enting the feeling, and attention the effort side of the
experience. As thus applied, the term interest is said to be used
subjectively. More, often, however, the term is applied rather to the
thing toward which the mind directs its attention, the object being said
to possess interest for the person. In this sense the rattle is said to
have interest for the babe; baseball, for the young boy; and the latest
fashions, for the young lady. Since the interest is here assumed to
reside in the object, it seems reasonable to say that our attention is
attracted through interest, that is, through an interesting
presentation. As thus applied, the term interest is said to be used
objectively.

=Types of Objective Interest.=--The interest which various objects and
occupations thus possess for the mind may be of two somewhat different
types. In some cases the object possesses a direct, or intrinsic,
interest for the mind. The young child, for instance, is spontaneously
attracted to bright colours, the boy to stories of adventure, and the
sentimental youth or maiden to the romance. In the case of any such
direct interests, however, the feeling with which the mind contemplates
the object may transfer itself at least partly to other objects
associated more or less closely with the direct object of interest. It
is thus that the child becomes interested in the cup from which his food
is taken, and the lover in the lap dog which his fair one fondles. As
opposed to the _direct interest_ which an object may have for the mind,
this transferred type is known as _indirect interest_.

=Importance of Transference of Interest.=--The ability of the mind thus
to transfer its interests to associated objects is often of great
pedagogical value. Abstract forms of knowledge become more interesting
to young children through being associated with something possessing
natural interest. A pupil who seems to take little interest in
arithmetic may take great delight in manual training. By associating
various mathematical problems with his constructive exercises, the
teacher can frequently cause the pupil to transfer in some degree his
primary interest in manual training to the associated work in
arithmetic. In the same way the child in the primary grade may take more
delight in the alphabet when he is able to make the letters in sand or
by stick-laying. It may be said, in fact, that much of man's effort is a
result of indirect interest. What is called doing