In regard to our third question, it is clear that, if boys spent their whole day in one place, it would be more easy to divide it profitably between musical instruction and gymnastics than if they spent one part of it in one place, and another in another. Just how it was divided, we do not know, and I have little doubt that much depended upon the notions of parents and the tendencies of different periods. It is quite clear, from certain complaints of Aristotle's, that in Athens parents enjoyed great liberty in this matter. In any case, since, as we know, the institutions of education were open all day, it seems more than probable that one class of boys took their gymnastic lesson at one hour, another at another, and so with other branches of study. It cannot be that the physical training-schools were deserted when the music-schools were in session. I think there is sufficient reason for believing that, generally, the younger boys took their physical exercises in the morning, and their intellectual instruction in the afternoon, the order being reversed in the case of the older boys. How much of the time spent at school was given up to lessons and how much to play, is not at all clear; but I am inclined to think that the playtime was at least as long as the worktime. The schools were for boys what the agora and the gymnasium were for grown men--the place where their lives were spent. Before we consider separately the two divisions of Athenian education, a few facts common to them may be mentioned. In the first place, they had a common end, which was, to produce men independent but respectful, freedom-loving but law-abiding, healthy in mind and body, clear in thought, ready in action, and devoted to their families, their fatherland, and their gods. Contrary to the practice of the Romans, the Athenians sought to prepare their sons for independent citizenship at as early an age as possible. In the second place, the motives employed in both divisions were the same, viz. fear of punishment and hope of reward. As we have seen, the Athenian boy, if he behaved badly, was not spared the rod. As an offset against this, when he did well, he received unstinted praise, not to speak of more substantial things. Education, like everything else in Greece, took the form of competition. The Homeric line (_Il._, vi, 208; xi, 784), "See that thou ever be best, and above all others distinguished,"