Proceeding from the concept of motivation as a multi-level system the author has been able to reveal the most and the least comprehended motives and to better distinguish the really active and the only known ones in the motivational system of younger schoolchildren. It has been found out that some poorly comprehended motives possess considerable driving potential for inducing learning. On the contrary some well comprehended motives are at rest, and special efforts are required to make them operative. The goals of the learning activity can acquire significant motivational force if they are made accepted by the child.