GAMES WITHOUT MUSIC

GAMES WITHOUT MUSIC
FOR CHILDREN

BY
LOIS BATES
AUTHOR OF 'KINDERGARTEN GUIDE' 'RECITATIONS FOR INFANTS'
'GUESSING GAMES' 'SALTAIRE ACTION SONGS'
'SALTAIRE KINDERGARTEN GAMES' ETC.
LONGMANS, GREEN, AND CO.
39 PATERNOSTER ROW, LONDON
NEW YORK AND BOMBAY
1897
All rights reserved

PREFACE

The object of these Games is to introduce variety when it is needed in the ordinary school routine, and to form a means of recreation to the children when unfavourable weather makes the usual playtime impossible.

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

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

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

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

Lois Bates.

Saltaire.

CONTENTS

ILLUSTRATIONS

GAMES WITHOUT MUSIC
FOR
CHILDREN

I. GAMES FOR THE SCHOOLROOM

1. LAYING THE BREAKFAST-TABLE

1. Spread the cloth—this is the way,
Cups and saucers, where are they?
2. Put them at one end in rows,
See, a spoon with each one goes.
3. One plate for each person bring,
And a napkin in a ring.
4. Here's a jug of milk so hot,
Sugar next, and coffee-pot.
5. Bread and butter place we here,
Then we get the chairs, my dear.
6. Ring the bell, and all sit round,
Each should in his place be found.

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

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

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

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

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

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

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

2. THE BREAKFAST PARTY

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

1. [1]Little hands are folded while the grace is said,
'Father, God, we thank Thee for our daily bread.'
2. [2]Let us stir our coffee, softly, gently, so,
[3]Then the spoon in saucer quietly must go.
3. When you eat and drink, dears, do not make a noise,
[4]Pass things to each other, little girls and boys.
[If there is a piano in school, a little music
might be played while breakfast is in progress.]
4. When we finish breakfast, [5]hands in lap lay we,
Elbows on the table, that should never be!

NOTES:

[1] Fold hands and bow head.

[2] Stir coffee.

[3] Place spoon in saucer.

[4] Pass bread and butter to each other.

[5] Fold hands in lap.

(For Dinner and Tea Table songs, see [Appendix I].)

3. CLEARING THE TABLE
(For directions as to laying the table, see game [No. 1].)

1. Breakfast over, off we go,
To remove the cloth, you know.
2. Put the napkins on the tray,
And the plates, too, take away.
3. Cups and saucers next we take,
Carefully, lest them we break.
4. Bring the milk and sugar here,
Soon the table will be clear.
5. Shake the cloth and fold it straight,
Then we'll wash each cup and plate.[A]

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

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

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

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

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

NOTE:

[A] For song 'Washing Dishes,' see[ Appendix I].

4. WEIGHING

Scales and weights are required for this game.

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

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

1. First comes the [1]ounce weight, small and round,
Sixteen of these do make a [2]pound.
2. Four ounces [3]quarter-pound will be;
[4]Half-pound has eight ounces, you see.

NOTES:

[1] Show ounce weight.

[2] Show pound weight.

[3] Show the quarter-pound.

[4] Show half-pound.

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

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

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

Can you tell the weight of this?
Mind you do not guess amiss.

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

5. MEASURING GAME

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

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

Think it over carefully,
And tell me what the length may be
Of this slate.

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

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

Think it over carefully,
And tell me what the breadth may be
Of this window-pane.

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

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

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

Twelve inches make a foot,
And nine a quarter-yard,
The half-yard eighteen inches takes,
To learn this is not hard.

NOTE:

[1] [Appendix II].

6. SHOPPING

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

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

Shopman

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

Customer

Good morning, shopman, will you please
To weigh for me a pound of cheese?
[The packet is handed to customer.]

Customer

Here is a shilling [handing it], eightpence take,

Shopman

And fourpence change [giving fourpence to customer] just twelvepence make.

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

NOTES:

[1] See [Appendix III].

[2] See [Appendix IV].

7. TYING A BOW

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

[1]Place your ribbon round the book,
[2]Cross it—left end at the top;
[3]Now the right end take and pass
Over, [4]draw it tight, then stop.
[5]With the right end make a loop.
[6]Draw the left across it, so;
[7]Now another loop we make
With the left, and [8]pull it through.

'Tying a Knot' (which is more simple than 'Tying a Bow') is given in the 'Kindergarten Guide,' p. 105.[A]

NOTE:

[A] [Appendix III].

8. THIMBLE GAME

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

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

[1]Pretty little thimble,
[2]In your cradle go,
[3]I will rock you gently,
Gently to and fro.
Now I [4]toss and [5]catch you,
[6]Up and down and [7]up;
[8]Next I hold my thimble
Like a little cup.
[9]On the right thumb place it,
Is that right? [10]oh, no!
[11]On your longest finger
[12]Should the thimble go.

NOTES:

[1] Hold thimble up between thumb and forefinger of right hand.

[2] Put thimble in left hand, which should be held palm upward and bent to form a cradle.

[3] Sway left hand from left to right.

[4], [5], [6], [7] Toss thimble and catch it.

[8] Hold thimble, rim upwards, between thumb and forefinger of left hand.

[9] Place thimble on right thumb.

[10] Take thimble off.

[11] Hold up middle finger of right hand.

[12] Place thimble on proper finger.

9. SEWING GAME

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

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

Teacher

Little children, clean and bright,
Show your [1]left hand, show your [2]right,
[3]Left forefinger, that will do,
[4]Place your sewing round it, so.
[5]Needle in your right hand hold,
All should do just what is told;
When the number One I call,
[6]Take a stitch, dear children all.
[7]Two, we show the stitch so neat,
[8]Just to see it is a treat.
[9]Three, we push the needle's eye
With our thimble carefully.
[10]Four, we draw the needle out,
Minding well what we're about.
Thread from needle need not slip,
If a good look-out we keep.

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

NOTES:

[1] Hold left hand up.

[2] Hold right hand up.

[3] Hold up forefinger of left hand vertically.

[4] Hem of pinafore or pocket handkerchief to be placed round left forefinger.

[5] Hold up right hand with thumb and forefinger in position as if holding needle.

[6] Pretend to take a stitch.

[7] Hold up sewing with both hands.

[8] Hem in position (see No. 4).

[9] Pretend to push needle (which is supposed to be in the hem) with thimble.

[10] Pretend to draw needle out.

10. KNITTING GAME

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

Teacher

I will teach you how to knit,
If you listen, dears, to me;
And I'm sure you will admit
It is easy as can be.
Put the pins all ready,[1] so,
Hold one firmly with each hand;
Then the knitting drill I give
You must try to understand.
[2]Take a stitch at number One,
And when I say, 'Number Two,'
[3]Hold the wool in your right hand,
And then throw it over, so.
[4]Now the pin that's underneath
To the top must come at Three,
[5]Slip the loop at number Four
From the left pin carefully.

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

NOTES:

[A] [Appendix V].

[1] Teacher puts her pins in position.

[2] Put end of right pin under end of left.

[3] Pretend to put wool round end of right-hand pin as in actual knitting.

[4] Bring right-hand pin to the top.

[5] Slide the right pin off the left.

Fig. 2.—the sign-post

11. THE SIGN-POST

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

The little travellers do not know
Which way to go, which way to go,
But here's a sign-post that will tell;
Ah! now they know the way quite well.

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

12. ASKING WAY IN STREET

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

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

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

13. POLITENESS IN STREETS

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

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

Keep always to the right
When in the street you walk,
And please remember this—
Do not too loudly talk.
We must not stare at folks,
Or turn to look behind;
Be kind, but never rude—
A good rule you will find.

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

Where is my handkerchief? oh dear!
I must have dropped it somewhere near.

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

14. DRESSING CHILDREN

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

Ready for the babies stand,
See they come with hat in hand.
Bigger children always should
To little ones be kind and good.

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

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

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

15. FATHER BRINGING PRESENTS

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

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

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

A ball for baby should be here,
[Takes out the ball and gives it.]
Baby
Oh, thank you, thank you, Father dear.
Father
A skipping-rope for Maud is this,
[Presents it to Maud.]
Maud
I thank you, Father, with a kiss.
[Kisses Father.]
Father
This cricket-ball for John will do.
[Hands John the ball.]
John
Thank you, Papa, 'tis kind of you.

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

To knock at the 'door' we rap on the floor.

16. GOING ERRANDS

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

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

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

'Nellie, Nellie!'
[Nellie at once answers:
'Yes, mother.'
[Leaves game immediately and runs to mother.]
Mother
Baby cries, just soothe her, Nell.
Rock the cradle; that is well.
[Nellie sits down and rocks the cradle.]

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

'Johnnie!' [Children say], 'Mother calls you, see.'
[Johnnie runs quickly to the 'mother.']
Mother
Go round to the shop for me.
[Gives him money and a basket.]

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

Little children, always run
When your mother's voice is heard,
Leave your play whene'er she calls
Quickly mind her every word.

17. TAKING FATHER'S TEA

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

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

Straight away from school we go,
To take our father's tea, you know.

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

With care the jug of tea you'll hold,
And make good haste lest it get cold.

Children reply:

Oh yes, dear mother, all you say
We'll mind right well—and now, away.

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

Father
Ah! my children, here you come,
Children
Yes, we've brought your tea from home.

Father takes the jug and basket, saying:

Thank you, now run home and play;
I am working late to-day.

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

INVITATIONS

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

18. INVITATION TO PLAY

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

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

Mamma, please, may we ask Nell Day
To come and have a game of play?
[The other children come and cluster round.]
Mother
Oh, yes! I will a message send—
An invitation for your friend.
Just go and ask if Mrs. Day
Can spare Nellie to come all day.
All the Children
Thank you, mother.

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

Child
Please, Mrs. Day, may Nellie come
To play all day with us at home?

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

19. INVITATION TO DRIVE

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

Good morning, madam; if I may,
I'll drive your children out to-day.
Mother
I thank you, sir [beckons children to her]; come children! [children run to her].
Gentleman
Such busy, happy children, they
Shall drive with me far, far away.
Children
Oh, thank you, sir, 'twill pleasant be
To ride with you nice things to see.

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

Good-bye, dear mother, off we go,
The horses gallop fast, we know.

20. GETTING READY FOR BED

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

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

Come, children, get ready for bed, bed, bed,
And sister must wash you, as mother said,
The hands and the faces will all be clean,
Such nice, happy children, shall ne'er be seen.

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

Some folks they do cry, when they're washed, oh dear! dear!
Pray where do they live? We do not want them here.
Merry, happy little children, come and get well scrubbed,
But do not cry when you are washed and rubbed.

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

Some folks they do cry when they're told, 'Time for bed,'
Some folks pout and say, 'Oh! let me play instead.'
Merry, happy little children, laughing go away,
Good-night, good-night, we'll play another day.

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

21. WASHING ONE'S SELF

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

[1]Wash your hands, dear children all,
[2]Palms we rub and [3]backs as well,
[4]Round the wrist we leave no mark,
Else a sad tale that would tell;
[5]Rub the knuckles, [6]brush nails, too,
Clean, bright[7] hands nice work can do.
Now 'tis time to [8]wash your face,
[9]Soap your hands, and [10]rub away,
[11]Gently round the ears we go,
[12]Don't forget your eyes, I say;
[13]Nose, and [14]mouth, and [15]forehead high,
[16]All to make quite clean we try.

NOTES:

Actions.—

[1] Pretend to wash hands.

[2] Rub palms together.

[3] Rub back of left hand with palm of right.

[4] Wash left wrist, then right.

[5] Rub knuckles of both hands.

[6] Brush nails of left hand with right fist.

[7] Show hands.

[8] Touch face with both hands.

[9] Pretend to rub soap on hands.

[10] Rub hands together.

[11] Wash the ears.

[12] Wash eyes.

[13] Rub the nose.

[14] Wash round mouth.

[15] Rub forehead.

[16] Rub all the face.

22. ASKING FOR DRINK OF WATER

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

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

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

A drink of water, please, I pray,
You'll give me, madam, this hot day.

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

23. THE FOX AND THE TIGER

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

Beech and chestnut, birch and oak
Are the names of English trees,
Elm and willow, poplar, ash,
Soon you will remember these.

Fig. 3.—fox's den

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

I go to find a duck
For dinner this fine day,
And you, my pretty cubs,
Will stay at home and play.

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

24. THE COACH GAME

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

Here is my coach, who'll come and ride?
The door, you see, is open wide.

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

Jump in quick! quick! not long we stay,
Then ready! steady! right away!

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

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

25. THE STABLE

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

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

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

Hostler

Shall I take your horses for a rest and feed?
They are tired, I think, sir, and a drink they need.

Driver

Yes, good hostler, take and give them nice fresh corn,
With a pail of water; they have worked since morn.

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

26. VISITING GRANDMAMMA

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

Children altogether
Good morning, grandma, we have come
With messages from all at home.
First Child
Mamma sends love, and I'm to say
She hopes you are quite well to-day.
[Grandma replies suitably.]
Second Child
These flowers, dear grandma, are for you,
[Gives her flowers.]
In my small garden bed they grew.
Grandma
Thank you, my dear.
Third Child [handing a basket]
And here are cakes that Nellie made
To send to grandmamma, she said.
Fourth Child [giving basket to grandma]
Ripe fruit I bring for grandmamma,
These pears and plums are from papa.

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

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

27. PAYING CALLS

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