ocial
experience, or knowledge, it is equally important that it should promote
skill by correlating that knowledge with expression, or should strive to
influence action while forming character. To apperceive, for instance,
the rules of government and agreement in grammar will have a very
limited value if the student is not able to give expression to these in
his own conversation. It becomes imperative, therefore, that as far as
possible, expression should enter as a factor in the learning process.

=Examples of Expression.=--Man's expressive acts are found, however, to
differ greatly in their form. When one is hurt, he distorts his face
and cries aloud; when he hears a good speech he claps his hands and
shouts approval; when he reads an amusing story he laughs; when he
learns of the death of a friend he sheds tears; when he is affronted his
face grows red, his muscles tense, and he strikes a blow or breaks into
a torrent of words; when he has seen a striking incident he tells some
one about it or writes an account to a distant friend. When his feelings
are stirred by a patriotic address, he springs to his feet and sings,
"God Save the King." The desire that his team should carry the foot-ball
to the southern goal causes the spectator to lean and push in that
direction. When he conceives how he may launch a successful venture, the
business man at once proceeds to carry it into effect. These are all
examples of _expression_. Every impression, idea, or thought, tends
sooner or later to work itself out in some form of motor expression.

TYPES OF ACTION

=A. Uncontrolled Actions.=--Passing to an examination of such physical,
or motor, activities, we find that man's expressive acts fall into three
somewhat distinct classes. A young child is found to engage in many
movements which seem destitute of any conscious direction. Some of these
movements, such as breathing, sneezing, winking, etc., are found to be
useful to the child, and imply what might be termed inherited control of
conduct, though they do not give expression to any consciously organized
knowledge, or experience. At other times, his bodily movements seem to
be mere random, or impulsive, actions. These latter actions at times
arise in a spontaneous way as a result of native bodily vigour, as, for
instance, stretching, kicking, etc., as seen in a baby. At other times
these uncontrolled acts have their origin in the various impressions
which the child is receiving