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from the freedom of the play room to the conscious and highly responsible freedom of the Senior Study is one which is most easily bridged by more direct stimulus from older minds. It is in the Study that the phenomenon of the complete conversion of the lazy, apathetic, or even apparently stupid, child most often takes place. Sometimes the process is lengthy, and only after many months does one become aware that the hoy who was believed to have been “ born tired ” is doing intelligent, concentrated, and persistent work. Public opinion, being voted a “nuisance” if you walk round chewing your pencil and giving unasked advice to your neighbours, a refusal on the part of your teacher to allow you to join your group if you have not carried out the work she has given you to do, all help to make you realise the premium that is placed upon the acquisition of knowledge, which subconsciously you know you desire. One of the fallacies of the extremists in modern education is that if a child expresses a passing dislike of a subject, no pressure should he brought to hear upon him to make continual effort in that direction. Experience at the Community goes to disprove this. Moral persuasion and intelligent presentation will often help a child through a slough of despond, and it will go gaily on its way, having unexpectedly found a key which has unlocked a treasure house. If, on the other hand, there is a continued inaptitude or dislike of a subject, it is only reasonable and just to allow the child freedom of choice in the matter. The Senior Study.— Here five children, two hoys and three girls, between the ages of 12 an a 14, possess their souls in peace, or noise, as the majority may dictate. Certain hours are fixed for short periods of coaching on various subjects; the rest of the day is left for these “ Seniors ” themselves to arrange. They clean their own Study, light their own fire, work unsupervised all the morning and evening at the subjects they are learning. It is their concern if they talk during working hours, and on them alone rests the responsibility. Their teachers expect the set work to be accomplished, and if it is left undone they have to pay the penalty of fitting it in at some other time. But the genuine interest in what they are doing is usually sufficient to ensure a wholesome amount of work being accomplished in the day. With these children the proportion of lessons to individual study is greatly reduced. For example, thirty minutes is given to a History coaching with two children, and lines of study are indicated which may involve two or three hours’ work looking up references, covering new ground, and reporting on what they have discovered. ) • How these children will in the future acquit themselves in the intellectual world cannot yet be gauged. All that can be claimed is that their attitude towards such a world is at present untrammelled, alert, interested, unconventional in the annals of childhood, in so far as the acquisition of knowledge is accepted by them, not as the gilded pill, but as an integral part of life, to be enjoyed in due proportion.