In the treatment of the regulative instincts which follows, the chapter on Obedience, strictly speaking, should be included; because of the great importance of the subject of obedience it has been given a Division, by itself (Part I). While, however, the more abstract phases of the subject are dealt with in that chapter the present treatment aims to be more concrete. Furthermore, what immediately follows has reference mainly to the lower grades, because there the child’s school habits are formed, but the teacher who is on the alert for principles that are fundamental will be quick to perceive that whatever laws are basal in the control and discipline of children in primary grades, are equally so for older pupils because they are laws that apply to all humanity. With these preliminary remarks, we pass, then, to the consideration of methods of regulation of conduct in the primary grades and especially in the first. 2. Importance of the First Year in Regulation of Conduct It is safe to say that the most important school year of the child’s life is the first year. The good taught then may blossom into noble manhood and womanhood. The wrong taught then may influence a young life in such a way as to make it a burden to society later on. Each of the higher grades has a share in molding and shaping the child, but the foundation will be laid in his first school year. It then becomes the duty of upper grade teachers to build wisely upon that foundation. The first grade teacher may have done her work in the best possible way only to have the results torn down in a very few weeks in the second grade. Nowhere in the child’s twelve school years is a more proficient teacher needed. She need not be deeply versed in the sciences generally, in mathematics, or in history, but she must have other knowledge greater than any of the sciences. The unfolding soul of a child is God’s greatest mystery; the science that deals with developing life is the science that the primary teacher must know. The little minds of her pupils are like strangers in a strange land. The teacher is the guide. Her responsibility is of the greatest. (1) _The first day._ Important as is the first year, the first day of school is equally so. Not merely the first day of the first year, but the first day of every school year. That “first day” impression that the teacher makes, often has a far-reaching influence. Very frequently it is a day of confusion for both pupil and teacher, neither knowing just exactly what is to be done. There is no surer way to complexities than to open school without detailed plans. (2) _Detailed plans._ The simpler the plans the better, but every detail of the daily program, lesson, assignments, seating, etc., should be worked out carefully beforehand.