INTEREST AND EFFORT
blindly to make a kite; in the course of his operations he comes across unexpected difficulties; his kite does n't hold together, or it won't balance. Unless his activity has a slight hold upon him, he is thereby made aware more definitely of just what he intends to make; he conceives the object and end of his actions more distinctly and fully. His end is now not just a kite, but some special kind of a kite. Then he inquires what is the matter, what is the trouble, with his existing construction, and searches for remedial measures. As he does this, his thought of the kite as a complete whole becomes more adequate; then he sees his way more clearly what to do to make the kite, and so on.
We are now in possession of a criterion for estimating the place in an educative development of difficulties and of effort. If one mean by a task simply an undertaking involving difficulties that have to be overcome, then children, youth, and adults alike require tasks in order that there may be continued development. But if one mean by a task something that has no interest, makes no appeal, that is wholly alien and hence uncongenial,
