inspiring
personality. However, if the suggestive idea is to influence action, it
must be introduced in such a way as not to set up a reaction against it.
Reaction will be set up if the idea is antagonistic to the present
ideas, feelings, or aims, or if it is so persistently thrust upon the
child that he begins to suspect that he is being unduly influenced. To
avoid reaction the parent or teacher should introduce suggestive ideas
indirectly. For instance, while the mind is concentrated upon one set of
ideas, a suggestive idea that would otherwise be distasteful may be
tolerated. It may lie latent for a time, and when it recurs it may be
regarded as original, under which condition it is likely to issue in
action.

The adolescent stage is the period of greatest emotional development,
and care should therefore be exercised to have the child's mind dwell
upon only those ideas with which worthy emotions are associated. The
emotional bent, whether good or bad, is determined to a large extent
during this period of adolescence. So far as morality is the
subordination of primitive instincts to higher ideas, the child now
becomes a moral being. His conduct is now determined by reason and by
ideals, and the primitive pleasure-pain motives disappear. It follows
that coercion and arbitrary authority have little place in discipline at
this period. Social interests are prominent, evidenced by the tendency
to co-operate with others for a common end. The games of the period are
mainly of the co-operative variety and are marked by a willingness to
sacrifice personal interests for the sake of the team, or side.

INDIVIDUAL DIFFERENCES

While, as noted above, all children have certain common characteristics
at each of the three periods of development, it is even more apparent
that every child is in many respects different from every other child.
He has certain peculiarities that demand particular treatment. It is
evident that it would be impossible to enumerate all the individual
differences in children. The most that can be done is to classify the
most striking differences and endeavour to place individual children in
one or other of these classes.

=A. Differences in Thought.=--One of the obvious classifications of
pupils is that of "quick" and "slow." The former learns easily, but
often forgets quickly; the latter learns slowly, but usually retains
well. The former is keen and alert; the latter, dull and passive. The
former freq