INTEREST AND EFFORT
tively intellectual interest. Our wording should be carefully noted. The intellectual interest is not a new thing, now showing itself for the first time. Our discussion of the development of the so-called physical activities of a baby, and of the constructive work of children, youth, and adults has been intended to show that intelligence, in the form of clear perception of the result of an activity and search for and adaptation of means, should be an integral part of such activities. But it is possible for this intellectual interest to be subordinate, to be subsidiary, to the accomplishment of a process. But it is also possible for it to become a dominating interest, so that instead of thinking things out and discovering them for the sake of the successful achievement of an activity, we institute the activity for the sake of finding out something. Then the distinctively intellectual, or theoretical, interest shows itself.
As there is no sharp line of division in theory, so there is none in practice. Planning ahead, taking notice of what happens, relating this to what is attempted, are parts of all intelligent or
