134. As boys grow older, they may derive a great deal of profit from reading and doing many things by themselves. Following their own choice, they develop in accordance with their individual traits. We question, however, the wisdom of calling for reports on such outside pursuits. Pupils of ordinary capacity should not be made ambitious to imitate what they are not fitted for; extensive reading must not impair feeling and thinking. Breadth of learning is not identical with depth, and cannot make up for lack of depth. Instead of reading, some engage in the study of a fine art. Others are compelled at an early age to give lessons in order to support themselves. These learn while teaching. The essentials of a coherent scheme of studies must not be dependent on outside reading; they must be embraced in the plan of instruction itself. 135. From beginning to end the course of study must be arranged so as to provide for each of the main classes of interest. The empirical interest, to be sure, is called forth everywhere more easily than any of the other kinds. But religious instruction always fosters sympathetic interest; in this it must have the assistance of history and language study. Æsthetic culture at first depends on the work in the mother-tongue; it is desirable to have, in addition, instruction in singing, which at the same time promotes the health of the pupil. Later on, the ancient classics contribute their share of influence. Training in thinking is afforded by analytic, grammatical, and mathematical instruction; toward the end, also, by the study of history, which then becomes a search for causes and effects. Coöperation of this sort is to be sought everywhere; the authors to be studied must be selected with this end in view, and interpreted accordingly.