ABSTRACT

W e have now discussed m ost of the innate tendencies which underlie behaviour, w ith their conflicts, their co-ordination, and their organization into those sentiments which go to the building of character. But we have still to deal w ith several tendencies indicated in the titles of this chapter and the next two. W e have kept them till now because they form a good transition to the study of the m ore intellectual aspect of m ental life and its developm ent in the child. T he topic of play is of in - terest, not m erely because of the im portance of the recreative side of life, b u t because of the increasing recognition of the fact th a t the play tendency can be enlisted in the process of education: hence the frequent use of the terms 4Play-way5 o r ‘Play M ethods’.