extremely random in expression. These are termed impulses and are undoubtedly due to the fact that the infant is a living, breathing embodiment of energy, seeking the means of self-expression. In other words, the infant is active from the beginning, and the slightest kind of internal disturbance is sufficient at times to turn loose an immense number of impulsive movements. This activity at birth is entirely uncontrolled. It seems that in contrast to reflexes and instincts which have prearranged bodily means of expression, the impulses must be subjected to a long period of training and education before they are capable of being controlled and transformed into that voluntary movement which is sometimes called will power.

The immense number and strength of these random, impulsive movements in the infant is in great contrast to the few, instinctive, unchangeable modes of action in lower animals. As already stated, most animals come to the world with the few movements necessary to their existence already provided for and so fixed that future adjustment to new conditions is practically impossible. The child, on the other hand, has marvelous capacity for adjustment to new conditions and presents, therefore, possibilities for training and education that have probably never yet been fully realized in any child.

The reflexes and instincts, however, are much more fixed and certain in their action than are the impulses. No matter what the training and education of an individual may be, he will sneeze, even in church, if the right stimulus is present; or he will cry and shed tears in public if the melodrama excites the proper nerve centers. When the sex instinct is fully aroused or the sentiment of love completely awakened, no one can foretell what the action of the otherwise sane person will be.

All that training and education can do is to inhibit under ordinary conditions certain undesirable tendencies and instincts and to strengthen through exercise those that are desirable; and even then when a crisis comes, the old, hereditary instinct is apt to break through its thin veneer and actually frighten the individual at the unexpected strength it reveals. Slap any man in the face and see what chance his life-long education has against the old barbarous instinct for fighting. But notwithstanding the strength and tenacity of instincts, training and education may inhibit some of them and so transform others into useful habits that for most purposes in life their subjugation seems complete.

A tremendous, almost divine power rests, therefore, in the hands of parents—the power to mold and fashion and transform the impulses and instincts of their children into whatsoever ideals of life and conduct they themselves possess. Where is the parent who fully realizes his privilege and completely performs his sacred duty?

LESSON VII

QUESTIONS ON THE TEXT

1. What are the supreme needs of the infant?

2. What is the first mental fact to note?

3. Illustrate reflex movement, instinctive movement, impulsive movement.

4. Contrast the impulses of children with the instincts of lower animals.

5. What opportunity is given parents through the impulsive movements of the infant?

6. What only may training and education hope to accomplish with the instincts of children?

7. What almost divine power is possessed by parents in the training of children?

8. Quote from the Doctrine & Covenants also a passage that deals with the responsibility of parents in teaching the gospel to their children.

Reference: For a further study of instincts, selections from "Fundamentals of Child Study," by Kirkpatrick, will be found helpful. Also chapters from "Elementary Psychology," by Phillips.

HABIT

Habit Is the Tendency to Make Certain Actions Automatic. It Is a Great Time Saver, and Forms the Basis for Training and the Acquirement of Skill

Once activity starts in any direction, the tendency is to persist until satisfaction is reached. If the movement results in pain or even discomfort, or if the end reached is not satisfactory, the movement will be inhibited or discontinued and probably will not be attempted the second time. Whenever the end reached does give satisfaction, the activity is sure to be repeated, and in these later attempts, efforts will be made to reach the end more quickly and with less effort. This is done through eliminating the unnecessary movements and combining the right ones until the complete process is performed with ease and skill.

The repetition alone is not so important as the intelligent improvement of the act through practice until a satisfactory degree of skill is obtained. After the desired end is reached, attention to the process will cease, but thereafter whenever the right stimulus is presented the act will be repeated, and this will be done with much less effort than was first employed; further repetitions of the act require less and less conscious effort until at length it will be performed almost with the same sureness and ease with which reflex or automatic movements take place. Any activity whatsoever when reduced to this automatic stage is termed habit.

The importance of habit in the development of the child can scarcely be over-estimated; in truth, it is the one great process which dominates nine-tenths of all the activity of the individual throughout his entire life. Habits ought to be our most helpful and reliable servants, but they are too often enemies that bind us hand and foot and prevent the realization of our highest possibilities.

Much of the training and education of the child consists, therefore, in acquiring a series of useful habits and in inhibiting acts that might result in habits that are undesirable. A child left to himself or improperly reared will acquire all sorts of undesirable habits which may have the effect of hampering his every movement and which may cause eventually his disgrace and failure in life. Even the adult who fails to practice the details of the various activities connected with his vocation until they result in effective habits of work will usually fail, while the man who has mastered the details of his occupation through reducing them to a series of effective habits will surely succeed. Note the ease and perfection with which the skilled workman performs his labor and compare it with the slow, slovenly work of the unskilled laborer.

One important development of the future will be the employment of an expert in each occupation whose business it will be to teach the workmen the most efficient and economical way of doing his particular work. Even now in many factories high-priced experts are secured whose duty it is to teach the workmen how to eliminate all unnecessary movements in their work and how to combine the right movements necessary to accomplish each task in the best way and in the quickest time. In many instances, the output of the factory has been increased from twenty-five to forty per cent, through this sensible procedure.

Theoretically, good habits should be as easy to acquire as bad ones, but practically this is not the case. Only a few bad habits are the result of conscious choice and effort; for example, the acquiring of a liking for tobacco and liquor, the taste of which for most children is disagreeable if not nauseating at first, but this taste, through practice, often becomes an uncontrollable craving. Most bad habits, however, come about unconsciously and are the result of "just letting things happen." This, undoubtedly, is what the proverb means which states, "Man is born to trouble as the sparks are