This is the manner in which it develops; individual type of a morning of disciplined work. [Illustration: Primitive Curve of Ordered Work] The child keeps still for a while, and then chooses some task he finds easy, such as arranging the colors in gradation; he continues working at this for a time, but not for very long; he passes on to some more complicated task, such as that of composing words with the movable letters, and perseveres with this for a long time (about half an hour). At this stage he ceases working, walks about the room, and appears less calm; to a superficial observer he would seem to show signs of fatigue. But after a few minutes he undertakes some much more difficult work, and becomes so deeply absorbed in this, that he shows us he has reached the acme of his activity (additions and writing down the results). When this work is finished, his activity comes to an end in all serenity; he contemplates his handiwork for a long time, then approaches the teacher, and begins to confide in her. The appearance of the child is that of a person who is rested, satisfied, and uplifted. The apparent fatigue of the child between the first and second period of work is interesting; at that moment the aspect of the child is not calm and happy as at the end of the curve; indeed, he shows signs of agitation, moves about, and walks, but does not disturb the others. It may be said that he is in search of the maximum satisfaction for his interest, and is preparing for his "great work." But, on the other hand, when _the cycle is completed_, the child detaches himself from his internal concentration; refreshed and satisfied, he experiences the higher social impulses, such as desiring to make confidences and to hold intimate communion with other souls. A similar process became in time the general process in a class of disciplined children. Signorina Maccheroni sums up this complex phenomenon as follows: [Illustration: Whole Class at Work] In the first period of the morning, up to about 10 a.m., the occupation chosen is generally an easy and familiar task. At 10 o'clock there is a great commotion; the children are restless, they neither work nor go in quest of materials. The onlooker gets an impression of a _tired_ class, about to become disorderly. After a few minutes the most perfect order reigns once more; the children are promptly absorbed in work again; they have chosen new and more difficult occupations. When this work ceases, the children are gentle, calm, and happy.