ing skill for future use), in addition to a countless variety of
plays and games, designate some of the modes of occupation.

The problem of the educator is to engage pupils in these activities in
such ways that while manual skill and technical efficiency are gained
and immediate satisfaction found in the work, together with
preparation for later usefulness, these things shall be subordinated
to education--that is, to intellectual results and the forming of a
socialized disposition. What does this principle signify? In the first
place, the principle rules out certain practices. Activities which
follow definite prescription and dictation or which reproduce without
modification ready-made models, may give muscular dexterity, but they
do not require the perception and elaboration of ends, nor (what is
the same thing in other words) do they permit the use of judgment in
selecting and adapting means. Not merely manual training specifically
so called but many traditional kindergarten exercises have erred here.
Moreover, opportunity for making mistakes is an incidental requirement.
Not because mistakes are ever desirable, but because overzeal to select
material and appliances which forbid a chance for mistakes to occur,
restricts initiative, reduces judgment to a minimum, and compels the use
of methods which are so remote from the complex situations of life
that the power gained is of little availability. It is quite true that
children tend to exaggerate their powers of execution and to select
projects that are beyond them. But limitation of capacity is one of the
things which has to be learned; like other things, it is learned through
the experience of consequences. The danger that children undertaking
too complex projects will simply muddle and mess, and produce not merely
crude results (which is a minor matter) but acquire crude standards
(which is an important matter) is great. But it is the fault of the
teacher if the pupil does not perceive in due season the inadequacy of
his performances, and thereby receive a stimulus to attempt exercises
which will perfect his powers. Meantime it is more important to keep
alive a creative and constructive attitude than to secure an external
perfection by engaging the pupil's action in too minute and too closely
regulated pieces of work. Accuracy and finish of detail can be insisted
upon in such portions of a complex work as are within the pupil's
capacity.

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