d shades, the
constructive activity will be likely to divert the attention of the
pupil away from the colour problem which the tablets are supposed to set
for the pupils.

=B. Not too much Emphasis on Manual Skill.=--Again, in expressive
exercises intended merely to impart new knowledge, it may happen that
the teacher will lay too much stress on perfect form of expression. In
these exercises, however, the purpose should be rather to enable the
child to realize the ideas in his expressive actions. When, for example,
a child, in learning such geographical forms as island, gulf, mountain,
etc., uses sand, clay, or plasticine as a medium of expression, too much
striving after accuracy of form in minor details may tend to draw the
pupil's attention from the broader elements of knowledge to be mastered.
In other words, it is the gaining of certain ideas, or knowledge, and
not technical perfection, that is being aimed at in such expressive
movements.

=3. Instinct of Curiosity as Motive.=--The value of the instinct of
curiosity in setting a problem for the young child has been already
referred to. From what was there seen, it is evident that to the extent
to which the teacher awakens wonder and curiosity in his presentation
of a lesson problem, the child will be ready to enter upon the further
steps of the learning process. For example, by inserting two forks and a
large needle into a cork, as illustrated in the accompanying Figure, and
then apparently balancing the whole on a small hard surface, we may
awaken a deep interest in the problem of gravity. In the same manner, by
calling the pupils' attention to the drops on the outside of a glass
pitcher filled with water, we may have their curiosity aroused for the
study of condensation. So also the presentation of a picture may arouse
curiosity in places or people.

[Illustration]

=4. Ownership as Motive.=--The natural pleasure which children take in
collection and ownership may often be associated with presented problems
in a way to cause them to take a deeper interest in the knowledge to be
acquired. For example, in presenting a lesson on the countries of
Europe, the collection of coins or stamps representative of the
different countries will add greatly to the interest, compared with a
mere outline study of the political divisions from a map. A more
detailed examination of the instincts and tendencies of the child and
their relation to the educative process will, howeve