On physical training in schools / by W.P. Herringham.

  • Herringham, Wilmot Parker, 1855-1936.
Date:
[1906]
Catalogue details

Licence: In copyright

Credit: On physical training in schools / by W.P. Herringham. Source: Wellcome Collection.

Provider: This material has been provided by The Royal College of Surgeons of England. The original may be consulted at The Royal College of Surgeons of England.

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    Up to () or 7 cliildisli games are all they want, except that they slioiild l)e taught to breathe j>rf)perly. From 7 to 14 they ought to have all the organised games they can with children of their own size, and regular systematic physical drill for twenty minutes a day at first, gradually increaswl to nearly an hour by the tune they leach 14, and monkey- house work as part of their play. At 14 add gymnastics under ])roj)er instruction. I should not carry these to any great length, unless a boy chose it for himself. At lb 1 should give him a course of Sandow, and, w hen he has learnt the system, should encourage him tos|)end ten minutes over it morning and evening. And at the same age I should teac*h him the use of the rifle. But games always and throughout. The same for gills, excejit that 1 should not give them Sandow or hard gymnastics, and should let them play hockey in.stead of football. I would, however, make this difference betw’een physical drill and games, I would coni])el every child after medical examination, which should be universal when compulsion is in force, to go through the physical lessons ; and I would compel every boy to play games who could not show* a reason against it. ifut for the few boys who have strong interests in other directions, such as natural history, or workshop work, I would always reserve the power of disj>ensation. The great feature of games is pleasure, and when a boy does not get the pleasure, and will take healthy exercise elsewhere, I would let him follow his bent. Education and the W ar Office are the two things about which we are all agreed. \\ e all think they are ivs bad as they can be, and that we could put them to rights if we liiwl a ])roper oi)])ortunity. This much I think we ought to tlo. We ought to impress u])on the authorities the folly of overlcadijig the intellectual, and undervaluing the physical side of etluca- tion ; to do all that lies in our power to get projx'r play- grounds and projXT ])lay for poor childrtm; and to bring Indore the Elementary, the Ihiblic, and the Preparatory Schools the need i)f su])plementing games by regular Physical ]frill.