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 also remember that the change from an activity with an end near by to one with an end farther off does not come all at once, nor at the same time with respect to all things. A child may be ready for occupation with tools like scissors, paint and brush, for setting a table, cooking, etc., while with respect to other activities he is still unable to plan and arrange ahead. Thus there is no ground for the assumption that children of kindergarten age are capable only of make-believe play, while children of the primary grades should be held to all work and no play. Only the false idea about symbolism leads to the former conclusion; and only a false identification of interest and play with trivial amusement leads to the latter conclusion. It has been said that man is man only as he plays; to say this involves some change from the meaning in which play has just been used. But in the broader sense of whole-hearted identification with what one is doing—in the sense of completeness of interest, it is so true that it should be a truism.

Work in the sense in which it has been defined covers all activities involving the use of