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This eBook from the Gutenberg Project consists of approximately 182 pages of information about Talks To Teachers On Psychology; And To Students On Some Of Life's Ideals.

Respect then, I beg you, always the original reactions, even when you are seeking to overcome their connection with certain objects, and to supplant them with others that you wish to make the rule.  Bad behavior, from the point of view of the teacher’s art, is as good a starting-point as good behavior.  In fact, paradoxical as it may sound to say so, it is often a better starting-point than good behavior would be.

The acquired reactions must be made habitual whenever they are appropriate.  Therefore Habit is the next subject to which your attention is invited.

VIII.  THE LAWS OF HABIT

It is very important that teachers should realize the importance of habit, and psychology helps us greatly at this point.  We speak, it is true, of good habits and of bad habits; but, when people use the word ‘habit,’ in the majority of instances it is a bad habit which they have in mind.  They talk of the smoking-habit and the swearing-habit and the drinking-habit, but not of the abstention-habit or the moderation-habit or the courage-habit.  But the fact is that our virtues are habits as much as our vices.  All our life, so far as it has definite form, is but a mass of habits,—­practical, emotional, and intellectual,—­systematically organized for our weal or woe, and bearing us irresistibly toward our destiny, whatever the latter may be.

Since pupils can understand this at a comparatively early age, and since to understand it contributes in no small measure to their feeling of responsibility, it would be well if the teacher were able himself to talk to them of the philosophy of habit in some such abstract terms as I am now about to talk of it to you.

I believe that we are subject to the law of habit in consequence of the fact that we have bodies.  The plasticity of the living matter of our nervous system, in short, is the reason why we do a thing with difficulty the first time, but soon do it more and more easily, and finally, with sufficient practice, do it semi-mechanically, or with hardly any consciousness at all.  Our nervous systems have (in Dr. Carpenter’s words) grown to the way in which they have been exercised, just as a sheet of paper or a coat, once creased or folded, tends to fall forever afterward into the same identical folds.

Habit is thus a second nature, or rather, as the Duke of Wellington said, it is ’ten times nature,’—­at any rate as regards its importance in adult life; for the acquired habits of our training have by that time inhibited or strangled most of the natural impulsive tendencies which were originally there.  Ninety-nine hundredths or, possibly, nine hundred and ninety-nine thousandths of our activity is purely automatic and habitual, from our rising in the morning to our lying down each night.  Our dressing and undressing, our eating and drinking, our greetings and partings, our hat-raisings and giving way for ladies to precede,

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