DRINKING AT FOOTBALL GAMES

An Address By

WILLIAM MATHER LEWIS
President of Lafayette College

Delivered at the Annual Luncheon of
THE SPORTSMANSHIP BROTHERHOOD
Hotel McAlpin, New York
December 26, 1935

 
FOREWORD

William Mather Lewis is a college President who
keeps his eyes open, and his ear to the ground.
In December, 1931, he addressed the Annual
Dinner of the Sportsmanship Brotherhood on “The
Outlook for College Athletics.” He stated that the
task of the college administrator is very much like
the manufacturer. His conception of the place of
the Department of Athletics was so sane that his
views were instantly acclaimed by all sportsmen.

When the Brotherhood looked around for a man
to speak about conditions prevalent during the fall
of 1935, it again called upon Dr. Lewis. In his
fearless way, he spoke out against drinking at
football games, and bad spectator sportsmanship,
and his words thrilled a crowded ballroom at the
Hotel McAlpin, and a large radio audience on the
outside. Two stations carried his speech. There
have been many requests for copies, and the Sports-
manship Brotherhood is glad to cooperate in making
available the text of the address. All friends of sport
and of sportsmanship are indebted to Dr. Lewis.

Daniel Chase, Executive Secretary
Sportsmanship Brotherhood
DRINKING AT FOOTBALL GAMES

HERE is a sense of futility connected with the discussion of

football problems at this particular time of year. From early in
September until after Thanksgiving, the air is filled with punts,
publicity and plaudits; from Thanksgiving until the middle of
December, the football banquet, with its weather-beaten oratory is
perpetrated; and then during the waning days of the year, after the
tumult and the shouting cease, the reformers take the middle of the
stage to view with alarm “certain trends” which are about to anni-
hilate this national sport. They snap the padlock on the barn door
after the horse, or better, the team and sometimes the coach, have
been stolen. If we really wish to improve conditions it might be well
to have the convention of the National Collegiate Athletic Associ-
ation, the Football Coaches Dinner, the Sportsmanship Brotherhood
Luncheon, and the rest, immediately after Labor Day when a new
football season is just in the offing, and not at a time when the
jerseys have been put away in moth balls, and the bottles have been
swept out of the stadium. But for the fact that this particular meet-
ing is turning the spotlight away from the gridiron where the fewest
of the evils of football exist to the stands where most of the evils
are located, it would indeed be useless to say anything; but here is
at least an opportunity to place responsibility where it belongs.

Lovers of football are becoming increasingly concerned over the
attitude of that growing minority among the spectators who under
artificial stimulus make the game unpleasant for their neighbors, and
even invade the field and interfere with the progress of the game. It
may not be softness which causes many people to say, “I would
rather stay home and listen to a game over the radio than to see it.”
It well may be that one can get a better idea of the plays and pro-
gress of the game when undisturbed by the raucous and imbecile
shouts of some bibulous enthusiast who is crowding against him.
And by the way, when Jonathan Swift said, “That whoever could
make two ears of corn or two blades of grass, to grow upon a spot
of ground where only one grew before, would deserve better of man-
kind, and do more essential service to his country, then the whole
race of politicians put together”, he omitted from his commendation
the thrifty graduate managers who in so many stadia in America
have made seats for three spectators appear where space for only
one exists. They evidently have measured the thinnest spectator,
clad in a bathing suit, rather than the average overweight customer
in a fur coat lined with quart pockets.

It is somewhat strange that the phenomenon of offensive drink-
ing is really peculiar to football games, not being so evident at big
league baseball games, prize fights, and other athletic exhibitions.
Strange, because a larger proportion of those at the football game
than at other contests have had the benefit of college training. Such
training is supposed to have some beneficial effect upon a person’s
manners, self-control and sportsmanship. Some of those who de-
fend stadium drinking say that much of it is due to frigid weather
conditions. But those who regularly attend great skiing meets, to-
boggan races, and other winter sports, assure me that the spectators
there, as a whole, are a sober lot.

Perhaps the real difference between college football games and
other largely attended athletic contests is that the former are looked
upon by the average person as gala occasions to which social and
holiday attitudes contribute as well as the contest. I dare say that
there is a much larger proportion of baseball fans who attend their
favorite sport for the game’s sake and who understand thoroughly
the technique and fine points of the game they are watching. To
many in the football stands, the organized cheering, the parade of
the bands, the banter and betting of partisans furnishes as much
amusement as does the game itself.

It is remarkable what alcohol combined with a love of Alma
Mater can do for a person. More than one man, who would con-
template divorce if his wife asked him to go down to the cellar and
break up a little kindling for the fireplace, goes out on the field and
tears the goal posts to pieces with the greatest joy. The tearing
down of goal posts by the adherents of the victorious team seems to
be one of the most senseless and infantile expressions of emotional
instability. The true sportsman is never so cast down by defeat or
elated by victory that he loses control of himself. It is not impossible
that the uncontrollable desire to get possession of a splinter of goal
posts is in the same emotional category as that of trying to secure a
strand of lynching rope.
Now, what are the specific objections to excessive drinking at a
football game? It would be tiring to enumerate them all, but atten-
tion might be called to these. First, the discomfort caused those
who really enjoy a football game sensibly, and who are in the vast
majority at almost all games, by offensive manners and conversation
of inebriates in their vicinity; second, epithets hurled at officials and
players, and the generally objectionable conversation, language and
actions of those too dulled to know what good sportsmanship is;
third, the permanent effect of such influences upon boys of school
age who attend games with their parents or alone. Certainly, almost
any place of entertainment would be more wholesome for them than
some of the largely patronized games; fourth, the acts of rowdyism
and vandalism both in the stands and on the field such as received
wide notice during the past season; fifth, the increasing number of
motor accidents reported on Saturday nights during the height of
the football season, attributable to those returning from games who
were in no condition to drive, contributing considerably to the ap-
palling annual motor casualty list; sixth, the unpleasant exhibition
which anyone makes of himself when under the influence of liquor.

In order to be sure that I understand the points of view of those
closest to the situation in football, I took the trouble to secure from
a considerable number of graduate managers, representative alumni
and students their ideas. While there is considerable diversity of
opinion as to whether or not drinking has actually increased at the
games the last few years, and while the majority do not object
to drinking in the stands if it does not become obnoxious, there
is a very general agreement upon several points. All state that
drinking to excess is repugnant to them and their families and takes
away much of the pleasure of the games from the majority of
those in attendance. They deplore the bad effect which witnessing
the actions of many older spectators has on boys and girls, one
alumus remarking that 90% of boy life is copied life. They feel
that drinking at football games may in large measure be accounted
for by the fact that the occasion is looked upon as a holiday and that
drinking has become a growing social custom in this connection. It
appears to be the definite feeling of a vast majority of the alumni
that if we could return to the old idea that drinking in public places
such as stadia is an exhibition of bad manners the result would be
excellent. How to reach that objective they do not know.
This raises the final and important issue in this matter, namely,
what can be done to improve the situation. This question involves
approaches to three different groups; the undergraduate body, the
alumni and the general public.

Obviously, the first two groups are the least difficult because of
their connection with and loyalty for one of the institutitions en-
gaged in the contest. It has been noted that in situations where a col-
lege for two or three seasons has a team that is not often found in
the winning column, drinking at games is at a minimum. This is be-
cause the student body and those alumni who seriously support their
own team, win or lose, make up the majority of the spectators. There
is less that partake of the hippodrome under these conditions. The
general public “seeking color” follows the winning teams.

As with most general college issues the undergraduate present
the least serious problem, despite their proclivity for goal posts.
Several stadium officials report that during and after games there is
less evidence of intemperance in the undergraduate section of the
stands than any where else. In those colleges where administrative
officers and faculty have taken a strong stand in regard to liquor,
conditions at football games, dances and other public occasions are
the most creditable. A weak-kneed policy brings correspondingly
unsatisfactory results. Students are uniformly cooperative when they
know the regulations which they are asked to observe are fair and
for their best interests. Obviously, they must have some guidance—
must have brought before them a code for proper living. It is part of
the educational process to help them realize what the manners and
ideals of a gentleman are. Furthermore they can be made to
understand their responsibility for the good name of their college
and for the preserving and perpetuating of the most popular under-
graduate sport, if some one will take the trouble to discuss these
matters with them. Certainly, it is not adopting kindergarten
methods to encourage students to develop poise and self-control. As
a matter of fact such a policy should be initiated during the sec-
ondary school period. A campaign among high schools stressing
sobriety at athletic contests would be citizenship education of the
most useful kind.

The alumni situation may appear more difficult of solution than
that of the undergraduates. However, we should remind ourselves
that a large majority of alumni handle themselves in a sportsmanlike
way at games. What they do before and after games is not pertinent
to this discussion, neither is their conduct at games so long as it does
not transcend the bounds of good manners. It is only the perpetual
rah-rah type, who mistake their fraternity house for a road house
and who think of their college as a country club in which they hold
non-resident membership, who cause most of the trouble. It would
be enough for most alumni to have brought to their attention
through the alumni magazine, on football ticket applications, and in
other ways, the idea that the football games in the stadium of their
institution would be far more enjoyable to everyone and would re-
flect great credit upon the standing and sportsmanship of Alma
Mater, if all excessive drinking were eliminated.

This leaves the general public to be dealt with, the step-sons of
Alma Mater, whose main academic interest is naturally in the week-
end college, and whose knowledge of ancient history seems some-
times limited to Roman Holidays. Just so long as we in the colleges
admit a portion of the public to our games merely upon the payment
of a stipulated admission price they are in exactly the same relative
position as they would be in attendance upon any other paid per-
formance, whether it be in a theatre or Madison Square Garden. In
the latter places, it is not uncommon to have ushers or other
functionaries request obstreperous persons to leave. But how to get
rid of football spectators who are objectionable, whether they be
undergraduates, alumni or representatives of the public, without
creating unpleasant situations?

One or two institutions in the middle west have tried the plan
of having letter men stationed in various parts of the stands to watch
for untoward actions and to ask the offender to quiet down or to
leave and if they refuse, to eject them. This would not appear to be
the most effective way to handle the situation, as anything resem-
bling strong arm methods would tend to create immediate resent-
ment and future ill will. If done at all it should be by uniformed
police officers. :

Proper attitudes will be set up, even by the general public, if our
control groups, the students and alumni, create the proper atmos-
phere. In other words we can control the situation by education in
good sportsmanship and decency. The situation can be righted be-
fore it becomes too serious by the creation of sound public sentiment.
This will be aided by a helpful attitude on the part of the press. If
spectators rushed on the field at a crucial baseball game between the
Cubs and the Giants in New York, there would be-strong criticism
on the sport pages of papers throughout the country. But when a
similar incident occurs at a football game the matter is pretty gener-
ally treated as a joke. Too many acts of lawlessness are excused as
college pranks. The college undergraduate or graduate should as a
matter of fact be the most law-abiding citizen in the country, be-
cause of the opportunities he has had. Much humorous comment
was printed concerning a spectator who rushed into the line at a
football game last fall, and as a natural result it is reported that the
same action was attempted by publicity seekers in various parts of
the country the following Saturday. Public sentiment of the right
kind can be created through the press; by means of well devised
notices in football programs, by prominently displayed signs along
the approaches to stadia, and most of all by personal attitude of
those who recognize football for what it is—a great sport for red-
blooded people. The situation is not out of hand. The great
majority of students, alumni and the general public who attend
football games behave themselves in a way that reflects credit upon
their intelligence and breeding. All that is needed is to stir up a
positive attitude among them to the end that what we like to think
of as American spirit of fair play and good sportsmanship may be
protected and developed to the highest degree.

And how necessary it is to foster the spirit of fair play and good
sportsmanship; how vital it is to take a stand against lawlessness and
the mob spirit is illustrated by the tragic events of the past few days.
When high-minded, distinguished citizens of America find it neces-
sary to seek refuge in a foreign land; when small time politicians
seek to curry favor with and through big time criminals; when wide-
spread maudalin sympathy is expressed for felons, it is high time
that we seek to strengthen character, courage and integrity. In such
an effort the promotion of clean, vigorous sport in a wholesome
atmosphere is a factor of no mean importance.
INTERESTING FACTS ABOUT THE PROFESSION OF
PHYSICaL EDUCATION AND RELATED FIELDS

Ce Of Jackson
Assistant Professor of Physical Education
University of Illinois

Introduction: In choosing your life's work,

Le

Ze

Sa

4e

Examine yourself,

Qe Waleh of your school subjects have you enjoyed the most?

be In wnet subjects have you accomlished most?

Ce ow is your health? Some professions are more exacting than others;
sone iess nealchfule

Consicer the financial outlaye

&e What does it cost to prepare for it?
be How long does it take?

Ce What is the fwoure in the field?

Stucy the occupations of the world today,

a, Many old ones are disappearing.

be Many new ones developing. Which nave the best futures?

Cy Find cut about the working conditicns of those you are interested in,
What are the hazards? Salary? Chances for advancement? Permanency?
Contribution to society?

Ca Learn the qualifications for employment. How do they compare with your
own interests and abilities?

Discuss your interests and your tentative choice with your teachers an
others who are acquainted with your ability and with the proferssionse

Ovportunities:

 

le

Se

ae

Se

eo

; . a f hee ae ‘
Included in Maskin's list.4&/ of the Letter careers today, are "Athletic
coaches, physical education, playrround directcrs, physio-therapists, and
social service vworkerSesece'

Thirty-six (36) states, representing 90% of the population, have laws re-
quiring the teaching of physical education in the public schools.

Thirty-two (32) states, representing 80% of the population, have both laws
and state prorframse

Twenty-five (25) states have state directors who are actively engaged in
promoting the field,

Leisure for all people is greater today than ever before. Indicctions.

&

point toward even more leisure and suggest great opportunities in the field
of recreations

 

ke Ik

Adapted, in part, fron “ The Imortance of Choosing the Right Career" by
Frederick Je Haskine (Publication Noe 95214)
Fron “Promising Careers" by Frederick de Haskin, (Publication Noe 93274)
Pe

6e More than 100,000 men and women are engaged in this profession. (Includes

both parte and full-time, sumer cams, etce)

7 The state of Illinois has a physieal education law, a state program, and a

state director, Beginning in 1940, both the state and the University of
Illinois (as an accrediting agency) will enforce new and higher standards
in preparation and programs.

THIS IS A LIVE, GROVING PROFESSION YITH A FUTURES

Types of positions:

1. Forty thousand (40,000) high sehools, representing more then 15,000,000

Le

Se

4

De

Se

Te

Se

De

10.

1l2e

Lis

children, each have a coach, and most of then have a teacher of girls
physical education.

Meny high schools have special teachers of health, and of safety.

Prectically every junior high school has two or more special teachers of
physical educati cite

fony grade schools hire teachers (especially romen) who are qualified to
instruct in elementary subjects and teach health and physical education.

Colleges and wiiversities usuelly have broad progra is of health, physical
education, end recreation for their students, ond teacher training is

stressed in most of them,

Most private schools (especially military academies) have unusually fine
programs in this fields

Most large cities (over 50,000) have city directors of physical education;
many special teachers in health and safety and supervisors in the field.

Broad recreational proraas are being emphasized in mmicipalities (community
centers, playgrounds, etce), institutions (YelleCeAe's, YoleCehe'ts, state

t 5 s 5 + } oo + 4 r

hospitals, penal institutions, etce), and in industry.

Summer camps are increasing in number and in popularity.

Movements such as the Boy and Girl Scouts, the National Youth Hostel, etc.
offer additional opportunities for leadershipe

Technicians in massage, exercise, and physio-therapy, are employed in most
large hospitals, athletic clubs, and state institutions.

Dieticians and social service workers frequently come from this field

Many personnel directors in industry and business, many principals and super-
intendents, begin their service in the fidd of physical education.

With approximately 2500 graduates annually, it would seem that the field is
over~crowded, However, it is likely that the number of professionally=quali-
fied individuals will never exceed the growing demend.
Advantages:

D

~e

Very few young people choose this profession as a career unless they have a
real love for it and some special aptitude.

le It is a wholesome professions
a. Offers many opportunities for leadership, self-expression, excellent
contacts, and a satisfactory livelihood.
be Many administrators consider the coach or teacher of physical education
invaluable in helping build right attitudes among young people.

Ze It is concerned with human beings.
a» Offers satisfacticn in watching and assisting in the development of young

pecpie.

3, It furnishes opportunities to keep health and vitality vigorous through
activity.

4, Promotions are usually frequent for the good teachers

5, Some states and many large cities have teacher-tenure and pension systems.

Leadrantagess

tne ene

ee eee ee

1. Physical education is a young man's game.
&e It demands long hours.
bs There is little or no leisure during the school year, except during
vacationss
Ce If your health fails, it is difficult to keep your positione

2e Coaching is harde

a, While the rewards in satisfaction are very great and the salary more than
satisfactory when successful, the coach frequently is dismissed after one
or two "poor" yearse -

be Coaching sports is difficult at all times, but particularly so when it is
in addition to full-time teaching in academic subjectSe -

Ce Age is a factor. As you grow old, your position may be turned over to a
young coach with “modern ideas."

3. Most positions open to those without experience are in small schools (100-
250 students). 7

4, Continued study (at least a Master's degree) through extensiom and sumer
school is usually a requirement for promotions.

This profession is not a LAZY MAN'S JOBE

Salaries:

 

Beginning salaries for the inexperienced teacher are on a par with, or slightly
higher (especially for coaches) than those in other subjects. Salaries range
from approximately (}1000-1800 for beginners (in the middle west--slightly higher
in far east and far weste-lower in south) to #2000#15,000 (a few "big-time"
noaches) for experienced peoples

In the secondary school, most teachers of physical education also teach one or
more academie subjects (such as biology, mathematics, general science, chemis~
try, physies, social studies, etc.) except in the larger schools (500 or over)
where they devote full time to the ‘subject.
Qualifications:

1. Health (physical, mental, emotional).
as This is a strenvous profession,
bs Physical defects (ceformities, speech, etc,) are not acceptable in the
field of teaching.
(1) Not a handicap in arts and handicraft, in community centers, etce

2e Desire to teach (assuming teaching is the field chosen) and a liking for —
children,

3, Ability to teach (can you “put it over" to the pupil? Do you have great
enthusiasm end sincerity?)

4, Character and personality (likeableness).
All-important, especially in the secondary level (See page 3).

5» Loyalty, cooperation, reliability, professional interest, sympathy, and a
willingness to SACRIFICE,

6e Ability to organi ze.

7, Athletic ability.
aq Earning a letter in college, or being a member of a squad, is helpful in

seciring coaching positionse

be A fair degree of proficiency in several sports is vital to success in
high schools. (Good motor coordination essential)

Ce Various asvects of teaching in health, safety, and the conduct of certain
recreational programs do not require much, if any, special athletic

ability.
Many of these traits can be cultivated.
Background:

The important factor is the individual himself, but it is helpful if the pros-
pective student has had participation in

1. A broad activity program (physical education) in high school.

2e Some athletic ability (letters in sports or squad participation),

Se Some background in the sciences, in addition to the other high school subjectss
Courses:

More than three hundred publie and private colleges, universities, and normal
schools offer training in this field. Areas usually stressed include:

Botany, anatomy, physiology, sociology, economics, psychology, courses in educa-=
tion (school movement; teaching teachnique, student teaching, etc.), orienta-
tion courses, in addition to activity and theory courses in all phases of sport,
health, safety, and recreation; plus specialization in one or more subject-
matter fields for minorse

CHOOSE YOUR SCHOOL AS CAREFULLY AS YOU CHOOSE YOUR CAREER.
a me

Suggested References:

 

Le

Ce

Se

te

“Teaching as a Careere” Chicago: The Institute for Research (537 South Dearborn
Street) 1939, 34 pe (75) a

"Physical Education as a Career." Chicago; The Institute for Research (537
South Dearborn Street) 1936, 16 pe ($75).

Lee, Edwin A, "Teaching as a Mants Jobe" Homewood: Phi Delta Kappa, 1938, 79
pe ($618)

Nixon, E. W, and Cozens, Fe We “Introduction to Physical. Education." Philadel-
phias W, E. Saunders Co., 1934, 262 pe ($2.00)

Snyder, Agnes and Alexander, Thomas, "Teaching as a Profession." New York:
Teachers College, Columbia University, 1932, 69 pe(4.50)

cog
9/39
PROGRESS REPORT
COMMITTEE ON TEACHER EDUCATION
COLLEGE PHYSICAL EDUCATION ASSOCIATION

January, 1940

 

Eiwood Craig Davis, Chairman

I. BEGINNINGS

To refresh our memories, it will be recalled that for a number of
years various members of the College Physical Education Association have
pointed out the need for improving teacher education. Finally, in 1934 it
was suggested that a committee be appointed to study a limited phase of the
whole problem, namely, the weaknesses of the professional curriculum as reported
by male physical educators teaching in the high schools of the country. The
study was completed and reported at the annual meeting of the C.P.E.A. in
1938.

In the meantime, many suggestions regarding other studies that
should be made of teacher education in health and physical education were sent
to the chairman of the committee. Consequently, at this same annual meeting it
was proposed and approved that the College Physical Education Association
sponsor a wide-scale study of undergraduate and graduete teucher education
in health and physical education. The next month, January, 1939, the following
men were selected to serve on the Committee on Teacher Education:

 

WEST MID~WEST
Mr. H. M.Foster Dr. S. C.Staley
Dr. John Bovard Dr. E.D, Mitchell
Professor W. R. LaPorte Dr. D. Oberteuffer

Dr. C. L. McCloy

SOUTH EaST

Professor 0. Cornwell Dr. Carl P.Schott
Dr. D. K, Brace Dr. F.R. Rogers

Dr. J.R, Sharman Dr. W. L. Hughes

Dr. Harry Scott Dr. Williim Meredith

At the same time the following advisory Committee was selected:

Dr. E.S,Evenden, Columbia University (Chairman)

Dean M.R.Trabue, The Pennsylvania State College

Professor 4. J.Brumbaugh, University of Chicago (Representative, North
Central Association)

Dean W. E. Peik, University of Minnesota

Professor L. A. Pittenger, Ball Stete Teachers College, Muncie, Ind,

Dr. William S. Taylor, University of Kentucky

President George W. Frazier, State College of Education, Greeley, Colorado

President R. L. West, State Teachers College, Trenton, N. J.

Dr. H.S. Caswell, Columbia Univercity

Mr. Ben W. Frazier, Senior Specialist in Teacher Education, U.S. Office

of Education
inten

In February, 1939, the members of the Main Committee were asked
the following question in order to critically approach the problem: "What
is wrong with teacher education in health and physical education at the
undergraduate and graduate levels?" The responses of the committeemen were
excellent. One hundred four separate items distributed into twelve categories
were mentioned with reference to undergraduate teacher educution. Thirty
separate items distributed into five categories were mentioned with reference
to graduate teacher education. A detailed report of this first step was sent
to each member of the Main and Advisory Committees.

The answers of euch Committman to the questions mentioned above
obviously were based upon some underlying philosophy of teucher education in
health and physical education. The next step therefore was to seek the
respective philosophies of the committeemen, since any aim and major objectives
of teacher education which would be agreed upon (the planned third step in
the original study) would emerge from a philosophy of teacher education.
Responses from the committeemen as to their respective philosophies were
poor. One committeeman gave his philosophy in a seventeen-word sentence.
Several others sent copies of articles on teacher education which they had
written, or addresses on the general subject which they had given, One
committeeman made no reply whatsoever. These results were not wholely
unexpected, The project was time-consuming and demanding of considerable
thought, The Chairman sympathetically understunds that the various committee-
men are very busy throughout the year.

IIT. TOWARD COOPERATION

In the meantime word of the study spread and communications came in
from state directors, city administrators, directors in the college women's
field, and teacher trainers, The volume of and expressed interest of these
inquiries plus the fact that representatives of other organizations stated
that they also planned to make similar studies, indicated that an effort should
be made to save duplication of time, money, energy, and to avoid the criticism
of a lack of professional cooperation and efficiency.

Consequently, the Chairman interviewed the President of the National
Association of Directors of Physical Education for College Women, for the purpose
of ascertaining the possibility of ccoperation on the study from that organiza
tion. Negotiations were concluded in July at the annual convention of this
organization, when it was voted to actively cooperate. Doctor Dorothy Ainsworth,
President of the N.A.D.P.#.C.W., was named representative with others to be
named as needed,

In the meantime, at the annual convention of the American Association
for Health, Physical Education and Recreation, some of the members of the
Committee on Teacher Education of the College Physical Education Association
discussed the advisability of this Comaittee's cooperating with one from the
4 A.H.P.E.R. The latter organization planned to conduct a teacher education
study to replace one that was discontinued in 1937. Cooperation with the
A.A.H.P.E.R. would bring together the remaining interested organizations, for
example, the state directors and city administrators.

Within a few days after the conclusion of this annual convention,
the Chairman started negotiations with the proper officers of the A.a.H.P.E.R.
for the purpose of securing cooperation on a teacher education study. These
officers reacted favorably but felt that 2 committee representing the three
organizations (C.P.E.a., N.A.D.P.E.C.W., and a.a.H.P.E.R.) should be uppointed
by the president cf the latter organization, Considerable correspondence and
several conferences followed and it became evident to this Chairman that if a
cooperative study were to result, it would be necessary to have a joint
committee appointed in this manner,
whe

Appointment of this joint comaittee was deferred until December 23,
1939 because of a conflict in the status of the a.A.H.P.E.R.'s Committee on
Toacher Education. This conflict arose from legislation enacted at two
previous consecutive annual conventions which wis contradictory as far as the
appointment of the members of said committee was concerned. On the above-
mentioned date the following committeemen were :ppointed by the President of
the A.A.H.P.E.R. for the purpose of constructing an operating code for the
4 A.H.P.E.R.'s Committee on Teacher Ecucation*:

Dr. Dorothy ainsworth, Smith College, Northampton, Mass.

Miss Jessie Garrison, State Department of Education, Montgomery, Ala.
Mr. Vaughn Blamchard, 467 Hencock W, Detroit, Michigan

Dr. Elizabeth Halsey, State University of Iowa, Iowa City, Iowa

Dr. Clair Langton, Oregon State College, Corvallis, Oregon

Mr, George Hjelte, City Hall, Los angeles, California

Dr. E. C, Davis, The Pennsylvania State College, Stute College, Pa, (Ch. )

This Committee includes two uembers of the C.P.E.A. and two members
from the N.a.D.P.E.C.W. The state directors, city administrators, as well as
the fields of health education, physica] education, and recreation are represent—
ed, The six geographical districts of the 4.A.H.P.E.R. are also represented
on this Committee,

as the members of the C.P.E.a. Committee on Teacher Education well
know, after these various negotiations first began toward e joint study of the
problem, work on the original study stopped, Obviously the nature and scope
of the original study would be changed significantly if the various interested
groups were included in the study. as has been described, the necessary
steps have been taken to enlist the cooperation of these various groups and
the original study will be enlarged from several points of wick. It is to
be understood that the plan is to use the 0.P.E.a.'s original committee in
toto, after a working plan has been adopted for the pursuit of the new and
enlarged study,

This Progress Report would be incomplete without mentioning the in-
valueble assistance of the advisory Committee. They have not only rendered
adwice but have attempted to guide funds from national foundaticns for use
in the pursuit of the study thus far.

It is also of interest to report that Mr, Hewitt, Department of
Physical Education, Oregon agricultural College, is studying certain aspects
of teacher education at the graduate level and is willing to cooperate. The
Chairman has held a protracted conference with Mr, Hewitt and feels that
his study will be helpful, It is hoped that other doctoral dissertations
that cover various areas of the major problem may be initiated in other
institutions, and that such studies will be sponsored by the Joint Committee
which it is hoped will be appointed in the spring of this year,

It should be recorded that the nature and scope of the study will
be discussed in the Teacher Education Section, chairmaned by Doctor Delbert
Oberteuffer, during the annual convention of the a,A.H.P.E,R. in Chicago
this spring.

The Chairman will welcome comments 2nd suggestions to this Progress
Report from any member of the Main Committee or the advisory Committee.

 

%Copies of this progress report awebeing sent to these persons,
The Second Guess

By VIRGIL CORY

 

Monday Is a Quiet Day, So Let’s Talk About the Granc
American College Sport of Football, Its Sched-
ules and Its Pay Rolls. s

HAT there’s “growing pains” in the great college sport of football is

+ no secret: From good old New Haven to Westwood Village in Los An-
geles’ suburbs, the fall sport has been in for more than its share of
criticism this season and Wichita fans are pushing their noses right into

the discussion too. °

The following facts are. not
personal opinions,
they beliefs of any one man;
they’ve been thrust on to this

department by a number of stu-
dents of the game and the serious
manner in which they have been
relayed carries some weight.

Here’s two suggestions that these
local fans bring out plainly:

1. Colleges should play more
than eight or nine games a sea-
son.

2. The hypocrisy of colleges
with million-dollar mortgages on
huge grid bowls should stop. They

should pay their players openly—
and pay them what they’re worth
as drawing cards.

The second suggestion is well
known, but the first was slightly
surprising to us. Why should col-
leges play more than eight or nine
games every season?

“Because they’re not teaching
a young man football in all its

phases under the present method,”
snap exponents of this idea.

©

essional football player we called

and neither are {UP Pete Bausch, who was selected

on the United Press all-star pro
team this season. Pete plays center
with the Boston Redskins.

Pete said, “Yes, b finished our
season feeling like I could play a
half dozen more games. Let’s see,
we played 19 games this year and
12 of these were league contests.”
Bausch agreed heartily with the
idea that more games on a college,
schedule wotild help players.

‘Wve learned more since I’ve
played with the Boston pros than.
I ever learned in my life before,”
he admitted. “In college we never
had time to digest the reasons
why we were supposed to block
this man or to run this direction.
We did it blindly. In pro football
we have enough games that we

.

t
}

 

can learn every detail of the sport
slowly and surely as the season
progresses. Yes, I would certainly
say that colleges could play about
20 games a season with more

eight or nine games.”

 

“Just look at the pros—they play,
from 18 to 24 games a season an
are in fine condition all of th
time,” these men continue, “Thesé¢
_pros know just how much they car
play to get the best out of a sea,
son.”

“In colleges the boys don’t
handle a football until they snow
up around September 1. Then
they practice for a month, About
October 5 they usually play their
first game, Then they play once
a week until Thanksgiving and
that’s just eight short weeks.
“after they’ve played their firs

couple of games, most universiti
don’t even have their players scrim
mage, fearing that their stars wil
suffer a hurt that will lose som
dollars at the gate on Saturday aft
ernoon, Why in this day and ag
a@ young man who wants to lear
football has to go on pro ranks i
order to learn anything about th
sport.

“Now if colleges played about 18
games a season the boys could
get into action in regular play
about September 15, and carry
on to about December 5. When
they wind up their season they'll
still be in fine shane and will know
more about football than they can
learn in three seasons otherwise.”

One of the men who believes :

the above statements played hi

football in 1898-99.
“In our day football was so
rough that we had to keep our
\ sea down to eight or 10
\ games,” he said. “Nowadays if
a player even slips and falls.in an
open field he’s down. That’s just
one example of the fact that foot-
ball is much easier now than it
used to be. To make it up and
toughen these boys as they should,
hy_ don’t they pla Ss?”

In compiling a schedule to fit this
proposed plan, it is suggested by
several that regular Saturday games
would still be in order. Say play 10
contests on Saturdays. ‘Ten more
games could be arranged on
Wednesday nights.

This would take the nerve-
wracking emphasis off “national
titles” because few teams wolud
go through long seasons unbeaten.

ball this season think of a 20-game
schedule?

 

 

What do you boys who play foot- |:

benefit than the usual number of |

 

Bausch told of the standing joke...

the kidding that big college sfars_
get when they join pro ranks.

“Well, Joe, you sure had to take
a cut in pay when you signed up
with the pros this year, didn’t you?”
an all-American player from Ala
bama, U. S. C., Pittsburgh or othe
schools is razzed. And it’s true,
Bausch claims. Many of the college

than they. are making now as a
pro. a

“And to think that I used to
have to borrow money to pay my
tuition at “Kansas university,”

 

|

Bausch moans, “I must have been

plenty dumb in those days not to H

have me a manager at a 10 per
cent cut to get me a $300 monthly
salary at a big school. Some of the

long as everyone at least is in-
dollars are still going te be shoved

pardon us if we are influenced by
some of these gents we've been
talking to, and say that’s all that
matters in the class: A college grid

 

circles: :<<

 

In speaking of hypocrisy of big |
colleges in paying _players Pete |

heroes make more money in. college

guys get, that, now.”
na so the battle rages on over

football. Anyhow, we’ve decided, as |¢
terested in criticising football, the ©

into the box office windows. And,}

,

in the national pro league. It’s —

}