will not do it in school, he probably wiil not do it later,

The curriculum, especially from the high school up, should be elastic
enough to adapt to the different kinds of pupils. Original nature en~
dowment, interests, neuro=musculer skill potentialities, all differ,

There is evidence that the distribution in these qualities is nearly
normal; but the same individual may be relatively higher on the curve in one
element than in another. In the high school, electives in the mental

curriculum are offered to meet this situation. The same should be true

in physical oducation. Gome groups should emphasize the fighting types

of activities more than other groups. The individualist should have

some choice in the more individual activities, such as track and field,

handball, tennis, golf, apparatus work, swimming, and the like. The

asthetically inclined should be allowed to elect more dancing. This means

different classes with different balance of activities - probably there
should be a warp of fundamental skills running through all.

 

This curriculum should be continuous from the kindergarten to the
college, but should allow more rapid promotion physically than mentally, or
vice~versa, to meet the needs of the individual. It should be possible
to give a rather complete physical education by the age of sixteen. If such
an education is not started until high school or college, as iss true in
too many cities now, it is possible to give a physical education, but it
is working against the current of habits of mind and body, and usually
little of educational value is accomplished, This could be remedied, how-
ever, with better and more equipment, better trained teachers and smaller
classes,

In adapting to sex differences, it would seem important to determine
objectives for women even more carefully than in the case of men. The
shifting of women from the home to industry end the professions, competing
with men on an equal footing and with no mean physical and phys iological
handicap. introduces an element to be reckoned for. For what should women
be trained? Should we stress aggressiveness and fight, or aesthetics and
individualism, or both? What should be the balance of these types of
activities, and why? These are questions which would appear to be funda~
mental if we are to educate women through physical activities. The
physical educational questions of anatomy and physiology need less dogmatic
statement and more controlled experimentation.

7. The _selected for content, and not for form; for
efficiency, not for looks, The important question is not, "How does it
look from the gallery,” but, "Will it accomplish the results?” To il-
lustrate the point, we shall very briefly discuss dancing as now taught to

WOMEN e

Dancing ~ at least the natural variety - was primarily the portrayal
of the feelings through bodily movement, In this sense, the wild jumps
into the air of the ardent rooter when the home team makes a touchdowm is
natural dancing of a very crude type. In evolution of dancing, a technique
was developed to express the finer emotions through appropriate movement.
This differed from the crude type in much the same way as the soulful playing
of a Paderewski differs from the off-key whistling of that happy individual
who just must express himself musically or purst. In between the extremes
will be found all kinds and degrees of dancing; but it should all be of a
type, such as will educate in the expression of something within the in-