each problem is put the answer and name of the child who contributed the problem. Four new problems a day give us 16 for the first four days of the week. On Friday we usually have a written review, including such problems as may have given some difficulty. At the end of each month the child who has given the largest number of problems for our notebook receives some special recognition. In the sixth grade I do not encourage the children to bring in problems which they themselves can not solve, but in the seventh and eighth grades this may be helpful.

Though this work is recognized as less vital than work involving larger life situations, it does, however, offer the opportunity for a wide spread of interest and encourages an interest in the practical affairs of the home.

GAMES

It is evident that teachers apply the term "game" very loosely. Most commonly it is applied to a mere device. This bulletin has endeavored to distinguish between real games and devices. Games are worth while in themselves. They stand on their own feet. They are enjoyed because of the game, not because of the teaching. The teaching is incidental in a real game. On the other hand, the game devices, which are very numerous, are subordinate to a drill process, so that the process is the important thing.

To be sure, it is conceded that the very word "game" carries some attraction. This survey shows that the term is applied to all grades of excellence, from real games to the most formal devices or exercises.

The following are the best illustrations of real games reported:

Hull gull (grade 2B).-Six to 10 players are arranged in a circle and given 10 beans apiece. Each player takes some or all of these in one hand. Any player may begin. He holds out his closed hand to his left neighbor and says, "Hull gull.”

The neighbor replies, "Hands full."

The first one then asks "How many?" and the second one guesses. If he guesses correctly he gets all the beans in the first player's hand. If not, he must give him as many as the difference between his guess and the right number. For instance, if he guesses 7 and the right number is 5, he must give 2; if he guesses 3 and the right number is 5, he must give 2.

Each in turn asks his left-hand neighbor until one player has all the beans; he is then declared the winner. When a player has no more beans he drops out of the game.

Tenpins (grade 1 or 2).-1. Child knocks down as many pins as he can. Count number knocked down.

2. Same as 1.

3. Same as 1. down.

Keep score on the board.

Write figure to represent number of pins knocked

4. Same as 1. Let each pin count for 5 or 10. Count by 5 or 10 at end of game to find score.

Basket ball (lower grades).-Have something to represent basket. Each child gets a turn to throw balls into the basket. Count number in the basket.

32

Let each count for 5 or 10 (or some other number). Count score at the end.

Play in teams to see which team gets the highest score.

1

5

Bouncing ball (grade 1B).-Draw three circles on a low blackboard about 15 inches in diameter; arrange in this form. Place Nos. 1, 3, and 5 in the circles (other numbers may also be used). Draw a line on the floor several feet from the board. Each child in turn stands on the line and bounces a large rubber ball on the floor in front of the circles. The ball will bounce forward and hit the blackboard as it comes up. The child tries to make it bounce within the lines of one of the circles. Each child may have three trials, thus giving a possible score of the three numbers. The child having the highest combination wins. In case of a tie, those having the same score may have one extra "bounce," the numbers received being added to the scores.

3

Bean bag.-Mark a little circle, a triangle, a square, and a big circle on the floor-like diagram. Each child throws four bean

FIGURE 1.-Diagram for bean-bag game

bags. A bag in the large circle outside the square counts 0; a bag in the square outside the triangle counts 1; a bag in the triangle outside circle counts 5; a bag in the small circle counts 10. The children add the four numbers to get the total score.

Hoop-la, or pitch rings.-This game is helpful in teaching addition. Materials: A board 18 inches square and from 14 to 34 inch thick; 21 curtain hooks (straight); 24 rubber fruit-jar rings. Screw hooks into points over scores after dividing board into 3-inch squares.

FIG. 2." Pitch rings" involves frequent additions

Hang board on wall or door, level with most of the players' eyes. Players stand 6 feet away and toss rings. One string consists of 24 rings (or less, as agreed). One game consists of five strings (or less, as agreed). Add scores.

Each pupil must add own score in taking rings off of hooks. The ring must hang on the hook; otherwise it is not counted. Groups of two or three can play. If more play, use 10 rings instead of 24. For lower grades use smaller numbers.

The following devices were reported by teachers as " games." Each one does contain an element of play and may for a short time hold children just as a game does. In the first grade, and largely in the second grade, the emphasis should be on the game. But the teacher chooses the game with educative value. The teacher capitalizes the child's interest in games, and so arranges that number knowledge will contribute to success in playing the game. Play is the child's world, and the numbers used must serve him where his interests are.

Gradually, in higher grades, games are replaced by drill devices or drill exercises, as practical uses have become apparent to the child. The illustrations in this and the four following sections are borderline cases, and are labeled "game devices."

COUNTING AND READING NUMBERS

Bull's-eye (counting, grade 1).-Place a bull's-eye in front of room and throw a rubber ball at it. Count the times it is hit and have the children count the times it is missed.

Ring toss (counting, grade 1 or higher).-Place a standard (or if unable to get one, a chair will do) and make rings of rope. Toss the rings over the standard and keep score of number of successes and number of failures.

Circle party (counting, grade 1).-Place the children in a circle, have a child go around the circle and touch each child on the head and put him to sleep, and count the children as they are touched. Wake them up in the same way.

To count by fives have the children place hands on knees, and have one child touch the hands and count the fingers.

Postman (grade 1).—Children make about eight post cards out of bogus for seat work. Children arrange chairs as streets. Postman (one of the children) gives a few post cards (not more than six) to each child. Then he goes on second trip and gives each child a few more; six or less. Each child in turn tells how many post cards he received on each trip and how many he received on both combined. Number party (grade 1).-Give each child a number. His number is his name. Let him come to the party and tap out his number on the door. He then asks, "Who am I?" Others listen and count and say, "Come in, ," telling his name.

Vary with figures on calling cards. He presents his card and children read the figure to find out his name.

Mailman (grade 1).-Have figures written on the board to represent house numbers. Let children play they are delivering mail,