false generalization
in the wheels of a cart supplies its own corrective very quickly, or
in the rigging and sails of a toy boat. Drawing from models is a fine
exercise for such a youth, and drawing from life, as soon as he gets a
little advanced in the control of his pencil. All this, it is easy to
see, trains his impulsive movements into some degree of subjection to
the deliberative processes.

With this general line of treatment in mind, the details of which the
reader will work out in the light of the boy's type, space allows me
only two more points before I pass to the sensory scholar.

First, in all the teaching of the type of mind now in question, pursue
a method which proceeds from the particular to the general. The
discussion of pedagogical method with all its ins and outs needs to
take cognizance of the differences of students in their type. The
motor student should never, in normal cases, be given a general
formula and told to work out particular instances; that is too much
his tendency already--to approach facts from the point of view of
their resemblances. What he needs rather is a sense of the dignity of
the single fact, and of the necessity of giving it its separate place,
before hastening on to lose it in the flow of a general statement. So
whether the teacher have in hand mathematics, grammar, or science, let
him disclose the principles only gradually, and always only so far as
they are justified by the observations which the boy has been led to
make for himself. For the reason that such a method is practically
impossible in the descriptive sciences, and some other branches, as
taught in the schoolbooks--botany, zooelogy, and, worse than all,
history and geography--we should restrict their part in the discipline
studies of such a youth. They require simple memory, without
observation, and put a premium on hasty and temporary acquisition.

As I have said, algebra should be subordinated to geometry. Algebra
has as its distinctive method the principle of substitution, whereby
symbols of equal and, for the most part, absolute generality are
substituted for one another, and the results stand for one fact as
well as for another, in disregard of the worth of the particular in
the scheme of nature. For the same reason, deductive logic is not a
good discipline for these students; empirical psychology, or political
economy, is a better introduction to the moral sciences for them when
they reach the high schoo