is the crown and purpose of education as of life.  We do not now think of education as merely book-learning, nor even as concerned only with mind and body, or only as fitting preparation for skilled work and cultured leisure; but rather as the development of the whole human being, with all his possibilities, interests, and motives, as well as powers, his feelings and imagination no less than reason and will.  In a word, education is training for life, with all that this connotes, and, as we learn to live only by living, must be thought of not merely as preparation for life, but as a life itself.  Plainly, if we give it a meaning as wide as this, a great part of education lies outside the school, in the influences of the home surroundings and, after school, of occupation and the whole social environment.  But during the school years—­and they are the most impressionable of all—­it is the school life that is for most the chief formative influence; and now more necessarily so than ever.  When, a few generations back, life was still, in the main, life in the country, and most things were still made at home or in the village, the most important part of education lay, except for a few, outside the school.  Now it is the other way.  Town life, the replacing of home-made by factory-made goods, the disappearance of the best part of home life before the demands of industry on the one side and the growth of luxury on the other—­these things are signs of a tendency that has swept away most of the practical home-education, and thrown it all upon the school.  And the schools have even yet hardly realised the full meaning of this change.  Instead of having to provide only a part of education—­the specially intellectual and, in the public schools at least, the physical side—­we have now to think of the whole nature of the growing boy or girl, and, by the environment and the occupations we provide, to appeal to interests and motives, and give occasion for the right use of powers, that may otherwise be undeveloped or misused.  A school cannot now consist merely of class-rooms and playing fields.  This is recognised by the addition of laboratories and workshops, gymnasium, swimming-bath, lecture-hall, museum, art-school, music-rooms—­all now essentials of a day school as much as of a boarding school.  But many of these things are still only partially made use of, and are apt to be regarded rather as ornamental excrescences, to be used by the few who have a special bent that way, at an extra charge, than as an integral part of education for all.  All the interests and means of training that they represent, and others as well, need to be brought more into the daily routine; to some extent in place of the too exclusively literary, or at least bookish, training, that has hitherto been the staple of education, but more, perhaps, since it is not possible to include in the regular curriculum all that is of value, as optional subjects and free-time occupations, though organised as part of the school course.