1 wwaiaMiiMrwcg i amsw wB lE TEACHING PLAY r " 0- Ir- i PLEASE DO NOT REMOVE THIS BOOK CARD \>\Hil6/?ARV- or work depends entirely on the mental attitude of the doer toward the thing he is doing;- more exactly, on the motive that impels him to action. The ideas or states of mind that serve as the motives for our actions fall naturally into two groups, because they arise from two widely diflFerent sources. Ihe resulting actions are play or work, according as one or the other class of motives is in control. The first class of motives grows out of the fact that we have wants and make conscious effort to supply them. We want food, shelter, clothing, books, and a countless number of other things; we want education, or ability to write short-hand, or the good-will of our neighbors, or to see the sights of a city or those of a mountain system; to get the things we want we deliberately do certain things. We keep store, work at a trade, care for the sick, teach, sew, study, play ball, — primarily as a means of securing things we want and which we can secure in no other way. Such activity is work, which may be defined as activity performed for the sake of the residts it is intended to accomplish. Work evidently makes up a large part of the *See corresponding numbers in Bibliography on page 17. 9 10 THE TEACHING OF PLAY activities of adult liimian beings and a nnidi smaller part of those of children. The second class of motives grows out of the fact that we like to do certain things for the sake of doing them, entirely apart from any resnlts they may or may not accomplish. We like to walk, to ride, to run and jnmp, to look at .scenery and pictures, to listen to nuisic, to wear fine clothes, to read stories, to play games, — just for the sake of the activity they involve. These activities may do us good and may bring us material results to our liking, and if so, well and good; but the results may have nothing to do with our motive in doing them. We simply want to do a certain thing, and that is all there is to it. This is play, which may be defined as (trtlriti/ per- formed for the .sake of the satisfaction received in doing it, or simply because of a desire to do it. The Play Impulse. — To the average adult, who wants more things than he can possibly get and who has schooled hini.self to economy of effort, the idea of using up energy just for the sake of doing it re(|nires exj)lanation. From his i)oint of view there is no sense in play. There may be some excuse for an occasional hour spent in hunting or fishing, for something may be ])rought back that will hclj) to supply the tal)le; but the excuse for i)laying ball, skating and dancing is not .so evident. There is a strong iini)ulse in every one impelling him to play, but a great many intelligent and con- .scientious people try to sup|)ress this imi)ul.se in themselves and as far as possible in their children. Such a condition of things has led to an inquiry into the origin and cause of the play impulse. The Schiller-Spencer Theory.- The pliilo.sophers Schiller and S|)encer have offered an ex])lanati()n of the origin of play that is known as the "superfluous energy theory." Herbert S|)encer,'* who has made the comi)lete statement of this theory, begins by saying that lower animals use all their force in actions neces.sary to maintain .life. They are cea.seles.sly occupied, he says, in searching for food, escaping from enemies, making shelters, and providing for their young. Higher animals, being more highly organized, are more efficient, and hence can meet the needs of life and have time and force to spare. Natural cravings lu-ing satisfied, they rest, which enables their organs to store a surplus of vigor, thus giving them umisual readiness to act. The surplus energy tends to be dischargi'd on slight stimulation and, as a result, the usual need of activity being absent, there is apt to be a dramatization or make-believe of the activity to which they are most accustomed. Play thus arises as a use of suri)lus energy, and the forms of play thus arising are apt to be the same as the regular occupations of life. In ca.se of the young these are usually an imitation of the activities of their elders. While it is generally agreed that this theory is an aid to the THE TEACHING OF PLAY 11 understanding of the ])lay impulse and helps to account for varia- tions in the kind and intensity of the play one will choose, strong objections to it as a complete explanation of the origin and nature of play have been raised. It is said, for example, that Mr. Spencer's fundamental statement (lower animals use all their force in actions necessary to maintain life) is an unwarranted assumption. Suppose we watch a school of minnows darting here and there in a clear pool. Are they seeking food or safety or are they simply following a natural impulse to be active? Mr. Spencer's assertion that they do these things to meet the necessities of animal existence is seriously ques- tioned. How do we know, it is asked, that the ceaseless activities of fishes, butterflies and ants are not performed in large part from the same kind of a play impulse that impels the small boy to run and shout? The Instinct Theory of Groos. — Groos, a Swnss psychologist who has studied the plays of men and animals extensively and w^rit- ten of them in two volumes,^ accepts the "superfluous energy" side of Spencer's theory but rejects the "imitation" side. He calls atten- tion to the play of kittens with leaves and bits of paper in the exact manner of cats catching mice, even before they have ever seen a cat catch a mouse, as proof that Spencer's explanation of such play as imitation is wrong. He gives several illustrations of the same kind in the plays of children and animals and offers the explanation that instead of being imitative of adult activity it is prophetic of such activity later in life and serves as a preparation for it. (According to his view, all creatures that play are endowed with an instinct that guides them in their play so that the play will prepare them for the more serious occupations of life. I This is why all kittens play alike and all lambs play alike, but the one species entirely unlike the other. Thus play is nature's method of educating the young. Instead of looking upon play as nothing more than a kind of diversion that the young may use to pass away the time in the unproductive period of life, he considers play so important that the period of childhood and youth is provided on purpose to give it time and opportunity to educate the young and thus make them capable of higher things. It is the play of the child that has civilized man; without youth and play he w ould be forever a savage. The Evolution Theory. — This view agrees with that of Groos as regards the importance of play and its function as an educative process, but disagrees with it radically as regards the origin and nature of the play impulse. Groos' view leads us to look at nature as a kind and motherly fairy who lovingly and by a touch of her magic wand endows each child and young animal with an instinct which leads it unerringly to practice the forms of play needed to train it for its own future life. President G. Stanley Hall, who is u TIIK TI:A( I1IN(; OK I'LAV pci'liaps llu' IcndiiiL; i'\j)()ii('iit of the ('\(»lul ioii \ icw, says:' '" Tlu' \ icw of (iroos that play is practit-e for future adiill a(li\iti('> is \«My partial, superficial, and perverse. It ijiuores the past, where lie the keys to all play activities. . . . True play never practices w hat is racially new. It exercises many nidinieutary functions, which will abort l)el'ore maturity, hut which hxc thcniscK •■-« o*it in |>hiy like the tadpole's tail, that nuisl he de\-eloped and used as a stimulus to the growth of lejis which will otherwise never nuiture. I regard ])lay as the motor hal)its and spirit of the past of the race persisting in the present, as rudimentary functions akin to rudimentary organs. In play every mood and movement is instinct with heredity. W(» rehearse the activities of our ancestors, hack we know not how far. and re|)eat their life work, stage by stage. . . The elements and combinations oldest in the muscle-history of the race are re- represented earliest in the history of the individual, and tho.se later follow in order. This is why the heart of youth goes out into pla\- as into nothing eLse, as if in it man remembered a lost paradise. Thus understood, play is the highest type of exercise for the young, most favorable for growth, aiul most self-regulating in both kind and amount." The evolutionists agree with (iroos in attaching coiuparatix'cly little imj)ortance to the imitative features of play em|)hasized by Spencer, l)ut these have naturally' been given great prominence in the literature of the kindergarten. Many disciples of Froebel, influ- enced by their contact only with the age of ciiildhood when dranuitic imitation is the most n()ticeal)le form of activity, have an exaggerated idea of the importance of this element in play and speak and write as if all forms of play were essentially dramatic in character. Even such i)la\' as golf, hockey, tag, ami bax-bali arc said to be only dramatizations of ancient warfare. Now in a historical .sense the.se plays may be remotely related to activities formerly used in warfare, hiA those who play them are not only unaware of this relation but are totally unconscious of any di-auiatic meaning in them. Such forms of i)lay are imitative in the sense that one learns to pla\ I hem by seeing others play them; l)ut to consider them dramatic, in I he sense that playing horse and playing school are dramatic, certainly calls for a great stretch of the imagination. When the actors in a drama forget that tlicx' arc acting it ceases lo be dramatic and be- comes real life. The theories of pla.\ just >tated form a progressive series of attempts to accouiil for I he oi-igin of the |)lay nnp(dse and explain the natin-e of pla.w cadi otic correcting and supi)lcmenting earlier \iews. The evolution theory is plaiiil,\ llu- most plausible and ade- (piate of the three, but it has not in iK i)n>sent form met with iini- \-ersal acceptance. The idea that we ha\c a natural impulse to do certain things and find gratification in doing them because our ancestors liax'e done lliose \-er\' tllill^■^ for so maiix' generations that THE TEACHING OF PLAY 13 they have become ingrained into the very nature and structure of our being, is so reasonable that few will doubt its truth. If there is any reason better than another why one should like to do a certain thing, it is because he is liy nature perfectly fitted to do it; if there is any reason why one should be perfectly fitted to do a certain thing, it is because the powers and faculties that he has inherited from his ancestors were developed through ages of racial history by the practice of this very thing. This explains in a very satisfactory manner the origin of the instinct first pointed out by Groos as the guide to the young in the choice of play activities. The kitten chases leaves as if they were mice because it has inherited so great an aptitude for catching mice, due to the mouse-hunting habits of pre- ceding generations, that it is the most natural activity a kitten can engage in; it has also inherited along with this aptitude an impulse to do it and a sati.sfaction in it. Evolution may also explain the natural tendency to be active as well as the tendency to certain forms of activity. It is not necessary to assi me that all of the light- ning-like movements of a trout in a mountain stream, or all of the almost imperceptible movements of an amoeba, are performed to secure food or to escape enemies. The practice of like movements by a million generations of ancestors is sufficient to give an impulse, not unlike the play impulse in higher forms, that accounts for a large part of such activities. By offering this explanation of the impulses I nderlying play the evolutionists have furnished a great and valuable contribution to the study of the problem. When, however, the advocates of this view tell us that each individual in his play repeats the occupations of his ancestors in their chronological order, each play in turn disappearing like the tadpole's tail to make way for the next stage, they meet decided opposition. Evidence is offered to show that some individuals vary from this order considerably, and also to show that many forms of play activity do not disappear in the manner of the tadpole's tail at all, but persist through life unless lost by disuse. Thus adult men often play baseball, football, golf, tennis, etc., with the same relish and from the same impulse that is active in the small boy. More than that, we start with what is racially old and by study and practice improve upon it until we can do well something racially new, and then we enjoy that also and make it a part of our play. For example, we inherit an ability to jump and an impulse to do it; then we devise a new style of jump, the latest form of the running high jump, by the use of which one can jump higher than was pos- sible by previously known methods. Having by practice developed the ability to perform this new movement, we have the same kind of an impulse to do it and the same kind and degree of satisfaction in it that we have when we become able to perform any inherited action. The interest in and enjoyment of skillful performance of the various forms of track and field athletics, shell rowing, new 14 TIIK TEA('EIIN(; OF PLAY strokes ill sw imiiiiiit!;, curving a hall, ridiiii!. a bicycle, talkinj;, writ- ing, and many other new forms of nio\enient show conclusively that play does use activities racially new, unless it he arbitrarily assumed that the word is to he used only to mean inherited forms of activity. In fact, practically all of those so-called "accessory" or racially-new activities involved in art and in modern industry hecome, to those who have ac((uired sj)ecial skill in them, like the "fundamental" or racially-old activities, natural and enjoyable, and so take their place beside the others in the list of play activities. And still further, both children and adults find great pleasure and satisfaction in the exer- cise of learning all kinds of activities new to them, and this is true of racially-new as well as racially-old activities. It seems most reasonable to conclude, therefore, that while those looking at play from the standpoint of evolution are right in gi\ing inheritance credit for most of our i)lay activities, no one is justific except from compulsion or fear of conseciuences. Such work is called drudgery. The drudge works with still less energy and efficiency than the worker; enthusiasm is lacking and fatigue c-omes on (piickly iu spite of the small effort. 'IMie fact that the player is paid sj)ot cash, the worker gets a note due at some future time, while the drudge gets nothing and considers himself robbed, goes far to explain the mental attitude of each. Plav in Education. — The consideration of the main facts bear- ing on the (piestion .seem strongly to suj)port the view of Ciroos and others that play is far superior to work as an educative force and .should be employed to even a greater extent than at ])resent. The 4iltimate purposes of education have little meaning for the child and hence little effect iu stinndatiug his activity. It is in fact only the most intelligent and conscientious of nuiture men and women who can appreciate the pnrpo.se and value of work enough to give it the vigor and enthusiasm necessary for best results. Hven college stu- dents profit much more from activities in which an appeal is made to the play impulse than from tho.se stimulated only by a .serious but remote object. This the teacher can do by so planning the activities of a course that the pupils will like to do them and get immediate sati.sfactiou from doing thciii. This is what Dr. Hrinton means when he says "The measure of value of work is the amount of play there is in it."' The idea that peo|)le should become accustomed to drudgery becau.se they will ha\e nuich of it to do in life is false. The activities of play, work, and drudgery are identical. It is the atmos- phere that differs. .V farmer hired .some boys to carry a pile of .stones and throw them into a ravine. It was drudgery for them; they had no appreciation lor his ])urpose in it and little for their wages, and saw no fun in it; so he .set a fire in the ra\ine and told the boys to imagine the stones to be buckets of water. The result was that he had the stones moved in a short time, and the boys enjoyed it.'* By taking a cue from this farmer many a teacher can lift his work from the le\-cl of a drudge driving other drudges into Ihe exhilarating atmosphere of play, where tiie teacher can s had no plac(> in the system. IS THE TEACHING OF PLAY IJ) A Change in Life Habits. — The last few decades have seen a great change in our manner of H^'ing■; greater than the race has e\ei- experienced in any thousand years before. Half of the people now- live in cities and large towns. Industry has become enormously specialized, and a large percentage of the people live and work in- doors. Social life is prominent, schools and colleges are everywhere, reading matter is plentiful and cheap, and there is much more leisure. The things that were especially lacking in earlier life are now supplied in abundance, but we lack some things that were not appreciated in earlier days because they were so easy to get. Bodily vigor has notably declined. By improved methods of sanitation and the con- trol of some communicable diseases the death rate of persons below thirty-fi\'e years of age has been lowered, but the bodily weakness that results from a less active life indoors has made chronic illness and invalidism more common, and the death rate of persons above thirty-five has increased. The Effect on the Play of Children. — The school year has been increased to ten months and it is now proposed to make it twelve. The rush to town and city renders the forms of play in which the country child revels practically impossible. The town is built for grown folks, with streets, houses, walks and lawns for their conven- ience and pleasure. If the children could play without interfering with this convenience and pleasure most of the grown folks would be willing, but the space is too restricted and forms of play suited to such restricted space are not well known. Land is too costly for the family to provide. Most of the play is driven to the street. Here ball games, the most useful of all plays for groups of children, are prohibited because they result in broken windows and danger and incon^•enience to the people on the street. Driven from legitimate forms of i^lay, the more tractable and timid children put up with less vigorous amusements indoors, while the more aggressive persist in forbidden and questionable pleasures. In many places this has gone as far as the formation of gangs organized for thieving and other crimes. There has been a great drop in the physical and moral status of children and youth due to the removal from country to city. To relieve the situation playgrounds are now being provided for city children, and play is being taught in the schools. Free Play in the City. — At the outset there was strong opposi- tion to the plan. Teachers and parents insisted that "play cannot be taught." Having seen and experienced only the forms of play used by the isolated country child, they could comprehend no other kind that would be of value and stood out for the old-fashioned "free play." But the school recess soon taught teachers and parents that free play has its dangers in the city, even when the teachers maintain a police regulation over it. It becomes evident that with 20 THK TEACHING OF PLAY lariie niiinhers ])l;iyiiireaking of windows, and other mischievous ])ranks of all kinds and degrees. Pla\- at recess having i)roved even more objectionable educationally in many cases than the play of tlie street, the recess has been al)olished by many school boards. The Kindekcahtex. — For more than a cctilury tlierc lias l)een an occ-asional teacher who has used directed play successfully as a regular i)art of tlie school program. The first of these to achieve such notable success as to lead to its adoption by others was Friedrich Froebel (ITH^-lSo^), the founder of the kindergarten. Froebel designed a unique plan for the education of children l)etween the ages of three and six, using play extensively. The activities of the children here are largely dramatic imitations of the activities of nature and of industrial and social life. Through his trying to dramatize activi- ties which he has seen, the child's interest in them and his desire to know more ai)out them are stimulated. Playing together in groups undfM- the guidance ol" trained teachers, the children learn important social customs, and, what is most im])ortant ot all, they learn how to play happily with other children. Many of the best of our story jjlays and .song i)lays originated in the kindergarten. The Supervised Playgroind. In the playgrounds wliich are now being established rapidly in all of our cities and large towns, children of all school ages are taught a variety of plays and games and are given opportunity to play them imder supervision. On account of the ])roblem of finding sufficient sjjace the first pla\ - grounds have been most often opened in the parks, but, if jjossible. it is preferable to have them on the school grounds. This is better l)ecause the school grounds are nearer the homes of the children than are the parks, because the children go to the school anyway, and becau.se it has been found that the teachers succeed better than others in supervising and teaching jjlay. No new movement in education has ever met with such instant and general favor. The teaching of play, so loJig condemned on theoretical grounds, has been found to succeed for the following reasons: (1) System: Time and place for \arious kinds of play can be arranged in a .systematic way. riii> has .several important advan- tages. Many more children can |»la,\ at the same time in a given space without interfering with cacii other's i)Iay. 'I'hc inability of THE TEACHING OF PLAY 21 the children to acconipHsh this for themselves is one of the main reasons for the failure of free play. Boys and girls of various ages can be sure of finding their favorite form of play going on at a regular hour. Children can join groups of their own age and ability. Plays of different kinds can be placed at the times of day best suited to them. (2) Variety: A vastly greater variety of plays can be taught than the children could ever know if left to themselves. The best plays of all places and races have been studied and are described in books that are within the reach of every teacher. Whatever is best suited to any particular group of children, or to any particular place, time, or condition, can be had. New and improved forms of play devised by ingenious players or teachers in New York or Melbourne can be used the next month in Los Angeles and Berlin. An interesting illustration of this occurred a few summers ago in Rochester, N. Y., where one of the favorite plays of the summer was one first played the preceding summer in a small mining town in central Africa. (3) Learning How: Players can be taught better ways to play old and familiar games. This kind of teaching, which has come to be called "coaching," often succeeds in giving a game a life-long interest which without it would be attractive only as long as it remained a novelty. Many of the best games, including tennis, hockey, and basketball, require a considerable degree of knowledge and skill before one is apt to enjoy them. A good teacher, knowing the results of the experience of all the best players since the game began, can help any player to a much more rapid advancement than he could ever accpiire alone. This has great moral as well as educational value, for the lack of ability to succeed by good playing is one of the chief reasons why players s£)metimes try to evade the rules. (4') A Squ&rf Deal: Fair play can often be secured by having an lunpire for play in which an umpire is needed. Some of the umpiring can be done by the teachers; pupils can be trained to become good • umpires, or at least to act as such satisfactorily for a part of the time. Better ideals of conduct can be developed. Fair play at all times is necessary to the success of all games and such plays as involve rivalry. Here is another source of failure in free play. Players rarely appreciate the necessity of providing for fair play beforehand. The decisions being made by the players, who recognize that each one has something at stake, there is apt to be suspicion, wrangling, loss of time, general dissatisfaction with the play, and the development of bad habits. If there is any one thing that should be emphasized more than another as preparation for citizenship in a civilized community, it is the habit of dealing fairly with rivals. When games are played all the time without an umpire they are apt to lead to habitual unfairness, because each side sus- pects the other and justifies its own action on that basis. ■2-2 THE TK.\(;H1N(! OK PLAY TiiK PLAYCJHorxi) SrccESSFlL. — The iiiKiualified siicfess of tlu- pla\groiinds in the four ways just mentioned has ])raetically silenced all opposition to directed play. The children prefer well directed play on the playground to free play on the street or on playgrounds not so well directed. Hringing together in an informal way so many children from all nationalities and conditions of life is doing more than any other one thing to Americanize our great foreign ])opula- tion. Children who have played on the playground also ])lay outside and carry on group games without direction with nnu-h better suc- cess than formerly. 'V\w physical condition of city children is im- j)roving. Arrests of children are much less fretpient, and in some districts of the great cities where juvenile crime was formerly at it-; worst, the police force has been cut to half that recpiired liefore the jjlaygrounds were established. Need of Space. — The greatest (lit!icult\ in proxiding play- grounds is the expen.se of .securing enougii land. School grounds were laid out in most of our cities and towns before this want was understood and the space is nuich too small. The last meeting of the National Education Association ex])ressed it.self as l)elie^•ing that every schoolground should have at least a square rod of space for each child in the school. This means an acre of land for every one hundred sixty pupils. In most cities so great an extent of space for i)lay is now impossible for the schools already built. This will necessarily keep the playgrounds from reaching the highest efficiency. More space is lieing provided for new schools. In the haste to j)ro- \idc play space, now that the need is realized, some cities have put all axailable funds into land and ('(piipment and have opened play- grounds without supervision. This is a serious mistake, becau.se it opens the way for all the evils of the di.scredited "free play" of the street along with some new dangers due to the presence of such apparatus as ladders, swings, teeters, slides, and wading pools, by whose impr()|)er u.se nnich harm may come. All kinds of bad results, including the worst moral influences, and even loss of life, have followed from this blunder in administration. The Playground Association of .Vmcrica has issued through its field secretaries and institute workers the following warning: "Ecpiip no more play- grounds until you have ])rovicled adequate supervision for all you now have." Commercial Play. — AVe can judge .somewhat of how fully the need of play is su|)|)lie(l l)y noticing the number of commercialized amusements and tlic extent to which the\- are i)atronized. Hy com- mercialized amusements is meant anuisements provided in order to make money from the jjatrons. '1 hese include not only the toys and games you buy and take home, but more especially the amusements you can go and enjoy by paying an atlmissicju fee. In this class are THE TEACHING OF PLAY 23 baseball jjarks, bowling alleys, carnivals, circuses, dance halls, excur- sion boats, fairs, gambling dens, horse races, moving picture shows, music halls, opium joints, pool rooms, roof gardens, saloons, scenic railways, skating rinks, theaters, etc. The sums spent annually by the people of our cities in these ways are enormous, exceeding many times over all that is spent for schools, playgrounds, streets, walks, fire protection, city government, and all other public expenditures met by taxation. It is very evident that the play facilities thus far provided in public parks and playgrounds do not satisfy the play impulses of the population. Recreation Centers. — Just as rapidly as it can be seen how and where the playground falls short of meeting the need, it is now^ being supplemented by what is called a "recreation center." This is a building, erected at public expense and designed to furnish an opportunity for kinds of play not suited to the playground, and at times when the playground is not at its best, — usually in the evening, in bad weather, and especially during the winter. The l)uilding is preferably located on the playground, and is aj)t to contain one or two gymnasiums, baths, swimming pools, a library, and reading room, a lunch room, a kindergarten, rooms that can be used for lectures and concerts, mothers' meetings, social clubs, literary socie- ties and amateur theatricals, and special rooms to meet special local needs. Any club, society or group in the neighborhood can hold parties and dances in the gymnasium, or meetings of various kinds in rooms suitable for them, by engaging such rooms beforehand. Classes in folk dancing and recreative gymnastics and games are taught. The teachers encourage all forms of wholesome recreation and numage them for the best interests of all. IVIany grown people and younger persons who cannot profit from the playground are accommodated here instead of being obliged to patronize the com- mercialized amusements. School buildings are now coming into use as recreation centers, and this use of them is proving so important that it is bringing about changes in the construction of new school buildings so as to make them more useful. Reforming Play Habits. — In spite of all that is being done, there are still many who engage in forms of play that destroy the health and character of the players. Some of these, such as gambling, sexual vice, and various drag habits, are in themselves vicious and harmful. In other cases, the most common of which is the commer- cial dance hall, the harm comes chiefly from the way the place is managed. Laws regulating dance halls and the competition of the recreation centers are improving these conditions. Reform began many years ago in attempts to suppress the worst forms of vicious play by prohibitive laws. This method has not been wholly success- ful. Just as a thirsty man will drink from a disease laden pond if 24 THE TEACHIXC OF PI.AY he can find nothing better, so men choose vices as amusements, not because they are naturally vicious, but because they crave play and have learned no better form. The first and most important step in reformin<>; the i)lay habits of a community is to teach everyone early in life how to play a lot of f>oo(i wholesome games. Such play is more fun than vice, unless a bad taste has been cultivated. By sup- jilying something better in the place of what is proiiibitcd, the law may be made more effective than it has been heretofore in suppress- ing these unnecessary causes of physical and moral disease. Play A.moxc; Edicated People. — .V fair ae(|uaiiitance with a variety of good vigorous forms of recreation cannot fail to raise the standard of health and physique among our well educated middle- class people. These people have, in the main, employments calling for much nervous force and little bodily exercise; and their play habits, while not including much that is immoral or positively harm- ful, are much too cpiiet to give a fair degree of bodily strength. "Organized idleness with thrills" is an a|)t phrase to describe the ty])ical play activities of this class. A play |)rograni consisting of banquets, calls, dinners, dances, lectures, luncheons, musicales, re- ceptions, theaters and the like needs to be toned up by a sprinkling of baseball, coasting, canoeing, cross-country walking, golf, horse- back riding, rowing, skating, ski-running, swimming, tennis, etc. A moderate skill and familiarity in such recreations as these go far to keep up the enjoyment of vigorous exercise as age advances, and so help to make men and women more efficient, postponing until old age, where it belongs if anywhere, the fat and misshapen stage of existence that we too often .see in people of middle life. This is another good reason for the teaching of the best kind of play. College Athletics. — American college students have main- tained for them.selves a system of partially directed play for twenty years or more. The system is known by the name "college athletics," and has been imitated in most of the high schools of the country. .Vt first the |)lay was not directed in any way, but gradually the colleges and such high schools as can afford it have followed the exami)le of the larger universities in em|)loying a "coach" to instruct the pla\'ers in the details of play, and the teachers have in most places assumed some direction over its management. Tlic original purpose of the ])lay here was similar to that of the modern j)layground,- to proviiie titudent.s^ with thd best kind of recreation; but from the start the .system has failed in large measure To accom])lish its object. Defect.s i.\ the Syste.nl — 'I'hc cause of this failure is ])rimaril\' the necessity of maintaining itself financially. Those who furnish the funds to maintain the academic features oi college life have not .seen their wav to do the same for athletics, and so the students have THE TEACHING OF PLAY "io been obliged to give up the play or finance it themselves. In casting about for a way to do this they tried and adopted the methods of the commercial baseball leagues. They soon found that to make money from gate receipts of games it is important to have a winning team, and ever since that day the winning of games, and not the original purpose, has been the chief aim of college athletics. The system supports itself, and also aids in stimulating school and_^colleg£_spirit and loyalty. Incidentally it gives the students a chance to see whole- some forms of play, if not to take part in them, but college and high school students need to form good play habits cpiite as much as other people. This calls for the application of playground methods and purposes to supplement the athletic system, which provides vigorous play only for the few who need it least. The commercial basis of the system is also unfortunate in giving the students an exaggerated idea of the importance of winning without putting enough emphasis on fair play and considerate treatment of opponents. Such training tends to develop college men into politicians rather than into states- men. In many institutions the authorities have now become inter- ested in jjroviding more students a chance for the benefits of athletic training, and a few are already teaching games and sports to the entire student body. Experience shows that it is opportunity to play and instruction in how to play that are needed to stimulate the play impulse; the excessive stimulation that is given the college athletic team by coach and spectators is not necessary. Better Play for All. — It is frequently said of the American people that they do not know how to play, and the charge seems to be altogether too true. We have been too prone to look upon our play as a dessert, — something to tickle the palate, — to be taken or not according to convenience and mood, and to be chosen by no better standards than those of whim and pocket book. It is time Americans were awakened to the full im})ortance of the educative force of play habits. Play of the wrong sort has destroyed individuals, nations and races, when a better type of play would ha\'e raised them to a greater eminence instead. At leisure and wealth increase, as they are rapidly doing, the amount of play must increase and its good effects be produced in proportion. Commercialized play, with its large percentage of amusements that are useless and vicious, stands waiting to supply every demand and to pocket the profits. This makes it imperative for the future welfare of the nation and the race that wholesome play shall be taught as an essential feature of education to all coming generations. Such a plan calls for room and equipment far beyond the ability of the home to supply. Public spirit must inspire the movement and public action carry it to full realization. Chapter Three now A(iE AM) SEX INFLUENCE I'EAY Eadi age hikI sex has its special play interests. The hoy of three plays horse, the hoy of six plays tag, at twelve he plays scrub, at sixteen he plays hasehall, at twenty-four he takes his lady friend driving, at thirty-five he plays with his lawn and his garden, and so on. The girl in like rotation takes up dolls, tag, l)\ccllence, the course ending when the work has been done correctly. Boys of this age especially dislike an indcHnite series of les.sons that lead nowhere and have no apparent reason or end. for they do not appreciate the esthetic element. During adole.scence the girls are fond ol many games, but they do not play them with the same vigor as I lie boys. ])artly because of *Lee: Playground Education. Educational llcview, NOi. '2'2. i)aui' U!). THE TEACHING OF PLAY 29 the restrictions imposed by society. Exercises like tenuis, that can be taken in a girl's style of dress, are popular, but indoor games, such as basketball and the simpler games leading to it, and class exercises with musical accompaniment are quite as well liked. Of all exercises the gymnastic dances are the most popular, although other kinds of class gymnastics are much more popular with girls than with boys. On account of the girls' beginning the period of rapid growth sooner than the boys there is a time when the girls are larger than the boys of the same age; the more active of the girls often excel the average boy in bodily exercises at this time. Later, the boys, as they reach the time of most rapid growth, pass the girls and are afterwards taller and heavier. The danger from exercise in this period lies chiefly in the direc- tion of too long continued effort. Severe exertion is not so apt to be injurious as is in earlier or later life, unless too much prolonged. For example, it is not football, but long distance running that is most injurious for high school boys; it is not so much the severity of games as their length without interruption. This makes basketball espe- cially severe for boys of this age; the girls' game rightly has modifica- tions that prevent the individual plavers from too long continuous effort. Under present conditions in school and college the boys and girls of this age do not have sufficient encouragement to engage in active games and sports. Space and equipment are usually not provided except for the few best athletes, the winning of a few victories being considered of more importance than the development of the physique of the mass of students. The Age of Maturity. — After reaching full growth, which is usually completed in women at 18 and in men at '-21, we have in the next 15 or 20 years the prime of life. Here is the age of greatest physical ability. Practically all the world's athletic records are made by men in this period of life. The possibilities of bodily develo})ment, in strength, speed, endurance, and skill, are so far beyond average attainment that they form one of the most attractive features of exhibitions given on the stage. The marvels of human strength and skill exhibited by ball players, jugglers, trick riders, acrobats, and strong men are among the greatest wonders of the world. And yet the average man is conspicuously lacking in all these physical quali- ties, and the average woman still more so, because these powers have not been developed. Strength tests of 600 men and 600 women, taken at the Battle Creek Sanitarium, show that the women were not quite half as strong as the men. Tests made at the Boston Normal School of Gymnastics indicate that women students have less than one-fourth the working efficiency of men, in athletic games. The difference in the physical ability of men and women is due to a small extent to heredity, but probably much more to habits of 30 THE TKA( 1II\(; OF I'LAV litV. 'IMu' iiirl of t\v('l\(> usiiall\' drops all actixc I'ccrcat ions and luMico- t'ortli never does an\ihin^' to develop the lar^c niuseles l)ody; the boy usually keej^s up his aetive play several years lonfjer. The girl has less opportunity than the hoy lor sueh exereises, and besides this she is kept from it by the influence of parents, teachers, and «>eneral public opinion. Although public ()j)inion does not now prefer a weak and delicate type of physicjue for women as it once did, still it com- pels the girl, when she reaches the age of 12 or 14, to meet require- ments in dress and personal decoration that is practically prohibitive of bodily developmenl, except among girls of the wealthy classes. One reason why the average man and woman are so far b("low the standard of pliysi((ue they should have is the lack of opportunil \- for active recreations. The meager chance provided by the school and college is wanting as soon as they leave the institutions of learn- ing, so that only the few who belong to certain expensive "Clubs" have any place where such recreation can be had. On the other hand, the amusements of the other type, where the senses and the emotions can be exercised, as in the theater, the banquet hall, the ballroom, and the excursion steamer, are plenty and ea.sy of attainment. Wc usually speak of '"j)lay" only when referring to the actixitie: of children, but older people spend a great deal of their time in (loin< things in exactly the same spirit and for exactl\' the sanu^ reason that children play, — simply for the sake of doing them. Some of these things, such as excursions, dances, socials, and bantpiets, are called by the more dignified name of "recreations," but there is no reason why we should not call them play. In addition to these things, and to the pla\' clement that usiudly enters into his daily occu|)ation, the average grown-uj) manages to get into each day a considerable amount of jilay. He (or she) nuiy not seem to be doing much, but that is a feature that the grown-up especially likes. Prol)ably half the j)eoi)lc in the I'nited States over twenty-five years of age hav(> as one of their favorite forms of play to lounge in an easy chair in Iron I of the fire in the company of a friend or a book. The adult lia> a more cidtivated taste and a dislike for unnecessary exertion, making his play take' a different form from that of the child, but \\v should not deceive himself into thinking that he does not play. Not only does the grown-up i)lay a great deal more than he has believed, but his play is very expensixc. Only an occasional boy can ha\e a baseball uniform, but exery boy's parents, if they have even a moderate income, feel that they nuist have a costume to wear for their play; and many a coui)le of only moderate means is eiiuipjicd with suits for dancing parties that cost enough to ecpiip several base- l>all teams and to spare. When we hear that Chicago has spent ten millions of dollars to l)uy ground and e({uipment for play-grounds, it .seems a large s ini. but the grown-ups of thai cilN' spcMid more than that everv vear in going to the theater, which is onU one of many THE TEACHING OF PLAY 31 forms of adult play into which money is poured freely. The equip- ment for the play of the grown-up, including houses, furniture, musical instrmiients, silver, cut glass and china, horses and carriages, automobiles, boats, costumes, jewelry, flowers, books, newspapers, magazines, and scores of other things, should be kept in mind when we are considering the expense of necessary equipment for the play of children. It is worth noticing in this connection that adults of primitive races, especially the men. always incline to choose amusements that are degrading and demoralizing, in place of the educative plays of the young. Gambling and the use of intoxicants are the most uni- versal of these vices, and in spite of intelligent public opinion and prohibitive laws many men among civilized nations fall victims to them. A better acquaintance with outdoor games and a better opportunity to play them would go far to keep young men from falling into habits of vice and dissipation. With the majority of women the purely social plays predominate, such as conversation, gossip, calls, teas, literary clubs, musicales, receptions, etc. Occasionally a man or woman is seen who keeps up the practice of active plays and games with all the zest of childhood, and as a result these people retain a standard of health and vigor much above the average. The lack of interest of most adults of the present time in the more healthful forms of play is no doubt due in part at least to the fact that as children they lacked opportunity to be come expert enough in them to make them permanently interesting. The school should dcA'clop the powers and interests that lead to intelligent and healthful play as well as those leading to higher occupations and better citizenship. All that can be done to interest younger boys and girls in the more active and wholesome type of play will help to prevent in their more mature years the low grade of physicjue that probably will ne\er be remedied for the adults of the present generation.* The Age of Decline. — Following the age of maturity, begin- ning at widely varying times, is the period of gradually failing powers. How early this will come on and how rapidly it will approach its end in death depends on the conditions and habits of life and on the grade of physique that has been developed during preceding years. Workers in some kinds of factories are often old and infirm at forty; workers on the farm often live well past ninety. This is another strong reason for providing for the bodily development of young people in school and Out of it. Alter the time for the most strenuous games has passed, men and women often enjoy and profit from active outdoor games that are more moderate in their requirements. Among these are golf, lawn bowling, archery, croquet, curling, and a few others.* *Sargeiit: Health, Strength, and Power, chapter XI and XII. Chapter Four KINDS OF PLA^ To study this topic from the staiul])oint of the teacher we need first to look at the whole field of play activities and its natural (li\i- sions; then at the group of j)lays selected for educatiojial |)uri)oses. in(|uiring into the reasons for selection; finally we need to study the plays used in education in such a way as to place them in clearly relateti groups, so as to facilitate learning them. One who is preparing to teach plays is in nnich the same position as one who starts clerk- ing in a dry-goods or hardware store. The new clerk finds on the shelves hundreds of different and apparently unrelated articles whose names and uses he must learn as soon as possible, and the new teacher finds just as many hundreds of different and ai)parently unrelated forms of play; success and advancement in each case re(|uires rapid and accurate mastery of the whole stock, and the time re(|uired to do it may he anywhere from six weeks to six years, dejxMiding on how intelligent and simple a classification is used to aid in the learn- ing. The teacher who wishes to get an intelligent view of tlu' whole field of educative play in a few weeks must study plays in their natural groups, noticing carefully relations and lack of relations, grouping them about certain important types from which the greater number of plays can be remembered as slight variations. The names that have been given to these plays l)y the children are of little help. For example, it is no easy task to learn how to play lilack man. lilack Tom, IJugalxx), lilack and AN hite, Chinese Wall, and '■H) other plays similarly named, if they are taken up as individual and unrelated plays; but when it is recognized that the whole '25 are variations of the familiar game of Pom Pom Pullaway, the task is comparatively easy. This suggests the importance of the teacher's getting a clear idea of the fundamental divisions of educational plays, as a basis for making such groui)ings when we come to the practical work. Plav activities indixidual socionomic motor sensory intellectual emotional imitati\-e social 1 fighting ! mating 3!2 THE TEACHING OF PLAY 33 All Play Classified. — The above chart from Groos' "Play of Man," gives a satisfactory view of the whole field of play activity. He first distinguishes the individual plays, those that one may engage in by himself without regard for others, from the plays in which the relation to others forms an important element. The former may be illustrated by playing in the sand, playing solitaire with cards, garden- ing, looking at pictures, or listening to music; the latter by playing ball, playing school, or by the activities of a church "social." In the first group one is impelled to play by an impulse to exercise his powers; in the second group the same powers are employed, but in addition to the impulse impelling the individual to play there are other strong impulses of a social character. Individual Play. — Individual play is naturally classified ac- cording to the powers and faculties exercised. Motor play may be illustrated by walking or skating; sensory play by listening to a song bird or looking at a beautiful sunset; intellectual play by play- ing whist with cards or by solving puzzles and riddles. Emotional play occurs when playful activities of the other powers react strongly on the feelings, as is often the case in the theater and other popular amusements. This division of individual play activities is interest- ing and useful because it shows at a glance how wide a range of activity play covers. It is evident, as soon as one thinks of it that there are no human powers or faculties that are not naturally exer- cised in play; in other words, it is possible through play to develop and train any power or faculty we have. It is also easy to see that the plays usually called "motor" or "muscular exercise" are not exclusively activity of the motor powers, as the name implies, but are well-balanced combinations of motor, sensory, intellectual, and emotional activity. In swimming, skating, or canoeing, for example, there is always exercise of sight, hearing, touch, nmscular sense, and temperature sense; exercise of memory, imagination, attention, and usually of reason; quick decisions and accurate judgments must be niade. It may also be said that sensory and intellectual play always involves motor exercise, but the slight muscular exercise involved in playing cards or looking at a moving picture show, which are fair types of intellectual and sensory play, are of no value in promoting bodily vigor and sound health, which it is one of the purposes of education to secure. Sensory play in particular is apt to be too much on the passive order to be largely educative. Play Relative to Others. — The plays indicated by the second group on the chart are important because they may stimulate one to act when his individual impulses fall short and because it is a necessary part of one's education to learn how to act in association with others. The impulses that come in here to reinforce and control those giving rise to individual play are related to the fundamental 34 THE TEACHING OF I'l.AV instincts of imitation, companionship, fightin play by boxing, basel)all, and all competitive sports; mating play by the so-called "social dance." There is no distinct line between these kinds of play; in fact all four elements may be present in the same play, as often seen in a card game or a skating j)arty. In classifying plays we put each under the head where lies the predominating in- terest for the most of the players. I.MITATIVE Play. — The imitatix e impulse is an important source of i)lay activity, partly because seeing someone else do a thing is apt to suggest new ideas for individual play but also becau.se of a separate and strong impulse to join with others and do what they do. This impulse to imitate explains why children j)lay house, play school, play store, and in a similar way dramati/e all kinds of activities of men, animals, and machinery. An action l)egun in this way as an imitation of some one else is often contiinied for a long time as an imitation of .self and may develop into an uncon.scious liabit. The imitative impulse is strongest below the age of ten, but it never wholly disappears. The.se plays in older people are apt to take the form of fashions and customs that are followed, not because they have any s])ecial merit or value but becau.se others do it. Smoking will illustrate this for men and the remodeling of hats and gowns long before they are worn out will illustrate the same thing for women. A very large percentage of pla\' habits, both beneficial and injurious, are formed by imitation. Social Play. — Calling, visiting, picnics, i)an(|uets, and recep- tions are typical social plays, which depend for their attraction chiefly on the desire for comj)anionsliip and the enjoyment t)f "team play. ' The latter leads one at times to sacrifice some of his own preferences and favorite forms of play and to subordinate himself to another who is tem{)orarily recognized as a leader, in order to help form a more comprehensive scheme of play in which each one has some part. Team })lay is prominent in all highly organized play, such as card parties, drills, debates, and the more complex ball games. Desire for comi)anionship is strong at all ages, but enjoyment of team i)lay develoj)s slowly at the period of adolescence and needs encouragement. Since social progress and j)rosperity dej)end so much on team work, team play is especially important in the educa- tion of citizens. Children over ten often form groups or teams, more often called "gangs" or "cliques" or "the bunch," each with a recognized leader, the grouj) acting as a center for most of their play activities. FiOHTiXG Play. — Groos considers the fighting instinct as the origin of rivalry, which serves as a strong iinj)u!se in games and con- THE TEACHING OF PLAY 35 tests. This instinct in its lowest form gives rise to a desire to injure others; in a higher and more intelhgent stage there is instead a desire to defeat, excel, or surpass others; in its highest form it gives the desire to excel our own previous performances and thus stimulates self -improvement. The desire to achieve superiority and the closely related desire to exhibit superiority are prominent in youth and usu- ally persist through life. They furnish the strongest incentives we can use to stimulate the average youth to do his best and to develop and care for himself. Desire to win superiority is always a good thing to encourage, but the mistaken idea that it is sufficient to appear superior or to get the name of it leads to dishonesty in play. Clear thinking at this point as to what rivalry is for and what aims are legitimate in a player will go far to prevent wrong habits. Free and full discussion of rules and points in question by players under the guidance of the teacher but not too strongly dominated by anyone is desirable because it leads to clear thinking on fundamental princi- ples of conduct. Children in the mass can be trusted to favor a square deal, but they often need guidance of the wisest sort that they may conclude correctly as to what constitutes a square deal in a certain case. Mating Play. — The mating impulse gives rise to a variety of activities related to courtship and marriage and sometimes known as love plays. All plays in which members of the two sexes are paired off in couples who are partners may be said to involve this element to a greater or less degree, and when in the mind of any player the pairing off of the sexes is the factor of most importance in making the play enjoyable it is for that player a love play. The mating impulse undoubtedly gives rise to the custom of having ladies escorted to places of amusement by gentlemen, and that of always dancing certain forms of dance in couples. Some authorities put in this group also those cases of close friendship between "chums," who, although of like sex, act much like lovers and take great pleasure in confiding their secret thoughts and emotions to each other. The typical love plays are those of married couples who live happily together and find constant pleasure in close companionship. They are as natural to adult life as the imitative plays are to childhood. Their excellence at an appropriate stage of development is no reason for introducing them too soon. Young boys and girls in dancing school, learning to ape the manners and play habits of ladies and gentlemen of marriagea- ble age, at a period when nature has intended them to play tag games and climb trees, prove the ignorance of their parents. So the forma- tion of fraternities and sororities by young pupils of the high school instead of ball teams, and their taking up social dancing in place of outdoor sports proves the lack of opportunity and encourage- ment for the kind of play their stage of development naturally demands. 36 THE TEACHING OF PLAY What Plays are Best? — Play as a i'cahirc of (Mliicatioii does not include all possible forms, for excellent reasons. Sonic kinds of play, such as the use of drugs and f>anil)linf>', are injurious to the players; some kinfls, like the matin<>; plays, are not suited to iK'ojjle of school age; some others, like many of the typical sensory |>lays, are less useful than others that arc just as enjoyahle, and so the latter are chosen for their greater cfHciency. Playground experts are agreed that the best plays for educational ])urposes are those well-balanced combinations oT activity usually called '^motor," interest being stimulated both by the im})ulse to be active and by social imj^ulses. Iiidi\idual activity; main interest in iiioretitctit. Dramatic j)lay; main interest in acting Playground activities out a .sfori/. Dances; main interest in r/n/flnii. Competili\(' play; main interest in rirdlrij. EnrcATiONAL Plays. — The plays used chiefly in education fall naturally into the four grou])s shown in the chart. The basis of this (Hvision is the j)resencc of four chi(>f interests: the interest in move^ Uient, in imitation, in rhythm, and in rivalry. The interest in move- ment is strong in both sexes and at all ages, except when lost by per- sistent disuse. The imitative impulse, as we have seen before, is strongest before the age of ten, so that the story plays are i)articu- larly adapted to young children. Rhythm begins to appeal to children between five and seven and the interest j)ersists in girls as far as middle life; boys tire of it after a few years and take up ci\alry as the ruling interest. Rivalry is prominent in both sexes from ten to twenty, but above twelve or fourteen the boys are especiall\' inter- ested in it. Of these four types of play, therefore, it may b(> said that the first appeals to everybody, the second especiall\ to the xoiing child, the third is a special favorite of girls and the fourth is a >i)ccial favorite of boys. Movement Plays. — It was jjointed out many years ago by (lulick that bodily movements used in play may all be grouped under locomotion, which may be illustrated by walking. jum|)ing. swimming, skating, dancing, and canoeing, — and handling ol)jccts, illustrated by throwing, catching, and striking. Social enjoyments often add to the satisfaction received in this type of play and rivalry may enter into it, yet in the main it is stinuilatcd chiefly l)y the interest in bodily movement. Outdoor sports, except for boys at the age when rivalry is the chief interest, belong here; also such indoor sports as exercises on bars and rings and miscellaneous exercises in handling balls and bean bags; at particular seasons of the year certain kinds \ THE TEACHING OF PLAY 37 of plays of this class have special interest, as in case of tops and mar- bles in early spring, plays with a baseball in summer, with a football in the fall, and with sleds and skates in winter. Story Plays. — The interest here lies not so much in the form of movement as in the exercise of imitation and imagination involved i n dramat izjiig a stojyy. ^uch play is often entirely spontaneous, the story being made up by the players as the play goes on, as in playing school, store, or house; sometimes the children prefer to follow a more formal story whicli is acted out over and over again, as in "Jack be Nimble" or "Old Witch." Following the suggestion offered by these spontaneous plays, teachers have composed story plays drama- tizing various things they wish to teach. Teachers of physical train- ing often compose lessons in gymnastics in story form, thus bringing the play spirit into exercises whose purpose and value the children are not able to appreciate. These lessons dramatize the varied activities of the farmer, the life habits of animals, the movements "of machinery, or stories of any interesting nature that will call for the bodily movements the teacher wants. Rhythm Plays. — In this group the interest centers in p erformi ng b odily niovements in unison with music. Song plays, such as "London Bridge is Falling Down" and "The Farmer in the Dell;" gymnastic dances, such as the "Irish Lilt" and the "Sailors' Horn- pipe;" folk dances, such as the "Klappdans" and the "Weaving Dance;" and wand and club exercises with musical accompaniment, belong here. Children begin rhythm plays a little later than the story plays. They form a large part of the active plays of girls and women and a relatively small part of those of boys and men. Young men enjoy social dances but it is the companionship of young women rather than the rhythmic movement that forms the chief attraction, as shown by the fact that the men never practice the rhythmic plays when alone. In general it may be said that dances are usually rhythm plays for women and love plays for men, although there are indi- vidual exceptions to the rule. Rivalry' Plays. In these plays the main interest lies in the desire t o excel. Such contests as the trac k_aiid field meets of college students, the relay races, and all the tag games and ball games belong here. Besides the great stimulus rivalry gives to active play it also gives a chance for moral trainin^through the constant occurrence of situations requiring fairness and considerate treatment of opponents. \/ It is useful to distinguish three forms of rivalry in play: (1) the simple contests, where all the players do identically the same thing under identical conditions, as nearly as possible, to find whicli excels in a particular "event;" this is illustrated by a 100 yard dash or a con- test in high jump; (2) relay contests, in which all the players in a 38 THE TEACHING OF PLAY team or fjroiip do the same thiiifi in succession with the object of completing the rehiy in less time than other comix'ling groups; and (8) games, in which each side tries both to accomjjlish an object specitied in the rules and to prevent the other side from doing the same tiling, as illustrated in teiuiis, basketball, and prison base. It is i)lain that the games ))ermit more freedom of action on the |)art of i)layers than either contests or relays and usually recpiire a greater variety of skill and more exercise of judgment; games also permit a certain degree of deception and trickery to catch the opponents unawares. It is akso to be noticed that in contests and relays a player need not pay any attention to his opponents and is not permitted to interfere with them in any way, while in games he must watch his o|)ponents to see what to do and it is a ])art of his business to interfere w itli their play, under certain limitations. Simple Contests and Relays. — Simple contests may be be- tween individuals or between groups; in contests between grou|)s the players sometimes take i)art in a mass, as in Tug of War, or they may take part as individuals and the .scores made by the individuals combined in some way to give a score for the group. There are sev- eral ways of scoring a group contest which will be taken up in detail in a later chapter. Relays are more complex forms of contest be- tween groups. Mere the players of each side take ])art in turn so us to sum uj) the scores nuide by the ijidividuals. The plan aj)|)lies best to speed contests in locomotion and handling objects, such as Indian club and potato races. In group contests in jumping and weight events it is easier to have the i)layers take ])art as individuals and then to get the grouj) score by arithmetic. Rivalry i)lays Simple contests Relays Games of between individuals between groujis goal tag baseball tennis basketball hockey' football personal combat Klnds of Games.^ — It will be noticed that the word "game" is being used here in a nnich narrower sense than that in which many writers use it. For example, in common con\ersation and in l)ooks on i)rimary teaching the term is used to mean any kind of organized play. Thus the story plays of little children are called "dramatic games" and song plays as "singing games;" the iiiternational contest THE TEACHING OF PLAY 39 in track and field events is commonly called the "Olympic games." It is the belief of the writer that in the growth of the language we are coming to use the word only in the narrower sense which it has in the above chart, to refer to this one class of rivalry plays. There seem to be eight distinct types of games. In the simplest kind the play centers in a single idea, — to get possession of a goal, as illustrated in "Puss in the Corner." The tag games have as the main interest the idea of chase and capture, with which the idea of a goal is often combined as a minor feature. Games of personal combat are ex- emplified by boxing, wrestling, and several group games of like nature. It is more usual to speak of these as contests, but they plainly have the character of games. In the baseball type of games we have the simple ideas of goal and tag with the added features of throwing, catching, and batting a ball, and scores are made by running around a series of goals or bases without being tagged. The length of a game here is determined by the number of players who have been tagged and thus "put out." Tennis games have nothing whatever in common with the simple goal and tag games, but are proliably descended from the ball games of the ancient Greeks and Romans. Scores are made by batting the ball so that the opposite side cannot return it as pre- scribed by the rules; the game ends when one side attains a certain score. The last three types of games are closely related and are all played with the object of advancing the ball and finally sending it into the opponents' goal; the goal here has no resemblance to the goals of preceding games but represents the gate or portal of a walled city which the attacking party is storming. The length of game here is the time decided upon beforehand, without regard to the progress made in the play. The hockey, football, and basketball games differ chiefly in the size of the ball, the way it is handled, and in rules that vary because of these elementary differences in play. They are enough alike to be put in one class, but each has so many minor games related to it that the division seems advisable. There are a few games that do not fit into any of these groups and some plays that are inter- mediate between contests and games. These will be noted in proper order. . . Chapter Five INDIVIDUAL M()\ EMEXT PLAYS Most of the ])lay Jictivities used for educative j)uri)()ses lia\e as their chief interest some rehition between the i)hiyers, as in ta,i>- ^anies, hall iiames. card ^anies, and dances. Siini)ler than any of these in theory and practice and tlierefore more elementary from the stand- point of the teacher is the group of plays in which bodily movement is itself the chief interest and incentive to action. Such are walking, running, skating, swimming, shooting, club swinging, etc. Any movement of this group may form a i)art of a play of another kind, with rivalry or some other social interest as the main incentive; still there always has been and jirobably always will be a large amount of play in which peojjle walk for the sake of walking, run for the sake of running, and climb for the sake of climbing. While the interest in play of this kind never is apt to be so intense as in some others yet there is interest enough in it for i)eoj)le of all ages and both sexes to give it a place in the gymnasium and on the playground. The bodily movements of play form two natural divisions: loco- motion and handling objects. Locomotion is mainly work for the lower limbs with arms and trunk used incidentally; handling objects is mainly work for the arms with truid-; and lower limbs used inci- dentally. Following the inherited acti\ities of primiti\e life, i)lay does not u.se separate movements of the head and trunk, and uses the arms and legs only for the purposes just mentioned, with the exception of poses and gestures used in c of tlic feet. Swimming, iiicliKJing l)r('a>l sl i-okc s'mIc stroke, diving, etc. Using modified shoes, such as skates, skees, snow shoes, stilts, etc. Using a vehicle, such as a bic,\-clc, canoe, boat, sled, swing, teeter, etc. Types of locomotion 40 THE TEACHING OF PLAY 41 Definitions. — Physical education recognizes eight types of locomotion, as shown in the accompanying chart. Walking differs from running in having one foot on the ground all the time, while in running the body is tossed into the air at each step and is unsupported for a part of the way. Strolling is the leisurely, languid style of walk and hiking is the rapid, hustling kind. Sprinting is running as fast as possible for a short distance, without trying to reserve any power; hurdling is running and jumping over obstacles called hurdles, which are placed at regular intervals of the course. Skipping is a variation of running in which each step is preceded by a quick hop. Jumping differs from running in not being necessarily rhythmical ; a single step in a run would be one style of jump. The idea of a jump is a spring from one or both feet; the high jump is taken to see how great a height can be passed and the broad jump to see how great a distance. The rope jump is any style of jump allowing a swinging rope to pass under the feet while they are off the ground. Hopping is springing off one foot and alighting on the same foot, without touching the other to the ground; vaulting is jumping with the aid of the hands, which may be placed on a fence or bar or other sta- tionary object, or a pole may be carried in the hands and used to vault with. Dancing is rhythmic locomotion of a form designed to accompany a certain style or piece of music. Climbing may be done upon ladders, ropes, poles, or any support strong enough to sustain the weight of the body so that it can be lifted in part at least by the arms. Swim- ming is locomotion on or through the water by the force of the body's own movements; diving is entering the water head first by a sj^ring from the bank or some object upon it. Among modified' shoes, ice skates and roller skates are the most popular examples. Physical education recognizes locomotion with the vehicles mentioned and with others in which there is active bodily movement; locomotion by means of cars, automobiles, aeroplanes, and carriages is too pas- sive in character to belong in a system of educative play. Throwing, which includes tossing, pitching, roll ing, bowling, putting, slinging, etc. Handling Objects . 7. 10 Hopping, nuiiiing, and .ski])piiig, can be used witli large groups and jumping with small grouj)s; jumping rope (4) is es])ecially suita- l)le for small groups. Running and skipping can he done in spiral and other interesting figures. The following can he used in the school- room: changing seats, 4; vaulting seats, 4; tossing wands, 4; winding the horn, 0; serpentine maze, 3. In handling ohjects there are many varieties of bodily movement that lend themselves readily to play with rather large grou|)s of children. Among these are passing or throwing and catching bean bags, medicine halls, basketballs, volley halls, indoor hasel)alls, and tennis halls, and also i)assing ohjects like clubs or dumhl)ells, that cannot he thrown and caught from one to another. The class may be arranged in circle form and the bean bags or other objects passed or thrown either in regidar or irregular fashion from one to another as the teacher directs; the following are of this kind: Ball Passing, 2* Circle Ball, 4, 12 Bean Bag Circle Toss, 4 Medicine Ball Play, 2 Bean Bags in a Circle, 1 Object Passing, 2 Pass Bags, 9 Sometimes it is more convenient to lia\'e the i)upils standing by the desks in the schoolroom or in a similar fornuition elsewhere, with one or more leaders who throw the balls to various |)upils in turn, as in the following: Catch Ball, 3 School liall, 5 Double Pass, 1 Toss Ball, 4 Another plan is to ha\'c as many or half as many balls or hags as there are ])Upils and ha\'e them handle the l)alls i!idi\i(lually. either in rhythm, or not, as tlu' teacher directs. Indixiduals toss or l)ound the halls and catch them in various ways or toss or bound them to partners. Many varieties of such play are easy to invent and to teach. Tiic following are forms that have been used: H;.ll Drill, 13 Preliminiirv Hall. 1. 4 Hand Ball Drill. 4 Among large groups of cliildrrn in the lower three or four grades there are apt to be a few who would rather play such plays as these singly or in pairs or snudl groups instead of taking part in the more *The nunihcrs refer to I5il)li()f;r;ipliy at end of volvime, page 110. THE TEACHING OF PLAY 43 highly organized phiy of the large group. It is well to watch for such children and give them the chance to choose the simpler plays while the others are playing together, rather than to force them into the play they care less about. When the time comes for them to take up the team plays they will do it naturally if opportunity is offered. In teaching such plays to large groups it is important for the teacher to be very clear in giving directions, show a lively interest, and keep the play going continuously without dragging. Where rivalry is not involved the interest and success of the activity depends largely on the manner of the teacher and her skill in directing the play and keeping it moving. Questions and Exercises 1. Write out a definite plan for plays of this group that will be good to keep a third grade of 40 pupils busy and interested in the schoolroom. Specify plays to be used, apparatus needed, and direc- tions to the pupils. 2. Same as above for a second grade of 25 pupils who are to play in an open hall in the school building. 3. Same as above for a first grade playing on the school ground. 4. Same as 3 for a fourth grade. Chapter Six STORY I'LAVS AND RHVIIBI PLAYS STORY PLAYS The simplest exain|)le of plays of this kind is the well known play of "Follow the Leader" (1," 8, 4, .5, 7, 12, U), in which the teacher or a pupil performs a series of exercises and the memhers of the class imitate. Sometimes this is done in standin ing a Lock, 4 Fox and S((uiirel, 4 Car Ride, 13 (ioing for Christmas Trees, 13 Caught in a Storm, 13 Hot liall, 12 Chicken Market, 4 llur(l_\- Curd.x, 13 Christmas T(jys, 13 Indians, 1.3 Circus, 18 L-oning, 13 Coal Mine, 13 Jack Frost, 13 Coasting, 13 .lack OT^antern. 1.3 Coming to this Counlrx', 1.3 liincoln's Tlome, 13 Clean House, 13 * Making Cider, 13 Cowboys, 13> Making Hay, 1.3 44 THE TEACHING OF PLAY 45 Making Ice Cream, 13 Repairing Streets, 13 May Queen, 13 Riding Bicycle, 12 Merry Go Round, 13 Ringmaster, 4 Motor Boating, 13 Sculptor, 1, 3, 12 Motor Cycle, 13 Soldiers, 13 Moving, 13 Snow Fort, 13 Newsboy, 13 Snow Man, 13 Nutting, 13 Snow Play, 14 On a Farm, 13 Swimming, 13 Picking Spring Flowers, 13 Thanksgiving Pies, 13 Picnic, 14 Trees in a Storm, 14 Pilgrims, 13 Trip to Belle Isle, 13 Playing Horse, 12 Valentine's Day, 13 Playing in Snow, 13 Walk in the Orchard, 14 Policeman at Street Crossing, 13 Washing, 13 Putting in Coal, 13 Weathercock, 4, 12 Railroad Train, 4 Wind Storm, 12 This extensive list is given, not only as material that can be used, but as suggestion as to how an almost indefinite number of other similar plays can be devised, to meet the conditions of the school and to carry out the ideas of the teacher. In planning and teaching such plays care must be taken first of all that the children know some- thing of the activity imitated before an attempt is made to dramatize it. Teachers often take the children to see certain occupations in preparation for the dramatization. When a play is complex it is best to teach easy and simple parts of it first, adding others and thus gradually developing the play as the children become familiar with the details. The following differ from the preceding in dramatizing stories or rhymes that are common among children, and may arouse lively interest, especially in those who know them well : Stories and Rhymes Dramatized Bunch of Ivy, 4 Lady of the Land, 4 Geo. Washington's Cherry Tree, Mother, the Pot Boils Over, 4 13 ' Mother, May I Go Out to Play, 4 Gypsy, 4 Old Buzzard, 4 How Many Miles to Babylon, 4 Round and Round Went the Gal- Jack Be Nimble, 4, 12 lant Ship, 4 Mari Hofer has arranged several pieces of music to accompany the movements dramatizing various things of interest to children; the following are typical examples (Reference 11): Barnyard People Game of Tag Rough Riders Brownies Jack in the Box See Saw Dance of the Bears Playing Golf Skaters 46 THE TEACHING OF PLAY Questions and Exercises 1. Select from the above list of story ])lays one suited to autumn, and prej)ar(> definitely a method and |)lan of teaching it to a first grade. '2. Select a play suited to the winter season and plan the teaching. 3. Select a play suited to spring and plan the teaching. 4. Select a j)lay suited for summer and |)lan the teaching. .). Make up an original story i)lay that will involve running or skipi)ing. sidewi.se bending, balancing on tiptoes, head bending backward and arm raising upward. Write out the play and i)rei)are to teach it. Song Plays and Dances I Song j)lays no doubt arose as a means of carrying on rhythm plays without the aid of musical instruments. Chihlren and espe- cially girls find great pleasure in these i)lays. The imitative feature is prominent, the leader having in some cases the same part to play as in "Follow the Leader." The following are among the best: Adam Did Have Seven Sons, 3, 12 Mulberry Bu.sh, 4, .>, 12 Boat Song. 12 Rabbit in tlu^ Hollow, .5 Did You Ever See a La.s.sie, 4, 12 See Saw, 12 Farmer in the Dell. 4. .), 12 Soldier Boy, 12 King of France, 4, 12 Ten Little Indians, 12 Let the F'eet Go Tramp, 4 When I was a Shoemaker, 12 London Bridge, 3, 4, o, 12 Yankee Doodle, 13 Looby Loo, 4, 12 It is a distinct advantage to have musical accompaniment by an in.strument along with the ^song when it is jjo.ssible. To teach the song the teacher .should plan .so as to get the words memorized (piiekly and easily as far as is necessary and either sing it for the children or have it played. The play should actually begin as soon as possible and later parts be introduced gradually. The meaning and spirit of the i)lay should be shown plainly and the idea clearly brought out. The following gymnastic and folk dances have become i)opular as plays of this class: Ace of Diamonds, 1!) Chaminade, 24 American Beauty, 23 Csardas, 1(> Barbarok. 22 Dance rnicpie, 23 Bleking, 20 Dancing Topsy, 23 Chimes of Dunkirk, 20 Danish Dance of Greeting, 10 Csebogar, 22 English ("hurch Pageant. 21 Carousel, 15 First of .May, 15 THE TEACHING OF PLAY 47 Gossiping Ella, 19 Girl I left Behind Me, 23 Highland Schottische, 18, 22 Highland Fling, 16 Hop Mother Anika, 20 Irish Lilt, 17, 22 Japanese Dance, 22 Krakovienne, 22 Komarno, 16 Khorovad, 22 Now 'Tis Christmas Time, 15 ' National Dances, 20 Norwegian Mountain March, 16 Oxdansen, 16 Pop Goes the WeaseU 17 Peter Magnus, 15 Rorenacka, 19 Ritsch Ratsch, 15 Rose Dance, 24 Reap the Flax, 16 Strasak, 22 Swedish Long Dance, 22 Swedish Clap Dance, 17, 20 Sailors' Hornpipe, 17 Tarantella, 16 Varsovienne, 22 Washing the Clothes, 16 Weaving Dance, 18 Chapter Seven ( OXTESTS BETWEEN 1 M ) I M I )T ALS We have here for the first time a lorinal comparison of al)ilities among the i)hiyers, calling for plans and arrangements to secure fairness. The simplest cases of this kind are the simple contests between individuals, such as a foot race or a contest in jumping. To make an accurate comparison of abilities and find out who is actually superior it is necessary (1) to see that each contestant has just as good conditions for his work as all the others and that C-i) the per- formance of each is accurately measured or fairly judged. To pro- vide for this, rules are made to guide players and judges. Such rules must be fully understood by all and accepted for the common good. In the case of a few standard sports and games there are published rules, made by a committee of experts and revised occasionally with effort to improve the play if ])ossible. The best illustration of all this is the list of track and field sjjorts in common use everywhere. Track and Field Sports . ^ J 100 vard dash sprmts ,2^20 Vard dash Track Events hurdles j hiO yard liigh hurdle \ 220 yard low hurdle 440 yard run half mile one mile two luiles • Field Events jumps weights running high running broad pole vault .shot hammer discus The Standard Events.- The standard events of track athletics form two main divisions: the track events and the field events. The track events include the sprints, the hurdle races, and the distance 4S THE TEACHING OF PLAY 49 runs; the field events include jumping and throwino- weights. The sprints are the races in which the runner goes at utmost speed. The hurdle races are obstacle races. The long distance runs call for endurance as well as speed. The Sprints. — There are two of these: the 100 and the '-2'20- yard runs. Here the men run in lanes four feet wide made by attach- ing cord to stakes 18 inches high. A straight mark is made for the starting place, and another at the finish. The runners draw numbers to determine their {positions in starting. Most sprinters nowadays use what is called the crouching start. A small hole is dug for the toes of each foot, one about 18 inches in front of the other; the tips of the fingers rest on the ground at the starting line. The starter calls, "on your marks," at which the runners take their places at the starting line. He then calls "Set!" at which each gets ready for his start. As soon as all are ready he fires the pistol as the signal to go. If any runner starts before the pistol, all are called back, the one offending is put back a yard, and the three stages of the start are repeated. A cord is stretched at the finish, and three judges and one or more timekeepers are stationed there. The judges are to pick the first, second, and third contestants to reach the tape. Each timer has a stop-watch, which he sets going as the pistol is fired; when the first runner strikes the cord at the finish he stops the watch, which should then record the exact time of the race. The best time ever made in the 100-yard dash is 9| seconds; in the '-2*20, 21i seconds. The Hurdle Races. — There are two of these: one of l'-2() yards, with 10 hurdles 3 feet high, and one of '220 yards with 10 hurdles 23^ feet high. The start is made as for a sprint race, each runner having a course which the others must not cross nor encroach upon. The finish is judged and timed as in other races. Hurdles may be knocked over without forfeiting the race, but a record cannot be made unless all the hurdles are left standing. The high hurdles are too high for grammar or high school boys to use. The record for the 1'20-yard high hurdle race is 15.1 seconds; for the ^^O-yard low hurdle race, ^Sf seconds. The Distance Runs. — These are the quarter, the half, and the mile, with several longer distances from which a choice is usually agreed upon. In all these races the methods of conducting the start and finish are the same as in the sprints; but the runners are not restricted to a fixed course, and one may cross or go in front of an- other as soon as he is six feet in advance. The best time ever made in the quarter-mile is 47 seconds; in the half mile, 6 seconds less than two minutes; in the mile, four minutes 15;^ seconds. The Jumps. — The regular jumps are the running broad jump, the running high jump, and the pole vault. 50 THE TEACHIXC; OF PLAY In the running broad jump tlie contestants may run as far as they please, but all nuist start from a plank set in the i>n)un(l, with the earth du<;' away from the front to a depth of three inches, and called the *'Take-ott'.'" If one steps over the plank so as to break ground in front of it the jump is not measured, but it counts as a trial. The jump is measured with a taj)e from the front of the ])lank to the nearest point at which the jumper l)reaks ground, whether with feet, hands, or body. Each contestant has three trials, and then the three best are u.sually given thre(> more if they desire, each man's best jump being taken. The longest jumj) on record is '-24 feet 7^4^ inches. In the running high jumj) each contestant nnist clear the bar without (lisi)lacing it from its supports. The bar is i)laced at first at a height that all can clear; each has three trials if necessary; then the bar is rai.sed. \Mioever fails to clear it at any height in three trials drops out, and the .successful ones try at greater heights until only one remains. Going over the bar head first, by a movement called a "dive," is not permitted; neither can anyone assist the jumper to alight. The record for the high jinnp is (i feet 3^^ inches. The pole vault is conducted like the high jump. The contestants must not climb the i)ole; they imist clear the bar without displacing it. The record for the pole vault is I'-i feet D' ^ inches. Thkowixc; Wekjhts. — This include^ pulling the shot, throwing the hammer, and throwing the discus. The shot is a round iron ball, 1-2 lbs. in weight for high school, and 10 lbs. for college contests. The contestants put the shot from a circle 7 feet in diameter; one may not step from the circle except from the rear half until the distance is measured; it is measured from the nearest side of the circle to the place wh(>re the shot first strikes the ground. Each contestant has three trials, then the three best have three more. Record, for the l(i-ll). shot, .52 feet, 7 inches. The hammer is a shot with a '24-inch handle. The thrower stands in the 7-foot circle to make tlie throw, and the rules are in gen- eral like tho.se for the shot. Record for Ki-lb. hammer, 171 ft., ? '•2. What dangers are incurred? Can these be avoidcd!- ,'>. Why are more definite rules needed here than in former plays? 4. What fact should be establi.shed by a contest? ^^hat good is it if it fails to do this? How and wh>- ina\- it fail to show what it should? 5. Is it of real ad\antage to a child to seem to win when he really is not superior to his opi)onent? What harm? (>. Can children in general be trusted to hav(^ fair intcntioiis? Can they as generally be trusted to decide accurately what is fair and what is not? (Jive reasons for your answers. 7. How would you show a group of boys that the principle "It is as fair for one as for anotlier" is not a sufficient reason for approving any act? 8. Write out a coini)li'tc plan for conducting an indi\i' trials is shown in the following table : 1 point 2 points 3 points 4 points 5 points Swim 30 ft 60 ft 125 Kilos 90 ft 120 ft 150 ft Lift 100 Kilos 150 Kilos 175 Kilos 200 Kilos Jump "Shot 3 ft 9 4 ft 4 ft :5 4 ft G 4 ft 9 18 ft ^21 ft 24 ft 27 ft 30 ft P^ach class is credited with a percentage obtained by comparing the number of points scored with the greatest number of points they might score if all took |)art and made 5 points each ; the percentage won in preliminary trials counts half and that won in the meet counts half. The junior and .senior girls lia\ c a contest including the following events : Balance Beams ("lub Swinging, (lass Basketball Club Swinging, liidi\ idual *.\tliletic Ivt-agiif Iliimlhoiik. Spalding's Athletic Lil)rary. THE TEACHING OF PLAY O/ Dancing, Class Newconib Dancing, Individual Relay Emperor Ball Rope Climbing Fifteen Yard Dash Swimming High Jump Traveling Rings Marching Tug of War In these events individuals and classes can earn from 3^2 point up to fifty points or even more. Credit is allowed for attendance at class practice, and preliminary trials give every one a chance to earn something in some event if physically fit. Those physically unfit are not allowed to enter. The following events are suggested for a meet between girls of the seventh to twelfth grades, the meet to be completed within one hour: 1. Basketball Distance Throw, throw to be made from the usual 7-foot circle, floor to be marked so that the judges can mark scores quickly and points as follows: 25 feet, 1 point; 30 feet, "i points; 35 feet, 3 points; 40 feet, 4 points; 45 feet, 5 points. '2. Balance Beam Walk, one point to be scored for each length of beam player walks continuously without stepping off, 5 points to be limit. 3. Bean Bag Target Throw, each player to throw 5 bags at a 3-foot circle from a distance of 15 feet and each bag lying entirelj^ within the circle when the three are thrown to count one point. 4. Indian Club Race, 5 clubs 5 feet apart, nearest one 5 feet from circle, all players completing in 20 seconds to receive 5 points, 22 seconds 4 points, 24 seconds 3 points, 26 seconds 2 points, 28 sec- onds 1 point. Relay Contests A relay contest is a contest between groups in which each player of each group takes his part in turn with the object of finishing in less time than the opposing groups. Relays are adapted best to running and to handling objects. Running relays are either of the "shuttle" form, where the runners go back and forth, or the "course" form, where they run around a course. RUNNING relays, SHUTTLE FORM Blackboard Relay, 2, 4, 5 Jumping Relay, 4, 5 Fetch and Carry, 4 Single Rela}^ 1, 4, 5 First or Last, 9 Shuttle Relay, 4, 5 Hopping Race, 12 Tag the Wall Relay, 1, 4 Hopping Relay, 4, 5, 13 THE TEACIIIXG OF PLAY All rj), 1. 4, 5, Auto Rjue, 4 Circle Relay, 4 Circle Seat Relay, 4 RUNNINC RELAYS, COl'RSE FORM 1^2, 13 Japanese^ Crab Race, 4 Obstacle Race. ^2, b2 One-legji'cd Relay, 1 Relay Race I)()ul)le, 1. 1 Telegram, 13 RELAYS IX HANDLING OBJECTS Basketball Contests, 9 Bean Bag Contest, 5 Bean Bag Race, 5 Bean Bag Relay, 12 Bean Bag Ring Throw, 4 Bean Bag Target, 1 Bend and Stretch Relay, 4 Catch Basket, 4 Circle Zigzag, 4 Corner Spry, 4, 13 Criss Cross, 1 Criss Cross Goal, 4 Clothes Pin Contest, i) Indian Clnb Race, 4 Line Zigzag, 4 Overtake. 4, 13 Pass Ball, 2, 5 Passing Race, 4 Passing Dumb Bells, 3 Passitig Relays with Bean Bags, 4 Round Ball, 4 Rubber Ball Contests, 9 Ten Trii)s. 4. 13 Time Ball. 1 Two Balls, !) Zigzag Ball. 1 Zigzag (James, .5 Zigzag ()\('rlu>ad Toss, 4 KKLAYS L\ 1{1".\XIXG Arch Ball. 4 Arch (ioal Ball. 4 Bag Pile. 4. 13 Basketball Relav. .> Basketball (ioal Race. 2 Bean Bag. 7 Bean Bag Backward. 12 Center Club Bowls. 4 Desk Relav, 4 Dumb Beli Race, 3 End to End Bean Bag, 1 Elag Race. 2 Hand ()v(M-liead Bean Bag, 4 Home Run. 4, 1.3 AXD IX HANDLING OB.IECTS Indian Club Straddle Race. Juni}) the iiean Bay. 4 Line Ball. 4 Medicine Ball. 3 Medicine Ball Pursuit Race. Over and I'nder Relav. 4 Pass Ball Relay. 4 Pass and Toss Relay. 4 Potato Race. 5, 4 Potato Shuttle Relav, 4, o R(>ach Pass liall, 13 Siraddli' Ball Race, 2 Stride Ball. 4 Naullinu Relay. 4 Questions and Exercises 1. State several advantages of grou}) contests over individual contests. THE TEACHING OF PLAY 59 "2. How early in the grades would you use contests? Which earHer, group or individual? Which kind of group contests first? 3. How early in the grades would you have a school team and contests with other schools? Reasons on both sides. 4. Show why a shuttle relay is not likely to be carried on as fairly as a relay around a course. 5. Select from above lists group or relay contests that might be too vigorous for a certain group of players; some that would have, too little vigor for most players; some that would be variable in vigor at the choice of the teacher. 6. Make a list of group contests and relays that might be con- ducted without bringing the contesting players to the same place, and show how it could be done. Give another list in which the con- test will require coming to a common place. State advantages of both plans. Chapter Nine INTERMEDIATE PLAYS BETWEEN (ON PES IS AND GAMES Archery, Bowlinj-, (iolf, and track athletes have been chissed as simple contests, because in all of them each player hjis the same "thing to do as all the others, and it is a fundamental principle that the conditions of performance should be exactly the same for all. In the following contests we have a resemblance to the preceding, but the play of one may change the conditions under which those coming later must take |)arl. Still we have not yet the freedom of action and direct opposition that are found in games, and hence they ar(> placed in an intermediate grouj). Hop Scotch. — This is played by children and especially by girls from eight to fourteen years of age. There are two forms of the i)lay, the one most commonly played at present being as follows: Twenty s(|uares, from "iO to 'JO inches on a side, are marked out on a sidewalk or smooth ground, in two rows of ten each. The object of the i)lay is to hoj) from one square to the next, up one row and l)ack the other, without stepping on a line or touching the other foot to the ground. Each player has a trial in turn, and each one who succeeds may mark any square in the series with her initial, after which she may in any trial stop and rest on both feet in this s(|uare, while the other players nmst hoj) across it witiiout touching it. This continues until the i)lay is blocked by some j)layer's having so numy s(|uares in a row that no one can hop over them, or until all the scjuares are taken. The one having the most scjuares marked is the winner. Croquet. — In cro(|uet each player has a ball and a mallet. The object of the ])lay is to drive the ball through a series of 14 arches or wickets, following a uniform course and striking two stakes in i)roi)er order. Each player making an arch or stake may have a trial at the next one in order, and continues until \\v misses. Thus far cro(|uet is a simple contest; but instead of making an arch, a player may with any stroke hit the ball of a partner or an opponent, and then may lay hi.s ball beside the one that was hit and strike it .so as to move the other ball as well as his own; a partner's ball is sent forward to a better position and an opponent's ball is driven to a place from which it will l>e more difficult or impossible to make an arch. RoQUE is a game like cnxpiet, i)layed with balls, mallets, and arches nnich more accurately made, and upon a more perfect gi-oiuid.* *CTC)quct Guide, Si)al(liii«'.s .Vtliietic Liljrjuy. No. l.'W. RcHim- (Jui.lc. \.>. 'ill 60 THE TEACHING OF PLAY 61 Quoits. — Here two stakes are set firmly in the ground at a dis- tance of 44 feet, and standing 3 or 4 inches above the surface. Each player has two or four heavy metal rings or disks; these they pitch in turn at one stake from a point behind the other one. After all the quoits have been pitched, their positions are examined, and the side having a quoit nearest the stake scores. A quoit ringing the stake counts three; one score is counted for each quoit which one side has nearer the stake than all the quoits belonging to the opponents. This would be a pure contest but for the fact that a quoit pitched near the stake may prevent another's coming as near, and that one tjuoit may drive another nearer or farther away.* Curling. — Curling is an ice sport closely resembling quoits in general plan. Two holes called "tees" are cut into but not through the ice and these correspond to the stakes; they are 44 feet apart. In- stead of quoits, curling stones are used. These are rounded boulders of granite weighing from 30 to 50 pounds, and each having a handle at the top. Each player bowls his stone along the ice in his turn, and the score is counted as in quoits. An additional feature of curling is that a partner of a player with a broom may sweep the ice ahead of his stone until it reaches the tee, to make it easier for it to slide and so to help it on or guide it; after it passes the tee the opponents may sweep ahead of it. Four players make a team; the captain is called the "skip," and has full control of the play of the team.f BoW'LiNG ON THE Green. — This is a form of play bearing a close resemblance in many ways to the two preceding. It is played on a smooth lawn with wooden balls that are not quite round, having one side turned with a less curvature than the other. Each player has two of these "bowls;" a smaller ball, of different color, is called the "jack." The first player bowls the jack out on the lawn as a mark for the bowling. The bowls are *Quoits. Spalding's Athletic Library, No. 167. tSpalding's Athletic Library, No. 14. 62 THE TEACHING OF PLAY bowled at it in turn, and the score is counted, as in quoits and curl- ing, l)y notiiig the nearness of the lialls to the jack. Here the jack, as well as the other howls may be moved by a blow; this makes it more like a true game to that extent. The players bowl from a small rubber mat, and when a turn is completed, the mat is carried to the position of the jack, and the bowling is repeated from this point in such direction as the first player sees fit to bowl the jack for the next round.* The following ])la\s belong to this class: IxDniDiAL Contests Resembling Games Call Ball, 4, bS Jump the Shot, 1, 2 Catch Ball, 1 Lawn Bowls, 1 Catch the Cane, 4 Name Ball, 2 Catch the Wand, .'> Quoits, (5, 7 Curling, (5, 7 Ring Call Ball, 4 Cro(|uet, 7 School Ball, .1 Drop Ball, 1 Spin the Blatter, .S, 4 Hop Scotch, 1, 7 Teacher and Class, 1, 4 Three Holes, 4 "Spalding's Athletic Lil)rary, Xo. '207. Chapter Ten GOAL GAMES Many of the best gymnastic games for children have been de- rived from modern games of adults, such as baseball, tennis, and foot- ball; these can best be understood by studying them in connection with the games from which they arise. Besides these adaptations of modern games, the books of games and plays describe nearly two hundred games for children that are based on the ideas of goal and tag. All these goal and tag games fall naturally into a few groups, the games of a group being often so nearly alike as to be best remem- bered as a single game. The goal games all depend on the idea of taking and holding possession of a goal, bye, or base, which is a home or a place of safety in most instances; sometimes it is considered as the property of the player holding it. The goal or base as a place of safety is also present in many games of tag, but we will consider here a class of games from which all idea of tag is absent. There are two groups of goal games — those in which there are individual goals for the players, and those in which there is a common goal. Games with Individual Goals These are simple games suited to pupils of the lower grades. They are dramatic games and differ chiefly in the dramatic setting. Number of players: 10 to 50. Apparatus: A goal for each player but one. Chairs make the best goals for most of these games, but school seats may be used by marking those to be used in some convenient way. If an empty room is used, goals may be marked on the floor or permanent floor marks may be used when present. Possession of a club, dumbbell, or other object may be substituted for a goal in many cases. The teacher first appoints one player to be "It," and then directs all the others to take places in the chairs, which have been arranged beforehand. Marching to Jerusalem. — For this game the chairs are ar- ranged in one row with alternate chairs facing opposite ways, to the side or in a circle with backs toward the center. The teacher directs the players to rise, turn to the left, and march around the row of seats in time with musical accompaniment if it can be provided. The player who is "It" goes in the line and marches with the others. The music should mark the time well and all should keep time and march 63 64 THE TEACHING OF I'LAY at good speed. Hands must be kept off the chairs while inarching. At an unexpected time the music suddenly stops, and then all the players rush for seats, each taking the nearest one he can get. One will be left out, and must take one chair and go out of the gaine. The game in this case continues until only one player is left. The teacher should declare i)r()mptly who is left out in each play and may declare any player "It" for stopping before the signal is given or for taking hold of a chair. This may also be played, using the school seats, niarking those not to be used. In an open place without chairs, circles may be marked on the floor for goals; where this is not feasible each pupil may stand an Indian club on the floor, the clubs forming a s(|uare or circle. All march about the line of clubs and at the signal each tries to get a club. Housp: Hiring. — Here the player who is "It" is called the '"House Hirer," the seats are houses, and it is supposed to be moving time. The seats are in two rows facing each other or facing the front, the two rows five or six feet apart. As the players exchange houses the house hirer tries to get possession of one. If the players do not exchange often enough, the j)layers are numbered, and two or more players nmst exchange houses when the house hirer calls the numbers. The one crowded out l^ecomes house hirer, and the game continues. Pussy Wants a Corxek. — The player who is '"It" goes from one to another and says "Pussy wants a corner." The j)layer ad- dressed replies "Ask my next door neighbor." While this goe.s on, others exchange places.^ The one who is " It "tries to get one of the places, and when he succeeds, the one left out is "It." HiNTSMAN. — The players represent the various parts of the huntsman's outfit, such as "the horse, the gun, the game bag, the dog, etc. When he says, "I'm going hunting," all nnist fall in line behind him and nuirch wherever he leads. When he shouts "Hang" all rush for goals. The one left out is the next huntsman. The three games just described will illustrate the general char- acter of the whole grouj); in fact, all of them may be considered as one game with \ariation in the device by which the players are induced to leave their goals. The following belong here: Beater (or lieetle) (iocs Round. ( 'hase the Rabbit, 1-2 1, ->, 4 ("omc with Me, .3 Boiler Burst, .S Cenler Pins, !) Center Stride Ball. 1. ."> (lo He- Caterpillar, 9 tween, J) Confusion. 9 Circle Stride Hall, 4- Straddle Driving Hig to Market, .'} Ball, 2 Dumb-bell Chase, 9 Changing Seats, 14 Double Circle, 9 THE TEACHING OF PLAY 65 Fire on the Mountains, 4 Presto Change, 9 Going to Jerusalem, 1, 4, 7, 9, 12 Roll Ball, 3, 12 Grandmother's Clock, 9 Squirrels in Trees, 4 Jack be Quick, 9 Save Yourselves, 1, 3 Kangaroo, 9 Scramble, 9 Last One Out, 2 Slap Jack, 4, 12 Mail Man, 1 Straddle Pin, 2 Merry-Go-Round, 12 Stage Coach, 4, 12 My Lady's Toilet, 4, 5 Stroke, 1 Night Before Christmas, 12 Skip Away, 14 Nine Pins, 1 Tom the Piper's Son, 12 Numbers Change, 4 Whip Tag, 4 Puss in the Corner, 1,2,3, 4, 5, 9, 14 Games with a Common Goal These are usually played outdoors and by players a little older than the preceding; they are all games of hiding and seeking. A goal or home is chosen; one player is usually " It," and the others are given opportunity to hide in different ways. Most of the games are dramatic to a considerable degree. I Spy. — Here the one who is "It" covers his eyes by the goal while he counts one hundred or some other number agreed upon. Then he seeks the players who have hidden. To catch a player, the one who is "It" must see him, call "I spy ( )," and then tag the goal. If one can reach the goal before the one who is "It" can do so, he is free. Go — Stop. — This differs from the former only in the manner of blinding. The game starts with all the players touching the goal; the one who is "It" says "Go," shuts his eyes while counting ten aloud, then calls "Stop," and opens his eyes. Anyone seen moving must come back to the goal. This is repeated till all have gotten out of sight, then the search begins and proceeds as in I Spy. Green Wolf, or Relievo. — This game is like "I Spy," but a stick is leaned against the goal and any player in hiding who can run to the goal and throw this stick away before the one who is "It" can reach it may hide again, and all those who were caught before are also free to hide again. As soon as the one who is "It" can replace the stick he may again seek those hiding. Run, Sheep, Run. — This is a team game of hide and seek, played in grammar grades. Two teams are chosen, one hiding and the other blinding. The captain of each team is the shepherd and does not hide, but he hides the others. He calls warnings to the sheep as the others search, and when he thinks best calls "Run, 66 THE TEACHING OF PLAY Sheep, Run," when they all junij) up and race for the goal. The player reaching the goal first wins the game for his side. Then the other side hides, etc. Wolf. — This game involves tagging, but it is so much like this group of games that it is best descrilied here. The player who is "It" is called the wolf, and he hides while the others all blind at the goal. When he is ready they all go to hunt for him. When one sees the wolf he shouts "Wolf!" and all race for the goal. If the wolf can tag any before they reach the goal those tagged become wolves with him and go and hide along with him. The game continues until either all are wolves or all the wolves are caught by the others. Chapter Eleven TAG GAMES Tag symbolizes capture, and is usualiy done by touching with the hand; it may be done in certain games by hitting the player with a ball, or it may be required to catch and hold a player. There are ten or twelve groups of tag games, the games of each group being so much alike that they may be considered one game with slight variations; in fact, the games are in many instances identical but the names unlike. In the following account of tag games a typical game of each group is described and others of the grouped named, with reference to books in which they are described. Fox AND Farmer. — The players stand in a circle, hands at sides. The farmer tries to tag the fox, the fox runs in a zigzag manner among the players, and the farmer must follow in exactly the same path. When the farmer catches the fox the teacher appoints two other players to be fox and farmer. In this game a runner and a catcher are both chosen by the teacher; the catcher must go in the exact path of the runner, and the other players have only to stand and look on while the chase goes on. It is suitable for special cases where there is liability to overdo and hence where the teacher should control every detail of exertion. Other similar games are: Follow Chase, 4 Garden Scamp, 1, 4 Hunt the Fox, 1, 4, 9 The next group of tag games may be illustrated by Drop the Handkerchief, which is too well known to need description here. The main characteristics are: only two players active at once, each runner chooses in some manner the one who is to chase him. It is much like the preceding group in lacking vigor but is more interesting because of the opportunity to choose. The group: Ball Chase, 4 Have You Seen My Sheep, 1, 4, 12 Center Base, 4, 12 School Room Tag, 1, 4 Drop the Handkerchief, 1, 2, 3, 4, 7, 9, 12 Cat and Mouse. — Players stand in a circle with hands grasped. One player, called the cat, is on the outside at first, and another, called the mouse, is within. The cat tries to tag the mouse and the other players help the mouse to escape by letting him pass under the arms while the cat is hindered as much as possible. The two 67 68 TllK TEACHING OF PLAY players who let the cat catch the mouse must he cat aud mouse uext time. Here the main activity is still limited to two players but the others have a part and the course of the jjame determines who shall be active next. The grouyj: Bull in the Riuu'. ^2. 4 Line Tnterrcreuce, 1, ^2, 9 Cat and :Mousc. 1, ^2, .>, !),.b2, 14 Maze Ta<--, 4 Sheepfold, 7, U. 14 Snake Tag. — All the players exce])t the catcher stand in single file with hands on the shoulders of the one in front. The one at the rear of the line is the one to be caught. The catcher tries to tag him, while all the line of players tries to turn so as to keep someone or more between the catcher aud his prey, (iaines of the grouj): Fox aud (ieese, 4 Fox and Chickens, '2 Fox and (Jander, .5 Ribbon's End, Hawk and Hen. U Snake's Tail, !) Swedish Fox and (ieese, 1 WhoCoes Round My Stone Wall ,4 Three Deep. — This game is known in ^•arious places by the names Ring Tag, Tierce, Three High, Three is a Crowd, etc. The players form a circle, number by ones and twos, beginning at a point designated by the teacher; then each mimber one is directed to step in front of the number two at his right. This places the j)layers in a double circle facing the center. Now the teacher selects two who are standing together, stations one of these in front of some line of two, making one line of three; the other one of the pair is "It." The one who is " It " may tag only the rear one of a line of three, and there is only one such line at a time. The player who finds himself at the rear of a line of three may be tagged until he runs in front of another line; then he is safe. Each line should take a step back as a player goes in front, to kcc]) the circle the original si/.c. .\ circle drawn on the floor helj)s the players to kec]) in good position. .Vs soon as a player is tagged he is "It," and the one who lagged him must go in front of a line or he may be tagged again. Here we still have only two who are vigorously active at any moment but unlike all the preceding the runner can become safe aud another j)layer become rumier at any instant, keeping all alert, and the rule that the one tagged may turn at once and tag the one who tagged him unless he runs to safety makes the play continuous. The result is that this grouj) is one of the most interesting and useful of the tag games. Of the following. Hound and Kal)l)il is sinij)ler and Third Alan more complex than the one just described: Co-ed Tag, '2 Queen and Attendants, Hound and Rabbit, 4 Rabbit's Xest, 5 Last Man, 4, 13 Three Deej), 1, ^2, .S, 4, !) Fartncr Tag, 4 Third Man, 4, 13 THE TEACHING OF PLAY 69 Circle Ball. — The players stand in a circle, the one who is "It" within. The players in the circle have a basketball or similar object which they pass freely from one to another in any order to keep it away from the one w^ho is "It." If the player within can get possession of the ball or can tag anyone who is holding it, he is free; in the former case the one touching the ball last is "It" in his place; in the latter case the one tagged is "It." When the number is too great to make it busy enough for all, the circle may be changed to two circles with a game played in each one, or two players may be "It" in the same circle. A player kicking the ball is declared "It." Here the only person who can be tagged at any moment is the one who is touching a chosen object. The rapid passing of this object among the players makes the game interesting and active. The group : Bag Tag, 1 Handkerchief Tag, 2 Cap Tag, '2 Sitting Tag, 2 Center Catch Ball, 4 Sitting Down Circle Ball, ^2 Circle Ball, ^2, 9 Tag Ball, 6 Dumb-bell Tag, 4 Token Tag, IS Duck on the Rock. — A large stone is called the rock; each player has a stone the size of the fist and called a duck. About twenty feet away from the rock a line is drawn for a goal. One player is "It;" he places his stone on the rock and the other players stand behind the goal line and try to knock it off with their stones. When a player has thrown, he can have a chance to throw again only by getting his stone and returning to the goal without being tagged. The one who is "It" may not tag anyone until that one has touched his stone to pick it up; he may then be tagged any time before he reaches the goal. If a player succeeds in knocking the duck off the rock, no one may be tagged until the one who is "It" has replaced it. If two stones that have been thrown lie touching each other, they may be taken again and the owners may not be tagged. This game is played indoors by using a circle on the floor to represent the rock, a basketball to represent the duck, and bean bags for stones. Several other games resemble Duck on the Rock in that players in goal cannot be tagged: Exchange Tag, 1,4, 12 Scat, i) Hang Tag (Cats), 1, 2, 4, 5 Twelve O'Clock at Night, 1 Squat Tag, 1, 4, 14 Wood Tag, 1, 4, 9 Stand Ball. — Here players are tagged by hitting them with a ball. A large and soft ball is best, such as an indoor baseball, but a basket or volley ball may be used. The ball is tossed up and the one who is "It" runs and gets it. As soon as he gets it he should call 70 THE TEACHING OF PLAY "Stand." At this word all, including the thrower, must stand still while he throws it at some })layer. One may dodge but must not move either foot. The one hit is "It" unless some other player moves his feet to dodge the hall. The umpire calls out who is "It" and this one runs and gets the ball, calls "Stand" and throws at the others as before. Tagging with a thrown ball is the ])cculiarity of the group: All Run, 4 Captain and Attendant, 9 Ball Puss, 4 Stand Hall or Hall Stand, 1, .S. 4 Hat Ball, U, 14 Spud, 4 Tree Ball, 3 The Kixg's Land. — A space is marked off and called "The King's Land." The one who is "It" is the king. The players trespass on the King's Land and he tries to tag them. The first one tagged has to be "It" in his place. Sometimes the players march up to the border, singing: "I'm on the King's land, the Kijig is n't home. The King can't catch me till I say 'Come.'" At the word "Come" the king gives chase. Several games like this make up what may be called the "teasing group," the main })eculiarity being the teasing and tantalizing of the one who is "It." Barley Break, 4 Daddy on the Castle, "2, 5 Baste the Bear, 1, ;}, 4, i) Klondike, 14 Tom Tiddler's Cronnd. 1, 4, 5 A few uni(|ue forms of tag games are good: Cross Tag, I, 4 Last Couple Out, 1, "2, 4, ') Double Tag, 2 Last Pair Pass, 3, J) Jai)anese Tag, 1, 2, 4 Shadow Tag, 4, 5 The next group of tag games illustrates the transition stage between the individualism of the young child and the tendency to team play that becomes prominent in adolescence. In some of these games sides are chosen, but they are not permanent, the players changing from side to side as they are tagged. In others the game starts as in the individual games, with one player " It " but the players he tags are joined with him in tagging the rest. Pull Away. — This is i)robably the most widely known and universally played of all the games of children. It is known in various countries by various names, including Hill Dill. Riisliiiig Bases, Caesar's Army, King Senio, etc., etc. A considerable space is marked off at each end of the playing space for goals or l)ases; the space between is where most of the jilay THE TEACHING OF PLAY 71 takes place. The one who is "It" stands in the middle ground and calls "Pull Away," or some other phrase that is understood, and all of the players, who have taken places in one of the goals, must in answer to the call run across to the other goal. All those tagged join the original tagger and help to tag the rest, who must run across again when the call is repeated. The game continues till all are caught, when the first one tagged is "It" for the next game. Other games of this group: Black Man, 9 Enchanted Ground, 9 Black Tom, 4 Flowers and the Wind, 4 Bugaboo, I'i Fourth of Julv, 12 Black and White, 1, 4, 6— Hill Dill, 1, 4," 5 Bird Catchers, 9 Musical Fox, 9 Catch of Fish, 1, 3, 4— Puss in a Circle, 4, 5, 9 Fisherman, 6, 12 Red Lion, 4 Chickidy Hand, 4 Snatch the Bean Bag, 5 Chinese Wall, 4 Square Ball, 4 Dodge Ball, 1, 2, 4, 5, 6, 9 Stone, 1, 4, 9 Dare Base, 1 Trades, 1, 3, 4, 5, 12 Wolf, 1, 3, 4, 5, 7 Team Games of Tag These games become popular as children reach the age when loyalty to a team is prominent, and they no longer are satisfied to change back and forth from one side to another. Here players wdio are tagged are imprisoned until the close of the game, unless their teammates release them, except in a few cases where scores are made instead. Prison Base, or Prisoners' Base. — Sides are chosen and two large spaces marked oft' for goals at the ends of the playing space. Near each goal is the prison, in which this side keeps its prisoners. Any player out of his goal may be tagged by any opponent who left his goal afterwards. Prisoners are released by being tagged by their team-mates; when thus released both the prisoner and the player who released him are free to return without being tagged. Stealing Sticks. — This is a modification of the preceding game in which six sticks or other small objects are placed in each goal, and it is the object of each side to steal the sticks of the opponents. Any player entering the opponents' goal and getting hold of a stick before he is tagged is free to take it to his own goal. Relievo. — The game described under this name as a goal game is also played between two teams of players, the players being tagged when found, instead of seeing who can touch the goal first. 72 THE TEACHIXfi OF I'LAV Progressuk Dodck Ball.- This is a team jjanie with three teams of players named the red, white and blue. These three teams oeeupy three e(|ual (ii\isi the duty of the liatsman to bat the ball thrown by the pitcher, if it is good, and then to run to first base as fast as possible. If the batsman strikes at the pitched ball and misses it, or if it i)as>es o\-er the home ba.se at a height between the batsman's knee and shoulder, the iim- ])ire declares a "strike." If this occurs three times the batsman is out, pro\iding flie catcher catches the ball on the third strike. U THE TEACHING OF PLAY 75 he fails to catch it after the third strike, the batsman may run to first base, and is safe if he reaches it before the ball is held by an opponent touching the base. If the ball thrown by the pitcher does not pass within the limits defining a strike, the umpire declares it a "ball." Four balls entitle the batsman to first base. If the pitcher hits the batsman the latter is given first base, providing he tries to avoid being hit, and does not strike at the ball. If the pitcher makes a movement as if to deliver the ball to the batsman and then does not do so, it is called a "balk" and each base runner is advanced one base. Fair Hits and Foul Balls. — If the batsman hits a pitched ball so that it goes forward between the lines to first and third base or their extensions (called the foul lines), the umpire declares it a "fair hit," and the batsman becomes a base runner. If the batted ball is caught by a fielder before it hits the ground the batsman is out. Such a ball is called a "fly ball." If it strikes the ground and is afterward thrown to first base and caught there before the runner reaches it he is out. This applies to first base only; on the other bases the runner must be tagged with the ball; he may be tagged out before reaching first base if it is more convenient to do so. If the batsman hits the ball so that it goes anywhere outside of the limits of a fair hit, the umpire declares a "foul ball." Fouls count as strikes until two strikes have been called, but are not counted afterward. A foul caught more than ten feet away from the home base puts the batsman out as in the case of any fly ball. A ball is foul if it strikes in the diamond and then rolls out between home base and first or third; it is fair if it strikes out and rolls in. If a man makes an entire circuit of the bases on one hit, it is called a "home run," and is considered a remarkable play, but it counts only one score. If a batsman makes a fair hit while a runner is occupying first base, such runner must go to second to make room for the batsman. This is called a "forced run." Such a runner need not be tagged, but is out if the ball is caught by an opponent on the base before he reaches it. Base Runners. — A base runner occupying any base may run to the next base whenever he thinks that he has time to do so before the opponents can throw the ball there to intercept him. Whenever a base runner is tagged with the ball while off his base he is out, unless the player tagging him drops the ball. Base runners may not run on a fly ball nor on a foul. If tagged off their bases w^hen a fly is caught they are out; in the case of a foul they may run back to the bases from which they came. Notice that a runner reaching any base except the first must be tagged with the ball to be put out; exceptions to this rule are the cases of forced runs and fly balls that are caught.* *Baseball Guide. Spalding's Athletic Library, No. L How to Play Baseball. Spalding's Athletic Library, Nos. 20-Z, 223 to 233. 76 Tiir: tkachint; of r>i.\v Indoor Basehall. Indoor l)as»'l)all is |)nictically tlic saiiK' as the outtloor jiaiiie, hut is played indoors with a soft hall ahout four iiK'iies in diameter, a short iif^ht hat, and on a diamond very mueh re(hice(| in size. A tew ciian^es in the rules are made necessary hy llic difl'creiit coiidit i()ii> indoors.* Minor A.mkrkan (Iamks The rules of hasehall have heen dcxcloped hy the cooperation of the professional hasehall leajfues, and are loo technical and com- plicatetl for children. American hoys play a lar^e mimher of i^ames of this class that are simpler forms of IJic national uanic. A few typical it i> callc(l, may he in any direction, most often directly heliind the pitcher. Long hall is usually played hetween two teams of from three to ten players each, hut the j)lan of rotation may he followed. It is the gauR' of H 11. I' I'. DIACirVM I'OK LONG H.VLL lininr l>ii>c; I* |{, pitciuTS l)()x; I., li, long lja.se. "Spalding's .Miilctic Lil)raiy, No. !». THE TEACHING OF PLAY 77 this class most played by girls. Several players may occupy the long base at the same time. By agreement the players may be put out by hitting them with the ball. Boston Ball. — The special peculiarity of this game consists in the use of a basketball which is thrown by the batsman, no bat being used. This plan does away with the necessity of a pitcher, and the catcher has only to act as a baseman at the home base. Four bases are used, and the players are put out and runs made as in the <. regular game. This is also played by girls. Fly in. — This form of the game has grown up in certain city playgrounds. The field has the usual form with four bases, but is smaller; a light bat is used and either an indoor ball or a tennis ball. The catcher is an older player who holds his place permanently and acts as umpire. Five men are sent to the players' bench, and these bat in turn. The game proceeds as in Rotation, excepting that the catcher does not go to bat, and that any fielder catching a fly goes directly to bat in place of the one he has put out, without waiting for his turn in rotation. German Bat Ball. — Some features of baseball, tennis, and basketball are introduced here. The batsman tosses up the ball and bats it, or there may be a pitcher. He must then try to make a com- plete circuit of the bases without stopping, the opponents trying to put hini out. He may be put out only by being hit by the ball, which he may dodge. The opponents must not run with the ball but may pass it from one to another. The following games belong to this group: Ball and Bases, 1 German Ball, 1, 3, Batting the Ball, 5 Hang Baseball, 3 Boston Ball, 1 Kicking Baseball, '2 Fungo, 7 Long Ball, 5 One Old Cat, 5, 7 English Games of Bat and Ball The most important of the English games is Cricket, which is less complicated than Baseball, and involves less team play, but it requires quite as much individual skill. One point in its favor is that it does not necessitate quite so large a field as Baseball. Cricket. — In cricket there are two bases sixty-six feet apart. At each base is a wicket, which consists of three posts twenty-seven inches high, standing so close together that a ball cannot go between. On top of the posts are placed two four-inch bits of wood, called "bails." Four feet in front of the wicket (that is, toward the other wicket), is a line to limit the position of the batsman. 78 THE TEAfHINC OF I'LAY pc •■2-2 van Is DI.UillAM OF ( UK KKT (illOlXD w. wicket; be. bowling crease; pc, popping crease. The pilclirr. who is called a "howk-r" in cricket, stands l)e.side the wicket and throws the ball to the batsman, who stands in front of the other wicket. The object of the batsman is to bat the ball and then to run to the opposite base. .\ sec-ond batsman stands at the other base, and they exciian^e i)laces. Every hit is a fair hit. The batsman must also i)revent the i)itche(l ball from striking the wicket; if it does, a l)ail will fall off and then the batsman is out. Men are put out by either catchinji a fly ball or knocking oti" the wicket. In- stead of tagging the runner with the ball, the catcher, who is called the "wicket keeper," knocks off the bail with the ball in his hand. The two batsmen may make two or more runs on a hit if th(>y have time, or they may not run if the hit is too short. The bat u.sed is a flat one, making it easier to place the liall in different directions. The fielders are scattered in various directions from the batsman. Kleven men constitute a team, and an inning continues until the entire team has baited in turn. This makes the game slower than })aseball, and since the distance to run is so short the .score is nuich higher, sometimes amounting to several hundred in a game. Two innings usually constitute a game. Two Old (\\t. — This is similar to cricket without the wickets. There is usually a depres.sion in the ground in the j)lace of the wicket, and from this fact it is sometimes called "Hole liall." The base is tagged with the ball in the hands of a player to put the runner out. ()hi<;in of tuk (Ia.mks Modern gani(>s of bat and ball liaxc been dcvcloix-d by coinbm- ing an ancient ball play mu being prominent features of the games of children. \u old game of Knglish children called "Four Corners," suggests what may have been the starting point in the evolution of these games. Four Corners is nothing more or less than the ancient game of "Fussy Wants a Corner" with one addi- tion; the out-player has a small soft ball which he tas.ses to any one of the players on the bases; the player to whom it is tossed strikes at the ball with the open hand, and then, whether he hits it or not. THE TEACHING OF PLAY 79 each player must run to the next base. The out-player picks up the ball as quickly as possible and tries to hit a runner with it before he reaches a base. Hitting a player with a thrown ball is a form of tag common in many simple games. A century ago English boys were playing an outdoor game much like this which they called "Feeder." There are several bases in a circular course and the batsman sometimes used a small club. An odd feature of the game was the fact that all the players were in but one, which makes it much like the individual tag games. Next came the regular use of the bat. American boys at the time of the Revolution often played a game similar to One Old Cat, using a soft ball and tagging the runner either by touching him with the ball in hand or by throwing it at him and hitting him with it. This developed into the game of Rotation with three, four and some- times five bases. About 1830, players began to form permanent teams and play match games under the name of baseball. In the seventies the improvement in the manufacture of balls resulted in the making of a ball so hard that the earlier method of hitting a player to tag him had to be dropped. Up to this time the pitcher was allowed only to toss the ball to the batsman, but after 1875 throwing was permitted. This soon led to the use of masks, gloves, and breast protectors, and caused the pitcher's base to be moved farther away from the batsman. Cricket is believed to have arisen from an ancient game called "Stool Ball," played in England in the Middle Ages. In Stool Ball one player who was said to be "in" stood by a three-legged stool which he tried to protect while the other players threw the ball at it. The in-player made a score for every time he hit the ball with his hand. If an out-player hit the stool or caught a hit ball, he went in, in place of the other. Later the in-player used a bat, and still later the stool was replaced by a crude form of wicket, which has gone through several stages before reaching the modern form.* Cricket matches were played with permanent teams early in the seventeenth century, and it became a common school game early in the nineteenth century. We see from this historical sketch that while the games of bat and ball arose from the combining of elements that are very old, the games as such are distinctly modern; in fact they are more recent than tennis, hockey, or football. *Cassell: Sports and Pastimes. Cricket Guides, Spalding's Athletic Library, Xos. 3 and 277. Chapter Thirteen TENNIS (iAMKS Unlike the games of bat and ball, the tennis uanies seem to have little or no resemblanee to the elementary games of children. They are prol)ably descended from the games of l)all played by the ancient (i reeks and Romans. The oldest tennis games of which we know were were played in Europe in the Middle Ages, and in much the same form as the same games are playetl now. The two oldest tennis games are known as "Court Tennis" and **Rac(|uets," and the tenni.s games naturally fall into two groups, known as the net games and the wall games, which are derived from these two. The Net Games The essential characteristics of the net games are the use of a net stretched across the middle of the coiu't, with the opposing players on opposite sides of it, and the batting of the balls back and forth across the top of the net. ("oiKT Tennis. — Court tennis, the oldest known tenuis game, is played in a special court having walls of stone, a roof, and galleries for spectators on two sides of the playing space. It is the most com- plex game known; and this, in addition to the great expense of build- ing the court, keeps it from general use. There are probably twenty of these courts in existence, mostly in continental l^urope. Lawn Tennis Lawn tennis is the most popular of all tlu- tennis games. It was devised by an English army officer in the early seventies, some of the best elements of court teiniis being nMained and the game much simplified and jid.iptcd to outdoor play. Il rapidly gained ta\"or, and is now |)layc(l in all cixili/t^l countries. The ('(^I'HT. — Lawn Tenuis is j)laye(l on a court 7 nio>l coninion in the western states. The Play.- Lawn 'J'ennis is |)layed with a hollow rubber ball '2' J inches in diameter, which is driven with a form of bat lalled a 80 THE TEACHING OF PLAY 81 "racket," having a handle about a foot long and a head 9 by 12 inches that is tightly strung with gut. The object of the game is to bat the ball so that it will fall in the court on the other side of the net. The ball cannot be played later than the first bound. Serving. — Serving consists in tossing the ball up with the hand and then hitting it with the racket. This play is used at the beginning of the game and after each point won or lost. The rules provide that the server shall stand behind the back line of the court between the middle and the allev, and must serve the ball so that it will fall in Cos ■o « C xi gJS 82 THE TKACHIXf; OF IM.AV the service court (liji failing loses a point, and it is scored in favor of the opponents. The Score. — A "game" is complete when one side luo won four points, and a "set" when one side has won six games; this general rule has two exceptions. When each si«le has won three points, it indicates a quality of play so evenly balanced that it is not fair that one i)oint more sjudl decide it; the rules |)rovide that the next i)oint shall l>e called "advantage" to the side winning it, and a .second point shall be necessary to win the game. Likewise, when each side has won ii\c games, it is prox ided that the next game won shall be called "advantage games," and a .second game nnist be won to win the set. To win a match one side must win two .sets out of three; in .some important matches it is agreed to play three out of five. The manner of counting is peculiar, having been taken from court tennis; the first point won is counted l.>, the next on<> 1.), the third and fourth points each 10. The score counts up l.>. .'{<». 1<>. When each >ide has won liir.'e point>. I lie eall i> "Deux, the French for "vm-w," I lie next point i^ cmIIciI "advantage in" if won by the .server, "ud\anlagc out" if won by the others. If the jdayer winning the first advantage lo.ses the .second, the .score goes to " I )eiix again; this may hap|)en any numl)er of times. The .score "must be called >o often in tenuis that an abbreviated method of speaking the score is used; the score of each side is called without >pcaking the names of the sides, the .server's .score being THE TEACHING OF PLAY 83 mentioned first. For example, when the server has won two points and the opponents one, the score is 30-15; if the server has one and the others two, it is 15-30; if the score of a side is zero, "love" is called instead, as 15-love, or love-40. An even score is called " 15 all," "30 all," etc. Choice and Use of Courts. — At the beginning of a match the players toss for choice of courts. The winner of the toss may serve first or choose the side he prefers; if he chooses to serve, the others may choose the court. In common practice games the players usually change sides of the court every set; in matches the rules provide that they shall change after the first, third, and each succeeding odd game.* Minor Net Games Ping Pong. — This is a diminutive game of lawn tennis played on a table, with net, balls and rackets smaller to suit the size of the space. Badminton. — This is an English game devised before lawn tennis. It is played like lawn tennis, with a similar court, net and racket, but instead of a ball a piece of cork with feathers attached and called a "shuttlecock" is used. This will not bound, so it is neces- sary to volley every stroke. Badminton is played extensively in the parks in London. Volley Ball. — Volley Ball is played on a court and over a net, but the ball used is similar to a basketball, only lighter. The ball is batted with the open hand (one or both) and it may be batted by a second player of the same side, — a play prohibited in other tennis games. Any number can play on a side, and the play may be either largely individual or largely team play, the latter being encouraged by the rule permitting two or more of the same side to bat the ball in turn before it passes the net. Usually the server is limited to one trial, but the other players of his side may help the ball along and over the net. The method of scoring used in volley ball is taken from the wall group of games, and is described under the game of racquets. Volley ball is a very useful game for school playgrounds, since it permits varying numbers to play and keeps up lively interest with- out requiring fine organization. At the same time, organization and team play will win over individual play. Players of both sexes and difl^erent sizes can play in the same game without danger of injury and with good success. The group of Net Games: Badminton, 7 Fist Ball, 3, 4 Lawn Tennis, 7, 10, 'io Bound Ball, 4 Hand Tennis, 3 Volley Ball, 1, 2, 3, 4, 5, 9 *Lawn Tennis Guide. Spalding's Athletic Library, No. 4. F. L. and H. L. Doherty: Lawn Tennis. Paret: Lawn Tennis. \aile: Great Tennis Players. 84 THE TEACIIIXG OK PLAY The Wall Games In tlie wall ^aiues there is no net, and tlie court corresponds to one side of the lawn tennis court; the ball is l)atted against the front wall and is jjlayed by the opponents when it falls to the floor. Both sides nuist use the same court, but each side has exclusive rii>ht to it in alternation, the side not in play bcinii obli;j,('d to keep out of the way. Racquets. — In Raccpiets the playing floor is surrouiuicd l»y smooth walls of stone and cement '25 feet high, light being admit tc(| THE TEACHING OF PLAY 85 only througli the roof. The front wall has a metal base ly^ feet high, which in a way corresponds to the net; the ball must not strike the metal, or the point is lost. A line is drawn across the front wall about eight feet up, and served balls must strike below it. The floor is marked with a service line and middle line. The service must fall back of the service line to be good, but a receiver may play a poor service if he chooses, and if it is played it is considered good. The ball is nearly solid rubber, which makes the play very fast. The ball, on rebounding from the front wall, may strike any other wall before falling into the court; every ball that hits the front wall above the metal base is therefore good, as the ball cannot fall out of court. Scoring. — The manner of scoring in Racquets is peculiar, being something like lawn tennis and something like baseball. Points won count only one instead of 15, and a game consists of either 15 or 21 points. This makes a game in Racquets about as long as a set in lawn tennis. The resemblance to baseball is seen in the provision of the rules that only the server may make a score; if the server loses a point the opponent does not get a score, but the loss puts the server "out," and his opponent becomes server. This manner of scoring is used in Squash and Hand Ball, the two common modifications of the original game of racquets, and is also used in Volley Ball.* Squash. — Squash is a game closely resembling Racquets, but played in a court that is much smaller and built of wood instead of stone. This makes it less expensive, so that Squash courts are some- times built in fine residences, and often in modern gymnasium build- ings. The playing rules of the two games are practically identical. Fives. — In the English schools for boys, where many of our most useful and popular games originated, a variation of Racquets called Fives is played. The court is incomplete as far as walls are concerned, there being a front wall and a part of the side walls, but no rear wall. The courts are usually built in a row with a common front wall and roof and with the rear of the courts open. The ball is played with the open hand or with a wooden bat shaped like a racket, but smaller. Hand Ball. — Hand Ball is played on the same plan as the other games of this group. There is a front wall only in most cases, and the court is marked out with lines on the floor. The ball is played with the open hand, with or without gloves. A lawn tennis ball is com- monly used.f Squash Tennis. — This is played on a handball court with a racket instead of the hand, but with the same rules as hand ball. *Spalding's Athletic Library, No. 194. tHand Ball Rules. Mind and Body, Vol. 11, page 212, 86 THE TEACHIXG OF PLAY The racket i)cnnits a wider reach and so makes tlie fiaine less violent. Pelota. — Pelota is a form of wall-tennis ])layed in Spanish countries. There is a wall at each end of the court, hut the side walls are lacking. The bat is a peculiar structure of basket work, hollow on one side, so that the hall may be scoopeire, a scorer and a timekeeper. The referee is the superior officer of the game. He sees that tlic goals, ball and grounds are according to the rules, i)uts the ball in play, decides at all times to whom it belongs and where, and has power to call any foul. He has among his duties the notifying of the scorer when a goal is made, notifying the scorer and the otfender whenever a foul is made, and IIh' dis(|ii:ilif\ iiig of players committing certain fouls. The umpire has in g(Mieral an oversight over the iikmi ratlier than the ball, but he may call any foul e\ce|>l Ihn'c or four s|)e(ially re- .served for decision of the referee. THE TEACHING OF PLAY 89 The scorer records the score under the direction of the referee. The timekeeper notes when the game starts and blows his whistle at the expiration of the proper time for the half. He also takes out time when directed to do so by the referee. Teams. — Five men constitute a team, divided into two "for- wards," one "center," and two "backs" or "guards." The forwards have for their special duty to throw goals. The guards oppose the forwards of the opposing team and pass the ball to their own forwards whenever they can get possession of it. Toss-Up. — The ball is put in play at the beginning of the game by a play called "toss-up." One player from each team, known as the "center," stands in the small circle in the center of the field facing his own goal, and the referee tosses the ball up between them. It may be caught or batted with the open hand. Each of the two centers jumps upward and tries to catch or bat it. The ball is put in play by a toss-up at the center of the field after each goal thrown, at the beginning of each half, and in case of certain fouls. When the ball is held momentarily by two players, the referee stops the play and starts it again by a toss-up at the spot where the ball was held. The same play is used when the referee is unable to decide to whom the ball rightfully belongs. Passing the Ball. — The greater part of the play in basketball consists in passing the ball. Since an opponent guards both the thrower and the man to whom the ball is thrown, considerable skill is required. The thrower must be able to see the men of his own side, decide to whom it can best be passed and to what spot it must be thrown, and then make the throw, all in an instant. A distinctive uniform is a great help in this respect. Some teams pass the ball most often by a low throw or bound on the floor, while others prefer a high overhead game; to be most successful, players must master all styles of play. Dribbling. — Sometimes, instead of passing the ball to another a player advances it by bounding it on the floor or tossing it in the air while running down the field. This is called "dribbling." Drib- bling may enable a single star player to play a whole game, the other players having little or nothing to do. To prevent such occurrences the rules for men put the limitations on dribbling as follows: only one hand can be used at a time, and a goal cannot be thrown after a dribble until another player has touched the ball. Out of Bounds. — When the ball is thrown or batted out of the field of play and remains there, it is given to the opponents of the player responsible for its going out. The player to whom it is given stands outside the boundary line at the spot where it went out, and no tup: teaching of play throws it ill. He is allowed (i\"t" seconds ol' time to throw it, and his opponent is not i)orniitt<'d to cross the liii(> to uiiard him. Thkowinc (Ioals.- Tliro\vin<4' ^oals from the tield is the most difficnlt and also the most im])ortant part of tlie ld by two players, or for any i)layer except the captains to address the officials. Players are penalized for the first offense and dis(iualified for the second offense if found guilty of striking, kicking, tripping or shouldering an opponent, any other unneces.sary roughness, or using objectionable language.* The Game for Women.^ — Basketl)all for women differs from the men's game in three main points: (1) boundary lines divide the field into three parts, and the players in each part must remain there; C^) teams are of six players instead of five; (8) the ball may not be taken from a player's hands, but she is given only three seconds in which to liirow it. I'he rules governing (h-il)bling arc also different. f (iooi) I'oLNTs OF THE Ga.me.- Baskctljall is in many respects an ideal form of exercise. It brings into u.se all the nuiscles of the body, and each in good projjortion ; it tends to one-sided de\-el()pmcnt less than almost any other common game, sport or occupation. It demands frecpiently a vigorous stretching of the body to its full height and reaching upward with l)oth arms, which makes it a good corrective for common faults of posture. It develops speed and skill rather than strength, and although it favors tall playcMs. this is on condition that they are nimble on their feet and speedy and skillful in handling t he ball. Ml\01{ HasKKTH ALL (Ja.MKS Several minor games are pla\cd with a baskctl)all with the object of teaching the rudiments of basketball to beginners aiui to employ ♦Basketball (Jiiulc. Spaldin^.s .\tlil(tic Lihniry, NOs. 7, 1!);5, and 299. tHask.'ll);iIl for Woiiicii. SpuLliiiii's Atlil.-lic Lil.rary. Xo. 2G0. THE TEACHING OF PLAY 91 and interest large numbers of players at once. A few of these will be described in progressive order. Newcomb. — Divide the players into two groups of as near equal ability as possible. Stretch a rope or tennis net across the middle of the basketball court at a height of six or eight feet, and send one team to each side. Decide on length of time for play, and instruct time-keeper to call "time" at end of each half. Give the ball for first throw to one team first half and to the other the second. Scorer marks scores as called by umpire. Players throw the ball over the rope so as to make it strike in unguarded places in opponents' terri- tory. Opponents try to catch the ball if it is going to hit the floor in their part of the field but leave it alone if it is going out of bounds. A ball striking the floor counts for the thrower's side, unless a foul is made. It is a foul to hit the rope or to throw the ball under the rope or out of bounds, and each foid counts a score for the other side. If any player touches the ball, he cannot claim that it was going out, but is then responsible for catching it. The player getting the ball throws it back, trying to make a score and avoiding a foul. Change sides for second half. The side having the most scores at end of second half wins. This game cultivates ability to throw and catch, to move quickly about the floor, and to judge where a ball will fall. Young and timid players stand in front near the rope; those who like swift throws stand back. End Ball. — Draw a line across the basketball court about four feet from each end, and place in this narrow space four or five players belonging to the team stationed in the opposite half of the field. The rope is not used, but a line is drawn across the middle of the floor. Players of each team make scores by throwing the ball over the heads of the opponents so that it can be caught by the "basemen" w^ho stand in the narrow space at the opposite end. Basemen getting the ball throw it back for another play, but the return catch does not count a score. When opponents get the ball they throw to their basemen in the same way. Officials the same as in Newcomb. This g-ame gives practice in throwing accurately to a player of your own side, in catching while opponents stand near to guard, in guarding, and in keeping in your own space. Players out of bounds forfeit the ball if they have it; if they do not have the ball, a foul gives a score to the others. Captain Ball. — Draw^ as many three-foot circles on the floor as there are players on each side. Numbers on each side must be equal. Place half the players of each side in circles, and place the others without the circles to act as guards for opponents within. Play begins by tossing up the ball between the two guards nearest the center. Any player getting the ball throws it to a baseman of his 0'-2 THE TKACIIIN'C; OF PLAY side. Every time ji haseniaii catehes a hall llirowii to liiin hy his side a seore is eounted for that side. There is this hiuitatiun: a base- man can make a score but once until opponents have played the hall. Kach haseman may score in turn and the (•Mi)tain catching' the hall after all the haseman h;i\c had il counts two. Hasemen nuiy step out with only one foot; guards may not stej) in at all. Fouls forfeit the hall if you iuive it, and count scores if you have not the hall. When all the hasemen of one side have caught the hall it is tossed uj) a^aiii as at first. Rules of hasketl)all, such as running with tiie hall and routih play are enforced. Tiien- aic many \arieties of (■a|)taiu hall, emperor hall l)ein,u one of them. Keep B.\ll.- — E(|ual sides, so dressed or marked as to l)e easily told. Each side tries to keep the ball, hut no individual can keep it more than five seconds. Every successful pass from one player to another of same side counts a score for that side. Usual rules of basketball u.sed. The tendency is for too much violent exercise, and this may be lessened by placing' teams in divisions of the held as marked out for basketball for women. Basketball (Jamhs Haskethall. ^2, 10, ^25 Crowd Mall, -2 Balloon Ball, t Emperor Ball, t Balloon (ioal. t EikI Ball, t Battle liall, .S. 1. !) Hand Koolball. 1. t Boundary Ball. 1. .'5. 4 Keep Ball. ^2 Captain Ball. 1, ^2, ;}, 4, .3, i) New York Captain Ball, t Captain Basketball, 2 Nine Court Basketball. 4 Circle Club Bowls. 4 Newcomh. "-Id Corner Ball. 1, '2, .S, 4, !) Broi-ressive Captain Ball, 4 Curtain Ball. 1. ^2. .S. 4. !) Wall Kick Ball. '2 Chapter Fifteen HOCKEY GAMES Hockey and Football. — The hockey and football games are alike in three important respects: (1) they are all played upon a rectangular field with a goal at each end; (2) all have for their main object to get the ball through the opponent's goal; (3) all of them are time games, played in two halves of from ten to forty-five minutes each. They are all strictly team games, with teams varying in number from two to fifteen, eleven being the most common. In the early history of these games, the goal symbolized the gate of a fortress or a walled town, and the whole game dramatized the capture of a forti- fication. Notice the marked difference in the meaning of the goal from that used in elementary games. In all hockey and football games we have the most direct and personal antagonism between players, every player being assigned definitely to a player on the opposing team. Hockey and football games differ in the size of the ball and the way of handling it. In hockey games there is a small ball driven by a bent stick; in football there is a large ball handled with the hands and feet only. The principal hockey games are field hockey, ice hockey, lacrosse, and polo. Field Hockey The Field. — Field hockey is played on a field a hundred yards long and fifty or sixty yards wide, marked with lime. The longer lines of the field are called the "side lines;" the shorter, the "goal lines." At the middle of each end, standing upon the goal line, is a goal having two posts twelve feet apart with a cross bar seven feet up. A net or wire screen is fastened to the top and sides of the goal and pegged down to the ground a few feet behind the goal; this is to catch all balls driven through, since the ball is small and is some- times driven with such speed that it is difficult to be sure which side of a post it went. In front of the goal and fifteen yards from it is drawn a twelve-foot line parallel to the goal line; from each end of this line, with the goal posts as a center, is drawn a quarter circle ending at the goal line; this makes what is called the "striking circle." On each side of the field and five yards within the side lines is marked a line parallel to the side lines; there is also a line across the field at its center, and two others half way from the center to the ends that are called the "twenty -five yard lines." 93 iU TIIK TKACHINC OF I'LAV TliK Pi-AY. — The object of the i>;iiiu' is to drive the l)all with a heiit stick down the fiehl and finally thronjih tlu' opponents' ^oal; in order to score, the hall innsl l)e driven into the ^oal net hy a player standing within the striking circle. Each iioal so made counts one for the team attacking- that j>;oaI. The l>all in hockex is imich like the common baseball and is kei)t jiainted white to make it easily seen. At the beginning- of the game the ball is placed in the center of the field and put in play by two opponents in a manner called a " Bully." This play consists in each ])layer's striking the ground and then his oj)ponent's stick three times in succession, afier which each THE TEACHING OF PLAY 95 may try to hit the ball; each stands with the goal he is attacking at his left. The stick must not be raised above the shoulder in striking, neither may a blow be struck with the back of the stick. Play begins again in the same way after each goal is scored, at the beginning of the second half, and whenever the ball is driven beyond the goal line by attacking side. In the latter case play is resumed on the twenty- five yard line; in the other cases, at the center of the field. When the ball is driven over the side line a player of the opposite side stands just outside at the point where it crossed the line and rolls it in with the hand in any direction except forward. At this time no other player may stand nearer the side line than five yards; this explains the use of the five-yard line described above and .shown in the diagram. The Score. — The game is won by the side scoring the most goals in two halves of thirty -five minutes each, or any shorter time agreed upon. Goals are chosen by lot before the game and changed at the beginning of the second half. The rules provide for two um- pires, one for each half of the field, and a referee. In all hockey and football games the referee has direct charge of the ball, and is the superior official of the game; the umpires observe the action of the players and call certain fouls assigned to them. The Teams. — Each team consists of eleven men; five forwards, three half-backs, two full-backs, and a goal keeper. When play begins they take the positions shown in the diagram. It is the duty of the forwards to advance the ball, passing it to one another and following it down the field, and finally to get it into the striking circle and then to hit for goal. The half-backs play behind the forwards, passing the ball forward to them. It is the duty of the full-backs to break up the play of the opposing forwards, get possession of the ball, and pass it forward to the half-backs. The goal keeper stays within the striking circle and stands most of the time near the goal, his duty being to prevent the ball driven by the opponents from pass- ing between the goal posts. Off-Side Play. — When a player hits the ball, any other player of his side who is ahead of him is said to be off-side, unless at least three of the opponents are nearer the goal line than he; one who is off-side may not play, either to interfere with an opponent or to hit the ball, until he has been put "on-side" by the player who made the hit going ahead of him or by the ball's being handled by an opponent. Whenever a bully is being played, all other players must be behind the ball. Defensive Play. — The ball may be stopped by the stick, hand, or any part of the body, but it can be advanced only with the flat side of the stick; a player catching the ball must drop it at once. The *)() THE TK.VCIIINC OF I'LAY goalkeeper mIoiic is allowed to kick the hall. One may stop ;i Mow of an opponent's stick by hooking it with his own, hnt he ina>- not hook the player's clothing or body. A (\)RNER Hit.— Sometimes in trying to pre\-ent the opponents from scoring, a player of the defending side drives the ball l)ehind his own goal line; in snch a case the attacking side have a free hit from the adjacent corner of the field. When the hit is made all th<' players of the defending side mnst stand liehind the goal line and Iho-c of tlie attacking side must be outside the striking circle. Foils. — It is a foul in hockey (1) to strike, kick, trij). pii>h, or hold an opponent; (2) to run across between him and the ball to prevent his striking it; (S) to raise the .stick above the shoulder; (4) to strike with tiie back of the stick; (5) off-side |)lay. The penalty for a foul is a free hit from the point where the foul was made, no opponent being within five yards; an exception is when a foul is made within the striking circle by the defending side, when ])hiy is resumed by "Bull\ing"' at tiie same ])oint. Field Hockey is played extensi\-ely l)\- both men jiml women; the rules are the same for both.* Ice Hockey Ice Hockey is a similar game played on tlie ice on skate>. The field siiould be of about the size and shape given for field hockey, and there should be a bank or board around the outside, since rebound of the ball from the side is an imi)ortant element in the ganu'. The goals are about half the size in the former game, the posts l)eing six feet apart and the cross bar four feet uj). It is conunon to u.se a disk of rubber instead of a ball, and this is called a "Puck." Teams con- sist of seven players each. In other respects the game follow ■- eIo->ely the plan of field hockey. t Lackosse Lacrosse differs fi-om hockey in the form of the ize and shape a> in hockey, ami I lie goals are similarly placed. 'I'he goal *Chri.stopherson ami Saclis: HnckcN and i.acrossf. Field IIo(l hands or arms to aid them in getting to the man with the l)all. Scoring. — The game is won by the team scoring the most points in two "'halves" of thirty-five minutes each, or a shorter time agreed n()on. Fifteen minutes rest is given between halves. Scores are made as follows: a touchdown counts five; a goal from touchdown counts one; a goal from the field counts three; a safety counts two for the opponents. The way in which each of these scores is won will be described in the proper place in the following description of tlu> play. Officials. — The officials of the game are a Referee, an I'mpire, a Field Judge, and a Linesman. The referee has general charge of the ball and is judge of its position and progress. He also decules ])oints under certain other cases specified in the rules. The umpire is the judge of the conduct of the players, and has for his duty the calling of certain classes of fouls. It is the duty of the Field Judge to occupy a position well back of the team not in pos.session of the ball and toward the side of the field oi)p()site from the linesnum, and to relieve the Referee of some of his duties in this part of the Held; also to observe and report fouls not coming to the attention of the Umj)ire. The linesman, under the direction of the Itcfcree, marks the distance gained. He also keeps the time, under the direction of the Referee, and calls fouls for violation of certain rules. The Referee and the umpire stay in the field near the players while the linesman remains on the side line. Kick-off. — Before beginning the game, the captains loss for choice of goals. The winner of the toss may either choose the goal he will defend or lake the ball. If he chooses the goal, the other side has the ball. The game begins by a i)lay known as "Kick-off." The THE TEACHING OF PLAY 103 ball is placed on the ground at the center of the field, and the teams take the positions shown in Fig. 1. The team indicated by capitals will be called team A, and the other, team B. Team A has the ball, and one of its men is to kick it down the field. Team A forms a line close behind the ball, since it is to their advantage to follow the ball down the field as closely as possible. No one is allowed to be off-side when the ball is put in play. Team B takes the open formation shown, because it cannot be known where the kicked ball will fall, and it is to their advantage to get possession of it without fail. b ( b J b b b b b b b b b A A A A A A A A A A A DIAGRAM OF KICK-OFF Figure 1 When both|,teams are ready the referee blows his whistle, the ball is kicked, and the game is begun. Team A charges down the field after the ball as fast as possible. Usually the ball is caught by a man of team B, w'ho will then run with it as far as possible towards A's goal. To aid him, all the B men in his vicinity will form an inter- ference and thus ward off the A men who wish to tackle him. Finally he is tackled, and the Referee blows his whistle, declaring the ball "Down." The Referee now takes charge of the ball and stops the play long enough to instruct the linesmen where to set their stakes. The Linesman. — The Linesman has two assistants. Each carries a stake, the two stakes being connected by a rope or chain ten yards long. One assistant sets his stake on the side line of the field directly opposite the place where the ball is declared down. The 104 THE TEACHING OF PLAY other assistant sets liis stake ten yards toward A's . Bolin: Swedish Song Plays. 10. Burchcnal: Folk Dances and Singing Games; Dances of the Pcoj)le. 17. Bowen: The Teaching of Elementary School Gymnastics. 18. Clapp: Swedish Folk Dances. 19. Crawford: Folk Dances and Games. 20. Crampton: The F'olk Dance Book. 21. Kimmins and Woolnoth: (iuild of Play Book. 22. Chalif: Special Music and Descriptions. 23. (iilhert School: Special Music and Descriptions. 24. Burton: Special Music and Descriptions. 25. Spahling's Atidetic Library. Index Ace of Diamonds, 46. Adam Did Have Seven Sons, 46. Adolescence, '28. Advancing Statues, 55. Aeroplane, 44. Age and Sex, '26. All Run, 70. All Up, 58. American Beauty, 46. American Rugby, 101. Archer V, 51. Arch Ball, 58. Arch Goal Ball, 58. Arrow Chase, 53. Association Football, 99. At the Beach, 44. Automobile, 44. Auto Race, 58. Autumn in the Woods, 44. Badminton, 83. Bag Pile, 58. Bag Tag, 69. Bag Toss, 53. Ball and Bases, 77. Ball Chase, 67. Ball Drill, 42. Ball Passing, 42. Ball Puss, 70. Ball Stand, 70. Balloon Ball, 9*2. Balloon Goal, 92. Barbarok, 46. Barley Break, 70. Barnvard People, 45. Bar Pull, 109. Baseball, 73. Baseball Game, 44. Baseball Throw, 53. Basketball, 88. Basketball Contests, 58. Basketball Distance Throw, 53. Basketball for Women, 90. Basketball Goal Race, 58. Baste the Bear, 70. Batting the Ball, 77. Battle Ball, 92. Bean Bag, 58. Bean Bag Backward, 58. Bean Bag Contests, 58. Bean Bag Circle Toss, 42. Bean Bags in a Circle, 42. Bean Bag Relay, 58. Bean Bag Target, 58. Bean Bag Target Contests, 52. Beater (Beetle) Goes Round, 64. Better Play for All, 25. Bend and Stretch Relay, 58. Bird Catchers, 71. Birds Learning to Fly, 44. Blackboard Relays, 57. Black and White (Day and Night), 71. Black Man, 71. Black Tom, 71. Blacksmith, 44. Bleking, 46. Blind Man's Biff, 109. Blueberry ing, 44. Boat Song, 46. Boiler Burst, 64. Boston Ball, 77. Boundarv Ball, 92. Bound Ball, 83. Bowling, 51. Bowling on the Green, 61. Boxing, 109. Brownies, 45. Bugaboo, 71. Building a Bonfire, 44. Building Fire in a Stove, 44. Bull in the Ring, 68. Bunch of Ivy, 45. Buying a Lock, 44. Ill 112 INDEX Call Ball. (V2. ("ainpin^', -t^. Canoeing, 4'-2. Cap Tag. ()J). Captain and Attendant, 70. Captain Hall, J)l. iH. Captain Basketball, 92. Carousel, 4(5. Vav Ride, 44. Cat and Mouse ("Rat), 67, 08. Catch and I'ull Tug of ^Yar, 10!). Catch Ball, 02. Catch Basket, 58. Catch of Fish (Fisherman), 71. Catch the Cane, 62. Catch the Wand, 62. Caterpillar, 64. Caught in a Storm, 44. Center Base, 67. Center (^atch Ball, 69. Center Club Bowls, .5.5, o8. Center Pins, 64. Center Stride Ball, 64. Chalk the Arrow, 53. Chaminade, 46. (lianging Seats, 64. Change in Life Hai)its, 19. Chariot Race, 55. Chase the Rabbit, 64. Chicken Fight, 109. Chicken Market, 44. Chickidy Hand, 71. Chimes of Dunkirk, 40. Chinese Chicken, 5.'}. Chinese Wall, 71. Chin the Bar, 5.3. Christmas Toys, 44. .Circle Ball, 42, (59. Circle Club Bowls, <)2. Circle Race, 5.3. Circle Relay, 58. Circle Seat Relav, 58. Circle Stride Ball, 64. Circle Wand Contest, o.j. Circle Zig/ag, 58. Circus, 44. Clean House, 44. Clothes Pin Contest, 58. Clu)) Snatch, oo, 72. Coasting, 42, 44. Co-ed Tag, 68. College Athletics, 24. Come with me, 64. Coming to This Country, 44. Commercialized Play, 22. Confusion, 64. (\)ntests between Iiidixiduals, 48. (\)rner Ball. 92. Corner S|)ry, 58. Conrt Tennis, 80. Cowboys, 44. Cricket, 77. Criss Cross, 58. Criss Cross Goal, 58. Crossing the Brook, 53. Cross Tag, 70. Crow Race, 53. Crowd Ball, 92. Csardas, 4(). • Csebogar, 46. Curling, 61. Curtain Ball, 92. Cutting Crass, 44. Dance of the Bears, 45. Dancing Topsy, 46. Danish Dance of Greeting. 46. Danse Unique, 46. Dare Ba.se, 71. Decline, Age of, 31. Definitions, 41. Derbv Jig, 53. Desk Relay, 58. Did ^'ou ever See a Lassie, 46. Distance Runs, 49. Dodge Ball, 71. Double Circle, (54. Double Dodge Ball, 72. Double Pass, 42. Double Tag, 70. Dramatic .\ge, 26. Driving Pig to ^hu•kct, 64. Drop Ball, (52. Dro}) the Handkerchief, 67. INDEX 113 Duck oil the Rock, (51). Dumb IJell Chase, (54. Dumb Bell Race, 53, 58. Dumb Bell Tag, 69. Educational Plays, 3G. Emperor Ball, 92. Enchanted Ground, 71. End Ball, 92. End to End Bean Bag, 58. Engineer, 44. English Church Pageant, 46. English Games of Bat and Ball, 77. English Rugby, 108. Every Man in His Own Den, 72. Evolution Theory of Play, 11. Exchange Tag, 69. Expressman, 44. Farmer and Crow, 44. Farmer's Garden, 44. Farmer Getting Ready for Mar- ket, 44. Fencing, 109. Fetch and Carry, 57. Field Events, 48. Field Hockey, 93. Fighting Plays, 34. Fireman, 44. Fire on the Mountains, (id. First of May, 46. Fishing, 44. Fist Ball, 83. Fives, 85. Flag Race, 58. Flowers and the Wind, 71. Fly in, 77. Flying Kites, 44. Follow Chase, 67. Football Games, 99. Forcing the City Gates, 109. Former Habits of Living, 18. Fortress, 109. Fourth of July, 71. Fox and Chickens, 68. Fox and Farmer, 67. Fox and Geese, 68. Fox and Gander, ()8. Fox and Rabbit, 44. Fox and Squirrel, 44. Freedom, 14. Free Play in Cities, 19. Fungo, 77. Game of Tag, 45. Games, Kinds of, 38. Garden Scamp, 67. George Washington's Cherry Tree, 45. German Ball Game, 77. German Bat Ball, 77. Girl I Left behind Me, 47. Goal Games, 63. Go between, 64. Going to Jerusalem, 65. Gossiping Ella, 47. Go-Stop, 65. Going for Christmas Trees, 44. Grandmother's Clock, 65. Green Wolf, 65. Groos' Theory of Play, 11. Gypsy, 45. Hall, G. Stanley, on Play, 11. Hand Ball, 85. Hand Ball Drill, 42. Hand Football, 92. Handkerchief Tag, 69. Hand Overhead Bean Bag, 58, Hand Tennis, 83. Hand Wrestling, 109. Hang Baseball, 77. Hang Tag (Cats), 69. Hare and Hounds, 53. Hat Ball, 70. Have You Seen My Sheep, 67. Hawk and Hen, 68. Hill Dill, 71. Highland Schottische, 47. Highland Fling, 47. Hockey Games, 93. Home Run, 58. Hop Mother Anika, 47. 114 INDEX Ho])j)in*^ Has(\s, 109. Ho])l)iii,u' R:ic(\ (57. II(>l)|)iim' Kclny, .57. Hoppers, 10!)." Hop Scotch, 00, (^-^ Il,.isclKick Wivsllc, 10!). Hot Hall. H. II. .1111(1 and Ral)l)it, (iS. Ht)iise Iliriiii;, 04. How Many Miles to Hahyloii, 4.5. Hunt the Fox, 07. Hunstniaii, 04. Hiinlle Races, 49. Huidy (nirdy, 44. Ice Hockey, 90. Imitative Play, S4. Indian (Mill) Race, a'-2, 58. Indian (1nb Wrestle, 109. Indian Wrestle, 109. Indians, 44. Individual Play, 33. Individual Movement Tlays, 40. Indoor Baseball, 70. Infancy, '■2(). Instinct Tli(>ory of Play, 11. Irish Lilt, 47. Ironing, 44. I Spy, 65. Jack Be Nimble, 45. Jack Be (^iiick, (').'). Jack Frost, 44. Jack in the Box, 45. Jack-O-Lantern, 44. Jai)anese Crab Race, 58. Japane.se Dance, 47. Japanese Tag, 70. Jumping Relay, 57. Juinj)s, 4!). Jump tlie Mean Bag, 58. Jiiini) the Shot, ()^2. Kaiiuaroo, ()5. Keep iiall, ih2. Kick Ball, 108. Kick-over Ball, 108. Kicking Bast-ball, 77. Kindergarten, "-20. Kinds of Play, .3^2. King's Land, 70. Khorovad, 47. Klondike, 70. Komarno, 47. Krako\ieiiiie, 47. Lacrosse, 9(). Lady of the Land, 45. Last Couple Out (Last Pair Pass), 70. La.st Man, 68. Last One Out, 05. Lawn Bowls, 6*2. Lawn Tennis, 80, 83. Lincoln's Home, 44. Line Ball, 58. Line Football, 108. Line Interference, 08. Line Tug, 55. Line Zigzag, 58. Long Ball, 76, 77. :\Iail Man, (!5. Making Cider, 44. Making Hay, 44. Making Ice Cream, 45. Marching to Jerusalem, (53. Master of the Ring, 109. Mating Plays, 35. Maturity, Age of, '29. May Queen, 45. Maze Tag, 08. Meaning of Play. !). Me(liciiie Ball Play, 4^2. Medicine Ball Pursuit Race, 58. Merry (io Round. 45. Minor American Baseball (ianics, 7(;. Minor Basketball (iames, !)0. Minor Net (iames (Tennis), 83. Mother May I (Jo out to Play, 45 Mother, Mother, the Pot Hoils over, 45. INDEX 115 Movement Plays, 36. My Lady's Toilet, 65. Name Ball, 62. National Dances, 47. Need of Space, 22. Net Games, 80. Newsboy, 45. Newcomb, 91. New York Captain Ball, 92. Night Before Christmas, 65. Nine Pins, 65. Norwegian Mountain March, 47. Numbers Change, 65. Nutting, 45. Object Passing, 42. Obstacle Race, 53, 58. Old Buzzard, 45. On a Farm, 45. One-legged Relay, 58. One Old Cat, 76, 77. Over an under Relay, 58. Overtake, 58. Oxdansen, 47. Pallone, 86. Partner Tag, 68. Pass and Toss Relay, 58. Pass Bags, 42. Pass Ball, 58. Pass Ball Relay, 58. Passing Dumbbells, 58. Passing Race, 58. Passing Relay with Bean Bags, 58. Pelota, 86. Personal Combat, Games of, 109. Peter Magnus, 47. Picking Flowers, 45. Picnic, 45. Pilgrims, 45. Pin Football, 108. Ping Pong, 83. Play among Educated People, 24. Play and Work, 9. Play Classified, 33. Play Impulse, 10. Plav in Education, 16. Plav Problem, 18. Play Relative to Others, 33. Playing (iolf, 45. Playing Horse, 45. Playing in Snow, 45. Poison Snake, 109. Policeman at Street Crossing, 45. Polo, 98. Pop Goes the Weasel, 47. Preface, 7. Preliminary Ball, 42. Potato Race, 53, 58. Potato Shuttle Relay, 58. Prison Base, 71, 72. Presto Change, 65. Progressive Captain Ball, 92. Progressive Dodge Ball, 72. Pull Away, 70. Puss in a Circle, 71. Puss in the Corner, 64, 65. Putting in Coal, 45. Queen and Attendants, 68. Quoits, 62. Rabbit's Nest, 68. Rabbit Race, 53. Race, Placing Objects, 53. Racquets, 84. Railroad Train, 45. Reach Pass Ball, 58. Reap the Flax, 47. Recreation Centers, 23. Red Lion, 71. Reforming Play Habits, 23. Relays, 38. Relay Contests, 57. Relievo, 65, 71. Remuneration, 15. Rhythm Plays, 37. Ribbon's End, 68. Riding Bicycle, 45. Ring Call Ball, 62. Ring Master, 45. Ritsch Ratsch, 47. Rivalry Plays, 37. 110 INDEX R()))l)('rs and S()l(li(>rs. KM). Snatch llio Tlaiidkcrcliict', .).5. Roll Hall, ().). Snow Fort, 4.5. Roller Polo, !)S. Snow Man, ^.3. Rolling- Tarj>et, .5S. Snow Play, i.j. Rorenacka, 47. Social Plays, :}4. Ro.se Dance, 47. Soldiers, 4.). Rotation, 7(5. Sparrow Fi.ulil. 10!). Ronnd Hall, .5S. Spin the Platter. (r2. R()U<;h Riders, 4.5. ' Sprints, 4!). Round and Ronnd Went the Si)ud. 70. (laliant Ship, 4.5. S(piare liall, 71. Rnhher Hall Contests, ;>S. Sipiash, S.5. Rnhher Hall Race, o,'}. S(piash Tennis. S.5. Ruo-hy Football Games, 101. Stpiat Tag, (iJ). Run, Sheep, Run, (5.5. Sijuirrels in Trees, (i.5. Russian Hole Hall, .5.'}. Stage Coach, (5.5. Stand Hall, (5!). Sailor's Hornpipe, 47. Stealing Sticks, 71. Save Yourselves, 0.5. Stilts, 4'-2. Scat, 0!). Stone, 71. Schiller-Sp(>ncer Theory of l*lay. Story Plays, 'M, 44. 10. Straddle Pin, 0.5. School Hall, 4-2, (5^>. Straddle Hall, .5S, 04. School Room Tag, 07. Stroke, (5.5. Scouts, 7'-2. Supervised Play, '20. Scramble, (5.5. Swat Hall, 10!). Scrimmage Hall, 108. Swedish Claj) Dance, 47. Sculptor, 45. Sw(>dish Fox and (Jeese, 08. See Saw, 45. Swedish Long Dance, 47. Self As.sertion, Age of, 27. Swimming, 42, 4.5. Shadow Tag, 70. Sheepfold, 08. Tag Hall, 05). Shuttle Relays, 57. Tag and Flag, 7^2. Siege, 10!). Tag (iames, (57. Simi)le Contests, .'58. Tag the Wall Relay, 57. Single Relay, 57. Tarantella, 47. Sitting Down Circli- Hall. 0!). Teacher and Class, 0'-2. Sitting Tag, 0!). Team (iames of Tag, 71. Skaters, 45. Telegram, 58. Skating, 4'2. 'I'eimis (iames, 80. Skeeiug, 4-2. Ten Trips, 58. Skip Away, (55. Thanksgiving Pies, 45. Skittles, .5;5. Third Man, (58. Slap Jack, 05. Thre(> Deep, 08. Snake's Tail. (58. Throwing Weights, 50. Snake Tag, (58. Time Hall, 58. Snatch the Heau Hag, :>:>, 71. Token Tag, (»!). INDEX 117 Tom the Piper's Son, G,5. Tom Tiddler's Ground, 70. Toss Ball, 42. Tournament, 55. Track Events, 48. Track Meets, 50. Trades, 71. Tree Ball, 70. Trees in a Storm, 45. Trip to Belle Isle, 45. Tug of War, 55. Twelve O'Clock at Night, 00. Two Balls, 58. Two Old Cat, 78. Valentine's Day, 45. Varsovienne, 47. Vaulting Relay, 58. Volley Ball, 83. Walk in the Orchard, 45. Wall Games (Tennis), 84. Wall Kick Ball, 92. Wand Race, 53. Wand Tug of War, 55. Wand Wrestling, 109. War, 109. Washing, 45. Washing the Clothes, 47. Water Tug of War, 55. Weathercock, 45. Weaving Dance, 47. Whv Teach Plav, 18. Whip Tag, 65. Wind Storm, 45. Wolf, 66, 71. Wood Tag, 69. Work, 14. Wrestling, 109. Wrestling Circle, 109. Ypsilanti Group Contests, 56. Zigzag Ball, 58. Zigzag Games, 58. Zigzag Overhead Toss, 58. UNIVERSITY OF CALIFORNIA LIBRARY Los Angeles This book is DIE on the last date stamped below. ^^^ il ^OV-3197^ iiij i:i& KtU'i' LI OCT 2:5 1377' 4WKN9V'- Nov ^<^ "^9;: Form LO-Series 444 iy^ y 3 1158 00208 8184 SOUTHERN REGIONAL LIBRARY FACILITY AA 000 781 525 1