s of action.

What has now been said may be sufficient to give some concrete force
to the common opinion that education should take account of the
individual character at this earliest stage. The general distinction
between sensory and motor has, however, a higher application in the
matter of memory and imagination at later stages of growth, to which
we may now turn.

_Second Period._--The research is of course more difficult as the
pupil grows older, since the influences of heredity tend to become
blurred by the more constant elements of the child's home, school, and
general social environment. The child whom I described just above as
sensory in his type is constantly open to influences from the
stimulating behaviour of his motor companion, as well as from the
direct measures which parent and teacher take to overcome his
too-decided tendencies and to prevent one-sided development. So, too,
the motor child tends to find correctives in his environment.

The analogy, however, between the more organic and hereditary
differences in individuals, and the intellectual and moral variations
which they tend to develop with advance in school age, is very
marked; and we find a similar series of distinctions in the later
period. The reason that there is a correspondence between the
variations given in heredity and those due in the main to the
educative influences of the single child's social environment is in
itself very suggestive, but space does not permit its exposition here.

The fact is this: the child tends, under the influence of his home,
school, social surroundings, etc., to develop a marked character
either in the sensory or in the motor direction, in his memory,
imagination, and general type of mind.

Taking up the "motor" child first, as before, we find that his
psychological growth tends to confirm him in his hereditary type. In
all his social dealing with other children he is more or less
domineering and self-assertive; or at least his conduct leads one to
form that opinion of him. He seems to be constantly impelled to act so
as to show himself off. He "performs" before people, shows less
modesty than may be thought desirable in one of his tender years,
impresses the forms of his own activity upon the other children, who
come to stand about him with minds constrained to follow him. He is an
object lesson in both the advantages and the risks of an aggressive
life policy. He has a suggestion to make in every emerge