children; in other words, he learns to take his place among other
human beings. From the games in which the children take their turns
at some activity the timid child learns that he has equal rights
with others, and acquires self-confidence; whereas the child
disposed to be overbearing learns the equally necessary lesson that
others have rights which he must respect. Every child learns from
these games how to be a good loser as well as how to be a good
winner. Just those qualities that make an adult an agreeable
associate in business or in social dealings are brought out by these
games as they can be by no ordinary form of work which the children
have a chance to do.

It is only in very recent times that we have begun to notice that
the work required of the children in the schools is of a kind that
either ignores the development of the social instincts or actually
hinders them, so that the moral or social effect of successful
school work is frequently very undesirable. When a child is set to
do some work by himself, even if the work is not too difficult for
him, there is no exercise for the social instinct, and the work must
be very interesting indeed to hold his continued attention. As the
child grows older there is increasing need for social stimulation of
the cooperative kind and less of the emulative kind. Where the
experiment has been tried of having the children approach their
school work as they approach a game, with the feeling of getting at
an interesting goal, with opportunities for each to do his best for
the whole group and to help the others, the work becomes as
interesting as a game, and acquires the same educational value as a
good game well played. In the home we might often get the necessary
work done with more expedition and with better spirit if we
recognized the child's need of constant outlet for his emotions, and