[8] A. E. H. Love, _Proceedings of the London Mathematical Society_, Vol. 14 (1915), page 183.
[9] V. V. Bobynin, _L'Enseignement Mathématique_, Vol. 1 (1899), page 78.
[10] The Training of Teachers of Mathematics, 1917, by R. C. Archibald. Bulletin No. 27, 1917, United States Bureau of Education.
[11] Cf. M. Bôcher, _Science_, Vol. 38 (1913), page 546.
=Lessons for physical education from the world war=
The events of the four years between the summer of 1914 and the winter of 1918 have brought us to a full realization of the real significance of physical education in the training of youth. America and her allies have had very dramatic reasons for regretting their careless indifference to the welfare of childhood and youth in former years. Only yesterday, we were told that the great war would be won by the country that could furnish the last man or fight for the last quarter of an hour. America and her allies looked with a new and fearful concern upon the army of young men who were found physically unfit for military service.
With the danger of war past, there is no lack of evidence that we and our allies will make practical application of this particular lesson. It will be fortunate indeed if the enlightened people of the earth are really permanently awake to the importance of the physical education of their citizens-in-the-making.
Governmental agencies have already started the movement to guarantee to the coming generation more extensive and more scientific physical education. Public and private institutions are joining forces so that the advantages of this extended program of physical education will be enjoyed by the young men and young women in industry and commerce as well as by those in schools and colleges.
It is to be hoped that the American college will do its full share and neglect no reasonable measure whereby the college graduate may be developed into the vigorous and healthy human being that the mentally trained ought to be. It must be admitted that our findings by the military draft boards, as well as other evidences secured through physical examinations, are not such as to make the American college proud of the quality or the extent of physical education which it has given in the past. We must express our keen disappointment at the prevalence of under-development, remediable defects, and unachieved physical and functional possibilities in our college graduates.