INTEREST AND EFFORT
ing 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
