onl

not play it after he leaves high school or college. Nevertheless, the laboratory
training which he gets from participating in games like this may have made playing
the game worthwhile. We do not usually continue the study of arithmetic past the
grades; we pass on to the study of algebra, to geometry, to trigonometry, and to
the calculus. Each in its turn leaves a deposit of use in later life though that
use may be an indirect one.

The problem is raised also of the dilemma of "education for later life"
versus the philosophy that education is life. It would seem to me that both of
these can be true and that we as educators can plan an education that is life to
the participant today while preparing him also for life later on.

THE CHARACTER EDUCATION PROCESS

The development of such an educational process involves a number of steps
and of separate procedures.

The first of these is the determining of the objectives of the individual.
Recent studies of the individual objectives of physical Sees t°F. Rone that
interests, mind-set, and objectives in general are not the same. Just as tastes
in music run from the classics to jazz so do tastes in physical activities run
from basketball to calisthenics, from dancing to apparatus work, and from water
polo to weight lifting. Some of these interests are probably due to individual
differences in innate tendencies. More of them are probably due to differences
in local situations and conditions, The director of physical education who ignores
these interests and individual objectives, however, loses values inherent in the
project approach and sterilizes much of his character building process.

DETERMINE THE OBJECTIVES OF THE INDIVIDUAL

 

One of the best methods of determining such objectives is to prepare a
comprehensive check list. We suggest that such check lists be prepared as in the
illustration given below with omissions and additions according to the exigencies
of the local situation.

"Read the following list of physical education activities and make an X in the
column that represents your feelings or desires:

Enjoy or Would like Averse I should

would enjoy a little to like specif-
doing but doing ic coaching
very much not much in

 

Apparatus work
Archery
Baseball (indoor)
Baseball ( outdoor)
Rasxetbali
boxing
Calisticnics
Diving
Feacing —

Peat eee
i a
wo LS

 

 

 

 

 

 

 

 

 

 

Group Games