Page:American Journal of Sociology Volume 11.djvu/666

 650 THE AMERICAN JOURNAL OF SOCIOLOGY

good-will and co-operation may be learned in an effective way. The child who does not play with his fellows will not be likely to gain the sort of experience that counts for much in social edu- cation. Play of the character indicated is not only of social value in the narrow sense ; it is of tremendous importance also in intel- lectual training and physical development. Wholesome play tends to preserve a sound mind in a sound body. The playground lessons crime, too, since it affords an opportunity for the energies of youth to be expressed in legitimate ways. Boys who have no chance to work off superfluous energy in games and plays will be likely to revert to primitive modes of preying upon their social environment. Experts testify that wherever a playground is established in the crowded quarters of a city juvenile crime is decreased by at least one-half. So the playground is not to be considered as valuable principally for recreation, though it serves this end admirably.

When children are brought together under wholesome condi- tions, and given opportunity to work and play together, they will train themselves in the fundamental social virtues better than most adults can do it for them. Adults are often suspected by children as hostile to their chief interests, and their counsels are neither gladly received nor readily followed. The great teacher, however, will make himself one of the group, perhaps the most experienced and resourceful one of all, but not essentially differ- ent from the rest of the group. Then he can influence the group through his suggestions; otherwise his leadership will be con- stantly threatened and often rejected. The teacher who is looked upon as a mere outsider, or disciplinarian, perhaps, can never have much peace or prosperity in training the young. He who antagonizes the group will have an unending fight on his hands.

In group-life the strong, those possessing the qualities of leadership, will come to the front, and the weak must and should reap the consequences of their weakness ; though a child may be a follower in one activity and a leader in another. In the great social game the competent lead, while the others follow ; and this regime should prevail in child-life, too. In the long run, this will result best for all concerned. We should not permit our sym-