9. Do you consider your teaching of arithmetic, in so far as it involves reasoning, mainly inductive or deductive?
10. In what sense is it true that in deduction we begin with a particular rather than with a generalization? Compare the significance of the problem in induction and deduction.
11. In some textbooks in geometry, the problem is stated, and then the proof is presented step by step with a reference wherever need be to the principles involved in developing the proof; what is the weakness of this sort of an exercise?
12. How can the teacher best help children who are unable to refer a problem in arithmetic to any one of the principles which have been learned?
13. Children often make mistakes in reasoning which seem ridiculous to teachers; how can teachers be most helpful in such situations?
14. Do you think it possible to teach children the meaning and significance of reflection? How would you attempt to secure such insight?
15. Why would it be valuable for us many times to write the reasons for our action before carrying into effect our plans?
16. What can you do as a teacher that will stimulate children to do their best thinking? Is it possible that you may actually interfere or discourage them in this part of their work? How?