DEMONSTRATION PLAY SCHOOL—-HETHERINGTON, Oe 
(h) ECONOMIC ACTIVITIES. 
Economic activities arise out of organic hungers, the acquisitive 
impulse and economic needs and desires. The child is dependent 
and gains his economic adjustment through the family, but the neces- 
sity of labor to produce wealth and of paying others for wealth 
desired is ever present, and frequently arouses economic activities 
which need guidance. So leadership should be given in earning 
mouey by service or effort that produces economic values. The 
organization of vacant-lot gardens aad leadership in marketing pro- 
duce is important. The opportunities for house and yard repairs at 
home and in the neighborhood need leadership. Taking contracts, 
with the figuring of materials, cost and profits, are frequently possible 
even among children. Banking, the use of the United States postal 
_ savings depositories, and personal bookkeeping are phases of these 
activities. The dramatization of store and house with buying and 
selling familiarizes the child with the social forms of exchange. 
SUMMARY. 
If the analysis of the several classes of activities as given is practi- 
cally correct, then we have a natural grouping of child activities sus- 
ceptible of practical organization and administration for efficient 
educational results when considered from any standpoint of educa- 
tional theory or practice. Criticism and continued experience will 
doubtless dictate some changes, but the classification shows at least 
the possibility of organizing several groups of activities: 
(1) That include all the spontaneous and traditional tendencies in 
child life. 
(2) That express, in child form, the human tendencies that have 
created civilization. 
(3) That retain in natural and related forms the germs and expand- 
ing lines of every subject of interest that has arisen with adult 
civilization. 
(4) That give the opportunity for so directing the child’s living 
forces, that he will expand naturally according to his capacities into 
an inheritance of some part of the race achievements. 
(5) That meet the demands of every aim of education whether of 
development or adjustment, and therefore that relate the claims of 
physical, moral, vocational, and cultural education. 
(6) That simplify the problem of cooperation between the play- 
school center and the home. 
(7) That present the basis for a school program which will not 
devitalize children who are subjected to three or four hours of it, and 
may be extended to the whole waking life for 365 days in the year, 
making every child physically, intellectually, and morally stronger. 
