To take the latter first, is it not true that one part of our object is in the form of acquired knowledge and acquired skill? Practising the scales, or studying the multiplication table is not an end in itself. We require study and practice because we believe that the knowledge or the skill is worth having. Now it has been shown over and over again that what is learned with satisfaction sticks; and what is learned with pain is thrown overboard the first minute the watchman is off his guard. Are the names of writers with the titles of their books less well remembered by children who learn them through the game of "Authors" than they are by children who might be required to memorize them from a catalog? Are the sums and products of numbers acquired in keeping scores of games less accurate and less permanent in the mind of the child than the same sums and products learned as school exercises? Is the skill acquired in handling tools--sewing costumes, or making scenery for an amateur play--any less effective or less lasting than the skill acquired in sewing yards of stitches or sawing yards of board just for "exercise" in a class? On the contrary, other things being equal, arithmetic and authors and sewing and tinkering can be made both more effective and more lasting when associated with pleasurable feelings than when performed under strain, compulsion and resentment. If it is only a question of "learning" this or that, there is no doubt that the pleasant way is in every respect the better way. But, of course, it is not merely a question of learning the specific skill or knowledge. There is also the need for learning application, persistence through difficulties, endurance, and the other hardy virtues that distinguish a disciplined character. And here the contrast between the old attitude and the new is most marked. We can certainly force children to do what is disagreeable; we can hold them to their tasks when they are tempted to abandon the monotonous and wearisome round of uninteresting drudgery. But is this the only way to get for the children experience with such necessary, though unpleasant, work? We are assuming of course that such experience is necessary, since uninteresting work cannot be separated from most important undertakings. A typical experience in a school that has for several years conducted a class along the lines of the newer psychology can answer our question.