It may seem that definite instruction in such abstract qualities as good temper or stability or fairness is difficult or perhaps impossible to Secure.  Since, however, all the girl’s intercourse with her kind affords daily opportunity for practice of these qualities, instruction may easily accompany and become a part of her daily life.  The lack of these qualities handicaps the girl even in her school life and shows there plainly the handicap that, unless help is given her, she will suffer for life.

Her school work offers ample opportunity for the cultivation of patience and perseverance.  Teachers must combat vigorously the “give-up” spirit, and the troublesome “changing her mind” which leads the girl along a straight path from “trying another” essay subject or embroidery stitch as soon as difficulties present themselves to trying another husband when the first domestic cloud arises.  Play hours as well as work hours are invaluable in teaching the girl the difficult art of getting along with the world.  The educational value of games is largely found in their social training.  Experience teaches that children require long and patient instruction to enable them to play games.  They have to learn fairness, courtesy, good temper; honesty, kindness, sympathy.  They have to learn to be good losers and to consider the fun of playing a better end than winning the game.

[Illustration:  Photograph by Brown Bros.  Play hours as well as work hours are invaluable in teaching the girl the difficult art of getting on with the world]

Games must be carefully distinguished from the more general term play.  All play not solitary has recognized social value; games, because the idea of contest is involved, have a special value of their own.  Close observation of young children in their games, especially when unsupervised, shows us self supreme.  According to temperament, the child either pushes his way savagely to the goal or furtively seeks to win by cunning and craft.  He must win, regardless of the process.  How many of these unsupervised games end in “I sha’n’t play,” in angry bursts of tears, or even in blows!  How many fail upon close scrutiny to show some less assertive child, who never wins, who is never “chosen,” who might better not be playing at all than never to “have his turn”!

[Illustration:  Copyright by Underwood & Underwood Hunter High School girls playing hockey in Central Park, New York.  The educational value of games lies in the fact that they teach fair play, self-control, and proper consideration of others]

During the individualistic period games must be for the satisfaction of individualistic desires.  Team work must await a later development of child nature.  But while each child may play to win, his future welfare demands that his efforts be in harmony with certain principles.

  1.  He must respect the rules of the game.
  2.  He must “play fair.”
  3.  He must control anger, jealousy, boastfulness, and other of the
     more elemental emotions.
  4.  He must consider the handicaps suffered by some players, and
     see that they get a “square deal.”