2. All the children bow their heads. The teacher touches four or five pupils and they run into the hall. Teachers orders heads up. The children in the hall run through the room. Now ask who can call them by name in the order in which they ran through the room.

3. Show four objects, each of a different color. The children observe them, and the teacher covers the objects. The children name the objects in the order shown; then name the colors in the order the objects were shown.

4. Show the same objects. The pupils observe them and then bow their heads. The teacher changes the order of the objects and requires the pupils to restore them to their original position.

Ear training. 1. A pupil stands in front with his back to the class. Let him name the pupils by their voices when they ask in turn, "Who am I?"

2. A pupil is blindfolded, and pupils from different directions ask, "Where am I?" and the one blindfolded tells the direction of each speaker or points towards him.

3. The pupils bow their heads, and the teacher drops on the floor at different distances some heavy object. The pupils try to determine the distances by the sound.

4. The pupils bow their heads, and the teacher strikes different objects. The pupils try to name the objects in the order in which they are struck.

Touch training. The teacher should possess a small supply of spheres, cubes, prisms, cylinders, etc.

1. A scholar is sent to find a sphere, and then to find a larger sphere. Another pupil is directed to find a smaller sphere, and then to find other spheres.

2. A pupil places his hands behind him, and the teacher puts a prism into his hands. The pupil tells its form and dimensions. The pupil distinguishes various objects by touch.

3. Place in a row a cube, a sphere, and a cylinder.

The children point to the sphere; to the cube; to the cylinder. The children tell which solid is at the right; which solid is at the left; which solid is in the middle. Pictures of the solids may be used in place of the solids.

The pupils close their eyes and picture these solids in their minds; then name them from right to left and from left to right. The scholars may be asked questions similar to the following. What have you ever seen that looks like a sphere ?

Name the largest sphere you have ever seen. Name the smallest. Name some things that look like a cylinder.

How many faces of the cube can you see in this picture of a cube? How many faces has a cube? How many corners? How many edges? Name something that looks like a cube.

How many sides has a square? Are all its sides of the same length? Measure them to see. Draw a square.

Using a string or a pattern, let the pupil draw a circle on the blackboard. In what way is a circle different from a sphere?

How many sides has an oblong or rectangle? Are the sides equal in length? In what way is an oblong different from a square? Draw an oblong.

How many sides has a triangle? Draw a triangle. Name some triangles you have seen.

Through the medium of games and exercises the children should become familiar with the meaning of the following terms: sphere, cylinder, prism, cube, square, oblong, circle, triangle.

They should become familiar with the terms of comparison: larger, largest; smaller, smallest; longer, longest; heavier, heaviest ; higher, highest; wider, widest; etc.

They should become accustomed to the terms of position and direction: back, front; right, left, middle; north, south, east, west.

They should become accustomed to the terms of color: red, orange, yellow, green, blue, purple, white, black.

Much of this knowledge is in the possession of each child before he enters the school. The acquirement is not the end of these exercises. The purpose of these exercises is not for the child to acquire facts, but to utilize facts as a means of developing his powers to see, to image, and to form proper judgments.

In addition to the great number of problems given in this book, suggestions are made at various points of the text to serve as an aid to the teacher in preparing without trouble numerous other examples and problems. These additional examples should be given to the class whenever more drill on any subject may be required, or whenever such exercises will stimulate the interest of the pupils.

Scholars in these lower grades require frequent review of the subjects they have learned, and the teacher should make it a point to review again and again the more important topics.