Page:Primitive Culture Vol 1.djvu/92

74 arts, so they reproduce, in what are at once sports and little children's lessons, early stages in the history of childlike tribes of mankind. English children delighting in the imitations of cries of animals and so forth, and New Zealanders playing their favourite game of imitating in chorus the saw hissing, the adze chipping, the musket roaring, and the other instruments making their proper noises, are alike showing at its source the imitative element so important in the formation of language. When we look into the early development of the art of counting, and see the evidence of tribe after tribe having obtained numerals through the primitive stage of counting on their fingers, we find a certain ethnographic interest in the games which teach this earliest numeration. The New Zealand game of 'ti' is described as played by counting on the fingers, a number being called by one player, and he having instantly to touch the proper finger; while in the Samoan game one player holds out so many fingers, and his opponent must do the same instantly or lose a point. These may be native Polynesian games, or they may be our own children's games borrowed. In the English nursery the child learns to say how many fingers the nurse shows, and the appointed formula of the game is ‘Buck, Buck, how many horns do I hold up?' The game of one holding up fingers and the others holding up fingers to match is mentioned in Strutt. We may see small schoolboys in the lanes playing at the guessing-game, where one gets on another's back and holds up fingers, the other must guess how many. It is interesting to notice the wide distribution and long permanence of these trifles in history when we read the following passage from Petronius Arbiter, written in the time of Nero: — 'Trimalchio, not to seem moved by the loss, kissed the boy and bade him get up on his back. Without delay the