5. Give examples of the inhibition of undesirable actions based upon instinctive tendencies by means of (1) punishment, (2) disuse, (3) substitution. 6. How can you use the tendency to enjoy mental activity? 7. Why does building a boat make a stronger appeal to a boy than engaging in manual training exercises which might involve the same amount of activity? 8. Cite examples of collections made by boys and girls in which the ideas associated with the objects collected may be more important than the objects themselves. 9. In what degree are we justified in speaking of the social instinct? The instinct to imitate? 10. How can you use the fighting instinct in your work with children? 11. What can teachers do to influence the education which children have received or are getting outside of school? 12. What differences in action among the children in your class do you attribute to differences in original nature? What to differences in education? * * * * * III. ATTENTION AND INTEREST IN TEACHING Attention is a function of consciousness. Wherever consciousness is, attention must perforce be present. One cannot exist without the other. According to most psychologists, the term attention is used to describe the form consciousness takes, to refer to the fact that consciousness is selective. It simply means that consciousness is always focal and marginal--that some ideas, facts, or feelings stand out in greater prominence than do others, and that the presence of this "perspective" in consciousness is a matter of mechanical adjustment. James describes consciousness by likening it to a series of waves, each having a crest and sides which correspond to the focus and margin of attention. The form of the wave changes from a high sharp crest with almost straight sides in pointed, concentrated attention, to a series of mere undulations, when crests are difficult to distinguish, in so-called states of dispersed attention. The latter states are rare in normal individuals, although they may be rather frequent in certain types of low-grade mental defectives. This of course means that states of "inattention" do not exist in normal people. So long as consciousness is present one must be attending to something. The "day dream" is often accompanied by concentrated attention. Only when we are truly thinking of nothing, and that can only be as unconsciousness approaches, is attention absent. What is true of attention is also true of interest, for interest is coming more and more to be considered the "feeling side" of attention, or the affective accompaniment of attention. The kind of interest may vary, but some kind is always present. The place the interest occupies may also vary: sometimes the affective state itself is so strong that it forces itself into the focal point and becomes the object of attention. The chief fact of importance, however, is that attention and interest are inseparable and both are coexistent with