ntity which make possible transfer
of training?

5. How can we make the identity of methods of work most significant for
transfer of training and for the education of the individual?

6. Why do ideals which seem to control in one situation fail to affect
other activities in which the same ideal is called for?

7. Under what conditions may a very slight amount of transfer of
training become of the very greatest importance for education?

8. Why may we not hope for the largest results in training by compelling
children to study that which is distasteful? Do children (or adults)
work hardest when they are forced to attend to that from which they
derive little or no satisfaction?

9. Which student gets the most significant training from his algebra,
the boy who enjoys work in this field or the boy who worries through it
because algebra is required for graduation from the high school?

10. Why may we hope to secure more significant training in junior high
schools which offer a great variety of courses than was accomplished by
the seventh and eighth grades in which all pupils were compelled to
study the same subjects?

11. Why is Latin a good subject from the standpoint of training for one
student and a very poor subject with which to seek to educate another
student?

* * * * *

XIII. TYPES OF CLASSROOM EXERCISES

The exercises which teachers conduct in their classrooms do not commonly
involve a single type of mental activity. It is true, however, that
certain lessons tend to involve one type of activity predominantly.
There are lessons which seek primarily to fix habits, others in which
thinking of the inductive type is primarily involved, and still others
in which deductive thinking or appreciation are the ends sought. As has
already been indicated in the discussion of habit, thinking, and
appreciation in the previous chapters, these types of mental activity
are not to be thought of as separate and distinct. Habit formation may
involve thinking. In a lesson predominantly inductive or deductive, some
element of drill may enter, or appreciation may be sought with respect
to some particular part of the situation presented. These different
kinds of exercises, drills, thinking (inductive or deductive), and
appreciation are fairly distinct psychological types.

In addition to the psychological types of exercises mentioned above,
exercises are conducted in the classroom which may