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." Of course, there is some point to such an objection. Having been asked to teach the truths of the gospel of Jesus Christ, we cannot defend the practice of bringing in all kinds of material just because it is funny. And, of course, it is true, too, that some lesson outlines upon first thought do appear rather forbidding. But it is equally true that there is a path of interest through the most unpromising material, though that path does not always run alongside the teacher's highroad of ease and unconcern. A false notion of interest is that it denotes mere amusement--that it is something aside from serious and sober thought.