3. Can you judge yourself well enough to tell to which volitional type you belong? Are you over-impulsive? Are you stubborn? What is the difference between stubbornness and firmness? Suppose you ask your instructor, or a friend, to assist you in classifying yourself as to volitional type. Are you troubled with indecision; that is, do you have hard work to decide in trivial matters even after you know all the facts in the case? What is the cause of these states of indecision? The remedy?
4. Have you a strong power of will? Can you control your attention? Do you submit easily to temptation? Can you hold yourself up to a high degree of effort? Can you persevere? Have you ever failed in the attainment of some cherished ideal because you could not bring yourself to pay the price in the sacrifice or effort necessary?
5. Consider the class work and examinations of schools that you know. Does the system of management and control throw responsibility on the pupils in a way to develop their powers of will?
6. What motives or incentives can be used to encourage pupils to use self-compulsion to maintain high standards of excellence in their studies and conduct? Does it pay to be heroic in one's self-control?
CHAPTER XVIII
SELF-EXPRESSION AND DEVELOPMENT
We have already seen that the mind and the body are associated in a copartnership in which each is an indispensable and active member. We have seen that the body gets its dignity and worth from its relation with the mind, and that the mind is dependent on the body for the crude material of its thought, and also for the carrying out of its mandates in securing adaptation to our environment. We have seen as a corollary of these facts that the efficiency of both mind and body is conditioned by the manner in which each carries out its share of the mutual activities. Let us see something more of this interrelation.
1. INTER-RELATION OF IMPRESSION AND EXPRESSION
No impression without corresponding expression has become a maxim in both physiology and psychology. Inner life implies self-expression in external activities. The stream of impressions pouring in upon us hourly from our environment must have means of expression if development is to follow. We cannot be passive recipients, but must be active participants in the educational process. We must not only be able to know and feel, but to do.