facts. All these things the team game teaches as no mere
_instruction_, whether in school or home, can teach.

We have learned from the results of these play activities with all
kinds of children in the city and in the country, of rich and of
poor, that the spirit of the game is not only capable of stimulating
the growing boy and girl to a tremendous amount of exertion, but
also of organizing his or her feelings and ideals into effective
moral and social standards. And when the same spirit is applied to
work, we can get the same valuable educative results, with the
addition of a higher appreciation of work as work than usually comes
from an early experience with doing necessary but disagreeable
tasks. For example, in one city the shop work of classes of boys was
organized on a cooperative basis. The boys worked in teams for the
making of desks or cabinets. The results, as measured by finished
product or by the quality of the workmanship, were far ahead of what
the same instructors could get from the same boys when the attempt
was made to stimulate the workers by means of prizes and individual
rewards. Children can learn to work together as well as to play
together. If you have noticed that two workers very often do half as
much work in a given time as one worker, it is because they have not
learned to work together--they have been denied the opportunity of
learning this, and now take occasion, when they do get together, to
do almost everything but work.

There are many opportunities in the ordinary household to teach
girls and boys to do useful work in a spirit very similar to that
which they put into their games. It may not be possible to make all
the necessary work as interesting as games, but the remoter purpose
of the work, whether it is to accomplish something whose need is