the door until the first returns, from whom he takes the tag and goes. If the tag is out too long, the one wishing to go inquires who was out last, and from him it can be ascertained to whom he gave the tag, so that none can remain out too long.
To teach the uninitiated numbers and figures, I write on the blackboard (which hangs where all can see) these figures
1234567890
far apart, that other figures can be put before and behind them. Then I put an 0 before the 1 and explain that this does not increase the number. Then I erase the 0 and put it after the 1, so that it makes 10. If two ciphers follow it makes 100, if three follow, 1000, &c. This I show them through all the digits. This done I affix to the 1 another 1, making 11. But if an 0 is put between it makes 101, but if it be placed after, it makes 110. In a similar manner I go through all the digits. When this is done I give them something to find in the Testament or hymnal. Those who are quickest have something to claim for their diligence, from me or at home.
As it is desirable for intelligent reading to take note of commas, but as the inexperienced find this difficult, I have this rule: If one of the Testament pupils does not read on, but stops before he reaches a comma or period, this counts one-fourth failure. Similarly if one reads over a comma, it is one-fourth failure. Repeating a word counts one-half. Then all failures are noted, and especially where each one has failed. When all have read, all those who have failed must step forward and according to the num-
