Exposition and illustration in teaching . blance between the lines and forms used and the con-tent of the complex that forms the illustrandum. Allthe newer graphic methods used in the teaching ofmathematics belong to this class, and all the variousschemes of plotting out results in charts. The ac-companying diagram, figure 14, for example, has no re-semblance to either work or fatigue, yet it representsin a very efficient way the relation between fatigueeffect and practice effect in determining the amount ofintellectual work done in a given time. The abscissa,OM, represents the length of time
Exposition and illustration in teaching . blance between the lines and forms used and the con-tent of the complex that forms the illustrandum. Allthe newer graphic methods used in the teaching ofmathematics belong to this class, and all the variousschemes of plotting out results in charts. The ac-companying diagram, figure 14, for example, has no re-semblance to either work or fatigue, yet it representsin a very efficient way the relation between fatigueeffect and practice effect in determining the amount ofintellectual work done in a given time. The abscissa,OM, represents the length of time the test lasted, inthis case two hours. The ordinate, OL, representsthe amount of work done. The work begins at A, andfor a little time, through distraction and the effort toconcentrate, there is a slight diminution of efficiency in 384 EXPOSITION AND ILLUSTRATION IN TEACHING work. At B the practice effect begins to tell, and theline gradually rises to C. At this point the practiceeffect is counterbalanced by the fatigue effect that goes. o length of time the test lasted: in this case two hours mFig. on increasing, while the practice effect cannot increasefurther. The result is that there is a gradual falling offin the effectiveness of the work till we reach D. Herethe prospect of a speedy release from effort, along witha quickening of the conscience, in view of the approach-ing end of further opportunity, gives a little fillip to thestudent, and his effectiveness rises somewhat till thetwo hours end at E.^ The value of such diagrams is that we can envisage atone glance a large number of facts that would baffleany mind to deal with when presented Professor Karl Pearson calls an observationfrequency polygon, ^ and Mr. Graham Wallas (from a * Reproduced by kind permission of Messrs. Schleicher Fr^res,Paris. 2 A. Binet and V. Henri: La Fatigue Intellectuelle, p. 239. ^ For illustrations, see the periodical Biometrika, passim, or KarlPearsons Chances of Death. TH
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