In the third place, what studies correspond to the development of the will in the child from five to ten? It is the habit-forming epoch. It is the time when a large and useful store of motor memory images may be acquired, and when permanent reflex tracts may be formed in the spinal cord and lower brain centers. This is the time to teach the child to do easily and habitually a large number of useful things. If we use the term in its broadest sense, we may call this branch of instruction morals, but it will also include, besides habits of conduct, various bodily activities, certain manual dexterities, and correct habits of speech, expression, and singing. But here some restrictions must be observed. The habit-forming period begins at birth and continues far beyond the age of ten, and the period from five to ten is not the time for the formation of all habits. The order of muscular development must be observed, and all dexterities involving finely co-ordinated movements of the fingers, or strain of the eyes, should be deferred beyond this period, or at most begun only in the latter part of it; such, for instance, as writing, drawing, modeling, sewing, knitting, playing upon musical instruments, and minute mechanical work, as well, of course, as the plaiting, pricking, stitching, weaving, and other finger work still practiced in some kindergartens and primary schools. We have thus seen that there are certain branches of instruction for which the mind of the child from five to ten has ripened, and which may therefore be taught most economically and safely during this period. Concerning the teaching of language I shall speak presently, but thus far we have found that from the psychological standpoint there are at any rate three subjects which are strikingly adapted to this period, namely, natural science, history, and morals, using these terms with the latitude and restriction already explained. Certain branches of Nature study and one branch of what we have called morals--namely, manual training--have in recent years been introduced into our best elementary city schools, and in a few schools history is taught systematically in the lower grades by means of stories. They have not, however, crowded out reading, writing, and arithmetic so much as crowded into them. But if we consider the great mass of schools in city, town, and country throughout the land, the subjects which practically complete the elementary school curriculum--reading, writing, arithmetic, and geography--are, with the exception of the latter, found to be subjects which do not naturally belong to this period at all. Mathematics in every form is a subject conspicuously ill fitted to the child mind. It deals not with real things, but with abstractions. When referred to concrete objects, it concerns not the objects themselves, but their relations to each other. It involves comparison, analysis, abstraction. It calls for a fuller development