activities associated with the innate interests of life. There are many
activities that are interesting and either satisfying or annoying out of all
proportion to the superficially apparent situation. A small boy throws

a stone. The very act of throwing gives a satisfaction of a far greater

amount than would be the case were he to simply make a throwing motion with
nothing in his hand, If he throws a stone and hits a cat, in violation of all
the principles of the Society fr the Prevention of Cruelty to Animals, that
boy derives a satisfaction which is in direct opposition to the feelings of the
cat and all out of proportion to apparent reason. A grow man in a gym class
playing a game of spud, who throws an indoor baseball with speed and accuracy so
as to strike solidly in the midsection of a wildly fleeing companion, derives

a satisfaction which is hard to explain by any superficial or rational theory
which does not take into account the inheritance of certain tendencies. The
individual who is otherwise a perfect gentleman, in a game of baseball has the
third strike called by the umpire. Something rises up within him, again out

of all proportion to the apparent importance of the incident. He is much more
annoyed by this situation than he would be by the decision of a judge that he
should contribute five dollars to the city because he had exercised the priv-
ilege of parking too long. These activities, as onumerated, have in them
elements which went back to the beginning of human history. They present sit-
uations that are genuinely satisfying to almost any individual when attended by
success and genuinely annoying when attended by failure. The situations em-
ploying these activities present’ an educational potency beyond all apparent
reason. One hour of such activities has more educational possibilities than 4
day with a volume from Dickens. The physical educator should employ to the
limit these instinctively satisfying activities.

3. The individual learns positively, according to the educational psycho~-
logist,® when he is interested and ready for the activity and when the result
is satisfying. The individual learns to not do or to not like a thing when he
is forced to do it when not interested or ready, and when the result is the re=-
verse of satisfying.

To illustrate: Mr. Jones wants to play golf. His frieds are going to
play golf and the day is just right. Mrs. Jones however wants him go to
a tea ~ and Mr. Jones is not an addict. If he plays golf, and especially if he
wins, he will thoroughly enjoy it. He will form the habit more firmly and will
come home with a feeling of utter peace in his soul. If he goes to the tea, he
Will be miserable and will tend to hate teas all the more resolutely. He either
gets the golf habit more firmly fixed or he gets the aversion to the tea habit
more thoroughly established, and is even less inclined to attend the next time.

The futility of endeavoring to form habits which are not in harmony with
the interests of the individual is illustreted by the soldier who is forced
to get up in the morning at 5:30 for perhaps twenty years. When he is dis-
charged from the army he sleeps until he has to get up.e He has not Hrmed a
real habit of arising at that time.

4, The individual learns by doing, not by being told that he should do
ite From the beginning of school education, children have learned by doing.
They have learned arithmetic by the solving of problems in arithmetic. They
learned writing by much practice of writing. They have learned reading by
practicing reading, ete. Habit-patterns are developed by practicing under
the proper conditions, not by wishing that one had those habits. This doing
should be along the lines significant to the individual. The process of