WHAT MAKES FOR INTEREST
Outline—Chapter XII
Individual differences and interest.—What makes for interest.—Interest begets interest.—Preparation is a great guarantee.—Knowledge of the lives of boys and girls a great help.—The factors of interestingness: The Vital, The Unusual, The Uncertain, The Concrete, The Similar, The Antagonistic, The Animate.
After discussing the relation of interest to attention we still face the question: What is it that makes an interesting object, or an idea interesting? Why do we find some things naturally interesting while others are dull and commonplace? Of course, everything is not equally interesting to all people. Individual differences make clear the fact that a certain stimulus will call for a response in one particular person, quite unlike the response manifested in a person of different temperament and training. But psychologists are agreed that in spite of these differences there are certain elements of interests that are generally and fundamentally appealing to human nature. To know what it is that makes for interest is one of the prerequisites of good teaching.
But before naming these "factors of interestingness," may we not also name and discuss briefly some other essentials in the matter of creating and maintaining interest?
In the first place it is good to remember that a teacher who would have his pupils interested must himself be interested. If he would see their faces light up with the glow of enthusiasm, he must be the charged battery to generate the current. Interest begets interest. It is as contagious as whooping cough—if a class is exposed it is sure to catch it. The teacher who constantly complains of a dull class, very likely is simply facing a reaction to his own dullness or disagreeableness. "Blue Monday" isn't properly so named merely because of the drowsy pupil. The teacher inevitably sets the pace and determines the tone of his class. Many a teacher when tired, or out of patience, has concluded a recitation feeling that his pupils were about the most stupid group he has ever faced; the same teacher keyed up to enthusiasm has felt at the close of another recitation that these same pupils could not be surpassed. A student with whom the writer talked a short time ago remarked that she could always tell whether the day's class was going to be interesting under a particular teacher as soon as she caught the mood in which she entered the classroom. Half-heartedness, indifference, and unpleasantness are all negative—they neither attract nor stimulate. Interest and enthusiasm are the sunshine of the classroom—they are to the human soul what the sun's rays are to the plant.
The second great guarantee of interest is preparation. The teacher needs to have his subject matter so thoroughly in mind that, free from textbook and notes, he can reach out to a real contact with his boys and girls. If his eyes are glued to his book, he cannot hope to arouse keen interest. The eye is a great force in gripping the attention of a class or audience. They want nothing to stand between them and the speaker. Not long ago one of the most forceful and eloquent public speakers in Utah failed miserably, in addressing a thoroughly fine audience, because he was lost in the machinery of his notes. His material was excellent—his power as an orator unquestioned—yet he was bound down by a lack of preparation that cost him the mastery of his audience.
Not only does adequate preparation enable a teacher to reach out and take hold of his pupils; it makes it possible for him to capitalize on the situations that are bound to arise in class discussion. A concrete illustration to clear up a troublesome question, an appropriate incident to hit off some general truth, a happy phrase to crystallize a thought—all these things are born only of adequate preparation.
Not long ago a candidate for the presidency of the United States delighted an audience of ten thousand or more in the Salt Lake Tabernacle by his remarkable handling of questions and comments thrown at him from that vast audience. There was no hesitancy or uncertainty. He spoke "as one who knew." He was prepared. He had so lived with the questions of the day that they fairly seemed to be part of him. The interesting teacher never teaches all he knows. His reserve material inspires both interest and confidence. A class begins to lose interest in a teacher the moment they suspect that his stock in trade is running low. The mystery, "how one small head could carry all he knew," is still fascinating. Thorough preparation, moreover, minimizes the likelihood of routine, the monotony of which is always deadening. A class likes a teacher—is interested in him—when it can't anticipate just what he is going to do next and how he is going to do it.
A further aid in holding interest is to know intimately the life of the boys and girls taught. To appreciate fully their attitude—to know what sort of things in life generally appeal to them—is a very great asset to any teacher. If a teacher knows that a boy's reaction to the story of the Israelites' crossing the Red Sea is that that story is "some bunk," he is fortified in knowing how to present other subjects which are similar tests to a boy's faith and understanding. To know pupils' attitudes and mode of life is to know what sort of illustrations to use, what emphasis to put upon emotional material, what stress to lay on practical application. In short, it is to know just how to "connect up." It stimulates to a testing of values so that a teacher selects and adapts his material to the needs of the boys and girls whom he teaches.
And, finally, as a key to interest, a teacher needs to know what the "factors of interestingness" are. According to the findings of the Public Speaking Department of the University of Chicago, they are summed up in these seven terms:
- The Vital
- The Unusual
- The Uncertain
- The Concrete
- The Similar
- The Antagonistic
- The Animate
This list becomes more and more helpful as it is pondered. It is surprising to find how experience can be explained on the score of interest by reference to these terms. Those things are vital which pertain to life—which affect existence. Dangers are always interesting. Catastrophies are fascinating. Just today all America is scanning the newspapers throughout the country to find an explanation of the Wall Street explosion. We shall not soon forget the feverish interest that gripped the people of the world during our recent world wars.
When life is at stake, interest runs high. So it does when property, liberty, and other sacred rights, so vital to life, are affected. Anything vital enough to justify the publication of an "extra" may be depended upon to grip the interest of men and women.
It is equally clear that a fascination attaches to things that are unusual. New styles attract because of this fact. Let a man oddly dressed walk along a thoroughfare—the passersby are interested immediately. A "loud" hat or necktie, or other item of apparel, attracts attention because it is out of the ordinary. Much of the interest and delight in traveling lies in this element of the new and unusual which the traveler encounters. The experiences of childhood which stand out most prominently are usually those which at the time riveted themselves to the mind through the interest of their extraordinariness.
Every reader knows the fascination of uncertainty. "How will the book turn out?" prompts many a person to turn through hundreds of pages of a novel. An accident is interesting not only because of its vital significance, but because there is always a question as to how seriously those involved may be hurt. One of the clearest illustrations of the force of the uncertain is found attending baseball games. Let the score stand at 10 to 2 in the eighth inning and the grandstands and bleachers begin to empty. Few spectators care to remain. The game is too clearly settled. As the boys say, it is "sewed up" and there is nothing uncertain to grip interest. But let the score stand 3 to 2 or 2 to 2 in the eighth and even the man scheduled home for dinner stays to the end. He wants to know how the game is "coming out."
It is easier also to be interested in concrete than in abstract things. General truths are not gripping—concrete illustrations of those truths are. If I declare that it is important to have faith, I create but little interest in an audience. But if I tell that same audience how some individual has been miraculously healed through faith, I have their interest completely. Concrete illustrations fit into and link up with our own experiences so easily and forcefully that they are particularly interesting.
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.