Allen

Schwegler

Allen

ors :

general condition which we call "health". Doubtlessly, howe~ x,
thore are other eclments that reod to bo taken into ecrowr.
More activity will not produce or preservo health. The qiesvio..
of food, of general habits of living, are certainly as importer,
and a program of physical cducation that restricts itself “:o *he
concept of activity is likely to fail in achieving the objective
of healthe For that reason I would most carnestly urge an cx-
pansion of the concept of physical education to include ail
phases of living that aro likely to contribute to the well-b vin,
of the organisme You must have something to activate before you
begin an activity programe

I quite agree with you, Dean Schwegler. _It seaas to me that if
any given aim or program docs not serve or is not compatible with
the philosophy or ultimate goal of the individual, or group for
which it was formulated, then that aim or program has no justifi-
cations The successful administrators in the field of physical
education have weighed these requisites, ond after research and
experimentation have arrived at a program that is compatible with
the activity and necds of the human animal in his present onviron-
monte Is it not true that an adequate conception of physical
education must include not only the factor of physical growth and
weollebeing, but also the factor of psychic growth and well-being?

Cortainlye The current conception of physical cducation, restrict-
ing itself, os it does, in the minds of many persons, to the con-
copt of public athletic spectacles, is most wrfortwmates. It con-
coals the fact that physical education, properly conceived, not
only involves the physical wollebeing of the individual in terms

of health and vigor, but also the psychic wmfoldment of the -
individual in terms of his ability to achieve more efficient, more
wholesome adjustment to the world in which he lives. It should
equip him with an expanded set of tools by means of which to attain
his wantse In so doing it will inevitably improve his mental out-
look and his mastery of life as no other phase of cducation or of
expericnce ean hope to enable him to achicve masterye Frankly,
athletic activities are only a narrow segment of the total program
of physical oducation, and I believe that we aro unwise when we
over-cmphasize thom and forgot those more vitally significant phascs
of adjustmont which concern every boy and every girl in our schoolse

I quite agree with you, Dean Schwoglere I remember that you once
brought out graphically the three phases of physical trainings You
spoke first of the service side of physical education, as that
activity in which the students of the college improve and maintain
their bodily vigore The sccond phase was the fumetion of the school
of education in this plan, wherein a physical oducation major might
increase his knowledge and cffieiency as a teacher by following the
prescribed courses in the school of educations And lastly you
pointed out the caonapetitive or intercollegiate side of athletics

in which the obstacle of physical activity was omphasized. In your
opinion, do intercollegiate athletics, as they are now administered,
fit into the educational situation?