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.

In fact, for some games the only adverse criticism to offer is that they are more of a discipline than real play, and that certainly for younger children who have no other form of recreation than play, something more restful to the mind and less definite in purpose is desirable.
For these during playtime some semblance of solitude is exceedingly desirable at school where the great want is to be sometimes alone.

It is good for them not to be always under the pressure of competition--going along a made road to a definite end--but to have their little moments of even comparative solitude, little times of silence and complete freedom, if they cannot be by themselves.