The means by which this tendency to crude, inconsiderate action on the part of the child is to be controlled and regulated is one of the most typical questions for the intelligent teacher. Its answer must be different for children of different ages. The one thing to do, in general, however, from the psychologist's point of view, is in some way to bring about greater complications in the motor processes which the child uses most habitually, and with this complication to get greater inhibition along the undesirable lines of his activity. Inhibition is the damming up of the processes for a period, causing some kind of a "setback" of the energies of movement into the sensory centres, or the redistribution of this energy in more varied and less habitual discharges. With older children a rational method is to analyze for them the mistakes they have made, showing the penalties they have brought upon themselves by hasty action. This requires great watchfulness. In class work, the teacher may profitably point out the better results reached by the pupil who "stops to think." This will bring to the reform of the hasty scholar the added motive of semi-public comparison with the more deliberate members of the class. Such procedure is quite unobjectionable if made a recognised part of the class method; yet care should be taken that no scholar suffer mortification from such comparisons. The matter may be "evened up" by dwelling also on the merit of promptness which the scholar in question will almost always be found to show. For younger pupils as well as older more indirect methods of treatment are more effective. The teacher should study the scholar to find the general trend of his habits. Then oversight should be exercised over both his tasks and his sports with certain objects in view. His habitual actions should be made as complicated as his ability can cope with; this in order to educate his habits and keep them from working back into mere mechanism. If he shows his fondness for drawing by marking his desk, see that he has drawing materials at hand and some intelligent tasks in this line to do; not as tasks, but for himself. Encourage him to make progress always, not simply to repeat himself. If he has awkward habits of movement with his hands and feet, try to get him interested in games that exercise these members in regular and skilful ways.