should breathe; pure and impure air; effects of breathing impure air.

Clothing, needed for warmth and protection; amount of clothing; how clothing should be worn.

Removal of wastes, the wastes; how removed; effects of not removing the wastes; cleansing the skin, cleansing the clothing.

Exercise, needed to secure health, strength and skill; kind; time; amount.

Rest, needed for the growth and repair of the body, and for the renewal and increase of strength of body and mind; kind; time; amount.

Method.-Topic proposed. Illustrations gathered by pupils, others added by the teacher. Perceived effects stated and compared with needs; conclusions drawn. Presentation of topic in full by the pupil. Reading of selected articles.

Suggestions.

bite.

Teach how to treat a burn, a scald, a frostReview preceding emergency cases. It is not intended that the pupils shall be taught in these lessons how food, air, exercise and sleep build up the body, but only the fact that they do so build it up. Abundant illustrations should be used to impress the points.

Alcoholic Drinks, Stimulants and Narcotics. Review and elaborate the teachings of the preceding years. Teach what a stimulant is, what a narcotic is, and what each may cause. Teach that alcohol, even if at first it behaves as a stimulant, is really a narcotic, that, unlike healthful food, it promotes neither strength nor vigor, that athletes in training are forbidden its use, that much of it partly paralyzes the muscles, so that one "talks thick," cannot control the movements of vision, is unsteady in hand and leg and unfitted for work, and that lack of confidence in one who drinks often debars him from holding responsible positions. Show that the natural appetite is a safer guide in eating than any artifically stimulated appetite, and that condiments, pungent and peppery substances, tea, coffee and the like, should be sparingly used, if at all, by children, however safe their moderate use may be for adults. Enforce frequently the lesson of simplicity, naturalness and purity of taste for young people who are still growing.

Nutritive systems,

SECTION III.

THE SYSTEMS.

digestive, circulatory, respiratory.

Motory,bony, muscular. Nervous systems.

Sources of Knowledge. See previous topics.

What to Teach.-1. The principal organs composing the system; the name, and the place of each in the body, and their connection with one another. 2. The work of each system, and the part each organ performs in this work. 3. The connection of the systems with one another. 4. The effect of alcoholic drinks, stimulants and narcotics upon the work of each. Digestive system, course of food to blood vessels. Care of teeth, mastication, time for digestion, removal of waste matter. Circulatory system, course of blood from left ventricle back to it. Location of arteries, veins, pulse. Evil effects of compression. Treatment of cuts, bruises, bleeding, fainting.

Respiratory system, -course of the air. Nose breathing, deep breathing, evil effects of compression. Effects of breathing impure air, of colds. Treatment of persons rescued from drowning, and of those who have swallowed poisons.

Bony system, growth of bones. Harmony of structure. and function. Deformities, - how avoided and how cured. Muscular system, attachment and arrangement of muscles. Blood supply. Principles in training.

Nervous system, - divisions of the nervous system. Uses of nerve centres and nerve fibres. Sleep the best form of rest. Dependence of the health of the nervous system on the health of the organs of the chest and abdomen. Necessity of sunlight and pure air.

The skin, uses of. Bathing, clothing, injuries.

Method. See previous topics.

Suggestions. Use text-books in the higher grades, especially in reviews. Review the organs of special sense and show how they connect with the brain, and for what purpose. Deal particularly with the eyes and enforce the importance of using them properly. Simple experiments to test distinctness of vision, distance for easy seeing, appreciation of color, etc., not only enhance interest but they sometimes reveal facts about children that they and their parents should know. So im

portant are many hygienic rules that they should be presented early even if they are given "out of course." When the organs, systems or functions to which such rules relate come. up for study, let the rules for their proper care and use be repeated and reinforced. Give special attention to the interdependence of vital processes.

Alcoholic Drinks, Stimulants and Narcotics.-Teach the evil effects of alcohol on the digestive system, - particularly on the stomach, the gastric juice and the liver; on the circulatory system, particularly on the blood, the blood vessels and the heart; on the muscular system, as in preceding lessons; and on the nervous system, - particularly on the brain, in warping the judgment, blunting the moral sense, reducing the will power, and releasing such foolish, bad or savage impulses as are usually kept in check by habits of sobriety. Teach some of the effects of tobacco upon the same systems. Show how alcohol and tobacco may affect the health, acuteness and precision of the special organs of sense. Consider with the children why the Commonwealth of Massachusetts should make "special instruction as to the effect of alcoholic drinks, stimulants and narcotics on the human system" mandatory in her schools.

Avoid details and technicalities, particularly with the younger pupils. Deal only with the more serious consequences, —just enough to attain the purpose of mentioning them at all. Keep constantly and conspicuously in the foreground the ideal of a strong, wholesome and unabused body as best fitting one for successful and happy living.

Special delicacy of treatment is needed in those unfortunate cases in which children find themselves between the safe teaching of the school and the counter practices and influences of the home. Refrain from assertions of what is uncertain or sincerely doubted by high authority or likely to be repudiated by the pupil when he is mature enough to judge for himself, since the admitted and unquestioned facts about the more dangerous stimulants and narcotics, and alcoholic drinks in particular, furnish invincible reasons why people in general should do without them, and young people above all others.

INDUSTRIAL DRAWING.

FIRST YEAR. (PLATE 1.)

The lessons for the first three years may be arranged under three heads: Form, Color and Arrangement.

FORM - Teach each form as a whole from type solids and objects, in this order:

1. Sphere (1), and similar forms (a, b, c, d, e).

2. Cylinder (2), and similar forms (a, b, c, d).

3. Cube (3), and similar forms (a, b, c). Model these in clay.

Teach parts of these forms: —

1. Surface, curved, plane.

2. Face,-curved, plane; shapes of plane faces, — round, square; and

positions of these, — horizontal, vertical, oblique.

3. Edge, curved, straight; positions of straight edges, horizontal, vertical, oblique.

4. Corner; positions of corners,

upper, lower, left, right, upper and

-

lower left, upper and lower right; distances, one inch, two inches. Place points to indicate these.

During this work in Form, drill pupils to good position of body, pencil. and paper, and practice the movements horizontal, vertical, oblique —

preparatory to drawing.

Draw lines from dictation, for practice, on blackboard and manilla paper. Encourage illustrative sketching in connection with other studies. COLOR. Teach the spectrum as a whole, produced upon the wall by means of a glass prism. Teach its parts,-red, orange, yellow, green, blue, violet Compare these with colored objects. Teach black, white and gray. Use in Arrangement.

First copy

ARRANGEMENT. - Teach repetition, using colored sticks. some historic frets* (See Fig. 4, a, b, c, d), then make original arrangeThese may be preserved by gluing the units to a background of paper. In each, use but one color on a black, white or gray ground.

* a, c and d, from Egyptian costumes; b, from a Greek vase.