eloped into more closely
organized types of team games. The greatest value of team play lies in
the cooeperation of the players, all working together for a common end,
a player's thought and effort being to do what is best for his team
rather than to use his skill for individual glory.

[Sidenote: Enforcement of rules]

The number and difficulty of rules and regulations governing a game go
through a steady increase as children grow older. The games for very
little children have practically no rules except the following of
turns in rotation. Later come such games as those in which a player's
turn comes only on a given signal, and it is a foul to start before
this signal, as in relay races. Many other types of rules appear as
the games progress. These reach their culmination in ball games where,
amid the excitement of a game, a player must exercise heedfulness and
restraint in the method of playing upon a ball, the range of movement
allowed from a given base, and many other points.

A teacher should understand clearly that the inhibitive power of the
will necessary for the observation of rules is a slow and late
development, and that its training by means of rules is one of the
most important educational features in the use of games. (See
Introduction.) Players should therefore not be expected to take part
in a game that is much beyond their power in this regard. A teacher
should not announce a rule unless sure that it is reasonable to expect
the players to observe it. Having announced a rule, however, enforce
it to the full extent. To condone the infringement of a rule is
equivalent to a lie in its injury to the moral nature of a player. It
is a weak-willed teacher who does not enforce rules. Players will
respect far more a strict disciplinarian than a weak one. Every player
who infringes a rule should suffer the full penalty therefor. Only by
such means can there be trained the strength of will to avoid such
infringement in the future, for it should be repeated that such
infringements are not always the result of intentional cheating. They
indicate very often an undeveloped power of will, and the teacher
should be able to discriminate between the sneaking cowardice that
would win unfairly and mere lack of power. Both causes, however,
should lead to the same result of suffering the full penalty for any
infringement of rules.

[Sidenote: Honor]

Teach players to play to win--with all their might. But with this
cult