DEMONSTRATION PLAY SCHOOL—-HETHERINGTON, 687 
in life, as aids in living, they will not be used extensively by the 
masses. 
Vocational training and guidance are but a phase of this work- 
play program and not the first or most important one, since a voca- 
tion is but one form of adult adjustment, arising out of the child’s 
progressive adjustment. A vocation is an individual matter realized 
through living, and in this living the individual should develop an en- 
thusiasm for life and work; should discover, under leadership, his 
individual capacities and attach the enthusiasm and the capacity to 
that specialized social thing, an occupation. 
Better educational results in general and a broader and _ higher 
capacity to work are secured by organizing the child’s natural self- 
sustaining activities than by forcing upon him those foreign to his 
nature. To lay the foundation during childhood for efficient citizens 
and workers, the hunger for life, the power for sustained activity, the 
enthusiasm in doing and ideals in living must evolve together. 
This natural method of developing workers will produce, has always 
produced, citizens to whom work is ‘‘play” because it carries the 
enthusiasm of play. 
The difficulty in appreciating the law of learning how to work is 
the universal, thought-warping tendency of adults to interpret child- 
life in adult terms. The attitudes toward play and work need to be 
restated: (a) From an adult standpoint, play is a form of activity 
set over against the effort required by the driving necessities of adult 
needs; (6) from the child’s standpoint, play is living; work is effort 
that has no connection with instinctive or emotional tendencies; (ce) 
from an educational standpoint, play is a developer of all the funda- 
mental powers of the plastic growing organism; work is an educa- 
tional aim that is to be realized through living out interests charac- 
teristic of the several stages of child development until the work 
mechanism is established. 
The law, then, of the relations of play and work in education may 
be stated as follows: Play, as internally impelled activity is practically 
the only method of education during infancy; is the most efficient 
method all through childhood; retains a conspicuous place during 
youth and even in adult life, as indicated by the modern attitude 
toward leisure time. Work, as externally impelled activity, has 
little place in the life of the infant, a subordinate though gradually 
developing place in the life of the child, but an increasingly important 
place during youth. 
(c) PERFECTING NATURE THROUGH LEADERSHIP. 
In many fields of human effort, notably in engineering and the 
production of .domesti¢ animals.and plant forms, man has-progressed 
by.learning nature’s laws and cooperating with nature-or controlling 
