motherhood. The number of motor activities that are both inspired and
unified by this form of play and that can always be given wholesome
direction is almost incredible, and has been too long neglected both
by psychologists and teachers. Few purer types of the rehearsal by the
individual of the history of the race can probably be found even
though we can not yet analyze the many elements involved and assign to
each its phyletic correlate.

In an interesting paper Dr. Gulick[5] divides play into three childish
periods, separated by the ages three and seven, and attempts to
characterize the plays of early adolescence from twelve to seventeen and
of later adolescence from seventeen to twenty-three. Of the first two
periods he says, children before seven rarely play games spontaneously,
but often do so under the stimulus of older persons. From seven to
twelve, games are almost exclusively individualistic and competitive,
but in early adolescence "two elements predominate--first, the plays are
predominantly team games, in which the individual is more or less
sacrificed for the whole, in which there is obedience to a captain, in
which there is cooeperation among a number for a given end, in which play
has a program and an end. The second characteristic of the period is
with reference to its plays, and there seems to be all of savage
out-of-door life--hunting, fishing, stealing, swimming, rowing, sailing,
fighting, hero-worship, adventure, love of animals, etc. This
characteristic obtains more with boys than with girls." "The plays of
adolescence are socialistic, demanding the heathen virtues of courage,
endurance, self-control, bravery, loyalty, enthusiasm."

Croswell[6] found that among 2,000 children familiar with 700 kinds of
amusements, those involving physical exercises predominated over all
others, and that "at every age after the eighth year they were