The Worcester spy., 1899-07-25
THE PEDAGOGY or PLAY.
Children Should Be Encouraged to Use
the Fairgrounds.


Mr.. Sheldon spoke on "The pedagogy
of play" and said in parts
John Locke first instituted the idea of
play because he believed in Individual
ity and freedom. Play was recognized
by Rosseau and Pestalozzi, but was not
elaborated. Froebel was the father of
the kindergarten. Prof. Johnson of
Amherst developed an idea of play to
develop the muscles and brains by diff
ferent movements The vacation
schools in some states are furthering
of the idea.
The play idea has been overstrained,
and 1t is found that child who has ac-
quired a habit of simply playing will
not be fitted for the harder, less in
teresting work of the higher schools,
Play, from pedagogical standpoint
means organized activity. The first
object of play is in physical education
Many Of the forms of physical educa-
tlon are found to be fatiguing and fail
to give a child the rest and sense of
freedom which he needs for relaxation
Children need not be driven to play.
The tendency of modern life is to
Capitalization and intense specializa-
tion, and the playground will prepare
children for this life much better than
the gymnasium. Play, to make phys
ieal exercise a basis for city life, is
fundamental. On the physical side Of
play the results are definite
On the mental side it is largely a
matter of speculation
The largest psychological benefit of
play is that it leads to quick Judgment
and adaptability. Children who are
brought up away from their fellows
are dreamy, living in several worlds.
such children are more thoughtful and
have broader natures, but lack adapt
Ing power. Play psychically, gets one
into the habit of doing things for the
pleasure of doing them. Play increases
the capacity of the individual for ac-
tion.
Another, social rather than psycho-
logical, point is that play lengthens the
period of childhood. To be free I'd
grow until one is 20 or %, perhaps, lays
the foundation for future greatness.
Play In keeping up childhood interest.
| youth.
The problem OF the school system is
peculiar to the present generation as a
result OF city concentration. The chill
dren In the country school have an ad-
vantage over the city school children
In the way OF Fairgrounds. In the
English schools boys are made to play,
ana IL is a question whether when q
| boy is made to play it does not take
away all the pleasure to play.
| The reason why most Of the Ameri-
can youths do not play is from lack of
| opportunities and time. There is al
ways a certain class of boys in a school
who do not want to play, and these are
| the cases where play should be encour-
| aged. In most Of the schools in large
cities it is problem of Fairgrounds II
| is manifest impossibility to have
Fairgrounds in metropolitan centers
| and perhaps in such places it would be
| well to have Fairgrounds in the sub
| urbs.
| 1t is thought in Germany that it is q
| bad policy for the teacher to play with
the older children, but it is probably
because the teacher Is looked upon
there as an omnipotent ruler and
causes constraint on the part of the
| children. In America it would be diff
ferent. However, it should be part OF
the teachers function to show what the
| plays are for and direct them. The
| school has a great function to perform
on the athletics OF the country, though
! there will always be a strong predom-
| nance of athletics in this country with
| out the schools doing much. 1t is ar
important problem to decide on how
our athletics of the country can be
| placed on pure amateur basis.