en surely other methods, even that of drudgery, must be
resorted to. The point is, with the goal in mind, adapt the material of
education to the needs of the individual child; in other words, use the
play spirit so far as is possible--after that gain the rest by any means
whatsoever.

So far the discussion has been concerned with the characteristics of the
play spirit and its use in connection with the more formal materials of
education. However, the free plays of children are valuable in two
ways--first, as sources of information as to the particular tendencies
ready for exercise at different times, and second, as a means of
education in themselves. A knowledge of just which tendencies are most
prominent in the plays of a group of children, when they change from
"play" to "games," the increase in complexity and organization, the
predominance of the intellectual factors,--all this could be of direct
service to a teacher in the schoolroom. But it means, to some extent,
the observation by the teacher of his particular group of children. Such
observation is extremely fruitful. The more vigorously, the more
wholeheartedly, the more completely a child plays, other things being
equal, the better. A deprivation of opportunity to play, or a loss of
any particular type of play, means a loss of the development of certain
traits or characteristics. An all-round, well-developed adult can grow
only from a child developed in an all-round way because of many-sided
play. Hence the value of public playgrounds and of time to play. Hence
the danger of the isolated, lonely child, for many plays demand the
group. Hence the opportunities and the dangers of supervision of play.

Supervision of play is valuable in so far as it furnishes opportunities
and suggestions which develop the elements most worth while in play and
which keep play at its highest level, and in so far as it concerns the
nature of the individual child, protecting, admonishing, or encouraging,
as the case may require. It is dangerous to the child's best good, in so
far as it results in domination; for domination will mean, usually, the
introduction of plays beyond the child's stage of development and the
destruction of the independence and initiative which are two of the most
valuable characteristics of free play. Valuable supervision of play is
art that must be acquired. To influence, while effacing oneself, to
guide, while being one of the players, to have an adult's under