 As other representations rise, new, imagined representations are anticipated (as we saw frequently happens in apperception). Should an imagined representation be perfectly represented, it will naturally provoke an aesthetic judgment of approval. This leads to a “demand” for the imagined object, i.e., an overpowering sense for its realization; and this demand finally expresses itself in action in the world (SW II: 42–3). It is thus clear that by “cultivating interest”, Herbart does not mean simply getting the pupil “to be interested in something”. Rather, as these four phases of interest map onto the phases of engrossment and reflection, interest is an expression of many-sidedness, namely its activity in the world. For “demand” here is not simply a strong desire, but an apperceptive “mental anticipation” of the object’s realization. As such it is necessary for the pupil to advance to a more perfect state of systematic and aesthetic completeness.[73]  Thus by promoting interest and many-sidedness, education primes the pupil for action (PS: 181).[74]