On August 26, 1831, educators attending a meeting of the American Institute of Instruction confirmed the need for physical exercise in schools, but wanted to determine what type of exercise program would be invigorating, utilitarian, interesting, and provide moral development. Advocates of manual labor programs stressed that physical labor provided serviceable and healthy exercise and aided in forming habits of industry. Few school labor programs in New England remained in existence for more than two seasons because they were financially unprofitable and drudgery for students. During the early 19th century children's recess activities included games and sports. Though rough-and-tumble activities near buildings were prohibited, school windows were broken and passing townspeople disrupted. Educators were seeking methods of controlling recess games, plus increasing moral development experiences. If games and sports could provide moral development opportunities, they would be considered of educational merit. The educational merits of sports have been debated throughout American history. This early athletic debate focused interest on games and sports as possible physical education activities. (Author/JD)