2. The faculties of memory and faith should be largely exercised and
cultivated in childhood.
3. While the judgment and the reasoning faculty should be exercised
during every stage of the intellectual development, the appropriate
season for their main development and culture is near the close, rather
than near the beginning, of an educational course.
4. The methods of reasoning used with children should be of a simple
kind, dealing largely in direct intuitions, rather than formal and
syllogistic.
5. It is a mistake to spend a large amount of time and effort in
requiring young children formally to explain the rationale of their
intellectual processes, and especially in requiring them to give such
explanations before they have become by practice thoroughly familiar
with the processes themselves.