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2. Physical Education in the Schools.
The physical education of the children in the primary
schools starts with admission, and the present Board of
Education syllabus of Physical Training gives ample
scope and guidance for progressive development until
they leave. In the Infants' Schools at least one, and
often two, lessons are given every day. There is no
formality about these lessons, movement and enjoyment
being the main features. Gradually movement
becomes more controlled, mobilisation more rapid,
and before leaving the Infant classes the elements of
the team system have been initiated.
In the Junior Schools the tables of exercises are
arranged to meet the needs of increasing strength, skill,
control, and the widening mental outlook of the
children. No syllabus, however excellent, can be
satisfactorily interpreted unless the teacher possesses
the necessary energy and enthusiasm to make the
subject a force and source of real inspiration.
There is still a tendency towards aimless physical
activity which should be replaced by sound training in
movement, mental response, and in the development
of character and initiative. This progressive development
from the Infants' School through the Junior
School is not always achieved, and in spite of the
guidance afforded by a detailed syllabus, the standard
of attainment at the end of the Junior School course
varies widely.
In the Senior Schools the provision of apparatus
enlarges the scope of the work and demands the services
of teachers with specialised knowledge. As a result of
the increasing experience of these specialist teachers
more effective use is now made of this apparatus and the
additional apparatus supplied during the year was
particularly welcomed by these teachers. There can,
however, be no logical reason why the post primary