this way and that? Do this way and

4 GRADED GAMES AND RHYTHMIC EXERCISES

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that way, do this way and that way, Did you

ev - er see a las - sie do this way and that ?

Activities suggested. Bowing, alternating to right and
left; swinging folded arms in front of the body as if rock-
ing a doll; motion as if waving a flag; rocking-horse, one
foot a short step forward, hands holding reins, sway
forward and back changing the weight from one foot to
the other, etc.; encourage original suggestions from the
children.

Note: "Laddie" is sung if a little boy is leader.

7. THE KING OF FRANCE

The children stand in the aisles of the room with a
chosen leader for each aisle. In turn, the leaders march
forward three steps, singing, and at the proper time
giving the gestures of the verse. When the leaders have
returned to places, the whole class repeats the verse that
has been sung, and with the leaders marches forward
three steps and back. The advance should be begun
with the words "forty thousand."

The King of France, With for- ty thou-sand men,

Marched up the hill, And then marched down again.

The King of France, with forty thousand men, gave a salute, and then
marched down again.

GAMES OF IMITATION 5

The King of France, with forty thousand men, beat his drum and then

marched down again.
The King of France, with forty thousand men, blew his horn, and then

marched down again.
The King of France, with forty thousand men, waved his flag, and then

marched down again.
The King of France, with forty thousand men, drew his sword, and then

marched down again.
The King of France, with forty thousand men, shot his gun, and then marched

down again.
The King of France, with forty thousand men, shouldered arms, and then

marched down again.

Other than military imitations may be used when
these are exhausted.

8. MARCHING SONG

Left, right, left, right, here we go, Ten small soldiers

in a row ; Left, right, left, right, marching free,

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A sol - dier's life is the life for me.
9. SOLDIER BOY, SOLDIER BOY

One half of the class marches by the other half which is
standing in line. The first half sings "Soldier boy," etc.;
the second half sings, "I'm going," etc. At the words,
"If you'll be a soldier boy," the advancing line stops and
each child gives a salute to his partner. All then join in
the march around the room.

6 GRADED GAMES AND RHYTHMIC EXERCISES

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Sol-dier-boy,Sol-dier- boy, where are you go - ing,

Bear- ing so proud -ly the red,white and blue? I'm

go -ing where country and du - ty are call-ing, If

you'll be a sol-dier-boy you may go too.

Soldier boy, soldier boy, where are you going,
Bearing so proudly the red, white, and blue ?

I'm going where country and duty are calling;
If you'll be a soldier boy, you may go too.

Paper soldier caps and epaulets made by the children
add much interest if worn during the march. The fol-
lowing characteristic activities may be imitated for short
periods of time as the children march, one by one, in
twos, or in fours :

a. Soldier caps --hands placed on heads with finger
tips meeting in a point overhead.

b. Knapsacks — arms folded behind.

c. Horns — hands held to the mouths as if grasping
trumpets.

d. Charging with guns — aiming with left arm ex-
tended, and right arm back for pulling the trigger.

e. Waving flags.

/. Drumming, snare and bass drums.
g. Fifes — hands held at side of mouth as in reality.
h. Running — double-quick march.
i. Saluting leader or American flag — each one as he
passes by.

GAMES OF SENSE-PERCEPTION 7

j. High-stepping war-horses -- knees raised well with
each step.

II. GAMES OF SENSE-PERCEPTION

1. HIDE THE THIMBLE (Hearing)

Material: A Thimble.

One player is chosen to hide the thimble, and while
he is doing so the other children blind their eyes or leave
the room. The thimble may be placed in sight or hidden
entirely. At a signal from the first child the search for
the thimble is begun, and the players are told of their
nearness to its hiding-place, or their distance from it, by
the voice of the child who hid it, saying, "Warm," "Hot,"
or "Cold." Music may be used if desired, becoming
louder as the players approach the thimble, and fainter
as they move away. The successful hunter hides the
thimble in the next game.

2. SQUIRREL GAME (Touch and hearing)

Material: A Nut.

Children blind their eyes with heads upon their desks,
and one hand open to receive a nut which one child, the
"squirrel," drops into it. The child who receives the
nut then runs after the squirrel and tries to catch him
before he reaches his seat.

3. BLIND MAN (Hearing)

Material : Paper bag for blinding.*

One child is blinded by means of a paper bag or other
device, and stands in the center of the circle of children.
Certain players indicated by the teacher speak to him in
turn, saying, "Good morning, John," and he tries to

* For hygienic reasons a handkerchief should not be used.

8 GRADED GAMES AND RHYTHMIC EXERCISES

recognize the voice of the speaker. One child may be
"blind man" until he fails to tell a voice.

4. WHO ART THOU ? (Touch)

One child is blindfolded. The rest move in a circle
around him until a signal to halt is given. The blinded
player then advances and touches some one whom he
must recognize by feeling his clothing, hair, etc.

5. WHO MOVES ? (Sight)

Five or six children stand in line in front of the class.
The rest look at them, then lay their heads upon their
arms, while the teacher changes the places of two or
three. When this has been done the children look again,
and one is selected to arrange the line as it was in the
first place.

III. TRADITIONAL GAMES AND SONG-PLAYS

1. DROP THE HANDKERCHIEF

Material: Handkerchief or paper napkin.

Players form in a circle, while one who is chosen to be
"it" runs around the outside and drops the handkerchief
behind some one of the players as he passes by. He
continues running around the circle, and if the second
player discovers that the handkerchief has been given to
him, he runs after the first player trying to tag him before
he reaches the place left by the second player. If the
first player is tagged he must be "it" again; if not, the
second player becomes "it." If the one who is "it,"
however, can run around the circle, pick up the handker-
chief he has dropped, and tag the second player before
he discovers the handkerchief behind him, the latter is
out of the game for a time, and must stand in the center
of the ring until released by some other unmindful one.

TRADITIONAL GAMES AND SONG-PLAYS

The song, "Itisket, Itasket," or some kindergarten
song, may be used during this game.

2. THE FARMER IN THE DELL

One child is chosen to be the "farmer" and stands in
the center of the ring, while the rest join hands and
circle around him singing,

The farm - er in the dell, The

farm - er in the dell, Heigh oh ! for

Row-ley 0! The farm - er in the dell.

The first child chooses and leads to the center of the
circle a second one; the second chooses a third, and so on,
while the rest sing the following verses:

The farmer takes a wife —
The wife takes the child —
The child takes the nurse —
The nurse takes the dog —
The dog takes the cat —
The cat takes the rat —
The rat takes the cheese —
The cheese stands alone.

The "cheese" may be "clapped out," and must begin
again as the "farmer."

Variations:

a. The game may be ended in this way: after the
children sing, "The cat takes the rat," they continue

10 GRADED GAMES AND RHYTHMIC EXERCISES

with, "The cat chases the rat," and during the rest of
the verse the farmer's family join the circle. When the
verse is finished the "cat" chases the "rat" in and out and
around the circle of children, who keep their hands tightly
clasped, and by raising and lowering them try to help the
"rat" and hinder the "cat."

b. The last verse may be, "We'll all chase the rat,"
who breaks through the ring, and is followed by all the
players eager to catch him. If one succeeds he becomes
the next farmer. This variation is especially good for
out-door play.

3. LOOBY LOO OR SHAKER SONG

Put your right hands in, Put your right hands oat, Then

give your right hands a shake, shake, shake, And turn yourselves about.

Here we dance looby loo, Here we dance looby light,

Here we dance looby loo, All on a Sat-urday night.

Put your left hands in,
Put your left hands out,
Give your left hands a shake, shake, shake,
And turn yourselves about.
Cho. — Here we dance looby loo, etc.

Put your right foot in.
Put your right foot out,
Give your right foot a shake, shake, shake,
And turn yourselves about.
Cho. — Here we dance looby loo, etc.

TRADITIONAL GAMES AND SONG-PLAYS

Put your left foot in,
Put your left foot out,

Give your left foot a shake, shake, shake, shake,
And turn yourselves about.
Cho. — Here we dance looby loo, etc.

Put all your own heads in,
Put all your own heads out,
Give all your own heads a shake, shake, shake,
And turn yourselves about.
Cho. — Here we dance looby loo, etc.

Then put your whole selves in,
Then put your whole selves out,
Then give your whole selves a shake, shake, shake,
And turn yourselves about.
Cho. — Here we dance looby loo, etc.

DIRECTIONS. — Children join hands in a circle singing and dancing,
swaying from foot to foot with the rhythm of the music during chorus.
During verses stand still and imitate action.

4. THE MUFFIN MAN

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muf-fin man, That lives in Dm - ry Lane.

Oh, do you know the muffin man,
The muffin man, the muffin man;

Oh, do you know the muffin man
That lives in Drury Lane?

12 GRADED GAMES AND RHYTHMIC EXERCISES

Oh, yes, I know the muffin man,
The muffin man, the muffin man.

Oh, yes, I know the muffin man
That lives in Drury Lane.

Four or five children are selected to take places
in the four corners of the room, or whatever other
spaces are allowed. As the first verse is sung, each
walks or skips in time with the music to some
child seated in the room, and, taking him by the
hand, leads him to his space in the floor. The
little groups of two then join both hands and dance
around in a circle singing, "Two of us know the Muffin
Man," etc.

After the first verse has been sung and the children
chosen, the second verse, "Oh, yes, I know the Muffin
Man," is sung while the two are marching from the seats
to the space in the floor. The game continues, one child
after another being chosen until all have joined some
group or other. Finally, one large circle is formed
around the room, and they dance, singing, "All of us know
the MuflSn Man," etc.

5. TEN LITTLE INDIANS

Materials: Indian costumes, bows and arrows, etc., add zest.

While the children are singing the following song, ten
little ones, chosen to be Indians, come one by one, hop-
ping Indian fashion, or stealing quietly along, from
outside the room, and stand in a row. The class repeats
the music, by humming or in other ways, and meantime
the ten Indians imitate a war dance around the fire,
pretend to shoot with their bows and arrows, listen with
ears close to the ground for the approach of white men,
or go through other characteristic motions. Finally,
when the last verse is sung, the Indians disappear one by

TRADITIONAL GAMES AND SONG-PLAYS 13

one as they entered. The children will often suggest the
action to be used.

1. One lit -tie, two lit - tie, three lit -tie In-dians,

2. Ten lit - tie, nine lit - tie, eight lit - tie In-dians,

-0-

Four lit - tie, five lit - tie, six lit - tie In-dians,
Seven lit - tie, siz lit - tie, five lit - tie In_dians,

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Four lit - tie, three lit - tie, two lit - tie In-dians,

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lit - tie In

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boys.
boy.

6. SEE-SAW

See-saw, see - saw, Up and down we go, .

See-saw, see -saw, Swinging high and low. See

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saw, see - saw, Gai - ly now we play,

saw, see - saw, Hap - py all the day.

See-saw, see-saw.

Up and down we go,
See-saw, see-saw,

Swinging high and low.

14 GRADED GAMES AND RHYTHMIC EXERCISES

See-saw, see-saw,

Gaily now we play
See-saw, see-saw,

Happy all the day.

The row of players in the center of the room sit upon
their desks and raise their arms at the side to represent
the see-saw board. Children in the rows on either side
stand, facing the see-saw children, and take hold of their
extended hands with both of their own as if grasping see-
saw boards. All sing the "See-Saw Song," and the chil-
dren bend low and rise high as the boards go up and
down. Groups of three files may play together.

7. BOAT SONG

All the children sit on their desks with feet in their
chairs. Each pretends to grasp a pair of oars, and
together they bend forward and back, pulling on their
oars as if really rowing. The round "Row, row, row
your boat, gently down the stream, Merrily, merrily, mer-
rily, merrily, life is but a dream!"

Row, row, row your boat gent - ly down the

stream; Mer - ri - ly, mer - ri - ly,

mer-ri-ly, mer-ri-ly, life is but a dream.
8. CHARLIE OVER THE WATER *

The children sing as they dance about one who stands
in the center of the ring:

* From Stoneroad's "Gymnastic Stories and Plays for Primary Schools." Copy-
righted, 1898, by D. C. Heath & Co. Used by permission.

GAMES FOR GENERAL ACTIVITY

i yr i

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Char - lie catch a black-bird, can't catch met

At the last word all stoop, and if the one in the center
can catch any other before he stoops, the latter must be
"Charlie," and stand in the center.

IV. GAMES FOR GENERAL ACTIVITY

1. RUNNING

All the children run together, or only a few at a
time. The line moves up and down the aisles and around
the room, running lightly on the toes, knees lifted high
at each step, and arms swinging freely at the sides.

a. Run as if on soft grass.

b. Run as if through fallen leaves.

c. Still running in place without advancing.

2. RUN AND JUMP OVER POINTER OR ROPE

Material: jumping standards or substitute.

Care should be taken that each child waits for his
turn, and if possible the pointer should be placed be-
tween two chairs so that the teacher may receive the
children as they jump and prevent them from falling.

3. CAT AND RAT *

The children join hands in a circle; one is chosen to

*From "One Hundred and Fifty Gymnastic Games." Used by courtesy of
the Boston Normal School of Gymnastics Alumni.

16 GRADED GAMES AND RHYTHMIC EXERCISES

be "cat" and another "rat." All the players try to help
the "rat" run away from the "cat," and the "cat" runs
around the ring, breaks through it where he can, and
tries in every way to catch the "rat." It adds zest to the
game if there is more than one "rat," or "cat."

4. CROSSING THE BROOK *

The brook may be represented by chalk lines on the
floor. Children of one row at a time run and jump in
turn, trying to cross the brook. If any touch the floor
between the lines their feet get wet and they cannot go
home without drying them in the front of the room, while
those who crossed successfully may go home to their
seats. The width of the brook may be increased, and
the child who can jump across the widest brook wins the
game.

5. JACK BE NIMBLE

Materials: Objects for candles.

Some upright object to represent a candle may be
placed in the front of the room. One row runs in turn,
jumping over the candle, and trying not to knock it down.
A variation may be arranged in this way: a candle may
be placed in front of every other row, then one row and
the next to it may use a candle together. The second
row faces the back of the room, and follows the first
down its aisle; while the first row, after it has jumped
over the candle-stick, runs up the aisle of the second row.
So the game is continued up and down the two aisles,
while all sing or repeat the nursery jingle, "Jack be
nimble, Jack be quick, Jack jump over the candle-
stick!"

*From "One Hundred and Fifty Gymnastic Games." Used by courtesy of
the Boston Normal School of Gymnastics Alumni.

GAMES FOR GENERAL ACTIVITY 17

6. VAULTING OVER SEATS

The children face either side of the room, place their
hands on two desks, or a desk and chair, and vault over
the chairs. They should try to land quietly on their
toes with bent knees, and should take their hands very
quickly from the desks when they have jumped through.

The whole class may turn and jump back again, al-
ways at the teacher's command, "Ready, Jump!" or this
may be done : when those in the extreme left or right hand
row have vaulted over their own chairs, they run in line
around to the row on the other side of the room, and
start again vaulting across the room, each row finishing
and starting again in succession.

7. VAULTING OVER LOW BENCH

Children in turn place both hands on the bench and
vault over, trying to land well on the other side.

8. RACE, TOUCHING THE WALL

All in the first row of seats stand facing the back of
the room. At a signal from the teacher, the children run
to the back, touch the wall and return to the front, where
they sit in good position in the front seats, or in small
chairs placed in front of the rows. The following rhyme
is often used for starting the children:

One to make ready,

Two to prepare,
Good luck to the rider,

And away goes the mare.

9. FOLLOW THE LEADER

This game differs slightly from the one by the same
name under "Games of Imitation." The teacher prefer-
ably, but occasionally a competent child, leads the class
in a line around the room, up and dowrn the aisles, over

18 GRADED GAMES AND RHYTHMIC EXERCISES

the seats, walking, running, skipping, lifting knees high,
flying, waving flags, and many other activities, changing
quickly from one to another, in order to make each child
keen in observation, and quiqk in response.

10. FEATHER FLY *
Material; Feather or down.

A feather is kept in the air by the children's blowing it.
They may stand in a circle or in two lines, or remain at
their seats, and the child who is blowing when the feather
falls to the ground is out of the game.

11. SNOW MAN

One child who is chosen to be the snow man sits on
the floor in the center of the circle. The others pretend
to roll balls of snow around the circle, each ball getting
larger and larger as they go. At last, one is rolled to the
center, and the snow man stands on his knees; next he
stands on his feet; then his head is made, and finally,
his arms. The children in the circle make snow balls
and throw them all together at the snow man, knocking
off his arms, head, etc., and at last the snow man himself
falls.

12. HOT BALL

Material: Small or large ball.

The children sit in a circle on the floor. One of them
holds under his hands a small ball which he pretends to
be heating, while the rest of the children clap their hands
in rhythm. When the ball is hot the child who has been
heating it hits it with the back of his hand, sending it
across the circle. The one nearest to where it goes, hits
it with the back of his hand, and so on back and forth

* From Stoneroad's "Gymnastic Stories and Plays for Primary Schools." Copy-
righted, 1898, by D. C. Heath & Co. Used by permission.

GAMES FOR GENERAL ACTIVITY 19

across the circle the ball is sent. The children should
keep their places and touch the ball only when it rolls to
them. If the ball stops in the center of the ring, it has
become cold, and has to be heated again. After a time
two balls may be used, a large one and a small one.
Judgment and control are taught by this game.

13. MR. SLAP JACK *

A circle is formed as if for "Drop the Handkerchief."
One child runs around the outside and taps another
gently on the shoulder, then continues running in the
same direction. The child whom he has touched imme-
diately turns, runs in the opposite direction, and tries to
reach his own place before the first child can. They
pass each other on the right when they meet, and the one
who fails to reach the vacant place becomes the next
"Mr. Slap Jack." Quick and accurate response to
stimulus are required in this game.

14. FOX AND RABBIT
Materials: Two bean bags.

A white bean bag may be used for the "rabbit," and a
red one for the "fox." One child in the circle is given the
"rabbit," which he sends around the circle by passing it to
the one next him, and so on. A moment later the "fox" is
started, giving chase to the "rabbit." The latter must
reach the child's hands from which it started, before the
"fox" overtakes it. The players sometimes forget that a
"fox" is coming after the "rabbit" and do not help it
along. Attention and co-operation are called into play.

15. HANDS UP

Players are formed in a circle, each holding up his

* From "One Hundred and Fifty Gymnastic Games." Used by courtesy of
the Boston Normal School of Gymnastics Alumni.

20 GRADED GAMES AND RHYTHMIC EXERCISES

hands. A child in the center tries to touch one of the
pairs of hands before their owner can drop them. When
dropped they are quickly raised again for the play to
continue, and the child whose hands are touched changes
places with the one in the center. Judgment and control
are taught.

16. PRINCE TIPTOE

The children stand silently in line while the leader
whispers :

"Hark! here comes the Prince Tiptoe."

"Where?" whisper all the players.

"Here," answers the first one, and he leaves the line
to appoint two "guards," then walks away on tip-toe.
The whole line, excepting the "guards," follow in single
file also on tip-toe, and the leader gradually increases his
speed until all are running, always on tip-toe. If any
player is discovered by the "guard" touching the ground
with his whole foot, he is "sent to prison," which may be
a chosen corner of the room or playground, and the last
one left on tip-toe becomes the new "Prince" when the
game begins again.

GRADE II

"Play holds the sources of all that is good. By means of play the child
expands in joy as the flower expands when it proceeds from the bud; for joy
is the soul of all the actions of that age." — FROEBEL.

I. GAMES OF IMITATION

1. FOLLOW THE LEADER

One player is chosen to be leader, and at the head of a
line of others leads them around the room, in and out
among the desks, over obstacles, running, hopping, clap-
ping hands, and doing various evolutions. Any player
who fails to follow the leader must drop out of the game.

2. ADAM DID HAVE SEVEN SONS

The players stand in a circle, or in the aisles of the
class-room, and sing the following verse to the tune of
"Yankee Doodle." Before the song is begun, the
teacher selects some child to show the rest what was done
by Adam's sons, and when the verse is repeated all
imitate the activity together.

Adam did have seven sons,

Yes, seven sons, Hurrah!
They never ate, they never drank,

But always did this way.

3. HERE WE GO ROUND THE MULBERRY BUSH

The children march around in a circle, and as they
sing they suit the actions to the words. The first verse
may be used as a chorus between the singing of the others,

22 GRADED GAMES AND RHYTHMIC EXERCISES

while the children join hands and dance around. (For
music see Grade I, Games of Imitation, No. 3.)

Here we go round the mulberry bush,
The mulberry bush, the mulberry bush;

Here we go round the mulberry bush,
So early in the morning.

This is the way we wash our clothes, etc.
So early on Monday morning.

This is the way we iron our clothes, etc.
So early on Tuesday morning.

This is the way we scrub the floor, etc.
So early on Wednesday morning.

This is the way we mend our clothes, etc.
So early on Thursday morning.

This is the way we sweep the floor, etc.
So early on Friday morning.

This is the way we stir our bread, etc.
So early on Saturday morning.

This is the way we go to church, etc.
So early on Sunday morning.

4. GRAND MUFTI *

The class is arranged as if for gymnastics, while the
teacher stands in front and goes through certain move-
ments as she chooses, at the same time saying either
"Thus says the Grand Mufti," or "So says the Grand
Mufti." When "thus" is heard the children take the
movement; but when "so" is used by the teacher they

* From "For Grace and Pleasure," by Martha McC. Barnes. By courtesy of
the Milton Bradley Company.

GAMES OF SENSE-PERCEPTION 23

do nothing. All children who do not act at the proper
time, or remain still at the proper time, must resume
their seats, and the one who remains standing the great-
est length of time wins the game.

II. GAMES OF SENSE-PERCEPTION

1. HAVE YOU SEEN MY SHEEP?* (Sight, hearing, and
reaction)

If there is room the children may be arranged in a
circle; if not they may be seated in regular order. One
child walks around the room, touches some one on the
shoulder, and asks, "Have you seen my sheep?" The
other replies, "How was he dressed?" The first player
then describes the dress of some third child, who, as soon
as he recognizes his own description, runs around the
room or circle and tries to regain his place before the first
player can tag him. If he is tagged he becomes the
"shepherd."

2. HUCKLE BUCKLE BEAN STALK * (Sight and con-
trol)

Material: A thimble.

A thimble is used in this game as in "Hide the Thim-
ble," and is hid by one player where it can be seen without
having to move anything, while the rest cover their eyes
or leave the room. If a child spies the thimble he lets
no one know it, but moves to the other side of the room
as though still looking, and finally takes his seat saying,
"Huckle Buckle Bean Stalk." The hunt continues until
every one is seated.

*From "One Hundred and Fifty Gymnastic Games." Used by courtesy of
the Boston Normal School of Gymnastics Alumni.

24 GRADED GAMES AND RHYTHMIC EXERCISES

3. EXCHANGE * (Hearing)

The children are seated in a circle on the floor. One
who is blinded stands in the center and calls the names
of two players who must change places with each other.
The player in the center tries to catch either of the two
as they move about the circle, and if he succeeds the one
whom he catches becomes the blind player in his place.

4. JACOB AND RACHEL (Hearing)

Material: Paper bag for blinding.

One of the girls, who answers to the name of "Ra-
chael," is blinded and stands in the center of a circle
formed by the other children. She turns around three
times, then walks forward and touches one of the boys,
who enters the circle. The girl then calls out "Jacob";
the boy answers, "Rachael," and guided by the sound of
his voice she tries to catch him. If she succeeds she must
identify him, and the boy then takes her place in the
center. If she fails, she must begin again, touching
another boy, etc.

III. TRADITIONAL GAMES AND SONG-PLAYS

1. LONDON BRIDGE

If played on the playground or in a hall where there is
plenty of room, it is preferable to have two children
forming the bridge with raised hands, while all the rest
march around under the arch and await their turn to be
caught. As the last words of the verse are sung, the
children who form the arch let their arms fall, enclosing
the one who happens to be passing under. He is then
given a choice between two articles, such as "gold" and

*From "One Hundred and Fifty Gymnastic Games." Used by courtesy of
the Boston Normal School of Gymnastics Alumni.

TRADITIONAL GAMES AND SONG-PLAYS 25

"diamonds," which are represented by the two pillars
of the bridge, and according to his choice he steps behind
one or the other of the children and encircles him with
his arms, to await the end of the game. When all the
children have been caught a tug-of-war ensues between
the two lines of children, and the side wins which succeeds
in pulling hard enough to force the other leader to cross
a given line back of where the "bridge" was stationed.
The tune is an old and familiar one; the verses are as
follows :

London Bridge is falling down, falling down, falling down,
London Bridge is falling down, my fair lady.

Build it up with iron bars, etc.
Iron bars will bend and break, etc.
Build it up with golden stones, etc.
Golden stones '11 be stolen away, etc.
2. FLOWER GAME

Two children make an arch with their hands as in
"London Bridge," under which all the rest pass, singing
to the tune of the "Muffin Man"* the following verse:

We're looking for a buttercup,

A buttercup, a buttercup,
We're looking for a buttercup,

And find one here.

At the word "here" in the song, the two players
lower their hands and catch the one who is passing by.
He is given a choice between two flowers represented by
the two children, and then takes the place of the one
whom he happens to choose.

*See p. 11, First Grade Games.

26 GRADED GAMES AND RHYTHMIC EXERCISES

3. GOING TO JERUSALEM

Materials: Chairs for number of players.

a. The children march around a row of chairs, every
other one of which is facing one way, and the alternate
ones the other way. The teacher may clap her hands
in rhythm as the children march, and whenever she stops
they must seat themselves in the nearest chair possible.
In the meantime one chair has been removed, so that one
player is left without a seat when all try to reach one.
The game continues until but one child is left. Taking
hold of the chairs is not permissible.

b. The class may be seated regularly, and the alter-
nate rows play at the same time. At the beginning, a
child from a row that is not to play stands at the back of
the room ready to march with the row next him that is
playing, so that in every group there is one more player
than there is number of seats. The child left out of a
given row occupies one of those seats when the marching
continues, and in this way the number of available seats
is always one less than the number of players.

• 4. DROP THE HANDKERCHIEF

Material: Handkerchief or paper napkin.

In a large hall or playground this is played with the
children arranged in a circle, and the song, "Itisket,
Itasket," may or may not be used. In the schoolroom
the children may be seated as usual while one child runs
about with the handkerchief and drops it at the desk of
the child whom he chooses. The favored one imme-
diately gives chase and tries to catch the runner before
he returns to his seat. If he is successful he may drop
the handkerchief again, otherwise the runner may drop
it. The rule that boys must drop the handkerchief to
girls, and girls to boys, and always to players who have

GAMES FOR GENERAL ACTIVITY 27

not received it before, makes for generosity of spirit in
the game.

5. LADS AND LASSIES

Six or seven little girls (a number corresponding to
the number of aisles in the room) take places at the front
of the room near the wall, facing the class. The same
number of boys stands at the back of the room facing
them, and as the first verse of the song is sung the boys
and girls advance toward each other, meeting half-way
down the aisle. They bow, then join right hands, and
with a sliding motion they dance up and down the aisles
singing "Tra-la-la," etc. During the second verse they
move slowly back to their places, waving their hands as
they sing.

* Lads of this street, Lassies that street, went to walk one day.
When they met, they bowed politely, and then danced so gay.
Cho. — Tra-la-la-la, Tra-la-la-la-, Tra-la-la-la-la,

Tra-la-la-la, Tra-la-la-la-la, O what fun to play!

Lads of this street, Lassies that street, tired of their play,
Waved good-by, and ran home blithely, to come another day.
Cho. — Tra-la-la, etc.

IV. GAMES FOR GENERAL ACTIVITY (Including bean-
bag, ball, and running games)

1. BEAN-BAG RELAY RACE — PLACING BAGS

Materials: Three or more bags for each row.

Circles are drawn on the floor in the front and at the
back of the class-room, opposite the aisles. Three bags
are placed in the circles at the back of the room. At a
signal from the teacher the children in the front seats
run to the back, take the bags, one at a time, and carry

*Tune: "Coming Thro' the Rye."

28 GRADED GAMES AND RHYTHMIC EXERCISES

them to the circles opposite in the front of the room, then
return to their seats. The children in the second seats
carry the bags from the front to the back of the room,
and so on. The very slight element of competition should
be for lightness of running and accuracy in placing the
bags rather than for speed.

2. LOST BAG RELAY RACE
Materials: Three bean-bags for each row.

Three or four bean-bags are placed on crosses marked
at intervals of four feet in the aisles of the room. As in
the preceding game the children in the front seats race
first, picking up all the lost bags, one at a time, and plac-
ing them in a chair or in the lap of a child in the front of
the room, — a child or chair for each row.

3. RELAY FLAG RACE
Materials: One flag for each row.

Six or more children, according to the number of
rows in the room, are selected to stand facing the class
in the front of the room, each opposite his aisle and hold-
ing a flag. The same number of children is stationed at
the back of the room, facing the players with the flags,
one just opposite each. The children in the seats are
arranged so that there is an even number in each row.
At a given signal those in the first seats run to the front
of the room, take the flags from the children holding
them, carry them to the players at the back of the room,
and then return quickly to their seats where a good posi-
tion is immediately taken. When this is done the next
children run to the back, carry the flags to the front,
and return to places, and so on until all have run. The
row that finishes first wins the game.

GAMES FOR GENERAL ACTIVITY 29

4. HOPPING RACE

The children race by rows from the front to the
back of the room, touch the wall, then return to
their seats, hopping on one foot all the way. The
teacher should say on which foot the hopping is to be
done.

5. CAT AND RAT

The children join hands in a circle to form the house;
one player who can run well is chosen to be the "cat,"
while three or four others are the "rats." The "cat"
tries to catch the "rats" as they run about the house; as
soon as one is caught he joins the circle, and the "rat"
last to be caught becomes the "cat" in the next game.
The players forming the circle try to help the "rats," and
hinder the "cat," by raising and lowering their arms, in
order to let the former by and to prevent the latter from
passing.

6. CAT AND MICE *

All the players in their seats represent "mice," and one
of their number is chosen to be the "cat." The "cat"
hides behind a chair or some other object in the corner
of the room, and pretends to be asleep, while four or
five little "mice" chosen by the teacher tip-toe very softly
toward the "cat's" corner, and begin gnawing wood -
making a scratching sound with their fingers. The nib-
bling of the "mice" awakens the "cat," who runs after
them and tries to catch them before they can return to
their places. Those whom the "cat" catches are put in
a corner and are given another trial to reach their seats
at the end of the game.

*From "One Hundred and Fifty Gymnastic Games." Used by courtesy of
the Boston Normal School of Gymnastics Alumni.

30 GRADED GAMES AND RHYTHMIC EXERCISES

7. RABBIT RACE (For playground)

The boys race together, and the girls together, a given
distance, leaping on hands and feet as rabbits would in
covering the ground quickly. If a player rises to an
erect position and runs, he is out of the race; also it is
unfair if the two hands are not moved together, and the
two feet together.

8. VAULTING GAME

A low bench is often available, or, if not, a board may
be placed across two chairs and held firmly at either end.
The children in turn run and vault over the bench, the
first time vaulting to the right and the next time to the
left, always trying to land on the toes with knees bent
and spread apart.

9. LAME FOX AND CHICKENS *

One child is chosen to be the "fox," and has a den at
one end of the room or yard; all the rest are "chickens"
in a coop at the opposite end of the yard. At a signal
from the teacher all the "chickens" run out, try to touch
the "fox's" den and return home before being caught by
the "fox." The latter must hop on one foot all the time,
and if any of the "chickens" see him with both feet on
the ground they may drive him back to his den with their
handkerchiefs. All the "chickens" that are caught be-
come "lame foxes" and go with the "fox" to his den,
then help catch the "chickens" when next they run out.

10. STONE * (For hall or playground)

The children form a circle and if possible a line is
drawn under their feet. One player represents a "stone,"

* From "One Hundred and Fifty Gymnastic Games." Used by courtesy of
the Boston Normal School of Gymnastics Alumni.

GAMES FOR GENERAL ACTIVITY 31

and lies in the center of the circle. All the children
march around clapping their hands in rhythm, when the
" stone" suddenly rises and chases the others to the end
of the hall or yard, where a goal of safety is marked off.
If any children are caught they become "stones" and lie
in the center, giving chase to those who are marching
around only at the signal of the first "stone."

11. GARDEN SCAMP

One player is selected for "gardener," another for
"scamp," while the rest form a circle with hands joined.
Inside the circle is the "scamp," outside is the "gar-
dener," and the two carry on the following conversation:

Gardener. - - What are you doing in my garden ?

Scamp. — Eating berries.

Gardener. - - Who let you in ?

Scamp. -- No one.

Thereupon the "gardener" gives chase to the "scamp,"
following exactly where he goes, while those forming the
ring raise and lower their hands to allow them both to
pass. If the "scamp" is caught he becomes "gardener"
and chooses a new "scamp." Two new players should
be chosen to run if the chase continues too long.

12. MR. SLAP JACK

The children form in a circle as if for "Drop the Hand-
kerchief." A child runs around the outside, taps another
gently on the shoulder, and continues running around
the circle. The second child turns as soon as he is
touched, runs in the opposite direction around the circle,
meets the first child and passes him, then tries to regain
his own place in the circle before the first player can.
If desired, when the two children meet in their run, they
may shake hands three times, bow twice, join hands and

32 GRADED GAMES AND RHYTHMIC EXERCISES

turn around once, or perform some other activity before
racing for the vacant place.

13. BEAN-BAG TOSSING AND THROWING

Materials : Bean-bags and hoops or waste baskets.

a. Through hoops. A hoop may be held by two
children in the front of the room, or one may be used for
each aisle. At a given distance from the hoops a line is
drawn, and standing on this line the children throw in
turn, each using three bags. If one goes through the
hoop it counts five; at the end of the contest the row
which has the highest score wins.

b. Into the waste basket.

c. Into chalk circles drawn upon the floor.

14. CIRCLE BALL

The class is arranged in a circle. A bean-bag or a
large ball is given to a child who immediately tosses it
on to his neighbor, and so on around the circle as quickly
as possible. The children who drop the bag when a
good toss has been made to them must drop out of the
game. After a time the number of bags kept in motion
may be increased, and often other objects may be sub-
stituted for the ball or bean-bag. Some one counts
aloud, and the children try to have the bag go all the
way around in a small number of counts.

15. LONDON LOO

The wall at the end of the room or yard is the goal.
All the players race to it, and the last one to touch it
becomes "it." He stands at the goal while the others
stand at the opposite end of the field. The one who is
"it" calls "London!" The others reply "Loo!" and
immediately run and try to touch the goal without being

GAMES FOR GENERAL ACTIVITY 33

tagged. The one who is "it" tags as many as possible;
when he has tagged a certain number, — such as, ten, -
these all join hands in a line, and stand at the goal and
call "London!" The remaining players at the other end
of the field answer "Loo"! and run as before. Only the
end players of the chain can tag the runners, and if the
chain is broken, the two players who let it break must
drop out of the game.

Variation: All who are tagged join hands in a circle
and stand in the center of the field between the two
goals. They call "London!" The others reply "Loo!"
and run. Whereupon the children in the center let go
each other's hands and try to tag as many as they can.
The last child caught is "it" for the new game.

16. FISHERMAN

One child is "fisherman," and has a goal at the center
of the field. At one end is a goal for the "fish," who are
supposed, at a given signal, to swim from their goal to the
opposite end of the yard, while the "fisherman" runs out
and tags as many as he can as they swim by. The "fish"
make the swimming movement as they run. All caught
turn into "fishermen" and help catch the rest, who run
again at a signal. The game is continued until all are
caught.

17. TICKY, TICKY, TOUCHWOOD (Wood Tag)

One player is chosen to be "it." He chases the
others and tries to tag them when they are not standing
on a piece of wood, or are not touching wood with their
hands. If he succeeds the one who is tagged becomes
"it."

GRADE III

"The boy of promise plays." — SPENCER.

I. GAMES OF IMITATION

1. FOLLOW THE LEADER

A resourceful leader is chosen by the teacher, and he
may have for his followers possibly every other row of
children. After a time the alternate rows are allowed to
play under a new leader; certain children chosen from
those in their seats may act as judges, and as soon as a
player fails to follow his leader exactly he must resume
his seat. Always within the bounds of order the leader
pursues a course much as he chooses — walking on tip-
toe, walking backward, running, skipping, vaulting over
a certain seat, jumping to reach a book held by a child
standing in his seat, marching with a book balanced on
the head, etc.

2. i SAY STOOP! *

The class is arranged in the aisles of the room as if
for gymnastic exercise, while the teacher or a chosen
leader stands in front, facing the class. Whenever the
leader says, "I say stoop," both he and the children
stoop, rising again immediately. When the command,
"I say stand," is given, the leader stoops as before, but
the children remain standing, and those who are caught
by the order are out of the game, or must pay a forfeit.
The player who remains standing the longest is the winner
of the game.

*From "One Hundred and Fifty Gymnastic Games." Used by courtesy of
the Boston Normal School of Gymnastics Alumni.

GAMES OF SENSE-PERCEPTION 35

3. STATUES

All of the children sit at their desks, except one who
is selected by the teacher to be the artist who makes the
statues. This child passes quickly from one child to
another, telling them all how to pose. When she has
assigned some pose to each child, or, if there are many,
to those in every other row, she gives a signal and all
assume their positions at the same time. The teacher or
the other half of the class must try to guess what the dif-
ferent poses are, and the child who has taken his position
most truly is the artist in the next game. The following
are poses easily assumed by the children: a boy playing
marbles, a dancer, a child playing the piano, a bugler, a
boy making a snow-ball, a woman sweeping, a girl rock-
ing her doll to sleep, a scissors-grinder, a barber, a blind
boy, a newsboy, etc.

II. GAMES OF SENSE-PERCEPTION
1. THE BELLED CAT* (Hearing and touch)

Materials: Bell on a string, and blindfold.

A bell is hung around the neck of one player who is
called the "cat." The other players join hands in a
circle, and one of their number, who is blindfolded, chases
the "cat" around the inside of the circle, following him
by the sound of the bell, and trying to catch him. If
he succeeds, he must first guess who it is that he has
caught, and then he becomes the "cat." If he cannot
guess by feeling of the clothing, he must try to catch
another "cat."

* From " One Hundred and Fifty Gymnastic Games." Used by courtesy of
the Boston Normal School of Gymnastics Alumni.

36 GRADED GAMES AND RHYTHMIC EXERCISES

2. HUNT THE KEY * (Sight)
Material: Key or ring on a string.

The players stand in a circle and each one holds in
his hands the portion of a long piece of twine that is nearest
him, allowing it to slip easily between his thumb and
fingers. The twine should be just long enough to ex-
tend around the inside of the circle, and the ends of it
should be tied together. On the twine is hung a key
which is passed from one player to another very quickly,
and one person in the center of the circle is to try to
find the key. If he succeeds he changes places with the
player who allowed it to be discovered. The hunt is
made more difficult if all the hands are kept moving
back and forth along the string, covering the key as they
move.

3. BUTTON, BUTTON
Material: A button.

The players stand in a line or sit side by side, with
their two hands held tightly together. One child is given
a button which he holds between his hands. He then
goes to each one in turn, slipping his hands between the
palms of the other children, and as he goes he drops the
button into some child's hands, but continues passing
around as long as he chooses, so that the rest will not
know who has it.

Finally, he stands in the center of the circle and
says, "Button, button, who has the button?" All the
children try to guess who has it, and the one who calls
out the right name is the next to pass around with the
button.

*From "Games for Everybody." Copyright, 1905, by Dodge Publishing
Company.

TRADITIONAL GAMES AND SONG-PLAYS 37

4. HUNT THE SLIPPER
Material: Shoe or rubber.

All the children except one sit on the floor in a circle,
with their knees raised. The one left out brings a slipper
or rubber, and handing it to one child says:

Cobbler, cobbler, mend my shoe,
Have it done by half -past two.

He walks to the other side of the room, waits a mo-
ment, then returns and asks if the shoe is done. In the
meantime the shoe is being passed from one to another
under their knees. The child who is asked if the slipper
is done, says, "I don't know, ask my next-door neighbor."
Receiving always the same answer until the right cobbler
is found, the first player continues his search around the
ring. If the time is short the shoe may be tossed across
the circle, so that it will be more easy to follow it.

5. SPOOL GARDEN *
Materials: 25 or more spools.

As many spools as possible are gathered together,
the children bringing them from home, and each spool
is marked with the name of some flower, such as pansy,
violet, daisy, rose, etc. The spools are placed in a row,
then one child who is the gardener gathers up all the
spools and hides them in all the corners and out-of-the
way places of the room, only one spool being in each
hiding-place. The children have left the room while
the spools are being hidden, and when all are placed
they are called back to hunt for the flowers. When the
hunt is over the one having the most complete set of
flowers is the winner. Cards might be used instead of
spools, but the latter are obviously more durable.

*From "Games for Everybody." Copyright, 1905, by Dodge Publishing
Company.

38 GRADED GAMES AND RHYTHMIC EXERCISES
III. TRADITIONAL GAMES AND SONG-PLAYS

1. "OATS, PEAS, BEANS, AND BARLEY GROW"

Oats, pease, beans and bar - ley grow,

Oats, pease, beans and bar - ley grow, Can

you or I or an - y - one know How

oats, pease, beans and bar - ley grow ?

Thus the farm - er sows his seed,

/ J / j

Thus he stands and takes his ease,

Stamps his foot and claps his hands and

turns a - round and views the land.

j ;j

Wait-ing for a part-ner, Wait-ing for a part-ner,
Tra la la la la la, Tra la la la la la,

O - pen the ring and choose one in. While
Tra la la la la la la la la

we
Tra

all gai
la la

ly dance and sing.
la la la la.

TRADITIONAL GAMES AND SONG-PLAYS 39

One child is chosen to be the farmer, who stands in the
center of a circle formed by the others, while they dance
around him singing the words of the song, and perform-
ing the motions indicated. At the proper time the farmer
chooses a partner, and the rest move in a circle about the
two. The one chosen becomes the farmer in the next game,
and the first farmer returns to his place in the circle.

2. ROUND AND ROUND THE VILLAGE

a. In the schoolroom. One child who is the "trav-
eler" runs lightly on tip-toe around the room, up and
down the aisles, and touches four or five children who
immediately follow her. The rest of the class remain in
their seats and sing the verses of the song. During the
second verse, "In and out the window," the children re-
maining, stand in their seats and join hands with the chil-
dren across the aisle, if there be any, in order to form the
arches of the windows. At the singing of the third verse,
"Stand and face your partner," the travelers face one of
their own party; and at the fourth verse, "Follow me
to London," all return to their seats, and a new group
is chosen to begin the game.

b. Out of doors. The children are arranged in a
circle, and form arches by holding up their joined hands.
One child followed by three or four others circles about
outside the rest.

Go round and round the vil - lage, Go

i r>i i

round and round the vil- lage, Go round and round the

vil - lage,

As we are all so gay.

40 GRADED GAMES AND RHYTHMIC EXERCISES

Players raise hands while the "travelers" wind in and
out of the circle, all singing:

Go in and out the window,
As we are all so gay.

Each "traveler" faces some other child -

Now stand and face your partner
As we are all so gay.

At last verse, skip around the circle with new partners.

Now follow me to London,
As we are all so gay.

3. THE JOLLY MILLER *

Jol-ly is the mil -ler who lives by the mill, The

i I

wheel goes round with a right good will; One

; j

hand in the hop-per,and theoth-er in the sack, The

V-tf

~f*

-/£r

-• —

— f—

— P-

-f—

— P-

— j| —

-J—

— £-

— h-

— v-

— t/'—

— 0—

right steps for-ward,and the left steps back.

The children in double file march around in a circle,
the arm of each player in the outer ring being linked with
that of a player in the inner ring, and as they march they
sing the words of the song. As it ends, each player in the
outer ring lets go the arm of his partner and tries to
grasp the arm of the one who stood in front of his partner.

*From "Eighty Good Times Out of Doors." Copyright by Fleming H.
Revell Company.

GAMES FOR GENERAL ACTIVITY 41

One player stands in the center of the circle, and
when the others are changing partners he tries to secure
a partner for himself by grasping the arm of one in the
inner ring while it is free. If he succeeds, the player in
the outer ring who is thus left without a partner must
take his place in the center.

IV. GAMES FOR GENERAL ACTIVITY

1. DERBY JIG *

A line is drawn across the front of the room, and
crosses are placed near the blackboard, opposite each aisle.
The children in the front row of seats take places at the
back of the room opposite each aisle. At the command
"stoop," the children obey, with hands clasped under
knees. At the signal "go," they hop down the aisles
to the goal, then back to their seats. The child in good
position first wins. The other rows (across room) race
in turn.

2. BIRDS *

Two corners of the room are marked off, one for a
"cage," the other for a "nest." One player is the
"mother-bird," and stands in the "nest"; two others are
"bird-catchers," and stand half-way between the "nest"
and the "cage." The rest sit at their desks, and in
groups of four or five are named after various birds.
The teacher calls the names of these, first one, then later,
another. The players who have received the name
called run to the back of the room, and when they have
all reached the back, the "bird-catchers" give them
chase up and down the aisles to the "nest." The "birds"

* From "One Hundred and Fifty Gymnastic Games." Used by courtesy of
the Boston Normal School of Gymnastics Alumni.

42 GRADED GAMES AND RHYTHMIC EXERCISES

caught before crossing the line of the "nest" are put in
the "cage." After the first flight, a second name of
birds is called and the game proceeds as before. At
the end, the "birds" in "cage" are counted and those in
the "nest" also. If the "mother-bird" has a larger
number she wins. The object is to defeat the "bird-
catchers."

3. MERRY-GO-ROUND *

Materials: Chairs for number of players.

Small chairs are placed close together to form a circle.
The players seat themselves facing inward, all except
one, who stands in center and tries to secure a seat that
has been left vacant. All keep moving to the right from
one stool to the next, so that this is difficult. When the
one in the center succeeds in seating himself, the player
on his left goes into the center. Each one is responsible
for the seat on his right, and a person cannot occupy
two chairs at once. Vary by having the circle move to
left in changing seats, then each will be responsible for
the seat on his left. In a hall or corridor this can be
played by marking crosses on the floor, - - when players
must stand on the crosses instead of being seated in chairs.
It is more satisfactory to have boys play together and
girls together, except when using the crosses.

4. THE MILLER is WITHOUT (Hall or Playground)
Two goals are fixed at opposite ends of the playground.

In one are the players, in the other the "miller." A
"watchman" stands in front of the players. The "mil-
ler" calls out: "Hello! Hello!"
Watchman: "Who is there?"

*From "One Hundred and Fifty Gymnastic Games." Used by courtesy of
the Boston Normal School of Gymnastics Alumni.

GAMES FOR GENERAL ACTIVITY 43

Miller: "The miller."

Watchman: "What do you want?"

Miller: "A sackful of children."

Watchman: "Then catch them."

The players then hurry to the opposite goal. If one
is caught, he becomes the "miller," the "miller" be-
comes the "watchman," and the previous "watchman"
joins the other players.

5. TOKEN TAG

Material: Object for token.

The players are seated at their desks. One child
runs about the room, up and down the aisles carrying an
eraser, book or other object. He places the object on
any desk he chooses, and is immediately chased by that
child, who carries the token with him, and follows exactly
the course of the runner. If the runner is caught the
pursuer becomes the next runner; if not caught, he may
run again, unless it is desirable to choose a new player,
so that all may have a turn.

6. "NO. 14" RELAY RACE
Materials: Two bean-bags.

The players are divided into two sides with a captain
for each. One side stands side by side in the outside aisle,
with the captain on a cross or line at the back of the room.
The other side is arranged in the same manner on the
opposite side of the room. The captains each have a
bean-bag or ball, and at a signal they run toward each
other at the back of the room; turning at a given aisle
(possibly the third), down which they run to the front of
the room, where they turn again and run to the end of
their own lines. Here they pass the bean-bag to the end
players, each on his own side, who pass them to the next

44 GRADED GAMES AND RHYTHMIC EXERCISES

ones and so on to the heads of the lines. The second
players then receive them and run as the first players
did. At the end of the game each player should have
run once, during which time the line moves on toward
the head, and the captains should be in their original
places with the bean-bags in their hands. Simple team
work is called for in this game.

7. SITTING TAG *

The players are seated in rows, and every group of
two adjacent rows plays an independent game. In
each group one player is chosen to be "it," and stands
between the rows. At a signal all rise quickly, and the
one who is "it" tries to tag them before they can sit.
Those tagged must remain seated until all have been
tagged, or until the time limit has expired. The others,
after seating themselves to avoid being tagged, rise at
the signal, which is repeated. Those not tagged at the
end of the time are the winners.

8. DODGE BALL (Hall or playground)

Material: Basketball.

Half the players form a circle, while the other half
stand inside. A large ball, basket ball, volley ball, or
common rubber ball, is rolled into the circle by some
player in the ring, and those inside must jump over it
and not let it touch them. If it does touch some one,
that player must join the outside circle. The ball can be
rolled into the circle only when the player rolling it is in
his proper place. Vary by having different groups stand
in the center, in turn, and see which group can dodge
the ball the longest time.

* From "One Hundred and Fifty Gymnastic Games." Used by courtesy of
the Boston Normal School of Gymnastics Alumni.

GAMES FOR GENERAL ACTIVITY 45

9. CHASE THE RABBIT

All the children kneel on the floor or ground in a ring
with hands on each other's shoulders. One is chosen
to be the "rabbit," and runs around the outside of the
ring and touches one of the players, who rises, and imme-
diately begins chasing him to his "hole." The moment
the player is touched he must run to the left, while the
"rabbit" continues running to the right, and he must tag
the "rabbit" when they pass each other, then try to return
to his own place before the "rabbit" does. If he fails he
becomes the "rabbit," and the game goes on as before.

10. LOOK OUT FOR THE BEAR *

Any number of children can play this game. One is
chosen to be the "bear," and he hides in some part of
the room or playground, while the rest with their backs
turned are standing at their goal. As soon as the children
have counted 50 or 100 aloud, they all scatter to look
for the "bear." The child who finds him first calls out,
"Look out for the bear," and all the children run to
their goal.

If the "bear" catches any while they are running for
their goal, they become "bears." All the "bears" then
hide together and the game continues until all the chil-
dren are "bears."

11. HOOP RACE

Materials : Four or five hoops with sticks.

If played indoors, in limited space, the children, one
at a time, roll a hoop around the room, and the one who
succeeds in doing it three times without having it turn
over or stop wins the game.

*From "Games for Everybody." Copyright, 1905, by Dodge Publishing
Company.

46 GRADED GAMES AND RHYTHMIC EXERCISES

If played out of doors where there is plenty of room,
four children may race at a time, rolling their hoops a
given distance and back to the starting-place. At the
end of the heats of four the winners may race again.
Interest is added if score is kept for each heat of the
race on the scale of 7, 5, 3, and 1, for the four runners.
The children who have the highest scores at the end of
the game are the winners.

12. THE BUGABOO

One player, the " Bugaboo," stands in one goal,
while the rest stand in a goal at the opposite side of the
yard. (If played in the schoolroom, four or five children
only may be chosen to play at once; then another group,
and so on.) When all are ready, the "Bugaboo" calls:

Hoo! hoo! hoo! Here comes the Bugaboo,
He'll catch some one, and it may be you!

and thereupon runs out from his goal and tries to catch
the others, who must try to cross to his goal if they can.
Those who are caught must help the "Bugaboo."

13. HAWK AND HEN

Children, ten or twelve in number, stand one behind
another with their hands on the shoulders of the player
in front, and represent "hens." Another player, the
"hawk," tries to catch the last "hen" in the line, and
the first "hen" must try to prevent him from doing this
by getting in front of him, and guarding with arms raised
for wings while the rest try to keep out of the way of the
"hawk." As soon as a "hen" is caught she is out of
the game. The second and third in the line may become
the "hawk" and "hen" in the next game, while the two
latter go to the end of the line.

GAMES FOR GENERAL ACTIVITY 47

14. TAG BALL

Material: Soft ball.

The children stand in a circle facing the center. A
ball is passed quickly from one to another around the
circle, while one child running around on the outside
tries to touch the one who has the ball. If he succeeds
the two change places.

15. TOM, TOM, THE PIPER'S SON

The players are divided into two equal groups, each
member of which is given a number; those of one group
corresponding to those of the other.

The "marketmen" each have a knotted handker-
chief for a beetle, and are stationed together at one side
of the ground. The boys with "Tom" are in a goal at
the opposite end, and at about a quarter or a third of the
distance between them and the "marketmen" is placed
an object such as a dumb-bell, a handkerchief, or a book.

Number "1" of each party takes his stand at the
starting-line of each group, and at the signal, "Tom"
tries to secure the object and return with it to his home
without being hit by the "marketman," who tries to
overtake him and strike him with the beetle before he
can return. If the "boy" is struck he becomes the
"marketman's" prisoner; if not, the "marketman" who
chased him is taken to the "boy's" home. The side
having the most players when all have run is victorious.

This can be played in the schoolroom easily, running
in front, or around the room; all but the two runners
remain in their seats until their number is called.

The teacher or class together say the nursery jingle,
and on the word "run " the two players start.

48 GRADED GAMES AND RHYTHMIC EXERCISES
V. MISCELLANEOUS GAMES OF EDUCATIONAL VALUE

1. WEATHER-COCK *

The four points of the compass are represented by
the four corners or sides of the room. One player is the
"wind"; the rest stand scattered about the room. When
the "wind" calls "North," they turn to the corner that
represents north; when he calls "East," they turn to the
east, and so on. At "Variable," the players move back-
wards and forwards, and at "Tempest" they turn around
three times. A player who fails to obey the order goes
out of game or pays a forfeit. (Co-ordination and quick
response are required.)

2. EXCHANGE TAG *

Two children are "sheriffs," and stand in the front
of the room. The rest are seated, two of whom signal
to each other to exchange seats, and as they run to do so
the "sheriffs" try to catch them. Whoever is caught is
"prisoner," and sits in a corner. No more than four
players may exchange seats at the same time; and no
one, even to escape being caught, may take any seat
except the one for which he signaled. (Judgment and
alertness.)

3. STAGE-COACH *

The story-teller stands in front of the class. The
rows of pupils are named for the parts of a coaching out-
fit: horses, driver, wheels, whip, etc. When names are
mentioned which have been given out, in the course of
the story, players who have those names rise and turn
around once in their places. Whenever the story-teller

* From " One Hundred and Fifty Gymnastic Games." Used by courtesy of
the Boston Normal School of Gymnastics Alumni.

MISCELLANEOUS GAMES 49

uses "stage-coach" all the players rise and turn once
about. The story always ends with the words, 'The
stage-coach upset," when all players change seats, and
the "story-teller" tries to secure a chair. Whoever is
left standing must tell the next story. (Attention and
response to auditory stimulus.)

4. THE FARMER AND THE CROW

Materials: Seeds or bean-bags.

One player is the "farmer" and another the "crow,"
or there may be a "farmer" and a "crow" for each aisle.
The "farmer" plants seeds (large seeds or bean-bags
may be used) two feet apart, along a straight line. The
"crow" hops over each seed to the end of the line, turns
around, changes to the other foot and hops back, picking
up the seeds on his way. If he touches the floor with
both feet at the same time, fails to change feet before
hopping back, or drops a seed, he keeps on until all the
seeds are gathered, then becomes a "scarecrow," and
stands with his arms raised at the side while the next
"farmer" and "crow" play. The unsuccessful "crows"
are entitled to another trial after all others have had a
turn. Then the "farmers" become "crows."

GRADE IV

"Plays of children have the mightiest influence on the maintenance or
non-maintenance of laws. If children are trained to submit to laws in their
plays, the love for law enters their souls with the music accompanying the
games, never leaves them and helps in their development." — PLATO.

I. GAMES OF IMITATION

1. MASTERS AND MEN, OR TRADES AND PROFESSIONS

Two or more rows play at a time, according to the
arrangement of the room. The players are in two equal
parties, one, the "masters;" the other, the "men." The
aim of the "masters" is to become "men," and the "men,"
to remain "men" as long as possible. A "foreman" of
the "men" is nominated, who chooses a trade or pro-
fession for the "men" to imitate, then he arranges them
in line before the "masters" who are in their seats, and
bids his "men" go to work with these words:

Now, my men, the work's begun,
No more talking till it's done.

The "men" illustrate the various trades in panto-
mime, as for instance, carpentering, — sawing, planing,
hammering, etc., — for two minutes, then the "foreman"
stops the working and tells the "men" to demand their
pay. Each "master" has one guess as to the name of
the trade; if no one guesses rightly, the "foreman" tells
the name, and another trade is chosen by the "men."
If any "master" is successful in his guess, "masters"
and "men" change places.

GAMES OF SENSE-PERCEPTION 51

2. SCULPTOR*

One player is the "sculptor," and with his assistants,
whom he selects, he places the remaining players in va-
rious positions, to represent the statues he has modeled.
Some may be kneeling, others throwing a ball, some may
be animals, others arranged in a group, and so on. After
all have been instructed, they circle in a ring around the
"sculptor" until he calls, "The sculptor is at home," and
counts to twenty. Each player must fall into position
given him before "sculptor" finishes counting. Who-
ever fails must pay a forfeit or take his seat, and the
positions must be held until sculptor calls, "The sculptor
is not at home," when players all dance again in a circle.

II. GAMES OF SENSE-PERCEPTION

1. HIDE THE THIMBLE (Sight)
Material: A thimble.

Children cover their heads on their desks, while one
hides the thimble; or they may leave the room.

2. BLACK AND WHITE f (Sight and reaction)

Material: A card, black on one side, and white on the other.

Children are divided equally into two sides, one side
called "white" is distinguished from the "black" by
having handkerchiefs tied on the arms or white paper
pinned on the clothing. The teacher, or a leader from
the children, stands on a stool in plain sight and twirls a
disk one side of which is black, the other white. The
players scatter about the room, mingling freely. Sud-
denly the disk is held still with only one side visible; if it

* From " One Hundred and Fifty Gymnastic Games." Used by courtesy of
the Boston Normal School of Gymnastics Alumni.

•j- From " Indoor and Outdoor Gymnastic Games." Copyright by American
Sports Publishing Company.

52 GRADED GAMES AND RHYTHMIC EXERCISES

is black, all the "whites" drop to the floor, while the
"blacks" try to tag them before they can do so, and
vice versa. Those tagged are out of the game and must
take their seats. Score may be kept, and the side that
has tagged the greatest number at the end of the game
is the winning side.

3. BLIND MAN'S BUFF (Sound)

Material: A blind for the eyes.

One player is blindfolded, and given a cane or wand.
The others join hands and dance around him until he
taps on the floor three times. They stop immediately,
and he points at some player in the ring with the cane;
this player takes the end of it, and, holding it, must
answer any three questions the blindfolded player may
choose to ask. The player who answers may, if he
desires, change his voice, or not. If the blinded player
tells correctly who is speaking, the two change places.

4. STEPS (Sight and sound)

Material: A bell or whistle tied with a string.

A line of players stand at the back of the room; in
the front is a bell or whistle on the back of a chair or
placed on the teacher's desk. One player chosen to be
"it" stands in the middle of the room, and both he and
those on the line face toward the bell. Without turning
his head the one who is "it" blows a whistle or counts
ten, and while he is doing this, the others move toward the
bell. When he stops counting, he turns, and all whom
he sees moving he sends back to the starting line. The
play is repeated, the one who is "it" moving forward if
necessary to keep in front of the players. Each player
must try to reach the gong and strike it; when all have
struck it, or when the time limit is reached, the game

GAMES OF SENSE-PERCEPTION 53

ends. The first to strike it may be "it" in the next
game.

5. PETER PIPER * (Sight, hearing, and reaction)
Upon the blackboard the verse, "Peter Piper," etc., is

written or illustrated, so that the words are mixed up
and it will be difficult to point them out. One child is
given the pointer, and as the others sing, to any familiar
tune, such as "Yankee Doodle,"

Peter Piper picked a peck of pickled peppers, (red)
Now if Peter Piper picked a peck of pickled peppers (red)
Where is lhat peck of pickled peppers,
Peter Piper picked ?

Repeat last two lines.

she must point out each word or drawing as quickly as
it is sung.

If a mistake is made in pointing, the child takes her
place with the rest and another one takes a turn at point-
ing. The child who can do it successfully wins the game.

6. STILL POND, NO MORE MOVING

All the children form a circle, joining hands. One
child is blindfolded, given a cane, and stands in the center
of the circle. The children march around him, going fast
or slowly until he taps on the floor three times with his
cane, and says: "Still pond, no more moving." The
children then drop hands, remaining perfectly still where
they are.

The blindfolded player feels his way toward the
others, holding the cane in front of him, and the first
child who is touched by the cane must take hold of it,
and obey the orders given by the one in the center. He

*From "Games for Everybody." Copyright, 1905, by Dodge Publishing
Company.

54 GRADED GAMES AND RHYTHMIC EXERCISES

may say, "Bark like a dog," "Meow like a cat," "Crow
like a rooster," or something else, giving three commands
in all. If he is unable to guess who has the other end
of the stick after hearing his voice, he must change places
with him. If he is successful in guessing he may try
again.

III. GAMES FOR GENERAL ACTIVITY
(Including running and ball games, some requiring skill,
and others calling for co-operation or team work
in a mild form)

1. BEAN-BAG BACKWARD
Material: A bean-bag for each row.

A bean-bag is placed on the front desk in each row.
The same number of children are in each row. At the
signal the bags are picked up, tossed over head to the
children next behind, and so on to the back of the room.
When those in the back seats have received the bags,
they run forward, place them on the front desks and
return to their seats. Children in good position first
win. Those in the last seats then walk to the front of
the room, take the front seats, while all the other children
move back one seat; the game then proceeds as at first
until all are in their own places.

2. ALL UP *

Materials: Six ten-pins.

Six circles, one foot in diameter or thereabouts, are
drawn in a row across the front of the room (near the
blackboard). If there are eight rows of seats, draw
eight circles provided there are eight ten-pins. In each
circle are marked two chalk crosses, and on the crosses

* From " One Hundred and Fifty Gymnastic Games." Used by courtesy of
the Boston Normal School of Gymnastics Alumni.

GAMES FOR GENERAL ACTIVITY 55

in the left-hand circles of each two are placed the ten-
pins. At a signal the children in the front row of seats
run quickly to the circles where the pins are placed and
change them to the next circle, placing them upon the
crosses, then run back to their seats. The children in the
second row then run, replacing the ten-pins in the first
circle, then run back to their seats. The other rows then
run in turn, and the one finishing first wins. If a ten-pin
fails to stand up, the player must run back and place
it again. The first, third, fifth, and seventh rows race
together, then the second, fourth, sixth, and eighth.

3. TIME BALL

Material: Bean-bag or ball for each row.

A bean-bag or ball is given each child in the front row.
At a signal they rise, run to the front wall, turn about
facing the class, and remain standing opposite their own
aisles until the end of the game, when they run back to
their seats and take good positions with bean-bags in
their hands. When the leaders have taken places at the
front of the room, the second row of children runs forward
to the crosses marked on the floor near the front desks;
they stand there long enough for the leaders to toss the
bags to them, and for them to toss them back to leaders,
when they run back to their seats. As soon as they are
seated the children in the third row (across room) run
and toss the bags, and so on until all have played. The
game ends as the preceding one ends.

4. CENTER BASE *
Material: A bean-bag.

One player is in the center; the others form a large

* From " One Hundred and Fifty Gymnastic Games." Used by courtesy of
the Boston Normal School of Gymnastics Alumni.

56 GRADED CYMES AND RHYTHMIC EXERCISES

circle around .n, standing a little apart. The center
player tosses a oean-bag to some one in the circle, and
then runs outside. The player to whom the bag is tossed
must catch it, run to the center of the circle with it, place
it on a cross there, then chase the one who tossed it. The
latter meanwhile attempts to get back to the center and
touch the bag before he is tagged. If the one who tossed
the bag is tagged he may either go out of the game or
ake the place in the ring of the player who has tagged
•lim. If not tagged, he tosses again from the -center.
In the schoolroom the players may vault over chairs in
1he course of the chase.

5. TWELVE O'CLOCK AT NIGHT * (Hall or wide cor-
idor)

With a few children at a time, this may be played
in the schoolroom. The "fox's den" is marked off in
one corner, and a "farmyard" for "chickens" in an-
other. One player is the "fox" and stands in his
"den," another is the "hen," and all the rest are
"chickens." The "hen," with her "chickens" behind
her, each clasping the waist of the one in front, walks up
> the "fox's den," and says, "If you please, Mr. Fox,
can you tell me what o'clock it is"? If the "fox"
replies, naming "one o'clock," or "two," or any hour
but "midnight," the "hen" and "chickens" may go away
in safety; if "fox" answers "twelve o'clock at night,"
they must all run to the "barnyard" before he catches
them, and they do not have to keep in line longer. A
"chicken" caught becomes the "fox"; if none is caught,
the game is repeated with the same "fox," or another, if
desired.

* From " One Hundred and Fifty Gymnastic Games." Used by courtesy of
the Boston Normal School of Gymnastics Alumni.

GAMES FOR GENERAL ACTIVITY 57

6. SHEEP-FOLD

For a hall or corridor, or in a room with large vacant
space. The players form a circle with their hands joined.
One player is shut inside the circle; another is the "wolf"
outside. The "wolf" attempts to break into the "sheep-
fold" and reach the "lamb." If he succeed the "fold"
opens on the opposite side to let the "lamb" out, then
closes to keep the "wolf" in, and so on. If the "wolf"
catch the "lamb," the two players, between whom he
broke through the "fold," become "wolf" and "lamb"
in their turn.

7. OBSTACLE RELAY RACE

Materials: Pointer, or jumping rope, and three chairs.

This race may easily be rearranged for use in a hall
or corridor. Two rows race at a time, for instance, the
rows on opposite sides of the room, then the two rows
next to the end rows, and so on. In the front of the
room, on the course of the runners, a pointer or low chair
is placed, or a string is hung two feet or less from the floor.
At the other side of the room, in front, is a chair or other
object around which players have to run. At a signal
two players sitting in diagonally opposite corner-seats,
possibly in the front seat on the left side and the back
seat on the right side, run. The one in front jumps over
the string, circles around the chair, then runs to the back
of the room down the right outside aisle, across the back
of the room down the left outside aisle, to his own seat.
Meanwhile, the other player takes the course at the back
of the room first. As soon as the first runners are seated,
the next in turn run, and so on. The row finishing first
wins. Even those in the inside rows must follow the
course around the outside of the room when running to
their seats.

58 GRADED GAMES AND RHYTHMIC EXERCISES

8. STEEPLE-CHASE

Materials: Jumping standard and handkerchief.

A goal is marked off at either end of the room ; between
them, and nearer one goal than the other, is a jumping
standard, on top of which is hung a handkerchief. (A
child with a handkerchief on a pointer may serve instead.)

The players are divided evenly and numbered, one
side at one goal, the other at the other, and at each goal
one player stands ready to run at the signal. The player
in the nearer goal starts, gets the handkerchief, and tries to
return to his goal with it before the player running from
the opposite side can touch him. Or he may try to reach
his own goal before the other player can. If he is suc-
cessful, both stay in the nearer goal; if not, both go to the
farther one. The game is won by the side that brings
all players into its goal. One player may be appointed to
replace the handkerchief on the standard. (Simple team
work is called for, judgment and speed.)

9. BULL IN THE RING

One child takes his place in the center of the circle
formed by the rest with their hands tightly joined, and
endeavors to break through the ring. Upon doing so,
the rest chase him, and the one who succeeds in catching
him takes his place as "bull" in the ring.

10. FISH IN THE SEA.

The class is divided into two equal groups, one of
which represents "fish," and the other "fishermen."
The "fishermen" in turn are divided into two equal
sections and are stationed at opposite ends of the room,
with hands firmly joined to represent fishermen's nets.

The "fish" are in the center of the room, and at a
signal the two lines of "fishermen" advance toward the

MISCELLANEOUS GAMES 59

center and try to catch the "fish." The "fish" on the
other hand endeavor not to be caught without breaking
through the "nets."

If any "fish" are caught they are out of the game, and
when all have been caught, the "fish" and the "fisher-
men" change places. The object is to see which side
can catch all the others in the shortest time.

11. RUN, SHEEP, RUN

The players are divided into two sides with a captain
for each side. "Counting out" is done between the two
sides to see which one shall be "it."

The side that is "it" stays at a certain goal and blinds
the eyes, all the time keeping in a straight line, while the
captain of the other side hides all of his charges, then
returns to walk like a guard beside his opponents to see
that they all keep in a straight line as they search for the
"sheep" that are hidden.

The captain calls out "apples" or "peaches," when-
ever the searching is dangerously near, or whatever
signal may have been agreed upon, and finally, when the
searchers are very close he calls out, "Run, sheep, run."
Both sides then race for the goal, and the side that has
all its players in first wins the game.

IV. MISCELLANEOUS GAMES OF EDUCATIONAL VALUE

1. BEAN-BAG TARGET *

Materials: Five bean-bags, and chalk.

Played in a corridor or hall with three concentric cir-
cles, one, two, and three feet in diameter, drawn on the
floor for each group of nine players; in the schoolroom

* From " One Hundred and Fifty Gymnastic Games." Used by courtesy of
the Boston Normal School of Gymnastics Alumni.

60 GRADED GAMES AND RHYTHMIC EXERCISES

one or two sets of circles may be used and one row play
at a time. Each group has five bean-bags, and standing
on a line twenty feet away from the target, the players,
in turn, throw five bean-bags each. The bags that
remain within the inside circle count fifteen, those in
the next circle, ten, and in the outside circle, five. Each
group should appoint a referee to judge and keep score,
and the players should throw in turn as they are num-
bered. (Accuracy of motion is called for; this may be
used as an arithmetic game.)

2. ROLL BALL
Material: A large ball.

The players form a circle with hands joined. The
starter stands in the center and tries to kick a ball so that
it will roll but not leave the ground, and pass through
between two players in the circle. They try to roll it
back. This continues until the ball goes out of the
circle, when the player on whose right side it passed,
changes places with the center player. (Alertness, judg-
ment, and control are required.)

3. HAT BALL *

Materials: Small soft ball, caps, and small bits of paper or stones.

The players sit on the floor in line, with hands in their
laps, to represent caps, or real caps may be used. One
player walks up and down in the rear of the line, carry-
ing a light ball which he stealthily drops into some one's
hands. When the ball falls, all the players scatter except
the one who has received the ball; he very lightly throws
the ball and tries to hit the feet or legs of some runner.
If he succeeds he takes the place of the one who dropped

* From Stoneroad's " Gymnastic Stories and Plays for Primary Schools." Copy-
righted, 1898, by D. C. Heath & Co. Used by permission.

MISCELLANEOUS GAMES 61

the ball into his hand. If not, he receives a paper or
stone, and five papers or stones cause him to leave the
game. (Reaction, alertness, and accuracy of motion are
brought out.)

4. MARBLE CONTEST *
Materials: Five marbles for each box.

Place in a waste basket a pasteboard box with five
holes of different sizes cut in the lid. Number the largest
hole 5; the next largest 10; the next 20; the next 50; and
the smallest 100.

Each child in turn tries to drop the five marbles,
one at a time, into some hole in the box, and the object
is to see which player or which row of children can attain
the highest score.

The arm must be held out straight, even with the
shoulder, and then each player stands over the box as
he drops the marbles.

The waste basket will tend to keep the marbles from
rolling about the floor if they fail to enter the box.

5. SCHOOL *

The players sit in a circle on the floor, and each one
is given the name of some article to be found in the school-
room, such as desk, rubber, blackboard, pencil, etc.

Onev of the players stands in the center and spins a
plate on end; as he does so he calls out the name of some
article. The person who has been given that name
must jump up and catch the plate before it stops spinning.
If he succeeds, he may spin the plate and call out a name;
if he fails, he must resume his seat, and is out of the
game.

* From "Games for Everybody." Copyright, 1905, by Dodge Publishing
Company.

62 GRADED GAMES AND RHYTHMIC EXERCISES

6. BEAN-BAG CONTEST

Materials : Bean-bags for each player, half of one color, and half
another.

The players are divided into two equal teams, or if
there is a large number, into four teams, — the first two
playing together, then the second. The members of the
two contesting teams are provided each with a different
colored bean-bag — namely, white for one side, and red
for the other. Then the two lines are arranged facing
each other, at least ten feet apart. The teacher gives
the counts for throwing, "One" when the first players
are to throw the bean-bags to their opponents, and "Two"
when the second players are to return them.

If any player fails to catch the bag thrown to
him, it counts five for the opposing side, and at the end
of three or five minutes the side wins that has the highest
score.

The following different throws may be used when so
directed, and all the players understand. Failure to
throw or catch in the proper way counts one for the
opposing side. A judge and scorer should be appointed
for each side.

a. Toss with right, catch with right (fold the left
arm behind).

b. Toss with left, catch with left.

c. Push with both hands from the chest, catch with
both.

d. Throw with right, catch with right.

e. Throw with left, catch with left.

/. Throw with both from over the head, catch with
both.

7. LETTER MAN

One player, the "postman," is blindfolded and stands

FESTIVAL GAMES 63

in the front of the room, or in the center of a circle
if the other players can be so seated, otherwise they re-
main in their accustomed seats. Each child is given a
number.

The teacher acts as "postmaster," and calls out,
"No. 20 has sent a letter to No. 5," for example,
when the players having those numbers quickly change
places. In doing so they must pass to the front of the
room near the "postman" (if playing in regular seats),
and as they run by, the postman tries to capture one or
the other. If playing in a circle, the "postman" may
also try to sit in one of the empty chairs, and the player
who is caught or whose place he has taken becomes
"postman."

V. FESTIVAL GAMES
1. EASTER — BUNNY'S EGG *

Materials: Cloth with picture of a rabbit, paper egg for each child,
and pins.

A sketch of an Easter rabbit standing on its hind
legs, and holding up its paws as if it were carrying an
egg, is made upon a piece of cloth about a yard square.
The cloth is pinned or hung on the wall. During the
painting lesson each child should make for himself an
Easter egg, coloring it his favorite color, and making it
just the size of the space between the rabbit's paws.
Each egg should have a pin in it. In turn, the children
are blindfolded, and from a certain distance they walk
toward the cloth, and try to pin the egg in its proper
place. The child whose egg is pinned nearest is the
winner of the game and may receive a real Easter egg
as a favor.

*Prom "Games for Everybody." Copyright, 1905, by Dodge Publishing
Company.

64 GRADED GAMES AND RHYTHMIC EXERCISES

2. MAY — KNOTS IN MAY* (An old English folk-
singing game)

The players form two long rows, facing each other, ad-
vancing and retreating alternately. A boundary line is
drawn on the ground between them, and as each group
advances and retreats it sings as follows:

First Player

(Tune: "Here We Go Round the Mulberry Bush."
See Part I, Grade I, Games of Imitation — 3.)

Here we come gathering knots in May,
Knots in May, knots in May.
Here we come gathering knots in May,
On a cold and frosty morning.

Second Player

And who have you come to gather away,
Gather away, gather away ?
And who have you come to gather away
On a cold and frosty morning?

First Player
We've come to gather (name) away, etc.

Second Player
And who will you send to fetch her away, etc.

Firtf Player
Oh, we'll send (name) to fetch her away, etc.

The two players thus named stand with their feet
touching the boundary line, and pull against each other
assisted by those behind, until the attacking party have
succeeded or failed in dragging the player they ask for
to their side.

* From "Eighty Good Times Out of Doors." Copyright by Fleming H. Revell
Company.

FESTIVAL GAMES 65

3. FOURTH OF JULY

Material: American flag.

Children are divided into two groups, with a captain
for each. A line is marked on the floor dividing the
room in two. A few feet from the line on either side of
it are placed two American flags, made to stand upright
by being placed in a spool, or tied to an Indian club.
Each leader guards his own flag, while the other players
endeavor to capture their opponent's flag. If in doing
so any player is tagged by the leader he is out of the
game, but if he succeeds in capturing the flag and carry-
ing it over the boundary into his side, that side is vic-
torious.

If played in the schoolroom, there should be not more
than four or five children on a side playing at once.
Repeat the game for the others.

4. CHRISTMAS — THE NIGHT BEFORE CHRISTMAS *

This game is similar to Stage-coach. Each child is
given the name of some part of Santa Claus's outfit, the
sleigh, reindeer, sack, coat, bells, etc. The teacher then
reads the story of ''The Night Before Christmas." As
she mentions the names, the players having them rise
and turn around, then sit again. Whenever she mentions
Santa Glaus, all change places and she tries to secure a
seat, or one player may stand in the front to secure a
seat for her while she reads. The player left out is the
next one to stand in front while the story is being read.

*From "Games for Everybody." Copyright, 1905, by Dodge Publishing
Company.

RHYTHMIC EXERCISES

"To sing, to dance, to hear and repeat simple rhymes, are chief delights
of all young children." — SUSAN BLOW.

"Bodily movement is one of the oldest and most artistic forms of ex-
pression. By it we learn to know the 'poetry of motion/ and it is a power
in providing 'the all-sided development' of man. "

GRADE I
I. MARCH

(Light march music.)

1. In a circle. 2. In zig-zag, across the hall. (Chil-
dren should stop with the piano. A chord may mean to
face and march the other way.) 3. In a long straight
line; by twos; by fours; taking hold of hands. 4. With
short steps. 5. With long steps. 6. On tip-toe. 7. Back-
ward, with short steps.

Note : In No. 4, music quickens. No. 5, Music becomes slower. No. 6, light
music.

II. MILITARY IMITATIONS

March music. Teacher leads, children imitate. Eyes to the front;
spaces of arm's length should be between each two.

1. INFANTRY PARADE

Soldier hats — hands placed on heads with fingers
meeting in a point. Drums — hands, holding imaginary
sticks, beat the drums; bass drums — beaten with right
hand and held with left. Drum Major — child with a tall
paper hat, and a stick or pointer for a baton. Trumpets—

68 GRADED GAMES AND RHYTHMIC EXERCISES

tooting through hands. Epaulets — hands at shoulders.
Knapsacks — arms folded behind. Fifes-- hands hold
imaginary fifes, and fingers move as if playing. Cymbals
- using palms of hands. Guns — Command, " Charge ! "
children run in line, carrying guns; command, "Aim!"
children kneel on one knee, and take aim; command,
"Fire!" children say, "Bang!" then rise and march.
Tactics - - Mark time ; Forward march ; About march ;
Halt.

2. CAVALRY PARADE

High-stepping horses — (march music) knees lifted
high at each step, heads tossing in air. Pawing horses -
(waltz music) pawing twice with each foot before step-
ping. Trotting horses -- (quick march music) running
lightly on toes, still keeping good formation. Galloping
horses — (two-step music).

3. "KING OF FRANCE" game, and "SOLDIER BOY"

III. ANIMAL IMITATIONS

Have pictures or silhouettes of all the animals imitated.

1. DANCING BEAR (Two-step music)

Sliding step taken in a circle, hands held up like fore-
paws, heads wagging from side to side. Children may
stand in a circle; one or two at a time, having strings
around their necks held by the teacher or another child,
dance around inside of ring.

2. ELEPHANTS IN CIRCUS PARADE (Slow march music)
Children march in a circle; bodies are bent forward so

that hands come together as the arms fall forward to
form the elephants' trunks; trunks are swung from side
to side with the music as the procession marches along.

RHYTHMIC PLAYS 69

3. RABBITS (Slow two-step music)

Children are in a long line side by side; they leap on
all fours as rabbits leap, keeping in time with the music.

4. BIRDS (Waltz music, played quickly for robin,
sparrow, and other small birds; more slowly for crows
and large birds)

Very light running on the feet with side movements
of arms to represent wings.

5. KANGAROOS (6-8 time)

Hands are held bent up to the chests like forepaws;
from the squatting position long leaps forward are taken.
Children may stand in a circle, and chosen ones may
imitate animals around the inside.

6. TURKEYS (Waltz music)

Arms are stretched down, away from the sides, fingers
spread apart, to represent wing feathers; heads carried
proudly with chins in; steps taken are long and stately.

7. DUCKS (Slow march music)

Children advance, sitting almost on their heels ; hands
are placed on the knees ; bodies sway as the ducks waddle
forward.

IV. RHYTHMIC PLAYS

1. SEE-SAW (Waltz music) •

Children are in two divisions, one on either side of the
teacher; teacher stands with arms outstretched, the left
toward one group of children, the right toward the other;
she lowers one arm as she raises the other, while the
children bend their knees, then rise as her arms indicate.

70 GRADED GAMES AND RHYTHMIC EXERCISES

2. ROWING A BOAT (Waltz music)

Children stand in a circle; reaching forward, they
grasp imaginary oars and pull them back in time to the
music; one foot is placed ahead of the other, and the body
sways forward as the arms reach for the oars.

3. SKIPPING (Schottische music)
Hoppity-skip, single file, in twos and in threes.

4. RUNNING (Quick march music)

Run lightly on tip-toe, swinging the arms easily.

5. CIRCLE TAG (Music to suit the activity)
Children stand in a circle, the one who is "it" hops,

runs, flies, or chooses another activity, which the person
tagged must imitate as he chases the player around the
inside of the circle.

6. SKATING IN TWOS (Slow march music)

Hands are joined in the usual skating way, a long
sliding step forward is taken.

V. INDUSTRIAL IMITATIONS

1. BLACKSMITH ("Anvil Chorus" or march)

Have a piece of iron and a hammer in the center of
the circle for children to strike in turn. The rest imitate
the one in the center, keeping time to the music.

2. SHOEMAKER (Slow waltz music)

Children sit on the floor, The fist represents the
shoe — the right hand picks up the nail (one) , sets it in
the shoe (two), thus, with a blow of the right fist the nail
is driven in (three). (One movement for each beat of
the measure.)

PLAYING HOUSE 71

3. GARDENER (March music)

Pretending to hold a shovel, the children dig, then
throw the dirt in a pile, — "shovel" and "throw."

Hoe the ground, each child in line hoeing a straight row.

4. FARMER

Sowing seed — carrying bags of seed under the left arm,
the children scatter seeds with right hand as they march
along. Reaping grain with a scythe, in time to the music.

5. CARPENTER (March music)

Sawing — two children join their left hands to form
a board which is held still, — right hands, joined across
above left hands, are drawn back and forth over the
board like a saw. Hammering — hammer in the right
hand, pounding the floor or palm of the left hand.
Planing — two hands holding a plane, as it is pushed
along an imaginary board.

6. JANITOR (March music)

Roll up the rugs, hang them on the line. Sweep the
floor; wash the windows; beat the rugs hanging on the
line. Take the rugs down, carry them in and place them
on the floor.

7. DITCH DIGGER (March music)

Some of the children may stand in a squatting posi-
tion in two lines, facing in; others, as diggers, march be-
tween the lines, and throw shovelfuls of earth to the side;
children in lines rise as diggers pass by to form banks.
Before shoveling, break up the earth with a pick-ax.

VI. PLAYING HOUSE

WASHING CLOTHES (Polka music).
IRONING CLOTHES (Waltz music).

72 GRADED GAMES AND RHTYHMIC EXERCISES

SWEEPING FLOOR (March music).
SEWING CLOTHES (Waltz music).

STIRRING BREAD IN A BOWL (March music).

ROCKING DOLLS TO SLEEP, bodies sway as the arms
swing (Waltz music).

VII. FOLK DANCES

1. HAND CLAPPING (March, polka, and waltz music).

2. STAMPING WITH FOOT, as line marches accenting
left (right).

3. STANDING IN CIRCLE (Polka music), stamping three
times — (left) (right) left.

4. JIG (music "Irish Washerwoman"). Leaping from
one foot to the other, lifting the foot high.

5. MINUET. Three walking steps forward, then face
partner and bow; girls hold out skirts, boys bow with
feet together.

GRADE H
I. MARCH

(Light march music — avoid dragging.)

1. In a circle. 2. In a zig-zag, across the hall. 3. In
long straight lines; by twos; by fours; by eights. 4. With
short steps (music quickens). 5. With long steps (music
becomes slower) . 6. On tip-toe (light music). 7. Back-
ward, with short steps. 8. With hands at back of neck,
head erect, and elbows as far back as the ears. 9. Arms
raised at sides, at shoulder level.

Suggestions. In marching, children should be at
least arm's distance behind one another. Aim for a light
free movement in walking, without a dragging or scuffing
of the feet. Heads should be carried in an erect manner,
and arms should be allowed to swing easily at the sides.

II. RHYTHMIC PLAYS

1. SWING (Waltz music played slowly)

Children in a circle, with hands joined. Run forward
lightly, three steps (1 meas.). Run backward lightly,
three steps (1 meas.).

2. JUMPING ROPE (Two-step music)

a. In place, without advancing. Swing arms as if
holding a rope.

b. Advancing, leaping along, one foot leading, as if
going over the rope at each step.

74 GRADED GAMES AND RHYTHMIC EXERCISES

3. ROLLING HOOP (Waltz music)

Carrying hoop stick, and going through the motion
of rolling a hoop. One or two real hoops may be used
in turn by the children, while others watch, standing
in a circle.

4. WALKING ON STILTS (Quick march music)
Walking on heels with hands against the thighs, as if

grasping stilts.

5. BICYCLE RIDING (Schottische music)

Holding handle-bar, run lightly, lifting knees at each
step.

6. JUMPING- JACKS (Slow march music)

Children stand in a circle with wide spaces between
each. With the music they jump in the air, spreading
arms and legs, and bringing them down again as they
land on the floor.

7. ROCKING-HORSE

Children in circle.

I had a lit - tie po - ny,

His

--A

EEifi

name was "Dap-pie Gray," I lent him to a

^4=^

la - dy,

To ride a mile a - way.

SOCIAL AND NATURE PLAYS 75

She whipped him, and she lashed him,

rode him thro' the mire ; I would not lend my

po - ny now, For all that la - dy's hire.

She whipped him and she lashed him,

She rode him through the mire;
I would not lend my pony, now,

For all that Lady's hire.

Hold reins. One foot in front of the other; rock
forward on to that foot, then back on to the other.

III. SOCIAL AND NATURE PLAYS

1. GREETING (Waltz or march music, played softly)
About ten children are arranged in line, standing

side by side, a step or two apart. The rest march in
single file, and as they pass the first ten they shake hands
with each in turn, saying, "How do you do, Mary?"
giving the child's name. Another line of children may
then receive.

2. BOWING (3-4* music, "One, two, three, bow."
Tune, " Good Morning to You ")

Children march in a circle two by two — on the three
beats of the measure, three slow minuet steps (i.e., walk-
ing steps, with lifting of the feet in front, and careful plac-
ing of them forward) are taken, advancing; then on the
word "Bow," which occupies one full measure, each
child turns toward his partner and bows gracefully —

76 GRADED GAMES AND RHYTHMIC EXERCISES

girls holding their dresses out with thumb and fore-
finger; boys, with heels together, and hands at their sides.

3. WIND STORM

Formation of class. Children are in lines one back of
another, with lines two or three steps apart. To arrive
at this formation, children may march in fours, sixes, or
eights, according to the floor space; hands joined, and
arms reaching to sides as far as possible; when class is in
place, drop hands. Teacher leads, children imitate.

a. Fluttering Leaves. (Light quick music.) Chil-
dren raise arms up and down, moving fingers quickly to
represent leaves.

b. Wind. (Waltz music.) One child, for the wind,
may stand in front of the class; with the music, he runs a
few steps to the left, then turns about and runs a few steps
to the right, and as the child runs the trees sway from
side to side in the wind. Children raise arms to right
and left sides alternately, for branches of trees, and step
to the side as they sway.

c. Whirling Leaves. (Waltz music quickens.) Chil-
dren turn and whirl lightly about, with a running step.

d. Rain-drops. (Light music, quick, suggestive of
falling rain.) Children stoop down, and tap on the floor
with fingers.

e. (b. repeated.) Trees swaying in the wind.

f. (a. repeated.) Fluttering leaves as the storm ceases
After the storm, all walk home.

IV. MARCH

(Light march music.) Class marches around the room in single file
as the teacher chooses.

1. March of the soldiers, straight and strong.

FOLK DANCES 77

2. March of the tall men, lean and long. Hands
are stretched high over heads, and steps taken on tip-toe.

3. March of the short men. (Slower music.) With
knees bent in the squatting position, hands at the sides.

4. Blind Man's March. Each child places his hands
on the shoulders of the one in front.

5. Lame Chicken March. All hop on one foot, in
time with the music, which must be quickened to suit
the children's movements.

6. The Winding Path. (Quick waltz music, or
march.) Children stand in a circle, alternating boys
and girls. At first the boys sit on the floor, facing the
center of the circle, while the girls march around, all
going in the same direction, winding in and out, in
front of one boy and behind the next. Girls walk
once around, then run lightly once. Boys repeat, while
the girls sit in a circle.

V. FOLK DANCES

1. VIRGINIA REEL (Adapted. Music suited to ac-
tivities of the children, or the customary reel music)

Children are in two lines, facing towards each other,
about four feet apart. Two at one end step toward
each other and bow, then join hands, skip between the
two lines to the other end, where they drop hands, bow
again to each other, and each takes a new place at the
end of his own line. When the first two have bowed a
second time, the next two at the head of the line repeat
the bowing and skipping. Different activities familiar to
the children may be introduced as well as skipping, such
as flying, high-stepping horses, skating, walking on
heels, running, hopping on one foot, etc. When all
have passed between the lines, the march begins. The

78 GRADED GAMES AND RHYTHMIC EXERCISES

two leaders turn from each other, lead their lines toward
the foot of the hall, and when they meet, join hands and
raise them high to form a bridge. The couples following
pass under the arch, then form one on the other side with
their own hands, for the rest of the line to pass under.
When this has been accomplished the "reel" is done.

2. HEEL AND TOE POLKA (Polka music)

Executed in single file, or in twos, with inside hands
joined, outside hand placed on the hip. It is better,
however, with small children not to insist on form; their
hands may swing, that as many of their muscles as pos-
sible may be exercised.

Method of development. Children in a circle, clap
hands in time with the music, "one, two, three," etc.
Then stamp lightly with the right foot to the same count-
ing; then with left foot; next, stamp, alternating the feet;
gradually lead to doing this on the toes with a light
springing motion; then advance in a line around the
circle, running the three steps, then stopping. It will be
difficult at first for the children to take but the three
steps; having them count aloud will help. Teach them
to be still on "three." To develop the "heel and toe"
part, have the children in a circle put right heel inside
the circle (without music), then the same toe back -
outside the circle. Change to the left, then alternate,
waiting for the children to change feet. Later, take
"heel, toe, and one, two, three," just with right foot in
place, and stop; same with left; finally, work into taking
the step continuously around the room.

3. SAILOR'S HORNPIPE (Adapted. Music for College
Hornpipe)

a. Children are in a circle, in marching order. Arms

MILITARY MARCHING 79

are folded in front, with elbows raised high; as jolly
sailors, the children skip around the circle with the "one,
two, three, skip" step (pointing one foot forward as they
skip), and tip their heads from side to side jauntily,—
once around and stop, facing in.

b. Hoi&ng the Sails. Raise hands diagonally high
over the head, as if grasping a rope, and with the music,
pull down; raise the arms again and pull down diagonally
across in front of the body.

c. Sighting Land. Children face outward in a circle,
and with long leaping steps, they quietly approach sides
and corners of the room. When there, they raise hand to
eyes and peer out into the distance as if trying to spy
land; then turn and peer toward center of room, after
which they return to the circle as they left it.

d. Hauling the Halyards. Children are in a circle in
march order, one following behind another. Take very
short quick steps on the heels, at the same time looking
up and pulling, hand over hand, on an imaginary rope.

e. Finale — Landing ashore. Children skip around
the circle, waving their caps jubilantly in the air.

VI. MILITARY MARCHING

Instructor leads when possible. (Lively march music — it should
never drag.)

1. IN SINGLE FILE AROUND THE ROOM

Keeping exactly in a straight line, with slightly more
than arms's distance apart; eyes to the front, head erect,
and arms swinging easily at the side.

2. SINGLE FILE, ZIG-ZAG

Cross the room, so that parallel lines are formed from
one side to the other as the column marches. (Lead as

80 GRADED GAMES AND RHYTHMIC EXERCISES

near to the wall as possible before turning to go toward
the opposite wall.)

3. SINGLE FILE, SPIRAL

In this, the column actually winds, then unwinds by
turning about and leading the other way Jpetween the
lines that are still winding. Each person must follow
the one just in front most carefully, in order that the line
may not be broken.

4. SINGLE FILE TACTICS

a. "Mark time, mark!" Start with the left foot
and make a semblance of marching, without gaining
ground, by alternately advancing each foot about one
half its length and bringing it back on a level with the
other. "Class, halt! one! two!" (Two more move-
ments are made after the executive word "halt.")

b. " Forward, march!" At the word "forward,"
throw the weight on to the right foot, and at the com-
mand "march," move the left leg smartly straight for-
ward, but without a jerk; at the same time throw the
weight of the body forward; then move the right foot
forward and continue marching.

c. "Class, halt! One! two!" One more step is
taken after the word "halt," then the backward foot is
brought to a level with the leading one on "two."

MILITARY MARCHING 81

5. BY TWOS, RIGHT OBLIQUE, MARCH

Class may be numbered in "fours." The "ones"
and "threes" mark time, while the "twos" and "fours"
march diagonally for ward beside the "ones" and "threes;"
then the whole column continues marching.

6. BY FOURS, RIGHT OBLIQUE, MARCH

The first two numbered "one" and "two," together
with all those numbered "one" and "two," mark time,
ivhile the "threes" and "fours," who are marching
together, advance diagonally to the right and march
beside the "ones" and "twos."

7. BUILDING UP FROM SINGLE FILE

a. Line marches straight down center of hall, and at
the rear separates, one child to the left, the next to the
right, and so on. Two lines march to front, on outsides
of room, meet, and go to the rear in twos.

b. Twos separate, one couple turning to the right,
the other to the left, marching around to the front in
two double lines, on outside of hall. Two couples lead-
ing meet, form fours, and the rest follow.

c. Fours march in straight line to rear, separate, one
four to the left, the next to the right, and lead around
to form eights at the front of hall.

Breaking down is done in the reverse manner; when
lines meet at the end of the hall, marching four abreast,
instead of forming eights again, one four marches in
front, the other behind, thus forming a line of fours to
continue down the center of the hall. The next time
around, twos are formed, the next time a single file.

GRADE III

I. RHYTHMIC PLAYS

Children are in a circle. Have one circle inside of
another if necessary, because of numbers.

1. SWING (Waltz music)

Children stand with one foot forward, pretend to
take hold of a swing-board with both hands in front of
the chest, and in time with the music push it forward and
upward with a strong movement of the arms; change the
weight to the forward foot and let the body reach forward
and up with the arms. As the swing returns, the body
sways back and the weight falls on the backward foot.

2. JUMPING ROPE * (Schottische or "skipping" music)

a. With individual ropes, turn the arms as if they
were in reality swinging a rope. Jump, standing in place,
or advancing around the circle with a leaping movement.

b. In pairs — jumping over the same rope ; inside
hands joined; outside hands turning the rope.

c. A long rope swung by two people in the center of
the circle, while three or four others "run in" and jump,
then "run out "; and still others "run in."

3. PLAYING BALL (Waltz music)

Children are in a circle. Have several soft rubber
balls scattered among them. Each child pretends to toss
a real ball.

a. Toss straight up in the air with the right hand.
Catch with both. Toss with left, catch with both.

* These are imitative activities. Real ropes are not needed, although may be used.

SOCIAL AND NATURE PLAYS IN RHYTHM 83

6. Bound with right hand, catch with both. Bound
with left hand, catch with both.

c. High toss with both hands, catch with both.

d. Children form in two lines, facing each other, ten
or fifteen feet apart. One line tosses balls to players oppo-
site, who catch and return them, all in time with the
music. Use right hand, catch with both; then toss with
left hand and catch with both.

4. WALKING ON STILTS (Quick march music)

In single file, zig-zag across the hall or in a circle;
children walk on heels, with hands against their thighs,
as if grasping stilts.

5. RUNNING (Kindergarten music. Quick march)
Run lightly on the toes, lifting knees high and swing-
ing the arms freely.

6. HIGH-STEPPING HORSES (Waltz music)

Lift knees high, with toes stretched toward the floor,
and place each foot firmly but carefully.

7. SKATING

Singly, or in twos; later in fours. Join hands, cross-
ing them in front, as if in skating; advance with long
sliding movements.

II. SOCIAL AND NATURE PLAYS IN RHYTHM

1. ROUNDEL

Children are in a circle. One child is selected to skip
around inside the circle a few times alone. When the
music stops, this child ceases skipping, bows to another
child (a girl if the first one be a boy, and vice versa), who
immediately takes his hand, and, with the music again,

84 GRADED GAMES AND RHYTHMIC EXERCISES

they skip around together. When next the music stops,
the two bow to each other, then each seeks a new part-
ner, so that four are skipping. The selecting of partners
continues, each bowing to his old partner before he
greets a new, until at last all are skipping about the
circle.

If desired, other activities than skipping may be
introduced with appropriate music.

LADS AND LASSIES OUT A- WALKING

1 ^ K L.^ X

k \ p •

S3 m i* •

I/TV" 17/1

K K i

• r

1 \My *•*• g|

a m y

1. Lads
2. Lads

and las - sies
and las - sies

out
home

a - walk- ing
re - turn- ing

•

XL b K N

K P ' N

V V \J t •

(frpv R

r J K

r «v

r R e r

Chanc'd one day to meet ; First they bow'd,then
Gai - ly waved good by ; Hop- ing soon to

hands Danced with nim-bl<

clasp - ing hands Danced with nim-ble feet.
meet a - gain, Com - ing thro' the rye.

Lads and lassies out a-walking

Chanc'd one day to meet;
First they bowed, then clasping hands

Danced with nimble feet.

Lively.

IffJlflr

* fy {/ >

Tra - la-la-la, Tra-la-la-la-la,Tra- la- la - la - la,Tra-

±±

la - la- la, Tra- la- la-la- la, Corning thro' the rye.

Cho. Tra-la-la-la, Tra-la-la-la, Tra-la-la-la-la,
Tra-la-la-la, Tra-la-la-la-la.
Coming thro' the rye.

SOCIAL AND NATURE PLAYS IN RHYTHM 85

Lads and lassies home returning

Gaily waved good-by;
Hoping soon to meet again,

Coming thro' the rye. — Chorus.

Class is in a large circle, or in two circles, one inside
the other, moving in opposite directions, and singing as
they dance. They walk around in time to the music,
until the words, "they bowed," when the inside circle bows
to the outside circle, and the outside to the inside. At the
words, "clasping hands," each child on the inside takes
the hands of the child in the outside to whom he bowed,
and together they turn, with a sliding step, two or three
times in place. At the beginning of the second verse, all
are in places again, and march in opposite directions.
When the refrain to the second verse is sung, the children
in inside circle join hands, and dance in a large ring;
the outside circle does the same, moving in the opposite
direction. If there is but one circle all may bow to the
center, and dance in a large ring during both refrains.

3. BOWING EXERCISE (3-4 music. Kindergarten.
"One, two, three, bow!" or "Good morning to you!")

Children are arranged in two circles, one inside the
other, the outside circle marching one way, the inside
circle the other. All advance three steps, walking in
minuet style, lifting the feet gracefully in front with toes
stretched toward the floor, before placing them carefully
down; at "bow," which occupies one full measure of
music, children of the two circles stop and bow to each
other, then march again and bow, etc. Girls, holding
their skirts daintily, step back on to one foot, with the
forward knee straight, as they bow; while the boys bend
the body forward from the hips, and stand with their heels
together and hands at their sides.

86 GRADED GAMES AND RHYTHMIC EXERCISES

4. WIND

a. Swaying Trees. ("Ding, dong, bell" from "Chimes
of Normandy," or 4-4 march music.) Children are ar-
ranged in single file marching order, and march in zig-zag

across the hall. Walk forward four counts (three steps
and feet together on the fourth count), bend to the left (two
counts), then to the right (two counts). March again, then
stop and bend.

b. Fluttering Leaves. Lines cease marching, and
while soft, light music is being played, children raise their
arms, and gradually let them sink, spreading as they do
so to represent branches, while the fingers move quickly
for the fluttering leaves.

c. Meadow Grass. (Waltz music or soft, quieting
theme, e.g., "Narcissus.") Children's heads represent
the tops of the tall grasses, and they bend to each side or
forward and backward in time with the music. The music
may be changed to two-step, or increased in volume, for
the next exercise. The children bend to the left, then
forward, then to the right, then to an erect position -
four counts for the bending, in which the body describes
a portion of a circle and represents the bending grasses.

Four walking steps may be taken, then the bending
on four counts, to avoid tiresome repetition.

Note : Great care should be taken not to keep the children too long
at one exercise. It loses its value because their interest lags. A change
to some familiar exercise may be often wisely introduced.

INDUSTRIAL IMITATIONS 87

5. WATER

a. The River. (March music.) Children march in
twos in the center of the hall. At one end the first two
separate, and stand facing each other far enough apart to
allow the double line to pass between them. Each two, as
they pass through, separate and take places at the ends of
the two lines which were begun by the leading two. When
the two long lines are completed they form the banks
of the river; then the first two leave their places and run
lightly, in time with the music which now quickens,
single file, down between the two lines. Each two, in
turn, follow the line as it passes by. This represents the
running water, and each child joining in may represent a
brook flowing into the river. The course of the river
may then be a varied one about the room, at the dis-
cretion of the teacher.

b. The Fountain. (Mazurka music, or two-step.)
Children are in a circle in marching order. The tallest
child stands in the center surrounded by four or five chil-
dren, who kneel, facing out. The group in the center
stretch their arms over head on the strong beat of the
music, with hands together and fingers pointing upward,
to represent spouting water; then spread the arms and let
them sink to the sides. The children in outside circle
march around, executing the same movement as they
march ; when the exercise is finished, the center group take
places in the circle.

III. INDUSTRIAL IMITATIONS
1. BLACKSMITH ("Anvil Chorus" or March)
Have a musician's triangle or piece of iron and a

hammer to imitate the sound of the hammer on the anvil.

Children in a circle swing the hammer and strike, in

time with the music.

88 GRADED GAMES AND RHYTHMIC EXERCISES

2. FARMER

a. Sowing the Seed. (March music.) Children hold
a bag of seeds under the left arm, and scatter seeds from
it with the right as they march along.

b. Reaping the Grain. (Waltz music.) Children
are in a circle facing the center. Each child pretends to
hold a scythe, with which he mows the grain, as he
moves along step by step to the left. Repeat, moving
toward the right and swinging the scythe with the hands
reversed.

3. THE MILLER (For music see Part I, Grade III,
Traditional Games, No. 3)

Children march in a double circle. In the center are
sixteen children in lines of four radiating from the center
like the arms of a cross, to represent the spokes of the
great mill wheel. As the outside circle marches, those
inside wheel in the same direction. At a repetition of
the verse, all may turn and go in the opposite direction.
Many details may be worked out by teachers.

4. THE BAKER (Two-step music)
Children are in a circle or line formation.

a. Sifting Flour.

b. Stirring Bread. Hold bowl under left arm and
stir with the right hand.

c. Kneading Bread. (Waltz music.) Children imi-
tate the motion of kneading bread on a table in front of
them. In rhythm with the music.

5. THE DITCH DIGGER (Two-step or march music)
Children one behind another in marching order.

Advance four steps, then stop, and give the motion of
using a pickax twice; then advance four more steps, etc.

TOWN CHARACTERS 89

IV. TOWN CHARACTERS

1. SCISSORS GRINDER (Music appropriate)
Children are in marching order. With the left hand

they grasp a strap which holds the grinding machine on
the back. With the right hand they ring a bell, by letting
the arm exaggerate its swing to and fro while marching
along. (Music here represents the monotonous "cling
clang" of a bell.) At a change in the music the children
stop, standing with their weight on one foot; with the
other they pretend to turn a wheel by pressing on its
pedal with the toe, — all in time with the music. The
hands, at the same time, describe a small turning wheel
in front of the body, one hand following the other over
and over. March again, then stop and grind.

2. THE SEXTON (Waltz music)

Children are in a circle. Each grasps an imaginary
rope high in front of him, and pulls down on it in time
with the music.

3. THE ORGAN GRINDER (Familiar old-time pieces,
played by the hand-organ)

Children are in a circle. A boy in the center pre-
tends to turn the handle of a hurdy-gurdy, while all on
the outside imitate him. A girl in the center may have
a tambourine, and play it in time to the music, changing
quickly with the rhythm.

4. THE STREET CLEANER (Waltz music)

Children are arranged side by side in two long lines
facing each other on opposite sides of the room. The
lines advance toward each other step by step, each child
pretending to push a street broom. When the lines meet,
all face to the right or left and march forward (march

90 GRADED GAMES AND RHYTHMIC EXERCISES

music) two by two. The leaders separate at the end of
the room and each leads his line around into the former
starting-place, where the sweeping is repeated.

5. BOOT-BLACK

Children are in a circle, or single file, marching in
zig-zag. Advance eight bars, kneel on one knee, use
boot-brush with right hand four bars, left hand four bars>
rise and march again.

V. RHYTHMIC EXERCISES

Music for the following may be found in Miss Rogers *
book of "Large Rhythmic Movement." *

1. HEEL, TOE, AND ONE, TWO, THREE. (See 1st Grade
Directions, Exercise 10.)

2. SLIDING EXERCISE, TWO STEPS, TWO SLIDES -

GOING FORWARD. (Left, right, slide, slide.)

3. BOWING EXERCISE.

4. MINUET. (Two by two around the room.)

5. MAZURKA. (Page 9.)

6. RUN. (Page 6.)

7. SWAYING TREES.

8. FALLING LEAVES.

9. RUN. ("Lullaby.") Children kneeling.

VI. FESTIVALS

1. HARVEST HOME (Suitable music)

a. Children skip into a circle, single file. (Schottische
music.)

b. Reaping grain. (Waltz music.) Children in a
circle face the center, each with a scythe mows the corn,
stepping to the side as he swings the scythe.

* Published by Scrantom, Wetmore & Co., Rochester, N. Y.

FESTIVALS 91

c. Two facing each other. (Waltz music.) One
picks up a bundle of corn and stands it upright in front
of the other.

d. The partner now binds the corn into a sheath,
with a winding motion. (Waltz music.)

e. In twos the children join crossed hands, and ad-
vance marching around the circle, as if each two were
carrying a sheath. Finally, all drop their bundles in the
center as they march by, and unclasp their hands, then
lead again into a circle, single file.

/. All join hands and dance around the heap of corn
sheaths, once to the left, then to the right.

g. Partners join hands and all skip away in line.

2. CHRISTMAS

a. Christmas Tree. 1. Tramp through the forest to
find it. (March, lifting knees high as if walking in deep
snow.) 2. Chop down the tree. Children in a circle,
each with an ax chopping. (Waltz music.) 3. Carry
trees home on the shoulders. Each child puts his left
hand on the shoulder of the one in front, and places
his right hand at his own right shoulder, as if holding a
branch. 4. Children face the center of the circle, advance,
and place the tree in the center, then retreat to places.

b. Christmas Bells. Children, standing in a circle, pull
the bell rope. (Waltz music.) March and toll the bell.

c. Santa Claus. Children stand in a double line to
represent reindeer. First two join inside hands; the
outside hands are extended back to be grasped by the
ones behind. Children on the left extend right hand for-
ward and left hand back, and the children on the right
vice versa. One child is at the end of the long double line
for "Santa Claus." "Reindeer" walk — step high and trot
very gently, lifting the feet high and placing them lightly.

92 GRADED GAMES AND RHYTHMIC EXERCISES

d. Christmas Toys. Children form a ring around
"Santa Claus." Joining hands they advance toward him
four steps with the music, and back. As they do this,
"Santa Claus," in the center, indicates the use of some
toy which he pretends to give them. Having retreated
to place, the children advance around the circle, imita-
ting "Santa Claus," in time to the music.

1. Ball. Tossing up and catching. (Waltz music.)

2. Skates. Long sliding steps as if on the ice. (Two-
step music.)

3. Drum. (Beating.)

4. Gun. (Polka music, pause or hold count "three.")
Two walking steps, stop at "three," and pretend to aim
with a gun.

5. Hoop. (Waltz music.) Run lightly, striking hoop
in time with the music.

VII. MARCH

1. SINGLE FILE

a. On tip-toe, hands stretched high over head.

b. On heels.

c. Lifting knees high. (Waltz music.)

d. Long steps. (Slower music.)

e. Short steps. (Quicker music.)
/. Backward with short steps.

g. In a circle, side steps to left and to right.

2. BY TWOS

Same exercises as in No. 1.

3. BY FOURS

Practise wheeling, forward, backward, to left and to
right.

FOLK DANCES 93

4. FIGURE MARCHING

a. Line double file. March down the center, separate,
first two to the left, next two to the right. When the
lines meet at the foot of the hall, they separate, so that
the right-hand column of one line passes between the
two columns of the other line. Continue around the
hall, and at meeting repeat the marching through.

b. Serpentine. Lines formed in fours or eights,
mark time, with two full steps' distance between the
ranks of eight. First eight face and follow their leader in
single file, as he winds in and out among the other ranks.
As the line passes each rank of eight, they face and
march at the end, until all the "eights" have joined.

VIII. FOLK DANCES

1. OATS, PEAS, BEANS, AND BARLEY GROW

Children are in a circle; one in the center for the
farmer.

(For music see Part I, Grade III, Traditional Games,
Exercise No. 1.)

First strain — children march in a circle.

Second strain — ("Thus the farmer") stand and pre-
tend to scatter seed.

Third strain — ("Tra la la, etc.") two in the center
join hands, and dance in a circle where they stand.

Fourth strain is the third repeated. Join hands and
dance in one large circle.

94 GRADED GAMES AND RHYTHMIC EXERCISES
2. WEAVING GAME

So weave we the wool- en, So weave we the

fe^^a^^N

wool - en, Threads are cross - ing, and shut-ties

toss - ing, To make our cloth good and strong.

So weave we the woolen,

Threads are crossing, and shuttles tossing,

To make our cloth good and strong.

3. HEEL AND TOE POLKA (See First Grade Outline,
Exercise 10)

Third grade children should do this more accurately.

GRADE W

I. RHYTHMIC PLAYS
1. SPRING

a. Spinning Tops. (March music.)

Top is held in the left hand, string is wound on to it
with the right, in time with the music. Four times the
string is wound around, and then the top is thrown to the
ground. Children, arranged in a circle, pretend to watch
the top as it spins through one measure of the music.

b. Rolling Marbles. (Waltz music.)

Children are in a circle. In rhythm, they bend for-
ward and each rolls an imaginary marble across the
circle, then rises and takes another from his pocket and
rolls that, continuing until the rhythm is changed. (Roll-
ing should be done with both the left and the right
hands; and one foot should be a little in front of the
other for a better position of the body.)

c. Base-ball. (Waltz music.)

Children may march from the circle to the different
positions on the floor, with march music. Class is formed
in two ranks, facing each other at a distance of twenty or
more feet apart, and with plenty of arm space for each
child. When one row plays throwing the ball, the others
are the batters, carrying out these distinctive activities
in rhythm. Change, first row batting, and the other
throwing.

d. Jumping Rope. (Schottische or skipping music.)
(1) With individual ropes, turn the hands about as

96 GRADED GAMES AND RHYTHMIC EXERCISES

if they held a rope; standing in place or advancing
around the circle.

(2) In pairs - - jumping over the same rope, inside
hands joined, outside hands turning the rope.

(3) Long rope swung by two people in the center of
the circle, while others "run in" and jump, then "run"
out, while several others "run in."

e. Rolling Hoops. (Waltz music.)

Children are in a large circle; each rolls an imaginary
hoop, striking it with the hoop stick in time with the
music.

f. Flying Kites. (March or waltz music.)
Children stand in a circle, as if holding a kite string.

With the music they pull forward and down on the string,
then turn to look at the kite as it pulls their hands up
higher. Later, advance around the circle with a light
running movement, holding and occasionally watching
the kite.

2. SUMMER

a. Ball Playing. (Waltz music.)

Each pretends to have a ball. A few real, soft rubber
ones may be used. Toss straight up in the air with the
right hand and catch with both. Toss with the left,
catch with both. Bound with the right hand, catch with
both; then bound with the left. High toss with both
hands, clap hands once before catching.

b. See-saw.

(1) Children are in a circle, one behind another in
march order; arms are raised to the side at shoulder
height, bend alternately to left and right, representing a
see-saw board.

(2) Two lines of children standing twelve or fifteen feet
apart, facing in. Half-way between the two lines stand

I
§

RHYTHMIC PLAYS 97

three or four children, one behind another, with their arms
extended toward the lines of children, the left toward one
line, the right toward the other. These children bend
as in No. 1, while the two lines bend their knees and
stand erect, alternately, as the hand toward them moves
up or down.

(3) Children in two lines may grasp the hands of the
children who stand with arms raised to represent the
see-saw board.

c. Swing. (Waltz music.)

Children in a circle or in gymnastic order, stand with
one foot a step in front of the other; and in time with
the music push forward and up, changing the weight to
the forward foot as the arms stretch up. As the arms
return in front of the chest, the body sways back so that
the weight is on the backward foot.

d. Skipping. (Schottische music.)

Hoppity skip in single file around the circle, in zig-
zag; or in twos, with inside hands joined and held high.

3. AUTUMN

a. Nutting. (Slow march or waltz music.) Throw
sticks and stones at nut trees to bring down the nuts.
Pick up a stick, then throw. Use the left hand as well
as the right in throwing.

b. Scuffing through the Leaves. (Quick two-step
music.) Around the circle, scuffing; hardly lifting the
feet from the floor.

c. Jack o9 Lantern.* Children stand in a double cir-
cle facing in, each child of the inside circle just in front
of one in the outside. Those inside pretend to hold

* Music copyright, 1905, by M. Witmark & Sons. Used by permission of the
publishers.

98 GRADED GAMES AND RHYTHMIC EXERCISES

jack o' lanterns in front of them which they move to
the left and to the right with a swinging motion, then,
on the third count, turn quickly, and thrust the play
lantern toward the faces of those just behind. Change
and have the outside circle hold lanterns.

r t t

4. WINTER

a. Skating. (Slow two-step, or with varied time.)
In twos, with hands crossed and joined, children skate
with long sliding steps.

b. Snow-balling. (Two-step music.) Children stoop
to pick up handfuls of snow, mold them into balls, and
throw them across the circle.

c. Building a Fort. (Waltz music.) Children in a
circle in marching order. Each pretends to push a ball
of snow which keeps getting larger and larger, and heavier
and heavier. After the balls are made, they may be rolled
into a long, straight line (represented by about one- third
of the children kneeling on the floor), another one-third
stand behind the fort and defend it, while the remaining
one-third form the attacking party, and stand in line on the
opposite side of the room from the fort. The attacking
and defending groups then imitate snow-balling in rhythm
with the music (schottische or two-step). The attack-

SEA-SHORE RHYTHMS 99

ing party gradually advances, and when it reaches the
fort it kneels, becomes the fort itself, while the former
fort becomes the defending party, and the first defending
party becomes the attacking, and marches around the
hall to begin the attack.

d. Sleigh -riding. (Jingle Bells - - College Song.
Quick march.) Have a few bells to jingle. Children
stand four abreast, arm in arm, two or four may run in
front for horses, and carry bells.

II. SEA-SHORE RHYTHMS

1. THROWING STONES (Waltz music)

Throw stones out to sea, and skip stones on the water.

2. WADING IN THE WATER (Waltz music)

Children in a circle, walk very gently, lifting the feet
high and placing them carefully.

3. SWIMMING (Two-step music)

Accent the stretching forward. Place one foot in front
of the other. Body sways forward as the stroke is taken.

4. JUMPING IN THE WATER (Schottische music)
Children join hands in a circle, and jump as they do

in rope jumping. With every other spring they bend
deep down in the water. This exercise should be done
only four or five times.

5. SAILING (Two-step or waltz)

One arm stretched over head for mast, and the other
to the side for the boom. Children glide quietly around
the room, bending to show the tipping of the boat.

6. ROWING (Waltz music)

Children in a circle stand with one foot in front of the

100 GRADED GAMES AND RHYTHMIC EXERCISES

other, and, with hands grasping an imaginary pair of
oars, pretend to row, moving the body backward and
forward in time with the music.

III. GRECIAN GAMES

1. THROWING THE DISCUS (Waltz music)

The left foot is placed in front of the right and the
body turned toward the right side. The children pre-
tend to hold a discus in the right hand; swing the right
arm in a half circle back on a level with the hips, and
with a wide swinging motion of the same arm, bring it
forward, and pretend to let go the discus, when the arm
is extended to its farthest point forward. The weight
should change from the forward to the backward foot,
then to the forward again, as the arm swings.

Repeat, using the left arm, with right foot in front.

2. FOOT-RACE (Lively music)

Children are in two long lines facing toward each
other, five or six feet apart. In turn they race in twos;
the two at one end run down between the lines first,
and take places at the opposite end, then the next two
run, etc. As the different twos run, the lines should keep
moving toward the head.

3. THROWING BALLS (See Lesson 2, Section 2, a)

4. LEAPING (Two-step music)

Children in a circle advance with a long, leaping
step, alternating right and left, i.e., leaping from one foot
to the other in the advance.

5. CHARIOT RACE (Quick march or other music
suited to running)

i
0

NATURE AND INDUSTRIAL RHYTHMS 101

Children are in a large circle, or better an oval. Two
groups of four children each join hands (in fours) to
represent the horses dragging a chariot. If the space is
not large enough two may race together. The horses
stand side by side at a given line, and at the signal, run.
If the floor space is oval, at the shorter ends, the four
that are on the inside change to the outside places, while
those who were outside drop behind a bit and then run
inside on the turn. If it were not for this changing of
places the four on the inside would have the advantage
throughout the race.

IV. NATURE AND INDUSTRIAL RHYTHMS

1. THE FARMER

a. Plowing. (Two-step music.) Children are in twos,
with their arms locked. The inside foot of each is placed
in front and close to the foot of his partner, and these two
feet are kept a little ahead, to represent the steel of the
plow. Children advance to the music, pushing with the
backward foot, and letting the forward foot slide as much
as possible.

b. Sowing the Seed. (Waltz music.) Children march
in a circle, scattering seeds with the right hand from a
bag which they hold in the left.

c. Reaping the Grain. (March or waltz music.)
Children are in a circle, side by side; each pretends to
hold a scythe, with which he mows the grain as he steps
along sideways. One foot is placed to the side, then the
other is drawn toward it.

2. THE FARM

a. Rows of trees. (March music.) (Poplar, oak,
etc.) Children march in lines. Poplar trees, — arms
are stretched high over head with hands together. Oak

102 GRADED GAMES AND RHYTHMIC EXERCISES

trees, — arms raised to side for spreading branches.
Advance two steps, then bend alternately to left and
right; some poplar, some oak trees. Later, stand in line,
and with soft, light music, represent fluttering leaves by
moving the fingers quickly, beginning with the arms
stretched high over head and gradually lowering them to
the sides.

b. The Brook. (Light, rippling music.) Children
representing trees on the banks of the brook, bend and
sway with moving branches and fluttering leaves, while
five or six others run lightly between the two lines repre-
senting the rows of trees, and pretend that they are the
running water.

c. Meadow Grass. (Waltz music or a soft, quieting
theme, e.g., "Narcissus.") Children stand in a circle or
other formation. Their heads represent the tops of the
tall grasses, and they bend to each side, or forward and
backward, in time with the music.

d. Climbing the Hill. (March music.) Children
march, lifting their feet high as they would in ascending
a hill.

e. Jumping in the Hay. (Music, "Ring around the
Rosy.") Children join hands in a circle and glide in one
direction until the last word in the refrain, when they all
stop, and bend their knees deeply, as if jumping in the hay.

f. Windmill. (Waltz music.) Describe a large circle
first with the left arm then with the right, raising it for-
ward, then upwrard, and letting it continue backward
downward.

V. HOME BUILDING

1. CUTTING LUMBER — CHOPPING TREES (Waltz

music)

Children in a circle or gymnastic order, swing axes

HOME BUILDING 103

with a broad full sweep. The downward stroke should
be made in every other measure of the music.

2. SAWING

Children stand in twos, facing each other, with hands
joined as if holding a cross-cut saw. Right hands are
joined above the left, for a wood-saw.

3. DIGGING THE CELLAR (Two-step or march music)
Some use pickaxes, while others work with shovels.

4. BUILDING THE HOUSE

a. Planing Boards. (Two-step music.)

b. Hammering. Driving nails into boards.

5. PAINTING

a. Hoisting the Ladder. (Two-step music.) Chil-
dren look up as they pull down on the ropes.

b. Painting. (Waltz music.) Dip the brush in the
pail, then make two strokes with the brush, up and
down, or from side to side.

Furnishings for the House

1. CLOCK (Waltz music)

Swing straight arms from right to left in front of the
body, to represent the pendulum.

2. ROCKING-CHAIR (Waltz music or two-step)
Children stand with arms folded, one foot in advance

of the other, and head turned slightly to one side as if rest-
ing against the back of the chair. Rock forward and
back in time with the music.

3. THE PUMP (Schottische music)

Left hand or right, or both, grasp the handle of

104 GRADED GAMES AND RHYTHMIC EXERCISES

the pump. Pump up and down vigorously with the
music.

4. BOYS AND GIRLS PLAYING

Running, skipping, sweeping, etc. Activity to be the
choice of the children.

VI. FOLK DANCES

1. REEL (Adapted. Reel or two-step music)
Children in two groups of two lines each stand side

by side, facing the partner in the opposite line, which is
two or three steps away. At the introduction, the two
lines bow, the girls stepping back, and the boys with
feet together. Then the two leading children step
toward each other, join their right hands, raise them
as high as the shoulder, and walk around each other
once, then join both hands, and together glide down
between the lines to the other end. There they join
right hands, turn about each other, bow and separate
to places at the end of the line. Immediately the two
lines turn so as to face up the hall, follow their leaders
as they separate, then lead to other end of the room each
on the outside, of his own line. When the two leaders
meet, they join hands, and form an arch under which
the rest have to pass as they resume their places in line.
When all have passed under, the two leaders dance
between the lines to the other end and take new places.
Then the next two at the head repeat, etc.

2. DAN TUCKER (March or two-step music)

a. Children march two by two around the circle to a
strain of the music probably sixteen bars.

b. Join hands in one large ring. Advance to the
center, four steps; retreat to place, four steps.

FOLK DANCES

105

c. Slide to left around the circle, eight bars; slide to
right around the circle, eight bars.

d. To center four steps again. Retreat four steps.
(Change to suit bars in music.)

3. CHIMES OF DUNKIRK

Allegro.

FlN]

a. Children are in a circle, each facing a partner.
Clap hands three times, tap floor three times, then join
hands with partner, and turn to the left once and a half
around, so that when each child leaves his partner he
will meet a new one, with whom he repeats the clap-
ping, tapping, and turning. Each child in going around
the circle continues in the same direction in which he
was facing when the dance began.

b. Children are in a circle in marching order. Clap
three times, tap three times, walk forward around
the circle four steps, then turn and walk the other
way four steps. Repeat clapping and tapping, and
advance first in the new direction, then turn and go
the other way.

c. Clap three times, tap three times (facing center),
join hands and advance toward center four steps and
retreat.

INDEX

Adam Did Have Seven Sons, 21.
All Up, 54.
Autumn, 97.

Baker, The, 88.

Ball, Base-ball, 95; Circle, 32; Dodge,
44; Hat, 60; Hot, 18; Playing, 82,
96; Roll, 60; Tag, 47; Time, 55.

Base, Center, 55; Ball, 95.

Bean-bag, Backward, 54; Contest, 62;
Relay Race, 27; Target, 59; Toss-
ing and Throwing, 32.

Bean Stalk, Huckle Buckle, 23.

Bear, Dancing, 68; Look out for the,
45.

Belled Cat, 35.

Bench, Vaulting over Low, 17.

Bicycle, Riding a, 3, 74.

Birds, 41, 69.

Black and White, 51.

Blacksmith, 70, 87.

Blind Man, 7.

Blind Man's Buff, 52.

Boat Song, 14; Rowing a, 70.

Boot-black, 90.

Bowing, 75, 85.

Boys and Girls Playing, 104.

Bread, Stirring in Bowl, 72.

Brook, Crossing the, 16.

Bugaboo, The, 46.

Building a Fort, 98.

Building the House, 103.

Building up from Single File, 81.

Bull in the Ring, 58.

Bunny's Egg, 63.

Button, Button, 36.

Carpenter, 71.

Cat and Mice, 29; and Rat, 15, 29;
Belled, 35.

Cavalry Parade, 68.
Cellar, Digging the, 103.
Center Base, 55.
Chariot Race, 100.
Charlie Over the Water, 14.
Chase the Rabbit, 45.
Chickens, Lame Fox and, 30.
Chimes of Dunkirk, 105.
Christmas, 65, 91 ; Tree, 1.
Circle, Ball, 32; Tag, 70.
Circus Parade, Elephants in, 68.
Cleaner, The Street, 89.
Clock, 103.

Clothes, Ironing, 71; Washing, 71; Sew-
ing, 72.

Contest, Marble, 61; Bean-bag, 62.
Crossing the Brook, 16.
Crow, The Farmer and the, 49.
Cutting Lumber, 102.

Dan Tucker, 104.

Dancing Bear, 68.

Derby Jig, 41.

Did You Ever See a Lassie, 3.

Digger, Ditch, 71, 88.

Digging the Cellar, 103.

Discus, Throwing, 10ft

Ditch Digger, 71, 88.

Dodge Ball, 44.

Dolls, Rocking to Sleep, 72.

Drop the Handkerchief, 8, 26.

Ducks, 69.

Dunkirk, Chimes of, 105.

Easter, 63.

Elephants in Circus Parade, 68.
Exchange, 24; Tag, 48.
Expressman, Playing, 2.

Fancies, 2,

107

108

INDEX

Farm, The, 101.

Farmer, 71, 88, 101; and the Crow, 49.

Farmer in the Dell, The, 9.

Feather Fly, 18.

Figure Marching, 93.

Fish in the Sea, 58.

Fisherman, 33.

Flag Race, Relay, 28.

Flower Game, 25.

Flying Kites, 96.

Follow the Leader, 2, 17, 21, 34.

Foot Race, 100.

Foot Building, 98.

Fourth of July, 65.

Fox and Chickens, Lame, 30.

Fox and Rabbit, 19.

Garden Scamp, 31.

Gardener, 71.

Girls Playing, Boys and, 104.

Going to Jerusalem, 26.

Grand Mufti, 22.

Greeting, 75.

Grinder, Scissors, 89; Organ, 89.

Handkerchief, Drop the, 8, 26.

Hands Up, 19.

Harvest Home, 90.

Hat Ball, 60.

Have You Seen My Sheep, 23.

Hawk and Hen, 46.

Heel and Toe Polka, 78, 94

Hen, Hawk and, 46.

Here We Go Round the Mulberry Bush,

21.

Hide the Thimble, 7, 51.
High Stepping Horses, 83.
Hoop, Rolling, 74, 96; Race, 45.
Hopping Race, 29.
Hornpipe, Sailor's, 78.
Horse, Playing, 2.
Horses, High-stepping, 83.
Hot Ball, 18.
House, Building the, 103.
Huckle Buckle Bean Stalk, 23.
Hunt the Key, 36.
Hunt the Slipper, 37.

I Saw, 1.
I Say Stoop, 34.
Indians, Ten Little, 12.
Infantry Parade, 67.
Ironing Clothes, 71.

Jack Be Nimble, 16.
Jack O' Lantern, 97.
Jacob and Rachel 24.
Janitor, 71.

Jerusalem, Going to, 26.
Jig, Derby, 41.
Jolly Miller, The, 40.
Jumping in the Water, 99.
Jumping Jacks, 74.
Jumping Rope, 73, 82, 95.

Kangaroos, 69.
Key, Hunt the, 36.
King of France, The, 4,
Kites, Flying, 96.
Knots in May, 64.

Lads and Lassies, 27.

Lads and Lassies Out a Wralking, 84.

Lame Fox and Chickens, 30.

Lassie, Did You Ever See a, 3.

Lassie, Lads and, 27.

Leader, Follow the, 2, 17, 21, 34.

Leaping, 100.

Leaves, Scuffing Through, 97.

Letter Man, 62.

London Bridge, 24.

London Loo, 32.

Looby Loo, or Shaker Song, 10.

Look Out for the Bear, 45.

Lost Bag Relay Race, 28.

Lumber Cutting, 102.

Marble Contest, 61; Rolling, 95.

March, 67, 73, 76, 92; By Fours, 92; By
Fours, Right Oblique, 81; By Twos,
92; By Twos, Right Oblique, 81;
Figure, 93; Single File, 79, 80, 92.

Marching Song, 5.

Masters and Men, or Trades and Pro-
fessions, 50.

INDEX

109

May, 64.

Aierry-go-Round, 42.
Mice, Cat and, 29.
Miller, The, 88.
Miller, The Jolly, 40.
Miller is Without, The, 42.
Mr. Slap Jack, 19, 31.
Muffin Man, The, 11.
Mufti, Grand, 22.

Mulberry Bush, Here We Go Round
The, 21.

Night Before Christmas, The, 65.
Night, Twelve O'Clock at, 56.
No More Moving, Still Pond, 53.
"No. 14" Relay Race, 43.
Nutting, 97.

Oats, Peas, Beans, and Barley Grow,

38, 93.

Obstacle Relay Race, 57.
Organ Grinder, The, 89.

Painting, 103.

Parade, Infantry, 67; Cavalry, 68; Cir-
cus, 68.

Peter Piper, 53.

Piper's, Son, Tom, Tom, The, 47.

Playing Ball, 82; Expressman, 2; Horse,
2.

Pointer or Rope, Run and Jump Over,
15.

Polka, Heel and Toe, 78, 94.

Prince Tiptoe, 20.

Pump, The, 103.

Rabbits, 69; Chase, 45; Fox and, 19;

Race, 30.
Race, Chariot, 100; Foot, 100; Hoop,

45; Hopping, 29; Rabbit, 30; Relay,

28, 43, 57.

Rat, Cat and, 15, 29.
Reel, 104; Virginia, 77.
Relay Races, Bean Bag, 27; Flag, 28;

Lost Bag, 28.
Riding a Bicycle, 3, 74.
Ring, Bull in the, 58.

Rocking-chair, 103.

Rocking Dolls to Sleep, 72.

Hocking-horse, 74.

Roll Ball, 60.

Rolling Hoop, 74, 96.

Rope, Jumping, 73, 82, 95.

Rope, Run and Jump over Pointer or,

15.

Round and Round the Village, 39.
Roundel, 83.
Rowing a Boat, 70, 99.
Run and Jump Over Pointer or Rope, 15.
Run, Sheep, Run, 59.
Running, 15, 70, 83.

Sailing, 99.

Sailor's Hornpipe, 78.

Sewing, 103.

Scamp, Garden, 31.

School, 61.

Scissors Grinder, 89.

Scuffing through the Leaves, 97.

Sculptor, 51.

Sea, Fish in the, 58.

Seats, Vaulting Over, 17.

See-saw, 13, 69, 96.

Sewing Clothes, 72.

Shaker Song, Looby Loo, 10.

Sheep, Have You Seen My, 23.

Sheep-fold, 57.

Sheep, Run, Run, 59.

Shoemaker, 70.

Shoemaker, When I was a, 3.

Sitting Tag, 44.

Skating, 70, 83, 98.

Skipping, 70, 97.

Slap Jack, Mr., 19, 31.

Sleigh-riding, 99.

Slipper, Hunt the, 37.

Snow-balling, 98.

Snow Man, 18.

Soldier Boy, Soldier Boy, 5.

Sons, Adam Did Have Seven, 21.

Spiral, 80.

Spinning Tops, 95.

Spool Garden, 37.

Squirrel Game, 7.

110

INDEX

Spring, 95.

Stage-coach, 48.

Statues, 35.

Steeple Chase, 58.

Steps, 52.

Still Pond, No More Moving, 53.

Stilts, Walking on, 74, 83.

Stirring Bread in Bowl, 72.

Stone, 30.

Stones, Throwing, 99.

Stoop, I Say, 34.

Storm, Wind, 76.

Street Cleaner, The, 89.

Summer, 96.

Swimming, 99.

Swing, 73, 82, 97.

Tactics, 80.

Tag, Wood, 33; Taken, 43; Sitting, 44;

Ball, 47; Exchange, 48; Circle, 70.
Target, Bean-bag, 59.
Ten Little Indians, 12.
Thimble, Hide the, 7, 51.
Throwing the Discus, 100.
Throwing Stones, 99.
Ticky, Ticky, Touchwood, 33.
Time Ball, 55.

Tiptoe, Prince, 20.

Token Tag, 43.

Tom, Tom, the Piper's Son, 47.

Tops, Spinning, 95.

Trades and Professions, Masters and

Men, or, 50.
Turkeys, 69.
Twelve O'Clock at Night, 56.

Vaulting, 17; Game, 30.

Village, Round and Round the, 39.

Virginia Reel, 77.

Wading in the Water, 99.

Walking on Stilts, 74, 83.

Washing Clothes, 71.

Water, 87.

Weather-Cock, 48.

Weaving Game, 94.

When I was a Shoemaker, 3.

Who Art Thou, 8.

Who Moves, 8.

Wind, 86; Storm, 76.

Winter, 98.

Wood Tag, Ticky Ticky Touchwood, 33.

Zig-Zag, 79.

FOURTEEN DAY USE

RETURN TO DESK FROM WHICH BORROWED

//£/

RJRY OF THE UNI

SITY OF CUIFORNI

I This book is due on the last date stamped below, or

on the date to which renewed.
Renewed books are subject to immediate recall.

:< ,HV.

! «*V I

^ U&Afi

2%'56LF

REC'D LD

; AUG 22 1956

^».r<«' ^

/0^nr»eni .

[ LIBRARrOfe

; MAR 2 71959

IVIAH <j v iyt.d

LD 21-100m-2,'55
THE UK (B139S22)476

General Library
Universky^California

A 7X>A

= YL

THE UNIVERSITY I CALIFORNIA

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