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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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