DEMONSTRATION PLAY SCHOOL—-HETHERINGTON, 701 
(a) BIG-MUSCLE ACTIVITIES. 
The big-muscle activities are fundamental to all others. They 
arise out of the primary hungers for activity; begin in the random 
movements of the infant; develop through the various stages 
of locomotion and diverge during childhood under the influence of 
special instincts into such special forms as gymnastics, games, dancing, 
and athletics. 
(1) Gymnastic plays arise from the self-testing impulse. They are 
‘personal motor achievement plays and express the enthusiasm for 
self-realization. 
(2) The dancing activities add pleasure in rhythm. They begin 
in spontaneous forms and take on traditional forms through imitation, 
developing the sense of rhythm, as well as the capacity for artistic 
expression in body movements. They also have deep social mean- 
ings and influences, especially during the adolescent years. 
(3) Games and athletics arise from the hunting and self-protecting 
instincts and from the gregarious, egoistic, and fighting instincts 
which find expression in rivalry, and which have been such powerful 
forces in the rise of civilization. These instincts develop progressively 
in games of fleeing, chasing, hiding, seeking, capturing, and escaping, 
and later, team games of conquest. 
_ These big-muscle activities are the developers of the organic powers 
and the fundamental nervous powers; i. e., they are the educational 
source of vigor, resistance to disease, and general nervous vitality 
and skill. They lay the foundation for (adult) capacity to labor. 
They establish wholesome forms of recreation. While regarded 
usually as mere muscular exercises or ‘‘pastimes,’’ these activities, 
especially the games, carry the discipline of the racially old instincts 
at the foundation of character, and are therefore primarily instinct 
educators and fundamental in their influence on character develop- 
ment. They carry the “social spirit’? and discipline the social in- 
stincts, emotions, and enthusiasm. Hence, in the education of children 
they must be given a large place and be guided carefully as the most 
important laboratory activities in the moral phase of education. 
(b) MANUAL ACTIVITIES. 
The manipulating and manual activities arise out of the manipu- 
lating impulse which satisfies the hungers for activity and sense ex- 
perience. Gradually, under the influence of the ‘‘constructive” im- 
pulse, imitation, and self-expression, the various manual activities 
arise. These tendencies in human nature, coupled with needs for 
food, protection, and expression, have developed the industrial enter- 
prises and graphic arts of man. In the child they begin in general 
manipulation, expanding along the lines of construction with blocks 
and miscellaneous materials; modeling, scribbling, drawing, coloring; 
