TYPES OF EDUCATIVE INTEREST
the presence or absence of direct interest in what is doing. A child engaged in making something with tools, say, a boat, may be just as immediately interested in what he is doing as if he were sailing the boat. He is not doing what he does for the mere sake of an external result—the boat—nor for the mere sake of sailing it later. The thought of the finished product and of the use to which it is to be put may come to his mind, but so as to enhance his immediate activity of construction In this case, his interest is free. He has a play-motive; his activity is essentially artistic in principle. What differentiates it from more spontaneous play is an intellectual quality; a remoter end in time serves to suggest and regulate a series of acts. Not to introduce an element of work in this sense when the child is ready for it is simply arbitrarily to arrest his development, and to force his activities to a level of sense-excitation after he is prepared to act upon the basis of an idea. A mode of activity that was quite normal in its own period becomes disintegrating when persisted in after a person is ripe for an activity involving more thought. We must
