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March 27, 1926


JAMA. 1926;86(13):953-954. doi:10.1001/jama.1926.02670390033017

There is a growing tendency in this country to consider health one of the foremost objectives of education, taking its place with, or perhaps even surmounting, the consideration of mental development and social progress. It is not easy to define the end sought. To consider health in terms of mere freedom from disease falls far short of the ideals of the educational ambitions of the present day. A more adequate and satisfying definition of health pictures it as "the quality of life that renders the individual fit to live most and to serve best."1

Physical competence plays an important part in the sort of health fitness that is here portrayed. Inevitably there is a demand for some mode of measurement that is applicable to educational schemes, so that the degree of attainment can be evaluated. This is true in the routine of school work where mental tests of one