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+Project Gutenberg's Games Without Music for Children, by Lois Bates
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Games Without Music for Children
+
+Author: Lois Bates
+
+Release Date: August 23, 2011 [EBook #37165]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+*** START OF THIS PROJECT GUTENBERG EBOOK GAMES WITHOUT MUSIC FOR CHILDREN ***
+
+
+
+
+Produced by Emmy and the Online Distributed Proofreading
+Team at https://www.pgdp.net
+
+
+
+
+
+
+
+
+
+
+
+GAMES WITHOUT MUSIC
+
+[Illustration]
+
+
+[Transcriber's Notes: Bold text is show by surrounding =equal signs=.
+Italic text by surrounding _underscores_.
+
+On page 77, two facing brackets [] are used to show a drawn square in
+the text.]
+
+
+
+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
+
+
+  I. GAMES FOR THE SCHOOLROOM
+
+  NO. OF
+  GAME                                      PAGE
+
+   1. LAYING THE BREAKFAST-TABLE            1
+
+   2. THE BREAKFAST PARTY                   3
+
+   3. CLEARING THE TABLE                    4
+
+   4. WEIGHING                              6
+
+   5. MEASURING GAME                        8
+
+   6. SHOPPING                             10
+
+   7. TYING A BOW                          12
+
+   8. THIMBLE GAME                         16
+
+   9. SEWING GAME                          17
+
+  10. KNITTING GAME                        19
+
+  11. THE SIGN-POST                        23
+
+  12. ASKING WAY IN STREET                 24
+
+  13. POLITENESS IN STREETS                27
+
+  14. DRESSING CHILDREN                    28
+
+  15. FATHER BRINGING PRESENTS             29
+
+  16. GOING ERRANDS                        32
+
+  17. TAKING FATHER'S TEA                  34
+
+  18. INVITATION TO PLAY                   36
+
+  19. INVITATION TO DRIVE                  38
+
+  20. GETTING READY FOR BED                40
+
+  21. WASHING ONE'S SELF                   42
+
+  22. ASKING FOR DRINK OF WATER            43
+
+  23. THE FOX AND THE TIGER                44
+
+  24. THE COACH GAME                       48
+
+  25. THE STABLE                           50
+
+  26. VISITING GRANDMAMMA                  51
+
+  27. PAYING CALLS                         53
+
+  28. AFTERNOON TEA                        54
+
+  29. SPRING FLOWERS                       56
+
+  30. SUMMER FLOWERS                       57
+
+  31. THE THREE BEARS                      59
+
+  32. IMITATING CRIES OF ANIMALS           62
+
+  33. CHARADES                             63
+
+  34. PASSING THE STICK                    65
+
+  35. FINDING THE THIMBLE                  66
+
+  36. THROWING THE HANDKERCHIEF            68
+
+  37. PICKING UP POTATOES                  69
+
+
+  II. GAMES FOR THE PLAYGROUND
+
+  38. THROWING THE BALL                    71
+
+  39. LAME LASSIE                          72
+
+  40. POLLY FLINDERS                       73
+
+  41. DROP, DROP, DROP                     74
+
+  42. PUSS IN THE CORNER                   75
+
+  43. WOLF AND SHEEP                       76
+
+  44. DANCING GAME                         77
+
+  45. DUCKING UNDER                        78
+
+  46. WHO'LL GO A-HUNTING?                 79
+
+  47. SHEEP GATHERING                      80
+
+  48. HOPPING GAME                         82
+
+  49. MAKING A CHAIN                       83
+
+  50. MOTHER, MAY WE GO OUT TO PLAY?       84
+
+
+  III. GUESSING RHYMES
+
+  _MISCELLANEOUS OBJECTS_, pp. 88-91
+
+  51. PUDDING
+
+  52. WATCH
+
+  53. BRUSH
+
+  54. ARM-CHAIR
+
+  55. POCKET-HANDKERCHIEF
+
+  56. WINDOW BLIND
+
+  57. BOAT
+
+  58. STEAMER
+
+  59. SAIL BOAT
+
+  60. BELLOWS
+
+  61. PIPE
+
+
+  _ANIMALS_, pp. 91-93
+
+  62. DOG
+
+  63. STAG
+
+  64. CATERPILLAR
+
+  65. LAMBS
+
+  66. ELEPHANT'S TRUNK
+
+  67. SQUIRREL
+
+
+  _FLOWERS_, pp. 93, 94
+
+  68. SNOW-DROP
+
+  69. DAISY
+
+  70. WILD HYACINTH
+
+  71. HAREBELL
+
+  72. WILD ROSE
+
+  73. MAY BLOSSOM
+
+
+  _NATURAL PHENOMENA_, pp. 95-98
+
+  74. SPRING
+
+  75. SUMMER
+
+  76. AUTUMN
+
+  77. WINTER
+
+  78. THE FOUR SEASONS
+
+  79. CLOUDS
+
+  80. HOAR-FROST
+
+  81. DEW
+
+  82. WIND
+
+
+  _NURSERY RHYMES_, pp. 98-100
+
+  83. LITTLE BOY BLUE
+
+  84. JACK AND JILL
+
+  85. MARY, MARY, QUITE CONTRARY
+
+  86. LITTLE JACK HORNER
+
+  87. LITTLE TOM TUCKER
+
+  88. LITTLE BOPEEP
+
+  89. MOTHER HUBBARD
+
+  90. HUMPTY DUMPTY
+
+  91. LITTLE MISS MUFFET
+
+
+  _FAIRY TALES_, pp. 100-102
+
+  92. RED RIDING HOOD
+
+  93. WOLF
+
+  94. CINDERELLA
+
+  95. SLEEPING BEAUTY
+
+  96. JACK THE GIANT KILLER
+
+  97. DICK WHITTINGTON
+
+
+
+
+ILLUSTRATIONS
+
+
+  THE 'HOUSE'      _Frontispiece_
+
+  FIG. 1.--HOW TO TIE A BOW      _page_ 14
+
+    "  2.--THE SIGN-POST      22
+
+    "  3.--FOX'S DEN      46
+
+
+
+
+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!
+
+[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.
+
+[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.
+
+
+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.
+
+[1] Show ounce weight.
+
+[2] Show pound weight.
+
+[3] Show the quarter-pound.
+
+[4] Show half-pound.
+
+
+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.
+
+[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.
+
+[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 � 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]
+
+[Illustration]
+
+[Transcriber's Note: The numbers in this game's instructions correspond
+to the photo listed here.]
+
+[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.
+
+[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.'
+
+[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.'
+
+[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.
+
+[Illustration: FIG. 2.--THE SIGN-POST]
+
+
+11. _THE SIGN-POST_
+
+[Illustration:
+
+              |   |
+              |   |
+              |   |
+              |   |
+              |   |
+  ------------+   +------------
+                �
+  ------------+   +------------
+              |   |
+              |   |
+              |   |
+              |   |
+              |   |]
+
+_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.'
+
+[Illustration:
+
+   +---------+   +--------------
+   |         | V |
+   |         | I |
+   +---------+ C |
+     KING ST.  T +--------------
+   +---------+ O  ALEXANDER RD.
+   |         | R +--------------
+   |         | I |
+   +---------+ A |
+    QUEEN ST.    |
+   +---------+ R |
+   |         | O +--------------
+   |         | A  JAMES ST.
+   |         | D +--------------
+   +---------+   |
+     JOHN ST.    |
+   +---------+   |
+   |         |   |
+  *+---------+ � +--------------]
+
+
+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.
+
+[Illustration:
+
+  +----------------------+
+  |                      |
+  |                      |
+  |        House         |
+  |                      |
+  |                      |
+  +--------+----+--------+
+  |         _Door_       |
+  |                      |
+  |        Garden        |
+  |                      |
+  |                      |
+  +--------+    +--------+]
+
+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.
+
+_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.
+
+[Illustration: 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_
+
+[Illustration:
+
+  �      �      �      �
+  13     14     15     16
+
+  �                    �
+  11                   12
+
+  �                    �
+  9                    10
+
+  �      �      �      �
+  5      6      7      8
+
+  �      �      �      �
+  1      2      3      4]
+
+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.
+
+[Illustration:
+
+  �  �  �  �  �  �  �  �  �
+  �     �     �     �     �
+  �     �     �     �     �
+  �                       �]
+
+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
+1_d._, 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.
+
+  VISITOR
+  How do you do, dear Mrs. Brown?
+  I've called upon you going to town.
+
+  MOTHER
+  I'm quite well, thank you, Mrs. May,
+  And glad to see you this fine day.
+
+The visitor then walks in and speaks to the children one by one; they
+should answer without hesitation. Children are generally very shy and
+awkward when addressed by strangers, but they should be encouraged to
+reply with confidence and ease. Perhaps these little games may help to
+give them confidence.
+
+The game 'Paying Calls' might appropriately be followed by 'Afternoon
+Tea'; both these are played with great glee by the little girls.
+
+
+28. _AFTERNOON TEA_
+
+The tea-tray is brought in by one of the children and placed on a table
+near the 'mother,' who pours out the tea. One of the children carries a
+cup to the visitor, and hands it to her, asking:--
+
+  Will you take a cup of tea?
+
+  VISITOR
+  Yes, refreshing it will be.
+         [Takes the cup and says 'Thank you.']
+
+A plate or d'oyley may be placed in the lap of the visitor for the bread
+or biscuit, which the child hands, saying:--
+
+  Bread and butter, biscuits, cake.
+
+  VISITOR
+  Please a biscuit I will take.
+
+The 'mother' may serve the children with tea, or there may be other
+visitors calling, then the time of the children will be occupied in
+attending to them.
+
+When Mrs. May has finished, the child says:--
+
+  Shall I take your cup away,
+  And your plate, too, Mrs. May?
+                      [Takes them away.]
+
+By-and-by the visitor takes leave of the 'mother' and children, bidding
+each 'Good-day,' and the 'door' is opened for her by one of the
+children.
+
+
+29. _SPRING FLOWERS_
+
+All the children join to form a large ring, and one of the taller girls
+stands in the centre to represent 'Spring.' The twelve flowers mentioned
+in the verses should be represented by twelve children standing at
+intervals in the ring. Before commencing the game, the child who
+represents 'Spring' might appropriately repeat the lines of Guessing
+Rhyme No. 74, p. 95.
+
+The 'Flowers' step forward from the larger ring as the name of each is
+mentioned in the verses, and form a smaller circle round 'Spring.' The
+children should join hands to close up the gap which is left by each
+'Flower' as it steps forward to join the small circle.
+
+  A Daffodil am I,
+    And I a Daisy small;
+  A Bluebell I come here,
+    I'm Buttercup so tall.
+
+  The Cowslip should come next,
+    And then the Violet sweet,
+  The Snowdrop fair and white,
+    The Crocus trim and neat.
+
+  The starry Celandine,
+    Anemone, so fair,
+  The yellow Primrose, sweet,
+    Lily, with fragrance rare.
+
+The 'Flowers' then join hands and repeat the verse following:--
+
+  Whene'er Spring shows her face
+    The flowers all come again,
+  We cluster round the 'Spring,'
+                        [All the Flowers bow.]
+    We follow in her train.
+                        [Flowers turn to right.]
+
+'Spring' marches round inside the larger ring, and the 'Flowers' follow
+in order.
+
+
+30. _SUMMER FLOWERS_
+
+This game is played like the game of 'Spring Flowers' (see instructions
+on p. 56).
+
+The girl chosen to represent 'Summer' may repeat the verse given in
+Guessing Rhyme No. 75, p. 95, and then the 'Flowers' step forward as
+their names are mentioned in the rhymes which follow.
+
+  First comes the Pink Wild Rose,
+               [Rose steps forward.]
+    The White rose, too, is here
+  Next Honeysuckle sweet,
+    And Foxglove standing near.
+
+  The scented Mignonette,
+    Dog-daisy gold and white,
+  The pretty Cornflower blue,
+    And Marigold so bright.
+
+  A Campion white grows here,
+    And next a Campion pink,
+  Here's Clover from the field,
+    Harebell comes next, I think.
+
+The 'Flowers' then join hands and repeat the following rhyme:--
+
+  A ring we make round Summer sweet,
+  Oh Summer, Summer, thee we greet:
+                             [All bow.]
+  For bright and happy is our play
+  All through the livelong Summer day.
+
+The 'Flowers' then dance round 'Summer.'
+
+
+31. _THE THREE BEARS_
+
+This game may be played either in the home, schoolroom or classroom. The
+words should be learnt previously as a recitation.
+
+_Materials required._--Three mugs or basins of various sizes, with a
+spoon in each; three stools or chairs of various sizes, and three beds.
+The latter may be made by laying shawls or coats on the forms or floor.
+The 'beds' should vary in size, the first being the largest, the next
+smaller, the third smaller still.
+
+Three boys or girls should be chosen to represent the Three Bears, and
+these also should vary in size. The 'Bears' go outside the room.
+
+The child who represents the little girl should know the rhymes well.
+When all is ready she comes in and, standing near the open door, says:--
+
+  What a funny house I see!
+    Surely I may step inside,
+  All is quiet as can be,
+    And the door is open wide.
+            [Walks slowly towards the mugs.]
+
+  Pots of food are near the fire.
+    I must taste them, one [tastes the first], two [tastes the second],
+          three [tastes the third];
+  Oh, how good, I'll eat it all,
+    For my breakfast it shall be.
+            [Puts the mug down and turns to stools.]
+
+  Three stools! first [sits on first] and next [sits on it] too high,
+    Tiny one is just for me.
+                          [Sits on third.]
+  Oh, 'tis broken [tumbles off], off I go,
+    What else is there yet to see?
+                          [Walks towards beds.]
+
+  Beds, a large one [lies down], that is hard, [Rises.]
+    This one [pointing to middle bed] is too long, I fear,
+  Oh, how soft [lies down in little bed], I'll take a rest,
+    In the little bed just here.
+                         [Pretends to sleep.]
+
+The three bears come tramping in. The big one takes up his mug and says,
+'Who has been at my porridge?' The second bear says the same; and then
+the little bear takes up his mug and says, 'Who has been at my porridge
+and eaten it all up?'
+
+They proceed in the same way with the stools, the little bear finishing
+with 'Who has been sitting on my stool, and broken it?'
+
+Then they go to the beds in order, asking one after the other, 'Who has
+been at my bed?' until it comes to the little bear's turn, when he says,
+'Who has been at my bed? and here she is still!'
+
+The little girl now opens her eyes, and, seeing the bears, jumps up
+quickly and runs off.
+
+
+32. _IMITATING CRIES OF ANIMALS_
+
+(A simple game for the very smallest children.)
+
+One child comes out to stand in front of the class and says:--
+
+  Listen to the cry I make,
+  Then, if you the trouble take,
+      You may guess my name.
+
+He then imitates the cry of some animal, the 'bark' of a dog, the 'mew'
+of a cat, or the 'crowing' of the cock, and the children who wish to
+answer hold out the hand. The child who is allowed to give the name of
+the animal represented by the cry comes out (if the answer is correct)
+and makes the cry of another animal, first repeating the lines as
+before. The following are some of the cries that the children may be
+able to imitate, 'cluck, cluck' (hen), 'quacking' (duck), 'hissing'
+(goose), 'neighing' (horse), 'braying' (donkey), 'grunting' (pig),
+'chirping' (bird) or talking like the parrot.
+
+
+33. _CHARADES_
+
+_Preliminary._--Everyone knows how fond children are of representing
+ideas by action. It is for this reason that charades are recommended
+here. It will, of course, be necessary for the teacher to assist and
+suggest, but the children soon acquire confidence, and their acting,
+being perfectly natural, is often remarkably good.
+
+A very simple little charade is given as an example.
+
+The children who are to take part go out of the room for a few minutes
+with the teacher. We will suppose the word chosen is
+
+TEA-CAKE
+
+ACT I.--The teacher is to be the 'mother' and the rest are children. The
+'mother' enters and sits down; presently the children come trooping in
+from school and gather round her. She asks what they have been doing at
+school, each one tells her something about its work or play, and then
+one child asks, 'May we have tea, mother, please?' 'Yes,' says the
+mother, 'go and take off your hats and we will get it ready.' (End of
+Act I.)
+
+ACT II.--The tea-table is prepared (see Game No. 1, which is similar)
+and the children sit down to tea. (The 'guessing' children should be
+told to listen carefully to what is said during tea.) One child asks for
+the _cake_ to be passed, another for bread and butter, and so on. (End
+of Act II.)
+
+ACT III.--In the last act the whole word is to be given. The children
+pretend to have a baker's shop (see 'Shopping Game,' No. 6), one child
+keeps the shop, and the rest come to buy. One asks for a loaf, another
+for rolls, a third buys a _tea-cake_, and so on.
+
+Bricks and tablets may be used for the loaves and cakes, or they may be
+made in the clay-modelling lesson and kept for this game.
+
+_Finding the word._--The children who have been listening are now asked
+to guess, and may be encouraged by remarks, such as, 'Think of the first
+act, and what the children said to their mother.'
+
+'Remember the tea-table and what was said there.'
+
+Some of the words thus obtained may be written on the blackboard, words
+for each act being put in separate columns.
+
+'Now what did the baker sell?' In this way the answer is soon obtained.
+
+It is well worth while to help the children to learn how to play
+charades, because it makes such a pleasant home-play for them in wintry
+and wet weather.
+
+
+34. _PASSING THE STICK_
+
+The children sit round the room, or stand in a semi-circle. The teacher
+should start the game, standing at the left extremity of the
+semi-circle, with the stick in her right hand, and repeat the lines:--
+
+  On the floor you see I [1]tap my [1]stick, [1]stick, [1]stick,
+  Then I [2]pass it to my [3]neighbour quick, quick, quick,
+  If you know it, then please do the trick, trick, trick.
+
+The children who do not know the game will probably _omit_ to pass the
+stick into the left hand; as each one tries to do the trick, the teacher
+says 'right' or 'wrong' as the case may be, and those who are wrong are
+told to notice particularly how the teacher does it.
+
+[1] Tap floor.
+
+[2] Pass stick from right hand to left.
+
+[3] Give it to neighbour.
+
+
+35. _FINDING THE THIMBLE_
+
+This is a favourite game and can be played with very little noise. At
+home, _all_ the children would go out of the room except the one who
+remains behind to hide the thimble, but when played in the school or
+classroom, it will be sufficient if six children are sent out.
+
+The thimble is to be placed where it can be seen, the children are then
+called in, and the one who has hid it says:--
+
+  Try to find the thimble out,
+  Use your eyes and look about,
+  Look before and look behind,
+  And when you the thimble find,
+                  Just sit down.
+
+As soon as any child sees the thimble, he takes a seat and remains quite
+still until all the seekers have seen it, and each in turn has sat down.
+Then the child who _first_ saw the thimble takes it from its
+hiding-place, and has the privilege of remaining behind to hide it next
+time. Different children should go out each time, so that all may have a
+turn.
+
+
+36. _THROWING THE HANDKERCHIEF_
+
+The children stand in a ring, or sit round the room, one child standing
+in the middle. The handkerchief is thrown from one to another, and the
+one who is 'out' tries to find a child with the handkerchief in its
+hand. As soon as he can do this, the child who was caught with the
+handkerchief has to stand in the centre, and the other one sits down, or
+stands in the ring, as the case may be.
+
+As the game begins, the children say:--
+
+    The handkerchief is thrown,
+    Find quickly where 'tis gone:
+  From you to me, from me to you,
+  To keep it long will never do.
+
+
+37. _PICKING UP POTATOES_
+
+Take twelve potatoes and place them in two rows of six each, thus:--
+
+[Illustration:
+
+  * * * * * *
+  * * * * * *]
+
+Two medium-sized spoons are required with which to take up the potatoes,
+and a basket is placed two or three yards away to receive them.
+
+Two children are chosen to pick up the potatoes, one standing at the end
+of each row. The rest of the children may be grouped on the gallery, or
+may stand round in a ring.
+
+The following verse is repeated either by teacher alone, or by all the
+children, as the spoon is handed to each child.
+
+  Take this spoon, and with it see
+  That you lift so carefully
+  These potatoes. One! two! three!
+
+The last three words are said slowly, and the game is to begin
+immediately 'three' is said. The child who gets his row of potatoes
+_first_ picked up and deposited in the basket wins the game. The
+potatoes are not to be touched, except by the spoon, and they are to be
+carried one by one in the spoon to the basket.
+
+
+
+
+II. GAMES FOR THE PLAYGROUND
+
+
+38. _THROWING THE BALL_
+
+One child holds the ball in her hand and stands at a little distance
+from the wall against which it is to be thrown. The other children are
+gathered near in a group or semi-circle. When all are ready, the
+children say:--
+
+  Throw the ball against the wall,
+  Then we'll listen for your call.
+
+The child who is holding the ball replies:--
+
+'One, two, three, Pollie Burton' (supposing that to be the name of the
+child called), and throws the ball, all the children running off except
+the one whose name was mentioned. If the latter is successful in
+catching the ball, it is returned to the girl who had it first and the
+game is repeated, another name being substituted. If the ball is not
+caught, the child who was called picks it up and runs after the other
+children until she manages to hit some one with it. The child who is hit
+picks up the ball and all return to the starting place. The lines are
+again repeated and the game proceeds as before.
+
+
+39. _LAME LASSIE_
+
+At the commencement of the game the children stand in a large ring, and
+the girl who is to be 'Lame lassie' stands in the centre. The children
+then say:--
+
+  Now Lame lassie give us chase,
+  Get one quick to fill your place.
+
+They all run off, and 'Lame lassie' follows until she manages to touch
+some other child. Wherever the latter is touched, she must place her
+hand on that particular spot and run after the others until she is
+successful in reaching some one else. Sometimes a child will be holding
+its shoulder or elbow, or it may have to hold up one leg and hop on the
+other. This is a game which causes much fun and merriment.
+
+
+40. _POLLY FLINDERS_
+
+The children form a ring, joining hands, and one child sits in the
+middle. Those who form the ring walk round singing to the tune of 'The
+Keel Bow.'
+
+    Here's Polly Flinders,
+    She sits on the cinders,
+  Waits for a fairy to come and bring her news.
+    Stand upon your feet, dear,
+    Take a look around here,
+  Kiss the one you love best, the one you like to choose.
+
+At the word 'stand' the child in the centre rises to her feet, and when
+the rhyme is ended she chooses a child to take her place in the centre
+and returns to the ring. All the children stand still while the choice
+is being made.
+
+
+41. _DROP, DROP, DROP_
+
+The children stand eighteen inches apart in a ring, _not_ joining hands.
+
+One child walks round the ring, holding a handkerchief in her hand, and
+repeating the words:--
+
+  One, two, three,
+  Come follow me,
+  Drop, drop, drop,
+  Where shall I stop?
+
+At the word 'stop,' she drops the handkerchief near one of the children,
+and runs; the child picks it up and follows her as she threads her way
+in and out of the ring, until she is caught. Then the 'chaser' goes
+round the ring with the handkerchief, repeating the rhyme, and the child
+who was caught stands in the other one's place.
+
+
+42. _PUSS IN THE CORNER_
+
+This game may be played by four children, each standing at a corner,
+with one in the centre for 'pussy,' or it maybe played by a ring of
+children.
+
+The child who is 'pussy' stands in the centre of the ring, and the
+others say:--
+
+  Pussy cat, pussy cat looking so spry,
+  Might very soon catch us, if she would but try.
+
+Two children then beckon to each other and exchange places. (If a ring
+is formed, the two children should come from opposite sides of it.) As
+they are crossing, 'pussy' tries to catch one of them; if she succeeds,
+the child who is caught stands in the centre, and the old 'pussy' takes
+her place in the ring or corner.
+
+
+43. _WOLF AND SHEEP_
+
+One child is the 'wolf' and stands on one side of the playground, while
+the rest of the children are 'sheep,' and stand in a row on the opposite
+side.
+
+  _Wolf_: Where's your shepherd, pretty sheep?
+  _Sheep_: In his cottage, fast asleep.
+  _Wolf_: I will catch you as you run,
+  _Sheep_: If we let you, there's the fun!
+
+The 'wolf' and 'sheep' then change sides, and in crossing the 'wolf'
+touches as many of the 'sheep' as she can; these all go to her side and
+help to catch more 'sheep' next time. The game proceeds until all the
+'sheep' are caught except one, and that one is 'wolf' next time.
+
+
+44. _DANCING GAME_
+
+The children stand in two rows facing each other, thus:--
+
+[Illustration:
+
+                               g
+                        <--------
+  c                             e a
+  x x x x x x x x x x x x x x x x x
+   O                            []
+  x x x x x x x x x x x x x x x x x
+  d                             f b
+                        <--------
+                               h]
+
+The following is sung to the tune of 'Pop Goes the Weasel.'
+
+  Have you seen my monkey, Jack?
+    Gay old Jack, so funny!
+  He can climb, or nuts can crack,
+    Or take your money.
+
+As the children begin to sing, '=a=' and '=b=' join hands and dance down
+to '=o=,' then change hands and dance back again to []; then '=a=' goes
+behind '=e=' as shown by line '=g=,' and stands at '=c=,' while '=b='
+goes behind '=f=,' following the line '=h=' and stands at '=d='; '=e='
+and '=f=' proceed in the same way, and each couple follows in turn.
+
+
+45. _DUCKING UNDER_
+
+The children stand in rows facing each other, each child holding the
+handkerchief of its opposite partner, and so helping to make a long
+tunnel. As they stand thus the verse is repeated:--
+
+  Ducking under is the game,
+    Are you ready, children, all?
+  Hold your handkerchiefs quite fast,
+    Then run under when I call,
+                    One, two, three.
+
+[Illustration:
+
+  a  x x x x x x x x x x x x x x x x  c
+  b  x x x x x x x x x x x x x x x x  d]
+
+At 'three,' '=a=' and '=b=' run under, and stand at '=c=' and '=d='
+respectively, extending handkerchiefs as quickly as possible, so that
+the next couple may be able to pass under. The couple who stood next
+'=a=' and '=b=' at the beginning follow, then the next couple, and so
+on until the 'tunnel' has moved round the playground.
+
+
+46. _WHO'LL GO A-HUNTING_
+
+[Illustration:
+
+      __a__
+     /  X  \
+    /   |   \
+   /    |    \
+  /     |     \
+  \c    |    d/
+   \    |    /
+    \   |   /
+     \->X<-/
+        b]
+
+The children stand behind each other in couples at one end of the
+playground, ready to dance off when the song begins. They start from
+point '=b=,' and each holds his partner's hand until the other end of
+the playground is reached, point '=a=,' then the hands are dropped; one
+goes to the left (following direction of arrow '=c='), the other to the
+right (arrow '=d='), and they meet again at the starting point '=b=,'
+where they join hands and repeat the movement.
+
+The following is sung to the tune of 'Weel may the Keel Row.'
+
+  Who'll go a-hunting, a-hunting, a-hunting,
+  Oh! who'll go a-hunting this merry, merry day?
+  We'll catch the sly old fox--O,
+  Safe in a box--O,
+  Then who'll go a-hunting this merry, merry day?
+
+
+47. _SHEEP GATHERING_
+
+Two rows of children are formed facing each other, with a long chalk
+line between. The children join hands.
+
+[The first row advances to the chalk line, singing:--
+
+KEY F.
+
+  | d:--:d | d:--:m | s:--:m | d:--:d |
+  | Here we  come to| ask of   you  a |
+
+  | r:--:r   |  r:--:d  | t_{1}:--:l_{1}|s_{1}:--:|
+
+               [First line recedes as second advances.
+
+               [Second line advances singing:--
+
+  | d:--:d   |  d:--:m    |  s:--:m  |  d:--:d   |
+  |Pray which  good sheep | would you  like? the |
+
+  | r:--:r | s_{1}:l_{1}:t_{1} | d:   ||
+  |name you  please     must   | say. ||
+
+[Second line retires, and first again advances singing:--
+
+  Mary Burton [or any other name] is the name,
+     so send her right away, away,
+
+[Second line advances as first retires and sings:--
+
+  Johnny Smith [or any other name] will come to
+    fetch her, then begins the play.
+
+The two children named then come out, and joining hands with the line
+between them, try to pull each other over the line. If the child from
+first line succeeds, then both children join that line, or _vice vers�_,
+and the game begins again.
+
+
+48. _HOPPING GAME_
+
+Squares are chalked on the ground, thus:--
+
+[Illustration:
+
+  +----+----+
+  |  5 |  6 |
+  +----+----+
+  |  4 |  7 |
+  +----+----+
+  |  3 |  8 |
+  +----+----+
+  |  2 |  9 |
+  +----+----+
+  |  1 | 10 |
+  +----+----+
+      X]
+
+and a stone or pebble is put at the place marked =�=.
+
+The object of the game is to pass the pebble into each square with one
+foot only, following the numbers in order. The child who is to begin
+the game stands near the pebble, while the children say:--
+
+  Here is a game for you, hippity, hop,
+  Into the next place you make the stone pop.
+
+The child then sends the stone into No. 1 square (hopping on one foot),
+from that into Nos. 2, 3, 4 and so on. If the stone be sent outside the
+square into which it should go, the player is out, and another begins.
+The child who first gets the pebble into No. 10 square, having passed it
+into each of the others successively, keeping on one foot all the time,
+wins the game.
+
+
+49. _MAKING A CHAIN_
+
+The game is started by one child who catches another and says:--
+
+  I have caught you, come away,
+  Let us make a chain to-day.
+
+The two then join hands and catch another, repeating the same words;
+then the three start off and catch another, and so on until all are
+caught.
+
+The last child caught starts the game again, or the completed 'chain'
+may form a ring and play one of the ring games, Nos. 40, 41, 42.
+
+
+50. _MOTHER, MAY WE GO OUT TO PLAY?_
+
+One corner of the playground may be the 'house' in which the 'mother'
+sits. If the game is played by the children elsewhere, they will
+probably mark out the shape of the 'house' on the ground with stones or
+pebbles, a practice of which they are very fond. The children come to
+the 'house' where the 'mother' sits, and standing in front of her,
+ask:--
+
+  _Children_:   Mother, may we go out and play?
+    _Mother_: Yes, good children, that you may.
+
+The children then run away, and after a little while return to the
+mother; she asks:--
+
+    _Mother:_ Where have you been?
+  _Children:_   Away up the hill.
+    _Mother:_ What have you seen?
+  _Children:_   A house by a mill.
+    _Mother:_ Who was there in it?
+  _Children:_   A little, old man.
+    _Mother:_ What said he to you?
+  _Children:_   Catch me if you can.
+
+The children then run off, and the 'mother' chases until she has caught
+one or more; these are kept prisoners in the 'house,' and the game
+proceeds until all are caught except one, and she is the 'mother' when
+the game begins again.
+
+
+
+
+III. GUESSING RHYMES
+
+
+_Notes._--The Guessing Rhymes are intended to be read by the teacher to
+the children, who then try to find out the word. The verse should be
+repeated slowly two or three times before the children are asked to
+guess. At first only the familiar and well-known objects should be
+given, and even then it will sometimes be necessary to assist the
+imagination of the children by a question or two. Before reading the
+rhyme, the teacher should say whether it is a flower, object or animal,
+&c., that is to be guessed.
+
+The rhymes about animals, flowers, and natural phenomena will not be
+difficult to the children if these subjects have been included in their
+object lessons, or have formed the subject of 'morning talks' (see p.
+14, 'Kindergarten Guide').
+
+The Nursery Rhymes will have been learnt by the children when they were
+in the Babies' class, and the rest of the rhymes belong to fairy tales
+that are commonly told to all children.
+
+
+_MISCELLANEOUS OBJECTS_
+
+  51. I'm tied up in a basin
+        And boiled well in a pan,
+      And then turned out and eaten,
+        So guess me if you can.
+                         PUDDING.
+
+  52. Two hands I have, my face is round,
+      In father's pocket I am found,
+      My hands do move, I make a noise,
+      Now guess me quickly, girls and boys.
+                              WATCH.
+
+  53. Are there cobwebs, is there dust,
+        Are there crumbs upon the floor?
+      Then you surely bring me out
+        From behind the pantry door,
+      And on sweeping days I'm seen,
+      Making all things nice and clean.
+                               BRUSH.
+
+  54. Sometimes I'm made of willows,
+        But oftener of wood,
+      Four legs they always give me,
+        Or else I am no good;
+      A back I should have also,
+        And two strong arms as well,
+      Now if you think it over,
+        My name you soon should tell.
+                            ARM-CHAIR.
+
+  55. You have me in your pocket,
+        I'm square and white, 'tis true,
+      And many things I'm used for
+        By children, such as you.
+                            POCKET-HANDKERCHIEF.
+
+  56. I may be white, I may be brown,
+      You draw me up or pull me down,
+      At night I'm mostly down, you know,
+      But in the morning up I go.
+                          WINDOW BLIND.
+
+
+  57. I glide along or fast or slow,
+      And only on the water go;
+      I'm long and narrow, and you see
+      My pointed end [bow] that first should be;
+      The broad end always goes behind [stern],
+      And both have names as you will find.
+                                        BOAT.
+
+  58. By steam alone I move and go,
+      Men have an engine down below;
+      Long journeys oftentimes I make,
+      When o'er the sea my way I take.
+                               STEAMER.
+
+  59. I skim so lightly o'er the sea,
+      With wings outspread like bird so free,
+      What are my wings? [sails] and do you see
+      How o'er the waves they carry me?
+                              SAIL BOAT.
+
+  60. The fire burns very slowly,
+        You come to look for me,
+      I blow it till it blazes,
+        All bright and cheerfully;
+      I'm partly made of leather,
+        The rest is iron and wood,
+      I always have a round hole,
+        Or else I am no good.--BELLOWS.
+
+  61. I'm made of wood, or made of clay,
+      And used at any time of day;
+      When father comes from work at night,
+      Perhaps he takes me, strikes a light,
+      And puffs--ah, then what do you smell?
+      Now surely you my name can tell.
+                                  PIPE.
+
+
+_ANIMALS_
+
+  62. I watch your house all night,
+        When you're asleep, my dear,
+      If any thief should come,
+        My voice you soon would hear.
+                                DOG.
+
+  63. A gentle, timid creature, I
+      Shall soon run off if you come nigh;
+      My horns, like branches of a tree,
+      Above my head you always see.
+                                  STAG.
+
+  64. A little, creeping thing I saw,
+        Upon a plant it stayed all day,
+      And very many legs it had,
+        And how it ate the leaves away!
+                           CATERPILLAR.
+
+  65. They are frisking in the field,
+        By the side of mother dear,
+      Playful, happy creatures, they
+        Never think of danger near,
+      And their coats so soft and light
+      Keep them warm by day and night.
+                                LAMBS.
+
+
+  66. I take my trunk with me, wherever I go,
+      'Tis not made of tin or of wood, oh, dear no,
+      I use it to lift to my mouth things I eat,
+      Just give me a biscuit, that would be a treat!
+                        ELEPHANT'S TRUNK.
+
+  67. My coat is made of soft, warm fur,
+        My tail is thick and round,
+      My eyes are very sharp and bright,
+        Among the trees I'm found;
+      I like to crack the nuts, you see,
+      And jump about from tree to tree.
+                                SQUIRREL.
+
+
+_FLOWERS_
+
+  68. Before the winter changed to spring,
+      I saw a graceful, white, wee thing;
+      Its pretty bell was hanging down,
+      As if it thought, 'Too soon I've grown,'
+      Although more snow we yet may see,
+      We give glad welcome, flower, to thee.
+                              SNOW-DROP.
+
+  69. A yellow eye and frill of white,
+      Which closes up when comes the night,
+      Sometimes my frill is edged with pink,
+      Now, surely of my name you'll think.
+                                 DAISY.
+
+  70. I come in the spring, and my bells are all blue,
+      A pretty blue carpet I'm spreading for you.
+                            WILD HYACINTH.
+            (Commonly called 'Bluebell.')
+
+  71. Another blue flower, that in summer we see,
+      Has bells that are larger, in which dips the bee,
+      And if you should give these blue bells a slight shake,
+      A pretty, soft tinkle for you they would make.
+                                  HAREBELL.
+
+  72. Five petals I have which are white, as I think,
+      Unless I should blush, then they turn rosy pink,
+      I smell, oh, so sweetly, now guess me quick, quick!
+      And mind, when you pluck me, the thorns do not prick.
+                                WILD ROSE.
+
+  73. All the hedge is snowy white,
+      Covered with my blossoms bright,
+      Sweetly I do smell, they say,
+      And I come in month of May.
+                          MAY BLOSSOM.
+
+
+_NATURAL PHENOMENA_
+
+  74. All the trees have buds of green,
+      Pretty, yellow flowers are seen,
+      Lambs are frisking, happy, free,
+      Pray what season can this be?
+                                  SPRING.
+
+  75. Sunny days so bright and long,
+      Sweet, new hay, and mower's song,
+      Honeysuckle, roses sweet,
+      Holidays, that are a treat.
+                                  SUMMER.
+
+  76. The reapers' scythes are heard among the yellow corn,
+      There's harvest moon at night, and frosty air at morn,
+      The hunter sounds his horn, ripe nuts and fruits are here,
+      The leaves go whirling by, and colder days draw near.
+                                  AUTUMN.
+
+  77. Now we have the North wind bold,
+      Bringing frost and snow and cold,
+      Sliding, skating, oh what fun,
+      When this season is begun!
+                                  WINTER.
+
+  78. Four sisters come past, one by one, every year,
+      The _first_, in a dress of green buds will appear,
+      The _second_ brings roses and flowers, oh, so sweet,
+      The _third_ scatters gold and brown leaves at our feet,
+      The _fourth_ often wears a white robe--now please tell
+      The names of these sisters, you know them quite well.
+                                            THE FOUR SEASONS.
+
+  79. We are sometimes dark and heavy,
+        Then you think there will be rain,
+      We are sometimes light and fleecy,
+        And the blue sky shows again,
+      If you would see us, look above,
+      Across the sky we always move.
+                                CLOUDS.
+
+  80. On a frosty morning, you may sometimes see
+      All the fields and houses white as white can be,
+      If the sun arise, the whiteness soon will go,
+      Pray what can its name be? for it is not snow.
+                              HOAR-FROST.
+
+  81. In the early morning
+        Drops are shining clear,
+      On the leaves and grasses,
+        In the flower-cups here;
+      Through the night 'tis falling,
+        But by noon of day,
+      Sunshine warm and pleasant
+      Sends it quite away.
+                                  DEW.
+
+  82. You want me very much when you go to fly your kite,
+      I send it soaring upwards, to such a great, great height,
+      Sometimes I lift your hat off, and you to catch it fly,
+      You wonder where I come from, so now to guess me try.
+                                            WIND.
+
+
+_NURSERY RHYMES_
+
+  83. A little boy once had a horn,
+      I think he lived among the corn,
+      And wore a pretty dress of blue,
+      I've nearly told his name to you.
+                          LITTLE BOY BLUE.
+
+  84. A boy and girl walked up a hill,
+        But tumble, tumble, down they came,
+      And where's the water? where the pail?
+        Of each poor child you know the name.
+                          JACK AND JILL.
+
+  85. Somebody has a garden,
+        We ask her how it grows,
+      Such funny things she says are there,
+        A-growing all in rows.
+          MARY, MARY, QUITE CONTRARY.
+
+  86. Who sat down in a corner,
+        One Christmas, long ago,
+      And thought himself a good, good boy,
+        While eating pie, you know?
+                      LITTLE JACK HORNER.
+
+  87. 'Twas something about a supper,
+        And something about a knife,
+      And something about a boy that cried,
+        And something about a wife.
+                      LITTLE TOM TUCKER.
+
+  88. 'Where is your flock, my little maid?'
+      'They're lost, all lost, kind sir,' she said,
+      'I slept and dreamed, but found not one,
+      Ah! here they are with tails all gone!'
+                          LITTLE BOPEEP.
+
+  89. She had a dog, and he could smoke,
+        And dance, and laugh or cry,
+      This woman and her dog you know,
+        To find her name please try.
+                      MOTHER HUBBARD.
+
+  90. He tumbled from a wall so high,
+      And if to pick him up they try,
+      They find it is in vain, in vain,
+      He cannot be picked up again.
+                          HUMPTY DUMPTY.
+
+  91. She sat upon a little stool,
+        To eat her food one day,
+      A spider came and frightened her,
+        And quick she ran away.
+                  LITTLE MISS MUFFET.
+
+
+_FAIRY TALES_
+
+  92. Who was it went her Grandmamma to see,
+      In cloak and hood as pretty as could be?
+                      RED RIDING HOOD.
+
+  93. And pray whom did she meet, that said 'Good-Day,
+      I'll race you, little maiden, all the way?'
+                                  WOLF.
+
+      And when, at last, she reached her Grandma's house,
+      Who lay there in the bed, still as a mouse?
+                                  WOLF.
+
+  94. She sat by the fire, and she looked oh, so sad,
+      Until a kind fairy made everything glad,
+      Away drove the maiden in carriage so bright,
+      With slippers that sparkled like jewels that night.
+                              CINDERELLA.
+
+      What time did the fairy tell someone to come
+      To her carriage, and quick, oh, so quickly drive home?
+                              12 O'CLOCK.
+
+      And what did she lose? [Her slipper.] I think you know well,
+      And what was the end of it all, can you tell?
+
+  95. They say she slept a hundred years,
+        Her hair down to her feet had grown,
+      And then the brave prince woke her up,
+        And claimed the maiden for his own.
+                      SLEEPING BEAUTY.
+
+  96. He climbed a stalk so wondrous high,
+      It seemed almost to reach the sky,
+      And then he slew, so we are told,
+      A giant who was bad and bold.
+                  JACK THE GIANT KILLER.
+
+  97. Who was it had a pussy cat,
+        And sent it o'er the sea,
+      And then became Lord Mayor, they say,
+        And rich as rich could be?
+              DICK WHITTINGTON.
+
+
+
+
+_Works by the same Author_
+
+  1. 'The Dinner Table Song'} by Lois Bates,
+     'The Tea Table Song'   } 1_s._ 4_d._ each
+     Song, 'Washing Dishes' }(E. J. Arnold.)
+
+  2. Foot-Rules, 9_d._ per dozen.
+
+  3. 'Kindergarten Guide,' by Lois Bates, 6_s._ (Messrs. Longmans.)
+
+  4. Cardboard Coins. Box of 220, 1_s._ 8_d._
+
+  5. Wooden Knitting-pins. 10_d._ per dozen pairs.
+
+
+  _Spottiswoode & Co. Printers, New-street Square, London._
+
+       *       *       *       *       *
+
+
+Transcriber's Notes:
+
+Obvious punctuation errors repaired.
+
+Page 12, "Hubbare" changed to "Hubbard" (89. Mother Hubbard)
+
+
+
+
+
+
+End of Project Gutenberg's Games Without Music for Children, by Lois Bates
+
+*** END OF THIS PROJECT GUTENBERG EBOOK GAMES WITHOUT MUSIC FOR CHILDREN ***
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+  <head>
+    <meta http-equiv="Content-Type" content="text/html;charset=iso-8859-1" />
+    <meta http-equiv="Content-Style-Type" content="text/css" />
+    <title>
+      The Project Gutenberg eBook of Games Without Music, by Lois Bates.
+    </title>
+    <style type="text/css">
+
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+
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+
+Project Gutenberg's Games Without Music for Children, by Lois Bates
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Games Without Music for Children
+
+Author: Lois Bates
+
+Release Date: August 23, 2011 [EBook #37165]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+*** START OF THIS PROJECT GUTENBERG EBOOK GAMES WITHOUT MUSIC FOR CHILDREN ***
+
+
+
+
+Produced by Emmy and the Online Distributed Proofreading
+Team at https://www.pgdp.net
+
+
+
+
+
+
+</pre>
+
+<p><span class='pagenum'><a name="Page_i" id="Page_i">[i]</a></span></p>
+
+
+
+<h1>GAMES WITHOUT MUSIC</h1>
+
+
+<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_ii" id="Page_ii">[ii]</a></span></p><div class="figcenter" style="width: 600px;">
+<img src="images/i004.jpg" width="600" height="404" alt="Two children holding hands while the rest of the children act as the walls of the house" title="" />
+</div>
+
+
+
+<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_iii" id="Page_iii">[iii]</a></span></p>
+<h1>GAMES WITHOUT MUSIC<br />
+
+<span class='small'>FOR CHILDREN</span></h1>
+
+<div class='center'>BY<br />
+
+<span class='author'>LOIS BATES</span><br />
+
+
+<span class='small'>AUTHOR OF 'KINDERGARTEN GUIDE' 'RECITATIONS FOR INFANTS'</span><br />
+<span class='small'>'GUESSING GAMES' 'SALTAIRE ACTION SONGS'</span><br />
+<span class='small'>'SALTAIRE KINDERGARTEN GAMES' ETC.</span><br />
+<br /><br /><br /><br />
+LONGMANS, GREEN, AND CO.<br />
+<span class='small'>39 PATERNOSTER ROW, LONDON</span><br />
+<span class='small'>NEW YORK AND BOMBAY</span><br />
+1897<br />
+<br />
+<span class='small'>All rights reserved</span><br /></div>
+
+
+<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_v" id="Page_v">[v]</a></span></p>
+
+
+
+
+<h2>PREFACE</h2>
+
+
+<div class='unindent'><span class="smcap">The</span> 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.</div>
+
+<p>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.
+<a href="#Game_51">51</a> to <a href="#Game_97">97</a>, may sometimes be given between
+lessons. For notes on these, see <a href="#Page_87">p. 87</a>.</p>
+
+<p>'Games for the Playground' and a few
+of those immediately preceding are old
+games with new rhymes.</p>
+
+<p>It is hoped that some of the plays (Nos.<span class='pagenum'><a name="Page_vi" id="Page_vi">[vi]</a></span>
+<a href="#Game_12">12</a> to <a href="#Game_20">20</a>, <i>e.g.</i>) 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.</p>
+
+<p>If the Games help to make school brighter
+and pleasanter for teacher and children their
+object will be gained.</p>
+
+<div class='sig'>
+<span class="smcap">Lois Bates.</span><br />
+</div>
+
+<p><span class="smcap">Saltaire.</span></p>
+
+
+<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_vii" id="Page_vii">[vii]</a></span></p>
+
+<h2>CONTENTS</h2>
+
+
+
+
+
+
+<div class='center'>
+<table border="0" cellpadding="0" cellspacing="0" summary="Contents">
+<tr><td align='center' colspan='2'><br />I. GAMES FOR THE SCHOOLROOM</td></tr>
+<tr><td align='left' colspan='2'><span class='small'>NO. OF GAME</span></td><td align='left'><span class='small'>PAGE</span></td></tr>
+<tr><td align='right'>1.&nbsp;</td><td align='left'><span class="smcap">Laying the Breakfast-table</span></td><td align='right'><a href="#Page_1">1</a></td></tr>
+<tr><td align='right'>2.&nbsp;</td><td align='left'><span class="smcap">The Breakfast Party</span></td><td align='right'><a href="#Page_3">3</a></td></tr>
+<tr><td align='right'>3.&nbsp;</td><td align='left'><span class="smcap">Clearing the Table</span></td><td align='right'><a href="#Page_4">4</a></td></tr>
+<tr><td align='right'>4.&nbsp;</td><td align='left'><span class="smcap">Weighing</span></td><td align='right'><a href="#Page_6">6</a></td></tr>
+<tr><td align='right'>5.&nbsp;</td><td align='left'><span class="smcap">Measuring Game</span></td><td align='right'><a href="#Page_8">8</a></td></tr>
+<tr><td align='right'>6.&nbsp;</td><td align='left'><span class="smcap">Shopping</span></td><td align='right'><a href="#Page_10">10</a></td></tr>
+<tr><td align='right'>7.&nbsp;</td><td align='left'><span class="smcap">Tying a Bow</span></td><td align='right'><a href="#Page_12">12</a></td></tr>
+<tr><td align='right'>8.&nbsp;</td><td align='left'><span class="smcap">Thimble Game</span></td><td align='right'><a href="#Page_16">16</a></td></tr>
+<tr><td align='right'>9.&nbsp;</td><td align='left'><span class="smcap">Sewing Game</span></td><td align='right'><a href="#Page_17">17</a></td></tr>
+<tr><td align='right'>10.&nbsp;</td><td align='left'><span class="smcap">Knitting Game</span></td><td align='right'><a href="#Page_19">19</a></td></tr>
+<tr><td align='right'>11.&nbsp;</td><td align='left'><span class="smcap">The Sign-post</span></td><td align='right'><a href="#Page_23">23</a></td></tr>
+<tr><td align='right'>12.&nbsp;</td><td align='left'><span class="smcap">Asking Way in Street</span></td><td align='right'><a href="#Page_24">24</a></td></tr>
+<tr><td align='right'>13.&nbsp;</td><td align='left'><span class="smcap">Politeness in Streets</span></td><td align='right'><a href="#Page_27">27</a></td></tr>
+<tr><td align='right'>14.&nbsp;</td><td align='left'><span class="smcap">Dressing Children</span></td><td align='right'><a href="#Page_28">28</a></td></tr>
+<tr><td align='right'>15.&nbsp;</td><td align='left'><span class="smcap">Father Bringing Presents</span></td><td align='right'><a href="#Page_29">29</a></td></tr>
+<tr><td align='right'>16.&nbsp;</td><td align='left'><span class="smcap">Going Errands</span></td><td align='right'><a href="#Page_32">32</a></td></tr>
+<tr><td align='right'>17.&nbsp;</td><td align='left'><span class="smcap">Taking Father's Tea</span></td><td align='right'><a href="#Page_34">34</a></td></tr>
+<tr><td align='right'>18.&nbsp;</td><td align='left'><span class="smcap">Invitation to Play</span></td><td align='right'><a href="#Page_36">36</a></td></tr>
+<tr><td align='right'>19.&nbsp;</td><td align='left'><span class="smcap">Invitation to Drive</span></td><td align='right'><a href="#Page_38">38</a></td></tr>
+<tr><td align='right'>20.&nbsp;</td><td align='left'><span class="smcap">Getting Ready for Bed</span></td><td align='right'><a href="#Page_40">40</a></td></tr>
+<tr><td align='right'>21.&nbsp;</td><td align='left'><span class="smcap">Washing One's Self</span></td><td align='right'><a href="#Page_42">42</a></td></tr>
+<tr><td align='left'><span class='pagenum'><a name="Page_viii" id="Page_viii">[viii]</a></span></td></tr>
+<tr><td align='right'>22.&nbsp;</td><td align='left'><span class="smcap">Asking for Drink of Water</span></td><td align='right'><a href="#Page_43">43</a></td></tr>
+<tr><td align='right'>23.&nbsp;</td><td align='left'><span class="smcap">The Fox and the Tiger</span></td><td align='right'><a href="#Page_44">44</a></td></tr>
+<tr><td align='right'>24.&nbsp;</td><td align='left'><span class="smcap">The Coach Game</span></td><td align='right'><a href="#Page_48">48</a></td></tr>
+<tr><td align='right'>25.&nbsp;</td><td align='left'><span class="smcap">The Stable</span></td><td align='right'><a href="#Page_50">50</a></td></tr>
+<tr><td align='right'>26.&nbsp;</td><td align='left'><span class="smcap">Visiting Grandmamma</span></td><td align='right'><a href="#Page_51">51</a></td></tr>
+<tr><td align='right'>27.&nbsp;</td><td align='left'><span class="smcap">Paying Calls</span></td><td align='right'><a href="#Page_53">53</a></td></tr>
+<tr><td align='right'>28.&nbsp;</td><td align='left'><span class="smcap">Afternoon Tea</span></td><td align='right'><a href="#Page_54">54</a></td></tr>
+<tr><td align='right'>29.&nbsp;</td><td align='left'><span class="smcap">Spring Flowers</span></td><td align='right'><a href="#Page_56">56</a></td></tr>
+<tr><td align='right'>30.&nbsp;</td><td align='left'><span class="smcap">Summer Flowers</span></td><td align='right'><a href="#Page_57">57</a></td></tr>
+<tr><td align='right'>31.&nbsp;</td><td align='left'><span class="smcap">The Three Bears</span></td><td align='right'><a href="#Page_59">59</a></td></tr>
+<tr><td align='right'>32.&nbsp;</td><td align='left'><span class="smcap">Imitating Cries of Animals</span></td><td align='right'><a href="#Page_62">62</a></td></tr>
+<tr><td align='right'>33.&nbsp;</td><td align='left'><span class="smcap">Charades</span></td><td align='right'><a href="#Page_63">63</a></td></tr>
+<tr><td align='right'>34.&nbsp;</td><td align='left'><span class="smcap">Passing the Stick</span></td><td align='right'><a href="#Page_65">65</a></td></tr>
+<tr><td align='right'>35.&nbsp;</td><td align='left'><span class="smcap">Finding the Thimble</span></td><td align='right'><a href="#Page_66">66</a></td></tr>
+<tr><td align='right'>36.&nbsp;</td><td align='left'><span class="smcap">Throwing the Handkerchief</span></td><td align='right'><a href="#Page_68">68</a></td></tr>
+<tr><td align='right'>37.&nbsp;</td><td align='left'><span class="smcap">Picking Up Potatoes</span></td><td align='right'><a href="#Page_69">69</a></td></tr>
+<tr><td align='center' colspan='2'><br />II. GAMES FOR THE PLAYGROUND</td></tr>
+<tr><td align='right'>38.&nbsp;</td><td align='left'><span class="smcap">Throwing the Ball</span></td><td align='right'><a href="#Page_71">71</a></td></tr>
+<tr><td align='right'>39.&nbsp;</td><td align='left'><span class="smcap">Lame Lassie</span></td><td align='right'><a href="#Page_72">72</a></td></tr>
+<tr><td align='right'>40.&nbsp;</td><td align='left'><span class="smcap">Polly Flinders</span></td><td align='right'><a href="#Page_73">73</a></td></tr>
+<tr><td align='right'>41.&nbsp;</td><td align='left'><span class="smcap">Drop, Drop, Drop</span></td><td align='right'><a href="#Page_74">74</a></td></tr>
+<tr><td align='right'>42.&nbsp;</td><td align='left'><span class="smcap">Puss in the Corner</span></td><td align='right'><a href="#Page_75">75</a></td></tr>
+<tr><td align='right'>43.&nbsp;</td><td align='left'><span class="smcap">Wolf and Sheep</span></td><td align='right'><a href="#Page_76">76</a></td></tr>
+<tr><td align='right'>44.&nbsp;</td><td align='left'><span class="smcap">Dancing Game</span></td><td align='right'><a href="#Page_77">77</a></td></tr>
+<tr><td align='right'>45.&nbsp;</td><td align='left'><span class="smcap">Ducking Under</span></td><td align='right'><a href="#Page_78">78</a></td></tr>
+<tr><td align='right'>46.&nbsp;</td><td align='left'><span class="smcap">Who'll Go a-Hunting?</span></td><td align='right'><a href="#Page_79">79</a></td></tr>
+<tr><td align='right'>47.&nbsp;</td><td align='left'><span class="smcap">Sheep Gathering</span></td><td align='right'><a href="#Page_80">80</a></td></tr>
+<tr><td align='right'>48.&nbsp;</td><td align='left'><span class="smcap">Hopping Game</span></td><td align='right'><a href="#Page_82">82</a></td></tr>
+<tr><td align='right'>49.&nbsp;</td><td align='left'><span class="smcap">Making a Chain</span></td><td align='right'><a href="#Page_83">83</a></td></tr>
+<tr><td align='left'><span class='pagenum'><a name="Page_ix" id="Page_ix">[ix]</a></span></td></tr>
+<tr><td align='right'>50.&nbsp;</td><td align='left'><span class="smcap">Mother, May We Go Out to Play?</span></td><td align='right'><a href="#Page_84">84</a></td></tr>
+<tr><td align='center' colspan='2'><br />III. GUESSING RHYMES</td></tr>
+<tr><td align='center' colspan='2'><br /><i>MISCELLANEOUS OBJECTS</i>, pp. <a href="#Page_88">88</a>-<a href="#Page_91">91</a></td></tr>
+<tr><td align='right'>51.&nbsp;</td><td align='left'><span class="smcap">Pudding</span></td></tr>
+<tr><td align='right'>52.&nbsp;</td><td align='left'><span class="smcap">Watch</span></td></tr>
+<tr><td align='right'>53.&nbsp;</td><td align='left'><span class="smcap">Brush</span></td></tr>
+<tr><td align='right'>54.&nbsp;</td><td align='left'><span class="smcap">Arm-chair</span></td></tr>
+<tr><td align='right'>55.&nbsp;</td><td align='left'><span class="smcap">Pocket-handkerchief</span></td></tr>
+<tr><td align='right'>56.&nbsp;</td><td align='left'><span class="smcap">Window Blind</span></td></tr>
+<tr><td align='right'>57.&nbsp;</td><td align='left'><span class="smcap">Boat</span></td></tr>
+<tr><td align='right'>58.&nbsp;</td><td align='left'><span class="smcap">Steamer</span></td></tr>
+<tr><td align='right'>59.&nbsp;</td><td align='left'><span class="smcap">Sail Boat</span></td></tr>
+<tr><td align='right'>60.&nbsp;</td><td align='left'><span class="smcap">Bellows</span></td></tr>
+<tr><td align='right'>61.&nbsp;</td><td align='left'><span class="smcap">Pipe</span></td></tr>
+<tr><td align='center' colspan='2'><br /><i>ANIMALS</i>, pp. <a href="#Page_91">91</a>-<a href="#Page_93">93</a></td></tr>
+<tr><td align='right'>62.&nbsp;</td><td align='left'><span class="smcap">Dog</span></td></tr>
+<tr><td align='right'>63.&nbsp;</td><td align='left'><span class="smcap">Stag</span></td></tr>
+<tr><td align='right'>64.&nbsp;</td><td align='left'><span class="smcap">Caterpillar</span></td></tr>
+<tr><td align='right'>65.&nbsp;</td><td align='left'><span class="smcap">Lambs</span></td></tr>
+<tr><td align='right'>66.&nbsp;</td><td align='left'><span class="smcap">Elephant's Trunk</span></td></tr>
+<tr><td align='right'>67.&nbsp;</td><td align='left'><span class="smcap">Squirrel</span></td></tr>
+<tr><td align='center' colspan='2'><br /><i>FLOWERS</i>, pp. <a href="#Page_93">93</a>, <a href="#Page_94">94</a></td></tr>
+<tr><td align='right'>68.&nbsp;</td><td align='left'><span class="smcap">Snow-drop</span></td></tr>
+<tr><td align='right'>69.&nbsp;</td><td align='left'><span class="smcap">Daisy</span></td></tr>
+<tr><td align='right'>70.&nbsp;</td><td align='left'><span class="smcap">Wild Hyacinth</span></td></tr>
+<tr><td align='right'>71.&nbsp;</td><td align='left'><span class="smcap">Harebell</span></td></tr>
+<tr><td align='right'>72.&nbsp;</td><td align='left'><span class="smcap">Wild Rose</span></td></tr>
+<tr><td align='right'>73.&nbsp;</td><td align='left'><span class="smcap">May Blossom</span></td></tr>
+<tr><td align='center' colspan='2'><br /><i>NATURAL PHENOMENA</i>, pp. <a href="#Page_95">95</a>-<a href="#Page_98">98</a></td></tr>
+<tr><td align='right'>74.&nbsp;</td><td align='left'><span class="smcap">Spring</span></td></tr>
+<tr><td align='right'>75.&nbsp;</td><td align='left'><span class="smcap">Summer</span></td></tr>
+<tr><td align='right'>76.&nbsp;</td><td align='left'><span class="smcap">Autumn</span></td></tr>
+<tr><td align='right'>77.&nbsp;</td><td align='left'><span class="smcap">Winter</span></td></tr>
+<tr><td align='right'>78.&nbsp;</td><td align='left'><span class="smcap">The Four Seasons</span></td></tr>
+<tr><td align='right'>79.&nbsp;</td><td align='left'><span class="smcap">Clouds</span></td></tr>
+<tr><td align='right'>80.&nbsp;</td><td align='left'><span class="smcap">Hoar-frost</span></td></tr>
+<tr><td align='right'>81.&nbsp;</td><td align='left'><span class="smcap">Dew</span></td></tr>
+<tr><td align='left'><span class='pagenum'><a name="Page_x" id="Page_x">[x]</a></span></td></tr>
+<tr><td align='right'>82.&nbsp;</td><td align='left'><span class="smcap">Wind</span></td></tr>
+<tr><td align='center' colspan='2'><br /><i>NURSERY RHYMES</i>, pp. <a href="#Page_98">98</a>-<a href="#Page_100">100</a></td></tr>
+<tr><td align='right'>83.&nbsp;</td><td align='left'><span class="smcap">Little Boy Blue</span></td></tr>
+<tr><td align='right'>84.&nbsp;</td><td align='left'><span class="smcap">Jack and Jill</span></td></tr>
+<tr><td align='right'>85.&nbsp;</td><td align='left'><span class="smcap">Mary, Mary, Quite Contrary</span></td></tr>
+<tr><td align='right'>86.&nbsp;</td><td align='left'><span class="smcap">Little Jack Horner</span></td></tr>
+<tr><td align='right'>87.&nbsp;</td><td align='left'><span class="smcap">Little Tom Tucker</span></td></tr>
+<tr><td align='right'>88.&nbsp;</td><td align='left'><span class="smcap">Little Bopeep</span></td></tr>
+<tr><td align='right'>89.&nbsp;</td><td align='left'><span class="smcap">Mother Hubbard</span></td></tr>
+<tr><td align='right'>90.&nbsp;</td><td align='left'><span class="smcap">Humpty Dumpty</span></td></tr>
+<tr><td align='right'>91.&nbsp;</td><td align='left'><span class="smcap">Little Miss Muffet</span></td></tr>
+<tr><td align='center' colspan='2'><br /><i>FAIRY TALES</i>, pp. <a href="#Page_100">100</a>-<a href="#Page_102">102</a></td></tr>
+<tr><td align='right'>92.&nbsp;</td><td align='left'><span class="smcap">Red Riding Hood</span></td></tr>
+<tr><td align='right'>93.&nbsp;</td><td align='left'><span class="smcap">Wolf</span></td></tr>
+<tr><td align='right'>94.&nbsp;</td><td align='left'><span class="smcap">Cinderella</span></td></tr>
+<tr><td align='right'>95.&nbsp;</td><td align='left'><span class="smcap">Sleeping Beauty</span></td></tr>
+<tr><td align='right'>96.&nbsp;</td><td align='left'><span class="smcap">Jack the Giant Killer</span></td></tr>
+<tr><td align='right'>97.&nbsp;</td><td align='left'><span class="smcap">Dick Whittington</span></td></tr>
+</table></div>
+
+
+<hr style="width: 65%;" />
+<h2>ILLUSTRATIONS</h2>
+
+
+
+
+<div class='center'>
+<table border="0" cellpadding="0" cellspacing="0" summary="Illustrations">
+<tr><td align='left'><span class="smcap">The 'House'</span></td><td align='left'><i><a href="#Page_ii">Frontispiece</a></i></td></tr>
+<tr><td align='left'><span class="smcap">Fig. 1.&mdash;How to Tie a Bow</span></td><td align='right'><i>page</i> <a href="#Page_14">14</a></td></tr>
+<tr><td align='left'><span class="smcap">Fig. 2.&mdash;The Sign-Post</span></td><td align='right'><a href="#Page_22">22</a></td></tr>
+<tr><td align='left'><span class="smcap">Fig. 3.&mdash;Fox's Den</span></td><td align='right'><a href="#Page_46">46</a></td></tr>
+</table></div>
+
+
+
+<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_1" id="Page_1">[1]</a></span></p>
+<h2>GAMES WITHOUT MUSIC<br />
+<span class='small'>FOR</span><br />
+CHILDREN</h2>
+
+
+
+<hr style="width: 65%;" />
+<h2>I. GAMES FOR THE SCHOOLROOM</h2>
+
+
+<div class='center'><br /><a name="Game_1" id="Game_1"></a>1. <i>LAYING THE BREAKFAST-TABLE</i></div>
+
+<div class='poem'>
+1. <span class="smcap">Spread</span> the cloth&mdash;this is the way,<br />
+<span style="margin-left: 1.5em;">Cups and saucers, where are they?</span><br />
+<br />
+2. Put them at one end in rows,<br />
+<span style="margin-left: 1.5em;">See, a spoon with each one goes.</span><br />
+<br />
+3. One plate for each person bring,<br />
+<span style="margin-left: 1.5em;">And a napkin in a ring.</span><br />
+<br />
+4. Here's a jug of milk so hot,<br />
+<span class='pagenum'><a name="Page_2" id="Page_2">[2]</a></span><span style="margin-left: 1.5em;">Sugar next, and coffee-pot.</span><br />
+<br />
+5. Bread and butter place we here,<br />
+<span style="margin-left: 1.5em;">Then we get the chairs, my dear.</span><br />
+<br />
+6. Ring the bell, and all sit round,<br />
+<span style="margin-left: 1.5em;">Each should in his place be found.</span><br />
+</div>
+
+<p><i>Directions.</i>&mdash;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, &amp;c.,
+and how to place them.</p>
+
+<p><i>Verse 1.</i> Two little girls step forward and
+lay the cloth.</p>
+
+<p><i>Verse 2.</i> The cups and saucers are
+brought on a tray, and placed in rows at one
+end of the table.</p>
+
+<p><i>Verse 3.</i> 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.</p>
+
+<p><i>Verse 4.</i> The sugar, milk, &amp;c., are placed
+in position.</p>
+
+<p><i>Verse 5.</i> One or two plates of bread and<span class='pagenum'><a name="Page_3" id="Page_3">[3]</a></span>
+butter are put on the table, and then the
+chairs are placed ready.</p>
+
+<p><i>Verse 6.</i> The bell is rung, and the children
+who are to sit at table take their
+places.</p>
+
+
+<div class='center'><br />2. <i>THE BREAKFAST PARTY</i></div>
+
+<p>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:</p>
+
+<div class='poem'>
+1. <a name="FNanchor_1_1" id="FNanchor_1_1"></a><a href="#Footnote_1_1" class="fnanchor">[1]</a>Little hands are folded while the grace is said,<br />
+<span class='pagenum'><a name="Page_4" id="Page_4">[4]</a></span><span style="margin-left: 1em;">'Father, God, we thank Thee for our daily bread.'</span><br />
+<br />
+2. <a name="FNanchor_2_2" id="FNanchor_2_2"></a><a href="#Footnote_2_2" class="fnanchor">[2]</a>Let us stir our coffee, softly, gently, so,<br />
+<span style="margin-left: 1.5em;"><a name="FNanchor_3_3" id="FNanchor_3_3"></a><a href="#Footnote_3_3" class="fnanchor">[3]</a>Then the spoon in saucer quietly must go.</span><br />
+<br />
+3. When you eat and drink, dears, do not make a noise,<br />
+<span style="margin-left: 1.5em;"><a name="FNanchor_4_4" id="FNanchor_4_4"></a><a href="#Footnote_4_4" class="fnanchor">[4]</a>Pass things to each other, little girls and boys.</span><br />
+<br />
+<span style="margin-left: 3em;">[If there is a piano in school, a little music</span><br />
+<span style="margin-left: 4.5em;">might be played while breakfast is in progress.]</span><br />
+<br />
+4. When we finish breakfast, <a name="FNanchor_5_5" id="FNanchor_5_5"></a><a href="#Footnote_5_5" class="fnanchor">[5]</a>hands in lap lay we,<br />
+<span style="margin-left: 1.5em;">Elbows on the table, that should never be!</span><br />
+</div>
+
+<div class="footnotes"><h3>NOTES:</h3>
+
+<div class="footnote"><p><a name="Footnote_1_1" id="Footnote_1_1"></a><a href="#FNanchor_1_1"><span class="label">[1]</span></a> Fold hands and bow head.</p></div>
+
+<div class="footnote"><p><a name="Footnote_2_2" id="Footnote_2_2"></a><a href="#FNanchor_2_2"><span class="label">[2]</span></a> Stir coffee.</p></div>
+
+<div class="footnote"><p><a name="Footnote_3_3" id="Footnote_3_3"></a><a href="#FNanchor_3_3"><span class="label">[3]</span></a> Place spoon in saucer.</p></div>
+
+<div class="footnote"><p><a name="Footnote_4_4" id="Footnote_4_4"></a><a href="#FNanchor_4_4"><span class="label">[4]</span></a> Pass bread and butter to each other.</p></div>
+
+<div class="footnote"><p><a name="Footnote_5_5" id="Footnote_5_5"></a><a href="#FNanchor_5_5"><span class="label">[5]</span></a> Fold hands in lap.</p></div>
+
+<p>(For Dinner and Tea Table songs, see <a href="#Appendix_I">Appendix I</a>.)</p>
+</div>
+
+<div class='center'><br />3. <i>CLEARING THE TABLE</i><br />
+
+(For directions as to laying the table, see
+game <a href="#Game_1">No. 1</a>.)</div>
+
+<div class='poem'>
+1. Breakfast over, off we go,<br />
+<span class='pagenum'><a name="Page_5" id="Page_5">[5]</a></span><span style="margin-left: 1.5em;">To remove the cloth, you know.</span><br />
+<br />
+2. Put the napkins on the tray,<br />
+<span style="margin-left: 1.5em;">And the plates, too, take away.</span><br />
+<br />
+3. Cups and saucers next we take,<br />
+<span style="margin-left: 1.5em;">Carefully, lest them we break.</span><br />
+<br />
+4. Bring the milk and sugar here,<br />
+<span style="margin-left: 1.5em;">Soon the table will be clear.</span><br />
+<br />
+5. Shake the cloth and fold it straight,<br />
+<span style="margin-left: 1.5em;">Then we'll wash each cup and plate.<a name="FNanchor_A_6" id="FNanchor_A_6"></a><a href="#Footnote_A_6" class="fnanchor">[A]</a></span><br />
+</div>
+
+<p><i>Instructions.</i>&mdash;<i>Verse 1.</i> Children rise
+from table, and each carries chair to the
+place where it should go.</p>
+
+<p><i>Verse 2.</i> 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.</p>
+
+<p><i>Verse 3.</i> Two children remove the cups
+and saucers, each having a tray.</p>
+
+<p><i>Verse 4.</i> The coffee-pot, milk-jug, and
+sugar-basin are taken away on a tray.<span class='pagenum'><a name="Page_6" id="Page_6">[6]</a></span></p>
+
+<p><i>Verse 5.</i> 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.</p>
+
+<div class="footnotes"><h3>NOTE:</h3>
+
+<div class="footnote"><p><a name="Footnote_A_6" id="Footnote_A_6"></a><a href="#FNanchor_A_6"><span class="label">[A]</span></a> For song 'Washing Dishes,' see<a href="#Appendix_I"> Appendix I</a>.</p></div>
+</div>
+
+<div class='center'><br />4. <i>WEIGHING</i></div>
+
+<p>Scales and weights are required for this
+game.</p>
+
+<p>Before commencing let the children see
+the different weights, and hold them one
+after the other in their hands.</p>
+
+<p>The following rhymes may assist the
+scholars to remember the various weights:</p>
+
+<div class='poem'>
+1. First comes the <a name="FNanchor_1_7" id="FNanchor_1_7"></a><a href="#Footnote_1_7" class="fnanchor">[1]</a>ounce weight, small and round,<br />
+<span style="margin-left: 1.5em;">Sixteen of these do make a <a name="FNanchor_2_8" id="FNanchor_2_8"></a><a href="#Footnote_2_8" class="fnanchor">[2]</a>pound.</span><br />
+<br />
+2. Four ounces <a name="FNanchor_3_9" id="FNanchor_3_9"></a><a href="#Footnote_3_9" class="fnanchor">[3]</a>quarter-pound will be;<br />
+<span style="margin-left: 1.5em;"><a name="FNanchor_4_10" id="FNanchor_4_10"></a><a href="#Footnote_4_10" class="fnanchor">[4]</a>Half-pound has eight ounces, you see.</span><br />
+</div>
+
+<div class="footnotes"><h3>NOTES:</h3>
+
+<div class="footnote"><p><a name="Footnote_1_7" id="Footnote_1_7"></a><a href="#FNanchor_1_7"><span class="label">[1]</span></a> Show ounce weight.</p></div>
+
+<div class="footnote"><p><a name="Footnote_2_8" id="Footnote_2_8"></a><a href="#FNanchor_2_8"><span class="label">[2]</span></a> Show pound weight.</p></div>
+
+<div class="footnote"><p><a name="Footnote_3_9" id="Footnote_3_9"></a><a href="#FNanchor_3_9"><span class="label">[3]</span></a> Show the quarter-pound.</p></div>
+
+<div class="footnote"><p><a name="Footnote_4_10" id="Footnote_4_10"></a><a href="#FNanchor_4_10"><span class="label">[4]</span></a> Show half-pound.<span class='pagenum'><a name="Page_7" id="Page_7">[7]</a></span></p></div>
+</div>
+<p>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, &amp;c., they may
+come out in turn and weigh various objects.</p>
+
+<p>It would be well to explain that solid
+objects occupy less room than lighter substances&mdash;that
+a pound of feathers, <i>e.g.</i>,
+would take up a large space, while a pound
+of lead would go into a very small compass.</p>
+
+<p><span class="smcap">Guessing Game.</span>&mdash;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:</p>
+
+<div class='poem'>
+Can you tell the weight of this?<br />
+Mind you do not guess amiss.<br />
+</div>
+
+<p>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<span class='pagenum'><a name="Page_8" id="Page_8">[8]</a></span>
+children who are to guess. He hands it to
+the first child, repeating the words of the
+rhyme.</p>
+
+
+<div class='center'><br />5. <i>MEASURING GAME</i></div>
+
+<p>Before playing this game, the children
+should be well accustomed to the use of the
+foot-rule, marked with inches (cost, &amp;c.<a name="FNanchor_1_11" id="FNanchor_1_11"></a><a href="#Footnote_1_11" class="fnanchor">[1]</a>).
+Each child should have a foot-rule and
+measure its book, pencil, desk, &amp;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.</p>
+
+<p>Suppose the slate to be the object chosen,<span class='pagenum'><a name="Page_9" id="Page_9">[9]</a></span>
+the teacher holds it up so that all may see
+it, and then repeats the lines:</p>
+
+<div class='poem'>
+Think it over carefully,<br />
+And tell me what the length may be<br />
+<span style="margin-left: 7em;">Of this slate.</span><br />
+</div>
+
+<p>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.</p>
+
+<p>Perhaps the pencil may be the next
+object chosen, or a window-pane, ball-frame,
+desk, duster, book, &amp;c., and instead of <i>length</i>,
+we may have <i>breadth</i>. The words would
+then be:</p>
+
+<div class='poem'>
+Think it over carefully,<br />
+And tell me what the <i>breadth</i> may be<br />
+<span style="margin-left: 6em;">Of this window-pane.</span><br />
+</div>
+
+<p>The children should be taught to listen
+attentively, so that they may know whether<span class='pagenum'><a name="Page_10" id="Page_10">[10]</a></span>
+length or breadth is to be guessed; the
+meaning of the two terms should, of course,
+be explained previously.</p>
+
+<p>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.</p>
+
+<p>Sometimes the word <i>height</i> may be substituted,
+as, for instance, in measuring the
+height of a plant or a child. The children
+will enjoy the latter very much.</p>
+
+<div class='poem'>
+<i>Twelve</i> inches make a foot,<br />
+<span style="margin-left: 1em;">And <i>nine</i> a quarter-yard,</span><br />
+The half-yard <i>eighteen</i> inches takes,<br />
+<span style="margin-left: 1em;">To learn this is not hard.</span><br />
+</div>
+
+<div class="footnotes"><h3>NOTE:</h3>
+
+<div class="footnote"><p><a name="Footnote_1_11" id="Footnote_1_11"></a><a href="#FNanchor_1_11"><span class="label">[1]</span></a> <a href="#Appendix_II">Appendix II</a>.</p></div>
+</div>
+
+<div class='center'><br />6. <i>SHOPPING</i></div>
+
+<p>The shopman should stand behind a
+table or desk, and have articles made up in<span class='pagenum'><a name="Page_11" id="Page_11">[11]</a></span>
+parcels ready for sale. 'The Shop' described
+in 'Kindergarten Guide,' p. 230,<a name="FNanchor_1_12" id="FNanchor_1_12"></a><a href="#Footnote_1_12" class="fnanchor">[1]</a>
+would do nicely for this game.</p>
+
+<p>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<a name="FNanchor_2_13" id="FNanchor_2_13"></a><a href="#Footnote_2_13" class="fnanchor">[2]</a>) would
+do. (Customer walks up to the counter.)</p>
+
+<div class='center'><br /><span class="smcap">Shopman</span></div>
+
+<p>Good morning, ma'am, how do you do?
+And pray what can I get for you?</p>
+
+<div class='center'><br /><span class="smcap">Customer</span></div>
+
+<div class='poem'>
+Good morning, shopman, will you please<br />
+To weigh for me a pound of cheese?<br />
+<span style="margin-left: 6.5em;">[The packet is handed to customer.]</span><br />
+</div>
+
+<div class='center'><br /><span class="smcap">Customer</span></div>
+
+<div class='poem'>
+Here is a shilling [<i>handing it</i>], eightpence take,<br />
+</div>
+
+<div class='center'><br /><span class="smcap">Shopman</span><span class='pagenum'><a name="Page_12" id="Page_12">[12]</a></span></div>
+
+<div class='poem'>
+And fourpence change [<i>giving fourpence to customer</i>] just twelvepence make.<br />
+</div>
+
+<p>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.</p>
+
+<div class="footnotes"><h3>NOTES:</h3>
+
+<div class="footnote"><p><a name="Footnote_1_12" id="Footnote_1_12"></a><a href="#FNanchor_1_12"><span class="label">[1]</span></a> See <a href="#Appendix_III">Appendix III</a>.</p></div>
+
+<div class="footnote"><p><a name="Footnote_2_13" id="Footnote_2_13"></a><a href="#FNanchor_2_13"><span class="label">[2]</span></a> See <a href="#Appendix_IV">Appendix IV</a>.</p></div>
+</div>
+
+<div class='center'><br />7. <i>TYING A BOW</i></div>
+
+<p><i>Instructions.</i>&mdash;The children should be
+sitting at desks or tables, and each child
+should have a &frac34; 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<span class='pagenum'><a name="Page_15" id="Page_15">[15]</a></span>
+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.)</p>
+
+<div class='poem'>
+[1]Place your ribbon round the book,<br />
+<span style="margin-left: 1em;">[2]Cross it&mdash;left end at the top;</span><br />
+[3]Now the right end take and pass<br />
+<span style="margin-left: 1em;">Over, [4]draw it tight, then stop.</span><br />
+<br />
+[5]With the right end make a loop.<br />
+<span style="margin-left: 1em;">[6]Draw the left across it, so;</span><br />
+[7]Now another loop we make<br />
+<span style="margin-left: 1em;">With the left, and [8]pull it through.</span><br />
+</div>
+
+<div class="blockquot"><p>'Tying a Knot' (which is more simple than 'Tying
+a Bow') is given in the 'Kindergarten Guide,' p. 105.<a name="FNanchor_A_14" id="FNanchor_A_14"></a><a href="#Footnote_A_14" class="fnanchor">[A]</a></p></div>
+
+<div class="figcenter" style="width: 600px;"><a name="Page_14" id="Page_14"></a>
+<img src="images/i026.jpg" width="600" height="407" alt="photograph of the steps to tie a knot" title="" />
+</div>
+
+<div class="footnotes"><h3>NOTE:</h3>
+
+<div class="footnote"><p><a name="Footnote_A_14" id="Footnote_A_14"></a><a href="#FNanchor_A_14"><span class="label">[A]</span></a> <a href="#Appendix_III">Appendix III</a>.<span class='pagenum'><a name="Page_16" id="Page_16">[16]</a></span></p></div>
+</div>
+
+<div class='center'><br /><a name="Game_8" id="Game_8"></a>8. <i>THIMBLE GAME</i></div>
+
+<p>Each child should have a thimble, and
+the teacher should have one also. A short
+conversation about the thimble should precede
+the game&mdash;how it is smooth inside and
+rough outside. What makes it rough?
+What are the little holes for? Which is
+the rim? &amp;c.</p>
+
+<p>(The teacher, if facing the children,
+should use the left hand for right.)</p>
+
+<div class='poem'>
+<a name="FNanchor_1_15" id="FNanchor_1_15"></a><a href="#Footnote_1_15" class="fnanchor">[1]</a>Pretty little thimble,<br />
+<span style="margin-left: 1em;"><a name="FNanchor_2_16" id="FNanchor_2_16"></a><a href="#Footnote_2_16" class="fnanchor">[2]</a>In your cradle go,</span><br />
+<a name="FNanchor_3_17" id="FNanchor_3_17"></a><a href="#Footnote_3_17" class="fnanchor">[3]</a>I will rock you gently,<br />
+<span style="margin-left: 1em;">Gently to and fro.</span><br />
+<br />
+Now I <a name="FNanchor_4_18" id="FNanchor_4_18"></a><a href="#Footnote_4_18" class="fnanchor">[4]</a>toss and <a name="FNanchor_5_18" id="FNanchor_5_18"></a><a href="#Footnote_5_18" class="fnanchor">[5]</a>catch you,<br />
+<span class='pagenum'><a name="Page_17" id="Page_17">[17]</a></span><span style="margin-left: 1em;"><a name="FNanchor_6_18" id="FNanchor_6_18"></a><a href="#Footnote_6_18" class="fnanchor">[6]</a>Up and down and <a name="FNanchor_7_18" id="FNanchor_7_18"></a><a href="#Footnote_7_18" class="fnanchor">[7]</a>up;</span><br />
+<a name="FNanchor_8_19" id="FNanchor_8_19"></a><a href="#Footnote_8_19" class="fnanchor">[8]</a>Next I hold my thimble<br />
+<span style="margin-left: 1em;">Like a little cup.</span><br />
+<br />
+<a name="FNanchor_9_20" id="FNanchor_9_20"></a><a href="#Footnote_9_20" class="fnanchor">[9]</a>On the right thumb place it,<br />
+<span style="margin-left: 1em;">Is that right? <a name="FNanchor_10_21" id="FNanchor_10_21"></a><a href="#Footnote_10_21" class="fnanchor">[10]</a>oh, no!</span><br />
+<a name="FNanchor_11_22" id="FNanchor_11_22"></a><a href="#Footnote_11_22" class="fnanchor">[11]</a>On your longest finger<br />
+<span style="margin-left: 1em;"><a name="FNanchor_12_23" id="FNanchor_12_23"></a><a href="#Footnote_12_23" class="fnanchor">[12]</a>Should the thimble go.</span><br />
+</div>
+
+<div class="footnotes"><h3>NOTES:</h3>
+
+<div class="footnote"><p><a name="Footnote_1_15" id="Footnote_1_15"></a><a href="#FNanchor_1_15"><span class="label">[1]</span></a> Hold thimble up between thumb and forefinger
+of right hand.</p></div>
+
+<div class="footnote"><p><a name="Footnote_2_16" id="Footnote_2_16"></a><a href="#FNanchor_2_16"><span class="label">[2]</span></a> Put thimble in left hand, which should be held
+palm upward and bent to form a cradle.</p></div>
+
+<div class="footnote"><p><a name="Footnote_3_17" id="Footnote_3_17"></a><a href="#FNanchor_3_17"><span class="label">[3]</span></a> Sway left hand from left to right.</p></div>
+
+<div class="footnote"><p><a name="Footnote_4_18" id="Footnote_4_18"></a><a href="#FNanchor_4_18"><span class="label">[4]</span></a>,
+                         <a name="Footnote_5_18" id="Footnote_5_18"></a><a href="#FNanchor_5_18"><span class="label">[5]</span></a>,
+                         <a name="Footnote_6_18" id="Footnote_6_18"></a><a href="#FNanchor_6_18"><span class="label">[6]</span></a>,
+                         <a name="Footnote_7_18" id="Footnote_7_18"></a><a href="#FNanchor_7_18"><span class="label">[7]</span></a> Toss thimble and catch it.</p></div>
+
+
+<div class="footnote"><p><a name="Footnote_8_19" id="Footnote_8_19"></a><a href="#FNanchor_8_19"><span class="label">[8]</span></a> Hold thimble, rim upwards, between thumb and
+forefinger of left hand.</p></div>
+
+<div class="footnote"><p><a name="Footnote_9_20" id="Footnote_9_20"></a><a href="#FNanchor_9_20"><span class="label">[9]</span></a> Place thimble on right thumb.</p></div>
+
+<div class="footnote"><p><a name="Footnote_10_21" id="Footnote_10_21"></a><a href="#FNanchor_10_21"><span class="label">[10]</span></a> Take thimble off.</p></div>
+
+<div class="footnote"><p><a name="Footnote_11_22" id="Footnote_11_22"></a><a href="#FNanchor_11_22"><span class="label">[11]</span></a> Hold up middle finger of right hand.</p></div>
+
+<div class="footnote"><p><a name="Footnote_12_23" id="Footnote_12_23"></a><a href="#FNanchor_12_23"><span class="label">[12]</span></a> Place thimble on proper finger.</p></div>
+</div>
+
+<div class='center'><br />9. <i>SEWING GAME</i></div>
+
+<p>(N.B. In this game, as in <a href="#Game_8">No. 8</a>, the
+teacher, as she faces the scholars, should
+use her <i>left</i> hand each time the children
+use the right.)</p>
+
+<p>If the children have been taught the use
+of the thimble (Game <a href="#Game_8">No. 8</a>), they should
+wear it during this game.<span class='pagenum'><a name="Page_18" id="Page_18">[18]</a></span></p>
+
+<div class='center'><span class="smcap">Teacher</span></div>
+
+<div class='poem'>
+Little children, clean and bright,<br />
+Show your <a name="FNanchor_1_24" id="FNanchor_1_24"></a><a href="#Footnote_1_24" class="fnanchor">[1]</a>left hand, show your <a name="FNanchor_2_25" id="FNanchor_2_25"></a><a href="#Footnote_2_25" class="fnanchor">[2]</a>right,<br />
+<a name="FNanchor_3_26" id="FNanchor_3_26"></a><a href="#Footnote_3_26" class="fnanchor">[3]</a>Left forefinger, that will do,<br />
+<a name="FNanchor_4_27" id="FNanchor_4_27"></a><a href="#Footnote_4_27" class="fnanchor">[4]</a>Place your sewing round it, so.<br />
+<br />
+<a name="FNanchor_5_28" id="FNanchor_5_28"></a><a href="#Footnote_5_28" class="fnanchor">[5]</a>Needle in your right hand hold,<br />
+All should do just what is told;<br />
+When the number <i>One</i> I call,<br />
+<a name="FNanchor_6_29" id="FNanchor_6_29"></a><a href="#Footnote_6_29" class="fnanchor">[6]</a>Take a stitch, dear children all.<br />
+<br />
+<a name="FNanchor_7_30" id="FNanchor_7_30"></a><a href="#Footnote_7_30" class="fnanchor">[7]</a><i>Two</i>, we show the stitch so neat,<br />
+<a name="FNanchor_8_31" id="FNanchor_8_31"></a><a href="#Footnote_8_31" class="fnanchor">[8]</a>Just to see it is a treat.<br />
+<a name="FNanchor_9_32" id="FNanchor_9_32"></a><a href="#Footnote_9_32" class="fnanchor">[9]</a><i>Three</i>, we push the needle's eye<br />
+<span class='pagenum'><a name="Page_19" id="Page_19">[19]</a></span>With our thimble carefully.<br />
+<br />
+<a name="FNanchor_10_33" id="FNanchor_10_33"></a><a href="#Footnote_10_33" class="fnanchor">[10]</a><i>Four</i>, we draw the needle out,<br />
+Minding well what we're about.<br />
+Thread from needle need not slip,<br />
+If a good look-out we keep.<br />
+</div>
+
+<p>After practising this game several times,
+the children will be ready for the sewing
+drill given on p. 270, 'Kindergarten Guide.'</p>
+
+
+<div class="footnotes"><h3>NOTES:</h3>
+
+<div class="footnote"><p><a name="Footnote_1_24" id="Footnote_1_24"></a><a href="#FNanchor_1_24"><span class="label">[1]</span></a> Hold left hand up.</p></div>
+
+<div class="footnote"><p><a name="Footnote_2_25" id="Footnote_2_25"></a><a href="#FNanchor_2_25"><span class="label">[2]</span></a> Hold right hand up.</p></div>
+
+<div class="footnote"><p><a name="Footnote_3_26" id="Footnote_3_26"></a><a href="#FNanchor_3_26"><span class="label">[3]</span></a> Hold up forefinger of left hand vertically.</p></div>
+
+<div class="footnote"><p><a name="Footnote_4_27" id="Footnote_4_27"></a><a href="#FNanchor_4_27"><span class="label">[4]</span></a> Hem of pinafore or pocket handkerchief to be
+placed round left forefinger.</p></div>
+
+<div class="footnote"><p><a name="Footnote_5_28" id="Footnote_5_28"></a><a href="#FNanchor_5_28"><span class="label">[5]</span></a> Hold up right hand with thumb and forefinger in
+position as if holding needle.</p></div>
+
+<div class="footnote"><p><a name="Footnote_6_29" id="Footnote_6_29"></a><a href="#FNanchor_6_29"><span class="label">[6]</span></a> Pretend to take a stitch.</p></div>
+
+<div class="footnote"><p><a name="Footnote_7_30" id="Footnote_7_30"></a><a href="#FNanchor_7_30"><span class="label">[7]</span></a> Hold up sewing with both hands.</p></div>
+
+<div class="footnote"><p><a name="Footnote_8_31" id="Footnote_8_31"></a><a href="#FNanchor_8_31"><span class="label">[8]</span></a> Hem in position (see No. 4).</p></div>
+
+<div class="footnote"><p><a name="Footnote_9_32" id="Footnote_9_32"></a><a href="#FNanchor_9_32"><span class="label">[9]</span></a> Pretend to push needle (which is supposed to be
+in the hem) with thimble.</p></div>
+
+<div class="footnote"><p><a name="Footnote_10_33" id="Footnote_10_33"></a><a href="#FNanchor_10_33"><span class="label">[10]</span></a> Pretend to draw needle out.</p></div>
+</div>
+
+<div class='center'><br />10. <i>KNITTING GAME</i></div>
+
+<p>Each child should have a pair of knitting-pins
+(<a name="FNanchor_A_34" id="FNanchor_A_34"></a><a href="#Footnote_A_34" class="fnanchor">[A]</a>wooden ones are the best for
+learning), and the teacher should have a
+pair also. As the teacher stands facing the
+children, her <i>left</i> hand is opposite to their
+<i>right</i>, and she should, consequently, use her
+<i>left</i> needle to take the stitch, &amp;c., otherwise
+the children will be confused.</p>
+
+<div class='center'><span class="smcap">Teacher</span></div>
+
+<div class='poem'>
+I will teach you how to knit,<br />
+<span class='pagenum'><a name="Page_20" id="Page_20">[20]</a></span><span style="margin-left: 1em;">If you listen, dears, to me;</span><br />
+And I'm sure you will admit<br />
+<span style="margin-left: 1em;">It is easy as can be.</span><br />
+<br />
+Put the pins all ready,<a name="FNanchor_1_35" id="FNanchor_1_35"></a><a href="#Footnote_1_35" class="fnanchor">[1]</a> so,<br />
+<span style="margin-left: 1em;">Hold one firmly with each hand;</span><br />
+Then the knitting drill I give<br />
+<span style="margin-left: 1em;">You must try to understand.</span><br />
+<br />
+<a name="FNanchor_2_36" id="FNanchor_2_36"></a><a href="#Footnote_2_36" class="fnanchor">[2]</a>Take a stitch at number <i>One</i>,<br />
+<span style="margin-left: 1em;">And when I say, 'Number <i>Two</i>,'</span><br />
+<a name="FNanchor_3_37" id="FNanchor_3_37"></a><a href="#Footnote_3_37" class="fnanchor">[3]</a>Hold the wool in your right hand,<br />
+<span style="margin-left: 1em;">And then throw it over, so.</span><br />
+<br />
+<a name="FNanchor_4_38" id="FNanchor_4_38"></a><a href="#Footnote_4_38" class="fnanchor">[4]</a>Now the pin that's underneath<br />
+<span style="margin-left: 1em;">To the top must come at <i>Three</i>,</span><br />
+<a name="FNanchor_5_39" id="FNanchor_5_39"></a><a href="#Footnote_5_39" class="fnanchor">[5]</a>Slip the loop at number <i>Four</i><br />
+<span style="margin-left: 1em;">From the left pin carefully.</span><br />
+</div>
+
+<p>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.'</p>
+
+<div class="footnotes"><h3>NOTES:</h3>
+
+<div class="footnote"><p><a name="Footnote_A_34" id="Footnote_A_34"></a><a href="#FNanchor_A_34"><span class="label">[A]</span></a> <a href="#Appendix_V">Appendix V</a>.</p></div>
+
+<div class="footnote"><p><a name="Footnote_1_35" id="Footnote_1_35"></a><a href="#FNanchor_1_35"><span class="label">[1]</span></a> Teacher puts her pins in position.</p></div>
+
+<div class="footnote"><p><a name="Footnote_2_36" id="Footnote_2_36"></a><a href="#FNanchor_2_36"><span class="label">[2]</span></a> Put end of <i>right</i> pin under end of left.</p></div>
+
+<div class="footnote"><p><a name="Footnote_3_37" id="Footnote_3_37"></a><a href="#FNanchor_3_37"><span class="label">[3]</span></a> Pretend to put wool round end of right-hand pin
+as in actual knitting.</p></div>
+
+<div class="footnote"><p><a name="Footnote_4_38" id="Footnote_4_38"></a><a href="#FNanchor_4_38"><span class="label">[4]</span></a> Bring right-hand pin to the top.</p></div>
+
+<div class="footnote"><p><a name="Footnote_5_39" id="Footnote_5_39"></a><a href="#FNanchor_5_39"><span class="label">[5]</span></a> Slide the right pin off the left.</p></div>
+</div>
+
+
+<div class="figcenter" style="width: 399px;"><a name="Page_22" id="Page_22"></a>
+<img src="images/i034.jpg" width="399" height="600" alt="Fig. 2.&mdash;the sign-post" title="" />
+<span class="caption">Fig. 2.&mdash;<span class='smcap'>the sign-post</span></span>
+</div><p><span class='pagenum'><a name="Page_23" id="Page_23">[23]</a></span></p>
+
+
+<div class='center'><br />11. <i>THE SIGN-POST</i></div>
+
+<div class="figcenter" style="width: 200px;">
+<img src="images/i035.png" width="200" height="156" alt="Crossroads" title="" />
+</div>
+
+<p><i>Directions.</i>&mdash;The children make roads by
+standing in lines (see diagram). Four
+children should stand at the place marked
+&times; (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<span class='pagenum'><a name="Page_24" id="Page_24">[24]</a></span>
+they reach the sign-post, then all repeat the
+lines:</p>
+
+<div class='poem'>
+The little travellers do not know<br />
+Which way to go, which way to go,<br />
+But here's a sign-post that will tell;<br />
+Ah! now they know the way quite well.<br />
+</div>
+
+<p>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.</p>
+
+
+<div class='center'><br /><a name="Game_12" id="Game_12"></a>12. <i>ASKING WAY IN STREET</i></div>
+
+<p><i>Preliminary.</i>&mdash;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.</p>
+
+<p>It is doubtless desirable that children<span class='pagenum'><a name="Page_25" id="Page_25">[25]</a></span>
+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.</p>
+
+<p>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 &times; meets a gentleman (a little boy),
+who asks, 'Can you please direct me to
+Queen Street?' 'Yes,' she replies, 'it is<span class='pagenum'><a name="Page_26" id="Page_26">[26]</a></span>
+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, <i>e.g.</i> Queen Street is on
+the <i>right</i> 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.'</p>
+
+<div class="figcenter" style="width: 225px;">
+<img src="images/i038.png" width="225" height="249" alt="Neighborhood" title="" />
+</div><p><span class='pagenum'><a name="Page_27" id="Page_27">[27]</a></span></p>
+
+
+<div class='center'><br />13. <i>POLITENESS IN STREETS</i></div>
+
+<p>The streets (<a href="#Page_26">p. 26</a>) 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.</p>
+
+<p>When the game is fairly started, the
+two verses which follow may be repeated by
+all the children:</p>
+
+<div class='poem'>
+Keep always to the right<br />
+<span style="margin-left: 1em;">When in the street you walk,</span><br />
+And please remember this&mdash;<br />
+<span style="margin-left: 1em;">Do not too loudly talk.</span><br />
+<br />
+We must not stare at folks,<br />
+<span style="margin-left: 1em;">Or turn to look behind;</span><br />
+Be kind, but never rude&mdash;<br />
+<span style="margin-left: 1em;">A good rule you will find.</span><br />
+</div>
+
+<p>A little girl who is walking drops her<span class='pagenum'><a name="Page_28" id="Page_28">[28]</a></span>
+handkerchief; then, after going a few yards
+further, stops and says:</p>
+
+<div class='poem'>
+Where is my handkerchief? oh dear!<br />
+I must have dropped it somewhere near.<br />
+</div>
+
+<p>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.</p>
+
+
+<div class='center'><br />14. <i>DRESSING CHILDREN</i></div>
+
+<p>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:</p>
+
+<div class='poem'>
+Ready for the babies stand,<br />
+See they come with hat in hand.<br />
+Bigger children always should<br />
+To little ones be kind and good.<br />
+</div>
+
+<p><span class='pagenum'><a name="Page_29" id="Page_29">[29]</a></span>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.'</p>
+
+<p>This game should be played just before
+the children are dismissed, or before playtime.</p>
+
+<p>N.B.&mdash;How to tie a bow may be learnt
+from Game No. 7, <a href="#Page_12">p. 12</a>.</p>
+
+
+<div class='center'><br /><a name="Game_15" id="Game_15"></a>15. <i>FATHER BRINGING PRESENTS</i></div>
+
+<p><i>Object of Game.</i>&mdash;Anyone who has
+observed children cannot fail to have
+noticed how very often they have to be
+<i>prompted</i> 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.</p>
+
+<p>A 'house' is formed by a ring of children
+(see <a href="#Page_ii">Frontispiece</a>, and description of same
+on p. <a href="#Page_31">31</a>). There should be three children
+in the ring to represent 'John,' 'Maud,'<span class='pagenum'><a name="Page_30" id="Page_30">[30]</a></span>
+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.</p>
+
+<p>After the meal is finished, the Father
+opens his portmanteau, and looking into it,
+says:</p>
+
+<div class='poem'>
+A ball for baby should be here,<br />
+<span style="margin-left: 4em;">[Takes out the ball and gives it.]</span><br />
+<br />
+<span style="margin-left: 6em;"><span class="smcap">Baby</span></span><br />
+Oh, thank you, thank you, Father dear.<br />
+<br />
+<span style="margin-left: 5em;"><span class="smcap">Father</span></span><br />
+A skipping-rope for Maud is this,<br />
+<span class='pagenum'><a name="Page_31" id="Page_31">[31]</a></span><span style="margin-left: 6em;">[Presents it to Maud.]</span><br />
+<br />
+<span style="margin-left: 6em;"><span class="smcap">Maud</span></span><br />
+I thank you, Father, with a kiss.<br />
+<span style="margin-left: 6em;">[Kisses Father.]</span><br />
+<br />
+<span style="margin-left: 5em;"><span class="smcap">Father</span></span><br />
+This cricket-ball for John will do.<br />
+<span style="margin-left: 6em;">[Hands John the ball.]</span><br />
+<br />
+<span style="margin-left: 6em;"><span class="smcap">John</span></span><br />
+Thank you, Papa, 'tis kind of you.<br />
+</div>
+
+<p><i>Frontispiece.</i>&mdash;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.</p>
+
+<p>To <i>knock</i> at the 'door' we rap on the
+floor.<span class='pagenum'><a name="Page_32" id="Page_32">[32]</a></span></p>
+
+
+<div class='center'><br />16. <i>GOING ERRANDS</i></div>
+
+<p>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.</p>
+
+<div class="figcenter" style="width: 225px;">
+<img src="images/i044.png" width="225" height="326" alt="House and garden diagram" title="" />
+</div>
+
+<p>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.<span class='pagenum'><a name="Page_33" id="Page_33">[33]</a></span></p>
+
+<p>In the 'garden' eight or ten children are
+engaged in playing a game. ('Drop, Drop,
+Drop,' No. 41, p. <a href="#Page_74">74</a>, 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:</p>
+
+<div class='poem'>
+'Nellie, Nellie!'<br />
+<span style="margin-left: 3em;">[Nellie at once answers:</span><br />
+'Yes, mother.'<br />
+<span style="margin-left: 2em;">[Leaves game immediately and runs to mother.]</span><br />
+<br />
+<span style="margin-left: 6em;"><span class="smcap">Mother</span></span><br />
+Baby cries, just soothe her, Nell.<br />
+Rock the cradle; that is well.<br />
+<span style="margin-left: 3em;">[Nellie sits down and rocks the cradle.]</span><br />
+</div>
+
+<p>The game proceeds for a little while, and
+then the 'mother' calls again:</p>
+
+<div class='poem'>
+'Johnnie!' [<i>Children say</i>], 'Mother calls you, see.'<br />
+<span style="margin-left: 6em;">[Johnnie runs quickly to the 'mother.']</span><br />
+<br />
+<span style="margin-left: 6em;"><span class="smcap">Mother</span></span><br />
+Go round to the shop for me.<br />
+<span style="margin-left: 6em;">[Gives him money and a basket.]</span><br />
+</div> <p><span class='pagenum'><a name="Page_34" id="Page_34">[34]</a></span></p>
+
+<p>Johnnie may go outside the room and
+come back again, or the game 'Shopping'
+(No. 6, <a href="#Page_10">p. 10</a>) 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:</p>
+
+<div class='poem'>
+Little children, always run<br />
+<span style="margin-left: 1em;">When your mother's voice is heard,</span><br />
+Leave your play whene'er she calls<br />
+<span style="margin-left: 1em;">Quickly mind her every word.</span><br />
+</div>
+
+
+<div class='center'><br />17. <i>TAKING FATHER'S TEA</i></div>
+
+<p>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
+<a href="#Page_31">p. 31</a>). Between the 'house' and the
+'workshop' there should be a 'street' (see
+Game No. 12, <a href="#Page_24">p. 24</a>). In the workshop
+there should be 'joiners' planing, hammering,
+sawing, &amp;c. (a set of toy tools might be<span class='pagenum'><a name="Page_35" id="Page_35">[35]</a></span>
+used for this), and in the 'house' a little
+girl should represent the 'mother.'</p>
+
+<p>Two children come walking quickly
+down the 'street' towards the 'house,'
+saying:</p>
+
+<div class='poem'>
+Straight away from school we go,<br />
+To take our father's tea, you know.<br />
+</div>
+
+<p>They enter the 'house,' and the 'mother'
+gives a jug to one and a basket to the other,
+and says:</p>
+
+<div class='poem'>
+With care the jug of tea you'll hold,<br />
+And make good haste lest it get cold.<br />
+</div>
+
+<p>Children reply:</p>
+
+<div class='poem'>
+Oh yes, dear mother, all you say<br />
+We'll mind right well&mdash;and now, away.<br />
+</div>
+
+<p>They walk up the 'street' to the 'workshop,'
+and the 'father'&mdash;a joiner with
+sleeves rolled up&mdash;comes to the door.</p>
+
+<div class='poem'>
+<span style="margin-left: 6em;"><span class="smcap">Father</span></span><br />
+<span class='pagenum'><a name="Page_36" id="Page_36">[36]</a></span>Ah! my children, here you come,<br />
+<br />
+<span style="margin-left: 5.5em;"><span class="smcap">Children</span></span><br />
+Yes, we've brought your tea from home.<br />
+</div>
+
+<p>Father takes the jug and basket, saying:</p>
+
+<div class='poem'>
+Thank you, now run home and play;<br />
+I am working late to-day.<br />
+</div>
+
+<p>Children say 'Good-bye,' and run off.</p>
+
+
+<div class='center'><br /><i>INVITATIONS</i></div>
+
+<p><i>Preliminary.</i>&mdash;Children should be taught
+to express thanks not only for tangible
+presents, as in Game No. <a href="#Game_15">15</a>, but also for
+kindness or favours received. The two games
+which follow are intended to teach this.</p>
+
+
+<div class='center'><br />18. <i>INVITATION TO PLAY</i></div>
+
+<p>A house with garden is needed; to make
+this the children join hands and stand as
+shown in diagram, <a href="#Page_32">p. 32</a>. In the 'house'<span class='pagenum'><a name="Page_37" id="Page_37">[37]</a></span>
+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'&mdash;(Mrs.
+Day), and a little girl&mdash;(Nell). A
+classroom may be used for this 'house' if
+more convenient.</p>
+
+<p>As the play proceeds the 'mother' comes
+to the 'door' to watch the children's game.
+Presently one of them&mdash;a boy&mdash;runs up to
+her and says:</p>
+
+<div class='poem'>
+Mamma, please, may we ask Nell Day<br />
+To come and have a game of play?<br />
+<span style="margin-left: 2em;">[The other children come and cluster round.]</span><br />
+<br />
+<span style="margin-left: 6em;"><span class="smcap">Mother</span></span><br />
+Oh, yes! I will a message send&mdash;<br />
+An invitation for your friend.<br />
+Just go and ask if Mrs. Day<br />
+Can spare Nellie to come all day.<br />
+<br />
+<span style="margin-left: 3em;"><span class="smcap">All the Children</span></span><br />
+Thank you, mother.<br />
+</div><p><span class='pagenum'><a name="Page_38" id="Page_38">[38]</a></span></p>
+
+<p>The boy runs off to Mrs. Day's house
+and knocks. Mrs. Day answers the door.</p>
+
+<div class='poem'>
+<span style="margin-left: 6.5em;"><span class="smcap">Child</span></span><br />
+Please, Mrs. Day, may Nellie come<br />
+To play all day with us at home?<br />
+</div>
+
+<p>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.</p>
+
+
+<div class='center'><br />19. <i>INVITATION TO DRIVE</i></div>
+
+<p>The house and garden described in
+Game No. 16, p. <a href="#Page_32">32</a>, 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'<span class='pagenum'><a name="Page_39" id="Page_39">[39]</a></span>
+is made in the same way as the 'coach'
+(Game No. 24, <a href="#Page_48">p. 48</a>), and has two horses
+instead of four. Gentleman walks through
+the 'garden,' knocks at the door, and says:</p>
+
+<div class='poem'>
+Good morning, madam; if I may,<br />
+I'll drive your children out to-day.<br />
+<br />
+<span style="margin-left: 6em;"><span class="smcap">Mother</span></span><br />
+<br />
+I thank you, sir [<i>beckons children to her</i>]; come children! [<i>children run to her</i>].<br />
+<br />
+<span style="margin-left: 5.5em;"><span class="smcap">Gentleman</span></span><br />
+Such busy, happy children, they<br />
+Shall drive with me far, far away.<br />
+<br />
+<span style="margin-left: 5.5em;"><span class="smcap">Children</span></span><br />
+Oh, thank you, sir, 'twill pleasant be<br />
+To ride with you nice things to see.<br />
+</div>
+
+<p>Children enter carriage, waving hands to
+'mother,' and saying:</p>
+
+<div class='poem'>
+Good-bye, dear mother, off we go,<br />
+The horses gallop fast, we know.<br />
+</div><p><span class='pagenum'><a name="Page_40" id="Page_40">[40]</a></span></p>
+
+
+<div class='center'><br /><a name="Game_20" id="Game_20"></a>20. <i>GETTING READY FOR BED</i></div>
+
+<p>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.</p>
+
+<p>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:</p>
+
+<div class='poem'>
+Come, children, get ready for bed, bed, bed,<br />
+And sister must wash you, as mother said,<br />
+The hands and the faces will all be clean,<br />
+Such nice, happy children, shall ne'er be seen.<br />
+</div>
+
+<p>The children instantly put toys and
+books away in their proper places, and
+reply:<span class='pagenum'><a name="Page_41" id="Page_41">[41]</a></span></p>
+
+<div class='poem'>
+Some folks they do cry, when they're washed, oh dear! dear!<br />
+Pray where do they live? We do not want them here.<br />
+Merry, happy little children, come and get well scrubbed,<br />
+But do not cry when you are washed and rubbed.<br />
+</div>
+
+<p>The 'sister' pretends to wash all the
+children; then they say:</p>
+
+<div class='poem'>
+Some folks they do cry when they're told, 'Time for bed,'<br />
+Some folks pout and say, 'Oh! let me play instead.'<br />
+Merry, happy little children, laughing go away,<br />
+Good-night, good-night, we'll play another day.<br />
+</div>
+
+<p>The children go out of the room kissing
+hands to those who are left, or to the elder
+'sister.'<span class='pagenum'><a name="Page_42" id="Page_42">[42]</a></span></p>
+
+
+<div class='center'><br />21. <i>WASHING ONE'S SELF</i></div>
+
+<p>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.</p>
+
+<div class='poem'>
+<a name="FNanchor_1_40" id="FNanchor_1_40"></a><a href="#Footnote_1_40" class="fnanchor">[1]</a>Wash your hands, dear children all,<br />
+<span style="margin-left: 1em;"><a name="FNanchor_2_41" id="FNanchor_2_41"></a><a href="#Footnote_2_41" class="fnanchor">[2]</a>Palms we rub and <a name="FNanchor_3_42" id="FNanchor_3_42"></a><a href="#Footnote_3_42" class="fnanchor">[3]</a>backs as well,</span><br />
+<a name="FNanchor_4_43" id="FNanchor_4_43"></a><a href="#Footnote_4_43" class="fnanchor">[4]</a>Round the wrist we leave no mark,<br />
+<span style="margin-left: 2.5em;">Else a sad tale that would tell;</span><br />
+<a name="FNanchor_5_44" id="FNanchor_5_44"></a><a href="#Footnote_5_44" class="fnanchor">[5]</a>Rub the knuckles, <a name="FNanchor_6_45" id="FNanchor_6_45"></a><a href="#Footnote_6_45" class="fnanchor">[6]</a>brush nails, too,<br />
+<span style="margin-left: 1.5em;">Clean, bright<a name="FNanchor_7_46" id="FNanchor_7_46"></a><a href="#Footnote_7_46" class="fnanchor">[7]</a> hands nice work can do.</span><br />
+<br />
+Now 'tis time to <a name="FNanchor_8_47" id="FNanchor_8_47"></a><a href="#Footnote_8_47" class="fnanchor">[8]</a>wash your face,<br />
+<span class='pagenum'><a name="Page_43" id="Page_43">[43]</a></span><span style="margin-left: 1em;"><a name="FNanchor_9_48" id="FNanchor_9_48"></a><a href="#Footnote_9_48" class="fnanchor">[9]</a>Soap your hands, and <a name="FNanchor_10_49" id="FNanchor_10_49"></a><a href="#Footnote_10_49" class="fnanchor">[10]</a>rub away,</span><br />
+<a name="FNanchor_11_50" id="FNanchor_11_50"></a><a href="#Footnote_11_50" class="fnanchor">[11]</a>Gently round the ears we go,<br />
+<span style="margin-left: 1em;"><a name="FNanchor_12_51" id="FNanchor_12_51"></a><a href="#Footnote_12_51" class="fnanchor">[12]</a>Don't forget your eyes, I say;</span><br />
+<a name="FNanchor_13_52" id="FNanchor_13_52"></a><a href="#Footnote_13_52" class="fnanchor">[13]</a>Nose, and <a name="FNanchor_14_53" id="FNanchor_14_53"></a><a href="#Footnote_14_53" class="fnanchor">[14]</a>mouth, and <a name="FNanchor_15_54" id="FNanchor_15_54"></a><a href="#Footnote_15_54" class="fnanchor">[15]</a>forehead high,<br />
+<a name="FNanchor_16_55" id="FNanchor_16_55"></a><a href="#Footnote_16_55" class="fnanchor">[16]</a>All to make quite clean we try.<br />
+</div>
+
+
+
+<div class="footnotes"><h3>NOTES:</h3>
+<p><i>Actions.</i>&mdash;</p>
+<div class="footnote"><p><a name="Footnote_1_40" id="Footnote_1_40"></a><a href="#FNanchor_1_40"><span class="label">[1]</span></a> Pretend to wash hands.</p></div>
+
+<div class="footnote"><p><a name="Footnote_2_41" id="Footnote_2_41"></a><a href="#FNanchor_2_41"><span class="label">[2]</span></a> Rub palms together.</p></div>
+
+<div class="footnote"><p><a name="Footnote_3_42" id="Footnote_3_42"></a><a href="#FNanchor_3_42"><span class="label">[3]</span></a> Rub back of left hand with palm of right.</p></div>
+
+<div class="footnote"><p><a name="Footnote_4_43" id="Footnote_4_43"></a><a href="#FNanchor_4_43"><span class="label">[4]</span></a> Wash left wrist, then right.</p></div>
+
+<div class="footnote"><p><a name="Footnote_5_44" id="Footnote_5_44"></a><a href="#FNanchor_5_44"><span class="label">[5]</span></a> Rub knuckles of both hands.</p></div>
+
+<div class="footnote"><p><a name="Footnote_6_45" id="Footnote_6_45"></a><a href="#FNanchor_6_45"><span class="label">[6]</span></a> Brush nails of left hand with right fist.</p></div>
+
+<div class="footnote"><p><a name="Footnote_7_46" id="Footnote_7_46"></a><a href="#FNanchor_7_46"><span class="label">[7]</span></a> Show hands.</p></div>
+
+<div class="footnote"><p><a name="Footnote_8_47" id="Footnote_8_47"></a><a href="#FNanchor_8_47"><span class="label">[8]</span></a> Touch face with both hands.</p></div>
+
+<div class="footnote"><p><a name="Footnote_9_48" id="Footnote_9_48"></a><a href="#FNanchor_9_48"><span class="label">[9]</span></a> Pretend to rub soap on hands.</p></div>
+
+<div class="footnote"><p><a name="Footnote_10_49" id="Footnote_10_49"></a><a href="#FNanchor_10_49"><span class="label">[10]</span></a> Rub hands together.</p></div>
+
+<div class="footnote"><p><a name="Footnote_11_50" id="Footnote_11_50"></a><a href="#FNanchor_11_50"><span class="label">[11]</span></a> Wash the ears.</p></div>
+
+<div class="footnote"><p><a name="Footnote_12_51" id="Footnote_12_51"></a><a href="#FNanchor_12_51"><span class="label">[12]</span></a> Wash eyes.</p></div>
+
+<div class="footnote"><p><a name="Footnote_13_52" id="Footnote_13_52"></a><a href="#FNanchor_13_52"><span class="label">[13]</span></a> Rub the nose.</p></div>
+
+<div class="footnote"><p><a name="Footnote_14_53" id="Footnote_14_53"></a><a href="#FNanchor_14_53"><span class="label">[14]</span></a> Wash round mouth.</p></div>
+
+<div class="footnote"><p><a name="Footnote_15_54" id="Footnote_15_54"></a><a href="#FNanchor_15_54"><span class="label">[15]</span></a> Rub forehead.</p></div>
+
+<div class="footnote"><p><a name="Footnote_16_55" id="Footnote_16_55"></a><a href="#FNanchor_16_55"><span class="label">[16]</span></a> Rub all the face.</p></div>
+</div>
+
+<div class='center'><br />22. <i>ASKING FOR DRINK OF WATER</i></div>
+
+<p><i>Preliminary.</i>&mdash;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.</p>
+
+<p><i>Directions.</i>&mdash;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.</p>
+
+<p>The 'man' comes and knocks at the<span class='pagenum'><a name="Page_44" id="Page_44">[44]</a></span>
+door, which is opened by a little girl; he
+then says:</p>
+
+<div class='poem'>
+A drink of water, please, I pray,<br />
+You'll give me, madam, this hot day.<br />
+</div>
+
+<p>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.</p>
+
+
+<div class='center'><br />23. <i>THE FOX AND THE TIGER</i></div>
+
+<p><i>Directions.</i>&mdash;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:</p>
+
+<div class='poem'>
+Beech and chestnut, birch and oak<br />
+<span style="margin-left: 1em;">Are the names of English trees,</span><br />
+Elm and willow, poplar, ash,<br />
+<span style="margin-left: 1em;">Soon you will remember these.</span><br />
+</div>
+<p><span class='pagenum'><a name="Page_46" id="Page_46">[46]</a></span><span class='pagenum'><a name="Page_45" id="Page_45">[45]</a></span></p>
+
+<div class="figcenter" style="width: 333px;">
+<img src="images/i058.jpg" width="333" height="500" alt="Fig. 3.&mdash;fox&#39;s den" title="" />
+<span class="caption">Fig. 3.&mdash;<span class='smcap'>fox&#39;s den</span></span>
+</div><p><span class='pagenum'><a name="Page_47" id="Page_47">[47]</a></span></p>
+
+<p>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 <i>branches</i> 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:</p>
+
+<div class='poem'>
+I go to find a duck<br />
+<span style="margin-left: 1em;">For dinner this fine day,</span><br />
+And you, my pretty cubs,<br />
+<span style="margin-left: 1em;">Will stay at home and play.</span><br />
+</div>
+
+<p>While she is absent, the tiger comes<span class='pagenum'><a name="Page_48" id="Page_48">[48]</a></span>
+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.</p>
+
+
+<div class='center'><br />24. <i>THE COACH GAME</i></div>
+
+<div class="figcenter" style="width: 225px;">
+<img src="images/i060.png" width="225" height="241" alt="Number diagram" title="" />
+</div>
+
+<p>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,<span class='pagenum'><a name="Page_49" id="Page_49">[49]</a></span>
+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:</p>
+
+<div class='poem'>
+Here is my coach, who'll come and ride?<br />
+The door, you see, is open wide.<br />
+</div>
+
+<p>Four 'passengers' advance, and the
+'driver' makes way for them to enter the
+'coach' between '10' and '12,' saying:</p>
+
+<div class='poem'>
+Jump in quick! quick! not long we stay,<br />
+Then ready! steady! right away!<br />
+</div>
+
+<p>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.</p>
+
+<p>The above game may be played in conjunction
+with Nos. <a href="#Game_25">25</a>, <a href="#Game_26">26</a> and <a href="#Game_27">27</a>.<span class='pagenum'><a name="Page_50" id="Page_50">[50]</a></span></p>
+
+
+<div class='center'><br /><a name="Game_25" id="Game_25"></a>25. <i>THE STABLE</i></div>
+
+<p>This game may be played immediately
+after 'The Coach,' or it may be played
+alone.</p>
+
+<p><i>Directions.</i>&mdash;The 'stable' is formed by a
+number of children who stand in rows (see
+diagram) and join hands.</p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/i062.png" width="400" height="156" alt="Chidlren forming the stable diagram" title="" />
+</div>
+
+<p>The 'hostler' (a boy) should stand near
+the 'stable.' When the 'coach' (Game
+No. 24, <a href="#Page_48">p. 48</a>) drives up, he goes to the
+driver and asks:</p>
+
+<div class='center'><span class="smcap">Hostler</span></div>
+
+<div class='poem'>
+Shall I take your horses for a rest and feed?<br />
+They are tired, I think, sir, and a drink they need.<br />
+</div>
+<p><span class='pagenum'><a name="Page_51" id="Page_51">[51]</a></span></p>
+
+<div class='center'><span class="smcap">Driver</span></div>
+
+<div class='poem'>
+Yes, good hostler, take and give them nice fresh corn,<br />
+With a pail of water; they have worked since morn.<br />
+</div>
+
+<p>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 1<i>d.</i>, would do), and each
+drinks. After this he rubs them down, using
+a brush or his hand.</p>
+
+
+<div class='center'><br /><a name="Game_26" id="Game_26"></a>26. <i>VISITING GRANDMAMMA</i></div>
+
+<p><i>Directions.</i>&mdash;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 <a href="#Page_ii">Frontispiece</a>,
+and description of same on <a href="#Page_31">p. 31</a>), 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<span class='pagenum'><a name="Page_52" id="Page_52">[52]</a></span>
+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 <a href="#Page_ii">Frontispiece</a> on <a href="#Page_31">p. 31</a>) should be
+opened by a little maid, then the four
+children enter and repeat the lines:</p>
+
+<div class='poem'>
+<span style="margin-left: 4em;"><span class="smcap">Children altogether</span></span><br />
+Good morning, grandma, we have come<br />
+With messages from all at home.<br />
+<br />
+<span style="margin-left: 5em;"><span class="smcap">First Child</span></span><br />
+Mamma sends love, and I'm to say<br />
+She hopes you are quite well to-day.<br />
+<span style="margin-left: 6.5em;">[Grandma replies suitably.]</span><br />
+<br />
+<span style="margin-left: 4.5em;"><span class="smcap">Second Child</span></span><br />
+These flowers, dear grandma, are for you,<br />
+<span style="margin-left: 8.5em;">[Gives her flowers.]</span><br />
+In my small garden bed they grew.<br />
+<br />
+<span style="margin-left: 6em;"><span class="smcap">Grandma</span></span><br />
+Thank you, my dear.<br />
+<br />
+<span style="margin-left: 3em;"><span class="smcap">Third Child</span> [<i>handing a basket</i>]</span><br />
+And here are cakes that Nellie made<br />
+<span class='pagenum'><a name="Page_53" id="Page_53">[53]</a></span>To send to grandmamma, she said.<br />
+<br />
+<span style="margin-left: 2em;"><span class="smcap">Fourth Child</span> [<i>giving basket to grandma</i>]</span><br />
+Ripe fruit I bring for grandmamma,<br />
+These pears and plums are from papa.<br />
+</div>
+
+<p>When 'grandma' has thanked each of
+the children, they take leave of her and
+return home.</p>
+
+<p>The Guessing Rhyme, No. <a href="#Game_92">92</a>, might be
+given after playing the above game.</p>
+
+
+<div class='center'><br /><a name="Game_27" id="Game_27"></a>27. <i>PAYING CALLS</i></div>
+
+<p><i>Directions.</i>&mdash;A ring of children form the
+'house' (see <a href="#Page_ii">Frontispiece</a>, and description of
+same on <a href="#Page_31">p. 31</a>) 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.</p>
+
+<div class='poem'>
+<span style="margin-left: 6em;"><span class="smcap">Visitor</span></span><br />
+How do you do, dear Mrs. Brown?<br />
+<span class='pagenum'><a name="Page_54" id="Page_54">[54]</a></span>I've called upon you going to town.<br />
+<br />
+<span style="margin-left: 6em;"><span class="smcap">Mother</span></span><br />
+I'm quite well, thank you, Mrs. May,<br />
+And glad to see you this fine day.<br />
+</div>
+
+<p>The visitor then walks in and speaks to
+the children one by one; they should answer
+without hesitation. Children are generally
+very shy and awkward when addressed by
+strangers, but they should be encouraged to
+reply with confidence and ease. Perhaps
+these little games may help to give them
+confidence.</p>
+
+<p>The game 'Paying Calls' might appropriately
+be followed by 'Afternoon Tea';
+both these are played with great glee by the
+little girls.</p>
+
+
+<div class='center'><br />28. <i>AFTERNOON TEA</i></div>
+
+<p>The tea-tray is brought in by one of the
+children and placed on a table near the
+'mother,' who pours out the tea. One of
+the children carries a cup to the visitor,
+and hands it to her, asking:&mdash;</p>
+
+<div class='poem'>
+<span class='pagenum'><a name="Page_55" id="Page_55">[55]</a></span>Will you take a cup of tea?<br />
+<br />
+<span style="margin-left: 6em;"><span class="smcap">Visitor</span></span><br />
+Yes, refreshing it will be.<br />
+<span style="margin-left: 3.5em;">[Takes the cup and says 'Thank you.']</span><br />
+</div>
+
+<p>A plate or d'oyley may be placed in the
+lap of the visitor for the bread or biscuit,
+which the child hands, saying:&mdash;</p>
+
+<div class='poem'>
+Bread and butter, biscuits, cake.<br />
+<br />
+<span style="margin-left: 6em;"><span class="smcap">Visitor</span></span><br />
+Please a biscuit I will take.<br />
+</div>
+
+<p>The 'mother' may serve the children
+with tea, or there may be other visitors
+calling, then the time of the children will
+be occupied in attending to them.</p>
+
+<p>When Mrs. May has finished, the child
+says:&mdash;</p>
+
+<div class='poem'>
+Shall I take your cup away,<br />
+And your plate, too, Mrs. May?<br />
+<span style="margin-left: 7em;">[Takes them away.]</span><br />
+</div>
+
+<p>By-and-by the visitor takes leave of the
+'mother' and children, bidding each 'Good-day,'
+and the 'door' is opened for her by
+one of the children.<span class='pagenum'><a name="Page_56" id="Page_56">[56]</a></span></p>
+
+
+<div class='center'><br />29. <i>SPRING FLOWERS</i></div>
+
+<p>All the children join to form a large ring,
+and one of the taller girls stands in the
+centre to represent 'Spring.' The twelve
+flowers mentioned in the verses should be
+represented by twelve children standing at
+intervals in the ring. Before commencing
+the game, the child who represents 'Spring'
+might appropriately repeat the lines of
+Guessing Rhyme No. 74, p. <a href="#Page_95">95</a>.</p>
+
+<p>The 'Flowers' step forward from the
+larger ring as the name of each is mentioned
+in the verses, and form a smaller circle
+round 'Spring.' The children should join
+hands to close up the gap which is left by
+each 'Flower' as it steps forward to join the
+small circle.</p>
+
+<div class='poem'>
+A Daffodil am I,<br />
+<span style="margin-left: 1em;">And I a Daisy small;</span><br />
+A Bluebell I come here,<br />
+<span class='pagenum'><a name="Page_57" id="Page_57">[57]</a></span><span style="margin-left: 1em;">I'm Buttercup so tall.</span><br />
+<br />
+The Cowslip should come next,<br />
+<span style="margin-left: 1em;">And then the Violet sweet,</span><br />
+The Snowdrop fair and white,<br />
+<span style="margin-left: 1em;">The Crocus trim and neat.</span><br />
+<br />
+The starry Celandine,<br />
+<span style="margin-left: 1em;">Anemone, so fair,</span><br />
+The yellow Primrose, sweet,<br />
+<span style="margin-left: 1em;">Lily, with fragrance rare.</span><br />
+</div>
+
+<p>The 'Flowers' then join hands and
+repeat the verse following:&mdash;</p>
+
+<div class='poem'>
+Whene'er Spring shows her face<br />
+<span style="margin-left: 1em;">The flowers all come again,</span><br />
+We cluster round the 'Spring,'<br />
+<span style="margin-left: 8em;">[All the Flowers bow.]</span><br />
+<span style="margin-left: 1em;">We follow in her train.</span><br />
+<span style="margin-left: 8em;">[Flowers turn to right.]</span><br />
+</div>
+
+<p>'Spring' marches round inside the larger
+ring, and the 'Flowers' follow in order.</p>
+
+
+<div class='center'><br />30. <i>SUMMER FLOWERS</i></div>
+
+<p>This game is played like the game of
+'Spring Flowers' (see instructions on p. <a href="#Page_56">56</a>).<span class='pagenum'><a name="Page_58" id="Page_58">[58]</a></span></p>
+
+<p>The girl chosen to represent 'Summer'
+may repeat the verse given in Guessing
+Rhyme No. 75, p. <a href="#Page_95">95</a>, and then the 'Flowers'
+step forward as their names are mentioned in
+the rhymes which follow.</p>
+
+<div class='poem'>
+First comes the Pink Wild Rose,<br />
+<span style="margin-left: 6.5em;">[Rose steps forward.]</span><br />
+<span style="margin-left: 1em;">The White rose, too, is here</span><br />
+Next Honeysuckle sweet,<br />
+<span style="margin-left: 1em;">And Foxglove standing near.</span><br />
+<br />
+The scented Mignonette,<br />
+<span style="margin-left: 1em;">Dog-daisy gold and white,</span><br />
+The pretty Cornflower blue,<br />
+<span style="margin-left: 1em;">And Marigold so bright.</span><br />
+<br />
+A Campion white grows here,<br />
+<span style="margin-left: 1em;">And next a Campion pink,</span><br />
+Here's Clover from the field,<br />
+<span style="margin-left: 1em;">Harebell comes next, I think.</span><br />
+</div>
+
+<p>The 'Flowers' then join hands and
+repeat the following rhyme:&mdash;</p>
+
+<div class='poem'>
+A ring we make round Summer sweet,<br />
+Oh Summer, Summer, thee we greet:<br />
+<span class='pagenum'><a name="Page_59" id="Page_59">[59]</a></span><span style="margin-left: 13.5em;">[All bow.]</span><br />
+For bright and happy is our play<br />
+All through the livelong Summer day.<br />
+</div>
+
+<p>The 'Flowers' then dance round
+'Summer.'</p>
+
+
+<div class='center'><br />31. <i>THE THREE BEARS</i></div>
+
+<p>This game may be played either in
+the home, schoolroom or classroom. The
+words should be learnt previously as a
+recitation.</p>
+
+<p><i>Materials required.</i>&mdash;Three mugs or
+basins of various sizes, with a spoon in each;
+three stools or chairs of various sizes, and
+three beds. The latter may be made by
+laying shawls or coats on the forms or floor.
+The 'beds' should vary in size, the first
+being the largest, the next smaller, the third
+smaller still.</p>
+
+<p>Three boys or girls should be chosen to
+represent the Three Bears, and these also
+should vary in size. The 'Bears' go outside
+the room.</p>
+
+<p>The child who represents the little girl<span class='pagenum'><a name="Page_60" id="Page_60">[60]</a></span>
+should know the rhymes well. When all is
+ready she comes in and, standing near the
+open door, says:&mdash;</p>
+
+<div class='poem'>
+What a funny house I see!<br />
+<span style="margin-left: 1em;">Surely I may step inside,</span><br />
+All is quiet as can be,<br />
+<span style="margin-left: 1em;">And the door is open wide.</span><br />
+<span style="margin-left: 5em;">[Walks slowly towards the mugs.]</span><br />
+<br />
+Pots of food are near the fire.<br />
+<span style="margin-left: 1em;">I must taste them, one [tastes the first], two [tastes the second], three [tastes the third];</span><br />
+Oh, how good, I'll eat it all,<br />
+<span style="margin-left: 1em;">For my breakfast it shall be.</span><br />
+<span style="margin-left: 5em;">[Puts the mug down and turns to stools.]</span><br />
+<br />
+Three stools! first [sits on first] and next [sits on it] too high,<br />
+<span style="margin-left: 1em;">Tiny one is just for me.</span><br />
+<span style="margin-left: 8em;">[Sits on third.]</span><br />
+Oh, 'tis broken [tumbles off], off I go,<br />
+<span style="margin-left: 1em;">What else is there yet to see?</span><br />
+<span style="margin-left: 8em;">[Walks towards beds.]</span><br />
+<br />
+Beds, a large one [lies down], that is hard, [Rises.]<br />
+<span class='pagenum'><a name="Page_61" id="Page_61">[61]</a></span><span style="margin-left: 1em;">This one [pointing to middle bed] is too long, I fear,</span><br />
+Oh, how soft [lies down in little bed], I'll take a rest,<br />
+<span style="margin-left: 1em;">In the little bed just here.</span><br />
+<span style="margin-left: 11.5em;">[Pretends to sleep.]</span><br />
+</div>
+
+<p>The three bears come tramping in. The
+big one takes up his mug and says, 'Who
+has been at my porridge?' The second bear
+says the same; and then the little bear takes
+up his mug and says, 'Who has been at my
+porridge and eaten it all up?'</p>
+
+<p>They proceed in the same way with the
+stools, the little bear finishing with 'Who
+has been sitting on my stool, and broken
+it?'</p>
+
+<p>Then they go to the beds in order, asking
+one after the other, 'Who has been at my
+bed?' until it comes to the little bear's turn,
+when he says, 'Who has been at my bed?
+and here she is still!'</p>
+
+<p>The little girl now opens her eyes, and,
+seeing the bears, jumps up quickly and
+runs off.<span class='pagenum'><a name="Page_62" id="Page_62">[62]</a></span></p>
+
+
+<div class='center'><br />32. <i>IMITATING CRIES OF ANIMALS</i></div>
+
+<p>(A simple game for the very smallest
+children.)</p>
+
+<p>One child comes out to stand in front of
+the class and says:&mdash;</p>
+
+<div class='poem'>
+Listen to the cry I make,<br />
+Then, if you the trouble take,<br />
+<span style="margin-left: 2em;">You may guess my name.</span><br />
+</div>
+
+<p>He then imitates the cry of some animal,
+the 'bark' of a dog, the 'mew' of a cat, or
+the 'crowing' of the cock, and the children
+who wish to answer hold out the hand.
+The child who is allowed to give the name
+of the animal represented by the cry comes
+out (if the answer is correct) and makes the
+cry of another animal, first repeating the
+lines as before. The following are some of
+the cries that the children may be able to
+imitate, 'cluck, cluck' (hen), 'quacking'
+(duck), 'hissing' (goose), 'neighing' (horse),
+'braying' (donkey), 'grunting' (pig), 'chirping'
+(bird) or talking like the parrot.<span class='pagenum'><a name="Page_63" id="Page_63">[63]</a></span></p>
+
+
+<div class='center'><br />33. <i>CHARADES</i></div>
+
+<p><i>Preliminary.</i>&mdash;Everyone knows how fond
+children are of representing ideas by action.
+It is for this reason that charades are
+recommended here. It will, of course, be
+necessary for the teacher to assist and
+suggest, but the children soon acquire confidence,
+and their acting, being perfectly
+natural, is often remarkably good.</p>
+
+<p>A very simple little charade is given as
+an example.</p>
+
+<p>The children who are to take part go out
+of the room for a few minutes with the
+teacher. We will suppose the word chosen
+is</p>
+
+<div class='center'><span class="smcap">Tea-cake</span></div>
+
+<p><span class="smcap">Act I.</span>&mdash;The teacher is to be the 'mother'
+and the rest are children. The 'mother'
+enters and sits down; presently the children
+come trooping in from school and gather
+round her. She asks what they have been
+doing at school, each one tells her something<span class='pagenum'><a name="Page_64" id="Page_64">[64]</a></span>
+about its work or play, and then one child
+asks, 'May we have tea, mother, please?'
+'Yes,' says the mother, 'go and take off
+your hats and we will get it ready.' (End
+of Act I.)</p>
+
+<p><span class="smcap">Act II.</span>&mdash;The tea-table is prepared (see
+Game No. <a href="#Game_1">1</a>, which is similar) and the
+children sit down to tea. (The 'guessing'
+children should be told to listen carefully to
+what is said during tea.) One child asks
+for the <i>cake</i> to be passed, another for bread
+and butter, and so on. (End of Act II.)</p>
+
+<p><span class="smcap">Act III.</span>&mdash;In the last act the whole word
+is to be given. The children pretend to
+have a baker's shop (see 'Shopping Game,'
+No. 6), one child keeps the shop, and the
+rest come to buy. One asks for a loaf,
+another for rolls, a third buys a <i>tea-cake</i>,
+and so on.</p>
+
+<p>Bricks and tablets may be used for the
+loaves and cakes, or they may be made in
+the clay-modelling lesson and kept for this
+game.<span class='pagenum'><a name="Page_65" id="Page_65">[65]</a></span></p>
+
+<p><i>Finding the word.</i>&mdash;The children who
+have been listening are now asked to guess,
+and may be encouraged by remarks, such as,
+'Think of the first act, and what the
+children said to their mother.'</p>
+
+<p>'Remember the tea-table and what was
+said there.'</p>
+
+<p>Some of the words thus obtained may
+be written on the blackboard, words for each
+act being put in separate columns.</p>
+
+<p>'Now what did the baker sell?' In this
+way the answer is soon obtained.</p>
+
+<p>It is well worth while to help the children
+to learn how to play charades, because it
+makes such a pleasant home-play for them
+in wintry and wet weather.</p>
+
+
+<div class='center'><br />34. <i>PASSING THE STICK</i></div>
+
+<p>The children sit round the room, or
+stand in a semi-circle. The teacher should
+start the game, standing at the left extremity<span class='pagenum'><a name="Page_66" id="Page_66">[66]</a></span>
+of the semi-circle, with the stick in her right
+hand, and repeat the lines:&mdash;</p>
+
+<div class='poem'>
+On the floor you see I <a href="#Footnote_1_56" class="fnanchor">[1]</a>tap my <a href="#Footnote_1_56" class="fnanchor">[1]</a>stick, <a href="#Footnote_1_56" class="fnanchor">[1]</a>stick, <a name="FNanchor_1_56" id="FNanchor_1_56"></a><a href="#Footnote_1_56" class="fnanchor">[1]</a>stick,<br />
+Then I <a name="FNanchor_2_57" id="FNanchor_2_57"></a><a href="#Footnote_2_57" class="fnanchor">[2]</a>pass it to my <a name="FNanchor_3_58" id="FNanchor_3_58"></a><a href="#Footnote_3_58" class="fnanchor">[3]</a>neighbour quick, quick, quick,<br />
+If you know it, then please do the trick, trick, trick.<br />
+</div>
+
+<p>The children who do not know the game
+will probably <i>omit</i> to pass the stick into the
+left hand; as each one tries to do the trick,
+the teacher says 'right' or 'wrong' as the
+case may be, and those who are wrong are
+told to notice particularly how the teacher
+does it.</p>
+
+<div class="footnotes"><h3>NOTES:</h3>
+
+<div class="footnote"><p><a name="Footnote_1_56" id="Footnote_1_56"></a><a href="#FNanchor_1_56"><span class="label">[1]</span></a> Tap floor.</p></div>
+
+<div class="footnote"><p><a name="Footnote_2_57" id="Footnote_2_57"></a><a href="#FNanchor_2_57"><span class="label">[2]</span></a> Pass stick from right hand to left.</p></div>
+
+<div class="footnote"><p><a name="Footnote_3_58" id="Footnote_3_58"></a><a href="#FNanchor_3_58"><span class="label">[3]</span></a> Give it to neighbour.</p></div>
+</div>
+
+<div class='center'><br />35. <i>FINDING THE THIMBLE</i></div>
+
+<p>This is a favourite game and can be
+played with very little noise. At home, <i>all</i><span class='pagenum'><a name="Page_67" id="Page_67">[67]</a></span>
+the children would go out of the room
+except the one who remains behind to hide
+the thimble, but when played in the school
+or classroom, it will be sufficient if six
+children are sent out.</p>
+
+<p>The thimble is to be placed where it can
+be seen, the children are then called in, and
+the one who has hid it says:&mdash;</p>
+
+<div class='poem'>
+Try to find the thimble out,<br />
+Use your eyes and look about,<br />
+Look before and look behind,<br />
+And when you the thimble find,<br />
+<span style="margin-left: 8em;">Just sit down.</span><br />
+</div>
+
+<p>As soon as any child sees the thimble,
+he takes a seat and remains quite still until
+all the seekers have seen it, and each in
+turn has sat down. Then the child who
+<i>first</i> saw the thimble takes it from its hiding-place,
+and has the privilege of remaining
+behind to hide it next time. Different
+children should go out each time, so that all
+may have a turn.<span class='pagenum'><a name="Page_68" id="Page_68">[68]</a></span></p>
+
+
+<div class='center'><br />36. <i>THROWING THE HANDKERCHIEF</i></div>
+
+<p>The children stand in a ring, or sit round
+the room, one child standing in the middle.
+The handkerchief is thrown from one to
+another, and the one who is 'out' tries to
+find a child with the handkerchief in its
+hand. As soon as he can do this, the child
+who was caught with the handkerchief has
+to stand in the centre, and the other one
+sits down, or stands in the ring, as the case
+may be.</p>
+
+<p>As the game begins, the children say:&mdash;</p>
+
+<div class='poem'>
+<span style="margin-left: 1em;">The handkerchief is thrown,</span><br />
+<span style="margin-left: 1em;">Find quickly where 'tis gone:</span><br />
+From you to me, from me to you,<br />
+To keep it long will never do.<br />
+</div>
+<p><span class='pagenum'><a name="Page_69" id="Page_69">[69]</a></span></p>
+
+
+<div class='center'><br />37. <i>PICKING UP POTATOES</i></div>
+
+<p>Take twelve potatoes and place them in
+two rows of six each, thus:&mdash;</p>
+
+<div class="figcenter" style="width: 250px;">
+<img src="images/i081.png" width="250" height="51" alt="How to lay the potoatoes" title="" />
+</div>
+
+<p>Two medium-sized spoons are required
+with which to take up the potatoes, and a
+basket is placed two or three yards away to
+receive them.</p>
+
+<p>Two children are chosen to pick up the
+potatoes, one standing at the end of each
+row. The rest of the children may be
+grouped on the gallery, or may stand round
+in a ring.</p>
+
+<p>The following verse is repeated either by
+teacher alone, or by all the children, as the
+spoon is handed to each child.</p>
+
+<div class='poem'>
+Take this spoon, and with it see<br />
+That you lift so carefully<br />
+These potatoes. One! two! three!<br />
+</div>
+<p><span class='pagenum'><a name="Page_70" id="Page_70">[70]</a></span></p>
+
+<p>The last three words are said slowly, and
+the game is to begin immediately 'three' is
+said. The child who gets his row of
+potatoes <i>first</i> picked up and deposited in the
+basket wins the game. The potatoes are
+not to be touched, except by the spoon, and
+they are to be carried one by one in the
+spoon to the basket.<span class='pagenum'><a name="Page_71" id="Page_71">[71]</a></span></p>
+
+
+
+<hr style="width: 65%;" />
+<h2>II. GAMES FOR THE PLAYGROUND</h2>
+
+
+<div class='center'><br />38. <i>THROWING THE BALL</i></div>
+
+<p>One child holds the ball in her hand and
+stands at a little distance from the wall
+against which it is to be thrown. The
+other children are gathered near in a group
+or semi-circle. When all are ready, the
+children say:&mdash;</p>
+
+<div class='poem'>
+Throw the ball against the wall,<br />
+Then we'll listen for your call.<br />
+</div>
+
+<p>The child who is holding the ball
+replies:&mdash;</p>
+
+<p>'One, two, three, Pollie Burton' (supposing
+that to be the name of the child
+called), and throws the ball, all the children
+running off except the one whose name was
+mentioned. If the latter is successful in<span class='pagenum'><a name="Page_72" id="Page_72">[72]</a></span>
+catching the ball, it is returned to the girl
+who had it first and the game is repeated,
+another name being substituted. If the ball
+is not caught, the child who was called picks
+it up and runs after the other children until
+she manages to hit some one with it. The
+child who is hit picks up the ball and all
+return to the starting place. The lines are
+again repeated and the game proceeds as
+before.</p>
+
+
+<div class='center'><br />39. <i>LAME LASSIE</i></div>
+
+<p>At the commencement of the game the
+children stand in a large ring, and the girl
+who is to be 'Lame lassie' stands in the
+centre. The children then say:&mdash;</p>
+
+<div class='poem'>
+Now Lame lassie give us chase,<br />
+Get one quick to fill your place.<br />
+</div>
+
+<p>They all run off, and 'Lame lassie'
+follows until she manages to touch some
+other child. Wherever the latter is
+touched, she must place her hand on that<span class='pagenum'><a name="Page_73" id="Page_73">[73]</a></span>
+particular spot and run after the others until
+she is successful in reaching some one else.
+Sometimes a child will be holding its
+shoulder or elbow, or it may have to hold
+up one leg and hop on the other. This is a
+game which causes much fun and merriment.</p>
+
+
+<div class='center'><br />40. <i>POLLY FLINDERS</i></div>
+
+<p>The children form a ring, joining hands,
+and one child sits in the middle. Those
+who form the ring walk round singing to the
+tune of 'The Keel Bow.'</p>
+
+<div class='poem'>
+<span style="margin-left: 1em;">Here's Polly Flinders,</span><br />
+<span style="margin-left: 1em;">She sits on the cinders,</span><br />
+Waits for a fairy to come and bring her news.<br />
+<span style="margin-left: 1em;">Stand upon your feet, dear,</span><br />
+<span style="margin-left: 1em;">Take a look around here,</span><br />
+Kiss the one you love best, the one you like to choose.<br />
+</div>
+
+<p>At the word 'stand' the child in the
+centre rises to her feet, and when the rhyme<span class='pagenum'><a name="Page_74" id="Page_74">[74]</a></span>
+is ended she chooses a child to take her
+place in the centre and returns to the ring.
+All the children stand still while the choice
+is being made.</p>
+
+
+<div class='center'><br />41. <i>DROP, DROP, DROP</i></div>
+
+<p>The children stand eighteen inches
+apart in a ring, <i>not</i> joining hands.</p>
+
+<p>One child walks round the ring, holding
+a handkerchief in her hand, and repeating
+the words:&mdash;</p>
+
+<div class='poem'>
+One, two, three,<br />
+Come follow me,<br />
+Drop, drop, drop,<br />
+Where shall I stop?<br />
+</div>
+
+<p>At the word 'stop,' she drops the handkerchief
+near one of the children, and runs;
+the child picks it up and follows her as she
+threads her way in and out of the ring,
+until she is caught. Then the 'chaser'
+goes round the ring with the handkerchief,
+repeating the rhyme, and the child who was
+caught stands in the other one's place.<span class='pagenum'><a name="Page_75" id="Page_75">[75]</a></span></p>
+
+
+<div class='center'><br />42. <i>PUSS IN THE CORNER</i></div>
+
+<p>This game may be played by four
+children, each standing at a corner, with one
+in the centre for 'pussy,' or it maybe played
+by a ring of children.</p>
+
+<p>The child who is 'pussy' stands in the
+centre of the ring, and the others say:&mdash;</p>
+
+<div class='poem'>
+Pussy cat, pussy cat looking so spry,<br />
+Might very soon catch us, if she would but try.<br />
+</div>
+
+<p>Two children then beckon to each other
+and exchange places. (If a ring is formed,
+the two children should come from opposite
+sides of it.) As they are crossing, 'pussy'
+tries to catch one of them; if she succeeds,
+the child who is caught stands in the centre,
+and the old 'pussy' takes her place in the
+ring or corner.<span class='pagenum'><a name="Page_76" id="Page_76">[76]</a></span></p>
+
+
+<div class='center'><br />43. <i>WOLF AND SHEEP</i></div>
+
+<p>One child is the 'wolf' and stands on
+one side of the playground, while the rest
+of the children are 'sheep,' and stand in a
+row on the opposite side.</p>
+
+<div class='poem'>
+<i>Wolf</i>: Where's your shepherd, pretty sheep?<br />
+<i>Sheep</i>: In his cottage, fast asleep.<br />
+<i>Wolf</i>: I will catch you as you run,<br />
+<i>Sheep</i>: If we let you, there's the fun!<br />
+</div>
+
+<p>The 'wolf' and 'sheep' then change
+sides, and in crossing the 'wolf' touches as
+many of the 'sheep' as she can; these all
+go to her side and help to catch more
+'sheep' next time. The game proceeds
+until all the 'sheep' are caught except one,
+and that one is 'wolf' next time.<span class='pagenum'><a name="Page_77" id="Page_77">[77]</a></span></p>
+
+
+<div class='center'><br />44. <i>DANCING GAME</i></div>
+
+<p>The children stand in two rows facing
+each other, thus:&mdash;</p>
+
+<div class="figcenter" style="width: 300px;">
+<img src="images/i089.png" width="300" height="105" alt="How to line up for the dance" title="" />
+<span class="caption">How to line up for the dance</span>
+</div>
+
+<p>The following is sung to the tune of
+'Pop Goes the Weasel.'</p>
+
+<div class='poem'>
+Have you seen my monkey, Jack?<br />
+<span style="margin-left: 1em;">Gay old Jack, so funny!</span><br />
+He can climb, or nuts can crack,<br />
+<span style="margin-left: 1em;">Or take your money.</span><br />
+</div>
+
+<p>As the children begin to sing, '<b>a</b>' and
+'<b>b</b>' join hands and dance down to '<b>o</b>,' then
+change hands and dance back again to [];
+then '<b>a</b>' goes behind '<b>e</b>' as shown by line
+'<b>g</b>,' and stands at '<b>c</b>,' while '<b>b</b>' goes behind
+'<b>f</b>,' following the line '<b>h</b>' and stands at '<b>d</b>';<span class='pagenum'><a name="Page_78" id="Page_78">[78]</a></span>
+'<b>e</b>' and '<b>f</b>' proceed in the same way, and
+each couple follows in turn.</p>
+
+
+<div class='center'><br />45. <i>DUCKING UNDER</i></div>
+
+<p>The children stand in rows facing each
+other, each child holding the handkerchief
+of its opposite partner, and so helping to
+make a long tunnel. As they stand thus
+the verse is repeated:&mdash;</p>
+
+<div class='poem'>
+Ducking under is the game,<br />
+<span style="margin-left: 1em;">Are you ready, children, all?</span><br />
+Hold your handkerchiefs quite fast,<br />
+<span style="margin-left: 1em;">Then run under when I call,</span><br />
+<span style="margin-left: 9em;">One, two, three.</span><br />
+<br /></div>
+
+<div class="figcenter" style="width: 300px;">
+<img src="images/i090.png" width="300" height="34" alt="Ducking under diagram" title="" />
+</div>
+
+<p>At 'three,' '<b>a</b>' and '<b>b</b>' run under, and
+stand at '<b>c</b>' and '<b>d</b>' respectively, extending
+handkerchiefs as quickly as possible, so that
+the next couple may be able to pass under.
+The couple who stood next '<b>a</b>' and '<b>b</b>' at<span class='pagenum'><a name="Page_79" id="Page_79">[79]</a></span>
+the beginning follow, then the next couple,
+and so on until the 'tunnel' has moved
+round the playground.</p>
+
+
+<div class='center'><br />46. <i>WHO'LL GO A-HUNTING</i></div>
+
+<div class="figcenter" style="width: 215px;">
+<img src="images/i091.png" width="215" height="250" alt="Who&#39;ll go a-hunting diagram" title="" />
+</div>
+
+<p>The children stand behind each other in
+couples at one end of the playground, ready
+to dance off when the song begins. They
+start from point '<b>b</b>,' and each holds his
+partner's hand until the other end of the
+playground is reached, point '<b>a</b>,' then the
+hands are dropped; one goes to the left
+(following direction of arrow '<b>c</b>'), the other<span class='pagenum'><a name="Page_80" id="Page_80">[80]</a></span>
+to the right (arrow '<b>d</b>'), and they meet
+again at the starting point '<b>b</b>,' where they
+join hands and repeat the movement.</p>
+
+<p>The following is sung to the tune of
+'Weel may the Keel Row.'</p>
+
+<div class='poem'>
+Who'll go a-hunting, a-hunting, a-hunting,<br />
+Oh! who'll go a-hunting this merry, merry day?<br />
+We'll catch the sly old fox&mdash;O,<br />
+Safe in a box&mdash;O,<br />
+Then who'll go a-hunting this merry, merry day?<br />
+</div>
+
+
+<div class='center'><br />47. <i>SHEEP GATHERING</i></div>
+
+<p>Two rows of children are formed facing
+each other, with a long chalk line between.
+The children join hands.</p>
+
+<p>[The first row advances to the chalk line, singing:&mdash;</p>
+
+<p><span class="smcap">Key F.</span></p>
+
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/i092.png" width="400" height="95" alt="Sheep Gathering Song Part 1" title="" />
+</div>
+<p><span class='pagenum'><a name="Page_81" id="Page_81">[81]</a></span><span style="margin-left: 26.5em;">[First line recedes as second advances.</span></p>
+<p><span style="margin-left: 26.5em;">[Second line advances singing:&mdash;</span><br /></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/i093.png" width="400" height="88" alt="Sheep Gathering Song Part 2" title="" />
+</div>
+
+<p>[Second line retires, and first again advances singing:&mdash;</p>
+
+<div class='poem'>
+Mary Burton [or any other name] is the name,<br />
+<span style="margin-left: 1.5em;">so send her right away, away,</span><br />
+</div>
+
+<p>[Second line advances as first retires and sings:&mdash;</p>
+
+<div class='poem'>
+Johnny Smith [or any other name] will come to<br />
+<span style="margin-left: 1em;">fetch her, then begins the play.</span><br />
+</div>
+
+<p>The two children named then come out,
+and joining hands with the line between
+them, try to pull each other over the line.
+If the child from first line succeeds, then
+both children join that line, or <i>vice vers&acirc;</i>,
+and the game begins again.<span class='pagenum'><a name="Page_82" id="Page_82">[82]</a></span></p>
+
+
+<div class='center'><br />48. <i>HOPPING GAME</i></div>
+
+<p>Squares are chalked on the ground,
+thus:&mdash;</p>
+
+<div class="figcenter" style="width: 166px;">
+<img src="images/i094.png" width="166" height="400" alt="Hopping Game diagram" title="" />
+</div>
+
+<div class='unindent'><br />and a stone or pebble is put at the place
+marked <b>&times;</b>.</div>
+
+<p>The object of the game is to pass the
+pebble into each square with one foot only,
+following the numbers in order. The child<span class='pagenum'><a name="Page_83" id="Page_83">[83]</a></span>
+who is to begin the game stands near the
+pebble, while the children say:&mdash;</p>
+
+<div class='poem'>
+Here is a game for you, hippity, hop,<br />
+Into the next place you make the stone pop.<br />
+</div>
+
+<p>The child then sends the stone into No.
+1 square (hopping on one foot), from that
+into Nos. 2, 3, 4 and so on. If the stone be
+sent outside the square into which it should
+go, the player is out, and another begins.
+The child who first gets the pebble into No.
+10 square, having passed it into each of the
+others successively, keeping on one foot all
+the time, wins the game.</p>
+
+
+<div class='center'><br />49. <i>MAKING A CHAIN</i></div>
+
+<p>The game is started by one child who
+catches another and says:&mdash;</p>
+
+<div class='poem'>
+I have caught you, come away,<br />
+Let us make a chain to-day.<br />
+</div>
+<p><span class='pagenum'><a name="Page_84" id="Page_84">[84]</a></span></p>
+
+<p>The two then join hands and catch
+another, repeating the same words; then the
+three start off and catch another, and so on
+until all are caught.</p>
+
+<p>The last child caught starts the game
+again, or the completed 'chain' may form a
+ring and play one of the ring games, Nos.
+40, 41, 42.</p>
+
+
+<div class='center'><br />50. <i>MOTHER, MAY WE GO OUT TO PLAY?</i></div>
+
+<p>One corner of the playground may be
+the 'house' in which the 'mother' sits. If
+the game is played by the children elsewhere,
+they will probably mark out the shape
+of the 'house' on the ground with stones or
+pebbles, a practice of which they are very
+fond. The children come to the 'house'
+where the 'mother' sits, and standing in
+front of her, ask:&mdash;</p>
+
+<div class='poem'>
+<i>Children</i>:   Mother, may we go out and play?<br />
+<span style="margin-left: 1em;"><i>Mother</i>: Yes, good children, that you may.</span><br />
+</div>
+<p><span class='pagenum'><a name="Page_85" id="Page_85">[85]</a></span></p>
+
+<p>The children then run away, and after
+a little while return to the mother; she
+asks:&mdash;</p>
+
+<div class='poem'>
+<span style="margin-left: 1em;"><i>Mother:</i> Where have you been?</span><br />
+<i>Children:</i>   Away up the hill.<br />
+<span style="margin-left: 1em;"><i>Mother:</i> What have you seen?</span><br />
+<i>Children:</i>   A house by a mill.<br />
+<span style="margin-left: 1em;"><i>Mother:</i> Who was there in it?</span><br />
+<i>Children:</i>   A little, old man.<br />
+<span style="margin-left: 1em;"><i>Mother:</i> What said he to you?</span><br />
+<i>Children:</i>   Catch me if you can.<br />
+</div>
+
+<p>The children then run off, and the
+'mother' chases until she has caught one
+or more; these are kept prisoners in the
+'house,' and the game proceeds until all are
+caught except one, and she is the 'mother'
+when the game begins again.</p>
+
+
+
+<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_87" id="Page_87">[87]</a></span></p>
+<h2>III. GUESSING RHYMES</h2>
+
+
+<p><i>Notes.</i>&mdash;The Guessing Rhymes are intended
+to be read by the teacher to the
+children, who then try to find out the word.
+The verse should be repeated slowly two or
+three times before the children are asked to
+guess. At first only the familiar and well-known
+objects should be given, and even then
+it will sometimes be necessary to assist the
+imagination of the children by a question or
+two. Before reading the rhyme, the teacher
+should say whether it is a flower, object or
+animal, &amp;c., that is to be guessed.</p>
+
+<p>The rhymes about animals, flowers, and
+natural phenomena will not be difficult to
+the children if these subjects have been
+included in their object lessons, or have
+formed the subject of 'morning talks' (see
+p. 14, 'Kindergarten Guide').<span class='pagenum'><a name="Page_88" id="Page_88">[88]</a></span></p>
+
+<p>The Nursery Rhymes will have been
+learnt by the children when they were in the
+Babies' class, and the rest of the rhymes
+belong to fairy tales that are commonly told
+to all children.</p>
+
+
+<div class='center'><br /><i>MISCELLANEOUS OBJECTS</i><br /><br /></div>
+
+<div class='poem'>
+<a name="Game_51" id="Game_51"></a>51. I'm tied up in a basin<br />
+<span style="margin-left: 3em;">And boiled well in a pan,</span><br />
+<span style="margin-left: 2em;">And then turned out and eaten,</span><br />
+<span style="margin-left: 3em;">So guess me if you can.</span><br />
+<span style="margin-left: 11.5em;"><span class="smcap">Pudding.</span></span><br />
+<br />
+52. Two hands I have, my face is round,<br />
+<span style="margin-left: 2em;">In father's pocket I am found,</span><br />
+<span style="margin-left: 2em;">My hands do move, I make a noise,</span><br />
+<span style="margin-left: 2em;">Now guess me quickly, girls and boys.</span><br />
+<span style="margin-left: 14em;"><span class="smcap">Watch.</span></span><br />
+<br />
+53. Are there cobwebs, is there dust,<br />
+<span style="margin-left: 3em;">Are there crumbs upon the floor?</span><br />
+<span style="margin-left: 2em;">Then you surely bring me out</span><br />
+<span style="margin-left: 3em;">From behind the pantry door,</span><br />
+<span style="margin-left: 2em;">And on sweeping days I'm seen,</span><br />
+<span style="margin-left: 2em;">Making all things nice and clean.</span><br />
+<span class='pagenum'><a name="Page_89" id="Page_89">[89]</a></span><span style="margin-left: 14.5em;"><span class="smcap">Brush.</span></span><br />
+<br />
+54. Sometimes I'm made of willows,<br />
+<span style="margin-left: 3em;">But oftener of wood,</span><br />
+<span style="margin-left: 2em;">Four legs they always give me,</span><br />
+<span style="margin-left: 3em;">Or else I am no good;</span><br />
+<span style="margin-left: 2em;">A back I should have also,</span><br />
+<span style="margin-left: 3em;">And two strong arms as well,</span><br />
+<span style="margin-left: 2em;">Now if you think it over,</span><br />
+<span style="margin-left: 3em;">My name you soon should tell.</span><br />
+<span style="margin-left: 13em;"><span class="smcap">Arm-chair.</span></span><br />
+<br />
+55. You have me in your pocket,<br />
+<span style="margin-left: 3em;">I'm square and white, 'tis true,</span><br />
+<span style="margin-left: 2em;">And many things I'm used for</span><br />
+<span style="margin-left: 3em;">By children, such as you.</span><br />
+<br />
+<span style="margin-left: 8em;"><span class="smcap">Pocket-handkerchief.</span></span><br />
+<br />
+56. I may be white, I may be brown,<br />
+<span style="margin-left: 2em;">You draw me up or pull me down,</span><br />
+<span style="margin-left: 2em;">At night I'm mostly down, you know,</span><br />
+<span style="margin-left: 2em;">But in the morning up I go.</span><br />
+<span style="margin-left: 12em;"><span class="smcap">Window Blind.</span></span><br />
+<br />
+<br />
+57. I glide along or fast or slow,<br />
+<span class='pagenum'><a name="Page_90" id="Page_90">[90]</a></span><span style="margin-left: 2em;">And only on the water go;</span><br />
+<span style="margin-left: 2em;">I'm long and narrow, and you see</span><br />
+<span style="margin-left: 2em;">My pointed end [bow] that first should be;</span><br />
+<span style="margin-left: 2em;">The broad end always goes behind [stern],</span><br />
+<span style="margin-left: 2em;">And both have names as you will find.</span><br />
+<span style="margin-left: 19em;"><span class="smcap">Boat.</span></span><br />
+<br />
+58. By steam alone I move and go,<br />
+<span style="margin-left: 2em;">Men have an engine down below;</span><br />
+<span style="margin-left: 2em;">Long journeys oftentimes I make,</span><br />
+<span style="margin-left: 2em;">When o'er the sea my way I take.</span><br />
+<span style="margin-left: 14.5em;"><span class="smcap">Steamer.</span></span><br />
+<br />
+59. I skim so lightly o'er the sea,<br />
+<span style="margin-left: 2em;">With wings outspread like bird so free,</span><br />
+<span style="margin-left: 2em;">What are my wings? [sails] and do you see</span><br />
+<span style="margin-left: 2em;">How o'er the waves they carry me?</span><br />
+<span style="margin-left: 14em;"><span class="smcap">Sail Boat.</span></span><br />
+<br />
+60. The fire burns very slowly,<br />
+<span style="margin-left: 3em;">You come to look for me,</span><br />
+<span style="margin-left: 2em;">I blow it till it blazes,</span><br />
+<span class='pagenum'><a name="Page_91" id="Page_91">[91]</a></span><span style="margin-left: 3em;">All bright and cheerfully;</span><br />
+<span style="margin-left: 2em;">I'm partly made of leather,</span><br />
+<span style="margin-left: 3em;">The rest is iron and wood,</span><br />
+<span style="margin-left: 2em;">I always have a round hole,</span><br />
+<span style="margin-left: 3em;">Or else I am no good.&mdash;<span class="smcap">Bellows.</span></span><br />
+<br />
+61. I'm made of wood, or made of clay,<br />
+<span style="margin-left: 2em;">And used at any time of day;</span><br />
+<span style="margin-left: 2em;">When father comes from work at night,</span><br />
+<span style="margin-left: 2em;">Perhaps he takes me, strikes a light,</span><br />
+<span style="margin-left: 2em;">And puffs&mdash;ah, then what do you smell?</span><br />
+<span style="margin-left: 2em;">Now surely you my name can tell.</span><br />
+<span style="margin-left: 16em;"><span class="smcap">Pipe.</span></span><br />
+</div>
+
+
+<div class='center'><br /><br /><i>ANIMALS</i><br /><br /></div>
+
+<div class='poem'>
+62. I watch your house all night,<br />
+<span style="margin-left: 3em;">When you're asleep, my dear,</span><br />
+<span style="margin-left: 2em;">If any thief should come,</span><br />
+<span style="margin-left: 3em;">My voice you soon would hear.</span><br />
+<span style="margin-left: 15em;"><span class="smcap">Dog.</span></span><br />
+<br />
+63. A gentle, timid creature, I<br />
+<span style="margin-left: 2em;">Shall soon run off if you come nigh;</span><br />
+<span style="margin-left: 2em;">My horns, like branches of a tree,</span><br />
+<span style="margin-left: 2em;">Above my head you always see.</span><br />
+<span class='pagenum'><a name="Page_92" id="Page_92">[92]</a></span><span style="margin-left: 16em;"><span class="smcap">Stag.</span></span><br />
+<br />
+64. A little, creeping thing I saw,<br />
+<span style="margin-left: 3em;">Upon a plant it stayed all day,</span><br />
+<span style="margin-left: 2em;">And very many legs it had,</span><br />
+<span style="margin-left: 3em;">And how it ate the leaves away!</span><br />
+<span style="margin-left: 12.5em;"><span class="smcap">Caterpillar.</span></span><br />
+<br />
+65. They are frisking in the field,<br />
+<span style="margin-left: 3em;">By the side of mother dear,</span><br />
+<span style="margin-left: 2em;">Playful, happy creatures, they</span><br />
+<span style="margin-left: 3em;">Never think of danger near,</span><br />
+<span style="margin-left: 2em;">And their coats so soft and light</span><br />
+<span style="margin-left: 2em;">Keep them warm by day and night.</span><br />
+<span style="margin-left: 15em;"><span class="smcap">Lambs.</span></span><br />
+<br />
+<br />
+66. I take my trunk with me, wherever I go,<br />
+<span style="margin-left: 2em;">'Tis not made of tin or of wood, oh, dear no,</span><br />
+<span style="margin-left: 2em;">I use it to lift to my mouth things I eat,</span><br />
+<span style="margin-left: 2em;">Just give me a biscuit, that would be a treat!</span><br />
+<span style="margin-left: 11em;"><span class="smcap">Elephant's Trunk.</span></span><br />
+<br />
+67. My coat is made of soft, warm fur,<br />
+<span style="margin-left: 3em;">My tail is thick and round,</span><br />
+<span style="margin-left: 2em;">My eyes are very sharp and bright,</span><br />
+<span class='pagenum'><a name="Page_93" id="Page_93">[93]</a></span><span style="margin-left: 3em;">Among the trees I'm found;</span><br />
+<span style="margin-left: 2em;">I like to crack the nuts, you see,</span><br />
+<span style="margin-left: 2em;">And jump about from tree to tree.</span><br />
+<span style="margin-left: 15em;"><span class="smcap">Squirrel.</span></span><br />
+</div>
+
+
+<div class='center'><br /><br /><i>FLOWERS</i><br /><br /></div>
+
+<div class='poem'>
+68. Before the winter changed to spring,<br />
+<span style="margin-left: 2em;">I saw a graceful, white, wee thing;</span><br />
+<span style="margin-left: 2em;">Its pretty bell was hanging down,</span><br />
+<span style="margin-left: 2em;">As if it thought, 'Too soon I've grown,'</span><br />
+<span style="margin-left: 2em;">Although more snow we yet may see,</span><br />
+<span style="margin-left: 2em;">We give glad welcome, flower, to thee.</span><br />
+<span style="margin-left: 14em;"><span class="smcap">Snow-drop.</span></span><br />
+<br />
+69. A yellow eye and frill of white,<br />
+<span style="margin-left: 2em;">Which closes up when comes the night,</span><br />
+<span style="margin-left: 2em;">Sometimes my frill is edged with pink,</span><br />
+<span style="margin-left: 2em;">Now, surely of my name you'll think.</span><br />
+<span style="margin-left: 15.5em;"><span class="smcap">Daisy.</span></span><br />
+<br />
+70. I come in the spring, and my bells are all blue,<br />
+<span style="margin-left: 2em;">A pretty blue carpet I'm spreading for you.</span><br />
+<span style="margin-left: 13em;"><span class="smcap">Wild Hyacinth.</span></span><br />
+<span class='pagenum'><a name="Page_94" id="Page_94">[94]</a></span><span style="margin-left: 5em;">(Commonly called 'Bluebell.')</span><br />
+<br />
+71. Another blue flower, that in summer we see,<br />
+<span style="margin-left: 2em;">Has bells that are larger, in which dips the bee,</span><br />
+<span style="margin-left: 2em;">And if you should give these blue bells a slight shake,</span><br />
+<span style="margin-left: 2em;">A pretty, soft tinkle for you they would make.</span><br />
+<span style="margin-left: 16em;"><span class="smcap">Harebell</span>.</span><br />
+<br />
+72. Five petals I have which are white, as I think,<br />
+<span style="margin-left: 2em;">Unless I should blush, then they turn rosy pink,</span><br />
+<span style="margin-left: 2em;">I smell, oh, so sweetly, now guess me quick, quick!</span><br />
+<span style="margin-left: 2em;">And mind, when you pluck me, the thorns do not prick.</span><br />
+<span style="margin-left: 15em;"><span class="smcap">Wild Rose</span>.</span><br />
+<br />
+73. All the hedge is snowy white,<br />
+<span style="margin-left: 2em;">Covered with my blossoms bright,</span><br />
+<span style="margin-left: 2em;">Sweetly I do smell, they say,</span><br />
+<span style="margin-left: 2em;">And I come in month of May.</span><br />
+<br />
+<span style="margin-left: 12em;"><span class="smcap">May Blossom</span>.</span><br />
+</div>
+<p><span class='pagenum'><a name="Page_95" id="Page_95">[95]</a></span></p>
+
+
+<div class='center'><br /><br /><i>NATURAL PHENOMENA</i><br /><br /></div>
+
+<div class='poem'>
+74. All the trees have buds of green,<br />
+<span style="margin-left: 2em;">Pretty, yellow flowers are seen,</span><br />
+<span style="margin-left: 2em;">Lambs are frisking, happy, free,</span><br />
+<span style="margin-left: 2em;">Pray what season can this be?</span><br />
+<span style="margin-left: 16em;"><span class="smcap">Spring.</span></span><br />
+<br />
+75. Sunny days so bright and long,<br />
+<span style="margin-left: 2em;">Sweet, new hay, and mower's song,</span><br />
+<span style="margin-left: 2em;">Honeysuckle, roses sweet,</span><br />
+<span style="margin-left: 2em;">Holidays, that are a treat.</span><br />
+<span style="margin-left: 16em;"><span class="smcap">Summer.</span></span><br />
+<br />
+76. The reapers' scythes are heard among the yellow corn,<br />
+<span style="margin-left: 2em;">There's harvest moon at night, and frosty air at morn,</span><br />
+<span style="margin-left: 2em;">The hunter sounds his horn, ripe nuts and fruits are here,</span><br />
+<span style="margin-left: 2em;">The leaves go whirling by, and colder days draw near.</span><br />
+<span class='pagenum'><a name="Page_96" id="Page_96">[96]</a></span><span style="margin-left: 16em;"><span class="smcap">Autumn.</span></span><br />
+<br />
+77. Now we have the North wind bold,<br />
+<span style="margin-left: 2em;">Bringing frost and snow and cold,</span><br />
+<span style="margin-left: 2em;">Sliding, skating, oh what fun,</span><br />
+<span style="margin-left: 2em;">When this season is begun!</span><br />
+<span style="margin-left: 16em;"><span class="smcap">Winter.</span></span><br />
+<br />
+78. Four sisters come past, one by one, every year,<br />
+<span style="margin-left: 2em;">The <i>first</i>, in a dress of green buds will appear,</span><br />
+<span style="margin-left: 2em;">The <i>second</i> brings roses and flowers, oh, so sweet,</span><br />
+<span style="margin-left: 2em;">The <i>third</i> scatters gold and brown leaves at our feet,</span><br />
+<span style="margin-left: 2em;">The <i>fourth</i> often wears a white robe&mdash;now please tell</span><br />
+<span style="margin-left: 2em;">The names of these sisters, you know them quite well.</span><br />
+<span style="margin-left: 18em;"><span class="smcap">The Four Seasons.</span></span><br />
+<br />
+79. We are sometimes dark and heavy,<br />
+<span style="margin-left: 3em;">Then you think there will be rain,</span><br />
+<span style="margin-left: 2em;">We are sometimes light and fleecy,</span><br />
+<span style="margin-left: 3em;">And the blue sky shows again,</span><br />
+<span style="margin-left: 2em;">If you would see us, look above,</span><br />
+<span style="margin-left: 2em;">Across the sky we always move.</span><br />
+<span class='pagenum'><a name="Page_97" id="Page_97">[97]</a></span><span style="margin-left: 15em;"><span class="smcap">Clouds.</span></span><br />
+<br />
+80. On a frosty morning, you may sometimes see<br />
+<span style="margin-left: 2em;">All the fields and houses white as white can be,</span><br />
+<span style="margin-left: 2em;">If the sun arise, the whiteness soon will go,</span><br />
+<span style="margin-left: 2em;">Pray what can its name be? for it is not snow.</span><br />
+<span style="margin-left: 14em;"><span class="smcap">Hoar-frost.</span></span><br />
+<br />
+81. In the early morning<br />
+<span style="margin-left: 3em;">Drops are shining clear,</span><br />
+<span style="margin-left: 2em;">On the leaves and grasses,</span><br />
+<span style="margin-left: 3em;">In the flower-cups here;</span><br />
+<span style="margin-left: 2em;">Through the night 'tis falling,</span><br />
+<span style="margin-left: 3em;">But by noon of day,</span><br />
+<span style="margin-left: 2em;">Sunshine warm and pleasant</span><br />
+<span style="margin-left: 2em;">Sends it quite away.</span><br />
+<span style="margin-left: 9em;"><span class="smcap">Dew.</span></span><br />
+<br />
+82. You want me very much when you go to fly your kite,<br />
+<span class='pagenum'><a name="Page_98" id="Page_98">[98]</a></span><span style="margin-left: 2em;">I send it soaring upwards, to such a great, great height,</span><br />
+<span style="margin-left: 2em;">Sometimes I lift your hat off, and you to catch it fly,</span><br />
+<span style="margin-left: 2em;">You wonder where I come from, so now to guess me try.</span><br />
+<span style="margin-left: 21em;"><span class="smcap">Wind.</span></span><br />
+</div>
+
+
+<div class='center'><br /><br /><i>NURSERY RHYMES</i><br /><br /></div>
+
+<div class='poem'>
+83. A little boy once had a horn,<br />
+<span style="margin-left: 2em;">I think he lived among the corn,</span><br />
+<span style="margin-left: 2em;">And wore a pretty dress of blue,</span><br />
+<span style="margin-left: 2em;">I've nearly told his name to you.</span><br />
+<span style="margin-left: 12em;"><span class="smcap">Little Boy Blue.</span></span><br />
+<br />
+84. A boy and girl walked up a hill,<br />
+<span style="margin-left: 3em;">But tumble, tumble, down they came,</span><br />
+<span style="margin-left: 2em;">And where's the water? where the pail?</span><br />
+<span style="margin-left: 3em;">Of each poor child you know the name.</span><br />
+<span style="margin-left: 12em;"><span class="smcap">Jack and Jill.</span></span><br />
+<br />
+85. Somebody has a garden,<br />
+<span style="margin-left: 3em;">We ask her how it grows,</span><br />
+<span style="margin-left: 2em;">Such funny things she says are there,</span><br />
+<span style="margin-left: 3em;">A-growing all in rows.</span><br />
+<span class='pagenum'><a name="Page_99" id="Page_99">[99]</a></span><span style="margin-left: 4em;"><span class="smcap">Mary, Mary, Quite Contrary.</span></span><br />
+<br />
+86. Who sat down in a corner,<br />
+<span style="margin-left: 3em;">One Christmas, long ago,</span><br />
+<span style="margin-left: 2em;">And thought himself a good, good boy,</span><br />
+<span style="margin-left: 3em;">While eating pie, you know?</span><br />
+<span style="margin-left: 10em;"><span class="smcap">Little Jack Horner.</span></span><br />
+<br />
+87. 'Twas something about a supper,<br />
+<span style="margin-left: 3em;">And something about a knife,</span><br />
+<span style="margin-left: 2em;">And something about a boy that cried,</span><br />
+<span style="margin-left: 3em;">And something about a wife.</span><br />
+<span style="margin-left: 10em;"><span class="smcap">Little Tom Tucker.</span></span><br />
+<br />
+88. 'Where is your flock, my little maid?'<br />
+<span style="margin-left: 2em;">'They're lost, all lost, kind sir,' she said,</span><br />
+<span style="margin-left: 2em;">'I slept and dreamed, but found not one,</span><br />
+<span style="margin-left: 2em;">Ah! here they are with tails all gone!'</span><br />
+<span style="margin-left: 12em;"><span class="smcap">Little Bopeep.</span></span><br />
+<br />
+89. She had a dog, and he could smoke,<br />
+<span style="margin-left: 3em;">And dance, and laugh or cry,</span><br />
+<span style="margin-left: 2em;">This woman and her dog you know,</span><br />
+<span style="margin-left: 3em;">To find her name please try.</span><br />
+<span class='pagenum'><a name="Page_100" id="Page_100">[100]</a></span><span style="margin-left: 10em;"><span class="smcap">Mother Hubbard.</span></span><br />
+<br />
+90. He tumbled from a wall so high,<br />
+<span style="margin-left: 2em;">And if to pick him up they try,</span><br />
+<span style="margin-left: 2em;">They find it is in vain, in vain,</span><br />
+<span style="margin-left: 2em;">He cannot be picked up again.</span><br />
+<span style="margin-left: 12em;"><span class="smcap">Humpty Dumpty.</span></span><br />
+<br />
+91. She sat upon a little stool,<br />
+<span style="margin-left: 3em;">To eat her food one day,</span><br />
+<span style="margin-left: 2em;">A spider came and frightened her,</span><br />
+<span style="margin-left: 3em;">And quick she ran away.</span><br />
+<span style="margin-left: 8em;"><span class="smcap">Little Miss Muffet.</span></span><br />
+</div>
+
+
+<div class='center'><br /><br /><i>FAIRY TALES</i><br /><br /></div>
+
+<div class='poem'>
+<a name="Game_92" id="Game_92"></a>92. Who was it went her Grandmamma to see,<br />
+<span style="margin-left: 2em;">In cloak and hood as pretty as could be?</span><br />
+<span style="margin-left: 10em;"><span class="smcap">Red Riding Hood.</span></span><br />
+<br />
+93. And pray whom did she meet, that said 'Good-Day,<br />
+<span style="margin-left: 2em;">I'll race you, little maiden, all the way?'</span><br />
+<span class='pagenum'><a name="Page_101" id="Page_101">[101]</a></span><span style="margin-left: 16em;"><span class="smcap">Wolf.</span></span><br />
+<br />
+<span style="margin-left: 2em;">And when, at last, she reached her Grandma's house,</span><br />
+<span style="margin-left: 2em;">Who lay there in the bed, still as a mouse?</span><br />
+<span style="margin-left: 16em;"><span class="smcap">Wolf.</span></span><br />
+<br />
+94. She sat by the fire, and she looked oh, so sad,<br />
+<span style="margin-left: 2em;">Until a kind fairy made everything glad,</span><br />
+<span style="margin-left: 2em;">Away drove the maiden in carriage so bright,</span><br />
+<span style="margin-left: 2em;">With slippers that sparkled like jewels that night.</span><br />
+<span style="margin-left: 14em;"><span class="smcap">Cinderella.</span></span><br />
+<br />
+<span style="margin-left: 2em;">What time did the fairy tell someone to come</span><br />
+<span style="margin-left: 2em;">To her carriage, and quick, oh, so quickly drive home?</span><br />
+<span style="margin-left: 14em;"><span class="smcap">12 o'clock.</span></span><br />
+<br />
+<span style="margin-left: 2em;">And what did she lose? [Her slipper.] I think you know well,</span><br />
+<span class='pagenum'><a name="Page_102" id="Page_102">[102]</a></span><span style="margin-left: 2em;">And what was the end of it all, can you tell?</span><br />
+<br />
+95. They say she slept a hundred years,<br />
+<span style="margin-left: 3em;">Her hair down to her feet had grown,</span><br />
+<span style="margin-left: 2em;">And then the brave prince woke her up,</span><br />
+<span style="margin-left: 3em;">And claimed the maiden for his own.</span><br />
+<span style="margin-left: 10em;"><span class="smcap">Sleeping Beauty.</span></span><br />
+<br />
+96. He climbed a stalk so wondrous high,<br />
+<span style="margin-left: 2em;">It seemed almost to reach the sky,</span><br />
+<span style="margin-left: 2em;">And then he slew, so we are told,</span><br />
+<span style="margin-left: 2em;">A giant who was bad and bold.</span><br />
+<span style="margin-left: 8em;"><span class="smcap">Jack the Giant Killer.</span></span><br />
+<br />
+<a name="Game_97" id="Game_97"></a>97. Who was it had a pussy cat,<br />
+<span style="margin-left: 3em;">And sent it o'er the sea,</span><br />
+<span style="margin-left: 2em;">And then became Lord Mayor, they say,</span><br />
+<span style="margin-left: 3em;">And rich as rich could be?</span><br />
+<span style="margin-left: 8em;"><span class="smcap">Dick Whittington.</span></span><br />
+</div>
+
+
+
+<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_103" id="Page_103">[103]</a></span></p>
+<h2><i>Works by the same Author</i></h2>
+
+<div class='poem'>
+<a name="Appendix_I" id="Appendix_I"></a>1. 'The Dinner Table Song'} by Lois Bates,<br />
+<span style="margin-left: 1.5em;">'The Tea Table Song'&nbsp;  } 1<i>s.</i> 4<i>d.</i> each</span><br />
+<span style="margin-left: 1.5em;">Song, 'Washing Dishes' }(E. J. Arnold.)</span><br />
+<br />
+<a name="Appendix_II" id="Appendix_II"></a>2. Foot-Rules, 9<i>d.</i> per dozen.<br />
+<br />
+<a name="Appendix_III" id="Appendix_III"></a>3. 'Kindergarten Guide,' by Lois Bates, 6<i>s.</i> (Messrs. Longmans.)<br />
+<br />
+<a name="Appendix_IV" id="Appendix_IV"></a>4. Cardboard Coins. Box of 220, 1<i>s.</i> 8<i>d.</i><br />
+<br />
+<a name="Appendix_V" id="Appendix_V"></a>5. Wooden Knitting-pins. 10<i>d.</i> per dozen pairs.<br />
+</div>
+
+
+<div class='copyright'><br /><br /><br />&mdash;&mdash;&mdash;&mdash;&mdash;&mdash;&mdash;&mdash;&mdash;&mdash;&mdash;<br />
+<i>Spottiswoode &amp; Co. Printers, New-street Square, London.</i><br />
+</div>
+
+<hr style="width: 65%;" />
+
+<div class='tnote'><h3>Transcriber's Notes:</h3>
+<p>Obvious punctuation errors repaired.</p>
+<p><a href="#Page_x">Page x</a>, "Hubbare" changed to "Hubbard" (89. Mother Hubbard)</p>
+
+<p><a href="#Page_77">Page 77</a>, two facing brackets are used to show a drawn square in the text.</p>
+</div>
+
+
+
+
+
+
+
+
+<pre>
+
+
+
+
+
+End of Project Gutenberg's Games Without Music for Children, by Lois Bates
+
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+Project Gutenberg's Games Without Music for Children, by Lois Bates
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Games Without Music for Children
+
+Author: Lois Bates
+
+Release Date: August 23, 2011 [EBook #37165]
+
+Language: English
+
+Character set encoding: ASCII
+
+*** START OF THIS PROJECT GUTENBERG EBOOK GAMES WITHOUT MUSIC FOR CHILDREN ***
+
+
+
+
+Produced by Emmy and the Online Distributed Proofreading
+Team at https://www.pgdp.net
+
+
+
+
+
+
+
+
+
+
+
+GAMES WITHOUT MUSIC
+
+[Illustration]
+
+
+[Transcriber's Notes: Bold text is show by surrounding =equal signs=.
+Italic text by surrounding _underscores_.
+
+On page 77, two facing brackets [] are used to show a drawn square in
+the text.]
+
+
+
+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
+
+
+  I. GAMES FOR THE SCHOOLROOM
+
+  NO. OF
+  GAME                                      PAGE
+
+   1. LAYING THE BREAKFAST-TABLE            1
+
+   2. THE BREAKFAST PARTY                   3
+
+   3. CLEARING THE TABLE                    4
+
+   4. WEIGHING                              6
+
+   5. MEASURING GAME                        8
+
+   6. SHOPPING                             10
+
+   7. TYING A BOW                          12
+
+   8. THIMBLE GAME                         16
+
+   9. SEWING GAME                          17
+
+  10. KNITTING GAME                        19
+
+  11. THE SIGN-POST                        23
+
+  12. ASKING WAY IN STREET                 24
+
+  13. POLITENESS IN STREETS                27
+
+  14. DRESSING CHILDREN                    28
+
+  15. FATHER BRINGING PRESENTS             29
+
+  16. GOING ERRANDS                        32
+
+  17. TAKING FATHER'S TEA                  34
+
+  18. INVITATION TO PLAY                   36
+
+  19. INVITATION TO DRIVE                  38
+
+  20. GETTING READY FOR BED                40
+
+  21. WASHING ONE'S SELF                   42
+
+  22. ASKING FOR DRINK OF WATER            43
+
+  23. THE FOX AND THE TIGER                44
+
+  24. THE COACH GAME                       48
+
+  25. THE STABLE                           50
+
+  26. VISITING GRANDMAMMA                  51
+
+  27. PAYING CALLS                         53
+
+  28. AFTERNOON TEA                        54
+
+  29. SPRING FLOWERS                       56
+
+  30. SUMMER FLOWERS                       57
+
+  31. THE THREE BEARS                      59
+
+  32. IMITATING CRIES OF ANIMALS           62
+
+  33. CHARADES                             63
+
+  34. PASSING THE STICK                    65
+
+  35. FINDING THE THIMBLE                  66
+
+  36. THROWING THE HANDKERCHIEF            68
+
+  37. PICKING UP POTATOES                  69
+
+
+  II. GAMES FOR THE PLAYGROUND
+
+  38. THROWING THE BALL                    71
+
+  39. LAME LASSIE                          72
+
+  40. POLLY FLINDERS                       73
+
+  41. DROP, DROP, DROP                     74
+
+  42. PUSS IN THE CORNER                   75
+
+  43. WOLF AND SHEEP                       76
+
+  44. DANCING GAME                         77
+
+  45. DUCKING UNDER                        78
+
+  46. WHO'LL GO A-HUNTING?                 79
+
+  47. SHEEP GATHERING                      80
+
+  48. HOPPING GAME                         82
+
+  49. MAKING A CHAIN                       83
+
+  50. MOTHER, MAY WE GO OUT TO PLAY?       84
+
+
+  III. GUESSING RHYMES
+
+  _MISCELLANEOUS OBJECTS_, pp. 88-91
+
+  51. PUDDING
+
+  52. WATCH
+
+  53. BRUSH
+
+  54. ARM-CHAIR
+
+  55. POCKET-HANDKERCHIEF
+
+  56. WINDOW BLIND
+
+  57. BOAT
+
+  58. STEAMER
+
+  59. SAIL BOAT
+
+  60. BELLOWS
+
+  61. PIPE
+
+
+  _ANIMALS_, pp. 91-93
+
+  62. DOG
+
+  63. STAG
+
+  64. CATERPILLAR
+
+  65. LAMBS
+
+  66. ELEPHANT'S TRUNK
+
+  67. SQUIRREL
+
+
+  _FLOWERS_, pp. 93, 94
+
+  68. SNOW-DROP
+
+  69. DAISY
+
+  70. WILD HYACINTH
+
+  71. HAREBELL
+
+  72. WILD ROSE
+
+  73. MAY BLOSSOM
+
+
+  _NATURAL PHENOMENA_, pp. 95-98
+
+  74. SPRING
+
+  75. SUMMER
+
+  76. AUTUMN
+
+  77. WINTER
+
+  78. THE FOUR SEASONS
+
+  79. CLOUDS
+
+  80. HOAR-FROST
+
+  81. DEW
+
+  82. WIND
+
+
+  _NURSERY RHYMES_, pp. 98-100
+
+  83. LITTLE BOY BLUE
+
+  84. JACK AND JILL
+
+  85. MARY, MARY, QUITE CONTRARY
+
+  86. LITTLE JACK HORNER
+
+  87. LITTLE TOM TUCKER
+
+  88. LITTLE BOPEEP
+
+  89. MOTHER HUBBARD
+
+  90. HUMPTY DUMPTY
+
+  91. LITTLE MISS MUFFET
+
+
+  _FAIRY TALES_, pp. 100-102
+
+  92. RED RIDING HOOD
+
+  93. WOLF
+
+  94. CINDERELLA
+
+  95. SLEEPING BEAUTY
+
+  96. JACK THE GIANT KILLER
+
+  97. DICK WHITTINGTON
+
+
+
+
+ILLUSTRATIONS
+
+
+  THE 'HOUSE'      _Frontispiece_
+
+  FIG. 1.--HOW TO TIE A BOW      _page_ 14
+
+    "  2.--THE SIGN-POST      22
+
+    "  3.--FOX'S DEN      46
+
+
+
+
+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!
+
+[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.
+
+[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.
+
+
+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.
+
+[1] Show ounce weight.
+
+[2] Show pound weight.
+
+[3] Show the quarter-pound.
+
+[4] Show half-pound.
+
+
+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.
+
+[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.
+
+[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 3/4 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]
+
+[Illustration]
+
+[Transcriber's Note: The numbers in this game's instructions correspond
+to the photo listed here.]
+
+[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.
+
+[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.'
+
+[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.'
+
+[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.
+
+[Illustration: FIG. 2.--THE SIGN-POST]
+
+
+11. _THE SIGN-POST_
+
+[Illustration:
+
+              |   |
+              |   |
+              |   |
+              |   |
+              |   |
+  ------------+   +------------
+                x
+  ------------+   +------------
+              |   |
+              |   |
+              |   |
+              |   |
+              |   |]
+
+_Directions._--The children make roads by standing in lines (see
+diagram). Four children should stand at the place marked x (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 x 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.'
+
+[Illustration:
+
+   +---------+   +--------------
+   |         | V |
+   |         | I |
+   +---------+ C |
+     KING ST.  T +--------------
+   +---------+ O  ALEXANDER RD.
+   |         | R +--------------
+   |         | I |
+   +---------+ A |
+    QUEEN ST.    |
+   +---------+ R |
+   |         | O +--------------
+   |         | A  JAMES ST.
+   |         | D +--------------
+   +---------+   |
+     JOHN ST.    |
+   +---------+   |
+   |         |   |
+  *+---------+ x +--------------]
+
+
+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.
+
+[Illustration:
+
+  +----------------------+
+  |                      |
+  |                      |
+  |        House         |
+  |                      |
+  |                      |
+  +--------+----+--------+
+  |         _Door_       |
+  |                      |
+  |        Garden        |
+  |                      |
+  |                      |
+  +--------+    +--------+]
+
+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.
+
+_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.
+
+[Illustration: 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_
+
+[Illustration:
+
+  x      x      x      x
+  13     14     15     16
+
+  x                    x
+  11                   12
+
+  x                    x
+  9                    10
+
+  x      x      x      x
+  5      6      7      8
+
+  x      x      x      x
+  1      2      3      4]
+
+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.
+
+[Illustration:
+
+  x  x  x  x  x  x  x  x  x
+  x     x     x     x     x
+  x     x     x     x     x
+  x                       x]
+
+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
+1_d._, 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.
+
+  VISITOR
+  How do you do, dear Mrs. Brown?
+  I've called upon you going to town.
+
+  MOTHER
+  I'm quite well, thank you, Mrs. May,
+  And glad to see you this fine day.
+
+The visitor then walks in and speaks to the children one by one; they
+should answer without hesitation. Children are generally very shy and
+awkward when addressed by strangers, but they should be encouraged to
+reply with confidence and ease. Perhaps these little games may help to
+give them confidence.
+
+The game 'Paying Calls' might appropriately be followed by 'Afternoon
+Tea'; both these are played with great glee by the little girls.
+
+
+28. _AFTERNOON TEA_
+
+The tea-tray is brought in by one of the children and placed on a table
+near the 'mother,' who pours out the tea. One of the children carries a
+cup to the visitor, and hands it to her, asking:--
+
+  Will you take a cup of tea?
+
+  VISITOR
+  Yes, refreshing it will be.
+         [Takes the cup and says 'Thank you.']
+
+A plate or d'oyley may be placed in the lap of the visitor for the bread
+or biscuit, which the child hands, saying:--
+
+  Bread and butter, biscuits, cake.
+
+  VISITOR
+  Please a biscuit I will take.
+
+The 'mother' may serve the children with tea, or there may be other
+visitors calling, then the time of the children will be occupied in
+attending to them.
+
+When Mrs. May has finished, the child says:--
+
+  Shall I take your cup away,
+  And your plate, too, Mrs. May?
+                      [Takes them away.]
+
+By-and-by the visitor takes leave of the 'mother' and children, bidding
+each 'Good-day,' and the 'door' is opened for her by one of the
+children.
+
+
+29. _SPRING FLOWERS_
+
+All the children join to form a large ring, and one of the taller girls
+stands in the centre to represent 'Spring.' The twelve flowers mentioned
+in the verses should be represented by twelve children standing at
+intervals in the ring. Before commencing the game, the child who
+represents 'Spring' might appropriately repeat the lines of Guessing
+Rhyme No. 74, p. 95.
+
+The 'Flowers' step forward from the larger ring as the name of each is
+mentioned in the verses, and form a smaller circle round 'Spring.' The
+children should join hands to close up the gap which is left by each
+'Flower' as it steps forward to join the small circle.
+
+  A Daffodil am I,
+    And I a Daisy small;
+  A Bluebell I come here,
+    I'm Buttercup so tall.
+
+  The Cowslip should come next,
+    And then the Violet sweet,
+  The Snowdrop fair and white,
+    The Crocus trim and neat.
+
+  The starry Celandine,
+    Anemone, so fair,
+  The yellow Primrose, sweet,
+    Lily, with fragrance rare.
+
+The 'Flowers' then join hands and repeat the verse following:--
+
+  Whene'er Spring shows her face
+    The flowers all come again,
+  We cluster round the 'Spring,'
+                        [All the Flowers bow.]
+    We follow in her train.
+                        [Flowers turn to right.]
+
+'Spring' marches round inside the larger ring, and the 'Flowers' follow
+in order.
+
+
+30. _SUMMER FLOWERS_
+
+This game is played like the game of 'Spring Flowers' (see instructions
+on p. 56).
+
+The girl chosen to represent 'Summer' may repeat the verse given in
+Guessing Rhyme No. 75, p. 95, and then the 'Flowers' step forward as
+their names are mentioned in the rhymes which follow.
+
+  First comes the Pink Wild Rose,
+               [Rose steps forward.]
+    The White rose, too, is here
+  Next Honeysuckle sweet,
+    And Foxglove standing near.
+
+  The scented Mignonette,
+    Dog-daisy gold and white,
+  The pretty Cornflower blue,
+    And Marigold so bright.
+
+  A Campion white grows here,
+    And next a Campion pink,
+  Here's Clover from the field,
+    Harebell comes next, I think.
+
+The 'Flowers' then join hands and repeat the following rhyme:--
+
+  A ring we make round Summer sweet,
+  Oh Summer, Summer, thee we greet:
+                             [All bow.]
+  For bright and happy is our play
+  All through the livelong Summer day.
+
+The 'Flowers' then dance round 'Summer.'
+
+
+31. _THE THREE BEARS_
+
+This game may be played either in the home, schoolroom or classroom. The
+words should be learnt previously as a recitation.
+
+_Materials required._--Three mugs or basins of various sizes, with a
+spoon in each; three stools or chairs of various sizes, and three beds.
+The latter may be made by laying shawls or coats on the forms or floor.
+The 'beds' should vary in size, the first being the largest, the next
+smaller, the third smaller still.
+
+Three boys or girls should be chosen to represent the Three Bears, and
+these also should vary in size. The 'Bears' go outside the room.
+
+The child who represents the little girl should know the rhymes well.
+When all is ready she comes in and, standing near the open door, says:--
+
+  What a funny house I see!
+    Surely I may step inside,
+  All is quiet as can be,
+    And the door is open wide.
+            [Walks slowly towards the mugs.]
+
+  Pots of food are near the fire.
+    I must taste them, one [tastes the first], two [tastes the second],
+          three [tastes the third];
+  Oh, how good, I'll eat it all,
+    For my breakfast it shall be.
+            [Puts the mug down and turns to stools.]
+
+  Three stools! first [sits on first] and next [sits on it] too high,
+    Tiny one is just for me.
+                          [Sits on third.]
+  Oh, 'tis broken [tumbles off], off I go,
+    What else is there yet to see?
+                          [Walks towards beds.]
+
+  Beds, a large one [lies down], that is hard, [Rises.]
+    This one [pointing to middle bed] is too long, I fear,
+  Oh, how soft [lies down in little bed], I'll take a rest,
+    In the little bed just here.
+                         [Pretends to sleep.]
+
+The three bears come tramping in. The big one takes up his mug and says,
+'Who has been at my porridge?' The second bear says the same; and then
+the little bear takes up his mug and says, 'Who has been at my porridge
+and eaten it all up?'
+
+They proceed in the same way with the stools, the little bear finishing
+with 'Who has been sitting on my stool, and broken it?'
+
+Then they go to the beds in order, asking one after the other, 'Who has
+been at my bed?' until it comes to the little bear's turn, when he says,
+'Who has been at my bed? and here she is still!'
+
+The little girl now opens her eyes, and, seeing the bears, jumps up
+quickly and runs off.
+
+
+32. _IMITATING CRIES OF ANIMALS_
+
+(A simple game for the very smallest children.)
+
+One child comes out to stand in front of the class and says:--
+
+  Listen to the cry I make,
+  Then, if you the trouble take,
+      You may guess my name.
+
+He then imitates the cry of some animal, the 'bark' of a dog, the 'mew'
+of a cat, or the 'crowing' of the cock, and the children who wish to
+answer hold out the hand. The child who is allowed to give the name of
+the animal represented by the cry comes out (if the answer is correct)
+and makes the cry of another animal, first repeating the lines as
+before. The following are some of the cries that the children may be
+able to imitate, 'cluck, cluck' (hen), 'quacking' (duck), 'hissing'
+(goose), 'neighing' (horse), 'braying' (donkey), 'grunting' (pig),
+'chirping' (bird) or talking like the parrot.
+
+
+33. _CHARADES_
+
+_Preliminary._--Everyone knows how fond children are of representing
+ideas by action. It is for this reason that charades are recommended
+here. It will, of course, be necessary for the teacher to assist and
+suggest, but the children soon acquire confidence, and their acting,
+being perfectly natural, is often remarkably good.
+
+A very simple little charade is given as an example.
+
+The children who are to take part go out of the room for a few minutes
+with the teacher. We will suppose the word chosen is
+
+TEA-CAKE
+
+ACT I.--The teacher is to be the 'mother' and the rest are children. The
+'mother' enters and sits down; presently the children come trooping in
+from school and gather round her. She asks what they have been doing at
+school, each one tells her something about its work or play, and then
+one child asks, 'May we have tea, mother, please?' 'Yes,' says the
+mother, 'go and take off your hats and we will get it ready.' (End of
+Act I.)
+
+ACT II.--The tea-table is prepared (see Game No. 1, which is similar)
+and the children sit down to tea. (The 'guessing' children should be
+told to listen carefully to what is said during tea.) One child asks for
+the _cake_ to be passed, another for bread and butter, and so on. (End
+of Act II.)
+
+ACT III.--In the last act the whole word is to be given. The children
+pretend to have a baker's shop (see 'Shopping Game,' No. 6), one child
+keeps the shop, and the rest come to buy. One asks for a loaf, another
+for rolls, a third buys a _tea-cake_, and so on.
+
+Bricks and tablets may be used for the loaves and cakes, or they may be
+made in the clay-modelling lesson and kept for this game.
+
+_Finding the word._--The children who have been listening are now asked
+to guess, and may be encouraged by remarks, such as, 'Think of the first
+act, and what the children said to their mother.'
+
+'Remember the tea-table and what was said there.'
+
+Some of the words thus obtained may be written on the blackboard, words
+for each act being put in separate columns.
+
+'Now what did the baker sell?' In this way the answer is soon obtained.
+
+It is well worth while to help the children to learn how to play
+charades, because it makes such a pleasant home-play for them in wintry
+and wet weather.
+
+
+34. _PASSING THE STICK_
+
+The children sit round the room, or stand in a semi-circle. The teacher
+should start the game, standing at the left extremity of the
+semi-circle, with the stick in her right hand, and repeat the lines:--
+
+  On the floor you see I [1]tap my [1]stick, [1]stick, [1]stick,
+  Then I [2]pass it to my [3]neighbour quick, quick, quick,
+  If you know it, then please do the trick, trick, trick.
+
+The children who do not know the game will probably _omit_ to pass the
+stick into the left hand; as each one tries to do the trick, the teacher
+says 'right' or 'wrong' as the case may be, and those who are wrong are
+told to notice particularly how the teacher does it.
+
+[1] Tap floor.
+
+[2] Pass stick from right hand to left.
+
+[3] Give it to neighbour.
+
+
+35. _FINDING THE THIMBLE_
+
+This is a favourite game and can be played with very little noise. At
+home, _all_ the children would go out of the room except the one who
+remains behind to hide the thimble, but when played in the school or
+classroom, it will be sufficient if six children are sent out.
+
+The thimble is to be placed where it can be seen, the children are then
+called in, and the one who has hid it says:--
+
+  Try to find the thimble out,
+  Use your eyes and look about,
+  Look before and look behind,
+  And when you the thimble find,
+                  Just sit down.
+
+As soon as any child sees the thimble, he takes a seat and remains quite
+still until all the seekers have seen it, and each in turn has sat down.
+Then the child who _first_ saw the thimble takes it from its
+hiding-place, and has the privilege of remaining behind to hide it next
+time. Different children should go out each time, so that all may have a
+turn.
+
+
+36. _THROWING THE HANDKERCHIEF_
+
+The children stand in a ring, or sit round the room, one child standing
+in the middle. The handkerchief is thrown from one to another, and the
+one who is 'out' tries to find a child with the handkerchief in its
+hand. As soon as he can do this, the child who was caught with the
+handkerchief has to stand in the centre, and the other one sits down, or
+stands in the ring, as the case may be.
+
+As the game begins, the children say:--
+
+    The handkerchief is thrown,
+    Find quickly where 'tis gone:
+  From you to me, from me to you,
+  To keep it long will never do.
+
+
+37. _PICKING UP POTATOES_
+
+Take twelve potatoes and place them in two rows of six each, thus:--
+
+[Illustration:
+
+  * * * * * *
+  * * * * * *]
+
+Two medium-sized spoons are required with which to take up the potatoes,
+and a basket is placed two or three yards away to receive them.
+
+Two children are chosen to pick up the potatoes, one standing at the end
+of each row. The rest of the children may be grouped on the gallery, or
+may stand round in a ring.
+
+The following verse is repeated either by teacher alone, or by all the
+children, as the spoon is handed to each child.
+
+  Take this spoon, and with it see
+  That you lift so carefully
+  These potatoes. One! two! three!
+
+The last three words are said slowly, and the game is to begin
+immediately 'three' is said. The child who gets his row of potatoes
+_first_ picked up and deposited in the basket wins the game. The
+potatoes are not to be touched, except by the spoon, and they are to be
+carried one by one in the spoon to the basket.
+
+
+
+
+II. GAMES FOR THE PLAYGROUND
+
+
+38. _THROWING THE BALL_
+
+One child holds the ball in her hand and stands at a little distance
+from the wall against which it is to be thrown. The other children are
+gathered near in a group or semi-circle. When all are ready, the
+children say:--
+
+  Throw the ball against the wall,
+  Then we'll listen for your call.
+
+The child who is holding the ball replies:--
+
+'One, two, three, Pollie Burton' (supposing that to be the name of the
+child called), and throws the ball, all the children running off except
+the one whose name was mentioned. If the latter is successful in
+catching the ball, it is returned to the girl who had it first and the
+game is repeated, another name being substituted. If the ball is not
+caught, the child who was called picks it up and runs after the other
+children until she manages to hit some one with it. The child who is hit
+picks up the ball and all return to the starting place. The lines are
+again repeated and the game proceeds as before.
+
+
+39. _LAME LASSIE_
+
+At the commencement of the game the children stand in a large ring, and
+the girl who is to be 'Lame lassie' stands in the centre. The children
+then say:--
+
+  Now Lame lassie give us chase,
+  Get one quick to fill your place.
+
+They all run off, and 'Lame lassie' follows until she manages to touch
+some other child. Wherever the latter is touched, she must place her
+hand on that particular spot and run after the others until she is
+successful in reaching some one else. Sometimes a child will be holding
+its shoulder or elbow, or it may have to hold up one leg and hop on the
+other. This is a game which causes much fun and merriment.
+
+
+40. _POLLY FLINDERS_
+
+The children form a ring, joining hands, and one child sits in the
+middle. Those who form the ring walk round singing to the tune of 'The
+Keel Bow.'
+
+    Here's Polly Flinders,
+    She sits on the cinders,
+  Waits for a fairy to come and bring her news.
+    Stand upon your feet, dear,
+    Take a look around here,
+  Kiss the one you love best, the one you like to choose.
+
+At the word 'stand' the child in the centre rises to her feet, and when
+the rhyme is ended she chooses a child to take her place in the centre
+and returns to the ring. All the children stand still while the choice
+is being made.
+
+
+41. _DROP, DROP, DROP_
+
+The children stand eighteen inches apart in a ring, _not_ joining hands.
+
+One child walks round the ring, holding a handkerchief in her hand, and
+repeating the words:--
+
+  One, two, three,
+  Come follow me,
+  Drop, drop, drop,
+  Where shall I stop?
+
+At the word 'stop,' she drops the handkerchief near one of the children,
+and runs; the child picks it up and follows her as she threads her way
+in and out of the ring, until she is caught. Then the 'chaser' goes
+round the ring with the handkerchief, repeating the rhyme, and the child
+who was caught stands in the other one's place.
+
+
+42. _PUSS IN THE CORNER_
+
+This game may be played by four children, each standing at a corner,
+with one in the centre for 'pussy,' or it maybe played by a ring of
+children.
+
+The child who is 'pussy' stands in the centre of the ring, and the
+others say:--
+
+  Pussy cat, pussy cat looking so spry,
+  Might very soon catch us, if she would but try.
+
+Two children then beckon to each other and exchange places. (If a ring
+is formed, the two children should come from opposite sides of it.) As
+they are crossing, 'pussy' tries to catch one of them; if she succeeds,
+the child who is caught stands in the centre, and the old 'pussy' takes
+her place in the ring or corner.
+
+
+43. _WOLF AND SHEEP_
+
+One child is the 'wolf' and stands on one side of the playground, while
+the rest of the children are 'sheep,' and stand in a row on the opposite
+side.
+
+  _Wolf_: Where's your shepherd, pretty sheep?
+  _Sheep_: In his cottage, fast asleep.
+  _Wolf_: I will catch you as you run,
+  _Sheep_: If we let you, there's the fun!
+
+The 'wolf' and 'sheep' then change sides, and in crossing the 'wolf'
+touches as many of the 'sheep' as she can; these all go to her side and
+help to catch more 'sheep' next time. The game proceeds until all the
+'sheep' are caught except one, and that one is 'wolf' next time.
+
+
+44. _DANCING GAME_
+
+The children stand in two rows facing each other, thus:--
+
+[Illustration:
+
+                               g
+                        <--------
+  c                             e a
+  x x x x x x x x x x x x x x x x x
+   O                            []
+  x x x x x x x x x x x x x x x x x
+  d                             f b
+                        <--------
+                               h]
+
+The following is sung to the tune of 'Pop Goes the Weasel.'
+
+  Have you seen my monkey, Jack?
+    Gay old Jack, so funny!
+  He can climb, or nuts can crack,
+    Or take your money.
+
+As the children begin to sing, '=a=' and '=b=' join hands and dance down
+to '=o=,' then change hands and dance back again to []; then '=a=' goes
+behind '=e=' as shown by line '=g=,' and stands at '=c=,' while '=b='
+goes behind '=f=,' following the line '=h=' and stands at '=d='; '=e='
+and '=f=' proceed in the same way, and each couple follows in turn.
+
+
+45. _DUCKING UNDER_
+
+The children stand in rows facing each other, each child holding the
+handkerchief of its opposite partner, and so helping to make a long
+tunnel. As they stand thus the verse is repeated:--
+
+  Ducking under is the game,
+    Are you ready, children, all?
+  Hold your handkerchiefs quite fast,
+    Then run under when I call,
+                    One, two, three.
+
+[Illustration:
+
+  a  x x x x x x x x x x x x x x x x  c
+  b  x x x x x x x x x x x x x x x x  d]
+
+At 'three,' '=a=' and '=b=' run under, and stand at '=c=' and '=d='
+respectively, extending handkerchiefs as quickly as possible, so that
+the next couple may be able to pass under. The couple who stood next
+'=a=' and '=b=' at the beginning follow, then the next couple, and so
+on until the 'tunnel' has moved round the playground.
+
+
+46. _WHO'LL GO A-HUNTING_
+
+[Illustration:
+
+      __a__
+     /  X  \
+    /   |   \
+   /    |    \
+  /     |     \
+  \c    |    d/
+   \    |    /
+    \   |   /
+     \->X<-/
+        b]
+
+The children stand behind each other in couples at one end of the
+playground, ready to dance off when the song begins. They start from
+point '=b=,' and each holds his partner's hand until the other end of
+the playground is reached, point '=a=,' then the hands are dropped; one
+goes to the left (following direction of arrow '=c='), the other to the
+right (arrow '=d='), and they meet again at the starting point '=b=,'
+where they join hands and repeat the movement.
+
+The following is sung to the tune of 'Weel may the Keel Row.'
+
+  Who'll go a-hunting, a-hunting, a-hunting,
+  Oh! who'll go a-hunting this merry, merry day?
+  We'll catch the sly old fox--O,
+  Safe in a box--O,
+  Then who'll go a-hunting this merry, merry day?
+
+
+47. _SHEEP GATHERING_
+
+Two rows of children are formed facing each other, with a long chalk
+line between. The children join hands.
+
+[The first row advances to the chalk line, singing:--
+
+KEY F.
+
+  | d:--:d | d:--:m | s:--:m | d:--:d |
+  | Here we  come to| ask of   you  a |
+
+  | r:--:r   |  r:--:d  | t_{1}:--:l_{1}|s_{1}:--:|
+
+               [First line recedes as second advances.
+
+               [Second line advances singing:--
+
+  | d:--:d   |  d:--:m    |  s:--:m  |  d:--:d   |
+  |Pray which  good sheep | would you  like? the |
+
+  | r:--:r | s_{1}:l_{1}:t_{1} | d:   ||
+  |name you  please     must   | say. ||
+
+[Second line retires, and first again advances singing:--
+
+  Mary Burton [or any other name] is the name,
+     so send her right away, away,
+
+[Second line advances as first retires and sings:--
+
+  Johnny Smith [or any other name] will come to
+    fetch her, then begins the play.
+
+The two children named then come out, and joining hands with the line
+between them, try to pull each other over the line. If the child from
+first line succeeds, then both children join that line, or _vice versa_,
+and the game begins again.
+
+
+48. _HOPPING GAME_
+
+Squares are chalked on the ground, thus:--
+
+[Illustration:
+
+  +----+----+
+  |  5 |  6 |
+  +----+----+
+  |  4 |  7 |
+  +----+----+
+  |  3 |  8 |
+  +----+----+
+  |  2 |  9 |
+  +----+----+
+  |  1 | 10 |
+  +----+----+
+      X]
+
+and a stone or pebble is put at the place marked =x=.
+
+The object of the game is to pass the pebble into each square with one
+foot only, following the numbers in order. The child who is to begin
+the game stands near the pebble, while the children say:--
+
+  Here is a game for you, hippity, hop,
+  Into the next place you make the stone pop.
+
+The child then sends the stone into No. 1 square (hopping on one foot),
+from that into Nos. 2, 3, 4 and so on. If the stone be sent outside the
+square into which it should go, the player is out, and another begins.
+The child who first gets the pebble into No. 10 square, having passed it
+into each of the others successively, keeping on one foot all the time,
+wins the game.
+
+
+49. _MAKING A CHAIN_
+
+The game is started by one child who catches another and says:--
+
+  I have caught you, come away,
+  Let us make a chain to-day.
+
+The two then join hands and catch another, repeating the same words;
+then the three start off and catch another, and so on until all are
+caught.
+
+The last child caught starts the game again, or the completed 'chain'
+may form a ring and play one of the ring games, Nos. 40, 41, 42.
+
+
+50. _MOTHER, MAY WE GO OUT TO PLAY?_
+
+One corner of the playground may be the 'house' in which the 'mother'
+sits. If the game is played by the children elsewhere, they will
+probably mark out the shape of the 'house' on the ground with stones or
+pebbles, a practice of which they are very fond. The children come to
+the 'house' where the 'mother' sits, and standing in front of her,
+ask:--
+
+  _Children_:   Mother, may we go out and play?
+    _Mother_: Yes, good children, that you may.
+
+The children then run away, and after a little while return to the
+mother; she asks:--
+
+    _Mother:_ Where have you been?
+  _Children:_   Away up the hill.
+    _Mother:_ What have you seen?
+  _Children:_   A house by a mill.
+    _Mother:_ Who was there in it?
+  _Children:_   A little, old man.
+    _Mother:_ What said he to you?
+  _Children:_   Catch me if you can.
+
+The children then run off, and the 'mother' chases until she has caught
+one or more; these are kept prisoners in the 'house,' and the game
+proceeds until all are caught except one, and she is the 'mother' when
+the game begins again.
+
+
+
+
+III. GUESSING RHYMES
+
+
+_Notes._--The Guessing Rhymes are intended to be read by the teacher to
+the children, who then try to find out the word. The verse should be
+repeated slowly two or three times before the children are asked to
+guess. At first only the familiar and well-known objects should be
+given, and even then it will sometimes be necessary to assist the
+imagination of the children by a question or two. Before reading the
+rhyme, the teacher should say whether it is a flower, object or animal,
+&c., that is to be guessed.
+
+The rhymes about animals, flowers, and natural phenomena will not be
+difficult to the children if these subjects have been included in their
+object lessons, or have formed the subject of 'morning talks' (see p.
+14, 'Kindergarten Guide').
+
+The Nursery Rhymes will have been learnt by the children when they were
+in the Babies' class, and the rest of the rhymes belong to fairy tales
+that are commonly told to all children.
+
+
+_MISCELLANEOUS OBJECTS_
+
+  51. I'm tied up in a basin
+        And boiled well in a pan,
+      And then turned out and eaten,
+        So guess me if you can.
+                         PUDDING.
+
+  52. Two hands I have, my face is round,
+      In father's pocket I am found,
+      My hands do move, I make a noise,
+      Now guess me quickly, girls and boys.
+                              WATCH.
+
+  53. Are there cobwebs, is there dust,
+        Are there crumbs upon the floor?
+      Then you surely bring me out
+        From behind the pantry door,
+      And on sweeping days I'm seen,
+      Making all things nice and clean.
+                               BRUSH.
+
+  54. Sometimes I'm made of willows,
+        But oftener of wood,
+      Four legs they always give me,
+        Or else I am no good;
+      A back I should have also,
+        And two strong arms as well,
+      Now if you think it over,
+        My name you soon should tell.
+                            ARM-CHAIR.
+
+  55. You have me in your pocket,
+        I'm square and white, 'tis true,
+      And many things I'm used for
+        By children, such as you.
+                            POCKET-HANDKERCHIEF.
+
+  56. I may be white, I may be brown,
+      You draw me up or pull me down,
+      At night I'm mostly down, you know,
+      But in the morning up I go.
+                          WINDOW BLIND.
+
+
+  57. I glide along or fast or slow,
+      And only on the water go;
+      I'm long and narrow, and you see
+      My pointed end [bow] that first should be;
+      The broad end always goes behind [stern],
+      And both have names as you will find.
+                                        BOAT.
+
+  58. By steam alone I move and go,
+      Men have an engine down below;
+      Long journeys oftentimes I make,
+      When o'er the sea my way I take.
+                               STEAMER.
+
+  59. I skim so lightly o'er the sea,
+      With wings outspread like bird so free,
+      What are my wings? [sails] and do you see
+      How o'er the waves they carry me?
+                              SAIL BOAT.
+
+  60. The fire burns very slowly,
+        You come to look for me,
+      I blow it till it blazes,
+        All bright and cheerfully;
+      I'm partly made of leather,
+        The rest is iron and wood,
+      I always have a round hole,
+        Or else I am no good.--BELLOWS.
+
+  61. I'm made of wood, or made of clay,
+      And used at any time of day;
+      When father comes from work at night,
+      Perhaps he takes me, strikes a light,
+      And puffs--ah, then what do you smell?
+      Now surely you my name can tell.
+                                  PIPE.
+
+
+_ANIMALS_
+
+  62. I watch your house all night,
+        When you're asleep, my dear,
+      If any thief should come,
+        My voice you soon would hear.
+                                DOG.
+
+  63. A gentle, timid creature, I
+      Shall soon run off if you come nigh;
+      My horns, like branches of a tree,
+      Above my head you always see.
+                                  STAG.
+
+  64. A little, creeping thing I saw,
+        Upon a plant it stayed all day,
+      And very many legs it had,
+        And how it ate the leaves away!
+                           CATERPILLAR.
+
+  65. They are frisking in the field,
+        By the side of mother dear,
+      Playful, happy creatures, they
+        Never think of danger near,
+      And their coats so soft and light
+      Keep them warm by day and night.
+                                LAMBS.
+
+
+  66. I take my trunk with me, wherever I go,
+      'Tis not made of tin or of wood, oh, dear no,
+      I use it to lift to my mouth things I eat,
+      Just give me a biscuit, that would be a treat!
+                        ELEPHANT'S TRUNK.
+
+  67. My coat is made of soft, warm fur,
+        My tail is thick and round,
+      My eyes are very sharp and bright,
+        Among the trees I'm found;
+      I like to crack the nuts, you see,
+      And jump about from tree to tree.
+                                SQUIRREL.
+
+
+_FLOWERS_
+
+  68. Before the winter changed to spring,
+      I saw a graceful, white, wee thing;
+      Its pretty bell was hanging down,
+      As if it thought, 'Too soon I've grown,'
+      Although more snow we yet may see,
+      We give glad welcome, flower, to thee.
+                              SNOW-DROP.
+
+  69. A yellow eye and frill of white,
+      Which closes up when comes the night,
+      Sometimes my frill is edged with pink,
+      Now, surely of my name you'll think.
+                                 DAISY.
+
+  70. I come in the spring, and my bells are all blue,
+      A pretty blue carpet I'm spreading for you.
+                            WILD HYACINTH.
+            (Commonly called 'Bluebell.')
+
+  71. Another blue flower, that in summer we see,
+      Has bells that are larger, in which dips the bee,
+      And if you should give these blue bells a slight shake,
+      A pretty, soft tinkle for you they would make.
+                                  HAREBELL.
+
+  72. Five petals I have which are white, as I think,
+      Unless I should blush, then they turn rosy pink,
+      I smell, oh, so sweetly, now guess me quick, quick!
+      And mind, when you pluck me, the thorns do not prick.
+                                WILD ROSE.
+
+  73. All the hedge is snowy white,
+      Covered with my blossoms bright,
+      Sweetly I do smell, they say,
+      And I come in month of May.
+                          MAY BLOSSOM.
+
+
+_NATURAL PHENOMENA_
+
+  74. All the trees have buds of green,
+      Pretty, yellow flowers are seen,
+      Lambs are frisking, happy, free,
+      Pray what season can this be?
+                                  SPRING.
+
+  75. Sunny days so bright and long,
+      Sweet, new hay, and mower's song,
+      Honeysuckle, roses sweet,
+      Holidays, that are a treat.
+                                  SUMMER.
+
+  76. The reapers' scythes are heard among the yellow corn,
+      There's harvest moon at night, and frosty air at morn,
+      The hunter sounds his horn, ripe nuts and fruits are here,
+      The leaves go whirling by, and colder days draw near.
+                                  AUTUMN.
+
+  77. Now we have the North wind bold,
+      Bringing frost and snow and cold,
+      Sliding, skating, oh what fun,
+      When this season is begun!
+                                  WINTER.
+
+  78. Four sisters come past, one by one, every year,
+      The _first_, in a dress of green buds will appear,
+      The _second_ brings roses and flowers, oh, so sweet,
+      The _third_ scatters gold and brown leaves at our feet,
+      The _fourth_ often wears a white robe--now please tell
+      The names of these sisters, you know them quite well.
+                                            THE FOUR SEASONS.
+
+  79. We are sometimes dark and heavy,
+        Then you think there will be rain,
+      We are sometimes light and fleecy,
+        And the blue sky shows again,
+      If you would see us, look above,
+      Across the sky we always move.
+                                CLOUDS.
+
+  80. On a frosty morning, you may sometimes see
+      All the fields and houses white as white can be,
+      If the sun arise, the whiteness soon will go,
+      Pray what can its name be? for it is not snow.
+                              HOAR-FROST.
+
+  81. In the early morning
+        Drops are shining clear,
+      On the leaves and grasses,
+        In the flower-cups here;
+      Through the night 'tis falling,
+        But by noon of day,
+      Sunshine warm and pleasant
+      Sends it quite away.
+                                  DEW.
+
+  82. You want me very much when you go to fly your kite,
+      I send it soaring upwards, to such a great, great height,
+      Sometimes I lift your hat off, and you to catch it fly,
+      You wonder where I come from, so now to guess me try.
+                                            WIND.
+
+
+_NURSERY RHYMES_
+
+  83. A little boy once had a horn,
+      I think he lived among the corn,
+      And wore a pretty dress of blue,
+      I've nearly told his name to you.
+                          LITTLE BOY BLUE.
+
+  84. A boy and girl walked up a hill,
+        But tumble, tumble, down they came,
+      And where's the water? where the pail?
+        Of each poor child you know the name.
+                          JACK AND JILL.
+
+  85. Somebody has a garden,
+        We ask her how it grows,
+      Such funny things she says are there,
+        A-growing all in rows.
+          MARY, MARY, QUITE CONTRARY.
+
+  86. Who sat down in a corner,
+        One Christmas, long ago,
+      And thought himself a good, good boy,
+        While eating pie, you know?
+                      LITTLE JACK HORNER.
+
+  87. 'Twas something about a supper,
+        And something about a knife,
+      And something about a boy that cried,
+        And something about a wife.
+                      LITTLE TOM TUCKER.
+
+  88. 'Where is your flock, my little maid?'
+      'They're lost, all lost, kind sir,' she said,
+      'I slept and dreamed, but found not one,
+      Ah! here they are with tails all gone!'
+                          LITTLE BOPEEP.
+
+  89. She had a dog, and he could smoke,
+        And dance, and laugh or cry,
+      This woman and her dog you know,
+        To find her name please try.
+                      MOTHER HUBBARD.
+
+  90. He tumbled from a wall so high,
+      And if to pick him up they try,
+      They find it is in vain, in vain,
+      He cannot be picked up again.
+                          HUMPTY DUMPTY.
+
+  91. She sat upon a little stool,
+        To eat her food one day,
+      A spider came and frightened her,
+        And quick she ran away.
+                  LITTLE MISS MUFFET.
+
+
+_FAIRY TALES_
+
+  92. Who was it went her Grandmamma to see,
+      In cloak and hood as pretty as could be?
+                      RED RIDING HOOD.
+
+  93. And pray whom did she meet, that said 'Good-Day,
+      I'll race you, little maiden, all the way?'
+                                  WOLF.
+
+      And when, at last, she reached her Grandma's house,
+      Who lay there in the bed, still as a mouse?
+                                  WOLF.
+
+  94. She sat by the fire, and she looked oh, so sad,
+      Until a kind fairy made everything glad,
+      Away drove the maiden in carriage so bright,
+      With slippers that sparkled like jewels that night.
+                              CINDERELLA.
+
+      What time did the fairy tell someone to come
+      To her carriage, and quick, oh, so quickly drive home?
+                              12 O'CLOCK.
+
+      And what did she lose? [Her slipper.] I think you know well,
+      And what was the end of it all, can you tell?
+
+  95. They say she slept a hundred years,
+        Her hair down to her feet had grown,
+      And then the brave prince woke her up,
+        And claimed the maiden for his own.
+                      SLEEPING BEAUTY.
+
+  96. He climbed a stalk so wondrous high,
+      It seemed almost to reach the sky,
+      And then he slew, so we are told,
+      A giant who was bad and bold.
+                  JACK THE GIANT KILLER.
+
+  97. Who was it had a pussy cat,
+        And sent it o'er the sea,
+      And then became Lord Mayor, they say,
+        And rich as rich could be?
+              DICK WHITTINGTON.
+
+
+
+
+_Works by the same Author_
+
+  1. 'The Dinner Table Song'} by Lois Bates,
+     'The Tea Table Song'   } 1_s._ 4_d._ each
+     Song, 'Washing Dishes' }(E. J. Arnold.)
+
+  2. Foot-Rules, 9_d._ per dozen.
+
+  3. 'Kindergarten Guide,' by Lois Bates, 6_s._ (Messrs. Longmans.)
+
+  4. Cardboard Coins. Box of 220, 1_s._ 8_d._
+
+  5. Wooden Knitting-pins. 10_d._ per dozen pairs.
+
+
+  _Spottiswoode & Co. Printers, New-street Square, London._
+
+       *       *       *       *       *
+
+
+Transcriber's Notes:
+
+Obvious punctuation errors repaired.
+
+Page 12, "Hubbare" changed to "Hubbard" (89. Mother Hubbard)
+
+
+
+
+
+
+End of Project Gutenberg's Games Without Music for Children, by Lois Bates
+
+*** END OF THIS PROJECT GUTENBERG EBOOK GAMES WITHOUT MUSIC FOR CHILDREN ***
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