DEMONSTRATION PLAY SCHOOL—HETHERINGTON. 695 
tubercular and the anemic will have the privilege (until they get well) 
of the only type of school any child ought to have. 
Ayers says that the open-air school will take its place in the history 
of education as marking one long step toward that school system of 
the future in which the child will not have to be either feeble-minded 
or delinquent or truant or tubercular in order to enjoy the best and 
fullest sorts of educational opportunity. Even in the colder see- 
tions of the country and during the severest winters, children can 
be made comfortable in the open air most of the day and for most of 
their activities. Until this common-sense standard is realized, 
school hygiene will progress with one leg paralyzed. ‘ 
Significant for the future of the open-air school is the widespread 
rebellion among parents against putting their children in the public 
schools because they ‘‘will be shut indoors” or because they are 
‘never well.”’ Naturally, a large number of private outdoor schools 
are catering to this sentiment. Closely associated is the organization 
of country day schools, such as exist in Buffalo and Minneapolis, 
indicating that well-to-do parents are willing to pay high rates of 
tuition to have their boys go to the country each day. 
Several new movements are strikingly significant of the trend in 
educational organization. Most of these are focused on the adoles- 
cent, yet the principles involved and their solution extend into the 
preadolescent period. Conspicuous among these movements is 
that of the Boy Scouts, with its highly elaborated program of ac- 
tivities and honors for achievements. ‘This organization and that of 
the Campfire Girls are phases of the great movement for directed play 
and leisure time. They have arisen and attracted public attention 
because of the widespread feeling that masses of children are growing 
up incapable, resourceless, and irresponsible. Hence the new deyo- 
tion to a program for achievement as a means of character devel- 
opment. 
The Junior Republic, boys’ cities, civic activities and responsi- 
bilities for boys, all indicate the rising social consciousness that 
children have their own sense of values and responsibility. This 
sense is just beginning to be organized for educational purposes, 
Increasingly as the years progress, the imagination is stirred by the 
relationship between approaching adulthood and the adult’s activi- 
ties. Since the results depend upon leadership, we have-a host of 
social problems rising out of our past neglect. 
Some of the “‘new schools,’”’ however, in which ‘‘real work”’ is the 
central idea of the program, have failed to achieve their ideals because 
the programs are based on ignorance of child nature or on the old 
notions of play or “work” that is a mere imitation of specialized 
adult occupations. Where these efforts have succeeded, especially for 
