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.