carry his attention off at the most critical moments.
Give him usually the secondary parts in the games of the school,
except when real planning, complex execution, and more or less
generalship are required; then give him the leading parts: they
exercise his activities in new ways not covered by habit, and if he do
not rise to their complexity, then the other party to the sport will,
and his haste will have its own punishment, and so be a lesson to him.

Besides these general checks and regulations, there remains the very
important question as to what studies are most available for this type
of mind. I have intimated already the general answer that ought to be
given to this question. The aim of the studies of the motor student
should be discipline in the direction of correct generalization, and,
as helpful to this, discipline in careful observation of concrete
facts. On the other hand, the studies which involve principles simply
of a descriptive kind should have little place in his daily study.
They call out largely the more mechanical operations of memory, and
their command can be secured for the most part by mere repetition of
details all similar in character and of equal value. The measure of
the utility to him of the different studies of the schoolroom is found
in the relative demand they make upon him to modify his hasty personal
reactions, to suspend his thoughtless rush to general results, and
back of it all, to hold the attention long enough upon the facts as
they arise to get some sense of the logical relationships which bind
them together. Studies which do not afford any logical relationships,
and which tend, on the contrary, to foster the habit of learning by
repetition, only tend to fix the student in the quality of attention
which I have called "fluidity."

In particular, therefore: give this student all the mathematics he
can absorb, and pass him from arithmetic into geometry, leaving his
algebra till later. Give him plenty of grammar, taught inductively.
Start him early in the elements of physics and chemistry. And as
opposed to this, keep him out of the classes of descriptive botany and
zooelogy. Rather let him join exploring parties for the study of
plants, stones, and animals. A few pet animals are a valuable adjunct
to any school museum. If there be an industrial school or machine shop
near at hand, try to get him interested in the way things are made,
and encourage him to join in such employments. A