the significance of Play in the development of the child's physical, mental, moral and religious life. He helped to regain for the child the world which he now enjoys. 5. Play in Present Day Education. It will not be out of order to suggest something of the place of the play spirit throughout the leading countries of the civilized world today. We shall at least mention the tendency to wider recognition of the play spirit in the most forward countries. a. In Germany. The play spirit began to come into its own in Germany perhaps sooner than in any other country, after the period of Scholasticism. At least it was working with great clearness of thought in this country more than fifty years before Froebel. Play was regarded as having a distinct educational value, but it was primarily of physical value. It is plain to see, therefore, that even after the period of the Renaissance, Germany was scarcely as far along in her conception of the value of play as the Greeks were many centuries before. Froebel made a distinct contribution to our theory of play. He showed its significance for the development of an intelligent, moral, and religious life, just as well as for the body. This was a decided step forward and we gained ground in recognizing the truth of this theory since the Renaissance. b. In Other European Countries. England, France, Italy, Sweden, Russia, and many other European countries have come to recognize the great value of play, and it now has an important part in education in all of them. The play spirit has found expression in the schools in folk-dancing, story-telling, dramatization, and still other forms. Playgrounds are gaining in number and significance in most civilized countries of the world. Every child could get his highest and most perfect development through the exercise of the play impulse. Through proper control of this impulse we can see each child coming into his true happiness, also physical, mental and moral welfare. 6. Playground Movement in America. The theory of play has been so thoroughly developed in this country and so widely spread, that it has come to be an institution. The playground movement of the world is institutional, and has just as valid cause as religion, education or vocation. In the early stage of the development of the playground interests we find that the people generally had not become fully aware of its importance. A few far-sighted men and women saw its true function in child education and welcomed it as the child's means of redemption from outworn nerves and restricted freedom. These individuals started a certain private movement that resulted in the establishment of several Children's Playgrounds in such cities as Boston, New York and Philadelphia. These gradually spread to all parts of the country. They were supported by private funds or by subscriptions or endowments. They had not yet been fully appreciated by all the people. b. Semi-Philanthropical Period. This period represents the second stage of the growth of the playground interest in America. These playgrounds now came to be supported partly by private subscriptions or endowments and partly by public funds, but they were still, for the most part, privately directed. C. Period of Public Superintendence. The third step in the interest of the playground is represented by that of full public support. At the present time there are several thousand playgrounds in the United States owned, and in most cases controlled also, by the various cities throughout the country. As early as 1911 there were 1,547 playgrounds provided for by public support at a cost of $2,736,506.16. This shows the phenomenal growth of interest in playgrounds and child's welfare. Child Welfare Conferences and Child Labor Bureaus are now connected with many state departments and the interest in child conservation is still growing. Our own Federal government has formed a department to care for the interests of childhood. We not only care for our hogs and cattle and our fields, but we are beginning to manifest a greater interest in the conservation and promotion of child welfare. d. The Playground as an Integral Part of the Schools. The fourth step in the development of the American playground is that which we notice on every hand at the present time. This is the tendency, not only for the public to support the playgrounds and to organize these as one of life's chief interests, but it also regards the playground as naturally falling under the administration and control of the public school system. Many of the cities that once owned their playgrounds have now turned over these to the public school to be used in the interests of child development and under the direction of the school superintendent. This represents a splendid development of interest in the child life and places the responsibility where it belongs, namely, in the hands of those who have the child's larger education and social welfare at heart. e. Scope of Play Interests Represented. The playground movement of America is not narrow or limited in its scope. It is promoted by men of broad vision, who have the complete interest of the child in view. The playground movement incorporates all of the outdoor activities that can be said to be survivals of man's past, in so far as these have been preserved in the form of instinctive activities; throwing, skating, hunting, and the other play activities so prominent in childhood, are represented in this great movement for child conservation and welfare. Every teacher and child should be acquainted with the splendid work of the American Playground Association, and should send to this association (1 Madison Sq., New York City) for free literature on playground activities. The magazine, “Playground," published by this association, should be carefully read by every teacher. f. Equipment. The equipment of these playgrounds is, for the most part, provided by public support, the same as the playground itself. The apparatus used is of several characters and supplied in such a quantity in many instances as to provide wholesome exercise of all the most important muscles of the body. Their general scope of activities bids fair to bring about a healthy American race. In the future, when we have completely thrown off the yoke of scholasticism and taken on the healthier attitude represented by the modern playground movement, we will then see more healthy looking boys and girls and fewer swathy, decrepid, ne'er-do-wells. The object of the playground movement is to give free and unrestricted, though supervised and directed expression, to the child's instinctive tendency to play. There are a great many forms in which the play spirit can be introduced into modern education, though by some teachers these would not be regarded as play at all, but which in many cases deserve to be classed as such. I suggest the use of story-telling, dramatization, and certain other organized efforts to make use of the play motive. When play is directed to the realization of certain aims and purposes, it is more than mere instinctive or impulsive expression, and begins to assume a wide educational significance. It would be well to speak of these activities here. REFERENCES ON PLAY. The following list of helpful readings on play is not intended to be complete. The books and pamphlets listed, however, are among the very best available. Only a very few magazine references are included here, since it is believed that the many teachers who do not find a library near at hand would not find such a list very useful, while those who are near to a library will have no trouble in locating magazine references on play. I. The General Theory of Play. Appleton, I. E. Comparative Study of the Activities of Adult Savages and Civilized Children. University of Chicago, 50c. Archer, R. A. Spontaneous Construction and Primitive Activities of Children Analagous to those of Primitive Man. Amer. Jour. Psy. XXI, 114-50. Burk, Fred. From Fundamental to Accessory in the Development of the Nervous System and of Movement. Ped. Sem. VI, 5-64. Bunham, W. H. Education from the Genetic Point of View. Proc. N. E. A. (1905), 727-34. Cabot, Richard C. What Men Live By. Part II. Clark, L. Physical Training for the Elementary Schools, etc. Sanborn, $1.60. Cook, H. C. Play Way. Stokes, $3.00. Crawford, C. Dramatic Games and Dances for Little Children. Barnes, $1.50. Curtis, E. W. Dramatic Instinct in Education. Houghton, $1.00. Curtis, H. S. Dorrett, O. B. Fitz, G. W. In Play Land. Pilgrim Press, $1.00. Play as a Factor in Development. Am. Phys. Ed. Review, 1897, Vol. 2, 209-215. Groos, K. Play of Man. Appleton, $1.50. Gulick, L. H. Psychological, Pedagogical and Religious Aspects of Group Games. Ped. Sem. VI, 135-151. Gulick, L. H. Some Psychical Aspects of Muscular Exercise. Pop. Sci. Mo. LIII, 793-805. |