When he began to work, after having learned how to do so, he persevered, and the normal process is apparent in the diagram; that is to say, preliminary work, a pause (during which the child relapsed slightly and momentarily into his habit of disturbing his companions), then the curve of great application, and of final repose (during which, however, he again relapsed into his characteristic defect). The summits of the diagram show not only interest in the work, but a marked kindliness; the child was not only calm, but seemed full of beatitude and gentleness; when at the height of his labors he frequently looked round at his companions, and blew little kisses to them on his fingers, but without relaxing his attention. It seemed as if a fount of love were gushing up from the fulness of his internal satisfaction, from the depths of a soul that had appeared at first so rough and uncouth. [Illustration: CURVE OF WORK OF A WEAKLY CHILD] The diagram is made up of curves that fall upon the line of quiescence; unity of curve is lacking, hence unity of effort. The culminating point of work is reached after a preliminary task of an easier kind; and the supreme task (color) is briefly resumed, after the great impetus has been exhausted. The phase of rest is not clearly defined; the child turns to a very easy task (solid insets). A certain feebleness of character seems to manifest itself in the half-hearted mental processes. The child makes many successive efforts to rise; but he can neither make the decisive, vigorous effort, nor come to a definite decision to cease working. The child is calm, but his state of calm has no variations; he is neither lively, nor serene, nor does he show strong affectionate impulses. COURSE OF PROGRESS When the whole class is disciplined, the course of development of the internal activities may be observed. It must be remembered that the material of development affords graduated exercises passing from the most rudimentary sensory exercises to exercises in writing, calculating, and reading. The children are free to choose the exercises they prefer; but of course, as the teacher initiates them in each exercise, they only choose the objects they know how to use. The teacher, observing them, sees when the child is sufficiently matured for more advanced exercises, and introduces them to him, or perhaps the child begins them for himself, after watching other children more advanced. We must bear such conditions in mind in order to follow "progress" in work. [Illustration: Course of Progress] The two curves represent stages of greatest development as compared with the primary curve of orderly work. The stage of unrest between the easy and the more difficult work tends to disappear; the child seems more _sure of himself_; he goes more directly and readily to the choice of his culminating exercise.