th.

(3) The _volitional_ or _will_ phase of mental activity is first manifested
in the impulsive, spasmodic movements heretofore described. Later these
random movements are brought under control, then comes the ability to
select a desired stimulus from among several that are possible, and at
length the power to choose between two or more possible modes of action.
This highest form is termed voluntary action or will power. It is extremely
important to note that the will is not a separate power or faculty which
can be cultivated apart from other phases of consciousness. Many foolish
things have been written about the power of the will and its capacity
for infinite development; as a matter of fact, all three phases of
consciousness must be developed together. Every act of the mind of
necessity embraces all three phases, since it is impossible to know without
feeling or to experience feeling or knowing without activity. The will,
therefore, can never be quite so strong as the total consciousness; and
at every stage, it needs the feeling phase to give it motive and the
knowing phase to make it rational. Knowing, feeling, and willing,
therefore, are merely convenient terms that express the varying, changing
modes of consciousness, which at one time may be predominately feeling, at
another knowing, and again willing. The great fact to remember is that
consciousness develops as a unit, and the most highly trained mind is the
one in which each phase is developed not only to its maximum but at the
same time in perfect harmony with the other two as well as with the total
consciousness.

It is impossible to say which of the three phases develops first in the
infant, nor is it important to know; the significant fact is that all three
evolve together, and whenever activity is strong and well sustained, it is
evident that feeling and knowing also are well developed.

When the child is two years of age or over, as above remarked, usually an
appalling desire to destroy things is manifested. Dolls will be torn to
pieces, the toy bank smashed, and if a hammer can be had, nothing is too
sacred to be knocked to pieces. This is not depravity in the child, much
as it seems to be, it is a legitimate desire to investigate, to satisfy his
curiosity, and to find a means of satisfying his increasing power to do
something. Up to this time an object is to the child merely the activity
for which it stands; a ball is something to roll or toss, a ham