Hillyer, V. M.—Child Training, pp. 14–28.—New York. The Century Co. (1) _Simple directions._ Say to the children, “I want to see if you can do what I tell you, just when I tell you, and just the way I tell you.” Then give the order: “Stand up.” Some may obey promptly, some may obey more slowly, some may hesitate, look around to see what the others are going to do, and finally, but tardily, rise. Some may pay no attention to the order at all, but look blankly around or at something else, exactly as if they had been excepted from the command. If there is much irregularity in obeying correctly and at once, it may be necessary to say, “All children stand up,” or, “All of you stand up,” and this may have to be supplemented by the explanation, “When I say, ‘Stand up,’ I mean you, John and Mary, as well as the others.” Then give the order: “Sit down.” Repeat these orders, “Stand up,” “Sit down,” half a dozen or more times, until all the children understand what is wanted and obey promptly, quietly, and without hesitating or lagging. Have them first imitate you, while you execute the order, as directed. This is training by imitation. Then have them carry out the order from the command alone. Give the order, but do not execute it yourself, or better still, tell the children to close their eyes and keep them closed while you give the order and they obey. This is to prevent imitation of others in the class. They are not trained until they can obey promptly without seeing either the teacher or another child whom they can imitate. Further directions may be: “Look up, down.” “Face right side, left side.” “Place your hands on top of your head, under your chair, behind your back.” Afterwards, practice them individually, giving more attention to those who are unfamiliar with the terms used or are slow to carry them out. (2) _Simple orders._ Give the first direction to a child and wait his precise fulfilment, asking the class if the child has followed the direction in every particular, or if he has failed and in what respect he has failed. Each time an order is executed the children should be called upon to suggest where an improvement is needed, as, for example: “John banged the door.” “He didn’t shut it quietly.” “He made too much noise in going to the door.” “He asked which door,” or “He hesitated,” “Took too long,” and so on. (3) _Simple deferred orders._ Prepare a list of orders as in the preceding drill and tell the children you will give each one an order, but is it not to be executed until you give the word. Then read the list of orders, putting the name of a child before each order, and when you have finished, say, “Now, do what I have told you.” (4) _Negative orders._ The burden of much of the instructions to teachers and parents is “Don’t say don’t.” Nevertheless, for purposes of discipline, practice in obeying negative commands is highly important, as most laws and rules from the Decalogue down, are prohibitions: “Thou shalt not.”