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. The broadest generalization which is reached from these facts is that which marks the distinction, of which I have already said so much, between the motor and the sensory types. But besides this general distinction there are many finer ones; and in considering the persons of the sensory type, it is necessary to inquire into these finer distinctions. Not only do men and children differ in the matter of the sort of mental material which they find requisite, as to whether it is pictures of movements on the one hand, or pictures from the special senses on the other hand; but they differ also in the latter case with respect to which of the special senses it is, in this case or that, which gives the particular individual his necessary cue, and his most perfect function. So we find inside of the general group called "sensory" several relatively distinct cases, all of which the teacher is likely to come across in varying numbers in a class of pupils. Of these the "visual" and the "auditory" are most important. There are certain aspects of the case which are so common to all the cases of sensory minds, whether they be visual, auditory, or other, that I may set them out before proceeding further.