6. Contrast different subjects of instruction with reference to the questions which they permit.
7. Give examples of questions which seem to you too general or otherwise vague.
VII. MOTOR PROCESSES
The gymnasium, the sewing class, the cooking class, and the manual-training shop furnish the best opportunities for observations on this topic. Penmanship classes and almost any lower-grade exercise will, however, serve.
1. What are the characteristics of a clumsy movement?
2. Point out certain instinctive elements of behavior; that is, forms of movement which do not have to be learned, but are natural. Are these always helpful in the learning process?
3. Note the prevalence of rhythm in many forms of behavior. Is the rhythm more striking where the behavior is natural and instinctive or where it is being acquired as a special habit of skill?
4. Comment on the educational value of repeating acts which seem to have reached a high degree of perfection, such as taking stitches or swinging Indian clubs.
5. Are individual differences in rate and grace of movement capable of elimination through class training?
6. How far is skill dependent on knowledge?