-3=

Anderson- Yes, and he now holds a similar position in St. Louise I have often heard

Dunkel--

Miller--

Allen--

Elmore--

Allen--

him mention a statement made by Dr. Thomas Storey, of Stanford, who said,
"Tl know of no course outside of medicine and possibly engineering which
should be as exacting as a course in physical education." It is nocessary
to set up some rathor rigid roquirements, both academic and physical, for
admission to these major coursese

Yes, and in the School of Hducation requirements is this statement: "In
addition to the general admission requiroments students sceking admission
to the 4-yoar curriculum in physical education shall be required to pro
sent a certificate of physical fitness as a result of the physical examin-
ation at the University of Kansas Studont Hospital. Each student shall be
required to take an annual physical oxamination at the Student Hospital and
to maintain satisfactory physical fitness."

Well, Dre Allen, I wonder how these coaches and physical education teachers
aro selected. Is it because thoy aro star athlotes with highly developod
skills, or does their acadomic rating figure in the now standard for the
present day teachers?

In selecting the physical education teachers, groat care must be exercised.
Sound charactor is vital because tho pressure and complexities of the sit-
uation bring out the true calibre of the individual. May I quote Fielding
Yost, who said: "It seoms to me that there are three fundamental questions
that should be asked about a man before hoe is entrusted with the responsi-
bility of teaching boys. Tho first question to be asked is: What manner
of man is this? How does he speak and act? Is he sound and clean in mind
so that his influonce is inspiring and uplifting? Would he set a fino
example = not by posing but by being - the type of man we want each of his
boys to be? If these questions cannot be answered favorably, stop then
and there. No other qualities can supplant the fundamental qualities of
character. Tho next question is: Just how woll does he mow what he wants
to toach? Is he thorough or superficial? Is he progressive or reactionary?
Is he original or without imaginetion? In short, can he bring with him a
thorough, solid knowledge, ond will he keep that knowledge constantly a-
breast of changing conditions? And finally: Can he teach others what ho
knows? Can he take knowledgo, add exprossiveness and impressimess of
speech and action, imbue with enthusiasm and give his students somothing
that will not only be easy to grasp but also pleasant to naster? Surely
the physical education teacher of today must measure up to rigid high
standards of both education and essential manhood. Any profession so
exacting and so demanding is being built upon the bed rock of education
and must continuo to grow and elevate itself to constantly higher planes."

Pardon me, but it seoms that we have been talking e great deal obout sathiet-
ic coaching. I am especially interosted in toaching physical oducatione

Well, athlotics are a part of physical educations Within 2 few short yenrs
the control of athlotics has passed from students and spectators to supor-
intendents and principals. Most of this leadership has been assumod by
teachors of physical education, tho majority of whom are experienced and
highly skilled technicians who have received their treining in one of the
numerous professional schools throughout the country. Road what the North
Central Association of Secondary Schools says: All athletic competition
should grow out of and forri an integral part of a physical education pro-
erame" Undoubtedly that is the ideal for athlotics, but unfortunately our
colleges don't all present this picture, because of tho complexitics of
university organization and of the commercial proportions which college