=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 a thing from a sense of duty is often a case of applying ourselves to a certain thing because we are interested in avoiding the disapproval of others. The child also often applies himself to his tasks, not so much because he takes a direct interest in them, but because he wishes to gain the approval and avoid the censure of teacher and parents. =Native and Acquired Interest.=--Interest may also be distinguished on the basis of its origin. As noted above, certain impressions seem to demand a spontaneous interest from the individual. For this cause the child finds his attention going out immediately to bright colours, to objects which give pleasure, such as candy, etc., or to that which causes personal pain. On the other hand, objects and occupations which at first seem devoid of interest may, after a certain amount of experience has been gained, become important centres of interest. A young child may at first show no interest in insects unless it be a feeling of revulsion. Through the visit of an entomologist to his home, however, he may gain some knowledge of insects. This knowledge, by arousing an apperceptive tendency in the direction of insect study, gradually develops in him a new interest which lasts throughout his whole life. It is in this way that the various school subjects widen the narrow interests of the child. By giving him an insight into various phases of his social environment, the school curriculum awakens in him different centres of interest, and thus causes him to become in the truest sense a part of the social life about him. This fact is one of the strongest arguments, also, against a narrow public school course of study in a society which is itself a complex of diversified interests.