=C. Habitual Actions.=--Thirdly, as has been noted in Chapter II, both consciously directed and uncontrolled action may, by repetition, become so fixed that it practically ceases to be directed by consciousness, or becomes habitual. Our expressive actions may be classified, therefore, into three important groups as follows: 1. Instinctive, reflex, and impulsive action 2. Consciously controlled, or directed action 3. Habitual action. NATURE OF EXPRESSION =Implies Intelligent Control.=--It is evident that as a stage in the learning process, expression must deal primarily with the second class of actions, since its real purpose is to correlate the new conscious knowledge with action. Expression in education, therefore, must represent largely consciously produced and consciously directed action. =Conscious Expression may Modify A. Instinctive Acts.=--While this is true, however, expression, as a stage in the educative process, will also have a relation to the other types of action. As previously noted, the expression stage of the learning process may be used as a means to bring instinctive and impulsive acts under conscious control. This is indeed an important part of a child's education. For instance, it is only by forming ideas of muscular movements and striving to express them that the child can bring his muscular movements under control. It is evident, therefore, that the expressive stage of the lesson can be made to play an important part in bringing many instinctive and impulsive acts under conscious direction. By expressing himself in the games of the kindergarten, the child's social instinct will come under conscious control. By directing his muscular movements in art and constructive work, he gains the control which will in part enable him to check the impulse to strike the angry blow. These points will, however, be considered more fully in a study of the inherited tendencies in Chapter XXI. =B. Habits.=--Further, many of our consciously directed acts are of so great value that they should be made more permanent through habituation. Expression must, therefore, in many lessons be emphasized, not merely to test and render clear present conscious knowledge, but also to lead to habitual control of action, or to create skill. This would be especially true in having a child practise the formation of figures and letters. Although at the outset we must have him form the letter to see that he really knows the outline, the ultimate aim is to enable him to form these practically without conscious direction. In language work, also, the child must acquire many idiomatic expressions as habitual modes of speech. TYPES OF EXPRESSION