SCHOOL GAMES.

Timaru Herald, Volume XIIC, Issue 13557, 30 March 1908, Page 2

SCHOOL GAMES.

THEUt l'L-VCK ANU nrPUttTANUK DISCUSSED BY SOUTH cASTEItBUKY TEACHKKW.

The principal bushier «*:, tu !f J neetingof the SouUi Canterbury Educa-. tonal Institute was the -reading of * ,apcr by the chairman, Mr Thomas, On ho Plato and Important of School""lrThoinus said thab not half enough mention was given to school games. llie iim of education was to develop tho child ill round, mentally, physically and morally, preserving a due balance among these, elements. If' children did not get time to play they became listless and inattentive, aild to get the beet work out. of them in school they must have time for recreation—and make use of it. He ■moled an article in the "Nineteenth Uenturv" for' September by Bishop Weldon, (formerly head master of Harrow) on the importance of games in the development of character, to tho effect that English school games, by their effect on character, were of more real value than tho intellectual work of the class rooms, as they cultivated promptitude, resource, co-opera-, tion, unselfishness, and obedience. Kin-2 dergartens, eaid Mr Thomas, recognised the importance of play for infants; why not cany thi> principle through the primary schools? Among the kusons cnildreii learned in their games was fair play. In after life the man who was not straight in business did not " play the game,' and in games unfairness was the unpardonable sin, in players and in umpires. Games inculcated discipline. The captain must be obeyed. Boys readily gave a willing obedience to a teacher who captained their garnets, not only in tho games, but also! in school. Games cultivated tenaciousness and nerve—pluck —and modesty too, teaching children to do their duty without eeeking for applause, and gave the boys a habit of prompt decision. There were some elements of danger in football, but these were often made-too much of, and the great benefits derived from the game were overlooked. Co-operation, obedience, selfsacrifice, were of ,great value in 'life, and th«se qualities of character were not cultivated at all in school, but found, an exercise in organised games.. Games practised the co-ordination, of hand and eye, and the boy who was good at ganus would be good at "hand work." -"Physical exercises," of the Sandow or any allied system, might make muscle, but games made muscle' where it would.'be-' useful, r.nd built up character at the same time. In ; order to carry out school games it was 'necessary to'have a fair-sized .play ground, and as games were of so much value he would rather insist upon plenty of space ■out of doors, than upon the regulation number of square feet per pupil indoors. ■School teams too, should have.'free railage, as cadets had for shooting contests. Teachers mightr say that they had not time to do any more than: ut preseiit. But 'if games' were added to the syllabus; if the inspectors reported on the games, as on other subjects, the teachers would find time to give them some attention—to the benefit in many _ of-their, work in 'school. Another quotation from .Dr Weldon pointed out that not what a boy knew when he left school; but his fitness for life was'the meiislire of his education, and that required training; iu 'things that game? supplied. •.;-' • Several teachers present made remarks on the paper; all approving of its points and conclusions, and some-'gave illustrations from their own experience.* ; - Mr'Fleinihg, .-said he had known boys who were -dull, even stupid, in school until they found 'that they shone in soma school gameh/or ether," and "expressing themselves ""(well- in these, they began to show up 'in school. : , • Mr. M. Me'Leod said he'hud-, had similar experiences.. ..He"-'.mentioned-- one case of .a dull girl, who'.became a'good.scholar after becoming top: scorer at-"rounders. She then took: in and workedhard :in,-: school. •;■ Mej'<Thomds himself had been ii- good example of. the effect of efficiency-in games at school. .regretted-that .he had no opportunity of encouraging organised games, for lack of a suitable ground. He hopefd'the; authorities would see that in ' futlm-e (proper play .grounds were, .provided. .:'■:.'' •■'.:■ ,

V.Mr T. Hughes, thought , that games played a very important' part in school life, as also 'did the fadet . movement, bringing out certain, qualities for which indoor work afforded no. scope. Football was'a good' game;; for teaching boys ito take a hard knock with good humour,'-''arid' not to be despondent under defeat.. •■■■' Mr Dalglish cordially agreed with all that had been/said,' and ai>provcd of the free railage of school teams, for widening the influence of school; conteste.

Mr Vahmtinc.' contrasted the difficulty of; marshalling a lot of girls with the comparative.veaso/ of handling boys, because the latter were now accustomed to obedience through the-'cadet movement. He was a strong advocate' of the teacher being among his boys out of school, instead of feeling "good,riddance" 'when the claeses passed out at the door. Some years ago he went to a school which was* in rebellion against the teachers, but he had his boys under command in a fortnight, by getting them under command in their games. ■ Boys took their . lessons and the authority that imposed them in school unwillingly, but their games were their own, and the teacher who joined, in them they willingly respected, Leave, the children, to make their own games, and there was only one result, the big boys were always on top.. Supervision was also 'necessary for boys who weiv too. keen, and liable to injure theiw-xlvui by excess in ploy. The ced<-t movement was an excellent, aid to discipline in school. His boys had" not been very successful in winning game*, but they had won pi-nufe for their perseverance. "Your bo3'ii are plucky," had been said of them.

A suggestion was made, that the Education Board should be given a hint as to the proper sjze of' playground.", and it was agreed that the boy* ought to have * football ground—nearly, two acres. Five acres, it was said, would make a good site for buildings and play grounds. Mr Cook said hk tschool had only half an acre altogether, and he could do nothing in the way of games, though anxious to do something. Mr Yates said ho hacr plenty of area, but there was' a gravel frit in the middle of it. -.

Mr Valentine said the people <if his school district had to put their hand* in their pockets to buy an enlargement of the playground, and that was unreasonable, the ground becoming public property. He moved a vote of thanks lo Mr Thomas for his paper, and thin was accorded by acclamation.