UNIFIED VERSUS DIVIDED ACTIVITY
that is not artificially surrounded with diverting circumstances. The spoiled child who does only what he likes is an inevitable outcome.
The theory is intellectually as well as morally harmful. Attention is never directed to the essential and important facts, but simply to the attractive wrappings with which the facts are surrounded. If a fact is repulsive or uninteresting, it has to be faced in its own naked character sooner or later. Putting a fringe of fictitious interest around it does not bring the child any nearer to it than he was at the outset. The fact that two and two make four is naked fact which has to be mastered in and of itself. The child gets no greater hold upon the fact by having attached to it amusing stories of birds or dandelions than if the simple naked fact were presented to him. It is self-deception to suppose that the child is being interested in the numerical relation. His attention is going out to and taking in only the amusing images associated with this relation. The theory thus defeats its own end. It would be more straightforward to recognize at the outset that certain facts having little or no
