We may now follow the individual through the four stages in the inculcation of the principles of conscious control. In the first place it is necessary that he should have a clear understanding of the faults we seek to remedy. No tacit compliance on his part to a treatment, the processes of which he does not understand, will be of the slightest value. He must accept completely the principle in detail. In the second place he must be taught to realise his erroneous conceptions which result in erroneous movements, and this, whether the conceptions be conscious or subconscious. He must also be taught to inhibit, and, finally, to eradicate these preconceived ideas and the mental order or series of orders which follow from them. Only then can he give the correct guiding orders as next described. In the third place, then, he must learn to give the correct mental orders to the mechanisms involved, and _there must be a clear differentiation in his mind between the giving of the order and the performance of the act ordered and carried out through the medium of the muscles_. The whole principles of volition and inhibition are implicit in the recognition of this differentiation. Thus, to return to the example under consideration, we will suppose that I have requested the pupil _to order_ the spine to lengthen and the neck to relax. If, instead of merely framing and holding this desire in his mind, he attempts the physical performance of these acts, he will invariably stiffen the muscles of his neck and shorten his spine, since these are the movements habitually associated _in his mind_ with lengthening his spine, and the muscles will contract in accordance with the old associations. In effect it will be seen that in this, as in all other cases, stress must be laid on the point that it is _the means_ and not the _end_ which must be considered. When the end is held in mind, instinct or long habit will always seek to attain the end by habitual methods. The action is performed below the level of consciousness in its various stages, and only rises to the level of consciousness when the end is being attained by the correct “means whereby.” In the fourth place, when the correct guiding orders have been practised and given by the mind, a result attained by attention and the instruction of the teacher, the muscles involved will come into play in different combinations under the control of conscious guidance, and a reasoned act will take the place of the series of habitual, unconsidered movements which have resulted in the deformation of the body. And it must be kept clearly in mind that the whole of the old series of movements has been correlated and compacted into one indivisible and rigid sequence which has invariably followed the one mental order that started the train; such an order, for instance, as “Stand upright.” Leaving this specific example, I come now to a consideration of the general principles involved. Firstly, as to the teaching method.