4. What are the different types of identity which make possible transfer of training?
5. How can we make the identity of methods of work most significant for transfer of training and for the education of the individual?
6. Why do ideals which seem to control in one situation fail to affect other activities in which the same ideal is called for?
7. Under what conditions may a very slight amount of transfer of training become of the very greatest importance for education?
8. Why may we not hope for the largest results in training by compelling children to study that which is distasteful? Do children (or adults) work hardest when they are forced to attend to that from which they derive little or no satisfaction?
9. Which student gets the most significant training from his algebra, the boy who enjoys work in this field or the boy who worries through it because algebra is required for graduation from the high school?
10. Why may we hope to secure more significant training in junior high schools which offer a great variety of courses than was accomplished by the seventh and eighth grades in which all pupils were compelled to study the same subjects?
11. Why is Latin a good subject from the standpoint of training for one student and a very poor subject with which to seek to educate another student?