p THE BOARD OF PUBLIC EDUCATION SCHOOL DISTRICT OF PHILADELPHIA PENNSYLVANIA PHYSICAL TRAINING FOR SPECIAL CLASSES OF THE ELEMENTARY SCHOOLS Printed by the pupils of The Philadelphia Trades School 1916 PHYSICAL TRAINING FOR SPECIAL CLASSES OF TPIE ELEMENTARY SCHOOLS HOW TO USE THE PHYSICAL TRAINING HANDBOOK No. 1 (Exercises for Regular Grades 1, 2 and 3) In Special Classes Games, Plays and Other Exercises With Suggestions for Adaptation to Special Class Work Compiled and Arranged BY Elizabeth O'Neill Assistant to the Director of Physical Education Oliver P. Cornman, . William A. Stecher, Associate Superintendent. Director of Physical Education. John P. Garber, Superintendent of Schools, Copyrig-ht applied for 1917 / ©C1.A477196 OCT 24 1917 PREFATORY NOTE Physical training may be regarded as even more import- ant for pupils of the special classes than for the children of the regular grades. It not only is essential for the correction or amelioration of physical defects and in establishing the proper physical basis for mental growth; but it also furnishes one of the best channels through which the mind of the siib- normial child may be reached and its intellectual, afiective and volitional processes stimulated and developed. The problems, however, presented by the children cf the special classes are so different from those encountsrsd in reg- ular grade work, that the ordinary methods of procedure must be greatly modified to meet the special class conditions. The several kinds of special classes require more or less diff'erent kinds of work, and the difi'erent pupils (graded not in accordance with conventional school standards but classi- fied on the basis of mentality as of Group A, institutional type; Group B, inherently backward; or Group C, somewhat higher capacity) must have the work varied to suit their individual abilities and needs. The teacher is in need of specific help in this field. The attempt, therefore, has been made to explain how the exer- cises of the manual for regular grades one, two and three may be modified for use in special classes. The more formal exercises should be supplemented, indeed, in some cases they should be supplanted, by games, plays and other exercises which combine physical training with mental recreation and stimulation. Accordingly a considerable num- ber of such exercises have been collated and included in this pamphlet together with detailed suggestions for their adap- tation to the difficult conditions of the special class. This material has been gathered from many sources. Grateful acknowledgements are made to the following pub- lishers for permission to use selections from their copyrighted publications: — Lathrop, Lee and Shepard: "How Thej^ Sleep" from Babyland; "Do You Guess It Is I" from Little Songs by Eliza Lee Foilen ; "Who Likes the Rain" by Clara Doty Bates ; "The Beehive and Anthill" from Finger Songs and Plays by Emilie Poulson. Milton Bradley Company: "The Five Little Fairies;" "The Pigeons;" "The Barnyard" from Rhymes For Little Hands by Maud Burnham ; Riddles and Guessing Rhymes by Prudence M. Kenner. The McClure Company: "Riddles" taken from Pinafore Palace "Guess Me Quicks." Charles Scribner's Sons : "One and One" by Mary Mapes Dodge from. "Rhymes and Jingles." Clayton F. Summy Co. : "A Lesson in Arithmetic" ; "Addition and Subtraction" by Mrs. A. C. D. Riley from "Lilts and Lyrics." The other poems found in this collection have come from books such as Songs, Games and Ehymes, Kallmann; Mother Play Songs — Blow — Songs of the Child World, Gaynor, It has not been possible to determine the authorship of some of the oldest and most familiar of the nonsense rhymes and other poems. The sense training games and plays in Part II were arranged by a committee of principals and special class teachers under the direction of the Department of Superin- tendence, and have been used with success in the various classes for several years. The writer also wishes to record her indebtedness to Mr. William A. Stecher, Director of Physical Education, and Dr. Oliver P. Cornman, Associate Superintendent in charge of special classes, for the many helpful criticisms and suggestions which were freely given by them during the preparation of this little manual. It is hoped that it will prove of service to teachers engaged in this interesting but arduous field of work. Elizabeth O'Neill. PART I GENERAL Considerations, Adaptation of Exercises of Handbook to THE Various Kinds of Special Classes and for Work with THE Several Groups of Pupils. Most forms of the physical training exercises used in the regular classes may also be used in the special classes. In these classes, however, the physical training materials will be used largely for educational rather than for hygienic ends. The physical training handbook No. 1, containing exer- cises for school grades one, two and three has these exercises grouped as follows: I. Free Exercises. IL Rhythmic Steps. III. Games and Plays. IV. Track and Field Work. V. Apparatus Work. These exercises can be followed quite closely by pupils of the B and C groups, if the teacher of the special classes will remember that her work must proceed more slowly than the work in the regular grades. If the class is a mixed class, con- taining A, B and C groups, the tactics should be omitted, and the class arranged so as to cause the least confusion in moving from place to place for gymnastics or games. If there are children in these classes who cannot follow all the commands of a lesson they should be permitted to do as much as they are capable of doing, and then, perhaps, to stand aside, or to sit and watch the others who can proceed further. The parts or divisions of a regular gymnastic lesson for normal children may be given as outlined in the handbook, or divided into as many periods as in the judgment of the teacher may seem best for her class. For instance, the free exercises, games, rhythmic steps or apparatus work may each be given at a different period of the daily program. Each outlined lesson in gymnastics should be repeated and varied until the response shows the ability of the pupils to follow quick com- mands, or to quickly imitate a succession of movements already learned. Classes composed of children doing the work cor- responding to regular grades, second to fifth inclusive, are mentally capable of foilov/ing the physical work arranged for normal children in the third grade. In special classes composed largely of pupils of the C group of the disciplinary type, the teacher's commands should be quick, and she should insist upon quick response. These children should know many good games selected from the list, and should be taught some of the team games. Competitive games and races have a distinct place. They should be used not only to quicken mental processes, but to quicken the interaction of the eye, the ear and the hand through movements where the action must be quick or failure follows. The physical work for the A and B groups should consist mainly of gymnastic and dramatic plays and games em.ploying the larger muscle masses. The work should differ from that of the normal grades, following more closely kindergarten methods. There should be as much freedom and spontaneity in the games and plays as possible. The gymnastic work should consist mainly of rhythmic exercises. Exercises with music would be most valuable, Plato said, "Musical training is a more potent instrument than any other, because rhythm and harmony make their way into the secret recesses of the soul in which they do mightily fasten." Much that is rhythmic in games and dramatic ex- pression will stimulate response and action, and quicken the imagination. For children of the lowest type of the A group many of the gymnastic movements can be started in a very simple rhythmic way; for instance, using the song-game, "Did you ever see a lassie (or laddie) do this way and that?"; during the singing, "do this way and that" perform any of the movements contained in the free exercises outlined for the first grade, A humorous motive can be added later — playing Punchinello. There should also be much opportunity given for exercis- ing the large muscles through play — acting out experiences; for instance, taking trips to the seashore or country, imitating the train, running on the beach, treading in the sand, picking up pebbles and throwing them into the water, jumping the waves, playing fireman, engine, truck, running to the fire, un- winding hose, climbing ladder, playing crossing over a brook, stepping stones, etc. For many classes, exercises of this character should pre- cede the more formal exercises by command, as outlined in the handbook. Games and plays having a spirit of rollicking fun should be a part of the daily program, humorous rhymes, stories or dramatic plays; for instance, Mr. Duck and Mr. Turkey; the Frog in the Neidlinger book. A frog came out of the pond one day, And found himself in the rain, Said he, "I'll get wet and may catch cold," So he jumped in the pond again. 6 To play this, the children form a circle to represent a pond; one child in the circle is the frog. At the words, "A frog came out of a pond one day," the child jumps to the circle edge representing the bank, stands up, and at the words, "Jumped in the pond again," does as the words indicate. "Mr. Duck went to call on Mr. Turkey." Action is suited to the words, the duck walks in a waddling fashion. If the games outlined in the handbook for 1st and 2d grades are too difficult, they may be preceded or supplemented by the following games : SOCIAL GAMES: As I Was Going Down the Street Hof er Lads and Lassies Go a Walking " ACTIVITY GAMES: Five Frisky Ponies (without song) My Pony Lilts and Lyrics Jog, Jog, Jog Bentley I Would Like To Go To Shetland (Manuscript) The Train Bentley Indians " Giants Gaynor No. 1 The Stepping Stones " No. 1 The Feather Game " No. 2 RUNNING GAMES or GAMES OF PURSUIT: We All Stand Here Stecher Squirrel " Drop the Handkerchief " ACTIVITY GAMES: (where rhythm is dominant) See-Saw Neidlinger Up Dovv^n Bentley The Swing (chorus) Gaynor No. 2 Rocking Horse Eleanor Smith IMITATION GAMES: I Am a Young Musician Hof er Laddie and Lassie Stecher Looby Loo Hof er Punchinello " Clapping Song Gaynor No. 1 This Way and That Lilts and Lyrics SKIPPING GAMES: How Do You Do, My Partner ? Hof er Will You Dance With Me? Stecher Muffin Man Let Your Feet Tramp, Tramp Hubbard Oats, Peas, Beans and Barley Grow Hofer WINDING GAMES: The Thread Follows the Needle Crawford Snail Hof er GAMES FOR THE ORTHOPEDIC CLASSES: Many of the song games suggested above can be adapted to the pecuhar needs of these classes, for instance: The Clap- ping Song, Giants, See-Saw, Laddie and Lassie, Finger Plays and Sense Games, Bean-Bag Games, Ring Toss, Spin the Plat- ter, Catch the Wand. ■GAMES FOR THE OPEN-WINDOW CLASSES: These classes should use some of the recreation drills as arranged in the physical training handbook corresponding to the school grades represented. If pupils from 1 to 4 grades are in one class, the free exercises for the 2d year should be used ; also active games listed like tag games, running races, jump- ing rope, or song games, like Oats, Peas, Beans ; MufRn Man ; Did You Ever See a Lassie? Will You Dance With Me? Jolly Miller; Mow the Oats. Care should be taken that these pupils do not play until exhausted. OPEN-AIR CLASSES: These classes should freely use the breathing exercises as arranged in the physical training handbook, also sense games and games selected from the list of bean-bag and ball games, in which the pleasure and exhilaration are produced through rhythmic movement, rather than by strenuous exer- cises; for instance, Looby Loo, Laddie and Lassie; Shoe- maker, Shoemaker, Mend My Shoe. Active gymnastic games should be introduced very gradually and carefully. Gymnastic exercises and gymnastic games calling for vigorous activity may be introduced at the discretion of each teacher of Open- Air Classes, or upon the advice of the medical inspector or physical training assistant. Care should be taken that these pupils do not play too vigorously or too long. PART II SENSE EXERCISES Sequence op Games and Plays with Simple Apparatus. The term "sense exercises" may be applied to any series of lessons, which has as its basis activities especially devised for the methodical exercise or training of the senses. The purpose of sense training is the development of the powers of observation. Observation implies careful attention and the working up of the sense material into clear mental images. Developing powers of observation is training in habits of care- ful inspection. Readiness and completeness of recollection after an interval are the determining factors in measuring the result of the training. 8 In order to secure careful attention on the part of the pupils and furnish a means of inciting the recall of the sense impressions, the sense exercises are given in connection with play and language games. The children having had experience in use of ail the senses, and the class interest being a community interest, the exercises here presented begin with sight. As children are more interested in people and easily learn to distinguish them by their general appearance and their voices, the exercises of sight and hearing are in the following order : (a) Exercises with people. (b) Exercises with things. (c) Exercises with qualities of things. SIGHT EXERCISES (a) WITH PEOPLE: Hiding Games. 1. Stand three children in front of class. One of three leaves place and hides. Who has gone? 1 In this exercise the pupils at their seats keep their eyes open. The difficulty may be increased by having more and more children in front of class, or by having pupils leave seats. By requiring a description of pupil hiding, a higher degree of observation and more language work may be introduced in the game. This exercise is preparation for 2. Stand three children in front of class. Pupils in class close eyes. One of three leaves and hides. Open Eyes ! Who has gone ? The difficulty may be increased as in previous exercise. The following rhymes may be used to advantage with each exercise : "Now tell, little children, who has gone from the ring. If you guess rightly, we'll clap and we'll sing!" "One, two, three, four, five, six, seven, eight, nine, ten. If you can't guess the first time, you may try again." 3. Bhndfold a child. Raise edge of blindfold and let him see part of the dress of another. Who is it ? 4. Blind Man's Buff. Play with three in a ring. The blind man attempts to catch one of the three. (b) WITH THINGS: Hiding Games. 1. Hold object before class. Pupils close eyes. Object ''hidden in sight." Pupils search for hidden object. Play other games, e. g, — "Hot Buttei" Blue Beans," 'T Spy." 2. Place three colored balls before child. BKndfold child. Oi^e ball is taken away. First is taken. What color is taken? Red is taken. Fi^om what place was it taken ? Increase difficulty by increasing the number of balls, first removing one, then two or three. "If your guess is sure and true, Then we will all clap for you." 3. Rainbow Game. Teacher holds up card with word "red" upon it. Asks cjiild to find a ball of that color and stand in the front of the room. Continue until all of the colors have been presented. Teacher holds up a card, and asks child to take card and stand beside the one who has a ball of corresponding color. Continue until all of the cards have been disposed of. Name colors. 4. Color Matching Game. Paste colored squares, oblongs, circles and other forms of different colors upon cards. Place a number of these cards upon blackboard ledge. Teacher shows a duplicate of one of the cards for an instant, and asks a child to match the color seen, to hold it up, and say, "My color is RED, like yours." Proceed in this way until all the colors have been matched. 5. Observation Games. Children walk around the room. What did you see ? . Who saw the greatest number of things ? Name things. As an increased difficulty of this exercise, use the follow- ing: Put doll, box, shoe, nut, marble, ball, knife, bottle, ink- stand, and bell on table. Let the children observe, go away and tell how many things they see, or write what they see. Vv^ho saw the largest number ? 6. Guessing Games. Blindfold a child. Teacher holds up object and says, "I have some- thing red." Child asks, "Is it round or square?" Guesses name of object. 10 7. Sorting Games. Teacher or children collect leaves. Let children put leaves that are alike together, as maple, poplar, horse chestnut, etc. The same games may be played with nuts, seeds, grains, ir- regular forms, alphabetical letters, etc. 8. Naming" Games. To teach the names and ready recognition of the leaves, show a maple twig with leaves on it, and have children tell from what tree it was taken. Hold up a poplar twig with leaves upon it, and have children tell from what tree it w^as taken. Continue this vv^ay until several kinds have been used. Have the children bring many leaves and place them on the table. Show a maple twig vdth leaves on it, remove it, and have a child, or a number of children, pass the table and find leaves like those on the twig. Show another twig from a tree familiar to the children, after an instant remove it, and have the children find leaves exactly like the ones on the twig. 9. Thimble Ring. All the players but o^e form a circle, each one clasping with his left hand the right wrist of his left-hand neighbor. This leaves all of the right hands free and all the left hands occupied. The odd player stands in the center of the circle, and tries to detect who holds the thimble that is passed from hand to hand. Each player in the circle places his right first in the hand of his neighbor on the left, v/hile the entire circle repeats th«se lines: "The thimble is going, I don't know where ; It is first over here, and th^n over there." When the player in the center thinks he knows who has the thimble, he goes up to him and says, "My lady's lost her thimble, have you it?" If correct, these two players change places. If incorrect, the one who is "It" demands of the player addressed to find it. This player in turn has one guess. If correct, he takes the place of the one who has the thimble, and the one who was "It" taking the vacant place in the circle, the one who held the thimble going to the center. Should the player be incorrect in his guess, he changes places with the one in the center. (e) Qualities op Things: 1. Guessing Games. 1st step. Descriptions of persons, things or parts of a room, as "I see something made of wood, of clay, of tin, of iron, of glass, etc." 2d step. "I see something made of wool, red and round," etc. 11 HEARING EXERCISES (a) WITH PEOPLE: 1. Knowing Voices, 1st step. One child says, "Good morning," back of another child, who tells who is speaking. 2d step. Repeat exercise, having child who is speaking, stand in different part of the room, tell who is speaking and what part of the room. 3d step. Eyes closed. Teacher touches child who runs outside. As soon as he raps at door, some child asks, "Who is call- ing?" Child outside answers, "It is I." Children guess who it is. 4th step. A certain number of children cover eyes. A certain number of children hide. They call "Whoop." Children uncover eyes, and tell where others are by sound. 5th step. Two or three children turn their backs. Others speak. One says, "Good morning," another, "It rains." Pupils having back turned tell who spoke and what was said by each. Have the children form a circle. Blindfold a child, give him a pointer and place him in the center of the circle. At a given signal the children are to move until the floor is tapped with the pointer, when they are to stop immediately. The child in the center must point to some one who is to take hold of the pointer. The one who is blindfolded asks, "Who is it ?" The child holding the pointer answers, "It is I." If the child's name can be given correctly, he is the one to be blindfolded and take his place in the center of the circle. 2. Knowing Times. Teacher sings a tune or plays a melody. Children tell what is sung or played. 3. Knowing Noise. Blindfold child. Let two people walk across floor. How many walking together? 4. Rhyming Games. 1st step. Children rhyme words. One child says "fail"; an- other rhymes it, i. e., says, "haul," "call," "ball," "tall," etc. 2d step. One child recites "Little Jack Horner" Sat in a (corner)." Last word to be filled out by other child. "Little Miss Muffet sat on a ." Fill out rhyme. 3d step. A longer poem, as: " 'Twas the night before Christmas When all through the Not a creature was stirring. Not even a ." 12 5. Silent Game. The children must be able to read the lips. A leader stands in a corner of the room. Then children sit in order. The leader whispers — but not loud enough to be heard — a child's name. The child must rise and come to the front of the room without a sound. Those making- a sound or not re- sponding when names are called must remain in their seats. (b) WITH THINGS: 1. Souiid of Things. Pupils close eyes. Teacher strikes tin pan or other object. What was struck? Vary the exercise by dropping articles. As preparation for this exercise the children are taught to recognize the sounds when glass, wood, tin, iron, etc., are struck. For in- creased difficulty place keys in tin box, wooden box, glass, jar, cardboard box, etc. Rattle box and have pupils tell kind. 2. Sounds of Bells. Pupils close eyes. Teacher rings bell. What kind of bell was rung? The pupils are prepared for this exercise by having the bells rung and the sounds designated as school bell, dinner bell, bicycle bell, etc. 3. Counting Sounds. Teacher taps upon table. Pupils tell how many iimes teacher tapped. The difficulty may be increased by tapping upon iron, glass, etc., and having pupils tell how many times the teacher tapped, and upon what the teacher tapped. EXERCISES WITH TOUCH 1. Recognizing by Touch. 1st step. Objects on table. Show them to child. Blindfold child. Place objects in hand. Have them feel and name object: " "Though your little eyes are blinded Your little hands can feel ." 2d step. Have a number of objects. Do not let the child see beforehand. Blindfold. Let child feel objects and name them. 2. Put in a bag, a whisk, chalk, a bottle, etc. Let child feel in the bag and tell what he has. 13 3. Drawing Blindfold child and have him tell name of model by feeling. (Teach hard and soft, rough and smooth, round and square, in the same manner), such as "hard ball," "soft ball," wood, pin-cushion. Smooth — glass, leather, satin. Rough — carpet, etc. Use samples of wool, cotton, silk, etc. EXERCISES WITH SMELL 1. Recogrrazing common objects and iov/ers. Blindfold child. Have him smell coffee. V/hat do you smell ? As preparation for this game, many lessons should be given in distinguishing strongly contrasting things, as coffee, tea, vinegar, soap, onion, spices, flowers, etc. EXERCISE SENSES TOGETHER 1. Blindfold child. Child smells flower. Tells flower by description, e. g. : 'That is a small violet flower." ''That flower has five petals," etc. 2. Hide tlie Thimble-- -Hot Better Blue Beans. One player is sent from the room. One of those remaining hides a thimble, a cork, or other object that has been pre- viously shown to the absent one. When the object is hidden, the absent player is recalled and proceeds to hunt for the hidden object. While he is doing this, the others sing or clap their hands; when the hunter is far from the object, lightly; when he approaches it, sounds are to giov^ louder. 3. A Grouping Lesson. Things together. Give name, form and group according to designated characteristics. Place blue objects with blue. Find ball — place vv^itli round things. Place soft objects to- gether in group. Find how one object may belong to several groups. ' 4. Memory. Tell "Susie's Dream" (Kindergarten Manuscript — Miss Williams), "Wake-Up Story" (In the Child's World— Pouls- son), or any other story that has a concrete basis in which interest lies in each thing. "I am thinking of an animal that has two wings and scratches." , Imagination — "The old, old lady." 14 SENSORY MOTOR EXERCISES EYE TRAINING Place a box iii the front of the room. Give each child a bean bag. At a given signal, tell the children to run around the room, and as they pass the box, throv\^ the bags into it. Those failing to do so are out of the game. The successful ones may take the bags and run again. 1. Hoop Game. Have a child hold a hoop in a vertical position. Give each child in the ring a bean bag and let him attempt to throw it through the hoop. The row sending the greatest number of bags through the hoop wins. 2. Ball in Ring. 'Tn m.y hand a ball I hold, 'till upon the floor 'tis rolled." Draw circle first, two circles, etc. Aiming. 3. Target Toss. Three concentric circles should be drawn on the ground or floor. Their size will depend upon the skill of the players. Each player throws three bean bags, or if out of doors, small blocks of wood or shells. The thrower stands with his toe on the throwing line, and tosses the bags. If the bag stops on the center circle, it scores fifteen; if between the center and the next larger circle, it scores ten points; if between the middle and largest or outer one, it scores five points. For very small children, a bag that lands on a line may score for the larger circle for which it touches. For more expert players, a bag landing on a line does not score at all. The jilayer wins who has the highest score in five rounds of the game. SONG GAMES Gymnastic and Representative Plays as used in the Nor- mal School Kindergarten Training Course may be found in the following books: Gaynor Books. Bentley Books. Merry Songs and Games. Neidlinger Books. Eleanor Smith, Nos. I, II, III. Jenks and Walker Books. Knowlton's Books, Poulsson's Books. Hofer's Rhythms. GAMES AND PLAY Games for older children to be used from "Philadelphia Handbook," and Mr. Stecher's Book of Games. 15 GRADED GAMES AND PLAYS WITH SIMPLE APPARATUS The games following have been arranged in a sequence to show a progression in development from the simplest to the more complex forms of the various plays suggested for the ball, bean bag, jumping rope and foilow-the-leader. The games should be selected according to the mental de- velopment and special needs of the children playing. Games of catching and throwing the ball have been found to be par- ticularly helpful in some forms of hysteria. They are so arranged that groups of children may play ball or bean-bag games in the grade of difficulty best suited to the develpoment of the members of the groups playing together. For instance, one group of eight children may be arranged in two lines facing and roll the ball, beginning with No. 1 of one line, across to No. 1 of the opposite side, and so on. An- other group of four children may take turns rolling the ball into a circle drawn upon the ground in chalk, or they may toss a bean-bag into one of two or more concentric circles, according to the progression of difficulty they may be ready to take. Another group of four may toss a ball or bean-bag into a basket. A child who has become skillful in a game should be selected to become a leader to take charge of a group of children who cannot play the game. FOR RHYTHMIC PLAYS WITH THE BALL Now let us bounce and catch the ball (repeat 3 times) Now we will bounce and catch the ball. Now let us toss and catch the ball — repeat as before. Now let us throw and catch the ball — repeat as before. Now let us bound and catch the ball. May be sung to the tune of Cris Cradle. — Hubbard Merry Songs and Games. SEQUENCE OF BALL GAMES (1) Without definite aim. "First to one child, then another." (May be formulated in song) — Blow. (2) With definite aim, using same songs. a. Roll to child in center of ring. "One, two, three, roll." "Eoll over, come back here." Merry Songs and Games. — Hubbard. 16 b. Class divided in two lines, opposite children roil to each other. (a) One ball for two people. (b) Two balls for two people at same time. c. Eoll at a mark. d. Roll into chalk ring. Make more difficult as class gets more expert by drawing the ring smaller. e. Roll through arch. May be made more attractive as a game if a tiny bell is suspended so that the ball will touch it and ring it if the ball goes through the arch. Tossing. (1) Into the basket. Make more difficult by increasing the distance the child stands from the basket. (2) At a mark. Draw a circle on the board. As the chil- dren gain in proficiency make circles within circles until the mark resembles a target with a bull's eye. Numbers may be written in the circles and each child keeps a score. This makes a good recess game. Bean bags are better than balls to throw in the classroom. (3) Tossing or throwing ball through suspended hoop. (4) Tossing to another child. (5) Tossing through suspended hoop to another child. (6) Toss ball against wall and catch on the fly as it rebounds. (7) Toss ball against wall and catch on first bounce. (8) Toss ball into air and catch. (9) Toss ball into air and allow it to bounce once, catch. (10) Bounce ball and catch. (11) Bounce ball, bat it once to ground with hand, catch. (12) Bounce ball, bat it twice to ground with hand, catch. (13) Bounce ball, bat it three, four, five, six times to ground, and catch. (14) Repeat backwards, batting from six to one. (15) Toss, let bounce once, catch. (16) Toss, let bounce once, bat to ground, catch. (17) Toss, let bounce once, bat to ground two, three, four, five, six times, catch. (18) Bounce, bat up into air, catch. (19) Bounce hard and catch on fiy as it comes down. IT Tlirowing and tossing games may be played in a variety of ways. a. Each player is given a ball. The teacher or leader fixes a definite number of times that the ball is to be caught. At a given signal all players throw up their balls and catch them again, with one or both hands, as rapidly as possible. The one who gets through first, without having dropped the ball, is the winner. b. Players are arranged in ranks, and the ball throwing is done in time. 1. Throwing and catching v/ith both hands. 2. Throwing and catching with one hand, i. e., throwing with right hand and catching with left and vice versa, or throvv^ing and catching with right and left alternately. 3. Throwing v/ith one hand, catching with both hands, wrists together at height of shoulder. 4. Throwing with one hand, catching with two hands, wrists crossed. 5. Throwing and catching in semi-circle. The ball is thrown with the right hand over the head and caught with the left hand, and vice versa. The arms are extended side- wise. 6. The ball is throvv^n upward with the right hand, crossed under the left forearm and caught by the same hand. The winner is the one who continues longest without dropping the ball. A player missing the ball steps out. SEQUENCE OF BEAN BAG GAMES 1. Carrying Bags. Carry bags on head when walking, marching, running, skipping. Develops carriage, poise. 2. Droppmg bags. Drop bag on floor. Stoop (knee exercise) or bend (trunk exercise) to pick up. Repeat several times in succession to signal. 3. Tossing and catching, a. Both hands. b. Right hand. c. Left hand. d. From right to left, etc. 4. Swisiging bags. (Good pendulum game) . Can be taken sitting or standing. The weight on the ends helps to make the pendulum more realistic. Use both arms equally in this game. r~: - 18 5. Throwing. Increase difficulty by increasing distance. At object or target, drav/n on the board. Into basket or chalk ring drawn on the floor. ■ Through hole in inclined board. Through suspended hoop. To another child. To opposite lines. Using one bag for each opposite couple. Using two bags for each opposite couple, tossing bags simultaneously. Three lines of children well spaced in all directions so that each child has plenty of room. The first three chil- dren in the lines the second three, etc., playing together. The two children in the outside rows toss bag to each other, trying to keep the child in the middle row from getting it. If the child in middle rovv^ catches the bag, he changes place with the person who threw it. Children form circle, one child in center. Children on the circle toss bag across the circle to each other. Child in center tries to stop it. If he succeeds, he changes places with the child who threw the bag when he caught it. Make the game mcire difficult by having two, three, four or even five bags, being tossed across the circle. When the game is w^ell understood, more than one child may stand in the circle. Horizontal lines toss bags successively into chalk ring. Next line repeat. The rovv^ which gets most bags into the circle wins, Jiimpmg ever soccessive bagSo Jumping forward. Jumping sideways. Jumping backwards. Relay Saces„ Described in the Hand Book, also in Songs and Dances (Stecher). In these races the teacher should have a care that the children do not get too nervously excited. Make it as much a part of the game to do it carefully as to do it rapidly. Passing Bags, In either vertical or horizontal rows. Standing in line, pass one bag from hand to hand. Sitting at desks, pass one bag along each aisle. One cliild laying bag on desk and next picking it up and placing on next desk. Passing from hand to hand. 19 FOLLOW THE LEADER Walking. On tiptoe. Marching and clapping time, front, over head or back. Marching and imitating drums, fifes, horns, etc. Skipping. Hopping, 2 right, 2 left, or 4 right, 4 left, etc. Arm swinging. Jumping to touch place on wall. Land on balls of feet with deep knee-bend. Winding in and out among desks. Marching quietly and in good position. This is good to end with. GAMES WITH THE JUMPING ROPE One large rope for many players. Anybody run in, and all jump together. Cliase the Fox. Players standing in line, run through at will. Later let them run through at every second swing. After that let them catch hands by twos and run through at every second swing. Rope being turned headward toward players run in one by one. Skip back one by one to place. Each person in turn jump once. Each person in turn jump tvv^ice, and then run out. Later on have this done by twos. When a player misses, she either goes to end of line or relieves one of the persons who is turning the rope. Bakmg Bread. Run in with stone in hand. Between jumps, alternately, place stone on ground and pick it up again. Rock tlie Cradle. Swing rope to and from instead of turning it. Stand v/ith face, side or back to rope and jump over it as it circles footward. High Water. Rope lying on ground, children step over one by one. Lift rope a little higher each time after all the children have taken the jump. 20 Aiming Plays. For accuracy, steadiness of motion. Games preparing for quick reaction. Games with the bean bag or ball, rolling, toss- ing or throwing games, as described on pages preceding. Inter- est in these games will be multiplied by using a variety of material and objects which will increase the physical and mental difficulty of the game, according to the age and effi- ciency of the children. Games to Be Played on the Ground. a. These may be played by making circles — large, small or concentric, b. Lines or squares. They may be played by children singly, in groups, or as competitive games, scoring points, etc., as per diagrams. For rolling the ball or throv/ing the bean bag into May throw bean bag into the circle or roll a ball between the circles. 21 The players may take turns throwing the bean bags into the squares. The throY/er stai about five feet from the first square. If ; falls on a line it does not count, but if throvvn into a square it counts as many points as the number marked in the square. 8 Make a target of concentric circles. Let the child aim for the space between two lines. These may be marked, from outer to inner, 1 — 2 — 3 — 4 — 5 — 6 — 7 (the bullseye), and the points may count as many as the number marked in the circles. ; :;;j Or the circles may be colored as follows : The bullseye red, the next one white, the third yellow, fourth white, fifth green, sixth white and seventh blue, and points given only for the circles colored. \¥hen the children become more expert, points may be given only foi" bullseye. 22 Aiming at Clubs. The players stand in a front rank, with several feet distance between the members. At some distance in front of each is placed a club. Each player, being provided with a bean bag, throws it at the club in front of him, trying to knock it down. The player doing this the greatest number of times is the winner. The game may also be played by having two clubs placed close together, and the players try to throw the bean bags between them without hitting the clubs. The distance between the clubs and the players and between the two clubs may be varied to increase or decrease the difficulty. Rolling the ball to strike objects — wall — basket — between objects — making gate, arch or passage way. Game of Ten Pins. Games of throwing to hit certain definite points on the surface or ground, into the basket on the ground or suspended against an upright. Quoits. Ring Toss — Bag Board through holes of various sizes. Board with large wooden pegs to catch rings. Board with nails to catch smaller rings. MAKING A TARGET If a bull's eye or target cannot be permanently painted on the wall, it is best to use a portable or temporary target m.ads of wood or cardboard, so as to discourage unnecessary defacing of property. To such a mark a ball or bean bag may be thrown, a feather on a cork, arrow, blow pipe or air gun may be used for the game. 23 GAMES OF BALANCING The players place a club with the flat end in the flat palm of the right hand. At a given signal they balance it in this manner^ the one holding the club in this position longest win- ning. The game may be increased in difficulty by: (a) placing club with the knob in the palm; (b) balancing a wand in the same manner; (c) balancing two clubs, one in each hand; (e) requiring the players to stand in place and balance without moving; (f) balancing wand or club on the tip of a finger, or on tip of chin or nose ; (g) a glass of water in hand without spilling any; (h) a block or bean bag on head; (i) a wooden vessel with water on head; (k) a ball on palm. The foregoing sequences give a variety of material for competitive games. Other games and athletics may be found in the physical training handbook, and also in "Games and Dances/' Stecher. It is impossible to play games calling for accuracy of motion unless many games of discrimination have been played calling forth a keen sense of sight, touch and hearing. 24 PART Hi Quiet games and plays ; the use of number rhymes, riddles and other poems to stimulate mental as well as physical reac- tions. Some of these rhymes may be used as representative games with hands and fingers, others may be played by gi-oups of children. These games and plays have been collected to help the special class teacher in the instruction of group A and group B children. They may also be used in the lower grades of the special English Classes and orthopedic classes, FINGER PLAYS, NUMBER RHYMES AND RIDDLES THE FIVE LITTLE FAIRIES Said this little fairy, ''I'm as thirsty as can be!" Said this little fairy, "I'm hungry, too, dear me i" Said this little fairy, "Who'll tell us where to go?" Said this little fairy, 'T'm sure that I don't know !" Said this little, fairy, "Let's brew some Dew-Drop Tea!" So they sipped it and ate honey Beneath the m.aple tree. Maud Burnham. FIVE LITTLE PIGS This little piggy went to town, To buy a pound of honey, This little piggy stayed at home To take care of the money. This little piggy ate with all his might, For he was very greedy ; This piggy said, "It is not right, He knows that I am needy." This piggy cried, "Wee, wee, wee, wee, I'm very hungry, please, sir, A beefsteak pie v/ill do for me, Or a bit of bread and cheese, sir." Lets go to the woods, said this pig. What to do there, said this pig. To fmd our mother, said this pig. What to do with her, said this pig. To kiss her and kiss her, said this pig. (Mms.) 25 THE THUMB IS ONE The thumb is one, the pointer two, The middle finger three ; Iving finger four, Kttle finger five. And that is all you see. There was a little pigeon, And when he said, "Coo — coo I" Another little pigeon Close down beside him flew — Then there were Two. Two pretty ship^; were sailing, As grandly as could be ; And "Ship ahoy !" another Sailed out upon the sea — Then there were Three. I had a pretty rosebush That grew beside my door ; Three roses bloomed upon it And soon there came one more — Then there were Four. Four bees agathering honey — The busiest things alive ; And soon there came another From out the crowded hive — Then there Vv^ere Five. THE BEEHIVE AND ANT HILL (POULSSON) Here is the beehive. Where are the bees ? Hidden away where nobody sees. Soon they come creeping out of the hive — One ! tv/o ! three ! four ! five ! Once I saw an ant hill v/ith no ants about ; So I said. Dear little ants, won't you please come out? Then, as if the little ants had heard my call — One ! two ! three ! four ! five ! came out ! And that was all. By permission of Lathrop, Lee and Sheppard. COUNTING THE BUNNIES "My bunnies novv^ must go to bed," The little rabbit mother said ; "But I will count them first to see If they have ail come back to me. "One bunny, two bunnies, three bunnies dear. Four bunnies, five bunnies, yes all are here ! They are the prettiest things alive, — My bunnies, one, two, three, four, five." 26 COUNTING THE CHICKENS "My chickens iiO¥/ must go to bed," The good hen mother clucking' said, "But I will coiiiit them first to see If they have all come back to me. One chicken, two chickens, three chickens, four, Five, six, seven chickens, — still there are more. Eight chickens, nine chickens, ten chickens ! Then All my chickens have come back!" Said good mother hen. Among the green leaves of the tall forest trees, A little bird il utters and sings; Flutters and sings in the soft summer breeze, Then lazily folds his tired wings. Beneath the cool v/aves of our clear, sparkling lake Ty<70 fishes are sporting in play ; Sporting in play hieath the waves of our lake, Then gracefully swimming away,, Within our green meadovv" of sweet-scented hay, Three little lambs gambol and leap ; Gambol and leap all the long summer day, ■ Then quietly lie down and sleep. All day in our garden of sweet-scented flowers, Four bees gather honey and wax; Honey and v/ax, through the bright morning hours. Then carry it home on their backs. Within this same garden of s"weet-scented flowers, Five children are busy at play; They skip and they sing, through the bright sunny hours, And at night-fall they hasten away. OVER IN THE MEADOW Over in the meadov/, In the sand, in the sun. Lived an old m.other toad And her little toadie one. "Wink," said the mother ; *T wink," said the one ; So she vsdnked and she blinked In the sand, in the sun. Over in the meadow, Where the stream runs blue, Lived an old mother fish And her little fishes twOo "Swim," said the mother; "We swim," said the two ; So they swam and they leaped Where the stream runs blue. 27 Over in the meadow, In a hole in a tree, Lived- a mother bkie bird And her httle birdies three. "Sing," said the mother ; "We sing," said the tiiree; So they sang and were glad In the hole in the tree.. Over in the meadow, By the old barn door, Lived an old mother rabbit And her little bunnies four. "Leap," said the mother ; "We leap," said the four ; So they leaped right through The old barn door. Over in the meadow, In a snug beehive, Lived a mother honey-bee And her little honeys five. "Buzz," said the mother ; "We buzz," said the five ; So they buzzed and they hummed In a snug beehive. Hickory, dickory, dock. The mouse ran up the clock ; The clock struck one. The mouse ran down, Hickory, dickory, dock. LITTLE BIRDIE IN A TREE Little birdie in a tree builds a nest for you and me, Lays two eggs so small and sweet ; from these, two little birdies creep, Calling mama, peep, peep, peep ; calling mama, peep, peep, peep. We are hungry, peep, peep, peep ; bring us food, mama sweet. TWO HANDS I HAVE Two hands I have, with fingers eight, And two fat, chubby thumbs ; They love to dance and skip about, And help to gather plums. 28 TWO LITTLE BIRDS Two little birds sat on a stone, One flew av/ay and then there was one. The other flew after and then there was none, And so the poor stone was left all alone. Of these two birds one back again flew. The other flew after and then there were two ; Said one to the other, "Pray how do you do ?" "Very well, thank you, and pray how are you?" ONE AND ONE* Two little girls are better than one, Two little boys can double the fun, T\i/o little birds can build a fine nestj,. Two little arms can love mother best. T¥/o little ponies must go to a span ; Two little pockets has my little man,. Two little eyes to open and close, Two little ears and one little nose. Two little elbows, dimpled and sweet. Two little shoes on tv\^o little feet, ■ Two little lips and one little chin. Two little cheeks with a rose shut in ; Two little shoulders chubby and strong, Two little legs running ail day long, Two little prayers does my darling say. Twice does he kneel by my side each day. *From "Rhymes and Jingles," Copyright, 1874, 1904, by Chas. Scribner'g Sons. Two little thumbkins, friends so true. Met one day and said, "How do you do ?" (Fingers march toward each other and bow. Use all the pairs of fingers.) C. F. Minnick. TWO ROBIN REDBREASTS Two robin redbreasts in their nests had little robins three ; The mother bird sat still at home, her mate sang merrily; And all the little robins said, "Wee, wee, wee, wee, wee, wee;' And all the little robins said, "Wee, wee, wee, wee, wee, wee." One day the sun was warm and bright, a-shining in the sky, The mother said, "My little ones, 'tis time to learn to fly." And all the little robins said, "We'll try, we'll try, we'll try," And all the little robins said, "We'll try, we'll try, we'll try." The father said, "My little ones, don't try to go too high, But fly hke this, then rest a bit, then further by and by." And ail the little robins said, "We fly, we fl.y, v/e fly," And all the little robins said, "'We fly, v/e fly, we fly." 29 I know some little children dear who never fret nor cry, But when they're told do this or that, they always say, "I'll try." Oh, how delightful 'tis to see these little children try. Oh, how delightful 'tis to see these little children try. Baa, baa, black sheep, Have you any wool ? Yes, marry, have I, Three bags full : One for my master, One for m^' dame, And one for the little boy Who lives in the lane. Three v/ise men of Gotham, Went to sea in a bowl ; If the bowl had been stronger, My song had been longer. Go to bed first, A golden purse. Go to bed second, A golden pheasant. Go to bed third, A golden bird. Two little hands I have, you see, - They hang so heavy from my arms, And I can raise them, one, tv/o, three, And drop them at my side, j^ou see. Two little feet I have, you see, And they are up to lots of fun, For I can stamp them, one, two, three, And hold them straight and still, you see. Two fingers have I here, you see. They dance and hop and jump and play. And I can bend them, one, two, three. And stretch them up so high, you see. Said the first little chicken With a funny little squirm, I wish I could find a big fat worm. Said the second little chicken With a queer little shrug, I wish I could find a big black bug. 30 Said the third little chicken With a queer little squeal, I wish I could find some nice corn meal. Now see here, said the mother, From the green garden patch, If you want any dinner you can just come and scratch. Betty Pringle had a little pig, Not very little and not very big ; When he v/as alive he lived in clover. But now he's dead, and that's all over. So Billy Pringle he lay down and cried. And Betty Pringle she lay down and died ; So there was an end of one, two and three : Billy Pringle, he, _ Betty Pringle, she, And the piggy wiggee. THREE LITTLE KITTENS Three little kittens, they lost their mittens, And they began to cry, "0, mother dear, We very much fear. That we have lost our mittens." "Lost your mittens ! You naughty kittens ! . Then you shall have no pie." Mee-ow, mee-ow, mee-ow. "No, you shall have no pie." Mee-ow, mee-ow, mee-ow. The three kittens, they f omid their mittens, And they began to cry, "0, mother dear. See here, see here ! See ! V^e have found our mittens !" "Put on your mittens, You silly kittens, And you may have some pie." Purr-r, purr-r, purr-r. "0, let us have the pie." Purr-r, purr-r, purr-r. The three little kittens put on their mittens, And soon ate up the pie ; "0, mother dear. We greatly fear, That we have soiled our mittens." "Soiled your mittens ! Yo'u naughty kittens!" Then they began to sigh, Mee-ow, mee-ow, mee-ow. Then they began to sigh, Mee-ow, mee-ow, inee-ow. 31 The three little kittens, tliey v/ashed their mittens, And hung them out to dry ; "0, mother dear, Do you not hear, That we have washed our mittens ?" "Washed your mittens ! 0, you're good kittens. But I smell a rat close by, Hush ! Hush ! Mee-ow, mee-ov/." "We smell a rat close by, Mee-ov/, mee-ow, mee-ow." EACH MOTHER LOVES BEST As I walked over the hills one day, It seemed that I heard a mother sheep say : "In all this green field there is no other so sweet. As my little lamb vdth his nimble feet. His eye is so bright and his wool is so white, 0, he is my darling, my heart's delight!" The mother sheep and her little one Lay down, side by side, on the hill in the sun. Out in the kitchon now what did I see. But the old mother cat v^/ith her kittens three. Purring away. It seemed to me, I heard her whispering soft, said she : "My kittens, with tails so cunningly curle'd. Are the prettiest things in all the world. I'll take my kittens, the kits I love, And we'll go to sleep beneath the warm stove." I went to the barnyard and saw the old hen Go clucking about with her little chicks ten ; She clucked and she scratched and she bristled away. And what do you think I heard her say ? I heard her say proudly : "The sun ne'er will shine. On anything like to these chickens of mine. Hunt o'er this whole yard and farm if you please, I'm sure you'll find nowhere such fine chicks as these." I went to the nursery and I saw there A mother and baby in rocking chair, And these are the words I heard her say, As backward and forward she rocked away : "The sheep loves her lamb, and the hen her chick; The cat loves her kittens, but I have the pick ; I have here the sweetest baby of all, His love grows for mother as he grows tall." 32 FRISKY PONIES Five frisky ponies waiting at the gate, Shoe them and saddle them, and ride them off in state. One pony for my little man, Two ponies make a span. Three ponies all in a row, "* Four ponies all ready to go. Five ponies so glossy and bright, Up the street and down the street, And home again at night. the' VENTURESOME CHILDREN Five little children climb a tree, Higher and higher you can scarcely see ; They climb so high, so high, so high. Now they fall down in a hole close by. Let us hasten and help them out ; Poor little things, what were you about ? "Here we are unhurt you see. Thankful to you as thankful can be ; And if e'er again we climb a tree, We'll be sure to be careful as careful can be." FIVE LITTLE SQUIRRELS UP IN THE TREE Five little squirrels up in the tree. Said the first little squirrel, what do I see? Said the second little squirrel, I smell a gun, Said the third little squirrel, oh, let's run. Said the fourth little squirrel, let's hide in the shade, Said the fifth little squirrel, I'm not afraid. Bang, bang, went the gun, and they ran every one. Five little squirrels up in the tree. Said the first little squirrel, what do I see ? Said the second little squirrel, a boy, I declare, Said the third little squirrel, where, oh where ? Said the fourth little squirrel, let's hide in the shade, Said the fifth little squirrel, I'm not afraid. Hurrah ! cried the boys, and they all ran from the noise. FIVE LITTLE WHITE MICE Five little white mice, Found a box full of rice. And they went to the top. With a squeal and a hop. To eat all the rice They were sure was so nice. Five little white mice, In a box full of rice. 33 FIVE LITTLE MICE Five little mice on the pantry floor. Seeking for bread crumbs or something more ; Five little mice on the shelf up high, Feasting so daintily on a pie. But the big round eyes of the wise old cat See what the five little mice are at. Quickly she jumps ! but the mice run away, And hide in their snug little holes all day, "Feasting in pantries may be very nice; But home is the best!" say the five little mice. FIVE LITTLE LAMBS Five little lambs stood under a tree, The first one said, "Come follow me" ; The second one said, "Let's keep in line" : The third one said, "That will be fine" ; The fourth one said, "I'm coming fast," And the fifth one said. "I'm the last." So after their leader they ran Till they came to the fence. And they all stood still. FIVE LITTLE FISHES Five little fishes swam out to sea. Said the first little fish, "Who'll race with me?" Said the second little fish, "I will, I declare." Said the third little fish, "Oh, where, oh, where?" Said the fourth little fish, "To the great big shark." Said the fifth little fish. "I'll keep the mark." Away they all swam — but were soon in the dark. THE FAMILY OF FISHES I saw five little fishes, Swimming in the sea, And I said, I really wonder Who these fishes all can be. Wliy the big one is the Papa, And the Mamma comes, you see ; There's the brother and the sister And the last the baby wee. Now hold up five small fingers, They are fishes, we will play ; No matter how they swim about, Together they will stay. So the family of the fishes Together like to be, Close to Mamma and to Papa, As they swim about the sea. 84 FIVE LITTLE CHICK-A-DEES Five little chick-a-dees peeping at the door, One flew away and then there were four. Four little chick-a-dees sitting on a tree, One flew away and then there were three. Three little chick-a-dees looking at you, One flew away and then there were two. Two little chick-a-dees sitting in the sun. One flew away and then there was one. One little chick-a-dee left all alone. He flew away and then there was none. Chick-a-dee, chick-a-dee, happy and gay, Chick-a-dee, chick-a-dee, fly away. THE LITTLE HELPERS I've ten little helpers that work for me right well, What I would do without them is more than I can tell. I've five here, and five there, wherever I may go I clap my hands, and there they are all standing in a row. These ten little helpers are in a pair, you see, A right one, and a left one, in size they both agree. I've five here, and five there, wherever I may go I clap my hands, and there they are all standing in a row. Six little mice sat down to spin. Pussy passed by, and she peeped in. "What are you at, my little men ?" "Making coats for gentlemen." "Shall I come in and bite off your threads?" "No, no. Miss Pussy, you'll snip off our heads." "Oh, no, I'll not, I'll help you to spin." "That may be so, but you don't come in !" THE DREAM OF A GIRL WHO LIVED AT SEVEN-OAKS Seven sweet singing birds up in a tree ; Seven swift sailing ships white upon the sea; Seven bright weather-cocks shining in the sun ; Seven slim race-horses ready for a run ; Seven gold butterflies, flitting overhead ; Seven red roses blowing in a garden bed ; Seven white lilies, with honey bees inside them ; Seven round rainbov/s with clouds to divide them ; Seven pretty little girls with sugar on their lips ; Seven witty little boys, whom everybody tips ; Seven nice fathers, to call little maids joys; Seven nice mothers, to kiss the little boys; Seven nights running I dreamt it all plain ; With bread and jam for supper I could dream it all again ! — By William Brightly Rands. 35 JOHN BROWN HAD A LITTLE INDIAN John Brown had a little Indian, John Brown had a little Indian, John Brov/n had a little Indian, One little Indian boy; One little, two little, three little Indians, Four little, five little, six little Indians, Seven little, eight little, nine little Indians, Ten little Indian boys. Ten little, nine little, eight little Indians, Seven little, six little, five little Indians, Four little, three little, Iy/o little Indians, One little Indian boy. DAYS OF THE WEEK Little Mouse Sunday found a great big bun. Little Mouse Monday wished that he had one. Little Mouse Tuesday was fat enough without. Little Mouse Wednesday sat down to sulk and pout. Said little Mouse Thursday, I'll get one for myself. Said little Mouse Friday, there's another on the shelf. Little Mouse Saturday began to beg and squeak. Come on, said all the seven, we've enough to last a week. Said Sunday to the other days, Let's all stand in a row. So Sunday called to Monday, And Monday called to Tuesday, And Tuesday called to Wednesday, And Wednesday called to Thursday, And Thursday called to Friday, And Friday called to Saturday, And Saturday was the last. And when they stood just so, Seven in a row. The children said "Oh-o ! That's just a week, we know." THE DREAM OF A BOY WHO LIVED AT NINE-ELMS Nine grenadiers, with bayonets in their guns ; Nine bakers' baskets, with hot-cross buns ; Nine brown elephants, standing in a row ; Nine new velocipedes, good ones to go ; Nine knickerbocker suits, with buttons all complete ; Nine pairs of skates with straps for the feet ; Nine clever conjurors, eating hot coals: Nine sturdy mountaineers leaning on their poles ; Nine little drummer-boys beating on their drums ; Nine fat aldermen sitting on their thum.bs ; Nine little knockers to our front door ; Nine new neighbors that I never saw before ; Nine tim_es running I dreamt it all plain ; With bread and cheese for supper, I could dream it all again ! —William Brightly Rands. 36 A LESSON IN ARITHMETIC (ADDITION) Ten white eggs in a nest of hay, Two warm wings and a downy breast, Mistress Hen sits day by day, Waiting on her barnyard nest. Ten gold fluffs and ten pairs of legs, Hungry mouths there are also ten. Now in place of hard white eggs, Ten wee chicks has Mistress Hen. —By '^1xs. A. C. D. Eiley. THE PIGEONS Ten snowy white pigeons are standing in line, On the roof of the barn in the warm sunshine. Ten snov/y w^hite pigeons fly down to the ground, To eat of the grain that is thrown all around. Ten snowy white pigeons sooh floater aloof, And sit in a line on the ridge of the roof. Ten pigeons are saying politely, ''Thank you !" If you listen, you hear their gentle "Coo-roo !" — Maud Burnham. ONE, TWO, BUCKLE MY SHOE One, two, Buckle my shoe; Three four. Shut the door; Five, six, Pick up sticks. Seven, eight, Lay them straight; Nine, ten, A good fat hen ; Eleven, twelve, A man must delve. Thirteen, fourteen, Maids a-courting; Fifteen, sixteen. Maids in the kitchen; Seventeen, eighteen, ' Maids a-waiting; Nineteen, twenty. My plate's empty. 1, 2, 3, 4, 5, I caught a hare alive ; 6, 7, 8, 9, 10, I let her go again. Ten little fingers and ten little toes, Two little eyes, but only one nose. Baby said as she smelled the rose, "Dearie me, only one nose !" Ten little fingers and ten little toes, Two little ears, but only one nose. Baby said as she smelled the snuff, "Dearie me, one nose is enough" THE MONTHS In January falls the snow. In February cold winds blow. In March peep out the early flowers. In April comes the sunny showers. In May the flowers bloom so gay. In June the farmer mows his hay. In July hotly shines the sun. In August harvest has begun. September turns the green leaves brown. October v/inds then shake them down. November fields are bleak and sere. December comes and ends the year. A LESSON IN ARITHMETIC— SUBTRACTION Ten little chick-a-licks going out to dine. One fell behind and then there were nine. Nine little chick-a-iicks scratching hard for bait. One met an angle worm, then there were eight. Eight little chick-a-licks tried to count eleven, One met a lady bug and then there were seven. Seven little chick-a-licks tried some swimming tricks. One fell in the water and then there were six. Six little chick-a-licks learning how to dive, One bumped his head and then there were five. Five little chickens when the rain began to pour. Crowded 'neath a burdock leaf — then there were four. Four little chick-a-licks wet as wet can be. One sneezed his noggin off and then there were three. Three little chick-a-licks tried to learn to mew. One met a pussy cat and then there were two. Two little chick-a-licks out to have some fun. One broke his funny bone — then there was one. One little chick-a-lick left all alone, Take him away and then there were none. —By Mrs. A. C. D. Riley. THE FROGGIES Twenty froggies went to school, Down beside a rushy pool, Twenty little coats of green, Twenty vests all white and clean. "We must be in time," said they, "First we study, then we play. That is how we keep the rule, When we froggies go to school." Twenty froggies grew up fast, Bullfrogs they became at last. Not once dunce among the lot — Not one lesson they forgot — Polished in a high degree, As each froggy ought to be. Now they sit on other logs. Teaching other little frogs. RIDDLES AND GUESSING RHYMES By Prudence M. Kenner The love of "guessing" is strong in the child. If he has to hunt for a thing, or use his wits to get it, his interest in it is much enhanced. The sense of mystery appeals to him, too. Therefore children love "riddles" and always have loved them. From the legendary riddle of the Sphinx down to the modern conundrum, the childlike age has delighted in finding what is hidden behind the veil of words. The same simple old riddles told by our grandmothers in the winter evenings at home, can be used in the school with equal interest. The slow child is often stimulated to quicker mental action through his desire to guess the riddle, and a new interest is added to the subject for every child. The following rhymes and riddles, collected from word of mouth, old books, modern educational magazines, and some originated for the occasion, are simple enough for use with young children. My name is Jack, and I have no feet. Yet I go about at night. Pictures I make, though I have no hands. When you see me I am white. Jack Frost. •What is it comes so softly down. And lightly as a feather? We see it in the winter time, And never in hot weather. It's soft and cold and very light. And gently it comes down. Until it spreads a blanket white O'er everything in town. The Snow. 39 Hanging in the winter sun, Long and slender, every one; Tipped with jewels, flashing bright With a rainbow's pretty light. Icicles. He drives the clouds across the sky, And piles the snowdrifts deep and high; He creaks the branches all day long, And sings a merry wintry song. The North Wind. It came one calm, but chilly night. And coated walks and fences white; But all the flowers — oh, dear me! Were black and wilted as could be. The Frost. From the North I come, so cold and white, And I do not like the sun, I fly about, but I'm not a bird. For the children I am fun. Snow. I am yellow and round, with eyes and nose, I've a mouth, but I do not eat; I'm large or small, with a light inside. And I never have any feet. Jack-'o-Lantern. From the oven I come, so yellow and sweet ; I am spicy and round, and you want me to eat. Pumpkin Pie. My face is as round as yours, dear child, But I have no eyes to see. My hands are busy the livelong day, As busy as they can be. Sometimes I strike, that you may know How fast the hours and minutes go. The Clock. LIGHT RIDDLES You see it in the early morn. Just at the rosy flush of dawn ; At noon 'tis high up overhead. At close of day it goes to bed. The Sun. 40 You love to watch it in the night. It gives the starry sky more Hght; Sometimes -'tis round, just like a ball, Quite often 'tis not seen at all; Again it looks just like a bow, Which either large or small must grow. The Moon, One by one they show at night. Each one like a tiny light, Dotted o'er the dome of sky, More than you could count, or I. The Stars. I often see a silvery boat Upon the evening sky afloat. The Crescent Moon. You surely cannot count them all, They are too many — all so small — And yet each, like a tiny spark. Helps light the sky, however dark. The Stars. Higher than a house, Higher than a tree ; Oh, whatever can it be? ANIMAL RIDDLES A Star. All through the long, bright summer days. She wanders through the fields to graze, Or lies beneath the shade of trees. And sniffs the cooling western breeze. The hour for milking time she knows And gladly to the barnyard goes. The Cow. A friend of man you often meet Upon the busy, bustling street ; He keeps most steadily at work. He's scarcely ever known to shirk; He, does whate'er he's told to do. He's ever faithful, kind, and true; To right or left, now fast — now slow — He always knows which way to go. The Horse. 41 He wakes up in the morning, As early as can be ; He gives a lusty greeting. To waken you and me; His greeting is the queerest. Just "Oo-oo-oo-oo~oo !" It means, "The sun is rising. And pray why are not you?" The Rooster. He struts about the city street And picks up crumbs and grain to eat ; His note is just a little "coo"; He never seems afraid of you, Unless you come a bit too nigh And then perhaps av/ay he'll fly. The Pigeon. With a hop and a bound. It is moving around. In a soft furry coat — gray or white — With its long slanting ears, The least sound it hears, And disappears swiftly from sight. The Rabbit. He plays out in the woodland All summer merrily. He swings from swaying branches. He leaps from tree to tree. But when, in early autumn. The nuts are ripe and brown. He goes to work in earnest. As they come tumbling down. He never thinks of playing, But works so steadily To hide his winter store away In wall or hollow tree. The Squirrel. SPRING RIDDLES On a slender willow bough They are busy swinging now. But they do not say "meow." Pussy Willov/s. 42 Like brig-ht-coiored caterpillars, swinging in the breeze, You will find them, soft and fuzzy, on some nearby trees. Catkins. Shut in all the winter long, It will soon begin its song ; Flowing on in merry play To the river, far away. The Brook. In the ponds at close of day You can hear them sing away. Frogs. It gayly roars the livelong day. It blov\^s the fallen leaves away, It whips the clothes upon the line And snatches hats — oh, there goes mine. The March Wind. You find it high up on the barn. Sometimes upon a steeple; It looks abroad on all the land And down on all the people. It's turned about, this way and that, By every wind that blows; And though it cannot even crow. The compass points it shows. The Weathercock. It is golden, it is bright, And v,^e love its pretty light ; When it smiles down from on high. How the ice and snow do fly! The Spring Sun. GAME RIDDLES It is a toy quite small and round, 'Tvdll bound along upon the ground. I toss it up, I let it fall, I throw it sometimes 'gainst a wall. 'Tis not a truant, for, you see, It always comes straight back to me. A Ball. 43 It upward flies with greatest ease, It rides above the tops of trees; Quite like a bird up in the skies You see it higher, higher rise. Oh, 'tis a pretty, pretty thing, When on the breeze it once takes wing. A Kite. It is a Httle wooden thing, All smoothly wound around v/ith string. You throw it down, it turns around In tiny circles on the ground. Upon a single slender leg — Perhaps you'd call it just a peg! A Top. 'Tis just a big, big Vv^ooden ring, . That runs as fast as anything, Along the sidewalk, up the street, I keep in step with nimble feet, And should it know not where to go, My guiding stick the way will show. A Hoop. SUMMER RIDDLES Grows and blooms around the door, Has three leaves and sometimes four. Clover. He flies about from flov^^er to flov/er, Is always working every hour. The Bee. Coat of brown, and vest of red, Yellow feet, and small dark head. Robin. Eed and seldom grows alone, Each one has a tiny stone. A Cherry. Something very sm.all and brown. Made of grass and lined with down. Wren's Nest. 44 Something gold that turns to white And then is blown far out of sight. Dandelion. The smallest, lightest, roundest things; Each holds a song and a pair of wings. A Bird's Egg. Sings a song that's soft and low, But we never see it go. The Wind. As round as an apple, As deep as a cup, And all the King's horses Can't pull it up. A Well. The following rhymes are by Maude M. Grant : — I'm thinking of something round and sweet; They're purple and juicy^ and good to eat. Grapes. They are funny little green things. And they sing a little song About a. girl named "Katy," All the warm September long. Katydids. It grov/s quite tall on a very straight stalk, And its flowers are yellow, quite, You see it everywhere in the fall; 'Tis a very pretty sight. Goldenrod. It has a cover, back and front, ■ Its pages bright eyes seek; It tells the nicest stories, But aloud it cannot speak. CHRISTMAS RIDDLES A Book. An animal vdth horns on its head; It helps to pull a jolly saint's sled. A Reindeer. 45 Somebody with a huge pack of toys, For good httle girls and good httle boys. Santa Claus. Something which on Christmas night Is hung by children in plain sight. Stockings. A wonderful something, fair and bright, All colors, and silver, and candlelight. A Christmas Tree. On the night before Christmas where children must be. For Santa v/on't come if they're up, you will see. In Bed. On bright and happy Christmas Day What greeting do the people say? Merry Christmas. RIDDLES AND GUESSING RHYMES (Authorship Unknown) Once a raindrop clear and bright, Now as hard as stone and white Hail I walked in a house and found something to eat; I sat on a chair so little and neat ; I went up stairs and took a good sleep: When the family came home I took a quick leap .... Silverhair I once was water dripping down From roofs in country and in town ; But then I changed myself one night Into something long and bright Icicle In a small, hard shell I grow, What I am you all must know Oyster I cannot live in countries cold, But in the South I grow ; Fm picked and shipped to every town, The children love me so . . Orange With a face like a dog and with hair on my back, I can bark at the men when they come on my track Fox ?• ;• ■ -:. ' ' .-■ ■ ^ '■■ I ''''■ ■■"■■":■■ 46 " ' I grow up and grow down, In country and town, I stay just one color The whole year round Evergreen Tree My head is of sulphur, my body is wood, I am useful to big folks, but to children not good Match Almost round and pretty color, Buy m.e in the store; If you squeeze me you may drink me ; Children cry for more Lemon With eyes so big and true and bright. You look at me with great delight Picture I am a king of whom you're told, Whatever I touched turned into gold. . King Midas I'm loved by children and kittens, too ; Babies cry for me and pussies mew Milk I'm a very big bird, which some day you may see, I carry little birds on my back over the sea Crane I'm a dear little girl of whom you're all told, I met a fierce fellow who was wicked and bold . Red Riding Hood They picked me from a bush. And dried m.e in the sun ; Grandma loves to drink me, When her work is done Tea I love the snow and so I'll sing, Because I am the winter king Snowbird You can see me but not hear me, I traveled very far ; I work and play, yes, every day. My home was with a star Sunbeam I am neither a horse nor a mule You must know. But I travel in countries where horses can't go Camel 47 I'm a tiny little fellow, I play in house and shed, My coat is smooth and sleek, you know. Because on sweets I'm fed Mouse I live in the land of ice and snow, Where nothing- but moss and stubby trees grow, I'm wrapped all in fur from my head to my toe, My dog' pulls my sled through the ice and the snow. .Esquimo I wear an apron big and white, Because I must be clean and bright. Butcher I work so hard the v^^hole day long. For papa thinks I am so strong, That I can make his house all right, And skin the deer he brings at night Squaw I like to go around your neck. To keep you warm, you know ; For once I lived on others' backs. Out in the rain and snow Fur A little skin, a little stick. With a sharp stone between; I can wound and I can kill. Is easy to be seen Bow and Arrow Round and very warm am I, Used by young and old. Little girls are fond of us. When it is so cold Muff They put me in the oven, And baked me pretty brown ; Mamma whitened all my top. And made my sides all round Cake You could not do without m€, Especially when 'tis cold; You put me in an iron box, For me you dare not hold Fire Many brothers grow together. Where the sun is warm ; If you skin us you may eat us. Then we'll do no harm Banana 48 I love the ice, for then I know, I can make you happy, As on me you go Skates When I come to your house. Sometimes you will cry, "Oh, please make me well. Or else I'm sure I'll die" Doctor RIDDLES AND GUESSING RHYMES (From Pinafore Palace) Riddle me, riddle me, riddle me ree, Perhaps you can tell me what this may be. In marble walls as white as milk, Lined with a skin as soft as silk; With a fountain crystal clear, A golden apple doth appear. No doors there are to this stronghold. Yet thieves break in and steal the gold. Thirty white horses upon a red hill, Now they tramp, now they champ, now they stand still. Black within and red without: Four comers round about. Little Nan Etticoat, In a white petticoat. And a red nose; The longer she stands. The shorter she grows. As round as an apple, as deep as a cup, And all the king's horses can't pull it up. Long legs, crooked thighs, Little head, and no eyes. Higher than a house, higher than a tree, Oh, whatever can that be ? Down in a dark dungeon I saw a brave knight. All saddled, all bridled, all fit for the fight. Gilt was his saddle, and bent was his bow ; Thrice I've told you his name, and yet you don't know. 49 Humpty Dumpty sat on a wall, Humpty Dumpty had a great fall ; Not all the King's horses, nor all the King's men, Could set Humpty Dumpty up again. Elizabeth, Elspeth, Betsy and Bess, They all went together to seek a bird's nest They found a bird's nest with five eggs in, They all took one, and left four in. As soft as silk, as white as milk, As bitter as gall, a thick wall, And a green coat covers me all. Ac- T we^t throiio-h the p-arden srai). WhoFi ^h^nlr! T meet but Dick Red-cap! A «ticV i-n his ha"^d. p stone in his throat: "^f you'll tell me this riddle. I'll give you a groat. T wp"P,t to the wood and cot it : T 53!5t me down fund looked at it; Thp more T lof^kerl at it the less T liked it: Ard T bror'^-ht it hoime because I couldn't help it. There was ^