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He whipped the chair back to the desk and poked his finger out.
"Now. When sport had become so popular with students that the educators were obliged to accept it, what did they do? They relegated it to a minor role, and left it in the hands of the students and outsiders. And by outsiders I mean people who are not considered educators.
"Well. That was a tragedy, that this potent force wasn't harnessed for education purposes. I say that at certain times in life physical education is as important as—if not more important than—mental education. But. What happens? The athletic department is left to shift for itself. Why? It isn't considered important."
BETTER THAN A CLASSROOM
Brundage stabbed the fingers of his right hand into the palm of his left hand to emphasize his argument.
"The educators ignore the social...educational...aesthetic...moral...artistic...and spiritual aspects of sport. And yet here is an opportunity to develop a man's inner worth, a man's character, that cannot be equaled in any classroom."
Abruptly he sat back, spun the chair and looked out at the darkening sky over Chicago. When he spoke again, it was in a quiet voice.
"I think," he said, looking out the window, "that every educational institution should give a course in amateurism along with its athletic program. Teach the principles of fair play and sportsmanship. Show how they can be applied in business, in politics, in government, in everyday living."
He turned his gaze from the window and looked across the room to the Olympic poster on the far wall.
"Think," he said, almost in wonder, "of the beneficial effect it could have on the world."