The Manchester journal. [volume] (Manchester, Vt.) 1861-current, 1921-03-17

Provision q Fairgrounds and ap.
paratus Is a long step in the ugh'
direction. but q itself insufficient |
il too much 20 expect of the chils
either individually or in groups to de.
yelop initiative and self direction. To
realize the normal development q the
child we must first have adult super
vision Of his play hours.
The ideal primary school is Of
course the home in which the parents
play with, and are older comrades Of
their children. In the ideal public
school the teacher, the teacher who
really stands in loco PARENTS, mus;
play the part Of older eomrade and
direct the play Of the children, both
in classroom and playground as we'll
Every public school teacher should
be required TO qualify thoroughly as
supervisor Of play ground activities.
The class room schedule and the
teachers compensation should be so
provided so as TO make this not only
possible but practical. Furthermore
the ratio Of play-time TO sedentary
and recitation calls for radical and
rational adjustment.
Our normal schools and teacher
training classes should make special
training in play ground supervision a
requirement for the holding Of a
diploma or the teachers certificate.
Again while there is a limited and
legitimate demand for the play
ground specialist who will devote his
time exclusively TO this field Of work,
the playground supervision in the pub
lie schools logically devolves upon the
teacher Of his or her respective group
Of pupils. In urban schools and the
larger rural schools the teacher best
suited by training and ability to have
direction of the playground and other
exercises should organize and
coordinate the games, drills, etc, en-
ploying the other teachers as assist
ants. II follows that such a play
director should be proportionately re-
lieved Of class room duties according
10 the time devoted to the work
The teamwork, emulation, COMPETE
ton, self-control, spirit Of fair play,
sense Of leadership, and responsibility,
and all the other prime educational
values developed by the game" upon
he playground under the intelligent
and enthusiastic direction Of the
.eacher is education Of the highest
order and reflects itself Immediately
n the formal work of the classroom.
solving ninety per cent of
III problems Of discipline if not the
whole question Of discipline. Like the
Pied Piper of Hamlin,' the teacher
Who rules her realm through the APP
zeal Of the play instinct, becomes pos
essed Of the magic pipe to lead her
evoted following with equal avidity
rom playground to classroom, or
ice versa.
The wise teacher will organize her
lass-room in accordance with the
lay spirit. The physical game Of the
playground in the classroom becomes
n intellectual contest calling for
eam-wcrk. Emulation, competition,
tc. pursued with the same zest and
and accompanied by sur
larger results, both quanti-
alive and qualitative
The teacher who, in practice, fully
ecognizes the fact that the child is a
laying animal and plays the game
nth him has the key TO his heart and
ltellect.
The lost motion and economic waste
{ childhood's golden hours is not the
My tragic result of the neglected
lay instinct Of the child.
Those conversant with immoral con-
Itions actually existing even in the
Iwer grades of our schools, particu-
lrly in suburban and rural schools,
here the children, during recess
ariods, are left to their own devices,
re awaking with a shock to the men
,e Of a situation due TO the inoccu-
ed hours Of children exposed to the
cious influence Of older and sophis-
Gated children.
Indecent conduct and conversation. !
aud vicious habits newt
Ny result. Child-life is poisoned at
e very source.
This negative condition Of child
e is absolutely corrected by whole
.meiy directed play-time activities.
The problem varies with the com 9
unity whether, industrial, urban, '
iburban, OF rural. foreign or native
for its solution rests Q
rgely upon school boards, women's ?
abs, parent-teaeher's associations. p
5 the jealous conserver Of the ma z
ms childhood, the organized moth z