third or fourth
day the particularly difficult parts of the work done during the
previous periods, who reviews each week and each month, and even each
two or three months, the work which has been covered up to that time.
When teachers understand that the intervals between repetitions which
seem to have fixed a habit may only be gradually lengthened, then will
the formation of habits upon the part of boys and girls become more
certain, and the difficulties arising from lapses and inaccuracies
become less frequent.

As has been suggested in previous discussions, it will be necessary in
habit formation to vary the requirements among the individuals who
compose a group. The motive which we seek to utilize may make a greater
appeal to one child than to another. Physiological differences may
account for the fact that a small number of repetitions will serve to
fix the response for one individual as over against a very much larger
number of repetitions required for another. It is of the utmost
importance that all children work up to the maximum of their capacity.
It is very much better, for example, to excuse a boy entirely from a
given drill exercise than to have him dawdle or loaf during the period.
In some fields a degree of efficiency may be reached which will permit
the most efficient children to be relieved entirely from certain
exercises in order that they may spend their time on other work. On the
other hand, those who are less capable may need to have special drill
exercises arranged which will help them to make up their deficiency. The
teacher who is acquainted with the psychology of habit formation should
secure from the pupils in her class a degree of efficiency which is not
commonly found in our schools.

QUESTIONS

1. In what sense is it true that we have habits of thought?

2. What habits which may interfere with or aid in your school work are
formed before children enter school?

3. Why is it hard to break a habit of speech?

4. Distinguish among actions to which we attribute a moral significance
those which are based upon habit and those which are reasoned.

5. Professor James said, "Habits are the stuff of which behavior
consists." Indicate the extent to which this is true for the children in
your classes.

6. In how far is it advantageous to become a creature of habit?

7. Which of our actions should be the result of reason?

8. Should school children reason their responses in case of a fire