CHAPTER IX

THE LESSON PROBLEM


=Problem, a Motive.=--The foregoing description and examples of the
educative process have shown that new knowledge necessarily results
whenever the mind faces a difficulty, or need, and adjusts itself
thereto. In other words, knowledge is found to possess a practical value
and to arise as man faces the difficulties, or problems, with which he
is confronted. The basis of conscious activity in any direction is,
therefore, a feeling of _need_. If one analyses any of his conscious
acts, he will find that the motive is the satisfaction of some desire
which he more or less consciously feels. The workman exerts himself at
his labour because he feels the need of satisfying his artistic sense or
of supplying the necessities of those who are dependent upon him; the
teacher prepares the lessons he has to present and puts forth effort to
teach them successfully, because he feels the need of educating the
pupils committed to his care; the physician observes symptoms closely
and consults authorities carefully, because he feels the need of curing
his patients; the lawyer masters every detail of the case he is
pleading, because he feels the need of protecting the interests of his
client. What is true of adults is equally true of children in school.
The pupil puts forth effort in school work because he feels that this
work is meeting some of his needs.

=Nature of Problem.=--It is not to be assumed, however, that the only