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"applied," and making it difficult for such a course to secure footing.
Physical education is still the educational orphan in this regard, not

fully adopted into the educational family. There will always be a place

for many teachers of mediocre talents, as is the case in mental education
where all too often the teacher is the person that can be secured rather
than the ideal. These lesser lights, however, should be thoroughly

trained in the constructive use of the educational phase of physical educa~
tion, especially in the use of the educational methods developed by research
experts in that field and standardized for general use while further study is
going on. In a phase of education so little standardized as physical
education, we feel that relatively better trained teachers are needed for
the rank and file than is the case in mental education where there is

much better standardization of method. The need of contagious character

and personality on the part of the teacher cannot be too highly emphasized.
Schools of physical education which teach little but a smattering of
biological sciences and physical technique should be placed on probation.
"Without a vision, the people perish."

2. The methods to be used in activities, in teaching technique,
in developing tests and standards of achievement, and in the measuring of
qualities developed should be based upon investigation and objective research,
not solely upon opinion. It is perhaps true that in the beginning, the
methods used must be based upon the best thought of the few scientific
and educational minded physical educators we have, but such a curriculum
should be outlined with a rapid evolution based upon research in mind.
Men who are trained in physical edumation, in educational theory, and in
research technique should be secured, attached to institutions with
adequate support, released from the usual twenty hours a week of teaching
and given abundant encouragement and opportunity to find themselves in the
important problems immediately demanding solution. There is ample precedent
in mental education, and the task should not be nearly as difficult as in
most pioneer tasks of this kind. It is especially essential that schools or
educational institutions offering opportunities for such work be in the
larger cities where adequate opportunity exists to secure data. It should
be obvious that the important point of atteck should be the grades and the
high school, not the university, where it is usually rather late for exten-
sive educational results. This research should not be handicapped for lack
of funds. If thousands can be expended to devise a method to improve
handwriting five per cent, it would seem as though funds might be available
to improve character through physical education. Ten years of applied re-
search on the part of even ten good men, with adequate assistance, could
easily improve physical education five hundred per cente A mixture of con-
structive thinking and moral courage, applied on a base of the scientific
knowledge of educational psychology we now have, could effect an immediate
improvement of at least one hundred per cent.

3. An adequate detailed manual of teaching technique should be de-
veloped as soon as possible, together with detailed laboratory manuals of
the activities to be taught. There has been a pendulum swing as to
syllabi in America. At first, there were syllabi in great detail, as in
the case of the New York State Syllabus, the Michigan Syllabus, and many
others copied from them, a mixture of mterial produced by different
individuals, very uncorrelated, and not at all calculated to give the
best results. There was a swing from this to the very sketchy outline type
now so extensively used, which depends much upon supplementation by super@-
visors. We believe, at present, that there should be a detailed syllabus,
but one written as a course of study, experimented with and improved, and