The school operated by David Manson in 18th century Belfast was a centre of learning which represented a critical approach to traditional forms of education. Choice instead of coercion; encouragement rather than ridicule; achievement and recognition for all learners were the hallmarks of his method. Enjoyment in teaching and in learning was not just an aspiration but a reality. Play was not seen as mere diversion or leisure but as purposeful, enjoyable work imbued with creativity and success. An exploration of the role of play and enjoyment as a pedagogical philosophy presents interesting parallels with David Manson's experiments. This paper argues that teachers who provide engaging opportunities for collaborative learning and who place priority in developing a classroom culture where success and self-esteem take precedence over curriculum delivery discover that the delineation between "work" and "play" becomes less sharply defined. Manson's vision of a pedagogy of enjoyment has a timely relevance for the challenges and concerns of the teacher of the 21st century.