least, may progress with what we choose to call a vital phase neglected. Results, however, are deplorably one-sided. Some circumstances have hindered the progress of this feature in our schools:

1. The school curriculum is already overcrowded. There is no time, it is claimed, to get in the needed fifteen or twenty minutes.

2. Lack of harmony between various systems of physical education.

3. The demand for extra expense in articulating this department of training with the schools.

In reply we claim :

1. Added power to concentrate the mind when at mental work, with more perfect control of self thru physical discipline, will permit time to be gained and better work to be accomplished in the schoolroom.

2. We are beginning to see that lack of harmony among physical educators, if it exists to any great extent today, is not so much conflict between systems as antagonism between individuals, which will eventually correct itself as the work is more generally established in the schools.

3. Competent specialists are needed, and the great army of teachers who preside in the schoolroom must be educated to conduct the daily work. It has, thus far, been the aim of attempted legislation to secure, for the immediate future, the best possible results with the least financial outlay. Physical education is a feature of pedagogy which cannot be acquired nor taught thru the medium of text-books, as science, history, literature, etc., are acquired and taught. It needs the thoro knowledge of, and discipline in, practical method on the part of the teacher. To accomplish this, there must be able specialists employed as instructors. Educators have devoted their first thought and energy to securing the best methods for mental progress on the part of the child, while the physical need has been woefully neglected. So occupied have they become in the application of these methods that it has been left to reformers to inaugurate and carry forward plans which will provide systematically for the best possible physical conditions in rising generations. It came as an inspiration to the great philanthropist, Frances E. Willard, that when this American people can have healthier, better-disciplined bodies, there will be less demand for narcotics as medicine. It is not alone at the hotel bar, nor at the grog shop, that drunkards are started. The prescription of the physician, the enormous list and quantity of patent medicines used, have much to account for in the progress of drunkard-making. In 1890 the National Woman's Christian Temperance Union created the department of physical education, of which department the writer has been superintendent since the beginning. It has been a work requiring patience and perseverance to secure suitable literature with which to educate the people at large as to the necessity for systematic physical training in our schools. Thousands of letters and many articles for the press have been

written and sent out over the country, paving the way for compulsory legislation in the states.

In 1892, thru the influence of the German turners, Ohio enacted a law providing physical training in cities of 5,000 inhabitants and over. While this resulted in some progress, the absence of enforcing provisions caused the law to fall short of the success desired. A little later Louisiana added physical training to required work in the schools, and to some extent the law has been enforced in that state. South Dakota made legislative effort without success. North Dakota, by enactment, provided this instruction for all pupils in all schools under public control. In the absence of penalty this law is practically permissive only.

nor.

In 1892 a bill, the counterpart of the Ohio law, passed both branches of the general assembly of Pennsylvania, but was vetoed by the goverTwice since the Woman's Christian Temperance Union of that state was instrumental in having a bill introduced in the legislature of New York state, but the outcome was not successful. Last year a partially successful law was enacted and is a good forerunner of what may follow.

It remained for Ohio, in 1890, to make the most systematic effort for an amended law. While the campaign was conducted by the National Woman's Christian Temperance Union, it was under the auspices of the Ohio Temperance and Physical Education Union, with an advisory council of twenty-two members, composed of the presidents of six of the leading universities and colleges, the presidents of thirteen well-known state organizations, and several influential men of national reputation, living in the state.

The bill was ably championed in the senate by Hon. Carl Nippert, of Cincinnati. Without a word of discussion, it passed that body unanimously, but failed to reach the house calendar in time for consideration. before adjournment. The judgment prevailed among those acquainted with the sentiment in the lower branch that the bill would have become law had it reached consideration.

The main provisions in the bill were as follows:

Sec. I provided for physical education in all grades and classes of schools and educational institutions.

Sec. 2 placed responsibility of the enforcement on boards of education and boards of educational institutions.

Sec. 3 required at least ten lessons and drills for all teachers in each and every county, this instruction to be given at teachers' institutes, unless otherwise more satisfactorily provided for. A sum not exceeding $200 was allowed each county for securing a competent specialist as instructor at institutes.

Sec. 4 authorized cities and other districts to make special provision for this instruction, thereby excusing teachers of said communities from the requirement at the annual institute session.

Sec. 5 pertained to the qualification of physical educators who should serve as instructors at institutes and as supervisors in the schools.

Sec. 6 provided for the establishment of this department of education in all normal schools or schools of methods hereafter devoted to the training of teachers under the state. Sec. 7 placed a penalty of $25 upon any responsible officer who failed to carry out the requirements of the law.

The advance of public sentiment in the Ohio general assembly on the subject of physical education was remarkable. The bill was received with favor in some directions not expected, particularly by members from rural districts. We hope to have the Nippert bill introduced at the coming session of the Ohio general assembly.

One pertinent, practical question arose among several members of the general assembly who were experienced educators, viz.: In case such a law is enacted, are there sufficient educated specialists to supply the demand? To this we readily responded: "Such demand will soon create the needed supply."

We are aware that some have objected to compulsory legislation until there is at hand a sufficient number of specialists to supply the needed demand. Thirty can readily meet the requirements at institutes in eighty-eight Ohio counties during the institute period in case the law is secured. When the field is fully established, many experienced educators will be ready to enter normal schools to prepare for this service.

I am well aware that here today are some who, having spent years in preparation and in gaining experience, will not appreciate the plan of ten yearly lessons for teachers who are wholly without previous physical discipline. To this I reply: We do not wait until the state is flooded with experienced grammarians and arithmeticians before sending teachers to the district school. The fact is, teachers are employed too many times who are barely able to secure certificates in the primary branches. If this seems a necessity in mental work, we think it is possible to accomplish something in physical education under similar circumstances, since it is the best that can be done.

All depends upon giving inexperienced teachers the best instructors our various training schools of physical education can produce. After only ten lessons of the kind referred to, even the untutored girl will be able to go to the schoolroom for the first time, and before a term closes change, in many instances, the physical trend of rural students of unfortunate physical habits. To know how to stand, sit, walk, and breathe properly, with some of the simplest exercises for various parts of the body, may give to the country boy or girl new conceptions of what physical efficiency means, and of its bearing upon success in life.

The department of physical education under the Woman's Christian Temperance Union indorses no special system to the exclusion of others. Foundation principles are advocated upon which all systems build.

In the work of securing laws in the states we earnestly ask the co-operation of all physical educators. To you, as specialists, we must

largely look for support in an effort which requires influence from the educational field.

One efficient law will open the way for similar work in other states and give great impetus to normal schools, upon which we must depend for educated specialists.

THE ETHICAL, PHYSIOLOGICAL, AND PSYCHOLOGICAL ASPECT OF PHYSICAL TRAINING

HANS BALLIN, SUPERVISOR OF PHYSICAL TRAINING, LITTLE ROCK, ARK.

"Physical training" is the term broadly applied to that part of the science of education which deals with man physically. The popular belief that bodily exercises influence only the physical man, his blood, muscles, and sinews, has been proved fallacious by the researches of physiology and psychology. These sciences have shown beyond a doubt that any exercise, or movement of the body, is a direct or indirect action of the mind also.

If this educational truth were thoroly understood, we should encounter fewer mistakes in teaching. What Pestalozzi surmised, Froebel felt, and Herbart endeavored to expound, modern sciences have made perfectly clear: all knowledge comes thru our senses. To train these, to make them recipients of all impressions, and to fit the channels of intercourse between mind and body for easy and prompt action is the object of physical training.

From this exalted standpoint, physical training takes an indispensable place in the school curriculum of every schoolroom in the land. It is as important in rural districts as in the most populated parts of our large cities.

A heritage of evils that man was piously wont to submit to has been removed by sanitary measures, the benefits of which are hardly realized. The oriental view of the relationship of soul and body which found its climax in the acts of the flagellants is in contradiction to evolutionary thought. Instead of looking for morals in affliction, we today strive for morality thru health. If it is a moral obligation for the individual to care for his body and make and keep it healthy, it is the same for society wherever the care of individuals becomes its duty, as in the public school.

In ancient Hellas the vying to form the human body beautiful was as much an ethical endeavor of the individual as it was a matter of state. Human beauty of form was recognized and admired as the highest type in all nature. Thru the ceaseless practice of gymnastics the Hellenes not only achieved the most beautiful bodies, but reached a more exalted position in art than has ever been attained by any other race.

Hand in hand with the achievement in this ethical field, the Hellenes manifested their intellectual superiority. Posterity has perverted the Grecian conception of mind and body.

There are many sayings, and still more acts, which once led to the belief that to subdue the flesh was to sanctify the spirit, and also that man should not take pride in the appearance of his body. "Forasmuch then as Christ hath suffered for us in the flesh, arm yourself likewise with the same mind, for he that hath suffered in the flesh hath ceased from sin." While, on the one hand, the Grecian youth took pride in his healthy skin of red hue, which characterized him as a civilized man as distinguished from the "barbarian" of white skin, on the other hand, the hermit saint exposed his filthy and wounded body to the burning sun and gnawing vermin for the glorification of God. To eradicate this conception of our duty to our body is the ethical task of physical training. Let us become thoro believers in the truth that each man can do much to make himself healthier and more beautiful, and that it is a moral duty which he owes society, as it is the duty of society to foster beauty and health in its public schools.

After enumerating what he has observed of the activities of the child, Froebel asks and reasons:

But has this instinct for play no deeper significance ? Is it appointed by the Supreme Being merely to fill up time - merely to form an occasion for fruitless exercisemerely to end in itself? No! I see now that it is the constituted means for the unfolding of all the child's powers. It is through play that he learns the use of his limbs, of all his bodily organs, and with this use gains health and strength. Through play he comes to know the external world, the physical qualities of the objects which surround him, their motion, action and reaction upon each other, and the relation of these phenomena to himself; a knowledge which forms the basis of that which will be his permanent stock for life. Through play, involving associateship and combined action, he begins to recognize moral relations, to feel that he cannot live for himself alone, that he is a member of a community, whose rights he must acknowledge if his own are to be acknowledged. In and through play, moreover, he learns to contrive means for securing his ends; to invent, construct, discover, investigate; to bring by imagination the remote near; and, further, to translate the language of facts into the language of words; to learn the conventionalities of his mother-tongue. Play, then, I see, is the means by which the entire being of the child develops and grows into power, and therefore does not end in itself. Play is the natural, the appropriate business and occupation of the child left to his own resources. The child that does not play is not a perfect child. He wants something — sense, organ, limb, or generally what we imply by the term "health " make up our ideal of a child. The healthy child plays - plays continually--cannot but play.

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It is upon this understanding of the nature of the child that Froebel. founded the kindergarten. This institution should be the connecting link of the nursery and real life; should, by directing play, bring the child in contact with the realities of the world. Not stunting, but rather fostering, this natural inclination of the child, the kindergarten should enhance the opportunities for sense-impressions. Thus guided the child