New-York tribune., 1907-12-29

the two ultimate principles to which all ars oii'eh''
Hfss leIi Tst question Concerns purpt Or
function baseball Ii common "ir iL aaanins Of
athletics? What values nave they IN IA ststem?
What values have they in education uslnlhgs @ ne
discipline and culture OF college men; ZEN for iTpon
the answers 10 these questions VIII depenu .i ilio
de IDEAS deteTminin many policies the organzatl9}n
and administration athletics We can oti1s tns
formulate the possible positions assumed 'o"a W
If we ask what athletics for in college Ge
any educational institution tneae 90 formulate as
answers concepts, which we may ioi
follows: ..,0,, <o- the Measure of the
spectator and profit of the athlete VINO l"i
The, ar for the pleasure of the spectator es
pecially the partisan sympathzer ana tne peeHr. prs
and nonor OF the athlete Inc partisan p,easuIIt57 I7
include ta the emotions in the skilled contest; ~
the satisfaction to partisan pr'qS 5e group and Gci
social intercourse which the of pleas
pre are also found in the first CONCEPT ath,s,s
3 They are for, (a) the benefit of the boy athlele
social resut (5 to tSa social fellowship Sympathy.
G,GareG Ind T iovaitv where highly organized teams
exisO among members Of the 5fsH ana 'ie
psthIeics are Organized and administered on
the first of these concepts there result nt has ITS
legitimate place: it there are no objections SO
If athietics are oTganized and administered on
the third concept, educational athie1as i @ created
the athletic impulse phase OF the play iii
If Athletes are organized the second concept
there results class Of athletics proessional
athletics or lust what we have to-day in many
colleges and secondary schools. They are seiupl
truly educational they are more seldom IT IalhS S
professional The tendency they take depehoS upoi
the class of characters dominant IN the codIoi :.
their organization and administration L mere ~
nothing in this concept that is distinctly
ent of the other two. In it there Is notnnS @ cln
does not logically belong to the first or tnru Go
cept. It is based misguided notions nan eVo'
sentiments and incomplete logic . ,
To bring out the problem IN SHARPER ted hW those
may to the arguments presenLetdq uS tha
who favor partial or complete abfosat'oh Vi ''e
amateur law. -. ..,-;, ,,,,,,r,er
ha seball is professionalism. a protesSlol -
one who makes his living by playing pail. SUN sum
mer PLAYERS do not make their living IN inns way.
a professional in anything This to our minus Is
Qlbbling word. 1t twists a concept by WIS
how much a man receives. but what erect ms pc
ing allowed q receive anything has on the qe.elop-
ment of athletics. The issue is squarely oeI"ee1
athletics force In the lives OF young men anu
for the specta atOr.
Some argue that MANY baseball players mus. us.
make their way through college, ~ theyy are no ~
labo in the harvest field 1t is only an act oI
humanity give them this easier opportunity "
make necessary money for an educat01,. I,o ,,nn
nIaying on summer teams. They have a rlSht 70
ali tho money benefit they can get through tneir
skill in game. but when they exercise I'm, lllIS
right have they also the right to play on the coeEe
team? This larger right is questioned II CoIiGEe
athletics organized and supported as ciiaI,
what of the rights of that vastly larger group "a
students who athletics for the sport tecIe
ton training involved? Does the SUNNI SUNNI,
nlaver rob these of rights in the stimulus
from hope OF making the c"HtSf 'es''ii
or the stimulus of athletics organized on that cor
cept? If he does. We must decide whor 'He a.. ~
great mass Of students must see that their
! rights protected