=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 impulse and action. It may be noted further that, whenever the young child gains an idea of an action, he tends at once to express that idea in action. On account of this immediate connection between thought and expression, due to an inability to inhibit the motor discharge, a child, as soon as he is able to form ideas of the acts of others, must necessarily show a tendency to repeat, or reproduce, such acts. Granting that this immediate connection between sensory impulse and motor response is an inherited capacity, the tendency of the young child to imitate the acts of others may be classified as an instinct.