In preparation for this lecture, the author read, among other studies, previous Sargent, Homans, and Hannah lectures. These papers read well, and, they continue to inform people today. Importantly, these lecturers addressed timely issues that confronted physical education in higher education and to some extent shaped the field as one now knows it.…

The myth of Pop Warner's sterling character hides the distasteful story behind the closure of Warner's Carlisle School for Indians on the grounds of moral corruption and misuse of athletic funds. (LH)

A study of the mythological elements attendant upon professional baseball reveals the complex social and cultural beliefs contributing to the current American world view. (LH)

The modern sports spectacular contains all the necessary elements of symbolic rite, and the public's behavior patterns during large-scale athletic events dramatically illustrate a ritualistic enactment of social and cultural power struggles via vicarious participation. (LH)

Most studies involving cinematographic analyses acknowledge the work of late 19th-century cinematographers and review current literature, but the significant "middle generation" of cinematographers are deleted. The contributions of Wallace O. Fenn, Herbert O. Elftman, Ruth B. Glassow, Ernst Jokl, and Thomas K. Cureton are highlighted. (Author/MT)

Items on the unfinished agendas of society, education, and physical education include: (1) the war on human suffering; (2) the paradox of education as the equalizer of social differences, although it recognizes individual merit based on academic excellence; and (3) physical education as an agent of social change and responsibility. (JN)

The philosophical conflicts in collegiate athletics are discussed through analysis of: (1) the function of intercollegiate athletics in higher education; (2) historical perspective of NCAA/AIAW; (3) the impact of Title IX; and (4) the influence of social and cultural factors upon athletic programs. (Author/JN)

The early history of physical education for women in the northeastern section of the United States is presented. Short biographies of notable contributors, both men and women, to the expansion of physical education programs, first in womens colleges, and later in coeducational institutions, are presented. (JN)

In the face of widespread belief that women were unsuitable for physical education, Amy Morris Homans and Mary Hemenway founded the Boston Normal School of Gymnastics in 1889 to train female physical education teachers. Later, the school affiliated with Wellesley College and established a graduate program directed by Homans. (PP)

The development of successful intercollegiate athletic teams has become increasingly important as a formal concern of higher education institutions. This situation has evolved from the historical lack of social consensus (or "charter") on appropriate goals of higher education and from the program objectives of business-minded college…