On The Importance of Resting and Games in Education

Quintilian  1.3

“Everyone still needs some kind of break, not only because there is no material which can endure endless labor—and even those things which lack perception or life must be guarded in turns of rest in order to protect their strength—but also because studying requires a desire to learn which cannot be compelled.

Once renewed and made fresh, students who often bristle at what is compulsory bring a greater intensity and a sharper mind to learning. Games do not bother me in young students—for this is also a sign of an excited mind—and I do not hope that a sad and always downcast child will come to studies with a sharp mind when the natural energy customary to that age is missing.

But, still, there should be a reasonable balance to breaks so students might not hate their studies when breaks are denied nor get too accustomed to leisure. There are even some games which are helpful for sharpening the wits of students—such as when they compete by asking each other little questions of any kind. Characters also unveil themselves more simply during games. But, no age seems to be so infirm that it cannot learn immediately what is right and wrong and the age especially good for shaping a character is before children know how to dissimulate and still yield to their teachers most easily. For it is faster to break things that have hardened into evil than it is to correct them.”

Danda est tamen omnibus aliqua remissio, non solum quia nulla res est quae perferre possit continuum laborem, atque ea quoque quae sensu et anima carent ut servare vim suam possint velut quiete alterna retenduntur, sed quod studium discendi voluntate, quae cogi non potest, constat. Itaque et virium plus adferunt ad discendum renovati ac recentes et acriorem animum, qui fere necessitatibus repugnat. Nec me offenderit lusus in pueris (est et hoc signum alacritatis), neque illum tristem semperque demissum sperare possim erectae circa studia mentis fore, cum in hoc quoque maxime naturali aetatibus illis impetu iaceat. Modus tamen sit remissionibus, ne aut odium studiorum faciant negatae aut otii consuetudinem nimiae. Sunt etiam nonnulli acuendis puerorum ingeniis non inutiles lusus, cum positis invicem cuiusque generis quaestiunculis aemulantur. Mores quoque se inter ludendum simplicius detegunt: modo nulla videatur aetas tam infirma quae non protinus quid rectum pravumque sit discat, tum vel maxime formanda cum simulandi nescia est et praecipientibus facillime cedit; frangas enim citius quam corrigas quae in pravum induruerunt.

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