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,