t value of all belongs to the things which children
have made entirely themselves--bows and arrows, catapults, clay marbles,
though imperfectly round, home-made boats and kites. The play-value
grows in direct proportion to the amount of personal share which
children have in the making and in the use of their playthings. And in
this we ought cordially to agree with them.

After the nursery age, in the school or school-room, play divides into
two lines--organized games, of which we hear a great deal in school at
present, and home play. They are not at all the same thing. Both have
something in their favour. So much has been written of late about the
value of organized games, how they bring out unselfishness, prompt and
unquestioning obedience, playing for one's side and not for oneself,
etc., that it seems as if all has been said better than it could be said
again, except perhaps to point out that there is little relaxation in
the battle of life for children who do their best at books indoors and
at games out of doors--so that in self-defence a good many choose an
"elective course" between the two lines of advantages that school
offers, and do not attempt to serve two masters; they will do well at
books or games, but not at both. If the interest in games is keen, they
require a great deal of will-energy, as well as physical activity, a
great deal of self-control and subordination of personal interest to the
good of the whole. In return for these requirements they give a great
deal, this or that, more or less, according to the character of the
game; they give physical control of movement, quickness of eye and hand,
promptitude in decision, observance of right moments, command of temper,
and many other things. In fact, for some games the only adverse
criticism to offer is that they are more of a discipline than real play,
and that certainly for younger children who have no other form of
recreation than play, something more restful to the mind and less
definite in purpose is desirable.

For these during playtime some semblance of solitude is exceedingly
desirable at school where the great want is to be sometimes alone. It is
good for them not to be always under the pressure of competition--going
along a made road to a definite end--but to have their little moments of
even comparative solitude, little times of silence and complete freedom,
if they cannot be by themselves. Hoops and skipping-ropes without races
or counted com