d of itself apart from play lacks educative power; it is only as it
leads to and increases the power of play that it is of greatest value.
Its logical place in education is as a means to an end, not as an end in
itself. Play, on the other hand, that does not necessitate some work,
that does not need work in order that it may function more fully, has
lost most of its educational value. To work in play and to play while
working is the ideal combination. Either by itself is dangerous.

Two misconceptions should be mentioned. First, the play spirit advocated
as one of the greatest educational factors must not be limited to the
merely physical activities, nor should it be considered synonymous with
what is easy. This characterization of play as being the aimless trivial
physical activities of a little child is a misconception of the whole
play tendency. It has already been pointed out that any activity which
in itself satisfies, whether that be physical, emotional, or
intellectual, is play, and all these phases of human activity show
themselves in play first. Also the fact that play does not mean ease of
accomplishment has been noted. It is only in the play spirit that the
full resources of child or adult are tested. It is only when the
activity fully satisfies some need that the individual throws himself
whole-souled into it. It is only under the stimulus of the play spirit
that all one's energy is spent, and great results, clear, accurate, and
far reaching, are obtained. Ease of performance often results in
drudgery. To be play, the activity must be suited to the child's
capacity, but leave chance for initiative and change and development.

The second misconception is that because present-day educators advocate
play in education, they believe that the child should do nothing that he
doesn't want to. This is wrong on two accounts. First, it is part of the
business of an environment to stimulate--readiness depends partly on
stimulation. The child may never play unless the stimulation is forcibly
and continually applied. Second, after all it is the result we are most
anxious for in education, and that result is an educated adult. By all
means let us obtain this result by the most economical and effective
method, and that is by use of the play spirit. But if the result cannot
be obtained by this means because of the character of civilized ideals,
or the difficulties of group education, or lack of capacity of the
individual--th