just in so far as the sensory individual is less
active, to that degree he is less expressive, less self-revealing. To
the teacher, therefore, he is more of an enigma. It is harder to tell
in his case what instruction he has appreciated and made his own; and
what, on the other hand, has been too hard for him; what wise, and
what unwise. Where the child of movement speaks out his impulsive
interpretations, this one sinks into himself and gives no answer. So
we are deprived of the best way of interpreting him--that afforded by
his own interpretation of himself.

A general policy of caution is therefore strongly to be recommended.
Let the teacher wait in every case for some positive indication of the
child's real state of mind. Even the directions given the child may
not have been understood, or the quick word of admonition may have
wounded him, or a duty which is so elementary as to be a commonplace
in the mental life of the motor child may yet be so vaguely
apprehended that to insist upon its direct performance may cost the
teacher all his influence with the pupil of this type. It is better to
wait even at the apparent risk of losing valuable days than to proceed
a single step upon a mistaken estimate of the child's measure of
assimilation. And, further, the effect of wrong treatment upon this
boy or girl is very different from that of a similar mistake in the
other case. He becomes more silent, retired, even secretive, when once
an unsympathetic relationship is suggested between him and his elder.

Then more positively--his instruction should be well differentiated.
He should in every possible case be given inducements to express
himself. Let him recite a great deal. Give him simple verses to
repeat. Keep him talking all you can. Show him his mistakes with the
utmost deliberation and kindliness of manner; and induce him to repeat
his performances in your hearing after the correction has been
suggested. Cultivate the imitative tendency in him; it is the handmaid
to the formation of facile habits of action. In arranging the
children's games, see that he gets the very active parts, even though
he be backward and hesitating about assuming them. Make him as far as
possible a leader, in order to cultivate his sense of responsibility
for the doing of things, and to lead to the expression of his
understanding of arrangements, etc. In it all, the essential thing is
to bring him out in some kind of expression; both for the sake