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.
The writer recalls visiting a class taught by a person holding such a
notion. Having given his lesson but little thought he apologized for its
lack of interest by saying, "Now, boys and girls, if you will just be
quiet while we go over the lesson, even though it isn't very
interesting, I'll read you our next chapter of _Huckleberry Finn_." And
yet the lesson, hurried over, with a little intensive study could have
been made as fascinating as the reading of _Huckleberry Finn_ and
notably more profitable.
Another misconception relative to interest is the idea that to make a
subject interesting you must so popularize it that you cheapen it. This
idea is typified in the "snap" courses in school--courses made
interesting at the expense of painstaking application. As a matter of
fact, to cheapen a thing is ultimately to kill interest in it. Genuine
interest of real worth is born of effort and devotion to a worthy
objective. Far from dissipating the mind's energies, it heightens and
concentrates them to the mastery of the bigger and finer things of life.
A subject to be made interesting must present some element of newness,
yet must be so linked up with the experience of the learner as to be
made comprehensible. It must, moreover, be made to appeal as essential
and helpful in the life of the learner. The two outstanding queries of
the uninterested pupil are:
What is it all about?
What's the use?
Let us, then, turn to two or three subjects which at first thought may
appear more or less dull to see whether there is an approach to them
that can be made interesting.
Members of the teacher-training class at Provo were asked to name four
or five subjects which they regarded hard to stimulate interest in. They
named the following:
Fasting.
The Fall.
The Atonement.
The Resurrection.
The Story of Jonah.
Let us suppose that I have met my Second Intermediate class of eighteen
boys and girls to discuss the subject of fasting. I might begin by
relating an actual experience in which through fasting and prayer on the
part of the members of a particular family a little boy has just been
most miraculously restored to health, after an operation for
appendicitis. It was an infection case, and three doctors agreed there
was no possible chance of recovery. A fourth doctor held out the
possibility of one chance in a hundred. And yet a two days' fast,
coupled with a faith I have seldom seen equalled, has been rewarded by
the complete recovery of the boy, who is now thoroughly well and strong.
Such a concrete illustration is one possibility for arousing interest.
Or, I might proceed with a few definite, pointed questions:
"How many of you eighteen boys and girls fasted this month?"
The answers show that seven have fasted; eleven have not.
I proceed then to inquire why the eleven have failed to fast. Various
explanations are offered:
"Oh, I forgot."
"We don't fast in our home."
"Father has to work all day Sunday; and so, because mother has to get
breakfast for him, we all eat."
"I have a headache if I fast, so I think it is better not to."
"I don't see any use in fasting. Going around with a long, hungry face
can't help anyone."
"It's easy to fast when they won't give you anything to eat."
"I like to fast just to show myself that I don't live to be eating all
the time."
"I believe it's a good thing to give the body a little rest once in a
while."
"I feel different when I fast--more spiritual or something."
"It must be right to fast. The Church wouldn't ask us to if it wasn't a
good thing."
The definiteness of these replies, coupled with the suspense of
wondering what the next answer will be, keeps up a lively interest.
A third possibility would be to call for the experiences of the pupils,
or experiences which have occurred in their families, or concerning
which they have read. A very rich compilation of interesting material
can be collected under such a scheme.
Or, finally, I may choose to proceed immediately with a vigorous
analysis and discussion of the whole problem. I arouse interest by
quoting a friend who has put the query to me, "What is the use of
fasting?" and then enlist the cooperation of the class in formulating a
reply. Together we work out the possible justification of fasting.
The following outline may represent the line of our thought:
1. Jesus taught us to fast.
a. His forty days in the wilderness.
b. His injunction to his apostles.
2. Our leaders have instituted fasting in these latter days.
3. By fasting we develop a mastery over our appetites. The body is made
to serve the will.
4. Physiologically, it is a good thing to fast. Many scientists are now
recommending regular rests for the digestive organs.
5. Fasting makes possible an elevation of spirit.
6. Our system of fasting makes it possible to see that no one in the
Church wants for food.
7. Fasting enables us to appreciate the feelings of those who are less
fortunate in the world than we are, who are denied the blessings we
enjoy.
Of course, each idea needs to be introduced and developed in a concrete,
vigorous manner. So treated, fasting can be made a very fascinating
subject.
The following suggestions on introducing the lesson on the Resurrection
to little children have been drawn up by one of the most successful
kindergarten teachers in the Church:
"There are several things to be considered before presenting the lesson
on the Resurrection to little children.
"First, the teacher must feel that she _can_ present it. In other words,
she must love the story and feel the importance of it. She must also be
able to see the beautiful side and remember that she is teaching, 'There
is no death; but life eternal.'
"The next question to consider is: How are we going to present it? We
must lead the child from the known to the unknown, through the child's
own experience. Therefore we go to nature, because all nature appeals to
the child. But in order to create the right atmosphere, the teacher in
selecting the subject must feel that what he has selected is the very
thing he wants in order to explain to the child, 'There is no death.'
"There are several ways in which the subject may be approached through
nature. We may take the Autumn and let the children tell what happens to
the trees, flowers, and different plants. Lead them to see the condition
after the leaves are off. Then what will happen next Spring. Or we may
take one specific tree or brush and talk of the twig where the leaves
were in the summer, but have now fallen to the ground. The twig looks
dead. But on opening the bud and removing the brown covering we find the
tiny leaf inside waiting and preparing to come forth in the Spring.
"The bulb may be used in a similar way, leading the child to see the
bulb as it is before planting, then to see what happens when we plant
it.
"The caterpillar may also be used. Here we have the live worm getting
ready to go into his cocoon and is absent for some time; then he
returns, only in another form. A higher stage.
"Lead the child to see that every thing in nature has a period of
changing, of apparently going away for a short time, but is not dead--it
returns to life.
"Be sure to have the objects you are talking about before the class,
while you are discussing the subject. If not obtainable, use a picture,
or draw them."
The problem of the story of Jonah is usually submitted with a twinkle in
the eye of him who raises the question. The world has so generally
relegated it to the heap of the impossible that even some of our own
people look rather amazed when a champion for Jonah steps forward. And
yet this story properly approached is one of the teacher's greatest
opportunities. If it is to be presented to small children it can be told
very beautifully, either as a lesson on disobedience or, from the point
of view of the people of Nineveh, as a lesson on fasting and prayer.
Little children will not be troubled with doubt and disbelief unless the
teacher fosters such attitudes.
To older minds, of course, the story already is a good bit of a
stumbling block, and therefore needs to be given thoughtful preparation.
At the outset, with older students, we ought to lead them into the
beauties of the story--beauties which all too frequently are wholly
unknown to the ordinary boy or girl. Read the story:
The call that comes to Jonah.
His hesitancy.
His dodging of duty.
His selfish judgments.
His punishment.
His attitude toward the people of Nineveh.
The lesson taught.
"Yes," says the young skeptic, "but how about the whale idea? Do you
expect us to believe that stuff? It's contrary to all natural law."
Let's meet the issue squarely. The Bible says that Jonah was swallowed
by a big fish. Science is agreed that that part of the account is easily
possible--nothing contrary to natural law so far.
"But what about the three days? That surely is."
Here is a challenge. Is it possible that life can be suspended, "and
restored"? Let the scriptures testify. It was so in the case of the
daughter of Jairus. (Mark 5:22-43.)
So was it in the case of Lazarus. (John 11:23-44.)
Consider the case of the Son of God Himself! Buried in the tomb,
Jesus rose the third day. If you can believe in the resurrection, you
can believe in the restoration of Jonah. It is interesting to note that
Jesus Himself accepted the story of Jonah. See Matthew 12:40:
"For as Jonah was three days and three nights in the whale's belly;
so shall the Son of man be three days and three nights in the heart
of the earth."
To doubt Jonah is to question the Master. Not only so, but if a person
throws out the story of Jonah, he faces a chain of miraculous events
from one end of the Bible to the other from which he will have
difficulty to escape. You ask me to explain Jonah, I shall reply by
asking you to explain:
The creation of man.
The flood.
The confusion of Babel.
The parting of the Red Sea.
The three Hebrews and the furnace.
Elisha and the ax.
The birth of the Savior.
His resurrection.
One-third of the account given by Matthew.
Your own birth.
May one not accept with confidence the word of God as contained in the
Doctrine & Covenants, Sec. 35:8?
"For I am God, and mine arm is not shortened; and I will show miracles,
signs and wonders unto all those who _believe on my name_."
* * * * *
QUESTIONS AND SUGGESTIONS--CHAPTER XIII
1. Discuss the proper use of stories in securing and maintaining
interest.
2. Point out the danger of bringing in foreign "funny" material.
3. Show how difficult subjects may be made of even greater interest than
easy ones.
4. Use the greater part of this class hour for illustrating how to
create interest in subjects ordinarily found hard to teach.
HELPFUL REFERENCES
Those listed in Chapter XI.