“sympathetic,” the social, and the religious interests. These are six divisions of interest, according to Herbart. All of these interests must be aroused and harmoniously developed in order that the child may have a rich and coherent circle of thought. This is called, in the Herbartian terminology, “many-sidedness of interest.” Many-sided interest prevents one from falling into egoism; it provides the basis for social bond and cooperation. By having a wide range of motives, and consequently a balance of the will, one will find in it a “protection in the future from the yoke of the desires and the passions. It will arm him against fortune’s changes, and will make life worth living, even when a cruel fate has robbed him of his dearest. It will guard him from all errors which spring from idleness, and will provide him with a new calling when the old has been closed to him. It will raise him to the level from which earthly possessions and the successes of worldly efforts seem but accidents which cannot touch the true self, for above them stands the moral character, grand and free” (6: p. 96). Thus, as the end of education is character, so the direct aim of instruction is many-sided interest. Consequently, instruction should be, first of all, manifold, and not one-sided. “Every avenue of approach should be thrown open.” The apperceptive capacity of the child should be moved in all directions. Of course we must accommodate the subject-matter to the great variety of endowments the child presents. “Yet while instruction must thus be differentiated, it should not be made so special as to cultivate only the more prominent gifts; otherwise the pupil’s less vigorous mental faculties would be wholly neglected and perhaps suppressed” (8: p. 42). Instruction should always follow the gradual progress of interest in the pupil. A new apperception, a new interest is invariably to be grafted upon the already existing ones. “When interest has not been aroused, compulsory acquisition is not only worthless, leading as it does to soulless, mechanical activity, but positively injurious, because it vitiates the pupils’ mental aptitude and disposition” (8: p. 290). Not mastery of a certain skill or thoroughness in any one of the branches of knowledge, but fondness for these, accompanied by the desire to further them, is the main thing, especially in the early stages of instruction. “Interest means self-activity. The demand for a many-sided interest is, therefore, a demand for a many-sided self-activity” (8: p. 60). Herbart condemns the “_a priori_ assumptions that certain subjects must be taught.” “The intellectual self-activity of the pupil,” this is the end of “educative instruction.” “This, and not mere knowledge, any more than utility, determines the point of view with regard to the instruction material” (8: p. 97).