style="font-size:15px;"> 4 Each is strong in its attacks upon the opposite theory5 Both fail to recognize the identity of facts and actions with the self
6 Both are intellectually and morally harmful
7 The child's demand for realization of his own impulses cannot be suppressed
8 Emphasizing outward habits of action leaves the child's inner nature to its caprices
9 Making things interesting substitutes the pleasure of excitation for that of activity
10 The result is division of energies(a) In disagreeable effort it is simultaneous(b) In adventitious interest it is successive
11 When properly conceived, interest and effort are vitally related
II. INTEREST AS DIRECT AND INDIRECT
1 A brief descriptive account of interest
2 The active or propulsive phase
3 The objective phase
4 The emotional phase
5 Interest is primarily a form of self-expressive activity
6 Direct or immediated interest
7 Indirect, transferred or mediated interest
8 Two thoroughgoing errors(a) Selecting subject-matter regardless of interest(b) Making method a device for dressing up unrelated materials
9 The criterion for judging cases of transferred interest(a) Are means and ends intrinsically connected?(b) Two illustrative cases
10 Means and end are stages of a single developing activity(a) Three illustrations
11 Failure follows the appeal to adventitious or substituted interests
12 The true relation of subject-matter and the child's activities
13 Consequences of this view for pleasure and happiness
14 There is no rigid line between direct and indirect interests
15 Indirect interests are symptomatic of the expansion of simple activities into more complex ones
16 Indirect values become direct
17 Interest is legitimate only when it fosters development
18 Genuine interest indicates personal identification with a course of action
III. EFFORT, THINKING, AND MOTIVATION
1 The demand for effort is a demand for continuity in the face of difficulties
2 It has no significance apart from an end to be reached
3 Persistent but obstructed activity creates conflicting tendencies; dislike and longing
4 The emotion of effort or stress is a warning to reflect(a) On the worth of the end(b) On the provision of new means
5 The experience of difficulty may have a double effect(a) To weaken the impetus in a forward direction(b) To increase consciousness of the end
6 A conscious aim inspirits and guides in two ways(a) It makes the individual more conscious of his purpose(b) It turns his energy from thoughtless struggle to reflective judgment
7 The difference between educative and uneducative tasks
8 The criteria to be borne in mind(a) Is it so easy that it fails to stimulate thought?(b) Is it so difficult that it discourages activity?
9 Some specific consequences of violating these criteria
10 Good teaching must stimulate initiative
11 Difficulties and effort occur normally with increased depth and scope of thinking
12 Motive is a name for end in its active or dynamic capacity
13 Personal motivation cannot be thought of apart from an object or end in view
14 The problem is not to find a motive, but materials and conditions for the exercise of activities
15 The use and function of subject-matter is to promote the growth of personal powers
IV. TYPES OF EDUCATIVE INTEREST
1 Genuine interest is always marked by the absorption of powers in an occupation or pursuit
2 Activity includes all the expressions that involve growth of power(a) It specially includes: Power to realize the meaning of what is done(b) It excludes action under external constraint, random reaction, and habitual action
3 True educative interests or activities vary indefinitely
4 Physical activity(a) In so far as physical activity has to be learned it is intellectual in value(b) The importance of school occupations which involves the exercise of senses and movements(c) Sense organs are simply the pathways of stimuli to motor responses(d) Growth of knowledge occurs In adapting sense-stimulus and motor response(e) The great value of a wide range of play games, and occupations
5 Constructive activity(a) The use of tools and appliances makes possible development through complicated activities of long duration(b) The use of intervening tools distinguishes games and work from play(c) Work is distinguished from play only by the presence of an intellectual quality(d) Children need both work and play
6 Intellectual activity(a) The intellectual phases previously subordinate, develop and become dominant(b) Interest in the theoretical becomes direct
7 Social activity(a) The child early identifies his concerns with those of others(b) His social interest also suffuses his interest in things(c) Impersonal material should be presented in the rôle it actually plays in life(d) There is a close connection between social and moral interests(e) Interest itself is not selfish; its character depends upon its objects
V. THE PLACE OF INTEREST IN THE THEORY OF EDUCATION
1 All interests mark an identification of self with ends and means
2 All misconceptions of interest come from ignoring its moving, developing nature
3 The idea of interest protects pedagogical theory(a) From a merely internal conception of mind(b) From a merely external conception of subject-matter
4 Interest is obtained by considering and aiming at the conditions that lie back of it
Health and Sex in Higher Education
It may not generally be known that the alumnæ of the more important centers of female higher education in this country have an organized intercollegiate association for the promotion of woman's education and the study of questions regarding her training. This association has justified its existence, if justification were necessary,
