force of the impression rather than upon association, as in later
periods, hence all songs and exercises should emphasize the one thought
to be given in the lesson. This does not require new songs and services
weekly. It merely requires that the old songs and exercises be
approached from the standpoint of the lesson, that which is pertinent to
it being developed in each.

The results of this plan are two-fold: first, a freshness in the program
each week, even with familiar features, and second, cumulative emphasis
upon one truth, thus fulfilling the conditions of memory, and therefore
of nurture.

(2) The Activity of the children.

The increased mental ability will permit interesting exercises to take
the place of some of the physical outlets for activity necessary in the
preceding period, but they must be brief and compelling in their
attractiveness.

The use of motion songs is outgrown, especially with boys. During many
years there has remained in memory the expression in the face of a boy,
head and shoulders taller than any other child in the primary
department, as he stood pointing to pedal extremities, not less than
number fours, and singing, "Little feet, be very careful where you take
me to." The sentiment could not possibly have been wrung from him had
not the superintendent been his mother.

Hand work suggestive of the lesson, such as pasting, coloring, tearing,
cutting and simplest writing for the older ones, is growing in favor as
a means of utilizing the activity and impressing the lesson. An outline