DEMONSTRATION PLAY SCHOOL—-HETHERINGTON, 705 
In the transition three methods of leadership or instruction are 
possible: (1) The natural musical activities of the child may be 
organized and led into the racial type; (2) the gap may be bridged 
through play methods of instruction; or (3) music may be interpreted 
as a formal subject of study that can be taught only by formal meth- 
ods under the discipline of instruction. The last is the traditional 
method and is essential for any advanced skill. The second method 
secures results, especially with the little children. The first method 
is used frequently in boys’ clubs and in the organization of children’s 
orchestras.'. It has been highly refined on one side for training in 
rhythm by Dalcroze.2 This method has back of it the power of 
instinct; it opens the channels of natural development to leadership; 
it can be supplemented by all other methods as desired. 
(f) SOCIAL ACTIVITIES. 
Social activities arise out of the social instincts and hungers. These 
instincts have amalgamated all human instincts for the development 
of society. Their expression in the child gives social experience 
and they frequently take the form of experimentation with human 
nature. 
The play school is a child’s social center. In addition to the 
social life involved in each group of activities, there is a general 
social life and spirit. All the social relationships of the special 
activities are looped up in this larger social unity. It involves all 
human relationships in the school and it radiates into the social 
environment and the home. In these activities are expressed all 
the impulses of developing human nature in social relationships. 
Social attitudes, habits of speech and manners of address are devel- 
oped which contain many inconsistencies and conflicts, and which 
change in emphasis and importance by age periods; but fuse gradu- 
ally into a system of ways of acting that determines the adult’s 
social adjustment. In addition, there are the developing ideas and 
habits in the relationship of boys and girls, that differentiate during 
the adolescent years into sex habits and ideals and lay the founda- 
tion for adult domestic adjustment. Therefore in the general social 
life of the play school, and in the social life connected with each 
special group of activity conduct must be guided by each leader 
according to accepted social standards of individual and group fair- 
play, good humor, courtesy, justice and common sense, yet ideal 
social relationships. The foundation for social and _ citizenship 
adjustment, sex hygiene and domestic adjustment must be estab- 
lished in this leadership. 
1 See Dykema, in Chubb, Festivals and plays in school and elsewhere. 
2 Sadler, M. E., The Eurhythmics of Dalcroze. 
73176°—sM 1914——45 
