others and can he lead? Is he socially efficient? These are the important qualifications that school records have failed to preserve. A card system is quite generally used to-day for all manner of records. If the reverse side of the scholarship card is not used, it can be put to very valuable service under the following headings:-" Plans for Future," "Special Ability," "Vocational and Social Experience," and "Character." This record should be made at the close of each semester by the teacher who has been in charge of the pupil. Only positive facts should be recorded. If there should be anything that would injure the reputation or future prospects of the pupil it might better be omitted. Such an instance may be referred to by the remark "see Mr. Blank," indicating the teacher who personally knows of the facts in the case. If that teacher is at hand when reference to the record is needed he may be consulted, but if not, nothing is lost. Mistakes of youth should not be taken too seriously in passing judgment upon character. School records are very incomplete if they do not afford the information necessary to enable us to answer the positive questions of ability and character suggested above.

Credit toward Graduation for Social Efficiency.-In the large high school there are certain offices connected with student activities that require so much time, energy, and special ability that to do the work well necessarily interferes with the regular requirements of the curriculum. To edit a school paper or act as its business manager not only takes a large amount of time but affords a rich business experience and training that is educationally of as much value as, if not greater than, much of the work now credited for graduation. To represent the school in an interscholastic debate or oratorical contest also takes

time from the regular work and at the same time gives a training that cannot be gained from the credited studies. The same can be said of well-conducted musical organizations and of other activities. Many schools are granting certain credits toward graduation for such work as is considered worthy of recognition by the school authorities. About as satisfactory a plan as any to be found is to make certain allowances of time and material in those subjects which deal most directly with the nature of the "outside" or "social" work. As an illustration: pupils acting as editors-in-chief of the school paper, representing the school in an interscholastic debate or oratorical contest, or taking a leading part in a dramatic production during a given semester may be excused from a certain portion of the work in English; and the character of the outside work done may be graded and credited as a part of that subject. Those students who undertake the business management of the school paper or the athletic teams in large schools are handling large sums of money and are getting a business experience that cannot be taught in a class in bookkeeping. Such work under the supervision of the head of the commercial department could be passed upon and credited under that heading. Faithful and proficient service in an orchestra or other musical organization is often deemed worthy of similar recognition. If there is a department of music in the school, the organizations are considered a regular part of the course and are credited as such. The same can be said of athletic work. When the school is equipped with a gymnasium and has a physical instructor, work done upon the teams may be taken into account in crediting the work in physical training. More and more as the social activities of students are brought under the direc

tion of expert faculty leaders, and as the demand for social efficiency as a product of the high school is appreciated, proper standards of efficiency and of educational values in terms of credit hours will be established.

Conclusion. Schoolmen are evidently more deeply interested in the social development of adolescent boys and girls than they have ever been before. The social demands of modern business, of industry, and of professional life are pointing out to educators certain essential social qualifications for successful entrance upon these fields of endeavor. The social spirit of the age is reflected in the student life and it has introduced new problems that schoolmen are called upon to solve. This obligation can no longer be ignored nor wilfully pushed aside. It must be faced squarely as an educational question. In spite of traditional ideals regarding the purpose of the high school and of our theories regarding the responsibilities of the home, the church, and the community for the social training of youth, the fact remains that the problem of guiding and directing the social activities of high school students is one for the school definitely to face. Those who have the responsibility of organizing and managing a modern high school are compelled to accept the administration of the social activities among students as a legitimate and regular function of the office and one full of possibilities for education and character making.

CHAPTER XVII

HIGH SCHOOL ATHLETICS AND GYMNASTICS AS AN
EXPRESSION OF THE CORPORATE LIFE OF
THE HIGH SCHOOL

JAMES NAISMITH, M.D.

PROFESSOR OF PHYSICAL EDUCATION AND DIRECTOR OF HEALTH AND PHYSICAL EDUCATION, UNIVERSITY OF KANSAS

The Broad Setting of Organized Athletics in the Health Movement and in School Administration. The agencies which extended and varied experience has shown to better the health of school children, safeguard them from disease, render them healthier, happier, and more vigorous, and to insure for them such physical and mental vitality as will best enable them to take full advantage of the free education offered by the State are the following as enumerated by Leonard P. Ayres:

I. Medical inspection for preventing the spread of contagious disease; and for the discovery and cure of remediable physical defects;

2.

3.

4.

Dental inspection for the purpose of securing sound teeth among school children;

School nurses, who work with doctors, teachers, and parents to improve the health of the children;

Open-air schools, for giving to the physically weak such advantages of pure air, good food, and warm sunshine as may enable them to pursue their studies while regaining their physical vigor;

5. Special classes for the physically handicapped and mentally exceptional in which children may receive the care and instruction fitted to their needs;

6. School gardens, which serve as nature-study laboratories, where education and recreation go hand in hand, and increased knowledge is accompanied by increased bodily efficiency;

7. School playgrounds, which afford space, facilities, opportunity, and incentive for the expression of play instincts and impulses;

8. Organized athletics, which aid in physical development, and afford training in alertness, intense application, vigorous exertion, loyalty, obedience to law and order, self-control, self-sacrifice, and respect for the rights of others;

9.

All adjuncts of better sanitation in schoolhouses, such as sanitary drinking cups and fountains, systems of vacuum cleaning, improved systems of lighting, heating, and ventilation.

"The health movement in our public schools has been transformed during the past decade from a merely negative movement, having as an object the avoidance of disease, to a splendidly positive movement, having as its aim the development of vitality. We desire for the youth of the future schools in which health instead of disease will be contagious, in which the playground will be as important as the book, and where pure water, pure air, and abundant sunshine will be rights and not privileges. In these schools the physical, the mental, and the moral will be developed together and not separately; the child will live not only in healthy surroundings, but in surroundings where he will acquire habits of health which will be lifelong."

Definition and Aims. Physical education is that direction of motor activity by means of which we develop indirectly the mind in so far as it directs, the character