Chapter III: Introduction (2)

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

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

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

[Sidenote: Choice of games]

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

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

[Sidenote: Discipline]

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

[Sidenote: Playing values]

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

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

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

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

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

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

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

[Sidenote: Team play]

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

[Sidenote: Enforcement of rules]

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

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

[Sidenote: Honor]

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

COUNTING-OUT; CHOOSING SIDES

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

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

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

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

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

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

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

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

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

The following are old and popular forms:--

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

MISCELLANEOUS ACTIVE GAMES

MISCELLANEOUS ACTIVE GAMES

ALL UP RELAY

_10 to 60 or more players._

_Playground; gymnasium; schoolroom._

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

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

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

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

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

ANIMAL BLIND MAN'S BUFF

_10 to 30 or more players._

_Parlor; gymnasium; playground._

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

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

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

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

ANIMAL CHASE

_10 to 30 or more players._

_Playground; gymnasium._

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

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

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

ARROW CHASE

_8 to 16 players._

_Out of doors._

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

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

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

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

AUTOMOBILE RACE

_20 to 30 players at once._

_Schoolroom._

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

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

BARLEY BREAK

_6 to 18 players._

_Playground; gymnasium._

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

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

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

BASTE THE BEAR

_10 to 30 or more players._

_Playground; gymnasium; parlor._

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

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

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

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

BEAR IN THE PIT

_10 to 30 players._

_Playground; gymnasium._

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

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

BEND AND STRETCH RELAY

_10 to 60 players._

_Schoolroom._

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

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

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

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

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

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

BIRD CATCHER

_10 to 60 players._

_Schoolroom; playground._

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

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

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

BLACK AND WHITE

_10 to 100 players._

_Gymnasium; playground; parlor; schoolroom._

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

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

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

BLACKBOARD RELAY

_10 to 60 players._

_Schoolroom._

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

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

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

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

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

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

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

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

BLACK TOM

_10 to 30 or more players._

_Playground; gymnasium._

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

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

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

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

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

BLIND BELL

_5 to 100 players._

_Parlor; gymnasium; playground._