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Page 54
Interest depends on comprehension.--First of all we must remember that
_interest never attaches to what the mind does not grasp_. Go yourself
and listen to the technical lecture you do not understand, or try to
read the book that deals with matters concerning which you have no
information; then apply the results of your experience to the case of
the child. The matter we teach the child must have sufficient connection
with his own experience, be sufficiently close to the things he knows
and cares about, so that he has a basis on which to comprehend them. The
_new_ must be related to something _old and familiar_ in the mind to
meet a warm welcome.
If we would secure the child's interest, we must make certain of a
"point of contact" in his own life and meet him on the plane of his own
experience. God smiling in the sunshine, making the flowers grow or
whispering in the breeze is closer to the child than God as "Creator."
God protecting and watching over the child timid and afraid in the dark
is more real than God in his heaven as "protector." We must remember
that not what _we_ feel is of value, but _what the child feels is of
value_ is what will appeal to his interest and attention. And no
exertion or agonizing on our part will create interest in the child in
matters for which his own understanding and experience have not fitted
him. For example, probably no child is ever interested in learning the
church catechism or Bible verses which we prize so highly, but which he
can not understand nor apply; he may be interested in a prize to be had
at the end of the learning, but in this case the interest is in the
reward and not in the matter learned. _Empty words devoid of meaning
never fire interest nor kindle enthusiasm._
Interest attaches to action.--Children are interested more in action,
deeds, and events than in motives, reasons, and explanations. They care
more for the uses to which objects are to be put than for the objects
themselves.
No boy is interested in a bicycle chiefly as an example of mechanical
skill, but, rather, as a means of locomotion. No girl is interested in
dolls just as dolls, nor as a product of the toy maker's skill, but to
play with. It is this quality that makes children respond to the story,
for the story deals with action instead of with explanation and
description. In the story there is life and movement, and not reasoning
and mere assertion. The story presents the lesson in terms of deeds and
events, instead of by means of abstract statement and formal conclusion.
This principle carries over to the child's own participation. Everyone
is most interested in that in which he has an active part. The meeting
in which we presided or made a speech or presented a report is to us a
more interesting meeting than one in which we were a silent auditor. To
the child, personal response is even more necessary. No small part of
the reason why the child "learns by doing" is that he is interested in
doing as he is not interested in mere listening. All good teaching will
therefore appeal to interest through providing the fullest possible
opportunity for the child to have an important share in the lesson. And
this part must be something which _to the child_ is worth doing, and
not, for example, an oral memory drill on words meaningless to the
pupil, nor "expression" work of a kind that lacks purpose and action.
There are always real things to be done if the lesson is vital--personal
experiences to be recounted, special assignments to be reported upon,
maps to be drawn or remodeled, specimens of flowers or plants to be
secured, character parts to be represented in the story, a bit of
history to be looked up, prayers to be said, songs to be sung, or a
hundred other things done which will appeal to the interest and at the
same time fix the points of the lesson.
Interest requires variety and change.--Interest attaches to the _new_,
provided the new is sufficiently related to the fund of experience
already on hand so that it is fully grasped and understood. While there
are certain matters, such as marching, handling supplies, etc., in the
recitation which should be done the same way each time so that they may
become habit and routine, yet there is a wide range of variety possible
in much of the procedure.
The lessons should not be conducted always in the same way. One
recitation may consist chiefly of discussion, with question and answer
between teacher and class. Another may be given largely to reports on
special assignments, with the teacher's comments to broaden and apply
the points. Another may take the form of stories told and illustrations
given by the teacher, or of stories retold by the class from former
lessons. The great thing is to secure change and variety without losing
sight of the real aims of the lesson, and to plan for a pleasant
surprise now and then without lowering the value of the instruction.
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