So, too, with things that are similar.  The mind naturally links like with like.  We are fond of making comparisons.  The interest in the similar is due to that fundamental law of learning that we proceed from what is known to that which is unknown and we proceed along points of similarity.

And how natural it seems to be interested in things antagonistic!  Our love of contests of all sorts is evidence of the fact.  Who can resist the interest that attaches to a quarrel—­a fight—­a clash of any kind.  The best of classes will leave the best of teachers, mentally at least, to witness a dog fight.  Our champion prize fighters make fortunes out of man’s interest in the antagonistic.

And then, finally, we are interested in the animate.  We like action.  Things in motion have a peculiar fascination.  Who does not watch with interest a moving locomotive?  Advertising experts appreciate the appeal of the animate, as is evidenced by the great variety of moving objects that challenge our interest as we pass up and down the streets of a city and we respond to the challenge.  In fact, it is natural to respond to the appeal of all of these seven terms—­hence their significance in teaching.

* * * * *

QUESTIONS AND SUGGESTIONS—­CHAPTER XII

1.  Discuss the force of individual differences in choosing material that will be interesting.

2.  Why is it so essential that the teacher be interested in what he hopes to interest his pupils in?

3.  Show how preparation makes for interest.

4.  Why is an intimate acquaintance with the lives of pupils so essential a factor with the interesting teacher?

5.  Illustrate concretely the force of each of the factors of interestingness.

HELPFUL REFERENCES

Those listed in Chapter XI.

CHAPTER XIII

A LABORATORY LESSON IN INTEREST

     OUTLINE—­CHAPTER XIII

Interest should be inherent in the lesson taught.—­An illustration of “dragged in” interest.—­Interest and the “easy” idea.—­A proper interpretation of interest.—­How to make the subject of Fasting interesting.—­The various possibilities.—­How to secure interest in the Atonement.—­How to secure interest in the Resurrection.—­How to secure interest in the story of Jonah.

“Oh, that’s all right,” says one.  “It is easy enough to talk about interest, and it’s easy to be interesting if you can choose anything you like to amuse a class.  But if you have to teach them theology, and especially some of the dry lessons that are outlined for us, I don’t see how we can be expected to make our work interesting.”