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Minimum essentials in an adequate physical 
 education program for high schools 
 
 By 
 "Francis Ferdinand Smith 
 A. B. (Brigham Young University) 1919 
 
 THl^SIS 
 
 Submitted in partial satisfaction of the requirements 
 
 for the degree of 
 MASTER OV APTS 
 in 
 
 ATDcroved 
 
 Education 
 in the 
 GRADUATE DIVISTOIT 
 of the 
 milVER'^TTY OF CALIFORFIA 
 
 r-fistructor in Charge 
 
 Deposited in the University Librar y l'7\cLi ■ . WJl^i 
 
 Date Librarian 
 
S(o47 
 
 Ii:-c i •-•yf{a 
 
 
 EDUCATION b'EPt.' 
 
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 I. The Problsm 
 
 A. Analysis 
 
 1. StateiEent 
 
 2. Limitation 
 
 B. Definition of terms 
 
 1. "High Schools" 
 
 2. "Physical "Education" 
 
 3. An Adequate Program 
 
 4. Minimum Essentials 
 
 II. Setting up the Objectives 
 
 A. Ohjectives of secondary education 
 
 1. Report of the National Committee on Secondary 
 Education 
 
 2. Report of the N. E. A. Committee on Physical 
 Education 
 
 3. Mimimum Essentials 
 
 1. Eixing the responsibility of physical edu- 
 cation for its part in the secondary educa- 
 tion program; i. e., setting up specifically 
 the complete objectives of physical educa- 
 tion. 
 
8 
 
 III. Realization of the objectives 
 A. The program 
 1. Content 
 
 a. Medical inspection 
 
 i. History of medical inspection 
 ii. Present status 
 iii. Guiding principles 
 iv. High school plant 
 
 V. Inspection of teachers and janitors 
 vi. Healthful home environment 
 vii. Inspection of the pupil 
 viii. Making out the pupil's regular pro- 
 gram 
 ix. Period examinations 
 
 X. Daily inspection by class-room teacher 
 xi. Wetting objections to this program 
 
 b. Physical activity--exerci8e 
 
 i. Definition of the term physical ac- 
 tivity 
 ii. Minimum essentials in space and equip- 
 ment 
 iii. Athletics vs. physical activity for 
 all 
 
iv. EsssntialX features of the program 
 
 (a) A two-minute between- class relief 
 period 
 
 (b) Sixty minutes a week for corrective 
 work 
 
 (c) Special classes for defedtives 
 
 (d) Play periods 
 
 (e) After-school activities 
 
 (f ) Cooperation with outside agencies 
 
 c. Hygiene and Sanitation 
 i. Personal 
 
 ii. School 
 iii. Home 
 iv. Community 
 
 d. Civic and Social Training 
 
 i. Responsibility of physical education 
 
 in this respect 
 ii. Character traits to be developed 
 iii. Measuring progress 
 2. Administration 
 
 a. What the administration of this program 
 means 
 
b. Minimuiri requirsirenta 
 
 i. A new type of head of departmsnt 
 ii. Type of teacher required 
 iii. School physician 
 iv. Nurses 
 
 c. Carrying out the program 
 
 i. Daily inspection for contagious dis- 
 eases 
 
 ii. Exam i nation, "by nurse, of segregated 
 cases 
 
 iii. Yearly examination by school physician 
 
 iv. Regular physical examination by physi- 
 cal education staff 
 
 V. Securing cooperation of class-room 
 teachers 
 
 vi. Assignment to classes on basis of diag- 
 nosis 
 
 vii. Faculty control of sports 
 
 viii. Cooperation with home and community 
 3. Costs 
 
 a. Minimum requirements 
 
 b. Detailed analysis 
 
i. Head of department 
 ii. Regular teachers 
 iii. School physicians 
 iv. School nurses 
 V. Physical education plant 
 c. Argurrent for these costs 
 
 IV. Summary 
 
 V. Bibliography 
 
m 
 
6 
 
 As indicated by the titls, the development of this 
 thesis must necessarily he comprehensive rather than in- 
 tensive. Since it is to cover the whole field of physi- 
 cal education for high schools, no one problem can :be deaLt 
 with in minute detail — the purpose of the paper is rath&r 
 to bring together the broad general principles which should 
 form the basis of a good physical education program for 
 high schools. Enough of detail, however, will be used to 
 make the various phases of the problem clear, specific, and 
 practical. Whenever it is impossible, because of the scope 
 of the problem, to use that amount of detail which would 
 most completely develop axi essential point, definite refer- 
 ence/ will be made to articles or books in which that point 
 has been covered fully. Thus it is hoped to make a unified 
 and condensed report of what might otherwise seem to be too 
 general a problem for a thesis. 
 
 Nor will the author indulge in much theorizing; indivi- 
 dual problems considered in the thesis have been developed 
 by individual educators or by city, state, or national sys- 
 tems of physical education, both by careful investigation 
 and by practice. But while some city, district, state, or 
 national systems are strong on one point, some on another. 
 
no one system seems to have been able to combine in one 
 place all the requisites of a first-class program of phy- 
 sical education — a program that will care for, in so far 
 as it is reasonable and practicable, the complete physical- 
 needs of the high school pupil. This was recognized by 
 the Commission on the Reorganization of Secondary Education, 
 The report says : 
 
 "... thus far no city is known to the committee to 
 have a good working coordination of the various problems 
 relating to the health of the pupils. Various cities have 
 specialized on different phases. Sone cities have an ad- 
 ministrative plan which will enable them to v/ork out the 
 medical, hygienic, and physical activity aspects of the 
 problem, but apparently have no regular examinations for 
 determining the health of the central nervous system, nor 
 for finding the type of ability of the pupil. Many cities 
 do not seem to know exactly what they should seek to se- 
 cure through a medical or physical examination, and do not 
 use the results obtained by either." 1 
 
 It will be seen, then, that the purpose of this thesis 
 
 1 Physical Mucation in Secondary Schools, Bui., 1917, 
 No. 50 
 
8 
 
 is to collect into one paper, from every possible source, 
 the "best that has "been developed in physical educational 
 theory and practice, and with this material to set up a 
 high school program that will take the responsibilitj'' for 
 supervising, more or less closeljs the entire physical 
 needs of the high school pupil, at the same time keeping 
 in mind the social and civic needs of the embryonic citi- 
 zen. Bi'oadly speaking, this is the problem of setting up 
 the minimina essentials of an adeqioate physical education 
 program for high schools. 
 
 An analysis of the terms used will help to a clearer 
 understanding of all that is involved in the problem. Sy 
 The term "high schools" will have to be somewhat broadly 
 interpreted. The old eight-four plan has not yet been re- 
 placed by the six-tl-iree-three plan--from thasstandpoint it 
 would probably be better to think of the high school age 
 as being from twelve to eighteen years. Again, large city 
 high schools and rural high schools roust be taken into con- 
 sideration. But from whatever angle considered, the guid- 
 ing principles are the same; najiiely, tliat the program must 
 be made to fit the needs, capacities, and interests of the 
 high school pupil, and that we car. only claim to have ful- 
 
9 
 
 filled the requireinenta of the minimum essentials, whether 
 in Junior or senior high school, in city or in rural sec- 
 tion, when we have done everything which good "business sense 
 and sound educational theory and practice will sanction to 
 "bring to fullest development all those latent powers, phy- 
 sical or otherwise, which it is possi"ble for a physical edu- 
 cation program to develop. The emphasis will thus he upon 
 the guiding principles of any physical education for high 
 schools rather than upon fixing a program for some particu- 
 lar high school or type of high school. Some attention, 
 however, will be paid to types when the section or. adminis- 
 tration is reached. 
 
 The term "physical education" is variously interpreted. 
 In some schools it means military drill, setting-up exer- 
 cises, Swddish gymnastics. German gymnastics, German-Amer- 
 ican gymnastics, playground activity, indoor and outdoor 
 athletics, or supervision of out-of-school health activi- 
 ties; in other schools it means a combination cf several or 
 all of these, with perhaps the addition of instruction in 
 hygiene, medical inspection, or cooperation with a planned 
 couree of study for citizenship training. In this thesis 
 all of these will be included in the term, as different 
 phases of physical education. They will be considered as 
 
10 
 
 tools which may or may not be used according to the needs, 
 capacities, and interests of the high school pupil. Just as 
 in a doctor's kit are to foiind various instriments, each hav 
 ing its use and brought out as needed, so in the physical 
 isducation program are these different instruments, each with 
 a piirpose of its own, but all having the common function of 
 developing clean, strong, healthy citizens, good citizens 
 right now in the high school and good citizens for the fut- 
 ure. It must be emphasized, then, that no one phase of phy- 
 sical education, considered in this broad sense, is suffi- 
 cient, nor must all phases be given like significance. Any 
 one or all are to be used when needed, but one may be brotiglt 
 into use more than another. We must understand just what is 
 the specific function of each so that it may be used intelli- 
 gently.. 
 
 By "minimum essentials" is meant those phases of physi- 
 cal education without which it is felt that the best inter- 
 ests of the high school pupil would not be fully served. 
 
 Some phases might be left out are being left out — but with 
 
 out them it is not possible to get the maximum values out of 
 a physical education program. It would be possible to grow 
 
It 
 
 a faiftly good crop of wheat without using fertilizer, "but 
 the size and quality of the crop could be considerahly in- 
 creased hy the intelligent amplication of fertilizer. It 
 is not necessary to talk of the necessity of air, water, 
 climate, soil, etc. --without these it would be impossible 
 to raise a cror at all. These Kust be sui.plied, of course, 
 but what is wanted is to bring; into the raising of the crop, 
 in addition to the natural factors, every other possible 
 factor for increasing the size and qualitv of the crop, at 
 a profit. Food, air, sunshine, clothing, exercise, all are 
 necessary for raising a citizen crop, but it is possible, by 
 lEproving the quality and intelligently adniinistering the 
 right quantities, to turn out a type of citizenship far sup- 
 erior to that turned out by unregulated natural conditions. 
 When we have brought every possible factor into the raising 
 of the best pessible crop of high school citizens at a pro- 
 fit, then shall we have found the minimum essentials. Then, 
 too, will our progr^jm be adequate. It cannot be considered 
 adequate if we increase only the aimount of exercise any 
 more than a mere increase in the smiount of water can be con- 
 sidered sufficient to insure the inaximuru wheat crop. Every 
 possible factor that can profitably be used mast be studied 
 
12 
 
 intelligently and made to yield its maximum contrilDution 
 toward developing the maximun: result in citizenship if the 
 program is to he considered adequate. 
 
 What, then, are the guiding principles of physical ed- 
 ucation? They must be determined by the principles of se- 
 condary education in general and by the particular contri- 
 bution which physical education qS a cooperative agency can 
 make toward a realization of these general principles. The 
 main objectives of secondary education, as given by the nat- 
 ional committee on secondary education, are training for; 1 
 
 1. 
 
 1 . Health 
 
 2. Command of fundamental processes — reading, writing, 
 arithmetical computations, oral and written expres- 
 sion. 
 
 3. Worthy home membership 
 
 4. A vocation 
 
 5. Citizenship--activity in civic groups 
 
 6. Worthy use of leisure tire 
 
 7. Ethical character 
 
 These objectives are analyzed in the pampMet from which 
 they are t-^.ken; it is not the pxirpose of this paper to anal- 
 
 1 Cardinal Principles of Secondary "Sducation, Bui. ^318, 
 No. 35 
 
13 
 
 yze theiTi. It is our purpo<^e, tnoiigh, to discover for which 
 of these otjectives physical education can be held primarily 
 responsible and to which it may contribute as a cooperating 
 agency in secondary education. There C'an be little doubt 
 that the preservation and developrrent of hbalth is physical 
 education's firtt task. As a cooperative agency, it may be 
 expected to contribute, either directly or indirectly, to 
 the development of worthy home membership, to citieenship 
 training, to training in worthy use of leisure time, and to 
 the development of ethic- 1 character. It is not assu-ied, by 
 any means, that merely exposing the student to physical edu- 
 cation will automatically develop or aid in the development 
 of these objectives. Whether or not physical education can 
 make these contributions will depend upon how clearly the 
 leaders in the field see its responsibility as an effective 
 cooperative agency and how wisely they plan to make it ren- 
 der a maximim contribution. In general, the minimum contri- 
 butions which rhysical education ought to n^ake to these five 
 main objectives are; 
 
 I. Health- -physical education's first tas>. 
 
 A. Through a carefully-planned syster^ of medical 
 insrection ard health supervision. 
 
14 
 
 "B. Through an intelligent use of types of physical 
 activity which will meet the needs, fit the capet- 
 cities, and stimulate the interest of all. 
 
 C. Through instruction in practical hygiene- -per- 
 sonal, home, and community 
 
 D. Through cooperation with other school department 
 and with hce and community agencies. 
 
 E. Through a system of follow-up which will aid the 
 conversion of health ideas, an"!, ideals into habi 
 its. 
 
 II. Worthy home membership 
 
 A. Through a gradual development or the spirit of 
 joyo'-B, healthful play in the younger members of 
 family, thK in the hope that this spirit will 
 soon permeate the whole family group. We need 
 more of the type of family play found in England. 
 
 B. By instilling health ideals and habits in the 
 fsunily group. 
 
 C. Through improving the health conditions of the 
 home and thus lessening the pain, squalor, pov- 
 erty, and attendant undesirable emotional states 
 brought about by disease and death. 
 
15 
 
 D. Through an increase in the confidence and optim- 
 ism which the success resulting from vibrant, 
 buoyant health ought to bring to the family 
 group, individually and collectively. 
 
 III. Citizenship 
 
 A. By learning the value or group cooperarion, team 
 play, etc. 
 
 B. By acquiring ideals of fair play, good sports- 
 manship, courtesy, honesty, obedience to proper- 
 ly-constituted authority, cleanness of speech 
 and action, and sel-^-restraint. 
 
 C. By developing habits of cleanlines'= in every res- 
 pect, loyalty to institutions, leaders, and as- 
 sociates, self-control, tolerance, adaptability, 
 initiative, leadership, alertness, intense ap- 
 plication, self-sacrifice, respect for the rights 
 of others, etc. 
 
 IV. Worthy use of leisure time 
 
 A. By discovering and participating in sports, 
 
 throurhout life, which will not only furnish relax 
 ation, diversion, and amusement, but will replen- 
 ish anl aid to the stock of surplus energy which 
 is so vital to success in every field of human en- 
 deavor. 
 
16 
 
 B. By creating joyful physical activities, friend- 
 ships, ana associations which will add much to 
 the sum total of joy to be gained from healthful, 
 worthy leisure-time activity. 
 V. Ethical character 
 
 A. Character qualities have already "been indicated 
 under II above, citizenship. In fact, ail these 
 values of worthy home membership, worthy use of 
 leisure time, and worthy home membership, might 
 well be classed under tne general head of citi- 
 zenship and will be so handled when these values 
 are taken up later. 
 Hiaving discussed, in general, the guiding principles for 
 establishing a program and having fixed the contributions 
 which physical education mu?^t make to the secondary educa- 
 tion program, the next task is to outline andto discuss in 
 detail the siinimum essentials. The program will be discus- 
 sed under the general heads of content, administration, and 
 costed. Under th-^ head of content will be the sub-topics 
 of medical inspection, types of physical activity, hygiene 
 irstruction, and citizenship values. 'L'he heading adminis- 
 tration will carry with it the sub-titles of the school 
 plant — briefly, the whole plant as it affects the pupil's 
 
 
I 
 
17 
 
 health, and more specifically the physic^il education plant, 
 peiBBonnel of the teaching staff, and cooperation with school 
 and outside agencies. Under costs, an effort will be made 
 to fix the reasonahle rainimim costs of carrying out th^ var- 
 ious phases of the program. 
 
 This program follows very closely, m rrinciple, that 
 outlined by tne N. K. A. Connnission on Heoxganization in its 
 report on Physical Education in Secondary Schools. 1 Brief- 
 ly, the important major principles are: 
 
 I. A careful health examination which should include 
 
 A. Medical inspection 
 
 B. Mental examination 
 
 C. Physical examination 
 
 II. A healthful environment in hoire and school 
 
 III. Instruction in he-^lth problems 
 
 IV. Physical activities 
 
 A. Equipirent 
 
 B. Tire allotment 
 
 C. Kind of exercise 
 
 1. Physiological type 
 
 2. Character-building activities 
 
 1 Physical Educatior in Secondary Schools, Bui. 1917, 
 No. 50 
 
18 
 
 Medical Inspection 
 
 In establishing medical inspection as a minimum e^sen- 
 t'al in a high school program, it may be well to know how 
 far it has been and is now considered an essential to the 
 success of any school program. '?hlle it is a comparatively 
 new movement, it has been established long enough and wide- 
 ly enough to siiow its worth to any school system. "Following 
 is a brief summary of its introluction into foreign coun- 
 tries: 1 
 Bate Foreign Countries American States Am. Citias 
 
 1871 Russia 
 
 1873 Austria 
 
 1374 Belgium 
 
 1879 France 
 
 18? 5 Norway 
 
 1PQ9 Germany 
 
 1894 Boston 
 
 1895 - — Chicago 
 
 1896 Denmark 
 
 1897 New Yoik 
 
 1 Medical Inspection or Schools, Gulick and Ayers 
 
19 
 
 1898 Japan Philadelphia 
 
 1899 Connecticut 
 
 1903 New Jersey 
 
 1906 Australia --Massachusetts 
 
 1907 Great Britain 
 
 This is only a partial list; the growth and present stat 
 us of m-^dical inspection in America is shown by the follow- 
 ing quotation: 1 
 
 "Medical inspec'ion is provided for by law "in something 
 less "than hal-** of the American states. Regularly organized 
 systems of medical inspection are in force ^n something less 
 than half of the American cities, while a beginning has been 
 made in nearly three-fourths of them. About fotir-fifths of 
 44 cities having systems of medical inspection employ school 
 physicians, almost a quarter of them employ school nurses, 
 and about one city in seven school dentists are employed." 
 
 The first principle upon which medical inspection is 
 named as a minimum essential is that in the p-ODcess of edu- 
 cating the child we must nake sur-^ that our program does not 
 actually do him harm by aggravating physical defects or by 
 actually creating such defects thro-.gh harmful school equip- 
 ment or through allowing him to get into unhealthful habits. 
 The second principle is that before we outline for the high 
 
 1 Medical Inspection of Schools, Guliok and Ayers 
 
20 
 
 school pupil a program of school activity and aasiirae to ad- 
 vise him relative to his health needs, we should know him 
 as thoroughly as possible. We should know whether he is 
 normal enough to fallow a regular program, or "because of 
 physical or other defects, he will need to he treated as 
 a special case. From whatever angle we consider it, our 
 task as teachers is to increase in every possible way the 
 efficiency of the growing citizen. We must, then, not only 
 reduce harmful influences to a minimum, but must, on the 
 positive sile, make every reasonable provision *"or making 
 the pupil's envirorerent conducive to health so that he may 
 leave the high scl ool as physically and mentally efficient 
 as it is pc^sible for the high school to makehim* What 
 can be considered minimimi in accomplishing these two main 
 results? 
 
 The first requisite of a good henlth program for high 
 schools is the construction of a high school plant which 
 will be conducive to the health of the high school pupils. 
 Ma^-y of our present buildings, with their inadequate light- 
 ing, poor ventilation and heatint", illy-adjusted sea*s, in- 
 sufficient drinking and toilet facilities, and antiqiiated 
 janitoril service, not only fail to keep the health of the 
 
21 
 
 pupil at par, but actually irrpair his health. School buil- 
 'lings stiould be co-'s true ted by school architects who under- 
 stand the probleins peculiar to school building construction. 
 Studies like those b' Strayer and Bnglehardt have estab- 
 lished definite norms by which to judge the efficiency of a 
 school plant; we ought to insist that buildings be construe*- 
 ed along the lines sup-gested by these standards. In outline 
 these are the main features of a school plant constructed aci 
 along the lines conducive to health: 
 
 i. Regular class roocis, laboratories, shops, etc 
 
 should be supplied with 30 cubic feet of fresh air, 
 per pupil, per minute. 
 9, The temperature of the class-roora should be main- 
 tained at from 65 to 70 degrees. 
 
 3. An air hiiraidity of 50^ is desirable 
 
 4. Window space shouii closely approxitrate 20< of the 
 floor area. 
 
 5. The color scheme of the walls and ceiling should be 
 such that eye-strain is reduced to a minimum. 
 
 6. Desks should be arranged to minimise eye-strain and 
 bad posture. Adjustable desks or movable chairs 
 are desirable. 
 
22 
 
 7. School room air should be kept as free from dust as 
 possible. 
 
 8. Toilets, drinking and washing facilities should be 
 easily accessible and be kept in sanitary condition. 
 Drinking water should not be in toilets. 
 
 9. Playground, athletic fields, and gymnasium should be 
 adequate enough to meet the needs of all pupils of 
 the high school. 
 
 10. Provision should be made for periodic inspection by 
 qioalified authorities of all school premises to in- 
 sure their being kept in sanitary condition. 
 
 Again, in the effort to make the pupil's environment as 
 healthful as possible, teachers and janitors should be re- 
 quired to show a clean bill of health and to give evidence 
 of hating an understanding of and sympathy with health mea- 
 sures for the benefit of the school child. No teacher shouH 
 be hired who does not first present to the medical inspector 
 a health certificate from a reputaWbe physician. This phy- 
 sician Eight be the health inspector himself. Janitors, toQ 
 should give a health certificate showirg themselves to be 
 free fron infectious diseases, and measures should be taken 
 to make sure that they understand and will do their ^art to 
 carry out the school health program. 
 
23 
 
 Along with a health- promo ting school plant should go a 
 healthful home environment. The physical education depart- 
 ment should, not hy officious interference with the prerog- 
 atives of the home, but by genial and mutually-helpfui co- 
 operation with the home, try to get Jttas for the high school 
 pupil as healthful a hotae environment as the circianstances, 
 financial and otherwise, of the parents will permit. Good 
 ventilation and heating, lighting and color-schemes, etc. 
 are as important, if not more so, in the home as in the 
 school-room. Besides ttiat, the home has much to do with the 
 development of emotional habits, vital health habits such as 
 cleanliness, and v;ith feeding and clothing the pupil. The 
 home should expect to receive as much help as possible from 
 the experts hired with public funds. Both teachers and par- 
 ents should realize fully that they are primarily interested 
 in the same problem, that of raising the high school pupil 
 from adolescence to full maturity. The physical director, 
 through participation in rarents-teachers associations, mo- 
 thers* clubs, etc., and through personal visits, should es- 
 tablish the most cordial relations with the homes of the pu- 
 pils in order that the common health problems of the home 
 and the school may be best worked out. 
 
 And finally, in order that the most may be made out of 
 
24 
 
 the child's native equipment, a careful study should be 
 made of his native equipment in order that everything that 
 is done for him is dona intelligently. This means, for the 
 high school pupil, as far as the physical education depart- 
 ment is concerned, a thorough physical examination of all 
 pupils entering school for the first time. Pupils just 
 entering high school or pupils entering from some other 
 school should bring wi-^h them a health certificate from the 
 school, grammar or high, previously attended, but this 
 should not be a substitute for the examination given to each 
 student as he enters for the first time. It would merely 
 act as a temporary substitute, until the pupil could be giv- 
 en the regular examination. Not all pupils need be examined 
 by the school physician, however. Some parents may prefer 
 to have their child-^en examined by the family physician; us- 
 Xially there should be no objection *kH to this prpcedure. 
 In the New York City system, parents are given a written no- 
 tice that a physical examination report mus+: be filed within 
 a month after the begirning of school. "Failing to receive 
 such a report, the school then assumes the responsibility of 
 giving the examination. Parents pay for *he examination by 
 the KEkxoDl family physician, but the school physician's ser- 
 vices are free. However it is done, the pupil's physical 
 
25 
 
 needs should be thoroughly diagnosed, in order that his pro- 
 gram may he consistent with his capacity. Such a thorough 
 examination would include diagnosis for contagious or infec- 
 tious iieeases, for physical defects, and for mental defects. 
 It should cover everything that can he taken as an index to 
 the child's health and the results recorded on a standard, 
 permanent record sheet. Such sheets have been worked out by 
 almost every investigator into the health of school children. 
 The following are typical: 
 
 Ttepartnent of Health, City of New York 
 
 Physical ''ecord of Bex Born 
 
 Nationality of father Mother 
 
 Wo. in family Children No. of birth 
 
 History of measles Scarlet fever Diphtheria 
 
 Psrtu~ s i s Fne unionia Grippe 
 
 Date of examination In school 
 
 1. School year 1 2 3 4 5, etc. 
 
 S. Term 12 3. etc. 
 
 3 . Clas n, 
 
 4. Revaccination 
 
 5. Diseases during term 
 
26 
 
 6. Date of physical examination 
 
 7. Height 
 3. Weight 
 
 9. Nutrition 
 
 10. Anemia 
 
 11. Enlarged glands 
 
 12. Nervous diseases 
 1'' . Cardiac diS!9as9S 
 
 14. Pulmonary diseases 
 
 15. Skin diseases 
 
 16. Defects orthopaedic 
 1". Defect of vision 
 
 18. Defect of heating 
 
 19. Defect of nasal breathing 
 
 20. Defect of palate 
 
 21. Defect of teeth 
 
 fl2. Hypertrophied tonsils 
 
 23. Adenoids 
 
 24. Mentality 
 
 25. conduct 
 
 26. ""Iffort 
 
 27. Proficiency 
 
 28. Tr->atment necessary 1 
 
 1 Medical Inspection of Schools, Giilick and Ayers, pp.85 
 
27 
 
 Physical Record (Hoag and Terinan) 
 
 1. School year 12 3 4. etc. 
 
 2, Examination ari results 
 o. Dates 
 
 4. General appearance 
 
 5. Nutrition 
 
 6. Nervous disorder 
 "^ . Ej'-es 
 
 8. ■??ar8 
 
 9. Tlose 
 
 10. Throat 
 
 11. Taeth 
 
 12. Skin 
 
 13. Heart 
 
 14 . Lungs 
 
 15. TTeck Trlanda 
 
 16. Vaccination 
 
 17. Visits 0*" nurses 
 
 18. Reply to notices I 
 
 In addition to the exarcination suggestions giren ahove, 
 Wliipple suggests the fol.'' owing; 
 
 1 Health "^ork in th° Schools, Hoag and Terman, page 31 
 
28 
 
 1. Heirtht — standing ani sitting 
 
 A. Tools stadiometer and vernier caliper 
 
 B. Table of norms for ages 5.5 to IS. 5, page 53 
 
 2. Weight 
 
 A. Tool anthropomorphic scales 
 
 B. Norms , page 58 
 
 3. Diameter of sku' l--correlation hstyveen size of head and 
 general intelligence 
 
 A. Tool — head calipers 
 
 B. Norma, 63, 64, 65 
 
 4. airth of skull 
 
 A. Tools and norms, page 57 
 
 5. Tests for Physical and Motor Capacity 
 
 A. Vital capacity- -lung capacity and "breath capacity 
 
 B. Strength of grip 
 
 C. Strength of back 
 
 D. Strength of legs 
 
 E. "^durance of grip 
 
 P, Quickness of mcveirent tapping 
 
 G. Accuracy of precision of movenient--aip".ing 
 
 H. Accuracy, precision, or steadiness of inoTement--trao- 
 
 ing. 
 !► Steadiness of motor control — involuntary movement 
 
29 
 
 J. J. Visual acuity--testing for myopia, astigmatism, etc. 
 
 K. Balance of eye-muscles — heteropia 
 
 L. Color-blinlness 
 
 If. Discrimination of brightness 
 
 N. -Stc. . I 
 
 Much of the material contained m the last table is evi- 
 dently for the ipurpose of testing the mental equipment of tlE 
 pupil. As has been suggested, such tests will probably be 
 enough for pupils who are suspected of having nervous ail- 
 ments. Others can be judged by their regular school marks 
 and by mental intelligence tests which are usually given in 
 any good high school. It would be impossible and impracti- 
 cable to gave such tests to every high school pupil. But 
 the school should be prepared to give them if it is neces- 
 sary to get to the underlying causes of any pupil's physi- 
 cal or mental defects. 
 
 After, and only after a thorough physical diagnosis, 
 should the pupil's regular program be made out. For the 
 grea^ majority, this would mean no interference with sched- 
 uling of coiurses as they are now scheduled^ but with some it 
 would mean more careful scheduling in the interests of the 
 pupil's health. After such a careful diagnosis, there could 
 
 1 Mental and Physical Tests Whirple 
 
30 
 
 "be an intelligent correlation of nis physical and mental 
 work. The book worm will need to be stimulated to enter 
 athletics or som= other vigorous physical activity in order 
 to prevent him from wearing himself out physically and to 
 broaden his interests; the would-be professional athlete 
 should be curbed in his desires and be held strictly to el- 
 ggibility rules for athletic contests, from the standpoint 
 of scholarship. The mental examination would suggest what 
 need be done for these special cases. Special defects like 
 flat feet, weak hearts, weak liings , etc. Should be handled 
 by means of special classes under the direction of teachers 
 specially trained for this work, wherever the school is 
 large enough to justify such action. In small schools all 
 classes o^ defectives will have to be placed in one class 
 and handled as individual cases. Cases of defective sight, 
 h-^arlng, teeth, and breathing should be referred to the 
 school ^pk^^KXEXXK clinic or through the parents to regular 
 physicians or specialists. Cases of malnutrition and of 
 unhygienic clothing or undesirable habits can be handled by 
 cooperation with the home. In short, whatever the defect, 
 an earnest effort is made to correct it; whatever th° physi- 
 cal n^ed, the physical education department will in some way 
 
31 
 
 try to meet it; whatever the physical capacity or potentiali- 
 ty it will be the husines^ of the physical education depart- 
 ment to stimulate a normal, healthy development. It will be 
 as impossible, from the crude material, to develop a first- 
 class citizen, without understanding the material out of 
 which the citizen is to be developed, as it would be to con- 
 struct a good bridge without understanding quality of steel 
 nf?ceEsary, length of span, etc. iN:either should be built hap^ 
 hazardly. 
 
 Not only should this first examination be given, but 
 yearly examirationa regularly afterward for normal pupils 
 and special exEuninations, whenever necessary, oftener than 
 yearly for special cases. A careful set of records must be 
 kept so that it can b=2 deterKined what progress is "being pjacb 
 and an effective systeE of follow-up developed for cases th^ 
 require special treatment, whether such treatment is given 
 by the school, by outside pliysicians or siecialists, or by 
 the home. Careful personal advice must be given to each 
 child examined and four! defective ajtd parents notiflied of 
 defects and advised as to treatment so thai the ca^e may be 
 handled as an individual case, i^^bcam: nations and records are 
 useless unless iniividual advice, tr-atment, and follow-up 
 
32 
 
 are connected with them. 
 
 In addition to the first examination and the regular 
 yearly examinations, a daily insp-^ction should be given by 
 the regular class-room teacher during the first period or 
 during ^he advisory period. W>iiie teachers are not usually 
 qualified to give such tests they can soon be trained to de- 
 tect cominon symptoms of ordinary contagious or infectio.-s 
 diseases. Symptoms of common diseases can be furnished by 
 the medical inspector. The New York Syllabus gives a num- 
 ber of symptoms of physical ailments easily detected by the 
 average class-room teacher and of su:^f icient inportance to 
 send the child to the school physician. Some of the most 
 common are; 
 
 1. Sore throat 9. Pallor 
 
 2. Ear ache 10. Acute pain 
 
 3. Running nose 11. Mouth breathing 
 
 4. Sore eyes of any kird 12. Headaches 
 
 5. Fever 13. Easy fatigue 
 
 6. Flushed face without nor- 14. Puffiness of face and 
 iral cause eyes 
 
 7. Vomiting 15. Chills 
 a. Frequent coughing 
 
 1 General Plan and Syllabus -^o" Physical Traininr in the 
 Elementary am Secondary Schools for the Sta'e of New 
 York, No. 631. 1917 
 
ecii tna. nc 
 
 oj noi: 
 
 xL^-:iJBU ion 5 
 
 ^ r <- f o r 
 
 vir 
 
 •» -r. , 
 
 ii 
 
 orfo?^ 
 
33 
 
 It is plainly seen fron ths natia-e of this list that the 
 function of the teioher is net to treat any of the Gommon 
 ailnents nor even to take the responsibility for fixing the 
 name of the disease • ^he teacher sirrply finds jrcne thing 
 wrong and reports the case to the depart of medical inspec- 
 tion. 
 
 It might be urged, as it often hss "been urged, that such 
 a prograr of medical inspection constitutes a violation of 
 the prerogatives of parents and unduly interferes with the 
 personal freedom of the high school pupil. The answer to tie 
 first ohjection is simply that it is alwa/ys urged that the 
 rights of parents are interfered vrith when the school tak-^s 
 over some function which the parent is either unahle or tro 
 careless to attend to for the good of the future c-'tizen. 
 Such was the argxm]en+ against compulsory school attendance, 
 against quarantine which kept the child with contagious dis- 
 eases away from school, and so on. The second objection can 
 hardly be tenable if the school physician is a regularly li- 
 censed physician: there can be no more embarrass'^ent from a 
 personal examination at -^he hands of" the school physician 
 than at the hands of any other physician. If tact is used 
 and the parent is educated to the ''act that medical inspectJQ 
 
34 
 
 is for the good of the child, triere should he little real op- 
 position to medical inspection in schrols, on this ground.. A 
 third ohjectlon is thnt of the necessity of paymg out of tfe 
 puhlic treasury, for services to the child which the parent 
 ought to render. Again the objection is the same as that 
 used in the pas*" about educating the child at public expense. 
 If the home, because of manifold other interests ard because 
 of increasirg inability due to modern complex modes of liv- 
 ing is unable to care for the health of the child completely 
 tVie school ought ts. wither to taike over T;his function entire- 
 ly or to cooperate vrith the home in so far as it is necessa- 
 ry. Society has a right to demand that the child be devel- 
 oped into as good a citizen as it is possible to make him, 
 and if this includes the supervision of th'=» child's health, 
 then the school onght to take over this function if it is 
 not already taken over by some other ag-^ncj'. That th-=» grow*i 
 ing citizens have not been cared for in the past as they 
 should have been cared for is shown by the Draft Report of 
 the Provost Marshal General in l?!". As has been widely ad- 
 vertised, the percentage of physical defects in that sec- 
 tion of the American population which ought to constitute 
 the "flower of America's manhood" was thirty out of every 
 
35 
 
 hundred. This means, too, or.ly defects that were serious 
 enough to disqualify men, under rather generous physical ex- 
 aminations, for military service. It is easily possible 
 that if minor defects were taken into account the percen- 
 tage might mount up to forty or even fifty. And this out 
 of the choice section 1 What would oe the percentage above 
 or below 21 to 30 years? 
 
 That these defects would nave been largely preventable, 
 is r^asily seen from a study of the Marshal's report: 
 
 Causes for Physical Rejection Number Per cent 
 
 1. Total number of cases of physical re- 
 jection considered 10,258 
 
 2. Alcoholism and drug habit 79 0.77 
 
 3. Physical undevelopment 416 4.06 
 
 4. Teeth 871 8.50 
 
 5. Blood vessels 191 1.86 
 
 6. Bones 304 2.96 
 
 7. Digestive system 82 .80 
 
 8. 75:ar 609 5.94 
 
 9. Eye ■ 2224 21.68 
 
 10. Joints 346 3.37 
 
 11. Muscles 66 .64 
 
36 
 
 12. T?espiratory 161 1.56 
 
 13. Skin 118 1.15 
 
 14. Plat foot --— 375 3.65 
 
 15. Gsnito-urinary (non-venereal^ 142 1.39 
 
 16. Genito-urinary (venereal) 343 3.87 
 
 17. Heart disease 602 5. 37 
 
 18. Hernia - -- "^^e 7.47 
 
 IJ. Ment^illy deficient-- - 465 4.53 
 
 20. Nervous dist-ases (gen. and local) 337 3. ''^7 
 
 21. Tuberculosis-^ - — -5P1 5.7-7 
 
 «2. Underweight • 163 1.59 
 
 23. 113 defined or net sp-cifisd 33 .91 
 
 E4. ^'ot stated "09 '?.aS 
 
 VThile there seems to be no vyay of deterrinir.g heir much 
 of this deficiency could have been remedied or to what ex- 
 tent reduced, thrciigh a system of rredical inspection in the 
 schools, there is not a single type of defect that could not 
 be handled to th3 benefit of ^he child. Of course, it could 
 KEt so have been handled by private physicians at the reque^ 
 of parents, but it wasn't . Hence the need of a mere effec- 
 tive systein of tr.edioai ■'nspecticn in the high school ought 
 certainly to do its part in meeting this n-^ed. If there 
 
37 
 
 were a gi^od system of medical ins ection throughout the 
 school system, from the kindergarten to the university, 
 these should "be no need for such a disgraceful state of 
 haalth affairs in our nation. 
 
 Physical Activity Exercise 
 
 As already explained, physical activity or exercise is 
 not to interpreted as meaning any particular set of exer- 
 cises or system of physical education. It is to be inter- 
 preted in the broadest sense — an adequate program will 
 choose the best that has been developed in any system to 
 meet some srecific need. If Swedish gymnastics are intro- 
 duced into the program, the instructor will know for what 
 specific purpose he is introducing this system; namely, for 
 corrective purposes. If athletics, as commonly understood, 
 is introduced, the purpose for which it is introduced will 
 be just as fully understood. Nothing will be used unless it 
 has a speci-^ic purpose which cannot be served by any other 
 form of exercise; everything and anything will be ready for 
 use if such use will best serve the interests of any stu- 
 dent or group of students. The program should be broad 
 enough to meet the needs, capacities, an 1 interests of all. 
 •It will meet the needs of the subnormal, the supernormal. 
 
38 
 
 and the average s'^^udent. Through its special classes and 
 athletic competitions, it Mil be fitted to the capacities 
 of every type of student. On the principle that the inter- 
 est in physical welfaae must he made a life-long interest, 
 the program must he varied enough that the student may find 
 a permanent physical activity interest. Physical education 
 then, is not interpreted here as neaning any one tyre of 
 activity, hut includes the best in every type of activity. 
 
 The minimum essentials in the way of space and equip- 
 ment for such a program are: 
 
 1. A gymnasium 45 ft. by 70 ft. (Suggestion of the Nat- 
 ional Committee on -hys ical Education) Two such gym- 
 nasiums, in larger schools, one for boys and one for 
 girls, are much to be preferred, but could probably 
 net be considered as minimum. i 
 
 2. Playgrounds or athletic field space 
 
 A. 5 to 12 acres 2 
 
 B. 50 sq. ft. to 10^ sq. ft. per school pupil 3 
 
 C. 150 sq. ft. per pupil for junior ani senior 
 high schools 4 
 
 1 Score Card for City School Buildings, Strayer and T5ngle- 
 hards, pp. 12 
 
 2. Building Score Card, St-ayer 
 
 3 A School Building Program for Cities. "Rlnglehardt , pp. 71 
 
 4 Phys. Muc. in Secondary Schools, Bui. No. 50, pp. I3 
 
39 
 
 3. "Plquipni'^nt for gymnasiijon and playground, the minimum es- 
 sentials set' up "b- the National Cor^riittee S 
 
 4. The fyynnasium and the playground O"" athletic fi'^^ld, to 
 he of real value, should he well equipped for a wide 
 ■rariety of gaxs^.s ani activities. It can hi so equipped 
 at a small expense. Hundreds of ,o;ames can he played 
 with very little equipment, if the space is available. 
 The old type of gynnasiur? is fast giving way to the 
 modern gymnasium with "its simple and inexpensive equip- 
 ment and acoompanying suggestion of play. ■Rormal work 
 
 • is used only -^or special purposes; play should occupy 
 hy far the major part of the physical ediication period. 
 In the field of physical activity, it cannot h-s too 
 strongly ktcstr emphasized that physical education the high 
 school is for all and equipment and arr^.ngenent of urogram 
 should he hased on this principle. It in not for a few 
 pampered pets who are chosen to represent the school in ath- 
 letic contests with other schools. In a program hroad enou^ 
 to include every hoy and every girl in the high school, ath- 
 letics will still have its place just as w? 11 any ether type 
 of physical activitiy. Athletics will always he wotth while 
 
 5 Physical Education in Secondary Schools, 3ul. No. 50, 
 pp. 12 
 
40 
 
 as a means of giving the rhysical superncrmal a chance to 
 test his powers, as a means of advertising the school, and 
 as a means of creating school spirit and school homogeneity, 
 hut in an adequate program, athletics must recede from its 
 dominating position in favor of activities in which the 
 whole student body takes an active part. As has been fre- 
 quently repeated within the last few years, athletics at 
 present gives physical training to those who least need it 
 and neglect the great majority. The process might well be 
 reversed so that th? present athletes would be on the 
 bleachers applauding the for.-ner bleacherites. The time 
 must go when the school spends fourteen hundred dollars for 
 equipment for tha foot-ball team and fifty dollars for 
 equipment for the regular physical education classes. 
 
 What must be the essential features of a program which 
 will thus serve the interests of all? They may be summar- 
 ized as follows; 
 
 1. A two-minute between-class relief or drill period 
 
 2. Sixty minutes a week for drill, corrective exercise 
 
 3. Special class or classes for defectives. 
 
 4. Three hours a week spent in supervised recreational 
 or athletic exercise 
 
 5. A variety of recreational or athletic after-school 
 
41 
 
 activities wide enough to interest practisally every boy 
 
 and every girl in the high school. 
 6. ^Recognition hy the school of any healthful, well-plan- 
 ned activity in order to stimulate out-of-school acti- 
 vity for those who for financial or other reasons are 
 unahle to participate in after-school activities. 
 The bwtween-clas^- period has "been variously interpreted. 
 The New York Syllabus requires a minimum of two minutes and 
 suggests an extension to four or five minutes of definite 
 setting up drills. The Physical Education Comirission of 
 the N. E. A. speaks o-'' "reerular recess periods and setting 
 up exercises between class periods." The California Manual 
 m Physical Education, 1918, suggests a "relief period" b*?- 
 tween classes. Perhaps the California system offers the 
 best solution for the between-class period. It says: 
 "This period is distinctly a relief period. It is de- 
 signed priirarily, to counteract the detrimental influences 
 of sedentary, desk mental occupations. . .Gymnastic or 
 setting up drills may be given if the inilividual teacher 
 is skillful enough to handle drills successfully to get 
 physiological results, and if local conditions make them 
 the only exercise pessible. But formalized exercises to 
 
42 
 
 oowrriTid are fatiguing. A brisk run across the school yard 
 is jrors valuable than a drill ircorrectly conducted." 
 The best t^at. cculj be r^'quired ae a vrdnim^jm would be an in- 
 formal twc-minute relief period betv/een classes. 
 
 Sixty minutes e weei for drill and corrective exer- 
 cises is the minimum requlremert ir the way of drill of the 
 Few York state department. The C&.lJfornia str-*e department 
 i;? not sc definite a^ tc tirie, but says that "tactical" ajid 
 C5,listheriics drills , may, and should be taught." The Nat- 
 ional Gbn.r,i*tee rnent"*. ens ^-yr-rastlcs with other tyres of ac- 
 tivities. The old type cf education alrost entirely of 
 giTDnsstics , calisthenics, ari settirg up exercises: the 
 tendency in scr-e luarters to-day is to eliminate these en- 
 tirely. Probably the middle ground is the most sensible 
 course jiist yet. G;ymnastice, calisthenics, and setting?- up 
 exercises still have value from the stardpoint of disci- 
 pline and organization, development cf good pceture, alert- 
 ness and ready response to command, °tr., '''hey are also 
 valuable fror the standpoint of handling lar^e crowds at a 
 time. Finally, in the crowded conditions of modern lif^, 
 
 and considering the fixing of habit'= throughout life, train- 
 
 the 
 ing nee is to be given in some form cf exercise thatAmature 
 
 can use a:^ter school days arc over, "'''oot-ball, basket-ball 
 
43 
 
 soccer, base-ball, and other school athletics are splendid 
 forias of exercise, but they fall dovm in ciiis one respect; 
 they aare seflidon followed up in later life. Some form of 
 calisthenics or setting up exercise, that can be used in 
 livirg rooiii, bath-room, or study, at home or traveling 
 still needs to be retained in the high school curriculum in 
 viev; of the needs of the futiire citizen. This value, then, 
 of the old form of physical education, together with the, 
 other values mentioned, perhaps justifies this minimuir' re- 
 quirement of sixty minutes a week for such drill, prefer- 
 ably in two thirty-minute periods. 
 
 Somewhere in the program, there must be provision for 
 special cases of disability like flat feet, spine curvature, 
 weak hearts, weak lungs, etc. If the school is large 
 enough, special classes may be organized for special types 
 of disability; othervvise all such pupils must be placed in 
 ore class and be given individual treatment which will 
 tend to alleviate or cure the trouble, livery pupil wro is 
 found to be suffering from deficient eye-sight, hearin", 
 from eniaT'ged glands or tonsils, and similar curable or 
 correctib-ie defects shouli, oi course, be given treatment 
 wither by the school physician, nurse, or by a community 
 
44 
 
 specialist. Parents will always be notified of such de- 
 fects and the school and the home will cooperate in seeing 
 that the child is properly trented. No school could have 
 fulfilled the requirement of the minimum essentials that 
 did not take care of its special cases of disability. Such 
 pupils may or may not be placed in the special classes, 
 temporarilj/- or permaaently, according to the nature and ser- 
 iousness of the case. 
 
 Valuable as the regular, systematic drill, calisthenic, 
 and corrective exercise suggested acove is, by far the most 
 valuable form of exercise for the great bocy of high school 
 pupils is play. "Pormal exercise;^ is fatiguing even when 
 taught under the b'3st of conditions. Supervised play of 
 the right sort is not only invigorating and body-building 
 but is recreational and relaxing at the same time. "Zer- 
 oise that is entered into Joyfully and spontaneously is 
 more valuable than formal exercise. Three hcurs a week, 
 then, should be devoted to this type of recreation and play, 
 and should be required as a minimu, although a puril who is 
 participating in regnla"^ after-school sports under careful- 
 supervision and regularly conducted for a minimum of four 
 four-hour periods a week, siiould be excused frorr: the regu- 
 lar aftKKXKxkJSHi recreation periods am assigned to study 
 
45 
 
 during tne period of activity. 
 
 If the niiniffium requirement of floor and field space sug- 
 gested asoTe is provided, -che after-school recreational and 
 athletic period would "be the most important of the day. Here 
 the inter-claa.<5 , inter-advisory, inter-club, and inter- 
 school activities would he held. Schedules of every type of 
 contest wo;;ld he continually in progress, so that a large 
 group of students would be drawn out to the field or into 
 the gyinnas i uiTJ , Here traci< meets which included every mem- 
 her of th? class, advisory, club, or school would partici- 
 pate? and est'^.hlish class records as well as individual re- 
 cords. Here students could compete against well-established 
 norms for i tra-mur'-il cctests. In every possible way at- 
 tempts should be made to Djake after-school activities, on 
 the broadest scale, popular. Sport for sport's sake and 
 for health's sake and not sport *or the sake of winnir.r at 
 any cost should be the dominating note in this type of ac- 
 tivity. Regular athletics, as usually interpreted would 
 be a part of this program, hut would be oroadened in scope 
 so as to include every one whenever thsit would be practi- 
 cable, although, as suggested, for the sake of the fun of 
 it and for the sake of keeping up interest, there would 
 
46 
 
 stl±l be the regular inter-school contests. The management 
 of athletics will he considered later. 
 
 "Finally, the high school should recognize well-regula- 
 ted, well-planned out-of-school activity. In almost every 
 high school, there are boys and girls who belong to Y. M. 
 Q. A. and Y. W. C. A. classes, to church clubs, hiking 
 clubs, Boy Scouts, Campfire Girls, and similar physical ac- 
 tivity groups. Usually classes under such organ izadt ions 
 are under competent leadership. In later life-, it is un- 
 der flhe leadership of these and similar organizations that 
 the adult man and woman will get their recreation and exer- 
 cise; there seems to be no valid reason why the high school 
 should not recognize such activity if pro(fff is given that 
 it is carried on systematically, regularly, and over a re- 
 quired period o^ tire. In fact, the high school ought to 
 cooperate with and take the leadership in any type o" phy- 
 sical activity which will tend to arouse and create perma- 
 nent interests for some future citizen. Even walkirg, row- 
 ing, bicycling, horse-back riding, and similar tyres o-!^ ex- 
 ercise should be recognized and credited whenever it is pos- 
 sible with certainty to determine the nature, value, and 
 length of time spent. "Every effort should be m-^de to Im- 
 
47 
 
 press upon the boy and the g'-'rl the fact that exercise is 
 for 3very one, young -^nd old, and should "be carr^'ed on sys- 
 tematically and regularly throughout life. 
 
 Hygiene and Sanitation 
 
 Any adequate physical education program for high schools 
 must look toward the future. The high school pupil is ap- 
 proaching maturity ani must sonn take the complete respon- 
 sibility for his own health. He will need to know the fun- 
 damental principles upon which health is maintained. This 
 means that the high school must give instruction in hygiene 
 and sanitation. Such instruction would include personal, 
 schook, home, and community hygiene, and in the order given 
 might very well "be priven in each year of the four-year high 
 school, or i"^ could ttBHtlxnR commence with the last year of 
 the junior high school and continue through the senior high 
 school. This order would be progressive and would gradually 
 lead from the fersonal to the broader social aspects of liv- 
 ing. Under personal hygiene should come such topics as the 
 care of the hair, teeth, nails, shoes and o'^her clothing, 
 eating, drinking, waste elimination, exercise, etc. School 
 hygiene would include care of desks, books, toilets, class- 
 rooms, grounds, means of preventing the spread of disease, 
 
48 
 
 such as spittir.p:, coixsViiric*, g.nrl ocinlr>T to school with con- 
 tctcious -ii3sa3*3, thT ^r9.1ue of good school ventllf=ition, 
 hrt=itln£;, lifJihting, etc. »nd the iTiportY.ncs o^ cheerfulness, 
 industry, and aslf-con*. rol. TTor^» BJHnitstirn wou ' d deal with 
 heating, vt'ntilatir.g, sl-ep, car« of the slck^ ic^arbai^e dis- 
 posal, clean pretrieea, and Vra valu? ofAh^j^-py cooperative 
 spirit both at bore ari .In the ccrrrnunity, CoF'Tnunlty hygiene 
 and aanitatior- vFOUld Include disposal of waste, means of 
 coffibatirig disease, life protection, dare of dependents, and 
 the use of heal'.h-prr-iBof-lng facilities such as p-^rks, play- 
 grounds, repori.e» hospitals, etc. The list is not exhaust- 
 ive bsJt sioggeats that >i3^£;lerie. •'\s it should be taught in the 
 high achool vvcuid be of a ijractior.l nature and would aim to 
 give inaightu, attitude", '^r\'^. habits with regard to health. 
 3y ifiear.3 of bsalth cluhr? , clean-ip ca'?i'ai.c'ns , opportunity to 
 act hS haalth officer?, sr^ othi^r siir-ilar devices students 
 should bs given opport'onity to develop real ha^^its. Prob- 
 ably score cards ».'hich would Treasure cerscnal cleanliness 
 and health could be dev^Red -and the pupil *s mark couli be 
 partly determired by hifi Bcore en this card. His mark in 
 BChool, hcriC, ??.r.d coirrm^mtty hygiene mipht be partly deter- 
 mined in the same way. If hi; is given th* oi^portunity to 
 
43 
 
 do something, *:he danger of developin.^ priggishness towards 
 hOK)?* ani coEiEiunity r3e';hods rright be avoided, and the pupil's 
 efforts enlisted toward effective comEunity cooperation in 
 health matters. 
 
 Social and Civic Training 
 
 That physical education in general and athletics in par- 
 ticular develor moral traits of character valuable both to 
 the individual and to society is believed by almost every 
 physical ed'catiLn student or enthusiast. Probably more 
 true is the belief that physical education activities may 
 or may not ievelop such desirable traits according to the 
 way in which they are managed. Many high schools have ac- 
 tually found athletics harmful rather than beneficial. It 
 is usually found, however, tnat athletics and other types of 
 physical education can be made a real force in the develop- 
 ment of good character if managed with sympathy and tact. 
 Physical education is not alone responsible for citizenship 
 training; it acts merely as a cooperative agent with the 
 other activities of the school curriculum. But it has a big 
 opportunity and a big responsibility which must not be over- 
 looked if it is to serve its rurpose to the fullest extent. 
 The personality and insight of its teachers will determine 
 
50 
 
 ho'v great shall ce i *-?, part in cirj/.enship training. The 
 school mTist see to it th"t it gets the right kind of teach- 
 ers. Tha ' ype of tf^acher will he disciissed under adininis- 
 t rat ion. 
 
 SoTTs character traits for which the physical education 
 lepartnent ought to oe held -^esnonsiMa a?^ a cooperative de- 
 partment in hif^?i school <»ducn.tTon are good sportsuianship, 
 fa^r pla^/", "V^-lue -Mi-i nooit of cooperation and. te-^m play, 
 clecnness of speech and ac*:icn. loyalty to team, school, »rd 
 coEununity, initiative fir-d lefderfship, ohedierce to ^egally- 
 cc.-stitiited authority, rep.pect ^or elders., courtesy, physi- 
 cal an 1 noral coiJ.rare, fie3f-co»^t'^ol , coo1ne«p c^ f^vA^vaent . 
 
 Orie o£ th? r;"^i=it ?5ng3estive "f^tudien along t^in line is 
 tha.t made hy ■Pretvell in the '''eache-'''' CoTleg-' 'Record, Vol, 
 SO, 1950. He""e c>?*,racte"^ t"»^''t?! a-e analysed and hy neans 
 o"^' snecific ques'ilons and oy assignin-r a specific value to 
 each affirmative a"-^wer it i"^ possible to score a ptipil on 
 character. The determination of the score value c^ -^^ach 
 y.-^svyer was i3t^rm''nei. by a compilation c a great nunher 
 of JMdgTTients o** teachers, parents, and ireTrbern of college 
 departrnen^-s of education. A s'-udent scored on this hasis 
 coui'Ji have a chance tc learn hlo score and to wat:h his own 
 developmen*- . Tne inain topics, under wnich are many specif- 
 ic questions, necessarily oroitted, follow: 
 
Bl 
 
 T'akes care o-" his nealth 
 Keeps a good posture 
 Is orderly 
 
 4. lilxercises thrift 
 
 5. Is pror!.pt 
 
 6. Thinxs clearly and purposefuxly 
 Has a sense cf humor 
 Is re^'ined 
 Is characterized by helpful initiative 
 
 10. Is self-reliant 
 
 11. ■'exercises self-control 
 
 12. Lives Tip to the traditions of good sportsmanship 
 lo. Stands for fa'r play 
 
 14. Is courageous 
 
 15. Is honest and truthful 
 1'3. i3 truatifforthy 
 
 17. 'las a sense of civic responsibility 
 
 18. Is obedient 
 
 19. Is generous 
 
 20. la courteous and considerate 
 Si. Is cooperative 
 
 ^'5. Is broad-minded 
 
 23. Is loyal 
 
 24. Has a fine sense of appreciation and seeks to expres 
 it. 
 
52 
 
 This list ani the list suggested aoove sug-gests tne minimuin 
 essentials for which th" physic/al education department must 
 "be co-responsible. While physical education cannot single- 
 handedly develop these traits, it can ?.nd must do all within 
 its power to aid in their development, and to see tha*" the 
 student, ath±ete or otherwise, lives as a good citizen ac- 
 cording to seme such standards while he is a mem"b'=>r of a 
 physical educa.tion class or team. 
 
 Administration 
 
 The administration of such a system for high schools wil 
 naturally require a larger view of the scope and purposes of 
 physical education thaA is usually held by school adminis- 
 trators. Physical education for all on such a scale will re- 
 quire more teachers and better teachers, school nurses, aid 
 from physicians at school expense, and active cooperation on 
 the part of th^ home. This will m^an increased expenditures^ 
 but the fact that wherever such additions to health programs 
 have been introduced, they have stayed is some proof that 
 such expenditures are justified. It is net po-s^ble to fi- 
 gure the value of such expenditures to the pupil any more 
 than it is possible to figure the money value of any other 
 
53 
 
 schcol aid which he receivec or to figure the value cf the 
 benefit to the pupil ?;,nd *;o sccisty. But ccrrnior. judgment 
 woula say that any increase in the rhycical efficiency of 
 the child would certcirly strengthen the foundation on which 
 aJ 1 mental achievement must necessarily he built and f-eason- 
 able expenditures are thsrefcre justifiable. 
 
 The first requirement of the prcgrfir. , 'then, is a new 
 type of physical education director--cne with vision, in-, 
 sight, and ideals. The tj'pe cf ican suggested by Dr. Has- 
 tings for a state university seems to be, as often as it 
 would be possible to secure hiir.ths type of man reeded for 
 the high school. He says: 
 
 "Provide a rnan as director in a state university who is 
 t?ioroTJghly grounded in the subject, prepared by a regular 
 training school "or physical directors in -^.11 the branches 
 anl detail of his professiori, not a gjinnastic director, an 
 athletic Airector, nor a ir.edical director, but a can, 
 school- trained, v/ho combines the essentials of all these 
 lines of work. He may not, often cannot, carry all of 
 these; he may reiiiit-e as assistants, an athletic instruc- 
 tor, an examinin,^ room assistant, and a gymnastic instruc- 
 tor, but he should -^uper^ise them all persona.' ly. '' 1 
 1 A Manual of "^hysical Measurements, WiJliam D. Hastings, Ph. 
 ■ D. , Chair o*" Anthropometry ani Physical Training, Interna- 
 tional Y. M. C. A. Training School. Springfield, Mass. 
 
54 
 
 A^ain, in stron^^er vein". 
 
 "An idsa is abroai tl^at ?.nv one ^h'O has 'b'?en tc some great 
 university, and who car? do a hands': And. or a "back soirer- 
 aault, '.vho can run a hunired j'^arls , pole vault, or play 
 foot-'ball, 13 a ?uitabl=; person to gtiide the physical 
 training c-^ youth. TheT? is another view that any one 
 with a medical d,=p;ri=e, who h=>p studifi the rr^e ohan i sii; of 
 the h'Jir.an i^ pg.r e\r'^'\1'^rc'^ fr^^ man to pi't at the head of 
 this sort of rorV. i^oth viewe :?j;pnay an ftntire rriisappre- 
 hension of th* hr^sHth ?ni iT7'T>r,r^a>^oe of th=^ worl; . "Flven 
 the physician i ?? u?).i?]ly n-t prepared a^- for prescription 
 of exercise, net to pay f\)rt?'"='r in th^ exercises theE- 
 selves cr in the T>r jncipl'='R /.'Vich n^'^e'^Me tt e \»'hole sub- 
 ject of physical tr^-ir.lrc;. The ■''ielc's of tiiedlcine a,nd 
 physical training" ai^^e pr'tjrely -^ist-i not an-i dcTns/r.d a dis- 
 tinct pvilimir pvy training. Between th?^. two professions 
 the'^'e s^nru-i be the closest cooperatj O" , hut there is no 
 ner'd that one shou '^ tref'-d upon the other, not the pur- 
 pose and scope of the one he nonfr.a*ad \f'^ith that :f the 
 other. , ,J^ ■'r Ji'st as irrspor ■'■ant th't a phys-i. oal direc- 
 tor ho thoroughly tr^jned iv a rerniar professional school 
 as that a physician be required to attend iredical college 
 and present a diploma before he can be licensed to prac- 
 tice." 
 
55 
 
 The present "basis upon which high school instructors in 
 physical education are hired also needs to be changed. 
 Coaches and instructors should be regular teachers and should 
 have had training which will make them effective in helping 
 to carry out in every respect the ideals and policies of 
 high school education. Dr. Hastings thinks that they should 
 receive thorough training for their work. He says: 
 
 "Provide teachers of the state throiigh a special collepri- 
 ate cour-e in the state university and normal schools, and 
 unify the work o** the state. . . In order to provide care- 
 fully trained teachers in physical training throughout Hie 
 state as demand is made for them, and also to secure a mea- 
 sure of uniformity in inethods of training, a two-or three- 
 years' course in physical training should be introduced in- 
 to the curriculi;im of the state university and the sta*e nor- 
 mal schools." 
 
 "Resides requiring special training for *he head of de- 
 partment and for the regular teachers, there is a need for 
 special teachers who know how to care for special cases 
 such as flat feet, spine curvature, lun^^ and heart trouble, 
 etc. All teachers will need such training, of course, be- 
 cause msmy of them will go into small high schools where the 
 head of department is also regular and special teacher. But 
 large high schools will be able to af '"ord specialists and 
 
56 
 
 should be abl3 to get thsir. at tiia universities cind norreal 
 schools. It is tim= that wa changed our i resent policy of 
 going Out fo"? a gjod track man, a good foot-ball coach, etc. 
 who h-^-s hcid no other training than that on tlie college track 
 team . 
 
 Medical inspsotion in Viigh schools will require the ad- 
 dition, wr.err such addition ha,s not already been niade , of 
 the services of a physician and of one or ccra nurses, ac- 
 cordirg to th- sx^e o" trie high school. The ideal plan, 
 wher« trie high school is large enouF;h to justify it, would 
 be one in .vhich a school physician is hired on fall time. 
 That, ?ic\vever, seeos to "be out of the question si ce it 
 would haasdly he po-sitle to pay such a jsan enough tc devote 
 his entire tine to tl is vvork. In inost cities in the United 
 States and in Englajria the../' school physician is hir »d on part 
 time and is £^id for ?iis services a,t so u^ujh per exaiiination 
 or 5G/i much per day, month, or year. Under the present sys- 
 tem it would seea'i iiupractical to suggesD as a tniniuiuin re- 
 quirement t'fiat high school physicians b'^ hired on full time; 
 investigations by Gulick and Ayers and by Termau s-^cai to in- 
 dicate that the be&t plan is to hire the pliysician by ths 
 month, for a school year of ten months. The average ±±mKqp 
 taffiKsoGSX physician can examine about twenty cas-'S in a day. 
 
57 
 
 Part of this time, however, he is going froin school to 
 school, so that his average woull be only frcm twelve hun- 
 dred to two thousand pupils per year. This method, too, 
 is good from the standpoint of the difference in the size 
 of high schools, since the expenditure can be adjusted 
 according to the number of pupils and the physician hired 
 only for the time actually necessary to examine the neces- 
 sary number of pupils. 
 
 The nursex should be hired on the basis of her ability 
 to handle froir one thousand to twleve hundred cases per 
 year, besides maki>-g hc^e visits for purposes of coopera- 
 tion with the home. In smaller high schools she can be 
 hired by the whole school district and thus spend the prop- 
 er percentage of her time between ""he elementary schools and 
 the high school. Ordinarily, the major part of the examina- 
 tion and treatment of minor cases will be handled by the 
 school nurse, leaving only examination of heart an"^ lungs 
 and such vital organs to the physician, and the treatment 
 of serious ailments to him or to some other rhysician thru 
 the cooperation Qf the rarents. 
 
 In bri3f, then, the administration of this high school 
 program would be carried out som'^what as follows: 
 
 1. Daily inspections for contagic^s c" infectious dis- 
 
58 
 
 eases ty the classroom teacher during the first period, or 
 "by the advisory teacher. The New York system requires only 
 a few seconds or at most a few minutes of tiui^ each day for 
 this inspection. The teacher is furnished with a copy of 
 ordinary symptoms and receives instructions and training 
 from the head of the physical education department as to 
 how to carry on these examinations. Each case of suspected 
 disease or defect, is reported on a rer"Uiar form to the 
 nurse, and the child is sent to the nurse for further exam- 
 ination and treatment. 
 
 2. "Daily examination "by the school nurse of cases sent 
 to her. Notification, "by the nurse, sent to the home, of 
 any ailment or defect about which the heme ought to know. 
 Reference, by the nurse, if necessary, of the case to the 
 school physician. Follow-up notices and visits "by the nurse 
 to the home to encourage the parent to have the child treat- 
 ed for defects, either by the school physician or by some 
 other reputable physician. Examination, by the nurse, of 
 cases of exclusion for contagious lis'?ases bef o"^ ' the child 
 is allowed to re-enter school after a case of contagious 
 illness. Notification, by the nurse to the parents, *o the 
 physician, to the board of health, and to the principal of 
 
59 
 
 all cases of eKclusion or re-ci,dmission. Regular reports of 
 all cases handled, to the principal and to the school physi- 
 cian. 
 
 3. Yearly examination, by the school physician, of eve^r 
 pupil in the high school, these examinations ^o cover heart, 
 lungs, or other vital organs that car not be handled by the 
 nurse or by members of the physical education department 
 proper. Frequent examination and treatment of special cases, 
 and advice to physical education department as to the tyre 
 of exercise advisable. 
 
 4. Yearly examinations, by members of the physical edu- 
 cation staff, under the direction and with the advice of the 
 school physician, of height, weight, rhysical measurements, 
 everything nacessary to a complete diagnosis of the child's 
 physical make-up, with a view to intelligent meeting of any 
 of his needs either physical or from the standpoint of ad- 
 vise on the quantity and na-^iire of his regular SBhool pro- 
 gram. Regular records kept of measurements, and notations 
 ciade of treatment and results to be kept by the physical ed- 
 ucation department. 
 
 5. Instruction and advice from the physical education 
 department to regular class-room teach'ers ard to janitors 
 with a view to irtelligent cooperation on such questions as 
 
60 
 
 lighting, heating, care of eyes, posture, etc. Printed ad- 
 ifice and personal visits as often as psacticahle and nedes- 
 sa""y, to parents, with a view to hone cooperation. Use of 
 posters, badges, and other devices for the piirrose of arous- 
 ing interes and developing habits of cleanliress and health 
 on the part of high school pupils. 
 
 6. Assignment, in physical education classes, of normal 
 pupils to regular classes; special cases to be placed in. 
 special classes for individual treatment. Admission of ath- 
 letes and other rhysical supernormals to contests only on 
 conlition of consent of head of physical department, school 
 principal, school physician, and parent. Attempt made, on 
 the basis of examinations, physical and mental, to fix the 
 pupil's program, regular and in physical education, to his 
 n^eds, capacities, ann interests. 
 
 7. Faculty control of sports. There must be room in 
 the program for athletics, but it seems that the time has 
 arrived wh^n these sports should be toned down somewhat. 
 All inter-achcol athletic contests should be careruxly sup- 
 ervised. Following are some of th=? rules that should gov- 
 ern such contests; 
 
 a. No student should b^ allowed to enter such contests 
 
61 
 
 unless ne has the consent of h^s parent, his principal, the 
 haad of department of physical education, and the school 
 physician. This, of course, through the consent of the 
 principal, would imply the taking care of his scholar- 
 ship eligibility. 
 
 b. No system of training should cover more than six 
 hours a week, for after school activities. 
 
 c. Manggement and organization of teams should be un- 
 der the close supervision of the faculty. Student man- 
 agership, under faculty supervision, should be allowed 
 as far as possible, but should not cover handling of 
 finances nor outlining of policies. 
 
 a. Overnight trips, except for final contests, are in- 
 advisable as a general rule. 
 
 e. Bvery effort should be made to play the p:ame for the 
 sake of the sport to be gained from it. Good sportsman- 
 ship, courtesy, and other- motal qualities should be em- 
 phasized over the spirit of winning the game at any cost. 
 
 f. At present, in spite of the tendency for women to en- 
 ter athletic contests, it seems to be inadvisable for 
 high school girls to compete in public. The high school 
 girl is a*: a critical period when over-exertion under 
 
62 
 
 the stimulus or crowd applause might prove dangerous. 
 8. Effort on the part of the rhysical ed'ication derartment 
 to cooperate with all school a.^encies, with the home, the 
 comirunity, and with other outside ap;encies working for the 
 physical welfare of the pupil. Effort to create permanent 
 interests in physicalwelfare, through the creation of hik- 
 ing cluhs, community, gijnes, etc., and through the use of 
 a wiie and varied program of physical education activitie.s. 
 
 Costs 
 
 If a Board of Education has been in the hahit of think- 
 ing of physical education in high schools as consisting on- 
 ly of athletics which might be expected to bring in some re- 
 venue, the proposed program will mean a considerable in- 
 
 if 
 crease in expenditures, but^^the Board has followed the trend 
 
 since the war and has introduced physical education for all, 
 this program will meaft little extra expense. In principle, 
 it should cost no more per pupil than enough to get a clear 
 understanding of each pupil's needs and to meet those needs 
 in so far as a high school could be expected to meet them. 
 The actual cost would be somewhat as follows; 
 
 1. Head of department, *3000 to f*4000. (Terman's sug- 
 gestion) This man is held for professional standards and 
 
63 
 
 the salary should be large enough to attract the right kind 
 of man. In a large high school, there would be two heads of 
 department , one for hoys and one for girls . In a small high 
 school, the one instructor for hoys and the one for girls 
 would each act as heads of their respective departments. 
 The salary ought still to approximate that above, since 
 country children are as much in need of expert attention as 
 city children. (See Draft Report of the Provost Marshal . 
 General, 1217, Table 16) 
 
 2. Hiigular teachers, f-1200 to $1500. Salaries differ 
 in different localities. This salary is based upon Cubber- 
 ly's recommendation in his Public School Administration. 
 One teacher, according to the report of the National Commit- 
 tee on Physical Education, should handle not more than fifty 
 pupils per class, and should, according to the California 
 Syllabus have thr-^e regular classes per day, with two after- 
 school classes. If these recor-mendations are followed one 
 teacher should be responsible for from one hundred fifty 
 to two hundred pupils per day. Considering *1500 as the 
 salary and 150 as the number of pupils each teacher should 
 handle, the cost per pupil would then be t'lO per pupil per 
 year, or a little over five cents per pupil per day, for 
 fegular instruction. 
 
64 
 
 3. School physician 
 
 A. Terman's suggestian: ^60 to $80 per month for 10 
 months, 2 hours per day. This would be $600 to 
 faoo per year. 
 
 B. Median of 80 cities investigated by Gulick and 
 Ayers, *-375 per year; range 4^0 to $2400 per year, 
 mode $0 to *250; range of middle 50^, :^,575 to 
 ^118 per year. 
 
 4. Sc>:ool nurse, !|70 a month for 12 months, or §840 a 
 year. As a nurse could handle from one thousand to twftive 
 hundred cases a year, the expense would be aoout seventy 
 cents per child per year. 
 
 5. Since costs vary according to locality for the phy- 
 sical plant and since the school plant suggested is not dif- 
 ferent from what the present plant should be, it is not nec- 
 essary to compute tha cost of the school plant. Equipment 
 would cost very little if any more than the present equip- 
 ment, since it is r-^mambered that itis sup^gested that less 
 money be expended for the benefit of the pany. Medical sup- 
 plies and cost of treatment is difficult to determine. Gu- 
 lick and AyeT-s figure the cost of caring for contagious dis- 
 eases at about thirteen cents per pupil per year. 
 
65 
 
 Looked at from the point of view only of increased ex- 
 penditures, the proposed program might he considered too hig 
 a load to shoulder on to an already overnurdened tax bill. 
 In view of the need as shown by the war reports and by 
 school reports ny Gulick and Aysrs, Terman.and others, and 
 in view of the increased efficiency and of the real saving, 
 in the larger sense, in money and lives which such a pro- 
 gram woull bring, it is not exhorbitant and should be con- 
 sidered as necessary to an adequate program. Anything which 
 it is necessary to spend to lessen disease and death, if the 
 money is spent wisely and honestly, should be considered a 
 minimxim expenditure for the high school. The need of an ad- 
 equate physical education program and the value of such a 
 program, financially and otherwise, is very well summed up 
 by InPilis in his Principles of Secondary Education. His 
 summary is as follows: 
 
 "The values of physical ed'.'cation in the secondary schod. 
 are universally recognized in theory ani almost universally 
 ignored in practice. Vital efficiency must always underlie 
 and condition other forms of eff iciency--social, economic, 
 and personal. . . . 
 
 "(l) The annual death-rate for th=? United Stages is es- 
 timated to be between fifteen and eip-hteen per thousand of 
 
66 
 
 population. Betwean one and a half and two per cant or oiar 
 total population lies each year and the median age of de§|,th 
 is approximately thirty-eight. It is e3ti:r.ated that approx- 
 i nately two-fifths of those deaths oould be ]:ostPoned by the 
 application In a reasonaole way 4Dd to a reasonable extent 
 of jfnowledge now available . 
 
 (2) It is e^^tioated that in the United States there are 
 constantly about thEee million persons on the sick list . . 
 The application of available health knowledge in a reason- 
 able way ani to a reasonable extent could probably re luce 
 this number nearly one Imlf . 
 
 {$) The economic loss to society each year tlurough deaths 
 which could have b-^en postponed is probably more than a bil 
 lion and a third dollard. The loss of earnings annually on 
 the score of preventable illnews is probably more than a 
 half billion dollars. When there is added to these figures 
 the cost cf medical care for the sick which might with rea- 
 sonable precautions have oeen avoided, the total annual 
 loss for the country is estimated at over two bixlion dol- 
 lars — over one hundred dollars for each ftimili' in the coun- 
 try." 1 
 
 1 Principles of Secondary Education, Inglis pp. 642 
 
67 
 
 The main features, then, of the minimuin requirements of 
 an adequate physical education program are as follows: 
 
 1. A full realization of the part to be played by phy- 
 sical education in helping to realize the objectives 
 of secondary education. 
 
 C, Medical Inspection in the high school for the pur- 
 pose of keeping in good running order the human mach- 
 ine which has been entrusted into the^ care of the 
 high school. 
 
 3. A program of activities which wiJl meet the needs, 
 capacities, and Interests of every boy and every girl 
 in the high school. 
 
 4. Administration of the program by men and women who 
 xanderstand the aims of educ^<.tion both frcin the point 
 of viev/ of their special subject and from the stand- 
 point of secondary and other education in the bigger 
 civic and social aspects. 
 
 6. The wise and honest expenditure of money enough to 
 put this program in';o effect. 
 
68 
 
 BiTpliography 
 Administration 
 
 Rapeer, L. W. School Health Administration 
 Steven, E. Z. Medical Supervision in Schools 
 
 Athletics 
 
 Bancroft. and Pulvennacher . Handbook of Athletic Games 
 Ceouch, y. L. Technique of Track and Pield ^ents 
 Collier, Price. The Ethics of Athletics. Forum, Nov. 1901 
 Earies. Randolph. Practical -raining for Athletics, Heallh 
 
 and Pleasure 
 Eaunce, W. H. Character in Athletics. ?I. E. A. Procedd- 
 
 ings, 1904 
 Gordon, M. K. School Athletics: What They Are-What They 
 
 Should Be. IT. ^. a. Proceedings, 1908 
 Gordon, m. k. The Reform of School Athletics. Century. 
 
 Jan. 1910 
 Hetherington. Clark W. Statement for a National Athletic 
 
 Platform. Phys . Ed. Review, Nov. 1903 
 Moore, Harry. Keeping in Condition 
 
 Naismith, J. High School Athletics and Gyr^nastics. Chap. 
 XVII of Johnston, C. H. (Editor} The Mod- 
 ern High School 
 
69 
 
 Nichols, E. H. Competitive Athletics. Am, Phys- M. Re- 
 view, Vol. XIV. pp. 589 
 Reilly, !Prederick J. New national Athletics for Boys and 
 
 Girls 
 Roessmg, Mrs. "Frank. Session in Athletics for Girls. 
 
 Playground Proceedings and Year Book. 
 Wade, ■='rank B. On the "^^thical Values of School Athletics. 
 
 Educational Bi-monthly, Dec. 1300 
 Withington, Paul. Book on Athletics 
 
 City and "^tate Manuals of Thysical "Rlducation 
 
 California. 2fanual of Physical Education 
 
 Michigan. Physical Training for rhe City Schools 
 
 Newark, New Jersey. A Course of Study in Physical Trainirg 
 
 for the Elementary Schools 
 New York City. Syllabus on Physical Training 
 Philadelphia. Course of Study in Physical Training 
 Rochester. Syllabus on Physical Training 
 
 Gymnastics 
 
 Anderson, W. G. Best Methods of Teaching (gymnastics 
 
 Anderson, W. G. Light Gymnastics 
 
70 
 
 Anderson, W^ r*. Maniial of Fliysical Training for Boys and 
 
 Girls 
 Bancroft, Jessie H. School Gj'-mnastics, Light Apraratus 
 Bolin, J. Wl-iat is Gymnastics? 
 Bolin, J. ''vTiy do We Teach Gymnastics? 
 Butterworth, H. Kow to Tumble 
 tfcCurdj'^, James H. Hygienic BumlD-bell Drills 
 Rath, Emil. Apparatus, Traclf and Field Work for Women 
 Skarstrom, William. The Teaching of Gymnastics 
 Stecher, 'V. A. Educational Gymnastics 
 Y. 'd. C. A. Graded Gymnastic Exerces, Cs,rds 
 
 Hygiene 
 
 Allen, W. H. Civics and Health 
 
 Ayers, L. P. Open Air Schools 
 
 Bigelow, ri. A. Sex "Sducation 
 
 Bergerstein, Lee. School Hygiene 
 
 Dressier, T?. 3. School Hygiene 
 
 Exner, M. Rational Sex Life for Men 
 
 Gulick, Hygiene Series 
 
 Hill, Hibbert W. The New Public Health 
 
 Hoag, S. B. The Health Index of Children 
 
71 
 
 Lyster, Roliert A. School Hygiene 
 
 Lyster, Robert A. textbook of Hygiene for Teachers 
 
 Offner, M. Mental Patigue 
 
 Proceedings of the American School Hygiene Association 
 
 Proceedings of the various International Congresses on 
 
 School Hygiene 
 Pjrle. Walter L. A Manual of Personal Hygiene 
 Rapeer, L. W. Educational Hygiene 
 Tenaan, L. M. The Hygiene of the School Child 
 
 Measurements and T'Tonna 
 
 Baldwin, B. T. Pliysical Growth and School Progress 
 
 Physiological Age 
 Physical Efficiency Tests During Adolescence 
 Anthropometry 
 
 A Study o^ Physical Growth and School 
 Standing of Boys 
 Whipple, G. M. Physiology and Hygiane of Adolescence 
 Hastings, ^'illian W. A Lianual of Physical Measurements 
 
 Cr sunpt on , G . 7/ . 
 licCurdy, J. H. 
 Seaver, J. W. 
 Stewart, H. F. 
 
 Medicnl Inspection 
 
 Cornell, W. S. Health and Medical Inspection of School 
 
 Chi idren 
 
72 
 
 Giilick and Ayers. "Sledioal Inspection of Schools 
 
 Hoag, 1?. B. Health Index o*" Children 
 
 Newinayer, S. 'V. Medical and Sanitary Inspection cf Schools 
 
 Out-o^ School Activity 
 Boy Scouts ' Handbook 
 Campfire Girls' Handbook 
 Carpenter, W. s. winter Camping 
 Corsan, G. K. At Home in the Water 
 Gibson, R. W. namping for Boys 
 Gbss, G. ^, yi^e Saving 
 Kephart, H. Camp Cookery 
 
 Play 
 
 Adams, Jane. The Spirit of Youth and the City Streets 
 
 American Sports Pub. Co. Indoor and Outdoor Gaices 
 
 Angell, E. D. Play 
 
 Bancroft, Jessie H. G^ies for Playground, House, School, 
 
 and Gymnasium 
 Bancroft and Pulver-racher . Handbook of Athle^-ic Games 
 Bowne , W. Teaching Play 
 
 Brown, John. Outdoor Athletic Test for Boys 
 Burchenal, "Fllizabeth. Folk Dances and Sinring Games 
 
73 
 
 Burcheftal, "Elizabeth. Dances of the People 
 Barchenal, "Elizabeth.' American Country Dances 
 Chalif Textbook of Dancing. Vols. I and II (C^-alif Nor- 
 mal School of Ifencing, New York) 
 Cqles, Alice H. G. Old ©nglish Country Dances 
 CraEpton, C. Ward. The "Folk Dance Book 
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 Curtis, H. S, "'''ducation through Play 
 Curtis, H. 3. The Practical Conduct 6f Play 
 Curtis, H. S. Play and Recreation 
 De Groot, E. B. Playground F-quiprrent 
 Dier, J. C. Book of Winter Sports 
 Gilbert, Melvin Ballou. School Darces 
 
 Hinman, Mary. Vol. I Solo Dances (Clogs, Nursery Rhymes 
 
 Folk De.nces, Gywria.stic Ifences, etc 
 used for group purposes.) 
 Vol. II Couple Dances (Folk Dances) 
 Vol. Ill R^'ng Dar.ces (Singing Ganes and 
 
 To Ik De.nces 
 Vol. IV Group Dances (Folk and I terpre- 
 tQtive) 
 Johnson, George F. What to Do at Recess 
 Johnson, George E. Education by Plays and Gaines 
 
 J 
 
74 
 
 Kimnins, G. T. Guild of Play Book of Festivals and Dances 
 
 Lee, Joseph. Play in 'Rducation 
 
 New York City. Rules of the PuIdIIc Schools Athletic 
 
 League 
 Parsons, Belle B. Plays and Games for Indoor and Outdoor 
 
 Gaines 
 Physical Education Review. 150 Gymnastic Gaines 
 Rath, Emil. I. Esthetic Dancing 
 
 II. Gymnastic Dancing for Girls and Womens 
 Classes 
 Rochester, Rules of the ytoateur Athietic Federation 
 Stecher, W. A. A Guide to Track and Field Work, Contests, 
 
 and Kindred Activities 
 Wellesley College. One Hundred and Fifty Gymnastic Games 
 Wrightson, Hilda A. Gsones and Exercises for Mental Defe- 
 
 tives. 
 
 Posttire and Correction 
 
 Bancroft, Jessie H. The Posture of School Children 
 
 Lovett, Rohert W. Lateral Curvature of the Spire and Roiind 
 
 Shoulders 
 McKenzie, R. Tait. Reclaiming the Maimed 
 
75 
 
 Posse, Nils. Kinesiology of Educational Gymnastics 
 Posse, Nils. The CSiief Characteristics of Swedish SysteE 
 
 of Gymnastics. 
 Skarstrom, Williani. Gymnastic Kinesiology 
 Wide, Anders. Handbook of Medical and Orthopaedic Gym- 
 nastics . 
 
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