the arm
slowly and steadily, and then allowing it to relax; next, by clinching
the fist and drawing the arm up with all the force possible until the
elbow is entirely bent. There is not one person in ten, hardly one in a
hundred, who can command his muscles to that slight extent. At first
some one must lift the arm that should be free, and drop it several
times while the muscles of the other arm are contracting; that will
make the unnecessary tension evident. There are also ways by which the
free arm can be tested without the help of a second person.

The power of directing the will over various muscles that should be
independent, without the so-called sympathetic contraction of other
muscles, should be gained all over the body. This is the beginning of
concentration in a true sense of the word. The necessity for returning
to an absolute freedom of body before directing the will to any new
part cannot be too often impressed upon the mind. Having once "sensed"
a free body--so to speak--we are not masters until we gain the power to
return to it at a moment's notice. In a second we can "erase previous
impressions" for the time; and that is the foundation, the rock, upon
which our house is built.

Then follows the process of learning to think and to speak in freedom.
First, as to useless muscular contractions. Watch children work their
hands when reciting in class. Tell them to stop, and the poor things
will, with great effort, hold their hands rigidly still, and suffer
from the discomfort and strain of doing so. Help them to freedom of
body, then to the sense that the working of their hands is not really
needed, and they will learn to recite with a feeling of freedom which
is better than they can understand. Sometimes a child must be put on
the floor to learn to think quietly and directly, and to follow the
same directions in this manner of answering. It would be better if this
could always be done with thoughtful care and watching; but as this
would be inappropriate with large classes, there are quieting and
relaxing exercises to be practised sitting and standing, which will
bring children to a normal freedom, and help them to drop muscular
contractions which interfere with ease and control of thought and
expression. Pictures can be described,--scenes from Shakespeare, for
instance,--in the child's own words, while making quiet motions. Such
exercise increases the sensitiveness to muscular contraction, and
unnecessary m