INTEREST AS DIRECT AND INDIRECT
Looked at superficially, the original interest seems simply to have been crowded out or left behind. Examined more carefully, it will be found that activities and objects at first esteemed simply because of their place within the original activity have grown to be of more account than that for the sake of which they were at first entertained. In many cases, unless the simpler and seemingly more trivial interest had had sway at the proper time, the later more important and specialized activity would not have arisen. And this same process can be verified in adult development as well, as long as development goes on. When it ceases, arrest of growth sets in.
We are now in a position to restate, in a more significant way, the true and the false ways of understanding the function of interest in education, and to formulate a criterion for judging whether the principle of interest is being rightly or wrongly employed. Interest is normal and reliance upon it educationally legitimate in the degree in which the activity in question involves growth or development. Interest is illegitimately used in the degree in which it is either a symp-
