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have followed in our discussion of interest is its connection with an activity engaging a person in a whole-hearted way. Interest is not some one thing; it is a name for the fact that a course of action, an occupation, or pursuit absorbs the powers of an individual in a thoroughgoing way. But an activity cannot go on in a void. It requires material, subject-matter, conditions upon which to operate. On the other hand, it requires certain tendencies, habits, powers on the part of the self. Wherever there is genuine interest, there is an identification of these two things. The person acting finds his own well-being bound up with the development of an object to its own issue. If the activity goes a certain way, then a subject-matter is carried to a certain result, and a person achieves a certain satisfaction.
There is nothing new or striking in the conception of activity as an important educational principle. In the form of the idea of "self-activity" in particular, it has long been a name for the ultimate educational ideal. But activity has often been interpreted in too formal and too internal a sense, and hence has remained a barren ideal without influence on practice; sometimes it becomes a mere phrase, receiving the homage of the lips only. To make the idea of activity effective, we must take it broadly enough to cover all the doings that involve growth of power—especially of power to realize the meaning of what is done. This excludes action done under external constraint or dictation, for this has no significance for the mind of him who performs it. It excludes also mere random reaction to an excitation that is finished when the momentary act has ceased—which does not, in other words, carry the person acting into future broader fields. It also excludes action so habitual that it has become routine or mechanical. Unfortunately action from external constraint, for mere love of excitement and from mechanical force of habit are so common that these exceptions cover much ground. But the ground lying within these excepted fields is the ground where an educative process is not going on.
The kinds of activity remaining as true educative interests vary indefinitely with age, with individual native endowments, with prior experience, with social opportunities. It is out of the question to try to catalogue them. But we may discriminate some of their more general aspects, and thereby, perhaps, make the connection of interest with educational practice somewhat more concretely obvious. Since one of the main reasons for taking self-activity in a formal sense was ignoring the importance of the body and of bodily instinct, we may well begin with interest in activity in this most direct and literal sense.
1. It is an old story that the human young have to learn most of the things that the young of other animals do instinctively or else with a slight amount of trying. Reflection on this fact shows that in learning these things human offspring are brought to the need of learning other things, and also to acquiring a habit of learning—a love of learning. While these considerations are fairly familiar, we often overlook their bearing upon the fact of physical activities. It follows from them at once that in so far as a physical activity has to be learned, it is not merely physical, but is mental, intellectual, in quality. The first problem set the human young is learning to use the organs of sense—the eye, ear, touch, etc.—and of movement—the muscles—in connection with one another. Of course, some of the mastery achieved does not involve much mental experimentation, but is due to the ripening of physiological connections. But nevertheless there is a genuinely intellectual factor when the child learns that one kind of eye-activity means a certain kind of moving of the arm, clasping of the fingers, etc., and that this in turn entails a certain kind of exploring with the fingers, resulting in experience of smoothness, etc. In such cases, there is not simply an acquisition of a new physical capacity; there is also learning in the mental sense; something has been found out. The rapidity of mental development in the first year and a half of infancy, the whole-hearted intentness and absorption of the growing baby in his activities, the joy that accompanies his increase of ability to control his movements—all of these things are object-lessons, writ large, as to the nature of interest, and the intellectual significance of actions that (externally judged) are physical.
This period of growth occurs, of course, before children go to school; at least before they go to anything called school. But the amount and the mode of learning in this school of action is most significant in revealing the importance of types of occupation within the school involving the exercise of senses and movement. One of the reasons (as already indicated) for the slight advance made in putting in practice the doctrine of self-activity (with its recommendation of mental initiative and intellectual self-reliance, and its attacks upon the idea of pouring in and passive absorption) is precisely that it was supposed that self-activity could be secured purely internally, without the coöperation of bodily action through play, construction of objects, and manipulation of materials and tools. Only with children having specialized intellectual abilities is it possible to secure mental activity without participation of the organs of sense and the muscles. Yet how much of elementary schooling has consisted in the imposition of forms of discipline intended to repress all activity of the body! Under such a régime it is not surprising that children are found to be naturally averse to learning, or that intellectual activity is found to be so foreign to their nature that they have to be coerced or cunningly coaxed to engage in it! So educators blamed the children or the perverseness of human nature, instead of attacking the conditions which, by divorcing learning from use of the natural organs of action, made learning both difficult and onerous.
The teachings of Pestalozzi and of the sense-training and object-lesson schools in pedagogy were the first important influence in challenging the supremacy of a purely formal, because inner and abstract, conception of self-activity. But, unfortunately, the psychology of the times was still associated with a false physiology and a false philosophy of the relations of mind and body. The senses were supposed to be the inlets, the avenues, the gateways, of knowledge, or at least of the raw materials of knowledge. It was not known that the sense-organs are simply the pathways of stimuli to motor-responses, and that it is only through these motor-responses, and especially through consideration of the adapting of sense-stimulus and motor-response to each other that growth of knowledge occurs. The sense-qualities of color, sound, contact, etc., are important not in their mere reception and storage, but in their connection with the various forms of behavior that secure intelligent control. The baby would not arrive even at the knowledge of individual things,—hat, chair, orange, stone, tree,—were it not for the active responses through which various qualities are made mutually significant of one another, and thereby knit into coherent wholes. Even in the ordinary hard-and-fast school, where it is thought to be a main duty to suppress all forms of motor-activity, the physical activities that are still allowed under the circumstances, such as moving the eyes, lips, etc., in reading to one's self; the physical adjustments of reading aloud, figuring, writing, reciting, are much more important than is generally recognized in holding attention. The outlet in action is so scanty and so accidental, however, that much energy remains unutilized and hence ready to break forth in mischief or worse; while mind takes flights of uncontrolled fancy, day-dreaming and wandering to all sorts of subjects.
The next great advance in the development of a more real, less arbitrary conception of activity, came with Froebel and the kindergarten movement. Plays, games, occupations of a consecutive sort, requiring both construction and manipulation, were recognized, practically for the first time since Plato, as of essential educational importance. The place of the exercise of bodily functions in the growth of mind was practically acknowledged. But the use of the principle was still hampered and distorted by a false physiology and psychology. The direct contribution to growth made by the free and full control of bodily organs, of physical materials and appliances in the realization of purposes, was not understood. Hence the value of the physical side of play, games, occupations, the use of gifts, etc., was explained by recourse to indirect consideration—by symbolism. It was supposed that the educative development was not on account of what was directly done, but because of certain ultimate philosophical and spiritual principles which the activities somehow symbolically stood for. Save for the danger of introducing an element of unreality and so of sentimentality, this misinterpretation of the source of value in the kindergarten activities would not have been so serious had it not reacted very decisively upon the selection and organization of materials and activities. The disciples of Froebel were not free to take plays and modes of occupation upon their own merits; they had to select and arrange them in accordance with certain alleged principles of symbolism, as related to a supposed law of the unfolding