The play-grounds of some schools are paved with bricks,
which I have
found to answer very well, as they absorb the rain so quickly, that
ten minutes after a shower, the place is dry enough for the children
to play in; which, perhaps, would not be the case with any other kind
of paving. They are commonly placed flat on the ground, but I should
prefer them being put edge-ways, as they would last many years longer,
yet it would take nearly double the number of bricks were they so placed.[A]
If it be not paved, the ground will be soft, and the
children will make themselves dirty. It should be so managed that the
water may be carried off, for, if there are any puddles, the children
will get into them. Some persons have recommended a few cart-loads of
good iron-mould gravel, there being a sort which will bind almost like
a rock, if well rolled; but the children are liable to dig holes if
it
is only gravel. If this is noticed in time it may be prevented; but
if
they are suffered to proceed, and no notice be taken of it, it will
be
very difficult to prevent them from continuing the practice. If money
can be saved by any plan, perhaps it is as well to notice it; but
after having weighed the advantages and disadvantages of gravelling,
I am of opinion, that bricks are preferable. I should also recommend
that fruit-trees be planted in the centre of the play-ground, and
likewise round the walls; which will delight the children, and teach
them to respect private property. If any person doubts the propriety
of this plan, I can only say we leave many play-grounds thus
ornamented: and instead of proving a temptation to the children, it
has so far become the means of confirming principles of honesty in
them, that they never touch a single flower or even a leaf in
the garden. There should also be a border of flowers round the
play-ground, of such sorts as will yield the most fragrance, which
will tend to counteract any disagreeable smell that may proceed from
the children, and thereby be conducive to their health, as well as to
that of those who have the charge of them. They will, besides, afford
the teacher an opportunity of giving the children many useful lessons;
for the more he teaches by things, and the less he teaches by signs,
the better. These things need be no expense to the establishment,
except the purchase in the first instance, for they will afford an
agreeable occupation for the master before and after school-hours,
prepare him in some measure for the duties of the day, and afford him
an ample opportunity of instilling a variety of ideas into the minds
of the children, and of tracing every thing up to the Great First
Cause. I have witnessed the good effects of these things, which makes
me desirous of humbly but earnestly recommending them to others.
[Footnote A: In Lancashire, and other places where flagging is cheap,
it has been found decidedly better than any other plan alluded to
above, the children will not hurt themselves more by falling on flags
than they would on bricks or pebbles.]
With regard to the expense: if 200 children pay two-pence each per
week[A], which is now the usual charge, the annual receipts will be,
deducting four weeks for holidays, about £80, and if the deficiency
be
made up by subscriptions and donations from the friends of the system,
it may be easily adopted, and all its advantages secured. A village
school might be furnished for half the money, and supported at less
than half the expense. I QUESTION WHETHER IT DOES NOT COST THE COUNTRY
AS MUCH FOR EVERY INDIVIDUAL THAT IS TRANSPORTED OUT OF IT, AS WOULD
SUPPORT THREE INFANT SCHOOLS ANNUALLY, and secure good pay to the teachers,
with 200 infants in each school.
[Footnote A: In some parts of St. Giles's, Wapping, &c., &c.,
many of
the parents are not able to pay, and many that are, would sooner let
their children run the streets than pay a penny; yet the children of
the latter persons are the greater objects of charity; and it is the
children of such persons that chiefly fill our prisons. We want three
classes of infant schools: one for the middle class, who will pay; for
skilled mechanics, who will pay 2_d_. or 3_d_. per week; and for the
poor and illiterate who will pay nothing.]
Every year increases my conviction of the great importance of the
play-ground, and of the folly of some of my early views respecting it.
Finding a great variety of lessons and objects necessary to arrest
the attention of children, diversified as they are in disposition and
taste, it was supposed that an equal variety of toys was required for
the play-ground. A good supply of balls, battledores, shuttlecocks,
tops, whips, skipping-ropes, hoops, sticks, and wheelbarrows, was,
therefore, obtained, and we flattered ourselves that this must produce
universal happiness. In thus, however, we were most grievously
disappointed; for the balls frequently bounced over the wall,--the
players, not being able to throw them with the precision of Spartan
children, sometimes struck their comrades, perhaps, in the eye: if we
could succeed in quieting the sufferer, by a kiss and a sugar-plum,
the ear was as immediately afterwards saluted with the cry of, "O,
my
chin, my chin," from some hapless wight having been star-gazing,
and
another, anxious for as many strokes as possible, mistaking that part
for the bottom of his shuttlecock; while this would be followed by,
"O, my leg," from the untoward movement of a stick or a barrow.
In
short, such scenes were insupportable; and what with the accidents
that arose, and the tops without strings, and the strings without
tops, the hoops without sticks, and the sticks without hoops, the
seizure of the favourite toy by one, and the inability of another to
get any thing, it was evident that we were wrong, but not so clear how
we could do otherwise.
It then occurred that we might provide some wood-bricks, about four
inches long, an inch and a half thick, and two inches and a half
wide, and of these a thousand were obtained. With these children are
exceedingly amused from the variety of forms in which they may be
placed, and of buildings which may be erected with them.
The play-ground should always be at the rear of the premises, and as
private as possible, that both teachers and pupils be secure from
annoyance of any kind. The entrance should be only through the school,
and no other way; this secures the flowers, the fruits, and the moral
training of the children.
In addition to these, all that is required is a rotatory swing, of
which the above is a representation. To make one, a pole eighteen or
twenty feet long should be firmly fixed in the ground: three feet of
the but-end should be sunk, secured by sleepers to keep it steady: it
should be at least three quarters of a yard in girth at bottom, and
taper gradually to the top to half that size. An iron rim is to be
driven on the head of the pole to keep it from splitting, and then a
spindle at least an inch in diameter, with a shoulder, is to be fixed
in it; an iron wheel with four spokes turned up at the end like a
hook, to which four ropes are to be fastened, must then be made to
revolve on the spindle. As the ropes reach the ground, four children
may take hold of them and run round until they bear the whole weight
of the body on the arms; and this exercise will be found to strengthen
the muscles, and give vigour to the whole frame. In a large school
there should be two swings of this kind,one for the girls, and the
other for the boys. The teachers must, however, be careful the first
few weeks, to train the children to look about them: this they are
but little disposed to do, hence the most impressive manner should be
adopted, and I will venture to say, should any injury be sustained
by the children, the fault will not be theirs. The effect of the
instruction thus urged will be valuable in other cases; for a child,
thus taught to watch against accident, will be careful in passing
crossings, and going through crowded streets, and thus be likely to
escape many dangers into which others fall. This exercise may also be
accompanied by instruction, as the children may repeat "The Cow,"
or
"The Sheep," or any other lesson, as the measure of the time
during which four may have the swing. It will, moreover, afford an
opportunity for detecting the selfishness of some children, by their
wishing to keep the ropes too long, and the passion of others, from
the vehemence with which they will insist on their rights; but, as on
such occasion, both are to be forbidden to swing any more that day,
they will soon learn to bear and forbear.
In the event of a child being thrown down from standing in the way,
all the children should be placed in the gallery, and this one shewn
them. If it appear hurt, all will pity it; let then the question be
put, How did this happen? and the answer will be, perhaps, "Please,
sir, because he did not make use of his eyes." Here, then, is full
opportunity to inculcate caution, and to inform and benefit the whole.
For example: the master may say, How many senses have we? The children
will answer, Five. Master.Name them. Children.Hearing, seeing,
smelling, tasting, and feeling. M. Where are the organs of sight?
C. Here (pointing to the eyes). M. Look at this child, and see if
he has them. (Here an inspection will take place, the sufferer will
look sheepish, and begin to perceive he has not made the best use of
the sense of seeing, whilst the singular observations of the children
will sharpen his faculties, and make such an impression as to cause
him to be more cautious in future; and many a scholar who is sitting
in judgment will profit by the circumstance.) I have known the lives
of several children saved by such simple lessons, and they are of as
much importance as any that are taught, though I am not quite sure
that all the teachers will think so. Too many, to save trouble, will
find fault with the swing; and I have known several instances where
the swing had been taken down in consequence. We have found the swing
answer in all three countries; it strengthens the muscles, which, in
physical education, is a matter of the highest importance. It has been
introduced into juvenile schools with similar success; and, also, in
ladies' boarding-schools I have personally inspected tine effects
produced. Under all these circumstances, and in every instance, I have
found the most beneficial effects produced, provided the exercise was
properly regulated and superintended. It will not do, therefore, to
have this important part of the system dispensed with. The teachers
must be present at all the exercises in the play-ground, or, more
properly speaking, the training-ground. Non-attention to this is a
capital error; and, if persisted in, must be followed with dismissal.
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