ganizing athletic meets, getting
up interclass sports, and in other ways supervising and directing games
and sports.

In the course of the child's life play takes another form, the form of
creative work. Boys build wagons and houses; girls cook, and make dolls.
The "puppy play" of their early childhood has evolved into a form of
creative activity that sooner or later grips every human creature. We
want to plant, to build, to plan, to make. It is the creative power
within us yearning for expression, hence the well-planned school will
provide simple forms of manual training by means of which both boys and
girls will be taught to use their hands so skillfully that they may
translate an idea into a concrete product.

Civilization has been described as the art of playing. Big folks are apt
to look down on play because most of it is done by children. But listen,
big folks: When Anna plays dolls she does it in a frank, serious,
whole-souled way that you seldom imitate. There is no activity so vital
to the child as play, nor does any man succeed at his work unless he can
"play at it" with the fervor and abandon of a child.

IV Some Things Which a Child Must Learn

So much for the needs which a child has because he is a living creature.
Suppose we turn now to some other needs--the needs which arise because
the child is in a great universe and surrounded by his fellowmen.
Wherever a child lives and whatever he does he must always face certain
surrounding conditions. First among his surroundings are people. No one
except Robinson Crusoe can get away from people, and even Crusoe had his
man Friday.

Since we are compelled, whether we like it or not, to live with people,
the school must teach language (oral and written), in order that the
children may learn to tell others what they think, and may likewise
understand the thoughts of others. The better the language the more
clearly can they understand each other.

In order that children may have a proper respect for the rights of
others the school should teach ethics by means of simple stories about
people. Teachers should explain how men live in groups, and how, if
group life is to be tolerable, men must respect each other's rights.

Perhaps in the upper elementary grades, and certainly in the high
school, there should be some simple work in psychology in order that
children may know how people's minds work.

Then besides the people of the present there are the people of t