First, in all these matters of type distinction, one of the essential things to observe is the behaviour of the Attention. We have already seen that the attention is implicated to a remarkable degree--in what I called "fluid attention" above--in the motor scholar. The same implication of the attention occurs in all the sensory cases, but presents very different aspects; and the common fact that the attention is directly involved affords us one of the best rules of judgment and distinction. We may say, generally, of the sensory children, that the attention is best, most facile, most interest-carrying for some one preferred sense, leading for this sense into preoccupation and ready distraction. This tendency manifests itself, as we saw above, in the motor persons also, taking effect in action, speed, vivacity, hasty generalization, etc.; but in the sensory one it takes on varying forms. This first aspect of our typical distinction of minds we may call "the relation of the 'favoured function' to the attention." Then, second, there is another and somewhat contrasted relation which also assumes importance when we come to consider individual cases; and that is the relation of the "favoured function"--say movement, vision, hearing, etc.--to Habit. It is a common enough observation, that habit renders functions easy, and that habits are hard to break; indeed, all treatment of habits is likely to degenerate into the commonplace. But, when looked at as related to the attention, certain truths emerge from the consideration of habit. In general, we may say that habit bears a twofold relation to attention: on the one hand, _facile attention shows the reign of habit_. The solid acquisitions are those with which attention is at home, and which are therefore more or less habitual. But, on the other hand, it is equally true that _attention is in inverse ratio to habit_. We need to attend least to these functions which are most habitual, and we have to attend most to those which are novel and only half acquired. We get new acquisitions mainly, indeed, by strained attention. So we have a contrast of possible interpretations in all cases of sharp and exclusive attention by the children: _does the attention represent a Habit in this particular action of the child_?--or, _does it represent the breaking up of a habit, an act of Accommodation_? In each case these questions have to be intelligently considered. The motor person, usually, when uninstructed and not held back, uses his attention under the lead of habit. It is largely the teacher's business in his case, as we saw, to get him to hold, conserve, and direct his attention steadily to the novel and the complex. The sensory person, on the other hand, shows the attention obstructed by details, hindered by novelties, unable to pass smoothly over its acquisitions, and in general lacking the regular influence of habit in leading him to summarize and utilize his mental store in general ways.