=Relation to Pupil's Feeling.=--A chief essential in connection with the
pupil's motive, or attitude, toward the lesson problem, is that the
child should _feel_ a value in the problem. That is, his apprehension of
the problem should carry with it a desire to secure a complete mastery
of the problem from a sense of its intrinsic value. The difference in
feeling which a pupil may have toward the worth of a problem would be
noticed by comparing the attitude of a class in the study of a military
biography or a pioneer adventure taken from Canadian or United States
sources respectively. In the case of the former, the feeling of
patriotism associated with the lesson problem will give it a value for
the pupils entirely absent from the other topic. The extent to which the
pupil feels such a value in the lesson topic will in most cases also
measure the degree of control he obtains over the new experience.


AWAKENING INTEREST IN PROBLEMS

As will be seen in Chapter XXIX, where our feeling states will be
considered more fully, feeling is essentially a personal attitude of
mind, and there can be little guarantee that a group of pupils will feel
an equal value in the same problem. At times, in fact, even where the
pupil understands fairly well the significance of a presented lesson
problem, he may feel little personal interest in it. One of the most
important questions of method is, therefore, how to awaken in a class
the necessary interest in the lesson problem with which they are being
presented.

1. =Through Physical Activity.=--It is a characteristic of the young
child to enjoy physical activity for the sake of the activity itself.