Compare revisions: 1971_Sackson_287_September 24.jpg
|
Added bracket continuation date
|
|||
|---|---|---|---|
| Line 1: | Line 1: | ||
FRIDAY 24 SEPTEMBER | '''FRIDAY 24 SEPTEMBER 1971''' | ||
267th day - 98 days to come | |||
---- | ---- | ||
Rcd. 12 answers to <u>SLEUTH</u> problem. One said he was a game | Rcd. 12 answers to <u>SLEUTH</u> problem. One said he was a game <br> | ||
collector with over 200 games. Another was a math teacher | collector with over 200 games. Another was a math teacher <br> | ||
who will use <u>SLEUTH</u> for teaching deductive logic. | who will use <u>SLEUTH</u> for teaching deductive logic. <br> | ||
---- | ---- | ||
(cont. from 11/5) [11/5] | (cont. from 11/5) [11/5] | ||
At F.A.O. Schwartz looked at <u>AD-LIB</u> & <u>PLAY ON WORDS</u>. The | Told <u>Claude</u> that <u>Earl</u> offered to come next week to help <br> | ||
former is played like <u>SCRABBLE</u> except that instead of | me test games, for my columns. Claude would like to come, <br> | ||
tiles with point values on them the letters are actually | if Earl can make it on Thursday. <br> | ||
plastic letter shapes and the values are printed in the | |||
spaces on the board. Letters put on double or triple | At F.A.O. Schwartz looked at <u>AD-LIB</u> & <u>PLAY ON WORDS</u>. The <br> | ||
spaces affect the entire word but have no point value | former is played like <u>SCRABBLE</u> except that instead of <br> | ||
of their own. In drawing letters to plan with, they are | tiles with point values on them the letters are actually <br> | ||
shaken from a special box. Don't remember anything special | plastic letter shapes and the values are printed in the <br> | ||
about the latter. | spaces on the board. Letters put on double or triple <br> | ||
spaces affect the entire word but have no point value <br> | |||
of their own. In drawing letters to plan with, they are <br> | |||
shaken from a special box. Don't remember anything special <br> | |||
about the latter. <br> | |||
Looked at <u>LOGUS SR</u>. (Ideal - see 1971 catalog). Each player has a <br> | |||
[diagram of 4X5 grid with letters in most of the boxes | [diagram of 4X5 grid with letters in most of the boxes | ||
DEAET | DEAET <br> | ||
IN-BH | IN-BH <br> | ||
GOURM | GOURM <br> | ||
C-LSO] | C-LSO] <br> | ||
board with 18 sliding letter and 2 empty | |||
spaces, as shown. There is a pack of cards, | board with 18 sliding letter and 2 empty <br> | ||
each one calling for a word category | spaces, as shown. There is a pack of cards, <br> | ||
and specifying a row in which it must be formed, | each one calling for a word category <br> | ||
also a point value. The first player to | and specifying a row in which it must be formed, <br> | ||
form a proper word wins the card. (Fairly | also a point value. The first player to <br> | ||
complete idea.) | form a proper word wins the card. (Fairly <br> | ||
complete idea.) <br> | |||
To Riis Brothers | To Riis Brothers. Nothing I don't know. <br> | ||
<u>Earl Perel</u> called. He'll come here next Thursday. | <u>Earl Perel</u> called. He'll come here next Thursday. <br> | ||
He is still working on a loan from the Small Business Adm. | He is still working on a loan from the Small Business Adm. <br> | ||
The one to whom I sent the letter seemed impressed. The next | The one to whom I sent the letter seemed impressed. The next <br> | ||
step is for a volunteer retired businessman to visit Earl. | step is for a volunteer retired businessman to visit Earl. <br> | ||
Earl is afraid that he will only be familiar with retail | Earl is afraid that he will only be familiar with retail <br> | ||
of small manufacture businesses. | of small manufacture businesses. <br> | ||
Earl played Claude's <u>MANIPULATION</u> the two times they got | Earl played Claude's <u>MANIPULATION</u> the two times they got <br> | ||
together this week. He wondered if he bothered Claude by of- | together this week. He wondered if he bothered Claude by of- <br> | ||
fering a lot of suggestions for changes, more in the matter | fering a lot of suggestions for changes, more in the matter <br> | ||
of presentation than in the rules. I said that Claude wel- | of presentation than in the rules. I said that Claude wel- <br> | ||
comed the suggestions but it would be better to | comed the suggestions but it would be better to <br> | ||
give them all together, after the game is finished (Claude | give them all together, after the game is finished (Claude <br> | ||
had mentioned it to me.) | had mentioned it to me.) <br> | ||
<u>Al and Adela Richter</u> her in the evening. A number of his | <u>Al and Adela Richter</u> her in the evening. A number of his <br> | ||
craft ideas are being considered, by the Girl Scouts among | craft ideas are being considered, by the Girl Scouts among <br> | ||
others, but nothing is being done with his games or puzzles. | others, but nothing is being done with his games or puzzles. <br> | ||
Al and I played <u>ORION</u> (earlier in day I read over the rule | Al and I played <u>ORION</u> (earlier in day I read over the rule <br> | ||
booklet.) We played the "Hydra" and "Orion" variations | booklet.) We played the "Hydra" and "Orion" variations <br> | ||
(cont. on 9/25) | (cont. on 9/25) | ||