Exactly the same experience results from school and college organization of education work. The student in the common schools does not choose his course; it is prescribed for him by his family and by society. He does not go to school because he is mentally ambitious, but because the standards of universal education require it of him. Especially in the colleges which inherit a great name and attract young men and women for social advantage, the students are characterized by an involuntary subjection to the routine of modern pedagogy. Educational discipline is imposed upon them through the long hours of lectures and laboratory and recitations. The students in high school and college are accumulating a rebound of voluntary action. This organized self-expression takes the form of school and college athletics, which has long since been adopted as a part of the educational routine. No considerable number of educators are in favor of abolishing it, and only a few venture to believe in restricting college athletics. Its moral value is everywhere tacitly recognized, and pretty generally it is consciously accepted by college and school faculties. Play of this sort has great moral value. We are hired to work, and we do it without choice or enthusiasm, but in play the natural forces and the personal choice are at their maximum. Every action is chosen and is saturated with the pleasure of self-expression. The result is that play has high ethical value. Especially has organized recreation great moral power, because it involves team work, and the subjection of the individual to the success of the team. Organized recreation teaches self-denial in a multitude of experiences which are all the more powerful because they are not prescribed by any teacher or preacher, but are the free natural expression of the human spirit under the government of chosen associates working out together a common purpose. Therefore it is necessary to use play for the recreation of country life. The word is literal, not figurative. It is not a problem merely of games, nor the question of gymnasium, but a profound ethical enterprise of disciplining the whole population through the use of the play spirit. This question must be approached on the high plane of the teaching of modern theorists, and the experience of such practical organizations as the Young Men's Christian Association.