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