It is by means of free intercourse, of real practise which obliges each one to adapt his own limits to the limits of others, that social "habits" may be established. Dissertations on what ought to be done will never bring about the construction of the will; to make a child acquire graceful movements, it will not suffice to inculcate "ideas of politeness" and of "rights and duties." If this were so, it would suffice to give a minute description of the movements of the hand necessary in playing the piano, to enable an attentive pupil to execute a sonata by Beethoven. In all such matters the "formation" is the essential factor; the powers of will are established by exercise. In education, it is of very great value to organize all the mechanism useful in the production of personality at an early stage. Just as _movement_, the _gymnastics_ of children, is necessary, because, as is well known, muscles which are not exercised become incapable of performing the variety of movements of which the muscular system is capable, so an analogous system of gymnastics is necessary to maintain the activity of the psychical life. The uneducated organism may be easily directed towards subsequent deficiencies; he who is weak of muscle is inclined to remain motionless, and so to perish, when an action is necessary to overcome danger. Thus the child who is weak of will, who is "hypobulic" or "abulic," will readily adapt himself to a school where all the children are kept seated and motionless, listening, or pretending to listen. Many children of this kind, however, end in the hospital for nervous disorders and have the following notes on their school reports: "Conduct excellent; no progress in studies." Of such children some teachers confine themselves to such a remark as: "They are so good," and by this they tend to protect them from any intervention, and leave them to sink undisturbed into the weakness which threatens to engulf them like a quicksand. Other children, whose natural impulses are strong, are noted merely as creators of disorder, and are set down as "naughty." If we enquire into the nature of their naughtiness, we shall be told almost invariably that "they will never keep still." These turbulent spirits are further stigmatized as "aggressive to their companions," and their aggressions are nearly always of this kind: they try by every possible means to rouse their companions from their quiescence, and draw them into an association. There are also children in whom the inhibitory powers are dominant; their timidity is extreme: they sometimes seem as if they cannot make up their minds to answer a question; they will do so after some external stimulus, but in a very low voice, and will then burst into tears.