Logical accuracy is a late acquisition, and should not be forced upon young children. Getting the multiplication table right is, of course, accuracy as to matter-of-fact; it only becomes logical accuracy at a much later stage. Mathematics is the natural vehicle for this teaching, but it fails if allowed to appear as a set of arbitrary rules. Rules must be learnt, but at some stage the reasons for them must be made clear; if this is not done, mathematics has little educative value. I come now to a question which has already arisen in connection with exactness, the question, namely, how far it is possible or desirable to make all instruction interesting. The old view was that a great deal of it must be dull, and that only stern authority will induce the average boy to persist. (The average girl was to remain ignorant.) The modern view is that it can be made delightful through and through. I have much more sympathy with the modern view than with the old one; nevertheless, I think it is subject to some limitations, especially in higher education. I shall begin with what I think true in it. Modern writers on infant psychology all emphasize the importance of not urging a young child to eat or sleep: these things ought to be done spontaneously by the child, not as a result of coaxing or forcing. My own experience entirely bears out this teaching. At first, we did not know the newer teaching, and tried the older methods. They were very unsuccessful, whereas the modern methods succeeded perfectly. It must not be supposed, however, that the modern parent does nothing about eating and sleeping; on the contrary, everything possible is done to promote the formation of good habits. Meals come at regular times, and the child must sit through them without games whether he eats or not. Bed comes at regular times, and the child must lie down in bed. He may have a toy animal to hug, but not one that squeaks or runs or does anything exciting. If the animal is a favourite, one may play the game that the animal is tired and the child must put it to sleep. Then leave the child alone, and sleep will usually come very quickly. But never let the child think you are anxious he should sleep or eat. That at once makes him think you are asking a favour; this gives him a sense of power, which leads him to demand more and more coaxing or punishment. He should eat and sleep because he wants to, not to please you.