To the teacher, therefore, he is more of an enigma.

It is harder to tell in his case what instruction he has appreciated and made his own; and what, on the other hand, has been too hard for him; what wise, and what unwise.

Where the child of movement speaks out his impulsive interpretations, this one sinks into himself and gives no answer.

So we are deprived of the best way of interpreting him--that afforded by his own interpretation of himself.
A general policy of caution is therefore strongly to be recommended.
Let the teacher wait in every case for some positive indication of the child's real state of mind.

Even the directions given the child may not have been understood, or the quick word of admonition may have wounded him, or a duty which is so elementary as to be a commonplace in the mental life of the motor child may yet be so vaguely apprehended that to insist upon its direct performance may cost the teacher all his influence with the pupil of this type.