desires and
interests have been classified in various ways. For our present
purpose it is useful to classify them as those that centre in the
self, and those that centre in others beyond the self. The primitive
desires to get food and drink, to mate, and to engage in muscular
activity, all look toward the self-satisfaction which comes from their
indulgence. There are various acquired interests that likewise centre
in the self. The individual goes to college for the social pleasure
that he anticipates, for intellectual satisfaction, or to equip
himself with a training that will enable him to win success in the
competition of business. In the larger society outside of college the
art-lover gathers about him many treasures for his own aesthetic
delight, the politician exerts himself for the attainment of power and
position, the religious devotee hopes for personal favors from the
unseen powers. These are on different planes of value, they are
estimated differently by different persons, but they all centre in the
individual, and if society benefits it is only indirectly or
accidentally.

As the individual rises in the scale of social intelligence, his
interests become less self-centred, and as he extends his acquaintance
and associations the scope of his interests enlarges. He begins to act
with reference to the effect of his actions upon others. He sacrifices
his own convenience for his roommate; he restrains his self-indulgence
for the sake of the family that he might disgrace; he exerts himself
in athletic prowess for the honor of the college to which he belongs;
he is willing to risk his life on the battle-field in defense of the
nation of which he is a citizen; he consecrates his life to missionary
or scientific endeavor in a far land for the sake of humanity's gain.
These are the social interests that dominate his activity. Mankind has
risen from the brute by the process that leads the individual up from
the low level of life moulded by primitive desires to the high plane
of a life directed by the broad interests of society at large. It is
the task of education to reveal this process, and to provide the
stimuli that are needed for its continuance.

365. =Personality.=--No two persons are actuated alike in daily
conduct. The pull of their individual desires is not the same, the
influence of the various social interests is not in the same
proportion. The situation is complicated by hereditary tendencies, and
by physi