“I want you to look at me a moment,” she said one morning, as she seated herself before her pupils with her profile turned to them. “Please notice my shoulders. Do you see anything wrong with them?” She was badly round-shouldered at that moment. But the children were so completely unconscious of the problem to be dealt with that they saw nothing wrong. So Miss Sturdevant straightened her shoulders quickly. “Do you like to see my shoulders this way, or as they were before?” “We like you this way,” one little boy volunteered. Miss Sturdevant again rounded her shoulders, straightened them, and showed them how much better she looked with her chest well out and her shoulders back, than when humped over. When the children had become sensitive to the difference in her appearance, she called their attention to their own round shoulders and crowded chests. There followed a great straightening up, of course. The teacher drew two pictures upon the blackboard, one showing chest and shoulders in a good position, and the other showing a boy badly humped over his desk. Under the first she wrote: “This boy will have a good figure when he grows up.” Under the second she wrote: “What kind of a figure will this boy have?” When all this had been done, the children began to notice Miss Sturdevant’s erect posture, and to straighten up when she threw her chest out or held her shoulders back suggestively. When the first matter of correct sitting posture had been made clear by repeated example and explanation, good standing posture was taken up, then position when lying in bed, sitting in an ordinary chair and so forth. In every case, example was clarified by explanation and reasons were given. As Miss Sturdevant was a sweet and attractive woman and loved by her pupils, they eagerly followed her example and directions, and the bad effects of the former imitation were practically eliminated by the end of the year.