the body do just what the mind commands.

: 2. This should be followed by a training in the technique of the
natural racial activities. Every individual should be able to run, jum,
vault, throw, swim, climb, scale walls, mount and dismount from bar or
elevated object, and strike effectively with implement or hand; and he
should know at least the rudiments of self-defense, as given in hand-
to-hand fighting, boxing, wrestling, and defense with a walking stick. If
possible, he should know how to handle a boat or canoe, and how to ride.
These activities are those useful in emergencies, and those that are
connected with the type of activities most valuable in giving a physical
education.

3. There should be the ability to coordinate the special senses with
the movements of the body, as in judging distance, speed, height, and time
in adaptive reactions. Upon such coordination may depend life itself in
such everyday activities as avoiding the ever-present automobile,

4. There should be much training, looking towards the development of
psycho-motor skill in quick, adaptive choice and judgment with accompanying
adaptive action; keeping cool in emergencies and doing the right thing.

Levee Classroom training tends towards deliberation and maturity of choice.

A There are many emergencies which demand instant action, where to "stand
shivering on the brink of action" may prove fatal. The ability to think
and act adaptively must begreatly emphasized in physical education.

5. The individual should be trained in physical expression. By this
is meant expression of emotional or mental states by appropriate bodily activ~
ity. As the artist expresses emotion with the brush, or the sculptor with
the chisel, and the musician with his instrument or his voice, so should
the artist in each individual, to the limit of his original endowment,
be able to express himself with his body, that natural instrument given to
all. The most obvious of such activities is dancing, but we believe
that there is an expression side to athletics and other forceful
activities which is possible of attainment and has been almost entirely
neglected. The expression of the driving force that is in man should be
developed to the point where it becomes conscious and can give an emotional
outlet which may be extremely useful in mental hygiene as well as in the de-
velopment of the character of the individual.

III. Applied Knowledge and Habits

It would be easy to enumerate a long list of such items as shoul?
normally fall under this classification. We shall emmerate only a very
few.

le A knowledge of personal and group hygiene, applied as personal
habits. This should be inculcated in clessroom instruction (codrdination
with mental education) and in the training regime of athletics. This
should be real laboratory education, an application to one's own life.

: r on
x | 2. Knowledge of the rules, technique and playing methods of the
activities used in physical education, especially of those types which the
individual can make use of in later life.

There are many other types of applied knowledge which should be
added, such as first aid, treatment of medical emergencies, sex knowledge,