The six institutions that have golf courses permitted their students to elect golf in place of the required gymnasium work, thus offering early training for what is becoming more and more a valuable business and social asset in later life. Skating and ice hockey were offered in the northern schools.

The second important element of physical education work is that of intramural sports, possibly the most hopeful sign in the whole field of competitive play. More and more the land-grant institutions are building up the interest of the men in their schools in the program of play for everyone. Thirty-six of the land-grant institutions report a definite program of this kind. Thirty of them have a director on their staff for this work, while 7 leave it in charge of either a graduate manager or a student manager. The difference of the student attitude, however, in regard to the required work in physical education and the intramural program is shown by the fact that only 9 of the 30 that have a staff director report that they do not have student managers cooperating with him. In the schools where the program is developed most fully, the system seems to work out best by having full student participation in the making of the plans and the rules to govern the program, as well as in deciding on the awards. The following table shows the number of students participating in each of the intramural sports in comparison with the total number of men enrolled in the institution together with the types of teams.

Since the aims of intramural athletics imply teams and competition, it is gratifying to find so many students engaging in contests in which the rivalry is only one element in the play spirit of recreation. Even where competition is especially keen among rival teams within the institution, only one reported that the evils even approach those of intercollegiate athletics, and the only example quoted was that of the intensity of rivalry between fraternity groups. The awards and external incentives are for the most part extremely insignificant. They are usually inexpensive cups for teams, medals for individual winners, placques, ribbons, and numerals.

The best features of intramural athletics mentioned by the reporting institutions are: The participation of the majority of the student body; the fact that this participation, because of the variety of intramural sports offered, last all the year around; the breaking down of rather artificial lines of social demarcation in the make-up of teams; the keeping of systematic individual records and the incentive that these give to a man to keep himself fit; and the excellent practice that intramural sports give to the letter men of the intercollegiate teams in coaching. Institution after institution mentioned that much of its coaching of intramural athletics is done by the intercollegiate team men who are barred from competing on the intramural teams. A number of institutions also mentioned the fact that the intramural teams are the best feeders for the intercollegiate teams and that a man has before him always the incentive that if he shows himself good enough in the intramural work he has an excellent chance of attaining the more sought after position in intercollegiate athletics

The drawbacks to the success of the intramural program most frequently mentioned were the lack of facilities. Even where the facilities appeared to be most adequate the factor of intercollegiate priority enters in; the football fields, the baseball diamonds, the running tracks, and the swimming pool, are frequently preempted at the most desirable times for the training of the intercollegiate athletes, and the intramural teams can use them only in the intervening periods. One school reports plaintively that because of this fact its students are driven to use the facilities of a near-by city and that their swarming out in the earlier morning hours "awakens both the citizens and their ire." Twenty-eight of the land-grant institutions reported inadequate funds to carry on the work, while only 10 felt that they were unable to give adequate supervision; 2 mentioned the unreasonableness of the classroom schedules that demand the best hours of the student's day; 2 felt that the intramural work is hampered by the fact that it is regarded only as a feeder for the intercollegiate teams. The great problem of how to get the right amount of rivalry without having it grow beyond bounds was mentioned

several times. How to group students, how to keep students interested, are parts of the same problem. On the whole, however, the tone of all the reports on intramural programs was most hopeful.

The program of physical education for women has always developed separately from that for men. The coeducational institutions consciously or unconsciously modeled their programs for their women students on those of the segregated women's colleges, which were pioneers in instituting courses in physical education. In all of the land-grant institutions having any considerable number of women students, the physical education department is separate from that for men. In only three, do men handle any part of the work with the women students, and in two of these it is only a nominal supervision. In 12 of the land-grant institutions, however, physical education for women is treated as a part of the entire division of physical education and is not a separate department.

The training of the staff in physical education for women is rather better than that of the staff for men. Only 14 of the landgrant institutions report no one in their departments of physical education for women holding a degree above the bachelor's while 24 showed this situation in the department for men. The heads of the departments for women, however, do not show so marked a difference. Two have no degrees; 20 have the bachelor's degree; 12 the master's; 1 the Ph. D.; and 1 the M. D. Faculty rank is accorded to 12 heads of the department as professors. Two are given the indeterminate title of director, while 7 although they are heads of the department, are given only the rank of instructor.

The required physical examination of all entering women students in 27 of the land-grant institutions that reported, is made in the physical education department for women; in 11 it is made by the health service. Even the 27 which report that they make the examination and keep the records, indicated cooperation with the health service or the college physician on the medical part of the examination. In only one institution was the medical part of the examination made by the family physician of the student before she arrived at the college, and the findings of that examination were accepted by the institution and filed as a part of the student's health record. It would seem highly desirable to center this physical examination in the health service with the cooperation of the department of physical education, in view of the small staffs that were reported in the department of physical education for women. There were only 7 women holding M. D. degrees on this staff in all of the reporting institutions, and of these 2 each were in two institutions, only 3 being distributed among all the rest. Aside from the question of the fitness of the staff to give this examination there