is the activity of the mind which gives
itself up to surrounding objects according to its own caprice, without
any thought as to results. The Educator gives out work to the pupil, but
he leaves him to himself in his play.

Sec. 26. It is necessary to draw a sharp line between work and play. If the
Educator has not respect for work as an activity of great weight and
importance, he not only spoils the relish of the pupil for play, which
loses all its charm of freedom when not set off by its antithesis of
earnest labor, but he undermines in the pupil's mind all respect for any
real existence. On the other hand, he who does not give to the child
space, time, and opportunity for play prevents the originality of his
pupil from free development through the exercise of his creative
ingenuity. Play sends the child back to his work refreshed, because in
it he loses himself without constraint and according to his own fancy,
while in work he is required to yield himself up in a manner prescribed
for him by another.

Let the teacher watch his pupils while at play if he would discover
their individual peculiarities, for it is then that they unconsciously
betray their real propensities. This antithesis of work and play runs
through the entire life, the form only of play varying with years and
occupations. To do what we please, as we please, and when we please, not
for any reason, but just because we please, remains play always.
Children in their sports like nothing better than to counterfeit what is
to be the earnest work of their after-lives. The little girl plays with
her dolls, and the boy plays he is a soldier and goes to mimic wars.

It is, of course, an error to suppose that the play of a child is
simply muscular. The lamb and the colt find their full enjoyment in
capering aimlessly about the field. But to the child play would be
incomplete which did not bring the mind into action. Children derive
little enjoyment from purely muscular exercise. They must at the same
time have an object requiring mental action to attain it. A number of
children set simply to run up and down a field would tire of the
exercise in five minutes; but put a ball amongst them and set them to a
game and they will be amused by it for hours.

Exceptional mental development is always preceded, and is, indeed,
produced by, an exceptional amount of exercise in the form of play on
the part of the special faculties concerned. The peculiar tendencies
exhibit