3. Curiosity which is pathological or idle, or the satisfaction of which interferes with the rights of others. 4. Curiosity not harmful in itself, but which interferes with the child’s own wholesome development. (1) _Curiosity stimulated by novelty or by spirit of investigation._ This is the form of curiosity which Plato so much admired, yet most parents and teachers dub it just plain “meddling.” Perhaps they have not realized the possibilities for growth in it that Plato saw. CASE 99 (SECOND GRADE) [Sidenote: Meddling] Louis Gannin came into his first year of school life with a surplus of interest in whatever struck his senses. His movements were very rapid, his attention was fluctuating and his hand deft in opening boxes and other receptacles for articles of any sort. “Louis, is that you?” said his teacher one morning. He was visible only as a mass of child’s garments, for he stood doubled up over a pile of rubbish in a hall closet. And so it was on many occasions, until Miss Vanderlip broke down in despair: “Louis, I think you must have looked at everything there is in this whole school building by this time. I have told you not to get into things and still you do it. What shall I do with you, anyway?” Louis looked down at his shoes in undisturbed innocence. “I know what I’ll do with you. I’ll just tie your hands together for a long time, so as to teach you not to get into things. How’ll you like that? Then you’ll be like a prisoner with handcuffs.” Louis did not know very much about handcuffs or prisoners, nor could he help but wonder how it would feel to have his hands tied together. He meekly let the matter rest because teacher was apparently not in a very good mood. CONSTRUCTIVE TREATMENT We advise Miss Vanderlip to substitute permissible investigations for forbidden ones; provide something every day which will absorb attention and if possible exhaust the inquiring impulses of this boy. Give him privileges, not punishment. Get an old clock, bring flowers, an old book, a skeleton of a small animal or bird. Bring out one at a time. Watch his reactions, after receiving them; note what appeals to him most. Connect these extras with his lessons as far as possible so that he may see no dividing line between work and play. Avoid scolding but drive hard on the search for facts. Saturate him with discoveries, so that he will not have time to pry into forbidden things. COMMENTS Louis had no more need of punishment than a fledgling when first he tries to fly. Boys’ hands were made to open up things, not to be handcuffed. He has an appetite; the way to satisfy it is to feed, not disappoint it. He is subject to direction. If let alone he will go far wrong; if coerced he will go wrong the sooner; if helped he may become a famous scholar. ILLUSTRATION (THIRD GRADE) [Sidenote: Busy Work]