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Earle F. Zeigler eBOOK VERSION American Sport and Physical Education History (to 1975): An Anthology BY EARLEPh.D., F. LL.D., ZEIGLERD.Sc. AMERICAN SPORT AND PHYSICAL EDUCATION HISTORY (to 1975): AN ANTHOLOGY (Edited, with essays by) EARLE F. ZEIGLER Ph.D., LL.D., D.Sc., FAAKPE The University of Western Ontario, Emeritus (formerly of the University of Illinois, U-C, and The University of Michigan) ISBN 0-87563-087-1 Original Copyright 1975 Reissued by TRAFFORD PUBLISHING 2009 1 For Trafford Publication Information 2 DEDICATION To the late Fred E. Leonard, A.M., M.D. Oberlin College Ohio and To the late Seward C. Staley, M.A., Ph.D. University of Illinois UIUC and To those who follow in their tradition… 3 Contents Page Dedication 3 Preface 7 Preface (2nd edition) 13 Prologue: 17 Introduction to Pioneers of Modern Physical Training, Fred E. Leonard (the late), Oberlin College, Ohio Introduction: 27 Historical Foundations: Social and Educational Earle F. Zeigler, Ed. & Au. Chapter 1. Origins of Selected Contemporary Sports 43 Marvin H. Eyler, University of Maryland, College Park 2. Origins of Thirty-Three Sports 55 Asbury C. Moore, Jr., University of Illinois, UIUC 3. A Cultural History of Sport in Illinois, 1673-1820 71 Phyllis J. Hill, University of Illinois, UIUC 4. Mind and Body in American Thought during the Age of Jackson 81 John R. Betts, Boston College, MA 5. A Historical Study of the Concern of the Federal Government for the Physical Fitness of Non-age Youth with Reference to the Schools, 1790-1941 91 A. Gwendolyn Drew, Washington University, St. Louis 6. The Contribution of Labor Leaders to Physical Education 101 Arthur Weston, Brooklyn College of the CUNY 7. Nationalism in American Physical Education (1880-1920) 107 Harold J. VanderZwaag, Univ. of Massachusetts, Amherst 8. German Turners in America: Their Role in Nineteenth Century Exercise Expression and Physical Education Legislatioo 116 Robert Knight Barney, The Un116iv. of Western Ontario, London 4 9, Edward Hitchcock, M.D., Founder of Physical Education in the College Curriculum 125 J. Edmund Welch, West Virginia Institute of Technology, Montgomery 10. Dr. Dudley A. Sargent and the Harvard Summer School of Physical Education 131 Bruce L. Bennett. The Ohio State University, Columbus 11. A Brief Chronicle of Sport and Physical Activity for Women 140 Earle F. Zeigler, The University of Western Ontario, London 12. The Effect of Some Cultural Changes upon the Sports and Physical Education Activities of American Women, 1860-1960 155 Marianna Trekell, University of Illinois, UIUC 13. The History of Physical Education in Colleges for Women (U.S.A.) 166 Dorothy S. Ainsworth, Smith College, Northhampton, MA 14. A Brief History of Dance in Physical Education and Recreation 180 Earle F. Zeigler, The University of Western Ontario, London 15. Theodore Roosevelt’s Role in the 1905 Football Controversy 192 Guy Lewis, University of Massachusetts, Amherst 16. A History of Relations between the N.C.A.A. and the A.A.U., 1905-1968 205 Arnold W. Flath, Oregon State University, Corvallis 17. The Growth of the Interscholastic Athletics Movement in the United States, 1890-1940 215 James A. Montgomery, Millsaps College, Jackson, Mississippi 18. A History of Undergraduate Professional Preparation for Physical Education in the United States, 1861-1961 223 Earle F. Zeigler, The University of Western Ontario, London 19. A History of Professional Preparation in Physical Education in Selected Negro Colleges and Universities to 1958 251 Armstead A. Pierro, Southern University, Baton Rouge, Louisiana 20. A Brief Descriptive History of Graduate Study in Physical Education in the United States to 1950 267 Earle F. Zeigler, The University of Western Ontario, London 5 21. A History of the Big Ten Body-of-Knowledge Project in Physical Education 281 Earle F. Zeigler, The University of Western Ontario, London & King J. McCristal, University of Illinois, Urbana 22. A History of Physical Education in the Y.M.C.A. 289 Elmer L. Johnson, California State College at Fullerton 23. American Objectives of Physical Education from 1900 through 1957 301 Ford Hess, Humboldt State College, Areata, California 24. The Ideas and Influence of McCloy, Nash, and Williams 311 Ellen W. Gerber, School of Physical Education, University of Massachusetts 25. Persistent Historical Problems of Physical Education and Sport 331 Earle F. Zeigler, The University of Western Ontario, London Epilogue: The Idea of Physical Education in Modern Times 343 Earle F. Zeigler, The University of Western Ontario, London Appendix: The Historical Role of Sport in Selected Societies: An Approach to Description, Explanation, and Evaluation 350 Earle F. Zeigler, The University of Western Ontario, London 6 PREFACE Some people really enjoy reading history, while others can take it or leave it. A very few can't stand it in any form–not even in a highly adventurous, romantic novel. However, this latter group is very decidedly in the minority. Most people seem to respect history; perhaps it's a case of revering and not speaking evil of the dead. Whatever the reason, just about everybody pays lip service to history and believes that it belongs in the educational curriculum at various points along the way–all the way up the line, in fact, to the historical review of related literature in the usual Ph.D. thesis! From what has been said to this point, a foreigner viewing our educational system for the first time might be apt to think that history, in one form or another, is the most important subject in the curriculum–and it may well be from the standpoint of the time spent on it throughout the years. The child has it forced upon him throughout his early school years; some facets of it are thrust upon him during the junior high school experience; and world history and American history are typically included in the high school years. At the college or university level, he doesn't usually escape without a variety of course experiences involving a greater or lesser amount of related history as well. This point was emphasized in an unpublished study made by Dean Emeritus Seward C. Staley, University of Illinois, some fifteen years ago. In an effort to make a case for the sponsorship for a history of sport conference, he called a meeting of interested people at the Hotel Sheraton Gibson in Cincinnati on December 28, 1959. He explained to the group assembled that an assessment of the history offerings on the Urbana Campus of the University of Illinois showed that 1,400 of the 2,200 courses offered in the fall semester of 1959 included some history in the course outline. More specifically, he found that 350 (15%) of the courses were directly or basically historical in nature; that 350 (15%) others included a considerable amount of historical material (25 to 50%); and that 700 (30%) includes some (5 to 25%) historical materials. The student specializing in physical education and sport is fair game for the history ploy at a slightly later stage of his development –that is, the period of general education is just about over when he falls prey to an often traditionalistic teacher who would ply him with historical data often from secondary and uninteresting sources. In the professional physical education curriculum, this is usually carried out–for a number of reasons–in a routine, pedestrian fashion. Still further, every teacher of all of the different theory and practice courses in the major program seems to believe that he has a responsibility to offer the student a short history of that particular subject's background. (This is fine, of course, if time permits, and if the material presented is accurate and reasonably comprehensive.) In the curriculum of 7 general professional education–designed to produce master teachers–it may be presented in a slightly progressivistic manner under the heading of “social foundations” of education. With such an array of courses covering the history of “this and that”, one might expect the new graduate student in physical education to really understand history, both generally and specifically, as it might apply to the world, to the United States, to general professional education, and to specialized professional education as related to physical education and sport. Would that such were the case! However, the average graduate student registering for a course in the history of physical education and sport seems to possess but a hazy concept of the sweep of human history on this earth. In addition to the lack of information about the chronology of events, he or she is completely inadequate if questioned about what might be designated as the persistent or perennial problems that humans have faced down through the centuries. Specific or general questions about educational history, even in the Western world, cannot be answered either. Having made these observations, the somewhat disheartened, graduate history of physical education professor hardly dares to inquire about historical knowledge relative to sport and physical activity! Just how matters developed this way is difficult to explain. The lodging of deprecatory remarks about earlier teachers will in all probability solve nothing. In the final analysis, the parents will probably be blamed for bringing such stupid offspring into the world. The only reasonable approach would seem to be a concerted effort by dedicated physical education and sport historians to remedy the situation insofar as this may be possible. Fortunately, this does appear to be happening in a variety of ways. In the spring of 1968, the First International Seminar on the History of Physical Education and Sport was held at the Wingate Institute near Tel Aviv, Israel. Subsequent seminars of this type have been held in Canada, France, Asia, the United States, Austria, etc. (at the time this is being written).
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