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.