And in
this we ought cordially to agree with them.
After the nursery age, in the school or school-room, play divides into
two lines--organized games, of which we hear a great deal in school at
present, and home play. They are not at all the same thing. Both have
something in their favour. So much has been written of late about the
value of organized games, how they bring out unselfishness, prompt and
unquestioning obedience, playing for one's side and not for oneself,
etc., that it seems as if all has been said better than it could be said
again, except perhaps to point out that there is little relaxation in
the battle of life for children who do their best at books indoors and
at games out of doors--so that in self-defence a good many choose an
"elective course" between the two lines of advantages that school
offers, and do not attempt to serve two masters; they will do well at
books or games, but not at both. If the interest in games is keen, they
require a great deal of will-energy, as well as physical activity, a
great deal of self-control and subordination of personal interest to the
good of the whole. In return for these requirements they give a great
deal, this or that, more or less, according to the character of the
game; they give physical control of movement, quickness of eye and hand,
promptitude in decision, observance of right moments, command of temper,
and many other things.
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