t,
it will be best to enumerate the various activities that have long
been practised in several different schools. Of those selected for the
purpose not all are connected with the Society of Friends; some are
for boys and some for girls only, and some co-educational; but alike
in being boarding schools, and in keeping their boys and girls from an
early age until, at the end of their school life, they go on to the
university or to their business or professional training. A few of the
pursuits to be mentioned are obviously more appropriate for boys,
others for girls; but the differences between those that are followed
in schools for boys and those for girls are surprisingly small, and to
give separate lists would only involve much needless repetition.

For the sake of clearness, it may be well to group the various
activities according as they are mainly outdoor or indoor occupations.
In the outdoor group, games and sports need not be included, as being,
in most cases, as much a part of the ordinary school course as the
class-work. They only become free-time pursuits, in the sense here
intended, in so far as practice for them is optional, and a large
amount of free time spent upon it. Thus, for example, while swimming
is, or should be, compulsory for all, and a regular time found for it
in the school time-table, it is entirely a voluntary matter to go in,
as in many schools a large number do, for the tests of the Royal
Humane Society. Apart from games, the outdoor pursuit that occupies
the largest place is probably, in most of these schools, some branch
of natural history (which may perhaps be held to include geology as
well as the study of plant and animal life)--not so much by the making
of collections, though this usually serves as a beginning, as by the
keeping of diaries, notes of observations illustrated by drawings and
photographs, and experimental work, in connection, perhaps, with work
done in science classes. Similarly in the study of archaeology, visits
to places of interest--there are always many old churches within
reach, if not other buildings of equal interest--give matter for
written notes as well as for drawings and photographs; and in at least
one case, the fact that the neighbourhood is rich in Roman remains has
given opportunity, under the guidance of a keen classical
archaeologist, for the laying bare of more than one Roman villa, and
for making interesting additions to the school museum. Besides their