§ 27. 7. This brings me to the last of Mr. Spencer’s principles of intellectual education. Instruction must excite the interest of the pupils and therefore be pleasurable to them. “Nature has made the healthful exercise of our faculties both of mind and body pleasurable. It is true that some of the highest mental powers as yet but little developed in the race, and congenitally possessed in any considerable degree only by the most advanced, are indisposed to the amount of exertion required of them. But these, in virtue of their very complexity will in a normal course of culture come last into exercise, and will, therefore, have no demands made on them until the pupil has arrived at an age when ulterior motives can be brought into play, and an indirect pleasure made to counterbalance a direct displeasure. With all faculties lower than these, however, the immediate gratification consequent on activity is the normal stimulus, and under good management the only needful stimulus. When we have to fall back on some other, we must take the fact as evidence that we are on the wrong track. Experience is daily showing with greater clearness that there is always a method to be found productive of interest—even of delight—and it ever turns out that this is the method proved by all other tests to be the right one.” § 28. As far as I have had the means of judging, I have found that the majority of teachers reject this principle. If you ask them why, most of them will tell you that it is impossible to make school-work interesting to children. A large number also hold that it is not desirable. Let us consider these two points separately.