Methods of Organization

The method of carrying on the organized recess varies in the different cities. In some cities the physical director prepares a general program of these activities for the various schools and sometimes assists in actually teaching or directing these activities. In some cities the entire program is planned by the grade teacher. In a few cities the school principal outlines this work for each school.

Throughout this country there is a growing tendency for the development of pupil leadership of recess activities. Special leaders' classes are given instruction either by the grade teacher or the physical director. In Fort Worth, Tex., boy leaders direct the entire program. In Indianapolis, Ind., leaders chosen by the pupils, subject to the approval of the teacher, assist with this work. In Athens, Ga., the director of health education plans this program. In Webster and Dudley, Mass., the superintendent of schools occasionally sends out a letter of suggestions regarding recess to the various school principals. In St. Louis, Mo., each school principal plans for the recesses in his school. In a few schools the organized recess is considered the same as the physical education period. It is so considered in San Jose and Stockton, Calif., in Middletown, Conn., in Olean and Schenectady, N. Y.

Grade teachers direct the recess activities.-The organized recess is planned and directed by the grade teachers in 52 per cent of the cities. included in this study. However, these teachers build their programs largely on games and activities previously taught in the physical education classes. This plan is used in some schools in the following cities: Gadsden, Ala.; Berkeley, Eureka, Oakland, Pasadena, Santa Barbara, and San Diego, Calif.; Bridgeport, Derby, and New London, Conn.; Atlanta and Savannah, Ga.; Cairo, Chicago Heights, Elgin, Freeport, and Murphysboro, Ill.; Fort Wayne, Ind.; Boone, Iowa; Topeka and Wichita, Kans.; Hagerstown, Md.; Danvers, Malden, Medford, New Bedford, Newton, Springfield, Webster and Dudley, Winchester, and Worcester, Mass.; Kalamazoo, Lansing, and Sault Ste. Marie, Mich.; Duluth, Rochester, and St. Paul, Minn.; St. Joseph, Mo.; Missoula, Mont.; Grand Island, Nebr.; Irvington and Montclair, N. J.; Ithaca, Mount Vernon, New York, and Oneida, N. Y.; Barberton, Dayton, Lima, Portsmouth, and Salem, Ohio; Ardmore, Muskogee, Okmulgee, and Sapulpa, Okla.; Altoona, Butler, Reading, Sunbury, and Dunmore, Pa.; Aberdeen and Sioux Falls, S. Dak.; Beaumont, Marshall, and Waco, Tex.; Bellingham, Wash.; Beloit, Wis.; and Cheyenne, Wyo.

Physical directors supervise the organized recess.-The organized recess is planned and carried on by the physical director in 44 per cent of the cities included in this study. In some schools the physical

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director outlines a general program for the grade teachers and acts merely as an advisor. In other schools the director visits the schools at various times and takes part in the play activities of the children. The work of directing the organized recess is carried on by the physical director to some extent in schools in the following cities: Phoenix, Ariz.; 12 Long Beach, Oakland, and San Diego, Calif.; Bristol, Danbury," Enfield, Middletown, New London, Norwalk, and Stratford, Conn.;' Tampa, Fla.; Kewanee, Murphysboro, Rockford, Springfield, and Streator, Ill.; Indianapolis, Ind.; Cedar Rapids, Council Bluffs, Fort Dodge, and Fort Madison, Iowa; Chanute and Leavenworth, Kans.; Attleboro, Gardner,' Haverhill, Medford, and Plymouth, Mass.; Grand Rapids, Kalamazoo, and Lansing, Mich.; Rochester, St. Paul,3 and Winona, Minn.; Greenville, Miss.; Sedalia, Mo.; Omaha, Nebr.; Bayonne, 10 Millville, Newark, and Trenton, N. J.; Ithaca, Olean, Poughkeepsie, and Schenectady, N. Y.; Fargo, N. Dak.; Dayton, Ohio; Guthrie, Okla.; Johnstown and Lancaster, Pa.; Beaumont, El Paso, and Port Arthur, Tex.; Salt Lake City, Utah; Alexandria, Va.; Beloit and Waukesha, Wis.

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Pupil leaders assist in organizing the recess program.-In many cities special attention is given to the matter of developing pupils as leaders for recess activities. Usually, these leaders, selected by the teachers or elected by the pupils, are given instruction either by the physical director or the grade teacher in a special leaders' class. In many schools the leaders not only instruct the other children in the rules and technique of playing games but also assist the grade teacher, the teacher of physical education, and the school principal in planning the activities for the recess period. The work of the teacher is greatly facilitated by pupil leadership.

Pupil leaders assist to some extent in carrying out the recess activities in the elementary public schools in the following cities: Gadsden, Ala.; Phoenix, Ariz.; Berkeley, Eureka, Long Beach, Oakland, Pasadena, Santa Barbara, San Diego, San Jose, and Stockton, Calif.; Bristol, Danbury, Derby, Enfield, New London, Norwalk, Stamford, and Stratford, Conn.; Tampa, Fla.; Elgin, Freeport, Kewanee, Murphysboro, Rockford, Springfield, and Streator, Ill.; Fort Wayne, Indianapolis, and Terre Haute, Ind.; Boone, Cedar Rapids, Fort Dodge, and Fort Madison, Iowa; Chanute, Topeka, and Wichita, Kans.; Hagerstown, Md.; Attleboro, Haverhill, Malden, New Bedford, New

1 In about half of the schools.

Pupil leaders are developed in the junior high school.

* In platoon schools.

4 In junior high schools.

In 1 school only.

In 2 schools only.

Physical director visits each room every 2 weeks

In the lower grades only.

Only once a week."

10By suggestion and advice only."

ton, Plymouth, Springfield, and Worcester, Mass.; Grand Rapids, Kalamazoo, and Sault Ste. Marie, Mich.; St. Paul and Winona, Minn.; Greenville, Miss.; St. Joseph and Sedalia, Mo.; Omaha, Nebr.; Bayonne, Millville, Newark, and Trenton, N. J.; Corning, Ithaca, Oneida, and Schenectady, N. Y.; Fargo, N. Dak.; Barberton, Dayton, Lima, and Portsmouth, Ohio; Guthrie, Muskogee, and Okmulgee, Okla.; Altoona, Dunmore, and Lancaster, Pa.; Aberdeen, S. Dak.; Beaumont, El Paso, Marshall, Port Arthur, and Waco, Tex.; Salt Lake City, Utah; Alexandria and Norfolk, Va.; Bellingham, Wash.; Beloit, Fond du Lac, and Waukesha, Wis.; and Cheyenne, Wyo.

Usual Methods of Grouping Children

Few city schools provide for an organized recess in which all of the children are on the playgrounds at the same time. In nearly all schools some method of grouping is used. Frequently the primary grades have recess together and in like manner the intermediate grades. In some schools recess is held for each grade separately and in others for two grades. In the primary grades the boys and girls usually play together; however, in the intermediate and especially in the fifth, sixth, seventh, and eighth grades the boys and girls are usually separated. Whenever the children of several grades have recess together, it is customary for the different grades to occupy certain prearranged areas during this period. This is customary in at least 50 per cent of the schools included in this study.

Various methods of classification or grouping for recess are used in the various schools. In some schools boys and girls play in separate groups, each group having one teacher to assist them with their activities. In other schools boys and girls of the same grade play together. In still other schools each grade is divided into two or more permanent teams and children are allowed to select and direct their own activities. In a few schools, however, classification by age, height, weight, and ability is used. Such a classification is advantageous in enabling the larger children, especially the larger boys, to play with groups of children of about equal size and strength.

Difficulties of Providing an Organized Recess

Teachers lack training.-In view of the facts that until recently the majority of teacher-training courses contained little regarding the educational value of play, that educational methods in general have ignored the value of play as a method of teaching, and that teachers. were not required to include courses in games as a part of their teachertraining courses, it is not surprising that many teachers are found somewhat lacking in an appreciation of the need for organized games,

either as a part of the regular curriculum or as activities for recess. Failure in making the recess period a decided asset is often due to lack of sufficient training and appreciation on the part of the teacher.

Inclement weather presents a difficulty.-While a few cities are favored with such a moderate climate that outdoor recess may be carried on during the entire school year, a large number of our cities must provide some kind of indoor facilities for the recess period when the out-of-door program is impossible. At the present time recess indoors is managed differently in various cities. The plans used are dependent largely on the facilities available. The principals of the various schools, even in the same school system, frequently use different plans.

In a few cities it is customary on rainy days to omit or shorten the usual time devoted to recess and to dismiss school somewhat earlier. Among the cities in which this is customary in the public schools may be mentioned the following: Eureka, Pasadena, and Stockton, Calif.; Cairo and Kewanee, Ill.; Fort Madison, Iowa; Greenville, Miss.; Omaha, Nebr.; El Paso, Tex.; Fond du Lac, Wis., and Cheyenne, Wyo.

The successful organization and management of a rainy day recess requires a degree of skill along with some general plans which the principal and teachers should have ready for use whenever the need arises. Among the schools included in this study various methods of providing for the rainy day recess are used. In some schools simple games are carried on in the regular classroom, in playrooms, in corridors, in covered play courts, in basements, in auditoriums, and in gymnasiums. The recesses are planned to include as much activity and fun as may be possible under the limited circumstances. Sometimes these activities are planned by the teachers and sometimes they are planned entirely by the pupils. The following activities are considered as suitable for these occasions: Story plays; charades; folk dancing; singing games; marching; stunts; games; relays; and blackboard games. Wise planning by a grade teacher or school principal may serve to make the rainy days cheerful occasions.

Special Assistance

School superintendents send out circular letters.-In some cities it is customary for directors of physical education, school principals, and superintendents to send out, occasionally, circular letters of information and suggestions regarding the recess period. The following letters were distributed to elementary teachers in Millville, N. J., and in Webster, Mass.:

RULES FOR SUPERVISED PLAY

MILLVILLE, N. J.

1. Please post games for one week in advance in each room.

2. Games will be taught every month to the teachers by the physical training teachers.

These

3. Teachers should meet each week and plan games for ensuing week. meetings if held at 8.15 a. m. can be attended by one of the special teachers of physical training.

4. All games for the week should be taught each pupil before leaving the room for the playground or at a time designated by the principal.

5. Games of competition are listed and interroom games should be arranged. 6. All pupils must play except those excused by teacher; these should be given positions such as timekeepers, scorers, referees, and judges. The student leaders should report to the principal the names of those who cause disorder.

7. Grades 6-7-8 in charge of student leaders. Teachers appointed for supervision. Each teacher should have a definite group. Grades 1 to 5, inclusive, with their respective teachers as leaders.

8. Allow boys to alternate the ball games so that the girls may play them, too. 9. Pupils should know places for their games on the playground.

10. Not more than two and not less than one physical training period a week aside from supervised play periods should be taken for the teaching of new games.

THE RECESS PERIOD

To teachers of elementary classrooms:

WEBSTER, MASS., January 16, 1929.

An out-of-door recess in pleasant weather is expected to be a vital part of the school-day program.

An indoor recess is permissible when conditions, such as rain, snow, or heavy mud prevail outside; but indoor games are more suitable for children in the first three grades than for the older pupils.

If it should be bitterly cold, although fair, so that play in the yard seems inadvisable, pupils should put on their wraps and go out for a brisk runaround. The older children, however, can and should play certain brisk outdoor games even in quite cold weather.

Whenever the pupils of a room are out at recess the teacher is to be out also with them, thus being always in a position to properly supervise activities whenever necessary.

If any children, while at recess, are idling in groups, or are otherwise inactive, the teacher should take the initiative and suggest to them some type of play or, if necessary, direct them in some game out of which there will be wholesome physical reaction. On the other hand, as long as the pupils, using their own leaders, enter into their own games promptly and freely, the teacher should keep herself in the background.

Many times, however, a teacher can, without feeling of compulsion or unnaturalness, and also with an assurance of welcome from the pupils, join a group of children in their games, particularly with the younger children. In this case the teacher will benefit physically and be promoting a feeling of comradeship of the boys and girls with herself.

This letter is written with the fact well in mind that many of our teachers are already cheerfully and conscientiously carrying out the recess plan as indicated above. There is, however, the other fact that since official instructions have been issued on this matter we have had new teachers join our corps and there has been