inter 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.

Teachers who get good results in appreciation secure them mainly by
virtue of the fact that they have large capacity for enjoyment in the
fields which they present to children. A teacher who is enthusiastic