.... growth is gradual; secondly, the interest in technique, in acquiring skill, demands, in order not to lead to arrested development, a sufficient background of actual experience; and, in the third place, the introduction to technique must come in connection with ends that arise within the children's own experience, that are present to them as desired ends, and hence as motives to effort. . . . . The prime psychological necessity is that the child see and feel the end as his own end, the need as his own need, and thus have a motive from within, an intense and impelling motive, for making the analysis and mastering the "rules," i. e., methods of procedure. This is possible only as the formal work is kept in connection with active, with constructive, and expressive work, which, presenting difficulties, suggests the need of acquiring an effective method of copying with them. Carrying the general statement over to this special study it would seem that what has been called educational in physical training, in the terms of education, technique, and what has been termed recreative, is expression. The child's first actions are expressive in the sense of bringing a thing to consciousness, but in the process of gaining consciousness there comes gradually the sense of the inadequacy of the expression and the desire to intensify consciousness by a fuller expression. The necessity for training, for technique, grows out of this desire for more adequate expression. There is in this both the elements of play and of work; play in the sense of realizing the end, and work in the sense of mastery over the means to that end. In this effort of the individual to intensify consciousness there is, on the one hand, the little child's play, and on the other, man's present attainments in science and in art. The achievement of the one from the other is thru action, and the educative process is the translation of activity to its intellectual and spiritual values. The vital thing in education is the translated activity, the necessary counterpart is the mastery of the symbols for the process. In physical education there is need of much study so to direct the activity that the translation of the expression will involve the symbols, and the technique of the expression, the development of the body. HOW FAR SHOULD PHYSICAL TRAINING BE EDUCATIONAL AND HOW FAR RECREATIVE IN COLLEGES AND UNIVERSITIES? R. TAIT MCKENZIE, PROFESSOR OF PHYSICAL EDUCATION, AND DIRECTOR OF THE DEPARTMENT, UNIVERSITY OF PENNSYLVANIA, PHILADELPHIA, PA. To college conditions it is the practical application of the principles so clearly stated by Miss Crawford in her paper that we have to consider in this discussion, and if the object of all education is to develop and direct the latent powers of the individual in such a way that he will be most useful to himself, and most valuable to the state as a citizen, it is especially important that this should be kept prominently in mind, for those who are approaching the age when they must cast aside the leading strings of the schoolmaster and assume independence of thought and action. The college student is at the golden age for educating his physical powers. His growth is almost completed; his heart and lungs having caught up with the great increase in body-height and -weight, that takes place from twelve to sixteen, and with his newly acquired physical powers still practically untried. We find, however, that on entering college, most students have to begin with the simplest movements and easiest muscular tasks. Many men cannot jump over a cord two feet from the ground, or lift their weight by their arms. They do not know how to stand properly erect, or to answer promptly or correctly a word of command. They should begin with class gymnasitcs— marching formations, drills, and simple feats to teach control, agility and alertness-to give them speed and strength. This work is educational rather than recreative, and to lighten it, gymnastic games are introduced which are designed to cultivate some special physical quality; e. g., alertness. Athletic games may be modified to conform to this educational requirement, but, as a rule, they are too wasteful of time to be so used; e. g., baseball. Athletic games have, however, the important advantage of giving an ethical or moral training that is quite as important to the future citizen. The bruises and fatigue of games like football act as a useful counter to the ease, or even luxury, of the average youth's surroundings. They develop courage, loyalty to the team, to the institution, and by extension, to the land of his birth—the essence of patriotism-and so have an influence in molding character, that would be hard to overestimate. The rounded college course in physical education should then include those formal gymnastics and the gymnastic games that train the body to know its possibilities and limitations in all the activities of running, leaping, and climbing, for which it is adapted; that give the prompt response to the word of command, and teach that discipline of obedience, which is so essential for all great achievements. It should include those athletic sports for all but the physically unfit that cultivate individual daring, courage, and pluck; and it should not overlook those games which are the epitome of life, where inherent manliness is put to the proof, and where, as representatives of their club or college, they have to uphold her good name on track and field, as in future life they will be called upon to do by their town, party, or country. DEPARTMENT OF SCIENCE INSTRUCTION SECRETARY'S MINUTES FIRST SESSION.-TUESDAY, JULY 4, 1905 The department met in the auditorium of the Asbury Park High School, and was called to order at 10 A. M., and opened by an address by President Frank M. Gilley, instructor in physics and chemistry, High School, Chelsea, Mass. The following program was then presented: I. "Correlation of Mathematics and Science," by Clarence E. Comstock, department of mathematics, Bradley Polytechnic Institute, Peoria, Ill. Discussion was participated in by Lambert L. Jackson, Normal School, Brockport, N. Y.; F. T. Jones, University School, Cleveland, Ohio; William J. Holloway, Maryland State Normal School, Baltimore, Md.; Joseph V. Collins, State Normal School, Stevens Point, Wis.; George Macloskie, department of biology, Princeton, N. J.; and William McClain, London, Ohio. 2. "Science Teaching in Elementary Schools," by Hugo Newman, principal of Public School No. 33, New York city; followed with lantern illustrations of work done. Discussion by A. T. Schauffler, district superintendent, New York city, who also made use of the lantern to illustrate his paper. The following Committee on Nominations was appointed by the president: SECOND SESSION.-THURSDAY, JULY 6 The department was called to order at 2:30 P. M. by President Gilley, and the following papers on the teaching of biology were presented: 1. "Some of the Common Insect Pests, and How the Children Can Study Them," by John B. Smith, professor of entomology, New Jersey Agricultural College, Experiment Station, New Brunswick, N. J. This paper was illustrated by lantern slides, and was preceded by a few remarks on the author's experience in handling the mosquito problem. Discussion followed in the form of a talk on forestry, illustrated by lantern slides by H. A. Smith, of the Bureau of Forestry. 2. "Teaching Biology From Living Plants and Animals with a Projection Microscope: A Demonstration of Apparatus and Methods with Living Specimens," by A. H. Cole, department of biology, Lake High School, Chicago, Ill. The president then called for the report of the Committee on the Physics Courses. The report on the "Course of Study for a First-Year Course in Physics," and an "Outline of a Second Year of Physics for High Schools," were presented. These reports were discussed by E. R. Whitney, Troy, N. Y.; O. W. Caldwell, Charleston, Ill.; F. R. Nichols, Chicago, Ill.; and E. P. Churchill, Tarrytown, N. Y.; after which it was moved by Irving O. Palmer, Newtonville, Mass., that the report on the first-year course in physics, and the outline of a second year of physics for high schools, as presented by the committee, be adopted. The motion was seconded by several, and was unanimously carried. The report of the Committee on Nominations was read and adopted, and the following officers were elected for the ensuing year: For President-H. A. Senter, head of the department of chemistry, Omaha High School, Omaha, Nebr. For Vice-President-Irving O. Palmer, science master, Newton High School, Newtonville, Mass. For Secretary E. R. Whitney, vice-principal of High School, Binghamton, N. Y. H. A. SENTER, Secretary. PAPERS AND DISCUSSIONS PRESIDENT'S ADDRESS FRANK M. GILLEY, INSTRUCTOR IN HIGH SCHOOL, CHELSEA, MASS. We are here together again in the year of our Lord 1905, and of the independence of the United States of America 129; or if you like-and I don't know why the historians should have matters their own way even in fixing dates the year of the separation of fluorin 14, and of the discovery of Roentgen rays 9. We are here to see what we can do for science, and for students of science and by students I mean teachers as well as pupils. The first step in that process is to see what there is to be done. In general, it is safe to say that the outlook in science teaching is today brighter than ever before. During the past few weeks commencement speakers all over the country have been telling us of the increased demand for scientific instruction in technological schools and scientific departments, and reporting at the same time greatly increased endowments to meet such demands. But in secondary schools the outlook is not so bright. The demand for instruction, to be sure, is increasing there also, but neither the schools nor the teachers have an equipment commensurate with the part that science must have in the education, or the development, of the present century. Secondary education, even more than collegiate education, needs, and should have, actual endowment. It must be admitted that science in secondary schools has not yet proved the success that its friends have prayed, and its opponents feared, it might be. That it has not proved so is due to the lack of equipment of which I have spoken, and the many difficulties under which the science teachers labor. The causes of these hindrances are not beyond remedy. Perhaps the most serious difficulty under which the science teacher labors is the great number of demands on his time, even the time he should devote to recreation, professional study, and culture. He often has to teach from three to six sciences, each as large a subject as a language, and each represented by publications, many of which he must read-publications of far greater extent than the growing literature of any one language. The administrative duties of his department, the selection, purchase, care, repair, and use, of apparatus, and the obtaining of money, the superintendence |