The Individual and the Race. Empirical beginning 462 Against “telling.” Effect of bad teaching 463 Learning should be pleasurable 464 Can learning be made interesting? 465 Apathy from bad teaching 466 Should learning be made interesting? 467 Difference between theory and practice 468 Importance of Herbert Spencer’s work 469 =Chapter XX.—Thoughts and Suggestions= 470-491 Want of an ideal 471 Get pupils to work hard 472 For this arouse interest. Wordsworth 473 Interest needed for activity 474 Teaching young children 475 Value of pictures 476 Dr. Vater at Leipzig 477 Dr. Vogel and Dr. Vater 478 First knowledge of numbers. Grubé 479 Measuring and weighing. Reading-books 480 Respect for books. Grammar. Reading 481 Silent and Vocal Reading 482 Memorising poetry. Composition 483 Correcting exercises. Three kinds of books 484 No epitomes 485 Ascham, Bacon, Goldsmith, against them 486 Arouse interest. Dr. Arnold’s historical primer 487 A Macaulay, not Mangnall, wanted 488 Beginnings in history and geography 489 Tales of Travelers 490 Results positive and negative 491 =Chapter XXI.—The Schoolmaster’s Moral and Religious Influence= 492-503 Master’s power, how gained and lost 493 Masters, the open and the reserved 494 Danger of excess either way 495 High ideal. Danger of low practice 496 Harm from overworking teachers 497 Refuge in routine work. Small schools 498 Influence through the Sixth. Day schools wanted 499 Teaching religion in England and Germany 500