Games for the Playground, Home, School and Gymnasium by Jessie Hubbell Bancroft (top novels of all time .txt) ๐
In the arrangement of material there has many times been a strong temptation to classify the games by their historic, geographic, psychologic, or educational interests; by the playing elements contained in them; or by several other possible methods which are of interest chiefly to the academic student; but these have each in turn been discarded in favor of the original intention of making the book preรซminently a useful working manual for the player or leader of games.
[Sidenote: Varying modes of play]
The same games are found not only in many different countries and localities, but under different names and with many variations in the form of playing them. This has necessitated a method of an
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The lover of childish humor will find many delightful examples of it among the games, as where little Jacky Lingo feeds bread and butter to the sheep (Who Goes Round My Stone Wall?); or the Mother, trying the Old Witch's apple pie, discovers that "It tastes exactly like my child Monday!" The tantalizing "nominies" or "dares," as in Fox and Geese, and Wolf, and the ways in which players are trapped into false starts, as in Black Tom, are also highly amusing.
PRINCIPLES OF SELECTION.โIn the selection of material for this work, a marked distinction has been made between games, on the one hand, and, on the other, the unorganized play and constructive activities included in many books of children's games. While the term "play" includes games, so that we "play games," it applies also to informal play activities, such as a child's "playing horse," "playing house," or playing in the sand. In such unorganized play there are no fixed rules, no formal mode of procedure, and generally, no climax to be achieved. The various steps are usually spontaneous, not predetermined, and are subject to individual caprice. In games, on the contrary, as in Blind Man's Buff, Prisoners' Base, or Football, there are prescribed acts subject to rules, generally penalties for defeat or the infringement of rules, and the action proceeds in a regular evolution until it culminates in a given climax, which usually consists in a victory of skill, speed or strength. In a strictly scientific sense, games do not always involve the element of sport or play, being used in many forms among primitive peoples for serious divinatory purposes. It is perhaps needless to say that all of the games in the present collection are for the purpose of sport and recreation.
The four hundred games here published are selected from a far larger number. No game has been included that has not been considered to have strong playing values, by which term is meant, in addition to other qualities, and above all others, the amount of sport and interest attending it. The points of play that contribute to the success of a game have been secured from experience, and unfamiliar games have been thoroughly tested and the points of play noted for older or younger players, large or small numbers, or other circumstances.
Games may be analyzed into certain elements susceptible of classification, such as the elements of formation, shown in the circle form, line form, or opposing groups; other elements are found in modes of contest, as between individuals or groups; tests of strength or skill; methods of capture, as with individual touching or wrestling, or with a missile, as in ball-tag games; or the elements of concealment, or chance, or guessing, or many others. These various elements are like the notes of the scale in music, susceptible of combinations that seem illimitable in variety. Thus in the Greek Pebble Chase, the two elements that enter into the gameโthat of (1) detecting or guessing who holds a concealed article, and (2) a chaseโare neither of them uncommon elements, but in this combination make a game that differs in playing value from any familiar game, and one affording new and genuine interest, as evidenced by the pleasure of children in playing it. Indeed, the interest and sport were fully as great with a group of adult Greek men who first demonstrated this game for the author. This element of guessing which player holds a concealed article is found again in a different combination in the Scotch game of Smuggling the Geg, where it is used with opposing groups and followed by hiding and seeking. This combination makes a wholly different game of it, and one of equal or even superior playing value to the Pebble Chase, though suited to different conditions.
Because of this wonderful variety in combinations, leading to entirely different playing values, the author has found it impossible to agree with some other students of games, that it is practicable to select a few games that contain all of the typical elements of interest. Such limitation seems no more possible than in painting, poetry, music, or any other field of spontaneous imitative or creative expression. There will doubtless always be some games that will have large popular following, playing on the "psychology of the crowd," as well as on that of the players. Thus we have the spectacle of so-called national games, Baseball and Football in America, Handball in Ireland, Pelota in Spain, and so on; but natural expression through games has always been and probably always will be infinitely varied, and should be if the psychology of the subject is to be taken as a guide.
In the arrangement of material there has many times been a strong temptation to classify the games by their historic, geographic, psychologic, or educational interests; by the playing elements contained in them; or by several other possible methods which are of interest chiefly to the academic student; but these have each in turn been discarded in favor of the original intention of making the book preรซminently a useful working manual for the player or leader of games.
The same games are found not only in many different countries and localities, but under different names and with many variations in the form of playing them. This has necessitated a method of analytical study which has been followed with all of the games. A card catalogue has been made of them, and in connection with each game notation has been made of the various names under which it has been found, and details of the differences in the mode or rules of play. The choice of rules or directions has been determined chiefly by the playing values previously alluded to, those directions having been selected which experience has shown to make the most interesting game. Sometimes these differences are so great as to amount to a different game, or one suited to different ages of players. In a few instances, as with Prisoners' Base, Captain Ball, Zigzag Ball, etc., it has seemed best to present several typical forms of the same game with an analytic statement of the differences, leaving the leader to select the form best adapted to his conditions. At no time, however, has there been any attempt to present all games or all forms of any one game. That would be merely to make a compendium of all possible material. A purposeful selection has been made throughout.
The choice of names could not well be made on any one principle. Wherever feasible, the name that has seemed to have the widest vogue has been adopted. In other instances it has appeared best to make a different selection to avoid too great similarity in names. Some games, especially those from foreign sources, came without names and have had to be christened. In the case of several modern adaptations of old games, a name bestowed by some previous worker has been continued, if especially descriptive or appropriate.
No distinction has been made in general between games for boys and girls. The modern tendency of gymnasium and athletic practice is away from such distinctions, and is concerned more with the time limits or other conditions for playing a game than with the game itself. This is a question that varies so much with the previous training and condition of players on the one hand, and on personal opinion or prejudice on the other, that it has been thought best to leave it for decision in each individual case.
THE USES OF GAMES.โThe use of games for both children and adults has a deep significance for the individual and the community through the conservation of physical, mental, and moral vitality.
Games have a positive educational influence that no one can appreciate who has not observed their effects. Children who are slow, dull, and lethargic; who observe but little of what goes on around them; who react slowly to external stimuli; who are, in short, slow to see, to hear, to observe, to think, and to do, may be completely transformed in these ways by the playing of games. The sense perceptions are quickened: a player comes to see more quickly that the ball is coming toward him; that he is in danger of being tagged; that it is his turn; he hears the footstep behind him, or his name or number called; he feels the touch on the shoulder; or in innumerable other ways is aroused to quick and direct recognition of and response to, things that go on around him. The clumsy, awkward body becomes agile and expert: the child who tumbles down to-day will not tumble down next week; he runs more fleetly, dodges with more agility, plays more expertly in every way, showing thereby a neuro-muscular development.
The social development through games is fully as important and as pronounced. Many children, whether because of lonely conditions at home, or through some personal peculiarity, do not possess the power readily and pleasantly to coรถperate with others. Many of their elders lack this facility also, and there is scarcely anything that can place one at a greater disadvantage in business or society, or in any of the relations of life. The author has known case after case of peculiar, unsocial, even disliked children, who have come into a new power of coรถperation and have become popular with their playmates through the influence of games. The timid, shrinking child learns to take his turn with others; the bold, selfish child learns that he may not monopolize opportunities; the unappreciated child gains self-respect and the respect of others through some particular skill that makes him a desired partner or a respected opponent. He learns to take defeat without discouragement and to win without undue elation. In these and in many other ways are the dormant powers for social coรถperation developed, reaching the highest point at last in the team games where self is subordinated to the interests of the team, and coรถperation is the very life of the game.
Most important of all, however, in the training that comes through games, is the development of will. The volitional aspect of the will and its power of endurance are plainly seen to grow in power of initiative; in courage to give "dares" and to take risks; in determination to capture an opponent, to make a goal, or to win the game. But probably the most valuable training of all is that of inhibitionโthat power for restraint and self-control which is the highest aspect of the will and the latest to develop. The little child
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