The weekly times-record. (Valley City, N.D.) 1912-1922, 1914-01-22

Play is instructive. Play IS euu-
cational. No one can deny that the
child's impulse to play is instructive
It is the form of exercise which most
appeals to young children and is the
easiest and most natural form of ex-
ercise for them.
DR.. Gulick of New York calls atten-
ton to the fact that play is practi-
cally the whole education of the ami
NAL and that the character of the
play has definite relation to the life
activities of the adult animal. An in.
stinct of wide range and power among
animals should be of great Importance
to man. The origin of the instinct
has been variously explained. Play is
activity for Its own sake-a child
seeks no other reason. Some have
regarded it as a means of working off
superfluous energy; others as exer'
else to promote growth; still others
as preliminary rehearsal, as it were,
of the activities which are essential
to adult life. There is probably truth
in all of these explanations,
1t is evident mat the motions,
speech, and all activities of baby life
are form of play. But all the time
the baby is discovering himself, his
parts and his powers. He begins early
to be interested in simple toys-espec-
tally those that make noise-he ex'
amines them with his hands, mouth
and eyes. His play is largely SEN
! sorry and with the dominance of the
sensory powers and other powers
arise which are of great Importance
! in life. These are imagination and
imitation. A child often fails utterly
to distinguish between the real and
imaginary in his play. How often in
watching a child play We are given
concrete examples of his loss of dis
tinction.
The third power, imitation is visi-
fed by imagination and the child be-
comes a teacher, minister, doctor,
horse, etc. He really plays himself
into a knowledge of the world.
; Sensation, imagination and imita-
ton mingle in very varying amounts
in the play of different children. They
may use the same toys, but the play
will vary according as the child is
Imaginative, initiative, or sensory
and matter of fact-and even at this
period different children require dif-
ferent training. All of these import
ant powers are developing rapidly and
gaining exercise while the child is
playing with his blocks, ball, etc.
With or soon after these exercises
come the attempts of self expression
shown in his building of blocks, pa
per cutting and other amusements.
The child's movements are steadily
increasing in number and completely.
Early movements are those of the fun.
damental muscles which become reflex
and form the foundation for and the
beginning of all the complex actions
of adult life, such as running, walk
ing; jumping, throwing, etc. Only
when these have been thoroughly mas
tered can the brain proceed to high
er and more complex activities.
Let us consider the hygienic value
of these activities. Running and
throwing games envolve the use of the
heavier muscles. They exercise the
largest amount of muscular tissue
with the smallest expenditure of ner
vous energy-while the opposite tis
true in the use of the finer muscles
required in drawing, writing, etc. Thu
games are therefore suited to the con
ditions and stage of development o.
the nervous system They exercise
and stimulate growth in it's staple ant
fundamental portions and fortify i
against all forms of nervous weak
ness and disease.
The use of so much muscle in turf
stimulates the heart and lungs and rise
and promotes healthy growth. If TO-
instance the heart or lungs is weak O
is understood, it has to work hardes
to meet the requirements of the bod!
and receives in consequence the lare
est share of exercise. It is stimulat
ed to grow faster and thus overtake
the rest. There is little danger o
over-strain for when the weakest par
has exercised enough the child tire
and plays more quietly or drops out
Thus the weaker part is made Al