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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.