The Portland daily press., 1899-10-26


play ing school bs usually adds. "and
will he the teirher." 1hs sensor chill
does rot want to lead. but usually pre-
fers to follow. He will occasionally make
a suggestion for q game and it will be n
good one. some one else, however. will
he thu leader of the game. He does not
want to lead. That IL his danger. Here
Is where We want to train him and de-
velop him. The motor -mindsd child is
very talkaiive, very sslf assert.ve, but TIE
senst IN Inded IL iimid and shrinking
snd cautious He slw ,ys looks bsfors he
lssps The danger is re won't leap at all
IL not rightly trained the world will lose
the ind sncs Of life that rightly direct
ed world bs thoughtful power.
The motor minded child cries verv
loudly when hurt. We usually call then,
"cry ahiss." There Is q loud explosion.
q arisf which - soon over. The sensor
minded child will MT CRY so loudly, 1t
will more quietly grieve. He Will get the
nature Is easily offended. We must not
take . stick to him as we would to sen
sor-ninded child; 1t would break his
heart. You cannot break the motor
minded child's heart, 1t Is his
SAFETY VALVE OF DEMONSrRA.
TION
through which he let's of the steam; but
the Samson child Is easily driven away
quickly losing him from our hearts love
and sympathy.
The motor child is very demonsrative.
" he hnds he loves you, he will say so.
lie will hug and kiss you a1d tell you
hs loves you 4 hundred times. u Thousand
tim,s. million times. The other child
loves you inst as much. but says les
tout 1t. Perhaps he, shows IL morH in
his quiet actions than In his many words.
The motor-ninded child asks many
questions lhs senior comparatively
few. Nos that the ssns,r has any less
curiosity than the mtt1r but the latter
must speak when be thinks. The sensor
child listens and learns from the others
questions. Thee motor minded child 10
always getting hurt willis his more eau
mo; or minded brothers. impetuositj Heads
him into.
Inc motor minded child or man jumps
to conclusions. he does not wait for
proof. The least sign, and hs makes up
his mind. He does not diaeSsntiase
draws his conclusions and 10 often lea
int1 impulsive and mistaken actions.
You can always tell what he Is thinking
about. tho very expression on his face Is
n reflection Of his thought he is az
easily read "a an open book. The teacher
or speaker can tell by his expression
whether he is pleased or displeased. Not
50 the sspsor child. Tho teacher finds
him diffcult pupil to understand.
be cannot be read so easily. Only ate
continuous questioning can 1T be found
In extremely sensor minds WHISTLER tne
lessons taught or thought given has teen
grasred Tbs motor boy wants to guess
at things. he loVes to guess. lie cannot
be bothered to think. He will commit TO
memory for you with ease, but that does
most automatically. Com uniting to
memory for such child Is urely
AN EDUCATIONAL BLUNDER.
We must make him think. think, think.
he wants to act. act, act The motor 10
Away II ady TO give attention, he Is rarely
found In brown study as his ssnsor
neighbor. but he Will not give you his
undivided attention very long. In
preparation CT lessons or arriving at con-
illusions he Is superficial. He will tell
his mother he knows his lessons when as
a matter Of fact he only thinks he does.
He has SKINNED them as he skins every
thing else. He finds 1t hard to apply
himself to thought. He finds 10 natural
to apply himself to action. A motor
child will commit q dozen acts of disobe-
ditnos to ever ,ne OF the sensor child.
For the motor minded child to disobey
does not mean vecy much, for he acts 80
that he disobeys before he knows 1t. Not
SO tbs ssnsor child. His act OF disobedi-
ence Is more thoughtfully committed. 10
is usually premeditatsd. We call the
motcr-minasd child u disobediens child
but rs n matter Of IA ct his many acts of
disobsdisnoe arr possibly not as great as
the one Of the ssnsor-ninded child.
The motor child is very mischievous.
His activity Ia always getting him into
mischief. The other child's mischief is OF
deeper sort. You will find him sly and
cunning. He goes deeper and his mis-
chief Is Of a deeper kind. Both of these
children may be very sAlf-conscious, hut
the motor child will show his self-con-
sciousness more. He will not be go ssnsi-
lively sslf-conscious as the sensor Oh lid,
but he shows himself Oh in great style.
wants every Que to see lis great iinpor-
lance. II this tendency IL not early cor
rected
THE LESSONS OF LIFE
will have to be taught him through bitter
experiences.
Be careful how the children are dressed.
Put the quist eolors on the "show OF"
boy. Shield him from any parade before
people. Prevent him from hearing their
praises. Never let him recits or sing
alone before strangers and rarely before
friends. Keep him from taking part In
the sunday School ind ether entertain
mepts or from anything that will damp m
him In mis- love to show Oft his own luz
rortancs On the other hand push for
ward the sensor, retiring, backward child.
The reoitat OBS and songs ana that Eort
OF thing will help him to gain the self
confidence he lacks, and of which lis
otor-minded brother Ii more than liber-
ally supplied Az said b. fore, do all you
can to get the ssnsor-minGed child to
give express ion to himself, for that is
what he lack.
: Tue question will Of course be asked
Fare there children who are half sensor
end half motor minded" 1t would
A. Ms inhsrit sax 10 We Inherit dis; osl.