7

develop that type of qualities, emphasis upon aesthetic dancing is less needed
than emphasis upon competitive sports. There is less need to "protect the
delicate nervous system of girls from the dangers of excessive competition"
than to progressively develop the kind of nervous system that will be developed
by such competition rather than harmed. To my mind, those programs of

phys ical education for women which are still majoring solely on the softer and
more aesthetic phases of physical education are today anchronisms.

It needs to be kept in mind that so long as America holds to the present
ideals of democracy, one of the prime essentials to be kept in mind by
physical educators is that they must produce citizens who will function in mch
a democracy. I question much of the present project method content upon these
grounds. I feel that it is yet to be demonstrated that the "do-as-you-please,”
"do-only-what-you-wish" type of teaching will give adequate training for meeting
the hard-boiled political situations of this alleged American democracy. In a
democracy, men must fight for progress and mst struggle to attain their wills.
Life is not all sugar=coated. I think that physical educators must keep in
mind in educating future citizens in the United States not the ideal democracy of
the visionary but the practical situation that one sees,

It would seem to me that the fundamental question is not, are there education-
al values in physical education? It would seem clear enough that when the ob-
vious relationships between physical activities of the more natural, rational,
competitive types, and instinctive original nature of men are taken into the
picture, physical education can be seen to embrace perhaps an even greater
educational opportunity than does any other form of education. The real
question is - how make it effective and how make certain the realization of its
educational possibilities. Dynamite can be used to clear fields for cultivation
or to destroy bridges. In the hands of the inexpert, it frequently destroys
lives. The dynamite that is inherent in the competitive physical education
activities is equally potent for both good and evil ~ and as educators we must
iearn to use it expertly and constructively.

I cannot close without stressing what should be obvious to all, that
physical education should not be considered as a water-tight compartment, but
should be constantly thought of in the light of its contribution to the whole
man, While the peculiar service of the directors of physical education will
be largely thru programs peculiar to physical education, yet in the formulation
of aims, objectives and programs, the widest service of the whole institution
must be kept in mind and the objectives and program of the department of
physical education planned to integrate with the complete service to the indiv-
idual through all other departments or divisions.

REFERENCES CITED:
1ye11,¢.S., Adolescence, Appleton, 1904. P. 189.

“morndike, E. L., Educational Psychology, Brief Course, Bureau of Publications,
Teachers' College, Columbia, 1914.

SueCloy, C. H., New Wine in New Bottles, Journal of Physical Education, Nov.
1927. P. 46. :