=Value of Play: A. Physical.=--Play is one of the most effective means for promoting the physical development of the child. This result follows naturally from the free character of the play activity. Since the impulse to act is found in the activity itself, the child always has a strong motive for carrying on the activity. On the other hand, when somewhat similar activities are carried on as a task set by others, the end is too remote from the child's present interests and tendencies to supply him with an immediate motive for the activity. Play, therefore, causes the young child to express himself physically to a degree that tasks set by others can never do, and thus aids him largely in securing control of bodily movements. =B. Intellectual and Moral.=--In play, however, the child not only secures physical development and a control of bodily movements, but also exercises and develops other tendencies and powers. Many plays and games, for instance, involve the use of the senses. Whether the young child is shaking his rattle, rolling the ball, pounding with the spoon, piling up blocks and knocking them over, or playing his regular guessing games in the kindergarten, he is constantly stimulating his senses, and giving his sensory nerves their needed development. As imitation and imagination, by their co-operation, later enable the child to symbolize his play, such games as keeping store, playing carpenter, farmer, baker, etc., both enlarge the child's knowledge of his surroundings, and also awaken his interest and sympathy toward these occupations. Other games, such as beans-in-the-bag, involve counting, and thus furnish the child incidental lessons in number under most interesting conditions. In games involving co-operation and competition, as the bowing game, the windmill, fill the gap, chase ball in ring, etc., the social tendencies of the child are developed, and such individual instincts as rivalry, emulation, and combativeness are brought under proper control. PLAY IN EDUCATION