freedom and change of attitude of body and mind will prove most helpful. The mind needs the recreation as much as or more than the body. The exercise of the body is rest for the mind when the exercise is of the recreative kind.

3. Play the Beginning of Industrial Education.

The highly developed imagination of children, the initiative instinct, makes possible a wonderful opportunity for parents and teachers to train the children in the first principles of industry. The reality of play to the child makes this possible. The little girl caressing or comforting her doll is establishing principles of industry. The neatness and order of her playhouse suggest her future tidiness as a housekeeper. Likewise the boy in his play is laying a foundation for future leadership in the professions of business enterprises. He plays train, road-building, farming— in fact, every industry that has ever been observed is a part of the child's play.

Both parent and teacher have a wonderful opportunity to direct in this play period, so as to lay foundations of accuracy, frugality, sincerity, and honesty. This is a part of the teacher's responsibility. As the children pass from early to middle and later childhood their play is less real, but more organized. The same principles exist, however, and a carefully directed game is educative-even a part of our religious education.

4. Play the Beginning of Religious Education.

We have noted the true values of play in creating good habits and laying foundations of industry. We

must not overlook the supreme opportunity of training children through their play for religious leadership, and since imitation is fundamental in their play, the first essential is a proper example. The little lad who poses as a minister, and conducts a play preaching service, may be laughed at, but nevertheless he is choosing his field of service. The conversation in the home and the discussions around the table, make lasting impressions and direct more or less the child in his play. Bible stories in the class room give a background for character imitation in child play. Children might as well play hiding Moses, feeding Elijah, and other Bible stories as to play George Washington as a soldier, or any other historical event. It all depends on what impresses them from the outside world of reality.

5. Supervised Play.

Supervised play does not necessarily mean organized play. Children in beginners' and primary grades do not want their play organized. Their minds are not adapted to follow a well-outlined program of play. They want a freedom in their play that does not make them conform to certain rules.

Recently, while observing the Kindergarten department of a vacation Church School in its supervised play, my attention was especially directed to three little boys in a circle of older children, holding hands playing a ring game. One of the little fellows was crying, and became unmanageable by the Kindergarten supervisor. He did not want to play that ring game. I took him by the hand and led him from the circle

of older children, and in a moment, at a simple suggestion, he was gleefully playing by my side on the lawn, turning summersaults in his own fashion. The two other little boys of his own age, who were in the ring, when they observed his free play and fun, left the organized game of the older boys and girls at once and joined the free play and sport of their own liking, and added, "I don't like that holding hand game. After each one had rolled and tumbled over the lawn for a few minutes, another suggestion was made to them and they were hopping and jumping with the same interest and enthusiasm as in their game of summersault. This was a clear demonstration that children of Kindergarten and primary age should have supervised play rather than organized play. They do not want their hands held nor any other definitely outlined game that destroys their freedom and prevents the expression of the rapidly changing ideas that pass through their minds.

It is important, however, that their games and activities be supervised. The teacher should be present and direct them in such games as will allow them the freedom they need. She should be ready to arrest any rashness, rudeness or unfairness that may arise, and use this as an opportunity to impress gentleness and fair play as fundamentals in character building.

6. Character of Games for the Church School.

The character of games should be in keeping with the environment. A vacation or weekday church school desires nothing boisterous nor rude. If play is

to lay foundations for habit formation, the games should be well selected. It must be remembered that the time for recreation will not permit the use of an organized, complex game. The common home games are most suitable, such as can be organized in a moment and disorganized just as readily. It is best to vary the games, even during the short recreation period. This method will make the period more recreative. Simple ring games common to every public school child are quite suitable. Whatever recreation is chosen should be supervised by each teacher and in this way prevent the possibility of children of all ages playing together. The recreation should be as well graded as the lessons. Each teacher should study the need of her class and provide beforehand suitable exercises, so that every moment would be progressive and the interest would not wane. It is advisable for girls and boys to play separately on different parts of the playground. This will satisfy the natural attitudes of the child's mind toward the opposite sex and make their recreation free from embarrassment.

SELECTED GAMES FOR WEEKDAY CHURCH SCHOOLS

(a) Beginners and Primaries—

1. Bumblebee

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