PHYSICAL BASIS

Evening Post, Volume CXX, Issue 143, 13 December 1935, Page 18

PHYSICAL BASIS

OF EDUCATION SYSTEM

IMPORTANCE STRESSED

"There are many, I believe, who think that our schools give too much attention to games and physical development. 1 am inclined to think that for many boys too little time .is given, and in saying this I am thinking of the large section of pupils who cannot give the time to, or who arc disinclined to participate in, organised games," remarked the headmaster oi Wellington College, Mr. W. A. Armour, M.A., M.Sc, at last night's prize-giving ceremony. "It is a truism," he went on to say, "that physical well-being is the greatest asset for a useful, successful, and happy life, and in an ideal curriculum physical training and personal hygiene should occupy a prominent place. 1 think that a physical instructor w!io by the way, should be a full-tirm. assistant in all our larger schools, should be a man of education and ideals with a knowledge of anatomy, the laws of health, sex hygiene, dietary, and so on, in addition to his particular knowledge of physical training. He should have an attractive salary and should be able not only to improve the physical framework of the growing boy, but also to advise him on intimate matters concerning himself, diet, bodily functions, etc. Such a man would be equipped to take an important place on any school staff. "In a large school such as ours we can hardly make games compulsory, first, because we should become embarrassed for room, second, because of the long distances travelled daily by some boys to make attendance at this school, and third, because many boys are engaged with special duties outside school hours. . • "As compared with, the position 20 years ago, our schools are very highly organised for carries and clubs of all kinds. There is indeed the question of whether: there is not really overorganisation for games and clubs, arid whether as a result, the work done by masters in this respect does not take away the resourcefulness of pupils. Certainly there, is a tendency among pupils to • expect'to have- everything done for them, all wickets .cut and rolled; all grounds marked' out, all kinds of, provision made for every club that is mooted. And so by overorganisation of games we may actually be lessening the initiative and' resourcefulness of the pupils we are so anxious to help. "It is true that many boys who are sturdy enough and active enough really do not like games. Should they be compelled to play or should alternatives be provided? In an ideal curriculum—and under present conditions we cannot provide such—l think that on long afternoons set aside for games, ah alternative open-air programme should be provided whereby groups of boys, under direction, might go for rambles or excursions with some definite objective, e.g., the study of topographical formations'around the city, visits to gardens public and private with a view to horticultural and silvicultural study, investigations ■ into the industrial works and manufactures of the town, study of the aerial, marine, and land transport of people and goods, and so on. Some of this work is being-very aptly done on Saturday mornings, but:;as an.alternative to set games it would be a valuable means of education,' and at the.same time would ensure an: adequate amount of bodily I exercise;. "v'J:: ■. ' v - "I am to'some extent in agreement with critics. when they quote certain instances of over-indulgence in games; but there. are besides many instances where there is insufficient indulgence.

We certainly are beginning to take our games rather seriously in New Zealand and at the same time we are not making sufficient provision for those who are not, and never will be, keen on games. I believe that physical training: should be part of the daily programme of each boy, but it should be given by an expert and should never become a mechanical kind of arm, leg, or trunk' movement. The very best way to ensure that lads have clean and healthy minds is to ensure that they have clean and healthy bodies.