alarm, in passing pencils, in formal work in arithmetic? Name responses
which should be the result of reason; others which should be habitual.

9. Why do we sometimes become less efficient when we fix our attention
upon an action that is ordinarily habitual?

10. Why do children sometimes write more poorly, or make more mistakes
in addition, or in their conjugations or declensions, at the end of the
period than they do at the beginning?

11. How would you hope to correct habits of speech learned at home? What
particular difficulty is involved?

12. When, are repetitions most helpful in habit formation?

13. When may repetitions actually break down or eliminate habitual
responses?

14. How may the keeping of a record of one's improvement add in the
formation of a habit?

15. What motives have you found most usable in keeping attention
concentrated during the exercises in habit formation which you conduct?

16. The approval or disapproval of a group of boys and girls often
brings about a very rapid change in physical, moral, or mental habits on
the part of individual children. Why?

17. Why should drill work be discontinued when children grow tired and
cease to concentrate their attention?

18. Why should reviews be undertaken at the beginning of a year's work?
How can reviews be organized to best advantage during the year?

19. What provision do you make in your work to guard against lapses?

* * * * *

V. HOW TO MEMORIZE

There is no sharp distinction between habit and memory. Both are
governed by the general laws of association. They shade off into each
other, and what one might call habit another with equal reason might
call memory. Their likenesses are greater than their differences.
However, there is some reason for treating the topic of association
under these two heads. The term memory has been used by different
writers to mean at least four different types of association. It has
been used to refer to the presence of mental images; to refer to the
consciousness of a feeling or event as belonging to one's own past
experience; to refer to the presence of connections between situation
and motor response; and to refer to the ability to recall the
appropriate response to a particular situation. The last meaning of the
term is the one which will be used here. The mere flow of imagery is not
memory, and it matters little whether the appropriate response be
accompa