Why do we have pley, or recreaticn, leadership? Bisids, sisters,
Wes, and companions are still teaching children to play either by offering
an example for them to imitate or by actually instructing thems But valuable
as it is, this naturel, informal, and often unconscious teaching is not suffi-
cient. In supplementing the teaching of parents and companions, the play
leader gives a deeper significance to the child's play life by bringing it to 7
a wider experience and trained understanding. This would have been true even
‘ina more leisurely age, as modern edveutien with its great emphasis on the
importance of child life has revealed, Today it is especially true, for the |
conditions which made playgrounds and recreation centers a necessity have also
made the play leader ae aneeietios

Adults are taking a more active part is ooienl recreation programs than
ever before, and many of the new facilities are ‘primarily for adult USE» Kises
numbers of school buildings have been opened for community recreation use for
the first time. The value of recreation in sustaining morale and in affording
joyous, constructive, healthful use of leisure time has been more widely
demonstrated and is more generally appreciated than ever before, Universities
and colleges have beste deeply interested in recreation and have considered
the desirability of establishing wetics to eihiitee individuals for recreation

leadership.