RURAL RECREATION 231 



I have received many reports from rural school supervisors 

 of physical training concerning the difficult task of winning the 

 support of teachers, parents, and trustees. In every instance 

 where festivals or physical training demonstrations have been 

 given these supervisors and their superintendents have been en- 

 thusiastic over the support of the community won for the work 

 as a direct result of these demonstrations. People will listen to 

 talks on various health topics and become enthusiastic supporters 

 of a health program once they are won over to what physical 

 education means. You must show them what they are getting 

 for their money. 



The most vital factor in the physical education program is after 

 all the teacher and the supervisor. People of proper training, of 

 faculty for the work, with enthusiastic interest, and with a vision 

 of the possibilities of the work and opportunity for service will 

 do more to develop wholesome recreational and civic activities 

 than any other possible agency. They will popularize this train- 

 ing in the rural communities and wipe out the opposition to it. 



And now we must determine the needs of the boys and girls of 

 the rural schools and of the rural communities. These must 

 necessarily be stated in general terms. In the first place health- 

 ful and attractive surroundings are essential to the physical, 

 mental, social and moral welfare of the children and to the life of 

 the community. Instruction in personal hygiene and sanitation 

 of the schoolroom and yard is needed, and in order not to blush 

 with embarrassment and to teach effectively, hygienic and sani- 

 tary conditions must exist, beginning with the teacher and the 

 buildings. It is useless to preach if preaching is all we do. It 

 is absolutely necessary for the boys and girls to learn these laws 

 of health through observation and practice. Attention must be 

 called to them of course. Morning inspection of pupils' room, 

 buildings and yard must be conducted. These must be followed 

 up by visits to the home to see that instructions are carried 

 out. 



School life is a severe nervous strain if the child is expected to 

 always observe proper decorum and to sit still for long periods. 

 We are fighting nature if we compel the child to do this. On the 

 other hand school life will not become a nervous strain if suffi- 

 cient periods are given for relaxation and physical exercise. In- 



