GAMES WITHOUT MUSIC
GAMES WITHOUT MUSIC
FOR CHILDREN
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
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.
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
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.
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-
ILLUSTRATIONS
GAMES WITHOUT MUSIC
FOR
CHILDREN
I. GAMES FOR THE SCHOOLROOM
1. LAYING THE BREAKFAST-TABLE
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:
'Father, God, we thank Thee for our daily bread.'
2. [2]Let us stir our coffee, softly, gently, so,
[3]Then the spoon in saucer quietly must go.
3. When you eat and drink, dears, do not make a noise,
[4]Pass things to each other, little girls and boys.
[If there is a piano in school, a little music
might be played while breakfast is in progress.]
4. When we finish breakfast, [5]hands in lap lay we,
Elbows on the table, that should never be!
NOTES:
[1] Fold hands and bow head.
[2] Stir coffee.
[3] Place spoon in saucer.
[4] Pass bread and butter to each other.
[5] Fold hands in lap.
(For Dinner and Tea Table songs, see Appendix I.)
3. CLEARING THE TABLE
(For directions as to laying the table, see game No. 1.)
To remove the cloth,
2. Put the napkins on the tray,
And the plates, too, take away.
3. Cups and saucers next we take,
Carefully, lest them we break.
4. Bring the milk and sugar here,
Soon the table will be clear.
5. Shake the cloth and fold it straight,
Then we'll wash each cup and plate.[A]
Instructions.—Verse 1. Children rise from table, and each carries chair to the place where it should go.
Verse 2. A child brings a little tray, and, walking round the table, takes up all the napkins, putting them on the tray one by one. A second child follows with another tray, and takes up the plates in the same manner.
Verse 3. Two children remove the cups and saucers, each having a tray.
Verse 4. The coffee-pot, milk-jug, and sugar-basin are taken away on a tray.
Verse 5. The cloth should be taken off carefully, so that the crumbs are not spilt, or if a toy crumb brush and tray can be obtained, the crumbs may be removed before the cloth is taken up.
NOTE:
[A] For song 'Washing Dishes,' see Appendix I.
4. WEIGHING
Scales and weights are required for this game.
Before commencing let the children see the different weights, and hold them one after the other in their hands.
The following rhymes may assist the scholars to remember the various weights:
Sixteen of these do make a [2]pound.
2. Four ounces [3]quarter-pound will be;
[4]Half-pound has eight ounces, you see.
NOTES:
[1] Show ounce weight.
[2] Show pound weight.
[3] Show the quarter-pound.
[4] Show half-pound.
The four weights given above will be sufficient at first for little children, but more may be added as they become familiar with these. When the scholars have learnt to distinguish the pound, ounce, &c., they may come out in turn and weigh various objects.
It would be well to explain that solid objects occupy less room than lighter substances—that a pound of feathers, e.g., would take up a large space, while a pound of lead would go into a very small compass.
Guessing Game.—When the object to be weighed has been chosen, a number of children are allowed to come out and hold it in turn, and say what they think is its weight. As the object is handed to the first child, the teacher says:
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:
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:
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
And nine a quarter-yard,
The half-yard eighteen inches takes,
To learn this is not hard.
NOTE:
[1] Appendix II.
6. SHOPPING
The shopman should stand behind a table or desk, and have articles made up in parcels ready for sale. 'The Shop' described in 'Kindergarten Guide,' p. 230,[1] would do nicely for this game.
The children who go shopping should be dressed in outdoor costume, and each carry a basket. They should also have money; imitation cardboard coins (for cost[2]) would do. (Customer walks up to the counter.)
Shopman
Good morning, ma'am, how do you do? And pray what can I get for you?
Customer
To weigh for me a pound of cheese?
[The packet is handed to customer.]
Customer
Shopman
The children should also ask for other articles, without using the rhymes, and they should be encouraged to speak clearly and distinctly, and to address the shopman civilly. This will be likely to assist them in going errands for mother.
NOTES:
[1] See Appendix III.
[2] See Appendix IV.
7. TYING A BOW
Instructions.—The children should be sitting at desks or tables, and each child should have a ¾ yard length of tape or ribbon, one inch in width, and a book with stiff cover. The teacher should first show how to tie the bow by passing her ribbon round the neck or wrist of a child, and performing the various movements as they are mentioned in the rhymes and shown in the illustrations. This should be done several times very slowly, the words being repeated either by teacher only or by all. When the children begin to tie the ribbon each round its own book, the teacher should show the various movements as they occur, performing them simultaneously with the scholars. (The numbers refer to fig. 1, which shows the various steps in order.)
[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]