OHANGES IN KINDERGARTEN PLAYS AND GAMES. 329 
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play, which allies the child to the young of all animals, was held to be an 
sbstacle which must be overcome before there could be any spiritual and 
mental advance. Asceticism had done its work so completely in educa- 
tion that this primal law of childhood was in danger of effacement. To 
seize upon this rejected life principle and make it the corner-stone of a 
new education was the work of genius. 
A real distinction may be made between plays and games, although 
the terms are often used synonymously; no hard and fast lines can be 
drawn between them. We shall take the first to mean all the undirected 
movements of children which come from their rich endowment in sponta- 
neous activity. In the kindergarten it shows itself in imitative play and 
work. Froebel early recognized this law, and to him alone is due the 
honor of inventing an abundant amount of material by which the native 
instincts of children for activity may be satisfied. The twenty gifts and 
occupations furnish a means for organized development, and serve to give an 
aducative direction to the child’s faculties and powers. On the playground 
she instinct for play shows itself in imitative actions, trials of strength 
and skill which minister to the early and simple emotion—love of power. 
Games are an outgrowth from this early stage, and the child delights in 
them when the intellectual powers are developed sufficiently fo direct spon- 
taneous activity by well-established rules, and when an element of pleasure 
is added from the altruistic side, by comparison and competition with 
others. Both plays and games are an expression of the law of motion— 
she initial starting-point and measure of life. 
Froebel makes this development begin with the child in the cradle. 
The simple plays and exercises which the mother carries on with the 
child are types of a whole line of activities (pleasant) given for the health- 
ful and graceful development of the body. They are designed to show 
the spirit and method with which all early plays should be conducted, 
rather than as finished products to be imitated and reproduced by all 
mothers under all circumstances. 
A careful analysis of the games given by Froebel shows that they are 
based upon fundamental principles, and with modifications may have uni- 
versal application. Ie never makes the mistake of taking a purely local 
or unworthy subject. Every child needs to be taught the value of time ; 
his clock game and song typify this, but do not limit to those particular 
words and actions. 
It is essential that the child be taught to recognize the great law of 
change through that which he best understands, but is not necessary that 
this be illustrated in the especial way in which Froebel makes the ype 
mother teach the game. Whatever a child imitates he begins to under- 
stand ; so Froebel makes games to call attention to the various activities 
of animal life. The bird games, the barnyard, the lizard, and the fishes, 
mirror the life which is nearest to the child, and become an inspiration