pleasant task which demands only a moderate amount of energy may be very distasteful.

4. The expenditure of stored-up muscular energy, e.g., a brisk walk after several hours' study, gives pleasure.

5. Long continued physical exercise, resulting in fatigue, becomes painful.

6. Change in the kind of exercise one takes, conduces to pleasure and to physical well-being.

7. Rest after normal exercise is pleasurable.

8. There is a cadence or rhythm of movement which we find more agreeable than faster or slower movements.

Make a list of conditions likely to be attended with pleasurable interest, and another list with painful interest.

X.-EDUCATIONAL APPLICATION:

Give school-room illustrations of the following:

Every person is interested in something, and in certain things more than in others. Presentations are interesting in proportion to their power when interpreted to signify more than themselves.

What is interesting to one person may not be interesting to another.

There are certain things which seem to have a common interest for all persons.

Every activity (physical, mental, moral) has an interesting side, and activity is natural to every healthy person who is not fatigued.

Spontaneous activity is attended with pleasurable interest. Rest after exercise is enjoyable.

Expression is attended with interest, e.g., in early years, speaking, reading, singing, writing, drawing, paper-folding, modelling, etc., are interesting.

The activity of the satisfaction of impulses to sensation, e.g., hunger or touch, is interesting.

Imitation is interesting.

Play is naturally interesting, especially in early years.
Mental activity is naturally interesting.

Continued repetition of the familiar becomes monotonous. We are seldom interested in what is entirely unfamiliar to us or too difficult for us.

An activity which combines familiarity with novelty is interesting. The line which connects the known with the related unknown is the line of greatest interest.

When a number of different interests are presented the mind naturally attends to the most attractive.

Too many interests dissipate energy and divert attention. We are naturally more interested in ourselves than we are in other people.

As we grow older, interest should extend to others, to family, friends, country, fellowmen, and God, otherwise selflove becomes deadening.

Where there is no natural interest, it can sometimes be acquired.

The habit of doing a thing may cause us to become interested in it.

An uninteresting subject may become interesting to us if we see it is interesting to those whose opinions we appreciate. It may become interesting by being associated with certain things with which we are interested.

It may be made interesting by a series of questions which awaken our curiosity regarding it.

It may become interesting as we investigate it further, owing to the attractive results obtained.

Attention should be given to a subject, not because it is at first attractive, but because it ought to be attended to, and if it be the proper subject for the learner, it then becomes interesting.

CHAPTER XI

Volition

The Will.-What is meant by saying that a person possesses strong will power?

I. ANALYSIS OF A WILL ACT:

Consider the following:

A boy going to school in the morning is met by a companion, who urges him to play truant and go fishing. He considers for a time, weighs the matter in his mind, concludes that he will go to school, tells his companion he has concluded not to go with him and starts off for school.

What is the first requisite to any such act of choice? If neither the school idea nor the fishing idea seemed to present a state more desirable than that of remaining where he was, what would he have done?

"Poor, honest John Thompson, the hedger and ditcher, Although he was poor, didn't want to be richer."

Under these circumstances, would John Thompson make an effort to get richer? Why not? Give examples to show that in every act of will there must first be the conception of one or more possible states or conditions more desirable than the one which the individual is now in.

Make a list of the arguments which might incline the boy to conclude to go fishing. Make a list of arguments in favor of the school idea.

Make lists of disadvantages of fishing and of going to school.

Desire has been defined as "The conflict of an idea felt to be satisfactory with a reality which fails to satisfy."

Give examples to show that in every act of choice there is a conflict of desires and a deliberation or consideration of the respective values of these desires, before making a selection.

When the boy has made up his mind to go to school, are we sure that he will go? Why not? What is meant by the saying: "At night we make up our minds to leave our bed early, in the morning we make up our bodies to leave it late?"

What is meant by the saying: "The spirit is willing, but the flesh is weak?" What is lacking after making the choice, before the act of will is really completed? Will the choice be of any value unless an effort be made to realize it? An idea which has been selected in this way as the result of deliberation and choice, and which we set before us as an end to be realized, is called a "Motive." If we were unable to act, would we ever realize our motive? Give other examples of conflicting desires, deliberation, choice of motive and realization of motive. We found that Sensation is the basis of Knowledge and Interest of Feeling. Examine the basis of consciously directed Self-activity.

II.-IMPULSE:

Is there a natural tendency to activity in all individuals. in early life? An infant is thrown into the water. In what way do its movements, mental or physical, differ from those of the expert swimmer under the same conditions?

A little child who has not learned to walk likes candy and knows the appearance of candy when he sees it. A piece of candy is offered him at a distance. The child looks at the candy, hesitates a moment, starts for the candy and tumbles on the floor. Why does he start for the candy? Describe what takes place in his mind. He contrasts the condition of

possessing the candy with his present condition; which does he select? When thus selected, what may this end be called? Why does he not realize his motive?

Does he consciously go through all these operations of choosing like the person who spends days, or perhaps years, in deciding what profession he will enter upon, or even like the boy who considers the question of truancy? When the little child is thrown into the water, does he decide upon a definite end before striking out? Of what is he conscious? If he were not conscious of a want, would he make any effort? Is this want vague or clearly defined? Which would be easier for the child, to move or to keep quiet when thrown into the water?

In each of the cases enumerated on p. 132, point out: (a) What want is uppermost in the child's mind? (b) In what way such mental activity may be said to be the basis of physical change?

What is the derivation of the word Impulse? What is meant, when we say a person is impulsive? Those mental activities which naturally impel us to physical action in order to satisfy such wants as the foregoing, without any special deliberation or choice on our part, are called Impulses.

Impulses which naturally, and without training, lead an individual to effect the change to which he is impelled in the proper way are called Instincts.

Show that impulse is the basis of Volition.

III.-CLASSIFICATION OF IMPULSES:

Impulses are usually classified according to the nature of the want which calls them forth.

Make a classification of Impulses. Give examples to show that there are naturally impulses to receive sensations, investigate, observe, acquire knowledge, imitate, mingle with