these forts. Besides these many papers mentioned groups of children engaged in these plays. In fact all play of this kind is done by groups of children. The group is the unit in the construction of the forts and in carrying on the contests. The children divide themselves into two groups and each builds a fort and then each tries to destroy that of the other, or to drive them away from it. Sometimes flags are placed on the forts and then the contest is directed toward capturing the flag. There were 67 different descriptions of, and allusions to, these group snow fights. Sometimes there was a captain on each side and definite rules controlling the battle. Sometimes forts were used to hide behind and throw at passers by; again there were a number, of descriptions of snowball battles between two individuals at close range and with great vigor. The throwing of snowballs at marks, and without purpose was also often mentioned.
These snow battles and the impulse to throw balls at each other and at passers by indicates a ripeness of the muscles involved in throwing, which are especially the muscles of the shoulder and the upper arm. These snowballs are admirably adapted to give expression to this tendency. They are more or less harmless and yet form excellent missiles. They are sufficiently effective to enable the one or the other of the contestants to triumph by virtue of superior skill and strength and yet not severe enough to do permanent harm. The vigor with which these contests are carried on and their spontaneous nature leave no doubt that they satisfy a deep-seated craving and interest, and are echoes of an age when skill in throwing meant survival. This will be referred to in another connection.
It would be interesting here to see how this tendency on the part of the children is met by the schools. In a number of schools with which the writer is acquainted there is absolute prohibition in the matter of throwing snow balls, or engaging in snow fights of any kind. He has very distinct recollections of one school of 300 pupils in which such a rule was inforced. The falling of snow always brought its troubles, and frequently after the school intermissions the halls of the building reverberated with the reminders that were being applied to the effect that the wicked urchins should not again give expression to this phyletic tendency. Perhaps rightly, too, for the limited area of the playground and the proximity of dwelling houses all around made it rather dangerous to allow the free throwing of snowballs. But this lack of school ground only goes to show that school officials still have the idea that schools exist for the sake of book learning and that the physical part of the child is of secondary importance. The idea that the child must first have a good strong body and that the school should work towards this end has yet not taken firm root.
