The conscious guidance and control advocated here is on a wide and general, and not on a specific basis. Conscious control applied in a specific way in unthinkable, except as a result of the principle primarily applied as a universal. For instance, the conscious controlling of the movements of a particular muscle or limb, as practised by athletes and others, is of little practical value in the science of living. The specific control of a finger, of the neck, or of the legs should primarily be the result of the conscious guidance and control of the mechanism of the torso, particularly of the antagonistic muscular actions which bring about those correct and greater co-ordinations intended to control the movements of the limbs, neck, respiratory mechanism and the general activity of the internal organs. In order to describe the teaching method necessary in this connexion, I will indicate the procedure which should be adopted in the attempt to help a pupil in whom undue tension of the muscles of one side of the neck causes the head to be pulled down on that side. In the ordinary way, the pupil is told to relax and straighten the neck and he and his teacher devote themselves to this end. This attempt may be attended with more or less success, chiefly less. If they do succeed in removing the specific trouble it is almost certain that new defects will have been cultivated during the process. In any case the teacher’s order to relax and straighten the neck is incorrect and primarily the result of a wrong assumption. It started from a false premise which led to false deductions. The pupil and his teacher decided that something was wrong and that therefore something specific had to be done to put it right. The “end” was held in mind primarily and not the “means whereby.” The correct point of view is: Something is wrong in the use of the psycho-physical mechanism of the person concerned. Is this imperfection or defect a direct or indirect result of this person’s own direction and action, or is it the result of some influence outside of himself and beyond his power to control? It can be proved conclusively that his imperfections or defects are due entirely to causes springing directly or indirectly from his own ideas and acts. It is therefore obvious that the correct order of procedure for teacher and pupil is first for the pupil to learn to prevent himself from doing the wrong things which cause the imperfections or defects, and then, as a _secondary_ consideration in procedure, to learn the correct way to use the mental and physical mechanisms concerned. If there is any undue muscular pull in any part of the neck, it is almost certain to be due to the defective co-ordination in the use of the muscles of the spine, back, and torso generally, the correction of which means the eradication of the real cause of the trouble.