It is to be observed that the system
indicated requires a high order of teaching talent. Only thorough
professional culture, or long and careful experience, will meet the
claims of such a course. It is quite plain, however, that no advantage
would arise from keeping pupils in school six hours each day; and that,
regarding only the intellectual advancement of the child during the
elementary course, his presence might be reduced to two hours, or
possibly in some cases to one: provided, always, that he could enjoy,
with his class associates, the undivided attention of the teacher. In
this view of the subject, it would be possible, where the primary
schools are graded, as in portions of the city of Boston, for one
teacher to take charge of two classes or schools, each for an hour in
the forenoon and an hour in the afternoon. This arrangement would apply
only to the younger pupils; yet I am aware that parents and the public
would be solicitous concerning the manner of employing the time that
would remain. In the cities this question is one of magnitude, and there
are strong reasons for declining any proposition to reduce the school
day full one-half, which does hot provide occupation for the children
during the remainder of the time. It is only in connection with such a
proposition that projects for gymnastic training are practicable. When
children are employed six hours in school, it is not easy to find time
for a course of systematic physical education; and physical education,
to be productive of appreciable advantages, must be systematic.
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