The diagram is made up of curves that fall upon the line of quiescence; unity of curve is lacking, hence unity of effort. The culminating point of work is reached after a preliminary task of an easier kind; and the supreme task (color) is briefly resumed, after the great impetus has been exhausted. The phase of rest is not clearly defined; the child turns to a very easy task (solid insets). A certain feebleness of character seems to manifest itself in the half-hearted mental processes. The child makes many successive efforts to rise; but he can neither make the decisive, vigorous effort, nor come to a definite decision to cease working. The child is calm, but his state of calm has no variations; he is neither lively, nor serene, nor does he show strong affectionate impulses.
Course of Progress
When the whole class is disciplined, the course of development of the internal activities may be observed.
It must be remembered that the material of development affords graduated exercises passing from the most rudimentary sensory exercises to exercises in writing, calculating, and reading. The children are free to choose the exercises they prefer; but of course, as the teacher initiates them in each exercise, they only choose the objects they know how to use. The teacher, observing them, sees when the child is sufficiently matured for more advanced exercises, and introduces them to him, or perhaps the child begins them for himself, after watching other children more advanced.
We must bear such conditions in mind in order to follow "progress" in work.
The two curves represent stages of greatest development as compared with the primary curve of orderly work. The stage of unrest between the easy and the more difficult work tends to disappear; the child seems more sure of himself; he goes more directly and readily to the choice of his culminating exercise.
Consequently, two successive phases of uninterrupted work are left; one may be called the phase of preparation, the other the phase of serious work. The phase of preparation lasts a very short time, the serious work is of much longer duration; it is noteworthy that the period of rest, with its characteristic air of comfort and serenity, sets in after the maximum effort has spontaneously spent itself. On the other hand, it happens invariably that any external interruption of the effort causes the child to show signs of fatigue (restlessness), or to become inattentive.
In the first curve, the initial work consists of two easy tasks, carried on for a short time, and from these the child passes directly to the serious work. The finale is a spell of rest full of thought; the child ceases to work, but contemplates his finished task for a long time in silence; before preparing to put it away, or, after having contemplated his own work, he goes quietly to watch that of the others.