=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.
=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 expressing himself in the games of the kindergarten, the child's social instinct will come under conscious control. By directing his muscular movements in art and constructive work, he gains the control which will in part enable him to check the impulse to strike the angry blow. These points will, however, be considered more fully in a study of the inherited tendencies in Chapter XXI.