The Health bulletin [serial] - University of North Carolina at Chapel Hill

Physical education is not merely
building big muscles. It is training
bodily and mental health through
periodic physical examinations, personal
hygiene and a recreational pro-
of wholesome physical play and
Health, cleanliness, poise,
rhythm, vitality and mental alertness
are all objectives of the true physical
education program.
Physical fitness tests measure physical
development. Poise is most important
for girls. Cleanliness is essential
to health. Comi>etitive games stimulate
participation in vigorous physical
activity. Physical education more than
any other school department, because
it harnesses the boys' and girls' impulses
and emotions, can train for behavior.
Nowhere else can a teacher
train for right conduct and develop the
sense of fair play, as in the games of the
t gram
'
exercise.
September, 192\ The Health Bulletin 13
must find means to develop his organic
vitality and health outside, in the playground
or gymnasium. More and more
because of our artificial, specialized, industrial,
urban life, we must provide
means by which we can actively pursue
those activities that will preserve
our organized development essential to
health and grow'th.
Character Building in a Real Sense
Physical education programs promote
the real lessons of education. Such
programs promote behavior, and behavior
is the end of education. Through
sports and games children develop good
sportsmanship and this means character
building in a real sense. On the
play field with the team, the boy and
girl are stimulated to practice the lessons
of control, poise, and good behavior.
They learn to smile in defeat,
to be generous in victory, to follow the
leader, and to hold the line with
courage and not to give in, and to
tight hard—such are the lessons of life.
They are as real as the geography lessons
and they carry over into life, for
it is such qualities that are demanded
of us all as we go through life. These
lessons cannot be taught nor preached,
they must be put into active practice
in the thick of the game—the game of
life.
Physical Education Values Attained
student. Here one can mould character
and bring ethical judgment into action.
We learn by doing and a child learns
the rules of the game of life in playing
the games he enjoys.
To carry out this new educational interpretation
of physical education over
thirty-three states have established
through legislative action physical education
as part of the state school system.
Thirty states have state programs
through state manuals that guarantee
state-wide schedules. Sixteen states
have state supervisors of physical education
in the state department of public
instruction. These men are all
thinking in terms of educational play
and athletics. Physical education programs
are not confined to the gymnasium.
They include health programs,
playground programs and athletic programs
whether indoor or outdoor in
the classroom or on the playing field.
Educators are coming to see the
great educational value of health and
physical education as a legitimate subject
in the school curriculum. It is receiving
more time and more credit and
is becoming a prescribed subject. Ex-
President Elliott of Harvard just before
his death asserted that physical
education was one of the most vital
and potential educational needs in the
educational system.
Professor W. H. Burton, University
of Chicago, wrote and then proved his
point. '"Physical education should be
regarded as a part of the general educational
program, just as are literature,
history and the three R's. The objectives
of physical education properly
conceived are much broader than physical
training and health. Contributions
may be made to the general aim of
education, namely, the development of
a well rounded personality, a loyal and
efficient citizenship."
"Reviewing the ground we have
covered, we have seen that motor
activity is the chief characteristic of
the young ; whatever passes within
tends to work out into appropriate
conduct. 'The child thinks with his
muscles' is coming to be an accepted
doctrine," writes Professor M. V.
O'Shea.
Dr. G. E. Dawson says, "How then,
may physical education train the human
mind How may physical educa-