three factors are always present: it takes two or more to play a
game; there is a definite order or succession of events, and there
is a definite finish or climax. And as we watch the children at
their games we can see their whole mental and moral development
unfold before us, for nothing is more characteristic of a child's
stage of development than the games in which he is interested.

While we are content to let the younger children play as much as
they like--because very often the more they play, the less they
annoy us--we are all inclined to expect of the older children an
increasing share of work and a declining interest in play. Some of
us are even inclined to discourage the play instinct as the children
grow older, because we have come to think of play as something not
only frivolous and useless, but even a harmful waste of time. Now,
the educational value of play keeps pace with the development of the
child. That is to say, the child outgrows interest in games about as
fast as these lose their educational value. The new games that the
child takes up year after year always have something new to teach
him.

[Illustration: Let them romp in winter as well as in summer.]

The plays of the early period develop his sense perceptions, they
give practice in seeing and hearing and touching with quick
discernment. Then for four or five years play gives increased
mastery of the child's own body, and over the objects and materials
with which he plays. Running and jumping are for skill and for
speed; the competitive instincts drive each to do the best he can
for himself. Later the games give exercise in the adjustment of the
child not only to his material surroundings, but also to other