V. THE NECESSITY OF REACTIONS

No impression without expression,--Verbal reproduction,--Manual
training,--Pupils should know their 'marks'.

VI. NATIVE AND ACQUIRED REACTIONS

The acquired reactions must be preceded by native ones,--Illustration:
teaching child to ask instead of snatching,--Man has more instincts than
other mammals.

VII. WHAT THE NATIVE REACTIONS ARE

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.