It seems true--although great caution is necessary in drawing inferences--that here a certain distinction may be found to hold also between the sexes. It is possible that the apparent precocious alertness of girls in their school years, and earlier, may be simply a predominance among them of the motor individuals. This is borne out by the examination of the kinds of performance in which they seem to be more forward than boys. It resolves itself, so far as my observation goes, into greater quickness of response and greater agility in performance; not greater constructiveness, nor greater power of concentrated attention. The boys seem to need more instruction because they do not learn as much for themselves by acting upon what they already know. In later years, the distinction gets levelled off by the common agencies of education, and by the setting of tasks requiring more thought than the mere spontaneities of either type avail to furnish. Yet all the way through, I think there is something in the ordinary belief that woman is relatively more impulsive and more prone to the less reflective forms of action. What has now been said may be sufficient to give some concrete force to the common opinion that education should take account of the individual character at this earliest stage. The general distinction between sensory and motor has, however, a higher application in the matter of memory and imagination at later stages of growth, to which we may now turn. _Second Period._--The research is of course more difficult as the pupil grows older, since the influences of heredity tend to become blurred by the more constant elements of the child's home, school, and general social environment. The child whom I described just above as sensory in his type is constantly open to influences from the stimulating behaviour of his motor companion, as well as from the direct measures which parent and teacher take to overcome his too-decided tendencies and to prevent one-sided development. So, too, the motor child tends to find correctives in his environment. The analogy, however, between the more organic and hereditary differences in individuals, and the intellectual and moral variations which they tend to develop with advance in school age, is very marked; and we find a similar series of distinctions in the later period. The reason that there is a correspondence between the variations given in heredity and those due in the main to the educative influences of the single child's social environment is in itself very suggestive, but space does not permit its exposition here. The fact is this: the child tends, under the influence of his home, school, social surroundings, etc., to develop a marked character either in the sensory or in the motor direction, in his memory, imagination, and general type of mind.