Repeat the same procedure the next day. Vary the introduction somewhat, like this: “I want you to do this just as you did yesterday, except that I want this margin over here on the right side to be on a straight line. Wait till I take this ruler and show you.” Lay the ruler lengthwise of the sheet you want the pupil to write on, so that you can take your lead pencil and make a line about an inch from the right side of the page. “Now, when you have written out to this line here, then stop and begin on the next line like this:” (show the child how you write a sentence and begin on the next line). It would be well if the sentence which you use as an example were to be one that would express some familiar thought about the child’s immediate interests, such as his favorite sport. Leave the child’s desk as you were advised to leave it the day before and also return as before and approve that which the pupil does well, either saying absolutely nothing about the careless parts or suggest incidently that the pupil could help such and such a part by doing this or that thing to it. Be sure to end your remarks by some such expression as, “That’s good,” or “That’s fine.” [Sidenote: Lower Grades] (3) _Learning to Draw._ Not infrequently it happens that a pupil comes into school who has never learned to draw and who, feeling his inability to accomplish the task set for him in the drawing lesson, refuses to make any attempt to do so. Especially is this true if the picture is to be drawn from imagination. In such a case it is best to begin with copying. When this art is learned, drawing from imagination will be a comparatively easy step.