but it is
deliberatively giving up. It implies enjoyment but it does not
necessarily imply the gratification of low desire.

Something can be said in favor of athletics. A story is told of a
gentleman who visited his nephew in a large private school. He went
around the athletic field and asked the trainers about his relative.
Then the uncle found the boy in his room, digging. He said, "What are
you doing here? None of the trainers see anything of you. What is the
trouble?" The student answered, "I have been sick and I have been
working hard to catch up." "Get out of this," replied the uncle, "I went
to preparatory school and to college to find friends, to get enjoyment,
to learn how to play, to come in contact with men. That is the serious
business of school and college."

There are some who consider this the very worst of heresies. I used to
think so myself; but contact with students in colleges and universities
has enabled me at least to see the point of view of this gentleman. Many
times I have met men who were not getting the most out of their college
or university course though you could not tell that from their
scholarship or so-called "standing." They lacked the spirit of
enjoyment, the power of initiative. They lacked the power of sympathetic
touch with other men that makes greatly for success in life.

To my mind there are some games which bring no sympathetic touch among
men. Mere games are not always worthy of the name of play. They become
drudgery, and they cause certain constrictions. They fetter the whole
life. They call for perfect silence, call for the exercise of great
mechanical skill. Frequently we find men playing games which are
analogous, if not identical, with their work. Games should be different
from work. They should bring sympathetic enjoyment. They should bring
exultation.

A noted physiologist sent by his government to examine into the physical
training of other countries visited a leading school in England and
found the pupils one morning, during the best hours of the day, at play.
Approaching one of the boys, he asked for the principal, and was
conducted very politely to the master. The visitor was greatly impressed
by the boys. He asked the principal why it was that his boys were
playing during the best part of the day. "Ah," said the principal, "that
is part of our method. We want the best time in the day to be devoted to
their outdoor exercises and sports. We take the utmost care t