f curiosity is, therefore, to
direct attention to the novel until it is made familiar. There is a type
of curiosity, however, which craves for mere astonishment and not for
understanding. It is such curiosity that causes children to pry into
other people's belongings, and men into other people's affairs.

=Sensuous and Apperceptive Curiosity.=--Curiosity may be considered of
two kinds also from the standpoint of its origin. In early life,
curiosity must rest largely upon sense perception, being essentially an
appetite of the senses to meet and interpret the objective surroundings.
A bright light, a loud noise, a moving object, at once awakens
curiosity. At this stage, curiosity serves as a counteracting influence
to the instinct of fear, the one leading the child to use his senses
upon his surroundings, and the other causing him to use them in a
careful and judicious manner. As the child grows in experience, however,
his curiosity limits itself more and more in accordance with the law of
apperception. Here the object attracts attention not merely because of
its sensuous properties, but because it suggests novel relations within
the elements of past experience. The young child's curiosity, for
instance, is aroused toward a strange plant simply because of its form
and colour, that of the student of botany, because the plant presents
features that do not relate themselves at once to his botanical
experience. The first curiosity may be called objective, or sensuous,
the second subjective, or apperceptive.

=Relation of Two Types.=--The distinction between sensuous and
apperceptive curiosity is, of course, one of degree rather than one of
kind. A novel object could not be an object of attention unless it bore
some relation to the present mental content. The young child, however,
seeks mainly to give meaning to novel sense impressions, and is not
attracted to the more hidden relations in which objects may stand one to
another. He is attracted, for instance, to the colour, scent, and
general form of the flower, rather than to its structure. On the other
hand, it is found that at a later stage curiosity is usually aroused
toward a novel problem, to the extent to which the problem finds a
setting in previous experience. This is seen in the fact that the young
child takes no interest in having lessons grow out of each other in a
connected manner, but must have his curiosity aroused to the present
situation through its own intrin