George O. Draper - School, Church, and Home Games

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SCHOOL, CHURCH, AND HOME GAMES

Compiled by

GEORGE O. DRAPER

Secretary for Health and Recreation
County Work Department of the
International Committee of
Young Men's Christian Associations

COMMUNITY RECREATION
Rural Edition

Association Press
New York: 347 Madison Avenue

1923

DEDICATED TO MY FATHER

HERBERT EDWARD DRAPER

_whose happy contact with the folks of the country,
through his duties as a County official, won for him
their esteem; who found recreation in the open
country, where the birds, the flowers, and all wild
life were his friends and reflected their charm in the
life he lived--simple, happy, friendly--true to
himself, his family, his neighbors, and his God._

CONTENTS

PART I. GAMES FOR SCHOOLS

CHAPTER PAGE

FOREWORD vii

I. SCHOOL ROOM GAMES for Primary Pupils 1

II. SCHOOL ROOM GAMES for Intermediate Pupils 8

III. SCHOOL ROOM GAMES for Advanced and High School Pupils 16

IV. SCHOOL YARD GAMES for Primary Pupils 24

V. SCHOOL YARD GAMES for Intermediate Pupils 27

VI. SCHOOL YARD GAMES for Advanced and High School Pupils 37

PART II. SOCIABLE GAMES FOR HOME, CHURCH, CLUBS, ETC.

I. GAMES FOR THE HOME 44

II. ICE BREAKERS FOR SOCIABLES 55

III. SOCIABLE GAMES FOR GROWN-UPS 59

IV. SOCIABLE GAMES FOR YOUNG PEOPLE 67

V. TRICK GAMES FOR SOCIABLES 73

VI. STUNT ATHLETIC MEET 83

VII. COMPETITIVE STUNTS 88

PART III. OUTDOOR GAMES

I. OUTDOOR GAMES FOR OLDER BOYS AND YOUNG MEN 94

II. OUTDOOR GAMES FOR BOYS 103

III. GAMES OF STRENGTH 110

PART IV. GAMES FOR SPECIAL OCCASIONS

I. GAMES AT DINING TABLE 113

II. A COUNTY FAIR PLAY FESTIVAL 119

III. GAMES FOR A STORY PLAY HOUR 123

IV. AN INDOOR SPORTS FAIR 127

V. RACING GAMES FOR PICNICS 132

FOREWORD

We should all be prospectors of happiness. There are those who discover
it in the solitudes of the mountains where freedom is breathed in the
air that touches the lofty peaks. Others find it in the depths of the
forest in the songs of the birds, of the brook, of the trees. Most of
us must find it in the daily walks of life where the seeking is
oft-times difficult. Nevertheless, there it is in the manufactured
glory of the city, in the voices of children, and in the hearts and
faces of men.

Happiness becomes a habit with some; with others it is a lost art. Some
radiate it; others dispel that which may exist. Happiness can be
produced by means of exercising certain emotions, by causing
experiences which allow instinctive expression; the song, the dance,
the game are examples.

All enjoyed activity may be classified as play.
Play is that which we do when free to do as we like.
Play produces happiness.

Work is the highest form of play. The great artist is playing when his
imagination finds expression on the canvas in color. If he did not love
to paint he would never have become a great artist. The engineer is
playing when he produces the great bridge; the financier when he
masterfully organizes his capital.

The imagination of the child leads him into all kinds of adventure. He
becomes the engineer on the locomotive; he becomes the leader of the
circus band; he is a great hunter of terrible beasts; an Indian, a
cowboy, and a robber. In fact, he tries his hand at all those careers
which interest him, and we call it play, or may even call it nonsense.
In fact, some think play is but nonsense.

Play is the expression, the exercising of the imagination. Should the
child be denied the privilege of play, should its visions never find
expression, should its mental adventures fail to find adequate physical
experience, a great musician, a great engineer, a great statesman, or a
master of some great art may be sacrificed.

Play is not only essential to the child, but, as Joseph Lee says, play
_is_ the child. The natural environment of the child is a play
environment; if we are to lead the child or educate the child we have
first to enter into his environment and into fellowship with him
therein, and adapt our methods to that environment. The processes of
education which have taken to themselves those things which are natural
to children will meet deserved success. The schoolroom, the Sunday
school room, or home in which a play atmosphere is experienced, small
though this experience may be, is operating on a sound basis. Play is
nature's method of education. As a kitten in chasing the leaves in the
road is playing, it is also learning to catch the bird or the mouse
essential for the maintenance of life. So the child, by nature, learns
to live by play.

Activity is life. Directed activity means directed life. The body is
but the means of activity and is developed only in accord with the
activity demands of the individual. Character is but the trend of the
activities of an individual. So the activities are more the individual
than is the flesh and bone which we see.

If we recognize that in play the child is under the tutorship of
nature, we should seek to encourage rather than discourage the process.
By directing the play we are training for life--yes, more, we are
creating life.

As play creates in the child, it re-creates in the adult. Activity is
essential to growth. Having attained physical growth, the adult does
not demand as much physical activity as does the child and as years
increase the tendency toward physical activity decreases. There is real
danger in this becoming too meager to maintain efficiency, and we
recognize more and more the necessity for vacation periods when some of
the old spirit of play or of joyful activity may be indulged in and a
re-creation process be set up. This recreation is simply reawakened
activity, making for greater abundance of life.

The spirit of play and the spirit of youth travel hand in hand. If we
allow the spirit of play to depart from our life, we lose our grip upon
life itself. Every man and woman should cultivate and vigorously
maintain a play spirit. This might be done through some hobbies, games,
or art into which they can throw themselves with abandon for periods of
time, frequent, if brief. They should thoroughly enjoy the experience.
For the wealthy, to whom all things are possible, this may be hard to
find. To those of limited means and of little free time, opportunity is
more abundant. To them joy shines forth from even the so-called
commonplace things of life.

The joy on the faces of those who are playing games, the merry
laughter, the jest, the shouting, place this type of activity on a
pinnacle among those producing happiness.

This volume has been prepared, in order that the young and old may find
greater opportunity for joyful activity, and experience the good
fellowship, the kindly feeling, the exhilaration and life resulting
from playing games, and that those fundamental agencies of
civilization, the Church, the school, and the home, may be better
equipped to serve mankind and to add to the sum of human happiness.

ACKNOWLEDGMENT

This collection of games has been selected from material sent in to the
author, by Y.M.C.A. Physical Directors, playground directors, and
school and college athletic directors, to which has been added some
original material and games that have been seen by the author in his
travels about the country.

BIBLIOGRAPHY

The author would suggest the following books on games:

GAMES FOR THE PLAYGROUND, HOME, SCHOOL AND GYMNASIUM, Jessie
Bancroft, Macmillan Co., N.Y.

GAMES FOR EVERYBODY, Hofmann, Dodge Publishing Co., N.Y.

SOCIAL GAMES AND GROUP DANCES, Elsom and Trilling, J.B. Lippincott
& Co., Philadelphia.

ICEBREAKERS, Edna Geister, The Womans Press, N.Y.

SOCIAL ACTIVITIES, Chesley, Association Press, N.Y.

PLAY, Emmett D. Angell, Little, Brown & Co., Boston.

HANDBOOK FOR PIONEERS, Association Press, N.Y.

CAMP AND OUTING ACTIVITIES, Cheley and Baker, Association Press,
N.Y.

COMMUNITY RECREATION, Draper, Association Press, N.Y.

Part I

GAMES FOR SCHOOLS

CHAPTER I

SCHOOLROOM GAMES

For Primary Pupils

Cat and Mouse

One pupil is designated to play the role of cat, another that of mouse.
The mouse can escape the cat by sitting in the seat with some other
pupil. Thereupon that pupil becomes mouse. Should the cat tag a mouse
before it sits in a seat, the mouse becomes cat and the cat becomes
mouse, and the latter must get into a seat to avoid being tagged.

Aviation Meet

Three pupils constitute a team. Two are mechanicians, one the aviator.
Each team is to have a piece of string about 25 feet long, free from
knots. A small cornucopia of paper is placed upon each string. The
mechanicians hold the ends of the string while the aviator, at the
signal to go, blows the cornucopia along the string. The string must be
held level by the mechanicians. The aviator first succeeding in doing
this, wins for his team.

Button, Button

The pupils sit or stand in a circle with their hands in front of them,
palms together. The one who has been selected to be "It" takes a
position in the center of the circle, with his hands in a similar
position. A button is held between his hands. He goes around the circle
and places his hand over those of various individuals, dropping the
button into the hands of one. He continues about the circle, still
making the motions of dropping the button in the hands of others, so as
to deceive those making up the ring. After he has taken his place in
the center of the circle, those in the ring endeavor to guess into
whose hands he has dropped the button, the one succeeding in doing this
takes the button and continues the game.

Bee

Some object is determined upon for hiding, such as a coin, a button, a
thimble, etc. A pupil is sent from the room. During his absence the
object is hidden. Upon his return the children buzz vigorously when he
is near to the object sought and very faintly when he is some distance
away. The object is located by the intensity of the buzzing.

Hide in Sight

In this game all of the pupils except one are sent from the room. The
one left in the room hides a coin, or some similar object, somewhere in
plain sight. It must be visible without having to move any object. When
hidden, the rest of the pupils are called back and start the search.
When a pupil finds the coin, after attempting to mislead the others by
continuing his search in different quarters, he returns to his seat
without disclosing its whereabouts. As it is found by others, the group
of seekers will gradually diminish until there is but one left. When he
finds it, the coin is again hidden by the one first finding it.

Colors

A certain color is determined upon. Each pupil in turn must name some
object which is of that color. Failing to do this he goes to the foot
of the line, provided some one beyond him can think of any object of
that color. If no more objects can be thought of, a new color is
selected.

I See Red

One pupil is given the privilege of thinking of some object in the
room, of which he discloses the color to the rest of the pupils. For
example, if he sees a red apple he says, "I see red." Thereupon the
other pupils endeaver to guess what red object in the room is thought
of. The one succeeding, next selects the object to be guessed.

Hide the Clock

This is a good quiet game for the schoolroom. A loud ticking clock is
necessary for the game. All of the pupils are sent from the room. One
of their number is selected to hide the clock. The others, upon coming
back, try to locate it by its ticking. The one succeeding has the
privilege of next hiding the clock.

Poison Seat

The children all endeavor to shift seats at the clapping of the hands
of the teacher. Have one less seat than pupils, so that one may be left
without a seat. This can be arranged by placing a book on one seat and
calling this "Poison Seat." The child sitting on this seat is
"poisoned" and out of the game. Add a book to a seat after each change,
so as to eliminate one player each time. The one left after all have
been eliminated, wins the game. Should the teacher clap her hands twice
in succession, that is the signal for all of the pupils to return to
their own seats.

Aisle Hunt

Some object--a coin will do--is selected to be hidden. The children of
one of the aisles leave the room, the others determine upon a hiding
place and hide the coin in plain sight. Those out of the room are
called back and look for the hidden object. As soon as it is found, the
first one finding it goes to his seat and calls, "First." He is not to
call until he is actually in his seat. The second one to find it
returns to his seat and calls, "Second," and so on until it has been
found by all in the aisle. If there are six aisles in the room, the
occupants of the first six seats in the aisle seeking the hidden object
determine which aisle leaves the room next. For illustration,--if the
pupil in the second seat is the first one to find the object, then the
second aisle of the room will be the one to leave the room for the next
hunt. Likewise if the pupil of the third seat is the first to find the
object, the third aisle will be the one which next has the privilege of
enjoying the hunt. If there are more pupils in the aisle than there are
aisles in the room, the pupils in the last seats do not count.

New Orleans

The pupils of the room are divided into two groups. One side decides
upon some action it will represent, such as sawing wood, washing
clothes, etc., and thereupon represents the action. The other group has
five chances to guess what the first group is trying to represent.
Failing to do this, they must forfeit one of their players to the
second group and the same side again represents an action.

When a group presents an action to the others, the following dialogue
takes place:

First Group: Here we come.
Second Group: Where from?
First Group: New Orleans.
Second Group: What's your trade?
First Group: Lemonade.
Second Group: How is it made?

The first group then represents the action.

Birds Fly

This is an attention game. The teacher stands before the class and
instructs them that if she mentions some bird or object which flies and
raises her arms sideward, imitating the flapping of the wings of a
bird, the pupils are to follow her example. But if she mentions some
animal or some object which does not fly, she may raise her arms
sideward and upward, imitating the flying position, but the pupils are
not to follow her example. If they are caught doing so, they must take
their seats. For example,--the teacher says, "Owls fly". Thereupon she
and all the children raise their arms sideward and upward. She says,
"Bats fly" and raises her arms. She next says, "Lions fly" and raises
her arms, thereupon the pupils are supposed to keep their arms at their
sides.

Music Rush

A march is played on the piano and the children march from their seats
in single file around the room. As soon as the music stops, all rush to
get into their seats. The last one in, must remain in his seat during
the second trial. If there is no piano in the room, drumming on the top
of a desk will do as well.

Change Seat Relay

The teacher claps her hands. This is the signal for all to shift one
seat back. The one in the rear seat runs forward and sits in the front
seat. The first aisle to become properly seated wins one point. Again
the hands are clapped and the pupils shift one seat back, and the one
then at the rear runs forward and takes the front seat and so the game
continues until all have run forward from the back seat to the front.
The aisle scoring the largest number of points wins.

Charlie over the Water

This is an old game and is always popular. The children form a ring,
joining hands. One is selected to be "It" and takes his place in the
center. Those in the ring then dance around, singing,

"Charlie, over the water,
Charlie, over the sea,
Charlie, catch a blackbird,
But can't catch me."

Having completed these lines, they all assume a stooping position
before "Charlie," who is "It," can tag them. If he succeeds in tagging
one, that one takes his place in the circle and the game continues.

Tap Relay

The pupils of each aisle constitute a team. All bend their heads
forward, placing their faces in the palms of their hands on the top of
the desk. At the signal to go, given by the teacher, the one in the
last seat in each aisle sits up, claps his hands and taps the back of
the one in front of him, which is the signal for the one in front to
sit up, clap, and tap the one next in front of him, and so the tap is
passed until it reaches the one in the front seat of the aisle, who,
upon being tapped, stands up, clapping his hands above his head. The
first to stand and clap hands above head wins the race.

Rat-a-tat Race

Similar to the preceding race with the exception that upon the signal
to go the one in the back seat knocks with the knuckles of his right
hand on the top of the desk a "rat-tat, rat-tat-tat," as in a drum
beat, and then taps with the knuckles the back of the one next in front
of him, who repeats the performance, tapping off the one in front, and
so on. The race ends when the individual in the front seat of an aisle
taps the "rat-tat, rat-tat-tat" and stands up.

Bowing Race

A book is handed to the pupil in the last seat of each aisle. At the
signal to go the pupils holding the book step into the aisle at the
right hand side of their desks, holding the books on the tops of their
heads with both hands, and make a bow. Then returning to their seats,
hit the book on the top of the desk and pass it on to the next one in
front, who repeats the performance, as does every one else in the
aisle. The one in the front seat of the aisle finishes the race by
bowing with the book upon his head, then running forward, and placing
the book upon the teacher's desk.

Spin Around Race

A boy is selected from each aisle to take his place at least six feet
in front of the aisle. Upon the signal to go, the last boy in each
aisle runs forward to the right of his desk and links his left arm in
the right arm of the boy standing in front of his aisle, and in this
position spins around twice, returning to his seat, and tagging off the
boy next in front of him, who repeats the performance. The last boy in
the aisle to spin around ends the race when he has returned to a
sitting position in his seat.

CHAPTER II

SCHOOLROOM GAMES

For Intermediate Pupils

Initial Tag

A pupil who is "It" is sent to the board. He writes thereupon the
initial of some other pupil in the room. That pupil is to try to tag
"It" before he can return to his seat. If successful, he becomes "It"
and continues the game by writing some one else's initial on the board.

Magic Music

One pupil is sent from the room. Thereupon the remaining pupils hide
some object agreed upon. The pupil sent from the room is recalled. The
teacher or one of the pupils plays the piano loudly when the seeker
approaches the hidden article and softly when some distance from it.
The seeker determines the location by the volume of the music.

Hunt the Rattler

All of the players in the room are blindfolded, except one, who is
given a tin can in which is placed a loose pebble. He is known as the
"rattler." The blindfolded players attempt to locate and tag the
rattler by the rattle. The one successful takes the place of the
rattler.

Sticker

The pupils stand in a circle in the center of which is "It"
blindfolded, holding in his hand a blunt stick about 12 or 15 inches
long. Those in the circle dance around two or three times, so that the
blindfolded player may not know their position. At the command "Stand,"
given by the one blindfolded, all must stand still. Thereupon, by
feeling with his stick, "It" tries to discern an individual in the
ring. "It" is forbidden to use his hands, in trying to discover who the
individual is. If he succeeds in guessing, the individual guessed must
take his place. Otherwise he proceeds to some other individual in the
circle whom he tries to identify.

Name Race

The pupils of each aisle constitute a team. A slip is handed to the one
in the first seat in each row. At the signal to go, he writes his full
name thereupon and passes it immediately to the one next behind him,
who writes his name and passes it on. When the one in the last seat in
the row has added his name to the slip, he rushes forward and places
the slip upon the teacher's desk. The aisle first succeeding in
accomplishing this task, wins.

Frogs in Sea

One pupil sits in tailor fashion in the center of the playing space.
The others try to tease him by approaching as closely as they dare,
calling him "Frog in the sea, Can't catch me." If the frog succeeds in
tagging any of the other players, that player must take his place. The
frog is not allowed to change from his sitting position in his effort
to tag the other players.

Corner Spry

The pupils in the room are divided into four equal teams. Each team is
assigned to a different corner. A leader stands in front of each team
with a bean bag, cap, or ball. At the signal to start the leader tosses
to and receives from each member of his team in turn the bean bag.
Having received the bag from the last one in his line, he takes his
place at the foot of the line, and the one at the head of the line
becomes leader and proceeds to toss the ball to each member as did the
preceding leader. The group, in which all have served as leaders and
which successfully completes the game first, wins.

Flag Race

The pupils of each aisle constitute a team. Flags are given to the
pupils in each front seat. On the signal to go, each pupil holding a
flag steps out on the right hand side of the seat, runs around the
front of his own aisle, back on the left hand side, around the rear
seat, returning to his own seat up the right hand aisle, and hands the
flag on to the one next behind him, who continues the race. When all
the pupils in the aisle have circled their row of seats with the flag,
the last one, instead of returning to his seat, runs forward and holds
the flag above his head in front of his aisle. The one first succeeding
in reaching the front, wins the race.

In this race it is often better to run two aisles at a time and thus
avoid the possibility of pupils bumping into each other in their
attempt to race through the aisles. In this way the various winners can
race against each other, making an interesting contest.

Seat Vaulting Tag

A pupil is selected to be "It." He attempts to tag any other pupil in
the same aisle in which he stands. The pupils avoid being tagged by
vaulting over the seats. No one is allowed to run around either end.
"It" cannot reach across the desk in his effort to tag another. He must
be in the same aisle or tag as one is vaulting a seat. A pupil becomes
"It" as soon as tagged.

Jerusalem, Jericho, Jemima

This is a simple game of attention. The three words in the title are
near enough alike to require close attention on the part of the pupil
to distinguish between them and to act accordingly. Have the pupils
turn in their seats facing the aisle. If the teacher says "Jerusalem",
the pupils stand. If she says, "Jericho", they raise their arms
momentarily forward and upward. If she says, "Jemima", they sit down.
Any child making a mistake sits in her seat and faces to the front.

Compass

An attention game. The pupils stand in the aisle beside their seats. In
starting the game, the teacher asks them to face to the north, then to
the south, then to the east, and to the west, so that they have the
directions fixed in their minds. She then proceeds to tell a story or
to make statements such as the following, "I came from the north." At
the mention of the word "north" all the pupils must turn and face
towards the north. "But since I have arrived in the south,"--at the
mention of the word "south" they all turn and face the south, etc. If
the teacher should say "wind," the pupils imitate the whistling of the
wind; if "whirlwind" is mentioned, all must spin about on their heels a
complete turn. Failing to do any of the required turns, the pupil takes
his seat.

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