DEMONSTRATION PLAY SCHOOL—HETHERINGTON, 699 
(2) To furnish leadership for the fundamental activities in order 
that organic, nervous, and volitional powers for activity with enthu- 
siasm, and the capacity for work may be established. 
(3) To connect the play tendencies and interests with materials 
for activity that will feed and develop stable interests and then con- 
nect these interests with the resources of society, especially literature. 
(4) To secure close observation, clear thinking, skilled execution, 
and free linguistic expression in connection with all activities. 
(5) To mold the instinctive and emotional reactions in all activities 
in order that sound moral habits, moral judgment, and social ideals 
may be established and come to control all developing powers for 
complete adult adjustment. 
D.—THE PROBLEM AND ANALYSIS OF ACTIVITIES. 
The proposal to organize activities instead of supjects of study 
shifts the practical problem in education to the study of activities 
and the educational leadership of these activities. 
Educators have been devoted to the investigation of methods of 
teaching special subjects of study. They have spent relatively little 
time in studying the nature or the function of the child’s spontaneous 
life activities and the relation of these activities to his development— 
organic, nervous, intellectual, and moral—or to his adjustment. 
Leadership in the organization of activities requires a knowledge and 
skill that makes the organized activities as natural as the unorgan- 
ized, but more certain of educational results. 
The child’s activities may be studied from many standpoints, of 
which the following are examples: 
(1) From the standpoint of the motor-mechanism used— 
The locomotor, or big-muscle mechanism; 
The manual, or small-muscle mechanism; 
The vocal and linguistic mechanism; 
The sense-attention mechanism, etc. 
(2) From the standpoint of the regulating process involved— 
The instinctive and emotional processes; 
The intellectual processes. 
(3) From the standpoint of the initial sources of the activities— 
(a) The hungers; organic hungers and needs for food, and the psycho-motor 
hungers for activity, experience, and expression, or 
(6) The stimuli of sense situations. 
(4) From the standpoint of the genesis of the form of activities with interests, 
motives, beliefs, habits— 
The hungers; 
The instincts; 
Experience as a result of reactions upon environmental situations; 
Imitation; 
Conscious judgment. 
