_An Example._ Take a person who, prior to re-education, has the habit of putting the head back whenever an attempt is made to put the shoulders back. Ask this person to put the head forward and keep the shoulders still and it will be found that as a rule he fails to carry out the order, and moves his shoulders also. Ask him to put the head forward whilst the teacher holds the shoulders still, and the pupil will put the head back instead of forward. 4. _Defective Mental and Physical Control._ The most common form of this defective control encountered in teaching work is when the teacher wishes to move the head, or hand, or arm, or leg for the pupil, in order to give the new and correct sensation in the proper use of the parts. Experience proves that the great majority are utterly wanting in the controls necessary to enable the person to gain this experience quickly. The teacher asks the pupil to lift his arm. He does so but exercises an undue amount of tension. In order to give the pupil the new kinæsthetic register of the correct amount of tension necessary, the teacher asks to be permitted to lift the arm for him, but as a rule the pupil acts exactly as he did when he was requested to perform the act himself. 5. _Defective Inhibition._ The practical teacher finds all pupils more or less hampered by lack of inhibitory control, the possession of which would make re-education and co-ordination from the pupil’s standpoint comparatively easy. Consideration will show that our ordinary mode of life and the generally accepted teaching methods do not make for the development of the inhibitory powers. On the contrary, our powers in this direction rather tend to diminish, and the outward and visible signs of the serious results are everywhere for him who runs to read. 6. _Self-Hypnotism._ This very serious and all too common evil has not been attacked on a practical basis. People have spoken of it and written about it in a general theoretical way, much as they have done about relaxation, but with no better results on the practical side, when applied to everyday life. The self-hypnotism I am referring to is a specific self-hypnotism indulged in at a given and particular time, and is cultivated unknowingly by teachers and pupils during lessons, and frequently by both in everyday life. People will tell you they can think better by closing their eyes. This is a prevalent form of self-hypnotism, self-deception, and produces a state of dreaming which is particularly serious because it is a harmful condition assumed consciously. The ordinary dreamer falls into this condition unconsciously. 7. _Cultivated Apprehension._ This is probably the most serious condition which we cultivate and which has been dealt with at length on pages 249–259.