The discussion of pedagogical method with all its ins and outs needs to take cognizance of the differences of students in their type.

The motor student should never, in normal cases, be given a general formula and told to work out particular instances; that is too much his tendency already--to approach facts from the point of view of their resemblances.

What he needs rather is a sense of the dignity of the single fact, and of the necessity of giving it its separate place, before hastening on to lose it in the flow of a general statement.

So whether the teacher have in hand mathematics, grammar, or science, let him disclose the principles only gradually, and always only so far as they are justified by the observations which the boy has been led to make for himself.

For the reason that such a method is practically impossible in the descriptive sciences, and some other branches, as taught in the schoolbooks--botany, zooelogy, and, worse than all, history and geography--we should restrict their part in the discipline studies of such a youth.