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education should be the doing of purposeful activities which lead to satisfying
self-expression. It is probably not necessary that this purposeful activity
should be self~initiated, as is insisted by one school of educational philoso-
phers. Good teachers successfully cranked students for years before educational
philosophers discovered the educational self-starter. Physical education pre~
vents exceptionally potent laboratory opportunities, opportunities for doing
things which offer exercises in certain types of educationally constructive
TeSsponses

5 Things learned in one situation in general do not of themselves transfer
to all of life. It is equally true however that they can be made to transfer
if learned in the proper manner. To assure transfer, it is necessary that the
specific response be developed into a generalized attitude. It is necessary
that ideas and ideals concerning the situations of other phases of life should
be associated with the situation in which the specific response is learned.
It seems important to me that these associations should function both ways. The
situation in which the response is exerciscd should be made to suggest the
general situations and the general situations should be caused to have
associations with the specific situation.

Just insofar as the physical educator meets these conditions, will he
educate. Let us examine for a moment what this involves.

It would seem to involve first of all a clearer knowledge of the desired
results. From the educational standpoint the physical educator should desire to
cause the individual to develop the attitudes, habite-patterns and ideals which
would make for the development of socially useful qualities. The following
might be enumerated among such objectives:

Attitudes and behavior=patterns leading to

1. Positive, individual qualities of leadership and aggressiveness, such as
persistence, courage, aggressive action end fight. The habit of taking
the initiative, of doing rather than waiting for some one else to do.

2e Positive mental states or attitudes of mind, such as self-confidence
and self-reliance, the never-willing-to-quit spirit, alertness, enthu~
siasm, self-control in confusion-producing situations, and general
morale; elimination of the unsocial qualities, such as selfishness and
bullying; the development of a feeling of pride of kind, in "class."

3. Development of social qualities such as coBperative discipline ~ the
kind of discipline that is willingly given to advance the good of the
group, loyalty to team, to school, and to other institutions, codpera-
tion, teamwork and self-sacrifice. Respect for the rules and the
authorities of the game. This is not to be confused with formal dis-
cipline.

4. The development of the essential action-qualities of a gentleman, such
as respect and thoughtfulness for the rights of the opponents, control
of temper and emotions, fair play and justice ~ thet combination of
mental habits which we call sportsmanship.

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