INTEREST AND EFFORT
much of elementary schooling has consisted in the imposition of forms of discipline intended to repress all activity of the body! Under such a régime it is not surprising that children are found to be naturally averse to learning, or that intellectual activity is found to be so foreign to their nature that they have to be coerced or cunningly coaxed to engage in it! So educators blamed the children or the perverseness of human nature, instead of attacking the conditions which, by divorcing learning from use of the natural organs of action, made learning both difficult and onerous.
The teachings of Pestalozzi and of the sense-training and object-lesson schools in pedagogy were the first important influence in challenging the supremacy of a purely formal, because inner and abstract, conception of self-activity. But, unfortunately, the psychology of the times was still associated with a false physiology and a false philosophy of the relations of mind and body. The senses were supposed to be the inlets, the avenues, the gateways, of knowledge, or at least of the raw materials of knowledge. It
