If any given aim or program does not bhive) or is not compatible with, the
philosophy or ultimate goal of the individual or group for whom it was
formulated, then that aim or program has no jusitificatione Thus, a Buddhist
might reject health as en aim of life, and no program of health education could

be justified.

Activity is the real objective of life; as well as the only method of obteining
happiness, which both psychologists and philosophers see as a by=product of

e

living rather than a chief purpose.
"Aetivity leading to further activity" is called "growth". —

It is generally agreed that health is the first requisite for growth, or indeed
for happiness, safisfactions, service or prorrons: Other aims are social efficiency,
culture, and economic efficiency. These constitute the greatest ddolan divisors
in the lists of educational aims named by most educators Each of the four eims
listed satisfies the philosophical criterion because it is a phase of growth and

because it is essential to the greatest happiness, etc.

Objectives in education are aims broken up into their component parts. Thus,
health consists of organic vigor or vitality--efficiency of the various systems,
such as the circulator, digestive and respiratory systems=-good posture, and such

physical skills, as swimming and ability to control the body, as are necessary to

preservation of life and economy of effort in locomotion and manipulation.