If such be the constituents of recreation one reflection stands out clearly, and that is the importance of educating or directing the demand for amusement. Popular demand can only choose what it knows; it could not choose the pictures for an art gallery or the best machines for the workshop, neither can it settle the amusements which are recreative. Children and young people are with great care fitted for work and taught how to earn a living; there is equal need that the people be fitted for recreation, and taught how to enjoy their being. They must know before they can choose. Education, and not the House of Lords, is the safeguard of democratic government. Mr. Dill’s “History of Social Life in the Towns of the Roman Empire during the First and Second Centuries” shows that there is a striking likeness between the condition of those times to that which prevails in England. The millionaires made noble benefactions, there were magnificent spectacles, there were contests which roused lunatic excitement as one of the combatants succeeded in some brutal strife, there was lavish provision of games and great enjoyment in feasting. The amusement was provided by others’ gifts, and, as Mr. Dill remarks, the people were more and more drawn from “interest in the things of the mind”. The games of Rome were steps in the decline and fall of Rome. The lesson which modern and ancient experience offers is that people must be as thoughtfully and as seriously prepared for their recreation as for their work.