pleasure. Nor is it to be understood
that the learner always clearly formulates the problem in his own mind.
Indeed, as will be seen more fully later, one very important motive for
mastering a presented problem is the instinct of curiosity. As an
example of such may be noted a case which came under the observation of
the writer, where the curiosity of a small child was aroused through the
sight of a mud-turtle crawling along a walk. After a few moments of
intense investigation, he cried to those standing by, "Come and see the
bug in the basket." Here, evidently, the child's curiosity gave the
strange appearance sufficient value to cause him to make it an object of
study. Impelled by this feeling, he must have selected ideas from his
former experience (bug--crawling thing; basket--incasing thing), which
seemed of value in interpreting the unknown presentation. Finally by
focusing these upon this strange object, he formed an idea, or mental
picture, which gave him a reasonable control over the new vague
presentation. Such a motive as curiosity may not imply to the same
degree as some others a personal need, nor does it mean that the child
consciously says to himself that this new material or activity is
satisfying a specific need, but in some vague way he knows that it
appeals to him because of its attractiveness in itself or because of its
relation to some other attractive object. In brief, it interests him,
and thus creates a tendency on the part of an individual to give it his
attention. In such situations, therefore, the learner evidently feels to
a greater or less degree a necessity, or a practical need, for solving
the problem before him.

NEED OF PROBLEM

=Knowledge Gained Accidentally.=--It is evident, however, that at times
knowledge might be gained in the absence of any set problem upon which
the learner reacts. For example, a certain person while walking along a
road intent upon his own personal matters observed a boy standing near a
high fence. On passing further along the street, he glanced through an
opening and observed a vineyard within the inclosure. On returning along
the street a few minutes later, he saw the same boy standing at a near
by corner eating grapes. Hereupon these three ideas at once co-ordinated
themselves into a new form of knowledge, signifying stealing-of-fruit.
In such a case, the experience has evidently been gained without the
presence of a problem to guide the selecting and relati