needs an external point, chosen and prepared by himself, to which he
refers all his activity."

As ideas widen the child's purposes enlarge, and he finds the need for
that co-operation which binds human beings together. And so by play
enjoyed in common, the feeling of community which is present in the
little child is raised to recognition of the rights of others; not only
is a sense of justice developed, but also forbearance, consideration and
sympathy.

"When the room to be filled is extensive, when the realm to be
controlled is large, when the whole to be produced is complex, then
brotherly union of similar-minded persons is in place." And we are
invited to enter an "education room," where boys of seven to ten are
using building blocks, sand, sawdust and green moss brought in from the
forest. "Each one has finished his work and he examines it and that of
others, and in each rises the desire to unite all in one whole," so
roads are made from the village of one boy to the castle of another: the
boy who has made a cardboard house unites with another who has made
miniature ships from nut-shells, the house as a castle crowns the hill,
and the ships float in the lake below, while the youngest brings his
shepherd and sheep to graze between the mountain and the lake, and all
stand and behold with pleasure and satisfaction the result of their
hands.

The educative value of such play has been brought forward in modern
times in _Floor Games_ by Mr. Wells, _Magic Cities_ by Mrs. Nesbit, and
notably in Mr. Caldwell Cook's Play City in _The Play Way_.

Joining together for a common purpose does not only belong to younger