T H E JOTJRNAL OF SCHOOL HEALTH 89

Physical education is compulsory in most schools; therefore, teachers must accept responsibility for the welfare of their students. l h y rx- perience required of a student sliould have positive results, helping him attain his greatest potential clevelor)ment-physicaI, intellectual, sorid, and moral.

I h ~ n though there may l)r sonic rewards, if these are not commensurate with tlie risks then certainly the activity has no place in either the physical education curriculum or tlic after-school recreational program. Boxing does not meet basic criteria of program planning, for it is not sound pliysiologically, psycliologicnlly, nor sociologically.

Briefly, boxing does not contribute to the major objectives of pliyhival rducation. Results of hlows to tlie liead generally are not obvious; howcwr, the pinpoint brain hemorrliRges ap- parently are not uncommon even when protective devices are worn.

Boxing does not equip the participant with permanent avorational and recreational interests to enable him to iisc leisure constructively throughout his lifetime.

Boxing does not contribute to improved human relations or to good citizenship, although some persons will argue that it is a channel tliroiigli which violence may he expressed in a noncriminal manner.

Boxing is barlxwism, based on the sadistic element so common to human nature. Of the wide range of sports in this nation, it is the only so-called “sport” which aims a t pountling tlic opponent into inwnsil)ility. Even among the professionals, who arc supposedly trained to protcvt tliemselves, a number of deaths liave ocriirrrtl within the past year.

It is recognized that with rigid cont,rols the potential dangrrs n oultl be definitely tlecre:tsed, but too often sucli controls are not applirrl. 1301- ing has no place whatsoever in the scliool program. Orlo TI’. Miller, Coordiiaator of Nealth, Physical Editcation and Safety, Departniciit of Public Jitstructioit, Madison , Wisconsin.

Boxing is inherently dangerous.

I t is not conducive to Iicalth.

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R E S E A R C H OF I N T E R E S T JAMES HIJMPHREY, PH. D

Hinton, Maxine Armstrong, et al. , “Infliicnces on Girls’ Eating Behavior,” Joztriinl

A sample of 140 girls 12, 13, and 14 years of age was used for an investigation of factors related to selected rating behavior indicrs and the :tdequacy of the dir t . More girls enjoyed noon and evening meals tlrnn brrakfast.. The main rc:ison given for not enjoying breakfast was that they were srldorn hungry a t this mral. \\‘lirn t.hey did not en‘oy the other meals, the rearons most, freqiiently given for the noon meal was t,liat t i e y did not, like the food served, and for the evening meal, t ha t tlrcy had had snacks too close to mealtirile or that. tliey were seldom hungry. Snacks were consumed more freqnently in the afternoon and evening than in the inorning. There was no relationship found between the niimber of snacks tnkcn and tlie ndr- quricy of the diet,. Daughters of emplo w i Inotlicrs trnded to h a w morr rrspon- xibility for family meals t,han had d:uigKkrs of mothrrs who werc not c.iiil)loyrtl. Neither employment, of mothers nor the reqioiisibilit,y of girls for iireals, howcvcr, was significantly related to eating behavior or adequacy of the diet.

of Home Economics, 1962, 54.

90 T H E JOURNAL OF SCHOOL HEALTH

The degree of identification with the feniine role was not significantly related to eating behavior or dietary adequacy. The only significant relationship foiind be- tween the scores on the hlinnosota Counseling Inventor scales for social relation- ships, mood, and leadcrship arid eating behavior was t i a t , tlie better the scores, the fcwer tlie meals missed. Girls who had more satisfactory score8 on the Minnesota Counseling Inventory scales for family relationship, emotional stability, conformity, and adjustment to reality had better dicts and missed fcwer meals than those who had poorer scores. Family criticism for not, cat,ing the right foods, for eating too much, for eating too often and for eat,ing too slowly were significant,ly and negatively related to the selection of an adequate diet.

Anderson, C. C. “A Dcvclopinental Stndy of Dogmatism During Adolescence Witti

An abbreviated vwsion of Rokeacli’s Dogmatism Scale was atlininistcred t,o sarnplvs of childrrii in Grades 8, 10, 11, antl 12. Intelligence test scores wcre also avsilnblc for all stadcnts, and measitrcs of socioeconomic statiis antl 1)s chologiciil control (the inverse of anxiety) for Grade 8 students only. The first KypothesiP, that t h e is a significrint decline in dogmatism during the adolcsccnt years was verified. No decision could be arrived a t aboiit the validit,y of the second hypothesis, (.hat, thcrc arc no sex diffcrcnccs in dogmatism. Tho third hypothesis, that Sex X Intelligencc is a significant interaction component of the variance of dogmatimi scnrcs, was verified, the tendency for intelligent ferrialcs to be significantly inout dogmatic tlinn int,elligent males being especially prominent. Evidence was also pro- vidcd establishing anxict,y and socioeconomic status as two more correlates of dog- matism. The former relationship between anxiety and dogmatism linked the tliiid Itypot~licsis wi t,li Hokcw~li’s work, and the lattcr inverse relationship linking socio- econoinic stat,ris with dogmatism makes plausible the inference that child rearing practices arc brisic detcrininants of dogmatism.

Llat,h, John A . , and Lewis, Edwin C., “Attitudes of Young Female Adults T O U W ~

One hiintlrcd a id three college wonien were administered two questionnaires 011 two se1)ar:itc days. ‘rlic first asked for att,itudes toward 37 probloms regarding parcntal con1 1.01 of an adolescent girl. ‘l’lie second asked for informiition concerning personal data, priict,ices in their own home in the same 37 areas, and the amount of conflict occiirring betwecn them and their piirents in each of thcsc areas when t,lie girls were adolescrnts. I t was Iiypothesized on the basis of the data that, although confiict,s bctwceri Imrcnts and adolescerit,s freqiicntly arise, the young peoplc tent1 to :idopt the atfitiidCs of their parents toward the trcatnitlnt of adolcsccnt>s :LY thcv themselves boconic? adiilts.

Horowit,x, Frances Lkgcan, “‘I‘lie Ilelirtionship of Anxiety, Sclf-Concept, untl Socio- inctric Stntris Among Fourllt, Fifth, and Sixth (;radc Childrcn,” J . Abnurtrt. .5’oc. l ’ sychol . , IWiP, 65.

‘l’lio Cliildrcn’s hlnnifcst Anxiety sciile, the Children’s Self-Concept scnlc, nntl ii rriiiking sociotnctrii: werc :idniinistcred to 11 1 fourth, fifth rind six1 Ii grade cliildrcw. lirsiilts intlic:itrd that, n i o r c anxious children trnded t,o be lcss popiiliir tlinn lcss :uixioits cliiltlrrn. The results arc consiatcnt, with 1)revioiis research both in direction rind magnitude for rr.l:ttionsliip. I t was suggested that, the low level of tho ohtninrtl correhitions l i ns important implications for furt,ticr research.

Powell, 3l;irvin and Ilnrgem, Jcrry, “An Invtjstigntion of the Diffcrcnccs Rrtwcxn Tenth-, Elcventlr-, iind ‘I‘welftli-Grade ‘Conforming’ and ‘Nonconforming’ Boys,” J . Edirc. Res.. I9@2, Sti.

I enth-, clcvcntli-, and twelfth-gr:idr “conforining” boys were compared t o t,rnt,h-, elcvcnth-. nnrl twc?lfth-gr:ttir “nonconforming” boys in order to deteririinr how the groiilw differ. The hoys in the two groups (nintched by IQ) werc cnni- pired on thc charnctcristics nicnsured by thr CItlifornia l‘cst of Personality, t l w l’hiirst,onc Tenilwrnnirnt Schrdule, iintl the Chlifornia Itrnding ‘l’rat. ‘I‘hry were conilmrctl on tlir l)nsis of totiil gr:idrs, English grudc, physical ediicntion gradr, :ind on tlie r i i i i i 1 1 ~ t ~ 1 ~ of t ir i ivs tliry \wrc : i l ) w n t from school, mid the nini i1)cr of t i n i t b s I livy w c ~ r c tiirdy. Fin:illy, tlicy werc rrskrd to rcslmnd to ti nuntl~er of questions on :I cliicstionn:iirc dcsigncd by the arit.hor. (:encrally, the “iioiiconfortricrs” tcritlctl t o

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lleference to dex Diffcrcnccs”, J . Abnorm. Snc. Psychol., 1962, 66.

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Some Arew of hrcnt-Adolescent Conflict,,” J . Genet, Psychol., 1962, 100.

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THE JOURNAL OF SCHOOL HEALTH 91

show poorer social ad’ustment and were more impulsive than the “conformists.” The questionnaire resuits indicated that “conforming” boys come from higher-level socioeconomic homes, and have better educated parents. They like school, plan t o continue their education, and have higher-level vocational choices. They also attend church frequent1 . “Nonconformers” held, ,more parbtime jobs, owned their own cars, smoked a d s t a y e d around “hangouts.

Espenschade Anna S., “Restudy of Relationships Between Physical Performance

The relationship of age, height and weight to performance of boys and girls on the California Physical Performance Tests was studied in order to evaluate these factors as bases for the grouping of students and for the establishment of norms for test erformance. Where age is held constant, relationships of all performances with heigft and with weight are low. Highest correlations were obtained for boys of junior high school age in the events of ’umping and throwing. Significant changes with age do occur in most events for b o t , sexes. Age is recommended as a basis for test norms. If grouping according to size is desired, the California Classification Plan is superior. (Author’s abstract).

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of School bhildren and Age Height, and Weight,” Res. Quarterly, 1963, 34.

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HOW WE DO I T ABTHUR L. HARNEIT, ED.D.

‘(School Health i n Action” or How A School Health Council Came Into Existence

“It seems to me that the health problems in our school warrant more attention than the piecemeal approach of our P.T.A. health and safety committee. The committee members have put on some excellent P.T.A. programs and should be commended for their work. Each year, however, a new health and safety committee is selected. We deal with some of the same problems year after year without much progress. Perhaps a more permanent type of committee needs to be formed.” These words expressed by a health-conscious parent a t a meeting of the Stewart School (grades 1-8) in Oxford, Ohio, on a winter evening in 1959, provided the impetus for the development of a school health council.

As the group turned to me for a comment, I suggested that we invite Mr. Alfred Tanner, Talawanda District Health and Physical Education Supervisor, to talk about a coordinated and continuous approach to our health problems. Mr. Tanner met with us the following week and showed the movie ‘(School Health in Action”. It wasn’t long afterwards that we met to form the Stewart School Health Council. At our first meeting we established some guidelines to insure that our council would be an effective, working group and not be just anot,her meeting to attend. First, we decided to keep the group rather small. We invited the follow- ing persons to our organizational meeting: the District Health and Phys- ical Education Supervisor, the School Nurse, the two members of the P.T.A. health and safety committee, the district superintendent of schools, the Stewart School principal, one of the health and physical teachers, a classroom teacher representing the upper grades, and the Miami University health coordinator. Although the school physician was unable to attend the council meetings, he was invited to Ee a mem-