To what extent this sort of instinctive preference can be altered, I do not know; it certainly cannot be altered by sermons, and still less by edicts. Old Dr. Keate said, when he was addressing the school on the subject of fighting, "I must say that I like to see a boy return a blow!" It seems, if one considers it, to be a curious ideal to start life with, considering how little opportunity civilisation now gives for returning blows! Boys in fact are still educated under a system which seems to anticipate a combative and disturbed sort of life to follow, in which strength and agility, violence and physical activity, will have a value. Yet, as a matter of fact, such things have very little substantial value in an ordinary citizen's life at all, except in so far as they play their part in the elaborate cult of athletic exercises, with which we beguile the instinct which craves for manual toil. All the races, and games, and athletics cultivated so assiduously at school seem now to have very little aim in view. It is not important for ordinary life to be able to run a hundred yards, or even three miles, faster than another man; the judgment, the quickness of eye, the strength and swiftness of muscle needed to make a man a good batsman were all well enough in days when a man's life might afterwards depend on his use of sword and battle-axe. But now it only enables him to play games rather longer than other people, and to a certain extent ministers to bodily health, although the statistics of rowing would seem clearly to prove that it is a pursuit which is rather more apt to damage the vitality of strong boys than to increase the vitality of weak ones. So, if we look facts fairly in the face, we see that much of the training of school life, especially in the direction of athletics, is really little more than the maintenance of a thoughtless old tradition, and that it is all directed to increase our admiration of prowess and grace and gallantry, rather than to fortify us in usefulness and manual skill and soundness of body. A boy at school may be a skilful carver or carpenter; he may have a real gift for engineering or mechanics; he may even be a good rider, a first-rate fisherman, an excellent shot. He may have good intellectual abilities, a strong memory, a power of expression; he may be a sound mathematician, a competent scientist; he may have all sorts of excellent moral qualities, be reliable, accurate, truthful, punctual, duty-loving; he may in fact be equipped for life and citizenship, able to play his part sturdily and manfully, and to do the world good service; but yet he may never win the smallest recognition or admiration in his school-days, while all the glory and honour and credit is still reserved for the graceful, attractive, high-spirited athlete, who may have nothing else in the background.