ey are
soothing sedatives that never impel to action. They lull to repose but
never vitalize.

=The ten-minute teacher.=--It is evident, therefore, that only the
ten-minute teacher is worthy of a place in the vitalized school. She
alone is able and willing to conserve, with religious zeal, the time and
interest of the pupils. To her their time and interest are sacred and
she deems it a sacrilege to trifle with them. She knows the market value
of her own time but does not know the value of the time of the possible
Edison who sits in her class. She gives to every child the benefit of
the doubt and respects both herself and her pupils too much to take
chances by pitting herself against them and using their time for her own
purposes. Moreover, she never permits their interest to flag, but knows
how to keep their minds tense. Their reactions are never less than
incisive, and, therefore, the truths of the lesson groove themselves
deep in their consciousness.

QUESTIONS AND EXERCISES

1. What is meant by the time element in teaching?

2. How is an operation in a factory timed? For what purpose? What are
some of the results that have accrued from the timing of work by
efficiency experts?

3. How can teaching be timed approximately? Is it probable that more of
this will be done in the future by supervisors and investigators? Would
you resent the timing of your work? Would you appreciate it? Why?

4. What may be done, in the matter of bodily positions, to improve
mental time-reactions of the student? Of the teacher?

5. The literature of a typewriter manufacturer carries the precept "Sit
erect." What are the reasons?

6. What two factors must be considered in estimating mental work with a
view to time considerations?

7. If the attainment of school results by the teacher were treated as
the attainment of factory results by the operator, what would happen if
a large per cent of the time spent on a process were unnecessary?

8. Apply the factory manager's argument in detail to the teacher's
efficiency. If you can, show wherein it fails to apply.

9. What result besides waste of time may come of a cumbersome method of
teaching?

10. How can one acquire a clear-cut method?

11. A professor of physics was asked by a former student who was
beginning to teach for suggestions on the teaching of physics. His only
reply was "Know your subject thoroughly." Was this a satisfactory
response? Give reasons for your opinion.