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m ns
U. S. DEPARTMENT OF LABOR
JAMES J. DAVIS, Secretary

CHILDREN’S BUREAU
GRACE ABBOTT. Chief

A BRIEF MANUAL OF GAMES
^ FOR ORGANIZED PLAY

ADAPîÉD FROM STANDARD SOURCES

'kj
MARTHA TRAVILLA SPE^k Ä a N

Bureau Publication No. 113
(Revised Edition)

WASHINGTON
GOVERNMENT PRINTING OFFICE

1925

U -S S i.


M U3
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ADDITIONAL COPIES
OF THIS PUBLICATION M i Y BE PROCURED FROM
THE SUPERINTENDENT OF DOCUMENTS
GOVERNMENT PRINTING OFFICE
WASHINGTON, D . C.
AT

10 CENTS PER COPY


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3 ti< l

U-b-S c
% i 1i

CONTENTS

Letter of transm ittal______ ______________
How to teach games______________________
Schoolroom games for younger children
Playground games for younger children.
Schoolroom games for older children___
Playground games for older children___
Races and relays_________________________
Bean-bag and ball gaipes_________________
Suggested game programs________________
Reference books___________________________
Index of games____________________________


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LETTER OF TRANSMITTAL

U . S. D epartm ent of L abor,

,

C h ild r en ’s B u reau ,

Washington June 1 9,192If,.

S i r : There is transmitted herewith a revised edition o f a brief
manual o f games for organized play adapted from standard sources
by Martha Travilla Speakman, o f the staff o f the Children’s Bureau.
This manual was originally prepared at the request o f the Com­
missioner o f Education o f Porto Rico and in conference with the
teachers o f Porto Rico, while the Children’s Year Survey was in
progress in the island.
Respectfully submitted.
Hon. J am es J. D avis ,
Secretary o f Labor.


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G race A bbott, Chief.


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A BRIEF MANUAL OF GAMES FOR ORGANIZED
PLAY
HOW TO TEACH GAMES

Games, like arithmetic and reading, must be graded. To enjoy a
game the child must understand it. Little children find the greatest
pleasure in playing simple games, often games o f “ make-believe
and repetition, but always simple games. Older children demand
games that are much more complicated, while still older boys and
girls take the greatest interest in playing team games, where com­
petition is the chief factor.
The teacher can do a great deal by selecting the right games and
by seeing that all the children are included in the games.
Try to awaken in every child a sense o f alertness by quickening
his senses o f hearing and seeing. Make every child feel that he is a
part o f the game, so that he will get the fun out o f it as well as the
physical exercise.
Choose games that will be so interesting that all your children
will want to play, and you will be taking a big step toward making
them good citizens.
In teaching new games there are several very important things to
remember:
1. Plan your program o f games and folk dances so that it will
include both active and quiet play. This will keep the children
from getting tired and they will enjoy the play period more than
if the games were not planned.
2. When explaining a new game, have the children stand in a
circle. It is easy to maintain quiet and order this way.
3. Choose clever children to start a new game. Then, after the
class understands the game, choose the dull ones and let them take
an active part; thus the child who needs to be taught alertness can
be taught to be alert by playing such games as “ Midnight.”
4. Give every child a chance to take part.
5. Make the game easy enough at first, then gradually make it
more difficult. Let the children find out the point o f the game them­
selves. It gives them great joy to discover.
6. Make rules and stick to them. Fair play is most important.
T. Don’t play confusing games. To do so spoils the child’s
pleasure.
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A BRIEF M A N U AL OF GAMES FOR ORGANIZED PLAY

8. Develop reason and judgment about risks and dares.
9. Encourage the timid pupils to give dares and to take risks.
10. Don’t make the games too serious. Get laughter out of them. 11. Team play is most important, especially for older children.
12. Honor. It is far better to lose than to do anything that is
dishonorable.
13. Put yourself into the game that you are teaching and the
children will catch your spirit.


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SCHOOLROOM GAMES FOR YOUNGER CHILDREN
“ I SEE”

1. Teacher begins by saying: “ I see something that is red ” (or
“ green,” or “ blue” ). The children in turn guess what it is. The
winner then chooses something, etc.
2. Same game but with “ I see something made o f iron,” etc.
3. Same game but with “ I see something made o f wood,” etc.
4. Same game but with “ I see something, the first letter o f which
is ‘ a ’ ” (for example, “ apron ” ) and the children guess in turn what
it is. The child who guesses correctly chooses something (in sight)
beginning with the letter “ b ” (for example, “ book,” or blotter” ).
-Each time the winner chooses some article beginning with the next
letter o f the alphabet.
N ote.— This game (1) trains little children to notice colors; (2
and 3) trains them to distinguish materials; and (4) helps them to
make a game o f words.
“ W HO IS KNOCKING A T M Y DOOR? ”

Children sit quietly. One child is chosen to sit on a chair in the
front o f the room and shut his eyes tightly.
Some other child (chosen by teacher) goes up and knocks on the
floor behind him.
Child with closed eyes says, “ Who is knocking at my door?”
Child knocking says, “ It is I.” Child with closed eyes guesses who
it is. He has three guesses. I f he can not guess, he looks, and then
another child is chosen to knock. I f he guesses correctly, then the
“ knocker ” becomes “ it ” and the teacher chooses another “ knocker.”
N ote.— This game teaches children to listen carefully and to dis­
tinguish sounds.
CAT A N D MICE

One player is chosen to be “ cat ” and hides behind or under the
teacher’s desk. After the “ cat ” is hidden the teacher beckons to two
or three other players, who creep quietly up to the desk and scratch
on it with their fingers to represent the nibbling o f mice. As soon as
the teacher says “ Catch them,” the “ ca t” scrambles out from under
the desk and chases the “ mice,” who may save themselves only by
getting back to their holes (seats). I f a “ mouse” is caught the
“ cat ” changes places with him for the next round o f the game. I f
no “ mouse ” is caught, the same “ cat ” may continue, or the teacher
may choose another.
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A BRIEF M A N U A L OF GAMES FOR ORGANIZED PLAY

A different set o f “ m ice” should be chosen each time, so as to
give all the children an opportunity to join in the game.
N o t e .—A good game to wake up a sleepy schoolroom.
MAGIC MUSIC

One player is sent from the room; while he is absent one o f those
remaining hides a thimble, a cork, or some other small object which
has been previously shown to the absent one. .When the object is
hidden, the absent player is recalled and proceeds to hunt for the
hidden object. While he is doing this the others sing or clap their
hands, the sound being very soft and low when the hunter is far
away from the object, growing louder as he approaches it. Piano
music is desirable, but for schoolroom use singing is found to be
more interesting for all. For very little children handclapping is
pleasing and sometimes more easily used than singing.
—
N o t e .— This game helps to make the children alert.
BUTTON, BUTTON

Children sit with the palms o f their hands pressed together. One
child (A ) has a button pressed between the palms o f his hands. He
walks down the aisle, passing his pressed palms between the hands
o f each child. He lets the button slip from his own hands into the
hands o f some child (B ). When he has gone to the end o f the line
he chooses a child (C ) to guess in whose hands the button is. I f
C guesses correctly, he gets up and passes as before; but if C does
not guess correctly, the one whom he has guessed (D ) opens his
hands to show he has not the button, and then D guesses, and so on,
until the button is found. Then the game is repeated.
N o t e .—A good game to play, as well as a quieting game.
It
teaches children concentration.
APPLES RED

Take several different-colored balls or several small objects, such
as a blackboard eraser, a piece o f chalk, a pencil; let one child pass
these around, giving each article to a different child. The children
hide whatever they are given, then the child who has given out the
things goes around and asks each child for the exact article he gave
him.
N o t e .—A very good quieting game.
Good memory test. De­
velops self-control.
“ W H O H AS GONE FROM TH E RING? ”

Children stand in a circle, or sit in their seats in the schoolroom.
One child is “ it.” He closes his eyes. The teacher then motions
for another child to leave the room. The first child, “ it,” opens his


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A BRIEF M A N U AL OF GAMES FOR ORGANIZED PLAY

5

eyes and tries to name the child who has gone from the ring. I f he
fails, he closes his eyes again and the child outside returns to his
place in the room and “ i t ” opens his eyes and guesses who has re­
turned. The second child, i f named correctly, is then “ it ” and the
game is repeated.
N o t e .— Develops memory and observation.
Especially good to
quiet a group after a running game.
FOX A N D SQUIRREL

The players sit in their seats facing toward the aisles, so that each
two adjacent lines have their feet in the same aisle and face each
other. The game consists in passing or tossing some article, such as
a bean bag, basket ball, or handball—the “ squirrel ’’— from one player
across the aisle to another and back again, zigzagging down each
aisle, to be followed at once by a second article, the “ fox ” ; the
object being to have the “ fox ” overtake the “ squirrel ” before the
end o f the line is reached. The line that finishes first wins.
W ith very little children, passing is better than tossing; but with
older children, or even with little ones when more experienced, it is
well to use the game as a practice for tossing and catching. The
action should be very rapid. The game makes much sport for young
children, and they are fond o f it.
N o t e .— Develops alertness, skill, and concentration.
SQUIRREL A N D NU T

A ll the players but one sit at their desks with heads bowed on
the arms as though sleeping, but each with a hand outstretched.
The odd player, who is the “ squirrel,” carrying a nut, runs on tiptoe
up and down through the aisles, and at his discretion drops the nut
into one o f the waiting hands. The player who gets the nut at
once jumps up from his seat and chases the “ squirrel,” who is safe
only when he reaches his “ nest” (seat). Should the “ squirrel” be
caught before he reaches his nest, he must be “ squirrel ” the second
time. Otherwise the player who receives the nut becomes the next
“ squirrel.”
It is scarcely necessary to say that the other players “ wake up ”
to watch the chase.
N o t e .— Develops self-control as well as alertness..
SLAP JACK

The players stand in a circle, clasping hands. One player runs
around the outside o f the circle and tags another as he runs. The
player tagged immediately leaves his place and runs in the oppo­
site direction. The object o f both runners is to get back first to the

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A BRIEF M A N U AL OF GAMES FOR ORGANIZED PLAY

vacant place.

Whoever succeeds, wins, and remains in that place,

the one left out becoming runner the next time.
,
This is sometimes varied by having the players bow and sha e
hands as they meet. This adds an element o f self-control, but de­
tracts from the vigor and sport o f the game. This game is one o
the standard favorites for little children.
I n the schoolroom the game is played with all o f the pupils seated
except one- The odd player walks or runs through the aisles, touches
some player, and runs on around the room in the direction he is
<ming. The one touched at once leaves his seat and runs around the
room in the opposite direction. The one wins who first gets back to
the vacant seat. Dodging through aisles to shorten distance is not
allowed; the run must be around the outer aisles o f the room.
N

o t e .—

Can be played on playground as well as in schoolroom.

Develops alertness and self-control.
«1 SAY, STOOP!”

The players stand in a circle, and in front o f them stands the
leader or teacher. The leader says quickly, “ I say, stoop! and
immediately stoops and rises again. The players all imitate the
action; but when the leader says “ I say, stand!” at the same time
stooping, the players should remain standing. Any who make a
mistake and stoop when the leader says “ I say, stand! • are out o f
the game,
„
.
N o t e __ This can be played on the playground as well as in the
schoolroom. It develops alertness, self-control, and concentration.


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PLAYGROUND GAMES FOR YOUNGER CHILDREN
JACOB A N D RACHEL
(12 or more players)

A ll o f the players but two form a circle, with clasped hands. The
two odd players are placed in the center, one o f them, “ Jacob,” being
blindfolded. The object o f the game is for “ Jacob” to catch the
other player, “ Rachel.” “ Rachel” does all she can to avoid being
caught by “ Jacob.”
“ Jacob” begins the game by asking, “ Rachel, where art th ou ?”
“ Rachel” replies, “ Here I am, Jacob,” and immediately tiptoes to
some other point in the ring, trying to avoid being caught, or she
may dash from one side of the ring to the other, or resort to any tac­
tics except leaving the ring. “ Jacob ” may repeat his question when­
ever he wishes, and “ Rachel ” must answer each time.
When “ Rachel” is caught “ Jacob” returns to the ring, and
“ Rachel” is blindfolded and chooses a new “ Jacob,” seeking him
with the question, “ Where art thou, Jacob ? ”
N o t e .— Every time the blindfold is used it should be refolded so
that a ,fresh portion of it touches each succeeding player. This is
very important as serious eye trouble is often transmitted if the
teacher is not careful. This game develops alertness.
PUSS IN THE CORNER
(5 or more players)

Each player but one has a goal. It may be a chair, desk, corner,
or other object. The one who has no goal goes up to another player
and says, “ Pussy wants a corner.” The answer is, “Ask thy nextdoor neighbor.” During this time the others change goals, and the
odd player tries to get one. I f he has tried several times without
success he may go to the center o f the space and call, “ A ll change,”
and all must change goals, giving him a better chance. The one left
out is “ it,’’ and the game begins as before.
N o t e — This is a good game for little children. It develops daring
and makes them alert.
BLACK A N D W H ITE
(11 or more players)

This game is played with a 3-inch cube o f wood which has been
painted white on three o f its surfaces and black on the other three
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A BRIEF M A N U A L OF GAMES FOR ORGANIZED PLAY

surfaces. The players- are divided into two equal groups. One
group is called the “ Blacks,” the other the “ Whites.” Two goals
are chosen, one for the “ Blacks ” and one for the “ Whites,” equally
distant from a center dividing line. A leader, who may be an extra
player or the teacher, stands on the center line. The “ Blacks ” stand
on a line parallel to the center line, 5 feet to the right o f the leader,
and the “ Whites ” on a similar line 5 feet to the left o f the leader.
The leader tosses the cube up and when it falls to the ground, if a
white surface is up, the “ W hites” must run for their goal, the
“ Blacks ” chasing them to tag as many as possible before they reach
their goal. I f the cube falls with a black surface up, the “ Blacks ”
must run for their goal, the “ Whites ” chasing them. The players
who are tagged must go over to their opponents’ team and thereafter
assist them in catching players on the other team. The game ends
when all the “ Blacks ” have been caught by the “ Whites,” or vice
versa.
N o t e .— This game develops alertness and concentration.
CAT A N D RAT
(10 to 30 or more players)

The players join hands and form, a circle. One is chosen “ rat ”
and stands inside the circle. Another is the “ ca t” and takes place
outside the circle. The “ cat ” tries to catch the “ rat.” The players
favor the “ ra t” and allow him to run in and out o f the circle,
but try to prevent the “ ca t” from following him by raising and
lowering their arms. They must not bend their knees. When the
“ rat ” is caught the “ cat ” and “ rat ” join the circle and the players
at the right o f each become “ rat ” and “ cat.” When there are
many players two “ cats ” may be chosen.
N o t e .— This is a good game to play with small children who are
not accustomed to games. It develops alertness.
“ H AV E YOU SEEN M Y SHEEP? ”
(12 or more players)

Players form in a circle. Gne player is chosen as “ shepherd.” He
goes around the outside, taps a player on the back, and asks, “ Have
you seen my sheep ? ” The player asks, “ How is he dressed ? ” The
“ shepherd ” then tells something o f the dress o f one of the players
in the circle, as “ He wears a blue coat and low shoes.” The player
tries to guess who is being described. When he guesses correctly the
“ shepherd ” says “ Yes,” and the guesser chases the one described.
Both must run or the outside o f the circle. I f the chaser catches


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A BRIEF M A N U AL OF GAMES FOR ORGANIZED PLAY

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the runner before the runner has returned to his place, the chaser
becomes “ shepherd ” ; i f he does not, the runner becomes “ shepherd.”
Notice that the “ shepherd ” does not run.
N o t e .— A good game to wake up the group.
CHARLEY OYER THE W A TE R

One player is chosen to be “ Charley,” and if there are more than
20 players there should be two or more “ Charleys,” to make the
action more rapid. “ Charley” stands in the center; the other
players join hands in a circle around him and dance around, repeat­
ing the rhyme:
“ Charley over the water,
Charley over the sea,
Charley catch a blackbird,
Can’t catch me.”
As the last word is said the players stoop, and “ Charley ” tries
to tag one o f them before he can get into that position. Should he
succeed, the player tagged changes places with him.
N o t e .— This game develops alertness.
W A T E R SPRITE

The players stand in two lines facing each other, with a large
open space representing a “ river” between. One player, repre­
senting the “ water sprite,” stands in the middle of the “ river” and
beckons to one on the bank to cross. This one signals to a third
player on the opposite bank or side o f the “ river.” The two from
the banks then run across to exchange places, the “ water sprite”
trying to tag one o f them. I f the
u water sprite ” is successful, he ...................... ' >
changes places with the one tagged. 4
--------N o t e .— This is a more complicated
game for little children. Best to play ^
it after they have played several o f
the other playground games. A good
]
running game.
v is ite r

X

SQUIRREL IN TREES

sprite

This game is very like “ Rabbit )
in a Hollow Tree,” but is a little
less exciting, and under some circumstances better adapted to very
young children.
Most of the players stand in groups o f three with hands on each
other’s shoulders, forming “ hollow trees.” In each “ tree” is a
player representing a “ squirrel,” and there is also one odd “ squirrel ”
without a “ tree.” The teacher or leader claps her hands, when all

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A BRIEF M A N U A L OF GAMES FOR ORGANIZED PLAY

the “ squirrels ” must run for other “ trees,” and the odd “ squirrel ”
tries to secure a “ tree,” the one who is left out being the odd
“ squirrel” next time.
N o t e .— This game is an introduction to several more difficult ones
that will come later, such as “ Rabbit in a Hollow Tree.” It teaches
the children to play in small groups instead o f in a big circle.
H INDU TAG

A player is safe from being tagged only when his or her fore­
head is touching the floor.
N o t e .— A splendid exercise for the whole body.
The teacher can
show the children how this game is played, but it is not at all neces­
sary to play with the children unless the teacher so desires.
BLIND M A N ’S B U FF

One player is chosen to be blindfolded, and stands in the center.
The other players join hands and circle around him until the “ blind
man ” claps his hands three times, whereupon the circle stops moving
and the “ blind man ” points toward some player in the circle. The
player at whom he points must at once step into the circle, and the
“ blind man ” tries to catch him. When he succeeds he must guess
whom he has caught. I f the guess is correct they change places.
I f not, or if the “ blind man ” has pointed at an empty space instead
o f at a player, the circle continues and the game is repeated. The
player who is called into the circle will naturally try, by noiseless
stepping, dodging, etc., to give the “ blind man ” some difficulty in
catching him, but when once caught must submit without struggle
to examination for identification.
This is one o f the oldest recorded games, and is found in practi­
cally all countries. The ancient Greeks called it “ Brazen Fly.”
N o t e .— This game is an introduction to many more difficult ones
later on. It develops alertness and memory. Great care should be
used in changing the blindfold, that each time a fresh side o f the
handkerchief be used; otherwise serious diseases may be passed from
child to child.
DROP THE H ANDKERCH IEF

All the players, except one who is “ it,” stand in a circle. “ I t ”
runs around on the outside of the circle, carrying a handkerchief,
which he quietly drops behind one o f the players in the circle. As
soon as this player in the circle discovers that the handkerchief has
been dropped behind him, he must pick it up and run around the
circle in the same direction as the player who dropped it, trying to
catch him before he reaches the place left vacant in the circle. I f
“ i t ” is caught he must be “ i t ” over again; if not, the other player
becomes “ it,” and the game is repeated.

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SCHOOLROOM GAMES FOR OLDER CHILDREN
“ I SPY”

One child leaves the room, and the teacher, or another child, hides
an object— eraser, ball, knife, etc.—previously agreed on, in plain
sight but in an unusual place. The child then returns to the room
and tries to find the object.
Instead o f one child, several may be sent out. As soon as one o f
them finds the hidden article he takes his seat. When three o f the
children have taken their seats a new group is sent out, and the
article, or a new article, is hidden again.
The game may be varied by hiding the object out o f sight. The
children who are in the secret help the searcher by saying “ H ot ”
when the searcher is near the object, and “ Cold ” when he is not near
it. Also the children may clap their hands as the searcher approaches
the object.
N ote.— This game develops the power o f observation and teaches
the children who are in the secret to control their desire to tell.
IN D IA N RUNNING
(Quiet game)

Four or five children go out o f the room and run in again in
“ Indian ” (single) file. They run around the room once and then go
out again and return in a group to their seats. The teacher then
chooses one child to replace the “ Indian runners ” in their original
order or to name the order in which they ran.
This can also be played by arranging a group o f children in a
certain position. After a minute they return to their seats and
another child is chosen to tell how they were arranged.
N ote,— This game teaches the child to observe.
GOING TO JERUSALEM

The game starts with all o f the players ready to march. The
music begins and the class marches in serpentine form, up one aisle
and down the next. For a large class there should be from one to
six fewer seats than the number o f players. F or instance, one seat
should be counted out in each row or each alternate row. The seat
that is not in play may be turned up, if o f that variety, or a book may
be placed on the desk belonging to it. The music stops suddenly and
every child tries to get a seat.
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A BRIEF M A N U AL OF GAMES FOR ORGANIZED PLAY

The game may be played without music. The leader or teacher
beats time and stops when players are to sit; or he may give a signal
or a command to “ sit.”
N o t e .— This game develops alertness.
DUMB CRAMBO

The class is divided into two groups. One group goes out of the
room and those who remain choose some verb. The outside group
is then told some word that rhymes with the chosen verb. They con­
sult together (outside the room ), and decide on a verb which they
think is the chosen verb and then return to the schoolroom and,
without speaking, act the word. I f it is right, the class claps hands,
but i f wrong they merely shake their heads ®No.” The acting group
goes out of the room again and decides upon another verb that
rhymes with the word. They continue to act verbs until they have
guessed the right one.
For example: The verb “ eat ” is chosen. The group outside is
told that the word rhymes with “ heat.” Then the group decides
that perhaps the verb is “ beat,” and they act “ to beat.” As this
is not correct, they try “ to meet,” but again without success. At
last they try “ to eat.” When the word is guessed the groups change
places, and the game is played again.
N o t e .— This is an excellent game to help in the teaching o f Eng­
lish, especially in illustrating verbs of motion.
CHARADES

The class is divided as in Dumb Crambo. The group which is
outside chooses a word of several syllables. Then they go back into
the room and act out each syllable separately, and then the whole
word. They can talk or do anything they wish in dramatizing the
word.
F or example:
Kingdom_____ —— King-dumb.
In fan cy-----------------In-fan-see.
N o t e .— This game has many dramatic possibilities.
PRINCE OF PARIS

A player is chosen as leader; the others are numbered consecu­
tively from one up,. and all are seated.
The leader, standing in front, says: “ The Prince o f Paris has
lost his hat. Did you find it, No. 4, sir? ” Whereupon No. 4 jumps
to his feet and says:


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A BRIEF M A N U A L OF GAMES FOR ORGANIZED PLAY

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“ What, sir! I, s ir ? ”
Leader. “ Yes, sir. You,, sir.”
No. 4. “ Not I, sir.”
Leader. “ W ho then, sir ? ”
No. 4. “ No. 7, sir.”
No. 7, as soon as his number is called, must jump at once to his
feet and say (before the leader has time to repeat, “ The Prince o f
Paris has lost his hat ” ) :
“ What, s ir ! I, sir ? ”
Leader. “ Yes, sir. You, sir.”
No. 7. “ Not I, s ir ”
Leader. “ Who then, sir ? ”
No. 7. “ No. 3, sir.”
No. 3 immediately jumps to his feet, and the same dialogue is
repeated. The object o f the game is for the leader to try to repeat
the statement, “ The Prince o f Paris has lost his hat,” before the
player named can jump to his feet and say, “ What, sir! I, sir? ”
I f he succeeds in doing this, he changes places with the player who
failed in promptness, that player becoming leader.
Should any player fail to say “ sir ” in the proper place, this also
is a mistake, and the leader may change places with such player.
N o t e .— The object o f this game is to develop alertness and
memory.
T A G -T H E -W A L L R E L A Y
(Racing game)

The players should all be seated, an even number in each row of
seats. A t a signal the last player in each line runs forward down the
right-hand aisle, tags the front wall, and returns to place by the lefthand aisle. As soon as this player is out o f the aisle the others
all move backward one seat. This leaves the front seat vacant, and
the runner, having touched the wall, returns immediately and takes
this vacant front seat. As the player sits down he raises his hand,
which is a signal for the player who is now the last one in the line
to run forward, the line moving backward one place as soon as he is
out o f the aisle. He in turn, having touched the wall, takes the
vacant front seat. The play is continued in this way until everyone
in the row has run.
The line wins whose player, sitting originally in the front seat,
first returns to his seat.
As in all schoolroom games where there is running, the seated
players should be very careful to keep their feet under the desks,
so there will be nothing in the aisles over which the runners may
trip.
N o t e .—This game develops both alertness and concentration.

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a

BRIEF M A N U A L OF GAMES FOR ORGANIZED PLAY

FIRE, AIR, W A TE R

This game may be played with all the players in their regular
seats except one, who is “ it.” The one who is “ i t ” stands at the
front o f the room and throws a small ball or a knotted handkerchief
at some player and at the same time calls either “Air,” “ Fire,” or
“ Water,” and then quickly counts, “ 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,” out
loud, while the player at whom the handkerchief is thrown must
quickly name some animal living in the air if “ i t ” calls “A ir,”
or name some fish if “ i t ” calls “ Water.” I f “ F ire ” is called, the
player at whom the handkerchief is thrown must remain silent.
No child may name any animal or fish previously called by another
child. Should the player who is hit by the ball fail to answer cor­
rectly before the one who is “ it ” counts 10, he changes places with
the thrower.
N o t e .— The chief points developed by this game are alertness and
ability to think quickly.


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PLAYGROUND GAMES FOR OLDER CHILDREN
MIDNIGHT
(Twelve o’clock at night)

One player is the “ fox ” and the others are “ sheep.” The “ fox ”
may catch the “ sheep ” only at “ midnight.” The game starts with
the “ fox ” standing in a “ den ” marked in one corner o f the play­
ground (or schoolroom) and the “ sheep” in a “ sheepfold,” marked
in the corner diagonally opposite. The “ fox ” leaves his den and
wanders about the meadow (playground), whereupon all the “ sheep ”
also come out and scatter around, approaching the “ f o x ” as close
as they dare. They keep asking him, “ What time is it ? ” and he
answers with any hour he chooses. Should he say, “ Three o’clock,”
or “ Eleven o ’clock,” they are safe; but if he should say “ M idnight”
they must run for the “ sheepfold” as fast as possible, the “ f o x ”

chasing them. Any “ sheep ” caught changes places with the “ fox,”
and the game is repeated. When played in a schoolroom, only a
few children should be selected for “ sheep.”
N o t e .— This is a good group game and develops alertness. It is
an excellent game to teach the children to take risks and to dare.

RABBIT IN A HOLLOW TREE

The players stand in groups o f three with their hands on each
other’s-shoulders, each group making a small circle which repre­
sents a hollow tree. In each “ tree ” is a player who takes the part
o f “ rabbit.” There should be one more “ rabbit ” than the number
o f “ trees.” One player is also chosen for “ dog.” The “ d o g ”
chases the odd “ rabbit,” who may take refuge in any “ tree,” always
running in and out under the arms o f the players» forming the
15


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A BRIEF M A N U AL OF GAMES FOR ORGANIZED PLAY

“ tree.” The “ rabbit” already there must run for another “ tree.”
Whenever the “ d o g ” catches a “ rabbit” they change places, the
“ d o g ” becoming the “ rabbit” and the “ rabbit” the “ dog.” I f
at any time a “ tree ” is empty, the “ dog ” may become a “ rabbit ”
by finding shelter in this empty “ tree,” whereupon the odd “ rabbit ”
must take the part o f the “ dog.”
N o t e .— This is a more advanced way o f playing Squirrel in Tree
and is a very good game to develop alertness.
POM POM PULLA W A Y
(5 to 30 or more players)

This game is often played between the curbings o f a city streety
but is suitable for any open space which is large enough to permit
two lines to be drawn across with a space o f from 30 to 50 feet
between them. A ll players stand on one side behind one o f the
dividing lines, except one player who is “ i t ” and who stands in
the center o f the open ground. He calls:
“ Pom Pom Pullaway!
I f you don’t come, I ’ll pull you away! ”
whereupon all the players must run across the open space to the
safety line on the opposite side, the one who is “ it ” trying to tag
as many as possible before they reach that line. Anyone tagged
by the one'who is “ i t ” joins him in helping to catch other players
as they dash across the open space; but the one originally “ it ”
remains the caller throughout the game. The player who is “ it ”
again calls “ Pom Pom Pullaway,” etc., and all the uncaught players
must run for their original goal. The players run from one goal
to the other in this way until all have been caught. Then the game
starts all over again. The first one to be caught in one game
becomes “ it ” for the next game.
N ote .—An excellent game, especially for boys.
THREE DEEP
(15 to GO players)

A ll the players but two form in a double circle facing inward, one
player directly behind another. There are several methods o f form­
ing players into this double circle. One method is to have the
players march in column two by two, form in a circle, and all face
inward. Another method is to have the players form in a circle
in single filé, then every second player step in front o f his neighbor
on the right. t


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A BRIEF M A N U A L OF GAMES FOR ORGANIZED PLAY

17

The two odd players, o f whom one is runner and the other chaser,
start outside o f the circle, generally one o f them starting on one side
o f the circle and the other opposite. The object o f the game is for
the chaser to tag the runner. The runner may save himself by run­
ning into the circle and stopping in front o f any couple, whereupon,
that file having been made “ three
deep,” the outer player or third
man can be tagged, so he becomes
X
+
runner and tries to evade the
X
*
chaser. He may save himself in
the same way by stopping in
front o f a couple.
xX*
Should the chaser tag the run­
X *
ner, they exchange places, the
runner becoming chaser and the
chaser becoming the runner.
*
Both runner and chaser may
*
dash through the circle, but may
not pause for a moment within chaser (x)
the circle, except when the run­
ner stops in front o f some couple. When players confuse the play by
hesitating while running through the circle, this privilege o f running
through is sometimes forbidden, all the chasing being confined to
the outside o f the circle.
N ote,—T his is a good chasing game.
THIRD M A N

This game is another form o f Three Deep, but instead o f the circu­
lar formation the players are scattered irregularly over the play;K

p a rtn e rs

p o t h e r s

X '

,'X
p a rtn e rs

runner

® \ partners

partners
% i
'X '

V.

*

X,
p a r tn e r s
*»X''

*

i x )
I^

^

chaser

ground. A ll o f the players but two take partners and scatter in any
irregular way. The players forming each couple stand facing each
other, with the distance o f a long step between them. To make a

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18

A BRIEF M A N U A L OF GAMES FOR ORGANIZED PLAY

success o f the game the distance between the various couples should
be considerable.
O f the two odd players, one is runner and the other chaser, the
object o f the latter being to tag the runner. The runner may take
refuge between any two players who are standing as a couple. The
moment that he does so, the one toward whom his back is turned
becomes “ third man ” 'and must in turn try to escape being tagged
by the chaser. Should the chaser tag the runner, they exchange
places, the runner immediately becoming chaser and the chaser
becoming runner.
N o t e .— This game keeps all the players on the alert.
THIRD SLAP

The players should be divided into groups o f from 5 to 10 each
One in each group is chosen to be “ it ” ; the others line up in front
o f him, all standing 'at a distance o f from 30 to 50 feet from a goal
previously decided on. The players in the line hold their hands
extended forward the length o f the forearm, the elbows being bent
and touching the sides; the palms should be turned downward.
The object o f the one who is “ it ” is to slap some player’s hands,
either one or both hands, while they are in this position. When he
makes the attempt to slap a player’s hands, the player may bend his
hands downward, upward, or sidewise at the wrist but must not
withdraw his arm or change the position o f his elbow. A player
who recives the third slap immediately chases the one who is “ it ”
toward the goal.
Should the slapper be c’aught before he reaches the goal, he must
continue as before, but if he succeeds in reaching the goal in safety,
he changes places with his pursuer, who beconles “ it ” or slapper for
the next round.
N o t e .— This game may have much sport in it, if the one who is
taking the part o f slapper be very alert and agile in his movements,
dodging quickly from one' player to another, 'and making many
false moves to throw the players off their guard as to where he is
going to slap next.
STEP

The ground is marked off by two parallel lines from 50 to 200
feet apart. One player, who is chosen to be “ counter,” stands on
one o f these lines with his back to the other players, who line up on
the opposite.
The object o f the game is for the players who are lined up on the
re'ar line to advance until they cross the line where the counter is
stationed. They may advance only by short stages, however, during
which the player in front counts 10.


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A BRIEF M A N U A L OF GAMES FOR ORGANIZED PLAY

19

The game starts by this forward player counting 1, 2, 3, 4, 5, 6, 7,
8, 9, 10, loudly and rapidly, the other players moving forward while
he does this; but as soon as he says “ 10 ” they must stand still, and
he at once turns to look at them.
He will call the name o f any player
>
or players whom he sees moving,
and any so called must go back to
>
the starting line and begin over
>
again. This counting o f 10 by the
x
one player and moving forward o f
>
the others continues until all have
it
crossed the line where the counter
>
stands. The first one over changes
places w i t h h i m f o r t h e n e x t
>
game.
N ote .— The players will learn to use much caution in moving for­
ward, often stopping before the count o f 10, to be sure that they
shall not be caught in motion. The progress thus made may seem
slower than that o f those who dash forward to the last moment, but,
as with the proverbial hare and tortoise, this slower but continuous
method often wins.
NUM BERS CHANGE
(10 or more players)

The players stand in a large circle and are numbered consecutively.
One player take his place in the center. He calls two numbers, and
the players whose numbers are called must change places while the
center player tries to secure one o f their places. The one who is left
without a place becomes the center player.
This game may be adapted for the schoolroom by selecting two
players as chasers, who take their places in the front of the room.
A ll o f the other players are seated, having been numbered. The
teacher calls two numbers. The players having those numbers must
rise at once and exchange seats, the two chasers trying to catch them
before they can get to their seats.
N o t e .— When a game is played under those circumstances it is not
permissible for the chaser to take a vacant seat; he must catch the
player who is running for it. No player, having once left his own
seat, may return to i t ; he must keep up the chase until he is caught
or reaches the seat for which he is running.
“ SNATCH THE H ANDKER CH IEF ”

Players stand in two straight lines facing each other. Each child
has a number.
One team begins to number from one end o f the line, and the other
teams begins at the other end.

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A BRIEF M A N U A L OF GAMES FOR ORGANIZED PLAY

The teacher calls a number, for example, “ No. 7 ” ; then each of
the two “ No. 7 ” players tries to snatch the handkerchief from the
Indian club (without upsetting it) and get back to his own place

Te^rrvl. 1 2 3 4 5 6 - 7 8

9
h^r\d Kerchief

Ir\di^r\ club
or sticK
Te&rwE. 9 8

7

6 5 4

3

2

1

without being tagged by the other “ No. 7.” The teacher keeps the
score. Two points for the team o f the player who successfully gets
back to his place with the handkerchief without being tagged by
the player from the opposite team. One point for the team o f the
player who successfully tags the player on the opposite team who has
snatched the handkerchief before this player gets back to his place.
]S[0TE.— It is well to have the boys and girls on opposite sides. It
is an excellent game to develop both skill and alertness.
LAST COUPLE OUT
(11 to 25 players)

An odd number
v/
v'%
»
.

X

X

.

X

X

*

X

x

*

X

X

'

7

*

J
/

o f players is required for this game. One is
chosen for catcher, who stands with his back
, ,1
,1 ____1______
..AT___i
_____
to
the other
players. mi.
The_ other
players
stand in
couples in a long line behind,
facing
--- 1 ------- e in the
same direction that he does. The catcher should
be not less than 10 feet in front o f the first couple.
The catcher calls, “ Last couple out.” Then
the last pair in the line run toward the front (the
right-hand one on the right side o f the double
line, and the left-hand one on the left side) and
try to join hands in front o f the catcher before he
tags either o f them. The catcher must hot chase
them before they are in line with him, and must
not, turn his head to see when or whence the
runners are coming. The runners should vary
the method of approach, sometimes both circling
far
out
beyond
on
each
side,
one
them
JL ctT
O
lll
U C J U 11U
U
ll
u
a u ii
O
iU U j
vor
/i
V
ix v
vof
x

doing this and the other running close to the lines.
I f the catcher succeeds in catching one o f

with his partner, the player tagged becomes the catcher, and the
former catcher and the other player form a couple and take their

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A BRIEF M A N U A L OF GAMES FOR ORGANIZED PLAY

21

places at the head o f the line, which should move backward to make
room for them. I f neither is caught, they take their places at the
head o f the line, and the catcher calls again for the “ last couple out.”
N o t e .— This is a very good game to develop self-control.
STREET A N D A L L E Y
(18 or more players)

The players stand in rank and file, with four or more players in
each rank and in each file. The files should be far enough apart so
that the children in one file can just clasp hands with the children in
the next file. The ranks should be as far apart as the files. There
are two extra players, one a “ thief ” the other a “ policeman.” The
players join hands across the ranks, forming “ streets,” while the
“ thief ” and “ policeman ” run, the “ policeman ” trying to catch the
“ thief.” A t a given signal, all players face right and join hands
along the file, forming passageways at right angles to the “ streets.’’
These are called “ alleys.” The command to change from “ street”
to “ alley,” or vice versa, may be given by blowing a whistle or by
calling “ street ” and “ alley ” alternately. To make the game lively,
the command to change from “ street ” to “ alley ” should be given
often. The “ thief ” and “ policeman” may run only where the pas­
sageways are open. They are not permitted to break through the
joined hands or duck under them. When the “ policeman” catches
the “ thief,” two players from the ranks are chosen to take their
places and the former “ thief ” and “ policeman ” step into the places
left vacant in the ranks.
N o t e .— This is an excellent exercise. Develops alertness.
TAG GAMES

In Tag, one player is “ chaser,” or “ it,” and tries to touch or
■
“ ta g ” the other players, the one tagged then becoming chaser.
There are many kinds of “ ta g ’’ games, and it adds to the interest
and fun to vary them.
Japanese tag.

In this form o f the game, whenever a player is touched or tagged
he must place his left hand on the spot touched, whether it be his
back, knee, elbow, ankle, dr any other part o f the body, and in that
position must chase the other players. He is relieved o f this posi­
tion only when he succeds in tagging some one else.
As in other tag games, where there are a large number o f players
several players take the part o f the tagger, or “ it,” at the same time.
N o t e .— By keeping the left hand on the spot tagged the player
develops skill and the game is more amusing.

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A BRIEF M A N U A L OF GAMES FOR ORGANIZED PLAY

Stiff-knee tag.

A ll players keep stiff knees and play tag. (F or older children.)
N o t e .— This is a good game, and also a good leg-muscle exercise.
Nose-and-toes tag.

Players are safe from being tagged when the nose is held with
the left hand and at the same time the toes o f the left foot are held
with the right hand.
N o t e .— This game is very amusing, especially to “ break in ” a
group. It is a good back exercise.
Cross tag.

“ It ” starts after any player he chooses, but must change his
course to pursue any other player who runs between “ it ” and the
one he is chasing. Thus a fresh runner may at any time divert “ it ”
from a tired player who is nearly tagged.
N o t e .— This game is very good for developing skill and alertness.
Chain tag.

One player is chosen to be the first link o f the chain. When he
has tagged a player, this player locks arms with him and forms the
second link. These two links, without separating, add a third link
by tagging another player who locks arms with the first player
cought. In like manner other links are added, the chain lengthen­
ing until it includes all the players as links.
Partner tag.

A ll the players but two hook arms in couples. O f the two who are
free, one is “ i t ” or chaser, and the other the runner. The runner
may save himself by locking arms with either member o f any couple
he choses. Whenever he does so, the third party o f that group
becomes runner and must save himself in like manner. I f the run
ner be tagged at any time he becomes v it ” or chaser; and the chaser
becomes runner.
N o t e .— To get the proper sport into this game, the couples should
run and twist and resort to any reasonable maneuver to elude the
runner, who is likely at any time to lock arms with one o f them and
so make the other the runner.
BULL IN TH E RING
•

(For boys)

A ll but one o f the players stand in a circle with hands firmly
clasped. The odd player stands in the center and is the “ bull.”
The “ bull ” tries to break through the ring by parting the hands o f
any o f the players. I f he breaks through, the two players whose
hands he parted immediately give chase to him, and the one catching
him becomes the “ bull.”
N o t e .— This game is better for boys, as it may be rough.

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A BRIEF M A N U A L OF GAMES FOR ORGANIZED PLAY

23

BLACK TOM

Two parallel lines are drawn on the ground with a space o f from
30 to 50 feet between them. A ll the players except one stand beyond
one o f these lines. In the middle territory between the lines the one
player who is chosen to be “ i t ” 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
thè opposite line, being chased by the center player, who tags any
that he can. Any one so tagged
joins him thereafter in chasing the X
others.
X
The particular characteristic lies
in the fact that the center player, X
instead o f saying “ Black Tom,” X
may trick or tantalize the runners X
by s a y i n g , “ Yellow Tom,” or
“ Blue Tom,” or anything else.that X
he chooses. Any player who starts X
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 o f
“ Black Tom.”
Another way o f giving a false alarm is for any o f the center
players except the original “ i t ” to give the signal for running.
Any runner starting in response to such a signal from any o f 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.
N o t e .— A game o f alertness and concentration.
DUCK ON ROCK

Equipment: Bean bag, or stone.
Each player is provided with a bean bag or a stone, called a
“ duck,” about the size o f a baseball. A large rock or post is chosen
as the “ duck rock,” and 25 feet from it a throwing line is drawn.
One player places his “ duck” on this “ duck rock ” and stands by
it as a guard. (This guard is selected at the beginning by all the
players throwing their “ ducks ” at the “ duck rock ” from the throw­
ing line. The one whose “ duck ” falls nearest to the rock becomes
the first guard.) The other players stand behnd the throwing line
and take turns in throwing at the “ duck ” on the rock, trying to
knock it from the rock. A fter each throw a player must recover his
own “ duck ” and run back “ home ” beyond the throwing line. Should


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24

A BRIEF M A N U A L OF GAMES FOR ORGANIZED PLAY

he be tagged by the guard while trying to do this, he must change
places with the guard. The guard may tag him at any time when
he is in front o f the throwing line, unless he stands with his foot on
his own “ duck” where it first fell. He may stand in this way as
long as necessary, awaiting an opportunity to run “ home ” ; but the
moment he lifts his “ duck ” from the ground, or takes his foot from
it, he may be tagged by the guard. Having once lifted his “ duck ”
to run “ home” with it, a player must not again place it on the
ground.
The guard may not tag any player unless his own “ duck ” is on
the “ rock.” Before he may chase the thrower, he must therefore
pick up his own “ duck ” and replace it should it have been knocked
off. This replacing gives the thrower an opportunity to recover his
own “ duck ” and run “ home,” but should the “ duck ” not have been
displaced from the “ duck rock,” the thrower may have to wait either
at a safe distance or with his foot on his own “ duck ” if he can

duck rock •
duck guard X

“t k r o w i r \ g

lin e

x

x

x

x

x

x

get to it, until some other thrower has knocked the “ duck ” off the
rock. Several players may thus be waiting at one time to recover
their “ ducks,” some o f them near the “ duck rock,” each with a foot
on his “ duck,” others at a distance. Any player tagged by the guard
must change places with him, placing his own “ duck ” on the rock.
The guard must quickly recover his “ duck ” and run for the throw­
ing line after tagging a player, as he in turn may be tagged as soon as
the new guard has placed his “ duck ” on the rock.
A stone that falls very near the “ duck rock ” without displacing
the “ duck ” may also prove disastrous to the thrower. Should a
stone fall within a hand span (stretching from finger tip to thumb)
of the “ duck rock ” without knocking off the “ duck,” the guard chal­
lenges the thrower by shouting “ Span! ” and proceeds to measure
with his hands the distance between the “ duck rock” and the other
player’s “ duck.” Should the distance be less than a hand’s span,
the thrower o f the stone has to change places with him, put his own
“ duck ” on the rock, and become the guard.
N ote .— This is a game for boys. It teaches them to become expert
throwers. Great care should be used that the boys do not throw
stones at each other.

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A BRIEF M A N U A L OF GAMES FOR ORGANIZED PLAY

25

A N IM A L BLIND M A N ’S BUFF
(10 or more players)

One player is blindfolded, and stands in the center of a circle, with
. a stick or cane in his hand. The other players dance around him
in a circle until he taps on the floor with his cane, when they must
stand still. The 11blind man ” thereupon points his cane at some
player who must take the opposite end o f 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 who the player is. I f the guess is cor­
rect, they change places. I f wrong, the game is repeated with the
same “ blind man.”
The players should try to disguise their natural voices 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 their toes to seem taller. Where there are 30 or more play­
ers, two u blind men ” should be placed in the center.
N o t e . In playing games with blindfolds it is very important that
the blindfold be refolded every time it is used, so that only a fresh
portion o f it touches the child’s face, otherwise contagious diseases
may be passed from child to child.
STILL POND

One player is blindfolded; the others scatter about the play­
ground. The blindfolded player is led to the center o f the play­
ground, and asked: “ How many horses has your father in his stable?”
He replies: “ Three.”
“ What color are they ? ”
“ Black, white, and gray.”
“ Turn around three times and catch whom you may.”
The blindfolded player is then spun around so as to confuse his
sense o f direction. He then says, “ Still pond; no more moving,”
whereupon the other players must stand still, being allowed only
three steps thereafter. The blindfolded player begins to grope for
the others. When he catches one, he must guess by touching the hair,
dress, etc., whom he has caught. I f he guesses correctly the player
changes places with him ; if incorrectly, he must go on with his
search. The players may resort to any reasonable devices for escap­
ing the hands o f the groping “ blind man,” such as stooping or dodg­
ing, so long as they do not take more than three steps. When caught, a
Player may try to disguise his identity by making himself shorter, etc.


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RACES AN D RELAYS

Races o f all kinds, when not overdone, are excellent exercise and
develop competition in a way that no other form o f play does. Races
develop alertness and bring out a “ freeness ” o f motion that is
splendid.
Relay races are even better, for they develop a “ team spirit,
which is one o f the highest forms o f play. To teach any kind o f play
that makes a child forget his own individual self and play his best
for the team is to bring out the best in that child.
Almost all races can be played as relays. It is best to teach the
race first and afterwards choose teams and make it a relay race. It
is important that every child understand the relay. It is best not to
play relay races with young children.
Teach the children to play with all their might, but cultivate a
sense o f honor. Teach them that any victory not earned by strictly
fair play is a disgrace to them and their team. Develop the spirit
o f trust. To be trusted is far better than to be praised. Defeat that
is the result o f an honest trial o f strength is honorable defeat.
POTATO RACE

The space for a simple potato race should be marked off thus:

A t?

o

o

o

o

o

B t?

o

o

o

o

o

c t/

o

o

o

o

o

D f?

o

o

o

o

o

A t each “ o ” is placed a potato or some other small and uniform­
sized object. The spaces between the “ o ’s ” should be at least 3 feet.
A t each o f the points A , B, C, D a basket is placed, and a player
stands ready to begin at a signal from “ starter.” Each player runs
to the first “ potato” in his “ line,” picks it up, runs back to his
basket with it, puts it into the basket, and runs for the next “ potato,”
and so on until all are in the basket. The player who puts all the
potatoes in his line into his basket first is the winner. The winner
then plays the winner o f the next set o f four, and so on.
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A BRIEF MANUAL OF GAMES FOR ORGANIZED PLAY

27

P E AN U T RACE

The players are in the same formation as for potato race. They
use peanuts instead o f potatoes and pick them up with either a knife
or a spoon and carry them to the basket one at a time as in the potato
race.
OBSTACLE RACE

An “ obstacle race ” is a race in which the players must overcome
certain obstacles; for example, the players must jump over boxes
(the obstacles must be alike for all players), crawl through barrels,
turn handsprings, or perform other “ stunts.”
N o t e — It is very amusing if the players are dressed in “ funny
clothes.”
W H EE LBA R R O W RACE

The first player is on his hands and knees and his partner stands
in back o f him and grasps him at the knees, thus making a “ wheel­
barrow.” They then race another similar “ wheelbarrow ” to a goal
line about 20 feet from the starting line.
N ote.— This game is better for boys. It is an excellent back exer­
cise. Great care should be taken that the one who is standing grasps
his partner under the knees and not at the ankles.


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BEAN -BAG AN D BALL GAMES

A wide variety o f games can be played with bean bags or ballsHard balls should not be used where small children are playing, but
indoor baseballs, volley balls, or other balls which are filled with
air make possible the playing o f many games, particularly competi­
tive games for older children.
To make bean bags, take two 6-inch squares o f heavy cloth, such
as duck, sew three sides, put in 1 cupful o f beans, and sew the fourth
side.
HOT POTATO

This is a game especially popular with children under 10. The
players can sit in a circle on the ground or in their seats (if in the
schoolroom). An indoor baseball or a knotted handkerchief is the
“ potato.” A “ make-believe ” oven, in which to “ bake ” the potato, is formed
by holding the hands around the ball on the ground. One player,
who is “ it,” “ heats” the potato. After he holds the potato in his
hands for a few seconds, it is supposed to be very hot. He then bats
the ball with the palm o f his hands across the circle on the ground.
The player nearest to whom it rolls must bat it quickly across the
circle to someone else. No one must pick up the “ hot potato,” or
hold it in his hands, even for a second, for fear he will “ burn his
fingers.” I f the one who is “ it ” taps any o f the players while the
potato is touching him,- that player becomes “ it.”
CALL BALL
(10 to 30 players)

The players are numbered and form a circle, one o f the players
standing in the center.
The player in the center tosses the ball high up within the circle,
at the same time calling the number o f some player. The one called
must quickly run to catch the ball on the fly or on the first bounce.
I f he catches the ball he tosses it up and calls the number o f some
other player. I f the ball is not caught, the first player again tosses
it up. I f any player fails three times to catch the ball, that player
is out o f the game.
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A BRIEF MANUAL. OF GAMES FOR ORGANIZED PLAY

29

BALL TAG
^

(5 or more players)

The players scatter promiscuously. One player, who is “ it,” tries
to hit one o f the other players with a soft ball or a bean bag. A n y
player thus hit becomes “ it ” and must try to tag others in the same
way. When a player fails to hit the one at whom he aims, he must
pick up the ball and throw it at some one else. In the schoolroom,
where the seats and desks interfere with this, any adjacent player
may pick up the ball and throw it back to the one who is u it.”
Players may dodge in any way, as by stooping, jumping, or moving
sidewise.
When there are many playing, it is advisable to have two or three
who are it, in which case there will be two or three balls or bean
bags in use at the same time, and the game is much more rapid.
I f played in the schoolroom, a light gas ball or bean bag should be
used. Outdoors anything from a light-weight hand ball to a basket
ball is suitable. Hard balls should never be used.
CENTER CATCH BALL
(10 to 30 players)

The players stand in a circle, with an odd player in the center. He
tries to catch the ball, which is tossed rapidly from one circle player
to another. I f he catches the ball, the one who last touched the ball
changes places with him.
DODGE BALL
(10 to 60 players)

The players are divided into two equal groups. One group forms
a circle (this is not marked on the ground). The larger the circle
the more sport in the game. The other group stands within the
circle, scattered about. The object o f the game is for the circle men
to hit the center men with a basket ball or volley ball, the center
men dodging to evade this. They may jump, stoop, or resort to any
means o f dodging except leaving the ring. Any player hit on any
part o f his body at once joins the circle men. The last player to
remain in the center is considered the winner. The groups as
originally divided then change places for the next game, the center
men becoming circle players and the circle men going to the center.
The center players merely dodge the ball. The ball is returned
.to the circle either by a toss from a center man or by a circle man
stepping in for it if it should not roll within reach. When two
center men are hit by one throw o f the ball, only the first one hit
leaves the center.

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30

A BRIEF MANUAL OF GAMES FOE ORGANIZED PLAY
B EA N -B A G RING THROW
(1 0 or more players)

This game may be played with bean bags, or, when out o f doors,
with small blocks o f wood, stones, or shells. The players are
divided into several groups o f equal numbers. A small ring meas­
uring from 12 to 18 inches in diameter is drawn on the ground
or floor opposite each group o f players, who stand in single file.
The leader o f each file “ toes” a line drawn across the ground from
10 to 15 feet from the circles. Each file o f players is provided with
six bean bags or other objects for throwing, as indicated above.
A t a signal the leader o f each file throws his bags one by one
toward the circle, and scores one point for each bag that lands
within the circle. A bag that touches the line does not count. The
player then takes up his bags and runs back to the rear o f the file,
giving the bags as he passes to the front player o f his file, who
should have moved up to the line. These secoffd players, in turn,
all begin throwing on a signal. The file wins which has the highest
score when all have thrown.
It is advisable to have some one to act as scorer for all of the files,
though it is practicable for the first player in each file to act as
scorer for his file.
H AN D -O VER-H EAD B EA N BAG
(10 or more players)

This is a relay passing race, the different rows o f players com­
peting with each other in passing bean bags backward over the head.
The players should all be seated, there being the same number in
each row o f seats. On each front desk a bean bag should be laid.
A t a signal the first player in each row lifts the bean bag over his
head and drops it (it should not be thrown) on the desk behind
him, immediately clasping his hands on his own desk. The next
player either catches the bag or picks it up from his desk, and
passes it backward in the same manner. It is thus passed quickly
to the rear o f the line. When the last pupil receives it he runs for­
ward at once to the front o f the line. As soon as he reaches the
front desk the entire row o f players moves backward one seat, and
the player who ran forward takes the front seat, immediately pass­
ing the bag backward to the player next behind him.
The play thus continues until the original occupant o f the front
seat has again returned to it. As soon as he is seated he should hold
the bean bag up with outstretched arm, as a signal that his row has
finished. The row wins whose leader does this first.


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A BRIEF MANUAL OF GAMES FOR ORGANIZED PLAY

31

B EA N -B A G CIRCLE TOSS
(5 to 20 players)

There should be a bean bag for each o f the players except one.
The players form a circle, separated from each other by a small
space. A t a signal from a leader each player turns toward his righthand neighbor and tosses his bean bag to him, turning at once to
receive the bag which is coming to him from the left. The game
should move rapidly, but, o f course, this is a matter of skill and may
have to be acquired. W ith very little children it may be advisable
first to play the game with only half as many bags as there are chil­
dren, till they grow accustomed to tossing and turning quickly to
catch. Balls may be used instead of bean bags if desired.
When the tossing has gone once or twice around the circle to the
right, the direction should be changed to the left. It is well to have
one o f the bean bags o f a different color from the others, so as to
know when the circle has been completed. Any player failing to
catch a bag must pick it up and toss it regularly to his neighbor.
B EA N -B A G BOARD
(5 to 30 players)

A board about 2 feet wide by 3 feet long is necessary for this game.
Four holes to represent the eyes, nose, and mouth o f a face should
be cut in the board—two circles 5 inches in
diameter for the eyes, an 8-inch triangle for
the nose, and a 10 by 4 inch ellipse for the
mouth. The board should be placed against
a wall or fence or be supported by a hinged
prop. The players stand at a line from 10
to 15 feet from the board. Each player
has five bean bags, or five may be used for
the entire group, the bags being recovered
for each thrower in turn. A bag thrown
into the mouth counts 5; into the nose, 10;
into either eye, 20. The player wins who
first scores 100, or the player having the highest score after all the
players have had four turns to throw the bean bags may be consid­
ered the winner.
Where there are a large number o f players it is desirable to have
more than one board, so that the players may be divided into several
groups and the game made more rapid.


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A BRIEF MANUAL OF GAMES FOR ORGANIZED PLAY

32

PIN B A L L

Equipment needed.
An indoor baseball, a baseball bat, and two Indian clubs for pins. ;
( I f Indian clubs are not available empty tin cans or sticks may be
used for pins.)

Players.
Pitcher, catcher, and any number o f fielders for each team.

fie ld e r

fielder
X

p itch e r

£

X fielder
X •fielder

6 ;t t

f i elder x

fie ld e r
*

X f ie ld e r

o

co

5 :ft.
fie ld e r
x

• fielderX

batter X ' £
• • pi t\S
catcher x

The ground.
The game is played on a baseball field with only one base. Bat­
ter’s box should be I feet wide and 5 feet long. Pitcher’s box should
be 4 feet wide and 6 feet long. Distance from center of batter’s
box to center o f pitcher’s box should be 30 feet. Distance to first
base should vary with the skill and age of the players. It should
not be more than 27 feet. The pins are placed 3 inches back of
batter’s box, 1 foot apart.
The batter strikes at balls thrown by the pitcher, as in baseball.
The ball must be thrown underhand. The batter may be put out
any time his bat is not touching the ground within the limits o f the
batter’s box, by an opponent’s bowling one or both of the pins down.
He r u n s for base (1) when he hits the ball, (2) when the catcher
fails to catch the ball, or (3) any other time when he thinks he has
a chance to get to the base and back before his pins can be bowled
down. He scores every time he gets to base and back without being
put out. He remains at bat until he is put out. Any opponent may

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A BRIEF MANUAL OP GAMES FOR ORGANIZED PLAY .

33

bowl the pins down when the bat is not touching the ground within
the batter’s box, but it is usually best to throw the ball to the catcher
and have him bowl them down.
A caught fly ball is out.
Three outs end the inning.
There are no strikes or fouls.
VOLLEY BALL

Volley ball is a splendid team game. Rules and complete instruc­
tion for laying out the court can be purchased at a nominal price.


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SUGGESTED GAME PROGRAMS
I. Schoolroom gam es for younger children (6 to 10 years)

Active game (develops alertness) :
44Cat and Mice.”
Quiet game (develops hearing) :
“ Who is Knocking at my D oor?”
Active game (running game) (develops alertness) :
44 Slap Jack.”
Quiet game (develops observation) :
“ W ho has Gone from the R ing?”
Active game (develops alertness, skill, and concentration) :
“ Fox and Squirrel.”
Quiet game (trains little children to notice colors, distinguish ma­
terials, e tc .):
“ I See.”
Active game (each of these games develops alertness, self-control,
and concentration) :
“ I say 4Stoop,’ ”
or
“ Magic Music.”
II. Playground gam es for younger children (6 to 10 years)

Active game (running game) (develops alertness and concentration):
“ Cat and Rat.”
Active game (running game) :
“ Have you Seen my Sheep ?”
Quiet game (sitting down) (develops self-control and memory) :
44Apples Red.”
Active game (running game) (a good introduction to more difficult
games) :
“ Squirrel in Trees.”
Quiet game (sitting down) (develops self-control, concentration,
and observation) :
“ Button, Button.” "
Active game (a more complicated game for little children):
44Water Sprite.”
34


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A BRIEF MANUAL OF GAMES FOR ORGANIZED PLAY
III.

35

Schoolroom gam es for older children (over 10 years)

Active game (running game) (develops alertness):
“ Tag-the-Wall Eelay.”
Quiet game (either o f these games develops observation) :
“ I Spy”
or
“ Indian Kunning.”
Active game (develops alertness) :
“ Going to Jerusalem.”
Active game (develops alertness and teaches children to take risks
and make dares) :
“ Midnight.”
Quiet game (each o f these games develops imagination and dramatic
tendencies.
“ Charades ”
or
“ Dumb Crambo.”
Active game (develops self-control):
“ Step.”
IY . Playground gam es for older children (over 10 years)

Active game (either game is a good running game and develops
alertness; especially good for boys) :
“ Pom Pom Pullaway ”
or
“ Three Deep.”
Active gam e:
“ Blind Man’s B u ff”
or
“ Still Pond.”
Quiet game (sitting down) (develops alertness) :
“ Numbers Change.”
Active game (chasing and catching game) :
Tag game (Japanese tag or stiff-legged or cross tag, etc.).
Quiet game (sitting down) (develops ability to think quickly) :
“ Fire, Air, Water.”
Active game (either o f these games develops alertness and concen­
tration) :
“ Black Tom ”
or
“ Dodsre Ball.”


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REFERENCE BOOKS
Books of games and folk dances:
Games for the Playground, Home, School, and Gymnasium (456 pp .), by
Jessie H . Bancroft. Published by Macmillan Co., Fifth Avenue, N. Y.
W h at to do at Recess (33 p p .), by George E. Johnson. Published by Ginn
& Co., Boston.
Songs and Games for Little Ones (136 pp .), by W alker and Greenough.
Published by Oliver Ditson & Co., Boston.
Old English and American Games (55 pp.). Published by Saul Bros., 626
Federal Street, Chicago, 111.
Folk Games and Gymnastic Play (43 p p .).

Published by Saul Bros., 626

Federal Street, Chicago, 111.
Folk Games o f Denmark and Sweden (58 pp .).

Published by Saul Bros.,

626 Federal Street, Chicago, 111.
Folk Dances of Bohemia and Moravia (45 p p .).

Published by Saul Bros.,

626 Federal Street, Chicago, 111.
Books which will help the teacher to obtain the best results from organized
gam es:
Education by Play and Games (234 p p .), by George E. Johnson.

Pub­

lished by Ginn & Co., Boston.
Play and Recreation for the Open Country (265 p p .), by Henry S. Curtis.
Published by Macmillan Co., New York.
Practical Conduct o f Play (330 p p .), by Henry S. Curtis. Published by
Macmillan Co., New York.
Play in Education (500 pp .), by Joseph Lee.
Co., New York.
36


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Published by Macmillan

IN D EX OF GAMES
(Page
Animal Blind Man’s Buff---------Apples R e d ---------- ----------------------Ball Tag__________________________
Bean-Bag and Ball Games-------Bean-Bag Board-,------------------------Bean-Bag Circle Toss-----------------Bean-Bag Ring Throw-------------Black and W hite------------------------Black Tom ------ :---------------------------Blind Man’s Buff------------------------Bull in the Ring--------------- :---------Button, Button----------------------------Call B all__________________________
Cat and M ic e ____________________
Cat and R at-------------------------------Center Catch B all----------------------Chain Tag-----------------------------------C harades_________________________
Charley over the W ater-------------Cross Tag-------------------------------------Dodge B a l l---------------------------------Drop the Handkerchief— ---------Duck on Rock------------------------------Dumb Crambo___________________
Fire, Air, W ater--------------------------Fox and Squirrel------------------------Going to Jerusalem--------------------Hand-over-Head Bean Bag-------“ H ave You Seen My Sheep? ” —
Hindu Tag______________________
Hot Potato___________________ _—
Indian Running__________________
“ I Say, Stoop ” --------------------------“ I S e e ” __________________________
“ I S p y ” -------------------------------------Jacob and' Rachel-----------------------

25
4
29
28
31
31
30
7
23

10
22
4
28
3

8
29

22
29
9

22
29

10
23

12
14
5

. 11
30

8
10
28

11

6

Tage

Japanese Tag___ - _______________
21
Last Couple Out________________
20
4
Magic Music______________________ M idnight_________________________
15
Nose-and-Toes Tag--------------------22
Numbers Change________________—
19
27
Obstacle Race____________________
Partner Tag_____________________
22
Peanut Race_____________________
27
Pin BaH__________________________
32
16
Pom Pom Pullaway_____________
Potato R a c e _____________________
26
12
Prince of Paris__________________
Puss in the Corner--------------------7
Rabbit in a HoUow Tree---------15
Races and Relays_______________
26
Slap J a c k -----------------------------------5
Snatch the Handkerchief---------19
Squirrel and Nut________________
5
Squirrel in Trees------------------------9
Step_______________________________ 18
Stiff-Knee Tag___________________
22
Still Pond'________________________
25
Street and Alley------------------------21
Tag Games______________________
21
Tag-the-W all R e la y -------------------13
Third M a n -------------17
Third Slap------------------------------------------ 18
Three Deep---------------------------------16
Volley B all______________________
33
W ater Sp rite------------------------------9
Wheelbarrow Race--------------------27
“ W h o H as Gone from
the
Ring? ” ,_________________________
“ W ho
is Knocking
at my

4

11
7

Door? ” --------------------------------------

3

3

o


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37


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