The Project Gutenberg eBook of Suggestions for seat work and games This eBook is for the use of anyone anywhere in the United States and most other parts of the world at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org. If you are not located in the United States, you will have to check the laws of the country where you are located before using this eBook. Title: Suggestions for seat work and games Primary grades Author: Eleanor Troxell Release date: October 10, 2026 [eBook #79757] Language: English Original publication: Dillon: Tribune Publishing Company, 1921 Other information and formats: www.gutenberg.org/ebooks/79757 Credits: Aaron Adrignola, Jonathan Berger and the Online Distributed Proofreading Team at https://www.pgdp.net (This file was produced from images generously made available by The Internet Archive) *** START OF THE PROJECT GUTENBERG EBOOK SUGGESTIONS FOR SEAT WORK AND GAMES *** SEAT WORK Paper Cutting, Drawing and Modeling Textiles Reading and Writing Number GAMES Word Games Spelling Games Number Games Recipe for Paste SUGGESTIONS FOR _Seat Work and Games_ _Primary Grades_ [Illustration] ELEANOR TROXELL COPYRIGHT 1921 ELEANOR TROXELL Tribune Publishing Company. Dillon, Montana. SEAT WORK PAPER CUTTING, DRAWING AND MODELING Nature objects, model for use in play store. Illustrate an excursion, stories, games, home activities, activities of Indians. Use for class posters, sand table projects, or for individual illustrations in posters. Make and dress paper dolls for rainy day play. Faces put on by upper grade art classes or faces cut from magazines and pasted on. Dresses decorated by crayons or cut strips of paper. Make designs for wall paper and linoleum for doll house; for book covers and boxes. Work out stencils for use in decorating covers of work books, curtains, favors. Make paper plates, napkins, doilies and runners for serving meals in connection with the study of the home, or for the doll house, or a party. Decorate. Make animals, persons, and objects taken up in the study of the home or in Indian life, for booklets, posters, or for sand pan. Let children experiment with the paper or clay, then criticise each other’s work. Teacher makes suggestions and children try again. Cut out pictures which have definite outlines and are attractive to children. Use for (1) making posters, (2) labeling and advertising in a play store, (3) paste into scrap books for gifts. Tree cutting and coloring of fruits and vegetables, or cutting of them from seed catalogues for canned goods in grocery store. Modeling of the same. Toy coins made to be used in buying and selling games. Modeling of cookies, doughnuts, and cinnamon rolls used in connection with cooking and serving plays. Modeling of utensils and dishes used in the cooking and serving plays and in the study of Indian life. Planning and designing for jute or yarn rug, by making sample patterns first in paper. Modeling of toys for toy store at Christmas time as dolls, animals, set of dishes, ten pins, candles. Modeling of gifts as paper weight, tea tile candle holder, bowl and flower holder. Press in a model of card board to make an impression of a bird, flower. Note: (Fire, paint and shellack these.) Modeling of Indian bowls; decorate. Modeling of marbles and colored beads; decorate. Recipe for Indian Beads.--4 cups of salt; 2 cups of corn starch; 2 cups of water. Mix the corn starch with the water. Heat the salt. Mix the corn starch and water with the salt. Roll into beads. Put holes in with darning needle before hard. Draw two concentric circles of any size. Cut paper or cardboard used so as to make a circular picture frame. Decorate or cover with raffia. Put in any picture desired for a gift. Make paper Christmas trees, folded, cut, and pasted so that they will stand. Make paper toys for same. Draw toys, Christmas trees, pictures from “The Night Before Christmas,” and pictures resulting from activities of out of doors after the first snow fall. Make simple room decorations for Hallowe’en, Thanksgiving, Easter, Christmas, as Brownies, fall leaves, pumpkins, toys. Make and design Valentines, Easter eggs, bunnies. Mount the last ones for Easter cards. Cut out circus parade. Invite children from another room or the parents. Each child tell the characteristics of a certain animal, or about its training. Make toys, pinwheels, balls--a number of strips of paper 1/2 × 6 inches. Fasten all together at both ends with a very fine paper fastener. Pull out the strips to make a ball--Horse reins, nests of boxes, wagons, Jack-in-boxes, caps, lanterns, boats. Illustrate parts of a story by drawing or cutting. Teacher and other members of the class guess the story chosen. Make portfolios in which to place work, or make work books. Cut oblongs of any suitable paper, correct size for flower pot covers. Decorate. Fasten around flower pots. Furnish a doll house made of cracker boxes. Children paint. TEXTILES Weave rugs of rags, or yarn, or jute, for doll house or for iron holders. (Looms made in number period.) Weave doll hammocks of jute, carpet warp, macrame cord. Marble bags woven from pretty colored rags, or made of squared gingham and cross-stitched. Make scrap books of colored cloth brought from home by children. Overcast edges of the leaves with yam, crochet cotton or thread. Make curtains. Use stencils for decorating, with wax crayons. (Use yard measure.) Give entertainments to pay for material. Also make curtains for doll house. Make dusting cloths of old pieces of cloth brought from home. Overcast edges. Make dust caps and broom bags for mother’s spring cleaning and in home activity plays. Make penwipers of pieces of old flannel. Make needle books of cloth or raffia. Make a paper doll 8 inches tall. Use as pattern for a rag doll. Stuff with little pieces of rag or cotton batting. Cut kimona dress. Sew up side seams. Cut 7 inch squares of heavy cloth brought from home. Sew together. Make into bean bags for recess games or number games. Make patch work quilt for a child’s hospital, children’s home, or some needy child. (Room problem.) Jumping ropes--spool knitting or slip knot. Use heavy cord. Weaving of tam o’shanter caps, and sweaters. READING AND WRITING Work from printed or written directions in playing a new game or in working out a simple experiment. Cut or draw illustrative home occupations for the week and mount upon separate pages for a book. Label, using from reading work as “Monday is Wash Day.” Picture-wash-tubs, boiler. Make labels for use in store, as “Eggs, Potatoes.” Make signs for use in the room as “Please Close the Door.” “Library, No Talking.” Choose a story. Read silently in preparation for the “Story Hour” once a week, when children read to each other. Cut up old primers for stories which children may paste in a book to take home as soon as they are able to read them. This gives children reading material who may have none at home. Send to friends for any children’s books not in use. Put them in one corner of room. The library period, when children may have free use of the books, may be great incentive to reading. Make dictionaries. Place in them, at seat work period, all words children are sure of in previous days’ spelling. Writing of a play in groups. Copying poems, for a poem book, or for lower grades to read. From reference shelf children choose books in which to look up information as “Some of the Adventures Lewis and Clark Encountered.” Teacher have books listed on board with pages. Have quick children help slower ones or those who have been absent. Give children who are thus backward extra reading periods. Give every child two envelopes, one containing pictures; the other words naming the pictures. Match. Make packs of cards with words on one side, picture on the other. Encourage children to run through pack giving word without looking at picture. Write what happened on playground. Draw pictures, when words trouble. Use as basis of word study. Write a short composition following outline which children had dictated to teacher the day before. Second Grade. NUMBER Construct circle maker, for making of circles for clock face, wigwam. A strip of paper 1 inch wide and 6-1/2 inches long. Beginning 1/2 inch from end, mark off into 1 inch squares. To use the marker, put pencil in a hole made in the middle of first line made 1/2 inch from one end. Put a pin through the middle of the marker at any desired radius. Put the pin through the drawing paper and move the pencil around to draw the circle. Use 6 × 8 inches drawing paper. Draw figure 5 × 7 inches. Divide into square inches. Use for calendar. Make boxes, baskets, paper sacks, price tags, and pocket books to be used in connection with grocery store. Cans made from paste board tubing to represent canned goods in grocery store. Make milk tickets for buying milk. Make cylinders of light weight card board for use instead of ten pins in playing number games. Each one knocked down may count 2 or any other desired number. Children keep own scores. Make dominoes of card board. Each card 6 × 3 inches. Dots of colored paper pasted on. Use in number games. Make a tape measure 1 inch wide of heavy paper or well starched cloth. Mark off in inches. Wind upon a spool. Use in measuring each other to note gain in height at end of year, or for measuring curtains, or Indian costumes, made like paper doll dresses. Folding rulers made of three 2-1/2 inch tag-board pieces. Fasten together with very fine paper fasteners. Use in measuring garden plots. Hollow cubes of light weight tag-board. Paste calendar numbers upon the faces. Use for games in addition and subtraction. Mount pictures for picture sale. Write price on back of pictures. Make number books. Number pages. Keep in them (a) scores for games, (b) daily number work to note progress, (c) bills such as a milk bill for one week for one child. Make up all problems children can think of that equal a given number as: 3 5 9 4 2 2 that equal 7. Cards on which combinations are written are given out. Children give answers and exchange with one another. Cards on which there are missing numbers in combinations are distributed. Children copy and put in numbers, exchange. Example: 8 7 10 10 Write by 2’s, 5’s, 10’s, etc., in given time. Write backwards. Make a clock face. From it learn halves, quarters, thirds, and counting by 5’s. Make a thermometer in second grade. From it learn to count by 2’s and 10’s. Construction of simple grocery wagon, as from a paste-board box and milk bottle tops. Same to be used in store play. Making of patterns of Indian doll costumes, and Indian costumes for themselves. Construction of Indian lodges through experimentation first. Construction of furniture for doll house. Construction of baking tins used in cooking play. Construction of May baskets. Construction of card board looms for weaving. GAMES WORD GAMES Two children are chosen by the teacher to stand. She then holds up words printed on cards before the children. The one calling the word first receives the card. After all the words have been said, the rest of the class are permitted to clap for the child having the most cards. Allow children to choose successors. The teacher writes a list of words on the board--about ten, and the children pronounce them while she is writing them. Then the teacher says: “Let us all take a nap. While you are sleeping I’m going to cover two of these words. Then when I say ‘Ready’ you must all waken and see who can name the words that are covered first. The children that have the brightest eyes and name the words first may then come up and cover a word while the rest of us take a nap.” Have words needed for drill on the blackboard. One child covers his eyes while the teacher or another child points to a word. Then he takes the pointer and tries to find the word chosen. As he points to a word he asks: “Is it Kitty?” The children answer: “No, it isn’t Kitty.” The child keeps trying until he points to the right word. Then the children say: “Yes, it is Baby.” Another child covers his eyes and the first child points to a word for him to find. The words to be drilled on are flash cards. These are placed along the front of blackboard. The room is then divided into two sides. One from each side goes to the board and takes every card that he recognizes and returns to his seat. The children in their seats keep score of the number of words each child gets. Then the cards are put back and next two go, until they have all had a turn. The side having the highest score is the champion. Place the printed words in front of room so all the pupils can see them. Call on a pupil to go up and get a card and tell the name on it. If he tells the word correctly he may keep the card, and so on until all the cards are gone. If he does not tell the word correctly he must put it back and his turn is gone. The game may be varied by having the teacher ask the pupil to bring her a certain word. If successful, he may keep the card and if not he must put it back. In this way all the cards are taken. Place the words upon cards in a circle on the floor so that there is a word for each child. Have the children march or skip around the circle and at a given signal stop each child in turn, reading the word in front of him. Teacher writes the words on the board, among them two or three words that have caused trouble. She tells the children to close their eyes tight while she writes. When she says: “Ready” they open their eyes and hunt for the troublesome word. Teacher tells them when they are hot or cold. The first child knowing the word cries: “I spy.” When rest have discovered it, the first child has the privilege of hiding the next hard word. The children stand in a row. The teacher holds up a card. Each child has a turn. If he answers correctly, he gets the card. Who has one card? Who has two? Who has three? Let them clap for the one having the most. Make copies of the words--because, boat, boy, began, bee. Write words on board, have children say them as you write them. Place printed copies on blackboard ledge and have one child match and call as many words as he can. The number he says correctly counts his score. The one who can give correctly the one missed takes his place to match words. Pupils choose two sides. One person on each side is a captain. Teacher holds up flash cards on which words are written or printed. Pupils tell them. She gives the first word to one side and the second to another, just as in a spelling match. When the word has been given correctly, the teacher gives that card to the captain of that side. When all the cards are in, the captains count their cards. Whichever side has the larger number of cards chooses something for the other side to do, as telling all the words. All old and new words are written on the blackboard. The children go to the board, one closes his eyes while the other points to some word, after which he takes his seat. The one remaining then opens his eyes and attempts to find the chosen word. He asks questions of children at seats, as: “Is it orange?” If not, the children say “No.” He asks again: “Is it blue?” until he has found the right word. When the children answer: “Yes” he takes his seat and two more pass to the board. A list of words are written on the board. The children choose sides as for an old-fashioned spelling match. The teacher gives out one word to each side. As the children pronounce them she goes on to the next. If child on one side misses a word the other side has a right to choose one from that side. The side having most children wins the game. Children are in two rows facing each other. Upon the floor in front of each child are three words. The first one in each row stoops, takes a card and gives the word, takes the second card gives the word, takes the third card and names it. When he has finished, the second child does the same thing, followed by others in the line. Each side is racing to dispose of all the cards first. No child must touch his cards until it is his turn. Have each word on a printed card. After the words have been recognized by the class as a whole, place them in a pile, or they may be arranged in a row at the blackboard, facing the blackboard. Two pupils are chosen. Time them allowing each to have a chance to name the words. The one who has the most words in a given time wins. Choose two others treating the same way. SPELLING GAMES Children cut letters. Spell cat, for instance. Child who holds C comes to front, A, T, arrange themselves in order to show word. Two rows spell at a time. Words on cards. Teacher shows cards first to one row, then to other. Row with largest number of cards wins. Trapping. Choose sides. Pupils then elect a captain and a trapper. If a pupil spells a word wrong, the trapper must catch it. He must spell it correctly. If he does not, the trapper on the other side must, and the person who missed the word goes to the other side, the trapper takes his place, and appoints a new trapper. Words written on board. Child erasing and spelling correctly the most words wins the game. Words on cards, placed with blank side out on blackboard. One child takes a card, looks at it, turns it away, spells. If correct, he turns another card for another child. If that one spells correctly he turns a card, if not, the first one spells it and has another turn. Choose sides, each side having a captain. The captain on one side calls upon a child on the other side to spell a word. If the child misses, he comes to that captain’s side. If he does not, he remains where he is. The side having the most number of children at the end wins. Children sit in a circle. One child is outside, who is “it.” He taps a child on the back. “What is it?” asks the child who is tapped. The answer is given in a word as “stand.” The one tapped must be able to spell the word, and if so, he is “it.” Have objects on the desk whose spelling is needed in written work. Child looks at objects and chooses three. The row spelling the most words correctly wins. Draw a circle on the floor--“The Witch’s Kingdom.” Have an old witch. Children on outside of circle. Old witch tries to catch one, without leaving the enchanted circle. The one she catches must spell a word the witch gives her. If she does, the old witch lets her go. If not, she remains with her. The children never caught win. Children sit in a semi-circle. One child keeps score. If a child misses a word, the scorekeeper writes O under his name. The second time, he writes U, and the third time T. Then he is out of the game and can return only when he is able to spell 3 other words correctly, which have been misspelled by other children. Children in circle. One in center, who points to some child to spell a word. If he misses he stands behind one who spells it. One child in front of room is king. The teacher has given each child a word to ask the king to spell. If he misses one he loses his kingdom. (Take review words.) One child thinks of a word the class has had. He says: “I am thinking of a word that rhymes with fight,” or “one that has double o,” or “one that has the ow sound.” He calls on a child who replies, “Is it l-i-g-h-t?” the child calling may say: “Yes” or “No,” “It is l-i-g-h-t, light.” Children in circle with words pinned on. Child in center calls, “Mary” and tosses her the ball. Mary must catch the ball then spell her word. If she catches the ball and misses the word, she loses her turn to throw the ball. Write on the board a list of words which contain smaller words within them as TRAIN, BEAT. Call children’s attention to this fact and let them discover and underline the small words. Erase underlined parts and allow children to write them in. After all words have been erased, “What word does RAIN make you think of?” “eat,” etc. Write a word slowly on the blackboard. As soon as written, erase. Have the word spelled by several children individually. All children spell it to themselves, or all children spell it aloud. Continue in like manner with the other words to be studied. Each word in the lesson should be written on a large, separate card about 6 × 12 inches. Hold up a card for a few seconds so that all may see, then take away and ask a child to name and spell the word; to write it on the blackboard, or to write it on paper, in which case, all the children could do it at the same time. The initial letter of each word in the lesson should be written on a slip of paper and all of them placed in a box. There must be as many slips as children. When slips have been passed, each in turn spells the word indicated by the first letter on his slip. If there is sufficient time, children may exchange slips and spell again. Children are divided into two sides. Give the first child a word to spell. If spelled correctly, he may give one to the next child, till each has had a turn. One point is given for each correctly spelled word. In conclusion, add the points on each side to see which has won. After words have been studied, instead of writing them as usual, let children go to the board and use just the new words of the lesson in sentences. For example, if the word were “bought,” “Think of something you have bought recently. Then tell me by writing a sentence about it.” In writing irregular words on the blackboard, draw attention to difficult parts with colored crayon. After the words have been studied silently, these colored letters may be erased and a child asked to rewrite that part or to spell word orally. Difficult part may be underlined instead of colored. NUMBER GAMES First Grade Use sight cards with the combinations on them. Have a race. The child making the fewest mistakes wins. Six circles are drawn with chalk on the floor arranged so there will be three circles in the front row; two in the second; and one in the third. The number two is placed in each circle of the first row; number three in the second and number four in the third. About four feet in front of the first row place a line. Each child is to stand on the line and throw two bags, one at a time. A score is made when a bag falls in a circle. The child writes the number of the circle in which his bag fell, opposite his name on the board. When each child has had several turns and the game is finished he adds his score and the children compare the total scores. Two colored circles are drawn on the floor. A line is marked at a certain distance, from the rings. The children stand on the line to throw the bags. The children are divided into groups, the Reds and the Blues. The score is kept on the board, making as many squares for the score as there are players. Each player has one turn. If the bags fall between the two circles count 2; if they fall within the small circle count 4, and the big circle, 0. The score is counted by the children. Measuring may come in here if the children are allowed to make their own bean bags. Place a large pasteboard box on the floor. Remove the cover and put a string of little bells across the middle of the box. The children stand about eight feet from the box and take turns trying to throw bean bags into it. One child stands near the box to take the bags back to the one who throws next. If a player throws the bean bag so that it goes into the box without ringing the bells, he scores nine. If the bag hits the string of bells and then falls into the box the player scores six. Scores should be kept on the blackboard by the pupils. The number counted for each throw may be changed from time to time. The child with the highest score wins. One child is the witch. All the children run across the line and if the witch catches a child, she places him in a small circle containing a number combination. If he can answer the combination in the small circle as soon as he is placed in it, he may go. The children who are never caught are the winners. Draw a circle on the floor about twelve inches in diameter. Draw three more circles around this one. Have each circle about eight inches larger in diameter than the preceding one. Beginning in the center number the circles 1, 2, 3, 4 and 5. Give each child a bean bag and let each have two trials. Let the child stand on a chosen line and throw for circles. If the first time he threw the bag in circle 4 and the next time in circle 2 his score would be 4+2--6. Have each child keep his own score. Children form semi-circle; ring toss placed in open space. Two children are given a ring each. Center peg counts (5); the outer counts (1); second (2); third (3); fourth (4.) They toss the ring aiming at one of these pegs; if they ring a peg they put down their score; if they get none, no score is put down. The aim is to see who can get the most fives. They should stand at the distance an average child in the first grade can toss. Have several wooden pegs on the floor. Then have three rings. Each child is allowed three throws. The object of the game is to see which child can throw the rings over the pegs the most times. If a child rings two pegs one time and one peg the next time, he will add his sums. Then they will see who has made the most rings. Draw a number of circles on the floor so that the child may hop from one to another easily. In the circle at the starting point put the number which you are going to add to the others. In the other circles put numbers, whose combinations, added to the first number will not exceed ten. The child starts on the first circle. As he hops to each of the others he calls out the sum. The object of the game is to see who can make the most combinations. First or Second Grade A child stands facing the class and says: “I am thinking of two numbers which make nine. What are they?” One child may ask: “Are they seven and two?” Another may ask: “Are they four and five?” The child keeps standing until the right answer is given. Another child stands and says to the class: “Of what am I now thinking in the table of twos?” In the same way as stated above, the other pupils may guess until correct answer is given. Take a large square of cardboard and cut nine holes, each 6 inches in diameter numbering them from 1 to 9 inclusive. Have the children toss bean bags at the holes, and count score by the numbers of the holes through which the bags fall. This would be good to use in the 3rd grade in learning the multiplication tables by giving each child two trials and multiplying the two results. In the 1st grade it could be used for simple addition. Place from ten to fifteen simple examples on the board. As soon as a child begins adding, subtracting, or multiplying, which ever the case may be, he continues until he makes a mistake, when another pupil helps him and he continues. The child finishing with the fewest mistakes and the least number of minutes wins. Materials--A large box of colored beads or other interesting counting material. A smaller box or tray for each child might help. Description--Each child is given or takes the number of beads representing the largest number to be reviewed. One child presents a closed hand to another saying: “How many beads in my hand?” The child so addressed may answer any number not larger than the amount agreed upon. His guess results in forfeits. A correct guess gives him the entire contents of the closed hand. If his guess is too large he must place in the hand as many more as are needed to make the number guessed. If his guess is too small he must place in the large box the difference between his guess and the hand. The game continues. The object is to see who has the most beads at the end. After the children know combinations this game may be played in pairs at the desks for seat work. Second Grade As a drill in addition, the teacher may say: “I am thinking of two numbers which added make 10.” The pupil says: “Is it 7 plus 3 equals 10” or “Is it 8 plus 2 equals 10?” and so on until he finds the right combination to make ten. On the floor is drawn a circle with the numbers within. The class is divided, each child having a blue or red paper badge pinned on him. The sides each in turn throw a bag on a number or at a number (circle can be on floor or board.) There is a score table on the board: Red 8--6--2--3--7--8--5--8 --------------------------- Blue 7--3--5--9--8--7--6--7 How many more did the red’s have than the blue’s? A child might keep score. A diagram is made on the blackboard. Any number of figures may be made in the circle. Each player takes a piece of chalk, and with eyes shut, moves it about the circle saying: “Tit-tat-to, my first to go, Three jolly butchers all in a row. Stick one up, stick one down, Stick one in the old man’s ground.” He then puts his chalk on a number, eyes shut. Each player records the number of space in his row for addition. Space is “scratched.” Game ends when all the spaces are scratched. Children add the numbers they have. One having largest sum is the winner. Have the children each draw a 24 inch circle on the board, placing around the circle the figures which have been used in previous combinations. In the center place a figure to be added. Have all the children start at once to see who can get around the track first without mistakes. The game can be played in addition, subtraction, or multiplication. Cut ten cards and place on the numbers 2, 4, 6, 8, 10, 12, 14, 16, 18, 20. Cut twenty cards eight inches long and four inches wide, and on them write the numbers, “2 × 1” on one side of a card and “1 × 2” on the other side of same card. With the other multiples of two write in similar way, as “2 × 2,” “2 × 3,” “3 × 2,” “4 × 2,” “2 × 4,” etc., up to “10 × 2” and “2 × 10.” Each pupil in the class takes one card, then one child runs lightly to the front of room and shows his card to the class, as “2 × 3.” The pupil who has the card with “6” on it, runs lightly forward and stands beside the first pupil. If the first child shows a card with only one number on it, as “16,” the child who has the card with “2 × 8” on it, runs forward and shows the card to the class. The pupils in their seats make corrections if necessary. Have a number of flash cards with numbers no higher than five written on them. Give each number of the class one of these flash cards. Choose one of the children to be “it,” telling him he will be given three minutes, in which to make a score or find the cards. He then blinds his eyes and the other children hide the cards. When the teacher calls “time” the one who is “it” searches for the cards. As he finds them he calls out their numbers and writes the figures on the board. He then chooses another one to be “it” who continues the game while he himself, counts his score. The game proceeds until each child has had a turn when the scores are compared and the children decide who wins the game. A target may be made on cardboard or a soft board and hung on the wall. The pupils throw an arrow made by sticking a large pin or nail through a cork. Three to five feathers may be stuck in the top to give it speed. Each child throws twice, giving the sum or the product or difference between the number he hits and the one in the center. The number may be changed, according to the children’s ability to add or subtract. When giving combinations involving 1, 2, 3, or another figure, the number in the center may be changed. It may either be added or subtracted. If impossible to have a target and arrow, the target may be drawn on the board and the teacher point to the figure. The one giving the most combinations wins. Third Grade Twelve children stand in a circle. They are each given the multiple of two numbers, for example, in learning the 4’s--one child is given 16; another 12; another 32, etc. One child stands in the middle with a rubber ball. When he bounces the ball he calls out 4 × 4 and the one who has 16 is supposed to catch it, saying at the same time, “4 × 4 equals 16.” If he succeeds in catching it and giving the correct answer he stands in the center. Divide the class into two baseball teams. Draw a baseball diamond upon the blackboard and write three or four numbers at each base. Some numbers to be added or to be used as multipliers are written in the pitcher’s place. The pupil makes a home run by giving all the answers (sums or products) as the teacher, starting from the home plate, points to some number at each base. Thus, to use the game to multiply by 9, the teacher may point to 6, 9, 7, and 5, the pupil calling 54, 81, 63, and 45, which constitutes a home-run. If a mistake is made, say at second base, the umpire calls “out on second.” The game is to see which team gets the most home-runs. The children form a circle, one child outside being the shepherd. The shepherd taps some one on the back, saying: “Have you seen my sheep?” The one tapped will reply: “No, how many pounds did he weigh?” The shepherd will reply with some such combination as 3 × 5, or 8 plus 9, or 10 minus 4, and then start to run around the circle. The one tapped must give the answer to the combination before he can run after the shepherd, who tries to get around to the vacant place before he is caught. If the one tapped cannot answer his combination correctly, he must take his place in the center of the circle. The children stand in two lines facing each other. Each child must be opposite an opponent. Then some number is decided upon, as twelve. One child gives a number, such as seven, and his opponent is required to give the number which must be added to give twelve. This is done all along the line. Whenever a child misses, the mistake is recorded by the captain of his line. The mistakes are counted after a given time, and the side which has made the fewest mistakes wins. Divide the class into two armies, A and B. Let them choose captains. The captain of army A asks a soldier of army B a combination. If the soldier cannot reply correctly, army B loses a soldier and army A gets him. If he replies correctly however, he has the privilege of asking a soldier of army A a combination. The army having the most soldiers at the end of a stated time wins the battle. The game may be used in subtraction, addition, multiplication, or division. The room may be divided into three groups. The pupils in one row hold cards with a multiple of the number of the table 5 or 10, as 30. The pupil in the front seat stands and the pupils in the opposite row who hold 6 × 5 must stand. Then the person with his card opposite him must stand with his card and so on. The object is to see which group has all pupils standing first. If there are quite a number in the room monitors may be appointed to keep account of the work. Ten or twelve children form a circle. The teacher or a pupil gives each child a different number. If they are learning the tables of 4’s the numbers would be 4, 8, 12, 16, etc. When each has been given a number another pupil takes the center of the circle and bounces a soft rubber ball saying 4 × 4 or some other combination. The pupil whose number is the answer steps forward, saying his number, quickly and catches the ball before it touches the floor. If the answer is correct he takes his place in the center. Make a circle on the board with figures around it up to 12, having them out of their natural order. Put the figure of whatever multiplication table children are learning, in the center of the circle. Have them see who can give all the products correctly and in the shortest length of time. Have children keep their own scores. The children with perfect scores are excused from the next drill. Write on flash cards the tables without the answers, as 3 × 3--on the other cards write the answers as 9. Half the children have the first type, and half the other. Let the children, one at a time run to the front of the room with a card having the table. The child having the answer runs up in front, to show it. If it is the correct answer it counts one for him. If a child does not give the right answer he may give the card to a child knowing it. The work may be varied by having the child having the answer run to the front of the room and the child having the table match with the answer. The children having the most cards at the end win. RECIPE FOR PASTE. 2 cups flour; 4 cups cold water; 1 tablespoon powdered alum; 1 teaspoon oil of cloves; 2 cups boiling water. Mix flour and water like any batter. Mix the alum in a little cold water. Add to batter. Add boiling water slowly stirring hard. The paste should be of the consistency of starch. Add more hot water if necessary. Boil like starch for five or ten minutes. Add oil of cloves when nearly cold. This makes 2 quarts. Transcriber’s Notes The majority of the percieved typographical or grammatical errors have been cleared. “Witches Kingdom” changed to “Witch’s Kingdom.” Correction of tam O’Shanter to tam o’shanter. Correction of horse reigns to horse reins. Correction of squares inches to square inches. Correction of 4-2 to 4+2. Hyphenation has been maintained as in the original text. Table of Contents added. *** END OF THE PROJECT GUTENBERG EBOOK SUGGESTIONS FOR SEAT WORK AND GAMES *** Updated editions will replace the previous one—the old editions will be renamed. 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