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