or no consciousness. Children ought to be trained to write and spell mainly with the spinal cord, and use all their brain power in thinking the thoughts to be expressed. We do many things with the spinal cord to relieve the brain. We walk with the spinal cord, we write and spell with the cord; I suppose we knit and gossip with the spinal cord; indeed we may sing and pray, not with our hearts, nor with our brains, but with the upper part of our spinal cords. We tip our hats to each other, not with our brains, but mainly with our spinal cords; when we meet people whom we do not wish to see, we often shake hands mechanically with our spinal cords—hence we speak of a 'cordial welcome.'"
Not only do these elementary physical activities become automatic, but also processes of judging and reasoning must become largely mechanical before becoming serviceable. One's thinking is largely specialized and judgment outside of the well-beaten track of thinking is not very valuable. The lawyer's opinion concerning disease is slowly formed and unreliable; the doctor's judgment about legal matters like-wise is valueless. The expert in a given line is one who has studied widely and who can form instantaneous judgments because of the habitual consideration of the data. Difficult studies pursued through a long time until mastery is complete become as simple as the alphabet. Mathematicians become so familiar with the calculus that they read it for recreation when fatigued with other work. The lawyer can instantly cite scores of cases and precedents for which the tyro would have required hours to summon to the foreground of consciousness. Hence, when knowledge is to become usable it must be pondered long and every detail absolutely appropriated. To arrange work in such a way as to sustain interest through variety and at the same time dwell upon it until thoroughly comprehended and appropriated is high teaching art. The demands for variety frequently allure to new fields before assimilation has been effected.
Even the will is much more a matter of habit than we usually think. It is too often regarded as a sort of psychological ghost which pursues us about, compelling us to do certain things and prohibiting us from doing certain other things. Every one is supposed by the popular mind to have at birth a will of unchangeable quality and quantity. This is absolutely incorrect. The child has impulses but is practically will-less. His will must grow and develop like any other powers. We use the will when we perform actions which we control. When we lack control, either muscular or mental, we lack will, or possess a diseased will. When a child can pick up a pin, thread a needle, tie a knot, walk without tottering, run, talk plainly, etc., he manifests definite mental and muscular control and therefore manifests voluntary power.
Now these activities were only possible after long practise and the development of definite habits of activity. As Dr. Royce says, "Our
