nothing to do with the naming of him. He exercised an influence greater than that of any other man on the campus. No adequate inquiry as to his character had been made. His power to train for victory alone had been considered. Sometimes he made the field sulphurous with swearing. Sometimes, while restraining the players during practice, he would himself frequent bar-rooms. Facing no responsibility, he would encourage the men sometimes to violate faculty rules pertaining to absence and other things. Then the plea would be made that the boys had violated rules under the direction of the coach, whom they were bound to obey, and that the coach only should be responsible. There were no means by which he could face responsibility before the President and faculty. One or two coaches were reputable gentlemen, but most of them were in one way or another disreputable. When the last game was over, the players and the coach generally went off skylarking together to celebrate victory or to get comfort under defeat. Moreover, the teams went thousands of dollars into debt, and complaints would often come from hotels and railroads of disorderly conduct and a tendency to take "souvenirs." Debt without prospect of payment, disorderly conduct as the teams traveled, professionalism, lying about the players, athletics for victory only, formed elements of debauchery that made university education seem to honorable men a failure. How could honesty be secured on daily recitations and in examinations when dishonesty was practiced in every match game? How could thieving be suppressed when our athletes took as "souvenirs" whatever they pleased from hotel or railroad car or visiting team? How could students be compelled to pay their honest obligations when the football association was plunging hopelessly into debt? How could swearing, lechery, and drinking be discountenanced when the all-powerful coach was sometimes setting an example in these directions? To suppress athletics, even if we had been willing to do it, was impossible. In no state will the statutes allow the authorities of a college or university to rob students of their rights as citizens without sufficient reason. It could not be shown that these lapses from good morals were inseparable from athletics. The courts would have held that it was the business of the university to suppress immorality, leaving the students free in their exercises. The only way was to put athletics under the control of the university, even if it involved expense. The question was not what athletics were worth in money, but what it was worth to suppress debauchery of students. You see that I came to a conclusion like a layman and not like an athlete.

Dismissing for good cause the director of the gymnasium, we put all forms of physical exercise, from croquet and tennis up thru football, baseball, track work, and finally thru the gymnasium, under the direction of one man, who was responsible for his acts to the President and the trustees. We tried hard to get a man who had not only some knowledge of athletics in all forms, but who had the character, intellect, and education of a gentleman and a scholar. An athlete without university education or without the highest ethical standards should not be considered for a moment in a university. We were fortunate

in securing Professor C. W. Hetherington. The coaches now are appointed by him. They come as assistants to him. They are liable to discharge at his hands in the heighth of the season. They walk the straight and narrow way while they are training our teams. The large debt overhanging the athletic association was discharged honorably in the course of three or four years. Professionalism, soon banished, has remained in banishment. A spirit of fairness, honor, courtesy, uprightness, moderation in victory, constancy under defeat, politeness to visiting players, propriety when traveling, has taken possession of the teams and the students who foster them. Out of enthusiasm for athletics the best form of college spirit is coming. In proportion to its size and its means, the University of Missouri is paying more money for athletics than any other university in the Mississippi Valley. We are not paying more than is necessary. As President, I am not called upon to ask whether athletics are worth the outlay. They are inevitable. If not properly regulated, they become a source of degradation; but if properly regulated, they become a means of grace. How much is it worth to turn a source of debauchery into a nursery of devotion to the institution, of college spirit and college pride, fortitude under defeat, generosity to the vanquished, chastity among men, self-restraint in food and drink, bodily cleanliness, dignified propriety abroad, and self-control under provoking circumstances? In my opinion it is worth all that it is costing us-and it is costing a large sum.

The interest of the students is necessary to the maintenance of athletics. This interest cannot be engendered if they do not have something to say about the management. Our students are consulted individually and en masse about many questions. They are allowed to control things that they can control without too great danger. The director is not dictator except in things that cannot safely be released from his grasp, and even in these things he often follows wisely the policy of the Roman Augustus.

No reason appears to me why a college or university should not have one man in charge of all forms of athletics and all gymnasium exercises. If the institution be small, he must be sustained with such assistance as the treasury permits; but in the case of large institutions he ought to have a second in command who is expert in athletic sports, and another second in command, so to speak, who is expert in gymnasium work. I am advocating first a director, then under him a first assistant in charge of athletics, and another first assistant in charge of the gymnasium, these assistants to be co-ordinate in rank and both responsible to the director. This much expense, at least, any large institution ought to be willing to pay out of its own treasury. The adventitious coach, even if, as with us, he comes as assistant to the director and acts under his control, ought to be got rid of. It is better to let the athletic association bear the expense of a large number of alumni coaches who accept nothing more than railroad expenses, board, and a modest honorarium for incidentals. I am supposing, of course, that the director is supplied with a stenographer at the expense of the institution. Where the enrolment is large he must have more than one assistant in the gymnasium. But this is a detail.

Should the director be expert primarily in gymnasium work or in athletics? I should look for the right man first regardless of these considerations, but, other things being equal, I should get an expert in gymnasium work. On no account should I employ him, however, if he did not take an interest keen and intelligent in all forms of physical exercise.

Even when regulated as described above, athletics may become a source of extravagance. It is bad education to allow students to waste money, even tho it be in things that in themselves are innocent. The director ought to have, directly or thru his influence, power to regulate expenditures. The enormous sums of money that come to athletic teams should be wisely administered and the surplus invested in good securities. When it reaches a certain sum, it might be used for a building, or for additional fields, or for the endowment of a chair. To waste it is iniquitous.

No college or university known to me is adequately equipped with athletic fields and provisions for outdoor exercises. The gymnasium, however sumptuous, is a place for exercise when the weather does not permit of training out of doors. It is a sin to let a man take his exercise in a gymnasium when the weather permits him to take it out of doors. Near the building should be an outdoor gymnasium equipped with all forms of apparatus which can be safely exposed to the weather. Some things can be transferred from the indoor to the outdoor gymnasium and back again. It would not take much mechanical skill so to modify many pieces of apparatus that they could be easily transferred from place to place. Many institutions boast of immense sums invested in a gymnasium without letting you know how much ground there is for outdoor exercises, nor how convenient that ground is to the building. Each of the four classes in the college or university should have a field of its own for baseball, football, and track athletics. If there is a graduate school, that should have a fifth field. Then there should be the "varsity field," on which interclass and intercollegiate contests should be held and on which the 'varsity team should practice. Five fields seem to me a minimum; and if there is a graduate school, there should be six. Ample space should be reserved for hockey, handball, tennis, and golf. Thus in football, baseball, basket-ball, tennis, and so on, there should be the first and second 'varsity, the first and second graduate teams, and a first and second team for each of the classes. Allowing in football twenty-eight men, including substitutes for each team, there ought to be about 170 playing football seriously, and between 140 and 150 men playing baseball. The numbers will be increased if you remember that many will try for places on the class teams and fail. So also for track teams, tennis, basket-ball, hockey, boating, and so on. In some universities, fraternities in combination might put up a team or two. These interclass contests add greatly to college spirit. Every student of respectable strength ought to have a chance to win a place on some reputable team.

To a layman it seems queer that a large college or university should put all forms of gymnasium and athletic exercises in a single building. Why not

rather erect a quadrangle of smaller buildings, communicating thru colonnades or covered passages, and inclosing an outdoor gymnasium, shaded and sheltered from the wind? Athletic courts might surround the quadrangle outside the buildings, and then might come a series of half a dozen fields--the tennis courts, the outdoor courts for handball, the golf grounds, and so on. To attempt to put all forms of indoor athletic and gymnasium work into a single building is as difficult and as unreasonable as to put all forms of science under a single roof.

Writing from the point of view of the layman and the administrator, I have purposely abstained from pleading for athletics from many points of view from which admirable pleas might be made. I feel some hesitation in giving so much of personal experience in the University of Missouri, but solely for the purpose of setting forth better the views to which they have led me have these experiences been described.

OBJECTS AND METHODS OF PHYSICAL TRAINING IN HIGH SCHOOLS-FROM THE STANDPOINT OF THE

SPECIALIST

MRS. MARY H. LUDLUM, INSTRUCTOR IN PHYSICAL CULTURE, CENTRAL HIGH SCHOOL, ST. LOUIS, MO.

We are asked to speak of physical training from the standpoint of the specialist. We have never thought of ourselves as a specialist but only as the teacher who loved this special work, hoping that we might impart to the pupils under our charge the spirit that would wake them up to the needs of the body, to perfect it, both in its outward contour and in its ability to resist the wear and tear which come to it-to fit our young people for the work of life.

We will speak for the girls of our high school, as we have nothing to do with the boys' work.

When the young girl enters the high school, she has taken a long step, not only in her school relations, but also in her girlhood. We begin to look upon her now as a young woman in the broadest sense of the word, and we are afraid, with the putting on of the title, many of us expect too much. Would that we could still keep them as children in some things! The young girl comes from the school, where she entered as a little child, at the age of twelve or fourteen years. What a great change! For each year in the grammar school she has had, in many cases, but one teacher-has had time and opportunity to know the teacher to whom she is to go during the next year. She has had the same associates nearly all the time, has had her morning recess, her ten- or fifteen-minute physical exercises every day, her noon hour when she walks briskly home to her lunch and back again for the afternoon work.

So far she is used to exercise. She plays with her brothers and the neighbor's boys. The speaker well remembers when she made one of the "nine" having four brothers and four boy cousins to play with.

But now comes a great change, both in herself and in her school life. The girl must stay indoors. Her daily exercise, the walk to and from school, perhaps, in this day of luxury, that is often omitted because the electric car brings her almost to the school door. The music lesson must be taken, and hours of practice given to it. Parties at the beginning they are only every two or three weeks, but as the acquaintance grows they come more frequently the Saturday matinee, and many other diversions with which we are all familiar consume much time and strength.

In the large building, where now she is under the guidance of some five or six different teachers during the day-the members of her class, strangers to her—what a nervous tension she is under until she adjusts herself to the new environment! When she enters the building in the morning she goes to her study-room, gets the books needed for the morning hours, carries them upon the hip (I playfully say: "If the left hip is the bookshelf today, please change to the right tomorrow!"), and does not return until twelve o'clock, lunch hour, when she sits at her desk and eats the lunch brought from home, or goes to the lunchroom where she gets good wholesome food. (How we all rejoice at the fact that nearly every high school has its dining-hall and is under the supervision of one who knows what to give!) Then, a stroll, in the corridor on the same floor as her home-room, for about ten minutes; and at the ringing of the bell she returns to the room, and the routine of the morning is repeatedfive times a week, forty weeks in the school year. No playground as in the grammar school; no daily systematic exercise. Is there any good reason why the girl should give up exercise? The boy does not at that age, even if, unfortunately, he has to become a bread-winner. Do we not see him in the street or in the adjoining lot, if there is such a blessing near him, playing handball with his companions? Are there not great changes in the lungs, heart, circulation, etc., at that age, and do we not know that these changes are stimulated by exercise?

Let me quote from Dr. E. M. Hartwell. In a paper on "Physical Training, Its Place in Education," he divides the time from babyhood to the twentyfifth year into three periods, saying that growth and development proceed during each period, but growth predominates in the first and second, and development in the third, period:

First period: from birth till the close of the eighth year. The whole body grows rapidly in the first two years of life, but in this period the growth of the brain, which attains its full weight within a few ounces in the eighth, is most marked.

Second period: from the beginning of the ninth to the end of the sixteenth year. This is distinctively the period of most rapid growth in height and weight. In increase of

weight the muscles play the leading part.

Third period: from the beginning of the seventeenth to the close of the twenty-fourth year. This, the period of established adolescence, is distinctively a period of development of character as well as of bodily and mental faculty.