ion: CURVE OF WORK OF A WEAKLY CHILD]

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.

[Illustration: Course of Progress]

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