at least showed thorourchness of preparation in the selection of
the activities which t'ey thought should be used, even though these
might be based upon wrong premises.

It is not flattering to physical educators in general that such ‘
a condition exists, for it would seem that there are sufficient facts /
available from the modern general educational sciences to build lv
far better than we have done. There are some notable exceptions /
to the general pessimistic situation outlined above, but, in the \)

main, the statements there made can be successfully defended. A as

survey of the literature of modern physical education shows littl
upon which to base a more optimistic statement. After careful
consideration of ths facts involved, one is convinced that the
educators in this field of education would do well to scrap much
of the present philosophy of physical education and to start
afresh with a study of modern educational philosophy and put the
new wine in new bottles,

Good marksmanship is usually accompanied by eareful aiming

at the right target, and not by shooting with closed eyes and then
ascertaining what was hit. It would seem that the formulation of
an intelligent and scientific system of physical education should
rest upon the same basis, that the objectives possible and desir~
able of attainment should first be carefully determined, with

the limitations and the demands of the environment of present-day
civilization kept in mind.

With the objectives outlined, it would further seem that the
teaching material of physical education should then be surveyed,
to decide upon a content which would accomplish the objectives in the
most efficient manner. From the selection of this material, however
it would be necessary to first formlate the important criteria
essential to a scientifie selecting of this teaching material.

After these steps, the next thing should be to formulate a
technique of teaching which would make possible and probable the
accomplishment of the desired results, educationally. It would
seem to me even more important to learn how to secure results with
the teaching material than to simply formulate the curriculum.

The term, "physical education," tells its own story. It is,
dr should be, education through big-muscle, psycho=motor experience.
Far from being a handicap, this is its real strength. Big-=muscle,
psycho-motor experience goes back to the tap-roots of human education
and beyond. From the time when man as a species first saw the light
of day, even until years after the founding of this country, he
learned the great lessons of life in association with those racial
activities connected with hunting and fighting, and with playing at
hunting and fighting, such as the activities of running, chasing,
jumping, throwing, striking, pouncing upon, vaulting over or upon,
climbing, defense from attack, kicking, swimming, and others
of the same type which need not be enumerated here. Associated with
the exercise of these activities in response to situations, he
learned facts, and developed traits and characteristics adaptive
habits of muscle and mind, those elements of that mosaic which we
designate by such terms as character and personality. From those