Not only is subject-matter to be varied on account of mental diversity, but also for social reasons as well. For an enlargement of this theme, see the annotation to paragraph 65. 61. What is to be taught and learned is, accordingly, not left for caprice and conventionality to decide. In this respect instruction differs in a striking manner from government, for which, if only idleness is prevented, it hardly matters what work children are given to do. =Note.=--Children are sent to school from many homes simply because they are in the way and their parents do not wish them to be idle. The school is regarded as an institution whose chief function is to govern, but which incidentally also imparts useful knowledge. Here there is a lack of insight into the nature of true mental culture; teachers, on the contrary, sometimes forget that they are giving pupils work, and that work should not exceed reasonable limits. CHAPTER II =The Aim of Instruction= 62. The ultimate purpose of instruction is contained in the notion, virtue. But in order to realize the final aim, another and nearer one must be set up. We may term it, _many-sidedness of interest_. The word _interest_ stands in general for that kind of mental activity which it is the business of instruction to incite. Mere information does not suffice; for this we think of as a supply or store of facts, which a person might possess or lack, and still remain the same being. But he who lays hold of his information and reaches out for more, takes an interest in it. Since, however, this mental activity, is varied (60), we need to add the further determination supplied by the term _many-sidedness_.