Exposition and illustration in teaching . d that thestraight line in certain diagrams performs the functionsof those signs of direction. In a genealogical table thelines really do direct the mind, which in following thisdirection shows itself to be in this case passive. It is amatter of common experience that the mind is dominatedby arrows and other indications of direction as theyappear in graphic form. That such indications are asaving of thought effort is proved by their use in thegraphic humour of the Sunday papers, in which it isnow customary to indicate the direction of a projectile ^ Pr
Exposition and illustration in teaching . d that thestraight line in certain diagrams performs the functionsof those signs of direction. In a genealogical table thelines really do direct the mind, which in following thisdirection shows itself to be in this case passive. It is amatter of common experience that the mind is dominatedby arrows and other indications of direction as theyappear in graphic form. That such indications are asaving of thought effort is proved by their use in thegraphic humour of the Sunday papers, in which it isnow customary to indicate the direction of a projectile ^ Proceedings of the Aristotelian Society, 1908, p. Ihid., p. 220. THE DIAGRAM 387 by dotted lines, so that the indolent spectator may besaved even the trifling trouble of discovering from whichdirection the projectile came on its fun-making plain mans desire ^Ho see a thing in black andwhite is better met by a linear diagram than in anyother way. Even when the letterpress is perfectly THE TEACHERS USE OF BRIDGE. ( BUT J SOMETIMESJ NOT V I FAMILIAR UNDEBSTOOO EXAMPLE. HAVE TW 0 KINDSI. OF MEA NINGS EXAMPLBr ^*—*~->^ DOG SUGGESTS X X /^ X DOoTlirrFVsTa 1. FOUR-LEGGEDNE83, / \ f \ i rftb?^vfJ ?II HAIRINESS ) /cONNOTATIOnX / DENOTATION \ ( , ^^YernaRO /^T^i-^E^E^D^N^SS A QUALITIES J TH?ngS { < FOX-tSeR Y:STEDNElf -^V J \ / V-P00DL°.^° etc.; etc. \,__,^ \^____^/ ^- poodle Fig. 15. simple, the reader frequently likes to have a diagram-matic representation. In 1903 I published a littlePrimer on Teaching meant specially for Sunday-schoolpeople. Naturally I wished to make the text as simpleas possible, and thought that I had made it so plainthat no one could need any help to understand itsmeaning. Some time after its publication I receivedfrom a clever engineer ^ in New York a set of elevendiagrams that give a graphic representation of themain points in the various chapters. The engineer wasthe superintendent of a Sunday-school, and told me ^ Mr. Joh
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