New-York tribune., 1903-02-09
THE PLAY INSTINCT.
Educational Importance Of a Chsld' S
Dramatic Tendencies.

The educational association Of e Boston suburb
listened the other day with much approval TO e
talk the play instinct in children by prorni-
nent educator.
IF YOU will watch a child playing you will be
struck by its seriousness he said. Whether 1t is
ba by tying put his toe into mis- mouth, or a
boy climbing chair with varied and nerve de-
strov1g results; little girl treating the diseases
~ her dolls, whatever else the child is doing,
you viii notice that he gives his whole mind TO 1t,
and is much absorbed you become in your
most serious pursuits. 1t is play in the sense Of
being spontaneous. agreeable, undertaken for its
own sake. and not an ulter1or object; il is not
play in the OF being relaxation OF diver
sion or Of secondary importance. It is the serious
ness Of play that gives il its educational impor-
rsnce
Education is not q question Of acquiring knowl-
e6ge. neither IS OF the training Of pow
IL Is matter OF the fostering and cultivation
~ life For the thing trying to get at Is
not the muscles the mind. but the thing behind
that runs the muscles and the mind-the central
thing the soul or whatever else call it; for the
soul Ike the body. grow. by exercise, and IN
other ~ay- Play is e principal means by which
The inheritance Of the is transmitted Nature
does not furnish the child, she does the young
animal with directly useful instincts but in place
Of so doing she does provide tne single instinct
which forces him 20 go 10 school, and the school
which she keeps IS e play school
AT the beginning. and dominant until about the
age OF six, is the dramatic impulse This impulse
is something far deeper than that Of imita-
don It is rather the instructive tendency OF the
child to act out what he feels within him When
= girl plays doll she does, il is true. initiate what
she has her mother do, but the essential
thing that IS happening is that the maternal i'm
pulse has stirred within her and demands express
sion. Whatever guidance We give ought accord
fugly to be addressed the thing the child is
trying 70 DO, he himself feels it We ought TO
help him 10 express. initiate It is the home.
rs he feels Il that he building, and your med
dIesome suggestions Of practical details irree
want
Next comes the age Of self-assertion whose
characteristic impulse remains dormant up to the
age OF eleven or twelve; continues powerful.
though !n subordinate apacity, for some years
longer. and lasts IN less degree through life. The
first symptom Of its coming Is Establishment The
boy begins 10 turn up his nose at the games Of the
smaller children and shows especial and pc
cz1liar aversion 70 the dramatic play that has
characterized the preceding period. The impulse
behind these negative symptoms Is, OF course. not
negative one. Il proceeds from the boys desire
1or real life from his longing TO get at the reah-
ties Of existence. What has suppanted the love
Of make-believe the desire for that which shall
not be nake-beIeve. the necessity for finding
reality the hunger for hardpan. The boy Of this
see is the severest and most uninaginative critic,
The materialisic OF philosophers, the great
sceptic and therefore. the great learner OF an
tine. The girls development is naturally along
similar lines though less aggressive ones.
The boys apparent love Of lawbreaking is simply
another illustration Of the impulse 10 sef-assertlon
Of necessity that is upon him for engaging IN
lieve. whatever the evidence suPerhcially eonsio-
cred may seem to prove, that boys cesire Tor
IS The most lawful thing there is. The boy knows
t5at he beals within himself new and authentic
-eyelarjon of the lava revelation which IL is his
business now and evermore TO declare He knows
g his nature IL is question Of never: that
i he is ever TO grow TO De man. is ever to de-
geiop the fundamental qualities Of address cour-
sFe nanliress he must do it now. He could not
put this conviction into words. but & tnat Is what
sertion OF his own inoiVlouaiieS-