Judged by this test of infectious enthusiasm, political education was to produce in the early months of 1918, evidence of its educational worth such as we never dreamt of, and here again the pioneer was not ourselves but a boy, and that boy not one of the group that had started the paper. This boy, who had recently become head of his House, conceived the idea that politics could become the medium of the same spirit of joyous and unforced co-operation as is traditionally (and sometimes actually) associated with athletics. His idea of a school house was of a vigorous and jolly community, living together on terms of friendly equality such as reduced fagging and the oligarchial "prefect system" to a minimum, and uniting in a real effort to keep abreast with the great world outside by means of a co-operative study of politics and the Press. The idea will seem mere foolishness and an impossibility to many of those who did not see it actually at work. At the best it will seem the kind of thing we may have read of in books about "freak schools," where so much loss has obviously to be set against whatever is gained. In this case, not only the idea, but all the practical details came from the boy himself and the little band of enthusiasts that gathered round him. Indeed, one feels a sense of impropriety in describing what was essentially not our work, but his. However, it was the fine flower of political education, and as such may fitly close this chapter. "Houses," after all, and not "forms," are the natural social units that compose a public school, and a scheme of education that becomes in the best sense popular may, indeed must, take its rise in the classroom, but will find its freest development in the life of house reading-room and house study.