Curiosity is the beginning of all knowledge.
—_Plato._
Curiosity is the intellectualized form of the adaptive instinct.
Children who lack it are subnormal; and yet some teachers seem to think
that curiosity is a sin and should be inhibited. Like all other
instincts, it must be controlled; and part of every child’s education is
the acquiring of ability to control his curiosity, to know when to give
it free rein and when to curb it. It must not be indulged at the expense
of the right of others to quiet, or to the undisturbed possession of
their property, or to the opportunity of doing their work; in short, the
legitimate satisfaction of curiosity stops where the rights of other
people begin.
Curiosity is not, then, a vice to be conquered, but a fundamentally
healthful, natural, and progress-bringing instinct. The greater part of
the curiosity of children is about matters which they need to know, and
it can be utilized in motivating work; a fact which, once understood,
changes an annoyance into an asset.
But sometimes children are inquisitive about things which should not
concern them; their curiosity conflicts with good taste and a true sense
of propriety, or with the rights of others. Moreover, unrestrained
curiosity often interferes with the fulfillment of duty, or it develops
unwholesome appetites and precocious sophistication. Children are also
often curious about many things which can not properly be explained to
them until a fuller knowledge gives them an interpretative basis; and
for this curiosity the wisest treatment is postponed satisfaction, with
a clear explanation for the reason. Such an answer to questions which
can not well be answered at once is far better than the evasive or lying
replies with which too many parents and some teachers put off children.
Boys and girls will usually accept a postponement of the answer, if they
are convinced that if given they could not understand it, and they will
set themselves to the mastery of the prerequisites. But they easily and
soon discover lies in the answers given them (usually these lies are too
clumsy to deceive a bright child very long), and then, knowing they can
not depend upon the lawful and natural source of information, they set
about finding answers by whatever means offers. Questions of religion
and sex especially, should be answered with a definite promise of
satisfaction when the time comes, rather than with a misleading or
evasive reply.
Teachers should analyze the nature of the curiosity of their pupils.
They will find that it will fit one of these four cases:
1. Legitimate curiosity, which should be satisfied at once, and in
such a way as to stimulate further interest in the things
concerned.
2. Legitimate curiosity, which can not wisely be satisfied at once,
but which should be put off with a frank statement that when the
child is older and can understand the knowledge sought for, it
will be given.
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.