THE MACMILLAN COMPANY NEW YORK BOSTON CHICAGO DALLAS ATLANTA SAN FRANCISCO MACMILLAN & CO., LIMITED LONDON BOMBAY CALCUTTA MELBOURNE THE MACMILLAN CO. OP CANADA, LTD. TORONTO THE ORGANIZATION AND ADMINISTRATION OF PHYSICAL EDUCATION BY JESSE FEIRING WILLIAMS, A.B., M.D. Associate Professor of Physical Education Teachers College Columbia University NEW YORK THE MACMILLAN COMPANY 1922 All rights reserved FEINTED IN THE UNITED STATES OF AMERICA COPYRIGHT, 1922, BT THE MACMILLAN COMPANY. Set up and electrotyped. Published July, 1922. DEDICATION To Margaret and Grace, to girls and boys everywhere, this book is inscribed, with the knowledge that men and women are increasingly more sensitive to your needs, and with the conviction that they will provide you all with better and more opportunities for health and happiness. J PREFACE The development of physical education in America has been desultory always and, at times, even aimless. The manual training movement was forgotten in the enthusiasm over Dio Lewis' New Gymnastics. Catharine Beecher's Calisthenics for women lasted long enough to develop a reaction towards other types of work. Del- sarte had its short moment; now it is gone. Too often we have installed the work of physical education with a shout, we have supported it with cheers, and we have seen it dwindle and die without even a tear. It is a pleasure to record a different temper today. School people are serious in their consideration of the matter. Principals, superintendents, and presidents are making plans for modern physical education, after careful study of the needs of boys and girls and the opportunities that physical education can offer to help meet these needs. The old systems, the old traditions, so carefully nour- ished by certain normal schools and training centers, are being subjected to a criticism that will eventually relegate to the limbo of forgotten things, the unscientific, the unserviceable, and the unsound practice of our programs. School men and physical education experts are seeking guides and standards for the work and are unwilling to accept the aims, purposes, guides, and standards of any school of physical education unless they are based on scientific foundations. The great variety of work offered in the schools has contributed to confusion in organization and in super- vii viii PREFACE vision. The many requests for help and information coming not only from teachers of physical education, but also from school men themselves, have led to this effort to provide a book dealing with problems of organization and administration. To help set standards, to help state the facts that are scientific and demonstrated, to suggest tests and guides that can be used, and to report favorable progress in this field, is the purpose of this book. School principals, superintendents, presidents of colleges and universities, as well as teachers and directors of physical education, have helped to shape its pages. Consideration of their problems in the field has grown into a course of lectures and the lectures, ultimately into the chapters that open before you. This is their book; it seeks to serve them. The point of view of modern physical education, guid- ing principles in organization and administration, objects, content, and material of physical education seemed to be necessary subjects for discussion before a detailed analysis of the administrative problems could be given. Thus, the first three chapters deal with a point of view and principles by which we are guided in our subsequent choices and decisions. This arrangement rationalizes the procedure and makes for understanding. I am indebted to many for help and suggestions. In particular may be mentioned Dr. Thomas D. Wood, whose criticism and guidance have been most valuable. Whatever of merit there is in this book I owe largely to him, who has been an inspiration not only as head of department but also as counsellor and friend. Miss Helen Frost, Miss Nita Sheffield, Miss Lucy Wallrich, Mr. J. Blake Hillyer, Miss Amy Morris Homans, Miss Gertrude Dudley, Miss Florence Stuart, Professor C. W. Savage, Dr. R. Burton-Opitz, Dr. J. W. Wilce, Dr. W. R. Morri- son, Dr. Helen Todd, Mr. Daniel Chase, Miss Jessie PREFACE ix Whitham, and Professor Agnes Wayman have helped, some by criticising the entire manuscript, others by cor- recting or verifying doubtful points. This acknowledg- ment is not a shifting of responsibility; the mistakes, errors, omissions, where they occur, are mine. For important and valuable work on the text I am indebted to Gena Hickox. JESSE FEIRING WILLIAMS. Teachers College Columbia University CONTENTS I. Modern physical education. Historical, 1-5; a new viewpoint, 5-6; old aims inadequate, 6-8; fallacies in aims, 8-10; physical education and general education, 10-11; a rational tendency, 11-12; the basis for determination of principles, 12-16; aims, 16-18; the aim of physical education, 18-21. II. Guiding principles in the organization and administration of the work of physical education. Familiar aims in physical education, 23-24; critical study of the above aims, 24; consideration of the corrective aim, 24-26; consideration of the educational aim, 26-28; consideration of the hygienic aim, 28-30; consideration of the recreative aim, 30-32; present methods of organ- ization, 32-34 ; need for physical vigor and good citizen- ship, 34-36; organization should consider the nature of the elements organized, 36-37; organization should en- compass the physical needs of the child, 37-38; group- ing of children, 38; a new spirit, 38-39; department schedules, 39-42. HI. Objects, content, and material of activities of the gymnasium and playground. Objectives, 44-45; content, 45; modifiers of content, 45-46; content of curriculum for elementary schools, 46; for high schools, 46-51; interschool athletics for girls, 51-54; content of work for college students, 54-57; types of material, 57-72. IV. Organization of a Department of Physical Education. First consideration, 74; public school department, 74-80; a suggested plan, 81-82; university department^ 82-89; organization for girls and women, 89; state organization, national physical education, 91. V. The teacher, supervisor, or director of physical education. The selection, 93-94; two, three, and four year courses, 94-95; points in a good teacher, 95-98; an essential point of view, 98-99. E xii CONTENTS VI. Supervising and judging the work of physical education. Health observation, 101 ; school sanitation, 101-102; phys- ical education, 103-104; points in a good gymnastic lesson, 104-106; points in a good athletic organization, 106-108; points in a good dancing lesson, 108-109; points in a good departmental organization, 109-110; need for scoring standards, 110-113; present procedure in supervision, 113-121; principles in supervision of physical education, 122-124. VII. Administration of the gymnasium, pool, and playground. Importance of good equipment, 125-126; use of equipment by boys and girls, 126; administration of the gymnasium, 126^127; locker room, 127-129; locker records, 129-130; hygiene of instruction, 130-145; administration of city recreation, 145-148; management of playground, 148- 159. VIII. Athletics. Organization and administration of athletics, 161-165; I / "7 extra-curricular activities, 165-166; administrative prob- lems in athletics, 166; who shall select the coach, 166- 167; qualifications of a coach, 167-169; amateurism and professionalism, 169-174; interscholastic vs. intraschool athletics, 174-176; athletics as extra-curricular activities, 176-178; athletics for aU, 178-180; athletics for girls, 180. IX. Management of athletic sports, games, and contests. Preliminary arrangements, 183-187; plans for the manage- ment of the meet, 187-191; essential materials, 191-195; management of team sports, 195-196; swimming meets, 196-197; tournaments, 197; arranging competition, 197- 202; graphic representation, 202-203; schedule making, 204-209; medical control in competition, 209-211. X. Intramural athletics, recreational clubs, camping, and hiking. Physical education for all, 212; intramural sport, 212-214; intramural sport for women, 214-215; value of intra- mural sports, 215-216; organizations in intramural sport, 216-218; control of intramural sports, 218; sports-for- all requires equipment, 218-219; the future of intramural sport, 219-221; athletics in the army as intramural sport, 221-224; recreational clubs purpose, 224-225; program of Horace Mann recreational clubs, 225-226; girls' recreational clubs, 226-230; camping and hiking activities, 230-231. CONTENTS xiii XI. Excuses, substitutions, credit, attendance, roll taking, and grading for physical education classes. Excuses from requirement in physical education, 232; ex- cuses given by the family physician, 232-238; substitu- tion of other work for the requirement in physical educa- tion, 238-242; administration of special cases, 242; questionnaire data, 242; credit, 242-244; attendance, 244-245; absence and tardiness, 245; monthly absences, 245-246; roU taking, 246-248; grading, 248-250. XII. Determination of the health of students and the efficiency of physical education procedure. A statement of the problem, 252-253; nutrition, 253-258; eyes, 258-260; ears, 260-261; mouth, 261-263; heart and circulatory system, 263-266; lungs, 266; feet, 266- 267; spine, 267-268; indications of health disorders in children, 268-272; University of California physical efficiency test, 273-276; Columbia University physical efficiency test, 276-278; Canadian standard efficiency tests, 279-282; Detroit Decathlon test, 282; outdoor athletic test for boys, 282-284; the athletic badge test for boys and girls, 284-288; physical efficiency tests for grade schools, 288-293; scale for measuring physical education, 293-297; New York State test, 298. V'As Ii*-,' THE ORGANIZATION AND ADMINISTRATION OF PHYSICAL EDUCATION CHAPTER ONE MODERN PHYSICAL EDUCATION Historical. Civilized society has always felt the need for the physical education of its members, except in brief periods such as existed in the Middle Ages, when asceti- cism in the early Christian church set a premium upon physical weakness in order to attain spiritual excellence. The people of Persia, Egypt, India, and China had methods of body training even before the Greeks had them, but the latter are to be regarded as the first people to establish and maintain a national system of physical education based upon high ideals and thorough training. The festivals held at Olympia, Corinth, Nemea, and Pythea witnessed the very acme of excellence in develop- ment of the body of man. Later, in Rome, physical education, directed to military ends, became an essential part of the training of the boys of all citizens; but with the break-up of the Roman Empire there came upon the world a pall of darkness, gloom, and even despair. Asceticism and scholasticism held the minds of men in ecclesiastical bonds that prevented a rational approach to the question of education in any of its aspects. The Renaissance of the fifteenth and sixteenth centu- ries broke the bonds of ecclesiastical tyranny and rebelled at the conception of schooling as pure discipline. For a while, the manuscripts of Greek life and education served 1 PHYSICAL EDUCATION as the only guide and led to such extremes that the followers of the movement endeavored to express their thought only in the classical language. To-day in the effort to get away from formal discipline in the gymnasium, to escape the artificial, traditional, formal calisthenics and gymnastics, physical educators are wont to declare that the Greek idea in athletics and gymnastics is the only solu- tion to the problem. In proof they cite the fact that games and contests among the Greeks were not indulged in haphazardly as they are to-day, nor were they partici- pated in by the few for the entertainment of the many (1). Success with the Greeks was the perfect performance with reference to form, grace, skill, and control of temper not the winning at all costs which characterizes so much of our amateur sport in America and Europe. The Pentathlon as an event represented an achievement, the satisfactory performance of which ranks in many respects above our "letter" standards in school and college athletics. Between the Greek and modern physical education is a great gulf, fixed in part by the various systems of gymnastics that have developed to serve the needs of nations and peoples. The years between have witnessed the remarkable experiment at Mantua in 1425 by Vit- torino da Feltro, who called his school " La Casa Giocosa," or the House of Delight; the spirited work of Guths Muths at Schnephenthal in the latter part of the eight- eenth century; the untiring zeal of those two soldiers of fortune, Clias in England and Switzerland in 1822 and Amoros in Paris in 1820; and the epochal achievements of Nachtigall in Denmark in 1799. Ling in Sweden and Jahn in Germany stand out as the two leaders who achieved for their respective countries national forms of physical education. Later their systems, ideas, and prin- ciples were carried to America by political refugees and MODERN PHYSICAL EDUCATION 3 enthusiastic propagandists. It is important to note that in the period from the Renaissance to the nineteenth century, the systems of physical education were devel- oped by patriotic teachers without scientific guides and principles. They failed to make a study of the child. They knew no psychology, and the little physiology that they had was largely incorrect. They ignored Rousseau's teaching and the contribution of the educational leaders who helped to shape the educational practice in all lands. The two " systems " of physical training best known in the United States are the German and the Swedish. The German system of gymnastics introduced in America by Lieber, Beck, and Follen is mainly due to the personality and organizing genius of Friedrick Ludwig Jahn, known to all German Turners as "Father Jahn" (2). With Jahn the development of gymnastics was not connected with -educational aims and purposes. It was an outgrowth of the political situation in France and Germany. Napoleon defeated the German forces at Jena in 1806, and the treaty of Tilsit in 1807 deprived Prussia of half her territory. This encroachment on his Fatherland aroused a controlling passion in Jahn's life and he used all his powers to bring the scattered German provinces to- gether. Love of country therefore was the great factor in the development of the gymnastic societies. Professor Leonard expresses the motive when he says, "His idea was to unite the people of Germany into one nation, physically, intellectually, and morally strong, against the threatening enemy of the west." As a "system" therefore it was unscientific. It repre- sented no study of the nature of man, nor the essential biologic and social needs of the individual, nor study of the past. It was merely the expression of a patriotic and noble soul who instilled into the German nation the 4 PHYSICAL EDUCATION idea of having better soldiers to uphold the flag of the Fatherland. The Swedish system is commonly known as a scien- tific system, founded on anatomy and physiology, and therefore, it is claimed, substantially correct. It should be noted that the founder of the system, Per Henrik Ling, died in 1839. It was not until thirty years later that the several discoveries in physiology were coordinated into a body of scientific knowledge.* The " system" was not based on scientific principles at all. Moreover it is important to remember that it was born in the same kind of soil, watered by the same kind of rain, and blossomed forth in response to the same rays of patriotism that had been arousing the German nation (2). The Swedes had been suffering national losses on the south and east of the Baltic, due to the aggressions of France and Russia. Given a man with an artistic temperament, in a moment of national danger, and at once he can conceive the people developed into perfect soldiers arrayed in phalanx, dealing death-destroying charges to the oncoming enemies. Per Henrik Ling first became interested in fencing, and later studied anatomy and physiology. He was eager to see his countrymen strong in body and soul, as is shown in his poems, dramas, and writings on gymnastics. Ling is known as the " Father of Gymnastics," but again, his work, as Jahn's work in Germany, was a system of exer- cises, developed to provide strong soldiers for the native land. The conception that muscular power was the re- quisite for political safety in a nation of weaklings was easily arrived at. There was little study of the child, no special knowledge of his interests and desires, no ap- preciation of social instincts. It was truly an adult- * The graphic method devised by Ludwig (1816-1895), the work on chemical physiology by Liebig, Pfluger, Hoppe-Seyler, and others in the latwr part of the nineteenth century, the monumental work of Johannes Midler mark the beginning of scientific physiology. Complete historical data is given by Verworn, AUgemeine Phyaiologie. Jena, Verlag von Fischer, 1897. MODERN PHYSICAL EDUCATION 5 conceived, formal, anatomical system. As such it remains in essential characteristics to-day. What physiology gov- erned it, erred largely, and yet the traditional reasons and arguments cling to the system. Its justification is in its insistence, very much, like the claim for the use of the boy's garment to protect the man it served at one time, it should be used now. It is interesting to observe and important to under- stand that these two systems, the German and Swedish, came into existence because of military needs; it is sig- nificant with reference to the tendency in modern physi- cal education, that the War Department of the United States, in developing the new national army, placed the emphasis on games and sports. Setting-up exercises were used to some extent, but not in the old way nor with the old emphasis. Football, basketball, boxing, wrestling, mass games, and track sports, replaced both in physical and disciplinary training the systems so worshipped by the Germans and the Swedes. A new view point. It is unfortunate that the general public thinks of physical education as having to do primarily with formal calisthenics and gymnastics. The student of physical education is being trained in pro- gressive institutions today along other lines than the " day's order" and with material more related to living than " giant swings" and " waltz series." The educa- tional administrator is asking for a more functional pro- gram and a less stereotyped teacher (3). The new view point with reference to physical educa- tion aims and program is well expressed by Professor Rapeer in a preliminary report on Minimum Essentials in Physical Education. His view is worth repeating at length: Modern theory is opposed to the customary aims of physical training as given by many physical training directors in so far as they are 6 PHYSICAL EDUCATION dominated by faculty psychology and an extreme confidence in formal discipline. General 'obedience' (to commands), general power of 'determination,' of 'order,' of 'exactness and precision,' of ' self-control/ of 'endurance,' etc., cannot be developed to any great extent by gym- nastics or any other phase of school activities. One may gain great powers of self-control, precision, and determination in certain phases of school work without showing or possessing such agilities when out- side of the school environment in which they were developed. This again lessens the emphasis on formal physical training and strengthens the emphasis on purposive psychological play and work. The progressive physical educator today is in favor of combining and unifying physical and mental education as one purposive system of activities having their own end, and he sees the tendency very strong in this direction in up-;to-date schools. He is in favor of using as many instinctive play activities as possible, but he realizes that our highly artificial systems of schooling, with their present buildings, grounds, equipment, and courses will long resist the transforming tendencies of the modern theories and science of education. For this reason he offers a limited amount of formal physical training indoors when necessary because of weather, yard, or street conditions, outdoors whenever possible. The tendency in modern physical education must be appreciated and the fundamental reasons for the tendency understood, if there is to be a real and intelligent effort made to correct the unfavorable physical environment of the school. It cannot be too strongly stated, therefore, that physical education as a procedure and practice in education should not be judged only by the adaptability of its material to abnormal conditions. The correct, the ideal, the purposive aim should be clearly set forth and every effort and agency used to provide in the school or com- munity opportunity for the sanctioned program. Old aims inadequate. The aims in this field have been set forth vaguely and in many instances have been unacceptable. Too often the aims are confusing; fre- quently they 'are so impoverished that no educator is willing to give sanction for work based on such purposes. At a recent convention of physical educators the follow- ing statement indicated this confusion :* * Williams, Jesse Feiring, American Physical Education Rniew. Nov. 1916. MODERN PHYSICAL EDUCATION 7 As confirmative evidence that our schools are not adequately meeting the problems involved in the training of teachers of boys and girls, of young men and young women, let me call your attention to the different aims set forth at a recent conference in physical training. 1. Skill, strength, and endurance as ends in training for citizenship. 2. Deliberation, reflection, determination, perseverance, and self- control as ends in physical training. 3. The development of morality through physical education accomplished by obedience to authority. 4. The purpose of high school athletics is for the development of the individual in physique, skill, self-confidence, and efficiency. Is it not fair to ask the^ question, How are we to get anywhere with such confusion in stated aims and purposes? Our normal schools need a unifying principle bringing us all together, ready and equipped to work with each other, and with enough understanding and appreciation of the aims and purposes of those engaged in the general field to make for unity and solidarity of action. We need to get together and predicate our efforts to the education of one and the same child. The superin- tendent or principal of schools cannot afford to be narrow in this respect either. He needs us as much as we need him. We cannot shut our- selves off from the general field and say that we are so specialized that our work does not concern other teachers and that their work does not concern us. It will be found that the confusion in aims is due to the varying conceptions of the relation of mind and body, of formal discipline, of the importance of utilization of instinctive tendencies, and of the limitations of school life as evidenced in equipment and opportunities of most schools and colleges. The old systems of physical education, fallacious in theory, have furthered the confusion. The German system of gymnastics as developed in the United States is closely associated with the Turnverein movement and with the expression of German ideas in other fields. The cities which have a large German population best illustrate the working of the German system. It is interesting and important that physical education in Cincinnati, Mil- waukee, and St. Louis is primarily German in type, and yet it represents in results no particular achievement. In comparison with New York City, Detroit, San Fran- 8 PHYSICAL EDUCATION cisco, and other places it is distinctly inferior. -This may be due to other factors. Worthy of mention is the "Turnverein type" of instructor seen in these schools. Many of them have not even a high school education and, in some cases, represent training that is not the most favorable from the standpoint of teaching. The Swedish system of gymnastics is more widely spread in the United States than the German. At one time it was followed in detail in Boston and other New England cities, but even in this field it has undergone modification that leaves little of the sort of thing that delighted the eye of Posse, Nissen, and Bollin. Its in- fluence today is felt mainly in the general failure to recognize the fallacies of formal drill, with emphasis on development of coordination in general and good posture in groups. President Hall some years ago saw the need in this field. He says :* On the whole, while modern gymnastics have done more for the trunk, shoulders, and arms than for the legs, it is now too selfish and ego-centric, deficient on the side of psychic impulsion, and but little subordinated to ethical or intellectual development ... Its need is radical revision and coordination of various cults and theories in the light of .the latest psycho-physiological science. The modern educator concerned with the organization of physical education and the director concerned with the administration of physical education will not adopt either of the systems discussed. He will be exceedingly critical before he attempts even to adapt them. It is important to give more at length the reasons for this categorical statement. Fallacies in aims. Those who deify systems and hold exclusively to prescribed gymnastic arm, leg, and trunk exercises are sustained in thek own thinking by two closely related motives. One motive aims at the pro- motion of bodily health by muscular contraction and * Hall. G. Stanley, Adolescence, pp. 206-207. D. Appleton & Co., New York, 1911. MODERN PHYSICAL EDUCATION 9 deep breathing; the other aims to provide an antidote for the unhealthful customs, tendencies, and conditions of modern life. In the final analysis, both motives have health as the raison d'etre for their work. It should be stated clearly that the first motive errs in ascribing to muscular contraction and deep breathing such pronounced health-giving qualities. While it is true that exercise is essential for vigorous health, it is equally true that the ignoring of all the other elements necessary in health, such as psychic and social factors, and the building of a system based on muscular contraction and perspiration, is the greatest mistake of those in this field. This error is evident to those who witnessed the opposi- tion to state physical education in the New York Legis- lature in 1921. The rural children -greatly need the social values in physical education; but the opposition to the law was from the rural representatives. Health cannot be defined in terms of large muscles or lung capacity. The second motive errs in accepting conditions of life to-day as necessary and permanent, and defending a system based upon essentially abnormal conditions. It \ is more important to work for more playgrounds, more play spaces, more play time, in school and out, than to build up elaborate arguments to defend a system designed to provide formal calisthenics in concentrated form be- cause play and natural activities are not possible in the scheme of things in many schools. )We should realize that formal calisthenics and gymnastics are a deformity in education and we should seek a cure (4) . It is important also to note that although the health problem is prominent in the consideration of physical educators, often they have little appreciation of what is involved in its solution. Frequently classes in calisthenics for the purpose of securing health are held in dirty, foul, dark gymnasia. In 10 PHYSICAL EDUCATION this way, too exclusive attention to special exercises often leaves the teacher negligent of the hygienic and sanitary part of the program. Physical education and general education. The mod- ern tendency in physical education should be to harmonize the special program and the general curriculum. It is , important to realize that the purpose of physical edu- cation should in the main be the purpose of all phases of education. The same goal should be aimed at. Now while educational theory is breaking away in many places from the traditional method and material of the older type of instruction (5), physical education can with less justi- fication sanction its program upon formal and disciplin- ary grounds. To express the reaction in educational theory, a recent editorial in the Saturday Evening Post is given in part : Here is a healthy boy of twelve. What we most want of him is that he shall develop himself in character and ability to the utmost extent of which he is capable. If there is a precious little spark of originality or germ of leadership anywhere about^him, we most want him to dis- cover that and develop it, for there is never enough leadership and originality in the world. We are always wanting inventors and leaders in industry, in politics, in science, in art. So we take this boy . . . and we give him certain carefully pre- scribed books, none of which interests him very much, and tell him it makes no difference if one of them happens to interest him more than another; he must give exactly the same attention to all of them for rigidly prescribed periods. By interpolating the procedure of physical education we may say that we take him to the gymnasium with sixty to one hundred others and make him go through a series of arm, leg, and trunk exercises, designed to produce health and coordination, and to correct the inju- rious effects of his class room attendance. We pay scant attention to his social and biologic interests and desires. We neglect his preadolescent interests for loyalty to causes and high ideals. We exercise him ... a kind of MODERN PHYSICAL EDUCATION 11 exorcism. It apparently matters little that he hates "gymnasium," that he gets out of it whenever he can. The editorial continues : He is good in proportion as he takes the books, just as some well- regulated machine takes whatever is fed into it. He is good in propor- tion as he submits to a cast-iron, mechanical regimen, and represses all impulses that are not in strict conformity with unvarying rules . . . which, for a healthy boy, means repressing practically all impulses. In similar fashion, he is good in proportion to the obedience he gives a teacher who commands him to do an exercise that has no mental content, no interesting situation, that is void of all attractiveness. The command is to stretch the left arm upward, the right sideward, and stand on the toes. His whole body is crying to be tested in a game with the other boys in which accuracy of aim, strength of legs, or quickness of thought will bring success. Now, in seeking health and coordination, these muscle- bound minds of our " systematic" teachers forget the child in teaching a system of gymnastics devised by a patriotic German for Germans or a poetical Swede for Swedes. A rational tendency. A present day tendency in phys- ical education seeks a procedure that provides knowledge, skill, control, and aspirations as outgrowths of activities which in themselves are desirable ends and satisfying to . human interests and desires. For_example > ,,d3i1drpn in I/ folk dancing will, if properly taught, develop knowledge |/ of folk lore and folk life, skill and body control, and ' certain social values in working harmoniously with other people, as an outgrowth, as a result flowing out of the dance, which in itself was an end, and satisfying to the child; again, boys and girls in certain games, under proper direction and supervision will develop skill and body / control, loyalty, truthfulness, and honesty (by being in situations that require decision and action), and certain f 12 PHYSICAL EDUCATION social values, as cooperation and self-sacrifice as a re-v sultant of the game, which in itself was an end and satisfying to the boy or girl. Cook, in that remarkable book, The Play Way, testifies to this method for the development of moral and social values when he says: I tell you that sincere endeavor and honesty of purpose can only be relied on under conditions that favour their continuance. No system can be sanctioned that is based upon the development of muscles merely. The essential unity of the child, the tremendous need today for men and women possessing fine qualities of citizenship, the growing ap- preciation of the importance of play-forms in education (6) indicate the poverty of the muscle-building program. The progressive educator will therefore not readily adopt or adapt any " system." He will look upon muscular strength as not an end in itself. He would then value more highly attitudes of mind behind the muscles, be- cause for human beings and for the highest realization of human effort, the body is best considered as the instru- ment of the mind, the organ of expression for the soul and personality of the human being, and not as an object of development or culture for its own sake. The splendid physical bodies of the German people and the poverty of their moral possessions, as shown in 1914-1918, illustrate perfectly the thought here. More important than mus- cles, or muscular strength, are the way the muscles are used and the mental content revealed by all action. The basis for determination of principles for physical education. Physical education should be a natural, not an artificial process. It should agree fundamentally with the tenets of general educational theory. All education after all is a development from within; we are not all created equal, as is shown by the comparative study of children; education cannot be taken on, but comes through the workings of natural instincts and desires; it is an MODERN PHYSICAL EDUCATION 13 internal development, not an acquisition of information (7). Adequale^jphysical education cannot be attained by thinking of it as a system of exercises for health pur- poses, as a means for developing better soldiers. Itjnust | represent an effort to afford the child a wholesome op-| portunity to express himself in the doing of worthy things j (8). It must be guided by the needs of the child from the child's viewpoint, corrected by educational psychol- ogy, physiology, biology, and sociology. It must recog- nize the play instinct, it must renounce the theory of formal discipline; it must vivify the gymnasium with living, purposeful, wholesome forms of play and physical exercises. It is not surprising therefore that the subject matter in physical education is being criticised by educators because it does not measure up in its purposes, aims, and methods with accepted theories of education as a whole. This is justifiable. That all subjects in the school should be tested alike in their plan of educating the child is a reasonable request; even more than that it is necessary. Moreover, the demand for new principles expressed in aims and purposes and therefore for new methods and subject matter, is not sectional, nor national it is international. Dr. Cloudesley Brereton representing the London County Council at the Fourth International Congress on Hygiene held at Buffalo, New York, August, 1913, said: The time appears to have come when education should recognize certain verites de M. de la Palisse. First and foremost of these is the obvious truth that education exists for the child and not the child for fr bft fl,py f t.hp p.hild is education; and, secondly, tjiat thouffh the one, and that therefore whatever educatioi Jucation is given to it, that education mtlst be a whole in itself; or, in other words, the subjects, arts, crafts, or accomplishments that are taught, whether they be physical geography or physical exercises, must no longer be taught in watertight compart- ments, but must take account of each other's presence in the curriculum and, as far as possible, be linked up together into an organic whole. N 14 PHYSICAL EDUCATION Our future development as regards curricula, methods, and purposes, must be based not only on anatomy, but also upon social and genetic psychology, educational psychology, physiology, and even philosophy. These sciences and sanctions must guide us in the selection and arrangement of material. There is, in this view, a sharp line dividing the subject matter in physical education. It separates on the one side artificial, unscientific, un- interesting, adult-conceived exercises, and on the other, physical activity which is natural and scientific, based upon the characteristics of child development and the needs of the child. The one is conceived by the adult man as being good for the child without consideration of the child's instincts, interests, or desires; the other represents an opportunity for the child to express himself in the doing of worthy and acceptable things. The one believes in formal discipline, "systems of physical train- ing; 7 ' the other looks to the child, an excellent repre- sentative of the race, as the trial judge of the material to be accepted. The child's judgment will not always be correct, but it will reveal instincts and will indicate the direction for guidance. Dr. George Fisher for many years head of the physical department of the International Committee of the Y. M. C. A. writes inspiringly for this modern view of physical education:* The new physical training must fit the man to the new age. What does the new age demand? What kind of energy does it require? Not muscular energy, but nervous energy. Not muscular power, but organic vigor. The new physical training will develop not large muscles, but strong muscles. It will not burn up nervous energy as much of our athletics has done, but it will seek to store up nervous energy. Because the new age makes great drafts upon nervous energy, it will seek to conserve this valuable commodity. It will eliminate muscle * Fisher, George J. " The New Physical Training." American Physical Education Review, May, 1929, p. 218. MODERN PHYSICAL EDUCATION 15 strain. There will be few demands on the attention. It will promote relaxation and will teach rest as well as work. The old emphasis was upon structure; the new emphasis will be upon function. The new age demands men of initiative, men who are alert, men of imagination. Therefore those types of activity that develop these qualities will be used. These qualities are usually developed in play. Play is creative, poetic, stimulating to the imagination. The new age demands men who will play the game and play it fair and according to rules. Hence, the ethical side of physical training will be pressed so that it will get into the very habits of men. Note the great contrast in the methods of warfare pursued by the British as compared with the Germans. The British were sportsmen. They could not stoop to the methods used by the enemy. Their training in athletics had developed characteristics of honor and fair play, which made it impossible for the British to be unfair. "The sand of the Desert is sodden red, Red with the wreck of the square that Lroke, The Catling's jammed and the co&fflfrclead, And the Regiment blind with dust and smoke; The River of Death has brimmed his bank, And England is far and honour a name, But the voice of a schoolboy rallies the rank, Play up, play up, and play the game." The new physical training will be objective rather than subjective. The old gymnastics was subjective. The new athletics is objective. Gymnastics deal with form and the way the exercise is performed. Athletics deal with accomplishment as, for illustration, the putting of the ball over the line. The old emphasis in physical training was upon materials used. The new emphasis is upon the individuals served. The new age, because of much of its monotony of work, sordidness, and artificialty, will require of its physical training that it will enrich life, deepen the emotions, enrich the feelings. The new physical train- ing will select those forms of physical expression which develop the emotional life. It will emphasize those exercises related to deep emotional states. The new age demands social leaders, team play, ability to work with others. The new physical training will be highly social. It will place emphasis upon the group, upon leadership, upon coordinate action. The old emphasis in athletics was upon the spectacle. The new emphasis will be upon participation. The new physical training should produce the following type of man: slender in type, graceful, not heavy muscularly, clear-eyed, fair- skinned, supple but not tense, alert, erect, easy on his feet, enthusiastic, happy, forceful, imaginative, self-controlled, true, clean, with a sense of fair play, who loves the companionship of his fellows, and who has the fear of God in his heart. 16 PHYSICAL EDUCATION The basis for the determination of principles of phys- ical education has swung from the consideration of man as composed Of so many muscles to a point that views j man as a unity of mind and body, with spirit or soul as an essential element of the whole. This modern basis holds that for educational purposes man cannot be dissected, the organism must be the object of our study; and that for physical education, too great a reliance on physiologic principles with resulting neglect of the social, moral, and spiritual elements in life produces the " crude, vulgar, self-seeking individual"* so obnoxious in human relation- ships and so dangerous to the state and nation. I In fact, physical education is much more a matter of I the nervous system than of the muscles. It ought to be considered more a qualitative than a quantitative devel- opment after all. Hall states this view accurately:** Physical education is for the sake of mental and moral culture and not an end in itself. It is to make the intellect, feelings, and will more vigorous, sane, supple, and resourceful. MacCunn takes this view:*** Spinoza makes the pregnant remark that we do not know what Body is capable of. We may go a step farther and, following Aristotle, declare that we shall never know, till Body finds its true function as /instrument of fully developed soul. For materialism consists, not in / frankest recognition of matter, but in the assignment to it of a spurious ; supremacy or independence. There can be no materialism in utmost i emphasis upon physical education so long as ' Body for the sake of Soul ' \ is as it was with Plato, the presiding principle of educational action. Aims. The aims of physical education should be higher, therefore, than those usually given. So many specialists in this field are only interested in producing perspira- tion. The physiological aim is not enough. There should be in every department of physical education, the ideal and aim that will provide inspiration for the youth of America. "^ * Wells, H. G. The Saturday Evening Post, April 16, 1921, p. 17. ** Hall, G. Stanley. Proceedings of the National Education Association, 1908, p. 1015. *** MacCunn, John, The Making of Character. The MacmiUan Co., N. Y., 1900. MODERN PHYSICAL EDUCATION 17 President Hall in speaking of the need for a leader who shall coordinate the mass of gymnastic material and give an ideal setting for it says :* The world now demands what this country has never had, a man . . . who shall catch the spirit of, and make due connections with, popular sports past and present, study both industry and education to compensate their debilitating effects, and be himself animated by a great ethical and humanistic hope and faith in a better future. Such a man . . . will be the savior to the bodies of men and will, like Jahn, feel his calling and work sacred, and his institution ajemple in which every physical act will be for the sake of the soul. We need to aim higher than health, than victorious teams, than big muscles, than profuse perspiration. Physical education may be so conducted as to set a stand- ard of living that will surpass the average and the common- place. There should be in such a scheme of things something of the healthier virtues of courage, endurance, strength, and also the natural attributes of play, such as imagination, joyousness, and pride. Physical education should never be satisfied with technique. It may well aim to afford an opportunity for individuals to act in situations that are physically wholesome, mentally stim- ulating and satisfying, and socially desirable. The juggling of the ring, the acrobatics of the stage, the cheap accomplishment anywhere must not be the standard. Inspiration and organization for finer manhood and womanhood in all expressions of life cannot come from formal calisthenics and gymnastics, a mixture of dry j hygiene and tooth brush sanitation. The work must! / have imagination, spirit, ideals. The play and games/ must not be emasculated but must be filled with th^j spirit of vigor, of victory, of power, of clean, fair, nobl^ endeavor. The softness that tends to creep into sportjs '! under the petticoats of amateurism, the regimenta- tion and exclusiveness that comes so often with classi- * Hall, G. Stanley, Adolescence, p. 195. D. Appleton & Co., N. Y., 1911. 18 PHYSICAL EDUCATION fication, must not be allowed. The athletic aristocracy of the school or college would have no place in the scheme of such physical education, and a wider and more equi- table opportunity for athletics for all would be the aim (9). The fine, fit, prepared body and mind, healthy and essentially vigorous and courageous, ready and fit to do its task this may be the goal for the youth of America. We have been concerned up to this point with indicating the different systems with their defects. We have stated briefly the emphasis which modern physical education is beginning to place. It remains at this point to set forth in some detail a statement of the aim of physical education. It will be noted that the matter of instruction in hygiene is omitted, except as it may be incidental to the physical education. This is not because of non-appreciation of the value of hygiene but because for the purposes of this book it is important to think of physical education and health education as separate and distinct. They are very closely related, however, and in fact should be conducted by the same department. In a limited sense(health educa- tion includes physical education; the latter can never wholly include the former.) The aim of physical education. Physical education should aim to provide an opportunity for the individual to act in situations that are physically wholesome, mentally stimulat- ing and satisfying, and socially sound. It may be noted that this aim is in substantial agreement with any accept- able aim of general education. It is obvious that general education would be more acceptable as a program of child nurture if greater emphasis were placed upon physical and social values. It is important to define the terms of the aim as stated above. Specifically, physically wholesome means : 1. Adequate provision for all that is involved in control of the environment in gymnasium, playground, and athletic field-air, dust, dirt, suits, showers, etc. MODERN PHYSICAL EDUCATION 19 2. Adequate provision for all that is involved in the development of physical strength and vitality in accordance with the needs of daily life and also of the emergencies and crises of life ( 10) . This provision includes remedial measures for individual cases. It must also provide "that margin of motor activity"* essential for health and desired physical development. Specifically, physically wholesome does not mean: 1. The constant seeking of other values, however worthy, at the expense of the physical; for example, second grade children in twenty minute lesson doing pantomimic and expression work and engaging for two and one-half minutes only in activities that could be classed as having physiological results, i.e. increase in heart rate and blood pressure. This does not rule out the occasional and unusual sacrifice of physical values for the achievement of ends worth while and otherwise unobtainable. Football and other vigorous athletics may result in broken bones, and occasionally in death. Some of the moral values are not to be achieved in any other way. 2. Development of physical freaks Marathon marvels or show window exhibitors. 3. The extreme forms of athletic participation as seen in boys' and girls' school athletics. Not infre- quently, the boy in high school is "burned out" by excessive athletics. Specifically, mentally stimulating and satisfying means : 1. Adequate provision for development of initia- tive, leadership, and followership. 2. Adequate provision for expression of racial in- stincts and desires, with recognition that nature is not infallible. *Wood, Thomas T>., Ninth Year Book, Health and Education. Parti. National Society for the Study of Education, p.82. 20 PHYSICAL EDUCATION 3. Adequate provision for satisfying states of affairs, i. e. a game in which the official is com- petent and fair gives a satisfying mental reaction. Specifically, mentally stimulating and satisfying does not mean: 1. Mental gymnastics as evidenced in response- command exercises that do not get their sanction from the principle of leadership and followership. 2. Provision for mental activity that is in any way annoying. Specifically, socially sound means: 1. Adequate provision for development of social and moral values in which you believe and for which you are willing to work. Such provision may be in essential agreement with public opinion or educational opinion. It may not be in agreement at all, but can be defended, by historical fact of civilization or biology, e.g. the nature of man and the influence of civiliza- tion; by present tendencies and movements in society, e.g. the growing liberalism in all forms of organized society; or by probable outcome of any opposing and antagonistic principle, e.g. the failure of posture drills, disciplinary drills, etc. Such provision must make for good citizenship, and whether that concept is founded upon a communal theory of government, or a super-state theory, or the theory of a democracy, these virtues suggested by Bobbitt (11) must reside in all: a. Service to society now and to the unborn of the coming generations. b. Fair dealing. The "give and take" principle. c. Truthfulness, honesty. MODERN PHYSICAL EDUCATION 21 d. Loyalty and obedience to authority; playing the game according to the rules. e. Modesty, humility as contrasted with arro- gance. Does not mean piety. f . Submission to group opinion, cooperation. g. Courtesy, thoughtfulness for others. h. $eZ/-restraint, se^f-control, seZ/-discipline. i. Gentleness, mercy. The import of this aim will be brought out in subsequent chapters. SELECTED REFERENCES 1. PLUMMER, EDWARD M. "Athletics and Games of the Ancient Greeks." American Physical Education Review, Vol. II, p. 97; Vol. Ill, pp. 1-93-157. An authoritative description of Greek games. 2. Report of United States Commission of Education, 1891-2, Vol. I, pp. 483-484. Report of United States Commission of Education, 1897-8. Vol. I, pp. 522-539. LEONARD, F. E. American Physical Education Review, Vol. IV, pp. 1-18; Vol. V, pp. 18-39; Vol. IX, pp. 227-243; Vol. X, pp. 1-19; 301-311; Vol. XI, pp. 1-13. Excellent statements of the development of the German and Swedish systems of gymnastics. Dr. Leonard has made careful study of the history of physical education. 3. DEWEY, JOHN. Interest and Effort in Education, Houghton Mifflin Company, 1913. One of the essential books for study in consideration of the question of interest. Very valuable as stating a modern view of education. Ibid. The School and Society, University of Chicago Press, 1915, 2nd ed. Ibid. The School of To-morrow, E. P. Dutton & Co., New York City, 1915. Ibid. The School and the Child, Blackie & Son, London, 1906. Three stimulating books on the school as society's means of education. The School of To-morrow predicts what the future schools will be like. 4. WOOD, THOMAS D. "Health and Education." Part I, Ninth Year Book of the National Society for the Study of Education, pp. 75-108, University of Chicago Press, 1910. 22 PHYSICAL EDUCATION A very valuable report on physical education. Keen in analysis of the problem, forward-looking, scientific, this report may be considered the most valuable contribution to the theory of physical education in this generation. 6. COOK, H. CALWELL. The Play Way, Frederick A. Stokes, New York, 1919. A stimulating study in educational nethod. 6. CABOT, R.C. "The Soul of Play." Atlantic Monthly, Novem- ber, 1910. An incomparable essay giving a spiritual interpretation of play. 7. THORNDIKE, EDWARD L. Educational Psychology, Vol. I, Teachers CoUege, 1919. A clear and comprehensive study of the nature of man. A most valuable book for all students of physical education. 8. O'SHEA, M. V. Mental Development and Education, Macmillan Company, N. Y., 1921. A very useful book. 9. FAUVEB, EDWIN. "A suggestion for making physical training of greater value to the college student." American Physical Education Review, March, 1919, p. 200. A timely article on the failure of athletics always to provide sports that can be pursued after school days. 10. KING, IRVING. Psychology of Child Development. University of Chicago Press, 1904. OPPENHEIM, NATHAN. The Development of the Child, Macmillan Company, 1910. Two excellent books on child development. 11. BOBBITT, FRANKLIN. The Curriculum, Houghton Mifflin Company, Boston, 1918, pp. 171-226. A sane, practical discussion of the curriculum of the public school. CHAPTER TWO GUIDING PRINCIPLES IN THE ORGANIZATION AND ADMINISTRATION OF THE WORK OF PHYSICAL EDUCATION Familiar aims in physical education. It is proposed at the outset to discuss critically the guiding principles often presented to-day as a basis for formulation of physical education programs. The division of the work of physical education into four fields is not so common to-day as formerly but the procedure is employed frequently enough to warrant a study of the basis as represented under the headings corrective, educational, hygienic, and recreative. These aims, comprehending the entire program, are entirely unacceptable as set forth in most systems of physical education. 1. Corrective. The exercises in this group aim to secure good posture during the lessons and to correct bad posture in the child. 2. Educational. This aim has been defined as follows : " We seek certain exercsies because we want the children to learn certain exercises themselves, and secondly, we practice certain gymnastics for the purpose of training in form, precision, alertness, control, isolation, coordination, and inhibition." 3. Hygienic. The exercises in this group are for the purpose of stimulating the systems of the body, the heart, lungs, liver, intestines, etc. It seeks to get exercise in quantity and free perspiration. It aims at health ends. 23 24 PHYSICAL EDUCATION 4. Recreative. Under this heading, activities that give pleasure and fun are introduced. Games and dances are types. Critical study of the above aims. In reading over the above aims it seems like the most elementary and simple procedure to ask two questions: 1. What characteristics or elements must an exercise have hi order to be (a) corrective; (b) educational; (c) hygienic; or (d) recreative? 2. In physical education, what activities, old or new, accepted or proposed, will satisfy in letter and spirit the above characteristics or elements? But when the questions are answered, the result is pro- found in its emphasis upon the selection of material that will satisfy the answers secured. Consideration of corrective aim. In the first place, what characteristics must an exercise or procedure in physical education have in order to be corrective of bad posture? It may be stated that it is the opinion of medical gymnasts and many physical educators experienced in physical therapeutics, that for corrective results, an exercise must 1. Be repeated frequently. 2. Be sustained and slow rather than abrupt. 3. Be sufficiently powerful to (a) restore to nor- mal, or (b) maintain at normal, or (c) tend to approach normal. 4. Awaken interest on the part of the subject. 5. Be an exact prescription for a definitely diag- nosed defect or deformity. A "shot gun" exercise cannot be accepted. When these answers are considered, the logical conclu- sion follows that the only corrective work of any value or significance is individual* and not class work. The exercise * Drew, Lillian, Individual Gymnastics, Lea and Febiger, Philadelphia, 1922. GUIDING PRINCIPLES 25 must be prescribed following an examination, and the progress of the case must be noted and corrections in procedure made when necessary. A woman worker of over twenty years experience in this field states that three- fourths of the problem is arousing in the child the desire to be straight (which is best accomplished in individual cases); after that is done, the exercises are only a rein- forcing and sustaining remedy. They are necessary but alone they are worthless. It must be clear therefore that no organization of physical education will seek corrective effects in general class work. Provision must be made for individual cor- rective gymnastics. The need for this special corrective work is illustrated by the records in a large city university of students who had graduated from the public schools of the same city. During their entire time in the schools they had been given exercises for posture. It will be noted that the percentage of cases needing attention is given and the percentage that represents city pupils. When one remembers that only the most favorably situated families send their children to the university, one will appreciate the great number turned out from the public schools in need of corrective gymnastics of the individual kind. Statistics of Freshmen Women Corrective Gymnastics. Forty-one per cent of freshmen women are recommended for corrective gymnas- tics; 79 per cent of these are resident 21 per cent are non-resident. (82 per cent of the entire class are resident.) Classification According to how much Work is Needed. A Questionable 5 per cent of these 67 per cent are resident B Mild 33 per cent of these 73 per cent are resident C Medium 33 per cent of these 79 per cent are resident D Severe 25 per cent of these 93 per cent are resident E Very severe 4 per cent of these 100 per cent are resident 10 per cent are feet cases. 90 per cent are cases of lateral curvature and posture. Statistics of Sophomore Women Corrective Gymnastics. Forty-three per cent of sophomore girls are recommended for corrective gymnastics; 26 PHYSICAL EDUCATION 87 per cent of these are resident 13 per cent are non-resident. (88 per cent of the entire sophomore class are resident.) A Questionable 17 per cent of these 88 per cent are resident B Mild 35 per cent of these 88 per cent are resident C Medium 33 per cent of these 87 per cent are resident D Severe 13 per cent of these 100 per cent are resident E Very Severe 2 per cent of these 100 per cent are resident 2 per cent are feet cases. 98 per cent are lateral curvature and posture. Dr. Thomas D. Wood estimates the number of children in the schools in need of corrective attention to be seventy- five per cent. The evidence everywhere indicates the complete failure of the corrective aim as applied in practice. Consideration of the educational aim. What character- istics or elements must an exercise have in order to be educational? This involves in the very nature of the case a definition of education. If education is preparation for life, if education is training for efficient citizenship, if edu- cation is more than book knowledge or traditional prac- tices that are justified only by their age, if education is opportunity for the child to develop and unfold to its greatest extent and under the most favorable environ- ment, hi short, if education is considered as a process related to life today and not life a century ago or fifty years hence, we will rest content with whatever expression may be made so long as the spirit of the definition breathes its application to life, to real life in the world today. Attempting to answer the question, therefore, we find that in order to be educational an exercise must 1. Have an aim 2. Be interesting and have meaning 3. Be expressive of an idea, thought, or feeling 4. Function in the life of the individual a. Either as a practical, utilitarian motor pro- cedure making him more efficient, or GUIDING PRINCIPLES 27 b. As an aesthetic acquisition, capable of giving pleasure to self or others, or c. As training in social or moral qualities of good citizenship. These answers indicate how impoverished has been the vision of those seeking " educational aims/' who saw their realization in the ability to stretch the left arm sideward and the right arm upward on word of command from a teacher. Physical education is educative according to the view point and emphasis. It has wonderful latent possi- bilities. It stands at a point in the history of man when its contribution to practical and effective citizenship is most needed and can with greatest prospects be given. These questions rule out at once that mass of aimless, uninteresting, inexpressive, and functionless type of material as represented by the gymnastics of the Swedes or Germans or that of certain mongrel systems. When the second question is asked, "What types of activity will satisfy the above characteristics?' 7 the answer would seem to present the following: 1. Games, sports, and athletics 2. Dancing folk, characteristic, and natural (cf. Chapter III) 3. Exercises on apparatus. The usual ones need] revision to be satisfactory 4. Natural gymnastics (cf. Chapter III) 5. Club and camp crafts There is a place for drill in physical education. The logical place for it is in the practice of the parts of activi- ties which are interesting and vital to the child. A child has no inherent interest in the "yard e" position nor in the "fall out" nor in the "lunge," but may be very much interested in practicing the technique of certain games, dances, swimming, and other natural and racial activities. 28 PHYSICAL EDUCATION A comparison of the characteristics of educational ac- tivities in physical education will show how rich the avail- able material is and how important for morale physical education becomes in the school curriculum. The presi- dent of one of our colleges recently remarked, "The director of physical education has a greater opportunity for character training of our students than any other officer of our college." Here then is complete justi- fication for the insistence that our program function in the life of boys and girls and for their sake and for then- country's sake that it present a direction in aim and effort that seeks fundamental, social, and moral qualities. Consideration of the hygienic aim. What character- istics must an exercise have in order to be hygienic? Certain misconceptions prevalent in the popular mind must be corrected. We understand that hygienic means pro- ductive of health. Furthermore, the narrow, partial, and incomplete appraisement of the nature of man and hence of factors in his health must be revised. It should not be necessary to-day to say that man is a psycho-physical unit. Mind and body are one. It is impossible in any rational procedure to consider one and neglect the other. Therefore, it is amateurish in the extreme to talk of health effects from muscular activity when the entire emo- tional and mental experience of the individual is going through unwholesome phases. The boy or girl who bends the trunk sideward for the hygienic purpose of alternately squeezing or relaxing the liver and who throughout the activity is filled with the quite common gymnasium reac- tion expressed in these words, "I hate gymnasium work," can hardly be said to obtain hygienic effects on his nervous system. The difficulty in this instance as in others enu- merated is that the child has been dissected and the muscles, or the liver, or the sweat glands have been stimu- GUIDING PRINCIPLES 29 lated to activity and all the time the child, as a psycho- physical unit, has been ignored. We shall refuse therefore to concede as hygienic any exercise which does not in some degree produce all of the following: 1. Wholesome activity of the circulatory system, showing in increased heart rate or blood pressure. 2. Wholesome activity of the respiratory system coming as a result of increased body need for elimina- tion of carbon dioxide and supply of oxygen. This activity is to be automatic and to be initiated, di- rected, and controlled, not by the teacher, but by the respiratory center in the medulla, which exists for this purpose. This rules out at once respiratory gymnastics as commonly used. . 3. Wholesome activity of the excretory system. This characteristic would be evidenced in increased perspiration and increased elimination of bodily waste. 4. Wholesome activity of the muscular system. 5. Wholesome activity of the nervous system. This would be expressed in evidences of enjoyment, pleasure, and happiness. The nervous system ex- presses hygienic states if joy is predominant. De- pression, fear, distaste are unwholesome in their effect upon the nervous system. In this respect therefore that activity which gives joy is hygienic. Notice should be taken of the use of the word wholesome in the five paragraphs above. We mean to convey here all that is implied in this word, and to condemn in general as unhygienic, feats of strength, marathon races, prolonged endurance athletic contests. In any case all such activities must be judged by whether the effects are wholesome. With the above characteristics in mind, it will be found that the following activities will be satisfying to the demands made: 30 PHYSICAL EDUCATION 1. Games, sports, and athletics. Manifestly not all games or athletic sports can be accepted for all. Boys' basketball for girls, marathon races for high school pupils, endurance contests for children, would come under the ban. In general, though, games of all kinds, under proper supervision, will give wholesome activity for the child, for the child considered as a psycho-physical unit and not considered as a set of muscles covering a liver and intestines. 2. Dancing folk, characteristic, and natural. 3. Natural gymnastics used for drill purposes in which the individual finds joy and satisfaction in practicing a technique that will improve the per- formance of a real game which interests him. 4. Apparatus. For boys and men and for some girls, exercises on apparatus will satisfy the above characteristics. This is the least valuable and useful of the four groups suggested. Consideration of the recreative aim. Desirable motor activities have usually been offered when the recreative ami has been considered, and yet it is important to ask what characteristics physical activity must possess in order to be recreative, so that needs in this field may be served appropriately at all times. It would seem that the following characteristics are in- herent in recreational physical activity: 1. Interest. The activities must be well known enough to be enjoyed, but they must not be so well known as to become monotonous. Variety must be offered and yet routine respected enough to give the pleasures that come with the old and familiar. These are vital elements of interest. 2. Adaptability. The activity must be gentle or vigorous according to the requirements of the hour. The group is to be served according to its needs. GUIDING PRINCIPLES 31 3. Objectivity. The individual to recreate com- pletely must forget self and live in the objective world of the imagination. Action must be directed outward in expressive forms in which self is not thought of and consciousness of action is absent entirely. With the above characteristics in mind, it would seem that the following activities would be completely satis- fying: 1 . Games. In this group, new and unknown games or games involving great skill to learn, would not be con- sidered. The games could be quiet or fairly vigorous, but they must be well-known and liked or at least so simple to learn that their technique could be mastered quickly. Stunt games of various kinds would be appropriate. 2. Athletic sports. Golf, tennis, swimming, and horseback riding for those who know the technique of the sport and enjoy its situations indicate what is recreative in this field. It is important to emphasize that for recreation purposes the sport must be familiar and the skill in it sufficient to produce pleasure. 3. Dancing folk dances, especially types such as the English Country Dances, social dancing, and at times natural dancing. The primary element here that makes for recreation is the rhythm, expressed in movement and music. 4. Apparatus. Certain individuals get real recrea- tion in performing stunts and feats on apparatus. The giant swing, the fly away, the dislocate, and other acrobatic acts may be accepted for a few. They are not worth the effort required to accomplish their performance. They offer a limited appeal. 5. Natural gymnastics. Figure marching and exercises in mass groups may at times of exhibition be recreative, but usually the strain of "making a 32 PHYSICAL EDUCATION mistake" is so great that these activities are rarely to be accepted as satisfactory recreation for school children. Parades on special days can be made worth while. Even for adults, parades, either with or with- out special costume, give real recreational results. Skipping, balance running, leaping, climbing, and jumping may be considered recreative. Surely a great deal of the material given by Pearl and Brown * may be considered as recreative. Present methods of organization and administration in physical education as compared with other fields. In city school systems, the main part of the work consists in gymnastic lessons arranged in progression that is based on balance, difficulty in coordination, or strength require- ment. The lessons provide, in the main, movements of the arms, legs, and trunk, and some marching; a game or folk dance may be added. The exercises may be from the Swedish system without hand apparatus or may follow the German type and involve wand or dumb-bell. The exercises are selected with a view to producing correct posture, muscular strength, and coordination (1). The pupils are "put through" these exercises and no scientific effort is made to determine whether the work accomplished what is predicated in the theory; too little attention is given to see if the pupils are interested in the work. No well directed effort is made to instruct the pupil; the effort is to exercise him. Now in this connection it is important to ask how such a method compares with the newer methods in general education and the practice in other fields of life. 1. Compared with newer educational methods. In general education procedure, efforts are centered definitely in examining and grading pupils not in an arbitrary way, but in a scientific way. Mental tests are worked out that * Pearl and Brown. Health by Stunts. The Macmillan Company, N. Y., 1919. GUIDING PRINCIPLES 33 provide by means of scales a method for measuring ability in arithmetic, language, writing. The intelligence tests in use are those of Binet-Simon, and the Stanford Revision of the Binet-Simon. For college students the Thorndike tests developed for the army are in wide use. In short in dealing with subjects peculiarly mental in nature, Trabue's (2), Thorndike's (3), and Hillegas' (4) scales determine and place the pupil quite accurately. Frequently in physical education work of the formal kind, grade and high school pupils exercise in the same class. There is practically nothing in physical education that provides training for the " physical defective" on the basis of scientific measurement. There is greatly needed some method for determining scientific classification re- garding the motor development of the pupil, in which motor ability and not muscle size is measured. A rating test that would give the motor quotient (M.Q.) has possibili- ties nearly as valuable for education as the intelligence quotient (I.Q.). The old efforts of anthropometry which measured the size of the biceps, chest, and waist, told nothing regarding the ability of the pupil to coordinate his muscles in an emergency, or to use the muscles for effective organic action in the common acts of life, such as standing, sitting, walking, running. 2. The methods in use in physical education have nothing in common with the world of business. The well organized and administered business seeks to carry on its activities after careful a. Determination of the demand for its goods and supply in relation to it. In some cases, definite and careful effort is made to increase the demand. b. Determination of the capacity of the market to use the particular goods sent into that market. It would be an ill-fated business that sent fur-lined coats to the natives of the Sandwich Islands without PHYSICAL EDUCATION determining whether or not the natives could or would use the goods. c. Determination of needs of people using the line of goods produced or marketed by the business. Endeavor to supply the needs. Now physical education in the formal systems makes no determination of the pupil's needs, ability to use, or de- mand for, the activities of the physical educator. The statement of needs so often made is an assumption. The lack of exercise, the urgency for muscular activity does not mean a need for formal arm, leg, and trunk exercises that are produced and taught without any reference to the ability of boys and girls to use them in life, to be interested in them, and to benefit from their use. If physical education attempts to be modern and pro- gressive, it must begin to seek standards for motor activity and to present its program with reference to the child's psycho-physical needs. Moreover the wants of the nation are so great that a new organization of physical education is imperative. The results of the draft and the close of the war have presented two problems of paramount importance to physical /Educators: 1. The need for promotion and conservation of physi- cal vigor. \ 2. The need for development of fine qualities of \citizenship. Need for physical vigor and good citizenship. The Provost Marshal General reported in January, 1918, on the rejections of men called in the Selective Service Draft for the National Army, as follows: Total called ..................................... 3,082,945 Total examined by local boards .................... 2,510,706 Total rejected by local boards for physical reasons 730,756 Percentage rejected of those examined .............. 29.11 GUIDING PRINCIPLES 35 To this percentage of rejections by the local boards must be added the rejections by the Medical Corps at the cantonments. The Medical Corps rejected from two to eleven per cent of those certified. The total rejections therefore must be somewhere between 30.53 and 36.80 per cent. In the main the chief causes of rejections were remediable and preventable by a little care and by ade- quate and wise physical education. The loss in physical vigor in the United States, through lack of adequate provision for health care and physical training is incalculable.* There is tremendous need today for better training for citizenship. The school is the logical place for the training of leaders and followers of the right kind and there should be provided in the modern organi- zation of physical education a chance for the boys and girls to know the qualities to look for in leaders, to exercise themselves in choosing leaders, and to practice in following leaders. Good citizenship does not suddenly descend upon one at the age of twenty-one. It represents a totality of re- sponse made up of favorable and desirable reactions, many times repeated, in situations of less importance. Loyalty to a team may very well be the beginning of loyalty to the nation and loyalty to a team in the face of continued defeats is provocative of something like the spirit that worked in the hearts of those at Valley Forge and in the Wilderness. Physical education in its clubs and teams, its Scout troops, and other outdoor organizations must seek these larger aims. The material to be used is that of games and sports and natural activities. The very clear way in which games and sports are important in developing physical vigor on the one hand and certain desirable social values on the other is well expressed by Hetherington and Ehler (5). * Williams, Jesse Feiring " The Conservation of the Nation's Most Valuable Resources." Educational Review. Vol. 56, No. 4, Nov., 1918. 36 PHYSICAL EDUCATION With this fundamental viewpoint in mind, it would seem that the rational approach in the organization and ad- ministration of physical education should not be the formal and traditional one. Organization should consider the nature of the elements organized. In carrying out the work for physical educa- tion, in selecting the types of work that will be of most value and have the greatest appeal, the physical nature and instinctive reactions of the individual must be con- sidered. The teacher of physical education must know the physical, psychic, and social characteristics of children, the time and manner of development. That critical period of adolescence must be studied carefully and the essential changes noted. This study of the characteristics of boys and girls requires keen analysis of these characteristics in order to decide intelligently what achievements are valu- able. Then the teacher is in a position to determine what material should be used to secure the ends that have been selected as worth while in the light of an understanding of the nature of boys and girls at different stages of develop- ment. Any organization of material that proceeds without this fundamental approach in the study of child nature is unscientific. There is abundant material of a scientific kind which may serve for the beginning of this study. Fiske, Thorndike, Lee, Tyler, Baldwin, Hall, Johnson, McDougal, and Trotter will give authoritative statements. (6). This study will reveal the important fact that chil- dren are not abbreviated adults. Moreover the psychic factors will be recognized. It is important to state that the child as a personality seeking to adjust to a complex world of adults is the guide for the organization and administration of the program of physical education. In seeking to understand the needs of the child in all aspects of its development and to provide an opportunity for the child to express its instinctive guides and urges, GUIDING PRINCIPLES 37 there should be not less but more appreciation of the need of the child for an active physical life. Organization should encompass the physical needs of the child, as shown in its growth and development. It is not sufficient to know the average chest girth of 20,000 children of a certain age and then devise an exercise that will enlarge a child's chest to the average for his age. Any such method is not only fruitless of achievement of physi- cal vigor but indeed subversive of health and physical power. It is not complimentary to all those who have been working in this field to say that in the main such has been the method. Exercise for the arms, chest, back, and legs! Exercises for the circulatory and respiratory systems! The point is emphasized here that the physical needs of the child must be considered in the light of human evolu- tion; that the sort of things man has done in becoming what he is remains the best guide as to what will promote and conserve his physical vigor. The physical educator should know the measurements of children in different age groups, he should be familiar with standards of favor- able types, but more than that he must understand the essential biologic needs of children and adults. The aver- age lung capacity of individuals of a certain height will be helpful in telling if an individual is sub- or super-normal in chest mobility, but more significant is it to understand the evolutionary basis for the appearance and functioning of the vital systems of the body. The use of the funda- mental muscles and the proper selection of activities to provide for fundamental rather than accessory muscular action is paramount. How children grow, the tendencies at different periods, accelerations and retardations, pubes- cent changes these are of importancej^fcfc as a back- ground for these lines and colors, mus He picture of the child in evolution. This is signjBRt because of 38 PHYSICAL EDUCATION the necessity for physical, as indeed for all education, to adjust its efforts in harmony with the great force of nature. Proper consideration of the needs of the child requires that boys and girls be separated for their physical educa- tion at the beginning of pubertal changes and onset of adolescence. This separation in most places will occur at the end of the fourth grade. In some schools they may work together in the gymnasium through the sixth grade but never after that. At times separation may be advised at the end of the fifth grade. Children should be grouped in classes according to their physiological age and group motives and guides. Children of widely separated grades should not be brought into the same class. The physiological age of the children is to be considered and so far as possible should control in the selection of classes. Practically in school systems as constituted it is necessary to have the physical educator proceed according to class organization. This is not fatal and provides, with careful administration, a satisfactory class organization. The gymnasium classes should be broken up into groups. The groups should be natural in formation and conform to group motives, group performance, and age (physiologi- cal) (7). The group plan requires a different type of work and involves the free use of leaders from the groups. This necessity makes for success in achieving the desirable social values and training that physical education can give. The use of the Boy Scout and the Girl Scout organi- zation in the school is helpful in this connection. A new spirit. The day has passed when any department could feel that it was meeting its problems by providing three ten-minute lessons a week in formal exercises. The recent state-^fckiws are reflecting the awakened interest in and demand^ Mnes, scout activities, recreational clubs, camping, dev^fcaent of leadership, and group training GUIDING PRINCIPLES 39 in activities that avoid the Prussian virtues on the one hand and mob emotionalism and action on the other. Gymnastics will remain with us, as they are needed, but revised and fashioned in new forms. The health values of the program are prominent in the foreground and rightly so, but they are not sustained by the old fallacies of the Swedes and Germans, which at one time had the sanction that historically is given to the Medes and Persians. The health values are based upon a study of the whole nature of the child and not upon an anatomical dissection of its musculature alone. The profession is awakening to the strategic position in which the teacher and director of physical education is placed with reference to guidance in the matter of moral problems. The import of this is not to be neglected. The significance of physical education in the lives of boys and girls in school is indicated quite clearly by Button and Snedden (8). Physical education broadly includes all of the means which contribute to physical well-being, comprising nurture and a favorable environment for growth, exercise, and work, as well as corrective and curative activ- ities. The attainment of the ends of physical education implies not only control of the ends of physical environment of the child, but the deliberate formation of habits, the imparting of knowledge of hygiene, and the stimulation of the better ideals of physical efficiency. . . . The relative importance of physical education in this broad sense is such that it should undoubtedly be given first place in a completely integrated scheme of social economy, what is called mental discipline, and the development of the scientific attitude, is ultimately common to all, and is not in any sense the exclusive possession of cultural education. Hence, in so far as the administration of public schools takes account of physical education, it should attach to it more importance than to any other division as far as attitude and appreciation are concerned. Department schedules. The administrator of a depart- ment of physical education has the problem of schedule making for the activities for which he is r^fconsible. He- should have the ready cooperation of the |K>ol principal, deans, and general faculties. The moderF administrator 40 PHYSICAL EDUCATION will see in the field of physical education, not only oppor- tunities to guide and control physical exercises, sports, and games, but also the closely related field of character training and personal health problems. His schedule will involve appreciation of more than is printed in the school announcement. Elsewhere has been presented the details of organization of material; it would seem important to state here in connection with the general organization of the department the point of view to be held in making schedules. This point of view includes an appreciation of the biologic requirements of children. From observation of activities and from estimated records and schedules Hetherington* presents the following table showing the distribution of activities by age periods : DISTRIBUTION OF ACTIVITIES BY AGE PERIODS Total average Big Age waking hours muscle Manual Linguistic Automatic 0-1 1 9-| 2 10 1 3 11-* . . 2 .. 2 4 12 . . 2 .. 2-1 5 12-i 4-| 2-1 2-| 2-| 6 12-f 4-f 2-f 2-| 2-* 7 13 5 3-i 2 + 8 13-| 5-i 3-1 2-1 9 13-f 6 3-f 2 + 10 14- 6 3-| 2-1 11 14- 5-f 3-i 2-| 12 14-+ 5 4 13 14-|+ 4-J 4 14 15 4+ 4-i 15 15-| 4- 4-f 16 15-f 3-i 4-f 17 16- 3+ 4-f 18 16 2-| 5-i Doing nothing 19 20 16 16 * 5-f 5-1 3 3-i 3-f 4 4-i 4-f 5- 5 5-i 2-1 2 2 2 + 2 2 2-1 2-i 2-f 2-f 3- 3 3 3 * Hetheringtoa, Ciarl^ American Physical Education Review. May, 1917, p. 251. GUIDING PRINCIPLES 41 This schedule by Hetherington would indicate that physical education has been assigned entirely too little* tune in school programs. By "big muscle activities" Hetherington means "spontaneous and general locomo- tion: locomotion with toy machines, animals, etc; spon- taneous or playful gymnastics; games; dancing; aquatics." In an effort to represent the necessary amount of time in the several activities " essential at each age for develop- ment," the following chart (Fig. 1) is reproduced.* Hours of Day CURVE OF DISTRIBUTION OF ACTIVITIES Ages . 1,2 8 4 5 6 7-^8 9 10 11 J2 13 14=15 16 *7 18 19 20 21 22 3 4 15 16 17 18 19 20 21 22 Fig. 1. Curve A B in relation to the base line represents the normal hours awake at each age period. The space between A B and G H represents the time devoted to routine automatic adjustment, leaving the time indicated below G H for activity of educational significance. Curve C D in relation to the base line gives the amount of time necessary for big muscle activities at each age period. Curve E F in relation to the base line gives the amount of time indicated by these observations for manual activities. Curve E' F' represents curve E F added to curve C D, thus giving the time devoted to both big muscle and manual activities. The space between E' F' and G H give^the time for special linguistic activities. * Hetherington, Clark. American Physical Education Renew. May, 1917, p. 251. 42 PHYSICAL EDUCATION The importance of this study for education is the con- sideration to be given to the distribution of studies and big muscle and manual activities in the school curriculum. It is to be pointed out therefore, that the method of assigning subjects of study for the child without pro- viding for the manual and big muscle activities is unscientific and dangerous and from a modern viewpoint disastrous. It is enough to say that the big muscle and manual activities cannot be properly cared for by assigning them to fag ends of the curriculum. SELECTED REFERENCES 1 . CRAMPTON, C . WARD . "A New System of Physical Training". American Physical Education Review, October, 1911. A clear statement of the theory of the formalist in physical education. 2. TRABTJE'S Completion-Test Language Scales, Bureau of Publica- tions, Teachers College, Columbia University, New York City. 3. THORNDIKE'S Reading Scale and Handwriting Scale, Bureau of Publications, Teachers College, Columbia University, New York City. 4. HILLEGAS' Scale for the Measurement of English Composition. Bureau of Publications, Teachers College, Columbia Uni- versity, New York City. These three scales will give a clear presentation of the method of procedure in measuring such abilities. 5. HETHERINGTON, CLARK W. "The Demonstration Play School." University of California Publications. Education, Vol. V, No. 2, July 30, 1914. EHLER, GEO. W. " The Place of Gymnastics and Athletics in the Program of a Department of Physical Education." American Physical Education Review, March, 1916, pp. 135- 142. Two excellent articles giving a basis for physical education that can be accepted on physiological and psychological grounds. 6. FISKE, G. W. Boy Life and Self -Government. Association Press, New York, 1919. THORNDIKE, E. L. Educational Psychology, Vol. I, Teachers CoUege^STew York City. LEE, Jos^e. Play in Education, The Macmillan Company, New York, 1916. GUIDING PRINCIPLES 43 TYLER, J. M. Growth and Education, Houghton Mifflin Com- pany, Boston, 1907. BALDWIN, B. T. Physical Growth and School Progress, United States Government Report, (Bureau of Education, Bulletin, 1914, No. 10, Whole No. 581.) HALL, G. S. Adokscence, D. Appleton & Company, New York, 1911. JOHNSON, G. E. Education by Plays and Games, Ginn & Company, Boston, 1907. McDouGAL, WM. Social Psychology, Luce & Company, Bos- ton, 1918, 13th edition. TROTTER, W. Instincts of the Herd in Peace and War, The Macmillan Company, New York, 1919. Very valuable books for the study of characteristics of children. 7. CRAMPTON, C. WARD. "Physiological vs. Chronological Age." Pedriatics, Vol. XX, No. 6, June, 1908. 8. DUTTON, SAMUEL T., AND SNEDDEN, DAVID. The Administra- tion of Public Education in the United States, The Mac- millan Company, New York, 1914. CHAPTER THREE OBJECTIVES, CONTENT, AND MATERIAL" ACTIVITIES OF THE GYMNASIUM AND PLAYGROUND Objectives. The work on the playground and hi the gymnasium should have a broader appeal and aim at more comprehensive results than the calisthenic drills of the classroom. The usual calisthenics are an artificial means of providing activity; they have no relation to the normal, natural forms of play. On the other hand the program on the playground should provide the fullest opportunity for expe^iojL^t^lf_m^whol^wne play, consciously directed by teachers who wiiTgui3e, checETsSinulate, and admonish as the case warrants. The activities of the gymnasium should be as nearly like that of the playground as pos- sible. The type of activities should be natural, and in this one aims to achieve_^u-mQtor education that shall function in the life jgfjbhe indlviteal;* TEenT should be sought therefore "an^adequateTrnotor education, an adequate self-expression of personality, from which there will naturally result health if the work has been hygienic, and development of character and a desirable shaping of personality, if the guidance has been awake to moral and social values. The objectives, therefore, are motor education that shall function in promoting physical vigor., and an awaken- ing and expression of mental, moral, and social feel- * Fauver, Edwin. American Physical Education Review. March, 1919, p. 220. 44 GYMNASIUM AND PLAYGROUND 45 ings and states that shall lead toward fine qualities of citizenship. Content. In getting away from the more formal aims of traditional gymnastics, we are seeking to establish a practice that will serve to make boys and girls better able to live the life of free citizens in a democracy. Professor Rapeer in a report (1) on the minimal essentials of physi- cal education offers the following as types that would seem to be satisfactory: 1. Free and supervised play, including dancing 2. Free and supervised athletics 3. Boy Scouts, Camp Fire Girls, and other similar activities 4. Wholesome motor activity in connection with school and other work activities of many kinds 5. Handicrafts and other similar avocations 6. Formal physical training or gymnastics in the narrow sense 7. Orthopedic, therapeutic, or medical gymnastics 8. School excursions, tramps, and hikes 9. School dramatics, posturing, etc. It would seem necessary to provide for the sixth item because at times it is impossible to carry out the natural programs due to lack of buildings, space, funds, or teach- ers. It should be noted, however, that frequently the equipment will permit a more rational program than is given by some teachers. The above suggested content has been elaborated in the report (1) and is worth detailed study. It presents games for the first eight grades, amount of time to be devoted to dancing, character of the formal exercises, and other inter- esting and valuable discussion. Many suggestions are taken from Stecher (2) and the assignment of games to grades is in agreement mainly with the order given in the Philadelphia schools. Modifiers of content. From what has been stated in the preceding pages, and from the very definite tendency toward play and athletics as shown everywhere today, it 46 PHYSICAL EDUCATION may be noted that there is no necessity for any program of formal calisthenics and gymnastics. It must be appre- ciated, however, that all that may be desirable in a rational physical education program is at present not always possi- ble due to handicaps that at times are financial, at times physical, and at times human. There is a place, a justified place, in physical education for drill in the elements and fundamentals of motor movements that function in life; at present, however, the great majority of school systems are doing more in formal gymnastics than is justified by any necessity of the situation and are not fully awake to the reasonableness and practical value of a program based upon the child's interests and basic and instinctive desires. It is not an unreasonable standard to hold that the elementary school should secure a program in physical education based upon plays, games, club activities, dancing, and whenever possible, swimming. Content of curriculum for elementary schools. The physical activities of the kindergarten should be carried over in the first grade of the elementary school. The Gary school plan for physical education is based upon a work- study-play program. The play part is an essential leg in the educational tripod at Gary. An excellent program in physical education is given in the published curriculum (3) of the Speyer School. The diagram in figure 2 gives the kind and distribution of material desirable in the first six grades. Content of curriculum for high schools. 1. The best type of physical education is to be seen in some of the private schools. The Andover plan (4) in use at the Andover School, Andover, N. H., is excellent. 2. The Horace Mann School for Boys, New York City, provides a unique and in many ways an ideal scheme. Games and athletics comprise the entire program of motor GYMNASIUM AND PLAYGROUND 47 1 1 i 1 1 S a B g > I ^ 1 I & I 43 48 PHYSICAL EDUCATION education. The period comes in the middle of the day. Study periods are conducted in the late afternoon after the game period. 3. The Wardlaw School, Plainfield, N. J., has an excel- lent program for physical education. 4. The Horace Mann High School for Girls, New York City, offers an unusually good program for a city school with limited play space. The students in the senior high school may elect one of three courses in their required work of two periods a week, as follows: a. Natural dancing two periods b. Gymnastics, folk dancing, and swimming two periods c. Athletics two afternoons A large majority choose the athletics which consists of: Fall Tennis Field hockey (1) Beginners squad (2) Varsity squad Two interscholastic games Winter Basketball (1) Interclass teams playing eleven games (2) Varsity team playing ten interscholastic games Spring Swimming (1) Swimming meets Tennis (1) Tennis tournaments Track (1) Track meet In large city high schools the programs are limited by the difficulties inherent in large groups without adequate play space. 5. An illustration of minimum essentials in the high school field would be a. Swimming for all. b. Games and athletics (competitive) for all. The girls should not play boys' games. Dr. Fauver suggests the following for both boys and girls (5) : GYMNASIUM AND PLAYGROUND 49 For Boys For Girls Baseball Indoor baseball Basketball Basketball (girls' rules) Field hockey Field hockey Ice hockey Handball Cricket Swimming and diving La Crosse Fifty yard dash Soccer Hurdle races Football Tennis Handball Volley ball Volley ball Center ball Center ball Golf Boxing Bowling Track and field athletics Dodge ball Squash Tennis Bowling Swimming The question of what physical activities are suited to and may be beneficially used by the girls is variously answered. Many factors should be considered : the struc- ture of woman's body, its strength and endurance, the nature of her development, and the type of activity best suited to her needs. Some leaders in physical education advocate a free participation by women in activities pursued mainly by men; others markedly limit the range of sports for women. The following list from Healthful Schools (6) is suggestive: For Mature Girls For Immature Girls Condemned Condemned Broad jump Pole vaulting High jump (in competition) Running more than 100 yards Pole vaulting Weight throwing Doubtful- Doubtful Basketball High jump Field hockey Running more than 100 yards Safe (in competition) Archery Weight throwing Ball throwing 50 PHYSICAL EDUCATION Safe Broad and high jump Archery (not in competition) Ball throwing Climbing Basketball (women's rules) Dancing Climbing Horseback riding Coasting (cross saddle) Dancing Low hurdles Field hockey Paddling Golf Rowing Horseback riding (cross and Running (not in intense side saddle) competition) Indoor baseball Skating Low hurdles (not in competition) Swimming Paddling Tennis Rowing Walking Running (not in competition) Especially beneficial and suitable. Skating Climbing Skiing Dancing Snow-shoeing Jumping (in moderation) Swimming Running (in moderation) Tennis Skating Walking Swimming Especially beneficial and suitable Walking best loved, most Dancing commonly practiced, and Paddling with greatest primitive Rowing appeal Running Dancing Swimming (greatest unanimity of Walking opinion in this answer) The criticism to be made of the above list of games and sport activities for girls is the tendency to rule out the games and conditions which are most valuable in develop- ing the type of response which the vigorous fighting games call forth in boys. "The modern girl needs a greater opportunity to share in situations that come in games and that require self-sacrifice, courage, fair play, and per- sistence." * c. Dancing for girls. d. Dancing for boys. * Williams, Jesse Feu-ing. "Values of Camping for Girls." Teachers C< < ' ord. XXI: 1. January, 1920. GYMNASIUM AND PLAYGROUND 51 e. Club organizations carrying on the activities of the groups into picnics, hikes, camping parties, etc., and continuing as an organization for the alumni of the school. f . Exercises in the gymnasium for perfecting skill in dancing, games, and swimming. g. Tumbling, boxing, wrestling, and apparatus (selected) for boys. h. Marching using as a basis U. S. Military drill regulations. i. Corrective gymnastics for special cases requiring special exercises. Interschool athletics for girls. The traditional attitude toward girls 7 participation in the activities of the gym- nasium, pool, and athletic field has been one of opposition. The Victorian type of girl with a welLdeveloped headache and a poorly developed body has until recently been the standard for women. A modern liberalism has brought to women greater freedom in politics, hi business, in in- dustry, and in education, so that in schools of today the girl shares with her brother the program in the field, the court, and the pool. It has been variously stated and with various reasons that women should not engage in athletic sports. Proba- bly all the objections that have been presented at different times apply with full force when we mean athletic sports with men's standards. It is no mistake to permit the girl to play basketball, baseball. hockey ? soccer, to swimrbul to allowher to attempt to measure up to man's perform- ance in these activities is the great error^ There is need for development of suitable standards for women's ath- letics; but that does not mean that girls and women should not play games very much as boys do. There are those who sanction girls' engaging in team games but who insist that they should not engage in inter- 52 PHYSICAL EDUCATION scholastic or intercollegiate sport. The reasons given for this view are usually one or all of the following: 1. Girls are not good losers. 2. Girls do not behave well on street cars or rail- road trains. 3. Girls are apt to play when not fit. 4. Girls are too sensitive and too delicately con- stituted nervously to stand the strain of mterscho- lastic competition. 5. Girls would give too much attention to the games and neglect school work. These arguments are so often used and the case so often made out against participation that it is worth while to inquire into the validity of the several contentions. The five points will be discussed in order. 1. If girls are not good losers, and it is granted that they show less evidence of sportsmanlike qualities than boys, how, it may be asked, are we to overcome this deficiency? Are we to assume that in original nature the girl lacks " fairness, loyalty, and honor' 7 ? There is no evidence for this at all. It is more probable that she is a poor loser because her training and education have been such that "good losing qualities" were not required. It may be remarked that one can only acquire the ability to lose gracefully and courteously by playing. There is no evidence to the contrary. It may be further noted that because woman is coming more and more into a larger share of the world's work and must work with men in all sorts of political, social, economic, and educational prob- lems, it is of paramount importance that she develop ability to lose and ability to win without having the result incapacitate her for further endeavor. 2. If it is granted that girls behave in an unseemly manner on street cars and railroad trains, is it not fair to inquire how they may be taught to behave with regard GYMNASIUM AND PLAYGROUND 53 to accepted customs? Surely, not by keeping them off street cars and railroad trains! Manners in public cannot be taught in the classroom. They can be taught effectively and well in street cars and railroad trains. Proper super- vision and direction, only, are needed. 3. Girls are physiologically so constituted that com- petitive sport would be harmful at the menstrual period. The physical education program must always conserve and never injure health. It is important to point out, however, that girls can be taught and should be taught to care for their health under even the most urgent situa- tions. One teacher has secured entire support from her girls by helping them to see that it was unfair to the team to play when they were not physically fit. The possi- bilities for education in this regard are so rich that the chances for injury may be disregarded. In any case, the problem can be controlled by proper supervision. It may be noted that a larger squad is necessary for a girls' team; this is highly desirable for many reasons. 4. The answer to the fourth argument is that the girl has been deprived of opportunities to develop self-control by the mistaken views that she must be shielded, pro- tected, and carefully guarded. It is more important to train a girl in self-reliance, to develop ability to meet difficult situations without expecting someone to step in and save the day. The sensitive girl is the girl who has never met opponents in games and sports. If sensitive- ness as a quality in women is desired, the best procedure would be to eliminate her from competitive school sports. If a self -controlled, self-reliant woman is to be sought, then interscholastic and intercollegiate sport may be made of great assistance in this respect. 5. Girls would give relatively more attention to games and less attention to school work and it is believed that this redistribution would be salutary. Whether she would 54 PHYSICAL EDUCATION give "too much" attention to games is a moot point, but it should be noted that girls are apt to be conscientious and would make a fairer distribution than boys do. Contents of work for college students. I. A woman's college. Some colleges are not con- tinuing their formal, lifeless, and uninteresting wand, dumb-bell, and Indian club exercises. The type of work at a western woman's college is suggestive: A. Students may elect the type of work desired. B. All the work is coordinated with the Greek games, a contest between freshmen and sophomores. These games are held in the spring term and include contests in dancing, athletics, lyrics, costuming, and chorus. The educational possibilities of physical education are indicated in this plan. C. Courses : FRESHMEN 1. Dancing a. Beginners (a) Elementary instruction in folk dancing Greek ideals and natural dancing. b. Advanced dancing This class is for those whose prepara- tory work has included dancing entered on examination of fundamental steps, technique, rhythm, expression. It meets with the sophomore beginning class. 2. Athletics. One period of athletics and one period of swimming, or two periods of athletics. a. Elementary 6. Advanced (1) Marching for organization, form, control, response to command. (2) Greek walk for use in Greek games. (3) Ten minutes of corrective exercises posture, balance, and coordination related to Greek activities. 3. Games for class and college Hockey, basketball, baseball Preparatory games in preparation 4. Athletics for Greek games Running torch race Hurdling for form Discus form and placement Hoop rolling speed Relay speed GYMNASIUM AND PLAYGROUND 55 5. Athletics for track meet Running relay* dash Hurdling speed High jump Out door discus Basketball throw Baseball throw 6. Swimming. Jump in and swim the length of the pool. In- complete in gymnasium until this is accomplished. 7. Optional sports conducted by girls under direction of coach or director. Hockey varsity, class teams Basketball varsity, class teams Baseball Track meet interclass Swimming meet interclass Tennis tournament interclass Two periods of organized game activities can be substituted for one of gymnastics. All girls in college must be on the floor for one gym- nastic period a week. Substitution allowed also for two periods of corrective work. All cuts must be made up. SOPHOMORE 1. Dancing a. Elementary Folk interpretive Greek and English country dances Examined and promoted at hah 7 term 6. Advanced Advanced folk dancing interpretive specialization for Greek games Morris sword dances 2. Athletics Advanced marching tactics Corrective exercises Sword and Morris dances Greek games specialization Basketball and baseball Same as freshman only perfection of technique 3. Swimming examination Twice the length of the pool. Physical education is incomplete until this is accomplished. 56 PHYSICAL EDUCATION 4. Optional courses a. Advanced class in dancing This is for the juniors and seniors who expect to enter regular Physical Education Department. 6. Class in Morris and country dancing for pageant to be given in May. e. Classes in Greek dancing d. Practice for Greek dancing e. Regular practice hours for hockey, basketball, and baseball. II. A man's college. The effort in colleges and uni- versities to meet the needs of the students and to avoid assuming that a set inelastic program will serve for all, is indeed commendable. Dr. Meylan at Columbia has worked out a system under which the entering first year students during the week of examination are classified in three groups, A, B, and C. Group A students are per- mitted to elect any of the athletic squads. Group B students register for one of the regular sections which pro- vide in the fall and spring athletics, games, and swimming out of doors, and in the winter gymnastics, boxing, and wrestling in the gymnasium. Group C students register for a special section in which corrective, developmental, and body building work is used to bring these students up to a higher grade. The examinations and classification are based upon the usual anthropometric and medical examination plus efficiency tests which measure the man's development, agility, endurance, and proficiency in certain selected movements. The sophomore work has a two-fold purpose. " First, to offer further training to students who have not yet reached the standard of development, agility, and pro- ficiency of Group A: second, to have every student learn at least two forms of outdoor exercise, and two forms of indoor exercise well enough to get above the novice class." The type of work conducted at Columbia represents an advanced and modern program in the university field. GYMNASIUM AND PLAYGROUND 67 v An excellent program is in operation at the University of Pennsylvania. Types of material. The range of material in physical education is so extensive and the amount of desirable work available so great that all cannot be presented here. It is intended, however, to indicate the organization of certain materials that are used such as tactics, natural gymnastics, club work and leadership training, formal drills, series on apparatus, athletic sports, games, and dances. 1. Tactics. Marching in school is frequently spoken of as tactics. There has developed a definite type of school tactics aimed at meeting school conditions. In some places there has grown up a special terminology. This situation is to be deplored and corrected. Marching is valuable for school organization in connection with fire drills, assembly, and dismissal; it is also valuable as gym- nastic material. Its direct connection with plans for military service should be appreciated. While it is recog- nized that the evolutions of the military parade ground may not be suitable for the school room or gymnasium it is contended that the terminology should follow the United States Infantry drill regulations as far as possible. The use of any other terminology, whether German or Swedish, is indefensible^in the United States of America. 2. Natural gymnastics (7). Exercises simulating oc- cupational or play forms, at times, are called mimetic. The use of the term, natural gymnastics, to__include practice hi t.hft t- ftfi hniqiift of all motor movements that relate to occupational, play, and dance forms is gaining recognition. Such gymnastics are valuable in teaching the correct form of athletic sports; they may also be used, and more logically, as drill and practice in parts of an activity which is already known but in which the desired skill is not as yet developed. Drill that is unrelated to the real thing is often very much of a bore; its logical 58 PHYSICAL EDUCATION place is in relation to the perfection of some phase of ath- letic activity. Some natural gymnastics, not athletic in character, may be used in the elementary grades as play and dramatic forms. Natural gymnastics (8) include the practice of the basic elements and fundamentatsjofracial activities. They involve in the program of th e mOTe7orm"al activities the selection of exercises to be used as drill for the purpose of achieving increased skill and proficiency in natural forms that are known and practiced. This would mean that a group playing soccer on the football field would work in the gymnastic hour on exercises to improve the ability to play soccer; dry land swimming exercises for those in the pool would be used; and technique related to dances in use and known would be practiced. The en- tire range of games, dancing, sports, and athletics of all kinds would serve as material for selection and adaptation of exercises. Thus natural gymnastics achieves a relation to life and to the needs of school programs. At one stroke it avoids all the evils inherent in exercises of the artificial, unnatural, and unrelated type so often seen. 3. Club work and leadership training. The definite organization of boys and girls into groups, or clubs, or squads, for training in fine qualities of citizenship involving a knowledge of the characteristics of a good leader, ability and opportunity to choose the leader, and a responsibility for following the choice made, is very new in this field. The technique of organization as worked out by^Kosen- thal* at Speyer School (Junior High) has given the best practical results of any experiments made so far along this line. The work is grouped around the activities of the gym- nastic period and recreation hour, but carries over into the entire life of the school. The boys name the qualities * Fretwell, E. K. "Education for Leadership." Teachers College Record. September, 1919, pp. 324-352. GYMNASIUM AND PLAYGROUND 59 to look for in leaders. In this as in all the elements of the work, the boy's idea is taken as the best guide of boy con- duct. The fjin^tinn of tbft t-^q^herijfjjh^sical education is^ to suggest ad IP^ f.hp. hnya t.n fionsideroesirable qualities! The club idea is used because of the natural character- istics of the boy in this period. The activities and achieve- ments are scored and the motive is the winning of the "Speyer '$'". This "S" stands for more than athletic ability. It represents physical, social, mental, and moral efficiency. The opportunity of making the physical edu- cation program serve for efficiency in this larger view should be seized. 4. Formal drills. Formal physical training may be considered as a substitute for other and more desirable activity only when the previous types suggested for any sufficient reason cannot be used. These reasons may be abnormally large classes, lack of gymnasium or play space, very short periods, inclement weather, or inadequate teaching force. It is important to state that physical UmitatJOnS should not foft tfrg r^a/ly ~' oTa motivated and educative proj^ram. Natural gym- nastics can Jjejised in a limited spaceT ~If f ormal"cahsthenic drills are used, they should be done well and should aim at definite ends. They are least objectionable when well taught because then some of the pupils will enjoy the activity. In arranging drills of this character it would seem important to emphasize three points: a. Aim to obtain good posture throughout the lesson. The content must provide uplift of the body and the emphasis should be up and not down. At- tempt to get a sensation of good posture. b. Aim to secure alertness in response to com- mands and body control in all movements. Bring alertness into the voice and manner of commanding. 60 PHYSICAL EDUCATION c. Aim to produce the general effects of exercise. To accomplish this, the movements must involve the large muscles of the legs and trunk the " fundamen- tal muscles." They must be performed vigorously enough to secure definite increase in heart rate, blood pressure, and respiration. Swinging Indian clubs is valueless in this respect. There is considerable question whether it has any intrinsic value at all. 5. Exercises on apparatus. The use of apparatus as an object of difficulty to be overcome gives a certain ac- ceptance to its employment in rational physical education. Its use to the extent advocated by German gymnasts is condemned, if only because of the exclusion ('of other and more desirable activity. The dangers in prolonged use and overdevelopment of arms and shoulder girdle are real; the German gymnast, as a type, represents an inefficient motor mechanism. The selection of apparatus for boys may be justified when the same use for girls would hp, (ond farmed. It would seem from knowledge of differences in anatomic structure of the sexes that girls should not practice exer- cises involving a support by the arms alone, that the more vigorous forms should be omitted, and that the emphasis should be on vaults, jumps, and climbing with arms and legs both. Hanging and swinging exercises of thejujuaLkinjLaie undesirable for girJs because in comparison with bo vs. a. The girl's weight is lower. b. The girl's strength is less. c. The danger of a fall is greater. d. The results of a fall are liable to be more serious. Now since exercises on apparatus have in the main been developed by men and taught by men and since girls unwholesomely desire to do all the exercises that boys do, it is important to state that, GYMNASIUM AND PLAYGROUND 6i (1) Girls' exercises on apparatus need careful modification with reference to the girl's body struc- ture, specialized function, and probable occupation in life, and that, (2) Women instructors for girls will probably be more appreciative of the health values involved than men. GIRLS' ATHLETICS 1 1 il ASSIGNED VALUES FOR DIFFERENT RANKS ij 2*5 value of event valuatioi on scale 10 98765 4 3 2 1 |- s 1 11 EVENT 1 2 34 56 7 8 9 10 11 12 1314 1516 1718 19 20 21 J5 i 6 1 Swimming 820 22 1 2 35 340 9.7 2 Tennis 5 6 94 1 4 2 1 32 287 8.9 3 Volley ball. . . 1 6 2 4 2 3 9 2 1 1 2 33 247 7.4 4 Handball 2 2 1 1 36 52 4 2 5 1 34 244 5 Indoor baseball. . 1 20 47 3 4 3 2 32 243 7\5 6 Basketball (girls') 1 26 33 53 1 2 3 3 32 231 7.2 7 Golf 45 61 I 2 3 3 3 3 1 32 227 7.0 8 Bowling 1 2 4 4 5 5 4 1 3 2 1 2 34 219 6 4 9 Field hockey 2 I 33 26 3 3 1 1 1 4 30 199 6.6 10 Center ball. . . 1 1 1 2 17 5 2 2 4 2 2 30 184 6.1 11 50 yard dash.... 1 2 1 1 1 2 3 2 8 2 3 1 3 30 175 5.8 12 Hiking 12 2 1 l 16 156 9 7 13 Hurdle races 1 1 3 4 1 10 2 3 1 3 1 30 146 4^8 14 Boating and ca- V noeing 1 2 2 1 i 7 62 15 Skating (ice) I 3 1 7 55 16 Dancing 3 1 4 40 17 Riding 2 l 3 23 18 Coasting l 1 1 3 17 19 Quoits 2 2 There are too few ju< to use the data below th gments p linfi to 2 2 14 12 20 Bat ball 21 Calisthenics 1 1 determinegroupopinion. Inone sense, however, the opinion of 1 1 10 9 22 End ball 23 Sailing . . 1 1 the group is given: only a few considered t.hpsfi events worth 1 1 8 6 24 Jumping 25 Archery listing. 1 1 3 26 Javelin 1 1 2 6. Athletic sports. Athletic sports and games furnish very desirable material because of the instinctive appeal in such plays and the opportunities they present for the development of moral and social values (9). Classifica- tions of boys' and girls' events, as proposed by authori- ties in physical education, are given on pages 61 and 62. 62 PHYSICAL EDUCATION A group of thirty-six advanced students in the study of problems of administration of physical education arranged boys' and girls' activities in order of value. The selection was for junior and senior high school groups. The values for consideration were the worth of the event for the 5 Jo 8 1 BOYS' ATHLETICS V 11 ASSIGNED VALUES FOR DIFFERENT RANKS I| l! is 10 98765 4 3 2 1 |.s i il 1 H - v EVENT 1 2 3 4 M 78 9 10 11 12 1314 15 16 17 18 19 20 21 & 1 Swimming 7 11 9 4 l i 1 34 320 9.4 2 Baseball 6 6 4 5 2. 4 1 1 3 1 1 34 292 8.5 3 Tennis 2 3 2 10 4 4 2 1 1 2 4 1 36 286 8.2 4 Handball 3 2 6 3 2 6 4 1 i 1 3 1 33 253 7.6 5 Boxing 1 2 5 1 > 4 1 4 3 1 1 1 1 1 1 1 33 234 7.0 6 Bowling 7 Basketball 1 1 2 2 2 4 \ -, L 1 > 2 2 4 2 4 5 4 3 2 5 1 1 4 1 1 1 35 34 233 201 6.6 5.9 8 Hiking 13 4 1 18 177 9 8 9 Track and field.. 2 3 43 2 2 2 5 1 2 1 1 3 31 176 5.6 10 Soccer 22 2 2 4 1 3 5 2 2 3 1 l 1 31 153 4 9 11 Center ball 1 2 2 5 1 1 3 1 4 4 4 4 1 33 149 4.5 12 Football . . 1 1 2 1 2 2 1 3 1 4 2 2 2 1 1 25 124 4 9 13 Ice hockey 3 1 1 2 2 2 2 2 3 3 2 1 24 123 5.1 14 Field hockey. . . . 1 1 J 3 4 5 6 3 1 1 26 114 4.3 15 Squash 1 1 2 1 1 4 3 2 2 2 4 2 1 26 112 4.3 16 Cricket 1 2 1 1 2 1 4 6 3 4 2 1 23 100 3 5 17 LaCrosse 1 1 2 2 3 3 3 5 3 3 1 1 28 86 3.0 18 Golf 1 2 22 1 1 1 r 12 79 6.5 19 Quoits 1 2 2 5 38 20 Skating 2 1 1 1 5 25 21 Canoeing 1 1 1 3 24 22 Coasting 1 1 3 17 23 Calisthenics 24 Riding 1 1 There are too few judgments to use the data below the line to determine group opinion. 1 Tn nnfi Rfinsp. how . f, II * I.& 1 o| 3 fcS o 11 I 1 1 fti * S Q Ija w| fi f|: S 0v " *|8 s^s S'-p 1 ;s! [Ill < r^ ^ ^ u 5 n 5il 111 jj illl I *I|| WII-! g-Sa^i !ll!i nW 8SS.S* SJJIJ ^^1-a . o3 n,2 fl KeH 78 PHYSICAL EDUCATION 1 a I & 8 ' M If! if i R I 3 III 111! i I ORGANIZATION OF A DEPARTMENT 79 Philadelphia. A diagram indicating the organization in the Philadelphia schools is given in figure 4. It shows the director of physical education under the supervision of an associate superintendent and reporting indirectly to the superintendent of schools. If any one of the asso- ciate superintendents were prepared by training or experi- ence to supervise all the health aspects of the school, and if the director of physical education reported to him, there would be important reasons for the type of organization suggested here. An associate superintendent in charge of special activities, who will be inclined to think of physical education as presenting the same problem as music or drawing, offers merely an arrangement by which the superintendent delegates fields of supervision. New York City. In New York City there is relatively a wide participation in all the activities affecting the health of school children. It will be noted that the director of physi- cal training has three main divisions of work: (1) physical training; (2) educational hygiene; and (3) athletics. The athletic program is very well developed in cooper- ation with the Public School Athletic League. The director of physical training in the schools serves as sec- retary of the boys' branch of the league and usually a similar position in the girls' branch is held by one of the assistant women directors. This arrangement facilitates the school program of physical training. The syllabus in hygiene provides direction for the hygiene of instruction, instruction in hygiene, inspection of pupils, and observa- tions for physical defects. The program of physical train- ing, educational hygiene, and athletics is largely depend- ent upon the classroom teacher who has had little or no training. Obviously such a condition is a serious handi- cap. The work should be departmentalized at least down to the fourth grade. The following chart (Fig. 5) indicates the organization: 80 PHYSICAL EDUCATION ^^ ^g -1. d IJ 181 JiJ "111 &3l ^s-a II ill ? 8.f QJ ^> *Q .3.ai lllll Q> 5? g CD So CD Ililrl PQPQi aj S -t2' DQ. r l IP ^ r 1 m L I M 1 88 PHYSICAL EDUCATION ORGANIZATION OF A DEPARTMENT 89 The third view holds that the "work" is to be given to the pupils and students irrespective of their likes or dis- likes in the matter. We support the second view because we know that it may under proper development secure the most satis- factory results for all concerned. Organization of physical education for girls and women. A department of physical education to serve girls in high school and young women in college should conform in principle to the same general plans as given above. There are important values to keep in mind in organizing a department for girls' work in physical education. These may be given as follows: 1. Women should teach girls' classes and should coach girls' athletic teams. The practice in high schools of selecting men to teach girls' gymnastic classes or to coach their teams is distinctly bad. The man sets men's standards in performance; he fails to appreciate the girl's limitations in strength and her periodic disability. 2. The activities in the gymnasium, on the play- ground, or athletic field should be organized around the idea of girls' specific standards and accomplish- ments. The use of boys' and men's athletic events or men's gymnastic and calisthenic movements for girls and young women is unsuited in many cases. To determine activities that are acceptable for girls is the most important single work for the director of girls. State organization of physical education. The recent development of interest in the plans for state physi- cal education has shown signs of some permanence. In February, 1921, twenty-three states had passed laws as shown in the following compilation by Daniel Chase: 90 PHYSICAL EDUCATION a o a V I i 1 m OS 2 V3 h 'Si J3 o ^ o S 3 +j ft - K '43 , ^o Jj{ S >> -=; os a i s I ! 8 Q OJ 6 "c, 1 c 1 |* ppropri andsu 1 | 1 . power ta 1 1 1 5 i o '3-S II 83 OS ll 1 1 & Q W ~ * DO OQ Q ^ d i Alabama M 1919 G Y Y California M 1917 G Y Y Y Y YT) 20-120 Y Delaware P 1918 G Georgia M 1920 G Y Y Y 30 Y Illinois M 1915 G Y Y Y 60- 60 Y Indiana P 1919 G Y Y 'Y Y Y 15-120 Y Y Kentucky . M 1920 G Y Y Y 30 Y Y Maine M 1919 G Y Y Y Y Y Y Marvland M 1918 G Y Y Y Y Y 15-120 Y Michigan M 1919 G Y Y Y1 Y Y Mississippi M 1920 G Y Y Y Y Nevada M? 1917 Y YT New Jersey M 1917 G Y Y Y Y Y Y 30-160 Y New York M 1916 Y Y Y Y Y Y 20 Y Oregon M 1919 G Y Y 20 M4 1919 Y Rhode Island. . . . M 1917 20 Y Utah P 1919 G Y Y Y Y Y Y Virginia p 1920 G Y Y Y Y6 Y Washington. . . M 1919 G Y Y 20-90 Idaho M 1919 G Y North Dakota. . . M 1899 G Y Ohio. .. M 1904 Y Y 1 Mandatory for cities, permissive for others; funds for same local. 2 For high schools, permissive elsewhere. 3 Based on state-wide taxation. 4 In cities of the first class, permissive in others. 5 For one year only, after by annual appropriation. 6 Supervision covers medical inspection also. M Indicated mandatory law. P Indicated permissive law. G Indicated general application. Y Indicated yes. The state organizations follow different plans: 1. One state provides a state supervisor with as- sistant supervisors who see that the state syllabus is used according to the provisions of the law. 2. Another provides a state supervisor without salary. NOTE. Additional information on the status of state and national legislation for physical education may be secured from National Physical Education Service, 309 Homer Building, Washington, D. C. ORGANIZATION OF A DEPARTMENT 91 3. Another provides a state supervisor, a well or- ganized syllabus, but no inspectors. It may be noted, therefore, that a state organization for physical education should require a state director who shall be director of physical education and if possible of health education also. There should be a well written, complete, modern syllabus, with the major emphasis on play and games, such as the California syllabus is. Finally, there should be enough inspectors or supervisors who would be stimulating and directing field agents, working in districts divided on rural and urban lines and then geographically. National physical education (2). Congress has in committee a bill for nation-wide physical education. It is modeled along lines similar to the Smith-Towner bill for vocational education. The organization of a department of education in the Federal government with provision for national physical education appears a likely development in the near future. Such organization might take a very helpful position in promoting physical education by work along three lines : 1. Bureau of records and results. A research bureau securing information concerning the best results available in the field, and promoting careful study to test and measure results and procedures scientifically. 2. Bureau of expert service and advice. It is con- ceivable that enormous waste in physical education could be prevented by having a central authority prepared to give to the states expert information, advice, and guidance in physical education. 3. Bureau of teacher training. Finally, there should be provided a bureau to help set standards, to help determine qualifications, and to make possible a sufficient number of adequately trained teachers. 92 PHYSICAL EDUCATION SELECTED REFERENCES 1. RAPEER, W. L. Educational Hygiene, Chas. Scribner's Sons, New York, 1915. An excellent compilation under one editor of material treating all aspects of school hygiene. 2. CAPPER, ARTHUR. "Universal Physical Education is Essen- tial." The Nation's Health, Chicago, Illinois, April, 1922, pp. 280-281. EATON, H. E. "Education, a National Problem." Educa- tional Review, June, 1919, p. 27. CHENEY, S. "Building up our National Physique." Journal of Education, May 1, 1919, p. 489. DREW, A. L. " Growth of the Physical Education Movement." Journal of Education, February 19, 1920, p. 208. ESTCOURT, H. S. "Physical Education a National Necessity." Journal of Education, May 13, 1920, p. 535. KASSON, F. H. "Universal Physical Education." Journal of Education, December 11, 1919, p. 604. Legislation for Physical Education, Bulletin No. 40, National Bureau of Education, 1918. ELIOT, C. W. "Defects in American Education Revealed by the War." School and Society, January 4, 1919, p. 1. FORSYTHE, W. E. "Reconstruction Physical Education." School and Society, May 17, 1919, p. 597. Important and timely articles on physical education as a national need. CHAPTER FIVE THE TEACHEK, SUPERVISOR, OR DIRECTOR OF PHYSICAL EDUCATION The selection of teacher, supervisor, or director. A common method of selecting teachers of physical educa- tion is by writing to teachers' agencies, and choosing the one from their offering that seems to have had the most experience or to possess qualifications that appear im- portant. In this way a school in one county may obtain a teacher' advocating a' certain system of gymnastics while a neighboring county selects a teacher having opposite aims and using opposite methods and materials. Both teachers cannot be right in the sense that they both represent the best in the field of physical education and the result is that certain schools are doomed under the present practice to inadequate visionless training and leadership in immensely important activities. This situation has been stated in a recent paper* as follows: Our normal schools are not meeting their problems in a way which will give us national unity in physical education in the most effective way. One group teaches German gymnastics, another school special- izes in Swedish gymnastics, a school in a different section teaches an eclectic compound with such success that our magazines are constantly publishing such anachronisms as, "A New System of Physical Educa- tion," "My System," "The Jonesville System of Physical Training" etc. There is antagonism between the schools with reference to the content of their offering; the rivalry should be on the basis of the pe* sonality and effectiveness of the teaching staff. axty * Williams, Jesse Feiring. "Proposals for Preparedness in Physical/Education." American Physical Education Review. November, 1916. 93 94 PHYSICAL EDUCATION There is need for a centralized governmental agency to provide teachers of physical education (1). Such an agency would determine the kind of training and experi- ence most valuable and would serve communities seeking teachers in such a way that at any time or place, the ac- cepted source of supply and the field in need would be brought together. At present no such agency of govern- ment exists. It is therefore extremely important that schools and colleges and institutions of all kinds using physical education in their programs should be familiar with the different types of training given to students of physical education. Consideration should be given not only to the character of the practical work done but also to the point of view held and philosophy and theory pre- sented. The success or failure of the work depends upon the type of teacher selected (2). Two, three, and four year courses. The training of teachers of physical education varies widely. Most of the schools require a high school certificate, although this is not uniform. The two year courses provide the high school graduate with instruction in gymnastics, dancing, theory of physical education, physiology, and anatomy. The three year courses give the same essential courses and additional instruction in hygiene and public health. The four year courses provide in addition to the professional work in physical education, courses in English, history, science, and modern languages. The four year courses offer a degree of A.B. or B.S. for successful completion of the work. The two and three year courses grant diplomas to the graduates. The degree of Bachelor of Physical Education, (B.P.E.) is given by the International Y. M. 1 A. College and the Bachelor of Science in Gymnastics (B.O 1 ." 1 N by the Normal College of the American Gym- nastic i ^ ion. Both of these degrees require four years but lack the sanctions of the A.B. or B.S. The Normal THE TEACHER, SUPERVISOR, OR DIRECTOR 95 College of the American Gymnastic Union gives a two- vear course leading to the title of Graduate in Gymnastics (G.G.). The tendency in modern education today is to place the child in an environment where it may receive wholesome contacts. The demand on teachers is for leadership, high standards, and personal influence of a high character. As a specialist, the physical education teacher must be skilled and equipped by training to carry on the work of instruction. In a larger sense, that equipment should mean the ability to understand and appreciate, to guide and advise, to teach and inspire. No particular course of studies can give these qualities. They come with maturity and developed ideals. Points in a good teacher. In the final analysis, of course, the test of the teacher is in the school where he works. The prize- winning dog in the show is to be judged in the bush. And yet it is important to evaluate training, experience, and personality as elements of probable success. 1 . Training. At one time all trained teachers of physi- cal education were graduates of normal schools of a two- year course. To-day the choice is to be made between graduates of a four-year college course that includes two years of professional training and graduates of the private normal school giving two and in a few cases three years instruction. The college graduate is the better prospect in general because of the contact with men and women of college rank in students and instructors, because of the broader training with the chance of obtaining a broader point of view, and because of the value that comes to a special student studying in an atmosphere of general education. Whether in private normal school or university, the course of study that provides in the professional training an emphasis on play, dancing, and athletics, as contrasted 96 PHYSICAL EDUCATION with an emphasis on formal gymnastics, is most in touch with the times and the trend of modern physical education. 2. Experience. The kind and amount of experience in teaching is important. Experience of the same general type of work as called for in the new assignment is usually worth more than an unrelated type. A supervisor should always have had experience hi teaching children. A director should have had a wide range of experience, varying, if possible, from the club, settlement, and school to the college. This experience, to be most valuable, must have been successful. The test here is whether anything worth while in the experience was accomplished. It is needless to say that allowance must be made for political interference in certain situations, ^he teacher must in- variably have had experience in the activity he attempts to teach. The good performer is not necessarily a good teacher, but the teacher should always be able to do what he attempts to teach. There may be exceptions to this statement, of course. The custom, however, of turning over the coaching of the boys' football team to the science teacher or the girls' basketball team to the language teacher because these teachers played these games at one time is to be condemned. iThe teacher of physical educa- tion should be trained, should know the problems, and should be responsible for them.- 3. Personality. It has often been said that teachers are born, not made. Teaching requires imagination, facility in seeing relationships, and qualities of leadership that appear inborn. vJThe well administered school of physical education does succeed in training teachers with attractive personal equipment by its emphasis on elements that bring out and enforce personality. These elements should be considered: ^ a. Ideals. The point of view of the teacher is important. What are his ideals? Does he have THE TEACHER, SUPERVISOR, OR DIRECTOR 97 vision of a training that seeks to help in moulding better men and women or does he aim at physical values only? Has the teacher an attitude of service in an ideal field for the development of character or are the usual standards of the money mart controlling? The board of education or board of trustees concerned with choosing a teacher should be interested in the kind of ideals fostered by the institution that served as alma mater of the graduate in question. The teacher of physical education more than the teachers of other subjects has a significant opportunity because he is concerned with activities in which the basal elements, feeling and will, are so much a part of his work and also so much a part of human social be- havior. Loyalty, willingness to cooperate with others, open-mindedness these are essential characteristics as expressive of high ideals for teaching (3). ^Jb. Enthusiasm. The teacher of physical educa- tion must be enthusiastic over the opportunities and possibilities of the work. He must believe in it and have convictions regarding its worth-whileness that will carry over into action. c. Force. In this field, as in other fields, force to carry out a program is highly desirable. There must be adaptability and a willingness to cooperate and work with others, but perhaps equally important is force of character that sees the goal and goes toward it. There must be something of the spirit that Percy Haughton brought to the Harvard elevens a spirit that saw in every scrimmage the possibility of the winning touchdown. d. Dress. The street dress is important. Perti- nent questions are suggested. What does the dress stand for? Does it portray earnestness, enthusiasm, carefulness, alertness? "The apparel oft proclaims 98 PHYSICAL EDUCATION the man" and the meaning of dress should not be lost in the consideration of the elements of personality. The gymnasium costume is equally important. The wearing of rings, bracelets, ear rings, necklaces, elaborate coiffures, unusual and unwarranted color combinations on the part of women teachers is to be condemned. The teacher of physical education must be careful not to appear as a stage beauty or as the main attraction at a side show. For the woman teacher this matter of dress is important because of her probable standing with reference to the other teachers in the school, because of certain accepted and generally respected customs, and because of her in- fluence on the pupils (4). e. Bearing. The posture of the teacher is ex- tremely important because good posture is so highly valued in school children and because example is very contagious. The bearing of the physical education teacher may be valuable in what it says. It is worth remembering that the body speaks, that we contin- ually judge people's characters by the way they walk, hold the head, and stand. The indirect values flowing out of a position of poise and body adjustment are so real that for the moral sanitation of the spirit, one should fight against maladjustments as one would fight against the plague. An essential point of view. In as much as the work of physical education is directed in the minds of many people at achieving health, it is important that the teacher or supervisor should not neglect really important signs of health and vitality in the persons of the children and in the atmosphere and program of the whole school. A narrow minded assumption that the gymnastic work will bring health is absolutely fatal to progress in this field. The teacher or supervisor needs to be alive to all the factors THE TEACHER, SUPERVISOR, OR DIRECTOR 99 entering into and modifying the health status of the school child. Only in so far as the teacher has this appreciation is there any hope for progress; otherwise she starts with an unwarranted assumption that the exercises themselves will give health, strength, and vigor. SELECTED REFERENCES 1. WILLIAMS, JESSE FEIRING. "Conservation of the Nation's Most Valuable Resources." Educational Review, November, 1918, Vol. 56, No. 4. 2. McANDREW, W. "How to Choose a Public School Teacher." World's Work, February, 1911. 3. CROSLEY, K. K. "The Teacher Herself." Educational Re- view, November, 1914, pp. 375-380. DINMAN, J. B. "The Ideal as an Incentive." Education, November, 1912, pp. 573-577. KAHN, J. " Why Teachers Fail." Education, December, 1912, pp. 103-109. 4. ELAINE, EMMONS. "Opportunity of the Teacher." Proceed- ings of the National Education Association, 1911, pp. 103-115. CAMPBELL, W. H. "Personal Elements in our Educational Problems." Proceedings of the National Educational Asso- ciation, 1913, pp. 45-49. JONES, H. B. "Personal Influence of the Teacher." Educa- tion, April, 1913, pp. 499-502. Exceedingly strong articles dealing with the influence of the teacher. CHAPTER SIX SUPERVISING AND JUDGING THE WORK OF PHYSICAL EDUCATION Until definite standard scales are available for measure- ment of the progress of students in motor skill and in response to situations having moral and social values, the work of physical education must be judged by the best standards in use to-day. The school principal, college president, or director of physical education will often want to know what are the important points in a good gymnastic lesson or in a good athletic organization, and because the department of physical education is often responsible for certain aspects of the health of children it would seem important to suggest points for consideration in this connection also. Observation of the children should be directed in the first place to conditions that in modern and progressive schools are cared for by medical inspection. Physical education even when only concerned with the direction of motor activities should encompass in its observation and appreciation all the factors related to health. It is not enough to be familiar only with the hygiene of exercise; the health condition of the school child must be appre- ciated in all its aspects. When the school is without med- ical supervision, the observer should bear definite questions in mind and seek to determine answers. General observa- tion is often worthless; definite, detailed looking for par- 100 SUPERVISING AND JUDGING THE WORK jqi ticular things should give information of value. The following questions should be kept in mind: Health observation. 1 . Did you notice in your observation any children whose eyesight and hearing were defective? What signs were there? 2. Did any of the children have colds, sore throat, cough? Did any of them seem tired, sleepy? What indications of these conditions? 3. How many of the children seemed nervous? What indications? 4. Did any of the children show malnutrition? What signs? 5. Were there any with evident physical de- formities? Were such children given special con- sideration? In what ways? 6. Did you notice any conditions which had been neglected and which might be improved by the appli- cation of simple hygienic principles? Any conditions which have been provided for by school, city, or state? Physical education in many schools aims for health ends.. Certainly it has, in all schools, possibilities that may be turned into health resources. Frequently, however, the opportunity of achieving any health results is lost due to the lack of sanitary provision in the most simple and elemental things. It is important to look for the significant points in school sanitation. The following questions would seem suggestive. School sanitation (1). 1. How was the room in which you observed heated? How ventilated? 2. What is your standard in judging the proper temperature of a schoolroom? 102 PHYSICAL EDUCATION 3. Did you notice any difference between the temperature of the classroom and that of the gymnasium? 4. What elements or conditions in the room directly related to the supply of pure air? If condi- tions were not good, was the ventilating system at fault? 5. What indications did you find as you studied the room, the walls, ceilings, casings, molding, floors, desks, etc., that the persons who built and planned the room had in mind the fact that "the schoolroom should be constructed so that it will afford the least possible harbor for germs and it should permit easy and perfect cleaning"?* 6. As you looked about the building did you see anything which gave you any clue as to the methods of cleaning followed in the building? 7. What can you say of the general location of the building? 8. Are the halls, closets, etc., well lighted, heated, ventilated? 9. Estimate the size of the room and tell relatively whether or not the proper amount of air and space is provided for each child. The correct observation of a gymnastic lesson involves an appreciation of method and material. For the view point presented in the following questions, one is referred to the preceding chapters. This point of view demands that physical education seek to develop its materials out of the instincts and desires of children and select its material so far as possible from the field that will give functioning types. The observer may therefore consider the following: * Wood, T. D. ' 'Health and Education." Part I : p. 43. Ninth Year Book. National Society for the Study of Education. SUPERVISING AND JUDGING THE WORK 103 Physical education. 1. What was the general outline of the lesson observed? 2. What did you consider the teacher's aim in giving that particular lesson? 3. Did you note any ways in which the lesson might have been the outgrowth of other class or playground interests? 4. Was the matter of discipline prominent? 5. Might the lesson have been given without music? With music? Suggest changes. 6. Might this lesson have been given to children two years older or younger than the ones you observed? Suggest necessary changes and adjust- ments. 7. Was a dance taught? How was the dance presented? Where was the emphasis placed, on technique or spirit? 8. Did they play a game? Who chose it? Why? 9. Did they play the game or play the rules? (What is the difference?) 10. Did the game have intellectual or moral les- sons? Did the teacher use them? 11. Were there gymnastics in the lesson? 12. Observe the movements used. Were they artificial or natural? Were they used properly? 13. Did the teacher use commands or imitation? 14. Did the teacher, if using commands, con- vey by the use of her voice the manner of action desired? 15. Was the lesson planned or was it just some exercises performed carelessly with no attempt at form? 16. Was there any marching? Was it adapted to the development of the child? '104 PHYSICAL EDUCATION 17. Did the children really march? Note pos- tures. Was there slouching and dragging in the class? 18. Did the teacher speak as if she believed what she said? Did she show conviction? Was she en- thusiastic, vital? 19. Were the children interested and happy? 20. Were the children sorry when the period closed? The questions on health, sanitation, and physical educa- tion relate to an observation that seeks to sharpen the appreciation by the teacher or administrator of the health factors in school life on the one hand and to determine on the other, how far the program is adjusted to meet the problems presented. More definitely, the work of physical education in its motor part is to be judged by the needs of the situation. The problems to be considered may be very large classes, inadequate play space and equipment, short periods, and other evidences of school building pathology. However, factors such as these must be considered: Points in a good gymnastic lesson. The teacher should be observed for points on costume, appearance, neatness, posture, and facial expression. The lesson itself should present answers to certain definite questions I 1. The parts of the lesson should be purposive. If the problem is to get the class on the floor ready to begin the lesson, the points of order, quickness, and ease should be expected. 2. The class should be dressed to do the kind of work given. If gymnastic costume is not available the work needs careful selection. An illustration of unfitness in this regard is that of the male high school instructor teaching girls dressed for the street to swing on rings. 3. The lesson should be taught with reference to the best use of the available space and equipment. SUPERVISING AND JUDGING THE WORK 105 It is a waste of time to attempt military marching with a large class in a small room. 4. If suited to the existing conditions, the lesson should provide physical activity sufficiently vigorous to induce increased heart and respiratory action. The physiological effects will not be secured by swinging Indian clubs, or by games in which only one runs and the rest of the class stand still, or by dramatic work in which one or two act and the rest look on. 5. Good posture should be maintained throughout. Slouching can never be accepted as satisfactory. If marching is used it should be well done. 6. Is the class taught correct form in types of activity in which " correctness " is known and ac- cepted? Running, for example, illustrates the point. If running is taught, or used, the lesson is to be criticized if correct form is not considered. 7. The lesson should not contain strange and unusual movements that are used for "variety." The exercise taught should have a purpose. 8. The emphasis throughout should be "upward " and not "downward." Unity of response if sought should be attained by means other than stamping with the feet. "Jarring of the body should be re- duced to a minimum."* 9. The class should not be held long in strained positions. That physical training is most scientific that does not produce soreness. An exercise to be valuable need not be painful, nor cause discomfort. 10. Breathing exercises should not be used in the lesson. The room or gymnasium dust has been stirred up by the activity and it is decidedly unhy- *Wood, T. D. "Health and Education." Part I, p. 91. Ninth Year Book. National Society for the Study of Education. 106 PHYSICAL EDUCATION gienic to ask for deep respirations at this time. Furthermore, if the activity has been sufficiently vigorous, respirations deep and fast enough to satisfy the respiratory need will go on automatically and if the activity has been light or moderate the respiratory center will set the proper respiratory rate that the body needs at that time. Respiratory exercises as usually taught are unscientific, unhygienic, and un- wise.* They should not be used. 11. If the class is to stay in the schoolroom or return from the gymnasium for class work, quieting exercises of a slow-leg type should end the lesson. 12. The more the material of the lesson correlates with the play life of the pupil or functions directly in school or life, the more valuable it may be considered. Movements that have no mental content whatsoever are of less value. Points in a good athletic organization. There are va- rious types of organizations. A certain school on Long Island, New York, induces professional athletes to attend in order to " turn out " a good football team. The mass of the students are neglected. The Andover plan as de- scribed elsewhere (2) presents a different type. A judg- ment of an athletic organization would be based upon the answers secured from questions of the following kind : 1. What percentage of the school does the athletic organization reach? Reilly** sets 80 per cent as the minimum to be allowed. An athletic organization is not efficient until it engages every pupil in its activ- ities. Athletics for all is the test to apply. 2. A minimum amount of time should be three hours a week. Some individuals give more. Certainly an hour three times a week should be minimum for * NOTE. For a full discussion of breathing exercises see Williams, Jesse Feiring. Personal ygiene Applied. W. B. Saunders Company, 1922. ** Reilly, Frederick. New Rational Athletics. D. C. Heath & Co., New York. SUPERVISING AND JUDGING THE WORK 107 all. This minimum time would allow one to achieve results in one game that would get the participant above the novice class. One of the purposes of ath- letics is to learn to play a game well enough to enjoy it. 3. The results flowing out of the athletic organiza- tion should be: a. Game education. Skill and coordination that represent motor education. This, as Saleeby (3) suggests, is important. b. Biologic strength. This will come because of the big muscle activities present in all athletic games. Whether this result will occur depends upon the emphasis placed upon specialization. Certainly college athletics at times leave the athlete a physi- cal wreck. The final test to be applied to the work is whether in the main it is conducive to the improvement of the biologic strength of the great majority of the students. If the few athletes of the school are highly trained and the mass of stu- dents constitute merely the entourage of a victori- ous team, then certainly the organization ranks low. On the other hand, an occasional illustration of over- specialization, or sudden death from athletics does not mean that the entire scheme is bad. It may suggest the need for better supervision, more medical examination and less physical examination, or any- thing but complete condemnation of athletics. Bio- logic strength is so important an element in indi- vidual as well as national life that anything con- tributing to this value should have its day in court and not be judged too quickly. In any case, it is of little importance to pass judgment; it is far more important to understand the values, the dangers, the good points, the weaknesses, and shape the administrative action to its proper end. 108 PHYSICAL EDUCATION c. Social values. The pursuit of athletics should result in a wholesome training of the feeling and will. Cooperation, self-sacrifice, self-control, fair play, hard play, and team play should come and, if well fixed, they will give favorable attitudes on questions arising in school or after school days. Whether or not such traditions and attitudes develop depends largely upon the quality of the instructing staff. Points in a good dancing lesson. Some of the points of administration indicated in points on a good gymnastic lesson would apply here. It remains to suggest values of intrinsic relationship to the dance, referred to at length elsewhere.* 1. The dancing should not develop self -conscious- ness. The dancer should express the spirit of the dance and not do acrobatic technique. 2. So-called "aesthetic" dancing is less valuable than folk, national, or natural dancing. The applica- tion of the dance in a festival or dramatic play is a good test of its functional value. 3. In ensemble dancing the general effect should be characterized by harmony, rhythm, and expression without expecting uniformity in the manner of expression. 4. The James-Lange theory of the emotions sets a standard for dancing that should be secured. Motion and emotion occur simultaneously. The spirit of the dance is very inportant. The forms selected for expression should be chosen carefully (4). 5. The music should be of a type that would cultivate good taste in musical composition. The cheap, tawdry, musical comedy type should not be used. * wniiama, Jesse Feiring. "The Education of the Emotions Through Physical Educa- ion." Teachers College Record. May, 1920. tion SUPERVISING AND JUDGING THE WORK 109 6. Forms of social dancing should be expres- sive of good taste, appreciation of accepted customs regarding love-making, and without the suggestive positions and movements of romantic art. Social dancing is often erotic because it is essentially related to love-making between the sexes. It needs good standards. These standards will be good if they protect the young from that liberty between the sexes that so often means license, if they lessen close body contact and other forms of eroticism, and if they are sus- ceptible to interpretation and afford a range for the imitativeness that is so closely interwoven with rhythmic movement. If they do this, then physical and mental relaxation, aesthetic expres- sion not aiming at material goals, and wholesome social relations between the sexes may readily result (5). Points in a good departmental organization. A well- rounded department will not deal in specialties, will not ride hobbies, and will not be carried away by new "sys- tems' 7 suddenly brought forward. There will be pro- vided in such an organization the following: 1. Adequate facilities for corrective gymnastics. 2. Opportunity for and leadership in games best suited to the groups concerned. 3. Dancing, especially of the folk, national, gymnastic, athletic, and natural types. 4. Dramatics, especially in the festival and pag- eant form using pantomime and the arts of motor expression freely. 5. Athletics of the intramural and interschool type in extensive fashion. 6. Gymnastics modified and offered in response to the need that may exist to supply activity of a 110 PHYSICAL EDUCATION motor kind when the above provisions are not avail- able or adequate. 7. Swimming and life-saving. 8. Recreational clubs enlisting large numbers in extra-curricular activities. 9. Correlation with other motor activities in which the boy or girl may be interested, such as school gardens, Boy and Girl Scouts, Y. M. C. A., Y. W. C. A., and other organizations. 10. Accurate and complete data on the physical condition and development of the children. Studies should be made to determine the relative value of different programs and procedures. To effect these things it is important to provide means, both in personnel and in funds. No well organ- ized department should be without research on its problems of training and caring for the human body. Need for scoring standards. There is a real need for approved scoring standards by which a lesson in physical education may be measured in terms of educational values for the child and in terms of the effectiveness of teaching method. Nothing of this kind is at present available. The work in the grades is usually conducted by the classroom teacher who has had little or no training and frequently shows little interest in the work. A definite scoring method would help her to improve her instruction. As a suggestion of the need for scoring methods and a possible direction that such procedure should take, the author has directed Mr. George Stubbs* in the preparation of the following outline. It is very incomplete but is offered here for stimulation to effort in this direction. *NOTB. This work by Mr. Stubbs is part of a physical education praoticum at Teachers College. SUPERVISING AND JUDGING THE WORK 111 SOME STANDARDS TO BE USED BY THE SUPERVISOR IN JUDGING THE ! QUALITY OF INSTRUCTION IN PHYSICAL EDUCATION IN THE FIRST FOUR GRADES OF THE ELEMENTARY SCHOOL. Motivating 1. The activities adaptable for free play by the children without supervision were : Throwing Climbing Hanging Running Swinging . Score each 10. Total score.. 60 2. The progression had the following instinctive basis: Dramatizing . . yes no Jumping and Running yes no leaping yes no Climbing yes no Catching and throwing. . . . yes no Score each 10. Total score.. 50 3. The pupils chose the activity to be used in the following instances : 1 2 3 4 5 6 7 8 9 10 Score each 5. Total score 50 4. The teacher helped focus interest and attention by: a playing with the children yes no score (a) 40 b promise of future rewards yes no score (6) 10 Total score 50 5. The teacher suggested life relationships by: a introducing materials requiring outside preparation yes no score (a) 30 b explanation yes no score (6) 10 Total score 40 Total on motivating 250 Planning 1. The physical training activities required pupil preparation outside the classroom by: a preparation in other classes. . . .yes no score (a) 30 6 observing animals and people . . yes no score (6) 30 c asking questions of people yes no score (c) 30 d group conference yes no score (d) 30 e reading yes no score (e) 30 Total score 150 2. While the class was planning an activity of their own the teacher led the group to: a decide part each child should play yes no score (a) 25 b things to be included yes no score (b) 25 c organization of steps yes no score (c) 25 d where to go for help yes no score (d) 25 Total score 100 Total on planning 250 112 PHYSICAL EDUCATION Executing 1. The fundamental activities engaged in were: a dramatic and singing games yes no score (a) 25 b dances yes no score (6) 25 c games yes no score (c) 25 d formal exercises yes no score (d) 5 Total score 80 2. In teaching a motor activity the teacher: a dwelt on positive points yes no score (a) 25 b used suggestion and imitation, .yes no score (b) 10 c used explanation yes no score (c) 10 Total score 45 3. In conducting the lesson the teacher: a secured participation by the en- tire class yes no score (a) 75 b used activities giving physiolog- ical values yes no score (6) 25 c led the class to be ready for dis- missal yes no score (c) 25 Total score 125 Total on executing 250 Judging and Testing 1. The teacner encouraged pupil judgments by: a asking group and individual judgments on worth of partici- pation ;;. yes no score (a) 25 b questioning group and individuals how best to do certain things. yes no score (6) 25 Total score 50 2. The teacher tried to raise the children's standards of action by : a praising good participation yes no score (a) 10 b calling attention to poor partici- pation yes no score (b) 5 c noticing good and poor sports- manship yes no score (c) 10 d carrying out threats of disci- pline yes no score (d) 5 e exhibiting good sportsmanship herself when playing with the children yes no score (e) 30 / insisting on attention to business in hand yes no score (/) 20 g personal influence in her own dress yes no score (g) 20 Total score 100 SUPERVISING AND JUDGING THE WORK 113 3. The children's standards of play were illustrated as a class by: a being quiet while teacher talks . . yes no score (a) 25 6 respecting decision of umpire. . .yes no score (6) 25 c keeping rules of the game on en- tering and leaving the room, .yes no score (c) 25 d prompt attention to teacher's whistle or other signal yes no score (d) 25 Total score 100 Total judging and testing 250 Total possible score on all four procedures 1000 The values to the different elements in the standards proposed have been assigned arbitrarily. What is needed now is a rating based upon the " judgments of worth" by hundreds of people in physical education. The author would like to receive criticisms of the standards proposed, and a rating of the different events to total 1000 points. With a standard rating card it would be possible to mark with some fairness and accuracy the work of a teacher of physical education. Supervision could be fairly exact. Probably any rating less than 500 points would be unsatisfactory; between 600 and 700 would be fair; 700-800 would be good; 800-900 very good and 900-1000 excellent. Present procedure in supervision. The problem has been to help the teacher and to this end two methods have been used. 1. Conference and instruction. The plan usually followed is to arrange for regular (usually monthly) meetings at which the material and methods of instruction are taught to the group. It would always be helpful to give them definite, detailed, written instructions in features of the work 'to be emphasized in the future or hi which their instruction in the past had been unsatisfactory. The supervisor will be exceedingly wary of destructive criticism and at all times will seek to help the teachers to secure more 114 PHYSICAL EDUCATION exact plans, to evolve clearer conceptions of pro- cedures, and to arouse more interest and enthusiasm. 2. Suggestion blanks. A second method of super- vision is used at the time of instruction. At this time, the supervisor seeks to give expert, definite advice on the lesson taught. The exigencies of the occasion usually prevent any protracted discussion following the lesson because of the necessities of the teacher's work and the other demands on the super- visor. The following form to be left with the teacher is deficient in many essential points, but it does indi- cate a method that gives definite concrete suggestions : DEPARTMENT OF PHYSICAL EDUCATION SUGGESTION BLANK FOR TEACHERS (The check marks indicate the parts of the lesson in which there should be improvement.) SCHOOL TEACHER DATE . . . . GRADE . . . . SUPERVISOR . . MARCHING Posture Rhythm Halting Evolutions PRESENTATION OF GYMNASTICS Use of voice 1 More force 2 More persuasion 3 More variety in intonation Commands given too rapidly (or) slowly Commands not clear Too much explanation DANCE INSTRUCTION Presentation Place emphasis more on spirit Place emphasis more on technique Give clearer setting for the dance SUPERVISING AND JUDGING THE WORK 115 GAME INSTRUCTION Presentation Interpretation of rules Enforcement of rules Class response Spirit Spontaneity Sportsmanship CORRECTION OF FAULTS VENTILATION OF THE ROOM A record of the teacher should be kept and if she has difficulty with the same points again leave with her printed material and references to articles dealing with the matter criticized. Some teachers may need to read articles on sportsmanship. (See references at end of Chapter VIII.) The following suggestions to supervisors is used by the Department of Physical Training, New York City Public Schools: DEPARTMENT OF EDUCATION THE CITY OF NEW YORK OFFICE OF THE CITY SUPERINTENDENT OF SCHOOLS 500 PARK AVENUE General Has the teacher a syllabus? Is she giving the lesson for the week? Does she know exercises? Ventilation Do monitors open windows? Temperature .65 to 68 F. Standing up and taking Distance Alertness Posture Attention to posture at beginning of lesson Head Chest Weight 116 PHYSICAL EDUCATION Stretching Cues and urging for posture Is good posture obtained? Individual correction Breathing Face windows Urging by cues Are lungs filled? Chest lifted? Is posture improved? Marching Do pupils know what to do? Accuracy, military alertness, brisk time Facing: Lower Grades Drill on direction Do the children know right from left? Other Grades Alertness, accuracy Is facing done sharply and by all in time? Is good posture maintained? Formal Exercises Does teacher know exercise? Do pupils know exercise? Are response commands maintained with proper pause? Do they become rhythmical? Does class go ahead of teacher? Is there speed and accuracy? Are terminal positions emphasized? Is good posture obtained? To fullest extent? Are descriptive urging commands (cues) used? Are positions which will correct poor posture emphasized? Does teacher know the purpose of emphasiz- ing these positions? Are individuals corrected? Do pupils gain in alertness? In knowledge of exercise? Whole Lessons Is there a tone of pleasure to the lesson, and a pride in good performance? Has there been sufficient "exercise"? Has a game been used? Does teacher understand corrective, hygienic, and educational results of exercise, and how they should be obtained? Classroom Games Are they used in every lesson? Do all children know them? Do teachers get results from games, i.e., "exercise," pleasure, and relaxation (hygi- enic). Sense training, alertness, motor training (educational)? SUPERVISING AND JUDGING THE WORK 117 Two-minute Drill Is it given twice in A.M., once in P.M., or between every two periods (unless one of these is devoted to physical training)? Does teacher know what it is for? (Relief from sitting, corrective, hygienic.) Does each exercise produce its appropriate result? Marking Are all pupils marked on physical training? Are all pupils working for improvement? JESSIE H. BANCROFT, JOSEPHINE BEIDERHASE, A. K. ALDINGER, M. D. ABNER P. WAY, Director of Physical Training. Assistant Directors of Physical Training. The above contains forty-seven points to be noted. A card of suggestions recommended by the Director* of Physical Training in the Newark (N. J.) Public Schools offers forty-six points to which the supervisor shall give attention. Both cards would seem to be exhaustive and yet they do not provide for observation of the essential physical, mental, social, and moral values in physical education activities. It would appear that physical education should direct its supervision at the larger and more significant values. Certainly such should not be omitted. To notice only the quality of technical exercises is to make supervision less useful and helpful than it might otherwise be. It is important to note, however, that the supervision forms referred to are used in cities where practically all the instruction in physical education is given by grade teachers. It is to be recognized that they are not as capable in this field as specially trained teachers would be. In spite of these handicaps it would appear desirable to note attitudes, appreciations, moral, and * Warden, R. D. " The Administration of Physical Education in the Public Elementary Schools." American Physical Education Review. June, 1011, p. 391. 118 PHYSICAL EDUCATION social values. If such are possible in the lessons pre- sented, they can be worked for by grade teachers and can be observed by supervisors. State systems of physical education are conducted by means of inspectors who report to the chief or general inspector on the school inspected. A form used in New York state is given below: NEW YORK STATE MILITARY TRAINING COMMISSION DEPARTMENT OF PHYSICAL TRAINING Inspector's Report on the City or Village Organization. City Village Superintendent 19. .. A. Director of Department. Name 1. Secured professional training at following institutions: 2. Former positions held : 3. Has received temporary or permanent state teacher's license . . 4. Is planning to improve himself by taking summer course at 19.. B. Instructors employed (including director or supervisor) 1. Number of instructors employed previous to January, 1916. Men Women 2. Number of instructors employed at present time: Men Women Total 3. Number of instructors having temporary or perma- nent state teacher's license. C. Number of schools and distribution of instruction: 1. Number of secondary schools a. Number of instructors devoting full time 6. Number of instructors devoting part time 2. Number of elementary schools a. Number of instructors devoting full time b. Number of instructors devoting part time SUPERVISING AND JUDGING THE WORK 119 Meeting requirements Elementary Secondary schools schools Time per week A B D E A. M. Elementary --Secondary P.M. In school hours After school hours Credit for athletics In school hours After school hours Training class for teachers meets School visitations. The physical director or an instructor visits each grade in the elementary schools once every and gives a model lesson in setting-up drills, gymnastic drills, and games. Inspector The following issued by the New York State Depart- ment of Education touches on some of the difficulties involved in the rural problem. SUGGESTIONS ON PHYSICAL EDUCATION for Supervisors, Instructors, Directors, and Teachers RURAL AND UNGRADED SCHOOLS General problem. The problem of arranging the right kind of a program for a rural school is largely one of selection and adaptation. The individual teacher guided by her district superintendent and physical training supervisor should select from the material given for the different grades such of the action stories, games, and exercises as will best suit the needs of the local situation. All the suggestions and articles given in the fore part of this syllabus will be found helpful to the rural teacher 120 PHYSICAL EDUCATION but a few of the special things to be considered are discussed here and some of the principles that govern this selection and adjustment are given. Things to consider. I. Children How many and what ages are they; how far do they walk in getting to school; what work do they have to do before and after school; what instruction have they previously had in exercises, marching, games, etc; how many are new and had nothing last year; how many are abnormal and require special care or modified work; who are the natural leaders? II. Recitation program Best time for "B" work. Best time for play periods. "D" work. Possibilities for correlation with other subjects as nature study, project work, etc. What use can be made of the noon hour? In general consider how to lighten and brighten the other school work for the teacher and the children by careful planning of the recreation time. III. Space available for indoors and outdoors Arrangement of seats, desks, stove, etc. to make largest possible use of the building. Size, slope, soil, etc. of playground and possibilities of improving it. What other grounds near by may be used when school has inadequate space? IV. Equipment What balls, bean bags, etc. are owned by the school for playing games indoors and out; what is available for athletics, jumping pit, etc.; what does the school budget allow for these articles? Plan to secure things most needed a few at a time. Have pupils and parents unite to erect home-made apparatus and provide play equipment. V. Attitude of community Are certain parts of the program objected to by trustees or parents (folk dances, etc.)? Are field days and exhibitions popular? How often do parents visit the school? VI. Cooperative agencies Is there a parent teacher association? Are there local church clubs or societies, or national organizations conducting play or recreation work? Are Y.M.C.A., Y.W.C.A., Boy Scouts, Red Cross, or other paid social or athletic workers available? Are there any recent college graduates or students now in town who may be made useful? Grouping. In most schools of this type all children must take the "B" work together and most of the tune must have their " D " work in one group. Two groups should be formed, however, in all but the smallest schools, and games and exercises adapted for older pupils taught to the older children, part of the time, while the younger ones have their work separately. In larger schools three groups will be found best. The SUPERVISING AND JUDGING THE WORK 121 divisions should not be made by grades, but on the basis of age, size, and strength. Group one should include pupils approximately five to seven years of age; Group two, those eight to ten years; Group three, those ten to fourteen years of age. Leadership. Older pupils should be trained to direct the group plays and games of the younger group and should be used as leaders while the teacher is busy with older children. This should be a definite part of the training of the older pupils, who should also be given experience in taking charge of the "B" work. Make it an honor at first, using those who have made best progress, but give all a chance sooner or later. Physical Training "A." Daily Health Inspection. Many teachers have correlated the morning health inspection with the pupil health club organization. This plan works very well for at least a part of the year. The rural teachers can find many opportuni- ties to be of help in teaching health habits to an entire family by tactful use of this daily inspection. As much personal follow-up work as possible should be done and the aid of the district nurse invoked in reaching the more needy cases. Syllabus "B." Relief Drills. Principles governing the selection of the setting up drills, relief drills, and gymnastics (formal and informal). For rural children teachers should select and use mainly the exercises that refresh and relieve the tired muscles, that bring about increased agility, improve posture, and train in accurate and quick response to a spoken command. Muscle building is of secondary importance. These exercises should therefore be: 1. Simple; not too hard for the younger children. 2. Definite and exact; not liable to be done incorrectly. 3. Suited to boys and girls at the same time. 4. Corrective; to counteract effect of poor seating. 5. Vigorous enough to quicken circulation, refresh the brain, and "create a demand" for more air in the lungs. 6. Interesting; changed before becoming monotonous. 7. Joyous at times. 8. Movements related to normal activities of daily life. 9. Exercises such as will tend to overcome awkwardness. 10. Develop ideal of habitual good posture. 11. Teach correct walking and marching. 12. Develop sense of rhythm. Note "A," "B," "C," refer to sections of work in the New York State Syllabus, 122 PHYSICAL EDUCATION Principles in supervision of physical education. Dif- ferent methods of supervision have been indicated; desirable and undesirable standards have been suggested. It is proposed to state the following as principles for guidance of supervisors in physical education. 1. The supervisor and teacher must cooperate. It is the business of the supervisor to bring about a cooperative basis for all the work in physical education. Because of the wide difference in training between the grade teacher and the supervisor of physical education, the problem of cooperation in this case is exceedingly difficult. When the physical education period is conducted by a special teacher, a basis of cooperation is more readily laid. Regardless of the difficulties, there must be coop- eration. To this end, certain things contribute: a. Common knowledge concerning the work of the school, its aims, and purposes. b. Common knowledge and sympathetic ap- preciation concerning the functions of a school, the characteristics and problems of children, the relations existing between pupil, teacher, and supervisor. c. Common knowledge of the special interests of both teacher and supervisor, with under- standing of the relation of special interests to the end in view. 2. The supervisor in cooperation with the prin- cipal and grade teachers should have a workable plan for the organization and supervision of play at recess, for interclass, intergroup and interclub activities. The use of athletic tests, field meets, games, picnics, pageants, and festivals will be featured in all after school activities. To arrange for such group activities is of first importance for a supervisor. SUPERVISING AND JUDGING THE WORK 123 3. The supervisor should direct the teaching of the grade teacher in relation to the program of physical education, and give opportunity for observa- tion of good teaching. It is peculiarly important in the more systematic work to lead the grade teacher to take an active part in the program. 4. The supervisor should give help and criticism that will be constructive whenever possible. Often conferences will be arranged for all the teachers in a school to the end that particular points in the program may be made clear and carried out. 5. The supervisor should lay the basis for co- operative teaching by making the teacher feel that initiative shall not be penalized. Instead, freedom of action in carrying out the prescribed program shall be rewarded by the most thorough and effective help that seeks to work out the teacher's ideas. The stupid following of routine steps in a syllabus shall not be demanded, except in those cases where liberty is not used intelligently. 6. The supervisor should be informed of the health status of the children in the school, should know the general and special developmental problems, and should direct all efforts loyally in harmony with other health forces in the school to secure the most effective and most efficient health care possible. 7. The supervisor should avoid mere inspection. It is important that for each school there shall exist a program toward the realization of which there will be constant effort. Too frequently, schools on the card of the supervisor mean mere inspection. This is to be avoided. 8. The supervisor in directing the work of special teachers of physical education should aim to promote initiative and seek through conferences and discus- 124 PHYSICAL EDUCATION sions of type lessons and other parts of the program to secure improvement in some lines and modification in others. The purpose of supervision is essentially to help teachers do better with supervision what they would, do less well without supervision. In no sense, is the supervisor to act the role of policeman or inspector. The personality, judgment, intelli- gence, and training of the teacher always shall be recognized to the end that the best that the teacher has to give will be utilized under the most helpful conditions to secure for boys and girls the largest opportunities for the development of desirable phys- ical, mental, and moral qualities. SELECTED REFERENCES 1. AYRES, WILLIAMS, and WOOD. Healthful Schools, How to Build, Equip, and Maintain Them, Houghton Mifflin & Company, Boston, 1916. DRESSLER, F. B. School Hygiene, The Macmillan Company, New York, 1913. ,~.^ Two excellent books giving the essentials of school hygiene. 2. LILLIARD, W. HUSTON. "The Andover Plan." American Physical Education Review, April, 1915, p. 195. PAGE, PIERSON S. "Administration and Management of Sec- ondary School Education." American Physical Education Review, p. 402, June, 1915. Two good articles on the Andover plan. 3. SALEEBY, C. W. Health, Strength, and Happiness, M. Kenner- ley, 2 East 29th St., New York, 1908. An excellent treatment in popular style of health values in education. 4. THORNDIKE, E. L. Educational Psychology, Vol. I, Teachers College, Columbia University, New York City. JAMES, WILLIAM. Principles of Psychology, 2 Vol., Henry Holt & Company, New York, 1905. ANGELL, J. R. Psychology. Henry Holt & Company, New York, 1905. Important texts that discuss the emotional and motor rela- tionship. 5. MUNSTERBERG, HUGO. Psychology and Social Sanity. Double- day, Page & Company. Garden City, N. Y.. 1914, pp. 273-288. CHAPTER SEVEN ADMINISTRATION OF THE GYMNASIUM, POOL, AND PLAYGROUND Importance of good equipment. There is a tendency to overemphasize intellectual development and "the acquirement of recorded knowledge" and its result is pictorially represented by the physical condition of school children. Efforts are made to provide for the physical development in the life of the child, but their "scope is primitive, unsatisfying, unworthy. The tag end of the curriculum is given to physical education and hygiene; the basement or sand lot is its home too often. It is nothing short of criminal that the most important department dealing with the health of the child is usually housed in the basement. A beautiful high school in a western city has accommodations for 2,590 pupils, and in- adequately provides two narrow gymnasia (28' x 67') in the basement for the boys and girls. The gymnasium is too often assigned to an odd space left after provision has been made for beautiful study rooms where the child may sit and think. Dear, sweet, growing childhood, these are plans for your welfare ! Very little is known of your desires, and little appreciation is given to your longings to jump and run and tussle with your mates. Prime factoring is essential, but what of the need of the child to express itself in physical activity! What of games! Could a race of Greeks have been developed in a cellar? Could the laurel and bay have crowned one who sat at a desk all day except for two three-minute periods of 125 126 PHYSICAL EDUCATION setting up exercises? Surely it is not without some fear that one contemplates the effect of concentrated tabulated exercises prescribed by an anatomist and administered in a cellar. Greek education produced philosophers, scien- tists, rare thinkers, beautiful bodies and spirits; modern education is producing too often nerveless, diseased, and weakened children. The child, and adult as well, will never escape the need for exercise; it cannot be satisfied in the traditional exercising room. Use of the equipment by boys and girls. Gymnasia, pools, and athletic fields were provided at first to serve boys only. To-day in many schools and colleges facilities are being made available for girls also. This is as it should be. It is important to note, however, that in many places the boys monopolize existing equipment and there is no effort to provide facilities for girls in indoor and outdoor work. This tendency cannot be too strongly criticized. The present interest of girls in athletic sports, swimming, and all forms of physical education challenges every administrator in this field to meet fairly and justly the proposal for girls' activities. Adjustments can be made, by part time arrangements, until separate equip- ment is available. It is hardly necessary to state that careful supervision is essential when both sexes use the same indoor equipment. Administration of the gymnasium. The provision of gymnasium, pool, or playground does not automatically secure the health and happiness of those who use the facil- ities; these treasures, in part, depend upon the adminis- tration of the plant. The administration of a gymnasium is easy or difficult depending upon its arrangement. It would seem important to point out good features that relate to efficiency in administration. The entrance to any part of the building except visitors' gallery and offices should be through locker rooms. From GYMNASIUM, POOL, AND PLAYGROUND 127 here those using the building can go to gymnasium floor, pool, showers, or toilets. There should be an entrance to the gymnasium floor direct for use in assembly of crowds for other than gymnastic purposes at all other times it should be closed and entrance permitted only through locker rooms. The situation of the director's office is very important. It should be in connection with the anthropometric or examining room and gymnasium floor. The examining room should connect directly with the locker rooms, so that individuals may readily be examined without provid- ing dressing rooms in the examiner's office. The visitors' gallery should have a separate entrance, not connected either with the gymnasium floor or locker room. Entrance to the running track should be made easily from the gym- nasium floor. In high schools for boys and girls, the double gym- nasium is advisable, and in large schools necessary. There should be distinct separation of locker rooms and bath. There should be separate offices for the man and woman director. There should be a rest room in connec- tion with the girls' gymnasium. The locker room. Whenever possible without losing the contact with the gymnasium and examining room, the director's office should be placed to give a clear view of the locker room. This supervision is desirable. Often it is not possible because the gymnasium and locker room are on different floors. In any case the locker room should be so situated that supervision by a custo- dian is possible. It is agreed by experts that successful administration of the gymnasium and pool is closely associated with the control that can be exercised over the locker room. The locker room is the key to the gymnasium. It must be situated to connect directly with gymnasium, showers, 128 PHYSICAL EDUCATION pool, examining room, or toilets. The usual arrangement is to provide a locker for each student in the school. When a student has a class in the gymnasium, he goes to the locker room, places his street clothes in the locker, and puts on the gymnasium suit. On leaving the gymnasium the suit is left in the locker. Very often these gymnasium suits become wholly unfit to wear, the odor in the locker room becomes offensive, and the suit serves as a source of infection following slight skin injuries. To eradicate these conditions, there have developed new ways of handling the suits and controlling the use of lockers. One of these is the " Kansas City Locker System." It provides as many lockers as the largest number in any of the classes; enough fibre boxes to accommodate all of the students who use the physical education department. These boxes are stored on steel trucks; the boxes for girls are 13" x 13" x 8", and for boys 13" x 9" x 8". Two keyboards are provided on which are hung the tagged keys. Each key has a safety pin attached for fastening to the gymnasium suit. In addition, there are one combination washer and wringer, one tumbler drier, one table, four canvas laundry trucks, one marker machine. The student, on going to the physical education department, presents his card on which is stamped his box number, and receives his key and box containing suit, clean towel, and small, half-ounce bar of soap. He then goes to the dressing room and puts on his gymnasium suit, leaving his street suit in the locker, locks the locker, and pins the key to his gymnasium belt. The process is reversed when he returns. The soiled gymnasium suit is washed and dried and placed in the proper box. It is usually not possible to provide clean suits for each class session. It may not be desirable. Certainly, the effort to combat disease germs is very laudable, but such procedures may be overemphasized. GYMNASIUM, POOL, AND PLAYGROUND 129 The towels are washed every time they are used. The dressing room for girls is arranged in alcoves, but they receive their boxes in the same way. Another system devised to lower the cost of installation, economize space, and make for cleanliness is the so-called "Box Locker Plan." The cost of maintenance in this plan would be less. Both of these plans are objectionable in that they leave nothing to the initiative of the pupil. They are machine-like. In many schools provided with the old locker system, sanitary values could be preserved by combining with the physical work instruction in personal hygiene and regular inspection of suits and towels. Students with dirty suits or dirty towels in their possession on inspection should be educated along sanitary lines by the proper administrative officer. One hundred dressing booths two feet ten inches by four feet should be supplied. This gives booths for two classes of fifty girls each, one coming to the gymnasium and the other leaving it. In gymnasiums where girls and boys alternate in its use, or where the gymnasium is not used continuously, fifty dressing booths would be sufficient. Again, it is possible to reduce the number of dressing booths to fifty by having one girl dress in a booth containing the clothes of a girl on the gym- nasium floor,* An excellent locker arrangement has been worked out at Noyes Gymnasium, University of Chicago. Locker records. In colleges and universities it is customary to include in the fee paid at registration time, a charge for the use of the gymnasium. This usually includes the use of lockers. In schools lockers are usually free. In assigning lockers, a deposit of twenty-five or fifty cents is required for the key or lock. If the locker has a combination lock, no deposit is necessary. No locker should be assigned unless evidence is presented of * Physical Education in Secondary Schools. Bureau of Education. Department of Interior, Washington; D. C. (Bulletin No. 50, 1917). 130 PHYSICAL EDUCATION the individual's standing in the institution, as a pupil or as a student able to show the bursar's receipt for fees paid. If locker privilege includes use of the pool, approval of physical condition by the school physician or director of physical education should be required. With these conditions satisfied the clerk may go ahead with the assignment of the locker. " If combination locks are used there should be first, a numerical file of the com- pany's combination cards; second, a file including the numerical file of lockers with lock numbers and combina- tions, the name of the locker holder ." * If keys are issued, the numerical file of lockers should be placed on cards arranged in file or on ruled paper or in a book and the name of the holder written after the number. For looking up locker numbers it is convenient to arrange the names in alphabetical groups: thus, if four hundred lockers are available, use the numbers from 1 to 50 for names beginning with A, B, C; 51 to 100 for D, E, F; 101 to 150 for G, H, I; 151 to 200 for J, K, L; 201 to 250 for M, N, O; 251 to 300 for P, Q, R; 301 to 350 for S, T, U; and 351 to 400 for V, W, X, Y, Z. If it Is necessary to place a name in another group because all the lockers in the original are assigned, this may easily be indicated by check marks in front of the number. The money received from deposits for locker keys should be placed in a safe and should not be spent. If more than one hundred dollars is received, and if the student body is not rapidly changing it will be found desirable to place this money in a saving bank and receive interest for its use during the eight to nine months. Hygiene of instruction. It is a common observation that college students who pursue courses in hygiene and * Physical Work Management and Methods. Association Press. New York, 1913, pp. 69-70. GYMNASIUM, POOL, AND PLAYGROUND 131 sanitation and otherwise know the value of cleanliness and bathing, often wear gymnastic costume that is distinctly dirty. It is a very interesting sidelight on the health aims of physical education that frequently children are exercised in dirty, dark, and poorly ventilated gym- nasia with no opportunity for proper care of the body after the exercise period. Therefore an adequate adminis- tration of physical education will provide means for securing the full health of hygienic benefits accruing from the activity. It is important to indicate the points that should receive consideration, whenever possible, in the gymnasium, pool, and playground. 1. Showers. The need for bathing in the public schools is so great that some provision should be made to secure a minimum requirement. It would seem possible to arrange for classes on certain days, or smaller groups to bathe after the gymnasium or play period. The advantages (2) are very great and the opportunity to help develop health habits in this respect should not be lost. The bath is one of the most valuable health measures at the disposal of the physical educator. Large city high schools frequently conduct classes in the gymnasium for an hour and send the pupils back to the classroom without a change of clothing, and with the body warm and per- spiring. This is unhygienic, although the class may have been engaged a few minutes before dismissal in "hygienic exercises. " The provision of a period for the use of the shower may easily be made by arranging for a double period and by using part of this time also for instruction in hygiene. The following schedule * shows the possibility in this connection: * Physical Education in Secondary Schools. Bureau of Education, Department of Interior, Washington, D. C. (Bulletin No. 50, 1917). 132 PHYSICAL EDUCATION Sample arrangement of double gymnasium periods in a high school. SCHEDULE Group I 15 Undress Ex.45 1 1C Class 45 Class 45 Class 45 Class 45 Class 45 Class 45 C 1 Ex.45 Class 45 Class 45 Class 45 Group II tS 1 B Class 45 1C 10 1-1 I 1 * Group III Group IV Group V Group VI Class 45 Class 45 I Ex.45 M 10 Class 45 Class 45 Class 45 Class 45 Class 45 Class 45 V 1 fc 43 A IQ Class 45 Cla 88 45 Class 45 Class 45 Class 45 Class 45 15 Hygiene 15 Undress Ex 45 4 10 Class 45 Class 45 Class 45 Class 45 Class 45 Class 45 1 Undress Ex 45 I Group VII 10 - 1 Class 45 Class 45 Class 45 Class 45 Class 45 Class 45 I i 1 1 o This schedule provides for seven classes of fifty pupils each; that is, theoretically three hundred and fifty pupils per day per gymnasium, or eight hundred and seventy-five different pupils on the basis of two double periods per week for each pupil. This arrangement uses the gymnasium continuously and allows for alternation of two teachers in instruction in hygiene, physical education practice, and supervision of the bathing. Three hours of instruction during the school day, plus two hours on the playground and in the gymnasium or pool after school, should be the maximum requirement for one teacher. The remainder of the day is needed for administration and the keeping up of equip- ment, records, etc. GYMNASIUM, POOL, AND PLAYGROUND 133 College classes provide a time allotment for showers. Twenty minutes is usually given for girls and fifteen minutes for boys. When very large classes are to be cared for and when facilities are limited, careful organ- ization and supervision can overcome the handicaps by using the showers in squads. Central control of the showers can allot a certain number of minutes for each squad. This will do away with the dawdling that so frequently occurs in shower and locker rooms. The Commission on Reorganization of Secondary Education advises the following plan for showers: a. For boys An open room should be used for moral and hygienic reasons. Single showers with individual control will supply five boys each. If multiple showers with central control are provided each shower will supply seven boys. Multiple showers with central control are recommended, as they save tune, water, and space. The shower and drying room should contain at least twenty square feet per shower. This gives adequate room for drying in the shower room. The showers should be placed, without enclosing, on the side wall of an open room. 6. For girls Closed shower booths (3' 3" x 3'). should be used. One shower should be provided with individual control for each three girls, or one shower with multiple (central) control for each five girls. Multiple (central) control is recommended where an attendant can regulate all the showers (1). 2. Showers and swimming in the pool. Bathing in the school pool is a matter of considerable importance. A report from a city school states: ... An outbreak of a contagious skin disease among pupils of the high school has been traced by the medical inspector to the bathing pool in the building. Can you suggest a simple precaution against the pollution of swimming pools? From an administrative standpoint the pool must be kept clean. The effort to secure this result should be 134 PHYSICAL EDUCATION directed along two lines; one aimed at the water and the tank (the pool), the other at the individual user of the pool (the swimmer). It remains at this point to consider these two problems: a. The pool. That the pool water should be kept clean is emphasized by Bunker and Whipple: It was found that washing a dirty male .hospital patient yielded twenty-five thousand million bacteria; that a smooth skinned "clean" man gave three thousand million as against fourteen thousand million from a hairy skinned individual. The feet of a boy in the corridor, about to enter the pool, yielded eighty million. That the pool water can be kept clean and pure is now known, and that the method involves a saving of expense over what was formerly considered necessary, makes its adoption all the more certain. Arthur M. Crane has set forth the opinion of most hygienists in this particular and recommends the use of hypochlorite of lime with refiltration. In the Proceeding of the American Association for Promoting Hygiene and Public Baths, he says: However, it is only fair to point out that while many of the reports from pools where refiltration only is employed indicate high bacteri- ological efficiency, this cannot reasonably be expected so confidently as if the hypochlorite of lime treatment also were used. While it is quite possible to operate a mechanical filter so as to deliver at the outlet of the filter a water pure to the degree demanded by health authorities for drinking water, and a pool could therefore be filled with pure water, yet the first individual entering it would contaminate it; and while the filter could always be operated so that the water would always be pure the full effect of this would be lost so soon as the water mixed with the other water in the pool which had already been contami- nated. Ordinary commercial hypochlorite of lime contains about 30 per cent available chlorine. It is this nascent chlorine which acts to kill the bacteria. One pound of the hypochlorite will treat satisfactorily a hundred- GYMNASIUM, POOL, AND PLAYGROUND 13S thousand-gallon pool and since the lime costs only nine cents per pound, the annual bill for this preventive will be only about $17.00. The cost of heating the water in the pool and the cost of the water itself are maintenance charges which refiltration cuts down. Reports show that it takes on an average two tons of coal to heat a hundred- thousand-gallon pool to the temperature usually main- tained (70-75 F.). In addition, the water used is considerable when emptied once or twice a week. In New York City, the rate is $1.00 per thousand cubic feet. To fill a thirty-thousand-gallon pool costs about $4.00. If the pool is filled fresh twice a week it would cost $8.00 for water alone. Considering then the cost of the fuel to heat the water and the cost of the water itself, refiltration is recommended on the basis of economy alone. The pool could be filtered continuously for less than it would cost for a weekly renewal without refiltra- tion. Other methods for purification of the water of the pool are the ultra-violet ray sterilizer (3) and th'e Bethlehem plan (3). Turbidity in the water or suspended particles renders the ultra-violet ray inefficient for sterilization purposes. Refiltration and disinfection of the water are considered to-day as standard and mutually interdependent pro- cedures in the sanitary control of swimming pools. The hypochlorite method is the method generally employed. One disadvantage with the hypochlorite has been in its application. If too much is used there is a disagreeable taste to the water and irritating action on the mucous membranes of the eyes and nose; if too little is used the bacterial count is not properly controlled. The only satisfactory method of chlorination is by an automatic control that feeds into the recirculated water a standard amount of liquid chlorine. The cost for liquid chlorine distributed by a chlorinator would amount to about 136 PHYSICAL EDUCATION six cents a day for a fifty-thousand-gallon pool recir- culated once daily. The California State Board of Health requires from two to five pounds of liquid chlorine for each million gallons. Whittaker (3) has made extensive experiments with chlorine and advises eight pounds of liquid chlorine to each million gallons of water on the basis of one hundred and twenty-five swimmers a day in a sixty-thousand-gallon pool. The effectiveness of any method used can only be determined by frequent chemical and bacterial analysis that gives the bacterial content per cubic centimeter and the type of organisms present. In this way infor- mation may be obtained regarding the efficiency of any method used and the condition of the filters if filtration is employed. If chlorination is employed, water analysis is the only means of determining its efficiency. If ozone, ultra violet light, or any other method is employed, water analysis will indicate the effectiveness of the procedure. The f ollowing^report on the water in one pool employing chlorination and filtration show efficiency at one time and inefficiency at another on this important matter of keep- ing the water pure. It will be noted that the unsatis- factory reports on January 19 and 22 showed 4700 and 5700 bacteria per cubic centimeter. This indicates that the chlorination is inadequate* and possibly that the filters need overhauling. The report for January 25 was very satisfactory. It is important to determine the type of organisms present with reference to B. Coli and B. Welchii. Then- presence indicates insufficient chlorination. * Abstract from California State Department of Health. Bulletin No. 35, 1919. "As a tentative standard a total bacterial count of 1000 colonies per cubic centimeter on agar incubated at 37.5 C, and a B. Coli count of one (1) per cubic centimeter is set for the pool water in any part of the pool." GYMNASIUM, POOL, AND PLAYGROUND 137 Dr. J. F. Williams, Thompson Building, Teachers College. Sir: The following are the results of the bacteriological examination of samples of water taken at the swimming pool, Thompson Building, Teachers College, for week ending January 27, 1920. Source Date of of Sample Collection Bacteria B. Coli Percent per cc. in Removal 37o C. 0.1 1.0 lOcc. Bacteria Tap, Raw Jan. 19 Water 2 P.M. 30 000 Pool Chlorinated 4750 000 Tap, Raw Jan. 22. Water 1.45 P.M. 27 000 Pool Chlorinated 5700 000 Tap, Raw Jan. 25 Water 2 P.M. 30 000 Pool Chlorinated 150 000 Respectfully S.J.B. Another method recently reviewed and set forth by Manheimer* seems to be valuable and should be widely tested. It consists in the use of ozone as a disinfectant. It is apparently efficacious, inexpensive, and has no dis- agreeable effects upon the water. * Manheimer, W. A. " The Application of Ozone to the Purification of Swimming Pools." Public Health Report*. March 1, 1918. Reprint No. 456. United States Public Health Service. 138 PHYSICAL EDUCATION b. The swimmer. Regarding the cleansing of the body of the swimmer it is important for the supervisor to pass upon the procedure used (4). This point is easily covered in men's pools; it is more difficult in women's pools. In women's pools, proper cleansing of the body will occur, probably, if the equipment conveniently lends itself to the results desired, if the importance and significance of compliance is indicated, and if there is some definite requirement that will insure at least part of the regula- tions. To care for these three points it will be found helpful to have: (a) soap available either in liquid or powder form in the shower stall; (b) instructions posted in appropriate places showing the method of the adminis- tration in keeping the water clean and leading up to a statement of the necessity for individual cooperation in minimizing the chances of contamination; and (c) a rule that all users of the pool must take a shower before using the pool and must not have a swimming suit on when the shower is taken. A method used in a Detroit high school for girls that solves this third problem is a plan that provides the following: On coming to the pool the pupil is given two bath towels and two safety pins. She takes these to her dressing booth, undresses, and covers the body with the two towels pinned together at their ends over the shoulders. The girl then goes to the shower and while in the shower, the attendant places the swimming suit over the door of the alcove. This plan eliminates the possibility of taking a shower over the swimming suit. In boys' and men's pools no clothing should be worn. A hot cleansing shower bath with soap should always precede the plunge. In girls' and women's pools, clothing should be sterilized after each plunge, and kept at the natatorium by the attendants. A cleansing shower bath should be insisted upon. From what has been found GYMNASIUM, POOL, AND PLAYGROUND 139 valuable in many pools, it is important to specify the following rules and regulations for a swimming pool: 1. Maintain the water in the pool pure and clear by employing refiltration and hypochlorite of lime. 2. Have the pool well lighted by sunlight, if possible, by artificial light if necessary. 3. Have an attendant always on duty when the pool is in use; grant no admission at other times. 4. Prevent persons with any communicable disease from using the pool; examine the heart of every person using the pool. 5. Enforce the cleansing of each bather before entering the pool. This may be accomplished by, a. Admittance to pool only through showers. 6. Suits must be taken off and thrown over shower bath door while in the bath (for women) . 6. Allow no unsterilized clothing to be worn in the pool. 7. Do not permit bathers to wear stockings in the pool. Guard against the wearing of undergarments under the bathing suit. Insist that all women bathers shall wear rubber caps. 8. Provide a scum gutter around the pool; prohibit expectoration in the pool. 9. Keep visitors from the walk around the pool. Visitors must stay in the gallery. 10. Prohibit handkerchiefs in the water; allow no cold cream or powder to be put on the face when going into the water; prevent bathers with cuts, vaccinations, corn plasters, or bandages from using the pool. 11. Have a long pole on either side of the pool with which to help bathers who go beyond their depth. 12. Do not have any obstruction in the pool or along the edge of the pool. Do not allow running on the tile approach to the life rail. 3. Cleanliness and care of the gymnasium. The gym- nasium should be kept clean. This should be in- terpreted to mean freedom from dust or dirt on floors, walls, apparatus, and windows. Unless the floor is oiled, it should be mopped at least once a week. The oiled floor for the gymnasium is not recommended because of its many disadvantages for games. One of the finest boys' schools in the East recently completed a splendid gymnasium. The plan in its physical 140 PHYSICAL EDUCATION equipment is ideal; the care is entirely unsatisfactory. The floor of the gymnasium is always covered with dust, the windows are dirty, the locker room odor permeates the entire lower floor, and the showers have rarely if ever been cleaned. The plant is not serving its users in the most helpful way because it has not been cared for. a. Cleaning floors. The gymnasium floor should be mopped at least once a week. If for any reason it is necessary to permit the use of street shoes on the gym- nasium floor, the mopping should be frequent enough to keep the floor free from dust and dirt. In some gymnasia the floor is varnished. Such floors should be cleaned daily with oil-sawdust sweeping. 6. School rooms as gymnasia. Schoolroom floors at times are treated with floor oil to keep down the dust. This is of advantage especially where the gymnastic classes are conducted in the schoolroom. Wallace Man- heimer made a study of floor oil as a dust preventive in schoolrooms where physical training classes were con- ducted. His conclusions are as follows: 1. Bacteriological examinations of the air of four classrooms were made both before and after conducting physical exercises. Two of the rooms had been treated with floor dressing, while two had been untreated. These tests showed : a. That there was less dust in the treated than in the untreated rooms even before the floors were disturbed, though the differences were not marked. 6. That the oil was efficient in causing more than 80 per cent of the dust to adhere to the surface of the floors disturbed by physical exercises. 2. Similar tests made before and after the rooms had been swept indicate an efficiency of over '85 per cent. Thus, the oil is valuable in protecting not only the health of teachers and students, but also that of workmen employed to clean the room. 3. Bacteriological tests made on experimental boards (artificial floors), under controlled conditions, verified the above con- clusions and indicated an even higher percentage of efficiency (91- 100 per cent). GYMNASIUM, POOL, AND PLAYGROUND 141 4. Wherever the raising of dust from the floor might be injurious to persons, merchandise, etc., the use of floor oil is urged as a simple and efficient preventive.* c. Testing of apparatus. All suspended apparatus should be tested for safety twice a year. It is often convenient and entirely satisfactory to test at vacation times. Ropes, swings, rings, etc., should be absolutely safe. The test should be made as follows: (1) Carefully examine the wearing parts for signs of cracks, breaks, or excessive wear. (2) Test for strength of parts by having two men hang, full weight, on apparatus. Apparatus should be inspected at regular intervals and tested thoroughly at each vacation time. The following memorandum is illustrative of the kind of instructions that may be needed to secure the proper use of equipment. INSTRUCTIONS ON USE AND CARE OF APPARATUS IN THE GYMNASIA IN THOMPSON BUILDING To Instructors in Practice Work: The proper use and care of gymnastic apparatus is very important. There is no reason at any time for neglect of the generally accepted methods of use. The following improper practices have been observed. They should be discontinued. 1. Tying knots in the long ropes. This destroys the end of the rope and requires complete replacement. 2. Running on the track with street shoes. This breaks the canvas of the track and will destroy the covering. 3. Riding apparatus. The use of buck horse, etc., in this way frequently results in damage to side walls and other apparatus. 4. Kicking balls in the gymnasium. Aside from damage to balls not made for kicking use, the breakage of lamps and windows should not be courted. 5. Dragging mats over floor. The problem of keeping a gymnasium clean and fit for use by women as well as men, by girls as well as boys, is a serious one. The mats are with difficulty kept clean. The practice of dragging the mats over the floor should therefore cease. The proper way to handle the mat is to roll and carry it to the apparatus. Supervisor. * Manheimer, W. A. "Floor Oil as a Dust Preventive." American Physical Education Review, 1914, pp. 625-631. 142 PHYSICAL EDUCATION d. Care of apparatus. All apparatus should be kept clean. Iron bars rust easily. They can be brightened with emery paper or steel wool. Straps and leather attachments need renewal frequently. Rolling apparatus should be examined to see that casters work properly. Mats are frequently not cared for as they should be. In order to avoid the dust and dirt that collects on and in mats it is the practice in some gymnasia to paint the mat with an elastic paint. This method is not to be recommended because it does not strike at the immediate cause of the dirty mat, namely the dirty gymnasium floor, and further, it gives a slippery surface to the mat thus rendering it less useful for gymnastic purposes. In addition, the paint in time cracks and comes off in places and the result is distinctly unfavorable. This problem should be attacked under three heads: (1) Keep the floor of the gymnasium free from dust and dirt. (2) Do not drag the mats over the floor. The mats should be rolled and carried to the apparatus and returned in similar fashion to the side of the gymnasium after use. (3) Clean the mats weekly by sweeping with a stiff broom. During vacations, the mats should be thoroughly cleaned with a vacuum machine. The construction, installation, and care of the spring board in the pool is very important. Illustrations of and descriptive measurements for the official intercollegiate diving board are given in the Intercollegiate Swimming Guide.* Cleanliness of the air of the gymnasium is very impor- tant. The chief sources of contamination are the dust from the floor and apparatus and the exhalation and perspiration of persons using the gymnasium. Therefore * Intercollegiate Swimming Guide. Spalding's Athletic Library. Group IX. No. 361. American Sports Publishing Company, 21 Warren St., N. Y. GYMNASIUM, POOL, AND PLAYGROUND 143 the administrative control should be directed to secure freedom from dust and dirt on the one hand and free circulation on the other. At the Y. M. C. A. College at Springfield, recirculation of air is used. The chief advantages of this method seem to be a saving in cost of heating the gymnasium in winter. Dr. McCurdy writes, "We have saved about 40 per cent on heat bills, and have had the air purer than outdoor air under country conditions except immediately after a rainstorm." Proper ventilation of the gymnasium is more often the exception than the general practice. For most gymnasia it will be found satisfactory to ventilate with open windows. Outdoor air is the best air in most cases. It may be given, therefore, as a rule that in summer, spring, and fall, the windows of the gymnasium should be open. They should open at the top and give cross ventilation above the working surface of the floor. In the winter, unless in very mild climates, it is not desirable to work in a temperature below 55 F. Some would set the minimum at 60 F. Certainly 60 F. is not too high and 55 F. may be low. This applies for classes using the traditional gymnastic costumes. What may be advised under a plan that would provide appro- priate clothing for the colder temperatures, must be delayed. It would seem feasible and desirable to conduct winter classes all winter out of doors, using appropriate clothing and closing the period with a change of clothing and the usual shower. Such a plan would have many values. Standards of cleanliness for the gymnasium should include not only the air, the apparatus, and the building itself, but also the persons using the gymnasium. It is not an unusual observation to see the high school or college youth exercising in clothing that is frankly unclean. 144 PHYSICAL EDUCATION A splendid administrative plan for controlling this factor has been worked out by Dr. Thomas A. Storey, College of the City of New York. The main features of his plan are: a. Instruction in hygiene b. Inspection of suits and towels c. Enforcement of regulations requiring frequent change in clothing and towels. 4. Towels and soap. A study of comfort stations by Dr. Armstrong* showed that the use made of washing facilities depend upon the sanitary equipment of the lavatory. In stations supplied with hot water, soap, and towels, a greater number washed their hands than in stations supplied only with cold water. From an administrative standpoint the director of a gymnasium will secure better cooperation in maintaining good standards of cleanliness by making it convenient and easy to obtain soap and towels. The distribution of soap for showers and bath may be done easily by installing a soap vending machine. A type put out by the Palm Olive Company sells a cake of Palm Olive soap for one cent. Liquid soap or soap powder may be provided free of cost. A good brand of liquid soap is manufactured by Eli Lily Chemical Company, Indian- apolis, Indiana. This soap is comparatively free from irritation. Soap dispensed in powdered form from con- tainers is usually so hard that the waste is considerable and also it lathers with difficulty. Common soap boxes in which users of the gymnasium place their cakes after bathing should not be allowed. The towel situation may be handled in two ways. One way provides clean towels for the students without charge. This is expensive. The other way provides clean towels * Armstrong, D. B. Comfort Stations in New York City. New York Association for Improving the Condition of the Poor. Publication 80. New York City. GYMNASIUM, POOL, AND PLAYGROUND 145 at a small price. In large cities towel concerns will furnish and launder towels at a rate that makes the cost of a clean towel very small. This system was installed at the University of Cincinnati gymnasium. The admin- istrative plan involved the services of the janitor and a clerk in the office. A towel ticket provided for fifteen towels and sold for twenty-five cents. When a student desired a clean towel he returned the soiled one and the janitor punched the ticket when he gave out the towel. A deposit of twenty-five cents is required to cover the charge on the towel given out the first time. The plan offered clean towels to the students at a nominal cost and without expense to the university. 5. Drinking water. Clean and palatable drinking water is a necessity in the equipment of the gymnasium and playground; only sanitary fountains should be used (5). Administration of city recreation. In larger cities there are usually two or more bodies concerned in the government of recreation. The different methods of control and the reasons favoring each method are presented in a summary by Arthur Williams* of the Playground and Recreation Association. His report follows: The administration of city recreation is carried on by park boards, school boards, playground and recreation commissions, and other municipal departments and private agencies. In some communities the formulation and execution of the recreation program is in the hands of one agency; in most communities there are many agencies. The present tendency is to coordinate all the recreation activities of the city under one administrative body with legal standing in the community and with adequate funds appropriated by the municipality. There have been, however, slight differences of opinion as to what municipal department should be entrusted with this work the school boards, the park board, or a recreation commission. * Williams, Arthur. Administrative Phases of Play and Recreation. Playground and Recreation Association. 1 Madison Ave., New York City. 146 PHYSICAL EDUCATION The school board or board of education is favored by some for the following reasons : 1. The value of play is educational; hence it should be under the control of those who administer the city's education. 2. It already has charge of the physical education of the school children. 3. The educational authorities have a large corps of teachers with the knowledge of education and experience in handling children that is necessary to playground workers. 4. The teacher's personal contact with the chil- dren on the playground is beneficial to the school. 5. The character and ideals of the teachers under the school board are on a much higher plane than those of the employees of the park department. The advocates of the park department's control of recreation point with pride to the results accomplished by the separate park commission of Chicago and the Cincinnati Park Board. The Chicago Commission has a separate taxing power granted it by the legislature and has no legal connection with the city government.* This removes the members of these boards from com- petition with the other cities' departments when the yearly tax levies are apportioned. Other park boards, when a cut in their appropriation is threatened or actually made, are tempted to make the playground or the recreation phase of their work bear the brunt of the decrease. And the trend of affairs at present is to centralize taxing power. The Cincinnati Park Board and several others have carried on successful playground work because of the strong boards appointed and the consistent support of the public. The great majority of recreation workers to-day, how- * Recently the parks have been taken over by the Board of Education. GYMNASIUM, POOL, AND PLAYGROUND 147 ever, feel that because of the varied kinds of activities which it is necessary for an effective administrative body to carry on it is advisable to have a separate body for this work in which can be coordinated all the playground and recreation work of the city, including the supervision of commercial amusements. A few of the arguments ad- vanced by those in favor of this form of administration are : 1. The members of recreation commissions are selected with thought of recreation in mind. Other boards are selected primarily for other purposes and usually are already loaded with other work. 2. The large budget of school boards are con- stantly being cut and this reduction is likely to be taken from the recently started recreation movement. 3. Thus far the creation of a separate recreation commission has not meant an increase in political influence in recreation work. 4. Because playgrounds are popular it is easier to secure adequate appropriations for recreation in the beginning if the appropriation for playgrounds and recreation is not confused with larger appropriations, including boulevards, industrial education, etc. 5. A separate commission can more readily be held responsible. 6. A recreation commission is more likely to keep the recreation interests prominently before the com- munity. 7. By the creation of a recreation commission it is usually possible to make official the services of important public spirited citizens who have been at the center of the movement in its initial stages. The recreation secretary needs the hearty support of such a group of citizens. 8. A recreation commission, giving representation to the school board, the park board- or other bodies 148 PHYSICAL EDUCATION should enable the city to make effective use of all resources known to these various agencies, making possible a strong united recreation work. 9. A special committee appointed by the Play- ground and Recreation Association of America to study the question of administration found that the cities having commissions were on the whole better satisfied with this form of administration than cities having other forms of control. Ten out of thirteen commission correspondents favored commissions con- trol. Seven out of thirteen park board writers favored commission control of some form. This committee reported: It is fair to conclude that in cities where the interest is greatest, the problems most varied, and the movement furthest developed, the distinct tendency is toward the commission idea, playground or recreation commissions composed ^of people haying an appre- ciation of both the park and school ideals, but with a social in- sight that permits a deeper appreciation of the meaning of leisure from the standpoint of civic righteousness and efficient citizenship and the physical and moral welfare of the race. Management of playground. The success of the play- ground movement has been due to a group of well trained men and women in thorough sympathy with the ideals of play and also to certain well defined principles of management which have grown out of the experience of playground workers. The varied questions of attendance, program, personality of play leader, rules of the play- ground, have been at times the rock upon which many a playground venture has been wrecked. It is important, therefore, in the management of a playground to be able to give the answers to questions that may vitally relate to management. Thus, if there is a falling off in atten- dance, the administrator wishes to know the answers to the following questions: GYMNASIUM, POOL, AND PLAYGROUND 149 1. Is this decrease due to the narrowness of the play program and a failure to coordinate with other compelling and vital interests in the community? 2. Is the program of activities at fault? 3. Have the rules been so rigid that we have driven people away to freer opportunities, or have the rules been so lax that discontent and dissatis- faction have broken down our groups? 4. Has the personality of the play leaders been of the sort that would encourage or discourage atten- dance? 5. Is our program of activities known in the com- munity or do we need propaganda? 6. Has the work been indifferent and therefore not worth attention? The six questions above will be discussed hi detail in the following sections: Community life Faults in play programs Rules Personality for play leadership Advertising the playground Quality in playground work 1. Community life. The experiments of the social unit organization (6) in the Mohawk section of Cincinnati, Ohio, and Dr. Armstrong's (7) at Framingham, Mass., serve to show that playground work of the stereotyped program that provides only play forms, is not meeting the needs of the commu- nity. The recent incorporation of Community Service ^as an outgrowth of War Camp Community Service, f is^ an effort to provide for the community a richer program than that supplied in the usual playground and recreation center.) (The work of the program has been concerned with summer playgrounds and evening 150 PHYSICAL EDUCATION recreation centers. It is important to point out that superintendents have not been interested enough in fostering and developing community pageants, sing- ing and drama, neighborhood picnics, parties and entertainments meeting neighborhood needs.* The Playground (8) suggests the remedy for the narrowness of the program as follows: The people of the communities having tasted of the joy there is in working together (during the war) for mutual interests and in playing together, are ready for a program which will give them social contacts with their neighbors and with the people from other parts of the community with whom they did not formerly come in touch. Some of the activities to be added to the usual playground program are Vacant lot play Coasting, skating, skiing, and other winter sports Block parties Community picnics Neighborhood dances and parties Community and special holiday celebrations Festivals and pageants Community singing Choruses Band concerts Community opera, drama, art, forums, and recreation houses 2. Faults in play programs. Play programs fail because they become too stereotyped and set. Frequently the effort to accomplish some formal health end, or to arouse some social response that is not natural and expressive of the community causes the difficulty. The organization and administration of welfare work during the war gave experiences that * An excellent little pamphlet, Comrades in Play, published by Community Service, Inc., 1 Madison Ave., New York City. GYMNASIUM, POOL, AND PLAYGROUND 151 have importance for peace time programs. The rec- reation department of a city system must coordi- nate all the facilities of community recreation.' It should use swimming pools and gymnasia of Y.M.C.A. and Y.W.C.A., halls of fraternal orders, auditoriums, churches, women's clubs, and civic organizations. It is a very important part in his work, therefore, to be closely in touch with these agencies, rendering them all the service which a public recreation department can offer, and seeing to it that the facilities of the department are placed at the disposal of private groups. The program of the playground varies according to many factors. School yards, outdoor playgrounds, roof playgrounds, evening recreation and community centers, recreation piers or boats, public baths, will offer different opportunities. School yard activities will not be so comprehensive in scope as a playground providing for adults' recreation. A typical play program of a New York City play- ground follows: 1.00-1.30 Assembly, salute flag, singing, talk by principal 1.30-2.30 Organized games in gymnastics and kindergarten 2.30-3.00 Organized free play 3.00-4.00 Military and gymnastic drills, folk dances, apparatus work 4.00-4.45 Organized team games (basketball, indoor baseball) 4.45-5.15 Athletics 5.15-5.30 Marching, singing, dismissal Children are sent in groups to the library and game room. The above program is that of the usual play form. It does not represent all that should be done in an organization awake to community needs and the possibilities of community action. A more compre- hensive plan is being developed in Michigan. 152 PHYSICAL EDUCATION A program of the Michigan Community Council Commission as proposed by Miss Nina B. Lamkin, Director of Pageantry and Recreation, and recom- mended for Highland Park, Detroit, Mich., is sug- gestive of the newer developments in the field. After a survey of the existing agencies at Highland Park the f ollowing program was recommended and adopted. 1. Pending the development and completion of permanent plans to include a recreational building, permanent sectional center, and a system of municipal playgrounds, immediate steps should be taken to provide more adequate facilities for the present needs of the people to include: a. A recreational field for the coming summer which shall be provided with (1) A baseball diamond (2) Tennis courts (3) Basketball court (4) VoUey ball court (5) Space for group games and athletics 6. A number of smaller recreation fields or neighborhood playgrounds, distributed to serve districts of six or eight blocks. c. Further use of school buildings for evening clubs, parties, etc., or the use of other buildings that could be made available as community meeting places for various activities. d. The adequate supervision of all such places which are made available for recreation purposes in order that the best results may be realized. e. This supervision to be in the hands of well equipped persons who have the ability to plan and carry out a program of activities which shall reach all age groups and which shall be worth while from the standpoint of health, play, and citizenship. 2. Recommended that immediate action be taken to secure such available properties as are necessary. 3. Recommended that a municipal program be planned which will be in cooperation with the schools of Highland Park, the Y. M. C. A., and the Ford Motor Company. 4. Recommended that funds be provided. 5. Recommended that the personnel of this recreation depart- ment for the summer of 1920 be: a. A superintendent of recreation who shall be a m^n expert who can manage the executive work, who can see the possibilities for expanding the program, and who can definitely guide the steps in the development of the program. GYMNASIUM, POOL, AND PLAYGROUND 153 6. A director who shall be a woman expert to cany out definite activities in (1) Club work for boys and girls (2) Club work for factory girls (3) Dramatics for different age groups, as Story telling classes Dramatization of stories Programs centered around the arts One act plays (4) Musical projects in choruses, orchestra, and band work in cooperation with local musical agencies and led by local leaders. (5) Bringing together the various group activities into com- munity days, such as Festival Pageant Carnival Tournament (6) Enlarging work already being done by local recreation agencies. 6. Recommended that the small neighborhood playgrounds be equipped at least with a playground box. 7. Recommended that the man and woman expert, conduct leaders' classes in recreation. 8. Recommended that compensation be given local leaders who can take responsibility, this to be a nominal sum but suffi- cient to make them leaders of volunteer leaders. 9. Recommended for the summer of 1920 the following activities: Hiking clubs Rowing clubs Swimming Tennis clubs Volley ball groups Baseball series Roller skating Athletics, etc. Story telling, dramatization, and short plays, etc., for rainy days That for the winter season the activities of these groups be continued in such forms as: Children's dancing parties Adult dancing parties Folk dancing for different age groups Special community programs for the special days, such as Hallowe'en Thanksgiving Christmas 154 PHYSICAL EDUCATION Americanization classes Sewing classes Conversational classes Reading clubs Forums, etc. Indoor tournaments in Volley ball Basketball Quoits, etc. Game evenings Ice skating and ice games In planning the program it is essential to know what people want and to provide the channels through which they may find expression in the way that will mean most to them individually. Have a well-rounded program; do not overemphasize dancing to the exclusion of wholseome games and activities. The educa- tional program should include subjects that are vital and in keeping with the spirit of the times. There should be great emphasis on the part of the program which involves cultural interests. The centers should be made as attractive as possible and should be well-lighted and well-advertised. Introduce new features and draw out the talent which is in the people them- selves. Secure from outside the best talent available. Emphasize in your centers as in the community activities the things which give people an opportunity to make contacts which they otherwise would not make. 3. Rules. The rules may be too rigid or too lax. The following suggested set of rules by Mr. R. L. Quigley, Superintendent of Playgrounds, Fresno, California, is suggestive of good standards in this respect. 1. Control f management, and upkeep Supervisors appointed by the Board of Playground Commis- sioners will have direct charge of all activities conducted on the playgrounds. Supervisors will receive instructions from and be responsible to the superintendent. On playgrounds where there is a division of play space, boys and girls must play in their respective spaces only. A caretaker will on certain days (about every other day) do the necessary cleaning, sweeping, and dusting; said caretaker to report and receive his instructions from the head supervisor of each ground. The supervisor shall see to it that the caretaker GYMNASIUM, POOL, AND PLAYGROUND 155 attends to business at all times and reports any neglect of duty to the superintendent. Supervisor should encourage the children to keep the grounds in a neat and tidy condition. All papers and other rubbish should be picked up each evening before leaving. Permit no fence climbing. Allow no climbing on buildings. Allow no tree climbing. Allow no one to enter buildings or rooms other than those pro- vided for playground use, and then only when a director is in charge. Do not permit the rough use of furniture or house fixtures. Do not allow loafing in toilets. Do not allow vulgar language or the use of tobacco or liquor on grounds. Have all pencil or chalk writing immediately erased. Do not permit children on grounds before or after playground hours. See that all windows, doors, and gates are closed and locked before leaving playground. Do not lose the keys. If a window is broken, report same to playground office before leaving the playground; report immediately if break is serious. If window is broken outside of playground hours make a special note of same. Keep a record of all broken windows. Report immediately to playground office any serious defects in plumbing. See that all toilets are flushed each night before leaving. 2. Use of apparatus and supplies The proper use of playground apparatus by patrons should be insisted upon by the supervisor. Do not permit dangerous feats. Do not permit small children on apparatus other than that which is intended for them. Show the children how to get on and off the see-saws. Allow no pushing of each other on giant stride ropes. Prevent extreme high swinging. Allow no one to crawl or walk out on gym-frame across pipes. Permit no running up slide beds; insist on the use of steps. Insist upon children's taking their turn. Permit no use of faulty apparatus; report same immediately to office. Do not permit children to kick volley ball or basketballs; the football is made to kick. Keep all inflated balls tight and well laced you will find they will last much longer. Do not let the balls get wet; it ruins them. 156 PHYSICAL EDUCATION When giving out supplies to children, hold one person respon- sible and make this same person return this material; then responsibility can be placed in case of loss. Check up supplies each evening. In case of loss put the matter up to the children in such a way as to convince them that the loss is their loss. Use and care for supplies as though personally responsible for buying them and paying for losses. Use of tennis courts will not be permitted in cases where the participants are using shoes with hard heels. 3. Accidents. In case of serious accident on the ground, have injured party removed to a quiet, cool room and make sure there is plenty of fresh air. Notify parents immediately. Call emergency hospital for ambulance. While ambulance is coming see if parents have a family physician they wish to call. See that in- jured party is made as comfortable as possible. Do not attempt to apply remedy when injury is a case for the physician. Get name and address of the injured party and obtain all information in detail concerning accident; secure names of several witnesses. Make record of same and report immediately to office. The best way to avoid accidents is not to stay too long in any one place, keep eyes and ears open, and attend to business. The first duty is to look after the welfare of the children. 4. Hours of service Regular working hours will be assigned by the superintendent. Supervisors must be on their ground ready for work ten minutes before the gates are opened, and must stay a sufficient length of time after closing to finish all reports, put supplies and materials away and securely lock all windows and doors and gates. Supervisors must be on time and shall not leave their play- ground during working hours without permission from office. In case of accident on the ground one of the supervisors if necessary may take injured party home. In this case the co-worker shall take charge of all activities until return of said worker. In case a leave of absence is desired permission must be ob- tained from the office. In case of absence from ground on account of sickness, notify office so that other arrangements may be made. Supervisors violating these rules subject themselves to a loss of salary or dismissal from the department according to the offense. GYMNASIUM, POOL, AND PLAYGROUND 157 5. Reports and records Certain daily records of attendance, activities, etc., must be made on blank furnished for this purpose and turned in to the main office as called for below: WEEKLY SCHEDULE Each Saturady for following week MONTHLY ATTENDANCE First day of following month MONTHLY ACTIVITIES First day of following month SUPPLIES RECEIVED First day of following month INVENTORY Taken July 1st and August 30th All reports must be written in ink. 6. Wearing apparel Supervisors while on duty must present a neat and tidy appearance. Supervisors to make a success of their work must enter into the games and plays with the children. A certain amount of instruction is necessary. To do this properly it will be necessary for the director to wear a special uniform which will permit of strenuous action and at the same time look neat. Men supervisors shall wear an all gray uniform consisting of soft gray shirt, long gray trousers, and low heel shoes. 4. Personality for play leadership. The superin- tendent or principal must be a leader. All the vital elements in personality that mark the leader are im- portant. Force, spirit of fairness and cooperation, openmindedness, thoroughness, sympathy these are qualities neededA The secret of success lies in leadership. The best leaders you can secure as assistants will be none too good for making play- ground and evening recreation center activities the constructive vital forces they should be. Leaders of recreation centers should be real folks, with the gift of friendliness, who will bring to their work a freshness, a vitality, a knowledge of people and sympathy with them which will vitalize the program. There must be a continual process of education for your workers institutes and conferences which will keep constantly before them the big purposes of the work as well as the machinery necessary for carry- ing it on. It is important, too, that volunteer leaders shall be found and trained so that group activities of many kinds may be carried on. Institutes for volunteer leaders have been tried out successfully in a number of cities and in this way volunteer play leaders have been made available for private groups, church parties, and other functions. 158 PHYSICAL EDUCATION A good discussion of the qualities to seek in the recreation or play leader is given in Bulletin 103, The Administration of an Individual Playground. Playground and Recreation Association of America, 1 Madison Avenue, New York City. 5. Advertising the playground. The world to-day is awake to the value of propaganda. No odious taint should attach to the use of a means that has been turned by some to unscrupulous ends. The advertising channels available should be used. In this connection a quotation from The Playground is pertinent: The superintendent of recreation and his governing board have a very distinct responsibility in making the work known to the community. This can be done in a number of ways. Posters and newspaper publicity can be used to advantage; superintendents and members of the governing board should present the work at meetings of civic clubs and of all community groups; play demon- stration as a means of bringing the work before the community will probably be found more effective than the use of exhibits and charts, though these may, in some instances, be advantage- ously used. The most successful way of advertising, however, is by utilizing the human element involved. Do your advertising through the people who come to the centers, through volunteers, and through committees, as for example, through a volunteer group at each center who will stand back of work in their neighborhood and make it known throughout the community. Private agencies and groups invited to use the facilities at stated times will constitute a good publicity nucleus. Arrange special occasions for women's clubs, civic clubs, and others. Get the ministers to talking about the work from their pulpits and the school people advocating it. Reach the adults through the school children by giving them notices of special events and invitations to take home to their parents. Be on the alert for every oppor- tunity to make people realize what it will mean to them to come together as neighbors. It is undoubtedly true that in many instances the difficulty of securing adequate municipal appropriation has made it im- possible to carry on as broad a program as the need of the community demands or as the recreation department wishes to GYMNASIUM, POOL, AND PLAYGROUND 159 put into operation. Unquestionably, more money must be made available. This can be accomplished only by the best possible demonstration of the value of the work with the facilities at hand; by a steady process of education of the city officials whose province it is to determine budgets, and of the citizens of the community. If public opinion is solidly behind the movement, if the citizens really want public recreation, city officials will find it impossible to stand out against the demand. 6. Quality in playground work. The character of the work done and the type and quality of the service rendered to the community are related very largely to the leading and assisting force. The director and assistants are the playground. It is, therefore, tremendously important to secure leaders of excellent training, of some vision and imagination, and of real enthusiasm and conviction for the work. With this value in mind Luther H. Gulick once said, " We are organizing people, not activities." Some years ago, the author was interested in furthering a plan in one of our largest cities to select playground attendants and leaders by an examination in which personality was one of the elements to be passed upon. Considerable opposition to this movement came from the civil service groups as a natural protest against a scheme which in unscrupulous hands could be used in a political machine to advance political adherents or to degrade opponents. Nevertheless, it represents the sort of thing that needs appreciation and, when practica- ble, recognition in selecting leaders and assistants. Quality may be determined in part by equipment, finances, or other physical factors, but the most important factor is the human one as represented in the leader and assistants. NOTE An admirable little pamphlet, Layout and Equipment of Playgrounds, price 30 cents, may be secured from the Playground and Recreation Association of America, 1 Madison Avenue, New York City. 160 PHYSICAL EDUCATION SELECTED REFERENCES 1 . American Association for Promoting Hygiene and Public Baths. Annual Reports. See 1915, 1916, 1917. Very valuable reports. 2. Massachusetts State Board of Health. Sanitary Control of Swimming Pools, Annual Report, 1913. An exceedingly interesting and helpful report. 3. "Ultra Violet Ray Sterilizer," American Physical Education Review, February, 1917, p. 114. WHITTAKER, H. A. Journal American Medical Association, June 22, 1918, pp. 1901-1905. The Bethlehem Plan of Swimming Pool, The Independent, October 2, 1916, pp. 4&-47. Three important articles dealing with water purification in swimming pools. 4. RAVENAL. "Hygiene of Swimming Pools." Journal American Medical Association, October 19, 1913. A good article directed at the administrative problem. International Y. M. C. A. College, Springfield, Mass. " Ventila- tion Studies," December, 1913. Reprinted from the Ameri- can Physical Education Review. Studies on recirculation of air in the gymnasium at Springfield. 5. Common Drinking Cups and Roller Towels, United States Public Health Service, Bulletin No. 57. An adequate treatment of the subject. 6. Social Unit Organization Publications. Social Unit Organiza- tion, Cincinnati, Ohio. Interesting articles on an exceedingly interesting social experi- ment. 7. ARMSTRONG, DONALD B. "The Framingham Health and Tuberculosis Demonstration." Boston Medical and Surgical Journal, February 8, 1917. Demonstrates that health needs cannot be met by physical exercise alone. 8. The Playground, October, 1919, 1 Madison Ave., New York City. An excellent magazine for this field. Complete files should be consulted. CHAPTER EIGHT ATHLETICS Organization and administration of athletics. The time has come when athlettesijn school and college 1 should be organized and conducted as an educational project and not as a sideshow, extra-curricular affair, or student amusement activity. The evils of professionalism, high specialization, and proselytishi are only the natural results of a program that is guided by professional rather J than educational aims. There is no attempt here defend play or point out the value of athletics. That th( are! important and valuable for the child, youth, am adult is acknowledged to-daywlhe desire at this poin^ is to indicate the type of organization that is required tq\ correct the evils and lead to a program of athletic educa- tion for all. The statement of the educational versus the pro- fessional in athletics has been well made by Professor Savage and his view harmonizes so well with the modern tendencies in education that the greater part of one of his extraordinary papers on the subject is given here: During the past ten years it has been increasingly borne in upon me that there are two great aspects of our athletic problem, two great tendencies, which I roughly characterize as the professional and the educational. In the early years of college athletics in America, only their recreational, hygienic, and social aspects were recognized. In a surprisingly short time, owing to the innate love of sport and the grow- ing intensity of athletic rivalry on the one hand, and to the conservatism and short-sightedness of educators on the other, we find strong student athletic associations flourishing and, the entire control of college ath- < * E 2Z2< 162 PHYSICAL EDUCATION letics vested in these associations. These organizations rapidly acquired great power. Young and inexperienced student managers abused this power and made embarrassing mistakes. The resultant bickerings and recriminations became so tiresome that it was rightly conceived that continuity and experience in management would reduce if not eliminate much misunderstanding and friction. This more efficient management shaped itself into what is now commonly called the graduate man- agership. With a business man at the helm, the storms and perils of inter- collegiate strife were largely dissipated and the ship of sport for a time sailed smoother seas. College faculties breathed more easily, believing that the threatening clouds of athletic trouble had been dispelled. But sports well managed grew in popularity both with the students and with the public. The graduate manager was a business man, and with an eye to business, he saw that good gate receipts meant better facilities, more equipment, and the means of attaining better results. Better results to the students, to the alumni, to the graduate manager, and even to the faculty, meant more athletic victories. The business man's business grew. The training table, the training quarters, the return of the star graduates to help coach, the high salaried professional coach, magnificent athletic fields, and imposing stadia were all the more possible by good business methods and by the skill of the graduate manager in exploiting the loyalty of the alumni. But the Athletic Association was not an educational body. The graduate manager was not an educator. He was closer to the alumni than the faculty. His great enterprise assumed such proportions, and its exactions on the time and the thought of the students became so heavy, that scholastic pursuits were considerably interrupted. Here, with characteristic conservatism, college authorities came forward with a harmless prescription of faculty control, an advisory athletic committee, composed of some members of the faculty with sporting proclivities, a proportion of real sports from the alumni, and a representation of undergraduates. This committee advised the graduate manager and even did more, but the graduate manager still, for the most part, had his own way. The Athletic Associations have grown into corporations and now hold property worth millions, intercollegiate sport has gradually become overspecialized and com- mercialized and professionalized. The good name of the student athlete has often been smirched by proselyting and subsidizing, and our controversy of amateurism vs. professionalism has grown ever more insistent. Now, let me ask, can we expect professionalized sport to turn out amateur sportsmen? I believe that college and university presidents and thinking people in generav who have the courage to face the situation squarely feel with Ex-President Wilson that there is real danger of the sideshows becoming more important than the mairi r tent. ATHLETICS 163 The facts of the case are that there is little or no justification of the present status of intercollegiate sport as a legitimate interest in an educational system. Some of you will say that it needs no educational justification, but with that position I must disagree. Thanks to the influence of this great association, and of the zealous and indefatigable efforts of the friends of good^ sport working through local conferences, the conditions surrounding intercollegiate sport have improved tre- mendously in late years, as far as public performances and external conditions are concerned. But we have not gone to the root of the matter. We are industriously pruning and trimming the athletic tree, plucking a leaf here and a diseased blossom there; but we hesitate to lay the axe to the root. With the great educational and moral principles underlying sport and with the question of amateurism I fear we are making little progress. Now our difficulties in both those respects are largely due to one and the same cause. Under existing conditions promising young ath- letes in high schools and academies are rounded up by alumni scout and other agencies, they receive inducements of one sort or another, in many cases legitimate and in many other cases such as to prostitute all moral integrity. But whether right or wrong, the athlete is zealously sought after and that because he is an athlete. If possible he is placed under obligations before reaching college, he is even steered to the proper fitting school of the particular college. He thus enters college with the wrong idea of the relative importance of sport and study. Once in college he lives in an athletic atmosphere that is commercialized and professionalized. He joins the freshman squad and his training is begun. Neither time nor expense is spared to fit him "to deliver." He is promoted to the varsity squad. With professional coaches paid enormous salaries for a season's work, with the high salaried trainer and his retinue, with a famous old grad a thousand miles away summoned by telegraph, expenses paid, to show him how to lengthen his punt a couple of yards, with scouts who have watched every game of opposing teams throughout the season, returning for the week prior to meeting this or that opponent and coaching how to meet the particular opponent's play, with trips involving three or four days' absence from classes, with a week spent at the seashore or mountains away from the classroom with all these things and countless others, what idea of sport is the student to get? Is it sport or is it business, a pastime or a profession? Is it more important than studies or not? That our student athletes carry themselves as well as they do under these circumstances is a tremendous tribute to the stuff of which they are made. That they are able to do anything with their studies is almost inconceivable, yet here again they acquit themselves surprisingly well. But my contention is that the whole program is fundamentally wrong. The whole scheme is professionalized. Efficiency is developed down to the minutest detail. No captain of industry or corporation board of 164 PHYSICAL EDUCATION directors could map out a plan of campaign and carry it out with greater efficiency. The coaches and managers in our great colleges leave no stone unturned that victories may result. Money is poured out like water. The student players are mere pawns, a band of picked men trained and groomed for the day of the contest. That the boys like this sort of thing and that athletic honors are coveted is neither here nor there. I maintain that it is because of this system that to-day, in spite of multitudinous rules of eligibility, in spite of gentlemen's agreements, in spite of quasi-faculty control, we still have insistent calls for rule revisions, we still have men actually hired to play football on college teams, we still have men competing four or five years, we still have boys lying about their amateur standing, we still have charges made against the morality of intercollegiate sport. That our great universities will soon change their methods is doubt- ful. But eventually reformation if not revolution must come. At the present time the trend is almost entirely in the other direction. Coaches who can "deliver the goods" are getting higher and higher salaries. Unsuccessful coaches must go. One bad season is enough. Or the coaching system is at fault and a new one must be tried. You know the ins and outs of the entire situation. But let me ask you a question. Do the presidents or the faculties or the trustees or the regents have anything to say in these matters? Very little. You may say that the educational authorities should have nothing to do with these matters. I maintain that they should have everything to do with them. As long as the students are in an educational institution, educators should direct and control all the educational influences to which they are subjected, and that too in such a way that the greatest good to the greatest number may result. In intercollegiate athletics undoubtedly either schedules should be greatly cut down or different teams should be sent into the different games. In the one or two big games which every college always has on its schedule, surely the best team should represent its institution. But on such great days there should be no attempt on the part of the faculty to maintain college appoint *nts. The day should be a holiday for both institutions. The one, b< th students and faculty, should be the guests of the other. Hospitality both before and after the game should be extended and received. I lay special emphasis on the after- math, for I think it would accrue greatly to the education of the victors were they to have an opportunity to learn how to comport themselves considerately and as gentlemen after a victory. The round of such a day of pleasure might fittingly end in a great athletic rally with both teams present and the student bodies intermingling as friends. It would probably eliminate many of our troubles if the gate receipts could be done away with and attendance be by student ticket and by invitation only. There is not the slightest reason why a sane athletic ATHLETICS 165 system should not be supported by endowment or by a student athletic fee and athletics be run on a carefully prepared budget. The sport itself would then be running on a strictly amateur basis, and most of our evils would die a natural death. The professional coaches would undoubtedly give place to men of faculty standing on the staff of the department of physical education. The practice now quite common in the Middle West of hiring the foot- ball coach for the entire year is a step in the right direction, but in too many instances the presence of the coach now serves only to increase the stress on football. He is constantly " sizing up " and working with his material for the next season, he has them practice boxing and wrestling through the winter, gives a number of talks on the fine points of the game and in the spring calls them out for unseasonable and senseless "spring practice." "In the spring a young man's fancy lightly turns to thoughts of "football? Well, hardly ! Another suggestion would be to schedule intercollegiate meets be- tween departments or classes. If intercollegiate games are good for twenty-five players out of five thousand students, why not good for a hundred or five hundred? Doubtless many other and better suggestions could be made, but enough has been said to serve my purpose. Professor Savage* has presented the situation with courage and clearness. The problems in organization are to be met only when an educational point of view is maintained. This discussion has been made with ref- erence to college athletics because the impetus for a change and the direction of the movement among high schools will be given in this branch, as in others, by the college.** Extra-curricular activities. A tendency in modern secondary school administration is to organize all the activ- ities of the school that have not traditionally been or become a part of the curriculum into a program of extra- curricular activities. Included are the school newspaper, annual, glee club, athletics, band, dramatics, art clubs, and other student organizations. This organization aims at providing in the school a recreational director who shall take over the immediate administration of these student activities, for coordination, development, and * Savage, W. " The Educational versus the Professional in Athletics." American Physical Education Review. April, 1915. ** The action of the college presidents of the smaller New England colleges in the spring of 1922, augurs favorable developments. 166 PHYSICAL EDUCATION control. There are advantages to be gained in such a program, but it is held in this connection that play, games, and athletic sports are so vital and necessary for all students that they should be kept in the department of physical training and accorded a decent and respectful acceptance into the curriculum. Every pupil will not play a musical instrument, nor should every one be expected even to attempt to learn the technique of that art; on the contrary, because of the great laboratory- provided by games and sports for the training in the feel- ing and will elements of mind which form the great basal foundation of human social behavior, in addition to their purely physical values, games and athletics for all should be organized as a part of the education that the youth of America are to receive. Professor Dudley of Vanderbilt University says (1), "The athletic field is one of the greatest laboratories in an institution of learning for developing personal honor, self-control, and courtesy." The school or college that is only concerned with the intellect and is neglectful of the feeling and will is not meeting the need today for training in character and citizenship. ^ Administrative problems in athletics. Because the athletic field is the richest field in the school for develop- ment of strong characters, and because so many of the evils of athletics are associated with the coaching sys- tem, it is important to consider at the very beginning the coach and his selection. No department of physical education, no faculty committee in school or college will measure up to its responsibilities to its own student body at least, if it chooses hastily or with false guides. "The coach has more influence in school or college for good or ill than any other instructor." Who shall select the coach? In the early days of ath- letics in the American college, the coach was chosen by ATHLETICS 167 the athletic association. Later on the influence of alumni, acting through committees on which might be faculty representation, became the dominant force in making the selection. Today the voice of the alumni in this matter is still too strong. They might be permitted to have repre- sentation on an athletic committee which is concerned with management and plans for games, but the selection of a coach belongs to the faculty alone, because as Pro- fessor Dudley says : The coach has more influence in college for good or ill than any other instructor and, therefore, his selection is of the greatest importance. The selection should be made by the faculty, through a committee, after the character of the candidates has been thoroughly investigated. More weight should be given to character than to anything else. He must be a clean man in every way. He must be a firm believer in fair play, honest methods, and amateur sport. There can be no clean sport with an unclean coach. As is the coach so is the coached. We may go further and say, as is the coach, so will be the student body/ 7 ' Qualifications of a coach. The qualifications of a coach of football or any of the athletic games, are essentially no different from those to be sought in any other branch of the institution of learning. The instructor in athletics needs to be judged by the standards of character, training, experience, and personality that continue to be recog- nized when choosing an instructor in English or chem- istry or T\jh1ir.fl.1 literature. rT-hft itYvportance of selecting gnaftk.-ifi..inHina.fpH by Headmaster Stearns' picture of the possible undesirable influence that the coach may exert: Almost without exception the coach is actuated primarily, if not solely, by the desire to win. And in my experience it makes little rLLFteEflm/^ ^hftf^AT np ^ nn n m ni m "I 1 irj'i" f ...... '"nfl 1 His power on the field is unlimited. His influence over the boys he instructs is tremendous. His word is law. To disobey him is to invite ostracism or dismissal from the squad. Often he is vulgar and profane. Some- times he is brutal. Seldom does he exhibit, on the football field at least, those qualities which are demanded of a gentleman. And yet, 168 PHYSICAL EDUCATION with all these deadly influences at his command, he is allowed the utmost liberty to work upon the plastic characters of our youth. With freedom from all wholesome restraint, he is permitted to sow in fertile soil those tares which in their later growth are bound to choke the intellectual, moral, and spiritual growth of our boys and ruin in advance the expected harvest. The qualifications of an ideal coach (and there are such coaches) have been so well stated by Dr. Meylan that he is quoted in full on this point: 1. Irreproachable character. This is absolutely essential, because of the tremendous influence that a coach has over college students. Educators recognize that the molding of the character of young men during the impressionable years of undergraduate life is the chief function of a college education. Educators admit further that character is developed mainly through the activities, play, and social relations of everyday life. It is, therefore, of the utmost importance that the college athletic coach be a man of high ideals and unquestionable character, who endeavors to make the sport of which he has charge a source of strength to the institution as a whole and a means of promoting those ends for which a college primarily exists. He must see to it that honorable conduct, fair play, and the students' obligations to the educational standards of the college be not sacrificed in the endeavor to gain athletic victories. 2. Leadership and enthusiasm. The coach must be a natural leader, capable of arousing enthusiasm and winning the respect, confidence, and support of the students. 3. Knowledge of technique and ability to impart his knowl- edge to others. The ability to teach football, baseball, running, or rowing, is quite a different thing from the ability to perform well in these sports. There are many excellent performers, some good teachers, but very few who combine both qualities. Ability to teach is absolutely essential for a good coach; ability to per- form well is desirable, but not essential. 4. Keen powers of observation, and common sense, which im- plies ability to size up the latent qualities of candidates for teams. This is a rare, but exceedingly valuable qualification. The most successful coaches are known for their ability to discover promis- ing candidates. The story is told of a famous coach who was sitting in a room looking through a window when a student passed by on the street. At a glance, the coach sized up the student as a promising oarsman and called to him to report for the crew. The student developed into an oarsman of exceptional ability. ATHLETICS 169 5. Ability to correlate the condition of the men with the exigencies of practice. The coach must be able to bring the individual athlete to the highest degree of skill with the maximum of speed, strength, and endurance of which he is capable. This is extremely difficult to accomplish because it requires the modifica- tion of coaching and training methods to fit the needs of each individual according to his temperament and peculiarities. In the long run, the coach most likely to succeed is the college man who takes up coaching as his life's work, because he is en- thusiastically interested in athletics and possesses the necessary qualifications. In order to attract men properly qualified to enter the coaching profession, appointments should be made by the college authorities on the same basis as appointments in other branches of instruction. This policy is advocated by the Na- tional Collegiate Athletic Association, and is already in practice in a number of colleges.* Amateurism and professionalism. Athletics in school and college are constantly under fire. Criticisms directed toward various aspects of professionalism, undue empha- sis on winning games, absorption of students' time are general in all institutions. But athletics will stay, and will contribute just as much or just as little to the educa- tion of the youth of the university or school as the wisdom of governing authorities permits. In the first place, it is important to discuss this question of professionalism and its attendant evils not in an academic way but from the standpoint of its causation and its treatment. 1. Professionalism, proselytism, etc., are not bound up with any essential need of athletics but are outgrowths of a failure of school authorities to make athletics a positive, constructive element in education. So long as school and college authorities look upon play and athletics as "evils" to be curbed and " regulated/' or as means for "putting the col- lege on the map," just that long will the problems growing out of athletics so conducted remain un- solved. Instead of repression and restriction, there * Meylan, Geo. L. "Athletic Training." American Physical Education Review, April, 1913, p. 217. 170 PHYSICAL EDUCATION must come stimulation and encouragement for the right kind of athletics. One cardinal principle in pedagogy is to overcome abuses and vices by pro- viding an offering and establishing a situation in which the vices cannot exist. The whole question of professionalism in college athletics requires study and understanding. There is great need for a federa- tion of athletic organizations from elementary school to college and athletic club. Such a federation, by guiding all athletic organizations, would set standards, determine policies, hold conferences, restrict and ultimately remove the obnoxious growths of com- petitive amateur athletics in America. Certain athletic organizations are opposed to such federa- tion. They have special interests, in part political and in part commercial, to protect. But their selfish opposition is limited. When the responsibility of athletics for development of fine types of manhood is recognized by enough leaders, the federation will come.* The bibliography (2-14) at the end of this chapter gives important selected references. 2. 'Athletic coaching systems are often wrongly judged by their production of victories in inter- collegiate or interscholastic games and such judg- ment leads to: a. An effort on the part of the coaches to win games. An instructor in English is not judged by the number of Whitmans, Lowells, O. Henrys, or John- sons he graduates, nor indeed upon the literary quality shown by those who take his courses, but upon his ability to present the elements of his sub- ject and to influence and direct his students in and toward the best standards and expressions of Eng- * See an article by Fuessle, N. "America's Boss-ridden Athletics," The Outlook, April 19, 1922. ATHLETICS 171 lish. If that test were applied to the football coach, he would be judged by his efficiency in presenting the technique of the game (measured in part by victories won) and in the influence he exerted toward the finest^ expression of the emotions in moments of great emotional play, and the strongest work- ing of will in situations, critical and pregnant with disaster. b. An effort on the part of coaches to win games by any means. The coach must be more interested in the factors of his work that influence wholesomely the development of fine character than he is in win- ning the games. " Sport for sport's sake " as a phrase expressive of a point of view that condemns the effort to win games by fair means or foul is entirely satis- factory. Certainly to-day in school or college sport, no program can be sanctioned that requires unfair means for its success. On the other hand this phrase "sport for sport's sake" is misleading and is used by many to mean all that is feeble and weak in sport. The team or individual should play to win; any other attitude is inconsistent with the best values that flow from the contest. Theodore Roosevelt expressed this dynamic and manly thought in an address to Harvard under- graduates when he said, "I wish to see Harvard win a reasonable proportion of the contests in which it enters, and I should be heartily ashamed of every Harvard athlete who did not spend every ounce there was in him in the effort to win, provided only that he does it in an honorable and manly fashion." In short, a situation that leads a coach to seek victories at any cost is intolerable and indefensible. But it must be remembered that there is nothing wrong in winning games and no phrase of "sport for 172 PHYSICAL EDUCATION sport's sake" must be interpreted to mean weakness, feebleness, or indifference. " Sport for sport's sake" must not become synonymous with "art for art's sake." The poseur, the dilettante, are as objection- able in sport as in art. c. An effort to evade scholastic standards. There can never be, even in the most liberal views of what education seeks anything but agreement with the statement that for the pupil in school or the student in college the first consideration is the studies of the program. Any system that permits evasion by the few of the scholastic standards for the many is fundamentally wrong. It follows, therefore, as a corollary that it should not be permitted the student in pursuit of intellectual growth in any school or college to sacrifice the physical foundation of life in pursuit of mental achievements. The athlete must keep up his scholastic standards; the book lover must keep up his physical vigor. d. An effort to be a success as judged by an athletic association or by students who desire only whining teams. The coach as popularity hunter, as "trimmer" on vital questions of the institution leads to disaster. To seek athletic success only tends to develop special treatment for special athletes, to foster an athletic aristocracy in the school, to neglect those with lesser ability and greater need and to cause lack of cooperation with the general aims and purposes of the school. The attitude that is correct in this connec- tion is that expressed by a professor of physical educa- tion in conversation with the dean of the College of Engineering. He said, "I am as interested as you are in training good engineers. I trust we may hold a com- mon ground concerning the foundation around which the technical courses will be built but I am most ATHLETICS 173 anxious for you to appreciate that I am not interested in developing athletes but in developing men." 3. The resolution of the National Collegiate Ath- letic Association adopted by a unanimous vote by the convention of 1910, sets a standard that strikes in a very definite way at the core of the problem. The resolution follows: It is the sense of the National Collegiate Athletic Association that coaching and training be confined to the regular members of the teaching staff employed by the governing board of the insti- tution for the full academic year; and further, that athletics be made a regular department and receive the same consideration and be given equal responsibility, and be held to the same accountability as any other department in the college or university.* This resolution if put into effect in school and col- lege has within its scope and spirit the solution of the evils in the athletic situation today. There are in- volved in this resolution as a practicable and success- ful program of administration certain implications, not the least of which is the selection of the proper person as director of athletics. This resolution recognizes "play as a fundamental determinant in the growth and development of all children and youth in respect to physical organs and their func- tions, intelligence, and character." It not only looks upon the* vigorous fighting games as characteristic of adolescence but also considers their function to be a primary mode of ethical and moral training. Because of these considerations, Professor Ehler** states seven vital implications of this resolution: First. Athletics intercollegiate as well as intramural to be made an essential part of the system or method of physical edu- cation in each institution. * Dudley, W. L. "The Proper Control of Athletics." Proceedings of the National Collegiate Athletic Association. December 27, 1912, Vol. 18, p. 209. ** Ehler, Geo. W. "The Regulation of Intercollegiate Sport." American Physical Education Review. April, 1914, Vol. 19, p. 284. 174 PHYSICAL EDUCATION Second. The staff of the department of physical education to include every person having anything to do with any aquatic, gymnastic, or athletic activity conducted in that institution. Third. The members of that staff to be selected in the same way, and subjected to the same tests of education, training, ex- perience, and instructional efficiency, as other members of the faculty, but in the matters of moral character, personality, and leadership, to be required to measure up to the highest practical standard set by the college professor of the best type. Fourth. Wherever the athletic instructor does not approxi- mate to the standard, displace him with one who does. Better no athletics at all than training and coaching by a man whose influence is not positively constructive. Fifth. The athletic director should approximate the college professor of the best type; he should be a member of the faculty committee, and properly its chairman. Sixth. Positive and. aggressive" promotion of the ideas and ideals of clean sport by the athletic department among the student body, and, through them, in their home communities, and further, through establishment of relations by the extension method with communities, elementary and secondary schools, and normal schools. Seventh. The selection, education, and training of college men of the best type to be physical educators, athletic directors, and instructors. Inter scholastic versus intraschool athletics. Inter- collegiate versus intramural sport. The criticisms di- rected at interscholastic and intercollegiate athletics have been leveled at the practice of overspecialization in train- ing, the selection of a few for the team, the danger of injury in contests, and the neglect of the many of the school for the few. These criticisms, as those relating to professionalism, are not such as to be final. Nothing hi the organization and administration requires such special- ization except the unwillingness to treat the subject of play and sport from a constructive, positive, and educa- tional point of view. Athletics are not physical training and are not to be confused with the more formal training of the gymnasium, but on the other hand they are not to be considered as entirely apart. They constitute a legitimate part of the ATHLETICS 175 work and program of a department of physical education. Physical education in its modern appreciation is concerned with the conservation and promotion of the play activities of youth and is primarily interested in the values flowing therefrom, whether these values are physical, psychic, social, or moral and whether the form of expression be gymnastic, aquatic, or athletic. The error often made is to think of play and athletics as a means of physical training. They may be, but that is not their chief contribution. Thej should be hygienic, but if a man's soul is ennobled and his leg broken, we are interested greatly in the former, but little in the latter. The proper emphasis in this connection was given by Theodore Roosevelt when he said: I have no sympathy whatever with the overwrought sentimentality* which would keeplTyoung man in cotton wool, and I have a hearty contempt for him if he counts a broken arm or collar bone as of serious consequence, when balanced against the chance of showing that he possesses hardihood, physical address, and courage. Athletics in its interschool and intercollegiate aspects presents a training in feeling and will that is especially valuable since feeling and will are so basal to human social behavior. The broader, more subtle, and less often recognized values of intercollegiate sport are well set forth by Mr. John Collier. In speaking in support of Dr. Gulick's defense of intercollegiate athletics, Mr. Collier said: I believe the defense can rest just where Dr. Gulick left it on the ground, namely, that intercollegiate athletics have, to the colleges and their whole student bodies, a value similar to or identical with that of great drama. They create college spirit, a thing not more valuable to the college than to the student through his whole after life. They break right across the puerile and snobbish exclusions which tend to grow up in college life as in social life generally. They constitute a vivid even passionate-yform of enthusiasm, through which the stu- dent's personal egotism is absorbed into his group egotism. 176 PHYSICAL EDUCATION These uses of intercollegiate sport are identical with the primal uses of drama, which deals with group emergencies and conflicts, and makes possible the sublimated expression of group aggressiveness. All of those who saw "The Trojan Women" last spring, or who have seen "The Weavers," now playing at the Garden Theater, will recognize the truth of the above statement, even though they be not familiar with the history of primitive drama and with the intimate connection which exists among primitive peoples between folk religion, folk drama, and folk athletics. The question as to the intellectual content of intercollegiate athletics (intercollegiate drama) is no more relevant than the question of their immediate use in the physical development of the mass of the students. The inner dynamics of intercollegiate sports are emotional and social rather than intellectual or gymnastic. They are not intended to prepare students for sedentary occupations, but rather so to tie up their personal natures with the group consciousness that they will be able truly to live, even though engaged in sedentary occupations. And of all nations, America is the least one which, at this particular moment of history, can afford to dispense with any enthusiasm or avocation which, like intercollegiate athletics, has a group-forming, a society-forming tendency.* It would seem, therefore, that with proper attention to athletics in the school and college, aiming to conserve its positive and constructive values, intercollegiate sport and interscholastic sport should be continued and extended. The goal for all athletics is finer types of citizenship. Intercollegiate athletics are to be judged, as indeed all athletics should be judged, by their contribution to human welfare in terms of fine, pure, strong manhood. If the " evils" can not be removed, then intercollegiate athletics should be abandoned. Athletics as extra-curricular activities. The advan- tages of extra-curricular athletics are absent when con- trasted with the possibilities of a progressive program. Athletic associations and athletic leagues have been pioneers and have opened the way. They were necessary to fight the narrow-mindedness of "faculty" and "teachers." In this pioneer field, public school athletic * From a letter written by John Collier to the Editor of the New York Times, December 30, 1915. ATHLETICS 177 leagues, such as those in New York City, Baltimore, and Detroit, have done splendid work. The need now is for coordination in the general program; the developmental period is past. The disadvantages are the resulting evils that grow out of a student activity with ''faculty control" that is nothing but faculty taboo, the overspecialization of the few and neglect of the many, the emphasis on winning at all costs in order to come up to the standard of success held by athletic associations, and the continual exposures hi the newspapers of irregularities among the colleges. The following headlines are typical of the situation which results from athletics conducted as an aside, as a "safety, valve," and as " advertisement for the school." CAST OFF AS COACH AT "Did Little Character Building," Is Faculty Committee Head's Explanation Special to The New York Times. ATHLETES IN SHUTTLECOCK ROLE Status of Disqualified Men Bandied Between Two Com- mittees for Decision Special to The New York Times. 178 PHYSICAL EDUCATION MASS OF DATA FOR GRILLING ATHLETICS Collegiate A. A. to Lay Facts Before Foundations for Investigation ASSAIL EVIL IN COLLEGE SPORT MAY COVER WHOLE NATION Present System Blamed for Low Scholastic Standards and Commercialism COACH AS FACULTY MEMBER Dr. Meylan of Columbia Thinks Proposed Change Would Amelio- rate Conditions Decidedly Athletics for all. Principal Reilly* has worked out a splendid suggestion for the solution of the athletic prob- lem in the elementary school. In a personal letter Mr. Reilly says: As for me when I talk athletics, I mean an integral part of the scheme of education from the fifth year of the elementary school, to and through the post-graduate schools of the university. I stand for one principle : * ReiUy, Frederick J. New Rational Athletics for Boys and Girle. D. C. Heath & Co., New York, 1920. ATHLETICS 179 f Make the school team 80 per cent oflhe register, thus at one fell swoop wiping out professionalism and proselytism and giving the ordinary boy and the under-developed boy a chance to get some athletic training. I. Heretofore, our minimum requirements for scoring in each event were based on "grade" alone. So long as we^ considered only class averages, that was fair enough. But for individual competition and rating, it was manifestly unfair to the bright youngsters who were above their normal grade. Consequently we worked out this new system of handicapping, based on four factors grade, age, height, and weight, the sum of these being the nearest we could come to determining the "physiological age" which would be the basis of athletic com- petition. II. The division into groups under certain arbitrary "exponents" for age, height, and weight, is not the result of guesswork. It is based on a careful study of figures obtained in hundreds of cases for several terms past. III. The study of these figures showed that at this particular stage of growth (between the fifth and eight year of school) the boys and the girls average practically the same in weight and height. Consequently the system of classification for both is exactly the same. IV. We divide the classes into two cycles : Fifth and sixth years in one division, called juniors, Seventh and eighth years in another, called seniors. In each division we establish five classes, one corresponding roughly to the normal pupils in each of the four grades, and an extra one to take care of the over-age, over-weight, over-height pupils. V. This new classification has produced a very evident feeling of satisfaction among the boys and girls. The bright little ones who are away beyond their grades are not penalized for having brains. A lightweight in 8B may have to meet only 7A or 7B requirements. On the other hand, the big husky fellows find themselves matched against boys of their own kind. VI. The standards* adopted this term for each event are, of course, only tentative. They may have to be changed somewhat as a result of experience with the new classification system. But we are inclined to believe that the changes, if any, will be very slight, for the reason that these figures are not guesswork either. They are based on a care- ful study of results obtained last term. VII. Schools that take up this work may find the standards rather high at first. It is quite feasible for them to lower all one step, dropping "Class B" down to the "A" standards, making a still lower standard for "A." We hold a monthly interclass meet in the school yard. The class winning the highest number of points in the four meets gets a banner. * The standards for classification are given in Mr. Reilly'a book, New Rational Athletics for Boys and Girls. 180 PHYSICAL EDUCATION The squads winning the highest number of points receive a button for each member. 80 per cent of the class must be paid-up members of the Athletic Association in order to be eligible to compete. The interest in these meets is so keen that pur Athletic Associations, both boys' and girls' , are in a financially flourishing condition. All expenses for medals, banners, buttons, record cards, special apparatus, etc., are paid out of the funds of the association. Athletics for girls. Girls' athletics have not entered into the intercollegiate or interscholastic fields to any appreciable extent. There are some interschool games, especially in basketball. Everything in this respect indicates that the women will make the same mistakes that the men have blundered into. Certainly there should be no extension into the interschool field if newspaper publicity, extreme specialization, and the professional spirit are to appear. The high school girl should have competitive games under close supervision and every opportunity should be given to develop self-control in emotional situations. This has been dealt with elsewhere. The college girl should profit greatly from intercolle- giate sport. A desirable development would produce a real intercollegiate affair, in which two institutions would come together as student body and faculty for a day of friendly festival and contest.* There might well be an address by the president of the college, and in the after- noon, varsity and class contests in a wide variety of sport and games. The idea of such an intercollegiate occasion might well be expressed in educational values such as flow from mutual understanding, keen rivalry, and clean sportsmanship. If intercollegiate sport for girls is to be a junket, then let us not have any; if it will become an intercollegiate occasion, an educational drama, we may look forward hopefully to its initiation. * On May 11, 1921, Columbia University closed classes and visited West Point. Faculty and students joined in a day of festivities marked by a baseball game between Columbia varsity and West Point, organ recital, and review of the cadets by President Butler and General McArthur. ATHLETICS 181 SELECTED REFERENCES 1. DUDLEY, W. L. "The Proper Control of Athletics." Proceed- ings of the National Collegiate Athletic Association, December 27, 1912, p. 208. A strong paper urging faculty control and direction. 2. BAKER, PHILIP P. "Olympiads and Liars." Outlook, Vol. 102, p. 355, October 19, 1912. 3. BRIGGS, WALTER. President's Address, "Clean Sport." Ameri- can Physical Education Review, Vol. 19, p. 273, April, 1914. 4. CAMP, WALTER. "What are Athletics Good For." Outing Mag- azine, Vol. 63, p. 259. 5. GARDINER, G. W. Greek Athletic Sports and Festivals. 6. GULICK, L. H. "Amateurism." American Physical Education Review, Vol. 13, p. 98, February, 1908, or, Outlook, Vol. 98, p. 597, July 15, 1911. 7. HETHERINGTON, CLARK. "The Foundation of Staleness." American Physical Education Review, Vol. 14, p. 566, Novem- ber, 1909. Ibid. "A Statement of Principles for a National Athletic Program." American Physical Education Review, Vol. 16, p. 593, December, 1911. 8. KEMP, J. F. "The Proper Function of Athletics in Colleges and Universities." American Physical Education Review, Vol. 13, p. 91, February, 1908. 9. MCKENZIE, R. T. "The Chronicle of the Amateur Spirit." American Physical Education Review, Vol. 16, p. 79, February, 1911. 10. NICHOLS, E. H. " Discussion of Summer Baseball." American Physical Education Review, Vol. 19, p. 292, April, 1914. 11. PEABODY, E. "Ideals of Sport in England and America." American Physical Education Review, Vol. 19, p. 277, April, 1914. 12. BERRY, BLISS. The Amateur Spirit, Houghton Mifflin & Com- pany, Boston, 1904. 13. SARGENT, D. A. "Competition in College Athletics." Ameri- can Physical Education Review, Vol. 15, p. 579, November, 1910. 14. STEWART, C. A. "Athletics and the College." Atlantic Monthly, p. 153, February, 1914. The above references discuss the perplexing problems that grow out of athletics. They are important discussions. CHAPTER NINE MANAGEMENT OF ATHLETIC SPORTS, GAMES, AND CONTESTS Athletic meets conducted by inexperienced teachers are often tiresome to watch and uninteresting for partici- pants because details are not planned for. Success in management depends upon definite plans and infinite pains in small details. College meets, Amateur Athletic Union meets, and meets of Public School Athletic Leagues .of New York and other large city systems are usually run off in splendid time because of the experienced management. There is no problem in administration that organizations of this type are not prepared to solve. An interschool meet, however, affords difficulties at times because of the inexperience of officials and lack of intelli- gent planning for all the details. Often difficulties arise because the contestants are not trained in relation to the new rules of a game or contest. It should be noted, there- fore, that the rules for games and track and field sports are changed from time to time and that the new rules should be used. They are to be obtained from the Spalding Athletic Library, published by the American Sports Publishing Company, 21 Warren Street, New York, N. Y. It is convenient to discuss in three divisions the plans for an interschool meet: 1. Preliminary arrangements 2. Plans for the management of the meet 3. Essential materials 182 ATHLETIC SPORTS, GAMES, AND CONTESTS 183 Preliminary arrangements. 1. Agreement by the management on date, events, and rules. The agreement on rules should cover eligibility, number of events to be entered, and other points of similar nature. The rules agreed upon should be printed and copies distributed to contes- tants in all meets when the events are unusual and the participants are novices, unfamiliar with athletic competition. Types of rules that are helpful in this connection are given below. The first is for a grammar school meet; the second is an interclass meet in a woman's college. SPRING TRACK MEET of the GRAMMAR SCHOOL BOYS' CLTJBS Genesee Valley Park Saturday, June 5, 1915 Rules: 1. Meet starts promptly at 1.30. 2. Numbers and pins will be given out at school headquarters at 1.00 o'clock. 3. A boy may enter only in his own weight class. 4. A boy may enter but two events besides the relay in his class. 5. Two boys may represent their school in each event. 6. Four boys will constitute a relay team. Five may be entered, one to serve as a substitute. 7. A relay team lacking any member will not be allowed to compete. 8. Weights taken and teams formed by the club director must be approved by the school principal. 9. Each contestant must have a physician's permit to enter the meet. Boys should have been examined by the school physician within the last six months. 10. Spiked shoes not allowed. 11. Boys changing numbers will be disqualified and will lose all points previouslv gained. 184 PHYSICAL EDUCATION 12. First place will count five points. Second place " " three points. Third place " " two points. Fourth place " " one point. 13. Entries must be in the office by Saturday, May 29th. NOTE : The trophy of the meet is a beautiful silver plaque now held by No. 12 School. Ribbon badges will be given to the win- ners of first, second, third, and fourth place in each event. Approved by C. F. GUCKER, H. J. NORTON, Assistant Director of Athletics. Supervisor of Physical Education. TEACHERS' COLLEGE INTERCLASS MEET RULES FOR EVENTS FIELD DAY After reveille, contestants will assemble in their respective class groups. At the call of the announcer, contestants are to leave their group and pass quickly to the starting place of the event. Contestants not in the event must remain in their group formation. When each event is over, return to your group. 1. Fifty Yard Dash. Four contestants from each class (sixteen in all) assemble at the starting mark in any position, but leave a distance of four feet between runners. Quickly make ready for the starter's call "On your mark." The signal to go is the report of a revolver. Start east end, finish west end. There is only one heat, and four places are to be tried for. 2. Target Throw. Those who are to participate in the base- ball target throw, should go in charge of their group manager, at some tune during the meet and at their earliest opportunity, to the place where this event is being run off and make their throw. Be sure to have your throw recorded. Two out of three count. Four places awarded. (West end.) 3. Discus Throw. (West south end.) To be thrown from eight foot circle. Two contestants from each class; each con- testant has three throws and two preliminary trials. The best mark in distance in three throws counts. Four places awarded. 4. Sixty Yard Hurdle. (Class heats.) (Start east and finish west.) Four hurdles, ten yards apart and fifteen yards at start and finish, four contestants from each class. Event to be run in class heats with a final interclass heat following the dance contest^ If more than one hurdle is knocked down, that con- testant is disqualified. (Seniors run first.) 5. Dance Contest. (North center.) Odds versus evens. Seniors and sophomores dance first; juniors and freshmen follow. The judges are to consider spirit and execution (accuracy of steps and formation, memory). ATHLETIC SPORTS, GAMES, AND CONTESTS 185 6. Sixty Yard Hurdle. (Interclass heat.) (Rule as in pre- liminary.) Four places awarded. 7. (a) Javelin Throw. (West north end.) Two contestants from each class. Javelin to be thrown from a line. Event is for distance and the point of javelin scores. Each contestant to have three throws and two preliminary trials. Four places awarded. (b) Baseball Throw. (West south end.) Two contestants from each class. Ball is to be thrown from eight foot circle. Event is for distance. Three throws and two preliminary trials given. Ball will be thrown back and should be stopped by contestant next up. 8. Fence Vault. (West end.) Those who are to participate in the fence vault should go at some time during the meet and at their earliest opportunity, to the place where this event is being run off and vault the box. Two (2) trials allowed. Box must be cleared to score. Be sure to have your vault recorded. 9. Five Hundred Yard Relay. Ten contestants from each class. The tie must be received by next runner, before the mark is left, otherwise the class will be disqualified. Four places are scored in this event. (Start east end finish west end.) 10. Group Leap. (Start east end finish west end.) Con- testants from each class line up in file formation behind take-off. The first one in each file leaps as far as she can. The judge records the distance; she goes to opposite end of the field. The next one walks to last one's mark and toeing it leaps as far as she can. This is continued until entire line has jumped. The class making greatest distance from the starting mark measured in a straight line shall be declared winner. Contestants should re- member that the mark recorded is taken at the point nearest the jumping line where any part of the body last touches the ground. 11. Baseball Game. Odds versus Evens. Seven innings. Win- ners of the game score five points for their respective classes. 2. Entries. A time limit for entries is necessary and it is best to get all the entries in early. It is essential to obtain the list in time for printing if the program is to contain the names of entrants. The pupil or student managers should be responsible so far as possible for securing the entries. Every opportunity for developing initiative, leadership, and responsibility should be fostered. In meets under the Amateur Athletic Union, entrants must be ama- teurs to compete. Complete rules of this athletic 186 PHYSICAL EDUCATION body, as well as those of different colleges and athletic associations prescribe the method of en- trance registration. 3. Securing grounds. One of the details of impor- tance is obtaining permission to use the athletic grounds. If school grounds are available nothing more may be necessary than for the captain or manager to report to the office the day of the meet. In cities, however, where parks, playgrounds, and special athletic fields are used by different schools and groups, it is very important to secure the field permission early and in writing. Nothing starts a meet worse than to begin with a dispute regarding the use of the field. 4. Marking field. Depending upon the facilities for the meet the question of marking the field is a small or large matter. It is entirely possible to have the pupils perform this work; the important thing is to see that it is done and that the field is ready. 5. Securing officials. Officials should be selected and invited early to officiate. The officiating at school meets is often very trying and usually the services are gratuitous. It should be the aim of every administrator in physical education to extend thoughtful and courteous attention to the officials. They should receive in writing a confirmation of their appointment with detailed information of the events, place and time of meet, transportation, enter- tainment, etc. 6. Advertising. The effect of the advertising is two-fold : to secure as large a participation as possible and to interest the general public in the program. If athletics are conducted with the "gate" in mind, more attention will probably be given to the latter purpose. It is hardly necessary to state that the ATHLETIC SPORTS, GAMES, AND CONTESTS 187 former value has been too much neglected, due largely to the urgent necessity of appealing to the public support. In the school, posters, bulletins, school paper, class announcements, notices hi assembly all the channels of communication should be used. 7. Prizes. If prizes are to be given it will be helpful to secure them early and have them on exhibition at a prominent store in the community. In school meets it has become the happy custom to give ribbons for place winners. Different colors are used to designate the different places. It should be remembered that all the members of a relay team would receive ribbons of the order in which they finished. 8. Tickets. Tickets should be on sale at least a week before the meet. Complimentary passes should be mailed to officials, the newspapers, and others to whom it is desired to extend this courtesy. Plans for the management of the meet. We have been discussing the preliminary arrangements to be made. It is important to plan carefully for the detailed work of conducting the meet. The following would seem to be important: 1. Official badges. It is desirable to provide offi- cials with badges denoting their status. This avoids confusion in many instances and assists in main- taining control of the contestants and spectators. 2. Directions. It is absolutely essential for all school meets to provide directions in printed form for contestants and judges. Typewritten sheets will be found satisfactory. The importance of this is greater if the events are at all unusual or different from standard contests. In girls' meets this will be found especially important because of the modifications in events and the inexperience in such matters of the 188 PHYSICAL EDUCATION participants and judges. The following as types will represent the sort of information very helpful to contestants and to judges: GRAMMAR SCHOOLS' TRACK MEET, JUNE 5, 1915. To Att Contestants: 1. Pin your numbers on securely. 2. When not taking part in an event stay at your school headquarters. A boy found violating this rule will have his number taken from him. 3. Each event will be announced from the announcing plat- form in the following manner : A large gong will be rung which calls for silence. The announcer will then call out the event through his megaphone and an event sign will be raised. 4. When your event is called go immediately to the starting point. 5. Winners of events must not ask officials unnecessary ques- tions. The officials will be very busy, and all announcements of winners and records broken will be made from the announcing platform. 6. Prizes will be given out during the meet at the table of the custodian. 7. Method of running off events: a. The first and second boy in each preliminary heat of the dashes will qualify for the semi-finals. 6. The five fastest boys in the semi-finals will qualify for finals. c. In the 220 yard dash each boy will run once, and for time. The four best times will place. d. In the running broad jump each boy gets two trials. The four best jumpers get two extra trials. The best jump counts whether in trials or finals. e. In the running high jump a boy will be given two trials for each height. The last four in the contest will be given three trials. /. Each relay team will run once, and for time. The teams making the four best times will place. 8. Return numbers to your director at the close of the meet. SUCCESS TO YOU ALL! Yours very truly, C. F. GUCKER, Assistant Director of Approved by Grammar School Athletics. H. J. NORTON, Supervisor of Physical Education. ATHLETIC SPORTS, GAMES, AND CONTESTS 189 TEACHERS COLLEGE ATHLETIC ASSOCIATION* Field Day May 8th, 1920 Officials and Dates Referee and starter of events Dr. Williams Clerk of course Mr. Wardlaw Official scorer Miss Janes Assistant scorer Miss Graham Announcer Miss Rogers Field physician Dr. Burton-Optiz 1. Fifty Yard Dash (Start east finish west) Starter Dr. Williams Timers Miss March, Miss Frost, and Mr. Holm Judges at finish (West end) a. Of first place Miss Colby 6. " second " Miss Larson c. " third " Miss Fuller d. " fourth " Miss Cooper Holders of tape Miss King and Mr. Scott Official scorer Miss Janes 2. Baseball Target Throw (West end) ** Supervisor Miss Knighton Recorders Misses Rosenfeld, Zuedrelle, MacDonald, Morris, EUiot, Cole 3. Discus Contest (West south end) Judge at line Miss Van Santford Judges of distance Mr. Scott and Mr. Wardlaw Assistant scorer Miss Graham 4. Sixty Yard Hurdle (Class heats) (Start east) Starter Dr. Williams Timers Miss March, Miss Frost, and Mr. Holm Judges at finish (West end) a. Of first place Miss Colby 6. " second " Miss Larson c. " third " Miss Fuller d. ." fourth " Miss Cooper 5. Dance Contest (North center) To be judged on spirit and execution, accuracy of steps and formation, memory. Judges Misses Colby, Larson, Mrs. Fretwell Official scorer Miss Janes * In college meets when participants and judges are experienced, it is not necessary to have the duplication given above. A grouping of events for each official would be simple, adequate, and less expensive. ** Supervisor must receive the entry list of contestants before allowing class to compete in this event. 190 PHYSICAL EDUCATION 6. Sixty Yard Hurdle (Final) Starter Dr. Williams Timers Miss March, Miss Frost, and Mr. Holm Judges of finish (West end) a. Of first place Miss Colby b. " second " Miss Larson c. " third " Miss Fuller d. " fourth " Miss Cooper Inspector of course-yMr. Wardlaw Holders of tape Miss King, Mr. Scott Official scorer Miss Janes 7. (a) Javelin Throw (West north end) Judge at line Miss Van Santford Judges of distance Misses Fuller and Cooper Assistant scorer Miss Graham (6) Baseball Throw (West south end < Judge at line Mrs. Fretwell Judges of distance Messrs. Scott, Wardlaw, Dr. Williams Official scorer Miss Janes 8. Five Hundred Yard Relay (Start east end finish west end) Starter Dr. Williams (East end) Judges at finish a. Of first place Miss Colby b. " second " Miss Frost c. " third " Miss Fuller d. " fourth " Miss Cooper Judges of line (West end) a. 1919 Miss March b. 1920 Mr. Holm c. 1921 Mrs. Fretwell d. 1922 Miss Van Santford Holders of tape Miss King and Mr. Scott Official scorer Miss Janes 9. Fence Vault (West end) * Supervisor Miss Knighton Judges of vault and recorders Misses Campbell, Janes, Baker, Andrews, Wishard, McCorry 10. Group Leap (Start east end finish west end) Judges Mrs. Fretwell, Miss Van Santford, Mrs. Ward- law, Dr. Williams 11. Baseball Game (Baseball diamond) Umpire Dr. Williams Official and assistant scorers Misses Graham and Janes * Supervisor must receive the entry list of contestants before allowing class to compete in this event. ATHLETIC SPORTS, GAMES, AND CONTESTS 191 3. Program. The order of events should be indi- cated in the program. It is a good plan to include in the program the past records and holders of the same. The values of the different places should be indicated and a summary provided for the different classes or organizations in the meet. The importance of a well set up program cannot be overestimated. 4. Sheets for scorers. The forms on pages 192-4, slightly modified for printing purposes have been prepared by Mr. L. C. Stevens, Box 143, New Brunswick, N. J. Cards, 9x11, for the use of officials may be secured in quantity from Mr. Stevens. Essential materials. The director of athletics who will systematize his work and will keep from year to year a list of materials required for the conduct of an athletic meet will find his work not only easier but also less irritating and annoying. Nothing is quite so confusing as the lack of the toe board when the shot put is called, or the breaking of the only cross bar in the high jump. The following list, corrected from year to year by a games director in a city school system, represents the materials he found helpful in the conduct of interschool athletic meets : 1. Marking field. 2. Benches for teams on field 3. Provisions to exclude spectators 4. Two (2) 100-foot steel tapes 5. Starting gun with blank cartridges 6. Extra cross bars 7. Shot, discus, hurdles, toe board, jump stand- ards, and other paraphernalia 8. Woolen yarn for finish of races 9. Stop watches, whistles, and megaphone 10. Rules for officials 11. Sheets for scorer, clerk of course, andfield judges 12. Summary sheet 192 PHYSICAL EDUCATION M 1 1 , 1 II 8 ATHLETIC SPORTS, GAMES, AND CONTESTS 193 194 PHYSICAL EDUCATION I "I B 8 s 1 3 <# S i 1 OT c - - - a g +-. S S cr5 3 IE 220 Yard Hurdle 1st Heat 1 E co 3 "0 440 Yard Hurdle 1st Heat 1 1 One Mile Run Five Mile Run Three Mile Walk FIELD EVENTS 1 i-H 16 Pound Hammer 56 Pound Weight s i Javelin Running Broad Jump Hop, Step, and Jump Running High Jump Pole Vault -I Sfi ATHLETIC SPORTS, GAMES, AND CONTESTS 195 13. Diagram of track and assigned events 14. Headquarters 15. Event signs and score boards 16. Numbers and safety pins 17. Chalk, tacks, hammer 18. Order of events Valuable suggestions for equipment in track and field sports are given by Murphy (1) and Withington (2). Management of team sports in competitive games. Well organized and administered interschool contests in games depend also for their success in management upon thoroughness in looking after details. The following suggestions would seem helpful: I. General. 1. Contracts should be signed by a responsible officer of the school. It is not desirable to have the coach sign contracts; too frequently in interschool games, the coach cancels a game that is particularly important. This is especially true when his reputation is at stake 2. Make arrangements for use of field or gymnasium for the season 3. Devise a system for keeping track of equipment supplied to players. Texts on the various sports give helpful hints on the selection and use of equipment (3) 4. Arrange for competent officials for all games in season and have list of competent and available substitute officials for an emergency 5. Advertise 6. Arrange for ticket sale, "official" badges, and police 7. First aid kit 8. Score board II. Specific. 1. Baseball game Things to provide for game : a. Preparation of visiting team dressing room, with facilities for bathing, drinking water, and towels 6. Proper marking of the field c. Benches for teams on the field d. Provision to exclude spectators from the field e. Baseballs /. Drinking water on the field g. Copy of official rules 196 PHYSICAL EDUCATION 2. Football game Things to provide for game: a. a to d of 1 b. Football c. Ten yard lines for lineman and staff for headlinesman d. Whistles, horns, and watches for officials e. Drinking water on the field /. Copy of official rules 3. Basketball Things to pro vide: a. a and d of 1 6. Basketball c. Whistles, stop watches, gun with blank cartridges d. Copy of official rules 4. Swimming Things to provide: a. a and d of 1 b. Watches and starting "blocks" for officials c. Ropes or tapes for finish of distance races d. Megaphone, score board, and chalk e. Sheets for scorer, clerk of course, and judges /. Summary sheet g. Order of events h. Rules for officials It is a good plan to have the prizes for competition on exhibition. A custodian should be in charge. In inter- scholastic meets of the type held at Ohio State University, University of Texas, and other large universities, an elaborate program for entertainment of the visiting high school boys adds to the responsibilities of the management. The details of such meets should be worked out and cared for by committees. The Ohio interscholastic meet held in connection with the "Big Six" at Ohio State University is an illustration of an excellently conducted meet. Mr. L. J. St. John of Ohio State has managed this affair with rare skill. Swimming meets. Intercollegiate swimming has devel- oped so splendidly as a sport that the procedure of the contest is well defined by rules. School and class meets are often administered indifferently and the point around ATHLETIC SPORTS, GAMES, AND CONTESTS 197 which so much difficulty arises is the judging of the diving. The intercollegiate rules provide four required and four optional dives. The required are: (1) plain front, (2) plain back, (3) front jack, and (4) back jack. These are marked on the scale of ten. In the standard dives the form is well known. Other dives that might be chosen vary in difficulty, so that the accredited list of optional dives has a " factor" by which the grade for that partic- ular dive must be multiplied to secure the score for that particular effort. The form on pages 198, 199 shows a type of diving card that should be supplied the judges of diving. One column of the blank is filled in showing the use of the " factor" which estimates the degree of difficulty. Each diving judge should sign his card indicating in this way the authority for the scorer in computing the results. It should be understood that the four optional dives are selected by the participant. The form illustrated here indicates what Denison (Ohio Wesleyan University) chose. The choice of dives is to be recorded and the card handed to the judge. The importance of providing an exact, efficient, and convenient means for scoring the event is to be emphasized. Tournaments. A tournament is a series of games of one kind that results in a winner by elimination of the losers. There may be a tournament in tennis, in golf, in chess, in basketball, in handball, and other games. The value of a tournament lies in the number that can be interested to start the contests; its disadvantage lies in the elimination of those who may need to play the most. This advantage may be overcome by continuous play in which losers do not drop out but rotation of opponents occurs. Arranging competition. In any sport or game in which the tournament form is to be followed, the players or 198 PHYSICAL EDUCATION 1 ^^ || o D OQ 1 fc ^"* g Q Jj a Q 02 o g CO H H fa M a P 55 ^ HH P O^ o PH 55 bJ f=H g M g -D o o O g g s H PM 55 M 55 M 5zj O J2J o P P PQ tf PQ 1C CO l> 00 * Q 5 REQUIRED FRONT FORWARD K-KNIFE CQ 1 Q O O O g >-> i P M O S ^ P g tf ffl PQ - N CO IQ t- 00 1 gJI 1 DkS CQ M M g P 2j REQUIRED FRONT FORWARD K-KNIFE Q NNING 8 NNING M O E o P 2 p *"*-3 O5 O> O3 OS OS OS O5 00 r-(O co cc ass c: oo (N(N 3 "? OOOO^t^c N. CO 10 * CO 0 I '* ^Sfc ^- Q*X ^ fbuljltl mCHOUMoQMfcO 1* uf jltl "d>2 ^3 aj'S-rt' liiillili MH^^QMOJH ;i 91 ^ 8 -23 ^2 ./. v ca r> Ills a 1 Ci>> | g| ^fifill iJ^ll-s Illlll 282 PHYSICAL EDUCATION The program of instruction provides for definite talks, meetings, and activities throughout the year and oppor- tunity under leadership for the boy to earn credits in each standard. Awards are a bronze shield for a group with 70 per cent of the total credits available, a diploma for every boy who tries the tests, and a medal with four bronze bars. The bronze bars represent each standard and are awarded for 70 per cent efficiency or seven hundred credits of the possible thousand in each standard. The medal is awarded with the first bar. Standard Decathlon test* Detroit public schools. The Department of Physical Education in the Detroit Schools has utilized the desires of boys to do stunts and has arranged a test that leads to a gold, silver, or bronze medal. The events used and the scores assigned are given on pages 280, 281. Decathlon rules state the conditions of the test. In medal competition each contestant may try eleven events and select the ten best but must include the first three. Entrants must reach an average of 650 for the chin, stand broad jump, and overhead shot, and not fall below a minimum of 220 points in any of the ten selected events. The points necessary for a gold, silver, or bronze medal shall be 8600, 7300, and 6500, respectively; in addition a total of 50, 40, and 30 points must be obtained in stunts for the gold, silver, and bronze medals, respectively. Outdoor athletic test for boys. This test, specially designed for rural schools, is described by Dr. Brown.** It is based on the following plan: 1. A country school association is organized 2. Every school in the county is included 3. Every boy participates 4. Boys classified by weight 5. Definite events by each weight class * See also the standard decathlon events for boys and girls as given by the Department of Physical Education, California State Board of Education. ** Brown, John R. Outdoor Athletic Teats for Boys. Association Press, N. Y., 124 East 28th St. PHYSICAL EFFICIENCY 6. Every boy in all events in his class 7. Each boy tested and results recorded 8. Percentage basis of scoring points Honor awards are made by designation of the boy as school champion, or weight class champion of the county, etc. The awards are inexpensive buttons, certificates, etc., and not of intrinsic worth. The events and basis of scoring are as follows : EVENTS AND BASIS OF SCORING Weight Classes Points Honor Standard 100 Points 60-80-Lb. CLASS 50-yard Dash 10 sec. 8 sec. 6 sec. Standing Broad Jump 3 ft. 5 in. 5 ft. 6 in. 7 ft. 7 in. Running Broad Jump 5 ft. 10 in. 10 ft. 14 ft. 2 in. Baseball Throw 70 ft. 120 ft. 170 ft. 81-95-LB. CLASS 75- Yard Dash 13 sec. 11 sec. 9 sec. Standing Broad Jump 3 ft. 11 in. 6 ft. 8 ft. 1 in. Running Broad Jump 6 ft. 10 in. 11 ft. 15 ft. 2 in. Baseball Throw 100 ft. 150 ft. 200 ft. 96-110-LB. CLASS 100- Yard Dash 16 sec. 14 sec. 12 sec. Standing Broad Jump 4 ft. 5 in. 6 ft. 6 in. 8 ft. 7 in. Running Broad Jump 7 ft. 10 in. 12 ft. 16 ft. 2 in. Running High Jump 2 f t. 8Hn. 3 ft. 9 in. 4 ft. 9 in. Baseball Throw 130 ft. 180 ft. 230 ft. 111-125-LB. CLASS 100- Yard Dash 15 sec. 13 sec. 11 sec. Standing Broad Jump 4 ft. 11 in. 7 ft. 9 ft. 1 in. Running Broad Jump 8 ft. 10 in. 13 ft. 17 ft. 2 in. Running High Jump 2 ft. 1 H in. 4 ft. 5 f t. in. Baseball Throw 145 ft. 195 ft. 245 ft. Putting 8-lb. Shot 15 ft. 6 in. 28 ft. 40 ft. 6 in. UNLIMITED CLASS 100-Yard Dash 14 sec. 12 sec. 10 sec. Standing Broad Jump 5 ft. 5 in. 7 ft. 6 in. .9 ft. 7 in. Running Broad Jump 9 ft. 10 in. 14 ft. 18 ft. 2 in. Running High Jump 3 ft. 3Hn. 4 ft. 4 in. 5 ft. 4 in. BasebaU Throw 160 ft. 210 ft. 260 ft. Putting 8-lb. Shot 22 ft. 6 in. 35 ft. 47 ft. 6 in. 284 PHYSICAL EDUCATION Points shall be scored on the following basis: All Dashes, for every 1-5 second better than the minimum . . ". . 5 points Standing Broad Jump, for every half inch better than the mini- mum 1 point Running Broad Jump, for every inch better than the minimum . 1 point Running High Jump, for every quarter-inch better than the mim'mum 1 point Baseball Throw, for every foot better than the minimum 1 point Putting 8-lb. Shot, for every 3 inches better than the minimum. . 1 point Tables indicating the method of scoring are available in the publication describing the test. The athletic badge test for boys and girls. 1. The Playground and Recreation Association of America* advocates two badge tests, one for boys and one for girls. The test for boys is as follows: First test. Pull-up (chinning) 4 times Standing broad jump 5 ft. 9 in. 60-yard dash 83-5 sec. Second test. Pull-up (chinning) 6 times Standing broad jump 6 ft. 6 in. 60-yard dash 8 sec. or 100-yard dash 14 sec. Third test. Pull-up (chinning) 9 times Running high jump 4 ft. 4 in. 220-yard run .28 sec. It is planned that boys of 12 years should qualify for the first test, boys of 13 years for the second, and high school boys for the third. Any boy may enter any test, however, at any time. The girls' test is as follows: First test. All up Indian club race 30 sec. or potato race 42 sec. Basketball goal throwing 2 goals, 6 trials Balancing 24 ft., 2 trials * Playground and Recreation Association of America, 1 Madison Ave., New York City. Test for boys, Bulletin 105; for girls, Bulletin 121. PHYSICAL EFFICIENCY 285 Second test. All up Indian club race 28 sec. or potato race 39 sec. Basketball goal throwing 3 goals, 6 trials Balancing (bean bag, or book on head) 24 ft., 2 trials Third test. Running and catching 20 sec. Throwing for distance, basketball 42 ft. or volley ball 44 ft. Volley ball serving 3 in 5 trials The test for boys would seem more satisfactory than the one for girls. The girls' test lacks the element of real testing that is present in the boys 7 events. The Public Athletic League of Baltimore felt a need for revising these tests and offer their own badge test. The one for the girls is much superior to the one offered by the Playground and Recreation Association. 2. The Public Athletic League of Baltimore has adopted the following standards which every boy ought to be able to attain: First test for bronze badge: Pull-up (chinning) 4 times Standing broad jump 5 ft. 9 in. 60 yards dash 9 sec. Second test (for those who won bronze badge) for silver badge: Pull-up (chinning) 6 times Standing broad jump 6 ft. 6 in. 100 yards dash 13 2-5 sec No age nor weight limit is fixed, any boy may enter any test at any time the teacher is willing to act as judge. These tests are simple, consist of events which are interesting, and are generally acceptable. The test requires only simple apparatus and a comparatively small space. They can be con- ducted in a short period of time even with a considerable number of boys, and the measure of each boy's performance can be accurately determined. 286 PHYSICAL EDUCATION CONTESTS The following general rules shall govern the final competition: No boy is permitted to receive more than one badge for any grade in one year. It is necessary to qualify in all three events in any one class in order to win a badge. There shall be but one trial in chinning, one in the dashes, and three in the jumps. 1. Pull-up (Chinning) A portable chinning bar in a doorway, a horizontal bar in the gymnasium or on the rungs of a ladder set at an angle against a building may serve the purpose. Each contestant begins with his hands on the bar. The con- testant shall extend himself to his full length before and after each pull-up, and shall also pull-up with a kick, snap, jerk, or swing, to such height as to bring his "chin" higher than the bar. Lowering himself again until his arms are straight, he repeats the "Pull-up." 2. Standing Broad Jump Whenever possible it is best to prepare a jumping pit by digging up a piece of ground about 4 feet by 25 feet and have a wooden joist 4 inches deep by 8 inches wide imbedded in the ground at one end of the pit, flush with the surface, to serve as a "take off." Each competitor is allowed three jumps, his best jump being taken as his record. The feet of the competitor may be placed in any position, but shall leave the ground only once in making an attempt to jump. When the feet are lifted from the ground twice, or two springs are made in making the attempt, it shall count as a jump with- out result. A competitor may rock back and forward, lifting heels and toes alternately from the ground, but may not lift either foot clear of the ground, nor slide either foot along the ground in any direction. The outer edge of this joist shall be called the scratch line and the measurement of each jump shall be made at right angles to the nearest break in the ground made by any part of the person of the competitor. 3. 60 or 100 Yard Dash A stop-watch is necessary for timing the boys in this event. Under the direction of a starter each individual competitor takes his position on the starting mark. The starter gives the signal by saying: "On the mark," "Get set," "Go." At the word PHYSICAL EFFICIENCY 287 "Go" the timekeeper starts his watch. As the runner crosses the finish line (60 or 100 yards from the starting line), the tune- keeper stops his watch. The time indicated on the stop watch is the runner's time. A false start is one where any part of the person of a competitor touches the ground in front of his mark before the starter pur- posely gives his signal. The third false start shall disqualify the offender. The competitor shall keep his hands behind the mark assigned to him. The Public Athletic League of Baltimore has adopted the following standards which girls ought to be able to attain: First test for bronze badge: Balancing once in 2 trials Leg raising 10 times Far-throw basketball 25 ft. Any girl may try any test at any time the teacher is willing to act as judge. Any age or weight is eligible. The same rules govern contests as in boys' badge tests. 1. Balancing A beam 2 by 4 inches, 12 feet long, is set so the 2-inch side is to be walked upon. It need not consequently be over 4 inches high. Spalding sells a balance beam suitable for indoors for $5.00. One can be made for outdoors for $1.00. A girl should start at center of beam and walk forward to end; without turning, walk backward to center; turn, walk forward to other end; turn, walk forward to starting point. 2. Leg Raising Use chinning bar when boys are not using it. Each contestant begins with hands on bar. It is best to grasp bar with one or both hands facing one. She shall raise both legs, knees straight, to a right angle (without any more swinging than can be helped), then lower to original hanging position. Repeat continuously ten times. 3. Far-throw Basketball The ball shall be from 15 to 18 ounces in weight. It is thrown from a stand with feet apart with the toes at the line. The throw is from hands over the head. Swinging the arms with bending of the trunk is an advantage. The toes or heels may be raised, but a jump is not permitted. Touching the ground in front of the 288 PHYSICAL EDUCATION line or stepping over the line before the throw is measured con- stitutes a foul. (A foul counts as one trial.) Three trials are given each contestant, of which the best one counts. The ball must land within a lane 10 feet wide and must strike the ground at least 25 feet from the throwing line. Whole feet only are counted. Physical efficiency tests for grade schools. There have been several reports from the public school field (16), directed at establishing tests for physical efficiency of children. Good standards have been worked out by Stecher* and the results of Riley's Rational Athletics are interesting in this connection. Much remains to be done in this field to secure readings that will establish standard performance in many different events. The Sheffield swimming and life-saving tests. The objects of these tests are, first, to stimulate a greater interest in swimming, diving, and life-saving; second, to emphasize the necessary progression in learning each of these activities; third, to standardize swimming, diving, and life-saving. Leading educators and directors of physical education realize the growing demands for instruction in swimming and life-saving in our educational institutions and also the necessity of requiring a swimming and life-saving test as one of the graduation requirements. The following tests are arranged to meet the demands of schools, clubs, and playgrounds. However, the appli- cation of the tests depends upon the discretion of the instructor and the ability of the swimmer. Chart No. 1 serves as a detailed record of the work executed in each section. The individual is graded from 1 to 10 points over each test, and then the final points awarded are recorded on Chart No. 2. Important references on swimming and life-saving are given at the end of this chapter (18). * Stecher, W. A. Educational Gymnastics. J. J. McVey Company, Philadelphia, Pa. PHYSICAL EFFICIENCY 289 3UTAIQ JO I 2 s^uauiipny; tniy-japufi 2 21 SS paoaBApy 8UOi;iSO Back I Wall J 9ft. high 5 / 1 Service Board Hft. L2ft 32i ft. Front Wall 14 ft high Service Board 6i ft above floor Front Wall APPENDIX A 315 Tennis * 1 . j ., 21 ft..- v * .IS ft * tr Basket Ball (Line Game) (Women) Width of line divisions 12 in. Diameter 4 ft. Back board 2 ft. from end line kisft. Center of basket 15 in. from back board -Regulation Length 70 f t.- Maximum 90 ft. Basket Ball ( Mens Court) As above without division lines & with following: size Maximum length 90 ft. Maximum width 50ft. Minimum length 60 ft. Minimum width 35ft. General length 70ft General width 50ft. 316 PHYSICAL EDUCATION Soccer ifcMfi F^Id Hockey 50 to 100 yds. 115 x 75 yds Goal Area 20yds. Penalty Area 44yds. 18 yds." I Penalty Kick ,6yds. 15 ft. 25 yds. Line 25 yds. Line [15 yds. 4 yds. G yd?. 55 to 60 yds. Desirable size for girls Length 75 yds. Width 56 yds. Goal Posts 8 ft. high Desirable size for girls Length 90 yds. Width 60 yds. APPENDIX A 317 Playground Ball \ X 35 Bases 18"x 18' / > Home Plate < / 12"xl2" \\/ Batters Box 4 x3 ^^ 6"from Home Plate Football 35' 5 10 15 20 26 30 35 40 46 50 46 40 35 30 25 20 15 1 5 _c O i i j End Zone End Zone -* .- 360 ft. >- Goal Posts 14 6 wide 318 Baseball PHYSICAL EDUCATION Home Plate Tf \ ""*< sr 90ft Bases 15"x 15 -3?\ 6"from Home Plate ^J 6 ft long, 4 ft. wide ^-3 ft 15ft Indoor Baseball Batter's Box 4' x 8^ 6 from Home Plate 27ft Bases 18"x 18" - Home Plate 12 x 12 SELECTED REFERENCES 1. Hadden, G. Space vs. Sports, American Physical Education Review, May, 1922, p. 228. 2. Layout and Equipment of Playgrounds, The Playground and f * Recreation Association of America, New York, February, 1921 . APPENDIX B 819 APPENDIX B Equipment for Physical Education I. One Room Rural School A. Situation Fifteen to thirty children. Outdoor play space available. Regular teacher. No covered outdoor playground. B. Minimum Equipment Two basketballs, 1 soccer ball, 3 play- ground balls (or 3 indoor baseballs, No. 12, medium hard), 2 indoor baseball bats, 1 volley ball, 1 volley ball net and standards, 1 jump standards, 1 horizontal bar. II. Two Room Rural School A. Situation Sixty to eighty children. Outdoor play space available. Regular teacher. No covered outdoor playground. B. Minimum Equipment Two basketballs, 1 soccer ball, 5 play- ground balls (or 5 indoor baseballs, No. 12, medium hard), 2 volley balls and 2 volley ball nets and standards, 2 indoor baseball bats, 2 jump standards, 2 horizontal bars. III. Village or Town Elementary School A. Situation Six grades, two hundred to three hundred pupils. Outdoor play space available such as yard or field. Regular class teachers. No gymnasium. 320 PHYSICAL EDUCATION B. Minimum Equipment Two basketballs, 2 playground balls (or 2 indoor baseballs, No. 12, medium hard), 2 indoor baseball bats, 1 volley ball, 1 volley ball net and standards, 1 sand box, 6 climbing ropes, 1 jumping pit. IV. City Elementary School A. Situation Six grades, four hundred to five hundred pupils. No outdoor play space available except street. Corridors present limited use. Regular class teacher. No gymnasium. B. Minimum Equipment Four basketballs, 4 playground balls, 4 indoor baseball bats, 2 volley balls, 2 volley ball nets and standards (weighted base), 2 mats for use in corridor. V. Gymnasium for Elementary Children A. Situation Six grades. Boys and girls, classes separate after the fourth grade. Thirty to forty children in a class. Gymnasium 30' x 40'. B. Minimum Equipment Two basketballs, 1 volley ball, net and standards, 2 indoor baseballs No. 12, 2 bats, 8 climbing ropes, stall bars to serve as climb- ing ladders, 4 mats 4' x 4', 4 balance beams, 4 bean bags, 2 jump standards. VI. A. Gymnasium for High School Boys Minimum Equipment Four basketballs, 2 volley balls, 2 nets and 2 standards, 4 indoor baseballs, No. 12, 2 bats, 2 bucks, 2 vaulting boxes, 2 jump standards, 8 mats 6' x 8', 1 low horizontal bar, 1 high horizontal bar, 6 ropes. APPENDIX B i.321 B. Gymnasium for High School Girls Minimum Equipment Four basketballs, 2 volley balls, 2 nets and standards, 4 indoor baseballs, No. 12, 2 bats, 2 jump standards, 6 mats 4'x6', 12 ropes, 2 vaulting boxes, set of 12 stall bars and benches. INDEX Absences, 245 Adenoids, 262 Administration, of athletics, 161-165 of excuses, 233 of intramural sports, 218 of playground, 149-159 of pool, 133-139 of special cases, 242 Age, physiological, 38 Aims, 16, 18, 74 corrective, 24 educational, 26 fallacies in, 8 familiar, 23 hygienic, 28 old, 6-8 Amateurism, 169 Apparatus, 30, 31, 60 care of, 142 for girls, 60 testing of, 141 use of, on playground, 155 Athletics, 18, 27 ; 30, 31 administrative problems in, 166 evils of, 169-173, 177 for all, 178, 212 for girls, 51, 180 in the army, 221 influence of alumni in, 85, 163 interscholastic vs. intrasehool, 174 medical control of, 209 organization and administra- tion of, 161-165 results of, 107 Attendance, 244 Badge tests, 284 Baltimore physical education, 75 Barnard physical efficiency test, 278 Barringer heart test, 264 Boston physical education, 76 Boys, athletics for, 62 Breathing, deep, 9 exercises, 105 Bye, drawing of, 200 California physical efficiency test, 275 Calisthenics, formal, 2, 9, 59 Camping, 230 Canadian physical efficiency test, 279 Chicago physical education, 75 Circulatory system, wholesome ac- tivity of, 29 Citizenship, good qualities of, 17, 20, 35 training in, 58 Coach, qualifications of a, 167 who shall select the, 166, 173- 174 Columbia physical efficiency test, 276 Conjunctivitis, 260 Coordination, 32 Corrective gymnastics, 25, 109 Crampton test, 263 Credit for physical education, 242 Curriculum, 36, 39, 45, 109 content of, 46 extra activities of the, 165 Dancing, 27, 31, 70-72 points in good, 108 Denver physical education, 76 Detroit physical education, 76 physical efficiency test, 282 Discipline, formal, 2, 13 Drill, formal, 59 in physical education, 27, 46 military, 241 Dunfermline scale, 253 Ears, 260 Education and physical education, 10, 86, 165, 173 Equipment for athletic meets, 191 for competitive games, 195 for intramural sports, 218 importance of good, 125 use by boys and girls, 126 [323] 324 INDEX Excretory system, wholesome ac- tivity of, 29 Excuses in physical education, 232 Eyes, 258 Feet, examination of, 266 Focal infection, 261 Folk dancing, 11, 27, 70 Foster test, 294 Floors, cleaning of, 140 Games, 11, 17, 27, 30, 31, 64-70 Girls, ability in athletics of, 308 apparatus for, 60 athletics for, 51, 61, 180 classes in physical education for, 89 recreational clubs for, 226 Grading, 248 Gymnasium, administration of, 126 air of, 142-143 cleanliness and care of, 139 double, 127 schoolroom as the, 140 Gymnastics, corrective, 25, 109 educational, 26 formal, 46, 54, 59 German, 3 hygienic, 28 natural, 27, 30, 31, 54, 57 Swedish, 4 Health, estimation of, 253 observation of, 101 observation of disorders of, 268-272 viewpoint of, 9, 13, 17, 19, 98 Heart defects, 239 Heart tests, 263-266 Honesty, 11, 20 Interest, 26, 27, 30 Jahn, 3 Judging physical education, 100, 104 need for means of, 110-113 Kansas City physical education, 75 Life-saving test, 292 Ling, 4 Locker room, 127 records of, 129 Loyalty, 11, 21 Lungs, examination of, 266 Malnutrition, 253 Management of athletics, 182-197 Natural dancing, 71 gymnastics, 27, 31, 57 New York City physical education, 79 New York State physical ability test, 298 Nervous system, and physical edu- cation, 16, 29 wholesome activity of, 29 Nutrition, 253 scale for marking, 253-258 Objectives, 44 Oppenheimer's scale, 255 Organization, and physical needs, 37 good athletic, 106-108 in college and university, 82-89 in the state, 89 of city playgrounds, 145-148 of intramural sport, 216 of national physical education, 91 of public school departments, 74-80 present methods of, 32 point in departmental, 109 suggested plan of, 81 Philadelphia physical education, 79 Physical education, aims, old, 6-8 and general education, 10, 86 historical, 1-5 minimum essentials of, 5, 48-51 observation of, 103 principles of, 12-16 tendency in, 6, 11, 56 the new, 14 Physical efficiency, 272 tests, 273-309 Play, 12, 13, 17 Play programs, 151-154 faults in, 150 Playground, 149-159 Pool, 133-139 rules in the, 139 swimming meets hi, 196 INDEX 325 Principles of physical education, 12, 16, 86 in support of physical edu- cation, 122 Professionalism, 169 Public school physical education, 74-80 Purification of pool water, 134-138 Rapeer's scale, 293 Rating of activities, 63-64 Recreation, administration of city, ^Swimming cards, 198-199 Sports, 27, 30, 61 for all, 218 intramural, 212 intramural for women, 214 Standards in physical education, 249 Substitution requirement, 238 Supervision of physical education, 82, 122-124 present procedure in, 113 ^" principles of, 122 Jrapervisor, selection of, 93 145 Recreational clubs, 224 Respiratory exercises, 106 system, wholesome activity of, 29 Roll taking, 246 Rural school, physical efficiency tests in, 282 San Francisco physical education, 75 Sanitation of the school, 101 Sargent's physical test, 293 Schedules, for competition, 202, 203 handball, 208 how to make, 204 of a department, 39, 45, 109, 132, 156 Schneider test, 265 Seattle physical education, 76 Sex, division of classes for, 38 Sheffield swimming tests, 288 Showers, 127, 131, 133 Skill, 11 Soap, 144 Social dancing, 71, 109 Spine, examination of the, 267 meets, 196 tests, 228, 288 System of physical education, 3, 4, 18 Tactics, 57 TflrHmffBL 245 -TSacher of physical education, 93-99 points in a good, 95, 122 selection of, 93 ^~~~*^ "TSeth, 261 Temperature of gymnasium, 143 Tonsils, 262 Tournaments, 197 Towels and soap, 144 Trachoma, 259 Training of teachers, 94 Truthfulness, 11, 20 Value of intramural sports, 215 social and moral, 12, 15, 17, 20, 52-54, 97, 167, 175 Vigor, physical, 34-36 Water, drinking, 145 pool, 133-139 Wood's tables, 256-257 RETURN CIRCULATION DEPARTMENT [Q +> '/>OV Mnm 1 ibrory lOAfTreWBB i HOME USE ? 3 4 ', 6 ALL BOOKS MAY II tICALLID AFTER 7 DAYS ! mnr.lK JO| 6 month looi Mr .. DUE AS STAMPED BELOW RETD SEf 83 1981 .A r>{> n r- - i i r { UNIVERSITY OF CALIFORNIA, BERKELEV FORM NO. DD6, 60m, 3/80 BERKELEY, CA 94720 PS