The statement of some of these far-reaching problems of educational psychology, and of the directions in which their answers are to be sought, exhausts the purpose of this chapter.

In general it may be said that the recommendations made for the treatment of sensory children at the earlier stage may be extended to later periods also, and that the treatment should be, for the most part, in intelligent contrast to that which the motor pupils receive.
_Language Study._--From this general consideration of the child's training it becomes evident that the great subjects which are most useful for discipline in the period of secondary education are the mathematical studies on the one hand, which exercise the faculty of abstraction, and the positive sciences, which train the power of observation and require truth to detail.

If we should pursue the subject into the collegiate period, we should find mental and moral science, literature, and history coming to their rights.

If this be in the main psychological, we see that language study, as such, should have no great place in secondary education.

The study of grammar, as has been already said, is very useful in the early periods of development if taught vocally; it brings the child out in self-expression, and carries its own correctives, from the fact that its results are always open to social control.