. The Meaning of the Terms. We have already noticed the difference in the attitude of a spectator and of an agent or participant. The former is indifferent to what is going on; one result is just as good as another since each is just something to look at. The latter is bound up with what is going on; its outcome makes a difference to him. His fortunes are more or less at stake in the issue of events. Consequently, he does whatever he can to influence the direction present occurrences take. One is like a man in a prison cell watching the rain out of the window; it is all the same to him. The other is like a man who has planned an outing for the next day which continuing rain will frustrate. He cannot, to be sure, by his present reactions affect tomorrow's weather, but he may take some steps which will influence future happenings if only to postpone the proposed picnic. If a man sees a carriage coming which may run over him, if he cannot stop its movement, he can at least get out of the way if he foresees the consequence in time. In many instances, he can intervene even more directly. The attitude of a participant in the course of affairs is thus a double one: there is solicitude, anxiety concerning future consequences, and a tendency to act to assure better and avert worse, consequences. There are words which denote this attitude: concern, interest. These words suggest that a person is bound up with the possibilities inhering in objects; that he is accordingly on the lookout for what they are likely to do to him; and that, on the basis of his expectation or foresight, he is eager to act so as to give things one turn rather than another. Interest and aims, concern and purpose, are necessarily connected. Such words as aim, intent, end, emphasize the results which are wanted and striven for; they take for granted the personal attitude of solicitude and attentive eagerness. Such words as interest, affection, concern, and motivation, emphasize the bearing of what is foreseen upon the individual's fortunes, and his active desire to act to secure a possible result. They take for granted the objective changes. But the difference is but one of emphasis; the meaning that is shaded in one set of words is illuminated in the other. What is anticipated is objective and impersonal; tomorrow's rain; the possibility of being run over. But for an active being, a being who partakes in the consequences instead of standing aloof from them, there is at the same time a personal response. The difference imaginatively foreseen makes a present difference, which finds expression in solicitude and effort. While such words as affection, concern, and motive indicate an attitude of personal preference, they are always attitudes toward objects—toward what is foreseen. We may call the phase of objective foresight intellectual, and the phase of personal concern emotional and volitional, but there is no separation in the facts of the situation.

Such a separation could exist only if personal attitudes ran their course in a world by themselves. But they are always responses to what is going on in the situation of which they are a part, and their successful or unsuccessful expression depends upon their interaction with other changes. Life activities flourish and fail only in connection with changes in the environment. They are literally bound up with these changes; our desires, emotions, and affections are but various ways in which our doings are tied up with the doings of things and persons about us. Instead of marking a purely personal or subjective realm, separated from the objective and impersonal, they indicate the non-existence of such a separate world. They afford convincing evidence that changes in things are not alien to the activities of a self and that the career and welfare of the self are bound up with the movement of persons and things. Interest, and concern, mean that self and world are engaged with each other in a developing situation.

The word interest, in its ordinary usage, expresses (i) the whole state of active development, (ii) the objective results that are foreseen and wanted, and (iii) the personal emotional inclination.

(I) An occupation, employment, pursuit, or business is often referred to as an interest. Thus we say that a man's interest is politics, or journalism, or philanthropy, or archaeology, or collecting Japanese prints, or banking.

(ii) By an interest we also mean the point at which an object touches or engages a man; the point where it influences him. In some legal transactions, a man has to prove "interest" in order to have a standing at court. He has to show that some proposed step concerns his affairs. A silent partner has an interest in a business, although he takes no active part in its conduct because its prosperity or decline affects his profits and liabilities.

(iii) When we speak of a man as interested in this or that the emphasis falls directly upon his personal attitude. To be interested is to be absorbed in, wrapped up in, or carried away by, some object. To take an interest is to be on the alert, to care about, to be attentive. We say of an interested person both that he has lost himself in some affair and that he has found himself in it. Both terms express the engrossment of the self in an object.

When the place of interest in education is spoken of in a depreciatory way, it will be found that the second of the meanings mentioned is first exaggerated and then isolated. Interest is merely the effect of an object upon personal advantage or disadvantage, success or failure. Separated from any objective development of affairs, these are reduced to mere personal states of pleasure or pain. Educationally, it then follows that to attach importance to interest means to attach some feature of seductiveness to material otherwise indifferent; to secure attention and effort by offering a bribe of pleasure. This procedure is properly stigmatized as "soft" pedagogy; as a "soup-kitchen" theory of education.

But the objection is based upon the fact—or assumption—that the forms of skill to be acquired and the subject matter to be appropriated have no interest on their own account: in other words, they are supposed to be irrelevant to the normal activities of the pupils. The remedy is not in finding fault with the doctrine of interest, any more than it is to search for some pleasant bait that may be hitched to the alien material. It is to discover objects and modes of action, which are connected with present powers. The function of this material in engaging activity and carrying it on consistently and continuously is its interest. If the material operates in this way, there is no call either to hunt for devices which will make it interesting or to appeal to the arbitrary, semi-coerced effort.

The word interest suggests, etymologically, what is between,—that which connects two things otherwise distant. In education, the distance covered may be looked at as temporal. The fact that a process takes time to mature is so obvious a fact that we rarely make it explicit. We overlook the fact that in growth there is ground to be covered between the initial stage of the process and the completing period; that there is something intervening. In learning, the present powers of the pupil are the initial stage; the aim of the teacher represents the remote limit. Between the two lies means—that is middle conditions:—acts to be performed; difficulties to be overcome; appliances to be used. Only through them, in the literal time sense, will the initial activities reach a satisfactory consummation.

These intermediate conditions are of interest precisely because the development of existing activities into the foreseen and desired end depends upon them. To mean for the achieving of present tendencies, to be "between" the agent and his end, to be of interest, are different names for the same thing. When material has to be made interesting, it signifies that as presented, it lacks connection with purposes and present power: or that if the connection be there, it is not perceived. To make it interesting by leading one to realize the connection that exists is simply good sense; to make it interesting by extraneous and artificial inducements deserves all the bad names which have been applied to the doctrine of interest in education.

So much for the meaning of the term interest. Now for that of discipline. Where an activity takes time, where many means and obstacles lie between its initiation and completion, deliberation and persistence are required. It is obvious that a very large part of the everyday meaning of will is precisely the deliberate or conscious disposition to persist and endure in a planned course of action in spite of difficulties and contrary solicitations. A man of strong will, in the widespread usage of the words, is a man who is neither fickle nor half-hearted in achieving chosen ends. His ability is executive; that is, he persistently and energetically strives to execute or carry out his aims. A weak will is unstable as water.