pitcher filled with water, we may have their curiosity aroused for the
study of condensation. So also the presentation of a picture may arouse
curiosity in places or people.

[Illustration]

=4. Ownership as Motive.=--The natural pleasure which children take in
collection and ownership may often be associated with presented problems
in a way to cause them to take a deeper interest in the knowledge to be
acquired. For example, in presenting a lesson on the countries of
Europe, the collection of coins or stamps representative of the
different countries will add greatly to the interest, compared with a
mere outline study of the political divisions from a map. A more
detailed examination of the instincts and tendencies of the child and
their relation to the educative process will, however, be found in
Chapter XXI.

=5. Acquired Interest as Motive.=--Finally, in the case of individual
pupils, a knowledge of their particular, or special, interests is often
a means of awakening in them a feeling of value for various types of
school work. As an example, there might be cited the experience of a
teacher who had in his school a pupil whom it seemed impossible to
interest in reading. Thereupon the teacher made it his object to learn
what were this pupil's chief interests outside the school. Using these
as a basis for the selecting of simple reading matter for the boy, he
was soon able to create in him an interest in reading for its own sake.
The result was that in a short time this pupil was rendered reasonably
efficient in what had previously seemed to him an uninteresting and
impossible task.