Doubtless the fact that children normally engage in play and work
out of school has seemed to many educators a reason why they
should concern themselves in school with things radically
different. School time seemed too precious to spend in doing
over again what children were sure to do any way. In some social
conditions, this reason has weight. In pioneer times, for
example, outside occupations gave a definite and valuable
intellectual and moral training. Books and everything concerned
with them were, on the other hand, rare and difficult of access;
they were the only means of outlet from a narrow and crude
environment. Wherever such conditions obtain, much may be said
in favor of concentrating school activity upon books. The
situation is very different, however, in most communities to-day.
The kinds of work in which the young can engage, especially in
cities, are largely anti-educational. That prevention of child
labor is a social duty is evidence on this point. On the other
hand, printed matter has been so cheapened and is in such
universal circulation, and all the opportunities of intellectual
culture have been so multiplied, that the older type of book work
is far from having the force it used to possess.
But it must not be forgotten that an educational result is a by-
product of play and work in most out-of-school conditions. It is
incidental, not primary. Consequently the educative growth
secured is more or less accidental.
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