Not less importance was attached to physical education than to intellectual and moral. Indeed, it was a principle in Freeland that physical education should have precedence, since a healthy, harmoniously developed mind presupposed a healthy harmoniously developed body. Moreover, in the cultivation of the intellect less stress was laid upon the accumulation of knowledge than upon the stimulation of the young mind to independent thought; therefore nothing was more anxiously and carefully avoided than over-pressure of mental work. No child was to be engaged in mental work--home preparation included--longer than at most six hours a day; hence the hours of teaching of any mental subject were limited to three a day, whilst two other school hours were devoted daily to physical exercises--gymnastics, running, dancing, swimming, riding; and for boys, in addition, fencing, wrestling, and shooting. A further principle in Freeland education was that the children should not be _forced_ into activity any more than the adults. We held that a properly directed logical system of education, not confined to the use of a too limited range of means, could scarcely fail to bring the pliable mind of childhood to a voluntary and eager fulfilment of reasonably allotted duties. And experience justified our opinion. Our mode of instruction had to be such as would make school exceedingly attractive; but, when this had been achieved, our boys and girls learnt in half the time as much, and that as thoroughly, as the physically and intellectually maltreated European boys and girls of the same age. For health's sake, the teaching was carried on out of doors as much as possible. With this in view, the schools were built either in large gardens or on the border of the forest, and the lessons in natural history were regularly, and other lessons frequently, given in connection with excursions into the neighbourhood. Consequently our school children presented a different appearance from that we had been accustomed to see in our old home, and especially in its great cities. Rosy faces and figures full of robust health, vigour, and the joy of living, self-reliance, and strong intelligence were betrayed by every mien and every movement. Thus were our children equipped for entering upon the serious duties of life. Naturally such a system of instruction demanded a very numerous and highly gifted staff of teachers. In Freeland there was on an average one teacher to every fifteen scholars, and the best intelligence in the land was secured for the teaching profession by the payment of high salaries. For the first four classes, which were taught chiefly by young women--single or widowed--the salaries ranged from 1,400 to 1,800 labour-hour equivalents; for the other six classes from 1,800 to 2,400. In the fifth year of the settlement these salaries, reckoned in money, amounted to from 350£ to 600£.