occasion for telling a favorite story or for being allowed to have the
best-loved toy, or for being played with or cuddled. The situation of
darkness might be met in still another way. If the child were old
enough, the emotion of courage might replace that of fear by having him
make believe he was a soldier or a policeman.

The method of punishment is the usual one, the one most teachers and
parents use first. It relies for its effectiveness on the general law of
the nervous system that pain tends to weaken the connections with whose
activity it is associated. The method is weak in that pain is not a
strong enough weapon to break the fundamental connections; it is not
known how much of it is necessary to break even weaker ones; it is
negative in its results--breaking one connection but replacing it by
nothing else. The second method of inhibition is that of disuse. It is
possible to inhibit by this means, because lack of use of connections in
the nervous system results in atrophy. As a method it is valuable
because it does not arouse resistance or anger. It is weak in that as
neither the delayedness nor the transitoriness of instincts is known,
when to begin to keep the situation from the child, and how long to keep
it away in order to provide for the dying out of the connections, are
not known. The method is negative and very unsure of results. The method
of substitution depends for its use upon the presence in the individual
of opposing tendencies and of different levels of development in the
same tendency. Because of this fact a certain response to a situation
may be inhibited by forming the habit of meeting the situation in
another way or of replacing a lower phase of a tendency by a higher one.
This method is difficult to handle because of the need of knowledge of
the original tendencies of children in general which it implies as well
as the knowledge of the capacities and development of the individual
child with whom the work is being done. The amount of time and