12. Why is it true that one's character depends upon the deliberate choices which he makes among several possible modes or types of action? 13. Why is it important to have positive satisfaction follow moral conduct? 14. How may the conduct of parents and teachers influence conduct of children? 15. What is the weakness of direct moral instruction, e.g. the telling of stories of truthfulness, the teaching of moral precepts, and the like? 16. What opportunities can you provide in your class for moral social conduct? 17. Children will do what is right because of their desire to please, their respect for authority, their fear of unpleasant consequences, their careful, thoughtful analysis of the situation and choice of that form of action which they consider right. Arrange these motives in order of their desirability. Would you be satisfied to utilize the motive which brings results most quickly and most surely? 18. In what sense is it true that lapses from moral conduct are the teacher's best opportunity for moral teaching? 19. How may children contribute to the social welfare of the school community? Of the larger social group outside of the school? 20. How may pupil participation in school government be made significant in the development of social moral conduct? * * * * * XII. TRANSFER OF TRAINING Formal discipline or transfer of training concerns itself with the question as to how far training in one subject, along one line, influences other lines. How far, for instance, training in reasoning in mathematics helps a child to reason in history, in morals, in household administration; how far memorizing gems of poetry or dates in history aids memory when it is applied to learning stenography or botany; how far giving attention to the gymnasium will insure attention to sermons and one's social engagements. The question is, How far does the special training one gets in home and school fit him to react to the environment of life with its new and complex situations? Put in another way, the question is what effect upon other bonds does forming this particular situation response series of bonds have. The practical import of the question and its answer is tremendous. Most of our present school system, both in subject matter and method, is built upon the assumption that one answer is correct--if it is false, much work remains to be done by the present-day education. The point of view which was held until recent years is best made clear by a series of quotations.