But to have children engaged in play, in the sense of free play, cannot be the only measure. There must be supervision and direction. The spirit that characterizes the activities which are not immediately useful must be incorporated into those that are useful by means of the shifting of association bonds. Nor can all parts of the process seem worth while to the learner. Sometimes the process or parts of it must become a means to an end, for the end is remote. But all this is true to some extent in free play--digging the worms in order to go fishing, finding the scissors and thread in order to make the doll's dress, making arrangements with the other team to play ball, finding the right pieces of wood for the hut, and so on, may not be satisfactory in and of themselves, but may be almost drudgery. They are _not_ drudgery because they become fused in the whole process, they take over and are lost in the joy of the undertaking as a whole; they become a legitimate means to an end, and in so far take over in derived form the interest that is roused by the whole. It is this fusion of work and play that is desirable in education. This is the great lesson of play--it shows the value and encourages the logical combination of the two activities. Children learn to work as they play. They learn the meaning and value of work. Work becomes a means to an end, and that end not something remote and disconnected from the activity itself, but as part and parcel of it. Thus the activity as a whole imbued with the play spirit becomes motivated. The play spirit is the spirit of art. No great result was achieved in any line of human activity without much work, and yet no great result was ever gained unless the play spirit controlled. It is to this interaction of work and play that each owes much of its value. Work in and of itself apart from play lacks educative power; it is only as it leads to and increases the power of play that it is of greatest value. Its logical place in education is as a means to an end, not as an end in itself. Play, on the other hand, that does not necessitate some work, that does not need work in order that it may function more fully, has lost most of its educational value. To work in play and to play while working is the ideal combination. Either by itself is dangerous.