Chapter 2

Most important of all, however, in the training that comes through games, is the development of will. The volitional aspect of the will and its power of endurance are plainly seen to grow in power of initiative; in courage to give "dares" and to take risks; in determination to capture an opponent, to make a goal, or to win the game. But probably the most valuable training of all is that of inhibition--that power for restraint and self-control which is the highest aspect of the will and the latest to develop. The little child entering the primary school has very little of this power of inhibition. To see a thing he would like is to try to get it; to want to do a thing is to do it; he acts impulsively; he does not possess the power to restrain movement and to deliberate. A large part of the difficulty of the training of children at home and at school lies in the fact that this power of the will for restraint and self-control is undeveloped. So-called "willfulness" is a will in which the volitional power has not yet been balanced with this inhibitive power. One realizes in this way the force of Matthew Arnold's definition of character as "a completely fashioned will."

There is no agency that can so effectively and naturally develop power of inhibition as games. In those of very little children there are very few, if any, restrictions; but as players grow older, more and more rules and regulations appear, requiring greater and greater self-control--such as not playing out of one's turn; not starting over the line in a race until the proper signal; aiming deliberately with the ball instead of throwing wildly or at haphazard; until again, at the adolescent age, the highly organized team games and contests are reached, with their prescribed modes of play and elaborate restrictions and fouls. There could not be in the experience of either boy or girl a more live opportunity than in these advanced games for acquiring the power of inhibitory control, or a more real experience in which to exercise it. To be able, in the emotional excitement of an intense game or a close contest, to observe rules and regulations; to choose under such circumstances between fair or unfair means and to act on the choice, is to have more than a mere knowledge of right and wrong. It is to have the trained power and habit of acting on such knowledge,--a power and habit that mean immeasurably for character. It is for the need of such balanced power that contests in the business world reach the point of winning at any cost, by fair means or foul. It is for the need of such trained and balanced power of will that our highways of finance are strewn with the wrecks of able men. If the love of fair play, a sense of true moral values, and above all, the power and habit of will to act on these can be developed in our boys and girls, it will mean immeasurably for the uplift of the community.

[Sidenote: Evolution of play interests]

The natural interests of a normal child lead him to care for different types of games at different periods of his development. In other words, his own powers, in their natural evolution, seek instinctively the elements in play that will contribute to their own growth. When games are studied from this viewpoint of the child's interests, they are found to fall into groups having pronounced characteristics at different age periods.

[Sidenote: Games for various ages]

Thus, the little child of six years enjoys particularly games in which there is much repetition, as in most of the singing games; games involving impersonation, appealing to his imagination and dramatic sense, as where he becomes a mouse, a fox, a sheepfold, a farmer, etc.; or games of simple chase (one chaser for one runner) as distinguished from the group-chasing of a few years later. His games are of short duration, reaching their climax quickly and making but slight demand on powers of attention and physical endurance; they require but little skill and have very few, if any, rules, besides the mere question of "taking turns." In short, they are the games suited to undeveloped powers in almost every particular but that of imagination.

Two or three years later these games are apt to seem "babyish" to a child and to lose interest for him. His games then work through a longer evolution before reaching their climax, as where an entire group of players instead of one has to be caught before the game is won, as in Red Lion, Pom Pom Pullaway, etc. He can watch more points of interest at once than formerly, and choose between several different possible modes of play, as in Prisoners' Base. He gives "dares," runs risks of being caught, and exercises his courage in many ways. He uses individual initiative instead of merely playing in his turn. This is the age of "nominies," in which the individual player hurls defiance at his opponents with set formulas, usually in rhyme. Players at this time band together in many of their games in opposing groups, "choosing sides"--the first simple beginning of team play. Neuro-muscular skill increases, as shown in ball play and in agile dodging. Endurance for running is greater.

When a child is about eleven or twelve years of age, some of these characteristics decline and others equally pronounced take their place. "Nominies" disappear and games of simple chase (tag games) decline in interest. Races and other competitive forms of running become more strenuous, indicating a laudable instinct to increase thereby the muscular power of the heart, at a time when its growth is much greater proportionately than that of the arteries, and the blood pressure is consequently greater. A very marked feature from now on is the closer organization of groups into what is called team play. Team play bears to the simpler group play which precedes it an analogous relation in some respects to that between modern and primitive warfare. In primitive warfare the action of the participants was homogeneous; that is, each combatant performed the same kind of service as did every other combatant and largely on individual initiative. The "clash of battle and the clang of arms" meant an individual contest for every man engaged. In contrast to this there is, in modern warfare, a distribution of functions, some combatants performing one kind of duty and others another, all working together to the common end. In the higher team organizations of Basket Ball, Baseball, Football, there is such a distribution of functions, some players being forwards, some throwers, some guards, etc., though these parts are often taken in rotation by the different players. The strongest characteristic of team play is the coöperation whereby, for instance, a ball is passed to the best thrower, or the player having the most advantageous position for making a goal. A player who would gain glory for himself by making a sensational play at the risk of losing for his team does not possess the team spirit. The traits of character required and cultivated by good team work are invaluable in business and social life. They are among the best possible traits of character. This class of games makes maximal demands upon perceptive powers and ability to react quickly and accurately upon rapidly shifting conditions, requiring quick reasoning and judgment. Organization play of this sort begins to acquire a decided interest at about eleven or twelve years of age, reaches a strong development in the high schools, and continues through college and adult life.

[Sidenote: Relation between development and play]

Such are the main characteristics of the games which interest a child and aid his development at different periods. They are all based upon a natural evolution of physical and psychological powers that can be only hinted at in so brief a sketch. Any one charged with the education or training of a child should know the results of modern study in these particulars.

The fullest and most practical correlation of our knowledge of the child's evolution to the particular subject of play that has yet been presented is that of Mr. George E. Johnson, Superintendent of Playgrounds in Pittsburgh, and formerly Superintendent of Schools in Andover, Mass., in _Education by Plays and Games_. The wonderful studies in the psychology of play by Karl Groos (_The Play of Animals_ and _The Play of Man_), and the chapter by Professor William James on _Instinct_, show how play activities are expressions of great basic instincts that are among the strongest threads in the warp and woof of character--instincts that should have opportunity to grow and strengthen by exercise, as in play and games. We have come to realize that play, in games and other forms, is nature's own way of developing and training power. As Groos impressively says, "We do not play because we are young; we have a period of youth so that we may play."

The entire psychology of play bears directly on the subject of games. Indeed, although the study of games in their various aspects is of comparatively recent date, the bibliography bearing on the subject, historic, scientific, psychologic, and educational, is enormous and demands a distinct scholarship of its own.

[Sidenote: Age classification]

It is highly desirable that a teacher should know the significance of certain manifestations in a child's play interests. If they should not appear in due time, they should be encouraged, just as attention is given to the hygiene of a child who is under weight for his age. But it should not be inferred that any hard and fast age limits may be set for the use of different plays and games. To assign such limits would be a wholly artificial procedure, and yet is one toward which there is sometimes too strong a tendency. A certain game cannot be prescribed for a certain age as one would diagnose and prescribe for a malady. Nothing in the life of either child or adult is more elastic than his play interests. Play would not be play were this otherwise. The caprice of mood and circumstance is of the very soul of play in any of its forms.

The experience of the writer has been chiefly away from dogmatic limitations in the use of games. Very young players and adults alike may find the greatest pleasure and interest in the same game. Previous training or experience, conditions of fatigue, the circumstances of the moment, and many other considerations determine the suitableness of games. To illustrate, the author has known the game of Three Deep, which is one of the best gymnasium games for men, to be played with great interest and ability by a class of six-year-old boys; and the same game stupidly and uninterestedly bungled over by a class of much older boys who had not had previous training in games and were not alert and resourceful. Similarly, the comparatively simple game of Bombardment may be interesting and refreshing for a class of tired business men, while high-school pupils coming to care largely for team play may prefer Battle Ball, a more closely organized game of the same type. In general, boys and girls dislike the mode of play they have just outgrown, but the adult often comes again to find the greatest pleasure in the simpler forms, and this without reaching second childhood.

[Sidenote: Graded course of study on games]

The index of games for elementary and high schools contained in this volume constitutes a graded course based on experimental study of children's interests. This grading of the games for schools is made, not with the slightest belief or intention that the use of a game should be confined to any particular grade or age of pupils, but largely, among other considerations, because it has been found advantageous in a school course to have new material in reserve as pupils progress. The games have usually been listed for the earliest grade in which they have been found, on the average, of sufficient interest to be well played, with the intention that they be used thereafter in any grade where they prove interesting. This school index by grades, which includes most of the games, will be found a general guide for the age at which a given game is suitable under any circumstances.

[Sidenote: Relation of games to school life]

The relation of games to a school programme is many-sided. To sit for a day in a class room observing indications of physical and mental strain and fatigue is to be convinced beyond question that the schoolroom work and conditions induce a tremendous nervous strain, not only through prolonged concentration on academic subjects, but through the abnormal repression of movement and social intercourse that becomes necessary for the maintenance of discipline and proper conditions of study. As a session advances, there is needed a steady increase in the admonitions that restrain neuro-muscular activity as shown in the unnecessary handling of books and pencils and general restlessness; also restraint of a desire to use the voice and communicate in a natural outlet of the social instinct. One is equally impressed with the prolonged continuance of bad postures, in which the chest is narrowed and depressed, the back and shoulders rounded forward, and the lungs, heart, and digestive organs crowded upon one another in a way that impedes their proper functioning and induces passive congestion. In short, the nervous strain for both pupil and teacher, the need for vigorous stimulation of respiration and circulation, for an outlet for the repressed social and emotional nature, for the correction of posture, and for a change from abstract academic interests, are all largely indicated. Nothing can correct the posture but formal gymnastic work selected and taught for that purpose; but the other conditions may be largely and quickly relieved through the use of games. Even five minutes in the class room will do this,--five minutes of lively competition, of laughter, and of absorbing involuntary interest. The more physical activity there is in this the better, and fifteen minutes of even freer activity in the fresh air of the playground is more than fifteen times better.

The typical school recess is a sad apology for such complete refreshment of body and mind. A few pupils take the center of the field of play, while the large majority, most of whom are in greater need of the exercise, stand or walk slowly around the edges, talking over the teacher and the lesson. An organized recess, by which is meant a programme whereby only enough classes go to the playground at one time to give opportunity for all of the pupils to run and play at once, does away with these objections, if some little guidance or leadership be given the children for lively games. The best discipline the writer has ever seen, in either class room or playground, has been where games are used, the privilege of play being the strongest possible incentive to instant obedience before and after. Besides, with such a natural outlet for repressed instincts, their ebullition at the wrong time is not so apt to occur. Many principals object to recesses because of the moral contamination for which those periods are often responsible. The author has had repeated and convincing testimony of the efficacy of games to do away with this objection. The game becomes the one absorbing interest of recess, and everything else gives way before it. Dr. Kratz, Superintendent of Schools in Sioux City, Iowa, was one of the first school superintendents in the country to go on record for this benefit from games, and much fuller experience has accumulated since.

[Sidenote: Sociological and economic significance of games]

The growth of large cities has been so comparatively recent that we are only beginning to realize the limitations they put upon normal life in many ways and the need for special effort to counterbalance these limitations. The lack of opportunity for natural play for children and young people is one of the saddest and most harmful in its effects upon growth of body and character. The number of children who have only the crowded city streets to play in is enormous, and any one visiting the public schools in the early fall days may readily detect by the white faces those who have had no other opportunity to benefit by the summer's fresh air and sunshine. The movement to provide public playgrounds for children and more park space for all classes in our cities is one connected vitally with the health, strength, and endurance of the population. The crusade against tuberculosis has no stronger ally. Indeed, vital resistance to disease in any form must be increased by such opportunities for fresh air, sunshine, and exercise. This whole question of the building up of a strong physique is an economic one, bearing directly on the industrial power of the individual, and upon community expenditures for hospitals and other institutions for the care of the dependent and disabled classes.

The crippling of moral power is found to be fully as much involved with these conditions as is the weakening of physical power. Police departments have repeatedly reported that the opening of playgrounds has resulted in decrease of the number of arrests and cases of juvenile crime in their vicinity; also decrease of adult disturbances resulting from misdeeds of the children. They afford a natural and normal outlet for energies that otherwise go astray in destruction of property, altercations, and depredations of many sorts, so that the cost of a playground is largely offset by the decreased cost for detection and prosecution of crime, reformatories, and related agencies.

[Sidenote: Children of the rich]

It would be a mistake to think that the children of the poor are the only ones who need the physical and moral benefit of normal childish play. One is forced to the conclusion that many children of the rich are even more to be pitied, for the shackles of conventionality enslave them from the outset. Many are _blasé_ with opera and picture exhibits--typical forms of pleasure for the adult of advanced culture--without ever having had the free laughter and frolic of childhood. That part of the growing-up process most essential for character is literally expunged from life for them. One need spend but an hour in a city park to see that many children are restrained from the slightest running or frolic because it would soil their clothes or be otherwise "undesirable." The author recalls a private school for girls in which laughter was checked at recess because it was "unlady-like."

[Sidenote: Teachers of games]

In contrast to this barbarous repression are some delightful instances of provision for normal childish play and exercise for such children. In one of our large Eastern cities a teacher was employed for several seasons to play games with a group of children on a suburban lawn to which all repaired twice a week. This was genuine play, full of exercise and sport and laughter. In another Eastern city a teacher was similarly employed for many seasons to coach a Basket Ball team in the small rear area of the typical city residence. Teachers of physical training and others are doing much to organize this sort of exercise, including tramping clubs and teams for cross-country runs, and the encouragement of Tether Ball and other games suited to limited conditions.

[Sidenote: Investment-value of recreation]

As a nation we are slow to learn the value of recreation. We go to the extremes of using it either not at all or so excessively as to exhaust nervous energy to the point where "the day we most need a holiday is the day after a holiday." This may be different when we learn more fully that the recuperative power of short intervals of complete relaxation has a genuine investment value. The increased output of energy afterward, the happier spirits, prolonged endurance, clearer thinking, and the greater ease and pleasure with which work is done, more than compensate for the time required. It has been stated that one large manufacturing concern has found it greatly to its advantage to give a daily recess period to its employees at its own expense, the loss of working time being compensated in the quality of the output following, which shows, for instance, in the fewer mistakes that have to be rectified. The welfare work of our large stores and factories should provide opportunity, facilities, and leadership for recreative periods of this character.

[Sidenote: Brain workers]

For the brain worker such benefit from periods of relaxation is even more apparent. Our strenuous and complicated civilization makes more and more necessary the fostering of means for complete change of thought. When this can be coupled with invigorating physical exercise, as in active games, it is doubly beneficial; but whether games be active or quiet, the type of recreation found in them for both child and adult is of especial value. It affords an emotional stimulus and outlet, an opportunity for social coöperation, an involuntary absorption of attention, and generally an occasion for hearty laughter, that few other forms of recreation supply.

The list in this volume of games for house parties and country clubs is given with the hope of making games more available for adults, though with the knowledge that guests on such occasions take in a wide range of ages, and many games for young people are included. These are equally appropriate for the home circle. In addition, the so-called gymnasium games offer some of the finest recreative exercise.

[Sidenote: Play of adults with children]

The author would like to make a special plea for the playing together of adults and children. The pleasure to the child on such occasions is small compared to the pleasure and benefit that may be derived by the grown-up. To hold, in this way, to that youth of spirit which appreciates and enters into the clear-eyed sport and frolic of the child, is to have a means of renewal for the physical, mental, and moral nature. In a large city in the Middle West there is a club formed for the express purpose of giving the parents who are members an opportunity to enjoy their children in this way. The club meets one evening a week. It is composed of a few professional and business men and their wives and children. It meets at the various homes, the hostess being responsible for the programme, which consists of musical or other numbers (rendered partly by the children and partly by the adults), of occasional dancing, and of games, some of which must always call for the mutual participation of the children and their elders. A more beautiful idea for a club could scarcely be devised. It is also a tragic fact that, lacking such an occasion, many parents have little opportunity to enjoy their children, or, alas! even to know them.

[Sidenote: Games in country life]

Another illustration may indicate even more strongly the benefits from such social gatherings of adults and children. In a small town where the young boys and girls spent more evenings than seemed wise in places of public amusement, a teacher of physical training not long ago opened a class for them expressly to meet this situation. The programme included games, dancing, and formal exercise, and a special effort was made to teach things of this sort that might be used for gatherings at home. The class fulfilled its object so well that the parents themselves became interested, began to attend the sessions and participate in the games, until they were an integral part of all that went on,--a wholesome and delightful association for all concerned, and one that practically ended the tendencies it was designed to overcome.