Social Experience and 'Purposeful Activities'

       It may be well to repeat here that the diversity of reaction by the children at different times will sometimes place the emphasis on constructive activities, at other times subordinate these to some other activity. It is this proposed change of emphasis which insures the flexibility of the program, makes possible a rational balance, and gives room on the one hand for the initiative of the children, on the other hand for the guiding purposes of the teacher. It is this change of emphasis which will make it essential at times to deal with social experience through the channels of oral language, representative play and the playing of social and folk games; also through the enriching influence of literature in the form of song, poetry and story. Reading, writing and number take their place as forms of expression used because of the demand of the situation, rather than because of external compulsion.

       In dealing with social experience much the same approach is made as in dealing with nature experience. The motive may be inherent in certain specific situations, or it may show itself in a desire consciously to take stock of, follow up, and investigate existing conditions heretofore taken for granted. In either case the nature and extent of the material used must depend upon the experience, maturity, and specific demand of the children; it must be subject to such a conscious purpose in the mind of the teacher as will lead to greater ability for cooperation, appreciation, and participation for service on the part of the children, including necessarily better understanding of mutual relationships and of the needs and expression of others as well as of ourselves.

       In connection with the study a few of the features often overlooked have been emphasized here; others have only been suggested. The main thoughts are concerned with:

1. The formation of good habits.
2. The necessity for co-operation,and the service of all.
3. Adequate knowledge for the best possible co-operation.
4. Provision for participation on the part of the children.
5. Complexity of modern life as compared with that of indigenous man and animal life.
6. General needs of all.
7. The joy of living.
8. Art appreciation in our life.

       So much has been said about community life in other courses of study, that it will not be enlarged upon here. Among the results to be obtained are a growing consciousness of interdependence and of the necessity for co-operation and service on the part of every individual, children included.

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