w attitude.
14. Aesthetic awakening.
15. Puzzle to everybody.
16. Desire to abandon conventionalities, struggle for self-assertion.
17. Career motive.
18. Period of "palling" and mating; clique and "gang" spirit.
19. Positiveness,--affirmation, denial.
20. Inordinate desire for excessive amusement.
21. Evidence of hereditary influences.
22. "Hero worship," castle building.
23. "Wanderlust."
24. Hyper-suggestibility.
25. Ideals; ambitions.
27. Yearning for adult responsibility.

Having listed these tendencies we still face the question, "What shall
we do with them? What is their significance in teaching?"

It is perfectly clear, in the first place, that we ought not to ignore
them. None of them is wholly useless, and few of them can safely be
developed just as they first manifest themselves. They call for training
and direction.

"Some instincts are to be cherished almost as they are; some rooted
out by withholding stimuli, or by making their exercise result in
pain or discomfort, or by substituting desirable habits in their
place; most of the instincts should be modified and
redirected."--(_Thorndike._)

Our concern as teachers ought to be that in our work with boys and
girls, men and women, we are aware of these natural tendencies that we
may work with them rather than contrary to them--that we may "follow the
grain" of human nature.

Since these tendencies are the result of responses to stimuli they may
be modified by attention either to the stimuli or to the reaction that
attends the stimulation. Four methods call for our consideration:

1. The method of disuse.
2. The method of rewards and punishments.
3. The method of substitution.
4. The method of stimulation and sublimation.

No one of these methods can be said always to be best. The nature of the
person in question, his previous experience and training, together with
the circumstances attending a given situation, all are factors which
determine how we should proceed. The vital point is, that both as
parents and teachers we should guard against falling into the rut of
applying the same treatment to all cases regardless of their nature.

1. THE METHOD OF DISUSE

This method is largely negative. It aims to safeguard an individual
against ills by withholding stimuli. The mother aims to keep scissors
out of reach and sight of the baby that it may not be lured into danger.
Some parents, upon discerni