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.

12.  If the teacher can have lessons finished with greater rapidity, what can be done with the time thus remaining?

13.  Show that the teacher must attend to the conservation of time in order to protect the child.

14.  In what way besides the direct waste of the minutes is the expenditure of undue time unfortunate?

15.  In what particular way do many teachers lose much of the recitation-lesson or study-lesson period?

16.  What are the results of an undue expenditure of time in this way?

17.  What is the relation between the waste of time in school and the exodus of children from the upper grades?

18.  What do you think of a teacher who persists in “meaningless formalities”?

19.  How does the repeating of answers by the teacher affect the pupils?

20.  A teacher says she repeats answers often because pupils speak low and indistinctly.  What are the proper remedies for this?

21.  What should be the teacher’s rule in regard to digressions?

22.  Why should every teacher strive to be a “ten-minute” teacher, and why should every supervisor strive to recommend no others?

23.  What corollary can be drawn on the advisability of the employment of no teachers except those recommended by competent supervisors?

CHAPTER XIII

THE ARTIST TEACHER

=Teaching as a fine art.=—­Teaching is an art.  This fact has universal recognition.  But it may be made a fine art, a fact that is not so generally recognized.  The difference between the traditional school and the vitalized school lies in the fact, to a large degree, that, in the former, teaching is regarded merely as an art, while in the latter it becomes a fine art.  In the former, the teacher is an artisan; in the latter the teacher