So it follows that, in the ready muscular revivals, discharges, transitions, which we have seen to be prominent in the motor temperament the attention is carried along, and its "fluidity" is only an incident to the fluidity of the motor symbols of which this sort of a mind continually makes use.
Coming a little closer to the pedagogical problems which this type of pupil raises before us, we find, in the first place, that it is excessively difficult for this scholar to give continuous or adequate attention to anything of any complexity.

The movements of attention are so easy, the outlets of energy, to use the physical figure, so large and well used, that the minor relationships of the thing are passed over.

The variations of the object from its class are swept away in the onrush of his motor tendencies.

He assumes the facts which he does not understand, and goes right on to express himself in action on these assumptions.

So while he seems to take in what is told him, with an intuition that is surprisingly swift, and a personal adaptation no less surprising, the disappointment is only the more keen when the instructor finds the next day that he has not penetrated at all into the inner current of this scholar's mental processes.
Again, as marked as this is in its early stages, the continuance of it leads to results which are nothing short of deplorable.