5. To promote safety education. There are many practical applications of
safety education in this broad program. Hazards to life and limb in the way of
projecting apparatus, slick floors, rocky fields, insufficient warm-up, inadequate
protec tive equipment, and obstructions such as trees, posts, and poles on fields
are just a-itew examples of the points Go be stressed here. Wherever there are
water sports, water safety must be much emphasized.

6. To equalize competition. It is no fun to be obliged to take a one-sided
licking and it is no great sport to the winners to have this kind of contest.
Close competition makes the program more interesting for all contestants. Means
must be found to equalize competition among groups and among individuals in such
a way that both sides in a contest have a good chance.

7. To provide necessary first-aid and medical abtention. There will always
be some injuries in any type of active sport, especially in body contact sports.
Tne first thing to-do is to prevent injury and infection as far as possible.

Minor first-aid, disiniection of open cuts and the jike,.1s often ali that will be
needed. If it can be provided, medical service should be available for all con-
testants. lif the program is well organized and managed, medical service should
not be necessary often. Medical examination preceding competition is most
desirable.

&. To provide both group and individual competition. A well-rounded program
should offer both types. The socializing influence of group contests ought to
come within the experience of students. The individual sports generally have
more carry-over. it is well for as many students as possible to have some pro-
Dherency Li -peun fields.

9. To provide equal opportunities, fairness. Questions of favoritism oc-
casionally arise out of paying too much attention to particular groups; for
example, college fraternities. Every student should have opportunities to
participate, regardless of organizations to which he may or may not belong.

No one group should monopolize attention or play space. By and large, independent
organizations will offer the best opportunities for fairness. From the standpoint
of student interest, however, it is well to identify the competitive groups with
outside organizations as a class, home-room, fraternity, etc.

10. To uncover varsity material. This is only an incidental objective in
the program but one that occasionally may be of some service to the varsity team.

It should never be made a paramount purpose in intranurals.

lie To sell ane program to the students and public. ‘There is no. value
having organization and set-up for service if people do not know about it and
make no use of it. Various means of arousing school and public interest through
the medium of posters, school papers, prizes, etc., are discussed in another
chapter. The intramural program should be made a recognized part of school life
in the students! minds. Friends and parents may be interested rather than the
general public.

12. To match competition. Many groups or individuals in sport may have oc-
casional time for recreation, if opposition and playing space is available. In
large schools an important part of the intramural director's work could well be
that of serving as a clearing house for this competition. Student recreation
would be well served by this means.