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TIIK- OMAHA SITXDAY BKK: XOVKMHKH 27. 1010.
Great W ork Being Done on Omaha School Play Grounds
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V T H K fare of the tndlsnutable fact that play
13 the essential factor In the child's physical
growth, and also In tho rormauon 01 ma
ldcala, all good people should pray that some
dav soon all the school children of Omaha
will have the time, the place and the Intelligent direc
tion which are needed for their best all around equip
ment for that, higher and better citizenship demanded
by the times." - '
In this expression Mrs. Nora II. Lemon has put
forth the thought of probably every school teacher
In Omaha. Some of the schools, notably the Lothrop,
where Mrs. Lemon Is principal, have grounds large
enough for almost any sort of game toe played.
Many others, however, have very small space that may
be used for play, or none at all. In these casts the
children overflow into tho street: Where no street
cars run this condition is not bad in itself; but there
are school locations in this city where the need of a
fairly commodious playground is severely feit.
While it is a fact that systematic play, under the
direction of teachers, is just beginning to attract atten
tion in Omaha schools, the development of this feature
of (school life is most encouraging. Superintendent
Davidson and his staff of principals have entered into
the work of development with a keen interest.
Naturally, not all of the principals are as enthusiastic
as Mrs. Lemon, largely, perhaps, because they have
not the room or the facilities; but taking the schools
as a whole, the play idea is now given an important
place in the daily plans of the Omaha school teachers.
The observant person can see from the sidewalks
or from the street cars any morning or afternoon at
recess time whirling, running, frisky and frolicsome
groups of children having a most Joyous time In the
abandon of play. These men and women of the Greater
Omaha, that Is to cut so large a figure tomorrow In
the life of the buoyant, progressive, growing west,
play hard while they aro at It. They start quick when
they leave the Bchool door, and they crowd Into the
few minutes allowed them enough energy and activity
to astonish the person, If such there be, who has for
gotten his own days on the school ground.
Very little of it is play without purpose, because
the children have been drilled in the thought that
order and courtesy In their games Is as Important as
the play itself; and they fall very easily Into this
scheme of things. Experience has proven that thua
do they get tho best results, the most satisfaction, and
everybody can be included in the fun.
No prettier Bight can be imagined than what Mrs.
Lemon calls "a moving picture" on a school play
ground. "No picture is more fascinating," she says,
"than a school ut play during the recess period. Study
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the exuberant life, the ceaseless activities, the radiant
joy, the unconscious grac, the kaleidoscopic changes
of pose, of color and of motion, and listen to the
accompanying music of the laughter and their merry
shouts. And then you will know that about the best
gift the schools can confer upon the children is the
chance to play.
"In all this fair city there is no interest so vital
as these children, and the various civic organizations
and clubs can engage in work no more profitable than
that of equipment of play places for the children of
today, where they may know the joy of association in
games and play with their school fellows on play
grounds as ample and generoulT'as those now enjoyed
by only a few of our city schools.
"Perhaps Omaha has been a little slow in awak
ening to the fact that it owes to its school children
the chance for hotter health, for better manners and
morals, and that this chance is ' afforded in large
measure by the judicious use of the play time and
the playgrounds."
Superintendent Davidson and his staff of teachers
insist that In no place or at no time can "manners
and morals," subjects conspicuous today in all courses
of study, be more forcefully or more practically taught
than on the playground. Here every fellow must take
his turn; b.3 must "play fair and square;" he must
show consideration for the little ones and be kind
to the unfortunate; he must be courteous and obedient
to signals used in the games. When children are
playing they are happy and when they are happy all
these things are natural and easy.
"Then, there is the hygienic side,"said Mrs.
Lemon. "Look at these children as they enter the
building at the expiration of the fifteen minutes spent
in "God's out of doors.' The glowing cheek, the
brightened eyes, tell best the story of their happiness.
.And somehow it always seems that happy folks do so
much better work than the other kind. And now arter
the splendid exercise in deep breathing, after the
muscles have all been brought into play, the nerves
"rested and the whole physical being invigorated, be
holdj the last hour of the session proves to be the
best one, while under the old regime it was always the
most irksome.
"Nor are the children the only beneficiaries of
the outdoor recreation, for at last the teacher has
come into. her kingdom, and is an much at home on
tho playground as in the school room.
"Nowhere may the individual child be so ad
vantageously studied as when he is at play and the
skillful teacher is quick to recognize this, and, though
she is notiprimarily interested in the activities of the
children, she can with profit be among them, while
her prssence is a gentle reminder that the uncouth,
word or action is out of place. In this natural, un
conscious way the discipline of each group is taken
care of.' But fun is contagious and often before she
knows it the teacher has become an eager participant
in the game, the result of an evolution most interest
lug.
"When first the gospel of good health and play
was promulgated it was a little difficult for the teacher
to convince herself that she had time to lay asida
. crayon or blue pencil for there are always outlines
to be written and papers to be corrected and when, 'a
little reluctantly, she joined the children in their
sports her interests were divided. Hut before she
knows It she is giving the children hints and direc
tions for some particular game before they leave the
room for play; often appointing leaders and (cams.
Then she must watch the game to be sure that it i3
properly conducted, and, next, she is a leader herself.
How those children enjoy her, and it goes without
saying that any teacher who can control and direct
her school at play without detracting from their
pleasure has immeasurably increased her power tc
control the children' in their class work.
"An additional advantage gained by the teacher
comes through the relaxation, for without the actual
experience the high nervous tension under which the
teacher's work Is done cannot be estimated. But It
would be an unusual thing to see a teacher returning
from the playground looking pale or tired or nervous.
On the contrary, the cobwebs have been brushed away,
her interest in the individual child has been broad
ened and her sympathy has been deepened. She thinks
more of the children and they like her better. And all
of this without any sacrifice of true dignity or woman
liness." Miss Effie Reed, principal of the Kellom school,
says there is no question before the teaching body
today that has in it more of interest to the child than
that of play. "We catch his interest at that point,"
Bays Miss Reed, "for that is where he lives, and we
may find him there at any and all times.. I like to
think of (he playground movement as beginning 1,800
years ago, when the 'grown-ups' made that circle
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around the Master Teacher ana Inquirer! who was to
be 'it' in the game. 'And He took a little child and
set him in the midst of them.' From that time 'the
old order c-hangeth, yielding place to new What is
the right of the child has become an alWabsorbing
question with teachers and all who are interested in
solving the problem of life.
"If man's chief end is to 'glorify' and 'enjoy' we
need not hesitate to give the child the things that
make for enjoyment. I am never as concerned about
the future of a boy who commits all kinds 'tit boyish
pranks as I am about the future of the boy who never
laughs and who never plays."
Miss Reed delights to quote someone who has
said: "The child that plays needs but a director; the
child who does not play needs a doctor. The child
who docs nothing but play can tie trained through his
love of play; but the child that does no playing must
be regenerated in nerve and muscle."
She believes, now that we consider play not la
luxury, but a necessity, we are rapidly reorganizinj
our forces within the walls of the school room so that
we may invite the parents to send the "entire boy"
to school, since we are .planning to take care of him
in that entirety. f
Miss Reed says further, out of her experience in
a typical American school: "It is a fact, scientifically
proved, that it is only the higher grade of animals
which play." And she refers to a noted biologist who
has written: "The lower grade animals are only ani
mated digesting machines. Animals havo s period of
youth in which to play; for only by fo doing can they
supplement the Insufficient heriditary endowment with
Individual experience, in view of tho coining taeks
of life."
"In tho advance guard," continued tho principal
of Kellom, "stand Dr. Guilck, George Ellsworth John
son, Edward Howard Griggs, Jane Addams, and a host
of others, pointing the way. And we in Omaha are
following as rapidly as it Is possible for large bodies
to move. To be effective, it must be a concerted
movement. Superintendent Davidson, who believes
that teachers as well as children, should develop initia
tive, has encouraged us to workV out our own salva
tion, giving us, however, much wise counsel and hia
hearty approval and co-operation.
"In tho Kellom school the children havo dono
much during the inclement weather with games in the
school room. Theso h'ave been along the lines' of
individual play, competitive and co-operative games.
.During suitable weather the children are encouraged
to play out of doors, the teachers giving only such
supervision as will guide tho child in giving and
faking tho 'square deal.' "
"If play is to become such a factor lu 'the making
of a man,' and if God made the play instinct, then.; it
remains for us to furnish the playground and equip
it with suitable apparatus and competent directors,
whose business it shall bo U train the individual child
to meet the problem's of good citizenship."
Omaha School Children Make Generous Contributions ' to Thanksgiving Joy
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-O Al Lake School
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"M Lothrop (School
OMAUA SCHOOL CHILDREN' THIS YEAR BROKE ALL rRKVIOn RElOUUrf Kofi CONTIUHfTJONS BltOlcillT IX TO l:E 1 IK I IUTI !. TO Till: I'OOR THE SICK THE IWIVIIS ok tit m. i-.hu-.
i i.U:.S TO THE AMOr.NT ( V SEVERAL t'Al!LOAHt5 WERE HHO. tlllT BY THE . PL'PJLS TO THE TH1RT V-E1VE C1TV SCHOOLS WlbuAV llJSlNa Axil Wi3!IJ uiS Wiu' !n'Kl Jn S!uxS 'K'" ' '