THE GROWTH OF PHYSICAL EDUCATION IN THE STATE TEACHERS COLLEGES OF NEW YORK IN RELATION TO CERTAIN SOCIO-ECONOMIC FACTORS
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Sponsoring Committee: Dr* Leonard A* Larson, Chairman Dr. John C. Payne * and Dr. Louis E. Raths
THE GROWTH OF PHYSICAL EDUCATION IN THE STATE TEACHERS COLLEGES OF NEW YORK IN RELATION TO CERTAIN SOCIO-ECONOMIC FACTORS
SAMUEL ANTHONY WILLIAMS
Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education of New York University
19^0
fShtglf,accepted
*»fBPR 1 013Sg
The student hereby guarantees that no part of the dissertation or document which he has submitted for publication has been heretofore published and (or) copyrighted in the United States of America, except in the case of passages quoted from other published sources; that he is the sole author and proprietor of said dissertation or document; that the dissertation or document contains no matter which, if published, will be libelous or otherwise injurious, or infringe in any way the copyright of any other party; and that he will defend, indemnify and hold harmless New York University against all suits and proceedings which may be brought and against all claims which may be made against New York University by reason of the publication of said dissertation or document. Signed
Samuel A. Williams
Dedicated to Ruth and Tony
ii
ACKNOWLEDGMENTS
While recognition cannot be given to all who have contributed to this study* appreciation may be expressed to those who have given special assistance in the development of the study and in the collection of the data* Professor Leonard A* Larson* who was Chairman of my committee* gave freely of his time and energy as counse lor and critic* without whose help the outline may never have been completed* Professor Jay B. Nash* who guided the preliminary research* was also a great aid in the development of the sec tion on philosophy* To Professors John C* Payne and Louis E. Baths* the other two members of my committee* 1 am indebted; to the for mer for teaching me how to do historical research and for aid in finding and stating the problem; to the latter for direct ing the research into channels which could reasonably bear fruit. Mr. Ellis H. Champlin, Director of the Division of Health and Physical Education* and Mr. Caswell M* Miles* Chief of the Bureau of Physical Education* made a major con tribution to the development of this study* by making avail able sf>ace in the Division* time of their own and of their
ill
^
"
staffs * and records of both the Division of Health and Phy sical Education and the Bureau of Physical Education* as well as offering encouragement and advice. The following members of the State Education De partment were mos t helpful by offering suggestions for re search and in making available records of the Department: Hermann Cooper* Assistant Commissioner for Teacher Education; J. Cayce Morrison* Assistant Commissioner for Research; Edward S. Mooney* Supervisor* Teacher Education; Wayne W. Soper* Sta tistical Services; George A. Roberts* Statistician for the Division of Health and Physical Education. Presidents of the eleven State Teachers Colleges* Librarians* Directors of Health and Physical Education and their Staffs* Deans of the colleges* and Financial Secretar ies gave generously of their time and effort in the location of data for this study. Oliver C. Carmichael* Chairman of the Board of Trustees of the State University of New York* and Dr. Alvin C. Eurich* President of the State University of New York* were especially helpful in the encouragement of this study and in directing me to the sources of help at the State Education Department. Finally* appreciation is due my family* and my friends.
To my wife* Ruth Sadler Williams* 1 owe a debt of
gratitude for encouragement and assistance.
The constant
Inspiration of my son* Tony* will always be remembered.
PREFACE The colleges included In this study are listed below with the dates when they were established: New York State College for Teachers Brockport State Teachers College
at A l b a n y —
--- -— —
1844 1866
New York State College for Teachers at Buffalo — - 1867 State Teachers College at Cortland-----------
1866
State Teachers College at Fredonia----------------1866 State Teachers College at Geneseo State Teachers College at New Paltz
--------
1867
--------------1885
State Teachers College at Oneonta -— — — ----— -—
I887
Oswego State Teachers College
1863
------------------
State Teachers College at Plattsburgh-------- —
1889
Potsdam State Teachers College ------------------
1866
These colleges were open to students one to four years later than the dates when they were established. were called Normal Schools. established at Albany.
They
The first of these schools was
The others were all established by
I889. The schools at Albany and Buffalo had their names changed earlier* but the others, became State Teachers Colleges in 1942.r
Tl
" On April 13 > the name of Colleges. 11 1941-1942.
1942 * the Governor signed the bill changing the State Normal Schools to State Teachers Catalogue* State Normal School* Plattsburgh* (Insert oh Flyleaf.)
The Normal School at Albany had already changed its name to the New York State Normal College and later to the New York State College for Teachers at Albany*
The Buf
falo State Normal School* by action of the State Board of Regents* in May 1927* became the New York State College for Teachers at Buffalo*1 Physical education is used broadly in this study. It Includes the required program* the intramural program* the Informal activities* and competitive athletics. Health protection* health service* and health edu cation are not included in this study except indirectly as shown in the growth of the Departments of Health and Physical Education, Many of the professional workers in the field of health and physical education are sometimes discouraged at the slow rate of progress* but in the history of the United States fifty years is not such a long time.
When the progress
of the physical education program is viewed in this perspec tive there is more evidence of growth. Social and economic conditions in this country were quite different in 1900 from what they are today.
The needs
of the organism are similar* but must be met in a different way because of increasing tensions in modern life,
Tl
A History» 1671-1946, New York State College for Teachers 7 at Buffalo* p. o">. vii
Higher education did not occupy the position in 1900 that it now has.
Normal schools did not have the rating
of colleges in 1900 either.
The following quotation will
show something of the status of higher education in the State of New York: In 1900* $7»6 6 3 »037.15 was expend ed for higher education as compared with $2 ,7 3 3 ,8 6 0 in 1890. In 1900, 29*795 students were reported as attending New York Colleges* professional technical and other special schools* as compared with 14*519 in 1 8 9 0 . Such Institutions reported in 19 0 0 total net property of $77>902*339.27 as compared with $37*1 1 3 >0 0 1 .0 0 in 1 8 9 0 .1 The following quotation from another source will give some indication of the status of teacher training at the end of the nineteenth century: Few colleges at this time made any pretense of providing a professional education for prospective teachers; in collegiate circles* the idea still pre vailed that the sole need of the high school teacher was thorough scholarship. As late as 1899> there were only 827 per sons in teacher training courses in all liberal arts colleges of New York State* and of these* 674 were enrolled in the colleges of New York City. 2 Today* the enrollments in the teacher training
1. 2.
University of the State of New York* 114th. Annual Re port of the Regents, 1900* p. r9* William Mar shall French and Florence Smith French, Col lege of the Fumlre State * A Centennial History of the New York Staxe College for Teachers at Albany, p. 5-
viii
institutions have increased to the point that a single col lege will be training more teachers than the number listed above.
There are private colleges engaged in the task of
teacher training also* and the enrollments in these are even higher than the enrollments in the State Teachers Colleges.
lx
TABLE OF CONTENTS Chapter
Page
Acknowledgments ...................... Preface
...........................
Contents .......
INTRODUCTION
A BRIEF DESCRIPTION OF PHYSICAL EDUCATION AT EACH OF THE STATE TEACHERS COLLEGES OF NEW YORK ., The for The The for The
The The The The The The The
xv xix xxi xxii 1
Practice Schools............ Summer Sessions...... Statement of the Problem............ Significance of the Problem......... Scope of the Study....... Procedure for the Collection of Data.. Procedure for the Treatment of Data.•• II
vl x
Tables ........................... Diagrams........ Charts................... Drawings.............. I
ill
New York State College Teachers at Albany............. Brockport State Teachers College. New York State College Teachers at Buffalo.... . Cortland State Teachers College.. Outdoor facilities............. Indoor facilities ............ . Camping facilities............. Fredonia State Teachers College.. Geneseo State Teachers College.•• New Paltz State Teachers College. Oneonta State Teachers College... Oswego State Teachers College.... Plattsburgh State Teachers College Potsdam State Teachers College....
x
7 8 9 11 15 17 21
25 25 35 40 49 56 57 56
60 66 71 78
82 93
100
Page
Chapter III
COMPARISONS OF DATA WHICH INDICATE A GROWTH OF PHYSICAL EDUCATION IN THE STATE TEACHERS COLLEGES OF NEW YORK.................. Enrollments ......... Budgets Compared (1900-1948)......... Program Emphasis Compares............ Comparison of Facilities and Equipment (1900-1949)............ Comparison of Activities (1900-1949).. Increase in Number of Faculty for Physical Education............... Increase in the Training of the Faculty for Physical Education....... . Community Service................... Cortland ..................... Brockport..........................
IV
THE RELATIONSHIP OF THE CHANGING PHILOSOPHY OF EDUCATION IN GENERAL TO THE CHANGING PHILOSOPHY OF PHYSICAL EDUCATION.................. John Dewey1 s Influence on Education... The Educational Philosophy of John Dewey..................... The Changing Philosophy of Physical Education........... T. D. Wood and Physical Education Contributions of Clark W. Hetherington............... Contributions of Jay Bryan Nash...... Contributions of Jesse Feiring Williams............... Summary S t a t e m e n t . Luther Halsey Gulick............. Edward Hitchcock................ Dudley Allen Sargent............. Innovations in General Education» Called Progressive Education......... Individualized Instruction...... The Project Method.................. The Activity School................. The Dalton Plan.....................
xi
108 108 117 123 124 126 127 129 135 137 139
141 141 143 154 157 162 165 173 181 182 182 183 183 184 185 186 187
Chapter V
Page THE RELATIONSHIP OF STATE LEGISLATION, COMMISSIONERS REGULATIONS, AND THE RULES OF THE BOARD OF REGENTS.......... Health Law of 1910.................. The Health Law of 1913........... . The Welsh-Slater Bill for Physical Training ......... Physical Training Law Amended to 1932. Physical Training Law Amended to 1947. Number of Physical Education Teachers Employed in New York State after 1916........... History of the Division of Health and Physical Education....... Personnel and Expenditures for State Supervisory Staff.........
VI
THE RELATIONSHIP OF WORLD WAR I AND WORLD WAR II........... World War I and Legislation for Physical Education.......... The Military Training Commission.. The Physical Fitness of the Nation as Shown by Draft Statistics for World War I.......... Physical Rejections for World War II.. Changes in Enrollments During World War II................. A Shortage of Teachers During and After World War II The Enrollment of Veterans in the New York State Teachers Colleges after World War II........... Total Enrollments Since World War II.. Proposed Legislation for Physical Education During World War II The State War Council............... The New York State Youth Commission...
VII
THE RELATIONSHIP OF THE GROWTH OF POPULATION, THE GROWTH OF PUBLIC SCHOOLS, THE GROWTH OF RECREATION AND PHYSICAL EDUCATION IN THE COUNTRY AS A WHOLE AND THE.DEMAND FOR TEACHERS AND RECREATION LEADERS ................ xii
189 189
190 192 197 200 202 208 210
220 220 221 226 234
243 244 246 247 250 252 253
257
Chapter
Page
VII (Continued) Growth of Population and Public School Enrollments in the United States................. The Population of New York Since 1900. Enrollments in the Public Schools of New York State............ The Growth of Playgrounds and the National Recreation Association...... The Growth of the American Association for Health, Physical Education, and Recreation.... Physical Education in the Y.M.C.A. after 1900........... The Demand for Teachers and Recreation Leaders............. Pupil Teacher Ratio for Public Schools of New York State...... Ratio of Pupil to Physical Education Teacher in New York State... Trends for the Future (Enrollments in Public Schools, Demand for Teachers, and Enrollments in Higher Education ............... VIII
THE RELATIONSHIP OF UNEMPLOYMENT TO THE GROWTH OF PHYSICAL EDUCATION IN THE STATE TEACHERS COLLEGES OF NEW YORK............................ Unemployment in the United States Since 1900............. Unemployment in New York State....... The Expansion of Facilities in Relation to Unemployment.......... Enrollments in Relation to the Depression. ............ Annual Appropriations During the Depression............... The Increase of Faculty for Physical Education During the Years of High Unemployment........... The Postwar Public Works Planning Commission............
xiii
257 260 263
264 266 268 270 273 275
278
285 285 288 294 298
299 301 301
Chapter IX
Page SUMMARY AND CONCLUSIONS................ The Steady Growth of the State Teachers Colleges of New York Since 1900......................... Increased Enrollments........... Increase in the Budgets........... Expansion of Facilities and Equipment for Physical Education............ Changes in the Physical Education Activities...... Increase in the Number of Faculty for Physical Education.• A Better Trained Faculty for Physical Education Today....... The Acceptance of a Greater Responsibility to the Community. The Philosophy of Physical Education in Harmony with the Philosophy of Education in General................ The Growth of Physical Education Interrelated with Legislative Enactments for Physical Training World War I and World War II Related to both Legislation and theGrowth of Physical Education. Growth of Physical Education Related to Changing Number and Type of Population.. The Growth of Recreation and Physical Education in the Country as a Whole.......... .. Demand for Teachers and Recreation Leaders .......... Unemployment and the Expenditures for Public Works... Other Factors.................
308
309 309 310 310 312 313 314 314 315 316 317 317 318 319 320 320
Bibliography...................................
322
A p p e n d i x ..........................................
329
xiv
LIST OF TABLES Number I
II
III
IV
V
VI
VII
VIII IX
X
XI
Title
Page
Special Curriculum at Each State Teachers College in New York and the Enrollments on October 1»194-8.....
5
Sex of Graduates of New York Normal Schools* 1900-1925* and Sex of Total Student Enrollments from 1930-194-8......
6
Number of Students in the Practice Schools of the State Teachers Colleges of New York and the Grade Range* in 1948...................
8
Summer School Enrollments In the State Teachers Colleges of New York from 1944 to 1948.............
9
Enrollments for the Summer Sessions at the New York State College for Teachers at Albany from 1917 to 1948....
29
Number of Graduates from the New York State College for Teachers at Albany from 1900 to 1914....
30
Summary of Expenditures in 1899-1900 at the New York State Normal School at Albany................
32
Budget for the New York State College for Teachers at Albany 1948-1949.
32
Physical Education Budget for the New York State Teachers College at Albany for 1949-1950................
34
Number of Students Enrolled in the Special Curriculum of Health and Physical Education at the Brockport State Teachers College from 1945 to 1948*
38
Number of Students Enrolled in the Special Curriculum of Health and Physical Education at the Cortland State Teachers College from 1925-to 1948*
50
xv
Number XII XIII XIV
Title
Page
Intramural Sports During the year 1948-49 at Oswego State Teachers College..
86
Physical Education Budget for the Oswego State Teachers College for 1948-49.
87
Number of Graduates from the State Normal School at Plattsburgh from 1 9 0 0 to 1915.......................
95
XV
Enrollment Figures for the Regular Session at Each of the State Teachers Colleges of New York from 1900 to 1948.... 113
XVI
Teachers Colleges (and Normal Schools) 1900 to 1947............................ 114
XVII
XVIII XIX
Appropriations Available for Each of the State Teachers Colleges of New York from 1900 to 1948........
120
Cost of Living in New York State> 1914 - 1939 (1925-1927 « 100)...........
123
Number of Physical Teachers Selected
Faculty Members for Education at the State Colleges of New York at Intervals from 1900 to 1949..... 128
XX
The Highest Degree Obtained by the Faculty for Physical Education in the State Teachers Colleges of New York in 1948 > and the Colleges from which they were Granted........................ 133
XXI
Number of Physical Education Teachers Employed and State Aid Apportioned after 1916............................... 204
XXII
XXIII
XXIV
Number of Physical Education Teachers Employed in New York State (Not Including New York City) 1916 to 1948.............
206
Personnel and Expenditures of the State Supervisory Physical Education Officials from 1 9 1 6 to 1932.....................
211
Number of Men Rejected for Physical Defects to December 15> 1917. ............227 xv i
•
Number XXV
Title Number of Men Rejected for Physical Defects from December 15 > 1917 > to September 11 > 1918....................
XXVI
Comparison of 1917 and 1918 Rejections...
XXVII
Age - 21 Physical Rejections Compared with Ages 21 - 30.............
XXVIII XXIX XXX
XXXI
XXXII
XXXIII
XXXIV
XXXV
XXXVI XXXVII XXXVIII
Rural and Urban Rejections Compared
Page
228 228 230 231
The Ten Chief Causes of Rural and Urban Physical Rejections......
232
Colored and White Physical Rejections Compared December 1 1 9 1 7 to September 11 > 1918....................
233
Estimated Number of Registrants found to be Disqualified for General Military Service Because of Physical and Mental Reasons > by Availability for Military Service by Defect or Disease...........
237
Estimated Principal Causes for Rejection of Registrants I0 - 3 7 Years of Age in Class XV-F and Classes with "F" Designation August 1> 1945.............
240
The Enrollment of Veterans at the State Teachers Colleges of New York from 1945 to 1949.....................
247
Enrollments at the State Teachers Colleges of New York Since World War II (Enrollments as of October 1st) ....
249
Number of Students Majoring in Health and Physical Education at Brockport and Cortland State Teachers Colleges Since World War II (Figures for November 1
250
The Population of the United States from 1900 to 1948......................
258
The Population of New York State from 1 9 0 0 to 1947......................
260
Number of Births and Birth Rate per Thousand Population in New York State from 1 9 2 0 to 1947....................
261
xvii
Number XXXIX
XL
XLI XLII
XLIII
XLTV
XLV
XLVI
XLVII
XLVIII
Title
Page
Enrollments of the Public Schools in New York State Outside New York City from 1919 to 1948....................
264
Total public School Registration and Number of Teachers in New York State from 1920 to 1948.....................
274
Ratio of Pupils to Physical Education Teacher (Hundred to One) 1925 - 1948...
276
Estimated Number of Pupils and Teachers for the Public Schools of New York State, 1946-47 to 1 9 6 2 -6 3 ....
280
Actual Enrollments in Higher Education in the Fall of 1948 and Estimated Enrollments in Fall Terms, 1949-52, 1955 and I9 6 0 .........................
282
Resident College Enrollments in Institutions of Higher Education, 1899-1900 to 1943-44 (At Selected Intervals)...............
283
The Number Employed and the Number Unemployed in the United States from 1 9 0 0 to 1949.....................
287
Percentage of Idle Wage Earners in Representative Trade Unions in New York State at the end of January from 1902 to 1913.......
289
Turning Points in the Business Cycles of New York State Factory Employment from 1914 to 1939 (Average 1925 - 1927 = 100)...........
293
Registered Claims for Unemployment Insurance and Veterans' Readjustment Allowances in New York State from 1939 to 1949..........................
294
xviii
LIST OF DIAGRAMS Number
Title
Page
Enrollments in the State Teachers Colleges of New York from 1900 to 1948 at: 1
Albany.......
31
2
Brockport...........
39
3
Buffalo................
45
4
Cortland...............................
53
5
Fredonia........
62
6
Geneseo................................
70
7
New Paltz..............................
75
8
Oneonta...........
81
9
Oswego...........
..•••
89
10
Plattsburgh............................
96
11
Potsdam................................
102
12
Comparisons of Enrollments in the State Teachers Colleges of New York in Relation to Certain Socio-Economic Factors.........
112
Total Enrollments of All State Teachers Colleges of New York from 1 9 0 0 to 1947......................
116
Appropriations Available forEach of the State Teachers Colleges of New York from 1900 to 1948..........
122
Number of Physical EducationTeachers Employed in New York State by Villages* Cities, and Supervisory Districts from 1925 to 1948............
207
13
14
15
xix
Number 16
17 18 19
20
Title
Page
Number of Physical Education Teachers Employed in New York State Outside New York City* 1916-1948........
209
Population of the United States* 1900 to 1948..........................
259
Population of New York State* 1900 to 1947..........................
262
Ratio of Pupils to Physical Education Teacher in New York State from 1 9 2 5 to 1947....................
2 77
Unemployment in the United States from 1 9 0 0 to 1949....................
286
xx
LIST OF CHARTS Number 1
2
Title Enrollments in Each of the State Teachers Colleges of New York at Selected Intervals from 1900 to 194-8.....
Page
110
Appropriations Available for Each of the State Teachers Colleges of New York at Selected Intervals from 1900 to 1948......................
118
Nature and Date of First Legislation Enacted and Present Provisions by Laws or by Rules and Regulations for School Health and Physical Education by States....................
225
Estimated Number of Selectees Rejected (World War II).................
236
The Ten Leading Causes for Rejection (World War II)................
239
Leading Causes for Rejection by the Armed Forces? 1944 (White and Negro)......
242
Veteran Enrollments in the State Teachers Colleges of New York from 1945 to 1949..............
248
8
How Many Go to School........
284
9
Accumulated Savings to Aid Postwar Construction in New York State*...
304
The New York State Postwar Public Works Program in Brief...........
305
New York State Construction Expenditures* 1925-1945.................
307
Sample Check List (Cortland State Teachers College)......................
331
3
4 5 6
7
10
11 12
xxi
LIST OF DRAWINGS Number 1
Title Geographic Location of the State Teachers Colleges in New York.....
Page
3
Key Plot Plan for the: 2 3 4 5 6
7 8
9 10 11 12
New York State College for Teachers at Albany.................
36
New York State Teachers College* Brockport, N. Y..............
41
New York State College for Teachers at Buffalo................
48
State Teachers College* Cortland* New York....................
59
State Teachers College* Fredonia, New York....................
64
New York State Teachers College, Geneseo, New York.....................
72
State Teachers College, New Paltz, New York...................
77
New York State Teachers College, Oneonta, New York.....................
83
New York State Teachers College, Oswego, New York......................
92
State Teachers College* Plattsburgh, New York*.................
99
State Teachers College* Potsdam, New York.....................
106
CHAPTER I INTRODUCTION
Physical education now has a place in the regular program of most of the schools of the country* “History reveals that the mental* social* and phy sical health of children was woefully neglected until the be ginning of the present century**'1 In the early history of this country the home was the chief influence in the development of the child*
Each
child had tasks to do around the home and there was very little time for play*
The early Puritans had a fear of play.
2
Today* our industrial civilization has removed the need for the labor of children*
The urbanization of our so
ciety has created greater needs for vigorous activities in the form of play* needs which at one time were met in the daily life on the farm* Skills are needed if one is to enjoy participation* "The schools have assumed the responsibility of the home in this phase of education*
1, 2. 3*
Fred Engelhardt * Public School Organization and Adminis tration* p* 374. Jay B. Nash, Physical Education - Int ernr etat ions and Ob jectives, p* 21* Hiram A* Jones* The Administration of Health and Physical Education in New York State* 1934.
- 2 “At one time education was merely a training of the mind* but the Idea is everywhere gaining ground that ed ucation must deal with the whole man and not with just part of him.”1 The State Teachers Colleges of New York have ac cepted part of the responsibility of training teachers for this new concept of education. These colleges are scattered throughout the State. The one at Plattsburgh is in the northeastern part of the State and the one at New Paltz is in the southeastern part. The two at Buffalo and Fredonia are in the extreme western part of the State.
The colleges at Albany* Oneonta* Cortland*
and Geneseo are near the center of the State from north to south* but are spaced across the State from east to west. (Drawing 1* p. 3).
The college at Oswego is located on Lake
Ontario, and the one at Brockport is near the lake, but is farther to the west. Two of the colleges are training physical education teachers for the new responsibility which the industrializa tion and urbanization of this country has forced upon the schools.
Though there is no special curriculum for the train
ing of physical education teachers at the other nine colleges» each of them gives some training in recreation leadership as
371
Physical Education ^odavT~issued under the auspices of the A.P.E.A.» J. F. Williams, President, 1930.
3
-
x:
oo rH
a, co Q) M < C
-4 part of the practice teaching which is required of all ele mentary teachers• Each college* except New Paltz* has a special cur riculum.
Cortland and Brockport State Teachers Colleges are
the two which train Health and Physical Education teachers. All of the colleges* except Albany* train General Elementary teachers.
The college at Albany trains General Secondary
teachers and has Commerce and Library as special subjects curricula.
The college at Buffalo has three special subjects >
namely; Art* Home Economics* and Industrial Arts*
Fredonia
and Potsdam have Music for their special curriculum. p. 5)*
(Table 1*
This Table lists the special subjects curricula for
each of the colleges and shows the enrollments in both the special curricula and in the general elementary curriculum
irr194-8. There were more students enrolled in the general elementary curriculum at all the colleges except at Buffalo* Cortland* Fredonia* and Geneseo in 1948 than were enrolled in the special curricula* In 1900* most of the students were girls* ninety six per cent of those graduating were girls.
By 1910* Ninety
two per cent of the graduates in 1920 were girls* but the per*
centage of male students has gradually increased since that time* and in 1948 only fifty nine per cent of the enrollments A
were women students*
(Table II* p* 6).
The physical education program for the normal schools was handled by an Instructor* who was usually a woman*
- 5 -
TABLE I Special Curriculum at Each State Teachers College in New York and the Enrollments on October 1* 1948
State Teachers College at:
Special Subjects Curricula
Albany
Commerce — Library —
207 29
Gen. Secondary
Total
1,180
1,416
Gen. Elementary Buffalo
Art — Home Eco.— Ind.Arts —
284 264 443
828
1,819
Brockport
H. & P. E.- 34-8
663
1,011
Cortland
H. & P. E.- 607
552
1*159
Fredonia
Music
—
338
322
660
Geneseo
Library
—
348
173
521
679
679
New Paltz Oneonta
Home Eco.—
31
455
486
Oswego
Ind.Arts —
572
799
1*371
Plattsburgh
Home Eco.— 241 Nurse Teaching- 81
325
647
Potsdam
Music
283
352
635
3*901
6,503
10,404
All Teachers Colleges
—
but there was sometimes a varsity program conducted by a coach who was a member of the faculty.
The participants in this
varsity program were most likely to be members of a nearby \
high school, which was in some way connected with the normal school. These special curricula were not all established at
- 6 the same time.
Some of them were established elsewhere and
moved to the present location.
The special curricula at
Brockport for health and physical education was established as late as 1945*
The Industrial Arts Department which was
established at Albany was transferred to Buffalo in 1920. TABLE II Sex of Graduates of New York Normal Schools 1900 - 1925? and Sex of Total Student Enrollment from 1930 - 1 9 4 0 13 Per Cent Male
Per Cent Female
809
1 8 .1 2
8 1 .8 8
98
879
9.85
9 0 .1 5
1910
27
750
3.49
9 6 .5 1
1915
103
1 356
7.05
9 2 .9 5
1920
67
824
7.52
9 2 .4 8
1925
96
785
10.89
8 9 .1 1
987
6 366
13*42
86.58
1935
1 829
5 781
24.03
75.97
1940
1 661
4 459
27.14
7 2 .8 6
1945
1 388
5 409
20.42
79.58
1948
4 251
6 153
40.85
59.15
Year
Male
Female
1900
179
1905
1930b
a
b
Figures from 1900 to 1925 from a study by Albert Edward Fitzell* Origin and Development of the Normal School Sys tem of New York Statel Unpublished dissertation from New York University* 1925. Figures for 1930 to 1948 are for total enrollments and not for graduates and were secured from the State Education Department in Albany* N. Y.
Teaching in the elementary schools is no longer as much a woman's affair as it was in 1900> but there is still some difficulty in finding men teachers for the physical ed ucation program on the elementary level.
The table on page
six may give the impression that there were no male students on the campus* but that is not entirely true for the practice school was closely identified with the normal school in the early part of the century and in some instances included the high school age as well as the grammar school age. Practice Schools Each of the State Teachers Colleges has a practice school.
Now* with the exception of the school at Albany*
they are all elementary schools.
The grade range for the
school at Albany is from seven to twelve.
The grade range
for the others is from Kindergarten to Grade eight, or from Nursery School to Grade Eight, except that the practice school at Plattsburgh includes Grade nine.
Tl
(Table III* p. 8).1
From the files of Dr. Hermann Cooper* Assistant Commission er of Education* for Teacher Training and Certification* State Education Department* Albany* N. Y.
- 8 TABLE III Number of Students in the Practice Schools of the State Teachers Colleges of New York and the Grade Range* in 1948 State Teachers College at: Albany Buffalo Brockport Cortland Fredonia Geneseo New Paltz Oneonta Oswego Plattsburgh Potsdam
Total Number of Pupils Enrolled
Grade Range Grades Kind.(4 Kind.(“ Kind.(” Kind.(5 Kind.(M Nursery Kind.(4 Nursery Nursery Kind.(4
7 -1 2 yr. olds) •» i» j If H ) yr. olds) 11 it j School yr. olds) Sehool School yr. olds)
-
8 8 8 8 8 8 8 8 9 8
408 408 239 236 411 371 527 327 448 290 701
TOTAL
4 366
Gr. Gr. Gr. Gr. Gr. Gr. Gr. Gr. Gr. Gr.
This study does not Include the practice schools except for such data that are included in the reports of the colleges as a whole* or in the reports of the Departments of Health and Physical Education. Summer Sessions One major contribution to Physical education in the summer sessions was found at Cortland State Teachers Col lege* when In 1923 > the Cornell Summer School for the train ing of physical education teachers was shifted to Cortland. Hr. Dan Chase* State Director of Physical Education* led the summer session at the Cortland State Teachers College for two summers after this* in 1924 and 1925*
- 9 -
All the State Teachers Colleges in New York have summer sessions*
The first was held at Oneonta, as an ex
periment* in 1912* started.
It proved so successful that others were
Enrollments increased rapidly in the summer sessions
after World War II* just as they did in the regular sessions* (Table IV, p. §). TABLE IV Summer School Enrollments in the State Teachers Colleges of New York from 1944 to 1948 State Teachers College at: Albany Brockport Buffalo Cortland Fredonia Geneseo New Paltz Oneonta Oswego Plattsburgh Potsdam
1944
1945
Year 1946
368 129 262 127 172 191 205 232 236 261
530 425 137 264 139 235 226 226 281 315 243
819 611 299 467 2 72 235 264 243 641 191 251
1947
1948
92 7 704 272 527 328
858 709 453 499 341 254 358 306 740 303 240
284 250 597 272 266
Statement of the Problem The early history of physical education in the United States shows the influence exerted by European cul tures and ideas which were not suitable for a different en vironment.
The same is true of education in general.
The
educational systems of Europe were developed by an aristo cratic society.
The physical education systems brought to
this country were either suitable for the perpetuation of
- 10 -
this society* or for militaristic purposes. Changes come slowly in education, but in fifty years they can be noted.
Since 1900* from ideas which were develop
ed by such men as Henry Barnard* Horace Mann, John Dewey and others* there has evolved a philosophy of education which is the product of our native soil. ed also in fifty years.
Physical education has chang
These changes are probably related to
the changes in the general educational philosophy and they more than likely followed certain socio-economic trends. It is the purpose of this study to show the changes which have occurred in physical education in the State Teachers Colleges of New York* and to relate these changes to the fac tor most likely to be related.
To do this, it will be neces
sary to show the changes which have occurred in the following categories:
the philosophy of physical education* budgets*
enrollments* expansion of facilities* an increase of activi ties* an increase in the number of faculty members for physi cal education* an increase in the amount and quality of train ing of this faculty* and the acceptance of a responsibility to the community. These evidences of change in the physical education program must then be related to such factors as: 1,
A changing philosophy of education in general.
2.
State Legislation* Commissioner's
- 11 -
Regulations and the Rules of the Board of Regents. 3.
The influence of World War I and World War II on Legislation for physical education and other cate gories related to growth.
4.
The growth of population* the growth of the public schools and the demand for teachers.
5.
The growth of recreation and physi cal education in the country as a whole.
6.
Unemployment* and other factors which may be discovered.
Each of the above factors probably influenced the changes which have occurred not only in physical education in this century* but the changes which have occurred in most every other significant development in the United States and the world.
Some of them are more directly related to the changes
in the physical education program of the State Teachers Col leges of New York* and all of them are interrelated.
The con
nections are sometimes tenuous and the relationship is only one of many* but each of the above factors can be related to changes in education and in physical education. Significance of the Problem One important function of this study is that it
- 12 reveals the progress that has been made in shifting the em phasis of the physical education programs of the State Teach ers Colleges of New York from a formal* indoor type of pro gram stressing uniformity and discipline* to an informal ac tivities program conducted* for the most part* out of doors. The study indicates the trend that enrollments may take* with or without veterans.
It is important to know* not
only what direction enrollments are most likely to take* but the direction in which the program is going also.
Fifty years
is a short time in the history of education* but a definite break away from the imported systems of physical education and the growth of intramural athletics are both indicated in this half century. Another value of this study lies in the relationship that the college is shown to have to the community.
This re
lationship is not an isolated affair of any one department* but rather* It Is the concern of the whole college. Another of it
inrelation
significance of this study is the timeliness to the formation of the State University of
New York* which will be composed of approximately thirty two institutions of higher education including all of the eleven state
teachers colleges.
vided
byNew York
In a bulletin* Higher Education Pro
State as of June 30* 1948, is the following:
Numbering 32 in all* the state in stitutions include the following: seven professional colleges — . agriculture* home economics* veterinary medicine* in dustrial and labor relations* forestry,
- 13 ceramics» and the Maritime Academy; 11 teach ers colleges; six institutes of agriculture and technology; five technical institutes of applied arts and sciences; and two subsidized colleges for veterans.! In the introduction written by Francis T. Spauld ing* Commissioner of Education and President of the University of the State of New York* (not to be confused with the State University of New York)* is the followings "The New State University created by the Legislature in 1948 for the present consists of these same facilities."
2
On April 4* 1949» Oliver C* Carmichael* Chairman of the Board of Trustees of the State University of New York* said: In one sense today marks the birth of the State University as a corporation with administrative responsibilities* though we are not unmindful 6‘f the fact that one of its constituent units is already more than a century old with a long tradition of out standing service.3 Alvin C. Eurich, President of the State University said: "••••This University has as its real assets at the
1.
2* 3*
University of the State of New York* Bulletin No* 1362. Higher Education Provided by New York State - The State Colleges that Became the State University* June 30* 1948, p. 5. Ibid*t p* 3. The Uftftkggoiind of the State University of New York. An Address delivered by Oliver C. Carmichael* Chairman of the Board of Trustees of the State University of New York* at the Organizational Meeting on April 4* 1949.
14 very outset the faculties and physical plants of no less than thirty two existing institutions with a total student body of about 3 0 »0 0 0 ,,‘^ The final decisions have not been made in relation to some of the institutions which may ultimately be a part of the State University of New York, but the above is ade quate to show the timeliness of this study. A complete list of the institutions that became the State University on April 4, 1949* will be found in Ap pendix C» p. 332 *
Note that two of the colleges which were
included at that time have closed and that there are pros pects for the addition of two medical schools* This study may stimulate further research along the same line for the remainder of the institutions in the State University*
The findings may be useful in planning
physical education programs and facilities for the future, not only for the State Teachers Colleges, but for other units of the State University. This study adds one more piece of evidence showing the need for the location of colleges on spacious campuses, with room to expand and with adequate space for outdoor ac tivities*
Just as the facilities for physical education were
considered to be adequate in 1900 and today are so inadequate, the present facilities may prove to be outmoded if the trend toward outdoor activities continues* 1 ^ Address by Alvin C* Eurich at the organizational meeting.
-1* Scope of the Study It is difficult to show the exact time when the changes occurred in the physical education program of the State Teachers Colleges or the exact relationship that ex ists between these changes and the factors selected, for the transitions are seldom sharply defined and the relationships are tenuous. •'Significant changes usually result from a long evolutionary process and not from direct or specific acts."1 Even the ideas of John Dewey in his educational philosophy might be traced back through others such as Pestalozzi, Froebel, to Rousseau and possibly one idea, the unity of mind and body, all the way back to Plato, as shown by the statement that the purpose of education was to give to the body and soul all the beauty and all the perfection of which they are capable. No attempt is claimed for originality in the devel opment of either the philosophy of education and physical ed ucation, or for the changes which have occurred in practice. There is no attempt to say that any single factor, or any group of factors for that matter, caused these changes. It can be shown that there is a relationship.
For instance,
a law was passed and money was appropriated to make the law r•
Hiram A. Jones, The Administration of Health and Physical Education in New York State, p. 5.
- 16 -
effective.
People were hired for a specific purpose after
the law was passed.
Or take another instance;
War II» enrollments Jumped.
after World
The G. I, Education Bill also
was passedi so there are interrelationships between these factors and the changes which have occurred. There is no claim that all the influences have been found* or that the effect can be limited to this century.
It
is quite reasonable to suppose that some of the practices which came about during this century had their roots deep into the last century. In this study trends are shown in enrollments) bud gets* program emphasis* activities* and the relationship of the college to the community.
Evidence is presented which
gives some indication of what the emphasis will be in physi cal education in relation to general education in the next few years* provided of course that there is no outbreak of war again on a world wide scale.
Many of the pronouncements
and theories of physical education are far ahead of the prac tices Just as in general education.
Perhaps the next decade
will be required to bridge this gap and there will be few in novations* but evidence will be presented to show an increase in the participation in physical activities as a means of ed ucation and not as a means of building muscle alone.
The em
phasis will be shown to have changed from formal discipline and exercise to informal outdoor activities of a recreational nature.
-
17
-
Procedure for the Collection of Data Each college was visited. ed several times.
Some of them were visit
These visits were made by automobile.
gave more freedom and no sense of urgency.
This
It also made it
possible and convenient to drive to the camps at two of the colleges.
The trip through the rural areas adjoining the col
lege communities helped to better understand the college.
The
colleges are so spaced throughout the State that one must tra vel in every section of the State in visiting them.
(Drawing
1» p. 3)* These visits were arranged with the president of each college by Ellis H. Champlin* Director of the Division of Health and Physical Education at the State Education De partment in Albany. The letter* (Appendix A* p. 330) was sent prior to the visits.
This letter was reviewed by Herman Cooper* As
sistant Commissioner for Teacher Education and Certification. The check sheet* (Chart 12* Appendix B> p. 331) was used as a guide.
In some cases a copy was left with the Re
gistrar* the Financial Secretary* and with the Director of Health and Physical Education.
These were used to supple
ment the data found in the records surveyed. Personal interviews were necessary with the Direc tors of Health and Physical Education and their staffs. its were made to the athletic fields* equipment rooms*
Vis
- 18 -
gymnasia* locker rooms* swimming pools* and in two instances to camps. Additional interviews were held with the Librarians* the Registrars* the Deans of the Colleges, some “old timer" on the faculty or in the town, and with members of the Finan cial Office staff. These interviews were not the chief sources of data* but were leads to the most likely sources of information.
In
most instances the library yielded the most data* but two or three times, a member of the faculty had made a hobby of col lecting historical material and use of this material was free ly granted. After visiting the president of the college* either his secretary or someone appointed by him scheduled the inter views and set up office space for the collection of materials. An office Joining the library was the usual one selected. documents as:
Such
the history of the college, semi-centennial pub
lications, annual catalogues, yearbooks* newspaper clippings* scrapbooks, speeches and addresses at dedication ceremonies; and, in one instance* a history of physical education at the college, were brought together. and selected.
Data were carefully screened
Notes were taken and comparisons made with the
information secured by interviews. The present status of physical education was studied. Records of attendance, equipment inventories and contracts,
- 19 enrollments in intramural activities, varsity schedules, men and women's activities, and schedules of gymnasia, swimming pools, and other athletic areas were studied. Three days were spent at one of the camps, actually participating in the activities. These visits were most profitable and essential for the completion of this study, but they were not adequate for securing organized data for the period of fifty years.
To
find these data, especially for the early part of the century, it was necessary to spend several weeks in the State Education Building in Albany* The Division of Health and Physical Education at Albany, furnished office space and made their records avail able.
Members of the Staff gave freely of their time in search
ing for pertinent records.
Other members of various depart
ments aided in the location of old records and in the selec tion of pertinent information. The next step was to study the philosophy of educa tion in the United States in the last half of the nineteenth century and earlier and to compare this philosophy with that emerging in the twentieth century.
The American Educational
System by Russell and Judd gave an interesting background of the present system, or systems of education in the United States.
Men like Henry Barnard, Horace Mann, John Dewey,
William H. Kilpatrick, and others were selected to represent
- 20
the modern philosophy of education.
After reading what these
men wrote, or enough to understand their philosophy in part, then many of the interpretations of their philosophy by others were read.
The next step consisted of writing what appeared
to be John Dewey's contribution to the philosophy of educa tion in general.
Then reports of others as to the contribu
tions of John Dewey to the philosophy of education were stu died.
This particular phase of the collection of data coin
cided with the celebration of Dewey's ninetieth birthday, so that it was possible to compare what others thought about his contributions to the philosophy of education, and to select from them, certain additional ideas. To collect information as to the philosophy of phy sical education in the State Teachers Colleges, use was made of the program of activities, the type of equipment, the size and location of athletic space, or exercise space as it might have been called when the class room or hallway was used, and a careful analysis of the training of the faculty for physical education.
It was found that approximately half of the pre
sent faculty for physical education received their degrees from Columbia University and from New York University.
Two
outstanding men were selected from these two colleges and their philosophy of physical education was studied in detail. Thomas Dennison Wood and Jesse Feiring Williams were selected from Columbia University and Clark W. Hetherington and Jay Bryan Nash were selected for New York University.
These four
men were leaders, not only in these colleges but in the country
- 21 -
as a whole, in shaping and directing the role of physical education during the last three or four decades. Procedure for the Treatment of Data Since this is an historical study, a brief descrip tion of physical education at each of the State Teachers Col leges is presented first.
The nature of the material selected
to describe the program at each college is supposed to convey something of the atmosphere of the college.
For example, The
State Teachers College at Cortland is crowded, is housed in many temporary buildings, and is having a building program thrown into an already busy situation.
A contrast with this
situation may be found at the State Teachers College at Platts burgh. After these individual descriptions, the data are submitted which establish the growth of enrollments, increases in activities, a growing budget, the hiring of more faculty members for physical education, a better trained faculty for physical education, and the relationship of the college to the community.
The changing philosophy of physical education
is indicated by the program emphasis at different times, by the activities selected for the program, by the training of the faculty for physical education, and to some extent by the written statements concerning the purpose of physical educa tion. A brief comparison is made between the situation in
- 22 1900 and that found today.
As far as could be determined, each of the State Teachers Colleges of New York was housed in a single building in 1900.
Today, the State Teachers College at Albany has
seven buildings and two dormitories*
These buildings are
shown in black on the key plot plan which follows the indi vidual description of the college. for each of the colleges.
The same plan is followed
The proposed buildings are shown
in outline on these drawings.
(Drawings 2 - 12).
Data are presented for each college for items such as enrollments, budgets, and the number of faculty members for physical education.
These data are presented for selected
Intervals in such a way that comparisons can be made between the individual colleges.
Some comparisons are made with total
figures for all the State Teachers Colleges.
The intervals
selected are closely related to the factors which may have influenced the growth of physical education.
In one instance,
the time relationship of the data to the factors related is shown by putting the dates of both on the same diagram.
(Dia
gram 12, p. 112). The relationship of each of the factors selected to the growth of physical education in the State Teachers Col leges of New York is shown in several ways.
Documents are
presented which establish a time relationship. relationships will be drawn by the reader,
Some of these
others will be
shown by quoting authoritative sources such as publications,
- 23 records from officials, annual reports, legislative enact ments, and minutes of the Board of Regents* The changing philosophy of education is shown bypresenting the contributions of John Dewey, a recognized lead er in the development of an educational philosophy for this country.
Contrasts are shown and program innovations in gen
eral education are discussed briefly.
Reference is made to
others, such as Horace Mann and Henry Barnard.
Leaders in
teacher education are quoted, to show that John Dewey is re cognized as one of the leaders of this century, in shaping the philosophy of education. The changing philosophy of physical education is shown by contrasts in both equipment and in activities.
It
is also shown by presenting the contributions of two men from each of the two colleges where almost half of the faculty for physical education received their highest degrees. The new philosophy of physical education is compared with that of the various systems of physical training which were prevalent around 1 9 0 0 . The Legislative enactments for physical education in New York State are presented in detail.
A record of the
date and nature of the health and physical education legisla tion for all the states is presented.
- 24- Some of the changes established are attributed to various factors by earlier writers.
Documents are presented
to show that this relationship was thought to exist.
CHAPTER II
A BRIEF DESCRIPTION OF PHYSICAL EDUCATION AT EACH OF THE STATE TEACHERS COLLEGES OF NEW YORK
In this chapter there will be a description of phy sical education at each of the State Teachers Colleges of New York*
If the material presented is more contemporary than
historical, it may be well to remember that there was no law requiring physical education until 1916 and that then it was under the Military Training Commission and these schools were Normal Schools attended by girls, for the most part* II, p* 6 )*
(Table
Three of the buildings were completely destroyed
by fire, one as late as 1 9 2 9 * and many records were destroyed* However, there are enough references in the State Education Department in Albany to show that most of the present type of physical education programs have developed since 1 9 2 5 * Each of the colleges has a distinct personality and the programs of physical education reflect this distinction* The quotations presented in these descriptions are meant to convey some of the distinctive characteristics of each college. The New York State College for Teachers at Albany The buildings housing the New York State College for Teachers at Albany give a feeling of stability*
The following
quotation indicates pride in the age of the college and in its achievements:
- 26 The New York State College for Teachers at Albany Is one of the oldest state insti tutions for the education of teachers in the United States. It is the oldest, outside the state of Massachusetts. During the cen tury of its existence, it has exercised a great influence upon education throughout the Empire State; more, it has influenced considerably the education of teachers through out the nation. 1 The college was established as a Normal School in 1844.
The name was changed later to the New York State Normal 2 College, and in 1914 the Board of Regents voted that the name
be further changed to the New York State College for Teachers. A four year program was inaugurated in the first de cade of the century. In 1908 the first four-year class under the new program was graduated, con sisting of ten bachelors of arts and one bachelor of science. At the same time, the last two-year class was graduated.3 As early as 1909, physical education was required, as shown by the following quotation: Physical training is required of all students during the first two years of residence for three periods a week from the first of November to the first of May. Regular courses of exercise will be pre scribed by the instructor to fit the needs of the Individual student. There will be offered in addition el ective courses, yet to be announced, in the T1 2. 3.
William Marshall French and Florence Smith French, College of t h e Empire state, d . 147. Ibid. , p. 13-t. Ibid. , p. 156. •
- 27 -
theory and practice of physical training. 1 Fanny A* Dunsford was listed as the Physical In structor in 1909*
The cash records for the year show that
her salary was $140.00 a month.
2
In 1912-1913 physical education was required of all students during the first two years for two periods a week. The following courses were listed;
"Elementary Gymnastics*
General Gymnastics* Advanced Gymnastics* Methods and Practice 3 in Teaching Gymnastics* and Aesthetic Gymnastics." There were two instructors for physical training in 1 9 1 6 * three by 1 9 2 0 , six in 1921 but three of these were M. D.'s.
In 1924* there were three members of the health and
physical education faculty and only one was an M. D.
The staff
remained this size for six years* then it was increased to six members*
It remained either five or six members until 1948*
when it was increased to eight faculty members* The courses listed in the 1949-1950 catalogue offer a sharp contrast to the straight gymnastic program listed above. They follow: The work of this department includes: (1) Health service .... (2) Health instruc tion •••• (3 ) Basic physical education .... IT 2*
Annual Circular and Announcement» 1909-1910* p. 70. Cash Record Book on file in the Financial Office of the New York State College for Teachers at Albany* 1907-1916* :v, p* 3 1 5 . 3* Catalogue* Annual Circular and Announcement* 1912-1913*
- 28 (4) Athletics and activities, intramural and intercollegiate, are under the direc tion of this department... Physical Edu cation for Freshmen Women. Physical Edu cation for Sophomore Women. Physical Edu cation for Freshmen Men. Physical Educa tion for Sophomore Men. Officiating at Competitive Sports, and Recreational Lead ership are courses which are offered.1 In addition to the above listed courses. there is a description of each course and such activities as touch football* soccer, boxing, wrestling, basketball, track and field, soft-ball. apparatus, and tumbling are listed as re quired for Freshmen.
There are also courses given by the
Department in Safety and Driver Education. School and Com munity Hygiene, and Personal Hygiene. These changes did not all occur at one time, but over a period of fifty years they are easily noted. The New York State College for Teachers at Albany also inaugurated a summer session during the second decade of this century.
The enrollments some years have been higher
than for the regular session.
The enrollment in 1917 was 253.
It had reached 1.023 by 1923, but dropped below a thousand for the next seven years.
In 1932* the summer session en
rollment reached 1*570 and it remained above a thousand until 194-0.
1.
(Table V. p. 29).
Annual Catalogue. New York State College for Teachers at . Albany. 1949-1950. pp. 77-80.
- 29 -
TABLE
V
Enrollments for the Summer Sessions at the New York State College for Teachers at Albany from 1917 to 1948 Number
Year 1917 1918 1919 1920 1921 1922 1923 1924 192$ 1926 1927 1928 1929 1930 1931 1932
253 503 634 665 817 923 1
860 787 828 754 737 822 962 1 347 1 570
Year
Number
1933 1934 1935 1936 1937 1938 1939 1940 1941 1942 1943 1944 1945 1946 1947 1948
1 424 1 345 1 557 1 5?7 1 466 1 520 1 389 1 170 966 595 339 522 530 819 927 858
The college enrollment for the regular session during the first few years of the twentieth century was below four hundred.
The college was rebuilt during the first decade of
this century.
Buildings number 1> 2, and 3* (Drawing 2, p. 3 6 ),
were built in 1907* In 1900» there were 124 graduates.
The number fell
to 96 In 1906i and with the inauguration of the four-year program the number of graduates fell to 13» in 1909. VI, p. 3 0 ) . 1 1.
french, op. cit .
» p.
l6s.
(Table
- 30 TABLE VI Number of Graduates from the New York State College for Teachers at Albany from 1900 to 1914 Year
Number
Year
Number
1900 1901 1902 1903 1904 1905 1906 1907
124 104 136 120 116 122 96 121
1908 1909 1910 1911 1912 1913 1914
134 13 53 69 90 155 117
There were only 49 male students in 1912 and a to tal enrollment of 503 > but by 1916 the enrollment had reached one thousand*
It decreased during the next five or six years»
but reached one thousand again in 1923 ♦ and increased to 1*379 in 1938.
(Diagram 1, p. 3D» It can be noted that there was a decrease during
World War II and a rapid increase after the war.
Exactly the
opposite happened after World War I. A comparison of budgets in 1900 and 1948 offers another example of change*
The total college budget in 1900
was $42,3 8 4 .3 8 . Approximately thirty one thousand dollars of this amount went for salaries.
1.
(Table VII» p. 32 K 1
Cash Record Book 1 Financial Office at the New York State College for Teachers at Albany* 1895 to 1907» p* 203.
-
31
-
±94b
1941 1940 1939 193b 1937 1936 1933 1934 1933 1932 1931
1930
1929 192b 1927 1926 1925 1924 1923 1922 1921 1920 1919 ±9±b 1917 1916
1912
l90b
1904
—
0 3 3 0 3 3 0 3 0 0 3 0 0 0 3 3 0 3 3 0 3 0 3 0 3 T>
ft ft ft ft
?sl H — H
-'N* *\ -\i H O Ti
H rlH
♦
H H H r)
0 0 3 0 0 0 3 0
O 3000000 30 h-vOiA't ^ CM H
1900
DiPgrem 1. oi the New
±942
Numoer oi Jtuuenis linroliea in ihe Reguioi- Session lone Jt»ete College ior Ie8chers at Al&eny irorn 1900 io 194b
±94 7 1946 ±945 1944 1943
- 32 -
TABLE VII Summary of Expenditures in 1899 - 1900 at the New York State Normal School at Albany Salaries Normal Dept. " Intermediate Dept. 11 Academic Dept • M Primary Dept. S ecretary-Tr easurer Janitors Books* etc. Improvements* etc. Payment of note Repairs Printing* etc. Fuel and Lights Advertising Contingent and Supplies
19 2 3 2 1 1
150.00 7 0 0 .0 0 9 0 0 .0 0 9 0 0 .0 0 2 1 3 .0 0 6 0 0 .0 0 373-00 ---
1 1 1 7 .0 0 7 0 6 .0 0 6 0 1 .9 2 2 454.00 111.00 3 869.00
TOTAL EXPENDITURES BALANCE ON HAND TOTAL
40 698.00 1 6 8 5 .0 0 42 3 8 4 . 3 8
In the 1948-49 budget* $644*000.00 was listed for expenses of personal service and approximately seventy five thousand dollars for maintenance.
(Table VIII* p. 3 2 ) . 1
TABLE VIII Budget for the New York State College for Teachers at Albany 1948 - 1949 For
Expenses
of Personal S e r v i c e --------------
For Expenses of Maintenance and Operation in accordance with the following Schedule —
644 000.00
7 4 6 3 0 .OO
(Continued on next page) 1.
State of New York* The Executive Budget, Volume II, 19481949* PP. 236-237.
33 TABLE VIII
(continued)
Budget for the New York State College for Teachers at Albany 1948 - 1949 SCHEDULE Traveling expenses Including not to exceed $500.00 for travel outside the State — 3 000.00 Automotive Expense — ---125.00 General Office Supplies and Expense — 2 800.00 Printing and Advertising 4 500.00 Communication 3 000.00 Fuel, Light, Power, and W a t e r 20 000.00 Household, Laundry and Refrigeration Supplies and Expense 2 600.00 Medical, Surgical and Laboratory Supplies and Expense — 250.00 Farm and Garden Supplies and Expense ----- -------6 3 5 .00 Special Supplies and Expense 2 7 220.00 Re p a i r s ------------------------------------ — — — 1 0 000.00 R e n t a l s --------------500*00 74 6 30.00
TOTAL OF SCHEDULE
A comparison of these two budgets shows how much the college as a whole has changed.
A budget of slightly more
than forty two thousand dollars in 1900 is only a fraction of the $718,000.00 budget for 1948.
The first is for a two year
Normal School of approximately four hundred students, and the second is for a four year college with more than fourteen hundred students. There were no physical education budgets kept sep arately from the regular college budget in 1900.
In 1909» it
was noted that one instructor received less than fifteen hun dred dollars a year.
Today, the Physical Education budget is
approximately forty thousand dollars.
(Table IX* p. 34 J.1
This budget, in 1949 > is almost as large as the total college budget in 1900. TABLE IX Physical Education Budget for the New York State Teachers College at Albany for 1949-1950 650.00 Education Supplies-----------------------------Travel — — — — ------------------------------100.00 Medical Supplies and Expenses ---------------350.00 Salaries---------------------------------------- 31 799*00 Milne Scho o l ------------------------------ — 4 187.00 3 791.00 TOTAL
39 777.00
It can be noted that the amount for salaries in the 1949 physical education budget is approximately the same amount as for salaries for the entire college in 1900. The following story appears in the Centennial His tory of the New York State College for Teachers at Albany, with the comment that it is probably apocryphal: The state architect's plans for the new buildings were approved by the board of trustees, March 8, 1927 * after several changes had been made. One change required that the efliwrnnw in the gymnasium be placed farther apart, to permit a larger open floor space.••• The trustees and the college ad ministration objected to any posts at all in
1.
File in the Financial Office at the New York State College for Teadhers at Albany, 1949.
- 35 the gymnasium, and ...Governor Alfred E. Smith, sustaining the architect, pounded on his desk and declared that the college would take the gymnasium with posts, or not take a gymnasium at all.l The following statement pays tribute to one man who made a great contribution to the college: Dr. Brubacher was, in many ways, the prototype of the better college president.... As much as one can, in a quarter cen tury, he stamped his impress deeply upon the State College for Teachers. In many ways, the institution is, and long will be, the lengthened shadow of the man.2 The Brocknort State Teachers College The Brockport State Teachers College is housed in a new building which is crowded.
One sees evidence of thor
oughness in most everything. Since the institution of the program in Health and Physical Education in 1944, work has been in progress on the 100-acre athletic and recreation area southwest of the college. Iffihen completed, these devel opments will include Intercollegiate athle tic fields for soccer, badeball and foot ball; tennis courts and track facilities; instructional and auxiliary sports fields; camping and picnic facilities. A temporary field house is under construction (1949) on this site.3
1. 2. 3.
William Marshall French and Florence Smith French, A Cen tennial History of the New York State College for Teach ers at Albany, p. 204. Loc. clt.. College Catalogue, Brockport State Teachers College, 1949* 1950* 1951» P. 15.
INDEX Of P W L P I N q o
oaikPtft"ftuitpiN^__ Yd.ibiON-HlWLtYUMMTf VliW hiiLOiMfi J HI !T6‘ICMU06ON-'' kqfjiui _ ___ niLNt H15H L Ejw ir H ouit
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- 37 The aim of the health and physical education de partment is to give each student opportunity for recreation and competition in some activity. 1 The program of physical education found at Brock port State Teachers College is of recent origin.
A study of
the physical education program and facilities in 1921 report ed the followings The library contains some good books on physical education but more are needed. The campus includes about two acres well suited for outdoor work and equipped for baseball* football* hockey* soccer* and tennis. The gymnasium* located on the ground floor of a wing adjoining the main building* is about 481 x 90' in size and fairly well equipped. A dressing room* showers* swimming pool* and an office for the physical director are provided. A small amount of apparatus for physical education is available. 2 This report listed Mr. Herbert Salisbury as head of the department and stated that he had one assistant.
The
enrollment figures for the college in 1921 show that there were 140 students.
(Diagram 2, p. 3f).
As late as 1923*
there were only ten male students enrolled.
Physical educa
tion for women is also of recent origin. The present faculty for health and physical educa tion consists of fifteen men and women.
1. 2.
Seven of them have
Ibid., p. 14. The University of the State of New York, The State Depart ment of Education, Albany* Historical File. Prepared by W. W. H. Mustaine, July 15* 1921.
- 38 -
M. A. degrees, five have M. Ed., two have M. S., and one has an M. P. E. degree. There are two gymnasia, one approximately 100' and a smaller one 35' by the campus school.
x
60*.
75' x
The smaller gym is used
There is a swimming pool 25*
but with no space for spectators.
x 75* »
There are two bowling al
leys. The enrollment in 1948 was 1,011. male students.
There were 527
There were 348 students enrolled in the spe
cial curriculum of Health and Physical education.
In 1945,
there were only fifty nine students in the special curricu lum.
(Table X, p. 3 8 ). TABLE X Number of Students Enrolled in the Special Curriculum of Health and Physical Education at the Brockport State Teachers College from 1945 to 1948 Year
No. H. & P.E.Majors
1945-1946 1946-1947 1947-I948 1948-1949
59 206 298 348
Total Enrollment 458 583 796 1 Oil
The physical education program is not limited to the majors in health and physical education.
The general elemen
tary students participate two hours each week in some form of recreational activity which will give them "an opportunity to
-
39
-
1*55 1*54 1*55 1*52 1*51 1*50 1*2* 1*26 1*27 1*26 1*25 1*24 1*25 i y 22
1*21
1*20 1 * 1* 1*16 1*17
1*16
1*12
1*06
1*04
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1*56
Diagrsa 2. ol the New
1*47 1*46 1*45 1*44 1*45 1*42 1*41 1*40 1*5* 1*56 1*57
in the Regular Session ei Brockport irom
1*46
40 develop neuro-muscular skills which will result in optimum growth and vigor* muscle tone* functional endurance, and bodily poise... This college has changed since 1943-1944, when there were twenty two men and 2 5 9 women, a total enrollment of only 281. 1944.
The total enrollment increased rapidly after
(Diagram 2, p. 39). The new building was occupied in 1941.
The college
is still housed in one building except for one or two small temporary structures.
(Drawing 3, p. 41).
There is a men's Leaders and Officia — Club, and a Women's Athletic Association. Club.
There is a Winter Sports
There are men's intramurals, women's intramurals, and
intercollegiate athletics.
The varsity sports consist of
soccer, football, cross-country, basketball, baseball, and track. The New York State College for Teachers at Buffalo The school was established in 1867» the corner stone was laid in 1869, and opened for students on Wednesday, Septem ber 1 3 , 18?1» with an enrollment of eighty-six students. In 1901 there were 828 students.
About 1909* the
State department of Education made the completion of a fouryear academic course a prerequisite for admission, and the j.
Ibid. 1 p.
$7,
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ru OF B t l l L D I N q a
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Plan
MEW YORK, .STATE DEPARTMENT Of PUBLIC WORkS eivi«ien or aiumitboTuML 0R*WN BY • DO B'
COLLEQE FOR TEACHERS AT Buffalo - New YOBk. 6 C A l C.
Drawing 4
J u l y |4 | | p. 59) •
The upper and lower athletic fields are shown* but a recently acquired field of approximately twenty acres is not shown on this drawing. The physical training faculty numbered one in 1900. It had increased to two by 1916» and to three by 1922.
The
fourth member was added in 1923 when Cortland began the spe cial curriculum in Health and Physical Education. creased to five in 1925 and to nine in 1926.
It was in
The health and
physical education faculty remained this size for ten years* when one more member was added making a faculty of ten mem bers* in 1936.
Nine years later* in 1945» the health and phy
sical education faculty was Increased to twenty two members. It has remained approximately this size for the last four years. ■ Cortland State Teachers College is overflowing into temporary quarters.
It is filled beyond its normal capacity.
There is a temporary gymnasium* a temporary class room build ing* and a temporary library building. the process of being constructed.
A new dormitory is in
-53 ’ 1946 1947 1946 1945 1944
i H
c 3
1906
CC H T>
♦» O TrJ O ©
hos
1904
••
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ir\ ♦
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Diagram 4 . humuar oi JtuaentsjjJnrollea m the Regular jassion oi the Nam York 6 tate ieachers College at Cortlenc irom 1900 to 1946 ana the Kumoer oi Stuaents Usjoring in Health ana Physical Euucation irom 1925 to 1946
1945 1942 1941 1940 1959 1956 1957 1956 1955 1954 1955 1952 1951 1950 1929 1926 1927 1926 1925 1924 1925 1922 1921 1920 1919 1918 1917 1916
- 54 The following statement* found in the file of the Director of Health and Physical Education at the Cortland State Teachers College* will show the need for additional space and facilities: The permanent building at Cortland has been developed to serve $00 students in Elementary Education and Physical Edu cation* The present enrollment has reach ed 1200. Anticipated enrollment for 19491950 is 1500. The facilities in the present build ing were considered inadequate for the in struction of General Education and Health and physical Education as early as 1926. A new building for Health and Physical Edu cation has been approved at several differ ent times during the past twenty years* The most recent approval came as a part of the Post-War Public Vforks Planning program. Under this Commission* plans have been pre pared* specifications have been set up and funds have been ear-marked for immediate post-war construction* However* the high cost of construction has restricted public building corclng the State to adopt the policy that only the most neees sary buildings be erected at this time. The Health and Physical Education building at Cort land is most necessary. Cortland is in need of Health and Phy sical Education class rooms* laboratories» and service units* as well as* activity areas* which if provided» will release la boratory » class room* activity and service space now urgently needed in the present building by the increased enrollment in Elementary Education* i T*o local gymnasiums are leased by the State for college use on an annual basis * five mornings per week (Y.W.C.A. » Y.M.C*A.) to help meet the needs of both Elementary Education ahd Physical Education. These areas are at a considerable distance from the college* can be scheduled only five mornings a week and provide no storage or permanent locker space for college use. Both agencies have repeatedly indlcated
- 55 their desire to discontinue the present arrangement* which has been temporary and which is unsatisfactory to their lo cal programs* The all-out effort in the State to enroll students for the Elementary Edu cation program has placed upon Cortland the responsibility for enrolling more students — beyond the present 1200* This cannot be done under the existing circum stances without interfering with the min imum required instructional laboratory) class room) activity) and service space needed in all phases of the college pro gram* The practice school) consisting of kindergarten and eight grades) is unable to carry on the minimum Physical Educa tion program for the children prescribed by the State) due to the lack of facili ties and the overcrowding of the present single building which serves both college and practice school* The immediate con struction of the Health and Physical Edu cation building will release facilities in the present building for practice school utilization* Cortland) long established as a cen ter for the training of Physical Educa tion teachers) will be required to move ahead with a graduate program) including the fifth year of study in this special field* The graduate program in General Education is likewise an important requi site to the improvement of the elementary education and the increase of teaching personnel* This graduate program) already ap proved by the Board of Begents for summer school and extension) cannot be carried Out during the regular college year by Regents edict until adequate facilities are provided* This prevents Cortland from assuming the leadership in the fields of General Elementary Education and Health and Phys ical Education which it) as a State institution charged with this responsibility) should assume* The hew Health and Physical Education build ing will provide adequate laboratory and graduate research centers to carry out this one year of graduate study leading to the Master1s degree in Health) Physical
- 56 Education and Recreation and free the present building for graduate work in Elementary Education* The development of a new under graduate and graduate curriculum in Re creation Education has been recently Initiated at Cortland. It is the pur pose of this program to train leadership for the school and other State agencies seeking recreational direction* The program of the Youth Commission) mental hospitals* corrective institutions call for this leadership. Cortland is pre paring to serve this need* but is handi capped by lack of facilities. The prospective teachers in General Elementary Education and Health) Physical Education and Recreation at Cortland should receive adequate instruction* All changes in the present building during the past several years have been made to serve the General Education needs > on the assumption that the present building would be used primarily for that program) and that a hew Health and Physical Education building was about to be erected* The pre sent situation is very acute• The enroll ment for General Education must be curtail ed unless a hew building is erected per mitting Increased enrollment in Elementary Education and adequate instruction in all areas*1 The tone of this report shows the urgency felt by the Director of the Department of Health* Physical Education) and Recreation for the need of hew facilities*
The facilities
available today for physical education consist of the follow-
Outdoor facilities 1*
1,
The Upper field > approximately two and one-half acres* which serves as
File of Francis J* Uoench* at the Cortland State Teachers College under the title ofi Cortland State Teachers Col lege Need for Immediate Construction of Health and Phy sical Education Class Room and Laboratory Building*
- 57 a football area in the fall and a practice baseball and softball area in the spring. 2*
The lower field which consists of about two acres which is now used for soccer and field hockey in the fall* and track* lacrosse and other activities in the spring.
3*
The Graham Avenue field of approxi mately one and one-half acres of rolling natural campus with hard surface cross walks which is used for all types of_activities * both fall and spring.
4.
Five hard-surfaced tennis courts.
5.
Several small turfed areas which can be used for small groups for prac tice and instruction) but not for game needs* These small areas do not total an acre in size. The total amount of acreage avail able for outdoor activities) for approximately 1 * 3 0 0 college students and 2 2 5 elementary student is not over seven acres.2 Indoor facilities
There is a temporary gymnasium 90' x 100' with a basketball area 5 0 ' x 901 with bleachers on both sides for spectators and office space at both ends on the second floor* There is a gymnasium and swimming pool in. the permanent build ing*
Reference has already been made to the use of two other
gymnasia in the town*
1* 2*
This area Is now lost to athletics due to the building of a dormitory* Files of the Director of Health and Physical Education at Cortland State Teachers College.
- 58 Camping facilities The Huntington Memorial Camp of Cort land State Teachers College was given to the college by Archer Milton Huntington in memory of his father* the railroad magnate* Collis potter Huntington. C. P. Huntington maintained this summer home in the Adiron dack woods for his family and for the enter tainment of his friends. He also maintained a large staff of guides to take his friends hunting* trapping and fishing when and where they desired. These guides were housed in two structures * the Trappers Cabin and the Guide House* which are still standing. There are 15 buildings on the property of well over 200 acres* not counting the caretaker's house and the old barn with a shed or two. With the exception of the barn* the house boat and the Kirby cabin* all of the buildings are located on a small point of land extending into South Bay of Racquette Lake from Long Point* called Pine Knot Point. This is a beautiful tree-studded peninsula with young balsam firs and red spruce splash ed around between the well spaced buildings* above which tower large yellow birches and hemlocks. But, rising high over everything else, a few giant white pines keep faithful watch in all directions; — toward West Mountain in the west* Blue Mountain to the east* the mouth of the Marion River to the northeast* and South Bay of Racquette Lake to the south.... The physical education and recreation education majors are required a minimum of j. two weeks at Gamp Huntington* for graduation.
1-
Dr. Harlan Metcalf* in The Cortland Alumni, May, 1949.
-59* INDEX OF 60ILDINO
ft emsKir.
-
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- 60 The Fredonia State Teachers College The first reference to physical education in this century found at the Fredonia State Teachers College was the following quotation: The best known facilities are pro vided for physical and manual training which constitute a part of every normal course* and they are proving more valu able every year.l The Circular of 1 8 9 8 -9 9 had a picture of a new gym nasium filled with apparatus*
There was a statement that one
year's work in physical training was required of young ladies 2 and half a year of young men* The college burned in 1900* but the gymnasium was saved* time*
Swedish and American Gymnastics were stressed at this Ey 1908* Swedish and German Gymnastics and military
marching made up the program* some*
The facilities had increased
"In 1907 > the gymnasium was enlarged and modernized. Games were added to the program a few years later*
The Circular for 1910 stated: The normal training prepares the student for teaching gymnastics and games*4
Tl 2. 3* 4*
Annual Circular* Fredonia Normal School* 1901* p* 2. Circular» 18987 p* 21 Semi-Centennial» State Normal School at Fredonia* p* 32* Circular» State Normal School at Fredonia* 1910* p. 7.
- 61 The enrollment was 295 in 1900* but had dropped to 111 in1919*
It remained
below 200 until 1924.
It increased
each year after this until 1928* when it reached 671.
After
this it dropped to approximately five hundred* then to about four hundred fifty for four years and on down to 313 in 1943 and 312 in 1944.
Enrollments have increased since this date
until they reached 660* in 1948.
(Diagram 5> P« 62).
There were only ten male students in 1912* thirteen in 1 9 1 6
and 1 9 1 7 * five in 1 9 1 8 * only six as late as 1923* but
by 1 9 2 8 there were 1 26 male students. The college consisted of two buildings after 1903* until the completion of the music building in 1938. ings 6 and 6 a* pp. 64*65 )•
(Draw
Note that the music building is
located on a new campus. A new athletic foundation has never completed.
field has been partially built.
The
been laid for ten tennis courts* but they were The present gymnasium is 55* * 75*•
There
is a small playground approximately 1 5 0 ' x 180' at the old campus.
It isdirt* with no grass* and
one end of it.
a driveway runs across
There isample room for athletics on the new
campus. In 1930 It was proposed to build a completely new plant. The State accordingly purchased a new site of sixty acres. The music building* first of five proposed new buildings was completed for use in September 1941. The project* temporarily halted by
- 6Z -
19 06
1904
L
0 3 3 0 3 0 0 0 0 3 O 0 3 J OO 0 0 9O 3 OO 0 0 0 3 5 0 3 3 0 0O 3 0 0 3 0 3 0 0 0 0 CSJ H 3 9% 30 Nv© O T t JQ r—O Pv ♦ C M
HH H HH H H H C
1900
NumDer oi Stuuents Snroileu for*. Stale leachers College 1900 to 19*»b
1912
Diagram 5* of the New
1947 1946 1945 1944 1945 1942 1941 1940 1939 1936 1957 1936 1955 1934 1953 1952 1931 1950 1929 1926 1927 1926 1925 1924 1925 1922 1921 1920 1919 1916 1917 1916
in the Regular Session at Frouunia from
1948
- 63 -
the depression* is to be continued as a post-war undertaking. 1 One of the five buildings proposed for this site is a health and physical education building.
A gymnasium,
about 8 0 1 x 1 1 0 1 , is planned and a swimming pool, 2 5 ' x 7 5 '> is to be constructed. The college has a camp of approximately 150 acres only ten miles from the campus.
This camp has belonged to
the college about ten years. At Fredonia the camp idea first 1caught on* in 1936. Three years later the ideal spot for a college camp was located and purchased. The students bought it and placed the property title with the Alumni Association.... The site of the camp consists of one hundred fifty acres of wooded hills and is surrounded by thousands of acres of similar terrain, privately owned, but accessible to students. Since ownership was taken the students and faculty have cleared and graded roads, planted 5 0 ,0 0 0 trees, established five miles of nature trails, cleared the ski slopes, made do zens of skiis and toboggans, drilled a deep well, undertaken to re-establish on the site all plants native to southwes tern New York, and have built a beautiful lodge* . . . 2 In addition to the above listed outdoor activities, there are many more*
Some of them are golf, bicycling, base
ball, camping, hiking, softball* and archery.
1* 2*
Annual Catalogue of Fredonia State Teachers College, 1948, . pp. 11-12. The College Camp, p. 3 . Fredonia State Teachers College,
-64*
K.IY PLOT PLAN DIP**TWIT or 0U6UC W0U4 DIVISION « r
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T E . A C H E . B .6 C 0L L E . q L D E P A R T M E N T ®r P U B L I C V O ( U > D I V I S I O N O r ARCHITECTURE
SCALE
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GENEOEO
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- 73 maintaining that the emphasis be placed on professional training: Although the elementary school teacher draws upon the fields of Eng lish* social studies* science* mathe matics* music* art* health and hygiene* in her teaching* yet it is vital that the emphasis of the teacher education institution in teaching these liberal elements be the emphasis of the better liberal arts colleges,... It is recognized that the teachers colleges are primarily professional schools....1 In 1906* the main building burned and the State moved the institution to its new location* a site of approxi2 mately fifty acres. There was one person called a physical training teacher until about 1930* even though there v/as an additional health teacher after 1916.
The program was for girls only
and the Swedish System of gymnastics was taught.
In connec
tion with the high school department there was a coach* Stan ley Osborne* who coached football and baseball.
Osborne was
a music teacher at the New Paltz State Normal School.
The
high school boys were introduced to basketball* in 1900.
They
also did some work with indian clubs and dumbbells > according to the testimony of Stanley Osborne.^ The high school department was taken out of the
XI 2. 3*
General Catalogue* 1948-1949* p. 14. State Teachers College* New Paltz* N. Y. > 1948-49» p* 13* Interview with Stanley Osborne* coach in 1899 to 1905 > who has returned to live in New Paltz.
- 74 normal school building in 1931» and control of it was placed with a local Board of Education.1 In 1923* the course of study was lengthened to three 2 years* and in 1938> a four-year course was inaugurated. The enrollment in 1900 was 226. girls school.
This was chiefly a
There were four male students in 1912* eight
in 1916* only two in 1918, five in 1922, fifteen in 1929» but there were more than a hundred by 1933*
The enrollment of
male students dropped to nine during the last war, but has increased to 165 at the present time, (1948).
The total en
rollment reached 400 in 1924, 545 in 1925> 744 in 1928, but dropped to 629 in 1930, 571 in 1934, 405 in 1942, and to 352 in 1943.
Since that time enrollments have increased.
gram 7, p. 75) •
(Dia
Note that the enrollment was approximately
seven hundred in 1948, The facilities for physical education, today, at the New Paltz State Teachers College are inadequate. is a gymnasium approximately 48* x 72’. 8s00 A. M. to 5;00 P. M. ren.
There
It is scheduled from
There is a playground for the child
There is a gymnasium in the campus school, but it has
been used as a dormitory for about three years.
The first
gymnasium mentioned above was built in 1908, and the one in the campus school was completed in 1932.
Tl 2.
There are two tennis
Paltzaee, New Paltz State Normal School, 1941, p. 12. Loc. cit.
-
75
-
iy4b 1947 iy46 iy4->
lyib
1 9 1 2
iyob
iy04
1900
2 ^ 30000000030 30000 O O Tt © t'-'© * * «k O k • H H H i4 H H H H H 4
1946
193? 1931 1930 iy 2 y 192b 1927 1926 1923 1924 1923 192? 1921 1920 ly iy 191b 1917
to
iy33
1900
1933 1934
the New
iy36
in at
1939 193b 1937
NumDer oi Students Snrolieci York: State Teachers College
iy40
Diagram 7. oi the New
1942 iy 4 i
Regular Session Paitz irom
iy44 iy43
- 76 -
courts which are sprayed for ice skating in the winter time. There is a small athletic field at present*
There is ade
quate space for the development of a new athletic field. Current plans call for the inauguration of a building program which will include a Health and Physical Education Building* a Library* dormitories* and additional facili ties for social and recreational activities* as well as for the construction of playing fields and courts.1 (Drawing 8* p. 77). Building number five on this drawing is the proposed building for health and physical education* The program* today, is carried on chiefly by two people, Loren D. Campbell and Mary G. Deane*
The former has
charge of the men's program and the latter carries on the wo men's program.
There is a nurse and a Health Instructor.
* The activities, today, consist of many outdoor sports such as softball, archery, tennis, soccer, skating, golf, touch football, riding, and bicycling.
This is quite
different from the gymnastic and marching program which was conducted by E. 0. Beebe and Ivaclaire Sprow, in 1921.
Games
were being added to the program, however, at that time. There was only one physical instructor in 1900 and only one until about 1916, when the second was secured.
The
staff consisted of two instructors until about 1924-, when a
T7
Annual Catalogue, State"Teachers College, New Paltz, 194849* P. 15.
(I K I N D E X O F B U IL D IN G S JUL l_ MAJi*-COJ-Le.a.E & L 04' _ I PM C . T J C E J O i O £ L _ _ i P R E S I D E N T 'S R E S . 4 LI B R .A R .Y J W E A L T H iP H Y S .E O . 6 " L A T I N 'S P l A f " 7{ [ D q k . v h t c . r . 'i r» ■
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- 78 third member was added to the physical education faculty* Except for one year» after 1933» the faculty for health and physical education* including the nurse* has been four mem bers. The requirement today is as follows: Each student is required to devote two periods a week for the four years to some form of physical and recreational activity. The aims of this program ares to provide techniques and skills in a wide variety of seasonal* individual* and group activities; to arouse sufficient interest so that par ticipation in them will bring satisfaction and enjoyment; and to provide socially de sirable leisure time interests for both pre sent and future.1
The Oneonta State Teachers College Keenly aware of its place and responsibility in and \
to the community* the State Teachers College at Oneonta is busy training elementary teachers and home economic teachers for the State and nation* In 1900* Helen ■
M,
S. Sanborn was the only member of
...v.
the faculty for Physical Culture.
2
In the 1900 catalogue
there was the following: On the ground floor of the building is a large gymnasium* completely fitted and amply furnished with modern appliances for exercise* violent exercise will be 1* 2.
Ibid* * p. 34. Oneonta State Normal School* The Class of 1900* p* 5*
- 79 discouraged by the special teacher in charge* but students will be required to take mild exercise for the proper development of the body* Physical cul ture and methods of physical culture will be given throughout the course.x The gymnasium is approximately 50' x 80' » but it has eight posts spaced in two rows running the entire length of it. In 1920* folk dancing was added to the program of activities.
Physical examinations were required in 1923.
The
Department of Health Education was directed by a college woman who was a graduate of Bellevue Hospital and was a Registered Nurse.
2
This college has always been primarily a girls* school.
In 1912* there were two men* in 1916 only one* in
1928 thirteen* in 1936 seventy-seven* and there were never more than this number of male students until 194-8* when the number reached one hundred six. The total enrollment in 1900 was 474-.
It dropped
gradually until 1908. It reached 564 in 1 9 1 7 * but dropped sharply during World War I and immediately after*
With only
one or two exceptions* there were increases each year until a high of 678 was reached in 1929.
Enrollments remained above
600 for the next six years > but after that began to drop slow ly until a low of 308 was reached in 1944. 1* 2.
They increased
Catalogue of Oneonta State Normal S c h o o l * 1900* p. 17* Oneonta State Normal School* C a t a l o g u e * 1923-24, p. 2 5 .
- 80 after Y/orld War II, but never reached more than 4-86, which was the 1948 enrollment.
(Diagram 8, p. 8l).
Oneonta State Teachers College gives no major in health and physical education, but every student teacher does twenty weeks of practice teaching and the Physical Education Department supervises practice teaching in physics! education. The facilities for physical education today include the gymnasium referred to above, which was built before 1900 and a gymnasium in the campus school which is about 45' x 80'. The campus consists of approximately seventy acres now and there is space for the development of athletic fields.
There
are hard surface tennis courts in the town which are used by the college. The program today is composed of activities, prima rily. The students are required to spend two hours a week in non-credit courses listed as ’Physical Education Activities' selecting two of the following each semester: field hockey, volleyball, soccer, swimming, modern dance, social dance, body mechanics, basketball, softball, folk dancing, square dancing, tap and soft shoe dancing, and In dividual sports such as badminton, golf, bowling, and tennis.1 The faculty for Physical Culture consisted of one
n
State Teachers College, Oneonta, New York, 1948-1950 , p. 24.
-si
1946
1908
1904 1
0 0 0 3 0 3 0 0 O3
8
3 0 3 0 0 0 0 00 0 0 00 5 0 0 3 0 OO 0 0 0 0 0 9 3 3
J V J O p - '• o A # A i X ^ O O • « • • • » • » r v l H - H H H H H H H H H
o
/
i X>
r\ ♦ ■*>«! H
1900
humoer oi Stuaenis Snrollea lortc Skate leachers College 1*00 to 1948
1912
Diegrem o. ox the New
1926 1925 1924 1925 1922 1921 1920 1919 1918 1917 1916
in (.no Regular Session si Oneonte lrom
1947 1946 1945 1944 1945 1942 1941 1940 195* 1958 1957 1956 1955 1954 1955 1952 1951 1950 1929 1928 1927
- 82 member from 1900 until about 1921» when a second instructor was added.
This was a hygiene instructor, a Registered Nurse.
A third member was added in 1927 and the health and physical education faculty remained this size for twenty years, until 194-7* when a fourth member was added.
All four of these fa
culty members had Master’s degrees. There are plans for a new building program at the Oneonta State Teachers College, and one of these buildings is to be a gymnasium.
There is a new athletic field approxi
mately 350* x 450* planned.
(Drawing 9» P* 8 3 ).
Note that
the location of these new buildings is to be on a new campus.
The Oswego State Teachers College Surprisingly unaware of its location on the shores of beautiful Lake Ontario, the State Teachers College at Oswego is busy training professional teachers The underlying philosophy of the curriculum organized by the Special Ad visory Committee on Curriculum of the Regents of the University of the State of New York for its teachers colleges is founded upon the principle that teach ing is a profession and that especially designed education is as necessary to successful teaching as to success in any of the professions• The belief is also expressed by this committee that the teachers must be a cultured personality as well as a trained technician.•••1 1.
Oswego State Teachers College Bulletin, 1949, p* 12.
I N D E y OF B U I L D I N G ^ _!_.M A IN 6 U I L 0 I N 4 j »_ >3 A_t TI c. B SCHOOL — i h b a t in c pla n t
4
"
i A D M I N I S T R A T I O N BL M * AUOITORIUM
1 LIBRARY •t
oV
»‘t
........ .
home econom ics
■4 GYMNASIUM 'io POWER.PLANT /{
B6S HALL iATHMOMIT AAC
ll(_ |'4 _
A T H L l T IC
F i EL O
cM lr
Ci t y
o>
onconta
////
ROAD TO v v «
/ ' '
6V » T A i t t
(!D
KEY P L O T PLAN NEW YORK STATE
TEACHERS DEPARTMENT o f p u b l ic w o r k s D I V I S I O N OF ARCHITECTURE D R A W N BV OD.fi.
COLLEGE
ONEONTA - N E W VORK 7-14-4S SCALE
- 84 -
Throughout the more than three-quar ters of a century of its life> the State Teachers College at Oswego — conceived in the spirit of service to childhood — has been dedicated to the well-being of children through the humanizing of in struction.! In 1906 , the State appropriated money for the purchase of a new site and in 1909 granted an appropriation for constructing a new building. The corner stone was laid in 1911» and the present Main Building was occupied in 1 9 1 3 .2 In 1930“3 ! » the following appeared in the catalogues All men, unless properly excused by the Principal or by the Director of Physical Education* will be required to take a course in physical training, sufficient in scope to cover the fields of playground supervision, directed play, fundamentals of team organiza tion, and calisthenics. This course will be given by the director of physical training in the gymnasium.3 Fifteen years later the enrollment had almost doub led.
The following requirement was listed in the bulletin
for that year: Students of industrial arts are re quired to take four years of physical edu cation* The objectives of this require ment are: to promote a better physical development, to provide an opportunity for students to participate in team games and other types of sport s. 4* The enrollment had reached 1,371 in 194-8-49, and
1. 2. 3. 4.
Ibid., p. 13. Ibid. ,p. 14. Oswego State NormalSchool Bulletin, 1930-3 1 , p. 60. Oswego State TeachersCollege Bulletin, 194-5-46, p. 8 6 .
- 85 the requirement was still in effect.
The following will show
how the required program is supplemented: Supplementing the required courses in physical education are opportunities for participation in several intercollegiate sports including soccer, basketball, base ball and tennis. A strong intramural program for men offered under the direction of the Men's Recreational Association has as its objec tives: 1. Class, fraternity and group compe tition in several sports including soccer, basketball, softball, tennis, horseshoe pitching, table tennis, volleyball, skiing, tobogganing, and hiking. 2. To sponsor an annual boxing and wrestling carnival. 3. To provide opportunity to develop skills in coaching and supervising varsity athletics or intramurals. 4. To provide opportunity to supervise and officiate in intramural programs for laboratory experience. The requirements for graduation in the Industrial Arts Division include three and one-half years of participation in recrea tional activities. Community leadership, safety and first aid, camp leadership,.... are offered as electives.1 Some of the conditions under which the physical edu cation program is conducted only serve to highlight the loss that is occurring. on the play area.
The gymnasium, 75* x 90', has eight posts The ceiling is only eighteen feet high.
Steel beams offer further interference.
If the posts were not
there and the ceiling were higher, there would still be a need for more space.
A recreation building secured from the War
Department has been converted into a gymnasium. Tl
It is 351
Oswego State Teachers College Bulletin, 1 9 4 9 * p* 92 •
— 86 x 60* and is used for basketball, volleyball, badminton» and wrestling* by men only. The road to the lake cuts off one end of the track* A parking lot has been placed on one of the tennis courts. The temporary housing for Veterans has been placed on the baseball diamond. Under these conditions* the following intramural program was conducted during the year 1948-49.
There were 722
contests scheduled with 813 students participating. ber represents 420 different students.
This num
There were contests in
touch-football» basketball* volleyball* bowling* boxing* wrestling* and softball.
(Table XII, p. 86). TABLE XII
Intramural Sports During the year 1948-49 at Oswego State Teachers Collegel
SPORT TOUCHFOOTBALL
TEAMS
NO.MEN
DUBATION OF PLAY
NO. NIGHTS PER WEEK
NO.GAMES PER TE
6
48
4 weeks
3
4
BASKETBALL
12
180
10 weeks
3
10
VOLLEYBALL
20
200
4 weeks
4
12
BOWLING
12
120
15 weeks
3
15
BOXING & WRESTLING
4
20
2 weeks
2
2
SOFTBALL
15
225
4 weeks
5
10
1*
F r o m the files of John A. Needy* Jr.* State Teachers Col lege* Oswego* N, Y . » 1949.
- 87 The physical education budget is not kept separate from the regular budget, but it was possible to get the fig ures by adding the salaries of the faculty for physical edu cation to the two major items other than salaries, which were equipment and material and supplies.
More than thirty thou
sand dollars were expended for personal service and approxi mately three thousand dollars for the last two items,
(Table
XIII, p, 87). TABLE XIII Physical Education Budget for the Oswego State Teachers College for 194-8-49
$
Personal Service Equipment Material and Supplies TOTAL
30,595.00 1,736 ,00 l»3o0,00 33,691.00
In addition to the indoor facilities described, there is an athletic field about 2101 x 400',
As mentioned
above, the field 250* x 400*, on which the baseball diamond was located is now filled with Veterans' houses. The lake is only a few hundred yards from the Main Building,
It is used more for swimming in the summertime
than in the regular session due to the coldness of the water. Today, there is a faculty of approximately 110 mem bers,
"The number of teachers in 1887 was thirteen;
in 1911,
- 88 twenty-five.11^ In 18871 at the close of the QuarterCentennial Year* the annual appropriation for the support and maintenance of this Institution was $18*000,00 of which $12,680,00 were paid for teachers* salaries. In 1911> the appropriation is $4-0,000.00 per annum, of which $2 9 ,390,00 is paid in teachers' sal aries. In 1941* the appropriation had reached $303,355*78. In 1921 there were two teachers on the staff di rectly concerned with physical training. there are seven.
Today, (194-8-4-9)
One of the two In 1921 was a high school
graduate and the other one had taken teacher training courses. Today, there are five with M, A, degrees, one with an M. S. degree, and one with the Ph, D, degree. It is important to remember that Oswego State Teach ers College is concerned chiefly with the preparation of teach ers for the elementary schools and the preparation of Indus trial Arts Teachers,
That is, they do not have a major in phy
sical education. The enrollment in 1920* was approximately 201 stu dents,
For several years there was a quota of approximately
5 0 0 , but due to the shortage of teachers, this quota was lifted in 1946, and the enrollment has increased to 1*371 for the 1948-49 school year, 1^ 2.
(Diagram 9* P* 89).
History of the First Half*"Century of the Oswego State Nor mal and Training School. 1861-1911, p. 127* Loc. cit.
1*46 1*47 i.*46 1*45 1*44 1*45 1*42 1*41 1*40 1*3* 1936 1*37 1*36 1*55 1*54 1*53 1*32 1*31
1*30 l*2y 1*26 1*27 1*26 1*25 1*24 1*25 1*22 1*21 1920 191* 1*16 1917 1*16
1*12
1*06
1*04
s
•1900 090 0 0003000
_ 0 0 9
0 0 0 0 0 0 0 0
•k ft » «l ft ft ft ft ft « ft CM H
H
H
H
H H
H
H
H
H
3CM8 I§3 r— 33 !/>♦ 8 K'k rH
in the Regular session at Oswego from
-
Numuer oi Stuuents jinrolled ^ortc State Teacheru Collage 1*00 10 1*46
89
Diagram *• oi the New
-
- 90 This was done to help relieve the serious teacher shortage in the industrial arts and general elementary fields* and also* to provide opportunities for the large number of veterans returning to col lege for the purpose of becoming teachers upon discharge from the military services. Additional faculty members and additional maintenance was authorized by the Legisla ture of 194-7 for the purpose of meeting the needs of these additional students.l The college is located on a site of thirty-five acres.
There are postwar building plans for new dormitories
for men and women* a campus elementary school building* an extension of the facilities for industrial arts* and the con2 struction of a new health and physical education building. The Health and Physical Education Building is to be provided in order to implement a more complete health and phy sical education program* including health education instruction* physical education activities* recreation, and social activi ties, The facilities will include a regu lation pool, bowling alleys, and a recrea tion center in addition to a large gymna sium, The construction of this building and the transfer of the present health and physical education facilities from the Main Building will allow the academic depart ments and library to expand and utilize the entire Main Building,,,,3 At Oswego* the vision of Edward Austin Sheldon is ! of local interest and significance in the development of the outdoor recreation and physical education program as well as for the development of the whole school.
Tl 2. 3.
Oswego State Teachers College Bulletin* 194-9» P« 13* Ibid., p, 18. Loc. cit.
- 91 At the quarter-centennial anniversary* he made this statements At the semi-centennial anniversary I hope some of you may see the outdoor arrangements as well appointed for phy sical culture as the new gymnasium af fords for indoor training.1 When the semi-centennial anniversary was celebrated* there was present a man who had heard this wish, or prophecy. In answer twenty-five years later this is what he said: Here today, in the dedication of this great building upon the grounds which are destined to be the most spa cious and beautiful upon which any nor mal school in this country shall stand, we witness the realization of the vision of Dr, Sheldon's broad, tolerant, human sympathies and of his great intellectual powers,.,. These adjoining grounds, now the recreation fields of this insti tution, were his h o m e . 2 The athletic field is approximately two hundred fifty feet from the proposed building for health and physi cal education.
(Drawing 10, p. 92).
Building number four
is the health and physical education building proposed.
1. 2.
Address of welcome to Graduates on 2 5 th Anniversary, Oswego Normal School. State of New York1s Contribution to the Development and Standardization of State Normal Schools. Address by Thomas £• Flnegan, Deputy Commissioner of Education, Department of Education, Albany, N. Y.» 1914, p. 16.
DRAWIKG X
-92-
3 tV EN TH PaoPEBTV
LINE
M M LETIC
FIELD
I PROPERTY
LINE
lOmiDlNQS rtkiN (JjlN D U iT UAL T U CH I B M BIB • CE SCHOOL fPOTlWC)
4 PHV-SLtAL E 0, 6IJX > i v s i f y r a n e a i o EN C E
11.
"
___
" l l SHOWESfS 4 TOILET 1 j*A T O H A > i ( H C H f \ : v A - > ' ' J i o > ' N ] O n o h r \ ; v > - » y ( r - » - f f v x c i - f ^ v j j - t u < r ~joo
Diagram 14, Appropriations Available for Koch of the State Teachers Colleges oi hew Yo r k from W O O to W4fa
- 123 TABLE XVIII Cost of Living in New York State* 1914 - 1939 (1925-1927 = 1 0 0 )
Year
Per cent
Year
1914 1915 1916 1917 1918 1919 1920 1921 1922 1923 1924 1925 1926 1927
54.6 5 6 .2 61.7 74.1 9 0 .6 104.2 115.5 102.4 94.7 97.1 9 6 .8 99.5 100.9 99.8
1928 1929 1930 1931 1932 1933 1934 1935 1936 1937 1938 1939
Per cent 9 8 .6 9 8 .6 9 6 .2 8 8 .3 8 0 .6 77.1 79.4 81.9 82.9 85.4 8 3 .8 83.4
The value of the dollar has decreased still more since the end of World War II.
Recent comparisons have shown that it
will take $1 . 7 2 to purchase the same things that one dollar would buy during the years from 1935 to 1939*
Note that the
dollar would buy only 81.9 to 8 5*4 per cent of what the 1925 to 1 9 2 7 dollar would purchase. Program Emphasis Compared The philosophy is indicated by the facilities* equip ment* and activities carried on in the program of physical edu cation.
In 1900* body development* exercise* discipline and
the correction of defects seem to have been the desired out comes. Today* recreation* fun* relaxation* development of
- 124 -
social attitudes* body development* the development of skills* the development of self-discipline* the development of res ponsibility* and participation in the process of democracy seem to be desired. The program has shifted from a formal* or semi-formal program conducted in the gymnasium* to an informal sports or activity program conducted outdoors.
The student has a
much greater share in planning the program today.
The intra
mural program is more important than the varsity program.
In
some cases* it has replaced the inter-collegiate program en tirely. Camping* picnicking* skiing* tobogganing* hiking* and many other forms of outdoor activity are being stressed today.
The tendency is for more outdoor activity.
Tennis*
skating* archery* riding* and many of the intramural programs are outdoor activities. Comparison of Facilities and Equipment (1900 - 1949) The most outstanding difference in facilities today* as compared with those of 1900* is noted in the outdoor ath letic fields.
In 1900* there were practically no outdoor ath
letic facilities for other than the varsity baseball and foot ball teams at three or four schools.
Today* extensive athle
tic fields exist at seven of the State Teachers Colleges. eral of the colleges own camps.
Sev
The one at Fredonia* which has
150 acres* is only ten miles from the campus.
The one at
- 125 Plattsburgh contains 635 acres and is only thirty-five miles away.
It is as yet undeveloped, but the interest in the out
door activity is unmistakable.
The camp owned by Cortland
is almost one hundred and fifty miles away.
It has many
buildings on it and is on a lake. Almost all of the eleven State Teachers Colleges are interested in expanding the athletic facilities, both in door and outdoor.
There are too few swimming pools, and the
three that exist are inadequate. Three or four of the colleges are still using the gymnasia which were being used during the first decade of the century.
They were described as magnificent, completely ade
quate, and most modern, when they were built. trast is evident. in 1941.
Today, the con
There is a n e w gymnasium at Brockport, built
The one at Plattsburgh is in excellent condition.
was built in 1929.
It
There is a temporary gymnasium at Cortland,
and a recreation room used as a gymnasium at Oswego. The physical training equipment in 1900 consisted of indian clubs, dumbbells, wands, balance beams, horizontal bars, Worses', bucks, springboards, stall bars, pulley weights, climbing ropes, flying rings, traveling rings, ladders, medi cine balls, mats, and other such equipment which was primarily used for indoor exercise.
There were some items of athletic
equipment purchased by three or four of the schools which had varsity competition in football, basketball, and baseball.
- 126 Today, the equipment list is chiefly made up of athletic equipment for outdoor sports.
The different types
of equipment purchased today are as follows:
basketball,
boxing, field hockey, ski, archery, badminton, baseball, bathing, croquet, golf, paddle tennis, shuffleboard, soccer, softball, table tennis, tennis, volleyball, and gym equipment, which is composed of some of the items listed in the 1900 group. Comparison of Activities (1900 - 1949) In 1900, all eleven of the schools stressed exer cise of one sort or another. tem appeared most often.
The German or the Swedish sys
In three or four of the schools
where there were high schools, there were athletic teams. Basketball and football were the most popular sports. ball was next.
Base
Folk dancing, or square dancing appeared just
after the first decade.
Dumbbell drills, military marching,
calisthenics, and gymnastics made up the greater part of the activity program during the first twenty years of the century. Swimming, golf and tennis were found at some of the schools. War.
Volleyball became more popular after the first World
Apparatus was sometimes called gymnastics and was an ac
tivity at most every school in 1900.
Pictures of the gymnasia
most always showed the parallel bars, the horizontal bar, the horse or the buck, pulley weights or stall bars at the begin ning of the century.
- 127 -
The activities in 194-9 consist of the following; archery* camping* hiking, skiing, ice-skating, roller skating, tennis, tobogganing, snow-shoeing, badminton, basketball, vol leyball, boxing and wrestling, track and field, swimming, base ball, softball, touch-football and football, soccer, field hockey, deck tennis, ping pong, social dancing, square dancing, tap dancing, riding, bowling, apparatus, tumbling, cross coun try, bicycling, golf, croquet, calisthenics,
picnicking, and
outings. From the above list, it is clearly noted that the program has shifted from a semi-formal indoor program to an outdoor activities program.
This shift may have been caused
by the refusal of the students to accept a program brought over from Europe, or by the impact of the educational philo sophy of men like John Dewey, Horace Mann, T, D, Wood, Clarke Hetherington, and others.
Increase in Number of Faculty for Physical Education In 1900, there were approximately eleven members of the faculty for physical culture or physical training in all the eleven State Normal Schools,
There were two part-time
teachers at Brockport, one teaching civics and physical culture, and another teaching reading and physical culture.
At Platts
burgh, one was teaching reading and physical culture. There is evidence that there were coaches of base ball, football, and basketball in addition to the eleven listed as Directors of Physical Training or Physical Culture,
At
- 128
-
New Paltz, Stanley Osborne was hired as a music teacher* but his chief responsibility was football coach. there was a basketball coach. ball and a basketball coach.
At Fredonia
At Cortland there was a foot Sometimes these men were members
of the faculty* and sometimes they were students. In 1948, there were 82 members of the faculty for physical education in the eleven State Teachers Colleges,
It
is true that 37 of these are at two institutions, Cortland and Brockport, which are preparing teachers for Health and Physical Education,
There are 45 members of the physical education fa
culty at the other nine colleges,
(Table XIX* p, 128),
TABLE XIX Number of Faculty Members for Physical Education at the State Teachers Colleges of New York at Selected Intervals from 1900 to 1949 STATE TEACHERS COLLEGE AT: 1900 1916 1921
1929 1933 .1939
1943. 1948
Albany
1
2
6
3
5
5
6
8
Brockport
2a
2
2
2
2
2
4
15
1
3
4
4
4
5
8
2
2
9
9
10
10
22
Fredonia
1
3
3
3
3
3
3
Geneseo
1
3
3
3
3
2
4
Buffalo Cortland
1
New Paltz
1/
2
3
3
4
3
4
4
Oneonta
1
1
2
3
3
3
3
4
Oswego
1
2
2
3
3
3
3
7
a
Both part-time.
(continued on next page)
- 129 TABLE XIX
(continued)
Number of Faculty Members for Physical Education at the State Teachers Colleges of New York at Selected Intervals from 1900 to 194-9 STATE TEACHERS COLLEGE AT;
1900
1916
1921
1929
1933
19.39
1943
1948
Plattsburgh
1
1
1
1
2
2
2
3
Potsdam
1
1
3
3
3
4
3
4
12
16
30
37
41
42
45
82
TOTALS
The law requiring physical education was passed in 1916 t at which time the Military Training Commission was es tablished*
There were 16 members of the faculty for physical
education at that time*
In 1921* there were 30*
This number
had increased to 37 by the time of the last year of the pros perous decade following World War I* not decrease during the depression.
Note that the number did There were 41 in 1933* and
42 in 1939. There was no decrease during World War II as shown by the figures for 1943* but there has been a rapid increase since the war* probably due to increased enrollments and the shortage of teachers*
Note that every college except two has
increased the faculty for physical education since World War II. Increase in the Training of the Faculty for Physical Education From 1900 to 1916* the faculty for physical training
-
130
-
or physical culture was trained in gymnastics or in systems of exercise.
The records show one member from the Posse1 Gym
nasium in Boston. The Swedish, the German, the Emerson, or the Delsarte systems of exercise were offered.
There is very little
recorded about the training of the faculty, but one may sup pose that they were trained in the exercises offered.
However,
there is a record of one Ph. B. at Geneseo, an A. B. and a B. L. at Albany, Brockport, Buffalo and Oswego.
Two members
at Oneonta during this period had B. S. degrees. Shortly after the legislation of 1916, several teachers were trained at the Normal Schools.
The Sargent
School and Cornell University placed several teachers in the Normal Schools of New York State. Cortland began training special teachers in Health and Physical Education in summer schools as early as 1923* In the regular session in 1925 there were 2 3 3 students en rolled in the special curriculum. With many of the regular elementary teachers required to teach physical education classes, it is important to consi der the increase in the training required for them also.
The
following quotation shows that three years of training were required for the students entering the teachers colleges in New York in 1922: With the beginning of the school year in September 1921 the state normal schools
- 131 -
entered upon the new course of study upon which a committee of principals and super intendents had been at work for some time. The new course had not only been enriched, but had been extended to 3 years. The three-year requirement, however, was not put into effect for the class entering in September 1922. 1 The development of the new teachertraining program for the State can be fully explained only by reference to the annual reports covering the past two years. It will be sufficient for the report for the current year to state that there were two outstanding features relative to the pro gress of the professional training program: first, the course in the state normal schools was lengthened to 3 years? second, the en tire program of teacher certification was changed whereby several forms of teacher cer tification which have long been recognized as far from satisfactory were discontinued and new forms were articulated with the pro fessional training program in the state nor mal schools and teachers colleges. 2 Three years of training were not considered adequate for many years.
The following quotation indicates an awareness
that there was a need for more training of special teachers: For some time the feeling had prevailed on the part of the leaders in education over the country that a three year program for educating elementary school teachers was no longer adequate to the needs of the times. That this same feeling prevailed in this state was substantiated by the fact that the Board of Regents of the State of New York had advocated a four-year curriculum for the educating of special teachers in certain fields, such as music, art, and physical education.3 1. 2. 3.
Nineteenth Annual Report of the Education Department, Albany, N.Y., 1923> P. 32. Ibid., p. 31. Erna Kaske, The Oneonta Experience in Building a Profession al Education Sequence, 1944, pp. 10-11. ~
- 132 -
The New York State Normal College graduated the first four-year class in 1908.1
The New York State College
for Teachers at Buffalo, then the Buffalo State Normal School was authorized to grant a degree upon the completion of a four 2 year course* In 1925, The other Normal Schools entered into a four year program at different times after this and before 1942 when they all became State Teachers Colleges. New Paltz o started the four year program in 1938* but the State Normal 4 School at Cortland started a four year course in 1934. There is on file at the State Education Department in Albany a complete list of the faculty for the State Teachers Colleges of New York for the last four or five years.
This
list shows the faculty for health and physical education at each of the State Teachers Colleges of New York and the highest degree held and the instituion from which it was received.
The
list for 194-8 contains the names and the degrees held by eightytwo members of the health and physical education faculties. ■■
There are twenty-two colleges listed.
degree is the most prevalent.
5
The M. A.
Most of these were from Columbia
University and from New York University.
There are five Ph. D.
*
Tl 2. 3* 4. 5.
William Marshall French and Florence Smith French* College of the Empire State* A Centennial History of the New York College for Teachers at Albany» 1944* p. lj>6. New York State College for Teachers at Buffalo. A History* 1871-1946, p. 64. Paltzaga* State Normal School* New Paltz, N.Y.* p. 13* Annual Cataloguei 1934. On file in the Division of Teacher Education and Certifi cation* Dr. Herman Cooper*s office. State Education Dept.* Albany* N. Y*
- 133 -
degrees, three from New York University,^ and two from Iowa. There were three Ed# D* degrees, one each from Columbia, New York University, and Buffalo. The A. M. degree was the next most frequent to the M. A.
There were 19 of these with eight of them coming
from Columbia and four from New York University.
(Table XX>
P. 133). In all categories, Columbia led with twenty-three. New York University had seventeen and Springfield was third with seven# TABLE XX The Highest Degree Obtained by the Faculty for Physical Educa tion in the State Teachers Colleges of New York in 1948, and the Colleges from which they were Granted COLLEGE: ■■■J________________________DEGREE_____________________ Ph.D. M.D. Ed.D. M.A. M.S. A.M. M.Ed. M.P.E. B.A. B.S. Columbia N. Y. U.
1 3
1
13
8
9
4
Springfield Iowa
4 2
1
Michigan
Minnesota
1.
1 1
2
1
3 2
Penn#State Buffalo
1
1 2 1
1
1
i t b - v (Continued on next page) An additional Ph# D. degree was granted to FrancisJ. Moenc by N. Y. U# ,: since the records from which these figures were taken were printed.
- 134 TABLE XX (continued)
The Highest Degree Obtained by the Faculty for Physical Educa tion in the State Teachers Colleges of New York in 1948, and the Colleges from which they were Granted COLLEGE
DEGHEE Ph.D. M.D. Ed.D0 M.A. M.S. A.M. M.Ed. M.P.E. B.A. B.S,
Ohio
2
Syracuse Cortland Indiana Peabody Union Albany California Ithaca Tufts Southern Cal. Cincinatti St. Lawrence Cornell
28
TOTALS
8
19
The following quotation from a study done by Ruth Abernathy at Columbia University, a Ph. D. dissertation fin ished in 1944, shows an awareness of an increase in the train ing of the P. E. Faculty:
- 135 -
In the ensuing sixteen years, more and improved facilities were provided. Teachers were prepared in such numbers that standards were raised several times. This change in preparation is shown in the fact that the Regents* Rules of 1919 required only evidence of graduation from an approved high school, or the equiva lent, and a two-year course of study in the special subject at an approved pro fessional institution, while at present (1944) the requirement is based upon an approved four-year curriculum, with the completion of an additional 30 semester hours in approved courses if the candi date seeks eligibility for a permanent certificate.l Community Service All of the State Teachers Colleges are serving the Community in one way or another*
There is evidence that at
one time the colleges were more isolated from the community than at present.
Professional publications began to urge
that they take advantage of the facilities in the community and use them to make the course of study more effective.
Now,
there are documents published indicating that the college has a definite responsibility to serve the community in which it is located. 2 sibility.
There is a growing recognition of this respon
For instance: The interest of the members of the Oneonta faculty in the community has had many forms. An intensive study of two towns in the vicinity undertaken by a number of the staff has been reported in
ll 2.
Ruth Abernathy, Expenditures and Service in Physical Education, pi 5 , 1944. A Report of the President*s Commission on Higher Educa tion, 1947, Volume I and Volume II.
- 136 a bulletin Teachers as. Learners. A some what similar project* an integral part of the course in sociology* is described in the second bulletin Exploring the Community. Together these show an organized approach to a teacher*s problem of getting acquaint ed with the locality in which he works. The college has cooperated in a number of local projects such as helping to spon sor the Public School and College Forum* and giving support to the Community Con certs. ... On a more personal basis* individual staff members are active members and* in many cases* are officers in organizations of a wide variety of types - service clubs* church groups* scouting* the city library board* the Oneonta Red Cross organization, the infantile paralysis drive* the American Association of University Women, to name but a few.... The policy of the college in identify ing itself with the community will be car ried on intensively in the future, because we feel that it is our obligation to the com munity* because of the important effects which this has in our work with the student body, and because of its value to us as in dividuals. The addition of a coordinator of off-campus activities will greatly strengthen this work.! At each of the State Teachers Colleges there is some one whose responsibility it is to aid in the organization and direction of this service* and to keep records of the type of service rendered and the number served.
At one of the colleges*
his title is "Coordinator of Field Services*” at another* "Co ordinator of Field Relations," or "Coordinator Of Off-campus Activities*" but the first is most prevalent. As would be expected, these services are rendered by
1,
Unpublished bulletin, Program of the State Teachers College at Oneonta, New York. Past-Present-Future, p. 6 .
- 137 -
the college as a whole and by individuals.
A record of the
services rendered by a single college for a single year would take several pages and that would be too long for this study, however, a list of the services rendered by the Department of Health and Physical Education at the two State Teachers Colleges giving a major in this field will be presented.
All
of the services listed are not of a physical education nature, but that makes them more significant. Cortland The following list, from the files of the president’s office, shows the services rendered by one member of the Physi cal Educaition Staff.
They are for the years 1941-42 and
1942-43: 1. 2. 3.
4. 5.
.
.
President of the Men's Club of the First Baptist Church in Cortland. beacon of the First Baptist Church in Cortland. Chairman of the Basketball Clinic Committee in connection with the •Basketball Golden Jubilee. 1 Games staged at the Cortland High School G y m , Saturday, December 6 , 1941. Put on Basketball demonstration and clinic with varsity players at Y.M.C.A.» December, 1941. Talked, to Y.M.C.A. boys on Physical Fitness and Body Development, Spring,
1942.
6.
Played baseball with town team during1 the summer of 1941-42.
A list of the activities of one other member of the physical education staff will show the extent to which another individual is serving the community.
These activi
ties also cover a two year period, from 1941-42 to 1943-43•
-138 Community Activities: 1* 2. 3. 4. 5© 6. 7. 8. 9. 10.
Chairman, Life Saving and Water Safety Committee, Cortland County Chapter, American National Red Cross. Director, Red Cross Life Saving In struction Course. Conducted Free Public Skiing Instruc tion Course, Virgil Ski Slope. Usher, First Presbyterian Church. Worker, Every Member Canvas Committee, First Presbyterian Church. Advanced Chairman, Boy Scout Troop Com mittee, First Presbyterian Church. Treasurer, Board of Ushers, First Pres byterian Church. Member, Westminister Bible Class, First Presbyterian Church. Member, Physical Department Committee, Y.M.C.A. Chairman, Life Saving and Water Safety Committee, Cortland County Chapter, American National Red Cross.
Professional Activities: 1. 2. 3. 4. 5. 6.
Member, Basketball Jubilee Committee. Nutrition talk to entire Central School, Truxton, N. Y. Talk to Exchange Club on ’History of Football and Soccer.1 Advanced Courses in New York University Summer Session and research toward Ph. D. Organized and directed a section of the Physical Education Demonstration at Syracuse. Talk to Kiwanis Club on ’Physical Fitness.1 "
These are not two isolated instances.
There is no
claim that the physical education staff is rendering more ser vice than other members of the faculty.
In fact, many other
members of the faculty are rendering a physical education ser vice to the community. These two records, and many more like them were on file in the president1s office.
It is significant that the
- 139 -
service is being rendered, that the president of the college knows what is being done, and that a record is being kept. During a period of fifty years the attitude of serv ing the community has been strengthened and now results can be shown.
Brockport The following record does not deal with individuals, but it shows the type of service rendered to the community by the Department of Health and Physical Education at Brockport, and the nature of this service: PHYSICAL EDUCATION DIVISION speeches,
,
Number Served
Rochester Board of Soccer Officials Athletic Banquet - Richbury High School Athletic Banquet- Kendall High School Athletic Banquet - Webster High School Career Nite - Field of Phy. Ed. - Albion HighSchool Brockport Kiwanis Club Athletic Banquet >• Barker High School Career Day - Field of Phy. Ed. - Geneseo High School Speaker on "Health Education" - Holley HighSchool Athletic Banquet - Shortsville High School Newark Rotary Club Athletic Banquet ^ Kendall High School
25 50 45 100 60 60 100 100 200 35 120 250
PARTICIPATION IN PROFESSIONAL ORGANIZATION PROGRAMS: Panel Speaker: N.Y.S.A.H.P.E.& R. Section V - Banquet Speaker Speaker: N.Y.S. Council on Health Teaching Speaker and Consultant - Wayne County TeachersAssoc. Speaker and Consultant - Wayne County TeachersAssoc. Chairman: Panel - Western Zone Health andP.E.Meeting Member Central Western Area A.W.P.E.N.Y.S.Executive Committee Planned Zone Meeting Panel Member: N.Y.S.A. of H.P.E. & R. "Professional Preparation"
200 150 200 25 33 125
150
Chairman Membership Committee of New York State Council on Health Teaching Chairman of Committee on Health Education of the State Association for H.» P.E. & Rec. College Host to Health Teachers and Nurses of Area Planned Program of Recreation for Monroe County Schoolmaster's Association Panel Members "Recreation" - Albion* N, Y. Ganies Grange Member Assoc, of Women in P.E, of N.Y.State (Exec, Com,) College Host to Spring Conference - Central Western Zone H, & P. E. Association Teacher and Consultant - Workshop session on Folk Dancing held at: N.Y.Association for H,& P,E,& Rec. Member of Committee N.Y.S.A* for H,& P.E, and Rec. "Standards Project," Member of Auditing Committee - N.Y.S,A. for H. * P.E. and R. Teacher and Consultant N.Y.S.A. for H . » P.E. & Rec. - Folk and Square Dancing IN-SERVICE EDUCATION; Teacher and Director - Workshop on Social Dance High School Basketball Clinic - Hancock, New York Exhibit and Institute on Materials Available for Teachers of Health Softball Clinic> Central Western Zone (P.E.) STUDENT GROUPSs Intramural Sports Festival Gym Team - 3 High School Performances Participants and Assistance in Organizing the Niagara District A.A.U. Gymnastic Competition LOCAL COMMUNITY SERVICE: Host - Section V Soccer Finals Teacher* Advanced Red Gross First Aid Course to Brockport Protectives (Fire Co.) Panel Members "Compulsory Health Insurance" Member of Health and T.B. Assoc, of Rochester Organized and Presented Sanitary Code for Restaurants to Village Board
CHAPTER IV
THE RELATIONSHIP OF THE CHANGING PHILOSOPHY OF EDUCATION IN GENERAL TO THE CHANGING PHILOSOPHY OF PHYSICAL EDUCATION
The philosophy of education in the United States in the twentieth century has probably been influenced more by John Dewey than by any other one man*
In discussing the
changing philosophy of education! it is not assumed that Dewey has effected all the changes that now appear in line with his teachings. John Dewey1s Influence on Education No one who is Informed in the educa tional field can doubt for a moment the profound influence of John Dewey on both the theory and the practice of American education Nor is the effect confined to this country* Considering indirect as well as direct influences* one can safely assert that there are few countries in the ^ world that show no effect of Dewey*s thought. John Dewey graduated from the University of Vermont in 1879 and from John Hopkins in 1884*
He taught Philosophy
at the University of Minnesota! (1888-1889)5
at the Univer
sity of Michigan* (1889-1894) 5 and at the University of Chi cago, (1894-1904). 1.
William H* Kilpatrick* Dewey's Influence on Education. Chapter 15 in The Philosophy of John D e wey* Volume 1, in the Library of Living pkilosopners, edited by Schilpp, Paul Arthur* 1939> P* 447..
- 142 -
It was as director of the School of Education at the last institution that he first won national fame; he established an experimental school and carried out the ideas of the 1New Pedagogy1. it was in this experience that he came to formulate principles of democratic and occupational instruction which have revolutionized edu cational practice in America and influenced many teachers in Europe and Asia..... It was not till Dewey came in 1904 to join the department of philosophy at Columbia Univer sity that his influence began to reach out from pedagogy to the philosophical and so cial thinking of his time.l It might be useful to know something of the back ground situation before discussing Dewey's philosophy of edu cation. When John Dewey first appeared on the scene* the old untrustworthiness of human nature with its harsh punishment and its domineering schoolmaster tyranny was disap pearing into the past. Horace Mann's fight with the Boston schoolmasters over their 65 whippings a day in 'a representative school of four hundred children' had won out * at least in principle.2 The philosophy of education of Dewey's time had grown out of an authoritative theological philosophy.
Along
with this went a scholastic faith in a faculty psychology and formal discipline* and schoolmaster faith in regimentation* drill* and memorizing•3 This background Included a belief that "schooling is properly the acquisition of
17 2. 3.
Encyclopaedia Britannlca* 14th Edit ion» Vol• 7» pp.297-298• Kilpatrick* ocu cit.» p. 449* IJ^i»p*44&? v
- 14-3 -
subject-mat ter-set-out-to-be-learned» study being the effort — mainly by drill and mem orization — to acquire this set-out con tent, that learning is the successful acqui sition of this subject matter* and that the proper and adequate test is whether the child can give back on demand precisely what had been originally so set out.l Horace Mann and Henry Barnard and others had* two or three decades preceding John Dewey* reached a new outlook p of respect for childhood. Most of these better ideas were trace able directly to Pestalozzi.3 By the eighties and nineties these re form ideas had been accepted in theory and to a considerable degree in practice* and a new set of European ideas were being brought forward as a further reform* These lead us directly to John Dewey's time.4The Educational Philosophy of John Dewey John Dewey believes that education is a process* an ongoing process*
He states in Democracy and Education that:
It is that reconstruction or reorgani zation of experience which adds to the mean ing of experience * and which increases abili ty; to direct the course of subsequent exper ience. 5 v Dewey'8 philosophy of education is grounded in the democratic c o n c e p t i o n . © 1* 2*
Ibid., p* 449. ibid*» p. 451.
3.
S i*
5* 6.
JoKn Dewey* Democracy and Education* p* 89. John L. Childs * Educational Philosophy of Dewey* in The PhilOsonhv of John Dewey * Vol.l in The Library of Living Philosophers» edited by Schllpp> Paul Arthur* p. 440*
4*
^
L oc* c i t .
- 144 He conceives education to be a social process* and he specifically states that: The conception of education as a social process and function has no defin ite meaning until we define the kind of society we have in mind.l He says that social efficiency as an education pur pose should mean cultivation of power to join freely and fully in shared or common activities* and that one cannot share in intercourse with others without learning.2 Dewey says that there are many aims in education and that they should be constantly changing.
He says that in stat
ing an aim at a given time* one is likely to emphasize something which one is working toward and take for granted something which has already been accomplished.
If one will consider the follow
ing expressions as being in conflict with existing philosophies at the time they were written* they will take on added signi ficance. * « The supremacy of self-activity — -, the priority of character to information — — * the necessity of putting the real before the symbol » the concrete before the ab stract r— *-'» the necessity of following the order of nature and not the order of human convention > the complete development of the individual * to learn to do by do ing — » the unity of the mind and b o d y , the importance of interest in education — — » the means identified with the ends » the identity of subject matter and method — — » 1. 2.
John* D e w e y . Democracy and Education*, p. 112. Ibid. * p p . 144-14$. .
- 145 -
education a living process — — , the exis tence of individual differences — -» the prevalence of change in all things » the evolution of the moral as well as the biological — --» the importance of intelli gence in action -— -> the marriage of the emotion with intelligence — --> the consis tency of theory with practice --- » the idea of education as experience — — * the experi mental method in seeking for t r u t h » that progress is not automatic -— >1 and hundreds of others could be listed which express part of the philosophy of John Dewey. The philosophy of John Dewey is substantially in agreement with the above Ideas and in some part of the country they have become commonplace in pedagogic writing and in dis cussions at educational conferences. Dewey has effected all these changes.
It is not claimed that Many educators have
worked for these ideas and others just as pertinent* but Dewey seems to have written so much and in such a way that his phil osophy seems to be connected with these ideas* which at one time were revolutionary. When some of these ideas were introduced into the schools there was naturally some difficulty and some criti cism.
Dewey said* in 1902: The new studies do not have ah oppor tunity to show what they can do* because they are heimpered by machinery constructed for tuhnlrig out another kind of goods .2
1. 2.
These ideas were all selected from books written by John Dewey* The books are listed in the Bibliography. John Dewey* The Educational Situation* p* 24.
146 He says further* I mention first the number of children In a room. This runs In the graded schools of our country anywhere from thirty-five to slxty.l Two ideas directly related to teacher training are contained in the following quotations from Dewey: It is folly to suppose that we can carry on the education of the child apart from the education of the teacher.2 It is certain beyond controversy that the success of the teacher in teaching* and of the pupil in learning* will depend upon the intellectual equipment of the teacher.3 This shows a need for selection as well as a need for training. The following passage from the same source shows Dewey's understanding of the interaction of forces in society and the Inadequacy of legislation alone for the accomplishment of educational reform: It would be comic (if it were not; tragic) to suppose that all that is re quired to make music and drawing apart of the course of study is to have the school board, legislate that a certain amount of the time of the pupil* covering a certain, prescribed ground > shall be given to work with pencil a n d p a p e r » and to musi cal exercise*.* 1* 2. 3. 4.
John Dewey» The Educational Situation* p. 24. Ibid.* p. 34. \vv , />■* ;d > f John Dewey . e d it e d b y S eh llp p * Paul •- ’ Arthur* 1939 » p •• ■
- 155 that the program reflects the philosophy of physical educa tion*
It takes time* of course*
gency It takes less time*
In times of national emer
There have been three emergencies
during the last fifty years* so it will not be difficult to show changes of emphasis and changes in the program which may be compared with the contemporary philosophy of physical edu cation* In 1900 there was no state program of health and physical education* sical Education*
There was no Division of Health and Phy
When such a bureau was established by law*
in 1916* it was called a Physical Training Bureau and was placed under the Military Training Commission*
It was not
transferred to the State Education Department until July 1* 1919. The emphasis in some schools* in 1900* was placed on the military aspects of physical education*
“The physical exer
cises taught in the public schools of New York City were modifi cations of the drill regulations of the United States Army which appeared in the manual The School of the Soldier*** Physical education was called physical training* phy sical culture* gymnastics* calisthenics* and various other simi lar names*
It was promoted by individuals and local schools*
according to the System which was accepted*
There was much
rivalry* or conflict* between the different Systems*
1“
Hiram A. J o n e s » The A d m in istra tio n o f H ealth and P h y sica l : E d u cation - in New York State* d* 517
156 The Dio Lewis theory# that gymnastics should be light* rhythmical* and graceful was still accepted by some schools. The Sargent theory* that physical training was a corrective or curative process* was more widely accepted. •'The Various parts of the body were measured and tested* the weaker parts were exercised and then remeasured and retested."1 The Delsarte system* in the early days of its pro motion* was popular among the young women. was really a vocal and dramatic teacher.
Francois Delsarte He found that
the ideal poses and gestures necessary to effective dramatics and singing could best be taught through certain physical exercises.....In America many teachers of the art of elocution accepted his me thods and With the addition of their own ideas there was evolved a system of exer cises which claimed to produce poise* grace* beauty of face and figure * and health. 2 This system was ending in 1900* having lasted only about ten years.
' The battle raged between the followers of the Swedish
and the German Gymnastic movements.
"During a period of twenty-
five years* beginning about 1890* the advocates of Swedish and German gymnastics spent a considerable portion of their time II 2,
Dorothy S - Ainsworth* The History of Physical Education in : Colleges for Women* pp. l6-ly. Emmett A. Rice» A Brief History of Physical Education* p.
> i8i. v
f7 * - •
debating which of the two systems was the better. "The purpose of Swedish gymnastics was to increase circulation and respiration* to assist digestion* and to in2 crease nervous control*,! The physiological and psychological values
were stressed.
It was believed that muscle control
learned in the gymnastic lesson carried over into poise and s e l f - d i s c i p l i n e . 3
This system lasted longer than any men
tioned
so far.
"This may well be because of the fine caliber
of the
early graduates of the Boston Normal School of Gymnas
tics who went out as missionaries to spread the gospel of 4 Swedish gymnastics. The Germans held that the Swedish method was too formal* uninteresting* failed to obtain recreational values * and was very weak in social and moral train ing. The Swedish supporters claimed that the German system lacked scientific foun dation* that too much music and thythmrnaccompanled the exercises* and thereby pre vented the maximum physical benefit from being derived* that too much emphasis was given to the recreational and not enough to the educational results» and that the system was unable to cope with problems of individual and specific weaknesses.5 T. D. Wood and Physical Education In 192?* Thomas Denison Wood and Rosalind Frances Cassidy wrote the following t T7 2. 3.
Jackson R. sharman* Introduction to Physical Education* p.44. Ainsworth* on. clt.».p. lb. . Loc. clt. . .
158 This hook Is a response to the continual demand made during recent years for a printed text on the natural program in physical edu cation which has had its center in America» and significant beginnings in the Department of Physical Education at Teachers College* Columbia University.•.. The natural program has now had fifteen years of earnest* devoted* scientific research in the formulation* application* and testing of theory and practice.... The contents of the pages which immediate ly follow are quoted from or based directly upon material prepared by the senior author of this book in 1 9 1 0 .1 The material mentioned above appears in the Ninth Yearbook of the National Society for the Study of Education. This material was written to meet a need expressed by the fol lowing quotation: It is apparent to many* however that physical education* more particularly in the public school systems of this country* has on the whole* lacked the support of a well organized body of thought which is in harmony with the best current educational ?ractice. TO many* again* it is evident hat the principles of physical education* even as formulated* have not kept pace with general educational practice.2 Wood goes on to say that physical education has been too much occupied with formal exercises that are artificial.3 He practically condemns formal gymnastics* as shown by the following statement:
Tl 2. 3«
T~ D. Wood, and Rosalind Cassidy* The New Physical Educa tion* 1927» p* vii. Ibid.» p. 2. Loc. cit. ■
- 159 -
Formal gymnastics in physical education correspond to drugs in medical practice.1 He sets up the following principles of the Natural Movement in Physical iflducations 1#
2.
3.
4.
5.
1.
Learning by doing.-- The child learns far more of permanent value through what he does...than through what he sees or hears or perceives in any way direct ly with the five senses. Complete, motor training.— The psycho logy Of movements performed on the gymna sium floor or in the playground involves the same elements and principles as those belonging to classroom» laboratory* and studio» and in a particular case the for mer may involve richer content and more important result than the latter. Agreement with modern educational theory.— IHhen physical education presents a prpgram which is psychologically and physio logically sound and therefore pedagogically acceptable* it will find itself in organic relationship with education as a whole and with other subjects or departments repre sented. Concrete goals in activity.— This pro posed program looks to the process of hu man evolution for the general guidance concerning a part of the method to be pur sued. • •.Children and young people must do things today* hot necessarily Identified in type and purpose with those of primitive life * but in the same general spirit and manner if the method is to be effective and the results satisfactory. Conditions necessary for satisfactory re sults.— For the best results in physical education there must be certain conditions s an out-of-door situation» separation of boys and girls at twelve years* medical examina tion* exercise related to future need* a definite objactive» correlation with other subjects* a natural gymnastic technique* gymnastic procedure based on real conduct in life* lack of self-consciousness* and
Wood and C a s s id y » 0£* c l t . * p . 6.
(should have)
1
social and moral results.
2
Wood used the term "naturalized program" and defined it as follows* The naturalized program in physical education is one which proves itself con sistent with modern educational theory by presenting activity of a natural type which has definite meaning and interest for the child* who has a rational aim* objective* o or goal in the performance of this activity.-3 He states further that the contents of the naturalized program may be classified under eight unit headings.
These
are: 1. 2. 3.
Natural activities of daily life. Free play* and games. Athletics and sports (club activities and excursions). 4. Dramatic expression (dancing* festivals* pageants). 5. Social service and prevocational activities. 6 . Self-testing activities. 7. Individual corrective exercises. 4 8 . Recreational activities (for adults). In relating the philosophy of modern education to that of physical education* Wood has this to say: The peculiar characteristic of modern thought is the way it bases itself upon the Individual man. It holds that progress or improvement of life is the primary aim and that this can take place only through indi vidual effort and initiative....
1. 2. 3.
Words in parenthesis mine. Wood and Cassidy* o&. clt.» pp. 3-9. Ibid.* p. 8 8 .
161 The philosophy which forms the founda tion of the natural movement In physical education is entirely consistent with that of general education and was* as has been shown in the discussion of its genesis* formulated as a direct response to the realization that our older ideas and prac tices in this field were entirely inconsis tent with the beliefs of a modern philosophy of life and education, 1 Writing seventeen years earlier* Wood said* It is most desirable that physical education should occupy itself with a pro gram o f activity for the young which would secure these physical aspects of health without fail* as by-products* as it were* while the pupil is being guided in the do ing of things which will result in the ac quirement of mental* moral* and social benefits, 2 The following conclusion naturally follows: The natural program then must neces sarily include riot formal material* but games* sports* athletics* dancing — in dustrial* economic* land socially useful forms in which the whole person finds ex pression: forms which can be tested in aim* content* and function by modern scien tific methods and by criteria of general education. 3 Wood was not working alone on this idea: A valuable text* published in 1923 by Clark W. Hetherington* was prepared by him as a report to the Commission on Re vision of Elementary Education of the Na tional Education Association, This piece IH C V I
i
.
3,
Ibid. » p p , 26-29. ' T« PI Wood* Ninth Yearbook of the National Society for the Study of Education * p. bl. Wood and Cassidy* op. git.* p. 31*
162 -
of careful research establishes the scientific soundness of a natural pro gram in physical education activities and sets forth objectives and a four fold program which will be startling to those still thinking in terms of formal activities, 1 Contributions of Clark W. Hetherington Clark W. Hetherington was a contributor to the Natural Movement in Physical Education.
The material he pre
sented in» School Program in Physical Education> in 1922, was begun in 1894, at Stanford University, and had "its final and most severe experimental testing as the state program of Cali fornia, where it was set up under the state physical education law of 1917. "2 At the University of Missouri from 1900 to 1 9 1 0 , with a department organi zation which controlled all the physical activities, inter-collegiate and intracollegiate, of both men and women stu dents, the author subjected to an elabo rate and exhaustive experimental develop ment the idea of educational athletics for all the students. An essential part of this idea was the use of play fields, which were considered as laboratories of moral and hygienic self-discipline as well as of physical development. At the same time the authorV in organized university extension/ work in physical education, con ducted a wide promotion of educational ath letics in the high schools of the state, and of playgrounds and play programs in rural and small-town elementary schools.••
Tr^g&rrTTin 2. Clark W. Hetherington, tibn, p. vii..
School Program in Physical Educa
- 163 -
Later* In the University of Wisconsin from 1912 to 1 9 1 8 ) the author) as pro fessor in charge of professional train ing courses in physical education) fur ther developed the practical details of the program through a study of the prac tice teaching of students in profes sional training courses .1 The following statement shows how Hetherington felt about the relationship of the philosophy of education in general and that of physical education: Physical education has come under the sway of social and educational move ments that are creating a new conception of it and are determining its place in the organization of the school curricu lum, These movements and their influen ces must be understood if a program of physical education is to be formulated which will meet the needs of children and the social demands of the t i m e s . 2 Hetherington listed the objectives of physical edu cation under the following five general headings: 1.
The immediate objectives in the or ganization and the leadership of child life as expressed in big-muscle activities, 2 . The remote objectives in adult social adjustment or efficiency* 3. The objectives in development — A. The development of the instinct mechanisms. , B. ' The development of the intellec tual mechanisms, g» The development of neurO-muscular mechanisms and nervous power . D, r Thedevelopment of organic power.
1* 2. , ;
i
Ibid.)ip* vlii* ibid.) p. ix. :
>•
j'
4.
5.
The objectives In social standards. The objectives in control of health conditions.1
He defined physical education as follows: Physical education is that phase of education which is concerned* first* with the organization and the leadership of children in big-muscle activities* to gain the development and the adjustment inherent in the activities according to social stan dards; and* second* with the control of health or growth conditions naturally asso ciated with the leadership of the activi ties* so that the educational process may go on without growth handicaps. 2 Hetherington set up the fourfold program referred to earlier* under the following sections: Section I.
Section.II.
■
The Program in Physical Train ing Activities — The Develop mental Program* The Program of Training in Character* Morals* and Manners.
Section III. ■;
The Program in Teaching Hygienic Behavior •
Section IV.
The Program in the Control of Health Conditions or Health Handicaps.3 ■
\ .
Hetherington organized his work under these four sections ih a thorough and useful manner. selection of natural activities.
He stressed the
He said that every teaching
situation had five elements and he organized them into an
- 165 -
educational formula as follows: Every teaching situation involves (1 ) the leadership* (2 ) ofone or more children) (3 ) Insome activity) (4) atsome place * (5) atsome time. 1 Hetherington stresses the necessity of adult leader ship in securing the desired outcomes of physical education activities* especially for the program in character* morals* and manners. Hetherington1s philosophy still lives.
His work is
carried on at New York University* under the able leadership of Jay B. Nash* Chairman* Department of Physical Education* Health and Becreation.
Graduates from the department of phy
sical education at New York University have taken positions in practically every state in the country. Contributions of Jay Bryan Nash Jay Bryan Nash has made contributions to the pro fession of Health* Physical Education* and Recreation through his teaching* through his lectures at conventions* and through his numerous publications.
He had contributed to the organi
zation and administration of playgrounds and recreation* to professional development* and to the philosophy of physical education.
1.
Ibid> * p. 69 .
< •
1
'•
-
166 His Interpretations of Physical Education in five volumes* especially* volume I* Mind-Body Relationship: vol ume III* Character Education Through Physical Education: and volume V* Professional Preparation * have been read by members of the profession throughout the country* Nash did not limit the contents of these books to his experience only* but selected outstanding men in various fields to express themselves and to share their experiences and their ideas.
For example* in Mind-Body Relationship»
there are fifteen other writers* including such names as Arnold Gesell* Frank S. Lloyd* John Collier* Shailer Lawton* and others.
This book is rewritten from an earlier publica
tion entitled > Symposium on Physical Education and Health* which contained articles by twenty-seven other authors in addition to those written by Jay B. Nash. A still previous publication* The Organization and Administration of Playgrounds and Recreation* published in 1 9 2 7 * has probably had as much or more influence than these later publications• Nash dedicated this book to "The Child Without a Playground."1
The book was reprinted, ten years later and is
still being read. The following paragraph was used to introduce the l-
Jay B. Nash» 3*he Organization and Administration of Play grounds and Recreation* 1927* p . .iv.
- 167 first chapter in volume I* of the publications referred to above* in 1931* Dr. Jay B. Nash is at present Chairman of the Department of Physical Education and Professor of Physical Education and Health of the School of Education* New York Univer sity. He was Superintendent of Recreation and Director of Physical Education* State of California* for two years. Dr. Nash has pub lished The Organization and Administration of Playgrounds and Recreation * and numerous pamphlets.l If this were brought up to date* it could be stated that he is still Chairman of the Department of Health* Physi cal Education and Recreation; that the five volumes referred to above have been published by him* and that his most recent publication* Int erpr et at ions and Objectives* came off the press in 1948. Nash has been in agreement with John Dewey in his philosophy of education* and has carried on the work of Clark W. Hetherington.
He has made a great contribution in the ex
tension of the philosophy of these two men* adding his own interpretation to it* and extending it to include the use of leisure time. He has emphasized the value of recreation for adults.
He has pioneered in outdoor education* and thought
nothing of it.
1»
The summer camp at Camp Sebago for majors in
Jav B. Nash* Editor* Interpretations of Physical Education* Mind-Body Relationships» 1931» p. 3•
- 168 -
physical education* and the Graduate Camp* are both a contri bution to this Idea. Nash defined physical education as follows: Briefly* physical education is the administration or teaching division of education that is concerned with the vi gorous total body activities as distinct from the manual * musical or scientific activities and from the tool subjects. The phrase "total body" is used because in the activities of physical education* more than in any other activities* the total body is functioning; that is* the muscular mechanisms are functioning as well as the neuro-affective mechanisms.1 He goes on to say later that: The term "total body activity" is used in an effort to sound the death knell to the distinction which is so often made between "physical" activities and "mental" activities.2 ^
j
This is in harmony with the idea of the mind and the
body being one which John Dewey expressed so well.
There are
several sentences* or expressions which may serve to express some phases of the philosophy of physical education which have been given emphasis by Nash. 1. o ' " '
2. >
T . 2. 34.
Ibid.* Ibid. * Ibid.» Ibid. >
They follow:
The real objective of physical education is not health.3 The presence of joy is one indication that physical growth is proceeding harmoriiously.4
IT
p. p. 4. ; p. 34. p. 35*
3. 4. 5.
6. 7.
8.
9.
Organic power depends upon participa tion. Impulsive development depends upon participation.1 The essence of education is the parti cipation in activities.2 If then* changes in the organism are to he made so that the end results will be such that they will continually tend to place the race on higher and higher le vels* standards must be set and leader ship must be provided.3 Standards must be built around ’’want."4 The real question is what will the in dividual do with his health? And here* again* physical education supports the objectives of general education in ci tizenship and character building.? We have also noted that physical educa tion has a real contribution to make in connection with the intellectual develop ment of the child.° If leisure time is to be used with profit to the individual and the community* training for leisure must be a definite objective. Leisure must always center around the '*wants” of the individual.7
It will be noted that most of these sentences deal with the philosophy of education or with the philosophy of physical education.
Nash has made contributions to administra
tion which are also pertinent.
For instance* he sayss
Unless it works it is not good theory. He also says
1* 2. 3. 4. 5* 6.
Ibid.* p. Loc. cit. Nash* op. Ibid.* p. Xbid.» p. Low, cit.
33. cit. » p. 29. 32Vv 35.
8
- 170
Success of physical education as a process must be measured In terms of outcomes,,•.Physical education as a pro cess goes on twenty-four hours a day and three hundred and sixty-five days a year.1 It is accepted In many states now* but at the time when Nash first said the following* it was not so widely practiced: The providing of proper leadership then becomes, a definite function of the state. It is concluded* therefore* that the state through the public school has a right to organize opportunities for such activities as a 'governmental function'• It is further evident that the state has not only a right to organize such activi ties* but a definite responsibility* if standards of health* citizenship and char acter are to be maintained in a democracy which is attempting to function under ur ban conditions,2 He called attention to the legal situation in the various states and suggested that These public codes must authorize the acquiring and operating of city and county parks and they must also authorize and make mandatory* in case the people desire it* the use of public school property at all times when not actually used for the con duct of the public school curriculum it self, This whole legal situation represents the neck of the bottle to progress.^ The battle in the various states over the use of school property for recreational purposes has not been settled
- 171 -
completely as yet.
During the depression* the W. P. A. re
creational program opened many doors in the evenings which had for many years remained closed after school was out in the afternoon until time for school to begin the next morn ing. Nash calls attention* also* to the conflict which has grown between the school, park and playground.
He re
commends that administration remedy this chaos. He says: All money available should be spent in the most economical manner in order to secure the greatest benefit to the lar gest number,1 Nash lists four conditions which should be met if play opportunities for all the children of a community are to be provided. 1, 2, 3, 4,
They are:
A safe place of sufficient size in which to play, The organization of the in-school and the out-of school time, Skilled leadership, A well-selected program of activi ties,2
He stresses the duty of administrators to make sur veys to determine the needs of the community* to determine the best uses of space and equipment, to make cost estimates of
1.
Jav Nash* The Organization and Administration of Playgrounds and Beer eat:LonT'i^?, pT v i n : ------------
2,
Loc, clt,
, ■
- 172 various activities, and to establish criteria by which the results can be measured. He shows the difference between administration and activities.
He says that "administration lays the track for
the program of activities."
o
Space requirements are given for different school levels and evidence is submitted to show that many schools throughout the country are making adequate provisions for out door play space. Nash has rendered a service for administrators in many areas of recreation through the publication of the book, The Organization and Administration of Playgrounds and Recre ation.
There are sections on: liabilities of city officials,
the organization of city recreation departments, selection of the staff, the organization of leagues and tournaments, a section on equipment and supplies, the summer playground, an individual playground, municipal golf, community social arts, winter activities, community games, swimming pools, indus trial recreation, the municipal camp, and numerous other aids in the administration of recreation. There ,is an appendix which contains the provisions of .several of the enabling acts for recreation from such states (as *
Florida, Illinois» West Virginia, New York, Ala
bama, and California.
XI 2.
There is a sample constitution for an
Nash, o p . c l t . , p . v i l l . Loc. cit.
- 173 -
Industrial Athletic Association. So many of these recommendations are standard prac tice at this time that they are taken for granted, but at the time this book was first written it met a need which the in dustrialization of the country had created and the first World War had highlighted. Nash has taken many stands for and against many things which are prevalent in an urban society, but probably his strongest stand has been taken against "spectatoritis" and commercialism in sports.
He calls attention to the fact
that Home fell when the nation began to watch sports instead of participate in them.
He has encouraged others to write
and speak'against "spectatoritis".
If he did not create the
law of use, he has given it his support and has endeavored to get his students to make it their own. Contributions of Jesse Feirine Williams J. F. Williams has made contributions to physical education throughout the country.
He followed Thomas D. Wood
as head of the Department of Physical Education at Teachers College, Columbia University.
His philosophy is in harmony
with that of the natural movement in physical education. many ways, he carried on the teachings of T. D. Wood whose philosophy was in close harmony with that of John Dewey. Care’ f
Williams published numerous books and articles.
In
- 174 He has made outstanding contributions to the establishment of scientific principles of physical education and in relating physical education to general education.
He has been an in
fluence in the growth of the professional organizations, es pecially the American Association of Health, Physical Educatlon and Recreation. He has kept his books up to date.
One has eight
editions; another seven, and others have five.
Some of the
books of which he is author, or co-author follow; Principles of Physical Education Methods in Physical Education The Administration of Health and Physical Education Anatomy and Physiology Personal Hygiene Applied Athletics in Education .
:$y
.
Hygiene and Sanitation A Text-Book of Physical Education The Athlete in the Making Health and Physical Education for Public School Administrators Healthful Living Health Education in Schools Health in the World of Work Health Schools1
1.
Card Catalogue at Teachers College, Columbia University.
- 175 -
In addition to these hooks and others which he has written, he has contributed articles to professional publications for many years. Graduates from Teachers College, Columbia Univer sity, can be found in all parts of the country*
The summer
session for the training of teachers already in service has also had a wide attendance and perhaps as wide an influence. Three or four of the books published by Williams have been used as text-books in many states, especially in the East. Williams has done much to keep physical education closely allied to general education, particularly in regard to the principles established and the professional organiza tions.
'■■■ ^
^
He was helpful in securing the full time Secretary for the American Association of Health, Physical Education and Recreation and in increasing the membership in this or ganization. His textbook of Anatomy and Physiology has been used as a reference by many schools which do not use it as a text. He sought to establish the place for physical edu cation and to indicate its indispensable character in modern
- 176 -
life.1 He defined physical education as follows: Physical education Is the sum of man's physical activities» selected 2 as to kind* and conducted as to outcome. Commenting further on this definition* he says: Since physical education is to be considered as a means of education through physical activities rather than as educa tion of the physical — absurd as the lat ter is -- the phrases 'selected as to kind* and 'conducted as to outcomes' assumes con siderable importance .3 Williams said that the purpose of physical education was the development of the individual. This may be discussed under four di visions: Development Of the Organic Sys tems of the Individual Through Physical Activities j Development of the Neuromus cular Systems in General* and Particularly in Relation to Control Over Certain Funda mental Skills $ Development of Certain A t titudes Toward Physical Activity* and Par ticularly Toward Play: and Development of Standards of Conduct .4 Williams had an influence in getting many Depart ments of Physical Education to become Departments of Health and Physical Education*
At the same time * he was instrumental
Jesse Felrlmr Williams» tKe Principles of Physical Educa
2. 3* 4.
tion* 1932* p* vii. Ibid. p * vili. JVF. Williams.and C. L. Brownell* The Administration of Health and Physical Education» 1934-» p* 2b* williams * o p . cii* > pp* xlll-xvi.
- 177 -
In keeping health education and physical education separate. In one discussion he says: In conclusion* then, it is proposed that health education and physical educa tion are not identical, that one does not include the other, but rather that the combined term 'health and physical educa tion* should b© employed whenever there is a closely organized plan for the two fields. It further proposes that health is not a measurable thing, not merely physical, not mass, but function; not an end, but only a means.1 Along this same line, he says: If we mark physical education with the tag 'health education1 we shall tend to center our attention upon the correc tive, rehabilitating, therapeutic, hos pitalized procedures of a bygone age ra ther than upon the developmental, preven tive, educational aspects of modern phy sical education* It is important to state, therefore, that physical educa tion is not for purposes of health; it is an educational activity, to be car ried on precisely as all educational ac tivities should be, under proper hygienic conditions and precautions, and with the needs of men and women for education In living in this modern world.2 Williams stresses the close relationship of physical education to education as shown by this statement: But physical education, a part of education, and a representative of the teaching profession, has in common with modern education general fundamental principles*••.Physical education as£one
- 178 -
aspect of education rests upon the facts of man's nature, as shown by genetics* psychology, anatomy, physiology* kinesi ology, and sociology, and from these foundation sciences it derives its prin ciples.! He emphasizes several principles again and again in his writings.
Some of them are listed below:
1.
Modern physical education is sociallyminded.
2.
Principles of physical education are based on scientific facts and are ex pressive of educational ideals.
3.
Opposition in movement is seen every where, with few exceptions.
4.
The mind and the body are one.
5.
Athletics is an integral part of phy sical education, not only in theory but in practice.
6.
The principle that girls should parti cipate in athletics is good, .... and no one but trained women leaders should be in charge.
7.
Principles of physical education must be set up which reflect the facts of our changing world in the mirror of that future world that we, in our best moments, most desire.
8.
Man's nature is revealed by the efforts to satisfy inner urges to activity and his behavior reflects» therefore, these inner drives.
9.
The need that people have for vigor, for a continuing, activity leading to wholesome leisure, for motor skills serviceable today, for Ideals consonant with a democratic conception of society
- 179 -
are for the theorist in physical educa tion of greater worth than customary procedure, whenever or wherever customary procedure prevents the realization of such needs for man. 10.
The school program of physical education must be a teaching program in activities that will be used in after school play.
11.
Running, jumping, hanging, climbing, and throwing, we see coming down in all ages of man the same fundamental movements.
12.
Breathing exercises disturb the normal balance of the chemical elements of the blood and artificially throw out of har mony a relationship that the body at all times tends to maintain.
13.
For the purposes of democracy, •••• obe dience to forces within ... is the choice for physical education.
14.
Physical education holds to a belief in education for co-operation rather than for aggression.... Modern physical edu cation is unwilling to be exploited for war purposes.
15.
Physical education and social responsi bility have significant and reciprocal meanings.
16.
Education that enables people to enjoy leisure wholesomely is more and more important•
17.
To function at one's best requires more than the absence of disease*
18.
The problems in the United States today are vastly different from those of the Nineteenth Century and require a new approach to understand them.
19.
The notion of the 'status quo' is as impossible in physical education as in any field of education.
20.
The notion of biological equality of the sexes needs constant interpretation.
- 180 21. Walking, running, climbing, throwing, hanging, jumping, leaping, and carry ing, comprise the fundamentals of all natural activities •.. • 22.
One likes to do what one does well.
23*
The aim of physical education must reflect the characteristics of human beings and the needs of society.
24.
Leadership is all important in estab lishing standards.
25*
The practice must offer opportunity to the Individual under wise leadership to meet educative situations of a so cial group.
26.
Health, strength, vigor, and power are never ends in themselves, but only use ful means for the realization of ser vice to the world.
27*
Physical Education Is for the sake of mental and moral culture and not an end in itself.
28.
The individual is to be tested by his ability, his intelligence, his char acter, and his ambitions. 1
It would be possible to list hundreds of statements of a similar nature from the writings of J. F. Williams.
One
of his earlier statements, written in 1929 as the aim of phy sical education, is still in harmony with his writings today. It is: Physical education should aim to provide an opportunity for the individual to act in situations that are physically
i-
.Tessa Fairing Williams, Principles of Physical Education, second edition, 1932, pp. xlx, 4687
- 181 wholesome, mentally stimulating and satis fying, and socially sound. 1 Williams was active In influencing the placement of athletics in the Department of Physical Education, under the administration of the Director of Health and Physical Edu cation.
He stressed the educational values to be derived from
athletics, but he pointed out the undesirable practices and the injurious effects of improperly conducted competition by im properly trained leaders, or coaches • Williams was a member of a strong advisory committee for physical education which was related to the Division of Health and Physical Education in the State Education Depart ment in Albany.
This committee was interested in physical
education in the whole country, and was influential through legislation, publications, and through professional organiza tions. Summary Statement Just as the influence of Horace Mann and John Dewey are still being felt in education in the United States, today* It is likely that the influence of Jay B. Nash and Jesse Feiring Williams will be felt in physical education for many years. There is no way to indicate the extent of this 1.
Jesse Feiring* Williams , The Organization and Administration of Physical Education, 1929, p. lo.
- 182 Influence already, much less to try to predict the limits. As was pointed out, both these men followed in the footsteps of former men,
Nash was more closely linked to the
ideas of Clark W. Hetherington, and Williams was in harmony with the work of Thomas Denison Wood, but both have made unique contributions to physical education in this century. There is no claim that these men have worked alone. Both have contributed to the natural movement In physical edu cation and have helped to set up a scientific basis for the theory and practice of physical education, but there have been others who have made significant contributions, probably just as significant, possibly more significant. There is not space for the contributions of these other men in this study, but three of them will be listed with one or two comments about them. Luther Halsey Gulick Gullck was influential in the Y.M.C.A., especially at the training school at Springfield.
He was active in the
Playground and Recreation Association of America, and he and Mrh, Gulick founded the Camp Fire Girls.-1Edward Hitchcock Hitchcock was head of the Department of Physical
1*
Emmett A. Rice, A Brief History of Physical Education, p. 2 6 2 .
183 Education at Amherst for about fifty years#
This department
was "the first of the modern type to be organized in a college...." Dudley Allen Sargent Sargent was appointed to take charge of the physi cal education work at Harvard about 1879* One of Dr. Sargent's greatest con tributions to the field of physical edu cation was his training of hundreds of teachers during his long career as phy sical educator. 2 He was director of the normal school of physical training at Cambridge, Mass., from 1881 to 1916, a school which later became the Sargent School.3 Innovations in General Education, Called Progressive Education A remarkable upheaval has occurred in education in the United States since 1890.4 Many of the new ideas or methods have been called "Progressive Education."
The Dalton plan, the Winnetka tech
nique, the Project Method, and the Activity School are repre sented in the Progressive Education Association.^
1.
3* 4.
Ibid. , p# .. ibid. » p. 264. ¥he Americana, vol. 24, p. 303. rbid. , p. $1$.
5*
Locv £
2.
184 -
It has been said that the only major characteristic on which all Progressives unite is the negative attitude toward the traditional type of school*... The Progressive Education Association is essentially an organization of reaction against formalism in teaching and against limitations in the curriculum arising from tradition*1 Individualized Instruction Another important innovation during the twentieth century arranges for individualized instruction*
One repre
sentative of this type is the Winnetka plan* The Winnetka plan provides group activity for a part of the day* but em phasizes individual instruction in many of the subjects taught.2 The function of the teacher in such a plan is to give assignments to pupils* to assist them when they find dif3 ficultles in their study* and to check on the progress made* Each pupil is allowed to work at his own rate and is advanced to the next unit when he is ready for it* ' "The idea of individualized study undoubtedly has niuch merit."4 Some would go further in this direction.
- :
Professor S* A* Courtis of the Univarsity of Michigan* for example* has sug gested the need for a radical change in
1* Ibid.V p* 55P7
2»
I b i d . » p . 519.
3. 4.
Ibid*, p . 520. Loc. cit.
- 185 the whole architecture of the school in order that full advantage may be taken of the individualized method of instruc tion.! The Project Method The school for many centuries has arranged the content of the curriculum into subjects.2 Today there is a tendency to abandon the subject curriculum. The project method* forsaking sub ject-matter instruction* arranges for pupils to undertake pieces of work* or projects* in which they are interested.3 Kilpatrick says of the project method: The contention ..e is that whole hearted purposeful activity in a social situation as the typical unit of school procedure is the best guarantee of the utilization of the child's native capa cities now too frequently wasted....21, It is to this purposeful act with the emphasis on. the word purpose that I myself apply the term 'project'.5 John Alford Stevenson says that the project Includes one item from each of the following four pairs:
Tl 2. 34. 5.
Loc. cltl John Dale Russell and Charles H. Judd* The American Educa tional System* p . 521. Ibid.* p. 522. William Heard Kilpatrick* The Project Method* p* 18. Ibid.* p. 4.
- 186 -
(a) (b) (c) (d)
Reasoning vs, memory of information. Conduct vs, information for its own sake. Natural setting for learning vs, artifi cial setting for learning, The priority of the problem vs. the prio rity of principles. 1
He says further:
"The project method takes care of 2 the technique of carrying out a complete act. Russell and Judd say: The important requisite in the project method is that the learning shall take place around the project* not in the traditional organization of the logically arranged subjects... Most schools in which the project method has been introduced have not abandoned completely the subjects of instruction.... The project method* however* lays emphasis on the purely functional or ganization of subject matter.3 The Activity School Another innovation which has been widely discussed in recent years is the activity school. To some extent the activity school may be thought of as an outgrowth of the project method. The activity school plan is based on the fundamental psychological principle that a pupil learns most readily by doing» and that if learning is to carry over into any practical situation it should prefer ably be acquired in a similar situation.4 Harold Rugg of Teachers Collge* Co lumbia University* who has been one of the T7 2. 3. 4.
John Alford Stevenson* TEe Project Method of Teaching» 1922# p. 4. Ibid.* p. 136. hussell and Judd* op. clt.> p. 524. Loc. clt.
- 187 -
chief proponents of the activity school* has used the designation, the child-cen tered school. The adoption of this term is intended to indicate a sharp differ entiation of the school advocated from the conventional school* which may be described as the subject-matter-centered school, 1 The basic idea of the activity school, of the child centered school, is that the curriculum should not be fixed in advance by some central authority, but that it should grow out of situations as they arise day by day and hour by hour within the class group.2 The keynote of the activity school is therefore spontaneity. Ideally each child is to be left free to choose for himself the activities in which he will engage.3 At present interest in the activity school is pronounced in several sections of the country.4 Gustave G. Schoenchen, author of The Activity School * published in 1940* by Longmans* Green and C o . » says: The activity school is completely in agreement with Dewey* so far as he goes* but is more detailed in its description of method.5 The Dalton Plan , One of the innovations that has had considerable publicity is the so-called 'Dalton Plan1* originated by Helen Parkhurst 1, 2. 3# 4. 5.
Loc. cit. Russell and Judd* oj>. clt.» p. 525* Loc.; cit. Eoc. clt. Gustav G. Schoenchen* The Activity School» 1940* p. 242.
and named after the city in Massachusetts in which it was first tried out and devel oped.l The Dalton plan, according to Miss Parkhurst, is based on three fundamental principles* The first is freedom, which should perhaps be designated as indivi dualized responsibilityo The second prin ciple is co-operation, or interaction be tween members of a group* The third is economy of energy through budgeting the pupil's time.,.. One of the important features of the plan is the organization of the school into 'houses', each house consisting of pupils of all grades included in the school* A second salient feature of the Dalton plan is the transformation of the tradi tional classrooms into subject-matter la boratories. •.. A third feature of the plan is the abandonment of the daily schedule of classes.••• A fourth feature is the manner in which the curriculum is presented to the pupil. Instead of being laid out as a series of courses of study the curriculum is presented in terms of 'jobs'. A fifth feature is the bulletin board. In effect the bulletin board takes the place of the daily schedule of classes.... A sixth feature is the independent work by the pupil. Class exercises of the recitation type are not held but in stead the pupils work independently on their units and jobs» and consult teachers only for advice and assistance.... A sevehth feature of the plan is the careful check that is continually made on the progress of pupils.... Each pupil keeps a job-book, in which the work he has;accomplished is filed, and these jobbooks are inspected occasionally to see that the pupils are doing the required work. 2
CHAPTER V THE RELATIONSHIP OF STATE LEGISLATION, COMMISSIONER'S REGULATIONS, AND THE RULES OF THE BOARD OF REGENTS
In this chapter the legislative background for medical inspection is presented prior to the presentation of the details of the physical training law which was passed in 1916#
The provisions of this Law have remained similar
since that time, even though there have been several amend ments to it, and the Military Training Commission which it established has been abolished.
The program emphasis became
less militaristic when the responsibility for the program was shifted to the Education Department. During the period preceding the adoption of a program of health and phy sical education by New York State there was a great amount of discussion among the leaders concerning the merits of this educational activity. In general the at tention centered around the teaching of physiology and hygiene with physical 'cul ture' and its allied activities as related subjects• It seems a safe statement that at that time physical training or physical culture consisted mainly in calisthenie drills carried on in the classroom.1 Health Law of 1910 In 1910, the following Act was passed and subdivision 1.
M r am A. Jones* The Administration of Health and Physical Education in New York State, p. $9*
- 190 twenty-one has a paragraph on medical inspections An ACT to amend the education law, in relation to the powers and duties of board of education. (Became a law June 2 3 , 1910, with the approval of the Governor. Passed, three-fifths being present.) Section 1. Section three hundred and ten of chapter twenty-one of the laws of nine teen hundred and nine, entitled "An act re lating to education, constituting chapter sixteen of the consolidated laws," as amended by chapter one hundred and forty of the laws of nineteen hundred and ten, is hereby amend ed by adding thereto a new subdivision, to be known as subdivision twenty-one, and to read as follows: 21.
To provide for the medical inspection of all children in attendance upon schools under their supervision when ever in their judgment such inspection shall be necessary and to pay any ex pense incurred therefor out of funds authorized by the voters of the dis trict or city or which may properly be set aside for such purpose by the common council or the board of estimate and ap portionment of a city.
Section 2. This act shall take effect im mediately •a No reference was found to this law in the Division of Health and Physical Education at Albany, or to the results which might have been expected. The Health Law of 1913
in
Laws ot frew York, 1915. Chapter 602, 1 3 3rd session, Vol.2, p. 1445. (Subd. 21 added to L. 1909» ch. 21, as amended by L. I9IO, ch. 140. Medical Inspection of Children,)
- 191 -
A law was passed in 1913* which made provisions for Medical Inspection of all pupils attending the public schools in New York, except in ’cities of the first class’. The first provision of this law follows; Medical inspection shall be provided for all pupils attending the public schools in this state* except in cities which were cities of the first class on the first day of August* nineteen hundred and thirteen* as provided in this article. Medical in spection shall include the services of a trained registered nurse* if one is employ ed* and shall also include such services as may be rendered as provided herein in examin ing pupils for the existence of disease or physical defects and in testing the eyes and ears of such pupils, 1 There are other sections dealing with the employinent of medical inspectors, the apportionment of public money* pu pils to furnish health certificates* examinations by medical inspection* record of examinations (eye and ear tests), exis tence of contagious diseases (return after illness)* enforce ment of law* State medical inspection of schools* State specialists for eyes and ears* and school hygiene districts. These two laws are of interest because they preceded the legislation for physical education and the two are so closely connected,
A Status Study by the Federal Security
Agency says*
Tl
Provisions of the Education Law Relating to Medical In spection, University of the Sxate or New York* Stafe Education Department, Article 20-A* p» 1.
2,
Ibid,* p , 1 ,
- 192 This survey of legislation, board rulings, and correspondence indicates that there is a definite trend in State depart ments of education toward establishing ad ministrative responsibility for all phases of school health, physical education and recreation in one unit or division. This trend is also shown by board rulings and laws making health education, physical edu cation, recreation, safety education, school lunches, and education for the handicapped and exceptional children the responsibility of the director of the division of health and physical education. 1 There is little doubt but that medical inspection showed a need for physical education before the findings of the Selective Service physical examinations were made public during and after World War I, but legislatively very little was done until 1 9 1 6 , when the first law relating to physical education in New York State was passed. The Welsh-Slater Bill for Physical Training Governor Whitman caused two measures, one of which provided for a physical education program of discipline and military training to be introduced into the Legislature*
One
of these became known as the Welsh-Slater Bill for Physical Training• This law provided for the instruction of all school pupils, both public and pri vate, in physical training and kindred sub jects* All children above the age of eight years were required to attend classes. The 1*
State Administration of School Health, Physical Education and Recreation. Bulletin 194fri 13, Federal Security Agency, p* 4. j.< • :t >.r.■
- 193 -
program maintained was to be established by the Board of Regents after conference with the Military Training Commission. The entire program became a mandatory duty of local school officials.... The purpose of the law, though under the administration of school officials, was predominately militaristic.1 As interpreted by the Military Train ing Commission, physical training covers medical inspection, talks and recitations in hygiene, and all forms of healthful phy sical exercise, such as setting-up drills, gymnastic exercises, supervised recreation, organized play, athletics, and a great var iety of individual recreational activities. 2 Listed under, "Requirements in Physical Training," for elementary and secondary schools, there were the followings
1> 2.
1.
Physical training As correlation with school medical inspection, daily class inspection by regular class teacher.
2.
Physical training B* a setting-up drill of at least two minutes' duration at the beginning of each class period, or at least four times every school day, direc ted by regular class teacher.
3.
Physical training Cs talks on hygiene, two ten-minute or fifteen-minute periods a week, under regular class teacher or a teacher especially assigned for this work (to go into effect September 1917)
4.
Physical, training D* supervised recrea tion. V. a. Immediate requirement t (physical training E may be substituted) sixty minutes each week, under the regular class teacher, or special
Hiram A. Jones, The Administration of Health and Physical Education in New York State > 1934, pp. 65-66. Letter from John H. Finley to the Board of Regents. Uni versity of tiie State of New York Bulletin, No. 6 3 1 , Albany N. Y. 1917» p« 10.
- 194 -
b.
5.
teacher* or both, Recreational requirement » to go into effect not later than Sep tember 1917.•••
Physical training E* gymnastic drills* sixty minutes a week under special teacher of physical training....!
The following is a summary of the time requirements For the present school year, 19l60 Physical training A: Physical training B: Physical
training C:
Physical Physical
training D* training E;
a few seconds or minutes daily. eight minutes a day* forty minutes a week. continuation of present requirement. sixty minutes a week, or sixty minutes a week.
Total time requirement* 100 minutes* plus A and C, For the year beginning in September 1917 Physical Physical Physical
training At No change training Bt No change training Cs Twenty to thirtyminutes a week. Physical training D: a. For schools that are equipped, four hours ■ a week. ■ Minimum of one hour a week under direct supervision of school (2 ) Maximum of three hours a week that may be covered by such home or community activities as may be recognized by the school au thorities as equivalent to this recreational requirement, b. For schools that are not equipped) three hours a week. To be covered by home or community activities recognized by the school authorities as recreational equi-
Physical training El For schools that are equipped, minimum of 2 sixty minutes a week. 1. 2.
Ibid., p. 27. Ibid., p. 29.
- 195 -
Shortly after the passage of the Welsh-Slater Bill in 1916, the Military Training Commission* "in conformity with the provisions of chapter 566 of the Laws of 1916," pre pared a General Plan and Syllabus for Physical Training in the Elementary and Secondary Schools of the State of New York. 11^ The following statement by the Commissioner of Edu cation will give some indication of the status of physical training at that time: When I came to take the headship of a school in New York City* I employed a physical training teacher to spend sever al hours with me every week in helping me to get in the minimum time> the exercise I needed for doing my work. Before long I became aware that the boys in the school* two thousand or more in number* had them selves no instruction or training whatever as to health or the care of their bodies nor even five minutes a day of systematic exercise in the school* This made me so uncomfortable that I arranged to have my teacher give to the boys as much time as he was accustomed to give to me* A few pieces of apparatus were gathered* the free use of an abandoned armory was had* and as many boys as could be cared for were given some training* . ..... In that institution* maintained wholly at the expense of the city, there is now a most efficiently organized department of physical training and hygiene*.** And now* that which was my first de sire for all the boys and girls» the desire for their health and happiness as they under go the mental and moral training which the State deems essential to its life* has with unexpected quickness been put into the gen eral law of the State*•••
T.
University of the State of New York*: Albany* 1917* tin number 6 3 1 *
Bulle
- 196 I think of this not as something added to our elementary and secondary programs * though it will mean ultimately a longer school day* because it will include some of the play day» but as something on which all their disciplines must rest and in which they must be developed.l Before the transmission to the Regents of the original report of the Military Train ing Commission drafted under date of August 2 5 » 1916* many conferences were held* many of the highest authorities in the United States* both in military and physical training and in general education* were consulted.... The original report. ... was by authori zation of the Chancellor of the University* submitted, as a confidential document* to the city* village and district superintendents of the State* with a request) first* for their opinion as to the general features of the proposed plan* and second* for their advice as to the extent to which the program could immediately be put into effect.... It is clear that for the great majority of the schools it will be an;impossibility to provide teachers* necessary apparatus and rooms or grounds* to carry into immediate operation the entire program. 2 The syllabus was revised in 1920 and was published as the second edition of General Plan and Syllabus for Physi cal Training in the Elementary and Secondary Schools of the State of New York*
in 1921.
A syllabus for rural schools was
added and each section was arranged so that separate printings of the major divisions was possible.
There were the following
changes:
1* 2.
ibid.*
trr.
University of the State of New York Bulletin No. 6 3 1 . General Plan and Syllabus for Physical Training in the Elementary and Secondary Schools of the Sxate of New York. Albany, N. Y.» 1917. :
- 197 1.
Physical training D, recreation, game and play» and physical training E are merged....
2.
A syllabus for rural schools has been added.
3.
Descriptions of indoor games, outdoor games and singing games have been added.
4.
There have been added a number of play stories and mimetic exercises.
5.
The relief drills have been revised and reduced in number.
6.
The text on posture has been omitted.
7.
The bibliography on games and play has been reduced.
80
The descriptions of badge tests and mass athletics have been revised.
9.
The text has been rearranged so that the several major divisions of the syllabus may be printed in separate form.l
Physical Training Law Amended to 1932 When Education Law as amended to 1932 was published, it was still listed under Discipline and Physical Training. It read:^ Section 695* Section 6 9 6 ; Section 697. Section 6 9 8 .
Tl
Instruction in physical training and kindred subjects. Rules of Regents. State aid for teachers employed. Use of armories for physi cal training.
University of the State of New York. Bulletin No, 724. Albany, N. Y. 1921, pp. 4-5. General Plan and Syllabus for Physical Training in the Elementary and Secondary Schools of the State o_F*New York. (Second edition.) 2 . The University of the State of New York* The State Educa tion Department, Division of Health and Physical Educa tion.
- 198 -
Section 695*
Instruction in physical training and kindred subjects.
All male and female pupils above the age of eight years in all elementary and secon dary schools, shall receive as part of the prescribed courses of instruction therein such physical training under the direction of the commissioner of education as the re gents may determine. Pupils above such age attending the public schools shall be requir ed to attend upon such prescribed courses of instruction. The board of education or trustees of every school district In a city and every union free school district regularly employ ing twenty or more teachers shall employ a teacher or teachers qualified and duly li censed under the regulations of the regents to give such instruction; in every other dis trict of the state, they shall require such instruction to be given by the teacher or teachers regularly employed to give instruc tion in other subjects or by a teacher or teachers qualified and duly licensed under the regulations of the regents. The boards of education or trustees of two or more con tiguous districts in the same supervisory district, however, may join in the employment of a teacher qualified and duly licensed under the regulations of the regents to give such instruction; and the salary of such teacher and the expenses incurred on account of such instruction shall be apportioned by the dis trict superintendent among such districts according to the assessed valuation thereof, and as so apportioned shall be a charge upon each cf such districts. Similar courses of instruction shall be prescribed and maintained in private schools in the state, and all pu pils in such schools over eight years of age shall attend upon such courses; and if such courses are not so established and maintained in any private school, attendance upon in struction in such school shall not be deemed substantially equivalent to instruction given to children of like ages in the public school or schools of the city or district in which the child resides. Section 696. Rules of regents. It shall be the duty of the regents to
- 199 adopt rules determining the subjects to be included in courses of physical training provided for in this article, the period of instruction in each of such courses* the qualifications of teachers, and the atten dance upon such courses of instruction. Section 697*
State aid for teachers employed.
The commissioner of education, in the annual apportionment of state school moneys, shall apportion therefrom to each city and school district on account of courses pro vided in this article, established and main tained in the schools of such city or dis trict during the school year or any part there of, a sum equal to one-half of the salary paid to each teacher qualified and duly licensed under the regulations of the regents to give instruction in such courses, but the entire amount apportioned on account of a single teacher during a school year shall not ex ceed six hundred dollars. Such apportion ment shall be made out of moneys to be ap propriated therefor, subject to the provi sions of law relative to apportionment of public money to the public schools of the state. Such apportionment shall not be made unless such courses of instruction shall be approved by the commissioner of education and the instruction therein shall meet the standards prescribed and conform to the pro visions of this article and the rules of the regents of the university in respect thereto. If two or more districts shall jointly employ a teacher thus qualified to give such courses of instruction the commissioner of education shall apportion a like amount on account of the salary paid to the teacher, which shall be apportioned to the school districts in ac cordance with the amount required to be paid by each district for the maintenance of such courses of instruction. Section 698^
Use of armories for physical training•
The physical training hereinbefore pro vided for, may be given, when practicable, in any armory of the state where such armory is within convenient distance from the school, and at such times and in such manner as not to interfere with the regular military uses
200 of such armory. The commanding officer in charge of any such armory shall, upon application made by any board of educa tion or trustees of the several cities and school districts within the state, permit access to any such armory, for the purposes herein mentioned. 1 Physical Training Law Amended to 1947 This law has been changed to some extent and is reclassified as Section 8 03 under Article 17. Section 8 0 3 .
1.
It reads;
Instruction in physical train ing and kindred subjects*
1.
All pupils above the age of eight years in all elementary and secondary schools, shall receive as part of the prescribed courses of instruction therein such.phy sical training under the direction of the commissioner of education as the regents may determine. Pupils above such age at tending public schools shall be required to attend upon such prescribed courses of instruction.
2.
The board of education or trustees of every school district in a city and every union free school district regularly em ploying twenty or more teachers shall em ploy a teacher or teachers qualified and duly licensed under the regulations of the regents to give such instruction; in every other district of the state, they shall require such instruction to be giv en by the teacher or teachers regularly employed to give instruction in other sub jects or by a teacher or teachers quali fied and duly licensed under the regula tions of the regents.
3.
The boards of education or trustees of two or more contiguous districts in the
The University of the State of New York, Bulletin 1003, pp 236-2 3 8 . Education Law as amended to July 1, 1932.
- 201 same supervisory district, however, may join in the employment of a teach er qualified and duly licensed under the regulations of the regents to give such instruction; and the salary of such teacher and the expenses incurred on account of such instruction shall be apportioned by the district superinten dent among such districts according to the assessed valuation thereof, and as so apportioned shall be a charge upon each of such districts.
1,
4.
Similar courses of instruction shall be prescribed and maintained in private schools in the state, and all pupils in such schools over eight years of age shall attend upon such courses; and if such courses are not established and maintained in any private school, at tendance upon instruction in such school shall not be deemed substantially equiva lent to instruction given to children of like ages in the public school or schools of the city or district in which the child resides.
5.
It shall be the duty of the regents to adopt rules determining the subjects to be included in courses of physical train ing provided for in this section, the period of instruction in each of such courses, the qualification of teachers, and the attendance upon such courses of instruction.
6.
The physical training hereinbefore pro vided for, may be given, when practicable, in any armory of the state where such ar mory is within convenient distance from the school, and at such times and in such .manner as not to interfere with the regu lar military uses of such armory. The commanding officer in charge of any such armory, shall, upon application made by any board of education or trustees of the several,cities and school districts within the state, permit access to any such _ armory, for the purpose herein mentioned.
The University of the State of New York, State Education ; Department» Division of Health and Physical Education, Albany, N.Y., or: Bulletin Number 134*5» Education Law as amended to July 2, 194-7* PP* 112-113.
- 202 -
It is not sufficient to consider only the legisla tion for physical education in the State of New York.
The
Commissioner’s Regulations are also important and carry the force of law* as shown by the following quotations Finally* it should be remembered that in New York State not only the statutes en acted by the Legislature* but also the rules and regulations of the Board of Regents* car ry the force of law. Much of the adminis tration of the health and physical education program depends upon the application of these statutes, rules, and regulations. Each change directly affects the state program....! These regulations are very specific. amended in 1937.
(Appendix D, p. 334-)•
again in 1942 and again in 1946,
They were
They were amended
(Appendix E* p. 337)* These
regulations are approved by the Board of Regents.
They cover
the course of instruction, the time requirement* the adminis trative procedures, the attendance requirement* a code for interschool and intraschool athletic activities* and minimum standards for Junior High School athletic activities for both boys and girls. Number of Physical Education Teachers Employed
in New York State after 1916 In 1916 there were 366 physical education teachers.
The passage of the physical training law spurred the addition of more teachers. II
There were 665
1917.
During the next
Hiram A. Jones * The Administration of Health and Physical Education in New York State* p. 1934.
- 203 -
four years while the fate of the Military Training Commission was being decided, there was a decrease in the number of phy sical education teachers in New York State, but by 1925 the number had increased to 7 63 and by 1929 there were more than one thousand.
The number increased still more the next two
years, reaching 1,261 in 1931*
(Table XXI, p. 204).
Note
that these figures are exclusive of New York City. There were other outcomes from the legislation passed in 1916 but the increase in the number of physical edu cation teachers is one of the outcomes which can be measured. There was a provision in the Law of 1916 that the Commissioner of Education was required to apportion to each district em ploying a teacher of physical education an amount equal to one-half the salary paid, not to exceed six hundred dollars.1 This aided the Increase in the number of physical education teachers.
This aid was continued after 1928 as a part of the
State Equalization Aid.2
Note that this aid decreased from
$104,738.00 in New York City in 1916 to $60,764.00 in 1927 and that for the rest of the State the amount increased from $186,1 1 6 .0 0 in 1916 to $517*280.00 in 1927. »
1. 2.
Hiram A. Jones, The Administration of Health and Physical Education In New York state, p.'7^7 Ibid., p. 77.
- 204 -
TABLE XXI Number of Physical Education Teachers Employed and State Aid Apportioned after 1916
Year 1916-17 1917-18 1918-19 1919-20 1920-21 1921-22 1922-23 1 9 2 3 -2 4 1 9 2 4 -2 5 1 9 2 5 -2 6 1926-27 1 9 2 7 -2 8 1 9 2 8 -2 9 1929-30 1930-31 1931-32 a. b.
Number of Physical Educators Emp. _ Supervisory Total Cities Villages Districts
432 461 494 570 612 669 708
134 135 162 177 190 198 214
197 200 209 242 273 296 339
State Aid to New York Rest City of State
366 665 420 460 52 5 490 524 585 635 763 796 865 989 1075 1 61 3 1 261
$104 738 150 511 115 078 44 325 42 356 47 589 51 246 53 306 55 100 52 578 57 099 60 764 b b b b
$186 116 364 770 228 759 284 014 323 109 304 687 325 225 360 487 391 446 427 536 465 969 517 280 b b b b
Exclusive of New York City Teacher quotas discontinued. Aid for salaries of physical education teachers included as a part of the State Equali zation Aid under the provisions of the law.
Note the decrease in the number of physical education teachers from 665 in 1917 to 420 in 1918.
This may be due to
the amendment that year, requiring only those schools employ ing ten or more teachers to employ a teacher of physical edu cation.
The decrease in 1921 may be due to the amendment that
year requiring only schools employing twenty or more teachers 1 to employ a teacher of physical education.
n
Ibid. , p. 76 .
- 205 Since 1922 the legal requirements governing the size of a school which must employ a physical education teacher have remained the same.l The number of teachers of physical education in New York State has continued to increase. 2 ,1 9 6 in 1948.
(Table XXII, p. 206).
1942 to 1,757 from 1,895 in 1941. World War II.
The total reached
Note the decrease in
This was probably due to
The same may also be true for the correspon
dingly low figures for the next four years.
Note also the
increase immediately after the war, from 1 ,7 6 6 in 1945 to 2,009 in 1946. The number of physical education teachers in the cities of
New
York, not including New York City, hasin-
creased from just over four hundred in 1 9 2 5 to more than eight hundred in 1948.
There has been an even greater in
crease in the number of physical education teachers employed in the Supervisory Districts, from approximately 200 in 1925 to almost one thousand in 1948.
Note the steady increase in
the number of such teachers employed in the villages. were over
one
than four
hundred.
hundred in 1925 and in 1948 there weremore The
Supervisory Districts.
increase has been more rapidin the This was especially true prior to
World War II, and immediately after the war. p. 207).
There
(Diagram 15*
There was less fluctuation in the number of teachers
of physical education in the villages from 1925 to 1948.
- 206 TABLE
XXII
Number of Physical Education Teachers Employed in New York State (Not Including New York City) 1916 to 1948*
SCHOOL YEAR 1916-17 1917-18 1918-19 1919-20 1920-21 1921-22 1922-23 1 9 2 3 -2 4 1924-25 1925-26 1926-27 1927-28 1928-29 1929-30 1930-31 1931-32 19 3 2 -3 3 1933-34 1934-35 1935-36 1936-37 1937-38 1938-39 1939-40 1940-41 1941-42 1942-43 1943-44 X944-45
1945-46 1 9 4 6 -4 7 1 9 4 7 -4 8 1948-49
CITIES
VILLAGES
SUPERVISORY DISTRICTS
(Estimated on the Basis of State Aid Funds for Salaries)
432 461 494 570 612 669 708 6 37 625 631 670 682 739 746 757 764 783 773 742 719 808 808 805 841
134 135 162 177 190 198 214 230 225 242 261 289 289 306 321 319 326 322 318 318 364 366 404 418
197 200 209 242 273 296 339 359 371 401 450 509 564 628 694 741 786 662 741 717 594 8 35 873 937
TOTALS ( 366 ( 665 ( 420 ( 460 ( .525 ( 4-90 ( 524 ( 585 ( 635 763 796 865 989 1075 II63 1261 1226 1221 1274 1381 1480 1592 1680 1772 1824 1895 1757 1801 1754 1766 2Q09 2082 2196
* Taken from the file of George A. Roberts, Statistician, Di vision of Health and Physical Education, State Education Department, Albany, N. Y.
206 TABLE
XXII
Number of Physical Education Teachers Employed In New York State (Not Including New York City) 1916 to 1948* SCHOOL YEAR 1916-17 1917-18 1918-19 1919-20 1920-21 1921-22 1922-23 1923-24 1924-25 1925-26 1926-27 1927-28 1928-29 1929-30 1930-31 1931-32 1932-33 1933-34 1934-35 1935-36 1936-37 1937-38 1938-39 1939-40 1940-41 1941-42 1942-43 1943 - 4.4
1944-45 1945-46 1946-47 1947-48 1948-49
CITIES
VILLAGES
SUPERVISORY DISTRICTS
(Estimated on the Basis of State Aid Funds for Salaries)
432 461 494 570 612 669 708 637 62 5 631 670 682 739 746 757 764 783 773 742 719 808 808 805 841
134 135 162 177 190 198 214 230 22 5 242 261 289 289 306 321 319 326 322 318 318 364 366 404 418
197 2 00 209 242 273 296 339 359 371 401 450 509 564 628 694 741 786 662 741 717 594 835 873 937
TOTALS ( 366 ( 665 ( 420 ( 460 ( 525 ( 490 ( 524 ( 585 ( 635 763 796 865 989 1075 II63 1261 1226 1221 1274 1381 1480 1592 1680 1772 1824 1895 1757 1801 1754 1766 2009 2082 2196
* Taken from the file of George A. Roberts, Statistician, Di vision of Health and Physical Education, State Education Department, Albany, N. Y.
-
2.01
-
JO
t* 1948 k o >-» H
1947 i O 1946 1945 1944 1945 1942 1941 1940 1959 1958 1957 1956 1955 1954
1952 •r l
1951 1950
CO CO
V *rt
W t>C' ►
1929 1928 1927 1926
000‘T
o o
o VO
o
lf\
1925
o CM
© P lA M H 7\ H d © a >> o o H H a a pCO o CO •H k| Ch © P c (0 o rl CO PI © H >> kl *4 O O U) rl H J > CO k. o 4 ) 3a ■d 3
71
H d (0 c o CO rl (0 >»w c B a •Prl H rl oO H 0 CO Q© a *) d B A H H ■rl •> A HO a© B P H B V J B 0 t
and then a de crease the next year almost equal to the gain of the previous year.
After that* however* with only three exceptions between
1918 and the entry of the United States into World War II in 1941* there has been a steady increase.
Since the end of
World War II* there has been a further increase.
(Diagram l6 >
p. 209). History of the Division of Health and Physical Education In developing the administrative pro gram* New York had no other state to which she could look for guidance. As a result* the present state program represents a group of activities and a personnel largely resulting from legislative action* rules and regulations of the Board of Regents* the exercise of reasonable judgment in meeting the exigencies of the times* trial and error* and administrative expediency. There emerged* at last* through action by the Board of Re gents (May 17» 1928) a loosely organized Di vision of Health and Physical Education which administers laws* prepares syllabi* super vises local officers* and advises boards of education. 1 Whenever problems arise in the environment* insti tutions are created to aid in finding solutions to them. such problem was discovered in 1914. unpreparedness.
One
The problem was military
One attempt to find the solution was the crea
tion of a Military Training Commission.
There is no attempt
Hiram A. Jones* The Administration of Health and Physical Education in New York State * p. ' 3 » 1934.
209-
O O OOOOOOOOO
O3 O3 3 0 0 J0 Q O
ooooooooooo ooooooooooo
. fH OCT*00 r-VO CM
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rH O OVC0P«t * •* « «
ITi^-KNCVJ
• CVi:\i C M H H H H H - H H H r l H
lf\
K NCMH
16. Numoer oi P h y sica l Euuc8tion Outside New York City irom 1916 to Diagram State
1948 1947 1946 1945 1944 1943 1942 1941 1940 1939 1938 1937 1936 1935 1934 1933 1932 1931 1930 1929 1928 1927 1926 1925 1924 1923 19 22 1921 1920 1919 1918 1917 1916
Teachers 1948
Employed
in
New York:
-
made at this point to determine how well the problem was handled* but obviously it was not solved.
The responsibility
was next placed with the State Education Department. there today.
It is
The solution has not yet been found as shown by
the draft statistics for World War II* but many things have been done. The story of the growth of the Division of Health and Physical Education goes back to the Storey Commission and the Appointment of the Military Training Commission. mission was composed of three sections.
This com
They were Vocational
Training* Military Training* and Physical Training.
Personnel and Expenditures for State Supervisory Staff In 1916 the director of the physical education pro gram and his assistants were appointees of the Military Train ing Commission and directly responsible to that body for their actions.
This was the situation until July 1, 1919* when the
staff* with the director was transferred to the budget of the State Education Department.'1' There were eight professional people and six cleri cal workers on the staff in 1916.
The number increased to
twenty-three professional and seven clerical workers by 1918. There was a slight increase in the professional members of the staff in 1919 but the clerical workers decreased to one. (Table XXIII* p. 211).
Note that there were twenty-one
211 professional workers in 1920 but that the next year this number had decreased to three. There was a dual relationship between the Military Training Commission and the State Education Department from 1919 until 1921* when the following amendment was passed: The military training commission is hereby abolished. The powers and duties of the major-general* commanding the na tional guard* with respect to matters re ferred to in Article IA of the military law shall terminate* and the terms of of fice of the appointive members of the mili tary training commission shall expire* when this act takes effect. The adjutant-general shall take charge of all property in the possession of the commission. Books* papers* records* and documents of the commission not required for military purposes will be turned over by the adjutant-general to the director of the state library and all other property of the commission not required for military purposes will be turned over by the adju tant-general to the trustees of public build ings. This act shall take effect July first* nineteen hundred and twenty-one. 1 TABLE XXIII
Personnel and Expenditures of the State Supervisory Physical Education Officials from 1916 to 1932* Year 1916-17
1917-18 1918-19 1919-20
1920-21
No.of Persons Employed
______ Salary
Professional
Professional Clerical Travel
8 9 23 25
Clerical 6 7 7 1
$ 26 000 29 000 46 600 45133 46 275
______ $ 4 500 $ 7 5 760 7 5 760 17 1 020 20 8 0 6 1 300 20
(Continued on next page) 1.
Laws of New York* 1921* Chapter 211
000 000 595 963
- 212 TABLE XXIII (Continued) Personnel and Expenditures of the State Supervisory Physical Education Officials from 1916 to 1932* Year
Professional
1921-22 1922-23 1923-24 1924-25 1925-26 1926-27 1 9 2 7 -2 8 1928-29 1929-30 1930-31 1931-32 * Source:
3 3 3 3 3 3 3 2 2 2 2
Clerical 1 1 1 1 1 2 2 1-1/2 1-1/2 1-3/4 2
Salary Professional Clerical 10 10 10 10 10 10 11 7 7 7 7
000 000 000 000 000 000 000 000 000 500 500
1 1 1 1 1 1 2 2
840 900 960 020 140 680 770 380 830 095 225
Travel 3 3 3 3 2 2 2 2 2 2 2
000 000 000 000 500 500 400 500 500 400 500
The Administrat ion of Health and Physical Education in New York State* by Hiram A* Jones, 1934, p. 75•
Note the decrease in the appropriation for salaries after 1918* 1919* and 1920,
During these three years there
was available more than forty-five thousand dollars for sala ries of the professional personnel# to ten thousand dollars0
In 1921 this was reduced
The amount allowed for travel expen
ses was reduced from more than twenty thousand
dollars in 1920
to only three thousand dollars in 1 9 2 1 # At the peak there were sixteen tioned throughout the State#
William H#
field workerssta Gear, Dan Kelly,
Guerdon Messer* Walter Cobb, W# W. H# Mustaine, Dan Chase, and Emery Bauer were Assistant Inspectors.
Hermann J. Norton, from
the public schools of Rochester; Lawrence Hill, from the public schools of Albany, Frederick Woll, from the Department of Hy giene at the City College of New York, and Elizabeth Burchenell,
- 213 -
from the public schools of New York City, were loaned to the Military Training Commission.
In 1919 William H# Gear became Chief of the Bureau of Physical Education, but he left to go to Harvard in Sep tember#
Dan Kelly left at the same time.
soon left to go to Williams College#
Guerdon Messer
Walter Cobb became
Chief of the Bureau next and remained until he accepted a position with the City Department of Physical Education in Baltimore. Dan Chase was the next Chief of the Bureau. came about 1920 and remained until about 1925*
He
Dan Mason,
Frank B. McGovern, and Roy Seymour came with the Bureau# Mason stayed one year and left to go with the Equitable Life Insurance Company. McGovern and Seymour were legislated out 1 of positions. McGovern went to White Plains as Director of Physical Education and Seymour went with the Boy Scouts in Philadelphia# This left a Bureau of Physical Education with three men# The reduction in the number of spe cialists attached to the state staff re duced the amount of help we were able to give to the district superintendents# F i nancial provision for the eighteen women
1#
File in the Division of Health and Physical Education at the State Education Department in Albany, N# Y# (Under Hls&bpy).
- 214 -
instructors! who for 2 years had given so much help to the rural schools in conferences and by organizing health clubs , conducting field days* exhibi tions* etc«> having been taken away* we were left with no women specialists in physical education. Two of our most valuable male spe cialists were also left out of the bud get. We have no one for inspecting and assisting the private and parochial schools• In spite of the fact that our staff was reduced to three* the usual routine of inspections and conferences was main tained. It is particularly gratifying to note the decrease in the number of spe cial teachers of physical education work ing on temporary certificates. The stan dards have been raised during the past year and the supply of thoroughly trained directors is more adequate than in any year since the inauguration of the work in 1916.1 When Dan Chase left as Chief of the Bureau about 1925* J* Cayce Morrison* Assistant Commissioner of Education* took over the administration responsibilities for about a year.
The next Chief of the Bureau was Frederick Band Rogers. The following will give his philosophy of education
and of physical educations The ultimate criterion of any educa tional program* method or aim is its rela tionship to life objectives. If any given program or aim does not agree with the philosophy or ultimate purpose of the in dividual or group for whom it is designed* then that program or aim has no justifica tion....
Tl
Nineteenth Annual Report* 1923 • University of the State of New York* State Education Department* 1923* P* 199*
- 215 -
Most educators in America will re cognize* however* in ’happiness* or 'sat isfactions’ or 'service' or ’progress’* much that is reconcilable with their own social philosophies. For these persons the statement will hold true: public edu cation should develop character to the end that individuals and groups will achieve greater happiness».. .or more satisfactions* i..or give more service*.. .or contribute more to progress. We owe to modern philosophy and espe cially to John Dewey* the discovery that process rather than consequence is the most fundamental* and that happiness* or satisfactions* and even service and pro gress* are but end products which, have va lue only as they lead to new processes. Thus activity is the real objective of life. Activity leading to other activity is called 'growth' > and it will be discovered that the individual is happiest or most satisfied when he is 'growing' fastest* that is* when he is most active. 1 Rogers was noted for the battery of tests he develop ed for obtaining the Strength Index and the Physical Fitness Index of students.
This battery of tests was based on the
Sargent Strength Tests* but Rogers developed norms for the different age groups and for the different scores in his work for his dissertation at Columbia University.
He worked with
the Montclair High School boys in Montclair* New Jersey. The administration of this test became a regular part of the physical education program of the state. After Rogers was with the Bureau two or three years*
1.
Frederick Rand Rogers* Physical Education. A Resume for Teachers and Administrators. State Education Department»
A lbany, N. Y ., 1932* p . 7 .
- 216 the Division of Health and Physical Education was created. The following statement of policy had far reaching implica tions for physical education in the State Teachers Colleges: In the elementary grades, regular classroom teachers should direct the physical activity classes (sometimes called gymnasium or physical training classes) of their pupils. Special teachers are as improper in this field as in arithmetic, reading, spelling, drawing or music. Special supervisors of physical education should guide and direct regular teachers but ought hot to assume control of pupils except for demonstration purposes.1 When Rogers left in 1931» Dean Smiley became acting Director of the Division.
Hiram A. Jones was then Chief of
the Bureau of Physical Education.
When the next Civil Service
Examination was given, Hiram A. Jones became Director of the Division of Health and Physical Education. A short time before this, Lillian De Armit was ap pointed Associate Supervisor for Health and Physical Educa tion and was assigned to the State Teachers Colleges.
The
following will show the emphasis that was placed on Physical Education in the State Teachers Colleges at this time, and for the next several years: 1.
TI
Physical Ed. 101-401 Activity (non professional) 2 hours per week for 3-1/2 years (no credit) Content: I. Basic Principles Individual student needs
Frederick Rand Rogers, Physical Education. A Resume for Teachers and Administrators. The University of the State of New York Press, 1932, Albany, N.Y,, p. 20.
Good coordination Free selection of recreation al activity Guidance in selection II.
Activities
Individual and dual Group Physical Ed. 301-302; Theory (non professional) 1 hour per week for 3rd. year - 2 semester hours credit Content: Unit I. Meaning and Scope of Physical Education II. Scientific Evaluation Biological Physiological Psychological Sociological III. Trends in Physical Education Corrective Physical Education for students and children. Play days for adjacent high schools with students
assisting. Emphasis on intramural sports rather than on varsity athletics. Elective in Community Leadership. Utilization of Community facilities. Professional methods and techniques in the profes sional sequence of 2nd and 3rd years. Content: Unit I. (a) Organization and Administration of Phy. Ed. Program Planning Selection of activities to meet individual needs Selection and use of facilities. Hazards inherent in equipment and activities. Time requirement. Scheduling and attendance. Development of leadership. Supervision of Play Areas. (b) Tests and Measurements •(c) Recording and Reporting
- 218 -
Unit II. 9*
Instructional Program
Supervision of student teaching in campus and offcampus teaching centers Ellis H. Champlin was added to the Staff as Chief
of the Bureau of Physical Education, and Ruth Abernathy, Eleanor Dobbins, Caswell M. Miles, and Arthur J. Muller were added as supervisors. Jones received several awards for his leadership and his contribution to the physical education program which he encouraged to meet the needs of the students.
He remained
as Director of the Division until his death in 194-5*
At this
time, Ellis H. Champlin, Chief of the Bureau of Physical Edu cation, was appointed acting Director of the Division.
He
was appointed Director of the Division of Health and Physical Education in 194-7* Harry Thompson was appointed provisionally as Su pervisor for Athletics in 194-6.
Robert L. Carr was appointed
permanently as Supervisor for Athletics when Thompson left in 1947* George A. Roberts was added as Statistician for the Division in 1948. Caswell M. Miles was appointed acting Chief of the
1.
File of Lillian De Armit, January 1940, University of the State of New York, State Education Department,
- 219 Bureau of Physical Education in 1949* Helen A. Drake and Signe Anderson came on the Staff as Senior Educational Supervisors for Physical Educa tion and Recreation also in 1949.
CHAPTER VI THE RELATIONSHIP OF WORLD WAR I AND WORLD M R II
This chapter will deal with the relationship that seems to exist between the growth of physical education and World War I and World War II.
The relationship of World War
I to the passage of the first legislation for physical edu cation seems to be established by the date of the law and by documents from people living and writing at that time.
The
effect of World War I on legislation for physical education probably was felt throughout the greater part of the nation. This will be considered briefly, since many of the graduates of the State Teachers Colleges of New York find employment in other states. World War I and Legislation for Physical Education The following statements will show how two people in the field of health and physical education in New York State felt about the influence of World War I on legislation for physical education.
Hiram Jones, the late Director of
the Division of Health and Physical Education in the State Department of Education wrote as follows: Primarily, the original law relating ? to physical education may be attributed to patriotic enthusiasm and military feeling resulting from the World War. In 1916» the state of public feeling In relation to
- 221 preparedness was such that soon after the opening of the Legislature several measures were introduced relating to physical education and generally known as military training propositions.! In a survey of physical education at Cortland State Teachers College, Bessie Parks saids In 1916, largely as a result of pa triotic enthusiasm engendered by the war, a State physical education law was passed, calling for, among other things, the em ployment of many competent teachers of physical education throughout the State. Dr. Harry DeWItt DeGroat, principal of the school and always greatly interested in physical education, recognized at once the lack of trained leadership in this field, and was anxious that Cortland Nor mal should make its contribution to this problem. After proposing a course of procedure jto the State Education Depart ment and having received its approval, a group of outstanding and interested women students of Cortland Normal was selected to receive a month's intensive training preparatory to teaching and supervising physical,training for two months in the rural schools of Cortland and near-by counties. . . , 2 The Military Training Commissioii One significant development following the outbreak of World War- I, was the creation of a Military Training Com mission. The Commission is composed, tinder the act establishing it, of the Major General 1. 2.
Hiram A. Jones, The Administration of Health and Physical . Education in New York State, 1934, p. 6 5 . Bessie L. Parks, Survey of Health, Physical Education and Recreation at Cortland State Teachers College, p. 14.
222 of the National Guard, who is Chairman, a member appointed by the Board of Regents, and a member appointed by the Governor,... One of its first acts was to appoint a physical training inspector, in order that his advice might be had in the prepara tion of the program for physical training to be recommended to The Board of Regents. To this position, the Commission unanimously appointed Thomas A, Storey, Ph.D., M.D., at the time Professor of Hygiene in the College of the City of New York.l A report was submitted in September, 1916; ...In accordance with the provisions of chapter 566 of the Laws of 1916 creating the Military Training Commission and direct ing it to advise and confer with the Regents of the University of the State of New York as to courses of instruction in physical training to be prescribed for the elementary and secondary schools as provided in the amendment to the Education Law by chapter 567 of the Laws of 1916. 2 This Commission is discussed in detail in Chapter IV, under Legislation, so it is only mentioned here in relation to World War I.
The Military Training Commission is related to
the growth of physical education in several ways.
The Sylla
bus, discussed also in Chapter IV, was revised but it was used for several years by the Bureau of Physical Training after the Military Training Commission was abolished.
There is a rela
tionship to the Board of Regents shown by the submission of the report to them.
There is also a relationship shown to
Legislation, since legislative enactment was necessary to
Tl 2.
Report of the Military Training Commission, 1916. Ibid. , p.~ 1.
223 create the Commission, The following letter of the Commissioner of Edu cation * John Finley* was sent to the Regents of the Univer sity of the State of New York* with the Report of the Mili tary Training Commission, The program presented to you today is probably the most comprehensive pro gram of health education and physical training for school children ever author ized by the government of any state or country» and if adopted and put into ef fective operation it will without doubt determine the lines along which physical education is to proceed in this country where the states must meet the nation1s needs in training for the responsibilities of citizenship,! This letter shows the relationship of the Military Training Commission to the Board of Regents,
The. following
quotation* found in the same report* tells of the action taken by the Regents on the Recommendations of the Military Training Commissions The Board of Regents* at a meeting in Syracuse on September 14-* 1916* unani mously voted their approval of the report of the Military Training Commission under the date of September 12* 1916, The re commendations of the report were adopted and the Commissioner, of Education was di rected to proceed in making the plan ef fective in the schools of the State. 2
1,
2m
Letter of John Finley* Commissioner of Education* which accompanied the Report of the Military Training Commis sion* 1 9 1 6 * Report of the Military Training Commission, 1916, p. 3.
- 224 -
The above suggests a direct effect of the war on the passage of Legislation and shows how this in turn might have been related to things that happened at one of the State Teachers Colleges.
Soon after the events mentioned above,
Cortland began to train physical education teachers in the siammer session, and about 1923, began to offer a major in physical education. Fred E. Leonard wrote the following: Following World War I, the passage of state laws making physical education compulsory in the elementary and secondary schools created such a demand for leaders that many positions had to be filled by candidates with very little training. To meet the emergency, colleges and universi ties were induced to initiate new courses, to modify others, and to organize curricu la leading to a bachelor*s degree. Spe cial and emergency efforts, including sum mer sessions and extension courses coupled with low teacher certification require ments, were employed to meet the demand. Yet so rapid was the development of teacher training that by 1930, in most states, the supply of physical education teachers had caught up with the demand and the need had changed from one of quantity to one of quality.1 Following World War I, within a period of five or six years, twenty states or more passed legislation for health and physical education,
(Chart 3, p. 22J>).
Note that five or
six states did not wait for the end of the war to pass such legislation.
1*
Note also that there were only three or four
Fred Eugene Leonard and George B. Affleck, A Guide to The History of Physical Education, p. 381.
-2 2 5 ” Wahtre m>d M i at Aral Iagtale te a w l i M M
p m M ik W iIm I f b « « I f •«
x x
X• X X
X
1937 1920 1919 1923
1 Thin tab le n u n im aritw b o th th e physical an d health filiiriiiiin N flH im o f (hi* publication.
x X X
x
x
X
X X X4
X X X
x
x X• X4
x X X4 X4
t
1
X4
M M M M
1099 1092 1947 1919 1919
4 O ne u n it tu liealth an d physical education required.
30 D ................
X
M P M
M M M M M1
1 4 hie*half u nit in h e a lth education required.
120 W .............
30 D ..............
N orth Dakota ..................................... O h i o ............................................... O klahom a............ ................................ .................. O re g o n ............................................................................ Pennaylvania..................................................................
* One u n it in liealtb education required.
X
sen m
ISO1
X X
1 120 V
....... 1.........
x x
150 T
x x x
100 V
....
i ...................
150 W
1
900
n
1
x
x 1 x i x x ! Y
1
X X
1 1
x I
20 D
1
X X
201)......
90 X ’......
x
ISOW
isnm
©
s
i
X X X X X
X
...............
S s z x»
X X X X
600 * 1
x X X* X 4
X X X X X
I
20 D X4
X X X X
20 D ................
X
' ........ ..
9
X X X
X
X X
1917 1916 1921
V iaco n .in ............................................................................
X
1920 1913
M
x ■ * X ■ a 01 2 r 5 rt
X
M M M
M M M
V aah in g ttin ....................................................................
•
T
4
X
N evada................................................................ New Hampabiie .............................................. New Jaraey......................................................... New Y o r k ...................................................................... N orth Carolina ..............................................................
\ erm n n t...............................................................................
S
4
5
Required r x tr r a t— miwataa— Stale daily (D). waakly (V ) Required viaat t. lor m*d W apaam Elrm cntary painted Highachool arhool
X
llliaoia In d ian a. . . Iow a......... Kaaaaa. . . If an lucky ......................... L o u ia an a ............................... M aiaa................................ M arylaad............................................................ M aaaarh in rn e................................................................ M ichigan........................ .................................
Health or hyfta ri«*«» far mat ruc atm teacher tion ttnpha- training •M
I
X X X X
g
X X X X X
H o ag
&
z
X X X X X X X X
4 In elem entary p r a iln , 120 m inute* of d ire c te d play |*er week; 60 ntim ile* in high erhool*. (In addition to the above.) 4 For high achoola. ? For lower grade*.
4 For children over K. • T w o unit* in h ealth an d pliyftiral education required.
C hert 3. s t a t e A d m in is t r a t io n o i H e a lt h , P h y s i c a l E d u c a tio n , and R e cr ea tio n ........ .......... ....... Source: State Administration oi school health, Physical Education ana Oil ice oi Education. Recreation. Federal Security Agency. Bulletin h o . l i M 7 , pp« 1 6 - 1 8 .
- 226 -
states having physical education legislation prior to World War I.
These were California* North Dakota* and Ohio.
(The
Chart does not show the Health Laws passed in 1910 and 1913 in New York State.) Organizations such as the National Recreation Asso ciation and the American Association for Health* Physical Edu cation and Recreation led in the promotion of favorable legiS' lation for physical education#
Frederick W# Maroney* at one
time president of the latter organization said in 1 9301 It is a statement of fact that the American Physical Education Association was established only twenty-five years ago* but its record is one to be proud of because largely through the stimulus of this national association and the emphasis that the draft statistics in the late war gave» we now have mandatory or permissive Physical Education Laws in some thirty-six states.J Now* forty-three states*
the District of Columbia*
and Alaska have some form of legislation for health and physi cal education# The Physical Fitness of the Nation as Shown fez Draft Statistics for World War I The Reports of the Provost Marshall General to the 1.
This statement was made in 1930 by Dr# Frederick W# Maroney* formerly the Director of physical education and health in the State of New Jersey* and at the time director of phy sical education in Atlantic City and President of the American Physical Education Association# (The statement appears in Symposium on Physical Education and Health» edited by Jay B. Nash, 1930, New York University Press, pp. 102-103 #
- 227 -
Secretary of War revealed some startling information about the physical fitness of the nation. Out of the first two and one half million examined by December 15» 1917» 730*756 were rejected by the local boards.
(Table XXIV» p. 227).
mately thirty per cent.
Note that this was approxi
The men who were accepted got another
examination after they got to camp.
Still further rejections
occurred. TABLE XXIV Number of Men Rejected for Physical Defects to December 15* 1917-*Physical rejection 1.
Total examined physically by b o a r d s ---------------------
Number
Per cent
2 510 706 100.00
2.
Total rejected by local boards --
730 756
29.11
3*
Total accepted by b o a r d s ---------
1 779 950
70.89
The causes for rejection had not been determined at the time of this report* but a group of 10*000 from eight camps was examined and it was found that 21.68 per cent of this group were rejected for eye defects* 8.50 per cent for defective teeth* and 7.4-7 per cent for hernia.
1. 2.
Report of the Provost Marshal General to the Secretary of War* 1917» p. 44. Ibid. * p. 47.
- 228 -
The next group examined from December 15* 1917* to September 11 » 1918 , totaled over three million#
Out of
3#208»446 examined# 949*419 were disqualified either partly or totally«
(Table XXV# p# 228).^
Note that this number
was also approximately thirty per cent of the number examined# TABLE XXV Number of Men Rejected for Physical Defects from December 15# 1917# to September 11# 1918 Number Examined physically from Dec. 15#1917 to Sept.11,1918 Fully qualified (Group A) Disqualified partly or totally — ---Group B Group C ------------------------Group D ---------------------
3 208 446 2 259 027 9 4 9 419 88 4 3 6 339 377 521 606
Per cent Examined 100.00 70.41 2 9 .5 9 2.79 10.58 16.25
It may be of interest to compare the rejections of 1917 with the rejections of 1918. of those examined in 1917 rejected examined in I9 I8 rejected.
There were 29*11 per cent and 2 9 * 5 9 per cent of those
(Table XXVI#
p.228).
TABLE XXVI Comparison of 1917 and 1 9 1 8 Rejections Percentage of Percentage in Percentage of acceptances Percentage of acceptances
T7
rejections by local boards in 1917 r. 2 9 .1 1 1918# groups B» C> and D ------ -— --— 29.59 camp rejections of local board in 1 9 1 7 ----------------------------------5*80 camp rejections of local board in 1918 — -- ■“------ --------8.10
Ibid.# p* 160.
- 229 Of the group examined between February 10» 1918# and October 15# 1918, local boards and camp surgeons rejected 467»694. were:
The chief causes of rejection of those in this group
Heart and blood vessels# 13*07 per cent;
joints# 1 2 .3 5 per cent; 8 . 6 7 per cent;
eyes# 1 0 * 6 5 per cent;
bones and respiratory#
developmental defects, 8 .3 7 per cent;
6.04 per cent; mental deficiency# 5*24 per cent;
hernia,
and nervous
disorders# 5*07 per cent.'*' The first registration was for men between the ages of twenty-one and thirty.
The second registration was for
those who were twenty-one.
There were four registrations in
all but many who registered in the last two registrations were never examined. A comparison of the rejections of two groups of registrants# those'twenty-one years of age with those twentyone to thirty years of age, shows that there were 7 6 .8 9 per cent of the first group fully qualified for military service and that pnly 6 9 .1 1 per cent of the older group qualified. (Table XXVII# p. 2 3 0 ) . 2
This means that approximately thirty
per cent of the older group were disqualified either partial ly or totally and that more than twenty-three per cent of those twenty-one years of age were disqualified.
1. 2.
Second Report of the provost Marshal General to the Sec retary of War# 1919# pp. 165-166. Ibid.* p. 161.
- 230 TABLE XXVII Age - 21 Physical Rejections Compared with Ages 21 - 3 0 A g e 21 examined June 5> to Sept. 11 *1918
Age 21-30 examined Dec. 15 > 1917» to June 5>
1918 Number
Per cent
Number
Per cent
100.00
2 693 448
100.00
76.89
1 8 6 3 047
69.17
Total Registrants Physically Examined — 514- 998 Fully Qualified (Group A ) ...... ...... 395 980
Disqualified Partially or Totally------------ 119 Group B ---13 54 Group c -..... 51 Group D .......
018 316 553 149
2 3 .1 1 2.59 10.59 9.93
830 75 284 470
401 120 824 457
3 0 .8 3 2 .7 9 10.57 17.47
Group A was composed of men who were vigorous and without any physical defect which might interfere with the full per formance of military duties.... Group B was made up of individuals who possessed certain physical defects* diseases* or abnormalities which rendered them unfit for service* but which condi tions were capable of cure by treatment, surgical or otherwise* whereby the regis trant might be fitted for general military service.••. Group C contained those men who were physically substandard for full military duties, but who were capable of rendering services of value to the military estab lishments in vocations which did not im pose a great strain. Group D contained those who were found to have conditions which unfitted them for military service. 1 One comparison of rural and urban rejections in one hundred selected regions in which two hundred thousand 1.
ibid. * p p . 152-153.
- 231 -
registrants were listed* showed a noticeable difference in favor of the rural communities.
Only 16,894, or 16.89 per
cent of the rural registrants were rejected while 2 1 , 6 7 5 * or 21.68 per cent of the urban registrants were rejected. were one hundred thousand registrants in each group.
There Table
XXVIII,p. 231). TABLE XXVIII Rural and Urban Rejections Compared Number Total examined in 100 selected . urban and rural r e g i o n s Rejected in 100 selected urban and rural r e g i o n s --------Examtried in urban r e g i o n s ------- -— — Rejected in urban r e g i o n s ---Examined in rural r e g i o n s ----------• Rejected in rural r e g i o n s ------- ■
Per cent of examined
2 0 0 000 38 100 21 100 16
569 000 675 000 894
19*28 21.68 1 6 .8 9
The rural communities were selected from all states, using only boards having less than 1,200 registrants in the June 5» 1917 registration.1 In a later study the causes of rejection were listed. The rural group had 10.9 per cent rejected for defective bones and joints and 10.4 per cent rejected for heart and blood ves sel disorders.
The urban group had 10.9 per cent rejected for
defective eyes arid 10.1 per cent rejected for hernia.
The ten
chief causes of rejection were the same for both groups.
1~.
i b i d . » p*~T55I
- 232 -
i
(Table XXIX, p. 232).
Note that whereas defective eyes and
hernia were the first two causes for rejection of the urban group, they were the third and fourth causes for rejection in the rural group.
Nervous and mental disorders were listed
last of the ten causes of rejection for both groups. TABLE XXIX The Ten Chief Causes of Rural and Urban Physical Rejections
Urban
Rural Bones and joints Heart and blood vessels • Hernia --- ---Plat feet -— -— ----Teeth r— ----Developmental defects* Respiratory (T.B.)--Ears - * ■ * — Nervous and mental disorders -
Per cent 10.9 10.4 9.6 9.0 7.4 6.7 6.3 5.3 4.4 4.2
Per cent E y e s --------------H e r n i a ------------Developmental defectsFlat feet ----------Bones and joints ---Heart and blood vessels ----Teeth --------------E a r s --- ------------ Respiratory (T.B.)--Nervous and mental disorders ---------
10.9 10.1 9.7 2*3 8.9 8.9 §•2 5.8 5.6 4.6
A comparison was made between the physical rejec •419 disqualified in both groups*
TABLE XXX Colored and ?Aiite Physical Rejections Compared December 15* 1917 to September 11, 1918
Per cent of Examined
Number Total* colored and white examined Dec* 15* 1917 to Sept. 11, 1918 3 208 446 2 2 59 02 7 Group A ----Disqualified partly or t o t a l l y ------- — . — •— — 949 419 Group B 88 4 3 6 Group C — 339 371 Group D — — — -- — 521 606 Total, colored examined458 8 38 Group A — — — — — 3 42 2 7 7 Disqualified partly or totally 1 1 8 561 Group B — — — — 9 o05 Group c— — --- — 2 7 474 Group D 79 4-82 Total, white examine^ 2 7 4 9 608 Group A ---- — 1 9 16 750 Disqualified partly or totally -8 3 2 85 8 Group b ----t-t-— -78 8 3 1 Group C •— ----- .— 311 903 Group D 442 124
‘ V\
•. ■ ] ' ,
-
■
Per cent of partial disqualification
100.00 70.41 -------2 .7 6 10.58 16.25 100.00 74.60
100.00 9 .3 1 35*75 54.94
-----2.09 5*99 17*32 100.00 69.71
1 0 0 .0 0 8.24 23.57 68.19
-■— — 2.87 11.34 16.08
■ ; .
,
100.00 j-uu.uu 9*47 37*45 53*08
; •
It can be seen that the total number of registrants examined in this group was 3,208,446 and that 70.41 per cent of them were placed in Group A, as qualified for general
- 234 military service*
That means that 29*59 per cent were dis
qualified either partly or totally. The following editorial was found in the file of the Division of Health and Physical Education in Albany: Preliminary reports from the Provost Marshal General show progressive physical deterioration year by year. The effectives at ages twenty-one to thirty* for approxi mately ten million men* in 1 9 1 7 were: 21 22 23 24 25
years years years years years
46$ 43$ 39$ 35$ 32%
26 27 28 29 30
years years years years years
29$
27% 26$ 23$ 22$
The effectives at the ages thirty-two to thirty-six drop to less than 15 per cent. These facts clearly urge the adoption of a vigorous health examination and activity pro gram* Physical efficiency tests taken in France on large groups of these effectives showed at least 2 0 per cent physically inef ficient in activities directly related to military efficiency.!
Physical Rejections for World War II Before Pearl Harbor* when the physical standards were at their highest level* 52*8 per cent of all men examined were rejected as unfit for military service* From July1942 through December 1943* the monthly re jection ranged from 33*1 to 46*2 per cent of all registrants examined* The lowest re jection rate of 3 3 * 1 per cent in the period January-March 1943 was probably due to the lower medical standards then in force and to an amendment to the Selective Service Act to include 18 and 19 year old registrants* The Editorials*: p* 3* A supplement to Review* (On file in the; Division of Health, and physical Education* Albany» N* Y.) •
- 235 higher rejection rates for April-December 1943* averaging approximately 44 per cent, can be attributed to the operation of se veral factors.1 An analysis of the ten chief causes for rejection before the entry of the United States into the war shows that defective teeth ranked at the top of the list* defective eyes ranked second* cardiovascular diseases was third* musculo skeletal defects was fourth* venereal diseases was fifth, and the next five chief causes, in the order listed* were mental and nervous disorders, hernia* defective ears* defective feet, and defective lungs,
(Chart 4 * p. 236).
Note that there are
many other rejections listed under miscellaneous. Jesse F, Williams said that many of these could be completely rehabilitated as shown from the following: In the preliminary report by the Selec tive Service System it is noted that of the 900*000 rejected because of physical and mental defects* 200*000 can be completely rehabilitated.2 In this group of 900*000 totally unqualified for general military service* there were 188*000 disqualified be cause of defective teeth.
There were 123*000 with defective
eyes and 96*000 with cardiovascular defects,
Tl 2,
(Table XXXI*
Medical Statistics Bulletin No, 3, Physical Examinations of Selective Service Registrants During Wartime, 1944, p. Jesse F, Williams* The Principles of Physical Education, Fifth Edition* 1945* p. 23.
NUMBER OF SELECTEES
□
a
□
S
HQ
BQ :I
BB
Hi Q
BH
REJECTED
kedicel Statistics oulictin ho. 1. Analysis of Reports or Physical Examinations. summary oi Data from 19,925 Reports of Physical Examination, Washington, U. C., 1941
B□
Source:
ESTIMATED
-236-
- 237 P. 2 3 7 ) . 1
Note that there were 720,000 additional regis
trants who were partially or totally disqualified by the Selective Service examinations.
There were 100,000 disquali
fied for defective teeth in this group and 7 2 ,0 0 0 for defec tive eyes.
Venereal diseases and hernia came next with
3 5 * 0 0 0 each. TABLE XXXI Estimated Number of Registrants found to be Disqualified for General Military Service Because of Physical and Mental Reasons, by Availability for Military Service by Defect or Disease
Major Defect or Disease
Unqualified for Gen eral Military Service by Selective Service Qualified Disquallfor fied for Limited any Military Military Service Service
Teeth 100 000 Eyes 72 000 Cardio vascular system 1 7 000 Musculo skeletal 2 7 000 Venereal 35 0 0 0 Mental and 8 000 nervous Hernia 35 0 0 0 Ears 7 000 21 000 Feet Lungs 6 000 72 000 Misc. TOTAL 400 000
1.
Unquali fied for General Military Service by the Army
Total Unquali fied for General Military Service
53 0 0 0 28 000
35 000 23 000
188 000 1 2 3 000
20.9 13.7
67 000
12 000
96 000
1 0 .6
25 000 14 000
9 000 8 000
61 000 57 0 0 0
6.8 6.3
30 11 18 9 11 54 320
000 000 000 000 000 000 000
19 10 16 6 9 33 180
000 000 000 000 000 000 000
57 56 41 36 26 159 900
000 000 000 0 00 000 000 000
Percentage of Estimated Total Unquali fied for Gen eral Military Service
6.3 6.2 4.6 4.0 2.9 17.7 100.00
_
Medical Statistics Bulletin No. 1. Analysis of Reports of Physical Examinations. Summary of Data from 19*923 Re ports of piaysldail Examinations • November 10, 1941.
- 238 Of the ten leading causes for rejection of all races from April 1942 to March 1943 and from April 1943 to December 1943* mental disease and mental deficiency ranked first and second for both groups.
(Chart 5* p. 2 3 9 ).
Syphi
lis ranked third in the first group and ninth in the second. Musculoskeletal ranked fourth in the first group and third in the second.
Eyes, hernia, neurological, and ears were listed
one after the other in both groups and came toward the bottom of the list.
Cardiovascular defects ranked fifth in the first
group and fourth in the second. In another group of 4,828,000 registrants there were 2,708,700 with physical defects.
(Table XXXII, p. 240).^
In this group
there were 510,500 with manifestly disqualify
ing defects.
There were 856,200 disqualified for mental dis
ease and 6 7 6 ,3 0 0 for mental deficiency, making a total of more than one million five hundred thousand disqualified for mental inadequacy.
Of the physical defects listed, musculoskeletal
defects lead with 3 6 7 *6 0 0 . with 317,500.
Cardiovascular defects came next
There are more than twenty-five causes of re
jection listed and hernia, syphilis, eyes, ears, lungs are listed in the
first ten.Defective teeth came seventeenth
in this list, whereas it led the list in the earlier examina tions.
17
Medical Statistics Bulletin No. 4. Physical Examinations of Selective Service Registrants in the Final Months of the War. June 1, 1946, p. 36.
Source:
INCUIOKS
EDUCATIONAL
DEFICIENCY
1942 • MARCH 1943
APRIL
1943-DECEMBER 1943
CAUSES FOR REJECTION ALL RACES
S
8 kedicnl Statistics Bulletin ho. 3. Physical Examinations of Selective Service Registrants During Wartime. An Analysis of Reports for the Continental Onited States and each State
J/
APRIL
THE TEN LEADING
-S39-
- 240 TABLE XXXII Estimated Principal Causes for Rejection of Registrants 18-37 Years of Age in Class IV-F and Classes with "F" Designation August 1, 1945 (Preliminary)*
Principal Cause for Rejection TOTAL
Number 4 825 000
Manifestly disqualifying defects Mental disease Mental deficiency Physical defects Musculoskeletal Cardiovascular Hernia Syphilis Neurological Eyes Ears Tuberculosis Lungs Underweight and overweight Feet Abdominal viscera Kidney and urinary Varicose veins Genitalia Endocrine Teeth Neoplasms Skin Nose Hemorrhoids Gonorrhea and other venereal Mouth and gums Infectious and parasitic Throat Blood and blood-forming Other medical
510 856 676 2 708 367 317 260 254 235 234 189 129 86 69 69 64 53 48 48 45 36 32 31 29 19 18 12 6 4 4 39
Nonmedical
Per cent 100.0
500 200 300 700 600 500 600 800 400 300 700 900 900 600 200 700 300 200 000 300 200 200 900 400 300 400 500 000 400 400 000
10.6 17.7 14.0 56.1 7.6 6.6 5.4 5.3 4 .9 4.9 3 .9 2 .7 1.8 1.4 1.4 1.3 1.1 1.0 1.0 0.9 0.7 0.7 0.7 0.6 0.4 0.4 0.3 0.1 0.1 0.1 0.8
76 300
1.6
* From Medical Statistic Bulletin No, 4, Physical Examinations of Selective Service Registrants in the Final Months of the War. June 1» 194-6» p. 36.
- 241 During January 1944 through August 1945, the armed forces physically examined or re examined some 5»7o7>000 registrants, of whom 2,536*800, or 44 per cent, were rejected for general military service. In addition, an estimated one to two per cent were rejected by local boards because of manifestly dis qualifying defects.,,. The leading causes for all rejections during 1944 — including local board rejec tions — were, in order of relative importance: Mental disease* accounting for 26,8 per cent of all rejections; failure to meet the minimum intelligence standards, 12,8 per cent; musculoskeltal defects* 8.8 per cent; cardiovascular defects, 8.0 per cent; hernia, 4.9 per cent; ears 4.4 per cent; neurological disorders, 4.1 per cent; eye defects, 4.0 per cent; tubercu losis* 3*4 per cent; and mental deficiency, 2.6 per cent. These ten defects combined ac counted for 80 per cent of all rejections during the year.l A comparison of the leading causes of rejection for white and negro registrants in 1944 showed that mental disease came first for the white group and mental tests came first for the negro group* with mental disease second for the negro group.
(Chart 6, p. 242),
Musculoskeletal defects came se
cond for the white group and mental tests third.
Cardiovas
cular defects were third for the negro group and fourth for the white group.
Both groups included defective eyes and her
nia in a list of ten leading causes.
Tuberculosis was included
in the list for the white group and was absent from the list for the negro group while syphilis was included in the list for the negro group and was absent for the white group.
1.
Medical Statistics Bulletin Number 4, Physical Examina^ tions of Selective Service Registrants In the Final Months of the War. June 1, 1946* p. 1.
-2 4 2
-
Chart 6
LEADING CAUSES FOR REJECTION BY THE ARMED FORCES 1944
W HITE MENTAL DISEASE MUSCULOSKELETAL
ttttt ttttt ft m i
MENTAL T E S T S ^ CARDIOVASCULAR EARS HERNIA EYES NEUROLOGICAL TUBERCULOSIS LUNGS NEGRO MENTAL T E S T S V MENTAL DISEASE CARDIOVASCULAR
mtt mn mtt mn mn mn hi
n
MENTAL DEFICIENCY MUSCULOSKELETAL Each tjmbol roproMMt 10 rojoctionc par 1000 man •■amino.
HERNIA SYPHILIS EY ES NEUROLOGICAL FEET
ft
\J Foilura to moot minimum mtolliaonco Source: Medical Statistics Bulletin ho. 4* Physical Examinations of Selective Service Registrants in the Pinal Months of the tfer. June 1, iy4b#
- 243 Changes in Enrollments Purine World War II The effect of World War II on physical education in the State Teachers Colleges of New York is both direct and indirect.
Directly, the war affected enrollments, parti
cularly the enrollment of men students.
At the State College
for Teachers at Albany, the men enrollment dropped to 75 in 1943.
In 1940, there were 420 men.
students numbered only 22 in 1943*
At Brockport the men At the New York State
College for Teachers at Buffalo, there were 29 men enrolled in the same year.
Cortland had only 21 men in 1943.
The men
enrollment at Geneseo was down to four, and at Oneonta it was down to nine, and at Plattsburgh there were seven. Potsdam State Teachers College had five classes of the Civilian Pilot Training program, from July 1942 to June 1943,
There were about 20 students in each class for about
two months each. At Oswego, the college was selected by the army as a training center for the 324th College Training Detachment (Air VCrew). »«
There were about 300 participating in this pro-
gram for about one year. The quotations which follow show a more general ef fect of World War II. During the war years the population of the State grew while shortages of labor and supplies made it impossible for State departments to increase their facilities to meet expanding needs. Even normal
- 244- maintenance and replacement requirements could not be met. During the war years, it was almost impossible to improve the State's services or, in many cases, to maintain them pro perly. But we did not sit by idly and let matters drift. We tried to forsee the problems and to make plans to deal with them. Now the time is drawing near to put those plans into effect.... The State of New York has pioneered in public-works planning. We have a su perb organization for the performance of this job in our Postwar Public Works Plan ning Commission.! This shows the effect of the war on maintaining and expanding facilities in the State.
There will be a fuller
discussion of the Postwar Planning Commission in Chapter VIII. 4 Shortage of Teachers During and After World War II All over this country men and women have left the teaching profession to go into war production plants, government service and commercial establishments, where they receive better salaries. At the same time the enrollment in the teach ers colleges has gone down more than in 2 any field of higher education, except law. A study by the State Education Department suggests that World War II helped to produce the teacher shortage, as shown by the following quotation* World War II was especially devasta ting to the teaching profession. High wages in other occupations, the desire to do something directly affecting the war effort* the patriotic urge to enter the armed forces — all these depleted the 1. 2,
Your New York State Tomorrow, 1946, pp. 3-6. Address by George F, Zook at the inauguration of George D. Stoddard, President of the University of the State of New York and Commissioner of Education, Albany, N.Y., 1942, p. 31.
- 245 ranks of teaching. The situation would not have been serious if only temporary; but most of those who left did not re turn to the profession at the close of the war.l A summary of the teacher shortage appeared in "Platform", published by Newsweek Club Bureau, in 194-7, under the title The Teacher Shortage —
A Nationwide Crisis.
The
following information was presented as the "Over-all Picture" : — 6 0 ,0 0 0 classrooms are teacherless. (Newsweek, Feb, 3 , 194-7) — of our 9 0 0 ,0 0 0 public school teachers, '1 in every 9 1 is substandard in education and experience, (ibid. ) — unqualified persons are teaching in at least 110,000 classrooms. (NEA) — at a conservative estimate, 3 5 0 .,0 0 0 teachers have left the profession since 1 9 3 9 * (ibid.) — our children are being deprived of schooling by the teacher shortage; some 7 ,000,000 between the ages of 5 and 7 are not now in school, (Report by 0, C. Carmichael, head of the Carnegie Foundation for the Advancement of Teaching. He says that the shortage of competent teachers is variously estimated at from 125,000 to 500,000. More than 7 ,0 0 0 classrooms have been suspended, and most others are so crowded that efficiency is sacrificed.) — and according to the 194-0 census, the United States had 10,000,000 adults who had not gone beyond the fourth grade«... Linked to the fact of poor salaries and slim future outlooks is the declining enrollment in the 179 teachers' colleges of the United States, Before the war, 12 0 ,0 0 0 men and women were enrolled; in
1,
University of the State of New Y o r k , Bulletin, The Status of Teachers in New York's Public Schools, Dec,, 194-6,p.23.
- 246 1946 the figure had dropped to 64,000. In 1930, 17 per cent of college students ■were preparing to be teachers 5 in 1946, 7 per cent. Of the 417*000 veterans enrolled in colleges in 1946, only 6 per cent were in teachers’ colleges. . . . 1 The Enrollment of Veterans in the New York State Teachers Colleges after World War II There were very few veterans who enrolled in the State Teachers Colleges of New York in 1945* only 170, but by 1946 there were 1,806.
There was a continued increase
the next two years, to 2,158 in 1947 and 2 ,2 3 0 in 1948. 2 (Table XXXIII, p. 247). The largest enrollment of veterans in 1945 was at the Cortland State Teachers College.
In 1946
the largest enrollment of veterans was at Oswego State Teach ers College.
The New York State College for Teachers at Buf
falo had the next highest enrollment of veterans in that year.
The next two years Oswego led again.
There were four
colleges with almost the same number in second place in 1949. (Chart 7 , p. 248).
Note that there was a decrease in the
enrollment of veterans at every one of the State Teachers Colleges in New York for 1949*
Note also the State Teachers
Colleges at Plattsburgh, New Paltz, Geneseo, Oneonta, and Potsdam had smaller enrollments of veterans every year than the other six colleges.
1. 2.
Platform. Published by Newsweek Club Bureau, March, 1947* „ pp. 4-6. , From the files of the Division of Higher Education, State Education Department, Albany, N. Y. (November enroll ments).
- 24-7 TABLE XXXIII The Enrollment of Veterans at the State Teachers Colleges of New York from 194-5 to 194-9a 194-6
1947
1948
1949
12
304
266
282
231
8
162
263
291
247
Buffalo
20
319
386
363
255
Cortiand
66
278
322
305
227
Fredonia
9
130
153
137
111
Geneseo
4
54
69
58
54
New Paltz
6
68
77
82
68
Oneonta
3
34
49
96
48
56
347
458
471
369
2
44
58
74
60
14
66
57
61
51
170
1 806
2 158
2 230
1 721
STATE TEACHERS COLLEGE AT:
1945b
Albany Brockport
Oswego Plattsburgh Potsdam TOTAL
a. b. c.
From the files of the Division of Higher Education# State Education Department > Albany* N. Y. (November enrollments) November enrollments. October enrollments.
Total Enrollments Since World War II There has been a rapid increase in the enrollments at every one of the State Teachers Colleges of New York since the end of IVorld War II.
The enrollment at the State Teachers
oi
hew
iorK
-24-8-
VO
u a o o c >» f t
H
CD
c x o n
B
o
£ UJ
K
3
-»
o a J O B B -C O _ o a ‘» C » p-> aw o o ® * V » B »■* WHO fi e rl H
8
I I I I I I I I I I m
«•
m
lT»
Chert 7 . Veteren i£nrollmeni.s xrom 1945 to 1949
in
the
.state
Teachers
Colleges
o
- 249 College at Albany increased from 1*057 in 194-5* to 1*416 in 194-8,
The enrollment at Buffalo increased more* from 1»031
in 194-5 to 1*819 in 1948.
At Brockport an enrollment of
370 in 1945 was increased to 1*011 in 1948.
Cortland State
Teachers College increased its enrollment from 647 in 194-5 to 1*159 in 1948.
The Oswego State Teachers College had an
increase from 525 in 194-5 to 1*371 in 1948.
(Table XXXIV*
p. 249).‘1' Note that all the other colleges also showed an increase though not as large as the ones named above. TABLE XXXIV Enrollments at the State Teachers Colleges of New York Since World War II (Enrollments as of October 1st.) State Teachers College at: Albany Buffalo Brockport Cortland Fredonia Geneseo New Paltz Oneonta Oswego Plattsburgh Potsdam
1945
1946
1947
1948
1 057 1 031 370 647 358 340 402 290 525 542 468
1 321 1 386 583 830 551 443 441 339 826 453 543
1 330 1 659 796 1 087 604 514 539 412 1 158 600 553
1 416 1 819 1 Oil 1 159 660 521 679 486 1 371 647 63 5
Probably a more significant point for this study is the increase in the enrollments of students for the special curriculum of Health and Physical Education at the State
T.
From the files of Dr. Hermann Cooper* Division of Teacher Training and Teacher Certification* State Education Department* Albany* N. Y.
250 -
Teachers Colleges at Brockport and Cortland.
In 1945 there
were only 45 students enrolled in the special curriculum at Brockport.
There were 448 at Cortland in 1945. The enroll
ment increased to 206 in the special curriculum at Brockport the next year* and to 298 the following year. There was a still greater increase in 194-8, to 348.
At Cortland the en
rollment in the special curriculum increased to 622 in 1946, to 669 in 194-7* and fell to 607 in 1948.
(Table XXXV, p.259).1
TABLE XXXV
Number of Students Majoring in Health and Physical Education at Brockport and Cortland State Teachers Colleges Since World War II (Figures for November 1st.) Brockport
Cortland
1945
59
194-5
448
1946
206
1946
622
1947
2 98
1947
669
1948
348
1948
607
Proposed Legislation for Physical Education During World War II The call of the Office of Civilian Defense for volunteers from our profession to serve the "Hale America" movement again emphasizes the need.for enactment of the
1.
Figures from the Certification* (Office of Dr. of Education.)
Division of Teacher Training and Teacher State Education Department* Albany* N.Y. Hermann Cooper, Assistant Commissioner .
- 2^1 -
Schwert Bill* H*R* 1074* which our Asso ciation has sponsored for the past fourteen months and which is still before Congress. With a view to enactment of such legislation» the Committee on Legislation and Preparedness has been enlarged and is already at work at tacking the issues arising from new develop ments* The need for funds to improve and expand physical education programs through out the nation is becoming more apparent* Those who faithfully supported this Bill dur ing the past year should take heart and re new the fight to pass itl The present defense crisis again brings the nation face to face with the need for more effective state and local physical edu cation programs/ just as it did at the time of the last World War* By volunteering in the Emergency Defense Program» through your local Defense Council* you can most effec tively demonstrate what might and should be done in the regular program if additional financial assistance were made available. Volunteer your services; demonstrate a good program of physical fitness; and meanwhile keep plugging for H, R. 1074.1 Hiram A* Jones was Director of the Division of Health and Physical Education of the State of New York at the time the above statement was prepared and published under his name,
(See footnote.) The Bill referred to above* H. R. 1074* was: A bill to promote national prepared ness and the national welfare through the appropriation of funds to assist the several states and territories in making adequate provisions through schools for physical edu cation including athletics; instruction and
1.
Signed by Hiram A* Jones* Executive Secretary* Committee on Legislation and Preparedness of the American Associa tion for Health* physical Education* and Recreation. Journal of Health and Physical Education? December, 1941* pT35B7
252
-
guidance in healthful living; wider re creational use of school facilities; and the development of school camps. 1 The Bill did not pass*
Jones continued his work
for physical education through the State War Council* The State War Council The findings of Selective Service and Military and Naval forces during World War II signal again the necessity for specific and graded standards of accomplishment in this field.2 The primary objective of the es tablishment of physical fitness ser vices by the State War Council was the development and maintenance of physical fitness.3 The Office of Physical Fitness of the State War Council worked in cooperation with schools, colleges, clubs, and other community agencies which conducted physical educa tion, or recreational activities.4 The Governor, Thomas E* Dewey, was Chairman of the War Council*
The Council was composed of twenty-four men.
Harold H. Schaff was the Executive Secretary*
The Council
had a Committee of Physical Fitness composed of fifteen men, Hon* C* C* Mollenhauer* a member of the Board of Regents, was 1.
2•
3* 4*
Congressional Record, Vol* 87, part 15* Index, 77th Con gress, 1st Session, January 3, 1941 to January 2, 1942. History of Bills and Resolutions, Mr. Schwert; Commit tee on Education, p* 791* H.R. 1074. New York State Physical Fitness Standards for Boys and Young M e n . State Education Department, 1944, p* 3»
I b i d * , p* 8 . Loc* c l t .
-
Chairman*
253
-
This committee worked closely with the Division
of Health and Physical Education in the State Education De partment at Albany*
Hiram A* Jones was Director of the Di
vision* and of the Office of Physical Fitness.
The program included instruction in basic funda mental skills* six competitive areas of physical activity* marching* leadership* recreation and camping.'*' The New York State Youth Commission
In October* 1943 » the Governor appointed an Inter departmental Committee to deal with the problems of youth maladjustment, juvenile delinquency, and crime. The Committee consisted of the heads of five State agencies — the Departments of Correction, Education* Mental Hygiene and Social Welfare and the State Board of Parole.... In December, 1944, the Interdepartmental Committee presented a report entitled ♦Pre venting Juvenile Delinquency — Proposals for a State Program.‘2 Pursuant to the recommendation con tained in the Interdepartmental Committee report* Chapter 556 of the Laws of 1945 created the New York State Youth Commission but for a two year and two month period — May 1, 1945 to July 1, 1947.... The major functions of the Commission followed the general pattern suggested by the Interdepartmental Committee and can be summarized as follows: 1. To help municipalities help them selves in the solution of the de linquency problem. 1. 2.
Ibid.* p* 9. Happiness and Good Citizenship. mission. Bulletin II, p. 7.
New York State Youth Com
-
254- -
2. To make studies and analyses of the problems of youth guidance and the prevention of juvenile delinquency. 3. To coordinate and unify the child guidance, protective and welfare services of the various State de partments and to stimulate the co ordination of children's services within local units of government. 4. To render financial assistance to municipalities so that adequate and effective children's services can be locally provided. 5* To plan and put into effect a pro gram which will promote the wel fare and protection of children,1 This act was amended in 1947 and section eleven reads:
Duration of act. The provisions of this act shall continue in full force and effect until July first, nineteen hundred fifty.2 The Youth Service News, September, 1949, listed
694 and reported 1,600 municipalities which had received state aid through the Youth Commission.
■a
The budget for the year
1948-49 was almost two million dollars.
The funds are sup
posed to be matched by the municipality. At the end of each quarter each muni cipality shall submit to the commission, in such forms as the commission may require, a verified accounting of the financial opera tions of such bureau or projects during such quarter together with a claim for reimburse ment of one-half of such amount as herein provided. 1* 2. 3.
ibid. , pp. 9-10. Chapter 556 of the Laws of 1945 as amended by Chapters 39» 448, 449 and 450 of the Laws of 1947. Youth Service News. New York State Youth Commission, Vol. 2, No. 3 , September, 1949.
- 255 The commission shall thereupon certi fy to the comptroller for payment by the state of one-half the entire amount of such expenditures as approved by the commission; provided* however* that the amount of state aid for youth bureaus shall not exceed fif teen thousand dollars per annum for any county or city* except a city containing wholly within its boundaries more than one county....1 The following Children*s Bill of Rights has been advanced by the Youth commission: For each child regardless of race* color* or creed — 1. 2.
3. 4.
5.
6.
7. 8.
Tl
The right to the affection and intelligent guidance of under standing parents. The right to be raised in a de cent home in which he or she is adequately fed* clothed and sheltered. The right to the benefits to re ligious guidance and training. The right to a school program, which, in addition to sound aca demic training* offers maximum opportunity for individual devel opment and preparation for living. The right to receive constructive discipline for the proper develop ment of good character* conduct and habits. The right to be secure in his or her community against all in fluences detrimental to proper and wholesome development. The right to the individual selec- • tion of free and wholesome re creation. The right to live in a community in which adults practice the be lief that the welfare of their
Chapter 55>6 of "the Laws of 1945 ••••
Section 6.
-
9. 10.
11.
1.
256
-
The right to receive good adult example. The right to a job commensu rate with his or her ability, training and experience, and protection against physical or moral employment hazards which adversely affect whole some development. The right to early diagnosis and treatment of physical handicaps and mental and so cial maladjustments, at publie expense whenever necessary.
N e w York State Youth Commission.
Rights.
Children* s Bill of
CHAPTER VII THE RELATIONSHIP OF THE GROWTH OF POPULATION, THE GROWTH OF PUBLIC SCHOOLS, THE GROWTH OF RECREATION AND PHYSICAL EDUCATION IN THE COUNTRY AS A WHOLE AND THE DEMAND FOR TEACHERS AND RECREATION LEADERS
In this chapter the growth of the population of the United States, the growth of public school enrollments in the United States, the increase in both of these for New York State, the growth of recreation and physical education in the country as a whole, and the demand this created for teachers and recreation leaders will be established.
Graduates of the
State Teachers Colleges of New York are teaching all over the United States. Growth of Population and Public School Enrollments in the United States The population of the United States in 1900 was ap proximately 76,000,000.
There were at that time 15»5°3»110
pupils enrolled in public schools.^
There were 423,062 teach
ers in 1 9 0 0 and almost three hundred thousand of these were women.2 Today, the population is estimated to be almost 150,000,000.
TZ 2.
In 1945 it was listed at 139>585*518.
The number
Statistical Abstract of the United States, 1948, p. 128. Loc. cit.
-
258
-
of pupils enrolled in the public schools was 23,225*784 and the number of teachers, 8 2 6 ,3 7 3 , had almost doubled, larger percentage of these were women.
A still
There were 699*271
women teachers and 127*102 male teachers.^
The increase in
the population of the United States has been continuous since 1900.
(Diagram 17* p* 259)*
There were 106,466*000 people
in the United States in 1920 and 123,077*000 in 1930. there were 131*970*000.
(Table XXXVI* p. 2 5 8 ) , 2
By 1940
Note that
the estimate for 1948 is 146,571*000. TABLE XX X VI The Population of the Unite< from 1900 to 1948 Year
1, 2.
Millions
1900
76,094,000
1910
92,407*000
1920
106,466,000
1930 1931 1932 1933 1934 1935 1936 1937 1938 1939
123*077*000 124,040,000 124,840,000 125*579*000 126*374,000 1 2 7 ,2 5 0 , 0 0 0 1 2 8 ,0 5 3 » 0 0 0 1 2 8 ,8 2 5 , 0 0 0 1 2 9 ,8 2 5 , 0 0 0 1 3 0 ,8 8 0 , 0 0 0
Year 1940 1941 1942 1943 1944 1945 1946 1947 1948
Millions 131.970.000
1 3 3 *2 0 3 * 0 0 0 134,665*000 136,497»000
.
138 083.000 139»586,000 141.225.000 144.034.000 146.571.000
Statistical Abstract of the United States, 1948, p. 128. The Economic. Almanac» 1949* P» 7.
Diagram
Population
the
bnltea
1920
1910
to
•rt
c
o
o in
o
o m
in
1900
M
States
1930
oi
irom
1*00
to 1*46
1940
17.
-239'
1946
260
-
The average salary per teacher was $325.00 in 1900 and it had increased to $1,846.00 in 1945*
The number of
days schools were in session had increased from 144.3 in 1900 to 175.8 in 1945.1 The Population of New York Since 1900 In New York State the population was 7*268,894 in 1900.
The urban population was 5*298»111 and the rural popu
lation was 1»970»783. that it almost doubled.
The growth, to 14,140,000 in 1947 shows However, this growth did not occur in
both rural and urban population.
The rural population in 1940
f
had increased lea only 247*135. was 11,165,893.
The urban population in 1940
(Table XXXVII, p. 260).2
Note that there
were over ten million people living in New York State in 1920 and 12,588,066 in 1930. TABLE XXXVII The Population of New York State from 1900 to 1947 Year
Rural
Urban
Total
1900
1 970
783
5 2 9 8 111
7 268 894
1910
1 925
483
7 1 88 131
9 113 614
1920
1 796
641
8 588 586
10 3 8 5 227
1930
2 $66 114
10 521 952
12 588 066
1940
2 313
11 165 893
13 479 142
1947a
249
14 140 000
a Estimated Civilian population made for 1947 on July 1, 1949. 1. 2.
Statistical Abstract of the United States, 1948, p. 128. Figures taken from the 16th Census of the United States, 1940, p. 709.
- 261 -
The increase in the urban population in New York State followed very closely the trend of the increase of the total population» but the rural population decreased rapidly after 1920,
(Diagram 18, p. 262).
Note that the rural popu
lation remained around two million until 1920. The birth rate in New York State showed a decrease from 22.4 per thousand in 1920 to 14.1 in 1935* creased since 1940.
It has in
It reached 18.2 per thousand in 1943, but
decreased to 16.6 and 16.8 per thousand in 1944 and 1945.
It
has again increased since these two years until a rate of 22.5 per thousand population was reached in 1947.
(Table XXXVIII >
p. 261).1 TABLE XXXVIII Number of Births and Birth Rate per■ Thousand Population in New York State from 1920 to 1947 Birth rate oer thousand
Year
Births
1920
2 3 5 460
22.4
1925
2 3 0 350
19.8
1930
2 1 6 556
17.2
1935
184 421
14.1
1940 1941 1942 1943 1944 1945 1946 1947
197 211 245 250 229 234 286 323
14.6 15.6 17*9 1 8 .2 1 6 .6 16.8 20.4 22.5
1*
496 446 496 163 654 110 849 397
How Many Public School Teachers Does New York State Need? State Education Department* Albany, N. Y.> 1949> P* 2.
Millions
Diagram
Population
loric State
1920
1910
)
CM
H
o
o>
1900
from
1930
of New
1900
to 1947
1940
lb.
- 26 2 -
1947
- 263 -
Enrollments in the Public Schools of New York State Enrollments in the public schools outside New York City reached 1,010>153 in 1929 » having increased from 777*678 in 1919*
Enrollments remained over a million for the next
thirteen years> then they dropped slightly for five years* In the cities, except New York City, there were 355*838 in 1900 and approximately the same number in 1947. XXXIX, p* 264),
(Table
Note that enrollments in the villages in
creased from 59*291 in 1919 to 178,844 in 1947 and in the supervisory districts the increase was from 362,548 in 1919 to 443,430 in 1947. Total public school enrollments for New York State were much higher than the figures given above. there were 1,781,986 pupils registered. there were 2,012,305*
In 1920
Five years later
For the next eighteen years there
were more than two million pupils*
(Table XL, p. 274)*
Enrollments dropped to 1,884,442 in 1946 and increased slightly the next two years, reaching 1,922,084 in 1948.
TABLE XXXIX Enrollments of the Public Schools in New York State Outside New York City from 1919 to 1948*
(Continued on next page)
- 264 TABLE XXXIX Enrollments of the Public Schools in New York State Outside New York City from 1919 to 1948* YEAR
1919-20 1920-21 1921-22 1922-23 1923-24 1924-25
1925-26 1926-27 1927-28 1928-29 1929-30 1 930-3I 1931-32 1932-33 1933-34 1934-35 1935-36 1936-37 1937-38 1938-39 1939-40 1940-41 1941-42 1942-43 1 9 4 3 -4 4 1944-45 1945-46 1946-47 1947-48
CITIES (Ex.N.Y.C.) 355*839 360,445 381,804 393*977 406,4 3 4 417*273 4 2 0 ,7 5 0 4 3 4 ,8 3 1 442,606 450,987 460.340 469*385 482,167 491*640 489,936 488,452 485,583 477*234 468,387 464,187 451,148 444.341 422,645 407*673 391*309 384,024 400,540 400,413 397*206
VILLAGES 59,291 73*445 79*432 89 *858 95*221 104,448 111,169 120,454
127,680 1145*186 3 § ,:L^
154,164 164,175 172,776 174,616 179*374
180,870 180,526 182,297 182,734 1 8 0 ,3 6 8 173*225 169,489 166,938 162,294 161,259 169*994 175*320 178,844
SUPERVISORY DISTRICTS 362 362 377 387
548 008 490
387 389 385 391 396 404 414 426 440 442 433 430 423 419 420 420 417 408 398 384
715 662 415 492 943
361 382 851
627 492 909 304 623 491
916
947 083 443 249 983
602
08 7 723
380 362 415 546 423 274 443 430
TOTAL FOR STATE (Ex. N.Y.C.)
777,678 795*898 8 3 8 ,7 2 6 871,196 8 8 4 ,5 0 6 909*436 921,581 940,700 961,778 9 8 3 ,0 8 3 1 ,0 1 0 ,1 5 3 1,038,041 1,073*251 1,104,720 1,107,175 1,101,317 1,097*369 1,081,707 1,070,767 1,067,335 1,051*765 1,035*549 1,000,736 972,698 938,326 925*645 9 8 6 ,0 8 0 999*007 1,019*480
* Registration of pupils in the public schools of New York State except New York City. From the files of George A. Roberts, Statistician for the Division of Health and Physical Education, State Education Department, Albany» N. Y.
The Growth of Playgrounds and the National Recreation Association Before 1900 the cities of Philadel phia* Pittsburgh, Baltimore* Hartford,
-
265
“
New Haven, San Francisco, and Albany had n also (in addition to New York and Chicago) made a start in providing playgrounds for their young citizens. Nevertheless, the period 1886 to 1900 was one of slow growth, experiment and groping, when compared to subsequent years.... During the decade from 1900-1910 the city governments came to recognize that their obligations to Young America included the providing of facilities for play in the summer, as well as educational opportunities in the wint er.... Judge Ben B. Lindsey telegraphed to the first meeting of the Playground Association in 1907* ’Playgrounds are greater preven tives of delinquency than courts. xd The Playground and Recreation Associa tion of America, which is now the National Recreation Association, was organized at a ^ meeting held in Washington, D. C . , in 1906. The first annual meeting of the associa tion was held in Chicago in 1907* The fol lowing officers were elected: Honorary Presi dent, Theodore Roosevelt; Honorary Vice-Presi dent, Jacob Riis; President, Luther H. Gulick; Vice-Presidents, Commissioner Henry B. F. Macfar land, Miss Jane Addams, Mr* Joseph Lee; Treasurer, Charles L. Hutchinson; Secretary, Dr* Henry S* Curtis. Dr. Gulick remained president of the association until 1910 and was followed by Mr* Joseph Lee.4 In 1915* 432 cities maintained a total of 3 , 2 9 4 playgrounds. These playgrounds were managed by 2 ,8 8 3 man and 4,624 women, exclu sive of 1,929 caretakers. An average daily attendance of 814,108 was reported by a total of 3 8 9 cities. Classes for recreation workers were maintained in 70 cities. In 1925, a total of 748 cities reported 8,608 play areas. These centers were under 1* 2. 3. 4.
Parenthesis mine. Emmett A* Rice, A Brief History of Physical Education, 1939, PP. 258-261. Jackson R* Sharman, Introduction to Physical Education, p* 46. Ibid., p. 260.
- 266 -
the management of 7 ,1 7 8 men and 9 ,9 9 9 women, who were employed as instructors and supervisors. The total average daily attendance during July and August in 549 cities was 9 0 6 ,0 8 8 .1 Not only has the National Recrea tion Association provided excellent leadership for the recreation movement in the United States, but it has also played a most important part in the development of physical education. Since 1918 it has maintained as part of its work, the National Physical Educa tion Service. The personnel of this service have worked with educators, legislators, and governors in the in terest of physical education and have been influential in securing the pas sage of much of the legislation favor able to physical education. The direc tor of this service works in close co operation with the state directors of physical education. The Association publishes a monthly magazine, Recreation, which is the official publication for recreation workers in this country. It contains much valuable and interest ing material for persons in physical education, 2 The Growth of the American Association for Health, Physical Education, and Recreation The American Association of Health, Physical Educa tion, and Recreation was formerly the American Physical Edu cation Association and before that it was the American Asso ciation for the Advancement of Physical Education. ganization was established in 1 8 8 5 * The first officers were:
T.
Ibid., p. 261
2.
Ibid. , p. 52.
Edward
The or
-
2 6 7
-
Hitchcock, President; Dudley A. Sargent, Edward P. Thwing and Miss H. C, Putnam, Vice-Presidents; W. G. Anderson, Secre tary; and J, D, Andrews, Treasurer. W. G. Anderson was largely responsible for the organization of the association and was a teacher of physical education in Brooklyn at that time. Later he was prominent in the normal school work, the founder of the New Haven Normal School of Gymnastic s.1 The aims of the American Physical Education Associa tion were: To awaken a wide and intelligent in terest in physical education; to acquire and disseminate knowledge concerning it; to promote such universal physical educa tion as will provide well-trained teachers, p and secure adequate programs for the nation. Ohio passed the first requiring physical training for the public schools in I8 9 2 . 3
Pennsylvania tried to pass
a similar law in 1895 , but did not succeed.^ In all of the states the agitation came from the turners, from the branch so cieties of the American Association for the Advancement of physical Education, and from the teachers1 associations.5 From these early beginnings, the Association which is now the American Association for Health, Physical Educa tion, and Recreation (A.A.H.P.E.R.) had on June 1, 1945, a 1.
Emmett A. Rice, A Brief History of Physical Education>
2. 3.
Loc. cit. State Administration of School Health, Physical Education, and Recreation. Bulletin 1947» No. 1 3 , p. 16. Rice, op. cit.7“p. 2 3 9 . Loc. cit.
1939, P. 227.
4. 5.
7
-
membership of 10,585*
2 6 8
-
New York State had 1 ,3 8 6 of these
memberships* From the beginning of the course in 1923 an effort was made by the phy sical education staff to acquaint the major students with the State and Na tional health and physical education associations, and to make them con scious, not only of their obligations, but likewise, of the benefits to be de rived from active affiliation with them. For many years practically all ma jor students subscribed to the National Journal, a fact which was often recog nized in the notes of the Journal. In fact, for a number of years Cortland had the highest percentage of student membership in the country, as reported by the National Association. Early also in the course a profes sional student organization was formed at Cortland* Monthly meetings were held, and to them from time to time were brought outstanding speakers from the fields of health, physical education, and recrea tion. This organization, a student branch of the American Association for Health, Physical Education and Recreation, has had the enthusiastic backing of the physical education staff, its members acting as ad visors from time to time.... A 'red letter1 trip stands out in the memory of the class of 1 9 3 0 and the physical education staff. Automobiles took this entire senior class to the National Convention in Boston, and the reports made to the student body upon return gave evidence of the_benefits de rived from this experience. Physical Education in the Y.M.C.A. after 1900 During the nineties when the American youth was becoming devoted to all kinds of 1.
Bessie L* Park, A Survey of the Health, Physical Education and Recreation""Program at Cortland State Teachers Col lege, 1947, pp..43-44.
- 269 sports the Y.M.C.A. did its share in promoting the movement and in holding the activities to a high moral and ethical level* The Athletic League* which was organized in 1 8 9 5 * fostered amateurism and standardized athletics for the associations. This organiza tion was a member of the Amateur Ath letic Union until 1911. In addition to the Training School at Springfield a similar one was opened at Chicago in l890» and another at Nash ville* Tennessee. Besides these training schools* summer courses for physical di rectors are held in nine localities scat tered throughout the United States and Canada..*• In 1900 Dr. Gulick resigned from the Springfield school and became prin cipal of the Pratt Institute High School; then* Director of Physical Training for the New York City public Schools.... The Physical Department of the Young Men's Christian Association has had a steady growth in the last forty years. The yearbook for 1925 recorded a total of 1*688 associations with a membership of 968,929* of whom 454-*936 were actives. There were 8 0 8 gymnasia, 246 athletic fields and 547 swimming pools. The numbers enrolled in regular gymnasium classes were 202*743 men and 206,814 boys, a total of 409*557. There were enrolled in swimming and life-saving classes 162 ,703 . A total of 820 physical directors were employed. No other or ganization in the United States* outside the school system, equals this extensive work in physical education.1 James Huff McCurdy became head of the physical edu cation department at the Springfield school a f te r Gulick re signed.2
Sharman says of the Y. M. C. A. * thats
1. Rice* o£. cit.* pp. 191-199# 2. Sharman* op. cit., p. 47.
270 The influence of the Y.M.C.A. on the development of physical education in Ameri ca has been fundamental and extensive* The physical education leaders in this organi zation have developed a gymnasium program that might appropriately be called the American system; they have interpreted and popularized physical education in com munities in all sections of the country; and they have organized, systematized, and invented activities which have been val uable additions to the content of American physical education programs* An example of this latter contribution was the inven tion of the game of basketball by Dr* James Naismith in 1891 while he was teaching at Springfield.l The Demand for Teachers and Recreation Leaders There were 44,164 teachers in New York in 1900.
2
There were 1,172,973 people attending schools of all kinds in both rural and urban areas of New York State.^
By 1945 there
were more pupils than this number in the elementary and se condary schools alone.
The number of teachers was 68,211, but
there had been more than eighty thousand in 1940, 4 The following quotation from Fred Eugene Leonard shows that the demand for leaders in the field of physical education was felt in other areas than the schools: Before 1910 the training of leaders in physical education was left largely to private normal schools* But the need for
1* 2, 3* 4.
Loc* cit* 12th Census, 1900, p* 485* 12th Census, Special Reports of the Census Office,pp.7 2 1 -2 3 . Statistical Abstract of the United States, 1948, p. 1 3 0 .
271 a broader and a higher professional educa tion in physical education was accentuated by several adult organized social movements illustrated by the Young M e n ’s Christian Association, the playground movement, the Boy Scouts of America, and the child health movements under many auspices* With the rapid expansion of physical education in many social institutions there developed a ^ constant demand for better qualified teachers. This additional quotation shows a recognition that trained leaders were necessary: When the older children came to play, a grade school teacher or a physical train ing teacher, or both, were frequently em ployed. They were usually assisted by a school janitor* The Playground and Recrea tion Associ a ti o n very early found that this plan was only a makeshift at best, and that the best results could be obtained only when leaders were specially trained and were will ing to give y e ar - ro u nd service to the work. 2 Much has been w r i t t e n about the "shortage of teach ers."
The American Council o n Education* under the title of
"The Crisis in Teaching!1 has the following subheading: A statement respecting the desperate shortage of competent teachers and the consequent threat to the American nation. This shortage has b e e n attributed to higher salaries in other positions, to better working conditions elsewhere,
1. 2. 3*
Fred Eugene Leonard and George B. Affleck, A Guide to The History of Physical Education, p* 381. Emmett A. Rice, A Brief History of Physical Education, 1939v p. 260. _ . The Crisis in Teaching. The American Council on Educa tion, 1946.
- 272 and to the last war. More than ten years ago close obser vers had begun to be worried by evidence that a shortage of competent teachers was developing.... Other occupations — more esteemed by society, more satisfying as to working con ditions, and, above all, far better paid — were exercising a stronger and stronger pull.... As war approached, special factors gave powerful impetus to the existing trends. The draft settled the problem of choice for many men who were still consi dering becoming teachers, and took from the schools many who were already at work in the profession. But thousands of other teachers and prospective teachers — both men and women — now acted voluntarily to take up other work.... In 1940 superintendents had reported 90,000 vacancies to be filled; by 1944 the number had risen to 1 2 7 * 0 0 0 — oneseventh of all teachers employed.... By 1944 there were 87*000 such emer gency teachers in the classrooms of the forty-eight states.... During the war college enrollments fell steadily and swiftly; and this was nowhere more the case than in those col leges and departments where teachers were being educated. Teachers colleges, for ex ample, had over 60 per cent fewer students in 1944 than in 1940....1 This report deals with the country as a whole.
In
the State Teachers Colleges of New York, the enrollments showed a drop but it was not so great. students enrolled in 1940 and
There was a total of 6,122
5$606 enrolled in 1944. The en
rollments have increased since the war.
There were 9,644 stu
dents enrolled in the State Teachers Colleges of New York in
TZ
Ibid., pp. 6-7.
- 273 1947> and 10,304 in 1948.
There are some indications that
there will be a slight drop in the enrollments for 1949* as there are fewer veterans enrolling in most institutions of higher education. The National Education Association of the United States published a report entitled;
Teacher Supply and De
mand in the United States, which included only 35 of the 66 institutions preparing teachers for elementary and high schools, but which showed an increase in the number of stu dents completing the requirements for a standard certificate from 625 elementary certificates in 1941 to 1,524 in 1948. But there had been a decrease In the number eligible for se condary schools from 1,592, down to 1,26s. 1 the country as a whole was as follows:
The supply for
for elementary
schools, in 1941 there were 27,459 students completing re quirements for certification and only 19»964 in 1948; for se condary schools, In 1941, there were 32,399 students complet ing requirements for certification and in 1948 there were 34,071.2 Pupil Teacher Ratio for Public Schools of New York State
A comparison of the total public school registra tion5and the number of teachers in New York State since 1920
1. 2«
Teacher Supply and Demand in the United States, by Ray C. Maul. National Commission on Teacher Education and Professional Standards, 1948, p. 8. Ibid., p. 5*
- 274 shows that the ratio has dropped from 3 2 .9 in 1920 to 2 5 .6 in 1948.
There were 1,781*986 pupils registered in public
schools in 1920 and there were 54*165 teachers. p. 274 ) . 1
(Table XL,
Note that the ratio of pupil to teacher has de
creased steadily even though the number of pupils has in creased. TABLE XL Total Public School Registration and Number of Teachers in New York State from 1920 to 1948 YEAR
TOTAL REGISTRATION IN PUBLIC SCHOOLS
NUMBER OF TEACHERS
PUPIL-TEA.CHER RATIO
1920
1 781 986
54 165
32.9
1925
2 012 305
64 321
31.3
1930
2 207 620
75 511
29.2
1935
2 355 849
78 932
29.8
1940 1941 1942 1943 1944 1945 1946 1947 1948
2 254 443 2 225 117
8 0 553 80 254
2 8 .0 2 7.7
2 1 2 1 952
77 884 74 632 72 334
27.2 27.1
2 026 040 1 935 159 1 885 885 1 884 442
71 806
1 911 244 1 922 084
73 686 75 025
73 079
26,8 2 6 .3 25.8
25,9 2 5,6
There is quite a different story, however, in the ratio of pupil to physical education teacher.
1.
_ any Public School Teachers Does New York State Need? How The State Education Department, Albany, N. Y., 194^7 T p. 4.
- 275 Ratio of Pupil to Physical Education Teacher in New York State
In the cities of New York State, except New York City, the ratio of teacher to physical education teacher was 947 to one, in 1925*
In the villages it was 828 to one and
in the supervisory districts it was 1,980 to one.
This ratio
in 1947, had been lowered to 494 to one in the cities; 437 to one, in the villages; and to 508 to one, in the supervisory districts.
(Table XLI, p. 2 7 6 ).1
Note that the ratio of
pupil to physical education teacher for the whole state, ex cept New York City, has been changed from 1,208 to one, in 1 9 2 5 , to 490 to one, in 1947.
This ratio has been reduced gradually in the cities and villages, but there was a rapid reduction of the ratio of pupil to physical education teacher in the su pervisory districts between 1925 and 1941, having been re duced from almost 2,000 to one, in 1925» to approximately 500 to one, in 1941.
(Diagram 19, p. 277)•
Note how near
the ratios were for all three between the years of 1939 to 1941 and again in 1943 and 1946.
TZ From the files of George A. Roberts, Statistician for
the Division of Health and Physical Education, State Education Department, Albany, N. Y.
-
276
-
TABLE XLI Ratio of Pupils to Physical Education Teacher (Hundred to One)
1925 - 1948* YEAR
CITIES (Except N.Y.C) VILLAGES
SUPERVISORY STATE DISTRICTS______ (Except N.Y.C.)
1 9 2 5 -2 6
974 si
828:1
1980:1
1208:1
1 9 2 6 -2 7
943 si
893:1
1935:1
Il80:1
1 9 2 7 -2 8
902:1
788:1
1870:1
1100:1
1 9 2 8 -2 9
791:1
764:1
1640:1
995:1
1 9 2 9 -3 0
751:1
765:1
1482:1
940:1
1 9 3 0 -3 1
703:1
778:1
1368:1
895:1
1 9 3 1 -3 2
6 08 si
768:1
1260:1
852:1
1 9 3 2 -3 3
7 7 2 :1
750:1
1225:1
901:1
1 9 3 3 -3 4
784:1
776:1
1195:1
950:1
1 9 3 4 -3 5
774:1
741:1
1080:1
865:1
1 9 3 5 -3 6
726:1
692:1
958:1
794:1
1 9 3 6 -3 7
700:1
625:1
833:1
730:1
1 9 3 7 -3 8
635:1
631:1
743:1
672:1
1 9 3 8 -3 9
622:1
598:1
670:1
635:1
1939-40
596:1
562:1
605:1
593:1
1940-41
581:1
543:1
565:1
568:1
1941-42
540:1
5 2 0 :1
520:1
528:1
1 9 4 2 -4 3
529:1
519:1
602:1
554:1
1943-44
527:1
5 1 0 :1
520:1
523:1
1 9 4 4 -4 5
534:1
507:1
530:1
528:1
1 9 4 5 -4 6
495:1
467:1
700:1
559:1
1 9 4 6 -4 7
489:1
479:1
507:1
497:1
1947-48 494:1 * Loc* c i t *
437:1
508:1
490:1
277
-
1945 1944 1943 1942 1941 19 40
Vft
1939
■H H 8 P H ft •H -H 3 3 > '-1
1938 1937 1936 1935 ,v
1934 1933 1932 1931 1930
1929 1928 >
2.000
1927
o
o
o
in
O o ^
O o
o o w
o
1925 3
o «X>
O
in Teachers
1946
Diagram ly . Ratio oi P up ils to P h y sic a l Education iroa .1*25-26 to iy47-46 (hundred to une)
1947
New York
S ta te
-
278 Trends for the Future
-
(Enrollments in Public Schools ,
Demand for Teachers* and Enrollments in Higher E d uc ation)
The following conclusions presented in the mimeo graphed report by Charles 1. Armstrong, "Wayne W. Soper and W, Donald Walling, show that the demand for teachers is not over:
1
Due to the increase in birth rate, first noticeable in New York State about 1 9 3 9 , there is now a greatly increased enrollment in the primary grades. In gen eral the entering class will increase each year till 1953-54 and the total enrollment in public schools will Increase gradually until it reaches a peak in about 1 9 5 7 -5 8 • Total enrollment in elementary schools should reach a peak about 1955 when the total number of children in kindergarten and grades 1-8 will exceed the actual number enrolled in 194-6-47 by more than 500,0 0 0 . Thereafter enrollment in these grades will decline gradually bjit in 1962-63 will still be higher than in 1946-47. If employment conditions continue high there may be little change in the total high school enrollment until about 1955* There after there should be a continuing increase until about 1962 or later. From the foregoing it appears that the State will need by 1955-56 about 18,000 more teachers for kindergarten and grades 1-8 than were employed in 1946-47. There after the number of teachers in these grades will decrease gradually to 1962-63 when the total will still be nearly 3*000 higher than in 1946-47. The number of high school teach ers will likely begin to increase about 1 9 5 5 and will increase steadily through 1962 or longer. This report does not include an estimate of the number of teachers that will be needed year by year to replace those withdrawing from the profession. 2 T7
How Many Public School teachers Does New York State Need? T9 4 9 , by Wayne W. Soper, Chief, Bureau or Statistical Services, p. 14,
2.
Loc, clt.
- 279 Although the shortage of teachers in certain spe cial classifications is not so great today as it was imme diately after the war, the demand is likely to increase for approximately the next ten years due to the increase in the number of children born during and immediately after the war. Wayne W. Soper, Chief of the Bureau of Statistical Services at the State Education Department, has made a pre diction of the number of pupils expected to register for the public schools and the number of teachers needed from 19 47 to 1962,
The figures for 1946 are 1,911,244 pupils and
73,686 teachers.
These figures are actual registrations
and the predictions are based on these figures plus the num ber of children born since 1940 who will be of school age in 1947.
The number of pupils in the elementary school is ex
pected to increase each year until 1954 when it is estimated that there will be 1,833,200.
The number is expected to de
crease gradually each year after that until 1962 when 1,405,860 is predicted. The number in the secondary schools is expected to decrease from 5 8 7 ,7 5 3 in 1946 to 524,940 in 1950, at which time the elementary school pupils of today will begin to en ter the secondary schools.
A gradual increase is expected
until 1962 when 8 6 6 ,5 8 0 pupils are expected to be registered. (Table XLII, p. 280).
Note that the total is expected to in
crease from the 1946 figure to 2,472,210 in 1957*
Note also
that more than 2,400,000 are expected to be in both elementary and secondary schools from 1954 to 1959*
-
2 8 0
-
The number of teachers in 1946 was Inadequate for the demand at that time and this number is expected to increase steadily until 1957 * when 91,805 are expected to be needed* A decrease is predicted after 1957 to 86,392 by 1962,
There is expected to be an increase in the number
of secondary teachers each year after 1 9 5 2 until a high of 37,688 is reached in 1962.1 Even though there will be a decrease in the number of both elementary pupils and ele mentary teachers, the total of both is expected to be higher than it is today. TABLE XLII Estimated Number of Pupils and Teachers for the Public Schools of New York State, 1946-47 to 1 9 6 2 - 6 3 ESTIMATED TOTAL REGISTRATION
YEAR ELEMENTARY
SECONDARY
TOTAL 1946-47* 1947-48 1948-49 1949-50 1950-51 1951-52 1952-53 1953-54 1954-55 1955-56 1956-57 1957-58 1958-59 1959-60 1960-61 1961-62 1962-63
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
323 376 416 457 538 643 733 795 833 832 811 791 765 680 573 480 405
491 738 147 140 650 900 310 480 200 260 300 270 560 170 050 610 860
* Actual figures for 1946-47 1.
587 559 558 531 524 528 533 543 567 612 680 699 728 782 835 866
753 960 960 960 940 840 620 660 840 300 980 940 660 520 340 380 580
1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2
911 936 975 989 O63 172 266 339 401 444 467 472 465 408 355 315 27 2
244 698 107 100 590 740 930 140 040 560 280 210 220 690 390 990 440
(Continued on next page)
How Many Public School Teachers Does New York State Need? by Wayne W. Soper, Chief, Bureau of Statistical Services, The State Education Department, Albany, N .Y., April 2 5 , 1949, P* 14.
-
2 8 1
-
TABLE XLII (Continued) Estimated Number of Pupils and Teachers for the Public Schools of New York State, 194-6-47 to 1 9 6 2 -6 3 ESTIMATED NUMBER OF TEACHERS YEAR ELEMENTARY
SECONDARY
9--12
k--8 1946- 47 * 1947-48 1948-49 19 4 9 -5O 1950-51 1951-52 1952-53 1953-54 1954-55 1955-56 1956-57 1957-58 1958-59 1959-60 1 9 6 0 -6 1 1 9 6 1 -6 2 1 9 6 2 -6 3
45 47 48 49 52 56 59 61 63 63 62 61 60 58 54 51 48
980 723 780 731 587 272 430 655 045 109 £?6 876 772 218 505 295 704
27 27 26 25 24 24 24 25 25 27 29 29 30 31 34 36 37
706 186 770 377 782 804 818 128 890 560 171 929 399 655 000 317 688
TOTAL
73 74 75 75 77 81 84 86 88 90 91 91 91 89 88 87 86
686 909 550 108 369 076 248 783 935 669 647 805 171 873 505 612 392
* Actual figures for 1946-47
This increase is expected to make its appearance on the higher education level by 1955*
An increase is predicted
for i9 60 even though the veteran enrollments started to de crease in 1949.
In the country at large there were 1,021,000
veterans in higher education institutions in 1948 and only 725.000 are expected in 1949*
Each year thereafter until
1955 there are expected to be less until in that year only 25.000 are expected.
1.
(Table XLIII, p. 282).
Conference of Higher Education, 1948.
Note that the
282
-
total enrollment of students in higher education institu tions is expected to decrease from 2 >408 *200 in 194-8 to 1*950*000 in 1952.
After this date an increase is expected.
By I960 2*500*000 are expected to be enrolled in colleges, T A B L E XLIII
Actual Enrollments in Higher Education in the Fall of 1948 and Estimated Enrollments in Fall Terms* 1949-52* 1955 and. i9 6 0 ENROLLMENTS
Per cent Change
Year Veterans
Non-Veterans
from 1948 Enrollment
Total
1 021 000
1 387 200
2 408 200
1949
725 000
1 525 000
2 2 5 0 000
- 6.6
1950
545 000
1 605 000
2 1 5 0 000
-10.7
1951
330 000
1 670 000
2 000 000
-17*0
1952
165 000
1 785 000
1 9 5 0 000
-1 9 .0
1955
25 000
1 975 000
2 000 000
-17.0
2 5 00 000
2 5 0 0 000
3.8
1948*
1960
Enrollments Increased steadily in institutions of higher education in the United States from 1900 until just be fore this country entered World War II.
In the year 1899-1900
there were 237*592 resident students enrolled in higher educa tion.
In 1914 there were 403*558 and by 1925 there were almost
one million.
In 1927 there were 1*053*955 students enrolled
in higher education. *
There were more than one million until
Source of 1948 figures s Robert C. Story* 1948 Enrollment in Higher Education Institutions» U. S. Office of Educa tion Circular No,, 248 (November 15* 1948)* p. 3.
-
after 1941.
2 8 3
-
(Table XLIV, p. 2 8 3 ).^
Note that there were
approximately one and one half million students in 1939-40, but that the number decreased to 877*517 in 1943-44. TABLE XLIV Resident College Enrollments in Institutions of Higher Education, 1899-1900 to 1943-44 (At Selected Intervals) Year
,
Resident College Enrollments September to J u n e _____
1899-1900 1904-05
1909-10
1914-15 1917-18
1919-20 1921-22 1923-24
1925-26 1927-28 1929-30 1931-32 1933-34 1935-36 1937-38 1939-40 1941-42 1943-44
1 1 1 1 1 1 1 1
237 264 355 403 440 597 681 823 917 053 100 154 0 55 208 350 494 403 877
592 345 213 558 742 880 076 063 462 955 737 117 360 22 7 905 203 990 517
In New York State, the enrollments dropped from a high of 195*596, in 1939-40 to 130*949, in 1943.
"For the
nation at large, the civilian enrollment in 1943-44 was 58.7 per cent of that in 1939-40.... A comparison of the per cent of each age group
1. 2.
Statistics of Higher Education, 1943-44. Federal Security Agency* U. S. Office of Education, pp. 1-9. Loc. cit.
-
after 1941.
283
-
(Table XLIV, p. 2 8 3 ).^
Note that there were
approximately one and one half million students in 1939-40,
but that the number decreased to 877*517 in 1943-44. TABLE XLIV Resident College Enrollments in Institutions of Higher Education, 1899-1900 to 1943-44 (At Selected Intervals) Year
Resident College Enrollments September to June
1899-1900 1904-05 1909-10 1914-15 1917-18 1 9 1 9 -2 0 1 9 2 1 -2 2 1923-24 1925-26 1 9 2 7 -2 8 1 9 2 9 -3 0 1931-32 1933-34 1935-36 1937-38 1939-40 1941-42 1 9 4 3 -4 4
1 1 1 1 1 1 1 1
2 3 7 592 264 345 355 213 403 558 440 742 597 880 681 076 823 063 917 462 053 955 1 00 737 154 117 055 360 208 2 27 350 905 494 203 403 990 877 517
In New York State, the enrollments dropped from a high of 195*596* in 1939-40 to 130,949* in 1943.
"For the
nation at large, the civilian enrollment in 1943-44 was 58.7 per cent of that in 1939-40.... A comparison of the per cent of each age group
Tl 2*
Statistics of Higher Education, 1943-44. Federal Security Agency, U. S. Office of Education, pp. 1-9. Loc. cit.
- 284 6-13> 14-17, and 18-24, from 1910 to 194-7 shows that there has been an Increase from approximately 8 0 per cent of the first group to more than 85 per cent in 1947» and from less than 6 0 per cent of the group from 14-17, in 1910, to 8 0 per cent attending school in 1947,
In the older age group there
is still not nearly 20 per cent of those in that age group attending school.
(Chart 8, p. 284).^
Chart 8
H O W MANY GO TO SCHOOL PERCENT O F EACH AGE GROUP ATTENDING SCHOOL ,1 9 1 0 -1 9 4 7 .
ACACCNT or
' 1
!! l' :i I
1
ij
i
AM t« O W
i ! I i I 1
6 - 1 3 YEARS
am
enow
14-17 YEARS 1
i;
I8 -Z 4 Y E A R S V S m H (OOCLCM M O 1010
!•
IMO
1(10
a
1040
’j
•1
1
*» IH ,
mol: U» NCN«
Higher Education for American Democracy, Volume II, Equalizing and Expanding Individual Opportunity, p. 4. (A Report of the Presidents Commission on Higher Edu cation. )
CHAPTER VIII THE RELATIONSHIP OF UNEMPLOYMENT TO THE GROWTH OF PHYSICAL EDUCATION IN THE STATE TEACHERS COLLEGES OF NEW YORK
There is evidence that physical education in the State Teachers Colleges of New York has continued to grow dur ing periods of high unemployment as well as during periods of prosperity. In this chapter the unemployment trend for the United States will be presented from 1900 to 1949* and a general pic ture of unemployment in New York State will be shown.
This
will be followed by data showing the enrollments., the budgets, the expansion of facilities and the increase of activities, and the increase in the number of faculty members for physical education in the State Teachers Colleges of New York during the decade of the depression, 1929 to 1939« Unemployment in the United States Since 1900 Unemployment was not a major problem of the United States until after the stock market crash in 1929 > except pos sibly for one year back in 1921.
In 1929 there were only
1 ,5 0 0 ,0 0 0 unemployed in the whole country, but by 1930 there were 4,340,000.
In less than three years unemployment had in
creased to more than twelve million.
(Diagram 20, p. 286).
Note that in 1933 a peak was reached when there were almost thirteen million unemployed.
-
2861949
1910 1909 1908 1906 1904 1901
1900 00 t^ -v o u r\ 'tf’ O C M H O 0 * © p - ' ® I'HriHrlHrlHH rl
ifN ^ -K 'k C M iH
20.
1914
Diagram
1917
Unemployment
in
the
Uni tea
1930
S ta te s
from
1*00
1941 1940
to
1948 1947 1946
- 287 A gradual decrease occurred during the next four years to 7 *7 7 0 ,0 0 0 in 1 9 3 7 * but unemployment increased in 1938 to 10,390,000.
(Table XLV, p. 287). TABLE XLV
The Number Employed and the Number Unemployed in the United States from 1900 to 194-9 Year
Employed
Unemployed
1900a 1901 1902 1903 1904 1905 1906 1907 1908 1909 1910 1911 1912 1913 1914 1915 1916 1917 1918 1919 1920 1921 1922 1923 1924 1925 1926 1927 1928 19 2 9 b 1930 1931 1932
29 29 30 31 32 33 34 35 36 37 38 38 39 39 37 40 40 40 41 41 41 42 42 43 44 45 45 46 47
025 959 905 842 605 653 647 631 580 454 x33 668 089 500 789 O83 314 752 088 159 897 445 966 760 549 009 962 939 914
000 000 000 000 000 000 000 000 000 000 000 000 000 000 000 000 000 000 000 000 000 000 000 000 000 000 000 000 000
1 647 000 1 721 000 500 000 1 523 000 1 430 000 621 000 -143 000 c 756 000 2 296 000 719 000 553 000 l 571 000 920 000 1 018 000 2 214 000 2 355 000 187 000 -1 933 0 0 0 c -3 099 000° -8 7 0 0 00c 558 000 4 754 000 2 917 000 749 000 2 034 000 813 000 464 000 1 620 000 1 857 000
49 50 50 51
440 080 680 250
000 000 000 000
1 4 8 12
550 340 020 060
000 000 000 000
______________________ (Continuedonnextpage) a. Ten years old and over b. 14 years and over, inc.Armed Forces Sources Economic Alman ac, 1949» PP. 404-414, c. Negative
-
2 8 8
-
TABLE XLV (Continued) The Number Employed and the Number Unemployed in the United
States from 1900 to 1949 Year
Employed
19 33 1934 1935 1936 1937 1938 1939 1940 1941 1942 1943 1944 1945 1946 1947 1948
51 52 53 53 54 54
55 56 57 60 64 66 65 60 61 61
840 490 140 740 320 950 600 180 53° 380 560 040 290 970 760 615
000 000 000 000 000 000 000 000 000 000 000 000 000 000 000 000
Unemployed 12 11 10 9 7 10 9 8
5
2 1 1 2 2 2
830 340 610 030 770 390 480 120 560 660 070 670 040 270 140 639
000 000 000 000 000 000 000 000 000 000 000 000 000 000 000 000
Note that it decreased sharply after 1940, until in 1944 there were only 670,000 unemployed in the United States.
After the war unemployment increased slightly, to
1,040,000 in 1945 and to 2,270,000 in 1946.
About the same
number raiained unemployed in 1947 and 1948, but an increase was noted in 1949, when in July 1949, there were 4,095,000 listed as unemployed.1 Unemployment in New York State In New York State the unemployment can be traced from the bulletins issued by the Department of Labor, although
Figures taken from the Economic Almanac, 1949, p. 414.
- 289 -
there was little concern with unemployment in the census reports taken every ten years, before 1930,
There is no
actual count for the early years of this century, but in a group of representative trade unions there were 20.9 per cent idle in 1902. cent in 1904.
The number of idle increased to 25*8 per
It decreased for two years but increased to
3 6 .9 per cent in 1908.
There were fewer idle during the
next four years, but in 1913 there were 38*2 per cent idle. (Table XLVI, p. 2 8 9 ) . 1 TABLE XLVI Percentage of Idle Wage Earners in Representative Trade Unions in New York State at the end of January from 1902 to 1913 Year
Per cent
Year
Per cent
1902
20.9
1908
36.9
1903
2 0 .5
1909
29.3
1904
2 5 .8
1910
24.5
1905
22.5
1911
26.7
1906
15.0
1912
2 5 .8
1907
2 1 .5
1913
3 8 .2
There is additional evidence of the unemployment trend shown by the following statements from the same bulletin. The tendency toward a depression that was developing during the year previous 1.
State of New York, Dept, of Labor, Bulletin No. 59, P* 4.
- 290 to June* 1914-> was made acute by the out break of the war in Europe# The demorali zation of the export trade* that followed immediately* added to the slowing up of domestic business* produced a severe de pression and wide-spread unemployment in the industries of New York State during the year 1914-1915.•#• Chiefly as the result of foreign de mand a definite improvement appeared by the middle of 1915 in the metal industries* in the leather products industries* and in the chemical industries. The year 1916 was one of general prosperity for the manu facturing industries.... The highest point of factory employment prior to the parti cipation of the United States in the war* was reached in March* 1917... • The declaration of war by the United States temporarily unsettled business in the spring and summer of 1917# This, to gether with the completion of European war orders by some factories resulted in a re cession of manufacturing activity for a few months. During the latter part of 1917* the reorganization of industry for the con duct of the war resulted in a renewal of industrial activity. The priority given to industries engaged in the production of munitions or army and navy supplies in se curing labor, fuel and raw materials, and other governmental restrictions placed on 'non-essential* industries resulted in a further expansion of some of the war in dustries, and the maintenance of a high le vel of operations in others* while the in dustries that were not considered directly or indirectly necessary to the conduct of the war were curtailed* rather severely in some cases,... The peak of factory employment during ^ the war years was reached in July* 1918.... At the close of the war, some of the industries that had been curtailed during the war showed a rapid expan sion* but there was a general slackening of industrial acti vity.2 ! • Ibid.t pp« 5-7. 2. Loc. cit.
291 In July* 1919 > a general improvement was apparent.... The decline in factory employment started in April* 1920*... A temporary low point was reached in January, 1921.... The result was that factory employ ment was at the lowest level during the entire seven years (1914 - 1921), in June 1921.... Building work was at a low level in the winter of 1914-1915*••• The entrance of the United States into the war resulted in a suspension of building work in 1917* and a steady de cline proceeded until the end of the war... Immediately after the close of the war a revival of construction work, chief ly for business purposes* was reported.... In the spring of 1921, a drop in the prices of building materials resulted in a substantial increase in the amount of building work....l This gives a general description of unemployment in New York State for the first few years after World War I. The following quotation from Bulletin No. 143* issued in June* 1926 gives some information for the years 1923 and 1924: The estimate for the whole State gave at least 200,000 factory workers out of employment in July 1924 who had been employed in July 1 9 2 3 .2 Employment conditions were fairly stable from the beginning of 1926 to the summer of 1 9 2 8 ..,. The entire period of the middle and late 1 9 2 0 's was one of unusual stability and prosperity in New York State and in the country as a whole.... With the bursting of the stock mar ket bubble in the; fall of 1929> the Great Depression began...• 1Z 2.
State of New York, Dept, of Labor* Bulletin No. 59> P# 8, State of New York* Department of Labor Bulletin No. 143» June, 1926* p. 13*
-
292
-
The factory employment index tumbled steadily, except for short seasonal rises, from the end of 1929 to the middle of 1932, It dropped from 100.4 in October 1929 to 52.4 in July 1932. This indicates that nearly half of the factory workers of the State lost their Jobs during that period. • • . 1 A slow but steady rise in factory em ployment in New York State occurred from the middle of 1933 until the middle of 1937....
In the middle of 1937, a recession set in that lasted about a year.... From the middle of 1938 to the end of 1 9 3 9 > the trend was generally upward in most industries.... Another war had broken out in Europe and this time the immediate effect was op posite to that in 1914.... The industries that cater to the con struction industry were among those hardest hit in the depression and have not fully recovered yet, . , . 2 According to the census reports, there were 428,015 unemployed in New York State in 1930.
There were 972,522 un
employed in 1937 and 816,416 in 1940.3 A year by year record was not kept by states, but a comparison has been made by taking 1 9 2 5 to 1 9 2 7 as a base. If the employment situation in those years is taken as one hundred, in New York State in 1914 factory employment was 9 6 .1. In 1918 it had increased to 124.6. 93.8.
(Table XLVII, p. 293).
In 1921 it was down to
Note that it had reached 102.1
in 1926 and that it dropped to 56.1 in 1932. 1. 2. 3.
It had risen to
State of New York, Department of Labor Bulletin No. 206, Trend of Employment in New York State Factories from 1914 to 1939, pp. 15-16. Ibid.,, p. 17. U. S. Bureau of the Census.
- 293 84.0 by the time of the outbreak of world War II in Europe. TABLE XLV 11 Turning Points in the Business Cycles of New York State Factory Employment from 1914 to 1939 (Average 1925 - 1927 = 100) Per cent
Year 1914 1918 1919 1920 1921 1923 1924
96.1 124.6 115.7 122.7 93.8 111.9 99.7
Year
Per ce:
1926 1928 1929 1932 1937 1938 1939
102.1 93.4 98.0 56.1 88.4 77.0 84.0
There was very little unemployment during World War II* but in 194-6 at the peak of reconversion there were 455,850 registered claimants for unemployment insurance and veterans* readjustment allowances in New York State.^
These
claims do not present a total picture of the unemployment situation but they offer a comparison.
In 1939 there were
210,736 claims for unemployment insurance. veterans claims until late in 194-4.
In 1943 and 1944 there
were very few claims, 3 6 ,9 8 8 and 2 3 ,424. 2 94 ) . 2
There were no
(Table XLVIII, p.
Note that there were 112,832 claims in 1945 and sin
increase in 1946, as stated above.
There was a decrease
during the next two years, but there were 483,793 in 1949*
TZ 2.
From the files Insurance of New York State Unemployment
of the Department of Public Unemployment the New York State Department. Department of Labor, Department of Public Insurance.
- 294 TABLE XLVIII Registered Claims for Unemployment Insurance and Veterans' Readjustment Allowances in New York State from 1939 to 1949 Year
Number
Year
Number
1939a
2 1 0 736
1940 1941 1942 1943 1944
250 171 143 36 23
1945 1946 1947 1948 1949°
455 850 369 717
711 466 157 988
112 832 325 008
483 793
424
a. Average for the year b. Average for nine months
However» the Department of Public Unemployment Insurance of the New York State Department of Labor estimated that there were 650,000 unemployed in New York State in June, 1 9 4 9 .1
The Expansion of Facilities in Relation to Unemployment The first indication of the expansion of facilities being related to the unemployment situation was found in 1 9 2 1 . Diagram 20 on page 286 shows that this was the first unemploy ment peak during this century.
It was considered severe at
the time because the crisis of 1929 had not occurred.
The
index for New York State » in factory employment» was down to 93.8 having been 122.7 the year before.
Tl
During 1921 there
Files of the New York State Department of Public Unem ployment Insurance.
- 295 was an appropriation of $957 *673.75 for a new building for Cortland Normal School."*- This building was completed and occupied in 1923.
It was placed on a thirty acre site* a
site large enough for the development of athletic fields* one of which was developed by the W.P.A. * during the next depression as shown by the following quotation: In December* 1941* began the W.P.A. project designed to improve the athletic field* and to give an additional field for girls to the west of the old field. The completion of this project has made possible easier scheduling of classes and a more far-reaching sports program. 2 There is no claim that there were not other related factors* for the building had burned at Cortland Normal School in 1919. The next depression referred to above was the 'Great Depression* which followed the stock market crash in October* 1929.
At the peak of this depression there were 12,830*000
unemployed in the United States,
One attempt to put men to
work was the Works Projects Administration.
Another was the
Public Works Administration* called the P.W.A, With over a' \
million dollars, appropriated in 1938 and 1 9 3 9 * forty-five per cent of which were Federal Funds* the State Teachers Col lege at Brockport was completely rebuilt. 1* 2.
This new building
From the files of the Department of Public Works, Division of. Architecture* Albany, N. Y. Bessie L. Parks* A Survey of Health and Physical Education at Cortland State Teachers College* p. 33 .
contains a gymnasium 75' x 100'» another 35* x 6 0 ', a swim ming pool 25* x
75'* and two bowling alleys. The building
was completed in 1941.
There is a 100 acre tract available
for the development of the athletic fields* which were in greater demand after 1944 when Brockport State Teachers Col lege began training specialists in Health and Physical Edu cation. At Fredonia State Teachers College, one building costing $3 0 5 *1 1 8 ,6 8 was built on the new location of the cam pus during the depression.
The athletic field was prepared*
but the W.P.A. project for the building of ten tennis courts was stopped before completion.
The sub-surface, the drains*
the fences, and the posts were erected* but the sruface was never put on.
The new site contains sixty acres.
chased during the depression.
It was pur
The 150 acre camp was also pur
chased during the depression as shown by the following quota tion:
At Fredonia the camp idea first caught on in 1936. Three years later the ideal spot for a college camp was located and purchased.1 Two new buildings costing $365*070.86 and $423*242.75 were built at the State Teachers College at Geneseo during the depression.2
XI 2.
Money for the first was appropriated in 1930 and
The College Camp, p. 3 . Fredonia State Teachers College. From the files ot the Department of Public Works * Albany, New York.
- 297 the money for the second was appropriated in 1936. second building contained a gymnasium.
The
It is used by the
practice school but it is a part of the total picture.
Unem
ployment in 1930 was 4*340,000 and in 1936 it was 9,030,000. A new practice school costing $369*125.95 was built at the State Teachers College at Oneonta.^ ing contained a gymnasium 45' x 80*.
This build
Money was appropriated
for this building in 1 9 3 1 » when unemployment was 8 ,0 2 0 ,0 0 0 in the United States, The expansion of other facilities added to the growth of the college as a whole and this in turn influenced the growth of physical education.
The State Teachers College
at Oswego received an appropriation of $285*731*00 on February 19 * 1931* for an Industrial Teacher Training Building. The cornerstone of the present Industrial Arts Building was laid by Governor Franklin D. Roosevelt on August 28, 1930 and the9building was first occupied in 1932 . At the State Teachers College at Plattsburgh, $1,022,876.33 were appropriated on September 3 , 1930* to re build the entire school which had been destroyed by fire in 1929.
This new building was completed in 1932, at which time
there were between eight and twelve million unemployed in the United States. This building contains a gymnasium 50* x 90*
1. 2.
Loc. clt. Oswego State Teachers College Bulletin, 1949, P* 17*
- 298 and another 361 x 50*. At the State Teachers College at Potsdam, an ap propriation was received on June 16, 1930 for $3 8 6 ,4 7 1 .8 8 for a new practice school.
This building also contained a
gymnasium. The State Teachers College at New Paltz received two appropriations for buildings during the depression.
The
first was on February 22, 1930 and the second on November 11, 1931*
The total for the two was $530,287.11*
The building
contains a gymnasium, but it was not ready for use until 1937. Enrollments in Relation to the Depression When unemployment was high in New York State and in the country as a whole, enrollments in the State Teachers Colleges at Albany, Brockport, Oswego, and Plattsburgh showed an increase*
At Albany the enrollment was 1,276 in 1929 and
it increased to 1,379 in 1938.
At Brockport the enrollment
was 322 in 1929 and it increased to 344 in 1939. the increase was from 493 in 1929 to 580 in 1931*
At Oswego At Platts
burgh the enrollment was 303 in 1929 and it increased to 353 in 1939. The State Teachers Colleges at Buffalo, Geneseo, New Paltz, and Potsdam showed an increase in the enrollments for one year or more during the depression*
At Buffalo the
increase was from 1,149 in 1929 to 1,169 in 1931*
The
- 299 enrollment at Geneseo was 655 in 1929 and it increased one year to 723* in 1935. At New Paltz an enrollment of 68l in 1929 increased during one of the worst years of the depres
sion to 719» in 1932. At Potsdam the enrollment increased from 636 in 1 9 2 9 to 680 in 1 9 3 2 . Total enrollments, however, showed a decline of approximately two thousand students during the period from 1929 to 1939.
From 8 ,2 5 6 in 1929, the enrollments in all
the State Teachers Colleges of New York dropped to 6,152 in 1939.
(Table XVI, p. 114). Each of the State Teachers Colleges of New York
showed an increase in the enrollments in 1921, at the time of the recession after the first world war.
(Table XV,
p. 113). Annual Appropriations During the Depression Appropriations to each of the State Teachers Col leges in New York except at the Potsdam State Teachers Col lege continued to increase practically every year throughout the depression*
(Table XVII, p* 120)*
The State Teachers
College at Albany received $237,999*88 in 1929 and received over four hundred thousand dollars each year after 1935*
The
Brockport State Teachers College received $99,845*00 in 1929 and counting the building fund, received over seven hundred thousand dollars each year in 1938 and 1939.
The State
Teachers College at Buffalo received $260,014.51 in 1929
- 300 and $3 2 5 >514.88 in 1 9 3 9 * and each year thereafter until the war the appropriation was over three hundred thousand dollars*
The Cortland State Teachers College appropria
tions increased from $201,150.00 in 1929 to $253*532*43 in 1936 and never went back to the 1929 figure again.
The
Fredonia State Teachers College appropriations increased from $149*282.49 in 1929 to $197*111.42 in 1936 and for the next three years received over five hundred thousand dollars* but this included the building funds.
At Geneseo the appro
priations went from $2 3 7 >52 9 .2 3 in 1929 to $2 9 9 ,2 8 7 ,1 8 in 1933.
The $656*842.43 appropriation in 1931 included a build
ing fund of more than four hundred thousand dollars.
The an
nual appropriations at New Paltz State Teachers College in creased from $1 5 ^*3 8 7 .6 8 in 1929 to $201,143.05 in 1939* hav ing been as high as two hundred and five thousand dollars in 1936.
At Oneonta the appropriations increased from $1 6 3 ,8 5 8 .9 7
in 1929 to $1 8 9 ,5 2 6 .6 6 in 1 9 3 9 * having been as high as $199*565.79 in 1936.
At Oswego the appropriations increased
from $161,550.49 in 1929 to $1 8 3 ,6 3 4 .2 1 in 1939* but reached $260*941.14 in 1936.
At Plattsburgh the increase was from
$109,200.00 in 1929 to $135*310.46 in 1939.
The Potsdam state
Teachers College appropriations dropped from $230*200.00 in 1929 to $2 1 3 ,8 8 3 .4 5 in 1 9 3 9 * but had received a $717*180.00
grant in 1931, which included the building funds. The total appropriations for all the State Teachers Colleges of New York increased from $1,904,158.06 in 1929 to
- 301 -
$3,097,222.37 in 1939*
The appropriations for 194-0 were over
three million dollars also. The Increase of Faculty for Physical Education During the Years of High Unemployment The fact that there was no loss in the number of faculty members for physical education in the State Teachers Colleges
of New York during the depression came as a surprise*,
The records show that there was
actually an increasein the
number, from 37 in 1929 to 42 in 1939,
By 1943 there were 45
members of the Health and Physical Education faculty in the eleven State Teachers Colleges.
(Table XIX, p. 128).
During the depression the State Teachers College at Albany increased the number of faculty members in the Depart ment of Health and Physical Education from three to six* count ing two M.D.'s.
Cortland State Teachers College increased the
Health and Physical Education faculty from nine to ten.
New
Paltz added one member in 1933» making the total, four.
The
Plattsburgh State Teachers College added one new member to the Health and Physical Education faculty in 1935*
Potsdam
State Teachers College also added one new member, a teaching fellow, in 1935 &hd continued this new position for five years. The Postwar Public Works Planning Commission The Postwar Public Works Planning Commission was set up by the Legislature on the recommendation of the Joint Legis lative Commission on Labor and Industry.
-
302
-
The Planning Commission was organized in 194-3» and the present Commission members were designated at that time. The Commission ascertains what facilities are required* how these re quirements can best be met* and the means by which these facilities can most economically be constructed,... In making its plans* the Commission keeps three goals in view; The first is to construct the necessary facilities at the lowest possible cost. The second is to gain the greatest possible economic benefit to the State. The third is to avoid interference with private construc tion.1 A complete list of the educational projects for the State Teachers College with the buildings for Health and Physical Education underscored* follows: NEW YORK STATE'S POSTWAR EDUCATIONAL PROJECTS STATE TEACHERS COLLEGES2 1.
State College for Teachers at Albany; Gymnasium* addition to Draper Hall, addition to library* alterations to ad ministration building; new heating plant; repairs and improvements and service con nections.
2.
State College for Teachers at Buffalo: Library; industrial arts building; gen eral science unit; alterations to voca tional school.
3.
State Teachers College at Cortland; Health and physical education building: heating plant; library; president's residence.
4.
State Teachers College at Fredonia:
Your New York State Tomorrow* 1946* pp. 6-7.
20 231.» P.~TE7
- 303 Administration, classroom and library building; auditorium and gymnasium; campus school; heating plant; presi dent's residence... 5*
State Teachers College at Geneseo: Library, music, classroom, and audi torium building; physical education building; heating plant.
6.
State Teachers College at New Paltz: Health and physical education building; library; president's residence.
7.
State Teachers College at Oneonta: Administration and library building; auditorium, gymnasium and health building; home economics building; heating plant.
8.
State Teachers College at Oswego; Physical education and health build ing, including heating plant; practice school; addition to industrial building.
9.
State Teachers College at Plattsburgh: Home economics building.
10.
State Teachers College at Potsdam: Health and physical education building; heating plant; music building; audi torium, library; administration and classroom building; president's resi dence. .••
Some of these buildings have already been started. New dormitories are under construction at the State Teachers Colleges at Cortland, Plattsburgh, and Potsdam.
The money has
been appropriated and the plans approved for other dormitories to be constructed in 1950. There was an accumulation of savings to aid postwar construction amounting to $517*000,000, in 194-6. p. 304).1 m
Ibid., p. 9.
(Chart 9»
- 304 -
Ch8rt 9
ACCUMULATED SAVINGS TO AID POSTWAR CONSTRUCTION MILLIONS OF DOLLARS
STATE SAVINGS SINCE 1943 AMOU N T TO $ 517,000,000
500 (A )
( 5 ) HIGHWAYS $145,000,000
ij—■
%
a»
( £ ) PARKWAYS, GRADE CROSSINGS $109,000,000
'iiu
■U----- Lilli IIU___ Lilli
Y V w ZZ!3 l3
50
1
IRli
II \
._____ m p i ____d i iu // ~ 7 i a --------A l i u i i , 11111— n S # llu i, . UU
NEW
departmental pro g ra m , HOSPITALS, SCHOOLS, ETC. $134,000,000
iiu_ 'iiu
(D ) VETERANS EMERGENCY HOUSING $35,000,000
IIU___l il l l
( D TAX STAIILIZATION RESERVES $50,000,000
IIU___ Lilll -----/ / -----UU___ d i ll
\ \ IIU Uli Uli
.IIU .1111 .IIU
0
OTHER PROJECTS AND FUND IALANCE $44,000,000
ilk
YORK STATE
Note that this fund was started in 194-3 and that part of it is listed for schools. This building program is just a part of a bigger program for the entire State.
The New York State Postwar
Public Works Program calls for the expenditure of $1,362,000,000.
(Chart 10, p. 305).1
Note that $200,000,000
is listed for State Departmental Construction.
X;
Your New York State Tomorrow, Albany, N. Y.» p. 9. ^Department of Public Works.)
- 305 -
Chert 10
STATE DEPARTMENTAL CONSTRUCTION*
$200,000,000
HIGHWAYS, PARKWAYS, THROUGHWAYS
761.000.000
GRADE CROSSING ELIMINATIONS
80.000.000
CANAL IMPROVEMENTS
14.000.000
VETERANS EMERGENCY HOUSING
35.000.000
PERMANENT LOW-RENT HOUSING
272,000,000
TOTAL
$1,362,000,000
The following quotation from the State Commission for Postwar Public Works Planning shows a relationship of the expansion of facilities to unemployment: The work of the Commission means not only improved State facilities but assur ance of public works employment in case of a business recession after conversion. For example > 100 million dollars spent on State projects will employ 20>000 men on the spot for one whole year and 30*000 additional people in supplying industries for the same period* The program includes small projects which can be started rapidly and give maximum employment quickly> as well as larger operations. All construc tion work will be done by private contrac tors selected on the basis of competitive
306
bidding.^ This additional quotation shows a further rela tionship of the plans of the Postwar Planning Commission to unemployment: The Commission therefore gears its plans to conditions and lays out programs which do not have to be started while prices are high, materials scarce* and private demands great* No part of the Commission^ program will be put into ef fect if it conflicts in any way with pri vate construction* especially veterans housing* As a result the State will con serve its funds until it can get what it needs at stabilized prices.2 In 1930 and 1931* immediately after the stock market crash of 1929, approximately thirty-five million dollars were expended for State construction*
(Chart 11, p. 307)3
Note
that there was a peak in expenditures for these two years. These amounts seem trifling today when compared with the larger amounts spent during the war, but they appear to be an effort to combat unemployment.
Yora* New York State Tomorrow* 1946, pp. 7-8.
2. Sources ibid., p.TT" Your p. 8.
New York State Tomorrow, Albany, N. Y.
- 307 -
Chert 1 1
I I H ■m n nmn
1925 ' 26
'27
28
' 29
’30
'31
'32
' 33
'34
'35
' 36
' 37
'38
' 39
'40
’41
' 42
43
' 4 4 1945
CHAPTER IX SUMMARY AND CONCLUSIONS \
This study indicates certain trends in physical education and in teacher education in the State Teachers Colleges of New York and suggests certain paths for the development of the program of physical education in these colleges. The growth of the State Teachers Colleges has more than likely influenced the growth of physical education, in stead of physical education effecting the growth of the col lege, with the possible exception of the Cortland State Teach ers College which has been training specialists in Health and Physical Education since 1923.
The State Teachers College at
Brockport has been training specialists in Health and Physical Education since 1945» but there appears to be less evidence that the special curriculum has influenced the growth of this college, as there are only 348 students in the special curri culum with an enrollment of more than one thousand. Since 1900* all except one of the State Teachers Colleges of New York have been completely rebuilt. cept three have new and larger campuses.
All ex
Two of these have
plans for a new campus in the postwar building program.
In
1900, the normal schools were generally one building schools and the practice school was often housed In this building.
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Today, the quadrangle of buildings at the State Teachers College at Buffalo and the seven buildings, not counting the two dormitories, at the State Teachers College at Albany are considered to be inadequate# The Steady Growth of the State Teachers Colleges
of New York Since 1900 The State Teachers Colleges of New York have grown steadily since 1900 in spite of two World Wars, a major de pression, and the total destruction of three of them by fire. The State Normal Schools at Fredonia, Cortland, and Plattsburgh burned in 1900, 1919, and 1929» respectively* Increased Enrollments Enrollments have increased at all of the State Teachers Colleges of New York since 1900 except at Geneseo. The increases range from 421, in 1900, to 1,819 in 1948 at the State Teachers College at Buffalo to an increase of only twelve, from 474, in 1900, to 486 in 1948 at Oheonta.
As
stated above, there was a slight decrease in the enrollment at the State Teachers College at Geneseo.
The total enroll
ments in 1900 were less than half what they are today. eighty per cent of the students were women.
Over
Today, the fe
male enrollment is 59,15 per cent and the male enrollment is 4 5 .8 5 per cent.
In 1900 the highest enrollment was 617.
This was at Geneseo.
Today, there are five of the colleges
with an enrollment above one thousand as follows;
Albany,
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1,416;
Brockport, 1,011;
Buffalo, 1,819;
Cortland, 1,159;
and Oswego, 1,371*
Increase in the Budgets The budgets of the State Teachers Colleges of New York in 1900 were small compared to what they are today. All of the budgets were below fifty thousand dollars ex cept one, which was $51,399.54 at Geneseo. budget was $22,835*31 at New Paltz. between these two as follows: port, $34,895*44; Fredonia, $31,511*16;
The other budgets ranged
Albany,
Buffalo, $24,000.00;
$27,000.00;
Oneonta,
The smallest
$41,284.38;
Brock
Cortland, $29,812.00;
$31,650.00;
Oswego,
Plattsburgh, $24,116.93; and Potsdam, $29,272.15*
In 1948, the highest budget was $781,267*85 at Al bany.
The budget at Buffalo was almost as high.
It was
$755,406.52. The lowest budget in 1948 was $336,880.00 at Plattsburgh.
Nine of the budgets were above four hundred
thousand dollars.
Expansion of Facilities and Equipment for Physical Education In 1900, all of the State Teachers Colleges of New York had a gymnasium.
Three or four of the colleges are still
using the gymnasia which were built in the first decade of the century.
They were described as magnificent and completely
adequate in that time.
Today ,, six of the colleges have two
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gymnasia and all except the ones mentioned above are new; that is, they were built in the last half of the period of this study.
The gymnasium at Brockport was built in 1941.
There is a new swimming pool also0
The new gymnasium and
swimming pool at Buffalo were built in 1928.
The new build
ing housing two gymnasia at Plattsburgh was built in 1930. There are temporary gymnasia at Cortland and Oswego. The greatest expansion of facilities for physical education did not occur in the indoor facilities.
It is in
the outdoor facilities, including athletic fields, camps, and playgrounds.
There is an athletic field at Brockport, Fre
donia, Buffalo, Oswego, Potsdam, and two at Cortland.
There
is a small area used for athletics at Albany and at Platts burgh.
There are playgrounds at Geneseo, Oswego, Cortland,
New Paltz, and at Plattsburgh.
These playgrounds are pri
marily for the practice school pupils. There are large plots of land, from nine to one hundred acres, being developed into athletic areas at Brock port, Potsdam, Fredonia, and Buffalo.
A twenty acre field
has been secured for the development of a third field at Cortland. There are several camps.
The one at Fredonia is
only ten miles from the campus and contains 150 acres.
The
camp owned by Cortland State Teachers College is 150 miles away from the campus, on Racquette Lake.
Brockport has the
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use of a camp.
Both Potsdam and Plattsburgh have camps.
The facilities for physical education need to be expanded still further and will probably continue to need expansion until the increased birth rate during the war and after is no longer felt on the college level.
There are
factors working together which will place a still greater demand on the facilities of the State Teachers Colleges.
The
schools below the college level need additional teachers now. The enrollments in higher education institutions, both public and private, have increased almost one hundred per cent every twenty years.
The temporary buildings, particularly at Oswego
and Cortland, will need to be replaced.
The needs for further
developments in the physical education facilities of the State Teachers Colleges of New York are similar to the needs in practically every other field of education and they are es pecially similar to the needs for higher education, both pub lic and private, in the State of New York. There is room for expansion at every one of the State Teachers Colleges except at Albany. Changes in the Physical Education Activities The changes in the physical education activities are in harmony with the changes in facilities and equipment. activities in 1900 were chiefly exercise and marching.
The A few
years later dancing was introduced into the curriculum, either folk dancing, or aesthetic dancing.
The different systems of
- 313 -
exercise were stressed.
There was a great emphasis on the
military type of activities during the second decade of the century.
There were varsity teams in basketball, football,
and baseball at three or four of the colleges which at that time had high schools in connection with the normal school. Today the activity list is quite different. are such activities as:
There
skiing, camping, ice-skating, bi
cycling, softball, touch-football, archery, hiking, tennis, golf, soccer, badminton, basketball, volleyball, boxing, wrestling,' swimming, field hockey, ping pong, deck tennis, social dancing, square dancing, tap dancing, riding, bowling, picnicking, and outings. The program has shifted from a semi-formal indoor program to both an indoor program and an outdoor program. Increase in the Number of Faculty for Physical Education In 1900, there were approximately eleven members of the faculty for physical education in all of the State Teachers Colleges of New York.
They were then called State
Normal Schools. In 1948, there w©re eighty-two members of the fa culty for Health and Physical Education.
Twenty-two of these
were at the Cortland State Teachers College and fifteen were at Brockport.
- 314- -
There was an increase from eleven or twelve in 1900 to sixteen in 1 9 1 6 , to thirty in 1 9 2 1 , to thirty-seven
in 1 9 2 9 1 to forty-one in 1 9 3 3 > to forty-two in 1 9 3 9 * to fortyfive in 194-3* and to eighty-two in 1 9 4 8 . A Better Trained Faculty for Physical Education Today The physical education faculty in 1900 was trained in gymnastics or in systems of exercise.
The Swedish System,
the German, the Emerson, or the Delsarte Systems were taught. Today, the training is more general.
A record of
the degrees held by the faculty for physical education in 1948 showed that there were graduates from twenty-two col leges.
There were five Ph.D. degrees, three Ed.D. degrees,
twenty-eight M.A. degrees, nineteen A.M. degrees (which are practically the same as the M.A.), nine M.Ed. degrees, two M.P.E. degrees, two M.D. degrees, and six B.S. and B.A. de grees held by the eighty-two members of the faculty for phy sical education. The Acceptance of a Greater Responsibility to the Community The literature near the beginning of the century urged that the members of the faculty of the colleges take advantage of the facilities in the community to enrich the program.
- 315 -
The literature today and the records of members of the faculty show that the colleges are serving the com munities.
There is a Coordinator of Community Service on
the faculty of each college.
His title may be somewhat dif
ferent from the above, such as:
Coordinator of Field Rela
tions, Coordinator of Field Services, or Coordinator of Offcampus Activities, but his duties are the same. Records are kept of the services rendered and the number served. The activities are varied. The Philosophy of Physical Education in Harmony with the Philosophy of Education in General The philosophy of physical education today as de veloped by such men as T. D. Wood, Clark W, Hetherington, Jay B. Nash, and Jesse F. Williams is in close harmony with the philosophy of general education as developed by John Dewey, Horace Mann, Henry Barnard, and others. There was, in some respects, no philosophy of phy sical education in 1900.
There were systems of exercise.
The
educational philosophy has undergone a change during this cen tury also.
Regimentation, drill, and memorizing were charac
teristics of both the educational programs and the physical training exercises.
Formal discipline and authority are two
words which describe the activities at the beginning of the century.
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The Growth of Physical Education Interrelated with Legislative Enactments for Physical Training The Welsh-Slater Bill for Physical Training, which was passed in 1 9 1 6 , provided for the instruction of sill school pupils, both public and private, in physical training. When the law was passed there were not enough teachers avail able to make the compliance possible.
The Military Training
Commission first had the responsibility of developing the program and later this responsibility was shifted to the State Education Department. The growth in the number of teachers of physical education in the State of New York can be traced back to the passage of this law.
There were 366 physical education teach
ers in 1916, and approximately 585 in 192 3*
It was at this
time that the Cortland State Normal School began to train special teachers in Health and Physical Education.
There
were 1 ,0 7 5 physical education teachers in 1 9 2 9 > and ten years later there were 1,772.
The legislative requirements were
changed two or three times with reference to the employment of special teachers of health and physical education; that is* small schools and the smaller districts were exempted, but the number of physical education teachers continued to increase.
There were 2,196 in 194-8. The Commissioners Regulations and the Rules of
the Board of Regents carry the force of law in New York State.
- 317 -
These Regulations and Rules have been influential in deter mining the program of health and physical education. World War I and World War II Related to both Legislation and the Growth of Physical Education The passage of the first law for physical training in New York State was probably due to patriotic enthusiasm and military unpreparedness.
During World War I or soon after,
thirty-six states in the United States passed some form of le gislation for physical education. The Draft Statistics for World War I showing the number of rejections for physical defects spurred the growth of physical education and the passage of favorable legislation. The emphasis in the program of activities after World War I was military.
In the public schools of some cities the drill
regulations were followed. World War II increased the demand for a physical education program which would be adequate for the needs of youth today, but the efforts for legislation produced only temporary Councils and Commissions.
The Draft Statistics for
World War II showed that mental diseases were at the head of the list of causes for rejection. Growth of Physical Education Related to Changing Number and Type of Population In the early history of this country the home was
- 318 -
chief influence in the development of the child.
Each
child was kept busy around the house or in the fields. There was very little time to play.
The climate was hos
tile and the environment was hostile* so there was a fear of play. Today* our industrialized society does not need the labor of children.
The urbanization of our society has
created greater needs for vigorous activities in the form of play#
The schools are called upon to supply this need.
Phy
sical education activities are employed more and more by the school. Since 1900, the population of the country has in creased from approximately seventy-six million to almost 150,000,000.
In New York State the population has increased
from 7,268,894 in 1900 to 14,140,000 in 1947.
The greatest
change has occurred in the.urban population.
In 1900, there
were almost two million of the seven million living in rural areas.
Today the rural population is approximately 2,3 1 3 ,£49
This indicates a greater need for physical activities in the form of games and sports. The Growth of Recreation and Physical Education in the Country as a Whole Just as the population has continued to grow and people have moved to the cities, recreation and physical education in the country as a whole have continued to grow.
- 319 This has created a need for broader and better professional training of physical education teachers.
Organizations like
the Young Men*s Christian Association, the National Recrea tion Association, the Boy Scouts of America, and others have fostered the development of recreation and physical educa tion In the country as a whole. Demand for Teachers and Recreation Leaders The increased enrollments in the public schools, the growth of recreation and physical education and the in creased urbanization and industrialization of the society of the United States has created great demands for teachers and recreation leaders.
The demand for physical education teach
ers was at first supplied by the graduates from private nor mal schools.
Soon after the passage of legislation for phy
sical education the demand could not be supplied from this source.
Special schools were established.
There was one
such school in the eleven State Teachers Colleges In 1923* There are two today. The demands of the schools alone would have created a need sufficient for the establishment of a special training program for the preparation of physical education teachers* Some of the schools ran summer school courses for this pur pose.
In New York State alone, the enrollment in public
schools increased from 1,781,986 in 1920 to 2,254,44-3 in 1940. During this same twenty year span, the number of teachers in creased from 54-, 165 to 80,553*
The number of physical
education teachers increased from 52 5 to 1,824 in New York State outside New York City.
Unemployment and the Expenditures for Public Works Many of the new buildings which contain the indoor facilities for physical education were built dhring the last depression.
Ten major buildings were built at the State
Teachers Colleges of New York.
Over three million dollars
were appropriated for new buildings during the decade from 1929 to 1939. One of the buildings which contains a gymnasium, a swimming pool and bowling alleys was built with approxi mately one half of the cost, which was over a million dollars, paid by Federal funds.
One athletic field was improved and
another built by the W.P.A. at the Cortland State Teachers College.
At Fredonia the W.P.A. started an athletic field,
part of which is as yet not completed. The expenditures for Public Works were higher dur ing the first two years of the depression and the policy of the Postwar Public Works Planning Commission is to build when materials and labor in no way compete with private building, and at times when the most can be secured for the money ap propriated. Other Factors After the growth of physical education in the State
-
321
-
Teachers Colleges of New York has been established since 1900 and a relationship indicated to certain socio-economic factors, there are still other influences such as climate, religion, personal enthusiasm, the foresight of one man in choosing the location, the generosity of another in donating the land for an athletic field, and other factors which have undoubtedly influenced the changes which have occurred in the last fifty years. Many of the changes have their roots in the last century#
To trace them all would be impossible.
Neverthe
less, the program of physical education in the State Teachers Colleges of New York has undergone a change, from a semiformal indoor program to an outdoor program, from a varsity sports program for a few to an intramural program for many, during this half century.
- 322 -
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328 White House Conference on Child Health and Protection. The School Health Program. Report of the Committee on the School Child, T. D. Wood, Chairman. New York: Century Company, 1932. Williams, Jesse Feiring, The Principles of Physical Education. Philadelphia: W. B. Saunders Company,~l927. P* xxv, 449, and 1948. P. xi, 377. Williams, Jesse Feiring and HUghes, William Leonard, Athletics in Education. Philadelphia and London: W. B. Saunders Company, 1937* P. 458. Williams, Jesse Feiring and Brownell, Clifford Lee, The Admin istration of Health and Physical Education. Philadelphia and London: W. B. Saunders Company, 1937* P. 598. Williams, Jesse Feiring, Physical Education Today, issued under the auspices of the American Physical Education Association. J. F. Williams, President, 1930. Wilson, Howard E . , Education for Citizenship. New York and London: The McGraw-Hill Book Company, Inc., 1938. The Regents' Inquiry. P. xii, 272. Winslow, C. E. A., The School Health Program. New ^ork and London: The McGraw-Hill Book Company, Inc., 1938. The Regents' Inquiry. P. xiii, 120* Wood, T. D., Health Education. A Program for Public Schools and Teacher Training Institutions. Report of the Joint Committee on Health Problems in Education, The National Education Association and the American Medical Association. Washington, D. C.: National Education Association, 1201 Sixteenth Street, N. W . , 193°. P. 251* Wood, T. D., and Cassidy, Rosalind Frances, The New Physical Education. New York: The MacMillan Company, 1927. P. xiii, 457. Wood, T. D., Report of Subcommittee on Health and Physical Education. Fourth Yearbook of the Department of Superinten dence of the National Education Association. Your NOw York State Tomorrow. New York State Postwar Public Planning Commission! Alb any, N. Y., 1946. P. 64.
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A P P E N D I X
- 330 APPENDIX A THE UNIVERSITY OF THE STATE OF NEW YORK THE STATE EDUCATION DEPARTMENT Albany 1 Division of Health and Physical Education Ellis H. Champlin, Director May 25, 1949 COPY SENT FOR INFORMATION OF MR. WILLIAMS
Dr. Harvey M. Rice State Teachers College Oswego, New York Dear Mr. Rice: Mr. Samuel A. Williams, a graduate student of New York University is working on a historical study of the growth of physical education in the State Teachers College of New York State. This study is to be submitted in partial fulfillment of the requirement for the degree of Doctor of Philosophy. He has discussed his study outline with Dr. Herman Cooper and with me. He is interested in finding the following information: 1. A history of your Department of Health and Physical Education (if available). 2. A history of the growth of physical educa tion at your college, in terms of: a. The expansion of facilities. (Since 1900). b. An increase in the number of administrative personnel. c. A change in the philosophy of physical education since 1900. d. A recognition of a greater responsibility to the whole college, community, or the state. e. An increase in the number of activities. f. An Increase in the participation in activities. g. An increase in the budget for physical education. h. Evidence of a better trained staff.
- 330aPerhaps there is a history of your college already prepared, which includes the history of physical education. He will need a copy for documentation, if one is available, Mr, Williams is planning on visiting the State Teachers College at Oswego on Friday, June 3 . He knows how busy you are at this time of year but would appreciate it if you would introduce him to the member of your staff who would direct him to the source of information which he needs. I believe that Mr. Williams is engaged in a val uable study. Any courtesy which you may find it possible to extend to him will be appreciated* Sincerely yours,
Ellis H. Champlin EHC:P
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- 332 APPENDIX C A complete list of the institutions that became the State University on April 4, 1939 follows:* Teachers Colleges Albany Buffalo Brockport Cortland Fredonia Geneseo New Paltz Oneonta Oswego Plattsburgh Potsdam State Colleges Cornell University Agriculture (including the Experiment Station) Home Economics Industrial and Labor Relations Veterinary Medicine Syracuse University Forestry Alfred University Ceramics New York State Maritime Academy Agricultural and Technical Institutes Alfred Canton Cobleskill Delhi Farmingdale Morrisville Institutes of Applied Arts and Sciences Binghampton Buffalo New York City Utica White Plains
1,
Two medical schools, Long Island Medical School and Syracuse Medical College may be Included later*
- 333 Associated Colleges of Upper New York Champlain Middletown Mohawk 1 Sampson2
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kohawk College closed at the end of the academic year, in June 1$48* Sampson has also closed*
- 334 APPENDIX D Commissioner1s Regulations for Physical Education* 1937 "The Regulations of the Commissioner of Education Governing Health and Physical Education were approved by the Board of Regents on July 30, 1937* They were developed pur suant to articles 20-A, 26 and 26-A of the Education Law and are mandatory," 1 PHYSICAL EDUCATION Acceptable examinations and tests, "Examinations and tests are essential to the satis factory administration of a program. They are important to determine present status and individual pupil needs as well as to measure progress. All objectives of the program should be covered by the system of tests and measurements. An accept able plan includes: 1, Health examinations (annual and special), 2, The New York State Physical Fitness Tests, 3* Individual pupil case study and differentiation, 4, Skill tests, 5* Information tests, (For detailed instruction, see chapters 4 and 7 of Physical Education Syllabus, Book IV, and chapters 4 and 8 of Physical Education Syllabus, Book III, and chapters 4 and 6 of Physical Education Syllabus, Book II, Time requirement, "Elementary schools. The time plan of physical ed ucation classes should follow the general rule of frequent, short periods in the lower grades, changing gradually by grade levels to less frequent, longer periods in the upper grades and the high school. Thus, the time requirement in the ele mentary schools of 120 minutes a week should be given in two daily periods of approximately 1 5 minutes each in the primary grades and one daily period of 3 0 minutes in the intermediate grades. The four two-minute relaxation periods are to be pro vided in all elementary schools not now operating on a plan which involves moving from one room to another at the end of each period, or these schools conducting the program on the activity basis. If the recess period is to be utilized to meet part of this time requirement, it must be carefully and
1,
Johes. Hiram A , , General Statement of Policy Pursuant to the Regulations of tEe fcommissloner of Education Govern ing Health and Physical Education, TEe tniversity of tEe Stateof New York,State Education Department, Divi sion of Health and Physical Education, May 25, 193^, p*3»
- 335 purposely organized and supervised for physical education, "Secondary schools. Provision must be made by school authorities to schedule a program in physical educa tion under their immediate direction which provides 3 0 0 minutes a week for each child. There are three main phases of the secondary school physical education program: "1, At least two school periods (a minimum of 90 minutes each week). Those class periods must be devoted to purposeful instruction in a variety of activities, "2, Such additional school periods as may be essen tial to meet Individual pupil needs in a satisfactory manner. This involves more frequent periods, perhaps daily, for the pupil whose condition demands it, "3. The remainder of the time necessary to meet the five clock-hour minimum requirement shall be devoted to the laboratory aspects of instruction — the practice and play periods. Club activities (in physical education), intramural and interscholastic games and sports, and other organized physical education activities conducted outside the regular or formal class periods comprise the laboratory program in dicated above. Provision for this phase of physical educa tion may be made during the regular school day, during noon hour or after formal school dismissal in the afternoon, "School administrators should devise ways and means of scheduling this program for all children under their juris diction, Pupils who are participating in the intramural or varsity sports program are taking part in what is defined as the laboratory aspects of the program. Time devoted to the laboratory aspect may be used to satisfy that part of the 300 minute time requirement which is not used for the two class periods and such other periods as may be necessary to meet individual pupil needs. In no case are pupils to be ex cused from the regular class activities in physical education because of work which they are doing in the laboratory phase of the program," 1 ATHLETIC ACTIVITIES FOR BOYS Regulations not eligibility rules, "Athletic^activities are a phase of the program of physical education and an integral part of the educational curriculum. They are a part of the course of study in physi cal education. The regulations constitute a statement of basic minimum requirements in the form of standards to govern this phase of the physical education program...,.
ATHLETIC ACTIVITIES FOR GIRLS (INTRAMURAL AND EXTRAMURAL) 1, Club activities, "Only those club activities directly concerned with athletics and physical recreation and under the super vision of the physical education personnel meet this require ment •... 2. Intramural games, ".••Intramurals include all those activities con ducted within one school and including as participants only children enrolled in that school..., 3, Types of play day organization..,. 4. Approved invitation activities. "An approved invitation athletic activity for girls Is one in which the desirable social and educational elements are present and the highly competitive and coramerical elements are absent...,"
1.
Ibid.. p p . 38-42
APPENDIX E Commissioner *s Regulations for Physical Education as Amended in 1942 and 1946. Section 156.
GENERAL REGULATIONS
1. "All schools under the jurisdiction of the State Education Department shall provide a program of health and physical education In an environment conducive to health ful living. This program shall include: a. Health education comprising health services ; and health teaching, and b. Physical education and recreation. 2, It shall be the duty of trustees and boards of education: a. To provide approved and adequate personnel and facilities. b. To maintain for each child cumulative re cords covering the essential features of the health and physical education program and when a pupil transfers to another school, to provide such school with a certified tran script thereof. c. To make reports to the Department on forms prescribed by the Commissioner.
Section 159.
PHYSICAL EDUCATION
"1. Course of instruction. The physical education or training program as required by law shall include instruc tion in the following types of activities in sufficient variety to meet the individual pupil capacities, interests and needs: (a) mimetics: (b) rhythms and dances; (c) games (d) calisthenics; (e) athletics; (f) self-testing stunts; (g) marching tactics; (h) dual combat: (i) gymnastics; (k) miscellaneous physical and recreational activities in cluding winter sports. H2. Administrative procedures. a. Acceptable examinations and tests shall be employed by school authorities in deter mining pupil needs and in measuring progress b. The program shall be differentiated and con ducted to meet the individual pupil needs in a satisfactory manner. c. Sufficient opportunity for the exercise of
- 338 pupil initiative, leadership and responsib ility under guidance shall be proveded throughout the administration of the program in the secondary schools* Time requirement* a* Elementary schools shall receive a minimum of 120 minutes a week of supervised physical education activities* This may be given in two daily periods of approximately 15 min utes each or one daily period of 25 minutes* In addition to this requirement, all elemen tary schools shall provide a minimum of four two-minute relaxation periods a day by class room teachers assisted by pupil leaders and supervised by principals or special teachers of physical education* b* In the secondary schools, a minimum of five clock hours ( 3 0 0 minutes) a week of directed physical education activity shall be provided; at least two school periods (a minimum of 9 0 minutes) and such additional school periods as may be essential to meet individual pupil needs in a satisfactory manner must be de voted to purposeful instruction in a variety of activities; the remainder of the time necessary to meet the five clock hour mini mum requirement shall be devoted to the laboratory aspects of instruction as exempli fied in athletic games and sports and other physical education activities* "4* Attendance upon such courses. All pupils shall be required to attend courses of Instruction in physical edu cation activities adapted to Individual pupil needs as indi cated by physician* s examination and other tests approved by the State Education Department* "5* Basic Code for Inter school and Intramural Athletic Activities* Athletic participation In all schools shall conform to. the following regulations: a* General Provisions* It shall be the duty of trustees and boards of education: (1) To make athletic activities an articulate part of the physical education program under the supervision of professionally trained physical education staff* (2) To„give primary consideration to the wellbeing of Individual boys and girls in the conduct of games and sports* (3) To sacrifice no individual for the sake of winning events* (4) To conduct all activities under adequate safety provisions* (5) To equalize in so far as possible the powers of opponents in individual and group athletic competitions*
- 339 (6 ) To provide adequate health examinations before participation In strenuous activity and periodically throughout the season, and to permit no pupil to participate in such activity without approval of the school med ical officer* (7) To maintain an equitable division of facil ities between boys and girls* (8 ) To insure satisfactory financial support for its program. (9) To permit no athletic team to represent a school except in conformance with the regu lations* (10) To approve all traveling of individuals or teams under their jurisdiction. (11) To permit no post season games or tourna ments* (12) To permit no post schedule games or tourna ments other than those conducted by local school authorities in accordance with ap proved standards. (13) To permit any Individual or team representing a school under their jurisdiction to participate only in games, meets or tourna ments which are conducted by appropriate secondary school authorities or which are recommended by the executive body of the appropriate.district of the State organized for the conduct of school athletic activities and approved by the Commissioner* (14) To promote athletic training and practice for boys below the seventh grade through intra mural activities, sports days and approved Invitation games. (15) To promote athletic training and practice for boys in grades seven and eight through intra mural activities, sports days, invitation games and other approved interschool competi tions* (16) To provide athletic training and practice throughout each sports season for all boys in grades nine to twelve inclusive through intramural activities, sports days, invita tion games or other approved interschool competitions* '* (17) To conduct all girls* athletic activities wherever practicable under the Immediate supervision of a woman?'physical education teacher* (18) To provide for all girls a program of athletic games, sports and other physical education activities and to use girls* rules in the conduct of such activities.
340 b.
“Minimum Standards for Inter school Athletic Activities for Boys in Junior High School Grades Seven) Eight and Nine* Trustees and boards of education may provide for scheduled interschool competitions in grades seven, eight and nine* Such competition shall be conducted in accordance with the fol lowing standards* (1) Participation* Seventh and eighth grade teams may participate only with teams of like grade roups, with the following exceptions: a) In junior high schools competition may include grades seven through nine, (b) In six year high schools competition may include grades seven through nine, (c) In four year high schools the ninth grade boys may participate in junior high school competition* (2) Duration of competition* Junior high school competition, e,g,, elementary grades seven and eight, junior high school grades seven, eight and nine, six year high school grades; seven, eight and nine, or four year high school grade nine, shall not be considered as affect ing the four year duration of eligibility per mitted in inter high school athletic, competi tions* c. Minimum Standards for Inter High School Athletic Activities for Boys in Grades Nine through Twelve, It shall be the duty of trustees and boards of education to require that inter high school activities for boys be limited to competi tion between high school teams, composed of boys in grades nine to twelve incluse, except that a pupil who attains the age of fifteen years while enrolled in a grade below the ninth grade may take part in inter high school sports, provided he meets all other requirements* Such activities shall be conducted in accordance with the fol lowing minimum standards: (1) Duration of competition* (a) A boy shall be eligible for only four years in any one interschool sport, (b) A boy shall be eligible for interschool competition only between his fourteenth and nineteenth birthdays* A pupil who attains the age of nineteen years on or after September 1st may continue to parti cipate during that school year in all sports* (2) Registration. A boy is eligible for inter school competition only when he is a bona fide student, enrolled during the first fifteen school days of the semester, registered in
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(4)
three courses, and has been in regular at tendance eighty per cent of the school time, bona fide absence caused by personal illness excepted, Sports seasons. The sports seasons shall be recognized as follows: (a) Fall sports season, the period beginning September 1st and ending November 3 0 th, (b) Winter sports season, the period beginning November 1st and ending March 31st, (c) Spring and summer sports season, the period beginning March 1st and ending August 31st. Extent of participation, (a) Football. Interschool competition in football shall be limited to a maximum of eight games a season. At least three weeks of training shall precede the first game. All organized practice and games shall be limited to the fall sports season. Inter school competition In eleven-man football shall be permitted only in those schools which have twenty or more boys physically fit and eligible for participation. Inter school competition in six-man football shall be permitted only in those schools which have twelve or more boys physically fit and eligible for participation. (b) Cross country. Interschool competition in cross country shall be limited to one com petitive run each week. At least three weeks of training shall precede the first interschool run. Cross country runs shall not exceed two and one half miles in length. (c) Basketball. Interschool competition in basketball shall be limited to a maximum of eighteen scheduled games a season ex clusive of sectional games and games necessary to break league ties. At least two weeks of organized practice shall pre cede the first game. All organized prac tice shall be limited to the winter sports season. (d) Ice hockey. Interschool competition in ice hockey shall be limited to a maximum of twelve games a season exclusive of section al competition and games necessary to break league ties. All organized practice and games shall be limited to the winter sports season. (e) Outdoor field and track. At least three .weeks of training shall precede the first Interschool meet. A boy shall be per mitted in any one meet to compete only in:
- 342 One track event of a distance greater than 220 yards and one field event, or One other track and one field event, or Two other track events including relays, or Two field events, or In meets where no heats are necessary, a boy may compete in any two events of a dis tance not greater than 220 yards permitted in the above and a relay* d. Interschool Physical Education Activities for Girls* It shall be the duty of trustees and boards of education to require that interschool physical education activities for girls be con ducted in accordance with the following minimum standards: (1) Type of participation. Acceptable inter school physical education activities for girls shall include sports days and approved invitation activities. (2) Supervision and conduct. All inter school phy sical education activities for girls be con ducted under girls rules and with women as referees, umpires and officials," 1
1.
University of the State of New York, The State Education Department, the Division of Health and Physical Educa tion, Regulations of the Commissioner of Education G o v e r n i n g HealthUnd Physical Education. Albany, N. Y. 1946, PP* 10-20*