A survey of the educational system of the Philippine islands by the Board of educational survey, created under acts 3162 and 3196 of the Philippine Legislature.

HEALTH AND PHYSICAL EDUCATION

489

of hundreds of schools, group athletics were observed in only three.
In one case it was requested that this activity be shown. In the second
its occurrence was obviously for our special benefit. In the third instance there were so many boys and girls engaged in group games
that we were led to question about so unusual a sight. It was then
learned that the pupils were "making up" periods that they had missed
during the year. Here was an illustration of the complete breakdown
that has taken place in the game program that was in active operation
in 1913.
SCHOOL ATHLETICS.-Athletics wisely led serve significant educational aims. They provide, during the developmental periods of
youth, the best kind of activity for the acquisition of physical strength
of both muscular and organic systems. Related as they are to the
instincts of play, they may be pursued without the early fatigue that
conditions so quickly the duration and intensity of calisthenics.
In addition to the physical values, there is a real schooling in manners, in morals, and in social attitudes. All activities of children have
character-training values. Those of the playground are particularly
important. If games and athletics are organized to serve spectacular,
exhibitive, and professional ends they usually reap a crop of bad
manners and unsocial attitudes. There is no guarantee of educational
results in the activity itself. This, like other activities of man, needs
standardization. Nature sets no standards for play. They are set
by adults. The kind of athletics found in one school system represent,
therefore, the standards of those responsible for the activities carried on.
Low SCHOLASTIC STANDARDS FOR ATHLETES.-The present scholastic standards for athletes may readily teach special privilege. In
spite of public clamor for spectacular athletics, the schools must persistently seek to make them educational. Aside from the physiological
values, athletics are for social and moral ends. The justification foi
public schools, in addition to their contributions to special skills and
knowledges, rests upon this sanction for social and moral education.
In the United States, pupils who fail one year are not permitted to
represent the school in athletics the following year; in some schools this
restriction is operative on the half-yearly basis.
In the Philippines, an athlete may fail for two successive years and
still represent his school the third year. What will be his impression
concerning the place and function of education under such provision?
When school teachers and officials pass an athlete, who has not done
the required work, what kind of social and moral education does he
get? Athletes may contribute generously to character training, but