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105
A freer type of work is not only more acceptable to young
people but is considered better training in movement and selfdiscipline.
Straight lines and perfect silence in the physical
training lesson are no longer the criterion of a good lesson,
though definite formation is often used when it will serve a
useful purpose. Much time that was wasted in this way previously
is now turned to good account and devoted to individual
activity, giving the impression of a very busily occupied gathering
of children. There should, however, always be order during
the lesson and prompt obedience to command.
In the modern type and method of teaching, there is more
scope for initiative and experiment on the part of the child and
more help is given to pupils who, for different reasons, are
physically backward and lacking in self-confidence.
The work generally is made more objective in that the purpose
of the exercise is explained to the child in its relationship
with life. The child realises the connection between exercise
and the movement of everyday life or with major games, dancing,
or athletics and the effort produced increases accordingly,
as to the child, it now seems more worth while.
The teacher of physical training becomes more of a leader
than an instructor, guiding the children in the full use of all
apparatus and facilities available and helping them to build up
their bodily skills and gain self-confidence. The ability of
the teacher to progress more rapidly is very severely tested as
there is so much more scope. Also the lesser skilled teacher is
often prone to mistake the freer discipline for licence. Guidance
and supervision for this work is essential but in particular for
the newly appointed teachers with only one year's training, who
have come into the profession from the Services.
During the year an appreciable number of men teachers
have returned from the Services and a fair number of new
appointments—chiefly trainee teachers, have been made. There
is an obvious need for the help and guidance of a qualified man
organiser who could do so much to assist, guide and encourage
these men teachers, many of whom have been out of school for
many years or have just entered the teaching service.
Infant and Junior Primary Departments: Physical Exercises.
Young children left to themselves usually, jump, climb and run.
They are anxious to climb ropes and ladders, swing on branches,
walk along walls, balance on gates, pull themselves to the top of
fences and perform acrobatic exercises on railings.
In our Infant and Junior Departments, having recognised
the value of free activity, we are now ready to introduce such
informal apparatus as will allow of the aforementioned activities,