So far the discussion has been concerned with the characteristics of the play spirit and its use in connection with the more formal materials of education.  However, the free plays of children are valuable in two ways—­first, as sources of information as to the particular tendencies ready for exercise at different times, and second, as a means of education in themselves.  A knowledge of just which tendencies are most prominent in the plays of a group of children, when they change from “play” to “games,” the increase in complexity and organization, the predominance of the intellectual factors,—­all this could be of direct service to a teacher in the schoolroom.  But it means, to some extent, the observation by the teacher of his particular group of children.  Such observation is extremely fruitful.  The more vigorously, the more wholeheartedly, the more completely a child plays, other things being equal, the better.  A deprivation of opportunity to play, or a loss of any particular type of play, means a loss of the development of certain traits or characteristics.  An all-round, well-developed adult can grow only from a child developed in an all-round way because of many-sided play.  Hence the value of public playgrounds and of time to play.  Hence the danger of the isolated, lonely child, for many plays demand the group.  Hence the opportunities and the dangers of supervision of play.

Supervision of play is valuable in so far as it furnishes opportunities and suggestions which develop the elements most worth while in play and which keep play at its highest level, and in so far as it concerns the nature of the individual child, protecting, admonishing, or encouraging, as the case may require.  It is dangerous to the child’s best good, in so far as it results in domination; for domination will mean, usually, the introduction of plays beyond the child’s stage of development and the destruction of the independence and initiative which are two of the most valuable characteristics of free play.  Valuable supervision of play is art that must be acquired.  To influence, while effacing oneself, to guide, while being one of the players, to have an adult’s understanding of the needs of child nature and yet to be one with the children—­these are the essentials of the supervision of play.

QUESTIONS

1.  Distinguish between the fighting instinct and the instinctive basis of play.

2.  Under what conditions may an activity which we classify as play for a civilized child be called work for a child living under primitive conditions?

3.  What kinds of plays are characteristic of different age periods in the life of children?

4.  Trace the development of some game played by the older boys in your school from its simpler beginnings in the play of little children to its present complexity.

5.  Name the characteristics common to all playful activity.