Here, again, the teacher can do him good only by patiently employing the inductive method.

Lead him back to the simplest elements of the problem in hand, and help him gradually to build up a result step by step.
I think in this, as in most of the work with these scholars, the association with children of the opposite type is one of the best correctives, provided the companionship is not made altogether one-sided by the motor boy's perpetual monopolizing of all the avenues of personal expression.

When he fails in the class, the kind of social lesson which is valuable may be taught him by submitting the same question to a pupil of the plodding, deliberate kind, and waiting for the latter to work it out.

Of course, if the teacher have any supervision over the playground, similar treatment can be employed there.
Coming to consider the so-called "sensory" youth of the age between eight, let us say, and sixteen--the age during which the training of the secondary school presents its great problems--we find certain interesting contrasts between this type and that already characterized as "motor." The study of this type of youth is the more pressing for reasons which I have already hinted in considering the same type in the earlier childhood period.

It is necessary, first, to endeavour to get a fairly adequate view of the psychological characteristics of this sort of pupil.
The current psychological doctrine of mental "types" rests upon a great mass of facts, drawn in the first instance from the different kinds of mental trouble, especially those which involve derangements of speech--the different kinds of Aphasia.