In much of the drill work there is, of course, the desirability of gaining in speed.  In this field successful teachers have discovered that much is gained by more or less artificial stimuli which seem to be altogether outside of the work required to form a habit.  In drill on column addition successful work is done by placing the problem on the board and following through the combinations by pointing the pointer and making a tap on the board as one proceeds through the column.  Concert work of this sort seems to have the effect of speeding up those who would ordinarily lag, even though they might get the right result.  The most skillful teachers of typewriting count or clap their hands or use the phonograph for the sake of speeding up their students.  They have discovered that the same amount of time devoted to typewriting practice will produce anywhere from twenty-five to one hundred per cent more speed under such artificial stimulation as they were in the habit of getting merely by asking the students to practice.  These experiences, of course, suggest that drill work will require an expenditure of energy and an alertness upon the part of teachers, and not merely an assignment of work to be done by pupils.

Appreciation Lesson. The work which the teacher does in securing appreciation has been suggested in a previous chapter.  It will suffice here briefly to state what may be thought of as the order of procedure in securing appreciation.  It is not as easy in this case to state the development in terms of particular steps or processes, since, as has already been indicated in the chapter on appreciation, the student is passive rather than active, is contemplating and enjoying, rather than attacking and working to secure a particular result.  The work of the teacher may, however, be organized around the following heads:  (1) it is of primary importance that the teacher bring to the class an enthusiasm and joy for the picture, music, poetry, person, or achievement which he wishes to present; (2) children must not be forced to accept nor even encouraged to repeat the evaluation determined by teachers; (3) spontaneous and sincere response upon the part of children should be accepted, even though it may not conform to the teacher’s estimate; (4) children should be encouraged to choose from among many of the forms or situations presented for their approval those which they like best; (5) the technique involved in the creation of the artistic form should be subordinated to enjoyment in the field of the fine arts; (6) throughout, the play spirit should be predominant, for if the element of drudgery enters, appreciation disappears.