10
THE PEN
vnte institutions do this so necessary
work of helping our less fortunate
fellowincn. However, said Miss
Ganjr, the Church still has its re-
s])onsil)ilities in teaching its members
to live the life of Christ as lived by
the Great Master himself, and in ed
ucating: its members in the necessity
of taking care of their unhappy
brethren.
“Inasmuch as ye did it unto the
least of these ye did it unto me.”
—Charles Howell Jr.
SPORTS
Education Through Athletics
Athletics and physical education
liave come a long way since their
early beginings in ancient Greece
and Rome. However, during the mid
dle ages, physical education and
athletics, like manj' otlier factors of
the culture of early Greece and
Rome, became either lost or sadly
neglectcd. When they w’ere revived,
several innovations were made and
during their evolution, became very
lifferent from ancient physical edu
cation. “The ancient was all for the
cultivation of individual energy, in
dividual strengtli, individual cour
age; the modern aims at giving to a
number of people acting in concert,
the lifeless, effortless precision of a
well directed machine.”
“Physical education is tlic sum of
man’s jihysical activities selected as
to kind and conducted as to out
come.” The term, “physical educa
tion,” was not used to designate ac
tivities in tiie beginning. Tyike the ac
tivities which it now denotes, the
term is the result of an evolutionary
(irocess. At various times, it has been
called "physical training” and “phy
sical culture.” Hut, as the idea be
came connected with education and
came to mean “education through tlie
pliysical” instead of “education of
the physical” the term “phj’sical ed-
cation” assumed dignity and rank
witli education.
In tlie United States, the histor}'
of athletics and physical education
is one of many struggles. ^While
physical education might have been
acee})ted, its relation and connection
witli athletics caused a stigma to be
attaelied). Raising out of crude
forms of competition, disbarred by
royal edict, frowned upon by wise
men of certain times, exploited for
conunereial purposes, and hampered
by scandals, athletics remains an ap-
jiealing source of delight and enjoy
ment to the 3'oung of each generation-
The P2nglish attitude towards ath-
Ittics is very different from the A-
meriean attitude. “English univer
sity men view athletics as an agency
of education.” Americans, on the
otlier hand, decry college athletics
and ask for their control or ignore
them as mere student interests, un
worthy of serious consideration by
the university j)rofessors. Sports in
American schools are often without
the sanction and approval of educa
tional authorities. In England the
athletic coach has the same status as
the professor of Greek.
Sports are designed to make use of
leisure time. The educational objec-