It has been shown experimentally that a direct method of teaching spelling is more efficient than an indirect method. It is not to be wondered at that such turns out to be the case. For in a direct approach, the act that we are trying to habituate is brought more directly before consciousness, receiving that focal attention which is necessary for the most efficient practice in habit-formation. If one wishes to be a good ball pitcher, one begins to pitch balls, and continues pitching balls day after day, morning, noon, and night. One does not go about it indirectly. If one wishes to be a good shot with a rifle, one gets a rifle and goes to shooting. Similarly, if one wishes to be a good adder, the way to do is to begin adding, not to begin doing something else. Of course any method that will induce a child to realize that he ought to acquire a certain habit, is right and proper. We must do all we can to give a child a desire, an interest in the thing that he is trying to do. But there is no reason why the thing should not be faced directly. =Rules for Habit Formation.= In the light of the various principles which we have discussed, what rules can be given to one forming habits? The evident answer is, to proceed in accordance with established principles. We may, however, bring the most important of these principles together in the form of rules which can serve as a guide and help to one forming habits. (1) _Get initiative._ By this is meant that a person forming a habit should have some sustaining reason for doing it, some end that is being sought. This principle will be of very little use to young children, only to those old enough to appreciate reasons and ends. In arithmetic, for example, a child should be shown what can be accomplished if he possesses certain skill in addition, subtraction, and multiplication. It is not always possible for a young person to see why a certain habit should be formed. For the youngest children, the practice must be in the form of play. But when a child is old enough to think, to have ideals and purposes, reasons and explanations should be worked out. (2) _Get practice._ If you are to have skill, you must practice. Practice regularly, practice hard while you are doing it. Throw your whole life into it, as if what you are doing is the most important thing in the world. Practice under good conditions. Do not think that just any kind of practice will do. Try to make conditions such that they will enable you to do your best work. Such conditions will not happen by chance. You must make them happen. You must make conditions favorable. You must seek opportunities to practice. You must realize that your life is in the making, that _you_ are making it, that it is to a large extent composed of habits. These habits you are building. They are built only by practice. Get practice. When practicing, fulfill the psychological conditions. Work under the most favorable circumstances as to length of periods, intervals, etc.