6

method should, when confronted with this dilemma in an acute form, decide in fa-
vor of the progressive plan rather than be thrown out entirely by passing

whims of the relatively vocal group of members. I should like to emphatically
state however that I do not want to convey the impression that by this I mean a
complacent continuance of the presont director-controlled methods. Every in-
telligent effort should be made to see that "purposeful activities" are pre-
sented and to attain this result by securing group participation in the planning
from the very beginning. Where owing to inadequate training or experience on
the part of the diroctor in the techniques of this relatively difficult

method of teaching, this cannot be done efficiently without losing the education-
al continuity of the program, I should advise holding to the older method.

The new methods, it should perhaps be pointed out, have as yet not had such ad-
equate proof of their marked superiority as to warrant the risk of using them
poorly as over and against using the older methods with a surer technique.

5. There must be more of an emphasis on skills in the activities that are
educational -yphicles of expression. I have the feeling based upon nothing but
analogy in the mental education field that future experimentation will demonstrate
that there is an educational skill level below which practically no constructive
character and personality education results are obtainable through that particular
group of activities. Above this level, such results can probably be attained
in rapidly increasing measure up to a second level, above which it is quite
probable further increases in skill, while satisfying to the individual, are
not productive of increased amounts of educational results, If this be true,
there is a definite need for experimental evidence as to the skill levels between
which the maximum educational results can be obtained. Furthermore it should
be the aim of every director of physical cducation to cause every individual
under his tutelage to attain to this level of skill. More efficient practice in
this matter will wait upon the development of suitable testing devices, par~
ticularly diagnostic and practice tests, which will both give the director ade~
quate knowledge of the individual and his needs, and will motivate practice for
progression upon the part of the individual.

6- The whole of objectives, methods and teaching emphasis must be harmon-
ized and integrated with the sociological situations of today. The virtues of
the stone age are not infrequently the vices of today. The vices of this
generation may become the virtues of tomorrow. City civilization with its
artificiality may demand departures from the more natural activities and demand
in consequence the development of motivating devices to attach the conditions of
readiness and satisfyingness to their practice. There is the need for a greater
emphasis upon the attainment of character and personality education than
upon the attainment of physical prowess. Health today is of more importance
than strength.

The changes in physical education content, due to changing sociological
phenomena, can be strikingly illustrated in the case of physical educetion for
women. Twenty years ago, when wman looked upon her normal sphere as the home
and when she demanded the protection of man as her natural heritage, phys ical
educators probably rightly assumed that the gentler and more aesthetic
activities should be the proper physical education content. Today, woman com-
petes with man in practically every sphere of life which does not demand ex-
cessive muscular strength. She has to meet every competition and fight for her
own in every sphere, industrial, business, political and professional. She
has to meet competition and to possess the "character" qualities which will
enable her to defeat man at his best. If physical education for women is to-