ntive to mother, a lifelong conduct may be ensured.

Each day gives us trying and sometimes shocking revelations of the
prevalent lack of courtesy, or even humanity, on the street cars
during the "rush" hours. The indifference to the comfort of women,
even the aged, on the part of many men and boys in the matter of
giving them seats or other care, indicates a dangerous social
condition.

The mother, instead of exercising selfish concern for her boy, should
make it her duty very early to suggest that he give his seat to a
woman or girl, as he would be glad to have someone do for his mother
or sister. Such unselfish service will become a habit of pleasure, and
help the boy become a pure-minded, manly gentleman with that respect
for womanhood without which a nation is doomed.

CHAPTER XXXVIII

PLAY AND RECREATION

There are a number of theories advocated by late authors on the
"psychology of play," in which they connect the free and easy play of
the modern child with the more serious and sober pursuits of our
ancestors--our racial parents of prehistoric and primitive times. We
quote from _Worry and Nervousness_:

And so we are told that the spectacle of the young infant
suspending its weight while holding on to some object, and the
early instincts so commonly shown to climb ladders, trees, or
anything else available, are but racial mementos of our ancestral
forest life. The hide and seek games, the desires to convert a
blanket into a tent, the instinct for "shanties"--which all boys
universally manifest--we are told that these forms of play are
but the echo of remote ages when our ancestors sojourned in
caves, lived in tents, or dwelt in the mountain fastness. In this
same way the advocates of this theory seek to explain the strange
and early drawings which the young lad has for wading, swimming,
fishing, boating, and other forms of aquatic recreation.[C]

In this chapter we purpose to discuss the play of the child, whose
career we will divide, for convenience, into three stages:

1. The age from three to six--juvenile days.
2. The age from six to twelve--the "going to school" child.
3. The age from twelve to twenty--the adolescent youth.

[C] William S. Sadler, _Worry and Nervousness_, p. 377.

JUVENILE PLAY DAYS

As nearly as is possible the little child should be out of doors the
greater part of his waking hours: To our mind it is