Given that enhancing the motivation of young people for science is a widely shared goal, the question posed is how to raise intellectual satisfaction among students by showing the consistency and conciseness of physical theories. I argue that certain rituals in our teaching practices can make physical theories seem inconsistent, even absurd. Using examples of such rituals from the secondary school and college levels, I discuss how we might better highlight the consistency of ideas, and give evidence of students' and teachers' reactions to the proposed changes. I conclude by considering possible actions relating to teacher training and to assessment.