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entering the pool. If hot or tepid showers and soap were provided for the purpose,
the operation could be carried out very quickly, and any slight loss of time would
be more than compensated for by the increased cleanliness both of the children
themselves, and also of the swimming pool. Instruction in swimming land drill
has been one of the features of the half-time courses, whilst, in the case of the classes
for men teachers, practical work in the baths has also been included. Two classes
for instruction in life-saving are being held for the men in the summer of 1930.
Organised
games.
Organised Games.—The successful organisation of school games on the playing
fields remains one of the outstanding problems. Owing to the necessity of concentrating
on the syllabus work, the organising staff has, so far, had little time to
devote to the playing field. This branch of physical education has not progressed
as rapidly as the other sides of the subject, in fact there is an appreciable number
of cases in which head teachers have ceased to send their children to the playing fields.
It is perhaps inevitable that as the physical training becomes more effective, those
head teachers who are in charge of schools situated some distance from a playing
field should tend to rely more on the syllabus work and playground games than on the
field game. There is a feeling amongst many that, under their own particular
conditions, a syllabus lesson or a playground games lesson gives better value for
the time spent than a visit to a playing field. Apart, however, from the question
of time spent, there are other serious difficulties to be faced. Many schools lack
the services of a teacher who has the requisite technical knowledge to coach successfully
our national games. Being able to play and being able to coach are not necessarily
one and the same thing. Shortage of effective coaches is a difficulty with
which many schools are faced, and this fact raises the point whether games of less
technical difficulty are not needed to supplement the more advanced national games.
Now that a large number of teachers' classes devoted to syllabus work has been
held, it is proposed to concentrate more fully on games and, during the summer of
1930, four half-time day courses for men, each lasting a fortnight, are to be held for
this purpose.
Another serious difficulty which has to be faced is the quality of the playing
fields. It is submitted that quality at the moment is more important than quantity—
this being the case particularly in respect of cricket and hockey, both of which games
require a good surface if they are to be played effectively. Much has been accomplished
in this respect, such as the use, in a few cases, of the reserve match pitches for
organised games, the laying of concrete cricket pitches and the better marking of
the grounds. There is, however, still much leeway to be made up. It is considered
that the system of allocating a pitch or pitches is in many respects open to objection.
A class should have at its disposal an area of ground marked out for a variety of
games, so that the teacher can really plan the lesson in the way best suited to the
local conditions. The acquisition of playing fields and the erection of classrooms
thereon is a step in the right direction. These grounds can be laid out and marked
with one object, and one object only in view, viz.: the children's games. It is in
this respect that the park authorities, who have to serve the general public, are
handicapped. It is hoped that the acquisition of Education Committee
playing fields will be proceeded with on an extensive scale, as this method would
appear to be one of the chief means of solving the difficult and involved games
problem.
School
sports.
School Sports.—There has been a great awakening of interest in athletic sports
during the past few years. For some considerable time now successful district
sports meetings have been held, but latterly a considerable number of schools has
started holding their own sports meetings. This fact is all to the good, as in a school
event every fit child can take part, whereas, generally speaking, in district meetings
only a limited number can compete. An ideal organisation would be for every
school to hold its own meeting and for the selected school representatives to