and directed towards more practical ends. Imitation now shows
itself in activities that are organized. The child plays Sunday, or
calling, or traveling, or market day, in which the doll takes her part
in a series of related activities. But in these activities constructive
imagination appears as an element. Situations are not absolutely
duplicated, occurrences are changed to suit the fancy of the player, as
demanded by the dramatic interest. A fairy prince, or a godmother, may
be participants, but at this age the constructive imagination is likely
to work along more practical lines. Curiosity is also present, but now
the questions asked are such as, "What makes her eyes work?" "Why can't
she stand up?" or they often pertain to the things that are being made
for the doll. They have to do with "How" or "Why" instead of the "What."
The doll may still be talked to and even be supposed to talk back, but
the child knows it is all play; it is no longer personified as in the
earlier period. For the child fully to enjoy her play, she must now have
companions of her own age, the older person no longer suffices.

The outdoor games of boys show the same kind of complexity,--for
instance, take any of the running games. With little boys they are
unorganized manifestations of mere physical activity. The running is
more or less at random, arms and vocal organs are used as much as the
legs and trunk. Imitation comes in-what one does others are likely to
do. The mere "follow" instinct is strong, and they run after each other.
The beginnings of the fighting instinct appear in the more or less
friendly tussles they have. The stage of the gregarious instinct is
shown by the fact that they all play together. Later with boys of nine
or ten the play has become a game, with rules governing it. The general
physical activity has been replaced by a specialized form. Imitation is
less of a factor. The hunting instinct often appears unexpectedly, and
in the midst of the play the elements of the chase interfere with the
proper conduct of the game. The fighting instinct is strong, and is very
easily aroused. The boys now play in gangs or groups, and the tendency
towards leadership manifests itself within the group. The intellectual
element appears again and again, in planning the game, in judging of the
possibility of succeeding at different stages, or in settling disputes
that are sure to arise. So it is with all the plays of children: they
are comple