The degree of interest with which different kinds of knowledge are
received, varies greatly. Indeed, it is possible to acquire knowledge
in such a manner as to produce dislike and disgust. A proper interest
in a subject leads to a quiet, steady absorption of the mind with it,
but does not imply an impetuous, passionate, and one-sided devotion to
one thing. Interest keeps the mind active and alert without undue
excitement or partiality.
It would be well if every study and every lesson could be sustained by
such an interest as this. It would be in many cases like lubricating
oil poured upon dry and creaking axles. Knowledge might then have a
flavor to it and would be more than a consumption of certain facts and
formulas coldly turned over to the memory machine. The child's own
personality must become entangled in the facts and ideas acquired.
There should be a sort of affinity established between the child's soul
and the information he gains. At every step the sympathy and life
experiences from without the school should be intertwined with school
acquisitions. All would be woven together and permeated by _feeling_.
We forget that the feelings or sensibilities awakened by knowledge are
what give it personal significance to us.
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