Fear and love,--Curiosity,--Imitation,--Emulation,--Forbidden by Rousseau,--His error,--Ambition, pugnacity, and pride. Soft pedagogics and the fighting impulse,--Ownership,--Its educational uses,--Constructiveness,--Manual teaching,--Transitoriness in instincts,--Their order of succession. VIII. THE LAWS OF HABIT Good and bad habits,--Habit due to plasticity of organic tissues,--The aim of education is to make useful habits automatic,--Maxims relative to habit-forming: 1. Strong initiative,--2. No exception,--3. Seize first opportunity to act,--4. Don't preach,--Darwin and poetry: without exercise our capacities decay,--The habit of mental and muscular relaxation,--Fifth maxim, keep the faculty of effort trained,--Sudden conversions compatible with laws of habit,--Momentous influence of habits on character. IX. THE ASSOCIATION OF IDEAS A case of habit,--The two laws, contiguity and similarity,--The teacher has to build up useful systems of association,--Habitual associations determine character,--Indeterminateness of our trains of association,--We can trace them backward, but not foretell them,--Interest deflects,--Prepotent parts of the field,--In teaching, multiply cues. X. INTEREST The child's native interests,--How uninteresting things acquire an interest,--Rules for the teacher,--'Preparation' of the mind for the lesson: the pupil must have something to attend with,--All later interests are borrowed from original ones. XI. ATTENTION Interest and attention are two aspects of one fact,--Voluntary attention comes in beats,--Genius and attention,--The subject must change to win attention,--Mechanical aids,--The physiological process,--The new in the old is what excites interest,--Interest and effort are compatible,--Mind-wandering,--Not fatal to mental efficiency. XII. MEMORY Due to association,--No recall without a cue,--Memory is due to brain-plasticity,--Native retentiveness,--Number of associations may practically be its equivalent,--Retentiveness is a fixed property of the individual,--Memory _versus_ memories,--Scientific system as help to memory,--Technical memories,--Cramming,--Elementary memory unimprovable,--Utility of verbal memorizing,--Measurements of immediate memory,--They throw little light,--Passion is the important factor in human efficiency,--Eye-memory, ear-memory, etc.,--The rate of forgetting, Ebbinghaus's results,--Influence of the unreproducible,--To remember, one must think and connect. XIII. THE ACQUISITION OF IDEAS Education gives a stock of conceptions,--The order of their acquisition,--Value of verbal material,--Abstractions of different orders: when are they assimilable,--False conceptions of children. XIV. APPERCEPTION