At school, see to it that the nervous child gets plenty of exercise on the playground and plenty of fresh air in the school-room. It is also very important that you say pleasing things to the nervous child, words which have a soothing effect. Even strain a point to approve the work which the pupil does. Faultfinding will unnerve a child more quickly than almost anything else. So be very patient and encourage the pupil even more than you would an ordinary child. The impatient child tends to get through with his work before other children do. The teacher should always have at hand some pictures, picture books, boxes of curios, colored pencils, stencils, colored blocks, building blocks and many other things that interest children in primary grades. But whatever the grade of the nervous child, avoid so far as possible all sources of irritation; never lose a chance to commend effort; let your attitude toward him be one of sympathy. (9) _Cleanly habits and care of school-room._ Every first grade teacher knows what it is to have one or more pupils who are disposed to be uncleanly. This condition can not be termed a misdemeanor. It is more. It is both annoying and unsanitary. What is still worse is that the situation is not one of the child’s own choice, but it is due to circumstances in the home; and too often, any measure that is taken to reform the child gives offense to the parents. If parents do not know what cleanliness really is, how can they teach it to their children? Appeal to personal pride. This can be done without the pupils knowing that the teacher is making an effort in that direction. The teacher may give a talk about a clean school-room and incidentally say: “Cleanly _pupils_ live in cleanly school-rooms. I am proud of all my boys and girls when they keep their clothes and themselves clean.” She can give some little talk about cleanliness each day for several weeks and in a casual manner make the application to the pupils. By thus appealing to their pride most cases of uncleanness will be remedied. In very stubborn cases the teacher can have a private talk with the pupil. Should there be more than one such pupil, the teacher must not make the mistake of talking to both at one time; that would humiliate each, and hurt the pride of both. To the little boy who is in the habit of keeping his face and hands soiled, the teacher may say: “You have such red cheeks, Harold! What silky hair and what lovely little hands you have! I like to see hair like yours combed this way!” and then she can comb the little boy’s hair in an attractive way.