Mental development and education . type of what occurs throughout development. Jennings,et al., Suggestions of Modem Science Concerning Education, pp. 20-2I. 2. Preyer, discussing the development of inhibition in his , states it as his belief that the inhibition of an act is causedby a direct effort of will which impedes the act. Discuss Preyersview and give concrete instances to illustrate your own view. 3. The accompanying illustration (Fig. 77) shows the changesthat occur in the proportions of various bodily organs and mem-bers as the child develops. Suggest evidence showing that in
Mental development and education . type of what occurs throughout development. Jennings,et al., Suggestions of Modem Science Concerning Education, pp. 20-2I. 2. Preyer, discussing the development of inhibition in his , states it as his belief that the inhibition of an act is causedby a direct effort of will which impedes the act. Discuss Preyersview and give concrete instances to illustrate your own view. 3. The accompanying illustration (Fig. 77) shows the changesthat occur in the proportions of various bodily organs and mem-bers as the child develops. Suggest evidence showing that inthe development of the mind there are similar changes in theproportions of the various powers, traits or faculties. 4. What inferences relating to the neurological aspects ofinhibition may be drawn from the illustrations found on page 141 332 THE DEVELOPMENT OF INHIBITION 333 (Fig. 22) showing the appearance of the brain in the normaladult, in the child and in the idiot ? 5. The picture on p. 144 (Fig. 23) presents a typical scene. <5howinq ihe relative proportions o[ tWe c[\\U anci acquit Fig. 77. — (See exercise 3.) in a large city. Comment on the situation from the standpointof the development of inhibition. 6. Are the games shown in the two pictures (Figs. 24, p. 147,and 25, p. 150) of equal value when regarded from the stand- 334 MENTAL DEVELOPMENT AND EDUCATION point of the development of inhibition ? (live reasons for youranswer. 7. Discuss the common saying, — A child should be seenand not heard. How would you restrain children who ap-parently talk too much, either in the home or in the school ? 8. Compare pupils who are quite active in a motor waywith pupils of the same age who are very quiet. Which groupis the brighter? Which group stands the higher in the workof the school ? Why ? 9. Describe a school in Avhich the teacher attempts to sup-press all motor activity. Do you think the pupils progress un-usually rapidly in their studies? Do they enjoy their work?Is
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