Part 4 (2/2)

”But ht in the school?” you will ask

Undoubtedly it must If it were a choice between sex instruction in the hoating it to the holect the discussion of sex e of sex from unreliable sources on the streets, the choice lies between the perversion of sex as it is taught on the streets, and the science of sex as it should be taught in the schools

III Play as a Means to Growth

Children's rasp, and in power Mes, and formulas) helps to make minds more retentive, while all studies, but particularly nurasp and power

Besides body growth and rowth They develop hus To supply these needs the school ive the child literature and art

Sirades; but there is scarcely a child ill not respond to the noble in literature or the beautiful in art if these things are presented to him in an understandable way

The bodies, row They are all sacred Each child needs a normal body, an active mind, a healthy and a beautiful soul We dare not develop bodies at the expense of minds and souls, but neither may we educate minds at the expense of souls and bodies--a tendency which has been fearfully prevalent in A this all-irowth is ”play,”

which Froebel said contained the gerh expression One does not developThe child's chief h play, hence play is the child's rowth

In their earliest infancy children play Their frolics and antics are really ”puppy play,” the product of overflowing life and anie, when the child playsis a place to play, and the school rounds

As children grow older they turn to aand frolicking individually they play in groups It is in these group plays that the child gets his first idea of the duty which he owes to his fellows, his first gli of a social sense In the home and in the school he is in a subordinate position, but in the ”gang,” or ”set,” he is as good as the next Group play teaches deroup play has a moral value Each one must play fair Those who do not are ruthlessly ostracized, so children learn to abide by the decision of the crowd While children's plays should be as untramroup play by suggesting new ga up interclass sports, and in other ways supervising and directing games and sports

In the course of the child's life play takes another forirls cook, and make dolls

The ”puppy play” of their early childhood has evolved into a forrips every human creature We want to plant, to build, to plan, tofor expression, hence the well-planned school will provide si by ht to use their hands so skillfully that they may translate an idea into a concrete product

Civilization has been described as the art of playing Big folks are apt to look down on play becausefolks: When Anna plays dolls she does it in a frank, serious, whole-souled way that you seldom imitate There is no activity so vital to the child as play, nor does any man succeed at his work unless he can ”play at it” with the fervor and abandon of a child

IV Sos Which a Child Must Learn

Socreature

Suppose we turn now to some other needs--the needs which arise because the child is in a great universe and surrounded by his fellowmen

Wherever a child lives and whatever he does hehis surroundings are people No one except Robinson Crusoe can get away from people, and even Crusoe had his man Friday

Since we are compelled, whether we like it or not, to live with people, the school e (oral and written), in order that the children may learn to tell others what they think, and hts of others The better the language the more clearly can they understand each other

In order that children hts of others the school should teach ethics by means of simple stories about people Teachers should explain how roup life is to be tolerable, hts

Perhaps in the upper eleh school, there should be soy in order that children may kno people's minds work

Then besides the people of the present there are the people of the past, and, because the things which they did enable us to live as we do, children should be taught history, particularly the history of their own country, state, and town

The child comes into contact, in addition to people, with the institutions which people have constructed--the home, the school, the state, the industrial systerows to maturity will participate in the activity of these institutions, hence every child should be taught about therades civics can be successfully taught, since even at twelve years children are interested in the things which are happening around theh schools this work can be carried much further in the form of social and industrial problem courses