But by this time many questions will have arisen in the mind of the reader, especially if much of what has been enumerated lies outside his school experience; questions that demand an immediate answer.  Even if all this free-time work and play may have a certain value, how can time be found for it without encroaching on the regular work and games which, after all, must be the main concern of the school?  And even supposing that time could be found for both, will not all this voluntary activity and pleasure-work absorb the interests and energies that ought to be given to the more serious, if less attractive, studies?  And again, how can all this wide range of activity be controlled?  Who is going to teach, or look after, all these things?  How are they to be kept going?  Are they, or any of them, to be compulsory, or is a boy or girl to be allowed to do anything or nothing, or to flit, butterfly-fashion, from one to another, learning nothing except to fritter away energy in endless mental dissipation?

Only a brief answer can be attempted to these questions.  It might indeed be given in the answer to the old puzzle, solvitur ambulando; for, given a clear aim and common sense, most difficulties in education disappear as one goes on.  It is, in fact, a question of educational values; that settled, matters of detail soon settle themselves.  From what has been said above, it will be plain that the writer is one of those who think these voluntary free-time activities of such value that they are willing, in order to make room for them, to jettison some of the traditions that have gathered about school work and games.  Let the morning hours be reserved for the severer kinds of class work, but let the afternoons be mainly given to active pursuits of other kinds as well as games; and on one of them at least let expeditions in pursuit of the outdoor interests above outlined be an alternative to the games chosen by the keen players, or compulsory for those without an equivalent hobby.  Then, too, in the evenings let preparation be varied with handicrafts (the result will be an intellectual gain rather than loss), and time be reserved for the meetings of societies or for entertainments.  It may be well to say here that while every one of the things above mentioned is an actual fact in some school, in none, probably, are all attempted at once, nor, of course, do any of their members take up many of these pursuits at the same time; but it is surprising how much can be done by treating a part of some afternoons and evenings in the week as leisure time for these pursuits.  When this is done, there is usually a particular member of the Staff whose task it is, either permanently or in rotation, to see what is being done, to give suggestions and encouragement to beginners, and to see, if necessary, that freedom does not mean disorder.  Naturally, in the case of handicrafts, others also take part as actual teachers or at least as fellow-workers; but though it is generally