school and tho college,

It is therofore our responsibility to holp educate tho child and adult to
enjoy his leisure intolligently and with satisfaction to himself and to the com=
munitye As one agency wo must holp give him tools with which to enjoy it wisely-
sports, games, rythnic activities, hobbies, outing activitios, otc. But still
more important is our responsibility of trying to develop within individuals
&® philosophy or a point of view toward leisure and ro-crontion, or giving thom
principles and standards which will guide them in their choice of leisure timo
activitiose

He Ge Wells, in a discourse a short while ago, romarked, "I doubt if our
common men will bore himself with sport as his predecessor does at tho present
timee That is a passing phase due to tho onset of unforscon leisuree Our come
mon citizen still will be a marker, but neither a toilor nor a slavo". In the
past wo have educated poople for a working worlde Now we must reeducate people
for a world with leisurce Will physical oducation pass from being a "fad" or
a "frill" to being a fundamental of education?

Young life is first to plumb the depths of human emotions and actions,
Where is our emphasis in educetion going to be? Upon men and women or upon
subject matter? Upon situations or upon curricula? "Under the urge of self-
preservation, we begin to think." Dwindling budgets made it necessary for
educators to justify thoir programs to legislators, to boards of education, to
city politicians and to college trustees. Education bocame introspective and
was shocked at the sight it sawe

Since the depression, physical educators as a group have probably done more
creative and original thinking than was over done by a like group horotoforcee
We are now constantly hoaring the profession taik more in terms of social
philosophy, principles and standards, aims and objoctives, «as a basis for cure

ricule. We are hearing more about program content, individual difference, goals,