In it all, the essential thing is to bring him out in some kind of expression; both for the sake of the improved balance it gives himself, and as an indication to the observant teacher of his progress and of the next step to be taken in his development.
It is for the sensory child, I think, that the kindergarten has its great utility.

It gives him facility in movement and expression, and also some degree of personal and social confidence.

But for the same reasons the kindergarten over-stimulates the motor scholars at the corresponding age.

There should really be two kindergarten methods--one based on the idea of deliberation, the other on that of expression.
The task of the educator here, it is evident, is to help nature correct a tendency to one-sided development; just as the task is this also in the former case; but here the variation is on the side of idiosyncrasy ultimately, and of genius immediately.

For genius, I think, is the more often developed from the contemplative mind, with the relatively dammed-up brain, of this child, than from the smooth-working machine of the motor one.