eacher than the timid. Such children often suffer greatly through
their shyness. They should first be brought into play in some form of
game that does not make them conspicuous; one, for instance, in which
they do what all the other players do, or merely take turns. Such
children should be encouraged by praise of their successful efforts,
and especial care should be taken not to call attention to their
failures.

See that the selfish or most capable children do not have the lion's
share of the play; the opportunities should be equally distributed. It
is often necessary for a teacher to distinguish between
self-assertiveness, which is a natural phase of the development of
the sense of individuality, or selfishness and "bullying," which are
exaggerated forms of the same tendency. Both may need repression and
guidance, but only the latter are reprehensible.

Encourage each pupil to be alert to see when it is his turn and to be
quick in play. Every game should be a sense-training game, developing
power for quick perception of external stimuli and quick and expert
reaction to such stimuli.

In chasing games, encourage interesting chases, the runner to take
unexpected turns and dodges, making capture difficult. The shortest
distance between two points for a chase often makes a dull game,
devoid of sport.

Young players will need to be helped to use reason and judgment in
games, as to when to run risks of capture, how to attack the
opponent's weakest point, etc.

Do not treat children as though they were made of glass and fear to
see them tumble down. Every child, boy or girl, ought to be able to
bear a few falls, knocks, and bruises. This is nature's way of
training a child to be more observant or agile. Besides, physical
hardihood is one of the best possible results from the playing of
games. Do not coddle a child who has received an injury. Cultivate a
stoic spirit. If it be a slight injury, have the child go on with his
play and he will soon forget it. If it require treatment of any sort,
take the player at once away from the playground or vicinity of the
other players and apply first-aid remedies until medical assistance
can be obtained.

[Sidenote: Team play]

Team play is one of the highest forms of play. The teacher should look
for the beginning of the tendency toward it as shown in a fondness for
the play of opposing groups, manifest from ten to twelve years of age.
This tendency should be encouraged and dev