At our last meeting I treated of the native tendencies of the pupil to react in characteristically definite ways upon different stimuli1 or exciting circumstances. In fact, I treated of the pupil’s instincts. Now some situations appeal to special instincts from the very outset, and others fail to do so until the proper connections have been organized in the course of the person’s training. We say of the former set of objects or situations that they are interesting in themselves and originally. Of the latter we say that they are natively uninteresting, and that interest in them has first to be acquired.
No topic has received more attention from pedagogical writers than that of interest. It is the natural sequel to the instincts we so lately discussed, and it is therefore well fitted to be the next subject which we take up.
Since some objects are natively interesting and in others interest is artificially acquired, the teacher must know which the natively interesting ones are; for, as we shall see immediately, other objects can artificially acquire an interest only through first becoming associated with some of these natively interesting things.
The native interests of children lie altogether in the sphere of sensation. Novel things to look at or novel sounds to hear, especially when they involve the spectacle of action of a violent sort, will always divert the attention from abstract conceptions of objects verbally taken in. The grimace5 that Johnny is making, the spitballs that Tommy is ready to throw, the dog-fight in the street, or the distant firebells ringing — these are the rivals with which the teacher’s powers of being interesting have incessantly6 to cope. The child will always attend more to what a teacher does than to what the same teacher says. During the performance of experiments or while the teacher is drawing on the blackboard, the children are tranquil7 and absorbed. I have seen a roomful of college students suddenly become perfectly8 still, to look at their professor of physics tie a piece of string around a stick which he was going to use in an experiment, but immediately grow restless when he began to explain the experiment. A lady told me that one day, during a lesson, she was delighted at having captured so completely the attention of one of her young charges. He did not remove his eyes from her face; but he said to her after the lesson was over, “I looked at you all the time, and your upper jaw9 did not move once!” That was the only fact that he had taken in.
Living things, then, moving things, or things that savor10 of danger or of blood, that have a dramatic quality — these are the objects natively interesting to childhood, to the exclusion11 of almost everything else; and the teacher of young children, until more artificial interests have grown up, will keep in touch with her pupils by constant appeal to such matters as these. Instruction must be carried on objectively, experimentally, anecdotally. The blackboard-drawing and story-telling must constantly come in. But of course these methods cover only the first steps, and carry one but a little way.
Can we now formulate12 any general principle by which the later and more artificial interests connect themselves with these early ones that the child brings with him to the school?
Fortunately, we can: there is a very simple law that relates the acquired and the native interests with each other.
Any object not interesting in itself may become interesting through becoming associated with an object in which an interest already exists. The two associated objects grow, as it were, together: the interesting portion sheds its quality over the whole; and thus things not interesting in their own right borrow an interest which becomes as real and as strong as that of any natively interesting thing. The odd circumstance is that the borrowing does not impoverish13 the source, the objects taken together being more interesting, perhaps, than the originally interesting portion was by itself.
This is one of the most striking proofs of the range of application of the principle of association of ideas in psychology14. An idea will infect another with its own emotional interest when they have become both associated together into any sort of a mental total. As there is no limit to the various associations into which an interesting idea may enter, one sees in how many ways an interest may be derived15.
You will understand this abstract statement easily if I take the most frequent of concrete examples — the interest which things borrow from their connection with our own personal welfare. The most natively interesting object to a man is his own personal self and its fortunes. We accordingly see that the moment a thing becomes connected with the fortunes of the self, it forthwith becomes an interesting thing. Lend the child his books, pencils, and other apparatus16: then give them to him, make them his own, and notice the new light with which they instantly shine in his eyes. He takes a new kind of care of them altogether. In mature life, all the drudgery17 of a man’s business or profession, intolerable in itself, is shot through with engrossing18 significance because he knows it to be associated with his personal fortunes. What more deadly uninteresting object can there be than a railroad time-table? Yet where will you find a more interesting object if you are going on a journey, and by its means can find your train? At such times the time-table will absorb a man’s entire attention, its interest being borrowed solely19 from its relation to his personal life. From all these facts there emerges a very simple abstract programme for the teacher to follow in keeping the attention of the child: Begin with the line of his native interests, and offer him objects that have some immediate2 connection with these. The kindergarten methods, the object-teaching routine, the blackboard and manual-training work — all recognize this feature. Schools in which these methods preponderate20 are schools where discipline is easy, and where the voice of the master claiming order and attention in threatening tones need never be heard.
Next, step by step, connect with these first objects and experiences the later objects and ideas which you wish to instill. Associate the new with the old in some natural and telling way, so that the interest, being shed along from point to point, finally suffuses21 the entire system of objects of thought.
This is the abstract statement; and, abstractly, nothing can be easier to understand. It is in the fulfilment of the rule that the difficulty lies; for the difference between an interesting and a tedious teacher consists in little more than the inventiveness by which the one is able to mediate3 these associations and connections, and in the dulness in discovering such transitions which the other shows. One teacher’s mind will fairly coruscate22 with points of connection between the new lesson and the circumstances of the children’s other experience. Anecdotes23 and reminiscences will abound24 in her talk; and the shuttle of interest will shoot backward and forward, weaving the new and the old together in a lively and entertaining way. Another teacher has no such inventive fertility, and his lesson will always be a dead and heavy thing. This is the psychological meaning of the Herbartian principle of ‘preparation’ for each lesson, and of correlating the new with the old. It is the psychological meaning of that whole method of concentration in studies of which you have been recently hearing so much. When the geography and English and history and arithmetic simultaneously25 make cross-references to one another, you get an interesting set of processes all along the line.
* * * * *
If, then, you wish to insure the interest of your pupils, there is only one way to do it; and that is to make certain that they have something in their minds to attend with, when you begin to talk. That something can consist in nothing but a previous lot of ideas already interesting in themselves, and of such a nature that the incoming novel objects which you present can dovetail into them and form with them some kind of a logically associated or systematic26 whole. Fortunately, almost any kind of a connection is sufficient to carry the interest along. What a help is our Philippine war at present in teaching geography! But before the war you could ask the children if they ate pepper with their eggs, and where they supposed the pepper came from. Or ask them if glass is a stone, and, if not, why not; and then let them know how stones are formed and glass manufactured. External links will serve as well as those that are deeper and more logical. But interest, once shed upon a subject, is liable to remain always with that subject. Our acquisitions become in a measure portions of our personal self; and little by little, as cross-associations multiply and habits of familiarity and practice grow, the entire system of our objects of thought consolidates27, most of it becoming interesting for some purposes and in some degree.
An adult man’s interests are almost every one of them intensely artificial: they have slowly been built up. The objects of professional interest are most of them, in their original nature, repulsive28; but by their connection with such natively exciting objects as one’s personal fortune, one’s social responsibilities, and especially by the force of inveterate29 habit, they grow to be the only things for which in middle life a man profoundly cares.
But in all these the spread and consolidation30 have followed nothing but the principles first laid down. If we could recall for a moment our whole individual history, we should see that our professional ideals and the zeal31 they inspire are due to nothing but the slow accretion32 of one mental object to another, traceable backward from point to point till we reach the moment when, in the nursery or in the schoolroom, some little story told, some little object shown, some little operation witnessed, brought the first new object and new interest within our ken4 by associating it with some one of those primitively33 there. The interest now suffusing34 the whole system took its rise in that little event, so insignificant35 to us now as to be entirely36 forgotten. As the bees in swarming37 cling to one another in layers till the few are reached whose feet grapple the bough39 from which the swarm38 depends; so with the objects of our thinking — they hang to each other by associated links, but the original source of interest in all of them is the native interest which the earliest one once possessed40.
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1
stimuli
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| n.刺激（物） | |
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immediate
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| adj.立即的；直接的，最接近的；紧靠的 | |
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mediate
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| vi.调解，斡旋；vt.经调解解决；经斡旋促成 | |
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ken
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| n.视野，知识领域 | |
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grimace
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| v.做鬼脸，面部歪扭 | |
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incessantly
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| ad.不停地 | |
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tranquil
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| adj. 安静的, 宁静的, 稳定的, 不变的 | |
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8
perfectly
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| adv.完美地，无可非议地，彻底地 | |
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9
jaw
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| n.颚，颌，说教，流言蜚语；v.喋喋不休，教训 | |
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savor
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| vt.品尝，欣赏；n.味道，风味；情趣，趣味 | |
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exclusion
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| n.拒绝，排除，排斥，远足，远途旅行 | |
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12
formulate
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| v.用公式表示；规划；设计；系统地阐述 | |
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13
impoverish
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| vt.使穷困，使贫困 | |
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psychology
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| n.心理，心理学，心理状态 | |
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15
derived
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| vi.起源；由来；衍生；导出v.得到( derive的过去式和过去分词 )；（从…中）得到获得；源于；（从…中）提取 | |
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apparatus
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| n.装置，器械；器具，设备 | |
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drudgery
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| n.苦工，重活，单调乏味的工作 | |
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engrossing
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| adj.使人全神贯注的，引人入胜的v.使全神贯注( engross的现在分词 ) | |
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solely
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| adv.仅仅，唯一地 | |
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preponderate
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| v.数目超过；占优势 | |
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suffuses
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| v.（指颜色、水气等）弥漫于，布满( suffuse的第三人称单数 ) | |
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22
coruscate
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| v.闪亮，闪光 | |
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anecdotes
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| n.掌故，趣闻，轶事( anecdote的名词复数 ) | |
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24
abound
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| vi.大量存在；(in，with)充满，富于 | |
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simultaneously
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| adv.同时发生地，同时进行地 | |
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systematic
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| adj.有系统的，有计划的，有方法的 | |
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consolidates
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| 巩固 | |
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repulsive
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| adj.排斥的，使人反感的 | |
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inveterate
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| adj.积习已深的，根深蒂固的 | |
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consolidation
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| n.合并,巩固 | |
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31
zeal
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| n.热心，热情，热忱 | |
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32
accretion
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| n.自然的增长，增加物 | |
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primitively
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| 最初地，自学而成地 | |
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34
suffusing
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| v.（指颜色、水气等）弥漫于，布满( suffuse的现在分词 ) | |
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35
insignificant
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| adj.无关紧要的，可忽略的，无意义的 | |
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36
entirely
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| ad.全部地，完整地；完全地，彻底地 | |
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37
swarming
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| 密集( swarm的现在分词 )； 云集； 成群地移动； 蜜蜂或其他飞行昆虫成群地飞来飞去 | |
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38
swarm
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| n.(昆虫)等一大群；vi.成群飞舞；蜂拥而入 | |
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bough
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| n.大树枝，主枝 | |
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40
possessed
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| adj.疯狂的；拥有的，占有的 | |
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