Further, in the growth of each individual, conscious and deliberative action can be seen developing out of automatic action--the simplest and earliest type of action. Not only does deliberative action develop from reflex action, but it sinks into reflex action again. One of the commonest of experiences is that actions performed at one time slowly and after deliberation are at another time performed rapidly and automatically. Every action contributes to the formation of a habit, and frequently repetition results in the habit becoming a personal characteristic. Deliberation and choice are not even always the mark of a highly developed character; they may denote a poorly-developed one--one that is ill adapted to social requirements. One man, on going into a room where there is a purse of money, may only after long deliberation and from conscious choice refrain from stealing it. Another person, under the same conditions, may be conscious of no choice, no effort, the desire to steal the purse being one that is foreign to his nature. In two such by no means uncommon instances, we should have no doubt as to which represented the higher type of character. Morally, it is not the feeling, "I could have acted dishonestly instead of honestly had I so chosen," that marks the ethically developed character, but the performance of the right action at the right moment, without a consciousness of tendency in the opposite direction. But the aim of education is, in the one direction, to weaken the sense of choice by the formation of right habits, moral and intellectual; and on the other hand by bringing man into a more direct contact with a wider and more complex environment, deliberation becomes one of the conditions of a co-ordination of ideas and actions that will result in a more perfect adaptation. IV. SOME ALLEGED CONSEQUENCES OF DETERMINISM.