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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