wm 1970 staff manual searchable.pdf

8/10/2019 WM 1970 Staff Manual Searchable.pdf

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WEL MET

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N C D R P O R A T E D

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T H E W E L - M E T C A M P S

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S T A F F M A N U A L

COUNSELOR

L i f L / p y

UNIT #

BUNK #

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INTRODUCTIONTOWEL-MET

Wei-Metis a non-profit community service organized in 1935.

The camp's rimarypurpose is to provide campers from the New York

Metropolitan area with enjoyable, constructive outdoor experiences

on a relaxed democratic atmosphere at moderate costs. Starting in

a rented campsite serving

23**

boys,

Wei-Methas grown and now serves

over

t

7

000

children and senior citizens during the summer at its own

three camps - Barryvill,

Nsrrovsburg,

and Silver Lake.

Wei-Met'spurpose is to provide a pleasant and healthy vacation,

a summer of fun and adventure for children. In addition, camping at

Wei-Met

is planned to help the individual child learn the art of liv

ing with his fellows, help him with the process of growing up and give

him the opportunity to broaden his horizons.

The camp program has many facets, all oftheradesigned to help

young people develop into healthy, happy individuals. Because the

settingodcamp is in the outdoors, the major activities are those

related to living in the outdoors, learning to know to enjoy and to

appreciate the natural surroundings and to make use of the resources

to be found there. The activities include learning to live

hapoily

with other people, learning the skills that make living out-of-doors

simple

and fun. The program is not an end in itself, but a means

whereby the camper develops those personal qualities, attitudes, skills

and interests that are the primary values of camp life.

of the

time has elapsed, STOP - this is about as far as you can

go for

now.

THIS

SHOUXEN'T

HAPPEN

WHAT TO

.DO I F

YOU ARE LOST

1 .

Try to go back over the same t r a i l .

2 .

Look fo r a high spot of ground or an easily climable t ree

to spo t fami l i a r l andmarks .

3 . F igure ou t what d i re c t io n will bring you back to the neares t

t r a i l . U s e the sun as your guide.

The wors t t h i ng to do i s to exhaust yourse lf and th e chi ldren

in marching

about in an

a im l e s s f a s h i o n .

Find a

r e l a t i v e l y

she l tered spot , I f you have t o , and s tay there unt i l you are

found. I f you have checked out at the off ice p ro p e r l y , i t

s h o u l d b e r e l a t i v e l y e a s y

to do th i s .

' '


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69

THE WATERFRONT AT CAMP

*

Waterfront activities for most campers can be a source offun,ex

citement and acoomplishment.

For somecampers,it can be an area of fear and one in which they will

need the understanding and support of their counselor. Campers should never be

forced or shamed into learning how to

swim.

The most effective encouragement

is usually discussing the fear with the camper. An accepting counselor plus the

fun and excitement of seeing other campers swim will usually help

most

fearful

youngsters to want to try the water.

The waterfront is an excellent area for counselors to build relationships.

The spontaneous game of tag, the interested word ofencouragementto a new or

advanced swimmer, and the willingness to teach a novice to row are all overt signs

to our campers that the counselors care. Theseinformalspontaneous gestures of

interest will say more to the campers about our leadership role than any intellectual

discussion on the subject.

WATERFRONTSAFuTTYREGULATIONS

The regulations listed below are for the protection of the staff and

campers. Our firm enforcement of these rifles for ourselves and our campers will

help them develop a healthy understanding attitude for necessary rules and will

prevent any waterfront catastrophies.

The waterfront staff is in complete charge of the lake area. While at

the lake all counselors will take ordersfromthe waterfront

staff.

All counselors

on duty, except those specifically excused by their supervisor, are to accompany

their bunk group to the waterfront at the scheduled

times.

While in the lake area, you and your campers must observe these rules;

1. No running on the dock.

2. No jumping or diving into three foot cribs.

3. No diving or swimming outside of swimming area.

4.

Bring towels and slippers to waterfront.

5. No shoes on dock.

6. No swimming unless waterfront is supervised.

7. No horseplay in water.

8. No swimming in lake without permission.

9. Absolute quiet at sound of whistle - show buddies.

10.

No one shall enter or leave water during general swim without buddy.

11.

No entering or leaving water without checking numbers.

12. No

walking

or

fishing

from dam.

13. No leaning on railings.

14.

No horseplay in boats,

15. Boating restricted to lake area, excluding wooded areas and coves.

16. permissionmust be secured to take out boats.

17. No boats in swimming areas,

IF YOU'RE IN DOUBT CHECK WITH YOUR SUPERVISOR


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71

ARTS AMD CRAFTS

Arts and crafts are closely related to the whole camp program. This

means that these skills are an integral part of the camp program, not a separate

isolated period each day in which campers work on projects that have no camp

significance, using materials that have no tie-in with camp. The emphasis ought

to be on creative arts and crafts projects that are based on actual camp ex

perience or that help to enrich other parts of the camp program.-Wherever,

possible, use natural materials in the arts and crafts program, - those materials

that can be

found

everywhere incamp,such as various kinds of wood, clay, acorns,

nuts,

pine cones, pine needles and bark, various plants, rushes and cattails

and grasses.

The arts and crafts program should be tied in with other camp activities,

such asmusic,drama, games and sports, camp crafting and community service

pro

jects.

In addition to articles for purely personal use, campers can help to re

plenish or add to the equipment needs of other phases of camp program, or to beautify

their own living quarters. There are two levels of craft projects, the individual

items,

where each camper works on his own project, and the group project, where the

entire group participates in a common project.

Remember that achievement is important to morale. Projects beyond the

youngster's ability destroys morale, rather than buildingit. Be sure that there

is an opportunity for success. Projects should not be so easy that interest is

soonlost,nor so difficult that success is impossible.

You don't always have to go to the craft shack for arts and crafts.

Many projects can be handled outside your bunk, in the woods, on the beach, and

in other suitable places. Reserve the craft shack for projects that need intricate

tools.

Individual Items That CanBeMade Outside The

Crafts'

Shack

1) Wood is a natural material for camp. Useit for buttons,

bookends,candlesticks, bird houses, neckerchief slides, whistles, Indian peace

pipes,rhythm band instruments, doll furniture. Older groups like wood carving,

totem

poles,

puppets, pipes.

2) Clay modeling and moulding - pottery.

3) Acorns are good for buttons,

pins,

necklaces.

k) Waste material, such as tin cans(pails),cardboard(cutouts),

and bottles (rhythm band) can be used.

5) Finger painting is ideal for younger groups. Older groups will

like it too if they can get over their inhibitions.

6 ) Block printing with potatoes is fun,

T) Kites are good on windy

days.

Your kids might want to make

kites on rainy days for future use.

8) Here are some rhythm band instruments that can be made easily -

tambourine, cymbals, woodblocks, sand blocks, rhythm sticks,

drums,

chimes.


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72

9) Painting or drawing of camp

scenes.

Camp Programs In Arts and Crafts

1) How about making your bunkabetter place in which to live?

Racks,

laundry

bags,

wastebaskets, broom-holders, curtains.

2) Model of an Indian village, early American Settlement, or

kibbutz,

3) A bunk name plaque will let people know who lives in your

bunk.

k) A

place to live in out-of-doors is a real craft project;

lean-to,

tree house, log cabin.

5) You'll also need a place to cook - fire place, bean hole.

Remember that crafts are not a separate activity but tie in with

dramatics,nature andmusic.

Consult the crafts resource specialist for technical assistance.


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73

M U S I C

T h e r e i s a p l a c e f o r e v e r y K i n d o f m u s i c a t c a m p . P r o b a b l y t h e

m o s t p o p u l a r i s s i n g i n g - a s w e l l s s d u e t s , t r i o s , s m a l l c h o r u s e s , l a r g e c h o r u s e s -

w i t h h u m m i n g a n d w h i s t l i n g , a c l o s e

s e c o n d .

M a n y c a m p e r s p l a y a m u s i c a l i n s t r u m e n t , - p i a n o , g u i t a r , u K e l e l e ,

a c c o r d i a n ,

h a r m o n i c a , b a n j o , o r t h e y c a n i m p r o v i s e o n K e t t l e s , w a s h b o a r d s a n d c o m b s ,

L i s t e n i n g t o m u s i c , t o o t h e r g r o u p s s i n g i n g , t o r e c o r d s , i s a f a v o r a b l e p a s t t i m e .

C a m p e r s e n j o y m a k i n g u p w o r d s f o r a n e w c a m p s o n g , o r a c a m p f i r e s k i t , o r t r y i n g

t o f i t t h e w o r d s o f a f a v o r a b l e

p o e m

i n t o a n e w t u n e . S i n g i n g g a m e s a r e f u n f o r

e v e r y o n e , c o m b i n i n g a c t i o n a n d m u s i c w i t h s o n g a n d f r e q u e n t l y w i t h d r a m a . A c t i o n

s o n g s c o m b i n e m o v e m e n t a n d h u m o r a n d a r e g o o d w a y s t o v a r y a m u s i c

p r o g r a m .

R o u n d s

a r e e x a m p l e s o f c o o p e r a t i v e e f f o r t w i t h t h e c a m p e r s s h a r i n g a r e s p o n s i b i l i t y t o a

s m a l l a n d a l a r g e g r o u p .

W o r k S o n g s

C a m p c h o r e s g o f a s t a n d p l e a s a n t l y w h e n t h e s t r o n g r h y t h m s o f

o ld w o r k s o n g s g e t b e h i n d t h e m . S e a c h a n t e y s , r a i l r o a d s s o n g s a n d c o w b o y s o n g s a r e

a l l m a d e t o o r d e r f o r c a m p .

S p i r i t u a l s a n d H y m n s

A s i d e f r o m t h e m e l o d y , w e l l - k n o w n h y m n s a n d n e g r o s p i r i t u a l s a r e

o f s p e c i a l v a l u e b e c a u s e o f t h e i r c o n t r i b u t i o n t o c u l t u r a l p r o g r a m s w h e r e a c t i v e l y

p l a n n e d o r q u i e t l y i n c l u d e d t h r o u g h o u t c a m p l i v i n g .

A c t i o n S o n g s

I n a d d i t i o n t o t h e u s u a l J o h n B r o w n ' s B a b y a n d L i t t l e P e t e r R a b b i t ,

b e s u r e n o t t o o v e r l o o k t h e b e l o v e d A l o u e t t e a n d S u s t i - F l d l i .

H e r e a r e s o m e w a y s i n w h i c h a c o u n s e l o r c a n m a k e g r o u p s i n g i n g

i n t e r e s t i n g a n d c o m b i n e m u s i c w i t h o t h e r a c t i v i t i e s :

1 . H u m o r w h i s t l e t u n e s i n h a r m o n i e s .

2 .

C l a p t h e r h y t h m s o f s o n g s b e f o r e s i n g i n g t h e m , a n d u s e r h y t h m

i n s t r u m e n t s w h e r e v e r

a p p r o p r i a t e ,

3 .

B e f o r e s i n g i n g a n e w s o n g , t e l l s o m e t h i n g a b o u t i t , e s p e c i a l l y

i f i t h a s a c o l o r f u l o r h i s t o r i c b a c k g r o u n d , o r i f i t u s e s

f o r e i g n w o r d s o r p h r a s e s .

h. U s e f u n a n d s t u n t s o n g s , b u t i n m o d e r a t i o n a n d i n g o o d t a s t e ,

5 . E n c o u r a g e t h e m a k i n g a n d p l a y i n g o f s i m p l e m u s i c a l i n s t r u m e n t s ,

6. A c t o u t s o n g s a n d b a l l a d s w h e n e v e r p o s s i b l e .

7 .

P u t t h e w o r d s t o n e w s o n g s o n t h e b u n k b u l l e t i n b o a r d .

T h e r e i s n o t o n e p l a c e f o r m u s i c i n

c a m p , w h e r e v e r

t h e r e a r e

c a m p e r s , t h e r e s h o u l d b e m u s i c .


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75

DRAMATIC

Dramatics doesn'tmeanjust plays and actors or

actresses.

It

includes the peculiar flavor or twist, the tone or voice, expression, the little

dailypantominesand daily expressions that come alive, A sense of the dramatic

camp dramatics are story dramatizations, ballad dramatizations, song dramatizations,

pantomines,

shits and stunts, simple pageants, puppet shows, choral reading,

charades and "socio-drama.

Playand pageants that require a lot of memorizationtakeup too

much precious camp

time.

The best dramatic programs are the simple ones nrepared

by the campers themselves and created out of what is at hand. Avoid old hackneyed

stunts,

many of which are questionable taste anyhow.

Here are some easy ways to start dramatics - before they know it,

every youngster will be participating,

1) Story playing is good for younger groups. Tell the story

swiftly and simply. Kids want toKnow -"What happened

next?"

- Suggest acting

itout. Organize a play in simple terms by questions - How many people do we

need? What happens first? What next?

etc.

Select parts. Parts can be passed

around later so it doesn't matter whether one gets his favorite the first time.

See that smaller or difficult parts are given to able and crative youngsters

first;they will then become attractive to others because they have been built

up.

Guard against the "bossy" child. Be quick to support the timid one. Let the

play run to any length of development so long as what they offer fits into the

story. You may have to keep them on the "line". Kids are very suggestible and

will forget aid. about the original story if not held to it.

2) Playgameswith dramatic content - such as I'm thinging of

a word; bird, beast and fish; In the manner of the adverb; Proverbs.

3) Suggest anIncident

-

have campers developskit. Camp life,

such as what happened on the last hike, on the ball field, in the lake, last night,

make a good focal point fordramatice.

k)

Charades - be prepared before suggestingthis. You can use words,

proverbs,

advertising slogans, book and movie titles, quotations,

5) Puppets - oldS O C K S ,paperbags,potatoes, paper

mache,

and

wood can also be used for making puppets.

6 ) Shadow screen or shadowgraph.

7) Dramatized songs or

ballads.

If your group wants to move beyond these simple forms of dramatics,

you might try tableaux,

pantomine,

or combinations of these with readers, chorus,

and rhythmbands. If your group wants to do still more, you might use formal

dramatics.

The script may be written by the group - or the group may select a

standard play recommended by a dramatics resource person. Bememberthese noints

about formal drama.

l) Casting - avoid type casting - put kids where parts will help

themand yet not ruin the play.


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2) Directing-don'tbe adictator;workaspartof thegroup;

stimulateandedit their creative imagination;theless noticeableyou

are,thebetter.

3) Discipline_rehearsals mustbefun,butmustnotbecome

dis

organized.

h) Memorizing-

almost

all thememorizing shouldbedoneinrehearsal.,

Thus,linesandactionareembeddedin the

memory

together.Donotuse a

script until lateinrehearsals- if at all - usesense memory,

5) Always attack dramatic problems(stage,acting, soundDOSition)

through character, motivation,andinteraction; never fromthetechnical

angle,

6) Anything tha t di re ct s an a c to r' s att en ti on to himself is bad;

anything that directs his attention to other actors or the play is good,

7) Make i t fun.

-

?


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77

GAMES

Games are fun and exciting - but they can

also

serve an additional

purpose. Like any other program, the enjoyment and relaxation should be

used as a bridge to help people know one another and work together.

The first day at camp agamecan help thecampersget acquainted

without the stiffness of formal introductions. Playing the game and en

joying it can go further and bemorereassuring at theinitial'meeting

than a "one big happy family" speech, (This doesn't mean w e shouldn't

talk about camp-a game is an addedtoo.). A counselor who gets into

the game, and wh o encourages and helps hiscampersis telling them a

great deal about himself and camp. This is a pleasant way to alleviate

the uncertainty the new campers have about"Whatis Camplike?","Will

I like it

here?"

and 'What kind of person is my counselor?

For introductory experiences in co-ed activities (socials, campfires,

square dances, etc.) ice breakers will be heartily welcomed by the boys

and girls to warm up the party. The human bingo card, circle dance,

or piece of situation. The dread moment of all eyes watching the two

couples dancing is avoided by using a game in which everyone participates

without feeling self-conscious.

Games also provide healthy constructive outlets for energetic campers,

especially those wh o need "to let off steam". Most campers have to run,

jump and shout attimes. Games provide a safe constructive outlet for

these needs.

Instead of being the bad undesciplined outcast, the overly energetic

child can be a happy accepted camper participating in a game with his

bunkmates. What help a game is to the quiet youngster who may need formal

approval before he canrisk"letting go".

There are games for every occasion and purpose - even for the in-

telligetsia. Remember to give each camper a chance to be "it" and to

shine.

The fun and excitement of games are what make them appealing

and important to the campers. Let us add the additional purpose of using

them as a means of socialcommuncationbetween our

campers.


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78

QUIET GAMES FOB SOCIALS AND OTHER PURPOSES

Situations:

Someone leaves the room. Group decided on a situation "What

would you do if? etc..." Each person thinks of a solution to that

sit

uation.

Person returns and asks each person in turn "what would you do

if"

questions. (Different questions to each person. Each person gives

answer he has chosen previously. On the basis of these responses "it"

tries to guess what the original situation

is.

'to

In the Manner of the Adverb: Person leaves the room. Group decides on

adverb,

whenindividualreturns,he asks each person to do specific

things,(e.g. "How do you walk that way, in the manner of the

adverb").

Individual tries to guess the adverb by asking everyone to do something.

Person asked does not follow instructions unless leader aids "in the manner

of the adverb" to the question.

Crambo(I'm thinking of a

word):

First player says I'm thinking of a word

thatrhymeswith,.."(e.g. sing,

ring...).

The next player acts out a word

that rhymes with the original word. First player must then guess the word

he is acting out and say "No, it is not fling or "Yes, it is ring".

Prince of Paris: Leader assignsnumberto participants. Leader

says:

"Princeof Paris Lost his

hat.

Did youfindit Number 6

sir?"

Number 6 answers: "Whosir, me

sir?"

Deader: "Yes sir, you sir."

Uv.TiU.r

6;

"No sir, not I sir".

Leader:

"Who then sir."

Number 6: "Number5, sir."

Leader now tries to say "Prince of Paris lost his hat" before number5

can say "who sir, me

sir?"

Charades:

Twoteams. Each team chooses a topic like name of movie, book,

play, A topic is given to one member of opposite team who must act out

the topic for his team toguess.

Pina Card; Famous names written on cards. One card ispinnedon the back

of oneperson. He must ask questions to determine what thenameis.

Number Draw: Number is written on piece of paper and members must draw

faces using these numbers as a base.

Geography; Geographical

lacation

named. Next person must name another

locationstartingwith the last letter of the previous word. No location

to be repeated.


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?9

Telephone; Phrase or sentence whispered from one person to another down

the line quickly. Last person states the phrase. Usually the

nhrase

is unrecognizable and funny, (e.g. "Sassasfrass with Sarosponda")

What's My

Line:

An occupation is chosen by "it". Group tries to guess

the occupation by asking questions that have to be answered with yes or

no.

Five minute3 is time limit.

Smile;

Guests are divided into two teams and line-up facing each other.

One team is named

"heads"

and the other

"tails".

The leader tosses a

coin and calls out the side that turns up. If it comes up"heads"the

"heads"smile while"tails"must keep soberfaces. The"heads"attempt

to make the

"tails"

laugh. Ones who laugh must

join

the other team.

This Is Mylose: Players in circle. "It" stands before someone and places

M s hand on some part of his body (elbow) and

says,

"This is my

nose."

The player addressed must grasp his nose and answer, "This is my elbow,

etc."before "It" has counted to ten. If he fails he must take "Its" place

in the center.

Ducks Fly; All players are seated or standing in a circle, the leader

in the

center.

He calls out, "Ducks fly" and all make flying motion.

Crows fly,

same;

Dogs bark, all bark, etc. When a motion or sound not re

lated is called

i.e.,

"fish fly" all must remain motionless and quiet, Any

missing the signal must pay a penalty, forfeit, be eliminated or be "it".

Embarrassing Situations: Divide the players into groups of ten or twelve

players each and give them ten minutes to decide on an embarrassing situation

which they are to dramatize. Then each group in turn presents its dramatization

while the others form the audience and attempt to guess the situation.

Poor Pussy; The players sit in a circle. One person who has been chosen to

do so kneels down in front of someone in the circle and cries "Mee-ow" in the

funniest way possible, while another player pets him on the head, saying "Poor

Pussy". The kneeling player has three trials to make the seated one laugh.

If hefails,he tries someoneelse,if he succeeds, they change places.

Grocery Store: Two lines of players of equal number. One player from each

side steps forward and the leader calls out a letter. The player who first

calls the name of some grocery store article beginning with that letter,

scores a point for his

side.

Prompting from the sidelines, subtracts a point

for each infraction.

Pantomine; (Similar to charades-but done by a team) A team of 3

or

or

more acts out in pantomine a familiar saying, proverb,

Biblical

incident, song

title, etc...

while the other team tries to guess what is being acted out.


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80

PaperBag Dramatics: Severalobjectsare placed in a paper bag. The group

pulls objects out of bag and make up a skit using these objects, ( 5 minutes

to

make

up

skit).

Skit is then

performed

for others.

.:-,

Bumpety - Bump- Bum p; The players stand in circle wit h one person (it) in

the center.

It"

runs

up to anyone in the circle, points to

him

and says

"Right-bumpety,

bump, bump" to which the player pointed to must instantly

respond before "it" says "bumpety, hump, bump," he becomes it .

"Left-bumpety,^

:;

'

1

bump,

bump, may also be used.

Add Something; Seated around the table, the leader stands and performs one -;'-'S

action.

Re

then points to a member of the group wh o repeats the leader's

action and adds one of his

own.

The next person to he called on must reproduce:

the first two actions and add a third, and so on, .,..,

Four Elements : Seated around the table, the leader takes a knotted

handKerchie||f

and throws it suddenly across the table to someone else

calling.out

at the same.

time either "Earth, Water, Air, or Fire ". If "Earth" is called out, the

player into whose la p the handkerchief has fallen must name some quadrupedbefe-i

the leader can count to ten; if "Water" is called, he must name a fish; if

"Air"

is

mentioned

he must name a bird; if "Fire" is called, he must remain

silent. Should the player remain silent to the count of ten, or name awrong ";

animal,

or speak when he ought to be silent, he must pay a forfeit and

take

a turn at throwing the handkerchief to another person at the table.

Snap Fingers; Done in a circle. Eachperson is numbered. A rhythm isestablis

by the people in the following way; slap both hands on the thighs once, clap

both hands hand together, snap right hand fingers, snap left hand fingers.

W0M

leader starts by mentioning his number first and then someone elses. The perl

whose number was called repeats his number on the first snap and calls anothe'ip

:;

i|

number on the second finger snap.

Yes-No-Blue - Green: Players seated in circle - boys and girls asnartners..)|

One person chosen as leader (usuallycounselor). Leader asks questions ofone-,-,

person. If boy is asked questions his partner must answer. Partner must not1

answer any question wit h, ye s, no , blue or green. Leader attempts to confuse.

;"

Couple is eliminated if question is answered with forbidden words or if

person

pointed to answers rather than partner.

Describe the

Individual: Seat the group in a circle - send one person out of

,

the room to become "it". "It" must discover who is the person being

described -.

It will ask

questions of each

person.

The gimmick is that those in thecij

describe the person to their right. Questions are answerable by yes or no.

A question may be repeated as many times as

needed.

Laughing Handkerchief; Leader stands where all can see hem . He tosses a

handkerchief inthe air and while it is in the air, everyone laughs, but when


79/125

81

it touches the floor all must have

stopped.

Those who laugh when

the handkerchief is on the floor, are

eliminated.

Twenty Questions; One member chooses a subject - animal, vegetable

or mineral. Other members ask questions to

be

answered "yes"

or

no

by the person who chose the subject. Twenty questions limit

on the

topic.

Coffee Pot; Active verb chosen by group while one member is

out of

room. The

la

tter then asks questions

of the

group, using the words

coffee

pot in place of the

verb.

(e.g. verb is

smell. Question:

do

you coffee pot with your nose? )

or "no",

Answers are

to be given

"yes"

Proverbs; Group chooses proverb while player is out of the room.

Player' must guess proverb

selected by

using question. Answer

must

contain at least one of the main words of the proverb.

Continuation Stories; Story is

begun

by counselor

or camper and is

continued by next person after counselor says "stop".

Indian Chief; (in

a

circle) Choose someone to go out; nick a leader

whatever motion the leader chooses the rest of the circle

will

then

follow. Person

comes

back to the center

of the

circle and tries to

guess

who is the Indian Chief

(leader). If he guesses,

he

chooses

another person to leave the room and another leader is chosen.

GAMES

Jacob and

Bachel:

Two people

are in center of circle; one

is Jacob,

the other Rachel,

Either

may

b e

blindfolded,

(e.ge. Jacob is

blind-

folder)

He goes

around calling, "Rachel, where

are you? Everytime

he says this Rachel replies, "Here I

am",

Jacob tries to pursue

Rachel

around the

circle,

the latter tries to

catch Rachel by identi

fying the location of h er voic e, while

she tries t o get away from

him.

When

he

finally catches her, game is begun again with two new players"

chosen as Jacob and Rachel.

Magic Music; One player

("it")

leaves

the

room. The others decide

on some actions involving objects in the room. (e.g. pick up paper,

open door) which the absent player must perform when he returns. "It"

returns, moves about doing various things.

Al l other

players

clap

louder if " it" begins to do the action decided uponbythe group,

soft claps if no t. Thus "it" gets hints about correct action.

Buzz; Players

a re

seated in

a

circle. One person starts counting.

The next person

says the next number and so on

around the circle,

but

one cannot

say the number seven or any multiple of seven (e.g. 28)


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82

or any number containingseven,(e.g.

37).

mustaubstitutetheword"buzz".

Instead the players

HumanTicTacToe: With chalk, mark out large tic tac toe squareon

the floor. Divide the group into two teams, "circles" and "crosses".

Members of teams alternately sit down in boxes on floor attempting

to get members of theteamin a straight line.; horizontally,vertiee

or diagonally, (e.g. like paper tic tac

toe).

Members of "cross"

team cross arms on chest as they sit, "circle" members hold arms

over;

head, making arc.

Run,Sheep,Run;

is indicated.

Two equal sides, each with a captain. A home base

Onegroup becomes the "sheep". They go out andhide,.

Their leader comes back, when they are ready, and goes with theoppoa

side as it hunts for the "sheep". When the leader thinks the opportw'

time has come he yells "Run, sheep,run". All the sheep rush

forh%tf|

base,

as do the "hunters". If the "sheep" beat the hunters to

home';|ie|

they hide again. If not, the "hunters" become "sheep" in turn.

Straddle

the

Pole Catch; All the players but one stand astride a

pol$|

that is laid on the ground. The odd player is the catcher and he

--M

stands in front of the group. He may never cross the pole butalwayB-Ji

goes around

to. To

escape the catcher, the other players may cross

' Sf

the pole any time and even run away. The catcher must tag a player.

fj

on the same side of thepole. When a player is caught the catcher

M

may lead him by the ear to the pole or ride his back. The one caught

4&

becomes catcher, -./'I

Call the Chickens Home: One player is blindfolded and stands apart

from the others who are the "chickens". The "chickens" run byand

touch the blind one after hesays,

"Tsoo,

Tsoo-comeand findyour.

mother." Ifa "chicken" is caught by the blind one, the onecaught

becomes the blind man.

Relieve;

One childIschosen to be the

"It"

and chases the others.

Whenoneplayer is tagged, the two join hands and try to tag the

others with the free hand. As the players are caught, they jointhe

:

"It"

with only the end persons being allowed to tag.

BrazenFly: One playerIsblindfolded and all other players form a :

ringaround him. They skip around him until he claps his handthree :

times.

Then they must stop so that he may point to one who in turn.

stepsintothe ring with the blindfolded player. Dnmedlatellythe.

blindfoldedplayer tries to catch him. If he catches M m and can

name him, the two exchange places, if not, the same person mustcon*.'"

tinue to be blindfolded. The one called Into the circle will

nat

urally try to escape but must submit when caught.

OtherjemeaWhich Need No Explanation:

Capture the White Flag


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83

Ring - a -

livio

Sardines

Hare and Hounds

If interested in these games and do not know how to play them ask your

supervisor.

Cat and Mouse: (circle) Choose cat and

mouse.

Mouse stands inside the circle,

the cat outside. Cat tries to pursue the mouse but is prevented by the circle

who uses itsarms,lowering and raising them as they run inside and outside the

circle.

Snatch Club; (two lines with even number of members.) Give teams numbers from

one on. Leader who is not part of the line calls

number.

The people who have the

same number run to the center where the club is placed and

try

to snatch it up and

run back to the line without being caught. He has to submit the club if he is

tagged by the other person on theoppositeteam, giving them the point, (A ball

may also be used.)

Twenty-One:

(Circle of as many people as

desired).

One person in middle. A

Large (if possible) ball is thrown around the

circle.

Middle person tries to tag

the ball before it reaches the other

person.

Middle person may also try to tag

the ball if it

Is

held too long by one person. The ball

is

to be thrown across

the center and not one to one.

Drop The Handkerchief: (circle) One person walks around the outside of the circle.

Puts the handkerchief in the hands of anyone who in turn starts hitting the person

on her right while chasing him around the circle back to

place.

The person who

was hit is the one to walk around the circle and does the same thing as the original

player.

Hide in Sight; An object is hidden in sight carefully camouflaged by one member

of the

group.

Other members look for hidden object and secretly tells the hider

where it is. The first seeker hides the object for the second round.

Bird, Beast,

Fish:

Group stands in circle. Game is started by one person who

throws a hall to another member while calling bird, beast, or fish. The receiver

then must name a member of the species that was calledwithinga count of five

limit. Game is continued in same

manner.

HotBeans; An objectIshidden from sight. The seekers are directed to it by the

hidertelling each seeker whether he is hot (near) or cold (far) from the object

that is hidden.

Passing Via Chin: Two Teams with equal number of boys and girls on each

team.

A

piece of fruit, potato,ball,rolled socks, etc., must be passed from boys chin

to girls chin and down the line without using hands. If object is dropped it

must start from beginning. First team successfuly passing object to end of linewins.

EW:

1


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P A

Fruit Basket: Everyone sits around in a circle, except for one person who is

it")

"It" stands in the center. The players are counted off into five groups -

first group is apples, second pears, plums, peaches, oranges. A person in charge

says "apples", the apples must change places before "It" can grab their place.

Bull in the Ring: The players form a ring around the

"bullJ

holdinghands. The

"bull"

tries

to

break through. He may rush, lunge, or pull to try to break the

ring. If he escapes the players chase him and the one who catches him is

"bull".

MIXERS AND GAMES FOR CO-ED SOCIALS V;

Musical

Laps:

Boys and girls form 2 circles. Boys in inside. Circle in opposite,-.

direction as music is played. Partners are specified before music starts. Music

is played and then stopped. When stopped, boys kneel on one knee, and partnermust

:

get tothem

and.

sit on their knee. Last couple to sit is eliminated. Continued

until one couple is left. Procedure can be revised,ie.boys can sit on girls'

knees.

Broom

Dance: Couple dance. One odd person

dances

with a broom. Music stops.

Allchange partners. New odd person must dance with broom.

Multiplication

Dancei (ice

Breaker) One couple dances. As music stops, each

pick

.'.'

a new partner from the side lines. Now two couples are on the floor. When music

stops the four people each pick some one from sidelines. This continues until all."_

are

dancing.

ShoeDance: (Ice Breaker) Girls take off one shoe and place them in the center

of the floor. Shoes are scrambled. Boys close their eyes and pick one shoe.

Boys dance with girl whose

-shoe

they picked. Process can be revised.

Name

Pairing

Off:

(Ice

Breaker) Boys given first half of a famous name or a

.P;V

famous pair, (I.e. George or S a m s o n ) . The girls are given second half, (i.e. &,

Washington or Delilah.) They must find each other and dance. 4,

Scotch,

Gin,andRye:

Couples dance when leader yells rye. When leader yells

scotch they change partners. When leader yells gin, boy kneels on one knee and

girl sits on other. Can be used as an elimination game.

Frog Dance: The playerssquaton their haunches in a circle. They hoprhythmieall

throwing out first

one

foot and then the other. As each player

hops,

he claps.hi#"

hands in front of hie knees, then behind his back, trying to make the other

playeasif

fall over. When a player falls he is

eliminated.

The one who dances longest .%

without falling over is the winner. h


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85

Yiddishe Dishes: A pack: of cards is divided approximately equally among the

players,

Each player picks the name of some yiddishe

dish,

like "blintzee" or

"sraetna", etc. The players sit in a circle and begin turningcards. If two

players turn up same card, i.e. each turns a queen, or a deuce, then these two

players must try to name the other one's yiddishe dish. The first one to remember

the other's "name" gives up all his cards to the slower

one.

First player to

get rid of all his cardswins.

Backward Choice: Line up the girls at one end of the floor and the boys at the

other,all facing the

wall.

As the music starts all walk backward toward the

center until they touch a member of the opposite sex. Those touching are partners.

MatchingCirclesi Cut out cardboard into perfect circles about four inches in

diameter','

'one'

circle for each

couple.

Cut each circle in two, placing one part

in the girl's pile and one part in the boy's pile. Each circle should be cut at

a different angle. Give each girl one of the cardboard pieces and each boy

one.

Each boy searches until he finds a girl whose cardboard matches his and makes a

perfect circle. These two are partners.

Games listed primarily for co-ed socials can also be used as bunk games, etc.

GETACQUMN1EDGAMES

1. Name Chain - First person around the circle says his name, second person says

the first person's name and his own - the third person says the first, the

second and then follows with hisownjand so on around the circle.

2.

Human Bingo - Sheets with squares marked off for insertion of all the members

of the group. The master of ceremonies calls the names of all the members of

the group out as the Bingo and the first person to get a row of names

wins.

3. Zip-Zap - A rhythmic motion is repeated with hands to knees (motion may be

left out with younger

groups).

Leader goes around the circles, points or

calls numbers (ifnumbered),and says "1, 2,.,.10"; Zip or Zap which stands

for either left of right, and the person has to tell the leader the name of

the person on

his

left or right.

h.

Introductions - Guests are all seated - the leader rises and says "IT IS A

PIEAStTOETO MEET

YOU" ALL...

MY NAME IS COHEN". The next person says "HOW

DO YOUIK)MR. COHEN, MY NAME IS SLLAPIRO" The next person

says,

"HOW DO

YOU DO MR. COHEN AND SBAPIRO, MY NAME IS G OLD," etc.

5. Adjective Mixer - Adjectives precede names of those seated in the circle.

The adjective should if possible begin with the first letter of the person's

name,i.e. Batty Betty.

6. Who Am I? - The names of famous or comic characters are pinned to the backs


84/125

t

of

members

of the group who go about the room and try to guess what name

is pinned on back. He approaches other guests and asks their

names,

tells his

real name and asks the question of each person.

7. Comic Strip or Song Match - Each person is given a picture of a comic strip

eharacter

wh o i s commonly associated with another in the same comic strip.

There are only two similar characters floating around the room and they must

find each other and dance. Two parts of the same song or song title can be

used in the same manner.

SUGG ESTED G AMES FOR

RAIHY

DAYS

1. Alphabet Scavenger Hunt - Items collected which begin with each letter of the'

alphabet -

20-30

minutes.

2.

Barnyard Game

- Paper is placed on floor in different parts of the bunk and

children act as different animals with assorted noises, squat and act the part

of animal they are playing.

3. Laughing handkerchief Game - Best to hold till leter in the trip.

Handkerchie

cloth or hat is thrown in the air. While the cloth is in the air children

laugh. Howev er, once the cloth hits the floor, they should stop laughing. Th

last person laughing must come before the group and do a consequence or

enter

tainment.

k. Musical Beds - Children must sit on beds when singing

stops,

leaving one short each time.

Beds are

eliniins

5. Musical Hot and Cold - Item is hidden while one person goes out of the room.

When the person who is " It " returns, and gets closer to the hidden object,

the clapping or noise (i.e. barking as a dog) that leads him to the object

increases.

6. Animals Don't Fly - The leader tells a story about birds and_animals. Wheneve

he mentions a bird, all the children wave their arms like a bird flying. But

:

if

by mis take, someone waves his arms when animals are mentioned, then the

culprit must take the place of the storyteller and go on with the story.

7. Animals - The adult leader is the animal keeper and gives the name ofan

animal to each youngster. He then tells a story, and when the name of the

animal is mentioned, the child to whom that animal was assigned imitates the

:

-

sound of the animal. When "lion" is mentioned all roar together.

8, Singing Handkerchief - Someone hides a handkerchief and everybody tries to

find it. Whenever anyone discovers where it it , he begins singing a song


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87

9. Changing Rhythms

-

G roup is seated in a circle. One person is sent

is sent out of the room, A leader is chosen to do various motions

(i.e.clap hands) which everyone in the group imitates. '"It"

is calledbacKin and tries to guess who the leader is. When the

leader changes his actions the other players should change quietly.

10, Simon

SaysOne

person chosen as leader calls out certain motions.

The group must follow these motions when the leader says "Simon Says

clap your hands," When the leader does not say

"Simon

says"the group

must not do the motion. The players areeliminatedby doing the motions

at the wrong times,

RAINY DAYS

Rainy days can and should be as interesting, exciting, and en-

yoyable as any other day - even though the program may be different.

The rain does not have to be treated as an emergency or catastrophe, although

it does require more creativity, planning and patience from the staff.

Outdoor activities do not have to stop and in some cases can be special

due to the effect the rain has on nature. We have to dress appropriately

for the weather and become more familiar with the program potential our

surroundings hold for us. Many campers will enjoy the challenge and ex

citement of conquering the elements.

While it is wise in our programming to plan for rainy

days,

many of

of your normal plans can be used with some adaption. This is a good time

to plan the Oneg Shabbat, write the song, plan the hike, rehearse that

shit,

and make those bracelets we've been talking about.

We can't control the weather, but we can program for it effectively

and enjoyable.

Outdoor Program

Suggestions

(Dependent on the condition of the ground

and amount of rainfall.)

REMEMBER raincoats, rubbers, hats and sweaters.

1. Cook-outs and overnights,

2. Frog and salamander hunts.

3. Fishing.

k. Nature scavenger hunt.

5, Tracking and orienteering hike,

6. Hobo hike.

Indoor Activities - Facilities will be scheduled with your Program Assistant.

A. Record Hour D. Discussions G.

Pa

jama Party

E.

Paper Bag Dramatics E. Arts and Crafts H. Progressive Games

C. Story Telling F. Charades I. Party Games

During periods of prolonged rain, Unit mass programs may be planned to

add variety to the small group activities.


86/125

88

"S*

nfTERGROUP ACTIVITIES

Activities that involveagroupinprograms with another buns provide

additional opportunities for enjoyment and new Kindsofexperiences.As

with

all our

programming,

the

inter-group social, baseball game, discussion,

etc.

must have all the elementsofcamper discussion, thoughtful planning,

and democratic decision

mating

onthe partofboth bunKsinorder for the

activity.

Let's takealookatsome possible program ideas beforeweillustrate

"Howweplan"andconsider the valuesofinter-group activities.

Suggested

Programs

Athletic-baseball, volleyball, soccer, basketball, game session.

Social-mixed teams athletic event, coed cook-out, campfire, party

or game night, square dance, group discussion.

Pioneer group construction-weather station, bridge,

amphi-theatre,

unit campfire site, tree conservation,

X

General-dramatic activity, Oneg Shabbat, discussion group.

How

ye_Plan

:;

;

Most of the program suggest ions l i s ted above f low out of a

need.

I t

\

may no t be po ss ib l e t o p l ay ba se ba l l , ba sk e tb a l l , e t c . w i thou t i nvo lv ing

*$

anothe r bunk. I t i s im poss ib le t o have a so ci a l wi tho ut anothe r bunk of

';%

th e opp osi te se x . The br idg e or th e we ather s ta t i o n may be too much for

one bunk and more manpower i s ne ed ed . I t may be more fun and more -..;

st im ul at in g to have two groups work on a play or di sc us si on . These two '-.C

n a t u r a l m o t i v a t i n g

forces

- an i nheren t need in an ac t i v i t y o r a des i r e

'?

f o r a d d i t i o n a l r e l a t i o n s h i p s a n d s t i m u l a t i o n a r e e s s e n t i a l i n o r d e r t o

''

avoid an a r t i f i c i a l a pp ro ac h. Inter-group a c t i v i t i e s can be enjoyable ...v

and rew arding , but only i f t he coun selor can recog nize or s t imu late e i the r ';

of the two m ot iv at ing fo rce s mentioned above.

:

i

The su gg est i on fo r an inte r-g ro up a c t i v i t y may come from the campers -t

( "L e t ' s p l ay bunk 10 .' L e t ' s have a so c i a l : We need more he lp , l e t ' s

ask bunk 10 ." )

I t may have t o be s t im ula ted by the c oun selo r . ("W e've cut out a b ig job for

ou rse lve s - - how about tr y in g to get some he lp? How abou t doing th is with

another^


87/125

89

bunk to get some more people in our audience anddiscussion"). Where it starts

is not important, as long a s the need and desire are there.

Like any otherprogramaninter-groupactivity needs careful planning and the

involvement of the campers and counselors. A social can be a happy, enjoyable and

educational experience -ifthe games, dances, etc. are on the social level and

readiness of the campers and they participate in planning and executing

it.

The

social can be flat, frightening, and destructive if we accept the campers' initial

reaction ("Oh, we'll just have a social. You fcncw what we'll d o. We don't have

to plan anything.'") and try to pickupthe pieces at the social.

One good sign of readiness forinter-groupactivity would be the ability and

willingness to plan together. A preliminary meeting between the two counselors

would help the counselors give direction and suggestions to the campers. A

counselor raising questions or making suggestions with a planning group("Sincethe

boys and girls are just learning how to dance, what other things can we do to

keep the party

moving?"-

"I think we ought to have someice-breakerssince the

boys and girls don't know each other," "I think thiscommitteewould be comfortable

with just social dancing, but what about the other members who aren't as

comfortable.")

can help the campers understand their responsibility and help them carry it

out.

Theremustalways be a program. This does not mean it has to be elaborate, constant,

or rigid, but it has to be appropriate for the occasion and the needs of the campers..

This is something that campers can understand.

We do not have t o make a fetish or ritual out of planning. A baseball game

does not need a committee, but it can be arranged by two representatives in a few

minutes.

The important element is not the tim e, the essential factors are that

representatives have met and agreed upon an appropriate program aimed at pleasing

their respective bunkmates, and that theirbunkmatesknow wha t the plans are. It

is true that the counselors could probably do this planning more efficiently, and

easily but this does not help campers grow up and learn to do things for themselves.

'This is the essential plus factor (beyond the enjoyment and skills that campers

receive) that we are striving for inourprogram planning.

Values

In describing the type of inter-group activities possible and the "How" of

planning, the special values of this kind of program become evident.

1) It provides an opportunity for campers to do things that could not

be done in a single bunk - a social, ball game, building a bridge,

etc.

2) It provides an opportunity to move beyond the immediate bunk

situation and to have experiences in planning, working with, and

enjoying the relationship of more people - always an enjoyable and

growing experience if handled properly.

3) It provides an opportunity to experience a democratic situation

on a different level by electing representatives, reporting back,

and working with committees. Representing a group, trying to ex

press their feelings and stillccarpromislngwith the other repre

sentatives are important experiences for a camper to have.


88/125

90

In r eco g n i z i n g t h e s e v a l u e s , i t i s s t i l l e s s en t i a l to remember tha t "read iness*

and "need" wi l l de te rmine whether o r no t an in te r -g roup ac t iv i ty i s adv isab le o r

nec ess ary . Not every ca bin i s ready for th ese ac t i v i t i e s or needs them. MOST

groups a r e , so l e t ' s recogn ize and s t imu la te in the appro pr ia te s i t ua t io ns ,

NOTES


89/125

91

FRIDAY CULTURAL ARTS AND SATURDAY FORUM AND DISCUSSION PROGRAM

Wei-Met

is

organized

as

a

non-profit social agency camp. It was originally

organized to provide camp services for the Metropolitan New

YorK

Jewish

community. Our camper population predominantly reflects

this,

but our

registration includes children from other religious and racial backgrounds.

We havemadea conscious effort to build a more heterogeneous camppecula

tion so that our campers, many of whom live in "gilded ghettoes", will have

the opportunity to experience livingwithchildren from avarietyofbach-

grounds .

As a social agency, we make no choices as to the specific ways in which a

youngster identifies around religion or holds to traditional religious be

liefs. This choice is appropriate only to familyexoerieneeand decision.

However, we do feel that we can help a child with his self-identification.

For the majority of children who are Jewish, we can help them discover and

share in the rich cultural and ethical heritage of Judaism, as well as the

other universal values shared by various religions and cultural groups.

For the children who are not Jewish, our goal is to helpthemshare their

own heritage with other campers. We wish to expose all campers to the

commonality of human experience exemplified by various cultures.

We try to do this in a variety ofways;

1. Friday Night Supper

To set this night off from other nights, we partake of a more festive

meal. There are tablecloths on the tables and each table has a loaf of

traditional Sabbath bread on it. Many bunks will spend time decorating

their table with ferns and flowers. Children dress in their "cleanest"

clothes for the eveningmeal. Before themealis eaten, we acknowledge

bur past through acandle-lightingceremony and the age-old and universal

ceremony of "blessing" the bread and wine. Thisceremony mayconsistof

traditional Jewish blessings or an original poem or song. We encourage

'staff and campers to shape the program in whatever way has meaning for

them,

2. Friday Night Cultural Arts Program

Following the Friday nightmeal,all units participate in their own

cultural arts program in which songs, dances, dramatics and stories

are woven together in a thematic presentation. Frequently the themes

willbe.of cultural enjoyment such as songs and dances from Puerto

Rico,

Israel or Asia,dramatizationsofSholomAleichem or Langston

Hughes'stories,humoroustales of various nationalites and racial

groups. The emphasis here is usually on music, art, literature, and

drama.

3. Saturday Morning Forums and Discussions

Following Saturday morning breakfast, we involve the children in forum

I I


90/125

92

and discussion groups. Here the emphasis is on social and ethical f

values. We try to have the children present a variety of opinions

on such subjects as racial discrimination, poverty, attitudes

towards social velfare or any topic that is currently of interest.

The format of the forum and discussion is usually, but not necessarily,

a short sKit to pose a problem, after which the unit breaKs up

into buzz groups to discuss the problem and reach for solutions

or consensus. The forura and discussion may also be related to

the previous evening's cultural arts program. Again, staff is

encouraged to use creativity in choosing subjects and in conducting

the forum and discussion

groups.

The following are some suggested programs for the Friday Supper ceremony,

the Friday night cultural arts program and the Saturday morning forum and

discussion groups.


91/125

93

SAMPLE CbXTtlRAL ART S PROGRAM

narration:

4

A few

weeks ago,

one of the

counselors related

to me an

interesting,

yet

disturbing,experiencejjhe

had

while riding

to New Y rk

City

on a day off

earlier this season. This particular counselor happened

to be

riding with

a very nice Jewish gentleman

who was

vactioning

at one of the

CatsKill

Mountain resorthotels. While they were driving along, they passed

two

little boys dressed

in the

traditional

Hasldic

attire

-

round fur-lined

hats,

long gabardine black coats, trousers bloused just below

theknees,and

of course, long

flowing"pais".

Upon noticing these

two

younghasldic

children,

the

driver commented

on how he

disliked "these

people"^how

dirty

they kept themselves,

how

they

did not

serve

any

worthwhile functions

in our

modern productive society;

and he was

especially annoyed because

he

felt they,

the

Hasidim, created

a bad

image

for the

rest

of "usJews"in

the eyes

of our

Christian friends.

r Most

of us

have been

to

Williamsburg,

and

have seen

the

Hasldic colony there,

and probably many

of us

have

had

similar thoughts

as

those expressed

by the

nice Jewish gentleman

in the car.

This evening

for our

OnegShabbatprogram,

we are

going

to

take

a

brief

look

at

these people

- the

Hasidim

- how

they began, what theystandfor,

and

their influence

- or

significance

to us

today.

3

Hasidism emerged

out of

l8th century Eastern European Jewry.

The

situation

of

the

Jews

in

this period

was

indeed grim. Mass persecutions were regular

occurrences,andJews,if not

done away with

in

these purges, were living

in

poverty, confined

to

crowded ghettos,

and

deprived

of

normal opportunities

for work, education,

as

outlets

for

their energies. Within Judaism itself,

the situation

was not

good. Religious worship

had

become ever more formalized-

lacking from

or

emotional content.

The

common people could find

no

satisfaction

in

it for

many could barely read Hebrew,

and had

been taught

to

recite their

prayers parrot-style.

[It

was

from this situation, therefore,

as if an

answer

to a

universalnegcL

of

a

comforter,

a

simple religious teacher's assistant fromGalicia,~wno'was

called

the

BaalShem Tov(Master

of the

Good name) went from town

to

town

preaching

a

life dedicated

to

faith

and

Joy. Laughter, song

and

dance, said

the Baal Shem

Tov,

was the

highest form

of

prayer. This

was

fare better than

observing

the

religious life through

the old

traditional

law and

ritual.

ftbichvo

*2>It was qu it e a radical change tha t was advocated by the Baal Shem Tov; i n

fact the rabbinic authority of that time condemned this new sect as heresy,

Hasidism, however, was l ike a ti d a l wave sweeping over East ern Europe - nothing

could stop i t ; and soon Hasidism was adopted by the majori ty of Jewish com-

": raunities in Eastern Europe.

L.Hasidism, as i t s founde r, the Baal Shem Tov, preached, re vi t a l i s e d the Jewish

:.sp ir it , revived hope, gave people a pos it ive outlook on l i f e , a l i f e that

h;.-was warmly emotiona l, highly e thi ca l , and above a l l , ri ch in l i vi ng.

From the Hasidic cul tu re came a wealth of songs , dances, and folk ta les

expressing th is new joy in l i f e . A whole new ric h and l ive ly cu lt ura l expression

'Mfa

created.


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91

One characteristic song from this periodwascalled"Az DerFebbe Zingt,

ZingenalleHasidim

1

'(As theRabbi Sings,sosoingall the

Hasidim),

AZ

DER

REBBE

2D1G-T 0UK1K

S/N6-S

Un

az der

Rebbe zingt

(2)

Zingen alle Chassidim,

Unaz derRebbe zingt(2)

Zingen alle Chassidim,

Un

az der

Rebbe esst

(2)

Essen alle Chassidim,

Unaz derRebbe esst(2)

Essen alle Chassidim.

Unaz derRebbe tanzt(2)

Tantzenalle Chassidim.

Un

az der

Rebbe Tanzt

(2}

Tantzen alle Chassidim.

VJ

Vn

az der

Rebbe

lacht

(laughs)

Unaz derRebbe shlooft (sleeps)

Unaz derRebbe satz (sits)

%}

Another

song with

a

very typical Hasidic melody

is

called simply "Heida"

HEIDA

This i s the only word to the song - but i t i s done

in 2 pa rts - Hind of syncopated time.

OAlr f iW S^OulilXA

-U

j

The-'thi-rd. song is an old traditional melody rami nee oont or the old days

in Easte rn Europe when the Rabbi would teach the young boys in the family

the i r al eph-ba ses through the wint er days by the warmth of the fi re si de.

OIF'N PFJPITCHOCK

ftUMK

SfA4


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95

$ Dancing was also very much a part of these people's cultural

expression. One such dance that came out of theperiod,andwhich

(incidently, can be stillseen todayat Jewishweddings,is called

"the

Sherele"

(witha recordof the same name.) Bunks- dance the

"Sherele"~ ,. :H ;- :.: q f Sc

~ ~ ^

fj

Q Many of the folk tales of theHassidimwere about theirRabbis..

who were supposedly endowed with mystical powers. The.beliefin the

wonder-working fears of the Hasidic rabbi's were often, however, made

fun of by the opponents of theHasidismwho were called the "Misnagdim".

Their quips and jokes added a good deal of merriment to Jewish life and

demonstrated the extraordinary capacity Jews have for telling jokes at

their own

expens;

in fact these jokes against the Hasidim were almost as

popular among the Hasidim themselves as they were among their oponents.

One such humorous story, that we would like to present to you now,

s about a Hasidic rabbi named Rabbi Gershen who wanted to deliver a

une to his friendRabbi Schmeilin Bereditchav. To dothis,he called

upon his trusted member of the congregation, Meier Yoissef, to carry the

tune in hie head

Bunk-pantonine "Takethistune to Bereditchov".

Take

this tune to

Berditcbov

-

M m

bam

n 1 1 1 1 i t I

1 1 i t

",take this tune

", to Bereditchov

Give me a ticket to Bereditchov -Mm bam

I I IF I I 1 * I I I I

I I

I I I I

I I I I I I

", whereisthe train

",to Bereditchov

This valise is in my may - bim bam

n n ii

Put it away, put it away

This valise is in my way

I'mnot going to move this valise -bimbam

11

" " " "it, I'm not going to move it,

" '

this valise

Take this valise from the aisle - bim bam

i i i i n ti I I

", Take this valise

" from the aisle

ya ba ba ..,, bim bam

etc.

w


94/125


95/125

97

SAMPLE FRIDAY NIGHT CULTURAL ARTS PROGRAM TO COMMEMORATE HIROSHIMA

DAY,

AUGUST 6

a s i & f & v

The following program can be used tocommemoratetheanniversaryof the bombing

of Hiroshima which occurred on August 6,

19^5.

Itcalls for

lk

narrators

plus a guitar player to lead thesongs. It beeomes more impressive if the

children are dressed in white.

Following the program, the children may light a memorial candle.

Song:

He's Got the Whole World In His Hands.

Narrator

#1

In

19^5,

there was a devastating war going on in Europe, On

August 6th of that year at 8:15 A.M., the

"Snola

Gay", an,

American Bomber, was31,^00feet above the unsuspecting city

of Hiroshima in Japan. The great plane lurched as the9000

pound bomb left it. The pilot put the plane into a violent

bank andturn. He shouted into the intercom: "Make sure

those goggles are on". He told thetailgunnerto keep watch

ing and report what he saw. What he saw was the world going

purple in a flash before hiseyes.

Song:

Where Have All The Flowers Gone.

Narrator#2 Hiroshima was obscured in a violent fireball and convulsive

smoke. The "Snola Gay" and her accompanying observation

ships were shaken as if a giant hand had plucked them out of

the sky. The bombers crew, looking on what they had wrought,

saw only boiling dust and dancing flame - a nerfect mushroom

cloud. The terrified pilot stared blankly at the billowing

smoke and

flames

beneath him. He could only cry, "my God,

What have we

done?"

V"

Narrator#3 Seconds after the pilot uttered these

words,

8o,000members

of the human race were dead. Thousands more were wounded

and disfigured for life. The first atomic bomb had been made

and used.

We sing for all the children of the world who have perished

because man could not learn to live with his fellow man.

Song:

Hiroshima

Narrator#**

History will long debate whether it was necessary to drop the

bomb.

The pressures for using it were tremendous. Huge

amounts had been spent on it. Avastmachinery was dedicated

solely to its development and employment. Some people

approved the use of the bomb in19^5because they felt it

was a quick, end to a bloody war.

Narrator#5

Er,

Louis W. Alvarez, who was key member of the group which

assembled the 2 nuclear weapons on Tinian, said, "we had been


96/125

gS

in the war

a

long time.

It

seemed

certain

to

continue

for

a long

time,

with enormous loss

of

life

on

bothsides.

We

hadthemeanstoend the war quicKly, withagreat saving

of human life.

I

believed

it was the

onlysensiblething

to do,

and I

still do".

I

I

I

I

Herrator #6 Some pe op le , such as

Adm.

William Leahy, opposed both an

invasion of Japan and th e use of t he bomb as m il i t a ri ly &

unn ece ssa ry. He ca l le d th e bomb a "barba rous weapon" and I

condemned i t as tak in g us back ' 'to the days of Genghis Khan".

1

i

Song: Universal Soldier

Narrator#7

The

regrets

and the

sense

of

guilt which germinated among

some scientists

and

others

in

government

in

early

lA-5>

grew

*

quickly after the first successful, atomic test

and

blossomed

fully after the war.

But tonightwe are notconcerned with controversy. What

con

cerns us,isthatinwar, membersofthe human race Kill each

other.

narrator

#8

There

is a

story about

one of our

great atomic physicists

which goeslike

this;

This man,

one of the

chief architects

of

the

atomic bomb,

was out

wandering

in

the woods

one day

with

a

friend when

he

came

upon

a

small tortoise

and

started

home,

thinkingtosurprisehischildren with it. Aftera

few steps

he

paused

and

surveyed thetortoisdoubtfully.

His

friend asked him what was

the

matter.

Narrator

#9 Without

responding,

the

great scientist

slowly

retraced his steps

as precisely

as

possible and gently set

the

tortoise down

on

the exact spot from whichhe hadtakenhimup. Thenheturned

solemnly

to

his friend.

"It

juststruck me,"

he

said, "that

perhaps,

for one

man,

I

have tampered enough with the universe".

He turned and left the turtle

to

wander

on

its way.

Narrator #10

We do not

know

the

children who died

in

Hiroshima

20

years

ago. Butwefeel their painandtheir agony,for weare

all

part

of the

brotherhood

of

children. Though

we

may live

at

different times

and

speak

a

hundred different languages,

all

the children

of

the world play the same games

and

sing the

samesongs. Weunderstand each other becauseweworkandplay.,

;?

together,

Song:

Let Us

Break Bread Together '',$.

Narrator #11 The dropping

of the

bomb

on

Hiroshima

had

revealed

to

the - j

1


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99

SAMPLE FRIDAY NIGHTCUXTURALARTS PROGRAM TO COMMEMORATE HIROSHIMA DAY, AUGUSTc

PAGE 2

public thetremendouspower capable of being unleashed by

the splitting of uranium andplutoniuraatoms. President

Truman said, "It is a harnessing of the basic power of the

universe. The force from which the sun draws its powers

has been loosed against those who brought war to the Far

East".

Song: Last Night I Had The Strangest Dream

Narrator #12

Narrator#13

Narrator #lk

EvenTruman did not see how effectively this "basic power oi

the universe" could be harnessed to work for mankind's good.

He did not foresee endless uses for the atom. Today atoms

are used to propel manned rockets in amultimilliondollar

space program; atoms are used as a source of electric power

for satellites; atoms are used in medicine and in industry.

The atom is at work today on all of these fronts.

The decision on how to use nuclear power is

in

the hands of

a few. If an atomic war were to start tomorrow, within 20

minutes or so a hundred million people in the United States

and a hundred million in Russia would be dead. Will nuclear

weapons ever beU3ed? If so, when? How? And by whom? The

children of today are the leaders of tomorrow. We, the brother

hood of children, want peace to learn in and peace to grow

in. But before we can learn to live with our foreign neighbors,

we must learn to live with our next door

neighbors.

If we

want peace, we have to start in our own

houses,

in our own

bunks,

in our owncommunity. If we can do that, we can learn

to live in peace with everybody in our city, our state, our

country, and eventually - the world.

This program is only a small tribute to the children of

Hiroshima, but the tribute to peace we shall build will

cover the world. We pledge today to kindle a small flame of

peace here. And in the words of John F. Kennedy, "The glow

from that fire can truly light the world".

Song:

All Men Are Brothers


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ICO

SAMPLE SATURDAY

M0RMK6

FORUM AND DISCUSSION PROGRAM

hAIWKAHLIGHTINWARSAW

Epidemics, hunger, raidsandmurder begantotake their

toll.

Nevertheless,theGermans threwnewmassesofJews

behindtheG hetto walls.

Living conditions became worse. There were shortages

of

foodandfuel. (Christian friends triedtosmuggle food

intotheGhetto,but it wasimpossibletocarefor all

ofthepeoplewell.

Asbad asconditions were,thespiritoffreedomdid not die.

Thisis 3story aboutasparkoffreedom ignitedby one boy.

Itis the eve ofHanukah,thefestivaloflightandfreedom,

(Two boys stand outsideabuilding shiveringin thecold. Their clothesare

ragged)

Jacob:

I

wonder

if I'll

ever feel warm again,

Leopold: Thewinters have been colder sincetheGermans

came.

(VoiceofJacob's Mother: Jacob, you'll freeze down there. Come upstairs

whereit'swarmer.)

Sound

of

tramping feetcomingnearer, Leopold pushes Jacob lightly against

thewall,asNasi soldiers come into view leading scraggly Jewish forced

laborers. Eachmanholdsasmall package.

I

I

i

ARRATOR:

when

theNazi

army

marched into WarsawinOctoberof1939b

therewas noGhetto. But theGermans lostnotimeincreating

one.

First they took

a

count

of the

Jews

in

that city.

There were

360.OOO

ofthem. Then they erectedaneight foot

wall aroundalarge areaof theJewish sectionandtoppedit

with broken glass.

All

Jews

in

Warsaw were forced

to

move m

intotheGhetto.Anendless streamofmen, womenandchildren

moved intothearea without benefitofcarsortrucks. There

weresomanyofthem that theyhad toliveten andtwelve

toaroom. I

I

I

I

I

I

Nazis: One, two, thr ee , four, e t c . flj

Leopold: LOOK, the Germans have given them enough food to keep them

strong enough.to work.

Jacob:

There 's my fa th e r' s fri en d, David.

David sees Jacob and

fumbles

with his bag, l e t t i n g a pota to fa l l from i t .

Jacob s t a r t s to move out to pick up the pot at o.

Leopold: (Holding him back) Wait t i l l the Germans pass .

When the group has pass ed , Jacob goes out to pick up the pota to .


99/125

101

Jacob: I haven't had a potato for weeks. That was a nice Hanukah

present from David. Now mama will mate some potato pancakes.

Leopold: L O O Kat Mrs,Gross'window. A hanukah candle is burning there,

I wonder where she got it. ItmaKesme feel good to see it.

(BoyslooKoff stage)

Jacob; Me too. 1 hope that it brings her a little happiness. She

has been so lonely since they

tooK

her husband to the concentration

camp, (pause)Why are men so cruel to each other,

Leopold: Not everyone is.

My

father said that when the Nazis ordered

the Jews of

DenraarK

to wear Yellow Stars of David, many of

the Christians, including the King of Denmark:, were the first

ones to appear in the streets with them.

(The sound of running feet is heard)

Jacob's mother calls from off stage; Jacob, com upstairs. The Germans are

coming. (The boys run off stage. Jacob drops the potato in his haste.

Two drunken soldiers enter, talking loudly. One sees the potato and crushes

it with his boot.

1st Soldier: This is hunting hour,Hans. Se any Jews?

2nd Soldier: No , but I bet you can't shoot out that candle.

They both take out their guns and fire off

stage.

A woman's cry is heard,

then a thud,

1st soldier: I said the candle, not the old lady. (Laughs)

The two soldiers leave, laughing. Jacob and Leopold reappear.

Leopold: They got

Mrs.

Gross. Why her? What did she ever do?

Jacob: The grenade.'

Jacob: Before they took my father away, he told me he had hidden a

grenade under the plank in our kitchen floor. His last words

to me were "UseItwell,son." Come on, Leo, we're going

to light a

Hanukah

candle for my father, for Mrs. Gross and

for every Jew in the Warsaw ghetto. This will be a Hanukah

candle the Nazis won't forget, (Bosy leave, quickly)

Narrator: The boys got their grenade and followed the two Nazis to a

tavern. They threw the grenade into the tavern and killed

them.

W ithin two yea rs because

of

hunger ,

murder, disease and

d e p o r t a

t i o n s , t here were only Uo,000 people l e f t in the ghetto . Eight


100/125

102

out of nine had been

killed.

They knew that for

thera

there was no escape from death. But if they were going

to die, they were going to bring death to their enemy.

With the help of the Polish underground Array, they managed

to smuggle guns and ammunition into the ghetto, Every

Jew became a fighter. Children learned how to smugglearms.

Boys and girls drilled every night.

JO,000

men, women,

boys and girls were preparing for their final defiance of the.

Nazi murderers.

During

Passover

week

in

19^3 large

groups of German

soldiers. ;'

entered the Ghetto. For a while no one stopped them.

Suddenly

they were greeted with a barrage of

explosions.

Men fought

with rifles against tanks. The Jews Knew they couldn't win.

Their only goal was to make the Nazi victory as shameful as

possible for the Germans, When a Jew died he made sure to

taeseveral Germans with him.

On May

kl, 19^3 the

Polish underground

army

received a message

.

from the Ghetto: the battle was over. The Nazis were the

victors.

The Jews were the Heroes.

POSSIBLE QUESTIONS FOB DISCUSSION

1,

How did it happen that 6 million Jews were 'Killed during the Hitler

period? Why were they killed?

2,

why

didn't they resist as they did in the Warsaw Ghetto? r;.,*

3, Could

Harlem

be considered a ghetto? If so, does it have a wall around it?

h.

What

can you do to prevent this from happening again?

A.


101/125

103

MODEL

SATUPuuAY

FORUM

Narrator:

We are going to dramatize three stories. The first one is

an ancient one. The last two actually happened recently.

**************

(an old man

is

planting a small tree, A man in rich robes walks toward the

man out of curiosity.)

Emperor: Old man, what are you doing?

Old Man: Your highness, I am planting a fig tree.

Emperor; You are foolish. Do you expect to enjoy the fruits of your

labor?

Old Man: When I came into the world it was not empty. In the

snirit

of what was given me, I am planting this tree.

(The emperor nods his head in amazement.)

Narrator: A young woman stands on the ledge of an apartment, A crowd

gathers below.

Crowd: Jump.'

Jump.

1

(Crowd d i sper ses . )

N ar ra tor : The woman jumps. Her body touc hes th e pavement and l i f e lea ves

h e r .

N arr ato r : I t i s a qu ie t neighborhood in Queens about 2 :00 in th e morning .

A woman i s follow ed by a man. The man s t r i k e s he r. She

scre am s. L ig ht s go on in a few windows. The

man

runs away

a sho r t d i s t an ce . She sc reams aga in . He a t t a ck s aga in . She

does no t sc ream aga in . M ore l i g h t s go on . A ha l f hour l a t e r ,

t h e p o l i c e a r e c a l l e d . T h i r t y - o n e p e o p l e saw t h e a t t a c k , o ne

person ca l l e d , A newspaper asks some o f t h e t h i r t y - o n e ,

"Why the y d id not c a l l for he lp? "

Person I : I j u s t watched . I d id n ' t do any th ing .

Person H : I knew someone e ls e

would.

P e rs on I I I : I d i d n ' t want to ge t invo lved . I might lo se t ime at work.

Person IV: I am a fa m ily man.


102/125

10k

MODEL SAWJRDAY FORUM

P a g e 2

QUESTIONSFOB TONIGHT

1)

What do these three stories share in common?

2) Why did the oldmanplant the tree?

3) Why

did

the people yell "Jump"?

k )

Did any of the persons have good reason for not calling for help?

5) Would you do any different in any of the three stories?


103/125

SCENE I

105

MODEL SATURDAY FORUM

Narrator:

Employer:

Mrs.

Jones;

Employer:

The scene is Carbondale,

Pa.,

in the home of the Jones family.

Ec-rthe past 3 generations all the male members of the family

have been mine

workers.

This afternoon a tragedy, common to

many mining families, has occured.

(fCnocks

on door. Enters.) Mrs. Jones, I'm the foreman of

the Carbondale Mines. There has been an unfortunate accident

at the mine. The air pumps broke down and your husband

suffocated from thegas. Our usual procedure is to give the

family of the deceased 2 weeks severance pay and take care

of the funeral. But because your husband has only worked 6

months during the past year, you will have to take care of

the funeral yourself.

My husband, dead? (hysterical)

Come,Mrs, Jones. Things like this happen every day. You

should have been prepared.

Uncle:

Get o u t . W e've been ex plo i te d enough by you . You ta lk of

my br ot he r as i f he were ju s t one of t h e to o ls which you

manipulate to work your mine.

Kid: My father was a good man. He sweated in your mines and now

the best you can give us is two weeks severance pay. No

sympathy, just money and a little at that.

Narrator: Let's return to the Jones family the following

year,

scene takes place in the local government office.

The

Worker;

tv*.

J;.*.*

' .

Ij:

Mrs

.Jones

;

Worker:

Mrs.Jones:

SCENEII

Narrator:

Mrs.Jones, we understand your situation. We know that you

have a family to support but you must realize our position

also. I, myself, am handling 175 cases similar to yours and

each onemustbe checked thoroughly before assistance can be

given.

Assistance can only be given to the neediest.

Well,

what can I do?

Well - we've told you about our employment service.

Yes,I've been there but they say I'm not skilled so they have

nothing for me. And then they tell me to sit and

wm 1970 staff manual searchable.pdf

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