Any wide-awake teacher will readily perceive how these drills can be gradually extended to include the concerted movements of the whole school, furnishing both relief from more fatiguing school work and pleasure in the performing, while, at the same time reducing the chaotic movements of untrained children to quiet, restful, intelligent, coöperative school-room procedure. The following case illustrates the difficulties of attempting to secure the more complex forms of regulated conduct without having first given sufficient drill on obedience to directions. CASE 138 (FOURTH GRADE) [Sidenote: Dismissing Classes] It was the custom in the Rockford school for the children in the first four grades to put on their wraps when the first bell rang for dismissal and then to return. A second bell was rung as a signal for passing. At this time, Miss Walker, the fourth grade teacher, had the habit of going out into the hall. Her pupils then fairly flew out of the room and down the stairs leading outside. “Don’t crowd so, children. Why don’t you march in an orderly fashion? There, Jimmie Blaine, you almost knocked Hilda down. Now do be more careful the next time.” But Jimmie was too far down the steps to hear these last words. CONSTRUCTIVE TREATMENT Two bells should be rung for dismissal. Let the first be a signal for the children to pass to the dressing-room for their wraps. Let them pass in single file, second row following the first, and so on. Let the second bell be a signal for leaving the room. Here again, the seating should determine the places in line. Stand at the door leading out into the hall. Then give the signal for passing. “First row, second, third,” and so on. See that no child violates this rule. When the children are once thoroughly familiar with the order and with the meaning of the signals, the first pupil in each row may be entrusted with the leadership of that row and the signals may thus be dispensed with. Fire drills should be held at least once a month. Make the occurrence as unexpected as possible. The regular method of formation of the lines should be rigidly followed. When the gong rings, each teacher should immediately drop the work at hand and say, “Attention! One, two, three!” The word “Attention!” signifies a definite attitude of body and mind. The work at hand should be immediately dropped, the head raised and the hands at rest, while waiting for the next command. Do not give the second command until you have the undivided attention of every child in the room. “One” signifies to turn in the seat; “two” to rise; and “three” to pass. In case it is your week for corridor duty, take your stand immediately at the head of the stairs. The lines of the four upper grades should be already formed on the second floor and stairs leading to the floor below, ready to follow the lines of the first floor, or signal from the teacher on duty there.