way, red and blue, and finally ask them to note the result? Or again, if
he wishes the pupils to learn the construction of a paper-box or
fire-place, would he not be justified in directing them to make certain
folds, to do certain cutting, and to join together the various sections
in a certain way, and then asking them to note the result? If such a
course is permissible, it would seem that, so far at least as the
learner is concerned, he may gain control of valuable experience, or
knowledge, without the presence of a problem, or motive, to give the
learning process value and direction.

=Problem Aids Control.=--It is true that in cases like the above, the
child may gain the required knowledge. The cause for this is, no doubt,
that the physical activity demanded of the pupil constitutes indirectly
a motive for attending sufficiently to gain the knowledge. But in many
cases no such conditions might exist. It is important, therefore, to
have the pupil as far as possible realize at the outset a definite
motive for each lesson. The advantage consists in the fact that the
motive gives a value to the ideas which enter into the new knowledge,
even before they are fully incorporated into a new experience. For
example, if in a lesson in geometrical drawing, the teacher, instead of
having the child set out with the problem of drawing a pair of parallel
lines, merely orders him to follow certain directions, and then requests
him to measure the shortest distance between the lines at different
points, the child is not likely to grasp the connections of the various
steps involved in the construction of the whole problem. This means,
however, that the learner has not secured an equal control over the new
experience.

=Pupils Feel Its Lack.=--A further objection to conducting a lesson in
such a way that the child may find no motive for the process until the