Its German apparatus work, its Swedish exercises. But they didn't catch the
imagination, and they didn't click. However scientific they might be, with

their progressive day's order, their symmetries, their provision for the whole
body, the fact remained that the pupil went through them stolidly and stupidly.
Physical education solemnly tried to be scientific and presently found itself
dead. Thereupon it accomplished a resurrection. It began possibly to sacrifice
science somewhat for the restoration of life. It began interpreting activity

not in measurements, but in sensations - in the zests of living, the thrills of
endurance, of combat and conquest. It stressed the exuberance of abounding
vitality, rather than the facts of muscular development. It began to deal with
things of the spirit - with progress in accomplishment more than abstract health
or posture. Posture came alive only when it was interpreted in terms of beauty.
Latcky wolaks lifting is undergoing a revival, not to mcrely raise so many pounds,
but symmetrically to develop the body beautiful. Physical education's curriculum
began to stress running for the joy of it, sports and games for the tingle of
intensity of living. It took to itself vital emotional motivations, and it came
to life again.

Now, in doing that, it is doing more to provide emotional cultivation than
any other subject in the curriculum, in my opinion. In the old formal physical
education days, when I was a student, inter-school rivalries ran uncontrollably
into hatreds in our football contests. Walter Eckersall was one of our detested
contemporaries. We sang lustily, "Eckie, Eckie, break his neckiet" Out sports-
manship was deplorable. Our passions - we called them school spirit - were un-
restrained. We had no emotional brakes. Today, I officiate in track athletics.
Out on the field I see continuously, rivals offering helpful counsel and encourage-

ment to each other, Student bodies applaud outstanding plays by their opponents.

sit 8