Ld

the need for the cooperation of the whole faculty or staff of an institution in
an attempt to integrate into one whole the non-physical and the physical aspects
of education. To illustrate, suppose the teacher of physical education were to
mimeograph the list of objectives sought for each group during the current period
and the types of laboratory experiences used in the seeking, and were to dis-
tribute this list to the staff or faculty of the institution explaining it briefly
and seeking cooperation. Probably this teacher would have to talk with each
faculty member individually. Suppose the class in English is studying Ivanhoe.
The English teacher is too prone to forget, just as is the teacher of physical
education, that words do not necessarily convey meaning. While the group is
studying this classic the teacher of English might kill two birds with one stone
by associating certain of the episodes of this story with the words used in con-
nection with the physical education character education process. Certain of the
processes of chivalry can be associated with the term 'sportsmanship'. Some of
the episodes of the book exhibit good teamwork. The student is given a richer
comprehension of this classic in terms of his own experience, and the specific
learnings which he has developed in the gymnasium or on the athletic field are
spread to wider fields.

The teacher of civics has also a rich opportunity to cooperate in this
scheme and to secure both an attitude of readiness towards civic cooperation and
social ethics and to enlarge the character scope of things learned in physical
education. Probably enough has been said to illustrate this process of transfer.
An alert teacher working with a cooperative staff in his own and in other depart-
ments has, it seems to me, a perfectly obvious possibility of securing these
character results. I should like to stress the fact that character building is
not confined to physical education. The physical educator should be cooperative
in the same way with the character education efforts of other members of the
faculty or staff. Because of the specific needs of my subject, however, I am not
discussing that phase of the process.

The same process can be carried out by the staff of such social-educational
institutions as Y.M.C.A.'s, Y.W.C.A.'s, Boy and Girl Scouts, etc. The staff
members, group leaders and others have equal opportunity to stress this type of
transfer of training. Teachers and others who are poorly acquainted with the
principles of the transfer of training should refresh their memories by again
studying these principles in any modern textbook of educational psychology. 5)

It should be pointed out that in this process the largest contribution
made by the physical educator is not that of producing the transfer of training.
It is rather that of giving the base upon which transfer can take place. Concepts
do not come from an intellectual vacuum. They arise out of previous experiences
whether these be physical, intellectual, or emotional. The individual who has
experienced things that are significant and meaningful to him and has experienced
them in functions of life that do not seem artificial, and in addition has had
the common elements in such experiences tied into common bundles with verbal
handles, tends the more easily to develop general concepts. The physical educator
is working with activities and with experiences that are vital to child life. It
is easy for him to develop these concepts, to associate them with ideals and
action habits and to lay the ground work upon which transfer can take place. It
is essential that this be done systematically and comprehensively.