EFFORT, THINKING, AND MOTIVATION
sense, in a sense too detached, that is, from the object or end in view. In the theory of instruction, as distinct from its practice, the need of motivation was for a long time overlooked or even denied. It was assumed that sheer force of will, arbitrary effort, was alone required. In practice this meant (as we have seen) appeal to extraneous sources of motivation: to reverence for the authority of teacher or text; to fear of punishment or the displeasure of others; to regard for success in adult life; to winning a prize; to standing higher than one's fellows; to fear of not being promoted, etc. The next step was taken when some educators recognized the ineffective hold of such motives upon many pupils—their lack of adequate motivating force in the concrete. They looked for motives which would have more weight with the average pupil. But too often they still conceived the motive as outside the subject-matter, something existing purely in the feelings, and giving a reason for attention to a matter that in itself would not provide a motive. They looked for a motive for the study or the lesson, instead of a motive in it. Some reason must be found in
