The Mind and Its Education - George Herbert Betts

4. PROBLEMS IN OBSERVATION AND INTROSPECTION

1. Are you subject to the "blues," or other forms of depressed feeling? Are your
   moods very changeable, or rather constant? What kind of a disposition do you
   think you have? How did you come by it; that is, in how far is it due to
   hereditary temperament, and in how far to your daily moods?


2. Can you recall an instance in which some undesirable mood was caused by
   your physical condition? By some disturbing mental condition? What is your
   characteristic mood in the morning after sleeping in an ill-ventilated room? After
   sitting for half a day in an ill-ventilated schoolroom? After eating indigestible
   food before going to bed?


3. Observe a number of children or your classmates closely and see whether you
   can determine the characteristic mood of each. Observe several different schools
   and see whether you can note a characteristic mood for each room. Try to
   determine the causes producing the differences noted. (Physical conditions in the
   room, personality of the teacher, methods of governing, teaching, etc.)


4. When can you do your best work, when you are happy, or unhappy? Cheerful,
   or "blue"? Confident and hopeful, or discouraged? In a spirit of harmony and
   coöperation with your teacher, or antagonistic? Now relate your conclusions to
   the type of atmosphere that should prevail in the schoolroom or the home.
   Formulate a statement as to why the "spirit" of the school is all-important.
   (Effect on effort, growth, disposition, sentiments, character, etc.)


5. Can you measure more or less accurately the extent to which your feelings
   serve as motives in your life? Are feelings alone a safe guide to action? Make a
   list of the important sentiments that should be cultivated in youth. Now show
   how the work of the school may be used to strengthen worthy sentiments.