Merch 17, 1959. lirse Fanchon Reid, Arlansas City, Zansas. Dear Mrs.e Reid: I an sorry that I found it impossible to recomend Bruce for e letter this years I have been delaying a reply te your kind letter of February 16, hoping thet there would ee a ee ee I em leaving tonight for - San Pranciseo for the regioml play-off of the NeCehee | basketball tournsmente , I regret to tell you that we have been having a littie difficulty with Bruce in his class work. The instructors complain thet he cones unprepared, or seems to be copying the work of other students, or just doesn't come to class at all. It just seems Jike when we get him out of me difficulty he gets inte enother. We are trying to do the best we can for Bruee, and have confidence that he will make goode ms Assuring you of our friendship for you and your femily, a | Sincerely yours, | Rirector of Physical lducation, FAR Varsity Basketball Coachs MORRIS WILKINS, PREs. & MGR. JOE KELL, vice Pres. CHARLES NOLEN, vice PRES. & ASST. MGR. GORDON LOTT, SALES MGR. ELEVATOR CAPACITY 750,000 BUSHELS DAILY CAPACITY FLOUR 2000 BBLs. Arkansas City, Kans. Dr. Forrest C. Allen, February 18, 1939 Kansas University, Lawrence, Kansas. Dear Dr. Allen: I am rather slow in answering your last letter, which I appreciated very much, but I was unable to come to work for almost a week and haven't had much energy to do anything much. Your promise to handle the situation in a manner for Bruce's best interest was indeed most assuring and consoling to me as I have the utmost confidence in your judgmant and sincere interest in Bruce. It is most regrettable that it all had to happen and I have had quite some difficulty reconciling myself to it but there isn't any doubt in my mind about your fairness and good intention. The saving straw of the whole business and the thing that makes me feel more sure that it will ever happen again is that Bruce was so remorseful when he was home, not at,resentful toward anyone and blaming nobody in the world but him- self. He called me up last Sunday, seemed to be very elated because he was going to practice basket ball in just a few minutes and all pepped over his new course. I haven't heard from him since and don't know how things stand now but feel sure everything must be going along satisfactorily or I would have heard from one of you. I am just wondering if Bruce will get a letter this year. 1 always appreci- ate hearing from you, for I realize you are very, very busy, and I know that you have many, many more important things to do. With very kind regards and every good wish, I am Sincerely yours, eke! Ab. Saytenber 22, 1938. 9th Tre 4 a ml EM ii ij ea | Hea ail . i i i ua slits ga38 Hi Sy Lala hy i! ir sau He ian | 3 i ia i l bei 1 ie iF pn Hf 7 nn: 92 {i ih I am sure that we, as parents, realize formative period for boys and girls to ¢ we appear to be rather hard-boiled and firmly on the children, yet I assure you servation or realization for their : up in @ momth or a year or several years, Yrs. Fanchon Reid, » 307 South Ist Street, ~Avkemsas City, Xansase 2 iss i Dear Mree Reid: I was am deavored i 3: i cs. i | ii 4 li ay a | ¥ ay aa | ' : sit Li , itil if! | 1 i Reg Si cei a Hela fey a MORRIS WILKINS. PRES. & MGR. JOE KELL, vice PREs. CHARLES NOLEN, Vice PRES. & ASST. MGR. GORDON LOTT, SALES MGR. ELEVATOR CAPACITY 750,000 BUSHELS DAILY CAPACITY FLOUR 2000 BBLs. Arkansas City, Kans. Dr. F. C. Allen, September 9, 1938 Kansas University, Lawrence, Kansas. Dear Dr. Allen: I want to thank you for your letter, to Bruce, the other day. It very plainly indicated your Sincere, personal interest in him and if he doesn't get down to brass tacks and really show you that he is made of something worth while, I am going to be a sadly disappointed mother. But 1 am sure that he will. You will smile to yourself, I know, because 1 am so convinced that Bruce is capable of great things. I will have to admit that he has been prone to procrastinate but at least I think you will agree that it wasn't with any willful intention to frustrate any- body's wishes. He has been a little too pleasure loving but I cannot fall out too much with him over that because I am sure that is one of the traits he in- herited from his mother. But Bruce is older now and he has learned a lesson. He is very unthusiastic over this year's plans and prospects and he would not go anywhere else or train under any one else for anything in the wide world. And I think you will find that he will be in there fighting, getting his lessons and cooperating with a to the fullest. Anyway , regardless of what happens I want you to know I think you have aiwiee been patient and fair with him and I am very thankful to you. I am happy to have him under your supervision and I hope you and 1 and all of us will be very proud of him this year. We are looking forward to seeing some of the games this year and to the pleasure of seeing you occasionally. With every good wish, Si cerely yours : P. S. Howard #ngleman and Bruce are driving up to Lawrence, Sunday, so they will be seeing you soon. Af August 2, 1988. Aviameas Clty, “ansase Dear Bruce: Weis o Hetiiir ie Sah Sines Sue nh Sie, deen paeytte i was te sorry to hear that you were Imocked flat back with trouble, but the bright. _ gle of th 40 Unt you not have thet appendix woth aki mith Stunting, aid wiNinigh Geb enpiaiae: tal ee ee oe ave something no one will be Director of Phycienl Binestt oo Versity Basketball Coache " MORRIS WILKINS, PREs. & MGR. JOE KELL Vice PREs. GEO. H. WILSON. Vice PRES. & ASST. MGR. 3 JOHN THIESEN. SeEcRETARY \ ELEVATOR CAPACITY 750,000 BUSHELS DAILY CAPACITY FLOUR 2000 BBLS. Arkansas City, Kans. August 1, 1939 Dear Dr. Allen: I know you will be sorry to hear that Bruce was operated on Sunday for acute appendicitis. He has been working very hard this summer, and making plans to go back to K U - what this will do for his plans will have to be determined later when we know what the cost of his op- eration is and how he gets along. It was all very sudden but we took him just in time because gangrene had set in but he is getting along fine - this is the third day and the doctors say that it is usually the third day before they can teil anything for sure. He is having some pain, today,but so far the doctors tell us he is doing very well. I will let you know how he gets along but in the meantime, if you are not too busy, 1 am sure he would appreciate a line from you. He is at the Mercy Hospital in Arkansas City. With every good wish, 1 am Sincerely yours, ott hae Shell Staff House # 5. 5 At January 6G, 1929 | Mrse Fanchon Reid, 307 South First Ste, Avkansas City, Kansease Dear Mirae Reid Yes, indesd, we will be very happy to game at Norman on Saturday nicht. Since I don"t mow Mire Reid's initials, the tickets will be left in. the mame of Mrs. Panchon Reid. | We will be delighted te seo your party. . 3 proud of hime It will be a tough tmttle with the Soimers, but of course we are heping for the beste Looking forward to secing the Reid family tomorrow night, end with best wishos for the lew Year, I em bY Director of Physical Bducation, FOAsAH Varsity Basketball Coache ars I MORRIS WILKINS. PREs. & MGR. JOE KELL. Vice Pres. GEO. H. WILSON. vice PRES. & ASST. MGR. : JOHN THIESEN, SeEcRETARY ELEVATOR CAPACITY 7S0,000 BUSHELS DAILY CAPACITY FLOUR 2000 BBLS. Arkansas City, Kans. January 5, 1939 Dr. F. C. Allen, University of Kansas, Lawrence, Kansas. Dear Dr. Allen: If it is not asking too much, I'd like to have five tickets for the K.U.-0.U. game Saturday night. Mr. Reid and I are plan- ning on driving down with Jacqueline and her fiancee in their car, and if the weather is nice, Bruce's grandmother wants to go too. Anyway, I'd greatly appreciate your having five tickets reserved for us and if there is a charge for any or all of them, I will reimburse you after we arrive. Every one in this part of the country is watching your team and it is interesting indeed to hear the different opinions and pre- dictions expressed here and yon by the basket ball enthusiasts, and others. I understand there is quite a crowd from here and Wichita driving down for the game and oh, I hope that K.U. carries off the honors in a big way. We are very eager to see the game and here's ail the good wishes in the world for you and your boys. Good Luck, and we will see you Saturday night. © ‘Sincerely yours, Ag ete id Bia February 5, 1959. $i é aie Hil na it hi Hy tit l Es 3 abi cp if rat | : i f daft ait F jie i 7 34% s3f i il ih Bly 8 lit i FE Bi ve aut te i H : it ty i tage ales oil i ile | i li Mt st be peas if ih ie LE i hit s3sd3hs for him and a sincere desire : the only course open to me to bring the @ realization that they had a responsibility <- first to theaselves, secondly to their teammtes and their school, and last to their coach. Superseding all these responsibilities, I impressed you to believe that the man who is upon Bruce, was the loyalty and the affection to his family. me to de but what I did, and I trust her son will still leave a wide avenue well: Vath all good wishes, I an Direstor of Physical Education, Varsity Basketball Coaches We: Av 8, 1939. sis 3 af. i ie ui 28 f i ed a te F fy ; in i | Oi "4 a3 ‘4 : 4 Te | Tareity tnabetealh Gonthe his With best wishes, I an Fabio C IT SPE Hehe BSA Ses RAS 2 EE Sa ys SCR Ek RE RENT LE RE aE as rf 5 . Ee age Dees MORRIS WILKINS. PREs. & MGR. : JOE KELL. vice Pres. GEO. H. WILSON. Vice PRES. & ASST. MGR. JOHN THIESEN, SecrRETARY ~ ELEVATOR CAPACITY 750,000 BUSHELS DAILY CAPACITY FLOUR 2000 BBLs. Arkansas City, Kans. February 3, 1939 Dr. Forrest C. Allen, University of Kansas, Lawrence, Kansas. Dear Dr. Allen: I am sure that you can imagine my surprise and sorrow on picking up the morning paper to learn that Bruce had been banned from the squad for breaking training. I have not heard from Bruce for quite some time and I would greatly appreciate it if you could find the time to drop me a line giving me the details and advising whether or not this ban is for the balance of the season. Thanking you very much indeed for all the thoughtful consideration you have shown Bruce and me and with every kind thought for you, I an < Sincerely yours, Our new address is. ms , é ) Shell Staff House # 5. \ eo February 17, 1959. Corlially yours, Director of Physical Sdusation, Varsity Basketball Coach. WORKS PROGRESS ADMINISTRATION CALIFORNIA 49 FOURTH STREET, SAN FRANCISCO WILLIAM R. LAWSON ADMINISTRATOR April 10, 1939 Mr. Forest "Phog" Allen Director of Physical Education ‘University of Kansas . Lawrence, Kansas Dear "Phog"s: It is my pleasure to send you a copy of Dr. Jameson's paper. May I please repeat that it was a real gratification to me to have the opportunity of visit- ing with you during the several days in San Francisco. I trust our paths may cross often. Sincerely yours, , cht Lhanney fey - G. Ott Romney Consultant on Recreation Facilities Recreation Section Professional & Service Division GOR/em Enclosure forced to register in them, very few of the athletes pass my courses with March 31, 1939 | PHYSICAL EDUCATION IN THE LIGHT OF THE SOCIAL SCIENCES By Samuel Haig Jameson University of Oregon, Department of Sociology ie _ Address to the Ninth Annual Convention of the ae Northwest District, American Ass'n for Health, Physical Education, Recreation | I. Introduction It is rather humorous for me to be invited to speak to this group. In the first plece, according to a placard and slogan in McArthur Court basement, "Good athletes don't get hurt", I am a poor athlete. I have broken my arm playing handball, cracked my ribs in boxing, smashed my glesses on the tennis court, and recently, I have strained my tendons in volleyball. Heaven knows what golfing and deck tennis will do to met In the second place, I know nothing directly ebout physical education, x have never sat at the feet of the twentieth century Gamaliels in physical edu- cation; that is to say, I have not had a single course in your fields. Nor can I boast of Spartan ancestry. In the third place, although some are é satisfactory grades and some never forgive me the sin of flunking them. Thus I am a persona non grata in the sight of the physical education majors. Perhaps your program chairman invited me with malice aforethought. Possibly knowing that I do not hesitate to appear where I am invited, end realizing that someone on the program must be the goat, he picked me out in order to display my rank ignorance. Since amusement-mindedness is one of our dominant culture traits today, I hope you will have that desire satisfied this evening at my expense. As a layman I have questioned the physical education majors during the past score of il on college teaching as to their anticipations in their chosen field. Both men and women students have exhibited much hope and some misgivings. The hopes run high like those of the native-born boy in < tie cabin who aspires to the presidency of’ the United States because such an ambition was realized in one instance. According to our democratic tenet of equal opportunities, the efficient, the deserving, the virtuous, somehow rise to the top places and survive; the weak, the incompetent, are eliminated by some discriminating force, or else, like water, remain at the bottom all of the time. Consequently, the deans, the directors, the professors of physical shucation, the promoters of athletic contests -~ intra- and extramural of all descriptions, and prophetic writers on sports emerge automatically. These are nature's fit! Few, however, are the students whose ambitions are directed into ‘ces chenneis. The average physical education major is prompted by an urge of temporary stellar recognition, and the desire to become a coach. This | is the acme, the climax for e man. For women, the supervision of the Girl Scout troups ts a community or leadership of the Campfire Girls would be most gratifying. Judging from the reactions of the students, the great majority of the physical education majors are easily satisfied. These constitute the great army of small job seekers and the smell job keepers. Although not of the vegetating species, they form a parasitic variety of practitioners in the scheme of inculeating the three R's on the side, while carrying on their business of building up the brawn of the student body and developing winning teams. Thus, in a very small pond they move around like the big fish in the ocesn, wagging their tails and fins without much stir in the head. Particulerly in an athletics—conscious social atmosphere they emphasize rightfully anatomy, structure, brawn, in the name of physical education. My purpose, this evening, is to divert your attention from the over—emphasized physical to the much ignored non-physical aspects of physical education. II. Traditional Content of Physical Education Since the introduction of physical education in our colleges and secondary schools it has been customary to defend the process on the basis of services vendeael: Invariably the results attained are individual- centric, that is to say, they pertain to the person who is taking physical education. These well-known results I may mention briefly. (1) A Safety Valve. Rightly or wrongly, our ancestors did, and some of our ounbenperartes still consider the human species as the feeblest victim of temptations. Of course, physical temptations are more serious than the mental. Our civilization has created enough gadgets to seduce the adolescents from the paths of virtue and steep them in the mire of vice. Hence, in order to ward off personal degeneration, disintegration, and disorganization, it is considered advisable to exhort the passion-driven adolescents to use their surplus energy in honorable and desirable efforts. If you feel the temptation to vice, go and dig the soil, work out in the fields; but if you are lucky enough to be unemployed by fortune or by force of circumstances, take a walk in the woods — if in the country — “ pace the pavements if in the city; soon you will push the vicious inclinations to the rear and thereby focus your attention once more on virtue and its attainment. But if these efforts fail, you may dominate vice by going to a gymnasium -- YMCA, YWCA, or college——- end eat it out of your system. After much vigorous end aimless dissipation you will so starve the urge that you will no longer —- at least temporarily — yield to the temptations of the body. This is what the character—building fakirs and the exponents of physical exercise have prescribed in the past. Such remedies still persist; they are ingenious escape mechanisms: escape -4- from the temptations of the mind through the submergence of the body. Thus some of your were "saved" and thus some are engaged in the process in the name of physical education. It may not appear on the surface; but it is an undertone of defense. (2) Source of Income. Since the admonition to Adam to earn his livelihood with the sweat of his brow, his descendents engaged in the struggle for existence have been going him one better: they earn with the sweat of the entire body. Hunting, fishing, agriculture, commerce, industry, and finance offer the means of subsistence to many. A few are engaged in the professions to guarantee their source of income. With the extension of the educational opportunities to the masses, the school teacher has become one of the professional group; hence the increasing number of prospective teachers of both sexes. Other opportunities failing, school teaching offers a sure source of income. I shell not be missing the mark in stating that many flirt with the field of physical education as a source of livelihood to which the holders of athletic scholarships in our educational institutions and those engaged in teaching on one side, and the professional athletes on the other, are living witnesses. Fast running legs, straight pitching arms, hard batters, deliberate punchers, tacklers, grapplers, rhythmically swinging bodies and flexible joints are utilized as capitel in the struggle for income. Even certain educational administrators dengle the $10,000-75,000 annual contracts as baits before the growing adolescents. Coaches receive higher salaries than their colleagues on the teaching steff and greater recognition; athletes are feted while the hesebeiee chee There is money in physical education. This view has become a traditional stereotype which attracts many men and women to the field of physical education as insects are drawn to a bright light. Thus some solve their problem of subsistence. , (3) Exhibitionism. Escape from the temptations of the body and the desire for a source of livelihood make physical education a means for an end; exhibitionism, through the development of skills in the individual performer makes physical education an end in itself. You who are engaged in this field know better than I the pride in strong muscles, expanded chest, erect posture, nimble joints, graceful legs, oxen hearts, etc. These are ends for the individual athlete. Therefore, traditionally people have | entered into the field of physical education to further individualistic, . personal ends. Each performer acquires unique skills for himsetf or herself. - | These skills are paraded by the persons themselves, and disappear after the sickle of death reaps the individual performer. The point is that, ir- respective of all the glorified exhibitionism, the skills of the techniques of the individual remain untransferable to others. After the achievement of the personal end, the succeeding generations fail to benefit. These three major traditional contents of physical education still survive. They constitute the basic motives which prompt the youth to indulge in physical training of various descriptions. These motives are not condemned; they are merely pushed to the threshhold of your attention. One point, however, should be added at this juncture. The blending of these traditional motives into the content of physical education has confined physical education to the realm of ethics and aesthetics and kept it out of the pale of the sciences. TII. Trends in the Evolution of Physical Education During the middle of the 19th century the dominant interest of scientists was focused on biology. Soon biological theories were applied to the field of the social sciences. Recreation and way activities biologized themselves with an over emphasis of the physical benefits to the individual organism. As an offshoot of biology came psychology with interest in the nervous system and the stimulus response mechanism. This too focused the attention on the physical structure of the organism with implications a the mental workings and the emotional meanderings. Physiology assisted both biol- ogy and psychology to penetrate the realm of biochemical reactions within the organism via the analysis of the gaping and the ductless glands, valences, and autonomic activities. Not until the turn of the twentieth century did the so-called scientists see much relationship between the organic tools of the homo sapiens and their extended, meta-organic or the superorganic tools known as culture. Since the emergence of cultural interpretation of humen behavior, physical education has made an unprecedented metamorphosis by shift— ing its axis from the physical sciences to that of cultural or the social sciences. Today physical education and its two sisters, health education and recreation, have become master riders on two horses, the physical and the social, sciences, at the same time. The shift from the physical to the socio-cultural bases on the part of health, recreation, and physical education is revealed in many ways. (1) Work Complex. Puritanic and pioneering Americans idealized work habits in their early history. There were trees to fell, stones to cut, canals to dig, buildings to erect, Indians to subdue, lands to cultivate, communication a Se systems to install, and souls to save. Excepting the last, all efforts were related to the mugeles. and the sinews. No parasitic pauperism could be con doned. Everybody worked and worked hard to make the future life of posterity safer than that which the Mayflowerites and the pioneers had found. Even | children before their teens picked the weeds, fed the pigs, chased the cattle —with the assistance of the companion dog—-, hoed the corn, and helped in the harvesting of the crops. Life was really work on six days of the week of one sort, and work on the seventh day of another brand; for no one rested on Sundays. The sabbath was reserved for work in the direction of soul-salvation, while on the week days the settlers worked for their salvation from starvation. Individually and collectively, this work-habit pattern has been imposed as a heritage on our generation. Traditionally, we are work-minded. Our age, however, shows a growing rebellion against continuous work, + hard work, menial work, work of any sort to which there is no joyful accom— paniment. With a Rousseauian romanticism, children ars prastated with a new Bill of Rights of continued play and freedom from the drudgery of work; laws are enacted to guarantee their liberties. The adolescents, habituated to play and recreation extend their childhood "rights" into the post adolescent age periods. Even college men and women abstain from work because of the sentimental generosity of their parents or relatives and the coercion of the tax payers. Ta spite of the mounting number of self-supporting students in the educational institutions, very few work for their education as their ancestors did, Religious and philanthropic sonkiantte. buttressed by govern- mental paternalism, obviete the fear of starvation for those who refuse to work. Nor do the students need to work hard in order to receive their parchments; the devious ways of passing a grade or securing G@iploma are well kA a a i lll know to observing teachers and administrators who were once students them- selves. Consequently, against the fear of wear and tear of work of our predecessors, we have entered into an era of glorified worship of recreation, play, physical exercise, leisure, and loafing. Our generation is addicted to sports as our ancestors were addicted to work. This is a shift from one excess to another. But as from the excesses of the work-complex emerged the dismal science of economics and technology, so a osteues of physical education may evolve from over-indulgence in recreation, sports, leisure time activities, and health education. (2) Outdoors Complex. While youth has turned his face towards the joy-complex, the intensified system of struggle for existence has forced people into the factories and the shops. No longer the erstwhile worker earns his living out in the open; the open air market place now has a roofs; commerce and industry: alike have herded the independent workers together within colossal buildings. The pioneers’ worked out of doors; their descendents earn their living indoors. Our ancestors went indoors on Sundays having been outdoors for six days; we rush outdoors on the same day and move in doors during the rest of the week. The effect of this change in social behavior has inten- sified the significance of the outside in modern times. Unquestionably the indoorism imposed by our culture violates man's biological nature. Indoorism insists on the work-complex, and outdoorism impels the accentuation of the recreational activities. Because of the urge for outdoorism many of the activities indulged in are overexertions. This trend to turn the insiders out for leisure, health, and recreation as a remedial balance in our changing social conditions draws the attention of the physical educationist from the physical to the social aspects of his field of activities. — (3) Collectivistic Complex. The thrid trend observed is in the direction of impersonalization. In an essentially individualistic society like ours the seeds of collectivism have little chance to germinate and still less chance to grow and flower. Paradoxically, however, democracy on infused into our individualistic beliefs the idea of "general welfare." Gredually and imperceptibly the rugged individual has adopted a new code which insists on fair play, equal opportunities, social responsibilities, common good, cooperative enterprise, etc. Physical education has caught this contagion. Whereas individual exhibitionism, personal skill, private benefits to the performing person were the aim in the past, today a sort of functionalism within the social structure seems to prevail, The ultimate benefits derived are not only for the person who engages in recrectional activities, but also for those who come into contact with the performer directly or indirectly. While the individual football player derives personal benefits, the team as a collective unit functions in behalf of a larger collectivity -—~- the public. Like our economic system, mass recreation has introduced impersonality into human relationships. Individuality is not eliminated, but a new functional relationship between - the individual and the group has entered into the situation. The cry is for the college, for the team, for the division, for the country, and not for the individual performer as such. The ar has taken the role of becoming an interpreter for his group. The skills acquired are used as nis of interpreting for the public an end which trangcends personal aims. Daily practices of a ballet dancer are meaningless unless she interprets a Wilse, a tengo, or a jig through her physical acquisition. A wrestler's ox-like sinews are meaningless unless he grapples with his opponent in accordance with the roles approved by his spectators. It is the public, it is the - 10 «+ group, it is the collectivity which gives meaning to the skills of the performer. Thus social ends are substituted for the personal ends. The accentuation of the joy—complex against the work habit, the seliewtiviatic impersonalization and the substitution of interpretation for the personal goals are creating a new culture pattern. The content of the new pattern in physical education is social rather than individualistic. Consequently, more and more the directors of physical--education are making alliances with the so-colled social sciences. Even in the elementary and the secondary schools recreation, physical training, athletics, play and leisure activities are being linked with the art of social living. I do not need to remind you how much business is transacted during a fishing and hunting trip or on the golf course or at the horse races or between the acts of a ballet by the shrewd businessmen. Moreover, the health education advocates have reached the point where, in addition to the physical, the mental health of the people are being seawidined. Most of the character building organizations use the physical body as means for the attainment of non- physical ends. Thus it is apparent that in recent years the content of physical education has become more culture-social, more non-physical than it was at the turn of the century. This gradual tipping over in the direction of the socio-cultural necessitates a complete re-evaluation of the status of physical education among the scientific disciplines. IV. Possibility of a Science of Physical Education All sciences, physical and social, are differentiated from the arts because of their respective methodologies. Arts deal with skills which create unique results; sciences are concerned with processes which repeat » jj] «- themselves under controlled conditions. Physical education is neither an art nor a science. When the history of human stupidity is written in the future, one of the most damaging chapters will be on physical exercise sponsored, supported, and sold by the teachers of physical education. In spite of its kinship with biology, anatomy, physiology, psychology, and bio-chemistry, physical education has fallen in love with education and married her without courtship. Education is an art, not a science. It deals with the development of skills in the individual persons. Each person is unique and rein equally unique results. If the physical educators wish to become artists there is no objection. Art is just as indispensible in life as science. But in terms of the trends seen in the activities of the physical educators their purpose is not only to benefit the individual performer physically but to influence, to modify, entertain, stimulate, and instruct the public. Here is an opportunity to exercise control over society. Attempts to control have already been evidenced. Witness the range of recreational activities in the so-called character building organizations, schools of all gradations, training centers for the professional and non- professional adults, church gymnasiums, and municipal recreation parks. These agencies operate for the realization of certein social ends; the training of the individual in skills is merely a means for the protection of the individual against himself and the public. Even the state and the Federal governnents have gone into the field of recreation, naakth, and play activities wholeheartedly. Their expenditures are not necessarily random. The person is not left © his own resources nor are the individualistic goals accentuated. The aims to be reelized are essentially social. = ]2 — With this increasing social content of recreaticnal enterprises the need for adequate social analysis is become more and more apparent. Such a powerful tool as physicel education in our social structure cannot be left to the whims of the self-styled individual ertist. Social control necessitates an analysis of the processes involved. To date physical education has sought the development of skills for their subjects but has feiled to discover techniques which will make these skills trensferrable. A process can be discerned only through recurrence, and recurrence can be assured through the persistence of the technique. You who put out winning teams and individual performers have achieved your recognition mostly through the trial and error, the rule of thumb methods. I am not questioning the social significance of physical education; my faith in it is a firm one; but still it is only a faith without objective demonstration. You heve not taken the pains to demonstrate your raison d'etre. Why? Because you are primarily extroverted in your approach. You are so wii concerned in physical activity, bodily motion, the acquisition of personal skills that you are always on the go and have no time to sit down and reflect. You have done your best to imitate what others have done, because this offers a short cut and saves time for more activity and more motion. “Most of your renk and file have little use for thought processes, for investigation, for research. Body-mindedness is so strong, so accentuated, that factors which give meaning to the body are relegated to the uocereinié. Of course, you force your students to take courses in biology, chemistry, zoology, physiology, but these remain in the periphery of their knowledge. They fail to see relationships between the enetomical and the allied internal forces, to say nothing of the external social realities. Moreover, they shirk hard work. Courses which require re ee theoretical analysis are abhorred. Very few are willing to pay the price for scholarship, although most of them are interested in receiving a scholership for playing! Real scholarship comes through investigation and analysis of the existing phenomena -- physical and social -- in your own field, in order to discover the operating processes. As long as the physical educationists remain satisfied with the development of the skills of the bodies of the people under their training, they shall pose at best as artists and never enter into the household of the scientists. Because of its newly expanded social content, physical educa- tion has a great possibility of becoming a social science. Being con- cerned with biological and anatomical backgrounds, while playing a social role it occupies a marginal, perhaps an intersticial, position. From the point of view of its objectives, and particualarly in view of the public demand, its interest lie more in the field of the social than in the physical sciences. Since its emergence, physical education has been affiliated with the physical sciences; now it is flirting with the social sciences. Like the history of eny science, physical education has groped for self- discovery. Assiduous endeavors in objective experiments may push her into the ring of the social sciences. The task of physical education majors or instructors is to test the validity of their data, Giscover the operating processes, and forget the passing fancies of personal skills and exhibitionistic artistry. This is a painful and leborious procedure frought with failures, but promising enough if one wishes to follow the steps established by the existing scientific disciplines. Until then physical education shell remain outside the pele of the social sciences in spite of its social content.