from his surroundings, or environment, as
when the babe impulsively grasps the object coming in contact with his
hand. Although, moreover, these instinctive movements may come in time
under conscious control, such actions do not in themselves imply
conscious control or give expression to organized knowledge.

=B. Actions Subject to Intelligent Control.=--To a second class of
actions belong the orderly movements which are both produced and
directed by consciousness. When, in distinction to the movements
referred to above, a child pries open the lid to see what is in the box,
or waves his hand to gain the attention of a companion, a conscious aim,
or intention, produces the act, and conscious effort sustains it until
the aim is reached. The distinction between mere impulsive and
instinctive actions on the one hand, and guided effort on the other,
will be considered more fully in Chapter XXX.

=C. Habitual Actions.=--Thirdly, as has been noted in Chapter II, both
consciously directed and uncontrolled action may, by repetition, become
so fixed that it practically ceases to be directed by consciousness, or
becomes habitual.

Our expressive actions may be classified, therefore, into three
important groups as follows:

1. Instinctive, reflex, and impulsive action
2. Consciously controlled, or directed action
3. Habitual action.

NATURE OF EXPRESSION

=Implies Intelligent Control.=--It is evident that as a stage in the
learning process, expression must deal primarily with the second class
of actions, since its real purpose is to correlate the new conscious
knowledge with action. Expression in education, therefore, must
represent largely consciously produced and consciously directed action.

=Conscious Expression may Modify A. Instinctive Acts.=--While this is
true, however, expression, as a stage in the educative process, will
also have a relation to the other types of action. As previously noted,
the expression stage of the learning process may be used as a means to
bring instinctive and impulsive acts under conscious control. This is
indeed an important part of a child's education. For instance, it is
only by forming ideas of muscular movements and striving to express them
that the child can bring his muscular movements under control. It is
evident, therefore, that the expressive stage of the lesson can be made
to play an important part in bringing many instinctive and impulsive
acts under conscious direction. By