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How to Teach by George Drayton Strayer;Naomi Norsworthy
page 62 of 326 (19%)
less likely to be fatigued. In the second place, habit tends to make the
process more and more sure in its results. As the resistance is removed
from the synapses, and the one particular series of units come to act
more and more as a unit, the current shoots along the path with no
sidetracking, and the act is performed or the thought reached
unwaveringly with very little chance of error. If the habit being formed
is that of writing, the appropriate movements are made with no
hesitation, and the chances that certain ones will be made the first
time increase in probability. This means a saving of time and an
increase in confidence as to the results.

A consideration of these characteristics of habits makes clear its
dangers as well as its values. The fact that habit is based on actual
changes which take place in the nervous system, that its foundation is
physical, emphasizes its binding power. Most people in talking and
thinking of habit regard it as something primarily mental in nature and
therefore believe all that is necessary to break any habit is the
sufficient exercise of will power. But will power, however strong,
cannot break actual physical connections, and it is such connections
that bind us to a certain line of activity instead of any other, when
once the habit is formed. It is just as logical to expect a car which is
started on its own track to suddenly go off on to another track where
there is no switch, as to expect a nerve current traveling along its
habitual conduction unit to run off on some other line of nervous
discharge. Habit once formed binds that particular line of thought to
action, either good or bad. Of course habits may be broken, but it is a
work of time and must result from definite physical changes. Every habit
formed lessens the likelihood of any other response coming in that
particular situation. Every interest formed, every act of skill
perfected, every method of work adopted, every principle or ideal
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