SCHOOL GAMES

New Zealand Times, Volume L, Issue 11657, 23 October 1923, Page 6

SCHOOL GAMES

TEACHERS STILL RESTIVE

DIRECT ASSURANCE WANTED FROM DEPARTMENT.

AUCKLAND MASTER’S VIEWS

(Special to “N.Z. Times”). AUCKLAND, October 20. Despite assurances to the contrary, the Auckland teachers as a body arc not satisfied that the Education Department in grading teachers, takes into consideration the time and labour devoted by enthusiasts to school games. The somewhat unhappy history oT the department’s policy and its results were commented upon by a first assistant in one of the city schools, when in conversation with a “Star” representative. “At first,” he said, “the department concentrated upon what it called ‘environment,’ for which grading marks were given. Tho environment in question had relation to games and sports, but, strangely enough, had no necesssry connection with the games and sports of the school children. Inspectors merely wanted to know what were the activities of the teacher himself. Did he play golf? Did he play cricket? Did he belong to a club ? Was he in the church choir? “What was the result of such a method of computing tho environment of a school?” asked the first assistant, and he answered the question in this way: “The result was that the department built up a system under which teachers were simply forced to join every sports body possible. They ceased all the secretaryships that they could handle. They played golf, bowls, tennis, ami even joined local bodies. The system meant that to get improved grading they had to qualify as the ‘good fellows' of their locality. TEACHER AS SUB-CURATE. “Tlius the man who could he described out of school as ‘one of the best’ was the man most likely to receive ora. motion, even though the children had r.o help from him in regard to any of their games. Some teachers even went the length of joining the village church choir, became teachers in ihe Sunday School, and, in fact, seemed to be doing their boot, to institute the old church school system, where the schoolmaster bad to be a toady and general factotum, or sub-ourate to the vicar. Fortunately there was an outcry at the unfairness and unreasonableness of the scheme, and the department abolished it a few years ago.’’ Dealing with the present position, the first assistant declared that the teachers generally wanted a direct as mu an re from the Munster for Fducation that their work in connection with school games would be taken into account in the matter of grading, or by payment. The principle of recognising it indirectly, which was Mr Parr’s claim, was not good enough. There must either be a direct salary attached or marks allowed. The question of salary had been settled at Kowliai District High School, where an extra salary of £3O a year had been given to a lady to look after the sports. Li .N OFFICIALLY K ECOGNISED. Another point mentioned was that many teachers claim that games should bo included in the school curriculum,

although admittedly the older headmasters are strongly opposed to this step. At the same time, sports and games are unofficially recognised as part of the school programme. That being so, it is felt that the lequest to have the matter put on a proper footing is quite reasonable. In some schools there is already a short period devoted weekly- to “school activities,” which may or may not include sports and games. There is no rule laid down by the headmasters as to the exact definition of “activities,” and the result is that it is open to s teacher who, say, is fond of music, to initiate an orchestra for the children, or for one who is fond of theatricals to arrange plays and mock trials. In themselves all these things may be good, but it is felt that tiiere is too wide a range of “activities” to ensure that sports and games can be adequately bandied in the time allowed, which in certain oases is only about one hou% in the week, PHYSICAL EXERCISES NOT GOOD ENOUGH. Physical drill also has been criticised from tw-o -standpoints. Firstly, many of the exercises are merely corrective, and do not allow of the free movements which are obtained in games. Secondly, many teachers are not qualified to teach these exercises, and one can only hope that the children do not take them too seriously, as they might do more harm than goad if strenuously practised in a wrong fashion. Under all these circumstances, according to the teachers, it comes back to these points. The willing horse is carrying tile load so far as participate ing in school games is concerned. The teachers feel that their work in that direction is ignored, whereas there is a widespread opinion that either payment or grading marks should be given. Finally, tbe opinion is held that sports should be included in the curriculum of the. schools.