I'

T is a law of life that young animals desire play and benefit by it. Children are no exception; healthy, normal children, unrestrained, are as certain to play in one way or another as a puppy is to pull at his master's trousers or a kitten to leap after a ball.

When children do not play, something is wrong. That many of the present generation do not 'betrays regrettable conditions in school and home life. Industrial conditions permitting the sacrifice of children to mammon are being closely investigated, and it is but a question of time till satisfactory laws will exist in all the states; child labor has ruined countless lives, broken up homes, and stigmatized our country, but we have the juggernaut "on the toboggan" at last.

The other great cause of the "playless" child cannot be so easily reached by legislation; would that there were means to pick out and reorganize those homes wherein false ideas of education, culture and society cause parents to frown on play and hasten maturity.

The play spirit in children can be killed. Though persistent, it finally yields, particularly in girls, to the suggestion that play is unnecessary, a waste of time, improper, etc. Naturally, the weakly child is less inclined to romp than are his hardy companions; ill health is both a cause and an effect-the longer any youngster is kept from play the weaker he becomes and the less willing to play.

So the first thing to do in dealing with a child who has a chance to play and does not, is to look for a physical cause. Parents are the better able to determine this, provided they are intelligent, be

cause they see the child under all conditions. But where, through carelessness or ignorance, parents or guardians fail to give their charges this study, it is entirely within the teacher's province to investigate as fully as crcumstances allow. Usually, parents will co-operate with a teacher, once their eyes are opened to the situation.

Often the abnormal child who seems never to care for play, and whom we all should pity, is admired, and thus further harmed. Parents proudly refer to him as "serious minded and not given to foolishness." Such parents must be ignorant of the nature of childhood. William A. McKeever, Professor of Child Welfare, University of Kansas, speaks thus of the educational value of play:

"We are urging all parents to provide for their growing children the means and opportunities of play. I am willing to risk the prediction that another decade will see the introduction of compulsory play for all children, just as we now have compulsory school attendance. What would this mean? Simply that play has become recognized as an essential part of the education of the growing child, a necessary part of the schooling and development of all the young; that sentiment is slowly being transformed in respect to the activities of the young, and that people at large are coming more and more to a realization of the fact that play of children is not merely a matter of fun and sport, but that its higher meaning is hidden in its significance for character growth and for success in life."

It must be obvious that little can be done by a teacher, or any outside worker, for the child whose mind has been deliberately pre-matured, unless the other mem

12

certain methods of play and inculcating the belief that there is nothing in play per se.

Children whose play spirit has been inhibited have literally to be taught to play. It sounds absurd, but it is true. I have seen youngsters who had been so impressed with the "crime" of wasting time and energy that they almost ran from the suggestion of unalloyed fun. ' And it is not so easy to revive normal instincts as one might believe. It can surely be done with practically every child, but never suddenly; even the facile mind of childhood requires some time for readjustment. The teacher or parent -rather both-must be patient. Each of such cases is a psychological problem requiring study and delicate treatment.

It is a big mistake merely to liberate the stranger to play among a crowd of normal children and leave him to his own resources. Nine times out of ten he will steal away to himself, become introspective, and revert to his former habits. He does not understand the other children any better than they do him; he is sensitive, and unfamiliar with their game and customs.

The best course is to encourage his intimacy with two or three children who represent a mixture of practicality and· sport. First interest these boys and girls in something which the child you wish to help can do. As you talk play to him, talk practicality to the others, establishing a common ground whereon they can meet in pleasant relations. Your particular aim is to cause the abnormal child to prove to his fellows that there is something in which he can excel them. That this something has a work value makes

its demonstration the more impressive. Having done this, he feels that he is respected and somewhat understood; and he is far more likely to interest himself in the games they show him. The removal of that extreme diffidence which handicaps nearly all play-starved children is the desideratum. Pleasant relations of equality must be establishedthen only will the interchange of ideas be mutually beneficial.

The hardest task is to teach our unnatural child to play by himself. The leadership and enthusiasm of others may have enabled him to participate in games on the school ground, but your work is not done till you teach him also to play alone. To amuse himself without companions requires initiative, inventive genius and self-reliance, and is by their exercise that these faculties develop. He will not succeed at first, and too much must not be expected of him. A little competition makes a good compromise between playmates and solitary amuse- . ment. Each child can practice a certain stunt, the drawing of a certain picture, or the reproduction of a certain architectural effect with blocks-anything affording opportunity for comparison at the end of a week or so.

One mother told me that this plan had worked admirably with her little girl, who formerly never had been able to play alone. The spirit of competition kept her busy and happy.

Much solitary play may be harmful to a child; we must be careful not to let selfishness develop along with initiative. Parents and teachers should encourage generosity in children, but should never permit that generosity to be abused.