A teacher who wishes to use this concentrated system in detail, that rests on the intelligent co-operation of the scholar, will naturally find that the method is to be derived from the personality of the teacher himself. I think the teacher of history should not take up the prehistoric period, but should give the scholar some good popular work on it and let him go to a museum; he should then require a written essay, to be illustrated by the scholar with drawings of characteristic types of archæological specimens. In the same way, he could give a comparative view of the same period among other people. Then, if there were a scholar especially anxious to learn, he could put in his hands a work about the primitive condition of man. Every teacher, man or woman, can easily think out, for the subjects they teach, analogous methods. The teacher of geography who is talking about Siberia can give some good general description of it to all the scholars for their private study. Those particularly interested would be recommended to read a narrative of travels in Siberia, Dostojewsky's _Out of the Dead House_, and so on. If the teacher of history were taking up Napoleon, he could read in the French hour a work like Vigny's _Servitude et Grandeur Militaire_. For the Dutch War of Independence, Motley's history, Goethe's _Egmont_, and Schiller's _Don Carlos_ could be read. A whole book could be written on plans like these, with indications how the different fields of knowledge could supplement one another, how history, geography, literature, and art could be intertwined just as on the other side geography and natural science. Similarly it would show how different teachers could be of use to one another in communicating to their scholars a fuller knowledge. I should like to propose an hypothesis for discussion and examination that I have formulated, after a wide experience in story-telling, both as a listener and as a narrator. If I might put together in a statement, without intending to prove it, the result of my experience in the subject named, I should say that the mental food which is most attractive for the child, also gives the most nourishment. This is the fact that the physiology of our day has proved in the case of the organic existence of the child. Pedagogy is beginning, consciously or unconsciously, to apply it to the mental sphere, yet without daring to hold that nature is so simple, that need and inclination can be so nearly related. Naturally, it cannot be maintained that what is most attractive for children's stories should constitute their whole training, as physiology maintains that what tastes most agreeable to the child, for example sugar, should form his sole nourishment.