Compare revisions: 1973_Sackson_079_February 28.jpg
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and the same player can use a triangular area twice. Object to | and the same player can use a triangular area twice. Object to | ||
<s>p</s> form a continuous path between opposite edges. (Rough idea.)<br> | <s>p</s> form a continuous path between opposite edges. (Rough idea.)<br> | ||
<u>AMOEBA</u> - A field is marked in pentagons with black spaces of | <u>AMOEBA</u> - A field is marked in pentagons with black spaces of | ||
different shapes in <s>the</s> between. Players in turn mark a pentagon. | different shapes in <s>the</s> between. Players in turn mark a pentagon. | ||
Score for completing the surrounding of the black space. (Rough idea.) | Score for completing the surrounding of the black space. (Rough idea.) | ||
Told Keith about Samsonite's <u>AMOEBA</u>.<br> | Told Keith about Samsonite's <u>AMOEBA</u>.<br> | ||
<u>HEX</u> - The game is on a field with 11 hexes on a side. Told Keith | <u>HEX</u> - The game is on a field with 11 hexes on a side. Told Keith | ||
of its original name - <u>JOHN</u>.<br> | of its original name - <u>JOHN</u>.<br> | ||
<u>NIM</u> - Played on a field as shown. Players in [drawing of pyramid of circles] | <u>NIM</u> - Played on a field as shown. Players in [drawing of pyramid of circles] | ||
turn mark out one or more circles connected | turn mark out one or more circles connected | ||
in a straight line.<br> | in a straight line.<br> | ||
<u>3 DIMENSIONAL TIC TAC TOE</u> - The standard fame on a 4 4x4 fields. | <u>3 DIMENSIONAL TIC TAC TOE</u> - The standard fame on a 4 4x4 fields. | ||
They are also thinking of using <u>RACE TRACK GAME, THE</u> that | They are also thinking of using <u>RACE TRACK GAME, THE</u> that | ||
appeared in <u>Martin Gardner</u>'s column. I told Keith that Martin | appeared in <u>Martin Gardner</u>'s column. I told Keith that Martin | ||
told me the things in his column are public domain unless | told me the things in his column are public domain unless | ||
previously protected.<br> | previously protected.<br> | ||
Suggested <u>SPROUTS</u> to Keith and also told him that several | Suggested <u>SPROUTS</u> to Keith and also told him that several | ||
games with the same play mechanism as <u>JOTTO</u> had appeared | games with the same play mechanism as <u>JOTTO</u> had appeared | ||
before <u>JOTTO</u>,<br> | before <u>JOTTO</u>,<br> | ||
I told Keith that on thinking it over I had decided to abide by | I told Keith that on thinking it over I had decided to abide by | ||
the spirit as well as the letter, of my contract and not do any | the spirit as well as the letter, of my contract and not do any | ||
p&p games for anyone else. He respected my decision.<br> | p&p games for anyone else. He respected my decision.<br> | ||
He has doubts on whether they will go with the p&p games | He has doubts on whether they will go with the p&p games | ||
since another company is coming out. I asked him not to say that | since another company is coming out. I asked him not to say that | ||
the info comes from me when he discusses it at the office.<br> | the info comes from me when he discusses it at the office.<br> | ||
Since Keith had mentioned puzzles with multiple solutions I showed | Since Keith had mentioned puzzles with multiple solutions I showed | ||
him <u>HONORABLE RELATIONS</u>. He said their image is something more | him <u>HONORABLE RELATIONS</u>. He said their image is something more | ||
dimensional.<br> | dimensional.<br> | ||
Showed him <u>TAKE-A-WORD</u> and he enjoyed it, altho he said he | Showed him <u>TAKE-A-WORD</u> and he enjoyed it, altho he said he | ||
didn't like word games. Showed him <u>SUPER-TAC-TOE</u> (mentioning | didn't like word games. Showed him <u>SUPER-TAC-TOE</u> (mentioning | ||
the use of the name). He liked it too and took along both. | the use of the name). He liked it too and took along both. | ||
I said I'd <s>said</s> send the rules altho he said he knew how to | I said I'd <s>said</s> send the rules altho he said he knew how to | ||
play. We discussed the possibility of packaging these two and | play. We discussed the possibility of packaging these two and | ||
another one or two as a bookshelf game. The <u>QUINTO</u> board could | another one or two as a bookshelf game. The <u>QUINTO</u> board could | ||
be used with 4 special tiles to mark the corners of the | be used with 4 special tiles to mark the corners of the | ||
area involved in each game.<br> | area involved in each game.<br> | ||
Told him about the 4 games Felicia asked me to. He wasn't | Told him about the 4 games Felicia asked me to. He wasn't | ||
too interest[ed] but will call Felicia. // Talked about a simple but | too interest[ed] but will call Felicia. // Talked about a simple but | ||
fun war game and he wants to see <u>INVASION</u>.<br> | fun war game and he wants to see <u>INVASION</u>.<br> | ||
(cont. on 1/13) | (cont. on 1/13) | ||