EFFORT, THINKING, AND MOTIVATION
statement on its own account) that such effort is in no sense a foe of interest. It is a part of the process of growth of activity from direct interest to indirect. In our previous section, we considered this development as meaning an increase of the complexity of an activity (that is, of the number of factors involved), and the increased importance of its outcome as a motive, in spite of contrary appeals, for devotion to intervening means. In this section, we have brought out more emphatically the fact that along with this increasing remoteness of the end (the longer period required for the consummation of an activity) goes a greater number of difficulties to be overcome, and the consequent need of effort. And our conclusion has been that the effort needed is secured when the activity in question is of such positive and abiding interest as to arouse the person to clearer recognition of purpose and to a more thoughtful consideration of means of accomplishment. The educator who associates difficulties and effort with increased depth and scope of thinking will never go far wrong. The one who associates it with sheer strain, sheer
