Why the Schoolboy is no longer Curious––When Tommy goes to school, his parents find themselves relieved of the inconvenience of his incessant Why? They are probably so well pleased to be let off that it does not occur to them to ask themselves, Why Tommy no longer wonders Why? Up to this period Nature has been active. She has been allowed to stimulate that one of his desires most proper to minister to his mental growth, just as, if let alone, she would give him that hearty appetite which should promote his physical growth. She has it all her own way. The desire of knowledge is that spring of action most operative in Tommy’s childhood. But he goes to school. Knowledge is a pure delight to Tommy. Let his lessons approach him on the lines of his nature––not on the lines proper for certain subjects of instruction––and the little boy has no choice. He cannot help learning and loving to learn, ”cos ’tis his nature to.’
This, of presenting knowledge to Tommy on the lines of his nature, is, however, a difficult and delicate task. Not every schoolmaster, any more than every parent, is keen to give Tommy what he wants in this matter of needful knowledge. So, once upon a time, let us suppose, there arose a pedagogue to whom was discovered a new and easier way. The morning had seen the poor man badly baffled by the queries of boys who wanted to know. How was a man, who had pretty well done with fresh studies for his own part, to keep up with these eager intelligences? In a vision of the night it is disclosed to Cognitus that there is another and an easier way. The desire of knowledge is not the only desire active in the young bosom.