She should then take up the next points, starting and ending in a similar way:

"The things you have only one of are (pointing to each as mentioned), one forehead, one nose, one mouth, one tongue, one chin, one neck.

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"The things you have two of are, two eyes, two ears, two cheeks, two lips, two shoulders, two arms, two elbows, two wrists, two hands, two thumbs, two legs, two knees, two ankles, two feet.

"You have five fingers on each hand; you have five toes on each foot."

Each succeeding day the teacher should take up in a similar way the next points given below - of course regulating the amount to the capacity of the children.

INDEPENDENT RECITATION

The teacher should aim to have a child give the whole recitation, in his own words and own way of course, without questions or suggestions. It may be necessary at first to ask questions, in order to elicit all the child has learned but he should be asked to tell the whole story without prompting, and later, if he is unable to go on, the next child should be called upon to proceed. In any case even when the child can tell the whole thing, he need not be allowed to do so, but may be interrupted and the next child asked to go on with the recitation.

QUIZ QUESTIONS

Though questions that serve to prompt the child should be discarded as soon as possible, "quiz" questions that test the child's knowledge and understanding should be made use of constantly to make sure that the child's information is not mere rote memory and that he really knows what he is talking about..

For instance, if the child says, "My body has a head" then hesitates, the teacher should not ask the prompting question, "What next?" or "What else?" or "What is this?" but wait for the child to make the effort to remember "trunk." When, however, the child has finished, the teacher should “quiz" him thus, "What do you mean by trunk'?" or "Which part of your body is called the trunk?"

Review the various groups of facts as finished and from time to time thereafter, starting the child off in his recitation by a general direction or question rather than a specific one. Thus for example, ask him, "What do you know about your body?" or "Tell me all you know about your body."

This is better than several questions, first about the lips, then about the tongue, then about the teeth, and so on, for it exacts more mental effort, more thought in the association and arrangement of ideas.

These requirements call for some mental effort close attention, association, classification, and the chil

dren though starting with little ability to make this effort should develop more and more as the lessons progress the cultivation of these qualities being quite as important and as desirable as the information acquired.

Following, therefore, is a syllabus of the whole field of knowledge that an educated child under school age may be expected to acquire. Most of it should interest him, but whether it does or not he should be required to react and to make the effort to retain for he should acquire the habit of making a mental effort whenever necessary whether he is interested or not. This is the first step in learning how to study.

The syllabus aims to show both how much and how little may be taught. Of course its suggestions are not to be followed too literally and the teacher should expand a topic, or on the contrary abridge it or omit it altogether, if the interest or ability of the child indicates that it would be wise to do so.

SYLLABUS OF INFORMATION LESSONS

THE BODY

Is made of head, trunk and limbs.

Has one forehead, one nose, one mouth, one tongue one chin. Learn following nursery rimes:

Brow bender,

Eye peeper,
Nose smeller,

Mouth eater,

Chin chopper.

Knock at the door;

Peep in;

Lift up the latch;
Walk in.

(Tap on forehead)
(Look into eyes)
(Raise nose with finger)

(Put finger in mouth)

Has two eyes, two ears, two cheeks, two lips, two shoulders, two arms, two elbows, two wrists, two hands, two thumbs, two legs, two knees, two ankles, two feet.

Has five fingers on each hand, five toes on each foot. Learn to say the following rime; touch a finger as you say each line:

This little pig went to market;
This little pig stayed at home.
This little pig had roast meat;
This little pig had none;

This little pig cried "Wee, wee,

I can't find my way home."

Head. Has hair. Hair is called blonde, if light, brunette, if black or very dark. Use only your own comb and brush.

Forehead. Don't scowl, frown or look cross. It makes ugly wrinkles.

Eye has brow, lid, lashes, pupil, tears. What color are your eyes and your friend's? Blue, brown, hazel? Don't rub eyes. When there is anything in the eye, pull upper lid down over lower and blow nose.

Ear has shell to catch sound, and a drum. Clean ears carefully. Don't stick anything in that might hurt the drum.

Nose has two nostrils. Don't snuffle. Don't breathe through mouth.

Mouth has lips, tongue, gums, teeth. pout. Tongue should be pink, not

Lips- Don't

white coated,

if well. First teeth are called "milk teeth." Permanent teeth begin to come about six years of age. Clean up and down not across with brush and tooth paste at night and antiseptic mouth wash every morning. Don't pick teeth with pins or needles. Use dental floss. Don't bite off thread, don't crack nuts, don't eat very sour nor very hot things. Chew food thoroughly. Don't taste anything unclean or improper. Always put your hand over your mouth if you must yawn.

Throat. If food goes down wrong on hands and knees or stand on head.

"lane" drop

Chest. Feel ribs and collar bones. Two lungs, one on each side take in air, as a sponge does water. Air is necessary to life. Get as much pure out-of-door air

as you can.

Heart. Feel heart beat on left hand side and listen to the heart beat of others. Heart pumps blood through the body.

Arteries and Veins. Are the pipes through which