false conception of mental action. The human organism needs exercise.
Man is not a disembodied spirit; he must pay attention to the claims of
the body. Indeed it will be found that time spent in exercise will
result in a higher grade of mental work. This is recognized by colleges
and universities by the requirement of gymnasium work, and the
opportunity should be welcomed by the student. Inasmuch as institutions
generally give instruction in this subject, we need not go specifically
into the matter of exercises. Perhaps the only caution that need be
urged is that against the excessive participation in such exhausting
games as foot-ball. It is seriously to be questioned whether the
strenuous grilling that a foot-ball player must undergo does not
actually impair his ability to concentrate upon his studies.

If you undertake a course of exercise, by all means have it regular.
Little is gained by sporadic exercising. Adopt the principle of
regularity and rhythmize this important phase of bodily activity as
well as all other phases.

In concluding our discussion of physical hygiene for the student, we
cannot stress too much the value of relaxation. The life of a student
is a trying one. It exercises chiefly the higher brain centres and
keeps the organism keyed up to a high pitch. These centres become
fatigued easily and ought to be rested occasionally. Therefore, the
student should relax at intervals, and engage in something remote from
study. To forget books for an entire week-end is often wisdom; to have
a hobby or an avocation is also wise. A student must not forget that he
is something more than an intellectual being. He is a physical organism
and a social being, and the well-rounded life demands that all phases
receive expression. We grant that it is wrong to exalt the physical and
stunt the mental, but it is also wrong to develop the intellectual and