mural athletes be a routine of departmental adminis-

tration.

3. The health examination be so organized and con-
ducted that it will: (a) result in obtaining more com-
plete information for guidance purposes; (b) result
in sharing the findings with the student as an educa-
tional experience; (c) result in a follow-up program
which will actually secure the correction of remediable
handicapping defects revealed in the health examina-
tion.

4. Every attempt be made to help men who have

been rejected for service, because of defects, to correct -

those defects through appropriate medical treatment,
surgery, and physical education activities.

5. Institutions provide adequate programs of im-
munization for the control of communicable diseases.

6. Colleges and universities expand their facilities
for health service, if needed, even though such facili-
ties must be housed in temporary quarters.

7. Medical advisors and physical educators utilize
their strategic positions to supplement and reinforce
each other and those who work in other departments
in making the values of the health and physical educa-
tion programs become a functional part of students’
lives.

Health Instruction

It is recommended that:

1. Colleges and universities provide well-adapted
programs of instruction in health information suited
to today’s needs and stressing the development of atti-
tudes and practices. Emphasis should be on solutions
to problems in the areas of personal hygiene,- mental
hygiene, nutrition, foundations of physical fitness, and
community health. Instruction in nursing, first aid,
safety, lifesaving, camp hygiene and sanitation, and in
the principles of fatigue and relaxation is also impor-
tant.

2. Every college student be given adequate and ap-
propriate instruction about the prevention, care, and
treatment of all communicable diseases with special
attention to the venereal diseases.

3. Every student complete the elementary First-
Aid Course as outlined by the American Red Cross
and that the Red Cross allow this course and the
Advanced Course to be taught in colleges and univer-
sities by instructors who are competent.

4. There be a survey and correction of campus con-
ditions and practices which increase accident hazards.

5. The college or university survey the work, rest,
and relaxation habits of its students and help students
to make desirable adjustments. College students show
strain and fatigue which can be reduced by better
scheduling and more desirable campus activities.

6. That the institution survey its entire nutrition
program for students to result in ascertaining: (a)
the adequacy of nutrition information, the food re-
quirements and actual food habits of its students; (b)
the resources in nutrition-trained personnel, actual or
potential within the institution or community, for giv-
ing required non-technical nutrition instruction and
counseling, and for supervising food services; (c)

steps to secure good nutrition for students where their
incomes are inadequate to pay for it. :

7. Opportunities for individual conferences on health:
problems be greatly extended.

a

Environment

It is recommended that:

1. The institution assume responsibility for creating
a healthful campus and community environment. This
means constant attention to environmental conditions
so that they are conducive to healthful living. It.
means the adequate sanitary inspection of all facilities
to protect students and to furnish an example of the
practice of maintaining sanitary standards.

Physical Education

It is clear that the program of physical education
for men should receive special study in terms of atti-
tudes and skills needed for service in the armed forces
and that the program for women be adjusted to the
demands for wider participation in war industries and
other types of war service. However, it is necessary
to avoid confusing the pre-training of all students with
the specific demands coming from the war services.
The needs of civilians are not the same as those for
soldiers, nor are the needs of women the same as those
of men.

Some of the physical education activities are of more
immediate importance for the war. effort than others
and it is assumed that the colleges and universities
will give more emphasis to these activities. Develop-
mental activities that contribute to strength and endur-
ance have general conditioning value; they enable the
potential draftee to meet tests of endurance and _ per-
form difficult physical feats with the economy of effort
that comes from good skill and physical condition.
The competitive spirit developed in athletics is a con-
tributing factor in the will to win which is so essential
in military service.

It is recommended that :

1. Instruction be given in connection with the phys-
ical education program, designed to give the students
an understanding of the place and importance of phys-
ical fitness in life, and particularly now in relation to
the war effort.

2. Physical education programs be re-evaluated to
place greater and continuous emphasis upon: (a) con-
ditioning exercises for endurance or the ability to re-
sist fatigue; (b) strengthening the muscles of the
trunk, arms, and legs; (c) combative and other types
of aggressive activities; (d) swimming and_ taking
care of oneself in and on the water; (e) recreative
activities appropriate for military camps, ships, and
for living in times of peace; (f) first aid and the pres-
ervation of life under conditions of war and peace;
(g) rehabilitation of those not fit.

Ditch jumping, wall scaling, maze running, obstacle
relays, the throwing of objects, tumbling, running,
combative sports and fundamental conditioning gym-
nastics have direct military value. Morale-contrib-
uting activities include all recreative sports. They