But with all this there is, of course, the danger that so much energy
may be absorbed in these pursuits that little is left for the ordinary
school work. In some few cases, where there is a strong natural bent
and the free-time pursuit is a serious object of study, this may be a
thing not to be discouraged, as it will provide the truest means of
education. But in most cases care is needed to see that the due
proportion is kept, and especially that mere amusement is not allowed
to occupy the whole of leisure, still less to distract thought and
effort from serious work. By making entertainments, which might, if
too frequent or too elaborate, have this effect, dependent on the
school work being well done, this danger can be minimised. For the
rest, if free-time work is found to take the first place in a boy's
thoughts, may not this be a sign that the ordinary curriculum and
methods of teaching are capable of improvement, and that more use of
these natural interests may with advantage be made in class time as
well? Not that work of any kind can be all pleasure or always
outwardly interesting; there is plenty of hard spade-work needed in
any study seriously followed, in class or out. But if in education
keenness is the first essential and personality the final aim,
interest and freedom must have a larger place than is usually allowed
them in the class-room if the real education is not to centre in the
self-chosen and self-directed pursuits of leisure.
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