Then more positively--his instruction should be well differentiated. He should in every possible case be given inducements to express himself. Let him recite a great deal. Give him simple verses to repeat. Keep him talking all you can. Show him his mistakes with the utmost deliberation and kindliness of manner; and induce him to repeat his performances in your hearing after the correction has been suggested. Cultivate the imitative tendency in him; it is the handmaid to the formation of facile habits of action. In arranging the children's games, see that he gets the very active parts, even though he be backward and hesitating about assuming them. Make him as far as possible a leader, in order to cultivate his sense of responsibility for the doing of things, and to lead to the expression of his understanding of arrangements, etc. In it all, the essential thing is to bring him out in some kind of expression; both for the sake of the improved balance it gives himself, and as an indication to the observant teacher of his progress and of the next step to be taken in his development. It is for the sensory child, I think, that the kindergarten has its great utility. It gives him facility in movement and expression, and also some degree of personal and social confidence. But for the same reasons the kindergarten over-stimulates the motor scholars at the corresponding age. There should really be two kindergarten methods--one based on the idea of deliberation, the other on that of expression. The task of the educator here, it is evident, is to help nature correct a tendency to one-sided development; just as the task is this also in the former case; but here the variation is on the side of idiosyncrasy ultimately, and of genius immediately. For genius, I think, is the more often developed from the contemplative mind, with the relatively dammed-up brain, of this child, than from the smooth-working machine of the motor one. But just for this reason, if the damming-up be liberated, not in the channels of healthy assimilation, and duly correlated growth, but in the forced discharges of violent emotion, followed by conditions of melancholy and by certain unsocial tendencies, then the promise of genius ripens into eccentricity, and the blame is possibly ours.