thing is certain, the process is not a unitary one, nor is it a simple
one. Just so long as habit is discussed in general terms, without any
recognition of the complexity of the process or to the specific bonds
involved, just so long will the process of habit formation be wasteful
and inefficient.

As a sample of the kind of work being done in connection with special
habits, investigation seems to give evidence that in the habit of simple
column addition eight or nine distinct functions are involved, each of
which involves the use of several bonds. Besides these positive
connections, a child in learning must inhibit other connections which
are incorrect, and these must often outnumber the correct ones. And yet
column addition has always been treated as a simple habit--with perhaps
one element of complexity, when carrying was involved. It is evident
that, if the habit concerned does involve eight or nine different
functions, a child might go astray in any one. His difficulty in forming
the habit might be in connection with one or several of the processes
involved. Knowledge on the part of the teacher of these different steps
in the habit, and appreciation by him of the possibilities of making
errors, are the prerequisites of efficient teaching of habits.

In each one of the subjects there is much need of definite experimental
work, in order that the specific bonds necessary in forming the habits
peculiar to the subject be determined. The psychology of arithmetic, or
of physics, or of spelling should involve such information. Meanwhile
every teacher can do much if she will carefully stop and think just what
she is requiring in the given response. An analysis of the particular
situation and response will make clear at least some of the largest
elements involved, some of the most important connections to be made. It
is the specific nature of the connections to be made and the number of