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gives some indication of the magnitude of the organisation. Much of the success
of this association is due to the admirable work of the late secretary who, after sixteen
years' service, resigned a few months ago.
London Schools' Netball Association.—This association was formed comparatively
recently, and in the few years of its existence has made very rapid strides.
In 1927, 310 teams, representing 2,170 players, took part in the competitions for the
district champion school, whilst in 1929, 335 teams, representing 2,354 players,
took part. The association has also done valuable work by arranging classes for
training teachers as umpires. During the past season sixty-three teachers attended
such classes.

Four hundred and seventeen children have received awards from the Royal
Humane Society for saving or attempting to save lives from drowning.
Physical
training in
secondary
schools.
(a) Boys.—At a recent gathering of headmasters, the following statement was
made by the headmaster of a famous London secondary school—"Physical training
of boys is not as good as that of their sisters; there is not a sufficient number of
expert teachers." It must be admitted that there is much truth in this assertion.
Twenty or more years ago, physical education for girls was scandalously neglected.
The need was great—but the need was met. It was not so great with the boys, and,
therefore, the same resolute steps were not taken. An idea—and let it be stated,
an incorrect idea—has always been prevalent that a boy's health was adequately
safeguarded by games. This conception has largely sprung from the public schools,
but a vital point has been overlooked. The public school boy has ample playing
fields, and uses them every day of his life, whereas the secondary school boy is fortunate
if he gets a game once a week. Secure in the belief that games were sufficient, little
was done in pre-war days to strengthen the physical education of the boys, whilst
during this period the women were building up their physical training colleges,
increasing their qualifications of the specialist teacher—in fact, were seriously
tackling the problem. Since the war, however, a change has been noticeable, and
more reliance is being placed on physical training. Many headmasters realise that
physical training can make a substantial contribution to the education of the boy;
others consider it a useful supplement to games, whilst some merely include it because
the authorities require that some attention should be paid to the subject; these