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162 Moreover, not only do meanings thus become familiar acquaintances, but they are organized, arranged in groups, made to cohere in connected ways. A play and a story blend insensibly into each other. The most fanciful plays of children rarely lose all touch with the mutual fitness and pertinency of various meanings to one another; the "freest" plays observe some principles of coherence and unification. They have a beginning, middle, and end. In games, rules of order run through various minor acts and bind them into a connected whole. The rhythm, the competition, and coöperation involved in most plays and games also introduce organization. There is, then, nothing mysterious or mystical in the discovery made by Plato and remade by Froebel that play is the chief, almost the only, mode of education for the child in the years of later infancy.

Playfulness is a more important consideration than play. The former is an attitude of mind; the latter is a passing outward manifestation of this attitude. When things are treated simply as vehicles of suggestion, what is suggested overrides the thing. Hence the playful attitude is one of freedom. The person is not bound to the physical traits of things, nor does he care whether a thing really means (as we say) what he takes it to represent. When the child plays horse with a broom and cars with chairs, the fact that the broom does not really represent a horse, or a chair a locomotive, is of no account. In order, then, that playfulness may not terminate in arbitrary fancifulness and in building up an imaginary world alongside the world of actual things, it is necessary that the play attitude should gradually pass into a work attitude.

What is work—work not as mere external perform-