A few words may serve to emphasize the comprehensiveness of these qualifications. Rhodes’s first requirement was that regard should be paid to ‘literary and scholastic attainments’. However, to this qualification he gives, in his scheme of units, but three points in ten. He desired neither ‘bookworms’ nor ‘grinds’; but men with the broad interests of the student, which lie not alone in intense study of books, but in a wide humanity and true culture. Rhodes preferred men who, with fixed habits of work and high scholastic ambitions, at the same time are alive to the importance of guarding ‘lest our culture separate us from humanity’; he believed that education consists in giving as well as getting, and that the danger of too high scholastic aims lies in drawing the scholar away from active participation in the political and social life of his fellow students. For this reason, while he insists upon a high standard of scholarship, he gives seven points in ten to qualifications other than scholastic. ‘Fondness for, and success in, manly outdoor sports’ ought not to allow of much misinterpretation. Yet Rhodes Scholars were once advertised as ‘all athletes’, and there has been disappointment in some quarters because they are not ‘all athletes’. There are degrees of athleticism. One may be athletic without being an athlete. And it has happened that one may be a Rhodes Scholar without being particularly athletic. However, ‘fondness for manly outdoor sports’ is above all a characteristic of Oxford men. ‘Exercise’ is a part of Oxford life. The athlete has great advantages in the Oxford system. The man who comes to Oxford without athletic propensities and without a hearty interest in sports is apt not only to have a dull time of it, but to find himself in an ‘unhealthy, enervating atmosphere’. It is not necessary that one be a ‘record’ man or a ‘star’, but the athletic qualification should be given its proper significance. The third qualification resolves itself into honest manhood and good-fellowship, and is closely linked with the fourth, which insists upon moral force of character and the qualities of leadership. These requirements do not mean that one shall play the ‘lion in society’ any more than that he shall attempt to dominate in the activities of his College. They mean that he shall possess the moral and social qualifications, the personality that will make him fit into the Oxford system; it means that he shall be a straightforward, enthusiastic, ‘social animal’; that he shall enjoy, and find interests in, and improve by, comradeship and mutual friendships. If an Oxford student neglect the ‘social side’ he will have lost some of the best opportunities which Oxford life affords. Rhodes on one occasion defined a University education as the ‘education of rubbing shoulders with every kind of individual and class on absolutely equal terms’; and it was this education of which he wished the Rhodes Scholars to partake.