Success in producing mental discipline is the chief merit of traditional higher education. I doubt whether it can be achieved except by compelling or persuading active attention to a prescribed task. It is for this reason chiefly that I do not believe methods such as Madame Montessori’s applicable when the age of childhood has been passed. The essence of her method consists in giving a choice of occupations, any one of which is interesting to most children, and all of which are instructive. The child’s attention is wholly spontaneous, as in play; it enjoys acquiring knowledge in this way, and does not acquire any knowledge which it does not desire. I am convinced that this is the best method of education with young children: the actual results make it almost impossible to think otherwise. But it is difficult to see how this method can lead to control of attention by the will. Many things which must be thought about are uninteresting, and even those that are interesting at first often become very wearisome before they have been considered as long as is necessary. The power of giving prolonged attention is very important, and it is hardly to be widely acquired except as a habit induced originally by outside pressure. Some few boys, it is true, have sufficiently strong intellectual desires to be willing to undergo all that is necessary by their own initiative and free will; but for all others an external inducement is required in order to make them learn any subject thoroughly. There is among educational reformers a certain fear of demanding great efforts, and in the world at large a growing unwillingness to be bored. Both these tendencies have their good sides, but both also have their dangers. The mental discipline which is jeopardized can be preserved by mere advice without external compulsion whenever a boy’s intellectual interest and ambition can be sufficiently stimulated. A good teacher ought to be able to do this for any boy who is capable of much mental achievement; and for many of the others the present purely bookish education is probably not the best. In this way, so long as the importance of mental discipline is realized, it can probably be attained, whenever it is attainable, by appealing to the pupil’s consciousness of his own needs. So long as teachers are not expected to succeed by this method, it is easy for them to slip into a slothful dullness, and blame their pupils when the fault is really their own.