Mental development and education . ing writing, pianoplaying, and the like : The subjects were all forced to shoot five hundred times;in other words, the total amount of i)ractice was the same forall groups. The groups were all carefully selected, none of thesubjects having had previous practice on the English long bowand all having about the same degree of initial efficiency. Aftereach shot was made, the distance of the arrow from the centerof the bulls eye was measured. The subjects were thrown intothe following groups : one group had to shoot five times per day ;another twelve times per day
Mental development and education . ing writing, pianoplaying, and the like : The subjects were all forced to shoot five hundred times;in other words, the total amount of i)ractice was the same forall groups. The groups were all carefully selected, none of thesubjects having had previous practice on the English long bowand all having about the same degree of initial efficiency. Aftereach shot was made, the distance of the arrow from the centerof the bulls eye was measured. The subjects were thrown intothe following groups : one group had to shoot five times per day ;another twelve times per day; another twenty; and the fourth 364 MENTAL DE\ELOPMENT AND EDUCAHON forty. The final accuracy of the hist twenty-five shots waschosen as a measure of the amount of improvement which hadtaken place. The results strongly confirm those already reportedfor the rat; the group shooting five times a day could shootapproximately twice to three times as accurately as the grouphaving to shoot forty times per day. There seems to be no ques-. KiG. 81. — Dynamic methods of teaching pyramids and cones. (See exercise 40.) tion but that this law is universal in its appHcation. Jennings,et al., p. 8. 28. Comment on the value in schools of debating societiesfor training in the use of English. May they serve any otheruseful purpose ? 29. If you are not an artist, could you reproduce a drawingbetter if you observed it being made than if it were set beforeyou completed ? What is the principle involved ? 30. Comment upon the following: A pupil is not writingwell. The teacher puts a copy on the board, and asks him to DYNAMIC EDUCATION: CONTENT STUDIES 36 = reproduce it. Upon his failure to do so satisfactorily she up-braids him, says he is careless, and she commands him to givebetter attention. As a punishment she keeps him after school,and requires him to practice his writing by looking at the copyand trying to imitate it. 31. Is it best to require pupils to observe a copy as they tryto reproduce
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