Sport for Sport's Sake, and—for Health

In this article Mr. Delahanty tells of the important workof the recreational department in providing athletics forthose men in the two lower classes who do not compete onvarsity or class teams. Introduced today as part of the regular curriculum of the college, athletic training is broughtto every freshman and sophomore. That asset, GoodHealth, which is perhaps one of the most important gainsto be taken away from college, has been made more andmore available each year for Dartmouth men. And it is allpart of the athletic program which has been developed atDartmouth in the past fifty years, from the date of the firstgym class conducted by the late Dean Emerson in the Six-ties to the development of the gymnasium and activitiesunder Dr. Bowler, and to the present time when gymnasium and field offer opportunity for all men in the collegeto take part in sports. It is an opportunity which can bebest appreciated by men of past years who did not participate in team competition and therefore did not obtain suchexpert advice and training as the men get today.

PARTICIPATION in physical education was first required at Dartmouth in 1866 when Bissell Hall was given to the college. The college catalog of that year reads as follows: "Bissell Hall has the most approved apparatus and furniture and affords abundant opportunity for exercise, recreation, and the best physical culture. The students attend regular exercise under an instructor to such extent as to insure to each of them the benefits of the establishment, while the building is open at other times for voluntary practice." The first instructor was Charles F. Emerson, who later served the college so many years as dean.

The gymnasium drill was required for all the classes four days a week, at first, but when the novelty wore off, the exercises were reduced to two days weekly. Later, the required exercises were abolished in the case of the three upper classes and retained for the freshmen.

In 1902, the faculty voted to give one hour credit toward graduation for physical education, the course to include instruction in hygiene and attendance at the gymnasium classes. The erection of Alumni gymnasium and the enlarging of the athletic plant made it possible to have a larger program in physical education, so in June, 1922, it was voted by the faculty to require the sophomores to take physical training as well as the freshmen.

At present, the college requires each student of the two lower classes, if physically fit, to attend and participate in some activity three times a week during the college year, the activity not to be taken on three consecutive days. A maximum of six unexcused absences is allowed and all cuts taken in excess of this number are penalized by the same loss of hours as in academic classes. Thus, the physical education program has been put on a basis with the other subjects in the college curriculum.

PURPOSE OF SPORT PROGRAM

The purpose of the recreational work is not only to give an opportunity for all to enjoy and participate in "sport for sport's sake," but aims to make the work of real educational value. To make any work of educational value, the needs of the students must be known and provided for. We are aware that we have not, as yet, met fully this responsibility in the way that we plan, but we can report much progress.

The first need of the student as he enters college is health supervision with its many related problems. Our opportunity to help in this matter comes in the physical and medical examination. Every boy when he enters college is concerned about his physical condition and is receptive to suggestion or advice that will aid him in making a happy adjustment to college life.

The examination is the basis on which we classify a student. If he is physically fit, he is allowed to elect his own activity; if not, he is delegated to a special group. Classes are organized for those who are under-developed and for those who have postural defects. Heart cases and other organic troubles are noted and given attention. Those who are underweight report to the special classes and are advised as to rest, given instruction in diet and in the forming of good health habits.

A second need we try to meet is to develop muscular skill and power in those students who lack co-ordination. Frequently, the lack of co-ordination is caused by lack of practice and familiarity with games and sports. The elective system offers an opportunity for a student to select an activity in which he has some interest and this interest, together with the required practice, frequently develop muscular skill and co-ordination. A special case will illustrate the point. A student, much over weight, entered college; he weighed two hundred and ten pounds, and had no desire or ambition to improve his condition. The physical education requirement forced him, much against his wishes, to elect some activity. He chose the gymnasium class as the least disturbing to his comfort and ease. He attended no more classes than he was required, but during the year he somehow became interested in reducing, and came to the department for advice. Exercises were prescribed which he followed with some degree of faithfulness. The result of all this was so pleasing to him, that he appeared at the gymnasium daily and among other exercises tried tumbling. His weight, at the end of the freshman year, was about one hundred seventy, and he had developed an interest and some skill in tumbling. The next year he went out for tumbling on the varsity gymnasium team and competed in one or two meets and with persistent practice and patience made his letter in his junior and senior years.

Another student chose recreational track as his activity. His co-ordination was very poor and he was not interested in any particular event. At first, he was content to run cross country, but during the second semester he became interested in the hurdles. His muscular skill improved by constant practice so much that he made his letter in track the following year and was elected captain of the track team in his senior year.

DEVELOPS SELF-ASSURANCE

A third need that is evident among a large group of non-athletic students is aggressiveness, self-assurance, and those other qualities which contests and familiarity with games tend to develop. The instruction received in the recreational classes in football, soccer, basketball, and other games familiarize the student with the rules and fundamentals of the games and also develop these qualities. The contests in intramural games furnish opportunity for team work, sportsmanship, and rough-and-tumble social contact.

Another need of a large group of students is an interest in an activity that has a carry-over value into adult life and that will furnish a basis for regular recreative habits. Personal contact games such as basketball, football, hockey, and other contests that require speed, power, and endurance, have certain inherent values that are indispensable and necessary to a large group of students, but are primarily activities of youth and have little carry-over value. Even those who participate in these games during their college life turn to some other less strenuous sport for their recreation after leaving college. But the technique and muscular skill acquired in participating in these games, even though the games are not continued in later life, have a carry-over value; they help the student in adulthood to acquire proficiency in golf, tennis, and similar activities, more easily. Golf, tennis, handball, swimming, and winter sports are activities that can be participated in at college in much the same manner as in later life. The star as well as the non-athlete should acquire some expertness in these sports during youth so that a greater degree of joy and interest may be experienced in playing these games in adulthood. As activities in which adults are proficient form the basis of their recreation, the college program, if possible, should emphasize this type of activity. We are fortunate in having Hilton Field available, Spaulding Swimming pool, tennis courts, a few hand-ball courts, and the co-operation of the Outing Club to promote this type of program.

The need for remedial work is astonishing and in the special classes and examination room, work is prescribed and advice given to meet the individual needs of the men in this group.

The development of this program demanded increased equipment and an enlarged staff. Besides the Alumni gymnasium, the recreation activities men have the use of the Spaulding swimming pool and the rooms and lockers in the Alumni gymnasium that were used by the organized teams before the erection of the Davis Field House which cares not only for the organized teams but the visiting teams as well. There has also been an extensive development of athletic fields on Chase farm. During the summer months of the past two years, contractors have had steam shovels and other equipment on the field, removing the rolling hills and filling in the valleys, constructing gridirons, baseball fields, and tennis courts. At the present writing, there are in use on this new development, two well constructed football gridirons, a soccer field, a baseball diamond, and in the process of construction, eight tennis courts, and other playing fields.

COACHES BECOME TEACHERS

The policy in recent years, whenever possible, has been to employ coaches for the entire college year instead of merely for the season of their particular sport. When not coaching their special sport, the coaches assist in the recreational work. At the present time, there are twelve men who give all or part of the year to teaching recreational activities. With the exception of the football coaches, all the coaches are included in this group and have faculty rating.

This added equipment and increased staff has been brought about by the recognition of the importance of physical education in the health of the student while in college, and the value of teaching habits of recreation and health that can be carried over into adult life, by the insistent demand for "sports for all," by gifts of friends of the college, and by the successful financing by the Athletic Council.

The development of the plant and staff, and the change in the program, brought about new problems of organization. Previous to 1922, the requirement of physical education was for the freshman class only, and was confined to gymnasium classes, but when it was voted to include the sophomores in the program, it necessitated the use not only of the gymnasium proper, but of the entire athletic plant. To meet the need of supervision and teaching that this development involved, there was appointed by the president, a director of recreation. The equipment and the coaches of the organized teams were used, as the program necessitated a close relationship between the athletic council and the department of physical education. To promote even ■closer relationship between these two important departments, namely, the athletic council and the physical education department, in 1926 the position of supervisor of athletics was created and to that position was delegated, in behalf of the president and trustees, the oversight of these two departments.

ELECTIVE SYSTEM IN SPORTS

The broadening of the physical education program in 1922 to include the sophomore class, and the use of the athletic equipment and members of the coaching staff, made it possible to inaugurate the system of election of exercise. This system permits the election by each student of a seasonal activity and provides instruction by a competent teacher. The program affords an opportunity for a student to acquire familiarity with a variety of activities during the two year course. This plan offers, also, an opportunity to the student who is not a star but who is interested in a particular activity, to get experience and competent instruction in that sport.

The principle of free election in the choice of one's exercise is in general operation in many colleges during the out-door season but, because of limited facilities, they do not use the system during the indoor season. Fortunately, at Dartmouth, because of the equipment, and the co-operation of the Outing Club in promoting winter sports, it is possible to use this system throughout the college year.

Many students come to Dartmouth with a well developed interest in certain sports and games, and welcome the opportunity in college of continuing their exercise in such activities. One of the aims of the physical education program is to develop exercise habits that will carry over into adult life. One of the best ways to develop such a habit is freedom in the choice of one's activities. The exercise that gives pleasure and joy is the one that will be continued after college and from which the greatest benefit can be derived.

The college year is divided into five periods, the length of which are determined largely by climatic conditions. The first period begins at the opening of the college year; the second, at the beginning of winter sport activities; the third, at the beginning of the second semester; the fourth, at the close of winter sport activities; and the last, at the beginning of outdoor spring activities. The election of a new activity is allowed at the beginning of each period, if so desired.

LARGE CHOICE OF SPORTS

The activities as a whole may be classified into four groups, each group containing certain elements to meet the requirements of different types of students.

The first group may be called Team Games and includes football, soccer, and lacrosse in the fall; basketball, water polo, and hockey in the winter; and baseball, lacrosse and soccer in the spring.

The second group includes the individual games and consists of sports that can be used by students as recreation after graduation. At Dartmouth, this group includes handball, tennis, and golf. Squash could well be included in this list but to date there are no available courts for this popular game.

The third group develops individual skill; many activities of this group have carry-over values and others contain remedial qualities. This list includes track, cross country, swimming, life saving, gymnasium classes, corrective work, winter sports, and canoeing.

The fourth group has combat activities, boxing and fencing. Both of these are popular at Dartmouth, and the varsity teams in these sports are largely selected from the recreational classes. Wrestling is another activity that we hope to add to this group before long.

A glance at the activities which were elected by the freshmen and sophomores this fall will show the interest and popularity of the different activities. The elections will show, also, that the activities which can be indulged in after college, such as tennis, golf, and swimming have a strong appeal to the students. The numbers listed for such activities as football, soccer, cross country, and track, include the freshmen that are out for the first year teams and also the sophomores on the varsity teams. The gymnasium numbers include those in the special classes who have had definite work prescribed. The groups this fall are as follows: Tennis 228 Soccer 61 Gymnasium 190 Non Swimmers 43 Track 180 Swimming 42 Football 125 Gymnasium Team 25 Golf 69 Lacrosse 11 Baseball 68 Cross Country 62 Total 1104

The free election of the form of exercise instead of prescribed activities has been most successful, so much so, that in certain activities, such as tennis and handball the facilities are inadequate to meet the demand. In addition to the required work of the two lower classes, there is a growing demand from the upper classmen and faculty for an opportunity for recreational work. Since this is one of the aims of our program, we hope to be able to do something for this group in the near future.

INTRAMURAL SPORTS

Intramural sports form part of the physical education program and have for their primary objective "sports for all, and all for sport." The program meets the need of students of any degree of ability; the star can participate and excel without undue emphasis being placed upon his performance and those who make errors "live to play another day." Participation in the contests is voluntary and little equipment or previous training is needed in most of the activities.

For a number of years there has been competition in a few activities among the fraternities but little among other groups on the campus. One of the aims of the intramural organization is to encourage participation among all the groups. Trophies are offered for unit championship in the various activities, and all year participation prizes are given to the group of the different units that makes the highest total score in all the contests throughout the year.

An intramural council was organized in 1927, consisting of a representative from the fraternities, the dormitories, the classes, and the Outing Club, together with the intramural manager and the director of recreation. The council is the governing body and takes general oversight of all the activities but delegates to the representative of the different units the direct supervision of the contests.

The interest that has been shown by the students in these contests and games has been sufficient to warrant a much bigger program for the coming year.

TENNIS COURTS

BOXING INSTRUCTION—EDDIE SHEVLIN LEADING

GYMNASIUM CLASS DR. BOWLER, LEADING

"THROUGH"BY CARTON MOOREPARKIN THIS PICTURE WHICH MIGHT BE CALLED "LOOSE OUT OF SCRIMMAGE" THE ARTIST HAS CAUGHT THEEVERLASTING ACTIVITY OF A FOOTBALL TEAM WHILE THE BALL IS IN PLAY. THE SPECTATOR SEESUSUALLY ONLY THE MAN WITH THE BALL BUT THE OTHER TWENTY-ONE MEN ARE CERTAINLY NOT INACTIVE ELEMENTS WHILE THE BALL IS IN MOTION. MR. MOOREPARK's ETCHINGS WERE RECENTLY ONEXHIBITION IN HANOVER AND CREATED MUCH INTEREST AMONG FOOTBALL LOVERS. HIS "AVIATION"ETCHINGS ARE JUST AS FASCINATING AND FULL OF ACTION.