It is important for the teacher to see the full scope of the doctrine of interest in its relation to effort. In Herbart’s psychology it assumes a most important place, since the primacy of mental life is, in this system, ascribed to _ideas_. In other systems, notably those of Kant, Schopenhauer, Von Hartmann, Paulsen, primacy is ascribed to the will, first in unconscious or subconscious striving, later in conscious volition. This fundamental difference in standpoint will account for the emphasis laid now upon _interest_, now upon _effort_. Herbart conceives that conscious feelings, desires, motives, and the like have their source in ideas, and that volition in turn arises from the various emotional states aroused by the ideas. Interest with him thus becomes a permanent or ever renewed, ever changing, ever growing desire for the accomplishment of certain ends. It is, consequently, a direct, necessary stimulus to the will. Systems, however, that regard the will as the primary factor in mental life, conceiving of ideas only as a means for revealing more clearly the ends of volition, together with the best methods of reaching them, are naturally prone to place the emphasis upon _effort_, leaving to interest but a secondary or quite incidental function. Dr. John Dewey has attempted to reconcile these two views.[4] Interest and effort are complementary, not opposing ideas. To emphasize one at the expense of the other, is to assume that the ends for which we act lie quite outside of our personality, so that these ends would, on the one hand, have to be _made_ interesting, or, on the other, struggled for without regard to interest. This assumption is an error. The ends for which we strive must be conceived as internal, our efforts being regarded as attempts at self-realization in definite directions. The purpose of our action is therefore an end desired. In this we have an interest surely. As an educational doctrine, however, interest concerns chiefly the means of reaching these ends. If interest in the means is wanting, the child works with a _divided attention_. He gives only so much to the means as he must; the remainder is devoted to his own affairs,--the past or coming ball-game, the picnic, the walk in the woods, the private enterprises of home or school. But if a lively interest is felt in the means to the end, then the whole self is actively employed for the time being in the accomplishment of the purpose of the hour. The attention is no longer divided, it is concentrated upon the matter in hand. This in the school is _work_. When the attention is divided we have drudgery. This signifies that the interest felt in the end, say a dollar, is not felt in the means of attaining it, say a day’s labor. However inevitable drudgery may be in life, it should have no place in the schoolroom. The teacher must so present the studies that the pupil can perceive at least a