Reasoning is not a radically different sort of force operating against habit but the organization and coöperation of many habits, thinking facts together. Reasoning is not the negation of ordinary bonds, but the action of many of them, especially of bonds with subtle elements of the situation. Some outside power does not enter to select and criticize; the pupil's own total repertory of bonds relevant to the problem is what selects and rejects. An unsuitable idea is not killed off by some _actus purus_ of intellect, but by the ideas which it itself calls up, in connection with the total set of mind of the pupil, and which show it to be inadequate. Almost nothing in arithmetic need be taught as a matter of mere unreasoning habit or memory, nor need anything, first taught as a principle, ever become a matter of mere habit or memory. 5 × 4 = 20 should not be learned as an isolated fact, nor remembered as we remember that Jones' telephone number is 648 J 2. Almost everything in arithmetic should be taught as a habit that has connections with habits already acquired and will work in an organization with other habits to come. The use of this organized hierarchy of habits to solve novel problems is reasoning. CHAPTER XI ORIGINAL TENDENCIES AND ACQUISITIONS BEFORE SCHOOL THE UTILIZATION OF INSTINCTIVE INTERESTS The activities essential to acquiring ability in arithmetic can rely on little in man's instinctive equipment beyond the purely intellectual tendencies of curiosity and the satisfyingness of thought for thought's sake, and the general enjoyment of success rather than failure in an enterprise to which one sets oneself. It is only by a certain amount of artifice that we can enlist other vehement inborn interests of childhood in the service of arithmetical knowledge and skill. When this can be done at no cost the gain is great. For example, marching in files of two, in files of three, in files of four, etc., raising the arms once, two times, three times, showing a foot, a yard, an inch with the hands, and the like are admirable because learning the meanings of numbers thus acquires some of the zest of the passion for physical action. Even in late grades chances to make pictures showing the relations of fractional parts, to cut strips, to fold paper, and the like will be useful. Various social instincts can be utilized in matches after the pattern of the spelling match, contests between rows, certain number games, and the like. The scoring of both the play and the work of the classroom is a useful field for control by the teacher of arithmetic.