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64
Unrecognised
schools.
Owing to limitations of space, it is impossible to deal at great length with the work in the
schools which have not yet been reorganised. During a period which to many must have been
unsettling, these not yet reorganised schools have progressed steadily and achieved valuable
work. At times such as these there must inevitably be the feeling that it is of little use developing
the work when at any moment the school may be broken up. It can confidently be stated that
so far as the physical training is concerned, no such tendency has been in evidence and the schools
have gone on striving to strengthen the quality of their work and letting the future take care of
itself. This fact is demonstrated by the large number of teachers who have attended the various
teachers' classes and by the nature of the work which has been seen when visiting the schools.
Perhaps a special word of commendation is due to some of the non-provided schools who do
effective work often under exceedingly bad conditions.
Central
schools.
The classes held for central school teachers are the only ones dealing with the use of
gymnastic apparatus so far organised for teachers from the elementary service. The replacement
of teachers qualified for work in the upper classes of central schools therefore often presents
difficulties. The bulk of the work, however, is undertaken by teachers who have attended one
or more special courses at the L.C.C. College of Physical Education, and specialisation, particularly
in the upper classes, is now fairly common.
In order that the head teachers might see modern physical training lessons, including the
use of such apparatus as has been supplied to their schools, a demonstration was arranged at the
college, when a class of girls and one of boys were taken.
It was intended to increase the supply of apparatus in the schools in the autumn of 1931.
This had been budgeted for and it is a matter of great regret that it had to be cut out of the
programme.
As a keener interest is taken in the work, so the additional value of exercise done in suitable
clothing is being more fully realised.
More schools are now going out for organised games and several departments have a games
afternoon. Swimming is almost general and in some schools everyone who is physically fit goes
to the baths. In one or two schools English folk dancing is enthusiastically taken up.
There is still, however, room for improvement in the time devoted to physical training,
especially in respect of the younger classes, many of which only receive the minimum time.
Boys—Some progress has been made in the boys' schools and with a few exceptions all are now
attempting the more advanced range of material which was introduced a few years ago. The
quality of the work varies very considerably from school to school and is largely dependent on the
staff available for teaching this subject. In some cases the work is really virile and shows considerable
promise, in others it can be classified as fair, whilst in yet others, the work is not of the
quality which may reasonably be looked for in a central school.
It is considered that if the highest results are to be achieved, more teachers with a specialised
knowledge are necessary. With the opening of Carnegie Hall of Physical Education, a unique
opportunity arises to obtain men of better qualifications to work in the boys' central schools.
There are many young and enthusiastic men teachers in the London service who, provided just
financial arrangements could be made, would welcome the opportunity of obtaining a qualification
which would enable them to specialise in physical training in the boys' central schools. It is
hoped that it may be possible to send a steady supply of teachers to Carnegie Hall and thus
reap the benefit of a higher quality of work. A combination of such men as can be sent to
Carnegie Hall and the pick of those already teaching physical training in the boys' central schools
should be sufficient to solve the problms.
Girls—In 1927 the Board of Education issued a "Supplement for Older Girls" and since then
the work in the upper girls' classes has been based upon this. The document is a small one and
the schools are ready for a wider range of material from which to work, as many of the exercises
included are now used lower down the school.
Some of the work seen has reached a high standard, and in several instances, chiefly through
specialisation, a big move forward has been made. In the main more skill has been developed
in the movements, involving the use of apparatus and somewhat more ambitious work might
now be embarked upon.
It is clear that the provision of sufficient playing fields of good quality to meet the needs of
the London schools is a matter of such difficulty that the desired position is unlikely to be achieved
for many years to come. Increasing attention therefore has to be paid to the playground as a
place in which organised games can be played. It is not suggested that the average playground
is as satisfactory as the average playing field, but it is at least better to use it than to omit games
altogether.
During the past two years the development of the playground games lesson has been
noticeable and it is now frequently found that such lessons are provided for those children for
whom accommodation cannot be found on a neighbouring playing field or who may be too young
to make the journey.
For some years past special evening courses have been held dealing with games and
activities suitable for use in the playground, and these classes have been attended by a large
number of teachers who have found such classes not only helpful from the point of view of the
playground games lesson, but also for the general activity section of the normal physical training
lesson.
Organised
games.