THE TWENTY-FOURTH AMY MORRIS HOMANS LECTURE · PDF fileTHE TWENTY-FOURTH AMY MORRIS HOMANS LECTURE 1990 ... Eleanor Metheny devoted more than four decades of her life to the profes-

THE TWENTY-FOURTH AMY MORRIS HOMANS

LECTURE 1990

In a Different Voice

by Mary L. Remley

Photo courtesy of Wellesley College, Wellesley, Massachusetts

QUEST, 1991, 43, 109-118

In a Different Voice

Mary L. Remley

Eleanor Metheny devoted more than four decades of her life to the profes- sion of physical education. From an examination of her work, several major themes emerge in her speaking and writing-scientific, historical, feminist, and philosophical. Ideas are overlapping, sometimes even contradictory; yet she is recognized as one of the preeminent thinkers in the profession. Never satisfied with the status quo, she regularly challenged and cajoled her stu- dents and colleagues to examine the past, assess the present, and look to the future. She was both pragmatic and idealistic, but when she spoke, others listened-to ideas often articulated "in a different voice." My purpose in this paper is not to evaluate those ideas but rather to describe them from my personal point of view and as I perceived them to have developed over time.

The Amy Morris Homans Lecture was established to honor one of our out- standing leaders in physical education, and lecturers have traditionally paid trib- ute to Miss Hornans, a fearless pioneer in her own time to whom we owe a special debt of gratitude. My comments focus on another of our fearless pioneers, Eleanor Metheny, who, and most appropriately, I believe, was selected to initiate the Amy Morris Homans Lecture series in 1967. In introducing the speaker at that inau- gural lecture, Celeste Ulrich described Metheny as an "articulate spokesman, a provocative thinker, a principled professional, a daring disciplinarian," in es- sence, one who represented well the criteria established by the National Associa- tion for Physical Education of College Women for the lecturer: "meticulous scholarship . . . excellence of ideas . . . thoughtful understanding, human insights and energetic presentation, new concepts and a yearning for knowledge."' Any- one who knew Eleanor Metheny would surely concur that she embodied all those descriptors. I have been struck, however, with the journey she traveled to arrive as that premier thinker in our profession. How did the 1928 graduate from the University of Chicago with majors in mathematics and English become recog- nized for her "flow of meanings with no speech, and of as many meanings as of men," one of her oft-quoted lines from the poems of Wallace Stevens?'

The physical journey was not far different from that of many of us-six years of teaching high school math, English, and physical education; graduate school at the University of Iowa, earning a Ph.D. in 1940; two years as assistant professor of hygiene of Wellesley College; and a twenty-nine-year tenure in the Department of Physical Education at the University of Southern California. Within that time frame, however, the intellectual journey is marked with sweeping

About the Author: Mary L. Remley is with the Department of Kinesiology, HPER 179, Indiana University, Bloornington, IN 47405

110 REMLEY

changes, and it is that journey of the mind that is the central theme of this presen- tation.

I noted in a short essay for the Journal of Health, Physical Education and Recreation (JOHPER) some time ago that "whatever one thinks of the forces that underlie the historical process, they are filtered through the human mind, and this determines the tempo and manner in which they ~ork."~From a closer examination of those ideas filtered through the mind of Eleanor Metheny, three or four major themes emerge. Taking some academic license, and broadly speak- ing, I would categorize them as the scientific, feminist, and philosophical. Some might argue that another theme was historical, but in a thorough examination of Metheny's scholarly productivity, specific publications focusing on sport and physical education history appear infrequently. She did, however, use her consider- able expertise in the historical realm to develop and support several works in the other the~nes.~ These themes are not mutually exclusive, and the ideas presented are not necessarily consistent; indeed, themes are often overlapping, and ideas from a later period, even within the same theme, may contradict those from an earlier time. Throughout her professional career, however, Metheny was a van- guard among her peers with ideas that were not only provocative and challeng- ing, but often controversial. But let us go back to the beginning and what I describe as the scientific period.

The Scientific Theme Metheny's earliest publications were undoubtedly an outgrowth of her gradu-

ate study at the University of Iowa and her work in the Iowa Child Welfare Research Station. In the 1920s, 30s and 40s McCloy and others associated with the Research Station were involved with a number of ongoing studies, many of which were published as monographs in a series titled Studies in Child Welfare. Topics focused on a variety of subjects-grip strength, motor educability, physi- cal measurement, child growth and development-in the time that Metheny was a student at Iowa. Yet prior to the completion of her own doctoral research, she was exploring different ideas both within and outside of those topical areas.

In a first study published in Research Quarterly in 1938 Metheny had exam- ined the Johnson Test of Motor Educability with the threefold purpose of isolat- ing the primary components of the test, determining a method to reduce time required to administer it, and simplifying equipment needed to administer it. One of the outcomes of the study, however, was an effort to devise another test of motor educability that Metheny described as one that "might be significant in providing a new lead for research in the field of 'pure' motor ed~cability."~ As a neophyte researcher in graduate school she was already looking for paths that would lead others in new directions.

At a time when American black athletes were rising to prominence in ath- letic endeavors, questions were being asked about whether differences between Negroes and whites gave the Negro an advantage in certain types of athletic perfor- mance. Although some studies, especially in anthropology, had examined differ- ences between Negroes and whites, no quantitative answers had been provided for the athletic question. But Metheny set out to try, and the result was a 1939 study examining the relationship between athletic performance and body propor- tion differences in American Negroes and ~ h i t e s . ~ Although the results of the

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fit to live, fully, freely, with health, satisfaction, and the joy and fun that should be their birthright. "13

The Feminist Theme

Concurrent with the latter stages of this scientific/fitness period, Metheny began to move in a somewhat different direction in her published works and profes- sional presentations. Many of her writings in the 1950s and 60s concerned the status of women and their role in society, and equality for women was a recur- ring theme throughout those years.I4 A treatise written for Independent Woman (today known as American Business Woman) is remindful of the feminist think- ing of 1990 rather than of 1949 when it was published. "Inventory of Frustra- tions" took to task those who would criticize the single woman who had opted for the traditionally nonfeminine role of career woman rather than homemaker. And she very pointedly admonished the career woman, herself, who complained about her solitary existence. l5 Unlike modem feminists who contend that today's woman can have everyhng by balancing marriage and family life with career, Metheny suggested that the career woman "take inventory of [her own] life . . . compare the good and bad with that in the lives of others your age and consider whether you would be willing to change places with any homemaker of your acquaintance. "I6 She offered a number of suggestions for alleviating the perceived frustrations of the single career woman and achieving the security that seemed to be the domain of the homemaker, all of which could be relevant and sound advice even today. Her statement "The more truly we are ourselves . . . the happier and more successful we shall be" was indicative of her advice to the professional woman of the time." In a little-known poem written for Indepen- dent Woman, she summed up that advice in this way:

I starved myself To store away every acorn Against the future.

I thought that was the way To find security

But the acorns I stored Grew smaller and dryer each year; and so did I.

Now I eat my acorns As I need them To help me grow.

Security is not stored acorns Security is competence And a full heart.18

It was not until the 1960s that the sometimes strident voices of the women's movement began to capitalize on equality as a major goal. And rarely, if ever, did women in physical education brave a critical public by writing in the feminist arena. Metheny, however, was neither negligent nor hesitant in expounding her views and offering full support for opportunities for women in general and the

IN A DIFFERENT VOICE 113

sportswoman in particular. We11 before the Division for Girls' and Women's Sport altered its view about sponsoring high-level competition for women and the Asso- ciation of Intercollegiate Athletics for Women began to sponsor national events, Metheny was encouraging women to play to win because that, she said, "is the very essence of sportsmanlike conduct-to honor your opponent by offering her your very best efforts in the c~ntest."'~ And in 1955, more than a decade and a half before Title IX, Metheny spoke out for the highly skilled girl whose op- portunities for strenuous activity at a competitive level had been stifled, especially at the school and college level, for more than three decades. "From a strictly biological point of view," she said, "the potential values in competitive athletics are essentially the same for girls as they are for boys . . . biological evidence provides little if any basis for differentiating between the sexes in relation to the nature of those performances and the values accruing from them." Thus, in her view, "the concept of equality of opportunity for both sexes makes it quite pos- sible to defend the proposition that 'no girl should be denied the right to play football. ' "20

Metheny's ideas about both fitness and feminism and especially her views about opportunities for women in sport appear to be prophetic. And though it is always dangerous to speculate cause and effect, it is reasonable to examine those ideas in relation to trends in the 1990s. Fitness, for example, commands a prominent place in the contemporary scene, both in theory and in practice, and Metheny's 1951 purpose of developing fitness for living a full life is a dominant ideal in the promotion of current programs. Similarly, many of her views about opportunities for women have been fully implemented in the last two decades. Family and career are a common pattern for women in the 1990s, and opportuni- ties in competitive sport are readily available to the interested participant. To suggest that Metheny was responsible for such changes would be naive; how- ever, her ideas about fitness and feminism are surely as relevant today as when they were first articulated in the 1950s.

The Philosophical Theme

In Metheny's theoretical work on movement and meaning is found the most sustained efforts of her intellectual journey. The hallmark work published in Research Quarterly with Lois Ellfeldt in 1958 began a long series of expositions on the search for meaning in movement and an understanding of the significance of human movement. But that was not the beginning. In a 1954 article originally titled "Bodies Are Our Busines~"~' and published in JOHPER as "The Third Dimension in Physical Education," she reminded her colleagues of their

educationally unique concern for bodies in motion and for the utilization of the great emotional potentials inherent in movement. . . . The body is the physical manifestation of the person, his mind, his emotions, his thoughts, his feelings. . . . [Through] its movements he expresses and externalizes the thinking and feeling which makes him a unique person. And as he moves, the very act of movement modifies and affects his thinking and feeling and being.2z

Although she did not identify these ideas as the development of a theory of movement, it is clear that her thoughts were focused not on the development

114 REMLEY

of fitness or skill learning and game play, but on the significance of those activi- ties in the lives of the participants. As she noted,

Whether he runs and jumps to express his feelings or finds that feelings come from running and jumping, he experiences the dynamics of movement as an interaction of his mind, body and emotions. With each new experience in movement he finds more pathways leading to a better understanding of himself .23

It is in the original manuscript, "Bodies Are Our Business," that the foun- dation for Metheny's later work seemed most evident: "As we explore and en- large our understanding . . . during the coming years, we should in time arrive at a more inclusive and vital concept of what it means to educate a human being as a unified and integrated whole. "24 From this vantage point, perhaps even be- fore it, Metheny began to explore and enlarge her own understanding of move- ment and meaning and continued to do so for most of her remaining professional career.

In several articles and professional presentations she began to investigate and share ideas pertaining to the development of a theory of movement and mean- ing and often used diverse examples for clarifying her explorations. Though these were not always couched in theoretical terms, she nonetheless was making an effort to encourage others to think about movement in a different way. A 1957 speech to the conferees at the 25th Annual Convention of the Southern District of AAHPER made a plea for looking at both the intrinsic and extrinsic values of sport competition as she asked, "What is the meaning of this striving?" and answered, "The meaning of all human experien~e."~~ To the Dance Section of AAHPER in 1958 she focused on the consideration of nonverbal meanings of movement and the need for understanding these symbols as representative of "a basic human experience which is meaningful in its own right."26 But it is in an unpublished manuscript titled "Notes on the Development of a General Theory of Movement and Meaning" that the process of her theory development becomes clear. She drew heavily from the work of philosophers Susanne Langer and Er- nest Cassirer and credits Langer as the catalyst who launched the beginnings of her theory development. As Metheny noted, "Practically no work has been done on symbolic transformation of kinesthetic experience. . . . A few explorations into non-discursive symbolism of art and music have appeared. But Langer . . . [has] suggested that there are many non-discursive symbolic forms that cry out for exploration. "" Kinesthetic experience was one of those forms, Metheny believed, and with her colleague, Lois Ellfeldt, she began that explora- tion with what she described as a new line of attack: "The MEANING OF HU- MAN MOVEMENT can be explored in terms of symbolic transformation of kinesthetic sense e~perience."~' From the outset, however, verbal communica- tion about kinesthesia, a nonverbal experience, presented problems. In her own inimitable way, Metheny proclaimed, "We need a discursive symbolism if we are to discourse about non-discursive symbolism"; hence, the creation of a new vocabulary.29 Kinestruct, kinescept, and kinesymbol are probably familiar to most of us as "Metheny language," but to her, they were the culmination of efforts to develop a vocabulary that could be both usable and understandable as well as communicable. With that accomplished, at least to her satisfaction, she moved on to the next steps in the quest for a theory of movement and meaning.

IN A DIFFERENT VOICE 115

The product of these early discussions and refinements was "Movement and Meaning: Development of a General Theory," coauthored with Lois Ell- feldt and published in Research Quarterly in 1958. The authors noted that their work was the development of a tentative general theory, but their goal was any- thing but tentative: "To develop a coherent philosophy of movement which iden- tifies the meaning and value inherent in the basic human experience of moving and perceiving movement. "30 Other professionals were critical of various aspects of the theory; it served, nonetheless, as a springboard for Metheny's continuing refinement of and dialogue on "the meanings and values inherent in move- ment . . . as one facet of man's ability to understand himself and the world in which he lives. "31

Much of Metheny's work with the movementlmeaning theory following the Research Quarterly publication was shared with others through speaking en- gagements. These ideas culminated in 1968 with her book Movement and Mean- ing, a treatise she described as "a contribution to the growing body of literature that deals with nonverbal forms of human understanding . . . more specifical- ly . . . to those [with] a primary interest in movement forms."32 But Metheny's sojourn into theory development was not ended with a published book.

A number of speeches following Movement and Meaning further expanded the theme, and these with some earlier ones were published in a 1975 edition, Moving and Knowing.33 It is here, I believe, that the tenets of her philisophical position are most fully developed, because the papers represent conceptual changes that occurred over time. Again, using the words of her favorite poet, Wallace Stevens, she said, "Our sense of these things changes and they change, not as in metaphor, but in our sense of them.'734 The focus that began with a basic in- terest in the nature of human knowing and meaning in movement in the late 1950s shifted to nonverbal forms and was eventually articulated as multisensory think- ing. Even though the conceptual focus may have shifted, the change was not markedly notable, as the major thrust of her conceptualizing continued to focus on the individual or personal meaning to be found in movement.

For all her interest in developing a philosophical position, Metheny was in truth a very practical person, and the nature of that practicality is evident throughout her theorizing about movement and meaning. She frequently stressed making some practical sense out of a theoretical position so that it might be im- plemented in a real world. As she once said, "We [in physical education] suffer from an embarrassment of riches,"35 an overabundance of objectives that are difficult if not impossible to achieve. The need to clarify those goals and objec- tives of physical education, and to provide a reason for its existence in the pat- tern of education, was of prime concern to her, and, with few exceptions, that concern was reflected in her numerous presentations on the subject of movement and meaning. For example,

If we could clearly identify the unique meaning of movement as a . . . form of human meaningfulness, we would have no need to try to justify physical education . . . by identifying the unique value of movement as a meaningful and therefore educational experience, we who call ourselves physical educa- tors would be able to stand up proudly in our own educational right, and we could identify ourselves as educators who guide one meaningful form of educational experience.36

116 REMLEY

Movement experiences have intellectual content . . . [and] are comparable with music experiences and art experiences in terms of their potential contri- bution to the "fabric of meaning" that educators help children weave out of their perceptions of reality.37

She was quick to say that recognizing the meanings implicit in movement experiences was unlikely to alter the curriculum of physical education or that it would be easy to sell administrators on the concept, but she persisted with the notion that only through a meaning-centered curriculum could "man's needs for discovering his own identity as a human being in an impersonal universe of space" be met.38

Conclusion

Metheny once commented, "I believe that physical educators are obligat- ed to push all social institutions, including physical education in the directions that are indicated by their beliefs. "39 Certainly, her professional life and work were representative of that belief. Others have written about meaning and movement-Peter Arnold; Alice Gates; Eugen Matthias; one of my own col- leagues, Anya Roycem--but rarely so fluently and provocatively as Metheny. And she had no monopoly on the subjects of scientific investigation or history or feminism. Her ideas were not always popular, perhaps because they rarely reflect- ed the status quo. But, in words taken ftom the theme of a recent luncheon honoring women during Women's History Month, she was and continues to be, a "coura- geous voice echoing in our lives."41 Through a labyrinth of ideas that changed and matured as she did, she cajoled and challenged; she provoked her students and her colleagues to think in alternatives; she encouraged them to look to the future rather than dwell on the past. As the citation for the Luther Halsey Gulick award bestowed on her in 1977 noted,

Through her writings, her research, her positions of leadership, and her provocative speeches, Metheny has altered the focus of physical education to embrace the art and science of human movement. From her initial work . . . to her final influence on philosophical directions, she has provided leadership which few can

Leadership not only rarely matched, but always articulated "in a different voice. "

Notes

'Eleanor Metheny, "How Does a Movement Mean?" (Amy Morris Homans Lec- ture presented at the annual conference of the American Association for Health, Physical Education, and Recreation, Las Vegas, March, 1967).

%id. 3Mary L. Remley, "History of Ideas," Jounull of Health, Physical Education, and

Recreation 45 (May 1974):56.

IN A DIFFERENT VOICE 117

4Eleanor Metheny, "A Directive from History," Journal of Health, Physical Edu- cation, and Recreation 20 (Oct. 1949):5 14. See also E. Metheny , "The Excellence of Patroculus," Vital Issues (Washington, D.C.: American Alliance for Health, Physical Edu- cation, and Recreation, 1977), 98; E. Metheny, "Where Will You go from Here?" Con- notations of Movement in Sport and Dance (Dubuque, Iowa: William C. Brown, 1965), 149; and E. Metheny, "The 'Woman's Look' in Sport," Connotations, 163.

'See, for example, the following from Studies in Child Welfare (Iowa City: University of Iowa): Howard V. Meredith, "The Rhythm of Physical Growth9'xi (Feb. 1935):7-128; C.H. McCloy, "Appraising Physical Status: The Selection of Measurements" xii (Mar. 1936):9-126; Bernice Boynton, "The Physical Growth of Girls" xii (Sept. 1936):7-105; and Virginia Knott, "Physical Measurement of Young Children: A Study of Anthropo- metric Reliabilities for Children Three to Six Years of Age" xiii (Sept. 1941):7-99.

'Eleanor Metheny, "Studies of the Johnson Test as a Test of Motor Educability," Research Quarterly 9 (Dec. 1938): 105. For the original tests of motor educability, see Granville Johnson, "Physical Skill Tests for Sectioning Classes into Homogeneous Units," Research Quarterly 3 (Mar. 1932): 128.

'Eleanor Metheny, "Some Differences in Bodily Proportions Between American Negro and White Male College Students as Related to Performance," Research Quar- terly 10 (1939):41.

8Eleanor Metheny, "Breathing Capacity and Grip Strength of Preschool Children" (Ph.D. diss., University of Iowa, 1940). See aso "Breathing Capacity and Grip Strength in the First Decade of Life," Journal of Pediatrics 11 (Dec. 1941):841.

9Eleanor Metheny, "Some Physiologic Responses of Women to Moderate and Strenous Exercise: A Comparative Study," American Journal of Physiology 138 (Sept. 1942):318.

'OEleanor Metheny, "Are Sports Enough?" Journal of Health and Physical Edu- cation 14 (May 1943):250.

"Eleanor Metheny, Body Dynamics (New York: McGraw-Hill, 1952). I2Eleanor Metheny, "This Is Where We Came In," Journal of Health, Physical

Education, and Recreation 22 (Nov. 195 1):8. 131bid. 14See, for example, Metheny's works "Education for Women in an Evolving

Democracy" (Presented at the biennial conference of the National Association for Physi- cal Education of College Women, Williams Bay, Wisconsin, 1956), published in Conno- tations, 186; "Female Folklore, Fiction, and Fantasy" (Presented at the biennial conference of the National Association for Physical Education of College Women, Excelsior Springs, Missouri, 1958), published in Vital Issues, 119; and "Sport and the Feminine Image" (presented at the International Olympic Academy, Olympia, Greece, 1964), published in Vital Issues, 85.

lSEleanor Metheny, "Inventory of Frustrations," Independent Woman (January 1949): 12.

"%id., 13. "Ibid., 14. 18Eleanor Metheny, "Security," Independent Woman (July 1952): 193. 19Eleanor Metheny, "The 'Woman's Look' in Sports" (Presented at the confer-

ence of the National Athletic and Recreation Federation of College Women, Cowallis, Oregon, 1959), published in Connotations, 171.

loEleanor Metheny, "Relative Values in Athletics for Girls," Journal of Educa- tional Sociology 28 (Feb. 1955):268.

118 REMLEY

21Eleanor Metheny, "Bodies Are Our Business," unpublished manuscript in Metheny 's personal files.

22Eleanor Metheny, "The Third Dimension in Physical Education," Journal of Health, Physical Education, and Recreation 25 (Mar. 1954):27.

231bid., 27-28. 24Eleanor Metheny , "Bodies Are Our Business, " 1. 25Eleanor Metheny , "Utilizing the Educational Potential in Competition," Proceed-

ings of the 25th Annual Convention of the Southern District of the American Association of Health, Physical Education, and Recreation (1957), 20.

26Eleanor Metheny, "Movement as a Basic Human Experience" (Presented at the annual convention of the American Association for Health, Physical Education, and Rec- reation, Kansas City, 1958): also unpublished manuscript in Metheny's personal files, 7.

27Eleanor Metheny, "Notes on the Development of a General Theory of Move- ment and Meaning," unpublished manuscript in Metheny's personal fdes (1957), 2.

"Ibid., 3. Z91bid. 30Eleanor Metheny and Lois Ellfeldt, "Movement and Meaning: Development of

a General Theory," Research Quarterly 29 (Oct. 1958):265. 272.

32Eleanor Metheny, Movement and Meaning (New York: McGraw-Hill, 1968), x. 33Eleanor Metheny, Moving and Knowing (Mountain View, Calif. : Peek Publica-

tions, 1975). 341bid., vi. 35Eleanor Metheny, "A Directive from History," J o u m l of Health, Physical Edu-

cation and Recreation 20 (Oct. 1949):550. 36Eleanor Metheny, "The Intricate Web" (Presented at the annual conference of

the Eastern Association for Physical Education of College Women, Swampscott, Mass., 1958), published in Vital Issues, 51-52.

"Eleanor Metheny, "The Search for Meaning in Movement" (Presented at the an- nual conference of the Western Society for Physical Education of College Women, Asilo- mar, Calif., 1961), published in Connotations, 77.

38Eleanor Metheny, "The Unique Meanings Inherent in Human Movement" (Presented at the annual conference of the Southern District Division of the California Association of Health, Physical Education, and Recreation, Riverside, Calif., 1959), pub- lished in Connotations, 107.

39Eleanor Metheny, "Physical Education and the Conservative-Liberal Debate," Physical Educator 19 (Oct. 1962):88.

40Peter J. Arnold, Meaning in Movement, Sport and Physical Education (London: Heineman, 1979); Alice A. Gates, A New Look at Movement, A Dancer's View (Min- neapolis: Burgess, 1968); Eugen Matthias, l%e Deeper Meaning of Physical Education (New York: A.S. Barnes, 1929); Anya Peterson Royce, Movement and Meaning: Creativity and Interpretation in Ballet and Mime (Bloomington: Indiana University Press, 1984).

41Program for Women's History Month Luncheon (Bloomington, Indiana, 1989). 42"L~ther Halsey Gulick Award," Journal of Physical Education and Recreation

48 (Apr. 1977):14.