School, Church, and Home Games

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School, Church, and Home Games

The Project Gutenberg eBook, School, Church, and Home Games, by George O. Draper
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Title: School, Church, and Home Games
Author: George O. Draper

Release Date: August 26, 2005 [eBook #16599]
Language: English
Character set encoding: ISO-8859-1
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SCHOOL, CHURCH, AND HOME GAMES
Compiled by
GEORGE O. DRAPER
Secretary for Health and Recreation County Work Department of the International Committee of Young Men's Christian Associations
COMMUNITY RECREATION Rural Edition
Association Press New York: 347 Madison Avenue
1923

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

CONTENTS


PART I. GAMES FOR SCHOOLS


CHAPTER PAGE
FOREWORD vii
I. SCHOOL ROOM GAMES for Primary Pupils 1
II. SCHOOL ROOM GAMES for Intermediate Pupils 8
III. SCHOOL ROOM GAMES for Advanced and High School Pupils 16
IV. SCHOOL YARD GAMES for Primary Pupils 24
V. SCHOOL YARD GAMES for Intermediate Pupils 27
VI. SCHOOL YARD GAMES for Advanced and High School Pupils 37


PART II. SOCIABLE GAMES FOR HOME, CHURCH, CLUBS, ETC.
I. GAMES FOR THE HOME 44
II. ICE BREAKERS FOR SOCIABLES 55
III. SOCIABLE GAMES FOR GROWN-UPS 59
IV. SOCIABLE GAMES FOR YOUNG PEOPLE 67
V. TRICK GAMES FOR SOCIABLES 73
VI. STUNT ATHLETIC MEET 83
VII. COMPETITIVE STUNTS 88


PART III. OUTDOOR GAMES
I. OUTDOOR GAMES FOR OLDER BOYS AND YOUNG MEN 94
II. OUTDOOR GAMES FOR BOYS 103
III. GAMES OF STRENGTH 110


PART IV. GAMES FOR SPECIAL OCCASIONS
I. GAMES AT DINING TABLE 113
II. A COUNTY FAIR PLAY FESTIVAL 119
III. GAMES FOR A STORY PLAY HOUR 123
IV. AN INDOOR SPORTS FAIR 127
V. RACING GAMES FOR PICNICS 132

FOREWORD
We should all be prospectors of happiness. There are those who discover it in the solitudes of the mountains where freedom is breathed in the air that touches the lofty peaks. Others find it in the depths of the forest in the songs of the birds, of the brook, of the trees. Most of us must find it in the daily walks of life where the seeking is oft-times difficult. Nevertheless, there it is in the manufactured glory of the city, in the voices of children, and in the hearts and faces of men.
Happiness becomes a habit with some; with others it is a lost art. Some radiate it; others dispel that which may exist. Happiness can be produced by means of exercising certain emotions, by causing experiences which allow instinctive expression; the song, the dance, the game are examples.
All enjoyed activity may be classified as play. Play is that which we do when free to do as we like. Play produces happiness.
Work is the highest form of play. The great artist is playing when his imagination finds expression on the canvas in color. If he did not love to paint he would never have become a great artist. The engineer is playing when he produces the great bridge; the financier when he masterfully organizes his capital.
The imagination of the child leads him into all kinds of adventure. He becomes the engineer on the locomotive; he becomes the leader of the circus band; he is a great hunter of terrible beasts; an Indian, a cowboy, and a robber. In fact, he tries his hand at all those careers which interest him, and we call it play, or may even call it nonsense. In fact, some think play is but nonsense.
Play is the expression, the exercising of the imagination. Should the child be denied the privilege of play, should its visions never find expression, should its mental adventures fail to find adequate physical experience, a great musician, a great engineer, a great statesman, or a master of some great art may be sacrificed.
Play is not only essential to the child, but, as Joseph Lee says, play is the child. The natural environment of the child is a play environment; if we are to lead the child or educate the child we have first to enter into his environment and into fellowship with him therein, and adapt our methods to that environment. The processes of education which have taken to themselves those things which are natural to children will meet deserved success. The schoolroom, the Sunday school room, or home in which a