ed in play are due to the large development of particular
faculties, and the ultimate giant strength of a faculty is brought about
by play. The genius is no doubt born, not made; but, although born, it
would dwindle away in infancy were it not for the constant exercise
taken in play, which is as necessary for development as food for the
maintenance of life.

Sec. 27. Work should never be treated as if it were play, nor play as if it
were work. Those whose work is creative activity of the mind may find
recreation in the details of science; and those, again, whose vocation
is scientific research can find recreation in the practice of art in its
different departments. What is work to one may thus be play to another.
This does not, however, contradict the first statement.

Sec. 28. It is the province of education so to accustom us to different
conditions or ways of thinking and acting that they shall no longer seem
strange or foreign to us. When these have become, as we say, "natural"
to us--when we find the acquired mode of thinking or acting just what
our inclination leads us to adopt unconsciously, a _Habit_ has been
formed. A habit is, then, the identity of natural inclination with the
special demands of any particular doing or suffering, and it is thus the
external condition of all progress. As long as we require the conscious
act of our will to the performance of a deed, that deed is a somewhat
foreign to ourselves, and not yet a part of ourselves. The practical
work of the educator may thus be said to consist in leading the mind of
the pupil over certain lines of thought till it becomes "natural" or
spontaneous for him to go by that road. Much time is wasted in schools
where the pupil's mind is not led aright at first, for then he has to
unlearn habits of thought which are already formed. The work of the
teacher is to impress good methods of studying and thinking upon the
minds of his pupils, rather than to communicate knowledge.

Sec. 29. It is, at first sight, entirely indifferent what a Habit shall
relate to--_i.e._, the point is to get the pupil into the way of
forming habits, and it is not at first of so much moment what habit is
formed as that a habit is formed. But we cannot consider that there is
anything morally neutral in the abstract, but only in the concrete, or
in particular examples. An action may be of no moral significance to one
man, and under certain circumstances, while to another man, or to the