There are natural likes and dislikes--apart from the satisfaction of instincts--and there are others that are acquired. In other words, there are native tastes and acquired tastes. Individuals differ considerably in their native tastes, and still more in their acquired tastes. Liking for sweets is native, liking for fragrant odors is native, but liking for lemonade, or black coffee, or olives, or cheese, is acquired, and not acquired by everybody. Liking for bright colors is native, but liking for subdued colors, and the special pleasure in color harmonies, are acquired. So we might {181} run through the list of the senses, finding under each some sensations with native feeling-tone, and other sensations that acquire feeling-tone through experience. Some people have a native liking for numbers and other facts of a mathematical nature. We say of such a one that he has a natural taste for mathematics. Another has a natural dislike for the same. Some have a taste for things of the mechanical sort, others fight shy of such things. Some have a natural taste for people, being sociable creatures--which means more than being gregarious--while others are little interested in mixing with people, observing their ways, and the give and take of friendly intercourse. Now the question arises whether these native likes and dislikes, for odors, colors, tones, numbers, machinery, and people, are really independent of the instincts. Some psychologists have insisted that all the interest and satisfaction of life were derived from the instincts, laying special stress on the instincts of curiosity and self-assertion. With respect to our "natural liking for mathematics", these psychologists would argue as follows: "First off, curiosity is aroused by numbers, as it may be by any novel fact; then the child, finding he can do things with numbers, gratifies his mastery impulse by playing with them. He encounters number problems, and his mastery impulse is again aroused in the effort to solve the problems. Later, he is able to 'show off' and win applause by his mathematical feats, and thus the social form of self-assertion is brought into play. This particular child may have good native ability for mathematics, and consequently his mastery impulse is specially gratified by this kind of activity; but he has no real direct liking for mathematics, and all his industry in this field is motivated by curiosity and especially by self-assertion."