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U. S. DEPARTMENT OF LABOR 
 
 JAMES ]. DAVIS. Sccielaiy 
 
 CHILDREN'S BUREAU 
 
 GRACE ABBOTT. Chief 
 
 Reprint from Bulletin No. 65, Home Economics Series, No. 5, Federal Board for Vocational Education 
 
 CHILD CARE 
 
 AND 
 
 CHILD WELFARE 
 
 OUTLINES FOR STUDY 
 
 Prepared by 
 
 Tfe Children's Bureau 
 
 United States Department of Labor 
 
 in cooperation with 
 
 Tlie Federal Board for Vocational Education 
 
 SEPARATE No. 3 
 
 PLAY AND RECREATION 
 
 Bureau Publication No. 92 
 
 t 
 
 
 WASHINGTON 
 
 GOVERNMENT PRINTING OFFICE 
 
 1921 
 
 Wonoeraph 
 
LIBRARY OF CONGRESS 
 
 ■ -SIVE-' 
 
 MARfi 1922 
 ij«^(fjiywie^i'»rH ,.. ..ION 
 
 

 ■/LI 
 
 CONTENTS. 
 
 Pas?. 
 
 Toreword v 
 
 Introdiutioii vii 
 
 Section V. riny and recrentiun 1—14 
 
 Outline 1. Introduction 1 
 
 Outline 2. Nature of iilay S 
 
 Outlined. Uses of play S 
 
 Outline 4. Practical application of play in cbild development and 
 
 cUild tiaining 10 
 
 Outline"). The play movement 38 
 
 Outlined Organization and adujinistratiou of play and recreation — 40 
 
 ni 
 
FOREWORD. 
 
 From institutions th;it arc otJVrinj:: courses for the trainintr of 
 vocational teachers of home economics there has been a very jjeneral 
 demand for source material which could be used as the basis of in- 
 struction in child care and child welfare. Tliis demand comes be- 
 cause of the eni])hasis that is now placed upon child care as an im- 
 portant part of the vocational ti'ainintr for home makinir. 
 
 The Fedei-al Board for \'ocation;il Kducation is charjred with the 
 duty of nuikinir studies, investitralions. and rejiorts v^'hich will be 
 of assistance to the States in the I'stablishmeiit and conduct of voca- 
 tional schools and classes. When deemed advisable, these studies 
 and I'epoits may be made in cooperation with or tlirouiih other (Jov- 
 ernment dejiartments interested in similar lines of work. 
 
 One of the chief functions of the Children's Huieau of the De- 
 ])ai'tment of Labor is to make stiulies and investi<rations in the field 
 of child care and child wcdfai'c. 'Idii-ou^di a cooperative arranj^e- 
 ment between that bureau and llic federal lioard for V\)eationa] 
 Kducation this bulletin has been prepai'ed. 
 
 The bulletin deals with the import:int phases of childhood and is 
 published witli the hope that it may ser\e to stimulate the right kind 
 of instruction in child tare as a pai't of the trainin<r for vocational 
 teachers of home economies. 
 
 These outlines are not [irepared for use directly as lessons. Tiiey 
 are not in lesson form, but are published as source material from 
 which the instiuctoi- may make hei' own course. 
 
 Many of these outlines will be fouml to overlap, and it may be 
 that certain subjects are not piesented. or at least not given sufficient 
 emphasis. Occasionally slight differences of opinion will be found 
 to exist, for authorities are in disagi'eement on some of the im- 
 portant points tliscussed. 
 
 Both the Children's P)ureau and the Federal Boaid will welcome 
 frank criticism and constructive suggestions which may lead to an 
 improvement of the teaching of this subject. l)oth in the colleges and 
 in vocational schools of less than college grade. 
 
 Tiie preparation of this material has been undertaken by the 
 Children's Bureau of the Department of Labor, under the direction 
 of Dorothy Reed Mendenhall, M. D., assisted by Miss Mercy Beards- 
 ley Hooker. 
 
VI FOREWORD. 
 
 Miss Julia C. Lathroi), Chief of the Children's Bureau, in sub- 
 mitting this material, makes the following statement of authorship 
 and acknowledgments : 
 
 "In detail, the outlines were prepared by the following persons — 
 
 Section 1: Health Problems of Mother and Infant, Dr. Menden- 
 hall. 
 
 Section II: The Develoijment. (Jeneral Hygiene, and Feeding of 
 the Child. Outline 1. Theodora Wheeler, M. U.. formerly of the 
 Children's Bureau: Outlines 2. :'>, -i. ."), Dr. Mendenhall: Outline C. 
 Euth AVheeler. Th. D., Goucher College: and Outline 7. Mabel 
 Simis riricli, M. D., sui)ervisor of social hygiene e<lucation, Minne- 
 sota State Board of Health, and director of health service, northern 
 division. American Ued Cross. 
 
 Section III: Problems Kclatcil to ."Safeguarding the Health of the 
 Child, Outlines 1 aiul 2, Dr. Theodora Wheeler: Outlines '■'> and 4. 
 Ella Opi^enlieimer, M. D., Children's lUireau: Outline 5, Dr. Tlieo- 
 dora Wheeler and Dr. Men<!eidiall : Outline li. Miss Nettie Mctiill, 
 Assistant Director. Industrial Division. Children's Bureau, and Miss 
 Mercy B. Hooker: and Outline 7. Miss Mina Sessions, formerly of 
 the Children's Bureau. 
 
 Section I\': Child Mentality and Management, Helen Thompson 
 Woollev. Ph. D.. director of the \ocatioiud l)ureau of the Cincinnati 
 public schools. 
 
 Section ^' : Kecreation. Prof. C'eorge E. Johnson, division of edu- 
 cation. Har\ard University. 
 
 Section Vl : Child Labor, Miss Ellen N. Matthews, Director of the 
 Industrial Division of the Chihlivn's Bureau. Miss Nettie McCiill 
 and Miss Ella A. Merritt. of the Chiidien's Bureau. 
 
 Section A'll: Children in Need of S|)ecial Care, Miss Emma O. 
 Lundberg, I)irect<;r of the Social .Ser\ice Division of the Children's 
 Bureau, and Miss Kathai'ine'Leiiroot. formerly Assistant Director. 
 
 The Children's Bureau acknowledges with gratitude assistance 
 obtained from Miss Ilena Bailey, C. F. Langwcu'thy, Ph. D., and 
 Carl Larson, Ph. D.. of the Department of .Vgricultiu'e: Miss Laura 
 A. Thompson, librarian of the Department of Lalior: Miss Elva L. 
 Bascom, principal of the School of Lil)rary Science, University of 
 Texas: Edith Abbott, Ph. D., and Miss Neva Boyd, of the Chicago 
 School of Civics and Philanthropy: E. V. McCollum. Ph. D., and 
 John Howland, M. D., of Johns Hopkins University Medical School; 
 and the home economics staff of the Federal Board for V'ocational 
 Education." 
 
 Lewis H. Cruris, 
 
 Administrative Bead. 
 
CHILD CARE AND CHILD WELFARE. 
 
 INTRODUCTION. 
 
 Chililren are a nation's most valiiuble asset, foi- on their inlierent 
 possibilities and their development the future of the State depends. 
 Althoii<rh the lespoiisiliility for the welfare of the child rests ulti- 
 mately with or<;-anize(l society, or the community, tliis responsibility 
 has onlv coniparatixely I'eeently i)een reeoi;'ni/ed in the T'nited 
 States. Investiii'atious have brought to light the fact that a gieat 
 number of our children are dying needlessly, and that other large 
 grou))s are subjected to i>reventable disease and to various condi- 
 tions injurious to mental and moral pi'ogress. A recognition of this 
 has b(>en the basis in recent years for constructive legislation and 
 pulilic and ])ri\'ate elloi-t to renieily the^e conditions. The World 
 War. moreover. re\ealed evils wdiich ha\'e brought about furtlier 
 measures on the part of Federal, State, and local agencies to care 
 for the child ])opulati'>n. 
 
 I. FrXD.\.ME.\T.\L RIGHTS OF CHILDHOOD. 
 
 P^vei'v child has cci'tain fundamental rights. These include: 
 
 A. The best possible heredity. 
 
 B. Basic reipiii'ements for health. b(jth physical and mental. 
 
 1. Bivast feeding if possible: otherwise feeding under 
 
 direction of |)hysiciau. 
 
 2. "rojier and sufficient food. 
 
 ?). Correct hygienic care and training. 
 
 4. Prott'ction from conununicable tli.seases. 
 
 "). Treatment of remediable defects. 
 
 C. Xoi'uial home life. 
 
 1. Sufficient income f()r the needs of the family. 
 
 2. Decent, clean home, not overcrowded. 
 
 3. Parents with an .i])|)i-eciation of their duties, making 
 
 an effort to fullill them. 
 
 D. Education. 
 
 1. Schooling at least nine months a year, either full or 
 jiai't time. ui> to IS yeai's of age. 
 
 E. 0]iportunity for jjlay and companionship. 
 
 F. Protection from child labor. 
 
 G. Moral and religious training. 
 
 vn 
 
VIII , CHILD CARE AND CHILD WELFARE. 
 
 II. TH^ HOME AND THE CHILD. 
 
 A. Family life is the highest and finest product of civilization. 
 
 1. The family has developed as a result of the need of the 
 
 child for long-continued care and protection. 
 
 2. Family life is the medium through which the development 
 
 of the chihl naturally takes place. 
 
 3. The early years of a child's life, which are recognized as 
 
 of great importance from the point of liealth, education, 
 and training, are the vears wlien tlie child is most com- 
 pletely under the influence of the h'ome. 
 
 4. The stability and progress of a nation depend on the 
 
 cliaracter of tlie homes in which its children are reared. 
 
 B. Protection of the liome is necessary. 
 
 1. By the parents. 
 
 2. By the community. 
 
 3. By National. State, and local legislation. 
 
 C. Conditions menacing the stability of the home are: 
 
 1. Divoi'ce. separation, and desertion. 
 
 2. Delin(iuency. drunkenness, and immorality. 
 
 3. Povei-ty and shiftlcssness. 
 
 4. T^nemployment and low wages. 
 
 5. Mental defect and insanity. 
 
 6. Sickness and deatli. 
 
 III. THE P.ARENTS AND THE CHILD. 
 
 A. Parents owe their cliild — 
 
 1. (xood heredity, mental aii<l jihysical health. 
 
 2. Happy, wholesome environment. 
 
 3. Best care and training of whicli they are capable. 
 
 4. Sympathetic understanding and love. 
 ^. Good example. 
 
 G. Fidlest i)()ssible preparation for life. 
 
 7. An opportunity for proper companionship. 
 
 B. Parenthood is a profession, and as sucli demands training. 
 
 IV. THE STATE AND THE CHILD. 
 
 The duty of society to the child inchules: 
 
 A. The establishment of mininnnn standards for child welfare. 
 
 B. The establishment of means for maintaining these standards. 
 
INTRODUCTION. IX 
 
 V. NATIONAL AGENCIES WORKING FOR THE WELFARE OF THE 
 
 CHILD. 
 
 A. Fedenil agencies. 
 
 1. Children's liureau, T'nited Stales DeiJai'tnient of Labor. * 
 
 2. liiireau of Education, United States Department of the 
 
 Interior. 
 
 3. Public Health Service. I'nited States Treasury I)e|)art- 
 
 nicnt. 
 
 4. States Uelations Serxice, United States Department of 
 
 Aji:ricu]ture. 
 6. United States Federal I'xiard f(n' Vocational Education, 
 (i. Office of Internal Kexcime. United States Treasury De- 
 partment. (Enfoi'cin<i- Child Labor Tax Law.) 
 15. Agencies financed by private funds. 
 
 Some ic[>resentativc agencies are as follows: 
 
 1. Ameii(an Child Hygiene .Vssociat ion, liil Cathedral 
 
 Street. Baltimore, Md. 
 
 2. American Ked Cross, Washington. D. C. 
 
 3. American Social Hygiene As.sociation, lo,"i AVest Fortieth 
 
 Street, New York, X. V. 
 
 4. Child Health Organization of America, l.-)6 Fifth .\. venue, 
 
 New York, X. V. 
 
 5. Child A\'elfare League of America. 130 East Twenty-sec- 
 
 ond Street. Xew Yoi'k, N. "W 
 
 6. National Child Labor Conimiitee, li)."i East Twenty-sec- 
 
 t)nd Street, New Yoik, N. ^'. 
 
 7. National Child AA'elfare Association, Id Fifth Avenue, 
 
 New Y(uk. X. Y . 
 
 8. National Committee for Mental Hygiene, 50 Union Square, 
 
 New York. N. Y. 
 {). National Committee for the Prevention of Blindness, 130 
 East Twenty-second Street, New York, N. Y. 
 
 10. National Congress of Mothers and Parent-Teacher As.so- 
 
 ciation, 1201 Sixtei'nth Stieet NW.. Washington, D. C. 
 
 11. National Organization for Public Health Nursing, 1.36 
 
 Fifth Avenue. N(>w York, X. \ . 
 
 12. National Probatam .Vssocial ion. 370 Seventh Avenue. New 
 
 York, N. Y. 
 
 13. National Tuberculosis .Vssociation, 3S1 Fourth Avenue, 
 
 New York. N. Y. 
 
 14. Pla\ground and Ilecreation Association of America. 1 
 
 Madison Avenue, New York, N. Y. 
 
 15. Kussell Sage Foundation, 130 East Twenty-second Street, 
 
 New York, N. Y. 
 
 77315 -21 2 
 
X CHILD CARE AND CHILD WELFARE. 
 
 VT. STATE AGENCIES WORKING FOR THE WELFARE OF THE CHILD. 
 
 A. State boai'ds of health an<l Imreans of cliiM hyiriene. 
 » B. State boards of charities and correction and child-welfare divi- 
 sions. 
 
 C. State deiiartnients of education. 
 
 D. State departments of labor. 
 
 E. State institutions for dependent, delinquent, and ]ihysicully or 
 
 mentally handicaj^ped children. 
 
 F. State child welfare or children"s coile commissions, and other spe- 
 
 cial boards. 
 
 VII. LOCAL AGENCIES WORKING FOR THE WELFARE OF THE 
 
 CHILD. 
 
 A. City and county: Dcparlments of health, divisions of child hy- 
 
 giene, departments ni charities, children's institutions, juvenile 
 courts, departments of education, recreation, etc. 
 
 B. Private: (liild livfiiene associations, health centers, visitinf;- nurse 
 
 associations, day nurseries, associated charities, children's aid 
 and pi'otecti\e societies, children's institutions, etc. 
 
 BEADING REFERENCES. 
 
 Bktt.s. GKoRCiK Hkkrert : FallitTs ;iiiil Muthers, I'.ulilps-.Mcrrill Cd.. Tii(li;Mi.il'"li>'. 
 
 1915. 
 Bos.\NQTET, Hki.kx : Till' I'"juiiil,\-, Mac-niilhni & Co.. Liiiiddii. lin.'i, ii]i. i:(iO-:n4. 
 Kyington, Marcaret F. : Tlie Nurnnil Family. Tlic .\iiiials of tlie .\iiiericaii 
 
 .\ca(leiii.v of Social Science. .Ma\ , IHIS, |i|i. l.S-27. 
 Chamhkki.atn. .-\. F. : 'I'lie Cliild. Charles Sci-iliner's Sons, New York. ]!n4, 
 
 pp. 1-fl. 
 GdoDSELr., Wn.LYSTi.NK: .\ Hisloi-y ef the l^'aiiiily as a Sin'ial and Fducalioiial 
 
 IiistitntioM, The Macnullaii Co., New York. I'.ll.'i. jip. 4."iT-477. 
 OUYER. M. F. : Bein'.' Well-Born, Bol.l is- .Merrill Co.. Iniliana|>olis, I'.ilC,. p|i. 
 
 l.-)9-lf»4. 
 Keli.ev. Florence: .Modern Indnstry. Lonfinians. (Jiven & < 'o.. \e\v York, l!il4, 
 
 pp. :^-37. 
 
 Mandoi.d, (;k()R(;e B. : I'rolilenis uf Child Welfare. The .Macncllan Co.. New- 
 York, 1914, 
 
 Sliiiinmni Standards for Child Welfare. I'. S, Children's Bnrean, rnlilicatifin 
 No. 62, 1919. 
 
 Oppenheim, Nathan: The I )evelopnienr of thi' (_'hild. The M,-icniillaii Co.. Now 
 York, 1902. pp. 2(i0-292. 
 
 Standards of Child Welfare, V. S. Children's Bnrean. riihlication No. CiO, 1919. 
 
 Tci'TS. .Tames Hayden, iiiid ("rothers, SAin'Ei. McCoRn: The Family, Ru.ssell 
 Sage Foundation, 130 Ea.st Twenty-second Street, New York, 1915. 
 
PLAY AND RECREATION 
 
SECTION v.— PLAY AND RECREATION. 
 
 OUTLINE 1. INTRODUCTION. 
 
 The wold •■ play," in its more popular use, not only does not convey 
 tlie meanini:; it has come to have in the minds of psycholo<fists and 
 ediicatf)rs, l)ut even carries a suggestion antagonistic to the full 
 significance of the word. Play is sometimes as truly serious, as 
 much concerned with achievement, as directly influenced by ulterior 
 motives, as difficult and heroi<' in pi-actice, and as contributory to 
 human progress as is work, wiiicli is commonly, but often ill-ad- 
 visedly, contrasted to it. Play, as used in this outline, is not simply 
 an incident in the drama of life; it is rather the thread of the plot 
 itself. 
 
 I. SOME GENERAL FACTS ABOIT PLAY. 
 
 A. Play is serious. 
 
 1. As viewed by the jilayers. Illustrations mav' l>e drawn 
 
 from — 
 
 {(i) Personal experience. 
 
 {/)) Literature. (See Payne, p. 128; Froebel, jip. 
 40-127; Sully, p. 65; Lee, pp. 1^.) 
 
 2. As \iewed by the onlooker. Illustrations may l>e drawn 
 
 from — 
 
 (a) Personal experience. 
 
 {h) Literature. (See Collier and Harrows; Eapecr, 
 pp. .H()!>-4()!i: also Lee. pp. 228-24G.) 
 
 B. Play is concerned witli product and result. Illustrations may bo 
 
 drawn from — 
 
 1. Personal experience. 
 
 («) Objectively. 
 
 (1) Making things to use ; bows and arrows, 
 
 kites, boats, huts, etc. 
 
 (2) Nutting, Ijerrying, gathering flowers,. 
 
 collections, etc. 
 (h) Subjectively. 
 
 (1) Achievement, ])restige, etc. 
 
 2. Literature. (See Lee, pp. 246-254.) 
 
 1 
 
y CHILD CARE AND CHILD WELFAEE. 
 
 C. Play is not pursued just for fun; it is not always simply pleasur- 
 
 able, but may involve pain (note derivation of word "' agony ''). 
 Illustrations may be drawn from experience : 
 1. Wrestling, boxing, racing, football, etc. 
 
 D. Play courts the difficult and heroic. Illustrations may be drawn 
 
 from — 
 
 1. Hardj- games, sports, dares, "stunts."' etc. 
 
 2. Play ideals of bo3's and youth. 
 
 3. Literature. (See McKenzie, pp. 19, 24, 25, 27; Johnson, 
 
 Geoi-ge E. : "The fighting instinct, its place in life.'') 
 
 E. Pla}' contributes directly to limnan progress. Illustrations may 
 
 be drawn from — 
 1. History. 
 
 (a) Darwin's play led to scientific research. 
 {b) Wright brothers' kite play led to first success- 
 ful airplane, etc. 
 
 F. Play can be taught without destroying the spontaneity of play. 
 
 (See GuHck, The Doctrine of "'Hands Off" in Phi}^; Lee, pp. 
 215-217; Curtis, pp. 179-24U: also Johnson, "Why teach a 
 child to i^lay.'") 
 
 1. Play has always been taught (illustrate). 
 
 2. Supervised play increases " freedom " (illustrate). 
 
 3. Coach is welcomed by boys. 
 
 II. DIFFERING VIEWS OF PLAY. 
 
 A. Play is incidental. 
 
 1. This view regards play as a mere incident in childhood of 
 
 no special moment. 
 
 2. This idea is rapidly disappearing. 
 1}. Play is recreational. 
 
 1. This view regards the value of play as consisting in 
 
 physical restoration of depleted powers. 
 
 2. This idea is very common. 
 
 C. Play is an essential element of growth and development, physical, 
 mental, and moral. 
 
 1. This is the only adequate view of play and is rapidly 
 extending. 
 
 READING REFERENCES I AND H. 
 
 CoLi.iEB. J., and Bakkows, E. M. : The Cit.v Where Crime is I'la.v. People'.s lu 
 stitute. Social Center Committee, 70 Fifth Avenue, New York. 1914. 
 
 CuBTis, Henry S. : Education Tlu-onsh Pl.ay, The llacmillan Co., New York. 
 1915. 
 
 Froebel. Fkeiduich. W. a.: Education nf Man. D. .\ppletou & Co., New Yorl;, 
 1900. 
 
PLAY AXD RECREATION. 3 
 
 Gl-lick, Llther H. : The Doctrine of "" Hands Off " in Play, PlaygroiinJ and 
 Recreation Association of America, 1 Madison Avenue, New York. 
 
 JoHNSox, George E. : Education Tlirough Recreation, Cleveland Foundation 
 Survey Committee, Cleveland. Ohio, 1916, pp. S2-S6. 
 
 . "The flghtini: instinct, its place in life." in The Survey, Dec. 4, 1915, 
 
 pp. 243-24S. 
 
 • . " Why teach a cliild to play," in .\nierican Physical Education Re- 
 
 view, vol. 11, October, um. 
 Lee, Joseph : I'lay in Education, The MaciliUan Co.. New York, 1915. 
 McKenzie, Robert T. : Exerci-;es in Edueatiim and Medicine. W. B.' Saunders 
 
 Co., Philadelphia, lOl-j. 
 Payne, Wili.i.vm H. : Rousseau, .T. .T., Emile, D. Appleton & Co., New York, 1901. 
 Rapeeb, Louis W. : Educational Hygiene, Charles Scribner's Sons, New York, 
 
 1915, pp. 3S0-4U9. 
 Sully, .J.\mes : Studies of childhood. 1). Appleton vV: Co., New York, 1814. 
 
 OUTLINE 2. NATURE OF PLAY. 
 
 The educational value of play was understood by many phi- 
 losophers and -writers of earlier times. They said many signiticant 
 things about play, but no attempt was made to give a scientific ex- 
 planation of play until modern times. Various theories have been 
 advanced, notably those of Spencer, Schiller, Groos, and Hall. 
 Willie these explanations of play differ in important respects, each 
 has contributed to a better im<lerstanding of this special phase of 
 life. All agree in explaining play from a biologic as well as a 
 physiologic and psychologic point of view. Incidentally, the sharp 
 contrast between play and work has been broken down and play 
 has been accepted as one of the efficient means of achievement in 
 education ami in later life. 
 
 I. EARLIER VIEW.S OF PLAY. 
 
 A. Plato advocated education by plays and games, emphasized free- 
 
 dom, and regarded play as preparation for future occupations. 
 (See Plato. The Laws I. p. G43. VII. p. 797: Compayre. p. 33.) 
 
 B. Quintillian advocated education by means of play and empha- 
 
 sized the value of approbation and consciousness of growth. 
 (See Compayre. p. 49.) 
 
 C. Fenelon advised instruction through play and discountenanced 
 
 an unwi.se distinction between play and work. (See Com- 
 payre. p. 177.) 
 
 D. Comenius said that play was the most important thing in the 
 
 child's life and that the greatest service which parents could 
 render their children was to encourage play. Play must be 
 stqiervised. and joyousness is the lifespring of the child. (.See 
 Monroe, p. 117.) 
 
4 CHILD CARE AND CHILD WELFARE. 
 
 E. Rousseau said that the native tendencies of chikh-en were all good. 
 
 Education should be through play. The child's play is pur- 
 poseful. Play and work are identical to the child. The heart 
 is the measure of learning. (See Payne, pp. 144, 127, 128.) 
 
 F. Schiller said that i^lay applies to the moral aod spiritual nature 
 
 as to the mental and physical. Play is growth. In play is the 
 genesis of art. 
 (i. Froebel said that play is growth. Play proceeds from the nature 
 of the child. Play is spiritual as well as physical. Play is an 
 ei^itome of human activity. (See Froebel, pp. 40-127.) 
 
 II. LATER THEORIES OF PLAY. 
 
 A. State offhand your own explanation of the phenomenon of play. 
 
 1. Why do children play at all? 
 
 2. What is the explanation of the forms their play activities 
 
 take? 
 
 3. Why do adults play at all? 
 
 4. What is the exi^lanation of the forms their play activities 
 
 take? 
 
 5. Why do adults pursue some of the play activities that 
 
 children follow, but not others? 
 
 B. Surplus energy : Eichter. Schiller, and Spencer. 
 
 Play is due to overflow of energy. (See Groos, pp. 1-24.) 
 (How might this theory be modified?) 
 
 C. Recreation : Lazarus. 
 
 Play is due to the need of recreation. (What helpful ele- 
 ments, if any. are there in this theory ? What objections might 
 Ix' made to it?) (See (iroos. pi>. 1-24.) 
 
 D. Instinct : (rroos. 
 
 The origin of play is instinct. Play is not due to youth; 
 youth follows from the need to play. Play is a preparation 
 for future serious occupations. (See Groos, pp. 25-Sl.) (Are 
 there limitations to or weaknesses in Groos' theory ? ) 
 
 E. Racial memory : Hall. 
 
 Play is due to the motor habits of the past of the race per- 
 sisting in the present. Play is backward looking, not forward 
 looking, as (n-oos regards it. (See Hall. pp. 202-236.) 
 
 F. Relaxation : Patrick. 
 
 The play of children is one thing: the play of adults is an- 
 other. Play of children is due to the fact that they can not 
 work; play of adults is due to the need of relaxation. (In 
 what respects, if any. does Patrick agree with views previously 
 mentioned?) (See Patrick, pp. 29-95.) 
 
PLAY AND nKCIlKATlON. 5 
 
 G. Gi'owth : Lee. 
 
 Play is growth. (How does Lee diifer, if at all, from 
 
 Groos^ Is Lee's view consistent with Hall's and I'atriclv's?) 
 
 (See Lee. pp. 5-7: 57-61.) 
 H. Struct lire- function. 
 
 Tlie e.xplanatioii of jihiy phcnnnieiia. as in tlie case ol' animal 
 
 behavior in general, must l)e souj^lit in or<ianic structure. 
 
 Play activity- varies as the structure of tiie animal varies; 
 
 "and the miuutenc^s of adaptation thus shown in the way of 
 
 struc*^ure knows no Itounds.'" (See James, vol. '_', p. ;5S4.) 
 
 1. Each indivi(hial human Ijegins in the lowest form of 
 
 animal life and ju'o^i'csses throuirli essential forms to 
 birtii, then to maturity. 
 
 2. Every stajre of individual human development is accom- 
 
 panied by change in or<janic structure and change in 
 cliaracteristic jsredispositions. 
 
 («) In.stinct, as the word is commonly used, may be 
 delined as the inherited ]>redisi)osition of an 
 or'ganism toward a |)articular type of iri- 
 h'arnei.l response to a state or situation. 
 
 (1) Ac(|uired ])redis]iosit ions ai'e inherited 
 predis])ositions modiiied by exjieri- 
 ence. 
 ('2) Liborn jii'edis])ositioiis are not sup- 
 planted, liut are adapted in the proc-' 
 ess of forming ac([uired predisposi- 
 tions. 
 
 3. Play may be regarded as the acti\ity in which the pre- 
 
 dispositions, inhei'ited and acquii'ed, find a^jpropriate 
 e.\])res>ion. 
 
 4. The jilav of man. then, is an activity for whicli the indi- 
 
 vidual is first biologically adapteil. then physiologi- 
 cally fit. and finally psychologically inclined. 
 
 5. It is not due to surplus enei'gy. except so far as is indi- 
 
 c"ited above: it is not an instinct, Imt all so-called in- 
 stincts are expressed in it: it is not due to inherited or 
 racial mcmfiry, of the existence of which we have no 
 adequate proof; it is not growth, but includes growth; 
 it is not due to need of recreation nor to need of re- 
 laxation, but these are frequently accompaniments of it. 
 G. In the case of adults, it is sometimes atavistic, but nor- 
 mallv it is structure-functional: it may be i-ecreational 
 or educational, or both. 
 77:515—21 :'. 
 
6 CHILD CARE AND CHILD WELFARE. 
 
 READING REFERENCES I AND II. 
 
 Campayhe. Julks Gaui;iel : History uf rcchigOK.v, D. C. Heath & Co.. Bostou. 
 
 1885. 
 Cakk, Harvey A. : The Survival Values of l^la.v, University of Colorado, Boul- 
 der, Colo., 1902. 
 Chamiseklaix, a. V. : The t 'liild. Charles iSerilmer's Sons, New York, 1900. 
 Claperede, fioouRD : Experiuieutal Pedagogy and Uie Psychology of the Child, 
 
 Longmans, Green & Co., New York, 1911. 
 CuKTis, Henry S. : Education Through Play, The Macinillan Co., New York, 
 
 1915. 
 Dewey, John : " Play," in Cyclopedia of Education, The JIacuiillau Co., New 
 
 York, 1911. 
 Fboebel, Friedhich W. A. : Education of Man, D. Appletou & Co., New York, 
 
 1900. 
 Gboos, Karl: Play of Animals. D. Appleton & Co., New York, 1898. 
 
 ■ . Play of Man, D. Appleton i>i Co., New York, 1901. 
 
 Hall, G. Stanley: Adolescence, D. Appleton & Co., New Y'ork, 1911. 
 James, William : Psychology, Henry Holt & Co., New York, 1896. 
 Lee, Joseph : Play in Education, The Macinillan Co., New York, 1915. 
 MAcDoroAi, William : An Introduction to Social Psychology, Methuen & Co., 
 
 London. 1915. 
 MoNBOE, W. S. : Comenius and the Beginnings of Educational Keforni, Charles 
 
 Scribner's Sons, New I'ork, 1900. 
 Patbick, G. T. W. : Psychology of Kehi.xatiou, Houghton, MilHin Co., Boston, 
 
 1916. 
 Payne, W. H. : Rousseau, J. J., Eiuile, D. Appleton & Co., New York, 1901. 
 Wood, Walter: Children's Play and Its Place in Education, Duffleld & Co., 
 
 New York, 1913. 
 
 III. PLAY AND WORK. 
 
 Tlie frequently ill-advised contrast between play and worlv is due 
 partly to the fact that '" play " in the popular meaning is mainly 
 used objectively as referring to the activitj^, while the psychologist 
 or educator is more apt to use the word subjectively as referring to 
 the mental attitude in the activity. There is no objective criterion 
 that may be applied to distinguish play fi-om work; the only cri- 
 terion is a subjective one. 
 
 This subjective criterion, however, is not simply a superficial 
 psychologic attitude; it is the result of biologic and physiologic as 
 well as of psychologic factors. 
 
 Play may be regarded as an activity in which the predispositions 
 find appropriate expression. Work may be regarded as an activity 
 in which the predispositions do not find full and appropriate ex- 
 pression. Play and work differ in the degree in which they are 
 activities for which the individual is biologically adapted, physio- 
 logically fit, and psychologically inclined. The play of children, 
 since it conforms to the changing structure of developing organs, 
 has great developmental and conservational value beyond that of 
 work. Educationally, also, play rather than woi'k is the line of least 
 
PLAY AND lU'X'RKATION. 7 
 
 resistance, least fatigue, greatest f)lasticity, greatest intensity, and 
 greatest interest, ^'ocationally, work is less fatiguing, more intense, 
 more interesting, and more efficient, as it conforms to the character- 
 istic of play. More specifically, any act tends to fall under play or 
 work as it is conditioned favorably or unfavorably by the follow- 
 ing factors : 
 
 A. Biologic. 
 
 1. Structural predisposition. (See Carr, cited above, pp. 
 1-47; also Dearborn, p. 38.) 
 
 (a) State of nascencj'. 
 
 (h) High i)lasticity of nerve cells. 
 (c) High irritabilit}' of nerve cells. 
 
 B. Phjsiologic. 
 
 1. Surplus energy. 
 
 2. Expansive and extensive movements. 
 
 3. Favorable neuro-mu.scular conditions. 
 
 (',) Skill. 
 
 (b) Rhythm. 
 
 4. Increased nutrition. 
 
 5. Increased circulation. 
 
 6. Increased gland secretion. 
 
 7. Salutary skin action. 
 
 C. Psychologic. 
 
 1. Lessened conscious inhibition. 
 
 2. Stimulation of " predisjiositions," such as — 
 
 (a) Hunting. 
 
 (1) Fighting. 
 
 (2) Competition. 
 
 (b) Thinking. 
 
 (c) Creating. 
 ((/) Herding. 
 (e) Nurture. 
 
 (/) Rhythmic action. 
 (g) Ownership. 
 (h) Approbation. 
 (i) Courtship, 
 (j) Worship. 
 
 READING REFERENCES III. 
 
 Cahr, cited above. 
 
 Dearbokn, George V.\n Ness: Tlic IiiMuonce of .Toy; Little, Bi-own & Co., Bos- 
 ton, 191G. 
 
 Deakborn. VV. F. : " F:ict.s n( inciihil liy,L;iiMic lor teaeliers " in National Hyyione 
 Commission for llental Hyjriene, I'l-nroccliii^'s, 1919. 
 
 Hall, cited above, vol. 1, pp. 231-236. 
 
8 CHILP CARE AXI1 CHILD WELFARE. 
 
 .[OHXSON-. GEOKtiE E. : Fourtli Intevnatioiial Consi'ess on SeUonl Hvfiiene, vol. 3, 
 
 1913. pii. 610-(!ie. 
 Lee, cited above, pp. 4S-56 ; 263-279. 
 Makot, Helen: The Creative Impulse in Industv.v, E. 1". Button & Co., New 
 
 York, 1918. 
 I'AEKER. Cableton H. : " Motives in economic life," in American Economic As- 
 sociation, Proceedings. December. 1917 ; also American Economic Kevlew, 
 
 vol. 8, pp. 212-231. 
 Patten, S. N. : Product and Climax, B. \V. Huclisch. Xew Yorli, 1909. 
 Tead, Okdway : Instincts in Industry, Houghton Mifflin Co., Boston, 1918. 
 Vebeen, Thokstein B. : The Instinct of Worknianship and the State of the 
 
 Industrial Arts, The Macmillan Co., Xe\v York, 1914. 
 Wolf, R. B. : " Nontinancial incentives." i)i American Societ.v of Mechanical 
 
 Engineers, Proceedings. 1919. 
 . The Human Relations in Industr.v. Assdciated Indiistrios of ]Massa- 
 
 chusetts, 1919. 
 
 OUTLINE 3. USES OF PLAY. 
 
 The uses of play have to do with the eouservatioii, development, 
 and education of the native powers and capacities of the individual. 
 In certain respects play is the most efficient means of developing and 
 perpetuating in the individual the fundamental physical, mental, 
 moral, and social capacities of the race. Incidentally, also, directed 
 play provides a safer, saner, and more social expression of many 
 native tendencies that might otherwise be expi-essed in harmful ways. 
 
 I. FUNDAMENTAL USES OF PLAY. 
 
 A. For conservation. 
 
 Play is the means whereby the essential powers and capaci- 
 ties of the race are conserved in the individual. Play to a 
 large degree determines: 
 
 1. Whether any desirable predisposition of man is wealcened 
 
 or strengthened in the individual (whether, for ex- 
 ample, an individual becomes weakly or strongly 
 loyal). 
 
 2. Whether a better or worse response becomes habituated 
 
 to a given state or situation (whether, for example, 
 fear or iDugnacity is aroused by brutal injustice) : or 
 
 3. Whether a worthy or unworthy object becomes habitually 
 
 associated with a given tendency (whether, for ex- 
 ample, athletics or fighting provides an outlet for 
 pugnacity). 
 
 B. For development. 
 
 Play is the natural means for stimulating the best growth 
 and development of the organs and powers. (See Terman; 
 Tyler; also Johnson, George E. : " The playground as a factor 
 in school hygiene.") 
 
PLAY AND RECREATION. 9 
 
 B. For development — Continued. 
 
 (a) Factors in development. Note the relation of play to 
 the several factors — 
 
 (1) Heredity. 
 
 (2) Food. 
 
 (3) Air. 
 
 (4) Sunshine. 
 
 (5) Exercise. 
 
 C. For education. 
 
 (ff) Physical. 
 
 Of the first ti\e y-reat systems of physical education, 
 namely, the Greek. Mediaeval, British, (xerman. and 
 Swedish, tlie first four were based largely on play; 
 the Swedish, in recent years, has increasingly made 
 use of plays and games. (The relative physiologic 
 effects of play and gymnastics should be compared; 
 also the relative i)sychol()gic effects of play and gym- 
 nastics.) (See Ilartwell; Johnson. "Play in physi- 
 cal education '" ; also Lee. ) 
 (h) Mental. 
 
 The relation of motor activity and motor develop- 
 ment to mental activity and mental development 
 should he discussed. (See Mosso; Waddle; also Han- 
 cock.) 
 ((?) Moral. 
 
 Is man's moral nature, as is his physical, the result 
 of evoluti(m^ Tins the moral nature relationship to 
 structure and predispositions? Does the moral na- 
 ture change at all with changing phases of physical 
 growth and development ? 
 
 If so. efficient moral training consists in habituating 
 
 the native and acquired predispositions to respond. 
 
 (See Topic I, A.) (See Coe; Herbert; McDougall ; 
 
 ■ O'Shen ; Paton : Sisson: also Waddle, jip. '2r>5-'2TS.) 
 
 (d) Social. 
 
 Tiie socializing infiucnce of play should lie dis- 
 cusseil. (See Coe; Herbert; McDougall; 0"Shea; 
 Paton: Waddle, pj). 2o.5-2~8; al-so Gulick.) 
 
 II. INCIDENTAL USE.S OF PLAY. 
 
 1. Recreational. 
 
 2. Substitutional. 
 
 3. Projdiylactic. 
 
 4. Cathartic. 
 
 5. Corrective. 
 
 6. Vicarious. 
 
10 . CHILD CARE AND CHILD WELFARE. 
 
 READING REFERENCES. 
 
 Cakb, Hakvey a.: Tlie Survival Values of I'lay, University of Colorado, 1902. 
 
 COE, G. A. : Education in Religion and Morals, Fleming H. Revell & Co., Chi- 
 cago, 1914. 
 
 " Games," in Monroe's Cyclopedia of Education, vol. 3. The Macniillan Co., New 
 York, 1911, pp. 5-9. 
 
 GuLiCK. LUTHEK H. : " rsychological, pedagogical, and religions aspects of group 
 games," in Pedagogical Seminary, vol. G: 1S99, pp. 13.5-151. 
 
 Hancock, John A.: "Preliminary study of motor alnlity," in Pedagogical 
 Seminary, vol. 3. No. 1, 1891, pp. 19-29. 
 
 Hartwell, Edwaed Mussev : The Principal Types of Physical Training Com- 
 pared, reprinted from Boston Medical and Surgical .Jouinal, Dec. 17 and 
 Dec. 24. 1891, Damrell & Upham. Boston, 1892. 
 
 Hekbekt, Solomon : The First Principles of Evolutimi. The Macmillan Co., New 
 York. 1913. 
 
 Johnson, Geobge E. : " Play in iiliysical education." /// American Physical Edu- 
 cation Review, vol. 3, 1898: also National Education Association, Proceed- 
 ings, 1898, pp. 948-958. 
 
 ■ . " The playground as a factor in school hygiene," in Psychological Clinic, 
 
 vol. 3, March, 1909, pp. 14-20. 
 
 Lee, Joseph: Play in Education. The Macmillan Co.. New York, 1915. 
 
 McDouGALL, William: An Introduction to Social Psychology, Jolin W. Luce & 
 Co., Boston, 1911, p. 314. 
 
 Mosso, Angelo: " Psychic proces.ses and muscidar exercise," in ClarU University 
 Decennial Celebration, Proceedings, 1899, pp. 383-395. 
 
 Terman, Lewis M. : The Hygiene of the Scliool Child. Houghton, Mifflin Co., 
 Boston, 1914, pp. 32-47. 
 
 OUTLINE 4. PRACTICAL APPLICATION OF PLAY IN CHILD 
 DEVELOPMENT AND CHILD TRAINING. 
 
 The practical application of play involves a perspective of the chief 
 types of reaction universal among normal children. These may be 
 classed roughly under "primary play responses" and "secondary 
 play responses." Illustrations of these responses in children may be 
 readily observed by students and easily classified under suggestive 
 headings which are given in the chart and repeated in the text. In 
 this way the student may become familiar with all the chief types 
 of the play of children and youths. The secondary play responses, 
 particularly, will be seen to run parallel with all the great lines of 
 human endeavor and achievement to-day and to tend to establish in 
 the individual certain permanent interests which are identical with 
 those of the present workaday world of adults. Habits correspond- 
 ing to the type of reaction persisting will be formed, such as those 
 suggested in the chart. Observation and reading along the lines of 
 even a few of the references given and the following out of the sug- 
 gestions of the text as to practical work will easily clarify the gen- 
 eral outline and make it a practical working guide to play leader- 
 ship, whether in the home, school, or playground. 
 
PLAY AXD RECREATInX. H 
 
 I. SUGGESTIVE CHART OF THE STRUCTURE-FUNCTION BASIS OF 
 PROCESSES AND BEHAVIOR. 
 
 A. Structure. 
 
 1. The physical organism. 
 
 B. Functions, including — 
 
 1. Vital processes (depending- upon food, air, sunshine, ex- 
 
 ercise). 
 
 2. Growth. 
 
 3. Reactions to stimuli (the so-called instincts, of self-pres- 
 
 ervation, self-expression, and race perpetuation) re- 
 sulting in — 
 
 C. Primary play responses. 
 
 1. Play of the body and members. 
 
 2. Play of the senses. 
 
 3. Play of the emotions. 
 
 4. Play of the higher mental po'n'ers. 
 
 The primary play responses develop tendencies toward — 
 T). Secondary play resjKmses. 
 
 1. Hunting. 
 
 2. Thinking. 
 
 3. Creating. 
 
 4. Herding. 
 
 5. Nurturing. 
 
 6. Ehythmic action. 
 
 7. Ownership. 
 
 8. Courtship. 
 
 9. Appi-obation. 
 10. Worship. 
 
 The secondary play responses result in — 
 K. Permanent interests. 
 
 1. Physical interests. 
 
 2. Intellectual interests. 
 
 3. Constructive interests. 
 
 4. Moral and social interests. 
 
 5. Story interests. 
 
 6. Dramatic interests. 
 
 7. Art interests. 
 
 8. Projierty interests. 
 
 9. Nature interests. 
 
 10. Music interests. 
 
 11. Family interests. 
 
 12. Political interests. 
 
 13. Religious mterests. 
 
 Pursuit of permanent interests forms — 
 
12 CHILD CABE AND CHILD WELFARE. 
 
 F. Habits and traits, corresponding to type of reaction persisting, 
 such as, for example — 
 
 1. Pugnacity, courage, lieroism, or lack of such. 
 
 2. Eesentment, sense of fairness, justice, or lack of such. 
 
 3. Cooperation, loyalty, patriotism, sacrifice, altruism, or 
 
 lack of such. 
 
 4. Self-preservation, self-respect, self-control, temperance, 
 
 honor, dignity, or lack of such. 
 
 5. Obedience to coniiuand. rule, law, ideal. con.science, or 
 
 lack of such. 
 
 6. Alertness, interest, studiousness, or lack of such. 
 
 7. Admiration, respect, reverence, worship, or lack of such. 
 
 8. Affection, love, gentleness, devotion, or lack of such. 
 And many otiiors. 
 
 II. DISCUSSION OF CHART. 
 
 A. Structure. 
 
 Structure is the inherited (irganism, determining the natural 
 behavioi- of the individual. 
 
 B. Functions. Functions of tlie individual include: 
 
 1. Vital ju'ocesses (depemling on food. air. sunshine, exer- 
 cise). 
 
 -2. Growtli. (See Section TI, Outline 1.) 
 
 li. Eeactions to stimuli, resulting in primary and secondary 
 l)lay responses as discussed below. (See Section IV. 
 Outline 2. Topic 1. A. 4: Outline 3. Topic TT. F: Out- 
 line 4, Topic III. B: Outline (>. Topic I, D.) 
 
 C. Primary play responses. 
 
 All normal children exhibit various res])onses to stimuli 
 as indicateil in the suggestive diagramnuitic outline; 
 1. Play of body and members. 
 
 The tendency of motor .structure to function in 
 movement as illustrated in the im])ulsive, reHex, and 
 instinctive movements of infants should be noted. 
 These comprise tlie elements of all later willed move- 
 ments. Impulsive, reflex, and instinctive movements 
 should be distinguished. (See Tanner, p]). 275-289.) 
 
 (a) Random mo\"ements. 
 
 (1) Impulsive. 
 
 (2) Eeflex. 
 
 (3) Instinctive. 
 
 (b) Control of body and members. 
 
 (1) Equilibrium. 
 
 The first plays serve in getting 
 control of equilibrium : sitting up, 
 
PLAY AND r.KCKEATlOX. 13 
 
 C. Primary play responses — Cdiitiiiued. 
 
 1. Play of body ami meinbers — ContiinUMl. 
 
 (h) Control of body and nienibers — Continued. 
 (1 ) E(iuilibriuni — Continued. 
 
 pulling self up, or holding in 
 standing position, and in standing 
 alone. Contrcil of e(iuilii)riuni cj,)n- 
 tinues in more and more ditlieult 
 ways in later plays as will be seen. 
 {■J) Locomotion. 
 
 {a) Creeiiing. (See Tanner; also 
 Dearborn.) 
 
 "It is a great ti'eat to 
 wateh a crc-eping ehild." 
 The child shows great ex- 
 citement in learning to 
 creej). I low does a child 
 creeps Seven dill'erent 
 
 ways of creeping are men- 
 tioned. A^'hy <ioes child 
 cree[)'^ Does child creep 
 witlioui a deiinite purposed 
 Needs and op[)ortunities for 
 creeping should be dis- 
 cnssed. Tenement house ba- 
 bies are at a ifisadvaatage. 
 (Sec Tanner, p. ^tU; also 
 Dearborn, p. 97.) 
 (b) A^'alking and running. 
 
 Childien learning to walk 
 should be observed. Is 
 walking a play ^ Does the 
 child sometimes walk just 
 for the sake of walking, or 
 always from a desire to get 
 somewhere^ The diiliculties 
 of walk'ing and running are 
 purposely increased by 
 children. 
 
 (1) In d.ifficult jjlaces — 
 on curbs, slanting 
 b o a r d s, rail s, 
 fences, logs, etc. 
 (•i) In difficult ways — 
 on toes, heels, 
 /V!ir,-'.>i .] 
 
14 CHILD c;aee and child welfare. 
 
 (.'. l'riin;ii'3' P'^.V responses — Continued. 
 
 1. I'Iny of body and members — Continued. 
 
 (//) Control of body and members — Continued. 
 (2) Locomotion — Continued. 
 
 (b) Walking and running — Con. 
 sidewise, back- 
 ward, hopping, 
 etc. 
 
 (3) With apparatus — 
 
 stilts, skates, etc. 
 
 (4) Ehythmic walking — 
 
 skipping, marc h- 
 ing, dancing. 
 
 Physical signifi- 
 cance "of Avalking 
 plays s h o u 1 d 1) e 
 noted; they in\-olve 
 fundamental muscle 
 groups of the great- 
 e s t value p h y s- 
 iologically. Walk- 
 ing and running 
 plays are specially 
 A'aluable on account 
 of tendency to sep- 
 arate brain and 
 brawn in present- 
 day work. Lists of 
 illustrations of the 
 types mentioned 
 above sliould be de- 
 scribed and dis- 
 cussed. AV a y s in 
 w h i c h walking 
 p lays may affect 
 mental d e v e i o p- 
 . m e n t s h o u 1 d be 
 mentioned. JNIoral 
 implication should 
 be noticed in the 
 walking plays. 
 Some practical ap- 
 plications s h o u 1 d 
 be suggested of 
 M-alking plays, as 
 
PI.AY AXD lU'XMIKATION. 15 
 
 C. Primary jilay rosponsps — Contimu'd. 
 
 1. Play of body and members — ContimuHl. 
 
 (b) Control of body and memlicrs — Contiiiiicd. 
 
 (2) Locomotion — Continued. 
 
 (b) Walking and rnnning — Contd. 
 
 in games, hiking, 
 use of playground 
 apparatus, skating, 
 marching, dancing, 
 walking clubs, etc. 
 
 (c) .lumjiing. 
 
 In -wliat Wijys do little 
 children jump ( 
 {(/) Climbing. 
 
 Observe the climbing 
 plays of little ciiildren. 
 (e) Swinging. 
 
 Wiiat constitutes tlie fas- 
 cination of swinging for 
 children '( AVhat is the value 
 of swinging'!' A r e there 
 any objections to swinging? 
 (See Lee. pp. IfS-l.'il.) 
 (/') Swimming. 
 
 In tr(i|)ical countries, 
 children learn to swim al- 
 most as soon as tliey learn 
 to run. What is the secret 
 of the jiassionatc fondness 
 of children for swimming? 
 What is the educational 
 value? Pelation of age to 
 learning to swim. (See 
 Johnson, George E. : Edu- 
 cation through Recreation, 
 pp. 20-24.) 
 iff) Eiding. 
 
 Ways and value of riding 
 
 should he discussed. Moral 
 
 • as well as physical etfects 
 
 should be described and dis- 
 cussed. 
 
 (3) Control of speech organs. 
 
 What is the structural basis of 
 speech? The first attempts at Ian- 
 
IG CHILD CAEE AND CHILD WELFARE. 
 
 ('. I'ciinary play responses — Continued. 
 
 I. riiiy of bod_v and members — Continued. 
 
 (i^) Control of body and members — Continued. 
 
 (3) Control of speech organs — Continued. 
 
 guage of infants should be observed, 
 as in the cry, various tones, gestures, 
 babbling, rhj'thmical repetition of 
 syllaltles, imitation of sounds, and 
 the like. Examples of invented lan- 
 gaage should be noted. (See Wad- 
 dle, pp. 151-184.) 
 
 (4) Control of matter by body and mem- 
 
 bers. 
 
 The spontaneous acts of children 
 should be observed, such as — 
 
 (fi) Clinging. 
 
 (h) (n'asping. 
 
 {(■) Lifting. 
 
 (f/) Placing, piling up things — 
 blocks, etc. 
 
 (<■') I'ushing. 
 
 (/) Pulling. 
 
 {;/) Kicking. 
 , (/() Throwing. 
 
 (/) Striking and pounding. 
 
 {}) Shaping sand and dirt. 
 
 (5) Gymnastic stunts. (See Johnsoji, 
 
 George E. : '• Education by plays and 
 games.") 
 
 The gymnastic feats of children of 
 different ages should be observed. 
 Lists of illustrations of types of play 
 (see .Topics (3), (4), (5)) should be 
 made. 
 2 Play of the senses. (See Tanner; also Groos, pp. 7-73.) 
 Experimentation of children witli the various senses 
 at different ages should be ()l)ser\ed. 
 (ci) Touch. 
 (b) Sight. 
 
 (r) Heai'inff. • 
 
 {(/) Taste. 
 (r) Smell. 
 3. I'lay of the emotions. (See Groos. pp. 158-168.) 
 
 The way in which emotions of children are aroused 
 in their plays and games should be observed; also the 
 
PLAY AND RECREATION 1 7 
 
 C. Primary play responses — Coiitiniiod. 
 
 3. Play of the emotions — Continued. 
 
 way in •which certain emotions are voluntarily excileii 
 by children. 
 
 4. Play of tlie hi<;lier mental imwers. (See (iroos. pp. 
 
 121-157.) 
 
 The Inlays of children at different a<;'es. stinudatino; 
 remembering-, miaginji'. reasoning-, and willinii- should 
 be observed. Lists should be made. (See .lohiison, 
 (leorge K. : "Education by l)htys and games."" pf). 
 1 8(5-1 TKI) 
 
 D. Secondary play responses.' 
 
 ■ The ijrimary jday res|;>onses in-\ariably de\-tdiip tendenc-jcs 
 toward what, by many wi'iters. are regarded as special in- 
 stincts, lint which we may refer to as secondary play res'poiises. 
 These secoridary piny responses are by no means clearly dilier- 
 er.tiated f)ne from another; xi'vy seldom, if eve!', do thev act 
 alone. These and the [ji'imary pl;\y responses Isave many roots 
 ' in common, as indicated in the chart. (See Topic I.) 
 
 ' I. Hunting, fighting, and competition. 
 
 "^ (if) Hunting. 
 
 The activities of i hildren wlii.-ii ai-e allied 
 ** ■* to hunting should be obsei-ved, beirinninu; with 
 
 infants and continuing- with res[>ect lo older 
 children. (See James, vol. -2. pp. 411-41-'): 
 Lee. pp. l.VbS. 4G5-4G7. 404: Thorndike. v.,1. 
 1. pp. 5'2-l()4. l-_>(), 267.) 
 
 Hunting takes many forms: Hunting ani- 
 mals, fishing, general searcJi in lields and 
 woods: berrying; nutting: collections: stones, 
 eggs, flowers, insects, etc. Note i-e!ation to 
 science, also relation of mental search to 
 v hunting: Conundrums, jmzzles. mathemati- 
 
 cal problems. Undirected hunting play easily 
 degenerates (o antisocial forms, such as fruit 
 stealing, predatory raids, etc. 
 (''') Fighting. 
 
 The manifestations of anger in inf;iiits an(l 
 older children and the metliods of resistance 
 and attack sliould be oliscved. Anger should 
 be dealt wifh with the greatest possilile cai-e. 
 as it is the liasis of great ino!-al force. (.See 
 IJoss, ))p. ;^6-40: also Hall, vol L pp. L'2i t-22:') ; 
 vol. 2, i)p. r>G7- '570.) 
 
18 CHILD CARE AND CHILD WBLPAKE. 
 
 D. Secondaiy plaj- responses — Continued. 
 
 1. Hunting, fighting, and competition — Continued. 
 (h) Fighting — Continued. 
 
 Minor forms of fighting, bickering, " scrap- 
 ping," quarreling, teasing, and bulging 
 should be noted. What undei'lies the impulse 
 of bullj'ing? How nvdy undesirable forms 
 of fighting be Ijest dealt with? A list of 
 Inlays and games adapted to provide desirable 
 outlet for pugnacity should be made. (See 
 Johnson, George E. : " The fighting instinct — 
 its place in life.") 
 (v) Comjietition. (See Cyclojjedia of Education, 
 pp. 5-7.) 
 
 (1) 1'he effect of competition when it is 
 
 introduced into any activity should 
 be noted. A brief list of plays and 
 games should l)e made as follows: 
 (a) Noncompetitive. 
 - • (lO) Competitive and individ- 
 
 ualistic, 
 (r) Cooperative competitive. 
 
 (2) Some uses of competition. 
 
 ((/) Quickens tlie faculties 
 {/)) S'inudates courage and al- 
 lied \irtues. 
 {(■) Can In' applied as a stimulus 
 in education. 
 2 'I liinkiiig. 
 
 (a) Sense impressions, remembering, associating, 
 and reasoning are inevitable in the normal 
 brain. Cui'iosiiy is the effective state of the 
 mind in llu' learning process. Curiosity is 
 manifested very early in the infant. 
 {/') Tiie earlier forms of tlie expression of curiosity 
 have to do with experimentation of — 
 
 (1) Bodily movements. 
 
 (2) Sen.ses. - . 
 
 (3) Control of matter. 
 
 (4) Exploitation of environment, as in 
 
 hunting, 
 (f)) Experimentation of social environment 
 and persons, as in teasing, fighting, 
 competition, mischief, etc. 
 
IM^AV AND i;ECKKATiO>:. 19 
 
 D. Secoiicliiry play rL'S|JOiises — Continued. 
 
 2. Tliiiiking — Continued. 
 
 (c) Koughly, cuiiosity and interest are manifested 
 soniewluit as follows: 
 
 (1) In the senses and the great variety of 
 
 sensuous impressions involved ; par- 
 ticularly also in movements and con- 
 trol of body and members. 
 
 (2) In continuetl exploitation of sense and 
 
 movement; iiarticularly also in imag- 
 ination and recreation of the world 
 of .sense. 
 
 (;i) In an enlarged conceiition of the use 
 of fundamental powers and the re- 
 lating of such to those of their mates 
 in trials of skill. 
 
 (1) In venturesome, hardy activitj^ and 
 the habitation of all the powers in 
 rigorous, self-assertive activity ; in 
 trials and contests of mental ability, 
 remembering, reasoning, working out 
 puzzles, conundrums, repartee, argu- 
 ing, etc. (See Johnson, George E.: 
 Education liy Pla}\s and (James.) 
 
 (5) In reconstruction of field of knowledge 
 and reorganization of powers to meet 
 the standards of maturer years. 
 
 3. Creating. 
 
 The primary play responses mentioned under " Conti'ol 
 of matter by bodj" and members" develop naturalh' 
 and readily into such constructive play as in molding 
 in sand and clay, building with blocks, whittling, bead 
 stringing, sewing; crude use of tools, drawing, etc. (A 
 list of illustrations of creative plays of children of 
 different ages should be made. These may be referred 
 to later in the consideration of the constructive inter- 
 ests.) (See Lee. pp. SJ-101.) 
 
 4. Herding. 
 
 (a) Infants very early manifest pleasure in the ap- 
 proach of the mother. Peace and contentment 
 may take the place of fretting when the 
 mother is near as early as the fifth month. 
 The first smile is a social expression. (See 
 Lee, p. 74.) 
 
20 CHILD CAEE AND CHILD WELFARE. 
 
 D. Secojularv plaj' ri'sponses — Continued. 
 4. Herding — Continued. 
 
 (h) The desire lor (•(inipsinionship has a biologic 
 foundation. Tiie Dal)y".s interest is doubtless 
 related to physical wants. From the second 
 year a gradual association of persons with 
 care, food, protection, etc., is established, 
 (c) The next conscious appreciation of companion- 
 ship seems to be associated with play. The 
 child is interested in companions on the basis 
 of what lie can do with them. The general 
 characteristic changes of attitude in play com- 
 panionshi]) may lie Ijriefly sununarized. 
 
 (1) Fi-om early infancy to S years, the 
 
 child plays with an adult or older 
 person, or plays at the same things 
 witii one or two other children. 
 
 (2) r rom 4 to (i years he jdays with one 
 
 or se\eral playmates of correspond- 
 ing age. often combining efforts for 
 a i'(mimon end. Few. if any. games 
 are attempted without the leadership 
 of elders. 
 (;;) From 7 to 9 years he plays in groups 
 at the same things or for common 
 ends. (lames are attempted, the 
 child often attaching himself to other 
 children. 
 
 (4) From 10 to V2 years continued interest 
 
 in individual playmates is shown, but 
 he begins to attach importance to 
 rather permanent groiii)s: interest in 
 adult leadership is relatively small. 
 At this time gang interest takes firm 
 hold. At this age goodness, wealth, 
 social position are of little interest 
 in choice of companions. 
 
 (5) From 13 to 15 years new elements come 
 
 into choice of companions, such as 
 ■wealth, dress, personal worth, schol- 
 arship, etc. 
 ((f) Creating and herding lead to many important 
 ])lays, such as imaginative creations, imitat- 
 ing, acting a part, dramatic plays, story tell- 
 
PLAY AND lIKCFvKATION. 21 
 
 D. Secondiirv play i'es|)()iises — Continued. 
 
 4. Herding — Continued. 
 
 ((■/) Creating and lierding. etc. — Continued. 
 
 ing, competing, cooperating, and others. 
 (8ee O'Shea; PuflFer; Lee, pp. G'2-4.33; also 
 John.son, (ieorge E. : Education by Plays and 
 Games.) 
 
 5. Nurturing. 
 
 The nurturing activities of chihh'en are mainly in- 
 eluded under — 
 
 {(i) Care of plants. 
 
 (b) Care of animals. 
 
 (c) Doll play. 
 
 Tlie nurturing activities of children should be ob- 
 served aiul suggestions should be made as to their use 
 in child training. (See Hall, Dolls; Lee, pp. 74-84: 
 218--J-27: also Hall. Adolescence, vol. 2, pp. ■220-2-29.) 
 
 6. Rhythmic action. 
 
 Riiythm is fre(|ucutly present in the movements of 
 infants, also in tiic l)alibling and early sjieech. In- 
 toniuir. druniniiiig, skijijiing and dancing ])rovide the 
 elements of the later nnisic interests. IMiythm of 
 movements is also an im|)ortant clement iu some forms 
 of skill, endurance, and enjoyment of work. Activ- 
 ities of chihiren wiiicli involve rhythmic action should 
 be observed and recorded, (.^ee T^ee. pp. 14?)-1(')5-, 
 Taiuier. \i\>. 2.''4-24(i. ) 
 
 7. Ownership. 
 
 (ti) I^vei'y child longs to possess something as his 
 vei'v own, and notiiiug !)riugs more (piickly 
 a sense of pride and of woi-th or of e.xtension 
 of personu'ity than ownci-ship M'editably ac- 
 (piired. What one possesses be<'ome*. in a 
 way, a ]);)rt of himself, and the connnon law 
 protects a uuui in what he rightly owns, as 
 it ]irotects his person. 
 
 (h) Ownershi]) developed with the activity of hunt- 
 ing. In its ])i'!miti\c foi'ui it is still opera 
 five ainonir bovs who I'oani the Held and 
 woods. '■ Finding is keeping." Transfer of 
 claim on an object f()un<l to claim on brook or 
 tree or spot where the treasure was found 
 gradually took jdace. This transfer some- 
 times occurs in boyhood customs to-day. 
 
22 CHILD CARE AND CHILD WELFARE. 
 
 D. Secondary play responses — Continued. 
 
 7. Ownership — Continued. 
 
 {(■) Ownership following making also as naturally 
 as it followed finding. To create is to acquire 
 a sense of ownership keener perhaps than 
 that of any other method of gaining posses- 
 sion. Ownership stimulates particularly the 
 tendencies to nurture and to create. (See 
 Topics D. 3 and 5.) (See Johnson J. : Thorn- 
 dike: Tanner, p. 292; also Waddle, p. 210.) 
 
 8. Courtsliip. 
 
 It IS of importance to appreciate the various influ- 
 ences of sex in children. It is of great importance to 
 find proper waj^s of bringing the se.xes together in play 
 of childhood and youth. Likes and dislikes and dif- 
 ferentiations in plays and games of children and youth 
 due to sex should be observed and recorded. (See 
 Tanner, pp. 107-120.) 
 
 9. Approbation. 
 
 (fi) A desire for approval, praise, and admiration, 
 natural to the human lieart. is exemplified in 
 many ways in childhood. Every boy is ex- 
 pected to demonstrate his worth in some way 
 to his gang, and he covets the ai)]ir<)bation ac- 
 corded him for successful perfoi-mance. Pub- 
 lic opinion owes its power to the sensitiveness 
 of man to apjjroval or disapproval, and con- 
 science owfs its ]>angs to the fact that one may 
 not hide from self-condemnation for his evil 
 deed, however safely hiflden it may i)e from 
 public knowledge. A wise man remarked 
 that he could convert an unruly gang of lads 
 with a yard of ribbon, and tiie coveted croix 
 de gueri'e only symbolizes what is peihaps 
 the acme of juiblic approval to the iiero who 
 wears it. 
 
 {h) Play affords many opportunities for tlie ajjpeal 
 of ap]irobation. (Ways in wliicli this is illus- 
 - ti'ated in the ]ilays and games of ciiildren and 
 youth siiould he observed and recorded. Note 
 should also be made of the way tliis is related 
 to moral codes anil social standanls. Illustra- 
 tions should lie drawn from personal experi- 
 ence and literature.) 
 
PLAY AND REGKEATION. 23 
 
 D. Secondary play responses — Continuocl. 
 
 10. Worship. 
 
 (a) There is a strong tendency in children and youth 
 to worship something. This worship may or 
 may not have a religious significance, but the 
 attitude of mind toward the object worshiped 
 is in a sense much the same in any case. The 
 ancient Greeks worshiped deified warriors, 
 and the boys make worshiijful lieroes of tlie 
 strong and mighty of the football field and the 
 diamond. (Instances of hero worship in chil- 
 dren and youth shoukl be observed and re- 
 corded, and note made of the possible ways of 
 utilizing this attitude in education.) (See 
 Lee, pp. 186-192, 316, 32J-327.) 
 
 (<?) Boys also admire and hang about a man who 
 can make things. The idea of worship has 
 always been related closely to creation. So 
 the child or youth who is engaged in creative 
 work, who realizes his relationship to uni- 
 versal laws and processes, tends natui'ally to 
 an attitude of mind, in a way, like that of 
 worship. 
 
 (d) This attitude is a powerful incentive to him 
 who experiences it and increases the satisfac- 
 tion in nurture and creative work of every 
 kind. Nature alone could not have produced 
 the improved domesticated animals, plants, 
 and the mechanical developments that have 
 had so much to do with tlie advancement from 
 primitive to modern conditions in life. Here- 
 in man has become one with the forces of the 
 universe, alike receiving from and extending 
 tlie process of creation. Through nurturing 
 and creating a cliild may be made to feel his 
 relationship to universal laws and processes. 
 (See Wolf; also Marot.) 
 
 E. Resultinir )>ermanent interests. 
 
 The primary and secondary play responses tend to establish 
 more or less permanent interests readily recognized. However, 
 these interests can seldom, if ever, be wholly differentiated 
 from each other, and no attemjjt has been made toward an 
 exclusive classification. The several interests have common 
 roots and overlap. Few activities can lie said to be due to any 
 
24 CHILD I'AEE AND CHILD WELFAKE. 
 
 E. Resulting peniiuueiit iutere.sls — C'outimied. 
 
 single interest, lloiiglily, the interests that have been named 
 include every field of luiman endea\or and achievement. 
 1. Physical interests. 
 
 Here may be included especially those interests 
 ■which call for vigorous ])hysical activity. (See John- 
 son, George E. : Education by Plays and Games, pp. 
 84, 85, 87, 90, 91, 95, 96, 97, 156, 157, 158, 207, 208.) 
 (a) Free play. 
 
 Activities of this kind include a variety of 
 plays which children and youth find out 
 largely for themselves in favorable environ- 
 ment. They begin with the activities listed 
 under " Primary play responses," but evolve 
 gradually into higher and more complicated 
 forms in succeeding years. These plays pro- 
 vide, especially, sensory, motor, and emotional 
 experiences fundamentally important in edu- 
 cation and loading to possible permanent avo- 
 cational interests. 
 
 (1) An outline should be made of the pro- 
 
 visions that should be made to stimu- 
 late beneficially the different types of 
 the free play of children, following 
 the list given under " Primary play 
 responses." especially tliat part in- 
 cluded under Topic II, C, 1, b. 
 
 (2) It should be shown how these plays are 
 
 related to the various predispositions 
 mentioned under " Secondary play re- 
 sponses." Their relation to " Perma- 
 nent interests " and to traits of char- 
 acter and habits formed should also 
 be noted. An outline should be made 
 of a course of plays suited to children 
 of different ages. 
 (h) Games. 
 
 (1) Games jieculiarly involve competition 
 and cooperation. They serve espe- 
 cially the following purposes : 
 
 (a) To aid essential biologic and 
 
 jihysiologic growth. 
 (h) To make the body the perfect 
 organ of feeling, thinking. 
 
PLAY AND RErREATKlK. 25 
 
 E. ResuKing penuiineat interests — Continued. 
 1. Physical interests — Continued. 
 (h) Games — Continued. 
 
 and exeeutiun, even under 
 stress of great excitement. 
 
 (c) To develo}) tlie elemental indi- 
 
 vidualistic virtues. 
 
 (d) To provide for the expression 
 
 of the individual in social 
 relations and for social ends. 
 A list of games adapted for 
 these various purposes ai"- 
 ranged with relation to vari- 
 ous age groups should be 
 made. (See Johnson, George 
 E. : Games That Every Boy 
 and Girl ShouldKnow; Ban- 
 croft ; Stecher ; Si:>erling ; 
 Parsons; Moses; Crampton; 
 Curtis; Gomme; also John- 
 son, George E. : Education 
 by Plays and Games.) In 
 the selection of games choice 
 should be made with some re- 
 gard for certain elements 
 that are essential at some 
 period of childliood or youth, 
 as follows : 
 
 (a) Agonistic, invohing ]iersonal 
 encounter of sti(>nu(ins na- 
 ture, sucli as boxing, wres- 
 tling, and football. 
 
 (i) Atldetic, influding com])eti- 
 tive games witli only a slight 
 element of ]iersonal encoun- 
 ter, such as baseball, track 
 and field events, rowing, 
 hiking, skating, sn-jmmiiig. 
 etc. 
 
 (c) Gymnastic, iinohing feats of 
 bodily control, strengtb and 
 agility, sucli as elimliinir. 
 tumbling, vaulting, wall 
 scaling, bar and ladder work. 
 
26 CHILD CARK AND CHILD WELFARE. 
 
 E. Resulting permanent interests — Continued. 
 1. Physical interests — Continued. 
 
 (b) Games — Continued. 
 
 {(I) Rhythmic, including march- 
 ing and dancing. See Gu- 
 lick; also Johnson, George 
 E. : What to Do at Recess. 
 (An outline should be made 
 of a course of games suited 
 to children of different ages.) 
 
 (c) Athletics. 
 
 (1) Athletic standards. 
 
 Cai'eful records of tlie athletic 
 achievements of children from 8 
 years of age upward have now 
 given us standards of athletic 
 measurement of considerable re- 
 liability and significance. These 
 may be used not only for the 
 knowledge they will give of the 
 relative physical efficiency of the 
 children, but also for the stimulus 
 the J' afford. They may be used 
 as a basis of competition between 
 near or distant groups. (See 
 Brown; Athletic Badge Test for 
 Boys; Athletic Badge Test for 
 Girls; Steelier, pp. 194-195: Ofii- 
 cial Handbooks; Bancroft and 
 Pulvei'maclier; also Reilly.) (A 
 comparison should be made of 
 athletic standards with competi- 
 tive games, as to educational im- 
 portance. See Johnson, George 
 E. : Education Througli Recrea- 
 tion, pp. 29-32.) 
 
 (2) Intraschool games. 
 
 The types of activities thiLs far 
 mentioned are not alone sufficient. 
 They need to be supplemented by 
 group contests which involve more 
 keenly tlie elements of competition, 
 cooperation, and loyalty. Tliese ele- 
 ments are never involved .so com- 
 
PLAY AND RECKliATlUN. 27 
 
 E. Resiiliing peinianont interests — Continued. 
 1. Pliysiciil interests — Continueil. 
 (e) Atliletic's — Continued. 
 
 (2) Intrascliool games — Continued. 
 
 pletely as when the phiyers represent 
 some hirger group. Intraschool com- 
 jjetition as between chisses gives a 
 greater importance, dignity, and per- 
 manency to the teams than is pos- 
 sible luider the "scrub'' team idea. 
 These intraschool games may be 
 made to include a very wide variety 
 of sports, both summer and winter, 
 and classe.s may be so subdivided 
 and groups so arranged a-; to in- 
 clude every able-liodied boy and 
 girl in one activity or another. 
 
 It is possible also through judi- 
 cious mingling of different ages and 
 abilities, or even of sexes, in the 
 groups, to extend participation in 
 team games almost without limit 
 where otherwise teams would lie un- 
 equally matched. 
 
 (3) Interschool games. 
 
 (d) Xatui'e and siirnificance of the 
 
 athletic interests. 
 (h) The problem of liealth. 
 ((') The interrelation of elementary 
 scliool, secondary school, and 
 college athleti<'s. 
 (d) The ethics of athletics. 
 
 Interschool games do not exist pri- 
 marily for physical education, but 
 rather as the keystone of the interest 
 in school athletics and as a basis for 
 the expression of loyalty. Youth 
 will never be satisfied with intra- 
 school games alone. And it is well 
 that they should not The physical, 
 mental, moral, and social incentives 
 in athletics arc tremendously intensi- 
 fied in interschool athletics. Tlie in- 
 ten.se desire to win manifested in in- 
 terschool games i-- entirely whole- 
 
28 CHILD CAEE AND CHILD WELFARE. 
 
 E. Kesulting iDermanent interests— Continued. 
 1. Physical interests — Continued, 
 (c) Athletics— Continued. 
 
 (3) Interscliool gnnies — Continued. 
 
 (d) The etliics of athletics— Contd. 
 some. Of cour.se. it makes all the 
 difference in the world how a game 
 is won, and unworthy winning, or 
 rather falsely appearing to win, is 
 as bad in athletics as dishonorable 
 acts are anywhere. It is not a con- 
 demnation of business that some men 
 are dishonest in it, and it is no con- 
 demnation of intersehool athletics 
 that some tiy to win unworthily. 
 
 It is not ])ossible to iuive too keen 
 a desire to win. if that desire is al- 
 ways subordinated to ideals of srood 
 sportsmanship. In fact, the great 
 moral opportunity of intersehool 
 athletics lies in tlie inten.se desire to 
 
 win and the subordination of tliat de- 
 sire to high standards of sportsman- 
 ship that will not stoop to conquer. 
 It is on the field of intersehool ath- 
 letics that we have the best opi)or- 
 tunity for the training of young men 
 '■ vinder great emotional stress with re- 
 
 lation to ideals and standards of 
 conduct: it is here, better than else- 
 ■where in school work, that education 
 may contribute both to emotional 
 strength and control. And this ap- 
 plies to followei's even more, for the 
 ethics of athletics, as has been said, 
 are the ethics of the .student body 
 even more than of the participants in 
 the contest. (See Johnson, George F^., 
 '"A defense oi' inter<'oIlei;;iate atl»- 
 letics;" Bowen, "Athleties and mor- 
 als:" Stearns: Stewart: Foster; 
 Ball: Johnson. Franklin W. : Ath- 
 letic Kesearch Society, Proceedings; 
 American Physical Education Re- 
 view, Files: also Mind and Bodv, 
 • Files.) 
 
PLAY AND RECREATION. ~ 29 
 
 E. Resulting;- permanent interests — Continuetl. 
 
 1. I'hysical iuteiests — Continued. 
 
 (d) Miscellaneous activities. 
 
 (1) Noncompetitive outdoor interests. 
 
 (2) Club activities. 
 
 The main problem here is to organ- 
 ize groups under the patronage of 
 the playground or school so as to 
 provide opportunity for more sys- 
 tematic and successful expression of 
 man)' interests of pupils now but 
 slightly inHuenced liy teachers. 
 Among these are the nature inter- 
 ests: Hiking, bicycling, camping, 
 hunting, etc. Herein lies an oppor- 
 tTinity for the teacher who is not 
 skillful or interested in conventional 
 athletics to identify himself with 
 extra-school activities of pupils. 
 The school may also greatly extend 
 its influence in extra-school activities 
 through participating in the already 
 well-organized movements of the 
 Boy Scouts, Camp Fire (J iris. Girl 
 Scouts, or others. (See Johnson, 
 (xeorge E. : Education Through 
 Recreation.) 
 
 2. Intellectual interests. 
 
 (a) The intellectual interests i)ermeate all liehls of 
 human interest, but there is a tendency to- 
 ward intellectual activity for its own sake 
 analogous to that in the field of the physical 
 interest. All early plays of children, as out- 
 lined under " Primary play responses," liut 
 specially j^lays of experimentation with the 
 senses, curiosity, the general process of learn- 
 ing, guessing plays, conundrums, ]>uzzles, 
 mental contests, and mental achievements, 
 exem]3lify ]>lay in this field. 
 
 (h) Zest of intellectuid hunting and <lisplny of intel- 
 lectual piowess in the activities in the various 
 fields of human interests are to be specially 
 considered, but use should be made of miscel- 
 laneous intellectual plays and games of chil- 
 
30 CHILD CAKE AND CHILD WELFARE. 
 
 E. Resulting permanent interests — Continued. 
 
 2. Intellectual interests — Continued. 
 
 (h) Zest of intellectual hunting, etc. — Continued, 
 dren which make trial of mental alertness, 
 imagining, remembering, and reasoning. (A 
 list should be made of such plays and games 
 fi'om observation of children's play and from 
 consultation of books of plays and games.) 
 (See Johnson, fieorge E. : " Education by 
 plays and games.") 
 
 3. Constructive interests. 
 
 (a) Eooted in the primary play responses generally, 
 but especially in control of matter by body 
 and members and in play of the higher men- 
 tal powers, constructive activities, both 
 physical and mental, become a chief field of 
 human activity and endeavor. 
 
 (Lists of constructive activities should be 
 made, suitable for children of different ages, 
 from observation of such activities and from 
 consultation of books of plays and games.) 
 (See Johnson, (reorge E. : Education by Plays 
 and (iames, pp. 90. 98, 158, 222: also Marten; 
 Beard; Miller: also Young Folks' Di- 
 rectory. ) 
 
 4. Moral and .social interests. 
 
 (a) Morals and codes and social standards are in- 
 evitably and strongly affected by play activi- 
 ties. Xothing is of more importance to the 
 student of play than to appreciate the rela- 
 tion of play to character. 
 
 (&) Primitive man was predisposed to acts that were 
 biologically and socially beneficial. Intelli- 
 gence came to recognize such acts as bene- 
 ficial. Codes and standards developed from 
 such recognition. The individual (varying 
 more or less from the mean) was judged good 
 or bad as he conformed to or departed from 
 codes or standards. These codes and stand- 
 ards helped to confirm the individual in bio- 
 logically and socially beneficial acts. The 
 diagrammatic outline suggests the relation of 
 play to character. Traits and habits are de- 
 termined by the type of reaction of the indi- 
 vidual persisting through tl^e " primary play 
 
PLAY AND RECREATION. 31 
 
 E. Kesiiltiiig- permanent ijiterests — Continued. 
 
 4. ]\Ioral and social interest.s — Continued. 
 
 (h) Primitive man. etc — Continued. 
 
 responses,"' " secondary play respon.scs," and 
 '• permanent -interests.'" (See Chart.) (A 
 suggestive outline should be made of play ac- 
 tivities of dift'erent ages with reference to the 
 moral implications and the development of 
 desirable traits and habits.) 
 
 5. "Story interests. 
 
 (A suggestive list of stories sliould be made suitable 
 for children of diti'erent ages.) See Stories and Poems 
 for the Kindergarten ; Cowles ; l>ryant : ( )lcott : U'yche ; 
 Baker: Partridge; also Lyman. 
 
 6. Dramatic interests. 
 
 ((/) Among the most familiar of the plays of little 
 children are tlie dramatic and imitative plays, 
 by which children in make-ltelieve enter into 
 almost every occupation and profession of men. 
 The dramatic interest is [)i-actically universal 
 and persists in adult life, and some of our 
 more imi)ortant social and civic problems are 
 related to the drama. This dramatic instinct 
 of children has in late years been very widely 
 used in schools as an aid in teaching reading 
 through story acting, lending great charm to 
 the reading lessons of young children, and 
 al.so in teaching history and literature. In 
 social work the value of dramatic play for 
 children and adolescents has been widely 
 recognized and utilized. But all this has been 
 little compared to what the school might ac- 
 complish. Local and civic problems, as well 
 as educational problems, are bringing home 
 to the attention of the schools this (|uestion of 
 the dramatic intere.sts in education. (See 
 Johnson, (leorge E. : Education Through 
 Kecreation, pp. 75-78; Lee, pp. 1()7-1G5; Cur- 
 tis; Edwards; Wallin; Young Folks' Direc- 
 tory ; Davol ; Chubb ; MacKay ; Langdon ; Lin- 
 coln ; also Beegle and Crawford.) 
 
 7. Art interests. (See Lukens; Barnes; Hall, Educational 
 
 Problems, vol. 2; also Tanner, pp. 393-415; Mac- 
 Kenzie; Clement; AVilson; Waddle, pp. 185-208; also 
 Sargent.) 
 
32 CHILD I'ARE AND CHILD WELFARE. 
 
 E. Kesiilting ponmnicnt iiUiTcsts — (.'ontinned. 
 7. Art interests — Continued. 
 
 {(i) kStudents have sought the genesis of art in play. 
 Phiy offers peculiar opportunities for the de- 
 veloiinient.of the art interests. It is important 
 tliat the attempts of children at art should 
 conform to the spii'it of the play. (An out- 
 line should he made of tlie ways and means of 
 utilizing i)lay in the development of art in- 
 lei-ests.) 
 
 (b) Activities of cliilthen that involve artistic rep- 
 resentation or decoration. 
 
 (1) Modeling. 
 
 (2) Drawing. 
 (:{) Painting. 
 (4) Carving. 
 
 (0) Embroidering. 
 (G) Bead work. 
 
 (7) Picture study. 
 
 (8) Photography, etc. 
 
 8. Property interests. 
 
 (rt) Ownersliip of childish ])ossessions exteniTs 
 naturally to interest in conventional property. 
 . Opportunity in childhood anil youth for 
 earning money and acquiring i)ersonal prop- 
 erty on basis of current values for service 
 rendered (and not simply on basis of gift or 
 allowance) is of great importance. (A list 
 siiould be made of wholesome ways in which 
 children and youth might earn money hi 
 activities allied to play interests.) 
 
 9. Nature interests. (See Bureau of Educational Experi- 
 
 ments Bulletins ; Comstock ; (xreene : Hodge : Johnson, 
 Constance: Kelly; Kern; also Miller.) 
 
 (a) Interest in nature is allied to interest in sucli 
 physical activities as hiking, camping, 
 hunting, fishing, etc. It is important to con 
 tinue so far as is practicable the ready con- 
 tact of children with nature. Included in the 
 activities of special imi)ortaiice are the fol- 
 lowing : 
 
 (1) (iardening. 
 
 (2) Nature collections. 
 
 (3) Pets. 
 
PLAY AND KECPaCATION. 33 
 
 J'l l^esiilting iK-nnanciit interests — Continued. 
 0. Nature interests — Continued. 
 
 (A) An outline study sliould be made of ways and 
 means for utilizini;' the nature interests in 
 ethication. 
 
 10. Music interests. 
 
 Siii<rin<;' and instrumental musie should early be- 
 come Hxed interests of children, (iroup singing and 
 symphony orchestras, playing of musical instruments, 
 orchestras, and bands provide opportunities foi' the 
 expression of musical interests of great educational 
 and ^ocial importance. In orchestras and bands is to 
 be found opportunity for cooperative action com- 
 parable to tiiat found in team games. The orchestra 
 is one of the easiest ty[)es of social ;ictivity to start 
 and maintain in the school, or social center. Organ 
 izing <d' bands in school buildings has been said by 
 IJolice authority to have been of gi'eater iuHuence m 
 checking undesirable gang activities than any other 
 agency. (See Dorrett: Tanner, pp. ;5."5!)-87"J : also Peo 
 IDle's Music League of the People's Institute.) 
 
 11. Family interests. 
 
 [a) Child nature flourishes best in the enxironment 
 that only a home at its best can provide, a 
 home with fathei'. mother, brothers, and 
 sisters. If the faniilv has been an essential 
 factor in liuman pi-ogress. the maintenance of 
 its influence will depend on the degree to 
 which it continue-, to meet those peculiar 
 needs of the child which family environment 
 alone can fully sui)i>ly. 
 
 {!/) An adequiite home alone can pci-petuate an 
 ad('(|uate fannly interest. It is essential that, 
 commensurately with the increasing com- 
 plexity of social life, the home become in- 
 creasingly intelligent in regard to the child's 
 needs and interests. 
 
 ((?) There is the economic |)roblcm also, but the en- 
 richment of the family life, as such, is of 
 prime imiiortance. This can be done only 
 when the predispositions of the members of 
 the family find adetpiate expression in family 
 relationships. It is this background of happy 
 home experience that develops the genuine 
 family interest and perfietuates it from gen- 
 eration to generation. 
 
34 CHILD CARE AND CHILD WELFARE. 
 
 E. Kesulting permanent interests — Continued. 
 
 11. Family interests — Continuetl. 
 
 (</) An outline slioukl be made of ways in which 
 play and recreation may help to strengthen 
 the family interests and increase the enjoy- 
 ment of life in family relations. 
 
 12. Political interests. 
 
 (a) The political interests of chilthen and youth 
 
 are manifested in their gangs, ball teams, 
 • and clubs. It is to be hoped that educators 
 
 may find ways and means of utilizing the 
 political interests in a progressive way that 
 leads fi'om the eai'lier expressions naturally 
 and gradually into the interests and duties of 
 citizenship. Much has been accomplished 
 through various organizations of boys and 
 girls, such as Boy Scouts. Girl Scouts, Camp 
 Fire Girls, and others, and through self-gov- 
 ernment in playgrounds and school>. 
 {b) Ways in which the political and legislative 
 faculties of children and youtli may t)e util- 
 ized in the development and rules in games, 
 the conduct of play activities, and the man- 
 agement of play space and play activities 
 should be observed and recorded. (See 
 Cieorge ; Fiske: also Cronson.) 
 
 13. Eeligious interests. 
 
 {(i) Creation and service, colored by the attitude of 
 worship, are essentially religious. Whatever 
 the source or character of the religious teach- 
 ing, the springs of human nature, in favor- 
 able environment, become a "well of living 
 water." Eeligious teachers no longer deny 
 but call to their aid the native intere.sts of 
 children and youth, and find therein read}' 
 soil for their teachings. 
 
 (b) The predispositions of children that might 
 
 justifv the saying, "of such are the kingdom 
 of heaven " should be noted. 
 
 (c) The predispositions of children that miglit be 
 
 called " original " virtues should be men- 
 tioned. 
 
 (d) The predispositions of children that might be 
 
 regarded as tending to the religious attitude 
 should be brought out. 
 
PLAY AND RECREATION. 35 
 
 E. Resulting permanent interests — Continued. 
 13. EelijiioHs interests — Contiiiucil. 
 
 (e) An outline of the ways in which play and 
 recreation mipht aid in moral and religious 
 education should be made. (This should be 
 related to outline under A, 3. c(4), also d.) 
 
 READING REFERENCES. 
 
 Athletic Badge Test for Boys, Playground and Recreation Aissoeiation of Amer- 
 ica, New York, Kepriiit No. H)5. 1U13. 
 
 Athletic Badge Test for Girl.s, Playground and Recreation .Association of Amer- 
 ica, New Yorli, Reprint No. 121, 191C. 
 
 "Athletics and morals." in .\tlantic Monthly, vol. 11.3, February, 1914, pp. 14.5- 
 148. 
 
 Baker, Fr-^^nklin T. : Bibliography of Children's Reading, Teachere' College, 
 Columbia University, New York, 1908. 
 
 Ball, William H. : "An honor code for all competitive athletics," in American 
 Physical Education Review, February, 1915, vol. 20, pp. 75-79. 
 
 Bancroft, Jessie H. : Games for the Playground, Home, School, and Gymnasium, 
 The Macmillan Co., New York. 1915. 
 
 and Pltlvermacher, William D. : Handbook of .\thletic Games, The Mac- 
 millan Co., New York, 1916. 
 
 Barnes, Bakl : Studies in Education, vols. 1 and 2. 
 
 Beard. Daniel C. : Jack of All Trades, Charles Scribner's Sons, New York, 1914. 
 
 Beegle. Mary P., and Crawford, .Tack R. : Community Drama and Pageantry. 
 Yale Tiniversity Press, New Haven, Conn., 1916. 
 
 Berzqulst, Niels: Old Seredich Folk Dances, A. S. Barnes Co., New York. 
 
 BoRSEN. Wilbur P. : " Current athletic problems," in American Ph.v.sical Educa- 
 tion Review, February, 1915, vol. 20. pp. 60-65. 
 
 BovB.TERG, ViGc.o : Danish Folk Dances, Chicago School of Civics and Philan- 
 thropy, Chicago, 1917. 
 
 Brown, Florence W., and Botd, Neva I..; Old English and .American Games, 
 Saul Bros., Chicago, 1918. 
 
 Brown, .John : Outdoor Athletic Test for Boys. Association Press, New York, 
 1913. 
 
 Bryant, Sara ("oxe : ITnw t(i Tell Storifs t(j Cliildrfii, Houghton .Mifflin Co., 
 Boston, 1905. 
 
 BuRCHENAL, ELIZABETH : Dauccs of the IVojile, (i. Schariner, New York, 1913. 
 
 Byron. William B. : Manual of Play, G. W. Jacobs & Co., Philadelphia. 1914. 
 
 Chubb, Percinal : Festivals and I'Uiys in Sclnxils ;ind Elsewhere, Harper & 
 Bros., New York, 1912. 
 
 Clement, Mi-s. Cl.\ra (Erskine) : Outline History of Painting for Beginner.s 
 and Students, F. A. Stokes Co., New York, 1911. 
 
 CoMSTocK, Mrs. Anna (Botsford) : The I'et Book, Comstock Publishing Co., 
 Cornell Heights, Ithaca. N. Y., 1916. 
 
 Cowles. Julia: The Art of Story Telling, A. C. McClurg & Co., Chicago, 1914. 
 
 Crampton, Charles W. : The Folk Dance Book, A. S. Barnes Co., New York, 
 1909. 
 
 Cronson, Bernard : Pupil Self-Government, The Macmillan Co.. New York, 1907. 
 
 Curtis. Elnora W. : Tiie Dramatic Instinct in K<lucation, Houghton, Miflliu Co., 
 Boston, 1914. 
 
36 CHILD CARE AND CHILD WELFARE. 
 
 CUKTis, Henky S. : The Practical Conrtuct of Play, The Macmillau Co., New 
 
 York, 1915. 
 Cyclopedia of P^urcATioN, The Maiiiiillaii Co., New York, 1911-1913. 
 Danol, Ralph : Haudhook of American Pageantr.v, Danol Puhlisliing Co., Taun- 
 ton, Mass., 1916. 
 Peakborn. Georuk Van Ness: .Moto-seusory Develdinneut. Warwick & Yi>rk. 
 
 Baltimore, 1910. 
 DoRRETT, Mrs. Olhtc (Wilson) : Music and tlie Play Instinct, World Books Co. 
 
 Yonkers-on-Hudsou. N. Y., 1915. 
 Edwards, Richard H. : Popular .\musements. Association Press, New Y'ork, 1915. 
 FiSKE, George W. : Boy Life and Self-Government, International Committee of 
 
 Y'oung Men's Christian Associations Press. 124 East Twenty-eighth Street, 
 
 New York. 1910. 
 Forty Games and Dance Figures : Coinmuuity Service, 108 South La Salle 
 
 Street, Chicago. 
 Foster, Williaii T. : ".\m indictment of intercoUogiato atliletics." in .\tlantie 
 
 Monthly, November, 1915, vol. 116, pp. .577-588. 
 Garrett, Latra B. : Study nf .\nimal Families in Schools. Bureau of Educa- 
 tional Experiments. Bulletin No. 2. 70 Fifth Avenue. New York, 1917. 
 George. W. R. : .Tunior Republic, George .Tunior Republic Association. Freevilie. 
 
 N. Y.. 1910. 
 GOMME. .\LicK P..: The Tra<litioii;il Games nf England, Scotland, and Ireland, 
 
 vols. 1 and 2, David Nutt, London. 1898. 
 (iREENE. Maria L. : .\inong School Gardens, Charities I'ulilishing Committee. 105 
 
 East Twenty-seconil Street, New Y'ork, 1910. 
 Groos. Karl: Play of Man. D. Appleton & Co., New York, 1901. 
 GuLicK, Li'THKR 11.: 'I'lic llcalflitui .\i-t of Dancing, Douhleday. Page «S; Co,, 
 
 New York. 1910. 
 Hall. G. Stanley: "T>(iIIs." in Pedagogical Seminary, vol. .i. 
 
 . Adolescence. I>. .\ppletnn ..S: Co.. New York, 1911. 
 
 . Educational Problems. I), .\ppleton & Co., New York, 1911. 
 
 HoDGK. Clifton F. : Nature Study and Life, Ginn & Co., Boston, 1902. 
 
 .James. William: Psychology, Henry Holt & Co.. New York. 1896. 
 
 Johnson, Constance: When .Mother Lets Us Keep Pets, Moffat, Yard & Co.. 
 
 New York, 1911. 
 .Johnson, Franklin W. : " Mural ami social values of physical edvication in the 
 
 secondary schools," in .\merlcan Physical Education Review. November, 1915, 
 
 vol. 20, pp. 447-487. 
 .Johnson. George E. : ".X defense of intercollegiate athletics,"' in .Vmerican 
 
 I'hysical Education Tteview, March. 1917, vol. 22. pp. 146-15.S, 
 . " Education by lilays and games." in Pedagogical Sennnary. vol. 3. 
 
 No. 1. 
 
 . Education l)y Plays and Games, Ginn & Co., Boston. 1907. 
 
 • . Games that Every Boy and Girl Should Know, Playground and Recrea- 
 tion Associatioii of .\nuM-ic;i. 1 Madison .\venue. New York. 
 ■ . Education tbi-ongb Recreation, Cleveland Foundation Survey Com- 
 
 mittee, 1916. 
 . "The tigbtiiig instinct, its place in life," in Tlie Survey, Dec. 4. 1915. 
 
 pp. 243-248. 
 . What to do at Recess. Ginn & Co., Boston. 1910. 
 
 .Johnson, J. : " Ruilimentary society among boys." in Political Science, vol. 2, 
 
 pp. 495-546. 
 Kellet, J.\y' G. : Boy Mineral Collectors, .J. B. Lippincott Co.. Philadelphia, 
 
 1898. 
 
PLAY AKD RECREATION. 37 
 
 Ker.x. O. .T. : Anions Counti-y Schools, Ginn & Co.. Boston, 1906. 
 
 L.^NGDON, William C. : Book of Words : The Pagennt of Meriden. Kimliall Union 
 Academy, Jleriden. N. Y., 1913. 
 
 • . Book of Words: The Pageant of St. ,Iohnsl)ur,v. C. E. I'ei-k. St. Johns- 
 bury, Vt.. 1912. 
 
 . In Honor of Shake.speare. University of Indiana. Bluoiuington, Ind., 
 
 1916. 
 
 . Pageant of Blooniington and Indiana University. University of In- 
 diana, 1916. 
 
 . Pageant of Cape Cod, Blancliard Printing Co., Boston, 1914. 
 
 . Pageant of Corydon, Pageant Committee, Corydon. Ind., 1916. 
 
 . Pageant of Indiana, AV. K. Stewart Co., Indianapolis, Ind., 1916. 
 
 . Illinois Day Celebration for the University of Illinois, Administration 
 
 Building. University of Illinois. Urbana. 111.. 1917. 
 
 . Lincoln Day Convocation for the University of Illinois, Administration 
 
 Buildin.g, University of Illinois, Urbana, 111., 191S. 
 
 . Masque of the Titans of Freedom, George Washington, Abraham Lin- 
 coln, Administration Building, University of Illinois, Urbana, 111., 1918. 
 
 . Sword of America; a Masque of the War, Administration Building, 
 
 University of Illinois, Urbana, 111., 1918. 
 
 . Suggestions for the Celebration of the Fourth of July by Means of 
 
 Pageantry, Russell Sage Foundation, New York. 1912. 
 
 . Abraham Lincoln To-day, University of Illinois Press, Urbana. 111., 
 
 1918. 
 
 . Centennial Pageant of Auburn Theological Seminary, 1818-1918, Li- 
 brary, Theological Seminary, Auburn, N. Y., 1918. 
 
 Lee, Joseph : Play in Education, The Macniillan Co., New York, 1915. 
 
 Lincoln (Mrs.) Je.^nxette E. : The Festival Book, A. S. Barnes & Co., New 
 York, 1912. 
 
 LrKEN.s, Herman T. : " Children's drawings in the early years," in Peda- 
 gogical Seminary, vol. 4, pp. 79-110. 
 
 Lyman, Edna: Story Telling, What to Tell and How to Tell it, A. C. McClurg 
 & Co., Chicago, 1913. 
 
 MacKaye. Percy : The Civic Theater in Relation to the Redemption of Leisure, 
 Mitchell Kennerley, 489 Park Avenue, New York, 1912. 
 
 Mackenzie, M.vrion : The Little Artist. Milton Bradley Co., Springtield, Mass. 
 
 Maeot, Helen : The Creative Impulse in Industry. E. P. Dutton & Co., New 
 York, 1918. 
 
 Marten, William S. : Manual Training — Play Problems. The Macmillan Co., 
 New Y'ork, 1917. 
 
 Miller. Louise K. : Children's Gardens for Schnol and Home. D. Appleton & 
 Co.. New York, 1904. 
 
 Miller, Charles M. : Construction and Flying of Kites. Manual Arts Press, 
 Peoria. 111.. 1909. 
 
 Moses, (Mrs.) Irene Elizabeth: Rhythmic Action Plays and Dances, Milton 
 Bradley Co., Springfield. Mass., 1915. 
 
 Otiicial Handbook, Public Schools Athletic Leagtie, New York. American Sports 
 Publishing Co., New I'ork. 
 
 Olcott. Frances J.: Children's Reading. Houghton. Milllin Co., Boston, 1912. 
 
 O'Shea. Michael V.: Social Development and F.ducatinii. H(niglifiiii. Mittlin Co., 
 Boston, 1909. 
 
 Pabtridge, (Mrs.) E.melyn Newcomb, and P.^rtridge, Everett: Story Telling 
 in School and Home, Sturgis and Walton, New York, 1913. 
 
38 CHILD CABE AND CHILD WELFAEE. 
 
 Pedeesen, DAfiXEY, (iiul BoYD, NEVA L. : Folk Games of Denmark and Sweden, 
 Saul Bros., Chicago. 
 
 . Folk Games and G.vmnastic Play, Saul Bros., Chicago. 
 
 People's Music League of the People's Institute, Reports, New York. 
 
 Plan's for Children, Chicago Scliool of Civics and Philanthrop.v. 
 
 PuFFEK, Joseph A. : Tlie Bo.v and His Gang, Houghton, Mifflin Co.. Boston, 1912. 
 
 Reilly, Frederick .T. : New Rational Athletics for Boys and Girls, D. C. Heath 
 & Co., New York, 1917. 
 
 Ross, Edward A. : Social Control, The Macmillan Co., New York, 1901. 
 
 Sargent, S. G., and Miller, Elizabeth E. : How Children Learn to Draw, Ginn 
 & Co., Boston, 1916. 
 
 School Garden Association of America. 
 
 Spacek, Anna, and Boyd, Neva L. : Folk Dances of Bohemia and Moravia, Saul 
 Bros., 1917. 
 
 Sperling, Hakry : Tlie I'laygi'oimd Book, A. S. Barnes Co.. New York, 1910. 
 
 Stearns, Alfred E. : "Athletics and the school," hi Atlantic Jlonthly, February, 
 1914, vol. 113, pp. 148-1.52. 
 
 Stechee, WiLLTAii A. : Games and Dances, John Joseph McVey. Philadelphia, 
 1916. 
 
 Stewart, Charles A. : "Athletics and tlie college," in Atlantic Jlonthly, Febru- 
 ary, 1914, vol. 113, pp. 1.53-160. 
 
 Stories and Poems for the Kindergarten, New York Pulilic Scliool Kinder- 
 garten Association. 
 
 Tanner, Amy Eliza: The Child, Rand, McNally & Co.. Chicago, 1915. 
 
 Thoendike, Edward Lee : Educational Psychology, Teachers College, Columbia 
 University, New York, 1913-14. 
 
 Waddle, Charles W. : An Iiitr(Mlnction to Child Psychology. Hnnghton, Mifflin 
 Co., Boston, 1918. 
 
 Wallin, .T. E. W. : "Tlie moving picture in relation to education, health, de- 
 linquency, and crime," in Pedagogical Seminary, vol. 17, January, 1910, pp. 
 129-142. 
 
 Wilson, Llxy Langdon : Nature Study in Elementary Schools, The Macmillan 
 Co., New Y'ork. 
 
 Wolfe, R. B. : " Noutinaiuial incentives." in American Society of JMechanical 
 Engineers, Proceedings, 1919. 
 
 Wy'che, Richard T. : Some Great Stories and How to Tell Them, Newson & Co., 
 New York, 1910. 
 
 Young Folks' Directoi-y. American Institute of Child Life, riiiladelphia, 1915. 
 
 OUTLINE 5. THE PLAY MOVEMENT. 
 
 I. The present interest in the practical application of play to educa- 
 tional and social problems has resulted from a number of inter- 
 related causes. These have contributed to the modern play 
 movement, which is really moilern only in the changing phases 
 of a movement that is as old as the race. Among these should 
 be mentioned the following : 
 
 A. The acceptance of a general theory of organic evolution. 
 
 B. A new appreciation of the place of play in the education 
 
 of primitive races and ancient peoples. 
 
 C. The realization of the office of play in the development 
 
 of literature, art. music, science, and social ideals. 
 
PLAY AND RECREATION. 39 
 
 I. Tlie present interest in the practical application of play. etc. — Con. 
 
 D. The kindergarten movement. 
 
 E. The child-study movement. 
 
 F. The development of boys' and girls" organizations. 
 
 G. The playground movement. 
 
 II. In one sense, play is the most ancient and venerable nf human in- 
 
 terests. 
 
 A. Primitive peoples luul a rich plav life, and ancient na- 
 
 tions held play in high esteem. 
 
 B. Before man was consciously directed by education of the 
 
 young, play was the chief means of education, and 
 often national systems of education were developed; 
 play was still the basis of the curriculum, as was so 
 notably the case at Athens. (See Davidson. Gardi- 
 ner, McKenzie; also Hartwell.) (An outline should 
 be made of the history of play in education.) 
 
 III. In another sense, all fields of knowledge, science, art, and in- 
 
 dustry develojied through play. 
 
 A. In the minutely differentiated jirocesses of modern indus- 
 
 try there has been, in a large measure, a departure 
 from the former natural incentives to activity, and 
 in a measure also an imwholesome and unnecessary 
 differentiation of play and work. 
 
 B. Differentiation of play and work has naturallj- led to a 
 
 confusion of play and recreation and overemphasized 
 recreation. 
 I\'. Periods of great human advancement have been accompanied 
 by a renaissance of phn*. while i:)eriods of retrogression have 
 often been accomjjanied liy a narrowing of play incentives in 
 life's activities and overemi:ihasis on recreation as a result from 
 work. (See Fisher, p. 37G.) 
 •V. Some phases of the new renaissance of play are as follows: 
 xV. The kindergarten movement. 
 
 B. The acceptance in education of a biologic [wint of view. 
 
 C. The child study movement. (This should be briefly 
 
 traced. See Gesell; also Waddle.) 
 
 D. The development of boys' and girls" clubs, Boy Scouts, 
 
 Girl Scouts, Camp Fire Girls, and others. 
 
 E. The Young Men's Christian Association, the Young 
 
 Women's Christian Association, and similar organi- 
 zations in their later jAases. 
 
 F. Summer camps for boys and girls. 
 
 G. The playground movements. (A brief outline should 
 
 be made of the development and purposes of boys' 
 and girls' organizations.) 
 
40 CHILD CAEE AND CHILD WhLFALE. 
 
 READING REFERENCES. 
 
 Annual Survey, Kolipioiis Work, Youn;; Men's Cliristiau AssociutioQ, luterua- 
 tional Committee of Youug Men's Christian Associations Press, 124 Bast 
 Twenty-eighth Street, New York. 
 
 Boy Scouts of America, Official Handliook for Boys, Doul)leday, Page & Co., 
 Garden City, N. y., 1016. 
 
 Camp Fire Girls of America. Manual of Activities and War Programs for the 
 Girls of America. Camp Fire Girls (Inc.), 31 East Seventeenth Street, New 
 York. 191S. 
 
 CuETis, Henky S. : "The growth, present extent, and prospects of the play- 
 ground movement in Ajnerica," in Child Conference for Research and Wel- 
 fare, Proceedings, VM'X (i. E. Stechert & Co., New Y^ork, 1910. 
 
 The Play Movement and Its Significance, The Macmillau Co., New 
 
 York, 1917. 
 
 DoGGETT, Lawrence L., Mlkk.w, William D., and Hansel, J. W. : Studies in 
 Association Work. International Committee ot the Young Men's Christian 
 Associations Press, 124 East Twenty-eighth Street, New York. 1905. 
 
 Davidson, Thomas : The Education of the Greek People, International Educa- 
 tion Series, 28. D. Appleton & Co.. New York. 1894. 
 
 FisHEK, Geobge P. : Outlines of Universal History, American Book Co., New 
 York, 1885, pp. 376. 387. 
 
 FoRBUSH, William Byrox : Tlie Boy Problem, The Pilgrim Press. Boston, 1913. 
 
 Gardiner, Edward W. : Greek Athletic Sports and Festivals, The Macnrillan 
 Co., New York. 1910. 
 
 Gesell, Arnold L., and Gesell. Mrs. Beatrice Chandler: The Normal Child 
 and Primary Education. Ginn & Co., Boston, 1912. 
 
 Hartwell. Edward M. : The Principal Types of Physical Education Compared, 
 reprinted from Boston Medical and .Surgical Journal, Dec. 17 an<I Dec. 24. 
 1891, Damrall & Uphani, Boston, 1892. 
 
 I>0EN, .Juliette: I^eader's Manual. Girl Scouts, Girl Scout Headcjuarters, ,527 
 Fifth Avenue, New Y'ork. 19"i. 
 
 McKenzie. Rohert T. : Exercise in Eilucation and Medicine. W. B. Saunders 
 Co., Philadelphia. 1915. 
 
 Tlie Playground, Phiyground and Recreation Association of America, New York. 
 
 Richardson, Norman E., and Loomis Armond Co. : Tlie Boy Scout Movement 
 Applied by the Church, Charles Scribner's Sons, New York, 1915. 
 
 Skton, Ernest Thompson : Manual of the Woodcroft Indians ; the Fourteenth 
 Birch-bark Roll, Doubleday. Page & Co., Garden City, N. Y.. 1915. 
 
 OUTLINE 6. ORGANIZATION AND ADMINISTRATION OF 
 PLAY AND RECREATION. 
 
 The noncommercial organization and administration of play and 
 recreation present the problem of uiiilizing existing agencies or 
 creating new ones. Four different bodies, or combinations of these 
 bodies, have been most commonly concerned with the organization 
 and administration of play and recreation. The jjoints of strength 
 and of ■weakness of the rarious types of organization and adminis- 
 tration appear on close study. The fact that the organization and 
 administration of play is an educational necessity in every .system of 
 public education has an important bearing on the estimate of the 
 
PLAY AND RECKEATIOX. 41 
 
 strength or weakness of a given type of organization and administra- 
 tion. 
 
 I. Play and recreation for general educational and social ends have 
 
 been mainly organized and administered under the following 
 public bodies : 
 
 A. Board of education. 
 
 B. Park board. 
 
 C. Playground association, or other form of private or- 
 
 ganization. 
 
 D. Recreation commission. 
 
 II. These agencies have developed mainly the following types of 
 
 centers. 
 
 A. Small detached playgrounds. 
 
 B. Reorganized school playgrounds. 
 
 C. Athletic fields. 
 
 D. Large detached playgrounds, or recreation parks. 
 
 E. Reorganized large parks. 
 
 F. Recreation centers in school buildings. 
 
 G. Vacation schools. 
 H. Gardens. 
 
 I. Roof playgrounds. 
 
 J. Swimming pools, beach bath houses, and gymnasia. 
 
 III. The several types of organization and administration have char- 
 
 acteristic elements of strength and weakness varying more or 
 less with local conditions. Some of the characteristic elements 
 of strength or weakness of the different types are as follows: 
 A. Board of education. 
 
 1. Strength. 
 
 (a) Prestige. 
 
 (h) Taxing power (at times). 
 
 (c) Ready support of public. 
 
 (d) Accessibility of parents and children. 
 
 (e) Control of property. 
 
 (/) Permanency of organization. 
 
 (g) Commonly educated personnel. 
 
 (h) Necessity of organizing and adminis- 
 tering the play of pupils for educa- 
 tional purposes. 
 
 2. Weakness. 
 
 (a) Conservatism. 
 (h) Lack of appreciation of play. 
 (c) Obsolete type of architecture. 
 {d) Small yard space. 
 
42 CHILD (ARE AND CHILD WELFARE. 
 
 III. The several tvpes of organization, etc. — Continued. 
 
 B. Park board. 
 
 1. Strength. 
 
 (a) Control of grounds. 
 
 (&) Existence is for recreational purposes. 
 
 2. Weakness. 
 
 (fl) Lack of social and educational ideals 
 , (at times). 
 
 (7>) Lack of experience in general social 
 and educational problems. 
 
 (c) Centers often remote from the people. 
 
 (d) Necessity of duplicating or supple- 
 
 menting work of board of education. 
 
 C. Playground association. 
 
 1. Strength (if already in existence). 
 
 (a) General disinterestedness. 
 (6) Usually has confidence of the public, 
 (c) Genuine interest in play and recrea- 
 tion. 
 
 2. Weakness. 
 
 (a) Lack of taxing jDower. 
 (J) Inadecjuate funds. 
 
 (c) Not part of city government. 
 
 (d) Charitable asjDCct of the work. 
 
 (e) Necessity of duplicating or supple- 
 
 menting work of the board of educa- 
 tion. 
 
 D. Eecreation commission. 
 
 1. Strength. 
 
 (a) Special body for special purpose. 
 
 (Z») Adai^ted to certain phases of the prol>- 
 
 lem, as the commercial recreation 
 
 problem. 
 
 2. "\Veakness. 
 
 (a) Generally, lack of taxing power: faces 
 prejudice against new taxing boilies. 
 (h) Is a new body. 
 
 (c) Lack of collective experience in social 
 
 and educational problems. 
 
 (d) Necessity of duplicating or supjjle- 
 
 menting work of board of education. 
 
 IV. Consideration of the relative merits of different types of ad- 
 
 ministration involves, first, general consideration of the fol- 
 lowing questions : 
 
PLAY AND RECREATION. 43 
 
 IV. Consideration of the relative merits, etc. — Continued. 
 
 A. Are playground, recreation center, and social center prob- 
 
 lems mainly problems of public convenience or prob- 
 lems of physical, mental, moral, and social education? 
 
 B. Which body has the advantage as to properties already 
 
 existing? 
 
 C. Under which body can existing possibilities be utilized 
 
 or new centers accjuired and developed most eco- 
 nomically ? 
 
 D. Under which body can the centers be most efficiently and 
 
 economically administered? 
 
 E. Under which body would there be the least likelihood 
 
 of duplication of work and conflicting authorities? 
 
 V. Planks of good administration of play and recreation have been 
 
 given as follows. (See Hammer.) 
 
 A. Adequate funds. 
 
 B. ComiDetent leaders. 
 
 C. Authority in proper hands in all lines of work. 
 
 D. Complete control of property. 
 
 E. Freedom from political party control. 
 
 F. Proper coordination with other departments of the city. 
 
 READING REFERENCES. 
 
 CuHBERLKY, Ei.i.wcioii I'.: Scliijcil I irsaii izal imi niid Ailniinistnitinii. The Worlil 
 Book Co., Yonkei-s on Hudson, 1017, n\ 304-300. 
 
 ■ . Public School .Administration, Houithton. Mifflin Co., Boston, lOlfi, pp. 
 
 401-40G. 
 
 Communit.v Recn-ation, r'l.Tysronnd and Iteci-oation .Vssoi'iation of .\uieric,-i and 
 Comnninit.v Survey (Inc.1, New York. 1919. 
 
 Curtis, Hkni!y S. : Tlie Play Movcniont and Its Sisniticanee. The Jliicmillan 
 Co., New Y'ork. 1917. 
 
 Dewey, .Iohn : .Schools of To-morrow. E. P. Putton and Co., New York. 
 I91.1. Files of the Playground, Play,i;roinid and Itecreation Association of 
 .\njerica. New Y'ork, 
 
 H.MIMER, Lee F. : The Gary Pnlilic Scliools, Pliysica] Trninint: arid Play, Gen- 
 eral Education Board, 191S. 
 
 H.\NIF.\N. L. F, : The Connnnniiy ('criltT. Sihcr I'.nrdi'tt Co.. Boston. 1920. 
 
 Johnson. Geokge E. : Education thr(iu,i;h Kecroation, Cleveland Foundation 
 Survey, 1916. 
 
 King, Irving: The Social .\s)iects <if Eiluc-ation. The .M:icniillan Co,, New York, 
 1912, pp, 109-12G. 
 
 Perry, Cl.ujexce A.: The p;;xtension of I'ulilic Edu<-ation, V. S. Bureau of Edu- 
 cation, Bulletin No. 28. 191."). 
 
 . Wider Use of the Scholil Plant, Charities Piddication (_'onnuiltec>. New 
 
 York, 1910, 
 
 ItoBHiNS, Charles L. : The School as a Social Institution, .\llyn & Bacon, New 
 York, 191S, pp. 221-251. 
 
 Smith, AValter Robinson : An Introduction to Educational Psychology, Hough- 
 ton, Mifflin Co,, Boston, 1917. pp. 78-94. 
 
 \Vard, E, .1, : The Social Center, D. Appleton & Co., New Y'ork, 1913. 
 
44 CHILD CARE AND CHILD WELFARE. 
 
 GENERAL BIBLIOGRAPHY, SECTION V.' 
 
 ArFLECK, Gkokue H. : Selected Bibliography of Physical Training and Hygiene, 
 G. B. Affleck, 287 Hickory Street. Springfield, Mass., 1910-1917. 
 
 Bancroft, Jessie H. : Games for Playground. Home. School, and Gymnasium, 
 The Macniillau Co., New York, 1909.' 
 
 Curtis, Henry H.: The Practical Conduct of Play, The Macmillan Co., New- 
 York, 1915.' 
 
 FoRBusH, William Bykon : A Guide Book to Childhood, American Institute of 
 Child Life, Philadelphia, 1915. 
 
 Hammer, Lee F., and Knight, Howard K. : Sources of Information on Play and 
 Kecreation, Russell Sage Foundation, New York, 1915. 
 
 Johnson, George E. : Education by Plays and (iames, Ginn & Co., Boston, 1907.' 
 
 Lee, Joseph : Play in Education, The Macmillan Co., New York, 1915.' 
 
 McCuBDY, James H. : A Bibliography of Physical Training. G. E. Stechert & 
 Co., New York, 1905. 
 
 Wilson, Louis W. : Bibliography of Chief Study, Annual, 1902-1907, Clark Uni- 
 versity I'ress, Worcester, Mass. ; 1908-1909, U. S. Bureau of Education, Bul- 
 letin No. 11, 1911; 1910-1911, U. S. Bureau of Education, Bulletin No. 26, 
 1912. 
 
 Wood, Thomas D., and Reesor, Mary' : A Bibliography on Educational Hygiene 
 and Physical Education, Teachers' College, Columbia University, New York, 
 1911. 
 
 ' In addition to literature and bibliographies cited in outlines. 
 
 » Recommended as small working library where access to literature Is limited. 
 
 o 
 
iiiil 
 
LIBRARY OF CONGRESS 
 
 021 350 756 4