16

built to function as a whole, The poorer teacher can follow it to advin~
tage, and the exceptional teacher can do as he has always done and always
will do, depart from it in various degrees and blaze new trails.

This discussion of problems in the field of physical education

has been limited by space to a few of the more obvious and important ones.
The principles given are simply a review of the general elements from an
educational philosophy in which the writer has confidence, with an
application to the field of physical education. The contributions which,
it is hoped, stand out in this paper are the emphases on the contentions that,
(1) the system of physical education fommlated should be built to meet
scientifically formlated objectives and criteria, not just warped to par~
tially meet changing educational demands; (2) there should be as much or
more emphasis placed upon devising a means of securing educational results
with the physical educational tool as upon devising the tool itself; and
(3) adequate attention should be given by educational institutions to
furthering better training in physical educational philosophy and teaching
technique, and to fostering experimental study and research in this field
to enable it to base its methods upon ascertained facts rather than upon
speculation and logic, and to catch up, in some degree, to its older
brother, mental edueation, and insure its educational as well as its health
efficacy, The real root-problem from which may grow a genuine science

of physical educetional program and curriculum, and a real art of

educating through physical activities, is the problem of the application

of scientific method to the developing of physical education. The age-old
patching of the old garments should cease, to be replaced by the creation
of new garments cut by educationally competent hands; modeled in many ways
on the proven parts of the old, but designed to fit the educational as

well as the health needs of the pupil, not to perpetuate the stiff-collared
educational fashions of the past. If this be done, progress will follow,
and a real science of physical education will erise and prove itself

worthy to be adopted into the edueational family on a basis of full equality
of respectability and accomplishment.

BIBLIOGRAPHY

Brereton, Cloudsley. Criteria of Physical Exercises in the Light of
Education as a Whole, Physical Training. Feb., 1914.

Brockman, Fletcher. Association Athletics as a Training in Democracy.
Physical Training, December, 1919.

Colby, Gertrude K. Natural Rhythms and Dances. Barnes, 1922.

H'Doubler, Margaret N. The Dance, and its Place in Education. Harcow t,
Brace and Company, 1925.

Judd, Chas. He. Psychology of High School Subjects, Ginn & Co., 1915.

McCloy, C. H. Some Fundamental Considerations in Physical Education.
Physical Training, November, 1919,