There are a number of conditions that make imperative the control of native tendencies. The first of these is intrinsic to the organization of instincts themselves. Human beings are born with a plurality of desires, and happiness consists in an equilibrium of satisfactions. But impulses are stimulated at random and collide with one another. Often one impulse, be it that of curiosity or pugnacity or s.e.x, can be indulged only at the expense or frustration of many others just as natural, normal, and inevitable. There is a certain school of philosophical radicals who call us back to Nature, to a life of unconsidered impulse. They paint the rapturous and pa.s.sionate moments in which strong human impulses receive satisfaction without exhibiting the disease and disorganization of which these indulgences are so often the direct antecedents.

A life is a long-time enterprise and it contains a diversity of desires. If all of these are to receive any measure of fulfillment there must be compromise and adjustment between them; they must all be subjected to some measure of control.

A second cause for the control of instinct lies in the fact that people live and have to live together. The close a.s.sociation which is so characteristic of human life is, as we shall see, partly attributable to a specific gregarious instinct, partly to the increasing need for cooperation which marks the increasing complexity of civilization. But whatever be its causes, group a.s.sociation makes it necessary that men regulate their impulses and actions with reference to one another. Endowed as human beings are with more or less identical sets of original native desires, the desires of one cannot be freely fulfilled without frequently coming into conflict with the similar desires of others. Compromise and adjustment must be brought about by some intelligent modification both of action and desire. The child's curiosity, the acquisitiveness or s.e.x desire or self-a.s.sertiveness of the adult must be checked and modified in the interests of the group among which the individual lives. One may take a simple ill.u.s.tration from the everyday life of a large city. There is, for most individuals, an intrinsic satisfaction in fast and free movement. But that desire, exhibited in an automobile on a crowded thoroughfare, will interfere with just as normal, natural, and inevitable desires on the part of other motorists and pedestrians.

Still another imperative reason for the control of our instinctive equipment lies in the fact that instincts as such are inadequate to adjust either the individual or the group to contemporary conditions. They were developed in the process of evolution as useful methods for enabling the human animal to cope with a radically different and incomparably simpler environment. While the problems and processes of his life and environment have grown more complex, man's inborn equipment for controlling the world he lives in has, through the long history of civilization, remained practically unchanged. But as his equipment of mechanisms for reacting to situations is the same as that of his prehistoric ancestors, so are his basic desires. And the satisfaction of man's primary impulses is less and less attainable through the simple, unmodified operation of the mechanisms of response with which they are a.s.sociated. In the satisfaction of the desire for food, for example, which remains the same as it was under primitive forest conditions, much more complex trains of behavior are required than are provided by man's native equipment. To satisfy the hunger of the contemporary citizens of New York or London requires the transformation of capricious instinctive responses into systematic and controlled processes of habit and thought. The elaborate systems of agriculture, transportation, and exchange which are necessary in the satisfaction of the simplest wants of men in civilization could never be initiated or carried on if we depended on the instincts with which we are born.

There are thus seen to be at least three distinct reasons why our native endowment of capacities and desires needs control and direction. In the life of the individual, instinctive desires must be adjusted to one another in order that their harmonious fulfillment may be made possible. The desires and native reactions of individuals must be checked and modified if individuals are to live successfully and amiably in group a.s.sociation, in which they must, in any case, live. And, finally, so vastly complicated have become the physical and the social machinery of civilized life that it is literally impossible to depend on instincts to adjust us to an environment far different from that to which they were in the process of evolution adapted. In the light of these conditions men have found that if they are to live happily and fruitfully together, certain original tendencies must be stimulated and developed, others weakened, redirected, and modified, and still others, within limits possibly, altogether repressed. Individuals display at once curiosity and fear, pity and pugnacity, acquisitiveness and sympathy. Some of these it has been found useful to allow free play; others, even if moderately indulged, may bring injury to the individual and the group in which his own life is involved. Education, public opinion, and law are more or less deliberate methods society has provided for the stimulation and repression of specific instinctive tendencies.

Curiosity and sympathy are valued and encouraged because they contribute, respectively, to science and to cooperation; pugnacity and acquisitiveness must be kept in check if people are not simply to live, but to live together happily.

But the subst.i.tution of control for caprice in the living-out of our native possibilities is as difficult as it is imperative. As already noted, instincts are imperious driving forces as well as mechanisms. While we can modify and redirect our native tendencies of fear, curiosity, pugnacity, and the like, they remain as strong currents of human behavior. They can be turned into new channels; they cannot simply be blocked.

Indeed, in some cases, it is clearly the social environment that needs to be modified rather than human behavior. Though it be juvenile delinquency for a boy to play baseball on a crowded street, it is not because there is intrinsically anything unwholesome or harmful in play. What is clearly demanded is not a crushing of the play instinct, but better facilities for its expression. A boy's native sociability and gift for leadership may make him, for want of a better opportunity, a gangster. But to cut off those impulses altogether would be to cut off the sources of good citizenship. The settlement clubs or the Boy Scout organizations in our large cities are instances of what may be accomplished in the way of providing a social environment in which native desires can be freely and fruitfully fulfilled.

Social conditions can thus be modified so as to give satisfaction to a larger proportion of natural desires. On the other hand, civilization in the twentieth century remains so divergent from the mode of life to which man's inborn nature adapts him that the thwarting of instincts becomes inevitable.

Impulses, in the first place, arise capriciously, and one of the conditions of our highly organized life is regularity and ca.n.a.lization of action. Our businesses and professions cannot be conducted on the spontaneous promptings of instinct.

The engineer, the factory worker, the business man, cannot allow themselves to follow out whatever casual desire occurs to them whenever it occurs. Stability and regularity of procedure, demanded in most professions, are incompatible with random impulsive behavior. To facilitate the effectiveness of certain industries, for example, it may be necessary to check impulses that commonly receive adequate satisfaction.

Thus it may be essential to enforce silence, as in the case of telephone operators or motormen, simply because of the demands of the industry, not because there is anything intrinsically deserving of repression in the impulse to talk.

Again, the mere fact that a man lives in a group subjects him to a thousand restraints and restrictions of public opinion and law. A child may come to restrain his curiosity when he finds it condemned as inquisitiveness. We cannot, when we will, vent our pugnacity on those who have provoked it; we cannot be ruthlessly self-a.s.sertive in a group; or gratify our native acquisitiveness by appropriating anything and everything within our reach.

But because there are all these social forces making for the repression of instincts, it does not mean that these latter therefore disappear. If any one of them is unduly repressed, it does not simply vanish as a driving force in human behavior.

It will make its enduring presence felt in roundabout ways, or in sudden extreme and violent outbursts. Or, if it cannot find even such sporadic or fruitive fulfillments, "a balked disposition" will leave the individual with an uneasiness and irritation that may range from mere pique to serious forms of morbidity and hysteria. A man may for eight or ten hours be kept repeating the same operation at a machine in a factory. He may thereby repress those native desires for companionship and for variety of reaction which const.i.tute his biological inheritance. But too often postponed satisfaction takes the violent form of lurid, over-exciting amus.e.m.e.nts and dissipation. The suppression of the s.e.x instinct not infrequently results in a morbid pruriency in matters of s.e.x, a distortion of all other interests and activities by a preoccupation with the frustrated s.e.x motive. a.s.saults and lynchings, and the whole calendar of crimes of violence with which our criminal courts are crowded, are frequent evidence of the incompleteness with which man's strong primary instincts have been suppressed by the niceties of civilization.

The phenomenal outburst of collective vivacity and exuberance which marked the reported signing of the armistice at the close of the Great War was a striking instance of those immense primitive energies which the control and discipline of civilization cannot altogether repress.

There has been, furthermore, a great deal of evidence adduced in recent years by students of abnormal psychology concerning the results of the frustration of native desires.

When the individual is "balked" in respect to particular impulses or desires, these may take furtive and obscure fulfillments; they may play serious though obscure and unnoticed havoc with a man's whole mental life. Unfulfilled desires may give rise to various forms of "complex," distortions of thought, action, and emotion of which the individual himself may be unaware. They may make a man unduly sensitive, or fearful, or pugnacious. He may, for example, cover up a sense of mortification at failure by an unwarranted degree of bl.u.s.ter and brag. A particular baffling of desire may be compensated by a bitterness against the whole universe or by a melancholy of whose origin the victim may be quite unconscious.

These maladjustments between an individual's desires and his satisfactions are certainly responsible for a considerable degree of that irritation and neurasthenia which are so frequently observable in normal individuals.[1]

[Footnote 1: While the evidence in this field has been taken largely from extremely pathological cases, the distortions and perversions of mental behavior, noticeable in such cases, are simply extreme forms of the type of distortion that takes place in the case of normal individuals whose desires are seriously frustrated. See the very clear statement on the subject of "repressions" and "conflicts" in R. B. Hart's _Psychology of Insanity_.]

The facts enumerated above should make it clear why it is difficult to modify, much less completely to overcome, these strong original drives to action. They serve to emphasize the fact that by control of instinctive responses is not meant their suppression. For just as instinctive tendencies are our basic instruments of action, so instinctive desires are our basic ingredients of happiness. Just as all we can do is limited by the mechanisms with which we are endowed, so what we want is ultimately determined by the native desires with which we are born. The control of action and of desire is justified in so far as such control will the more surely promote a harmonious satisfaction of all our desires. A society whose arrangements are such that instincts are, on the whole, being repressed rather than stimulated and satisfied, is frustrating happiness rather than promoting it. At the very least, a life whose natural impulses are not being fulfilled is a life of boredom. The ennui which is so often and so conspicuously a.s.sociated with the routine and desolate "gayeties" of society, the listlessness of those bored with their work or their play, or both, are symptoms of social conditions where the native endowments of man are handicaps rather than a.s.sets, dead weights rather than motive forces. It means that society is working against rather than with the grain. Discontent, ranging from mere pique and irritability to overt violence, is the penalty that is likely to be paid by a society the majority of whose members are chronically prevented from satisfying their normal human desires. No one who has seen whole lives immeasurably brightened by the satisfaction of a suitable employment, or melancholy and irritability removed by companionship and stimulating surroundings, can fail to realize how important it is to happiness that human instincts be given generous opportunity for fulfillment.

One may say, indeed, that the evils of too complete repression of individual impulses are more than that they produce nervous strain, dissatisfaction, and, not infrequently, crime.

Happiness, as Aristotle long ago pointed out, is a complete living-out of all a man's possibilities. It is most in evidence when people are, as we say, doing what they like to do. And people like to do that which they are prompted to do by the nature which is their inheritance. Freshness, originality, and spontaneity are perhaps particularly valued in our own civilization because of the multiple restraints of business and professional occupations. Even under the most perfect social arrangements there will always exist among men conflicts of desire. Their control over their environment will, of necessity, be imperfect, as will their mastery of their own pa.s.sions and their clear adjustment to one another. That complete agreement between man's desires and the environment in which alone they can find their satisfaction remains at best an ideal. But it is an ideal which indicates clearly the function of control. This is obviously not to crush native desires, but to organize their harmonious fulfillment. Where men have an opportunity to utilize their native gifts they will be satisfied and interested; where native capacities and desires are continually balked, men will be discontented though well-regimented machines.

HABITUAL BEHAVIOR. Except for purposes of a.n.a.lysis, life on the purely instinctive level may be said scarcely to exist in contemporary society, or for that matter, since the beginnings of recorded history. As has been already pointed out, while men are born with an even wider variety of tendencies to act than animals, these are much more plastic and modifiable, more susceptible of training, and much more in need of it than those of the sub-human forms. Even among animals under conditions of domestication, instinct tends largely to be replaced by habitual or acquired modes of behavior. The human being, born with a nervous system and a brain in extremely unformed and plastic condition, is so susceptible to every influence current in his environment that most of his actions within a few years after birth are, when they are not the result of deliberate reflection, secondary or habitual rather than genuinely instinctive. That is, few of the simplest actions of human beings are not in some degree modified by experience.

They may appear just as automatic and immediate as if they were instinctive, and indeed they are, but they are learned ways rather than the unlearned ways man has as his possession at birth.

THE MECHANISM OF HABIT. The implications of habitual behavior can better be understood after a brief a.n.a.lysis of the mechanism of such action. An instinct has been defined as a tendency to act in a given way in response to a given stimulus.

What happens when a stimulus prompts the organism to respond in a given way, is that some sensory nerve, whether of taste or touch or sound, sight, smell, or muscular sensitivity, receives a stimulus which pa.s.ses through the spinal cord to a motor nerve through which some muscle is "innervated"

and a response made. In the simplest type of reflex action, such as the winking of an eye in a blinding light, or the withdrawing of a hand from flame, such is the physiology of the process. But where an immediate adjustment cannot be made by an instinctive response, where satisfaction is not secured by the pa.s.sage of a sensory stimulus to an immediate motor response, the nervous impulse is, as it were, deflected to the brain area, auditory, visual, or whatever it may be, which is a.s.sociated with that particular type of sensation.

The path to the brain area is far from simple; the nervous impulse, which might be compared to an electric current, must pa.s.s through many nerve junctions known as "synapses," at which points there is some not completely understood chemical resistance offered to the pa.s.sage of the nerve current. On pa.s.sing through the network of nerves in the brain area, the current pa.s.ses back again through a complicated maze of connections to a motor nerve which insures a muscular response.

The first time a stimulus pa.s.ses through this network the resistance offered at the nerve junction or synapse is very high; at succeeding repet.i.tions of the stimulus the resistance is reduced, the nerve current pa.s.ses more rapidly and fluently over the paths it has already traveled, and the action resulting becomes as direct and automatic as if it were an original reflex action.[1]

[Footnote 1: See McDougall: _Physiological Psychology_.]

THE ACQUISITION OF NEW MODES OF RESPONSE. Expressed in less technical language this means simply that human beings can learn by experience, and that they tend to repeat actions they have once learned. Where an animal is perfectly adjusted to its environment, all stimuli issue in immediate and nicely adjusted responses. This happens only where the environment is very simple and stable, and where in consequence no complexity of structure or action is necessary. In the clam and the oyster, and in some of the lower vertebrates, perhaps, instinctive activity is almost exclusively present. But in the case of man, so complicated are the situations to which he is exposed that random instinctive responses will not solve his problems. He must, as with his highly modifiable nervous system he can, acquire new modes of response which will, in the complexity of new situations serve as effectively as his original tendencies to act would serve him in a simpler and stabler environment. A human being in a modern city cannot live by instinct alone; he must acquire an enormous number of habits to meet the variety of complex situations he meets in daily life. A monkey exists with fairly fixed native tendencies to act. But civilization could never have developed if in man new ways could not be acquired to meet new situations, and if these new ways could not be retained and made habitual in the individual and the race.

TRIAL AND ERROR AND DELIBERATE LEARNING. Whenever, as happens a large number of times daily in the life of the average man, old ways of response, inborn or formerly acquired, are inadequate to meet a new situation, there are two methods of acquiring a new and more adequate response. One is the method of trial and error, already discussed, whereby animals and humans try every possible instinctive response to a situation until one brings satisfaction and is retained as a habitual reaction when that situation recurs. The other is a delay in response, during which delay reflection, a consideration of possible alternatives, and a conscious decision, take place.

The technique of this latter process will be discussed more specifically in the next chapter.

Whether acquired by trial and error, or through reflection, learned acts are, the first time they are performed, frequently imperfect, only partly effective, and performed with some difficulty. With successive repet.i.tions their performance becomes more rapid, more immediate, and more adjusted to the specific situation to be met. And as they become more familiar responses to familiar stimuli they cease to be conscious at all. They are performed with almost as little difficulty or attention as normal breathing.

SOME CONDITIONS OF HABIT-FORMATION. The acquisition of habits is so important in the education of human beings that the conditions under which they can be acquired and made permanently effective have been closely studied. From experiments certain fundamental conclusions stand out. A habit is acquired by repet.i.tion, and the "curves of learning"

show certain recurrent features. In the first few repet.i.tions of an acquired activity, there is progress in the rapidity, effectiveness, and accuracy with which the response is made.

There is, up to a certain point, an almost vertical rise in the learning curve. After varying numbers of repet.i.tions, depending somewhat on the particular individual, there occur what are known as "plateaux," during which no progress in speed or accuracy of response is to be observed. In experiments with the learning of typewriting, for example, it has been found that the beginner makes rapid progress up to the point, say, where he can write fifty words a minute without error; there is a long interval not infrequently before he can raise his efficiency to the point of writing seventy words a minute correctly. a.n.a.logous conditions have been observed in the speed with which the sending and receiving of telegraphic messages is learned. These "plateaux" of learning are sometimes to be accounted for by muscular fatigue.

Frequently there is actual progress in learning during these apparent intervals of marking time. Some of the less observable features of skill in performance which only later become overt in speed and accuracy are being attained during these seemingly profitless and discouraging intervals. Not infrequently in the acquisition of skill in the playing of tennis or the piano, or in the solution of mathematical problems, a decided gain in skill and speed comes after what seems to be not only lack of progress but decided backsliding.[1] It is this which led William James to quote with approval the aphorism that one learns to skate in summer and swim in winter.

DRILL _VERSUS_ ATTENTIVE REPEt.i.tION IN LEARNING. The rapidity with which habits may be acquired and the permanency with which they may be retained depend on other factors than simply that of repet.i.tion. Mere mechanical drill is effective in the acquisition of simple mechanical habits. The most attentive appreciation of the proper things to be done in playing tennis or the piano will not by itself make one an expert in those activities. The effective responses must actually be performed in order that the appropriate connections within the nervous system may be made, and may become habitual.

A habit is physiologically nothing but a certain set or direction given to paths in the nervous system. These paths become fixed, embedded, and ingrained only when nerve currents pa.s.s over them time and time again.

[Footnote 1: See Ladd and Woodworth: _Physiological Psychology_, pp. 542-92.]

Mere repet.i.tion, on the other hand, will not suffice in the acquisition of complex habits of action. The learning of these requires a deliberate noting and appreciation of the significant factors in the performance of an activity, and the consciously chosen repet.i.tion of these in succeeding instances until the habit is well fixed. One reason why animals cannot be taught so wide a variety of complex habits as can the human being is that they cannot keep their attention fixed on successive repet.i.tions, and that in learning they literally do not know what they are doing. They cannot, as can humans, break up the activity which they are in process of learning into its significant factors, and attend to these in successive repet.i.tions. The superiority of deliberate learning over the brute method of trial and error consists precisely in that the deliberate and attentive learner can pick out the important steps of any process, and learn rapidly to eliminate random and useless features of his early performances without waiting to have the right way "knocked into him" by experience.

He will short-circuit the process of learning by choosing appropriate responses in advance, noting how they may be made more effective and discovering methods for making them so, and for eliminating useless, random, and ineffective acts. What we call the "capacity to learn" is evident in marked degree where there is alert attention to the steps of the process in successive repet.i.tions. The truth in the a.s.sertion that an intelligent man will shortly outcla.s.s the merely automatically skillful in any occupation or profession requiring training, lies not in any mysterious faculty, but in the peculiarly valuable habit of attending with discriminating interest to any process, and learning it thereby with vastly more economical rapidity. Genius may be more than what one writer described it, "a painstaking attention to detail"; but a painstaking attention to the meaning and bearing of details it most decidedly is.

LEARNING AFFECTED BY AGE, FATIGUE, AND HEALTH. There are certain conditions not altogether within the control of the individual which affect the rapidity with which habits are acquired. One of the most important of these is fatigue.

Connections among the fibers that go to make up the nervous system cannot be made with ease and rapidity when the organism is fatigued. At such times there seems to be an unusually high resistance at the synapses or nerve junctions (where there is a lowering of resistance to the pa.s.sage of a nerve current when habits are easily formed). After a certain point of fatigue, whether in the acquisition of motor habits or the memorizing of information, in which the process is much the same, the rate of learning is much slower and the degree of accuracy much less. The length of time through which habits are retained when acquired during a state of fatigue is also much less than under a more healthy and resilient condition of the organism.

The point of fatigue varies among different individuals and in consequence the conditions of habit-formation vary. But some conditions remain constant. For instance, in experiments with memory tests (memory being a form of habit in the nervous system), material memorized in the morning seems to be most rapidly acquired and most permanently retained.

The age and health of the individual also are important factors in the capacity to learn, or habit-formation.

Conditions during disease are similar to those obtaining during fatigue, only to a more acute degree. The toxins and poisons in the nervous system at such times operate to prevent the formation of new habits and the breaking of old ones. For while the synapses (nerve junctions) may offer high resistance to the pa.s.sage of a new stimulus, they will lend themselves more and more readily to the pa.s.sage of stimuli by which they have already been traversed.

That the age of the individual should make a vast difference in the capacity to acquire new habits and to modify old ones is obvious from the physiology of habit already described.

When the brain and nervous system are both young, there are few neural connections established, and the organism is plastic to all stimuli. As the individual grows older, connections once made tend to be repeated and to be, as it were, unconsciously preferred by the nervous system. The capacity to form habits is most p.r.o.nounced in the young child in whose nervous structure no one action rather than another has yet had a chance to be ingrained. The more connections that are made, the more habits that are acquired, the less, in a sense, can be made. For the organism will tend to repeat those actions to which it has previously been stimulated, and the more frequently it repeats them the more frequently it will tend to. So that, as William James pointed out, by twenty-five we are almost literally bundles of habits. When the majority of acts of life have become routine and fixed, it is almost impossible to acquire new ways of acting, since the acquisition of new habits seriously interferes with the old, and old habits physiologically stay put.

HABIT AS A TIME-SAVER. This fact, that habits can be acquired most easily early in life, and that those early acquired become so fixed that they are almost inescapable, is of supreme importance to the individual and society. It is in one sense a great advantage; it is an enormous saver of time. In the famous words of James:[1]

The great thing, then, in all education, is to _make our nervous system our ally instead of our enemy_. It is to fund and capitalize our acquisitions, and live at ease upon the interest of the fund. _For this we must make automatic and habitual, as early as possible, as many useful actions as we can_, and guard against the growing into ways that are likely to be disadvantageous to us, as we would guard against the plague. The more of the details of our daily life we can hand over to the effortless custody of automatism, the more our higher powers of mind will be set free for their own proper work.

There is no more miserable human being than one in whom nothing is habitual but indecision, and for whom the lighting of every cigar, the drinking of every cup, the time of rising and going to bed every day, and the beginning of every bit of work, are subjects of express volitional deliberation. Full half the time of such a man goes to the deciding, or regretting, of matters which ought to be so ingrained in him as practically not to exist for his consciousness at all. If there be such daily duties not yet ingrained in any one of my readers, let him begin this very hour to set the matter right.[1]

[Footnote 1: James: _Psychology_, vol. I, p. 122.]

The ideal of efficiency is the ideal of having the effective thing habitually done with as little effort and difficulty as possible. This in the case of human beings is, as James points out, attained when good habits are early acquired and when as large a proportion as possible of purely routine activity is made effortless and below the level of consciousness. To do as many things as possible without thinking is to free thinking for new situations. Our experiences would be very restricted indeed if we could not reduce a large portion of the things we do to the mechanics of habit. Walking, eating, these, though partly instinctive, were once problems requiring thought, effort, and attention. If we had to spend all our lives learning to dress and undress, to find our way about our own house or city, to spell and to p.r.o.nounce correctly, it is clear how little variety and diversity we should ever attain in our lives.

By the time we are twenty these fundamental habits are so firmly fixed in us that, for better or for worse, they are ours for life, and we are free to give our attention to other things.

Again in the words of James:

We all of us have a definite routine manner of performing certain daily offices connected with the toilet, with the opening and shutting of familiar cupboards, and the like. Our lower centers know the order of these movements, and show their knowledge by their "surprise"

if the objects are altered so as to oblige the movement to be made in a different way. But our higher thought centers know hardly anything about the matter. Few men can tell off-hand which sock, shoe, or trousers-leg they put on first. They must first mentally rehea.r.s.e the act; and even that is often insufficient--the act must be _performed_. So of the questions, Which valve of my double door opens first? Which way does my door swing? etc. I cannot _tell_ the answer; yet my _hand_ never makes a mistake. No one can _describe_ the order in which he brushes his hair or teeth; yet it is likely that the order is a pretty fixed one in all of us.[1]

[Footnote 1: James: _loc. cit._, vol. I, p. 115.]

HABIT AS A STABILIZER OF ACTION. Habit not only thus saves time, but stabilizes action, and where the habits acquired are effective ones, this is invaluable. Habits of prompt performance of certain daily duties on the part of the individual are a distinct benefit both to him and to others, as certain customary efficient office practices, when they are really habitual, immensely facilitate the operation of a business. On a larger scale habit is "society's most precious conservative agent."

Individuals not only develop personal habits of dress, speech, etc., but become habituated to social inst.i.tutions, to certain occupations, to the prestige attaching to some types of action and the punishment correlated with others. Education in the broadest sense is simply the acquisition of those habits which adapt an individual to his social environment. It is the instrument society uses to hand down the habits of thinking, feeling, and action which characterize a civilization. Society is protected from murder, theft, and pillage by law and the police, but it is even better protected by the fact that living together peacefully and cooperatively is for most adults habitual. In a positive sense the multifarious occupations and professions of a great modern city are carried on from day to day in all their accustomed detail, not because the lawyers, the business men, the teachers, who practice them continuously reason them out, nor from continuous instinctive promptings. They are striking testimony to the influence of habit. As a recent English writer puts it:

The population of London would be starved in a week if the flywheel of habit were removed, if no signalman or clerk or policeman ever did anything which was not suggested by a first-hand impulse, or if no one were more honest or punctual or industrious than he was led to be by his conscious love, on that particular day, for his master or for his work, or by his religion, or by a conviction of danger from the criminal law.[1]

[Footnote 1: Graham Wallas: _Great Society_, p. 74.]