Good Work of the Others Summary as a divisive force, hindering the coöperation of the girls' group as a unit. Tendencies to snub the others, to retain ideas of caste and clique persist into adolescence, when girls find it so much more difficult than boys do to play the team game heartily. Where the play director succeeds in coaching a girl team it has been against heavy odds, and has required much continued stimulation. Even so, fewer girls than boys engage in team games; and when they do, the self conscious talk about the team is in marked contrast to the spontaneous enthusiasms of their brothers. A moral lesson all may learn is that of admiration for honest effort as well as for brilliant results. Important lessons for the teen age are those of generosity to opponents in the hour of triumph over them, and of contest without bitterness of spirit. How we could wish that these lessons, learnable in play, might be carried over into business, industrial and national relationships. Such motor control tests as exist and have been standardized are either of the laboratory "performance" kind, or gymnasium tests of strength and steadiness; they are not very suggestive in a concrete way as to what to expect from children in the way of ordinary tasks. A beginning has been made, with children under four, to specify what physical skills are normal. In general, motor control begins with the larger, older, fundamental muscles, so that fine coördinations cannot be made by young children. Much awkwardness at different ages is due to the irregularities of growth. Increase in size is not uniform, it proceeds by alternate spurts and resting periods. All parts of the body follow this law; spurts in one part do not parallel spurts in another, so that children are constantly readjusting their habits of motor control. Play life shows a hunger for physical activity suitable for the stage of growth reached. Children need space and time to play, as well as equipment over which they can exercise control. They also need play companions and opportune guidance to higher levels of development. Boys are consistently more interested in mechanics and large constructive activities, in roaming and hunting, and, in the adolescent period, tend to specialize on a few violent team games and sports. Girls are more drawn to decorative constructive work, to dolls, to a greater variety of games, and are less violently active in the teens. Imaginative play shows marked age differences, as does the interest in languages. The most significant age change is in the progressive socialization from the individualistic play of the three-year-old to the team game of the sixteenyear-old. Educational values of getting information and exercising aesthetic judgment are involved in play, as well as the obvious values in hygiene and acquisition of physical skill. Moral values include the development of physical courage, but chiefly a recognition of the rights of others, as shown by taking turns, giving up, playing fair, appreciating others' efforts, being a good loser and a generous winner. Some Limitations of the Earlier Studies of Intellectual Develop ment The Need for Information in Regard to the Development of the Mind as a IV THE DEVELOPMENT OF THE INTELLECT IN CHILDHOOD 'N THE traditional descriptions of the development of the intellect, it has been usual to describe first the development of the senses, then the development of perception, of memory, of association, imitation, imagination, conception, judgment, and reasoning. In so describing these various aspects of mental development, the development of the mind as a whole has frequently not been clearly envisaged. In the simplest and earliest of childhood experiences and even in one and the same experience, all of these phases of mental activity may be involved. Further, such descriptions often gave the impression that we had to do with quite different processes in these various activities, whereas in perception and reasoning, for example, the same elementary processes occur; it is a difference of degree and complexity rather than of kind of process. Even in the current descriptions of the "perceptual", "ideational" and "rational" levels or stages of the development of the intellect, the continuity of these processes and the common elements involved are sometimes lost sight of. If a parent should wish to gauge the development of his child he might note that in various respects, as in sensory discrimination, as of colors and sounds, in his forming of concepts, in his acquirement of speech, and in the growth of his vocabulary, the child was the equal of, or was superior or inferior to the children described in the literature treating of the matter, but he might still remain in doubt as to whether on the whole (and that is what he |