This may not seem a fair comparison to some of the "training" that has actually been tried. Perhaps a more familiar analogy would be in teaching a child correct movements for the game to be mastered, separated from any experience with real games. Boys are "practicing" for a game, and each one is drilling on some special detail, hitting, catching, running bases, long throws, or what not; each one of them has in mind as part of his moving purpose not only his team's success and glory, but his own individual responsibility. Contrast this with the same boys required to drill at precisely the same movements on the theory that the "exercise" will do them good, or that some time in the future they might have to meet a situation in which a long throw or a swift run would be significant. Do you expect the same enthusiasm and energy to be developed in both cases? And if not the same enthusiasm and energy, can we expect the same results--whether we view the results as so much skill or technic, whether we view the results as so much "training in drudgery," or whether we consider the results from the viewpoint of moral values as so much devotion, self-sacrifice, restraint? The "moral" values that have been for years attributed to athletics appear after all to be the effects of intense, enthusiastic, and interested participation in teamwork--that is, in purposeful and energetic concern with joint undertakings. The responsibilities we wish to develop, the sense of duty, no less than the application and persistence, no less than knowledge and skill, are types of habits which are best formed under the glow of satisfying experience. Far from assuming a soft life for the child, the idea of interest assumes the most strenuous kind of life. And the experiences of all who have tried it justifies the assumption. The experimental class already mentioned, similar experiments by Mrs. Marietta Johnson at Fairhope, Alabama and elsewhere, experimental classes at the Lincoln School and at the Horace Mann School, at various "play" schools in this country and in England, all show more continuous application of the children to whatever they happen to have in hand, longer periods of intense activity, and no sign whatever of loafing or shirking. The activities selected by the children themselves involve just as much "discipline" as anything that can be selected for them.