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+The Project Gutenberg EBook of Dramatized Rhythm Plays, by John N. Richards
+
+This eBook is for the use of anyone anywhere 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
+
+
+Title: Dramatized Rhythm Plays
+       Mother Goose and Traditional
+
+Author: John N. Richards
+
+Release Date: July 10, 2007 [EBook #22035]
+
+Language: English
+
+Character set encoding: ASCII
+
+*** START OF THIS PROJECT GUTENBERG EBOOK DRAMATIZED RHYTHM PLAYS ***
+
+
+
+
+Produced by Louise Hope, David Newman, Chuck Greif and the
+Online Distributed Proofreading Team at http://www.pgdp.net
+
+
+
+
+
+
+  [Transcriber's Note:
+
+  The HTML version of this e-text includes all songs in two forms:
+  .pdf (image), and MIDI (sound). Some sites will allow you to download
+  these files individually; if so, look in the "files" directory
+  associated with the HTML text.
+
+  Text in brackets such as [inner circle] was added by the transcriber
+  where changed text format created ambiguity.
+
+  All references to "permission", "copyright" and similar are from the
+  original text. They are retained solely for informational purposes.]
+
+
+
+
+  DRAMATIZED RHYTHM PLAYS
+
+  Mother Goose and Traditional
+
+
+    by
+  JOHN N. RICHARDS, B.P.E.
+  Assistant Supervisor of Physical Education
+    Newark, N.J.
+
+
+
+
+    New York
+  A. S. BARNES AND COMPANY
+    1931
+
+
+
+
+  Copyright, 1922,
+    by
+  A. S. BARNES AND COMPANY
+
+_This book is fully protected by copyright and nothing
+that appears in it may be reprinted or reproduced in any
+manner, either wholly or in part, for any use whatever,
+without special written permission of the copyright owner._
+
+
++Printed in the United States of America+
+
+
+
+
+PREFACE
+
+
+The following rhythmic plays compiled by Mr. John N. Richards of the
+Newark Department of Physical Education have been devised to meet the
+needs in the transition of Physical Education activities between the
+kindergarten and the first few years of the primary school.
+
+The physiologist tells us that the nervous organism of early childhood
+is injured by the strain of strict, immobile attention required in
+formal gymnastics. Therefore it is wise to hold the child's interest and
+attention by means of dramatized nursery plays. These make little strain
+on mental application and the child is able to dramatize in motion the
+words and music which are planned to develop his motor co-ordination. In
+this way the child is gradually and interestingly led from the freedom
+of expression, characteristic of babyhood to the more specialized formal
+activities of the third and fourth years in the school.
+
+Mr. Richards' contribution merits widespread usage because he has
+clearly and definitely described his rhythm plays so that the classroom
+teacher can easily make use of them without having to draw on her
+imagination or having to guess at the written explanation.
+
+The book should be useful and welcomed too, not only by the classroom
+teacher but also by the specialist and supervisor of Physical Education.
+
+  Randall D. Warden
+  Director of Physical Education, Newark, N.J., Public Schools
+
+
+
+
+INTRODUCTION
+
+
+The young people of to-day are most fortunate in their opportunities and
+advantages. The home, the school, the shop, social life and play offer
+increasing fields for service. The ever increasing number of problems
+which must be faced, in this reconstruction period of our nation's life,
+demands leaders of broad intellect, clear vision and sound judgment.
+Coupled with these qualifications there must be developed a moral
+earnestness which will make for better citizenship.
+
+The trend of society movement is undoubtedly toward congested city
+life. There is lamentable lack of playgrounds and properly equipped
+gymnasiums. The school buildings are crowded to capacity and there is a
+rush and hurry of life which challenges the attention of all educators
+who are interested in the physical well-being of children.
+
+The priceless assets of our communities are the boys and girls who are
+growing into manhood and womanhood. We should spare neither expense nor
+energy in fitting them physically, mentally and spiritually for the
+great problems which will all too soon be theirs.
+
+Exercise habits and a spirit of fair play must be a part of their
+training from the early school days. There is no better way of
+inculcating these lessons than through story plays and games during
+their first school years.
+
+The material contained in this book is practical. The exercise movements
+have been set to music which is popular both in the schools and in the
+homes. It is carefully graded and should prove to be of great assistance
+to the teachers in the lower grades. It tends to bridge over the gap
+between the Kindergarten and the Primary Grade activities.
+
+There is need for a manual of this type in our Physical Training
+literature and it is hoped that this material will be used generally
+throughout the schools of our country.
+
+  F. W. Maroney, M.D.
+  Director of Physical Education and Medical Inspection
+  Atlantic City, N.J., Public Schools
+
+
+
+
+ACKNOWLEDGMENTS
+
+
+The author wishes to express his thanks to F. W. Maroney, M.D., formerly
+Director of Physical Education of the State of New Jersey and now
+Director of Physical Education and Medical Inspection of the Public
+Schools of Atlantic City, N.J., for the Introduction.
+
+To Mr. Randall D. Warden, Director of Physical Education, Public
+Schools, Newark, N.J., for the Preface.
+
+Special acknowledgment and thanks are due Miss A. E. Barth of the
+Charlton Street School, Newark, N.J., for her contribution of "Rhythm
+Plays" and to Miss Louise Westwood, Director of Music, Newark Public
+Schools, as hereinafter stated.
+
+Thanks are also due to McLoughlin Bros. for permission to use the words
+and music of the following songs found in J. W. Elliott's book entitled,
+"Nursery Rhymes, Set to Music":
+
+  Little Jack Horner
+  See Saw, Marjory Daw
+  Dickory, Dickory, Dock
+  Sing a Song of Sixpence
+  Humpty Dumpty
+
+To D. Appleton & Company for permission to use the words and music of
+the following songs found in "Songs the Whole World Sings":
+
+  Rock-a-bye, Baby
+  Little Boy Blue
+
+To Miss Lydia Clark, author of "Physical Training for Elementary
+Schools," and to B. H. Sanborn & Company, for permission to use the
+words and music of the following songs:
+
+  Where Has My Little Dog Gone?
+  Baa, Baa, Black Sheep
+  Looby Loo
+
+
+    J. N. Richards
+
+
+
+
+ALPHABETICAL INDEX
+
+  _Aisles of Classroom_                                     Page
+
+  Bye O Baby Bunting                                          29
+  Bean Porridge                                               37
+  Dickory, Dickory, Dock, 1st and 2nd verses              25, 26
+  Diddle, Diddle, Dumpling                                    39
+  Fly Away Jack and Jill                                      38
+  Humpty Dumpty                                               24
+  Hey, Diddle, Diddle                                         32
+  Jack Be Nimble, No. 1                                       22
+  Jack Be Nimble, No. 2                                       23
+  Jack and Jill                                               28
+  Little Jack Horner                                          20
+  Little Miss Muffet                                          27
+  Little Boy Blue                                             30
+  Pat-a-cake                                                  36
+  Rock-a-bye, Baby                                            21
+  Ride a Cock-horse                                           34
+  Sing a Song of Sixpence, 1st and 2nd verses             40, 41
+  See Saw, Marjory Daw                                        42
+  The Band                                                    19
+  Wee Willie Winkie                                           31
+  Where Has My Little Dog Gone?                               33
+  Yankee Doodle, verse and chorus                             35
+
+  _Circle_                                                  Page
+
+  Baa, Baa, Black Sheep                                       50
+  Bean Porridge                                               51
+  Dapple Grey                                                 54
+  Dickory, Dickory, Dock                                      48
+  Fly Away Jack and Jill                                      52
+  Jack and Jill                                               47
+  Little Jack Horner                                          45
+  Little Miss Muffet                                          46
+  Looby Loo                                                   49
+  Pop Goes the Weasel, verse and chorus                       55
+  Sing a Song of Sixpence, 1st and 2nd verses                 57
+
+
+GRADATION INDEX
+
+  _First Grade_
+
+  Aisle                                                     Page
+   1. The Band                                                19
+   2. Little Jack Horner                                      20
+   3. Rock-a-bye Baby                                         21
+   4. Jack Be Nimble, No. 1                                   22
+   5. Humpty Dumpty                                           24
+   6. Dickory, Dickory, Dock, 1st and 2nd verses          25, 26
+   7. Little Miss Muffet                                      27
+   8. Jack and Jill                                           28
+   9. Bye O Baby Bunting                                      29
+  10. Little Boy Blue                                         30
+  11. Wee Willie Winkie                                       31
+  12. Jack Be Nimble, No. 2                                   23
+
+  Circle                                                    Page
+   1. Little Jack Horner                                      45
+   2. Little Miss Muffet                                      46
+   3. Jack and Jill                                           47
+   4. Dickory, Dickory, Dock                                  48
+
+  _Second Grade_
+
+  Aisle                                                     Page
+   1. Hey, Diddle, Diddle                                     32
+   2. Where Has My Little Dog Gone?                           33
+   3. Ride a Cock-horse                                       34
+   4. Yankee Doodle, verse and chorus                         35
+   5. Pat-a-cake                                              36
+   6. Bean Porridge                                           37
+   7. Fly Away Jack and Jill                                  38
+   8. Sing a Song of Sixpence, 1st and 2nd verses         40, 41
+   9. Diddle, Diddle, Dumpling                                39
+  10. See Saw, Marjory Daw                                    42
+
+  Circle                                                    Page
+   1. Looby Loo                                               49
+   2. Baa, Baa, Black Sheep                                   50
+   3. Bean Porridge                                           51
+   4. Fly Away Jack and Jill                                  52
+
+_Third Grade_
+
+  Circle                                                    Page
+   1. Dapple Grey                                             54
+   2. Pop Goes the Weasel, verse and chorus                   55
+   3. Sing a Song of Sixpence, 1st and 2nd verses             57
+
+
+INDEX OF PROGRESSION
+
+  _Aisles of Classroom_
+                                                            Page
+   1. The Band                         (File Alignment)       19
+   2. Little Jack Horner                  "      "            20
+   3. Rock-a-bye, Baby                    "      "            21
+   4. Jack Be Nimble, No. 1               "      "            22
+   5. Humpty Dumpty                       "      "            24
+   6. Dickory, Dickory, Dock,
+        1st and 2nd verses                "      "        25, 26
+   7. Little Miss Muffet                  "      "            27
+   8. Jack and Jill                       "      "            28
+   9. Bye O Baby Bunting                  "      "            29
+  10. Little Boy Blue                     "      "            30
+  11. Wee Willie Winkie                   "      "            31
+  12. Jack Be Nimble, No. 2               "      "            23
+  13. Hey, Diddle, Diddle                 "      "            32
+  14. Where Has My Little Dog Gone?       "      "            33
+  15. Ride a Cock-horse                   "      "            34
+  16. Yankee Doodle, verse and chorus     "      "            35
+  17. Pat-a-cake      (Open line formation, partners facing)  36
+  18. Bean Porridge      "    "     "          "       "      37
+  19. Fly Away Jack and Jill. "     "          "       "      38
+  20. Sing a Song of Sixpence,
+        1st and 2nd verses    "     "          "       "  40, 41
+  21. Diddle, Diddle, Dumpling      "          "       "      39
+  22. See Saw, Marjory Daw.   "     "          "       "      42
+
+  _Circle_
+
+  (Outer aisles of classroom)
+                                                            Page
+   1. Little Jack Horner                                      45
+   2. Little Miss Muffet                                      46
+   3. Jack and Jill                                           47
+   4. Dickory, Dickory, Dock                                  48
+   5. Looby Loo                                               49
+   6. Baa, Baa, Black Sheep                                   50
+   7. Bean Porridge                                           51
+   8. Fly Away Jack and Jill                                  52
+   9. Dapple Grey                                             54
+  10. Pop Goes the Weasel, verse and chorus                   55
+  11. Sing a Song of Sixpence, 1st and 2nd verses             57
+
+
+
+
+SUGGESTIONS FOR THE TEACHING OF THE GYMNASTIC ACTIVITY
+
+1. Teach the words of the rhyme to the class, keeping in mind the
+rhythm.
+
+2. If in presenting the action, the movement is based upon certain words
+as cues, present by imitation the activity as applied to the words,
+_i.e._, Little Jack Horner; Little Miss Muffet, etc.
+
+3. If the movement is based on a time element (rhythm), present the
+activity content, line by line, _i.e._, Yankee Doodle; Pat-a-cake, etc.
+
+4. Be sure the rhyme and activity has been thoroughly mastered before
+adding the song element.
+
+5. If a dancing movement is involved, present same to the class as a
+unit before combining with other movements, _i.e._, Fly Away Jack and
+Jill; Diddle, Diddle, Dumpling, etc.
+
+_The author wishes to express thanks to Miss Louise Westwood, Director
+of Music of the Newark Public Schools, for the following suggestions as
+to the teaching of the song element:_
+
+_1. Pitch-pipes:_
+
+No song under any condition should be sung without the pitch of the
+first word being given; using the pitch-pipe to get the key in which the
+song is written.
+
+_2. Range of Songs:_
+
+All songs should be sung not lower than the first line E or higher than
+the fifth line F of the staff. If songs are scored in another range,
+transpose the song by changing the pitch of the _first_ word.
+
+_3. Quality of Tone:_
+
+All singing should be in a soft, light, head tone. Half-tone quality.
+
+  _No loud singing should be allowed at any time._
+
+
+PROCEDURE IN TEACHING
+
+  1. Teach the rhyme.
+  2. Combine rhyme with the gymnastic activity.
+  3. Teach the song.
+  4. Combine No. 1, No. 2 and No. 3.
+
+
+COMMANDS USED TO PRESENT THE GYMNASTIC ACTIVITY AND SONG
+
+  1. Determine key in which the song is written and find starting note.
+  2. Teacher sounds keynote of first syllable or word.
+
+    Command:-- Pitch-- Sing!
+
+_Examples:_
+
+(_a_) Yankee Doodle. The first syllable of the word, "Yankee," which is
+"Yank," is sung to establish the pitch.
+
+(_b_) Oh, where, oh where has my little dog gone? The first word, "Oh,"
+is sung to establish the pitch.
+
+3. In order to insure united action, the following command is used:
+
+    Ready-- Begin!
+
+
+
+
+RHYTHMIC STEPS
+
+_1. The Point Step, Forward:_
+
+Point foot forward with outside edge of toes touching the floor; the
+heel is raised and turned inward toward the other foot. (No weight
+transference, the weight being on the stationary foot.)
+
+_2. Closing Step, Sideward:_
+
+Step sideward, right, maintaining the weight equally to both feet (1).
+Close left foot to right (2).
+
+NOTE.-- Counterlike for movement in the forward and backward direction.
+
+_3. Chasse or Gliding Step, Sideward:_
+
+Raise heels and slide sideward, right, immediately closing left to
+right. A light, quick movement requiring only one count for completion.
+
+_4. Step Throw or Step Hop Swing, Sideward:_
+
+Step sideward, right (1). Hop on right, and swing left leg diagonally
+forward across (2). (Knee slightly flexed with ankle extended.)
+
+_5. Schottische Step, Sideward:_
+
+Step sideward, right (1). Cross step left to rear of right (2). Step
+sideward, right (3). Hop on right, swinging left leg diagonally forward
+across (4). (Knee slightly flexed with ankle extended.)
+
+_6. Two Step or Change Step, Forward:_
+
+Step forward, right (1). Close left instep to right heel (and) Step
+forward, right (2).
+
+_7. The Step Dip, Sideward:_
+
+Step sideward, right, with transference of body weight to the right foot
+(1). Place left toe behind right heel (heel raised) with the knee turned
+sideward (and) Bend and stretch right knee slightly with trunk bending
+sideward, left (2).
+
+Hand clapping occurs on counts _one_ and _two_.
+
+_8. Encircle to left with partner kneeling._ (_Partners._)
+
+_Stationary pupil._-- Pupil extends leg backward, lowering knee to
+floor. The trunk is erect; left hand on hip with the right arm stretched
+upward, supporting encircling partner's left hand.
+
+_Dancing pupil._-- The encircling pupil grasps with the left hand the
+kneeling partner's right hand and performs the dance movement in given
+direction.
+
+
+
+
+DIAGRAMMATIC FORMATIONS
+
+  [All diagrams are in the "files" directory associated with the html
+  version of this e-text. They are named in the form "page15a1".]
+
+Classroom
+
+  [Illustration: Standing in the right aisle facing front of room.
+  Six rows of seats; six pupils per row.]
+
+Classroom
+
+  [Illustration: Standing in the right aisle in OPEN LINE FORMATION,
+  partners facing.
+  Seven rows of seats; six pupils per row.
+  NOTE:-- When executing partner plays, children in extreme row on the
+  right (odd row) form in partner formation in open area.]
+
+
+Circular
+
+SINGLE
+
+  [Illustration: Facing, line of direction.
+  _Counter-clockwise_]
+
+  [Illustration: Facing, inward.]
+
+  [Illustration: Facing, reverse line of direction.
+  _Clockwise_]
+
+DOUBLE
+
+  [Illustration: Facing, line of direction.]
+
+  [Illustration: Facing, reverse line of direction.]
+
+  [Illustration: Partner formation, facing each other.]
+
+
+       *       *       *       *       *
+           *       *       *       *
+
+
+CLASSROOM
+
+Aisle Alignment:-- Single and partner formation.
+
+  [Transcriber's Note:
+  The above line was printed in the center of an empty page. It was
+  probably intended that teachers use the blank space to draw in their
+  own classroom arrangement.]
+
+NOTE:-- May also be used to advantage in any open area or gymnasium with
+exception of several in the First Grade which are essentially classroom
+in type. (Desks are used as part of the rhythmic action.)
+
+
+       *       *       *       *       *
+           *       *       *       *
+
+
+THE BAND
+
+[Music:
+  Oh I can play on a big bass drum,
+  And this is the way I do it.
+  Boom, Boom, Boom goes the big bass drum,
+  Boom, Boom, Boom goes the big bass drum,
+  And this is the way I do it.]
+
+
+DESCRIPTION
+
++Miss A. E. Barth.+
+
+Formation;-- Children seated in their seats.
+
+
+1st Line;-- Oh I can play on a big bass drum,
+
+  Interpretation;-- No activity.
+
+2nd Line;-- And this is the way I do it.
+
+  Inter.;-- No activity.
+
+3rd Line;-- Boom, Boom, Boom goes the big bass drum,
+
+  Inter.;-- Beat hands vigorously upon top of desks, suiting action
+  to the words.
+
+4th Line;-- Boom, Boom, Boom goes the big bass drum.
+
+  Inter.;-- Repeat the activity of the third line.
+
+5th Line;-- And this is the way I do it.
+
+  Inter.;-- Repeat the activity of the fourth line.
+
+
+Introduce the following activities, suiting the action to the words in
+imitation of the suggested activity.
+
+  Little Snare Drum ("Trum")
+  Big Brass Horn ("Toot")
+  Little Gay Flute ("Whistle")
+
+
+[Illustration: OH I CAN PLAY ON A BIG BRASS HORN]
+
+
+
+
+LITTLE JACK HORNER
+
+
+_Permission to use words and music:-- McLoughlin Bros._
+
++J. W. Elliott+
+
+[Music:
+  Little Jack Horner sat in a corner,
+  Eating a Christmas pie;
+  He put in his thumb, and pulled out a plum,
+  And said, "What a good boy am I!"
+  Nice Plum! Nice Plum! Nice Plum! Nice Plum!]
+
+
+DESCRIPTION
+
++Miss A. E. Barth+
+
+Formation;-- Children remain seated and move to the right side of seat.
+
+
+1st Line;-- Little Jack Horner sat in a corner,
+
+  Interpretation;-- Upon the word, "sat," pupils move to the left side
+  of seat.
+
+2nd Line;-- Eating a Christmas pie;
+
+  Inter.;-- Upon the word, "eating," pupils encircle imaginary plate
+  with the left arm and imitate eating with the right hand.
+
+3rd Line;-- He put in his thumb, And pulled out a plum,
+
+  Inter.;-- Upon the word, "put," pupil imitates the action of putting
+  thumb in pie and pulling out a plum, making the action vigorous upon
+  the word, "pulled," stretching the arm overhead. Looks at the plum.
+
+4th Line;-- And said, "What a good boy am I!"
+
+  Inter.;-- Proudly pats the chest with the left hand.
+
+Conclusion;-- Nice Plum! Nice Plum! Nice Plum! Nice Plum!
+
+  Inter.;-- Lowers plum until it disappears in the mouth, imitating
+  eating, tapping his chest the while.
+
+
+[Illustration: HE PUT IN HIS THUMB, AND PULLED OUT A PLUM]
+
+
+
+
+ROCK-A-BYE, BABY
+
+
+_Permission to use words and music:-- D. Appleton and Co._
+
+[Music:
+  Rockabye, baby in the tree top,
+  When the wind blows the cradle will rock;
+  When the bough breaks the cradle will fall,
+  And down will come baby cradle and all.]
+
+
+DESCRIPTION
+
++Miss A. E. Barth+
+
+Formation;-- Standing in the right aisle at attention.
+
+
+1st Line;-- Rock-a-bye, baby in the tree top,
+
+  Interpretation;-- Hold baby in the arms, looking down at it, and sway
+  gently to and fro. (Right; left; right and left.)
+
+2nd Line;-- When the wind blows the cradle will rock;
+
+  Inter.;-- Rock more vigorously.
+
+3rd Line;-- When the bough breaks the cradle will fall,
+
+  Inter.;-- Upon the word, "breaks," children clap hands overhead--
+  partially dropping the baby.
+
+4th Line;-- And down will come baby, cradle and all.
+
+  Inter.;-- Upon the word, "down," children spring into the air and
+  immediately assume deep knee bending position.
+
+Position.
+
+
+[Illustration: ROCKING THE BABY]
+
+
+
+
+JACK BE NIMBLE-- No. 1
+
+
+Arr. by +J. N. Richards+
+
+[Music:
+  Jack be nimble, Jack be quick;
+  Jack jump'd over the candle stick.]
+
+
+DESCRIPTION
+
++Miss A. E. Barth+
+
+Formation;-- Standing in the right aisle with hands on hips.
+
+
+1st Line;-- Jack be nimble, Jack be quick;
+
+  Interpretation;-- Marking time, in place. (Seven counts.)
+
+2nd Line;-- Jack jumped over the candle stick.
+
+  Inter.;-- Upon the word, "jumped," the children face to the left and
+  vault over their own seats; finish facing the front of room with hands
+  on hips.
+
+Repeat rhyme and activity back to former aisle.
+
+
+[Illustration: JACK JUMPED OVER THE CANDLE STICK]
+
+
+
+
+JACK BE NIMBLE-- No. 2
+
+Music-- _See Jack Be Nimble-- No. 1_
+
+
+DESCRIPTION
+
+Formation;-- Standing in the right aisle with hands on hips.
+
+
+1st Line;-- Jack be
+
+  Interpretation;-- With a jump execute 1/4 turn to the left.
+
+nimble
+
+  Inter.;-- With a jump execute 1/4 turn to the right. (Front.)
+
+2nd Line;-- Jack be
+
+  Inter.;-- With a jump execute 1/4 turn to the right.
+
+quick;
+
+  Inter.;-- With a jump execute 1/4 turn to the left. (Front.)
+
+3rd Line;-- Jack
+
+  Inter.;-- One-quarter turn to the left, placing hands on the near
+  edge of desk and back of seat, bending knees slightly.
+
+jumped over
+
+  Inter.;-- Vault over the seat; replace hands to hips and execute
+  1/4 turn to the right (Front.)
+
+4th Line;-- The candle stick.
+
+  Inter.;-- Mark time, in place, three counts. (Left; right and left.)
+
+Repeat back to original position.
+
+
+
+
+HUMPTY DUMPTY
+
+
+_Permission to use words and music:-- McLoughlin Bros._
+
++J. W. Elliott+
+
+[Music:
+  Humpty Dumpty sat on a wall,
+  Humpty Dumpty had a great fall;
+  All the King's horses and all the King's men,
+  Couldn't put Humpty Dumpty together again.]
+
+
+DESCRIPTION
+
++Miss A. E. Barth+
+
+Formation;-- Standing in the right aisle at attention.
+
+
+1st Line;-- Humpty Dumpty sat on a wall,
+
+  Interpretation;-- Upon the word, "sat," pupils sit upon own desks;
+  feet hanging in aisle.
+
+2nd Line;-- Humpty Dumpty had a great fall;
+
+  Inter.;-- Upon the word, "fall," pupils jump into the right aisles;
+  bending knees deeply, facing the front of the room.
+
+3rd Line;-- All the King's horses and all the King's men,
+
+  Inter.;-- Assume position of attention with arms stretched forward
+  holding imaginary reins, at the same time "marking time" (ten counts),
+  raising knees waist high.
+
+4th Line;-- Couldn't put Humpty Dumpty together again.
+
+  Inter.;-- Shaking the head in sorrow; right, left, right and front.
+  Hands are placed upon hips during this movement.
+
+
+[Illustration: HUMPTY DUMPTY SAT ON A WALL]
+
+
+
+
+DICKORY, DICKORY, DOCK
+
+
+_First Verse_
+
+_Permission to use words and music:-- McLoughlin Bros._
+
++J. W. Elliott+
+
+[Music:
+  Dickory, dickory, dock;
+  The mouse ran up the clock;
+  The clock struck, One.
+    The mouse ran down;
+  Dickory, dickory, dock.]
+
+
+DESCRIPTION
+
+Formation;-- Standing in the right aisle at attention.
+
+
+1st Line;-- Dickory, dickory, dock;
+
+  Interpretation;-- Hands clasped overhead; swaying right, left and
+  erect.
+
+2nd Line;-- The mouse ran up the clock;
+
+  Inter.;-- Upon the word, "ran," stand in own seats with the arms
+  stretched sideward.
+
+3rd Line;-- The clock struck, One,
+
+  Inter.;-- Upon the word, "One," clap hands overhead and lower arms
+  sideward.
+
+The mouse ran down;
+
+  Inter.;-- Upon the word, "ran," jump into the left aisle with hands
+  clasped overhead.
+
+4th Line;-- Dickory, dickory, dock.
+
+  Inter.;-- Swaying right, left and erect.
+
+Repeat activity to the right, bringing all pupils back to former aisles.
+
+
+[Illustration: THE PENDULUM]
+
+
+_Second Verse-- Music on Page 25_
+
+
+DESCRIPTION
+
+Formation;-- Standing in the right aisle at attention.
+
+
+1st Line;-- Dickory, dickory, dock,
+
+  Interpretation;-- Hands clasped overhead; swaying right, left and
+  erect.
+
+2nd Line;-- "Why scamper," said the clock.
+
+  Inter.;-- Place hands on hips; execute six running steps forward.
+  (Seven counts.) (Left; right; left; right; left; right; close left
+  to right, completing the movement.)
+
+3rd Line;-- You
+
+scared
+
+  Inter.;-- Execute 1/2 turn right about.
+
+me so,
+
+I'll
+
+have to go;
+
+  Inter.;-- Execute three running steps forward. (Four counts.)
+  (Left; right; left, and close right to left, completing the movement.)
+
+4th Line;-- Dickory, dickory, dock.
+
+  Inter.;-- Hands clasped overhead; swaying right, left and erect.
+
+Repeat to bring the class back to the original position.
+
+
+
+
+LITTLE MISS MUFFET
+
+
+Arr. by +J. N. Richards+
+
+[Music:
+  Little Miss Muffet sat on a tuffet,
+    eating of curds and whey,
+  Along came a spider
+  And sat down beside her;
+  And frighten'd Miss Muffet away.
+  Dear me! Dear me! Dear me! Dear me!]
+
+
+DESCRIPTION
+
++Miss A. E. Barth+
+
+Formation;-- Standing in the right aisle at attention. Alternate aisles
+act as Miss Muffet; other aisles act as the Spider. (Count off from left
+flank by twos. No. 1-- Miss Muffet. No. 2-- The Spider.)
+
+
+1st Line;-- Little Miss Muffet sat on a tuffet, eating of curds and
+whey.
+
+  Interpretation;-- Upon the word, "sat," Little Miss Muffet climbs
+  into her own seat, faces back of room and sits upon the right side
+  of desk. Hold imaginary plate in left arm and imitate eating.
+
+2nd Line;-- Along came a spider
+
+  Inter.;-- Upon the word, "Along," the Spider hastens over own seat
+  and Miss Muffet's aisle; climbs upon seat and sits with Miss Muffet.
+
+3rd Line;-- And sat down beside her;
+
+  Inter.;-- Completion of second line activity.
+
+4th Line;-- And frighten'd Miss Muffet away.
+
+  Inter.;-- Upon the word, "frighten'd," children return to own seats.
+
+Upon returning to their own seats the children sing--
+  Dear me! Dear me! Dear me! Dear me!
+
+
+[Illustration: ALONG CAME A SPIDER (Spiders vaulting seats)]
+
+
+
+
+JACK AND JILL
+
+
+Arr. by +J. N. Richards+
+
+[Music:
+  Jack and Jill went up the hill,
+  to fetch a pail of water;
+  Jack fell down and broke his crown,
+  And Jill came tumbling after,
+  Boohoo! Boohoo! Boohoo! Boohoo!]
+
+
+DESCRIPTION
+
++Miss A. E. Barth+
+
+Formation;-- Standing in the right aisle at attention. Alternate aisles
+act as Jack. (Girls and boys.) Other aisles act as Jill. (Girls and
+boys.) Count off from left flank by twos. No. 1-- Jill. No. 2-- Jack.
+
+
+1st Line;-- Jack and Jill went up the hill,
+
+  Interpretation;-- Upon the word, "up," Jack and Jill take hold of
+  hands and climb into same seats. (The climbing of the hill.)
+
+2nd Line;-- To fetch a pail of water;
+
+  Inter.;-- No activity.
+
+3rd Line;-- Jack fell down and broke his crown,
+
+  Inter.;-- Upon the word, "fell," Jack falls (jumps) into own aisle,
+  bends knees, deeply covering his face with his hands, imitating
+  crying.
+
+4th Line;-- And Jill came tumbling after.
+
+  Inter.;-- Upon the word, "tumbling," Jill falls (jumps) into the same
+  aisle as Jack; bends knees, deeply covering her face with her hands,
+  imitating crying.
+
+
+Upon completion of the song all children return to their own seats,
+singing--
+
+  Boo-hoo! Boo-hoo! Boo-hoo! Boo-hoo!
+
+
+[Illustration: JACK AND JILL WENT UP THE HILL]
+
+
+
+
+BYE O BABY BUNTING
+
+
+Arr. by +J. N. Richards+
+
+[Music:
+  Bye O Baby Bunting,
+  Daddy's gone a-hunting;
+  To fetch a little rabbit skin
+  To wrap the Baby Bunting in.]
+
+
+DESCRIPTION
+
+Formation;-- Standing in the right aisle at attention.
+
+
+1st Line;-- Bye O
+
+  Interpretation;-- Hold the baby in the arms, looking down at it,
+  and sway gently to the right.
+
+Baby-
+
+  Inter.;-- Sway gently to the left.
+
+Bunt-
+
+  Inter.;-- Sway gently to the right.
+
+ing
+
+  Inter.;-- Assume stationary position.
+
+2nd Line;-- Daddy's gone a-hunting;
+
+  Inter.;-- Mark time, in place, seven counts; carry gun over the
+  right shoulder (flex right arm; place hand on shoulder with fingers
+  clenched, forefinger extended to represent barrel of gun.)
+
+3rd Line;-- To fetch a little rabbit skin
+
+  Inter.;-- Kneel on left knee and extend the right arm forward,
+  representing the aiming of a gun. (Fingers of the right hand clenched,
+  with forefinger extended; left hand resting on right upper arm.)
+
+4th Line;-- To wrap the Baby Bunting in.
+
+  Inter.;-- Assume erect position; bend forward and encircle body with
+  arms and return hands to hips upon completion of the sentence.
+
+
+[Illustration: AIMING THE GUN]
+
+
+
+
+LITTLE BOY BLUE
+
+
+_Permission to use words and music:-- D. Appleton and Co._
+
+[Music:
+  Little Boy Blue, come blow up your horn,
+  There's sheep in the meadow and cows in the corn;
+  Where is the boy that looks after the sheep?
+  He's under the haycock fast asleep.]
+
+
+DESCRIPTION
+
+Formation;-- Standing in the right aisle at attention with hands on
+hips.
+
+
+1st Line;-- Little Boy Blue, come blow up your horn,
+
+  Interpretation;-- Mark time, in place. (Four counts.) Upon the word,
+  "blow," hands clenched, elbows raised high, imitate the blowing of
+  the horn. Finish with hands on hips.
+
+2nd Line;-- There's sheep in the meadow and cows in the corn;
+
+  Inter.;-- Upon the word, "sheep," point to the right and look in
+  direction pointed. Upon the word, "cows," replace right hand to hip;
+  point to the left and look in direction pointed. Finish with hands on
+  hips and eyes front.
+
+3rd Line;-- Where is the boy that looks after the sheep?
+
+  Inter.;-- Upon the word, "where," shade the eyes with the right hand
+  and look to the right. Upon the word, "looks," replace right hand to
+  hip; shade the eyes with the left hand and look to the left. Finish
+  with left hand on hip and eyes front.
+
+4th Line;-- He's under the haycock fast asleep.
+
+  Inter.;-- Upon the word, "under," resume seats and lower head to
+  desks upon folded arms.
+
+
+[Illustration: THERE'S SHEEP IN THE MEADOW]
+
+
+
+
+WEE WILLIE WINKIE
+
+
+Arr. by +J. N. Richards+
+
+[Music:
+  Wee Willie Winkie runs thru the town,
+  Upstairs and downstairs in his nightgown;
+  Rapping at the window,
+    Crying thru the lock:--
+  Are all the children in their beds?
+    Now 'tis eight o'clock.]
+
+
+DESCRIPTION
+
+Formation;-- Standing in the right aisle with hands on hips.
+
+
+1st Line;-- Wee Willie Winkie runs through the town,
+
+  Interpretation;-- Mark time, in place. (Knees waist high.) (Seven
+  counts.)
+
+2nd Line;-- Upstairs and
+
+  Inter.;-- Heels raised.
+
+downstairs
+
+  Inter.;-- Bend knees deeply.
+
+in his night-
+
+  Inter.;-- Stretch knees, lower heels and bow.
+
+gown;
+
+  Inter.;-- Assume erect position.
+
+3rd Line;-- Rapping at the window,
+
+  Inter.;-- With hands clenched, stretch arms upward and tap imaginary
+  window. (Four times.)
+
+Crying through the lock:--
+
+  Inter.;-- Cup hands and carry to mouth as if calling, bending knees
+  deeply.
+
+4th Line;-- "Are all the children
+
+  Inter.;-- Turn head to the right.
+
+in their beds?
+
+  Inter.;-- Turn head to the left.
+
+Now 'tis eight o'clock."
+
+  Inter.;-- Stretch the knees and lower heels.
+
+
+
+
+HEY, DIDDLE, DIDDLE
+
+
+Arr. by +J. N. Richards+
+
+[Music:
+  Hey, diddle, diddle, the cat and the fiddle,
+  The cow jump'd over the moon;
+  The little dog laughed to see such sport,
+  And the dish ran away with the spoon.]
+
+
+DESCRIPTION
+
+Formation;-- Standing in the right aisle at attention with hands on
+hips.
+
+
+1st Line;-- Hey, diddle, diddle,
+
+  Interpretation;-- Mark time, in place, five counts.
+
+the cat and
+
+  Inter.;-- Imitate the action of playing the fiddle. One upward stroke
+  of the bow.
+
+the fiddle,
+
+  Inter.;-- One downward stroke of the bow.
+
+2nd Line;-- The cow
+
+  Inter.;-- Turn to the left; place hands on edge of desk and back of
+  seat and bend knees slightly.
+
+jumped over
+
+  Inter.;-- Vault over the seat.
+
+the moon;
+
+  Inter.;-- Turn to the right (front); stretch knees, lower heels and
+  place hands on hips.
+
+3rd Line;-- The little dog
+
+laughed to see
+
+  Inter.;-- Bend trunk forward, hugging self, imitating great hilarity.
+
+such sport,
+
+  Inter.;-- Assume erect position with hands on hips.
+
+4th Line;-- And the
+
+dish ran away with the spoon.
+
+  Inter.;-- Execute a complete turn to the right with seven running
+  steps, terminating action upon the word, "spoon."
+
+Stamp feet twice, in place, at the completion of the entire activity.
+
+
+
+
+WHERE HAS MY LITTLE DOG GONE?
+
+
+_Permission to use words and music:--
+Miss Lydia Clark and Benj. H. Sanborn & Co._
+
+Arr. by +Fannie Robertson+
+
+[Music:
+  Oh where, oh where has my little dog gone?
+  Oh where, oh where has he gone?
+  With his tail cut short and his ears cut long,
+  Oh where, oh where has he gone?]
+
+
+DESCRIPTION
+
+Formation;-- Standing in the right aisle at attention with hands on
+hips.
+
+
+1st Line;-- Oh where,
+
+  Interpretation;-- Shade eyes with the right hand and with a jump
+  execute 1/4 turn to the right.
+
+oh where
+
+  Inter.;-- With a jump execute 1/4 turn to the left. (Front.)
+
+has my little
+
+  Inter.;-- With a jump execute 1/4 turn to the left.
+
+dog gone?
+
+  Inter.;-- With a jump execute 1/4 turn to the right. (Front.)
+
+2nd Line;-- Oh where
+
+  Inter.;-- Replace right hand to hip; shade eyes with the left hand
+  and with a jump execute 1/4 turn to the left.
+
+oh where
+
+  Inter.;-- With a jump execute 1/4 turn to the right (Front.)
+
+has he g-
+
+  Inter.;-- With a jump execute 1/4 turn to the right.
+
+one?
+
+  Inter.;-- With a jump execute 1/4 turn to the left (Front.)
+
+3rd Line;-- With his tail cut short and his ears cut long,
+
+  Inter.;-- Upon the word, "tail," bend forward, placing hands behind
+  back (palms together; fingers extended.)
+
+  Upon the words, "and his," assume erect position with hands at sides.
+
+  Upon the word, "ears," raise arms sideward, placing thumbs in ears
+  (fingers extended.)
+
+4th Line;-- Oh where,
+
+  Inter.;-- Replace left hand to hip; shade eyes with the right hand
+  and with a jump execute 1/2 turn right about.
+
+oh where has he
+
+  Inter.;-- With a jump execute 1/2 turn right about. (Front.)
+
+gone?
+
+  Inter.;-- Replace right hand to hip, bow and assume erect position.
+
+
+[Illustration: LOOKING FOR THE DOG]
+
+
+
+
+RIDE A COCK-HORSE
+
+
+Arr. by +J. N. Richards+
+
+[Music:
+  Ride a Cock-horse to Banbury Cross,
+  To see a fine lady upon a white horse,
+  Rings on her fingers and bells on her toes,
+  She shall have music wherever she goes.]
+
+
+DESCRIPTION
+
+Formation;-- Standing in the right aisle at attention with hands on
+hips.
+
+
+1st Line;-- Ride a Cock-horse to Banbury Cross,
+
+  Interpretation;-- Stretch arms forward, holding imaginary reins;
+  bending and stretching knees. (Three times.)
+
+2nd Line;-- To see a fine lady upon a white horse,
+
+  Inter.;-- Replace left hand to hip; shade the eyes with the right
+  hand and rotate the body to the right upon the word, "To." Replace
+  the right hand to hip; shade the eyes with the left hand and rotate
+  the body to the left upon the word, "upon." Replace the left hand to
+  hip and turn the body forward upon the word, "horse."
+
+3rd Line;-- Rings on her fingers and bells on her toes,
+
+  Inter.;-- Raise arms forward, palms forward, fingers and thumbs
+  extended upon the word, "Rings." Bend the trunk slightly forward and
+  lower arms (palms forward), looking at the toes, upon the word,
+  "bells." Assume erect position with hands on hips, upon the word,
+  "toes."
+
+4th Line;-- She shall have music wherever she goes.
+
+  Inter.;-- Wave the baton with the right hand (forefinger extended;
+  thumb and remaining fingers clenched) to the left, right, left, right
+  and left, upon the words, "She shall have music." (Five counts.)
+
+  Replace the right hand to hip, bow and assume erect position upon the
+  words, "wherever she goes."
+
+
+[Illustration: THE SALUTE (_See page 35_)]
+
+
+[Illustration: THE RIDING OF THE HORSE]
+
+
+
+
+YANKEE DOODLE
+
+
+[Music:
+  Yankee Doodle came to town,
+  A riding on a pony,
+  He stuck a feather in his hat,
+  And called it Macaroni.
+  Yankee Doodle, Ha! Ha! Ha!
+  Yankee Doodle Dandy;
+  Mind the music and your step
+  And round the house be handy.]
+
+
+DESCRIPTION
+
+Formation;-- Standing in the right aisle at attention with hands on
+hips.
+
+
+Verse
+
+1st Line;-- Yankee Doodle came to town,
+
+  Interpretation;-- Children mark time, in place. (Seven counts.)
+
+2nd Line;-- A riding on a pony,
+
+  Inter.;-- Stretching arms forward as if holding imaginary reins;
+  bend and stretch knees (four times), finishing with hands on hips.
+
+3rd Line;-- He stuck a feather in his hat,
+
+  Inter.;-- Upon the word, "stuck," take off the hat with the left hand
+  and upon the word, "in," insert the feather. Finish with hands on
+  hips.
+
+4th Line;-- And called it Macaroni.
+
+  Inter.;-- Mark time, in place. (Eight counts.)
+
+
+Chorus
+
+1st Line;-- Yankee Doodle,
+
+  Inter.;-- Mark time, in place. (Four counts.)
+
+Ha! Ha! Ha!
+
+  Inter.;-- Clap hands, three times. Finish with hands on hips.
+
+2nd Line;-- Yankee Doodle
+
+  Inter.;-- Mark time, in place. (Four counts.)
+
+Dandy.
+
+  Inter.;-- Bow and assume erect position.
+
+3rd Line;-- Mind the music
+
+  Inter.;-- Wave the baton with right hand (forefinger extended) left,
+  right, left and right. (Four counts.) Finish with hands on hips.
+
+and your step
+
+  Inter.;-- Mark time, in place. (Three counts.)
+
+4th Line;-- And round the house be handy.
+
+  Inter.;-- Upon the word, "round," execute a half turn to the right
+  about by jumping. Upon the word, "house," execute a half turn to the
+  right about by jumping. Upon the word, "handy," jump, in place, three
+  times and salute with the right hand.
+
+
+
+
+PAT-A-CAKE
+
+
+Arr. by +J. N. Richards+
+
+[Music:
+  Pat-a-cake, Pat-a-cake, Baker's Man,
+  Stir it and stir it as fast as you can;
+  Roll it and prick it and mark it with "B,"
+  And put in the oven for baby and me.]
+
+
+DESCRIPTION
+
+Formation;-- Standing in the right aisle at attention with hands on
+hips. Count off by twos from left to right and have "ones" face to the
+right and "twos" face to the left. (Open line formation; partners facing
+each other.)
+
+
+1st Line;-- Pat-a-cake,
+
+  Interpretation;-- Clap own hands three times.
+
+Pat-a-cake,
+
+  Inter.;-- Clap partner's hands three times.
+
+Baker's Man,
+
+  Inter.;-- Hands hips; bow and assume erect position.
+
+2nd Line;-- Stir it and stir it as fast as you can;
+
+  Inter.;-- Hold imaginary bowl in the left arm (shoulder high),
+  stirring with the right hand, increasing revolutions upon the word,
+  "fast." Upon the word, "can," the hands return to hips.
+
+3rd Line;-- Roll it and prick it and mark it with "B";
+
+  Inter.;-- Upon the words, "roll it," raise hands (palms together;
+  right hand on top) shoulder height, and roll it by a sliding movement.
+
+  Upon the words, "prick it," suit action to the words and prick cake,
+  using forefinger of right hand, pressing same into left palm.
+
+  Upon the words, "mark it," join forefingers with thumbs, raising to
+  eye height and form letter "B." (Deaf and dumb alphabet.)
+
+4th Line;-- And put in the oven for baby and me.
+
+  Inter.;-- Upon the word, "put," imitate the action of placing the cake
+  in the oven by extending arms forward (palms up) and bending knees.
+  Assume erect position with hands on hips upon the word, "oven."
+
+  Upon the word, "baby," bow and assume erect position.
+
+  Upon the word, "me," raise the right arm (shoulder height) and place
+  forefinger on chest.
+
+Position.
+
+
+[Illustration: PAT-A-CAKE]
+
+
+
+
+BEAN PORRIDGE
+
+
+Arr. by +J. N. Richards+
+
+[Music:
+  Bean porridge hot,
+    Bean porridge cold,
+  Bean porridge in the pot,
+    Nine days old;
+  Some like it hot,
+    And some like it cold,
+  Some like it in the pot,
+    Nine days old.]
+
+
+DESCRIPTION
+
+Formation;-- Standing in the right aisle in partner formation
+(open line formation; partners facing), with hands on hips.
+
+Files numbered from the left flank by twos. No. Ones face to the right;
+No. Twos face to the left.
+
+
+1st Line;-- Bean
+
+  Interpretation;-- Clap hands to thighs.
+
+porridge
+
+  Inter.;-- Clap own hands.
+
+hot,
+
+  Inter.;-- Clap partner's hands.
+
+Bean
+
+  Inter.;-- Clap hands to thighs.
+
+porridge
+
+  Inter.;-- Clap own hands.
+
+cold,
+
+  Inter.;-- Clap partner's hands.
+
+2nd Line;-- Bean
+
+  Inter.;-- Clap hands to thighs.
+
+porridge
+
+  Inter.;-- Clap own hands.
+
+in the
+
+  Inter.;-- With right hand clap partner's right hand.
+
+pot,
+
+  Inter.;-- Clap own hands.
+
+Nine
+
+  Inter.;-- With left hand clap partner's left hand.
+
+days
+
+  Inter.;-- Clap own hands.
+
+old;
+
+  Inter.;-- Clap partner's hands.
+
+  Description of pupil;-- Number Two. Number One;-- Counterlike.
+
+3rd Line;-- Some
+
+  Inter.;-- Clasp partner's hands and raise arms to shoulder height.
+  Step sideward right.
+
+like it
+
+  Inter.;-- Close left to right.
+
+hot, And
+
+  Inter.;-- Step dip, right.
+
+some
+
+  Inter.;-- Step sideward left.
+
+like it
+
+  Inter.;-- Close right to left.
+
+cold,
+
+  Inter.;-- Step dip, left.
+
+4th Line;-- Some
+
+  Inter.;-- Face to the right; place right hand on hip, inner hands
+  joined and raised shoulder height. Step forward, right.
+
+like it
+
+  Inter.;-- Step forward, left.
+
+in the
+
+  Inter.;-- Step forward, right.
+
+pot,
+
+  Inter.;-- Close left to right and place left hand on hip.
+
+Nine days
+
+  Inter.;-- With a jump execute a half turn right about.
+
+old.
+
+  Inter.;-- With a jump execute a half turn right about.
+
+
+
+
+FLY AWAY JACK AND JILL
+
+
+Arr. by +J. N. Richards+
+
+[Music:
+  Two little blackbirds,
+  Sitting on a hill,
+  One named Jack,
+  And the other named Jill;
+  Fly away Jack
+    And fly away Jill;
+  Come again Jack
+    And come again Jill.]
+
+
+DESCRIPTION
+
+Formation;-- Standing in the right aisle in partner formation (open line
+formation; partners facing each other); arms raised forward (shoulder
+height) and clasp partner's hands.
+
+NOTE.-- If desk width is too great have pupils place hands on hips.
+
+"Count off" from the left flank by twos.
+
+  No. 1:-- Jack. No. 2:-- Jill.
+
+
+1st Line;-- Two
+
+  Interpretation;-- Left file (Jack); Step sideward, left.
+  Inter.;-- Right file (Jill); Step sideward, right.
+
+little
+
+  Inter.;-- Close right to left,
+  Inter.;-- Close left to right.
+
+black-
+
+  Inter.;-- Step sideward, left.
+  Inter.;-- Step sideward, right.
+
+birds
+
+  Inter.;-- Close right to left.
+  Inter.;-- Close left to right.
+
+2nd Line;-- Sitting
+
+  Inter.;-- Left file (Jack); Stamp left.
+  Inter.;-- Right file (Jill); Stamp right.
+
+on
+
+  Inter.;-- Stamp right.
+  Inter.;-- Stamp left.
+
+a hill,
+
+  Inter.;-- Replace hands to hips and bend knees deeply.
+  Inter.;-- Replace hands to hips and bend knees deeply.
+
+3rd Line;-- One named
+
+  Inter.;-- Left file (Jack); Stretch knees and turn to the left.
+  Inter.;-- Right file (Jill); No activity.
+
+Jack,
+
+  Inter.;-- Bow and assume erect position.
+  Inter.;-- No activity.
+
+4th Line;-- And the
+
+  Inter.;-- No activity for either files.
+
+other named
+
+  Inter.;-- Right file (Jill); Stretch knees and turn to the right.
+  Inter.;-- Left file (Jack); No activity.
+
+Jill;
+
+  Inter.;-- Bow and assume erect position.
+  Inter.;-- Left file (Jack); No activity.
+
+5th Line;-- Fly away, Jack
+
+  Inter.;-- Left file (Jack); face to the right and execute three
+  chasses to the left.
+  Inter.;-- Right file (Jill); No activity.
+
+And
+
+fly away, Jill,
+
+  Inter.;-- Right file (Jill); face to the left and execute three
+  chasses to the right.
+  Inter.;-- Left file (Jack); No activity.
+
+6th Line;-- Come again, Jack
+
+  Inter.;-- Left file (Jack); Three chasses to the right.
+  Inter.;-- Right file (Jill); No activity.
+
+And
+
+come again, Jill.
+
+  Inter.;-- Right file (Jill); Three chasses to the left.
+  Inter.;-- Left file (Jack); No activity.
+
+
+
+
+DIDDLE, DIDDLE DUMPLING
+
+
+[Music:
+  Diddle, Diddle Dumpling, my son John;
+  Went to bed with his trousers on.
+  One shoe off and one shoe on.
+  Diddle, Diddle Dumpling, my son John.]
+
+
+DESCRIPTION
+
+Formation;-- Standing in the right aisle in partner formation. Open line
+formation; partners facing each other; arms raised forward (shoulder
+height) and clasp partner's hands.
+
+NOTE.-- If desk width is too great have pupils place hands on hips.
+
+NOTE.-- Description of movement of pupil facing to the left. Movements
+of partner;-- reverse.
+
+
+1st Line;-- Diddle, Diddle Dumpling,
+
+  Interpretation;-- Step throw, right and left. (Four counts.)
+
+my son John;
+
+  Inter.;-- Stamp feet; right, left, right and hold. (Four counts.)
+
+2nd Line;-- Went to bed with his
+
+  Inter.;-- Step throw, left and right. (Four counts.)
+
+trousers on.
+
+  Inter.;-- Replace left foot, bend knees deeply; lower arms with hands
+  clenched. Stretch knees, pulling trousers on and place hands on hips.
+  (Two counts per movement; four counts in all.)
+
+3rd Line;-- One shoe off and
+
+  Inter.;-- Arms raised forward (shoulder height) and clasp partner's
+  hands. Step right sideward and close left to right and step throw,
+  right. (Schottische.) (Four counts.)
+
+one shoe on,
+
+  Inter.;-- Step left sideward and close right to left and step throw,
+  left. (Schottische.) (Four counts.)
+
+4th Line;-- Diddle, Diddle
+
+  Inter.;-- Jump, in place, once. (Two counts.)
+
+Dumpling
+
+  Inter.;-- Jump, in place, once. (Two counts.)
+
+my son John.
+
+  Inter.;-- Jump, in place, three times and hold. (Four counts.)
+
+
+[Illustration: SING A SONG OF SIXPENCE (_See page 40_)]
+
+
+
+
+SING A SONG OF SIXPENCE
+
+
+_Permission to use words and music:-- McLoughlin Bros._
+
++J. W. Elliot+
+
+_1st Verse._
+
+[Music:
+  Sing a song of sixpence,
+  A pocket full of Rye;
+  Four and twenty Blackbirds bak'd in a Pie.
+  When the Pie was open'd,
+  The Birds began to sing;
+  Wasn't that a dainty dish to set before a King!]
+
+
+DESCRIPTION
+
+Formation;-- Standing in the right aisle facing each other with hands
+on hips. (Open line formation; partners facing each other.)
+
+
+1st Line;-- Sing a song of sixpence,
+
+  Interpretation;-- Step to the right, place left toe behind right heel,
+  bending both knees slightly. Repeat to the left. (Cues:-- Step and
+  bend and step and bend.)
+
+2nd Line;-- A pocket full of Rye;
+
+  Inter.;-- Execute three slides to the right and bring heels together
+  on the fourth count. (Cues; Slide, slide, slide and heels.)
+
+3rd Line;-- Four and twenty Blackbirds,
+
+  Inter.;-- Repeat the activity of the first line, starting to the left.
+
+4th Line;-- Bak'd in a Pie.
+
+  Inter.;-- Repeat activity of the second line to the left.
+
+5th Line;-- When the Pie was open'd,
+
+  Inter.;-- Pupils face forward; raise arms forward (shoulder height)
+  in circle form and then extend sideward, imitating the opening of
+  the pie.
+
+6th Line;-- The Birds began to sing;
+
+  Inter.;-- Fluttering of arms up and down, imitating the flying of
+  birds.
+
+7th Line;-- Wasn't that a dainty dish
+
+  Inter.;-- Replace both hands to hips on the word, "dainty." Upon the
+  word, "dish," stretch the right hand forward as if holding the dish
+  and nod the head in approval.
+
+8th Line;-- To set before a King!
+
+  Inter.;-- Step sideward to the right, close feet and bow with arms
+  stretched sideward.
+
+
+_2nd Verse._
+
+[Music:
+  The King was in the counting house,
+    Counting out his money;
+  The Queen was in the parlour,
+    Eating bread and honey;
+  The maid was in the garden,
+    Hanging out the clothes;
+  There came a little Dicky Bird
+    And popp'd upon her nose.]
+
+
+DESCRIPTION
+
+Formation;-- Standing in the right aisle with hands on hips, facing the
+front of room.
+
+
+1st Line;-- The King
+
+  Interpretation;-- Jump, in place, with a quarter turn to the right.
+
+was in
+
+  Inter.;-- Jump, in place, with a quarter turn to the left. (Front.)
+
+the counting
+
+  Inter.;-- Place left foot in seat area.
+
+house,
+
+  Inter.;-- Sit in seat.
+
+Counting out his money;
+
+  Inter.;-- Suit activity to words, holding imaginary coins in palm of
+  left hand and count with the right hand.
+
+2nd Line;-- The Queen
+
+  Inter.;-- Stand in the right aisle; face to the left and immediately
+  place hands in support on back of seat and edge of desk.
+
+was in
+
+  Inter.;-- Vault over seat, (Upon completion of vault, the hands assume
+  normal position.)
+
+the parlour,
+
+  Inter.;-- Face to the right; place right foot in seat area and become
+  seated.
+
+Eating bread and honey;
+
+  Inter.;-- Suit activity to words, encircling imaginary plate with left
+  arm and imitate eating with the right hand.
+
+3rd Line;-- The maid
+
+  Inter.;-- Place right foot in right aisle.
+
+was in
+
+  Inter.;-- Stand in right aisle and place hands on hips.
+
+the garden,
+
+  Inter.;-- Bow and assume erect position.
+
+Hanging
+
+  Inter.;-- Bend trunk forward downward; stretch arms downward,
+  grasping clothes.
+
+out
+
+  Inter.;-- Raise trunk, stretch arms upward and grasp imaginary
+  clothesline.
+
+the clothes;
+
+  Inter.;-- Using right hand, take clothes-pin out of mouth and pin
+  clothes on the line.
+
+4th Line;-- There came a little Dicky Bird,
+
+  Inter.;-- Replace hands to hips and mark time, in place.
+  (Left, right, left and right.)
+
+And popped
+
+  Inter.;-- Jump, in place, and clap hands once.
+
+upon her
+
+  Inter.;-- Replace hands to hips; step right sideward and close
+  left to right.
+
+nose!
+
+  Inter.;-- Bow and assume erect position.
+
+
+
+
+SEE SAW, MARJORY DAW
+
+
+_Permission to use words and music:-- McLoughlin Bros._
+
++J. W. Elliott+
+
+[Music:
+  Seesaw, Marjory Daw,
+  Jack shall have a new master,
+  He shall have but a penny a day,
+  Because he won't work any faster.]
+
+
+DESCRIPTION
+
+Formation;-- Arrange class so that three aisles may work together.
+
+Center aisle;-- Jump to stride stand with arms raised sideward.
+
+Outer aisles;-- Face the center and grasp with both hands the
+outstretched hand of pupil in center.
+
+The center player acts as the Board; outer players as riders.
+
+
+1st Line;-- See Saw, Marjory Daw,
+
+  Interpretation;-- Center activity;-- Pupil bends trunk to the right,
+  left, right and left.
+
+Outer aisles;-- When center pupils bend to the right, the children on
+  the right act as riders on board, bending and stretching knees. In
+  reversing the movement, similar activity for those on the left.
+
+2nd Line;-- Jack shall have a new master,
+
+  Inter.;-- Center and outer aisles activity;-- Continue movement as
+  described for the first line, finishing in erect position with hands
+  on hips.
+
+3rd Line;-- He shall have but a penny a day,
+
+  Inter.;-- Outer aisles;-- Placing left hand to right elbow, shake
+  index finger three times upon the words, "he shall have"; repeat
+  motion with the left hand upon the words, "but a penny a day."
+  Finish with hands on hips.
+
+  Center activity;-- Nod to the right upon the words, "he shall have";
+  assume erect position and nod to the left upon the words, "but a penny
+  a day." Finish with hands on hips.
+
+4th Line;-- Because he won't work any faster.
+
+  Inter.;-- Repeat activity of first line. (Center and outer aisles.)
+
+
+       *       *       *       *       *
+           *       *       *       *
+
+
+_Circle_
+
+(Outer aisles of classroom or in open area.)
+
+  [Transcriber's Note:
+  The above lines are printed in the middle of a blank page, similar
+  to the "CLASSROOM" page earlier.]
+
+NOTE.-- The following Rhythm Plays are suitable to any open area.
+
+
+       *       *       *       *       *
+           *       *       *       *
+
+
+LITTLE JACK HORNER
+
+
+_Permission to use words and music:-- McLoughlin Bros._
+
+Arr. by +J. W. Elliott+
+
+[Music:
+  Little Jack Horner sat in a corner,
+  Eating a Christmas pie;
+  He put in his thumb,
+    And pulled out a plum,
+  And said, "What a good boy am I!"
+  Nice Plum! Nice Plum! Nice Plum! Nice Plum!]
+
+
+DESCRIPTION
+
+Formation;-- Single circle formation facing line of direction with
+hands on hips.
+
+
+1st Line;-- Little
+
+  Interpretation;-- Step forward, right.
+
+Jack Horner
+
+  Inter.;-- Step forward, left.
+
+sat in a
+
+  Inter.;-- Step forward, right, turn to the left, closing left foot to
+  right foot.
+
+corner,
+
+  Inter.;-- Bend knees deeply.
+
+2nd Line;-- Eating a Christmas pie;
+
+  Inter.;-- Upon the word, "eating," children encircle imaginary plate
+  with the left arm and imitate eating with the right hand.
+
+3rd Line;-- He put in his thumb, And pulled out a plum,
+
+  Inter.;-- Upon the word, "put," children imitate the action of putting
+  thumb in pie and pulling out a plum, making the action vigorous upon
+  the word, "pulled," stretching the arm overhead. Look at plum.
+
+4th Line;-- And said, "What a good boy am I!"
+
+  Inter.;-- Proudly pats the chest with the left hand.
+
+Conclusion;-- Nice Plum! Nice Plum! Nice Plum! Nice Plum!
+
+  Inter.;-- Lowers plum to mouth, imitating eating, tapping the chest
+  the while.
+
+
+[Illustration: THE SPIDER FRIGHTENING MISS MUFFET (_See page 46_)]
+
+
+
+
+LITTLE MISS MUFFET
+
+
+Arr. by +J. N. Richards+
+
+[Music:
+  Little Miss Muffet sat on a tuffet,
+  eating of curds and whey,
+  Along came a spider
+  And sat down beside her;
+  And frighten'd Miss Muffet away.]
+
+
+DESCRIPTION
+
+Formation;-- Double circle formation facing line of direction with hands
+on hips.
+
+Inner circle:-- The Spider.
+
+Outer circle:-- Miss Muffet.
+
+Suggestion;-- In so far as possible have the boys form the inner circle
+and the girls the outer circle.
+
+
+1st Line;-- Little Miss Muffet sat on a
+
+  Interpretation;-- Outer circle (Miss Muffet); starting with the right
+  foot execute three steps in line of direction. (Right; left; right and
+  close left to right.)
+
+  Inter.;-- Inner circle (Spider); No activity.
+
+tuffet,
+
+  Inter.;-- [Outer circle] Bend knees deeply.
+
+eating of curds and whey,
+
+  Inter.;-- Hold imaginary plate in the left hand (palm up) and imitate
+  eating. Hands are replaced to hips upon the completion of the word,
+  "whey."
+
+  Inter.;-- Inner circle (Spider); No activity.
+
+2nd Line;-- Along came a spider
+
+  Inter.;-- Outer circle (Miss Muffet); No activity.
+
+  Inter.;-- Inner circle (Spider); Starting with the left foot execute
+  five running steps in line of direction. (This should bring partners
+  together.)
+
+3rd Line;-- And
+
+  Inter.;-- Inner circle (Spider); Bend knees slightly.
+
+sat down beside her;
+
+  Inter.;-- [Inner circle] Spring upward and upon return bend knees
+  deeply and face partner. Raise hands, fingers extended and flexed.
+  (Eye height.)
+
+And
+
+sat down beside her;
+
+  Inter.;-- Outer circle (Miss Muffet); Turns head to the left, holds
+  hands in position to ward off attack of the Spider.
+
+4th Line;-- And
+
+frighten'd Miss Muffet away.
+
+  Inter.;-- Outer circle (Miss Muffet); Place hands on hips; stretch
+  knees and with six running steps encircle the Spider and return to
+  place.
+
+  Inter.;-- Inner circle (Spider); No activity.
+
+
+
+
+JACK AND JILL
+
+
+Arr. by +J. N. Richards+
+
+[Music:
+  Jack and Jill went up the hill,
+  To fetch a pail of water;
+  Jack fell down and broke his crown,
+  And Jill came tumbling after.
+  Boohoo! Boohoo! Boohoo! Boohoo!]
+
+
+DESCRIPTION
+
+Formation;-- Double circle formation. Children bend knees deeply;
+place outside hand on hip and clasp partner's hand.
+
+Inner circle:-- Jill.
+
+Outer circle:-- Jack.
+
+
+1st Line;-- Jack and Jill went up the hill,
+
+  Interpretation;-- Starting with the left foot marching in line of
+  direction execute three steps, closing right foot to left upon
+  completion of movement. As the steppings are taken, the knees are
+  stretched gradually until reaching erect position.
+
+2nd Line;-- To fetch a pail of wa-
+
+  Inter.;-- Bend trunk forward, stretching left arm (hand clenched)
+  downward, holding imaginary pail under spout of pump. Bend right arm
+  (hand clenched) to thrust, grasping the imaginary pump handle. Imitate
+  pumping of water (Three times.)
+
+ter;
+
+  Inter.;-- Assume erect position with hands on hips.
+
+3rd Line;-- Jack fell down and broke his crown,
+
+  Activity as applied to children representing Jack. (Outer circle.)
+
+  Inter.;-- Upon the word, "Jack," bend knees slightly; upon the word,
+  "fell," pupils spring lightly upward and assume deep knee position,
+  placing right hand upon the head (the crown) and left hand upon the
+  floor. (The hand on floor is in the forward plane.)
+
+4th Line;-- And Jill came tumbling after.
+
+  Activity as applied to children representing Jill. (Inner circle.)
+
+  Inter.;-- Upon the word, "Jill," bend knees slightly; upon the word,
+  "came," spring lightly upward and assume deep knee position, covering
+  face with right hand (crying) and placing left hand on floor. (The
+  hand on floor is in the forward plane.)
+
+
+Upon completion of the song all children gradually stretch the knees,
+shaking the head in sorrow as they sing--
+
+  Boo-hoo! Boo-hoo! Boo-hoo! Boo-hoo!
+
+  Cover the face with the hands.
+
+  Movement of head;--
+  Right; left; right; left; right; left; right and front.
+
+
+[Illustration: PUMPING A PAIL OF WATER]
+
+
+
+
+DICKORY, DICKORY, DOCK
+
+
+_Permission to use words and music:-- McLoughlin Bros._ +J. W. Elliott+
+
+[Music:
+  Dickory, dickory, dock;
+  The mouse ran up the clock;
+  The clock struck One,
+  The mouse ran down;
+  Dickory, dickory, dock.]
+
+
+DESCRIPTION
+
+Formation;-- Single circle facing line of direction with hands on hips.
+
+
+1st Line;-- Dickory,
+
+  Interpretation;-- Arms stretched overhead with hands clasped. Bend
+  trunk to the left.
+
+dickory,
+
+  Inter.;-- Bend trunk to the right.
+
+dock;
+
+  Inter.;-- Assume erect position.
+
+2nd Line;-- The
+
+mouse ran up the clock;
+
+  Inter.;-- Place hands on hips; turn to the left and starting with the
+  left foot execute six running steps forward, closing left foot to
+  right, completing the movement. (Seven counts.)
+
+3rd Line;-- The clock
+
+  Inter.;-- Turn right about.
+
+struck
+
+One,
+
+  Inter.;-- Clap hands overhead and replace to hips.
+
+The
+
+mouse ran
+
+  Inter.;-- Three running steps forward. (Left; right and left.)
+
+down;
+
+  Inter.;-- Step forward, right, and turn to the left, closing left foot
+  to right foot.
+
+4th Line;-- Dickory,
+
+  Inter.;-- Arms stretched overhead with hands clasped. Bend trunk to
+  the left.
+
+dickory,
+
+  Inter.;-- Bend trunk to the right.
+
+dock.
+
+  Inter.;-- Assume erect position.
+
+Position!
+
+
+
+
+LOOBY LOO
+
+
+_Permission to use words and music:--
+Miss Lydia Clark and Benj. H. Sanborn & Co._
+
+Arr. by +Fannie Robertson+
+
+[Music:
+  1. Here we dance Looby Loo,
+  Here we dance Looby light,
+  Here we dance Looby Loo,
+  All on a Saturday night,
+  I put my right hand in,
+  I put my right hand out,
+  I give my right hand a shake, shake, shake,
+  And turn myself about, Oh!]
+
+
+DESCRIPTION
+
+Formation;-- Single circle formation, facing counter clock-wise (right),
+in close order formation. Hands are placed upon the shoulders of the
+pupil in front.
+
+NOTE.-- In classroom:-- Single circle around one row of seats.
+
+
+Verse
+
+  Here we dance Looby Loo,
+  Here we dance Looby Light,
+  Here we dance Looby Loo,
+  Every Saturday night.
+
+  Interpretation;-- Children march in line of direction, starting with
+  inside foot (left), swaying inward (left) and outward (right). Upon
+  the completion of the verse, the children immediately cease the
+  movement and face the center of the circle.
+
+Chorus
+
+  I put my right hand in,
+  I put my right hand out,
+  I give my right hand a shake, shake, shake,
+  And turn myself about. Oh!
+
+  Inter.;-- Imitate activity as suggested and in turning execute same by
+  spinning about upon the right foot to the right. Upon completion of
+  the turn immediately face line of direction, placing hands upon
+  pupil's shoulders in front in readiness for the verse action.
+
+Chorus
+
+  2nd;-- I put my left hand in, etc.
+  3rd;-- I put my right foot in, etc.
+  4th;-- I put my left foot in, etc.
+  5th;-- I put my little head in, etc.
+  6th;-- I put my whole self in, etc.
+
+
+
+
+BAA, BAA, BLACK SHEEP
+
+
+_Permission to use words and music:--
+Miss Lydia Clark and Benj. H. Sanborn & Co._
+
+Arr. by +Fannie Robertson+
+
+[Music:
+  Baa, baa, Black Sheep, have you any wool?
+  Yes, sir; yes, sir!
+    Three bags full;
+  One for my master,
+    One for my dame.
+  But none for the little boy
+    That cries in the lane.]
+
+
+DESCRIPTION
+
+Formation;-- Children form a single circle with hands joined. (The
+Sheep.) A boy is chosen who stands in the center of the circle. (The
+little boy in the lane.) Outer, front and rear aisles of room utilized.
+
+
+1st Line;-- Baa, Baa, Black Sheep, have you any wool?
+
+  Interpretation;-- Seven quick slides to the right, ceasing movement
+  on the eighth count.
+
+2nd Line;-- Yes, sir; yes, sir!
+
+  Inter.;-- Those in the circle (The Sheep), place hands on hips and
+  nod their heads twice emphatically.
+
+Three bags full;
+
+  Inter.;-- Place right elbow in left hand with three fingers extended,
+  shaking same three times vigorously.
+
+3rd Line;-- One for my master,
+
+  Inter.;-- Step sideward to the right and close feet; bow and assume
+  erect position. Hands are placed upon the hips.
+
+One for my dame,
+
+  Inter.;-- Step sideward to the left and close feet; bow and assume
+  erect position. Hands are placed upon hips.
+
+4th Line;-- But none for the little boy
+
+  Inter.;-- Mark time, in place; (right; left; right; left); turning
+  head to the right, left, right and front. Hands are placed on hips.
+
+That cries in the lane.
+
+  Inter.;-- Place right elbow in the left hand with forefinger extended,
+  shaking same three times vigorously at the little boy in the center
+  of the circle.
+
+
+[Illustration: THE LITTLE BOY CRYING IN THE LANE]
+
+
+
+
+BEAN PORRIDGE
+
+
+Arr. by +J. N. Richards+
+
+[Music:
+  Bean porridge hot, Bean porridge cold,
+  Bean porridge in the pot, Nine days old;
+  Some like it hot, And some like it cold,
+  Some like it in the pot, Nine days old.]
+
+
+DESCRIPTION
+
+Formation;-- Double circle formation facing partners with hands on hips.
+
+Suggestion:-- In so far as possible have the sex units divided; the boys
+forming the inner circle and the girls forming the outer circle.
+
+
+1st Line;-- Bean
+
+  Interpretation;-- Clap hands to thighs.
+
+porridge
+
+  Inter.;-- Clap own hands.
+
+hot,
+
+  Inter.;-- Clap partner's hands.
+
+Bean
+
+  Inter.;-- Clap hands to thighs.
+
+porridge
+
+  Inter.;-- Clap own hands.
+
+cold,
+
+  Inter.;-- Clap partner's hands.
+
+2nd Line;-- Bean
+
+  Inter.;-- Clap hands to thighs.
+
+porridge
+
+  Inter.;-- Clap own hands.
+
+in the
+
+  Inter.;-- With right hand, clap partner's right hand.
+
+pot,
+
+  Inter.;-- Clap own hands.
+
+Nine
+
+  Inter.;-- With left hand clap partner's left hand.
+
+days
+
+  Inter.;-- Clap own hands.
+
+old;
+
+  Inter.;-- Clap partner's hands.
+
+  Description of pupil; Outer circle. Counterlike as to movement for
+  pupils of inner circle.
+
+3rd Line;-- Some
+
+  Inter.;-- Clasp partner's hands and raise arms to shoulder height.
+  Step sideward, right. (In line of direction.)
+
+like it
+
+  Inter.;-- Close left to right.
+
+hot, And
+
+  Inter.;-- Step dip, right.
+
+Some
+
+  Inter.;-- Step sideward, left. (In reverse line of direction.)
+
+like it
+
+  Inter.;-- Close right to left.
+
+cold,
+
+  Inter.;-- Step dip, left.
+
+4th Line;-- Some like it in the pot,
+
+  Inter.;-- Four chasse steps in line of direction.
+
+Nine days
+
+  Inter.;-- Jump, in place, once.
+
+old.
+
+  Inter.;-- Jump, in place, once.
+
+
+
+
+FLY AWAY JACK AND JILL
+
+
+Arr. by +J. N. Richards+
+
+[Music:
+  Two little blackbirds, Sitting on a hill,
+  One named Jack And the other named Jill;
+  Fly away, Jack and fly away, Jill;
+  Come again, Jack And come again, Jill.]
+
+
+DESCRIPTION
+
+Formation;-- Double circle facing counter clockwise (line of direction);
+inside hands joined and raised shoulder height; outside hands on hips.
+
+Inner circle:-- Jack. Outer circle:-- Jill.
+
+Suggestion;-- In so far as possible have the sex units divided, the boys
+forming the inside circle and the girls forming the outside circle.
+
+Start the dance movement with the outside foot. (Boys beginning with the
+left foot; girls beginning with the right foot.)
+
+
+1st Line;-- Two little blackbirds,
+
+  Interpretation;-- Three steps in line of direction.
+  Inner circle (Jack);-- (Left; right, left and close right to left.)
+  Outer circle (Jill);-- (Right; left, right and close left to right.)
+
+Sitting on a hill,
+
+  Inter.;-- Bend knees deeply. Outer and inner circles.
+
+2nd Line;-- One named
+
+  Inter.;-- Inner circle (Jack); place hands on hips, stretch knees and
+  turn to partner. (Right.)
+  Inter.;-- Outer circle (Jill); Replace left hand to hip and remain in
+  deep knee position.
+
+Jack
+
+  Inter.;-- Bow and assume erect position.
+  Inter.;-- No activity.
+
+And the
+
+  Inter.;-- No activity for either circles.
+
+other named
+
+  Inter.;-- Outer circle (Jill); stretch knees and turn to partner
+  (Left.)
+  Inter.;-- Inner circle;-- No activity.
+
+Jill;
+
+  Inter.;-- [Outer circle] Bow and assume erect position.
+
+3rd Line;-- Fly away, Jack
+
+  Inter.;-- Inner circle (Jack); Three chasses in line of direction.
+  Inter.;-- Outer circle (Jill); No activity.
+
+And
+
+fly away, Jill;
+
+  Inter.;-- Outer circle (Jill); Three chasses in line of direction.
+  Inter.;-- Inner circle; (Jack); No activity.
+
+4th Line;-- Come again, Jack
+
+  Inter.;-- Inner circle (Jack); Three chasses in reverse line of
+  direction.
+  Inter.;-- Outer circle (Jill); No activity.
+
+And
+
+come again, Jill.
+
+  Inter.;-- Outer circle (Jill); Three chasses in reverse line of
+  direction.
+  Inter.;-- Inner circle (Jack); No activity.
+
+
+[Illustration: TWO LITTLE BLACK BIRDS SITTING ON A HILL (_See page 52_)]
+
+
+[Illustration: I HAD A LITTLE PONY (_See page 56_)]
+
+
+
+
+POP GOES THE WEASEL
+
+
+[Music:
+  A sixpence for a spool of thread,
+  A penny for a needle;
+  That's the way the money goes;
+  Pop goes the weasel.
+  Watch how the needle does fly,
+  Nimble hands to guide it;
+  Every time the wheel goes round,
+  Pop goes the weasel.]
+
+
+DESCRIPTION
+
+Formation;-- Double circle formation, partners facing; hands joined and
+raised shoulder height.
+
+Suggestion;-- In so far as possible have the sex units divided, the boys
+forming the inner circle and the girls forming the outer circle.
+
+Description of the pupils occupying the outer circle (girls); inner
+circle (boys); counterlike.
+
+
+Verse
+
+1st Line;-- A sixpence for
+
+  Interpretation;-- Step dip, right. (In line of direction.)
+
+a spool of thread,
+
+  Inter.;-- Step dip, left. (In reverse line of direction.)
+
+2nd Line;-- A penny for a needle;
+
+  Inter.;-- Four chasse steps in line of direction.
+
+NOTE.-- On the fourth chasse step do not close left foot to the right.
+
+3rd Line;-- That's
+
+  Inter.;-- Face line of direction; inner hands joined and outer hands
+  on hips. Step forward, left.
+
+the way
+
+  Inter.;-- Step forward, right.
+
+the money
+
+  Inter.;-- Step forward, left.
+
+goes;
+
+  Inter.;-- Close right to left and place inner hand to hip.
+
+4th Line;-- Pop
+
+  Inter.;-- With a jump, execute a turn right about and clap hands once.
+
+goes the
+
+weasel.
+
+  Inter.;-- With a jump, execute a turn right about, and clap hands
+  once. Finish with inner hands joined and outer hands on hips. Facing
+  in line of direction.
+
+
+Repeat Verse
+
+1st Line;-- A sixpence for
+
+  Interpretation;-- Two step, right. (In line of direction.)
+
+a spool of thread,
+
+  Inter.;-- Two step, left. (In line of direction.)
+
+2nd Line;-- A penny
+
+  Inter.;-- Step forward, right.
+
+for a
+
+  Inter.;-- Step forward, left.
+
+needle;
+
+  Inter.;-- Step forward, right and close left to right.
+
+3rd Line;-- That's the way
+
+  Inter.;-- Two step, left. (In line of direction.)
+
+the money goes;
+
+  Inter.;-- Two step, right. (In line of direction.)
+
+4th Line;-- Pop
+
+  Inter.;-- Step forward, left.
+
+goes the
+
+  Inter.;-- Step forward, right.
+
+weasel.
+
+  Inter.;-- Step forward, left and close right to the left. Finish with
+  hands on hips.
+
+
+Chorus
+
+1st Line;-- Watch how
+
+  Inter.;-- Turn to partner and step dip, right. (In line of direction.)
+  Clap hands three times.
+
+the needle does fly,
+
+  Inter.;-- Step dip, left. (In reverse line of direction.) Clap hands
+  three times.
+
+2nd Line;-- Nimble hands to guide it;
+
+  Inter.;-- Encircle to the right with three walking steps. (Right;
+  left; right and close left to right.) As the first step is taken clap
+  hands once and replace hands to hips.
+
+3rd Line;-- Every time
+
+  Inter.;-- Step dip, left. (In reverse line of direction.) Clap hands
+  three times.
+
+the wheel goes round,
+
+  Inter.;-- Step dip, right. (In line of direction.) Clap hands three
+  times.
+
+4th Line;-- Pop goes the weasel.
+
+  Inter.;-- Encircle to the left with three walking steps. (Left; right;
+  left and close right to the left.) As the first step is taken clap
+  hands once and replace hands to hips.
+
+
+
+
+DAPPLE GREY
+
+
+Arr. by +J. N. Richards+
+
+[Music:
+  I had a little pony
+    And his name was Dapple Grey;
+  I lent him to a lady,
+    To ride a mile away.
+  She whipped him and she slashed him,
+    She rode him through the mire;
+  I would not lend my pony now
+    For all the lady's hire.]
+
+
+DESCRIPTION
+
+Formation;-- Children arranged in double circle formation, facing
+counter clockwise (line of direction); outside hands placed on hips;
+inside hands joined and raised shoulder height.
+
+Suggestion;-- In so far as possible have the sex units divided, the boys
+forming the inside circle and the girls forming the outside circle.
+
+Start the dance movement with the outside foot. (Boys beginning with the
+left foot; girls beginning with the right foot.)
+
+Description of pupils in outer circles. (Girls.) Counterlike-- Inner
+
+
+1st Line;-- I had
+
+  Interpretation;-- Point step forward, right.
+
+a little
+
+  Inter.;-- Point step backward, right.
+
+pony
+
+  Inter.;-- Three steps forward and hold. (Right; left and right.)
+
+  Cues;-- Point and point and step, step, step.
+
+And his name
+
+  Inter.;-- Swing left forward and point step forward, left.
+
+was Dapple
+
+  Inter.;-- Point step backward, left.
+
+Grey;
+
+  Inter.;-- Three steps forward and hold. (Left; right and left.)
+
+Cues;-- Point and point and step, step, step.
+
+2nd Line;-- I lent
+
+  Inter.;-- With a jump, face partner; clasp outside hands and raise
+  both arms to shoulder height.
+
+him to
+
+  Inter.;-- Jump, in place, once.
+
+a lady,
+
+  Inter.;-- Step throw, right and step throw, left.
+
+To ride a mile away.
+
+  Inter.;-- Seven chasses in line of direction, closing left to right,
+  completing movement.
+
+3rd Line;-- She
+
+whipped him and she slashed him,
+
+  Inter.;-- Replace left hand to hip. Grasp imaginary whip with the
+  right hand and with a vigorous motion imitate whipping. (Three times
+  replacing hand to hip upon the word, "him.") Mark time, in place, six
+  counts. (Right; left; right; left; right and left.)
+
+  NOTE.-- The downward movement of whipping takes place as the right
+  foot is lowered to the floor.
+
+She
+
+rode him through the mire;
+
+  Inter.;-- Clasp partner's hands, raising arms to shoulder height and
+  bend and stretch knees six times.
+
+4th Line;-- I would
+
+  Inter.;-- Step dip, right, clapping hands three times.
+
+not lend
+
+  Inter.;-- Step dip, left, clapping hands three times.
+
+my pony now
+
+  Inter.;-- Face line of direction; replace hands to hips and execute
+  two steps forward. (Right; left and close light to left.)
+
+For all
+
+  Inter.;-- Step throw, right.
+
+the lady's
+
+  Inter.;-- Step throw, left.
+
+hire.
+
+  Inter.;-- Mark time, in place, three counts. (Right; left and right.)
+
+
+
+
+SING A SONG OF SIXPENCE
+
+
+_Permission to use words and music:--
+McLoughlin Bros._ Arr. by +J. W. Elliott+
+
+[Music:
+  Sing a song of sixpence,
+    A pocket full of Rye;
+  Four and twenty Blackbirds
+    Bak'd in a Pie.
+  When the Pie was open'd,
+    The Birds began to sing;
+  Wasn't that a dainty dish
+    To set before a King.]
+
+
+DESCRIPTION
+
+Formation;-- Single circle formation facing counter clockwise (right) in
+close order formation. Hands are placed upon the shoulders of the pupil
+in front.
+
+
+1st Verse
+
+1st Line;-- Sing a song of sixpence, A pocket full of Rye;
+
+  Interpretation;-- Starting with the inside foot (left) moving in line
+  of direction execute point step forward and step, left; right; left
+  and right. During this movement, bend the trunk slightly to the left
+  and right as the activity proceeds.
+
+  Cues;-- Point and step; point and step; point and step; point and
+  step.
+
+2nd Line;-- Four and twenty Blackbirds
+
+  Inter.;-- Turn the head to the left; step sideward, left and close
+  right to left and repeat.
+
+  Cue;-- Step and close; step and close.
+
+Bak'd in a Pie.
+
+  Inter.;-- Turn the head to the right; step sideward, right and close
+  left to the right and repeat.
+
+  Cue;-- Step and close; step and close.
+
+3rd Line;-- When the Pie was open'd,
+
+  Inter.;-- Facing inward (left); clasp hands to the right and left and
+  starting with the right foot execute three steps backward. (Right;
+  left; right and close left to the right.)
+
+  Cues;-- Step; step; step and close.
+
+The Birds began to sing;
+
+  Inter.;-- Three chasse steps in line of direction. (To the right.)
+
+4th Line;-- Wasn't that a dainty dish
+
+  Inter.;-- Extend arms forward slightly flexed, clapping hands seven
+  times, and step bend, left and right. (Step to the left; place the
+  right toe behind the left heel, bending both knees slightly. During
+  this movement the head is turned to the left, the trunk bending
+  slightly as the knee bending occurs. (Counterlike as to movement of
+  head and trunk when executed to the right.)
+
+To set before
+
+  Inter.;-- Replace hands to hips; step sideward, left and close right
+  to left.
+
+a King?
+
+  Inter.;-- Bow and assume erect position.
+
+
+_Second Verse_
+
+[Music:
+  The King was in the counting house,
+    Counting out his money;
+  The Queen was in the parlour,
+    Eating bread and honey;
+  The maid was in the garden,
+    Hanging out the clothes;
+  There came a little Dicky Bird,
+    And popp'd upon her nose.]
+
+
+DESCRIPTION
+
+Formation;-- Single circle facing inward with hands on hips.
+
+
+1st Line;-- The King was in the counting house,
+
+  Interpretation;-- Starting with the left foot execute three steps
+  forward. (Left; right; left and close right to the left.)
+
+Counting out his money;
+
+  Inter.;-- Bend knees deeply and suit activity to the words, holding
+  imaginary coins in the palm of the left hand, counting with the right
+  hand. (Six counts.)
+
+2nd Line;-- The Queen was in the parlour,
+
+  Inter.;-- Stretch the knees, lower heels; facing to the right, start
+  with the right foot, execute three chasse steps to the right, with
+  arms raised sideward.
+
+Eating bread and honey;
+
+  Inter.;-- Hold imaginary plate in the left hand (palm up) and suit
+  activity to words, imitating eating with the right hand. (Six counts.)
+
+3rd Line;-- The maid was in the garden,
+
+  Inter.;-- Extend arms forward slightly flexed, clapping hands seven
+  times, and step bend, left and right. (Step to the left, place right
+  toe behind the left heel, bending both knees slightly. During this
+  movement the head is turned to the left, the trunk bending slightly as
+  the knee bending occurs. (Counterlike as to movement of head and trunk
+  when executed to the right.)
+
+Hanging
+
+  Inter.;-- Replace left foot; stretch the knees; bending trunk forward,
+  downward grasping clothes with hands.
+
+out
+
+  Inter.;-- Stretching the trunk; raise arms forward upward to imaginary
+  clothesline.
+
+the clothes;
+
+  Inter.;-- Take clothespin out of mouth with right hand and pin clothes
+  to line.
+
+4th Line;-- There came a little Dicky Bird,
+
+  Inter.;-- Replace hands to hips, execute four hops forward.
+
+And popp'd
+
+  Inter.;-- Clap hands, replacing same to hips, and execute one-quarter
+  turn to the left by hopping.
+
+upon her nose.
+
+  Inter.;-- Bow and assume erect position.
+
+       *       *       *       *       *
+           *       *       *       *
+       *       *       *       *       *
+
+Errors corrected by transcriber.
+
+Missing or invisible periods (full stops) have been silently supplied.
+
+Rhythmic Steps, #7.
+  Hand clapping occurs on counts _one_ and _two_.
+    _printed "_one and two_" (continuous italics): may be correct_
+Fly Away Jack and Jill #1: line 4 Int.
+  No activity for either files.
+    _text unchanged (compare "circles" below)_
+See Saw, Marjory Daw: text
+  Because he won't work any faster.
+    _apostrophe missing_
+Fly Away Jack and Jill #2: line 2 Int.
+  No activity for either circles.
+    _text unchanged (compare "files" above)_
+Same, next line--
+  Inter.;-- Inner circle;-- No activity.
+    _"No activity" printed in first column_
+Same--
+  4th Line;-- Come again, Jack
+    _header "4th Line" missing_
+
+
+
+
+
+
+End of Project Gutenberg's Dramatized Rhythm Plays, by John N. Richards
+
+*** END OF THIS PROJECT GUTENBERG EBOOK DRAMATIZED RHYTHM PLAYS ***
+
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