1. In the first place the motor mind tends to _very quick generalization_. Every teacher knows the boys in school who anticipate their conclusions, on the basis of a single illustration. They reach the general notion which is most broad in extent, in application, but most shallow in intent, in richness, in real explaining or descriptive meaning. For example, such a boy will hear the story of Napoleon, proceed to define heroism in terms of military success, and then go out and try the Napoleon act upon his playfellows. This tendency to generalize is the mental counterpart of the tendency to act seen in his conduct. The reason he generalizes is that the brain energies are not held back in the channels of perception, but pour themselves right out toward the motor equivalents of former perceptions which were in any way similar; then the present perceptions are lost in the old ones toward which attention is held by habit, and action follows. To the child all heroes are Napoleons because Napoleon was the first hero, and the channels of action inspired by him suffice now for the appropriate conduct. 2. Such a scholar is very _poor at noting and remembering distinctions_. This follows naturally from the hasty generalizations which he makes. Having once identified a new fact as the same as an old one, and having so reached a defective sense of the general class, it is then more and more hard for him to retrace his steps and sort out the experiences more carefully. Even when he discovers his mistake, his old impulse to act seizes him again, and he rushes to some new generalization wherewith to replace the old, again falling into error by his stumbling haste to act. The teacher is oftener perhaps brought to the verge of impatience by scholars of this class than by any others. 3. Following, again, from these characteristics, there is a third remark to be made about the youth of this type; and it bears upon a peculiarity which it is very hard for the teacher to estimate and control. These motor boys and girls have what I may characterize as _fluidity of the attention_. By this is meant a peculiar quality of mind which all experienced teachers are in some degree familiar with, and which they find baffling and unmanageable.