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Rh to the total neglect of overt activity as an educational factor, and a recourse to purely theoretical subjects and methods.

(ii) This very difficulty, however, points to the fact that the opportunity for selecting truly educative activities is indefinitely greater in child life than in adult. The factor of external pressure is so strong with most adults that the educative value of the pursuit—its reflex influence upon intelligence and character—however genuine, is incidental, and frequently almost accidental. The problem and the opportunity with the young is selection of orderly and continuous modes of occupation, which, while they lead up to and prepare for the indispensable activities of adult life, have their own sufficient justification in their present reflex influence upon the formation of habits of thought.

Educational practice shows a continual tendency to oscillate between two extremes with respect to overt and exertive activities. One extreme is to neglect them almost entirely, on the ground that they are chaotic and fluctuating, mere diversions appealing to the transitory unformed taste and caprice of immature minds; or if they avoid this evil, are objectionable copies of the highly specialized, and more or less commercial, activities of adult life. If activities are admitted at all into the school, the admission is a grudging concession to the necessity of having occasional relief from the strain of constant intellectual work, or to the clamor of outside utilitarian demands upon the school. The other extreme is an enthusiastic belief in the almost magical educative efficacy of any kind of activity, granted it is an activity and not a passive absorption of academic and theoretic material. The conceptions of play, of