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PLAY-ITS VALUE 
 
 AND 
 
 FIFTY GAMES 
 
 BY 
 
 NINA B. LAMKIN 
 
 Director of Training School for Physical Directors and 
 
 Playground Workers, Young Women's Christian 
 
 Association, St. Louis, Mo. 
 
 Formerly Head of Physical Education Department, 
 Western Illinois State Normal 
 
 Director of Outdoor Sports for Boys and Girls 
 at the Chautauquas 
 
 EDUCATIONAL PUBLISHING COMPANY 
 
 BOSTON 
 
 New York Chicago San Fbancisco 
 
r T 1 the one who has been my inspiration and my kelp; whose 
 child spirit has never grown old; who lives in to-day and who 
 loves the beautiful in life — My Mother — this little volume is 
 affectionately dedicated. 
 
 Its purpose is to bring you nearer to the boys and girls, that 
 you may better understand, appreciate, interpret and direct them. 
 
 <a> 2-5TM7. 
 
 Copyright, 1907, by Nina B. Lamku 
 
PLAY. 
 
 For the bright happy girls and the strong, sturdy boys, 
 That come as such pearls with their wholehearted joys. 
 They bring us the sunshine, they bring us the cheer, 
 Let us have the child mind each day of the year. 
 Let us play while we work, let us work while we play ; 
 We'll make the world better for these play days. 
 
 Come into the child world, believe in the boys — 
 Look into the child heart, its true; and its joys 
 Mean a big open field, if you'll only go there, 
 And find in the yield, the rich and the rare, 
 The best of life's harvest, just ready to reap 
 If you know how to cut it and put it in sheaf. 
 It needs some attention, it needs a good hand 
 For steady direction and to understand, 
 That boys like good sport, that girls like to play, 
 Oh ! the world would be better for these play days. 
 
FOREWORD. 
 
 This little volume with its message to the mothers, 
 the teachers and the boys and girls is not a scientific 
 discussion, not a classroom text-book, but a very plain 
 and simple telling of some truths which seem very live 
 ones to me after ten years of happy work with the 
 boys and girls in the country places, the villages and 
 the cities of these United States. 
 
 I am not dealing with the child through all the stages 
 of development from infancy to adolescence, but with 
 the boys and girls who have left the kindergarten far 
 behind and who so many times, through lack of proper 
 direction, have also left those wonderful and beautiful 
 principles and ideals through which the play of the 
 older boys and girls, indeed the play of the men and 
 women, could be directed, enriched and developed. 
 
 The thoughts and suggestions are not new ones, 
 but I want them to bring some bright spots to the 
 schoolroom and to the playground ; to bring a deep and 
 strong desire to create and develop more healthy, whole- 
 some recreation ; to bring to the boys and girls the best 
 of play, the kind that builds character, draws out per- 
 sonality and through spontaneous activity develops in- 
 dividuality. Many of the games are original ones 
 which have been tried and found worthy ; others are 
 not new, but I want you to put new atmosphere around 
 them and new life into them through knowing their 
 vital points and thereby realizing the unlimited value 
 that can come from well-directed sport, combined with 
 the right amount of free play. N. B. L. 
 
CONTENTS. 
 
 Physical Education 11 
 
 What is Play .19 
 
 The Need of Directed Sport 25 
 
 How, When and Where Should We Play? 31 
 
 The Varied and Valuable Development that Comes through 
 
 Play 37 
 
 Our Indoor and Our Outdoor Playground 49 
 
 The Games 59 
 
 Criss Cross Ball 61 
 
 Hare and Hound 61 
 
 ♦One-Legged Race 62 
 
 ♦Balance Bag 62 
 
 *Goal Ball 63 
 
 Field Ball 63 
 
 The Birds are Flying South 64 
 
 Chariot Race 64 
 
 The Rabbits in the Orchard 65 
 
 *Quick Sight 65 
 
 *Rhythm Games 66 
 
 A Skipping Dance 67 
 
 *Hit and Miss 68 
 
 Drummer Boy 68 
 
 The Wigwam , 69 
 
 ♦Follow the Leader 69 
 
 Rabbit and Hound 70 
 
 Hot Potato 70 
 
 Circle Tag 71 
 
 Three Deep 71 
 
 Slow Pony Race 72 
 
 ♦Beanbag Game for the School Room 72 
 
 ♦Club and Bell Relay 73 
 
 Fox and Hound 73 
 
 ♦Quick Thoughts 74 
 
 Leap Frog Relay 75 
 
 Drop the Handkerchief 75 
 
8 PLAY AND ITS VALUE 
 
 Butterfly and the Flowers 76 
 
 King-a-be-low 77 
 
 Caps Off or Pull-a-Way 77 
 
 *Deer Foot 78 
 
 Tree Tag 79 
 
 Prisoner's Base 79 
 
 Pony and Riders 80 
 
 *Club Hustle 81 
 
 All Fours 81 
 
 *Jack Frost 82 
 
 *Hop, Step and Jump Race 83 
 
 Out One , 83 
 
 Cobs 84 
 
 Bears and Wolves — Hide and Seek 85 
 
 Hopping Toads 86 
 
 *Touch Down 86 
 
 Wheel Barrow Race 87 
 
 Gang-Awa-Hame 87 
 
 Kick Ball 88 
 
 Flying Home 88 
 
 Cross Tag 89 
 
 A Trip Around the World 89 
 
 *Pyramid Building 9(J 
 
 *A11 these can be easily adapted to the school room. 
 
PHYSICAL EDUCATION 
 
>1 
 
 *d 
 
PHYSICAL EDUCATION. 
 
 Every teacher and every mother should have taken 
 enough physical training under a good physical director 
 and should have read enough of our good books on 
 Child Study and Physical Training to understand some- 
 what the growth and development of the child. To know 
 how to stand properly, breathe properly, relax prop- 
 erly, control herself and be able to correct such bodily 
 defects as round shoulders, flat chests, high hips and 
 low shoulders; — the latter not to the degree of spinal 
 curvature, but be able to detect this and suggest to 
 the parents the need of a physician, a good physical 
 director or an osteopath; — to seat the pupils properly 
 so that both feet are flat on the floor and the desk not 
 too high; to appreciate the value of ventilation, the 
 need of oxygen ; to know something of the care of the 
 body, the eyes, hair, teeth and finger nails, is most 
 essential. I care not how bright one is in book knowl- 
 edge if his finger nails are uncared for 'he has lost a 
 lesson in cleanliness and refinement which is most 
 necessary to him in his social intercourse with the 
 world. To know how to arrange lighting in the 
 schoolroom, and to know enough to know how to sug- 
 gest these things so that they will mean just as much 
 as the lessons recited each day is most important. 
 To know enough not to say "throw your shoulders 
 back" but instead "lift your chest" is most valuable. 
 
 We should all know these things for ourselves, but 
 there is a gross ignorance in all things that pertam to 
 
12 PLAY AND ITS VALUE 
 
 one's self, among people at large. Very few mothers 
 and teachers have "time" to take proper care of them- 
 selves. It is much more important that the house be 
 kept spick and span and the dishes washed, than that 
 they keep themselves in good health and through this 
 know how to take care of the children. It is much 
 more important that Johnnie and Susie know their 
 geography lesson than that they know how to take 
 care of themselves and keep up their chests and get 
 enough oxygen to live on. Did you know that half 
 the people live on just one-third the oxygen that God 
 intended they should? They try to get the rest 
 through tonics and patent medicines, when sunshine, 
 fresh air, good food and exercise are all about us and 
 free to everyone. When are we going to wake up? 
 When are the school boards, the school teachers, the 
 fathers and mothers going to realize that health and 
 hygienic living come first? Even now, and I blush to 
 say it, there are numberless school boards and parents 
 in some of the so-called best communities who say 
 physical training in the schools is a "fad." Such igno- 
 rance among American people! In one such school 
 many of the parents sat back and said: "Physical 
 Culture! waste your time and money with that fad." 
 They even refused to let the physical director measure 
 and examine some of "their children" and others wrote 
 notes to have their children excused; they were not 
 strong enough to take it. What ignorance! Well at 
 the end of the first year of this department out of 175 
 bodily defects among 350 boys and girls, the depart- 
 
AND FIFTY GAMES 13 
 
 ment corrected 150 of these defects; saved 150 boys 
 and girls for better health and with it better mental 
 calibre. Ten of that number had spinal curvature in a 
 slight degree, which the parents knew nothing about 
 until we told them. Fifteen of that number had se- 
 vere cases of curvature and were not cured but greatly 
 improved. During the year mothers' meetings had 
 brought them into the light of what the department 
 stood for, and the boys and girls understood why and 
 what they were working fpr. 
 
 Results in this work as in any other department, are 
 gained not by giving the outward signs with no ex- 
 planation as to the why and wherefore, but every boy 
 and girl in that school should know why he ought to 
 stand well, know how to breathe, know why he 
 stretches his muscles and why he is given certain ex- 
 ercises to do at home; know how much better he feels 
 when he takes his cool sponge bath and his breathing 
 exercises in the morning. 
 
 If every nervous child in school had proper bathing, 
 exercise, sunshine and food, the teacher and parents 
 working together, the number of such children would 
 be decreased 50 per cent. If the timid, reserved, self- 
 conscious child could be brought out of himself 
 through physical activity combined with social activ- 
 ity, as in a game, his mental self would be unlocked, 
 his dormant talents would have a chance to come out. 
 If the dull child, through quick physical work, con- 
 centration work, mass work, rhythm work and games 
 learned to move on time, to think and act together, to 
 
14 PLAY AND ITS VALUE 
 
 quickly combine these and to respond to commands, he 
 wouldn't be called "Poky," "Sleepy Head" by the other 
 boys; his teacher wouldn't say, "Oh, James, hurry — 
 move faster!" We all need to wake up and get up, 
 and get hold of these vital things, to make life worth 
 living. 
 
 The physical work done in the schoolroom or at 
 home becomes a part of the child if he knows why he 
 is doing it; if there is some benefit ahead which he 
 can see and appreciate. Never play a game, never 
 give an exercise, or a series in the form of a drill, 
 just to be doing it. Have the good qualities back of 
 each one, let those taking part see them, too. 
 
 I do not believe in exhibition work preceded by 
 many rehearsals which take time and energy and often 
 tire out the participants so that it becomes the worst 
 kind of drudgery. I believe in open days in the school- 
 room and in the gymnasium ; in Field-Days, where con- 
 tests and games are open to everyone ; but the practical 
 physical work in the schoolroom or in the gymnasium 
 can be systematized ; finished up as you finish a part of 
 the arithmetic; then it is ready if you have an open 
 day, and it is a part of your class work. Many times 
 my classes give a program of apparatus work, light and 
 heavy, and games, and do not know until they march 
 upon the floor what I shall call for, but they know it 
 will be something from their class work; or, if a new 
 game, something which they can go through with if 
 they listen to the directions. 
 
 Physical work and games lose their strongest point 
 
AND FIFTY GAMES 15 
 
 of benefit and education if they have no spontaneous 
 response in them. I believe that this same plan should 
 be carried on in all the other departments as far as 
 possible. 
 
 Physical training should be a distinctive part of 
 every school course, every normal course, every teach- 
 ers' institute and every university course. It should 
 not be an elective but a required study. You cannot 
 expect those who have never been educated to know 
 the value of hygienic living, its close relation to and 
 effect on work done in the classroom, to choose this 
 work from an educational standpoint. If those who 
 plan the course of study give Physical Education a 
 very general and secondary place, should the mass of 
 students be expected to see its value? The depart- 
 ment of Physical Education can make its entrance in 
 a general way, but let it find its place and become a 
 vital part of every course early in its existence ; if not, 
 much of its strength will be lost. 
 
 I hope to follow this book with a small volume on 
 Physical Work. Not stereotyped drills, etc., but prac- 
 tical, adaptable, flexible work which may fill in the 
 cracks and crevices of your day with some thing worth 
 while, which will be valuable to those who know little 
 of the work and its value in the schoolroom, and will 
 be of far greater interest to those who already appre- 
 ciate its place in education. Play, because it is an 
 important part of Physical Education, needs to have 
 this general knowledge back of it to make its influence 
 strong and worth while. 
 
" The child in games and plays in which all join 
 {teacher and pupils) ascends from the world of nature 
 to the world of humanity; from the world of things 
 to the world of se If -activity ; from the material and 
 the earthly to the spiritual." 
 
 — W. T. Harris. 
 
WHAT IS PLAY? 
 
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 O H 
 
WHAT IS PLAY? 
 
 As man reveals and beholds himself in literature and 
 art, the child reveals and beholds himself in play. — 
 Blow. 
 
 Play is a wonderful word; play is a very elastic 
 word; its meaning is manifold. To the older of us 
 it is our tonic, our social life, the little cracks and 
 crevices that we fill with the things that we enjoy and 
 that are most interesting to us. To the children, and 
 I am one of them, it is the connecting link between the 
 mental, the moral and the spiritual growth. It is the 
 little bright spot here and there that inspires the spirit 
 of fun, of frolic, of blithesomeness. It sharpens all 
 the senses, it gives the bright eye, the glow, the smile 
 and the laugh that none of us can live without. Wheth- 
 er it is hide and seek in the old haymow or hare and 
 hound in the meadow lot, whether it is a run to be the 
 first one home to take the dear little baby out, or 
 whether sitting under the trees, it is to see who 
 can keep still the longest with their fingers crossed ; it 
 matters not what form play takes if it meets the de- 
 sires and fills that little piece of the day with fun and 
 jollity and good cheer. Hope, anticipation, uncertain 
 delight, concentration, bubbling expectation, all are 
 wrapped up in those minutes of contest, and whether 
 
 19 
 
«20 PLAY AND ITS VALUE 
 
 we win or not, the fun is there and we have the 
 delightful bubble within us that cries, "Oh ! let's do it 
 again." The beginning of ambitions, inspirations, af- 
 fections, manliness, alertness — all may be born just 
 here. 
 
 Many of those grown older in years and in their 
 forms of enjoyment lose sight of the spark of the child 
 spirit, that should always, no matter how many snows 
 have fallen on us, be kept alive. We are as old as 
 we feel ; if we keep much of the child spirit in us we 
 are better teachers, better mothers, better fathers, bet- 
 ter social leaders, stronger personalities, broader men 
 and women. Keep in the child world, there is so 
 much there for us to learn. 
 
 The second thought is : are all forms of play good ? 
 Is that which may satisfy a depraved unfortunate child 
 play? In a general way, yes; but the play that is 
 genuine, that is true, that is good, is the play that I 
 am making the stand for. Play that will turn the so- 
 called bad boy or girl to better living, better thinking 
 and better doing, and that will mean to the already 
 clean boy or girl an uplift and an inspiration ever for 
 higher things. Get near to the boys and girls; you 
 can do it in a game where you cannot in the classroom. 
 
 Do not expect the boy to be interested in all the 
 things that you are; do not be disappointed if he is 
 not, but rather find out where his interest lies and make 
 it possible for him to enjoy in the best way the things 
 in his world. Leave him in the boyland — don't make 
 a grown-up of him; if you do he loses the beau- 
 
AND FIFTY GAMES 21 
 
 ties and the wonders of that world which should come 
 to him through his play and through his work, and 
 which mean a wonderful strength and culture to him. 
 If he does not get them now he will never get them 
 again in the real true way ; they must come with each 
 day's growth. 
 
 Study the child as a living unit. Seek through your 
 knowledge of child study (and be sure that you have 
 some knowledge on the subject), to find his interests. 
 Here is your field for spontaneous activity. He is not 
 a machine ; he cannot be brought up by rule. As a 
 game is always changing, new and unexpected condi- 
 tions continually arising, so the real child is a game 
 which must be played with all the tact, skill, clever- 
 ness and alertness possible. As the woods are ever 
 changing with the change of seasons, always a new 
 plant here, a fresh flower over there, a bent or broken 
 twig which has filled its place and given way to the 
 new branch; so as the child develops, he is constantly 
 changing. Each one is a different variety of bloom 
 and branch which needs just a little different care to 
 bring it out. Study the child, know him and then 
 direct him. 
 
 If you would foster and develop the impulse in the 
 boy and girl, to employ their leisure time, give them 
 healthy, wholesome, well-directed play. 
 
 No boy is really bad. He is looking for an outlet 
 for his nervous energy. He may find it in the wrong 
 way. 
 
 Direct this energy. 
 
"Foster the child's activity and it will rise to pro- 
 ductive energy. Exercise productive energy and it will 
 blossom into original creation. 
 
 Let the nurture of sympathy go hand in hand zvith 
 the incitement to activity and from the union of the 
 two will spring humility and helpfulness." 
 
 He ivho helps a child helps humanity \with a dis- 
 tinctness, with an immediateness, which no other help 
 given to human creatures in any other stage of their 
 human life can possibly give again. 
 
 — Phillips Brooks. 
 
THE NEED OF DIRECTED SPORT 
 
m 
 
 o 
 
 3 
 
 SO 
 
 <; 
 
THE NEED OF DIRECTED SPORT. 
 
 Anything that gives us healthy, wholesome pleasure 
 is valuable ; anything that has a great underlying prin- 
 ciple of usefulness, a vital principle in the develop- 
 ment of child nature is needed. We have all appre- 
 ciated the joys, the delights and the sterling worth of 
 the kindergarten. We know what can be taught the 
 smaller boys and girls through the element of play, but 
 after they have left the kindergarten how much are 
 we doing to give them healthy, wholesome, instructive 
 fun? Many of our so-called "bad boys" are only cry- 
 ing out for something in physical activity to satisfy 
 their brains and nerves. If it is not given them it may 
 mean a failure in their future work. 
 
 I can hear you say that we have some form of gym- 
 nastics in a large number of schools. In many cases 
 it is given by the grade teacher who, with her multi- 
 tude of duties, cannot give it much thought, or does 
 not give it the serious thought, as one of the 'most 
 important parts of school training. 
 
 I should rather omit one of the regular studies or 
 cut down to half time two of them and get at least 
 three half-hour periods or five twenty-minute periods 
 for games and distinctive physical work each week. 
 The mental results with this order of things will be 
 far better than with these omitted. Try it and see. 
 
 25 
 
26 PLAY AND ITS VALUE 
 
 Not games given just any way, make all the noise and 
 fight and scrap all you want to; but orderly, well- 
 directed play, the points to be gained therefrom known 
 perfectly to the teacher, but so sugar-coated that the 
 child is unconsciously learning discipline, alertness, 
 skill of hand, power of attention, quickness of percep- 
 tion, fairness in contest, manliness. He is expanding 
 his lungs, increasing circulation, developing muscles 
 in power and agility, awakening and refining his intel- 
 lect, but all in so happy a mood and with such a deli- 
 cious anticipation of and interest in the next unexpect- 
 ed turn in the game. All that is best and beautiful in 
 nature can be taught through play, its ever changing 
 conditions and situations. 
 
 Growth comes with action; the action that comes 
 spontaneously when well guided is the best. Habits 
 can be corrected and character formed through play. 
 As the small child gains a knowledge of his strength 
 by imitating others, so the older ones gain in a three- 
 fold way by imitation, suggestion and direction. They 
 are many sided, they are ready to be molded, but if 
 you can be a helper they will mold themselves and 
 with that molding will come the strength of character 
 and independence which the older boys and girls need 
 to bring them out of themselves, and into the riches 
 of thought about them. How much we can learn from 
 them and how much we can do for them, if we will 
 be their companions and not their teachers, as the term 
 is generally understood. 
 
 The one who directs boys and girls in the school- 
 
AND FIFTY GAMES 27 
 
 room, in the home or on the playground, should pos- 
 sess a voice pleasing to the ear and should possess a 
 manner which shows control of self, before they can 
 effectively control others. The dangers of a harsh, 
 high-pitched voice and a nervous manner are many, 
 both to the boys and girls and to the possessor of the 
 voice. I believe that many nervous children are sent 
 straight to the worst forms of that disease through 
 listening to a harsh voice all day, and being nagged at 
 and scolded for not sitting still, for irritation always 
 accompanies the harsh voice. If Willie cannot sit still 
 in class, send him on a "rush errand" or time him in 
 three laps around the school yard. He'll come back 
 and do something good for you ; perhaps he needs a 
 dose of this tonic once an hour. You can afford to 
 give it to him. 
 
 The lighting, heating, ventilation, seating, exercise, 
 rest periods and games, all are important to the growth 
 of the child. Do they not need more time and thought 
 and place in the day's program? 
 
Teach the boys and girls to love the out-of-doors ; 
 enjoy her beauties, marvel at her mysteries and feel 
 the living friendship and companionship of the woods, 
 the streams, the stars, the birds and the animals, so 
 shall they feel through their being the rhythm and 
 harmony of life. 
 
HOW, WHEN AND WHERE SHOULD 
 WE PLAY? 
 
T3 
 
 3 
 
 c 
 
 to 
 <! 
 
HOW, WHEN AND WHERE SHOULD WE 
 PLAY? 
 
 Learn all you can, 
 Do all you can, 
 Be all you can, 
 Help all you can, 
 Anywhere you can. 
 
 The people who are alert enough to see the how, 
 when and where of things; to adapt themselves to 
 whatever and whoever there are to work with, are the 
 ones who incite self-activity, who quicken interest and 
 who get results. 
 
 Play is the atmosphere of happiness which we put 
 around our work. This is what I mean when I say; 
 "Play while you work and work while you play." This 
 means that each lesson in the schoolroom or each hour 
 at home can be a happy hour. We can combine 
 with the work a game which calls in the physical 
 activities as well as the mental, and the whole day can 
 be filled with activities which move from mental, to 
 physical and mental, all in a happy mood. This will 
 give you good results. The game introduced at the 
 close of a lesson need only take two or three minutes. 
 Let it be one which gives every child a run or move- 
 ment of a good sort. Let the time you ean give and 
 the weather decide the place ; either in the schoolroom, 
 
32 PLAY AND ITS VALUE 
 
 in the hall or better still, out of doors. In any 
 case have all the fresh air possible. Moving air and 
 moving boys and girls give the best results. Play 
 simply, quietly, skillfully and with alertness. Get 
 these results through creating an interest in the activ- 
 ity. Choose a game where these elements appear, 
 without labeling them ; that is, present a new game in 
 such a way that these points are a part of it. 
 
 For instance, shall we have a game of seat tag? 
 This is a stormy day and the room will be our play- 
 ground. Let me tell you about it once, and see who 
 will be ready to play. Suppose I ask Homer to start 
 the game for us. He runs quickly and quietly, tags 
 someone near him and gets to his seat the quickest and 
 shortest way, using the aisles, if you please. The one 
 tagged, runs quickly; if he catches Homer it counts 
 one point for the girls ; whenever a girl is caught, one 
 point for the boys. The runner now tags another and 
 he gets to his seat quickly. Keep the game going 
 just as fast as you can. As soon as you have had 
 your run clasp hands on the desk so that we may 
 quickly pick out those who have not yet had a turn. 
 Homer, you may start. Ready — go! 
 
 A three-minute game between lessons serves as a 
 rest period and more. It starts the circulation, coun- 
 teracts the mental which has gone before and brings a 
 keener interest in the next lesson. No child should 
 work more than an hour without a recreation period. 
 During the months of September and October I should 
 have at least one lesson a day out of doors, and again 
 
AND FIFTY GAMES 33 
 
 through the months of spring. I should encourage all 
 the out-of-door recreation possible. Go with the boys 
 and girls for a cross-country walk, for seeds, autumn 
 leaves, insects, grasses, ferns, anything that will teach 
 a love of the out-of-doors and an interest in nature. 
 It will rest you if you are tired ; it will give you new 
 interest in life; it will bring you closer to the boys 
 and girls ; it will be a strong social factor, and a step 
 toward larger things. 
 
"Truth is within ourselves. 
 
 It takes no rise 
 
 From outward things whate'er you may believe. 
 
 There is an inmost center in us all 
 
 Where truth abides in fullness, and around 
 
 Wall upon wall the gross flesh hems it in. 
 
 This perfect, clear perception which is truth, 
 
 A baffling, perverting, carnal mesh 
 
 Blinds it and makes all error, and to "know" 
 
 Rather consists in opening out a way, 
 
 Where the imprisoned splendor may escape, 
 
 Than in effecting entry for a light 
 
 Supposed to be without." 
 
THE VARIED AND VALUABLE 
 
 DEVELOPMENT THAT 
 
 COMES THROUGH PLAY 
 

THE VARIED AND VALUABLE DEVELOP- 
 MENT THAT COMES THROUGH PLAY. 
 
 Each game that is played must have in it a center 
 from which influence radiates in all directions, and it 
 must have in it a vital germ of a particular thought 
 which will be developed later and become a part of 
 our character-building process. 
 
 Appeal to the good side of a boy. He does not 
 need to know that you know bad things about him, if 
 you do. If he knows that you believe in him and trust 
 him he will show you that you are not mistaken. 
 Appeal to the good side of his nature and if done in 
 the right way, with skill and thought, you will get 
 good. 
 
 Phillip was a small boy who needed much care and 
 nourishment in developing his ideals. He came from 
 a home where nagging and scolding and lack of sym- 
 pathy, friendship and love had shut up the good in 
 him and developed the unrest, discontent, don't care 
 and ugliness which labeled Phillip as a "bad boy." 
 He was always in trouble at school and at home; as 
 he went from one grade to the next, each teacher had 
 taken Phillip's reputation, instead of taking Phillip, 
 until after many and varied wanderings and mishaps 
 Phillip came under the direction of Miss Raymond, 
 who took the real Phillip and before he had been with 
 
 37 
 
38 PLAY AND ITS VALUE 
 
 her twenty-four hours there was a bond of friendship 
 and sympathy between them and she had awakened 
 within him the little germ of faith. He had found a 
 friend ; he had found her in a game which they played 
 during his first morning at school. It was Fox and 
 Hound. Miss Raymond had selected a game new to 
 everyone, that the stranger among them would have 
 the same chance as the rest. Phillip was chosen as 
 fox and proved such a good runner that he skillfully 
 evaded the hound. The boys and girls at once saw 
 Phillip's worth in this line; they welcomed him as a 
 good sprinter. Miss Raymond was pleased too, and 
 Phillip found himself on a plane of equality with the 
 others ; found that he could do something as well as 
 the rest. His usual place had been away from the 
 others, sitting in position, standing in the corner, or 
 "doing time" after school. Everybody had helped 
 him down this path. What confidence had he left in 
 himself that he was worth anything? He felt that 
 Miss Raymond was his first friend through his ten 
 years of development. With the new friend and the 
 faith and strength she brought, came his interest in 
 school, his desire to do right, his first confidence in 
 himself. He brought new light to the home which 
 had meant so little to him ; his mother saw an improve- 
 ment in Phillip and didn't seem to be so displeased 
 with him. He brought the spirit of sunshine to the 
 schoolroom; he carried the spirit of earnestness into 
 all his work. Wasn't the game worth while? Wasn't 
 development of the social side the quickest way to bring 
 
AND FIFTY GAMES 39 
 
 Phillip out of himself and make him one of the mass ? 
 
 Play brings the boys and girls out of themselves, 
 makes them one of a mass, conforming to the rules of 
 the game as a citizen conforms to the rules of the 
 country in which he lives. 
 
 The game teaches thoughtfulness of others, alert- 
 ness, discipline, the right spirit in competition, the 
 gracious, the manly and the womanly way to bear de- 
 feat as well as victory, a lesson which many of us 
 need to recall. Well directed play draws out the child 
 and forms a connecting link in his development be- 
 tween the school and the home. 
 
 A child should not always have his play directed, 
 but be given freedom to use his own ideas and plans 
 after an amount of direction sufficient to bring him 
 into the light and reveal the true and beautiful in the 
 social world about him. The child of the street will 
 gradually have his energies directed to healthy, whole- 
 some fun, and the habit, the desire for this fun with 
 its happy spirit and its thought for others, will enter 
 his life as a light, a great bright light that he has 
 never seen before. Healthy competition in the games 
 brings the pleasure of contest -that is good, and he 
 realizes it. The first few days, and perhaps longer, 
 that these boys enter the games and contests in the 
 new way, the old spirit of "You cheated," "Aw, 'tain't 
 fair" bobs up like a "Jack in the box." It was the 
 habit for so long a time that the old habit can't be 
 expected to make its exit so soon. But the game is 
 stopped a moment, we are reminded again that the 
 
40 PLA Y AND ITS VALVE 
 
 side wins who makes no fouls, who handles the ball 
 the best and who works with minds, hands and feet, 
 not mouths, and another beginning is made. Each 
 fellow in the contest begins to feel his responsibility 
 and a certain pride in doing, a certain satisfaction in 
 knowing that he is not making a mistake, thus bring- 
 ing into his life the germ "do right" and know that 
 you are doing right, a confidence, a strength, of which 
 no nobler and no truer could be found on which to 
 develop his manhood. If one side loses the first day, 
 the opponents are very apt, indeed more often than 
 not, to say, "That wasn't fair, he dropped the ball." 
 The faith in the director is the saving power here. 
 Her eye has been keen and alert. Before an honor 
 for one side is claimed that side is given a chance to 
 tell whether or not they won the game. If there has 
 been a foul, we want to be told by the boy who made 
 it, not by the other side, and he will tell. It was per- 
 haps unavoidable. We try the contest again and each 
 fellow is reminded that the better way is to watch 
 strictly and diligently your side, and each one be sure 
 that he is right. The second or third time brings out 
 of scrapping and ch,aos a good, clean contest, quiet, 
 self-governed, and the losing side have gained con- 
 fidence in their opponents that everything was fair 
 and square. Now the bubble within says not "You 
 cheated," but, "Well, give us another trial; come on, 
 fellows; we can do it." The "try again" germ, the 
 ofie which brings success out of failure and gives us 
 our greatest men and women. Every obstacle is a 
 
AND FIFTY GAMES 41 
 
 step to a higher class in life's school. "Then welcome 
 each rebuff that turns earth's smoothness rough." 
 
 Every gymnasium and every schoolroom should be 
 a laboratory where, aside from the regular work, 
 games and their value and effect on different tempera- 
 ments should be a constant study as far as the teacher 
 is concerned and to the child a constant delight. This 
 doesn't mean that the pleasure is minus in the teacher's 
 work, for I am never happier than when in the midst 
 of a game with the boys and girls, and some new point 
 of value comes out each time that the game is played. 
 Every game is a training for citizenship — 
 
 A fall and rise. 
 A lose and win. 
 A jump up and try again. 
 
 Much has been said of the nervous child in school, 
 but too often he is classed under the head of inatten- 
 tive, restless, annoying. If the teacher is restless and 
 nervous in her movements she only makes the case 
 more perplexing. Children are not machines; they 
 cannot all be wound up and set going with the same 
 key ; nor can they all be dropped into the same groove 
 and rolled along. The individual child needs your 
 thoughtful attention. Fit the work to the child, not 
 the child to the work. What incites one child to 
 healthy activity will oppress and worry another child. 
 
 In my laboratory work on "The Value of Play," I 
 have experimented with many different types and tem- 
 peraments and the nervous child has been one of un- 
 
42 PLAY ANT) ITS VALUE 
 
 usual interest and profit both to him and to me. I take 
 it that you have read the chapter on "Physical Educa- 
 tion" by this time, and that if you have not found out 
 about the things mentioned there, you will waste no 
 time in getting in touch with the physical nature of 
 the child and its development. Read "The Physical 
 Nature of the Child," by Rowe; it is full of good 
 things for you. The nervous child, when he first goes 
 into a game, loses his head and dances a tattoo on the 
 floor, but gradually he learns to control himself, and 
 before many days he feels such a pride in being able 
 to play quickly and quietly without losing control of 
 himself. He doesn't get so excited, he doesn't get so 
 tired ; he goes at his lessons in a more quiet way ; he 
 has had alternate periods of mental work and physical 
 activity. His mother says, "I can see a difference in 
 John; he isn't as nervous as he was." Wasn't the 
 game worth while ? There are so many nervous Johns ; 
 let us help them. 
 
 One fond father brought Willie to the game period 
 one morning (this was a week of games in the woods 
 during the summer). He said, "I want my boy in this ; 
 he is so timid and so reserved that he is afraid of 
 himself." Willie watched us the first morning at a 
 safe distance; that afternoon he came some closer. 
 The next morning, without calling attention to Willie, 
 we asked everyone to fall in line — everyone, whether 
 they had ever played with us before or not. The eye 
 in the back of my head was on Willie, he hesitated 
 a moment, then came with the rest. We learned a 
 
AND FIFTY GAMES 43 
 
 new game this lime; I was careful not to give any 
 more attention to Willie than the rest. He found that 
 people were not watching him; his interest in the 
 game, his feeling that he was a part of that game, 
 made him forget himself and he had the j oiliest time 
 imaginable. Nothing could keep him away now, and 
 at the end of the week the father and mother, with 
 much pleasure, told us that they saw such a change in 
 him ; that they never could get him to go out of doors 
 and play with other children; that he was so con 1 
 scious at school that it was hard for him to recite. 
 Wasn't the week worth while ? This was only a week. 
 What can you do for the timid and reserved boys and 
 girls in your school ? Don't leave them out ; put them 
 in the front ranks and give them some confidence in 
 themselves. Relegate the bold, conceited child to the 
 middle ranks; let him see that someone exists besides 
 him. He is not to blame, however, for this character- 
 istic; the mother and father are, though. 
 
 I met a hundred boys and girls one morning for 
 some games. My first command was, "Fall in one line 
 at the right side of the room." We had pushing and 
 pulling, as we usually do at the first meeting, and one 
 girl was elbowing her way to the front regardless of 
 any of the rest of the 99. I'm usually watching for 
 this type, and I overheard her say : "Well, but mamma 
 told me to get first in line." Another time, when we 
 were having a group picture taken of 200 boys and 
 girls, one girl kept moving away from the others to 
 the front and side; each time that others came near 
 
44 PLAY AND IT$ VALUE 
 
 her or in front she moved again. She was too tall for 
 the front ranks, a very convenient condition some- 
 times, so I said : "Sarah, you step back ; you are too 
 tall to stand there." She said, "Mamma told me to 
 stand out where I'd be sure to be seen." Do you blame 
 the child? There is a dividing line which many par- 
 ents overstep in foolish pride over their child; in 
 doing this they destroy the beautiful in the child which 
 stands for unselfishness, thoughtfulness and courtesy. 
 These should all be a part of every game played, a part 
 of every child's home and school training, a part of 
 everyone. 
 
 The number and variety of good games are unlim- 
 ited. Choose the best ones, know their vital points 
 and use them. Make use of those games which keep 
 everyone busy. Have no audience from among the 
 rank and file, everybody a participant. 
 
 Have a Field Day in the spring; have the entries 
 include every pupil. Fit the program of events to 
 your pupils so that there is something for everyone. 
 Play means all forms of good recreation. Its value 
 means more than could be told in a library. 
 
"How fresh, how full of possibilities' is the world to 
 the people who can keep the child heart, and above all 
 to the people who are able to see orchards in window- 
 boxes." 
 
 — K. D. Wiggins. 
 
OUR INDOOR AND OUR OUTDOOR 
 PLAYGROUND 
 
id 
 
 
OUR INDOOR AND OUR OUTDOOR PLAY- 
 GROUND. 
 
 Our play-ground is our world. We find recreation 
 in one way or another; if we are tactful and clever 
 we make use of whatever is at hand or within our 
 reach. 
 
 As the baby reaches out to catch hold of an object, 
 anything that attracts his eye and gives him a chance 
 to test his strength; or as he later pulls himself up 
 with the aid of a chair and gets one of his first lessons 
 in balance and with it confidence ; or again, as he finds 
 that he can get from one chair to another by creeping, 
 using his hands and feet: so a boy or girl growing, 
 developing, changing from day to day, reaches out for 
 the things at hand ; those things which present them- 
 selves in the way of amusement and recreation. 
 Through this filling up of spare minutes, if the filling 
 is of the right kind, they are reaching beyond toward 
 the ideals which they cannot quite grasp, but play 
 serves as a medium. It comes as a healthy activity, 
 that creates a desire to think, to do and to be. Play in 
 its right form, in its true meaning, is a stepping-stone 
 to something higher in our growth. 
 
 Our play-ground is the field of our work. The 
 home play-ground is every room in that home and the 
 out-of-doors around it. Our school play-ground is 
 
 49 
 
50 PLAY AND ITS VALUE 
 
 the school room and the school yard. Our big play- 
 ground is God's out-of-doors, everywhere. 
 
 Play of the right kind goes hand in hand with work. 
 The person who works and worries all day long, has 
 at night a mind unfit to go on with mental work or to 
 rest. The person who seasons his work with merri- 
 ment and the spirit of play is better fitted to work, or 
 to rest, or to be a pleasure to others. 
 
 The child who is unfortunate enough to be in a 
 school where mental work follows mental work from 
 9 a. m. to 3 p. m., with no regard for ventilation, rest 
 periods or recreation of some good sort, is losing 
 health and a large degree of happiness. The child who 
 is unfortunate enough to have a mother who over- 
 taxes her strength by insisting on music lessons and 
 French lessons added to an already busy day, and is 
 requiring practice from 4 to 6 and lessons after dinner, 
 is dwarfing the social spirit in her child and is taking 
 from her one of the greatest factors in her education. 
 Look around among your neighbors. Perhaps it might 
 be a good plan to look around your own fireside. In- 
 deed I have heard mothers say, "Well, when Mary is 
 practicing and studying I know where she is." That 
 mother hasn't time enough to plan anything but the 
 child's work; that the child's play is just as important 
 has never occurred to her. 
 
 We must educate the boys and girls through the 
 mothers, the fathers, and the teachers. They are the 
 ones who plan those years through which the child 
 
AND FIFTY GAMES 51 
 
 grows and develops; they are the ones who need to 
 realize and appreciate the value of play and work. 
 
 If we are fortunate enough to live in a community 
 where the citizens know and appreciate what it means 
 to the health and morality of their population to leave 
 little "spots of country" in building their city, little 
 parks for beauty and for comfort; then, too, spots 
 where the boys and the girls can play and which can 
 with comparatively little expense be made into public 
 playgrounds ; we are living in the right place, we are 
 living where people appreciate the significance and 
 value of play as a social organizer, as an educative 
 influence, as a big step upward in the nation's prog- 
 ress, and in the future of our boys and girls. 
 
 In the crowded districts of a great city we cannot 
 measure the value of the playground as a social center, 
 as a prevention against disease, as a means of bettering 
 the home conditions, and as an education for the future 
 citizens of our country. 
 
 In the country and village it fills an equally impor- 
 tant place. Many of the parents have their eyes 
 opened to the needs of their boys and girls, and their 
 own needs and responsibilities, by first hearing of their 
 organized play, and then by seeing it and being told 
 of its value. Mothers' meetings are just as important 
 as the playgrounds, for if there had been more moth- 
 ers' meetings there would be more playgrounds. 
 
 A playground is not finished when the ground is set 
 aside for it. A good director is just as important as 
 the ground, one who can help you plan the equip- 
 
52 PLAY AND ITS VALUE 
 
 ment and can organize the community along these 
 social lines. If he is the right kind of a director his 
 influence in the community will be wonderful. If you 
 haven't a public playground, get in touch with the 
 Chicago Playground Association or the Playground 
 Association of America. They will tell you that the 
 playground is within your reach, every one of you, if 
 you want it. In the meantime, use the back yard, the 
 school ground, the woods, the streams. Don't waste a 
 moment; we have lost too much already of the out- 
 door life and its value. 
 
 Every teacher in every country school through- 
 out our United States, every teacher in every 
 graded school throughout our country, every father 
 and every mother in every home in the land, can make 
 their influence stronger, can make the home and the 
 school more interesting and more popular, can do 
 more to preserve the health of each boy and girl, and 
 so give to the world at large stronger m*n and women ; 
 can turn many a so-called "bad boy" to better living 
 and better thinking, can do still more toward charac- 
 ter building if they will interest themselves more in 
 outdoor life, outdoor sports, nature, as well as indoor 
 recreation, and not let the mental have precedence 
 always. Get out among the boys and girls, be one of 
 them, enter into their games, be able to direct them; 
 be able to arrange programs which include the physical 
 as well as the mental. See to it that you know enough 
 of corrective gymnastics to suggest work to the round- 
 shouldered or flat-chested boy. See to it that you 
 
AND FIFTY GAMES. 53 
 
 know enough of child temperament and child develop- 
 ment to wake up the dull child and make his senses 
 keen and alert in the right way, instead of nagging at 
 him until he cares not whether he exists or not. See 
 to it that you know enough to help the nervous, weak 
 child with games, exercise, and a calm yet strong 
 guidance which will in the end be master, not the scold- 
 ing, fault-finding treatment. Be able to give now and 
 then suggestions on health. The average boy and 
 girl do not know of the life-giving powers in the air 
 we breathe and in the woods about us. Some live year 
 in and year out in closed, close, ill-ventilated rooms; 
 some parents do not know how to guide them toward 
 strength, toward healthy manhood and womanhood. 
 All they need is a suggestion. How much good we 
 can do if we are awake and alert to the physical educa- 
 tion of the child, and how glad the father and mother 
 at home are to help us in any effort we make to bring 
 more strength to the child as he is growing and devel- 
 oping. 
 
 The development of our boys and girls in the way 
 which experience and development point whatever 
 way it may take us, should be made the most of and it 
 will mean a larger world, a more beautiful world and a 
 more complete world. We can all learn from the chil- 
 dren ; they have a world of thought and imagination 
 to give to us. 
 
 The peasants used to see Froebel when an old man, 
 lead out to the woods a troup of bare-footed children 
 whom he educated through song and play. "He is 
 
54 PLAY AND ITS VALUE 
 
 mad," they said, but the thoughtful Diesterweg replied, 
 "He is a prophet, and has seen as man never saw be- 
 fore into the heart of the child." 
 
 Wherever God's out-of-doors can be used, make the 
 most of it. Work to lead the boys and girls into 
 nature. All is life in nature; keep close to it. 
 
COMPANIONSHIP. 
 
 'Because he lives himself, the child 
 Oft thinks that all things live, 
 And pours his little heart upon 
 That which no love can give. 
 But when his life, outreaching meets 
 With answering life around, 
 His wistful eyes are lit with joy, 
 That comrades he has found." 
 
THE GAMES 
 
U 
 
 60 
 
THE GAMES. 
 
 The aim of education is to incite and to guide the 
 self-activity of the boy and the girl; through this to 
 quicken interest, overcome obstacles, build up char- 
 acter, develop and strengthen them in many-sided ways 
 for future citizenship. Apply just this reasoning to 
 the hygienic and the social side of their growth as 
 well as to the mental side. Present these games and 
 play these games to get hygienic and social results. 
 Get out of them : 
 
 Spontaneous activity of the individual and of the 
 mass, a rare kind of discipline — self-government. 
 
 Alertness. 
 
 Skill of movement 
 
 Power of attention. 
 
 Quickness of perception. 
 
 Fairness in contest. 
 
 Responsibility of being one of a mass. 
 
 Freedom in action, at the same time the conform- 
 ing to rules. 
 
 Courtesy, thoughtfulness and culture. 
 
 Some help for the self-conscious child. 
 
 Some strength for the nervous child. 
 
 Some awakening for the dull child. 
 
 The spirit of a gracious victor. 
 
 The spirit of a good loser. 
 
 Team spirit and not a desire for individual honors. 
 59 
 
60 PLAY AND ITS VALUE 
 
 You can discover, interpret and guide them; you 
 can see their interests through their minds as well as 
 the mind of a grown-up ; you can better appreciate the 
 unfolding, shaping and blooming of these flowers, 
 whose bringing out it is our privilege to direct, if you 
 will direct their play as well as their work in the true 
 way. Boys and girls must learn to play together 
 before they can worlTTogether. 
 
AND FIFTY GAMES. 61 
 
 CRISS CROSS BALL. 
 
 If there is a large number of players they stand in 
 four ranks, each two ranks facing a common center. 
 Each two ranks have one ball or bean bag. At the 
 command "Go !" the ball is passed quickly zig-zag 
 across the lines down to the end and back. The 
 ranks returning the ball first to the beginning player 
 score a game. If the numbers are not too many, 
 have the players stand in two ranks, facing each other. 
 Start balls at opposite ends of the lines and proceed 
 as before, only there are two balls to watch now instead 
 of one. 
 
 For quick handling of the ball and for alertness you 
 will find that this game brings results. 
 
 HARE AND HOUNDS. 
 
 A hare is selected. 
 
 The hounds are divided into two opposing packs 
 with leaders. All the hounds lie face downward in 
 the grass with eyes shut, while the hare finds a hiding 
 place. 
 
 At a signal from the leaders the hounds start in 
 pursuit. Whichever pack succeeds in finding the hare, 
 counts three points for their side and the hare becomes 
 one of the hounds of the victorious pack, while an- 
 other hare is chosen from this group. 
 
62 PLAY AND ITS VALUE 
 
 ONE LEGGED RACE. 
 
 The players form in a long rank on the starting 
 line. At the command "Go!" they hop forward to 
 a goal decided upon, jump three times on both feet 
 and hop back to the starting line. 
 
 BALANCE BAG. 
 
 (The large, round bean bags are used.) 
 The players stand in files, with plenty of room be- 
 tween and a goal man about 25 feet in front of each 
 file. 
 
 - - - - -1 
 
 - — — — — y Players. 
 
 - - - - -J 
 
 X X X X X .Goal men. 
 The first player in each file has a bag balanced on 
 his head. At the command, Go ! he walks to his goal- 
 man with his arms folded behind him. The goal-man 
 lifts the bag from his head and places it on his own, 
 leaves the player who brought it on the goal line and 
 walks back with arms folded to the next player in the 
 file ; this player lifts bag to his head. The player who 
 brought it goes to the end of the line, while the one 
 with the bag proceeds as the first player did. The file 
 finishing first scores a game. 
 
AND FIFTY GAMES 63 
 
 GOAL BALL. 
 
 Players are in files. At the signal they stand in 
 stride position ; each leader holds a ball. At the com- 
 mand "Go!" the ball is passed quickly as in Ball 
 Hustle to the end of the line. The last player in the 
 line runs to the front and touches goal — a tree or a 
 goal mark decided upon beforehand and about 25 feet 
 in front — and gives the ball to the next player and re- 
 mains in front. 
 
 FIELD BALL. 
 
 The players stand in files. It is not wise to have 
 more than eight or ten in each file, but there can be 
 as many files as you like. Place a field man twenty 
 feet in front of each file; this marks the goal line. 
 All the players take deep knee bend position with right 
 hands on hips. The balls are started at the back and 
 rolled along the left side of each file, each player 
 touching the ball. When it reaches the first boy in 
 the file all of that file jump to standing position. The 
 first boy throws the ball to the fielder, who runs to the 
 back of his file while the first man becomes the fielder. 
 All take deep knee bend and continue as before until 
 one or two files have finished and are the victors. 
 
 This can be improved for the older boys or girls by 
 each of the other files scoring a point if a fielder 
 misses the ball. 
 
64 PLAY AND ITS VALUE 
 
 The imitation of animals and birds, their movements, and 
 a study of their habits and peculiarities in the lessons and 
 games, makes the boys and girls familiar with these forest 
 friends, teaches them a love of the woods and kindness, 
 thoughtfulness and helpfulness in their world. 
 
 THE BIRDS ARE FLYING SOUTH. 
 
 For the small boys and girls. It gives plenty of 
 action and is especially good for a cold day to warm 
 up everybody. 
 
 The players fly lightly from different parts of the 
 room, or, if out of doors, from all over the field. 
 Appoint one to lead. After they have reached a com- 
 mon center they fly in a circle, wind up and unwind 
 again and back to their northern homes. 
 
 We take good long breaths through our nostrils 
 while we fly, and we notice that some fly much more 
 easily than others. We decide that some are just 
 learning and are hardly old enough to leave the nest, 
 so we help them all we can. A splendid lesson in 
 rhythm. 
 
 CHARIOT RACE. 
 
 The players form one long rank and groups of 
 three cross hands ; each player holding hands outward 
 and grasping hand nearest to them. On the command 
 "Go !" they run by threes to a certain goal, decided 
 upon, and return to the starting line. The group re- 
 turning first wins the race. 
 
AND FIFTY GAMES 65 
 
 The love of animals is inborn. 
 
 The child that has no pets is to be pitied. — G. Stanley Hall. 
 
 THE RABBITS IN THE ORCHARD. 
 
 (For the primary grades.) 
 
 One player stands in the center of the playground 
 (this is home) with 12 large bean bags. The other 
 players sit around him sound asleep (heads in arms). 
 The player in the center throws the 12 bean bags, one 
 at a time, in different directions, and as far as he 
 can ; then he calls : "There are rabbits in the orchard ; 
 let's bring them home and feed them." At this, all 
 jump up and hunt them. After a player has found 
 one rabbit he must hop back from the hunt. The 
 game is to see how quickly the 12 can be found and 
 brought home, how lightly we can hop, how sharp 
 our eyes are on the hunt. 
 
 QUICK SIGHT. 
 
 The first one in each file or row steps to the front 
 of her row and gives an exercise, being very careful 
 that each position is correct. Those in her line work 
 with her. The one who gives the exercise acts as 
 judge for her line. See how many do every part of 
 the exercise correctly. This is especially good for 
 those careless boys and girls, you no doubt have some 
 in your school, whose powers of observation need 
 sharpening up. 
 
66 PLAY AND ITS VALUE 
 
 WHY DO CHILDREN LOVE RHYTHM? 
 
 "What rhythm is to the art of movement and sound, pro- 
 portion or visible rhythm is to architecture, sculpture and 
 painting." 
 
 RHYTHM GAMES. 
 
 1 — Marching very slowly, gradually increase the 
 time to running; then by suggestion change the 
 rhythm as — 
 
 2 — The birds are flying south. The class change 
 their step and use the arm movement. 
 
 3 — "See the rabbits in the orchard." The step 
 changes to hopping. 
 
 4 — "The children are dancing around the may- 
 pole." The step changes to hippity-hop in a circle. 
 
 5 — "The Indians are on the trail." The step 
 changes to the stealthy tip-toe marching, with listen- 
 ing. 
 
 6 — "See the deer so fleet and dainty." The step 
 changes to swift running. 
 
 7 — "Lets play trick ponies." The hippity-hop step 
 with raising the knee high with each step. 
 
 8 — "Come with me to the skating party." Step up 
 by twos and the glide step. 
 
 9 — "Now we'll dance upon the green." Face your 
 partner and join hands and take the glide step side- 
 ward. 
 
 10 — "The soldiers are marching to war." The step 
 changes to marching, chest lifted, military position. 
 
 All but the last two can be used in the schoolroom. 
 
AND FIFTY GAMES 67 
 
 A SKIPPING DANCE. 
 
 This has been used with success through the fourth 
 grade for boys and girls, and from the fifth grade 
 through the Normal classes for the girls. 
 
 Join inside hands with partners and raise shoulder 
 high. Outside hands in front of hips (backs of 
 hands). Begin each change with the left foot. 
 
 1 — Skip 8 counts forward. Rest 4 counts. 
 
 2 — Skip 8 counts around partner, joining left hands. 
 Rest 4 counts. 
 
 3 — Repeat 1. Rest 4 counts. 
 
 4 — Repeat 2, joining right hands. Rest 4 counts. 
 
 5 — Repeat 1. Rest 4 counts. 
 
 6 — Join left hands and ladies kneel; gentlemen 
 skip around ladies, 8 counts. Rest 4 counts. 
 
 7— Repeat 1. 
 
 8 — Join right hands and gentlemen kneel. Ladies 
 skip around partners, 8 counts. 
 
 9— Repeat 1. 
 
 10 — Courtesy to partner. 
 
68 PLAY AND ITS VALUE 
 
 HIT AND MISS. 
 
 The class is divided or sides are chosen, and a field 
 space for each side allotted. The players on either 
 side arrange themselves hit and miss over the field. 
 A basket ball is started by any one of the players. The 
 ball is thrown quickly from one side to the other and is 
 kept going briskly ; a point is scored by one side if the 
 other side lets the ball touch the floor. The side scor- 
 ing five points first wins. 
 
 This is one of our practice games for basket ball. 
 We play low balls until one point is scored; one hand 
 high balls until the second point is scored, the chest 
 throw, etc. 
 
 DRUMMER BOY. 
 
 All the players form a circle, standing arm's length 
 apart. One player stands in the center of the circle 
 with a basket ball. 
 
 He repeats — 
 
 "Rah who rah, run boys run, you with the red coat 
 follow the drum." 
 
 As he says "drum" he throws the ball at one of the 
 players, who must catch the ball and follow him quick- 
 ly and accurately, while the whole circle on the word 
 "drum" take very short side steps to the left, and clap 
 hands in time as to the beat of a drum. The one at 
 whom the ball was thrown takes his place in the cen- 
 ter. Music adds a fascination to this game. 
 
< 
 
AND FIFTY GAMES 69 
 
 THE WIGWAM. 
 
 (From Hide and Seek.) 
 
 Half the players hide. Give them ten minutes to 
 make a trail to their hiding place by chalk marks on 
 the trees, paper or corn scattered on the trail, or any 
 other way which will answer the purpose and teach 
 alertness and observation. Each Indian must go in a 
 different direction to make his trail. At the end of 
 the time allowed the other players start out and 
 follow the trails, each taking a different one. See 
 who is first at the wigwam with his Indian. 
 
 FOLLOW THE LEADER. 
 
 This game, though old, is always new. 
 
 The boys and girls can be led through many of 
 their occupations of the work-a-day world in this game, 
 or through a series of marching calisthenics for quick 
 response and perfectness; or the older boys when in 
 the woods can be led over fences, up trees, over 
 stumps, etc. Here you have an unlimited series of 
 activities. 
 
 This game can be played in the schoolroom as well 
 as in a larger space. 
 
 It is very elastic. 
 
 If a mistake is made, that follower takes his seat to 
 watch the rest and to promise himself that he will not 
 be so easily dropped the next time. 
 
70 PLAY AND ITS VALUE 
 
 "Deep meaning oft lies hid in childish play." — Schiller. 
 RABBIT AND HOUND. 
 
 The players stand in two ranks facing each other, 
 about ten fet apart. They join hands down the ranks, 
 keeping them as high as possible. 
 
 A rabbit and a hound are selected. The hound pur- 
 sues the rabbit, in and out through the lines, having 
 to follow exactly the course taken by the rabbit. If 
 the rabbit is caught it goes to the foot of one of the 
 lines, while the hound becomes the rabbit and the 
 player at the head of that line becomes the hound. 
 
 HOT POTATO. 
 
 Players form a circle. One player stands in the 
 center of the circle. 
 
 A basket ball is passed quickly around the circle. 
 It moves in one direction and must be handled as 
 quickly as possible. The ball must not be thrown. The 
 center player tries to touch someone in the circle while 
 he has the ball ; if he succeeds, they exchange places ; 
 the ball meantime is passed quickly with no stop while 
 the players are changing places. 
 
 Two and even three balls can be kept going after 
 the game is learned. 
 
 The game can be played by changing the direction 
 of the ball often, as long as it is handled by each 
 player in turn. 
 
AND FIFTY GAMES 71 
 
 CIRCLE RACE. 
 
 The players form a circle and drop hands, having 
 the distance of one person between each player. One 
 player starts the game by running around the outside 
 of the circle and touching someone on the back. The 
 player touched runs in the opposite direction and the 
 race is to see who makes the circuit and returns to 
 the vacant place first. The race is made harder and 
 at the same time more amusing by the racers having 
 to stop with heels together and bow when they meet. 
 
 THREE DEEP. 
 
 The players form a circle; every other one steps 
 forward and to the left, forming a double circle with 
 plenty of space between the files of two. Two players 
 on the outside of the circle begin the game; one is 
 chaser, the other is runner. The chaser seeks to tag 
 the runner, who to find safety must run in front of 
 one of the groups of two, thus making that file three 
 deep and exposing the last or third player who is the 
 runner now and must seek safety, as did the other, by 
 running in front of one of the groups of three. If 
 the chaser succeeds in catching the runner before he is 
 safe, the roles are changed and the runner becomes 
 the chaser, etc. The game must be played as fast 
 as possible. Two chasers and two runners may work 
 in the same circle. 
 
72 PLAY AND ITS VALUE 
 
 SLOW PONY RACE. 
 
 Players form in double ranks, the little men in the 
 back. On the command "Go !" the second rank jump 
 on the backs of the first rank who must run to the 
 goal with their load. 
 
 BEAN BAG GAME FOR THE SCHOOLROOM. 
 
 Every teacher can have at least six large, round 
 bean bags, twelve inches in diameter, stitched on the 
 edge and also an inch from the edge, made of denim, 
 in red, blue or some color which will not soil easily. 
 These bags can be used instead of balls and furnish 
 you with equipment for numerous games. 
 
 The game : The first one in each file or row of 
 seats has a bag; at the command "Go" the bag is 
 passed overhead and to the one next and so on until 
 the last one catches it. He runs to the front, puts 
 his initials on the blackboard just in front of his row, 
 if possible, gives the bag to the one in front and re- 
 turns to his seat. The bag is passed quickly again until 
 the next to the last child has it, when he runs to the 
 front, and the game continues until all have run and 
 the bag has been passed again quickly to the end of 
 the line, to the boy who ran first. The contest is be- 
 tween the different files and the one finishing first 
 stands with bag lifted as a signal that his row has 
 won. 
 
AND FIFTY GAMES 73 
 
 CLUB AND BELL RELAY RACE. 
 
 The players form in two files as for other relay 
 races; the leader carries a bell, and a club is placed 
 on a mark about 30 feet directly in front of each file. 
 At the command "Go!" the leader dashes forward, 
 places his bell on the mark and brings club back to 
 the next player, while he goes to the end of the line. 
 The race then continues ; any player knocking over a 
 club must replace it before he returns to the file. 
 
 This can be played in the schoolroom using erasers. 
 
 FOX AND HOUND. 
 
 The players are in rank and file. They join hands 
 across the ranks. A fox and a hound are chosen; 
 the hound is to catch the fox. They can only go 
 where the passageways are open. At the command 
 "Change!" the players face left or right "and join 
 hands in the opposite direction. This command is 
 given often and each time it changes the course of 
 the Fox and Hound. This game can be played with 
 12 players or 100 players with equal success. As 
 many as four foxes and four hounds can run at once. 
 The chief value of this is the quick response from the 
 mass where everyone is alert and ready. If one fel- 
 low is slow or makes a mistake it closes a passageway 
 which should be left open and delays the game. Each 
 one feels his responsibility and sees to it that he does 
 not make the mistake. 
 
74 PLAY AND ITS VALVE 
 
 Froebel found some educational value in every phase of 
 the child's play and in every object to which it gave its at- 
 tention. 
 
 QUICK THOUGHTS. 
 
 This can be made simple enough for first grade or 
 difficult enough for the high school. 
 
 1 — By imitation : Give perfectly and slowly two ex- 
 ercises for the class. Wait four counts; count for 
 them and see how many do them correctly. 
 
 2 — By direction: Give the commands plainly and 
 slowly for an exercise, without doing the exercise 
 yourself, always pausing an instant between the name 
 of the exercise and the command, as — 
 
 1 — Arms sideward — raise ! 
 2 — Arms overhead — raise! 
 3 — Hands on hips — place ! 
 4 — Attention — stand ! 
 
 Wait 4 counts, ask the class to take it 12 counts and 
 halt. This is made more difficult later by asking them 
 to think the counts instead of your counting. 
 
 3 — By suggestion: I want an exercise that is good 
 for round shoulders. Who will give us one? 
 
 I want an exercise for a weak ankle. Who will give 
 us one? 
 
 I want a good breathing exercise combined with 
 an arm exercise. Who will give us one? 
 
AND FIFTY GAMES 75 
 
 LEAP FROG RELAY. 
 
 Players stand in files. At the command "Go!" all 
 take position and the last one in each file starts for- 
 ward. He must go over three players before the next 
 one can start. 
 
 DROP THE HANDKERCHIEF. 
 
 A time-worn amusement, yet it never loses its 
 charm. 
 
 The players form in a circle, arm's length apart. 
 One player is chosen as "Dropper." She runs around 
 the outside of the circle and calls out "Shut your eyes 
 and look up to the skies." As the circle obeys she 
 drops the handkerchief behind one of the players, who 
 as soon as she discovers it, follows in hot pursuit ; 
 the dropper weaves in and out around the circle and 
 her course must be followed exactly or the player who 
 is fallowing must leave the circle. 
 
 If the handkerchief is dropped and the victim does 
 not discover it until the "dropper" has completed 
 the trip around the circle, that player must sit in tem- 
 porary disgrace in the center of the circle, or sit in th^ 
 "Mush pot" until the game ends. 
 
 This game may be played with skipping or hopping 
 instead of running, and by keeping four running with 
 handkerchiefs at same time. 
 
76 PLAY AND ITS VALUE 
 
 BUTTERFLY AND THE FLOWERS. 
 
 The players form a circle arm's length apart and 
 joining hands, two players stand within the circle and 
 they are the flowers. One player stands outside the 
 circle, this is the butterfly. The butterfly pursues the 
 flowers, who are given quick entrance and exit to 
 and from the circle by players raising hands; but the 
 progress of the butterfly is hindered at all places by 
 tightly clasped hands, which are lowered when he 
 wants entrance or exit except when the flowers call 
 "Butterfly," then all let go of hands quickly and run 
 in a small circle where they are standing and join 
 hands again. At these times the butterfly has a 
 chance to enter the circle without interference. 
 
 Those playing can choose others to take their places 
 when the flowers are caught, or the director can choose 
 the next players. 
 
 Two and sometimes three sets of butterflies and 
 flowers can be kept going in one circle. 
 
AND FIFTY GAMES 77 
 
 "Plays are thoroughly humane in their nature; they make 
 children wise without the conceit of wisdom." 
 
 KING-A-BE-LOW. 
 
 A Scotch lowland game, revised to our "Kangalo." 
 The players form at one end of the field, and one 
 player is chosen as the King. He stands in the middle 
 and calls "King-a-be-low, who shall come through?" 
 The other players endeavor to run by him to the op- 
 posite goal, while he tries to touch them on the head 
 or crown them as they pass. 
 
 Those crowned remain with the king to assist in 
 crowning the others. 
 
 CAPS OFF OR PULL-A-WAY. 
 
 The players (boys) pile their caps on top of each 
 other and form a circle around them. At a given 
 signal they pull the circle, swaying it forward and 
 backward, the object being to bring some one in colli- 
 sion with the hats, and tumble the pile over. Who- 
 ever is the unfortunate one then has to leave the circle. 
 The game is continued until the circle is very small. 
 
 In the gymnasium the same game can be played, 
 using Indian clubs and placing them in a group in the 
 center of the circle. 
 
 This game is played with girls alone, boys alone, or 
 with both with equal success. 
 
78 PLAY AND ITS VALUE 
 
 All that is best and beautiful in nature can be learned of 
 through play with its ever new charm and its ever changing 
 conditions and situations. 
 
 DEERFOOT. 
 
 These players can be reindeer, elk, reddeer, follow- 
 deer or mule-deer. Today let us be the deer about 
 which we can tell the best story. 
 
 Our forest may be the gymnasium, it may be the 
 school yard, it may be the narrow street, or it may be 
 the "really woods." 
 
 Our forest trees may be chalk marks on the gymna- 
 sium floor; or pieces of paper held down with stick 
 on the playground, or in the street; or trees in the 
 "really woods." 
 
 There is one less tree than deers. 
 
 The extra deer stands in the middle of the "for- 
 est." 
 
 All the deer follow one chosen as the leader, and 
 run or skip lightly around the "forest." 
 
 Suddenly the deer in the center calls "Deerfoot" — 
 and all run swiftly, each seeking a tree for safety. 
 The deer in the middle is after a tree too. We hope 
 he is swift enough to get one. 
 
 The deer failing to find a tree is named the "snail," 
 and must stand in the middle of the forest as they pro- 
 ceed with the game asrain. 
 
AND FIFTY GAMES 79 
 
 TREE TAG. 
 
 Any number of players may take part in this game. 
 One is termed "It" and endeavors to tag some player. 
 The players find safety by touching a tree. When 
 in this position they cannot be tagged. 
 
 PRISONER'S BASE. 
 
 Two dens are found 12 feet square and about 80 
 yards apart. Two smaller dens, close beside each other, 
 are marked at an equal distance from the larger ones, 
 and a considerable distance in front of a line drawn 
 between them, so as to leave space in which the game 
 can be played. 
 
 The two spaces close together are called the bases 
 and are used as prisons, one belonging to each side, 
 and always the prison belongs to the side playing from 
 the den farthest from it. 
 
 Sides having been chosen, each takes possession of 
 its own den. 
 
 The game consists of a sort of skirmish, any player 
 going out from his den being pursued by a player 
 from the other. 
 
 When one is caught he is committed to prison, but 
 can be rescued by being touched in the prison by one 
 from his own side, who must thus necessarily run a 
 somewhat longer distance than his prisoner, who starts 
 to catch him before he reaches base. The side get- 
 ting the most prisoners wins. 
 
80 PLAY AND ITS VALUE 
 
 PONY AND RIDERS. 
 
 If played by a small number it can be "each man 
 for himself." 
 
 If played by a large number, sides can be chosen 
 and each in turn can play. 
 
 A large flat stone is chosen and is called the pony. 
 About seven yards from the pony a den is fixed. Each 
 player is provided with a flat stone or hand ball ; these 
 are the riders. 
 
 The iirst player places his rider on the pony, and 
 the other players each in their turn throw their rider 
 from the den, trying to knock off the one placed on 
 the pony. 
 
 If a player fails to strike the rider he leaves his 
 rider where it landed. If a player hits the rider and 
 knocks it off, it counts his side one point. If he can 
 run and seize his rider and call "Two riders on!" 
 before the other one can pick his up, it counts his side 
 two points. 
 
 One from the opposite side now places his rider 
 on the pony and the game continues. 
 
*"J5SL— 
 
 ' 
 
 J 
 
 C 
 
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AND FIFTY GAMES 81 
 
 CLUB HUSTLE. 
 
 The players are lined up in files. Any number of 
 files may be formed. The leader of each file has an 
 indian club. On the command "Go!" all jump in half 
 stride position and the club is passed between the legs, 
 each player passing it on to the next until the end of 
 the line has been reached. The last boy runs to the 
 front and passes it back along the line again. When 
 every player has been at the head of the line and the 
 leader is in front again, the race is over. The file fin- 
 ishing first wins the race. 
 
 This may be played using bean bags, balls or bells. 
 
 ALL FOURS. 
 
 The players line up in two ranks and each of those 
 in the front rank carry three Indian clubs. At the 
 command, "March!" they march forward about six 
 paces and set down one club. This is repeated until 
 the three clubs are placed in good, straight lines. 
 
 The players return to their places, and on the com- 
 mand "Go!" they run on all fours forward and get 
 their first club, returning running, they give it to the 
 one standing behind them. The second and the third 
 club are returned in like manner. The one returning 
 all three of his clubs first, wins the race. 
 
 Dumb-bells may be used for this game equally as 
 well as clubs. 
 
83 PLAY AND ITS VALUE 
 
 JACK FROST. 
 
 (For the Primary Grades.) 
 
 The players, who in this game are quite small chil- 
 dren, sit in a large circle with finger tips on heads. 
 One player is chosen to be Jack Frost. The director 
 or one of the larger players is stationed in the center 
 of the circle as leader. Jack Frost runs lightly but 
 quickly around the circle and touches the hands of 
 every one. 
 
 The class say — : "Jack Frost came to our house last 
 night." 
 
 The leader answers — "Oh! what did he do?" 
 
 The circle answer — "He bit my fingers, woo-woo- 
 ooo — " at which they all shake hands loosely from 
 wrist. 
 
 The circle again say — "Jack Frost came to our 
 house last night." 
 
 The leader answers — "Oh, what did he do?" 
 
 The circle answer — "He bit my toes, woo-woo- 
 ooo — " 
 
 At which they run lightly in place, shaking hands 
 at the same time. 
 
 The circle again repeat the question and the leader 
 answers. 
 
 The circle answer — "He bit my nose off, woo, woo, 
 ooo." 
 
 At which they pinch their noses quickly. 
 
 End the game by all running lightly in a circle and 
 singing one of the Jack Frost Songs. 
 
AND FIFTY G4MES 83 
 
 "A quitter- is one who stops before he starts." 
 HOP, STEP AND JUMP RACE. 
 
 Players line up in one rank and at the command 
 "Go!" the race is run, the steps being taken in the 
 order named. 
 
 Hop, skip and jump race may be run in the same 
 way. 
 
 The hop, glide race may be run in the same way — 
 only four counts to each step. Four hop steps on one 
 foot — then four glide steps, and return to hop, step 
 again. 
 
 The girls are especially fond of this last one. 
 
 OUT ONE. 
 
 (Indian club wrestle.) 
 
 Players march up in four or more files ; there should 
 not be more than six in a file. Each file forms a circle ; 
 they place four Indian clubs in a group in the middle 
 of each circle. At the command "Go!" each circle 
 joins hands and pulls. When the umpire sees that 
 any player in any circle has knocked down a club he 
 calls Out One! That player steps out of the game. 
 All stop playing and wait for the signal "Go!" Re- 
 peat the play again. When any one of the circles has 
 been lessened to one player the game ends, the circle 
 scoring who has the largest number of players left. 
 
84 PLAY AND ITS VALUE 
 
 Habits can be corrected and character formed through play. 
 Growth is always by action. 
 
 COBS. 
 
 Revised from an old Scotch game, played in Argyle- 
 shire. 
 
 A basket ball is used. 
 
 Half the players form a circle, while the other half 
 form in two ranks at one end of the circle. Those in 
 the circle may have names of flowers or animals or 
 they may simply have numbers. Those in the ranks 
 have names or numbers corresponding to those in the 
 circle. 
 
 One player stationed in center of circle throws the 
 ball high and calls the name or number of some one 
 in the circle ; the one called endeavors to catch the ball 
 on the first bound, if he fails he must run between the 
 ranks and each one has a chance to strike or "cob" 
 him on the back. He stays in the rank now and the 
 one having the same name or number takes his place 
 in the circle. If the player catches the ball on the first 
 bound, he throws it up quickly and calls another. 
 
 The game should be played as fast as possible in 
 order to gain the most good from the activity. 
 
AND FIFTY GAMES 8S 
 
 BEARS AND WOLVES— HIDE AND SEEK. 
 
 A den is made by marking a circle or by selecting 
 a large tree. One player is chosen as the Bear. The 
 other players are wolves. 
 
 The bear remains in his den covering his face with 
 his hands or his cap, until the wolves find hiding 
 places. 
 
 When they have hidden the bear with a growl starts 
 in pursuit. Whenever he discovers a wolf, the wolf 
 must try to reach the bear's den before he is caught. 
 The first one caught by the bear must be the bear for 
 the next game. 
 
 If the bear catches none of the wolves, he must 
 play the same part again. 
 
 The game can be reversed. The bear finds a hiding 
 place. The wolves in two packs with leaders seek 
 the bear, and the pack fortunate enough to find him 
 score ten points. The game continues in the same 
 way. 
 
 Thirty points scores one game. 
 
86 PLAY AND ITS VALUE 
 
 The best games are those which keep everyone alert and 
 ready. 
 
 HOPPING TOADS. 
 
 What are we good for? 
 
 The toads form in a circle and join hands. One 
 toad stands in the center with a rope about the length 
 of the radius of the circle. On the end of this rope 
 is securely tied a bean bag. The center toad swings 
 the rope in a small circle first keeping it close to the 
 floor; he gradually enlarges the circle until the bag 
 comes in line with the feet of the toads in the big 
 circle, who must jump to avoid being hit by the bag. 
 Which ever toad is unfortunate enough to be hit must 
 exchange places with the center player. 
 
 TOUCH DOWN. 
 
 The players are in rank and file. Equal ranks face 
 a center field and move backward until there is a space 
 of about 20 feet between the teams. This is a good 
 team game. The director or center player stands 
 midway between the opposing sides and throws the 
 ball quickly first to one side then to the other, or twice 
 to each, either way, so that each side has the same 
 number of throws. The ball is to be caught and re- 
 turned to the center player. If the ball touches the 
 floor on one side it counts one point for the opposite 
 side. Six points make the game. 
 
AND FIFTY GAMES 87 
 
 WHEELBARROW RACE. 
 
 The players form in a double rank. The first rank 
 place hands on floor on one; the second rank grasp 
 ankles of first rank and lift on two. On three, the 
 first rank walk on hands to a certain line and return. 
 Those holding the handles of the wheelbarrow must 
 not push, but let the wheelbarrow set his own pace, 
 or he will fall on his nose and the race will be lost. 
 The wheelbarrow returning first with no mishaps 
 wins the race. 
 
 GANG-AWA-HAME. 
 
 Played in the lowlands of Scotland (Revised). 
 
 The players form a large circle, every other one 
 steps into the center forming a group. Two are chosen 
 to represent the outside circle, and they are given a 
 rope about ten feet long, one takes hold of each end. 
 They call "gang-awa-hame !" and charge upon the 
 others, trying to get one or more within the sweep 
 of the rope. 
 
 Each one caught counts ofie point for the outside 
 circle. Those caught form in the outer circle. 
 
 Play five minute halves. 
 
 Players exchange places for the second half. The 
 original outer circle form in the center in a group 
 and the original center group form the circle. 
 
 Choose representatives and play the second half. 
 
 The side gaining the most points wins the game. 
 
88 PLAY AND ITS VALUE 
 
 KICK BALL. 
 
 The players form two ranks, about twenty feet 
 apart and join hands. Each side choose a captain. 
 A football is placed an equal distance between the 
 ranks. At the signal the captains run and kick the 
 ball; the ranks act as guards, they can move any- 
 where on the field but must keep hold of hands; they 
 can only touch the ball with their feet. If either the 
 captain or the guards succeed in kicking the ball over, 
 or through the other line, they score two points. Five 
 minute halves, with new captains for the second half, 
 completes the game. 
 
 FLYING HOME. 
 (For the Primary Grades.) 
 
 If the class is large form several of these groups. 
 Make a chalk mark where each player stands, except 
 the center player. The center player in each group 
 stands still, the others fly in a circle (to music if pos- 
 sible), if not, let a clap of the hands be the starting 
 signal. Let the music stop suddenly or let a clap of 
 the hands be the signal when each one flies home, 
 by finding a place on one of the chalk marks. The 
 player who fails to see and act quickly enough has no 
 place and he or she goes in the center and the play is 
 repeated. 
 
AND FIFTY GAMES 89 
 
 CROSS TAG. 
 
 The players form in pairs with inside hands clasped 
 and outside arms back of them. One couple starts 
 the game by trying to tag another couple using only 
 the inside hands which must remain clasped. If they 
 succeed in tagging another couple they in turn become 
 the taggers. Any couple crossing between the tag- 
 gers and the couple being chased changes the order 
 of things and they are the ones the tagger chases. 
 
 A TRIP AROUND THE WORLD. 
 
 Players stand in a large circle; every other one 
 steps forward one step and kneels ; the -others step 
 sideward left and stand behind those who stepped 
 forward, and place their finger tips on the heads of 
 those kneeling. One player goes into the center. Use 
 music if it is at hand, if not, a clap of the hands is 
 the signal for the outside circle to face left and run 
 lightly around the circle until the music stops sud- 
 denly or another signal is given, when all those sud- 
 ning get safe by finding a place behind one who is 
 kneeling and placing finger tips on heads. At the 
 signal the center player too finds a place; this leaves 
 some one out who in turn becomes center player. The 
 two circles now exchange places and the game is re- 
 peated. This can be varied with* the hopping, skip- 
 ping or gliding step. 
 
90 PLAY AND ITS VALUE 
 
 PYRAMID BUILDING. 
 
 One form of recreation which the boys love and 
 which brings with it many points of value. It differs 
 from general mass work in that every fellow has his 
 particular place and position. There may be ten dif- 
 ferent positions in a simple pyramid. Those taking 
 part must judge distance and form, remembering that 
 their part of the whole differs from all the others. 
 The pyramids are unlimited in numbers and forms. 
 One hundred and fifty or two hundred boys and girls 
 can be used in one grouping or three people can form 
 one. Build in a curve rather than a straight line and 
 plan a high center or two high groups, one on either 
 side. If you work up a group using from 4 to 10 
 people, you can repeat that making the two sides or 
 even repeat it three times and arrange the ends and 
 the front with lower groupings. Five counts are 
 usually enough in which to build a pyramid. Keep 
 the building uniform as : 
 
 1 — March to places. 
 
 2 — Those who go down on knees take position. 
 
 3 — Those who stand on backs of others or stand on 
 shoulders. 
 
 4 — Those who swing up. 
 
 5 — Balance. 
 
 A splendid drill for rapid response. A pyramid can 
 be built the first time in 3 minutes, the second time 
 in 2 minutes, and the third time in one minute. 
 
 Try it and see. 
 
AND FIFTY GAMES 91 
 
 This little volume ends with the hope that it has 
 brought to you some of the beauties of the Boy and 
 Girl World; the boy and girl heart; that it will be 
 of help in suggesting ways and means of guiding their 
 activities, of strengthening their physical, mental, 
 moral and spiritual beings ; of broadening their social 
 world. 
 
 "A child — waiting, taking, reaching out; 
 A stranger midst the surging life of men. 
 He to his own life stature shall attain; 
 By taking to give back again." 
 
 We live but once, 
 
 The moments do not return. 
 
 Did they carry with them something 
 
 From you to the world and humanity? 
 
The "really woods" is the place to be 
 With "all out doors" and you and me