Keep him out of the concert recitations, where his tendency to haste would work both personal and social harm.
Refrain from giving him assistance in his tasks until he has learned from them something of the real lesson of discouragement, and then help him only by degrees, and by showing him one step at a time, with constant renewals of his own efforts.

Shield him with the greatest pains from distractions of all kinds, for even the things and events about him may carry his attention off at the most critical moments.
Give him usually the secondary parts in the games of the school, except when real planning, complex execution, and more or less generalship are required; then give him the leading parts: they exercise his activities in new ways not covered by habit, and if he do not rise to their complexity, then the other party to the sport will, and his haste will have its own punishment, and so be a lesson to him.
Besides these general checks and regulations, there remains the very important question as to what studies are most available for this type of mind.

I have intimated already the general answer that ought to be given to this question.

The aim of the studies of the motor student should be discipline in the direction of correct generalization, and, as helpful to this, discipline in careful observation of concrete facts.

On the other hand, the studies which involve principles simply of a descriptive kind should have little place in his daily study.
They call out largely the more mechanical operations of memory, and their command can be secured for the most part by mere repetition of details all similar in character and of equal value.