This dissertation has been microfilmed exactly as received 68—12,881

TONG, Curtis Whitfield, 1934- JOHN HERBERT NICHOLS, M.D.: A LIFE OF LEADERSHIP IN PHYSICAL EDUCATION AND ATHLETICS.

The State , Ph.D., 1968 Education, physical

University Microfilms, Inc., Ann Arbor, Michigan JOHN HERBERT NICHOLS, M.D.: A LIFE OF LEADERSHIP

IN PHYSICAL EDUCATION AND ATHLETICS

DISSERTATION

Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The

By

Curtis Whitfield Tong, B.A., M.A.

*******

The Ohio State University 1968

Approved by

Adviser Department of Physical Education ACKNOWLEDGMENTS

The writer wishes to express his sincere gratitude to the many people who have assisted in the preparation of this dissertation.

Appreciation is expressed to Dr. Bruce L. Bennett, adviser, for his helpful and willing guidance throughout the study; to the members of the reading committee, Dr. f&rgaret A. Mordy, Dr. Lewis A. Hess; to the subject of this writing, Dr. John Herbert Nichols, for his most cooperative assistance; and to the many friends and professional colleagues of Dr. Nichols who gave of their time through letters and interviews.

Special acknowledgment is due my mother, Mrs. Walter C. Tong, and my wife, Jinx, for their invaluable service rendered during the i months spent completing this study.

ii VITA

August 26, 193^ Born - Davao, Philippine Islands

1956 .... B.A., Otterbein College, Westerville, Ohio

1956-1959 • • 1st Lieutenant, United States Air Force, Personnel Services Officer

1959-1963 . . Teacher, coach, , Bexley, Ohio

1961 .... M.A., The Ohio State University, Columbus, Ohio

1963-1968 . . Assistant Professor, coach, Otterbein College, Westerville, Ohio

FIELDS OF STUDY

Major Field: Physical Education, Health, and Recreation

Studies in Guidance and Counseling. Professor Herman J. Peters

iii CONTENTS

Page

ACKNOWLEDGMENTS...... ii

VITA ...... iii

Chapter I. INTRODUCTION...... I

II. THE DEVELOPMENT OF A LE A D E R ...... 5

The Nichols Family Heritage ...... 5 Boyhood in O h i o ...... 10 Student-Athlete-Coach at ...... 15 Medical Student at the University of ...... 22 Medical Corpsman during World War I ...... 25

III. A ROLE OF LEADERSHIP AT OHIO STATE U N I V E R S I T Y...... 30

A Brief H i s t o r y ...... 30 A Decision Is M a d e ...... 40 The Introduction of Elective Activities in the Required Program...... Mi- Military Duty— a Deterrent to Departmental Development . 48 Credit in Physical Education ...... 50 Amended Senate Bill No. 7 4 ...... 52 The Physical Education Major C u r r i c u l u m ...... 56 Separation of the Men's and Women's Departments .... 59 Professionally Upgrading the Department ...... 6l Nichols' Departure from Ohio State University ...... 64 Summar y ...... 66

IV. A ROLE OF LEADERSHIP AT OBERLIN C O L L E G E ...... 68

A Brief History ...... 68 Oberlin's Contribution to John H. Nichols and Physical Education ...... 77

The Contribution of Oberlin's Founders and Presidents. j8 The Contribution of Oberlin's Sports Directors .... 82 The Contribution of Oberlin's Graduates ...... 90

iv CONTENTS (Contd.)

Chapter Page As Director of Intramurals...... 99 As Oberlin1s Director of Athletics ...... 108

Nichols 1 Philosophy of Physical Education and A t h l e t i c s ...... 110 Nichols' Working Relationship vith the Women's Department...... 119 Intercollegiate Athletic Policies ...... 121

V. A ROLE OF LEADERSHIP IN THE PROFESSION...... 12?

As a Western Conference Official ...... 127 As an Officer and Committeeman in the National Collegiate Athletic Association ...... 13^ As an Administrator and Representative in the ...... 148 As an Active Lecturer, Writer, Committeeman and Officer in Other Professional Activities and Organizations ...... 1$6 As a Civilian Consultant in the European Theater of Operations ...... 162

VI. A ROLE OF LEADERSHIP IN R E T I R E M E N T...... 168

An Active Camp D i r e c t o r ...... 168

VII. SUMMARY...... 175

APPENDIX ...... 180

BIBLIOGRAPHY ...... 226

v CHAPTER I

INTRODUCTION

Physical education has experienced an interesting pattern of growth in the United States. Like a mighty river being fed by an ever increasing number of rivulets, physical education in its developmental stages has received the ideas and efforts of many men and women. For over a century, physical education has provided toward the total develop­ ment of each generation, and each generation has contributed toward the greater effectiveness of physical education for the succeeding generation.

Quite naturally, the contributions of a few personalities have stood out above all others. If we are to fully comprehend the goals of physical education today, a deeper understanding can be achieved through a study of those factors which served as the basis for those goals. Very often, a study of the personalities and contributions of those men and women who led in the developmental process of physical education will reveal the struggles, conciliations, and ideals behind accepted philosophies, policies and principles of modern physical education.

This dissertation is primarily aimed at reviewing the life and constributions made to the growth of physical education by one leader,

John Herbert Nichols, M.D. Research has revealed that the nature of his vast contribution has been unique in its consistency. The touch of his thoughts and words have been felt in the examining room, in the class­ room, in the gymnasium, on the athletic field, in convention halls and around the campfire j and the touch has left a print which has always

stood for hard play, honesty, democracy, and individual decency in

sports competition at every level.

Dr. Nichols' life has spanned the critical growth years of

physical education and athletics in America. These years have witnessed an influx of commercialism and professionalism in athletics with a

resulting suppression of advancements in instructional classes and

intramural sports in many quarters. Dr. Nichols' philosophy opposed

this trend and his voice, for forty years, was one of the clearest and most frequently heard in defense of educational sports.

Such men as Jesse Feiring Williams, Jay B. Nash, Dudley B. Reed,

Charles W. Savage, and others, were strong supporters of Nichols' views

as he was of theirs. That so many of his contemporaries in philosophy

were also Oberlin College graduates, prompted the author to examine the

background of leadership at that institution which has with consistency

produced leaders of high calibre and with similar fundamental beliefs.

An attempt has been made also to explore the family heritage of

Dr. Nichols. His personal integrity, which was so vital a factor in the

Nichols personality and the Nichols contribution has its roots in that

heritage.

In the research for this study of John Herbert Nichols, a great

deal of source material, previously not examined by historical research­

ers, has been reviewed. Such items as unpublished writings, personal

letters, personal notes, diaries, newspaper clippings, photographs and

portfolios from Dr. Nichols' home library are included. 3

The most fascinating and enjoyable aspects of the entire study were the opportunities afforded the researcher to talk privately with Dr.

Nichols at his home in Oberlin and at his bungalow at Camp Pemigewassett in Hew Hampshire. These conversations have proved an invaluable source of data for this dissertation. Interviews and correspondence with living friends and contemporaries of Dr. Nichols have also served beneficially to the study. Other pertinent data to the study have been located in the following areas: the files of the Men's Physical Education Depart­ ment at Oberlin College, Carnegie Library at Oberlin College, Ohio

Wesleyan University Library, Otterbein College Library, Columbia Univer­ sity Library, the files of the Athletic Department at Ohio State Univer­ sity, the Ohio State University Library, the Archives of Ohio State

University, and the library at Camp Pemigewassett.

Dr. Nichols' contributions were made in many areas of the pro­ fession. Each will be treated within that chapter which most closely represents the period in which that contribution made its greatest impact. Dr. Nichols' service to the profession through his contribution in the National Collegiate Athletic Association, for example, began while he was a young professor at Ohio State University and continued throughout his years of service at Oberlin College and until his retire­ ment. That segment of his contribution will be included with the Oberlin chapter because his major accomplishments in that organization were achieved while he was the at Oberlin College.

In this respect, an effort has been made to present his life and contributions in chronological order. The purposes of this research are as follows:

1. To provide meaningful information on the contributions of one leader, Dr. John Herbert Nichols, to physical education and athletics and their effects on the profession.

2. To present data on the life of a very human teacher, lecturer, writer and doctor contrasted against the times in which he lived and served.

3. To present the philosophy of a man through an analysis of his speeches, publications, letters from associates, interviews of friends and associates, interviews of Dr. Nichols, and other sources revealing the beliefs and principles of those men and women whose influence molded that philosophy.

4. To present information pertinent to the history of physical education and athletics. CHAPTER II

THE DEVELOPMENT OF A LEADER

The Nichols Family Heritage

John Herbert Nichols represents one stalwart limb of a family tree grown full with deep and sturdy roots. He is a man of character and intellect. These traits were firmly molded by a family tradition almost as old as America itself.

John's great-grandfather, Amasa Nichols, was born in 179^ grew to young manhood near Balston Spa, Saratoga County, New York. He learned the trade of a blacksmith which, in those days, was something more than a tinker and shoer-of-horses. He was an expert worker in iron and with his forge and anvil many useful and ornamental articles were prepared for the family use. When the War of 1812 erupted between the States and England, he enlisted as a private in the New York Militia.

At the close of the war Amasa Nichols returned to Saratoga County and in the early summer of 1815 married Martha Chapman of Balston Spa.

Their first child and only son was born April 3> l8l6 and named John Homer after Amasa's father. When the lad was two years old, his parents started on horseback for their future home in west-central New York, a section of the state which was being rapidly settled by pioneers from eastern New

York and New England. This movement of population was stimulated by the passing of a bill in l8lT providing for the digging of a canal to connect the waters of with the Hudson River. It was generally agreed that the opening of the Erie Canal would improve the living conditions of those who had settled in the western part of the state and encourage the development of that region. They made their way along difficult and unfamiliar trails, through unbroken forest and over ground which, after heavy rains, was wet and soggy and the streams swollen to torrents.^

They were inspired by the spirit of adventure which sent thousands of the strongest and bravest souls into the uncharted regions of the west in search of larger opportunity. In a real sense, those sturdy pioneers were empire builders.

The Amasa Nichols' settled in Irelandville. Amasa purchased a tract of land on which he built a tavern and worked at shodding the oxen and sharpening the coulters for the farmers who were driving their plows O among the roots and stones of this virgin soil.

It was in this environment that John Homer passed his childhood, grew to manhood, formed his principles of living and laid the foundation

for his character. While the tavern was frequented by many rough and

rowdy customers, and it was John's duty as a son to serve them hard

liquor, it has been reported that he never tasted it himself. John R.

Nichols relates, "Whatever may have been the practice of his father Amasa

Nichols in early years, I never heard or knew of his using intoxicating

liquors of any kind, nor even tobacco in his later years."3

John R. Nichols, "The John H. Nichols Family— A Historical Sketch," 1930; PP* 1-2. (Mimeographed.)

2Ibid., p. 6. 3Ibid., p. J. 7

By the time John Homer attained young manhood he was solely responsible for the operation of the farm and was a leader in the com­ munity. He later became director of the school of Irelandville, and married one of the teachers at the school, Esther Ann Townsend on March 31, _ 1839* Her family, too, had moved into western New York about the time of the completion of the Erie Canal project.

Esther Townsend Nichols "... was a woman of rare beauty, charm, capability and poise."^ She managed the affairs of the household and performed a vast amount of work with a minimum of friction and in a manner which showed efficiency and diverse talents.

From this marriage, nine children were born. The seventh-born was John Richard, Dr. Nichols' father. It was a busy home; everybody worked, even the children, as soon as they were able to take their share in the round of duties in the home and on the farm. Cultivated in each was a spirit of self-reliance. The man of the house did not know idleness or play. In the later years of his life he found little interest in 7 sports or games except for an occasional game of checkers with his sons.

John Richard Nichols was a man of simple honesty and resolute purpose. He ever seemed to seek out the right, and strove vigorously to fulfill what was right for himself and his family. He was a humble man of God.

^Ibid., p. 1 . 5Ibid., p. 2 5 . 6Ibid. 7Ibld., p. 16 . 8

Judge Jason A. Barber, a classmate at Oberlin, in his tribute to

Rev. John R. Nichols, wrote:

In Dr. Nichols, God gave us a rare man. He was born in the beautiful lake region of Schuyler County, New York, December 16, 185^. He was born in neither poverty or riches. He came of good stock on both sides of his family--born of what in this country is known as the Middle Class . . .

No other member of our class won the popularity that he enjoyed in our college days . . .

It was due to his wonderfully charming personality. Words always fail when we come to speak of the winning personality with which a few men are gifted. Those who have it are the most favored of mortals. Those who do not have it know the glory of it in others. Doctor Nichols had it, and all the days of his life beamed with sunshine.

His voice, his manner, his wit, his laugh, his good cheer will never be forgotten until the last one of his friends has passed away. There was a charm in that personality which was unspoken

Upon entering Oberlin College, John Richard held to the purpose of studying law, and after graduation in 1879 he studied law for one year.

He would have become "a great and powerful lawyer had he remained stead­

fast, but God endowed him spiritually and religiously, and he returned to

the Oberlin School of Theology and began his preparation for the Congre­

gational ministry.For forty years he served pastorates in Garretts-

ville, Ohio; , Ohio; Medina, Ohio; Marietta, Ohio; and Rogers

Park, Chicago, . His late years of active service were spent as

Superintendent of the Chicago Missionary and Extension Society. He

served as a trustee of and as President of Congregational

O Jason A. Barber, "Tribute to Rev. John R. Nichols, D.D., 185^- 1932," Oberlin College, 1879, P* !• (Mimeographed.)

9Ibid., p. 2. Clubs In Cleveland and Chicago. Honorary degrees were bestowed on him by

Marietta and Oberlin College.^

Dr. R. W. Gammon, a friend of the Nichols family, has added these comments concerning Dr. Nichols.

He was a handsome man. This made it a pleasure to meet him. . . . He had good health until the very of his life. He knew how to conserve that magnificent body that nature gave him and he did it. Like Caleb of old his eye was not dim nor his natural force abated . . . until he came to his last ill­ ness . He didn't permit any part of his fine physical makeup to degenerate until he came to the end.11-

Dr. Nichols kept his physical man in repair without placing tremendous emphasis upon the development of his body that so many business and pro­ fessional men do today. He never made the physical an end in life, but kept it always as the servant of that which is to abide forever. He had none of the vices that shorten life and destroy health. He was a temper- 12 ate man in every sense of the word.

Nellie Elmina Hawley, John Herbert's mother, also was an offspring of a pioneer family. She was born in the village of Gibson in Susque­ hanna County, Pennsylvania, on September 30, 1855* She was one of four children, two of whom died in infancy. She was a delicate child, and while she enjoyed excellent health during all the years of her married

life she never became very robust. Nor did she suffer serious illness

10 Personal interview with John Herbert Nichols, April 25, 1965*

"^Address by Dr. R. W. Gammon in memory of Dr. John R. Nichols, Congregational Assembly, Pilgrim, Michigan, July 30, 1933* (Printed leaflet with no title.)

12 Ibid. 10 until the brief period which terminated her life so suddenly on June 26 ,

1927.

The outstanding event of her childhood was the journey which she made with her parents into the "Northwest" in search of a more favorable climate. The journey took them through Wisconsin, where they visited old neighbors and as far west as Mankato, Minnesota. Here they settled, as 13 the land offered a favorable climate and advantages in a business way.

Nellie Hawley first met John Nichols while they were students at Oberlin

College.

Boyhood in Ohio

While his father was working among the Bohemians of Cleveland

in an effort to assist them in their adjustment to the American way of

life, John Herbert Nichols joined the Nichols family circle on

January 13, 1890.

Two sisters preceded him, Ruth Genevieve on May 23, 1882 and

Helen Hawley on November 21, 1886.

When John was little more than a year old, his father answered

the call of the Congregational Church in Medina, Ohio to fill the pastor­ ate there. In Medina the children found congenial playmates and made good progress in the schools. John Herbert remembers little about Medina

except that there was much discussion then about the probability of a war

with Spain. And he does recall youngsters yelling the slogan of the 1^4- Spanish-American War period, "Remember the --to Hell with Spain."

^3john R. Nichols, "Nellie Hawley Nichols— A Biographical Sketch," December, 1928, p. 1. (Mimeographed.) ^Personal interview with John Herbert Nichols, April 25, 1965* 11

The conditions in the church and community at Medina, however, conspired to bring out the best in the mother of the family and she ripened into a fine type of Christian womanhood. Two more children came to bless the family union during the nearly six years of life in this village: 15 Florence May on January 19, l892> and Marian Townsend on June 11, 189^.

The Nichols family was now seven and for more than twelve years this family grew together in Jferietta, Ohio, where Dr. Nichols had accepted the challenge as pastor of the First Congregational Church— the

Church of the Pioneers, so called because it was the first church to be erected in that area and was the only one for many years. On the founda­ tions of a strong family heritage, John Herbert Nichols began to formulate his own credentials for life during his boyhood on the banks of the Ohio

River at tfeirietta.

Hie family move to Marietta was an arduous one as it consumed a whole day and the shadows of night had fallen when their train finally arrived. The Nichols1 were heartily greeted by a welcoming committee of parishioners and the family was divided into three groups to remain in the homes of well-wishers until the parsonage could be readied for the full assemblage of the clan.

The parsonage in which John Herbert Nichols lived as a boy and remembers best was a colonial brick dwelling with ten spacious rooms, the largest and best house in which his family had ever lived.

Marietta was then a city of 14,000 people, nestling beautifully among the hills at the conjunction of two great rivers, the Ohio and the

^Nichols, "Nellie Hawley Nichols— A Biographical Sketch," p. 6. 12

Muskingum, with its shady streets, stately residences and hospitable people. It was an old city, proud of its history, the home of Marietta

College, and with a considerable element of aristocracy entrenched in the life of the city. The church was closely identified with tfarietta

College which had been organized and largely supported by some of its members, and many of the faculty and students were members or attendants upon its services. The Commencement exercises, and other services of the college, were usually held in this time-honored structure, and the pastor had been almost uniformly a trustee and sometimes a member of the facility.

Two great experiences of sorrow saddened the life of John Nichols during the early years at Marietta. The first of these came in the form of death to his youngest sister, N&rian, from an attack of scarlet fever in June, 1900. She had just passed her sixth birthday.

Several years later, soon after its complete remodeling, the famous old "Two-Horned" Church of which his father was pastor burned to a charred and ugly ruin. 0

Two of his prime interests in the spring and summer were swimming and camping. Many times John and his companions would camp along the river, very often at Devol's Dam which was about five miles up the

Muskingum River from Marietta. Today it is a favorite site for local fishermen. Dr. John Herbert Nichols has recalled:

Many of our interests centered around the river which was dangerous. I liked to swim, but I remember that I wasn't allowed to go swimming amongst the logs. The logs used to move down the river, and we used to dive from these logs.

^Ib i d . , pp. 6-9* This was dangerous because you might hit a water-logged (submerged) log and you might go down. There were one or two boys who drowned doing this.IT

Don D. Drumm, a close boyhood friend of John Nichols, has related:

I became acquainted with him about the time he entered the Marietta Academy. During the summer months we played together on a local independent team. A profound friendship developed. I had been out of grade school for five years when Herb finally persuaded me to go back to school. Due to his efforts and influence, I entered Nfeirietta Academy. I was in my seventh heaven when I again had the pleasure of being on the Academy team with "Hebe" which was his nickname in those days.l®

tferietta's population at that time consisted of a combination of

old New England families with a pioneer history like the Mills, Dawes,

Putnams, and Wyes, and a nouveaux rich people who moved to Marietta with

the discovery of oil. The latter were a rather transient population.

Many of this group later moved to and Texas when oil discoveries

were made in those areas. The Mills family was one of the very old fami­

lies in town and operated the bank in Marietta. The Dawes family founded

the Pure Oil Company which years afterward was to develop into one of the

large independent oil companies in the country. Charles Dawes became

famous after the first World War as Vice-President of the United States.

This old family influence provided the town with cultural interests.

Around this period, too, Jferietta was influenced by river trade,

consequently a small but tough and transient population developed. There 19 were about twenty to thirty bars along the river at that time. ^ So

17 Personal interview with John Herbert Nichols on April 25, 19^5* 1.8 Letter from Don D. Drumm, March 8 , 1966. 19 Personal interview with John Herbert Nichols on April 25, 1965- ]A

Marietta, In John Nichols' boyhood, became known as a cultural town with

old family and college influences, but also with a rough element, which was characteristic of many of the Ohio River towns around the turn of the

century.

Many outings and other social events transpired in and around the

Campus Martius area. The Campus Martius had been a fortification, built

by the early settlers, as a protection from the Indians in the event of war. It was about 180 feet square with block-houses at the corners. The

sides were filled in with dwellings, some built by the Ohio Company and a

few by private families. In this stockade was the of all community

life until peace was declared with the Indians. Today, it stands as a

monument to that period and is known as the Campus Martius Museum.

Marietta College during that time was small and struggling, as

was typical of many colleges in those days. It was well established, but

not well endowed. The Nichols family manse was located next to the

Arietta College campus and only a block from the football and baseball

fields. On these fields young John watched the Marietta teams in action

and played a great deal of the time himself. These early opportunities

provided the stimulation and motivation to John to become involved in

athletics.

John's father enrolled him at the Marietta Academy in the fall

term of 1903 as it was the academies which were the college preparatory

schools of that era. The public schools did not offer the rigid language

requirements of Latin and Greek which were required for college bound

20 , Tour Guide Ohio's Most Historic and Beautiful City (Marietta, Ohio: Marietta Chamber of Commerce)^ (Leaflet.) boys. John Nichols recalls that he did his classwork well, "except for mathematics." When not studying his Latin and Greek, he was playing sports of all forms. His greatest love was baseball and like many young­ sters then and now, he wanted to become a professional baseball player.

(See Appendix K.)

In the early 1900's Marietta built a gymnasium called

Fairweather Gymnasium. At the age of fifteen and in hit, third year at the preparatory school, John had become so proficient in athletics that he had established quite a local reputation for his abilities. Marietta

College invited him, in fact, to participate on the college's basketball and football teams while he was still a student at Marietta Academy. This he did for two seasons, as a starter on the Marietta basketball squad and as a second string on the football team. Participation on college teams without being enrolled at the institution was permissible in those days. Many colleges and , in fact, supplemented their teams with the services of local businessmen, graduates, or even 21 ex-professionals.

By the time Herb Nichols had graduated from the Academy, the word of his athletic exploits were well known.

Student-Athlete-Coach at Oberlin College

John Herbert Nichols was sent to Oberlin College in September,

1907, by his father because it was the church related college which had

^Personal interview with John Herbert Nichols on ffey 19, 1965* been attended by the senior Nichols, and to get John "away from the

Marietta distractions."22

John's father refused permission for him to enroll at Williams

College in Massachusetts because that school had offered him a scholarship to play football and baseball. Reverend Nichols did not believe in the practice of "pay for play," a feature of intercollegiate programs which was growing more popular in that period. He also believed that Nick should help himself, in part, in meeting college expenses.

At Oberlin John Nichols had the good fortune of studying and playing under the tutelage of such outstanding figures as Fred Leonard and Charles Savage. Both were strong leaders in the field of physical education on the national level. As an influence on young men, Fred

Leonard stressed the need for "motor activities as a means of influencing for good the entire individual— in mind and character as well as in body.From such thinking John Nichols was to develop many of his ideals and policies.

Arthur F. Baker has written glowingly of John Herbert Nichols, his classmate at Oberlin. Nick was a member of a social group called

ITK (lota Tau Kappa). It was a self perpetuating group and, as such, was contrary to college regulations. He lived in a rented house on East

College Street and had close association with about 25 other fellows.

Student affairs, and at times the affairs of national and international

^Personal interview with John Herbert Nichols, April 25, 1965* 23 Fred Leonard, "The Relation of Motor Activity to Health and Education," American Physical Education Review, XX (November, 1915), 516. 17 organizations, were discussed. Upon the return of President Henry

Churchill King from a world tour, groups such as ITK were ordered to stop the perpetuation and disband. The ITK group complied with the order.

Nick, as a rule, avoided outspoken opinion on controversial sub­ jects. He was always a "square shooter." He displayed a diplomatic self-containment which maintained good personal relationships with all.

Baker added, "Such a characteristic enabled him to achieve effectively in his later years of refereeing, leadership and coordination of statewide u2k interests in physical education.

John Nichols was a good student, but his center of interest con­ tinued to focus in the field of athletics where he showed exceptional ability and leadership potential.

The freshmen rule was in effect in 1907 > thus ruling out varsity participation in his freshman year, but his rugged determination and ability in interclass sports activities tagged him as future varsity material.

Nick's first varsity experience came in football in the fall of

1908 and in the very first game with Oberlin trailing in the score, Coach

Harvey Snyder put Nick in at quarterback.

Within minutes Nick picked that team up, scored three touchdowns, and Oberlin won the game. The Cleveland papers were covering the game and you may be sure that they noted a new star for Oberlin, in the person of John Herbert Nichols. Nick fully rated the attention and went on in the succeeding years to star in football, basketball, and baseball .25

Letter from Arthur F. Baker, April 22, 1965*

25Ibid. 18

Much of Oberlin's athletic success of that era can be attributed to the character of the representatives of the team. Many of Nichols1 teammates became respected leaders in physical education. Names like

Jesse Williams, Jay Nash, Nelson Metcalf, Arthur Baker, Whitelaw R.

Morrison, 0. Clinton Bird, and in his abbreviated life, Glen Gray are synonymous with excellence in leadership. The success of the Oberlin teams must be largely attributed also to the remarkable and enthusiastic unity and tremendous feeling of college loyalty which existed in the participants and the student body.

But most outstanding in his athletic feats was John Nichols. The

Hi-O-Hi, Oberlin Yearbook of 1912 pointed out the contributions which were his.

The light football team which Oberlin put in the field last fall owed its success mainly to two factors, the splendid harmony on the team . . . and the unparalleled nerve of every individual on the squad. Quarterback John Nichols and Center Lawrence McDaniels were probably the only players on the team who showed consistently as stars throughout the season. It is to be doubted if Oberlin ever put a team on the field that looked less like champions.26

The team lost but one game that year, however, and out-scored their opponents 123 to 9* Referring to the Case game of Nichols' senior year, the Hi-O-Hi reported, "Nichols used good generalship as well as giving a high class exhibition of returning punts. "2^

The basketball season that year closed with the state championship

going to Oberlin. The team did lose some games, but it was a team which

26 Hl-0-Hi, 1912, p. 199.

27Ibid., p. 209. improved with every contest. Hi-O-Hi reports that the big highlight of the season occurred when

the much-feared team of Ohio State was met and victory came . . . by the score of 19-17* Captain Nichols starred in this game, securing 15 out of the total 19 points . . . On a par with any one element (for the success of the team) stands the leadership of Captain John Nichols, who this season com­ pleted his spectacular career on the basketball floor.28

Arthur Baker adds that,

as a forward . . . , he was the smallest man on the squad, but he was elusive and always accounted for a good share of the points scored. These years were the heyday of Oberlin standing in athletic competition in the Ohio Conference.29

Soon after this, some of the conference teams and other Oberlin opponents began the practice of recruiting and subsidizing athletes.

Oberlin maintained a policy of physical training for all students as opposed to concentrated attention on specialized athletes. But in the years from 1900 to 1915* Oberlin teams held their own with anybody.

The baseball teams of those years from 1908 to 1911 had Nick as a shortstop and pitcher. Arthur Baker said: "He was a pepper-pot, inspir­ ing the other men and always showing that cheerful grin to his friends and foes alike.

C. W. Savage in summarizing the 1911 baseball season in the

Hi-O-Hi wrote:

With only a fair amount of new material in sight, and among the candidates no pitchers, it became evident that

28 Ibid., pp. 220, 221. 29 Letter from Arthur F. Baker, April 22, 1965* 20

Captain Nichols would have to be taken from his natural position at shortstop and be placed on the pitcher's box. Oberlin lost to Ohio State in our first game, but by the next time we met our team had gotten together, and with Nichols pitching a high-class game, we had no difficulty in easily defeating Ohio State by a score of 4 to 1. Cap­ tain Nichols is to be congratulated on his ability as a leader of his men. On the whole the season was a good one and enjoyed by all, both players and spectators.31

One day both the baseball team and the track team were at Columbus to play Ohio State. Arthur Baker, himself a champion miler at Oberlin, relates:

Our track team needed some help so we borrowed "Chip" Gray for the broad jump and Nick for a lap in the one mile relay. Glen and Nick doffed their baseball uniforms, put on track shorts and did their job. Chip took one jump and scored 22 feet for a first in the broad jump. Nick had the second quarter in the relay. He took the baton from the first runner, and lit out like a scared jack rabbit. He was doing fine for the first 220 yards but then he "ran out of gas." But he finished the lap, handed over the baton, and finally caught his breath. Nick decided then that he wasn't cut out for a track man.32

John Nichols was a competent student, exuding friendliness to all, an able and enthusiastic athlete, and an outstanding representative of the best Oberlin traditions. By his class picture in the 1912 Hi-O-Hi is the following description: "Good natured, with a grin that laps over OO and buttons behind.

Following his graduation in June, 1911, John Nichols was requested to return to his alma mater as an athletic coach. His achievements in this area were equally as distinctive as those of his playing days. The

31 Hi-0-Hi. 1913, P. 270. 32 Baker, op. cit.

33Hi-0-Hi, 1912, p. 68. 21 favorable impression which he made on his players and on the student body during his year of coaching can best be described by the student dedication to J. H. Nichols as appeared in the 1913 Hi-O-Hi:

Although no man can spend four years in college without not only receiving some impression of the prevailing tone, but also helping to mold that indefinite something called college spirit, few men leave such a clear mark of their presence as has Coach Nichols.

From the day when "Nick" the sophomore, turned the Case game to victory by a dash around left end, till the day, three years later, when he sped 60 yards through the same team for the only score of the day, we have been more and more aware of his presence. We realize that, tirelessly tearing down the length of the basketball floor, he was the pivot of the team­ work. We saw him leave his place at shortstop to supply suc­ cessfully the place of the missing pitcher, and this last year, we have been watching him, by word and example, put vim into the teams he has been coaching.

The qualities he has added to our athletic spirit are ones that it will always need. There has always been something clean cut and sharp about his playing which keeps other teams on the defensive. Did you ever see him make a slow start, hesitate in a crisis, or play at less that top speed? That incessant unyielding gut which keeps him in the center of the game is none other than the spirit which has given us champion­ ships .3^

John Nichols was not to serve his beloved Oberlin again until 1928.

His departure paralleled an end to an era in which Oberlin more than held her own in topflight athletic competition, an era during which her teams reflected credit on the athletics of the Ohio colleges. The

Cleveland Leader of Sunday, April 16, 19Hj reported: "Both at home and abroad, Oberlin athletes have brought honor to their college and to the

% 0 -Hi. 1913, p. 262. 22 s t a t e . " ^ 5 Thirty-eight years later Gordon Cobbledick in the Plain Dealer

■wrote of that era:

I like the good old times -when Oberlin was a mighty power in Ohio football because a lot of good football players happened to choose to go to Oberlin. They may have played for fun, but they played extremely well. The same players today would be scattered from Chapel Hill to Berkeley. That's why Oberlin no longer challenges Ohio State.36

Medical Student at the

John Nichols' experiences at Oberlin College during the year in which he was employed as an athletic coach and immediately following his graduation were most important in that they helped to formulate in his mind the avenue he wished to follow in his life's pursuit. The path he chose was a career in physical education. This was also, in part, prompted by the respect and friendship which he had with such persons as

Fred Leonard, C. W. Savage, Dudley B. Reed, and the Fauver brothers,

Edwin and Edgar, Jesse Williams, and Jay Nash. All had been or were associated with Oberlin College and all were active in the field of physical education and athletics. Most of the outstanding leaders in the profession in those years were men who were medically trained for their position. It was logical, then, that Herb Nichols follow this

course as a step toward the fulfillment of his goals. At that time,

Dudley Reed, for whom Herbert Nichols had worked as a counselor at Camp

Pemigewassett in , taught at the University of Chicago. Dr.

Reed promised Nichols a job in the physical education department at the

35 Cleveland Leader, April 16, 1911, P» 5* (A clipping.)

Cleveland Plain Dealer, November 22, 19^-9> n.p. (A clipping.) 23

University of Chicago as a means of support while he completed his medical IT studies at the University's medical college, known as Rush.

In his first year at Rush, Herb Nichols assisted in the department by teaching one physical education class and also assisted Mr. Pat Page, the varsity baseball coach, by coaching the freshman baseball team in the spring. The following year, he was assigned the additional duty of coaching the cross-country team in the fall. Dr. Nichols laughingly recalls:

I had never had any experience before that with cross­ country, but they passed that off on me for lack of anyone else to handle the position. So I was in charge and I made sure that all of the men ran.38

Dr. Nichols jokingly credits himself with having discovered two tremendously dedicated cross country and distance running stars. Leroy

Camel did, in fact, become one of the great distance runners at the

University of Chicago.

The next year, he was assigned the freshman basketball coaching duties as well as those of cross country and freshman baseball.

On many occasions during the fall, Mr. , the famed coach at Chicago, called upon young Herb Nichols to serve as an official for Chicago football scrimmage sessions. The dedication which he put to this rather thankless task prompted Mr. Stagg to recommend him as an official to the City and Suburban Leagues in Chicago. On Saturdays, he would officiate two games a day, one in the morning and another in the afternoon. It was an unusual way in which to earn money to defray the

O •J Personal interview with John H. Nichols, May 19, 1965* 2k cost of going through medical school, but~a monetarily sound one.

Nichols ' reputation as a fair and hard working official spread rapidly and within a year, and while still a student at Rush, Nick became an official in the Western C o n f e r e n c e .39 To be chosen for such a monumental responsibility at that young age, and after only a year of experience, was a tribute to Nichols' reputation for efficiency.

Herb Nichols married his college sweetheart and classmate at

Oberlin following his junior year at Rush on June 21, 1915* Her name was

Louise Montgomery Allen from Denver, Colorado. Nick's cousin, Robert

Robeson, had married Margaret Allen, Louise's sister, and it was through him that their friendship, and later engagement resulted.^-0

From this marriage the Nichols' raised two children. Miss

Margaret Anne Nichols was born on October 21, 1923* She is presently the manager of the "Clipper Ship" Gift Shop in Boothbay Harbor, Maine. John

Richard Nichols was born on March 1^4-, 1929* He is in the real estate kl business with the Jordan Realty Company of Fort Lauderdale, .

Dr. Nichols was graduated from Rush in June, 1916, and with the clouds of war appearing ominously over the world, he prepared to begin his professional career which began the following September at Ohio State

University. His tenure at Ohio State was interrupted the following year when called to the service of his nation.

His work at Ohio State will be discussed in a later chapter.

39,Personal interview with John H. Nichols, April 25, 1965* 4o_ )Ibid. kl , Letter from John Herbert Nichols, November 22, 1967* 25

Medical Corpsman during World War I

As a medical corpsman serving with Evacuation Hospital #18 throughout France during the war, Dr. Nichols, like others immediately involved in the conflict, had little time or desire to concern himself with the causes and responsibilities of the war. From his perspective only death, disease and destitution seemed real and worth fighting. Dr.

Nichols' contribution to his nation and to mankind in this service cannot go unmentioned. (See Appendix L.) His aspirations, feelings, and insights regarding the events of World War I were recorded at the scene of his work in detailed writings to his wife, Louise. Only the exact locations are sketchy, as it was the rule of the military not to reveal information concerning troop locations, their advances and so forth, lest ho such information fall into enemy hands.

Shortly after his arrival on French soil in September, 1918# and after a sea-sickening voyage across the Atlantic, Dr. Nichols wrote of his first encampment as follows:

The barracks where we are located were used by Napoleon to quarter his troops and later as a prison camp. The barracks are made of brick, and have two stories, with lower windows on the second floor. The walls seem to be about two feet thick . . . We do not have many conveniences now and we do not expect them . . . We eat from our mess kits, standing by wooden frames that are raised from the ground and set on posts.^3

I4.2 Personal interview with John Herbert Nichols, April 25, 1965*

^ Personal letter from John Herbert Nichols to Louise Nichols, September 15, 1918. 26

Concerning the rations, Dr. Nichols commented:

Bully beef, jam, hread, bacon has formed our menus day in and day out

The only hint as to his location in that encampment and as to the nature of the war were outlined as follows:

We are between 50 and 80 miles from the front. We see the antiaircraft lights or search lights as they play over the heavens every night. It is a beautiful sight.^5

As the war progressed, casualties mounted. But not always were these the result of battle inflicted wounds, ffeny of the casualties, according to Dr. Nichols, were the result of consuming improperly cooked

foods which resulted in grippe and other intestinal disorders and from

spending long hours in damp trenches and foxholes near the front. The debilitating effect of constant fighting and living in these conditions were creating a high incidence of pneumonia cases as well.

Hie turnover in patients at the evacuation hospital was extremely high. Dr. Nichols explained that they had "to evacuate several hundred

every few days in order to make room for the new ones." The patients were classified daily as to whether they were sitting cases for a hospital

train, lying cases, or cases for a convalescent camp. This report was made eveiy morning so that the authorities would know within a few minutes notice exactly who and how many could be evacuated to make room 1+7 for more.

1+1+ Personal letter from John Herbert Nichols to Louise Nichols, September 26, 1918. ^ Ibid.

^Personal interview with John Herbert Nichols, May 19, 1965* 1+7 Personal letter from John Herbert Nichols to Louise Nichols, October 15, 1918. 27

On October 16, 191-8* Dr. Nichols wrote of having read that Kaiser

Wilhelm had made some peace overtures to President Woodrow Wilson. His reaction was typical of most of those persons involved directly in the war effort. He wrote:

Biey [Germany] want a chance to rest a little, catch their breath and make their people believe that they have done every­ thing possible to secure peace. I am afraid no peace but an ^ unconditional surrender is possible at this stage of the game.

'Hie following day, he wrote of the opportunity that was his to take a bath at a French "Bain." It was his first bath in over two weeks

On one particular occasion in which Dr. Nichols had some free hours, he visited the front lines with several of his comrades and wrote to his wife of witnessing "a very pretty aereal battle." He continued:

We could see the white puffs of smoke and see the machines, apparently tumbling one over another, as they dived at each other. Neither one was brought down and the German beat it back for his own lines.50

He further described the front as follows:

There has certainly been tremendous artillery activity on our front the past few days. Often at night there is simply one continuous booming. The concussions follow so closely upon one another that you would think it was a machine gun. I never dreamed that there could be such an incessant artillery bombardment as they carry on.51

i|8 Personal letter from John Herbert Nichols to Louise Nichols, October 6, 1918. k-9 Personal letter from John Herbert Nichols to Louise Nichols, October 17, 1918. 50 Personal letter from John Herbert Nichols to Louise Nichols, October 23, 1918.

^Personal letter from John Herbert Nichols to Louise Nichols, October 27, 1918. 28

Dr. Nichols developed a deep fondness for France, the French people and the language during the war. He even took French lessons for a while at one of his stations. This practice was impossible to maintain, as his hospital unit lived much like gypsies, frequently on the move and staying just behind the advancing allied front. His only stated misgiving about France was the weather. This he clearly noted in one letter by saying: "France is wonderful on a beautiful day, but when she is bad, she is horrid, which is too much of the time.

The work of treating the war wounded was a monumental task, especially under the trying circumstances of frequent moves, overcrowded conditions, poor weather conditions, and limited supplies. Dr. Nichols would ponder often at the waste of life and useless sacrifices which were so much a part of the war. His work was vividly portrayed in one letter home in which he described the war as he saw it from under a field hospital tent.

A great many of cases lately have been gas cases. If there was ever a barbarous kind of warfare, that is it. It makes your heart ache to see some of these patients. They endure their suffering with never a whimper and no matter what happens they don't complain. That is characteristic of the boys over here. They are the bravest lads in the world. They are good soldiers and the people at home certainly ought to be proud of them and back them to the limit, for they are going through everything for their country and the things we believe to be right.

Offensive warfare is a wonderful thing and it means everything to our cause and it looks fine in the papers and is a great inspiration to the people at home, but it means terrific sacrifices and hardships for our boys here. We are going to win this war and win it in a way that Germany and 29

the -world will never forget, hut it is going to mean the sacrifice of many of the finest boys of our country. ffy prayer is that we will do it in a way that will make the repetition of such a thing utterly impossible. If out of all these terrible sacrifices there is not a resurrection of a new world, in which such things are impossible, it would be the biggest calamity that ever befell the old worid.53

John Nichols was to serve his nation again a quarter of a century later in the calamity of which he spoke.

Dr. Nichols, like most of the soldiers in the Great War, humbly longed for home, his family and peace, but recognized clearly his obliga­ tion to his country at that time. This was pointed out well, when he wrote:

Until it is all over this is where I ought to be, for here is where we can be of greatest service to our country and humanity. Our sacrifice is small compared to many, and we will all be happy to feel that we have done our part in the years to come.5**-

53 Personal letter from John Herbert Nichols to Louise Nichols, October If, 1918* 514- Personal letter from John Herbert Nichols to Louise Nichols, October 21, 1918. CHAPTER III

A ROLE OF LEADERSHIP AT OHIO STATE UNIVERSITY

A Brief History

Dr. Nichols returned to Ohio State University from military service in September, 1919* 'Ehe fast-growing state university which he served for twelve years was born, not out of a pressing need for public education of Ohio youth in the mid-nineteenth century, but because of the expediency by which land grants were made available for such projects during that period. James Pollard wrote:

The little college was born in adversity. Its opening was delayed and it was launched over the opposition and skepticism of other Ohio colleges and with limited resources.1

The University was the product of the Morrill Actas it was popu­

larly called. It was passed by the Congress of the United States on

July 2, 1862 and signed by President Abraham Lincoln for the purpose of

"donating lands to the several states and territories which may provide 2 colleges for the benefit of agriculture and mechanic, arts." It read,

in part, as follows:

Be it enacted by the Senate and House of Representatives of the United States of America assembled, that there be

James E. Pollard, The History of the Ohio State University, the Story of Its First 75 Years 1873-19^8 (Columbus, Ohio: The Ohio State University Press, 1952 ), p. 31*

^Catalog of the Ohio State University, 1890-91, p* 26.

30 31

granted to several states for the purposes hereafter men­ tioned, an amount of public land to he apportioned to each state, a quantity equal to 30,000 acres for each senator and representative in Congress, to which the states are respec­ tively entitled by apportionment under the census of i860; provided that no mineral land should be selected or purchased under the provisions of this act.3

On February 9, l861+, the General Assembly of the State of Ohio passed an act to accept the grant conveyed in the above recited act.^

In January, 1865, "Governor John Brough announced that certifi­ cates of scrip for 630,000 acres of land had been received and placed in the state treasury."5

Three years later, on March 7, 1868, the General Assembly passed a resolution appointing a joint committee from the Senate and House of

Representatives with authority to "receive propositions for the location of the college" and to report their findings.6

Pollard reports that

, , . the counties of Champaign, Clark, Franklin, and Mont­ gomery competed for the location . . . after prolonged and thorough discussion the proposition of Franklin County was accepted and on October 13, 1870, the college was located within the limits of the city of Columbus on a farm of about 317 acres of excellent land.7

Also, under the provisions of the Act to Establish and Maintain an Agricultural and Mechanical College in Ohio, Governor Rutherford B.

Hayes appointed 19 trustees. The board held its first meeting in

Columbus on May 11, 1870.®

The college, with little fanfare, officially opened its doors to

25 students in September, 1873* Tbe Daily Dispatch of Columbus announced

3Ibid., p. 2 6 . S b l d . 5Ibid. 6Ibid.. p. 2 9 .

7Ibid.. p. 31. 8Ibld. 32 simply that the agricultural college opened, with 25 students.^ The

Dispatch1s "Local Facts and Fancies" column of the previous day had only the following to say concerning the opening of the college:

Professor Orton states that he knows of no rule to exclude persons from being candidates for admission to the agricul­ tural college on account of sex or color.1-0

Edward Orton served as the first president of the institution and for a period of eight years (l873-l88l)

It was the Morrill Act, then, which gave the impetus to the inception of Ohio State University and "made higher education available for the first time to the masses."*2

The college was co-educational from the beginning. This is veri­ fied by the fact that two young women were listed on the rolls of the 1^ first group to enter the college. J

There were many critics and opponents of the newly formed univer­ sity. Their favorite charge concerned its godlessness. These charges came despite the fact that chapel services were a daily requirement, and that two out of its first three presidents were active in the ministry.

Frequent gatherings were held, too, in which talks were delivered by lk visiting ministers.

The critics of those years could scarcely have imagined the changes which were to come to the university in the next century.

9 The Daily [Columbus, Ohio] Dispatch, September 19, 1873, P-

^-Qfhe Daily [Columbus, Ohio] Dispatch, September 17, 1873, P«

*"*"Pollard, op. cit., p. 313*

•^Ibid., p. 2. ^ Ibid., p. 63. *^Ibid., p. 51* 33

The growth of the sports program at Ohio State paralleled the growth of recreational activities in colleges across the country. No formal mention, however, was made of sports or athletics in any of the data published by the university in its infant years. But in 1890,

President William Henry Scott, in his annual report to the Board of

Trustees does make the following mention of student interest in sports:

The campus affords an excellent opportunity for general athletics. The students have an athletic association, under the auspices of which an annual "field day" is held, members of the association competing for prizes in the various con­ tests usual on such occasions. There are also clubs in archery, lawn tennis, baseball and football who meet teams from other colleges at proper times. Much interest is taken by the students in these sports . . .5-5

Evidence points also to some faculty participation in these activities.

Pollard has referred to the first stage in the development of competitive sports on the campus as the period of "spontaneous and unor­ ganized" sports development.^

Dr. James Canfield was appointed to the presidency of Ohio State in 1895 and one of his early statements, after viewing the facilities at the university, was that the next building needed was a "good drill hall and gymnasium combined.

Dr. Canfield recognized in organized sports an opportunity to provide physical training to the student body and an outlet for pent up

“^Catalog of the Ohio State University, 1890-1891, p* 92.

James E. Pollard, Ohio State Athletics 1879-1959 (Columbus, Ohio: Athletic Department of Ohio State University, 1959)* P« 17 Pollard, State University, p. 138. 34 frustrations. Under his administration, the new Armory and Gymnasium was completed in January 1898, at which time the president said: "The open­ ing of the Gymnasium and Armory gave new life to the work of the cadet ltl8 battalion as well as to all university athletics. Dr. Christopher P.

Linhart was named as Director of the Gymnasium and Instructor in Hygiene and Physical Training and served Ohio State in this capacity until 1904.^

Each male student, at that time, was required to perform two years of cadet service, and women students were held for a "course in hygiene and physical training." The gymnasium made possible student physical examinations and under new rules, all who took part in any athletic event first submitted to a "rigid physical examination."PI

The second stage of development in the sports program centered on the beginning of contests with outside teams, some from other nearby 22 colleges.

What was described as the first annual contest of the Inter­ collegiate Athletic Association of Ohio took place on May 3I> 1884 on the

Ohio State campus. The program was made up of eleven events with an

"elegant goblet offered the individual winner.

Field days were one of the earliest public demonstrations of

sports at the University. These were held each spring for a number of

l8Ibid., p. l46,

■*"^Bruce L. Bennett, "Christopher P. Linhart, M.D., Forgotten Physical Educator," The Research Quarterly» XXXV (March, 1964), 10, 16 . 20 Pollard, History of the Ohio State University, p. 146.

2 IIbid., p. 151. 22Pollard, Ohio State Athletics 1879-1959. p. 4.

23Ibid., p. IT- years and were "open to all students regardless of race, color or previous condition,The first field day was held May 7> l88l,^^

The first varsity football game was not played until the spring of 1890, but the dormitory grounds west of Neil Avenue were the site of informal football activity as early as l88l.2^

The building of the Gymnasium and Armory in l897~98 marked a new chapter for the University in the area of physical training and indoor athletics. At that time, Dr. Christopher P. Linhart was appointed as director of the Gymnasium and instructor in hygiene and physical train- ing.4 27 '

The February 16, 1898 issue of the Lantern reported on the first basketball game played in the gymnasium. The team played North High 28 School and won the game by a score of 13 to 3*

The third stage in the development of the university's sports history was marked by three developments in the 1890's: the organized

scheduling of games, the advent of hired coaches, and the emergence of a group of Ohio colleges which by geographical design were natural competi­

tors and which, after the turn of the century, became known as the

"Big 6."29

Gtypical of the nature of the game of football around the turn of

the century was the rough, brutal style of play. The 1901 season

recorded the only death in the history of Ohio State football. The

2k 25 26 Ibid., p. 2 9 . Ibid., p. 30. Ibid., p. 36.

27Ibid.t p. 15. 2^0hio State Lantern, February 16 , 1898, p. 1. ^Pollard, Ohio State Athletics 1879-1959. p. 36 victim was John Sigrist, who suffered a fatal injury in a game with

Western Reserve on October 26, 1901.3®

Action was taken at the May 26, 1902 board meeting to move the residence once occupied by Professor B. F. Thomas of the Physics Depart­ ment "to a point in the orchard north of the president's residence."

This frame house later became known as Athletic House and for many years served as training quarters for several of the varsity teams and also as 31 Athletic Department headquarters

A major step toward "readjustment" of the whole athletic program was initiated at a board of trustees meeting on June 19, 1906. It was decided then to employ an official to serve as head of physical education for men and director of the gymnasium, as well as general supervisor of athletics. The appointee was Dr. H. Shindle Wingert who served in this capacity until 1912.32

Dr. Pollard has written that the last and most important phase as far as competitive sports at Ohio State was concerned began in 1912 with the University's formal admission to the Western Conference. The year was notable for five major developments of decision and transition.

They were

the organization of the athletic board under faculty control, the separation of physical education and athletics, the hiring of year round coaches with faculty status, the admission of

3°Ibid., p. 80 . 31 Pollard, History of the Ohio State University, p. 178. 32 Ibid., p. 193* the university to the Western Conference, and the scheduling of the first conference football games for the 1913 season.33

lynn W. St. John became athletic director in 1913* The vision and competence of this man played an important role in the up-grading of the athletic and physical education programs at the university until his retirement in 19^7 He, as will be elaborated upon later, was largely responsible for bringing Dr. John H. Nichols to Ohio State University where for twelve years he served St. John and the University in molding the physical education program into one of the finest in the nation.

The advent of intramural activities followed closely St. John's appointment to the athletic directorship. Intramural sports at the

University date officially from January 9 j 19-L^*

William Oxley Thompson was selected in 1899 to succeed James

Canfield as President of Ohio State University. His tenure in office was to last twenty-six years and his leadership in University affairs was far-reaching.

Dr. Nichols has spoken of Dr. Thompson as a man of "strong prin­ ciples and boundless energy." Dr. Nichols was also in accord with most of the principles of athletics to which President Thompson held.3^

President Thompson in 1905 made a lengthy statement concerning

the role of intercollegiate sports at the University which was to bear a

33Pollard, Ohio State Athletics 1879-1959, p. 105-

3^Pollard, History of the Ohio State University, p. 210. 35 Pollard, Ohio State Athletics 1879-1959> p. 209. 36 ,, Personal interview with John Herbert Nichols, August 7> i960. 38 great deal of weight regarding athletic policies for many years. He saw

them as an inevitable part of the college environment, but that college

facilities must "recognize it as not only their right, but their duty to

lead in all forms of college athletics." He went on:

A widespread interest has developed among the students in baseball, football, track athletics, basketball and in the various other forms. No institution is isolated from another in this respect; the problems are not only local but general. An absorbing interest of the public, of students and of alumni has created an atmosphere not always the purest . . . What is most needed . . . is to improve the ethical standards of all persons interested in athletics . . . little assistance in the purification and reform of athletics has been received from the public; whatever progress has been made or is likely to be made must have its inspiration from within. It is a manifest waste of energy to spend time in denouncing athletics or the abuse of athletics; what is needed is efficient leadership by men to whom principle is dearer than anything else.37

The University had experienced its share of success in Western

Conference athletic competition following its admission in 1912. In

1916, it won its first football championship under John W. Wilce "and

Columbus was on its way to becoming the football mad town it has since

been.1,38

Biis surge in Ohio's football fortunes prompted much talk concern­

ing the erection of a modern stadium. Professor Thomas E. French, who

for many years was the University's faculty representative in the confer­

ence, has been credited with initiating the original idea of a new

stadium. But Fred W. Ives of the Department of Engineering Drawing

apparently had the idea, too, as he offered the first $100 toward the

building of a stadium.39

07 Pollard, History of the Ohio State University, pp. 189-190*

38Ibid., p. 233* 39Ibid., p. 23^. 39

So it was that 1920-21 was the stadium era and its arrival

signalled the emergence of intercollegiate athletics into big business.

Dr. Thompson called the stadium project "the largest single enterprise which the University has ever undertaken." This period also saw much

acclaim for the University as a highly regarded institution.^1®

After the completion of the stadium and its dedication during the

Michigan game of 1922, President Thompson cautioned against the temptation

of allowing the stadium to serve only as a money-making enterprise rather

than as a source of healthful recreation for large numbers of students.

He commented that a major consideration was the development of physical

education and "a proper spirit of sportsmanship among the students."

The men's gymnasium was built in 1931 from state appropriations

at a cost of around $500,000. The natatorium was built the same year as

- i 1 * 2 an obligation of the athletic board at a cost of over $31^>000. In the

next thirty years, these major facilities were added to the athletic

complex: two 18-hole golf courses, French Field House, St. John Arena,

and an ice-skating rink, and vast acreage of athletic fields to the west

of the Olentangy River.

Following World War II, the University found itself on the fore­

front of land grant colleges and universities. As one of the great uni­

versities of America, it was something of which Ohioans could be proud.

In his annual message to the general assembly in 1873> Governor Rutherford

B. Hayes, who later became President of the United States, stated of the

1*0 4l Ibid., p. 251. Ibid., p. 259. k2 Pollard, Ohio State University Athletics, p. 221. 4o

University: "Let it be started with the intention of making it a great 43 state university."

This vision had certainly been realized.

A Decision Is Made

In the spring of 1916, immediately prior to his graduation from

Rush Medical College in Chicago, Herb Nichols was faced with making a

decision as to the institution where he might best serve his profession.

The opportunities available to him were attractive. He was offered the

directorship of the entire physical training department at the University

of Rochester,^ the same post at Pomona College, the head of the physical

education department and medical examiner at the University of Illinois,^

and a similar post at Ohio State University.

Mr. Iynn W. St. John, the Athletic Director at Ohio State Univer­

sity, was most anxious to secure the services of Dr. Nichols because he

wanted a medically trained man in the physical education department. In

those days it was felt that this would give the department some profes­

sional and academic prestige with the University faculty. In fact,

medically trained men were the department heads of most of the eastern

schools at that time. Dr. Dudley A. Sargent at Harvard, Dr. Edward

Hitchcock at Amherst, Dr. R. Tait McKenzie at Pennsylvania, Dr. George

^Pollard, History of the Ohio State University, p. 402.

^"Doctor John H. Nichols Possesses Pine Athletic Record," Ohio State Lantern, September 20, 1916, p. 4. 45 Personal interview with John Herbert Nichols, May 19, 19&5* kl

Meylan at Columbia and Dr. William G. Anderson at Yale were medical men kG who were engaged in physical education work.

St. John was aware, too, of the state of disrepute into which the required program had fallen^ and realized in Dr. Nichols "one of the 148 coming big educators in physical training in the country." This admiration of Dr. Nichols was further evidenced in a letter from St. John to President Qhompson of Ohio State in which he wrote:

The three men with whom I have talked and who may be considered [for the position at Ohio State] are John H. Nichols, Doctor J. B. Modesitt, and Doctor Edwin Fauver. Of these men, I am inclined to consider Mr. Nichols with most favor.^9

In recommending Dr. Nichols to Director St. John for the position at Ohio State, Dudley B, Reed, medical examiner at the University of

Chi cago, wrote:

I have no hesitation in saying that I know of no young man available for physical education work who would be so desirable in character, equipment and experience . . . Nichols had not had experience handling a big position him­ self. Aside from that his equipment is excellent.

His character is unquestionable, he possesses to an unusual degree what is called magnetism, is absolutely faithful in carrying out what he agrees to do, and is somewhat unusual in that he seeks opportunities for doing more than he is engaged to do.50

48 it John Herbert Nichols, Early Development in Physical Education at Ohio State University," Physical Education News, XI (November, 1951), kl Nichols' interview, May 19, 19^5• J|Q Letter from Sam H. Cobb, September 26, 1965* k9 Letter from L. W. St. John to President William 0. Thompson, January 21, 1916. 50 Letter from Dudley B. Reed to L. W. St. John, January 21, 1916. k-2.

Charles W. Savage, Director of Athletics at Oberlin was no less reserved in his judgment:

I consider him one of the finest men ever graduated from Oberlin College . . . He has had experience as a teacher and coach here and has worked with Stagg and Reed in Chicago. Such a combination of qualifications is exceedingly rare. The only thing that I can see which would militate against him . . . is that he is young and inexperienced for so large a work. However, he is a man of great energy and uncommon good sense . . . I feel sure that he would work out a splendid scheme in the organization of your indoor work.^

Dr. Nichols was offered the position at Ohio State University with a faculty rank of assistant professor. He was to receive a salary of $2250.00^2 It was also made clear to Dr. Nichols that he would be made professor his second year, salary $2500.00 and the third year the salary was to be $2750*00This was considered as excellent financial inducement in 1916.

Dr. Nichols had known St. John when "Saint" was working in the physical education department at Wooster College and at Ohio Wesleyan 5I1 University and had developed a great deal of respect for Mr. St. John.^

Largely because of this admiration for St. John and the kind of work and

-^Letter from Charles W. Savage to L. W. St. John, January 22, 1916.

52Record of Proceedings of the Board of Trustees of the Ohio State University, July 1, 1915-June 30» 1916, p. 1^8. 5^3 Letter from L. W. St. John to John Herbert Nichols, flferch 8 , 1916 .

^Nichols1 interview, May 19, 1965* ^3 opportunities present at Ohio State, Dr. Nichols decided to accept the position there.

One of the early stipulations made by Dr. Nichols to the accept­ ance of the position at Ohio State, and made in conversation with L. W.

St. John, was that he head up the Student Health Service. The position was then held by Dr. H. Shindle Wingert. In a letter to Mr. St. John in

February, 1916, Dr. Nichols reminded "Saint" of his interests as follows:

As you understand, that [Student Health Service] has a strong bearing with regard to my attitude toward the position, and if he [Doctor Wingert] is to remain in his present posi­ tion, I don't believe I would seriously consider the work.56

Mr. St. John reassured Dr. Nichols by stating:

Everything will be adjusted to our entire satisfaction, namely, that Doctor Wingert will be eliminated entirely . . . I state the above after having talked with some members of the university council which is made up of the Deans of the various colleges.57

After Dr. Nichols' appointment to the faculty at Ohio State

University was made, however, it was decided that Dr. Wingert would be retained as Director of the Student Health Service. St. John and Nichols were disappointed with the decision. Despite Nichols' belief that the physical education department and the Student Health Service could not be separated with any degree of success, he did accept the administration's

55 Letter from John Herbert Nichols to L. W. St. John, March 9, 1916.

^Letter from John H. Nichols to L. W. St. John, February 6 , 1916.

^Letter from L. W. St. John to John H. Nichols, February 22, 1916. bk decision and worked diligently in his role as Medical Examiner (see

Appendix A) and Director of the Gymnasium.5^

The Introduction of Elective Activities in the Required Program

To Dr. Nichols fell the task in the fall of 1916 of completing the multitude of physical examinations preparatory to student assignment in the regular program of physical education (see Appendix C) and of gradually incorporating his ideas into the formulation of the required program. All students then were required to complete one year of physical education.^9

In the beginning students were antagonistic to this policy. In fact, much of Dr. Nichols' time during his first year at Ohio State was devoted to dealing with students who failed to attend their scheduled £,r\ classes. u

Dr. Nichols was not without competent assistance in the adminis­ tration of the physical education program. The staff was then made up of the following men aside from St. John and Nichols: John W. Wilce, George

Trautman, Grant Ward, Frank R. Castleman and Allison W. Marsh

5®Letter from John H. Nichols to L. W. St. John, May 30, 1916.

^Nichols’ interview, May 19, 19^5*

^^John Herbert Nichols, "Early Development in Physical Education at Ohio State University," Physical Education News, XI (November, 195l)>

^Ohio State University Directory, 1916-1917; P* 28. ^5

The first major Nichols' innovation in the departmental program 62 was the development of an elective sports program. For the first time students were permitted to elect their activities as soon as they were able to attain minimum standards of physical efficiency. The large majority were able to elect their course by the second year and many passed into some line of intramural, intercollegiate or advanced physical education activityThe program previously had been one of calisthenics.

Dr. Nichols described it as follows:

Each student was given a number, formations were made by placing the numbered students into rows or columns, and they would then take part in mass calisthenics. That was the whole program, and characteristic of many programs over the country during that period.

That the student body was disenchanted with the latter system and excited about the elective program is evidenced in two editorials appear­ ing in the Lantern. One read:

Those who participated in the gym work a few years ago, and have paid little attention to it since, will be surprised by the evidences of progress . . . The new progress of . . . giving students work suited to their needs, their abilities and their tastes, ^hould work a revolution in the attitude toward "taking gym.65

The second was complimentarily more descriptive.

Not a thousand years ago on this campus the average freshman hated his gym classes as much as he did— and still does . . . his drill periods. These two requirements stood out on an otherwise pleasant schedule like a sore thumb on the hand of a basketball player. He wholeheartedly and sincerely hated gym because of the tiresomeness of going

Nichols' interview, May 19, 1965* 63T. 64x, Ibid. Ibid.

^"Gymnastic Progress," Ohio State Lantern, March 29, 1917, P* 2. 46

through floor work, in which he was about as much interested as he was in the outcome of a checker battle between two natives in the general store back home.

But now there is a different story to tell. One finds freshman after freshman enthusiastically discussing the gym classes, which seem in many cases to be the most inter­ esting part of his schedule. The reason for this complete reversal of attitude is that the student is allowed to elect his gymnasium work in the special line of athletic activity in which his interests lie . . .

Ikking gym does not seem to be an onerous task when one is allowed to select the sport in which he wishes to receive instruction. There may be some psychology in the mere fact of allowing the student to elect his work rather than to tell him that he must take a course in physical education . . . The department of physical education is not the bugbear that it once was in the minds of the students, and the taking of gym has ceased to be a disagreeable duty.66

Dr. Nichols was no less outspoken in his desire to assure that the elective program satisfy student needs. In a departmental meeting,

Dr. Nichols read to his constituents:

It should be our aim in all of these activities to stimulate enough interest and enthusiasm for some recreative activity, so that he will want to continue it, not only for the rest of his college course, but the rest of his life. If you have been able to do that you have accomplished what every real teacher hopes to do, namely, to inspire an enthusiasm, a desire to go further.67

While elective programs became more common around the country, the Ohio State University program remained in the forefront with one of the most varied schedules. For example, Ohio State in 1919 offered soccer, cross country, modified football, outdoor basketball, indoor basketball, boxing, wrestling, fencing, advanced , jiu-jitsu,

^"Gym--A Pleasure," Ohio State Lantern, February 12, 1923* P* 2.

^Report A— Department Needs, Presented by John H. Nichols to L. W. St. John, May 15, 1917, p. 2. 47 tennis, playground ball, and general electives. The last class was participated in by men who selected no particular sport, and it offered 68 work in all of the varied activities.

Further commenting upon the improvement of the elective system to mass calisthenics, Dr. Nichols said:

Replacement of a mass athletic schedule by one based on competition will bring about a change in opinion among the students . . . The men put much more into the work, and instead of forming an aversion for physical education they are developing an interest and a skill in some line of activity which can be carried on after their freshman year and in later life. It gives much greater opportunity for close personal contact between instructor and student, which makes it possible for the instructor to do real teaching and not simply give mass instruction.69

Institutions were not quick to alter their traditional mass exer­ cise classes despite growing student unrest with the programs. At the

University of Michigan, for example, some leaders upheld the gymnasium system in vogue as being best suited to fulfill the aim of producing

"all around men." Physical education at Michigan, they claimed, was truly physical "education" and not physical "recreation."70

Hie elective program obviously was aimed at individual development beyond just the physical. As Dr. Nichols explained,

The health values, the mental values, and the moral and social values are, in my opinion, obtained to a much greater degree in these activities than in the more formalized and unnatural types of activities which make up much of our calisthenics and, apparatus work.71

"Physical Competition Makes Gym Work Real Pleasure to Students," Ohio State Lantern, March 23, 1923> P* 1.

69Ibid. 7°Ibid. 71Ibid. HQ

The next quarter of a century was to see a trend across the nation toward programs patterned after that of Ohio State. Mr. Harold

S. Wood, who later served on the physical education staff at Ohio State with Dr. Nichols, has credited him in part with this advancement. Mr.

Wood has said of Dr. Nichols,

His opinions were respected locally and nationally for he spoke with the authority of one who had been well instructed in the aims and objectives of a sound physical education pro­ gram, had participated successfully in many intercollegiate sports, and understood from a medical point of view the physio­ logical and psychological benefits of exercise and sports when properly conceived and administered.72

Military Duty— a Deterrent to Departmental Development

As was written in an earlier chapter, Dr. Nichols' work at Ohio

State University was interrupted by his call to conflict as a medical corpsman during World War I. The effect of his absence on the work of the Physical Education Department at Ohio State will be discussed in the following paragraphs,

On December 27, 1917, Dr. Nichols was summoned by the U. S. Army to report as a Lieutenant in the Army Medical Corps at Camp Greenleaf,

Fort Oglethorpe, Georgia.73 He was granted a leave of absence from the

University for the duration of his service tour. In a letter from Mr.

7^Letter from Harold S. Wood, October 22, 1965*

73wilbur H. Siebert, "in the Camps and at the Front," Part 3, Vol. IV, The University in the Great War (Columbus, Ohio: The Ohio State University Press, 1938), P* 150* St. John to President Thompson, "Saint" wrote:

Doctor Nichols has left us for the period of the war and in part, Professor Castleman assumes his duties. We do not expect to secure a man in Doctor Nichols' place.7^

Quite naturally, the war and the absence of Dr. Nichols affected the pace of progress which had been planned for the department. The weight of Nichols 1 responsibilities was pressing heavily on an already overworked department. This pressure finally prompted Mr. St. John to issue a tactful plea to the Commanding Officer of Dr. Nichols' Evacuation

Hospital Unit for his discharge. In part, it reads as follows:

Lieutenant John H. Nichols of your staff is a Professor of Physical Education of the Ohio State University on leave from the University for Military service. He is the Director of our Men's Gymnasium and the Medical Examiner for both the Physical Education and the Military Department of the Univer­ sity. Ttiis being a land grant institution, both first and second year men are required to take Military work three hours per week. I M s involves fifteen hundred to two thousand men. First year men are required to take Gymnasium work two hours per week in addition to the Military Drill.

Our work is materially handicapped by the absence of Doctor Nichols and can only go forward on his return or by replacing him. This latter we do not wish to do . . .

I respectfully request that he may be released as soon as may be consistent with the exigencies of the military service. 75

On July 26, I919) Dr. Nichols was discharged from active duty at

Fort Dix, New Jersey, and returned to his former position at Ohio State

University the following September.^

74 Letter from L. W. St. John to President W. 0. Thompson, Janu­ ary 29, 1918* 75 Letter from L. W. St. John to Commanding Officer, Evacuation Hospital No. 18, February 3* 1919*

^Wilbur H. Siebert, "in the Camps and at the Front," p. 150. 50

Credit in Physical Education

The acquisition of credit for physical education classes was a project to which Dr. Nichols devoted much time and discussion following his return from the war service. He ardently believed in the educational values inherent in physical education, and thus felt that the course demanded to be recognized as any other course in the academic curricula.

Such recognition could best be met by offering credit for the course and grades to measure progress, skill, and learning. In several of his con­ versations with President Thompson, these very topics were discussed and

Dr. Nichols felt certain that the president was in accord with his thinking.77

In a faculty meeting in February, 1919> President Thompson announced:

That the time seems right for a revision of physical education . . . Physical Education__should either be placed under the jurisdiction of the faculty and become a part of the curriculum and carry credit as other academic subjects-- thus giving it a place in real education, or it should be abolished.78

Nichols felt that credit for physical education could well be justified because of the careful organization and definiteness of the work. He added:

The educational value through the motor approach has long been recognized by all educators. At practically every University where the work has reached a degree of development and efficiency, positive credit is given . . . If positive credit cannot be intelligently urged for such a course as we

77 Personal interview with John H. Nichols, May 19, 1965* 78 "Minutes of the Faculty," Faculty Records, 1918-1919> February 18, 1919> PP* 82-8 3 . 51

are giving, I feel that it has no reason for "being included in the curricula. Time and again during the year I have had men come to me and say— "that they didn't see what difference it made anyway, as they didn't receive any credit." It would give a foundation for our system of physical effi­ ciency tests if a man knew that his grade was sent into the registrar and counted toward his degree. It is perfectly evident that for an effective course . . . credit must be given.T9

As athletic director, Mr. L. W. St. John voiced the department's views regarding credit and other departmental needs in a special report to the faculty. At a faculty meeting on fcfey 8 , 1919, the colleges of the

University reported to the University faculty on subsequent meetings which they had held regarding the physical education reports made by Mr.

St. John. The general consensus of the respective colleges was to establish a special committee to consider the report further.^ Dean

J. V. Denny moved that the reports from the colleges on the matter of the

Physical Education be referred to a special committee for consideration.

Q-i The motion was seconded and carried. To study the report and make recommendations to the faculty, the President appointed the following faculty members to serve on the special committee: C. C. McCracken,

Mrs. George L. Converse, Miss Edna N. White, A. D. Cole, Dean J. V. 8p Denny, W. E. Henderson, and C. E. Sherman.

^Report B— Department Needs--Presented by John H. Nichols to L. W. St. John, May 15, 1917, p. 2.

^"Minutes of the Faculty," Faculty Records, 1918-1919. May 8 , 1919, P. 127. 8l Qp Ibid. 0dIbid. 52

The report of this committee vhich was to have a vital bearing on the future course and policies of physical education at the University was submitted for faculty approval on April 8 , 1920.

Several amendments were made to the report, but finally the entire report as amended was adopted.

Especially significant to Dr. Nichols was the fact that with the faculty acceptance of the Special Committee report, positive credit for

Physical Education became a reality.

Amended Senate Bill No. 74

Not all of Dr. Nichols' time was devoted exclusively to University or departmental affairs. In the years following the World War, much of his effort and that of other department members was extended to the passage of a physical education bill which was adopted into law in 1923*

This law made instruction in health and physical education compulsory in

the public schools of the State of 0hio.®5

Dr. Nichols' efforts in this area were prompted for several

reasons. First, he could see from results of medical examinations on matriculating freshmen an alarming incidence of defects resulting from a

lack of exercise. Many of these had advanced to such a stage that it was

apparent few previous examinations had been made on these young people.

He felt that legislation making physical education and hygiene a

On "Minutes of the Faculty," Faculty Records, 1919-1920, April 8 , 1920, pp. 134-137.

8\ b i d ., p. 138.

8^Laws of Ohio, CX, 1923, pp. 18-19 . 53 compulsory course in high school would assist in the establishment of effective physical training programs in the high school. It would give him and his examining staff an opportunity to classify and grade the men, in light of their previous training and supplemented by the physical examination and physical efficiency test. This he believed would provide accurate knowledge on every man at the beginning of his college work and ‘ " gg would greatly assist in adapting the work to his needs and ability.

Secondly, Dr. Nichols' experiences as a medical officer during the war provided to him the opportunity to witness many young men declared unfit for military service due, largely, to a lack of interest or supervision in recreative sports and games

The years following the war also revealed a greater public inter­ est in the physical condition of young people as well, an interest encouraged by developments in medicine, by study of hygiene and by the large number of men who, during the World War, were classed as unfit for military duty.

Patriotic societies joined with groups interested in health education and physical education to urge state legislatures to enact laws requiring instruction in those courses

Forest Shoemaker has written that state legislation rather than voluntary local effort was favored by these groups because, first, dependence upon local initiative tended to restrict instruction

^Report B, p. 1. Q>7 Personal interview with John H. Nichols, August J, 1966. 88 Ibid. 5^ opportunities to the larger and wealthier cities. Physical deficiency in children in rural areas ranged from 20 to 50 percent higher than city children. Second, programs which did exist tended to favor star athletes rather than to secure all round development for all children.

Third, optional or elective programs failed to help the students who were most in need of such education. Fourth, adequate national defense demanded sound physical development of all.young men. Fifth, the vitality of future generations required a motherhood strengthened by adequate 89 physical development of the girls of the country. ^

In working toward the enactment of the amended Senate Bill,

Number j k , Dr. Nichols recalls that the bill was drawn up following the pattern of similar bills in other states. He stated:

I did a great deal of work on it and I would say that the Physical Education Department at Ohio State University was most responsible for getting that bill through, and with getting the backing of influential men in the legislature.90

The National Recreation Association had field representatives at that time who traveled around the country and interested states in intro­ ducing bills for the establishment of physical education in all of the

schools. Most of the bills called for minimum requirements only (usually two periods per week), "but it was a foot in the door and emphasized, to

some extent, with educational people that physical education activities

should be a part of the educational program."'^ The Tuberculosis Society

89 Forest Leroy Shoemaker, Public Secondary Education in Ohio: l8T5_1935" (unpublished dissertation, The Ohio State University, 1935)> pp. 316-317. ^Personal interview with John H. Nichols, August 7, 1966.

91Ibid. also -was instrumental in the final passage by supporting the bill through publicity and its influence upon legislators.9^

Of particular gratification to Dr. Nichols was the passage, too, of that portion of the bill outlining requirements for physical examina­ tions. Dr. Nichols recalls that the Christian Scientists opposed passage of the legislation because of the requirement calling for health examina­ tions . This they felt to be an encroachment on religious freedom. They did not oppose a requirement of physical activity.93

The law, in part, read as follows:

All pupils in the elementary and secondary schools of the State shall receive as part of their instruction such physical education as may be prescribed or approved by the Director of Education, and the physical education provided shall occupy not less than 100 minutes per school week . . . credits and penalties shall be applied for success or failure in physical education courses as in other school subjects.9^

In accordance with the new law, superintendents of schools were required to submit their courses in physical education to the State

Director for approval, or were to follow the course outlined by him.

Teachers and supervisors of physical education were required to have had training in the content and methods of that course. Health examinations of pupils were also required; the work of the school physician and of the physical education staff were to be closely coordinated .95

92Ibid. 93Ibid.

9^Laws of Ohio, pp. 18-19•

95Ibid. The Physical Education Major Curriculum 96 Having worked out a minor program in physical education in 191? as a first step toward the establishment of a major program, Dr. Nichols by late winter of 1923> bad laid the groundwork for the ultimate adoption of the major program to begin in September of that year. He felt that the timing was right for approval of his plan as it would coincide with 97 the Amended Senate Bill No. 7^*

Dr. Nichols, in a report to the College of Education, cited the need for a major in physical education for the following reasons:

1. The demand for trained college men and women in this rapidly developing field.

2. The amended law will require more advanced training of teachers.

3 . Tremendous development in public opinion centered around: a. Draft figures in war b. Development of playgrounds c. Development of athletics for masses d. Interest in health environment of school child

k. Special need in Ohio. a. Physical education now required in all city schools. New law will extend to all schools. b. No other normal schools with the exception of Oberlin and University of meeting this need.

5 . Survey reveals the fact that more than ^0,000 physical education teachers are needed at the present time in this country with only 5>000 trained teachers available.98

•^"Report of the College of Education to the University Faculty,11 Faculty Minutes 19l6-1917> Faculty Records, December 20, 1916, p. 78,

^Personal interview with John H. Nichols, August 7> 1966. 98 Memorandum written by John H. Nichols for Presentation to the College of Education, n.d. 57

He further indicated that the purpose of the course is to qualify men and women for responsible positions in physical education, recreation and athletics and with broad cultural interests, fine ideals and sound educational background, and not with the idea of training physical educa­ tion experts or athletic coaches.

Dr. Nichols pointed out,

The demand from Ohio schools alone has been so Insistent that they are willing to accept University students who have had little or no training . . . and the result is that these individuals go out as representatives of the University inadequately trained and lacking in educational vision and standards. This has been to no small extent responsible for the unfortunate tendencies that have developed in connection with athletic competition and the over emphasis on inter­ scholastic and intercollegiate competition. 99

He saw in the program, too, some real value to the College of

Education and to the University. He wrote that the new course will

"round out the work of the College of Education. No phase of teacher training is more important than the new demand for trained engineers of physical and moral growth and development of the child." He also felt that it would draw a considerable number of students who had been leaving Ohio to go to other universities offering these courses and would thereby increase the service of the University to the State.‘*'°0

The program was built around a core of required subjects, which totaled 46 quarter hours in the sciences, including chemistry, zoology,

99 Physical Education Is Made Professional Course Here," Ohio State Lantern, February 2, 1923, p- 4.

100 Nichols' memo, p. 1. anatomy, physiology, kinesiology, bacteriology and hygiene; 40 hours in cultural subjects; 5° in educational theory; and k6 in physical education course work.^^

The course, in addition, provided for setting the machinery of instruction in motion gradually, with only the sophomore courses being offered in the year 1923-2^, the junior courses the following year and the senior courses in the year 1925-26. (See Appendix D.)

A great deal of hard work on the part of the physical education staff and especially Dr. Nichols had gone into the preparation of the major program. Not all of this work involved the formulation of courses and the sequence in which they were to be offered, but in convincing the

University faculty of the needs, values, and purpose of such a program.

Dr. Nichols has stated, not boastfully, that Mr. St. John was very much in favor of the new program; but he left it up to Dr. Nichols to draw up the curriculum and to lay the ground work for its approval by the faculty. "Saint" felt that Dr. Nichols knew better than anyone of that which should be incorporated into the program and that his rapport and professional reputation amongst the faculty best suited him for the

^"^"Physical Education Is Made Professional Course Here," p. 1.

102_, , j Ibid., p. 4.

•^Personal interview with John H. Nichols, May 19, 1965* 59

All changes in courses, new courses, and the new curriculum in

Physical Education were approved with the consent of President Thompson i oU at a meeting of the faculty on January 23, 1923.

Separation of the Men's and Women's Departments

The summer of 1922 was a historic one for the Department of

Physical Education at Ohio State University, because it was during those weeks that the stormy controversy regarding the separation of the depart­ ment into a Men's and Women's department came to a head.

The women desired complete autonomy primarily because they felt

that when under the direction of men, the greatest emphasis and budget allotments were placed on the men's program. They suspected for the

future an even more remote place in the organizational structure due to

the mushrooming intercollegiate athletic program.

Mr. St. John, who was the central figure in the controversy, was very much opposed to such a dissection. In a letter written to President

Thompson, "Saint" stated as follows:

Physical Education for men and women has to do with the same thing, the education of the individual and the main­ tenance of his or her health through well directed physical activity. The principles and theory of Physical Education involved are one field. Equipment, supplies, training of teachers, problems of administration are similar. Therefore, a division in Physical Education into a department for men and a department for women would mean: 1) Duplication of administration. 2) Increased expense of administration and equipment. 3) Comparative separation instead of close cooperation.

•^"Faculty Minutes," Faculty Records, 1922-23* June 23, 1923, p. 30k.

■**°^Personal interview with John Herbert Nichols, August 11, 1965. 60

If) Duplication of activity and effort in the training of teachers in Physical Education.

. . . This proposed separation is inimical to the best inter­ ests of the University along Physical Education lines and absolutely opposed to -what I believe to be the established policy of . . . organization under your administration.-'-*-1®

Dr. Nichols has said that St. John's desire to maintain a unified department was a matter with which he was in total agreement. Nichols felt, however, that the budget of a unified department provided more con­ trolling power to St. John's office than would be the case under the proposed division and that this was a little mentioned factor in St. 107 John's interests in keeping the departments together under one head.

When initially informed of the action of the Board of Trustees 108 who voted for the separation by motion on July 11, 1922 on the recom­ mendation of the Alumni Association, St. John stated that the action

"seemed a repudiation of my administration . . . I shall have to sever 109 my connection with the university."

After being advised by President Thompson that the action of the board was not a repudiation of him or his work, St. John reconsidered his

decision and decided to continue and "give his best efforts to the

University in the administration of the physical education and athletic

program.nllO

■'■^Letter from L. W. St, John to W. 0. Thompson, June 12, 1922. 107 Nichols interview, August 11, 1965* 108 Record of the Proceedings of the Board of Trustees of the Ohio

State University, July 1, 1922-June 30» 19231 PP» 5-6.

^^"St. John May Go," Ohio State Journal, July 12, 1922, p. 1. 110 Letter from L. W. St. John to W. 0. Thompson, July 20, 1922. 6l

He had previously become entangled with the women when plans for

Pomerene Hall, the new women's building, were up for consideration in the winter of 1921. The women were interested in the building for social purposes. Mr. St. John desired that it be equipped with gymnasium facilities to relieve congestion in the regular gymnasium. At that time, the trustees approved St. John's proposal.

Dr. Nichols, although not actively involved in the controversy with the women, did, in principle, agree with St. John that the purposes and aims of physical education could better be served through mutual 112 sharing of facilities, ideas and responsibilities.

Professionally Upgrading the Department

During Dr. Nichols' tenure of service at Ohio State University, he maintained a constant campaign to improve, to strengthen and to professionalize the departmental image amongst students, faculty, and the community. He was also an ardent and tireless worker in striving to provide adequate facilities for the operation of the entire program.

He recognized a need for a common ground of understanding as to the place and function of the physical education program in the University community, and soon after his arrival at Ohio State helped to draft a statement which served to clarify that position to all. In part, it read as follows:

Physical education shall be administered as a department of instruction in the university . . . under the direction of the President of the University. It shall be organized as

U 1"St. John May Go," p. 1.

112Nichols interview, August 11, 19&5- 62

are other departments, The annual budget for salaries and educational equipment in the department shall be approved in the same manner as other departmental budgets. All expendi­ tures for permanent improvements in the athletic plant of the University shall be approved by the President and Board of Trustees. All expenditures for the conduct of inter­ collegiate or competitive athletics shall be approved by the committee on athletics of the University faculty who shall constitute a majority of the athletic boards and who shall be responsible to the University faculty, the President of the University and the board of trustees for the proper conduct of intercollegiate athletics.

The department of physical education shall exercise super­ vision over athletic games, sports, and exercises. The physical training and health of students, intercollegiate athletics as well as their scholastic eligibility shall be under the control of the University faculty.^-3

Recognizing a need for more responsible measures in the area of physical examinations, Dr. Nichols on April 1, 1920, submitted the fol­ lowing recommendation to President Thompson for approval:

That a physical examination be made an entrance require­ ment for every male student entering the University for the first time . . . Such a requirement will protect the Univer­ sity community from the individual who might spread a com­ municable disease and guard the individual against work for which he is physically unqualified, and discover physical defects and tendencies which may handicap him in his University work and should be corrected.

This recommendation was approved by President Thompson on

June 19, 1920. (See Appendix B.)

Dr. Nichols considered highly un-professional the use of the term

"gym classes" in reference to the physical education course offerings.

113 Faculty Record, 1916-17, from the constitution proposed by The Ohio State University, Report of the Committee on University Organ­ ization, p. 23, paragraphs 8^, 8 5 . 11^ Letter from John H. Nichols to W. 0. Thompson, April 1, 1920. This term was frequently used, especially in the Lantern reports covering the physical education work. Dr. Nichols had written to the Lantern editor, explaining that the term was an inappropriate description because the program no longer "consisted of mere setting-up exercises in an overcrowded gym."^^

The editor's response in the form of a Lantern editorial to Dr.

Nichols' request was a congenial one. He wrote:

The Lantern is only too glad to comply with Doctor Nichols' request, and congratulates him and the other men who have had a part in changing the system to its present form. 1^-6

The physical education staff by 1923 was faced with the dilemma of trying to live with a highly improved and expanded program which involved 2000 students in the required program and 4000 students in the intramural program in a structure which was built to accommodate a student body of 900 students. Dr. Nichols fought feverishly for a new gymnasium which would provide necessary locker space, special rooms for individual sports activities, and space for corrective work. In 1924,

Dr. Nichols put together a condensed statement of the need of a new

I *1 > 7 gymnasium for men (see Appendix J) at an estimated cost of $600,000.

This outline served as a guide in the final determination of plans for the building which was finally open for use in 1932.

"^Letter from John H. Nichols to Editor, Ohio State Lantern, January 15, 1924.

"Glad to Do It," Ohio State lantern, January 17, 1924, p. 2. 117 Condensed Statement of the Need of New Gymnasium for Men, Drawn up by Dr. Nichols and staff, ca. 1924. 6k

Dr. Nichols was also instrumental in putting together plans for

• i -1 O the erection of a new natatorium which was completed in January, 1932.

Nichols' Departure from Ohio State University

Amidst the changes to bigness which were occurring at Ohio State

University during the late 1920's, Dr. Nichols began to feel a sense of loss in his working relationships with the hordes of young people who were entering Ohio State in increasing numbers. When he came to Ohio

State in 1916, approximately 6000 students were enrolled, but by 1928 that figure had more than doubled to over 13,000.He suffered, too, with the conflict in his mind of desiring to provide the best possible program to the students, but at the same time, having his hands tied securely for reasons of budget and lack of space. However, he was dis­ turbed, most of all, with the expanding nature of the intercollegiate program toward commercialism. 120

It was, perhaps, a shattered promise in salary terms which prompted Dr. Nichols to take a hard look at the future of the department at Ohio State University and his role in the department.

11*3 Information provided by Ohio State Publicity Bureau, June 29, 1967.

^^Information provided by Mr. Furman Allen, Assistant Registrar for Residency and Statistics, January 3? 19^8. 120, Nichols interview, August 11, 1965. 65

During the summer of 192J, President George W. Rightmire of Ohio

State University, in a letter to Dr. Nichols, wrote:

No change has been recommended in your salary for the coming year.

He hastened to add that it in no way reflected on his service at the university by stating,

Warm appreciation of your effective service and of your great interest in the University as an institution is hereby expressed and no thought of lack of efficiency or accomplish­ ments comes to mind in any way with reference to your service. It is regarded as a very high nature of accomplishment .121

That Dr. Nichols was disappointed in this administrative decision is expressed in his reply to Dr. Rightmire. He stated:

I am disappointed, not so much because the increase in salary was not granted, but particularly because I had a definite verbal agreement four years ago with Mr. St. John and understood that it was approved by the administration that my salary would be raised to $6000 in the following biennium. At that time I was offered the professorship of physical education at Oberlin taking Doctor Leonard's chair left vacant by his death the preceding winter. The oppor­ tunity was a most attractive one as it meant returning to ray alma mater and heading up all of the health and physical education work there under most congenial and happy conditions. The promise taken in good faith has not been made good. 122

Ihe verbal agreement with Mr. St. John was a definite factor in

Dr. Nichols' decision to remain at Ohio State at that time. He went on to say that

. . . this is in no way a criticism of your position and decision in regard to my own salary, but a statement of

121 Letter from George W. Rightmire to John H. Nichols, July 16, 1927. 122 Letter from John H. Nichols to George W. Rightmire, Septem­ ber 3, 1927. fact with which you may not he familiar and my personal reaction on a situation which I consider unfair and unjust. ^

The following year, when Dr. Nichols was again called to Oberlin, he did not waver in his decision to do so.

He has insisted, however, that his decision to leave Ohio State was prompted not for reasons of salary disputes, hut for reasons far more encompassing. First, he was attracted to the personal and intimate climate at Oherlin where he might work more closely with students.

Second, he felt that the effectiveness of his work was hampered hy large classes, little space and few weekly class sessions. The third and fore­ most, of course, centered on a conflict of ideals which he possessed with the policies governing intercollegiate athletics. Dr. Nichols said:

You had to subsidize and recruit if you were going to compete . . . and a hig commercial program was heing justi­ fied because it supported other activities of the depart­ ment .124-

Dr. Nichols believed that the total program should be supported by college and legislature approved funds and not by gate receipts. He found that he could not remain in a position which would endorse practices which were a violation of his personal integrity and would force a compromise of ideals.

Summary

At Ohio State University, Dr. Nichols represented and stood out as one of the best and almost the last of the great men, who, because of

123 Ibid. 12k Nichols interview, August 11, 1965* their training, vision and administrative capabilities maintained a unity in the complex field of physical education: the development in physical education of all the students and the specialized branches of inter­ collegiate athletics and intramural sports.

Harold S. Wood has pointed out that because of his training and experience in all fields he spoke with authority and commanded respect in every area of the University. His lively spirit and sense of humor, as well as his knowledge and insight, kept him close to his departmental 126 colleagues and students.

As A. W. Marsh, a colleague and personal friend of Dr. Nichols at

Ohio State and who later became associated with Amherst College, has said

Doctor Nichols always realized the highest ideals of the profession, understood the relative values of the activ- 1P7 ities and never lost sight of the needs of all the students.C|

These tributes spotlight the accomplishments and efforts extended by Dr. Nichols during his years of service at the Ohio State University.

Letter from Harold S. Wood, October 22, 1965*

■^Letter from A. W. Marsh, October 6, 1965* CHAPTER IV

A ROLE OF LEADERSHIP AT OBERLIN COLLEGE

A Brief History

In the spring of 1832 John Jay Shipherd and Philo Penfield

Stewart, both church men and wholly destitute financially, met at Elyria,

Ohio to decide upon a definite line of effort which could offer the greatest spiritual benefit to a "perishing world," but in particular to

the Valley.^ (See Appendix E.) The ideas exchanged in this

informal meeting were to serve as the motivating force behind the founding of Oberlin College one year later.

Thirty students, under the tutelage of one teacher, John

Frederick Scovill, entered the Oberlin Collegiate Institute on December 3>

1833* And when the college course began in the fall of 183^, there were 2 four students enrolled.

In February of 183^, an act of incorporation was obtained from

the State legislature for "Oberlin Collegiate Institute.The first

"commencement" was held during the last days of October, 183^.^ The

1 Delavon Levant Leonard, The Story of Oberlin; the Institution, the Community, the Idea, the Movement (Boston: The Pilgrim Press, 1898); p7 2 0 .

^Robert S. Fletcher, A History of Oberlin College, Vol. I (Chicago: R. R. Donnelley and Sons, 19^3)} pp. 121, 129.

^Leonard, The Story of Oberlin; the Institution, the Community, the Idea, the Movement, p. 26^ ^Ibid., p. 2 7 . 68 manual labor system was duly inaugurated with four hours work each day considered necessary for the "health of body, mind and spirit."^

From the beginning, Oberlin has maintained a stance which included the right to discuss the anti-slavery question and other social and moral issues without interference from the trustees. The principle of academic freedom became a tenet of the new Institute as well.^

Although the Board of Trustees had formerly gone on record as being opposed to the admission of Negroes, they reversed their "official" feeling on February 9> 1835*^ The nature of the new institution was thus taking shape and Asa Itehan of Cincinnati became its first president in

1835-8

An action which Oberlin is credited as introducing to the academic world was that of co-education. This belief was proclaimed in

the first Circular and was referred to later as Oberlin's Magna Charts

for Womankind.^

In an article entitled, "Oberlin and Co-education" Robert

Fletcher recorded that:

From 183^ to 1837 joint education of the sexes . . . involved association of men and women students at the commons table, the performance of domestic duties by the young ladies for the young men . . . and attendance of some regular college classes by the young ladies as part of their special "Ladies’ Course."1°

^Ibid., p. 2 6 . f. Board of Trustees' Resolution, February 12, 1835*

"^Leonard, The Story of Oberlin; the Institution, the Community, the Idea, the Movement, p. 30.

8Ibid., p. l 6 k . 9Ibid., p. 30 . l°Robert Samuel Fletcher, "Oberlin and Co-education," Ohio State Archeological and Historical Quarterly, XLVII (January, 1938), 2-3* TO

This was followed by the admission of four women to the full college course in 1837; even though the faculty opinion was divided on the matter.11

Musical training has always been a strong feature of Oberlin's curriculum. George Nelson Allan, a pupil of Lowell Mason of Boston, is credited with giving music the prominent place it has at Oberlin. He taught music in the Oberlin Institute and College for over a generation, beginning in l836.‘*‘2

The establishment of the Conservatory made certain that music originally introduced as a means of creating "grace and reformation," would become valued for its own worth and be an integral part of the life of the college and communityjn 1850 the Oberlin Collegiate Institute lli. became Oberlin College— a change in name only.

Charles M. Hall, an excellent chemistry student in the class of

1885, became the primary benefactor of Oberlin College after becoming wealthy from having developed the first commercially feasible and inex­ pensive method of manufacturing aluminum. He bequeathed one-third of his estate to Oberlin and made provision for a great memorial building to be erected in the memory of his mother.1^ The following amounts were

~'~1Ibid., p. 3 *

^Robert S. Fletcher, A History of Oberlin College, Vol. II (Chicago: R. R. Donnelley and Sons, 19^3)> PP* 78^-785*

13Ibid., p. 808. l4 Frances Juliette Hosford, Father Shipherd's Magna Charta (Boston: Marshall Jones Co., 1937); P* 5*

^Dumas Malone (ed.), Dictionary of American Biography (New York: Charles Scribner's Sons, 1932), pp. 122-123. 71

attributed to Charles M. Hall in the Alumni Catalogue: 1906--$9,000 for

the library fund; 1911--General Fund $10,175; 1917--General Fund $200,000 and 1923 through 1925--General Fund $12,959,379.62.

In retrospect, the early history of Oberlin College naturally

divides into three periods. The first from the beginnings in l833~l850.

Leonard has written;

These were the trying years of feeble infancy, of founda­ tion building and experiment, of continual struggle of poverty and debt, as well as endurance of ridicule, hatred and opposition.17

The second period encompassed the presidential term of Charles G.

Finney until 1866. Oberlin then began a pattern of growth which showed

an increase in student enrollment, the railroad had arrived at Oberlin

and abolition was victorious. Oberlin was "welcomed into the best of >L0 theological and ecclesiastical society."

During the third period, James H. Fairchild became president of

the institution. Those men who had struggled to build Oberlin "drifted ir 19 away, new buildings were added and modernization affected. ^

Manual labor, established with the founding of Oberlin, was the

basis for the physical education program to follow. The basis for sup­

porting manual labor was set forth in the Annual Report of 183^.

This department is considered indispensable to a com­ plete education. It is designed first to preserve the student's health. For this purpose, all of both sexes, rich and poor are required to labor four hours daily. There

Oberlin College Alumni Catalogue, p. 4 5 (introduction). 17 Leonard, The Story of Oberlin; the Institution, the Community, the Idea, the Movement, p. 20. 18 19 Ibid. Ibid. 72

being an intimate sympathy between soul and body, their labor promotes as a second object, clear and strong thought, with a happy moral temperament. A third object of this sys­ tem is its pecuniary advantage; for while taking that exer­ cise necessary to health, a considerable portion of the student's expenses may be defrayed. This system, as a fourth object, aids essentially in forming habits of industry and economy; and secures, as a fifth desideratum, an acquaintance with common things. In a word, it meets the wants of man as a compound being, and prevents the common and amazing waste of money, time, health, and life.20

Other than manual labor, there was no physical activity recorded at Oberlin until July of l859> when the following article appeared in the

Oberlin Student's Monthly.

The game of cricket is becoming alarmingly popular on Tappan Square. We are told that there are eight or ten organized clubs, embracing not only students but many of our businessmen, who statedly practice sport. We fear the pristine reputation of our students as "manual" laborers is departing .21

Before 1850, "sports and athletics were frequently considered as the catch-all of the indolent, the insensitive and irreligious."

During the first part of .August, i860, a Gymnastic Exhibition by a group of students was held on Tappan Square under the direction of Mr.

E. P. Whiting, a seminary student. The Lorraln County Mews termed the

Exhibition a success and a petition for a gymnasium was circulated among

20 First Annual Report of the Oberlin Collegiate Institute, November, 163^, p. 6.

2^0berlin Student's Monthly, I (July, 1859)* 377-379*

22Daniel Chapin Kinsey, "Health Activities at Oberlin and Other Ohio Colleges to 1850" (unpublished doctoral dissertation, University of Michigan, 1961), p. 202. 73 the students and townspeople a few days later. They subscribed $350 on the condition that the college would give the $200 expected of them.2^

Even though the students didn’t receive the support they had hoped for from the college trustees, they decided in September to raise the money without the aid of the college and succeeded in raising $850 pk by the end of the month.

The gymnasium was begun in the early winter and completed in

March of 1862. Due primarily to a lack of leadership, however, the gymnasium was sold and removed from its site in October, 1863. ^

Sometime during the summer of 1863, students interested in base­ ball organized the "Penfield Baseball Club," so named because a generous wagon maker in town, Isaac Penfield, "gave the boys a set of clubs turned out of well-seasoned wagon tongues and reaches."

In 1873 there was renewed interest in a gymnasium which was again to be financed wholly by student and community efforts. In early

07 August $1,000 had been raised to build a gymnasium. Construction began immediately and the structure was completed in a little over a month.2^

During the winter of 1877 the faculty voted to require the--four college classes and two upper preparatory classes to attend gymnasium during half hour periods on Monday, Tuesday, Thursday, and Saturday.

Those who had manual labor to perform, that took at least two hours a

23 Daniel Chapin Kinsey, "The History of Physical Education in Oberlin College, 1833-1890" (unpublished Master's thesis, Oberlin College, 1935), P. 5*

2 ^Ibid., pp. 6-7. 2 5lbid., p . 1 2 . 2 6 Ibid., p. 73.

2 7 Ibid,, p. lU. 2 8 Ibid., p. 1 5 . day, could be excused from exercises upon application to the committee. ^

That the faculty, too, was required to participate is indicated in the

Faculty Records which read:

Voted that the Faculty form a class in gymnastics to drill under Mr. Bruner at three o'clock on Monday, Wednesday, Thursday, and Friday. All members over three score and ten years of age were to attend at their option.30

Beginning in the fall of l88l, gymnasium classes became voluntary

interest waned and the Gymnasium closed its doors by flfey, 1882, only to be reopened the following y e a r . 3-*-

It would seem that the appearance of the enthusiastic Miss

Delphine Hanna as Director of the Women's Gymnasium during the fall of

1885 had much to do with finally establishing stability for gymnastic

training.

In June, 1888, the Faculty voted to appoint "F. W. Leonard as

director of the gymnasium at a salary of $20 per month and that Mr. T. D.

Wood be employed to take the measurements in the Men's Gymnasium at a

compensation of $50.

Interest in football had been limited, mainly because of the

inclement weather. There is evidence of games being played in l88l and

1886. An attempt was made to select a team and play a club from Wooster

29Ibid., p. 2 7 .

-^Faculty Records of Oberlin College, September 26, 1877*

■^Kinsey, "The History of Physical Education in Oberlin College, 1833-1890," pp. 31, 35*

^ Faculty Records of Oberlin College, June 6 , 1888. 75 on Thanksgiving Day in 1888, but this was vetoed by the Faculty. They 33 stated that it was "too barbarous a game to encourage."

The Oberlin College Bicycle Club was organized in 1883. A more successful club flourished in the fall of 1886 and held many races and 34 established a track on the grounds of the Athletic Association.

Cycling became a traditional activity on the campus and remains so today.

In 1902, the Faculty granted academic credit to students who elected one of the four optional classes in beginning or advanced physi­ cal training.^5 Thus, the service class program in the Department of

Physical Education at Oberlin College was firmly established.3^

In 1911, Glen Carleton Gray and John Herbert Nichols joined the staff as Instructors in Physical Training and Athletic Coaches, thereafter making the first year physical training course required and the assignment of qualified coaches with faculty status to the athletic teams possible.37

In a report to President King, Leonard expressed his willingness to encompass games and sports into Oberlin*s service class program as early at 1915* However, not until World War I were games and sports

^Kinsey, "The History of Physical Education in Oberlin College, 1833-1890," 198. 34 Ibid.

•^Oberlin College, Annual Catalogue, 1902-1903, p. 121.

^Fred E. Leonard, "Diary: 1902-1904," January 27, 1902. 37 Oberlin College General Faculty Committee Minutes, March 6 , 1911. included in the program and recognized as teaching "self-control, presence of mind, and strength of will"--long recognized values of 1 gymnastics.

The influence of the Navy V-12 program "which was in effect at

Oberlin during World War II was felt even after the war with physical 39 fitness the ultimate goal in the service class program.

In 19^6, the amount of physical education required was determined by physical proficiency tests (Cozen's General Athletic Ability Test) given at the end of each semester in the freshman, sophomore, and junior years. Successful completion of six semester hours or passage of the I|_0 test culminated the required work.

Official action was taken by the faculty in 1956 making physical education a two-year requirement with every student taking the same in sequence of courses, although a third year could be elected.

The college created a semi-elective system of physical education in 1962 to provide an opportunity for students to specialize as well as to gain experience in a wide variety of sports. The service class program stressed those activities that could best be utilized after graduation.

The intramural program provided vast opportunity for participation for the regular student body, and the intercollegiate games gave opportunity

^Frederick David Shults, "The History and Philosophy of Athletics for Men at Oberlin College" (unpublished doctoral dissertation, University of Indiana, 1967)? p* ^7*

39Ibid., p. 54. ^°Ibid., p. 55. ^ Ibid., p. 58. lip Ibid., p. 6l. 77 ho for those who excelled. J The college's reputation of providing for all students was an enviable one.

The growth pattern of Oberlin, in many respects, was similar to that of other institutions emerging during the nineteenth century. But one trait which distinguished Oberlin from other colleges was the recognition and advocation of physical exercise in some form by the college at its inception as manual labor and throughout its history.

John H. Nichols' significant contribution to this phase of

Oberlin's history will be discussed on the following pages.

Oberlin's Contribution to John H. Nichols and Physical Education

Dr. John H. Nichols' great contribution to the field of physical education and athletics has, in large measure, been wrought by the educa­ tional contribution made to him by Oberlin College, the professional scholars under whom he studied, and by the influential associations and friendships he made at Oberlin. These very same sources have, likewise, brought noble service to the physical education profession. The purpose of this chapter, therefore, is to provide a glimpse into the factors and lives of those people whose thinking and contributions have played such a significant role in the final determination of John Nichols' ideals and philosophy of physical education and athletics, as well as to the profes­ sion. This has been achieved by reviewing the growth pattern of the

Oberlin sports philosophy through the administration of the Oberlin

k-3 Personal interview with Dr. Iysle K. Butler, June 1965* 78 founders and presidents, Oberlin's physical education department leaders, and noted graduates of Oberlin who carried that philosophy to the profession.

The Contribution of Oberlin's Founders and Presidents

Oberlin1s contribution has been recognized in several ways.

First, Oberlin College has long been esteemed by educators and profes­ sional organizations throughout the country for the unique character of its philosophy. It is one of the few colleges whose entire history has been marked by a recognition of the need for physical development as well as mental development in the educational process. This is witnessed in the philosophies of all of the presidents who have served Oberlin from

Mahan to Carr, and even by John J. Shipherd, the founder of the college

in 1833 and director of its fortunes until the installation of the first president in 1835* His method of promoting physical exercise to maintain health was through the manual labor system. As Shipherd explained:

In the Oberlin Institute, prominence is given to the manual labor system. All its students, rich and poor, male and female, are required to labor four hours daily, little children, peculiar cases and Providence excepted. The principal objects of this are health bodily, mental and moral; the student support: and the formation of industrious and economical habits.^

Manual labor retained a prominent place in the educational scheme at Oberlin College through the Civil War.

The administration of Henry Churchill King (1903-1927) "was a

rewarding one for the Oberlin program in that it spanned critical years

John J. Shipherd, Circular: Oberlin Collegiate Institute, March 8, 183^• 79 in the development of the physical education and athletic departments and he met them with vigor and foresight. Shults has written:

. . . that he kept the importance of physical education before the minds of the faculty and friends of Oberlin, and that he gave imaginative physical educators continued support caused his philosophy towards sports to become Oberlin's philosophy.5

Charles W. Savage was brought to Oberlin as Director of Athletics ^ 46 and Associate Professor of Physical Training in 1906. His requests for faculty rank for athletic coaches, additional facilities and for a 47 separate athletic budget all met with Dr. King's favor. King also heartily endorsed the policy of giving academic credit to service class program participants.+ . . + 48

The major program in physical education for men was approved by

President King, the faculty, and trustees in 1904.^9 This event was of significant importance as it helped to give academic credence to physical education. Oberlin College was one of the first colleges in the nation to recognize the educational merits of physical education and the need to train teachers in this vital area.

In answering why he had come to Oberlin College, President Ernest

H. Wilkins (1927-19^-6), who had previously served as Dean of the College

^Frederick Davis Shults, "The History and Philosophy of Athletics for Men at Oberlin College" (unpublished doctoral dissertation, Indiana University, 1967), pp. l6l-l62.

^ Oberlin College Annual Report: 19°5> p. ^3-

^Shults, "The History and Philosophy of Athletics for Men at Oberlin College," p. 163. 48 Oberlin College Annual Catalogue: 1901-1902, p. 121.

^ Oberlin College Annual Report: 1903-190**u P* 1 ^ * 8o of Art, Literature and Science at the University of Chicago, ^ responded:

"Because it is coeducational, it is in the Middle West, and its adminis­ tration of athletics I can support so whole-heartedly, and it has no ..53- fraternities .

He was an advocate of a strong intramural program, and sought out the services of John H. Nichols in 1928 to singularly head up that phase of the sports program. Concerning intramural sports, he said: "Our program fully recognizes the value of athletic activity not for varsity men alone, but for all men in the college."'’2

President William E. Stevenson (19^-7-1959), like Ernest Wilkins, was a close personal friend of Dr. J. H. Nichols, as well as an outspoken believer in the Oberlin sports philosophy. He was the first of Oberlin's presidents to take an active interest in the affairs of the N.C.A.A. and other professional organizations, and was himself an athlete of some note. He represented the U.S. in the 1924 Olympics on a champion track relay team.*^

He expressed his philosophy of physical education and athletics in 1957 as follows: "Athletic programs on our campuses should be justi­ fied because they serve educational or recreational purposes and not because they make money or provide public entertainment."5^

^Information supplied by Mr. Murrow Schwinn, October 3, 1967. 53-Qberlin Alumni Magazine, XXIV (October, 1927), P* 17.

^Ernest H. Wilkins, "We Continue a Discussion," Oberlin Alumni Magazine, XXX (November, 1933), 56. CO "^Personal interview with John H. Nichols, £fey 19, 1965* 54 W. E. Stevenson, "Amateurism in Athletics," Oberlin Alumni Magazine, LIII (July, 1957), 166. 81

He was proud of the Oberlin program under Nichols1 direction and so stated in his article, "Amateurism in Athletics." Stevenson wrote that at Oberlin College the policy of providing athletics for all is an important factor in the wholesome total development of young men and young women. Coaches are recognized as fully qualified members of the faculty, gate receipts are negligible, the program is financed from the 55 academic budget and is under faculty control. ^

The topic of fitness received its first dramatic stimulus in

December, 1953> with the publication in the Journal of Health, Physical

Education and Recreation of the results of the Kraus-Weber tests on groups of American and European children. The national publicity resulting from these findings was largely responsible for the creation of The

President's Council on Youth Fitness.^

The mood of the period had shifted dramatically to the promotion of fitness, and in keeping with the times, Robert K. Carr, ninth presi­ dent of Oberlin College (i960), was a strong exponent of physical fitness development as well as for the provision of instruction in skills which would service the individual throughout life. In the Intramural Handbook, he wrote:

At the same time that the college student carries forward his search for intellectual and moral maturity, I believe that he should commit himself wholeheartedly to the development of a sound body and the acquisition of varied physical skills. I am convinced that the pleasures and satisfactions that the

Ibid. 56 Mabel Lee and Bruce L. Bennett, "This Is Our Heritage," Journal of Health, Physical Education and Recreation, XXXI (April, i960), 8 2 . 82

continued use of these skills can give a man throughout his whole life are not of a lesser order than those that are to be derived from intellectual pursuits and professional achievements.57

Since President Carr's arrival at Oberlin in i960, his adminis­ tration has strongly backed the up-grading of Oberlin's sports facilities to meet instructional needs. These additions have been an artificial ice rink, a three-hole golf course, two soccer fields, and three diamonds.5^

Each president in his own manner has supported physical activity in education. Of this fact Shults wrote:

Some favored manual labor, some preferred gymnastic exercise, and others welcomed athletics; some furnished athletic facili­ ties, some supplied trained leaders, and still others estab­ lished an athletic budget within the overall financial framework of the institution. All agreed that the body as well as the mind was involved in the educational process and that programs of physical education and athletics had a worthy place in insti­ tutions of higher learning.59

The Contribution of Oberlin's Sports Directors

The second major contribution of Oberlin College to Nichols 1 life and to physical education was in the early formulation of a sound physical education program and the provision of excellent leadership to serve that program.

Despite the fact that she was not immediately involved in the affairs of the men's gymnastic activities, Delphine Hanna influenced it greatly through her instruction and dissemination of ideas.

57 Oberlin College Handbook of Intramural Sports: 1965-66, p. 3*

[-Q Oberlin News Tribune, December 5> 1963> P* 6a. 59 Shults, "The History and Philosophy of Athletics for Men at Oberlin College," pp. 167-168. Prior to her arrival at Oberlin College in the fall of 1885,

Dr. Hanna had taught for ten years in public schools. During this period she became concerned with the physical needs and disabilities of her students and felt that through a study of physical training from a scientific viewpoint she might better serve their needs. This prompted her enrollment in Dr. Dio Lewis' summer program at Martha's Vineyard in

1884. He was one of the dynamic advocates of physical training during that time and his outstanding reputation caused Miss Hanna to question him as to where she could find a college which presented physical educa­ tion from a scientific basis. He surprisingly replied, "You don't need a scientific basis. People want to be humbugged.

She found greater satisfaction and learned more, especially about physiology, at Dr. Sargent's Private Normal School of Physical

Training at Cambridge, Massachusetts. She followed this training by taking lessons from a Boston physician for $5 an hour in "diagnostic and corrective prescription for spinal deviation.This experience served as the basis for her interest in orthopedic work, which she utilized throughout her career, and which she made a part of the curriculum at Oberlin College.^

She began her work there "convinced that a regimen of exercise was essential to well-being, if based on scientific principles." At

^"Pioneer Women in Physical Education," Supplement to the Research Quarterly. XXII (October, 194l), 646-652.

^Minnie Lynn, "Delphine Hanna," Journal of Health, Physical Education and Recreation, XXXI (April, i960), 51* 62 "Pioneer Women in Physical Education," pp. 646-652. 63 Lynn, "Delphine Hanna," p. 110. Oberlin, she examined the female students and grouped them into classes

for the year's program. Much of the data found in these examinations were processed for national research in education and medical science.

She also taught one small group of college men, in order that they might

in turn instruct classes of men students. Three of these students, and

in part due to her influence, were to become inspiring leaders in physi­

cal education and recreation work. They were Thomas Denison Wood, Luther

Halsey Gulick, and Fred Eugene Leonard. Dr. Wood once wrote: "J^y own

view of the importance, possibilities, and future of physical education

as a vital branch of education was largely opened up and illuminated by her instruction."^ It was, indirectly, through the words of Dr,

Leonard, that John Nichols was later to feel the Hanna influence on his

own thinking.

Minnie Lynn has written of Dr. Hanna: "By 1900, the original

one-year course had become a major in physical education open to candi­

dates for the A.B. degree. She is credited with establishing the first

four-year curriculum leading to a degree.

In 1925> the University of Michigan, where she received her M.D.

in 1890, selected her for membership in the Michigan Hall of Fame and she

was honored by her profession when she was named a Fellow of the American 66 Physical Education Association. For this she received the Honor Award.

Through study, teaching and by professional example, Delphine

Hanna gave impetus to the whole physical education movement around the

turn of the century.

6 b 65 Ibid. Ibid. 66 "Pioneer Women in Physical Education," pp. 651-652 . 85

Fred Leonard, as has "been noted, was a student of Delphine Hanna at Oherlin, and returned to Oberlin as its first Director of Physical

Education in I89I.

Early in his career, Leonard was primarily interested in physical education as a means of correcting bodily defects through gymnastic exercisesHe recognized a place for athletics in the program but felt them to be insufficient for the masses because (l) they attract the proficient, not the needy; (2 ) they have no corrective value; (3 ) they do not adapt to individual needs; and (4) they are lacking in careful supervision. 0

Leonard served under three presidents at Oberlin, and his philosophy was in complete harmony with theirs and that of the college in its endorsement of physical education as a means of providing toward total individual development. In 1915 > he wrote:

Mind and body are interdependent and what we have been calling physical training may, if properly applied, make direct and most important contributions to the intellectual, social, and moral progress of the child and youth.^9

Leonard has been credited with securing academic credit for participants in the service class programs, showing the way toward the construction of a new gymnasium which was finally completed in 1902 and

Frederick Davis Shults, "The History and Philosophy of Athletics for Men at Oberlin College" (unpublished doctoral dissertation, Indiana University, 1967), p* 168. 68 .. Fred E. Leonard, Physical Training in the Colleges, Journal of Proceedings and Addresses, 38th National Education Association, (Milwaukee, July, l897)> P* 910*

^Fred E. Leonard, "The Relation of Motor Activity to Health and Education," American Physical Education Review, XX (November, 1915)> 516. 86 was responsible "for the gradual acceptance of gymnastic exercise in place of manual labor and it was he who opened the door to games and sports by recommending the appointment of Oberlin's first director of athletics.

Dr. Leonard wrote extensively. His most famous book, A Guide to the History of Physical Education, was the profession's primary historical source for many years. Leonard was early recognized as one of the lead­ ing historians in the field of physical education.

He also was the man most responsible for molding the thoughts and philosophies regarding physical education in the minds of his students, many of whom became national leaders in the profession. Jesse Williams,

Jay Nash, John Nichols, Edgar and Edwin Fauver, and Dudley B. Reed, to name a few, became nationally prominent in the field.

Under Leonard's guidance, the physical education program at

Oberlin had attained what Dr. Dudley Sargent had described as the four essentials of an ideal situation: "a suitable gymnasium, properly equipped, with a well-qualified physician as instructor, and the program ii 71 accepted in the regular college curriculum.

Charles W. Savage (Oberlin, 1893).> whose direct influence as a teacher and coach to John Nichols, was an important one. His guiding friendship to Dr. Nichols, when both served Oberlin, Savage as Director of Athletics and Nichols as Director in Intramurals, will always be

TO „ Shults, The History and Philosophy of Athletics for Men at Oberlin College," p. 168. 71 Robert J. Keefe, "Physical Education at Oberlin College" (unpub­ lished Doctor of Education dissertation, Teachers College, Columbia University, 1952 )> P* 65- 87 cherished by Dr. Nichols. In reminiscing on Savage and his work at

Oberlin, Dr. Nichols has said: "He was a man of high ideals, stern but 72 fair, and always conscious of the Oberlin image in all he said and did."

Mr. Savage took an active role in the work of the national pro­ fessional organizations, especially the National Collegiate Athletic

Association. Speaking before that body in 191^ and deploring the growth of professionalism in college athletics, he said: "The blame for the situation in the last analysis must rest upon the college authorities.

Because of their lack of insight and foresight, we are where we are."^

Shortly before his retirement in June, 1935> Mr. Savage summarized his efforts and the contribution of Oberlin to the profession in an article entitled "Oberlin College Athletics." He wrote:

Oberlin College has come to be widely recognized for its conduct of sports--sports for sports sake, for the love of the contest, and for the good of the . . . students, and not for any ulterior motives . . . Oberlin's athletic policy . . . for over a quarter of a century has been merely one of simple, downright honesty, the acceptance of the students as they come to the college and the development and training of them to the best of our ability with the facilities, staff and time avail­ able. This does not sound like a distinctive procedure, and yet by contrast Oberlin has achieved nationwide reputation for the idealism of her athletic policy.^

Personal interview with John Herbert Nichols, August 7 , 1966. ■70 ,JC. W. Savage, "The Professional vs. the Educational in College Athletics," American Physical Education Review, XX (April, 1915) 191. lb C. W. Savage, "Oberlin College Athletics," Oberlin Alumni Magazine, XXXI (tfeirch, 1935); 172. 88

Savage, like Delphine Hanna before him, was a recipient of the

Honor Award of the American Physical Education Association for dis­

tinguished service to the profession. 75

Whitelaw R. Morrison (Oberlin, 1910) succeeded Dr. Leonard as

Director of Physical Education and served in that capacity until his

retirement in 1953* Nforrison was not a dynamic individual, but one dedicated to his work especially in the area of health education. He

saw value in competitive athletics as an opportunity to practice health

standards and as a practical learning experience which can be applied

throughout life.

In an address presented before an annual gathering of members of

the College Physical Education Association, Morrison spoke of the variety

of learning evidenced in physical activities. Technical skills were an

obvious outcome as well as learning involving matters of diet, sleep,

self-protection, and physical conditioning. But he also spoke of a third

body of learning more indirectly associated with activity such as the

influence on the participant by teachers, opponents, teammates, spectators

and the way the activity is conducted. He said:

All of these play a part in fashioning the fundamental emotional patterns. One's future conduct in matters per­ taining to speech, manners, self-discipline and other acts of sportsmanship are determined in no small degree by the habits and attitudes on the play field.77

75 "Honor Award Recipients--1931-1960," Journal of Health, Physi­ cal Education and Recreation, XXXI (April, i960), 99* 76 Personal interview with John Herbert Nichols, May 19, 1985* 77 W. R. Morrison, "Can Physical Education Contribute to the Cul­ tural Education of College Men?" Proceedings of the ^-3rd Annual Meeting of the College Physical Education Association (New York, December 28-29, 1939), PP. 120-121. For his faithful service to the profession, W. R. Morrison also was the recipient of the Honor Award.

Even today the influence of Hanna, Leonard, Savage, Morrison and

Nichols can be recognized in the Oberlin philosophy. This is evidenced in the thinking of I

I assume that any activity conducted by an educational institution is conducted because it contributes to the edu­ cational purpose. The purpose of athletics, therefore, would not be to entertain, or for publicity, or to raise money, but simply to educate.79

Of interesting significance regarding all of the directors of physical education and athletics at Oberlin is the common denominator of all having been Oberlin students and graduates and all active in the application of their philosophy in their work and exposing and defending those views nationally. All were instrumental, too, in training future leaders in physical education and athletics who accepted, developed and Oa publicized the Oberlin philosophy across the nation.

^®Shults, "The History and Philosophy of Athletics for Men at Oberlin College," p. 176 .

^National Collegiate Athletic Association 1962-1963 Year Book (The Association, 19^3), p. 2^9.

Q A Shults, "The History and Philosophy of Athletics for Men at Oberlin College," pp. 177-178. The Contribution of Oberlin’s Graduates

Oberlin's third contribution to the profession has been in the form of the quality of its products--the students trained in the Oberlin tradition, who have left a strong impression and unparalleled record within the profession. The impact of the impression made by these men was also felt by Dr. Nichols and affected his attitudes and actions throughout his professional and personal life.

Ihe most celebrated of the Oberlin men who have distinguished themselves and their alma mater by the awesome contributions they made in the infant years of the profession are Luther Halsey Gulick and Thomas

Denison Wood. It should be remembered that Oberlin was one of only a few institutions around the turn of the century which offered a preparatory course in physical education and that the number of people serving the profession then was far less than is the situation today. But this should not detract appreciably from the accomplishments of these two men who served their associates and varied interest areas within the profes­ sion so nobly.

Thomas Wood began his work in physical education as a student instructor in the Oberlin gymnasium during his junior and senior years.

After graduation, he took up his medical studies at Columbia University, directed the Department of Physical Education and served as College

Physician at Stanford University for nine years. Returning again to

Columbia, he served as chairman of the department until his retirement

Oberlin College General Faculty Committee Minutes, March 2k, 1886. 91 82 in 1932. At Columbia, Wood established "the first graduate work in health and physical education, the first professorship in health educa­ tion, and the first school health program."^

Wood advanced the concept of the unity of mind and body and demonstrated how this unity could be established through a creative pro­ gram of physical education. Wood's ideas concerning the shortcomings of gymnastic exercise and the strength of creative expression in sports Alt competition were among the first to be expressed on this issue.

In Selections from the Addresses of Thomas D. Wood, the Wood philosophy was brought out clearly, as follows:

Physical education is the contribution made to the com­ plete education of the child in preparation for life by the fundamental psychomotor activities including play, games, athletics, gymnastics, dancing . . . , dramatic activities, swimming, hiking, camping . . . , and similar p r o g r a m s ,°5

Dorothy LaSalle, in summarizing Wood's contributions, wrote that the profession is indebted to him for

. . . his definitive statements that physical education contributed to social, emotional, and intellectual growth as well as to the physical; his battle to establish programs of physical education appropriate to democracy; his vision of the role of physical education in child development; his teaching that physical education should be objective in emphasis rather than subjective . . . his crusade to have school administrators accept their responsibility for the

82 Arthur Weston, The Making of American Physical Education (New York: Appleton, Century, & Crofts, 1 9 6 2 ), p. 150.

83Ibid.

Shults, The History and Philosophy of Athletics for Men at Oberlin College," p. 185. 85 Selections from the Addresses of Thomas D. Wood (New York: Teachers College, Columbia University, 1932), p. 92

promotion of child health . . . his belief that teachers of physical education and health education should have the og same basic foundations in education as other teachers . . .

Wood's college roommate at Oberlin, Luther Gulick, after deciding on a life work in physical education, left Oberlin to study under Dr.

Sargent in Cambridge, Massachusetts. In search of a more practical education, he left Sargent's school to serve as Superintendent of the

Gymnasium of the Y.M.C.A. of Jackson, Michigan for one year.®?

In partnership with Robert J. Roberts, he conducted a summer school for gymnasium directors at Springfield, Massachusetts, while he QO completed his medical studies in New York.

In 1889, he returned to as the director of physical education where he originated the YMCA inverted triangle with its motto, "spirit upheld by body and mind."®^

Jay Nash has written that Gulick's life was filled with many varied achievements. Among these were his service as principal of Pratt

High School in Brooklyn, his directorship of physical education for the

Greater New York City public schools, his development of the Public

Schools Athletic League, his leadership as president of the American

Physical Education Association, his teaching of philosophy of play at New

^Dorothy LaSalle, "Baomas Denison Wood," Journal of Health, Physical Education and Recreation, XXXI (April, i960), 118. 87 , Fred E. Leonard, Pioneers of Modern Physical Training (New York: The Physical Directors Society of the Young Men’s Christian Asso­ ciation of North America, 1910); p* 85 .

^ J a y B. Nash, "Luther H. Gulick," Journal of Health, Physical Education and Recreation, XXXI (April, i960), 60. 93

York University, his founding of Camp Fire Girls, Inc. and the camp program for girls at Sebago Lake, Maine, his founding and early adminis­ tration of the Playground Association of America later to become the

National Recreation Association, and his association in the founding of 90 Boy Scouts of America.

Nash wrote that the basis of the Gulick philosophy was that "Play is an attitude,and Gulick defined play as "what we do when we are free to do what we will."9^

He expressed this philosophy in his writings and in his deeds, and in so doing, left a rich heritage to the profession of physical education.

Memorializing his contribution to physical education, the

Physical Education Society of New York City created the Gulick Award, and for his services to the profession, he was named the first recipient. 93 Thomas D. Wood received the award in 1925• The Gulick award is recog­ nized within the profession as its most prestigious award.

Both Wood and Gulick will best be remembered for advancing the idea of unity of mind and body while those about them were teaching the traditional programs aimed at developing strong bodies through formal gymnastic exercise.

9°Ibid., p. ilk. 91Ibld., p. 6 0 .

^Luther Halsey Gulick, A Philosophy of Play (New York: Associ­ ated Press, 1920), p. v. 93 "Awards for Outstanding Service Presented by the American Association Health, Physical Education and Recreation," Journal of Health, Physical Education and Recreation, XXXI (April, i960), 98. 9k

They advocated recreational games and athletic sports as the means for realizing their objectives and created a new dimension which was taken up and championed by two other out­ standing Oberlin graduates twenty years their junior.9^

Jesse Feiring Williams won recognition while a student at Oberlin as a public speaker, actor, athlete, physical training instructor and coach.95 He and John Nichols were football teammates during one season at Oberlin.

He completed his medical studies at Columbia University where he Q 6 accepted a full-time faculty appointment after graduation.^ When Dr.

Wood retired in 1932; Williams was appointed to the Chairmanship of the

Department of Health and Physical Education.

Williams, in reflecting on Oberlin's influence on his life, credited President Henry Churchill King as being the first to awaken him to the fact that body and mind were not separate, but vital aspects of a 97 total being. He singled out Leonard, too, as the man who made him 98 most aware of physical education's vast potential.

Williams' greatest contribution to the field has been through writing, speaking, and in his training of excellent students. He has written extensively and so shared with the profession his well known philosophy of physical education— "physical education is education

9k Shults, "The History and Philosophy of Athletics for Men at Oberlin College," p. 188. 95 W. R. Morrison, "Jesse Feiring Williams," Oberlin Alumni Magazine, XXIV (April, 1928), J. 96 Dorothy Ingram, "Jesse Feiring Williams; His Life and Contri­ butions" (unpublished doctoral dissertation, Texas Women's University, 1963), p. 52. ^ Ibid. 9®Ibid. t pp. 95 through the physical." Of this philosophy, he wrote:

Modern physical education with its emphasis upon education through the physical is based upon the biologic unity of mind and body. This view sees life as a totality . . . it sees physical education . . . as a way of living and seeks to con­ duct its activities so as to set a standard that will surpass the average and commonplace. There is in such a view something of the loftier virtues of courage, endurance, and strength, the natural attributes of play . . . and through it all the spirit of splendid living . . . so much desired by each individual.99

Dr. Williams was honored for his tremendous contributions to physical education by being given the Luther Halsey Gulick Award in 1939 and by Oberlin College with an Honorary Doctor of Science degree-'*^ in

1953 •

Jay B. Nash, like Williams, was a recipient of the Gulick Award in 19^0 as well as the Clark W. Hetherington Award for Outstanding Service presented by the American Academy of Physical Education.

He, too, participated in athletics and drama as a student at

Oberlin and was described in Hi-0-Hi as follows: "His ready speech 10p poured constantly." Nash was an eloquent speaker and through this media made much of his contribution.

After graduating from Oberlin, Nash served the city of Oakland,

California as Director of Physical Education and Superintendent of

Recreation. Following this experience, Nash became State Director of

^Jesse F. Williams, "Education Through the Physical," Journal of Higher Education, I (May, 1930), 279*

^•00Shults, "The History and Philosophy of Athletics for Men at. Oberlin College," p. 190. 101 , Jay Bryan Nash, Recreation: Pertinent Readings (Dubuque, : William C. Brown Co., 1965), p. vi. 102 Oberlin College Hi-0-Hi, 1912, p. 6 6 . Physical Education for the state of California. A year after earning his

Doctor of Philosophy degree from New York University in 1929> Nash became

Chairman of the Department of Physical Education and Health at New York

University

Dr. Nash was the author of many hooks and articles, and served his profession as president of the American Association of Health, Physi­ cal Education, and Recreation in 19^2-43

Nash expressed his philosophy in terms of four major objectives and labeled them as follows: "(l) Organic development, (2) Skill or neuromuscular development, (3 ) Interpretive development, and (4) Emotional development. "^5

John Nichols has listed both Nash and Williams--teammates, friends, and fellow students— as having been vital forces in the formula­

tion of his own plans for a career in physical education.

Arthur Weston has written that Jesse Williams, along with Jay

Nash, carried forward the progress in the new physical education 107 "initiated by the great trinity of Wood, Hetherington and Gulick."

Four of these five men studied at Oberlin College and their thinking

spread nationally expressed Oberlin’s philosophy.

103 , Arthur Weston, The liking of American Physical Education (New York: Appleton, Century and Crofts^ 1962), p. 256. 104 "Association Presidents Through the Years," Journal of Health, Physical Education and Recreation, XXXI (April, i960), 65 .

^■^J. B. Nash, Physical Education: Interpretations and Objec­ tives (New York: A. S. Barnes and Co., 19^8), PP- 15-16. 106 ^ Personal interview with John Herbert Nichols, August J, i960. 107 0 Weston, The Making of American Physical Education, p. 218. 97

The list of other Oberlin graduates who have left an indelible mark on the profession and through working relationships have influenced

John H. Nichols is a long one. Three of these men, because of their close relationship to Dr. Nichols at Camp Pemigewassett in New Hampshire, will be discussed on the following pages.

One of these men was Dudley B. Reed (Oberlin, 1903); who from

1920-1922, served as President of the American Physical Education Associ­ ation, marking the first time the presidency "moved away from the Eastern seaboard." Under his leadership "a new constitution was adopted which made a real attempt to meet the needs of a geographically expanding

. .. „108 organization.

The profession was realizing a growing enthusiasm for testing and measurements in evaluating skills and progress during that period and Dr. Reed was quick to recognize its importance, but warned against forgetting "the immeasurable elements of human nature*" He added:

The greatest things in human experience and the most real are the least tangible. The weight of your mother's love would not cause your balance beam to quiver. The patriotism of a boy in khaki is not measured in foot pounds. The calorimeter will not record the beauty of a sunset on a mountain lake . . . your tape is not long enough to encircle happiness nor your calipers accurate enough to evaluate the grief of a child with a broken toy. But such are the things that make up life . . . To forget individual human nature in the lust for figures is to handicap ourselves in the face of opportunity . . . In certain respects those of us who are teaching athletic teams are the best educators of us all. We know that the best results are not obtained by treating all individuals by rule of thumb.

1°8 Mabel Lee and Bruce Bennett, This Is Our Heritage, Journal of Health, Physical Education and Recreation, XXXI (April, i960), 53* 109 Ibid., p. 55. 98

Dr. Nichols has said of Dr. Reed, "In life at Camp Pemigewassett, at the University of Chicago, where he headed up the physical education program and health service, and in his professional relationships, Dr.

Reed's credo was always his concern for the individual.

The Fauver twins, Edgar and Edwin (Oberlin, 1899)3 left their mark upon physical education through their efforts in the professional organizations of physical education and athletics, in teaching and administrating.

They began their professional careers at Oberlin as coaches for the various sports after their graduation, then attended Columbia

Medical School where they received their medical degrees.

Edgar Fauver was Chairman of the Department of Physical Education at Wesleyan University for many years while Edwin Fauver served Princeton

University and Rochester University in a similar capacity.^'*'

Like Dr. Reed, "Doc Gar" and "Doc Win" as they were affection­ ately called at Camp Pemigewassett, were founders, owners, and directors of that camp from its inception.

Co-owner Nichols has said of the Fauver brothers: "Their devo­ tion to helping young people, and the contribution they made because of

•^^Personal interview with John Herbert Nichols, August 7, 1966. Ill Personal interview with Alfred Fauver at Camp Pemigewassett, August 18, 1967* 99 IIP that devotion will never accurately be measured." Both were recipients of the Honor Award in 1936.

Obviously, Oberlin College's contribution to physical education and athletics has been a magnanimous one. But it has been a natural one in light of its historical emphasis on needs physical as well as mental, of its early recognition of the value of physical training and exercise within the educational framework, and of its provision of sound leadership within the department which trained capable leaders to serve the varied areas within the profession.

As Director of Intramurals

In 1928, at the invitation of the newly appointed President of

Oberlin Ernest H. Wilkins, John Nichols returned to Oberlin with the prime responsibility of bringing strength to the intramural program. At that time, the major program was strong, as were the physical education instructional program and the intercollegiate program; but intramural athletics were floundering badly.

John Nichols had grown with the intramural movement in the United

States. While he was head of the physical education department at Ohio

State University he had seen the period in its growth when the emphasis was on numbers and statistics. "A sport for every student and every student in a sport" was an accepted slogan in the early years of the twentieth century.

Personal interview with John Herbert Nichols, August J, 1966.

H 3 it Honor Award Recipients, Journal of Health, Physical Educa­ tion and Recreation, XXXI (April, i960), "99"* 100

Dr. Nichols recalls that at an early Western Conference intra­ mural meeting, "The competition for the biggest participation figures was

intense and sometimes bitter.He was familiar, too, with the "intra­ mural hardware" period which followed, with plaques, ribbons, certifi­

cates and trophies being given as incentives. This era also brought

forth the elaborate all-year point systems to heighten the appeal to

clubs and fraternities. Dr. Nichols wrote:

Points were awarded for entering, for appearing on the field, for pitching a horseshoe, for winning a contest, for scholarship, for sportsmanship and for taking a bath. The programs began to show signs of over-promotion. The pressures on members of organizations to enter and participate became heavy, chiefly due to the desire of fraternities to be at the top in the all-year standings. Bookkeeping became the principal occupation of the intramural staff .^5

Within a short time, intramural directors became publicity con­

scious and many were constantly seeking out new devices to win public

attention. Some believed, as did Dr. Nichols, that the intrinsic worth

of intramural programs would have been sufficient "without quite so much

ballyhoo.

Because of his knowledge of the drawbacks in the growth patterns

of the intramural movement and because of his experience in this area in

his professional years at Ohio State University, Dr. Nichols was the

logical choice of Oberlin College to head up the program there.

President Wilkins and Athletic Director Charles W. Savage, as

well, were eager to have the intramural program upgraded in order to

"'■^John H. Nichols, "Intramural Contribution to College Program," Proceedings of the 55th College Physical Education Association Meeting (Chicago, December 29, 195l)> P* 35*

115Ibid., p. 38. ll6Ibid. provide a richer experience for more men in athletic endeavors. Presi­ dent Wilkins approved an increased budget for this division of the department's program. As a result, the intramural sport opportunities were vastly expanded and the student interest and participation increased tremendously.

Dr. Nichols brought to Oberlin many innovations in the way of broadening the intramural sports program. He immediately inaugurated a student managerial system which had proven very effective in the program which had come under his direction at Ohio State University. These student managers were immediately responsible to the director, but did much of the planning and organizing themselves. Dr. Nichols said:

They received a tremendous amount of training in leader­ ship and organizational procedures. It took a great deal of time, but it was arranged so that three different managers and their assistants were responsible for the duties for each season--fall, winter, and spring.11-8

The managers would start as freshmen and when they became seniors, they assumed senior manager positions with additional responsibilities. An award system was established, too, in which participants received the ribbons and in group sports a rotating trophy. Managers received a varsity letter with an "M" on it. Other men on the staff helped to train these managers in rules of officiating and other necessary facets of sports. For example, the basketball coaches helped in training managers who would be working with that sport.^^^

117 John H. Nichols, "Oberlin College Sports Program," The North Central Association Quarterly, XXVII (April, 1953)? 37^-375*

^^Personal interview with John H. Nichols, May 19? 1965* 102

In the spring of 1929* his first year back at Oberlin, Professor

Nichols decided to hold an Intramural Festival. This event became an annual affair, and included a band concert as well as the presentation of award ceremonies.'*'^ (See Appendix M.)

Two former students paid tribute to the Nichols' program of intramurals in a testimonial letter to Dr. "Nick." Robert Kellar stated:

I was a pretty clumsy, physically self-conscious and unskilled freshman. When I graduated, I found I had somehow become enough interested in the program to take Physical Education courses all four years. I was not an athlete, but I became comfortably coordinated physically and developed a few skills beyond the average while enjoying active participa­ tion in many.121

George Vradenburg added:

As I read of the panty raids, goldfish swallowing competi­ tions, beer busts, etc., that seem to garner the spotlight so much these days, I think of the intramural program at Oberlin as a good example of what could and should be done as a natural antidote.122

Within a few years, he had received wide national acclaim for the

outstanding program in intramural sports which he had been so instrumental

in creating at Oberlin. He was often called upon in association meetings

to review his thoughts on intraraurals to the delegates and write on same

for professional periodicals.

At a meeting of the College Physical Education Association in

Chicago in 1951* Dr. Nichols outlined what he felt were the two great

^^Personal interview with Dysle K. Butler, June 1965. 121 Testimonial letter from Robert Kellar to Dr. Nichols, April 22, 1955. 122 Testimonial letter from George A. Vradenburg, Jr., to Dr. Nichols, April 23, 1955- 103 contributions of intramural sports to education. He stated one unique and important service which only intramurals can provide is the oppor­ tunity for every student to "experience fun in competitive games and physical recreational activities." Other extracurricular activities provide leadership opportunities and other services provide for health and exercise, but only the intramural program offers to all students on a voluntary basis and under actual game conditions, the activities in which they have received instruction in the basic physical education 123 program. J

The second contribution is in the intangible area of social values.

The chance to meet and compete with others is vital to the happiness and well being of most college students. There is more accomplished in the field of mental hygiene and social adjustment through the intramural recreational activities than by all the theory courses offered and all the psychiatrists consulted. Many students frustrated and disappointed through their failure to make the varsity teams or failure in other fields of endeavor, secure here their satisfaction, recognition and sense of belonging.

In April 1937 > at the American Physical Education Association meetings, Dr. Nichols presented an address entitled, "The Coordination of the Intramural and Required Program in Physical Education." In this speech, he clearly outlined what he felt were the needs for such coordina­ tion. These typified his thinking in this area and helped to give insight to the success of the Oberlin program.

The first step in coordinating the intramural program and the required program which Dr. Nichols recommended was to maintain "one

123 Nichols, "Intramural Contributions to College Program." 12k Ibid. 104 unified integrated department," including the required, intramural, inter­ collegiate, and teacher training programs under one administrative head.

If this director possesses a clear conception of the role of physical education in the educational format, then

. . . no phase of the work will be slighted at the expense of another and functionally it will be very difficult to tell where one leaves off and the other begins. Each of these divisions has its special and unique contribution, but each supplements and strengthens the o t h e r . 126

He emphasized that of vital importance, too, in the coordinating of these two divisions is to have both financed through the college in the regular physical education budget, because the intramural program "is an integral part of physical education, contributing to the education of every student."126

A third step in coordinating these two segments of physical education, as well as the intercollegiate and teacher training divisions, is to enlist all staff members, including all coaches, to assist in the intramural program through the supervision of coaching, training of student officials, teaching of game techniques and by displaying an interest and enthusiasm for the whole program. Such staff interrelation­ ships will work only, continued Dr. Nichols, if the salary of the coach is paid entirely by the college and, "he definitely realizes that his 127 success and advancement depend partly on this work."

125 •Vohn H. Nichols, "The Coordination of the Intramural and Required Program in Physical Education," Proceedings of the American Physical Education Association Meeting (April, 1937)> P* 1* 126t, . , _ 127tv.j Ibid., p. 2. Ibid., p. 3* 105

At Oberlin, under the guidance of Dr. Nichols, this flexible type of organization with cooperation in all divisions has aided- all phases, especially the required and intramural work. Dr. Nichols added:

It makes for appreciation and understanding of all phases of the work by the staff and it is stimulating to their growth and development and increases their opportunities for advance­ ment to other institutions and in their own department. They do not have all their eggs in one basket.

It is important, also, that under the physical education depart­ ment administrative head, an individual whole-heartedly interested in the intramural division be primarily responsible for planning and promoting the program.

Dr. Nichols has repeatedly emphasized the need for close con­ nections between all phases of the overall program. He saw a definite enrichment in the varsity program of athletics resulting from develop­ ments achieved in intramural groups. In soccer, for example, the varsity team at Oberlin was selected from the three upperclass teams after a 129 round robin intramural schedule during the first month of play. This procedure in selecting varsity teams was carried out for only a few years.

He felt that a strong instructional program in physical education

should teach sports skills shortly before those sports start in the

intramural schedule. And that the instructional periods should be made, as far as it is possible without destroying interest or making it tedious and monotonous, a teaching period and less of an exercise period. He

L28Ibid. 129 Personal interview with. John H. Nichols, April 25, 19&5 • 106 said: "Voluntary, intramural and intercollegiate activities should be 130 depended on to provide most of the exercise."

Although Oberlin has not attempted co-educational experiences in intramural sports, Dr. Nichols feels that it could be successful, because

"we have tried . . . having co-educational required physical education classes in square dancing and folk dancing and it has worked out very successfully.

Between 1928 and 1935 at Oberlin, when Dr. Nichols was directly responsible for the intramural program, freshmen and sophomore students in the required classes were permitted to take a "physical ability" test, composed largely of natural activities. Those who passed this test were permitted to elect an intramural or varsity activity. The intramural elective activities at that time were soccer, boxing, wrestling, fencing, tumbling, gymnastics, football, baseball, track, cross country, tennis, basketball and swimming.

At the 1936 convention of the College Physical Education Associ­ ation in New York, Dr. Nichols presented an address on "The Principles of

Organization in Intramural Athletics." In it he offered some pertinent

ideas to the delegates on the operation of an intramural program in small

colleges. He naturally drew from his own experiences at Oberlin and

"^^Nichols, "The Coordination of the Intramural and Required Program in Physical Education," p. 6 . 131 Personal interview with John H. Nichols, April 25, 19&5* 132 Nichols, "The Coordination of the Intramural and Required Program in Physical Education, p. 8 . 107. gave a listing of fourteen principles, which if followed in structuring an intramural program, would provide for each student in his physical, emotional and social development.

Nfeiny of these have been discussed, but several more show the intensity and desire which Dr. Nichols put into his work with intramural

sports. For example, he stressed to the delegates in his ninth principle,

"As a protection to yourself, the boy, and the college . . . insist on a

thorough and complete health examination before participation each year."133

He pointed out the need for consideration to the handicapped

students, the faculty, and even townspeople where it is possible, for

inclusion in the intramural structure. Because his philosophy was geared

to the belief that recreational opportunities are for all students, he

advised against having scholastic eligibility requirements for

participants.

That, under Dr. Nichols' leadership, the intramural program was

excellent is borne out in the fact that many colleges patterned their own

programs, either in part or in total, on the Oberlin design; and in the

fact, that relatively few changes have necessarily been made to Dr.

Nichols' original outline during the years that followed.

In his outspoken support of intramural athletics, Dr. Nichols has

made one of his major contributions. He truly felt that intramurals

provided the real carry-over test for the required program and gave

■^^John H. Nichols, "Principles in the Organization and Adminis­ tration of Intramural Athletics," From the Proceedings of the IfOth College Physical Education Association Meeting (New York, December, 1936), p. 6oT opportunity to continue and perfect those sport skills in which an inter­ est was aroused in the required classes. He believed that if during involvement in the required program and intramural experiences students have no- been able to develop some interest and skill in one or two sports that will carry over into adult life, "Something is wrong with our 13^ program and teaching."

Little has been said of student appreciation of Dr. Nichols' efforts in this area, but evidence of gratitude appeared in an editorial in the student newspaper entitled, "Intramural Department Outstanding in

n c Oberlin Physical Education Program." J In it, Lucien Morris, a student, wrote simply, "Dr. John Herbert Nichols has built up a very strong department."^36

The high respect which other professional physical educators and former students had for the program at Oberlin serves as favorable testimony to Dr. Nichols' firm conviction that a program which brings educational and recreational opportunities to all men is a sound one.

As Oberlin's Director of Athletics

Mr. Charles W. Savage retired in June of 1935 as Oberlin's

Director of Athletics and was succeeded by Dr. John H. Nichols. Dr.

Whitelaw Reid Morrison continued to serve as Director of the Men's

Gymnasium and Dr. Gertrude Moulton was Director of the Women's Gymnasium.

13^ Nichols, "Coordinating the Intramural Program with the Required Program in Physical Education," p. J, 135 Lucien Morris, "Intramural Department Outstanding in Oberlin Physical Education Program," The Oberlin Review, LXII (September 20, 1933), 2 . 109

Dr. Nichols' preparation for this task had a broad base which included seven years as the supervisor of the intramural program at

Oberlin, twelve years of professional service as a leader in physical education at Ohio State University, preceded by four years of medical training at the University of Chicago and one year's coaching experience at Oberlin College. He took the position, not as a neophyte groping with each new problem, but as a seasoned veteran brimming with ideas and beliefs, and with a desire to provide the best for Oberlin College.

The 1930's brought to the profession some sweeping changes.

These paralleled changes which were occurring to all Americans following the drastic Depression. Not the least of these was the merger of the

Pentathlon and the American Physical Education Review into the Journal of Health and Physical Education. It helped give to the profession a solid front, a common media for the dissemination of news at every level and to all corners of the country. 137

This event contributed to a greater awareness and stimulated interest throughout the nation to the work and accomplishments of many professional committees and organizations. Dr. Nichols saw in these organizations a climate to listen, to learn, and be heard.

The twenty years which he served as Athletic Director and after

Dr. Morrison's retirement, as Athletic Director and Department Chairman, therefore, were years devoted not entirely to Oberlin College but to the profession as well. These years saw also affiliation and active

137 Mabel Lee and Bruce L. Bennett, "This Is Our Heritage," Journal of Health, Physical Education and Recreation, XXXI (April, i960), 110 leadership in the N.C.A.A. and its associated committees, the College

Physical Education Association, the Ohio Athletic Conference, the Ohio

College Physical Education Association, other professional organizations, and as an appointed Civilian Consultant to the Special Service Division of the European Command at the close of World War II.

As Oberlin's Director of Athletics, Dr. Nichols' major concerns focused on living the Oberlin philosophy in which he strongly believed and maintaining an athletic program within an educational sphere. His philosophy was born of the traditional Oberlin sports philosophy as clearly outlined by President King and nurtured by directors Leonard and

Savage before him. Nichols' philosophy will be reviewed on the following pages.

Nichols' Philosophy of Physical Education and Athletics

One of the early challenges facing Dr. Nichols in his position as athletic director was some student unrest centering around a student editorial first appearing in the Olympian, a student publication, and the mediocre showing of the football squad of 1935• The team was riding a rocky road with few victories to show for their efforts. A rather small minority of the student body was finding it difficult to swallow their pride. In fact, the panacea suggested by Atlee Zeller, a student leader and former member of the football team, for Oberlin's athletic situation was to limit the intercollegiate athletic program to a few sports and Ill to concentrate on intramural athletics or offer the proper inducements to outstanding athletes

answer is unqualified, No I to either one of these sugges­ tions," responded Dr. Nichols.^39

Dr. Nichols, however, perceived in this situation an opportunity to review the Oberlin College philosophy concerning physical education and intercollegiate athletics. He laid his view firmly on the line and with impeccable logic before the student body assembled in Finney Chapel in November, 1935> Dr. Nichols stated:

Oberlin has gained the respect of thinking people as being an institution where athletics are in keeping with the highest standards of sportsmanship not only in the actual playing of the game, but in the methods used in preparation for the game. In spite of this, our record over the past ten years is one that any institution may be proud of. We have won ... ^6 per cent of all Ohio Conference games.

Dr. Nichols also discussed the role of leadership which Oberlin represented in educational athletics, having been among the first schools to appoint a director of physical education and athletics as a full-time faculty member, directly responsible to the college administration, as well as being among the first to organize an inclusive program of physi­ cal education and intramural sports. He continued by saying that

Oberlin has taken its stand with "those schools" that are trying to conduct football as a game and a sport,

138 Atlee Zellers, "Oberlin Football," The Oberlin Alumni tfega- zine, XXXII (December, 1935); 6 . (Reprinted from an editorial in the Olympian, undergraduate literary magazine.)

"^John H. Nichols, "Football--Past and Future," The Oberlin Alumni Magazine, XXXII (December, 1935); 8 . iko John H. Nichols, "Dr. Nichols Discusses Athletics in Colleges," Oberlin News Tribune, VI, November 8 , 1935; PP* 1; 8 . 112

accepting those students who are attracted to it because of its educational reputation.l^l

As a solution to Oberlin's plight, Dr. Nichols proposed that

Oberlin maintain athletics relations with liberal arts colleges of similar enrollment and of high academic and athletic standards despite the additional expense involved. As a basis for his proposed policy, he said:

Equality in competition is the foundation upon which satisfactory sport relations must be built. Sport is enjoy­ able or satisfying to the participant or spectator only when the team of individuals are somewhere near equal in ability.

That his proposal was fulfilled is evidenced in the Oberlin foot­ ball schedules for the following seasons. For example, between 1936 and

19^2 such schools as Rochester, Allegheny, Hamilton, Swarthmore and the

University of Chicago dotted the Oberlin Schedule. Ohio schools like 1^3 Denison, Kenyon, Case and Wooster continued to be worthy opponents.

Dr. Nichols’ unique strength as the leader of the Oberlin program and as a leader in professional associations, as well, rested in his philosophy of physical education and athletics. He has stated that this philosophy came about through

. . . an absorption of the general philosophy of Oberlin as stated by Dr. Henry Churchill King in his inaugural address, and carried out by Dr. Leonard and Mr. Savage and other men whom I respected in the field like Luther Gulick, Thomas Wood, Clark Hetherington, Jesse Williams and Jay Nash.^^

1^"1._, t 1 1^2 , n Ibid., p. 1. Ibid., p. 8 .

^^Information supplied by Mr. William Grice, current football coach at Oberlin College, October 16, 1966. 1 ^ Personal interview with John H. Nichols, August 7, 1966. 113

Understandably, all but Hetherington had attended or graduated from

Oberlin College.

That Nichols' own philosophy of physical education and athletics blended fully into that of the college and its leaders is recognized in some statements made by him to the Society of Directors of Physical

Education in Colleges. He said:

Physical education is the broad foundation for develop­ ing skills and interests; intramurals offer to all the chance to use these skills in competitive activities; and inter- collegiates are the peak of this athletic pyramid, giving the superior few the opportunity for the keenest type of competition .^5

Dr. Nichols summarized his beliefs in 1953 in a talk before the

North Central Association. He stated:

After faculty service for forty years, as a teacher, coach, and administrator in three institutions . . . it is my deep conviction that the only realistic approach for an educational institution is the policy that uses athletics as one of the fine educational opportunities for the complete education of the student.

The far-sighted statements in Dr. King's inaugural address of

1903 which had such an impact on Dr. Nichols and the Oberlin philosophy were quoted in an article by Dr. Nichols appearing in the North Central

John H. Nichols, "The Inter-relationship of Physical Education, Intramural and Intercollegiate Athletics," Proceedings of the 35th Annual Meeting of the Society of Directors of Physical Education in Colleges (1931), P- 6 7 . Ih6 John H. Nichols, "Oberlin College Sports Program," North Central Association Quarterly, XXVTI (April, 1953)> 371. 114

Association Quarterly in the spring of 1953* Dr. King has spoken regard­ ing physical education as follows:

Physical education makes its rightful claim upon the college. The college must not only talk about the sound mind in the sound body, but do something really to secure that sound body for its students. It must not only thoroughly recognize in its psychological teaching the intimate way in which body and mind are knit together, the physical basis of habit, the critical importance of surplus energy and the influ­ ence of physical training upon the brain centers and the close connection of the will with muscular activity; but if it really believes these things, must practically recognize them in the organization of its work. This means, not only that there must be scrupulous care about sanitary conditions, careful supervision of the health of students by thoroughly trained physicians and general hygienic instruction, but such scientifically planned and graded courses in physical educa­ tion as shall deserve to count as real education on the same basis as laboratory courses. Unless our modern psychology is wholly wrong, such physical education that can be applied to all students has a great contribution to make not only in health and systematic development of the body but intellec­ tually and volitionally as well. If athletics are to make their true contribution to college life— and a most valuable contribution that may be--a wide range of sports must be encouraged that shall enlist a great portion of the students and not merely a small number of specially athletic men; and the spirit of genuine play must be brought back into all college so called sports. They have their most valuable office, it should never be forgotten, not as serious business or money making enterprises, but simply as play. A relative good becomes a serious evil when it is allowed to overtop greater values; but in its place it contributes to the sanity and health of all other interests. Such a contribution, I have no doubt, athletics have it in their power to make, and to a considerable extent do make even now.147

Prior to 1935 and his appointment as athletic director, some dis­ pleasure with the required instructional program was evident in the student body in that they felt the program too devoted to the development of strength and coordination through apparatus and calisthenics. They

■'"^Nichols, "Oberlin College Sports Program," pp. 371-372. 115

felt that the employment of games -would better solve student needs both

-I j . Q for the present and future.

Dr. Nichols was interested in all facets of the total physical

education program. He recognized the required courses in physical educa­

tion as the foundation of the entire program. Here the emphasis was on

teaching and learning the skills of various sports activities, all of which were played in the intramural program and many in the inter­

collegiate sports, and most having value for use later in l i f e . - ^ 9

Several times during his tenure at Oberlin, Dr. Nichols "took to

the stand" to share his experiences, insights and philosophical beliefs

with the student body, alumni and administration. A feature of the

Nichols1 personality which seemed to unite these groups toward a common

ground of thinking was his ability to make clear his beliefs and make

believers of his listeners. In this regard, he was a true salesman.

Sam Barnes, a former student and chairman of the Physical Education

Department at Howard University, expressed this feature well in an

appreciation letter to Dr. Nichols at the occasion of his retirement.

Wrote Barnes:

I congratulate you for your ideals, your principles, your beliefs. Not only did you profess them, but practiced them as part of the Oberlin program. I am proud to have been a member of several athletic teams which felt the full impact of your personality . . . My experiences gained there have been instrumental in helping me develop a functional, moral and spiritual creed.^-50

l*+8 "The Purpose of Physical Education," student editorial, Oberlin Review, October 31, 1933> p. 2. 1*4-9 Student editorial in the Oberlin Review, November 3> 1933* P» 2. 150 Letter of appreciation from Sam Barnes to Dr. Nichols, April 19, 1955- 116

In 1930> 1935 again in 19^0, Dr. Nichols spoke before the

Oberlin students to outline policies of Oberlin's administrative and athletic programs and the effect these programs would have on the students.

In his talk, "What's Right with Oberlin?," Nichols warned against drawing the conclusion "that bigness means worth." In support of this he stated:

Size . . . beyond a certain physical limit . . . becomes ponderous and unwieldy, and further growth becomes abnormal and pathological. I believe . . . the same principle applies to organizations and institutions, and that those with huge enrollments are very apt to find themselves suffering from giantism . . . and taking on many of the characteristics of huge industrial concerns where the individuality of the person is lost and he simply becomes a product of a huge machine-- ground out in the big system of mass education. 51

Sixteen years service at two large universities lent meaning to his words.

Professor Richard Jamerson of the Department of Physical Educa­ tion at the University of North Carolina, who served under Dr. Nichols at

Oberlin and who was a scholarship athlete and graduate of Rice Institute, has added to the words of Dr. Nichols:

Having been in both "big time" and "small college" athletics, I believe that the experiences in the latter are much more enjoyable in many ways. But society and present day practices seem to be interested in the big and winning . . . As I look back on my experiences I wonder why we can't apply a little Oberlin practice to our p r o g r a m s . 152

^"Slohn H. Nichols, "What's Right with Oberlin?" The Oberlin Alumni Magazine, XXVII (October, 1930); 11-13* 152 Letter from Richard Jamerson, April 29, 1966. 117

In the message, "What's Right with Oberlin?" Dr. Nichols commended

Oberlin as having

. . . a more sane and wholesome attitude toward athletics, with a greater emphasis on the educational values of athletics for all, and with less emphas-is on the necessity of winning, than any school in the country that I know. As a graduate . . . it will be an eye-opening experience for you to discover what a unique and outstanding position Oberlin holds in this field.153

One who wrote of this discovery is John Shaw, a graduate of the

class of 1935* In a letter to Dr. Nichols he wrote:

How heartwarming and satisfying it must be for you . . . to see other colleges, some large and some small, come to the inevitable realization that your philosophy is the right one: hard team play, the will to win, and a strong competi­ tive spirit--but none of these at the cost of sacrificing educational values and the moral integrity of the individual.-*-5^

Substantiation that many alumni were in accord with the Oberlin

philosophy which Dr. Nichols so deeply represented, was found in the

results of a Junior Alumni Council Survey in the fall of 1939* Question­

naires were sent to one in every five of the graduates since 1^2b. Two

of the questions were as follows:

Should we increase, continue as is, or reduce present emphasis on intercollegiate sports, intramural sports and physical education required courses?

Should gate receipts be abolished? etc.^55

153 Nichols, "What's Right with Oberlin?" p. 11. 15^ Letter of appreciation from John Shaw to Dr. Nichols, May 1, 1955-

■^John H. Nichols, "Oberlin Athletics," a chapel talk, Febru­ ary 27, 19^0, p. 8 . (Mimeographed.) 118

Mr. Carroll Shaw pointed out in the summary of the results:

It seemed reasonable to expect that disgruntled alumni would avail themselves of this opportunity to state their views. Yet, among both men and women, JO to 80 percent of those responding indicated approval of the present emphasis in intercollegiate sports and the relationships between the intramural and intercollegiate s p o r t s . 156

As Oberlin's Athletic Director the common denominator in every­ thing Dr. Nichols stood for and believed in was the individual. He was concerned, not so much with activities, but with human values inherent in activities. And he recognized in sports an excellent educational media

for young people. He once said: "An education which trained young people for work, but not for play, for labor but not for leisure, for

toil but not for recreation, was a h a l f - d o n e job."157

Again in 19^-0, from the podium in Finney Chapel, Dr. Nichols

explained:

Both our intercollegiate and intramural sports have been planned to provide different values and make different types of appeal. We have the outdoor and indoor sports, the team and the individualistic, the contact and the non-contact, those that are vigorous , . . and those that are less so, those chiefly at the college age. Our sports program is planned not only to give opportunities to the participant, but the enjoyment of watching to fellow students.15°

The rich quality of his own upbringing and his concern for the

individual, again were brought out in an unpublished article, "The New

1 5 W 157 Unpublished notes of John H. Nichols. No date, no title.

^ “^Nichols, "Oberlin Athletics," p. 8 . Christian Attitude Toward Recreation/' in which he wrote of the need to educate

. . . the taste of individuals to choose those recreations which are definitely constructive, to use them to their maximum power to contribute to personality, to avoid those recreations which either in quality or quantity tend to cheapen human life and rob it of its beauty.^59

A professional colleague and friend of Dr. Nichols, Mr. William

Bernlohr, Athletic Director at , added, "To him

(Dr. Nichols), the prime objective of physical education was what effect it will have on the boy, the student, and the athlete."^®

In almost every discussion which the investigator has had with friends and cohorts, and in letters from others, the Nichols' trait of concern for the welfare of his fellow man has been made apparent.

Nichols' Working Relationship with the Women's Department

At many colleges and universities the physical education depart­ ment is divided into two departments, one encompassing the men's program and the other the women's program. Traditionally this has been the case at Oberlin College, and like the situations which exist in many schools

the working relationships between the men's department under Dr. Nichols and the women's department under Dr. Gertrude Moulton were not without

problems.

159 John H. Nichols, "The New Christian Attitude Toward Recreation, an unpublished article. *1 £/■'» Personal interview with Mr. William Bernlohr, July 7> 1966. 120

Dr. Moulton was happy that the departments were separated because

she felt that in many schools with unified departments the intercollegiate activities tended to submerge women's interests. Dr. Nichols sympathized with her feelings in this matter.

Dr. Nichols has related further, "Dr. Moulton was a little sus­ picious that the men were acting mostly in their own interest . . . and felt that unless the women's department was very careful they would 1 practically be devoured by the men's department."

Most problems were in connection with the Crane Pool which was a gift for the women. She allowed the men to utilize the facility for a

limited time and under very strict rules, but not so long as to allow

them to think that they had a free reign of the pool; "but Doctor

Moulton was a capable woman and ran a competent department . . . and she 162 would battle for what she thought was right." He has added:

When my sister was in college, she was a classmate of Dr. Moulton's and this helped me personally, getting along with her . . . In fact, we did develop some co-educational activities. We started folk dancing, and I think, roller skating.

Although she was a harder person to work with than her successor, Betty McCue, Dr. Moulton and I experienced a good working relationship.163

Dr. Moulton, in an interview with Marianna Trekell, commented on

her relationships with the men's department as follows:

We didn't get along too well, because when I just came, there was quite a feeling on the part of Mr. Savage . . . He felt that we ought to combine into one department, and

Personal interview with John H. Nichols, August J, 1966.

l62Ibid. l63Ibid. 121 that a man "would he at the head of it . . . Moreover . . . , they were always ready to make it more difficult for the girls. Not because they wanted to make it more difficult for the girls, but because they wanted to make it easier for the men.l^

Intercollegiate Athletic Policies

In the conduct of the athletic program at Oberlin, Dr. Nichols' ideas and efforts exemplified ali of the sound principles he liked to see in practice. He was interested in an extensive intercollegiate program.

Oberlin is evidence of this today in that she fields more varsity teams 1 than any college of similar size in Ohio. Dr. Nichols' idea simply was that if athletics are good, make them available to as many people as possible. He was not impressed by outside pressures, not moved to try to make athletics a show, and not concerned about having to resort to any means to win. Richard Jamerson, a former coach at Oberlin, has said:

He wanted to win as much as the next person . . . but he recognized that it was no disgrace to lose either; in effect he ran an ideal athletic program.

As an administrator he believed it his responsibility to make final decisions regarding matters of policy. He would always consult with his staff and usually would accept the majority opinion; however, if he felt that his decision, after much consideration, was the right one, he had no hesitancy in overruling his staff. He was a very fine admin­ istrator.^^

■^^Marianna Trekell, "Gertrude Evelyn Moulton, M.D.: Her Life and Professional Career in Health and Physical Education" (unpublished doctoral dissertation, The Ohio State University, 1962), pp. 90-91*

^Information supplied by Mr. William Grice, football coach at Oberlin College, May 18, 1967* l66 Letter from Richard Jamerson, April 29; 1966* That he placed emphasis in the character and moral integrity of the men who worked with athletic teams is evident in this statement:

To a considerable extent . . . programs succeed or fail because of the human qualities . . . competence and devotion which people bring to their tasks. Thus in the organization of the program of competitive sports, the ultimate worth of the program will depend not alone on the degree to which the plan has been designed to fit the . . . character and educa­ tional philosophy of the institution, but on the quality of the personnel required for its operation.-^8

Dr. James R. Angell, past President of Yale, has said in support

"I should rather have a man of questionable character in any other posi­ tion than that of athletic coach. Nowhere is the pernicious influence 169 of a coarse or immoral man so serious." Dr. Nichols was in full accord.

Although Oberlin's athletic policy from the standpoint of its educational objectives was established by President King, C. W. Savage,

Fred Leonard, and the faculty years before, and the procedures followed

to obtain these objectives remained much the same through the years; a clearer focus on athletic matters became apparent under Dr. Nichols'

leadership. (See Appendix F.) For example, in December, 1935* in &

further effort to make outstandingly clear to all the scope and meaning

of Oberlin's policies, he outlined the eleven points which have since become the pillars on which all Oberlin athletic decisions are based.

They appear excerpted as follows:

First: Oberlin athletics are based on faculty control of a four-fold program of physical education including as one

168 .. Nichols, Oberlin College Sports Program, p. 375- 169 John H, Nichols, "Physical Education Objectives and a Fro- gram," Educational Review, LXX (December, 1925), 2^9. 123 division intercollegiate athletics with all members of the department staff on exactly the same basis with reference to appointment, promotion and tenure as other members of the faculty, The members of the staff are all trained teachers. The other three divisions in which all staff members share in the instructional work are, the required physical educa­ tion, the intramural program and the professional major in physical education.

Second: The intercollegiate athletic budget is under the control of the department, the faculty and the administration the same as any other department budget. All income and disburse­ ments are handled through the treasurer's office.

Third: Ihe athletic advisory committee composed of three faculty, three alumni and three students is set up to serve in an advisory capacity to the Physical Education Department in matters pertaining to intercollegiate athletics. This com­ mittee serves as a liaison agent between the faculty and the Department of Physical Education. It can make recommendations to the department in matters of policy and approves all schedules and letter awards.

Fourth: The athletic policy with reference to student partici­ pants is one of putting educational values first, in practice as well as in theory. This has been based on the acceptance of students who are attracted to Oberlin for educational reasons . . . the Admissions Department and the Faculty is in complete accord with this philosophy. Each student decides whether he wishes to take part in intercollegiate athletics. No subsidies or financial inducements are made to athletes or to prospective athletes. They are not a privileged group.

Fifth: In 1928 the belief that an educational institution should be administered for the educational benefits and enjoyment of all students, resulted in increased emphasis on a broad and well-organized intramural program, with a director heading up this division of the department with an adequate budget. It was natural and in line with its athletic policies that Oberlin should early recognize the educational and recreational opportunities of a broad intramural program. Oberlin has been a pioneer in this movement and the organiza­ tional set-up has been made the model for many institutions both for intercollegiate and intramural athletics. Oberlin's influence and teaching contribution in the field of educa­ tional athletics has been unique in this country. 12k

Sixth: It is a policy of the department to place increased emphasis on the development of skills and interests in those sports -which can be enjoyed and played in adult years as well as in college such as tennis, golf, fencing, swimming, hand­ ball, bowling and badminton, etc.

Seventh: It is our policy to broaden the base of our intercollegiate program to include just as many intercollegiate sports as possible. This has resulted in the inclusion of soccer, fencing, swimming, golf and lacrosse in the last twenty years. This policy has extended the intercollegiate opportunity to twice as many men, so that . . . some 4-0$ of the men are actually participating in the intercollegiate program as com­ pared with about 10$ in most universities. Different types of sports appeal to different types of men. The individual­ istic sports such as fencing, cross country, golf, tennis and swimming attract many boys who are not interested in the team sports. This policy also resulted in lessening the emphasis and pressure on any one sport . . . concentrating on a few so-called major sports would . . . produce more successful teams in the percentage column. However, from the educational viewpoint of extending athletic opportunities to as many stu­ dents as possible, it cannot be justified.

Eighth: Insofar as possible, we have followed the policy of play­ ing institutions operating under a similar athletic philosophy. In the scheduling of our opponents for the most part this means liberal arts colleges similar in size and in their educational and athletic standards. In order to carry out this policy especially in football, it has meant . . . an increase in travel expense but in our judgment well worth it.

Ninth: . . . It has been our policy through the years not to enter any league set up for purposes of scheduling and deter­ mining a championship in that league. It is our conviction that it is not an educationally desirable policy to add the increased pressure of a championship league to sports that already have strong competitive interest. Oberlin was a charter member of the Ohio Athletic Conference established in 1902. The purpose of this Conference was to initiate and maintain high standards in the conduct of intercollegiate sports in Ohio Colleges. It was not organized as a playing league to determine championships and no school in the Ohio Conference is required to schedule any other school in any sport . . . 125

Tenth: It has long been a policy to have all the members of the staff share in every phase of the department program. This avoids over-specialization, stimulates professional growth and makes for a better understanding and appreciation of the contribution of each phase to our total program. It emphasizes to the staff member the fact that his work is judged on his total contribution to the department and the college and not just on the coaching of one or two sports.

Eleventh: Finally it has been a consistent policy of the department to use every channel; Classes, Assemblies, Review, and Alumni Magazine and the local papers to make clear to students, faculty and alumni our philosophy in the conduct of inter­ collegiate sport and why we have followed certain policies. This is of vital importance in an educational institution, as a vast amount of the sports publicity reveals no concep­ tion of the educational values of athletics and in many cases actually undermines and ridicules the amateur and educational ideals of college sports.170

Conversations with Dr. Nichols and some of his friends and associates have made the investigator continually aware of his deep devo­ tion to the values inherent in intercollegiate athletics, when carried out in an educational vein and with the interests of the participant at heart.

Dr. Nichols has expressed this feeling best when he said:

Intercollegiate athletics, properly conducted has a very vital contribution to make to general education. Improperly conducted, it can undermine and corrode the very educational integrity of a college or university. Intercollegiate athletics are neither inherently good or bad, they are educational experiences in live and dynamic situations, which can be con­ structive or destructive, in the attitudes that result and the climate of public opinion that is created.

Not only was the Oberlin intercollegiate program under Nichols 1 guidance one aimed at betterment of the individual, but one which most of

H. Nichols, "Oberlin's Athletic Policies," n.d. (Mimeo­ graphed .) ■^•^Unpublished notes by Dr. Nichols. 126 all, provided a wide variety of experiences and opportunities to all who were interested, and conducted within the spirit of the rules of fair play.

In tribute to the Oberlin program and to Dr. Nichols, J. L.

Morrill, president of the University of Minnesota, wrote: "You people at

Oberlin have done your own kind of distinctive, fine job in athletics and physical education these many years. The integrity of any job springs from the character of the people who perform it--and with men like you

(Dr. Nichols) . . . the case is complete.

Personal letter from J. L. Morrill to Dr. Nichols, fforch b, I S b j . CHAPTER V

A ROLE OF LEADERSHIP IN THE PROFESSION

As a Western Conference Official

Not to be overlooked is the leadership role played by Dr. Nichols in the area of basketball and football officiating. His conscientious efforts to serve athletics in this capacity will long be remembered as it helped to bring especially into the game of football, a badly needed breath of fresh air at a time when the game was changing its pattern and growing in public acclaim and national import.

Rules were being altered annually in an attempt initially to make the game more colorful to the interests of the spectator and later for the sake of safety. In many instances, officials seeking some of the attention of the noisy crowds, became too much a part of the show by their antics on the field. Dr. Nichols, in a chapel talk at Oberlin in

1933, cited an article written by Stanley Woodward in the New York Herald

Tribune which stated:

Some of the games this fall have been exhibitions of officiating rather than contests between teams. The officials obviously thought they were the show, and as a result have taken the center of the stage, pacing off penalties, squawk­ ing horns and blowing whistles until the spectators believed they were witnessing an adagio dance with oriental accompani­ ment rather than a football game.l

^John H. Nichols, "An Official Looks at Football," An Assembly address, Finney Chapel, Oberlin, Ohio, November 16, 1933*

127 128

Competent and knowledgeable men of sound character were sorely needed to help in the proper administration of these popular contests.

Herbert Nichols became interested in this phase of the game of

football while a medical student at Rush Medical School in Chicago. At

that time he was struggling to make ends meet financially, and through

the efforts of his good friend Dudley B. Reed, secured a part-time posi­

tion at the University of Chicago. There he instructed a course in

physical education and assisted in the athletic department under the

tutelage of Amos Alonzo Stagg. Pleased with Nick's officiating efforts

in Chicago scrimmage sessions, Mr. Stagg recommended him to Mr. Robert

Zuppke at Oak Park and to the City and Suburban Leagues in Chicago as a

competent young football and basketball official.

His reputation spread and in the autumn of 1913j Dr. Nichols

began his career as a Western Conference referee. His career was to span

twenty-three years and 250 games in the Big Ten. He terminated his work

as a basketball official after fifteen years because the proximity of 2 fans to the floor made working conditions intolerable.

Football had become by 1930 one of the most complex and intri­

cate games in the world, from the standpoint of playing and coaching as

well as officiating. Dr. Nichols explained that it had become increas­

ingly more complex because it was a growing, developing game in which

there was a great public interest, large gate receipts and a great deal

of pressure on winning. With such rapid alterations in the nature of the

rules, regulations and strategies, officiating had become a more important

p Personal interview with John H. Nichols, April 25, 1965. aspect of the game in the judgment of the coach, players and spectators.

It became necessary to utilize four officials,

in the hope that they would not all be blind at the same time . . . The strong emphasis placed upon winning and champion­ ships and the resultant effect on gate receipts and the ability of many institutions to pay for their stadia and maintain their heavy over-head, made the life of an official . . . no bed of roses.3

The game had reached a point where a good show was essential to please the public. And the resultant pressures brought to bear on the official often brought him unfavorable publicity throughout the country, and "often hundreds of letters telling him what a boner he had pulled."^

Dr. Nichols survived these pressures. In fact, he established a favorable national reputation as being fair-minded, knowledgeable of the rules, and of keen judgment in interpreting the rules. This reputa­ tion placed his services in high demand and in addition to working Big

Ten games he was frequently called upon to officiate in other areas of the country.

One of the great traditional football rivalries has been the

University of Georgia-Georgia Tech game which in the 1920's and 1930's was played annually on Thanksgiving Day. Georgia Tech was coached then by George Heisman for whom the is named. It is awarded annually to the outstanding football player in the nation. Dr. Nichols was selected to work this game for a number of years and was informed in the initial correspondence that the representative schools had not found

^John H. Nichols, "A Plea for the Item with the Whistle," Every Week Efegazine (October 19-20, 1935)> 2.

^Ibid. 130 it safe to select an official who lived south of the Mason-Dixon l i n e . 5

The Atlanta newspapers were glowing in their praise of his work after one such Thanksgiving Day game and reported as follows:

The officiating was superb. Referee Nichols, especially, took charge of the game in his accustomed peppery manner. There never has been a harder worker, or more competent referee on a local field. He was in the thick of every play, following the ball even more closely than the men on each team, he worked as hard and as earnestly as if battling for victory on either side. Diving into the twisting, squirming mass of players, sorting out this one and that one, locating the ball, controlling the game and hustling and watching everything closely, he gave immense satisfaction. Penalties were inflicted often throughout the game, but there was never a holler about it being unjust from either side. There could be no kick anywhere.6

Much has been said about one officiating experience of Dr. Nichols which is worthy of mention because it so typified Dr. Nichols' interest in fair play. Kent Pfeiffer, an officiating colleague of Dr. Nichols, has suggested that time has perhaps exaggerated the true account of the experience, but that it is true that Dr. Nichols was the official involved in exposing the illegality of one of 's famous shifts at

Notre Dame. Pfeiffer wrote:

He called what he saw and was never intimidated by who was playing or who the coaches were.... The new rule was in effect requiring every player to come to a complete stop after a shift and before the ball was snapped. Three players and sometimes all four backs would shift upon a signal, but [the Notre Dame players] did not come to a complete stop when the ball was snapped and thus had some momentum, which gave them great advantage over their opponents. To the best of my knowledge this violation was called at least eight to ten times, and I understand that it finally cured them for this

5 Personal interview with John H. Nichols, April 25, 1965* 6 Atlanta newspaper clipping, November 26, 1930. 131

game at least. Through the grapevine a rumor appeared in some papers that not only -was Coach Rockne upset, hut that he told his players to continue as they had been coached. He was quoted as saying, "There is no referee who has got guts enough to keep on calling the violation." Finally I think Rockne did find such a referee and . . . that referee was Doc Nichols.7

Dr. Nichols, himself, looks upon the Wisconsin-Minnesota game of O 1932 as the "most spectacular game I ever officiated." In that game

Walter McGuire, Wisconsin's great halfback, scored three touchdowns to upset Minnesota 20-13* Dr. Nichols appreciated the game for its rugged­ ness, cleanliness and fair play. The Wisconsin State Journal reported the game as follows:

Led by a mad-running halfback, Walter McGuire, Wisconsin won a savagely contested 20-13 decision from Minnesota. Dr. Clarence Spears put a beautifully-coached team on the field against the Gophers— a great team because it was resourceful and because it fought from whistle to whistle.9

He recalls, too, another game in which he was field judge and which has historical implications for the fact that of

Illinois in that game against Michigan scored a record five touchdowns!

Dr. Nichols related:

Bob Zuppke was coaching at Illinois at that time and he had devised a very effective offensive alignment which was aimed at giving Grange full utilization of his tremendous speed and running ability. It was called the "swinging gate" in those days, but simply it utilized pulling linemen and wingmen blocking back to open a path along the sideline for Grange and on that day it was working effectively.19

7 Letter from Kent Pfeiffer, November 6, 1967* 8 Personal interview with John H. Nichols, April 25, 19°5*

^Wisconsin State Journal, November 13^ 1932. (A clipping.)

^Personal interview with John H. Nichols, August 7> 19&6. 132

Kent Pfeiffer has described his officiating work as being very- professional. He stated:

He was neat and always immaculately dressed both on and off the field. This was not always true in those days . . . He was always concerned about an injured player. If one player had been dazed or stunned and was left in the game, Doc would tell the coach or trainer he would keep his eye on the player for several plays and if he still showed signs of being in a daze, he would notify the coach and ask him to remove the player . . . He always ran the game but one would hardly know he was on the field.

Dr. Nichols enjoyed the exercise, the closeness to combat, and

the opportunity to bring a service to the game he loved through offici­ ating. But from his vantage point as a non-biased "big-time" official he was better able also to calculate values inherent in the activity. It provided him with another, and not a common, perspective from which he

could measure the strengths and weaknesses associated with the game.

When he then spoke out against subsidization, proselytization, and

commercialization as negative factors in the game, his voice was not always accepted but very much respected.

The officiating experience guided him, also, in the belief that

the game itself, properly handled and maintained for its wholesome con­

tributions to the enrichment of young lives, was the most valuable sport which colleges could offer. It called for and developed physical

stamina, clean living, contempt for trivialities, control of temper,

courage, cooperation and sportsmanship. It was a rough, rugged, virile, bodily contact game, and therein was its greatest value. He felt that

■*"^Letter from Kent A. Pfeiffer, November 6, 1967* 133 while the hazards should be reduced to a minimum., all danger could not be 12 removed without emasculating the game.

This contact with football helped him immensely in fostering an attitude as athletic director at Oberlin which looked upon football and other combative games as

. . . the best antidotes . . . to combat the insidious miasma of softness and ease which threatens the virility of the student body. We need its drive and ruggedness. It is a game well worth preserving. It should provide for generations to come a fine, wholesome sport for boys playing in their proper class and under suitable supervision.13

Dr. Nichols frequently utilized the experiences of a Saturday on the gridiron as situational examples for his Monday morning coaching classes. George R. White, class of 1930, a former student, recalls one such Monday morning class in which Dr. "Nick" was heckled by the class about his inability to keep the score straight in the previous Saturday's game between Michigan and Iowa.

The year was 1928 and the score board read Michigan 3, Iowa 6. Everyone in the huge stadium, whether watching or playing, was aware of the tenseness of the situation--for a mighty Iowa team was barely restraining the Michigan eleven, and it seemed as though at any minute a field goal by Michigan would tie the score. At least it seemed that way to all but one man. The trim, alert fellow in striped shirt and white knickers knew that the score was really Michigan 3, Iowa 7, for he had ruled the point after touchdown as being earned.^

It took a courageous Dr. Nichols to point out the mistake to the official scorers.

Personal interview with John H. Nichols, April 25, 1985*

■^Nichols, "An Official Looks at Football." 1^ Testimonial letter from George R. White to Dr. Nichols, April 7, 1955. 13^

His closeness to the game of football and its trends lent insight into what he felt the future would hold for the sport. In the third of a series of articles on officiating which he wrote for Every Week Magazine in the fall of 1935, he wrote:

During the next year or so we may expect to see some exciting competition among the "pro" teams, for their standard of play is steadily getting higher. Already the National League has ten strong clubs, composed largely of former college stars, and its teams are drawing larger and more enthusiastic crowds each year.

I predict that in the near future there will be a rival league— an "American League," with an equally high standard of play, and a "" between the pennant winners of the two leagues. Then the pros will give . . . the larger institutions a run for their m o n e y . ^5

Thirty years later these predictions became a reality.

Dr. Nichols' contribution to his students, to Oberlin College, to the spectator and to athletics through his work as an official was indeed a valuable one.

As an Officer and Committeeman in the National Collegiate Athletic Association

It was the flying wedge, football's primary offense of the early years of the twentieth century, that spurred the formation of the

National Collegiate Athletic Association.

The brutally rugged nature of the game, characterized by mass formations and gang tackling, was causing a tremendously large number of

serious injuries and even deaths. Many universities discontinued

"^John H. Nichols, "Sizing Up Football's Future," Every Week Magazine (November 2-3, 1935)? 2. 135 participation in football. Others advocated that it be abolished from the intercollegiate program.

In December, 1905> Chancellor H. M. MacCracken of New York

University called a meeting of representatives of thirteen colleges and universities to discuss reforms in football playing rules. Even earlier,

President Theodore Roosevelt, at two White House conferences for athletic leaders, had urged reformation of the game. Finally, at a subsequent meeting on December 28 in New York City, The Intercollegiate Athletic

Association was founded by 62 colleges and universities. The Associ­ ation was officially constituted in March, 1906, and the NCAA adopted its present title in 1910. ^

Today, the NCAA is the organization through which the colleges and universities of the country act on athletic policies and problems at

the national level. It is a voluntary association of over 600 member

institutions and affiliated associations dedicated to the sound adminis­

tration of intercollegiate athletics in all phases. Through the NCAA member institutions consider all forms of athletic matters. The organi­

zation serves as a national discussion, legislative and administrative body for American colleges and universities on matters of intercollegiate athletics .-*-7

Dr. Nichols' association with the national organization began in

its years of infancy and continued until his retirement in 1955* While

1-6 The Story of NCAA, An information brochure of the NCAA. 136 serving as Professor of Physical Education and Medical Examiner at Ohio

State University between 1916-1928, John Nichols regularly attended, along with L. W. St. John and other colleagues at Ohio State, the annual meetings of the national association. He learned from these meetings of the structure of the organization, of the existing attitudes concerning athletic problems which existed in different geographical areas and in different types and sizes of schools, of the apparent weaknesses in organizational structure and policy, and of the needs for a stronger and more respected national organization. From his vantage point at Ohio

State University and at the NCAA meetings, Dr. Nichols became deeply conscious of a prevailing mood across the nation which placed an accent on subsidization of athletes, high pressure recruitment of athletes, emphasis on gate receipts to support mushrooming commercial athletic programs. He could even see this occurring in his immediate environment at Ohio State where alumni pressures were forcing a high calibre, com­ mercialized athletic program. In fact, these pressures were an important reason behind Dr. Nichols' move to Oberlin College in the fall of 1928 and his subsequent rejection of an offer to become Director of Athletics 1 ft at Ohio State following the retirement of L. W. St. John in 19^7*

Concerning this matter, Dr. Nichols has stated:

I did not want to return there because you're just under such terrific pressures that you have to compromise all the time . . . I am not the kind of person who can rationalize those uncherished truths and say that these are the facts of life in the State university and one must live with them . . . You can stand for honesty and integrity, but if you can't

l8 Personal interview with John H. Nichols, August 11, 1965* 137 \ change recruiting practices and other policies which you believe are unsound, it is better not to serve a position which under pressure, condones them.19

Dr. Nichols carried these same principles to the NCAA meetings in

New York in December, 1936 as a representative of Oberlin College. There he distinguished himself as a man of courage, integrity, and honesty and displayed the traits of leadership which were to have an impact on the

NCAA body for the next twenty years. At the meetings in 1936, Dr.

Nichols expressed his concern with the future health of intercollegiate football, especially in the smaller colleges, in light of the trends toward professionalism in the college game.

For the first time in years the 1936 conclave of the country's best collegiate minds dealt with the football's amateur-professional problems in an open and frank manner.

The opening round table discussion on the subject was held with

I'fajor John L. Griffith, NCAA president, presiding. Dr. Nichols was very much in the center of discussion and was emphatic in his proposal that

small colleges, at least, abolish gate receipts and eliminate all leagues or conferences. He stated that the "present system [of commercialized

college sports] makes liars, cheaters and compromise experts out of many

players and administrators."^ This drew a sharp rejoinder from

Michigan's Director of Athletics, Fielding H. Yost, who asked: "Do you mean to say I've been associating with liars and cheaters all my life?

19Ibid. PO "Urges Colleges Abolish Grid Gate," Cleveland Plain Dealer, December 30, 1936, p. 16. (A clipping.) 138

PI If so, I disagree thoroughly with what you have to say." Dr. Nichols qualified his statement to show that he intended no blanket indictment, nor any implications that questionable practices only were allied with 22 athletic success, in large institutions.

Contending that the "little fellows" would inevitably "find the pace too hot" if they attempted to compete with the universities of greater financial resources, Dr. Nichols advocated a specific nine-point program for the small colleges:

1. Frank recognition of the different problems involved and "let's cease to be poor imitators."

2. Unify the whole physical education program, making foot­ ball justifiable on educational grounds.

3. Financing of the intercollegiate program through "activity fees" and additional funds from the college budget.

4. Putting the entire athletic staff on the faculty.

5. Maintenance of all athletic fields and equipment within the college budget.

6. Engaging competitively only with colleges of the same educational as well as athletic class.

7. Simplifying eligibility rules.

8. Elimination of athletic leagues or conferences.

9. Gradual elimination of all gate receipts, with the entire athletic program eventually handled and budgeted along the same lines as any other department in the college. 8

At the same session, Dr. Nichols outlined to the larger institu­ tions the three possible athletic courses which they could pursue.

2IIbid. 22Ibid. 23 "Ask Recognition of Professional in College Sport," Chicago Tribune, December 29; 1936. (A clipping.) 139

First, they can continue along the present course and try to prevent conditions from becoming any worse. This . . . will lead eventually to the adoption of the second possible course, which some conferences have already accepted and others are considering, which is putting inter­ collegiate football on a frankly professional basis.

For the universities with the huge stadia dependent on the big gate, and believing that they have an obligation to the public to put on a fine athletic spectacle, this is a logical step. It would make it possible partially to com­ pensate the athlete for what he is losing in his education. It would put the whole business on an honest commercial basis, and it would frankly recognize football as a business, as well as a sport.

In the long run professionalism would probably defeat itself by making the whole situation so ridiculous that people would turn against it. This seems . . . an unfortu­ nate way out, but at least it would be an honest one . . .

The third course, which I believe is the sound and wise one for these institutions to adopt is the same which I outlined for the liberal arts c o l l e g e s .2^

At least one university took the Nichols' recommendations to heart. On March 1, 1937> Johns Hopkins University announced that to avoid the evils of commercialism in collegiate sports it would abolish all paid admissions and "neither pay guarantees to visiting teams nor 25 accept guarantees when its teams play away from home." The Cleveland

Plain Dealer further reported that the Johns Hopkins action "is in accord with the suggestion voiced by Dr. Nichols of Oberlin College at the December meeting of the National Collegiate Athletic Association, „2 6 that all colleges abolish the gate receipts plan.

2b "Urges Colleges Abolish Grid Gate," Cleveland Plain Dealer, p. 16. ^"Johns Hopkins Abolishes All Football Receipts," Cleveland Plain Dealer, March 1, 1937* (A clipping.) 26 Ibid. 140

Much wholesome dehate followed the NCAA meetings of 1936. Dr.

Nichols' remarks at the convention moved some of the cynical to reflect that they were natural coming from an athletic director of a college which had suffered a startling decline in football prowess. But many others felt that they called timely attention to the evil potentialities of existing conditions. This view was well summarized in a Plain Dealer editorial printed shortly after the adjournment of the 1936 meetings with the following statement:

With on a big business status involving a weekly outlay of $12,000,000, there is indeed danger that the tail will wag the dog. It does already in not a few institutions, where the supposed objectives of playing for fun and physical development have long been kicked out of bounds.2?

Dr. Nichols' national reputation as a man of decency and honesty had emerged from these sessions. His devoted leadership was to be felt many times again in the next twenty years by the national body.

At the conclusion of the hostilities of World War II, Dr.

Nichols was elected to the Chairmanship of the College Committee of the

NCAA. These years following the war were precarious ones for the national organization because it was a period in which the college and universities of the country were trying desperately to recover lost athletic prestige.

The war effort had drained the college campuses of male students except those who were too young or physically disqualified to serve. There was, then, a feeling of great urgency on the part of athletic leaders and

2J Editorial in the Cleveland Plain Dealer. (Undated clipping,) 1^1 even, in some cases, by administrators to re-establish attractive athletic teams on the premise that these teams would build student and community morale, and would fill the stadiums which were built to meet the rising fervor of national interest in intercollegiate teams, and especially in football. The zeal for rebuilding naturally prompted a resurgency in the establishment of elaborate recruiting and subsidization programs.

Dr. Nichols and many of his pre-war colleagues recognized in this renewed trend another detrimental threat to the principles on which they felt athletic programs should be structured.

At a meeting of college athletic conference representatives held in Chicago, July 22-23, 19^6, a set of fundamental principles was molded which, it was agreed, should govern the conduct of intercollegiate athletics. The delegates, of which Dr. Nichols was one, further agreed that the mere formulation and endorsement of a set of principles would not by itself accomplish the desired purposes. These purposes included the early implementation of the principles and their ultimate enforcement.

Therefore, it was requested that the offices of the NCAA be utilized to circulate and compile returns on a questionnaire which would provide concrete evidence of the extent to which the colleges and universities,

singly or through affiliation with athletic conferences, would comply with the recommended p r i n c i p l e s .28

pQ Conference of Conferences," Questionnaire on Intercollegiate Athletics, pamphlet of NCAA, December 26, ±9b6, p. 1. (Mimeographed.) Ik2

The questionnaire contained a statement of each of the principles agreed upon in the July meeting as listed below.

PRINCIPLES FOR THE CONDUCT OF INTERCOLLEGIATE ATHLETICS

Adopted by the N.C.A.A. Convention January 8, 19^7

I. Principle of Amateurism. An amateur sportsman is one who engages in sports for the physical, mental or social benefits he derives therefrom, and to whom the sport is an avocation. Any college athlete who takes pay for participation in athletics does not meet this definition of an amateur.

II. Principle of Institutional Control and Responsibility. The control and responsibility for the conduct of both intercollegiate and intramural athletics shall in the last analysis be exercised by the institution itself.

III. Principle of Sound Academic Standards. The institution shall see to it that an athlete is admitted to college on the same basis as any other student and observes and maintains the same academic standards.

IV. Principles Governing Financial Aids to Athletes.

a. Financial aid, to any athlete, originating from any source other than persons on whom he may naturally or legally be dependent for support, shall be permitted without loss of eligibility only if approved and awarded on the basis of need by the regular agency established in his institution for the granting of aid to all students. Such aid shall not exceed tuition for instruction and/or stated incidental institutional fees, except when the total aid awarded is restricted to a governmental grant or scholarship not based on athletic ability and which is announced in an official publica­ tion of the awarding institution. The acceptance of financial aid beyond that specifically here stated shall render the recipient ineligible for intercollegiate competition.

b. In the award of student aid an athlete shall neither be favored nor discriminated against.

c. Any scholarship or other aid to an athlete shall be awarded only through a regular agency approved by the 143

institution for the granting of aid to all students; this agency should give the recipient a complete written statement of the amount, duration, conditions and terras of the award.

d. No athlete shall be deprived of scholarship or other aid because of failure to compete in intercollegiate athletics.

e. Compensation of an athlete for employment shall be commensurate with the service rendered.

V. Principle Governing Recruiting. No member of an athletic staff or other official representative of athletic interests shall, outside the boundaries of his own campus, solicit the attendance at his institution of any prospective student; nor shall he, whether on or off the campus, be permitted to offer financial aid or equivalent inducements to any prospective student. This principle shall not be construed as restricting the public appearances of a member of an athletic staff in the general interests of his institution, even though the occasions may be of an athletic nature.

VI. Implementation of the Principles. "A firm agreement by the institutions which accept and implement these principles that they will confine their intercollegiate competition to contests with institutions which avow the same principles and which conduct their athletic programs under rules which make these principles effective."^9

After the statement of each principle the respondent was asked to check an appropriate answer as follows:

The foregoing principle is

A accepted without reservations B accepted with reservations C under consideration D rejected30

291. "Principles for the Conduct of Intercollegiate Athletics," adopted by the NCAA convention, January 8, 1947* (Mimeographed.) 30 "Conference of Conferences," p. 7* ihk

And in answering the questionnaire it was asked that the appro­ priate answer be checked:

This agreement is

A considered desirable and feasible and we are prepared to enter into it; B not considered desirable or feasible and we are not prepared to enter into it; C considered desirable but not feasible; D under consideration E other3^

The compilation of returns of the questionnaire revealed such a surprisingly favorable response that it was decided to pursue the matter more thoroughly at the NCAA Convention in January, 19^-7 •

At the urging of Chairman Nichols the College Committee strongly backed the adoption of the set of principles for the conduct of inter­ collegiate athletics or the "Sanity Code" as it was popularly known.

Nichols' concern in the matter was evidenced in a letter to

Kenneth L. "Tug" Wilson, then secretary-treasurer of the N.C.A.A., prior to the 19^7 convention. He wrote:

The NCAA has done a fine job in setting up these funda­ mental principles and clarifying them for all of its consti­ tuency. There is no question but that this is a very critical time in intercollegiate sports, and the pressures for profes­ sionalizing the game, especially where large financial consid­ erations are involved, are extremely heavy. You may be sure of the Ohio Conference and our institutional and personal backing in any effort to keep our intercollegiate sports on an educa­ tional and amateur b a s i s . 32

31 Ibid.

^Letter from John H. Nichols to K. L. Wilson, September 30, 19^+6. 145

K. L. Wilson reported in a memorandum to the NCAA membership

January 13, 19^7 as follows:

All of these principles and an agreement designed to implement these principles were approved unanimously by the convention except for Article V, "The Principle Governing Recruiting," on which there occurred a division.33

The New York Times commented on the unique nature of the sanity code which was adopted the following year, by reporting:

In calling on all member institutions to administer their programs in accord with these principles and to schedule games only with colleges which conform, the revised constitution has the effect of transforming the NCAA from an advisory body to a national conference with regulatory power over the 400 colleges in its sphere of influence.3^

On the official vote on the complete code, for which a two-thirds majority was necessary, only a few dissenting voices were raised.35

Machinery for enforcing the provisions of the code, with suspen­ sion or expulsion the penalty for proven offenders was established in accompanying regulations which also were accepted by the membership.

In A World History of Physical Education mention has been made that the first test of the Sanity Code came at the NCAA convention in

January, 1950. At that time seven member institutions were cited for noncompliance. The required two-thirds vote for expulsion was not

33 Memorandum from K. L. Wilson, Secretary to the NCAA Membership, January 13, 1947• 34 Joseph Sheehan, "Colleges Adopt the Sanity Code to Govern Sports," New York Times, January 11, 1948, Section 5, PP* 1, 3»

35Ibid., p. 3. 1U6 realized, however, and a year later charges against the violators were dropped. The Sanity Code was in effect abandoned following this action. ^

Dr. Nichols, who had been closely identified with the post-war drive to put college athletics on a more sound amateur basis, was satis­ fied with the adoption but warned against giving lip service to the code.

In a letter to President Fall of concerning the code, Dr.

Nichols stated:

We realize that these can be simply pious words unless the institution follows the spirit and not the letter of the law . . . Those of us who are deeply interested in keeping athletics in Ohio and throughout the country on an educational basis, feel that the President and faculty of our colleges should stand solidly behind these principles and give them their support in every way possible. We hope that the presidents will see to it that these guiding principles are something more than lip service in their institutions.37

The Code was originally drawn up on a compromise basis due to a division of thought on Article V, and Dr. Nichols had recognized the flaws in the final product, but felt, like many, that it was better than nothing. He could see hope for intercollegiate sports to stay on the amateur road if schools observed the spirit of the code.

But in the ensuing years, to the embitterment of Dr. Nichols and many others who had worked so fervently for its adoption, it was the failure of many colleges, especially in the South, to accept the code in spirit, which led to its death approximately three years after it was born.

Deobold B. VanDalen, Elmer D. Mitchell, and Bruce L. Bennett, A World History of Physical Education (Englewood Cliffs, N.J.: Prentice- Hall, Inc., 1953), p. W 7 .

^Letter from John H. Nichols to Paul H. Fall, February 12, 19^7* Dr. Nichols' contributions to the NCAA did not end there.

Throughout his years of service to the national body, he was recognized as a strong voice in behalf of the small schools and intercollegiate athletics. Due to his knowledge of the organization and its needs and his favorable reputation as a speaker, Dr. Nichols was frequently called upon to address one group or another and to serve or lead panel discus­ sions. He spoke out strongly in favor of greater representation for the small colleges, especially on the Executive Committee and the NCAA

Council. In a letter to C. Ward tfecy, the secretary and Commissioner of the Mid-West Collegiate Athletic Conference, Dr. Nichols wrote:

The Executive Committee and the Council has . . . been largely made up from the large college groups and I feel that this is a definite criticism of the NCAA and also a very definite weakness.38

Louis F. Keller, an Oberlin graduate of 1915 an^ Professor

Emeritus from the University of Minnesota, has written of Dr. Nichols' influence in giving the small colleges a greater voice in the affairs of the association as follows:

He was an aggressive representative of the small college group of the National Collegiate Athletic Association. He used his influence to promote the philosophy of athletics as an integral part of the college program and was very instru­ mental in preventing the association from being entirely dominated by the larger institutions. As a result of these efforts the smaller colleges are enjoying greater recognition in the way of N.C.A.A. sponsored programs and national tournaments.39

nQ Letter from John H. Nichols to C. W. Macy, October 28, 19WL

^Letter from Louis F. Keller, October J, 1965* 1^8 Walter Byers, the Executive Director of the N.C.A.A. has also -written:

Herb Nichols was a close personal friend of mine and he made a notable and significant contribution to the affairs of the NCAA for almost 20 years.

His record in NCAA looks like this; NCAA Council, Member- at-large, 19^9) 1952-55? Rules Advisory Committee, 1939-^7? Association Football Rules Committee, l9kQ-k-9; Soccer Rules Committee, 1950-1951? College Committee, 19^3-1952; Chairman, 19^6-195°; Executive Committee, 1950-1951*

Additionally Dr. Nichols served as a member of the Baseball Rules

Committee for five years; as a member of the Executive Committee of Small

Colleges, 19^0-194^; and as chairman of the Nominating Committee, 1951“

1953*41

As an Administrator and Representative in the Ohio Athletic Conference

The Ohio Athletic Conference is the third oldest conference of ho its kind in the nation, c and its membership has fluctuated through the

years. At the present time there are fourteen active member institutions.

Dr. Nichols became actively engaged in the affairs of the Ohio

Athletic Conference soon after he was appointed to the position of

Athletic Director at Oberlin succeeding C. W. Savage. With that appoint­

ment, too, he inherited one of Oberlin's seats of representation in the

Ohio Conference. The conference constitution had provided each member

institution with two representatives, one being a faculty representative

Uo Letter from Walter Byers, October 22, 19o5* hi , Biographical Data Sheet on John H. Nichols, M.D., May 16, 1955• (Mimeographed.) h2 Donald Jack Hunsinger, "A History of the Ohio Athletic Confer­ ence" (a seminar paper, , 1966), p. 1. 1^9 and the other a physical education representative. It was in the latter role that Dr. Nichols began his years of service for the Ohio Conference.

The impact of his contribution to intercollegiate athletics, especially among the affiliated institutions in the conference, had left a mark

that will long be remembered as a standard toward which the conference

should strive in the establishment of sound athletic policies and procedures. The writer has even in recent years heard comments following a critical vote taken on a conference issue that the decision arrived at was "below the Nichols standard" or "meets the Nichols standard." The

Nichols' name, justifiably, has come to be regarded in the Ohio Athletic

Conference as being synonomous with fair play and practices.

The Ohio Athletic Conference saw its beginning in 1902 primarily

through the efforts of Case School of Applied Science, ,

Oberlin College, Ohio State University, and

Western Reserve University. This group of institutions was frequently

referred to as the Big Six in athletic circles. J

The representatives of the above schools met for the first time

on March 29, 1902, in Cleveland at the invitation of Professor C. E.

St. John of Oberlin College. At that informal meeting, the group con­

sidered "the athletic conditions of the state with a view to the adoption t ^ of uniform eligibility rules for athletics."

No formal organization was attempted, but it was agreed that the

representatives present should recommend to his institution the adoption

Personal interview with John H. Nichols, August 7, 1966.

Hunsinger, "A History of the Ohio Athletic Conference," p. 5* 150 for the coming school year of the rules of the Western Conference with a limited number of modifications.^5

The first few years of organizational life for the Conference were years which proved to be vital in establishing the ideals and spirit kfi which have become characteristic of the Conference.

The first formal action of the new born conference appeared as a resolution and took place during the second meeting of the group, held on June 9> 1902? in , Ohio.

At this meeting the following resolution was unanimously adopted:

Resolved, that this meeting recommend to the . . . insti­ tutions represented . . . the formation of a conference under the name of the Ohio Athletic Conference, the organization to include Case School of Applied Science, Kenyon College, Oberlin College, Ohio State University, Ohio Wesleyan Univer­ sity, and Western Reserve University

The following temporary officers were elected: President,

Professor C. E. St. John, Oberlin College; Secretary-Treasurer, Professor kfi E. L. Rice, Ohio Wesleyan University.

Other regulations were adopted at the third meeting held in

Columbus on October 10, 1902. One of these prohibited acceptance of remuneration for athletic skill and outlawed the practice of playing kg under an assumed name. ^ Academically, deficient students were barred

^ Ibid., p. 6. ^Ibid., p. 5*

^"Minutes of the Ohio Athletic Conference Meeting," Delaware, Ohio, June 9> 1902, p. 3« (Mimeographed.) 1*8 Hunsinger, "A History of the Ohio Athletic Conference," p. 7« k-9 Ibid., p. 11. 151 from competition. Athletes, also, were required to subscribe to a 50 statement of eligibility.

From this foundation, the Conference proceeded to extend the principle of amateurism in every possible direction.

By 1904 student-athletes who performed on professional or semi- professional teams were disqualified from Conference play. In 1906 participation was fixed at three years and training tables were abolished.

And in 1907 the Managers’ Committee was formulated to administer the details of hiring officials and to handle the intricacies of scheduling.

Another advance toward non-professionalism was realized in 1909 when the Conference ruled that all athletic funds and accounts be put under faculty control. And by 1921 the practice of recruitment which had become quite prevalent even in the small colleges was condemned by the

Conference in a special resolution.51

Robert Strimer, Athletic Director at Ohio Wesleyan University, recently stated that the Conference policies and regulations which were agreed upon came about largely because of the feeling and direction of those men representing Oberlin College at that time.^ In other words, it was evident that the Oberlin philosophy was most influential in the final determination of early Ohio Conference policy.

It was not until 1910 that the Conference adopted a constitution,

(See Appendix H.) Article II of the charter spelled out the aims of the

^ Ohio Athletic Conference Constitution and By-laws, May 22, 1963, P-

51Ibid., p. 5 . 52 Personal interview with Robert Strimer, June 23, 1966. 152 Conference and, interestingly, these have remained almost intact through the years. The following were the specific aims outlined in the original constitution:

(a) The proper subordination of athletics to the regular scholastic work of the colleges, and the encouragement of a high standard of scholarship among athletes.

(b) The encouragement of the spirit of amateurism and the discouragement of professionalism and commercialism in athletics.

(c) The encouragement of the highest ideals of sportsmanship and gentlemanly conduct in members of opposing teams and their supporters, and especially of generous treatment of visiting teams by the team and student body of the home college.

(d) The securing of faculty supervision of athletic finances in the colleges of the Conference.

(e) Establishment and enforcement of uniform eligibility for participants in intercollegiate athletics.

(f) The securing of satisfactory officials for athletic contests.53

The Conference grew in stability and maturity, and by 1929; the need for a Commissioner was evident.

This post was filled by Mr. George Daniel, who served the Confer­ ence in this position from 1929 until his retirement in 196l.-^

George Daniel came to know Dr. Nichols extremely well during their years of service together. He had first met John Nichols when he was a star athlete at Oberlin and Daniel a student athlete at Ohio

Wesleyan University. Their paths crossed again in 1918 at Camp

Zachary Taylor in Louisville, Kentucky, where Daniel was stationed and

•^Hunsinger, "a History of the Ohio Athletic Conference," p. 2 7 . ck Ohio Athletic Conference Constitution and By-Laws, p. 7 . 153

Nichols "was training in the Array Medical Corps. And during Dr. Nichols’ entire tenure at Oberlin,, Daniel was serving as Ohio Conference Com­ missioner. Mr. Daniel has said of Dr. Nichols' contribution to the

Conference:

From the very first he was a tower of strength in Ohio Conference affairs, in matters of sanity especially, in the varsity sports of football, basketball, baseball and track, the first two of which we can well call the "pressure sports."55

Further recognition came to Dr. Nichols when he was elected as

President of the Ohio Athletic Conference for the school year 1950-1951*

Prior to his leading the Conference as its President, he served as

Secretary-Treasurer, from 193&-1938 and again from 1939-19^8.^

In these capacities, Mr. Daniels continued:

Doctor Nichols was one of the outstanding figures in the Ohio Athletic Conference. He fought tooth and nail all during his long tenure as Oberlin College's faculty repre­ sentative to have the organization adhere to the original principles on which it was founded in 1902, namely, that "tramp" athletes had no place in the conference. He fought against athletic scholarships given out for athletic prowess unless the scholarships were backed by academic ability. The result is that the Ohio Athletic Conference does not today give out scholarships unless accompanied by ability in classroom work. I would say it was one of the monuments that in large part Doctor Nichols succeeded in establishing as part and parcel of an Ohio Conference existence . . . And finally, one of his greatest assets was his winning per­ sonality. As one member put it, he could charm the birds in the trees. Even to those who were not in agreement with his - ’ • - - ’ he never rubbed the wrong way. He was

^Letter from Mr. George Daniel, October 27, 1966. 56 Ohio Athletic Conference Constitution and By-Laws, p . 2.

^Letter from Mr. George Daniel, October 27, 1966. 15^

Dr. Royal F. Martin, formerly Athletic Director at Otterbein

College and an associate of Dr. Nichols in Ohio Conference conclaves, has stated:

Dr. Nichols in my estimation was not a pusher type. He believed in his principles, he stuck by those principles, and was not easily moved from them by reason of any particular pressure situation that might arise. In this manner, he helped to give to the Ohio Conference a standard for which the confer­ ence became well known later . . . He could always be depended ifying the best position and policy of the Ohio

Further witness to the Nichols' character as it reflected on associates in the Ohio Conference was made by Paul Landis, currently the

Commissioner of the Ohio High School Athletic Association, formerly a

coach at Bowling Green State University when the school was an Ohio Con­

ference member, and himself a graduate of Oberlin College. He has said

of Dr. Nichols:

As a very active participant in Ohio Conference affairs, he always worked for sound athletic programs and policies and I think it was reflected in his own program operation at Oberlin College. He was a great person. He was well-liked by everybody and as a man I don't think there is anything that could be said questionable about him. His character and his personality and everything about Herb Nichols was very, very good.59

Mr. William Bernlohr, Athletic Director at Capital University

when asked if Dr. Nichols was involved in any controversies at Ohio

Conference meetings replied:

Dr. Nichols and Oberlin College represented the thinking of a minority group. Therefore both Dr. Nichols and Oberlin

^Personal interview with Dr. Royal F. N&rtin, June 16, 1967*

^Personal interview with Mr. Paul Landis, July 5, 1966. 155

College were a bit controversial. They didn't endorse such things as championships, post season play or Christmas vaca­ tion play. There were many features of college athletic participation to which Oberlin College was opposed . . . But one must always respect the thinking of Oberlin people because they are well-educated, intelligent people . . . It is worth recognizing that Oberlin College has made as rich a contribu­ tion to physical education as any institution. And Dr. Nichols was one of the outstanding contributors representing Oberlin . . . this was most apparent in his contributions to the Ohio Con­ ference .60

Added Dr. Robert Strimer:

There were schools in the Ohio Conference which did not agree with Dr. Nichols' philosophy, and we still have argu­ ments in the Conference with Oberlin on their total philosophy. But Dr. Nichols was one who did not involve himself in contro­ versy. He was known to be honest and straight forward as he approached any of the problems. He was a strong figure in the conference and one of the outstanding men in the field of physical education . . . and the men of the conference had nothing but the greatest respect for him.61-

All of the problems which faced the Ohio Athletic Conference were not solved, and are not even today. Perfection has not been achieved, but it remains committed to the principle and practice of amateurism in intercollegiate athletics. Its history has shown its dedi­ cation to the proposition "that physical education is truly education in the best sense of the word." In a large measure, Dr. Nichols, through his position as a representative of Oberlin College to the conference and leadership in the body itself, has made a large contribution toward that realization.

^Personal interview with Mr. William Bernlohr, July 7* 1966. 6l Personal interview with Dr. Robert Strimer, June 23} i960 . 156

As an Active Lecturer, Writer, Committeeman and Officer in Other Professional Activities and Organizations

Dr. John H. Nichols' direct affiliation with professional organi­ zations had a simultaneous beginning with that of his teaching career at

Ohio State University. It was rather natural that he became thoroughly involved in this phase of professional work because his closest com­ patriots in the field such as Dudley Reed, the Fauver brothers, and L. W, 62 St. John were very active in this line of work.

His active role of leadership in the National Collegiate Athletic

Association and the Ohio Athletic Conference has been discussed under separate headings, but his participation and contributions to other organizations should not go unheralded. He made this contribution in the form of lecturing, writing, committee work, and in holding responsi­ ble offices.

Dr. Nichols' sense of humor, his vivacious spirit, and frank approach to pertinent matters of athletics made him a speaker much in demandHe presented more than seventy-five addresses and papers at

college, national and state physical education meetings, intramural meetings, and other professional education groups. He also was a fre­

quent speaker at luncheon meetings, assemblies, service clubs, churches and educational groups on physical education, health, athletics, and 6k camping topics.

62 , Personal interview with John H. Nichols, April 25, 1965*

Personal conversation with Robert Keefe, October 8 , 1966. 6k Biographical data sheet on John H. Nichols, M.D., lvfay 16, 1955• (Mimeographed.) 157

Perhaps the most significant of these addresses were not those presented in the panels and forums of national and state physical educa­ tion organizations and in the presence of learned scholars, but rather those presented to the young, fresh minds of Oberlin students who would be expected, in time, to pass on to other generations the concepts and ideals of Oberlin athletic philosophy.

In his chapel talk, "Athletics in College," Dr. Nichols classi­ fied the athletic practices of schools as first, those "that conduct football as a big business" and secondly, those that conduct football as a game and a sport utilizing students who are attracted to it for educa­ tional purposesHe pointed out that Oberlin had taken its stand with the second group.^

In his talk, "What's Right with Oberlin," Dr. Nichols again served to enlighten the student body on the merits of Oberlin's indi­ viduality. Coming from a man who had taught in a huge university as well as Oberlin, the impact of his words carried weight. He said: "I firmly believe that Oberlin's strength lies not in her similarity to and imitation of other colleges and universities, but to a very great degree in her uniqueness and differences."^

Although the settings were different and the audiences not always convinced, his many trips to the rostrums of professional

"Dr. Nichols Discusses Athletics in College," Oberlin News Tribune, November 8 , 1935; P* 1*

^John H. Nichols, "What's Right with Oberlin?" The Oberlin Alumni Magazine, XXVII (October, 1930); 11-13* 158 conclaves, always carried a similar tone, and stressing the necessity for purity in athletics if educational benefits are to be derived. Within a profession that was suffering from growing pains in commercial and pro­ fessional trends, his periodic reminders of the need for amateurism were like fresh ripples on a polluted pond.

Through publications, too, Dr. Nichols made communication of his message to the ears of the professions. He wrote a large number of articles, with some appearing in all forms of newspapers, journals, quarterlies, convention proceedings and year books. Much of his writing dealt with the problems centering around the game of football. But he also wrote on matters pertaining to physical education and intramural programs. He was a man well-versed in each of these areas.

Dr. Nichols vigorously served his profession at the grass roots level, as well. No menial task was too great if in the interest of physical education and athletics. In this respect, he was a true and humble servant to the betterment of his profession. In 1935j for example, as chairman of the Exhibits Committee of the Mid-West Physical Education

Association, Dr. Nichols was called upon to arrange the locations where exhibit booths at the convention would be most advantageously displayed.

Such a chore could well have been administered by a person of lesser rank, but Dr. Nichols moved ahead on the project with his customarily efficient manner.^®

^Letter from B. E. Bayh to John H. Nichols, March 27> 1935* 159

Dr. Nichols served on innumerable committees during his forty years of association with various national organizations. Among these were--

Chairman--Section on College Athletics of the American Associ­ ation of Health, Physical Education and Recreation.

Chairman--Section on College Physical Education of the American Association of Health, Physical Education and Recreation.

Chairman of Exhibits--Middlewest Physical Education Convention, 1935-

Member--Council of the American Association of Health, Physical Education and Recreation representative for C.P.E.A. several years, representative for the State of Ohio, I9MK

Member— State Personnel Committee of Ohio YMCA.

Member— State of Ohio Advisory Committee on Physical Education.

Member--numerous other committees in the American Association of Health, Physical Education and Recreation and Mid-west Physical Education Association for forty years.

Member— U.S. Olympic Medical Committee, 19^8.

Chairman--College Physical Education Association Nominating Committee, 1951-1952.69

In addition to elected offices held by Dr. Nichols in the Ohio

Athletic Conference and the National Collegiate Athletic Association, the positions of leadership and recognition he held in other national and state physical education and athletic associations were many. They include the following:

President--National Athletic Research Society, 1922.

President— The Ohio Society of Physical Education, 1921-1923.

/Tq Biographical data sheet on John H. Nichols, M.D., May 16 , 1955• (Mimeographed.) 160

President--Sigraa Delta Psi, National Athletic Fraternity, 1935-1938.

Vice President--Sigma Delta Psi, 1932-193^.

District Leader--National Physical Fitness Program of Ohio, 19^2 .

President--Society of Directors of Physical Education in Colleges, 1924.

President--Physical Education Section of Ohio College Association.

President--Advisory Board of the YMCA, Ohio State University.^®

At the local level, Dr. Nichols served his community as President 71 of the Oberlin United Appeals Drive of 1957 and as Chairman of the

Hospital Board of Managers for Allen Hospital in Oberlin from 1955 1° i960 J 2

In tribute to Dr. John H. Nichols and in recognition for his lifelong services to his alma mater, his profession, his community, and numerous other enterprises, he has been honored on several occasions.

For his contributions to the College Physical Education Associ­ ation and the Northern Ohio Officials Association, he was awarded 73 Honorary Life Memberships in those organizations.

70Ibid.

^ " U A Board Gives Heart, Cancer, IB Money to Allen Hospital, " Oberlin News-Tribune, April 1957^ P* 1* 72 Letter from Donald M. Love to Dr. J. H. Nichols, September 22, 1958. 73 Oberlin Directory, 1966, Class of 1911. l6l

In 19^6, he was a recipient of the Honor Award and named as a

Fellow in the American Association of Health, Physical Education and 7k Recreation.1

On June 8 , 1958; Dr. Nichols received from Bowling Green State

University the degree of Doctor of Science in Health and Physical Educa­ tion in honor of forty years of service to the profession.75 (See

Appendix I.)

In 1955 he was honored by his alma mater with the dedication of the John Herbert Nichols Gateway to the men's athletic fields at Oberlin

College. The Cleveland News reported the event as follows:

Oberlin College and friends have erected at the college athletic field a gateway in brick of the college colors (crimson and gold) in honor of the college's Dr. John Herbert Nichols, who retired this year after a life spent in dedication to physical education at Ohio State University and Oberlin. He is nationally renowned in this collegiate field.

We choose to believe that, hidden in this testimonial, there is a recollection of one of the gamest and fanciest in Ohio football history, playing at less than 150 pounds. Oldsters of Cleveland and Columbus will remember Herb Nichols and his frazzled crimson jersey. They can see him now as he streaked down the length of the gridiron for the touchdowns that beat Ohio State, Reserve, and Case. There were giants at Oberlin those days I Folks at Oberlin say he's never lost the charm or the speed of mind, even at retirement age.

Many, too, will remember Herb Nichols in his business suit as an active contributor to professional interests through lectures, publications,

l b "Honor Award Fellows . . . 19^6," Journal of Health, Physical Education and Recreation, XVII (June, 19^6), 329. 75 Nichols, Billington, Coatney Named as Honorary Degree Recipi­ ents," The Bowling Green News, June 6 , 1958; p* 1.

Nathaniel Howard, "Sure, That's Herb Nichols, Quarterback," Cleveland News, October 29, 1955* (A clipping.) 162 committee activities, and as an efficient,tireless officer in many- national and state organizations.

As a Civilian Consultant in the European Theater of Operations

The impact of Dr. Nichols' leadership was felt again, in 19^5; when he accepted an invitation from Colonel F. R. Kerr, acting Director of United States Army Special Services Division, to go to Europe as a special consultant in the establishment of a sports program. He received from Colonel Kerr on February 5> T9^+5 this message:

I am pleased to learn that you have accepted the invita­ tion to go overseas as a civilian sports expert in connection with the Athletic Program. Your name has been submitted to the War Department for approval, and upon satisfactory comple­ tion of the usual investigation, formal notification of your appointment will be forthcoming.77

The New York Times reported on the announcement as follows:

Two new groups of civilian athletic leaders, one headed by H. 0. (Fritz) Crisler, University of Michigan coach, and the other supervised by Dr. John H. Nichols, director of athletics at Oberlin College, have volunteered for overseas duty with Athletic Branch of the Army’s Special Services Division . . . As a stimulus to Army athletic activity, these groups will set up coaching clinics in several sports in the two theaters of operation.^”

The program was inaugurated to circumvent problems of morale amongst allied troops which had existed with the soldiers of World War I.

77 Letter from F. R. Kerr, Colonel, G.S.C., Acting Director Special Services Division to Dr. John H. Nichols, February 19^5*

^"Coaches to Be Overseas," New York Times, March 1, 19^5> n.p. (A clipping.) 163

Time Magazine elaborated as follows:

After 1 9 18 's Armistice Day, the doughboys of World War I spent much of their time cursing General Order 2^1. On the theory of completing the troops' training, Order 2^1 called for six solid hours of drill a day--to keep the doughboys busy enough and tired enough. World War II's brass hats have a better idea: a whopping sports program.^

This lesson in history, then, prompted the sports program which was felt by military leaders to be an answer in maintaining a high state of morale and physical fitness following the defeat of Germany and during the subsequent period of readjustment and demobilization.

For some months prior to the invitation of Dr. Nichols and H. 0.

Crisler of Michigan University to head up their program, the Army’s

Special Services Division had been planning the program with the idea that it might be implemented immediately after V-E Day. In and

Rome, officers and enlisted men with previous sport experience were

O A coming out of training school at the rate of 250 a week. It was with this group of men that Dr. Nichols and his staff, which included Oscar M.

Solem, then head football coach at Syracuse; Arthur R. Hutchins of the

Southern Football Officials Association; and two athletic trainers, John

W. Hulme, Penn State School of Physical Education; and A. D. Dickinson,

Iowa State School of Physical Education,^ lectured, demonstrated and directed their efforts in order to organize company, regimental and

^"Garaes for G.I.'s," Time ftkgazine, XLV (ftfey 1^, 19^5); 56.

6 oIbid.

Q -j "Coaches to Be Overseas," New York Times. l6k divisional sport competition. (See Appendix G.) And for this group of men, a manual to describe the normal functions of the athletic officer and to provide a comprehensive view of those elements which influence athletic activities was drawn together by the Army's Ninth Air Force.

As was clearly outlined in the manual, the purpose of the Sports

Clinic, under Dr. Nichols' direction, was to assist the athletic officers in the organization and direction of the programs for their respective units.

The personnel plan of operation and function of the clinic was described briefly as follows:

a. Each clinic should be composed of as many experts as is necessary to operate the clinic. Qualified officers who are experienced coaches, officials or trainers may be located within the command and be available for this duty.

b. All athletic officers and key personnel concerned with athletic administration, coaching, officiating, or train­ ing should be required to attend this clinic . . .

c. Upon the completion of the . . . clinic it is recommended that similar clinics be established within each command with the purpose of preparing sufficient personnel to perform adequately the duties necessary for the success ■ of the program.^2

The one week training session, or the Army Athletic Staff School, as it was referred to by military personnel, began on May 6 , 19^5 and was organized and administered by Dr. Nichols and his staff but under the supervision of the military. The program as it appears in the appendix illustrates the nature, scope and depth of the plan. (See Appendix G.)

go "Suggested Athletic Program for Redeployment Period for Ninth Air Force," Section XX, p. (Mimeographed.) 165

Following the official greeting to those attending the Army-

Athletic Staff School, Dr. Nichols presented a talk on the athletic pro­ gram and how it would be conducted. He outlined the objectives of the program as follows:

a . The program should be so organized that the activities will appeal to the interests of the soldier.

b. The program should assist in maintaining fine morale and discipline and give him some constructive outlet for his physical energy and drive.

c. The program should assist in maintaining a good level of physical fitness.

d. The program should teach the skills of a wide variety of individual and team sports, that he can enjoy later in civilian life.

e . The program should give opportunity for all soldiers to compete in a number of different sports.

f . The program should help him in his adjustment from a fighting man to the civilian status. He will be changing from a game where they are fighting for keeps, where no favors are asked and none are given and where sportsman­ ship does not receive much consideration.

g. The program should provide unique vocational training and experiences for administrators, instructors, coaches and trainers. All men interested in the field of physical education and athletics can have a marvelous teaching and coaching experience, that will weigh heavily when they return to the states.^3

Of special interest regarding this unusual experience in which

Dr. Nichols was called upon to lead and inspire others in the formulation of something new, a post-war athletic program, are excerpts from a report

Q n ~Vohn H. Nichols, "The Athletic Program," a talk presented at the Army Athletic Staff School, f-fey J, 19^5; P* (Mimeographed.) 1 6 6 made by him to the Special Services Division following his return to the

United States. He wrote as follows:

During the trip [to France on the Queen Mary] we showed moving pictures and talked to groups of enlisted men about athletics.

Tuesday, Iterch 27, our group reported to Colonel Frank McCormick, Chief of the Athletic Branch of the E.T.O. [European Theater of Operations], After a short briefing in regard to our work at the Army Athletic Staff School . . . we reported to Cite Universitaire, Paris, and were assigned billets,

During the first week, we attended classes and were oriented on the whole program and especially with reference to the lectures and activities which each one of us was to handle.

Dr. John H. Nichols gave the opening lecture on the athletic program followed later by a lecture on "Administra­ tive Policies and Procedures." He also gave the demonstration of softball officiating and handled the instructional classes in methods of coaching softball in mass programs.

All five of the civilian consultants assisted in the preparation of technical material for the "Guide for Athletic Officers" and of other mimeographed material. We also drew up material and visual aids to be used in various theory classes and we all conducted discussion groups for an hour and a half each afternoon . . . This was one of our most valu­ able contacts with the officers.

For a period of four weeks, all five of the men made weekly trips to Chantilly, the Headquarters for the Ninth Air Force. They had set up a Special Athletic Officers School for their men, after a few of their officers had received the training at the Array Athletic Staff School. ^

Dr. Nichols related further:

It was realized from the first that the competitive pro­ gram with its strong incentives and motivations while pre­ senting problems in administration, would be by far the easiest to promote. It was clear from our Saturday morning

John H. Nichols, "Report to Special Services Division," n.d,, pp. 1-3• (Mimeographed.) sport forums that the problems that bothered the athletic officers the most, was the securing of instructors qualified to assist in the mass p r o g r a m .

Due to the nature of the school, which was to train athletic administrators and not coaches or teachers, some of the civilian con­ sultants felt that their contributions to the school were somewhat limited.

Dr. Nichols wrote:

However, I think they all did their best to contribute where they were qualified and Colonel McCormick and the staff at the School seemed to feel that we had been able to make a definite contribution to the effectiveness of the School. I believe I reflect the feelings of most of the groups when I say that it was one of the most challenging and interesting experiences that we have ever had.

We feel proud to have been selected for this mission and hope that through the Athletic Officers School, we have been able to assist in setting up an athletic program that will effectively reach the enlisted men who remain in the European Theater of Operations, and help to some degree in maintaining a fine morale in our Army.°° CHAPTER VI

A ROLE OF LEADERSHIP IN RETIREMENT

An Active Camp Director

He didn't know it at the time, but in the summer of 1910 when

John Herbert Nichols pitched a tent as a counselor at Camp Pemigewassett in Wentworth, New Hampshire, he was establishing for himself a security for activity and happiness in retirement. He had been invited by Dr.

Dudley B. Reed to join the camp staff that summer following his junior year at Oberlin on the high recommendation of Ted Reed, a fellow student at Oberlin and younger brother of Dr. Reed.^

Three summers before in 190J, the three founders of Camp

Pemigewassett, Dudley B. Reed, Edgar Fauver and Edwin Fauver, had been counselors at Camp Moosilauke. From this experience, the three Oberlin graduates and boyhood pals in Oberlin decided to venture into the camp business on their own. Tom Reed, son of Dudley Reed, recalls, "They used to say modestly that they were running Moosilauke so they might as well run their own camp."^

James H. Hall (Oberlin, 191*0 wrote of the camp's beginning in the Oberlin Alumni Magazine. He said:

. . . that the three Moosilauke counselors began their search for a site that summer but found nothing more attractive than

Personal interview with John H. Nichols, August 7, 1966.

^Personal interview with Tom Reed, August 1, 1966.

168 169

a location just two miles up the valley from Camp Moosilauke on Lower Baker Pond. It was determined that they would return to the area the following Thanksgiving to look over a site at Indian Pond and if they found that to be "not dis­ tinctly superior," they would secure the Baker Pond site.3

The final decision favored Baker Pond, about fifty acres were leased with an option to purchase the land later, and plans began to start camp.

Dudley Reed and the Fauver twins reported to the camp site in late May of 1908 and in less than one month built a mess hall, layed out two tennis courts and a ball diamond, made tent platforms, rigged the tents, arranged for food, milk, water and plumbing, and made graders and rollers for the tennis courts. They were up at sunrise and worked until dusk every single day and welcomed that first summer at the end of June, fifteen campers and two counselors A Ry 1910 Herb Nichols' first year as a counselor, the camp had expanded to 35 campers. Its growth since then has been continuous and today numbers almost 200 campers.

Shortly after World War I, Dr. Nichols became interested himself in administering a camp and went so far as to investigate costs, sites and partnerships with two Ohio State colleagues, L. W. St. John and Frank

Castleman. Learning of this interest, Dr. Reed proposed to Nichols that he buy into the partnership at Camp Pemigewassett.5 This he did and has served as one of the directors ever since.

3james H. Hall, "Dudgarwinick or the Spell of Pemigewassett," The Oberlin Alumni Magazine. LIII (April, 1957)> 5*

^Personal interview with Tom Reed, August 7; 1966.

^Personal interview with John H. Nichols, August J, 196 6 . 170

In the camp brochure are written these words of tribute to the four directors:

These four men, pioneers in camping and all leaders in the College Health and Physical Education work, became affectionately known to generations of Pemi boys as the ’3four Docs." The impact of their rugged characters and warm, color­ ful personalities has left its imprint in the standards and spirit of the Camp today.6

Since the deaths of the original founders, Dr. Nichols, with

Alfred N. Fauver, son of Edgar Fauver, and Thomas L. Reed, son of Dudley

Reed, have been "carrying on and strengthening the ideals, traditions and material equipment that have made Pemigewassett one of the outstanding boys camps of the country."?

Thomas Reed has spoken glowingly of Dr. Nichols' contribution to camping in general and Camp Pemigewassett in particular. He said:

Of all the directors, Doctor Nichols especially offered an ability "to keep a finger on the pulse" of camp affairs and brought an abundance of energy, imagination, intelligence and talent to correct matters which needed that kind of atten­ tion. He's built an enthusiasm and spirit in camp that only his touch can produce. If he is going to undertake a project, he carries it out thoroughly, making certain that all angles are covered. He is a master at detail.”

The athletic ability of the "Four Docs" is legendary. But Dr.

Nichols, even in his later years, performed at camp with skill. As an example, Tom Reed pointed out: "He played counselor's baseball until he was almost sixty and I remember the last year he played coming to bat and

Pemigewassett, a Camp for Boys in the White Mountains, a brochure of the fifty-seventh season, 196^,, p* 1 .

7Ibid. g Personal interview with Tom Reed, August 7> 1966. 171 getting a pinch hit to win a ball game. I don't think he'd swung a bat

hQ more than once all summer. ^

Alfred Fauver talked of Dr. Nichols' keen interest in the junior camp. (Camp Pemigewassett is made up of four divisions: Junior, Lower,

Intermediate, Senior.) The junior camp has been his "baby." He still oversees its operation, hires its staff, but doesn't attend to all the details as he once did.^

Tom Reed, in recalling highlights of his years as a junior camper, lauded Mrs. Louise Nichols^ or "Aunt Louise" as she was called, for her devotion to the junior campers. He said:

She was a kind of mother to the junior camp. She would make fudge and invite kids over and have ice cream . . . It was wonderful to know, masculine as we were trying to be, that there was a very sympathetic woman around to whom one could turn when attention was needed. Mrs. Nichols had an unusually sweet nature . . . She was a sensitive, warm, person and she had a real will--she had principles and stuck by them. Her passing the summer following Doctor Nichols retirement from Oberlin was a heavy loss to Camp Pemi.^

Even today Dr. Nichols does most of the staff selection; as he is relatively free in the winter while the other two directors are teach­ ing full time. Mrs. Dudley B. Reed has stated that she felt the reputa­ tion of Camp Pemigewassett depends more on the quality of the counselors that it does on location, facilities, equipment or program. "Dr.

Nichols' ability in choosing men, in my opinion, is the most important

9Ibid. 1° o Personal interview with Alfred Fauver, August lo, 1967*

"^Dr. Nichols was remarried to the former Catherine Burtt Carter on April 8 , 195$ following the death of his first wife in August, 1955* 12 Personal interview with Tom Reed, August 7, 1966. 172

single attribute he brings to us. The staff really makes the camp and his judgment of people has been superb over the years. Of course, his

very presence has been a reward to Camp Pemigewassett.11^

Dr. Nichols brings a very sensitive touch to special events. He

brings a kind of geniality to a birthday celebration, a final banquet or a reunion. Mrs. Reed elaborated,

In 1958 we had our fiftieth reunion of the camp and he was wonderful . . . We had alumni back and for four days I've never had more fun in ray life and it was Dr. Nichols who planned the events for the occasion and his personality carried it over perfectly .1^

Regarding his interest in camp organizations, Tom Reed has added:

"Doc Nick,11 more than any of the other directors present or past, has been interested in camping organizations. He is adept at meeting people and good at picking up interest­ ing or crucial items on an agenda of a camp meeting--items that are applicable to Camp Pemi. He has been more receptive to ideas from outside sources as well, and has contributed many fresh suggestions to camp operations because of his active association in camp organizations .1-5

Dr. Nichols has served several New England camping organizations

in a leadership capacity throughout the many years of association at

Camp Pemigewassett.^

Another major contribution of Dr. Nichols to Camp Pemigewassett,

of course, has been his function as the Camp physician. He takes sick

call morning and afternoon and absorbs much of the responsibility of the

13 Personal interview with Mrs. Dudley B. Reed, August 18, 1967* ^ Ibid.

"^Personal interview with Tom Reed, August J, 19 6 6 .

^Personal interview with Alfred Fauver, August 18, 1967. 173 camp in cases of illness or injury. During the author's visit to Camp

Pemi in August, 1966, the conversation with Dr. Nichols was interrupted by an emergency call at his bungalow to attend to a young lad who had broken his arm. He conscientiously administered to the youngster's needs, then drove him to the hospital at Hanover, New Hampshire.

In his article, "Camp Spirit and How It Can Be Fostered," which he wrote in retirement, Dr. Nichols pointed out that the spirit of camp depends most of all on the personnel but those things which can be done together serve as the best stimulus for the development of camp spirit.

Several ways to foster spirit, he outlined as follows:

1. Through singing camp songs together at campfires, worship services, on trips, and at assemblies.

2 . Through experiencing hardships together on trips.

3. Through cheering for outstanding achievements by individuals, or groups.

k. Through carnivals, shows, circuses, or other group projects.

5. Through sports.

Of sports Dr. Nichols wrote:

Sports, intra-camp and inter-camp athletics can make a fine contribution if used in the right way to give to all the campers who desire a chance to participate on the various teams. Sports offer the opportunity to develop not only team and camp spirit but a fine sense of fair play and sportsman­ ship unparalleled in any other camp activity.-1-?

Dr. Nichols in reviewing his fifty-eight year association with

Camp Pemigewassett has said that he feels that the camping experience has

^John H. Nichols, Camp Spirit and How It Can Be Fostered, a pamphlet, p. 3* n.d. 17^ had a strong effect on his thinking concerning the value of physical education, athletics, and recreational activities under proper leadership.

There is no place like camp, he said, to really teach self-expression and develop ideals if the right kind of leadership is at hand. Youngsters are at the age whereby they idolize young adults and they are tremendously- influenced by what they see people do. So this age group (8 to 15 years old) is a perfect one with which to accomplish things in an educational way. The modern lad usually is possessed or over protected at home and the camp experience develops those qualities that are intangible; they are not specifically skills or techniques, but are qualities of integrity, 18 courage, toughness, independence and self-reliance.

Through the medium which is Camp Pemigewassett, Dr. Nichols, in retirement continues to brighten the path for many people. His philosophy of life and sports remains unshaken; the ideals and convictions of his personal life are untarnished; his radiant spirit and human warmth

unchanged; and most of all, that thousand dollar grin of which President

Wilkins once spoke still "laps over and buttons behind."^

^Personal interview with John H. Nichols, August J, 1966 .

1%i-0-Hl 1912. p. 6 8 . CHAPTER VII

SUMMARY

In this account of the life and contributions of Dr. John H.

Nichols, effort has been made to support the judgment that he is a man of high integrity, strong principles, sound philosophy and deep understand­ ing and who has in an energetic and efficient manner contributed credit­ ably to the status and respectability of the expanding physical education profession for sixty years. His example in leadership for modern physical educators has been exemplified in several ways.

In the first place, Dr. Nichols, because of his diversified interests and experiences within and outside of the profession, was acclaimed as a man of broad knowledge. By the time he began his profes­ sional teaching career at Ohio State University in 1916, he had not only completed his college education, but his medical education as well. He had been a counselor at a boys camp for seven summers, a coach at his alma mater for one year, an instructor in physical education for four years and a Western Conference official for three years. Even by today's standards, such accomplishments in but twenty-six years of life would be considered significant indeed!

As he grew in years within the profession, he broadened his interests into such areas as curriculum development and intramural athletics, and was recognized as one of the early leaders in these areas.

He wrote considerably for professional publications and spoke with

175 176 authority before many professional enclaves. Dr. Nichols' experiences included also service as a medical corpsman during World War I and. as a civilian athletic consultant at the close of World War II. His fifty- eight years of devoted service to young hoys as a camp counselor, admin- trator, and physician provided yet another vantage point which solidified a background of varied experience that helped to serve the profession well.

Secondly, John Nichols was educated in the soundest manner possi­ ble for his life's work. The finest educators of the period received no better training than did Dr. Nichols. His early training at Marietta

Academy provided him with a strong academic foundation. Oberlin College was one of the leading educational institutions of that time, especially in the training of physical educators under the direction of Fred Leonard and Charles Savage. His training under these leaders helped to mold a philosophy that was to be the backbone of his ideals and actions during his professional life. The best a man could do then to better prepare himself for a profession in physical education was to be educated in an established medical school for training in medical examinations and diagnosis. This also was accomplished by Dr. Nichols with four years of schooling at Rush Medical College in Chicago. Further, he attended classes in 1911 at the Harvard Summer School under the tutelage of Dr.

Dudley Sargent, considered to be one of the most prominent and respected physical educators around the turn of the century. Two European trips lent insight to his life and breadth to his thinking. John Nichols could not have secured a better training for the teaching of athletics and physical education for the times in which he lived. 177

Third, Dr. Nichols was dedicated to the best interests of the profession through service to the individual. At Ohio State University, he worked with the masses of students by examining and testing each one in a diligent effort to provide an experience in physical education adapted to the needs of every student. His development of elective classes within the structure of the required program for those of high physical efficiency^ was one of the first and certainly one of the finest of its kind in the country.

Ohio State University was not the first institution to grant credit for work in the required program, but it was under Dr. Nichols and Christopher Linhart before him,^ one of the pioneer schools in this area. Dr. Linhart*s failing efforts broke the ground for Nichols* push toward faculty acceptance of credit in 1920. It was a whole decade later, however, before many other schools were giving academic credit

•3 for the completion of the required work in physical education.

At Oberlin College, Dr. Nichols upgraded the program in intra­ murals to include more people and more activities. He was an outspoken advocate of intercollegiate athletics but only when carried out within the framework of decency and without the exploitation of the individual for the satisfaction of commercial interests. As an administrator he

J-Deobold B. Van Dalen, Elmer Mitchell, and Bruce Bennett, A World History of Physical Education (Englewood Cliffs, N. J.; Prentice-Ha11, Inc., 1953), p. ^ 2 . 2 Bruce L. Bennett, "Christopher P. Linhart, M.D.," Research Quarterly, XXXV (March, 196*0, 18.

^Van Dalen, Mitchell, and Bennett, A World History of Physical Education, p. 51^* 178 always adhered to his established principles in the development of all phases of athletics.

As an individual, Dr. Nichols had few critics, but his philosophy which was an outgrowth of the Oberlin philosophy was sometimes attacked within the Ohio Conference and the National Collegiate Athletic Associ­ ation. It ran against the grain of those who sought greater commercial harvests from intercollegiate athletic programs. His desire for profes­ sional efficiency within the physical education department at Oberlin, on occa&ion, was looked upon by some of his departmental colleagues as an effort to control all the strings all of the time. A few of the staff felt that they needed greater freedom in the operation of their respective programs. But Dr. Nichols was the kind of man who had to have his hand on the pulse of the operation in order to constantly measure its effec­ tiveness for the students it served.

As a fourth example of leadership, Dr. Nichols stood out as one of the truly forceful pioneers in the growth of professional organizations in this country. He eagerly contributed to these organizations of his talents in speaking, writing and administrating. Especially in the

National Collegiate Athletic Association, an organization which in its formative years was lacking in purpose and direction, did Dr. Nichols lend insight, intelligence, and positive programs aimed at giving that organization greater strength and control. His nine-point plan of action to curb athletic abuses and commercialism in sports was a major obstacle in the path of those who sought out greater financial dividends and prestige from the institutionally sponsored and public appealing sports 179 programs. Few institutions adapted his plan in total, but many were forced into re-evaluation of their aims and objectives with positive results. His leadership was felt as well, if not so dramatically, by the

American Physical Education Association, the College Physical Education

Association, the Ohio Conference and other professional organizations.

His national reputation for efficient leadership led, in large measure, to his selection as one of the prominent physical educators to direct the post-war sports program in Europe for the American occupational forces.

Lastly, the contribution of Dr. Nichols by personal example is a noteworthy one. He was raised in the strictest traditions of ethics and morality, and the dignity of his own life served as a model for many students and colleagues. His warmth and humble sincerity wrought many friendships within the profession and the schools he served. Throughout his life he has maintained his physical self as he would have expected his students to do. Even today, after almost seventy-eight years of life, he continues an active regimen as evidenced in his spirited work at Camp

Pemigewassett. His has been a wholesome and fruitful life, not without defeat and frustration, but always carried on with effervescence and with purpose which has lent meaning to many.

Physical education experiences today a far more prominent position of respect in most of our colleges and universities. This has been realized mainly because of the driving determination of men like John

Herbert Nichols, who believed in and practiced principles which gave status and posture and recognition to physical education as an integral part of America’s educational programs. APPENDIX A

180 INSTRUCTIONS TO FRESHMEN

Ohio State University, 1919

I. REGISTRATION--A 11 freshmen and men delinquent must register

September 17th, l8 th or 19th. Penalty for late registration will be loss of three absences, which must cover all absences for the semester.

Registration, locker assignment and physical examination appoint­ ments will be made on main floor of the Gymnasium.

II. PHYSICAL EXAMINATIONS are required of all freshmen registered in the University. Appointments will be given upon registration.

Failure to meet this appointment will result in immediate notification to the Registrar's Office and suspension from all classes. Conflicts with class work will be excused by the Medical Examiner upon presentation of schedule card.

III. LOCKERS are without locks, which must be secured by the individual to whom the locker is assigned. Deposit one key with the man in charge of lockers in the locker room.

ABSENCES--A total of three absences will be allowed students for the semester. These three absences must cover every contingency, including sickness, that arises during the semester. No excuses are to be requested by any student unless absent from the University more than one week.

SUITS--The regulation suit is a sleeveless white shirt, white running pants and white tennis shoes. This uniform must be obtained by

l8l 182 every student and may be secured at any of the clothing and sporting goods stores in the city.

GRADES--Based on the physical examination, all men are classified into three groups, A, B, C. Students receiving an "A" classification in the physical examination and passing the swimming test are eligible to take the physical efficiency test— date to be announced--which, if passed with an "A" grade, entitles the student to elect his course for the second semester from the special activities offered. The classification in this examination is based on the following items: physical examina­ tion, physical efficiency test, swimming test and attendance.

ATHLETICS AND TRANSFERS— No student is allowed to substitute athletic work for the required physical education course, until he has first secured permission and a transfer slip from the Director of the

Gymnasium (Dr. J. H. Nichols). This slip must be returned properly signed by the Director of the Athletic branch for which permission is granted.

GYMNASIUM AIDS--A certain number of men are selected each year to assist the Department as "aids." Any man having had experience in gym­ nasium work and athletics should make immediate application at the

Director’s Office. Two semesters of satisfactory assistance entitles the aid to Twenty Dollars ($20).

SWIMMING— Every student is required to learn to swim before receiving credit for Physical Education. 183

MEDICAL ADVICE— The services of the Medical Director of the

Department are open to all for medical advice and examinations at all times*

INFORMATION— For further information pertaining to the Department, consult the Bulletin Board or inquire at the Gymnasium offices.

J. H. Nichols, M.D. APPENDIX B THE OHIO STATE UNIVERSITY

OOLUMBDSk Ohio, April 1st, 1920. nr. 0. 7hoT)Bon, President,

Ohio Strte University,

Derr Sir:-

I wish to suVnit the following recomendrtion for your approval: That n physicrl exr.-i. nation he made an entrpr.ce requirement for every rr.le student sntori * .2 the TJnivereity for the first ti~e. Appoint' mt s to %o rnr.de rt the "edical Exami­ ner* s office during the first week of residence. Such a requirement i/ill protect the University so remit:* from. the individual vriio r.i v.t spread r communicable disc'se rr.d jur.rd the individual e.jriast ’fork for which he is physic.-llv unqualified, end dlaco-er physical defec'ts m d tendencies which rry hrr.dicr.p hi- in his ^nivoralty work end should he corrected.

Z wo-ld nrj-est th-.t this re-^ule.tion ‘re print­ ed in the credit *eok sent to orch student entering the 7niver- eity; that it epperr upon the hail: of each duplicate schedule card •"hich io returned to the student, end lr. the student rales end regulations.

failure to receive r.r. appointment for this en* 1 ration sheuld result lr. the students heir.~ ‘ erred fron d r tees, -ftsr the f.rst two vee:-3 of reoider.ee ot the TTnivor- •ity.

Eecpectfully submitted, APPENDIX C OHIO STATE UNIVERSITY

REPORT OF UNIVERSITY PHYSICAL EXAMINATIONS 1922-23 J. H. Nichols, M.D.

MEN

Percent Total number examined ...... 17^8 Number receiving "A11 classification...... 215 12.3

POSTURAL DEFECTS

Head Head forward ...... ^75 28 Shoulders Right shoulder low ...... 820 i+7 Left shoulder low ...... 50 2.5 Round shoulders ...... 297 17 Chest Chest flat ...... 35 1.9 Chest funnel ...... 10 .5 Chest pigeon ...... 8 .k Spine Scoliosis (lateral curvature) right ...... 65 3.8 Scoliosis (lateral curvature) left ...... 315 18 Kyphosis (anterior-posterior c u r v a t u r e ) ...... k .1 Lordosis (hollow back) ...... 108 6.2 Feet Flat feet ...... 2^5 14 Weight Under 120 lbs...... 220 12 Over 200 ...... Ik .8 Height Under 5 ft. 4 in...... 50 2.8 Tobacco users Cigarettes ...... 322 18 Cigars ...... 50 2.5 P i p e ...... 1^5 8.3 C h e w e r s ...... 10 •5 Total 537 30

Swimming Able to s w i m ...... 1320 75 Unable to swim ...... 1*28 25 188

Percent

Eyes Defective sight '...... 3^6 19 Strabismus ...... 3 .1 Conjunctivitis ...... 5 .3 Ears Impacted Cerumen (vax) ...... 104 5-9 Otitis Media purulent chronic ...... 8 .5 Otitis Media purulent catarrhal ...... 3 .1 Nose Deviated septum ...... 335 1.9 Hypertrophied turbinates ...... 90 5 Septal Spur ...... 36 2 Sinusitis acute ...... 28 1.5 Rhinitis acute ...... 5 • 3 Rhinitis chronic ...... 5 .3 Rhinitis atrophic ...... 3 .1 Ethmoid!tis ...... 2 .1 Polyps ...... 1 .1 Throat Hypertrophied tonsils ...... 105 5-9 Diseased tonsils ...... 25 l.k Teeth Filling (needed) ...... 35 Prophylaxis (cleaning) ...... 150 8.5 Extraction (needed) ...... 98 5.7 Bridge work (needed) ...... ^3 2.3 Crown work (needed) ...... 1.5 Orthodontia (straightening) ...... 3 Pyorrhea ...... k .2 Gingivitis ...... 1 Thyroid Thyroid (enlargement, goitre) ...... 1.3 Exopthalmic goitre ...... 1 Lungs Rales ...... 7 Observation (Re-examination) ...... 1.1 Heart Mitral Insufficiency (valvular heart defect) 16 .9 Mitral Stenosis ...... 1 Aortic insufficiency ...... 1 Functional murmurs ...... 25 l A Genital Organs Hydrocele ...... k .2 Undescended testicle ...... 6 Gonorrhea ...... 8 .5 Syphilis ...... Hernia (rupture) ...... 9 189

Percent

Kidneys Albumin in u r i n e ...... 36 2 Hyaline and granular casts and albumin ...... 38 2.1 S u g a r ...... 0 Referred to physicians and clinics For vaccination...... 381 23 For dental defects ...... 708 k-2 For eyes ...... 225 1^ For nose and throat ...... 150 8.5 For operations 15 - 9 Diseases (previous to entering university) M e a s l e s 13&5 78 Scarlet fever 193 11 Pneumonia 183 10.3 D i p h t h e r i a ...... 11^ 6.5 Uty-phoid...... 77 Kheumatism ...... 50 2.8 Small pox k j 2.7 M a l a r i a 22 1.2 Tuberculosis ...... 9 *5 Infantile paralysis 5 >3 Cerebro spinal meningitis 2 .1 APPENDIX D

190 Proposed Major Course 1923

DEPARTMENT OP PHYSICAL EDUCATION

First Year Second Year

First Quarter First Quarter

Zoology 401 5 Psychology 407 5 Chemistry 401 or 4ll 5 Anatomy 401 5 Survey of Education 1 Physical Education (Men) 44l 2 Physical Education (Men) 401 1 Physical Education (Women) 541 3 Physical Education (Women) 421 1 Physical Education (Women) 425 1 Military Science 1 Military Science 1 Elective 5 Elective 2

Second Quarter Second Quarter

Zoology 402 5 English 433 5 Chemistry 402 or 412 5 Physiology 403 5 Physical Education (Men) 402 1 Physical Education (Men) 442 2 Physical Education (Women) 422 1 Physical Education (Women) 542 3 Military Science 1 Physical Education (Women) 426 1 Elective 5 Military Science 1 Elective 2

Third Quarter Third Quarter

English 401 5 Principles and Practice Psychology 401 5 of Education 401 5 Hygiene 400 1 Physiology 404 5 Physical Education (Men) 403 1 Physical Education (Men) 443 2 Physical Education (Women) 423 1 Physical Education (Women) 543 3 Military Science 1 Physical Education (Women) 437 1 Elective 5 Military Science 1 Elective 2

191 192

DEPARTMENT OF PHYSICAL EDUCATION

Third Year Fourth Year Flrat Quarter First Quarter

History of Education 1+01+ 3 School Administration 1+01 3 Sociology 1+01 5 Sociology 61+5 1+ ^Physical Education 691 3 ♦♦Physical Education (Men) 685 3 ♦Physical Education (Men) 41+5 3 ♦♦Physical Education ♦Physical Education (Women) 671 3 (Women) 5^5 3 ♦♦Physical Education (Men) 1+1+9 3 Elective 1 ♦♦Physical Education (Women) 51+9 3 Elective 2

Second Quarter Second Quarter

HiBtory of Education 1+05 3 School Administration 601 3 ♦Physical Education 683 5 ♦♦Physical Education 682 5 ♦Physical Education (Men) 1+1+6 3 ♦♦Physical Education 692 3 ♦Physical Education ♦♦Physical Education (Men) 1+50 3 (Women) 546 3 ♦♦Physical Education Elective 5 (Women) 550 3 Elective 2

Third Quarter Third Quarter

Public Speaking 1+01 5 Principles and Practice Bacteriology 607 5 of Education 1+1+0 5 ♦Physical Education (Men) 1+1+7 3 ♦♦Physical Education (Men) 1+51 3 ♦Physical Education ♦♦Physical Education (Women) 51+7 3 (Women) 551 3 ♦Physical Education ^93 3 Elective 7

♦ Not given in 1923-21+ *♦ Not given in 1923-21+ or 19214-25

This course m y , with the permission of the Dean or Secretary, be postponed until the autumn quarter of the second year.

Requirements for a Degree

Upon the satisfactory completion of one hundred and ninety quarter hours, under the restrictions and requirements prescribed above, the student will be recommended for the degree of Bachelor of Science in Education. APPENDIX E

193 COVENANT OF THE OBERLIN COLONY

Lamenting the degeneracy of the church and the deplorable condi­ tion of our perishing world, and ardently desirous of bringing both under the entire influence of the blessed gospel of peace: and viewing with peculiar interest the influence which the valley of the Mississippi must assert over our nation and the nations of the earth; and having, as we trust, in answer to devout supplications, been guided by the counsel of the Lord: The undersigned covenent together under the name of the

Oberlin Colony, subject to the following regulations, which may be amended by a concurrence of two-thirds of the colonists:

First. Providence permitting, we engage as soon as practicable to remove to the Oberlin Colony, in Russia, Lorain County, Ohio, and there to fix our residence, for the express purpose of glorifying God in doing good to men to the extent of our ability.

Second. We will hold and manage our estates personally, but pledge as perfect a community of interest as though we held a community of property.

Third. We will hold in possession no more property than we believe we can profitably manage for God as his faithful stewards.

Fourth. We will, by industry, economy, and Christian self-denial, obtain as much as we can, above our necessary personal or family expenses, and faithfully appropriate the same for the spread of the Gospel.

Fifth. That we may have time and health for the Lord's service, we will eat only plain and wholesome food, renouncing all bad habits, and

19b 195 especially the smoking, chewing, and snuffing of tobacco, unless It be necessary as a medicine, and deny ourselves all strong and unnecessary drinks, even tea and coffee, as far aB practicable, and everything expensive, that Is simply calculated to gratify the palate.

Sixth. That ve may add to our time and health, money for the service of the Lord, ve will renounce all the world’s expensive and unwholesome fashions of dress, particularly tight dressing and ornamental attire.

Seventh. And yet more to increase our means of serving Him who bought us with his blood, we will observe plainness and durability in the construction of our houses, furniture, carriages and all that appertains to us.

Eighth. We will strive continually to show that we, as the body of Christ, are members one of another; and, will while living, provide for the widows, orphans, and families of the sick and needy as for ourselves.

Ninth. We will take special pains to educate all our children thoroughly, and train them up in body, intellect and heart, for the service of the Lord.

Tenth. We will feel that the interests of the Oberlin Institute are identified with ours, and do what we can to extend its influence to our fallen race.

Eleventh. We will make special efforts to sustain the institu­ tions of the Gospel at home and among our neighbors.

^Italics mine. D.C.K. Twelfth. We will strive to maintain deep-toned, and elevated personal piety, "to provoke each other to love and good works," to live together in all things as brethren, and to glorify God in our bodies and spirits, which are His.

In testimony of our fixed purpose thus to do, in reliance on divine grace, we hereunto affix our names. APPENDIX F A CONDENSED STATEMENT OF OBERLIN COLLEGE

ATHLETIC POLICIES

November 1951

Complete faculty control with all recommendations regarding policy coming from the physical education department and Advisory Committee.

Unified Physical Education Department with intercollegiate athletics as one division. Staff appointments and tenure the same as all faculty appointments. Staff members contributing to all phases of the department program.

Budget. Department of Physical Education, handled the same as any other department of the college. All income and disbursements handled through the College Treasurer's office.

Athletic Advisory Committee. A faculty committee responsible to the faculty with power of recommendation.

Men in athletics have the same privileges and the same responsibili­ ties as all other students. There is neither discrimination of any kind in favor of them or against them. They are not a privileged group or a group set aside in any way.

All student scholarship aid and assistance is handled through the regular faculty scholarhip committee and the office of the Dean.

All schedules are approved and limited by faculty action.

No participation in Bowl or Arena games or games that are not under the complete control and supervision of the college involved.

Scheduling contests only with institutions operating under similar policies and similar in size and educational standards. 199

10. Promotion of an extensive and diversified program of intercollegiate

sports to extend the athletic opportunities to as many as possible.

Different types of sports appeal to different types of students.

Emphasis on sports that can be continued into adult life.

11. Continuing policy of education of students, faculty, alumni and

community as to our policies in the conduct of intercollegiate

sports and the educational philosophy back of these policies, with

emphasis on the example of the college policies in action rather

than words and written statements. APPENDIX G

200 HEADQUARTERS ARMY ATHLETIC STAFF SCHOOL ARMY UNIVERSITY CENTER APO 887

PROGRAM— ARMY ATHLETIC STAFF SCHOOL 6-12 MAY

INTERNATIONAL HOUSE

MONDAY 7 MAY

TIME TOPIC INSTRUCTOR PLACE

0830- Greetings of the Post Lt. Col. Kemp Rm 1*30 0835

0835- Official Opening of School Col. Tulley 1*30 08^5

081*5- Introduction of the Lt. Col. McCormick 1*30 0905 Athletic Program

0905- Announcements Maj. Johnson 1*30 0920 Lt. Enlow

0930- The Athletic Program Dr. Nichols 1*30 1015

1030- Available Materials Lt. Enlow 1*30 1055

1100- Administrative Policies Dr. Nichols 1*30 1200 and Procedures

1330- The Field Problem Outline Capt. Cox l*-37 1^50 Organization of Committees

1500- Sports Session Lt. Enlow Athl, 1550 Field Squad A) Softball Dr. Nichols - Sgt. Brown A.F.2 B) Volleyball Mr. Hulme - Sgt. Thompson V.B.l C) Boxing Lt. Musselman - Pfc. Schurr A.F.5 D) Basketball Lt. Lowman - Cpl. Voegele Ten. 2

201 1600- Squad A) Aquatics Mr. Dimond-Sgt. Longsderff A.F.5 1650 B) Touch Football Mr. Solem - Sgt. Blaine A.F.l C) Softball Dr. Nichols - Sgt. Brown A.F.2 D) Track Mr. Dickinson - Pfc. Farmer Tr.

TUESDAY 8 MAY

0830- Responsibility of the Capt. Cox 430 0920 Athletic Officer

0930- The Personnel Problem Mr. Dimond 430 1000

1000- Schedules, Tournaments Lt. Ingle 14-30 1015 and Meets

1030- Facilities— Records and Lt. Lowman 1+30 1120 Reports

1130- Trophies and Awards Mr. Dickinson 430 1200

1330- Committee Meetings Consnittee Chairmen- Com. 1450 Faculty Advisers Rms.

1500- Squad A) Touch Football Mr. Solem - Sgt. Blaine A.F.l 1550 B) Basketball Lt. Lowman - Cpl. Voegele Ten.2 C) Volleyball Mr. Hulme - Sgt. Thompson V.B.l D) Softball Dr. Nichols - Sgt. Brown A.F.2

1600- Squad A) Boxing Lt. Musselman - Pfc. Schurr A.F.5 1650 B) Soccer-Speedball Lt. Ingle - Mr. Hebert A.F.l C) Basketball Lt. Lowman - Cpl. Voegele Ten.2 D) Aquatics Mr. Dimond-Sgt. Longsderff A.F.2

WEDNESDAY 9 MAY

0830- The Trainer and His Place Mr. Hulme 14-30 0920 in the Program

0930- Equipment Maj. Cassady - Maj. Brown 430 1015 Care and Maintenance Capt. Cox

1025- Class Organization for Lt. Enlow Athl. 1030 Informal Games Dr. Nichols Field

1030- Squad A) Punch Baseball- Lt. Musselman - A.F.l l H O Dodgeball Sgt. Brown - Sgt. Thompson B) Kick Ba 11- Lt. Billel - A.F.2 Keep Away Sgt. Blaine 203

C) American Ball- Lt. Ingle - A.F.3 Svat Ball Pfc. Schurr - Mr. Hebert D) Bat Ba 11- Lt. Lowman - A.F.k Stick Guard Cpl. Voegele - Pfc. Farmer

1120- Squad A) Crows and Cranes- Lt. Musselman A.F.l 1200 Horse and Rider- Sgt. Brown - Sgt. Thompson Human Tug of War B) Rooster Fighting- Lt. Billel A.F.2 Caterpillar Race- Sgt. Blaine Jump the Stick C) Kick Pin Baseball- Lt. Ingle A.F.3 Bayonet Jab- Pfc. Schurr-Mr. Hebert Cane Fight D) Indian Ball- Lt. Lowman A.F.U Centipede Cpl. Voegele-Pfc. Farmer

THURSDAY 10 MAY

0830- Publicity Major Cassady ^30 0920

0930- Officiating Mr. Hutchins ^30 1020

1030- Techniques of Training Maj. Cassady - Mr. Hutchins Gym.l 1200 Officials Capt. Cox

1330- Committee Meetings Committee Chairmen - Com. 1^50 Faculty Advisers Rms.

1500- Squad A) Soccer-Speedball Lt. Ingle - Mr. Hebert Tr. 1550 B) Boxing Lt. Musselman - Pfc. Schurr A.F.5 C) Track Mr. Dickinson - Pfc. Farmer Tr. D) Touch Football Mr. Solem - Sgt. Blaine A.F.l

1600- Squad A) Basketball Lt. Lowman - Cpl. Voegele Ten.2 1650 B) Softball Dr. Nichols - Sgt. Brown A.F.2 C) Aquatics Mr. Dimond - Sgt. Longsderff A.F.5 D) Soccer-Speedball Lt. Ingle - Mr. Hebert A.F.l

FRIDAY 11 MAY

0830- Coaching Problems Mr. Solem U30 0920

0930- Aquatics Mr. Dimond ^30 0955

0955- Softball Officiating Mr. Hutchins - Dr. Nichols A.F.2 1015 2C&

1030- Sports Forum Capt. Cox 1*30 1200

1330- Committee Meetings Committee Chairmen- Com. 1^50 Faculty Advisers Rms.

1500- Squad A) Volleyball Mr. Hulme - Sgt. Thompson V.B.l 1550 B) Track Mr. Dickinson - Pfc. Farmer Tr. c) Touch Football Mr. Solem - Sgt. Blaine A.F.l D) Boxing Lt. Musselman - Pfc. Schurr A.F.5 i6oo- Squad A) Track Mr. Dickinson - Pfc. Farmer Tr. 1650 B) Aquatics Mr. Dimond - Sgt. Longsderff A.F.5 c) Soccer-Speedball Lt. Ingle - Mr. Hebert A.F.l D) Volleyball Mr. Hulme - Sgt. Thompson V.B.l

SATURDAY 12 MAY

0830- Forum Capt. Cox and Staff 1*30 1000

1000 Remarks Lt. Col. McCormick 1*30 APPENDIX H

205 CONSTITUTION OF HIE OHIO ATHLETIC CONFERENCE

Adopted October lk, 1910

Article 1. Name

Hie name of this organization shall be the Ohio Athletic

Conference.

Article 2. Object

The object of the Ohio Athletic Conference shall be the proper regulation of intercollegiate athletics among the members of the Confer­ ence and the other colleges of the State. Among specific aims the follow­ ing may be mentioned:

a. The proper subordination of athletics to the regular scholastic work of the colleges, and the encouragement of a high standard of scholarship among athletes.

b. The encouragement of the spirit of amateurism and the dis­ couragement not only of technical professionalism and commercialism in athletics.

c. The encouragement of the highest ideals of sportsmanship and gentlemanly conduct in members of opposing teams and their supporters, and especially of generous treatment of visiting teams by the team and student body of the home college.

d. The securing of faculty supervision of athletic finances in the colleges of the Conference.

e. Establishment and enforcement of uniform eligibility rules for participants in intercollegiate athletics.

f. The securing of satisfactory officials for athletic contests.

206 207

Article 3* Membership

Section 1. The following institutions shall be the charter members of the Ohio Athletic Conference: Case School of Applied Science,

Kenyon College, Oberlin College, Ohio State University, Ohio Wesleyan

University, Western Reserve University.

Section 2. Any college of the Ohio College Association which adopts and enforces the eligibility rules and other regulations of the

Ohio Athletic Conference may become a member of the Conference upon election as specified in Section 3 of this article and upon the payment of the initiation fee.

Section 3* Applications for membership in the Ohio Athletic

Conference should be presented in person by duly authorized faculty representatives of the applying institution. In case of favorable recep­ tion of the application final action admitting the Institution shall be postponed until the next meeting of the Conference, when the affirmative vote of three-fourths of the membership of the Conference shall elect the applying institution to membership. In no case shall this final action be taken until the athletic contests of the college making application are actually being conducted under the rules of the Ohio Athletic

Conference.

Article if. Officers

Section 1. The officers of the Ohio Athletic Conference shall be a president and a secretary-treasurer, who shall perform the customaiy duties of such officers.

Section 2. The term of office of the president and the

secretary-treasurer shall be two years, subject to re-election; but the 208 elections shall he so adjusted that the two officers shall not go out of office in the same year.

Section 3* An election by ballot shall be held at each regular fall meeting of the Conference, the president being elected in the year of odd date, and the secretary-treasurer in the year of even date.

Article 5• Meetings

Section 1. A regular meeting of the Ohio Athletic Conference

shall be held on the second Friday of October of each year.

Section 2. A special meeting may be held at any time on the call of the president; and such special meeting shall be called by the president on the request of three members of the Conference.

Section 3- ®ie place for each meeting shall be determined by t the Conference at the preceding meeting, or in absence of such decision,

shall be determined by the president.

Section 4. Each member of the Conference shall be represented by a single vote in the meeting.

Section 5* All meetings, except executive sessions, shall be

open to members of the faculties and to undergraduate or alumni members

of the athletic committees of all colleges of the state of Ohio, whether

members of the Conference or not.

Section 6. A majority of the members of the Conference shall

constitute a quorum for transaction of business; and unless otherwise

specified the majority of the members present shall control in all

matters of voting. 209

Article 6. Finances

Section 1. The financial resources of the Conference shall be an initiation fee of five dollars collected from each nev member and such assessments as shall be voted by the Conference as need arises.

Section 2. A financial report with vouchers, shall be presented by the secretary-treasurer at each regular meeting, and shall be audited by a committee appointed by the president.

Article 7* Ratification of Conference Action

Hie athletic committees of the several institutions represented

in the Conference shall be bound by all actions of the Conference with

the following reservation. - Each institution shall reserve the right to

reject any specific measure adopted by the Conference within sixty days after notice of the action has been mailed by the secretary. A measure

thus rejected shall be reconsidered by the Conference at its next meeting; and, if sustained by a vote of two-thirds of the entire membership of the

Conference, the measure shall become binding. Further rejection of the measure shall be considered as a withdrawal from the Conference.

Article 8. Eligibility

Section 1. It shall be the duty of each member of the Conference

to enforce the eligibility rules adopted, and to disqualify any student

not fulfilling these rules in spirit and letter.

Section 2. Hie representative of any Conference college may

communicate with the representative of any other Conference college

concerning the eligibility of any athlete, and shall be the duty of the

latter representative to investigate at once the status of the single

student in question, and to report to the inquirer the results of said

investigation. 210

Section 3* The Ohio Athletic Conference shall have power to reinstate athletes who have forfeited their eligibility through ignorance or for pardonable cause. Such reinstatement may occur at any regular or special meeting, and shall require a majority vote of the entire member­ ship of the Conference.

Article 9« Amendment

This constitution may be amended at any regular or special meeting of the Ohio Athletic Conference, provided the substance of the amendment

shall have been announced at the preceding meeting and notice sent by the

secretary to all members of the Conference. A two-thirds majority of

the entire membership of the Conference shall be necessary for such amendment. APPENDIX I

211 ON THE RECOMMENDATION OF THE FACULTY AND BY VIRTUE OF THE AUTHORITY VESTED IN THEM THE TRUSTEES OF THE UNIVERSITY HAVE CONFERRED ON JOHN HERBERT NICHOLS

THE DEGREE OF

DOCTOR OF SCIENCE IN HEALTH AND PHYSICAL EDUCATION

AND HAVE GRANTED THIS DIPLOMA AS EVIDENCE THEREOF GIVEN IN THE CITY OF BOWLING GREEN IN THE STATE OF OHIO IN THE UNITED STATES OF AMERICA IN THE YEAR OF OUR LORD ONE THOUSAND NINE HUNDRED AND FIFTY-EIGHT ON THE EIGHTH DAY OF JUNE 7?GLrl4 uo tu PRUIDBMT Of THE MAID Of TRUSTEES PRESIDENT Of THE UNIVERSITY JOHN HERBERT NICHOLS

Bachelor of Arts, 1911 Oberlin College D octor of Medicine,1 9 1 6 ...... R*sb Medical College

OWLING GREEN STATE UNIVERSITY HONORS AN EXCELLENT STUDENT, A KEEN ATHLETE, AN ABLE TEACHER AND ADMINISTRATOR; A PIONEER IN THE PROMOTION OF INTRAMURAL SPORTS; A LEADER IN THE AREA OF PHYSICAL EDUCATION — ONE WHO HAS ALWAYS COMBINED THE BEST IN EDUCATION WITH THE BEST IN SPORTS. JOHN HERBERT NICHOLS, YOU ARE RESPECTED FOR YOUR SERVICE TO THE CAUSE OF EDUCATION, AS A TEACHER AT THE UNIVERSITY OF CHICAGO; AS THE CHAIRMAN OF THE DEPARTMENT OF PHYSICAL EDUCATION AT THE OHIO STATE UNIVERSITY; AND AS THE DIRECTOR OF ATHLETICS AT OBERLIN COLLEGE. YOU ARE ACKNOWLEDGED FOR YOUR LEADERSHIP IN AND YOUR CONTRIBUTIONS TO THE AMERICAN ASSOCIATION FOR HEALTH, PHYSICAL EDUCATION, AND RECREATION; THE AMERICAN MEDICAL ASSOCIATION; THE COLLEGE PHYSICAL EDUCATION ASSOCIATION; AND THE SMALL COLLEGE DIVISION OF THE NATIONAL COLLEGIATE ATHLETIC ASSOCIATION. YOU HAVE BEEN A DISTINGUISHED SPORTS OFFICIAL, A WISE COUNSELOR, AN ADVISOR OF SCORES OF YOUNG MEN AND WOMEN, AND A PERSONABLE COMPANION W ITH AN ENGAGING W IT AND AN ETERNAL ENTHUSIASM FOR LIFE. JOHN HERBERT NICHOLS, IN APPRECIATION OF YOUR ACHIEVEMENTS AND ACCOMPLISHMENTS, YOU ARE PRESENTED TO THE PRESIDENT OF THE UNIVERSITY FOR THE AWARD OF THE DEGREE OP DOCTOR OF SCIENCE IN HEALTH AND PHYSICAL EDUCATION. C tJU rzL. APPENDIX J

214 CONDENSED STATEMENT OF THE NEED OF NEW GYMNASIUM FOR MEN (1924)

SIZE. 130 x 300 ft. - Two stories - above grade with locker and shower

rooms on ground level.

COST. Estimated by University Architect - $600,000.00

LOCATION. Close proximity to University recreational fields and stadium.

Present limited outdoor facilities are being entirely eliminated

by the College of Education Unit.

INTERESTS TO BE SERVED. Accommodations for voluntary physical and

recreational activities, entire student body.

Required physical education program— Freshman. Present enrollment

2000 (Daily 9:00 to 6:00)

The Intramural program - 4000 (Daily use 6:00 to 10:00)

Professional Courses, theory and practice work, developing

rapidly.

Instructional staff of University.

Offices entire department and special rooms for remedial and

corrective work and physical examinations.

UNIVERSITY1S RESPONSIBILITY. Must assume the responsibility for the

physical recreational and health needs of entire student body and

instructional staff. Also provide facilities for the training of

teachers.

New Gymnasium is not for any one college or department.

Meets needs of entire male student body and instructional staff. 216

PRESENT CONDITIONS - IMPOSSIBLE. Present structure built some 30 years

ago to accommodate student body of 900. Hopelessly inadequate

for present student body.

Not sufficient lockers and space to even accommodate freshman.

Every male student should have a locker.

The present diversified program, of elective activities cannot be

carried on in present gymnasium. No special rooms and courts for

boxing, wrestling, fencing, handball, squash, volley-ball, etc.

No accommodations for corrective and remedial work, professional

courses or faculty.

Ear behind our sister institutions of other states, Illinois is

erecting a splendid new gymnasium, and in addition to this their

physical education equipment includes the old gymnasium, which is

larger and much better equipped than ours, together with a large

annex, which is as large as our present building and the new

armory, which is available for physical activities.

There is no building on the campus where the congestion is so

terrific and the facilities so inadequate.

NEED URGENT AND IMMEDIATE. At present rate of growth of student body, in

three years the physical education program, even as carried on at

present time, would have to be abandoned as it would be impossible

to handle the students in the building. All other pressing

building needs on the campus have been relieved, at least to

some extent, in the past twenty years of unprecedented growth and

development. 2 IT t SUMMARY. The hopeless inadequacy and unfavorable location of the present

gymnasium, the lack of locker facilities, field space, special

exercise rooms and space for corrective work, of any facilities

for faculty and the need of class and practice rooms for men in

professional courses, leads us to believe, that a new gymnasium,

adjacent to the recreation field is an urgent and imperative

University need, and that such a building will serve the physical,

recreational and social needs of the entire student body and

faculty. APPENDIX K

218 7. A

Mr. Nichols, Short Stop

tBttS Charleston, v>’. Ya. , Feb. 12, 1910. lrv . Nichols,

Marietta, 0.

Friend !7ichols;

I would like to take up with you a proposi­ tion to play short stop on the Charleston team the coming season. Please let me know your best termB. Our salary limit will he about 5^00.

Very truly yours,

Yc*h Charleston B.B.Asscn. 220 APPENDIX L

<3

221 MILITARY RECORD OF DR. JOHN HERBERT NICHOLS

December 27, 1917• Ordered to report to Medical Officers Training Camp at Camp Greenleaf, Fort Oglethorpe, Georgia, for two months special training. Commissioned a 1st Lt. in the Medical Corps, September 20, 1917* Sworn into service September 27, 1917, Columbus, Ohio.

March 21, 1918. Reported for duty, U. S. General Hospital, New York City.

July 1, 1918. Reported for duty to Camp Taylor, Louisville, Kentucky, to Evac\»tion Hospital #18, which was being organized and trained there.

August 29, 1918. Sailed from Hoboken and joined A.E.F. at Brest, France, September 11, 1918.

Engagements in A.E.F. September 26th to October 1st, Verdun; October 1st to l^th, 1918, Champagne - Aisne sector; October 20th to November 11th, 1918, Meuse - Argonne drive; November 15th to April 15th, 1919, stationed at Briey, France with Evacuation Hospital #18, set up there as a Base Hospital. Assistant and acting Chief of Medical services.

April 15, 1919* Assigned to Medical service at Camp Pontanezen, Brest.

June 12, 1919» Ordered to return to United States as a casual with fifteen other officers on the battleship Oklahoma.

July 25, 1919* Discharged from service at Camp Dix, New Jersey.

I was offered a commission as Captain in the Reserve Officers Medical Corps of the United States Army, but declined.

222 APPENDIX M TENTH ANNUAL INTRAMURAL FESTIVAL WARNER GYMNASIUM FRIDAY, MARCH 11. 1 0 3 8

Overture “Jolly Robber*"—von Suppe Trio "The Three Solitaires" —Victor Herbert 7 45-8oo P.M. Band Concert— Cnmetists: RobertSharp. Iajb Syckes, William Ostrander Florentiner March—Julius Fucik Fanfare Festival Event Record 1. P. E. Class Reley (Three Heats. 6 men, 1 lap each) 1:03.8 Freshman P. E. Classes 2. Boxing Wrestling Leader, R. B. Slater Leader, R. E. Dixon 3. Tumbling (Class Demonstration) Leader, R. J. MacMillan 4. Inter-House Medley Relay (Finals) (4 men, 3-2-2-1 laps) (Modified, No Record) 5. Fencing Exhibition (Foil, Sabre and Epee) Leader, Prof. R. P. Jameson 8. Band Number—Concert March Militaire "My Hero”— Harry Alford Presentation of Intramural Championship Awards, Dr. J. H. Nichols 7. Scooter Basketball Freshmen 8. Obstacle Race (10 men) Freshmen vs. Sophomores 1:53.6 9. Inter-House 25 Yard Dash (Semi-finals and Finals) 3.5 10. Indian Club Demonstration W. H. Bromund 11. 880 Yard Relay (5 men, 2 laps each) 1:48.3 Freshmen vs. Sophomores 12. Novelty Relays Freshmen P. E. Classes 13. Apparatus Exhibition Leader, Arthur Slater-Hammel 14. Alma Mater (One verse—All Sing!) Closing Band Number—March “The Interlochen Bowl” —Goldman MUSIC BY THE MARCHING BAND President Herbert Mattick Student Conductor, Jack Rumbarger Secretary. Victor Perkins Business Manager, Paul Marsh Conductor - ArthurI- Williams - Director of Bands 224 BIBLIOGRAPHY

225 BIBLIOGRAPHY

I . Primary Sources

A . Unpublished

1. Addresses

Gammon, Dr. R. W. "Dr. John Richard Nichols, 185^-1932, Tributes from his friends and fellow workers" given to the Congrega­ tional Assembly, Pilgrim, Michigan, July 30, 1933*

Nichols, John Herbert. "The Athletic Program," a talk presented at the Army Athletic Staff School, May 7> 19^5*

______• "The Football Problem in the Liberal Arts College," an address given before the College Physical Education Associ­ ation, December 28, 1936.

______. "Oberlin Athletics," a chapel talk given at Oberlin College, February 27, 19^0.

______. "Oberlin Football," assembly talk, Oberlin College, December l4, 19^3 •

______. "Physical Education, Athletics and National Prepared­ ness," an address given before the Small College Division of the National Collegiate Athletic Association and the College Physical Education Association, December 29, 19*1-0.

______. "Present Methods of Measuring Motor Efficiency in Colleges," presented before Athletic Research Society, New York City, December 30, 1921.

2. Diaries

Leonard, Fred E. Diary: 1902-190^.

Nichols, John Herbert. Personal diary of foreign travel, January 27, 1939 to April 6 , 1939*

Nichols, John Herbert. Personal diary of Scandinavian tour, April 3, 1 9 ^ to June 2 6 , 19^*

226 227

Nichols, Louise (Mrs. John H.). Personal diary of Scandinavian tour, April 3, 19*48 to June 26, 19*48.

3- Letters written by John Herbert Nichols

Letter to Editor of Ohio State Lantern. January 15, 192*4-.

Letter to Paul H. Pall, former President of Hiram College, February 12, 19*4?.

Letters to Louise, his wife, September 15, 26, 1918; October *4, 6 , 15, 17, 21, 23, 27, 1918.

Letter to C. W. Macy, former Secretary and Commissioner of the Mid-West Collegiate Athletic Conference, October 28, 19*48.

Letter to George W. Rightmire, former President of Ohio State University, September 3, 1927*

Letters to L. W. St. John, former Athletic Director at Ohio State University, February 6, 1916, March 9, 1916, May 30, 1916.

Letter to W. 0. Thompson, President of Ohio State University from 1899-1925, April 1, 1920.

Letter to K. L. Wilson, former Secretary-Treasurer of the NCAA, September 30, 19*46, October 22, 19*47.

4. Letters written to author regarding John H. Nichols.

Letter from Arthur F. Baker, former classmate of Dr. Nichols at Oberlin College, April 22, 1 96 5 .

Letter from Walter Byers, Executive Director of the NCAA, October 22, 1965 .

Letters from F. Easton Carr, Emeritus Professor of Astronomy and Mathematics at Oberlin College, November 18, 1965, December 7, 1965.

Letter from Sam H. Cobb, departmental colleague of Dr. Nichols at Ohio State University, September 26, 1965*

Letter from George Daniel, former Commissioner of the Ohio Athletic Conference, October 27, 1966.

Letter from Don D. Drumm, boyhood friend of Dr. Nichols, March 8, 1966.

Letter from Richard Jamerson, Professor of Physical Education at the University of North Carolina, April 29, 1966. 228

Letter from Louis F. Keller, Emeritus Professor of Physical Education, University of Minnesota, October 1, 1965*

Letter from Daniel C. Kinsey, former physical education instructor at Oberlin College, October 5> 1967*

Letter from A. W. Mareh, Emeritus Professor of Physical Education at Amherst College, October 6, 19&5-

Letter from Harlan G. Metcalf, Chairman of Recreation Education Department, State University of New York, Cortland, New York, September 28, 1965*

Letter from T. Nelson Metcalf, former Professor of Physical Edu­ cation, University of Chicago, September 28, 1 9 6 5 .

Letter from Emma R. Nash (Mrs. Jay B.), wife of former leader in national physical education movement, October J, 1965*

Letter from John Herbert Nichols, November 22, 19 6 7 *

Letter from Kent A. Pfeiffer, former Western Conference Offici­ ating Colleague of Dr. Nichols, November 6, 1967.

Letter from Jesse Feiring Williams, former Chairman of Department of Physical Education, Teachers College, Columbia University, October 1, 1965*

Letter from Harold S. Wood, departmental colleague of Dr. Nichols at Ohio State University, October 22, 1965*

5 * Other letters

Sam Barnes to John H. Nichols, April 19, 1955*

B. E. Bayh to John H. Nichols, March 27, 1935*

Robert Kellar to John H. Nichols, April 22, 1955*

Colonel F. R. Kerr, G. S. C., Acting Director Special Services Division, to John H. Nichols, February 5> 19*4-5*

Donald M. Love to John H. Nichols, September 22, 1958.

J. L. Morrill to John H. Nichols, March *4>, 19*4-7.

Dudley B. Reed to L. W. St. John, January 21, 1916.

George W. Rightmire to John H. Nichols, June 16, 1927- L. W. St. John to Commanding Officer, Evacuation Hospital No. 18, February 3, 1919*

______to John H. Nichols, February 22, 1916, March 8, 1916, May 22, 1916, July 3, 1916.

______to President William 0, Thompson, January 21, 1916, January 29, 1918, June 12, 1922, July 20, 1922.

Charles W. Savage to L. W. St. John, January 22, 1916.

John Shaw to John H. Nichols, May 1, 1955*

John J. Shiperd to Oberlin Board of Trustees, January 19, 1835*

______to John Keep, December 13, 183**.

George A. Vradenburg Jr. to John H. Nichols, April 23, 1955*

George R. White to John H. Nichols, April 7, 1955*

Memorandum from K. L. Wilson, Secretary, to the N.C.A.A. Membership, January 13, 19**7*

Memorandums, notes and reports of John Herbert Nichols

"Biographical Data Sheet of John H. Nichols, M.D.," May l6, 1955*

Condensed statement of the "Need of New Gymnasium for Men," approximate date 192^.

Memorandum - John H. Nichols to the College of Education (Ohio State University), n.d.

"The New Christian Attitude Toward Recreation," an unpublished article.

"Oberlin*s Athletic Policies,” n.d.

"Physical Efficiency Tests, A Standard for Measuring and Grading Work in Physical Education," 1920.

"Published Articles by John H. Nichols," a data 6heet, revised November, 195** •

"Report A - Department Needs," presented to L. W. St. John, May 15, 1917.

"Report B - Department Needs," presented to L. W. St. John, May 15, 1917. "Report to Special Services Division," n.d.

"Suggestions on Intramural and Intercollegiate Relationships," a report submitted to the Ohio Conference, 1932.

Unpublished notes, no date, no title.

Personal interviews by author.

Mr. William Bernhlor, Athletic Director at Capital University, July 7, 1966.

Harold E. Burtt, Emeritus Professor of Psychology, Ohio State University, October 10, 1 9 6 7 *

Dr. Iysle K. Butler, Chairman of the Physical Education Depart­ ment, Oberlin College, June 19^5-

Mr. F. Easton Carr, Emeritus Professor of Astronomy and Mathe­ matics, December 19, 1965* a-t Oberlin College.

Harold Emsviler, officiating colleague of Dr. Nichols, October 31* 1967.

Alfred Fauver, co-owner of Camp Pemigewassett, August 18, 1 9 6 7 *

Dr. Chalmers Hixson, Professor of Physical Education, Ohio State University, October 26, 19^7*

Martin Karow, Ohio State University Baseball Coach, September 16, 1965.

Robert Keefe, Professor of Physical Education at Bowling Green State University, October 8, 1 9 6 6 .

Edward "Moose" Krause, currently Athletic Director at , South Bend, Indiana, October 31* 19&7*

Paul Landis, Commissioner of the Ohio High School Athletic Association, in Columbus, July 5* 1966.

Dr. Royal F. Martin, former Athletic Director and Vice-President, Otterbein College, in Westerville, June 16, 1967-

John Herbert Nichols, M.D., April 25* 19^5 and May 19* 19^5 in Oberlin; August 11, 1965 and August 7* 1966 at Camp Pemigewassett in Wentworth, New Hampshire.

Thomas Reed, co-owner of Camp Pemigewassett at Camp Pemigewassett, August 7* 1966. 231

Mrs. Dudley B. Reed, wife of co-founder of Camp Pemigewassett at Camp Pemigewassett, August 18, 19^7 •

Dr. Robert Strimer, Athletic Director at Ohio Wesleyan Univer­ sity, in Delaware, Ohio, June 23, 1966.

8 . Others

Information provided by Mr. Furman Allen, Assistant Registrar for Residency and Statistics at Ohio State University, January 3, 1965.

Information provided by Mr. William Grice, current football coach at Oberlin College, October 16, 1966, May 18, 196?•

Information provided by the Ohio State Publicity Bureau, June 29, 196?.

Information provided by Mr. Mirrow Schwinn of the Alumni Records Office of Oberlin College, October 3, 1967*

John Herbert Nichols, M.D. Oberlin College, 1928-1955, bound letters of tribute presented at retirement.

Nichols, John R. "ihe John H. Nichols: A Historical Sketch," Chicago, Illinois, 1930*

______. "Nellie Hawley Nichols, A Biographical Sketch," December, 1928.

B. Published Sources

1. Published writings by John Herbert Nichols, M.D.

a. Newspaper articles

"Athletics in Our Colleges," Oberlin Review, December, 1952, p. k.

"Men's Physical Education Program Is Approved," Oberlin Alumni Bulletin, Second Quarter, 19^-9, P* 5

"Dr. Nichols Discusses Athletics in Colleges," Oberlin News- Tribune, November 8, 1935, PP» 1, 8*

"Dr. J. H. Nichols writes on Collegiate Athletics," Oberlin Review, January 18, 1952, pp. 2, h. Periodical writings

"An Official Looks at Football." Oberlin Alumni Magazine, XXX (December, 1933), 77-78.

"Are You Sending Your Son to Oberlin?" Oberlin Alumni Magazine, XLII (March, 19^), 33-3^*

"The Coordination of the Intramural and Required Program in Physical Education." Proceedings of the American Physi­ cal Education Association Meeting. April, 1937, PP* 1-8. (Mimeographed.)

"'Crip1 Gray and Sportsmanship." Oberlin Alumni Magazine, XXVI (February, 1930), IkO-lkl,

"Early Development in Physical Education at Ohio State University." Physical Education News, XI (November, 1951),

"Football— East and Future." Oberlin Alumni Magazine, XXXII (December, 1935), 6 -8 , 13.

"The Granting of College Entrance Credit in Physical Educa­ tion." Research Quarterly, II (March, 1931), 15-29*

"Health and Compulsory Military !Eraining." Journal of Health and Physical Education, XVI (March, 19^5), 114, 159-16 0 .

"Health of University Students at Ohio State University." The Athletic Journal, VIII (December, 1927), ^0, te.

"The Inter-relationship of Physical Education, Intramural and Intercollegiate Athletics." Proceedings of the 35th Annual Meeting of the Society of Directors of Physical Education in Colleges. 1931, P* 67-

"Intramural Contribution to College Program." Proceedings of the 55th College Physical Education Association Meeting. Chicago, December 2 9 , 1951, PP. 35-38.

"National and Sectional Intramural Organizations." Proceed­ ings of the 38th College Physical Education Association. December, 193^-, pp. 9^-97.

"Oberlin College Sports Program." North Central Association Quarterly, XXVII (April, 1953), 370-376.

"Physical Education in the State of Ohio." Ohio Parent Teacher Magazine, III (April, 1925), 3, 17* "Physical Education Objectives and a Program." Educational Review, LXX (December* 1925), 248-253*

"A Plea for the Man with the Whistle." Every Week Magazine (October 19-20, 1935), 2.

"Principles in the Organization and Administration of Intra­ mural Athletics." Proceedings of the 40th College Physical Education Meeting. New York, December, 1936, pp. 57-6o.

"Sizing Up Football's Future." Every Week Magazine (Novem­ ber 3, 1935), 2.

"They Will Be Missed." Oberlin Alumni Magazine, LI (July, 1955), 6-7.

"Tough Spots for the Gridiron Whistle." Every Week Magazine (October 27, 1935), 2.

"What's Right with Oberlin?" Oberlin Alumni Magazine,XXVII (October, 1930), 11-13.

"Intelligence of Varsity Athletes." American Physical Education Review, XXIX (March, 1924), 125-128, incon­ junction with H. E. Burtt. c. Other writings

Camp Spirit and How It Can Be Fostered, a pamphlet, n.d.

50 Years of Football, a brochure, Oberlin, Ohio, 1941.

Various college records and reports a . Oberlin College

First Annual Report of the Oberlin Collegiate Institute, November, 183^.

Faculty Records of Oberlin College, May 7. 1877, September 26, 1877, June 6,"l6S8.

Oberlin College Annual Catalogue, 1901-1902, 1902-1903, 1905-19067 19^5-19^6.

Oberlin College Annual Report, 1892-1893, 1900-1901, 1901- 1902, 1903-1904, 1905-1906.

Board of Trustees Meeting, September 23, 1834. Board of Trustees Resolution, February 12, 1835*

Oberlin College Alumni Catalogue: 1833-1936. Published by the College, Oberlin, Ohio, March 1, 1937*

Oberlin College General Faculty Committee Minutes, March 2k, 1886, March 6, 1911, January 8 , 19^2.

Oberlin College Trustee Records, 1888.

Oberlin College Directory, 1966, Class of 1911. b. Ohio State University

Catalog of the Ohio State University, Columbus, Ohio, 1890-

Faculty Records, Ohio State University, 1916 through 1928.

The Ohio State University Bulletin, Catalogue Issue, 1966-19 6 7 *

Ohio State University Directory, 1916-1917*

Record of Proceedings of the Boards of Trustees of the Ohio State University, July 1, 1915-June 30» 1916. -

Record of the Proceedings of the Board of Trustees of the Ohio State University, July 1, 1922-June 30, 1923*

Newspaper clippings from personal file of John Herbert Nichols

"Ask Recognition of Professional in College Sport," Chicago Tribune, December 29, 1936, a clipping.

"Big Nine Athletic Chiefs Will Ask College Presidents to Give Views," New York Times, December 12, 19^7, a clipping.

Cleveland Leader, April 1 6 , 1911 > p. 5> a clipping.

Cleveland Plain Dealer, editorial, undated clipping, ca. 1936.

Clipping from an Atlanta newspaper, probable date November 26, 1930.

"Coaches Favor Reform Policy," New York Sun. December 30, 1930> a clipping.

"Coaches to Be Overseas," New York Times, March 1, 19^5s a clipping. 235

Cobbled!ck, Gordon, Cleveland Plain Dealer, November 22, 19^9 * a clipping.

"Colleagues Honor Nichols for 5° Years' MD Service," Oberlin News-Tribune, November 10, 1966, p. 3, a clipping.

Columbus Dispatch, Columbus, Ohio, October 1, 1916, a pencil drawing of John H. Nichols.

Daley, George, "Faculty Berth for Mentor Is Advised by N.C.A.A.," New York World, December 31* 1930, a clipping.

Danzig, Allison, "Ivy Elevens Band under Rigid Code," New York Times, November 21, 19^5* P« I1*- I», a clipping.

"Find Football Evil Overrated," Cleveland Plain Dealer, January 1, 1931* a clipping.

"Football Problems Discussed by Yost," New York World, December 31* 1930, a clipping.

Gould, Alan, "Football Scheduled to Buck Tough Line When It Takes Field in 1931*" Cleveland Plain Dealer, January 2, 1931* a clipping.

______, "Hypocrisy of College Football Lashed by Athletic Directors," Rochester Democrat and Chronicle, December 2 9 * 1936 , a clipping.

Howard, Nathaniel R., "All-Time, All-Stars, Their Name Is Legion," Cleveland News, no date, a clipping.

______, "Sure, Ihat's Herb Nichols, Quarterback," Cleveland News, October 29* 1955* a clipping.

"Johns Hopkins Abolishes All Football Receipts," Cleveland Plain Dealer, March 1, 1937* a clipping.

Kelley, Robert F., "Football Reforms Urged by Dr. Angell," New York Times, January 1, 1931* a clipping.

______, "Program Outlined to Check Pro Evil," New York Times, December 28, 1936, a clipping.

Kieran, John, "The College Football Handicap," New York Times, no date, a clipping.

"Lieutenant Nichols in Ruined Cities," Spencer News Herald. Spencer, Iowa, pp. 20-23, no date, a clipping. 1 236

Loveland, Pete, "How to Remain Amateur,11 Cleveland Plain Dealer, editorial, November 30, 1951; a clipping.

"Muscle Jerks vs. Athletic Coaches," New York Times, 19^3; a clipping.

"N.C.A.A. Less Critical of Sport Than Coaches," New York HeraId-Tribune, December 31; 1930, a clipping.

"Nichols for Revision of Grid Program," Oberlin News, n.d., a clipping.

"Oberlin Athletes Star in Many Meets," Cleveland Leader, : April 16, 1911, p. 5, a clipping.

Oberlin News-Tribune, December 5; 1963; p. 6A, a clipping.

Oberlin Review, May 10, 188U, pp. 193-198; September 27; 1881*, p. 1, a clipping.

Pegler, Westbrook, "Speaking Out on Sports," New York Evening Post, January 2, 1931; a clipping.

"Text of Football Rules Committee Report to National Collegi­ ate A. A.," New York Herald-Tribune, December 31; 1930, a clipping.

"Town Toppers," The Minneapolis Star, March 18, 1955; P* 32, a clipping.

"Urges Colleges Abolish Grid Gate," Cleveland Plain Dealer, December 30, 1936, pp. 1, 16, a clipping.

Wisconsin State Journal, November 13, 1932, a clipping.

Woodward, Stanley, "Open Payment Suggested to Put End to 'Hypocrisy,'" New York Herald Tribune, December 29; 1936, a clipping.

"Yost Disputes Point Nichols Makes in N.Y.," Philadelphia Inquirer, December 28, 1936; a clipping. k . Newspaper references

The Daily [Columbus, Ohio] Dispatch, September 17, 1873; P*

The Daily [Columbus, Ohio] Dispatch, September 19, 1873; P»

"Glad to Do It," Ohio State Lantern, January 17, 192^, p. 2. 237

"Gymnasium Courses Favorably Mentioned/ 1 Ohio State Lantern, October 16, 1923, P* 1*

"Gymnastic Progress," Ohio State Lantern, March 29, 1917, P* 2

"Gym— A Pleasure," Ohio State Lantern, February 12, 1923, P* 2, an editorial.

"Gym Space Inadequate, Says Department Head," Ohio State Lantern, October 17, 1923, P* 1*

"Homeopaths Out at Ohio State; St. John May Go," The Ohio State [Columbus] Journal, July 12, 1922, p. 1

Klein, Fredrick C. "Bring in the Brawn," Wall Street Journal, April 11, 1967, PP. 1, 23.

Morris, Lucien. "Intramural Department Outstanding in Oberlin Physical Education Program," The Oberlin Review, September 20, 1933, P. 2.

"New Gym Tests Are Required for First Year Men," Ohio State Lantern, March 11, 192^, p. 1

"Dr. Nichols Assails Hypocrisy, Deceit in 'Big Time' Intercollegi­ ate Athletics; Outline Program for Small Colleges," Oberlin Review, January 8 , 1937, P*

"Nichols, Billington, Coatney Named as Honorary Degree Recipients," The Bowling Green News, June 6 , 1958, P* 1*

"Dr. J. H. Nichols Possesses Fine Athletic Record," Ohio State Lantern, September 20, 1916, p.

"Dr. Nichols Urges Men to Keep Fit," Ohio State Lantern, Septem­ ber 27, 1917, P-

Oberlin Review, November 3, 1933, P* 2, a student editorial.

Ohio State Lantern, February 16, 1898, p. 1.

"Physical Competition Makes Gym Work Real Pleasure to Students," Ohio State Lantern, March 23, 1923, p. 1

’’Physical Education Is Made Professional Course Here," Ohio State Lantern, February 2, 1923, PP* 1,

"The Purpose of Physical Education," Oberlin Review, October 31, 1923, P* 2, a student editorial. Sheehan, Joseph. "Colleges Adopt the 'Sanity Code' to Govern Sports," New York Times, January 11, 1948, Sec. 5* PP* 1* 3*

"UA Board Gives Heart, Cancer, TB Money to Allen Hospital," Oberlin News-Tribune, April 4, 1957* PP« 1* 6a.

"Will Go Overseas to Organize G.I. Sports," Oberlin News-Trlbune, March 1, 1945, p. 1

5. Yearbooks

College Physical Education Yearbook, December 1940.

Oberlin College, Hi-O-Hi 1912, 1913-

Ohio State University Makio, 1927*

Pemigewassett, a Camp for Boys in the White Mountains, Camp Yearbook of the 57th Season, 1964.

National Collegiate Athletic Association Yearbook, 1962-196 3 . The Association, 1963 *

6. Others

Laws of Ohio, CX, 1923*

Ohio Athletic Conference Constitution and By-laws, May 22, 196 3 *

"Principles for the Conduct of Intercollegiate Athletics," adopted by the N.C.A.A. Convention, January 8, 1947* (Mimeographed.)

"Minutes of the Ohio Athletic Conference Meeting," Delaware, Ohio, June 9* 1902*

II. Secondary Sources

Books

Dewey, John. Democracy in Education. New York: Macmillan Company, 1929.

Fairchild, James Harris. Moral Science. New York: Sheldon and Company, I8 9 2 .

______. Oberlin; The Colony and the College, 1833-1883. Oberlin: E. J. Goodrich, I8 8 3 . 239

Fairchild, James Harris. Oberlinj Its Origin, Progress, and Results. Oberlin: Shankland and Harmon, i860.

Fletcher, Robert Samuel. A History of Oberlin College. 2 vols.; Chicago: R. R. Donnelley and Sons, 19^3•

Gulick, Luther Halsey. A Philosophy of Play. New York: Association Press, 1920,

Hackensmith, C. W. History of Physical Education. New York: Harper and Row, 196 6 .

Hosford, Frances Juliette. Father Shiperd's Magna Cfaarta, A Century of Coeducation in Oberlin College. Boston: Marshall Jones Company, 1937*

Leonard, Delavon Levant. The Story of Oberlin; the Institution, the isssnCommunity, the Idea, the Movement. Boston: The Pilgrim Press,

Leonard, Fred E. A Guide to the History of Physical Education. Philadelphia: Lea and Febiger, 1923.

______. Pioneers of Modern Physical Training. New York: The Physical Directors Society of the Young Men's Christian Associ­ ation of North America, 1910.

Malone, Dumas (ed.). Dictionary of American Biography. New York: Charles Scribner’s Sons, 1932.

Nash, Jay Bryan. Physical Education: Interpretations and Objectives. New York: A. S. Barnes and Company, 19^8.

______• Recreation: Pertinent Readings. Dubuque, Iowa: William C. Brown Company, 1965.

Pollard, James E. The History of the Ohio State University, The Story of Its First 75 Years, 1873-19^6. Columbus: The Ohio State University Press, 1952.

______• Ohio State Athletics, 1879-1959» Columbus: Athletic Department of the Ohio State University, 1959*

Reed, Dudley B. Keep Fit and Like It. New York: Whittlesey House, McGraw-Hill Book Company, Inc., 1939*

Rice, Emmett A.; Hutchinson, John L.; and Lee, Mabel. A Brief History of Physical Education, Fourth Edition. New York: Ronald Press Company, 1958* 2^0

Siebert, Wilbur H. Part III, "in the Camps and at the Front" from History of the Ohio State University. Vol. IV of The University in the Great War. Columbus: Hie Ohio State University Press, 1938.

Smith, Devalon. Oberlin Unmasked, New Lights of the West. Cleveland: S. Underhill and Son, lS37*

Tewksburg, Donald C. The Founding of American Colleges and Universi­ ties before the Civil War. New York: Bureau of Publications, Teachers College, Columbia University, 1932.

Van Dalen, Deobold B.; Mitchell, Elmer D.j and Bennett, Bruce L. A World History of Physical Education. Englewood Cliffs, New Jersey: Prentice Hall, Inc., 1953*

Weston, Arthur. The Making of American Physical Education. New York: Appleton-Century-Crofts, 1962.

Who's Who in America: A Biographical Dictionary of Notable Living Men and Women, Volume 27. 1952-1953. Chicago: A, N. Marquis Company, 1950. P. 183. ---

B. Articles and Periodicals

"Association Presidents Through the Years." Journal of Health, Physical Education and Recreation, XXXI (April, i960 ), 6^-6 5 .

"Awards for Outstanding Service Presented by the AAHPER." Journal of Health, Physical Education and Recreation, XXXI (April, i9 6 0 ), w .

Bennett, Bruce L. "Christopher P. Linhart, M.D., Forgotten Physical Educator," The Research Quarterly, XXXV (March, 196*0, 10, 16.

"Biographical Sketches of Early Leaders." Journal of Health, Physical Education and Recreation, XXXI (April, i960)”- 3*J-37, *<-8-51, 59-6 1 .

Fletcher, Robert Samuel. "Oberlin and Co-education." Ohio State Archeological and Historical Quarterly, XLVII (January, 1938), 1-19.

Gallico, Paul. "Gridiron Greed." Cosmopolitan, CIII (November, 1937), k O - k l , 8*1- 8 5 .

"Games for G.I.'s." Time Magazine, XLV (May li, 19*1-5)} 56.

Hall, James H. "Dudgarwinick--Or the Spell of Pemigewassett." Oberlin Alumni Magazine, LIII (April, 1957)> **--6 .

"Honor Award Fellows . . . 19*+6.,f Journal of Health, Physical Educa­ tion and Recreation, XVII (June, 19^6), 329-331. 2kl

"Honor Award Recipients--1931-1960." Journal of Health, Physical Education and Recreation, XXXI (April, i960 ), 99*

Jackson, Allen. "Too Much Football." Atlantic Monthly, CLXXXVIII (October, 1951), 27-33*

Lee, Mabel, and Bennett, Bruce L. "This Is Our Heritage." Journal of Health. Physical Education and Recreation, XXXI (April, i960 ), 25-33, 38-47, 52-58, 62-63, 66-73, 76-8 5 .

Leonard, Fred E. "Physical Training in the Colleges." Journal of Proceedings and Addresses, 36th National Education Association. Milwaukee, Wisconsin (July, 1^97), 909-915*

. "The Relation of Motor Activity to Health and Education." American Physical Education Review. XX (November, 1915), 516, 519-521.

Morrison, W. R. "Can Physical Education Contribute to the Cultural Education of College Men?" Proceedings of the ^3rd Annual Meet­ ing of the College Physical Education Association. New York (December 28-2 9 , 1939), 120-122.

"Jesse Feiring Williams." Oberlin Alumni Magazine, XXIV (April, 1928), 7-8.

Oberlin Alumni Magazine. XXIV (October, 1927), 17.

Oberlin Student's Monthly, I (July, 1859), 377-379*

"Pioneer Women in Physical Education." Supplement to Research Quarterly, XII, published by the American Association for Health, Physical Education and Recreation (October, 19^1), 613-703.

Savage, Charles W. "Oberlin College Athletics." Oberlin Alumni Magazine, XXXI (March, 1935), 172.

______. "The Professional vs. the Educational in College Ath­ letics." American Physical Education Review. XX (April, 1915), 187-19^.

"Sports Program Approved, Results of Poll of Alumni." Oberlin Alumni Magazine, XXXVI (December, 1939), ^*

Stevenson, W. E. "Amateurism in Athletics." Oberlin Alumni Magazine, LIII (July, 1957), 10-12.

Tunis, John R. "Who Cares about Amateur Sport." American Mercury, XL (January, 1937), 91-95* Wilkins, Dr. Ernest H. "We Continue a Discussion." Oberlin Alumni Magazine , XXX (November, 1933), 53-56.

Williams, Jesse F. "Education Through the Physical." Journal of Higher Education, I (May, 1930), 279-282.

Zellers, Atlee. "Oberlin Football." Oberlin Alumni Magazine, XXXII (December, 1935)> 6 . (Reprinted from an editorial in the Olympian, an undergraduate literary magazine.)

Brochures and Pamphlets

Barber, Judge Jason A. "Tribute to Rev. John R. Nichols, D.D. 185^-1932," Oberlin College, 1879 > a pamphlet.

"Conference of Conferences." Questionnaire on Intercollegiate Athletics, pamphlet of the National Collegiate Athletic Associ­ ation, December 26, 1 9 k 6 . (Mimeographed.)

"Job Description of Athletic Adviser." Athletic Branch, European Theater, Frankfurt, Germany.

"Oberlin College Handbook of Intramural Sports: I965-I9 6 6 ." A brochure.

Oberlin Today, Physical Education for Men, XVI:1, First Quarter, 1958, a pamphlet.

"Principles for the Conduct of Intercollegiate Athletics." Adopted by the NCAA convention, January 8 , 19^7 •

Selections from the Addresses of Thomas D. Wood. New York: Teachers College, Columbia University, 1932.

Shiperd, John J. Circular: Oberlin Collegiate Institute, March 8 , 183^.

The Story of NCAA. An information brochure of the NCAA, City: National Collegiate Athletic Association, 1965*

"Suggested Athletic Program for Redeployment Period for Ninth Air Force." Sec. II. (Mimeographed.)

Tour Guide, Ohio's Most Historic and Beautiful City. Presented by the Marietta Area Chamber of Commerce. A brochure.

Navy, V-12 Curricula. U. S. Navy. 2*4-3

D . Reports

Meylan, Dr. George L., Chairman. Status of Physical Education in American Colleges 1021. Report by Committee on the Status of Physical Education, Hygiene, and Athletics in American Colleges, published by the American Physical Education Association, Springfield, Massachusetts, for the Society of Directors of Physical Education in Colleges.

E . Unpublished material

Bennett, Bruce Lanyon. "The Life of , M.D., and His Contributions to Physical Education." Unpublished ■ ' doctoral dissertation, University of Michigan, 19**7»

Fauver, Edgar. "A One Year Varsity Rule." Paper read before the Intercollegiate Parley on American College Education at Wesleyan University, December, 1925*

Hunsinger, Donald Jack. "A History of the Ohio Athletic Conference." Unpublished Master's thesis, Ohio University, Athens, 1966 .

Ingram, Dorothy. "Jesse Feiring Williams: His Life and Contribu­ tions to the Field of Health, Physical Education, and Recreation." Unpublished doctoral dissertation, Texas Women's University, 1963.

Keefe, Robert J. "Physical Education at Oberlin College." Unpub­ lished Doctor of Education dissertation, Teachers College, Columbia University, 1952.

Kinsey, Daniel Chapin. "Health Activities at Oberlin and Other Ohio Colleges to 1850 ." Unpublished doctoral dissertation, University of Michigan, 1961.

"The History of Physical Education in Oberlin College 1833-1890." Unpublished Master's thesis, Oberlin College, 1935*

Nichols, John Richard. "Notes from Father's Diary of an Eventful Year, 1915*" (Mimeographed.)

Niehus, Dorothy E. "The Development of the Physical Education Program for Women at Oberlin College Since 1837." Unpublished ^fester's thesis, The Ohio State University, 19*4-2.

Ray, Harold Lloyd. "The Life and Professional Contributions of William Gilbert Anderson, M.D." Unpublished doctoral disserta­ tion, The Ohio State University, 1959* 2kk

Shannon, Robert Lee. "The Life of Walter J. Livingston and His Professional Contributions." Unpublished Master's thesis, The Ohio State University, 1959•

Shoemaker, Forest Leroy. "Public Secondary Education in Ohio: 1875-1935•" Unpublished Ph.D. dissertation, The Ohio State University, 1935*

Shults, Frederick Davis. "The History and Philosophy of Athletics for Men at Oberlin College." Unpublished doctoral dissertation, Indiana University, 1967 *

______• "The Life of Fred Eugene Leonard, M.D.: His Contributions and Influence on the Profession of Physical Education." Unpub­ lished Master'6 thesis, Ifce Ohio State University, 1959.

Trekell, Marianna. "Gertrude Evelyn Moulton, M.D.: Her Life and Professional Career in Health and Physical Education." Unpub­ lished doctoral dissertation, Bie Ohio State University, 1962 .