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The games lesson which is held on the playing field presents a somewhat different problem
as, in this case, the main games are cricket, football or netball, whilst other games like stoolball,
rounders and skittle-ball are also employed in some cases, although not with the frequency which
they warrant. This may be accounted for by three main reasons:—
(i) The only means of strengthening the quality of the games lesson taken on the playing
field is by means of the special half-time games courses which are held periodically on grounds
kindly lent for the purpose. Owing to financial difficulties such courses have been considerably
curtailed, and during the past two years only four such courses have been held ; two for men
and two for women. The spread of the newer ideas with regard to the organisation of games is
thus slow.
(ii) The provision of adequate facilities for playing subsidiary games and practices. Even
in the Council's own parks the necessary markings are not always provided, whilst in the Royal
parks it is somewhat rare to find adequately marked-out pitches.
(iii) In some schools a sufficient supply of apparatus presents a difficulty, whilst the carrying
of apparatus to and from the playing fields is a real problem; particularly when such apparatus
embraces articles like stoolball wickets and rounders bases. When conditions permit, it is
hoped that it may prove possible to arrange for the storage at each park of the more bulky items
which might well form a common stock for the schools using the site.
The efficiency of the organised games lessons which have been seen has varied very
considerably. Some are well carried out, the children receiving real exercise and training.
Others do not justify the time devoted to them.
The commendable feature mentioned above is particularly noticeable in the classroom
playing field scheme, which has made a most satisfactory start. In these cases the accommodation
is good, equipment is adequate, and as a result the lessons are, generally speaking, virile and
effective.
At the time of submitting the last report the Streatham Vale scheme had just commenced,
and since that date work has been started on the Downham field with excellent results. An
enthusiastic body of teachers has been selected and a very high standard of attendance has been
maintained. Both prior to the opening of Downham and at the beginning of its second year,
special classes were organised to help the teachers in the task which lay before them. The ground
at Honor Oak has also been brought into use as a playing field, but this scheme awaits the erection
of classrooms before it can be brought into full operation. It was a matter for regret that it
proved impossible, owing to a variety of reasons, to start games at Bellingham in the summer
term, 1933. The scheme is, however, now in operation and promises to be very successful.
Experience has confirmed the belief that the classroom playing field scheme is most effective
and is a practicable means of giving sound health and character training to many children who
might otherwise be deprived of it. It is hoped that in the near future not only will classrooms
be built on the sites already purchased, but in addition a wide extension of this scheme may prove
possible.
Swimming.
As reorganisation proceeded it became clear that if junior schools were not to be cut out of
swimming, it was necessary to alter the rule governing the attendance of the younger children at
the baths and the new rule now runs as follows:—
"Children who are 11 years of age and over are eligible to receive instruction in
swimming, and head teachers are permitted, at their discretion, to arrange for the attendance
of suitable younger children for swimming instruction, provided that eligible elder children
are not thereby excluded. In cases where children under 10 visit the baths for swimming
instruction, the head teacher should first obtain the written consent of the parents or
guardian."

The above figures include some junior mixed departments which send classes of both boys
and girls.
Individual senior schools and schools not yet reorganised are also sending more groups,
and in one or two senior departments the keenness is such that it is becoming the custom for
everyone (unless medically unfit) to learn to swim. Some areas are still badly provided with
swimming facilities ; either no accommodation at all being available, or what there is being poor
or inconvenient for teaching purposes. Experience has shown that so far as school work is
concerned, the open-air baths are not a useful proposition; the head teachers not feeling justified
in taking the responsibility of sending children under these conditions, except in the really fine
weather.