The relationship that exists between teacher and student in this era is totally impersonal, cold, considered the master to the student as an empty vessel that needs to be filled with knowledge to be memorized. (Gallegos, 2001) Proliferate schools as the well-founded by the La Salle parent, applying mostly order and control. Successful learning is the personal obligation of the student and education is away from the fun or the happiness is even frowned by religious schools that children have fun or live moments of joy, because the pleasure is related to sin. (Varela y alvarez Uria, 1991;) Pineau Dussel and Caruso, 2001). In the 18th century and the industrial revolution where the importance lies in the money, gives a profound change in the political, social and cultural structures not only of Europe, but worldwide, processes of continuous growth and technical innovations changed everything they touch and of course education is transformed. Born school organizations similar to the then growing textile factories, the factor discipline is crucial; changes the creativity and freedom of the craftsman by the precision and speed of the worker, factory-like spaces, very large classrooms, with hundreds of students of different levels, sitting on benches in rows (Gvirtz, 2007). Mass education is required at this time, the happiness here has no place. Recess is like a needed catharsis to return to class because in class, students have to be static, sitting with staring, stationary front, recess school children out in Stampede in rout as if out of a cage or a Robert Walser closure.

(Jaume threshing, 2002). The new type of education, sees the happiness or the game as a nuisance, although the latter is longed, valued and fought among the students. According to Dr Gallegos mechanistic education, based on the Assembly line of the factories (S. XVIII, XIX) resembles the production of an object. The students, are as objects produced in series, which seeks the standardization of knowledge, evaluates all under the same criteria, based all in mechanical processes of instruction rather than education (Gallegos, 2001).