sic appeal. For this reason, young
children are mainly interested in a lesson which deals with particular
elements in a concrete manner, such as coloured blocks, bright pictures,
and stories of action; while the older pupil seeks out the new problem
because it stands in definite relation to what is already known.

=Importance of Apperceptive Curiosity.=--Since curiosity depends upon
novelty, it is evident that sensuous should ultimately give place to
apperceptive curiosity. Although objects first impress the senses with a
degree of freshness and vigour, this freshness must disappear as the
novelty of the impression wears off. When sensuous curiosity thus
disappears, it is only by seeing in the world of sensuous objects other
relations with their larger meaning, that healthy curiosity is likely
to be maintained. Thus it is that the curiosity of the student is
attracted to the more hidden qualities of objects, to the tracing of
cause and effect, and to the discovery of scientific truth in general.

=Novelty versus Variety.=--While the familiar must lose something of its
freshness through its very familiarity, it is to be noted that to remit
any experience for a time will add something to the freshness of its
revival. Persons and places, for instance, when revisited after a period
of absence, gain something of the charm of novelty. Variety is,
therefore, a means by which the effect of curiosity may be sustained,
even after the original novelty has disappeared. This fact should be
especially remembered in dealing with the studies of young children.
Without being constantly fed upon the novel, the child may yet avoid
monotony by having a measure of variety within a reasonable number of
interests. It is in this way, in fact, that permanent centres of
interest can best be established. To keep a child's attention
continually upon one line of experiences would destroy both curiosity
and interest. To keep him ever attending to the novel would prevent the
building up of any centres of interest. By variety within a reasonable
number of subjects, both depth of interest and reasonable variety in
interests will be obtained. This is, therefore, another reason why the
school curriculum should show a reasonable number of subjects and
reasonable variety in the presentation of these subjects.

IMITATION

=Nature of Imitation.=--In our study of the nervous system, attention
was called to the close connection existing between sensory im