the foundations of personality-第27节

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ority　labors　under　the　psychological　handicap　of　removing　the　basis　of　much　of　the　interest　in　work　and　study　and　must　find　some　substitute　for　the　lacking　incentives　before　it　can　seriously　ask　for　the　adherence　of　those　with　a　realistic　view　of　human　nature。　One　might；　it　is　true；　establish　traditions　of　work；　bring　about　a　livelier　social　conscience　as　to　service；　but　these　are　not　sufficient　to　arouse　real　interest　in　the　vast　majority　of　the　race。　Here　and　there　one　finds　a　man　in　whom　interest　is　aroused　by　the　unsolved　problem；　by　the　reward　of　fame　and　the　pleasure　of　achievement；　but　such　persons　are　rare。　The　average　man　（and　woman）；　in　my　experience；　loses　interest　in　anything　that　does　not　directly　benefit　him　or　in　which　his　personal　competitive　feeling　is　not　aroused。　Interest　becomes　vague　and　ill…defined　the　farther　the　matter　concerned　is　from　the　direct　personal　good　of　the　individual；　and　proportionately　it　becomes　difficult　to　sustain　it。　That　is　why　in　our　day　〃dollars　and　cents〃　appeals　to　interest　are　made；　away　with　abstracts；　away　with　sentiment；　the　publicity　man　working　for　a　good　cause　now　uses　the　methods　of　the　man　selling　shoes　or　automobiles：　he　attempts　to　show　that　one's　interest　and　cooperation　are　demanded　and　necessary　because　one's　direct　personal　welfare　is　involved。　Whether　or　not　ethically　justifiable；　it　is　a　recognition　of　the　fact　that　interest　is　aroused　and　sustained；　for　the　majority；　by　some　direct　personal　involvement。　Thus　in　education；　a　fact　to　be　learned；　or　a　subject　to　be　studied；　should　be　first　sketched　or　placed　in　some　use　value　to　the　student。　Knowledge　for　knowledge's　sake　is　appealing　only　to　the　rare　scholar；　he　who　palpitates　with　interest　over　the　relationship　of　things　to　one　another；　he　who　seeks　to　discover　values。　Now　and　then　one　finds　such　a　person；　one　thrown　into　sustained　excitement　by　learning；　but　the　great　majority　of　students；　whether　in　medicine；　law　or　mathematics；　are　〃practical；〃　meaning　that　their　interests　are　relatively　narrow　and　the　good　they　seek　an　immediate　one　to　be　reaped　by　themselves。　Recognizing　this　fact　in　the　abstract；　the　most　of　teaching　is　conducted　on　the　plane　of　the　real　scholar；　and　the　average　student　is　left　to　find　values　for　himself。　From　first　to　last　in　teaching　I　would　emphasize　usevalue；　true；　I　would　seek　to　broaden　the　conception　of　usevalue；　so　that　a　student　would　see　that　usefulness　is　a　social　value；　but　no　matter　how　abstract　and　remote　the　subject；　its　relationship　to　usefulness　would　be　preliminary　and　continuously　emphasized　in　order　to　sustain　interest。　Interest；　like　any　other　form　of　excitement；　needs　new　stimuli　and　periods　of　relaxation。　People　under　the　driving　force　of　necessity　continue　at　their　work　for　longer　periods　of　time　and　more　constantly　than　is　psychologically　possible　for　the　maintaining　of　interest。　So　it　disappears；　and　then　fatigue　sets　in　at　once；a　fatigue　that　is　increased　by　the　effort　to　work　and　the　regret　and　rebellion　at　the　change。　The　memory　seems　to　suffer　and　a　fear　is　aroused　that　〃I　am　losing　my　memory〃；　the　threat　to　success　brings　anguish　and　often　the　health　becomes　definitely　impaired。　Overconcentrated；　too　long　maintenance　of　interest　brings　apathy；an　apathy　that　cannot　be　dispelled　except　by　change　and　rest。　Here　there　is　wide　individual　variation　from　those　who　need　frequent　change　and　relaxation　periods　to　those　who　can　maintain　interest　in　a　task　almost　indefinitely。　A　hobby；　or　a　secondary　object　of　interest；　is　therefore　a　real　necessity　to　the　man　or　woman　battling　for　a　purpose；　whose　interest　must　be　sustained。　It　acts　to　relax；　to　shift　the　excitement　and　to　allow　something　of　the　feeling　of　novelty　as　one　reapproaches　the　task。　As　a　matter　of　fact；　excitement　and　interest　are　not　easily　separated　from　their　derivatives　and　elaborations。　Desire；　purpose；　ambition；　imply　a　force；　interest　implies　a　direction　for　that　force。　Interest　may　be　as　casual　as　curiosity　aroused　by　the　novel　and　strange；　or　as　deep…seated　and　specialized　as　a　talent。　The　born　teacher　is　he　who　knows　how　to　arouse　and　maintain　and　direct　interest；　the　born　achiever　is　the　man　whose　interest；　quickly　aroused；　is　easily　maintained　and　directs　effort。　To　find　the　activity　that　is　natively　interesting　and　yet　suited　to　one's　ability　is　the　aim　in　vocational　guidance。　There　are　some　curious　pathological　aspects　to　interest　〃conflict〃　aspects　of　the　subject。　A　man　finds　himself　palpitatingly　interested　in　what　is　horrible　to　him；　as　a　bird　is　fascinated　by　a　snake。　Sex　abnormalities　have　a　marvelous　interest　to　everybody；　although　many　will　not　admit　it。　Stories　of　crime　and　bloodshed　are　read　by　everybody　with　great　avidity；and　people　will　go　miles　to　the　site　of　grim　tragedy。　Court　rooms　are　packed　whenever　a　horrible　murder　is　aired　or　a　nauseating　divorce　scandal　is　tried。　A　chaste　woman　will　read；　on　the　sly　and　with　inner　rebellion；　as　many　pornographic　tales　as　she　can　get　hold　of；　and　the　〃carefully〃　brought　up；　i。　e。；　those　whose　interest　has　been　carefully　directed；　suddenly　become　interested　in　the　forbidden；　they　seek　to　peek　through　windows　when　they　should　be　looking　straight　ahead。　As　a　matter　of　fact；　interest　is　as　much　inhibited　as　conduct。　〃You　mustn't　ask　about　that〃　is　the　commonest　answer　a　child　gets。　〃That's　a　naughty　question　to　ask〃　runs　it　a　close　second。　Can　one　inhibit　interest；　which　is　the　excitement　caused　by　the　unknown？　The　answer　is　that　we　can；　because　a　large　part　of　education　is　to　do　this　very　thing。　〃Can　we　inhibit　any　interest　without　injuring　all　interests？〃　is　a　question　often　put。　My　answer　would　be　that　it　is　socially　necessary　that　interest　in　certain　directions　be　inhibited；　whether　it　hurts　the　individual　or　not。　But　the　interest　in　a　forbidden　direction　can　be　shifted　to　a　permitted　direction；　and　this　should　be　done。　In　my　opinion；　sex　interest　can　be　so　handled　and　a　blunt　thwarting　of　this　interest　should　be　avoided。　Some　explanation　leading　the　child　to　larger；　less　personal　aspects　of　sex　should　be　given。　The　interest　of　the　child　is　often　thwarted　through　sheer　laziness。　〃Don't　bother　me〃　is　the　reply　of　a　parent　shirking　a　sacred　duty。　Interest　is　the　beginning　of　knowledge；　and　where　it　is　discouraged　knowledge　is　discouraged。　Any　inquiry　can　be　met　on　the　child's　plane　of　intelligence　and　comprehension；　and　the　parent　must　arrange　for　the　gratification　of　this　fundamental　desire。　How？　By　a　question　hour　each　day；　perhaps　a　children's　hour；　a　home　university　period　where　the　vital　interest　of　the　child　will　be　satisfied。　To　return　to　the　morbid　interests：　do　they　arise　from　secret　morbid　desires？　The　Freudian　answer　to　that　would　be　yes。　And　so　would　many　another　answer。　It　is　the　answer　in　many　cases；　especially　where　the　desire　is　not　so　much　morbid　as　forbidden。　The　virgin；　the　continent　who　are　intensely　interested　in　sex　are　not　morbid；　even　though　they　have　been　forbidden　to　think　of　a　natural　craving　and　appetite。　But　when　the　interest　is　for　the　horrible　it　is　often　the　case　that　the　excitement　aroused　by　the　subject　is　pleasurable；　because　it　is　a　mild　excitement　and　does　not　quite　reach　disgust。　Confronted　with　the　real　perversity；　the　disgust　aroused　would　quite　effectually　conquer　interest。　And　here　is　a　fundamental　law　of　interest：　it　must　lead　to　a　profitable；　pleasurable　result　or　else　it　tends　to　disappear。　If　this　is　too　bold　a　statement；　let　me　qualify　it　by　stating　that　a　profitable；　pleasurable　result　must　be　foreseen　or　foreseeable。　Either　in　some　affective　state；　or　in　some　tangible　good；　interest　seeks　fulfillment。　Disappointment　is　the　foe　of　interest；　and　too　prolonged　a　〃vestibule　of　satisfaction〃　（to　use　Hocking's　phrase）　destroys　or　impairs　interest。

CHAPTER　VIII。　THE　SENTIMENTS　OF　LOVE；　FRIENDSHIP；　HATE；　PITY　AND　DUTY。　COMPENSATION　AND　ESCAPE　I　shall　ignore　the　complexities　that　arise　when　we　seek　to　organize　our　reactions　into　various　groups　by　making　a　simple　classification　of　feeling；　for　the　purposes　of　this　book。　There　is　a　primary　result　of　any　stimulation；　whether　from　within　ourselves　or　without；　which　we　have　called　excitement。　This　excitement　may　have　a　pleasurable　or　an　unpleasurable　quality；　and　we　cannot　understand　just　what　is　back　of　pleasure　and　pain　in　this　sense。　Such　an　explanation；　that　pleasure　is　a　sign　of　good　for　the　organism　and　pain　a　sign　of　bad；　is　an　error　in　that　often　an　experience　that　produces　pleasure　is　a　detriment　and　an　injury。　If　pleasure　were　an　infallible　sign　of　good；　no　books　on　character；　morals　or　hygiene　would　need　to　be　written。　This　primary　excitement；　when　associated　with　outer　events　or　things；　becomes　differentiated　into　many　forms。　Curiosity　（or　interest）　is　the　focusing　of　that　excitement　on　particular　objects　or　ends；　in　order　that　the　essential　value　or　meaning　of　that　object　or　individual　become　known。　Curiosity　and　interest　develop　into　the　seeking　of　experience　and　the　general　intellectual　pursuits。　We　have　already　discussed　this　phase　of　excitement。　An　object　of　interest　may　then　evoke　further　feeling。　It　may　be　one's　baby；　or　one's　father　or　a　kinsman　or　a　female　of　the　same　species。　A　type　of　feeling　FAVORABLE　to　the　object　is　aroused；　called　〃tender　feeli