I

70-19 ,377

WETTAN, Richard Gary, 1944- THE LIFE AND CONTRIBUTIONS OF GEORGE LOUIS MEYLAN, M.D. TO PHYSICAL EDUCATION AND CAMPING.

The Ohio State University, Ph.D., 1970 Education, physical

University Microfilms, A XEROX Company , Ann Arbor, Michigan

THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED THE LIFE AND CONTRIBUTIONS OF GEORGE LOUIS MEYLAN, M.D.

TO PHYSICAL EDUCATION AND CAMPING

DISSERTATION

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

By

Richard Gary Wettan, B.A., M.S.

******

The Ohio State University 1970

Approved by

Adviser Department of Physical Education DR. ME YLAN IN HIS LATER YEARS ACKNOWLEDGMENTS

Although it would be impossible to make adequate acknowledgment to all the persons who helped me in this effort, special recognition must be accorded to some. In the first place 7. would like to acknowl­ edge ray advisor, Professor Bruce Bennett of Ohio State University, for his encouragement, criticisms and suggestions. It was Dr. Bennett who first made the history of physical education come alive for me. I would also like to acknowledge the other members of ray reading committee,

Dr. Charles Mand and Dr. Willard P. Ashbrook for their interest, criticisms and suggestions.

1 am grateful to George Meylan, Jr. and Mrs. Lucien G. Henderson for their permission to undertake this study of their father and for their aid once the project was undertaken. Special thanks are due to

Harry A. Scott and Edward T. Kennedy, former colleagues of Meylan's, for their comments and thoughts on Dr. Meylan. Thanks are also due the many other friends and colleagues of Meylan's with whom 1 corresponded.

I am indebted to the various libraries which allowed me to use their facilities. Specifically I would like to thank the following organizations for the use of their libraries: The American Camping

Association, The New York Public Library, Springfield College, Columbia

University, Oberlin College, Ohio State University, The University of

Illinois, and the YMCA National Library.

ii Last, but certainly not least, 1 would like to thank my wife

Leslie for typing the first draft of this dissertalon and for her patience and support during my years in graduate school.

iii VITA.

October 22, 1944 Born - Brooklyn, New York

January 1966 B*A. Queens College Flushing, New York

1965-1966 Instructor - Walden School New York, New York

1966-1967 Lecturer - Queens College Flushing, New York

1967-1968 Teaching Assistant - Ohio State University, Columbus, Ohio

June 1968 M.S. - Brooklyn College Brooklyn, New York

1968-1969 Teaching Assistant - Ohio State University, Columbus, Ohio

1969 - Assistant Professor Queens College Flushing, New York

Fields of Study

Major Field: Physical Education

Studies in the History of Physical Education

Professor Bruce Bennett

Studies in American History

Professors Francis P. Weisenburger and

Mary Young

iv TABLE OF CONTENTS

Page

ACKNOWLEDGMENTS...... il

VITA...... iv

LIST OF TABLES...... viii

LIST OF PLATES...... ix

Chapter

I. INTRODUCTION...... 1

II. A SWISS IMMIGRANT FAMILY...... 5

Switzerland and Swiss Education...... 5

Immigration to America ...... 10

III. THE Y.M.C.A. BEGINS A CAREER...... 16

Social Gospel and the Y.M.C.A...... 16

Physical Training in the Y.M.C.A...... 19

A Career Begins...... 23

IV. EDUCATION AND Y.M.C.A. WORK-REACHING FOR THE TOP. . . 29

Early Y.M.C.A. W o r k ...... 29

Correspondence Classes and Medical School...... 32

The Boston Y.M.C.A...... 36

Harvard College and the Harvard Sumner School. . . 40

Fruits of Labor...... 43

V. COLUMBIA YEARS...... 46

Call to Columbia...... 46

Making Physical Education Academic ...... 51

v Chapter Page

Tests of Physical Proficiency...... 55

Program Development...... * 59

Athletics at Columbia...... 66

VI. WORK IN PROFESSIONAL ORGANIZATIONS...... 71

The Growth of Professional Organizations ...... 71

Boston Physical Education Society...... 74

The American Association for the Advancement of

Physical Education...... - 75

Society of College Gymnasium Directors ...... 80

Other Physical Education Organizations ...... 82

Other Professional Organizations ...... 85

Miscellaneous Societies...... 89

VII. A PIONEER IN CAMPING...... 92

History of Camping ...... 92

The Good Will Farm Camp and Camp Buena Vista . . . 94

Camp Philosophy...... 97

Camp P r o g r a m ...... 100

The White Mountain Camp for Boya and Camp Arcadia

for G i r l s ...... 104

Contributions to the Camping Movement...... 107

VIII. A...... MAN OF SERVICE...... 113

For the Y.M.C.A. and Les Foyer du S o l d a t ...... 113

Other Service...... 119

IX. AN ECLECTIC PHILOSOPHY...... 121

The Progressive Era...... 121

vi Chapter Page

Pioneers in Physical Education ...... 123

Meylan's Philosophy...... 124

X. ADDRESSES AND WRITINGS...... 133

Athletics...... 134

Health ...... 140

Reports and Presidential Addresses ...... 142

Other W r i t i n g s...... 146

XI. HONORS, HOBBIES AND MOMENTOES ...... 150

H o n o r s ...... 150

Hobbies...... 157

Mementoes...... 159

XII. GEORGE LOUIS MEYLAN: AN APPRAISAL...... 167

BIBLIOGRAPHY...... 170

v 11 LIST OF TABLES

Table Page

1. Effects of Gymnastics and Athletics ...... 127

2. Positions Held by Meylan in Professional Organisations. . 152

viii LIST OF PLATES

Plate Page

I. Meylan Family Crest ...... 161

II. Swiss Cantonal Plate...... 161

III. The B o x e r ...... 162

IV. The Runner...... 162

V. Swiss Cow Bell...... 163

VI. The Meylan Family C l o c k ...... 163

VII. Portrait of George L. Meylan...... 164

VIII. Trophies...... 164

IX. Meylan1 a Arm...... * 165

lx CHAPTER I

INTRODUCTION

This is a biography of Dr. George L. Meylan. It deals with the role of Dr. Meylan in the development of physical education and camping in America. Also included are facts about Dr. Meylan's life and the period in which he lived which are pertinent to the understanding of his professional career.

Dr. Meylan was an interesting subject for two reasons. First, he was an intimate friend of pioneers like Dudley Sargent, R. Tait

McKenzie, Luther Halsey Gulick, and James Huff McCurdy. By studying Dr.

Meylan, one is able to gain insight into the people who guided our field through its infant years. One can also gain insight into the development and organization of the various associations which the pioneers set up to promote health and physical education. Second, in order to develop a philosophy of physical education, it is important to understand how the field has grown and developed. We can not success­ fully guide the future without evaluating the past. Meylan played a key role in the history of physical education and camping from 1890-1940.

Meylan was a stalwart supporter of the educational value of athletics, camping and physical education, and through his writings, speeches, and leadership, he helped to gain a respected place for physical education in the American college curriculum.

Soon after arriving in America, Meylan joined the Young Men's

1 2

Christian Association. He quickly rose through the ranks in the YMCA.

At the age of eighteen he was hired by the physical department of the

Jersey City YMCA and at the age of nineteen he became physical director of the Bangor, Maine YMCA. Meylan left Bangor in 1893 to obtain his medical degree, which he received from New York University in 1896.

After finishing medical school he was appointed physical director of

the Boston YMCA. While in Boston he earned a Bachelor of Science

degree at Harvard, and also worked as an instructor in the Sargent

Normal School. In 1903 Meylan attended Columbia University where he

earned his Master of Arts in 1904. From 1903-1929 he was a professor of

physical education and medical director of the Columbia College gymna­

sium. At Columbia Meylan developed the first achievement tests for

college men, and he also instituted the first swimming requirement for

college students, lieylan retired in 1929 and devoted his remaining

years to camping and scientific agriculture, at his farm-camp complex

in Arcadia, Maine.

Dr. Meylan was one of the founders of the first American Academy

of Physical Education, and was a life member of the National College

Physical Education Association, the American Association for Health,

Physical Education and Recreation and the American Camping Association.

He was also a fellow of the American Association for the Advancement of

Science. Meylan held many offices: from 1902-03 he served as president

of the Boston Physical Education Society; from 1905-06 he served as

president of the Society of College Directors of Physical Education;

from 1903-07 he served as secretary of the American Physical Education

Association, and from 1907-11 he served as president of the American

Physical Education Association. Meylan was also president of the Camp 3

Directors Association of America (1914), and in 1924 when the various

Camp Directors Associations merged in to what became the American Camp­ ing Association he was elected the first president of the new associa­ tion, Dr. Meylan was a member of many other associations, and he was an active member of numerous committees. As a result of his committee work and individual studies Dr. Meylan has published many articles and reports which are found in the professional and scientific journals.

During World War I Dr. Meylan served as Director of Recreation in the French Army. He organized one hundred and eighty six rest camps, many immediately behind the trenches, called "Les Foyers du Soldats."

The rest camps were manned by American volunteers and the project was sponsored by the international YMCA. Meylan received a letter of appreciation from George Clemenceau for his services to the soldiers of

France. In 1918 Dr. Meylan was appointed chief surgeon with the rank of

Major, ROTC Columbia University.

Dr. Meylan made nany significant contributions to physical educa­

tion, there are however, four worthy of specific mention at this time:

first, the leadership and services which he contributed to the various

associations (American Physical Education Association, Young Men's

Christian Association, Society of College Gymnasium Directors, American

School Hygiene Association, Playground Association of America, American

Camping Association, National Collegiate Athletic Association, Boston

Physical Education Society, American Academy of Physical Education);

second, his pioneer role in the camping movement; third, his service to

France during the first World War; fourth, his contribution to the basic

physical education program through his work at Columbia and the American

Physical Education Association. 4

The purposes of this research project are the following:

1. To investigate the contributions of Dr. George L. Meylan to the areas of physical education, camping, health, athletics, and recreation.

2. To arrive at a better understanding of the ideals, beliefs, practices, and importance of Dr. Meylan through his own writings, through what was written about him, and by what some of his colleagues and contemporaries remember of him.

3. To assess the contributions of Dr. Meylan in terms of the age in which he lived and the profession in which he served.

4. To present a document which will show the relevance of Dr.

Meylan's contributions to physical education today. CHAPTER II

A SWISS IMMIGRANT FAMILY

Switzerland and Swiss Education

A biography of Dr. Meylan would be incomplete without a brief history of the country in which he was born and lived for his first thirteen years. Dr. Meylan's ties with his French Swiss culture were strong because he took pride in his background and he received much pleasure from maintaining cultural ties with his native land,^ Meylan remained fluent in his native French for his whole life.

Switzerland was frequently involved in the horrible religious and nationalistic wars which ravaged Europe from the dawn of the Middle 2 Ages until the nineteenth century. In both her internal and external relations, she was caught in the violence and passion of the times.

Externally, the French, German, and Italian cantons fought both for and against larger neighboring countries. Frequently German-Swiss would hire out as mercenaries to fight with the Germans while the French-Swiss would fight with the French • X n 3 'iC- cases, Swiss nationals often wound up fighting one another. Internally, there has always been religious

and nationalistic bickering among the German, French, Italian and

*Personal interview with George L. Meylan, Jr., August 26, 1968.

^Frank Webb, Switzerland of the Swiss (New York: Charles Scribner's Sons, 1912), p. 2.

5 6 3 Romansh people who form the Swiss federation. It is a tribute to Swiss liberality, ingenuity, common sense and administrative ability that the diverse cultures that form the nation have been able to unite themselves and maintain a position aloof from the rest of Europe.

By the 1850's a great deal of the turmoil within the country had died down. The Swiss Reformed Church gained dominance and Catholic hopes to establish dominance had been killed forever.^ Also, the German-

Swiss were established as the dominant culture of the country. The

French have remained a strong minority in Switzerland, and have success- fully maintained their culture. The three major cultures now live in harmony with the German-Swiss remaining dominant. As Switzerland was mending her religious and political problems, new problems came along to trouble the country. Switzerland, like the rest of Europe, was upset by the industrial revolution. The change from a rural-agricultural to an urban-industrial economy caused much disruption in the Swiss population.

Watch making, one of the main Swiss industries, was endangered by

American technological advancements, which enabled mass production of 7 cheap watches.

^Ibid. , p. 6 .

AIbid., p. 2.

^James I. Good, History of the Swiss Reformed Church Since the Re formation (Philadelphia: Publication And Sunday School Board of the Reformed Church in the United States, 1913), p. 4.

®Webb, ££. cit., p. 12.

7Ibid., p. 62. 7

The Meylan family history begins in Le Brassus, a small town

located in a French canton of Switzerland. The story begins in

Switzerland, rather than in France, because most Protestants fled France after the Revocation of the Edict of Nantes in 1685. The Meylans were

French Protestants, commonly known as Huguenots. Among the thousands

fleeing France were several branches of the Meylan family. Today,

Meylan is a fairly common Swiss surname. The Protestants who fled

France helped to establish the watch making industry in Switzerland.

They also helped Swiss Protestants to gain religious control of the

country.

In the nineteenth century, Louis Julien Meylan, a Swiss watch

maker, married Jenny Henriette Capt. The couple had four sons and three

daughters. Their son, George Louis Meylan, was born July 22, 1873 in

the little town of Le Brassus,^ which is located near Lausanne in the

French canton of Vaud. In the cantonal schools, and in a nearby

gymnastic club similar to the Turnvereins of neighboring Germany, Meylan

got his first introduction to physical training.^ Teacher Seminaries

in Vaud required that all teachers take gymnastics as one of the subjects

in the teacher training program, and gymnastics vas taught in all the 12 elementary schools.

Good, o£. cit. , p. 112.

9Ibid. , p. 116.

^Albert N. Marquis, ed., W h o ’s Who in America (Chicago: A.N. Marquis and Company, 1916), p. 1692.

^Notes of Interview between Dr. Meylan and Bruce Bennett held on March 27, 1947.

^Henry Barnard, National Education: Systems, Institutions and Statistics of Public Instruction in Different Countries (New York: E. Steiger , 1872) , p"! 13T. 8

The course of instruction at the primary schools includes: religion, French, writing, arithmetic, geography, linear drawing, singing, history and constitution of Switzerland especially of Vaud, elements of geometry and natural sciences, ^ gymnastics for boys, and female work for girls.

This description of the educational content of the schools of Vaud gives only a superficial view of what Meylan may have learned in school. In particular, this does not tell much about the physical

training program of Vaud. We should not, however, accept a limited view

of the term gymnastics. It would be incorrect to assume that the total

physical training program was German gymnastics. It should be remembered that Swiss education was strongly influenced by Rousseau

and Pestalozzi, who emphasized well rounded programs of physical train­

ing. Pestalozzi emphasized jumping, wrestling, swimming, climbing,

games, and informal sports, as well as the systemic approach to 14 exercise, while Rousseau employed walks, excursions, games, plays and

sports. A description of a Swiss physical training program is avail­

able in the U. S. Bureau of Education Bulletins of Information for

1913.^ This program was not for the canton of Vaud alone and was

published twenty five years after Meylan left Switzerland. One should

note, however, that the program described was a well rounded program

with a swimming requirement for all secondary students. Meylan was

13lbid., p. 131.

^Eirme11 A. Rice, A Brief History of Physical Education (New York: A.S. Barnes and Company, 1926), p. 97.

^William Knox Tate, Some Suggestive Features of the Swiss School System, United States Bureau of Education Bulletin No. 56, 1913. (Washington, D.C. : Government Printing Office, 1914), opposite p. 80, 84. 9 said to have instituted the first swimming requirement for college 1 £ students at Columbia in 1^05.

The constitution of the Swiss Confederation, adopted in 1874, made provision for free, compulsory education in all of Switzerland.

This provision was an outgrowth of the educational ideals of the Swiss.

These ideals were summarized by William Knox Tate, in his report to the

Secretary of the Interior, as follows:

The conservation and utilization of every resource, and especially of every human asset, is the dominant educational ideal of Switzerland. The School is the instrument by which a democracy trains its members for efficiency and patriotic service.... It is considered the duty of society to see that no child or man is wasted, but that he is prepared to live most efficiently the life which will have most meaning to himself and the greatest service to the social whole.^

This ideal is an outgrowth of the philosophy of Johann Heinrich

Pestalozzi. Pestalozzi, as the successor of Rousseau, helped to

establish the nature school in Europe. Pestalozzi realized the value

of education for the masses and he attempted to systemi2e education so

that it would become more meaningful. Pestalozzi s educational goal

of efficiency for life later became Meylan's goal. Meylan, like

Pestalozzi and Rousseau, emphasized naturaL activities to achieve his

goals.

Tate, in his study of Swiss schools, found that many of the

^George L. Meylan, '*The Gymnasium," Columbia University Annual Report, 1905 (New York: N.P., 1905), p. 187.

^Tate, o£. cit. , p. 10.

1 r Hugh M. Pollard, Pioneers of Popular Education 1760-1850 (Cambridge, Massachusetts: Harvard University Press, 1957), pp. 23-41. LO graduates of Swiss technical schools eventually were placed in foreign countries. Quite frequently Swiss workers went to America. Tate asked a director of a Swiss technical school about this situation. The director replied:

It is different with us. These are our boys and girls; we are proud when they succeed anywhere in the world. Besides our country is small and our population is increasing rapidly. If we do not educate our best young people so that they may occupy the higher places at home and abroad, they will be compelled to fill the lower places here and the less capable will be ground down in hopeless poverty.

This statement probably explains why the Meylans immigrated to America.

Immigration to America

In 1886, Louis and Jenny Meylan gathered up their family and moved 20 to America. The reason that the Meylans left their homeland was the same reason that drove millions of other people to leave their native countries to come to America. It was the immigration theory of push and pull. Political, religious, or economic factors, in this case economic, pushed the immigrants out of the old country while religious, political, and economic freedom pulled the immigrants into the new 21 country, America. The watch industry was depressed in Switzerland due

19 Tate, o£. cit. , p. 12.

2(1 Harvard College Class of 1902; Fiftieth Anniversary Report (Cambridge, N.F., 1952), p. 484.

O 1 *■ United States, Congress, House, A Report of the Commissioners of Immigration upon the Causes Which Incite Immigration to the United States. Ex. Doc. 235, part 1, 52nd Congress, 1st Session, 1892, p. 120. 11 22 to American competition. At the same time the new American watch industries were anxious to acquire skilled workers. Many watch companies actually contracted workers in Switzerland and helped to bring then and their families to America. Louis Meylan may or may not have been one of these contracted workers.

In America, at that time, nativism was raising its ugly head. Fear of iiranigration *s effect on America, especially by the growing labor unions, created a series of laws aimed at controlling immigration. One of the laws passed in 1885 was the contract labor law which penalized 23 companies who actively recruited workers from other countries. In

1887, the law was made stronger and it had provisions to send immigrants back to their country of origin, if they were suspected of being con- 24 tract laborers. The contract labor law of 1885 was a sign that the gates to America were closing, and perhaps thi3 helped push Louis

Meylan into action in 188b. The Report of the Commissioners of Immigra­

tion stated that by 1892 the practice of hiring contract laborers from

Switzerland was rare.^ The laws of 1885 and 1887 effectively controlled

contract labor practices. Fortunately, the Meylan family had already

^^Webb, o£. cit., p. 62.

23 United States, Statutes At Large, Vol. XXIII (1883-1885), "An act to prohibit the importation and migration of foreigners and aliens under contract or agreement to perform labor in the United States, its territories, and District of Columbia," February 26, 1885, Ch. 164, Sec. 1, p. 332.

^United States, Statutes At Large. Vol. XXIV (1885-1887), "An act to amend an act to prohibit the importation and immigration of foreigners and aliens under contract or agreement to perform labor in the United States, its territories and District of Columbia," February 23, 1887, Ch. 220, Sec. 8, p. 415.

°United States Congress, House, o£. cit. , p. 124. 12 arrived in America, and America was able to benefit from their two ambitious sons, George and Paul. Paul Meylan, George's brother, became a famous illustrator and artist. Paul was also an accomplished fencer 25 and won a national fencing championship in 1913.

Meylan's immigration to America as a boy and the thirteen years spent in Switzerland had a tremendous effect on his life. When he left

Switzerland, the two main industries of the country were watch making and dairy farming. When he retired, his two favorite hobbies became dairy farming and clock collecting. Meylan returned to Europe many times to see friends and relatives, to visit the country he loved, and to study European educational systems. Meylan's goals of education were in part influenced by Swiss goals of education.

Meylan was grateful for the opportunities which America opened up 26 to him. His drive and ambition enabled him to take advantage of those opportunities. Succeeding in America was not an easy task for Meylan, for he had to overcome a language problem as well as a general dis­ orientation which faces most immigrants when they arrive in a new country. Oscar Handlin, in his book The Uprooted, identified some of the problems of immigrant families. Handlin stated that the old world represented comfort, security, and restrictions; while the new world represented alienation, insecurity, and freedom. To Handlin, alienation

Albert N. Marquis, ed., Who's Who in America, p. 1682.

26 Harvard College Class of 1902, p. 454. and insecurity were a necessary price for freedom and opportunity.

Fortunately, in the new world, there were many organizations which helped the immigrant to settle into hia new life in America. Two organizations, the Young Men's Christian Association and the £glise du

Sainte Esprit, provided some comfort and direction for Meylan.

Eglise du Sainte Esprit (Church of the Holy Spirit) is a French

Episcopal Church located in New York City. Dr. Meylan's son, George

Meylan, Jr., still attends this church, because he likes to participate 28 in the services which are still given in French. Meylan met his future wife, Marie Louise Mathot, at Eglise du Sainte Esprit in 1887, and they were married July 26, 1897 at the Marble Collegiate Church in 29 New York City,

Eglise du Sainte Esprit was a haven for French Protestants in New

York who came from Belgium, France and Switzerland. Mrs. Meylan was the daughter of a Belgian lawyer, Louis Mathot.Typical of immigrant churches, Eglise du Sainte Esprit helped newcomers to maintain cultural ties with their old country or old language, Handlin feels that religion became a way of life for new immigrants to America, because it was a reminder of the older, more familiar life. Handlin states:

^Oscar Handlin, The Uprooted (Boston: Little, Brown and Company, 1951), pp. 303-304.

^Interview between George L. Meylan, Jr. and the author June 13, 1968.

29 Mrs. Meylan, who is 95, supplied this information by having her son record her responses to my letter of June 19, 1968. George Meylan gave me the information at our August 26, 1968 interview. 14

The more thorough the separation from other aspects of the old life, the greater was the hold of the religion that alone survived the transfer. Struggling against heavy odds to save something of the old ways the immigrants directed into their faith the whole weight of their longing to be connected with the past,. ..33

Reinhold Niebuhr further clarified the role of the immigrant churches in the lives of the new arrivals to America. Niebuhr stated:

It must be added that the members of these immigrant churches were attracted to America, partly by its free institutions but mostly by its economic opportunities... Their religious faith did not inhibit them from pursu­ ing the goals of economic well-being with absolute devotion. It may have actually supplied the discipline by which the economic activity could be more success­ fully engaged in. Thus , the immigrant church together with the sectarian church was at one in the same time a refuge from a secular culture, and a resource for the uninhibited pursuits of essentially secular ends of life.32

The church, besides giving the immigrant cultural ties with his homeland and a disciplined way of life with which to succeed in

America, was also in many ways the center of the immigrants’ lives.

Weisenburger stated that "In many ciLies ties of faith and of language drew people of similar background into churches whose influence 33 permeated every phase of their lives." The church was also the center of attraction because it helped celebrate holidays, weddings, births, funerals, confirmations and all other ceremonies related to Christian li fe.

31 Handlin, o£. cit., p. 117,

3? Reinhold Niebuhr, Fious and Secular America (New York: Charles Scribner's Sons, 1958), pp. 1-13. Reprinted by Oscar Handlin (ed.), Children of the Uprooted (New York: George Braziller, 1966), pp. 281-282.

33 Francis Weisenburger, Triumph of Faith (Richmond, Virginia: William Byrd Press, 1962), p. 164. 15 n / Dr. Meylan was known as a Christian gentleman, a man of character, high ideals and high standards. Some credit for this should be given to

Eglise du Sainte Esprit. Another organization which helped mold

Meylan's life was the YMCA. The next chapter will deal with the effect of the YMCA on Dr. Meylan.

34 . "Our New Medical Director," Boston s Young Men. September 5, 1896, p. 2. CHAPTER III

THE YMCA BEGINS A CAREER

Social Gospel and the YMCA

In the latter third of the nineteenth century there were radical changes in American thought in the areas of theology, economics and morality. The changes greatly disturbed traditional American belief in individual salvation. Social and economic problems of society were traditionally disregarded or viewed as the natural order of socie ty-

The Protestant ethic and laissez faire theories of government combined to endorse social Darwinism. Herbert Spencer was the prime mover in the effort to convert D irwin's "survival of the fittest" into social and economic theory. Towards the end of the nineteenth century, however, deteriorating urban conditions and excesses of laissez faire capitalism brought forth a great deal of criticism and theorizing from new economists and sociologists, and new liberal theories of economics and sociology won the support of liberal theologians. A new movement was born, the Social Gospel, which was aimed at changing the social

order and improving people's lives. Franci3 P. Weisenburger described

the involvement of clergy in the new movement.

Soon there arose clergymen who were not satisfied with defending existing institutions with moderate changes to stave off radical demands. These new liberals were definitely concerned with the search for an improved social order. To them, individual regeneration was not enough, and they endeavored to

16 17

find specific proposals to improve the life of organized society. Optimistic and retaining much of traditional American individualism they appealed especially to middle class people who gradually abandoned the rigid economic views of mid-nineteenth century Protestant thought. Especially congenial to the growth of this type of Social Christianity were three viewpoints of the liberal theology of the period: (a) The Immanence of God; (b) The organic character of nature and human life; (c) The ideal of the Kingdom of God on earth.^

Out of the Social Gospel movement grew societies and brotherhoods dedicated to the service of young men. There were Christian brother­ hoods and societies long before the Social Gospel movement caught on.

Morse traced the early development of Christian Brotherhoods back to 2 the seventeenth century. The Social Gospel movement of the nineteenth century, however, provided the atmosphere in which the Young Men's

Christian Association, and other organizations, could grow and flourish.

The Young Men's Christian Association began in London in 1844, and was 3 transplanted to America in 1851. Weisenburger pointed out that the

YMCA for many years was the only Protestant organization interested in

Social Christianity before the Social Gospel came into fashion.

Weisenburger stated:

Prior to 1863, no Protestant organization, except the YMCA was at all conspicuous in combining a spiritual and social ministry... Working in close association with the churches, the YMCA helped young men secure congenial living accommodations,

^Francis Weisenburger, Ordeal of Faith (New York: Philosophical Library, 1959), p. 129.

2 Richard C. Morse, History of the Young Men's Christian Associa­ tions (New York: Association Press, 1922), p. 1.

^ Ibid., p. 14. 18

encouraged them in their religious activities, ministered to the sick and lonely, and organized mission Sunday Schools.^

The YMCA as a part of the Social Gospel movement was not always on safe footing. There were those in society who resisted the Social

Gospel movement and were determined to emphasize individual salvation.

Within the YMCA movement there was always conflict between those who emphasized the spiritual aspects of the Association, and those who

supported a more rounded program emphasizing the spiritual, mental,

social, and physical aspects of association work."* Weisenburger

identified one of the fears that people in and out of the YMCA movement

felt.

Yet, the Social Gospel as an effort to carry the ethical principles of Christianity into a secular world always confronted the danger that it would lose its distinctly religious moorings and become in fact, a form of secularized social service.

The YMCA depended on various Protestant evangelical churches for its

support and promotion; therefore, Y leaders were forced to tread care­

fully, so as not to lose church support. Many evangelical clergy

feared that the Y would develop into a new denomination, or that non­

evangelicals would get control of the Y. The Boston Constitution of

1651 helped allay some fears by stating that only members of evangelical

churches could be voting members of the association and members who

S/eisenburger, Triumph of Faith, p. 184.

^Elmer Johnson, "A History of Physical Education in the Young Men’s Christian Association," (Unpublished Doctoral dissertation, University of Southern California, 1954), p. 88.

^Weisenburger, Ordeal of Faith, p. 121. 19 belonged to non-evangelical churches could only be associate members.^

This was called the evangelical church test. This allayed the fears of the Y directors, because it did not limit membership solely to those who attended evangelical churches. This made the evangelical clergy happy, because its members kept voting control of the Y, and it prevented the

Y from becoming a separate denomination by requring its members to Q belong to one of the existing churches. Morse states that the results

of the evangelical church test had the following effect:

The Association became an interdenominational organization, and happily avoided being classified with undenominational societies, outside of vital unions with the churches. It was outside only of the divisions separating these churches. It was loyally within their membership and fellowship.^

Physical Training in the YMCA

From the foregoing description of the YMCA and its problems in the

nineteenth century, one can begin to see the problems faced by those who wanted to bring physical activity into the Y program. Some of the

difficulties can be listed as follows: first, the Protestant ethic of

hard work and frugality denied any support for an activity regarded as

play; second, those who wanted the Y to emphasize the spiritual aspects

of men could not approve of any activity that would detract from their

program; third, many physical activities of the day were surrounded by

^Morse, c>£. clt., p. 17.

8Ibld., pp. 17-19.

9Ibid. , p. 19. 20 gambling and other immoral activities which made them strictly non grata as church related activities; fourth, the laiety who ran the YMCAs could not affort to act against the wishes of the churches which supported

their organization.

One must have great respect for men like Robert J. Roberts and

Luther Halsey Gulick who helped establish physical training in the YMCA

program against tremendous odds. Physical training had a slow start

in association programs until Roberts and Gulick entered association work. The first mention of physical work in the YMCA occurred at the

Association Convention in 1856 when a delegate from the Brooklyn

Association recommended the establishment of gymnasiums and baths.^

The association, however, was not ready to accept such a measure. Over

the next ten years the idea started to catch on as associations sensed

that physical activities could draw young men into the fold, and away

from some of the more objectional forms of activity. In 1869, the New

York, San Francisco and Washington, D.C. associations built new build­

ings which had facilities for gymnasiums and baths.**

In Physical Education, a manual put out by the Association Press,

the history of the Association Physical Department is divided into 12 distinct phases. The first phase, from 1870-1885, was a period of

introduction. In this period, physical directors had to overcome the

^George Meylan, "History of Physical Training in the Y.M.C.A.," (Boston, Y.M.C.A., 1902), p. 2. (Found at the Marsh Memorial Library, Springfield College.)

**Ibid., p. 4.

12 International Physical Department Committee, Physical Education (New York: Association Press, 1914), p. 3. 21 opposition to physical training which was prevalent among many associa­ tion leaders. During this period, there were few trained leaders to guide the field. Naturally, association leaders were worried about the effects of a gymnasium that had no trained people. The following quoted from Horse showed their concern:

Will the gymnasium secularize the Association, or can the Association Christianize the gymnasium? was seriously discussed among the friends of the work.

The second phase in the development of the Association physical

department covered the years 1885-1895. In those years, the Association

developed the Christian leadership and Christian principles which were 14 necessary to guide the work of the physical department. In this

period, Roberts and Gulick trained the future leaders and developed the

principles which were to guide association physical work. In particular,

Gulick was most successful in promoting his philosophy of physical

education. Gulick emphasized the unity of man in mind, body and spirit,

and he promoted the equalateral triangle as the symbol of association

work. Even today the equilateral triangle with the words body, mind,

and spirit inscribed upon it, remains the symbol of Association work.

The third phase in the development of physical work, which overlaps

the second phase, was a period of organization. During the years 1885-

1905, the leaders' corps were developed, the two training schools were

started, an athletic league was formed, the Physical Directors Society

13 Morse, ££. clt., p. 166.

^International Physical Department Committee, loc. cit. 22 was formed and programs in general were more organized and developed.

A great asset in this period of development was the large number of physical directors who were added to the field. Many men were recruited through the leaders' corps, the Association summer schools, the 15 Association Training Schools, and Correspondence courses. Meylan was a member of the leaders' corps as a youngs ter.^ He also took a correspondence course from the Association Training School in 1891 and

1892.17

The fourth phase of development was one of expansion and extension.

The expansion came within the Association where membership greatly

increased and more and varied services were performed. Outside the

Association physical departments extended their services to the whole community. In Physical Education this last phase is listed as beginning

in 1895 and continuing until 1914 (the publication date of the book).v l f c

Physical Education lists the following activities among Y extension work:

the promotion of community health and recreation organizations; the

production of physical directors for schools and colleges; the furnish­

ing of volunteers to direct physical work in churches and social

agencies; and the organization of great swimming campaigns where 19 thousands of boys and men learned to swim in one season. These are

^Johnson, A History of Physical Training, p. 245.

^Doggett, o|). cit. , p. 13 7.

17Ibid., p. 61. Ig International Physical Department Committee, Physical Education. p . 7.

^ I b i d . , pp. 8-9. 23 but a few of the public services which physical directors performed.

A Career Begins

Dr. Meylan's association with the YMCA began in the late I680*s, sometime between his arrival in America in 1866, and the time when he became a leaders' corps member in 1890. Since Dr. Meylan belonged to a gymnastic club while he lived in Switzerland,2® it is probable that he sought out and found the YMCA shortly after he arrived in America.

In order to reconstruct the experiences which Dr. Meylan may have had at the 23rd Street YMCA from 1866-1891, it seems best to mention several influential YMCA people who passed through the 23rd Street YMCA during the time period specified. During the period 1686-1891 the following men were active at the 23rd Street YMCA: 21 Luther Gulick 1887-1689 - part time Medical Director

James H. McCurdy 1890-1895 - Medical Director22 23 William Wood 1869-1889 - Gymnasium Instructor

Henry Kallenberg 188 -1888 - Leaders Corps2^

William Wood was a gymnasium director in New York before he was hired as gymnasium instructor for the 23rd Street YMCA in 1869. He was 25 the first YMCA gymnasium instructor. Meylan in his paper on YMCA physical training wrote the following paragraph about Wood's program:

^Interview between Bruce Bennett and Dr. Meylan held on March 27, 1947. 21 Doggett, Man and a School, p. 46.

22Ibid.. p. 137.

2^J. Gardner Smith, "History of Physical Training in New York City and Vicinity in the Young Men's Christian Associations," American Physical Education Review. IV (September, 1899), 305. 24 Doggett, ojj . cit., p. 64.

^ Ibld ., p. 44. 24

Of the work done at that time, that of Mr. William Wood, in the New York Association is best known. He was an Englishman, by birth had a splendid physique, and was an earnest, gentlemanly sympathetic and popular instructor. He was one of the pioneers in bringing about a reaction from the old idea of fancy and heavy gymnastics which made expert performers of the few, while the many were injured or strained. Mr. Wood always emphasized the teaching of simple, light gymnastic exercises: his classes were mostly young men engaged in sedentary occupations.

Meylan apparently was exposed to and believed in light gymnastics before he had even met the foremost exponent of that type of work,

Robert J. Roberts.

Luther Halsey Gulick was a part time medical director at the 23rd 27 Street YMCA while he was going for his medical degree in New York.

At the same time he was teaching at Springfield, he was in charge of physical training in a girls' school in Harlem, and was the first secretary for physical education on the International Committee of the 26 YMCA. It is obvious that Gulick did not have a great deal of time for the 23rd Street YMCA. It is probable, however, that young Meylan had some contact with Gulick at this time. Gulick introduced to the 23rd

Street Y a system of thorough physical examinations with recording of 29 measurements and recommendations for improvement. The forms and procedures were similar to those developed at the Young Men's Institute

7 ft Meylan, History of Physical Training, pp. 7-8, 27 Doggett, op. cit., p. 46.

28Ibid.

29 Smith, ££. cit. , 306. 25 and those developed by Dr. Sargent at Harvard."*0 This was probably

Meylan's first exposure to measurement and examinations. Throughout his career Dr. Meylan was a strong advocate of examinations and measure­ ment, and several of the articles written by Dr. Meylan when he entered professional work were about the value of medical examinations.

James Huff McCurdy, like Luther Gulick, worked at the 23rd Street

YMCA while attending medical school in New York. Before coming to New

York in 1890, McCurdy spent two years at the Springfield Training

School. The years that McCurdy spent at the Training School were the years in which Gulick was developing his philosophy of physical train­

ing. McCurdy was a trusted friend of Gulick and there is no doubt that

McCurdy brought the Gulick philosophy with him to New York. McCurdy's 31 athletic teams were said to wear the Triangle Emblem on their uniforms.

It is difficult to determine how much of the whole man, mind, spirit,

and body philosophy Meylan was exposed to at this time. One thing is

for sure, at this time McCurdy and Meylan began a friendship which was

to last a lifetime. McCurdy, as much as anyone else, encouraged Dr.

Meylan to go into physical education. The following paragraphs from a

letter written by Hugh McCurdy to the author is some proof of Dr.

McCurdy's influence on Dr. Meylan.

...He was a very close friend of my father (Dr. James H. McCurdy) formerly of Springfield College. I believe that my dad had a great deal to do with starting Dr. Meylan in the field of physical education. My father was head of the physical

31 Doggett, oj>. cit., p. 55. 26

department at the 23rd Street YMCA from about 18 90- 1895. In his Leaders’ Corps were several men who later became leaders in Physical Education. They were George Meylan, William Skarstrom of Wellesley, Lorey Prentiss, Lawranceville, and Mike Sweeney, Hill School. Dr. Meylan's father and his family came to this country from Switzerland. Both father and son were trained watch makers. George was not too happy in this occupation and talked to my dad about it. In this conversation it developed that George was interested in medicine. My dad suggested that he might well go to medical school which he did.^

Henry Kallenberg, famous for his work at the Chicago Training

School, was a member of the leaders' corps at the 23rd Street YMCA a year or so before Meylan became a leader at that Y. Kallenberg, in his article "They Had Something on the Ball," described what YMCA 33 physical work was like in the early days. Kallenberg's article was written in 1940, and in the article he stated that he was referring back thirty or more years. Since Kallenberg in many ir.sfances referred to his own memories of early Y physical work, it would have to be assumed that he referred back more than fifty years. Kallenberg described a typical program as a Day's Order which consisted of march­ ing, heavy apparatus work, directed games and activities, and free play. While heavy apparatus work seems to differ from Wood's program,

it is probable that both heavy and light gymnastics were performed at

the Y. Kallenberg, in his discussion of the leaders' corps, lists the

■^Letter from Hugh McCurdy to author dated May 12, 1969.

■^Henry Kallenberg, "They Had Something on the Ball," Journal of Physical Education. XXXVII (March-April, 1940), 62-63, 74-75.

34 Ibid., 62. 27 following requirements for becoming a leader. "The requirements for membership most often insisted upon were church membership, friendliness, pleasing personality, willingness to cooperate, a good standing in 35 business and with social groups, plus gcod sportsmanship."

Leaders' corps members in early association work were also usually well skilled. Training for leaders' corps usually involved practice in leading squads, elementary work in anatomy, physiology, and 3 6 personal hygiene, and sometimes bible study was required. Leaders were expected to officiate games, take attendance, maintain discipline, lead squads in exercise, visit the sick, and they also helped to coach

37 gymnastic exhibitions. Leaders were also active in extension work which involved them as community helpers.

From what we know about Gulick, McCurdy, Kallenberg and Wood, or by what was written by them, we can surmise what effect the 23rd

Street YMCA had on Meylan. First, Meylan became familiar with both light exercises and heavy apparatus work; second, he became aware of the value of physical training in aiding the moral development of young men; third, he was introduced to medical examinations and measurements; fourth, the YMCA influenced his decision to enter the physical education profession; fifth, he was exposed to some elementary courses in anatomy, physiology, hygiene, and methods in leading men in physical instruction; sixth, he was probably exposed to Gulick's philosophy which emphasized the unity and synmetry of man in mind, body, and spirit; seventh, and

35Ibid.. 74.

36Ibid. 37lbid. 28 most important of all, Dr. Meylan was imbued with the Social Gospel spirit of the YMCA. This made him concerned about the Christian development of young men, and made him aware of the role which he could play in aiding the development of young men.

In 1891, Dr. Meylan began his professional career in the YMCA which lasted until 1903 when he left YMCA work to go to Columbia

University. In the period from 1891 to 1903, Meylan developed his phil osophy of physical education and his philosophy of life. The next chapter will deal with Meylan's education and his experience in the

YMCA. CHAPTER IV

EDUCATION AND YMCA WORK - REACHING FOR THE TOP

Early YMCA Work

Dr. Meylan was always interested in self improvement. The fact that he and his family emmigrated to this country was a symbol of their desire to improve themselves. Dr. Meylan had high ideals and he demanded a great deal of himself and those around him. When he came

from Switzerland he had some experience in gymnastic work, but basically he was trained to be a watchmaker like his father. His association with

James McCurdy and the YMCA pursuaded him to go into physical training.

After making this choice Meylan pursued his career vigorously. Meylan did not just enter a field of endeavor. He tried to be the best at whatever he did. The period from 1890-1903 is marked by his efforts to

arrive at the top of his chosen profession, physical training.

Soon after arriving in America Meylan began taking language

courses and other branches of learning to ease his transition into the 1 new country. After two or three years, he dropped out of school to work for a French newspaper owned by Louis Weiss, so that he could 2 learn English and earn money at the same time. Basically, Meylan

^"Our New Medical Director," Boston's Young M e n , September 3, 1896, 1.

2 Interview between Mrs. Lucien G. Henderson (Meylan's eldest daughter) and the author, January 3, 1969.

29 30 3 educated himself by reading newspapers. At the 23rd Street YMCA, he had some elementary physical training courses that were related to his work in the leaders’ corps. While he was a member of the leaders' corps at the 23rd Street YMCA a position opened up at the Jersey City

YMCA. Meylan accepted the position and worked there for two years.

He left the Jersey City YMCA because the director would not allow him 4 to take outside courses. Outside course work interfered with the heavy schedule of the YMCA. In 1891 he became physical director of the YMCA in Bangor, Maine. This began Meylan's love affair with the state of

Maine where he and his family have camped since 1907.

The Bangor Y had just completed a new building in 1891 and they had undergone a long search for a new physical director.'* Good physical directors were scarce in those days and the Bangor Association was 6 happy to have Meylan as their new physical director. While in Bangor,

Meylan frequently wrote articles for the Bangor Y Monthly Bulletin, which reported the activities of the Bangor gymnasium, Meylan's writings indicate that he strongly supported the YMCA philosophy and program of physical training. In one article, Meylan tried to explain to new members why the triangle was the symbol of the YMCA physical department. Meylan stated:

3Ibid.

Interview between Bruce Bennett and Dr. Meylan, March 27, 1947.

^Monthly Bulletin, X (October, 1891), 2.

^Ibid. 31

First, it is the emblem of the Physical Department of the Young Men's Christian Associations of the United States. Second, our Association has adopted it because we want to be recognized in athletics as members of the Young Men's Christian Association, and because there is no emblem that represents better the object of our work. Third, the Equilateral Triangle stands for the three sides of man, namely, physical, mental and spiritual sides, which it is the aim of the association to develop equally.^

In the same article, Meylan reminded the new members to come in for

their physical examinations so that he could prescribe exercise programs

for them. Meylan also challenged the members to attend classes regularly and try to advance in their gymnastic exercises. At the

Bangor Y there were classes for ladies, boys, young men and business men. The boys class had by far the best attendance. Every Tuesday

evening was devoted to indoor athletics and games. Basketball was only

a few months old at this time (February 2, 1892) and indoor athletics

of the day consisted of relay races, dodge ball and other simple indoor

games.

In the spring the program moved outdoors, and there was a wide

variety of activities to hold the members interests. The Bangor Y had

tennis courts, a bicycle club, a baseball team, field days and many

special activities. In the June 1893 Monthly Bulletin many activities

of the Association were described. The bicycle club had many relay

races and long distance trips. The bicycle txip by moonlight to Pushaw was the most memorable of the many trips. The baseball team won five

out of the six games they played. No one coult1 understand how they lost

that last game at Bucksport. Many records were set at the Spring Field

^George L. Meylan, "Gymnasium Notes," Monthly Bulletin, X (February, 1892), 2. 32

Day (track meet) and plans were made for a pentathlon contest which was to consist of a one hundred yard dash, high jump, pole vault, mile run g and a twelve pound hamner throw.

While in Bangor, Meylan helped to organize his first camp. In cooperation with George Hickley of the Good Will Farm for Boys, Meylan established the Good Will Farm Camp in 1 8 9 2 , The camp was located in

Bangor and was established for underprivileged boys. More will be said about the Good Will Camp in Chapter VII where Meylan's camping career is discussed.

Correspondence Classes and Medical School

One of the main reasons Meylan left the Jersey City YMCA was to continue his studies. The urge to continue learning was still with

Meylan when he arrived in Bangor. In 18 91, Meylan signed up for the new correspondence course being offered at the Springfield Training School.

The course was offered because of the great need for physical directors and the great scarcity of students who could attend the Training School on a year round basis. The Training School's summer program was closed 10 in 1891 and the Correspondence Course was offered instead. The

Correspondence Course was offered for three years beginning in the fall of 1891. Meylan was registered for the course for the first two years.^ In 1893, Meylan started medical school and that is probably

®"Athletics," Monthly Bulletin. June, 1893, 1.

9 Interview between Mrs. Lucien G. Henderson (Meylan's eldest daughter) and the author, January 3, 1969.

^Doggett, Man and a School, p. 60.

**Ibid., p. 61. 33

the reason for his absence from the Correspondence Course the third year of its existence. For some strange reason Meylan received a

12 diploma for his correspondence work in 1903. Meylan's paper on the 13 history of physical training in the YMCA was written in 1902. Perhaps

this was a final requirement for Meylan's correspondence work.

Among Association physical directors there was a great deal of

discussion about the value of medical education. In the October 1892

issue of Physical Education J. Gardner Smith wrote an article on the 14 value of a medical education for YMCA physical directors. In the

same issue Luther Gulick wrote an editorial which differed in some ways with Smith's article.Smith felt that a medical background was

essential for medical directors, and he argued that a physical director who was not a medical man could not offer to give physical examinations.

Nor could a non-medical man attempt to teach the necessary anatomy,

physiology, and hygiene courses for the leaders' corps. Smith stated

that he would also require pedagogical training for physical directors,

but his emphasis was on medical training. Gulick agreed that medical

education was valuable, but he felt that pedagogical training was of

more value. Gulick stated that the job of the physical director is to

train not to cure. Gulick emphasized the importance of medical school

^Springfield College Trustee Minutes of 1903 as cited by Gerald F. Davis in a letter to the author, May 15, 1969.

13 George Meylan, "History of Physical Training in the YMCA," 1902, Found in the Marsh Memorial Library, Springfield College.

^J.Gardner Smith, "Should a physical director be a medical graduate?" Physical Education, I (October, 1892), 154-160.

^Luther H, Gulick, " E d i t o r i a l Physical Education. I (October, 1892), 151-153. 34 for medical gymnastics and the importance of a college degree for educational gymnastics. The YMCA at this point was not interested in medical gymnastics. Gulick felt that general and pedagogical training should come first, and then if a man still had energy and desire left, 16 he could go on for medicine.

George Meylan, Jr., stated that his father went to medical school to rise to the top of his profession,^ Apparently, despite Gulick's influence in the profession, a medical education was still considered important. All of the top people in physical education had a medical education including Sargent, Hitchcock, Smith, McCurdy, and Gulick him­ self. A young man hoping to be the best in physical training in 1893 had to have a medical degree. Meylan entered New York University Medical

School in 1893. Meylan was very happy during his two year stay in 18 Bangor, but he had to leave in order to better himself.

Medical education in 1893 was not nearly as rigorous as it is today.

The course of study was usually three years in length and sometimes

less. To be admitted to Medical School one only had to have a high 19 school diploma, and often that was not necessary. At New York

University Medical College there was an entrance examination. Meylan

passed the examination and was allowed to enroll, but he was on proba- 20 tion because he did not have a high school diploma. Many reforms

16Ibid. , 152.

^Interview between George Meylan Jr. and the author August 26, 1968.

lSM onthly Bulletin, August, 1893, 1.

^'*Training Our Doctors," The Review of Reviews . XII (November, 1895), 582. 20 Henderson Interview. 35 were Instituted in medical education in America starting in 1890.

Medical schools improved after the legislation which was passed during

the lb90's, took effect. In New York State in 1891, the Board of

Regents required matriculation examinations and extension of the course

21 of study from two to three years. It was quite some time, however,

before medical schools reached the rigorous standards they presently

uphold.

In medical school, Meylan proved to be an excellent student. He

won the Mott Gold Medal for the best competitive work in dissection and 22 surgery, and placed seventh among his classmates on his final examina- 23 tions. The two things medical students worried about most was getting 24 their degree and being placed in good hospitals for internship.

Meylan, by examination, won the most coveted internship at Bellevue

Hospital. Meylan turned this internship down to go back into physical 25 training. Dr. Henry Pascal, a classmate and close friend of Dr.

Meylan's then received the Bellevue internship. Dr. Pascal became

the Meylans' family physician and remained a close friend for life.

Meylan's medical education was not all toil, as the classbook of 1896

reveals. The students quite frequently relieved the pressures by

^Theodore Francis Jones, ed., New York University 1832:1932 (New York: The New York University Press, 1933), p. 301.

^Henry S. Pascal and Van Buren Thorne, eds., Classbook N.Y.U. Medical College 1896-1916 /N.P./ /N.NJ, 1916, p. 80.

23 "Our New Medical Director," Boston's Young Men, 1.

/ Pascal and Thorne, o£. cit. , p. 83.

25 "Our New Medical Director, o£. cit., 52. studying in the local pubs near the medical school. Meylan also continued his athletic pursuits while attending medical school. In New

York, Meylan played on an inter city bowling league and won a gold medal for high average. He also played on the New York YMCA football team, and was captain in 1894 and 1895. The New York team won all but two of the games they played. In 1894, Meylan won first place in the all around gymnastic and athletic contest held in the New York Associa­ tion. Upon completion of his medical work in 1896, Meylan sailed for

Europe where he made a fourteen hundred mile bicycle tour of France,

Switzerland, and Italy. This was the first of many, many visits to 27 Europe.

After graduation, Meylan had many options open to him. He could have accepted a Bellevue internship, a position at the Yale Gymnasium, the directorship of physical work in the Brooklyn Public Schools, or 28 a position at the Boston YMCA. Meylan chose the Boston YMCA.

The Boston Y.M.C.A.

At the Boston Y, Meylan was appointed physical and medical director. Robert J. Roberts was also a physical director at the Boston

Y at that time. Roberts had his own philosophy of physical training which emphasized light gymnastic exercises. Meylan, because of his own background and his correspondence work with Gulick, was more interested

26 Pascal and Thorne, o£. cit. , p. 52.

27 "Our New Medical Director, oj>. cit. , 1. 37

in sports and educational gymnastics. It is interesting to note that in

a picture of the instructors of the Boston YMCA physical department 29 Meylan is the only one wearing the equlateral triangle. (See plate 1

in Appendix 1.)

Meylan did a great deal to enliven interest in the Boston physical

department. He introduced camping and athletics into the Boston Y

program and both of these activities proved to be more popular than

Roberts' classes in calistenics. Doggett stated the following about

Meylan's changes in the Boston physical department.

One of the notable advances in the physical department came in 1896, with the introduction of fencing, boxing, wrestling, athletics, football, relay-team work, cross-country runs, indoor meets by representatives of State Associations, and a plan of affiliation with the Amateur Athletic Union. This new policy, which was inaugurated by Dr. Geo L. Meylan, at once increased the membership.^

In the Boston YMCA physical department announcement for 1902-1903,

there are many pictures of the various clubs and activity groups. From

these pictures it can be seen that Meylan was personally involved with 32 the leaders' corps, the athletic team (track), and the football team.

The athletic team held four national YMCA records in 1897, and the football

team had a record of six wins and no losses. Meylan was in charge of

29 Laurence L. Doggett, History of Boston's Young Men's Christian Association 1851-1901 (Boston; Young Men's Christian Association, 1901), opposite p. 88.

30 William B. Whiteside, The Boston YMCA and Community Heed (New York: Association Press, 1951), p. 150.

31 Doggett, oj>. cit. , p. 89.

■^Boston Young Men's Christian Association, Physical Department 1902-1903 (Boston: N.P., 1903), pp. 2, 6, 10 38 medical examinations, and in 1897 he examined 673 members of the 33 Association. Meylan also helped to teach the various classes for boys, young men and businessmen.

Regular classwork at the Boston YMCA started at three thirty and ran until nine thirty in the evening. The three thirty classes for businessmen usually consisted of light exercises. The next class of the day was for students, bank clerks, and businessmen, and was a bit more vigorous than the three thirty class. Usually chest weights, jumping exercises, apparatus work and dumb bells were used in this class. The five fifteen class was patronized by students and businessmen. This class used chest weights and dumb bells. On every Monday, Wednesday, and Friday the class played basketball. The six fifteen and seven fifteen classes had very similar programs. Their program usually con­ sisted of pulley weight drills, wand drills, anatomy, jumps, long mat drills, abdominal drills, straight arm hanging exercises and a quarter or half mite jog. The six fifteen class was for members who lived in the suburbs and wanted to exercise before going home, so they would not have to come back to the city. The seven fifteen class was for members who had engagements in the city and wished to exercise before going out. The seven forty five and the eight o'clock classes consisted of short chest weight exercises. This class was for men who wished to use the chest weights before the eight fifteen class which was a mass class in dumb bell exercises. The dumb bell exercises were followed on most evenings by graded apparatus work. The apparatus work began at eight

33 Josiah H. Quincy, Chairman, "Gymnasium Committee," Forty Seventh Annual Report of the YMCA of Boston (Boston: N.P., 1897), p. 62. 3 9

thirty and there were twelve levels which the members could advance

through. The last class went from nine o'clock to nine thirty and it

consisted of recreative games such as dodge ball, medicine ball race, right hand tag and elephant. On Tuesday evenings, the leaders' classes 34 met for two hours from seven thirty until nine thirty.

The Physical Department in 1902 consisted of seven men plus the

leaders' corps. Meylan and Roberts were the physical directors. W. H.

Bennett and John H. Davis were assistant directors. Professor Louis

Rondelle was the instructor of fencing, Gerold Weeman was the instructor 35 of sparring and F.F. Sewall was the wrestling instructor. Professor 36 Rondelle was an internationally known fencer, and it was he who

kindled Meylan's interest in fencing.^

The philosophy of the Boston physical department was summarized in

the report of the gymnasium committee for 1902. The report stated the

following:

Violent and heavy work is discouraged, but recreative and competitive work to a limited degree have been fostered, to retain the interest of the younger part of the membership. We feel that a reasonable indulgence in sports, under proper management, give an incentive to young men to keep their bodies in good condition and promotes manly vigor and enterprise. 7

In 1898, Meylan took twenty one members of the Boston Association on a

34 Boston YMCA, Physical Department 1902-1903, pp. 8-9.

35Ibid., p. 1.

36 Frank G. Menke, The New Encyclopedia of Sports (New York: A.S. Barnes and Company, 1947), p. 399.

37Josiah H. Quincy, loc. cit.

®Mrs. Lucien G. Henderson has a portrait of Rondelle in her home in Darien, Connecticut. 40 camping and fishing trip to Lake Sebago, Maine. The members loved the trip and pLans were made to establish a camping program. The camp was called Buena Vista, but its name was later changed to the Sandy Island 38 Camp. This was the first experience in camping for the Boston YMCA.

More will be said about Camp Buena Vista in Chapter VII.

Meylan greatly helped to diversify the program at the Boston Y.

The membership in the Y's physical department greatly increased during the years Meylan was in Boston. In the report of the gymnasium committee for l')02 the following statement was made:

Although there are at least twenty-five Young Men's Christian Associations with larger gymnasia and more complete equipment than our ownA we_have in Boston the third largest membership /.1587y, and there is no Association with a more complete or more diversified work than our own.

Meylan got fresh ideas for the program through his frequent visits to the various schools of physical training which existed in the Boston 40 area. Medical school and the Springfield Correspondence Course did not quench Meylan's thirst for learning.

Harvard College and the Harvard Summer School

In 1898, Meylan was admitted to Harvard University to pursue his

B.S. degree. Harvard, under the guidance of President Eliot, had under­ gone rapid expansion when Meylan entered in 1898. The size of the

3 8 Whiteside, Boston YMCA and Community Need, p. 150.

3 9 Josiah Quincy, Chairman, "Gymnasium CommitteeFifty Second Annual Report of the YMCA of Boston (Boston: /N. P_;_/, 1902), p. 40.

40 Interview between Bruce Bennett and Dr. Meylan. 41 graduating classes went from just over one hundred in 1860 to over five 41 hundred in 1904. By 1898, the elective system which Eliot instituted / *7 was an established fact of college life in America, and was one of the most successful changes in college education in the nineteenth century.

Harvard was an exciting and intellectually stimulating place to be.

Then, as now, Harvard was a place where the intellectual elite of

American youth gathered to acquire an education.

In an autobiography written for the fiftieth anniversary of the class of 1902, Meylan gives credit to Dean Briggs and Dean Shaler for allowing him to pursue his degree at Harvard even though he lacked a 43 high school education, Meylan's schedule for his four years at

Harvard was unbelieveable. Meylan took his classes from 8 A.M. to

12 noon, from 1:00 P.M. to 11:00 P.M., he worked at the YMCA and from 44 11:00 P.M. to 3:00 A.M., he studied. Add to this the fact that Meylan was married in 1897 and had four children between 1898 and 1902, Meylan under much stress completed the requirements for his degree in 1902 .

It is difficult to comprehend the motivation that would make a man go through such a stiff schedule. There are, however, several reasons

Dr. Meylan pushed himself through Harvard. First, he felt a need for a liberal education, because he did not get a high school education.

Second, Gulick and other leaders in physical training were putting some

41 Samuel Eliot Morison, Three Centuries of Harvard 1636-1936 (Cambridge, Massachusetts: Harvard University Press, 1937), pp. 415-416.

42Ibld., p. 384.

^ Harvard Class of 1902, p. 454.

44Interview between Mr*. Luclen G. Henderson and the author. 42 emphasis on the college degree. Third, a Harvard degree would aid in his effort to become one of the top men in physical training. Finally,

Meylan may already have had his mind set on college teaching and wanted a degree to prepare for a college position.

One would think that a man with four children, a full time job, and a full time educational program would not have time for anything else. In Meylan's case this was not so. During his first year in

45 Boston, Meylan took courses in anatomy and anthropometry, from Dr.

Dudley Sargent. This was the beginning of a strong friendship between

Dr. Sargent and Dr. Meylan. Dr, Sargent invited Dr. Meylan to teach in 46 his summer school and he taught two courses from 1899-1903.

One of Meylan's innovations while teaching in the Harvard Summer

School was holding dances for the students in the physical training program. These dances were quite popular and soon made the other summer school students envious. Dean Shaler asked Meylan to organize social activities for the other students, but Meylan could not find the time 47 to do it.

In the winter of 1902-1903, Sargent was sick and asked Meylan to take over the teaching of his courses in the Sargent School of Physical

Education. Meylan took over the courses, but he had to restrict his own program to do it. In the fall of 1902 Meylan began taking his Masters at Harvard. When Sargent asked him to help, Meylan was in the middle of

45 Interview between Bruce Bennett and Dr. Meylan.

46 Harvard Class of 1902, loc. cit.

47 Interview between Bruce Bennett and Dr. Meylan. 43 48 his course work and had also begun his thesis. Meylan eventually received his M.A. from Columbia in 1904. During this last year in

Boston Meylan's fifth child was born. Meylan eventually had eight children, six of whom are still living.

There was great communication and interchange between Sargent and

Meylan. Sargent was a frequent guest at the Meylan’s summer home and

White Mountain camp. Sargent often would take his vacation in Maine with the Meylans. Meylan learned quite a bit about Sargent's work with measurement devices and anthropometries. Meyland incorporated many of Sargent's devices into his program at the Boston Y , ^ and later on at Columbia.

In 1903, President Eliot offered Dr. Meylan the Associate Director­ ship of Hemenway Gymnasium. Eliot suggested that Dr. Sargent would be retiring in a few years and that Meylan would be made head of the gymnasium.Meylan turned the job down, because it was an administra­ tive position and held no faculty rank. President Butler of Columbia had already offered Meylan a position which involved the rank of adjunct professor and Meylan accepted the position, because faculty rank was important to him.

Fruits of Labor

In the years 1891-1903 Meylan was continually improving his

48lbid.

49 Ibid.

^Boston YMCA, Physical Department 1902-1903, p. 8,

"^Interview between Bruce Bennett and Dr. Meylan. 44 education. From 1691-1892, he took the Correspondence Course at the

Springfield Training School, and in 1893 he entered New York Medical

College where he received his medical degree in 1896. In 1897, he took two courses from Dr. Sargent in anthropometry and anatomy. In 1898,

Meylan enrolled in Harvard where he received his B.S. in 1902. Meylan was awarded a diploma from Springfield College for his correspondence work in 1903. In 1902, he began his Masters work at Harvard, but he finished it at Columbia in 1904. Meylan's masters essay "The Effect of Rowing on Harvard Oarsmen, 1852-1902," will be discussed in Chapter

X.

While pursuing his education, Meylan gave eleven years of service to the YMCA. Meylan worked in the Jersey City YMCA from Ib90-lb91, at the Bangor YMCA from 1891-1893, and at the Boston YMCA from 1896-1903.

Out of Meylan's work in the YMCA, he developed a sense of pro­ fessionalism which always stayed with him. This professionalism showed itself in the many organizations which Dr. Meylan joined. At the YMCA,

Meylan also developed a sense of service to individuals and to the community. Last, but not least, he met and worked with many great men.

At the Sargent School, Meylan was exposed to Sargent's work in anthro­ pometries and measurement, and he was also exposed to the various systems which were taught at the Harvard Summer School. The Harvard

Summer School was a place where all systems were respected and given the 52 opportunity to demonstrate their value. Under one roof exponents of

Delsarte, Swedish Gymnastics, Athletics, and German Gymnastics could

52 Bruce Bennett, "The Life of Dudley Allen Sargent, M.D., and His Contributions to Physical Education," (unpublished Doctoral dissertation, University of Michigan, 1947), p. 93. 45

53 work together in harmony and mutual respect. In his YMCA work, Meylan also had contact with Robert Roberts and Luther Gulick. Meylan was an eclectic and drew his philosophy from Gulick, Roberts, Sargent, and the many other people with whom he had contact. He was a moderate man and seems to have been able to stay out of the various feuds in which some of the top leaders were involved, Meylan's ability to get along with other leaders in physical education enabled him to learn from them and work with them. It also gave him an influential voice within professional organizations. This will be demonstrated in Chapter VI.

When Meylan entered YMCA work, one of his goals was to become one of the top men in physical education. When Meylan left the YMCA to work at Columbia in 1903, he was well on his way to his goal. The

following anonymous announcement testified to Meylan's recognition in

the field of physical training in 1903.

Dr. George Meylan, director of the Boston Association gymnasium, had been elected adjunct professor of physical education and medical director of the Columbia University gymnasium, a position which he will accept September first. Dr. Meylan was a medal man in the medical school and had attained a high position in Association physical training. His retirement from Association service will be deeply regretted and a loss to the organiza­ tion.^

Meylan's greatest recognition came during his years at Columbia and this is the topic of the next chapter.

53Ibid.

54 "Men of the Association Ranks," Aooclation Men XXVIII (April, 1903), 326. CHAPTER V

COLUMBIA YEARS

Call to Columbia

King's College was founded as a liberal arts institution in New

York City in 17 54. In 1784, the name was changed to Columbia College.

It was a small school in a small community, and for over a hundred years it remained a small school, emphasizing the classical and liberal tradition. In the mid-nineteenth century, the new Columbia professional schools of law, medicine, and mines enlarged the school. In the 1880's and 1890's graduate training in non-professional fields began to develop.

Men like Frederick Barnard, John Burgess and young Nicholas Butler helped to establish the new graduate schools of Political Science,

Philosophy and Pure Science. The school had enlarged its scope and its purpose and in 1896, the Trustees adopted the designation of University

for the school. The old School of Arts became Columbia College. In

1897 when the University was moved from 49th Street to Morningside

Heights there was some questioning among the Columbia College faculty as to the role of a liberal arts college among graduate and professional schools.^ When Meylan arrived at Columbia in 1903, the college was just beginning to formulate its role in students' lives, in the community, and in the world.

^-Dwight C. Miner; gen. ed. A History of Columbia College on Morningside (New York: Columbia University Press, 1954), pp. v-vii.

46 47

When Columbia College was located on 49th Street, it was one of

the only permanent institutions of higher learning which did not have a

gymnasium. Fortunately, the new site on Morningside Heights provided a

new physical education facility which was one of the most substantial

facilities built at that time. In 1898, physical education was required

at Columbia for the first time. Meylan stated that Columbia was one of

twenty one colleges which had a required physical education program

before 1900. Meylan related the institution of the physical education

requirement at Columbia to the more progressive educational philosophy

adopted at Columbia after its move to Morningside Heights. In 1898 when

Columbia required physical education for its engineering students, it 2 was one of the first institutions to do so.

At the turn of the twentieth century, physical education in

American schools and colleges was in a primitive state. Most schools

and colleges did not have required physical education programs. Many of

the schools which did have physical training had recently inserted it

into their programs. In 1902, the exponents of the different systems of

gymnastics were still arguing over which system was best. The argument was dying out, however, as an American system began to evolve. The

organizations which promoted physical education in the schools, colleges

and YMCA's were all very young. In 1900, the American Association for

the Advancement of Physical Education (AAHPER) was fifteen years old.

The YMCA Training School at Springfield was thirteen years old, and

the Society of College Gymnasium Directors was a mere three years old.

^George L. Meylan, lfFhysical Education at Columbia," Columbia University Quarterly, XI (June, 1909), 328. 48

The Turnvereins were the only established groups promoting physical education at the turn of the century.

Athletics in 1900 was more developed on the college level than in the public schools. In the colleges, students and alumni control of athletics had allowed athletics to get out of hand, and by 1900 many college faculties had begun to take action to control some of the evils of professionalism which had crept into college athletics. The era of complete student control of athletics was drawing to a close.

At Columbia in 1902, Dr. Watson Savage was medical director of the gymnasium. All freshman and sophomores were required to have two hours a week of work in the gymnasium. The work consisted of the following:

(1 ) carefully arranged movements in classes, with musical accompaniment, free hand exercises, and drills with dumb bells, French wands, Indian clubs, iron wands, and chest weights; (2 ) progressive exercises, in graded squads, on the different heavy apparatus, such as horizontal-, vaulting-, and parallel-bars, flying- and swinging- rings, German horses and bucks, ladders, tumbling mats, and the like; (3) gymnastic games, which develop agility; (4) elements of swimming, boxing, wrestling and fencing.'*

The program was a mixture of the various systems in vogue. The new gymnasium, which was apsidal in shape, was quite adequate for the program. It had about 1,000 square feet of floor space, and a ceiling that was thirty five feet high. The ventilation and lighting of the building was good. Twenty two feet above the floor was a tenth of a mile running track as well as the locker rooms with 1,760 steel lockers.

Near the lockers were offices and rooms for fencing, boxing, and handball,

^Columbia University, Gymnasium Guide (New York: Columbia University Press, 1902), p. 5. 49 and below the exercise floor was a pool that was semicircular measuring 4 100 feet by fifty feet.

In 1903, Dr. Savage retired from Columbia University and opened his own private gymnasium in New York City.^ The fact that the physical education department of Columbia College and Teachers College were unified and placed under the charge of Dr. Thomas Wood may have had something to do with it. In 1903, Dr. Meylan was offered a position in the new physical education department which had been formed. Wood, who was in charge of the program, probably had something to do with

Meylan's being offered the new position.

On February 21, 1903 the Columbia Spectator made an announcement that Mrs. Frederick F. Thompson had donated 350,000 dollars to the

University to erect a new building which was to be called Thompson Hall.

The new building was for the study of physical education and school hygiene. A new department of physical education and hygiene was formed, and Thomas Denison Wood, a professor of Teachers College since

1901, was appointed chairman of the new department.^

Ten days later Spectator announced that physical education through­ out the University was going to be unified. Wood was appointed head of the new department. The facilities of the department included the large

University gymnasium as well as the new Thompson Hall. Dr. Meylan was appointed Medical Director of the Gymnasium and Adjunct Professor of

4 Ibid. , p. 3.

^Columbia Spectator, October 1, 1903, p. 2.

6 Ibid., February 21, 1903, p. 1. 50

Physical Education. As of July 1, 1903, Dr. Meylan was placed in charge 7 of the University gymnasium. Meylan was given a faculty seat in g Columbia College, Teachers College and Applied Science.

From 1903-1909 Meylan taught physiology of exercise and a course called anthropometry, diagnosis and correctives at Teachers College.

This is the only contact Meylan had with professional preparation at

Columbia, and after 1910 he concentrated solely on his work at Columbia

College. The unified department at Columbia never proved to be a truely unified department as we conceive it today. The physical education program at Columbia College and the professional preparation program at

Teachers College were housed in separate buildings and separate schools.

There were joint appointments to both departments. Also, some of the young graduate students who were studying at Teachers College worked at

Columbia College as student assistants. Basically, however, the departments were independent with Meylan running one and Wood the other.

Dr. Wood gave Meylan a great deal of freedom in running the service program at Columbia College. Dr. Meylan and Dr. Wood worked fairly well

together. This was not the case, however, in the relationship between

Meylan and Jesse Feiring Williams who arrived at Columbia at a later date. Meylan and Williams had a personality and philosophical conflict.

Dr. Meylan believed in a structured program of physical education.

Williams was a great advocate of a casual or informal type program.

Williams was extremely articulate and he used this ability to gain a

following for his philosophy of physical education. In advocating his

^Ibid., March 3, 1903, p. 1.

^Harvard Class of 1902; Fiftieth Anniversary Report, p. 454. 51 own views, Williams was not reluctant to berate those who differed with him. It might seem unfair to place all the blame for the conflict on

Dr. Williams, but Williams was known to have philosophical and person­ ality conflicts with Dr. Wood, Dr. McCurdy and many other physical

9 educators. In talks with friends, relatives and colleagues of Dr.

Meylan the great physical educators most frequently mentioned as

Meylan's friends were Gulick, McCurdy, McKenzie, and Sargent, Crampton and Raycroft. Meylan had a good professional relationship with Wood and Thorndike, but was not particularly close with the people at

Teachers College.^

When Meylan began his work at Columbia, physical education was required, but no credit was offered for the work. Dr. Meylan immediately saw the disadvantages in the situation and began working on its correction.

One of the great achievements of Meylan's career was his work in making

physical education a regular part of the college curriculum. The next section of this chapter deals with Meylan's efforts to gain respect for

physical education.

Making Physical Education Academic

In Dr. Meylan's Report to the President of Columbia University for

the year ending in 1904, he suggested that physical education be

included in the list of positive credits for the Bachelors Degree, ^

Q Interview between Willard P. Ashbrook and the author on June 23, 1969.

^Interview between George L. Meylan, Jr. and the author on June 13, 1968.

^George Meylan, "The Gymnasium," Columbia University Annual Report of 1904 (New York: Columbia University Press, 1904), p. 199. 52

One year later, his suggestions were carried out, and the two physical

12 education courses were awarded two credits each. In December 1905,

Meylan made a Presidential Address before the Society of College

Gymnasium Directors which was on "The Place of Physical Education in

the College and University." This address, while not Intending to, more

or less summarized Meylan's success in getting physical education placed

on an equal footing with other subjects at Columbia. The address also

helped point the way for those college gymnasium directors who were

still trying to gain recognition for physical education at their schools.

The principal point of Meylan's address was as follows:

The most that can be said of the present situation is that physical education is knocking at the door of the college curriculum and receiving more or less consideration at the hands of college faculties, according to the manner of presentation on the part of physical educators on the one hand, and the breadth of conception of the purpose of education on the part of college faculties on the other.^

Meylan elaborated on this point by describing the different conceptions educators had of physical education. Meylan stated that some educators

thought only of the hygienic aspects of physical education. For them, exercise was a matter of personal health; therefore, it should be left

to the influence of the home. Other educators functioned under the medieval conception of the dualism of mind and body. Mind and body were

thought of as separate and antagonistic to each other. The proper view was held by only a small number of educators who understood that man was

^George Meylan, ’*The Gymnasium," Columbia University Annual Report of 1905 (New York: Columbia University Press, 1905), p. 185.

^Reprinted in the American Physical Education Review, XI (June, 1906), 75. 53 a whole which could not be divided. Under this conception man should be educated physically, intellectually, and morally with the aim of developing the power of action. Man should be educated totally, so that he has the will and the power to act in the name of right. It was this broader view of physical education which Meylan was able to convey to the Columbia faculty.

Meylan was able to convince the Columbia faculty of the worth of physical education, because they respected him personally. L. Carroll

Adams, the present head of the Columbia physical education department, stated that Meylan was a cultured and well spoken man, and thus fostered good curmnunication with the faculty and President Butler. Meylan, 14 Adams stated brought status to the field of physical education.

Meylan enjoyed mixing with the rest of the faculty, and no doubt his friendship with President Butler and faculty members aided physical education at Columbia. A1 Schmitt, a former colleague of Dr. Meylan in the physical education department mentioned some of Dr. Meylan's friends at Columbia. Schmitt stated that Meylan had a noon handball game every day with Professors Fackenthal, Rice and Leeman of the physical educa­ tion department. Schmitt also mentioned that several Columbia Professors, at Meylan's suggestion, bought houses near Meylan's home on 141st

Street. Professors Keppel, Goetze and Lucky, who were not physical educators, were among those who located themselves near Dr. Meylan.

Meylan taught physical education courses specifically for faculty.

14 Interview between L. Carroll Adams and the author on December 16, 1968.

^Interview between Al Schmitt and the author on December 16, 1968. 54

Through these classes other members of the faculty were better able to see the value of the physical education program. Meylan took an expansive view of his responsibilities as medical director. He was as deeply concerned for the well being of the faculty as he was for the well being of the students. The Spectator of January 16, 1904 reported

the activities of Dr. Meylan's special class for faculty. The article mentions that President Butler and many other members of the faculty 1.6 attended the special classes. Unfortunately there was no mention of

the specific activities performed in the faculty class.

Meylan did not confine his work to Columbia College. Meylan's medical degree, Harvard degree, and his work at Columbia made him a respected citizen, and he used this stature to promote the academic standing of physical education all over the nation. Meylan wrote a

number of articles in the New York Times and a few in national magazines which emphasized the importance of exercise in maintaining health.

Meylan's writings will be further elaborated upon in Chapter X.

Meylan did an excellent job of promoting physical education. He succeeded in promoting physical education because he kept abreast of

students' needs and desires. He also maintained the standards that were expected of a college course worthy of credit. In the twenty six years that Dr. Meylan was in charge of the gymnasium the physical educa­

tion program changed many times in order to keep up with the students' needs and interests. The standards of the program remained high even

though many changes were made. In Dr. Meylan's 1905 Presidential

Columbia Spectator, January 16, 1904, p. 1. 55

Address before the Society of College Gymnasium Directors, he stated that physical education programs were not given their due recognition, because gymnasium directors were not able to organize courses "on the same basis as other college courses with regard to purpose, content, method of instruction, attendance, examinations, credits and defi- 17 ciencies." Meylan believed that the objectives of physical education courses should be in agreement with the objectives of the college. He also believed that the content of the course and the method of instruc­ tion should enable the physical educator to meet his objectives. Meylan stated that physical educators needed to formulate examinations which were accurate measures of the student's development in the subject being taught. 18 In Meylan’s first year at Columbia he was aware of the problems in measurement and grading, and in order to solve these problems,

Meylan spent a good deal of his time devising tests of physical pro­ ficiency .

Tests of Physical Proficiency

Meylan did an excellent job of promoting physical education through his efforts in the area of tests of physical efficiency. Van Dalen,

Mitchell and Bennett credit Meylan with making the first report on 19 college achievement tests in 1907. Meyers and Blesh credit Meylan with the first comprehensive physical efficiency test which included the fundamental elements of running, jumping, vaulting and climbing. Meyers

^Reprinted in the American Physical Education Review, XI (June, 1906), 76-77.

1 C Ibid., 78

19 Van Dalen, Mitchell and Bennett, oj>. cit., p. 461. 56

20 and Blesh cite 1904 as the date of Meylan's work. Bovard, Cozens,

and Hagman also mentioned Meylan's pioneer work in physical efficiency

21 tests, but they cite 1905 as the year Meylan developed his tests.

Meylan in his Report to President Butler in 1904 cited the need for 22 developing a physical efficiency test. He developed his first test

in 1904 and it was reported in the June, 1905 American Physical

Education Review. Meylan's test was designed to measure health,

vitality, and bodily control. The health of the individual was measured

by a medical examination and the Intercollegiate Strength Test.

Vitality was measured by "the number of times a person cuuld jump to a

hanging rest position between two vertical ropes from the position of 23 knee bent and arms straight, to a rhythm of one a second." Bodily

control was measured by four tests: a running high jump, a short under­ ling from the rings, a bar vault, and a combination jump and pull up.

The high jump measured the ability to handle the body on the legs. The

underswing measured the ability to handle the body with the arms from a

hanging position. The bar vault represented the ability to handle the

body with arms and legs, and the combination jump and pull measured 24 endurance.

20 Carlton R. Meyers and T. Erwin Blesh, Measurement in Physical Education (New York: The Ronald Press Company, 1962), p. 299.

21 John F. Bovard, Frederick W. Cozens and E. Patricia Hagman, Tests and Measurement in Physical Education 3rd ed. (Philadelphia: W.B. Saunders Company, 1949), p. 98.

22 Columbia University, Annual Report of 1904, p. 199.

"Marks for Physical Efficiency," American Physical Education Review, X (June, 1905), 111.

24 Columbia University, Annual Report of 1905, p. 186. 57

Meylan realized that his first attempt at a test of physical efficiency was not a final answer. In his report he stated that his 25 test was only a first step in the right direction. As the physical education program changed over a period of years, so too did Meylan's physical efficiency tests. When Meylan reported his first test in the

June, 1905 Review, he already had a revision of the test in mind. In his report to President Butler in June 1905, Meylan described his new scheme for the 1905-1906 school year. The new test had five elements:

first, a written test on personal hygiene; second, a test of subjective control which was measured by marching and free movements; third, a test of objective control which was measured by exercises on the apparatus;

fourth, a test of physical endurance which was measured by a combination

jump and pull up test; fifth, an examination of the various swimming

strokes. The swimming test was replaced in the sophomore program by an

2 f* athletic test. By 1905 athletics had already begun to push its way

into the physical education curriculum. The athletic test involved earning a place on a varsity team, winning a college championship, or achieving a passing standard on one of the following tests: running one

lap (176 yards), running five laps, running ten laps, the running high

jump, three standing jumps, a thirty five foot rope climb against time, swimming two lengths (200 feet), swimming five lengths, swimming ten 27 lengths, or a life saving test.

^ ’Marks for Physical Efficiency," o£. cit. , 112.

^Columbia University, Annual Report of 1905. pp. 186-187. Also in American Physical Education Review, '*The Place of Physical Education in the College Curriculum," XII (June, 1907), 1.

^George L. Meylan, "The Place of Physical Education in the College Curriculum," American Physical Education Review XII (June, 1907), 106. 58

In 1913 there was a symposium on tests of efficiency, at which

Meylan described his current work at Columbia. It was not radically different from the revised test which was given In 1905. Some of the standards changed, but the basic tests to measure swinmlng, knowledge of hygiene, subjective control, objective control and endurance remained 28 Intact. In ihe 1913 article Meylan Introduced his test for cardio­ vascular efficiency.

In 1917 Meylan stated that examinations at Columbia were given at the start of each quarter to divide the men Into three classes. Class

A were those men who could already pass the minimum standards set for freshman students. These men were allowed to elect their physical education program and they did not have to take examinations. Those in Class B were average students who had to take the regular program.

Those in Class C were those men who had physical defects and needed special work. Meylan's tests for dividing the men into classes and for grading the work were somewhat different from his 1905 test. The test of endurance was changed to a mile run. The tests in marching and free exercise were dropped, and a test on mounting the horizontal bar was added. Also added was a rope climbing test. A new aspect of the grading system was the fact that the testing program was reduced to fifty percent of the final grade. The other fifty percent was 29 determined by the subjective opinion of the instructor. A disappolnt-

28 "Twenty Years Progress Tests of Efficiency," American Physical Education Review XVIII. (October, 1913), 441-445.

29 "Standards and measurements of proficiency in Physical Education," American Physical Education Review. XXII (April, 1917), 211-214. 59

ing aspect of Meylan's grading system and present grading systems in

physical education is the lack of an objective means of judging the

social and moral gains made by the students.

Meylan, along with many other physical educators, included social

and moral development in his aims of physical education. Unfortunately,

this important area of physical education lacks an objective means of measurement. Meylan continued to revise the testing program at Columbia 30 as can be seen by Williams* account of the program. Williams' account

of the Columbia testing program showed that the testing program in 1922 remained similar to the one used in 1917.

Another important area of Meylan's work at Columbia was his efforts

in program development. This will be taken up in the next section.

Program Development

When Meylan came to Columbia, swimming was taught in the physical

education programs of many colleges and YMCA's. Meylan in 1904,

required all the students in physical education to pass a swimming

test which consisted of the ability to swim the breast stroke, the side 31 stroke and a back stroke. Diving was also a part of the test. Weston

and Brownell credit Meylan with instituting the first college swimming

requirement.^ Meylan instituted the swimming test because he thought

that swimming was a vigorous activity in which all people should be

30 Jesse Feiring Williams, The Organization and Administration of Physical Education (New York: The Macmillan Company, 1922), pp. 276-278. 31 Columbia University, Annual Reports of 1905, p. 187.

32 Arthur Weston, The Making of American Physical Education (New York: Appleton-Century-Crofts,1962), p. 208; also Clifford Brownell, "In Memoriam," Journal of Health. Physical Education and Recreation XXXI (May, 1960), p. 208. 60 able to participate. For safety reasons, he also thought that everyone 33 should be able to handle themselves in the water. Swinmlng competency 34 is still required of all Columbia students. The swinming requirement and the college physical efficiency test are just two of the many contributions Meylan made to college physical education. It has been said that Meylan made more physical examinations of students than any 35 other college director. Meylan also deserves credit for the success of the program which he ran at Columbia for twenty six years. Meylan's success at Columbia was based upon his genuine concern for student and faculty welfare* Meylan stated that the physical education department was responsible for the health and welfare, individually and collectively, of all members of the university family. Meylan also stated that the physical education department was responsible for seeing that all 36 students received a thorough physical education. In essence, these responsibilities were Meylan's alms for the Columbia physical education department.

Meylan, in his speech on "The Place of Physical Education in the

College Curriculum," elaborated upon the responsibilities of the physical education department. Meylan suggested six measures which a university could pursue in order to promote the health of the students.

1. The University should require a health certificate of all

Letter from Edward T. Kennedy to the author dated May 9, 1969.

<* a Letter from L. Carroll Adams to the author dated May 7, 1969.

35 Letter from Harry A. Scott to the author dated June 23, 1969.

36 "The Place of Physical Education in the College Curriculum," American Physical Education Review (June, 1907), 102-103. 61 candidates for admission.

2. The physical education department should give each student a thorough medical examination soon after entrance. (Meylan gave every freshman a thorough examination during the first few weeks of the fall semester.)

3. The physical education department should provide lectures on hygiene and sanitation.

4. The University should appoint a medical advisor to whom students could go for advice on matters of health.

5. The University should assign the physical education department the responsibility of supervising the general sanitary conditions of the college. This Includes food preparation, building ventilation, the condition of lavatories, water supply and all items relating to the sanitary condition of the college.

6. The University should provide ample facilities so that students and faculty would have the opportunity to indulge In vigorous and

37 recreative act ivit ies.

Columbia University had already instituted all six measures when

Meylan made this speech in 1906. Meylan’s second stated aim waB to provide a thorough physical education program. Meylan believed that a good physical education program would try to develop the following four qualities :

1. Graceful Carriage and Address- In order to promote this quality Meylan emphasized good posture durlug class periods. Marching

37 Ibid. 62 and calisthenics were also used to promote good carriage.

2. Power of Self Preservation- The ability to handle oneself in stressful situations is important for everyone. In order to develop this quality, Meylan emphasized the natural activities of running,

Jumping, vaulting, climbing, and swimming. Games were also employed in order to help develop the ability to judge time and distance.

3. Capacity for Physical Recreation- Meylan was always a firm believer in individual sports. He understood the value of tennis, swindling, handball, and other lifetime sports, and he himself was an avid handball player and fencer. He felt that young people should learn to enjoy activities in which they could participate during their later lives. Individual sports were offered as part of the optional aspect of the Columbia physical education program.

4. Moral Qualities- Under this heading Meylan included both social and character development. Meylan felt that athletics developed self control, will power, obedience, loyalty, and respect for the rights of others. Meylan also felt that athletics developed self confidence 38 and opportunities for social intercourse.

Meylan emphasized vigorous exercise, individual testing activities, 39 and testing students under supervision. As the years went on Meylan emphasized sports rather than gymnastic work. In an article in the

Columbia Alumni News, Meylan announced a plan to help sports at Columbia.

The purpose of the plan was to develop interest in sports, to help the

38Ibid. , pp. 103-104.

■^Letter from Edward T. Kennedy to the author. 63 students learn various sports for later life, and to develop candidates for the varsity teams. Rowing, basketball, relay races, advanced swimming and life saving were substituted for the regular gymnastic 40 work. In 1914, it was a conmon practice to look for varsity candidates 41 in physical education classes and intramural programs.

In 1921, Harry A. Scott wrote an article in the Columbia Alumni

Hews on "Physical Education in Columbia." Scott, at that time, was a young man working under Meylan in the physical education department.

Scott stated that formal work predominated in physical education fifteen years prior to 1921, but that sports and games had gradually replaced the old formal program. Scott further stated that some formal work in marching and posture development was beneficial and had remained in the program. Scott's description of the program at Columbia is quite thorough. The following quotation from Scott's article is lengthy, but it is worthwhile because it described the program at

Columbia a few years before Meylan became inactive. Scott stated:

Physical Education A1 and A2

For two months in the Fall and two months in the Spring the freshman physical education classes meet out of doors. In the Fall the work consists of basketball, volleyball, soccer, touch football, running and swimming: in the Spring, of baseball, running, broad jumping, and swimming. During the winter months the work is held in the gymnasium. Here the work is varied somewhat. For eight minutes at the beginning of each period calisthenic exercises are given with the idea of improving posture. After

40 George L. Meylan, "Physical Training for Undergraduates Required at Columbia Since 1898," Columbia Alumni Hews, V (February 6, 1914), p. 369.

^ V a n Dalen, Mitchell, and Bennett, p. 440. 64

the calisthenics the squads are instructed in boxing, wrestling, handball, basketball, swimming, high jumping, bar vaulting, bar mounting, rope climbing, and running.

Physical Education A3 or A4

Physical education A3 or A4 is required of all freshmen. It consists of lectures, recitations and reports on topics of personal and community hygiene, with special reference to the causes, modes of trans- mission, prevalence and prevention of the conmunlcable diseases

Physical Education B1 and B2 for sophomores was basically the same

as A1 and A2, but the requirements and standards for B1 and B2 were

higher than Al and A2. In the Spring and Fall the B classes were required to make a half mile or mile run once a week. During the winter months, each student picked two out of the many activities offered and

specialized for a period of two months in each of the activities

selected. At the beginning of their freshman year, the students were

given examinations and tests of proficiency in order to determine whether they belonged in classes A, B, or C. (These categories were

explained in the section on tests of physical efficiency.) Athletes who fell into group A on the proficiency tests were allowed to fulfill

their physical education requirement by participating on an athletic 43 team.

Meylan, in his YMCA training, had formal work as well as work in

athletics. It proved to be invaluable, because it helped him to keep

abreast of students' needs and interests. In 1925 Meyl?n had a gall

bladder operation which left him in ill health, and from 1926 until his

42April 22, 1921 65 44 retirement in 1929, Meylan was relatively inactive at Columbia. Dr.

Edward Elliot succeeded Meylan at Columbia as medical director of the

i C gymnasium. Elliot had been an assistant under Meylan. After Elliot,

L. Carroll Adams became Departmental Representative at Columbia, and he 46 has remained in that position. The program continued to evolve after

Meylan left Columbia. Edward T. Kennedy who was a friend and colleague

of Meylan stated,

When he left the system changed by making things more Recreational and therefore less strenuous. He was a great believer and so was I in TESTING UNDER SUPERVISION. This Phys. Ed. Concept changed to letting students play games with not much exercise if you know what I m e a n .

L. Carroll Adams stated,

The change in philosophy and curriculum following Dr. Meylan*s retirement might be characterized as a change from a formal program of apparatus and exercise to a sports and games p r o g r a m . ^8

Harry Scott who was a colleague of Dr. Meylan stated,

As far as Columbia College is concerned there has of course been changes in the program in order to keep abreast of the times. The basic concept of the program, however, has remained intact through the years.

**^Harvard Class of 1902; Fiftieth Anniversary Report, p. 454.

^Columbia University, Columbia College Announcement for 1926. Found in Columbia University Bulletins of Information 1926 (New York: Columbia University PresB, 1926), p. 6.

^Interview with L. Carroll Adams on December 16, 1968.

47 Letter from Edward Kennedy to the author, May 9, 1969.

^ L e t t e r from L. Carroll Adams to the author, May 7, 1969.

^Letter from Harry A. Scott to the author, June 23, 1969. 66

Willard P. Ashbrook, a non Columbia man, feels that Dr. Meylan*s program was formal in nature. Ashbrook stated, however, that Meylan*s program was in step with the times. Ashbrook feels that Meylan's structured approach to physical education would fit well into a modern physical education program. Ashbrook emphasized that some of the things Meylan taught are out of date, but his basic approach was sound.

A few years after Meylan left Columbia the department of physical education combined with the department of athletics. This combination was a culmination of Meylan's efforts to join the two departments.

Meylan had close relations with the department of athletics all during his tenure at Columbia. The last section of this chapter deals with Dr.

Meylan's efforts on behalf of athletics.

Athletics at Columbia

Athletics at Columbia have gone through three different periods of control and organization. Prior to 1903, athletics at Columbia were controlled by student-alumni athletic associations. In 1903, a faculty committee was set up to supervise and control athletics, and in 1931 control of athletics was taken over by the University trustees.^

Meylan came to Columbia in 1903, and was appointed to the faculty committee on athletics. The faculty committee on athletics was set up to include three graduates, two undergraduates, the chairman of the

University committee on student organizations, and the medical director

’’^Interview bet we n Willard P. Ashbrook and the author, June 23, 1969.

^Jack N. Arbolino, '^The Lion Afield," A History of Columbia College on Morningslde, Dwight C. Miner, gen. ed., (Hew York; Columbia University Press, 1954), p. 200. 67 52 of the gymnasium. Besides serving on the faculty comnittee, Meylan also was responsible for giving medical examinations to the candidates for varsity teams. Meylan personally loved to participate in sports and games. He was an avid supporter of varsity athletics at Columbia.

When Meylan first came to Columbia, however, he was wary of any close relationship between athletics and physical education. Meylan, in his

Presidential Speech to the Society of College Gymnasium Directors in

1905, stated the following about the relationship of athletics to physical education.

...there is no more reason for athletic teams to be organized and managed by the department of physical education than for debating teams to be part of the department of English or the music organizations to be managed by the department of music. The mingling and confusion of physical education courses with athletic teams serves to bring criticism on physical education in general ^ because of the many evils connected with athle.ics.

It must be remembered that Meylan made this statement shortly after the 1905 football season when many college football players were seriously Injured. All across the nation colleges challenged the efficacy of football as a collegiate activity. At Columbia the decision was made to drop football. Apparently Meylan was wary that physical education might be penalized for its association with athletics.

Meylan's wariness quickly wore off. In a very short period, because of his role on the University Athletics Committee, athletics and

52 Meylan, "Physical Education at Columbia," Columbia University Quarterly. 200.

53 "The Place of Physical Education in the Collage and University," reprinted in the American Physical Education Review XI (June, 1906), 79 68

physical education grew closer together. Scott, in his article on

"Physical Education in Columbia," stated that most of the coaches at 54 Columbia were also regular members of the physical education faculty.

After his initial wariness, Meylan did all he could to foster athletics

at Columbia. In 1915 the physical education department led the fight

to restore football at Columbia. George Ziegenfuss gave Meylan a large

share of the credit for restoring football at Columbia. According to

Ziegenfuss, Meylan helped football by getting physical education

accepted as a regular part of the educational program. Ziegenfuss

further stated that Meylan's inclusion of football in the intramural

program helped gain recognition of football.^ In 1915, Meylan made a

speech before the National Collegiate Athletic Association which

strongly endorsed the case for football at Columbia.^ Meylan had great

influence with President Butler and the Columbia faculty, thus his stand

in favor of football helped to get it restored in the athletic program.

Among the big universities in the United States, Columbia has

served as a model for its sound administration of athletics.^7 This is mainly because of its trustee method of controlling athletics. In 1931,

athletics at Columbia, as at other colleges were attached to the school, but were not really part of it. When Columbia University trustees took

^ Columbia Alumni News, April 22, 1921.

^George Ziegenfuss, "Intercollegiate Athletics at Columbia University," (Unpublished doctoral dissertation, Teachers College, 1950), 130-131.

56Ibid.

^Arbolino, oj». clt., p. 223. 69 responsibility for athletics, they reduced the commercialism and pro­

fessionalism which dominated athletics at Columbia. Meylan was the

leader at Columbia in prompting the faculty and trustees to assume their 58 responsibility. In 1919, Meylan wrote an article on "Athletic

Reconstruction." The following paragraph taken from that article was

one of the first hints at a solution to the evils of big time athletics at Columbia. Meylan stated,

The methods of business administration of varsity athletics would necessarily vary in different institutions according to local conditions, but the essential point is that the college must assume the responsibility for the policy and the men who give instruction and administer this extremely important college activity. The substitution of the educational and social viewpoint for the professional and commercial attitude, which had dominated athletics during the last twenty five years, is of utmost importance to the future welfare of American college education, and the responsibility for the change is entirely in the hands of college faculties and governing boards.-*®

Meylan's solution to the evils of athletics was to combine athletics and physical education in one department. This made the university financially and morally responsible for the athletic

program. In 1931 Meylan's plan went into effect and the administra­

tive responsibility for athletics was placed under the trustees of the

University. Also, the Director of Athletics and the Director of the

Gymnasium were both to report to the head of the department of physical education. This brought the two departments even closer together.^

58 Interview between A1 Schmitt and the author on December 16, 1968.

^Intercollegian, XXXVI (February, 1919), 5.

^Arbolino, o£. cit., p. 222. 70

In 1946 Che two departments were united under one administrator with two assistants.61

Meylan’s contributions at Columbia go further than his efforts to establish sound programs. Meylan unified these programs and put them on a sound educational basis. Scott states that Meylan was one of the first directors of a unified program of health, physical education and 62 athletics. Meylan also performed a variety of services which were of value to the college. Meylan's various services to Columbia will be covered in Chapter VIII. The next chapter deals with Meylan's work in various professional organizations.

61Ibld., p. 228.

62 Letter from Harry Scott to the author, June 23, 1969. CHAPTER VI

WORK IN PROFESSIONAL ORGANIZATIONS

The Growth of Professional Organizations

New England in the mid-nineteenth century was in a state of flux.

Large numbers of people were emigrating from New England to seek their fortunes in the west. At the same time many of the people who were inmigrating to America from foreign shores were settling in New England.

This made New England a region of diverse cultures where change was constantly taking place. Out of this environment of change, new social ideas were spawned. People were constantly forming organizations and groups to Improve society. Boorstin, in The Americans : The National

Experience, stated the following about New England's improving spirit:

A striking feature of New England public life was its abundance of reform movements. Almost any idea for bettering the community or some part of it soon begat a group competing in the market-place for enthusiasm, money and members. Every such movement attested someone's vision of a disparity between what the community was and what it might be. In 1850, when Boston was still a city of less than 140,000, she had already spawned scores of organizations for good causes.

Many people in New England joined organizations and movements because of the spirit of the times. Other people Joined groups because there was not much else to do in New England. If television, the radio, and movies were available in the nineteenth century we might have missed

^Daniel J. Boorstin, The Americans: The National Experience (New York: Vintage Books, 1965), p. 43.

71 72 the whole social reform movement. There were, however, people who had a professional interest in various organizations.

The abolition movement, the Women's Christian Temperance Union, the

Young Men's Christian Association, the playground movement, the school health movement, the camping movement, and the American Association for the Advancement of Physical Education were all born in New England.

Within any movement or organization there are people with diverse interests and ideas. As an organization grows in age and size some members may become dissatisfied with the ability of the organization to meet their special needs and interests. When this occurs splinter organizations are formed which will cater to individual needs. This is precisely what happened to the American Association for the Advancement of Physical Education. Around the turn of the century local and district societies for the advancement of physical education began to form. Also different sections or divisions of interest began to develop within the parent organization and the local societies. In 1897, when the Society of College Gymnasium Directors was formed, Dudley A. Sargent made a particularly poignant comment about the reasons for the formation of this new group. Sargent stated,

For several years many members of the American Association for the Advancement of Physical Education have felt that the meetings of that organization did not give them just the food or the stimulus which they needed to help them in their own work. The teachers in the public schools have felt that their side of the great question was being neglected, while the college instructor, the Y.M.C.A. director, the medical examiner, and the whole range of physical specialists, were equally positive that their particular line of work had not received the attention which it deserved. 73

...The deep-felt want which many of its members feel for more "light" in their own special field of work is only an indication of the trend of all progress where the experiences of the individual outrun, those of the larger and slower moving organization or institution.^

Sargent stated that the officers of local and national societies, in order to attract members and create interest in physical education, often invited people to meetings who had little appreciation for the work being

3 done. This created Interest in physical education, but the nature of the meetings had to be changed to accommodate members who were not practitioners. The need for specialized professional organizations became very great.

Bucher, in Foundations of Physical Education, summarized the different reasons why a person should join a professional organization.

According to Bucher, professional organizations provide an opportunity for fellowship and give one a sense of belonging. They also provide an organ for research as well as a means to communicate research, new techniques and trends to its membership. Professional groups provide help for professional or personal problems and they offer opportunities to give service or help to the profession. Finally, professional organizations provide a means for Interpreting a profession to the 4 public.

Organizations multiplied and grew in America for three basic reasons.

First, there was a spirit of reform and a need for organizations to

20/udley/ A. S/argent/, "Editorial Note and Comment," American Physical Education Review. II (December, 1897), 252.

3 Ibid., 252.

\foarles A. Bucher, Foundations of Physical Education, fifth ed., (St. Louis: The C. V. Mosby Company, 1968), p. 670. 74 express this spirit. Second, many people within organizations felt a need for other smaller organizations to help them develop their specialties. Third, professional organizations provided useful services for professional people. The number of professional people in physical education grew as the existing normal schools expanded and new normal schools were created.

Meylan’s first experiences in a professional organization was in the YMCA. This part of his life was described in Chapters III and XV.

Although Meylan retired from YMCA work in 1903, he continued to perform various services for the Y. These will be discussed in Chapter VIII.

Boston Physical Education Society

While working in the YMCA, Meylan Joined the Boston Physical

Education Society and the American Association for the Advancement of

Physical Education (later to become AAHPER). The Boston Physical Educa­ tion Society was formed January 4, 1896.”* The Society was formed as a miniature version of the A.A.A.P.E. Meylan was elected a member of the 6 Society on December 17, 1896 at its eighth meeting. One of the Boston

Physical Education Society's conmittees on which Meylan served was the

Committee of Theory and Practice.7 Meylan also served with the Executive 8 Committee to which he was elected February 3, 1900. When A.A.A.P.E.

"’’'Reports from Societies,” American Physical Education Review, I (September-December, 1896), 93.

6Ibid.. 100.

7Ibid., II (June, 1897), 120.

8Ibid.. V (March, 1900), 85 75 had its national convention in 1901, Meylan was elected as a delegate 9 from the Boston Physical Education Society. On December 11, 1902,

Meylan was elected President of the Boston Physical Education Society, and he served until July 1, 1903 when he left for Columbia University.

The typical program of the Boston Physical Education Society, during

Meylan's days of membership, involved the reading of scholarly papers,

followed by a discussion. The members also formed committees to promote physical education in the public schools.

The American Association for the Advancement of Physical Education

The Association for the Advancement of Physical Education was formed

in 1885. The first meeting took place November 27, 1885. It was

William G. Anderson's idea to hold this first meeting,^ and it was in response to Anderson's letter of November 17, 1865 that about sixty people, interested in the field of physical education, met at Adelphi 12 Academy. The association which they formed has grown to become our

National Association. In 1885, the name of the association was changed to the American Association for the Advancement of Physical Education.

In 1903, the association again changed its name to the American Physical

Education Association.

9Ibld.. V (June, 1901), 122.

10Ibid., VIII (March, 1903), 47.

^William G. Anderson, ''The Early History of the American Association for Health, Physical Education and Recreation then called The Association for the Advancement of Physical Education," Journal of Health and Physical Education. XII (January, 1941), 34.

12Ibid., (March, 1941), 151. 76

The membership lists of the association from 1885*1895 do not include Meylanfs name. The author was unable to locate a membership list for 1896. It Is most probable that Meylan joined the association in 1896 when he joined the Boston Physical Education Society. It was common for members to join the local and national society at the same time. In any 13 case Meylan's name was on the membership roles by 1898.

Meylan's office holding period in the National Association extended from his date of entry into the association until 1912. It is difficult to evaluate Meylan's exact contribution to the association. The minutes of meetings, Meylan's speeches and reports, and a few secondary sources can not bring to light Meylan's overall influence on the association.

From 1895*1905, Meylan's first years in the National Association, the chief work of the association involved the following: extending physical education into educational and philanthropic institutions; making physical education a part of the academic curriculum; Inserting athletics, plays, games, and dance into educational institutions and recreation programs; and increasing the number of professional prepara- 14 tion programs. From 1905-1911, the association concerned itself with improving the standard in the professional preparation programs. A second area of interest during this period was the development of the programs for public health, personal hygiene, school health, and play­ grounds.1^ A great hindrance to the work of the association during the

^"Names and Addresses of Members of the A.A.P.E.," APER, III (March, 1898), 87.

14 George L. Meylan, "Presidential Address," American Physical Education Review. XVI (June, 1911), 354.

I5Ibld.. 354-355. 77 period from 1895-1910 was internal political bickering. Soon after local physical education societies were formed, the New York and Boston societies began to challenge each other for control of the national organization.1*’ The national organization was growing rapidly and needed a new constitution to enable it to handle the local, regional and special groups that were developing. Various constitutions were proposed only to be rejected by the competing New York and Boston Societies. In

1901, the New York Society tabled a constitution psoposed by Dudley

Sargent.1^ In 1903, the Boston Society objected to the way in which the 18 constitution proposed by Luther Gulick was introduced. Finally a new 19 committee was formed to write a new constitution. The committee succeeded in writing a constitution, but the dispute between Boston and

New York did not abate. In 1909, the Boston Society withdrew from the 20 National Association. It was not until 1918 that the Boston Society 21 returned to the national fold. The period of Meylan's work in the

National Association was marked by great growth and progress, but it was also marred by political bickering. Meylan, in a letter to the editor,

^^Mable Lee and Bruce Bennett, 'This is Our Heritage," Journal of Health, Physical Education and Recreation, XXXI (April, 1960), 45.

^American Association for the Advancement of Physical Education, "Proceedings of the Twelfth Annual Convention of the A.A.A.P.E. : Final Business Meeting," AFER, VI (September, 1901), 255.

18 _ Jesse ^Bancroft, Secretary, "Proceedings of the Convention /^t.A.A.P.E., Detroit, 1903/," American Physical Education Review, VIII (September, 1903), 135-135.

l9 Ibid.

2 0/jaraes h. McCurdy/, "News Notes," American Physical Review, XV (April, 1910), 225. 21 Lee and Bennett, loc. cit. 78 stated that his and Dr. Gulick's terms In office were "stormy times when 22 politics seriously marred our conventions and prevented progress."

This is the back drop to Meylan's work In the National Association.

In 1899, three years after his entrance into the association, Meylan was selected as a member of the Committee of Nine. This committee was appointed, at the national convention in Boston, to study the professional preparation of physical educators. The study dealt with the nature of existing teacher training programs. It also made suggestions for the 23 improvement of teacher training programs in the future. During

Meylan's early years in the association, he was also a member of the

Committee on Anthropology and the Committee on Physical Examinations.

Meylan's influence in association work began to rise in 1903 when he moved to New York. Meylan had good friends in both the New York and

Boston Physical Education Societies. Gullck and Sargent, both friends of

Meylan, were influential in the National Association and in their local associations (New York and Boston). On October 26, 1903, Meylan was made 24 Secretary of the National Council. Meylan remained secretary until 25 March, 1907 when he was elected President of the National Council. It is difficult to determine exactly how Meylan rose in the National

22 Letter from George Meylan to the editor of the APER as cited by Lee and Bennett, loc. cit.

G/eorge/ W. Fite (chairman), "Report of the Committee of Nine," American Physical Education Review. VI (September, 1901), 221-224.

George Meylan, Secretary, "Reports from Council," American Physical Education Review, IX (March, 1904), 36.

25 George L. Meylan, Secretary," Report of the Executive Committee," American Physical Education Review. XII (June, 1907), 185. 79

Association. One must consider that as a past president of the Boston

Society and as a member of the New York Society, Meylan was an excellent compromise choice for president. One must also consider Meylan's personal qualities and abilities which were considerable. Meylan was a cultured and well educated person and any organization would have been proud to have him represent them. He was also an efficient and organized person who was able to participate in many activities at once. Most important of all was Meylan's personality. He was a tolerant and under­ standing individual and was able to get along with important leaders in the field even though they often did not get along with each other.

Meylan set quite a few records during his presidency. Meylan and

McKenzie were elected President four times, and they were the only 26 presidents to be elected that often. Meylan had the longest consecutive term in office, four and three quarter years. Sargent and Hartwell 27 served for five years, but their terms in office were not consecutive.

There were four foreign born presidents, Meylan was the first, followed 2ft by McKenzie, Arnold and Schrader. Meylan was also the youngest 29 president elected to office. He was thirty four when he was first elected president.

The responsibilities of the president involved presiding over the

26 Mabel Lee, ‘'Of Historical Interest," Journal of Health, Physical Education and Recreation, XXXIX (January, 1968), 31.

^Lee and Bennett, loc. cit.

2 8 Ibld.. 42.

29 "Association Presidents Through the Years," Journal of Health. Physical Education and Recreation, XXXI (April, 1960), 64-65. 80 meetings of the council and the national convention. The president also 30 gave a presidential address at the national convention. This address was an important part of the national convention. At the 1909 and 1911 conventions, Meylan made presidential addresses in which he gave support to many of the important movements going on within physical education.

Washke, in his history of the National Association, stated that Meylan was interested in the need for Man adequate supply of competent physical education teachers, the coordination of physical education with all educational procedure, the development of character through physical education, and the proper relationship of athletics to the physical 31 education program." In addition to the above list, Meylan also supported the playground movement and the various programs designed to improve school and community health. Meylan's Interest and support for physical education did not end in the American Physical Education Associa­ tion. Meylan belonged to a large number of organizations interested in health, physical education and recreation. These organizations are described in the next few sections.

Society of College Gymnasium Directors

As mentioned previously, the Society of College Gymnasium Directors was founded in 1897. Credit for the Initial inspiration to form a 32 College Gymnasium Directors Society again goes to William G. Anderson*

3^Jesse Bancroft, "Constitution of the American Physical Education Association," American Physical Education Review. VIII (September, 1903, 137,

3^Paul Washke, '*The Development of the American Association for Health, Physical Education and Recreation and its relationship to physical education in the United States," (unpublished Doctoral dissertation, New York University, 1943), pp. 317-318.

^^Wllliam G. Anderson, "Informal Addresses given at the Banquet, National Convention, New York, April, 1920," APER, XXV (October, 1920), 313 81

The Society was formed to ''advance the cause of physical education in 33 institutions of higher learning. Meylan joined the Society soon after

his arrival in New York. In 1904 and 1909, Meylan was Vice President of 34 the Society. In 1905 and 1906, he was elected President. The meetings

of the Society were frequently held at the Columbia Faculty Club and it 35 was Meylan who made the arrangements. The Society was a small group of

twenty five or thirty men. It was a select group and Meylan was a

prominent member.

Dr. Meylan served on many of the committees of the College Directors

Society, but he is most noted for his work on three committees. Dr.

Meylan was chairman of the Committee on Construction and Material Equlp- 37 ment which put out a pamphlet called Physical Education Buildings.

This pamphlet was the first of its kind and was the forerunner to College 38 Facilities for Physical Education, Health Education and Recreation.

Meylan also served on a Committee which surveyed colleges and universities

in 1909, 1915 and 1920 to determine the status of physical education,

33 Harry Scott, lkThe Society of Directors of Physical Education in Colleges," Journal of Health and Physical Education. Ill (April, 1932), 3.

3 A Ibid.

35 Latter from T. Nelson Metcalf to the author, May, 1969.

Letter from Harry A. Scott to the author, June 23, 1969.

37Physical Education Buildings for Educational Institutions, Part I. Gymnasium and Lockers, prepared by the Committee on Construction and Material Equipment, George L. Meylan, chairman (New York: Society of Directors of Physical Education in Colleges, 1923).

3®Karl Bookwalter, ed., College Facilities for Physical Education. Health Education and Recreation, prepared by the Sub-coma ittee on Standards for facilities of the College Committee on Physical Education and Athletics, (New York: College Physical Education Association, 1947), p. "History of the Project." 82 hygiene, and athletics in American Institutions of higher learning. All three surveys were reported by Meylan in the American Physical Education 39 Review. The 1920 Survey was the most extensive and it was also 40 published as a separate volume in 1922. Scott states that Meylan did 41 almost all the work on the surveys himself. Meylan s work provided the only reliable statistics on the state of the profession during the first

two decades of the twentieth century.

During Meylan's many years in the Society of College Directors of

Physical Education, he made many speeches and reports. Two of Meylan’s most important speeches were his Presidential addresses of 1905 and 1906.

These speeches spelled out Meylan's philosophy of health and physical education. The speeches gave direction to other college physical educators. Both speeches were discussed in Chapter V.

Other Physical Education Organizations

In the first decade of the twentieth century, several societies were

formed to promote scholarly research in physical education. In 1903, the

American Society for Research in Physical Education was organized. Its

^"Report of the Committee on the Status of Hygiene in Colleges and Universities in the United States," XV (October, 1910), 446-452. "Status of Physical Education in American College**," XVII (January, 1912), 79-85. "Report of the Committee on Status of Physical Education in American Colleges," XXI (inarch, 1916), 155-157. "Report of the Committee on Status of Physical Education, Hygiene and Athletics in American Colleges," XXVI (November, 1921), 374-375.

^ Status of Physical Education. Health and Athletics in American Colleges. prepared by the Comnlttee of Physical Education^ Health and Athletics in American Colleges, George Meylan, chairman /N.P•_( (Society of Directors of Physical Education in Colleges, 1922).

41 Letter from Harry A. Scott to the author dated June 23, 1969. 83 42 first annual meeting was held on April 1 and 2, 1904. Meylan was a

founder of this organization as well as a member of its executive 43 committee. Each candidate for membership in the Society was required

to present a published study or a thesis. The Society had a limited 44 membership and went out of existence in 1906.

In December of 1907, the Athletic Research Society held its first

meeting. The purpose of the Society was to study the various problems of

athletics. The society studied the educational, social, moral and organic

aspects of athletics. The inspiration for this organization came from

Luther Gulick. Meylan was one of the original founders of this society.

The first meeting of the society took place at the Columbia University

Faculty Club. Meylan made good use of the Faculty Club. Eventually this

Society affiliated with the American Physical Education Association in

1923 and became the research section of the National Association a few

years 1 later. _ 45

The American Academy of Physical Education was started in 1904-1903.

The motivating force behind the formation of the organization was as 46 usual--Luther Gulick. The academy was formed to bring together those

^"American Society for Research in Physical Education" American Physical Education Review, IX (March, 1904), 60-62.

^■*H. Harrison Clarke, "History of the Research Section of the American Association for Health and Physical Education," Research Quarterly. IX (October, 1938), 28.

4 4 Ibid.

4 5 Ibid.

Interview with George Meylan by Ethel Dorgan as cited by Ethel Dorgan, Luther Halsey Gulick. 1865-1918 (Teachers College Columbia University: Columbia University Bureau of Publications, 1934), p. 137. 84

people who were doing scientific work in physical education* It was the 47 purpose of the academy to promote scientific work* The members of this

select group wanted to form a society which could concentrate on research*

and avoid the red tape and organisational work which bogged down the

American Physical Education Association* Meylan was one of the original

members of this group which had its first meeting at the Columbia 48 University Faculty Club. After the first few meetings, the members of

the Academy decided that they needed more time for the meetings, and they

set aside the week after labor day as the annual date of their meeting.

49 The Academy met at Dr. Meylan s camp on Lake Sebago. Each member of

the Academy was expected t o present a project or a study which he had

been working on during the year.3®

During the week at Dr. Meylan's camp, the members of the Academy held discussions on papers during the mornings and evenings. The after-

noons were spent in recreational activity. The Academy functioned in

this way until the first world war* During the war many members could

not attend the annual meeting for various reasons and the Academy had to disband.Gulick listed eleven men as members of the Academy: Wilbur

Bowen, C. Ward Crampton, Luther Gulick, Clark Heatherington, Fred

Leonard, J. H. McCurdy, R. Talt McKenzie, George L. Meylan, Paul C.

^Luther H. Gulick, "Academy of Physical Education," American Physical Education Review, XV (May, 1910), 342.

^®Dorgan, loc* cit.

4 9 Ibld*

5 0 Ibid.. p. 138.

31Ibid. 65 52 Phillips, Dudley A. Sargent and Thomas A. Storey. It is interesting to note that William G. Anderson is not listed as a member.

In 1926, a new American Academy of Physical Education was formed.

This new Academy, which was not related to the old Academy, was initiated by Clark Hetherington, R. Tait McKenzie, Thomas Storey, William Burdick 53 and Jay B. Nash. Active membership in this group was limited to fifty persons. Meylan was the fifteenth person elected to this group, and he was one of the few people who belonged to both the old and the new

54 American Academy of Physical Education.

Other Professional Organizations

During the late part of the nineteenth century and the early part of the twentieth century there was a great deal of interest in all matters pertaining to conservation of life and health. There was a concern for public and personal hygiene and for normal growth and development of children.^ Out of this concern grew the American School Hygiene

Association of America.

The deterioration of the cities and the lar^e influx of immigrants with poor habits of personal and community hygiene created a public problem in the United States. As a partial solution, school health educators banded together to promote health education in the schools and

^Gulick, loc. cit.

^Jay B. Nash, '"The American Academy of Physical Education," Journal of Health and Physical Education, XVII (January, 1946), 8.

54 Ibid.

^George L. Meylan, "Presidential Address," American Physical Education Review. XVI (June, 1911), 355. 86 colleges. The American School Hygiene Association was formed In 1906, and once again Luther Gulick was a driving force behind the movement. ^

The top health educators were invited to be founding members of the new

Association. Meylan was one of the leaders chosen to be a founder of the new Association. Meylan was elected a member of the Council of the

Association at its first congress. ^ The American School Hygiene

Association held congresses annually. The proceedings of the congresses were published, and they contain addresses made by Meylan in 1908, 1910, and 1912. The first two of these addresses dealt with Meylan's report on the "Status of Hygiene in the American Colleges." This report was a result of Meylan's work on a joint committee of the American School

Hygiene Association and the Society of Directors of Physical Education in Colleges.

The rapid urbanization and industrallzatlon of America during the nineteenth century made little provision for open spaces for children to play. Gradually groups of people in various cities, alarmed over this situation, banned together to gain support for the establishment of play areas. In 1906, largely through the efforts of Luther Gulick and Henry 59 Curtis, the Playground Association of America was formed. Meylan

^American School Hygiene Association, Proceedings of the First. Second and Third Congresses of the American School Hygiene Association (Springfield, Massachusetts: American School Hygiene Association, 1910) p. 1 1 .

5 7 Ibld.

5 8 lbid., pp. 77-61. American School Hygiene Association, Proceedings of the Fourth Congress (Springfield, Massachusetts: American School Hygiene Association, 1911), pp. 167-173. American School Hygiene Association, Proceedings of the Sixth Congress (Springfield, Massachusetts: American School Hygiene Association, 1912), pp. 71-76.

^ V a n Dalen, Mitchell and Bennett, oj», cit.. p. 447. 87

joined Che association soon after it was formed. In Meylan's short tenure in the association, he was a member of the Board of Directors,^ 61 and the National Council. He was also a member of the Committee on a 62 Normal Course on Flay, The Committee published its results in 1909.

During Meylan's tenure as President of the American Physical

Education Association the decision was made not to affiliate the A.F.E.A. 63 vith the Playground Association or the School Hygiene Association.

The American Physical Education Association had enough organizational troubles without adding two new organizations which would have doubled the membership, and brought in a large number of people who were not 64 interested in physical education into the Association. Meylan, however, was not unaware of the importance of the playground movement and the school hygiene movement to physical education. Meylan, in his

1911 Presidential Address before the national convention of the American

Physical Education Association, stated the following:

The growth of Interest and activity in playgrounds, hygiene instruction, schooltygiene and all matters pertaining to community and individual health, places new and important responsibilities upon all directors and teachers of physical education.... In many colleges and preparatory schools and in some public schools the director of physical education is held directly responsible for all these Interests...

^Playground Association of America, Proceedings of the Third Annual Playground Congress and Yearbook 1909 (New York: Playground Association of America, 1910), Appendix p.

^ Ibid., Appendix p.

^^ciark Hetherington, 'tentative Report of the Cosmlttee on A Normal Course in Play," Playground Association of America, Ibid.. pp. 7*288.

4 James H. McCurdy, Secretary, "Report of Council," American Physical Education Review. XIV (May, 1909), 323.

6 4 Ibid.. 324.

k*Meylan, "Presidential AddresB," 35. 88

Another organization Meylan was associated with was the National

Collegiate Athletic Association. In 1905, college football was in a

state of crisis. There were serious attacks made on the game because of 66 the number of injuries and abuses of eligibility rules. In December,

1905 Henry McCracken, Chancellor of New York University, called a meeting

of the colleges and universities in order to determine the fate of

football.^ Out of this meeting the Intercollegiate Athletic Associa-

tion of the United States developed. In 1910, the name of the asBOcia- fi ft tion was changed to the National Collegiate Athletic Association.

Columbia University joined the Association in 1909 and Meylan was chosen

as the delegate to represent Columbia. Meylan served in this position until his illness in 1925.^ During Meylan's years in the National

Collegiate Athletic Association, he was a member of the Volleyball Rules

Committee^® and the Executive Committee of the National Council.^*

Meylan also made several speeches at the annual national convention.

66Palmer E. Pierce, '*The Intercollegiate Athletic Association of the United States, Its Origin, Growth and Function," American Physical Educa­ tion Review, XIII (February, 1908), 85.

8^Van Dalen, Mitchell and Bennett, 0 £. clt. . p. 437.

6 8 lbld.

^National Collegiate Athletic Association, Proceedings of the Annual Convention (1908-1926).

^Report of the Volleyball Rules Committee, George L. Meylan, chairman, Proceedings of the Seventeenth Annual Convention of the National Collegiate Athletic Association (December, 1922), p. 50.

^Palmer E. Pierce, "Presidential Address," Proceedings of the Eighteenth Annual Convention of the National Collegiate Athletic Associa­ tion (December, 1923), p. 67. 89 72 Meylan's addresses on "Athletic Training" and "Athletics in the French 73 Army" were printed in the National Collegiate Athletic Association

proceedings, and were also reprinted in American Physical Education

Review.

Miscellaneous Societies

In 1904, Meylan became a member of the American Association for the

Advancement of Science. Meylan was interested in three different

sections of this Association's work. Meylan attended the meetings of

the sections on education; physiology, experimental medicine, and

anthropology; and psychology.7^ In 1907, Meylan was elected a fellow of

the American Association for the Advancement of Science.^ Meylan also

attended meetings of the New York Academy of Science where he made an

address on "Some Physical Characteristics of College Students" on

October 28, 1907.^ In 1914, Meylan attended the Fourth International

Congress on School Hygiene where he presented his "Study of the Physical

Condition of Five Hundred College Students.

^ Proceedings of the Seventh Annual Convention of the National Collegiate Athletic Association (December, 1912), pp. 45-58. Reprinted in American Physical Education Review, XVIII (April, 1913), 217-229. 73 Proceedings of the Thirteenth Annual Convention of the National Collegiate Athletic Association (December, 1918), pp. 39-45. Reprinted in American Physical Education Review. XXIV (May, 1919), 249-254.

^American Association for the Advancement of Science, "Members and Fellows, " Proceedings of the American Association for the Advancement of Science 1908-1910 (Baltimore: The Permanent Secretary /L.O. Howard/, 1910), p. 207,

7 5 Ibid.

76Nev York Academy of Science, "Section of Anthropology and Psycholohy, Annals of the New York Academy of Science 1908-1909 (New York: The Academy, 1908-1909), p. 349.

77-yhomas A. Storey, (ed.), International Congress on School Hygiene: IV Buffalo. 1913 (Buffalo, New York: Courier Company , 1914), pp. 524-528. 90

When Meylan retired to work on his farm in Maine in 1929, he took his farming as seriously as his work in physical education. Meylan was a member of the Cumberland County Herd Improvement Association, the 78 Cumberland County Farm Bureau and the American Jersey Cattle Club.

Meylan took a professional interest in whatever field of endeavor he pursued.

Meylan was an influential member of a large number of organizations.

He was able to meet his coranitments to all of the organizations to which he belonged, because he was an extremely active and well organized person. Meylan was not a prolific writer, but he was a doer. As Harry 79 Scott stated, 'he was a ball of fire." Another reason that Meylan was able to participate in so many organizations was that many organizations held their annual meetings in Hew York. The meetings of the national

Collegiate Athletic Association and Society of College Directors of

Physical Education were held jointly; therefore, it was easy to be active in both these organizations simultaneously. Many organizations held their meetings at the Columbia University Faculty Club. This made things convenient for Meylan, and it also was somewhat of a tribute to Meylan's

Influence in the various organizations.

One last thing that should be mentioned is the circle of fellowship which Meylan joined by belonging to various organizations. Gulick,

Meylan, McCurdy, McKenzie and others formed close friendships which

^Arthur D. Hawkins, '\Jows, Clocks and Sumner Camps... 'Retired1 Columbia Professor, Once in Who's Who, Makes Good as Record-Breaking Maine Farmer," Portland Evening Express (March 11, 1948), p. 19.

79 Letter from Harry A. Scott to the author dated June 23, 1969. 91 developed from their organizational work. This group played an important role In shaping the organizations which shaped physical education.

Luther Gulick was a driving force behind the formation of the American

Academy of Physical Education, the Athletic Research Society, the Society for Research in Physical Education, the Playground Association of

America, the American School Hygiene Association, and the physical depart­ ment of the Young Men's Christian Association. Always working with Gulick were the small group of men whom he trusted and relied upon. The men chosen to belong to the American Academy of Physical Education and

Society for Research In Physical Education were a select few. According to Doggett, many people could not work well with Gulick. Gulick worked 80 best with the people he trained at Springfield Training School.

Naturally, others were admitted to the circle of fellowship besides

Springfield graduates, but basically the circle was small. Meylan was a member of this circle of friends. This group of men (basically the first academy of physical education) represented many years of creative and humanitarian service to the profession of physical education and the public at large. Any harm caused by the selectiveness of their associa­ tion must be weighed against the achievements of the group.

I have purposely omitted any mention of the American Camping

Association, because it will be taken up in the next chapter which deals with MeyIan's work in camping.

80 Doggett. Man and a School, p. 63. CHAPTER VII

A PIONEER IN CAMPING

History of Camping

Henry Gibson, an authority on the history of camping, credited 1 Frederick William Gunn with establishing the first camp in America.

Gunn, headmaster of a boarding school for boys, instituted a two week camping excursion in his school's program in 1861. The camping trip was

Included in the program, because the boys at the school wanted to emulate

Civil War soldiers who were marching, and sleeping out in tents.

Joseph T. Rothrock was credited with founding the first private camp

in 1876. Rothrock was a physician and was strongly interested in the 2 health aspects of camp life. In 1880, the Reverend George Hinckley

founded the first church related camp. Hinckley took many of the boys

from his parish on a camping trip to Gardner's Island in Wakefield,

Rhode Island. Gibson stated that these first three camp leaders

"recognized the need of bettering boy life, through rational, healthful

living out of doors. By this simple life, rugged virtues which were characteristic of the early pioneers, could be practiced.... „3

Hlost of the information In this section on the history of camping had been obtained from Henry Gibson's series of articles on the history of organized camping. These articles were originally published in Camping Magazine. The articles have since been gathered and reprinted in the following volume which the_author_used. _H/enrjjftf. Gibson, The History of Organized Camping /l 936/, p. 2.

3Ibid.. p. 4

92 93

Camp Chocorus, founded by Ernest Balch In 1881, la frequently given credit as the first camp. While this statement is incorrect, Balch's 4 camp does deserve credit for being the first organized camp. Balch organized his camp into squads, each of which had different responsibil­ ities for care of the camp. The first institutional camp was Camp

Dudley. In 1885, Summer F. Dudley took boys from the YMCA to a camp site for one or two weeks. Today Camp Dudley is the oldest camp in existence.^

From this modest beginning the camping movement grew rapidly. By

1900, there were about seventy camps with a total enrollment of 5,000 boys.^ By 1950, there were more than 10,000 camps and ten million campers, both boys and girls.^

There are many reasons for the growth of the camping movement. The most Important reason is the change in our nation from a rural to an urban society. This basic change created a variety of social problems.

The problem which concerned those who founded the camping movement was the unhealthy environment in which children were growing up. Meylan, in describing the development of organized summer camping, stated,

This movement owes its inception to the farsighted­ ness of leaders in the physical and moral education of boys who realized that the restricted, sedentary and artificial life in the city home must be supplemented by a period of simple, active outdoor life in the woods,

Nfan Dalen, Mitchell and Bennett, 0 £. c i t ., p. 407.

5 lbld.

^George Meylan, ,hThe Contribution of the Sumner Camp to Education," Camps and Camping. Eugene H. Lehman, ed. (Mew York: American Sports Publishing Company, 1925), p. 45.

^Van Dalen, Mitchell and Bennett, oj>. cit., p. 500. 94

under proper leadership, to insure normal physical growth and the development of character. The home, particularly in the city, no longer affords opportunities for children to secure that physical,mental and moral training that our fathers got from participation in the manifold activities which were carried on in the homes of our grand­ fathers*... The old but exceedingly valuable educational influence of the father upon his son when they spent much of their time together in work and play, is now almost completely lost.... The home education of girls has suffered almost as much as that of boys. Mothers no longer find it possible to spend much time in work and play with their growing daughters.®

Meylan was one of the early pioneers who saw the need and value of camping. This drew Meylan to the camping movement in 1892.

The Good Will Farm Camp and Camp Buena Vista

Meylan's first work in camping was in 1892 for the Hinckley Good g Will Schools. Hinckley's Good Will Farm for boys was located in

Hinckley, Maine, and for many years the Good Will Farm Camp was also located at H i n c kley.^ In 1892, Meylan was working at the Bangor, Maine

YMCA. not far from Hinckley. Reverend Hinckley asked Meylan to help him with the Good Will Farm Camp for Boys, and Meylan accepted.The program at the Good Will Camp involved religious periods, an educational program, and sports during the afternoon. At night there were sings, talk and 12 other entertainments. Meylan worked with the Good Will Farm Camp for

®Meylan, 'The Contribution of the Summer Camp...," p. 43.

^Hawkins, "Cows, Clocks and Summer Camps..." p. 19.

*®Gibson, oj>. cit., p. 4.

Interview between Mrs. Lucien Henderson and the author on January 3, 1969.

^Gibson, loc. cit. 95 only one or two season*, because he left Maine in 1893 to attend New York

University Medical School.

Meylan'e second camping experience developed through the Boston YMCA.

A report of the Boston YMCA in 1898 cited the need for providing young 13 men with open air exercise and vacation outsings. In the summer of

1898, Meylan took a group of young men from the YMCA on an outing to Lake

Sebago, Maine. At that time it was one of the deepest penetrations of the state of Maine for the purpose of camping. The trip was for two weeks and cost each camper a total of twelve dollars. The enthusiastic responses of the members who went on this trip persuaded the leaders of the Boston 14 YMCA to establish a permanent Outing Department in 1899.

Sandy Island, in Lake Winnepesaukee, New Hampshire, was leased as a

camp site for the new Outing Department. When the directors of the Boston

Y visited the camp site in 1899 they decided to buy the island. The purchase of the island enabled the camp leaders to make permanent 15 improvements. The new camp was called Buena Vista (now Sandy Island

Camp).

In 1900, the Boston YMCA put out a pamphlet called A Prospectus of 16 Camp Buena Vista. It is from this pamphlet that the author has gathered

^Report of the Directors of the Boston YMCA as cited by Laurence L. Doggett, History of the Boston Young Me n ’s Christian Association 1851-1901 (Boston: Young Men's Christian Association, 1901), p. 90.

^^oggett, History of the Boston YMCA. p. 90.

^^William B. Whiteside, The Boston YMCA and Com— inity Need (New York: Association Press, 1951), pp. 150-151.

^Boston Young Men's Christian Association, Prospectus of Camp Buena Vista: Season of 1900 (Boston: N.P., 1900), 17 pp. 96 his information about Camp Buena Vista. The camp was founded to supply a healthy environment where young men could spend a short summer vacation.

In general, the camp was for young working men over the age of fifteen.

Prank G. Spears and Dr. Meylan were made the superintendents of the camp.

They were responsible for setting up the camp and running it.

The island on which the camp was located was ideal as a camp site.

The island was "isolated, yet easily accessible, and combining at once ample shade trees, well drained land, smooth sandy beaches, magnificient views and comparative freedom from flies and mosquitoes. By the second season of Buena Vista, many permanent structures and facilities had been constructed on the island. In 1900, the camp had two dormitories with a capacity of fifty campers, one ice house, a wharf, and a headquarters building. The headquarters building, which was called Alhambra, haul a piazza, dining room, kitchen, assembly room, dark room, correspondence room and four rooms for sleeping. In inclement weather, or in the evening, the campers met in the Alhambra where they 18 could play games, sing, read magazines, or just sit and enjoy the view.

During the day, the campers had their choice of a multitude of activities. Among the activities offered was fishing, boat trips, mountain climbing, swimning and a wide variety of athletic sports and games. The following were some of the athletic activities that were listed:

Baseball, tennis, /minton/, basketball, and quoits will be arranged for, also field sports, including shot putting, hammer and discus throwing, broad and high

^ Ibid.. p. 7.

18Ibid., pp. 7-8. 97

jumping, pole vaulting, running and goal for football kicking practice, etc. Baseball teams will be organized for games on our grounds and with neighboring camps. Athletic field days will be held at intervals, open to all members of the camp. Boat races, swimming races, and diving contests will be arranged.

Most of the work of the camp was done by hired staff. The campers were only responsible for keeping themselves and their personal effects 20 in order. Occasionally volunteer service was asked of the campers.

Church service was held every Sunday, but attendance at these services was not compulsory.

From its inception Buena Vista was a successful camp. The campers enjoyed themselves immensely and the camp was a self sustaining opera- 22 tion. The campers paid fifteen dollars for a two week trip. Dis­ regarding the initial cost of the Island, and its facilities, the fifteen dollar fee was adequate to cover the expenses of the campers.

Meylan gained a lot of experience through his work at Buena Vista.

Meylan worked with the camp from its inception in 1898 until he left

Boston in 1903. This gave him the background and the courage to attempt a private camping venture a few years later.

Camp Philosophy

During Meylan's years in the Camp Directors Association he made many speeches at annual meetings. These speeches were recorded in Camps

1 9 Ibid., p. 9.

2 0 Ibld.

2 1 lbid.. p. 1 2 .

22 Doggett. History of the Boston YMCA. p. 90. 98 and Camping, and from the* Dr. Meylan's camping philosophy can be reconstructed. Meylan's philosophy was basically eclectic. It eppears that Meylan was most strongly influenced by Dewey, Rousseau, Gulick, and his medical education.

Meylan was influenced by Dewey's pragmatism. Meylan believed in 23 learning by doing. He endorsed short excursions for the campers where they would learn all the skills necessary to be self reliant in an 24 open environment. Meylan believed that proper health habits of bath­ ing, exercise and diet were best learned in the controlled organized camp environment where good health habits were practiced. Camp life, where six or eight boys shared the responsibility of their bunk, was for 25 Meylan the best training ground for democratic living.

Meylan also was influenced by Rousseau. Meylan was a firm believer 26 in Rousseau's "let nature be your teacher." Meylan realized that camp life had something beautiful and unique to offer, and he abhorred the unnatural and unnecessary luxuriousness which destroyed the natural environment of camps. Meylan stated,

Unfortunately, there is a tendency in some camps to rival with summer hotels in providing luxurious equipment, fancy food, a candy store, city entertain­ ment, marble bathrooms, sun parlors and numerous attendants.22

^Meylan, "The Contribution of the Sumner Camp... , " 47.

2 4 Ibld.

2 5 lbid.. 49

26 Interview with Mrs. Lucien Henderson, January 3, 1969.

22George Meylan, "Luxuries in a Boys' Camp," Camps and Camping. Eugene H. Lehman, ed., 0 £. ci t ., p. 113. Meylan was strongly Influenced by Gulick. Like Gulick, Meylan believed In educating the whole nan, and was particularly aware of the value of the summer camp In social and moral education. Meylan stated,

The summer camp has more possibilities for social and moral training than the home, church or school, because it combines all the advantages of these three agencies and other advantages which are characteristic of camp life... * The chief factors in social and moral education are religious and ethical instruction, example, friend­ ship, and the influence of public opinion. The camp that fails to provide these four factors in the fullest possible measure falls short of its respons­ ibility to the campers and misses its greatest opportunity for service.

Finally, Meylan was influenced by his medical background. He believed that camp life should help to develop a "sound well trained body." Camp was an excellent place to develop the proper habits of 29 hygiene and exercise. Meylan s camp environment and program were based on sound principles of hygiene and sanitation.

Meylan believed that a successful camp should aim to provide for

"the most favorable conditions for the acquisition of a sound and well trained body, right habits of living, self reliance and character."„30

Meylan's favorable conditions were the best possible camp site, facilities, equipment, staff and program. The next section of this chapter will deal with Meylan's thoughts on camp sites, facilities, equipment, staff and program.

2S Meylan, 1kIhe Contribution of the Summer Camp...," 49-51.

29 Ibid.. 47. 100

Camp Program

Meylan's camp program was not simply the organization of various games and activities in which the campers could participate. The camp program included everything the camper came in contact with during his stay at camp. This included the director, the staff, the camp site, the facilities, the health supervision of campers, and the planned activities. Each of these factors played an important part in helping to achieve the aims of the camp.

Meylan's ideal camp director would be endowed with a fine character, a good personality, a broad education, ability as a business executive, a knowledge of principles of sanitation and hygiene, and the ability to 31 organize and administer camp activities. Meylan in clarifying what he meant by character and personality stated that a director should have the highest standards of honesty and fairness, a large capacity for leadership, a pleasant and happy disposition, tact, and a deep love of youth. By "ability as a business executiveMeylan meant that the camper should be provided with a program commensurate with the fee paid and that the camp director should make a fair profit on the capital and labor invested. For Meylan, a knowledge of principles of sanitation and hygiene, and the ability to organize and administer camp activities meant that directors should have a strong background in health and physical 32 education.

George Meylan, "The Camp Director," Camps and Camping, Eugene H. Lehman, ed., o£. cit,., pp. 18-19. 101

The staff of a camp make the camp a good or a bad camp. Meylan

fully understood the power of the counselors to be either a good or bad Influence on the campers. Meylan stated,

The counselor who spends two months with a group of boys or girls in the close intimacy of camp life in a lodge or tent had opportunities unequaled any­ where for molding their characters.... The imitative instinct is so strong in youth that the example set by counselors and the older campers is a powerful 3 3 influence for good or bad both in manner and conduct.

Meylan believed that counselors should have the finest character, love children, and be convinced that character development was the most

34 important goal of the camp. 35 Meylan was an expert in camp hygiene and sanitation. He wrote several articles on this subject. Hygiene and sanitation were of prime importance in choosing a camp site and in setting up facilities. Meylan made several suggestions for improving the camp environment* He felt that the camp site should be on high, dry ground. Camps located far enough away from bog, marsh and stagnant water were usually free from 36 mosquitoes during July and August. Meylan also felt that camp water should be abundant and pure, and that the water should be periodically

37 analyzed for contamination. Meylan stated that buildings and sleeping quarters should be frame buildings which have ample room, good ventila- 38 tion, and the ability to remain dry in all kinds of weather. Also,

33Meylan, "The Contributions of the Summer Camp...," 52.

3 4 Ibid.

33lnterview with Mr. A1 Schmitt, December 16, 1968.

3^George Meylan, "Camp Hygiene and Sanitation," Camps and Camping, Eugene H. Lehman, ed., oj>. cit.. 17.

3 7 Ibid.

38Ibid.. 19. 102 there should be adequate measures for disposal of kitchen waste, 39 garbage, papers and refuse, and human waste. Meylan knew a great deal about disposal of waste and helped many camps to establish sanitary disposal systems.

As any good director would be, Meylan was concerned with the super­ vision of each individual camper's health. He felt that every child should be Inspected every day by the nurse or camp doctor. This helped 40 to Insure the early detection of infectious diseases. Meylan also believed that the camp should have a complete medical record on each child in case of emergencies, and that the whole staff, and especially the counselors, should keep a vigilant watch on all the children. Some of the things to be looked for were lose of weight, infectious disease, cleanliness, proper diet, adequate rest and a balanced program of 41 activity.

In the years between Meylan's initiation into camping in 1892, and the formation of his girls camp in 1920, camps and camping radically changed. Before 1900, campers were between twelve and sixteen years old, and the length of their camp trip was usually two or three weeks. By

1920, children as young as six or seven were camping for periods as long 42 as two months. Before 1900, there were very few camps for girls.

39Ibid., 21.

40Ibld., 23.

4 1 Ibid.

4^George Meylan, 'Vhat the Future Has in Store for Summer Camp," Camps and Camping, Eugene H. Lehman, ed., op. cit., p. 47. 103 43 After 1900, a great many camps for girls came into existence. All of

these factors caused a great change in the activities of various camps.

In order to protect the health of young campers, camp sites had to be made which would protect the young campers against the elements. Tents 44 were good enough for older boys, but not for little boys and girls.

Permanent lodges were constructed. Rugged survival activities had to be 45 confined to short excursions. Much of the work of the camp had to be

done by hired staff. Camp activities became more organized, because younger children were not completely capable of choosing their activities wisely.^ In girls' camps, the more strenuous athletic activities were

either modified or dropped. Activities like dramatics, riding, arts 47 and crafts, and dancing were also added to the girls' program. Both

boys' and girls' camps needed great variety, because campers were now

attending camp from six to fourteen. Many specialty camps developed for 48 older children who had a particular interest.

Meylan followed the changes in camp programming with interest,

since it had a great effect on his two camps. The next section of this

chapter will deal with Meylan's ventures in private camping.

4 3 Ibid.

^Steylan, "Luxuries in a Boys' Camp,..," 113.

^Meylan, "The Contributions of the Sumner Camp...," 47.

4 6 Ibid., 45.

^Meylan, '\fhat the Future Has in Store...," 49.

4 8 Ibid.. 47. 104

The White Mountain Camp for Bovs and Camp Arcadia for Girls

In the summer of 1903, Dr. Meylan and Dr. McCurdy bought land and a summer cottage In the Lake Sebago area. Mrs. Meylan had rough summers from 1903-1905, because Dr. Meylan was working at Columbia, and he only came to Lake Sebago when he could get away. In 1903, the Meylans had four children (another child Maurice, born March 4, 1901 died April 4,

1901). If it were not for a family friend, Mabel Rand Danforth, Mrs.

Meylan would have had a difficult time keeping her family organized in

49 the strange environment. Dr. Meylan wanted to spend more time with his family in Maine, but he could not afford to pass up the opportunity to earn money during the summer months at Columbia. The only solution was to start a camp on his property in Maine. This led Dr. Meylan to 50 found the White Mountain Camp for Boys in 1907. In 1920, Meylan s

Camp Arcadia for Girls was founded. A few years after Arcadia was 51 founded Meylan purchased the Arcadia Farm. Camp Arcadia is still run today by Dr. Meylan's daughter, Mrs. Lucien G. Henderson. Mrs.

Henderson Has beam a successful camp director for over fifty years. The

White Mountain Camp was run successfully for thirty five years until it closed in 1942. The camp closed because Dr. Meylan did not feel that he 52 could maintain the quality of the camp.

During the second World War, it was difficult to secure able young

49 Interview with Mrs. Lucien Henderson on January 3, 1969.

5 0 Ibid.

5 lIbid.

^Letter from J. Halsey Gulick to the author, June 21, 1969. 105 men to work in a camp program for eight weeks. This problem was felt in 53 all the boys' camps across the country. In 1943, Meylan sold the camp 54 property to J. Halsey Gulick.

In the late 1920's, Meylan began working the Arcadia Farm. In a few years Meylan was producing eighty per cent of his camp's food.

Meylan produced dairy cattle, beef, vegetables, and fruits in more than sufficient quantity for the two camps.It certainly was unique and advantageous to be able to produce most of the food for the camps.

Norman Wadham, a former camper at White Mountain, still remembers the 56 excellent food served at the camp.

Mr. Wadham in his interview with the author had only praise for the

White Mountain Camp."*^ The following information is basically Wadham's rememberances of the White Mountain Camp. Wadham remembers Dr. Meylan as a stern, but kind man. He stated that Meylan was both a dynamic and warm person, and that he related well to the children. The counselors at the camp were excellent. Most of the counselors were athletes, physical education majors, or teachers. Meylan was strict with the counselors. If a conselor disobeyed camp rules, he usually was dropped from the camp's employment. Many activities were scheduled concurrently at camp, so there was always a choice of activities in which to participate.

Carry over sports were the main emphasis of the program. Dr. Meylan

-^Helen Grant Barker, "Problems in Camp Administration Anticipated as a result of the War," The Physical Educator. II (June, 1954), 216-217.

^Letter from J. Halsey Gulick.

^ Harvard College of 1902, p. 455.

-’^Interview with Mr. Norman Wadham, June 12, 1968.

57Ibld. 106 always had a warm spot In his heart for the duffers and the loners.

Many of the kids at camp were rich. Most of the children came from the homes of society people or Columbia professors. Very often the children came from broken hones.

J. Halsey Gulick, the son of Luther Gulick, bought the White

Mountain property in 1943. J. Halsey Gulick, who had been a camper at the White Mountain Camp, recalled his experiences In these words:

My parents conducted a girls' camp nex_t door, and Dr. Meylan sent his daughter, Julliette /Mrs. Henderson/ to our camp in trade for me /The Meylans and Gulicks_have been trading children for three generat ion^/.... Dr. Meylan was a pioneer in the summer camp program, and he surrounded himself with exceptionally able men- councelors who were college undergraduates and teachers he was able to Inspire in his work at Columbia University. To this day, almost fifty-eight years later, 1 well remember Spike Kennedy who taught us swlnsning, baseball and other sports. Syd Chamberlain who was my cabin counselor, Mr. Jelleff, a teacher of fencing at West Point, and Mr. Sinstocklng who played the piano and led us in singing, as well as directing our evening entertainments. Summer for me under Dr. Meylan was the most important and best time of the year. ®

R. Tait McKenzie, in his book Exercise in Education and Medicine, gives a description of a typical day at Meylan's camp. McKenzie stated that bugle call at six started the day and was followed by a simple setting­ up drill. Next came breakfast. After breakfast, the campers tended to their duties about camp and then they were free to play games or study.

Late in the morning, the campers usually swam or went boating. This was followed by lunch at one o'clock, and after lunch there was a rest hour.

The afternoons were then spent in athletic sports, walking, canoeing, baseball or tennis. Dinner was served at 6:30, and after dinner, there

38June 21, 1969. 59 were campfire talks, and singing which lasted until lights out at 9:00.

Meylan's influence in camping went far beyond his own two camps, the Good Will Farm Camp and Camp Buena Vista. Meylan was a dynamic force in the whole camping movement from 1892-1952. Meylan's general contribution to the camping movement will be discussed in the next section.

Contributions to the Camping Movement

Meylan's contributions to the camping movement can be divided into four distinct areas: first, his service to the professional organiza­ tion; second, his writings and addresses; third, his aid in helping to establish new camps; fourth, his general support of the camping movement.

The first camp conference was held in Boston in 1903. Gibson credits Dr. Winthrop M. Talbot, the director of Camp Asquam, as the promoter and leader of the first camp conference.^ At this first meeting over one hundred people interested in camping attended. There were both general and sectional meetings at the conference, and Meylan, who attended the conference, was made chairman of the section on YMCA and boys' brigade camps.^ It was not, however, until 1910 that a true camping organization was formed.

Alan S. Williams, publicity manager of the Sportsman's Show held in Madison Square Garden, invited camp directors to a meeting held on

^ R . Tait McKenzie, Exercise in Education and Medicine. 3rd ed. (Philadelphia: W. B. Saunders Company, 1924), pp. 180-191.

^®Gibson, 0£. cit., p. 19. 108 62 February 14, 1910. The purpose of the meeting was to discuss the participation of the various camps in the Sportsman's exhibit. Fourteen directors responded and twelve camps participated in the exhibit* The camp directors who attended the meeting formed a permanent organization.

Dr. Meylan was not one of the founding members of the Camp Directors

Association of America. Meylan did join the Association shortly there- 63 after, and he was elected president of the Association in 1914.

By 1924, there were three major camping organizations functioning.

There was the Camp Association of America (for boys' camps), the

National Association of Directors of Girls' Camps and the Midwest Camp

Directors Association. The leaders in these three organizations realized that consolidation of he groups would bring about better cooperation. At a joint session of the three organizations on March 64 14, 1924, the three groups were amalgamated. Dr. Meylan was elected first president of the new organization. He was a natural choice for president because of his high standing in the camping movement, and because he was an owner of both a boys' and a girls' camp.^ The new organization was called the Camp Directors Association (changed to

American Camping Association in 1935).

From its inception, the work of the Association involved promoting camping, helping camp directors to exchange ideas and fighting some of

62 Alan S. Williams, "Birth of the Camp Directors Association." Camps and Camping. Eugene H. Lehman, ed. (New York: American Sports Publishing Company, 1921), 11-13.

^"Presidents of the Camp Directors Association of America," Camps and Camping, Eugene H. Lehman, ed. (New York: American Sports Publishing Company, 1923), 7.

^ Gibson, oj>. cit. , p. 22.

^interview with Mrs. Lucien Henderson, January 3, 1969. 109 the corrupting tendencies in the camping movement. Meylan actively supported this work through his writings and addresses.

In 1911, Meylan made an address before the Second Annual Conference of the National Association for the Study and Education of Exceptional

Children. In this address, Meylan emphasized the value of a camping experience in treating boys who were socially, psychologically or physically atypical. This address reached a wide and influential audience* It was read before a large group of educators, and it was also printed in a medical j o u r n a l . ^

In 1912, Meylan made an address on the "Hygiene and Sanitation of

Summer Camps." This address was given before the Sixth Congress of the

American School Hygiene Association. It was printed in the American

Physical Education Review and in the Proceedings of the American School 6 7 Hygiene Association. Meylan's ideas on camp hygiene and sanitation were, therefore, available to health educators, doctors, and physical educators. Meylan was a recognized expert on this subject and he later wrote another article on camp sanitation and hygiene for Camps and 68 Camping.

Meylan was a contributing author in A Cyclopedia of Education edited by Paul Monroe. One of the articles written by Meylan deals with

^George Meylan, "Some Observations on the Value of Physical Activities in the Treatment of Atypical Boys," The American Journal of Obstretrics. LXV (January, 1912), 186-189.

^American School Hygiene Association, Proceedings of the Sixth Congress, pp. 71-76. Reprinted in the American Physical Education Review. XVII (December, 1912), 692-696.

"Camp Hygiene and Sanitation." 110 69 the history and the value of camp schools. Prom 1921 to 1931, Eugene

H. Lehman edited a volume called Camps and Camping. This was the official annual publication of the Camp Directors Association until the publication went out of existence in 1931. Meylan contributed five articles to Camps and Camping. 'What the Future Has in Store for the

Summer Camp," Luxuries in a Boy's Camp," "The Contribution of the Summer

Camp to Education," "The Camp Director," and "Camp Hygiene and Sanitation," were the titles of Meylan's articles. The first two articles listed were important because they outlined the favorable and unfavorable tendencies which the camping movement was facing. On the positive side was the expansion and acceptance of the camping movement, the new emphasis on specialization in camps, and the improved supervision and conditions under which most camps were being run.7** On the negative side was the increasing commercialism of camping. Many people were entering camping for strictly commercial reasons. In order to compete for campers some camps put out lavish advertisements, commissioned school teachers to sign up campers, and ran more of a hotel than a camp. Fortunately, many of these uneducational camps closed quickly because of the inexperience 71 of the owners.

Meylan's organizational work and his articles and addresses on camping were only the impersonal part of his contribution to camping.

Meylan also gave considerable personal service to individuals interested

^George Meylan, "Camp Schools." A Cyclopedia of Education, I, edited by Paul Monroe (New York: McMillian Company, 1911), pp. 511-512.

^Meylan, 'What the Future Has in Store...," 47-49.

7 * Ibid., 55-57. Ill

in the camping movement. Joel Bloom, Director of Camp Powhatan for

Boys, stated,

Dr. Meylan did convince my dad that he ought to go into camping. He picked out the site on which our camp is presently located (across the lake from his own girls' camp, Arcadia). He designed the first buildings, the sewerage system, hired the carpenters and workers, loaned my father some money, and helped him establish credit with food and hard­ ware suppliers in Portland, Maine. Were it not for Dr. Meylan's influence and help, there is no doubt in my mind that Camp Powhatan for Boys would not have been founded.^2

Mr. Appleton Mason, Jr. stated,

Dr. Meylan's enthusiasm for and knowledge of camping influenced my father, Appleton A. Mason, to start Camp Agawam in 1919. Dr. Meylan actually selected the site for Camp Agawam and was more than generous with his advice and counsel during the first years. I know that he was instrumental in the beginning of other camps, one of which was Camp Powhatan,...^

Dr. Meylan was also helpful in the founding of Camp Mechano, which was 74 one of the first camps specializing in mechanics. It is difficult to

trace all the camp directors Meylan assisted during his years in camping. Luther Gulick visited the Meylan's summer home in 1904 and he discovered the beauty of the Lake Sebago area. Gulick built a home and 75 a summer camp next to Meylan's, only two years later. Eventually a whole colony of physical educators owned homes and sunnier camps in the

^ L e t t e r from Joel W. Bloom to the author, May 8 , 1969.

^ L e t t e r from Appleton Mason, Jr. to the author. May 20, 1969.

^Interview with Mrs. Lucien G. Henderson, January 3, 1969.

75Ibid. 112

Lake Sebago area. Meylan had a great deal to do with attracting fellow physical educators to Lake Sebago. The list of physical educators located near Lake Sebago includes James H. McCurdy, John Davis, C. Ward

Campton, Luther Gulick, William McCastline, William Skarstrom and George

Meylan.These men gave great support and direction to the camping, movement.77

Meylan also aided camping through his contact with influential people. It was Meylan who pursuaded President Eliot of Harvard to 78 address the American Physical Education Association in 1909.

Eliot's speech, which acclaimed the camping movement, greatly aided the development of camping.

It is difficult to measure Dr. Meylan's complete contribution to the camping movement. In general, Meylan's main contribution to camping is in his support of the movement, and his emphasis on educationally sound camping practices.

76Ibid.

77Letter from Harry A. Scott to the author, June 23, 1969.

78Harvard College Class of 1902, p. 455. CHAPTER VIII

A MAN OF SERVICE

For the YMCA and Les Foyers du Soldat

During Dr. Meylan's active adult years (1890-1952), he was generous with both his time and skills. Dr. Meylan gave of himself to serve

people, organizations, communities, and countries. Perhaps it was Dr.

Meylan's YMCA training that made him a devoted community servant.

When Meylan retired from YMCA work in 1903, he did not truly retire, Meylan maintained his association with the YMCA for almost

forty years. In 1903, Meylan was made a trustee of Springfield College,

the YMCA Training School.^1 Meylan remained a trustee until 1942. While

a trustee, Meylan served on the Committee on Physical Course and the

Committee on Instruction. Meylan also served on the Committee on Geneva

School, the American Committee- Geneva School, and the National Science

Division Committee. Doggett, long time President of Springfield College, credited Meylan, John Brown, and George Fisher for being "of great service in establishing the technical courses of the college and in 2 representing it at conventions.'

While in New York, Meylan performed other services for the YMCA.

1-The information for this paragraph is from the Springfield College Trustee Minutes as cited by Gerald F. Davis in a letter to the author dated May 15, 1969.

£ Doggett, A Man and a School, p. 134.

113 114

Meylan was a member of the Board of Directors of the Washington Heights

Young Men's Christian Association, and a member of the Committee on L Management of the New York YMCA.

Meylan's most outstanding work with the International YMCA was his efforts in behalf of Les Foyers du Soldats (Fireside of the Soldiers).

Les Foyers du Soldats was an organization which was established to set up rest camps for the French soldiers during World War 1. The leaders of the French army asked the YMCA for help in establishing an athletic

and recreation program for their men. The project was handled jointly by French and Americans. It was called Foyer du Soldat. Union Franco s 5 Americaine.

Prior to September, 1917, approximately seventy foyers were constructed. These early foyers were mainly canteens where coldiers could rest, talk and enjoy quiet recreations. Several foyers were / opened in the Verdun Sector where General Petain was in command.

General Petain quickly grasped the positive effect the foyers were having on his troops. In a meeting with General Pershing, in July of

1917, he stated, "the rapid extension of the foyers would prove one of

the best things that Americans could do for the morale of the French 6 Army."

3 Frank R. Holmes, ed., Who's Who in New York (City and State) 2nd ed. (New York: Who's Who Publications, Inc., 1924), p. 881.

^Albert N. Marguis, Who's Who in America, pp. 1692-1693.

^/National War Work Council/, Summary of World War Work of the American YMCA N.P. (The International Committee of the Young Men1s~ Christian Association, 1920), pp. 54-55. Found at the National Historical Library of the YMCA, located in New York.

6 Ibid. 115

Petain arranged a meeting with the American YMCA officials and out

of this meeting the Foyers du Soldat» Onion Franco Americaine was

founded.^ The International YMCA sent out the call to America, for men

to help direct and organize the new project. Meylan, who spoke French

like a native, was a natural to be in charge of organizing athletics and

recreation for the French. McCurdy, who was in charge of the American

recreation and rest camps, probably had something to do with having

Meylan brought over to France. President Butler also helped persuade g Meylan to take a leave of absence and go to France.

Meylan set sail for France on September 7, 1917 to begin his work in

9 organizing sports and recreation for the French army. When he arrived

in France, Meylan found that there was very little athletic participation

on the part of the French soldiers. Meylan attributed this to the fact

that athletics in France were not particularly popular before or during

the war. Some lycees, colleges and clubs did participate in soccer and

rugby football. This, however, involved only a small minority of the

French people.^ Another reason the French officers and recruits were

not participating avidly in athletics was because their physical train*

ing program emphasized fitness to the exclusion of recreational activities.

There were several difficulties which hampered Meylan's work. One

7Ibld.

8Interview between Mrs. Lucien G. Henderson and the author, January 3, 1969.

^Harvard College Class of 1902, p. 456.

^George L. Meylan, "Athletics and Recreation in the French Army," National Collegiate Athletic Association Proceedings of 13th Annual Convention (December, 1918), p. 39. 116 of the difficulties, as already mentioned, was the lack of experience the French had in athletic activities. Another difficulty was the skepticism of the French officers who believed that the French temper- ment was more suited to quiet activities than to athletics. The officers, despite their skepticism, were cooperative and did not interfere with the program. Finally, the greatest difficulty was find­ ing enough athletic directors and athletic equipment to supply the

French Army.^

In planning the program there were many things which Meylan had to take into consideration. Firest, he had to plan activities for men between the ages of seventeen and fifty. Second, Meylan had to try to use activities which the French were somewhat familiar with like soccer, rugby, bowling, croquet, running and Jumping. Third, any new activity inserted in the program had to be easy to learn and require little equipment. Boxing, volleyball, basketball, playground ball (softball), horseshoes, a variety of relay races and simple group games were used.

Fourth, Meylan had to consider the aim of the program which was to have every French soldier participate in physical activity one hour per day.^ 12

To set up the program, Meylan was given the complete cooperation of the French army. He was given a closed car and carte blanche to survey 13 the French army on the western front. Working directly with Meylan

^ Ibid., p. 42.

*2Ibid,, pp. 42-43.

13 Interview with Mrs. Luclen G. Henderson. was an American architect named Hewitt. Hewitt was responsible for the design and construction of the Foyers. and Meylan was responsible for 14 program, equipment, and staff. Before Meylan left France, he had helped to establish one hundred and eighty six rest camps. Meylan later told his daughter that this was one of the most thrilling periods of his

life. Meylan especially enjoyed the close contact which he had with the

15 high military circles.

Foyers, which were well behind the front lines, had a full program of sports and recreation. Hear the front line conditions limited the program greatly. A great difficulty at the front was to find level ground which was protected from Hun observation balloons. Meylan stated,

On one occasion, a football match between teams representing two divisions was about to be played when a 21-centimeter shell dropped in the middle of the field. An observer in a Hun balloon had seen the crowd of soldiers gather about the field and signaled ...It happened several times that an athletic director laid out a field, put up goal posts, and the first time a group of soldiers gathered to play shells would drop on the field.

In general the French were deeply interested In the sports and games program. The French learned the new games quickly and played a variety of sports with enthusiasm. Baseball was a bit difficult for

them to understand.^ In order to encourage the French to learn new

14Ibid.

15Ibid.

16 Meylan, "Athletics and Recreation...," p. 43. 118 games, Meylan wrote a pamphlet in French describing the rules of the 18 various sports. The French high command truely appreciated the effect the foyers were having on their men and they asked the Y to increase 19 its program. The effect of the foyers went beyond World War I. The

French army continued to use athletics for their troops, and there also , 20 was a general boom in athletic participation among French people.

General Petain wrote:

It is Impossible to exaggerate the eminent service rendered by the Foyer du Soldat. They have not only procured for the combatants a little well-being, but they have also been a very valuable moral encourage­ ment . ^

Premier Clemenceau also expressed his gratitude for the splendid 22 work of the foyers. Clemenceau sent a personal letter of cotomenda- 23 tion to Meylan for his work with the foyer. Unfortunately, this letter, along with Meylan*s diary of his experiences in France, has been misplaced. In the final report on the foyers to the International

Committee in 1922, the following statement about Meylsn's work was found.

The beginning of games and outdoor recreation may be traced back to Mr. Davis at La Valbonne. He succeeded in getting volleyball and football started. But nothing of much consequence was

*-®George L. Meylan and P. R. Carpenter, Sports and Recreations, 2nd ed. (Paris: Lea Foyers du Soldat, 1918).

^^Meylan, "Athletics and Recreation...," p. 44.

20/National War Work Council/, 0 £. cit.. pp. 56-57.

21Ibid., p. 58.

22 Ibid.

Interview with Mrs. Luclen Henderson 119

undertaken until the arrival in 1917 of Dr. 6. L. Meylan, director of the department of physical education at Columbia University. He made a survey of the Foyers as a basis of the physical training program. ^

William Stearns Coffin, the top American director in Foyer du

Soldat, Union Franco Americaine, paid tribute to Meylan. Coffin wrote:

We must boom sports as soon as the weather permits. I am making desperate efforts to retain Dr. Meylan who is the best Physical Director the Y.M.C.A. has in France and speaks French like a native, at least over near the border.^5

Coffin's efforts failed and Meylan returned to America in April, 1918.

On his return, Meylan was made Chief Surgeon, rank of Major, Reserve 26 Officers Training Corps of Columbia University.

Meylan's efforts to serve people extended beyond the YMCA and

this aspect of his life will be treated in the next section of this

chapter.

Other Service

At Columbia University, Meylan was always extremely Interested in

the general health of the students. As expressed in Chapter V, he took an expansionist view of his responsibilities as a professor of health

and physical education. Most of the activities in which Meylan engaged

to promote student health were mentioned in Chapter V. Not mentioned

24 The French Foyers: An Association Adventure in Service, Final Report to the International Conanittee, (September, 1922), pp. 62-63. Found at the National Historical Library of the YMCA located in New York.

^Letter from William Stearns Coffin to William Stearns dated February 24, 1918. Found at the National Historical Library of the Y.M.C.A. in New York.

2W s Who In the East I, 1942-43 (Boston: Larkin, Roosevelt and Larkin, L.T.D., 1943), p. 1485. 120

was his work during the great flu epidemic of 1919. During this epidemic,

Heylan signed up six other doctors and organized a health program for 27 the un iver s i ty.

At Columbia Meylan was a member of various faculty committees, the

most important of which was the Faculty Committee on Athletics. This

work was also described in Chapter V. Meylan also served as the

representative of Columbia University at the Commemoration Ceremony of

the Fiftieth Annivers&y of the founding of the Ecole Polytechnique at 28 the University of Brussels, Belgium on November 20, 21, and 24, 1924.

He was appointed to attend the ceremony by President Butler.

When Dr. Meylan retired from Columbia, he moved to his farm in

Maine. Meylan's farm was located near the small community of Otisfield.

Meylan was the town health officer for this small community of five 29 hundred people.

It is difficult to trace all the activities of a man's life and

some of Meylan’s benevolent services may have been left out. Two last

things that should be mentioned are Meylan's concern for the advancement

of physical education and his concern for the health of the American

public. Meylan's concern for public health and physical education led

him to write many articles in educational journals, popular magazines

and newspapers. Through his writings, Meylan was able to make a con­

tribution to public health and to physical education. Meylan's writings will be more thoroughly discussed in Chapter X.

The next chapter deals with Meylan's philosophy of life, education,

and physical education.

27 ‘'Interview with Mrs. Lucien Henderson.

^®"Dr. Meylan Going to Brussels," New York Times. October 26, 1924, section two, p. 3. 2%awkins, "Cows, Clocks and Sumner Camps...," p. 19. CHAPTER IX

AN ECLECTIC PHILOSOPHY

The Progressive Era

Dr. Meylan was not a proponent of any one system or philosophy of

physical education. He drew his philosophy of physical education from many sources. He was influenced by leaders in physical education and by

the trends of American life and education. Meylan's philosophy evolved

over a long period of time, but the key years were probably from 1890-

1905. These were his first fifteen years in physical education. This

period, which preceded the progressive era in American life, and was a

time of great change and reform.

As the nineteenth century closed many problems faced the American

people. Industrialization, urbanization, and new scientific knowledge

brought rapid change to American life. Family life was no longer the

same as it was thirty years before the turn of the century. Less

families were living, working, and playing together on farms. Now,

more and more families moved to the cities where each member of the

family had to go out and work to help support the family. There was

little time for play, and work was no longer a family enterprise. This

greatly reduced the ability of parents to initiate their children in the

Christian way of life. Parents were too busy trying to survive. They

did not have enough time to educate their children for the "good life."

121 122

Organized religion also changed during the last third of the

nineteenth century. According to Weisenburger, there vas a great

questioning of religious beliefs in America. New scientific knowledge

and new social and philosophical thought undercut the faith of the

American public in biblical truth and organized religion.* The church

was still a powerful force in establishing the standards of morality of

2 American life, but it was no longer the center of American life as it 3 had been before the Civil War. Many people still looked to the church

as the guiding force behind the "good life," but because of slacking

attendance and slacking belief, the church was less capable than it had

been in promoting the Christian way of life.

Complicating life still further were the millions of immigrants

pouring into American cities, limnigrants and farm laborers crowded into

the cities creating unsanitary, immoral, and in general unlivable con­

ditions.

Friedel in his American in the Twentieth Century stated,

The GREAT QUESTION that faced the American people as they entered the twentieth century was: How could they retain or regain their traditional moral values in an era of rapid technical advance? How could they obtain the high living standards and cultural riches that industrialization could produce without losing much that they cherished in the old order? How could they preserve for the individual his economic opportunity, his right to lead a dignified, decent life?^

There were great inequities in American life. The problem was to

*Weisenburger, Ordeal of Faith, pp. 304-306.

^Weisenburger, Triumph of Faith, pp. 67-160.

^Weisenburger, Ordeal of Faith, p. 303.

^Frank Freidel, America in the Twentieth Century (New York: Alfred A. Knopf, 1960), p. 33. 123

correct these inequities without destroying the social order. The

reform movements which began in the nineteenth century, and continued

into the twentieth, tried to resolve some of the problems of our

society. Lawrence A. Cremin stated that educational reforms which

arose during the 1890's were strongly related to the broader currents 5 of social and political reform. During this period, health and

physical education, along with other subjects, won their place in the

educational curriculum.

In the end of the nineteenth century, colleges and schools were

concerned about the vigor, morality and health of their students.

Gradually, the early pioneers of physical education were able to con­

vince reformers and educators that they had something which would

contribute to American education.

Pioneers in Physical Education

Enough credit can not be given to the early pioneers, both men

and women, who devoted their lives to promoting physical education.

Dudley Sargent, Thomas Wood, Luther Gulick, Edward Hitchcock, R. Tait

McKenzie, William Anderson, Edward Hartwell, Amy Homans, Ethel Perrin,

Eliza Mosher, and George Meylan, to name a few, were crusaders and

social reformers of the first order. They were dedicated to serving

their profession, but most of all to serving mankind. The early

pioneers (as individuals) found the time to write, do research, do their

teaching, and serve their profession and their fellow man. I do not

believe that we have, nor will we ever produce, another generation of

^Lawrence A. Cremin, "John Dewey and the Progressive Education Movement, 1915-1952," School Review, LXV11 (Summer, 1959), 160. 124

physical educators equal to that first group of pioneers.

At present our society and colleges are in a state of unrest similar to that experienced in the late nineteenth century. We are in a state of rapid technological and social change which is causing a conflict between what America is, and what it might become. Unfortunate­

ly, for the most part modern physical educators seem to be focusing on

their Internal problems and ignoring the social unrest which surrounds them. The great debates in our literature involve the discipline versus the profession, the movement movement, the separation of health and physical education, and the role of graduate education. Recently efforts have been exerted to improve our status through a more academic research oriented approach to physical education. Advanced knowledge is certainly a worthy and necessary goal of any field, be it discipline or profession. However, if this approach means that our top people will bury themselves in laboratories and libraries, ignoring the unrest on campus and in the society, then a grave mistake is being made.

Over emphasis on research and writing is as ridiculous as over emphasis on athletics. The early pioneers in physical education took an expansive view of our field and of their social responsibilities.

Present physical educators seem to be taking an ever narrowing viewpoint.

Meylan, in his work at Columbia and in his public service, took an expansive view of what he could contribute to the education of young men and women.

Meylan^ Philosophy

In April, 1909, Meylan made a presidential address before the national convention of the American Physical Education Association. The 125 address was called "The Contributions of Physical Education to National

Health and Education." In this address, Meylan stated aims of education and how he thought physical education had contributed to these alms.

Meylan stated:

The process of education is no longer regarded as the mere acquisition of knowledge, or even the training of mental faculties, but rather the develop­ ment of the efficient man and woman. Efficiency for the life of today implies vigorous health, strong character and sound scholarship.

The three key words to Meylan's philosophy were "efficiency for life."

Earlier, in the same address, Meylan summarized the various conditions which created the need to improve individual efficiency. Meylan stated:

City life, because of its congested tenements, nervous strain, lack of muscular activity, over stimulation, and epidemics, has caused intelligent citizens to realize that radical measures are necessary to counteract the tendencies to physical and moral degeneracy incidental to urban life. The leadership in movements directed to increase the vital resistance, and the physical, social and moral efficiency of the individual is largely in the hands of physical education teachers.

The movements Meylan referred to in this statement were the play­ ground movement, the school health movement and the public school athletic leagues. Meylan, and other college physical educators, supported the various movements even though they were not always directly related to their college responsibilities. He was interested in efficiency of all people, not just those under his charge at

American Physical Education Review. XIV (April, 1909), 196.

7Ibid., 192. 126

Columbia.

Meylan believed that a successful life was dependent on efficiency.

An efficient person was one who had a good personality, good health, g both a general and vocational education, and high degree of character.

The key to achieving efficiency was balance and moderation in all activities. In an interview, he stated that health was dependent on six factors:

1. Eat enough- but not too much;

2. Play enough- but not too much;

3. Sleep enough;

4. Work as hard as you please;

3. Don't work when you should be sleeping, playing or

eating;

9 6 . D o n 11 worry.

Meylan, in a series of articles written in 1909 for Psychotherapy. again emphasized the need for proper balance between exercise, work, 10 recreation, and rest. Meylan also sought balance in his work at

Columbia. Meylan knew that different activities had different effects on individual development. This is the reason he supported both gymnastic and athletic activities (old and new physical education programs). In an article in A Cyclopedia of Education, Meylan listed what he thought were the positive effects of gymnastic and athletic

®George L. Meylan, ,fEfficiency, Luck and Success,1' Association Men. XXXIV (October, 1908), 2-3.

^Warren Chandler, "Six Simple Rules for Long Life: An Interview with Dr. George L. Meylan," American Magazine, XLVII (January, 1924), 57.

^^William B. Parker, ed., Psychotherapy (New York: Center Publishing Company, 1909). The specific titles and pages of Meylan's articles in this encyclopedia appear in the bibliography. 127

exercises. This list appears in Table I.

TABLE I

EFFECTS OF GYMNASTICS AND ATHLETICS

Gymnastics

Primary Effects: Secondary Effects

Educative Organic

Hygienic Recreative

Aesthetic Psychomotor

Moral

Athletics

Primary Effects: Secondary Effects:

Organic Educative

Psychomotor Hygienic

Recreative Aesthetic

Moral

In the same article Meylan stated that each of these activities

contributed an essential part of the physical education program, and 12 that neither activity could be substituted for the other. Meylan

believed that health education and health services were also essential

parts of the physical education program. In his addresses before the

Society of Directors of Physical Education in Colleges in 1910, Meylan

stated that all activities related to the health of the student should

^ P a u l Monroe, ed., A Cyclopedia of Education, III (New York: MacMillan Company, 1911), pp. 198-199.

12I b i d . , p. 198. 128 be supervised by the physical education department. The activities included physical education, athletics, health education, medical con­ sultation and physical examinations, and sanitary Inspection of college 13 facilities.

This balanced or expansive view of physical education was in vogue around 1910, but it died a natural death, as less and less physical educators acquired the medical education necessary to carry out such a program. The principle behind such a program was good. It sought to serve student and university interests in as many ways as possible.

Two motivating forces behind Meylan's expansive program at Columbia were his desire to serve the University and to promote physical educa­ tion. The following quotation taken from Meylan's 1910 address before the Society of College Directors of Physical Education best illustrates this point.

The director who takes a deep interest In the health of the students, officers and employees of the college soon wins their confidence and friend­ ship. There is no wcrk more important in the college community than the sympathetic advice given by a competent and tactful director in matters of health and right living.... The physical examination given to new students affords a splendid opportunity for the director to establish personal relations with every student. A little kindly advice in matters of exercise, diet, etc., and a cordial invitation to call at any time for consultation usually insures friendly relations with the student.... The important matter of advising students in matters of sex and other personal habits also requires absolute confidence between the director and the students. Cooperation with the deans and professors by having

13 "The Functions of the Department of Physical Education In Its Relation to College Hygiene," American Physical Education Review. XVI (March, 1911), 179. 129

them report to the director the names of students who are falling behind in scholarship on account of physical causes often makes it possible to render valuable service to these students and also to get more support and recognition for the department of physical education.... There are great responsibilities and ample opportunities for us all to make of the departments of physical education in colleges, potent factors in the noble work of training young men into healthy wholesome and efficient citizens.

As stated at the beginning of the chapter, Meylan drew his philosophy from the trends of American life and education; and from other leaders in physical education. Specific mention should be made of the influence of Gulick, Sargent and Wood on Meylan.

Gullck, along with Wood, was the original promoter of natural gymnastics for school programs. It was Wood and Gullck who emphasized the importance of athletics in the development of health social and moral values.1^ Meylan, in his lifelong friendship with Gulick, and through his early training in the YMCA was firmly grounded in the

Gulick philosophy. Meylan in his speeches frequently gave credit to

Gulick for his work with athletics. Meylan, in his presidential address before the national convention of the American Physical Education

Association stated:

Another development of great moment in physical education is the organization of the Public School Athletic Leagues. This movement, inaugurated in 1903 by the former director of physical training in the public schools of New City ^Gulick7, has proved to be such a valuable

14 Ibid., 180-181.

*^Fred E. Leonard, Pioneers of Modern Physical Training /N.P_;_/ (Physical Directors/ Society of the Young Men s Christian Association of North America / I 910/, p. 85. 130

factor for the physical and moral uplifting of school boys and girls that already sixteen cities have accepted the plan and organized similar leagues.

Gulick also influenced Meylan through his work in the Playground

Association of America and the American School Hygiene Association.

Gulick's invitation drew Meylan and other physical educators into the playground and school health movements.

Sargent, like Gulick, was a lifelong friend of Meylan's. Bennett, in his biography of Sargent stated that Meylan knew Sargent more 18 intimately than any other man living or dead. Meylan learned much from his friendship with Dudley Sargent. Many of the things Meylan stood for were espoused at one time or another by Sargent.

Sargent in the nineteenth century was a leader in the fight to 19 make physical education a college requirement with credit. Meylan continued that fight in the early twentieth century. Sargent was a renown authority on anthropometric measurements, and Meylan learned a good deal about this subject from Sargent. While in Boston, Meylan took a course on anthropometries from Sargent in the Harvard Summer 20 School. In 1907, Meylan addressed the Society of College Gymnasium

^"The Contribution of Physical Education to National Health and Education," American Physical Education Review, XIV (April, 1909), 192.

^American School Hygiene Association, Proceedings of the First, Second and Third Congresses (Springfield, Massachusetts: American School Hygiene Association, 1910), p. 11. 18 Bennett, '"The Life of Dudley Allen Sargent, M.D., And His Contributions to Physical Education," p. 275.

19Ibid., p. 182.

^Interview between Bruce Bennett and Dr. Meylan, March 27, 1947. 131

Directors on "The Value of Physical Examinations of College Students."

In this speech Meylan listed thirty nine measurements of students which 21 should be recorded. This list bears a striking resemblance to 22 Sargent's work. In the same speech Meylan listed his own purposes for giving physical examinations. The purposes were:

1. Opportunity for the director to make personal acquaintance of every student..., 2. Obtaining information which serves as basis for directing the student in habits of right living, with a view to securing the largest results from his college course and the laying of a proper foundation for life after graduation. 3. Obtaining data concerning the collective needs of the student body, which data should serve in shaping the policy of the department's activities. 4. Obtaining anthropometric data of structure and function which may add to our knowledge of the human organism and the possibilities of physical education.^

While the first purpose is no longer valid (because one can not get to know all the students on campus), the other purposes are still valid. Many school still give physical examinations, although they are much shorter than those given sixty and seventy years ago.

The author was unable to determine the exact relationship between

Thomas Wood and Meylan. The separate nature of Teachers College and

Columbia College generally kept the two men apart. It is inconceivable, however, that Meylan was unaware of Wood's work in health education.

^ American Physical Education Review. XIII (April, 1908), 251.

22 Bennett, '*The Life of Dudley Allen Sargent...," pp. 271-272.

^ American Physical Education Review, XVI (April, 1908), 250. 132

Meylan and Wood probably shared many of Che same views on health educa­ tion. The two men were on good terms, since Meylan frequently covered 24 Woods classes when Wood was ill.

Meylan's philosophy was eclectic. He drew it from his own assess­ ment of society's needs, and from the philosophies of other physical educators. Basically, Meylan believed in providing a broad program of health education, health services, physical education, athletics and recreation. He also believed that a college professor had to be a teacher, a scholar and a public servant.

^Interview with Mrs. Lucien G. Henderson, December 1, 1969. CHAPTER X

ADDRESSES AND WRITINGS

Meylan was not considered a prolific writer. During his long

career in physical education and camping he did not write any books.

At one point he considered writing a book. He made arrangementw with

G. P. Putman Sons to publish a book he was writing,^ but the book never made it to press. Meylan did contribute a combined total of well over

one hundred addresses and articles to the literature. This total may

be an injustice to Dr. Meylan since I was not able to locate any of his

personal papers.

The addresses and writings Dr. Meylan contributed were of importance.

Dr. Meylan's articles appeared in medical journals, scientific journals,

educational journals, encyclopedias, and popular newspapers and magazines.

A list of all of Dr. Meylan's work which could be found is included in

the bibliography. This chapter deals mainly with the recurrent themes

in Dr. Meylan's work. Dr. Meylan's primary areas of interest were

athletics, health, camping, and tests and measurement. Most of Dr.

Meylan's writings on camping and tests and measurement have already

been discussed, so they will only be briefly covered in the last section

of this chapter. A separate section is devoted to Dr. Meylan's reports

and presidential addresses.

^Letter from George Meylan to G. P. Putman Sons dated December 2, 1904.

133 134

Athletics

Meylan was deeply Interested in athletics, and he wrote numerous

articles covering all of its aspects. Meylan's articles on athletics

dealt with the benefits of athletics, athletic evils and their remedies,

the health of athletes, "athletics for all," and the history of various

sports and games. Meylan's first article on athletics dealt with 2 "Association Football, or as we know it, soccer. The article appeared

in 1898. It compared association football to rugby football. Meylan

traced the history and development of both sports, and then surmised

that association football was the better game for the YMCA physical

training programs. Many physical educators today would agree with

Meylan on this point. Five years later Meylan made his first address on

athletics. Dr. Thomas Wood was supposed to address the Seventeenth

Annual Convention of the Association of Colleges and Preparatory Schools

of the Middle States and Maryland. Dr. Wood could not attend the meet­

ing, and Meylan filled in for him at the last minute without prepared 3 remarks. Meylan stated that the development of organic vigor, courage,

self-control, and group cooperation were the main values of athletics.

Meylan also pointed out some of the abuses of athletics and their

remedies. Meylan felt that over training and conrnerciallsm were the

worst aspects of sports. Meylan had no specific remedies at that time

for athletics' problems, but he hoped that the concern of college and

2M e n . XXIV (October, 1898), pp. 13-15.

Letter from Thomas Wood to the chairman of the section on "Athletics in Their Mutual Relations to Schools and Colleges," reprinted in Proceedings of the 17th Annual Convention of the J-«-jon of Colleges and Preparatory Schools of the Middle States and Maryland (November 27, 1903), pp. 9-10. 135

preparatory school directors, as shown at the convention, would help to

solve athletics' problems.^

Meylan's most important study was his master's thesis completed in

1904, The thesis was a study of "The Effect of Rowing on Harvard

University Oarsmen, 1852-1902." Meylan made a comprehensive study of

all Harvard crew members between 1852 and 1 8 9 2 . The study took into

account longevity, marriage rate and number of children, percentage in

Who's Who, health, illnesses, six anthropometric measures, exercise

habits, and the oarsmen's own opinion of their health. Meylan found

that the Harvard oarsmen had superior ratings, in all the categories

Matured, than ordinary college graduates at Harvard and other colleges.

This led Meylan to the following conclusions:

1. That college athletes do not die young of heart disease or consumption as is so often asserted.

2. That the hard training and racing involved in college rowing does not dull the mind, and exhaust the mental and physical energy of the oarsmen, for they achieve greater success in after life than any class or group of men that has been made the subject of investigation. 3. Harvard oarsmen excel other college graduates in perpetuating the best elements of the American people. 4. The health and vigor of the oarsmen is so far above the average that if rowing has any effect on the health, the effect cannot be otherwise than beneficial

"Athletics in Their Mutual Relation to Schools and Colleges," Proceedings of the 17th Annual Convention of the Association of Colleges and Preparatory Schools of the Middle States and Maryland, (November 28, 1903), pp. 111-115.

^'Harvard University Oarsmen X," American Physical Education Review, IX (March, 1904), 362-376; "Harvard University Oarsmen II," IX (June, 1904), 115-124.

6Ibid.. 123-124. 136

Meylan's thesis was frequently cited by other authors Interested in athletics and Longevity of athletes. The latest reference was made by

Montoye in his article on "Sports and Length of Life," written in 1960.^

In 1904, Meylan wrote an article on "Basketball," which appeared in g the Columbia University Quarterly. Basically, the article is a history 9 of basketball. Meylan played in one of the earliest games in 1892, and felt a close attachment to the game.

Meylan made his second address on athletics in 1905. He had time to prepare his remarks this time, and he was more thorough in his evaluation of the benefits and evils of athletics. The address was read before the Section of Secondary School Directors of the American

Physical Education Association.^ In his address, Meylan gave a short history of sports in colleges and secondary schools, and then listed some of the benefits and problems of athletics. Meylan listed organic vigor, moral training, ethical training and recreation as the prime value of sports. He broke these categories down into physical courage, self-reliance, judgment, self-control, ability to make decisions, respect­ ing the rights of others, spirit of cooperation, loyalty and an outlet for

the play instinct. Under the direct evils of athletics, Meylan listed the hiring of professional coaches, the use of athletes who are unfit

to compete, offering inducements to athletes to enter one school or

^Henry J. Montoye, "Sports and Length of Life," Science and Medicine of Exercise and Sports, Warren Johnson (ed.) (New York: Harper and Brothers, 1960), pp. 518-519.

8VI (June, 1904), 284-288.

^Van Dalen, Mitchell and Bennett, op. cit., p. 412.

"Athletics," American Physical Education Review. X (June, 1905), 157-163. 137 another, and using athletics as an advertisement for a school. Indirect evils associated with athletics were connected with commercialism. The

indirect evils which Meylan listed were large crowds, unnecessary

publicity, gambling, and the handling of large sums of money by

students. Meylan suggested five remedies for the evils in athletics.

Meylan suggested that all athletes have thorough physical examinations;

that a campaign in favor of clean sports be initiated; that the one year rule be instituted which prohibits students from transferring schools to compete; that the spirit of commercialism be curtailed; and finally that competent athletic directors be hired on a permanent basis, not dependent on athletic victories. Meylan was a great believer in the value of athletics. He wanted to clean athletics up before there was too much trouble and athletic programs had to be eliminated.

In 1911, Meylan was a participating author in A Cyclopedia of

Education. ^ The Cyclopedia was quite highly thougH: of, as can be shown by the following statement from Burke and Burke: "to its date all that an encyclopedia of education for all times and all countries should be. Excellent bibliographies. Still extremely useful for 12 historical and biographical purposes. In all, Meylan contributed thirty seven articles to the cyclopedia. Twenty one of the articles dealt with athletics and described the history, the rules, and the equip­ ment of various sports. The historical background in each article was

**Faul Monroe (ed.), 5 Vols., (Hew York: The McMillan Company, (1911).

^Arvid Burke and Mary Burke, Documentation in Education (New York: Teachers College, 1967), p. 144. 138

fairly thorough and quite interesting. Some of the articles that did

not deal with specific sports vere on amateurism, college athletics, the

Olympic games, and constructing athletic fields.

In 1911, Surgeon General Charles F. Stokes, United btates Navy,

published a study stating that competitive athletics were detrimental to

health. Several college directors of physical education disagreed with

Stokes' remarks. A symposium was held bn the effects of athletics on

young men. Meylan took part in the symposium and in a short article

called "The Effects of Athletics in After Life,” he refuted Stokes' 13 study. Meylan pointed out errors in Stokes' study, and he cited his

own study and several others to refute statements made by Stokes. The

symposium was published in the Medical Times. The participants in

the symposium were Meylan, John Bowler, Raymond Clapp, James Naismith,

Joseph Raycroft, R. Tait McKenzie, Nathan P. Stauffer and Watson Savage.

One of Meylan's responsibilities, as medical director of the

gymnasium at Columbia, was to give examinations to the candidates for

athletic teams. Meylan was concerned about the health and welfare of

athletes. In 1912, he addressed the National Collegiate Athletic

Association on the subject of "Athletic Training.In his address,

l^Medical Times (March, 1912), 63-64.

14"A Symposium: The Effects of Athletics on Young Men," Medical Times (March, 1912), 61-68.

^ Proceedings of the Seventh Annual Convention, (December, 1912) pp. 45-58. 139

Meylan discussed athletic training methods used by the Ancient Greeks, the Nineteenth Century English, and those methods currently in use in

America. In the last part of his address, Meylan proposed the following principles for athletic training:

1. Careful selection of candidates, who are physically sound and adapted to the sport for which they wish to train.

2. Systematic practice under a competent coach who recognizes that the chief value of college athletics is the physical, moral, and social development of the participants.

3. Wholesome, clean living which implies good plain food, plenty of sleep, absolute cleanliness, and a cheerful, optimistic state of mind.l^

Meylan addressed the National Collegiate Association again in 1918.

This address, on "Athletics and Recreation in the French Army,"^ was described in Chapter VIII. In 1919, Meylan wrote an article titled 18 "Athletic Reconstruction." This article favored placing more emphasis on athletics for all. The article also pointed out that intercollegiate athletics could only be placed on an educational basis if the faculty, administration, and Board of Trustees assumed the responsibility for athletic programs.

Meylan's last address on athletics was given before the Society of

College Directors of Physical Education in 1921. The address was on

'*The Place of Intercollegiate Athletics In a Physical Education Program,"

I6Ibid.. pp. 57-58.

^ Proceedings of the Thirteenth Annual Convention. (December, 1918), pp. 39-44.

^ Intercolleglan. XXXVI (February, 1919), pp. 4-5. 19 The address, which was reported in the New York Tiroes, stated that many problems imperiled the future of college athletics. Meylan was concerned about commercialism, professional coaches, alumni pressures, growing gate receipts, professional athletics, increased training time, and growing expenses. Meylan praised the increasing use of athletics in intramural and physical education programs.

Health

Meylan's articles on health appeared in many professional and lay publications. Through these articles, Meylan was able to expound his philosophy of health to his colleagues, to his pupils, and to the public at large.

Meylan's first articles on health were written in the 1890's.

During Meylan's early work in the YMCA, he frequently wrote articles for the local YMCA publications. It is difficult to trace all of

Meylan's work in these local publications, since many of them are no longer available. During his stay in Bangor and in Boston, Meylan wrote articles for the Bangor Monthly Bulletin and Boston's Young Men. One article, typical of those Meylan wrote, was "The Importance of Exercise,'

In this article, Meylan emphasized the need for balance in life's activities. Meylan stated:

Therefore, let us have ambition and plan for great achievements, but accept no scheme which does not provide sufficient time for meals, rest, exercise and recreation. 1

19 "Says Dangers Face College Athletics," New York Times. December 29, 1921, p. 12.

^ Boston's Young Men. X (September 27, 1901), 2. 141

In 1903, Meylan wrote a short article for Mind and Body, which also 22 dealt with exercise and health. This article emphasized the advantages of regular attendance at a gymnasium over home exercise programs.

Meylan wrote several articles for Physical Training. This publica­ tion, put out by the TiMCA physical directors, is currently called the

Journal of Physical Education. In January, 1906, Meylan wrote an article 23 for Physical Training called "What Is Health." In this article,

Meylan defined health, and stated how he thought health could be maintained. For Meylan health was "the harmonious working of all the ty » organs, resulting in power to work and enjoy life. To maintain health, Meylan advised avoiding shocks to the body, moderation in all things, and an awareness of one's individual needs.

At times, Meylan's writings on health reached a large audience.

The following list of articles and interviews printed in popular news­ papers and magazines will give some indication of the type and size audience which Meylan reached. 25 "A Revival of the Forgotten Art of Walking," Suburban Life.

"The Effects of Smoking on College Students," Popular Science 26 Monthly. 27 "Six Simple Rules for Long Life," American Magazine.

22"ls Exercise Necessary For Me?" IX (January, 1903), 255.

2^III (January, 1906), 3-5.

24Ibid. , 3.

25IV (April, 1907), 207.

26LXXVII (August, 1910), 170-177.

27XCV1I (January, 1924), 56-57, 126-129. 142 2ft ’'Don't Worry, Live Long," New York Time a

’’American Life is Too Fast; Scientists Support Hughes," New York 29 Times.

In 1909, Meylan wrote five articles for an encyclopedia called 30 Psychotherapy. The five articles were: "Baths and Health," "Hygiene of Muscular Exercise," Hygiene of Work," 'Work and Fatigue," and "Rest and Recreation." The theme of the five articles was the maintenance of health. In the articles, Meylan emphasized the same points he mentioned in 'What Is Health." Meylan stressed avoiding shocks, moderation in all things and understanding of personal needs* Health was one of Meylan’s primary aims of physical education. Meylan's writings, work and philosophy were strongly influenced by his medical education.

Reports and Presidential Addresses

Meylan, during his active years in professional organizations made many addresses and reports at professional meetings. Most of Meylan's addresses and reports were printed in the American Physical Education

Review.

In 1905 and 1906, Meylan was President of the Society of College

Gymnasium Directors. In both these years, Meylan made presidential addresses. The first address was on "The Place of Physical Education in 31 the College and University. The major point of this address was that

2ft January 9, 1920, p. 34, col. 2. 29 October 21, 1923, section 9, p. 1, col. 1.

^ ^ i l l i a m B. Parker (ed.), 3 Vols., (New York: Centre Publishing Company, 1909).

^ American Physical Education Review, XI (June, 1906), 75-82. 143

physical education would only become an accepted part of the university

if the quality of its program and directors were equal to those of the

rest of the university. Meylan's second address was called "The Place of 32 Physical Education in the College Curriculum. In this address, Meylan

described his aims and program of physical education. In this address

there is a full description of Meylan's test for physical proficiency.

More details about this address are included in Chapter V.

In the four and three quarter years Meylan was President of the

American Physical Education Association, he made two presidential

addresses. In 1909 and 1911, Meylan presented addresses before the

national convention. Meyl.in's 1909 address was called "The Contribu­ te3 tions of Physical Education to National Health and Education. In

this address, Meylan credited physical educators for their widespread

efforts in behalf of national health and education. Meylan was

particularly enthusiastic over the work being done in the playground movement, the school health movement, the camping movement, and the

public school athletic leagues. Meylan's closing remarks to his 1909

address are especially worth noting, because they represent Meylan's

philosophy of physical education. Meylan stated:

So much for the contribution of physical educa­ tion to the great movement for national health and education. What of the future? The results already achieved are insignificant when compared to the work yet to be accomplished. We must press on with renewed vigor and enthusiasm until physical education, includ­ ing physical instruction, play, medical inspection,

•^American Physical Education Review, XII (June, 1907), 101-107.

•^American Physical Education Review, XIV (April, 1909), 191-196. 144

physical examinations and hygiene shall be fully coordinated with all educational procedure from the kindergarden to the university; until opportunities for recreation and the leading of a wholesome efficient life shall be provided for all citizens in even urban, industrial and rural communities.34 35 Meylan's 1911 "Presidential Address" summarized the first twenty

five years of the American Physical Education Association. The address, besides giving the early history of our association, also covered developments in American and European physical education during the early part of the twentieth century.

Meylan was chairman of a variety of committees during his years in professional organizations. As chairman, Meylan frequently wrote and delivered committee reports. Meylan's most important work was on the committees which studied the status of hygiene and physical education in

American colleges. These committees were joint ventures of the American

School Hygiene Association and the Society of College Gymnasium Directors.

All together Meylan helped make five reports on the status of hygiene and physical education. These reports were: 36 'The Status of Hygiene in the American College," 1908.

"Report of the Coranittee on the Status of Hygiene in Colleges and Universities in the United States," 1910. 38 "Status of Physical Education in American Colleges," 1912.

3^Ibid., 196.

^ American Physical Education Review, XVI (June, 1911), 353-359.

^Education Review, XXXVI (September, 1908), 132-138; American School Hygiene Association, Proceedings of the First Second and Third Congress (Springfield, Massachusetts: American School Hygiene Association, 1910), pp. 77-82,

^ American Physical Education Review, XV (October, 1910), 446-452.

^ American Physical Education Review, XVII (January, 1912), 79-85. 145

"Report of the Committee on Status of Physical Education in American Colleges," 1916.^9

"Report of Committee on Status of Physical Education, Hygiene and Athletics in American Colleges," 1921.

All of the reports, except the first, were published in the

American Physical Education Review, The first report was publi ied jointly in Educational Review and the Proceedings of the American School

Hygiene Association Congress. Meylan's last report in 1921 was too lengthy to be fully reported in the Review, and it was printed as a 41 separate volume. Although the reports were the result of committee work, according to Scott, Meylan deserves most of the credit for these reports.* 42

Another important report that Meylan helped to assemble was for the

Committee on Construction and Equipment. Meylan was chairman of the committee and McCurdy and McKenzie were the other members. In 1923, the committee published its results in the form of a manual called

Physical Education Buildings for Educational Institutions, Part I

43 Gymnasiums and Lockers. This volume was the forerunner to future facility guides.

^American Physical Education Review, XXI (March, 1916), 155-157.

4®American Physical Education Review, XXVI (November, 1921), 374-375.

4^Status of Physical Education, Hygiene and Athletics in American Colleges, 1921. Report of Committee on Status of Physical Education, Hygiene and Athletics in American Colleges, George Meylan (chairman), (N.P.: American Physical Education Association for the Society of Directors of Physical Education Colleges, 1922).

^ L e t t e r from Harry A. Scott to the author, June 23, 1969.

43 Report of the Committee on Construction and Material Equipment and the Director of the Building Bureau, George Meylan (Chairman), (New York: Society of Directors of Physical Education in Colleges, 1923). 146

Other Writings

One of Meylan's great Interests during his career was the history

of physical education. Many of Meylan's addresses and articles began with historical background. Meylan also wrote many articles strictly

for historical interest. Many of the historical articles which Meylan 44 wrote were for A Cyclopedia of Education. These articles were:

"Gymnastics, "German Gymnastics"44 "Physical Education"4 ' "Per Henrik Ling"4® "Friedrich Ludwig Jahn' "Calisthenics"5® "Delsarte"51 "Johann Christopher Friedrich Guts Muths"

Another article which Meylan wrote about the history of physical 53 education was the "History of Physical Training in the Y.M.C.A." This

paper, however, was never published.

Another area of great interest for Meylan was tests and measure­

ments. Meylan's work on tests of proficiency was covered in Chapter V.

Meylan's other work in this area dealt with anthropometric measurements.

In 1907, Meylan gave an address before the New York Academy of Science

on "Some Physical Characteristics of College Students. This address

was also published in Science.^ In 1914, Meylan gave an address to

44Paul Monroe (ed.)f 5 Vols., (New York: The MacMillan Company, 1911).

4 5 III, pp. 198-199. 46I U , pp. 199-201 47IV, pp. 707-710.

48IV, p. 32. 49H, pp. 514-515. 50I, pp. 488-489.

51II, P- 291. 52III, pp. 194-195.

^(Unpublished paper found at Marsh Memorial Library, Springfield College, 1902.)

54George Meylan, "Some Physical Characteristics of College Students, Science. XXVII (May 1, 1908), 711.

55Ibid., 711-713. 147 the Fourth International Congress of School Hygiene on "A Study of the C £ Physical Condition of 500 College Students." Meylan was interested in cardiovascular efficiency, and he devised a test to measure it. Meylan's cardiovascular efficiency test involved five measures. The test involved general condition, pulse, blood pressure, ausculatlon and percussion, and reaction to exercise.Meylan's test was described by 58 several authors of books on tests and measurements, but it was not widely used.

Another topic which Meylan wrote a great deal about was the physical education program at Columbia. Meylan was quite proud of the program at Columbia, and he wrote several articles describing the

Columbia program. Some of the articles which Meylan wrote about Columbia a r e : 59 "Physical Education at Columbia," Columbia University Quarterly. 60 "Physical Education at Coiymhi*," Physical Training.

"Physical Training for Undergraduates Required at Columbia since 1898," Columbia Alumni News. ^

-^International Congress on School Hygiene IV (Buffalo, New York: International Congress on School Hygiene, 1914), pp. 524-528.

-^George L. Meylan, "Twenty Years Progress in Tests of Efficiency," American Physical Education Review, XVIII (October, 1913), 443-444.

CC Carlton R. Meyers and T. Erwin Blesh, Measurements in Physical Education (New York: The Ronald Press, 1962), p. 234; John F. Bovard, Frederick W. Cozens and E. Patricia Hagman, Tests and Measurement in Physical Education (Philadelphia: W. B. Saunders Company, 1949), 65-66.

59XI (June, 1909), 326-331.

60VII (January, 1910), 30-36.

61V (February 6, 1914), 369-370. 148

Meylan also had an interest in professional preparation. He

believed that a physical educator should be well skilled, have a general

and a medical education, be of the highest character, be scholarly, and 62 also poasess a deep and genuine Interest in the students' problems.

In 1905, Meylan read an address before the Normal School Section of the

American Physical Education Association. The address was on the •6 ^ "Physical Qualifications of Women. In this address, Meylan emphasized

the importance of athletic ability and physical presence (appearance)

for women physical educators.

Meylan was frequently interviewed for his opinions by newspapers

and magazines. Many of these articles have been mentioned in this

chapter. Two articles not mentioned so far are 'Opposes Drill in

Schools,"^ and "Catch’em Young. The first article, written during

the first World War, opposed the substitution of military drill for

physical training. The article was published in the New York Times.

The second article was published in The Outlook. This article dealt

with the importance of learning athletic skills as a youth. Meylan

realized that adults had much greater difficulty in learning new skills

than teenagers and young children.

Meylan was not one of the major writers in physical education. His

^2George Meylan, "The Place of Physical Education in the College and University," American Physical Education Review, XI (June, 1906), 81.

^ American Physical Education Review. X (June, 1905), 154-157.

**Stew York Times, May 7, 1916, section I, p. 16.

^-*Elon Jessup, "Catch'em Young: An Interview with Dr. George L. Meylan, Professor of Physical Education and Medical Director of Columbia University." The Outlook, CXXXIII (April, 1923), 757-759. 149 writings and addresses, however, were of Importance. Presidential addresses were an important aspect of professional conventions in the early twentieth century. Meylan made five presidential addresses. Also,

Meylan's writings appeared in educational journals, and in newspapers and magazines throughout the country. Meylan was not as prolific, nor as outspoken as other leaders in our field, but his work was of importance. Hugh McCurdy, son of James H. McCurdy, stated that Meylan seldom spoke at meetings (CPEA), but when he did speak he was quite convincing.^ Meylan was a respected figure in our field and his opinion on matters of health, physical education and athletics was frequently sought. Meylan's opinions were often printed in the New York

Times, and other newspapers and magazines. This is some indication of the importance of Meylan's work.

^Letter from Hugh McCurdy to the author, May 12, 1969. CHAPTER XI

HONORS, HOBBIES AND MEMENTOES

Honors

Throughout his life, Meylan was paid many tributes and honors.

Meylan had a wide variety of interests. Among other things, he was

interested in agriculture, teaching, camping, professional organizations,

the YMCA, and public service. In each of these areas, Meylan achieved

distinction.

Meylan's first tributes came during his years in the Young Men's

Christian Association. When Meylan left the Bangor YMCA, he was given

a watch charm and other gifts in appreciation for his work at the YMCA.^

When Meylan left the Boston YMCA, he was given a testimonial banquet.

The President of the Boston YMCA and Robert Roberts were two of the many 2 people who paid tribute to Meylan at his banquet.

In medical school, Meylan also won honors. Each year at New York

University Medical College, the senior students competed for the Mott medals. The medals were offered by the late Dr. Valentine Mott for the best competitive work in dissection and surgery. In 1896, Meylan won 3 the gold medal for his work in dissection and surgery.

^'Editorial.11 Monthly Bulletin, XI (August, 1893), 1.

^"Testimonial to Dr. Meylan," Boston's Young Men. XII (September 18, 1903), 2.

^Pascal and Thorne, Classbook New York University Medical College..., p. 80

150 151

In 1909, a commission appointed to study college physical education made several complimentary remarks about the physical education program at Columbia. Meylan was quite pleased by the findings of the commission.

Meylan, in his Harvard class biography, stated:

One of the outstanding experiences during that period was a report in 1909 by a commission appointed to study physical education in colleges and recommend a new program of physical education for the U.S. Naval Academy at Annapolis. The report cited Columbia and West Point as having the two best programs of college physical education.

Meylan served in a great many professional organizations, and in each organization Meylan was elected or appointed to high positions.

Certainly this is some measure of the esteem in which he was held by his colleagues. Table II is a list of positions which Meylan held in professional organizations.

A Harvard Class of 1902, p. 454. 152

TABLE 2

POSITIONS HELD BY MEYLAN IN PROFESSIONAL ______ORGANIZATIONS______

Position Organization Year

President Boston Physical Education Society 1902-1903

National Council American Physical Education Association 1903-1912 Member

Secretary American Physical Education Association 1903-1907

Vice President Society of College Gymnasium Directors - 1904 and Society of Directors of Physical Educa­ 1909 tion in Colleges

President Society of College Gymnasium Directors 1905-1906

President American Physical Education Association 1907-1911

National Council American School Hygiene Association 1907- Member

Member of Board Playground Association of America 1907- of Directors

President Camp Directors Association of America 1914

President Camp Directors Association 1924 (American Camping Association)

Meylan was honored in many ways for his work in professional associations. At the 1931 convention of the American Physical Education

Association, fellowship awards were presented for the first time. A select list of men and women, who in some way won recognition for distinguished service, were awarded the diploma "Fellow in Physical

Education." Meylan was among the first group of physical educators honored with this award.^ Meylan was also a fellow of the American

^"Presentation of Fellowship Awards," Journal of Health and Physical Education, II (June, 1931), 14. 153 6 Academy for the Advancement of Science. When Meylan retired from

active work in physical education, the Society of Directors of Physical

Education in Colleges made him a honorary member, Meylan was elected a member of both the old and the new American Academy of Physical Educa­

tion. Membership in both of these groups was limited to a select few who achieved recognition for their significant professional contributions.

In 1907, 1908, and 1909, Springfield College presented honorary p Master of Physical Education degrees upon Gulick, Hitchcock and Sargent.

These were the first honorary degrees given by the Springfield Training

School. The Training School presented Meylan an honorary Master of 9 Physical Education degree in 1919. The honorary degree bestowed on

Meylan placed him in select company.

Meylan also received recognition for his work in France. Premier

Clemenceau of France sent letters of commendation to American civilians who made Important contributions to the French war effort. Meylan was 10 one of those singled out for comnendation by Premier Clemenceau.

^Proceedings of the American Association for the Advancement of Science 1908-1910 (Baltimore: Published by the Permanent Secretary, L.O. Howard, 1910), p. 207.

7"Roll of Members," The Society of Directors of Physical Education in Colleges, Proceedings of the Thirty-Fifth Annual Meeting (December 28, 1931), p. 101.

g Doggett, A Man and a School, pp. 155-156.

9 Springfield College Trustee Minutes as cited by Gerald F. Davis in a letter to the author dated May 15, 1969.

^Interview between Mrs. Lucien G. Henderson and the author dated January 3, 1969. 154

In retirement, Meylan achieved recognition for his work in farming.

In 1948, the Portland Evening Express ran an article on Meylan which acclaimed his work as a farmer.^ The article mentioned that Meylan's

Jersey herd held two national records, seven state of Maine cow champion­ ships, as well as the Maine butterfat and milk herd record. The articles also stated that Meylan's cow, Combine Bessy, was adjudged first among

U.S., Canadian and Canadian Jerseys at the 1939 World's Fair. Dr.

Meylan was extremely proud of his work in fanning. Dr, Meylan did not need much encouragement to begin a conversation about his farm.

Another form of recognition which Meylan received was the placing of his name and accomplishments in various Who's Whos and biographical dictionaries. Meylan was listed in the following works:

Who's Who In America 1916-1917

American Men of Science 1949

Who's Who in New York (City and State) 1924

Who's Who In The East 1942-1943

Leaders In Education 1948

Who Was Who In America 1960

Finally, Meylan was given recognition in death through the obituaries written about him. Some of the obituaries on Meylan appeared 12 in the following newspapers:

Arthur D. Hawkins, "Cows, Clocks and Sumner Camps...'Retired' Columbia Professor, Once In Who's Who, Makes Good as Record-Breaking Maine Farmer," Portland Evening Express, March 11, 1948, p. 19.

All of these newspaper articles were clippings found in the Columbiana room at Columbia University. They were in a folder listed under Meylan's name. All the articles were dated February 16, 1960. 155

New York Times

New York Herald Tribune

New York World Telegram and Sun

New York Journal American

New York Daily News

Boston Globe

Articles on Meylan's passing also appeared in the Journal of Health, 13 14 Physical Education and Recreation, Camping Magazine, and the American

Academy of Physical Education Professional Contributions. ^ Two letters sent to the Meylan family upon Dr. Meylan's passing are worth reprinting h ere.

New York Section American Camping Association, Inc. 342 Madison Avenue, Naw York 17, N.Y. Suite 1131 Telephone: Murray Hill 7-6985

Resolution

WHEREAS, Dr. George Louis Meylan was a revered member of the American Camping Association for many years and participated in its activities as a Founder, President and Board Member; and

WHEREAS, the American Camping Association has lost a loyal and devoted friend in the passing of Dr. George Louis Meylan;

NOW THEREFORE, be it resolved by the Board of Directors of the New York Section American Camping Association;

That appreciation of the many diverse and important

^Clifford Brownell, "In Hemoriam," Journal of Health. Physical Education and Recreation, XXXI (May, 1960, 43.

^ A C A News .11 Camping Magazine, XXXII (April, 1960), 39.

^Clifford Brownell, "In Memoriam," American Academy of Physical Education Professional Contributions No. 7 (Washington, D.C.: American Association for Health, Physical Education and Recreation, 1961), pp. 161-162. 156

contributions to the field of camping made by Dr. George Louis Meylan be expressed by spreading this resolution upon the minutes of this meeting; and

That when this meeting adjourns today, it should do so out of respect of his memory; and

That a copy of this resolution be forwarded to his daughter, Mrs. Lucien Henderson.

Dated: February 15, 1960, New York, N. Y.

Attest (Seal) /s/ Margaret Werthman Secretary^

THE LUTHER GULICK CAMPS SOUTH CASCO, MAINE

February 17, 1960

Dear Juliette:

I hardly need to tell you how I felt when I heard about your father's passing. He was responsible for our whole life here. He introduced my father to the place, he was my camp director, he was my adviser and eventually he made it possible for us to buy his beautiful camp and particularly this wonderful place where we live....

We are mentioning your father's passing in the next Wohelo Bird. I know all of our alumni who knew him will want to join us in sending our deepest sympathy in your great loss and ours. Your father was one of the last remaining personal friends of my father. It is with deep regret that I find it impossible to be with you today to join with others in recognizing the passing of a great man. Sincerely, Halsey J. Halsey Gulick Mrs. Lucien G. Henderson Goodwives River Road 44 Darien, Conn.

^Letter from the New York section of the American Camping Associa tion to Mrs. Lucien G. Henderson dated February 15, 1960.

^Letter from J. Halsey Gulick to Mrs. Lucien G. Henderson dated February 17, 1960. 157

Finally the following remarks, made by Clifford Brownell, were perhaps the most fitting tribute to Meylan:

Dr. Meylan always exemplified a broad range of interests in health, education, physical education, recreation and camping. He continuously advocated the need for these programs as an essential part of total education for school and college youth.... Those who knew him feel keenly the loss of an out­ standing professional leader and friend. To the younger generation, Dr. Meylan stands as a monument portraying the true virtues of scholar and man of high but realistic ideals. We shall miss him.^®

Hobbies

Meylan, as a youth and young adult, was intensely interested In sports, games and gymnastics. In the YMCA, Meylan participated in foot­ ball, basketball, track and field, gymnastics, bowling, bicycling, and fencing. Meylan won a gold medal for his high average in the New York 19 inter-city bowling league. In 1894, he was first in the all around gymnastic and athletic competition held by the New York Association 20 (YMCA). While in Boston, Meylan won a New England fencing champion- 21 ship. Meylan was also a participant and coach of many team sports.

As Meylan grew older, his hobbies changed. Meylan became more interested in handball and outdoor activities. Who's Who in the East and Who's Who in New York list Meylan's recreations as handball, motor 22 boating, and travelling. While at work, Meylan enjoyed a friendly game

^Brownell, oj>. cit., 43.

*^,'0ur New Medical Director," 2.

2 0 Ibid. 21 Interview with Mrs. Lucien G. Henderson, January 3, 1969.

^ Who's Who in the East, Vol. I, 1942-43 (Boston: Larkin, Roosevelt, and Larkin, L.T.D., 1943), p. 1485; Frank R. Holmes (ed.), Who's Who in New York (City and State) 1924, eighth ed. (New York: Who's Who Publications Ini., 1924), p. 881. 158

of handball with some of the other professors. 23

Throughout his life Meylan enjoyed travelling. In 1895, he made a 24 five hundred mile bicycle trip through New England. In 1896, after

completing medical school, Meylan made a fourteen hundred mile bicycle 25 trip through France, Switzerland, and Italy. All together Meylan made 26 twelve trips to Europe and North Africa during his lifetime. Meylan 27 also made many trips to the West Coast, Florida, Cuba and other areas.

Meylan used the trips to study European educational systems, to visit

friends and relatives, to relax, or as in 1917, to give aid.

Two hobbies that gave Meylan particular delight were his collections

of clocks and other items from his Swiss background. It is the tradition 28 in Swiss families to pass on the family clock to the oldest child. Dr.

Meylan wound up with both the Capt (his mother) and Meylan clocks (his 29 father). These clocks are now three hundred and seventy one and two 30 hundred and sixty nine years old, Meylan had many other clocks and Swiss

memorabilia around the house. George Meylan, Jr., Mrs. Lucien Henderson

23 Interview with Al Schmitt, December 16, 1968. a / 't>ur New Medical Director,11 loc. cit.

25 Ibid.

/ Harvard Class of 1902, op. cit., p. 456.

27 Ibid.

28 Interview with Mrs. Lucien G. Henderson, March 21, 1969,

29 Ibid.

30 Hawkins, loc. cit. 159

(Juliette Meylan), and the four other surviving Meylan children, have many of the items from Dr. Meylan's collection. The next section of this chapter contains pictures and descriptions of some of Dr. Meylan's treasured momentoes.

Meylan's greatest hobby, if it can be considered a hobby, was farming,

Meylan took tremendous pride in his prize winning cows, his vineyard, and his crops. Through the use of hotbeds and hotcaps, Meylan was able to 31 produce fruits and vegetables in quantity in July. Thus, he was able 32 to supply his camps with 847* of its food. One of the great disappoint­ ments of Meylan's life came when his farmhouse and vineyard burned down

in 1932.33

Finally, Meylan also belonged to social and religious organizations.

Meylan belonged to the Columbia Faculty Club, and he also belonged to 34 the Cumberland Club in Portland, Maine. Meylan regularly attended

Eglise de Sainte Espirit in New York. He was a vestryman of Eglise de 35 Sainte Espirit.

Momentoes

Over a period of years, Meylan collected clocks, pictures, awards statues, and other items which had a special meaning to him. These

32 Ibld.

33Interview with George Meylan, Jr., June 13, 1968.

34Who's Who in the East, loc. cit.

33Who's Who In New York, loc. cit. 160 momentoes are now in the homes of Meylan's children. George Meylan, Jr. was kind enough to take pictures of some of his father's possessions, so that they could be presented here. The following pictures, except for

3 6 the last one, were all supplied by George Meylan, Jr.

36 Letter from George Meylan, Jr., to the author, June 18, 1969. Plate I

Meylan Family Crest

Awarded to the Meylan family in 1307 by the King of France

Plate XI

Swiss Cantonal Plate

Brought to the United States by Meylan 162

Plate III

The Boxer

*A s

Plate IV

The Runner

Both statues were designed and executed by R. Tait McKenzie. The original bronzes are at Springfield College. McKenzie made plaster states from the original molds for his friends. 163

Plate V

Swiss Cow Bell

One of a group of Swiss Cow Bells which Meylan brought back from

Switzerland. Meylan used them on his Arcadia Farm.

Plate VI

The Meylan family Clock

The Meylan family clock was brought to America by Dr. Meylan.

The works of the clock are dated 1600. 164

Plate VIZ

Portrait of George L. Meylan

This portrait was painted by Alex Warshawsky. The picture was

painted while Dr. Meylan was serving in France.

Plate VIII

Trophies .JL )

Dr. Meylan won these pewter mugs in a high jump and shot put competition held by the Boston YMCA. 165

Plate IX

MeyIan's Arm

Meylan had a roagnificient build, McKenzie wanted to use Meylan’s arm as a model for one of his statues. McKenzie took this picture of

Meylan« ! . s arm. 37

Many other items should be shown here, but for one reason or

37 Given to author by Mrs. Lucien G. Henderson on March 21, 1969. 166 another it would be impossible to do so. Some of Meylan's other treasured mementoes include: a letter of commendation from Premier Clemenceau, the medical school medal, pictures of Meylan's championship cows,* various clocks, and a portrait of Louis Randille, who was a champion fencer and a close friend of the Meylan family. CHAPTER XII

GEORGE LOUIS MEYLAN: AN APPRAISAL

Meylan always supported the broadest possible view of physical

education. He believed that physical education departments should be

responsible for supervising health services, health education, athletics,

recreation and physical education, and that physical educators needed to

be as well rounded as their programs* Meylan advocated that physical

educators be of high character, well skilled, have a college degree,

and a medical degree or a doctoral degree.

He was proud of the fact that physical educators were in the fore­

front of the social reform movement. It was physical educators who

helped organize and support the school health movement, the camping

movement, the playground movement, and the public school athletic

leagues. Meylan personally played an important role in many of these

organizations. He never shied away from professional or community

service.

It is interesting and enlightening to contrast Meylan's philosophy

of physical education with actual developments in the field to date.

At present the trend in physical education seems to be toward developing

specialists or people oriented toward a "discipline" of physical educa­

tion. If this approach is over emphasized we may fail to develop pro­

fessionals who are truly socially concerned. The paBt generations of generalists or professionals ade a great contribution to our field.

167 There is still a tremendous need for this type of person, and we should continue to encourage the development of generalists.

Dr. Meylan gave more than sixty years of his life to serving the youth of America. Through his writings, teaching, and camp directing, he strove to develop efficient men and women. Dr. Meylan's emphasis on balance, moderation and efficiency have done much to stimulate tny own thinking. I believe that others will find Dr. Meylan a beacon of light at a time when there is much debate in the ranks of physical educators as to the direction of our field. Meylan, during his sixty years of service to our field, made many contributions to our field. Through his writings and his untiring efforts in support of professional organiza­ tions, Meylan helped to gain educational acceptance and recognition for physical education in schools and colleges throughout the country.

Meylan's years of leadership and service in professional organizations can be matched by few men.

Meylan's development of the first college achievement test helped put physical education on an academic basis at Columbia and other schools. He was the first person to require swimming for all students and this policy was widely copied throughout the country. Meylan was one of the foremost promoters of the camping movement and he was a leader in the fight to make camps educational rather than coninercial.

Meylan also made a significant contribution to the literature in our field. Meylan contributed well over one hundred articles in news­ papers and professional journals. Meylan's contribution of thirty- seven articles in the highly respected Cyclopedia of Education is especially significant. 169

Despite Meylan's contributions to health, physical education and camping he remains relatively unknown to professionals in these fields.

There are several reasons why Dr. Meylan, and his works, are not better known. In his twenty six years at Columbia he taught undergraduates, and therefore, did not have student prodigees within the profession to cite his work or carry his name forward. Also, because of ill health, he was forced to retire prematurely at the age of fifty six. This robbed him of ten important years of professional work in which he may have received more recognition. Finally, Meylan was a man who could follow as well as lead. During his lifetime he worked with many great men and because of their dynamic personalities Meylan was in some ways overshadowed.

One of the aims of this paper was to give Dr. Meylan some of the tribute and recognition which is due him. Perhaps the most fitting tribute was paid by Meylan's dear friend, Dudley A. Sargent, who stated:

George Louis Meylan, B.S., A.M., M.D., Graduate of Harvard, Class of 1902. Lecturer and Instructor, Harvard Summer School, 1899-1903. Adjunct Professor of Physical Education, Medical Director of the Gymnasium, Columbia University. Lecturer at Teachers College and Barnard College. Formerly Director of YMCA gymnasiums in Boston, New York and other cities. Now President of the American Physical Education Association. Trained as a gymnast in the hard routine work of the gymnasium. Leading his classes with earnestness and enthusiasm and shirking no task on account of its difficulty. Acquiring a medical degree in order to help him in his profession, then a college education to fit himself for a college position. A man of indomitable courage, alert, resourceful and a fine exponent of both the theory and practice of physical training. Official associate, fellow companion, generous host, tried and true friend.1

^Quarter Centennial, Sargent Normal School, May. 1907. Cambridge: Massachusetts: The Powell Print, 1907. As cited by Bruce Bennett in a letter to the author, October 22, 1969. BIBLIOGRAPHY

I. Primary Sources

Unprinted

1. Meylan Memorabilia found at the Columbia University Library in the Columbiana room.

a. Letter from George L. Meylan to G. P. Putnam Sons, December 12, 1904.

b. Newspaper clippings.

1) "Dr. G. Meylan, Columbia Aide," New York Journal American, February 16, 1960.

2) "Dr. George L. Meylan," New York Daily News, February 16, 1960.

3) "Dr. George Meylan Rites Tomorrow," New York World Telegram and S u n , February 16, 1960.

4) "Dr. Meylan of Columbia is Dead at 8 6 ," New York Herald Tribune, February 16, 1960.

5) "George L. Meylan, Youth Leader, 8 6 ," New York Times, February 16, 1960.

6 ) "G. L. Meylan, Health, Camping Expert Dies," Boston Globe, February 16, 1960.

c. Pamphlets.

1) Columbia University, Gymnasium Guide, New York, N.P., 1902.

2) Columbia University, Gymnasium Manual, New York, N.P., 1904 and 1906.

2. Meylan Memorabilia found at the home of George Meylan, Jr.

a. Photographs of

1) Meylan family crest

2) A Swiss Cantonal Plate 3) The Boxer by R. Tait McKenzie

4) The Runner by R. Tait McKenzie

5) Swiss cow bell

6) Meylan family clock

7) Portrait of George L. Meylan

8) Trophies

Meylan Memorabilia found at the home of Mrs. Lucien G. Henderson a. Letters

1) From J. Halsey Gulick to Mrs. Lucien G. Henderson, February 17, 1960.

2) From the New York Section of the American Camping Associa­ tion, Inc. to Mrs. Lucien G. Henderson, February 15, 1960. b. Photographs

1) Dr. Meylan's Arm

2) Dr. Meylan in his later years

Miscellaneous Papers found at the Marsh Memorial Library, Springfield College. a. Meylan, George L., The Dangers of a Sedentary Life, Physical Education Series of the Young Men's Christian Association, N.P., N.D. b. Meylan, George L., Graded Apparatus Exercises, Harvard University Summer School: N.P., N.D. c. Meylan, George L., "History of Physical Training in the Y.M.C.A.," 1902.

Miscellaneous papers found at the National Historical Library of the Y.M.C.A., New York. a. The French Foyers: An Association Adventure in Service. Final Report to the International Committee, September, 1922. b. Letter from William Stearns Coffin to William Stearns, February 24, 1918. c. Summary of World War Work of the American Y.M.C.A. (N.P.: The International Committee of the Young Men's Christian Association, 1920). (For Private Distribution.) d. Meylan, George L. and P.R. Carpenter, Sports and Recreations. 2nd. Ed., Paris: Lea Foyers du Soldat, 1918.

Personal Interviews with a. L. Carroll Adams, Columbia University, December 16, 1968. b. Willard P. Ashbrook, Ohio State University, June 23, 1969. c. Mrs. Lucien G. Henderson, Darien, Connecticut, January 3, and March 21, 1969. d. Edward T. Kennedy, New York City, March 20, 1969. e. George Meylan, Jr., New York City, June 13, and August 26, 1968. f. A1 Schmitt, Columbia University, December 16, 1968. g. Norman Wadham, Columbia University, June 12, 1968.

Telephone conversation between Dr. J. H. Nichols and the author, April 25, 1969.

Notes from an interview with Dr. Meylan by Bruce Bennett at Portland, Maine, March 27, 1947.

Personal correspondence with a. L. Carroll Adams, Columbia University, May 7, 1969. b. Joel Bloom, Lake Oxford, Maine, May 8 , 1969. c. David K. Brace, University of Texas, April 29, 1969. d. Gerald F. Davis, Springfield College, May 15, 1969. e. J. Halsey Gulick, South Casco, Maine, June 21, 1969. f. Edward T. Kennedy, New York City, May 9, 1969. g. T. Nelson Medcalf, Santa Barbara, California, May 3, 1969. h. George Meylan, Jr., New York City, June 18, 1969. i. Mrs. George L. Meylan, South Casco, Maine, August 26, 1968 (helped by her son). j. Hugh G. McCurdy, Wesleyan University, May 12, 1969. k. Harry A. Scott, Walnut Creek, California, June 23, 1969. 173

B. Printed

1. Reports by George L. Meylan

Physical Education Buildings. Part I, Gymnasiums and Lockers. Report prepared by the Committee on Construction and Material Equipment, George L. Meylan, chairman. New York City: Society of Directors of Physical Education in Colleges, 1923.

Status of Physical Education, Hygiene, and Athletics in American Colleges, 1921. Report of Committee on Status of Physical Education, Hygiene, and Athletics in American Colleges, George Meylan (chairman), N.P. : American Physical Education Association for the Society of Directors of Physical Education in Colleges, 1922.

2. Articles by Dr. Meylan

a. In the American Physical Education Review

"Athletics," X (June, 1905), pp. 157-163. Read before Section of Secondary School Directors, April 18, 1905.

"Athletics and Recreation in the French Army," XXIV (May, 1919), pp. 249-254. Paper presented at National Collegiate Athletic Association Thirteenth Annual Convention.

"Athletic Training," XVIII (April, 1913), pp. 217-229. Paper presented at the National Collegiate Athletic Association Convention, December 27, 1912.

'The Contribution of Physical Education to National Health and Education," XIV (April, 1909), pp. 191-196. Presidential Address before the National Convention of the American Physical Education Association, April 7, 1909.

'The Functions of the Department of Physical Education in Its Relation to College Hygiene," XVI (March, 1911), pp. 179-181. Read before the Society of Directors of Physical Education in Colleges, New York City, December 30, 1910.

"Harvard University Oarsmen I," IX (March, 1904), pp. 362-376. Reprinted from Harvard Graduates Magazine.

'harvard University Oarsmen II," IX (June, 1904), pp. 115-124. Reprinted from Harvard Graduates Magazine.

"Hygiene and Sanitation of Summer Camps," XVII (December, 1912), pp. 692-696. Reprinted from the Proceedings of the Sixth Congress of the American School Hygiene Association.

'Marks For Physical Efficiency," X (June, 1905), pp. 106-112. Read before the Section on Anthropometry, April 17, 1905. 174

"Physical Qualifications of Women," X (June, 1905), pp. 154- 157. Read in Section on Normal Schools, April 18, 1905.

"The Place of Physical Education in the College and University XI (June, 1906), pp. 75-82. Presidential Address read before the Society of College Gymnasium Directors, December 27, 1905.

"The Place of Physical Education in the College Curriculum," XII (June, 1907), pp. 101-103. Presidential Address before the Society of College Gymnasium Directors, Springfield, Massachusetts, December 27, 1906.

"Presidential Address," XVI (June, 1911), pp. 353-359. Eighteenth Convention, American Physical Education Association, Boston, April 11, 1911.

"Report of Consnittee on Construction and Equipment," XXVIII (June, 1923), p. 280.

"Report of the Committee on Status of Physical Education, Hygiene and Athletics in American Colleges," XXVI (Novesber, 1921), pp. 374-375. Abstract.

'•Report of the Consnittee on Status of Physical Education in American Colleges," XXI (March, 1916), pp. 155-157.

'Report of the Committee on the Status of Hygiene in Colleges and Universities in the United States," XV (October, 1910), pp. 446-452. Read at the Joint Convention, Indianapolis, Indiana, March 4, 1910, meeting of the American School Hygiene Association.

"Report on the Present Status of Anthropometric Examinations in the Young Men's Christian Associations," VIII (September, 1903), pp. 146-151.

"Standards and Measurements of Proficiency in Physical Educa­ tion," XXII (April, 1917), pp. 211-214.

"Status of Physical Education in American Colleges," XVII (January, 1912), pp. 79-85.

"Twenty Years' Progress in Tests of Efficiency," XVIII (October, 1913), pp. 441-445.

"The Value of Physical Examinations of College Students," XIII (April, 1908), pp. 250-252. Abstract of paper read before the Society of College Gymnasium Directors, December 28, 1907. Articles by Meylan in Camps and Camping, edited by Eugene H. Lehman. New York: American Sports Publishing Company. Official Publication of the Camp Directors Association, put out annually in the Spalding Athletic Library Series from 1921-1923.

'*The Camp Director," (1927), pp. 17-19.

"Camp Hygiene and Sanitation," (1921), pp. 17-28.

"The Contribution of the Summer Camp to Education," (1925), pp. 43-55.

"Luxuries in a Boys* Camp (1922), pp. 111-113.

'*What the Future Has in Store for the Summer Camp," 1924), pp. 44-57.

Articles by Meylan in A Cyclopedia of Education, edited by Paul Monroe, 5 Vols. New York: MacMillan Company, 1911.

"Amateurism," I, pp. 107-108.

"Baseball," I, pp. 326-327.

"Basketball," I, pp. 330-331.

"Boxing," I, p. 435.

"Breathing Exercises," I, pp. 444-445.

"Calisthenics," I, pp. 488-489.

" Camp Schools," I, pp. 511-512.

"College Athletics," I, pp. 274-276.

"Cricket," II, pp. 229-230.

(and Charles H. Farsworth) "Dancing," II, pp. 248-250.

"Delsarte," II, p. 291.

"Fencing," II, pp. 596-597.

"Football," II, pp. 630-633.

"Guts Muths, Johann Christopher Friedrich," III, pp. 194-195,

"Gymnasium," III, p. 197.

"Gymnasium Equipment," III, pp. 197-198.

"Gymnastics," III, pp. 198-199. '"Gymnastics for Girls," III, p. 199.

"Gymnastics, German," III, pp. 199-201.

"Handball," III, pp. 215-216.

"Hockey, Field," III, pp. 299-300.

"Hockey, Ice," III, p. 300.

"Infectious Diseases," III, pp. 454-455.

"Jahn, Friedrich Ludwig," III, pp. 514-515.

"Lacrosse," III, p. 619.

"Lawn Tennis," III, p. 6 6 8 .

"Ling, Per Henrik," IV, p. 32.

’'Olympic Gaines," IV, pp. 546-547.

"Physical Education," IV, pp. 707-710.

"Rowing," V, pp. 216-217.

"Running," V, p. 220.

"Soccer Football," V, pp. 346-347.

"Swimming," V, p. 485.

"Track and Field AthleticsV, p. 619.

'Vater Polo," V, p. 755.

"Wrestling," V, p. 819.

Meylan's Articles in Psychotherapy. 3 Vols. edited by William B. Parker, New York: Centre Publishing Company, 1909.

"Baths and Health," II, Part 4, 85-92.

"Hygiene of Muscular Exercise," III, Part 1, pp. 84-92.

'hygiene of Work," III, Part 2, pp. 87-91.

"Rest and Recreation," III, Part 4, pp. 87-93.

*Vork and Fatigue," III, Part 3, pp. 88-92. 177 e. Otner articles

''Association Football," M e n , XXIV (October, 1898), pp. 13-15.

"Athletic Reconstruction," Intercollegian, XXXVI (February, 1919), pp. 4-5. '

"Athletic Training," National Collegiate Athletic Association Proceedings of the Seventh Annual Convention (December 27, 1912), pp. 45-59.

"Athletics and Recreation in the French Army," National Collegiate Athletic Association Proceedings of the Thirteenth Annual Convention, (December, 1918), pp. 39-44.

"Athletics in Their Mutual Relations to Schools and Colleges," Association of Colleges and Preparatory Schools of the Middle States and Maryland Proceedings of the Seventeenth Annual Convention, (November 28, 1903), pp. 111-113.

"Basketball," Columbia University Quarterly, VI (June, 1904), pp. 234-288.

"College Athletics," Columbia University Quarterly, XVIII (March, 1916), pp. 177-180.

"The Contribution of Organized Summer Camps to American Educa­ tion," The Playground, XVIII (July, 1924), pp. 237-239.

"The Effects of Athletics in After Life," The Medical Times, (March, 1912), 63-64.

"The Effects of Smoking on College StudentsThe Popular Science Monthly, LXXVII (August, 1910), pp. 170-177.

"The Effects of Exercise on the Heart," Journal of the Medical Society of New Jersey, II (1905-1906), pp. 332-335.

"Efficiency, Luck and Success," Association Men, XXXIV (October, 1908), pp. 2-3.

"The Gymnasium Not a Sanatorium," Association Men, XXVII (March, 1902), pp. 239-240.

"Gymnasium Notes," Monthly Bulletin, X (February, 1892), p. 2.

"Hygiene and Sanitation of Sumner Camps," Proceedings of the Sixth Congress of the American School Hygiene Association, IV (March 28, 1912), pp. 71-76.

"The Importance of Exercise," Boston's Young Men. X (September 27, 1901), p. 2. 178

"Is Exercise Necessary For Me?" Mind and Body, IX (January, 1903), p. 255.

"Physical Education at Columbia," Columbia University Quarterly, XI (June, 1909), pp. 326-331.

"Physical Education at Columbia," Physical Training, VII (January, 1910), pp. 30-36.

"Physical Training for Undergraduates Required at Columbia Since 1898," Columbia Alumni News, V (February 6 , 1914), pp. 369-370.

"Prescription of Exercise," Physical Training. Ill (March, 1906), pp. 6-10.

"A. Revival of the Forgotten Art of Walking," Suburban Life, IV (April, 1907), p. 203.

"Scientific Books," Science, XXIII (April 20, 1906), pp. 626-627.

'‘Some Observations on the Value of Physical Activities in the Treatment of Atypical Boys," The American Journal of Obstetrics, LXV (January, 1912), pp. 186-189.

"Some Physical Characteristics of College Students," Science, XXVII (May 1, 1908), pp. 711-713.

'The Status of Hygiene in the American College," American School Hygiene Association Proceedings of the First, Second and Third Congress, Springfield, Massachusetts: American School Hygiene Association, (1910), pp. 77-82.

"Status of Hygiene in the American College," Educational Review. XXXVI (September, 1908), pp. 132-138.

"A Study of the Physical Condition of 500 College Students," Fourth International Congress on School Hygiene. Buffalo: Courier Company, 1914, pp. 524-528.

And Thomas A, Storey, "Hygiene and Physical Education," Principles of Secondary Education, Paul Monroe, (ed.) New York: McMillan Company, 1914, pp. 685-708.

"The Value of Physical Examinations, Physical Training. VI (December, 1908), pp. 4-5.

"The Value of Physical Examinations: Part II," Physical Training, VI (February, 1909), pp. 3-6.

"Volleyball Rules Committee," National Collegiate Association Proceedings of the Seventeenth Annual Convention, (December 28, 1922), p. 50. 179

'What Is Health," Physical Training, III (January, 1906), pp. 3-5.

3. Various College Records, Reports and Catalogues

a. Columbia University

Columbia College Announcement (1900-1930). Found in Columbia University Bulletins of Information (1900-1930). New York: Columbia University Press.

Columbia University General Catalogue 1754-1916.

“The Gymnasium," Columbia University Bulletin of Information - Report of the President. (1900-1903) (Watson Savage, director).

“The Gymnasium; Report of the Director," Columbia University Annual Report. (1904-1906) (George Meylan, director), discontinued after 1906.

b. Harvard

Harvard College Class of 1902: Fiftieth Anniversary Report. Cambridge, Massachusetts: N.P., 1952, pp. 454-457.

c. New York University

Pascal, Henry S. and Thorne, Van Buren (eds.). Classbook of New York University Medical College 1896-1916. /N.?•_/ /N ,Nj/, 1916. Also 1947.

4. Reports, Proceedings and Announcements of Professional Organizations.

a. American Association for the Advancement of Science. Pro­ ceedings of the American Association for the Advancement of Science 1908-1910. Baltimore: The Permanent Secretary, (L. 0. Howard), 1910.

b. American School Hygiene Association. Proceedings of the Congresses. Number 1-6. Springfield, Massachusetts: American School Hygiene Association, 1907-1912.

c. Boston's Young Men's Christian Association.

1) Annual Report of the YMCA of Boston, Number 46-53. Boston: N.P., 1896-1903.

2) Physical Department 1902-1903. Boston: N.N., 1903.

3) Prospectus of Camp Buena Vista: Season of 1900. Boston: N.N., 1900. 180

4) Jones, Walter E., The Sands of Time. Commemorating the 50th Anniversary of the Boston YMCA's Sandy Island Camp for Young Adults. Lake Winnepesaukee, New Hampshire: N.P., N.D.

d. Storey, Thomas A. (ed.) International Congress on School Hygiene: IV, Buffalo, 1913. Buffalo, New York: Courier Company, 1914.

e. National Collegiate Athletic Association. Proceedings of the Annual Convention (1908-1926).

f. New York Academy of Science. "Section of Anthropology and Psychology," Annals of the New York Academy of Science 1908-1909. New York: The Academy, 1908-1909., p. 349.

g. Physical Education Society of New York and Vicinity. Second Annual Handbook 1905. N.P., N.N., 1905.

h. Playground Association of America. Proceedings of the Third Annual Playground Congress and Yearbook 1909. New York: Playground Association of America, 1910.

5. Contemporary Papers and Periodicals

a. American Physical Education Review. 1896-1913. This periodical contains reports from council, reports of the executive committee, proceedings of conventions, reports from societies, and other valuable records of the American Physical Education Association.

b. Boston’s Young Men. This paper is the publication of the Boston YMCA. The issues from 1896 to 1903 contains much information about Meylan and his work at the Boston YMCA.

c. Columbia Spectator. 1903-1929. The Columbia Spectator became a daily newspaper in 1900. Many of Meylan’s comments and remarks appear in the Spectator.

d. Monthly Bulletin. This is the publication of the Bangor Maine YMCA. In the years 1891 through 1893 Meylan wrote many articles for this publication.

6 . Newspaper Articles

a. Articles in the Columbia Spectator.

'^Changes in Strength Test Regulations," March 1, 1904, 2.

"Changes in Track Team," October 6 , 1905, 1.

"Correspondence, March 9, 1904, 2-3.

"Dr. Meylan to Address 1908 Today," October 13, 1904, 1. "Gifts to Teachers College," February 21, 1903, 1,

"Gym Class for Officers," November 3, 1904, 2.

’Gy m Credit for Athletics," October 1, 1904, 1.

'Gymnasium A r r a n g e m e n t s O c t o b e r 24, 1903, 2.

'Gymnasium Notice," November 17, 1903, 1.

"Jiu-Do Explained," March 22, 1905, 1.

"New Gym Manual," December 2, 1903, 1.

"New Gymnasium," December 12, 1903, 1.

"New Physical Director," March 3, 1903, 1.

"Plans for Gym Work," September 24, 1903, 1.

"Preparations for Gym Work," September 29, 1904, 1.

"Results of Physical Examinations," April 28, 1904, 1.

"Special Gym Classes Arranged," November 18, 1904, 1.

"Special Gym Class," January 16, 1904, 1.

"Special Physical Exams for Freshmen," April 13, 1904, 2,

"Stephenson, Albert Grant 'Class Day Exercises,'" June 1904,

’teacher's Convention," November 30, 1903, 1.

"University Bulletin," November 6 , 1903, 3.

"Volunteer Gym Leaders to Meet," December 5, 1903, 1.

Articles in the New York Times

"American Life is Too Fast: Scientists Support Hughes," October 21, 1923, Sec. 9, Page 1, Col. 1,

'Gr. Meylan Defends Collegiate Rowing," October 4, 1914, See Page 4, Col. 3.

"Dr. Meylan Going to Brussels," October 26, 1924, Sec. 2, Pa 3, Col. 1.

"Don't Worry, Live Long," January 9, 1920, Col. 2.

"Meylan-Henderson," January 4, 1929, 28.

'taiss Meylan Wed to L.G. Henderson," April 4, 1929, 20. ''Opposes Drill in Schools," May 7, 1916, Sec. 1, Page 16.

"Rowing Did Hurt Badger Oarsmen," January 17, 1915, Pec. 4, Page 3, Col. 3.

"Says Dangers Face College Athletics," December 29, 1921, 12, Col. 3.

"Topic of the Times," December 30, 1921, 14, Col. 5.

c. Other Articles

"Athletics," Monthly Bulletin, June, 1893, 1.

"Has Plan to Help All Sports at Columbia: Dr. Meylan, The Physical Director, Wants All Students to Take Exercise," The World (New York), February 14, 1914, (A Clipping).

Monthly Bulletin. October, 1891, 1891, 2.

Monthly Bulletin. August, 1893, 1.

'^Our New Medical Director," Boston's Young Men, September 5, 1896, 1-2.

'‘Testimonial to Dr. Meylan," Boston's Young Men, September 18, 1903, 2.

II. Secondary Sources

Concerning Dr. Meylan's Professional Work

1. Articles devoted directly to Meylan

"ACA News," Camping Magazine, XXXII (April, 1960), p. 39.

Arbolino, Jack N., "The Lion Afield," A History of Columbia College on Morningside. Dwight C. Miner (gen. ed.). New York: Columbia University Press, 1954.

"Association Presidents Through the Years," Journal of Health, Physical Education and Recreation, XXXI (April, 1960), pp. 64-65.

/Brownell, Clifford/, "In Memoriam." American Academy of Physical Education Professional Contributions No. 7 (Washington, D.C.: American Association for Health, Physical Education and Recreation, 1961), pp. 161-162.

Brownell, Clifford. "In Memoriam; George L. Meylan," Journal of Health, Physical Education and Recreation. XXXI (May, I960), p. 43. 183

Chandler, Warren, "Six Simple Rules for Long Life: An Interview with Dr. George L. Meylan," American Magazine, XCVII (January, 1924), pp. 56-57, 126-129.

Clarke, H. Harrison, "History of the Research Section of the American Association for Health and Physical Education," Research Quarterly IX (October, 1938), pp. 25-36.

Derieux, James C., "Interesting People: Paul Meylan Has Drawn the Picture of Scattergood Nearly a Hundred Times," American Magazine, CV (April, 1928), pp. 66-67.

Fitz, G/eorge/ W. (chairman), "Report of the Committee of Nine," American Physical Education Review, VI (September, 1901), pp. 221-224.

Gulick, Luther H., "Academy of Physical Education," American Physical Education Review, XV (May, 1910), pp. 332-334.

Hawkins, Arthur D., "Cows, Clocks, and Summer Camps... 'Retired, Columbia Professor, Once in Who's Who, Makes Good as Record Breaking Maine Farmer," Portland Evening Express (Maine), March 11, 1948, 19.

Howard, Glenn, "The College Physical Education Association," Journal of Health and Physical Education, XVII (September, 1946), pp. 410^411, 436-437.

"Highlights of ACA's First 50 Years," Camping Magazine. XXXII (February, 1960), p. 18.

Jessup, Elen, "Catch1Em Young: An Interview With Dr. George L. Meylan, Professor of Physical Education and Medical Director of Columbia University," The Outlook, CXXX1I1 (April, 1923), pp.

Lee, Mabel and Bennett, Bruce, "This is Our Heritage," Journal of Health. Physical Education and Recreation, XXXI (April, 1960), pp. 25-33, 38-47, 52-58, 62-73, 76-85.

______. "Of Historical Interest," Journal of Health, Physical Education and Recreation, XXXIX (January, 1968), pp. 29-31.

"Men of the Association Ranks," Association M e n , XXVIII (April, 1903), p. 326.

Montoye, Henry J., "Sports and Length of Life," Science and Medicine of Exercise and Sports. Warren Johnson (ed.). New York: Harper and Brothers, Publishers, 1960.

Nash, Jay B., "The American Academy of Physical Education," Journal of Health and Physical Education, XVII (January, 1946), pp. 8 , 39-40. 184

"Past Presidents of the National Associations," Camps and Camping. Eugene H. Lehman, ed. (New York: American Sports Publishing Company, 1931), p. 13.

Pierce, Palmer E., "Presidential Address," National Collegiate Athletic Association Proceedings of the 18th Annual Meeting, (December 28, 1923).

"Presentation of Fellowship Awards," Journal of Health and Physical Education, II (June, 1931), pp. 14-19.

''Presidents of the Camp Directors' Association of America," Camps and Camping, Eugene H. Lehman, ed. (New York: American Sports Publishing Company, 1923), p. 7.

"Role of Members," The Society of Directors of Physical Education in Colleges Proceedings of the Thirty-Fifth Annual Meeting (December 28, 1931), pp. 169-173.

Scott, Harry A., "Physical Education in Columbia," Columbia Alumni News, April 22, 1921. (A Clipping).

______. "The Society of Directors of Physical Education in Colleges," Journal of Health and Physical Education III (April, 1932), pp. 3-5, 54-55.

2. Books Concerning Dr. Meylan

Bookwalter, Karl (chairman). College Facilities for Physical Education, Health Education, and Recreation. New York: N.P., 1947.

Bovard, John F., Cozens, Frederick W., and Hagman, E. Patricia. Tests and Measurement in Pnysical Education, 3rd ed. Philadelphia: W. B. Saunders Company, 1949.

Cattell, Jacques, editor., American Men of Science, eighth ed. Lancaster, Pennsylvania: The Science Press, 1949.

_ , editor. Leaders in Education, 3rd ed. Lancaster, Pennsylvania: The Science Press, 1948.

Cureton, Thomas K. et al. Physical Fitness Appraisal and Guidance. St. Louis: The C. V. Mosby Company, 1947.

Doggett, Laurence L. History of Boston's Young Men's Christian Association 1851-1901. Boston: Young Men's Christian Association, 1901.

_ . Man and a School. New York: Association Press, 1943.

Gibson, H.W. The History of Organized Camping. N.P., N.D. Series of Articles reprinted from Camping Magazine, 1936. 185

Hackensmith, C. W. History of Physical Education. New York: Harper and Row Publishers, 1966.

Holmes, Frank R. (ed.) Who’s Who in New York (City and State), Eighth ed. New York: Who’s Who Publications, Ir«_., 1924.

Hopkins, Howard. History of the Y.M.C.A. North America. New York: Association Press, 1951.

Johnson, Warren R. (ed.). Science and Medicine of Exercise and Sports. New York: Harper and Brothers Publishers, 1960.

McKenzie, R. Tait. Exercise in Education and Medicine, 3rd ed, Philadelphia: W.B. Saunders Company, 1924.

McCurdy, James Huff, Physiology of Exercise. New York: Lea and Febiger, 1924.

Marquis, Albert Nelson (ed.). Who's Who in America. IX, Chicago: A.N. Marquis and Company, 1916.

Means, Richard K. A History of Health Education in the United States. Philadelphia: Lea and Febiger, 1962.

Meyers, Carlton R. and Blesh, T. Erwin. Measurement in Physical Education. New York: The Ronald Press Company, 1962.

Savage, Howard J., et al. American College Athletics. Bulletin No. 23 of the Carnegie Foundation Series. New York: The Carnegie Foundation for the Advancement of Teaching, 1929.

Van Dalen, Deobold B., Mitchell, Elmer D., and Bennett, Bruce L. A World History of Physical Education. Englewood Cliffs, New Jersey: Prentice Hall, Inc., 1953.

Walch, J. Edmund. Edward Hitchcock, M.D.: Founder of Physical Education in the College Curriculum. Greenville, North Carolina: The Author, 1966.

Weston, Arthur. The Making of American Physical Education. New York: Appleton-Century-Crofts , 1962.

Whiteside, William B. The Boston Y.M.C.A. and Community Need. New York: Association Press, 1951.

Who’s Who in the East. I, Boston: Larkin, Roosevelt and Larkin, Ltd., 1943.

Who Was Who In America. Ill, New York: W h o ’s Who, Inc., 1960.

Williams, Jesse Feiring. The Organization and Administration of Physical Education. New York: The McMillan Company, 1922. 186

1. Articles

"American Society for Research in Physical Education," American Physical Education Review, IX (March, 1904), pp. 60-62.

Anderson, William G. "The Early History of the American Associa­ tion for Health, Physical Education and Recreation then called The Association for the Advancement of Physical Education," Journal of Health and Physical Education, XII (January, 1941), pp. 3-4, 61-62. (March, 1941), pp. 151-133, 200-201. (April, 1941), pp. 244-245. (May, 1941), pp. 313-315, 340.

______, et^ al. "Informal Addresses Given at the Banquet, National Convention, New York, April, 1920," American Physical Education Review, XXV (October, 1920), pp. 312-313, 363-365.

Barker, Helen Grant. "Problems in Camp Administration Anticipated as a Result of the War," The Physical Educator, II (June, 1942), pp. 216-218.

Booth, Noel L. "Camps Face a Major Crisis," Camping World, VIII (January, 1942), pp. 4-9, 12.

Cremin, Lawrence A. "John Dewey and the Progressive Education Movement," 1915-1952," School Review, LXVII (Summer, 1959), pp. 160-171.

/Gulick/ ’’Editorial." Physical Education. I (October, 1892), pp. 151-153.

"How Organized Camps Met the Challenge in 1943," Report of the Research and Studies Committee of the Pacific Camping Association, Louis H. Blumenthal, (chairman). Santa Barbara, 1944.

Kallenberg, Henry. "They Had Something on the Bail," Journal of Physical Education. XXXVII (March-April, 1940), pp. 62-63, 74-75.

Niebuhr, Reinhold. "Pious and Secular America." Reprinted in Children of the Uprooted. Oscar Handlin (ed.). New York: George Braziller, 1966.

Pierce, Palmer E. "The Intercollegiate Athletic Association of the United States, Its Origin, Growth and Function," American Physical Education Review. XIII (February, 1908), pp. 85-90.

S/argent_/, D/udle^/ A. "Editorial Note and Comment," American Physical Education Review, II (December, 1897), pp. 252-253.

Smith, J. Gardner, "History of Physical Training in New York City and Vicinity in the Young Men's Christian Association," American Physical Education Review. IV (September, 1899), pp. 303-308. 187

Smith, J. Gardner, ’'Should a Physical Director Be a Medical Graduate," Physical Education, I (October, 1892), pp. 154-160.

"Training Our Doctors," The Review of Reviews, XII (November, 1895), pp. 582-583.

U.S. Congress. House. A Report of the Commissioners of Immigration Upon the Causes Which Incite Immigration to the United States. Ex. Doc. 235, Part I, 52nd Cong. 1st Sess., 1892.

U.S. Statutes At Large. XXIII (1883-1885). "An Act to Prohibit the importation and immigration of foreigners and aliens under contract or agreement to perform labor In the United States, its territories, and District of Columbia." February 26, 1885. Ch. 164, Sec. i, p. 332.

U .S. Statutes At Large. XXIV (1885-1887). "An Act to amend an act to prohibit the importation and immigration of foreigners and aliens under contract or agreement to perform labor in the United States, its territories and District of Columbia." February 23, 1887. Ch. 220, Sec. 8 , p. 415.

Williams, Alan S. "Birth of the Camp Directors Association," Camps and Camping, Eugene H. Lehman (ed.). New York: American Sports Publishing Company, 1921), pp. 11-13.

2. Books

Barnard, Henry. National Education: Systems, Institutions and Statistics of Public Instruction in Different Countries. New York: E. Steiger, 1872.

Boorstin, Daniel J. The Americans: The National Experience. New York: Vintage Books, 1965.

Bucher, Charles A. Foundations of Physical Education, fifth ed. St. Louis: The C.V. Mosby Company, 1968.

Burke, Arvid J. and Burke, Mary A. Documentation in Education. New York: Teachers College, 1967.

Butler, Nicholas Murray. The University in Action. (Vol. II of The Rise of a University, edited by Edward C. Elliot. 2 Vols. New York: Columbia University Press, 1937.

Doell, Charles E. and Fitzgerald, Gerald B. A Brief History of Parks and Recreation in the United States. Chicago: The Athletic Institute, 1954.

Freidel, Frank. America In The Twentieth Century. New York: Alfred A. Knopf, 1960.

Good, James I. History of the Swiss Reformed Church Since the Reformation. Philadelphia: Publlcatio and Sunday School Board of the Reformed Church in the United States, 1913. 188

Handlin, Oscar (ed.)* Children of the Uprooted. New York: George Braziller, 1966.

______, The Uprooted. Boston: Little, Brown and Company. 1951,

International Physical Department Committee. Physical Education. New York: Association Press, 1914.

Jones, Theodore Francis (ed.). New York University 1832:1932. New York: The New York University Press, 1933.

Leonard, Fred E. Pioneers of Modern Physical Training. N.P.: Physical Directors; Society of the Young Men's Christian Association of North America, 1910.

Menke, Frank C. The New Encyclopedia of Sports. New York: A.S. Barnes and Company, 1947.

Miner, Dwight C. (gen. ed.). A History of Columbia College on Morningside. New York: Columbia University Press, 1954.

Morison, Samuel Eliot. Three Centuries of Harvard 1636-1936. Cambridge, Massachusetts: Harvard University Press, 1937.

Morse, Richard C. History of the Young Men's Christian Associations. New York: Association Press, 1922.

Pollard, Hugh M. Pioneers of Popular Education 1760-1850. Cambridge, Massachusetts: Harvard University Press, 1957.

Rice, Emmett A. A Brief History of Physical Education. New York: A.S. Barnes and Company, 1926.

Schwendener, Norma. A History of Physical Education in the United States. New York: A.S. Barnes and Company, 1942.

Tate, William Knox. Some Suggestive Features of the Swiss School System. United States Bureau of Education Bulletin No. 56, 1913. Washington, D.C.: Government Printing Office, 1914.

Webb, Frank. Switzerland of the Swiss. New York: Charles Scribner's Sons, 1912.

WeiBenburger, Francis. Ordeal of Faith. New York: Philosophical Library, 1959.

______. Triumph of Faith. Richmond, Virginia: William Byrd Press, 1962. 189

3. Related Research

Bennett, Bruce, "The Life of Dudley Allen Sargent, M.D. and Hie Contributions to Physical Education." Unpublished Doctoral dissertation, University of Michigan, 1947.

Blumberg, Arthur. "A Historical Study of the Organized Camping Movement in New England, 1861-1950." Unpublished Masters thesis, Springfield College, 1951.

Dorgan, Ethel. "Luther Halsey Gulick," Unpublished Doctoral dissertation, Teachers College, 1934.

Dunbar, Henry Frederich, Jr. "A Brief History of the College Physical Education Association." Unpublished Doctoral disserta­ tion, Teachers College, 1950.

Johnson, Elmer. "A History of Physical Education in the Young Men's Christian Association." Unpublished Doctoral dissertation, University of Southern California, 1954.

Nustad, Harry L. 'The Historical Development of Organized Camping in the United States and Its Implications for Modern Education." Unpublished Masters thesis, Drake University, 1949.

Ray, Harold L. 'The Life and Professi' lal Contributions of William Gilbert Anderson, M.D." Unpublished Doctoral dissertation, Ohio State University, 1959.

Tong, Curtis Whitfield. "John Herbert Nichols, M.D.: A Life of Leadership In Physical Education and Athletics." Unpublished Doctoral dissertation, Ohio State University, 1968.

Washke, Paul R. 'The Development of the American Association for Health, Physical Education and Recreation and its Relationship to Physical Education in the United States." Unpublished Doctoral dissertation, New York University, 1943.

Ziegenfuss, George. 'Tntercollegiate Athletics at Columbia University." Unpublished Doctoral dissertation, Teachers College, 1950.