536 INTERNATIONAL CONGRESS OF EDUCATION. 
How Taught 2—In answer to this question we would say, By the class 
seacher, supervised by a competent director. This plan has been followed 
n New York for two years with good results. The director of physical 
raining should visit each school at intervals (perhaps once each week), 
reviewing the past work and setting some new exercise for each class. The 
sxercise of each grade should .be printed, illustrated by photographs, and 
slaced in the hands of the teachers. The assembly work and marching 
orders will be about the same for all classes, but the grade work, of course, 
will vary in progression. When the exercises are well understood by the 
scholars, the piano or other music increases the interest and recreation of 
"he work, and becomes the only leader needed for the class. The exercises, 
aught by the class teacher, will prove mutually beneficial. 
In closing, let me urge the necessity of more recreation in our schools, 
nore study of this branch of education, and more hearty cooperation by 
111 interested in this common cause. 
I'HE REGULATION OF ATHLETIC SPORTS IN 
COLLEGES. 
3Y R. TAIT MoKENZIE, B.A., M.D., DIRECTOR OF McGILL UNIVERSITY 
GYMNASIUM, MONTREAL. 
Every department in college work has its honor course in which results 
are decided by competition. But there is always an ordinary course 
wherein steady work, not peculiar excellence, is required. In the depart- 
ment of physical culture, however, in many colleges all work is competi- 
sive. Thus in “athletics” there is no ‘“ ordinary course.” Freshmen in 
every way unprepared encounter the full strain of a hard game, such as 
football, like raw recruits rushing into battle before they have learned 
the first rudiments of drill ; in fact, the value of drill is often entirely 
sverlooked. 
“Tt is the intent of gymnastics,” says Jahn, ¢¢ to restore to our educa- 
sion that completeness which has been lost, to add bodily training to 
one-sided mental culture, and to balance over-refinement by manliness 
egained.” Athletic sports, supplying as they do nourishment to the 
ohysical wants of our college men, may by regulation minister to that 
“completeness ” which the great German reformer had in view. Certainly 
athletics in some form will continue as a college institution so long as a 
young man’s glory is in his strength. He will devise some method of 
measuring it with his fellows, and of displaying his prowess, even if it be 
at the expense of the unfortunate policeman or the innocent street lamp. 
He must have some safety-valve to let off his surplus vital force. 
Froebel, in designing the kindergarten, instead of ignoring this ¢¢ play