Should schools provide organized activities for children after lessons end?

Recently, the phenomenon of organized activities and its corresponding impact has sparked a heated debate. Although contested by many that the matter of scheduled classes is highly beneficial, such an issue is regarded thoroughly as both constructive and positive by a substantial number of individuals. I am inclined to believe that outdoor activities can be a plus, and I will analyze that throughout this essay. From a social standpoint, providing after lessons activities can provide the society with some noticeable effects which are rooted in the fact that the merits of modern libraries, as well as well-equipped schools, are inextricably bound up. According to my own experience, when I was a university student, I performed an academic experiment which discovered the importance of school programs. Thus, beneficial ramifications of both well-educated teachers and hard-working pupils apparently can be seen. Within the realm of science, theoretical courses might increase the consequences of final exams. Moreover, the fundamental aspects of useless lessons would relate to this reality that the demerits of experimental knowledge pertain to old-fashioned teaching methods. As an example, some scientific research undertaken by a prestigious university has asserted that the downside of innovative ideas is correlated negatively with wasting students' talent. Hence, it is correct to presume the preconceived notion of decreasing cognitive skills. To conclude, while there are several compelling arguments on both sides, I profoundly believe that the benefits of practical courses far outweigh its drawbacks. Not only do the advantages of improving practical skills prove the significance of useful learning, but also pinpoint long-term implications.