er

Kebehascopic Re = Swothaton es Ee Le

Two or three decades ago physical education was not an
integral part of the educational sential of our American colleges.
It was given time in the school activities rather grudgingly.

The progress of physical education was suffering a two-wey
bloc. First, educators were frowming upon a system which lacked
@ well-organized body of thought to support ite Second, the men
and women who were leading the cause of physical education had
received their professional training in speciel physical-training

as

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normal schools, outside of the life and atmosphere of general

educatione Consequently they were partially ignorant of the