TABLE III.-State quotas for equalization of educational qualifications

TABLE IV.-State quotas for promotion of physical education

TABLE VI.-State quotas possible under terms of Sterling-Reed bill (S. 1337; H. R. 3923).

United States. $7,500,000.00 $7,500,000.00 $50,000,000 $20,000,000 $15,000,000 $100,000,000.00

Alabama.

Arizona.

Arkansas.

666, 802. 50
8,452. 50
288,277.50
25, 507. 50
23, 017. 50
9, 780.00
18, 187. 50

100.00

1,441, 375

547, 880

2,808, 500

1,226, 980

81, 532. 50 121, 755. 00 59, 782.50 16,650.00 25, 012. 50

1,303, 350

554, 420

46,920 151, 695 363, 135 90,825 834,780 392, 520

1,476,000

1,067, 625

899, 882.50
1, 223, 125. 00
187,897, 50
323, 587.50
1, 028, 195, 00
3, 147, 030. 00
455, 577, 50
5, 626, 845. 00
2,419, 385. 00
2, 634, 145.00
1,878, 330, 00 |

90 1. 22

19

.32

1.03

3. 15

.46

5. 63

2.42

2.63

1.88

The CHAIRMAN. I understand Miss Williams has no other witnesses to go on to-day, and we will continue a week from to-day at 10 o'clock.

Miss WILLIAMS. Doctor Maroney was one of the speakers that did not get to be heard, and I would like to put a short statement by him in the record.

I also have here a short statement from an address by Sir Auckland Geddes, before the National Citizens Conference in Boston in May, 1923.

The question was raised to-day as to how many nations had educational departments. I think as a matter of interest it would be well to include that information. Mr. Norwood has written a

splendid article published in our journal, and I think it would be interesting to have that printed.

The CHAIRMAN. You may put that in as part of his remarks.

Miss WILLIAMS. The next time we come before the committee we expect to show who is for this bill. We have shown the reasons for it, and I believe this committee is satisfied with the presentation of the various phases of this bill. Now, we expect to show you at the next meeting who wants this bill passed.

The CHAIRMAN. I understand you are going to have representatives of different organizations that are to indorse the bill come before the committee?

Miss WILLIAMS. Yes.

The CHAIRMAN. We will now adjourn until that time. (Thereupon, at 5.45 p. m., the committee adjourned.)

STATEMENT OF FREDERICK W. MARONEY, M. D., DEPARTMENT OF HEALTH INSTRUCTION, ATLANTIC CITY, N. J.

Physical education is the outstanding contribution to health activities which we have in our schools. For years it has formed an intricate part of the private, normal school, and college training of our students. Progressive public-school systems of education have incorporated some physical education activities in their curricula.

The people of America are physically unfit. This is a startling statement of fact, and yet life insurance companies, the Life Extension Institute, and reputable physicians all testify that it is true. The survey which Doctor Fisher made covering health conditions in the United States during the first year of Mr. Roosevelt's administration pointed out, first, that a billion and one-half dollars could be saved annually if the people of the United States would lead a sound physiological life; second, that one-half of the 3,000,000 beds in hospitals and sanitaria would be unoccupied if we followed the regular rules of health; third, that from 10 to 15 years would be added to our lives if we followed out the principles of health which are known to the medical profession and to educators at large.

The startling statistics of the draft showed the necessity of "physical education for all." The State of Massachusetts, according to Doctor Smith, Massachusetts commissioner of education, rejected 46 per cent of its young manhood at the time of its first draft. Only 1 out of every 3 men, on an average, was accepted throughout the United States.

Physical education is not a panacea. It does not do away with the necessity for medical inspection, school nursing service, the care of eyes and teeth, the carrying through of a sound nutrition program, or the teaching of hygiene; but it is the most important phase in the health education program. It accentuates the importance of all other health activities. Among other things it will, first, inculcate health habits; second, tend to correct remedial defects; third, develop and energize the play spirit; fourth, give a fund of recreation material; fifth, afford opportunities for the development of those characteristics which we enumerate as courage, presence of mind, loyalty, and self-sacrifice; sixth, teaching Americanization positively through the response which the pupils must give to commands and to the opportunities which physical education affords for constructive leadership.

In the past we have accepted championship teams, Olympic contenders, and commercialized recreation as evidence of general participation in physical, athletic and recreational activities.

Twenty-eight of the States in the Union have now permissive laws in physical education. Only a few of these States seriously recognize the importance of physical education by helping local districts to finance the programs. New Jersey in 1917 had some 250 physical education teachers.

The Pierson physical education law, passed in 1917, made two and one-half hours of supervised physical education compulsory each school week for all the children in the public schools from the primary to and including the high school.