1. The nature of interest: Interest a selective agent--Interest supplies a subjective scale of values--Interest dynamic--Habit antagonistic to interest. 2. Direct and indirect interest: Interest in the end versus interest in the activity--Indirect interest as a motive--Indirect interest alone insufficient. 3. Transitoriness of certain interests: Interests must be utilized when they appear--The value of a strong interest. 4. Selection among our interests: The mistake of following too many interests--Interests may be too narrow--Specialization should not come too early--A proper balance to be sought. 5. Interest fundamental in education: Interest not antagonistic to effort--Interest and character. 6. Order of development of our interests: The interests of early childhood--The interests of later childhood--The interests of adolescence. 7. Problems in observation and introspection . . . . . . 254 CHAPTER XVII THE WILL 1. The nature of the will: The content of the will--The function of the will--How the will exerts its compulsion. 2. The extent of voluntary control over our acts: Simple reflex acts--Instinctive acts--Automatic, or spontaneous acts--The cycle from volitional to automatic--Volitional action--Volition acts in the making of decisions--Types of decision--The reasonable type--Accidental type: External motives--Accidental type: Subjective motives--Decision under effort. 3. Strong and weak wills: Not a will, but wills--Objective tests a false measure of will power. 4. Volitional types: The impulsive type--The obstructed will--The normal will. 5. Training the will: Will to be trained in common round of duties--School work and will-training. 6. Freedom of the will, or the extent of its control: Limitations of the will--These limitations and conditions of freedom. 7. Problems in observation and introspection. . 271 CHAPTER XVIII SELF-EXPRESSION AND DEVELOPMENT 1. Interrelation of impression and expression: The many sources of impressions--All impressions lead toward expression--Limitations of expression. 2. The place of expression in development: Intellectual value of expression--Moral value of expression--Religious value of expression--Social value of expression. 3. Educational use of expression: Easier to provide for the impression side of education--The school to take up the handicrafts--Expression and character--Two lines of development. 4. Problems in introspection and observation . . . . . 294 INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307 THE MIND AND ITS EDUCATION CHAPTER I THE MIND, OR CONSCIOUSNESS