By this means, every part of the body is put in motion; and it likewise has this advantage that by lifting up each foot every time, they keep good time, a thing very necessary, as unless this was the case, all must be confusion.

They also add up three at a time, by the same method, thus, three, six, nine, twelve, fifteen, eighteen, and so on; but care must be taken not to keep them too long at one thing, or too long in one position, thus exercising the elbow joints, by pushing them out and drawing them back as far as possible.
Come here, my dear boy, look at baby's two hands, And his two little feet upon which baby stands; Two thumbs and eight fingers together make ten; Five toes on each foot the same number again.
Two arms and two shoulders, two elbows, two wrists, Now bind up your knuckles, make two little fists; Two legs and two ancles, two knees, and two hips.
His fingers and toes have all nails on their tips.
With his hands and his feet he can run, jump, and crawl, He can dance, walk, or caper, or play with his ball; Take your hoop or your cart, and have a good race, And that will soon give you a fine rosy face.
Oh! what would my boy do without his two hands; And his two little feet upon which baby stands! They're the gift of kind heaven for you to enjoy, Then be thankful to heaven, my dear little boy.
Having done a lesson or two this way, they are desired to put their arms out straight, and to say, one and one are two, two and one are three, three and one are four, four and one are five, five and one are six, six and two are eight; and in this way they go on until they are desired to stop.
It should be observed, that all _graceful_ actions may be adopted.

I am sorry to find, from visits to various schools, that the movements of the children have degenerated into buffoonery; they have been allowed to put themselves into the most ridiculous postures, and have thus raised objections which would not otherwise have been urged.

As, however, the whole Infant System is designed to make the _children think_, I would urge the _teachers_ to guard against their being automatons.

Let them mark every impropriety with promptitude, and correct it with judgment.
I have specified these methods not as being the only ones practicable, or fit to be adopted, but merely, as hints to the judicious teacher, who will doubtless think of many others, conducive to the same end: and the more he can diversify them the better.