boys. "What busy tumult among those older boys at the brook! They have
built canals, sluices, bridges, etc.... at each step one trespasses on
the limits of another realm. Each one claims his right as lord and
maker, while he recognises the claims of others, and like States, they
bind themselves by strict treaties."

"Every town should have its own common playground for the boys. Glorious
results would come from this for the entire community. For, at this
period, games, whenever possible, are in common, and develop the feeling
and desire for community, and the laws and requirements of community.
The boy tries to see himself in his companions, to weigh and measure
himself by them, to know and find himself by their help."

"It is the sense of sure and reliable power, the sense of its increase,
both as an individual and as a member of the group, that fills the boy
with joy during these games.... Justice, self-control, loyalty,
impartiality, who could fail to catch their fragrance and that of still
more delicate blossoms, forbearance, consideration, sympathy and
encouragement for the weaker.... Thus the games educate the boy for
life and awaken and cultivate many social and moral virtues."

In England we have always had respect for boys' games and more and more,
especially in America, people are realising the need for play places and
play leaders. But all this was written in 1826, when for ten years
Froebel had been experimenting with boys of all ages. At Keilhau play of
all kinds had an honoured place. We read of excursions for all kinds of
purposes, of Indian games out of Fenimore Cooper, and of "Homeric
battles." It was "part of Froebel's plan to have us work with spade and
pick-axe," and every boy had his own piece of ground where he might do
what he pleased. Ebers, being literary, constructed in his plot a bed of