i
71-18,086
SMITH, J u lia n L lo y d , 19 21- OLIVER KELLY CORNWELL: A LIFE OF DEDICATION AND SERVICE TO PHYSICAL EDUCATION AND ATHLETICS.
The Ohio State University, Ph.D., 1970 Education, physical
University Microfilms, A XEROX Company, Ann Arbor, Michigan
THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED OLIVER KELLY CORNWELL: A LIFE OF DEDICATION AND SERVICE
TO PHYSICAL EDUCATION AND ATHLETICS
DISSERTATION
Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Greduete School of The Ohio State University
By
J u lia n L loyd S m ith, B .A ., A.M. ******
The Ohio State University 1970
Approved by
Department of Physical E d u cation
ACKNOWLEDGMENTS
The writer expresses his gratitude to the many people who have assisted in the preparation of this dissertation.
Special notes of appreciation go to Dr. Willard P. Ashbrook, adviser, for his encouragement throughout this period of study; to
Dr, Bruce L. Bennett and Dr. Chalmer G. Hixson for their counsel as members of the reading committee; to Dr, Oliver K. Cornwell, subject of this writing for his cooperation; to the many friends, colleagues, and business associates of Dr. Cornwell who gave freely of their time through correspondence and interviews; and to the many helpful people at the schools and offices that the writer visited.
Finally, acknowledgment is due the invaluable assistance of my wife, Marian, and Mrs. Robert L. A. Clark in the preparation of this stu d y .
i i VITA
April I?, 1921 .... Bom - Farmville, North Carolina
1 9 4 2 ...... B.A., The University of North Carolina, Chapel H ill, North Carolina
1942-19^6...... Lieutenant, United States Naval Reserve
1947 ...... M.A., The University of North Carolina, Chapel H ill, North Carolina
1947-1959 ...... Teacher, Coach, Greensboro Public Schools, Greensboro, North Carolina
1959-1970 ...... Associate Professor, Basketball and Golf Coach, Oberlin College, Oberlin, Ohio
FIELDS OF STUDY
Major Field: Physical Education
Studies in Guidance and Counseling. Professor Herman J. Peters.
i l l TABLE OF CONTENTS
Fag® ACKNOWLEDGMENTS...... 11
VITA ...... i l l
LIST OF PLATES...... v l i i
C h ap ter
1 . INTRODUCTION...... 1
2. OHIO BORN AND BRED...... 5
FAMILY HERITAGE...... 5
EARLY EDUCATION IN SOUTH CHARLESTON...... 9
EDUCATION AT CEDARVILLE COLLEGE...... 10
3. THE SPRINGFIELD EXPERIENCE...... 1**
SPRINGFIELD, OHIO...... ‘
THE SPRINGFIELD PUBLIC SCHOOL EXPERIENCE ...... 15
A PROGRAM OF RECREATION FOR SPRINGFIELD...... 21
A DEVELOPING INTEREST IN PHYSICAL EDUCATION...... 23
k. THE WITTER BERG YEARS...... 2?
A BRIEF HISTORY OF WITTENBERG COIXEGE...... 32
THE BEGINNING OF A PROGRAM IN PHYSICAL EDUCATION AND ATHLETICS...... 35
THE EXPANDING ATHLETIC PROGRAM...... 36
OLIVER CORNWELL'S GRADUATE EDUCATION...... 37
The Ohio State University...... 39 A M aster's Thesis ...... *10 Columbia University ...... ^2
i v V
Chapter Page
CONTRIBUTIONS TO THE DEVELOPMENT OF THE PHYSICAL EDUCATION PROGRAM...... 46
New Physical Education P lan t ...... 56 Development of the Major Program...... 59 The Expanding A thletic Program...... 64 A Developing Required and Intramural Program . . . 75
THE END OF THE WITTENBERG YEARS...... 78
5. THE UNIVERSITY OF NORTH CAROLINA EXPERIENCE...... 00
A BUCKEYE BECOMES A TAR HEEL...... 80
THE UNIVERSITY OF NORTH CAROLINA...... 83
PHYSICAL EDUCATION AND ATHLETICS PRICfft TO 1935 . . . 86
DEVELOPMENT OF FACILITIES...... 88
THE DEVELOPING PHYSICAL EDUCATION PROGRAM...... 92
THE DEVELOPING ATHLETIC PROGRAM...... 95
THE DEVELOPMENT OF A MODERN PHYSICAL EDUCATION PROGRAM AT THE UNIVERSITY OF NORTH CAROLINA. . . . 99
The Required Program of Health and Physical E d u c a tio n ...... 101 The Intramural Program ...... 104 The Teacher-Preparation Program...... 105 The Development of the Women's Department...... 109 Development of a S ta ff...... I l l Woollen Gymnasium...... 115
THE EVOLUTION OF THE DEPARTMENT OF PHYSICAL EDUCATION...... 119
RELATIONSHIP TO ATHLETICS AT THE UNIVERSITY OF NORTH CAROLINA...... 124
The Faculty Committee on A thletics and the Athletic Council ...... 127 The Southern Conference ...... 131 The A tlantic Coast Conference...... 136
6 . CONTRIBUTIONS TO THE HEALTH AND PHYSICAL EDUCATION PROGRAMS IN THE PUBLIC SCHOOLS OF NORTH CAROLINA . . 145 v i
Chapter Page
HEALTH AND PHYSICAL EDUCATION PROGRAMS IN THE NORTH CAROLINA SCHOOLS PRIOR TO 1935 ...... 1**7
SELLING A PROGRAM OF PHYSICAL EDUCATION...... 152
A NEW ERA IN PHYSICAL EDUCATION IN NORTH CAROLINA. . . . 155
THE STATE HEALTH COORDINATING SERVICE...... 159
THE COLLEGE CQNFERB1CE ON PROFESSIONAL PREPARATION OF TEACHERS OF HEALTH AND PHYSICAL EDUCATION...... 163
CONTRIBUTIONS TO INTERSCHOLASTIC ATHLETICS ...... 168
HONOR AWARD CITATION...... 171
7 . CONTRIBUTIONS TO THE MILITARY SERVICE DURING WORLD WAR I I ...... 172
THE REQUIRED PROGRAM AT THE UNIVERSITY OF NORTH CAROLINA...... 172
THE MILITARY PROGRAMS AT THE UNIVERSITY OF NORTH CAROLINA...... 175
THE ATHLETIC PROGRAM IN EUROPE...... 179
SCHOOL FOR PERSONNEL SERVICES...... 185
8 . CONTRIBUTIONS TO PHYSICAL EDUCATION AND ATHLETICS THROUGH NATIONAL PROFESSIONAL ORGANIZATIONS...... 189
THE AMERICAN ASSOCIATION FOR HEALTH, PHYSICAL EDUCATION. AND RECREATION...... 189
THE COLLEGE PHYSICAL EDUCATION ASSOCIATION...... 197
THE NATIONAL COLLEGIATE ATHLETIC ASSOCIATION...... 202
OTHER CONTRIBUTIONS AT THE NATIONAL LEVEL...... 205
9 . A LIFE OF COMMUNITY SERVICE...... 20?
THE MAYOR OF CHAPEL H IL L ...... 208
THE UNIVERSITY NATIONAL BANK...... 210
ACTIVITIES IN RETIREMENT...... 212
OTHER A CTIV ITIES...... 213 v i l
Chapter P*g»
10. SUMMARY...... 215
BIBLIOGRAPHY ...... 222
APPENDIXES...... 236 LIST OF PLATES
P*ge
OLIVER K. CORNWELL ...... Frontispiece
I . THE FIRST GYMNASIUM AND KENAN MEMORIAL STADIUM...... 91
I I . THIRTEENTH ANNUAL ATLANTIC COAST CONFERENCE INDOOR GAMES PROGRAM...... 126
I I I . FACULTY FOR FIRST ARMY ATHLETIC STAFF SCHOOL...... 308
v i i i C h ap ter 1
INTRODUCTION
In the early twentieth century the sports and panes program for physical education was In Its Infancy, This new anoroach was developed through the concern of men like Thomas D, Wood, Clark W. Hetherington,
Luther Dulick, and others in response to new concents of the learning
Drocess based on student interest and democratic ideals. Jesse F. Williams and his contemporaries promoted the "new physical education" in their teacher training efforts at the Teachers College of Columbia University.
Some of the men professionally trained at Columbia made outstanding con tributions to the integration of the ideas of these pioneers in modem physical education into the educational format of the nation’s public schools, colleges, and universities. Oliver K. Cornwell was one of th e s e men.
This dissertation is an examination of the life of Dr. Cornwell and the contributions that he made to the expanding fields of health, physical education, and athletics from 1919 to 1966. The influence of this man began in Ohio and came to full bloom during his tenure at the
University of forth Carolina. His career touched all areas of the pro fession: public school health and physical education, teacher pre paration, curriculum development, construction of facilities, and inter collegiate athletics. Cornwell's philosophy was presented through class room lectures, writings, service to many groups, and through the medium 2 of professional organizations,
!,'r. Cornwell's active participation in the ohysical education
field covered the years when schools and colleges were fighting their way through an economic depression, responding to international war, and witnessing the results of the effects of professionalism and commer
cialism on athletic programs. It was principally through the dedication and energy of men like Cornwell that physical education was able to
adjust and maintain its relevAnc« in the scheme of general education during those trying times.
In undertaking this study the researcher was forewarned that
Dr, Cornwell was not a man who was apt to catalogue his life in a diary.
Also much of his work was of a "behind-the-scenes" nature as a conmittee
member or advisor to a particular group. These things were found to be
true, but Oliver Cornwell is not a man one forgets easily, and the
response of his associates and friends was invaluable in documenting his
w ork.
This dissertation starts with a brief examination of Oliver
Cornwell’s family heritage. This phase of his life contributed a great
deal to his common sense, straightforward approach to problems, and his
unwavering faith in himself and other peoole.
The research for the remainder of the study was based on several
interviews with Dr. Cornwell at his home in Chapel H ill, North Carolina.
These talks proved to be both enjoyable and a source of information for
this paper. Interviews with the subject were followed by interviews and
correspondence with friends and associates of Oliver Cornwell. This part of the research was a most rewarding one, not only in terms of data, but
it gave the writer an opportunity to meet and correspond with men of prominence in the field of physical education and to renew some old friendships. Other primary sources of pertinent information were located in the following areas: Dr. Cornwell's personal files, files of the departments of physical education and athletics at Wittenberg
College and the University of North Carolina, archives of Wittenberg
College and the University of North Carolina, the libraries of Witten berg College, the Ohio State University, and the University of North
Carolina, and the files of the North Carolina State Department of
Public Instruction.
A brief historical sketch of the towns and schools with which
Oliver Cornwell was associated was presented in order to depict the background against which his work was done. The chapters are arranged in reasonable chronological order through his early life. However, after his arrival in North Carolina his activities tend to overlap each other. Chapter headings were selected for emphasis rather than attempting to follow his work in any particular sequential manner.
During his career. Dr. Cornwell served as a teacher, administrator, author, advisor, and servant of the nation and community in which he lived. Chapter divisions were selected that seemed best to point up these things.
It is the purpose of the writer to examine the life of
Oliver K. Cornwell and to recognize his contributions to physical education and athletics through the medium of administration and organization. The research provides a picture of the broad span of interests that were coraaon among man such as Cornwell in response to the needs of the era in which they were most aotive. It is hoped that this dissertation will add to the historical record of an exciting aee in the fields of physical education and athletics. Chapter ?
OHIO BORN AND BRED
Oliver Kelly Cornwell was born In Couth Charleston, Ohio, on
October 10, 1896.* His family came to Ohio some fifty years after the first permanent settlement was established by the Ohio Company at
M a rie tta .
FAMILY HERITAGE
"Ohio was bom in the Bunch of Grapes Tavern in Boston on a
March night in 17C16." The men who met that eveninr in the tavern were veterans of the Revolutionary War and were eager to explore the possi b ilities of purchase and settlement of western lands. The Ohio Company was the outgrowth of this meeting, "The men had been called to the tavern by Dr. Manflsseh Cutler and General Rufus Putnam, , , , Putnam was named company superintendent and from that moment became the 'Father of Ohio,'" Two years later the first permanent Ohio city. Marietta, was founded.
^William S. Powell, North Carolina Lives (Hopkinsville, Kentucky: H istorical Record A ssoclation, 196?) , p. 289, p Grace Goulder Isant, This Is Ohio (Cleveland: The World Publishing Co., 1953). P. 15.
^Ibid., p. 16.
5 6
To the west of the early Ohio settlements lay land which had belonged to the State of Virginia. At its session on October 20, 1783, the Virginia General Assembly passed an act authorizing its delegates in Congress to convey to the United States all the rights of that U coimonwealth to the territory northwest of the Ohio River,
This tract of land given to the United States included Madison
County where the Cornwell family settled in 1840. It was Oliver's grandfather, Addison Cornwell, who brought the family to Union Township at that time. A biographical sketch of this Ohio pioneer is included in the historical record of Madison County:
Addison Cornwell, farmer, P.O. London* This old and res pected farmer and pioneer school-teacher was bom in Virginia September 19, 1819, He was the son of George and Sarah (Fleming) Cornwell, natives of the Old Dominion, of English, Scotch and Welsh descent. They settled in Union Township in 18^0, Our subject was educated in the subscription schools and at Washington College, He was married in 1839 to Tabitha Trussell and raised a family of eleven children of whom eight - five boys and three girls - survive. His wife died in 18?0, The children are all married and doing well, '*'r. Cornwell owns a farm of 137 acres. He is a Republican, a great reader and one of the best posted men of the county,^
Addison Cornwell is recalled by his family as one of the first college graduates to come to Ohio. He gave lectures and participated in the debates of the time. As was the case with so many of the early
Chio families, the Cornwells' activities were heavily influenced by their religious affiliation with the Methodist Church. Addison did his share of the preaching and was a great Bible quoter, "It was Sunday
Si. C. Brown, The History of Madison County. Ohio (Chicago: W. H. Beers and Co,, 1883), p.' 302.
5Ibid., pp. 867-868. 7
School, Church, and no work, not even cooking on Sunday."^ With all the lecturing, church activities, and famine, Addison was remembered beat by his family for his eenial nature, Mrs. Harry M. Stewart, Oliver’s sister, 7 says, "Oliver must have taken after him in many ways."
Owen Llewellyn Cornwell, the youngest child of his family and father of Oliver Cornwell, moved to Clark County, Ohio, and settled in the community of South Charleston, This was a community of retired far mers situated on the main line of the Pennsylvania Railroad, Owen went to work for a mercantile store known as the Houston Mercantile Company.
It was a lumber company, an elevator, and a grocery store.
On February 22, 1888, Owen Cornwell married Mary Hinckely Peters of South Charleston. This marriage produced five children: Arthur,
Laura, Elizabeth, Oliver, and Samuel. Of the five, only Elizabeth
(Mrs. Harry M. Stewart) and Oliver are still living. The interest in learning and education fostered by this family Is evidenced by the fact that four of the children became teachers.
Oliver Cornwell, bom October 10, 1896, grew up in a home quite typical of early Ohio. The family was never poor, but frugal. The religious influence in the home was strong. The family worked hard.
Dr. Cornwell’s sister, Mrs. Stewart, who lives in Springfield, Ohio,
^Statement by Mrs. Farrv M. Stewart, personal interview, June 1?. 1969.
? I b id . Q Statement by Oliver K. Cornwell, personal interview, August 11, 1969. recalled, "It was home directly from school and study every night.
Oliver helped with the gardening, delivered papers, and dug ditches but s till found time to go fishing on occasion.^® Fishing has remained one of the pleasures Dr. Cornwell has enjoyed throughout his life,
Mrs. Stewart remembered the following episodes from O liver's early life:
Oliver was a singer. He appeared in all the minstrel shows. His favorite song was "I went to the Animal Fair." Farmers would gather at the blacksmith's shop and give Oliver a nickel to sing it. Once when the elementary school play ended a l i t t l e early, the principal asked for any child who had a song. The first hand up was O liver's.
Oliver's first suit was made from Jim Landecker's pants. He was the policeman who lived next door. This didn't embarrass Oliver, as he told a neighbor, Mrs. Montgomery, all about it.
Oliver could accept things without grumbling and growling all the time. He also could tell people off, and get away with it.
Oliver never knew a stranger. Once when Mother took two of the boys to Cincinnati, he was first on the train and inmediately sat down next to a man and started talking and asking questions.
The traits illustrated in the episodes from his sister's memory of their early life were to serve him well as Dr. Cornwell assumed administrative positions and influential posts in later life. The w ill ingness to meet a challenge, the ability to accept things and people for what they are and to work with them, the quality of meeting people and having them feel his presence, and the willingness to stand firm when necessary have been characteristic of all his endeavors.
o Statement by Mrs. Harry M. Stewart, personal interview, June 12, 1969. 9
EARLY EDUCATION IN SOUTH CHARLESTON
Oliver '(elly Cornwell has always been enthusiastic about edu cation, At the age of five he cried because he was not allowed to go to school with the older children in the family. His mother finally pre vailed uoon the primary teacher, i-'rs. Buchanan, to take him into the
1 ?. first grade in 190?. ’Hie to his '’ctober birth date he would normally have had to wait until 1903 to en ter school. O liver was an eager s tu d e n t although his parents thought he did not s tu d y enough. Because he was such a rood student, his teachers were poing to allow him to skip a grade, but his parents ask ed that he remain in his normal class, as they 13 felt he would be catching un with the older children too fast.
The South Charleston School Register of 1909-1910 records the presence of Oliver Cornwell in the eighth-grade class of W. J. Fitzhenry.
He was thirteen years old at that time. His grades for the spring semester were: leading--89; Spelling—65: V*ritinp—67; Arithmetic—92; 1** and Geography—R9.
The school at that time had no organized athletic program, but as in most schools of that day the students pot their teams together and played the surrounding towns. It was from these early contacts with games and snorts that Oliver Cornwell's feeling for and appreciation of physical education and athletics began to grow. As Ur. Cornwell put it;
12I b id .
1 I was always M r and strong and started playing on high school teama when I was in the eighth grade. 1 played on teams through high school, college and In the Army during World War I. I have always bean connected some way with athletics. 15 The sports that the schools played most often were basketball and baseball. There was, however, a great deal of ice skating, horseback riding, and even dancing lessons. The dancing was done at parties, not in public places.^ Oliver Cornwell was always a good student in high school, and his prime outside interest was athletics. This interest in athletics stayed with him through college and all through the ensuing years of his life. EDUCATION AT CEDARVILLE COLLEGE In 1914, after graduating from South Charleston High School, Oliver Cornwell planned to attend Ohio State University in Columbus, Ohio, but due to an accident resulting in a broken leg he had to resain at T7 home. Though the leg never healed properly and bothered him from time to time, he was fit enough to enter Cedarvllle College, Cedarvllle, Ohio, in the fall of 1915- Cedarvllle College was only a few miles from South Charleston and located in, as the 1917 college yearbook put it, "a com munity exceptionally moral and Christian in tone and loyal and devoted If? to the college.*' The cost for attending the college in 1915 was about ^Baeed on personal correspondence between Oliver K. Cornwell and the writer. ^Statement by Mrs. Harry M. Stewart, personal interview, June 12 . 1969. T.7 Statement by Oliver K. Cornwell, personal interview, July 8, 1968. ^Tha Cedrus. Cedarvllle College Yearbook, 1917, p. 7. XI 19 $7X7.00; this included tuition and fees, text books, room and board. 'iince this was w«ll within the ComweXl budget, OXiver had no real money problems. He worked In the summer as usual to help the family, but he had time while at school to continue his interest in athletics and to Join the Orange and Blue Literary Club. He enjoyed the debate and dis cussion associated with the latter group, but athletics were his prime 70 extracurricular interest. At Cedarvllle Oliver Cornwell's athletic experience became more organized and more meaningful. That the college administration fostered experience on the fields and courts is evidenced by the following note in the college bulletin: Athletic exercises are encouraged by the Faculty and Board of Trustees. On the campus there are tennis courts, baseball and football grounds. Several basketball teams of each sex are organized from year to year. Their games are played in Alford Memorial Xymnasium.21 It was in the area of basketball that "Ollie" or "High Pockets," as Cornwell became known at Cedarvllle, really excelled. He was a strong young man, six feet-flve inches tall, and this game was suited to him. For a man of his size he was quite agile. Once during a v isit to Cleveland to play the Case Institute of Technology in basketball, "Ollie" and his friend P. H. Presswell were put up for the night in the home of the Case Tech president. After the game their host remarked to Oliver ^ Cedarvllle College Bulletin. Vol. II, f o. U. January 1917, p . 2k. 20 Statement by Oliver K. Cornwell, personal interview, August 11. 1969. ^ Cedarvllle College Bulletin. Vol. II, Fo. U, January 1917, P. 11. 12 22 that he was th* most graceful hie man he had ever seen, '.it. Cornwell's fondest memory of his athletic career at Cedarvllle came from the intense rivalry that existed between Antioch College and his school, Cedarvllle was beaten regularly in basketball by their 23 rivals. However, in Id17 they managed to defeat Antioch twice. In 1919 OVLie was chosen to captain his basketball team, but, as the year book noted, it was not destined to be a threat season. Smallpox hit the team and that, alone with the winter blizzards, curtailed the season, 2U The team played only eleven games, winning three and losing eight, ’.vlien diver Cornwell left Cedarvllle College in the spring of 1910, he never returned to finish the final year necessary for a degree. The United States had already become involved in World War I, In August of 1910 he was drafted by the Army and sent to CamD Taylor in Louisville, 25 K entucky, Cedarvllle Collere had done three very basic things for Oliver Cornwell that were to affect his life from that point on. It had given him an understanding of and love for education and learning. It had fostered his love of sports, finally, his experiences at Cedarvllle had given him the ability to speak out and make himself heard. In fact, the latter gift is recorded in the college yearbook of 1917: "I, Anna Collins, 22 Statement by 'rs. Harry M. Stewart, personal interview, June 12, 1969. 23 Statement by Oliver It. Cornwell, personal interview, August 11, 1969. ^ *The C edrus. 1P10, p. 03. 25 Statement by Mrs. Harry M. Stewart, personal interview, June 12. 1969. n 26 do give and bequeath r^y 'g ift of gab' to Oliver Cornwell." The Army made use of the three years of college preparation that Oliver Cornwell had comoleted by placing him on the staff of the officers' candidate school located on the base. As a member of the faculty he taught mathematics until the school was closed. In his spare time at Camp Taylor he participated on many of the camp athletic teams. In July of 1919 he was released from the Army; he returned to Ohio and took up residence in Springfield.27 ?6The Cedrus. 1918, p. 90. 27 Statements by Oliver K. Cornwell, personal interview, August 11, 1969. C hapter 3 THE SPRINGFIELD EXPERIENCE Oliver Cornwell seemed destined to be in the field of adminis tration. His first job as an educator was as principal of Sunset Flementary School in Springfield, uhio, SPRINGFIELD, OHIO In 1779 Geor However, it was some years later that actual settlement of the area took nlace. Marietta, the first such settlement, was founded in 1?88, The vast area of land west of .’-‘arietta was not secure enough for settlement until Clark, Daniel Poone, and others had routed the Shawnee Indians from the country-side, Springfield's official founding date was tn 1801.* Like most towns of the early Northwest its growth was slow until an easy access was provided to the area from the Fast. For Soringfield this occurred in the lftRO's when the National Road reached it and did 2 for Springfield what canals and rivers had done for other towns. Springfield's economy was spurred then as now by the farm machinery *Grace Goulder Izant, This is Ohio (Cleveland and New York: The World Publishing Co., 1953). P. 715. ^ Ib id . 1U 15 industry and allied businesses. One of the side lines of the farm industry grew into one of the nation's largest publishing firms. P. P. Mast put out a modest little pamphlet called Farm and Fireside. Though Mr. Mast meant it only as an advertising organ, this publication 3 was the base on which the Crowell-Collier Publishing Company grew. The town grew in size and wealth over the years. Kith this came a growing public school system and a college founded by the Lutherans in 1895. This thriving community drew many people to it from the surround ing area. Among those who moved in was Oliver Cornwell's family. Owen Cornwell brought his family to Springfield in 1918 from South ly Charleston. The family has maintained its Springfield connections since that time. Mrs. Harry M. Stewart (Elizabeth Cornwell) and her husband s till have a home on Limestone Street. THE SPRINGFIELD PUBLIC SCHOOL EXPERIENCE Upon his release from the Army in July of 1919 Oliver Cornwell came to Springfield to join his family, and it was here that he launched his career as a teacher and administrator. Because he left Cedarvllle College after only three years, it was necessary for him to take a qualification examination in order to get a teaching certificate for the state of Ohio. This practice of hiring teachers without college degrees on the basis of such an examination was quite comon at that time. Oliver Cornwell's first assignment in the Springfield Public ^Ibid., p. ?l6. it Statements by Mrs. Harry M. Stewart, personal interview, June 1?, 1969- 16 Schools wss as principal of the Sunset Elementary School, a position he held from 1919 to 1921.5 The presence of Wittenberg College in the city of Springfield offered Oliver Cornwell the opportunity to continue his work toward his undergraduate degree. L'espite being busy at a new job, he found time to attend night school and summer sessions at the college,^ In June of 1921 Oliver Cornwell was awarded his Bachelor of Arts degree with majors in both mathematics and English. At this time he also received 7 a high school teaching certificate. At the elementary school level there was little opportunity for Cornwell to oursue his love of athletics. Outside of a few recreational activities his job as principal and his work at Wittenberg had filled the years from 1919 to 1921. In January of 1921, he accepted an opportunity to move to the local high school, where he was assigned a teaching appointment in science and mathematics, and was named grad- P uate manager of athletics at Springfield High School. This new position offered Cornwell the opportunity to become involved once more in the area of athletics. His love of sports, developed as a partici pant, now could express itself for the first time through the medium of administration. With the exception of assisting with coaching football ^Files of the Personnel Office, Springfield Public Schools, Springfield, Ohio. ^Statement by Oliver K. Cornwell, personal Interview, July 8, 1968. ^The Wittenberg Bulletin. XIX, No. Ut 1921-11, p. 62. Files of the Personnel Office, Springfield Public Schools, 9 prin gfi eld, Ohio. a 17 and basketball at Springfield High School for about two seasons, it was through administration and organization that Oliver Cornwell was to make his principal contributions in the fields of health, physical education, and athletics. In 1921 the program at Springfield High School, lik e many others, had a very narrow perspective. Schedules were maintained in only football and basketball. Dr, Cornwell recalls the first months on the new job like this: We brought in a new football coach, a boy named Oliver Matheny. I helped him with football in the fall of 1921, Then I helped him a year or two in football and some in basketball. In my duties as graduate manager of athletics I built all schedules and arranged all details of all trips. We were only playing schedules in football and basketball at that time and then gradually we broadened out and played schedules in other s p o r t s .9 The athletic program at Springfield High School was in financial difficulty and lacked adequate and suitable facilities in 1921,*® As was the ease in the public schools of the time, gate receipts at athletic contests supported the soorts program and in many cases con tributed to the physical education and intramural activities of the school. The new manager of athletics set out to improve the conditions in both these areas. Two projects in particular were instrumental in solving the financial problems and at the same time provided the school with facilities they needed. Draining and fencinr-in the athletic field and building a field house vastly improved the facilities for physical Q Statement by tlivar K. Cornwell, personal interview, August 11, 1969. '^Statement by Charles Fox, Principal of Springfield High School, retired, personal interview, June IB, 1970. 18 education and athletics at the school and at the same time made collecting of admissions to athletic contests feasible. A third facet of Dr, Cornwell's program of improvement was to get a schedule of opponents that would stimulate the interest of the students and community,^ By the school year of 1922-23 the proposed projects were well under way. The school annual reported: Mr, Cornwell proved himself a valuable manager for this year's athletic teams. He was always willing to give time and advice for those little details that go toward staging contests successfully. Under his regime the new iron fence around South Side Field was installed and one basketball game was taken to Memorial Hall.^g Mr. Cornwell promised greater things in the way of athletics. The field house project was completed in 1924, with the support of the student body. They participated in a drive for funds to finish the work on the building.^ The period from 1921 through 1924 also saw the strengthening of the interscholastie schedules of the school's athletic teams and an increase in spectator interest. This was noted in the yearbook in 1925: Through the continual efforts of Mr. Cornwell, High's football and basketball teams have bear; pitted against the strongest grid and cage squads of the state. A large number of home games together with a fighting team enlisted the support of the city. Mr. Cornwell s till dreams of burning the notes yet to be paid on the fleldhouse.^ The athletic program was expanded as the years want by. In 1925 track was added to the in ter scholastic schedule, followed by golf in 1926 and tennis and baseball in 1927, More people were participating in the ^^The Herald. Springfield High School yearbook, 1923, p. 76. 13The Herald. 1924. p. 10. l4The Herald. 1925, p. 93. 19 Athletic program at Snrinpfield than ever before, and the program was financially better off. But at the close of the year in 1926 the books were still in the reri,'" To boost more support for the teams in 192? Oliver Cornwell originated the Wildcat Club. The high school booster club was formart to increase the interest amone members of the student body and the townspeonle and to pet them out to the pames. Membership in the club cost the student a dime each month of the school year.*^ The enrollment that first year was 1200 students or ^8“j6 of the student body. Mr. Cornwell systematized the selling and taking of tickets and established a bookkeeping system which helped to stabilize spending for equipment and travel. At the awards assembly in the spring of 1928 he was finally able to announce that the athletic program had ended the year in the black. For the first time in ten years the financial picture at 19 Springfield High School was a sound one. Oliver Cornwell's interest in the physical education at Spring field High School was stimulated by Betty Hyle, the director of the srirls' activities, whom he married in 19?^. In 1922-23 all students in the tenth, eleventh, and twelfth grades were required to take a weekly *^Statemenls Hy Charles Fox, personal interview, June 18, 1970. *^The H e ra ld , Sprinvfield High School newspaper, September 16, 192?, p. 17 The Herald, newspaper, September 30, 1927, p. 2. 18 Rased on oersonal correspondence between Oliver K. Cornwell and R. S. Tulloss, President of Wittenberg College. 19The Herald. March 23. 1928, p. 1. 20 20 period of activity in the gymnasium plus a period in hygiene. In 192*1 and 1925 Or. Cornwell helped to initiate an intramural program in basketball and track, but his real contributions to development of* proprams in health and physical education were to come later at Witten berg College and the University of North Carolina. In the sprinp of 1928 Oliver Cornwell left Springfield High School to take a position on the faculty of Wittenberg College as a teacher and faculty manager of athletics. The high school newspaper listed some of his contributions to their athletic program. He founded the Wildcat Club. He was instrumental in securing funds to build a $10,000.00 field house and to fence-in the athletic field. He also had the field drained properly to make it a more useful facility for the 21 school's athletic and physical education program. Other things that were accomplished in his years at Springfield High School that con tributed to improvement of athletic and physical education activities were the development of a six-acre athletic field, the construction of bleachers to provide seating for 3,000 people, and the upgrading of schedules in football and basketball to Include some of the strongest 22 schools in Ohio. Oliver Cornwell's activities outside the school include serving as secretary of the Lenartment of Mathematics in the State Teachers Association, He served on boards of the State High School Athletic 2°The Springfield High School Course of Study. 1923, p. 79. 21 The Herald, newspaper. May 7, 1928, p. 1. 22Pased on personal correspondence between Oliver K. Cornwell and R. E, Tulloss. ?1 Association at the county, district, and state levels. He found time to serve as Master of the Anthony Lodge of the free and Accepted Masons of Ohio and was President of the Hoard of Governors of the Sprir.efield Auto Club.2^ The school newspaper quoted Ur, Cornwell as saying, "Of course I hate to leave S'prinafield High School, but my new position at Witten- 24 berg offers more money and a better opportunity at this time," A PROGRAM OF RECREATION FOR SPRINGFIELD Like many teachers, Oliver Cornwell found it necessary to suDplement his teaching salary by taking a sunner job. In 1920 he was hired by the Playground Association in Springfield to work in its recreation program. In 1918 there were ten public playgrounds in operation cn public school property. The money for these programs was provided for by the Hoard of Education, by City Council, and by donations from local businessmen. The Springfield Playground Association was authorized to appoint a general supervisor from the high school faculty and other workers as necessary. All the workers had to be employed as teachers by the public school system.A25 school board report of 1918 said, "The public interest in these playgrounds is that the children may not 23I b id . 2k The Herald, newspaper, May 7. 19?R. p. 1. 25 Annual Report of the Board of Education and the Superintendent of Schools. Springfield School D istrict. August 31. 1918. P. 63. 2? only have a safe and healthy Diace to play, but that good morals, obedience, respect, and unselfish community sD irit may be taught," The Playground Association appointed Oliver Cornwell to the post of general supervisor of the playgrounds in 19?1. The association was at that time independent of the city government, and no records ?7 were kept of the program other than attendance. However, Cornwell's sister, Mrs. Stewart, who was one of the workers in the program, reminisces as follows: When Oliver took over the recreation program in 1921 it was in financial trouble. Max Kleeman, who operated a furniture store, furnished many needed items and some of the money necessary to enlarge the program. It grew from a few baseball leagues to a city-wide program including field days, arts and crafts, and supervised playgrounds. Ve s till had baseball leagues, but for the most part it was a free play program. It must have been a good one because people came from everywhere to see our o p e r a tio n .29 Mr. Cornwell retained this job through 1927. His summers from than through 19*+0 were soent in graduate study. When he le ft the program, they were operating twenty-five city playgrounds and there were about fifty playground supervisors. Putine the summer of 29 192? there were 1W3.1B5 participations in all phases of the program. ?6Tbid. 27 statement by Oliver K. Cornwell, Personal interview, July B, 196A. pQ Statement by Mrs. Harry M. Stewart, personal interview, June 12, 1969. 29 Based on personal correspondence between Oliver K. Cornwell, and the writer. a 'jEVsr.D p v v t in t e r e s t t \ PHYSICAL MDUCATK r In 19?^ Oliver Cornwell married Betty ;^yle, who was teaching physical education in the public schools of Springfield at that time. They had th re e c h ild re n : Samuel Owen, who i s now D ire c to r o f S t a t e Medicine in Michigan; Bobert Ryle, who graduated from the United States I aval Academy in Annapolis, Maryland, and now holds the rank of Com mander; and Mary Elizabeth, who lives with her father in Chapel H ill, North Carolina, hirs. Cornwell died after a long illness in November o f 1958. 30 It was his wife. Petty, who first really interested Oliver Cornwell in the field of health and physical education. All his life Oliver had been associated with athletics, but it was not until 1929 that he began to look seriously at the advantages of physical activity for all students. Dr. Cornwell notes in a letter: "Guess P^y real interest in physical education started when I married a physical edu cator in 1929. Betty had a lo t of training and background.11 ^ Mrs. Cornwell had become enthusiastic about the "t ew Physical Education" as espoused by Thomas Wood, Rosalind Cassidy, and others while doing graduate study at Columbia University. Her enthusiasm proved catching. Her husband, stimulated at first by her interest, later pursued the area of physical education in his graduate study at Ohio otate and Columbia Universities. 31 Based on personal correspondence between Oliver K. Cornwell and the writer. ?l* There were other things going on in Ohio and throughout the United States that encouraged Oliver Cornwell to go into the field of health end Dhysical education while s till continuing his work in athletics. The physical education program based on gymnastic drills was in its death throes. "The newer concept of physical education fully recognized the popular movements of play and athletics." This appealed to a man with a background in competitive sports. This also was a period in the history of physical education in which the schools, colleges, and the general public began to see physical activity, health education, and recreation as normal and necessary functions of educa tional institutions. This acceptance had been a long time in coming; The period from 1900 to 1930 may be truly called a period of acceptance. Hitherto movements were getting underway. During these thirty years, however, they acquired a following that embraced the community as well as the school. This growth was evidenced by the newer community aspects of health edu cation, the efforts to bring about community use of schools, the enlargement of varsity athletic objectives, and the first insistent demands for Intramural athletics. . . . At the end of this period, health, physical education, and recreation had achieved considerable stature and had become accepted components of the American way of life .33 This general acceptance of the broad physical education program by the public prompted the state of Ohio to appoint Dr. Clifford 3h Brownell as State Director in 192?. He vas followed by 3? Deobold B. Van Dalen, ETlmer T). M itchell, and Bruce L. Bennett, A World History of Physical Education (Dew York: Prentice-Hall, Inc., 19*3). P. >52. ^Tbid., p. h6fl. " i l l Bulletin of the Ohio Public Health Association. VII, I'o. 1, September, 192?, p. 3. IS br. Delbert Oberteuffer in 1929. Their work in organizing local high school programs and teacher*training programs at the college level spurred Cornwell's interest. The colleges, schools, and communities answered the call for programs in health education, physical education, and recreation. With the growth of these diverse programs there developed a need for administrators to organize and direct the multiple activities. This side of the field was of the greatest interest to Oliver Cornwell from the first. The field of administration seemed made for men like him. He was aggressive in his approach to problems, yet he was able to accent less than total victory, Erom childhood he had been a gregarious person. He was talkative but was a good listener and had a broad base of interests, Oliver Cornwell never shut his eyes to the values of any phase of a program. He always enjoyed working with people. He had the talent for getting things done that every good administrator must have. This was true even in his early administrative experiences such as the athletic program at Springfield High School and the recreation program in the city of Springfield. Later at Wittenberg College his colleague, Ernest Godfrey, saw this quality. "Oliver Cornwell had what it took to handle people and organize them for effective work. In the surnner of 192^, prior to assuming his faculty position at Wittenberg, Oliver Cornwell entered the Ohio State University to begin his graduate education. Up to this point most of his work had Brown ell to Teach," Bulletin of the Ohio Public Health Association. VIII (July, August, September, 1929), p. 1. ^Statement by Ernest Godfrey, personal interview, July 1, 1969. ?6 been in the field of Athletics and recreation, b u t from this ooint on his outlook broadened to include programs of health and physical education. Dr. Cornwell never lost his love for athletics, but the programs that he was to p la n and administer in the years ahead Included concern for students at all levels of skill. Chapter k THE WITTEHBEIG YEARS In 19?5 (stiver Cornwell began an unofficial association with the athletic program at Wittenbere. The athletic director and football coach, Ernest Godfrey, insisted that he needed some help with the general administration of athletic contests and suggested Cornwell for the job.* This arrangement continued until 192?. In the fall of that year the Board of Athletic Control recommended to President Tulloss that he be hired as Faculty Manager of Athletics. This was done on the basis 2 of a special assignment. This position allowed Dr. Cornwell to con tinue his work as a teacher and faculty supervisor of the athletic program at the Springfield High School. By the spring of 1927 the athletic program at Wittenberg was getting stronger, and there was the possibility of a prosrram of teacher education in physical education on the horizon. At the encouragement of the college staff, f'liver Cornwell applied for a position on the faculty of Wittenberg College: ^Statements by Ernest Godfrey, personal interview, July 1, 1969. 2 Files of Rees K, Tulloss, President of Wittenberg College. 2? 28 May 17, 1927 Or, Rees Edgar Tulloss, Wittenbere Colleee, President, Springfield, Ohio, Deer S i r : - In making application for the position of teacher in the Mathematics nepartment of Wittenbere College and Faculty Manager of Athletics, X can give the following qualifications. I hold a P, A, degree from Wittenbere and can complete my M. A. in one summer. I have a life certificate for high school teacher in State of Ohio. For past eight years have taught in Springfield Public Schools, one year as a grade school principal and seven years in the Department of Mathematics in the Senior High School. At the present time I am Secretary of Department of Mathematics, State Teachers Association, I am very much Interested in the Teaching of Mathematics and ready to do additional post graduate work In a recognized University. For the past six years I have been Faculty Manager of Athletics and Chairman of Board of Control in Springfield High School. During that time we have systematized the selling and taking of tickets until we have a very accurate check on all moneys received for each contest. We have a single entry bookkeeping system and all checks are drawn by voucher; our accounts are audited each year by the State Department of Education. Our school has Just completed a $10,000 field house, built a first class football field and surrounded the six acre field with Cyclone fence. We have a seating capacity of 3000 people on bleachers built by the high school Athletic Department. Our gymnasium is fully equipped with a seating capacity of 1200. The number of students taking part in football and basketball both inter- scholastic and Intramural has increased tremendously. Our interscholastic schedule has so improved the last few years that Instead of playing smaller schools we are competing on an even basis with Toledo Scott and Waite, Dayton Steele and Stivers, Cincinnati Hughes and Withrow, Columbus North and East, all schools of equal or larger enrollment than our own. For the past six years I have been City Recreational Director operating fourteen City Playgrounds and employing twenty-five supervisors. Last year these playgrounds had a total attendance of 148,185 children. 29 I have served on the County ;Jlstrict and State High School Athletic Association Boards, and for the past several years hnve worked as a member of the Physical Education Council of our local Y. M. C. A, At the oresent time I am Master of Anthony Lodge 1 o. *+55 Free and Accepted Masons of Ohio also President of Board of Governors of the Springfield Auto Club. I have been a member of the Kational State, D istrict and Local Teachers Associations for the Dast several years and have attempted to keep in close touch with educational activities. For the past several years I have been in close touch with the Athletic E>epartment of Wittenbere College and have some knowledge of the general program being carried on. For the past eight years T have been connected with many philanthropic and civic movements and have a wide circle of acquaintances in and about Springfield. Being somewhat doubtful as to what information would best apply, I have tried to list the more important activities, and hope this w ill furnish the necessary information. Yours very truly, 3 Oliver K. Cornwell For the school year of 1927-28, Oliver Cornwell continued his duties at Wittenberg and Springfield High School under the arrangement of his special assignment. That year his duties included not only those associated with the athletic program but also teaching a course in engineering drawing.** un April IP, 1928, he received the following letter from Dr. Tulloss: April 18, 1928 Mr. < 'liver Cornwell, CITY, My dear Mr. Cornwell: Following formal action on the Part of the Prudential Conmittee and the Hoard of Athletic Control, it is a pleasure 3 Correspondence between Oliver K. Cornwell and Rees E. Tulloss. She Wittenberg Bulletin. XXXII, T o. 7, 193^-35, P. 102. 30 to offer you a position as a member of our teaching staff with the rank of Instructor and as Faculty Manager of a t h l e t i c s . four nrineinal duties w ill be along the following lines - 1. To do such teaching work as nay be arranged for you up to a maximum of e ig h t o r te n h ours Der week. ?. To have charge and be responsible for ticket sales, etc., at all athletic events. 3. To have charge and be responsible for the issuing and care of all athletic equipment. U. To co-operate with the Publicity Bureau of the College in securing the necessary and proper publicity for all athletic events. 5, To cooperate with the College Business Office in working out an efficient system of accounts and records and putting same into practice. 6, To asslat in the preparation of schedules of intercollegiate gam es. 7, To cooperate closely with the Business office in the matter to the employment and supervision of help employed at the stadium and athletic fields, and the general maintenance th e r e o f . R. To have charge of the general work of securing part time employment for athletes and other students needing part tim e work, 9. To serve as a member of the Faculty Committee on Vocational Counsel and to cooperate closely with the Personnel Direc tor in making contacts with employers in the city and elsewhere and aiding in the general matter of placement of graduates other than those entering the teaching profession. 1C. To perform such other duties as may be mutually agreed upon. With reference to your teaching work, it will probably be necessary for you for the iiwediate future to continue to carry the work in Engineering urawing. With Professor McNutt's a p p ro v a l, I shall be glad to look forward to the development of teaching work for .you in the Department of Education, As need arises and your graduate preparation continues, I hope 31 that we may be able to assign most or alt of your teaching work to the Pepartment of Education. Your salary has been fixed by the Prudential Committee at $2*K)0 payable at the rate of £200 per month, beginning with September 1928. This is upon our customary twelve months basis and Involves either graduate study or teaching in the Summer School as described on the enclosed sheet. Should you decide to sDend the coining summer in graduate study at Ohio State University, I shall be glad to see that a special grant of $100 is made to you during the month of September 1928. Your salary for the second year and hereafter until after your M. A. has been secured, w ill be set at $2500 uoon the twelve months basis as indicated above. We have been looking forward for a long time to the day when we might be able to offer you this kind of position at Wittenberg. We knew your loyalty to the institution, your interest in teaching and your especial interest in athletics. We believe that you w ill find here a congenial field of work and that you w ill be an important member of our ataff. If this proposal is agreeable to you, please indicate your acceptance by signing and returning one copy of this letter for my file. Cordially yours, R. E. Tulloss P re s id e n t^ A ccepted: Oliver K. Cornwell This letter was signed and returned, and Oliver Cornwell officially Joined the faculty of Wittenberg College on full-tim e basis in the fall of 1928. ^Correspondence between Rees E. Tulloss and Oliver K. C o rn w ell. 32 A PHIEF HIST' 'RY 0* WTTTETHERG COLLEGE In 1^30 the Evangelical Lutheran Joint Synod of Ohio and other states had inaugurated a seminary in Canton, Ohio, One year later it moved to Columbus, Ohio, At this school all instruction was in the German language.^ It was the debate over the point of using only German in the school that led directly to the founding of Wittenberg College. A group of English-speaking pastors broke with their more n Germanic brothers in I836 to form the English Lutheran Synod of Ohio, For many years this group continued to cooperate with the mother group but kept up constant pressure to change the teaching language. The dissident castors in 18t*2 finally came to the conclusion that it was time to set up an English-speaking seminary in which to educate Q their young oeople in theology and liberal arts. The board, elected for the ourpose of establishing the new school, held its meeting at Wooster, Ohio, in 18/13. They accepted the offer of the citizens of Wooster to locate the school in that community; they considered methods of raising money; they voted to hire Dr. Ezra Keller as the first 9 president of Wittenberg. The first session of the college was held in Wooster in the spring of 18W. There were twenty-four men enrolled.^ It became ^Harold H, Lentz, A History of Wittenberg College (Springfield, uhio: The Wittenberg Press, 19^6) , p. 13, 7Ibid. flIbid., p. \ k . ^Tbid., pp. 15-16. ^The Wittenberg Bulletin, LXVI, Lo. 5, 1969-70, p. 7. 33 quits evident that Lutherans were more numerous in the counties further south. When President Keller presented the matter of moving south to the Synod in September of lBUh they readily apDroved of this move.** As a result of the decision to relocate the school, several communities showed interest in attracting the college. The final decision was between Xenia an d Springfield, Ohio. Dr. Harold Lenta, in his book, A History of Wittenberg College, quotes the minutes of the Board of Directors of the Ohio Synod as they reported their decision: Whereas it now devolves on the Board of Directors to select and permanently fix the location of their Institution; and, whereas, the subscription in money and property offered by the citizens of Clark County, Ohio, exceeds that offered by any other community; and whereas, the natural and other advantages of Springfield to the institution are good; therefore, resolved, that Springfield, Clark County, Ohio, be and hereby is, made the permanent location of Wittenberg College, with the confident expectation, however, from assurance given, that the subscription w ill be considerably e n la rg e d . The State of Ohio granted a charter for Wittenberg College on March 11, 18^5. The first classes were held in Springfield on November 3, 19^5, with a total enrollment of seventy-three students. The first commencement exercises in W ittenberg's history were held on September 11 1?, I85I. The faith that the early Lutherans nlaced in the Spring field location has been Justified through the years. The suDport of the community, industry, and business has beer quite generous. The growth and expansion of the college's physical plant and educational **L entz, A History of Wittenberg College, p. 25. 1ZIbid.f p. 3?. t 3The Wittenberg Bulletin. LXVI. Ho, 5. 1989-70, P. 8. programs stands as evidence of the support it has received. Wittsnberg was originally founded as an institution for men only, but it became a co-educational college in 18?^. Today women compose approximately one-half of a student body of some twenty-four lU hundred. Through the years the history of Wittenberg shows that the school moved consistently from a narrow curriculum of theology and classics toward a much broader course of study in which the students and faculty were allowed much greater freedom of expression. This move ment from the "old" to the "new" approach to learning culminates in a recent statement of the objectives of the liberal arts curriculum at Wittenberg: The liberal arts curriculum at Wittenberg seeks speci fically to develop persons who 1. Possess the skill of comuni cation. . . , 2. Comprehend the growth, the variety, and the complexity of their own and other cultures in the broad historical perspective. 3. Understand the fundamental aspects of their physical and biological environment. U. Have been confronted with the nature of society and the vital issues of the day and are stimulated to responsible thinking and behavior, 5. Understand and appreciate the literary and the a e s t h e t i c . 6. Have been confronted with the relevance of moral and ethical integrity and Christian concern in every area of life . 7. Have been stimulated to think rigorously and rationally about many subjects and to show a genuine competence in a few,’ 5 35 THE BEGINNING or A FHOGRAil IT PHYSICAL EDUCATION AND ATHLETICS The early years at Wittenberg provided nlenty of physical activity for the your.g men on the campus. Host of this was in the form of manual labor to help finance their education. In the first half century of the college, time for games was limited. Some rugby foot ball was played by the men, but baseball was by far the most popular pastime. In i860 cricket was introduced to the students, and they liked it well enough to keep a cricket club in existence until 1 R?h. Croquet, played on the campus grounds, was also enjoyed by the students during the early years, Wittenberg's support of physical education and athletics runs like a thread through its developmental history. rom the informal play of the beginning years, the interest in games and competitive sports grew stronger as the college expanded its programs, added to its physical plant, and increased the size of its student body. In the late nineteenth century the faculty, in response to student pressures, let it be known that they desired to see a gymnasium constructed. With the approval of the college administration And through a canvass con ducted by the students, fourteen hundred dollars were raised for the construction of such a building. In a historical study of Wittenberg the writer pointed out: Physical education really had its inception at Witten berg in 189?. . . . With the erection of the gymnasium, a student athletic ^^entz, A History of Wittenberg College, p. 102-103. 36 f e e was charred and a physical instructor was hired. First to be anpointed to this Dosition with the title of instructor In physical culture, was Fenjamin G. Printz. He came to Wittenberg in 1892 from Xenia, Ohio, where he had served as instructor in the gymnasium of the Y.M.C.A.. This gymnasium survived a moving from one site to another and extensive remodeling to serve the college until 1930, At that time the present gymnasium was constructed. THE EXPANDING ATHLETIC PROGRAM Gy the close of the nineteenth century Wittenberg' had developed a strong interest in athletics. This interest grew through the years and continues as strong as ever today. One of the most exciting eras In Wittenberg athletics came shortly after Ernest Godfrey came to the school as athletic director and football coach in 1916. Beginning with the 1918 season, the Wittenberg football team went through an unprece- 18 dented string of three years without a defeat. As a result of this unusual period of success, interest in the athletic urogram at 19 Wittenberg grew, not only locally, but around the state and nation. The success of all athletic programs at Wittenberg continued for the next few years, particularly that of the football team. Mr. Godfrey described the situation like this: X had to do all the work. Mrs, Godfrey even washed the uniforms and stored out-of-season equipment in our 17Ibid., p. 172-173. a a Statement by Ernest Godfrey, personal interview, July 1, 1969- ^Lentz, A History of Wittenberg College, p. 232. 37 homo. The job pot so bip after the winning years that I began to insist that I needed an assistant. His Job was to be an administrative one, taking care of tickets, the gate, the books and such. Rees E. Tulloss, President of Wittenberg College, was approached and a part-tim e position was created to help in the area of adminis tration of athletic contests. It was quite natural that the man readily at hand to fill this post was the athletic director at the local high school, (.liver Cornwell had done an excellent job of managing and expanding the high school program and was available on a nart-time basis. Mr. Godfrey recognized this administrative ability 21 and strongly urged his employment. In 19?5 Wittenberg College hired Jliver Cornwell on a part-time basis and allowed him to continue his work at Springfield High School. This arrangement went on for three years. In 192? he started to teach in the education department an a Dart- time basis and continued to helo with the administrative aspects 22 of the athletic program. Contrary to the belief of some, Oliver Cornwell was not hired to start a major program in physical education at Wittenberg. As things worked out he was instrumental in getting this program started and developing It into one of the finest in the s t a t e . OLIVER CORNWELL'S GRADUATE EDUCATION The progression of W ittenberg's physical education program and ?0 Statement by Ernest Godfrey, personal interview, July 1, 1969. 21 I b id . 2?The Wittenberg Pulletin. XXVI. Mo. 3, 1929-30, p. 99. IB the education of Oliver Cornwell in that field run almost parallel to each other. It would be a fair statement to say that Oliver Cornwell was stood for Wittenberg, but Wittenberg also offered him opportunities to increase his knowledge in ways seldom afforded to a young professor. He was given the opportunity to help design a physical education plant, to develop a major program from scratch, and to serve as the director of an expanding and challenging athletic program, to all these chal lenges he responded with aggressive, purposeful action. During this period his appreciation and enthusiasm for physical education and athletics were growing. His horizons were broadening from those narrow views of the Faculty Manager of Athletics at Springfield High School to include the entire spectrum of the health and physical education program. Dr, Cornwell's interest in learning more about the place of health and physical education in the public schools and the college naturally led him to graduate school. In 1927 when Oliver Cornwell joined the faculty at Wittenberg, the seeds for a department of physical education had already been sown. President Tulloss urged him to continue his education and very practically recommended that he soend quite a bit of time studying the construction and functional operation of gymnasia. His wife, Betty, who had f i r s t interested Oliver in the field of physical education, urged him to spend his summers in study to expand his outlook on the 23 scene of education and physical education In particular. 23 Statement by Oliver K. Cornwell, personal interview, August 11, 19^9. 39 The Ohio State University In May o f 1928 Oliver Cornwell enrolled in The Ohio State University Graduate School. The course of study undertaken was called Principles of Education. His course work was taken in the education department because the graduate program in physical education did not start until a few years later. Most of the work was done In the summers of those years, but he also took some courses at night during the regular PL three quarters of 1929. In 1930 he started work on his thesis, with 0. G. Brim as his faculty adviser. The Master of Arts degree was awarded to Oliver Cornwell on June 8, 1931. When asked what started his interest in physical education, Dr. Cornwell first mentioned his wife, than the thesis he wrote at Ohio 26 State and the research connected with it. His thesis, "A Physical Edu cation Program in the Light of Modern Educational Theory," is not the first written in the field of physical education at The Ohio State Uni versity. One written in 192? by Robert M. Grueninger dealt with the 27 status of physical education in the high schools of Ohio. However, Cornwell's thesis is as far as the writer can determine, the first written which deals directly with physical education programs for the public sc h o o ls. 55 Graduate School records. The Ohio State University, Columbus, Ohio. ^Fifty-Fourth Annual Conmencement Program. The Ohio State Unlversity, Monday June $, 1931. P- 12. 26Based on personal correspondence between Oliver K. Cornwell and the writer. ^Robert McKinley Grueninger, "The Status of Physical Education in the High Schools of Ohio" (unpublished master's thesis, The Ohio State University, 1927). A M aster's Thesis It was quite evident from the thesis completed in 1931 that Oliver Cornwell's approach to physical education and education in general was greatly influenced by his association with Doctors Brownell and Oberteuffer during their tenure as state directors. The educational philosophy of John Dewey and E. L. Thorndike was woven into the fabric of the thesis. There was also evidence of a lot of reading from Thomas Wood, Jesse F. Williams, and Rosalind Cassidy. The orogram des- scrlbed in this thesis was one that was based on the natural activities of children, a games and sports program, and one that gave freedom of expression to initiative and group interaction. Dr. Cornwell was con cerned that activities be planned that took into account the many associated areas of learning Involved in a physical education class. He saw at this time the chance to teach moral and social values in the laboratory situation oresented in the physical education class and felt this should be done. Throughout this paper one feels the writer is making an effort to Justify physical education on values other than health, the one most accepted at the time. ’Jr. Cornwell wrote in terms of human happiness and Joy of the game for itself. For him, physical education could bo fun, not just tasks assigned and done with no par ticular direction. The program that Oliver Cornwell was calling for in the public schools was full of terms like individual freedom, initiative, interaction, critical and original thinking, and joy of expression. These ideas are not out of place in today’s new physical education movement. In regard to athletics. Dr. Cornwell pointed out that many of the evils in secondary schools and colleges had grown because the coaching staff and the student athletes had withdrawn from the general ?R program and become highly specialized individuals. He really be lieved this, for he struggled most of his professional life to keep the gap between physical education and athletics from becoming an impossible situation. Certainly his efforts were not always rewarded with success, but he found a way to maintain a workable relationship in both areas. One of his students at Wittenberg said, "Mr. Cornwell possessed the unique quality of being able to scan the gap between physical education and athletics." He always felt that athletics were an important nart of any program. He never was turned away from athletics by the trouble that arose from time to timo. This was quite typical of Oliver Cornwell, who throughout his life accepted the situation and worked to make it better, Inr. Cornwell never served as a coach for any extended period but kept close contact with the athletic program through his administrative positions, faculty committees, and assignments in conference and national organizations. He felt that a strong athletic program was important to a well-rounded physical education department, and throughout his career he was associated with such programs at Wittenberg and at the University of 'Jorth Carolina. Oliver M. Cornwall, Physical Education Program in Light of Modem Educational Theory" (unpublished master's thesis. The Ohio State University, 1931), p. 17* 2Q Statements by Howard Maurer, personal interview, June 11, 1969. 42 Columbia University The research and writing that was Hone in connection with obtaining the faster of Apts decree at The Ohio State University and a growing association with men in the field really left no doubt about a future in physical education for Oliver Cornwell. Teachers College of Columbia University in New fork had on its staff at that time many of the people whose approach to physical education appealed to him. The orovram at V.'ittenberg was established and erowin* by this time, and with encouragement from the institution he entered Columbia in the summer of 1930. Travel to and from New York was a problem solved by O liver's friend. Dr. Oberteuffer. Dr. Harry A, Scott was teaching at the Uni versity of Oregon during the school year and at Columbia in the sunnier. At Dr. Jberteuffer1a suggestion, he agreed to give Cornwell a ride to and from Mew York. Dr. Scott always came through nringfield and 30 Columbus on his trip East, As it turned out this initial arrangement was to continue for several summers. Oliver Cornwell's association with Dr. Scott was a pleasant one, as both men loved to play golf. Dr. Scott recalls those summer trips thus: In fact, I continued to pick up Ollie and take him to Columbia and hack home to Springfield for several years. We liked to ola.y golf, I would stop at ollie's and play the Snyder Park Course (I believe that was the name) and then we'd play several courses on our way to New York. When I went to Rice I took Marvin Durrenburg (a Rice 30 Statement by Delbert Oberteuffer, personal interview, tfay 23. 1969. fnculty member) with me. We met O llie and William (H ill) Lanre of Muskingum College (also seeking a degree) and played golf from pringfield to New York over a period of a week or so.^ In the summer of 1930 Oliver Cornwell took courses under Dr. Jesse 7. v;illiams and Dr. Scott in the field of administration of physical education, principles of physical education, and hygiene. curing summer term he lived with Dr. Clifford Erownell, who had been at one time supervisor of Health and Physical Briucation for the State of 32 uhio. Dr. Brownell at this time was on the staff of the Teachers a College at Columbia. Cornwell was making personal contacts that were to influence his life from this point on. Dr. Scott pointed out in a letter that: Obie and I lived with Dr. Jesse Feiring Williams in his apartment at 501 W. l?0th St. during the summers. OUie lived with Dr. Clifford L. Brownell, one of the faculty members at Teachers College, Columbia. We would get together, play golf, go to baseball games, and otherwise pal around together. Ollie was a good bridge player as was Dr. Williams, so they played lots of bridge together and became close friends. Dr. Williams, who always thought that Ollie had a lo t on the ball (as we all did), hired Ollie to be his assistant at Teachers College during the sumners.33 In the summer of 1931 Oliver Cornwell began to teach for Dr. Williams and continued to teach in one capacity or another until ■^Based on personal corresoondence between Harry A, Scott and the w riter. 12 Statement by Oliver K. Cornwell, personal interview, August U . 1 9 6 9 . 11 Based on personal correspondence between Harry A. Scott and the w riter. V i \ 9 t*Q* The people who were in his classes respected him for hie honesty and forthright approach to problems. He impressed them as a teaching assistant because he was not afraid to make a decision and stand behind 3^ it. His teaching experiences at Columbia included a summer of help* ing Dr, Williams with his Principles of Physical Education course and a course in personal hygiene. The summers that followed were spent teaching courses in tests and measurements, and methodology in educational research. By 1935 uliver Cornwell had completed his work toward his doc torate except for writing his dissertation and satisfying the one- semester residency requirement. He never did complete it. During the summer session of 1935 Dr. Cornwell was offered a position at the University of ilorth Carolina and decided to go there. The pressing nature of the duties associated with the new position pre cluded any possibility of completing his residency requirement at that time. However, he did not give up on his pursuit of the doctor's degree. Despite quite a heavy involvement in the United States' efforts in World War II, Oliver was s till in touch with the staff of the physi cal education department of Columbia University. In 19*0 Dr. W. L. Hughes, his adviser, suggested that he forget all about his -ih ^Statement by Wesley P. Cushman, personal interview, May 23, 1969. 35 Statement by Oliver X. Cornwell, personal interview, August U . 1969. based on personal correspondence between Harry A. Scott and the w riter. *5 37 degree until after the war. When the war did end, other activities assumed larger roles in his life and Oliver Cornwell never did get back to complete his work toward the elusive degree. Oliver Cornwell's doctorate is an honorary one. He was granted the degree of Doctor of Pedagogy in June of 19^*8 by Catawba College in Salisbury, Dorth Carolina. (See Appendix h.) Dr, Cornwell had always loved learning, from the early years in South Charleston to those most rewarding years at Columbia. The fact that a degree at Columbia eluded him was a source of regret, but when a man is busy he doesn't have time to linger on things that might have been. The Columbia experience was highly rewarding for d iv er Cornwell. He became associated with men of influence in the Held. He became their friend and absorbed some of their enthusiasm for the importance of physical education in the educational scheme in the 1930's. Oliver's enthusiasm made him a salesman for the field. Dr. Scott noted that because of Ollie and Oberteuffer many other Ohio teachers enrolled 38 at Teachers College, Columbia. One example of Ollie1s persuasiveness is Dr. Howard Maurer, presently head of the physical education program at Wittenberg University. He pointed out that he was convinced to go to Columbia fo r a I aster's degree in physical education, though his undergraduate work at Wittenberg was in history, Fnglish, and German. 37 Based on personal correspondence between W. L. Hughes, Professor of Health and Physical Education, Columbia University, and O liv e r K. C ornw ell. 38 Eased on personal correspondence between Harry A. Scott and the writer. "Ollie hed the ability to win the confidence of those around him."-^ The Cornwell experience at Columbia was also reflected in the continued growth in all phases of the health, physical education, and athletic program at Wittenberg College. From 1930 to 1935 a great number of well prepared high school athletic coaches and physical education teachers were sent out into the public schools of the state. Oliver Cornwell’s graduate program did not lead to the degree he wanted. It did orepare him to become a leader in the development of health and physical education programs in the South and a man of national prominence in the fields of physical education and athletics. His work and endeavors exemplified all the qualities that the degree im p lie s . CONTRIBUTIONS TO THE DEVELOPMENT OF THE PHYSICAL EDUCATION PROGRAM In 1P92 the Ohio State Legislature, meeting in April of that year, passed House Bill Ho. 957. This b ill required the common schools of cities of first and second class (larger cities) and certain other educational institutions to provide instruction and Dractice in the area of physical culture. This law was later reported as being the first i*l state law prescribing physical training for the public schools, 39 Statements by Howard £. Maurer, personal interview, June 11, 1969. First Annual Report of the Ohio Physical Education Association F. E. Leonard, A.M.. M.A., Fd,, Uberlin, ''hio, 1B96, p. 1. ill Kmmett A. Rice and John L, Hutchinson, A Brief History of Physical Education (Tew York: A. S. Barnes and Co~ 195?) . P. ?39* However, 0. B. Van Palm and others report: California had passed a law in 1866 provided that: "Instruction shall be given in all grades, and in all classes, during the entire school course in , , . the laws of health; and due attention shall be given to such physical exercises for the pupils as may be conducive to health and vigor of body as well as mind,"92 Probably one reason for confusion about this first law is the fact that the California law slipped out of existence in 1879 while the uhlo law continued in effect and was amended in 1909 to Include all 93 schools in the state. The point of who came first is not so important as the fact that the people across the nation were beginning to recognize the respond sibility of the public school system to provide some sort of physical education program within the school curriculum. Prom the and of the nineteenth century, there was steady progress in legislation to provide health and physical education in the nation's elementary and secondary schools. The State of Ohio moved steadily to reinforce its laws and to expand the programs in this field. The state department's publication on standards for public schools printed in 1922 stated: "No one seems ever to have seriously questioned the idea that health is the foremost educational objective, but everyone seems to have been surprisingly reluctant to build their ororrams toward its attainment. The moral obligation, which is stronger than law, rests upon all districts to •eobold H. Van Dalen, Elmer 0. M itchell and Bruce L. Bennett, A World History of Physical Education (Vew York: Prentice Hall, Inc., 1953). P. 397. *°Ibid., pp. 397-398. hR kU provide physical education for all youth." Shortly after this state ment was printed in 192?, the state legislature made one hundred minutes of physical education a week mandatory under the Sullivan-McCreary Act of 1923.^ The format of the publication Ohio High School Standards in 19?3 indicated the status of health and physical education in the schools at that time. The Whole subject treatment seemed to be one that ex horted the schools to do something about this field that everyone thought so necessary, but p;av« little direction to the school and the teacher in what to do. With the passape of the Sullivan-McCreary Act, the school boards began to demand more useful and helpful information and direction. Teachers were not available to staff the physical education programs. Teacher-training institutions were not in sufficient number to provide the teacher supply to meet the demand. In 1920 a survey showed that throughout the country only twenty-three teacher-training institutions were in existence. ^ Thus the advancement of the programs in health and physical education in Ohio stumbled alone, many times hiding under the coat-tails of a fairly strong athletic proeram. In 1927 Clifford L. Brownell was appointed to the position of Supervisor of Physical Education. From that point on the local schools began to get the direction and guidance they needed to carry out the hii Ohio High School Standards. 1923 revision (Columbus, Ohioi The F. J. Heer Printing Co,, 1922} , p. V+6. ^M argaret Ann Mangano, "A History of the Ohio Association for Health, Physical Education, and Recreation" (unpublished master's thesis. The Ohio State University, 1950), p. 2. hA Elmer Berry, "Problems in the Recruiting of Teachers in Physical Education," American Physical Education Review. XXV (June* 1920), p. 233-239. public demand for a sound program in health and physical education. For example, in the 1929 Issue of Ohio High School Standards the division dealing with health and physical education covered some twelve pages as compared to a few paragraphs in 1923. The program was divided into three separate but overlapping types of activity. Health Service, Health Education, and Physical Education were dealt with in distinct sections. The objectives of each area were stated. There were suggest ions given for material to be presented and activities to be used. Descriptions of desirable facilities and lists of essential supplies h7 were included. This effort to get more information to the local schools was effective to the extent that people on the Job, whether trained or untrained, had some concrete help in administering and de veloping their classes in health and physical education. During the period of the 1920's and early 1930'® there was a concerted effort to increase the number of schools preparing teachers in health and physical education and offer these people the opportunity for graduate work in this field. Ohio was no exception. The demand for teachers and supervisors in physical education was felt by the state department. This demand was evidenced in Ohio school laws re quiring ohysical education in all elementary and secondary schools, and in the following statutes concerning the training of teachers in health and physical education: Sec. 7?21-3. All institutions for the training of teachers in the state of Ohio shall include courses of study designated **^Ohlo High School Standards. 1929, pp. 1^2-153 50 to orepare teachers to give instruction in physical education. No state-wide certificate shall be granted after June 1, 192*f, to persons who have not had such work in physical education, in college or normal school as may be required by the Director of Education. Sec. 77?!-**. After September 1, 1926, no person shall be granted a certificate or employed to teach or supervise phy sical education as a special subject who does not present satisfactory evidence of having creditably completed a special course in physical education of not less than two years, or its satisfactory equivalent unless such person has served as a full-tim e teacher or supervisor of physical education prior to January 1, 1925. The holder of a physical education cer tificate may be employed to teach hygiene.^® Among the schools in Ohio preparing teachers, efforts were made to comply with these statutes in a variety of ways. It was not until Dr, Brownell and later Dr. Delbert Oberteuffer were hired by the state department as Supervisors of Physical Education that a sound program for the training of teachers of physical education was developed. Wittenberg, since the late 1*100's, has been vitally interested in athletics. With the construction of a gymnasium, and hiring of Benjamin C. Print? in 1^92 to direct activities in the gym, the program of physical activity spread to a larger segment of the student body. In 1919 at a meeting of the Ohio Athletic Conference it was reported that participation in physical education activities or athletics was ha required at Wittenberg, Dr. H. G. Heckert, president of Wittenberg from 1903 to 1920, alert to the growing interest in the field of health and physical education, repeatedly stressed the need for a combined M3 Health and Physical Education Series of the State of Ohio. Vol. II (Columbus. Ohio: The F. J. Hear Publishing Co., 1930y, p. 10. ^Minutes of the Ohio Athletic Conference, October 10, 1919. 51 prymnasium-auditorium to provide facilities for a worthwhile program in physical education and sports.^ Though this building did not material ize during his administration, the seed was sown. In response to the growing interest in the state public schools in the programs of health and physical education and the school laws, in 1929 plans were made to start a major program for teacher preparation in physical education at Wittenberg. Two to six courses in the field were taught after 1929 to bring the college in line with the state requirements for granting teaching certificates. However, no major program was presented until 1930. 51 Oliver Cornwell came to the Wittenberg campus as a fu ll faculty member in the fall of 1928. He taught engineering drawing and served as graduate manager of athletics until 1929, In 1929, Ernie Godfrey, who had been director of the athletic program, left to go to The Ohio State University, and Dr. Cornwell took over as Director of Physical <2 Education and assumed the duties of Athletic Director. for several months this work was done in an ad hoc manner while the details for organization of the new physical education department and its relation ship to athletics were being ironed out. The letter contract below reached Dr. Cornwell’s desk in mid-February and was signed: ^Lents, A History of Wittenberg College, pp. 229-230. 51The Wittenberg Bulletin. XXVI, ^o. 3, 1929-30, p. 89. ' Statement by Oliver K. Cornwell, personal interview, August 11, 1969. Mr. (■'. K. Cornwell S p r in g f ie ld , O. My deer Mr. Cornwell: Confirming our recent conference and subject to final approval by the Prudential Committee, I wish to ask you to assume the duties of Acting Director of Health and Physical Education beginning at once. Your duties w ill cover those outlined on the attached s h e e t. It is definitely understood thAt you are to attend Columbia University during the summers of 1930 and *31, taking work in the special field of Physical Education and Physical Bdueation Administration. Your remuneration w ill be as follows: On July 1, 1930, we shall pay you a special grant of $150.00 as an aid toward your expenses in the Columbia study this summer. For the school year 1930-31 your salary w ill be set at ■tPSjiO and for the school year 1931-3? *t $3000. It is understood that these salary figures include an allowance for the use of your personal automobile in con nection with your eolleee work. It is expected that in connection with your administrative duties you will carry a teaching schedule of not less than twelve hours. You w ill act as Director of the Summer Coaching School. After the summer of 1931 you w ill not be under contract obligations to carry on summer study. If done thereafter, such study w ill be upon your own volition. You w ill be responsible for the general oversight of the health and physical education work during the summer session but when absent for purposes of study, may delegate direct responsi bility to another capable person. As soon as you have received your ’'aster of Arts Degree at Ohio State your ranking w ill be advanced to that of Assistant Professor of Physical Education. It is a pleasure to call you to this important work and I shall look forward with interest to cooperating with you. If the above proposal is satisfactory to you, will you 53 please indicate your acceptance by signing and returning one copy of this letter. Cordially yours, R. S. Tulloss Presid*nt53 A c c e p te d : Oliver K. Cornwell A memorandum advising the people concerned of the new organiza tional arrangements in the Health and Physical Education Department went out the same day; Mr. Stobbs Mr. Williams Mr. Herman Dean Shatzer Miss Helsel Prof, McNutt Miss Wearley Mr. Jensen You are hereby advised on the following arrangements for the organization of the Health and Physical Education Department in which all Health and Physical Education instruction and activity together with inter-collegiate athletics is to be in c lu d e d . Mr. 0. K. Cornwell w ill become Acting Director of this department as of February 1, 1930- Mr, Cornwell is to have the full responsibility for the direction and control of the entire program of Health and Physical Education including: 1 -The Physical Education and Intramural Program ? -Health Service and Health Education 3 -Intercollegiate Athletics U -The Teacher-Training Program in Physical Education Under him the following persons w ill have specific res ponsibilities : Mr. Stobbs will be in charge of intercollegiate athletics and will assist in health and physical education. Mr. Herman will assist in intercollegiate athletics and in health and physical education. Miss Helsel w ill have charge of physical education for ^Corresoondence between Rees E. Tulloss and Oliver K. Cornwell 54 wonwi, It Is expected that an assistant to Miss Helsel will be necessary. This work is being handled during the current year by Kiss Wearlay. Mr, will have charge of the physical education instruction and the intramural program, Mr. ______will assist in the above. One of the two men last named w ill handle the new courses in anatorw, physiology and hygiene. Mr. Williams w ill, during the second semester of the current year, conduct classes in physical education and will assist in intercollegiate athletics. For the present Mr. Cornwell w ill assume direct charge of the teacher.training program in physical education. The above organisation may be expanded; and a number of student assistants may normally be expected to serve in the department. The entire staff will work in close cooperation with the faculty comnittee on physical education to be appointed. Mr. Cornwell will have the title of Acting Director of Health and Physical Education, and upon securing his master's degree w ill have the ranking of Assistant Professor of Physical Education. He w ill become the permanent Director o f th e Summer Coaching S ch o o l.54 It is hard to say who benefltted most from this appointment, Wittenberg or Oliver Cornwell. Dr. Cornwell gained valuable experience in being in on the planning and construction of a new physical education plant. He was there through the development of a major program in teacher preparation. He was to experience many of the problems that are associated quite often with an aggressive athletic program. Finally, he had the opportunity to gain experience with new ideas in the areas of ^Memorandum from the files of Rees E. Tulloss. 55 intramurals and general physical education. Through all of this Oliver Cornwell's Interest in health, physical education, and athletics grew in depth as, with the encouragement of his institution, he pursued his graduate education. Wittenberg, on the other hand, got a physical education plant which at the time was among the finest in the small colleges of the nation, Wittenberg got a great start on what was to be one of the best teacher-training programs in the state. The program of health and physical education was extended and broadened to include all the students of the college. Finally, the athletic program was put back on the track which recognised the educational values In the program as well as the Importance of championships, statistics, and winning. In 1920 Dr. Rees Edgar Tulloss became President of Wittenberg College and the next few years were to be called the "Golden Tears" of W ittenberg.^ Oliver Cornwell arrived on the scene in time to contribute a great deal to these years. In 1927 there was no physical education or athletic department as such, but Dr. Tulloss, as the men before him, saw the necessity for developing such a department at the school. In looking for a likely person to head this new venture, he found Oliver Cornwell, he had behind him an excellent record of administering the Springfield High School program and was doing an exceptional Job as graduate manager of athletics at Wittenberg. Dr. Tulloss decided early that Oliver Cornwell would be the man to guide the formation of the ^^ents, A History of Wittenberg College, p. 235. physical education department and develop th© major program for teacher preparation. He encouraged Oliver to go to graduate school and do fur ther study in this area.^ Oliver Cornwell entered the Ohio State University, as previously noted, in 1928. Hew Physical education Plant Pr. Tulloss, since his assumption of office in 1920, had fre quently presented to the Board of Trustees the need for a building to house the program of physical education and athletics. The building in use in 1920 was constructed in 1892 and was quite inadequate for the present and future programs. In 1927 serious work began on plans for the new edifice, and Oliver Cornwell, as manager of athletics, made his presence felt in the planning group through his constant insistance that this building be built with all the students of Wittenberg in mind, Coaeh Godfrey recalled that Cornwell foresaw the broadening of the athletic program to include sports other than football, basketball, and baseball; the development of an extensive intramural and general physical education program; and the creation of a teacher-preparation program. He fought to construct a building that would serve all these ends. "Oliver played his cards straight up, and he had what it took to 57 handle people. In the end he did a fabulous Job for Wittenberg."*^ The planning group in the course of their work had to come up with some method of financing this proposed building. The fact that ^Statement by Frnest Godfrey, personal interview, July 1, 19 6 9 . 57 other needs of the school had held back buildin? any structure of this type was evident. Finally, a nlar. was conceived whereby a campaign would he conducted in the city of Springfield for three-fourths of the required amount of money. This plan was approved by the Board of 58 Trustees and the goAl was set at $300,000,00. Once again the faith that the founders of Wittenberg College had placed in the people of Springfield when they moved the college there in L8U5 was justified. After a great deal of preparatory work the campaign opened on May 21, 59 1928, and closed on June 1, 19?8. The goal was slightly exceeded. The local newspapers had cooperated extensively in the drive and The Springfield rews reported: Enthusiasm such as attended the successful culmination rriday night of the campaign in .ipringfield to raise 'i 300,000 toward the $**00,000 fund asked by Wittenberg College for a Health Education building has not been seen in this city for many a year. It was significant in more than one way. It attested to the genuine good-will and interest of the city in doing its part to further the interests of its institution of higher learning. But more than that it was a spontaneous exemplification of the new civic spirit of Springfield which is pushing the city onward to a period of expansion such as it has never known^before. The campaign inaugurated a new era in Springfield. ™ With money in the bank, the erection of the new physical edu cation plant was assured. President Tulloss in his report to the Trustees in November of 1928 said that the campaign for financing for the gymnasium was completed. More than three hundred thousand dollars 58 Lents, A History of Wittenberg College, p. 271, 59I b id . ^E ditorial, The Epringfleld News. June 2, 192ft. 58 had been collected.^1 Or Saturday, November T7, 1928, a ground breaking ceremony for the new building took place. The formal opening of the new building occurred on February IU, 1930, This building was referred to as "the gift of Springfield" as a result of the fund raising campaign in the city. The gathering of the townspeople and college alumni filled the building. Dr. Tulloss took this occasion to present the staff which would devote itself to physical education and athletics. He also announced that Oliver K, Cornwell, Faculty Manager of A thletics, had been appointed Director of Athletics and Chairman of 6? the Department of Health and Physical Education, Oliver Cornwell's influence is built into the Wittenberg arym- nasliun. The spacious floor, the specialized areas, the classrooms, and the general utility were suited to the type of physical education and athletic program he saw for Wittenberg. Dr. Cornwell recalled that as usual all this cost more than planned. It ended up costing about a half-million dollars. However, it seems that Wittenberg has gotten its dollars worth from this building, as it is still in servloe after some forty years. It was built with the future in mind. The main gym nasium Included a large stage and seating for about three thousand when used as an auditorium. S p ace was available for three basketball courts, one on the stage and two on the main floor. The building included ^ The President's Report. Wittenberg College, November, 1928, d . US. Z A The Springfield Sun. February lh, 1930, p. 1. Statement by Oliver K. Cornwell, personal interview, August 1 1 , 1969. 59 offices, classrooms, exercise rooms, wrestling rooms, handball courts, and a swimming pool. In addition the entrance araa contained a trophy 6h hall and an attractive lounge. Development of the Major Program Prior to 19??# outside of some general instruction in coaching techniques, no physical education courses were offered at Wittenberg. The passage of the Sullivan-McCreary Act making one hundred minutes of physical education mandatory each week in all schools of Ohio pushed the colleges to offer some sort of training in this field. There was an effort at Wittenberg in 192^ to give its graduating teachers some in sight into the principles of this field and to cover some of the organi sational problems that would face them. They also continued the games program and health classes. The 19?^ catalogue listed, for the first time, the physical education courses available for men and women. Fmie Godfrey and George Trautwein taught activity classes for men out side when the weather was good and held health discussions in the classroom when the weather was bad. The two men taught a coaching course and Godfrey a course in history, organization, and administration of physical education. Ruth Helsel handled the women's activity classes in the gymnasium and taught personal hygiene for women. She also taught a class for women in the theory of physical education in elementary schools and one in folk games and dance. The activity classes for both men and women were required for freshmen, and all students were encouraged to Lentz, A History of Wittenberg College, p. 275. 6o participate in inter-group contests and the hiking and tennis clubs.^ The college catalogue of 1923-24 carried the first statement of the purpose of the physical education program at Wittenberg: It is the purpose of the Physical Education Department to offer thoroughgoing Instruction in physical education and to pro vide appropriate exercises for both men and women. The courses given fully meet the State requirements for those expecting to teach.60 The course offerings in physical education remained relatively constant until 1930. The gymnasium facility was completed and the Department of Health and Physical Education, with six staff positions allotted to it, was established in the fall of 1929 with Oliver Cornwell 67 its temporary director. The formal announcement of his permanent appointment was made at the dedication ceremonies held for the new gymnasium in February of 1930. During the school year of 1929-30 Dr. Cornwell spent most of his time solving problems concerning staff positions and working with Dr. Delbert Oberteuffer, State Supervisor of Health and Physical Education, in constructing an outline for the physi- 65 cal education teacher-training program for Wittenberg College. On January 14, 1930, at Dr. Cornwell's request, Dr. Oberteuffer came to the college facility meeting to present the plans for a physical education major. These plans were accepted in total. ^ The two men 65The Wittenberg B ulletin. XXII, No. 15. 1924-25. PP. 174-175. ^The Wittenberg Bulletin. XXI, No. 4, 1923-24, pp. 24-25. 67 Lents, A History of Wittenberg College, p. 273. Statements by Oliver K. Cornwell, personal interview, July 25, 1968. £q Minutes of the meeting of the Faculty, Wittenberg College, January 14, 1930. 61 had together s e t un the schedule of c I a s s offerings based on state re quirements for certification and the staff lim itations. The decision to have Dr. Oberteuffer make the presentation of the program to the president and faculty was based on the position which he held with the 70 state department and the fact that he was an excellent salesman. Efforts to fill staff positions extended through the school year of 1929-30 and on into the summer. Dr. Cornwell faced the Job of finding men and women who were interested not only in teaching in a major program but also in coaching assignments in the intercollegiate D rogram. This was the only way that the small liberal arts college could present a balanced program. He was fortunate in having Ruth Helsel and T. William Stobbs already on campus. Kiss Helsel had been working in the women's activities since 19?5. She was capable in e the fields of health education and physiology and taught in these areas during the following years. She was interested in women's athletics and in 1925, shortly after her arrival on the campus, started the Women's Athletic Association. Mr. Stobbs was hired in 1929 to replace Ernie Godfrey as football coach. He was on the staff throughout Dr. Cornwell's tenure as head of the department and contributed a great deal to the major program through his courses in coaching practices and techniques. The other four staff members allotted to the department were recruited during the sumner from among students at Columbia Uni versity. Oliver Cornwell entered there that summer and through subse quent contacts was able to fill all the remaining staff positions. 90 Statements by Oliver K. Cornwell, Dersonal interview, J u l y 25, 19 6 8 . 6? Allen F. Compton, Anthony Tuccinardi, and Lider Hays were all products of W ittenberg's undergraduate program, and Paul B. Parker came from 71 Indiana University, President Tulloss reported to the Trustees in June of 1930: The staff of the Department of Physical Education is now almost complete and beginning next September a well-rounded program of courses w ill be offered in this important field. The State Department of Education has officially recognised our work in the f ie ld by approving our proposed minorand major in physical ed u cation . 72 When school opened in the fall of 1930, the program of teacher education in the field of nhysieal education was functioning at Wittenberg: A minor of twelve hours, including service courses, will be accepted in Health and Physical Education toward meeting the requirement for the ^.B. degree. A seventeen-hour teaching minor in Health and Physical Education w ill be credited toward the Bachelor of Science in Education degree. This is recognized by the State De partment of Education as a teaching minor and is so certi f i e d . A forty-hour major in Health and Physical Education is to be offered, and may be credited as a major toward the Bachelor of Science in Education. This will entitle the student to certification, as a special teacher in Physical Education.73 The 1930 schedule of classes was broken down in the following areas: principle and administration, taught by Dr. Cornwell; health and science courses, taught by hr. Parker and hiss Helsel; coaching courses, taught by Hr, Stobbs; and activity and dance courses, taught 7^The Wittenberg B ulletin. XXVIII, NTo, 6, 1931-32, o. 159. 72The Presidents Report. Wittenberg College, June, 1930, p. 32. 73The Wittenberg B ulletin. XXVIII, No. 6, 1931-32. p. 159. 63 7b by Mr. TuccinArdi and Miss Hays with help from all the staff. The program was a success from its inception. Dr. Cornwell's enthusiasm for the games-oriented physical education program caught the fancy of some of the Wittenberg students and others were attracted to the program by their interest in the coaching field. Some majoring in other fields were drawn to the program through their Dartieloa tion on athletic teams. Howard Maurer, present Director of Physical Education at Wittenberg, was one of the latter. He was an under-graduate major in history with a minor in English and Derman, but Dr. Cornwell persuaded him to continue his education at Columbia, working toward a master's degree in physical education.Many of the Wittenberg graduates and other teachers and coaches in the state were influenced to increase their knowledge and understanding of the broad field of health and physical education through graduate study. Harry A. Scott noted, "So many physical education teachers and athletic coaches from Ohio enrolled at Teachers College, Columbia University, in the early 1930's for summer work that the rosters sounded like it was an all-Ohio institution. Cllie Cornwell and 76 Delbert Oberteuffer were the forerunners of this ohenOman on." From 1931 to 1935 the major program experienced continued growth with expanded and updated offerings based upon Oliver Cornwell's summer experiences in graduate school at Columbia. The staff was increased to seven members, and courses in first-aid, treatment of athletic injury, 74Ibid., pp. 160-165. 7“*Statements by Howard Maurer, personal interview, June 11, 1969. 76 Eased on nersonal correspondence between Harry H. Scott and the w riter. intramurals, and ©valuation ware added during that time. The content of the health education courses and the dance classes was expanded, and the majors were exposed to a wider variety of physical education and recreational activities. The program that resulted attested to the organizational and administrative skill of Oliver Cornwell. This was a period of growth for Oliver's enthusiasm for and belief in physical education and athletics as an Integral part of educational institutions at all levels and as a necessary adjunct to the life of our nation. This program Justified itself by sending to the public schools and col leges of Ohio many successful physical educators and athletic coaches. The Expanding A thletic Program Athletics had long been an Important part of the soane at Wit tenberg College. "When Cornwell arrived at Wittsnberg, Ernie Godfrey was king. Ollie had the ability to win the confidence of those around him and he won Ernie over. By 1929 Cornwell was running the athletic program except forcoaching.The 77 years between 1925 *«d 1935 were years of an expanding program, years of success on the field, but also years of trouble, most of which centered around football. Football successes of the late teens and early 1920's brought large crowds, publicity, and alumni Interest to the Wittenberg campus. The Board of Directors of the college, seeing the pressure in that area building and desiring to affirm their control of all programs at Witten berg, created a Board of Athletic Control in 1922. Vested in this ^Statem ent by Howard Maurer, personal interview, June 18, 1 9 7 0 . board was the general control of athletics in terms of schedules, letter 78 awards, and finances. Wittenberg at this time was competing in the Ohio Athletic Conference, a large, loosely knit group of schools of varying sizes and academic levels. In May 1926 the University of Cin cinnati, Denison University, Miami University, Ohio University, Ohio Wesleyan University, and Wittenberg College formed a playing league with in the Ohio A thletic Conference known as the Buckeye A thletic Asaocia- 79 tion. This group of schools represented the most athletically ambitious schools in the Ohio group. They had played each other prior to 1926, but now they wished league standings, statistics, and publicity of all types reported as a separate group in the newspapers. The response of the Ohio A thletic Conference was immediate. At the same con ference meeting that saw the birth of the Buckeye Athletic Association, a motion was passed to the effect that "no playing leagues be organized within the conference and that any leagues now existing must be dis- On banded." This motion passed in May was changed in October of the same year to read "that no playing leagues may be organized in the Conference without the permission of the Conference," thus softening somewhat the B"L original motion. At the same meeting the press was requestsd not to 8? print separate standings of the Buckeye Conference. The battle lines *^The Wittenberg Bulletin. XX, No. h, 1922-23, p. 52. ^M inutes of the Chio Athletic Conference, May 21, 1926. ^Minutes of the Ohio Athletic Conference, October 8, 1926. 66 were being drawn. Dr, Cornwell, who was all this time nolping Ernie Godfrey in the administration of athletic contests, said that he felt that the Buckeye Athletic Association was a 70od thing. The Ohio A thletic Conference was large, unwieldy, and spread all over the state. "The schools in the Buckeye were drawing big crowds and actually making a little money. It seemed like a good thing at the time." On Friday, April 6, 1928, the case came to a head when the re port of a committee of the athletic managers was made to the Ohio Ath le tic Conference. The committee was composed of C. L. Eddy of Case Institute of Technology, L, C. Boles of the College of Wooster, and F. S. Sefton of Akron University. The main points in the report eaid that the Buckeye A thletic Association and the Ohio Athletic Conference seemed in direct opposition in areas of championships, creating public interest, and gate recepts. The committee felt that the practices of the Buckeye group tended to foster professionalism and connerclallBm, The reconmemdation of the investigating group was to have one conference, 84 one set of rules of conduct, and one managers' association. The group of schools forming the Buckeye A thletic Association were in a mi nority position in the Ohio Athletic Conference and saw that it would be necessary for them to disband or resign from the conference. The faculty at Wittenberg held a special meeting on May 1?, 1928, and voted to accept the recommendation of its Board of Athletic Control ^Statement by Oliver K. Cornwell, personal interview, August 11. 1969, ^Minutes of the Ohio Athletic Conference, April 6, 1928. 6? to withdraw from the Ohio A thletic Conference.*^ When the Ohio A thletic Conference held Its fall meeting in 1928, George H. Gauthier, football coach of Ohio Wesleyan University and secretary of the Buckeye group, submitted the resignation of all six schools in the association. The resignations were accepted.®^ In the fall of 1928 Oliver Cornwell officially assumed the duties of Faculty Manager of Athletics, a post created by the Board of A thletic Control in the spring of that year. This position placed him on the pn board in an advisory capacity. This group believed in a strong ath letic program and were supported in their efforts by the faculty, students, and alumni. The new faculty manager also believed in a strong athletic program. His job involved care of equipment and facilities, and purchase of supplies. The prospect of increased revenue from the rivalries developed in the close-knit Buckeye A thletic Conference could make his job easier and provide better equipment for the athletic teams and the blossoming physical education program. Alumni and student in terest in the athletic program was high, and the salesman and promoter in Oliver Cornwell could see the possibilities for revenue that these interests offered. In 1928 Wittenberg won the Buckeye Championship in football. The crowds were large and the receipts at the gate were en couraging, This was Mr. Godfrey's last season at Wittenberg. He le ft ®^Minutes of the meeting of the Faculty, Wittenberg College, May 1 7 , 1928. Minutes of the Ohio A thletic Conference, Ootaber 12, 1928. 8^The W lttenberger. Wittenberg College yearbook, 1929, p. 208. 68 to go to The Ohio State University for the 1929 season. He did not leave before his competition accused him of paying players at Witten berg. There was never evidence to back up the accusations, and iir. Godfrey says today, "I never paid a boy. May I drop dead if I QQ did." The 1929 season, though not an outstanding one, brought other barbs tossed at the ethical standards of Wittenberg's athletic staff. As a result of the rumors circulating around the conference, most of the schools refused to schedule Wittenberg for the 1930 season. The Witten berg faculty in November of 1929 instructed the Board of Athletic Control to drop the school from the rolls of the Buckeye Athletic Asso ciation.^ The withdrawal was reported in the college yearbook like t h i s : The Buckeye Conference, strong central Ohio Intercollegiate Athletic Association, changed from the Big Six to the Big Five when Wittenberg College withdrew from membershio after charges of professionalism were hurled, denied, reiterated. The con troversy over the interpretation of amateurism smoldered two years then was fanned to flames when 0. C. Byrd, Ohio University Athletic Director, hurled charges of professionalism at W ittenberg. Other mentors followed Byrd's lead and succeeded in forcing W ittenberg's resignation. Only Cincinnati, with whom Witten berg has always enjoyed friendly athletic relations, refused to be party to the discriminatory, unsavory act. Collegians chuckled, sports followers laughed at the charming situation whereby Ohio University and Ohio Wesleyan, L ittle Lord Taizntleroys of the gridiron, ejected the bad boy from their playground.^ 88 Statement by Frnest Godfrey, personal interview, July 1, 1969. 89 Minutes of the meeting of the acuity, Wittenberg College, tov ember ?6, 1929, 90 The W lttenberger. Wittenberg College yearbook, 1930, P . 211. 69 The charges which led to the resignation of Wittenberg from the Buckeye Conference were centered on the activities of the football coach ing staff. Ernie Godfrey left after the 1926 season and was replaced by Bill Stobbs as head coach. His assistant was Buck Rider, who worked in the admissions office at the time. Most of the rumors that surround ed the situation were directed at Mr. Rider's activities as an admissions officer and as a coach. There were also some rumors of a slush fund operation for the benefit of the football squad. 91 Wittenberg College consistently denied that there was any wrong doing in its athletic program. Shortly after the school resigned from the Buckeye Conference, President R. E. Tulloss wrote to the secretary of the conference to reaffirm Wittenberg's position on the situation: . . . There are plenty of rumors about the state regarding ath letic practices at most of the Important schools. Many of these, I have no doubt, are without sound foundation. . . . Mr. Rider is the type of man about whose activities rumors are apt to grow. I believe that you know Wittenberg well enough to understand that we are not going to endanger our prestige by any athletic methods or athletic practices except such as reflect the coosum usage in sohools with which we are associated. I believe that if instead of adopting the unfair tactics which were used, our associates in the Buckeye Association had been willing to make a real investigation of the whole situation they would have gotten a totally different view of what actually exists from that which they now h o ld .9 2 Oliver Cornwell in the school year 1929-30 was serving as head of an infant physical education department and as athletic director. He was convinced that membership in the Buckeye Athletic Association was ^Statements by Bill Edwards, Athletic Director. Wittenberg University, personal interview, June 11, 1969. 92Baeed on personal correspondence between Rees E. Tulloss, and George E. Gauthier, Secretary of the Buckeye Athletic Association. 70 worth maintaining because of the cloud under which the resignation of Wittenberg had occurred and the diplomatic imolications it held as fur as students, faculty, and alumni were concerned. It also was a time of change in the relationship of athletics to physical education at Wittenberg, and Dr. Cornwell did not want to endanger the progress of the physical education program by alienation of those most interested in intercollegiate athletics. He saw no reason why Vittanberg could not continue to compete within the Buckeye group under the system in which athletics would remain a vital part of the total physical education p ic tu r e . To regain admission to the Buckeye group it was necessary for Wittenberg to take the first step toward reconciliation. In the spring of 1930 Dr. Cornwell convinced Mr. Rider that it would be best for all concerned if he gave up his coaching activities, and Mr. Rider agreed p 4 that he should. With this resignation, application was made to the Buckeye Athletic Association for readmission. After ten months of freelance operation, Wittenberg was back in the Buckeye Conference again in the fall of 193C.95 The readmission to the tough Buckeye group satisfied those con cerned about the athletic prestige of Wittenberg, but things were happening that made the return only temporary. The Great Depression was 93 -'Pased on personal correspondence between Oliver K. Cornwell and the w riter. 94 Based on personal correspondence between ( liver X. Cornwell and R. Jv. Tulloss. 9^The Torch. Wittenberg College newspaper, September 18, 1930, p . 3. 71 making itse lf felt throughout the country. College enrollments were dropping end money for financing expensive programs was running short. The smell schools in the Buckeye Conference began to face the problem of having to play the larger state schools with smaller and smaller squads due to fewer men available and the cost of equiopine large numbers of men. The private liberal arts schools were worst hit in most cases. In 1931, Wabash College, a late-comer to the conference, and Denison Univer sity withdrew from the conference and this was the beginning of the end for the Buckeye Athletic Association. Wittenberg was no exception to problems facing the smaller schools. In 1931 *nd 1932 it had to cut back its athletic program for the first time by cancelling all baseball and track eomoetition on the recommendation of the Board of A thletic Control.The situation was so critical in football by 1933 that the school paper quoted Cornwell as saying; The Buckeye Conference must alter its scheduling rules to end discord. Small schools cannot play large schools five weeks in a row with twenty-five man squads. . . . Cut of seven playing dates in the fall Wittenberg would have to meet Ohio University, Miami, Cincinnati, Marshall, Wesleyan and possibly Denison, With a squad of 2k or 25 men this would be impossible. . . . It is possible if the B.A.A. officials don't relent Wittenberg would sever relations,97 On Uovember 17, 1933, after a football season that was marked with losses and injuries, Wittenberg withdrew from the Buckeye Conference. President Tulloss in making the announcement indicated that a r e tu r n to 96Tha Torch, ’’.arch 5. 1931. P. 3. 9?Tha Torch. March 3, 1933. p . 3. 7? Qfl the Vhio Athletic Conference was a distinct possibility. nliver Cornwell and D. K>fluss, the faculty representative, attended a meeting of the Ohio conference on December 9, 1933, and requested W ittenberg's readmission to the conference, the admission was approved on a tentative basis pending a favorable report of an investigating com- 99 mittee headed by I)r. C. W. Savage of Oberlin College, The investi gation convinced the committee that Wittenberg was operating an athletic program which satisfied the rules of the Ohio Athletic Conference. This seemed to suDoort President Tulloss’a claim that the athletic propram since 1979 had been simon-pure,In 19 3^ Wittenberg be*an its nine teenth season in the Ohio Athletic Conference, The college newspaper said, "Vittenbere dropped out in 1928; now six years later she is going back to the Ohio Conference where most of us agree she belongs. The change in the relationship between athletics and the new physical education program was expressed in a letter from Oliver Cornwell to President Tulloss in 1930 when a new assistant football and basketball coach had to be hired. We have talked over the application of MeCreight. He would be of more help to dr. Stobbs than anyone we could employ, par ticularly in football, but the question of our changing point of view and the W. and J. scheme of things would clash. This would possibly be true of any W. and J, man we might employ. The solution of our problem depends to a great extent on the type men we add to the department. Good teams are essential, ^The Torch. November 17, 1933, P. 1* ^Minutes of the Ohio A thletic Conference, December 9. 1933, ^°°The Torch, fovember 17, 1933, P, 1* ^°^The Torch, September 21, 193^, P. 3. 7 3 yet we rnust have cooperation between physical education and athletics by using men that have primarily the same ideas. Our men must do double service in Physical Education and Coaching without weakening either department. If we can find a man of this calibre, he is the one we are looking for. The statements in the letter concerning the importance of good athletic teams, but insisting on cooperation between the fields of physical education and athletics, was the key to the philosophy behind the work of Oliver Cornwell at Wittenberg. The return to the more educational atmosphere of the Ohio Conference was an important step for the total program at Wittenberg. The ado over conference affiliation and charges of malpractice in athletics was certainly the most exciting phase of Dr. CorowelVs tenure at Wittenberg. However, while all this was going on, the steady growth of the athletic program at Wittenberg continued, football, base* ball, and basketball were the only sports that were operating an inter collegiate schedule in 1929« In the fall of that year fencing was added to the schedule. Hassan E. Khaldi, an exchange student from Palestine, organised and coached the team and secured the help of the physical education department in developing a schedule and financing the venture. The new team won the Ohio Intercollegiate Championship in L930."'~°^ l ight football was introduced to the Wittenberg campus in the fall of 1930, when four games were played under the lights. During that season TiiVL Edwards became the first Wittenberg athlete to be given an 102 3ased on personal correspondence between Oliver K. Cornwell and Rees F. Tulloss. 10\en tz, A History of Vrlttenberg College, p. 278. ?**■ All-American rating. 104 In 1971 tennis and track were added to the inter collegiate schedule as the athletic program continued to expand and to 10'S service a larger segment of the student body. Floyd T. ''Doc1' Slewert, a former student, was added to the staff of the department in 1932, and his experience in undergraduate years as a student-trainer was put to use by a ll the athletic teams . * 1®0 In the spring of 1932 Wittenberg’s first varsity swimming team was organized, with its Intercollegiate schedule starting during the following school year. 107 The last activity added to the athletic schedule under Oliver Cornwell's supervision was golf in 1933.100 The only setback that affected the steady progress toward a balanced athletic picture at Wittenberg came during the 1932-33 seasons when baseball and track competition were eliminated. This was due to the effects of the depression on the funds available to the department. By 19J1* the financial problems had been resolved to the extent that all phases of the athletic program were again functioning. In the suimner of 1927, Ernest Godfrey had started a coaching school at Wittenberg which provided an unusually fine opportunity for high school coaches to study under some of the nation's finest coaches 109 and athletes for a period of two weeks. After his departure from 10l*Ibld.. pp. 277-276. 10* rh s. Wlttanberger. 1931. P. 190. lo6Ibld. ■ ^ L sn tz , A History of Wittenberg College, p . 279. 1O0T>* Torch. February 2h, 1933. P. 3. *°^Lent*, A History of Wittenberg College, p. 27^. Wittenborr, this school continued under the direction of Oliver Cornwell in the summer of 1930, but then fell victim of the depression and was 110 discontinued after that session, ’Vhen Dr. Cornwell le ft Wittenberg in 1935. he le ft behind a program in athletics that was operating in the academically oriented <'hio Conference and offered a wide variety of activities. The department was acclimated to the view that athletics was an important phase of the total physical education program and that the staff must cooperatively work in both areas without neglecting either. The Department of Physi cal Education and athletics had weathered the storms of criticism and depression and was ready to move on to greater service to Wittenberg, Uhio, and the nation. A developing Tteouired and Intramural Program There is some evidence that since 1919 some form of physical activity was required of Wittenberg students. The first notice of a physical education requirement was placed in the college catalogue in 192*+. It was noted that all freshmen would be required to take physi cal education, with the man doing entirely outdoor work and the women holding classes at the Y.M.C.A.. M l students were encouraged to par ticipate in interproup contests and to join the hiking and tennis clubs.**^ The sentence above describes the intramural activity of the time. In 1925 the freshmen men were given physical examinations in 1U The Vlttenberg bulletin. XXI, ' o. *+, 1923-2*+, pp. 2*+-25. addition to one hour nor week of physical activity. The freshmen women 11? had two hours of activity a week and lectures in personal hygiene. This offering in nhysical education activities and intramurals stayed relatively the same until the completion of the gymnasium in 1929- With the opening of this facility in 1930, the new physical education depart ment seized upon the excitement of the hour to ask for and receive permission from the faculty to require physical education of all fresh men and sophomore students. The student charges for that year also included a health and physical education fee, which also covered the 1 1 3 cost of the student athletic ticket. In order to cover all the class sections and to carry on the training of major students, Oliver Cornwell and his six-man staff assumed some monumental teaching assignments. The required courses ir. physical education gave the students an opportunity to learn some basic athletic skills and to participate in seasonal sports, relays, and games of lower organization. Provisions were made for corrective work on the basis of assignment to special physical edu- 114 cation classes. From as far back as \9ZU the women*s required pro. gram included a class in personal hygiene. However, it was not until after 1932 that a one-hour course in this area was added to the requirement for freshmen men,^^ From 1929 to 1935 the course offerings U ?The Wittenberg Bulletin. v j.IT , Ho. 15, 1929-25, pp. W -1’5. 11?The VJ1 ttenberg bulletin. XXVII, ,ro. 27, 1930-31, P. 22. W The Wittenberg Bulletin. XXVIII, To. 6, 1931-32. pp. 159-160. ^ ‘'’Statement by Oliver K. Cornwell, personal interview, July 25. 196*. ?? in the require program were continually expanded a?; the facilities be came available. r. Cornwell particularly emphasized individual and recreational type activities such as swimming, handball, tennis, golf, horeback riding, horseshoes, and hiking. The intramural program of activities was boosted greatly by the opening of the new physical education plant, hntil 19?9 the intergroup activities for men had been rather informal and consisted of softball and basketball contests. The women, led by Ruth Helsel, organized their Vfomen’s Athletic Association in 1925 and were competing in volleyball, field hockey, and basketball. With the impetus of a new gymnasium and swimming pool, the interest of the students in new activities grew. Oliver Cornwell with his staff provided the facilities and equipment for 117 the activities under the supervision of Anthony Tuccinardi. The intramural activities expanded until in 1931 they were reaching almost every studart on the campus. The men were competing in tag football, volleyball, basketball, swimming, softball, tennis, handball, and horse shoes. The women1s activities included basketball, volleyball, baseball, 118 track, swimminv, field hockey, soccer, and hiking. The intramural nrogram was one nsrt of the physical education program that did not suffer from the depression in the early 1930*s. Its progress and growth was steady and strong throughout ’>r. Cornwell’s stay at Wittenberg as Director of Health and Physical Education and Athletic Director. UW l l 6* The V/ittenberger. 1931. P- 190. 78 THE END OF THE WITTENBERG YEARS Oliver Cornwell decided to leave Wittenberg at some point In the 19>lt.35 school year. The college was s till suffering from the financial doldrums brought on by the depression. All faculty members were being paid only part of their salaries In cash. I t was harder to get money for the things he needed to run the type of program he wanted. An offer to move had come from his associate. Dr. Delbert Oberteuffer, at The Ohio State University. The money was better and the change was attract ive, so in the spring of 1935, prior to leaving Wittenberg for suimaer school at Columbia University, he told President Tulloss that he was considering leaving his post. On July 30, 1935, Dr. Tulloss issued this statement to the Wittenberg faculty and friends: Mr. Cornwell has been with us at Wittenberg since 1927, and has served with fine effectiveness as Assistant Professor of Edu cation and as Director of Health and Physical Education. He has also had charge of intercollegiate athletics as faculty director. He has been a valuable member of the staff and It is with re gret that we lose him. What Is proposed for him by way of salary and opportunity at Ohio State is such that he feels he must accept the proffered position. I have assured him that if his final de cision Is In favor of a change of positions at this time he will, of course, carry with him the sincere good wishes of Wittenberg. Both Faculty and Board of Directors appreciate the valuable service he has rendered during the eight years he has bean with u s . ^ 9 Oliver Cornwall did leave Wittenberg in 1935, He wired Dr. Tulloss on August 1, 1935* and told him he was tendering his resig- nation to accept an offer from Ohio State.120 He left behind a physical tat ament from the files of Rees E. Tulloss, July 30, 1935* 1_20Based on personal correspondence between Oliver K, Cornwell and Rees E. Tulloss. education plant which was as fin® as any among the small colleges in the state. The physical education program was thriving and growing in the required and major phases. The athletic program was back on the track which better suited the academic and educational views of W itten berg College. Oliver Cornwell did not go to The Ohio State University in the fall of 1935, hut he did move to the University of North Carolina, where he was to make greater and wider-reaching contributions to the fields of physical education and athletics. C h ap ter 5 THE UNIVERSITY OF NORTH CAROLINA EXPERIENCE Oliver Cornwell left Springfield, Ohio, in 1935 for simmer school at Columbia University, knowing he would not return to Wittenberg College, Though hia plans were not definitely set, i t seemed likely on the basis of talks with L, W, St, John and Dr. Delbert Oberteuffer of The Ohio State University that he would Join the faculty of that institution in the fall of 1935.^ Dr. Tulloss. President of Wittenberg College, and Cornwell had discussed Cornwell's plans, and on August 1 Dr. Tulloss received a telegram from Cornwell tendering his resignation to accept a position at Ohio State. (See Appendix P.) A BUCKETS BECOMES A TAR HEEL Oliver Cornwell received a firm verbal offer of a Job at The Ohio State University from Dr. Oberteuffer in New York City in mid-sunnier of 1935. He agreed to take the Job and was ready to report for work in September. As the summer session drew to a close, people from the University of North Carolina came to Teachers College at Columbia looking for a man to head up their Department of Physical Education. The North ^Statement by Oliver K. Cornwell, personal interview, July P, 1970. ^Statement by Delbert Oberteuffer, personal interview. May 23, 1969. PI Carolina group was encouraged by members of the staff to talk to Oliver Cornwall. A letter written by Oeorge K. "T'o" Shepard during the search for a person to fill the position at the University gives some insight into the type of parson they were looking for: 3 July 1935 Mr. Elmer D, M itc h e ll, Director of Intramural Athletics, University of Michigan, Ann Arbor, Mich. Dear Mr. M itch ell; I am going to presume on the contact made with you while I was attending your class in intramural athletics at the University of Michigan in the sutwner of 1929. Any help you can give me in this particular matter will be greatly appreciated. ! or the first time an item has been set up in the regular Univer sity budget for a full time man in physical education. At present we do not have a Department of Physical Education, but our President is anxious for us to really develop a real P. E. Depart ment. The functions usually attributed to this department we have attempted to carry out in the past through our Department of Intercollegiate Athletics. I believe there is going to be a big field here in Physical Education within the next year or so. There is much to be done, of course, and the right man can come in and do a big work. I am w r itin g to ask i f you know o f any man, or men, you could recommend for this position. I should like for you to divide your recommendations into two croupe, as follows*. 1) An older, experienced group - men who have actually been in the work for some length of time. Salary $3600 to $1*500. 2) Younger men - men adequately trained, but with less actual experience. Salary $2500 to $3000, tlaturally we in this department would like to have a man who is at least sympathetic towards intercollegiate athletics. Dased on personal correspondence between Harry A. Scott and the w riter. M? I shall aporeclato it preatly if you will zlve this matter .your careful consideration. Cordially yours, G. E. Shepard, ^ Asst. Athletic director. The committee was certain that Cornwell was the man for the job, with his background at Wittenberg College almost coinciding with the work ahead at North Carolina and his strong interest in intercollegiate athletics always evident in his endeavors. A. W. Hobbs, Chairman of the Athletic Council at North Carolina, offered him the position. He was oromDted by Cornwell's experience in Dropram administration and a strong recommendation from i t . J. F. Williams.^ Oliver Cornwell turned down the offer, due to his commitment to Ohio State, but while riding back to Columbia with nr. Harry H. Scott, he was convinced that the position at North Carolina offered the greater ooportunity.J Cornwell called ;t, oberteuffer from outside Columbus. They met at the comer of Broad and High Streets, and T.r. Oberteuffer released him from their verbal contract. Cornwell then called Bean Hobbs in Chaoel H ill, North Carolina, to determine whether or not the offer was still open. When he found it was, he agreed to accept the position at the University of North 7 Carolina. It was in this oosition that he was to become a prominent ^CorresDondence between George E. Shepard, University of North Carolina, and Elmer 7). M itchell, University of Michigan. ^Based on nersonal correspondence between u»rr.y A, Scott and the w riter. A 'Statemert by Oliver Cornwell, nersonal interview, August 11, 1969. 7 Statements by 'jr. Celbert oberteuffer, nersonal interview, ay 2?, 1969. 83 Figure in the fink* of nhyslcal education and intercollegiate athletics, THE UNIVERSITY OF NORTH CAROLINA The Constitution of the State of North Carolina in A rticle ***! provided: "That a school or schools shall be established by the Legis lature for the convenient instruction of youth, with such salaries to the masters paid by the public, as nay enable them to instruct at low prices; and all useful learning shall be duly encouraged and promoted in one or more Universities," The Legislature in 1789, spurred by William R. Davie, finally acted on this constitutional mandate and chartered the University of North Carolina on December 11, The long and costly Revolutionary War, a weak and poverty-stricken state, and the confused political situation were factors that explained the delay. It was determined that the University site should be at New Hope Chapel, p now Chapel H ill, When the University opened its doors to students in 1795, it became the first state university in the United States to do The funds to build and operate the newly created university were not appropriated by the legislature; thus the men appointed as trustees of the institution were dependent on donations, student fees, sale of lands, and collecting of back debts to the state for financing this new Q Hugh T. Lefler and Albert R. Newsome, ‘ orth Carolina (Chanel Hill: The University of North Carolina Press, 1963' , pp. 2^7-248, Q Archibald Henrierson. The Campus of the ■ irst State University (Chapel Hill: The University of forth Carolina Press, 1 9 ^ » p. 2. Hk venture."^ Despit* the riifficulties encountered, the school functioned and prospered. For nearly a half century the university at Chapel Hill was the only institution of higher learning in the state. Prior to 1815 the university emphasized the study of 3reek, Latin, and mathe matics, subjects that in colonial days were considered basic to a gentleman's education. After 1815, there was a gradual trend toward science courses and studies for public service.^ The university was not a popular institution at the outset. Koine distrusted it as a center of aristocracy and conservatism, others as a center of radicalism and agnosticism. Some criticized its severe discipline, others its laxity and improper student conduct. Called by many a school for the rich, the university remained small, poverty- 1? stricken, and limited in influence. The V.’ar for Southern Independence le ft the State of North Caro lina in a desperate condition, and in I870 the university was closed for lack of mibtic confidence, financial support, and students. Follow ing its reopening in I8 7 6 , it remained weak and struggling for several years.^ In 1881 the university began to receive small regular state appropriations for maintenance. The demand for a useful education came on the heels of the state support. One legislator noted: "The old plan of education in the palmy days of the South gave us orators and states men, but nothing to enrich us, nothing to promote material greatness. ^L efler and ‘ ewsome, North Carolina, p. U Ibid.. p. 383. lZIbid., no. 282-283. 1:W d., pp. W-b99. HI . . . The T>outh must abandon the aesthetic and ornamental for the lh practical and useful." The chance in educational approach and some minor state support Hid not immediately solve the problems of the university. There were few high schools in North Carolina prior to 1900, and those students who Hid get to them were ooorly prepared for a college education. The facilities anri staff at the university still suffered from lack of financial support. Hy 1900 the number of students exceeded the number in IH 58 by only fifty-one. There were 51? in 1900 and ^6l in 1858."^ during the early 1900's North Carolina experienced an intellectual awakening, Public high schools were opened, and the public anri state increased their support for institutions of higher learning. The state appropriation for the university rose from *10,000 ir 1881 to t200,000 in 1911. This increased Income from the state, plus outside donations, resulted in remarkable expansion of the physical nlant, the teaching staff, and the quality of the educational protram .^ The improved system of preparatory schools supplied a strengthened university with better prepared students and helped insure its growth and expansion. The period from 1900 to 1930 marked the progress of a struggling college to the full status of a nationally known university. In the last year of his adminis tration, Harry W. Chase, president of the university from 1919 to 1930, s a id ; lUIbid.t p. 5 0 1 . "^^Louis K. Wilson, The University of . orth Carolina. 1900-1930 (Chapel Hill: The "niversity of ''orth Carolina Press, 195?). ?!• ^^Lefler and Mewsome, North Carolina, p. 559. 86 The University of North Caroline has attained a position among the significant Institutions of higher education in America. I make this statement without qualification and without apology, for this position is the result of the activities of more than one generation of University history . . . At precisely the time when the state and the South are being brought into competition in such definite ways with the remainder of the country, the University has come into a position in which it can offer to Southern youth a training that does not shrink frost measurement by national standards. . . . The time certainly has gone by when Southern youth ought to be trained to anything less than a national outlook, or th e ir edu cation Judged by standards th a t embody anythin g short of the best.l? Dr. Frank P. Graham followed Chase In the office of the presi dency of the university in 1930, and under his leadership the school continued to prosper and to expand its Influence across the state, section, and nation. The University of North Carolina still remains conservative to some, radical to others, but It has moved forward in its efforts to prepare its students for the era in which they live. PHYSICAL EDUCATION AND ATHLETICS PRIOR TO 1935 Physical education and athletics in the sense of organised programs did not exist at the University of North Carolina from 1795 until the outbreak of the Civil Var. One writer said: Mass participation of students with coaches in sports of various kinds. Intercollegiate contests, financial support of athletics as administrative policy, commodious gymnasiums, extensive playing fields, costly stadiums - these and their accompanying phenomena were wholly unknown, There is evidence, however, that the students participated in ball games ^W ilson, The University of North Carolina. 1900-1930. p. 593. ■^Henderson, The Campus of the F irst State University, p. 109. *7 o f nil sorts, fishirr, hiking, anri swimming during this period. Only four years after the school opened, the Trustees passed a regulation making it unlawful for students to play bandy (a game played with a ball and a stick) or any other sport within fifty yards of any building, due 19 to the breakage of windows and damage to the buildings. The first agitation for a physical education program arose in 1844 in articles published in the Worth Carolina University Magazine. The object of the proposed procram was to keep the person healthy so that he might make greater literary achievements. This approach was taken in view of the stress laid by the faculty upon the academic 20 program. As this magazine was exchanged with other college magazines, the students became aware of the highly valued physical education procram carried on and the sports encouraged at other institutions. The magazine editors, impressed with the programs they had read about, suggested that the university build a gymnasium and hire an instructor for physical activity. Had the student body been as eager for a gymnasium as they were for a ballroom, which they vigorously petitioned for in 1848 and »ot in 1851, they might well have seen their wishes for a building for on sports activity gratified. This lack of interest plus the indifference of the trustees, president, and faculty nostooned the building of a gymnasium for some thirty years. 19I b id . 20 Ibid., p. 114. 71 Ibid., p. 118. DEVELOPMENT OF FACILITIES The afternsth of the Civil War caused the closing of the univer sity from 1070-1875, but when it reopened, a new era of interest in physical education and athletics was begun. Class teams in baseball and football were organized in the early eighties, and intramural contests were staved for the pleasure of the students. The first Intercollegiate contest involving a university team was a baseball same with Gingham M ilitary School in the spring of 188*+, the latter winning 12 to 11.22 In 1892 President K. P. Battle, recognizing the popularity of sports activity on the campus, urged the erection of a gymnasium build ing. Since an active canvass for money to build an auditorium was going on, no effort was made at that time by the trustees to secure funds for such a building. President Battle solved the problem by organizing a corporation to erect a building in Chanel H ill but off the campus to serve as a gymnasium and ballroom. Upon its completion in 1885, Dr. E. P. Venable was nut in charge of the gymnasium, and his program became a magnet for the students. Dr. Venable was replaced after six years by Professor H. H. Williams of the University A thletic Advisory Committee, a group formed some four years earlier by the faculty. As interest grew in all ohases of athletics and physical activity, the direction of the program was turned over to Lacy L. L ittle, a student of Dr. Luther Gulick at Springfield, Massachusetts. L ittle gave regular 22Henry Smith Barrier, On Carolina*s Gridiron, 1880-1936: A History of Football at the University of North Carolina (Durham. Korth Carolina: Seeman Printery,' 193?) , n. 20. 89 21 classes to the students and "captained" the football team. From this point, intercollegiate contests were consnon in many sports, including football, baseball, track, and tennis. The demand for a new gymnasium became pressing and the need obvious by 1890, To satisfy this need, over the wishes of many who considered it an act of desecration, the auditorium, Memorial Hall, became the gymnasium in 1895* It was ill-suited for this use, for it had no dressing rooms, no heat, and no bathst Despite its fallings, this building was used until 1905, when Synum gymnasium was erected. This building was a g ift of Judge William Preston Bynum of Charlotte, North Carolina, as a memorial to his grandson, who had been a member of the university football team. Pynum Gymnasium included a spacious gymnasium floor, fully equipped with apparatus for exercise; a large swimming pool; locker rooms; showers; and rooms for boxing, fendnr, 25 Swedish movements, anthropometric tests, and trophies. R. S. Lawson, M.D., was appointed director of the completed building. Through his initiative the program of physical activity and sports made marked progress. Under his direction an athletic field was completed in 1907, and several tennis courts were constructed nearby. In 1907 Dr. Lawson introduced the game of basketball to his classes; ^■^Henderson, The Campus of the F irst State University, pp. 2U9. 251. OK Kemp Plummer Battle, History of the University of Borth Carolina (Raleigh: Fdwards and Proughton Printing Co., 1907), pp. 125- 129. ?^Henderson, The Campus of the F irst State University, p. 2 5 6 . 90 its popularity led to the construction of an outdoor court near Fynum ?6 ^ymnasiu'n. The steady growth of the number of intercollegiate contests and the growing throngs of spectators who came to Chaoel H ill to witness them gave rise to the need for art outdoor athletic stadium at the uni versity. In 1916, through the efforts of students and interested alumni, hmerscn Field was opened to accommodate baseball, football, and track teams. This field was complete with seating for 3.000 spectators. Pynum Gynsiasium served as an arena for indoor contests until 1923, when a standard Industrial-type buildine was constructed. (The students called it the "Tin Can" because of the materials used in its con struction.) It Drovided adequate sDace for contests in basketball, wrestling, boxing, and indoor track. The development of outdoor facilities continued through the twenties with the expansion of the number of recreational fields and tennis courts available to the 27 s tu d e n ts . The facilities of Emerson Field became subject to the pressures of an expanding student body and the interest of the sports spectator. It became evident that, in order to take care of the expanding sports and intramural programs, separate facilities for football and track activities were needed. Through the generosity of William Rand Kenan, Jr., Kenan Stadium and field house were constructed as a memorial to Z6I b i d . , o . 315. ^Tbiri.. op. 317-31R. KENAN MEMORIAL STADIUM PLATE I 92 his parents. The new stadium had seats for 2h,000 spectators and, with several renovations to increase this capacity, still serves the university. The facility for track activities was slower in coming and was accomplished in a large Dart through the Civil Works Adminis tration of the ! ew Deal government programs. This facility was com pleted in the early thirties and named Fetzer Field in honor of the Athletic Director, Robert A. Fetzer, in appreciation of his contri butions to the high standards of sportsmanship on the North Carolina cam pus,29 THE DEVELOPING PHYSICAL EDUCATION PROGRAM The rejection by draft boards of large numbers of students during World War I and general health status of the students at the University of Forth Carolina were of considerable concern to the faculty and administration. In 1919, in an effort to help resolve thle concern, the responsibilities of Dr, R, E. Lawson, the gymnasium director, were expanded to include the supervision of physical examinations for Incoming students and the direction of remedial training. To assist him in his expanded duties Captain Thomas J. Browne, who had been head of the United States Army school for training of physical training officers, was employed to help organize the program of intramural activities for students not involved in intercollegiate sports. Captain Prowne remained only one year, but this extension of services. ?8Ibid., pp. 319-320. ^Ibid.. pp. 320-321. 91 once effected, became a Dart of the university's athletic program and remained so until the establishment of the Oenartment of Physical relo cation ir 1915. Its steady growth and development has paralleled the growth of the university over the passing years. Vhen hr. Lawson assumed his duties as ’dreetor of Bynum gym nasium in 1995, all freshmen and soohomores participated in some form of physical exercise, though this was not required for graduation. This, plus chapel talks with the emphasis on hygiene, marked the first con scious effort bv the university to point up the importance of student 11 health and physical well-being.' In 19?5 the faculty wes persuaded to 3P make one year of physical education a requirement for graduation. The faculty in 19P9 approved the principle of counting supervised work in physical education for academic credit and suggested that the basis for measuring the quality of the work should be the same as for laboratory courses. At the same time the faculty saw fit to raise the physical education requirement for the bachelor's degree to two years. The courses in physical education were to consist of three forty-five minute periods per week. A program based on remedial physical activity and intramural games was directed by Or. Lawson into the early thirties. Me was assisted in his work during the later years by Gladys A. Beard, ^V'ilson, The University of North Carolina, 1900-1930. o. ^Ibid., o. 1 6 1 . ip Minutes of the meeting of the Faculty, University of ' o r th Carolina, May 19, 1935. ■^Minutes of the meeting of the ^acuity, University of North Carolina, January 9, 19?9. 9^ wife of the Ooan of the Pharmacy School, who supervised the activities of the few women that wore among the students at the University. ?rom as early as 1900, the student leaders and faculty members had met from time to time to discuss the university’s physical education orovram and to study nrograms at other schools. The results of these discussions and surveys were summarized by a coiwiittee appointed by the faculty in 1922: 1. Physical education is increasingly being placed on the same basis as other subjects, with credit on the same basis as other subjects* 2, The instructors are (riven professional rank rather than merely an administrative position without faculty vote. 3* Hygiene courses are more often given by physical education teachers than was the case earlier. U, Intercollegiate athletics are now more largely controlled by the physical education department* 5. Intramural athletics for the mass of students has developed rapidly in recent years, 6. Student enrollment in elective courses in physical education has Increased during the last ten years. ?. The equipment requirement for physical education, par ticularly intramural athletics, is much larger than at any previous Deriod.35 As a result of conclusions drawn from this summary of available information, the committee recommended that a department of physical education be organized and that "the best qualified man obtainable" be Vi Statement by George E. Shepard, personal interview, July 11, 1969. ■^Papers of Chancellor Robert B. House, Worth Carolina Archives, Chaoel H ill, North Carolina. 95 chosen to heart this venture. Although a one-year graduation require ment was approved in 1925 *f>d was later increased to two years, with academic credit granted, little action was taken on the matter of creating a physical education department until 193^. A faculty report to Dean Robert B. House noted that the faculty approved of the fo llo w in g : 1. Academic credit for work in supervised physical training. ?. Two courses in physical training in the freshman and sophomore years should be required for graduation. 3. A physical examination should be given once a year. b, A formal course in physical education to develop teachers should be provided by the University. 5. An adequate budget should be created to provide for carrying on all activities of the program. 6. ( ne of the most urgent needs of the University is a gymnasium.^ Acting on this faculty recommendation, which he heartily sup ported, President Frank P. Graham set up a committee to search for and 38 hire a man to heart up the new program. Oliver K. Cornwell was appointed to the position late in the summer of 1935» THE DEVELOPXUG ATHLETIC PROGRAM From the earliest days, the athletic activities of Forth Carolina’s students were closely watched over by the faculty. By 1891 ^Ibid. ^ I b id . 38 Based on personal correspondence between Frank P. Graham and Robert 9. House. 06 19 a University Athletic Advisory Committee was functioninp. The student and alumni interest in the contests grew as the program of contests with outsiders expanded. The university, like most schools of the time, was plagued with the problem of how to regulate the athletic program, foot ball in particular. Irregularities in the use of eligible players and the violation of any accepted academic code were coimnon among many schools in their eagerness to present a winning team and please the alumni. In 1921, after a particularly bitter loss to Virginia, the con trol of athletics At North Carolina was subtly transferred from the faculty to the alumni, and rules were watered down to make almost anyone UO eligible for intercollegiate athletics at the university. Two changes occurred in the 1920*s that affected a reorganization of athletics at the University of North Carolina: the appointment in 1921 of William K. Fetzer as Director of Athletics, assisted by his brother Robert A. etzer, and the organization of the Southern Inter collegiate Conference. The appointment of William Fetter as football coach and Athletic Director lasted only until 1926, when he resigned and was succeeded by his brother Robert. In the persons of these two men, the university found the abilities and personalities that were influen tial in bringing control of athletics back to the campus. They empha sized not only competent Instruction in varsity sports, but also general participation by all students in athletics with adequate facilities for the whole student body. They also fostered the development of high ^Henderson, The Campus of the First State University, p. 250. ^W ilson, The University of North Carolina. 1900-1930. p. **25. 97 school athletics without consideration of where the students expected 41 to attend college. The influence of Robert cetzer on the athletic Picture at the university is recognized as one of the most positive factors in the lonr history of sports at the Chapel Hill institution. The track field at the university bears his name in recognition of this f a c t . The entrance of the university into the Southern Intercollegiate Conference in February of 1921 was a sound step in the direction of better control of its athletic activities. The fundamental principles upon which the organization was founded were: 1. A gentleman’s agreement: Members of the conference w ill consider it a friendly act if other members furnish them at any time any information concerning the eligibility of the p la y e rs . 2. faculty control: This conference requires faculty responsibility and control of intercollegiate athletics. 3. (Jne-year residence rule: vo person shall participate in Intercollegiate athletics at an institution until after the expiration of twelve months from the date of his matriculation th e r e . 4. Scholarship requirement: . . . no person shall be per mitted to participate until he shall have completed the scholastic requirements of that institution. 5. Migratory rule: f'o person who has participated in any intercollegiate contest as a member of any college team shall be permitted to participate in any intercollegiate contests in that sport as a member of any other institution in this conference. UlIbid., po. 425-426. 98 6. Amateur rule: Po person shall be permitted to par- ticloate In any intercollegiate contest who has used or Is using his knowledge of athletics or his athletic skill for g a in . ^2 Under the direction and guidance of Bob Fetter and within the fold of the Southern Conference, the athletic program at the university showed marked growth during the 1920's. The program was supported by all factions of the university family and the *luntni Association. In 1926 the faculty created the Athletic Council, composed of three faculty members, three undergraduates, three members of the Alumni Association, the Graduate Manager of A thletics, and the Director of Athletics. This council was to administer all general matters pertaining to athletics at the university, Including schedules, finances, coaching assignments, and hiring of technical staff. The faculty members on the council constituted a committee of the faculty whose duty it was to see that all rules and regulations of the university concerning athletics were observed. The president of the university, with the faculty members of 43 the council, maintained full veto power over all acts of the council. This body involved all sections of the university in the operation of the athletic program and provided a check on over-enthusiastic groups that from time to time had popped up to plague the administration with their desire to overemphasise or belittle the place of athletics on the JlO S. V. Sanford, "Report from the Fourth District," Proceedings of the Seventh Annual Convention of the National Collegiate A thletic Association. Vew York. N.Y.. December 23. 1922. PP. 23-2*. ^"D igest of Faculty Legislation, 1920-197?.” Supplement to the minutes of the Faculty meeting. University of North Carolina, December, 1977. 99 college campus. Since physical education was conceived by Fob Fetzer as a responsibility of the athletic department, a program of activities for the whole student body was supported by the athletic department. /thistle contests attracted quite a few spectators to Chapel H ill, and from the gate receipts equipment, suoplies, and maintenance of facilities were financed by the athletic department. In addition, members of the athletic staff assisted Dr. R. E. Lawson in carrying out his program of physical education when possible, by 1930 the administrators of the university could foresee the rapid expansion of the student body. It was obvious that present facilities and programs, designed and administered for a student body of 600 in 1922, would no longer be adequate for a progressive, growing university. The committee report on physical education done in 1922 was acted upon in earnest, and the search began for a man qualified to assist in building new facilities, developing a program of health and physical education, and implementing a teacher-training program. In addition, Coach Fetzer needed to be relieved of some of his growing responsibil ities. This search ended with the hiring of Oliver Cornwell in 1935. THE DEVELOPMENT OF A MODERN PHYSICAL EDUCATICK PROGRAM AT THE UNIVERSITY OF NORTH CAROLINA Oliver Cornwell arrived in Chapel H ill in September of 1935 to assume his duties on the staff of the University of North Carolina. The jji Statements by George E. Shepard, personal interview, July 9, 1970. 100 athletic department, under E, A. Fetzer, was in charge of the limited program of physical education, directed by Dr. R. B. Lawson and Gladys Beard, The intramural program was fairly extensive and involved most of the male students. Both these programs were financed by a reasonably prosperous athletic department. The catalogue for the year 1935-36 noted the presence of a physical training program: Hearty encouragement is given to athletic sports and to all kinds of physical culture. In addition to intercollegiate athletics the University fosters an unusually extensive program of intramural sports, e e e Exercise is required three hours a week for all Freshmen, unless excused. In fall a thorough physical examination of each new student is made, and the heart, the lungs, the eyes, and the ears are tested, in order that students defective in physical development may be given special work under the personal supervision of the Director of the Gymnasium. Round shoulders, A at chests, curvature of the spinal coluim, hernia, and mild cases of congenital paralysis are thus often greatly benefitted and sometimes completely corrected. The physical education of women students is under the charge of Mrs. Gladys Beard as Director. . . . The program for freshmen consisted, for the most part, of calis thenics and gym astic activities conducted by Dr. Lawson and Mrs, Beard. There were very few women at the university until after 19^1 with the exception of those in the pharmacy school. It is worthy of note that h6 >4rs. Beard's husband was the Dean of the Pharmacy School. This **^Record of the University of North Carolina. Catalogue Issue No. ?95. April," 1935, p. 32. h6 Based on personal correspondence between Ruth White Fink, Director of Physical Education for Women at the University of North Carolina, and the writer. 101 program was not destined to ba carried out when classas opened. Cornwell*s "new" program was to supplant it. Upon his assumption of duties on the faculty at the university, Oliver Cornwell was given a free rein by Bob Fetter in all matters dealing with physical education and intramurals. From the first, these two men worked well together. It was not until 1953. on the occasion of Fetser's retirement, that Chancellor R. B. House finally officially delineated the duties of the two men and made official the appointment of Dr. Cornwell as Chairman of the Department of Physical Education. At this time C. P. Erickson was appointed as Athletic Director to replace fir. Fetter. Through the years prior to that date. Dr. Cornwell, with the blessings of the athletic director, was in reality the functioning hS head of the physical education program. The Required Program of Health and Physical Education The required program of health and ohysical education offered at North Carolina by Dr. Cornwell in the fall of 1935 was based on his experience at Wittenberg College and his activities at Columbia Univer sity. The school paper. The Daily Tar Heel, headlined the new program for freshmen as one that would change the gymnasium "from a workshop of 49 calesthenics to a playground of physical education." The paper quoted U/7 rBaaed on personal correspondence between uliver K. Cornwell and Robert B. House. hA Statement by Oliver K. Cornwell, personal interview, August U , 1969. m The Dally Tar Heel. University of North Carolina newspaper, September 22, 1935, p. 8. 102 Oliver Cornwell in reference to the aims of the new physical education program : The general purpose of a college education is to develop a well-rounded individual. Physical education should contribute: 1) An emphasis on health knowledge, attitudes, and habits; 2) An improved physical well-being; 3) An education that can through physical instruction, set up attitudes toward play and standards of conduct: h) Develop physical aptitudes and sk ills.5® To achieve the alms of this program freshmen were required to attend activity classes two times a week and the hyglsne class once a week. This was done despite the fact that the faculty did not get around to approving this program until the spring of 1936. ^ All freshmen were given a thorough physical examination and divided into three divisions on the basis of its results. Group A included those capable of carrying on a normal program; Group E included those with typical defects which could be helped by a corrective program; and men whose activity should be restricted fell into Group C. The activity program for Group A students was a seasonal sports program which in cluded about ninety percent of the class. The students in Group B were placed in a corrective program under the direction of R. B. Lawson for the purpose of remedying or improving the existing condition. Persons in this group were frequently re-examined and reassigned to a normal program when possible. The students in Group C were given individual attention on the basis of the doctors* recommendations and upon re examination could be enrolled in either the A or B group. For the ^ ° I b id . ^Based on personal correspondence between C. P. Spruill, Jr., Dean of the General College, University of North Carolina, and Robert B. H ouse. 103 hygiene class all freshmen were divided into sections of thirty students and w ere Given pertinent facts pertaining to individual hygiene, eom- 52 municable diseases, and functions of the organic systems. The school paper noted, "According to Cornwell, this program is not new but only a trend in college physical education which has been developing in the 53 universities throughout the nation for the past ten to fifteen years. However, though not new in the East and i'idwest, this program was new to the Southeast. From 1935 to 19**0 the format of the required program remained generally the same. From its inception credit was given for the work done in hygiene and ohysical education classes on the same basis as for 5h other work done at the university. In 19^1. due to the advent of World War II, the requirement was increased to four years. When the war ended, the program was reduced to cover the freshmen and sophomore classes and has remained at the two-year level since that time. The hygiene course became an elective option in 1963. At this point the public schools had begun to do a satisfactory job in the area of personal and cormur.ity health and a requirement was no longer necessary, ^ The basic purposes of the required physical education program at ^2The Dally Tar Heel. September 22, 1935, pp. 8-10. 53Ibid., p. 10. Based on personal correspondence between C. P. Spruill, Jr., and Robert B. House. ^Statements by Richard F. Jamerson. Chairman of the Department of Physical Education, University of North Carolina, personal interview, August 11, 1969. 104 the university did not change * groat deal during Oliver Cornwell's thirty-one years. The program was conceived and continues to give one knowledge and skills of sports and games for recreational use, to teach skills that one may use to maintain a high degree of physical fitness, to teach skills that one may use to aid in correcting physical handicaps, and to develop an attitude toward living that would include a healthy respect for physical activity.*>6 The Intram ural Program By 1935 the program of intramural activity at North Carolinawas quite extensive. More than half of the student body was involved in a 97 wide variety of games and sports. The interest in competitive games between dormitories and fraternities made this program move on its cam to some degree, and the biggest problem in 1935 w®s scheduling of the 98 games and space for the activities. To channel the enthusiasm for intramural activity, a program headed by a director and an Intramural council made up of team managers was organized. Rules for participation and a point system on which to make awards were developed. Rules of the various activities were modified to fit the needs of the Intramural eg system and to Insure to some degree the safety of the participants. ^Handbook of the Department of Physical Education and the Department of A thletics. 19^5-&>. University of North Carolina. pT 2 . ^Record of the University of North Carolina. Catalogue Issue No. 288, March, 1934, p. 29. ^Statements by Geerse E. Shepard, nersonal interview, July U, 1969. ^Statem ents by Oliver 1C. Cornwell, personal interview, July 8, 1 9 7 0 . 105 Over the years the program expanded with the university's growing population. The activities were divided into five areas: individual and team sports, all-eamous activities, special events, extra-mural events, and club activities. The intram ural program presented in 193^ was accepted and appreciated by the students, as indicated by the retiring sports editor of The Daily Tar Heel. ?iYL Beerman in his last article bade farewell to the various athletic teams and noted; "Also left behind are the best systems of intramural and physical education activities in the country."* curing the period from 1955 to 19 6 5 the university realised a tremendous growth in the sire of its student body, and continued interest in the intramural program was indicated by an increase in the number of parti cipants from 2,735 to 5.161 during that period. Through sound organi- *ation and administration of the intramural program, Oliver Cornwell was able to provide the university student with an opportunity to express and develop himself through participation in wholesome physical activity tailored to the individual's interest and capacity.^ The Teachar-Preparatlon Program In 1935 there was no required instruction in the field of physi cal education and little health instruction, if any, in the public schools of North Carolina. In light of the scarcity of Jobs available In the area, only two schools in the state. North Carolina State College **°The Dally Tar Heel. December 10, 1968, p. 3. ^Handbook for the Department of Physical Education and A thletics 19^7-^. University of North Carolina, Chapel H ill, p. **3. 106 and the V,'omen’s College of the University of North Caroline at Greensboro, were training teachers In the field. There had been, however, enough agitation from the superintendents of the public schools since the early twenties to indicate a need for specialists in health and physical edu cation. The administrators of the university felt that the demand warranted establishing a propram to produce these people. So, when Oliver Cornwell came to North Carolina, it was understood that he would develop a propram of teacher training in the field of health and physical e d u c a tio n . In the fall quarter of 1935 * tentative proeram in teacher edu cation was approved by the faculty and opened to Juniors with a pre requisite of twelve hours of biological science, or its equivalent in 63 chemistry and Dhysics, and twelve hours of social science. 3 During its first years the program was technically under the Joint control of the department of education and the Athletic Council. However, from its inception it was in reality controlled by Cornwell in cooperation with the department of education. Courses in principles of physical education and school health education were offered during the fall quarter and taught by Dr. Cornwell. Courses tentatively scheduled for the other two quarters were anatomy, physiology, personal and community hygiene, 6? Statement by Charles E. Spencer, Supervisor of Health and Phy sical Education, retired. North Carolina Department of Public Instruction, personal interview, July 8, 1 9 6 8 . ^The Daily Tar Heel. September 22, 1935, P* 10* ^Record of the University of North Carolina. Catalogue Issue No. 352, February 20. 19^K>. 107 individual physical education, administration and organization of physical education, intramural athletics, and history of physical edu cation, In addition, laboratory sessions were to be held for coaching techniques in most sports and games, and an elective block was available 6*5 in tap and folk dancing, J Principles of physical education, and organ ization and administration of physical education were the only courses listed for the summer session of 1936. *?oth were taught by Cornwell.^ fhis tentative schedule was an ambitious one for the first year, however, with the helo of H. P.. Lawson, who was s till on the physical education staff, ieorge F. Shepard and Herman Schnell from the athletic staff, it was carried out with a minimum of difficulty. During that year through the cooperative efforts of ?ob Fetzer, the Director of A thletics, Cornwell was able to secure more men for his staff and to supply some coaches for the athletic teams at the same time. As the s taff grew, the program expanded, ?y the 193^-39 school year the uni versity had a full-blown teacher education program, which included graduate-level work leading to the Master of Arts degree. On the doc toral level, a propram leading to the degree of Doctor of Philosophy was administered through the fviucation Department. Course work was done in education and physical education, and the dissertation was done in the ^The Dally Tar Heel. September ?2, 1935, o, 10, ^Record of the University of North Carolina. Catalogue Issue Vo. 301, I ebruery 15, 1936. 0. W , ^Statements by "liver K. Cornwell, personal interview, July Q, 19 7 0 . area of physical education, It was the purpose of the undergraduate program in its beginning years to provide the necessary training for teachers in the field of health and physical education and thus to help meet the need in North Carolina for knowledge about individual and public health and to promote widespread participation in wholesome 69 recreation. The graduate program not only provided advanced study for graduates in the field, but also attracted men from all over the state and Southeast who were coaching in the high schools and colleges and in some cases conducting physical education programs without the benefit of having any formal training in the field. The program at the Univer sity of North Carolina offered the first opportunity for advanced study in physical education in North Carolina, and it was accepted readily by men interested in the field. The program of teacher preparation was not enthusiastically accepted by all facets of the college corwunity during the early years. It was noted in an editorial in the school paper that there seemed little value in a course to train college stu dents for degrees in physical education at the university in as much as 70 there were other schools for that purpose which could do a better job. The criticism of the program was not strong nor long-lived, end the preparation of teachers for a growing phase of the educational scone in Handbook of the Department of Physical Education and the Department oi A thletics. 1969-70. University o t North Carolina, p. U. An Record of the University of North Carolina. Catalogue Issue No. 353. March, 19*0. ^°The Daily Tar Heel. October 1, 1935. o. 2. 109 Worth Carolina flourish**! during the late thirties. Ur. Cornwell, with the cooperation of the Athletic Association, the medical school, the education department, and other university divisions, was able to establish a program at Worth Carolina that began to breathe life into the health and physical education programs in the public schools and 71 colleges of the state and the Southeast* The Development of the Women1 s Department The Physical "ducation Department at the University of North Carolina has always been a single department, including the activities of both men and women. This arrangement seems so simple when in 1970 many universities and colleges around the country are fighting the battle over joint or separate departments. The existence of this single department results from two factors. First, in 1935 when Oliver Cornwell arrived at the University of Worth Carolina to set up a physical educa tion program, there were very few women on the campus, basically, women attended a branch of the university in Greensboro called the Women's College. Second, whan the program was presented to the faculty for approval, no distinction was made between men and women, simply because the program was designed with men in mind, and all references to partici pants in the program were made in terms of male students of the university. When the program was approved by the graduate and under graduate schools, it was approved for students, and it included the women. Women took courses in the major program that were adaptable to ^O liver X. Cornwell, "The Physical Education Column," The High School Journal, Department of Education, University of North Carolina, XXX (October. 1936), 712. 110 men end women, and Gladys A, Peard directed the required activity 72 courses for freshmen women. This arrangement continued until 1946, when Ruth White Fink was hired as Director of Women's Physical Education under the chairmanship of Dr, Cornwell, After Krs. Fink was hired, the women’s staff was enlarged to accommodate the increased female enroll ment at the university. This Increase started durln? the war years of 1941 and 1942, when the adm inistration accepted women transfers from other schools in their Junior years. After World War XI was over, the policy continued, and in 19^5 the university began to accept women high school graduates. The enrollment of women grew from 350 in the early forties to over 300G in 1966. ^ A few women had been taking courses in the physical education undergraduate and graduate programs prior to 1946, All the courses were taught by men and dealt specifically with the material in terms of male interests. After Mrs, Fink took over the directorship of woman's activities within the department, all courses in the service program continued to be taught by women. In the undergraduate major, courses remained coeducational except for certain "methods" courses, adapted Dhyslcal education, and adm inistration. On the graduate level all work was given on a coeducational basis except for administration and adapted physical education. The women's staff oartlcipated fully in the undergraduate major teaching, but from the first (frs. Fink was, ^Statem ents by Oliver K. Cornwell, personal Interview, August 1 1 . 1969. ^Statements by Richard S. Jamerson, personal Interview, July 8, 1968. ? 4 and at present is, the only woman teaching at the graduate level. Trom 19^7 to 1969 there were 109 master's decrees received by women at the university, and ninety women have received undergraduate decrees. These numbers were affected by two things. First, an except ionally fine program is offered at the University of North Carolina in Greensboro where traditionally most women have pone who are interested in physical education at the beginning of their college careers. Secondly, the administration has not seen fit to provide more adequate facilities for women. The space available for 3000 women in 1966 was 7 c still the same as that available for 300 in 19*0. Since 19**6 the development of the women's program in physical education has progressed steadily under the guidance of *!rs. Fink, This progress was made with the cooperative assistance of Dr. Cornwell about whom !lrs. Fink wrote: 'jr. Cornwell was always very interested in the women's program, and was cooperative in the undertakings and plans of the women's staff. He was always anxious to become ac quainted with the women major students—both graduate and undergraduate--and took a great deal of personal interest in following their professional careers after they left the university. development of a Staff It has been said that an administrator is no better than the people he has working for him. Oliver Cornwell planned an extensive ok Rased on personal correspondence between Ruth White Fink and the writer. u? nrop-ram of health and physical education activities in Anri the men he drew into the program would certainly make it eo or let it die. The core of his staff was on the canpus when ho arrived. It consisted of R, 3. Lawson, who was in charge of the gymnasium, and Gladys A. Beard, who directed the activities of a small number of women on the camtms. during the fall of the first year these two and Dr. Cornwell carried the 77 majority of the programmed activities. They were assisted by G. S, Shepard and Herman Lchnell, both of whom were working for the Athletic Director, R. A. ^etzer, Mr. Fetzer was vitally interested in the new program of physical education and made members of the coaching staff available for teaching duties throughout Ms years at the Univ- versity. These people, with the helo of student aides, got the program moving in 1935-36 and, through their efforts, made an ambitious program work.^ Shepard and Schnell had no training in the field of physical education, but both were interested in athletics. °oth men, through their association with the program at North Carolina, did their graduate work in physical education and remained in the field, evidence of Cornwell's persuasiveness. In 1936 Dr. Cornwell drew on his Ohio experiences and prevailed on two of his friends to join him at the university of North Carolina. W. F. Lange and Floyd T. Stewart, both graduates of Vittenbsrg College, joined the staff in the fall of 1936. Lange left a post at Muskingum ^Record of the University of North Carolina. Catalogue Issue ’ o. 310, June, 1936, p. it. 79 Paners of Chancellor Robert h. House, "Physical Education budget for 1935-36," March 26. 1936. Collage in Ohio, where he was Jlrector of Health and Physical Education and coached football and basketball, ':e had beer at 'uskingum for thirteen years and held his waster’s degree from Columbia University. A t the new Job he would be an assistant football coach, as well as work in the health program, in physical education required classes, and in the major program, Sievert left a position as assistant basketball coach and trainer at Wittenbere College to Join the North Carolina staff. 79 He held a master's degree from The Chio btate University. A third addition to the staff was Hichael 2. Ronman, a graduate of Pennsylvania State University. Hr. Ronman came to the Chapel Hill campus to teach hygiene and service courses in the physical education «Q nroaram and to coach boxing on the varsity level. In 19^6, the factor which determined whether a staff member was basically in physical education or in athletics depended upon which ohase of the program naid most of his salary. Cornwell, Siewert, large, and Cchnnll made up the physical education staff and di-1 most of the teaching in the major oroeram. Nembers of Pob Fetzer's athletic staff were also assigned teaching responsibilities in the required hygiene and activity program and held classes for majors in their field of specialization. This cooperative effort between Fetzer ard Cornwell made it possible to staff the new physical education program anti also provided additional ^O liver Cornwell, "The Physical Fducation Column," The High School Journal. (nctober, 1916), 205. men for Increasing athletic activities. In 193^ the addition of Richard k.m Jamerson, who later followed Cornwell as Chairman of the Department of Physical ducation, completed the assembling of the basic staff in physical education at the universi- ty. lie was brought to the campus from ^berlir College to teach in all phases of the program and to coach swimming on the varsity level. As the program expanded and the sise of the student body grew, the staff was f i l l e d by p rom ising young men from a l l o v er th e c o u n try . Many o f them came to the university to work on advanced degrees. They were evaluated by the staff, and some were asked to stay. These young men were assisted by the university in comoletine their graduate programs at Chapel H ill or elsewhere by givins them leave with pay for a full- or half-year as the case necessitated. The cooperative assignment of staff responsibilities by the physical education chairmen and athletic directors has continued over the years even after the departmental division in 1952.62 Through the years of Oliver Cornwell's administration of the health and physical education program, he was able to attract and hold a group of people who were well-educated in the field and professionally alert. Some of the men from the early staff moved on to head up programs of their own at other schools; Floyd T. Siewert at Western Carolina University, and Herman Dchnell at the '!nivarsity of Florida. Cornwell's Pawed on personal correspondence between Cliver X. Cornwell ar.d Robert B, House. po ' Statements by Oliver K. Cornwell, personal interview, August 8 , 1969. 115 influence on those around him was well put by one of his early graduate students, Clarence Stasavich, of East Carolina ’ niversity, when he said: "Three things set 'jr. Cornwell apart from the rest of the crowd. He could motivate an individual. He took oersonal interest in each student. HI His faith pave others faith in themselves,11 Cornwall1 s ability to inspire peoole to their best enabled the University of North Carolina to develop a urogram of ohysical education that was outstanding in its contributions to the South and to the nation. Woollen Gymnasium As early as 1924, the need for a new gymnasium to meet the expansion of the student body was apparent. President H. 5. Chase and i^uslness Manager Charles T. Woollen declared in that year that a physi- 84 cal education building was a need that soon must be met. A tem p o rary step was taken to relieve an inadequate Bynum Gymnasium when the "Tin Can" was constructed in 1924. This building was 120 feet by 300 feet and took oare of all indoor activities with the exception of some gymnastics classes which were s till held in Bynum. When Dr. Cornwell arrived in 1935* plans were still in the m ill for the construction of a gymnasium. The building plans at that time were modeled after the old traditional small-floor plan that was in use at most colleges and universities throughout the nation. Cornwell, as he had done earlier at Wittenberg, convinced the building committee to plan more expansively. ^^Ronald Hyatt and Ira Shapiro, "Dr. Oliver Cornwell R etires," Coach and A thlete. XXIX (March, 1967), 27. ah Henderson, The Campus of the F irst State University, p. 321. 116 They tripled the size of the main floor, added handball courts, a number of rooms for special activities, and several team-room suites, complete with shower end toilet facilities. The building that was designed by the architectural firm of Atwood and Weeks of Durham, ! orth Carolina, was built with the future in mind. When the building was finished in 193*3, there were three thousand students at the university, but it was to prove capable of handling tan thousand students in later years. The building was on paper, but it was another matter to finance such a project which, to put it mildly, was a somewhat radical design for a physical education building at that time, particularly in the South. Some said that the money for a %500,000 gymnasium would never be raised and that they should build a swimming pool at the moment and add the gymnasium facilities later. These people did not take into account the drive and energetic labors of Charles T. Woollen and Oliver '-omwell. Mr. Woollen, Controller of the university, was tremendously interested in intercollegiate athletics, and he took upon himself to assist in raising the money for this building. Cornwell’s irterest was stimulated by the possibilities he could see for growth in the programs of health and physical education in the state and throughout the region, and he 37 wanted a place in which to develop a model program." The means for realizing the erection of this building was ^Statements by Richard E. Jamerson, personal Interview, August 1 1 , 1969. QC The Dally Tar Heel. May 3, 1936, o. ?. ^Henderson, The Campus of the F irst State University, p. 3??. 117 afforded by the fact that in 1916 various federal agencies were assisting colleges lr. their building programs. A grant totaling forty- five percent of the total cost for the gymnasium and a dormitory for women was made from Public V’orks Administration funds. The total cost of the construction of the two buildings was $629,000. When JOr. Woollen reported to the trustees in November of 1936 that :12?,000 in gifts had already been subscribed to the project, they approved a revenue bond RR issue for .$2?5,000 to provide the balance. 'ith financing assured, construction on the new gymnasium at the University of North Carolina * go started in March of 1937 and was completed in April of 193®. The cost of the swimming pool, which was built as an integral part of the gymnasium, was provided by contributions of the Bowman Gray family of Winston-Salem, North Carolina, and subsequently bore the name of the donors. The pool was also completed in the spring of 193®. In the summer of 1936, Dr. Cornwell reminder' Mr. Woollen that there was a dire need to equip the gymnasium fully for it to aerve the purposes for which it was designed.^ DTien the fall of 1936 rolled around, the gymnasium and pool were fully equipped and ready for use, thanks to gifts of alumni and friends of the university. The complex featured three general units; 1) the head house, which rose three RR I b i d . , d . 323. 39 Robert A. ^etser and Oliver K. Cornwell, "The f ew Gymnasium at the University of North Carolina," Proceedings of the Forty-Second Annual Meeting of the College Physical education Association (December 2&, 29”. 1936). PP. 2?-35. ^Based on personal correspondence between Oliver K. Cornwell and Charles T. Tdoollen, Controller of the University of North Carolina. 113 floors and contained a lobby, offices for the ohysical education and athletic staff, ticket offices, two lounges, a monogram club, class rooms, and storage soace; 2) the three-level gymnasium wing, 250 feet Long by 150 feet wide, including the main gymnasium floor, room for specialized activity, handball courts, locker rooms, and team rooms*. 3) the pool, which was 55 feet by 165 feet with a minimum d e p th o f three feet, and a small lobby with two offices available.^ The installation of a basket system for equipment issue gave the department an efficient and flexible system for handling the people using the building. It also orovided a system flexible enough to grow with the student body. The basket system started with a set-up to take care of 3000 men. In 19^2, when the campus was swamped with armed-forces personnel, the system had to be doubled but proved capable of handling 9? 5000 men each day. The facilities afforded by the physical education building and swimming pool gave the University of North Carolina a plant that was considered among the finest and most substantial to be found on any university campus. They symbolized the concern of the university and its friends for the physical well-being of the students at Chapel K ill. The new gymnasium was named "Woollen Gymnasium" in honor of Charles T. Woollen, whose continued efforts and energetic labors 93 made the building possible. The whole complex represents the 91 Fetzer and Cornwell, Proceedings of the rorty-5econd Annual Meeting of the College Physical Education /ssoclation (1938^. pp. 23 -3 3 . ^ C l.y d e K, Mullis, "The ’Tote* P a sket System," The Journal of uealth and Physical Education. XV (December, lohhl, 559-551. 93 Henderson, The Campus of the F irst State University, p. 32h. 119 astute administrative ability of D r. Cornwell as well as his firm belief that the modem approach to physical education was to make strong advances in North Carolina in the future. The Honor Award Citation givmn him by the North Carolina Association for Health. Physical Education, and Recreation in 1967 said: "Woolln Gysnaslum is a monument to his ability to design and plan a physical education facility. »9**' THE EVOLUTION OF THE DEPARTMENT OF PHYSICAL EDUCATION In 1935 all physical education activities ware oonducted and financed by the athletic department. The university had no state funds or stud wit fees allocated to this program, and fortunately the income from athletic contests and the student athletic fee was anough to pay the salaries of the staff and provide equipment for the physical education side of the program. When Dr. Cornwell was hired in 1935 and given the responsibility of organising and developing the physical education program, i t was understood that the university would make arrangements as early as possible to assume financial responsibility for the salaries of people teaching in the physical education depart- mwit and to supply the necessary material and equipment.95 The growing student participation and the expanding of the physical education staff in 1936 put a considerable strain on the 9Slorth_ Carolina Association for Health. Physical Education and Recreation Journal. Ill (February. 19&7). 3« 9^Papers of Chancellor Robert B. House. University of North Carolina Archives. \? o athletic department funds. R. A. Fetzer, Athletic Director, end Cornwell agreed that a separate budget was necessary, particularly in terms of staff salaries. The duties of the men in the department over lapped in most cases, and the athletic budget could be relieved by the university's budgeting funds to cover the teaching salaries in physical education* This push for separate financial support for physical education led to a formal statement of departmental status for the first time since Cornwell had joined the staff. The trustees on January 26, 1937, approved the formation of a department of physical education and athletics. R. A. Fetzer was appointed the director of the department, and it was stipulated that !'r. Cornwell would conduct the instructional 97 program in physical education. In the 1936-37 school year the athletic department continued to support the salary schedule for physical education to the sum of $10,0^1.28, and the university assumed the remainder of the cost, $5,225.00. A salary schedule for physical education Instructors pre pared by Cornwell and Fetser for 1937-3® requested that the university accept the responsibility for a physical education salary schedule totaling $16,828.7^.^ (See Appendix C.) The university assumed the financial responsibility for conducting the physical education program ^Based on personal correspondence between Dean A. W, Hobbs, Chairman of the A thletic Council, and Chancellor Robert B. House. ^Based on personal correspondence between Chancellor Robert R. House and President Frank P. Graham, University of North Carolina. ^Papers of Chancellor Robert B. House, University of North Carolina Archives. 121 In 1938. *nd sine* that time I t has opera tad under a budget of its own. The athletic side of the new department was financed primarily from revenue from sports and an athletic fee collected from the students. The salaries for people in physical education were paid by state appropriated funds, and the equipment used in the program and maintenance of the gyanasium was financed by student physical education fees. Under the separate budget setup, R. A. Fetser continued as Director of Athletics and Physical Education, and Dr. Cornwell was made Professor of Physical Education. He was responsible for the physical education and go intramural side of the combined department. In reality, from this point on Fetser supervised athletics and the coaching staff, and Cornwell supervised the physical education program and staff. The ability of these two men to work together with staff and facilities created a smooth-functioning department in which physical education was no longer dependent on the suocess of the intercollegiate athletic pro gram. One little known fact that spurred the completion of this arrangement was a Job offer to Cornwell from the University of Cincinnati at a $1500.00 increase in pay. A. W. Hobbs, Chairman of the Athletic Council, pointed out that not placing Cornwell's staff on the regular university budget might encourage him to go, in light of his feeling that the physical education program as a vital pert of the total education of the student should not be dependent on gate receipts at athletic contests.*00 "ib id . *°°Based on personal correspondence between Dean A. W. Hobbs and Chancellor Robert 8. House. \? 7 The i'»ep«rtmnr.t of Physical : duration and At.hloties continued to operate under the cooperative direction of Mr. Fetzer and Dr. Cornwell until 1952. when Fetzer retired as director of the department. Cornwell ■was considered as h i s successor, and his appointment would have truly combined the two departments into one. He felt, however, that it would be better to separate the two departments entirely, due to the over- whelm-inR1 d u tie s in v o lv ed in e a c h . ^ ^ D r. C o rn w e ll's concern f o r th e university nroeram as a whole led him to write the following letter: Robert 2. House, Chancellor University of North Carolina C hapel H i l l , N. C. Dear I5ir: The question of a successor to Mr. R. A, Fetzer as Athletic Director at the University of North Carolina seems to be causing a great deal of comment. I would like to request that my name be comnletely divorced from the position. I am nrimarily interested in the Job I am now trying to do and desire to c o n t i n u e my present duties. Further, my interest in the total university program as it is related to the Scholar ship Committee, 'uilding and Grounds Committee, Student A ctivities, Awards Committee, and other University Committees is very great and I want nothing to interfere with my continuing wort. I be lieve additional work in athletics would Jeopardize these interests. I would like to request that my administrative responsibility and authority be made clear when the new Athletic Director is appointed. Mr. Fetzer and I have worked this out over the years to our mutual satisfaction and it has functioned in excellent fa s h io n . I have had responsibility and authority for all things per taining to Physical Education—Teacher Training—Health Education and Intramural Athletics. This has included scheduling of tatements by Oliver K. Cornwell, personal interview, August 11, 1969. l? 3 facilities, staff employment, promotion, etc., in the above areas and in purchase of supplies and materials and all operation of Woollen lymrasium. I would like to have these made official if that is your desire, I will certainly appreciate your attention to the above since I believe it is rapidly developing into a serious situation. Sincerely yours, O liv e r K, Com well^® ^ Since the creation of the physical education budget in 1938, the physical education program had been, in fact, operating independently of the athletic program. July 1, 1952. the separation of the two de partments was formally declared when Chancellor House, pursuant to action of the Hoard of Trustees, appointed Charles P. Krickson as Director of Athletics and Oliver K. Cornwell as Chairman of the department of Physi cal Education.^-* This reorganization was hardly noticeable as far as the functioning of the departments was concerned, Men on the physical education staff continued to coach, and coaches continued to teach in the physical education program, each receiving supplementary pay for the additional work, Most of the coaches in the intercollegiate program, outside of football and basketball, were members of Cornwell*s staff. This close cross-association and Dr, Cornwell*s activities on the Athletic Council and in the athletic conferences maintained a high level of cooperation between physical education and athletics throughout his TO? Correspondence between Oliver k. Cornwell and Chancellor P .obert B, House, 101’’ased on personal correspondence between Chancellor -obert B. House and O liver K. Cornwell. \?M tenure at the University of North Carolirn. In 19^6, when ' liver Cornwell retired as Chairman of the Depart ment of Physical Education, he left a department he had created with the help of others, a ohilosophy of service to the university (See Appendix jJ.) , and staff and facilities that were among the best in the nation. But of all his contributions the most outstanding was expressed by his friend and fellow worker through so many years, it. A. F e tz e r: O ltie Cornwell brought to physical education dlenity and respectability at a time when it was in doubt. The South w ill long be indebted to him for his many contributions.^®1* RELATIONSHIP TO ATHLETICS AT THE UNIVERSITY OF NORTH CAROLINA Oliver Cornwell came to Forth Carolina for the express purpose of developing a department of physical education, but during his years at the university he devoted a considerable amount of his time and energy to the athletic program. He considered athletics the peak of physical education activities and a necessary and valuable part of any university program. The chairman of the Athletic Council, Professor A. V. Hobbs, s a id i t t h i s way: Mr. Cornwell believes that it is impossible to have a success ful program in physical education unless there is also a full program of intercollegiate athletics running on a good basis. He thinks that the incentive of competition, notoriety of varsity teams of strength and spirit, the importance attached to athletics The Greensboro Daily Record, newspaper, Greensboro, North Carolina, May i o , 1 9 & , p . B9. 125 are alt essential to the success of physical education in a university.l°5 Dr. Cornwell believed throughout his career in administration that a great source of physical education majors was among the athletes of our coll eras and disagreed strongly with men who felt otherwise. relieving that an athletic program that represented a valuable educational experience would attract men who were good major pros- oects. Dr, Cornwell supported the athletic program at the University of North Carolina through service on the Faculty Committee on Athletics and the Athletic Council. He also contributed in no small way to the pro gram through the development of the physical education facilities at the university. One of the minor contributions that Oliver Cornwell made to athletics at the university may have done much to win the confidence of the coaching fraternity and help insure their cooperation through the years. During the fall of 1935 he introduced the movie camera to the Carolina football scene. His directions for filming the games and using the film for study resulted in Coach Carl Snavely*s becoming known as "the movie director." Coach Snavely felt that intense study of film was a big factor in his success on the field. This show of Interest on the part of Dr. Cornwell won the newcomer many supporters among the Based on personal correspondence between A. W. Hobbs and Robert B. House. ^^Statenant by Oliver K. Cornwell, personal interview, July R, 1970. f3t6 rfmtual ATLANTIC COAST CONFERENCE INDOOR GAMES "The Indoor Track Classic of the South" 4 Saturday, February 26, 1966 Woollen Gymnasium — Chapel Hill, N. C, PLATE I I 127 107 coaches of the conference as well as on the local staff. The Tacuity Committee on A thletics and the Athletic Council Shortly after arriving on the campus of the university, Dr. Cornwell was appointed to the cacuity Committee on Athletics. He served on this coimittee until his retirement in 1966. This committee was made uo of seven faculty members, and, though no specific duties were set forth, it served for many years as an advisory body to the TOR Chancellor in determining athletic policy. On January 26, 1937. the trustees of the university approved Cornwell's appointment as Chairman 109 of the Vacuity Committee of A thletics. In the first years of his chairmanship two pieces of work were done that determined the course of the conmittee until Dr. Cornwell re signed as chairman in 1962. virst, under his guidance, specific duties for the committee were established, and they continue to direct the function of the consulttee at oresent. The duties outlined for the committee included: service as a link between the Athletic Council and the general faculty, screening athletic scholarships and reeotimendatlon of scholarship candidates to the University Scholarship Conrdttee, ruling on eligibility of athletes in difficult cases, approving schedule MJr. 'Jllie*, Energy and Accomplishment,'' Thirteenth Annual A tlantic Coast Conference Indoor Games Program. February 26, 19^6. Dedication page. iftQ Papers of Chancellor Robert 9. House. 1.09 Vased on personal correspondence between Dean Robert B. House and A. W. Hobbs. 12* departures from routine, and ruling or, postseason activities such as bowl games, This committee grew to be considered the final faculty authority, except for the general faculty, on all matters pertaining to athletics at the university,Dr, Cornwell, as its chairman, represented the University of North Carolina officially in athletic matters at the conference and national levels. The second piece of work from the Faculty Committee on A thletics was not as effective, in fact, as the first, but it did provide the university faculty with some guidelines for its consideration of matters dealing with the athletic program. In 193^ a set of regulations for governing athletics was approved by the committee and recommended to the faculty. There is no evidence that it was arionted in its entirety, but the spirit of the committee action gave idealistic direction to the university's athletic policy. The recommendations dealt with eligibility from the standpoint of residence and scholastic achievement, financial aid for athletes, and alumni relations to the athletic program, (See Appendix F.) In the same year that Dr, Cornwell was nutde Chairman of the "acuity A thletic Committee, he was placed on the University Athletic Council, This council was established in 1926 as an advisory body to the athletic director and was composed of three faculty members, three students, and three alumni,In 1937 Dean Robert *• House recommended to President Frank P, Graham that a fourth faculty member be added to "^Papers of Chancellor Robert B. House, 129 the athletic Council and in September of that year wrote to Cornwell of his appointment: . . . After full discussion the President, '>ean Hobbs, and I are in agreement in asking .you to serve as a fourth faculty member on the Athletic Council, We want your point of view where it w ill count directly and officially in the shape of policies as to athletics,H 2 This appointment did not give Dr, Cornwell a vote in the council because the change in number of faculty members in the group caused an Imbalance to exist. It was not until 1939* as a result of trustee action, that the fourth faculty member of the council received the right to v o t e . ^ ^ The purpose of the Athletic Council was to approve the hiring of all coaches on the staff to assist the athletic director in his search for staff replacements, to approve all schedules, and in general to Dr onto te athletics at the University of North Carolina along lines of 11^ good sportsmanship and high standards of conduct. Much of Dr, Cornwell's work for the council was concerned with the eligibility of students for athletic particlDation and control of competitive re cruiting between schools of the conference.^1^ However, Cornwell's major contribution to this council was as a liaison between this group and the general faculty where he had established himself as a proponent 112 Based on personal correspondence between Dean Robert B. House and Oliver K, Cornwell. 11U Papers of Chancellor Robert 3, House. 115 Based on personal correspondence between Chancellor R o b e rt B. House and Oliver K. C o rn w e ll. 130 of educational athletics through his committee work. He brought to the council an understanding of conference and national regulations as they affected the university’s athletic progran. ;Jis fam iliarity with the constitutions and by-laws of the Southern Conference, the Atlantic Coast Conference, and the atioral Collegiate Athletic Association made his presence on the council an influential one. These things, plus the fact that Ur, Cornwell was able to work harmoniously with the athletic directors, who were ex-officio members of the council, contributed greatly to the effectiveness of the grouo.^^ With his appointment to the Athletic Council in 1937 and with his chairmanship of the Faculty Committee or A thletics, Oliver Cornwell without a doubt became the leader in athletic policy-making at the University of forth Carolina, Ur. Cornwell felt that the athletic pro gram at a state university was the reflection of the attitude of the administration, the students, the alumni and the constituents of the state.^^ He believed that many of the problems in athletics came from the fact that Deople believe in education and w ill support it under all conditions, and they believe in competitive athletics and, in general, see no dangers connected with the program. They are proud of winning teams in all snorts and do r.ot see the dangers in the procedures that tatements by Walter . labb. Assistant Athletic Director, University of North Carolina, personal interview, July *?, 19&B. ^■^Statement by Oliver K. Cornwell, personal interview, August 11, 19^9. 131 -n q have developed for nrodxcir." teams of excellence. Cornwell spent most of his life in athletics at the university alerting peoDle around him to the dangers inherent in high-powered athletic programs, and sell ing athletics to them as a necessary Dart of a well-balanced educational program. Ken like Athletic director Bob Fetzer and Oliver Cornwell tried to give the university and its followers the type of athletic program they demanded and at the sane time to make them aware of the ever-present threat to the institution's integrity that some of the practices common to big-time athletics represented. The Southern Conference The Southern Intercollegiate Conference, later the Southern Conference, was founded in 1921. The conference covered the South from Maryland to Louisiana and bound its membership to ideas on control of athletic competition that had been tested by the Western Conference and elsewhere. These rules were basically to prevent transfer students from playing in their first year at a school, to lim it varsity participation to three years, and to control recruiting and financial aid practices.119 In March of 1921 the University of North Carolina faculty approved membership in the conference as one of the steos it was taking at the 120 time to bring control of athletics bAck onto the campus. By 1932 l l f l Oliver K. Cornwell, "Symoosiun or A thletics in Education,11 Proceedings of the *ational Convention of the American Association for Health. Physical Education, and Recreation. 195** (April. 195^0. d o . 3 2-3& . 1 IQ The b a i l y Tar H eel. March 11, 1021, n. 3. I^h ’ilson, The Lnlvarsity of ' orth Carolina. 1900-1930. p . 13? the conference was composed of twenty-three institutions, and problems began to arise over the extensive geographical territory covered by the group and some of the philosophical approaches to athletics, football in particular. Rumors of a solit in the conference became reality in 1932, when thirteen schools announced their resignation from the Southern Conference to form a new group to be known as the Southeastern Confer ence. . This left ten institutions in the Southern Conference: the University of Maryland, the University of Virginia, Virginia M ilitary Institute, Virginia Polytechnic Institute, Washington and Lee University, the University of North Carolina, North Carolina State College, Duke 121 University, the University of South Carolina, and Clemson College. The Southern Conference reaffirmed its stand that athletics were valuable only in so far as they served fundamental educational purposes. To insure compliance with recruiting and scholarship policies of the conference, each school was required to submit its program to invest!(ration by the 122 Association of Colleges and Secondary Schools of the Southern States. The compliance of the membership to the idealistic approach to athletics as espoused in the conference by-laws was questioned time and again, but the general conduct of programs within the group attracted other schools in the south Atlantic region. The membership of the conference had grown to seventeen by 1953» and another split occurred, blamed on the unwieldiness of the group, the variation in size of the schools, and the ester L. Pierce, "A Hi story of the Sc them Conference" (unpublished master's thesis, University of North Carolina, 195*0* pp. 79-fil. 1?2Ibid.t p. 8U. 133 fact that the large schools did not want to play the small schools in the two money-making sports, football and basketball. Seven of the larger Institutions, Including the University of North Carolina, with drew from the conference on May 8, 1953, to form the Atlantic Coast Conference. ^2^ Oliver Cornwell, upon his appointment to the Faculty Athletic Consolttee, began to attend meetings of the Southern Conference in 1933 with Dean A. W. Hobbs, chairman of the committee, and R. A. Fetzer, athletic director. His attendance record was perfect through 1953, when the university le ft the conference. During this period the group faced several major problems. The transfer rule, residence rules, rules con cerning what made a bona fide student, and the definition of amateurism took up much of the conference's time in the years from 1921 to 1930. By this time the schools had eliminated, or had the official tool to eliminate, the "tramp" athlete and had established a reasonably sound philosophy on what the academic requirement for athletes should be.124 In February, 1936, Dr. Frank P. Graham presented for adoption certain changes in the conference by-laws dealing with scholarships, jobs, and staff and audit prooedures. These changes became known as the Graham Plan. Main features were that there should be no scholarships for studmits based on athletic ability alone, that all financial grants be handled by a committee of the university or college, that the ^2^Minutes of the Southern Confermnce, regular meeting. May 8, 1963, Office of the Conference Commissioner, Richmond, Virginia. 12i,,Pierce, "A History of the Southern Conference," pp. 13**-135. \y * eligibility of A l l A th le te s b e certified in writing, and that no athlete receive aid from any source outside the institution unless that source be approved by the institution. The Graham Plan was approved by a 6-U vote, but by December, 1936 so many of its provisions had been 125 deleted that it was rendered ineffectual. There were several reasons for the failure of this legislation, the chief one being, perhaps, the difficulty encountered in trying to control the activities of the alusmi and the public. I t was Impossible for the school to control Jobs and other forms of assistance provided by outside agencies. Secondary causes of the failure of the plan were the problems arising when com peting against schools outside the conference who had less restrictive rules, and the tremendous amount of paper work added to the normal load of the individual athletic department. The Graham Plan was formula ted prior to Dr* Cornwell's active participation in conference matters, 127 but he concurred with its proposals. In 19^9• when he was asked to help rewrite the constitution and by-laws as a member of the Codification Committee, many of the features of the Graham Plan concerned with scholarships, recruiting and eligibility were retained. The work of this connittee was based on recommendations from a meeting of the presidents of the schools in the conference, the National Collegiate Athletic Association rules, and the report of the Special Committee on Athletic Policy of the American Council on Education. Some of the important 1Z5Ibid., pp. W -lb8. 126Ibid., p. 197. 12^Statement by Oliver K. Cornwell, personal Interview, July 8, 1968. 135 changes In the constitution and by-laws were: 1. A voting delegate was to be one whose primary duties were not in athletics* 2. Restricted games and scrimmages during spring practices. 3. Prohibited the playing of bowl games or postseason games. 1*. Set lim its to the season of each sport. 5* Established the office of the Commissioner.' Dr. Cornwell, in addition to his work with the Codification Committee, concerned himself with the continuing problems of eligibility of participants in athletics and recruiting procedures of competing schools. Much of this work was accomplished while serving on a com mittee dealing with relationships between schools and colleges. He 129 served as chairman of this group from 1951 to 1953- The Southern Conference, during the years that the University of North Carolina was a member, was not able to solve all its problems in the most idealistic manner, but it did solve some and was able to keep others within reasonable bounds. It must be said that the effect of the conference on the athletic program at the University was a positive one. Advances were made in determining the eligibility of students for athletic participation, controls were set on training practices and number of contests, officiating was Improved, and athletic control was kept, for the most part, In the hands of the administration and faculty. The conference never solved completely the dangers of recruiting ^®Pierce, "A History of the Southern Conference,11 p. 123. 120 Statement by Jester L. Pierce, State Department of Public Instruction, Raleigh, North Carolina, personal interview, July 6, 1966. 136 excesses and alumni pressure, and they continue to be ever-present dangers to the educational values in athletics. 130 The Atlantic Coast Conference The Atlantic Coast Conference came Into being on June 14, 1953* The charter members were Clerason University, Duke University, North Carolina State University at Raleigh, the University of Maryland, the University of North Carolina at Chapel Hill, the University of South Carolina, and Wake Forest College, The University of Virginia Joined the conference in 1953* 131 This conference was made up of schools from the Southern Conference who felt that the size of the group had grown unwieldy and that there was a growing gap in facilities and enrollment between some of the schools. In the eyes of impartial Judges, however, the basic issues were of a financial nature and concerned conference championship and bowl games. The small schools wanted to play the big schools for financial reward. The big schools did not want to play the smaller ones on the bas-f s of the prestige factor. There were some who felt that a school could buy a conference football or basketball championship by playing the smaller and generally weaker schools.132 One other factor that may have influenced the break-up of the Southern Conference was its vascillation on the question of football 130Statement by Oliver K. Cornwell, personal interview, July 11, 1970. 131Atlantic Coast Conference Constitution and By-Laws. July 1, 1966. p. 3. 132J Statements by Bruce A. Corrle, Physical Education Department, Duke University, Durham, North Carolina, personal Interview, July 11, 1968. 137 teams participating in bowl gam«s. The rule in 1936 stated that no postseason football games were permitted. In 1938 the phrase "except by the consent of the conference" was added to the rule. At the same meeting. Dr. A. W. Hobbs, University of Forth Carolina, asked that Duke University be allowed to participate in the Rose Bowl Game of 1939. His proposal passed unanimously and from that date on many of the schools appeared in bowl games, and approval became more or less automatic. In 1951 Maryland accepted a bowl bid for January 1, 1952. The conference denied permission for them to play and passed a resolution to the effect that any conference member that participated in a bowl game would be sus- pended from the conference for one year.133 This incident may have triggered the real split in the conference, for, though some meetings had been going on relative to a division of the group since 1950, i t was in 1952 that Dr. H. C. Byrd, President of the University of Maryland, really began to promote the idea of a separate conference made up of the larger schools. 134 In 1951 Dr. Cornwell became so interested in and intrigued with the idea of a new conference that he dropped most other activities and dedicated most of his time to work which led to the formation of the Atlantic Coast Conference.^^ During 1951 *nd 1952 representatives of the seven schools who became charter members of the new conference met to discuss and iron out problems involved in the proposed separation ^^Pierce, "A History of the Southern Conference," pp. 160-165. ^■•^Statement by Bruce A. Corrie, personal interview, July 11, 19661 ^"’statement by Walter W, Rabb, personal interview, July 8, 19 6 8 . 138 from the Southern Conference. On May 8, 1953, at a regular meeting of the Southern Conference the break was accomplished. Dr. J. T. Penney, of the University of South Carolina, presented the following resolution: As most of you wall know, for some time there has been under consideration a possibility of forming a new and smaller playing conference. These ideas were crystallzed at a meeting last night in which Clemson College, Duke University, the University of North Carolina, the University of South Carolina, Wake Forest College, North Carolina State College, and the University of Maryland deoided that they should notify the Southern Conference that they proposed to organize a new intercollegiate athletic conference. This action was taken with mixed feelings, as all of us have formed many personal and Institutional friendships through the years. It is our belief that this action will be best for all concerned. We realize that there are certain obligations and commitments which we in no wise wish to abrogate.136 The conference agreed to the proposed withdrawal of the server schools and set the effective date as June 1953. Conference President C. Max Farrington, of George Washington University, directed a committee of the seven withdrawing schools, composed of Dr. J. T. Penney, Chairman, University of South Carolina; Dr. H. A. Fisher, North Carolina State College; Mr. E. M. Cameron, Duke University; and Dr. 0 . K. Cornwell, Secretary, University of North Carolina, to meet with a similar group from the other ten schools to prepare distinct proposals for effecting the withdrawal. These two groups presented three proposals to the con. fersnce at an evening session: 1. That the Southern Conference keep all assets and assume all liabilities, but that the new conference will have the ser vices of the consaissioner1 s office and the booking office until January 1, 1955. ^■^Minutes of the Southern Conference, regular meeting, May 8, 1963. pp. 2-3. 139 2. That the seven institutions forming the new conference receive their pro-rated share of all Conference assets, and the new conference assume all responsibility of the commissioner's office and booking office . , . until January 1, 1955- 3. That a sufficient amount of the Conference funds be set aside to finance the 00111111881000 ^ s office and the booking office until January 1, 1955; that the services of the booking office for the season of football 1953. and the basketball season of 1953-5** be available to the new conference and all remaining funds be pro-rated among the institutions.137 Proposal number one was accepted by the conference, and Dr. Oliver Cornwell and Dr. Charles E. Jordan of Duke University were appointed to prepare a statement for the press concerning the division of the conference. 138 Representatives of the seven withdrawing schools met in Raleigh on June 1**, 1953. to organize the Atlantic Coast Conference. The consti tution and by-laws of the conference had been worked out and adopted by the group on May 8, 1953- 139 Dr, Cornwell exerted possibly his greatest Influence on athletics in the new conference in the original constitution and by-laws. A committee composed of Cornwell; Dr, C. E. Jordan, Duke University; Dr. L. W. Milford, Clem son College; and Mr, G. F. Eppley, University of Maryland, had been assigned the job of preparing the con stitution prior to the May 6 meeting of the Southern Conference. Bruce Corrie, of the Department of Physical Education at Duke University, said that in his work on the history of the Atlantic Coast Conference, all evidence pointed to the fact that Dr. Cornwell should receive primary l37Ibid., p. 3. 138Ibid., p. 5. ■^Constitution and By-laws of the Atlantic Coast Conference, July 1, 1966, p. 12. \t*o credit for writing the constitution and by-laws IUO The first and only Commissioner of the Atlantic Coast Conference, Mr. James H. Weaver, said: "I have a strong feeling he wrote into It what he thought our conference should be like." m This document represented Oliver Cornwell's feeling on athletics in light of the philosophies of the seven schools in the conference and the attitudes of the consti tuents of the geographical area covered by the Atlantic Coast Confer ence. Some of the features of the original document were changed by amendment from time to time as the schools adjusted their positions on various athletic matters locally and in response to change as it occurred among other conferences of the nation. Many of the provisions of the constitution and by-laws reflected Dr. Cornwell's experiences in the Ohio and Buckeye Conferences and his work in the Southern Conference. In brief the following facets of the constitution appeared vital to the effective functioning of the new conference: 1. A limitation was placed on the geographical territory of the Atlantic Coast Conference and a tough policy was established concerning admitting new schools to the confervice to maintain a conference in which the schools were comparable in philosophy and facilities. 2. The Institution was made responsible for the control of intercollegiate athletics and athletics were to be incldwtal to and not the principle feature of college or university life. 3* AH members were to compete with others in all sports. I t was required that all teams play each other twice a year in basketball and play at least six football games within the conference each year. Each conference football team was re quired to play each other team at least once every three years. Statement by Bruce A. Corrie, personal interview, July 11, 1968. ^*^Sta tenant by James H. Weaver, Conmlssioner, Atlantic Coast Conference, personal interview, July 12, 1968. 141 4. Practice periods for various sports were United, and playing seasons were defined by date and number of games allowed. 5. Definite rules far determining champions In various sports were set down. 6. Post season participation by teams required conference approval. 7. Academic requirements and scholarship aid for partici pation in the athletic programs were defined. The financial aid to athletes was limited to actual institutional expense. 8. Principles governing recruiting were outlined, limiting the activity of the athletic staff, and placing the responsibility for action of outside agencies in recruiting prospective student athletes on the institution. 9. The responsibility for eligibility of its students to participate on an athletic team was placed on the institution. A declaration from the institution signed by the registrar, the faculty chairman, and the coach had to be filed in the co»i salon er* s office. 10. The duties of the conuissioner were outlined. 142 The basic concepts expressed by Dr. Cornwell and the comlttee in this documsnt have stood up to challenge through the short life of the Atlantic Coast Conference. As might be expected, the areas under greatest test have been those concerning bowl games and recruiting practices. These areas have bean amsnded over the years to reflect the majority thinking in the conference. This has been particularly true relative to postseason participation by football and basketball teams. Any team may now accept a bid to a football bowl game approved by the National Collegiate Athletic Association. Representatives of the con ference are now found in postseason basketball tournaments other than l | t O Constitution and By-laws of the Atlantic Coast Conference, May 8, 1953. and statements by Oliver Jt. Cornwell, personal Interview, August 11, 1969. IU2 the national association's championship. Dus to his first-hand knowledge of the organization, Oliver Cornwell would have been the natural choice for the first commissioner of the conference, but he withdrew his name from consideration because of his equity in the retirement system at the University of North Carolina. James H. Weaver was elected to the post and served the con ference well until his death in 1970. Mr. Weaver found that Dr. Cornwell wielded more influence among the faculty chairman than any other individual. This was due mainly to his understanding of and close association with the National Collegiate Athletic Association. Even after his retirement from conference office, Mr, Weaver requested Cornwell's presence at the annual meetings as an advisor.lh3 The following letter indicates the value that the conmissloner's office placed on the work of Dr. Cornwell: December 11, 1961 Dr. 0. K. Cornwell University of North Carolina Chapel Hill, North Carolina Dear Ollie: Enclosed is a copy of a Resolution which was unanimously and enthusiastically approved ty the Conference last Friday, I t would be most difficult for me to express in words ey thanks and appreciation for the help, advice, and guidance you have given me over a long period of years and while this Resolution may seem to have a final tone, I do not consider i t as such for I know there will be times I want to call on you for advice and I hope that you will plan to attend future meetings of the conference. There are those individuals who ^Statements by James H. Weaver, personal interview, June 12, 1968. w can accomplish much without being in an official capacity. You are one of these and I know you will always be willing to give us the benefit of your good Judgment. With kind personal regards and best wishes, 1 am Sincerely James H. Weaver144 After the conference was organised in 1953. Dr. Cornwall served as secretary and treasurer from 1953 through 1959. In I960 he was elected vice-president and moved into the presidency in 1961.145 After his service as president, concern for his health required that he resign as Chairman of the Faculty Committee on Athletics at the University of North Carolina and consequently from an official place in the adminis- tration of the conference. He was replaced by Dr. hdward M. Hedgepeth.146 While serving in the several administrative offices of the conference, Oliver Cornwell also found time to contribute to the strength of the group through committee work. He served on the execu tive committee from 1953-1961, the constitution committee from 1953 to 1959, and the finance committee from 1954 to 1961. Upon his official withdrawal from active participation in conference affairs in 1961, the following Resolution was adopted at the Atlantic Coast Conference meet ings in December: 144Based on personal correspondence between James H. Weaver and, Oliver K. Cornwell. 14*»Constitution and By-laws of the Atlantic Coast Conference, 1953-1962. 1 4 6 Statements by James H. Weaver, personal interview, June 12, I960. 3M Dr. Oliver Cornwell, one of the founders of the Atlantic Coest Conference and one of Its officers since Its origin is retiring as Faculty Chairman of Athletics from the University of North Carolina. The Atlantic Coast Conference wishes to express its appreciation for his diligent service and activity in its behalf. I t is, therefore, hereby resolved that he be named Representative Bneritus with all rights and privileges per taining thereto.1^7 Throughout his stay at the University of North Carolina, Dr. Cornwell championed a strong program of athletics. He gave support to the program by his committee work within the University and his unselfish dedication to the work of the conferences to which the University belonged. His work was always directed at keeping athletics within the bounds of educational goals and protecting the academic integrity of the University. Dr. Cornwell realized that an idealistic program of athletics without the problems of recruiting and scholar ship aid was not what the people of the state wanted at their university. He was able to accept this and work for a sound program within the regulations of the University and the by-laws of the regional and national associations. ih 7 Minutes of the Atlantic Coast Confer«nce, regular meeting, December 8, 1961, p. 10. Chapter 6 CONTRIBUTIONS TO THE HEALTH AND PHYSICAL EDUCATION PROGRAMS IN THE PUBLIC SCHOOLS OF NORTH CAROLINA When Oliver Cornwell arrived in North Carolina in 1935. the state was ready to move forward in its progress of health and physical education but lacked direction in its concern. During the twenties people such as Mary Charming Coleman, of the Women’s College of the University of North Carolina in Greensboro, and J. F. Miller, of North Carolina State College in Raleigh, had encouraged programs in the schools with limited success. The two institutions mentioned above were preparing teachers in the field of health and physical education, but as late as 1932 i t was quite difficult for anyone to secure a teaching position in this area, due to the fact that the programs Just did not exist at the public school level,^ As late as 1938 a survey by the State Department of Public Instruction Indicated that twenty-three full-time and forty-six part-time teachers of health and physical education were employed but only in a total of forty-six schools; only large cities had gymnasium facilities; there was little or no health instruction in the high schools, and the sanitary facilities were ^Elisabeth C. Umstead, "Mary Charming Coleman: Her Life and Contributions to Health, Physical Education, and Recreation’1 (unpublished doctoral dissertation. University of North Carolina, 1967) • p. 11, 1*5 146 woefully Inadequate, 2 Moat of the Instruction In physical education, which was very little , was done by classroom teachers. 3 The interest among educators was there, as indicated by Dr. Guy 6. Phillips, Superin tendent of the Greensboro, North Carolina, Public Schools. He stated In 1935 that one of the great needs was to secure a broader conception of education, and that Instruction in recreational activity and physical development were needed as part of the broadened program of the public schools. k Ben W. Davis, Principal of Chapel Hill High School, noted the following: 1. The athletic program of the average high school needs to be expanded Into a system of physical education. 2. There is a definite need for a large number of capable trained coaches and physical education instructors in our sohools. 3. When the expansion of athletic programs into a physical education system occurs and a sufficient number of well-trained instructors is available, there will be wonderful opportunities for social eduoation and guidance through these instructors.5 In addition, the 1930 North Carolina Education Association report on the "New School," in referring to the fields of music, art, physical sducatlon and vocational courses, said: There is therefore a place and a very important one for the so-called and sometimes much abused frills and furbelows. The 2Charles E. Spencer, "Survey of the Status of Health and Physical Education Programs In North Carolina's Public Schools" (Raleigh: State Department of Public Instruction, 1938). (Mimeographed.) ^Statements by Charles E. Spencer, Supervisor of Health and Physioal Education, North Carolina State Department of Public Instruction, retired, personal interview, July 6, 1968. u The High School Journal. Department of Education, University of North Carolina, XVIII (January, 1935). 2 2 ^-2 2 6 . ^The Hlsh School Journal. XIX (March 1936), 92-93- lA? probabilities are that these are the most practical subjects in the curriculum of the modern school. They will come nearer yielding an immediate return on the investment than any other subject in school.6 North Carolina was ready to move forward In the fields of health and physical education in 1935. and Dr. Cornwell's aggressive enthusiasm supplied the push to get then going. His professional a tti tudes and the influence he wielded through well-trained teachers lent dignity and respectability to a field that at times was considered a fad or frill by many people in North Carolina education. He sold physical education to the people of the state where necessary and provided the •7 schools with guidance in all phases of the program as I t developed. HEALTH AND PHYSICAL EDUCATION PROGRAMS IN THE NORTH CAROLINA SCHOOLS PRIOR TO 1935 Prior to 1900 little was being done in the public schools of North Carolina that could be called physical education. The public school law of 1889 said that spelling, defining, reading, writing, arithmetic, English grasmar, geography, elementary physiology, hygiene, and the history of the state and the United States constituted the curriculum. Teachers were certified through examination by the county superintendents. In 1891 a law requiring schools to teach the nature of alcoholic drinks and narcotics was passed, and the compliance with this law constituted the bulk of the health-education program. Some ^Education in North Carolina 1900 and Now. North Carolina Edu cation Association ^Raleigh: Bynum Printing Company, 1 9 3 0 ), p. 32. ^Statements by Charles 5. Spencer, personal Interview, July 8, 1968. 1U8 private schools and academies such as Homer School, Oak Ridge Institute, and Whltsett Institute indicated in I 8 9 8 that they had gywiasium facili- g ties and outdoor space for athletic games. In 1907 the state assembly appropriated its first funds for the establishment and support of public schools* The term of compulsory attendance was for four consecutive months. In 1917 the general assembly extended the school term to six months and set up a board of examiners Q to certify teachers. Since that time the state has continued in creasingly to support public schools by providing financial aid and services from the State Department of Public Instruction. Local superintendents were asking for help in physical education by 1920, and a few schools reported having auditorivms or gymnasiums available for indoor games, and outdoor space for athletie fields. In response to this interest the general assembly of 1921 appropriated the sum of $15,000.00 to the State Department of Public Instruction to create a division of physical education, having one director and such assistants as might be necessary, consistent with the appropriation. No director was hired, and the money was used in a project aimed at equalising the school facilities in the stated® Q Taylor Dodson, "A Brief History of Physical Bduoation in North Carolina Public Schools" (Raleigh: State Department of Public Instruction, 1955), PP. 1-2. (Mimeographed.) ^Clyda A. Erwin, "Forty Years of Public Bduoation,11 North Carolina Education. North Carolina Education Association, Raleigh, XXII (September, 19^)T PP. 1^-15. ^Taylor Dodson, "History of the North Carolina Association for Health, Physical Education, and Recreation" (Raleigh: State Department of Public Instruction, 1957). p. 6. (Mimeographed.) 149 In 1917 the State Board of Examiners made available special certificates in the fields of art, music, and physical training. Prior to 1920 only forty-eight of these certificates covering the three special areas had been issued. However, the members of this group formed the basis for the Physical Education Teachers Association that began meeting with the North Carolina Education Association In 1923* This association, with the support of some superintendents, continued to ask for a state director but with no success until 1938.^ In 1936 a history of curriculum development In the public schools of North Carolina stated that music and physical education had never been statutory subjects. They were included through the discretionary power of the State Board of Education and first appeared in the general course of study In 1923.1,2 It was In 1923 that the first efforts were made to help the classroom teachers, who in most instances were conducting the meager physical education programs. Mary C. Coleman and Anne M. Campbell of the Women's College of the University of North Carolina prepared a set of lessons in physical education for elementary school children at the request of the State Department of Public Instruction. The State Board of Education during that year passed a regulation that physical education was to be a part of the elementary school program. The time requirement consisted of two open-windov d rills of three minutes duration, one In mid-morning and one in mid-afternoon, plus a ^Dodson, "A Brief History of Physical Education In North Carolina Public Schools," p. 4. ^2Jomes E. Hillman, "One Hundred Tears of Curriculum," North Carolina Education. 11 (February, 1936), 218. 150 twenty-minute daily lesson in health habits. A similar program for the high school level was prepared by J. F. M iller, of Morth Carolina State College, in 1926. The object of this outline was to help schools to use teachers without training in physical education to teach health and activity classes and to coach Interscholastic sports. From 1926 to 19^0 no new m aterial was published in physical education by the Department 11 of Public Instruction. In 1929 end the early thirties North Carolina, like other parts of the country, felt the crushing effect of the economic depression. During this period much of the groundwork done in health and physical education went by the wayside as school budgets were cut and so-called frill subjects were discontinued. Any directives or advice given by the State Department of Public Service during this time was little more than lip service to a program that was, for all practical pur poses, temporarily dead. The following picture of the elementary pro gram at Pinehurst probably depicts the status of physical education in North Carolina in the early 1930's: We have a period of play each day at 10:30 o'clock. Each teacher takes her group to the section of the campus assigned her, where she and the children play. Each homeroom teacher is responsible for the play activities of her group.15 In the depth of the depression only the High Point, Greensboro ^"^Dodson, "A Brief History of Physical Education in North Carolina Public Schools," pp. 5-6. 1 k Umstead, "Mary Channing Coleman," p. *0. ^E lbert C. Cunningham, "Play's Place in Plain Lamin1," North Carolina Education. I , Raleigh: North Carolina Education Association (January, 1935). 157. 151 and Durham High Schools continued programsof physical education. The number of teachers In this special field dwindled until only the north western district of the North Carolina Education Association (the Greensboro-High Point area) listed a physical education teachers' conu mittee in 1935* 17 The state was in such a poor financial condition in 1933 that thought was given to closing all public schools. Governor J. C. B. Ehringhaus told the joint session of the general assembly that a tax on general sales with the exception of staple foods was necessary. Despite criticism as a tax on poor people, the three peroent sales tax was adopted and became the largest source to the general fund. I t was possible not only to keep schools open but also to increase the minimum school term from six to eight months. 18 This tax saved the public school programs and enabled educators to pick up their hopes for a "new school" that had blossomed in the twenties but run aground in 1929. The "new school" was pictured as doing more for children than giving them infor mation. which was the full scope of the "old school." This new approach to education was depicted as teaching children: 1. Subject matter in more than three times as many fields as did the old school. 2 . Something about personal health, not mere physiology. 3. The essentials of good character, sometimes through an adapted course in character training, more often through - l fL Statement by Charles E. Spencer, personal Interview. July 8, 1968. ^North Carolina Education. I, No. 8, North Carolina State Department of Public Instruction, Raleigh (April* 1935). 308-33-3. ^®Hugh T. Lefler and Albert R. Newsome, North Carolina (Chapel Hill: The University of North Carolina Press, 1963), PP- 578-579. 152 correlation of subject matter courses with character development. U. Something about the vocations and attempting to guide them into the kind of work for which their mental and physical aptitudes seemed to fit. 5. How to use their leisure time more wisely. This is very important in view of the fact that the modern child, with mechanical chore boys and many outside attractions, has more leisure time than did the children of the "old school." 6. Something about good citizenship, not merely formal civics. 7. To inculcate in the modem child some idea of worthy membership in the home.19 In 1935 Oliver Cornwell found North Carolina receptive to the modern approach in physical education. He and other dedicated people such as Mary C. Coleman and Charles G. Spencer supplied the impetus and direction to get the physical education program moving not only in North Carolina but also throughout the Southeast. SELLING A PROGRAM OF PHYSICAL EDUCATION Though many of the educators of the state were interested in developing a program of physical education in their schools and, philo sophically the state department supported them, the vast majority of the people in the state did not know what modern physical education meant. The students knew the recess recreation and the record player on the school steps directing them through a five-minute session of calisthenics. The parents were generally excited about a poorly super vised interscholastic program, but had never seen the connection between the game and education. Many local school superintendents and principals ^Education in North Carolina 1900 and Now, p . 15- 153 were hesitant to put tax money into programs about which their staffs were uninformed. Dr. Cornwell used three major avenues to reach all these people and sold a physical education program to the administration, teachers, students, and general public that he felt would develop positive attitudes toward physical activity and make direct contri butions to the health and happiness of the people of North Carolina. These avenues were a physical education column in a magazine that was distributed state-wide, a series of institutes covering almost every county in the state, and the teacher-preparation and summer-sch o o l program at the University of North Carolina. Dr. Cornwell found that the Education Department of the Univer sity of North Carolina published a magazine, The High School Journal, during the school year. This was his first selling tool used in a campaign to make the state aware of the values in a modern program of physical education. The magazine covered all phases of education end was glad to Include "The Physical Education Column," conducted by Oliver K. Cornwell from 1935 to 1937. (See Appendix I.) These columns were written for the express purpose of interpreting the phy sical education program in light of modem educational philosophy to AA the administrators and teachers of the state. The early columis dealt with the justification of the place of a modem physical education program in the curriculum of the public schools and the contribution i t ^Statements by Oliver K. Cornwell, personal interview, July 11, 19 7 0 . 151* 21 could make to the individual1 s education. Other columns dealt tilth the professional preparation of teachers and coaches for the colleges 22 and schools of the state. The final columns written by Dr. Cornwell 23 stated the case for a physical education requirement for graduation. The second method used for introducing the new physical edu cation propram to the people of the state was direct contact. Dr. Cornwell found a willing and able aide In this project in the person of Mary C. Coleman of the Women's College of the University of North Carolina. Since 1932 the Women's College was the only one in the state turning out majors in physical education and the paucity of programs in the public schools made placement of these teachers a difficult task. Miss Coleman's interest was both a professional and practical one. With the cooperation of Dr. J. Henry Highsmith, Director of Instructional Services for the State Department of Public Instruction, institutes ware arranged throughout the state to provide a vehicle through which the values of a sound program of health and physical education could be introduced directly to the local school administrators, teachers, students, and lay public. The team of Cornwell and Coleman stumped the State of North Carolina during the school years of 1936-37 and 1937-38, covering some sixty counties. They made speeches to townspeople, gave ^O liver K. Cornwell. "The Physical Education Column," The High School Journal, Department of Education, University of North Carolina, XVIII (November, 1935). 238-239. 22Comwell, The High School Journal. XIX (October, 1936). 205. 2^Comwell, The High School Journal. XX (October, 1937). 227-231. 155 demonstrations and lessons for studanta and taachara, and conducted workshops and coaching clinics. 2k The final basic tool for introducing a sound program of health and physical education into the public schools of North Carolina was the more deliberate one found in the tea char-preparation and summer-school programs at the university. Dr. Cornwell knew that the success of the public school program depended upon the calibre of teachers end coaches directing the program in the field.25 The undergraduate program at the university was started in 1935 to help supply the anticipated demand for teachers, and teachers already in the schools that were in terested in the physical education program were offered suiener-school courses at the graduate and undergraduate level. 26 Evidence of suooess in interesting teachers and administrators in physical education was seen in the Increase from two sunuer-school courses in 1936 to a total of nineteen courses offered in the suxaner of 19**0. 27 A NEW ERA IN PHYSICAL EDUCATION IN NORTH CAROLINA Interest in physical education in public schools began in North Carolina in 1921, but only after the employment of Charles E. Spencer as ^Umstead, "Mary Charming Coleman," p. 86. ^Statement by Oliver K. Cornwell, personal interview, July U, 1970. ^^tecord of the University of North Carolina. Catalogue Issue No. 301, February, 1936, p. **81. ^Record of the University of North Carolina. Catalogue Issue No. 352, February, I960, pp. 156 State Supervisor in 1938 did a definite, organized instructional program 28 a p p e a r. Dr. Clyde A. Ervin, State Superintendent of Schools, informed Dr. Cornwell and Miss Coleman that they had succeeded In selling physical education to the local superintendents and principals. Now he needed help in satisfying the schools' demands for Implementing the 29 program they had described. The first step suggested was to hire a director for physical education at the state department level. The general assembly in 1921 had provided for this position, but, despite subsequent recommendations, the job remained unfilled. It was through the influence of Dr. Cornwell 30 that this office was finally occupied in 1938, He recomended Charles E. Spencer for the Job. Mr. Spencer, a teacher in the High Point, North Carolina, school system, had managed to keep his program going through the depression, and this fact had a great deal of influence in 31 Cornwell’s recommending him for the job. The North Carolina Association for Health, Physical Education, and Recreation as it is now constituted was organized under the direction of Mr. Spencer in 1939* From a meager beginning of forty-two paid 2®Dodson,"A Brief History of Physical Education in North Carolina Public Schools," p. 9. ^Umatead, "Mary Channing Coleman," p. 86. ^Statement by Charles E. Spencer, personal interview, July 8, 1968. 31S U tan ants by Oliver K. Cornwell, personal interview, July 9, 1968. 157 memberships, this organization has experienced a steady growth in size 12 and influence. Through its members the Department of Public Instruction published in 19**0 the first material in physical education to come out s in c e 1926. This publication. No. 219, Physical and Health Education for Elementary and Secondary Schools, served as a guide for setting up and conducting a program based on student Interest and a games approach to physical activity. Dr. Cornwell served as a source of constant encouragement and professional direction to Hr. Spencer in the early years when the responsibilities of the new director were being estab lished. He made regular appearances on the new programs of the state association until the early fifties. In addition, he rendered a real service to the public schools during the thirties in helping them develop their facilities to support the type of physical education pro- Vi gram he envisioned for the state. ^ The federal relief programs were pouring a great deal of money into construction and repair of schools in North Carolina during this period. In the first five years of the New Deal, 1933 to 1938, North Carolina received $**28,053,000 in aid, a 35 considerable amount of which was earmarked for recreational facilities. Dr. Cornwell served high schools all over the state as an advisor on ^Dodson, "History of North Carolina Association of Health, Physical Education, and Recreation," p. 6. ^^Dodson, "History of Health and Physical Education In North Carolina Public Schools," p. ?. 3** Statements by Charles £. Spencer, personal interview, July 8 , 1968. ^^Leflsr and Newsome, North Carolina, p. 581. 150 gymnasium and playground construction. In 1936 alone, 348 playgrounds and 94 gywiasiums and special buildings were constructed. North Carolina was sold on the new physical education by 1940 through the efforts of persons like Dr. Cornwell, Miss Colaman, and Mr. Spencer. In 1939-40 special teachers of health and physical edu cation were employed by 109 schools, and the number was growing rapidly. In 1941 the twelve-year program with a nine-month school term, to start in 1942, was adopted by the state. The physical education re quirement was set at 150 minutes per week, exclusive of recess, for elementary schools, and the high school requirement for graduation 37 included one unit of physical education in the ninth grade. The program was solidly entrenched in the state public school system, but the expan si on to all the local units was slow. For example, in 1944 30 only 439 schools of approximately nine hundred had gymnasiums. A report by the State Education Commission to the State Department of Public Instruction covering the years 1944 to 1946 noted that the majority of 971 high schools were still limited in their offerings to the five academic areas of English, mathematics, social studies, science, 39 and foreign language. The Introduction of physical education was particularly slow among rural schools of the state. However, the number ^Statements by Charles E. Spencer, personal intmrview, July 8, 1968. •^Dodson, "History of Health and Physical Education in North Carolina Public Schools," p. 7. ^bid., p. 8. ^ Tha High School Journal. XXXI, 5 (Noveraber-December, 1948), ZL7. 159 of schools without adsquats physical education programs was steadily reduced due to constant pressure from the state department and the in creasing number of physical education major students teaching in the schools. By 1950 North Carolina could claim a state-wide program of JW) health and physical education in its public schools. THE STATE HEALTH COORDINATING SERVICE Dr. Cornwell made an outstanding contribution to the health programs in the public schools of North Carolina through the major role he played in the establishment of the State Health Coordinating 41 Service in the year 1933-39. His trips around the state in the two prior years revealed that practically no health education, as such, was going on in the schools, and that the sanitary conditions in the buildings were not up to standard. His observations were supported by Guy B. Phillips, Secretary of the Governor's Commission on Education in North Carolina, in a report which recognised the Importance of health education In the schools and recommended that the problem of its absence be attacked through an enlarged physical education program. Also it was suggested that the State Board of Health and the State Department of Public Instruction attend Jointly to the unsanitary conditions in 42 schools. These two departments had been working cooperatively, to a 40 a Statements by Charles E. Spencer, personal interview, July 8, 1968. ^TJmstead, "Mary Charming Coleman," p. 8?. ^The High School Journal. XXII (January, 1939). 160 limited decree, f o r a b o u t twenty-five years tow ard improvement In the health of school children. Host of the cooperation was In the area of vaccination programs and occasional visits by the county health officers. The services of the state and local school and health agencies often overlapped or were dulled by bickering between the two groups over ^3 areas of responsibility. Dr. J. Henry Highsmith, Director of Instructional Services, and Dr. Cornwell made a careful study aimed at integrating the efforts of the State Board of Health and the Department of Public Instruction in matters of school health. In 1933 they presented the plan to the General Education Board and the Rockefeller Foundation, asking for financial support. The two groups agreed to contribute equally to finance the program for five years. To set up and administer the School Health Coordinating Service, an advisory conmittee was formed composed of Dr. Highsmith, representing the State Department of Public Instruction; Dr. C. F. Strosnider, physician; Dr. G. M, Cooper of the State Board of Health; Dr. R. J. Slay of East Carolina Teachers College; and Oliver Cornwell. The objectives of the School Health Coordinating Services were: 1. To promote the fullest utilization of existing facilities for improving the health services offered to and health instruction offered by the schools of the state. ^Statements by Charles E. Spencer, personal Interview, July 8, 1968. Minutes of the Committee on School Health Service, North Carolina State Department of Public Instruction, December 22, 1933, p. 1. ^'’Based on personal correspondence between Clyde A. Erwin, State Superintendent of Public Instruction, and Oliver K. Cornwell. 161 2. To provide a consultant service to health departments and school authorities who are Interested in improving their school health service, health instruction, and physical education pro g r a m s .^ The Initial staff to effect these objectives included a director, a nutritionist, a public health nurse, two physical education advisors, a physician, and a health educator. These people began by working in each county for a month or so on a demonstration basis. After 1947 this tactic was discarded and replaced with an in-service training 47 program for all local areas. The advisory coamdttee also promoted six-week summer conferences on child health and awarded approximately forty scholarships to North Carolina teachers who wished to attend. These child-health conferences were held in four different sites, and in 1943 child health-camps were added to the suibbst program. These were held in conjunction with the conferences and provided opportunity for 49 teachers and supervisors to observe the children. In 1950 the School Health Coordinating service began sponsoring a health-education work shop for teachers, supervisors, and administrators. This workshop car ried six hours of credit in the Education Department of the University SO of North Carolina. Through the suntr conferences and in-service ^ b i d . ^Dodson, "A History of Health and Physical Education in North Carolina Public Schools,'* p. 8. 46 "Report of the Southern D istrict," Journal of Health and Physical Education. XII (June, 1941), p. 380. ^"Report of the Southern D istrict," Journal of Health and Physical Education. XIV (September, 1943). 379. “^"Report of the Southern D istrict," Journal of Health and Physical Education. XXI (Deceeiber, 1950), 61. 162 training programs, public school teachers were trained in simple health inspection techniques, given teaching aids for health instruction, informed on sanitary requirements of the Board of Health, brought up to date on nutritional practices, and Informed on the values of a well- rounded physical education program.^ After the five-year period of financing guaranteed by the Rockefeller Foundation and the General Education Board, the state assembly assumed the responsibility for the program and has supported it since. This School Health Coordinating Service was the beginning of public school health education in North Carolina as far as the De- 52 partment of Public Instruction was concerned. Through the influence of the advisory committee, the state adopted textbooks for the elementary school health classes, and all ninth grade students were required to have two days a week of health Instruction. Aside from being instrumental in the organization of the School Health Coordinating Service and serving on its advisory cosnittee. Dr. Cornwell helped organize and participated in the summer conferences on child health. He helped to develop a training program for the local health coordinators and classes in health education for prospective teachers.^ When the state was having difficulty in finding elementary ^Dodson, "History of Health and Physical Education in North Carolina Public Schools," p. 8. ^Statenant by Charles E. Spencer, personal interview, July 8, 1968. ^Based on minutes of the School Health Coordinating Service Advisory Cosnittee, Office of Superintendent of Public Instruction, Raleigh, North Carolina, December, 1938 to October, 191*?. 163 school texts In health education, he wrote a series of manuals called M.y Health Book, covering grades three through eight. These books were the first adopted for use In the elementary schools. THE COLLEGE CONFERENCE ON PROFESSIONAL PREPARATION OF TEACHERS OF HEALTH AND PHYSICAL EDUCATION The number of schools In North Carolina engaged In the pre paration of teachers of health and physical education grew from three In 1-935 to twenty-one In 19^3* The expansion was due chiefly to the fact that small colleges of the state moved into major programs as people from the graduate school at the University of North Carolina Joined their staffs. The college requirements for a major or minor in health and physical education were le ft to each institution and produced a wide variety of offerings* There was no clear definition of what courses went into making up a major program. Representatives of the twenty-one institutions preparing teachers for the field of health and physical education met in Raleigh, North Carolina, on Hay 8, 19^8, in response to an invitation of Dr. Clyde A. Erwin, Superintendent of Public Instruction. The purpose of the meeting was to discuss the problems related to teacher prepar- ation in their special fie ld .In his introductory remarks, ^Statement by Charles E. Spencer, personal interview, July 8, 1968. ^Minutes of the College Conference on Professional Prepar ation of Teachers of Health and Physical Education, North Carolina State Department of Public Instruction, Raleigh, May 8, 19**3, p. 1. 164 Dr. Erwin said: The effectiveness of the job done in public schools depends in a large measure upon the kind of training given the teachers in their college training programs. In order to Improve the pro. fesslonal preparation of teachers It is essential that minimum standards be set up cooperatively by the colleges and the State Department of Public Instruction. The ultimate purpose of this conference is to lift the standards of health and welfare of children. One means for achieving this general purpose is to improve or up-grade the health and physical education programs of institutions that prepare teachers of health and physical e d u c a tio n . The discussion that followed pointed up problems such as training of health and physical education teachers to teach other sub jects; separation of health and physical education for certification purposes; majors1 crossing departmental lines to decrease duplication of courses; offering of major and minor certification to help meet the needs of small schools; and assignment of teachers to teaching areas cn outside their major. It was quite evident that the problems facing the group were too complex to be solved in a few hours, or for that matter, a few years. Dr. Cornwell moved that steps be taken to organize a college conference which would meet periodically to discuss problems related to training of teachers of health and physical education. He suggested that the organization function outside the North Carolina Association of Health, Physical Education, and Recreation, and that Charles E. Spencer be named chairman. This motion and the suggestions CQ were all approved by the group. There was some sentiment for the college group working as a division of the state association, but it was ^Ibid.. p. 5. ^Ibid., pp. 6-7. ^Ibid., p. ?. 165 decided that for the moment it would be better to function in an "unorganized" way. There was also the fact that the state association did not, in 19^S, include the Negro colleges. North Carolina College in Durham, and North Carolina A gricultural and Technical College in Greensboro, were starting programs and it was felt that they should be associated with the group. As a result of this decision to stay out of state level organizations, the College Conference on Professional Pre paration for Teachers of Health and Physical Education was one of the 59 first Integrated groups concerned with education in North Carolina. Prior to the 19^*8 meeting, Dr. Cornwell had worked closely with Hr. Spencer in setting up a series of questions to be tackled by the conference. These questions became essentially the objectives of the conference in its early years.^ 1. What courses should be offered to students majoring in health and physical education? 2. What standards should a college meet In order to offer a major in health education, in physical education, or in a combination of these two subjectsT 3. What are the major areas of health that need to be em phasized in the college program? k . What, and how much health and physical education, should the elementary teacher have to qualify her for teaching these s u b je c ts ? 5. How much training in health and physical education should the "coach" be required to have? ^Statement by Charles E, Spencer, personal interview, July 8, 1968. 6 0 Minutes of the College Conference on Professional Preparation of Teachers of Health and Physical Education, May 8, 19^8* PP. 5-6. 166 6. 1$ there a need for changes In certification requirements: a. for special teachers of health and physical education? b. for elementary teAchers? c. for principals and supervisors? ?. Is there a need for setting up special certification requirements for teachers of health? B. Is there a need for a "minor" in health and physical education?^ At meetings held during 19^9, the conference was organised into committees for work in the major areas of concern. Committees on pro fessional standards, physical education, health education, facilities, recruitment and selection, and placement were appointed by Chairman Spencer. The problem of how to get the results of the work of this group into the system of education in the state was resolved when it was suggested that recommendations from the group first be cleared by the North Carolina College Conference, a cooperative association of all the colleges in the state. To reach the public schools, these approved recommendations were passed through the Division of Professional Services of the State Department of Public Instruction to the State Board of 6? Education. In 1950. to expedite the work of the conference, an advi- sory committee was selected and Dr. Cornwell was placed on it. He served on this conmittee until 195^. and it was in this capacity that he made his contributions to setting up standards for the preparation of 6 lI b id . "Outline of the A ctivities of the College Conference on Pro fessional Preparation of Teachers of Health and Physical Education" (Raleigh: State Department of Public Instruction, May, 19**9), p. 1. (Mimeographed.) 63Ibid. (April, 1950), p. 1. w teachers In health and physical education In North Carolina. He par ticipated in the work of the committees In the various areas of the major program and helped prepare and present recommendations to the College Conference and the State Board of Education. By 195**, a clear definition of what was to be included in the health and physical education major had been determined, and the cer tification requirements of the state were adjusted to college programs of preparation. Some of the more outstanding contributions of this group were; 1. The North Carolina College Conference approved the recoup mended professional standards for teachers of health and physical education.65 2. The State Board of Education adopted the report of the Health Standards Committee as standards for certification in h e a lth . 66 3. After 1952-53 all ninth grade physical education teachers had to be certified in physical education.6? h. Recommendations for certification requirements for ele mentary teachers were transmitted to the State Advisory Council on T eacher E d u catio n .68 5. A ruling was put into effect that all teachers must spend^_ fifty percent of the teaching time in the area of specialisation. ^Statement by Charles E. Spencer, personal interview, July 8, 1968. ^"O utline of the A ctivities of the College Conference on Professional Preparation of Teachers of Health and Physical Education" (July, 1951). P. 2. (November, 1951), p. ?. 6?Ibid. 68Ibld. (March 13, 195*0, p. **. 6Q Statement by Charles E. Spencer, personal interview, July 8, 19 6 8 . 168 After 19V*. Oliver Cornwell served as an advisor to the confer- 70 once b u t took a less active part in its activities. When the revision of the major programs in the teacher-training colleges was accomplished, the conference in 1955 turned to evaluation of offerings within the major, study of student-teaching practices, curriculum in the public 71 schools, and the required program. As the problems of this group grew more closely related to the public schools, consideration of becoming affiliated with the North Carolina Association for Health, Physical Education, and Recreation came before the group again. I t was 72 voted to become a section of the state association in I960. Meeting with that organization in December of 1960, the conference was perman- 73 ently established as a division of the state association. With this union the direct line of influence of the conference on colleges and public schools was lost, but it still served as a meeting plaoe for id e a s . CONTRIBUTIONS TO INTERSCHOLASTIC ATHLETICS There is no doubt that the greatest influence that Oliver Cornwell had on the interscholastic athletic program in North Carolina was through the philosophy that he passed on to the many men with whom ^ "Outline of the A ctivities of the College Conference on Professional Preparation of Teachers of Health and Physical Education" (February, 1955. November, 1955, and April. I960), pp. 4-5. 72Ibid. (April, 1960). p. 5. 7W (December, i960), p. 6 169 he came Into contact in the undergraduate and graduate program at the University of North Carolina. He felt that "... varsity sports are for boys of extraordinary athletic ability. I think varsity athletics 7k fits directly into the total pattern of physical education." The two administrative bodies for high school athletics in North Carolina were Charles E. Spencer's office in the Department of Public Instruction, and the North Carolina High School Athletic Asso ciation. whose offices were on the University of North Carolina campus. Dr. Cornwell has worked very closely with both groups. At the request of the State Supervisor of Physical Education. Cornwell spoke to various groups of educators around the state on the values of athletics and the dangers of over-emphasis. In this way he supported the state department's successful efforts to establish lim its on the length of various seasons and number of games played. One example of his influence was in the case where the state assembly had over-ruled the Department of Public Instruction's lim it on the number of girls' basketball games that could be played in a season, by passing a b ill that allowed an unlimited number of games. At the request of the state department, Dr. Cornwell appeared before the House Cum ittee on Education to support the motion introduced to repeal the bill. Mr. Spencer said, "It is hard to believe that it would be a problem to convince intelligent men that the b ill allowing an unlimited number of ^E ditorial, "The Tar Heel of the Week," The News and Observer (Raleigh), February 5. 1961. 170 basketball games was wrong, but I know without Cornwell's help we would have failed."75 Through the College Conference on Preparation of Teachers of Health and Physical Education Dr. Cornwell was Influential In getting a six-hour requirement in the field of physical education made mandatory 76 for all coaches In the public schools' interseholastic program. The North Carolina High School A thletic Association office. In operation since 1913* is located on the university campus and until 19**7 was financially supported by the university. This organisation is su pervised by a board of control made up of public school administrators and coaches, and its activities are directed by an executive secretary. Like most organizations of this kind, its function is to establish rules of eligibility and competition, train and supply officials for 77 contests, and to conduct championship play-offs. Dr. Cornwell, due to his availability on the same campus and his abiding Interest in athletics, appeared regularly on the program of the annual meetings of the association, and on request before the Board of Control. His opinions on the many problems that continually plague the high school athletic scene were welcomed and helpful. In the years Just after Cornwell's arrival in North Carolina, he introduced the camera to the 75Statements by Charles E. Spencer, personal interview, July 6, 1968. 76 Statement by Oliver K. Cornwell, personal interview, July 25, 1968. 77North Carolina High School Athletic Association B ulletin. Vol. XIX. No. 3 ^Chapel H ill: North Carolina High School Athletic Association, June, 196?), p. 5- m high school athletic programs of the state. He demonstrated at several of the association meetings the filming techniques and how to use the film for study. Dr. Cornwell provided facilities and personnel for coaching workshops on many occasions and was helpful to the executive secretary in organizing and planning the activities of the athletic association. I)r. Cornwell’s contributions to athletics in the high schools were always directed toward maintaining athletics as an integral part of the school program and producing coaching for young people that was grounded in high ideals, undergirded by high professional standards. HO^OR AWARD CITATION In 1967 the Morth Carolina Association for Health, Physical Education, and Recreation honored Oliver Kelly Cornwell for his dedi cated efforts on behalf of education in North Carolina. The statement accompanying the award said in part: Because of his many interests and activities, physical education and athletics in North Carolina and the nation are better. Those who studied under him are better for having known him and learned of his philosophy. For all he has done we are privileged to say "Thank you, O llie," and to place your name at the highest level in our State Association as we recognize your professional and personal contributions with this Honor A w a rd . 7 R Based on personal correspondence between L. J. Perry, Executive Secretary of the North Carolina Athletic Association, retired, and the writer, 79 North Carolina Association for Health. Physical Education. and Recreation Journal. North Carolina Association for Health, Physical Education, and Recreation, Raleigh, III (February, 1967 ) , 3. C h a p te r 7 CONTRIBUTIONS TO THE MILITARY SStVICE DURING WORLD WAR I I Tha educational Institutions of the United States were called upon in 19^1 to assist in the training of men for the various branohes of the m ilitary service and to expand their own physical education programs to improve the physical-fitness level of their students. This involvement in the war effort placed an unusual burden on the physical education departments and tested the organizational and administrative abilities of the department leaders. The University of North Carolina was used extensively by the government for its training programs, and the university in 19^*0 required all male undergraduate students to take physical education four times weekly. Dr. Cornwell and his staff were equal to the task. They earned the respect and plaudits of the m ilitary services and the University administration for the conscientious and expedient way in which they coped with the tremendous expansion of their program . THE REQUIRED PROGRAM AT THE UNIV01SITY OF NORTH CAROLINA In 1938* with freshmen required to take physical education two days a week, the number of men served by the required program was about nine hundred. In 19^0. when this requirement changed to include all 17? 173 male undergraduates, the number in the program jumped to approximately three thousand.^ A committee was set up by University President Frank P. Graham to work out problems related to schedule, personnel, and budget. This committee included the Dean of Administration, the uni versity Controller, the university physician, the Dean of Students, and Dr. Cornwell. Cornwell was unwilling to sacrifice to a m ilitary-type program all of the physical education principles he felt important to the general education of the student. He was able to get the following ideas adopted by the committee and, subsequently, by the General Faculty of the university: 1. All male undergraduate students should be required to take physical education four times weekly, two periods in regularly scheduled classes and two periods of activity at times of the student's choice. 2. All students should be given a thorough physical examination upon entering the university. 3. The program was to place increased emphasis on physical condition but at the same time be built on student interests. 1*. The program was not to be m ilitary in nature other than the relationship which exists between good physical condition and m ilitary practices, 5. Definite attendance regulations would be set up. 6. Each student should be made familiar with his exact physical states. 7. Increased emphasis would be placed on participation in intramural and intercollegiate athletics. 8. The organization and administration of the four-year program was to be in the hands of the University Health ^Clyrie E. Mullis, "The Tote Basket System." Journal of Health and Physical Education, XV (December, 19^), 550. m 2 Service and the Department of Athletics and Physical Education, During the war years Dr, Cornwell, through this program, was able to retain a sound program of physical education at the University which was student oriented and interest centered. He said. Physical preparedness is a fine thing and absolutely necessary but we see no reason why it should not be a happy, pleasurable, useful experience that will have lasting values to the individual and still give him the most in terms of physical fitness,3 The administrative details of the program included purchase of additional lockers and baskets, equipment, and clothing. The flexibility of the basket system enabled the increase in numbers to be absorbed with a minimum of Inconvenience. Personnel who worked in the basket room were well trained and, with additional help, handled the service to students smoothly. A teaching staff of eighteen faculty members and seven graduate assistants handled the required classes scheduled during eight periods each day. Most of these men also had additional assignments in the teacher-education program. Intercollegiate athletics, or intra murals. Dr. Cornwell and his staff, through careful organization, were able to develop a preparedness program without resorting to a purely regimented approach. The students were classified by medical examina tion into four groups. Group A had no activity restrictions, Group B was for men with some restriction on activity. Group C was for men who need individual attention, and Group D was composed of men who were ^Oliver K. Cornwell, '*The University of North Carolina Prepares its Students for rational Defense," Proceedings of the Forty-fourth Annual Meeting of the College Physical 'Education Association ^19^*0^ , pp. 5I b i d . , p . 32. 175 exempt from activity. Students, within the "limits set by the physical examination, were allowed to select an activity from the offerings in each quarter. The only other limitations were that each student must have one individual activity and one team activity a year, and he was not allowed to elect the same activity in successive quarters. This program worked successfully from the start, due in large part to Dr. Cornwell's careful planning and the cooperation of the student body. THE MILITARY PROGRAMS AT THE UNIVERSITY OF FORTH CAROLINA The decision of the university to go to a four-year physical education requirement in 19*K) put a strain on the facilities of the department, but that was only the beginning. In the spring of 19^2 the University of North Carolina was selected as the location of one of four United States Navy Pre-Flight Schools to be established by the Navy Department. The university was to supply facilities for housing, feeding, and program for some 1,875 cadets.^ The program was planned in four major divisions: 1. Academic 2. Military conduct 3. Physical training g k. Sports program (Intramurals and athletics) The purpose of this training was to make men physically f it and ^Ibid., pp. 29-32. ^Archibald Henderson, The Campus of the First State University (Chapel Hill: The University of North Carolina Press, 19l»9), p. 31-3. 6Ibid., p. 312. 176 to develop endurance, aggressiveness, and confidence through compe tition. To train personnel to conduct these programs the Navy ran a school of four-weeks' duration. Four of these classes for the officers involved were held at Annapolis and elevan at the University of North Carolina. This program alone meant that 1,875 Naval flight cadets and 250 officers, who ware to staff the school, had to be supplied with service at the gynviasium not once, but twice a day. Shortly after the Pre-Flight school was organised and put into operation, the university was selected to serve as an Indoctrination canter for V-5 officers of the Navy. Ten of these thirty-day indoctri nation schools were conducted with the average enrollment of two hundred officers. In 19^*3 the campus received 250 pro-meteorology students, 250 Army Specialized Training Program students, and 1,330 Navy V-12 students. Each of these man was required to participate in physical training classes six hours a week. At the peak point, over 5000 men a day were required to use the facilities of Woollen Gymaslum and the athletic fields.^ About tw-thirds of the activities of the Pre-Flight school and about one-half the activities of the other groups concerned the physical education and athletic department. The service groups brought their own equipment and instructors with them, but the problems of scheduling of facilities and servicing the programs fell to the staff at the university. Dr. Cornwell and his staff responded to the task. As had 7Ibid.. p. 513. ®toullis, "The Tote Basket System," pp. 550-551- 177 been the case when the required program was Increased from one to four years In 19^1. It was necessary to Install more lockers and provide additional baskets for the individual students. Due to the expending use of the basket system, i t was necessary to put about half the classes on a self-service basis rather than having attendants service them. 9 This helped to speed up the process of moving the classes in and out. Dr. Cornwell, personally, helped to adapt the various programs of the service groups to the availability of facilities, and served as liaison between the various military organizations and the faculty of the uni versity.^® I t was in the latter area that his influence on the military programs at the university was most effective. Cornwell's handling of the many groups, with their individual interests, was Indicative of his skill as an administrator and organizer. An officer of the Pre-Flight school sumaed i t up this way. Tour good coma on sense and understanding of others' problems kept things running smoothly. I want to thank you most deeply for your splendid contribution to the fine reputation that is enjoyed by the U.S. Navy Pre-Flight School at Chapel Hill.H The University of North Carolina gained some excellent additions to its athletic and physical education facilities during 19^3. The Navy had intended to build temporary facilities where they were neces sary to the training program. However, due to the persuasive efforts of Dr. Cornwell and the university administration, and the availability of 9Ibid., p. 551. ^Statement by Oliver K. Cornwell, personal interview, July 25, 1968. ^Based on personal correspondence between John P. Graff, Commander, United States Navy, retired, and Oliver K. Cornwell. 178 some money from the state to help in some of the building projects, several permanent facilities were acquired.12 A gymnasium for women was completed in 1943 to relieve the pressure on the facilities of Woollen Gymnasium. The building had 15,24? square feet of floor space, and i t s till serves the program for women at the university.13 The Pre- Flight cadet program placed strong emphasis on swimming and survival techniques in water, and some thirty-five percent of the Incoming cadets were inadequate swimmers. Early in the program the contending officer of the school, 0. 0. "Scrappy” Kesslng, recognized the need for an out door swimming pool, and fathered a program that gave the university a pool 150 feet long and 49 feet wide. The pool was appropriately named Kesslng Pool. 14 With all the military groups participating in a program of physical education activities, intramurals, and athletics, the out door facilities were over-crowded. The Navy responded by constructing an additional playing field in the area adjacent to the fields already In use. This area became known as Navy Field.^ By supplying adequate facilities and the administrative personnel for implementing the various training programs, the University of North njased on personal correspondence between William D. Carmichael, Jr., Controller of the University of North Carolina, and Oliver K. C o rnw ell. ^^Henderson, The Campus of the F irst State University, p. 342. l4lbid., p. 325. ^Statem ent by Richard E. Jamerson, Chairman of the Department of Physical Education, University of North Carolina, personal interview, August 13, 1969. 179 Carolina mad© a constructive contribution to the conduct of World War 11.^ The Navy in return contributed to the permanent facilities of the physical education and athletic programs at a minimum cost to the university. It was noted that Oliver Cornwell did not become a bank president in 1953 without certain basic skillsl 17 THE ATHLETIC PROGRAM IN EUROPE Dr. Cornwell spent most of 1945 as a consultant to the Athletic Branch of the Special Services Division, Army Service Forces. This branch of the Special Services Division came into being in an act of desperation after World War I. At that time there was no program of athletics or recreation administered by the Army, and the morale of the troops was at a low ebb. General Order #241 was Issued to establish the branch on December 29, 1918. This was the first time in the history of the United States Army that athletics became the subject of a general order. The carrying out of this general order resulted in American Expeditionary Forces Championships and Inter-Allied Games In Paris in 1919. Following demobilisation in 1919, the Army athletic program became dependent on the individual unit commander* s interest. Army athletics continued, but without the benefit of an organized program until the Athletic Branch was re-active ted in August of 1944 to plan athletic 1 7 **Dr. Ollie: Energy and Accomplishment,*' Thirteenth Annual Atlantic Coast Conference Indoor Games Program. February 26, 1966. Dedication page. 180 programs for tha Army Servlca Forces, Army Ground Forces, and Army Air Forces."^ Colonel Henry W. Clark was appointed Chief of the Athletic Branch of Special Services in 19W*. He selected Major John H. Morris as his executive officer. These men called together a group of civilian ex perts to suggest a comprehensive program of athletics for the over-all Army. The members of this steering committee were from college and uni versity physical education programs, the sports world, the Amateur Athletic Union, and sports officials1 groups.^ The results of this committee's work included the following recommendations: 1. That all military personnel participate in some type of vigorous physical activity each day for at least one h o u r, 20 2. That a central athletic training school be established in the theater of operations.21 3. That a small number of civilians be used in the beginning to assist in interpreting and establishing the program.22 The War Department approved the general report of the comnit t e e and made plans for creating a post-hostilities athletic program in the European Theater for the Army. Lt. Colonel Frank G. McCormick, formerly the director of the physical education and recreation program at the University of Minnesota, was transferred from the Fiftieth Troop Carrier 1ftJohn H. Morris, "History of the Athletic Branch, Special Ser vices Division, Army Service Forces," unpublished record prepared for unit citation and Legion of Merit recommendation. May, 19^5» Section I, pp. 1-16. T9Based on personal correspondence between Henry W. Clark, for mer Chief of the Athletic Branch of the Special Services Division, and the writer. ^Morris, "History of the Athletic Branch," Section V., p. 3 ^Ibld., p. 7. 22ibid., p. 5. Wing to Paris to head the Array staff of the proposed school for athletic officer. In November of 19^ Colonel Clark and Major Norris joined him 23 in France to assist in the planning process. Pursuant to the recommendation of the steering conmdttee, i t was decided that two civilian consultants from the States be secured to assist the Array in planning the school, in setting up the curriculum, and in assisting with the instruction. Oliver K. Cornwell, University of North Carolina, and Carl L. Nordly, University of Minnesota, were selected for the job. Mr. McCormick said of their selection: I knew both those men well and they were selected because they had experience in organizing and developing programs of physical education. They also had experience in setting up course work in teacher training and they had the personalities for the job. They made a great hit with the athletic officers from the field, as they were giving them the material they would use when they returned to their units.^ Dr. Cornwell, with the assumed rank of Colonel, became the first civilian consultant in the Athletic Branch of the Special 9ervlces Division when he arrived in Paris in early January of 19**5. Dr. Nordly joined the group on January 22, and under the direction of Lt. Colonel McCormick, they worked diligently to develop materials and lectures for the proposed school for athletic officers. The materials dealt with the administration and organization of athletic programs, coaching, and officiating various sports. The competition, as planned, was both Intramural and more highly organized, leading to championship play in ^Based on personal correspondence between Frank G. McCormick and the w rlter. 182 2<5 the European Theater following the end of the fighting. On the basis of preliminary details of the proposed school pre pared by Dr, Cornwell and the Army staff, General 0. N. Solbert, Chief of Special and Information Services, sent the following request to the European Command on January 17, 19^5: It is necessary to commence training insnediately of unit officers concerned with the planning, organization, and con duct of the army athletic program. It is requested that a staff school for unit athletic officers be established. . . . A description of the proposed school is included in Tab. C. (See Appendix K.) . . . Where a regularly assigned athletic officer is not available, all echelons down to and Including regiment level, or similar unit, are authorized to appoint a qualified officer. . . . In selection of these officers pre ference should be given to college and high school coaches, instructors in physical education, to those who have had experience in organizing and conducting sports or recreation programs, and to those with experience and proficiency as sports participants.2® On February 8, 19^5. on order by General Dwight D. Eisenhower established the Army Staff School at Cite Unlversitaire, Paris, to open on March 5, 19^5. The first class was designed for orientation of the special services and athletic officers of the major contends, and this was followed by one-week courses for athletic officers of units down to the regimental level. The faculty of this school consisted of ten 27 officers and civilian consultants and ten enlisted men. Dr. Cornwell was in charge of the instructional staff, who taught classes in the ^^Baeed on personal correspondence between Frank G. McCormick and the writer. ^Papers of John H. Morris, former Executive Officer of the Athletic Branch, Special Services Division, United States Army. ^M orris, "History of the Athletic Branch," Section V, p. 63. 183 major sports, football, basketball, volleyball, and soccer. They also Introduced activities such as tug.of-war, cane fighting, and horse-and- rider. There were lectures on schedules, tournaments, officiating, and 28 responsibilities of the athletic officer. Statements taken from the orientation lecture by Lt. Colonel McCormick for the first class at the Army A thletic Staff School in March, 19^5, point up the general objectives of the program: 1. To provide opportunities for experiences in athletics that w i l l : a. assist commanding officers in maintaining a high state of morale and discipline. b. assist m ilitary personnel in maintaining fitness for performance of their primary missions and in making necessary adjustments to civilian life. 2. To provide opportunities for developing spectator Interest in athletic competition, 3. To provide vocational training and experience for ad m inistrators, instructors, coaches, managers, and trainers. tfr. To orient the soldier in his attitude towards the future by satisfying his natural desire to engage in sports and athletics in which he may or may not have had previous experience. 29 The athletic school ran twelve classes of one- hundred students each from March 5 to May 27, turning out 1,200 trained athletic officers. 30 T hree c la s s e s f o r Womens Army Corps a t h l e t i c o f f i c e r s w ere a ls o h e ld . Dr. Cornwell le ft the European Theater before the school was scheduled 2A Based on personal correspondence between John H. Morris and the writer. ^Papers of John H. Morris. ^M orris, "History of the Athletic Branch," Section V, p. 18U to close in June and received the following personal note from Lt. Colonel McCormick concerning the school In Paris: . . . I feel we are over the hump, thanks to you for your help and assistance over a tough period. . . . You and the President will receive an official letter expressing our thanks and appreciation for the fine work here in the E.T.O,.^1 The work that Dr. Cornwell did in Europe during the close of hostilities contributed to a program that was, without a doubt, a classic example of organisation and administration of athletic programs. In spite of a pressing time table and little in the way of background material, the group in Paris able to establish the largest athletic program conceived up to that time. The value of the project and its eventual success was expressed in the following letter to Cornwell in 1966: The Alaska Steamship Company S u ite 703 1026 17th Street, N.W. Washington, D. C. 20036 Telephone: 737-59*2 A p ril 26, 1966 Mr. Oliver Cornwell University of North Carolina Raleigh, N. C. Dear Ollie: I have just heard from Herman Bieber that they are giving you a retirement party on Saturday, May 7th. Nothing could keep me away from such an affair except a previous engagement that involves about twelve people. Even so I sincerely regret that I could not be there and pay tribute to one of the greatest figures in inter collegiate athletics that I have ever known in peace or in war. I TLBased on personal correspondence between Lt. Colonel Frank G. McCormick and Oliver K. Cornwell. 195 appreciate your Innate modesty. Otherwise I would ask to have this letter read at the dinner. You organized our athletic program in the European Theatre in World War II in such a way that you were of great service to literally hundreds of thousands of our Armed Forces. You received for that the sincere thanks of General George C atlett Marshal, General Dwight Eisenhower, and all those in authority who had to deal with the very tough problems of morale after the shooting stopped. If ever there was an unsung hero, you are the one. Ky sincere regards to you, your family and the others. S in c e r e ly , Eskie Clark Henry W. Clark Vice President32 cc: President, University of North Carolina Mr. John Morris Mr. Herman Bieber SCHOOL FOR PERSONNEL SERVICES The Athletic Branch of the Special Service Division of the Army was directed to set up in-service training schools in the United States as well as in the European and Pacific Theaters of Operation. The Virginia M ilitary Institute, Lexington, Virginia, had closed its doors due to lack of men students available, and the Army took over the plant for the purpose of establishing a school for Personnel Services. The Athletic Branch decided to set up a course for training athletic officers and enlisted men as a part of the school. ^ By May of 19^5 Dr. Cornwell was ready to return to the United States and pick up his civilian work at the University of North Carolina. On the reconaiandatlan of ^Correspondence between Henry W. Clark and Oliver K. Cornwell. -^Morris, "History of the Athletic Branch," Section V., p. 35- Major John H. Morris, Executive Officer of the Athletic Branch of the Special Services Division, his tour of duty vas extended for a few weeks. Cornwell and several of his staff at Cite University returned to the United States and set up the Athletic School at Lexington. V i r g i n i a . ^ The first course began at the school on June 8, 19^5, for twenty officers and forty enlisted men. These men were drawn from overseas units, and upon completion of the two-weeks' course, returned to their units to conduct physical training, recreational, and athletic pro gram s.^ The curriculum at this school was patterned after the one developed in Europe, and the teaching was done by m ilitary personnel and outstanding civilian leaders in the fields of swimming, boxing, base ball, basketball, football, and other sports activities.^ Dr. Cornwell and his staff at Lexington developed and published an athletic manual for use by graduates of the Athletic School and all Army units throughout the world. This manual Included sections on: 1. Objectives and descriptions of the mass athletic program and the competitive athletic program. Z, Designation and assignment of the responsibilities of the personnel involved in an athletic program. Based on personal correspondence between Colonel Henry W. Clark and Major John H. Morris. ^Based on personal correspondence between John H. Morris and the writer. ^M orris, "History of the Athletic Branch," Section V., p. 35. IB? 3. Administration of essential areas of the program: equip ment, facilities, awards, records, publicity, and promotion, 4. Instructional aids for teaching various activities, 5. Organization and motivation of athletic competition, 6. Leisure-time activities. 7. Training instructors and officials. Lt. Colonel John H. Morris reported to his superiors in July of 1945 that: The School at Lexington is a tremendous success and everybody is now saying what great instructors the civilians are and how much better they are than the m ilitary. So I am now reeking my brain to find additional people to take the places of these fellows when they have to go back to their regular J o b s , 39 Morris was writing to Colonel H, W. Clark, who was in the Pacific theater planning a school for that area. Colonel Clark had requested that two administrators be sent out in September to organize the program there. He stated that his preference would be O llle Cornwell and W. L, Hughes or Carl Nordly. However, Dr. Cornwell had already de cided to return to the University of North Carolina and pick up his work there in the fall. The school at Lexington continued until 1946, when the administration of the Virginia M ilitary Institute took back their facilities to get the school ready for the returning students. •^Athletic Manual, prepared by the Special Services Section G.H.Q., A.F.P. A.C., 1945. PP. 1-88. ^Based on personal correspondence between Lt. Colonel John H. Morris and Colonel Henry W. Clark. 188 The A thletic School was transferred to Camp Lee, Virginia, and later h i to Fort Bragg, North Carolina. The whole training program of the Athletic Branch of the Special Services Division of the Army began to fade into Army routine instruction after 19h6, but the pattern of the programs designed In Paris and Lexington is, in many ways, s till part of the Army's recreation h2 program . Ul a Statements by Oliver K. Cornwell, personal interview, July 8, 1969. 42Based on personal correspondence between John H. Morris and the w riter. C h ap ter 8 CONTRIBUTIONS TO PHYSICAL EDUCATION AND ATHLETICS THROUGH NATIONAL PROFESSIONAL ORGANIZATIONS Oliver Cornwell's Influence on the developing fields of health, physical education, recreation, and athletics was not limited to the locale In which he was employed. He gave freely of his time to the national professional organizations and shared with them the benefits of his experience in the development of health and physical education pro grams, gymnasium construction, teacher-preparation courses, and athletics. Dr. Cornwall was fortunate enough to have been associated with many of the prominent men in physical education while In school at Columbia University. Through these contacts and as a result of his work in Ohio and North Carolina, he was often placed on programs of national meetings and given the opportunity to present his point of view. This point of view was frequently presented in light of programs in progress at his own school, or as a member of a comdttee. He often served as an offi cer of the national organizations with which he was affiliated. THE AMERICAN ASSOCIATION FOR HEALTH, PHYSICAL EDUCATION, AND RECREATION Dr. Cornwell joined the American Physical Education Association in 1930 while employed at Wittenberg College. The name of the organi zation changed to the American Association for Health and Physical 189 190 Education in 1937, and finally to tha American Association for Health, Physical Education, and Recreation In 1933* The purposes of the organi zation, however, did not change with the name but remained essentially the same through the years of growth. Those purposes were to disseminate knowledge, to exchange ideas, to improve methods, and to promote physical education and recreation as a part of American life. The change in the name indicated only a broadening of the realm of influence of the associated professional physical educators,^ Oliver Cornwell’s first appearance of note on a national con vention program was in 193^ whan he presented a paper concerning the place of intercollegiate and Intramural activities in the college program. This paper was directed at small colleges and the problems Involved in maintaining a strong athletic and Intramural program. Cornwell used the situation at Wittenberg College, depicted in an earlier chapter, in presenting to the convention one approach to the problem. In reference to the Intramural activities, he pointed out the importance of competitive opportunities for the larger group of less-skilled stu dents. In the realm of intercollegiate athletics the emphasis was on keeping the program in proper perspective and the Integrity of the college as an educational institution foremost in the minds of those directing the program. The paper also touched on the problems of *A. A. Esslinger and Carl A. Troester, "Our Association Today," Journal of Health. Physical Education and Recreation. XXI (April. v m ------o Journal of Health and Physical Education (Supplement) V (April, 193h), 15. m financing these programs through student fees and p;ate receipts. Dr. Cornwell proposed in 193** that intramural and athletic activities should not be dependent on gate receipts but supported by a reasonable student fee. However, he felt that through proper promotion and ticket control the athletic program might help with the financial burden where spectator interest was sufficient. The last statements ware followed with the warning that the desire to attract paying customers might create some of the headaches associated with recruiting, alumni pressure, 3 and the over-eager coach. Throughout his active membership in the association, Oliver Cornwell was a champion for strong athletic programs. He was not blind to the many and varied problems that can be created by over emphasis of this phase of physical education. In 195** Cornwell, speak ing before a group at the association's annual convention, pointed up the following broad problems that center around athletics in schools, colleges, and universities: 1. Competition on the elementary and Junior high school level. 2. School games as public spectacles. 3. Over-emphasis on the varsity. 6. The use of school facilities. 5. Distortions in the educational program. 6. General acadesdc standards. 7. Admission to college. 8. Recruiting by colleges and universities. ^Statements by Oliver K. Cornwell, personal interview, July 26. 1968. 192 9. Financing the whole program. 10. Postseason contests. It 11. General administrative problems. Dr. Cornwell proposed that the degree to which these broad areas of concern were real problems depended upon the attitudes of the con stituency of the school, college, or university toward the athletic program. He suggested that the opportunity for operating a sound pro gram of athletics lay in a program designed to enlighten the students, alunvil, faculty, administration, and the general public concerning the dangers Inherent in over-emphasis, and to develop new concepts of the place of athletics in the educational program.^ The fact that many of these problems still plague athletics at many schools, colleges, and universities indicates that attempts to educate the general public to the values of an educational athletic program have bean less than a total success. Many schools, and the public in general, still Ignore the dangers Involved in high pressure athletics, but men such as Dr. Cornwell, through their work on the constitutions and by-laws of their several conferences and through the national associations, have continued to try to solve the persistent problems and to maintain the integrity of their schools. Their efforts are often met with stiff resistance from within their own ranks and from outside pressures as a ^Oliver K. Cornwell, "Athletics in Education," Proceedings of the National Convention of the Amwican Association for Health. Physical Education, and Recreation (April. 195M, p. 35. **Ibid. 193 result of the continued dependence on the general public for support. Dr. Cornwell made contributions to the American Association for Health, Physical Education, and Recreation in many areas other than a t h l e t i c s : 1. In 1939 he norved on the national committee to formulate a set of standards to be used in evaluation of institutions professing to prepare physical education teachers.^ 2. In 1937 he moderated a round-table discussion on the problems of health education, physical education, and recreation in the public 7 s c h o o ls . 3. He served as chairman of the men's physical education section in 1 9 3 7 .8 9. As chairman of the men's physical education section, he became a member of the legislative council of the American Physical Q Education Association in 1937. Cornwell served on this council again in 1992-93 as a representative from the College Physical Education Association.^-® 5. During the years encompassing World War II he participated ^Journal of Health and Physical Education. V (September, 193*0. 92. ^Journal of Health and Physical Education. VIII (January, 1937), 28. a Journal of Health and Physical Education. VIII (September, 1937). 397. 9I b id . ^®The Forty-Sixth Annual Proceedings of the College Physical Education Association. 19^3. w in several panels concerned with the efforts of college physical edu cation programs to meet the problems of physical fitness and national defense.^ He also presented a paper to the men's physical education section at the national convention of 1941 concerning the preparation of students for national defense. 12 6. He served on a committee in 1945 that was to make suggestions for implementation of local and state programs of health, physical edu cation, and recreation. This committee was appointed by the association president, Dr. W. L. Hughes, due to an absence of a convention in 1945.T3 ?. He participated in a working conference on the selection of students for professional preparation in physical education in 1946.^ Cornwell also served as a member of the standing conedttee on the local, i t state, and district associations during 1946 and 1947. Through his appearances on many programs of the American Physi cal Education Association and his participation on committees and panels, Dr. Cornwell shared with others across the nation his concepts of health, physical education, and athletics and his experiences in the organisation ^Journal of Health and Physical Education. XII (April, 1941), z22% a ls o xm~7Ai£rrri9wr!av ^O liver K. Cornwell, "Pour Years Required," Journal of Health and Physical Education. XII (April, 1941), 224. ^^Journal of Health and Physical Education. XVI (September, 1945), 392. ^Journal of Health and Physical Education. XVII (January, 1946), 136. ^Journal of Health and Physical Education. XVII (October, 1946). 4?5. and administration of these proprams. The Influence of hie ideas was most directly felt In the Southeastern section of the United States. The new constitution of the American Physical Education Association in 1930 established five districts: Eastern, Southern, Midwest, Northwest, and Southwest.The program designed and administered at the Univer sity of North Carolina by Cornwell served as a pattern for colleges and universities throughout the district. The public school programs in North Carolina were also copied by states in the South. The graduates from the teachar-properation program at the university spread to the schools, colleges, and universities of the Southeast, taking with them the philosophical approach that they gained from association with Dr. Cornwell. Members of the faculty at the university were called to other institutions to head programs of health and physical education, and further spread the influence of the programs in North Carolina. Dr. Cornwell served the Southern District Association as secre tary in 1937.^ He was first elected president of the association in 19A3 and continued in that office through 19^6. Until about 1950 Cornwell was quite active in coranittee work, serving as chairman of the teacher-training section in 1936, chairman of the eosdttee on revision of the constitution in 1938* and as a member of the executive ^Mabel Lee and Bruce Bennett, "This is Our Heritage," Journal of Health. Physical Education and Recreation. XXI (A p ril, i 9 6 0 ) f ^ J o u r n a l of Health and Physical Education. VIII (M arch, 1937), 9 8 . 196 committee from 1941 to 1946.18 Dr. Cornwell’s contributions to the profession did not go with out notice by hie colleagues. In 19*tl the Honor Awards Committee of the American Physical education Association recognized his work by citing him as an Honor Award Fallow: He is honored at this time primarily for his administrative ability which led him to positions of responsibility in the development and direction of departments of health and physical education. He started his career as City Director in Springfield, Ohio, public schools and then for ten years was Head of the Department of Physical Education at his alma mater. Wittenberg College. Since 1935 he has been Director of Health and Physical Education and Professor of Education at the University of North Carolina at Chapel Hill. Mr. Cornwell has taken an active part in the promotion of health and physical education for the whole state of North Carolina, helping to start a state-wide program through the State Department of Education and serving as consultant in many cities and towns of both Forth Carolina and Ohio in the matter of building gymasluas and playfields and the adminis tration of municipal programs. He has been Secretary and Treasurer of the Southern District of the American Association for Health, Physical Education and Recreation and Vice-President and President of the College Physical Education Association.19 The Southern District Association recognized him as the driving force behind the progress made in that district in the fields of health, physical education, and recreation with an Honor Award on April 8. 1953.PO T fl Statements by Oliver K. Cornwell, personal interview. July 25, 1968. ^ Journal of Health and Physical Education. XII (June, 1941), 350. ?n Based on personal correspondence between James W. Long, Director of Health and Physical Education, Wake Forest College, and Oliver K. Cornwell. 197 THE COLLEGE PHYSICAL EDUCATION ASSOCIATION The College Physical Education Association was founded in 1897 as the Society of College Gymnasium Directors. The ccmeems of the group In the early years cantered on formal exercises, strength develop- ment, and the discipline Inherent in the program.21 In 1931 Oliver Cornwell became a member of this association and found I t concerned with keeping the physical education program alive in the schools and colleges, as the nation wallowed In the depth of a depression. Budgets were being cut, schools were closing their doors or shortening the school term, Improvement and upkeep on facilities were neglected.22 By 1933 the darkest years of the depression were past, and the association turned its focus on problems of physical education as an integral part of the educational institution. Major among these concerns was the accept ance of the physical education department on the same basis as other departments of the college or university; the relationship of physical education to athletics; teacher preparation; physical fitness; and the provision of facilities for physical education activities. Cornwell was particularly active in the College Physical Education Association from 1931 until 1951. During this period these general problems were not solved, as they are of a continuing nature; however, he did ^Harold S. Wood, "President*s Address," Proceedings of the Forty-Second Annual Meeting of the College Physical Education Association. 193&. PP. 1-27 ^Andrew H. Breiner, "A Study of the Concerns of the College Physical Education Association Over the Past Twenty-Five Years, 1930- 1955" (unpublished master's thesis, The Ohio State University, 195^), pp. 6-7. 198 contribute to the advance of physical education in institutions of higher learning through his efforts as a member of this organization. Oliver Cornwell first appeared on the program of the annual meeting in 1932 and presented a paper, "The Psychology of Motor Skills," In this paper he presented an examination of the learning process and its application to subject-matter selection and teaching methods in the field of physical education. The purpose of the paper was to lend weight to the premise that physical education had a place in higher education, and he summed up his presentation by stating: The ultimate aim of education is to develop the ability to think clearly, logically, and constructively for the solution of definite problems; to organize past experiences and to work in search of knowledge with an open mind, without prejudice, to the end that man may adjust himself to his environment and to his fellow man and help provide for their Improvement. I sub mit physical education as a very necessary part of man's equipment in attempting to accomplish the ultimate aim of education.23 In the ensuing years, Dr. Cornwell appeared on the program of the association meetings frequently, speaking to such problems as teacher-training, construction of facilities, and the colleges' Job in preparing students for national defense during World War II. In 1936 Cornwell expressed concern at the annual meeting that the teacher- properation was reaching the point of specialization too early in the undergraduate major program. It was his belief at that time that the profession was neglecting the development of activity skills among its majors who were going out into the public schools. Looking into the ^Oliver K. Cornwell, "The Psychology of Motor Skills," Proceedings of the Thirty-Sixth Annual Meeting of the College Physical Education Association. 1932. p p . 125-130. 199 situation in 1936, Cornwell noted: It seems as we move along in the process of developing a field there is always a point where we lose touch with the total picture for which we are striving. Whan we do this the various divisions that in total make the whole picture tend to become ends in them selves . , . In the undergraduate school our major purpose is to prepare well-rounded Individuals. Students who are able to prepare and present a whole program, a program grounded in the fundamentals of *11 physical activity, to the end that their students will not only have an understanding of but ability to carry on all the activities that make up what we conceive to be a modern physical education program for public school children. . . , Have we in our recasting, reorganising and changing the major in physical education given serious consideration to the develop ment of motor and activity skills?2** In 1936 R. A. Fetter, Athletic Director at the University of North Carolina, and Dr. Cornwell presented a paper to the association on the new physical education and athletic plant at their school. (See Appendix E.) The purpose of the presaltation was to acquaint their colleagues with a truly modern gymnasium for a modern physical education program. They discussed financing, planning in terms of present and future use, and described the construction in some detail. 25 ^ Due to the experience that Cornwell gained through his association with the develop ment and erection of this building, he was called upon on numerous occasions by the schools and colleges, particularly in the South, as a consultant on gymnasium construction. 9 iiOliver K. Cornwell, "Standard of Performance for Physical Education Major Students," Proceedings of the Fortieth Annual Meeting of the College Physical Education Association. 193^. P. 83. 25r. A. Fetxer and Oliver K. Cornwell, "The New Gyvtaslum at the University of North Carolina," Proceedings of the Forty-Second Annual Meeting of the College Phvsical~iducation Association.1938. pp. 22-23. 200 During World War II the emphasis of concern by the College Physical Education Association turned to preparation of all students for national defense and the part the physical education program could play in it. Dr. Cornwell presented to the 19**0 annual meeting the program as organised and administered at the University of North Carolina. This program, discussed in some detail in an earlier chapter, was designed by cooperative effort of the total community and served over 3 0 0 0 male students during 19**0-*H.^ Dr. Cornwell's contribution to the College Physical Education Association did not end with his presentations as part of annual pro grams. He was active as a member of the Comnittee on Teacher Education from 1939 until 1952. During this period he participated in studies concerning the whole problem of teacher preparation in health and physi- cal education at both the undergraduate and graduate levels. 27 This conaittee had an Important part to play at the Jackson's Mill Conference on undergraduate professional preparation, and at the conference on graduate study at Pare Marquette Park in 19^8. 28 Oliver Cornwell's prominence in the association reached a peak 2^01iver K. Cornwall, "The University of North Carolina Prepares its Students for National Defense,” Proceedings of the Forty-Fourth Annu al Meeting of the College Physical Education Association. lyfrQ. pp. 28-32. E. C. Davis, "Report of the Comnittee on Teacher Education in Health and Physical Education," Proceedings of the Fortv-pilrd Annual Meeting of the College Physical Education Association. 1939. pp. 177-187. Jones, "Report of Progress and Plans of the Tear, 19**8." Proceedings of the Fifty-Second Annual Meeting of the College Physical Education Association. 19**6. 701 during the early 1940's. In 19^0 he served as vice-president, and he was elected president in 1941. During those years the concerns of the college association were physical fitness and the post-war program.29 Cornwell's address as president of the group (see Appendix L.) and the programs at the annual meeting reflected these concerns. A coradttee report concerned with the contributions that college physical education might make to national preparedness was completed in 1940. Dr. Cornwell contributed to this report as a member of a special comnittee headed by Dr. Delbert Oberteuffer of The Ohio State University.^0 In 1941 Cornwell, as president of the association, reported that over 4000 31 copies of the report had bean distributed during the year. This report was used extensively as a guide to men directing physical education programs throughout the state. After completing his term as President of the College Physical Education Association, Dr. Cornwell's work was generally confined to the Comnittee on Teacher Education and to the Executive Council, through he did serve on other consdttees for short periods of time. After 1951 his active participation in the association affairs was greatly reduced to ^Brsiner, "A Study of the Concerns of the College Physical Education Association," p. 57. ^"Report of the Committee on the Contributions of College Physical Education to National Preparedness,'' Proceedings of the Forty- Fourth Annual Meeting of the College Physical Education Association. 19to. p p . 7 3 3 9 1 ■^■"Minutes of the Business Meeting," Proceedings of the Forty- Fifth Annual Meeting of the College Physical Education Association. 19^1. p. 123: 20? devote more time to local Interests and to spend more time with his wife, betty, who was seriously 111. 32 THE NATIONAL COLLEGIATE ATHLETIC ASSOCIATION Dr. Cornwell's Interest In the administration of a strong, edu cationally- sound athletic program led him to years of association with the National Collegiate Athletic Association. This association, founded in 1905. is made up of a group of colleges and universities voluntarily associated for the purpose of developing sound administrative practices for the conduct of athletic programs.33 Started as an advisory body, the NCAA contributed to the early developeiant of college athletics by promoting faculty control of athletics, enoouraging the formation of conferences among its members, recommending the elimination of coaching assignments to non-staff members, creating rules committees for each sport, establishing a program of national championships through tourna ments and meets, and dealing with problems of recruiting and subsidi sation.^1 As the years passed and intra-sectional and lntra-conference contests increased in numbers, the NCAA moved from simply an advisory group with no enforcement powers to a position as the principal regula tory body at the national level. This was done to encourage ■^Statement by Oliver K. Cornwell, personal interview, July 8, 1970. •^Arthur Weston, The Making of American Physical Education (New York: Appleton-Century-Crofts7 1962), p. 59. ^Deobold B. Van Dalen, Elmer D. Mitchell, and Bruce L. Bennett, A World History of Physical Education (New York: Prentlce-Hall Inc., 1953). P.M. IS institutional control of Intercollegiate athletics. Dr. Cornwall began attending meetings of the NCAA while at Wittenberg College in 1929 and continued, with few interruptions, until personal health problems forced him to cut down on his work load in 1962. Dr. Cornwall's most influential participation in the association's affairs was from 19^+9 to 1961. Oliver Cornwell's contribution to the NCAA is difficult to docu ment. He was the champion of no specific causa except the belief that athletics was an Important part of the total scene on the campuses of our colleges and universities. He served as the fulcrum on which compromise between extreme factions could be balanced. From 1957 through 19& Dr. Cornwell served on several special ad hoc condttees of the associa tion to suggest answers to problems concerning eligibility requirements, recruiting practices, and scholarship aid. Oliver Cornwell firs t served the NCAA as a member of the Eligi bility Cowdttee in 19^*9.^ In 1957 he was appointed the Faculty Repre sentative to the association by the University of North Carolina, and 18 served as an at-large member of the NCAA Gouncil. Cornwell subsequently served as D istrict Three Vice-President on the Executive Council until ’5w..ton, The Making of American Physical Education, p. 8^. ■^Baaed on personal correspondence between Walter Byers, Execu. tive Director of the National Collegiate Athletic Association, and the w r ite r , •^The National Collegiate Athletic Association Yearbook. 19h8. P. 9. 204 39 1961. During those years the position of the NCAA as a regulatory and enforcement body was growing. M istrust between local conferences and individual schools brought forth rumors and sometimes facts, and they turned to their national organisation for help in handling their differ ences. Gambling scandals surrounding athletic contests were not unknown to the NCAA and the problems of bribery and betting, particularly in basketball, brought some stem action in the area of eligibility regu lations, conduct of tournaments and games, and recruiting of athletes. The powerful Executive Council was faced with the problem of dealing with various degrees of violation of the association's constitution and by laws. In many cases schools were placed on probation as a result of their actions and not allowed to participate in the NCAA national championship program s. Dr. Cornwell's philosophy of physical education embraced a strong athletic program, and at the same time he recognised the problems that could arise from misguided attitudes.of administration and conduct of such a program. His work in the council had indicated his ability to reconcile the differences between the extreme groups represented in the NCAA. This ability made him a real candidate for the presidency of the MCAA in I960, and he was the choice of the nominating committee for the job. However, his name was not presented to the organisation for elec tion to the post.1*0 In i 9 6 0, when the recruiting practices of the Based on personal correspondence between Walter Byers and the writer, 40Statement by James H. Weaver, Commissioner of the Atlantic Coast Conference, personal interview, August 12, 1969. 205 University of North Carolina concerning excessive entertainment of pros pective athletes was brought before the Executive Council, Cornwell excused himself from the deliberations. When his university wms placed on probation as a result of council action. Dr. Cornwell requested that the Nominations Committee remove his name from the lis t of recommended officers. He wanted to serve the association as president, but felt that the office should not be held by a representative of a school that wms h2 on probation for actions contrary to the by-laws of the organisation. In 1961 Dr. Cornwell suffered a heart attack and was forced to reduce his work load. He was replaced as Faculty Representative from the University of North Carolina to the National Collegiate Athletic Association by Edward McG. Hedgepeth, thus ending his years of service to that organisation. His work for the association was recognized by the Executive Director upon his leaving: I want to write you this personal note to express my appre ciation and high regard for the excellent contributions you made to the affairs of the association during your years of service on the Council. Intercollegiate Athletics has benefitted inaeasurably from your devoted service and I, personally, know full well the tremendous help you have been to the Council in keeping its de liberations on a sensible and even keel.**3 OTHER CONTRIBUTIONS AT THE NATIONAL LEVEL Dr. Cornwell served the profession as a member of several other ^Statem ent by Walter W. Rabb, Assistant Athletic Director, University of North Carolina, personal interview, Augufct 12, 1969. ^Statement by Oliver K. Cornwell, personal interview, July 8. 1970. ^B*sed on personal correspondence between Walter Byers and Oliver K. Cornwell. 206 nationwide organinations during his career that have not bean mentioned previously: 1. National Education Association, 1920-1966. 2. American Student Health Association, 1929-1966. 3. President's Committee on Recreation for the Selective Service, 19^1. 9. Southeast Regional Director of the Physical Fitness Program hjl of the Office of Civil Defense, 19^2. M i „ Biographical Data Sheet on Oliver K. Cornwell, n.d. (Mimeographed.) Chapter 9 A LIFE OF COMMUNITY SERVICE Che pel H ill, th e home o f th e U n iv e rs ity o f N orth C a ro lin e , i s located in the central part of the state. Actually, the university came first, and the town grew up around it. The natural beauty of the area, situated among hills and valleys, was enough to convince the commission seeking a suitable place for the university that this was the right location. Generation after generation of students would agree w ith i t ." 1 The growth of the town and the university paralleled each other through the years. After the close of World War II, it was evident that the enrollment at the university would experience a marked increase, and that the village population would grow along with this influx of people to the campus. It was also apparent that with this growth in population, the town would be called upon to supply many additional services to the total community. In 1951. Oliver Cornwell was persuaded to accept a seat on the Board of Aldermen, where his administrative abilities could be of service to a growing community. He served as alderman for four years. During this period, the town moved ahead with programs for street paving, enlarging the police and fire \o u is R. Wilson, The University of North Carolina, 1900-1930 (Chapel Hill: The University of North Carolina Frees, 1957), P. 373, 207 208 2 departments, and annexing several out-lying districts. THE MAYOR OF CHAPEL HILL When Dr. Cornwell came to the Board of Aldermen in 1951* Edwin S. Lanier was the Mayor of Chapel H ill. Lanier was the Democratic nominee for a seat cm the Board of County Commissioners in the spring p rim a ry e le c tio n s o f 195**, and re s ig n e d a s mayor in th e f a l l o f t h a t year. Prior to his resignation, Cornwell was approached by his fellow aldermen and asked If he would accept the mayorship when Lanier le ft. They le t it be known that they would expect him to run for the office in 1955 if he agreed to finish out the unexpired term. Cornwell's answer was not immediate, but after considerable persuasion he agreed to take the post. He was elected by the Board of Aldermen to fill the 4 un ex p ire d term on November 29, 195**. Oliver Cornwell ran unopposed for mayor in 1955- The newly elected mayor obviously was not running for office in hopes of financial gain. The Chapel H ill Mayor received $35*00 a month, of which $10.00 was an allowance for personal car expense.'* His reason for wanting the office was that he realized the university would double in size during the next few years, and in order to preserve the beauty and charm of ^Editorial, The Chapel H ill Weekly. May 13, 1955, P- 2. ^ Ib id . **Fred Magee, "C ornw ell S ucceeds L a n ie r a s Mayor o f C hapel H i l l ," The Durham H e ra ld . November 23, 195**. (* c lip p in g .) ^Editorial, The Chapel H ill Weekly. May 13, 1955, P* 2. 209 the town some attention had to be given to how Chapel H ill was to d e v e lo p .^ When Dr. Cornwell took office in 1955 he was fortunate to have an able and experienced city manager, Tom Rose. The voters of the city had also seen fit in the fall of 195^ to pass a bond issue of $190,000 to support the expanding service demands on the growing town. The development of various city departments, paving projects, and problems of day-to-day administration consumed a great deal of the new mayor's time, but the problem of how Chapel H ill was to grow remained the primary concern of the administration. Chapel H ill had no zoning laws in 1955 when Cornwell took office. The city administration, working closely with the Institute of Govern ment at the university, drew up a broad outline for the development of the town. Dr. Cornwell looks upon the writing and passage of the original zoning ordinance for the town as the most satisfying achieve- 0 ment of his years as mayor. In any city where, for the common good it is necessary to zone in a particular way, there trill always be oppo sition to coning ordinances. Chapel H ill was no exception. The oppo sition never rose to the level of rebellion because Oliver Cornwell was elected mayor of Chapel Hill again in 1957, and in 1959. At the end of his term in 1961 he was forced, for health reasons, to give up his ei Statement by Oliver K. Cornwell, personal interview, August 11, 1 9 6 9 . 7Bditorial, The Chapel H ill Weekly. May 13, 1955. P- 2. Q Statement by Oliver K. Cornwell, personal interview, August U , 1 9 6 9 . 210 active political life.9 The minutes of the Board of Aldermen In May of 1961 note Mayor Cornwell's statement of regret In leaving the office, and his slneere hope that he had been able to render some service of benefit to the corwiunity. The aldermen of the town presented him with a letter of commendation and a fishing rod and reel to occupy his leisure tirne.^-9 Dr. Cornwell served the conmunity of Chapel H ill as alderman and mayor for ten years, during which the town quadrupled In slze.^ let one who visits Chapel Hill today finds some of the same beauty and charm that the founders saw when they established the university there in 1795* THE UNIVERSITY NATIONAL BANK The growth of the University of North Carolina in the post World War II era, and the accompanying development of the community surrounding the university. Increased the demand for local financing to support new and growing businesses. In 1950 there was only one bank in Chapel H ill, and Its resources were not extensive enough to take care of the growing demands of the business comunlty. It was also true that the one bank had become, over the years, a very conservative institution in making loans available to start new enterprises in the town. A great number of local cititans found it necessary to go outside Chapel H ill to 9I b ld . ^Baaed on personal correspondence between Deborah Duncan, secretary to the Mayor of Chapel H ill, and the w riter. ^U niversity of North Carolina Tar Heel 3ports News. May 9, 1966. 211 1 2 conduct their banking affairs. Dr. Cornwell, a group of young business men, and some of his university friends undertook to start a second bank for Chapel H ill. The group who founded the bank was a varied one; John Manning was a practicing lawyer; Henry Brandeis was a member of the university law school faculty; Dr. Robert Ross was on the university Medical School staff; William Sloan, Carl Smith, Vance Hogan, and Prentice Ward were local business man; Henry Hogan was a farmer, and Oliver Cornwell was from the physical education staff at the university. Dr. Cornwell had worked with a ll these young men in various coanunity 11 endeavors through the years. The interest of these m«i in the banking field was not a financial one but one of service to the conmunity. To secure financial backing for the proposed bank, they turned to George Watts H ill of Durham, North Carolina. Mr. Hill was wealthy and had long been associated with banking enterprises throughout the State of North Carolina. He underwrote the bank financially but allowed all the stock Issued to be sold in the local community. The University National Bank, as the new venture was originally called, was opened in I k 1953 with Oliver Cornwell as its first president. The first year was, as expected, a difficult one financially. However, due to a more liberal attitude toward helping young men with ideas for new businesses in the ^Statements by William L. Sloan, Hoard of Directors of the Central Carolina Bank and Trust Company, Chapel H ill Branch, personal interview, August 20, 1970. ^Statement by Oliver K. Cornwell, personal interview, August 11, 1969. ^Statem ents by William L. Sloan, personal interview, August 20, 19 7 0 . 212 fast growing conmunity, getting black ink on the books was only a year away.1 ^ In i 960 the University National Bank became the Chapel H ill Branch of the Central Carolina Bank and Trust Company of Durham, North Carolina, Dr. Cornwell at that time was elected to the Board of Direc tors of the home office bank in Durham. ^ When Cornwell retired as Chairman of the Department of Physical Education at the University of North Carolina In 1966, he continued to serve as chairman of the board of the local bank and kept his seat on the "Big Board" in Durham. Dr. Cornwell in 1969 noted: The men who helped found the bank s till make up the board that runs it. The bank has prospered over the years, and re alizing that I am prejudiced on this subject, it has dene the things we set out to do. That is, we have improved the banking and finance situation in Chapel Hill and have enabled a lot of young men to get started in business.17 ACTIVITIES IN RETIREMENT Upon retirement in 1966, Dr. Cornwell was appointed Consultant to the Department of Physical Education at the University of North Carolina. He visits his office in Woollen Gymnasium dally and confers with the chairman of the department on request. His advice and direction continue 15I b id . ^^The Durham Herald (clipping), n.d.. ^Statem ent by Oliver K. Cornwell, personal interview, August 1 1 . 1969. 213 to be sought and considered in important departmental decisions.^® Cornwell's day still Includes a v isit to the Chapel H ill Branch of the Central Carolina Bank and Trust Company where he continues to serve as Chairman of the Board. Though his active participation in the operation of the bank had been curtailed due to his health, he still conducts the board meetings and offers his opinions on general bank policy. Dr. Cornwell has served faithfully as the representative of the local bank on the board of the parent organisation in Durham since his retireaient in 1966.^ As a man who has always loved sports and physical activity, the many health problems he has faced since retirem ent have been frustrating to Oliver Cornwell. He no longer plays golf, but his fishing rod is always handy in the trunk of his automobile, and he gets it out as often as the opportunity presents itself. Cornwell still vijoys watching the athletic teams at the university perform and is a strong supporter of their efforts on the field.^ OTHER ACTIVITIES Dr. Cornwell in his busy life found time to serve actively with a great number of civic and social community groups. He is a Hasan, a ^Statem ents by Richard E. Jamereon, Chairman of the Department of Physical Education, University of North Carolina, personal interview, August 13, 1969. ^Statem ents by William L. Sloan, personal interview, August 20, 1970. ^S tatements by Oliver K. Cornwell, personal interview, August 1 1 , 1 9 6 9 . 214 Rotarian. and a member of the Baptist Church. In hi a younger years he 21 was active in the Alpha Tau Omega and Kappa Phi Kappa fraternities. In 1962 he was called upon to serve as city chairman of the Chapel H ill Heart Fund. His own experience with a relatively severe heart attack in 1961 and his prominence as a citlzan of the town and university made him a logical choice. In 1963. he accepted the position of President of the Orange County Heart Association. He held this post until 1966.22 21V illia* 3. Powell. North Carolina Lives (Hopkinsville. Kentucky: H istorical Record Association. 1962), p. 290. 22Plles of the North Carolina Heart Association. Chapel H ill. North Carolina. C h a p te r 10 SUMMARY This study of the life of Dr. Oliver K. Cornwell has presented the picture of a man who was representative of a group of educators upon which fell the responsibility for integrating sound physical education programs into the pattern of general education. Through his administra tive and organizational skill Cornwell contributed a great deal to the general acceptance of modem physical educational theory into the curriculum* of public schools and colleges. His energetic and enthusias tic example encouraged many young people to enter this exciting and growing field. Cornwell1s sound philosophy and straightforward approach gained the cooperation of those for whom he worked, the respect of his colleagues, and the admiration of his students. Dr. Cornwell's early years in Ohio gave him the broad background of experience that he was to call upon as the opportunities for further ing the profession of physical education presented themselves. His youth, spent in the small Ohio town of South Charleston, taught him the value of work. His hone life fostered a love for learning and education. His school experiences offered him an opportunity to get involved in competitive sports, and his Interest in this area eventually led him to a position of leadership in the fields of physical education and athle t i c s . 215 216 During Dr. Cornwell's years at Springfield High School, on the playgrounds of the city of Springfield, and at Wittenberg College, his philosophy concerning physical activity broadened to include not only the highly skilled, but also those of less ability. Though his under- graduate study and early teaching experiences were In the fields of English and mathematics, all of Cornwell's graduate study was concerned with the place of a modem program of physical education in the public educational theory of the time. It was through his ability in the fields of organisation and administration of physical education and the athletic program that Oliver Cornwell made his mark as a leader in the profession. His grad uate work at The Ohio State University and Teachers College of Columbia University prepared him well for his work. Particularly important to his education was his fortunate association with some of the leading men in the field who were teaching or studying at Columbia. The influence of men like Jesse Fairing Williams, Clifford L. Brownell, Delbert Oberteuffer, and Harry A. Scott was evident in the programs of physical education that ware developed under Cornwell's guidance. Dr. Cornwell designed and developed programs in required physi cal education, health education, and teacher training at Wittenberg College in Springfield, Ohio, and at the University of North Carolina at Chapel H ill, North Carolina. His program at the university became a model for colleges throughout the South. At both these Institutions he helped plan and construct physical education plants to serve the expanding physical education programs. The u tility and flexibility of these buildings attracted a great deal of attention and Cornwell was 217 often called upon to consult with other schools or colleges in the planning of future facilities. Dr. Cornwell believed that athletics had an important role to play in the general physical education program. Throughout his career he exerted a strong Influence on the athletic policies of the insti tutions with which he was associated. He served as athletic director at Wittenberg and sought and accepted faculty committee appointments at the University of North Carolina that gave him a chance to make his voice heard in athletic circles. Through his committee assignments Cornwell often was the official representative of his school at conference and national meetings. He served the National Collegiate Athletic Associ ation as a vice-president and as a member of the Executive Council for many years. He was one of the founders of the Atlantic Coast Conference and served as an officer of that conference until his health caused him to curtail his activity. He was secretary-treasurer from 1953 to 1959, vice-president in I960, and president in 1961. Dr. Cornwell always used his influence to protect the Institutional integrity of the mmsber schools from the onslaught of pressure created by expansive athletic program s. His position at the University of North Carolina offered Dr. Cornwell the opportunity to become a nationally known figure in physical education. During his thirty-one years there his work in pro moting health and physical education in the public schools and colleges throughout the Southern D istrict gained him national prominence. He appeared frequently on programs of the annual meetings of the American Association for Health, Physical Education, and Recreation, and the 218 College Physical Education Association. In recognition of his en deavors he was given an Honor Award by the American Association for Health, Physical Education, and Recreation and elected president of the College Physical Education Association in 19^1. Dr. Cornwell was a leading figure In the development of Interest in physical education In the public schools of North Carolina. He was Instrumental in the creation of the physical education division of the State Department of Public Instruction and served as an advisor to its director during the early years of its operation, Cornwall was one of the organizers of the School Health Coordinating Service In North Carolina. This group combined the efforts of the Department of Public Instruction and the State Board of Health to produce a program of health education in the public schools. He further contributed to this program by writing the health-lnstruetlon manuals for grades one through eight, Oliver Cornwell's influence was not confined to educational institutions during his career. He was called on to assist with the recreational and athletic activities of the armed forces near the close of World War II as a civilian consultant. He helped establish a school for training Army recreation leaders and coaches at Cite University In Paris, France, and established a similar school at Virginia M ilitary Institute in the United States. As a citizen of Chapel Hill, North Carolina, Cornwell gave unstlntlngly of his time to civic duties, serving as alderman and mayor for a period of ten years. A man's philosophy and character can often best be depicted In terms of what others saw in him as a co-worker and friend. John W. Collins, a classmate of Cornwell's at Cedarvllle College 219 recalls. "Ollie vary soon after his arrival at Cedarville became popular with everyone he came in contact with. Being talkative and friendly, he made friends quickly and none of them I ever knew ceased to be his f r i e n d . " 1 A former principal of Springfield High School said of Cornwell: "His fair dealing with the boys, hie high interest in all their problems, 2 and his splendid cooperation made him the ideal manager of athletics." In his first college position his associate, Ernest Godfrey, noted, "O llie was dynamic and aggressive without stepping on too many to e s ." ^ William D. Carmichael, Jr., Controller of the University of North Carolina, wrote in a letter to Cornwell: . . . It seemed to me that in view of the fact that you and Bob Fetzer were the two guys who brought the V-5 idea back to Chapel Hill, and particularly since you played such an important part in bringing the unit itself here, some orchids should have been tossed In your direction. However, the fact that such omissions don't bother you is one of the things that makes you such a great guy in my book.^ William P. Cushman, who knew Cornwell a t Columbia, remembers, "Ollie had a temper alright, but he controlled it pretty well except 1Based on personal correspondence between John W. Collins, Xenia, Ohio, and the w riter. p Statement by Charles Fox, Principal of Springfield High School, retired, personal interview, June 18, 1970. ^Statement by Ernest Godfrey, former A thletic Director, W itten, berg College, personal interview, July 1, 1969. u Based on personal correspondence between William D. Carmichael, J r., Controller, University of North Carolina, and Oliver Cornwell. 220 maybe on the golf course."^ Richard E. Jaaerson, Chairman of the Department of Physical Edu cation at the University of North Carolina, cited Dr. Cornwall for "his devotion to duty, his hard work, and his planning," which resulted in a department of physical education rated with the nation's best.^ A member of the Education Department at the University of North Carolina saw Oliver Cornwell like this: When courage was needed to speak, you had it; when attacks and storms from outside came fast and heavy, you quietly and courteously upheld the principles that most of us here stand for; when i t was more important to save the boy than a game, you moved to do so.? Upon his retirement in 1966 from a life dedicated to service and building, his friends gave Dr. Cornwell a testimonial dinner. The thoughts of many were expressed In a letter from the Executive Director of the Athletic Association of Western Universities, Tom Hamilton: 1 feel that I can testify to the great contributions that you have made to our nation's life, and 1 like many others admire and respect you for the wonderful qualities you have shown, the great abilities you have exerted, and the fine example that you have given all of us. All luok, best wishes, and good health; and I 'l l close with that ultimate navy accolade. Well done,® ^Statement by Wesley P. Cushman, Physical Education Department, The Ohio State University, personal Interview, May 23. 1969. ^The Greensboro Record. Greensboro, North Carolina, May 10, 1966, p. B9. Based on personal correspondence between J. Minor Gwynn, Edu cation Department, University of North Carolina, and Oliver E. Cornwall. g Based on personal correspondence between Thomas J. Hamilton, Executive Director of the A thletic Association of Western U niversities, and Oliver K. Cornwell. ? 2 l During his professional career Dr. Cornwell served as teacher, administrator, author, lecturer, advisor, and servant of the community in which he lived. Through his administrative ability, his boundless energy, his driving spirit, he brought new life to physical education wherever he served the profession. The improved status of physical education upon our campuses today is due in no small measure to the efforts of men like Oliver Cornwell, who by their presence and influence, lent dignity and respectability to a field that was struggling to b e lo n g . BIBLIOGRAPHY 222 BIBLIOGRAPHY I . PRIMARY SOURCES A. Addresses and Publications of Oliver K. Cornwell Cornwell, Oliver K. ’’Four Years Required," Journal of Health end Physi cal Education. XII (Aoril, W ) , 22U-225.277. . "Men's Programs and Role in the Olympics," an address given before the Annual Convention of the American Association for Health, Physical Education, and Recreation, January, 1961, , My Health Book,_Grade Three. Chicago: Lyons and Carnahan, ______. My Health Book, Series, Grades four through eight. Chicago: Lyons and Carnahan, 1952. Fetser, Robert A. and Oliver K. Cornwell. "The Mew Gymnasium at the University of North Carolina," Proceedings of the Forty-Second Annual Meeting of the College Physical Education Association. 1938. pp. 22-35. Cornwell, Oliver K. "The Physical Education Coluiwi,’’ The High School Journal, Department of Education. University of North Carolina, XVTTt'TMovember, 1935). 239-239; XIX (October, 1936), 205-212; XX (October, 1937), 227-231. . "The Place of Intercollegiate and Intramural Activities in the College Program," an address given before the National Convention of the American Association for Health, Physical Education, and R e c re a tio n , A p ril, 193**. "The President's Address," Proceedings of the Forty-Fifth Annual Meeting of the College Physical Education Association. 19^1. PP. 3 -5 . ______. "The Psychology of Motor Skills," Proceedings of the Thirty- Sixth Annual Meeting of the College Physical Education Association, 1932. pp. 126-130. 223 224 ♦ "Standards of Performance for Physical Education/1 Proceedings of the Fortieth Annual Meeting of the College Physical Education Association. 1936. pp. 82-85. ♦ 11 Symposium on A thletics in Education/1 Proceedings of the National Convention of the American Association for Health. Physical Education, and Recreation. 1 9 5 ^ . p p . 3 2 - 3 5 . . "The University of North Carolina Prepares Its Students for National Defense/1 Proceedings of the Forty-Fourth Annual Meeting of the College Physical Education Association. 1940. pp. 26-32. B. Bulletins "Brownell to Teach." Bulletin of the Ohio Public Health Association. VIII (July, August, and September. 1929'). Bulletin of the Ohio Public Health Association. VII (September, 1927). Cedarville College Bulletin. 1915-1918, 1970. North Carolina High School A thletic Association Bulletin. XIX (June. — i w n ------ Record of the University of North Carolina. Catalogue Issues, 1934-1940, w s r . The Wittenberg B ulletin. Catalogue Issues 1921-1935. 1969. C. Letters of Oliver K. Cornwell Walter Byers, Executive Director, National Collegiate Athletic Asso ciation, to Oliver K. Cornwell, January 27, 1962. William D. Carmichael, Jr., Controller of the University of North Carolina, to Oliver K» Cornwell, May 25, 1942. Henry W. Clark, former Chief of the Athletic Branch, Special Services Division, to Oliver K. Cornwell, February 13, 1946, April 26, 1966. Oliver K. Cornwell to Robert B. House, Chancellor, University of North C a ro lin a , May 14, 1952. Oliver K. Cornwell to w riter, July 22, 1970, August 21, 1968. Oliver K, Cornwell to Rees E. Tulloss, President, Wittenberg College, May 17, 1927, July 5. 1930, June U , 1937. 225 Oliver K. Cornwell to Charles T. Woollen, Controller, University of North Carolina, July 25, 1936. Clyde A. Erwin, State Superintendent of Public Instruction, Raleigh, North Carolina, to Oliver K. Cornwell, December 22, 1938. Ernest Godfrey to Oliver K. Cornwell, June 6, 1955, May 14, 1962. John P. Graff, Conmander, United States Navy, retired, to Oliver K. Cornwell, April h, 19^4. J. Minor Gwynn, Department of Education, University of North Carolina, to Oliver K. Cornwell, December 9, 1961. Thomas J. Hamilton, Executive Director, A thletic Association of Western Universities, to Oliver K. Cornwell, May 4, 1966, Robert B. House to Oliver K. Cornwell, September 13, 1937, October 8, 1937. June 1. 1939. W. L. Hughes, Professor of Health and Physical Education, Columbia University, to Oliver K. Cornwell, December 2, 1942. James W. Long, Director of Health and Physical Education, Wake Forest College, Winston-Salem, North Carolina, to Oliver K. Cornwell, April 8, 1953. Lt. Col. Frank G. McCormick to Oliver K. Cornwell, May 11, 1945. Rees E. Tulloss to Oliver K, Cornwell, April 18, 1928, February 13, 1930, June 22, 1937. February 19, 1943. James H. Weaver, Commissioner, A tlantic Coast Conference, to Oliver K. Cornwell, December 11, 1961. D. Letters to Writer Regarding Oliver K. Cornwell Ty Bryant, Alumni Director, Cedarville College, Cedarville, Ohio, June 2. 1970. Walter Byers, Executive Director, National Collegiate Athletic Asso ciation, August 29, 1969. Henry W. Clark, former Chief of the A thletic Branch, Special Services Division, United States Army, August 12, 1966. John W. Collins, classmate of Oliver K. Cornwell at Cedarville College, June 27, 1970. William R. Collins, classmate of Oliver K. Cornwell at Cedarville College, July 26, 1970. 226 Bruce A. Corrle, Department of Physical Education, Duke University, Durham, North Carolina, December 4, 1966, July 14, 1969. Deborah Duncan, secretary to the Mayor of Chapel H ill, North Caroline, August 16, 1969. Ruth White Fink, Director, Physical Education for Women, University of North Carolina at Chapel H ill, October 7. 1969, October 8, 1969. Frank G. McCormick, formerly with the Special Services Division, United States Army, June 8, 1969. John H, Morris, formerly with the Special Services Division, United States Army, June 9, 1969, July 20, 1969. Carl L. Nordly, July 27, 1969. William H. Peacock, Department of Physical Education, University of North Carolina, August 10, 1969. L. J. Perry, Executive Secretary, North Carolina Athletic Association, retired, July 26, 1968. Harry A. Scott, June 6, 1970. Floyd T. Siewert. Professor of Health and Physical Education, Western Carolina University, June 5. 1970, June 20, 1970, Elizabeth Cornwell Stewart (Mrs. Harry M.), September 20, 1968, October 15, 1968. Helen Stewart, Division of Health Education, North Carolina Department of Public Instruction, October 7, 1969. E. Other Letters Col. Henry W. Clark to Major John H. Morris, April 13, 1945, Jw e 2, 19*5. Frank P. Graham, President, University of North Carolina, to Robert B. House, June 1, 1935. Allan W. Hobbs, Chairman, Athletic Council, University of North Caro lina, to Chancellor Robert B. House, March ?6, 1937. Robert B. House, to Frank P. Graham, January 5. 1937, April 30, 1937, August 24, 1937. Robert B. House to Allen W, Hobbs, January 26, 1937. Lt. Col. John H. Morris to Col. Henry W. Clark, July 5. 1945. 227 George E. Shepard, University of North Carolina, to Elmer D. Mitchell, University of Michigan, July 3. 1935. C. P. Spruill, J r., Doan of the General College, University of North Carolina, to Robert B. House, June 30, 1936, Rees E, Tull os s. President, Wittenberg College, to George E. Gauthier, Secretary, Buckeye Athletic Association, December 30, 1929. F. Minutes and Reports Annual Report of the Board of Education and the Superintendent of Schools. Springfield School D istrict. August 31, 1918. Davis, Elvood C, "Report of the Comeittee on Teacher Education in Health and Physical Education." Proceedings of the Forty-Third Annual Meeting of the College Physical Education Association. 1939. pp. 177-1&7. "Digest of Faculty Legislation, l920-193?.,, Supplement to the minutes of the faculty meeting, University of North Carolina, December, 1937. Leonard, Fred E. F irst Annual Report of the Ohio Physical Education Association. Oberlin, Ohio, 189^. "Minutes of the Business Meeting." Proceedings of the Forty-Fifth Annual Meeting of the College Physical Education Association. 19^1. p . 123. "Minutes of the College Conference on Professional Preparation of Teachers of Health and Physical Education," North Carolina State Department of Public Instruction. Raleigh, May ft, 19WJ. "Minutes of the Committee on School Health Service." North Carolina State Department of Public Instruction, December 22, 193ft. "Minutes of the Meeting of the Faculty." University of North Carolina, 1928-1950. "Minutes of the Meeting of the Faculty." Wittenberg College, 1928-1935. "Minutes of the Ohio Athletic Conference." 1919-1933. "Minutes of the School Health Coordinating Service Advisory Coenittee." Office of Superintendent of Public Instruction, Raleigh, North C a ro lin a , December 193®-O c to b e r 19^7. "Minutes of the Southern Conference." Regular meeting. May 8, 1963. Office of the Conference Commissioner, Richmond, Virginia. 228 The President's Report. Wittenberg College, June, 1928, November, 1928* "Report of the Committee on Contributions of College Physical Education to National Preoardness." Proceedings of the Forty-Fourth Annual Meeting of the College Physical Education Association. 19^0. PpT"73- 79. "Report of the Honor Awards Committee." Journal of Health and Physical Education. XII (June, 1991), 350. "Report of the North Carolina Heart Association," Chapel H ill, North Carolina, 1963-1966, Sanford, S. V, "Report from the Fourth D istrict." Proceedings of the Seventh Annual Convention of the National Collegiate Athletic Association. New York (December 28, 1922), pp. 23-2^. Survey of "Report of the Southern D istrict." Journal of Health and Physical Education. 19^1-1950. G. Personal Interviews by Writer Oliver K. Cornwell, July 8, 1968, July 9, 1968, July 25, 1968, July 26, 1968, August 8, 1969. August 11, 1969, July 8, 1970, and July 11, 1970. Bruce A. Corrie, Department of Physical Education, Duke University, Durham, North Carolina, July 11, 1968. Wesley P. Cushman, Department of Physical Education, The Ohio State University, July 1, 1969. B ill Edwards, Director of A thletics, Wittenberg University, June 11, 1969. Charles Fox, Principal, Springfield High School, retired, June 18, 1970. Ernest Godfrey, former Director of Athletics at Wittenberg College and assistant football coach at The Ohio State University, July 1, 1969. Richard E. Jamerson, Chairman, Department of Physical Education, Univer sity of North Carolina, July 8, 1968, July 26, 1968, August 11, 1969, and August 13, 1969. Lloyd P. Jordan, Conanlssloner. Southern Conference, July 20, 1970. Richard C. Larkins, Director of A thletics, The Ohio State University, June 30, 1969. Richard Lehman, Superintendent of Public Schools, South Charleston, Ohio, June 11, 1969. ??n Ethel Martua, Chairman, Department of Physical Education, University of North Carolina at Greensboro, J u ly 3 0 , 1 9 6 8 , Howard Maurer, Director of Physical Education, Wittenberg University, June 11, 1969, June 18, 1970. John Herbert Michols, M.D., former Chairman, Department of Physical Education, Oberlin College, Oberlin, Ohio, May 11, 1969. Delbert Oberteuffer, former Chairman, Department of Physical Education, The Ohio State University, May 23, 1969. Jester L. Pierce, State Department of Public Instruction, Raleigh, North Carolina, July 8, 1968. Walter W. Rabb, Assistant A thletic Director, University of North Carolina, July 8, 1968, August 12, 1 9 6 9. George E. Shepard, Department of Physical Education, University of North Carolina, July 11, 1969, August 11, 1969, and July 8, 1970. William L. Sloan, Board of Directors of the Central Carolina Bank and Trust Company, Chapel H ill Branch, August 20, 1970. Charles E. Spencer, Supervisor of Health and Physical Education, North Carolina Department of Public Instruction, retired, July 8, 1968. Elisabeth Cornwell (Mrs. Harry M.) Stewart, Springfield, Ohio, June 12, 1969. June 13. .1969, and June 18, 1970. Helen Stewart, North Carolina State Department of Public Instruction, Health Education Division, July 29, 1968. Wayne Tipton, Principal, Southeastern High School, South Charleston, Ohio, June 11. 1969. James H. Weaver, Commissioner, A tlantic Coast Conference, July 12, 1968, August 12, 1969, H. Personal Papers and Files Papers of Allen W. Hobbs, Archives of the library. University of North C a ro lin a . Papers of Chancellor Robert B. House, Archives of the library. Univer sity of North Carolina. Papers of John H. Morris, former Executive Officer of the A thletic Branch, Special Services Division, United States Army. Files of Rees E. Tulloss, President of Wittenberg College. 230 H ies of the Principal, Southeastern High School, South Charleston, Ohio. Files of Personnel office, Springfield Public Schools, Springfield, Ohio. I. Other Sources Biographical Data Sheet on Oliver K. Cornwell, May 1966. (Mimeographed.) Fifty-Fourth Annual Commencament Program. The Ohio State University, June 8, 1931- Graduate School Record of Oliver K. Cornwell, The Ohio State University, 1929-1931. Handbook of the Department of Physical Education and the Department of Athletics'. University of North Carolina. 1947-^8. 1965-66. 1969-70. Health and Physical Education Series of the State of Ohio Department of Education, .junior and senior high schools. Columbus, Ohio: The F. J. Hear Printing Co., 1932. Health and Physical Education Series of the State of Ohio Dspartmant of Education, grades I V-V-VI. Columbus. Ohio: The F. J. Hear Printing C o.. 1930. Health and Physical Education Series of the State of Ohio Department of Education, grades I-II-III. Columbus, OhioT The F. J. Hear Printing Co., 1930. Ohio High School Standards. Columbus, Ohio: The F. J. Hear Printing Co., 1922. 1929. and 19^9. The Springfield High School Course of Study. 1923. XI. SECONDARY SOURCES A. Books Barrier, Henry Smith. On Carolina's Gridiron. 1880-1936: A History of Football at the University of North Carolina. Durham: Zeeman Frintery, 1937. Battle, Kamp Plummer. History of the University of Worth Carolina. Raleigh: Edwards and Broughton Printing Co., 1907. Brown, R. C. The History of Madison County. Ohio. Chicago; ti. H. Beers and C o ., 11 9 5 T . Dewey, John. Democracy and Education. Hew York; MacMillan Co., 1916. 231 Henderson, Archibald. The Campus of the First State University. Chapel H ill: The University of North Carolina Press, 19**9. Izant, Grace Goulder. This Is Ohio. Cleveland: The World Printing Co., 1953. Lefler, Hugh T., and Albert R. Newsome. North Carolina. Chapel Hill: The University of North Carolina Press, 1963. Lentz, Harold H. A History of Wittenberg College. Springfield, Ohio: The Wittenberg Press, 1996. North Carolina Education Association. Education in North Carolina. 1900 and Now. Raleigh: Bynum Printing Co., 1930. Physical Education in the Elementary and Secondary Schools. Raleigh: State Superintendent of Public Instruction, 1952. Powell, William S. North Carolina Lives. Hopkinsville, Kentucky: H istorical Record Association, 19&2. Reeder, Albert. Sketches of South Charleston. Ohio. Columbus: Franklin Printing Co., 1910. Rice, Barnett A., and John L, Hutchinson. A Brief History of Physical Education. New York: A. S. Barnes and Co., 1952. A Study of Public Education in Springfield. Ohio. Bureau of Educational Research, The Ohio State University, 1951. ' Suggestions and Helps for Classroom Health A ctivities. Raleigh: School Health Coordinating Service, 1990. Van Dalen, Deobold B., Elmer D. M itchell, and Bruce L. Bennett, A World History of Physical Education. New York: Pr«ntice-Hall, Inc., 1953. Weston, Arthur. The Making of American Physical Education. New York: Appleton-Cantury-Crofts, 19^2. Williams, Jesse F. Principles of Physical Education. 2d ed. Philadel phia: W. B. Saunders Co., 1932. Wilson, Louis R. The University of North Carolina. 1900-1930. Chapel H ill; The University o t North Carolina Press, 19^7. Wood, Thomas D., and Rosalind F. Cassidy, The New Physical Education. Mew York: The MacMillan Co., 1927. Yesteryear in Clark County. Ohio. Issued by Clark County Historical Society. Springfield: Bauer Press, Vol. I, 1997} Vol. II, 1996; Vol. Ill, 1999. 232 B. Newspaper A rticles and Clippings "The Cornwell Family.'1 Macon County Times (Lafayette, Tennessee), April 29, 1954, * clipping. "Dr. Cornwell is Paid Tribute by Old Fans." The Greensboro Dally Record. May 10, 1966, p. 89. "Cornwell to Speak at PT Graduation." Fayetteville Observer. August 7. 1952, a clipping. The Dally Tar Heel (University of Korth Carolina), March 11, 1921, p. 3; September 22. 1935. PP. 8,9.10; October 1, 1935. p. 2; M«y 8, 1936, p. 2; December 10, 1968, p. 3. Editorial. The Chapel H ill Weekly. May 13, 1955, p. 2. Editorial. The Springfield News. June 2, 1928. Editorial, "The Tar Heel of the Week." The News and Observer (Raleigh), February 5, 1961. The Herald (Springfield High School), September 16, 1927; September 30, 1927: March 23. 1928; May 7, 1928. Magee, Fred. "Cornwell Succeeds Lanier as Mayor of Chapel H ill." The Durham H e ra ld . November 23, 195**. a c lip p in g . "Meet Hie Honor." The Wittenberg Alumnus. July, 1955, a clipping. South Charleston Festival Issue. Madison County Democrat. June 21, 1968. "Sports Citation," Chapel H ill Weekly. September 4, 1966, a clipping. "They Came from Miles Around to Pay Tribute to Our *O llie'." Chapel H ill Weekly. n.d.t a clipping. The Torch (Wittenberg College), September 18, 1930, p. 3; March 5. 1931, p. 3; February 24, 1933, p. 3; March 3. 1933. p. 3; November 17, 1933. P- 1; September 21, 193**; November 17, 1934. "Wittenberg’s New Health Building Formally Opened." The Springfield Sun. February 14, 1930, p. 1. C. Periodicals and Articles in Periodicals Berry, Elmer. "Problems in the Recrutlng of Teachers in Physical Edu cation," American Physical Education Review. XXV (June, 1920), 233-239. 233 Cunningham, Elbert C, "Play's Place in Plain Lam in'," North Carolina Education. XIII (September, 1946), 14-15. Esslinger, A. A,, and Carl A* Troester, "Our Association Today," Journal of Health. Physical Education and Recreation. XXI (April, I9 6 0 ). 23. The High School Journal, Department of Education, University of North Carolina. 1935-1939. 1948. Hillman, James E. "One Hundred Years of Curriculum," North Carolina Education. II (February, 1936). 218. "Honor Awards Citation," North Carolina Association for Health. Physical Education, and Recreation Journal, III (February, 196?). 2, 3. Hyatt, Ronald, and Ira Shapiro. "Dr. Oliver Cornwell Retires," Coach and A thlete. XXIX (March. 1967). 27, 45. Journal of Health and Physical Education (Supplement), V (April, 1934), 15. Lee, Mabel, and Bruce L. Bennett. "This is Our Heritage," Journal of Health. Physical Education and Recreation. XXI (April, I960), 2 6 -2 7 . Mullis, Clyde E. "Physical Education at the University Level," Journal of Health and Physical Education. XVI (December, 1945). 593-59^. . "The 'Tote* Basket System," Journal of Health and Physical Education. XV (December, 1944), 550-551* Survey of officers and committee assignments. Annual Proceedings of the College Physical Education Association. 1932-19^*4. "Wittenberg History," Wittenberg Alumnus. XXII (March-April, 1970), Wood, Harold S. "President's Address," Proceedings of the Forty-Second Annual Meeting of the College Physical Education Association. 193d, pp. 1-27 D. Unpublished Material Breiner, Andrew H. "A Study of the Concerns of the College Physical Education Association Over the Past Twenty-Five Years, 1930-1955." Unpublished m aster's thesis, The Ohio State University, 1956. Cornwell, Oliver K. "A Physical Education Program in Light of Modem Educational Theory." Unpublished m aster's thesis. The Ohio State University, 1932. 23k Dodson, Taylor. "A Brief History of Physical Education in North Carolina Public Schools." State Department of Public Instruction, Raleigh, North Carolina, 1955. (Mimeographed.) ______. "History of the North Carolina Association for Health, Physi cal Education and Recreation." State Department of Public Instruction, Raleigh, North Carolina, 1957. (Mimeographed.) Grueninger, Robert McKinley. "The Status of Physical Education in the High Schools of Ohio." Unpublished m aster's thesis, The Ohio State University, 1927. Mangano, Margaret Ann. "A History of the Ohio Association for Health, Physical Education, and Recreation." Unpublished master's thesis, The Ohio State University, 1950. Morris, John. "History of the Athletic Branch, Special Services Division, Army Service Forces." Unpublished record prepared for unit citation and Legion of M erit reconmendation. May, 19**5« Naille, Richard A. "A History of Public Secondary Education in Spring field, Ohio." Unpublished master’s thesis. The Ohio State University, 1953. "Outline of the A ctivities of the College Conference on Professional Preparation of Teachers of Health and Physical Education." State Department of Public Instruction, Raleigh, 19**9-1960. (Mimeographed.) Pierce, Jester L. "A History of the Southern Conference." Unpublished master’s thesis, University of North Carolina, 195**. Shapiro, Ira George. "Oliver Kelly Cornwell: Life, Professional Career, and Major Contributions to Physical Education and A thletics." Unpublished m aster's thesis, University of North Carolina, 1966. Spencer, Charles E. "Survey of the Status of Health and Physical Edu cation Programs in North Carolina's Public Schools." State Department of Public Instruction, Raleigh, 1936. (Mimeographed.) Suman, Sue R. "A Study of Certain Issues and Trends in Education as Revealed by the High School Journal, 1910-19**?." Unpublished master's thesis, University of North Carolina, 19**9. Umstead, Elisabeth C. "Mary Channing Coleman: Her Life and Contributions to Health, Physical Education, and Recreation," Unpublished doctoral dissertation. University of North Carolina, 1967. . "State Legislation for Physical Education." Unpublished master's thesis. University of North Carolina, 1952. ?35 E. Yearbooks A tlantic Coast Conference Yearbook. 195**. Cedarville College. The Cadrua. 1916, 1917, 1918. National Collegiate A thletic Association Yearbook. 19**8, 1957. National Collegiate A thletic Association Yearbook. Survey of officers and committees of the NCAA, 19**0-1966. S p r in g f ie ld High S ch o o l. The H e ra ld . 1923, 192**, 1925. Wittenberg College. The W lttenberger. 1929, 1930, 1931. F. Other Sources A thletic Manual, prepared hy the Special Services Section, G.H.Q., A .F .P .A .C ., 19**5. A tlantic Coast Conference Constitution and By-Laws. 1953-62. 1966. Education for Victory. Preflight Indoctrination, I (May, 19**2), 15. Education for Victory. Preflight Training Program, XI (September. 19**2), 2 0 . North Carolina Education. Raleigh: North Carolina Department of Public Instruction, A pril,1953. "Dr. O llie: Ehergy and Acconplishment,'' Thirteenth Annual A tlantic Coast Conference Indoor Games Program. February 2 6 . 19&. Dedi- cation page. Prince, Benjamin F., ed. Centennial Celebration of Springfield. Ohio. Springfield Publishing Co., 1901. Tar Heel Sports News. University of North Carolina, May 9, 1966, APPENDIXES 2 # APPENDIX A BOARD OF ATHLETIC CONTROL WITTENBERG COLLEGE 237 The 1931 WITTEN BERGER Board of Athletic Control F a e u lty C ity W. G. BEAVER H. 0. FCRTZ A. F. LINN FRED REMSBERG E. A. JENSEN CHARLES L. HARRIS A dvisory W. T. STOBBS, Hoad Coach 0 . K. CORNWELL, D irac to r o f A th i s t l e s In 1922 the Board of Athletic Control was created fay the board of directors of the college to act as an executive body for the regulation of all athletic activities. The duties of this board are varied and numerous, and it has proved of imeasurable value. It supervises the arrangement of schedules of all varsity teams, acts as a Jury in the awarding of letters and athletic recognition, and supervises in a general way the finances of all athletics of the school. Previous to 1925 Wittenberg was a member of the Ohio Conference consisting of 22 schools, but this organisation was too unwieldy. In that year the Buckeye Conference was formed with Wittenberg and five other Ohio schools included in its membership. Due to difficulties with the association, Wittenberg resigned in 1930. Consequently, both foot ball and basketball competition this year was without the goal of a conference title . However, Wittenberg has been readmitted into the association and will likely compete for the basketball title next year. Another important achievement of the Board of Athletic Control was the erection of the Physical ESduoatlon and Health Building, which 23* ?39 was eowpleted In ths fall of 1929. This has proved of groatTalus to tho student body, and has porsitted ths organisatlcn of ths extensive intra-aural athlstios program new in off sot. This year ths board was compelled to abandon track and bassball as varsity sports, although a sehoduls was arranged for tends. Howsvor, an excellent now quarter-idle trade and jumping pits wars oonatructed on 2ianermen field, and now track and field equipment was secured. APPENDIX B TELEGRAM FROM OLIVER K. CORNWELL TO REES E. TULLOSS 2k0 Tilt: COMPANY WILL AI'PKLCI.YI L SLiCCZSTIONS 7 U0M iTi I'ATLQNb CONCLLNINO ITS SilKM'CL Uvl-S —:------s J J i S S O V SLRViCG Y Y W / \ , V \ N ■ ^ 1 '> \ \ ': SIGNS \’ /V i M r; j-M CL ** 3i» L»f.:r 1 This is a ful'.-r,.:; Te.^.a^s or Cah!r- V V -L - ^ Y Y x u ^- --<5 ,L_ Y ,J . \ N:< * Ni.Eir K c'ti'.t lij-.Iets its cu- ML " >T:-Mt Letter characrar is in- LC oic.Ewi c.’ a *L;:_h!c: ¥ T T \ T 1 r / T V T s s T J DrLrteJ CrSIc ahovc or ST-T - CiLlc Nl;Lt Ltrrr in ’ i!ic aJ Jrc ^ R, I, WH*TC U i\RKWCOh.; I. CA> O i¥ J, C, wui:vkn ► iiB :CAT CHait-HASi CP TMv jf RECEIVED DEFINITE OFFER FROM OHIO STATE TODAY AND HAVE DECIDED TO ACCEPT 1 HEREWITH TENDER i.’ Y RE S! GNATI ON AT V.T TIEKBERO SCRRY 1 COULD NOT NOTIFY YOU EARLIER IF i CAN OF SERVl£fr-7C-TOo“ p-CSr.'SI ADVISE ME LETTER FCLLCV.i NG- • \ c o R M z i i ) ;c? V: ;2;ST ST s\ZV.*Y03KCITY, ^ J r TiiC.TS IS NO DCPKXIHELE sL'JsT:TLT£ FO:': MOr-VLNV r\.Y ,\ TiMF APPENDIX C SALARY SCHEDULE FUR THE DEPARTMENT OF PHYSICAL EDUCATION AT THE (DIVERSITY OF NORTH CAROLINA - 1937-3* ?U2 243 MMY affiaMiu »PH am ct km iqu, HmouiQE sbaot t 6aaeA on the Jo 11 owing aal*w Baela InatruOtor 91,800-2,000 Aiilita&t Profbaeor 2,250-2,750 Aeeoolate Prof•••or 8,000-3,600 t n l l W f ______3.7BQ-4.B00 >ra feaaara 8>H WMT fftTllMl SflMMt Ifftt ItMlUBS Phareed to Heaneated 1081 XJKtlflkl ttdTereitr Anngonrin- IS&fisIL tlaU fhr 1987-88 •Kr* ’-oruwll 94,600*00 Health Uduoation 99,886*00* 94,807.60** Phjreioal Sdncatlon 3aaoher draining T all Load Mr* ? « t » r 4 ,6 0 0 ,0 0 idainletratlon ae Hand a t 500*04 1 ,200.00 Sept.—laboratory la Track •ad field—Tall Wuartar 6 hr a. wealdy Hr* W olf 4,600*00 laboratory In Football 262*00 262.00 ’.Vinter "tuartar 6 hr a. weekly g w f tiw n Hr* lan ge 8,000*00 6 Hygiene Seatlone eaah 1,600*00 1,600*00 quarter 2 Plyaioal Hdnoatloneeotlo&a for 2 quarter* 1 Teacher Training Oouree each quarter ?raf«*M » Mr* Slewert 8,800*00 6 Hygiene Section* each 2,200*00 2,320*00 quarter 4 riqreloal ^.dn oat Ion ■•otlona eaoh quarter 1 Taaoher Training lab, eaoh quarter Mr* Shepard 2,600*00 5 -hygiene Seotiona aaek 789*18 789.18 quarter laboratory in Baaketball Spring Quarter 6 bre* weekly 2Ut -2- Inat motors Base Salarv ffrHM l Quenead to Eacuaatad lo a d rty.ioai airtriitr JBDSUUaa Jnnrtmrla- UffB f t f 1BBT-BB Mr. Sobnell *2,200.00 Intramural ^lw ator 82,200*00 82,820*00 8 Rygiena Seationa 4 Sarvloa Oourae Scations U r. Roman 1, 800 .00 8 yygiana 3eatians 800*04 920*04 4 Berrios Course eat Iona mil quarters laboratory In Joxlng fc W restlin g Laboratory In Formal Physlaal *d n oatiaa Ur. Hanson 1,800*00 4 Berrios Courses 6 0 0 .0 0 720*00 Bastions mil quarters laboratory la •‘rank & Fla Id Ur* Vaught 1 ,8 0 0 .0 0 4 Berrios Courses 60 0.00 600*00 Bastions mil qnmrtara 2 Hygiene Beat ions Winter and Spring qnmrtara Ur* Hearn (8 m - 1,850*00 Wboratory la ^aseball—Fmll 200*04 200*04 so n a l) Quarter. 6 «ka* Ur* Xanfield 1,620*00 Imbormtory la Tennis—9bll 200*00 200.00 Q uarter. 6 wtoa. sa r r io a Course Work In '^'aisiis Spring Quarter Ur. Quinlan 1 ,8 0 0 .0 0 Imb. la Wrestling—Spring 200*04 200*04 Quarter. 6 vka. Kr* Slewert } Ur. Laaga ) These menwill taka on additional work In tamobar training, Ur. Aonmmn ) both slams work and laboratory Mr. Oormall 1 * Student Assistants in Sarrioa CM sses—Totaling *86.00 *1.400,00* 8l»*00.00** par waak for 40 weeks _— * total MSONt 1y OslTarsltr 1986/27 *6,226.00 Total aseased by AttuAssa* 1986/27 iftftei.aa ••Appropriated by university for 1927/82 88,607*80 Addltlsaml univarsity gpnprlm tln requested far 1987/88 ii.mni.am 8 H ^ H a X 4 APPENDIX D PHYSICAL EDUCATION AT THE IP'IVWSITY OF WORTH CAROLTMA from Handbook of the Department of Physical Education and Department of Athletics, University of North Carolina, 1955-66 265 PHYSICAL EDUCATION AT THE UNIVERSITY OF NORTH CAROLINA The Department of Physical Education attempts to serve the stu dent body and staff of the University in a variety of ways. In today1s world man is called upon to face many stresses in his everyday living. To best meet the demands of life one must be Intellectually and physically capable of facing a great variety of situations. Success comes to those prepared to work; equally important is the ability to relax both physi cally and mentally. Lack of knowledge and skill relative to the health and physical demands of every facet of life can and does lessen one*s ability to live and enjoy life to the maximum of his or her ability. In an attempt to best serve the present and future needs of University students the Physical Education Department is concerned with several program s. THE REQUIRED PROGRAM FOR MEN AND WOMEN. The b a s ic p u rp o se o f this program is to teach one knowledge, skills and rules of sports for leisure time recreation in line with his capacities and Interests; to teach skills which he may use to attain and maintain a high degree of physical fitness; to teach skills which he may use for the oorreetlon of physical handicaps. In essence this program contributes to the education of the whole man in keeping with a philosophy expressed by Montaigne— "it Is not a mind, not a body we are educating; it is a man and he ought not be divided into parts.M THE TEACHER EXJCATION PROGRAM. The p u rp o se o f t h i s program i s to prepare at both the undergraduate and graduate level teachers of 2h6 247 Health and Physical Education and Athletic Coaches for positions in the public schools and colleges of North Carolina. THE INTRAMURAL PROCRAM. This program provides th e opportunity for voluntary competitive and recreational experiences in a vide variety of activities for students, faculty and administration. The opportunity to develop and maintain physical fitness, to compete with fellow students In team and individual sports, co-recreatlonal experiences, and variety from the routine of academic life is present on both an organised and unorganised basis. ELECTIVE PR OCR AM, In both the areas of health and physical education elective courses provide the opportunity for a ll students to broaden their knowledge and understanding of these areas In today's s o c ie ty . RECREATIONAL FROGRAM. F a cilities for recreation and a ctiv ities are available for students and faculty at all times unless scheduled for classes, intramural or varsity sports. Equipment of almost er«*y type Is also available for the use of individuals and groups. O liv er K. Cornwell APPENDIX E THF r-'FW GYWTASIUM AT THE UNIVERSITY OF UORTH CAROLINA Presented At the Forty-Second Annual Meeting of the College Physical Education Association, 1938 24B THE NEW GYMNASIUM AT THE UNIVERSITY OF NORTH CAROLINA Professors Robert A. Fetzer end R o b e rt K. C ornw ell University of North Carolina The new gymnasium a t the University of North Carolina was started in March of 1937 *nd completed in April of 1938* Complete use of the building started in September of 1938, The building, without equipment, cost approximately $600,000.00 and was financed from three sources. Federal grant from the Works Progress Administration, state bond issue and private gifts. It is my purpose to discuss the planning of the building in toms of the various factors which determined the type building we saw fit to build and to try to show how we are using it now and expeot to use it in the future. The University of North Carolina enrollment is made up of 3508 students, of which number 3102 are men and **06 are women. Women students are allowed to enter at the beginning of the Junior year. We have no physical education requirement for women so our planning in terms of woman students consisted of making provision for various types of recreation. The program for men is divided as follows: Intercollegiate athletics, Involving ten varsity squads and ten freshman squads; intra mural athletics; required service courses for all freshmen; health 249 instruction under joint control of the Department of Health Service and Physical Education; Division of Teacher Training; general recreation program* In planning the building in terms of use the program we contemplated was taken into consideration. The climate in Central North Carolina i s such that we are able to carry on out of doors about sight of the ten school months. Usually during January and February most of our program must be conducted Inside. These and many other facts had considerable bearing on the type building we decided to build. The gymaslum is in the center of our facilities which consists of 10 intramural fields. 42 tennis courts, two baseball diamonds, two practice football fields, one football stadium, one track stadium, and one building llO'x^OO* with a hardwood floor. The site selected was large enough to take almost any type of building. It was on the side of a grade with a fall of about 20 per cent. About four feet under the ground is a strata of rock, which made i t necessary for us to blast out about 6000 cubic yards of material. The grade made i t possible for us to avoid considerable blasting. The building has three general units: (1) The Head House or main front wing. (2) The Gymnasium wing. O) The Pool. THE HEAD HOUSE The Head House is l?4*x 55* in dimensions, is three stories high, and is built, as is the remainder of the building, of brick and steel. 251 The basement or firat floor Is on the same level aa the main gymnasium floor. There la a main corridor running the full length of the base man t level with one end leading to the intramural fields and the other end to the sun deck of the swimming pool. This corridor is 16 feet 6 inches wide with center steps or stairways leading up to the main lobby and end stairways leading down to the locker room level. On one side of the corridor is the main gymnasium and on the other side is: (1) The general equipment, storage and stock room for physical education and athletics. This stook room is 78 feet 7 inches long and 37 feet wide, with a service lobby 27 feet 9 Inches long and 16 feet wide. It contains adequate shelving and other necessary facilities for the storage and care of equipment. (2) The master switch boards and thermostat controls. All ventilation, air flow and heating temperatures are under direct control of these master switch boards. A flash lighting system is used to indicate by signal those units which are in operation and those which are not in operation; (3) One of the sevan thermo-fan units; (4) Storage room, 55 feet 2 inches by 39 feet 7 in c h e s . Head House Lobby Level The central or main entrance to the building is from the North into a lobby 53 feet in length by 4? feet 8 inches in width. A corridor 12 feet wide extends the long way of the lobby floor. In the center are two deacanding stairways and at the ends two ascending stairways. The floor is an eight-inch concrete slab covered with asphalt tile. The walls are imitation or artificial travertine. The ? 5? following rooms adjoin the lobby: (1) At the west and, s sens' lounge 21 feet 5 Inches by 20 feet with s toilet room 20 feet by 15 feet; (?) The mein offices for the Athletic Division. Four offices ere included in this unit with various types of equipment, Including vault, ticket grills to the mein lobby, closet storage space, counters end the like; (3) Opposite the main offices, another ticket office 33 feet 10 Inches long by 6 feet 8 Inches wide; (9) A ladies' lounge, 33 feet 10 Inches long by 19 feet 5 inches wide with toilet room 29 feet 2 Inches by 19 feet 5 Inches; (5) Monogram Club roam, 39 feet 3 Inches by 18 feet 10 Inches; (6) A smell office, 12 feet by 13 feet 7 Inches. Third Floor: Classroom and Office Floor The following spaoes and facilities are provided on the third flo o r : (1) Two large classrooms 53 feet by 27 feet 3 Inches, with adequate seating room for 112 students; (2) Two smaller classrooms 32 feet 6 Inches by 25 feet 5 Inches with adequate seating room for 5 6 s tu d e n ts ; (3) A corridor 6 feet wide extending the length of the Head H ouse; (9) In the center of the Head House across the corridor, a combination library, seminar room and main physical education office 2 0 'x 20*; ?V} (5) On one side, one rather large office t3'x 20'; and (6) Four smaller offices 8 feet 6 Inches by 20 feet. The other side of the library is an exact duplicate, giving us two large offices, eight smaller offices, and one seminar-library room. Main Gysaiasium Unit This unit over-all Is 250 feet long by 150 feet wide, is built of brlek and steel, and 1s finished to a great extant in glased tile. There are, in reality, three floor levels. The lowest floor level is for the purpose of giving a 20 ft. celling or height to the back or first floor unit. I. In this unit there are two small gywiasla 33 feet 2 inches by 48 feet 4 inches with 20 ft. celling. Between the two rooais are four storage rooms occupying a space 20 feet by 20 feet. The first of the two gywiasia is equipped for individual physical education and the second Is equipped for boxing. There are maple floors and smooth walls In each . At the end of this level la a staircase 17 feet 3 Inches wide leading to the Intramural fields and the main gymnasium floor level. A corridor 6 feet wide connects the two staircases. Also staircases at each end of the corridor lead to the locket room level. On the opposite side of the corridor are five handball, squash raquet courts 20'x 20'x 40'. These courts are finished In smooth concrete plaster and have maple floors. This first floor level unit occupies a space 150 feet by 84 feet 11$ inches by 20 feet and has two heating and ventilating units that provide for this area. 254 II. The seoond floor level or locker room floor has throe major corridors traversing the South, East and North aides. On ascending the staircase from the first floor level one approaches the south corridor. This floor level over-all Is 165 feet by 150 feet with an over all celling height of 11 feet. There is a dropped or artificial celling from the concrete slab providing a celling air chamber of 16 Inches. In this space the vmutilation conduits are placed and all permanent looker equipment is tied. Exhaust fans move the air from the room through the lookers and out through the air oonduits. The main g y m n a s iu m floor Is supported by columns 1 foot 4 Inches in center and no partitions are used as supports. All partitions are made of tile glased on both exposed sides. This provides tile nails and floors for the entire locker room level. On the South corridor are three team room suits, and a small looker room, shower and toilet room for officials. Each of the team room suits has a looker room 21 feet 2 Inches by 21 feet inches with adequate drying room, shower and toilet facilities. We are using these suits for various varsity and freshmen squads and expect to use them for varsity teams. The main student looker and basket room Is 65 feet 4 inches by 124 feet. At the east end is a shower room, drying room and toilet facilities. Occupying a space 100 feet long and 42 feet 8 in oh as wide are 1000 lockers In two tiers. These lockers are 42 Inches by 15 Inches by 18 Inches and are mounted on a 4-Inch tile covered base. Steel panels are used to build the looker system as a whole direotly into the ventilation system In the celling. At the West end of this unit Is one large shower room, two drying rooms, and two toilet rooms, Entrance Is through the drying rooms to the showers and thus to the swimming pool unit. At the Northeast corner of this large room there have been Installed 131 lockers ?6" by 15" by 18" In size. These occupy a space 43 feet 4 Inches by 27 feet 2 Inches and are used more or less for seasonal permanent assignments. The service lobby for the basket locker system is 14 feet wide and 90 feet long. Including a shelved counter 90 feet long with a steel wire screen the basket equipment room is 90 feet long and 28 feet 8 inohes wide. The shelving and basket equipment w ill accommodate 3000 s tu d e n ts . Here let me say that we are using a compulsory fee system for all students In school and for this fee we are supplying all Individual equipment, except shoes, and game equipment used In the building. The cost of laundering the student's equipment Is Included in the fee. The basket room Is used as the Issue equipment room for all activities except intercollegiate sports. On the comer of the East and North oorrldor is a suit of four rooms which Includes the resident doctor's office, training, treatment and flrst-ald room, a room we are using for various types of peak baths, and a general supply room. This suit occupies a space 58 feet 10 inches by 28 feet 2 Inohes and can be entered from either the North or East c o r r id o r . The faculty locker room Is 5 8 feet 10 Inches by 42 feet 8 Inches and has 360 lockers 42 inches by 15 Inches by 18 Inches. The shower room from this locker roam enters directly Into the pool. There are adequate shower, drying room and toilet facilities to take care of this lockar space. These facilities are operated on a membership fee basis. The locker room for women is located at the extreme Northwest corner and can be entered without going through spy other parts of the building. These quarters are 63 feet by 58 feet 10 inches and contain 65 dressing booths with four double tier lockers in each. The shower room connects directly with the swimming pool. The shower room has individual shower and dressing booths and, in general, adequate facil ities are available. The corridors In the North, East and South sides are well lighted and adequate to care for the traffic. III. The main gynmasium is 250 feet by 150 feet over all. At the Southeast and Southwest comers there is a space cut off 26 feet 6 Inches by 1? feet J inches to provide stair towers. Adjoining this in the South wall are two ventilation units 20 feet by k feet. These are the only obstructions of any type on the main floor. The floor is set up as follows: Two b a s k e t b a l l c o u r ts 91*-'* 50* Four basketball courts 65'x ho* Three one-wall handball courts I8fx Jh ' Super-imposed on the two large courts are two tennis courts Super-imposed on the four small courts are volley ball and badminton courts Floor plates for all this equipment plus boxing ring, three horizontal bars, flying and travling rings, tumbling mats, parallel bars and the like are used in certain areas. ?57 The floor la a concrete slab eight Inches thick and resting on this are sleepers or screeds 2 inches by 3 inches, 16 inches on center, a heavy paper layer, and then a 7/8-inch pine floor. The top layer is 25/32 Michigan maple. On this we have used, to date, the Hillyard f i n i s h . The vails up 10 feet high are smooth glased tile 5 inches by 12 inohes, except the South wall, which is concrete plaster 20 feet high. The battery of windows on the East and West sides are above the 10-foot level. Four doors or exits are in the exact center of the E*st and West sides. All entrance, however, is from the Head House on the North side. The celling height is 2b feet and the lighting consists of 132 500-watt units or 66,000 watts, which gives us 18-foot oandlepower on the horizontal plane. For Intercollegiate contests we are using ramps from the Head House lobby level and tunnels on the gymnasium floor level. These feed out on twenty-eight rows of removable stands which on the one side w ill seat 2500 people. Other stands can be added around the floor. The Swiamdng Fool Unit The sviming pool unit over all is 206 feet 10$ inches long by 82 feet 5 Inches wide. At the front or North side is the taro-story Head House 82 feet 5 inches wide and 1? feet deep. On the upper level are two offices, one on each side, 12 feet 3 Inches by 17 feet. In the canter is a lobby b8 feet 5 Inches by 17 feet. At the pool end of the lobby is an open observatory 19 feet across, which is dosed up four feet with « brass grill. ?58 Two stairways descend to the pool deck level. The West stairway leads to the observation deck of the pool. This deck Is 9 feet 3 Inches wide and 16? feet 6 Inches long and provides seating for 6 5 0 p eo p le . The Bast stairway leads to the Head House of the gymnasium. The first floor of the Pool Head House provides space for the fan unit, storage apace, and roon for some equipment. (See locker room floor p la n .) In the pool room the spectators' gallery Is cut off from the pool by a 36-inch tile wall. The pool deck on the West side is 6 feet ?\ Inches wide, on the North side, 5 feet 9£ inches, on the East side, 9 feet 6£ Inches and on the South side, 16 feet Inches. The pool Itself is 55'* 165' with a minimum depth of 3 feet and a maxi mum depth of 10 feet. The East deck is 22 inches lower than the locker and shower room level, therefore the entrances for women and faculty have three steps and the main men's student entrance has a ramp extending each way from the entrance. Built-in footbaths are located at eaoh entrance. There is a skylight extending the full length of the pool and on the West wall there is a battery of eleven large windows. The room Is tiled up k feet on the walls and the remainder of the walls and the celling are finished with acoustical plaster. The ventilation system is built into the walls and celling, and the room heating system Is built into the walls. The pool la built with 8 lanes, each lane being 6 feet 10$- inches wide. The water is 3 feet deep at the shallow and and at 105 feet the water is feet deep; at 135 feet it Is 7 feet deep, and at 1W> feet it is 10 feet deep. There is 15 feet of deep water and then it slopes up to 7 feet at the 165-foot mark. The two sides slope up to 9 feet, making the water flow toward the deep outlets. There are four 96-inch vertical pressure filters with a 1000- gallon capacity per minute; two coagtilators, one for lump alum and one for lump soda, each with a capacity of 100 pounds; one 759-gallon per minute pump and a supplementary pump of 250-gallon per minute capacity. There are 3h 2-inch scum gutter drains located on 12^-foot centers around the pool. There are 3-inch inlets located around the pool, and three 6-inch outlets, one in the shallow end and two in the deep end. The heating tank has a capacity of heating 36,000 gallons of water per hour from 60° to 80° F. The following items complete the lis t of equipment for the swimalng pool; United electric vacuum cleaner Chlorine ter—Wallace and Turman Co., capacity of 9 pounds per 2U hours Ammonia tor—Wallace and Turman Co., capacity of 2 pounds per 2h hours Scales and testing machinery Automatic temperature regulator. APPENDIX F RECOMMENDATIONS FOR REGULATIONS GOVERNING ATHLETICS AT THE UNIVERSITY OF NORTH CAROLINA. 1933 260 RECOMMENDATIONS FOR REGULATIONS GOVERNING ATHLETICS AT THE UNIVERSITY OF NORTH CAROLINA 1938 The University facility recognises the educational values of athletics, both intercollegiate and Intramural; therefore, it under takes to regulate athletics in line with the educational development of the students. In accordance with this purpose we approve the following regulations; 1. The one-year residence rule. 2. The three-year varsity participation rule. 3. The five-year lim it for athletic participation. 4. The transfer rule. 5. There shall be a scholastic requirement of 40 quarter hours, h a lf C'i or better, during preceding three quarters of residence, or 45 hours, half C's or better, if summer school or correspondence work is necessary in addition to three regular quarters. 6. There shall be no discrimination for or against athletes In the award of Jobs, loans, or scholarships, directly or indirectly controlled by the University. 7. Any student representing the University in Intercollegiate athletics and any other activities either as manager or as participant must qualify as a good campus citizen. The administration of this regulation shall be in the hands of a committee consisting of the presidents of the Student Council, Interdormitory Council, ?61 ?6? Interfratem i ty Council, Monogram Club, Secretary of the Self-HelD Committee, and the Committee of undergraduate Deans. 6, It is the policy of this University to condemn as a menace to sound education and wholesome sportsmanship the subsidising of athletes, and it undertakes to prevent such subsidization and w ill dis qualify any student for intercollegiate competition who, on responsible evidence, shall be judged to be subsidised primarily because of athletic ability. In line with this purpose we urge alumni and friends of the University to cooperate in carrying out this policy by submitting to responsible faculty committees for approval under their regular standards any assistance extended or proposed to be extended to athletes or prospective athletes. 9. Since the University Interprets its athletic program primarily as educational in its objectives, the intercollegiate athletic activities shall be organised and controlled in harmony with the organisational plan and principles already approved by the University administration. It is understood that the same provisions w ill apply to members of the staff in this division with reference to selection, tenure and salary scales as applies in other departments of the University. 10. To facilitate the coordination of the extramural athletic program with the other educational interests of the participants, no contest shall be scheduled which interferes with any regular class duties, unless such a conflict is previously approved by the cow lttee of undergraduate deans. The following propositions were approved as explanations or lim itations of the regulations; ?63 Rule 1: It is understood that the one year residence rule does not apply to graduates of junior colleges duly accredited by the Southern Association of Colleges and Secondary Schools. Rule 5: This regulation is to go into effect one year from the beginning of the quarter following the quarter in which these regulations are adopted. Rule 8: It is understood that the responsible coisnittee in such matters will determine the period of disqualifications. Rule 10: This regulation is hereby extsnded to all other extramural engagements scheduled by University activities and depart m ents. The following proposition was considered as a part of Rule 8 but the committee was unable to agree to its adoption: In addition the University w ill require every oandidate for Intercollegiate teams to state on his honor the amount and sources of his income for the current acadeedc year. Faculty Comsdttee on Athletics APPENDIX G SYPPOSIl'M ON ATHLETICS EDUCATION ?bk PROCEEDINGS OF THE AMERICAN ASSOCIATION FOR HEALTH. PHYSICAL EDUCATION, AND RECREATION 195* SYMPOSIUM ON ATHLETICS IN EDUCATION Oliver K. Cornwell, University of North Caroline. The Convention theme. The Challenge of Values. is extremely pertinent to this symposium on Athletics in Education. Intercollegiate and intersoholastic athletics have created many and varied problems in terms of their plaoe in education, yet a great many problesw seem to carry on from one school generation to another. Professional organi sations of all types have attempted to approach the problems in a great many ways—by rules, regulations, various types of penalties against institutions and individuals—yet the subject for discussion continues to be of great concern to people directly connected with educational institutions. The Frame of Reference for this discussion consists of materials recently collected. In all Instances they represent excellent work, yet the problems generally presented represent nothing particularly new. Nor, does the recommendations for solution of the problems present a new approach. Practically all organizations, national, state, and local, directly concerned with Interscholastic and intercollegiate athletics present a history of prohibitions and penalties attempting to solve the problems directly concerned with this program. 265 ? 6 6 Several organizations dealing with education in general have attempted the same approach, for example, the American Council on Education and the Education Policies Commission report. Is it not true that all of us know the major problems connected with athletic programs but continue to search for approaches to their so lu tio n T May I ask your consideration of the following premises. Are you willing to accept the basic statements made in the two reports prepared by the American Council on Education and the Education Policies Commission Report, namely that participation in intercollegiate and lntsrscholastlc athletics is a valuable educational experience and should be encouragsdT Further, that certain practices have developed in this program that seriously Jeopardise the future of athletics and the future integrity of institutions carrying on the whole educational program. How are they to be corrected? The people of this country has tremendous faith in our whole system of public and private education. They believe it to be the cornerstone of our way of life. They have contributed in every con ceivable way to its growth and development, and they continue to support the educational program under any and all conditions. The interesting fact is that they have the same feeling toward competitive athletics. The public In general does not see dangers connected with the program. They are very proud of winning teams of all types and in all sports. In the procedures that have developed for producing teams of excellence, they see no dangers. The athletic program in schools and colleges is used in every conceivable way by institutions for public relations work. This has ?67 been tr u e since the program was first initiated, but after World War I it increased many fold. The program has been used by school and college administrators as a promotional device to obtain for the school support for the total educational program. Is this procedure the producer of many of the problems In athletics? Is it not true that interscholastic and intercollegiate athletics, as a result of intimate contact and dependence on the general public for support, has taken on the procedures and practices that are common to the economic and social world? The question then arises as to whether or not fundamental distinctions between athletics and education must be made. Harold W. Stoke, Dean of the Graduate School at the University of Washington, in the March, 195**. A tlantic Monthly makes the following s ta te m e n t: The fundamental distinctions between athletics and education are somewhat obscured by several arguments fre quently heard. The first is that athletics has "educational values." This is the familiar "character building," "team sp irit," "sportsmanship" argument. Anyone who knows the actual operation of athletics w ill admit that such values could be realised far better if athletics were handled as recreation and physical education. The second argument is that many fine athletes make fine scholastic records— implying that there must not after all, be any conflict between athletics and education. Again the answer can be short. Big-time athletics requires 20 to 28 hours per week of its devotees, aside from the time spent awsy from campus; hence, it is bound to detract from an athlete's education. But how can an impoverished athlete get a chance at a college education? I 'll anawmr that question with another; Is he any more entitled to it than anyone else? Dean Stoke goes on to make the point that athletics—and I suppose he means primarily football and basketball—are primarily for the purpose of supplying public entertainment and that our educational system fails to acknowledge that they have embarked upon an operation which is different from their educational functions. This article presents an interesting point of view and is worth consideration. The very recent report published by The Educational Policies Commission of the National Education Association, School A thletlcs. presents a study made by an extremely competent group of educators. Their concern over the athletic program may best be shown by quoting certain parts of the report: Athletic programs do not realize potential values so fully as they night. To achieve these potentialities many attitudes or assumptions now common among educators and parents must be re-examined and sometimes changed, and athletic practices now coranon in many communities must be altered. How to change these attitudes and practices, while conserving values now imperfectly realized, is the core of the 'Athletic problem," that confronts our schools. The problem is complicated by the fact that there is much good in school athletics—good that may be lost if uncontrolled evils lead to radical reduction of athletic activities. Reconstruction of athletic programs in American schools requires elimination of those practices which Jeopardise the attainment of educational values for children and youth. To do this requires also an attack on the false values that give rise to such practices. Existing abuses, which threaten so much that is good in school athletics today, must first be identified and appraised with candor. College Influence on School Athletics The athletic policies and practices of colleges and universities Influence athletics in the schools, particu larly boys' interscholastics in senior high schools. Some aspects are good, some are bed. On the credit side is the work of colleges in preparing teachers, coaches, and other personnel for directing school athletic activities. College experience in athletics has led to Improved knowledge of skill and strategy, to the development of new games and improved rules of play for traditional games, and to better means of assuring safety for players. On the other hand, colleges have gone very far, much farther than high schools, in developing athletic patt«*na ?69 marked by high-pressure competition, promotion, end commsrlcellam . , , The tendency of interscholsstlc athletics to im itate Intercollegiate athletics to a great extent is a response to the demands of the public, including frequently board of education members and other public officials. A victory-living, victory-demanding public tends to take the college program as the norm and to applaud and to support the school program as it more nearly fits the college pattern. Many of the perplexing problems of school athletics w ill persist until Identified by administrators, teachers, and coaches, and so presented to people at large that they w ill gain public support. The American Council of Education on February 16, 1952 approved and published a report on Athletic Policy which was prepared by a Special Committee of the organization appointed for that purpose. In the report are certain factors basic to the discussion. American Colleges and U niversities engage in inter collegiate athletics because of a deep conviction that when properly administered they make an Important contri bution to the total educational services of the Institution. There is an increasingly widespread awareness, however, that athletics may become so seriously Infected with proselyting, subterfuge, and distorted purpose as to more than neutralize the benefits. Certainly the abuses and suspicion of abuse now associated with the conduct of intercollegiate athletics foster moral apathy and cynicism In our students. The present situation has been brought about by external pressures and Internal weakness evident during a considerable period. The rewards of money and publicity held out to winning teams, particularly in football and basketball, and the desire of alunnl, civic bodies, and other groups to see the institutions in which they are interested reap such rewards, have had a powerful lnflusnoe on many colleges and universities. The crux of the matter is particularly well stated in ?70 these words of tho Report: Institutional Integrity, the most valuable characteristic of a college or university, depends upon the degree to which the institution follows practices designed to reach velld educational objectives. No practice in any area of activity that undermines or weakens that integrity should be condoned or tolerated by those responsible for the institution's administration. The Committee believes that the health of intercollegiate athletics, with its attendant honesty of practice and Justification of purpose, can be re-established by the institutions themselves when they face the problems squarely and meet them courageously, both individually and in concert. So, it would be possible to go on and on referring to studies and reports that have been published in the past few years, such as, the Sanity Code of the National Collegiate Athletic Association, the reports published by the North Central Association and the Southern Association of Secondary Schools and Colleges, the National Federation of State High School Athletic Associations, and the various condttee reports from the American Association for Health, Physical Education, and Recreation, All these reveal the same concern with a program in school, college, and university athletics that they hope may be improved and perpetuated. The broad general problems seem to center around certain basic issues: 1) Competition or the elementary and Junior high level; 2) School games as public spectacles; 3) Over-emphasis on the v a r s i t y ; *t) The use of school facilities; 5) Distortions in the edu cational program; 6) General academic standards; 7) Admission to college; 8) Recruiting by colleges and universities; 9) Financing the whole program: 10) Post season contests of all types; and 11) General administration problems. These may be divided into innumerable sub-heads and many new ones could be added. However, there seems to be a central theme running through the whole discussion. It is one introduced earlier, namely, the Influence of the general public including parents. alumni, civic clubs, chambers of coranerce, and all other individuals and groups that make up the school, college, or university community. I t seems to me that herein lies an opportunity: through fostering an educational program pointed toward the constituency of the school, college or university, showing the dangers inherent in present practices and thus developing new concepts of the place of athletics in the educational program. This is the hope of a well-balanced in ter-scholastic and inter-collegiate program. APPENDIX H ATLANTIC COAST CONFERENCE COflSTlTI’TIOV ATLANTIC COAST CONFEREMCE CONSTITUTION A rticle I. NAME The name of this association shall be the Atlantic Coast Con ference, hereinafter referred to as the Conference. A r tic le I I . TERRITORY The D istrict of Columbia and the states of Maryland, Virginia, North Carolina, and South Carolina shall constitute the Atlantic Coast Conference territory. A rticle III. PURPOSE It is the purpose and function of this Conference to pronote intercollegiate athletics, to keep it in proper bounds by asking it an incidental and not the principal feature of college and university life, and to regulate it by wise and prudent measures In order that It nay Improve the physical condition, strengthen the moral fibre of students, and form a constituent part of that education for which universities and colleges were established and are maintained. The Conference Is composed of the following institutions: Clemson University University of North Carolina at Duke University Chapel H ill North Carolina State University of South Carolina University at Raleigh University of Virginia ?73 P?U University of Maryland Waite Forest College A r tic le IV. MEMBERSHIP Upon the recommendation of three member Institutions, new mem bers may be elected to the Conference under the same procedures as are provided in A rticle XII for amending the constitution. A member Institution may be suspended or expelled from the Conference only upon a two-thirds vote of the delegates eligible to vote and present at a regular meeting or a special meeting called to consider such action. A r t ic le V. VOTING DELEGATES The members of this conference shall be entitled to one vote each. The voting delegate shall be the representative of the member institution, appointed by the president, or by the duly constituted authority of the college, and shall be a regular full-tim e member of the faculty with voting power, or an administrative officer in that Institution. The voting delegate shall be one whose primary duty Is not in athletics. A r tic le V I. INSTITUTIONAL CONTROL There shall be Institutional responsibility and control of Intercollegiate athletics by member institutions. (See 0.1. 1.) A r t ic le V II. MEETINGS Section 1. The Conference shall meet twice annually. One meeting shall be on the first Friday after the first Saturday In Deoember, and the other on the first Friday In May. The site for the regular 775 meetings shall be salacted by the Conference. Special meetings shall be held on the call of the President or pursuant to written request of not less than two-thirds of the members. In either case, the call shall state the reasons for said meeting. (July 1. 1964) Section ?. To constitute a quorum for the transaction of busi ness at a regular or special meeting of the Conference, two-thirds of the member institutions must be represented by voting delegates. A r t ic le V I II . OFFICERS The officers of the Conference shall be a President, a Vice- President, and a Secretary-Trassurer, elected at the May meeting for one year and without regard to rotation among constituent members. The Secretary-Treasurer, the Commissioner, and any employees having access to financial records, shall be bonded, and the cost of the bond shall be paid from Conference funds. The above officers must be voting dele gates of their institutions. (Decmnber 14, 1962) A r t ic le IX. EXECUTIVE COMMITTEE The Executive Committee shall be composed of the President, the Vice-President, and the past President. In the event the lmnediate past President ceases to be a representative of the Conference, a member-at-large shall be chosen by the Conference to serve on the Executive Committee. The Commissioner and Secretary-Treasurer shall serve as ex-offlclo members without vote. A r t ic le X. COMMISSIONER There shall be a Consulssloner who shall be elected by a vote of two-thirds of the member institutions at any regular or special meeting. r?t> A r tic le XI. PCWEIS AND DUTIES O ffic e rs : Section 1. The President shell preside at all meetings and shall appoint standing and special committees. Standing committees shall serve from July 1 through June 30. Section 2. The Vice-President shall perform the duties of the President in the letter's absence or disability. Section 3. The Secretary-Treasurer shall have supervisory responsibility of all records of the Conference. He shall keep the records of all meetings of the Executive Comdttee and shall report at each regular meeting the decisions of the Executive Cosmdttee rendered since the last regular meeting. He shall submit at each regular meeting a detailed statement of all receipts and disbursements of Conference funds. All accounts are to be audited by a certified public accountant. Executive Committee: Section The Executive Committee is charged with the manage ment and operation of the Conference in accordance with its Constitution and Bylaws. A member institution may appeal to the Conference any deeision or action of the Executive Committee. Comslasloneri Section 5. The Comadaaloner shall perform such duties as are prescribed in the Bylaws and such other duties as may be prescribed by the Executive Committee to which he is responsible. A r tic le X II. AMEflDMFTT This Constitution may be emerald at any regular or special meeting by two-thirds of the delegates eligible to vote and present, provided that the proposed amendment shall have been submitted, in writing, three weeks before the meeting, to the Coimissloner of the Conference and, provided that the Comnlssioner shall have fulfilled his responsibility by sending complete copies of the proposed amend ments to all members at least fifteen days before the meeting. A r t ic le X III. DATE EFFECTIVE The original Constitution was adopted May 8, 1953. The present Constitution as amended becomes effective July 1, 1966. Amendments shall be effective on any date determined by the Conference, and the effective date shall be recorded In the printed Constitution. APPENDIX I THE PHYSICAL EDUCATION COLUMN THE HIGH SCHOOL JOURNAL Nov amber 1935 The Physical Education Column Conducted by OLIVES K. CORNWELL Physical education, being one of the more recent additions to the curriculum, is very naturally under the cloud of suspicion that Is associated with the so-called "fads" and "frills" in modem education. Lacking the sanction of tradition, and the authoritarian benefits that years of service give to various subject matter fields In terms of justifying their place in the curriculum, it seems that physical education must earn its place by building a program of instruction that will show results in the living of people. It might be sound to use the same yard stick on all materials and programs. After all, the real value of materials that make up the various courses can be judged only in terms of their effect on present and future living. In modem educational theory it is generally accepted that interest is the basic factor controlling ultimate accomplishment in all subject matter fields, and that abiding interest determines In pretty definite fashion the ultimate skill developed. This is very definitely true in the field of physical education. In the various types of individual and group games that make up a program in physioal education the first consideration must be adaptation to ability and need of pupils. By this is meant ability determined by thorough physical examination and followed by a definite procedure for establishing motor 279 280 Ability and need in terms of various discoverable physical, social and mental qualities. With this information as a background for deter, mining Individual programs, the procedures to be followed and the game situation set up should guarantee accomplishment. With interest and skill in activities continuing to develop, future participation would be no longer a problem. Wholesome leisure time activity has never in the history of the world, bean a more acute problem than it is at present. Since we all tend to adopt as our recreational activity those games in which we have developed enough skill to be good opponents or good partners, i t should follow that outgoing students would have sufficient interest, as a result of skill acquired, that participation would continue. Whether this is true or not depends on the kind and type of games taught. P h y s ic a l e d u c a tio n , p ro p e rly co n d u cted , sh o u ld g iv e th e s tu d e n t command of sufficient physical skills so that wholesome activity w ill be guaranteed. Health and organic vigor represent the accumulations of the way one sees fit to live. Physical activity carried on in a wholesoaw fashion has always been thought of as having a high correlation with organic vigor and positive health. To habituate the student to regular practices in physical activity through pleasure in the participation as the lMsedlate cause, and a by-produot of physical and mental health accumulating as a result, would be a major aim of all types of programs. Activity carried a n through interest in the games or sports would have the best change of success. The social aspect of physical education in teams of developing ?fll traits that play an Important part in one'sliving has l o n g been recognized. If desirable traits are to be developed In game situations, then the type program and the kind of leadership are the controlling factors. The ability of the Individual to adjust himself to a changing environment and make contributions toward continued growth fairly well determines his ultimate worth to society. If we view an activities program in physical education as a "Theater of Action" on a life level that presents the opportunity for the develop ment of traits that will directly function In our type of social organization, then the methods and materials that we see fit to use are of tremendous Importance. Under a program of this kind the individual not only retains his individuality but learns to use it both as a leader and a follower, forced always into thinking of both individual and group welfare. He learns both competition and co-operation in their natural setting, develops traits both good and bad, usually finding that competent leadership w ill cause the good to dominate. A changing curriculum that includes Instruction in health and physical education, while built around the interests and needs of the student population, is not Intended to pamper the whims of individual students. It is, however, hoped that abiding Interest in physical activity will result, and continued participation in after-school life w ill make direct contributions to the health and happiness of people. APPENDIX J THE UNIVERSITY OF NORTH CAROLINA PREPARES ITS STUDENTS FOR NATIONAL DEFENSE PROCEEDINGS OF THE ANNUAL MEETING OF THE COLLEGE PHYSICAL EDUCATION ASSOCIATION 1950 THE UNIVERSITY OF NORTH CAROLINA PREPARES ITS STUDENTS FOR NATIONAL DEFENSE Oliver K. Cornwell University of North Caroline The present national emergency presents many and varied problems to all phases of our national life. We are particularly interested in the problems having definite bearing on health and physical education In Colleges and Universities. Dr. Oberteuffer and his coimaittee. in a report to be presented later, show in excellent fashion the various ramifications of national preparedness as they bear on the direction of our program. It would simply be duplication - me to present material which parallels that to be presented later. I think it sufficient to say that we at the University of North Carolina subscribe very definitely to the ideas contained in the report and in actual practice have tried to carry them out. During the summer of 19**0 the University of North Carolina, at Chapel H ill, decided to require all undergraduate male students to carry Physical Education as a part of their regular schedule. The motivating force back of this movement for instituting the requirement was the existing national emergency. The President of the University called together a com lttee made up of the Dean of Administration, the University Controller, the ?r\k University Physician, the Dean of Sturtents, and the Department Head in Physical Education, The purpose of this committee was to work out the various parts of the program as it related to schedule, personnel, budget, and the like. However, during the course of a great many meetings practically all of the program ram ifications were discussed. The Dean of Students called together various groups of student- leaders to discuss the problems connected with the program. Many staff meetings were held by the Department of Physical E d u c atio n . Finally, the entire Faculty of the University were called together and the problem presented to them. At this meeting it was made plain that the problem of preparedness was a total University problem and that the program being instituted in physical education was a total University program which depended on the cooperation of the whole faculty for its success. As a result of these meetings and discussions certain definite ideas developed and were adopted. 1. It was decided that all undergraduate male students be required to take physical education four times weekly. Two of these periods were to be in regularly scheduled classes. Two periods per week to be required in terms of time but elective as to the activity and as to exactly when the student wanted to fu lfill the requlronent. That is, the student must spend two periods per week on an activity and at times he would elect. A checking system for this part of the program was developed and consisted on an activity card and time schedule to be checked by the student and placed in hia gymnasium basket. ?fl5 ?. All students entering the University were to receive a thorough physical examination. Definite classification wes to be made of all undergraduate males for the purpose of class organisation in physical education and varsity and freshman athletics. 3. The program was to place increasing emphasis on physical condition but at the same time was to be a student-centered program built around the definite Interests of undergraduate students. 4. The program in and of itself should not be m ilitary in nature other than the relationship which exists between good physical condition and m ilitary practices. 5. It was Judged important that definite attendance regu lations be established by the Deans of the various undergraduate s c h o o ls . 6. An attempt should be made to fam iliarize each student with his exact physical status through individual conferences. 7. Increasing emphasis should be placed on various phases of elective activity including participation in Intramural and inter collegiate athletics. ft. The organization, administration, and carrying out of the program should be placed in the hands of the University Health Service and the Department of Athletics and Physical Education. Using a station-to-station plan with a staff of 20 doctors, 14 nurses. 32 medical students, 20 majors in Health and Physical Education and 10 members of the staff in Health and Physical Education a thorough physical examination was given to 4,046 students. The freshmen ware examined during Freshman Week and the other students ware examined during the first week of school. All students wore given the 286 tuberculin test, typhoid shots If students had not received them during the pest three years, and vaccination for smallpox if evidence was not presented to show that it was not needed. Seven of the examining physicians were members of our regular health service staff while most of the others were from our medical school or our School of Public Health. A few were brought in from the outside. Of the 4,096 students examined approximately 3,000 were classified for participation in the physical education program. The remainder of the 4,096 were graduate students and women students. We used four general classifications. Class "A" had no activity restriction. Class "B" was restricted in terms of strenuous activity. Class "C” was placed in Individual Physical Education or Corrective Classes. Class "D" was excused. In Class "A" we had 294 boys transferred to Varsity and Freshman sport squads. Seven hundred thirty freshmen were placed in the "A** group and 1,623 upperclassmen were in the "A" group. That is, the total group of "A" students with no activity restriction included 2,847 students. The "B" group had 47 freshmen and 52 upperclassman or a total of 99 students. These ware placed in the restricted classes. The "C” group had 33 freshman and 8 upperclassmen, or a total of 41 students placed in Individual Physical Education. The MD" group had 8 freshmen and 34 upperclassmen, or a total of 42 students who were exempt from physical education. For the purpose of registration in physical education, then, we had 2,847 students placed in Group "a", 99 students in Group MB', 41 in Group "C", and 42 in Group MD", or a total of 3,029 classified 28 7 undergraduate male students. This does not mean that 2,8k? s tu d e n ts out of 3.0?9 could pass the examination for m ilitary service but I do believe that a high proportion could. Each student was Riven a rating card and was required to present this card to the Instructor at his first physical education period. During the course of the quarter all students with a "B", "C", or "D" rating were re-examined, also students showing a positive reaction to the tuberculin test were X-rayed. Each student was issued, along with his rating card, his physical education privilege and swimming card. In the process of registration each student was scheduled for physical education as a part of his regular schedule. The University is organised into Lower and Upper Divisions. In the Lower Division, or the General College, are all freshmen and sophomores. They were registered by the Dean of the General College or one of the 14 General College Advisers. In our Upper College we have a School of Liberal Arts, School of Business, and a Pharmacy School. The General College registered freshmen for Physical Education I and sophomores for Physical Education 21, placing on the schedule slip the section number and time. The Upper College followed the same procedure, registering Juniors for Physical Education 11 and seniors for Physical Education 41, Prior to the opening of school we had prepared Master Cards on all old students and all new students who had been accepted by the University for admission, using a different colored card to designate the class. These cards had been arranged in alphabetical order by c l a s s e s . 288 It was necessary for us to arrange an 8 period day, U periods In the morning and 4 in the afternoon. In <.i i scheduled classes we have 4 University Physicians and 3 of our staff in Health and Physical Education handling 25 sections In required Hygiene, one physician and two assistants handling individual physical education, one physician and one nurse operating our clinic in the gymnasium. The remainder of our staff, consisting of 18 full-tim e members and 7 graduate assistants, taught the required classes. The majority of the regular staff members had additional assignments in the teacher education program, the intercollegiate and intramural programs, and in administration. At the first scheduled period the student appeared for class with his medical rating card, physical education privilege card and his schedule. At the first station his master card was cheoked and his roll card in physical education filled out. He then selected his activity if he had an "A" medical rating. The fall quarter we gave him the choice of the following activities: switmning, handball, boxing, wrestling, gysnastics, tumbling, tag football, soccer, volley ball, track, and field skills. After selecting his activity and having his records checked he moved on to the Locker-Basket-Equipment room to receive his basket assignment and his equipment. On a fla t fee basis we supply all equipment except shoes and do all laundry. The sections offered at particular periods were limited by available staff and facilities. 289 The distribution resulting from our registration gave us: Boxing. 6 sections G ym nastics...... ** sections H an d b a ll ...... 13 sections S occer.6 s e c tio n s Volley ball ...... 8 sections Swimming...... s e c tio n s Tag football ...... 30 sections W re s tlin g ...... 2 sections Track Skills ...... 2 sections Tum bling ...... ** sections Individual Physical Education... 2 sections Total 91 sections Freshman Football ...... 62 students Freshman Cross Country ...... 32 students T o ta l...... 9^ students Varsity Football...... 52 students Vareity Cross Country and Track. 62 students Varsity Boxing...... 32 students Varsity Swimming 2? students Varsity Wrestling ?? students Total 200 students It is impossible to tell how accurately this represents free election of activity since it was necessary to close sections as facilities and staff were exhausted. The student remained in the selected activity for the duration of the quarter. This first year we 290 are requiring all students to elect one individual and one team activity and he is not allowed to elect the same activity in succeeding quarters. The Deans of the various schools passed a regulation that three absences would automatically place the student on attendance pro bation. We also tried the idea of allowing students to make up unexcused absences and found it not worth the necessary effort. We established an exemption board of four people—the Dean of Students, the University Physician, a Member of the Department of Health and Physical Education, and the Self-Help Comalttee Chairman. All requests for exemption other than those for physical reasons were referred to this committee. The University Infirmary handled all excuses or exemptions having to do with physical causes. The elective activity cards were checked by the instructors four times during the quarter and were turned in with the class roll cards by the Instructor at the end of the quarter. In general the thing looked fairly good. The students averaged better than 100 minutes each week and the distribution of time and activity was pretty good. We are going ahead with it for at least one more quarter. Percentage of time spent in instruction and in activity was good and what checks we used in various activities showed considerable Improvement. We need a better system of cheoklng. We graded Freshmen at the mid of the quarter on an A, B, C, D/ F basis and upperclassmen on a P and F basis. At present we are giving credit for Freshmen Physical Kducation but no credit for Sophomores, Juniors and Seniors. If we continue the program this problem will need to be solved. P91 In oup c la s s e s we have marie some p o in t of r e f e r r in g to n a tio n a l preparedness and the Selective Service Act but have placed no particular stress on it. In general, the program has worked better than we had any right to expect. This has been mainly due to the cooperation we have received from our student body. To try to tell you what we have accomplished is Impossible. Frankly, we do not know. We hope before the year is out to accumulate considerable objective evidence. We already know a lo t of things that we have done poorly and other things that need to be done which we have missed entirely. We do think that we are on the right track; if we did not it would be much easier to organise and conduct the whole program on a nurely regimented basis. As we see it, physical preparedness is a fine thing and absolutely necessary but we see no reason why it should not be a happy, pleasurable, useful experience that w ill have lasting value to the Individual and still give him the most in terms of physical fitness. APPENDIX K PROPOSED ARMY ATHLETIC STAFF SCHOOL 79? TAB C DETAILS OF PROPOSED ARMY ATHLETIC STAFF SCHOOL I. The Army Athletic Staff School w ill be located at the Cite Universltaire and commence operating on 4 March for 100 officers per s e s s io n . ?. The course period w ill be one week with registration and billeting on Sunday and field-work Monday through Saturday noon. 3. Classes will be ^5 minutes each and held on the following sc h e d u le: 7:30 - 8:15 - Breakfast 8:30 - 9:15 - Class #1 9:25 -10:10 - Class #2 10:20 -11:05 - Class #3 11:15 -12 Noon - Class 44 12 !Joon - 1: 30 - Lunch Period 1:30 - 2:00 - Preparation for Field Classes 2:00 - U:00 - Field Classes 5:00 - 6:00 - Formal Conferences 6:00 -7:00 - Dinner 7:30 - 9:00 - Informal Conferences h. It is recommended that the course be suspended after the second week or one week for review and revision, then resumed, 793 5. The faculty will consist of 10 officers or civilian experts and 10 EM. 6. An outline of the school curriculum is as follows - DETAILED SCHEDULE FOR ARMY ATHLETIC STAFF SCHOOL A.M. PROGRAM MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY C la ss I General Mass Program Como Proe Ore Mass Proe Facil Com Proe Ath Admin Re 9:2C -9:15 S e s sio n Organisation 4 Records ities 4 Supolies S ch ed u le p o r ts 4 R ees. C la ss I I Ath Art* Mass Prog Comp Proe Mass Proe Snorts Com Proe Leisure Time 9 : 25-LC:10 P erso n n el Types of Prog Tyoes of Proe Schedule S ch ed u le Program C la ss I I I Ath A dm Mass Proe Como Proe Mass Proe Sports Comp Proa Leisure Time 1C:20-11:05 G eneral Tyoes of Proe Officiating Schedule iOfficiating Program Cre C la ss IV Ath A dm Mass Prog Comp Proe Mass Proe Promo Comp Prog G eneral 1 1 :1 5 -1 2 facil Types of Proe Tr 4 Cond tion or Pub Tr 4 Cond S e s s io n Noon ities 4 S u ooly P.M. PROGRAM Class V Mass Sports Officiating Competitive 1U00 - 1600 Demonstrations and S p o rts and P la y Roles Demonstration Demonstration and P la y C la ss VI 1700 - 1800 Formal Conferences There w ill be a total of 22 hours of classroom work durin g th e morning periods, with 10 hours of field demonstrations and U hours o f formal conferences in the afternoon. A Recapitulation of the classes indicates that Athletic Administration will be given four hours, ss Programs eight hours. Competitive Programs eight hours and Leis«rft Time Programs two hours. The afternoon periods will be devoted to field exercises in the demonstration of and participation in Mass Sports. Competitive Sports and Officiating. The formal afternoon Conferences w ill be used to review the problems demonstrated in the field periods and to prepare the group for the Staff problems to be submitted before the end of the course. The topless of the problem w ill be: praw a directive and prepare pertinent schedules for the estab lishment of an Athletic Program for an Air Force or Group, Base Section, or Infantry Division, or Staging Area (25,000) in Mass, Competitive and Leisure. Indicate also approximate personnel, facilities, and equipment n eed s. APPENDIX L PRESIDENT'S ADDRESS TO THE COLLEGE PHYSICAL EDUCATION ASSOCIATION, 19^1 ?9? PROCEEDINGS Of THE AN!!UAL MEETING OF THE COLLEGE PHYSICAL EDUCATION ASSOCIATION, 19^1 PRESIDENT'S ADDRESS O liv e r K. C ornw ell University of North Carolina It is with a deep and humble feeling of Insufficiency that I prepare this paper for the opening session of the 45th Annual Meeting of the College Physical Education Association. For many years the major purpose of our annual meeting has been to find ways and means of im proving the various things we were trying to do. The ultimate end sought has always been a better world with our trying, in whatever small way we could, to make a contribution toward this end. We have discussed the various phases of our program in Health and Physical Education from many points of view, hoping that out of It all we might learn to do our Job a little better. In selecting a theme for the various meetings we have tried always to choose a problem basic to the future welfare of the people we were working with. We have discussed our individual problems and those problems conrton to us all endeavoring to find ways of doing our part in the educational process a little better. So, we come together in this annual meeting to discuss "Physical Fitness” with the full realisation of Its Importance In the present scheme of things. It seems that everything happening in our national life places greater and greater emphasis on the things that, for want of a better term, we call physical fitness. We have discussed the ?9ft various problems as they are related to the program in Health and Physical Education many times before and ho do that in so doing some real Improvement has taken place. How our national life hinges on a comprehensive program that must make definite and concrete contribution in terras of iiwnediate living and, by so doing, have far-reaching influence on our way of life. The general problem of physical fitness has so many ramifications that it is extremely difficult to discuss it in anything like a par ticular fashion. While our particular area in the total picture has to Ho with the physical education of people, yet we immediately meet the many factors that influence the degree to which this education can take place. The problem reaches into every angle of our present day living and it is likely true that only through integration and the cooperative endeavor of all our educational, social, and economic agencies are we ever going to make appreciable progress. During the past decade we have tried in many ways to work out various cooperative patterns for improving the physical fitness of our population. Many of these experimental plans are now in the immediate present supplying a method of approaoh that we hope will make rapid progress possible. The Rockefeller Foundation through its General Education Board and International Health Foundation has, over the past several years, made large grants to various areas of the United States for the purpose of working out a cooperative Health Education program. The purpose fundamentally has been to develop a program using all the resources of the comunlty in a cooperative endeavor. This program as it has developed 300 brings into the picture the private physician, dentist and *11 other medical aid, boards of health, health officers, sanatoriurns, nurses and the like; parent-teachers' associations, civic clubs, and the grange; recreational agencies, physical education, athletics and all other resources of the schools. A procedure that will improve the physical fitness of people is the end sought. The democratic point of view is well expressed by the method of attack and the frank recognition of the problem being related to all the agencies of the community. In the organization of the Federal Security Administration five major divisions were established: Medicine, Public Health, Nutrition, Education, and Recreation. These divisions were by no means meant to be mutually exclusive but were to include the various agencies which by cooperative effort could improve the physical fitness of people. It is significant that a man who has rpent a great deal of his life in com munity work was selected as coordinator. It has been suggested by several outstanding people that this plan should grow into a Federal Division of Public Welfare. The National Youth Administration while interested primarily in vocational education has found it necessary to establish broad programs in Health Education, Health Service, Physical Education and Recreation. This agency, as far as I know, is the only one definitely working with the rehabilitation of men who have been rejected for selective service. In this endeavor they have organized all the resources of the state- medical, educational, civic and the like—in a cooperative enterprise. The object in terms of both the normal and subnormal young man and young woman is a happy, useful and physically fit citizen resulting from cooperative endeavor. %1 The nation-wide Nutrition Program is Just getting underway, This program, growing out of the United States Department of Public Health, is being organized in every State and County in the country. It is a cooperative project which for its success depends on the effort of all organized agencies in the various communities. State committees include on their roll representatives from every type and kind of organization. The fundamental purpose again is improving the physical fitness of p eo p le. The following excerpts from the "Hale America Program" under the direction of Mr. John B. Kelly, are quoted from the "Plan for Hale America," a mimeographed statement Issued by the Division of Physical Fitness of the United States Office of Civilian Defense, Washington, D.C. "Hale Aaerioa" is a National Physical Fitness movement conducted by the Federal Government through the Office of Civilian Defense. "The general objective is to make the boys and girls and men and women of our nation physically fit. The present national emergency causes us to give the first attention to the fitness of men of military age. However, we are fully conscious of the need for Full, long-term program for all citizens of all ages and both sexes." I cite these Illustrations to show that physical fitness is far-reaching In its various ramifications; that only through cooperative effort can great improvement be made. After all, the suoeess or failure o f deeiooraoy depends on the degree to which we can put forth cooperative effort in a common causa. The idea that the individual, while retaining his individuality, must willingly subordinate himself in the light of the co an on good. This idea must dominate our living not only in times of great stress, but all the time if we are to suoceed in establishing io :■ for *11 tin* our way of 11fe. It seems logical to me that physical education in schools and colleges must be the division around which physical fitness of young men and young women must develop and grow. I mean that physical education should be the organizing and motivating force, the hub of the endeavor leading to the physical fitness of the student population; that physical fitness must be a major purpose of all educational agencies. It seems to me that "lip service” has been given to a real educational philosophy for quite a long time. Now I believe we are reaping the reward. The education of all the potential possibilities of the individual must be our fundamental purpose if we are to have the desired physical fitness as an outcome. APP0JDIX M PROCLAMATION OF THE MAYOR OF THE TOWN OF CHAPEL HILL PROCLAMATION MAYOR OF THE TOWN OF CHAPEL HILL Hear Ye, Hear Ye ------ It is ordered and herewith declared the law of the land - by p ro c la m a tio n o f th e MAYOR OF THE TCWN OF CHAPEL HILL, d u ly elected and sworn in, Oliver K. Cornwell * * * That for the evening of Wednesday, May tw enty-fifth, nineteen hundred and fifty-five - being 162 years after the laying the cornerstone of the Old East Building by William Richardaon Davie - and being 179 years after the signing of the Mecklenburg Declaration of Independence (those of doubting views notwithstanding) - BE IT DECLARED That this section of Freedom Park in the City of Charlotte be and for the next three hours herewith is annexed and made a part of the Community of Chapel H ill. BE IT FURTHER DECLARED, that those who inhabit this particular portion of Chapel H ill be declared exempt from the payment of taxes and exempt from the infliction of parking tickets insofar as the Jurisdiction of the Town of Chapel Hill is concerned. This day declared - S ig n ed , Oliver K. Cornwell Mayor of Chapel H ill Attested by the following cititans of Chapel Hill Robert B. House Archibald Henderson you APPENDIX N HONORARY DOCTOR'S DEGREE S h fln tstes andlitfiiltijiifCatirtuha Callpgf Cd all to ittfyrat Itftors mug fumr, 6n‘rfimj0: M f r * » i § i » t+ . | T » us ■Jgr *s FACULTY FOR FIRST ARMY ATHLETIC STAFF SCHOOL 30?