2. Cherish the curiosity or natural inquisitiveness of children and give it encouragement. However foolish and trifling their questions may appear to you, do not forget that for them these questions are matters of great moment. Treat them as “a stranger in an unknown land,” and thus lead them to useful knowledge that they should know. Knowledge grows by constant quest, and thus only. 3. The wandering mind and the fleeting thought are the result of the natural constitution of childhood. It is the law of mental economy, especially dominant in children, that “their thoughts should be perpetually shifting from what disgusts them, and seek better entertainment in more pleasing objects” (7: p. 143). A frequent change of subject, introduction of some new, strange objects, making instruction interesting, and thus holding the involuntary attention, are therefore necessary in teaching children. 4. Children’s minds are strongly susceptible to emotional disturbances. “Passionate words or blows from the tutor fill the child’s mind with terror and affrightment, which immediately takes it wholly up, and leaves no room for other impressions” (7: p. 143). Therefore, “keep the mind in an easy, calm temper, when you would have it receive your instructions or any increase of knowledge. It is as impossible to draw fair and regular characters on a trembling mind as on a shaking paper” (7: p. 143). 5. However great the part which involuntary attention plays in the process of learning, the cultivation of the power of voluntary attention should not be neglected. Children should be habituated to the voluntary direction or control of attention “by trying them sometimes, when they are by laziness unbent, or by avocation bent another way, and endeavoring to make them buckle to the thing proposed” (7: p. 54). Some bodily labor which requires a constant vigilance and application of mind is recommended as a remedy for a diffused attention. The work interest stands to the voluntary attention in the same relation as the play interest to the involuntary attention. So, the former should be stimulated by letting the child see “by what he has learned, that he can do something which he could not do before; something, which gives him some power and real advantage above others who are ignorant of it” (7: p. 144).