conditions of study. As a session advances, there is needed a steady
increase in the admonitions that restrain neuro-muscular activity as
shown in the unnecessary handling of books and pencils and general
restlessness; also restraint of a desire to use the voice and
communicate in a natural outlet of the social instinct. One is equally
impressed with the prolonged continuance of bad postures, in which the
chest is narrowed and depressed, the back and shoulders rounded
forward, and the lungs, heart, and digestive organs crowded upon one
another in a way that impedes their proper functioning and induces
passive congestion. In short, the nervous strain for both pupil and
teacher, the need for vigorous stimulation of respiration and
circulation, for an outlet for the repressed social and emotional
nature, for the correction of posture, and for a change from abstract
academic interests, are all largely indicated. Nothing can correct the
posture but formal gymnastic work selected and taught for that
purpose; but the other conditions may be largely and quickly relieved
through the use of games. Even five minutes in the class room will do
this,--five minutes of lively competition, of laughter, and of
absorbing involuntary interest. The more physical activity there is in
this the better, and fifteen minutes of even freer activity in the
fresh air of the playground is more than fifteen times better.

The typical school recess is a sad apology for such complete
refreshment of body and mind. A few pupils take the center of the
field of play, while the large majority, most of whom are in greater
need of the exercise, stand or walk slowly around the edges, talking
over the teacher and the lesson. An organized recess, by which is
meant a programme whereby only enough classes go to the playground at
one time to give opportunity for all of the pupils to run and play at
once, does away with these objections, if some little guidance or
leadership be given the children for lively games. The best discipline
the writer has ever seen, in either class room or playground, has been
where games are used, the privilege of play being the strongest
possible incentive to instant obedience before and after. Besides,
with such a natural outlet for repressed instincts, their ebullition
at the wrong time is not so apt to occur. Many principals object to
recesses because of the moral contamination for which those periods
are often responsible. The author