individual, but experimental psychology will some day have something to
offer along this line. We could make a great saving if we knew, even
approximately, the amount of practice necessary under the best
conditions to form some of the more simple and elementary habits, such
as learning the facts of multiplication.

One other fact in connection with repetition should be noted, namely,
that the exercise given any connection by the learner, freely, of his
own initiative counts more than that given under purposive learning.
This method of learning is valuable in that it is incidental and often
saves energy and possible imitation on the part of the child, but it has
certain drawbacks. Habits formed this way are ingrained to such an
extent that they are very difficult to modify. They were not consciously
attended to when they were formed, and hence it is difficult later to
raise them to the focal point. Hence it is best whenever habits are
partial and will need to be modified later, or when the habits must
later be rationalized, or when bad habits must be broken, to have the
process focalized in attention. The methods of gaining attention have
already been discussed.

In the second place, if the habit being formed is connected with an
instinct, the element of intensity is added. This, of course, means that
a connection already made and one which is strongly ready to act is made
to give its support to the new connection being formed. Of course the
instinct chosen for this purpose must be in accord with the particular
habit and with the nature of the learner. They may vary from the purely
personal and physical up to those which have to do with groups and
intellectual reactions. The added impetus of the instinct hastens the
speed of the direction or supervision. The psychology of the value of
self-activity is operative. It should be borne in mind, however, that