INTEREST AS DIRECT AND INDIRECT
whole belongs to him, if it is a mode of his own movement, then the thing or act which it includes gains interest too.
Here, and here only, have we the reality of the idea of "making things interesting." I know of no more demoralizing doctrine—when taken literally—than the assertion of some of the opponents of interest that after subject-matter has been selected, then the teacher should make it interesting. This combines in itself two thorough-going errors. On one side, it makes the selection of subject-matter a matter quite independent of the question of interest—that is to say of the child's native urgencies and needs; and, further, it reduces method in instruction to more or less external and artificial devices for dressing up the unrelated materials, so that they will get some hold upon attention. In reality, the principle of "making things interesting" means that subjects be selected in relation to the child's present experience, powers, and needs; and that (in case he does not perceive or appreciate this relevancy) the new material be presented in such a way as to enable the child to appreciate its bearings, its
