an one class. Perhaps the two most
prominent types represented in school are (1) that variety of the
sanguine temperament which leads the individual to think himself, his
possessions, and his work superior to all others, and (2) that variety
of the melancholic temperament which leads the individual to fancy
himself constantly the victim of injustice on the part of the teacher or
the other pupils. A pupil of the first type always believes that his
work is perfectly done; he boasts that he is sure he made a hundred per
cent. on his examinations; what he has is always, in his own estimation,
better than that of others. When the teacher suggests that his work
might be better done, the pupil appears surprised and aggrieved. Such a
child should be shown that he is right in not being discouraged over his
own efforts, but wrong in thinking that his work does not admit of
improvement. A pupil of the second type is continually imagining that
the teacher treats him unjustly, that the other pupils slight or injure
him, that, in short, he is an object of persecution. Such a pupil should
be shown that nobody has a grudge against him, that the so-called
slights are entirely imaginary, and that he should take a sane view of
these things, depending more upon judgment than on feeling to estimate
the action of others toward him.

=D. Sex Differences.=--Boys differ from girls in the predominance of
certain instincts, interests, and mental powers. In boys the fighting
instinct, and capacities of leadership, initiative, and mastery are
prominent. In girls the instinct of nursing and fondling, and the
capacities to comfort and relieve are prominent. These are revealed in
the games of the playground. The interests of the two sexes are
different, since their games and later pursuits are different. In a
system of co-education it is impossible to take full cognizance of this
fact in the work of the school. Yet it is possible to make some
differentiation between the work assigned to boys and that assigned to
girls. For instance, arithmetical problems given to boys might deal with
activities interesting to boys, and those to girls might deal with
activities interesting to girls. In composition the differentiation will
be easier. Such a topic as "A Game of Baseball" would be more suitable
for boys, and on the other hand "How to Bake Bread" would make a
stronger appeal to girls. Similarly in literature, such a poem as _How
They Brought the Good News