the processes for a period, causing
some kind of a "setback" of the energies of movement into the sensory
centres, or the redistribution of this energy in more varied and less
habitual discharges. With older children a rational method is to
analyze for them the mistakes they have made, showing the penalties
they have brought upon themselves by hasty action. This requires great
watchfulness. In class work, the teacher may profitably point out the
better results reached by the pupil who "stops to think." This will
bring to the reform of the hasty scholar the added motive of
semi-public comparison with the more deliberate members of the class.
Such procedure is quite unobjectionable if made a recognised part of
the class method; yet care should be taken that no scholar suffer
mortification from such comparisons. The matter may be "evened up" by
dwelling also on the merit of promptness which the scholar in question
will almost always be found to show.

For younger pupils as well as older more indirect methods of treatment
are more effective. The teacher should study the scholar to find the
general trend of his habits. Then oversight should be exercised over
both his tasks and his sports with certain objects in view. His
habitual actions should be made as complicated as his ability can cope
with; this in order to educate his habits and keep them from working
back into mere mechanism. If he shows his fondness for drawing by
marking his desk, see that he has drawing materials at hand and some
intelligent tasks in this line to do; not as tasks, but for himself.
Encourage him to make progress always, not simply to repeat himself.
If he has awkward habits of movement with his hands and feet, try to
get him interested in games that exercise these members in regular and
skilful ways.

Furthermore, in his intellectual tasks such a pupil should be trained,
as far as may be, on the more abstract subjects, which do not give
immediate openings for action. Mathematics is the best possible
discipline for him. Grammar also is good; it serves at once to
interest him, if it is well taught, in certain abstract relationships,
and also to send out his motor energies in the exercise of speech,
which is the function which always needs exercise, and which is always
under the observation of the teacher. Grammar, in fact, is one of the
very best of primary-school subjects, because instruction in it issues
at once in the very motor functions which