Albuquerque morning journal. [volume] (Albuquerque, N.M.) 1903-1926, 1920-05-05
Of
BRAIN AND BODY
DEPEND ON PLAY
Professor Landers' Lecture
Upon Its Necessity For
Growth and Progress, at
u. N. M. Monday.

Inc pace OF play in education
was the subject or a lecture deliv-
cred at the state university Mon
day morning by Professor j. S.
Landers, who said in part:
The true province of play in the
life Of childhood can be understood
only from the standpoints of BIZ
ology and genetiC psychology. Con-
sldered from these points of view,
play Is the expression of the ma
turing instincts, or innate tenden-
cleS, whose natural development
depends upon their appropriate ae-
tivity, There is no growth without
exercise. The demands of the de-
veloping life, both physiC al and
mental, for activity is the sufficient
explanation for play. The play
impulses of children have the one
important function of giving rise TO
habits and permanent interests.
There is a time when the boy COM
mences especially to love to play
ball, to fly kites, to swim, and a
particular time when each girl be-
gins to care most for her doll and
TO parade in her older sisters long
dress. Likewise, there is time in
the life Of both boys and girls when
they feel the keenest interest in the
fairy tale, the hero story, and the
daring adventure. All of these and
other youthful tendencies are
symptomatic of the budding dispo-
sitions that should be developed by
suitable exercise if they would be
extended into asests of permanent
value. Play is the only means, the
distinctly educative activity of
childhood, for the utilizing of
youthful activity in the realization
of inherent capacities.
Brain Development.
Brain development and CORE
spending mental power is depend
ent upon the richness and fulness
of muscular activity. Each center
in the brain has connected with 1t,
directly or indirectly, a correspond
ing group of muscles, or some sense
organ, upon which 1t depends for
its development. Muscular activity
and nervous organization and
growth are closely related, and
since all intelligence and the higher
emotions and VolitiOns are depend
ent upon nervous development they
are also indirectly related to mus
cular activity. 1t is, then, only by
play of the right kind and in the
right order, corresponding to the /
development of the learner, that
the desired individual growth andl
progress can be secured. Play is the |
natural teacher of the chil1t
through which he learns the world |
on the one hand, and his own pow
ers and abilities on the other. II is |
natures method for beginning the |
process of education, and wisdom
suggests the employment of this |
method far into the later years of
life.
Aims to BE Sought BY Play,
Some of the specific aims to be
sought by a graded series of plays
to the stages of child |
of a sound physique as a basis for
psychic activity, through the activ-
ity of the muscles that are so
closely connected with all the vege-
tative organs which depended upon
them for their phylogenetic devel-
Opment; CD strength and endur-
anCe for the earnest labOrs of life;
go beauty of form and grace of
carriage, the rightful fruitage Of
carriage, the hightful fruitage
of the human body; ca a
living interest in some con
genial clean sport that one can
carry into adult life as his chief
recreation; 60 the spirit of CO.
operation, characteristic of team
games. and which subordinates the
self to the success of the group,
(nOthing is more needed by the
Spanish American people in the re-
publics to our south than the give
and-take. real sportsmanship and
team work inCulCated by American
football and baseballO co to de-
velop character and give our youth
an opportunity to find their places
as social forces in Industrial, social
and political life; to develop cour-
age. steadfastness and faithfulness.
play, in youth, moreover, has a
very vital relation to work in adult
life. Play properly directed and en-
ployed may be made to shade off
in the process of education into
work. All play involves work, and
of the hardest kind. 1t isl
one of the ends of education to love
work, to develop a habit of joyous
ness in ones work. The more a
child loves his play the more is he
likely to love his work If he Is led
from one into the other.
This Is not meant to minimize the
sense of duty in work; but a love of
luty is higher than a sense of duty.
rhe best and greatest work is al
ways done by one who loves his
work, whose heart Is in it. The
finest work achievements will al
ways be those resulting from a love
II work, and when work is loved 1t
S play to the doer.
Contentment I'm Work.
president Eliot few years ago
n speaking of contentment in work
aid in substance, The winning OF
and content in daily
work is the most fundamental OF
III objects for an industrial democ-
acy Unless this satisfaction and
content can be habitually won on
n immense scale, the hopes and
deals of democracy cannot be real
zed. Therefore joy IN work should
,e the all-pervading subject of the
Industrial discussion; for it is at
nee motive, guide and goal Sure
Y there can be no general happi-
less until there is content and sat
sfaction in the daily work of man
ind. Had the mass of men learned |
he true spirit of work in youth,
he conditions prevailing today In
manual labor of various forms
Guild not have arisen. 1t is the
usiness of parents and the schools |
D teach children to love work