Mental development and education . that he is usuallyright-footed, and right-eared. This is equivalent to saying thata person is either dextro-expert, generally, as to ear, eye, hand,and foot, or else he is sinistro-expert. There must manifestlybe a unity in the coordinations of all acts, and such coordinationswould evidently be better with a habitual one-sided similarityof execution running through all kinds of action, so that there OVERSTRAIN IN EDUCATION: WASTEFUL PRACTICES 381 would be no indecision in rapid and dangerous acts. The unityand the resultant promptness and accuracy of all moti
Mental development and education . that he is usuallyright-footed, and right-eared. This is equivalent to saying thata person is either dextro-expert, generally, as to ear, eye, hand,and foot, or else he is sinistro-expert. There must manifestlybe a unity in the coordinations of all acts, and such coordinationswould evidently be better with a habitual one-sided similarityof execution running through all kinds of action, so that there OVERSTRAIN IN EDUCATION: WASTEFUL PRACTICES 381 would be no indecision in rapid and dangerous acts. The unityand the resultant promptness and accuracy of all motions isthus enhanced by a synchronous dextro-expertness or sinistro-expertness. The mixed type, illustrated by the so-called ambi-dextrous, would place the organism at a wretched disadvantagein the struggle for existence, and in the social struggle of thehighest types of civilized Hfe. Gould, op. cit., p. 183. 24. Is it important to have one or more dental clinics as apart of the equipment of the public school system in every town. Fig. 84. — One method of lighting a schoolroom. (See exercise 25.) and city ? Why ? Should there be a township or county clinicfor rural school pupils ? 25. Comment on the lighting shown in the accompanyingpicture (Fig. 84.) 26. What may be the cause or causes of the postures shownin Fig. 61, p. 254? 27. What postural habits are likely to produce the physicaldefects shown in Fig. 85 ? 28. Show in as great detail as possible how fatigue is mani-fested in the people about you. 38- MENTAL l)K\ AND EDUCATION 29. Study those you know who exhibit fatigue nerve-signs,and see if you can tell what has been the principal factor in caus-ing their fatigue. 30. Make out a list of the ways in which you think people ingeneral and pui)ils in particular waste their energies. 31. Observe those about you who seem always to have anabundance of energy for any tasks to be performed. Are they on the whole less or are theymore active than persons whoare in a depl
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