n the mode or rules of play. The choice of
rules or directions has been determined chiefly by the playing values
previously alluded to, those directions having been selected which
experience has shown to make the most interesting game. Sometimes
these differences are so great as to amount to a different game, or
one suited to different ages of players. In a few instances, as with
Prisoners' Base, Captain Ball, Zigzag Ball, etc., it has seemed best
to present several typical forms of the same game with an analytic
statement of the differences, leaving the leader to select the form
best adapted to his conditions. At no time, however, has there been
any attempt to present all games or all forms of any one game. That
would be merely to make a compendium of all possible material. A
purposeful selection has been made throughout.

The choice of names could not well be made on any one principle.
Wherever feasible, the name that has seemed to have the widest vogue
has been adopted. In other instances it has appeared best to make a
different selection to avoid too great similarity in names. Some
games, especially those from foreign sources, came without names and
have had to be christened. In the case of several modern adaptations
of old games, a name bestowed by some previous worker has been
continued, if especially descriptive or appropriate.

[Sidenote: Games for boys and girls]

No distinction has been made in general between games for boys and
girls. The modern tendency of gymnasium and athletic practice is away
from such distinctions, and is concerned more with the time limits or
other conditions for playing a game than with the game itself. This is
a question that varies so much with the previous training and
condition of players on the one hand, and on personal opinion or
prejudice on the other, that it has been thought best to leave it for
decision in each individual case.

* * * * *

THE USES OF GAMES.--The use of games for both children and adults has
a deep significance for the individual and the community through the
conservation of physical, mental, and moral vitality.

[Sidenote: Sense perceptions]

Games have a positive educational influence that no one can appreciate
who has not observed their effects. Children who are slow, dull, and
lethargic; who observe but little of what goes on around them; who
react slowly to external stimuli; who are, in short, slow to see, to
hear,