The measure of the utility to him of the different studies of the schoolroom is found in the relative demand they make upon him to modify his hasty personal reactions, to suspend his thoughtless rush to general results, and back of it all, to hold the attention long enough upon the facts as they arise to get some sense of the logical relationships which bind them together.

Studies which do not afford any logical relationships, and which tend, on the contrary, to foster the habit of learning by repetition, only tend to fix the student in the quality of attention which I have called "fluidity." In particular, therefore: give this student all the mathematics he can absorb, and pass him from arithmetic into geometry, leaving his algebra till later.

Give him plenty of grammar, taught inductively.
Start him early in the elements of physics and chemistry.

And as opposed to this, keep him out of the classes of descriptive botany and zooelogy.

Rather let him join exploring parties for the study of plants, stones, and animals.