qualify him for entry in the school. It would be fun for him to accompany the child next door, already a student and a friend, to the school.

Magic Wand.
Now, a few prior and simple lessons at home before enrolment, and a continuation of some more "prior" lessons after the enrolment, was the magic wand that created a spring-board for the child, and there was no looking back after that. Once a liking for the school is triggered it produces good results in the studies; and then one sustains the other in a healthy cycle throughout the schooling life leading, for many, to a university graduation.

The key is to appreciate the child's natural sense of a positive competition and rivalry among the children in the class, progressing in stages each giving way to the next as follows:

Stage One: On the day of enrolment and also for a day or two thereafter, the child brings to the school his toy, the one he likes best, thinking his is the only one that exists, often without the knowledge of his parents. He proudly reveals its presence to some of the classmates many of whom do almost the same with regard to theirs, in competition. This stage passes to usher stage two:

Stage Two: Toys lose their relevance when the child finds older students come to the school with books and pens. He now brings to the school books and pencils alright but with flashy and colourful in appearance for a show off in competition with those brought by other children.

Alphabets And Figures.
Stage Three: Subsequently the lessons start in earnest beginning with paintings of pictures and writings of alphabets and figures. Now the competition spills over into what is written (or scribbled) in the exercise books and painted (or soiled) in the drawing books by the students. Here the child who had the advantage of prior les- sons at home is surprised and impressed to find that he knows to do his work in the class quicker and better than other students. He attributes his competing ability as independently his own, which presumption is healthy as it sharpens his sense of com- petition.

This is the spring-board which has its effect and relevance, only if created, before the child begins his schooling life. This spring-board is simple to create for each and every child in the family so that the child reports at the school equipped with it to commence his schooling life. It has been done successfully by others whose children have been obtaining top ranks successively in every grade.

There have to be initiatives and personal pain on the part of the parents for sowing