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naturally flows out of these principles. Athletics are a part of education, not all; they have a right to their normal place, no more. The amount and intensity of the activities must be determined by the function of the play impulse and individual needs. There must be no dissipation or incapacitation for other work.

2. Opportunities.-The educational concept determines the policy in furnishing opportunities for participation in athletics. Each school must furnish playgrounds for athletic activities, as well as a gymnasium for gymnastic activities. The requirements will depend on the grade of the school and the age and number of the students. Naturally the highest requirements will be in the colleges, which will illustrate the principle. The college physicaltraining plant

should supply opportunities for physical training thru any line of athletics of interest to any group of students. A physical-training plant should give facilities for a large variety of exercises to suit all tastes and capacities and should represent large opportunities for large numbers. If athletics have any legitimate place in physical training and if physical training has any legitimate connection with the curriculum, I see no escape from this position. There is no more reason why a university should own and administer a gymnasium than own and administer an athletic plant upon which the student body is to be physically educated.

3. Organization.-The educational concept determines the policies in organizing athletic activities. This is a phase of the wider problem of classification in physical education. Individuals differ in the vital capacities necessary to take part in various gymnastic and athletic activities, they differ in the motor skill required, and they differ in temperamental inclinations, all of which must be considered in organizing physical educational activities. There are also many temperamental and social factors influencing participation in play and athletics. The administration must recognize these influences and the differences between individuals; open opportunities adapted to different needs; rouse interest and give stimulus, encouragement, sympathy, and instruction. There are activities adapted to all. Educational success means participation by all. This requires many grades of organization.

As a part of this policy of organizing athletic opportunities for all, there is involved the policy in developing teams, especially inter-institutional teams. If inter-institutional athletics are to maintain a permanent and respectable place in college life, they must represent a selection from among large numbers of students engaged in athletics, not an organization for recruiting athletes from outside sources, which in no way develops the student body, but makes spectators of them. The "recruiting system" so freely used in colleges, must be repudiated. It is uneducational, wholly antagonistic to the broader aims of college life, unsportsmanlike, and even logically erratic and accumulatively uncertain in its sporting results. It develops nothing for the future; it corrupts the source of its own support. Recruiting breeds recruiting.

Under this head also falls, the question of rules of eligibility for interFrom Analysis of Problems in College Athletics.

institutional contests. Eligibility is simply a classification for fairness in competition. Between the professional and the amateur, the distinction is one of motives. Amateurism is the fundamental concept underlying educational athletics. All other rules have evolved in the effort to preserve inter-institutional athletics for legitimate students, and lately for undergraduate upper classmen. Eligibility depends on whom athletics are conceived to be for. The regulations attempt to preserve them for that class. Dishonesty concerning the rules of eligibility is the most destructive force in athletics.

4. Games.-The educational concept determines the policy in the choice of games. The games used in any educational institution must be adapted to the boys engaged in them, and to the functions of sport. (Each game should be opened to all students physically vigorous. Any game that requires rare capacities is unfit. Football has placed a premium on large powerful men, thereby exerting corrupting influences. Furthermore, in such games the element of shock is too great for use except among the older boys, and where schools have expert guidance and facilities for thoro training. Games should be of such character that neither the intensity nor amount of work required, nor the mental states roused, are unfavorable to the intellectual functions of student life. For general use, games that require costly equipment should be avoided.

5. Conduct. The educational concept determines the administrative policies concerning the conduct of students in athletics. Only by the systematic guidance and supervision of conduct can moral and social evils be eliminated and the moral and social values be secured. This effort should include all acts of athletes and students connected with domestic or inter-institutional contests. In domestic relations on the athletic field, in the dressing-room, and at the training-table, regard for a comrade's rights, language that is not offensive, the good-nature and harmony of good-fellowship, should be developed. On trips, while on railway cars and in hotels, conduct that will create a favorable judgment concerning the team and the reputation of the student body should be expected.

Education and discipline concerning sportsmanship should be vigorously pressed. Sportsmanship means fair play and manliness; it is the ethics of competition, and is of wide social value.) For partisans it means good manners, the courtesies of friendly rivalry, honesty in the use of players, and manliness concerning the results of the game. The degree of sportsmanship exhibited by an individual is a test of his capacity for social civilization, for real gentlemanliness, for the self-control and breadth of mind of developed character.) The severest test comes with "mucker" tricks on the part of opponents. Sportsmanship dictates "play the game and may the best man win." To be deliberately fouled or injured and not retaliate in kind, is the severest test to which a boy can be put; still such conduct is not uncommon where boys are properly guided.

The influences that flow out of conduct create the reputation of an institu

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tion and make inter-institutional relations profitable or vicious. It is evidence of serious neglect where an educational institution does not have a good reputation for sportsmanship. Games with such institutions result only in harm.

The educational concept determines the policies along other lines such as athletic finances but space forbids the consideration of them here.

B. The Administrative Organization

The above outline of administrative policies necessary to secure educational athletics indicates some of the qualities and powers necessary in an organization to execute these policies. Other qualities are suggested by the necessity of eliminating or correcting the tendencies to evil. Some of the factors exerting influences for evil, such as the professional coach, the student manager, the number of games, the character of games, the training-table, etc., can be eliminated by the command of a competent authority, or by a new administrative organization that leaves them out. Some of the tendencies to evil, such as those involved in the financial management, can be eliminated only by the direct supervision of a permanent responsible head. Conduct, sportsmanship, and proper inter-institutional relations can be secured only thru daily supervision, leadership, education, and appropriate discipline by an administrator with comprehensive authority. A proper attitude on the part of the public and the press can be secured only thru an educated student body and alumni; someone must head this education. Tendencies to secret professionalism can be counterchecked only by education, expert supervision, and a discipline that makes it unprofitable.

It is evident that students and the younger alumni have neither the educational vision, social experience, moral courage, technical knowledge, nor administrative skill to handle these larger constructive policies. An expert headship or director for this work is essential. He must have adequate capacities and adequate powers.

Of all men, athletic coaches, who are often anxious to secure such positions, are the least competent to administer the vital phases of the work. Success in this organization depends entirely upon whether the director is an educator, using athletics as a means for physical education and moral and social discipline, or whether he is primarily a sport, using the name and esprit de corps of the college for sporting purposes. Making the coach a member of a university faculty, and changing his name from "coach" to "professor," does not change his nature.

The logical title for this position would be the director or dean of the department of physical education. Granting adequate strength to the director, this organization, with all athletics under the department of physical education, furnishes the administrative machinery necessary for educational athletics, as well as a cure for all the evils of inter-institutional contests. It gives the director control of the athletic facilities and paraphernalia for educational purposes; it ranks inter-institutional contests as the final product of an educa

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tional system; it places the conduct of the coaches, trainers, and athletes under a responsible head; it gives a responsible authority for teaching or disciplining. On the other hand, it makes the administration of the department of physical education the most difficult in a college. Most directors rebel at the idea of being brought into a position where they can be held responsible for the success or defeat of inter-institutional teams. This defect, however, can be remedied by committees associated with the director.

A responsible headship, with adequate capacities and powers, is the only solution of the athletic problem. In small institutions it would be wiser to put in a man weak in technical athletic skill, but with ideals and large educational and administrative powers than one with talents reversed. Furthermore, in small institutions where the department is small, the director may have to be the coach, gymnastic instructor, manager, and all. If his vision concerning the educational work is clear and his courage sufficient, his work will be a

success.

Space prohibits consideration of details in organization for management, instruction, care of plant, etc., but these items are of minor importance.

6. Associations.-Organization for the administration of athletics does not end with the organization within the college or high school, One institution is seriously affected by the standards of administration in rival institutions. High standards can be maintained by proper authorities, in spite of such influences but doing so creates local dissatisfaction. The remedy is inter-institutional organization. Uniformity of practice can come only in this way. Progress so far has been slow because we have had no national philosophy of athletics.

Regulations there must be to make contests fair. Each natural group, such as college, secondary-school, or grammar-school students, or club members, or different classes, coming together in contests, should be associated in organizations to solve common problems and should agree upon uniform practices that will be fair to all. The formulation of regulations based on principles involving the development of educational athletics requires maturity, experience, and educational vision; they can be formulated only by adults, educators, social workers, and men of affairs who think in terms of social forces.

Again, district associations are not sufficient. These need to be formed into national organizations. Districts overlap and the standards of different districts are seldom uniform. This fosters criticism and provincialism. National uniform standards accepted by all will give confidence and establish athletics on a dignified basis.

On organized play the national conscience is astir. If wisdom comes from association for the exchange of experiences and the discussion of problems, there will arise organizations outside of educational institutions for each group naturally drawn together thru social affiliations. For the highest usefulness, these groups must be unified into national organizations.

Then, a further step in organization is needed. Each of these national organizations represent a ganglion in the nervous system of an athletic evolu

tion. Each receives impulses from its distal elements; each co-ordinates the work of these elements. Now, these separate ganglia must be co-ordinated by a brain. The "brain" should be a national council of educational or amateur athletic associations. Such a body composed of representative men and women from all the various national organizations, would serve a function of great usefulness in re-creating play as a factor in a vigorous national life.

Inasmuch as hygiene is but a phase of personal and social morals, and inasmuch as physical education is but a part of general education, and the playground movement but a phase of each, all these social efforts should be promoted with mutual consideration. Each has its distinct function, each overlaps the work of the other; each is but a part of the wider social endeavor to make human life saner and better worth the living.

The elimination then of all athletic evils and the realization of educational athletics, are simply questions of proper administrative policies and adequate organization.

THE RELATION OF MUSIC TO PHYSICAL EDUCATION MARTHA J. JOHNSON, DIRECTOR OF PHYSICAL EDUCATION, PUBLIC SCHOOLS, SALT LAKE CITY, UTAH

Popular as the use of music is with gymnastic exercise in almost every school and college thruout the entire country, it is still a mooted question among educators whether or not we are doing right in allowing it. The Germans use music to a degree; the Swedes very much less; and we almost entirely. It certainly lends interest to the work and is a great help with the discipline. But from a physiological standpoint are we really justified in so doing?

Much can be gained from physical education, but the two important purposes are:

1. Stimulation of the nutritive processes of the body-circulation, respiration, and digestion. Muscular contraction draws the blood to the part of the body brought into action. The stronger the contraction, the greater the blood supply and naturally the better the nutrition and muscular tone.

2. The correction of poor posture. But this is dependent in a large degree upon the nutrition of the body. Weak muscles are bound to cause drooping head, contracted chest, and protruding abdomen. The poor postures we see especially among school children of the higher grades are not due so much to careless habits as we suppose, but rather to poor nutrition. The sedentary life into which a student is forced more or less cannot help but have a weakening effect upon the body unless counteracted by some kind of physical exercise. Hence to correct erroneous posture it is necessary first to increase the nutrition and build up the general tone of the body.

That music has a strong effect upon bodily movement is an undisputed fact. In Georgia, where a gang of negroes were unloading provisions from a steamer, it was impossible to get anything accomplished; the men were absolutely lazy— not an uncommon trait among the African race. When the overseer was

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