700 ANNUAL REPORT SMITHSONIAN INSTITUTION, 1914. 
(5) From the standpoint of the educational results or values of the activities— 
(a) For the development of the organism— 
Organic development with a system of habits; 
Nervous development with a system of habits; 
Instinctive and emotional development with a system of habits; 
Intellectual development with a system of habits and ideas, and 
(b) For the adjustment of the organism to phases of racial activity and 
culture— 
Economic, or vocational adjustment; 
Recreative, or avocational adjustment; 
Fellowship adjustment; 
Citizenship adjustment; 
Domestic adjustment. 
(6) From the standpoint of a practical educational leadership of the activities for 
complete child living. 
All these points of view are important in the investigation of 
activity and in the training of the leader or teacher, but for the 
practical problems of educational leadership the last point of view 
is essential and may include all others. It is distinctly the leader’s 
or teacher’s viewpoint. It demands a classification of the child’s 
activities that gives the more or less distinct, but natural, phases of 
his complete active life; and that makes it possible to administer his 
complete living. This classification is essential further as a basis for 
the organization of a progressive educational ‘curriculum’ of activi- 
ties: First, that will use all the mechanisms and regulating processes; 
second, that will feed all the hungers, provide for reactions upon the 
whole environment and give opportunity for full expression of all 
valuable budding interests; third, that will hold true all through 
childhood, tending to evolve naturally into the racial forms of activity ; 
and, fourth, that will give all the educational values. 
All those demands seem to be realized tentatively in the following 
classification: (a) Big-muscle activities; (6) manipulating and man- 
ual activities; (c) environmental and nature activities; (d) dramatic 
activities; (e) rhythmic and musical activities; (f) social activities; 
(g) vocal and linguistic activities; and (h) economic activities. 
DESCRIPTION OF THE ACTIVITIES. 
A description of each of these groups of activities will make its 
educational meaning and the whole classification clear. No signifi- 
cance, except one of convenience in description, is attached to the 
order of the groups as given. 
It will be observed that the activities in each group begin early 
and continue through childhood; that they arise out of some hunger, 
instinct or innate capacity in human nature; that these same traits 
have given rise to some phase of racial life or culture; and that each 
group has some special value in the development and adjustment of 
the child. 
