It seems well established that a suggestion of the negative--that is, not to do a thing--has no negative force; but, on the contrary, in the early period, it amounts only to a stronger suggestion in the positive sense, since it adds emphasis, to the thing which is forbidden.

The "not" in a prohibition is no addition to the pictured course to which it is attached, and the physiological fact that the attention tends to set up action upon that which is attended to comes in to put a premium on disobedience.

Indeed, the philosophy of all punishment rests in this consideration, i.e., that unless the penalty tends to fill the mind with some object other than the act punished, it does more harm than good.

The punishment must be actual and its nature diverting; never a threat which terminates there, nor a penalty which fixes the thought of the offence more strongly in mind.
This is to say, that the permanent inhibition of a movement at this period is best secured by establishing some different movement.
The further consideration of the cases of great motility would lead to the examination of the kinds of memory and imagination and their treatment; to that we return below.

We may now take up the instances of the sensory type considered with equal generality.
The sensory children are in the main those which seem more passive, more troubled with physical inertia, more contemplative when a little older, less apt in learning to act out new movements, less quick at taking a hint, etc.
These children are generally further distinguished as being--and here the antithesis to the motor ones is very marked--much less suggestible.