South Bend news-times. (South Bend, Ind.) 1913-1938, 1920-10-10

ing is some way 20 get hold OF the
boy so that he can get hold Of him
self. IL is not repression but eX-
preston that develops character.
Carrying out this idea of the in
herency OF a something that seeks
expression IL Will be we'll for US TO
remembe that nature has not seen
fit 10 give TO any boy that which we
might call the unselfsh side OF be-
ing. The babe in the cradle begins
with questionings after ownership.
1t is my hands" my toys my
I house" and my street" al leading
up TO the exaltation Of the individ-
ual II is at this point that the play
comes into function in teaching that
the liberty of the individual is con-
! served by the rights of the whole.
I Selfshness is shown 20 be the tap
root OF social as we'll as individual
I sin. The individual must not only
+ gain the mastery over himself, his
muscles, nerves, emotions. and even
/ his ideas, but he must at the same
! time be taught 10 take his place
within and help the whole social or
ganization. II is the unselfsh fea-
ture Of working for a cause. or Tor
a team, rather than for individual
I prowess, that prepares the boy for
/ future life in which he is 20 ind that
/ through cooperation one comes TO
/ the road 10 success-and that if he
/ respects the rights of others they
Will respect his rights. BY this way
/ the boy comes 10 see that law and
! order stand for the securit yof those
who. like himself, have rights in
property or in capital, be they ever
so small.
1t is just at this point that our
educational system has failed US
! through its teaching that success
\ comes only by getting ahead of 9TH
[ ers Success can come only through
! others. Ones own interests are in
, eXtricably bound up in the interests
/ OF everyone else and all real educa-
/ ton is in learning how to associate
and cooperate with others. The art
( of true living is not through trying
/ TO do" others nor even in trying to
do" for others, but in doing worth
while things with others. I must
not airy here but, in passing, / may
point out that practically the whole
! appeal OF school dife is to the self
interest Of the pupil-the training of
the mind so that it may exploit So
I ciety rather than serve ii. Even the
school that they may learn how TO
! escape the drudgery of life rather
than that they may learn how to
meet the drudgery and remove it
from the life Of others
The second great lesson that the
playground has for the boy and the
girl is that life is not made u pal
Z together of wins" or successes. -
there are also losses and fail
ures." To do ones very best and
then to be disappointed is Of the
very essence of life. Where elsa
y can this be better learned than on
the playground? want every
game to be a sermon. Let each in
dividual player enter the game TO do
his best. but let it be with the rec
ignition that both sides can't win
somebody has TO be disappointed.
Let it be seen that il is better 70 lose
a game fairly played than win the
game b ysome crooked play. Then
defeat Will be taken as part and par
eel of life and the losing team can
cheer heartily for the team that
wins. Out of defeat will come the
lesson that some one was 70 blame.
Some element that entered into the
game failed to function and an at
tempt viii be made 10 safeguard
against a repetition. In the boys
realm II skinny Joe" muffs a pop
up his peers sit IN judgment upon
him and the Jury pays 10 attention
TO his plea that he done the best he
could" The verdict is rendered.
give him the sack" There Is no
place for 65 per cent efficiency in
the boys realm on the playground.
Boys on the playground want the
game played according TO the rule.
They soC eliminate the fellow who
cheats or Intentionally plays foul %
The team that pulls off a raw deal