In the first grade, children tire easily and consequently lose interest. Therefore, they should have frequent changes from one activity to another. The lessons should be short, followed by “busy work,” then a play period, or simply gymnastics. If gymnastics are used the exercises should be varied. There is such a wide range of possible exercises that it is easy for any teacher to have plenty of gymnastic drills or simple games, allowing much activity, which will interest pupils for many months. None of the exercises of the first grade should be carried so far as to tire the pupils. From the foregoing, it is apparent that a well devised daily schedule is important. It must be workable. There must be no gaps in it wherein the teacher gives the children idle moments. Material for use during the day should always be arranged before school opens in the morning. 3. Regulating the Movements of the Pupils One of the most necessary duties of the teacher at the beginning of the year is to train the children to habits of regulated and quiet movements when passing in and out of the school-room, going to the blackboard, coming forward to the recitation seats, passing material for busy work, or during any other concerted action. The first day is a particularly opportune time for drill in quiet movement, not only because no lessons have been made ready and, therefore, the teacher is entirely free to take as much time as is desirable without feeling that he is encroaching upon other lessons, but also because such exercises impress upon the children the necessity for quiet movement at a time when their minds are not prepossessed with other subjects. The suggestion is likely to lodge firmly in mind at this time, partly because of the prominence given to the thought and partly because of the absence of conflicting interests on this first day. Furthermore, in drilling the children from the start to recognize the signals and to obey them, the teacher is taking a long step toward securing control of his room. Of course, he must not expect the children to learn the whole lesson in one day. Even adults require “drill” before they can respond perfectly to regulated movements. To first grade children the signals and directions are absolutely meaningless until the meaning is taught. Nevertheless, even first grade children can be taught easily to be quiet and orderly, and if the drills are given as little games, competitive or otherwise, they will look upon the whole thing as play and hence will respond heartily. Suppose, for example, that the inexperienced teacher who enters the school-room saying to herself, “What in the world can I do to keep all these wriggling children in order for a whole day!” should have some of the following drills (abridged from Hillyer’s “Child Training”[3]) at command to use whenever the children begin to be disorderly or seem not to comprehend directions. Footnote 3: