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phyletic emphasis, end what lacks this must at best be feeble, and if new
powers are unfolding,,their growth must be very slow and they must be nur-
tured as tender buds for generations. Thirdly, too little regard is had
for the vast differences in individuals, most of whom need much personal
prescription."

In recent years, the psychological pendulum has swung in the other direction
and the physical educator hes found many of his fundamentals challenged. It has
been very competently stated by educators who in general have not been well-
versed in the science of physical education, that there was every probability
that these virtues were not cultivated in those participating in physical
activities programs, but that if perchance they were cultivated that they did not
transfer. It is well that we pause and cosider just wmt is known of the matter.

It should be stated at the beginning that there is very little experimental
evidence available in this field to offer either to support or to contravert the
theory that there are educational values in physical education as such. When
experimental evidence is lacking, one must perforce fall back upon what is known
in related ficlds and apply it by the methods of the PRL Oye and that is
what I propose to do.

Education involves change in the individual. From what we know of the ed=-
ucation process, we can assume the following important elements with a fair de-
gree of confidence in the validity of our assumptions:

1. The individual himself cannot be changed directly; one cannot operate
upon his brain-paths and re~integrate then like he would re-distribute the
twigs of a vine. The educator, to secure changes in the individual, must in-
fluence the surrounding and contiguous environment. This environment is com-
plex and extensive. It involves the home, the school, canpanions, the
library, the streets, the movies, pool rooms, bowling alleys, the playground,
the country and all else that surrounds and makes impact upon the individual -
all that the individual meets in his day of twenty-four hours. The individual
responds to this environment and the response may make for favorable change or
for unfavorable change = or for no change at all. The task of the educator
is to influence as many of these elements as he can for the better.

2. When one looks upon the multitude of these situations inherent in the
environment, and reflects upon the small number of hours in a day given to
these activities, one is inclined to pessimism - the situation looks rather
hopeless. There are however encouraging elements in the situation.

In the first place, situations differ in their educational potency. One
might for example go down the cellar stairs one thousand days in succession
and not know how many steps were there. If, however, upon going down those
stairs the first time he should have bumped his head upon a projecting beam,
he would have learned permanently to forever avoid that accident in all sub-
sequent trips down those stairs. The intensity of the one situation rendered
it far more potent as an educational factor than could have been true with a
situation involving a less intense stimulus. Many if not most of the situa-
tions of life are routine, colorless and commonplace. The individual passes
them by with little thought and with no interest and they influence his life
but little. There are other situations which are full of potentiality, the
reactions of which are intense and either enormously satisfying or exceedingly
annoying. Amongst these very potent situations are things which involve

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