SOME UNSOLVED PROBLEMS IN PHYSICAL EDUCATION. 621 
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SOME UNSOLVED PROBLEMS IN PHYSICAL EDUCATION. 
BY T. D. WOOD, M.D., PROFESSOR OF HYGIENE AND PHYSICAL TRAINING, 
LELAND STANFORD UNIVERSITY, CALIFORNIA. 
[ABSTRACT.] 
THE great need in physical education to-day is the scientific spirit—the 
spirit which inspires the student to seek for truth and for its useful appli- 
sation ; the spirit of generosity toward all, and of mutual helpfulness among 
;hose engaged in the same or similar lines of work ; the spirit which pre- 
cludes petty personal competition or jealous rivalry among those who are 
vorking for other than selfish ambition or mercenary ends. 
There is to-day, in an embryonic and crude form, a science of physical 
sducation ; and for the sake of the honorable future, the idea of the 
science should exist first in the minds of the profession, and then in minds 
of the laity. The science of physical education should take the place of 
the so-called systems of physical training. We can conceive of a system 
or series of definite exercises, arranged to produce a desired effect upon a 
given person, or upon a class of persons; but the only adequate name for 
a department of human knowledge and of research is that of a science. 
Science is classified knowledge ; but for the most part the words ‘‘ un- 
classified ignorance > represent the present condition of our new science— 
physical education. Now, the intelligent understanding of the problems 
which need solution is the first step in the opening out of any new field 
of study. Tere is a field of study as broad as human thought, involving 
yuestions important, far-reaching, and impossible of immediate settlement. 
The term physical education is so misleading, and even misrepresented, 
-hat we look for a name which shall represent fairly the real idea of the sci- 
snce. What is physical education ? This is one of the unsolved problems. 
Many people answer : ¢‘ The training and development of the physical”; 
and they consider that the aim and end may be found in anthropomet- 
ric apparatus, physical measurements, athletic contests and exhibitions, 
with graphic representations of measurements and of averages. 
Now these things are very well in their places, but if our science is to 
be worthy of the best efforts of men and women, and of the respect and 
recognition of the educational world, physical education must have an 
aim as broad as education itself, and as noble and inspiring as human 
life. The great thought in physical education is not the education of the 
physical nature, but the relation of physical training to complete educa- 
tion, and then the effort to make the physical contribute its full share to 
the life of the individual, in environment, training, and culture. 
The aim must not be primarily utilitarian, simply physical betterment, 
strength, skill, or fine proportions, It must be high and comprehensive.