knowledge acquired than in the inner growth of learners.

_2. Recognition of individual characteristics._

Every person has many peculiarities that are important factors in his
study and that should be noted by all concerned with great care. For
example, aside from the desirable rate of advance for each person,
which has already been mentioned, a student maybe eye-minded, or ear-
minded, or motor-minded. That is, he may be peculiarly dependent upon
his eyes, needing to see a statement in print rather than to hear it
read, and inclined to visualize or image even the most abstract
thought. Or he may learn best through the ear, wanting to hear
statements read, rather than see them. Or he may be peculiarly
dependent on motor activity, preferring to write his spelling lesson,
rather than to see the words only or to spell them orally; such a
person will need to gesticulate freely, to imitate movements and act
out scenes, rather than see or hear only verbal descriptions. Some
persons are naturally regular and systematic in their work, following
a definite program each day and arranging facts as well as furniture
in an orderly way. Others are pained by regularity and system, and
find it impossible to reform themselves. They can work well only when
they feel like it, and therefore by spurts. Some do their best
thinking under the stimulus of discussion and opposition, others are
disturbed by such conditions and can think best in private. Some are
especially devoted to facts, being scientifically minded and
interested in the objects about them. Others are idea-lovers, caring
little for the concrete world of nature, but attracted to literature,
history, and music. Others, still, are particularly strong in
execution, rarely considering theory apart from practice.[Footnote:
See President Hadley's article in _Harper's Magazine,_ June, 1905.]