Perhaps present-day tendencies can be best indicated by printing here in full the report of a special committee appointed in 1919 by the Society of Directors of Physical Education in Colleges to formulate the aims and scope of physical education. It was published in the _American Physical Education Review_ for June, 1920, and adopted by the Society without change at the annual meeting in Chicago, December 30, 1920, as expressing its attitude in general on the various questions involved. After an introductory paragraph the report proceeds as follows: “DEFINITION. The term physical education is sometimes regarded as identical with the hygiene of childhood and youth. Others would limit it to more or less systematic exercise of the neuromuscular apparatus in order to promote and conserve the perfect functioning of the entire human mechanism, to make it what Huxley called ‘the ready servant of the will,’ and to develop correct motor habits. A usage more in conformity with the present conception of man’s nature as a unit is that which sees in measures insuring bodily health and the right kind and amount of motor activity an avenue of approach through which the whole individual may be influenced for good, in mind and character as well as in body; it employs the word physical to denote the means, and not the end. Probably no one would contend that education in general is identical with hygiene in its broader meaning, which takes account of mental and moral soundness, and there seems no better warrant for making physical education synonymous with hygiene in the narrower sense. Obviously something more than health is in the mind of one who adopts the newer definition proposed above, and improved coördination is not the only goal in sight. “AIMS. 1. If we conceive the perfecting of the individual in his social relations to be of greater importance than more purely personal values we may well begin our list of aims with certain qualities developed by appropriate group activities, particularly games and athletic sports, practised under favorable conditions. It is through these agencies that the child and youth most readily and naturally acquire habits of obedience, subordination, self-sacrifice, coöperation and friendliness, loyalty, capacity for leadership, ability to lose without sulking and win without boasting, a spirit of fair play, and all that is implied in the word sportsmanship. “2. Other qualities of marked, though indirect, significance to the community are self-confidence and self-control, mental and moral poise, good spirits, alertness, resourcefulness, decision and perseverance, courage, aggressiveness, initiative. These traits, developed by the farm life and varied home activities of an earlier age, must now be insured through other means than those which the average family can itself supply.