For Collateral Reading
E. J. Swift, Mind in the Making, Chapter VI.
E. A. Kirkpatrick, Genetic Psychology, Chapter X.
Exercises.
1. When a teacher raps her pencil against a desk and the children look toward her, what is the type of adjustment made? When will they cease to pay attention to the rap of the pencil? What suggestion would you offer concerning the danger which may be found in rapping the pencil against the desk, ringing a bell, clapping the hands, shouting “be quiet”?
2. Name some exercises in arithmetic in which you may depend somewhat upon instinctive adjustments to insure progress.
3. Where do you think you will find the most instinctive adjustments,—in geography, arithmetic, drawing, English composition, or physical training?
4. A boy who had done poor work in algebra improved greatly when changed from a class taught by a man to one taught by a woman. How would you account for the change, taking it for granted that the teachers were equally competent? What type of adjustment did the boy make?
5. Why is it that any new subject will prove attractive for a short time, and children will later show a lack of interest in the work?
6. Is there any difference between making a class period interesting and finding a motive which appeals to children which will lead them to desire to cover the material which you have assigned?