A proper interest aims, finally, at the highest form of _quiet,
sustained will exertion_. The succession of steps leading up to will
energy, is interest, desire, and will. Before attempting to realize
the higher forms of will effort, we must look to the fountains and
sources out of which it springs. If a young man has laid up abundant
and interesting stores of knowledge of architecture, he only needs an
opportunity, and there is likely to be great will-energy in the work of
planning and constructing buildings. But without this interest and
knowledge there will be no effort along this line. In like manner
children cannot be expected to show their best effort unless the
subject is made strongly interesting from the start, or unless
interest-awakening knowledge has already been stored in the mind. To
make great demands upon the will power in early school years, is like
asking for ripe fruits before they have had time to mature. Knowledge,
feelings, and will-incentives of every sort must be first planted in
the mind, before a proper will-energy can be expected. In teaching, we
should aim to develop will power, not to take it for granted as a ready
product.
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