s attention steadily to the novel and the
complex. The sensory person, on the other hand, shows the attention
obstructed by details, hindered by novelties, unable to pass smoothly
over its acquisitions, and in general lacking the regular influence of
habit in leading him to summarize and utilize his mental store in
general ways.

The third general aspect of the topic is this: the person of the
sensory type is more likely to be the one in whom positive derangement
occurs in the higher levels, and in response to the more refined
social and personal influences. This, for the reason that this type
represents brain processes of greater inertia and complexity, with
greater liability to obstruction. They are slower, and proceed over
larger brain areas.

With these general remarks, then, on the wider aspects of the
distinction of types, we may now turn to one of the particular cases
which occurs among sensory individuals. This is all that our space
will allow.

_The Visual Type._--The so-called "visuals," or "eye-minded" people
among us, are numerically the largest class of the sensory population.
They resort to visual imagery whenever possible, either because that
is the prevailing tendency with them, or because, in the particular
function in question in any special act, the visual material comes
most readily to mind. The details of fact regarding the "visuals" are
very interesting; but I shall not take space to dwell upon them. The
sphere in which the facts regarding the pupil of this type are
important to the teacher is that of language, taken with the group of
problems which arise about instruction in language. The question of
his symbolism, and its relations to mathematics, logic, etc., is
important. And finally, the sphere of the pupil's _expression_ in all
its forms. Then, from all his discoveries in these things, the teacher
is called upon to make his method of teaching and his general
treatment suitable to this student.

The visual pupil usually shows himself to be so predominately in his
speech and language functions; he learns best and fastest from copies
which he sees. He delights in illustrations put in terms of vision, as
when actually drawn out on the blackboard for him to see. He
understands what he reads better than what he hears; and he uses his
visual symbols as a sort of common coin into which to convert the
images which come to him through his other senses. In regard to the
movements of attention, we