A Chance for the Average Pupil

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · May 6, 1909

A Chance for the Average Pupil

THERE has been a great awakening of interest in the physical welfare of school-children in recent years. As a result of the inspection of children by physicians, have come the nurses, whose province it is to see that the treatment for existing ills is carried out. In a few cities a further and most natural step has been taken, to preserve the physical welfare of the well, and by training to increase it. As the physically unfit are by proper treatment enabled to join the ranks of the physically fit, they at once enter upon the training which will lessen the chances of further illnesses. This is as it should be.

Is it possible to arouse an interest in this training among the children? The best results are possible only when this interest is aroused. The element of fun is most important. Physical exercises, and even the supervised play, may be

made mere tasks to be performed without any particular reason for them evident to the children. If carried on in this manner, there is no fun in them. The enthusiasm of the teacher, the element of fun in her, and her physical appearance, are of greater importance than many seem to realize. Among older children in the grammar and high schools, it seems possible to establish a ranking system that shall include progress in mental and physical development.

In most pupils there is a distinct pride in their school work. It is called forth by a system of ranking, perhaps, or by the words of praise on their monthly reports, or by prizes for excellence in general or particular studies. Why might not a similar pride in physical development be fostered? To only a very few are positions on the athletic teams possible. Could not the winning of high rank in the class room, or of special praise, or of prizes be made dependent upon progress both in studies and in physical development? Would not such a system, if at all feasible, awaken in pupils a pride in both achievements?

At a recent meeting in Lewiston of the Maine Academy of Medicine and Science, a most interesting and suggestive experience was given by one of the members. In a certain school prizes were offered for the best progress made in both mental and physical development over a definite period of time. Educational and physical tests were made at the beginning and ending of the session. The pupils making the greatest progress received the prizes. The method of procedure was somewhat as follows: At the beginning of the session A was marked 90 per cent on his studies, and 80 per cent on his physical development; B, 70 per cent on his studies, and 70 per cent on his physical development; C, 60 per cent on each. A started with a combined mark of 170, B with 140, and C with 120. At the close of the session, A received on his studies 95 per cent, on his physical development 90 per cent, a total of 185; B received 85 per cent and 85 per cent respectively, a total of 170; and C, 85 per cent and 80 per cent, a total of 165. A showed a progress of 15 points, B of 30 points, and C of 45 points. C won the prize because showing the most progress.

To the many, continued high rank is impossible from the lack of endowment with the necessary mental qualities. The same is true of physical development. To the many, then, the sentiment is expressed by, “What’s the use?” The suggestion outlined above gives to the many the chance of recognition for progress made. It handicaps only the superlatively endowed, and these do not need prizes for excellence of attainments often made without hard work.—School Hygiene.