,,practical ,,school ,,discipline ,applied ,methods ,,part ,i ,by ,,ray ,c4 ,,beery ,a4 ,b4 7,columbia71 ,m4 ,a4 7,harvard7 ,president of ,,international ,,academy ,,of ,,discipline ,,pleasant ,,hill1 ,,ohio1 ,u4 ,s4 ,a4 ---------------------------------------- -------------------------------- ,,copyrighted1 #aiag1 ,,by ,,ray ,c4 ,,beery ,,copyrighted1 ,,great ,,britain1 #aiag ,all ,rights ,reserved ---------------------------------------- -------------------------------- ,dedicated to the ,members of the ,j4 ,a4 ,d4 ,teachers' ,club 8,he that ruleth his spirit is greater than he that taketh a city40 ---------------------------------------- -------------------------------- ,,greeting ,with this second book of ,practical ,school ,discipline1 we wish to send to each member of the ,teachers' ,club our personal word of greeting4 ,applied ,methods was written for you4 ,primarily it was written for you only4 ,it is a book to help teachers1 by means of teachers' experiences4 ,we believe it will lighten your work1 brighten your school room1 and lengthen your years of effective service by easing the friction in daily school routine4 ,work can no longer be drudgery when conducted according to principles which take the drudgery out of it4 ,because we have faith in the principles herein discussed1 we are desirous to learn from each member of the 8,teachers' ,club0 what the result has been in his or her individual case4 ,have you been particularly successful in the management of some difficult situation8 ,write and tell us about it4 ,have you failed to find your own specific problem treated within these pages8 ,tell us that also4 ,perhaps we can help you by letter4 ,the ,teachers' ,club is a coperative organization from which we expect the most stimulating results--results which can be made much more effective by personal correspondence with its members4 ,your experience may help another who is still struggling with the difficulty which you have overcome4 ,another teacher's experience may help you4 ,our offices are clearing houses for exchange of views and mutual aid4 ,coperation we believe to be the principle which eventually must supplant1 throughout the world1 the cruder method of competition4 ,the members of the 8,teacher's ,club10 the first and only one to be organized upon this plan1 will be quick to recognize the higher ideal and to respond thereto4 ,finally1 if the better understanding of the principles herein treated1 and the tonic effect of interchange of ideas with fellow teachers who appreciate your difficulties and who desire to assist1 should prove helpful to you1 then tell other teachers about your ,club4 ,perhaps they might profit also by the same mutual help4 ,meanwhile our thought for you does not end with placing these ,case ,books on ,discipline within your hands4 ---------------------------------------- -------------------------------- ,,preface ,the readers of ,applied ,methods will note that in the discussion of problems which confront the teacher the 8case citation0 plan peculiar to legal and medical writers is here followed4 ,that is to say1 instead of long enumerations of general principles relating to disobedience1 impoliteness1 dishonesty1 etc41 specific cases or incidents are cited1 followed by 8constructive treatment0 or suggestions for treating each specific case4 ,it is believed that this method will be more helpful and more suggestive to the ordinary teacher than is the usual method4 ,to make the suggestions still more helpful1 because more personal1 the reader is asked to transfer himself after the citation of each case from past time to present1 and from the other teacher's school to his own room2 and1 in the 8constructive treatment0 which follows1 imagine the 8,case0 to be the reader's individual problem1 and the author to be conversing with him personally4 ,in the preparation and collation of the cases it has been thought more practicable and also more convenient for the teachers1 to divide the subject matter of the text into two volumes rather than to combine all into one large book4 ,there will be no break in the continuity of thought1 however4 ,the second volume1 like the present1 will follow the case citation plan and will continue the treatment of school disturbances which develop for the most part out of natural instincts of children4 ---------------------------------------- -------------------------------- ,,contents ---------- ,,division ,i ,,page ,,introduction #ac ,,division ,,ii ,,obedience #bg ,,division ,,iii ,,concrete ,,cases ,,on ,,obedience #di ,,division ,,iv ,,concrete ,,cases ,,arising ,,out ,,of #abi ,,self-,,preservative ,,instincts ---------------------------------------- -------------------------------- ,,division ,i ------- ,,discipline ,,introduction ,discipline is three-fourths of life4 --,matthew ,arnold4 ---------------------------------------- -------------------------------- ,,introduction #a4 ,why ,discipline ,is ,necessary ,there are no two persons in all the world1 however separated by space or circumstances1 who do not in some way affect each other4 ,this influence is unseen and untraceable in most cases2 it is only when the relations are very immediate and obvious that we realize how unified is the life of the people on the earth4 ,the welfare of the whole race is tied up in the welfare of each man1 woman and child2 and so it is the duty of each to work for the welfare of all his fellows4 ,when each person controls his actions and contributes his influence so as to further the interests of all1 present and future1 the world is in harmony1 civilization progresses and happiness reigns on earth4 ,but it is not natural for people unselfishly to strive for the good of all other people4 ,all men are born with strong instincts of self-preservation1 and their limited outlook upon life1 their small knowledge of remote things1 often prevents their seeing that1 in the end1 social action best protects their own interests4 ,instinct urges1 8,look out for number one4 ,enjoy yourself4 ,catch at the immediate good1 for you are not sure of the future40 ,something higher than instinct in man says to him1 on the other hand1 8,deny yourself for the good of others4 ,find a greater life in the life of the race4 ,endure hardship now1 submit to privation1 that in the future you and others may be more happy40 ,it is this higher standard of thought and action which we call right2 it is passive submission to the dictates of selfish instincts which we call wrong4 ,right and wrong have other phases than these of social effect1 but upon these most men1 of whatever faith or philosophy1 agree2 and these social phases are the ones which affect the whole problem of discipline most4 ,briefly1 then1 we may say that for our purposes those things are right which contribute to the welfare of men1 and those things are wrong which interfere with their happiness and progress4 ,the great men and women of the world are they who make the richest contribution to human progress and happiness4 ,they are the artists1 the thinkers1 the givers of every kind1 who leave their fellows better for their passing by4 ,they who in their coming and going add nothing to the sum of human welfare1 are the paupers1 the criminals1 the imbeciles4 ,paupers may live in palaces1 and criminals may for generations receive great honor of men1 but unless they have really made the world better1 men in their final judgment can not count such glorious rascals among their friends4 ,they are not civilization-builders1 they are not race-leaders1 nor have they real strength in themselves1 for they have never conquered those selfish instincts which dominate men in the lowest stages of their development4 ,the big problem of mankind1 then1 is to make of the naturally selfish and self-centered individual a helper in a great social enterprise1 that is1 to make him nothing less than a contributor to the evolution of the whole race toward its final high estate4 ,how can this be done8 ,and who is to do it8 ,these questions are fundamental to human progress4 ,men have been grappling with them for centuries4 ,this is a great world-question which1 looming behind the more immediate problem of discipline1 gives it all the significance it has4 ,it is because through disciplinary processes the world is to be made better1 and not primarily because such processes will make schools more orderly and homes more delightful1 that we study the subject and hope to become skilled in the practice of its technique4 ,the responsibility of making each person a contributor to social progress rests largely with those who hold in their hands the training of the young4 ,hence such training is1 in a peculiar sense1 the business of parents and teachers4 ,not for long have people worked intelligently toward the socialization of human interests4 ,christ taught this doctrine nearly two thousand years ago in ,galilee1 but only lately have very many persons realized that ,his message is a practicable one4 ,the ,middle ,ages were given to an effort to realize the gospel individually2 today we see a great effort to apply it universally4 ,but the individualism of the past still dominates the thinking of the older generation2 selfishness and prejudices1 which are intrenched in tradition1 seem altogether justifiable to peoples whose children will fully realize their inadequacy and falseness4 ,it is in these children that the hope of the race inheres2 these are they who must bring about the new order of things4 ,not in reforming the adult criminal1 not in making the adult pauper a producer1 not in making the adult individualist a humanitarian1 lies the true secret of world-betterment1 but in rearing a new generation which shall meet the old problems with instincts controlled1 powers trained1 and with a potent altruism that has been developed from impulse to habit and from habit to conviction4 ,society is sadly taxed to care for its undisciplined members4 ,alms-houses1 slums1 jails and prisons are filled with the more hopelessly uncontrolled1 while every forward movement is hampered by the indifference or opposition of those whose individualism is of a more mild and respectable type4 ,it is from the ranks of the undisciplined that all trouble-makers come2 it is the disciplined soul who not only makes his own life successful but who gives freely for the advancement of others4 ,these premises involve strong claims for discipline4 ,if it is true that discipline bears this close and vital relation to human progress1 then it is indeed a topic for the closest and most careful study4 ,before the reader can judge for himself of the claims made1 he must know more of the nature of the discipline for which so much is claimed4 ,for the discussion of its nature he is referred to the following paragraphs4 #b4 ,what ,is ,discipline8 ,we have seen that all human beings are closely knit together1 interdependent and mutually influential2 and that the success of the community depends upon the individual contributions made by persons whose attitude is a socialized one4 ,we have seen also that the socialized attitude1 the will to contribute to the general good1 while frequently conspicuous among even savage peoples1 finds higher and ever higher expression1 as civilization advances4 ,since 8the greatest good to the greatest number0 is 8social good10 it follows that the more this evolved1 altruistic attitude can be made to exist and function1 the happier mankind will be2 and persons who have the good of the race at heart will try to find means of developing the socialized attitude in large numbers of their fellow-men4 ,since it is easy to form the minds and wills of children1 and hard to remake grown persons who have become fixed in individualistic ways of thinking1 feeling and doing1 this hopeful process seems to belong inherently to childhood4 ,discipline in its true meaning is not 8punishment40 ,it is the training of every power to the end that it may be controlled and used for personal good and social service4 ,a well-disciplined person1 may have every instinct1 trait and ability under perfect control and still not choose to use these highly-trained powers for the good of mankind4 ,for him discipline has failed of its proper end4 ,a good disciplinarian1 then1 is one who helps each person for whom he is responsible to bring those powers under control and to use them in such a way that he shall become a useful member of society4 ,the disciplinary process may be subjective or objective--that is1 it may be self-imposed1 or directed by another person4 ,in most cases it is directed from without in early childhood1 but becomes more and more a matter of volition and self-direction as the subject approaches maturity and realizes more the necessity for self-control4 ,he then becomes his own disciplinarian4 ,whether the disciplinarian be engaged in his own training or that of others1 he must have a definite aim in view4 ,the lack of such definite aim is one reason why there is so much poor discipline4 8,say1 #8,thank you' to the lady10 the mother directs her child1 not because she wants that child to develop a spontaneous skill in expressing his sense of obligation to the society that has nourished him1 but because she has a vague feeling that this is the conventional thing to do and so her child must do it4 ,this imitative1 traditional type of disciplinary training is far better than none1 but it fails of the splendid results that come from training given with an intelligent understanding of its nature and objects4 ,therefore the trainer1 to be the very best trainer possible1 should have an illuminating conception of the great trend of human progress which is advancing the good of all4 ,he should feel keenly that every thought and act which contributes to human welfare accelerates the rate of progress2 that whenever an individualist opposes his will1 his interests1 his institutions to that onward moving stream1 he hinders its flow and causes suffering to some one4 ,such an individualist needs discipline2 he needs to learn to subject his selfish ends to the social ends of the race4 ,public opinion may open his eyes to his mistake2 if he offends too far1 society may force him to stop stemming the tide1 or put him entirely out of the stream by shutting him up in prison1 where he can do less harm4 ,criminals1 then1 are those who retard the stream of progress4 ,they may do this in ways that society recognizes and punishes1 or in ways too slight for society to take notice of1 or in ways which society does not yet see to be really harmful4 ,but whether their wrongdoing is punished or not1 they are the enemies of mankind4 ,they are the 8undisciplined40 ,babies1 and older persons of defective powers and limited training1 are solely the creatures of instinct4 ,in a state of nature the immediate ends of self-gratification and self-preservation are so urgent that any others have little reality for primitive beings4 ,the cave man could not see that by coperating with his neighbor1 he gained more than he could gain by fighting him4 ,it required long1 tedious trial and repeated effort1 to teach men that they might trust judgment to supplant instinct or at least to control it4 ,all these ages of experimentation and effort since man was in a primitive condition are now compressed into the childhood of every member of civilized society1 through an elaborate training process which we call education2 and an 8educated0 person is one who has learned to live with his fellow-men in cheerful and profitable coperation4 ,having a clear idea of the nature and importance of discipline1 two kinds should be noted carefully4 ,there is a discipline which takes the child while still in a very plastic condition1 and shapes each instinct and ability as it develops toward usefulness and righteousness4 ,there is another which deals with children or grown persons whose habits and attitudes are already formed1 but wrongly formed4 ,these persons seek to change and remake until they approach at least a better standard4 ,that is to say1 there is constructive or anticipatory discipline1 and corrective discipline4 ,obviously1 that type of training which works with fresh material in ,nature's own time1 is the more economical and efficient4 ,the child who learns right behavior at the start1 whose growing powers are subjected to proper control before they wax too lusty for easy government1 is the child who is best disciplined and therefore most amenable to high appeal4 ,such a child is a fine citizen in the making4 ,wise parents and teachers1 therefore1 watch for the appearance of new traits1 and anticipate the development of the successive instincts1 by planning a constructive treatment1 for each situation4 ,they do not allow things to go wrong2 they keep them right1 rather than keep righting them4 ,even with such watchfulness1 as a matter of fact1 much corrective discipline is necessary1 especially in schools2 but the amount1 even when dealing with children from the worst homes1 can greatly be reduced by employing constructive methods consistently4 #c4 ,causes of ,children's ,wrongdoing ,much of the trouble with children could be obviated if teachers only understood the real causes of wrongdoing4 ,there are hardly more than six such causes that are fundamental4 #a4 ,untrained ,instinct4 ,this is the basic cause for trouble4 ,the first of all the instincts to develop1 that of self-preservation1 in its many manifestations1 brings one into endless conflict with social custom2 and so with each of the other instincts4 ,the need here is for both inhibitory and developmental training2 the child must be led to deny expression to his instincts if they are harmful to his social relations1 and must be encouraged to free and repeated expression of those impulses which grow from his altruistic instincts4 ,it is instinctive for a child to give his attention to the most appealing of the many stimuli about him4 ,therefore his natural impulse is to look out of the window at the passing wagons1 automobiles and people1 rather than to look at the uninteresting arithmetic which he is supposed to be studying4 ,when he has been led consciously to deny this instinct until the lesson is learned he is well disciplined in this one respect4 ,the development of judgment goes hand in hand with the growth of the power of inhibition4 ,much trouble is caused because people expect1 often justly1 a degree of judgment in a child which he has failed for some reason to develop4 ,a fifth grade boy1 for instance1 was very anxious to make a perfect grade in spelling4 ,his sister did this easily and his family taunted him with being beaten by a girl4 ,in his anxiety to win he cheated1 and was caught2 whereupon he was driven to lying in an effort at self-protection1 and thus became enmeshed in a series of humiliating and dishonest acts4 ,here the boy's judgment1 ideals and will-power were all weaker than a fifth grade boy's should be4 ,his habits1 heretofore honest1 yielded to the temptation of the situation1 because his instincts of emulation and self-esteem were stronger than the powers developed by training4 ,at some point in this boy's training1 or more probably at many points1 the discipline which should have prepared him for such a situation was weak or wanting4 ,we may assume that every child will meet situations in which he will find strong temptation to be dishonest1 ungenerous1 unclean1 lazy1 self-indulgent4 ,it is the disciplinarian's duty to prepare his charge for these situations1 by seeing that the boy has learned to keep his instincts in leash1 and that he is supplied with ethical standards1 clearly and concretely defined1 with which he may compare the new situation in order to gain a standard for his decision4 ,nor must he be unpracticed in making decisions at an age so critical2 he should often have gone through the process of examining1 comparing1 evaluating and determining4 #b4 ,failure to ,comprehend the ,reason for ,demands ,made4 ,man is a reasonable creature1 and one of the first signs of his growth is his demand for reasons4 ,there is no insult to authority in a request for reasons1 as so many parents and teachers seem to think2 there is merely the righteous wish to be an intelligent1 rather than a blind coperator--to wish to play the social game with open eyes4 ,perhaps the one greatest cause of trouble in home and school in disobedience4 ,this may come from a number of causes1 but when it is not a bid for attention or a mere imitative action1 it comes from one of these two causes as a rule3 7a7 ,a resentful feeling that the act demanded is being imposed upon the pupil without any adequate reason4 ,this comes from a lack of knowledge of the nature of things1 and is best met by a frank explanation of the reasons for asking the thing demanded4 7b7 ,lack of faith in the one who gives the direction4 ,often the reason for giving the direction is beyond the comprehension of the child2 sometimes there is no time nor opportunity for explanation4 ,in such cases the child should obey1 not because he knows why1 but because he believes that his parent or teacher has a good reason and is to be trusted to direct wisely4 ,parents who never condescend to explain their reasons1 teachers1 who say1 8,you are to do this because ,i say you are to do it10 are not building up this kind of trust in children4 #c4 ,mere ,imitation4 ,imitation is really one of the instinctive causes1 but it persists past the stage when most of the other instincts have been subjected to control1 and it plays so important a part that it needs a separate treatment4 ,bad manners of all kinds1 vices1 even the attitudes of mind which dictate conduct are copied by children from their elders and from each other4 ,children are often punished1 when parents or elder brothers and sisters are to blame4 ,teachers need to know the home-life and environment of their charges1 if for no other reason than that they may analyze the influences that go to make up their pupil's attitude toward control4 #d4 ,desire to ,attract ,attention4 ,teachers realize that what some pupils do simply and directly as an unconscious expression of personality1 good or bad1 others do because the doing of it puts them in the limelight4 ,they want attention1 admiration1 astonishment1 sensationalism in some form or other4 #e4 ,abnormal ,physical ,conditions4 ,when a teacher suspects that bad behavior grows out of poor hearing1 poor sight1 adenoids1 subnormal mentality1 malnutrition1 nervous excitement1 or any other physical cause1 he should apply a test at once and find out the truth4 ,tests1 simple enough to be used by any intelligent adult1 have been devised for all defects liable to be found in schools4 ,having ascertained where the trouble lies1 the teacher should next consult a specialist or physician as to corrective measures4 ,the attitude of teachers toward pupils who offend1 often changes abruptly when it is discovered that a physiological defect lies back of the apparent badness2 the pupil becomes a patient1 to be treated1 rather than a criminal to be punished4 ,if teachers would remember that mental defects also are as real and as amenable to treatment as physical ones1 they would see themselves always in their true characters of physicians to boys and girls who need a specialist's help4 #f4 ,false and ,perverted ,ideals in ,society4 ,lastly1 society1 for whose good we train the pupil out of his littleness and selfishness into breadth and altruism1 even society itself harms him frequently by setting before him false ideals1 bad examples1 inadequate standards4 ,society wants its members to practice self-control1 but it allows them to buy and sell drugs which destroy the power of self-control4 ,it wants them to lead moral lives1 but allows every inducement to immorality to be presented to them4 ,it calls to unity and harmony1 but fosters discordant elements in its own fabric4 ,sometimes these social influences for evil may be controlled by the teacher1 sometimes they are beyond his power to touch2 but if only the teacher can learn to recognize the sources of such influences when they affect his own problem1 he has gained much4 ---------------------------------------- -------------------------------- ,,division ,,ii ------- ,,obedience ,where justice reigns1 'tis freedom to obey4 --,j4 ,montgomery4 ---------------------------------------- -------------------------------- ,,obedience ,obedience is a subject of paramount interest in the minds of administrators4 ,they seek for hearty1 sympathetic1 genuine loyalty to those in authority1 for this constitutes the greatest safeguard against failure as a teacher4 ,although obedience is but rarely alluded to in the best schools1 its very perfection is the explanation of this silence4 ,nor is its value less because of the high standard of conduct in such a school4 #a4 ,,obedience ,,in ,,relation ,,to ,,school ,,efficiency ,discipline and effective instruction in school are based upon obedience4 ,disobedience1 then1 is the teacher's most serious problem4 ,the school is an especially organized community4 ,it has its internal interests2 its chief aim to be attained2 its regular head and a variety of relations between teacher and all who attend1 patronize or support the school4 ,school obedience is nothing more nor less than the continuous act of fitting one's self as a pupil into a social machine4 ,a pupil who is disobedient at every point can not be a pupil in fact4 ,in proportion as a child is disloyal to the school1 he cuts himself off from connection with it4 ,in the school community1 adults are appointed to lead4 ,the state1 town1 school district appear before the child and say1 8,this way40 ,the school board stands as an agent of the district or town1 and actively supervises the school4 ,the superintendent and teacher make specific the plans that have been broadly laid down by the state and school board4 ,now a child has all of these individuals and bodies politic to heed if he enters school4 ,he places himself in their hands4 ,when he enrolls he pledges conformity to the plans established for the control of the school4 ,consequently disobedience is rebellion and anarchy4 ,obedience is quite as essential in a good school as in an effective army on a military campaign4 ,every child is a citizen in the making4 ,a citizen must live and toil in harness with his fellows4 8,teamwork0 is a necessity now more than ever before in human history4 ,the home and the school are the finest training-grounds for developing skill in team-work4 ,obedience is the essence of such coperation4 ,the smooth running of the school machine conserves time for effective instruction4 ,loose government wastes effort1 is destructive to mental training1 and hence a fatal obstruction to school efficiency4 ,every disaster in school management is more or less of a lesson in immorality1 whereas training in good morals is the duty of the teacher4 ,a good disciplinarian can1 of course1 turn these occasional errors in school government into educative experiences1 but the fewer they are the more advantageously can the moral education of the pupils in school be accomplished4 #b4 ,,obedience ,,in ,,relation ,,to ,,character ,,building ,the law of obedience is the only fundamental formal law of character building we know4 ,without yielding to some will other than our own we can not become greater than our immature selves4 ,disobedience is the pupil's most serious offense against himself4 ,perhaps it rarely needs to be said that until a pupil has learned at home or at school the art of submitting his conduct to the direction of another1 he has no sure proof that he1 himself1 can guide his own career4 ,every person needs1 at some point1 to learn the lesson of self-direction4 ,as a rule1 this lesson is never learned except by social contact4 ,only he who has found out how to work as a member of a group of people has discovered the art of self-control4 ,as a matter of fact1 every one is unsocial until by training he becomes a social being4 ,the school has for one of its essential duties1 this task of reorganizing the individual life so that the unsocial person attains adequate adjustment in association with his fellows4 ,the core of this problem1 therefore1 is how to accept gracefully and heartily the course of action laid down by another person4 ,the community has a will on a large number of points4 ,unless the individual discovers and heeds this will1 he must oftentimes run contrary to established customs and laws4 ,furthermore1 if an immature person hopes to profit from the experience of the past1 he must show 8docility40 ,that is to say1 he must be willing actually to change his way of acting because he finds that certain forms of conduct do not turn out well4 ,he must obey the 8commands0 that arise from human experience4 ,in the process of yielding up his own will to the will of society1 the child acquires the power to compel himself to obey his own commands4 ,the ideals of conduct which he develops at home or school or elsewhere1 will attain the force of commands and enable him to subject his impulses1 aspirations and hopes to the domination of his noblest ideals4 ,we may point out1 therefore1 with certainty1 that obedience is the law of life4 ,everyone may well be concerned that little children and older ones as well discover this fact4 #c4 ,,the ,,essential ,,nature ,,of ,,disobedience 7#a7 ,instinctive factors4 ,in searching among the instinctive elements of human nature for the chief inner stimulus to disobedience we are led to that group which is designated by such terms as self-preservative1 individualistic or egoistic4 ,both obedience and disobedience seem to be expressions of the same basal incitements4 ,in the lower stages of existence the free will of savage and child meets with circumstances in which it must yield to an external plan of action if life is to be preserved or self-gratification secured4 ,obedience is the price paid for life and for the luxury of being satisfied4 ,in the case of disobedience the same stimuli operate2 the proposed course of action appears hostile to the interests of the self and the person rebels4 ,the gratification of the countless desires1 tastes1 expectations1 choices1 hopes1 rights1 etc41 that the human person constantly carries with him occupy the forefront of attention always4 ,disobedience is nothing more nor less than a decision that some one or more of these egoistic demands is being carelessly or ruthlessly dealt with and that the person is going to seek gratification in another direction4 7#b7 ,the element of choice4 ,we can analyze the disobedient state of mind1 at least to some extent4 ,the first factor that we meet is choice4 ,choice enters into disobedience in two forms3 first1 the choice between courses of action1 between ideals4 ,the teacher proposes one line of action4 ,this suggests other alternatives2 a choice is necessary4 ,second1 there must be choice between yielding to the teacher and resisting his command4 ,the obedient child is hardly aware of this distinction as such4 ,a disobedient pupil may readily agree that a proposed action is wise and opportune1 but his dislike for the teacher appears in a decision not to heed the command4 ,strictly speaking1 this is a partial obedience1 in that the child consents to the wisdom and worth of the course of action1 although1 for reasons of prejudice1 he refuses to heed the command4 ,the decision not to heed the teacher is the crucial point in disobedience4 ,if unwilling to obey1 the pupil weighs the gains and losses and decides to disobey the teacher4 ,usually there is no very great gain to be had when this sort of action follows4 ,more than likely there is personal prejudice1 false pride1 or some similar cause for the refusal to obey4 ,at times1 to be sure1 the disobedient pupil believes that he can not in reality trust his teacher4 ,confidence in the teacher is impaired or entirely lacking4 ,disobedience must follow in many cases where such is the state of a pupil's mind4 7#c7 ,confidence4 ,confidence underlies all loyal obedience4 ,confidence is faith in the person who proposes the action1 a conviction that when he himself acts1 he will satisfy in a large degree1 the expectations of the one who obeys4 ,a pupil always sets up certain standards by which he measures a teacher4 ,if a teacher gives ground for the anticipation that his acts will conform to these standards1 he has won his pupil's confidence4 ,the chief modes of winning the confidence of pupils may be briefly stated3 first1 by the teacher's loyalty to his own principles of conduct2 second1 by revealing an identity between these principles and those accepted by the school community and the pupil2 third1 by setting before pupils courses of action which are seen to be primarily developments of pupils' own ideals4 ,even kindergartners who do not secure obedience based on confidence1 fail4 ,some members of the circle of children may have no working ideals of school behavior4 ,these must be taught dogmatically to the child before even mere outward conformity to rule can be secured4 ,if properly taught1 if actually trained1 in the essentials of good order1 the child accepts as his own these necessary ideals1 and thereafter a call to obedience is a demand for the child to do what he himself naturally regards as the best thing to do under the given circumstances4 ,his reasons for deeming this the best thing to do may be few or entirely wanting so far as fundamental grounds are concerned4 ,whether it be suggestion or social impetus1 the love of system1 or whatever it is that gives this ideal value in the mind of the child1 we need not try to comprehend4 ,the only point is that the obedience that belongs to good character is a willingness to do what the pupil regards as right under the leadership of another person4 ,these ideals in the child's mind that are reproduced in the commands of the teacher may be simple1 perhaps mere images of muscular activity2 nevertheless1 they are the forecast of an activity which later develops into complex concepts that cover worlds of thought4 #d4 ,,stages ,,in ,,the ,,development ,,of ,,obedience ,as a further preparation for the most fruitful study of the 8cases0 in disobedience we must examine the several stages and types of obedience4 ,obedience may occur in two forms3 first1 formal obedience in which the will is not heartily enlisted in the act4 ,oftentimes there is positive rebellion1 opposition of will to the command given4 ,second1 intelligent1 loyal obedience1 in which the child yields the inner consent when he outwardly conforms to the teacher's instruction4 ,with this loyalty there may be1 indeed1 many counter attractions which occur to the child's mind and cause him to hesitate1 in a way1 or to meditate over the gains and losses involved in his proposed course of action4 ,he balances these possible ways of acting1 but conscience speaks up and he yields obedience despite a lingering regret4 ,as he reflects more and more1 he finds increasing satisfaction in having followed the commands given to him4 7#a7 ,formal obedience4 ,the intellectual factor varies greatly in different circumstances4 8,blind obedience10 loyal conformity to commands with no comprehension of the reasons for so acting1 is a valuable asset4 ,it seems needful in many cases in the life of young children to require conformity to unexplained commands4 ,says ,g4 ,stanley ,hall1 8,about the only duty of young children is implicit obedience10 yet ,kate ,douglas ,wiggin is right when she says1 8,blind obedience to authority is not in itself moral4 ,it is necessary in order that we may save children from dangers of which they know nothing4 ,it is valuable also as a habit40 ,this unthinking acquiescence to the will of another is neither moral nor immoral2 it is unmoral4 ,it is a safety device for the young which precedes the development of judgment1 as habit-forming precedes the making of moral choices4 ,as a child advances toward maturity he comes more and more to discover the reason why certain commands are laid upon him4 ,formal obedience is peculiarly likely to occur in younger children who for lack of experience can give small consideration to the reasons that underlie prudent action4 ,they gradually shift from one type of obedience to the other as they learn the grounds for the customary ways of doing things4 ,the habit of obedience need not be fundamentally changed by this discovery of reasons4 ,children may well be expected to obey because they have confidence in a superior4 ,whatever groundwork of reason may be desired and granted will be a reinforcement of the impetus to obey2 yet confidence must always be the ground of the obedience we aim to secure4 ,montessori finds that there are three periods in the development of obedience in young children4 ,in the first period1 there is spiritual disorder2 the child seems to be physically deaf1 unable to hear commands4 ,in the second stage1 the child understands the command and seems to anticipate pleasure in realizing it2 but there is a palsy of will3 he acts tardily and with dissatisfaction4 ,in the third stage1 he obeys instantly1 with pleasure and enthusiasm4 ,as he acquires skill1 he takes pride in his new achievement4 ,he will readily learn to leave absorbing interests in order to obey4 ,implicit obedience is to be required of children1 even after they have attained the power of fully comprehending requirements laid upon them4 ,there are often occasions in which time for explanation is insufficient4 ,if the child develops the habit of always insisting upon an explanation simply because he can not understand it1 teachers and parents will find themselves seriously handicapped4 ,even adults find it necessary to give instant and unexplained obedience when emergency calls reach them4 ,again1 explanations1 though incomprehensible1 are sometimes embarrassing1 owing to the presence of other people or of circumstances in some involved situation4 ,explanation1 in such cases1 must be avoided1 and the pupil at once heed the request4 ,as in the case of the youngest child1 so a mature person occasionally finds himself in a situation where a crisis demands obedience without an instant's delay4 7#b7 ,intelligent obedience4 ,in what we term intelligent obedience1 there is a fair understanding of why the act is required4 ,for the most part1 the commands of teachers are well understood by children in the public school4 ,it takes but a short time to interpret the general significance of school requirements4 ,in the world at large1 as1 for example1 in manufactories1 stores1 mines and the like1 the commands of superiors1 in nearly every instance1 carry with them a large degree of broad significance4 ,without a doubt1 a careful teacher discloses very generally the reasons why a specific course of action is recommended and required4 ,such procedure is a recognition of the mental powers of the pupils4 ,they are treated as intelligent human beings when reasons for commands are offered4 ,the teacher hopes to train pupils to use their power of free choice intelligently4 ,this is done by revealing the grounds for proper conduct and securing the inner consent of the pupil's intelligence to natural commands4 ,the presentation of reasons for a command also appeals to the good-will of the pupil4 ,he presumes that his conduct is not always determined by authority1 but that he is expected to act on grounds of his own loyalty and good-will4 ,as a consequence1 intelligent obedience normally results in an excellent comradeship between pupil and teacher4 ,it begets a mutual understanding4 ,it is a preventive of misconceptions and complaints by the pupil4 ,clearly enough1 intelligent obedience is the mainstay in school discipline4 ,the school1 as a whole1 is entitled to know very many reasons why the customs and procedures laid down by principal and teacher have been adopted4 ,to be sure1 the giving of explanations to public school pupils will be determined partially by the grade and circumstances in which each pupil is found4 ,willing obedience establishes a basis for any amount of moral instruction that a teacher may desire to give4 ,the moral influence of the school wavers when uncontrolled1 and the corresponding obedience falters4 ,after willing obedience has become a school tradition1 or an individual habit1 the teacher needs no longer to exercise extreme caution as to favorable conditions under which he may give commands for new activities4 ,he has established a general confidence4 ,he is supposed to be trustworthy in large and small matters1 and he may take great liberties in leading his pupils into new courses of action4 ,it is difficult for a teacher to believe that this high type of obedience can really be secured4 ,the occasional tilts with rebellious pupils tend to cause him to adopt a method based upon blunt authority1 and to apply this method far too often4 ,confidence in human nature1 we may say then1 has been shattered largely through applying to the majority a method of treatment which has been provoked and deserved by only a small minority4 ,the teacher is too close to the details of critical cases of discipline to see the whole situation in its true perspective4 ,in other instances the teacher has an inordinate eagerness to use authority4 ,young teachers often enter the schoolhouse vowing vengeance on disobedient pupils4 ,for such teachers to be over-severe is far too easy4 ,they need to take a second look at the situation before them1 instead of rushing in with heavy artillery4 8,a man who would regulate his watch with a crowbar would be considered an ass1 but a person who thinks a child of delicate and nervous organization can be made bold by bullying is no better40 ,all pupils are 8delicate and nervous0 in respect to some matters1 at least4 ,even the roughest and crudest backwoods giant has a tender spot around which the ennoblement of character can be developed2 if this point of vantage is lost1 all hope of 8saving0 the boy's better nature is gone4 #e4 ,,factors ,,that ,,make ,,for ,,obedience ,the teacher takes up his work in a community where already many ideas1 customs and standards of conduct are fully developed4 ,he has much in his favor when entering upon his duty in the schoolroom4 7#a7 ,the public expects obedience4 ,the general supposition is that the teacher is going to demand obedience4 ,the community1 the school authority1 the parents and the teacher all anticipate that school obedience will be required4 ,in many cases this is the chief virtue of a schoolmaster4 ,his success is determined in the popular mind by the efficiency of his control in the schoolroom4 ,this1 all taken together1 is a powerful force operating already in the direction of good conduct4 ,everybody's mind is set1 in a large degree1 in favor of loyalty to the school4 7#b7 ,pupils expect to obey4 ,nevertheless1 the most important fact is that the pupil himself expects to obey4 ,he may be watching for an opportunity to disobey in some particular1 but such a pupil plans1 on the whole1 to heed his teacher's requests4 8,we need only reflect that this obedience which we treat so lightly1 occurs later1 as a natural tendency in older children1 and then as an instinct in the adult to realize that it springs spontaneously into being1 and that it is one of the strongest instincts of humanity40#a ,footnote #a3 ,doctor ,montessori1 ,the ,montessori ,method1 p4 #cfc4 ,stokes4 ,to be sure the child's mind is often divided in a bewildering manner1 when choosing alternative courses of action4 ,incentives1 motives1 tastes1 longings1 impel the pupil in many opposing directions4 ,education has for one of its prominent functions1 the training of a child so that he may inhibit some tendencies and nourish others into action4 ,a good teacher prunes and prods2 he culls out and represses2 he approves and disapproves 7or ignores7 what will make good character on the one hand1 or will mar a soul on the other4 ,this is the method of all great educators4 ,the outcome is the unification of personality2 that is the organization of all the elements of conduct into a system4 ,perfection of character is the crowning achievement in such a program4 ,for one whose character is correctly formed1 obedience is a mere name1 for a perfect character acts nobly always2 the presence of another's will wisely directing him adds no stimulus to his1 because there is no resistance to ideals which are already sanctioned in his own soul4 ,however1 the teacher is dealing almost exclusively with unformed character4 ,the child needs support to be enabled to do the thing he knows ought to be done4 ,speaking of a former teacher a pupil said1 8,she was not a good teacher1 she let us do whatever we pleased40 ,this statement shows that the child recognized in his own mind two planes of desirable action1 the lower plane of 8what he pleases0 and the higher plane of what he ought in justice to do4 ,the story shows furthermore that the child rightly expects the teacher to hold him to the higher plane4 ,dr4 ,de,mott in his lecture on 8,the ,harp of the ,senses0 says the boy was right who blamed his mother because she did not call from the window when she saw he was about to choose a wrong course of action4 ,even adults need help to do what they regard as their best4 ,we easily understand the soldier boy who wrote from the ,mexican border1 8,a fellow needs the thought of home ties to keep him straight40 ,who has not understandingly read1 8,for the good which ,i would ,i do not2 but the evil which ,i would not1 that ,i practice80 ,pupils expect1 therefore1 that teachers will render them substantial assistance by training them to obey4 ,they sense the presence of disorder and weak-will in a teacher's character1 and scorn any substitutes for a wholesome control of the school machine4 ,this fact constitutes a basis in the nature of the child upon which to build1 from the first moment of contact with him1 a stable ground-work of loyalty4 ,with these conditions in favor of good government1 and obedience in particular1 no teacher is predestined to fail when he demands obedient conduct4 #f4 ,,causes ,,of ,,disobedience ,any precise generalization covering all the causal factors that enter into a disobedient attitude is of course impossible4 ,certain factors obvious to all people and others discovered by careful observations embrace only a fragment of the facts and yet they are worth careful scrutiny4 7#a7 ,causes within the child4 ,as already noted the fundamental cause of disobedience in the child is a vague perception1 a suspicion or a conviction that some of his interests are jeopardized by a proposed course of action4 ,selfish interests are ready to speak up and dictate to him what to do and what not to do4 ,lack of inhibitory habits often permits a quick expression of the impulse to take good care of their egoistic rights and interests4 ,the ordinary observer is prone to affirm that the chief causes for disobedience are to be found in the child himself4 ,it is easy to make a long list of conditions which provoke him to disobey4 ,among these we may mention the following3 poor health1 bad habits1 natural stubbornness1 which is independence of spirit uncontrolled1 mental dullness1 eagerness for action1 delight in pleasure1 desires for popular esteem1 perverted ideas of duty and the like4 ,beneath all these conditions the great irrepressive incitement is the eagerness of the self to satisfy the natural cravings that the inherited constitution continually develops4 7#b7 ,provocation by parents4 ,school administrators find it impracticable to attempt accurately to survey home conditions in the majority of cases1 but many reports that filter into school through children reveal fairly well the circumstances at home which make obedience in school extremely difficult4 ,a genuine lover of children will make every effort to discern instigation to disobedience4 ,parents may take what seems to be at the time the easiest course3 namely1 to let the child do whatever he chooses1 or the mother may not have the time and strength to insist that a child obey4 ,many parents sincerely desire to govern their children properly1 but are ignorant as to how they may accomplish it4 ,oftentimes children disobey as a means to attract attention to themselves2 only in such a way do they receive consideration in the home4 ,they have found it highly entertaining to be the center of a furor when they have been 8naughty40 ,parents have not learned to use the many forms of approval to satisfy the call of the child for notoriety4 7#c7 ,causes in the teacher's mismanagement4 ,the teacher's mismanagement must be named in enumerating the causes of disobedience4 ,here1 perhaps1 a 8challenge0 is the chief incitement to the child of the choice of obedience or disobedience1 daring him to choose the latter4 ,some foolish imp at times provokes teachers to lay before pupils very clearly what are the alternatives between which they must choose4 ,it may go so far that the teacher says in so many words1 8,i dare you to break the rule40 ,this is an outspoken challenge and incites all well-made characters either to indignation or to actual rebellion4 ,the implied challenge appears in an aggravating espionage1 watching from the corner of the eye1 too frequently questioning or checking up and snappish manners generally in enforcing obedience4 ,the challenge may appear in the arrangement of circumstances1 so that obedience is difficult1 as when the teacher leaves the room with an exhortation to maintain good order during his absence4 ,every cautious teacher adopts the following resolution1 8,i will never1 by word or deed1 plan or project1 purposely make it easier for a pupil to disobey than to obey40 ,the second great fault in the teacher is blindness to actual conditions4 ,there are several forms of ignorance that may be cited4 ,the teacher or principal may not know that a whole body of pupils is prejudiced against him1 or ridicules him or is waiting to precipitate a collision2 that he is arousing community prejudice2 that he has let slip clear evidence of disobedience2 that he accuses the wrong child2 that his fellow teachers despise him2 that his manners are ridiculous and weaken his influence4 ,this disregard of facts may be due to lack of native insight1 heedlessness of daily experiences1 lack of social training or an exaggerated sense of self-sufficiency4 ,each teacher must find his own cure4 ,the careful assimilation of the instructions given herein should effect a change in many a failing teacher4 ,again1 teachers usually fail to secure obedience if they themselves refuse to submit to authority4 ,it is difficult1 sometimes1 for a person of strong will1 well developed talents1 and perhaps mature years1 to yield cheerful submission to the requirements of his superiors in the school system2 but the greater the personality1 the more evident is the power of self-control and the consequent skill in so ordering one's behavior as to fit properly into the school mechanism4 ,sad to say1 there are some teachers who are entirely out of place in the schoolroom4 ,neither by natural endowment nor technical preparation have they any equipment that suffices for the duties they have assumed4 ,school life is to them abnormal4 ,they do not sense the fine adjustments of pupil and teacher4 ,they can not profit from experience as managers1 or as directors of social activities4 ,they blunder and stumble and fail4 ,perhaps for them the best hope is that they may soon discover their mistake in attempting to teach4 7#d7 ,community conditions favoring disobedience4 ,often a teacher finds that the standards of action endorsed by the school community are such as to make his work as a disciplinarian extraordinarily difficult4 ,the neighborhood heroes are those who have had long careers as bullies4 ,conditions of frontier life when rowdyism was the avenue to popular esteem still may dominate public opinion4 ,there may be a general scorn of education and the teacher is placed upon the defensive from the very start4 ,very frequently religious and racial prejudices at once appear when the teacher becomes a little known4 ,circumstances of this sort require a broad knowledge of human nature and an ever resourceful tact on the part of the teacher4 ,if he is a man of wide sympathies and considerable information1 he will easily find a starting-point for a campaign of reform4 ,a cautious foresight will suggest to him that the leaders of the community be enlisted as sympathetic patrons of the school1 and as his own personal friends4 ,he frequently associates with the people of the community in church and social affairs1 and becomes familiar with the public enterprises of the community4 ,as rapidly as possible1 he makes himself a well-known exponent of the best sentiment found in the neighborhood4 ,by thus identifying himself with the most progressive elements in the community1 he leads by following1 and enrolls among his firm friends those who might have become enemies4 ,the theory of obedience herein expounded is based essentially on comradeship between pupil and teacher4 ,a good teacher and a typical public school pupil can easily find common ground and discover a satisfactory basis of coperation4 ,the teacher must lead1 the pupil will follow4 ,under proper conditions obedience comes as a matter of course4 ,when perplexities arise1 specific counsel is needed1 but the aim of every good disciplinarian is to cultivate the soil in such a manner that only the good fruit of loyal obedience will appear at the harvest4 ,in discussing the particular instances presented in the following cases1 the purpose is to guide the teacher so as to forestall acts of disobedience as far as possible4 ,with this1 however1 are numerous suggestions as to the best methods of dealing with pupils when they actually refuse to obey4 ---------------------------------------- -------------------------------- ,,division ,,iii ------- ,,concrete ,,cases ,,on ,,obedience ,let thy child's first lesson be obedience1 and the second will be what thou wilt4 --,benjamin ,franklin4 ---------------------------------------- -------------------------------- ,,obedience ,i4 ,,first ,,and ,,second ,,grades #a4 ,wilful ,disobedience ,children in the first and second years will be willfully disobedient only when they have not learned obedience at home4 ,children come to school ready-made4 ,their habits and ideals have been developed at home or upon the street4 ,many of these are entirely contrary to school standards1 and moreover1 are disapproved by common conscience4 ,parents are often quite unable to comprehend the necessity for strict conformity to a teacher's plans of instruction1 or to the general rules for good school procedure4 ,often this is due to the fact that the parents have never taught the child the value of good order and obedience4 ,the child rather has learned the many different ways in which he may evade his parents' wishes4 ,so he starts to school accustomed to disobey commands1 as in the following instance4 ,,case #a ,the teacher1 speaking from a distance1 said1 ,sidenote3 ,scattered ,paper 8,helen1 pick up the paper that is under your desk40 ,helen paid no heed to the command4 ,the teacher repeated her order1 8,helen1 pick up that paper40 ,still no response4 ,then said the teacher in a threatening voice1 8,helen1 are you going to pick up that paper80 ,all eyes were now turned toward ,helen4 ,here was an opportunity for notoriety4 8,no1 ,i don't want to40 ,the teacher now walked back to ,helen2 taking her by the shoulder she pushed the girl toward the paper4 ,helen resisted4 ,the teacher then gave her two or three vigorous shakes and said in an angry tone1 8,pick up that paper60 ,helen complied1 but the instant the teacher's back was turned she made a wry face at her4 ,during the recitation which immediately followed1 ,helen's answers were short and scornful4 ,the children all gave more attention to observing the relation between ,helen and the teacher than they did to the subject in hand4 ,the teacher was at a disadvantage for two reasons3 first1 she was not near the child2 second1 she recalled home experiences by using a form of request ,helen had heard at home and disobeyed scores of times1 8,pick up10 etc4 ,helen's refusal attracted the attention of the other children to herself and like most children ,helen liked to be noticed4 ,her final attitude toward the teacher paved the way for a repetition of the offense1 with its promise of further notoriety as a reward4 ,how would you have managed ,helen had she been in your own school8 ,we suggest the following treatment for the next similar case that occurs4 ,,constructive ,,treatment ,walk quietly back toward ,helen's desk4 ,in a spirit of comradeship1 make comments to several children about their work on the way to ,helen4 ,pause near ,helen and show your friendliness by smilingly commending her work4 ,then center your attention upon the paper and putting out your hand1 say to her so quietly that no one else hears1 8,kindly hand me that paper40 ,expect her to do so4 ,there is little doubt but that she will hand you the paper with a smile4 ,if she does not do so1 tell her quietly that you will talk with her another time and rest the case there for the present4 ,on your way back to your desk speak to one or two other children kindly about their work4 ,make ,helen your special study4 ,see how she responds to the requests of other children at play4 ,for some days be perfectly sure that your commands deal chiefly with acts which she wants to perform4 ,for example1 8,helen1 collect the pencils40 8,helen1 tell which story you like best40 8,helen1 show ,johnnie what page the lesson is on10 etc4 ,build up in her mind the fact that you are always her friend4 ,before many days have gone by she will obey any command you make4 ,,comments ,addressing other children before and after speaking individually to ,helen makes less of an event of your interview with her4 ,this will avoid kindling her feelings of self-consciousness and gratification at being a topic of general attention4 ,it also shows that you are not greatly disturbed by her attitude4 ,nearness and friendliness envelop the interviews in the right atmosphere4 ,by centering attention upon the paper1 the child will see that you are not testing her suspiciously as to obedience4 ,you simply want the paper4 ,by taking special note of ,helen's behavior you can use various ways of showing her your real attitude toward her1 which is1 of course1 that of comradeship and helpfulness4 ,if ,helen senses any antagonism in her teacher1 the breach will widen and obedience will be rendered the more difficult4 ,helen may need help to see that her own will can not be safely urged against that of society as represented by pupils and teacher4 ,she may be led to comprehend this matter if you carefully show her how the other pupils fall in with school ways of doing things4 ,how a tactful person may avoid a clash like that between ,helen and her teacher1 may be shown by the following story4 ,,illustration ,sidenote3 ,dealing with a ,ringleader ,some years ago a former teacher of experience1 ,mrs4 ,j41 was asked to substitute for a day in the second grade of a city school4 ,she keenly studied her pupils as they gathered in the room before school opened4 ,among them was a boy two feet taller than the rest1 poorly dressed1 dirty and rude even to viciousness1 as he dealt with other boys4 ,he heeded nobody's request4 ,mrs4 ,j4 marked him as a typically disobedient boy4 ,she went to him before the first bell rang and asked him in a very deferential way to lower the shades in the room to just the length which he thought would be best4 ,as soon as school came to order she asked him what desk books would be used the first session4 ,when the class was called for recitation she found something to commend in his work while approving that done by other pupils4 ,she treated him as deferentially as if he were as tractable as any one else and indeed he proved to be so4 ,he studied hard all day4 ,he spent the last intermission telling her of home difficulties4 ,as she bade the children goodbye at the close of school he said1 8,i wish you'd teach again tomorrow40 ,a spirit of comradeship had changed the disobedient boy into a real friend4 #b4 ,disobedience ,due to ,commands ,unintelligibly ,stated ,a failure to obey a command may be wholly due to the child's inability to understand just what is required of him4 ,this is not really a case of disobedience at all4 ,it only seems to be such4 ,since some teachers do not distinguish between willful disobedience and any unintentional failure to comply with a request1 the following cases are treated under the caption of disobedience4 ,,case #b ,sidenote3 ,penmanship ,the subject of the day's lesson was penmanship4 ,the teacher said1 8,fill the sheet of paper on your desk with ovals4 ,leave a margin at both edges40 ,the papers were collected and three out of twelve had no margins4 ,three children had not yet learned what 8margin0 meant4 ,,constructive ,,treatment ,before using a command in which the word 8margin0 is used1 test the dullest of the class by pointing to the margin in a book and asking what this unused space is called4 ,,comments ,habitual slighting of commands on the part of pupils1 even though there is a valid reason for it1 has a tendency to make positive willful disobedience easier4 ,the removal of all cause of misunderstanding is therefore important from a disciplinary point of view1 as well as for the sake of the instruction itself4 ,that such cause of misunderstanding may be removed by the teacher who is sufficiently thorough and painstaking in preparing the way for the understanding of a new lesson1 is indicated below4 ,,illustration ,sidenote3 ,busy ,work ,for busy work1 a teacher drew circles and divided each circle into fourths4 ,one fourth was left white1 one colored red1 one blue and one yellow4 ,to prepare for this exercise she drew a similar circle the day before giving this work1 and explained what 8one fourth0 meant4 ,just preceding the exercise she tested the class by use of colored papers to be sure that each child knew the colors3 red1 yellow and blue4 ,she gave her commands very definitely and clearly4 ,the result was a set of papers1 on no one of which had a serious mistake been made4 ,every such satisfactory result in obedience strengthens the bond between pupil and teacher4 #c4 ,disobedience ,due to ,inattention ,time spent in waiting to be sure every one can give his entire attention to class instruction is never wasted4 ,,case #c ,while ,arthur was collecting the drawing papers the teacher said1 ,sidenote3 ,getting ,attention 8,open your ,reader at the story we read this morning40 ,five out of fourteen failed to obey this command4 ,attention was divided between ,arthur and the teacher4 ,some had forgotten what was read that morning4 ,the children looked at each other for the desired information4 ,both teacher and pupils expected delay4 ,a better method to pursue hereafter would be the following4 ,,constructive ,,treatment ,when all are in their seats1 say quietly1 8,take your ,readers40 ,when every one has his book in hand give the page at which it is to be opened1 or if the children do not yet read the numbers1 turn the open book face toward them and say1 8,find this page40 ,commend those who find it quickly and noiselessly4 ,,comments ,habitual repetition of commands cultivates inattention4 ,instruction given in small sections seems to urge immediate attention4 ,if no second command is given until all have obeyed the first one1 the laggards will find the prompt pupils arrayed against them and they will try to dispatch their own work more quickly4 ,,illustration ,sidenote3 ,folding ,papers ,the superintendent of a village school often brought visitors to the primary room and asked the teacher to have the children fold papers4 ,the pupils had been taught to fold their arms after each step of work had been taken4 ,when all arms were folded1 a new command was given4 ,these commands were given in a low tone of voice and it required only a very little effort to obey each one4 ,the directions were something like this1 8,lay your paper on the desk before you40 8,take the edge next to you and fold it to the edge farthest from you40 8,open the paper10 etc4 ,the teacher waited every time until the pupils all sat with folded arms before the next command was given4 ,this work was enjoyed by all1 largely because each command was so clearly stated that it was easy to obey4 ,there was no room for inattention4 ,,ii4 ,,third ,,and ,,fourth ,,grades #a4 ,disobedience ,due to ,seemingly ,impossible ,commands ,more and more frequently it is being discovered by teachers that what1 on the face of it1 looked like down-right obstinacy or disobedience really had behind it some physical or physiological handicap4 ,manifestly it is the teacher's duty to try to discover that handicap in each individual pupil before administering a sharp reproof4 ,,case #d ,sidenote3 ,slouching ,miss ,snow's experience will be of interest to teachers in the third and fourth grades4 ,one morning ,miss ,snow said1 8,fill one page with this exercise in writing4 ,put both feet on the floor4 ,sit up straight and hold your pen correctly40 ,james began his exercise but slouched over his work4 ,miss ,snow saw him and called out1 8,james1 sit up straight40 ,he sat up1 but stopped writing4 ,a sullen look came over his face4 ,miss ,snow said1 8,james1 you will get no recess until this writing is finished40 ,he sneered and stopped writing altogether4 ,when the other children stood to pass out to recess1 ,james stood with them1 and marched with them half way to the door before ,miss ,snow remembered her command4 ,she then went to him1 took him by the hand and none too gently led him to his seat saying1 8,do that writing before you leave this room40 ,after the other children had all passed out1 he took up the pen and bending over his work wrote the page and sullenly handed it in three minutes before the recess was ended4 ,he was listless and inattentive throughout the next session4 ,,constructive ,,treatment ,use the method of approval4 ,stand near the laggard4 ,encourage him with happy remarks about what he has already done soon after he begins4 ,give him the benefit of your support throughout his work4 ,if he slouches over his work1 find the cause before trying to remedy the result4 ,at the next intermission determine whether or not his desk is the correct height for him4 ,let another pupil his size see if it seems right4 ,give ,james a simple test to find out whether he can see his writing when sitting straight4 ,if holding the pen bothers him1 use the ,montessori method for establishing its correct manipulation4 ,,comments ,approval of what he does shows the child your attitude toward him4 ,it helps to establish the friendship necessary between teacher and pupil in order that the best work be made possible4 ,miss ,snow made her pupil pay too high a price for the written work4 ,it is deplorable to try to remedy a difficulty before its cause is understood4 ,,illustration ,sidenote3 ,adenoids ,webbie sat with mouth open and tongue on under lip almost constantly4 ,he never instantly obeyed commands1 but watched other children and followed their lead4 ,work tired him too quickly4 ,his teacher1 ,miss ,smith1 found her commands for him to close his mouth heeded for half a minute only4 ,her request1 8,webbie1 be ready to begin work10 was obeyed1 but as soon as class instruction began1 in a panic he watched other children and seemed to take his cue for work from them4 ,miss ,smith tested his hearing by standing behind him at recess time and quietly speaking to him4 ,she found his hearing to be very defective4 ,she decided by experiment on the playground that he could scarcely breathe with his mouth closed4 ,his parents were tactfully consulted and following the advice of their family physician1 they had his adenoids removed4 ,his hearing improved so that he heard and obeyed the teacher's instructions4 #b4 ,disobedience ,occasioned by the ,teacher's ,suspicious ,attitudes ,a suspicious attitude on the part of the teacher as to whether or not her commands are going to be obeyed weakens her control4 ,,case #e ,miss ,kuhn saw that ,ella was slyly eating during school time4 ,she said1 ,sidenote3 ,eating 8,ella1 stop eating in school40 ,several times thereafter ,miss ,kuhn peered round her desk at ,ella as if expecting to find her still eating4 ,when her attention was called to the blackboard and her back was turned toward the children1 several times she turned suddenly and looked at ,ella4 ,she was rewarded for her vigilance by finally seeing ,ella chewing4 ,miss ,kuhn seemed to congratulate herself on her keenness by remarking1 8,ella1 didn't ,i tell you to stop eating8 ,i can tell what is going on even if my back is turned4 ,you may stay in at recess40 ,,constructive ,,treatment ,we would advise you in such a case to speak to ,ella when no one else can hear1 at recess or before or after school4 ,tell her you do not blame her for being tempted to eat1 but that it is better not to eat during school time4 ,smilingly tell her that you sometimes become so hungry that you can hardly wait until meal-time4 8,what would you think of me if ,i walked about the room eating an apple or a piece of pie80 ,select some item on the matter of eating that you know ,ella will consent to and ask for her compliance at that point4 ,it might be this1 8,if ,i find a better place to hang your lunch basket would you like to use it80 ,having shared with ,ella her concern on the care of her lunch1 you can offer suggestions that will lead her away from the practice of eating in school4 ,find out if she is willing to coperate with you in correcting the habit4 ,as soon as this state of mind is apparent1 if the circumstances are favorable1 in a kindly mood tell her that you will take care of her lunch for her until recess so as to remove temptation from her4 ,extend your hand and expect her to give you the basket4 ,take care of it daintily for her and return it to her as soon as recess begins4 ,set the example of confidence between teacher and pupil by feeling sure your commands will be carried out4 ,show your confidence by your bodily attitude1 face and voice4 ,,comments ,this method is based upon the efficacy of the two principles of approval and expectancy4 ,your approval is shown by the lack of faultfinding4 ,you put yourself in a right attitude of comradeship with ,ella by speaking to her in a kindly way about her misdemeanor4 ,your extended hand when asking for the lunch shows that you expect obedience4 ,friendship is further developed by your care for her property and prompt return of it at recess4 ,children are quick to respond to either confidence or suspicion4 ,,illustration ,sidenote3 ,interruptions ,miss ,hill was called into the hall by a visitor4 ,as she left her schoolroom she gave no command as to what was to be done during her absence4 ,she made no effort to catch the pupils in mischief by thrusting her head in at the door from time to time as some teachers do in like circumstances4 ,when she returned to her room she asked no question as to what had been done during her few minutes of absence4 ,she thus commended those who were quietly working1 8,i am glad to note that the interruption that took me out of the room did not interfere with your work40 #c4 ,disobedience ,due to ,defective ,motor ,functions ,,case #f ,sidenote3 ,awkwardness 8,minnie1 why don't you rise and walk along with the other pupils when ,i call your grade or dismiss the school80 said a third-grade teacher to one of the older girls4 ,ten-year-old ,minnie stood by her teacher embarrassed and silent1 her hands making some mild contortions hardly noticeable to a casual observer4 ,she was not like other children in some ways4 8,this morning every time ,i've called you1 you have come late or waited until ,i have jerked you along4 ,come1 tell me4 ,what's the matter80 ,miss ,jacobs had noted no marked peculiarity in the mental ability of ,minnie4 ,she had been slow in making her grade1 but was not at all the poorest student in her class4 8,come1 now1 let me see you walk off across the floor4 ,can't you walk8 ,what is the matter with you80 ,minnie starts hesitatingly and walks awkwardly for a few steps4 ,she is plainly confused at the close scrutiny of her teacher4 ,she stares at ,miss ,jacobs4 8,you may go now10 said the teacher2 8but you must mind me next time more promptly40 ,in the afternoon ,minnie repeats her dilatory movements4 ,miss ,jacobs at times forces her to a better speed and once remarked1 8,i want you all to notice how lazily ,minnie walks40 ,all eyes are fixed on her1 and with the memory of this painful moment she goes home4 ,,constructive ,,treatment ,in such a case1 abandon all attitudes of hostility toward the child1 including attempts to correct her conduct by calling her attention to her 8misdemeanors40 ,make no mention of them to other pupils4 ,stand near her oftentimes when she is obliged to start across the room2 take her hand with a gentle expectancy and urge her to immediate action4 ,do this unobtrusively4 ,if she delays1 pay little heed to this fact4 ,plan for ,minnie to take active part in romping games4 ,induce several of her schoolmates to take her by the hand and lead her into the games4 ,this is the best remedy available4 ,ascertain if her general health is good4 ,if not1 report to the school physician1 nurse or parents if possible4 ,no radical medical measures will help this case2 use methods of physical education1 good hygiene1 training in muscular activity1 and with these secure freedom from mental discomfort4 ,greet ,minnie often with words of approval4 8,i watched you girls from the window1 ,minnie1 while you were out at play4 ,how pretty it is to see so many little girls enjoying themselves60 8,how hard you have been running2 you are all out of breath60 8,it was such a fine thing for you to come to me so quickly60 8,come here and see what ,i have in my box60 8,here you are2 as fast as a little bird1 aren't you80 ,,comments ,minnie is self-conscious regarding her difference from other children4 ,she needs stimuli to action1 not repressive measures4 ,hostility represses her2 cheerfulness and comradeship incite her to act4 ,all fear must be eliminated4 ,the teacher being often near her will kindle trust and friendship4 ,her powers of imitation are the chief resources for training in free bodily action4 ,focus her attention upon the activities of the others1 rather than upon her own awkwardness4 ,the influence of her playmates will be an almost irresistible suggestion to action of the form desired4 ,the teacher may note circumstances under which she acts promptly and use the information in her management of ,minnie4 ,general health and abundant play activity underlie the whole situation4 ,neither one can succeed without the other4 ,minnie's condition is largely beyond her own voluntary control4 ,she is suffering from under-development of the motor side of her constitution4 ,defects in the lower motor nerve centers are the prime cause of the ailment4 ,a corresponding retardation in the development in the cerebral motor areas has taken place4 ,the child can not image her bodily movements as normal children do4 ,this unbalanced development in the nervous organization has been the chief cause of her low standing mentally4 ,approval will incite complacency1 good cheer1 comradeship1 hope and the like2 these are all strong contributions to good nerve activity4 ,encouragement and gentle stimulation may often be combined4 ,,illustration ,sidenote3 ,slowness ,freddie ,jones came to ,darrtown school from a home in which children received little attention from their parents4 ,naturally ,freddie was somewhat undeveloped physically1 slow and clumsy in all his movements4 8,good morning1 ,freddie10 said his teacher as he came slowly up the steps4 ,miss ,patterson took him by the hand as soon as he was within reach and walked at a smart gait across the floor4 ,freddie would have pulled away1 but the teacher's hand felt so friendly as it clasped his own and her pleasant chatter left no time for him to plan resistance4 8,now run out and play until ,i ring the bell40 ,freddie was willing to go1 but moved with a lazy deliberation4 ,just at that moment a group of noisy players dashed past the door and ,miss ,patterson clasped ,freddie by the hand and fairly rushed him along1 saying1 8,here we go02 and1 8,we'll soon catch up with them40 ,as soon as she had landed ,freddie among the romping children1 she stopped and waving her hand to ,freddie1 gave him another cheering word4 ,when the bell rang ,freddie was the last to form in line4 ,she gently hastened his step and marched beside him1 urging him with her hand to keep the pace4 ,,iii4 ,,fifth ,,and ,,sixth ,,grades #a4 ,disobedience as a ,result of ,parents ,defaming a ,teacher ,often parents are to blame for an attitude of antagonism which their children take against the teacher4 ,a case often found in the fifth or sixth grade is presented4 ,,case #g ,sidenote3 ,sneering ,miss ,sheldon1 a brilliant young teacher1 had1 in her school days1 a rival for school honors in the person of ,mary ,linton4 ,when ,miss ,sheldon began her school in ,district ,no4 #bj1 ,mary ,linton's brother's children were her pupils4 ,the rivalry between the girls was dwelt upon and ,miss ,sheldon's scholarship was adversely criticized by the ,lintons4 ,as a result ,frank ,linton1 a bright boy aged eleven1 began school with the idea of finding fault with ,miss ,sheldon as to scholarly ability4 ,his constant reference to the dictionary when she used a word new to him1 his forever asking her to prove her statements1 etc41 irritated her4 ,the feeling of antagonism grew between them1 until finally ,frank often spoke to her with a sneer4 ,she commanded him to speak respectfully to her4 ,he disobeyed4 ,one recess ,miss ,sheldon said to a grown girl in the school1 8,cut me some switches from the willows out there and leave them on the front porch by the door4 ,i am going to whip ,frank ,linton after recess40 ,the girl1 a friend of ,miss ,sheldon1 did as commanded4 ,soon after recess ,frank used his customary sneering tone in answer to ,miss ,sheldon4 ,she went to his seat near the back of the room1 jerked him to his feet1 and started with him to the door4 ,the hate in his face was so marked as almost to distort his features4 ,he clung with hands and feet to every desk he passed1 while she1 with great effort1 loosened his hold upon one seat after another and steadily but slowly dragged him to the door4 ,when there1 she literally used up the switches on him4 ,he cried from vexation rather than from pain1 and was sullen for the remainder of the day4 ,no marked change in ,frank's behavior followed this punishment4 ,the feud between ,frank and ,miss ,sheldon lasted until school closed4 ,the bright1 happy boy was in her presence a sullen little rebel4 ,,constructive ,,treatment ,do not visit upon a child the misdemeanor of his elders4 ,if you have reason to believe that a child's parents talk against you1 visit them with a determination to show them that you have their child's best welfare at heart4 ,show them that you understand him by pointing out wherein he excels1 and where you hope to strengthen him4 ,be sure that they see your attitude of genuine friendliness4 ,never attempt by force to make a child show friendliness to you4 ,,comments ,the trouble originated with the attitude of the parents toward ,miss ,sheldon1 therefore the first step in correction is to make the parents her friends4 ,it is really teaching a child to act a lie if you compel him by force to treat you with kindness when he does not regard you as a friend4 ,your business is to establish the proper relation between yourself and your pupil4 ,forcing a semblance of right will never create the reality4 ,,illustration ,sidenote3 ,backwardness ,let us take an illustration from a case just as it actually happened4 ,will ,taylor was sixteen years old4 ,he was physically perfect1 yet scarcely able to do work in the fourth grade although actually in the sixth4 ,his father enjoyed outbreaking trouble4 ,the home was just then in turmoil over the disgrace of the eldest daughter4 ,mr4 ,taylor's love for getting even with fate somewhere would be satisfied if he could force a combat between ,will and his teacher1 ,mrs4 ,brown4 ,mrs4 ,brown's control of her school was excellent4 ,her friendship for the children was genuine4 ,some of them told her that ,will's father had 8put him up0 to disobey her and see what would happen4 ,will was so much under his father's influence that he openly and purposely disobeyed ,mrs4 ,brown4 ,he forced an issue4 ,she punished him and he hurried home from school and told his father1 whereupon his father rode furiously to the schoolhouse in order to arrive before ,mrs4 ,brown left after school4 ,he keyed up his anger on the road by uttering curses as he went4 ,during the two following days ,taylor's threats were so serious that the board of education met with ,mrs4 ,brown to discuss matters4 ,taylor had demanded her resignation or threatened to make life miserable for her4 ,she decided finally to go to his house and make him see the truth4 ,when she announced her decision the members of the board said they almost feared to have her encounter such a man4 ,but she went to his house4 ,he was not at home1 he was on his way home from the county seat where he had been talking against ,mrs4 ,brown to the county superintendent4 ,on the arrival of ,mrs4 ,brown at the house1 ,mrs4 ,taylor met her with tears over the disgrace of her daughter4 ,mrs4 ,brown forgot her own trouble in her sympathy with the mother4 ,her words were so helpful to ,mrs4 ,taylor that she asked ,mrs4 ,brown to repeat them to the daughter4 ,this1 ,mrs4 ,brown was doing when ,taylor returned and1 unseen by ,mrs4 ,brown1 entered the room where she was trying to point out a hopeful course for the daughter4 ,a real insight into ,mrs4 ,brown's character was thus given to ,taylor4 ,he came forward and apologized to ,mrs4 ,brown for his behavior1 dictated a letter to the county superintendent telling him that all was peaceably settled and that ,taylor was ready to support ,mrs4 ,brown4 ,he further said that ,will should go to school and be obedient4 ,thereafter the ,taylors were staunch friends of ,mrs4 ,brown4 ,this good woman treasures the incident in her memory with great satisfaction1 and often relates it in public with good effect4 8,in brief1 the truth is that savageness begets savageness1 and gentleness begets gentleness4 ,children who are unsympathetically treated become relatively unsympathetic2 whereas treating them with due fellow-feeling is a means of cultivating their fellow-feeling40 --,spencer4 #b4 ,disobedience ,due to ,imitation of ,others ,sidenote3 ,annoying ,acts ,in every community there are leading families4 ,the reason why they are such is usually very apparent4 ,children of these families often set an example of disobedience in school which has direful consequences4 ,,case #h ,emma ,gardner's father was the leading member of the board of education of a ,new ,england school4 ,the ,gardner home was the largest and finest in the surrounding country4 ,mr4 ,gardner was a man of wealth and influence4 ,emma was a leader in school4 ,one day in winter she put chestnuts on the stove at recess time and they popped about the room after the next school session began4 8,who put those nuts on the stove80 asked ,mr4 ,bain1 the teacher1 in a loud voice4 8,whoever did must pick them up and stand up here40 ,emma arose defiantly from her seat and said1 8,i did4 ,i won't touch them1 and if you touch me ,i'll tell my father40 ,needless to say1 ,mr4 ,bain let the incident pass4 ,emma at the age of sixty still boasted of her independence at school during her girlhood days1 because she was ,squire ,gardner's daughter4 ,she remembered further that this was only the beginning of disobedience throughout the school4 ,,constructive ,,treatment ,find out1 even before school begins1 if possible1 who the leading families are in the district4 ,study especially the children from such a family and find what they excel in1 or what they best like to do4 ,find a means of organizing their followers into a sort of club4 ,see that these dominating personalities are elected as leaders4 ,dealing with the most influential pupil1 cause her to see what good she can accomplish by contributing her time and efforts toward being a real leader in sewing1 drawing1 music1 composition1 etc4 ,if sewing is the particular art in which she excels give space in the schoolroom for an exhibition of work of that kind1 ask the mothers on some ,friday afternoon to inspect the articles made4 ,if drawing is the special subject1 give a similar exhibition4 ,if music1 let her prepare a musical program4 ,if composition1 a contest can be arranged for best essays1 poems1 etc41 or a school paper edited and read4 ,,comments ,in cases like the foregoing the use of the principle of substitution is almost a necessity4 ,emma wants distinction and leadership4 ,satisfy her desire by letting her lead in some really beneficial work4 ,she will enjoy it and have no time for showing leadership in wrongdoing4 ,by turning her activities into right channels1 not only her own tendency toward disobedience is repressed1 but her leadership saves others from misbehavior4 8,the dictum1 #8,keep pupils busy1' finds a much more practical and dignified expression in what may be termed the #8doctrine of substitution4' ,this doctrine would prevent the expression of undesirable impulses by substituting some other form of activity rather than by requiring an absolute inhibition of all movement40#b ,footnote #b3 ,bagley1 ,classroom ,management1 p4 #ajc4 ,macmillan4 ,,illustration ,sidenote3 ,minister's ,son ,when ,miss ,travis was elected to teach the sixth grade at ,concord1 she was told that it was a room in which it was hard to keep order4 ,she sought the former teacher of the room before the opening day1 and was told that ,john ,loomis1 the preacher's son1 was the leader in matters of disorder among the boys4 ,miss ,travis next called on ,rev4 ,mr4 ,loomis and learned that ,john had taken great interest in a museum which he had visited that summer4 ,very early in the year she consulted ,john as to the practicability of establishing a tiny museum in the sixth grade room4 ,a museum club was organized consisting of any one who brought a specimen for the exhibit4 ,john1 of course1 was elected president of the club4 ,a small cabinet was secured and its shelves began slowly to fill4 ,the leader was influencing his associates to follow him in doing a valuable service4 #c4 ,disobedience ,due to ,commanding at an ,inopportune ,time ,there are times when the atmosphere of the schoolroom makes routine almost impossible4 ,the nearness of a long-looked-for event in which all are interested very often is the occasion for a feeling of unrest to pervade the room4 ,,case #i ,sidenote3 ,laughing ,it was the thirtieth of ,october4 ,ralph ,davis brought a mask to school and slipped it into his desk4 ,during school he put down his head1 put on the ugly mask1 and1 peering 'round behind him1 frightened ,john ,lane into a decided jump4 ,mary ,jones saw the whole performance4 ,she was a nervous child and burst out laughing4 ,miss ,wallace1 her teacher1 said sternly1 8,what are you laughing about1 ,mary80 ,mary was usually an obedient girl1 but now she felt as if her explanation would compromise her friends1 so she made no reply4 ,the teacher repeated1 8,mary1 what are you laughing at80 ,again no response4 ,said ,miss ,wallace1 8,mary1 are you going to tell me what you are laughing at80 ,mary sat perfectly quiet for a moment1 and then decidedly shook her head4 ,miss ,wallace said1 8,come and stand here40 ,for the rest of that session ,mary stood by the teacher's desk4 ,after school closed ,mary was informed that she could not go home until she told what she was laughing at4 ,after about ten minutes of endurance she told ,miss ,wallace why she laughed and was excused4 ,mary knew injustice had been done her1 but her teacher apparently thought nothing about it4 ,,constructive ,,treatment ,when a pupil laughs aloud1 find out for yourself the cause without trying to get a confession from the pupil4 ,use your eyes and ears and you can discover the difficulty if there are repeated offences4 ,when the culprit is found1 deal with him by using the method of substitution4 ,in other words1 give him and his classmates some interesting task connected with his lessons4 ,,comments ,it is often unfair to punish the pupil who laughs in school4 ,people seldom laugh aloud at their own mistakes4 ,nine times out of ten one child must condemn another if he tells what he laughed at4 ,a child's code of ethics often demands that he keep silent when his confession involves another4 ,if his loyalty to his comrades leads him to disobedience1 often the teacher forgets to deal with the real culprit1 having her attention now directed toward the disobedience of the one who unwillingly brought the disturbance to notice4 ,,illustration #a ,sidenote3 ,excitement ,it was the day before the ,christmas vacation4 ,poorly concealed excitement was apparent in the actions of the children4 ,hazel ,dare laughed aloud4 ,miss ,dean soon noted the cause of the outbreak of merriment4 ,johnny ,thomas had drawn a grotesque figure of ,santa ,claus overloaded with bundles marked 8for ,johnny1 the brave40 ,miss ,dean saw that routine work could be pursued only with difficulty4 ,she presently asked to have all desks put in order4 ,unusual exercises in reading1 arithmetic and geography were introduced4 ,at an early hour the children were dismissed4 ,the unusual excitement was met by an unusual program4 ,a fruitful cause for the giving of inopportune commands is an inherent lack of sympathy with children1 or perhaps a total lack of sense of humor4 ,laughter in school1 when spontaneous and genuine1 is not a misdemeanor1 but a sign that normal1 healthy conditions reign there4 ,,illustration #b ,sidenote3 ,fun ,one snowy afternoon in ,january1 when the fifth grade of the ,lincoln ,school was busy to a man preparing the spelling lesson with which the day closed1 the energetic silence was broken suddenly by a little gurgling giggle4 ,it rippled through the room with almost electric intensity1 and every boy and girl looked up1 on the qui vive for the joke4 ,miss ,key1 who had been correcting papers at her desk1 looked up1 too1 an expectant smile upon her lips4 8,something funny1 ,bernice80 she said to the giggler1 affectionate tolerance in her voice4 8,yes'm10 answered ,bernice4 8,bert has a picture in his tablet of a big pile of round things1 and it says something funny underneath4 ,he showed it to me40 8,bert shouldn't have shown it to you when you were studying your spelling lesson1 should he80 suggested ,miss ,key4 8,no'm1 ,i know he oughtn't to40 8,but since ,bert showed it to you1 ,i think he should show it to the rest of us too1 so we can all enjoy it together4 ,what is it1 ,bert80 ,bert flushed1 and rather shamefacedly held up his tablet4 ,under the 8big pile of round things0 was this legend3 ,,kind ,,reder1 ,,this ,,is ,,not ,a ,,pile ,,of ,,ornages4 ,,it ,,is ,,my ,,speling ,,grades ,,for ,,last ,,month4 ,as ,bert was the poorest speller in the room1 this exhibit caused a general laugh4 ,he had often been known to miss every word in the lesson4 ,miss ,key laughed with the rest1 heartily2 but when she raised her hand after a moment1 everyone stopped as though automatically shut off1 and settled down again to study as ,miss ,key said1 8,you'll try not to add another zero to your list tonight1 won't you1 ,bert80 ,miss ,key enjoyed fun1 and was so close to her pupils that she appreciated their kind of humor4 ,it was understood in her room that if an incident was funny enough to be laughed at1 it should be shared by all who might enjoy it4 ,the absence of an artificial condemnation of fun made ,bernice and ,bert perfectly frank in explaining the cause of their mirth1 which prevented any misunderstanding with the teacher4 ,the sunny atmosphere of trust and humorous appreciation of situations made it possible for ,miss ,key to secure strict observance of the signal to stop laughing and go to work4 ,,iv4 ,,seventh ,,and ,,eighth ,,grades #a4 ,disobedience ,due to ,overemphasis of ,rules ,every good school must proceed through an orderly series of typical events4 ,a school is not a mob wandering over square feet of ground1 meandering through wearisome ways4 ,it is an organized mass of busy workers taking one task after another and doing it in the best manner its overseer can devise4 ,nevertheless some eager teachers stress order and strain at system until both break4 ,here is the place of weakness and blame when this occurs3 these teachers talk too much about how the children ought to act1 instead of focusing attention upon the effect of the act upon the school as a whole and upon the best way to coperate in preventing undesirable effects1 expressing their ideas of good behavior in rules4 ,we have a sample of running a school by rules1 where seventh and eighth grade pupils are involved4 ,,case #aj ,sidenote3 ,order 8,now1 children1 ,i saw yesterday how muddy your feet were when you stepped on to the walk from the playground2 and then you marched instantly into your schoolroom and muddied the floor all over4 8,remember1 no more muddy feet in this school building this winter4 ,make it a rule to scrape off the mud carefully before you come in4 ,be careful now about the mud40 ,there is a lapse of some minutes and this guide of youths again breaks out3 8,jane1 did you take your books home last night and work an hour on your lessons8 ,you know our rule about that4 ,why didn't you do it80 ,no answer and no defined idea of what her future conduct will be4 ,just before intermission is announced ,miss ,petit again speaks out3 8,hereafter ,i want every boy and girl in this room to make a search for scraps of paper4 ,our room looks so untidy unless we clean it up a bit4 ,don't forget1 ,i want1 every noon and night1 each one of you to obey me and pick up your scraps40 ,later3 8,say there1 ,walter1 you haven't set your desk in order before going home4 ,don't you know what good schoolroom manners call for8 ,why don't you have good manners1 such as your folks want you to have at home80 ,this was an unusually hard day4 ,the last was a climax of irritations that provoked ,walter beyond the strength of his patience4 8,miss ,petit1 ,i don't want to keep my desk in order2 ,i'm tired of doing everything just so40 ,miss ,petit stared in pedagogical horror2 this from ,walter6 8,why1 what do you mean1 ,walter8 ,aren't you coming to school any more80 8,yes1 ,i s'pose ,i'll come1 but ,i can't think of all these little things1 and ,i don't care if ,i do forget 'em40 ,this was a strange situation4 ,walter was not a boy who would provoke trouble2 surely something must be done to put this young man on the track again4 ,miss ,petit knew something about keeping order4 ,it had not been so long since she had heard her teacher use some such words as these3 8,now1 children1 remember this is a new term4 ,i want you to watch your lessons4 ,i'm going to have good lessons4 ,there's a lot of good hickory sprouts growing nearby here and we'll be cutting some of them if lessons don't come in right4 ,i won't hold back4 ,you know the rules4 ,i'll break a hickory for every rule you break and you'll feel it breaking1 now1 you may be sure40 ,miss ,petit did not intend to make any such announcements4 ,but nevertheless she had been taught under the whipping system and the effects were stored up among her ideas of how to conduct a school4 ,in reality she whipped very little2 instead she lashed with her tongue4 ,she held up the rules and browbeat her pupils into obeying them4 ,here was the result in ,walter's new conduct4 ,she sat down with ,walter 7he was good enough to wait according to her command7 and delivered a long harangue on the necessity for good order in the school4 ,every word was an insult to him and he knew it4 ,he listened in silence1 with an occasional smile of irony and made some general promise1 secretly determined to try out these rules and see what was to happen if 8the old granny0 couldn't have her way about the forty-odd things that she wanted to manage in the seventh grade room4 ,thus matters stood4 ,they did not improve until a new dawn broke in the mind of ,miss ,petit4 ,,constructive ,,treatment ,convert the statements about doing school duties in good fashion into a form of coperation between pupils and teacher4 ,drop out the first personal pronoun and put the entire school behind the plans for a clean schoolroom floor1 about home study and all the other hundred things that need to be done4 ,taking up the matter of the disposal of wraps3 8,all we want is to make ourselves as little trouble as possible4 ,do you all understand8 ,we are all going to hang our wraps up in the cloak-room as we march into this room instead of coming in just before the bell rings to form line4 ,we'll do this tomorrow and see if it suits our convenience4 ,then we'll decide on the future after that40 ,here the teacher drops the matter1 leaving with the pupils before her a conviction that the best thing for all concerned is to be done4 ,she speaks with a pleasant1 confident voice1 a faint smile creeping over her face and her hands resting in a position of readiness for action of whatever sort might be required4 ,in respect to the muddy feet--step to the children as they are coming into the school building and show each one the scraper and see that the proper precautions are taken4 ,have an object lesson first before delivering a lecture and laying down rules1 as neither one may be needed4 ,and in the matter of picking up scraps3 8,i see some paper on the floor4 ,of course we want to leave the room neat1 so let us allow a moment just before dismissal for picking up anything that may have fallen on the floor1 in spite of our care4 ,and what will be the quickest way of getting our scraps into the waste-basket80 8,let each person at the back of the row gather them up and carry them to the basket10 suggests one boy4 8,i think it would be better to let one of us carry the basket around to all the desks10 says another4 8,suppose we try ,john's method for three days1 and then ,marion's for three days1 and see which is the quicker and works the smoother10 says the teacher4 ,so the pupils experiment with methods1 and finally agree upon a mode of procedure4 ,in general1 secure the coperation of the pupils by leading them to do what they themselves deem to be the best thing for the sake of pleasant surroundings and of delightful work4 ,build up their imperfect good taste rather than attempt to forcibly direct their choices of standards of behavior4 ,walter's case needs no radical attention4 ,the less said to him about resolving to disobey the rules the better4 ,he doubtless has enough sound sense to see along with the rest that many people working together must adopt certain ways of getting on4 ,take his superficial answers1 if he gives any1 at full face value unless a genuine case of positive rebellion arises4 ,if a tactful request had been made respecting the cleaning up of the desk1 ,walter would not have shown any resentment4 ,give ,walter an opportunity to act with independence4 ,assign him some task of leadership among the pupils1 along with others who also are needed to make school work go well4 ,commend him for such coperation4 ,he is spoiling for aggressive action2 he chafes under domination--load him heavily with something to do for the teacher1 for his room1 or for the whole school4 ,,comments ,pupils watch keenly to see if a teacher is over-conscious of his authority4 ,possession of power easily leads a teacher to over-emphasize rules4 ,faultfinding is the chief error into which this teacher has fallen4 ,a wise caution says things are not so bad as they seem1 and waits for the worst evils to appear before adopting radical measures4 ,eagerness to reform generally hits upon the most obvious faults1 not upon the most serious ones4 ,these facts together may overwhelm a thoughtless teacher with disastrous blunders4 ,prison rules kill men4 ,school rules crush childhood if their importance be too greatly magnified4 ,pupils expect to follow a teacher's example4 8,children do not like to do wrong better than to do right4 ,they like to do the things they themselves plan to do4 ,they like to do the things that are interesting to themselves40 ,if the teacher without public demonstrativeness first of all acts in the manner she recommends1 a strong suggestion is lodged in the pupil's mind4 ,the most suitable bridge between the teacher's ideal of action for her school and the mind of those pupils is not a rule1 but coperative action4 ,let her work with the pupils and induce them by example to try gentle tones and kind words1 while doing that which interests them4 ,a foolish teacher attempts to cure every moody pupil by applying drastic remedies to the specific attitude of mind which seems to her to be undesirable4 ,the wise teacher nurtures the good impulses and finds to her delight that most of the evil ones ultimately drop out4 ,,illustration ,sidenote3 8,on ,trust0 ,prisons are not much like schools4 ,nevertheless the great principles of personal leadership appear in prison administration4 ,note in the following incident how willing the response is to an opportunity for independent1 yet supervised action4 ,trustfulness 7a typical form of coperation7 begets confidence and self-control in using new opportunities4 ,thomas ,mott ,osborne records the following conversation with a prisoner4 ,it reveals in another level of society how trust begets fidelity4 ,jack1 a prisoner1 speaks3 8,i know this place through and through4 ,i know these men2 ,i've studied them for years4 ,and ,i tell you that the big majority of these fellows in here will be square with you1 if you give 'em a chance4 ,the trouble is we ain't treated on the level4 ,i could tell you all sorts of frame-ups they give us4 ,now if you trust a man1 he'll try and do what's right2 sure he will4 ,that is1 most men will4 ,of course1 there are a few that won't4 ,there are some dirty curs--degenerates--that will make trouble1 but there ain't so very many of those40 8,look at that road work10 he continues4 8,haven't the men done fine80 8,how many prisoners have you out on the roads8 ,about one hundred and thirty4 ,and you ain't had a single runaway yet4 ,and if there should be any runaways1 you can just bet we'd show 'em what we think about it40 8,do you really believe1 ,jack1 that the superintendent and the warden could trust you fellows out in the yard on ,sunday afternoons in summer80 8,sure they could10 responds ,jack1 his face beginning to flush with pleasure at the thought4#c #b4 ,the ,teacher ,expects ,disobedience ,when we consider that some teachers expect children in general to be untrustworthy1 the marvel is that they ever find them otherwise4 ,,case #aa ,sidenote3 ,theft ,it was the closing day of the school year in a ,chicago ward school4 ,the manual training department was left open in order that those who had not taken home their last piece of handiwork might get it as they left the schoolhouse that day4 ,mr4 ,ireland1 the director in this department1 had an errand on the floor above1 so he called to two boys1 ,julius and ,henry1 and said1 8,boys1 stay here till ,i come back1 will you8 ,don't let anyone take anything out of the room while ,i'm gone40 8,all right10 they replied4 ,footnote #c3 ,osborne1 ,society and ,prisons1 p4 #aee4 ,yale ,press4 ,half an hour later ,charles went to the room to get his finished bird-house1 and behold1 it was gone6 ,julius and ,henry joined ,charles and ,mr4 ,ireland in the search4 ,the bird-house was simply not in the room4 ,mr4 ,ireland pointed out the exact spot where he left it4 ,julius and ,henry confessed to having seen it there1 but said they knew nothing about how it got away4 ,mr4 ,ireland offered to make ,charles a new bird-house1 but ,charles would not accept the offer4 ,mr4 ,ireland gave his 'phone number to ,julius and ,henry1 telling them if they heard of the bird-house to let him know4 ,he also promised to let ,charles know if anything was heard of it1 and thus dismissed the matter4 ,charles felt keenly that ,mr4 ,ireland had taken the whole matter too lightly4 ,nothing whatever was said about the disobedience of ,julius and ,henry after promising to guard the room4 ,,constructive ,,treatment ,sidenote3 ,responsibility ,stiffen up your demands requiring fidelity in pupils4 ,give strict1 perhaps stern injunctions about guarding the treasures given into their charge4 ,say to ,julius and ,henry3 8,charles has suffered a real loss and ,i know you fellows are as sorry about it as ,i am4 ,it's just this way3 suppose you or ,i left a suit-case at the station and got a check for it1 wouldn't we expect to get our suit-case back again8 ,i really think ,i am a good deal to blame for this myself4 ,when you both said1 #8,all right1' ,i might have made it a little plainer that ,i wanted you to keep a sharp eye on this property4 8,i tell you what you do2 you get the bird-house for me4 ,see if you can get it to me by five o'clock this afternoon40 ,when selecting custodians of property be sure that at least one of each group is a pupil in which you have the utmost confidence4 ,nevertheless assign duty of this sort to pupils who are not so dependable1 linking them up with trustworthy schoolmates2 duty of this type should not be confined to a favored few4 ,if a breach of confidence occurs1 follow up the matter unrelentingly4 ,the words employed to secure the desired information may be well tempered2 but the certainty of rigid inquiry should not be suspended for a moment4 ,teacher and administrator are to maintain an atmosphere of unreserved insistence that the common virtues be rigorously maintained by the pupils and that fidelity when these virtues are involved in discharging a duty must be preserved at all hazards4 ,the attitude of expectancy is one of the greatest safeguards against criminal negligence4 ,,comments ,the majority of children too seldom meet with an unwavering demand that a certain task be attended to in a given manner and at a specified time4 ,lessons on such matters need not be frequent nor burdensome2 but they should not be lacking for every child in school4 ,general carelessness found in the ordinary experiences in dealing with children1 too readily leads a teacher to become lax in his demands upon pupils4 ,infinite patience is needed in training those who have not learned persistent devotion to a duty4 ,,illustration ,sidenote3 ,detectives ,after ,mr4 ,ireland had seemingly dismissed the subject of the stolen bird-house from his mind1 ,charles reported his loss to the principal1 ,mr4 ,de,shane4 ,mr4 ,de,shane called ,henry and ,julius to him at once and said1 8,you boys either know where that bird-house is or can find out inside of an hour4 ,your honor demands that you get it4 ,you are the detectives4 ,deliver the house at ,charles' home before an hour goes by40 ,the thief was found and the bird-house given to the owner1 largely because ,mr4 ,de,shane expected it4 #c4 ,disobedience ,due to ,unregulated ,independence in the ,child ,children of the adolescent age often feel the impulse to avoid supervision1 and yet are not reasonable in their independence4 ,,case #ab ,sidenote3 ,irresponsibility ,when ,goldie ,johnson reached the eighth grade her mother often remarked to a neighbor1 8,goldie is in the graduating class now4 ,she doesn't have to take care of little ,joseph all the time4 ,she is getting too big to be kept at dish-washing and dusting1 too40 ,goldie's reaction to this treatment by her mother was carried into the school where her independence and antipathy to authority were shown in her determination to escape hard work4 ,accordingly1 she repeatedly failed to hand in the required home work in arithmetic4 ,the teacher1 ,miss ,cook1 undertook to command her to do her work4 ,she failed to comply4 ,disobedience and carelessness were shown in other lines of work4 ,goldie failed to complete the eighth grade work4 ,she refused to go to school the following year4 ,the result was that her education ended here4 ,she would have gone to high school had she not been allowed to fail in the eighth grade4 ,,constructive ,,treatment ,find out if possible the exact cause of ,goldie's failure to present work the first time she brings none4 ,study her attitude when she disobeys other commands4 ,on some occasion outside of school hours meet ,goldie and explain why she should comply with school requirements1 using some such points as these3 8,goldie1 the school is conducted for the pupils' sake4 ,after many efforts to discover methods that will help pupils to learn as fast as possible1 we have adopted these now in use4 ,your father and mother require us to use our best judgment2 they trust to your good sense to see that we are trying to select study plans1 etc41 that will bring you the most good4 8,with all sincerity ,i want to say that if at any time you see how we could get better results by adopting some of your ideas1 we shall certainly be glad to get them4 ,be frank and tell us4 ,let me have a chance to help you over difficult places before you get thoroughly discouraged4 ,i want to do everything ,i can to make your work a success40 ,show her your interest in her case by arranging to stay with her after school while she does her extra work4 ,see to it that she does the work before she leaves the schoolroom4 ,expect the work to be done4 ,,comments ,teachers often underestimate the efficacy of a pointed1 sincere talk with an eighth grade pupil4 ,if all faultfinding is eliminated from this interview1 defense of his conduct seems less necessary to him and he will be influenced by reason4 8,a quiet1 frank1 heart-to-heart talk between disciplinarian and disciplined1 will often prove a revelation to both4 ,the offending boy has his point of view and has a full right to look at school matters from his angle until1 through tactful1 kindly management he gains a new viewpoint40#d ,footnote #d3 ,pearson1 ,the ,high ,school ,problem1 p4 #ajf4 ,row1 ,peterson ,co4 ,,illustration ,sidenote3 ,written ,work ,a large class of eighth grade pupils had different teachers for different subjects4 ,near the beginning of the school year1 ,mr4 ,smith1 one of the teachers1 said to ,mrs4 ,lathrop1 a teacher of another subject1 8,that class simply will not prepare written work for me4 ,they deliberately disobey me about it40 ,mrs4 ,lathrop had seen no signs of rebellion in the class4 ,soon she ordered written work handed in for the next day4 ,she made her explanation of what she wanted done very exact4 ,the task she set was easy and required little time4 ,she expected to have work from every pupil4 ,she was not disappointed4 ,after the papers were handed in she told the pupils how pleased she was to get a well-prepared paper from each one4 ,she talked a moment about the mental and moral strength of the class1 and of her hopes regarding a year's work with them4 ,needless to say1 a very strong bond of good faith grew up between her and the class4 ,they never collectively or individually failed her4 ,she used with them the principles of expectancy and approval4 ,mr4 ,smith failed with the same class through faultfinding4 ,a man may well bring a horse to the water ,but he cannot make him drink without he will4 --,john ,heywood4 ,v4 ,,the ,,high ,,school #a4 ,disobedience ,due to ,faultfinding ,resulting in ,useless ,punishment ,,case #ac ,sidenote3 ,destructiveness ,charles and ,henry are in the principal's office4 8,did you boys visit the tower last night and write your names on the hands of the clock80 ,the boys assent4 8,did you know that that door is kept locked so as to prevent people from going up in the tower80 ,again the boys say1 8,yes40 8,let's see6 ,you boys have been in here several times1 haven't you8 ,you got a whipping for fighting4 ,again ,i punished you for playing ball in the neighbors yards4 ,and after that you were punished for repeatedly abusing the apparatus in the gymnasium4 ,at another time you two went with a basket ball team contrary to my plan4 ,what do you think is to come of all this8 ,do you like the whippings80 ,the boys are very quiet until the last question4 ,charles answers3 8,i don't think we have been bad1 and--0 8,well1 that's not left for you to decide4 ,we are trying to make something of you1 and all this rough treatment is brought on by your own reckless disregard for the rules and orders in force in the school4 ,you will each bring in twenty extra problems in algebra and also pay for the repairing of the tower clock4 ,if ,i catch you in the tower again you will both get a much more severe punishment4 ,do you understand80 ,after the boys left1 ,mr4 ,elsworth remarked to one of his teachers3 8,when ,i come to school in the morning ,i never feel quite sure that ,i shall not have to whip one or both of these boys for some foolish1 thoughtless scrape4 ,i quite dread seeing either ,charles or ,henry4 ,i may have to expel ,charles40 ,charles has suffered occasional floggings all through the grades4 ,when another pupil reports to ,charles the principal's remark about expulsion1 he becomes alarmed4 ,he is doing fair work in school2 and has not failed in winning promotion at the end of each year4 ,his power over ,henry is irresistible2 they are constant chums4 ,their escapades never have provoked the severest penalties4 ,they shared punishments because both joined in accepting equal responsibility4 ,they rarely lied about their misdeeds and timed them so as to avoid cumulative indignation until the last incident4 ,charles is bold1 venturesome1 knows the country roads well all about town1 has some taste for animal study and easily takes the lead1 but has not been cultivated in this particular4 ,he is just approaching his fifteenth birthday4 ,the penalty method has failed4 ,only one aspect of it has had any considerable influence with the boys--the possibility of expulsion4 ,the principal has let the matter drag along in a heedless fashion1 with no clear policy in mind4 ,,constructive ,,treatment ,give the boys special attention1 without disclosing it to the other pupils4 ,adopt a well-thought-out policy4 ,watch the effect of every move you make4 ,have a great deal more 8up your sleeve0 than the boys find out4 ,plan at once a series of excursions into the country in connection with the science courses1 not as a reward1 but as a part of the school program4 ,assign certain important1 though not conspicuous tasks1 to several members of the group1 including ,charles and ,henry4 ,at first keep the two boys together on a task2 later separate them and give each a new team-mate4 ,on successive trips1 as occasion suggests1 ask ,charles to lay out the route for the party or to secure a conveyance to bring home a sick girl or to gather information and report on habits of squirrels in the region4 ,give private verbal expression to ,charles of your appreciation of his work3 8,the trips to the country seem to depend very largely on you for their success4 ,you are taking a leading part in the management of these affairs4 ,we appreciate your service very much40 ,on suitable occasions give ,charles practice in obedience on small points4 ,for example1 all are sitting about the lunch spread on the ground in the woods4 ,a beautiful butterfly alights in your easy reach4 ,extend your hand with eager expectancy and some subdued haste and say1 8,charles1 hand me the net please40 ,the task is very slight2 there is very little chance of disobedience4 ,repetition of such lessons should be secured as often as possible and on each occasion express your satisfaction and thanks4 ,if stronger reactions from the boys are needed1 assign special congenial tasks for the good of the school3 erection of basket ball poles1 laying of tennis courts1 handling of properties connected with class play4 ,work with them4 ,avoid all reference to past misconduct4 ,never use school duties as penalties2 it begets dislike for them4 ,,comments ,boys become hardened to corporal or other severe punishments too often repeated4 ,pain seems due to fate and loses nearly all of its little corrective value4 ,with rare exceptions penalties inflicted provoke mutual antagonism between pupil and teacher4 ,this inhibits the development of character4 ,mr4 ,elsworth made no headway with the punishment method4 ,if he wisely adopts the plan to direct the activities of the boys instead of suppressing them1 he can win the respect and good-will of the disobedient boys4 ,he must avoid 8testing0 their loyalty as far as possible2 any slight lapse is a serious backward step4 ,time is needed to effect a cure2 years of mismanagement cannot be remedied in a few days4 ,if ,mr4 ,elsworth reverses his attitude toward the boys the method will be effective2 his opinion of1 and known sentiments regarding1 these boys have more significance than all the plans he may adopt4 ,if practice in obedience is given on matters pertaining to the school welfare1 the boys will have a persistent social reason for doing right4 ,the principal is to convince them that he is merely expressing plans for courses of action that the school welfare demands2 he is not making a private matter of his control of the boys4 #b4 ,disobedience ,due to ,commands ,that ,infringe on ,personal ,rights ,there are many fine distinctions on what are a pupil's remaining personal rights after once he enters school4 ,in many cases a teacher has a right to know what a boy has in his pockets or what a girl has placed in her lunch basket4 ,a superintendent under some circumstances may order a boy to bring from home a knife involved in a fight4 ,under other circumstances such authority would not be granted either by law or by public sentiment4 ,,case #ad ,mr4 ,herron went to the school board meeting and made a request4 ,sidenote3 ,dropping ,things 8,the boys are not under good control4 ,i think ,i need authority to use corporal punishment4 ,i would like you to grant this authority at this meeting40 ,the request was granted4 ,mr4 ,herron next day made the following announcement3 8,no more painting pans to be dropped1 not one4 ,i was at the school board meeting last night and my request for the right to use force to secure obedience was granted40 ,he seemed two inches taller for a moment as he came to the climax of his speech4 ,but the quality of his voice did not promise any stronger manhood than he had displayed hitherto4 ,he had scarcely finished his talk until a 8careless0 elbow knocked a pan to the floor and a long familiar rattle was again echoed over the schoolroom4 ,mr4 ,herron knew who was the offender1 but did not disclose the fact4 ,soon he walked nonchalantly up from a rear position toward ,herbert ,brown4 ,herbert eyed him through the corner of his eye and squared himself for trouble4 ,presently ,mr4 ,herron stepped up to ,herbert and in a flash struck him a light blow on the side of the head1 saying in a strong voice1 8,take that40 ,herbert threw up his hand to shield his face from attack and said1 8,take what80 8,put your hand down10 was the next command4 ,no response1 but a taunting look from ,herbert4 8,put down your hand1 ,i tell you40 ,mr4 ,herron had forgotten all about the dropping of the paint pan and was intent on securing obedience to another command4 ,he failed4 ,he allowed his attention to be diverted to another part of the room1 his attitude of authority to subside1 and ,herbert to do whatever he found to do4 ,,constructive ,,treatment ,sidenote3 ,reform ,yourself ,first ,instead of force1 a reorganizing of the teacher's ideas is the only remedy4 ,forget all about coercion and compel yourself to solve the problem by some other method4 ,keep your desk in order4 ,be absolutely punctual4 ,carry out your personal and school program to the letter4 ,be fully prepared to teach each subject interestingly4 ,expect to reform yourself and your school on doing what is appointed to be done on time and thoroughly4 ,stiffen up your thinking4 ,gather up anecdotes of success1 especially from the modern business world4 ,turn all the impulse to use force on the pupils into will power to build up your own character2 compel yourself and the school will follow you4 ,the whole method of showing authority1 threatening to use force1 attacking the noise problem with a mere 8talk10 the cuffing of ,herbert on the head1 the command to take down the hand1 shows the folly of leaning on coercion4 ,some schools suffer little from successful coercion1 but this teacher was a conspicuous failure4 ,to this day his pupils despise him4 ,but a policy of force dare not be surrendered during a conflict4 ,thomas ,hughes gave the following advice about fighting among boys2 it may be of interest to our ,mr4 ,herron3 ,sidenote3 ,when to ,fight 8,as for fighting1 keep out of it if you can1 by all means4 ,when the time comes1 if ever it should1 that you have to say1 #8,yes1' or #8,no1' to a challenge to fight1 say1 #8,no1' if you can--only take care you make it clear to yourself why you say1 #8,no4' ,it's a proof of the highest courage1 if done from true ,christian motives4 ,it's quite right and justifiable1 if done from simple aversion to physical pain and danger4 ,but don't say1 #8,no1' because you fear a licking1 and say or think it's because you fear ,god1 for that's neither ,christian nor honest4 ,and if you do fight1 fight it out2 and don't give in while you can stand and see40 ,moreover1 adopt a policy of active coperation4 ,take the initiative in this matter4 ,find the most suitable point of contact between your own and your pupils' individual interests and take a leading part in them4 ,perhaps it is athletics2 if your aid becomes almost a necessity1 disciplinary problems will no longer be your chief concern4 ,if things are in a bad way begin by planning with a few boys privately4 ,you may say1 8,i'm just turning over in my mind the idea of organizing two or three baseball teams in the eighth grade and in the high school4 ,what do you think of it80 ,take the matter up with each when he is alone or with two in a group1 so as to come close to as many boys as possible4 ,use plenty of time to develop the idea4 ,spur the boys to take the lead1 but maintain the position of chief advisor4 ,plan out much more than can probably be accomplished1 so as to show intensity of interest and wealth of resources for use in behalf of the boys4 ,having once commanded ,herbert to take down his hand1 which was a mistake1 never give up until he obeys4 ,surrender at this point is fatal4 ,make up your mind that it is important for his sake and for the school's sake4 ,if necessary say3 8,put your hand down1 ,herbert4 ,you are not to be punished further for this offense40 ,that is1 give him a reason for obeying4 ,if he still refuses1 a courageous teacher having once chosen to use force will compel the hand to go down even though he precipitates a scuffle4 ,if the situation makes a scuffle impracticable1 ,herbert could be dealt with privately and an adequate settlement of the issue secured4 ,,comments ,if the teacher maintains the attitude recommended1 he will launch a powerful suggestion which cannot fail to modify the conduct of the school4 ,he accomplishes far more by suggestion than he does by direct instruction4 ,the latter is subject to point-blank criticism2 the former enters the mind without deliberate scrutiny by the person influenced4 ,it does not take so much of a teacher's time to enter sympathetically into a pupil's life as one might suppose4 ,it is not a matter of hours1 but of conscious linkage with pupil interests4 ,sidenote3 ,who ,is the ,ringleader8 ,no one can manage a school who cannot discover ringleaders4 ,these must be dealt with unobstrusively to avoid accusations of favoritism4 ,dealing with persons one at a time saves a teacher from the cumulative pressure of combined personal suggestion4 ,if one pupil alone objects to an idea he is not reinforced by the consensus of comrades4 ,when the teacher has won over1 in part at least1 a number of pupils singly1 he can trust himself to face the entire group for purposes of conference and decision on a project4 ,comradeship develops in forming plans1 whether they are practical or imaginative4 ,the close adjustment of mind to mind1 the pooling of interests1 the surrender of preferences all make coperative planning one of the richest sources of friendship4 ,moreover1 it is an excellent school for character building3 it constrains one to adjust himself to intimate life with other people4 8,let them obey that know not how to rule40 --,shakespeare4 #c4 ,disobedience ,that ,is ,deliberate and ,persistent ,a willfully disobedient pupil is one who refuses to obey because of intense resistance to control by another will4 ,the rebellion is deliberate and persistent4 ,the disciplinarian needs good generalship when confronting an aggravated instance of willful disobedience4 ,,case #ae ,arthur was not a vicious character1 but life flowed at a fast pace through his veins and at times he seemed hardly responsible for the wild excursions he made into school adventures4 ,sidenote3 ,the ,fun-maker ,he came into high school well taught in all the devices for fun-making used in all the school4 ,he tested every teacher just as a driver snaps a new whip--to see how much rebound there is in it4 ,he entered every opening for forbidden actions1 but always stopped when compelled to submit to authority4 ,he did not merely drift into forbidden paths by heedlessness4 ,a prohibition was a challenge to him4 ,it offended him4 ,he had a free spirit4 ,scenting limitations1 he chafed and tried to overleap bounds set up by authority4 ,on matters not mentioned for his admonition1 he made not the least trouble4 ,there was nothing interesting to him in undisturbed routine4 ,only one instance can be given4 ,he sat well back in the study hall and when ,miss ,green kept study hour1 life was a torment to her4 ,on ,tuesday morning following some warm words from ,miss ,green on the preceding day about better conduct1 ,arthur brought a mink skin to school and stuffed it into his desk before school opened4 ,during ,miss ,green's supervision of the study period1 the following remarks were made3 8,what's the cause of all those grins1 etc41 back there80 ,no answer1 but a mild subsidence of noise1 and some show of work4 ,in a few moments a girl's scream shocks every one in the room4 ,miss ,green looks up quickly enough to see ,arthur drawing in his arms from the seat in front and stuffing something down under his desk4 8,arthur1 what's that you have there80 says ,miss ,green4 ,no answer is given her1 and she nervously rises from her seat and marches to ,arthur's desk4 8,what is that you put in your desk80 8,a mink10 says ,arthur with a look of hypocritical sheepishness4 8,a mink6 ,get that thing out this minute40 ,sidenote3 ,the ,mink skin ,arthur fumbles1 spills his books on the floor1 looks around to see if he is being properly watched by the pupils1 shuffles his feet on the floor and almost slips from his seat before he succeeds in 8catching0 his 8mink40 ,then slowly he draws forth the mink skin1 elbows boldly projecting1 and slams it down on ,miss ,green's hand as if making a hasty delivery of a longed-for treasure4 ,she snatches her hand away in ill-concealed terror and all eyes are turned on her4 8,take that thing from here instantly to ,mr4 ,ensley's office40 ,then an argument begins between her and ,arthur4 ,after several violent thrusts of authority have been made1 ,arthur lumberingly ambles across the room1 out of the door and down the hall4 ,a partial quiet is restored while ,arthur loiters a moment outside and then enters1 not having made the appointed call4 ,he returns to his seat feigning anger4 ,miss ,green is sorry she has provoked ,arthur so much as to distract her mind while digging out thirty lines of ,virgil4 ,miss ,green suspected what ,arthur had done4 ,before now she had sent ,arthur to the principal for disciplinary purposes1 and although he had labored with ,arthur1 no good had come of it4 ,she later mentioned the incident to the principal1 who promised to take it up1 wishing at the same time that his ,latin teacher had a strong will and a firm and effective method of discipline4 ,,constructive ,,treatment ,sidenote3 ,study ,hall ,discipline ,too much attention has been given to details of discipline and not enough to the subject as a whole4 ,master the larger situation first4 ,too much time is spent in inspecting assembly-room conduct4 ,your scrutiny tends to provoke misconduct because you seem to pose as an expert in detecting and suppressing disorder4 ,you make the impression that the study period is to be chiefly devoted to keeping good order4 ,this distracts and unnerves pupils of many types4 ,instead of order1 make study the chief concern for the period4 ,move about the room in search of opportunities to help on difficult matters4 ,if no help is called for1 chat with one and another 7without creating confusion7 about important topics4 ,do not attempt to talk with some one all the time1 but take a genuine interest in1 say1 four or five pupils during the period4 ,bring them something of value2 draw their attention to strong points and anchor their interest in matters worth consideration4 ,in case something needs attention1 do not respond to the alarm with a shocked demeanor4 ,the echoes of an explosion may die away and then you can leisurely approach the scene and take action if any is needed4 ,you may need to say1 8,alfred1 ,i should like a little conference with you at noon4 ,perhaps you can clear up some of these matters40 ,be present at his desk if possible1 or1 better still1 meet him privately and receive a report of the transaction4 ,many teachers avoid making appointments of this sort1 but seize an opportune moment for a decisive interview1 after taking time to formulate a course of action4 ,avoid instantaneous decisions on negative action as far as possible4 ,,comments ,few teachers realize how much of ill conduct is due to small provocations from their own dress or manners4 ,a woman with a towsled head1 a man with a shabby suit1 may so grate on the nerves of pupils as to contribute seriously to misconduct4 ,every one engaged in study is more excitable than when free to move at liberty and to give healthy exercise to a large number of the muscles of the body4 ,irritations induce more numerous and more serious misbehavior under these circumstances4 ,sidenote3 ,mannerisms of ,teacher ,some teachers have a mannerism of retreating the upper or lower lip1 of wringing their hands1 of tripping noiselessly across the floor2 such actions are novel and distracting4 ,over-caution as to good order or misapplied caution irritates every one who takes note of it4 ,one is tempted to say1 8,what a fool she is10 and to spy on her as she attempts detective tricks4 ,a pupil has the opportunity of winning distinction if he can out-general such a disciplinarian1 both in his own esteem and in the opinion of his schoolmates4 ,pupils know what a study period is for4 ,if the time is misspent in the mere mechanics of the thing the power is all used before any work is done4 ,any loose play in a method of handling a school begets distrust1 whether it be in athletic finances1 the care of buildings1 the assignment of lessons or the management of a study period4 ,distrust in one area soon spreads to others and weakens the whole school machine4 ,a short visit with a pupil from a well loaded teacher who knows her business1 who leaves a cheerful word1 who senses the situation in which a pupil finds himself1 has a most stimulating effect4 ,even when no problem is awaiting outside aid1 the genuine interest of a supervising teacher adds a great deal to the enjoyment of a day in school4 ,sidenote3 ,helping a ,pupil ,some strong teachers have the knack of making even a somewhat noisy visit at a student's desk without seriously distracting others from their work2 the noise is that of intensity1 not of uncontrolled explosiveness4 ,such a visit combines in fine proportions approval and coperation4 8,you are doing good work there2 let me see what you are working at40 8,yes1 now let's see how that looks2 perhaps ,i can help you just a little40 ,such suggestions as these put backbone into work that sooner or later will need invigoration4 ,a teacher who attempts to deal with a matter in public always runs the risk of making the matter worse4 ,a pupil1 however meek he is in private1 is bold and resistant when his fellow pupils are looking on if any tendency to mischief is in him4 ,he cares less for the teacher's approval than for the heroic honors awaiting him from at least some of his schoolmates4 ,by a loud voice1 or casual remark1 he may insult the teacher effectively and yet so mildly that the offense dare not be dealt with4 ,this means instantaneous loss of prestige2 the loss is very difficult to make up4 ,if one is positively sure of his ground1 then immediate dealing with the case may be wise4 ,high school pupils are less scrupulous and more resourceful than other pupils and explosions or failures on the part of the teacher carry much farther through the school because of the greater significance attached to student criticism4 ,,illustration ,as an illustration of the better method of managing ,arthur1 no finer case can be taken than that of ,miss ,featherstone1 who taught ,english and shared with ,miss ,green supervision of the high school4 ,in the classroom1 the pupils were working on the debate to come off the following ,friday4 8,arthur1 let me see your outline10 said ,miss ,featherstone4 ,arthur has struggled severely over this matter1 but handed in a much marked paper4 8,thank you10 said ,miss ,featherstone with an air of satisfaction and accomplishment and curiosity as she turned over the sheets handed in4 ,the class was in order and ready for work4 ,at the close of the hour ,miss ,featherstone said1 8,this has been a good hour together4 ,you have made the right beginning in your debate4 ,i want to see each of you before next ,tuesday4 ,arrange privately with me for a consultation date4 ,excused40 ,without tyranny or threat the hour had been quietly devoted to study and now that ,miss ,f4 entered the study hall1 the same methods brought good order4 ,sidenote3 ,a ,masterly ,disciplinarian ,arthur had had time to forget any little pleasure there was in teasing ,miss ,green4 ,he saw a strong and significant eye of ,miss ,f4's looking at him a moment from the desk4 ,she stood slowly surveying the room1 noting the action or evident inattention of every pupil in the room4 ,when ,william was caught gazing for a long time out of the window1 ,miss ,f4's finger beckoned a new position1 which he instantly assumed4 ,arthur saw the whole thing4 ,he did not wait to be directed how to spend his time4 ,his hands quietly reached for an algebra and he went to work4 ,every time he looked up he saw a little strong-willed woman1 who let no event in the room escape her eye4 ,impulses to displease her with an interruption of the school work died before they were scarcely noted by the now industrious ,arthur4 ,miss ,featherstone made no feature of her work of supervision1 as such4 ,she worked2 that is all4 ,when she sat down by ,alice ,hinman a moment1 something happened4 8,you'll find a good illustration for that paragraph in your history in the ,dictionary of ,biography1 vol4 ,,iv41 p4 #bi40 ,details were at her finger tips1 and every piece of advice hit a point4 ,her friends say1 8,she'll sit up all night to help a person in distress4 ,she did that very thing when ,maggie ,henderson lost her oration in the fire before she had it memorized4 ,she was to leave for a week's vacation4 ,she spent the whole night preceding her departure helping ,maggie reconstruct the lost oration40 #d4 ,pupils ,agree to ,disobey ,mass action presents problems different from those arising from individual misconduct4 ,not only are the numbers to be dealt with larger1 but each member of the rebellious group is to a large degree different in his attitude because of the effect of a mass influence4 ,,case #af ,in ,welton1 the superintendent of schools1 ,j4 ,q4 ,jefferson1 followed the example of his predecessors and made elaborate arrangements for a team of contestants to go up to ,enfield in ,may to try for the district honors in oratory1 music and debate4 ,a few days before the #ajth of ,may1 the day set for the contest1 a conflict of which only the fewest rumors had been heard came to a head4 ,mr4 ,jefferson was interviewed at a noon intermission by ,harold ,waterman3 ,sidenote3 ,students ,strike 8,mr4 ,jefferson1 the members of the ,delphian society have decided not to participate in this contest4 ,we have found that the ,archimedeans have concocted a plan by which all the best students of next year's entering class will be yoked up to join their society and we cannot agree to it40 8,but this has no immediate connection with the contest4 ,why not go on with the contest and settle this matter on the outside80 8,i know2 that plan has been discussed and some were willing to proceed1 but last night our society held a special meeting2 the contestants agreed to stand by the society and when the vote was taken the majority decided not to go on with the contest40 ,this was a fatal state of affairs1 for as usual the ,delphians were furnishing two-thirds of the fifteen contestants4 ,the ,delphians had broken no rules in their stand1 since the contest matter was a voluntary affair4 ,but the ,archimedeans were in the wrong4 ,two years before an agreement had been made that no schemes for society membership rushes were to be permitted until the last week of ,september in each year4 ,for two years this plan held1 but now it failed4 ,mr4 ,jefferson at once conferred with the ,archimedeans4 ,a part of the interview ran as follows3 8,mr4 ,jefferson1 the ,delphians have managed to get in all the strong fellows in school4 ,the plan has nearly ruined our society4 ,we are simply doing what we have to do4 ,no1 the society will not change on this matter10 said the president1 ,kathleen ,morris4 ,a short meeting of the ,archimedeans was called at the superintendent's request4 ,it resulted in no change of policy4 ,next ,mr4 ,jefferson announced that the ,archimedeans would be forbidden to give any more programs or to hold any meetings in the school building until they formally rescinded their action and changed their stand4 ,the ,delphians stood by their declaration and remained out of the contest4 ,the ,archimedean contestants could only enter in oratory as the debate team was weakened by the ,delphian strike4 ,much bitter feeling grew in a few weeks' time4 ,the matter stood in this fashion until the end of the year4 ,mr4 ,jefferson was not relected at the end of his first year4 ,,constructive ,,treatment ,sidenote3 ,controlling ,strikers ,find out what all classes and societies are planning and doing in such large matters as membership campaigns4 ,have a trusted student officer in each society to confer with you as soon as serious problems arise4 ,attend society meetings often enough to be counted an interested adviser2 or better still1 have each society under the care of a teacher who is expected to attend all meetings and coperate with the officers in keeping the society in a high state of efficiency4 ,assist in planning affairs that are not officially under your direct control4 ,be sure to avoid excessive encouragement of any one competing organization in school4 ,competition is good in case the competitors are nearly evenly matched4 ,help the under dog1 in a wise manner4 ,when a society seems on the decline initiate some plan to revive its strength4 ,coperation at the right moment will win confidence and prevent clashes4 ,make an appeal to the ,delphian ,society on the ground of their past record4 ,display the details of their achievements1 repeat the announcements of the coming contest4 ,secure the assistance of some graduate ,delphians who are unconcerned in the present grievance4 ,apply the method of approval on a large scale and show the society that its members1 the school and the town are hanging with expectancy on their decision to continue preparation and again win the trophies4 ,this should be done privately to a large extent to avoid over-emphasizing the importance of this one society4 ,promise fair dealing with the ,archimedeans1 but make no pledges about solving the problem instantly and in the way demanded by the ,delphians4 ,take plenty of time to correct an evil1 if no urgency of growing habit compels haste4 ,propose the substitution of a better method for increasing membership in the ,archimedean society4 ,perhaps new members will be chosen by lot as fast as new pupils enroll4 ,issue no prohibitions if they can be avoided4 ,avoid calling a meeting of rebellious students unless you have a plan that is acceptable to the leaders of the group4 ,if negative action is necessary deal with single students4 ,man is a creature of a willful head ,and hardly driven1--but is easily led4 --,s4 ,daniel4 ,,comments ,sidenote3 ,getting the ,news ,some executives have a fine ear for school news2 they catch what is passing1 seemingly with little effort4 ,they are not eavesdroppers or spies1 they do not employ informers1 and yet they know everything that goes on4 ,there is a good reason for their success2 they are sought-out counsellors4 ,their pupils have a sense of being team-mates with the superintendent or principal and so are frequently in his company4 ,the scope of official jurisdiction is by no means sufficiently wide to cover all the useful points of comradeship in school management4 ,there need to be occasions of voluntary assistance that extend beyond the range of ordinary school routine4 ,this coperation is unofficial and very powerful in dissipating mild antipathies between teacher and pupil4 #e4 ,disobedience ,provoked by a ,policy ,contravening ,community ,sentiment ,the eager1 self-confident1 strong-willed teacher often rushes into a program of action that has unfortunate results4 ,if in his own student days he attended a large1 highly organized school where the authorities easily executed new school policies1 he often blunders as a teacher when beginning work in a smaller school because of unskilled imitation of the methods of his former teachers4 ,sidenote3 ,know the ,community ,perry warns the teacher against neglecting to study the psychology of the crowd4 ,a pupil dealt with alone is but one individual4 ,if another shares in the conference you have a group4 ,any punishment shared with another loses force4 ,if another two are added to the number the punishment ceases to have real worth4 ,this does not mean that there is no such thing as the punishment of a social group2 but that what is a punishment for one does not become a punishment for a crowd simply by being extended to the crowd4 ,the punishment of individuals and of groups is essentially different1 and must be differently planned4 ,,case #ag ,sidenote3 ,dancing ,miss ,allison took charge of the ,reynolds ,high ,school as principal under a mediocre superintendent4 ,after the term was well under way she made this announcement one morning at general exercises1 8,owing to the fact that the work of the high school has been suffering seriously for some weeks past by reason of an excessive number of social affairs1 it has been decided to ask you all to refrain from social dancing during the remainder of the year40 ,after a few more words in which ,miss ,allison disclosed the fact that the announcement had the approval of the board of education and the superintendent1 the matter was dropped4 ,not many days passed until the following conversation took place3 8,edith1 didn't you plainly understand the announcement made in the assembly-room some time ago80 8,yes1 ,miss ,allison1 ,i understood4 ,but you know we have all been accustomed to dancing for years and years back and it seems hard to have our fun all taken away from us40 8,but you are asked to give up dancing only during the school term40 ,edith continues1 8,all the other young folks not in school go on with their fun2 they invite us and we want to dance40 8,well10 said ,miss ,allison1 8all ,i can say is that the high school pupils are not to dance while attending this school4 ,you have not followed the rule of the school4 ,this is your first dance and if you do not repeat it we can let the matter rest40 ,but things took a turn for the worse4 ,community sentiment was not strong enough to sustain ,miss ,allison1 although official consent had been readily obtained4 ,at a senior class social the whole company fell back into the old ways and dancing lasted until midnight4 ,when ,miss ,allison learned of it she reported the matter to her superintendent4 ,he sympathized with her and then left the difficulty largely in her own hands4 ,she decided finally to drop any further consideration of the question of dancing4 ,she heard occasional remarks of mingled curiosity and scorn and found her influence on the school sadly weakened4 ,,constructive ,,treatment ,sidenote3 ,a ,substitute for ,prohibition ,instead of the plan that ,miss ,allison followed we suggest the following procedure4 ,remain silent on the matter of dancing as a cause of insufficient lesson preparation4 ,your private opinion on the propriety of dancing can of course be modestly disclosed4 ,to secure better results in class work consider again the length of lesson assignments1 interesting matter for recitations1 and whatever accessory means are needed to make class work of great interest4 ,review again details of modern plans of teaching high school subjects4 ,accept as a probable fact that laxity in preparation for a recitation is chiefly the fault of the teachers in that subject4 ,confer with each teacher privately on this problem of better teaching methods4 ,the following seems a tactful method of approach4 8,mr4 ,pingree1 just a moment1 please4 ,i ran across some announcements lately that ,i think might interest you4 ,they deal with the use of reproductions of famous paintings for use in high school ,latin courses4 ,after you look them over ,i should like to confer with you and perhaps plan to introduce them into our work here40 ,attend pupil social affairs sufficiently to gain the reputation of genuine interest in high school social events4 ,secure a firm hold by this means on the affections of the pupils and ascertain by direct observation the actual distraction traceable to social diversions4 ,if necessary plan a few little social affairs for some of the leaders of high school sentiment4 ,in these demonstrate some novelties in the way of entertainment plans4 ,choose schemes that are not so elaborate or exhausting as those in use by the high school pupils and so introduce substitutes for them4 ,ascertain if you can lay hands on one or two trusted pupil-leaders and persuade them to agitate quietly and unofficially for a moderation in evening or other distracting social affairs4 ,take no chance at this point2 if in doubt omit the attempt4 ,,comments ,a teacher often over-estimates the connection of certain supposed causes with the known conduct of pupils4 ,there are always several reasons why a pupil acts as he does2 if reform can be secured by dealing with a manageable cause it is better by far than to attack the most difficult one4 ,these acts of disobedience were clearly provoked by a mistaken policy instituted by the principal4 ,the method suggested eliminates this provocation and leads to coperation instead of antagonism4 ,pupils rebel naturally against being rounded up for lessons either mediocre or positively distasteful4 ,nearly all pupils respond appreciably to a first-class attempt to teach a subject4 ,substitute excellence in class work for coercion in social affairs and you appeal to the common sense of every one concerned4 ,poor teaching leaves the pupil unsatisfied and disposed to fill up his life with that which pleases him most4 ,sidenote3 ,direction ,not ,suppression ,suppression of social interest is impossible4 ,education of high school pupils in social intercourse and recreation is a necessary part of school training4 ,a teacher may easily be as lax in caring for this phase of his duty as a pupil is in preparing his lessons4 ,the art of holding an interview with a pupil is not easily learned4 ,let us see how a boy describes a conversation with a strong1 fine man who knows how to make men out of boys4 8,well1 ,i just told him all about it4 ,you can't think how kind and gentle he was1 the great grim man1 whom ,i've feared more than anybody on earth4 ,when ,i stuck he lifted me1 just as if ,i had been a little child4 ,and he seemed to know all ,i'd felt1 and to have gone through it all4 ,and ,i burst out crying more than ,i've done this five years2 and he sat down by me1 and stroked my head2 and ,i went blundering on and told him all2 much worse things than ,i've told you4 ,and he wasn't shocked a bit1 and didn't snub me or tell me ,i was a fool and it was all nothing but pride and wickedness1 though ,i dare say it was4 ,and he didn't tell me not to follow out my thoughts1 and he didn't give me any cut-and-dried explanation4 ,but when ,i'd done he just talked a bit--,i can hardly remember what he said2 but it seemed it spread round me like healing and strength1 and light2 and to bear me up1 and plant me on a rock1 where ,i could hold my footing and fight for myself40#e ,footnote #e3 ,hughes1 ,tom ,brown's ,schooldays4 ,macmillan4 ,again1 it is clear that if disobedience grows out of the certainty on the part of pupils that the community will support them rather than the teacher1 the logical thing for a teacher to do is to deal with that community sentiment1 in its adult and influential exponents1 rather than in the children whose attitudes are formed by it4 ,,illustration ,sidenote3 ,gambling ,thomas ,mallory was principal of a high school in a suburban town where practically all the citizens were well-to-do people4 ,in ,november of his first year1 he noticed that at noons the students who in fine weather walked or played tennis after eating luncheon1 on stormy days were playing cards4 ,this in itself was not serious1 but a little observation showed him that gambling in a small way was being carried on4 ,he did not pretend to be greatly shocked by these discoveries1 for he knew that most of the students had taken a hand in card games in their own homes without restraint1 and that many of them knew that their fathers played for small sums at their clubs and that their mothers won valuable prizes at bridge parties4 ,to most of them1 the staking of their pin money but lent a pleasurable zest to a game of cards4 ,but ,mr4 ,mallory had a horror of gambling4 ,after much thought upon the matter1 and several interviews with boys and girls who liked to make bets1 he decided to submit the problem to the parents themselves4 ,he sent out with the ,november report of each pupil a mimeographed and signed note to the parent or guardian1 explaining the situation and saying that he thought that1 owing to the abuses that young people were liable to make of the privilege of playing cards1 they would better not be allowed to play at all1 especially as it was impracticable for teachers to oversee personally the conduct of each group during the noon recess1 even if such espionage were wise4 ,he called attention to the importance of the formation of right habits during adolescence1 and asked each parent if a prohibition of card-playing in the high school would not meet with his approval4 ,the response was everything that could have been wished4 ,even those parents who were themselves gamblers in one way or another1 did not want their children to gamble even in a small way at school4 ,having1 then1 the practically undivided support of his patronage 7a few parents were not sufficiently interested to reply1 but none opposed his measure7 ,mr4 ,mallory made a rule that no card-playing was to take place upon the school premises1 and without any trouble more wholesome recreations took its place4 #f4 ,disobedience ,growing ,out of ,unbridled ,pleasure ,seeking ,there come times when the usual routine of school life is suspended and the pent up enthusiasm or passion for play seems to run wild4 ,high school pupils find it particularly difficult to keep within the established limits on such occasions4 ,,case #ah ,sidenote3 ,a ,big ,celebration ,five other boys went with the six debaters of the ,roylston ,high ,school1 when they went to ,barrymore1 twenty miles away1 for their annual debate4 ,the principal1 ,mr4 ,knapp1 always had gone with them on these trips2 but this time he was detained by illness in his family1 which developed too late for him to find a substitute4 ,he therefore gave them last instructions at the station and hurried home1 the boys' assurances that they would 8do him proud0 ringing in his ears4 ,at twelve o'clock a worried mother called up to know what was the trouble2 at half-past twelve an irate father wanted to know why his boy had not returned4 ,mr4 ,knapp asked his assistant to make inquiries1 and at two the assistant telephoned that the eleven boys1 very hilarious1 had just come in from ,barrymore1 where they had eaten a late supper at the hotel after the debate4 ,mr4 ,knapp1 thoroughly out of patience with them for their duplicity and lack of honor1 resolved to make an example of them the next ,monday morning4 ,on ,monday morning1 therefore1 at chapel1 ,mr4 ,knapp read the names of the eleven boys distinctly4 ,he said the debaters had won the contest with ,barrymore1 but had lost all credit for the victory through a breach of good faith4 ,because he could not go with them1 they had remained until the last car and had indulged in a celebration supper4 ,therefore1 he thus publicly withdrew from each boy in that group the privileges of representing the high school in any contest the school might thereafter hold during the year4 ,he did this because a boy who could not be depended upon was unworthy to represent ,roylston ,high ,school4 ,addressing the boys personally he said3 8,you have been guilty of a breach of good faith1 boys1 in that you did a thing when ,i was not with you1 which your knowledge of our customs and our standards makes every one of you know to be wrong4 ,you took advantage of my absence in a dishonorable way4 ,i dislike to take from the six debaters the privileges of debating for the school1 for that seems unjust to the school4 ,i hesitate to forbid these five boys to go with the team again1 for ,i am as anxious as ,i suppose they are1 for the boys to redeem themselves by good behavior next time40 ,the result was a scarcely concealed spirit of defiance in that high school4 ,the students were indignant that a victory had been so lightly acknowledged2 that what they thought a slight offense had been so severely punished2 above all1 at the ex post facto nature of the punishment1 for the boys had not been told they were to return at once after the debate4 ,this had been their custom always and ,mr4 ,knapp had not thought it needful to give specific directions4 ,there was a feeling that ,mr4 ,knapp was unjustly severe2 and his influence and authority weakened perceptibly as a result4 ,,constructive ,,treatment ,hold a private interview with the eleven pupils after definitely deciding on a course of action4 ,in the interview these matters should be covered3 the honors brought to the school by the victory2 the plans for the next debate2 the changes in personnel if any2 an account of the after-debate celebration held at ,barrymore4 ,do not disclose any faultfinding attitude toward the group4 ,make no statements about their delinquency2 ascertain their motives and attitudes toward their misconduct4 ,later after discovering the ring-leader1 meet him privately and go over the affair in detail4 ,make him admit the error by tactful questions and lead him to accept your plan to hold celebrations on home ground in the future4 ,proceed in like manner until a strong minority accepts your policy4 ,at a regular meeting of the debaters make brief announcement of the opinions1 judgments and resolutions thus accumulated4 ,reinforce them by a few strong statements full of enthusiasm and subdued firmness in a way to show that you stand positively behind the decision to maintain the school policy4 ,in your own mind accept the chief responsibility for having so loosely managed affairs as to make the delinquency complained of a possibility4 ,,comments ,mr4 ,knapp made two mistakes in this case4 ,first1 he failed to provide for a situation which1 had he been less preoccupied1 he might have foreseen2 that1 if they won1 these boys would consider a late supper a manly and smart way of celebrating4 ,second1 he punished them1 not by taking away a personal pleasure from each1 but by cutting them off from a social enterprise for the good of the school1 an enterprise which was a means of growth in just that very sense of responsibility which the boys lacked when they took advantage of their principal's absence4 ,if a punishment is too severe in the minds of the pupils1 the administrator loses the possible endorsement of the penalty which would in fact effectively reinforce it4 ,a punishment that does not accurately represent social conscience can have almost no value4 ,it generates repugnance4 8,the mood of repugnance tends to give rise to and to be accompanied by either a mood of anger or of sorrow1 according to the degree of opposition to which it is subjected and the degree of energy available for resistance40#f ,footnote #f3 ,shand1 ,the ,foundations of ,character1 #djf4 ,macmillan4 ,sidenote3 ,do ,not ,fight ,instinct ,he made too much of a misdeed that grew out of very natural instinctive impulses4 ,the public announcement was a flaunt in the face of the entire school and a severe attack on a matter which had strong public sentiment behind it4 ,it is unwise to launch one's self against a small misdeed in a way to make one an enemy to a popular movement which one after all desires to promote4 ,confidence in high school pupils must be genuine1 yet a principal must safeguard them against overstrain on matters where adolescent enthusiasm easily runs wild4 ,there is a way of trusting pupils and at the same time 8fixing0 circumstances so that disobedience is not likely to occur4 #g4 ,disobedience ,due to the ,inefficiency of the ,teacher ,high school pupils become very expert in detecting the real from the imitation in the matter of character and ability in teachers4 ,they have1 as a rule1 a keen respect for intellect2 so much so that they will usually yield ready obedience to a teacher who can really open their eyes to the wonders that lie in the world of lessons4 ,intellectual attainment alone is not enough1 but real learning1 combined with the rare art of imparting it1 will almost always win admiration and following4 ,sidenote3 ,the ,bluffing ,teacher ,one of the great hindrances to good feeling and ready obedience in our ,american high schools is the comparatively low standard of preparation of many of their teachers4 ,teachers who are too young1 too quickly and too superficially trained1 very seldom succeed in keeping the pupils long in ignorance of their shortcomings4 ,some teachers who have felt a lack of respect and a tendency to disobedience and disorder1 have found the atmosphere of the school to change as if by magic when better preparation of lessons on their own part has been made4 ,pupils who have once known the joy of having a wide-awake1 well-prepared1 and keen teacher are especially quick to detect low scholarship and faulty training in subsequent instructors4 ,,case #ai ,the ,junior ,english class in the ,warren ,high ,school was reading ,macbeth under the guidance of a teacher who had just come to take the place of ,miss ,foster1 the regular teacher1 who was ill4 ,they had reached the second act4 8,sleep that knits up the ravell'd sleave of care10 read ,john ,harris4 8,what does that mean1 ,miss ,kirk80 ,miss ,kirk did not really know1 for she was not a student of ,shakespeare and she had not had time to prepare the lesson4 ,she considered hastily1 however1 and made what she hoped was a shrewd guess4 8,they wore knitted doublets in those days10 she said1 8and of course they would ravel out with wear and use4 ,so the women used to knit them up again when they needed it1 in the sleeves for instance1 just as we darn hose now40 ,john finished ,macbeth's speech1 and sat down quite satisfied that he understood it4 ,but ,harold ,newcome1 the minister's son1 waved his hand vigorously1 and ,miss ,kirk let him speak4 8,father and ,i read this over last night together10 he averred1 8and we found a different meaning from that4 ,we found that sleave is a ,scotch word and means the silk before it's spun into thread40 ,miss ,kirk was shrewd enough to say1 8,that is a passage upon which the authorities disagree4 ,you may go on1 ,constance40 ,harold1 while unconvinced1 was silenced for the time being4 ,the class reached the third scene4 8,he should have old turning of the key10 read ,mary ,bond4 8,miss ,kirk1 ,i think there must be a misprint here--,i don't make sense of it40 8,there is10 ,miss ,kirk replied1 bluffing as before4 8,it should read1 #8,he should grow old turning the key4' ,go on40 8,but that isn't it10 ,harold cried out in his eagerness4 8,that expression is just like one the girls use when they say1 #8,you mean old thing4'0 8,harold1 please get permission to speak next time10 ,miss ,kirk admonished4 8,and don't interrupt the reading40 ,they reached the lines1 8,approach the chamber1 and destroy your sight ,with a new ,gorgon40 8,what is a ,gorgon80 some one asked4 8,jennie1 can you tell80 ,miss ,kirk was growing cautious4 ,jennie could not1 so she asked first one and then another4 ,harold1 although he could have told1 shook his head1 and waited with a sardonic smile to hear what ,miss ,kirk would say4 ,feeling obliged to answer her own question1 ,miss ,kirk at last hazarded1 8,it is a kind of weapon they had in those days4 ,tomorrow ,i want you all to look up all the words you do not know40 ,at this1 ,harold closed his book with a bang and grinned broadly4 ,miss ,kirk looked at him severely1 and said1 8,harold1 open your book and read the next lines40 8,excuse me10 he answered1 8,i don't believe ,i will4 ,i'm learning so much from your wonderful definitions that ,i think ,i'd rather listen to you40 8,harold ,newcome1 open your book this instant4 ,do you mean to do as ,i say80 8,i certainly do not4 ,you don't know as much as we do about this play4 ,you haven't even read the notes at the back of the book1 ,i bet40 8,you may leave the room this instant10 ,miss ,kirk commanded in a rage4 8,will you do that80 8,i certainly will1 with pleasure10 and ,harold left with a mocking bow4 ,at recess he gathered a group about him and explained his teacher's ignorant mistakes4 ,the other pupils enjoyed the joke thoroughly1 and did not trouble that night to prepare the next day's ,english lesson1 feeling that they could either bluff or excuse themselves with so 8easy0 a teacher4 ,miss ,kirk found them disrespectful and inattentive1 listening to her comments and instructions with amused smiles4 ,her work was a total failure1 and in a few days she had to give up to a more able substitute1 whose preparation was such as to command respect4 ,,constructive ,,treatment ,the teacher who has not had time to prepare a lesson will find it best to be quite frank with his pupils2 no mistake could be greater than to pretend a knowledge which he does not have4 ,miss ,kirk might have said to her class on that first day1 8,i have just come1 and have not even read over today's lesson2 and it has been several years since ,i read this play or saw it performed4 ,so we shall have to work it out together1 and ,i've no doubt that you can tell me many things ,i've forgotten40 ,harold1 who had had his father's help in studying the act1 would have been delighted at the chance to contribute his facts1 and their gracious reception would have encouraged others to prepare lessons in the same thorough way4 ,,comments ,the authority of a teacher over his pupils rests upon the theory that the teacher is fit to direct the conduct of those who are younger and less able to select right courses of action4 ,if the teacher be immature1 stupid1 badly educated or uncultured1 this theory breaks down2 the pupils themselves are quick to recognize the fact that the basis of authority does not exist4 ,even when they do not consciously reason out this cause for disrespect and disobedience1 they feel it1 being logically minded and keenly sensitive on the subject of obedience4 ,they feel the injustice of being asked to obey one whom they see to be unfit to control1 because of his dishonesty in pretending to be what he is not4 ,if the teacher is frank1 pupils will often make generous allowances1 but they rightly despise a bluffer and decline to give him loyal support4 ---------------------------------------- -------------------------------- ,,division ,,iv ------- ,,concrete ,,cases ,,arising ,,out ,,of ,,self-,,preservative ,,instincts 8444 ,the training of a child 444 does not consist of elimination or suppression but of direction of the native impulses so that they co-operate in a rational and organized manner40 ,angell1 ,psychology1 p4 #dcj4--;,holt4 ---------------------------------------- -------------------------------- ,,cases ,,arising ,,out ,,of ,,self-,,preservative ,,instincts ,sidenote3 ,function of ,instincts ,by instincts are meant those natural impulses to do which are 8born in a person10 and which are so strong in animal or man1 that each goes on to perform the act toward which he is impelled even though he has had no previous instruction in performing that act1 or even though he may not be clearly conscious of what he is doing4 ,the nesting and migrating instincts in birds1 the building of beaver dams1 the hibernating of certain animals1 the swarming of bees1 are examples of well marked instincts among animals4 ,play1 curiosity1 and the dramatic tendencies1 are equally well marked examples of instincts in children4 ,sidenote3 ,their ,classification ,professor ,kirkpatrick divides the instincts into several groups according to the function they perform in the development of the individual4 ,chief among these groups of instincts1 and becoming prominent in the child's life in about the order named are 7#a7 the self-preservative and individualistic instincts1 7#b7 the adaptive instincts1 7#c7 the gregarious or social instincts1 7#d7 the parental instincts1 7#e7 the expressive and 7#f7 the regulative instincts4 ,it will surprise the teacher whose attention has not already been called to the matter to note how many of the disorders of the schoolroom grow out of instincts which are entirely natural to the child and indeed highly useful to the individual for the most part1 their undesirability in the schoolroom being due only to the lack of proper control1 that is1 to a power which the child has not yet acquired1 and which it is the function of the school to teach4 ,consider1 for example1 the lowest of these groups1 the self-preservative and individualistic1 as opposed to the altruistic impulses4 ,at first thought such instincts as anger1 fear1 fighting1 selfishness1 and acquisitiveness seem ignoble and unworthy of expression4 ,yet every one of these impulses1 undoubtedly1 has a useful function to perform in the child's life1 impelling to experiences and habits which lay the foundation1 at least1 for the development of the higher instincts which are to dominate later4 ,this is not the place to go into a detailed discussion of the various instincts4 ,the thing to remember is1 first1 that most of the impulses of children have an instinctive basis hence are not1 in themselves1 wrong but become wrong only as they fail to be brought under gradual control1 and1 secondly1 the impulses are not to be supressed1 but rather the energy found to be expended in harmful ways must be divided into channels of legitimate action4 ,we shall now consider some of the most undesirable forms of the self-preservative and individualistic impulses4 #a4 ,disorders ,due to ,laziness1 ,clumsiness1 ,noise and ,fidgets 7#a7 ,laziness4 ,it is almost absurd to advise a teacher what to do with a lazy pupil in the first grade4 ,however1 lest there be some teachers who may discover a lazy pupil among their number1 it will not be amiss to offer a few suggestions4 ,if the first grade teacher can persuade herself that there are no lazy first grade pupils1 she will have gone a long way toward an effective preventative of laziness4 ,too long has song and story focused attention upon the lazy scholar by making him a glaring example of failure only to suggest that he exists1 when in reality there are extremely few lazy first grade pupils4 ,it may be that a child is physically defective or is suffering from languor due to poor food or a badly ventilated schoolroom4 ,pupils very often are forced to sit near the stove or radiator and the continuous heat makes them sleepy and the teacher accuses them of being lazy4 ,sometimes parents are so short sighted as to deprive their children of the required amount of sleep1 then the child is sleepy the following day1 and the teacher mistakes it for laziness4 ,many children are so active and alive that when they are required to sit still they become drowsy4 ,there are many causes that contribute to a child's inactivity4 ,it is unnatural for a child to be slow and inactive4 ,perhaps it would be better to assume that there can be no lazy children in the first grade4 ,the first thing to do toward a child that seems lazy is to study the case carefully4 ,if the child is inactive1 thereby appearing lazy1 because of his physical condition or the wrong condition of any part of his surroundings1 the cause should be removed4 ,then1 if the laziness does not disappear1 it becomes necessary to interest the pupil4 ,practically the same methods can be used that are applied to the indifferent child4 ,it is only a matter of interesting the pupil4 ,with older children a confidential talk showing the unfortunate results of neglect of work will often accomplish much4 ,sidenote3 ,lazy ,pupil ,sometimes a teacher has a pupil that is very slow1 so slow that is becomes a source of annoyance1 because he is always behind4 ,not a word or look of the teacher should suggest to the child that the teacher even thinks him slow4 ,little tasks should be assigned and the command added to see how quickly the work can be done4 ,it is quite the wrong thing to say1 8,hurry up6 ,don't be so slow60 ,on the contrary it will encourage the child to say1 8,i want you to see how soon you can do this40 ,the suggestion should be given in a kind and appreciative manner4 ,as soon as the child has done the task1 though it may not have been in a hurry1 the teacher should say something to this effect1 8,i tell you1 you can hurry1 can't you6 ,when ,i want something done quickly1 ,i will ask you to do it40 ,a smile and pat on the child's head will encourage the pupil4 ,two or three lessons a day for several weeks will change the child who is slow merely through habit1 and what is better the teacher is doing the child a great service for future life4 ,the teacher must remember that all commands must be suggestive4 ,,illustration #a ,the morning after the report cards were given out in the ,whittier ,school in ,hanover1 ,massachusetts1 ,miss ,jamieson was met at the door of her room by ,anderson ,wheeler1 one of the smartest yet most mischievous boys in her room4 8,miss ,jamieson1 why didn't ,i get more than #8,fair' in geography8 ,harold ,stetson got #8,excellent' and ,i know as much as he does40 8,come into the room1 ,anderson1 and we'll talk the matter over40 8,bring your geography up to my desk40 8,now do you remember the day ,i asked you to name the mountain ranges in the eastern part of ,north ,america80 8,yes40 8,do you remember that you said you had not studied your lesson80 8,yes40 8,do you remember the week we studied the industries of ,new ,england80 ,anderson nodded his head in assent4 8,there was not one day that you could give me a correct answer to a question40 8,just how much time do you spend in studying geography1 ,anderson80 8,not very much40 8,no1 ,anderson1 you could get as high a mark as any boy in this room if you wanted to4 ,you really like geography1 don't you80 8,yes1 ,i do4 ,my father is always talking about things that are in our book40 8,well1 now1 ,anderson1 why don't you try to learn more about them8 ,you could be of so much help to us in our geography class if you would talk over these subjects with your father40 8,try this month to work up to an excellent grade4 ,will you80 8,yes1 ,miss ,jamieson4 ,i believe ,i've fooled my time away this month40 ,thus1 one teacher stimulated the worst laggard in her room4 7#b7 ,fidgets4 ,teachers very often speak of certain pupils being nervous1 fidgety1 or impatient4 ,all these faults will respond to the same treatment4 ,as a rule they are due to the same cause4 ,it is necessary to discover the cause first4 ,generally1 some physical defect of the child causes him to be nervous or impatient4 ,the teacher can not remove this1 hence1 she must be patient with the child4 ,patience will not remove the trouble but will go a great way in keeping the child under control4 ,the parents should be consulted and an attempt made to have the child examined by a physician4 ,most parents will be glad to coperate with the teacher and soon the child will be happy and contented4 ,whenever the teacher can not enlist the coperation of the parents she must do the next best thing4 ,if the trouble can not be entirely removed1 it can be allayed4 ,care must be exercised not to keep the pupil too long at any one occupation4 ,it may be necessary to have some extra busy work or interesting pictures or picture books1 so that frequent changes can be made in his work4 ,a nervous child1 too1 needs more exercise4 ,have him do some work for the school1 e4 g41 collect pencils or paper4 ,gradually the teacher should accustom the child to be satisfied with what will interest and keep the other pupils quiet4 ,this can be done by withdrawing his extra attractions and indulgences until he is under the same regime as the other pupils4 ,if the child is nervous and impatient1 not as a result of some physical condition1 then the difficulty can be handled more easily1 but by the same method as described above4 ,children may be nervous and impatient because of home conditions or simply as a habit4 ,in either instance treat as above4 ,a nervous or impatient child should never be scolded for annoyances due to nervousness4 ,he can not help himself4 ,he needs encouragement and kind treatment4 7#c7 ,noise4 ,there are teachers who are constantly annoyed by a ceaseless clatter of pencils1 pencil-boxes1 rulers1 books and other school paraphernalia4 ,this constant din of noise is usually due to the teacher's bad management4 ,the following was told the author by a teacher who lived through her ignorance and arrived at the place where she saw that she was the cause of the endless noise that pervaded her room4 ,this teacher had 8little punishments0 attached to various annoyances4 ,one of the most absurd was the requirement that if a pupil dropped a pencil or other desk property1 he had to pick up the object and then stand by the side of the desk1 as a punishment1 until the teacher permitted him to be seated4 ,the most surprising thing about the method was that it did not abate the number of so-called offenses4 ,little did this teacher remember that she herself sometimes let something fall to the floor1 and that the same thing might happen in the case of the pupils4 ,this teacher finally discovered that the dropping of a pencil or book was but an accidental occurrence2 and was not at all to be termed an annoyance2 and that if she did not notice it no one else would4 ,the teacher who thinks that an occasional dropping of a pencil or other object to the floor is an offense is to be pitied4 ,there is no such a thing as a schoolroom in which nothing ever falls to the floor4 ,it is true1 it may become an intentional annoyance on the part of the pupils4 ,but it will not become such until the teacher makes it such by her constant faultfinding about the annoyance4 ,the teacher must assume that pupils do not let things fall to the floor intentionally4 ,whenever she has that attitude about it she will not be annoyed by the trivial occurrence1 and furthermore1 her pupils will never let things fall intentionally4 ,sidenote3 ,noiseless ,movements ,teachers often experience a great deal of trouble in having pupils handle their books and other desk property quietly4 ,little wonder6 ,what boy or girl does not recall the following expression8 8,oh my6 ,children how much noise you make6 ,can't you put your books away more quietly80 ,sometimes the expression is further emphasized by saying1 8,i will not let you have any recess1 if you can't put your books away with less noise40 ,the teacher who resorts to such expressions will not be able to abate the noise attendant upon putting books away so long as she uses this method4 ,to pay attention to an annoyance of this nature is only to aggravate it4 ,but this is a very common schoolroom annoyance and must be remedied4 ,it can be remedied1 but not by a foolish plan4 ,the first grade teacher on the first day must take occasion to suggest how she wants the books1 pencils and rulers put away4 ,her pupils will do as she has commanded4 ,though they may have made more noise than she expected1 she will win her point if she says1 8,thank you1 children4 ,i like to have you put your books away like that40 ,the next time she must say1 8,now1 children1 let us put away our books1 and let us see if we can do it as nicely as we did this morning40 ,such expressions of suggestive control will work upon the children like a charm4 ,they will put their books away much more quietly than before4 ,the teacher must always approve the action of the preceding occasion4 ,to make the method more effective1 the teacher may tell the pupils1 when a visitor comes in1 8,now1 children1 show ,mrs4 ,b4 how nicely you can put your books away40 ,the children will try hard4 ,it is only natural that they should4 ,however1 if they make more noise than necessary1 the teacher will strengthen her influence by telling the visitor that she is trying to have the pupils put their books away quietly and by approval she wishes to gain her point4 ,there is no doubt she will establish the habit among the pupils4 ,she needs only to keep at it for several weeks1 until the putting away of books and pencils will be done quietly as a habit4 ,sidenote3 ,passing ,quietly ,some teachers wonder why their pupils walk so noisily in the schoolroom4 ,there are few exceptions where it is not the teacher's fault4 ,whenever such an annoyance exists1 it is necessary that the teacher have a systematic method for passing about the room and in and out of the room4 ,to call a class and allow it to use its own pleasure in getting to the recitation seat or the recitation room is a prolific source of confusion and noise1 and the most tactful methods to abate noise can not prevent it4 ,pupils should be instructed to slip out of their seats to the right or left1 as the teacher desires1 and then stand at the side of their desks4 ,at a signal of the teacher they should pass forward4 ,if there are several rows of pupils1 and if they are required to come forward during the recitation1 one row should lead1 the others following in order4 ,they should all approach the recitation seats from one side and seat themselves in the same order as that observed in marching forward4 ,in passing from one room to another and in and out of the schoolroom1 system will aid materially in abating noise4 ,the wise teacher will remember that there must be some noise1 but let it be 8orderly noise40 ,the following little incident explains a tactful teacher's method of dealing with unnecessary noise4 ,a certain class had passed to the recitation room quite noisily4 ,the teacher kindly asked the class to return to their seats4 ,when they were seated1 she said1 with a smile on her face1 8,children1 let us try to come to the recitation more quietly40 ,quite naturally1 the class responded2 not as the teacher wanted them to do1 but better than the first time4 ,with a kindly look on her face1 and a smile indicating approval1 she said1 8,thank you2 that was better40 ,for the next recitation she intimated how pleased she was with their attempt and asked them to repeat it4 ,the teacher had pleased them by her kindly manner1 and the pupils responded by complying with her desire4 ,tactfully she kept this up until it became a habit with the class4 ,never did she scold or reprimand the class for noisily passing about the room4 ,what this teacher did can be done by every other teacher4 ,sometimes a single pupil has the habit of dragging himself noisily about the schoolroom4 ,this1 too1 is easily remedied4 ,the pupil should not be reprimanded for it4 ,the teacher should call him aside after school and in a friendly way tell him about it4 ,it will win the pupil to carefulness if the teacher can say1 8,i know you never thought about it1 and of course ,i shall appreciate it if you will be more careful40 ,now1 the pupil may not always be more careful1 or may even forget4 ,however1 the teacher should take the first occasion to say truthfully1 8,thank you2 ,i knew you could get about more quietly40 ,it may be necessary to use this method for several days1 but the teacher should not despair4 ,it will effect a cure4 ,every teacher recalls that when a visitor or visitors came in1 pupils were far more noisy than usual4 ,it seemed as though they dropped every article they had in their possession1 walked as disorderly as they could1 and left the room without restraint4 ,and nearly every teacher can recall how she told the pupils1 after the visitors were gone1 that she was ashamed of them4 ,telling them that their behavior caused the teacher to feel ashamed did not lead them to act better upon another occasion4 ,it is a far better way kindly to inform the pupils of their mistake and suggest what the teacher expects4 ,then when the visitor comes expect the behavior desired1 as well as see that the pupils are busy4 ,when the visitor is gone1 approve whatever efforts the pupils made to do better4 ,it will encourage them to do their best on future occasions4 ,the method of approval will succeed1 not the first or second time perhaps1 but by patient application4 ,too much emphasis can not be placed upon the method of dealing with general schoolroom noise4 ,as a rule1 not any single annoyance is marked enough to be picked out and dealt with as an offense4 ,general schoolroom noise will always be aggravated by the teacher who treats it as an offense and finds fault with it4 ,the only method to use in dealing with it is to propose a better way and then approve whatever the pupils do4 ,keep on suggesting the better way and approving1 and the desired results will be obtained4 ,the method properly applied can not fail4 ,there is much1 too1 in the very attitude of the teacher4 ,a teacher who can make her pupils feel that she expects nothing but their best efforts in passing about the schoolroom or handling their schoolroom belongings1 will get the pupil's very best efforts4 7#d7 ,clumsiness4 ,the human race wastes an incalculable amount of energy and nervous force because of the unnecessary noise which it makes in its thoughtless habit of doing things in the first way which presents itself1 rather than in a way which has been carefully devised to save noise and confusion and needless expenditure of energy4 ,one of the finest things a good school aims to do is to teach its pupils how to work quietly and to overcome clumsiness4 ,,case #bj 7,,eighth ,,grade7 ,john ,creel wears big1 heavy shoes of cowhide1 and walks across the floor with the tread of a small army4 ,he hits a few desk-supports on his way to the blackboard and knocks a paint box off a desk on his way back1 giving rise not only to its initial clatter1 but to an indignant splutter of protest from the small girl who owns the paint box4 ,the teacher1 a nervous maiden lady of prim ideas1 is greatly annoyed4 8,john ,creel60 she exclaims4 8,do see if you can't walk without making a noise that would wake the dead1 and do try not to hit everything within a mile of you as you move about4 ,if ,i were a boy of your size1 ,i'd try to overcome my awkwardness1 instead of shambling about that way4 ,now try to sit still until recess40 ,john1 within his outer mail of grinning indifference1 has all a big boy's sensitiveness to ridicule and reproof4 ,he pretends now1 before the other pupils in his school grade to regard the teacher's reproof with scorn1 and frequently scrapes his feet along the floor1 just to show that he doesn't care4 ,but he really wishes that he didn't fall over everything as he does1 and he wishes that his father could afford to buy him the neatly fitting1 lighter shoes that other boys wear4 ,but he would not have anyone know these secret longings1 for the world1 and there is small chance that the prim one at the desk will have insight enough to know what goes on in ,john ,creel's towsled head and never shows itself in word or deed4 ,shambling to a class the next day1 ,john drops a book1 from sheer awkwardness1 from sheer lack of muscular control4 ,miss ,prunes-and-,prisms quite loses patience at this1 and calls out1 8,john ,creel1 you may stand in the corner until you can learn to come to class without making so much noise40 ,john goes1 stands there in a stoop-shouldered1 grinning mockery of young manhood1 and becomes the devoted hater of ,miss ,prunes-and-,prisms4 ,the dislike and resentment1 which has been undefined in him before1 formulates itself now into a powerful resolution to make her life miserable for the rest of the term4 ,and1 being not without mental resources1 ,john is able to carry out this resolution2 ,miss ,prunes-and-,prisms has nervous prostration when school is over1 as a result1 and both ,john and his school bear a bad reputation4 ,,constructive ,,treatment ,sidenote3 ,treating the ,fidgets ,pay no attention to ,john at the moment4 ,merely say to yourself1 8,here is a bit of disorder for which ,i have not yet given any lessons in control4 ,i must remedy my neglect in this respect40 ,next analyze ,john's problem into its elements4 ,for him to get his drink of water it is necessary that 7#a7 he turn in his seat1 7#b7 get out of the seat1 7#c7 turn toward the hallway door1 7#d7 walk across the floor1 7#e7 open the hall door1 7#f7 drink1 7#g7 close the door1 etc4 ,with these steps of the problem in mind1 say to the whole school1 later in the day1 when the pupils are beginning to get tired and 8fidgety03 8,children1 you have worked first rate this afternoon4 ,now let's play a little while4 ,all take good positions1 and ,i'll tell you just what to do4 ,i'm going to ask you to turn in your seats just as if you were going to get up1 only this time nobody gets up4 ,you are to do it without hitting your elbows against the desk or dragging your feet or doing anything that will make any unnecessary noise4 ,be all ready when ,i say #8one6'0 ,after a pause4 8#8,one6' ,one boy missed6 ,try it again6 ,position6 #8,one6' ,one girl missed6 ,once more6 ,good6 ,everybody right this time6 ,now ,i am going to ask you to rise without making any noise and without touching the desk with your hands4 ,be ready when ,i say1 #8,two4' ,that was good4 ,now we'll try both movements together4 #8,one1 two6' ,right4 ,be seated4 ,it is recess time now1 and ,i will count for you4 ,you may turn1 rise1 and turn again in the same way you did a moment ago4 ,i wonder how many will remember to come back from recess just as quietly60 ,do not forget to approve the children for coming in more quietly than formerly4 ,on the following day drill in the same way on the art of sitting down quietly1 as if the pupils had just come in from recess4 ,repeat these drills whenever they are needed1 until the habit is firmly established of moving about quietly and in orderly sequence4 ,drill in a similar way on other little disorders of the room until each difficulty1 one by one1 is overcome4 ,,comments ,sidenote3 ,planning ,reforms ,keep in mind1 while planning reforms1 the several possible causes for awkwardness and noise1 namely3 #a4 ,the pupil may not yet have subdued his instinctive impulses to conventional form or to regulation of any kind4 ,all the impulses act at once1 we may say1 and they get in the way of each other4 ,the child needs to be taught which part of an act to perform first1 which second1 etc41 in order to perform it skillfully1 just as in bicycle riding1 playing the scales on a musical instrument1 etc4 #b4 ,when boys and girls reach the period of rapid growth1 the body itself is changing its proportions2 naturally1 it takes time to adjust one's self to one's body4 ,meanwhile there is an 8awkward age10 which is annoying to the teacher1 but much more so to the child4 ,the teacher should recognize the fact that this is transition time and treat it as a perfectly natural physiological period1 doing what she can all the while to eradicate bad habits of posture and movement1 but recognizing at the same time that some patience is necessary on the part of both pupil and teacher4 #c4 ,awkwardness may be due to imperfect development of the muscles or of the nerves which extend to the muscles4 ,none of these cases can be helped by scolding or nagging or impatience of any kind4 ,the first can be remedied by drills similar to those indicated above4 ,the second can be greatly helped by games requiring exactness or grace of movement4 ,the third can not be remedied except sometimes indirectly when the trouble is due to illness or malnutrition1 where the cause of the difficulty may be within control4 ,the following illustration indicates how the drills may be utilized to prevent disorder4 ,the next shows how to make use of the games4 ,,illustration #a 7,,first ,,grade7 ,training muscles to unaccustomed work4 ,sidenote3 ,training ,muscles ,miss ,kate ,winslow was a first grade teacher who had just graduated from a normal school in which great attention was paid to the use of water colors as an aid to nature study and art4 ,miss ,winslow was anxious to introduce water color work in her own schoolroom4 8,take my advice10 said a fellow-teacher1 8and do nothing of the kind6 ,i tried it once and it nearly gave me nervous prostration4 ,not a day passed but somebody spilled the water or overturned his #8paint1' and before the end of the first week the desks were daubed with pigments from one end of the schoolroom to the other4 ,if you are wise you'll keep out of it4 ,first grade children are too young for that kind of work40 ,miss ,winslow was not daunted1 however4 8,i believe ,i can teach the children how to handle the materials10 she said to herself4 8,if ,i use the same methods which have already proved successful in training them to put away their books1 to care for their wraps1 to come in quietly at recess1 and to keep the room tidy1 and to take care of the plants and the waste paper--,i'm going to try it1 anyway40 8,yes1 ,i think you can manage it4 ,if only you are not in too great a hurry to get at the real work of painting10 said her principal when ,miss ,winslow proposed her venture to him4 8,better take a few days just for drill1 and not try to do any real work of painting until all the preliminaries can be successfully executed by the children without loss of time and without confusion40 ,thus encouraged1 ,miss ,winslow analyzed the process of distributing the materials that would be needed1 into its elements1 and then took the whole time of the lesson period for one week for teaching the children how to distribute and handle the material4 ,she first told the children that she had planned a great pleasure for them in their school work1 arousing their interest and curiosity and desire to coperate with her in the attempt to reproduce in colors some of the beautiful things they had been studying in the nature study period4 8,only careful children can do such wonderful work as this10 she said1 8so the very first thing we have to learn is how to do every part of the work in a careful way4 ,these little dishes that ,i have in my hand are for the water4 ,you may name one boy and one girl whom you think could pass all these little dishes to the children without making a noise when they are placed on the desks4 8,very well--,george and ,mary4 ,i have found two little trays just large enough for first grade children to carry4 ,george may take one tray of water dishes and ,mary the other4 ,the children at the seats may watch and tell1 by and by1 which was the more quiet1 ,george or ,mary40 ,in watching1 comparing one with the other1 and deciding between the two pupils chosen1 the onlookers are also learning how to do the work properly2 but the teacher must not fail to commend both the children who have passed the dishes1 and then may say3 8,mary1 you may choose another careful girl and ,george may choose another careful boy to gather up the dishes without making any noise that can be helped4 ,that was well done4 ,now1 this time ,i am going to choose a boy and a girl to pass them a second time4 ,they are going to try just as hard as ,george and ,mary did40 ,this time the teacher will choose a clumsy boy and a clumsy girl to do the work4 ,they will have had the example of the more deft children to help them1 and at the same time are getting a lesson in motor control that will soon be needed4 ,the teacher must not blame the children if they do less well4 ,say1 rather3 8,thank you1 children4 ,you did try1 didn't you80 ,then1 turning to the school1 say3 8,how many of you would like to see when you go home tonight if you can place some hard thing like a salt-cellar or jackknife or little dish down on a hard table and do it so quietly that nobody can hear you8 ,i'll ask you tomorrow to tell me how many could do it1 and tomorrow we are going to do something even harder than we have done today4 ,i'm going to let you choose some one to fill all these little dishes with water and not spill one drop4 ,you be thinking tonight whom we can ask to do such a very hard thing as that40 ,in this way1 ,miss ,winslow drilled the children on every part of the process of water color painting1 including the mixing of the pigments1 so that when the actual use of the pigments began it was done without noise or confusion or loss of time1 and with only very rare accidents4 ,the children were delighted and asked for no higher honor than to be able to fill or empty the water glasses--the most difficult thing for little children to do 8without spilling40 ,so eager were they to be thus honored that they frequently drilled themselves at noontime in carrying a glass of water across the room on one of the little trays4 ,,illustration #b ,use of games in securing motor control4 ,sidenote3 ,games ,miss ,winter1 the efficient young principal of the city's newest and best-equipped grammar school1 had realized keenly that her older pupils were entering the 8awkward age10 and she determined to eliminate that uncomfortable time from her school so far as possible4 ,she reasoned that too much talking to the pupils about clumsiness and awkwardness would merely make them self-conscious1 and hence even more awkward to coperate with her and with each other in training to quiet and orderly movements in the schoolroom4 ,she realized that another effective aid in this work would be the use of games requiring exact motor control4 ,she encouraged the use of basketball1 croquet1 tennis1 games of skill of all kinds4 8,house games0 that could be adapted to the schoolroom were often introduced into the regular routine as 8rest periods10 after a particularly fatiguing period of study4 ,the children became very deft in catching bean-bags1 knocking down ,indian clubs1 hitting a mark1 catching balls1 etc41 and with each new accomplishment came a little better control over the clumsy muscles1 though1 of course1 the pupils were not thinking much about this part of the program4 ,one part of ,miss ,winter's plan for physical development was just now causing her much perplexity1 however4 ,the big sanitary swimming tank in the gymnasium was the chief pride of the school1 and now the fond mothers seemed leagued to prohibit its use4 ,she had just received five letters complaining that ,johnnie1 ,bess1 and ,margaret had caught colds from the frightful exposure of damp heads to the winter air4 ,but that was absurd4 ,no gymnasium teacher could be more particular than hers about dry heads after the water frolics4 ,colds that came from other sources were being blamed on the innocent swimming tank by women who believed it a new-fangled superfluity4 ,surely they did not understand its significance in the lives and health and training of their children1 or they would coperate instead of oppose6 ,miss ,winter reread the letters4 ,her impulse was to ignore and override their protests4 ,didn't the school board know better than the individual parents the needs of the children at large8 ,but--such a course would generate antagonism between herself and the parents of her pupils1 and she wanted harmony4 ,but how could she avoid the discord and induce the mothers to applaud the innovation which they now resented8 ,a solution presented itself--a demonstration of the benefits of the tank6 ,rapidly she sketched out ideas4 ,then she called a teachers' meeting for the afternoon and set her plan afoot4 ,and the children were delighted with its announcement next morning4 ,three busy weeks passed1 and then the day arrived for the swimming exhibition4 ,at two o'clock all the members of the school repaired to the gymnasium and ranged themselves along the walls1 smiling consciously up at mother faces lining the balcony above4 ,for the parents had responded warmly to an attractive invitation and had come in a body1 each bringing a quarter to help pay for a wonderful new electrical apparatus for drying hair4 ,that precaution at least1 if they must concede the tank1 was sensible and praise-worthy1 they had said4 ,such doings6 ,jimmy ,cole exhibited his backward dive from the spring-board2 ,frank ,lane1 his marvelous ability to swim under water2 and ,alfreda ,johnson floated serenely for five minutes while she smiled up at her mother in the gallery4 ,then there was a model first swimming lesson1 and next somebody trod water1 and after that a whole class joined in an exciting game1 amid so much splashing and laughing and rollicking fun that the mothers felt young as they watched1 and ceased to begrudge the time filched from readin'1 'ritin'1 and 'rithmetic and the dollars spent on swimming suits4 ,and after two absorbing hours it was all over and the excellence of the new drying instrument was proved4 ,the mothers were completely won over and proud of their young swimmers4 ,the big tank lacked no champions now1 and ,miss ,winter as she looked upon the radiant faces all about her1 clasped her hands and was thankful that a threatened opposition had melted into hearty approval4 ,children are frequently blamed collectively for being a 8hard school to manage10 when the causes of ill-behavior might be found in schoolroom conditions for which the children are not at all responsible4 ,,case #ba 7,,seventh ,,grade74 ,,improper ,,physical ,,conditions ,sidenote3 ,strained ,eye ,miss ,cornelius was a thoroughly conscientious seventh grade teacher who secured excellent results from most of her pupils but who had one row of particularly troublesome children who frequently failed in their lessons and still more frequently diverted her attention from her recitations by their inattention to their studies and by fighting4 ,it was not merely these mild form of restlessness1 however1 which troubled ,miss ,cornelius and violated her high ideals of what good order should be1 but frequent indisposition in the case of several of them kept them constantly behind the other members of the class in their school work4 ,frequently one or another of the children would be found with his arms folded on the desk and his head in his arms1 and when questioned would say1 8,o1 ,miss ,cornelius1 my head aches4 ,won't you please excuse me from reciting today80 ,at first ,miss ,cornelius did excuse the children when requested to do so1 but1 finding these same children seemed perfectly well when they came to school in the morning1 and that they never moped very long on the school grounds before joining in the games as heartily as the others1 she decided that the children were imposing upon her1 and thereafter became more and more severe in dealing with them1 frequently keeping them after school to make up the missed lessons4 ,,constructive ,,treatment ,miss ,cornelius received some light on the subject a few days later which caused her to open her eyes widely4 ,sidenote3 ,the 8,trouble ,department0 8,oh1 yes10 she said to the visiting nurse when she appeared at the schoolroom door with a request that she might test the vision and hearing of the children in that room2 8test any of the children that you want to4 ,that row over there is my #8,trouble ,department1'0 she added jokingly4 8,suppose you begin there4 ,that will give me a chance to conduct this geography lesson in peace40 ,the nurse smiled and began calling one after another of the children to the examiner's office1 where she tested each of the children for adenoids1 weak lungs1 defective vision and hearing1 etc4 ,at the recess period she came to ,miss ,cornelius with the query1 8,why did you tell me that this row of children was your #8,trouble ,department'80 ,miss ,cornelius laughed a little4 8,because they make me so much trouble by just fidgeting and wriggling about1 and by having such poor lessons4 ,they are always inventing some excuse or other for not doing their work40 8,why do you think they #8invent' their excuses80 asked the nurse1 rather gravely4 8,oh1 because they are all right in the morning1 and many times when ,i stay here after school1 for one reason or another1 ,i see the very same children going past with other boys or playing as ,i pass them on my way home4 ,they can't be very ill if they recover so quickly40 8,at what time in the day do the children begin to be troublesome8 ,you say they are all right when they come to school in the morning40 8,about half past ten or eleven o'clock1 ,i should think4 ,i never noticed particularly40 8,about what time does the sun begin to shine in at that row of windows80 ,miss ,cornelius looked surprised1 but answered1 8,about ten o'clock40 8,are the text-books that the children are using printed on dull or glazed paper80 pursued the nurse4 8,most of them are printed on glazed paper4 ,we get the most attractive books for the children that we can find10 answered ,miss ,cornelius proudly4 8,i see10 said the visiting nurse4 8,may ,i tell you what ,i have found in this examination8 ,six of the children who sit in that row have defective vision in the left eye1 that is1 in the eye next to that row of windows40 ,it was ,miss ,cornelius' turn to look grave4 8,the glaring sunlight which streams in through those windows after ten o'clock1 shining on the glazed pages of those text-books1 is ruining the eyesight of your pupils4 ,it is eyestrain that makes them so nervous and fidgety4 ,i shall immediately ask the board to change the lighting of the room1 and ,i advise you1 when ordering more text-books1 to see that you get those which are printed on unglazed paper40 ,,comments ,two elements in this situation should have put ,miss ,cornelius on her guard1 7#a7 the fact that none of the children in the 8window row0 were personally hostile toward the teacher1 at least not before they were kept after school so frequently to make up lessons2 and1 secondly1 that they were all located in one row4 ,these considerations should have suggested to the teacher that there must be some general cause1 not yet discovered1 which would account for the apparently unaccountable disorder of that particular group of pupils4 ,further analysis of the situation would have disclosed the fact that after the sunlight became very bright the children's faces flushed1 the eyes looked tired1 heads drooped on the hands1 and finally on the folded arms1 and in the case of the children who were suffering most-real headaches1 sometimes even inducing nausea after the long-continued effort to keep looking at the glazed page of the text-book4 ,it is a difficult matter at best to control the lighting of a schoolroom so that no one will suffer4 ,but something will be accomplished if teachers will remember that too much light is just as harmful as too little4 ,the best results will perhaps be attained if the windows are provided with shades which can be drawn for either the upper or lower half of the window without covering both halves at the same time4 ,this can be accomplished by having two shades for each window instead of one1 one rolling from the top of the window down to the middle1 the other beginning at the middle and rolling down the remainder of the way1 or else rolling up from the bottom4 ,very few adults who are suffering from eyestrain can sit quietly4 ,still less can children do so1 especially when they do not at all realize what is making them so uncomfortable4 ,even if they could be made to sit quietly1 this would not in any degree justify the injury from eyestrain that is being wrought through ignorance or neglect on the part of school authorities4 ,,illustration 7,,second ,,grade7 ,miss ,cornelius was not an intentionally negligent teacher4 ,she simply had not learned to keep on searching for the cause of trouble until the real cause was found4 ,miss ,jackson1 referred to below1 took a more thorough method of testing out her difficulty4 ,sidenote3 ,sick ,child ,cannot ,study ,miss ,jackson taught second grade1 and took great delight in making her school work as attractive as possible to the children4 ,they rewarded her1 for the most part with unlimited devotion1 but in spite of her best effort she had never been able to awaken the interest of one of her pupils1 a beautiful1 winsome child of nine years--a year older than most of the children in the class4 ,jeanette was not obstinate4 ,she tried to get her lessons1 but she never had them4 ,she held her book patiently before her eyes day after day1 and1 after long perusal of her lesson1 invariably answered1 when the recitation period came1 8,i don't know1 ,miss ,jackson40 ,one day1 when ,miss ,jackson's patience was about exhausted1 she sat down by ,jeanette's side1 determined to find out if her failure was due to 8just laziness40 8,jeanette1 tell me why you did not have your lesson today80 8,i don't know1 ma'am4 ,i studied40 8,are the lessons too hard8 ,you understand them when ,i explain them1 do you not80 ,as ,miss ,jackson said this she reached out her hand hoping to increase the confidence between herself and ,jeanette1 and clasped it over hers4 ,as she did so she noticed how hot was the little hand that lay in her own4 ,surprised1 she looked at ,jeanette's face4 ,it was beautifully flushed1 though ordinarily rather pale1 and the eyes were bright but a little unnatural4 8,never mind1 dear60 said ,miss ,jackson1 without waiting for ,jeanette to answer1 8,i know you try4 ,i see you try every day4 ,some day you are going to understand it all4 ,that is enough for today4 ,i want you to have a nice play now4 ,would you like this orange80 ,miss ,jackson went home very much dissatisfied1 and hardly able to wait for the following day to come when she would see ,jeanette again4 ,miss ,jackson had taken a course of lectures in nursing one year when she had been ill herself and was not yet strong enough to teach1 but she thought the lectures on nursing would be a help sometime in taking care both of herself and her pupils4 ,the little hot hand of ,jeanette had brought all those hospital lectures vividly to mind again4 ,next morning she slipped her clinical thermometer into her hand bag1 and before school opened she called ,jeanette and said3 8,was the orange good8 ,let's play this morning that ,miss ,jackson is the doctor and is going to take ,jeanette's temperature4 ,open your mouth1 dear40 ,it was as ,miss ,jackson suspected4 ,the thermometer read #aja4b degrees4 ,miss ,jackson immediately phoned a request for the visiting nurse to call4 ,the nurse looked even more grave over ,jeanette's case than ,miss ,jackson did1 when she said1 8,i'm afraid1 ,miss ,jackson1 that it's a case of incipient tuberculosis4 ,we must notify the parents at once40 ,the result of the interview was that ,jeanette was taken out of school and put under the doctor's care4 ,later when much better she was transferred to the open air school and today she thanks ,miss ,jackson for being a comparatively strong girl1 fully up to grade and no longer struggling with lessons which could not be learned4 ,miss ,jackson had gone to the bottom of ,jeanette's laziness4 #b4 ,indifference 7#a7 ,indifference due to lack of accord between school requirements and instinctive interests4 ,frequently1 a teacher complains that certain pupils can not be kept at work4 ,this is due to indifference1 and in some instances affects an entire room or school4 ,often the physiological conditions of the child or of the schoolroom are such as to make the pupil dull4 ,if a pupil is indifferent because of such conditions1 it is necessary to remove the defect4 ,the parent must be enlisted4 ,if this can not be done1 then the teacher must do the best that can be done to interest the child4 ,this may help1 but it will not remove the condition of indifference1 for no one can manifest an interest in that which surrounds him when his ailing body demands his attention4 ,if inattention or indifference is due to improper physical conditions of the schoolroom1 then the teacher must shoulder the blame4 ,there is no excuse for such conditions4 ,the schoolroom must be properly heated4 ,no teacher should be so indifferent himself as to allow a room to become too hot or stuffy when an open window or two would remedy either condition4 ,ventilation is one of the most important features of schoolroom sanitation4 ,study it carefully and then see that the ventilation is as nearly perfect as it can be made4 ,even though there is a janitor1 by no means depend upon him entirely to care for the ventilation2 look after it personally4 ,sometimes pupils may be indifferent because they fail to find enough in their school work to interest them4 ,when such is the case it is a tell-tale condition1 and means that the teacher is failing to do her duty4 ,it is not a difficult matter for a primary teacher to interest every pupil4 ,it is her business to see that the little ones have something to do1 and that that something shall interest them and advance their development4 ,sidenote3 ,hates ,school ,the primary teacher is sometimes confronted by a pupil who does not like to go to school4 ,even after several weeks1 when the teacher believes she has done all she can do to interest the child1 he still insists he does not like to go to school4 ,what is worse1 the dislike is growing and retarding the child's progress4 ,a procedure that has saved many a child that disliked the school is to go to the parents and in a friendly way take up the matter4 ,the teacher should not try to evade the matter1 but tell the mother plainly that the child dislikes school1 and assume that it may be the teacher's fault4 ,the teacher should inform the mother that if she is at fault she would consider it a great favor if the mother would tell her just where the trouble lies4 ,assurance should be given that the teacher will be glad to remedy any defects on her part4 ,at this point the teacher must not fail to approve of the child in any way she can4 ,she should compliment the work he has done1 and point out what the possibilities are in the child4 ,the child's deportment should be complimented also4 ,no teacher knows until she has tried what effect it may have upon a mother1 especially if she adds to her remarks1 8,i really like your little boy 7or girl710 and then states just why4 ,usually1 this method will effect the remedy4 ,when the child learns from his mother of the teacher's interest1 he will look upon the teacher as upon one who loves him4 ,the teacher should then make the most of the advantages gained by the visit to the mother4 ,show the child every consideration in the schoolroom4 ,if he does not have his lessons as he should1 there should not be a word or sign of faultfinding4 ,that would off-set all the good done by the visit4 ,whatever the child does accomplish should be approved and assistance given where needed4 ,within a few days the teacher should make it her business to visit the home again1 and if the child has shown the slightest increase in interest the teacher should very tactfully approve it4 ,care must be taken not to overdraw the situation1 since1 to the parent1 such statements may seem to be false4 ,no one knows a child's likes and dislikes better than the mother knows them4 7#b7 ,indifference due to parent's attitude4 ,sometimes the parents themselves through suggestion unconsciously stimulate a feeling of indifference on the part of the children which handicaps them throughout all their school life4 ,,case #bb 7,,first ,,grade7 ,sidenote3 ,beginning ,school 8,john is six years old today and ,i'm going to start him off to school4 ,i'll be thankful enough to be rid of his noise for a few hours in the day and to get a chance to do my work in peace4 ,john is such a noisy boy6 ,he nearly drives me distracted sometimes60 ,it was ,mrs4 ,basset who was speaking4 ,john continued #8playing sojer' long enough to give his drum an extra loud banging1 as he remarked1 8,i ain't going to school4 ,i'm a sojer4 ,sojers don't have to go to school40 ,the truth was that ,john1 having no older brothers and sisters to instruct him in such matters1 had very little idea what sort of a place school was1 but from the irritation expressed by his mother's words1 and the slight whine in her voice1 he not unnaturally drew the inference that school was a place where mothers sent children to get rid of them and to punish them4 ,naturally this impression did not cause ,john to be kindly disposed toward his new environment4 ,he left home crying1 was still crying when he reached the school room1 and sulked and wept by turns throughout the day1 remembering meanwhile his beloved drum and the disillusionment of 8sojer0 life4 8,time softened somewhat the poignancy of his grief0 at having to go to school but he never got over the feeling that school was a place of punishment--a feeling that grew stronger rather than weaker as days went by1 because of various and frequent punishments1 which his teacher felt bound to administer as a result of his indifference and in order to keep him up to grade4 ,john never learned to like school4 ,,constructive ,,treatment ,treat with redoubled kindness the child who is doubly handicapped by not only being suddenly thrown into new surroundings1 but by being obliged to meet this ordeal without the active encouragement and sympathetic coperation of members of his home4 ,during his first year his attitude toward school is being formed for all future years4 ,the teacher then may well make a special effort in behalf of such a child in order to win his confidence and secure his hearty coperation in the daily lessons4 ,all the while the teacher is working to gain the child's liking for school1 he may encourage the child with little expressions of approval1 play with him on the schoolground and see that he enjoys himself in school4 ,the teacher can walk home with him and tell him fascinating stories1 or it would not at all be out of the way to give him some little favor as candy1 pencil1 or a picture4 ,there can be no question that the child will learn to like school if the teacher tactfully uses this method4 ,never try to conquer a child's dislike for school by punishments4 ,unhappiness can not be cured by adding more unhappiness4 ,,comments ,john's teacher did not analyze the situation sufficiently to discover the relation between ,john's attitude toward school and the home attitude toward ,john and toward his individual interests4 ,the mother was wrong1 of course1 in feeling that peace and quiet and the accomplishment of a certain amount of work was of more importance than intelligent understanding of ,john's childish impulses1 interests and instincts2 but ,john's teacher made exactly the same mistake in feeling that by accomplishing a certain amount of work1 8keeping up to grade10 her responsibility was discharged4 ,both parent and teacher failed to apply the principle of initiative in coperation4 ,both tried to suppress ,john's individualistic instincts rather than to utilize them for his advancement4 ,,illustration 7,,third ,,grade7 ,sidenote3 ,dislike of ,school ,mr4 ,james was a teacher in a private school in ,kentucky4 ,he had one third grade pupil who threatened to leave school4 ,mr4 ,james could not learn why1 but decided he would visit the home4 ,he took initiative and told the pupil that he would spend ,sunday in the home4 ,while there he said nothing about the child's dislike for school1 but tactfully approved all his good traits4 ,when the parent spoke of the child's dislike for school he remarked1 8,when he has gone a little longer1 he will like school so well you can't coax him away40 ,mr4 ,james strove to make himself genial and jovial in the home4 ,he showed an interest in the other children1 in the home itself and in its activities1 and he captivated the child when he went out in the afternoon with the father to look at the cows1 horses1 and swine1 and to take a walk over the farm4 ,all the while he had the child by the hand and manifested no end of pleasure in the farm products4 ,the visit had the desired effect4 ,the child never again even hinted at a dislike of the school4 ,he came regularly and was one of the best pupils4 ,,case #bc 7,,eighth ,,grade7 ,sidenote3 ,truancy 7#c7 ,indifference due to truancy4 ,the ,milville ,school was noted for the good attendance of its pupils4 ,mr4 ,benson of the eighth grade had been especially anxious that his room should be the 8banner room0 in that respect4 ,he often said to the pupils1 8,you know1 boys and girls1 that you are the highest grade4 ,you are older than the other pupils and surely you should have the best record of any grade in town40 ,one warm1 dull1 spring day1 three of the eighth grade boys were absent4 ,mr4 ,benson's inquiries as to their whereabouts failed to bring the desired information but as he was going home that night1 one of the smaller boys confided to him1 8,i saw some of the big boys goin' a-fishin'40 ,the following day ,mr4 ,benson requested the three boys to remain after school4 ,they admitted the truth of the charge that they had played truant in order to go fishing1 but promised not to offend again in this way if they could be excused for this once4 8,boys1 ,i can not let this pass without a punishment10 said ,mr4 ,benson4 8,your offense is too serious4 ,you not only have broken the regulations of the school but you are now behind in your lessons and1 furthermore1 you have lost for the grade the chance of being the #8banner grade' in attendance4 ,i shall punish each of you severely40 ,taking a rule from the desk he struck several severe blows upon the palm of each boy's hand4 ,the boys never absented themselves from school again1 but1 on the other hand1 their indifference toward their studies was even more marked than before4 ,,constructive ,,treatment ,sidenote3 ,fishing #a4 ,in dealing with such a case remember1 first of all1 that the liking which the boys have for fishing is not something wrong in itself4 ,it will help to soften your own anger and disappointment in losing the 8banner0 for attendance1 to picture to yourself the coolness and sweetness and lure of the woodsy stream which tempted the boys away4 #b4 ,admit to yourself that the reason the boys went was because the woods and its game were vastly more interesting to them than the schoolroom4 ,then say to yourself1 8,have ,i made the schoolroom work just as interesting as it is possible to make it8 ,would the boys have done this thing if ,i had joined in their sports on the playground1 or if ,i had had a nature study lesson planned for that afternoon with some one of their animal pets as the subject of the study80 #c4 ,do not allow your personal feelings of disappointment to have an influence in determining the form and degree of punishment4 ,whipping a boy may relieve your own disappointment and indignation1 but it does not cure the disease for which it is administered1 namely1 indifference or lack of interest toward the school work4 #d4 ,the regulations of towns1 cities and states regarding what kind of punishments a teacher may or may not administer differ so much in different places that it is impossible to give a rule that can be followed in every case4 ,every teacher should inform himself as to the law in his particular state or city4 ,but if there is no regulation to the contrary1 the following course of treatment would doubtless be a more effective punishment than whipping1 and at the same time leave less resentment in the minds of the pupils3 ,as soon as you are certain that the boys really went fishing write a note to each of the fathers of the three boys as follows3--8,dear ,sir3 ,i dismissed your son this morning for truancy from school4 ,he may return if you will guarantee his satisfactory conduct from this time on40 ,send these letters by mail1 not by the boys4 ,the probability is that in a very short time the boys will return with the father1 or with the father's guarantee1 and you will receive them on the same terms as before their offense4 ,but meanwhile resolve to make good use of the principles of substitution and initiative in coperation4 ,if the boys may not be allowed to go fishing in school hours1 try to have some part at least of the day's work equally attractive4 ,share in the personal life of the boys on the schoolground and at home4 ,study to further their plans in all good things1 and to coperate with them whenever there is opportunity4 ,plan a fishing party for ,saturday afternoon that all the boys can join in1 and go with them4 ,they will be the more ready to coperate with you in enforcing regulations that are laid down for the good of all4 #e4 ,boys in the eighth grade are old enough to understand and respond to the appeal of altruism or coperation4 ,make very clear to the school in general talk some day how much the whole body suffers1 7as in the loss of the 8banner07 when one member allows his individualistic impulses to carry him too far4 ,,illustration #a 7,,seventh ,,grade7 ,sidenote3 ,goldfish ,rudolph was a mischievous1 meddlesome boy4 ,at least his teacher1 ,miss ,green1 thought so4 ,he was forever bringing to school grasshoppers1 toads1 white mice1 fish-worms and small snakes4 ,he delighted in tormenting the little girls by parading his pets when ,miss ,g4 was not looking4 ,one day in geography class he drew from his pocket a toad1 and sent it hopping down the aisle4 ,the toad performed its feats gracefully and the children on both sides of the aisle watched it with keen interest1 the boys leaning over in order to see it better1 and the girls drawing their skirts around them and uttering little broken exclamations4 ,miss ,g41 sitting at her desk1 could not see the disturbing toad and corrected the children several times for making so much noise4 ,then1 at last1 she saw the toad1 and anticipating its source1 told ,rudolph to take the toad to his home4 ,in the meantime ,miss ,g4 had formulated a plan to outwit and interest ,rudolph4 ,the next day at recess1 ,miss ,g4 called ,rudolph to her and said1 8,rudolph1 ,i'm going to bring some goldfish to school and ,i want you to take care of them40 ,now this just suited ,rudolph1 for he had always admired the goldfish he had seen in the pond in ,central ,park and was anxious to have some to take care of himself4 ,he was at school early next morning and fed the fish before school began4 ,for two weeks he daily changed the water on the fish and fed them every day4 ,then ,miss ,g4 passed the privilege of caring for the fish around the room1 giving each pupil the care of the fish for one week4 ,there was the ever-present interest of watching the growth of the fish1 their frantic maneuvers when being fed1 and their skillful swimming4 ,there was also the admiration of the beautiful colorings of the fish--the pearl fish with its many gleams and shades1 the goldfish with its gorgeous1 flaming brilliancy1 and the red fish with its darker tones1 suggesting depths of beauty4 ,then one day ,miss ,green realized that ,rudolph was an obedient1 orderly1 altogether changed boy4 ,,illustration #b 7,,high ,,school7 ,sidenote3 ,milk-,testing ,the new superintendent had arrived in town and was lunching at the restaurant4 ,a youth of fifteen was serving him4 8,my name's ,joe ,jones and they always say ,i can cause more trouble in school than most anybody else10 volunteered the lad behind the counter4 8,well1 ,i guess we won't have any trouble10 said the schoolman4 8,i am sure we can be friends at least40 ,the superintendent's inquires brought out the facts that ,joe was working in the agricultural department and that his school record had not been the best4 ,if something else interested him more than school1 away he would go to that4 ,he was afflicted with the 8wanderlust0 and apparently could not help himself at times4 ,he did not always mean to transgress but his lack of self-control asserted itself now and then and off he would go4 ,as a result he would get behind in his school work and then lose interest4 ,he was a bright1 capable1 good-hearted boy when he wanted to be4 ,his home environment was poor so that he largely looked out for himself4 8,say1 ,joe1 ,i have a problem here for you10 said the superintendent one day as ,joe was returning from one of his periodical absences4 8,humph1 no arithmetic in mine4 ,them problems are not in my line10 responded ,joe with more enthusiasm than grammar4 8,oh1 this problem isn't in arithmetic1 ,joe1 it's a real live problem40 ,joe's face brightened1 for real live problems did interest him4 8,what's your problem1 then10 said ,joe with a great deal of curiosity4 ,now ,joe liked to work but he was not overfond of books4 ,one thing connected with school he especially liked was milk-testing4 ,he needed no books in this after he was once started4 8,well1 ,joe1 these other boys here have no system of keeping a record of their tests and ,i want you to help them in the testing2 keep a record of all the tests yourself1 and show them how to keep a good record4 ,will you do it80 8,guess ,i can10 returned ,joe1 taking charge of things at once as they reached the classroom4 ,for two months1 during the testing1 ,joe was always on hand1 the most enthusiastic fellow in the class4 ,during this time1 by occasional suggestions on the part of his teacher1 he also kept up his regular work in good shape4 ,the testing over1 however1 ,joe began to get back into his old habits4 ,about this time a new savings bank system was started in connection with the school4 ,each pupil must be provided with blanks whenever he might call for them4 8,joe10 said the teacher one day1 8how would you like to take charge of giving out the blanks and keeping a record of them8 ,your work in keeping testing records was so good ,i want to give you first chance here40 8,suits me all right10 said ,joe1 with a smiling face4 8,guess ,i can do it1 if anybody can40 ,joe's new responsibility required him to be present every day4 ,he became very much interested in his work and really did it remarkably well4 ,thus1 by a little praise and a little responsibility placed on ,joe1 he gradually became regular in his habits and later completed his school work4 ,he is now a very successful business man4 #c4 ,stubbornness ,stubbornness is closely related to temper1 still what may subdue an ungovernable temper will not always pacify stubbornness4 ,there are on record but few cases of stubbornness in which it did not result in some outbreak of ill-temper4 ,stubbornness is generally considered an inherited trait2 it naturally gives rise to certain habits4 ,these habitual states of mind and forms of conduct require treatment according to the principles of this ,course1 with due patience on the part of the disciplinarian1 until a cure is effected4 ,it may take several years of patient training4 ,then1 too1 the teacher must remember that she can deal with stubbornness in older pupils better than in first grade pupils4 ,however1 much valuable training can begin--and it is most imperative that this training should begin in the first grade4 ,the first step in dealing with a stubborn child is to learn what causes the child to become stubborn4 ,whatever it is that will provoke the child into stubbornness must be avoided by the teacher4 ,the teacher must go further1 she must arrange the child's work and play and his associations with the other pupils as to avoid any and all causes for stubbornness4 ,could this plan be worked out perfectly1 the child would have no occasion for becoming stubborn4 ,after several months or a year of such close supervision1 the trait would become weakened and the tendency to become stubborn would be less marked4 ,it is a fact that any trait in an individual is strengthened by using it4 ,the opposite also is true1 that any trait in an individual will be weakened and finally die out if it is not used or exercised4 ,if the teacher were able to keep up a close supervision of the child she could hope to effect a complete cure2 but with so many things in the schoolroom to occupy his attention1 there will be times when the child will find a reason for being stubborn4 ,whenever that happens1 the teacher must remember that to notice the stubbornness will only intensify it4 ,assuming that the pupil is in a recitation and the teacher calls upon him or asks a question and fails to get a response1 the teacher should pass on the recitation to another pupil1 paying no attention to the child4 ,the chances are that he will respond in a very indifferent way4 ,by no means should the teacher fail to accept it1 nor should he make any adverse criticism upon it1 even though the recitation may have been wrong4 ,instead the teacher should approve the effort4 ,a winning smile and words to this effect will rock the child's citadel of stubbornness4 8,that was good2 ,i am glad you tried4 ,thank you40 ,the child may not be cured of stubbornness2 however1 by calling on him to recite1 the teacher has taken a step in the right direction1 she has done all she can under the circumstances2 the child has responded1 at least1 with some little feeling of gratitude4 ,this lays the basis for confidence and complete obedience4 ,at the close of the recitation1 if busy work is to be assigned1 the teacher should give it to each pupil1 and the stubborn child1 alike4 ,if he does not respond1 nothing should be said4 ,no look or word of disapproval should be given by the teacher4 ,a special trip to his seat and very kind assistance will get some work from him4 ,this work should be approved4 ,the child should now be left alone4 ,just as soon as he shows signs of coperation1 the teacher should talk in a friendly way1 show some puzzle1 or give some kind notice4 ,this method will1 as a rule1 effect a check to stubbornness in any first grade pupil4 ,in addition the teacher may tell stories and give direct instructions against stubbornness1 but the most emphatic caution is necessary4 ,such instruction must be given when the child is in his very best mood4 ,the teacher must do such instructing in all kindness1 never once hinting to the child that she is instructing in this way because of his stubbornness4 ,this last method may be effective in some cases4 ,really it should be a last resort1 and if possible it should not be used at all4 ,the first two methods will effect prevention if consistently and persistently used4 ,do not whip a child for stubbornness4 ,such action may stop it for the time being1 but whipping does nothing to remove the trait4 ,any kind of discipline that does not eradicate traits and habits1 considered misdemeanors1 is not discipline but cruelty4 ,the kind of discipline that is corrective and worth while is that which is lasting3 that which helps the child for all his life by aiding him to control himself4 ,,case #bd 7,,sixth ,,grade7 ,sidenote3 ,sulks 7#a7 ,stubbornness due to an unwise parent4 ,olive ,montgomery was an only and a spoiled child4 ,she had a sunny temper usually1 but there were times when her face was clouded1 her brows contracted1 her lips protruded and her whole attitude one of gloomy defiance4 ,at such times her mother was wont to say1 8,when ,olive looks like that1 there's no use to try to do anything with her4 ,you just have to let her alone until she gets over it40 ,in spite of the fact that her mother unintentionally strengthened this trait she was outgrowing it somewhat1 because of the daily association with other children4 ,when she was twelve years old there was one day on which she was especially tried4 ,she had attended a party the night before4 ,miss ,rhodes1 her teacher1 had found fault with her for not knowing her lessons4 ,she had borrowed ,miriam ,sharpe's problems in arithmetic to copy and lost them4 ,miriam threatened her with exposure if she didn't return the problems4 ,she now borrowed ,lucy ,partridge's problems and was expecting to stay in at recess and make one copy of them for herself and one for ,miriam4 ,she was angered at the thought of losing her recess1 and moreover was tired and half ill4 ,when ,miss ,rhodes said1 8,put your books in order10 ,olive sat up but left her arithmetic open on her desk4 ,this book she placed there to hide the fact that she had been copying and to give a pretense of original work4 ,miss ,rhodes said1 8,olive1 put your books in order40 ,olive began to pout and did not obey2 when the others arose to pass out she remained in her seat4 8,olive1 you must go out and play with the rest10 said ,miss ,rhodes4 ,olive sat inactive1 with a defiant look upon her face4 ,as ,miss ,rhodes started toward her she hastily concealed ,lucy's paper but settled more defiantly into her seat4 ,miss ,rhodes now said1 8,olive1 don't you hear me80 ,no answer4 8,olive1 ,i am talking to you10 in a sterner tone1 8you must go out and play40 ,still no response4 8,olive1 you must put your desk in order4 ,if you don't ,i'll punish you40 ,olive gave no sign of hearing this threat4 ,miss ,rhodes took from her desk a ruler and told ,olive to put out her hand4 ,olive sat like a statue of gloom personified4 ,finally1 ,miss ,rhodes seized her hand and struck the palm with the ruler4 ,a few tears slid over ,olive's cheeks but that was the only visible effect of the stroke4 ,puzzled ,miss ,rhodes again struct her hand two sharp blows4 ,still ,olive scarcely moved4 ,anger showed plainly in the teacher's voice and face4 ,brute force was going to settle the question of which was to be the winner4 ,miss ,rhodes slammed the arithmetic into the desk2 in doing so the lost arithmetic paper fell1 name uppermost1 at her feet4 ,she was too blinded by anger to see it4 ,she jerked ,olive out of the seat and literally put her out of the room4 ,she thought her duty was well done6 ,olive felt greatly 8insulted0 by the treatment she had received4 ,she used her influence to have ,miss ,rhodes dubbed 8,miss ,highway0 when she seemed especially lofty to her pupils and 8,miss ,alley0 when she reproved them4 ,these nicknames were shortened to the deaf and dumb ,a and ,h and were soon signalled back and forth across the room by all the pupils4 ,it was impossible for ,miss ,rhodes to build up confidence and a coperative atmosphere in the face of this great obstacle4 ,,constructive ,,treatment ,determine at once when some one fails to comply with a request made to all pupils at the same time whether the cause is inattention or rebellion4 ,as ,olive's case is one of rebellion let her alone until the others have left the room1 then in a kindly manner find out the cause of her disobedience4 ,if she refuses to talk1 take no further notice of it at that time1 being sure that the fault lies in part with yourself4 ,while you are resting the case for the time being1 review your attitude toward the child and plan with great care the right approach for the next interview4 ,the next day1 at some moment when you are sure that ,olive is her normal self again and no one is about you1 talk frankly with her about her stubborn conduct4 ,do not use the word 8stubborn0 or any accusing term in talking about it4 ,begin something like this3 8,olive1 yesterday at recess when you seemed not to hear me1 ,i may have been at fault4 ,i wanted more than anything else to help you over a hard day4 ,perhaps my manner or voice did not tell you that but ,i just wanted you to know how ,i really felt about it40 ,,comments ,there seems to be no more frequent blunder in a teacher's management of an insubordinate child than that of acting without foresight4 ,what diagnosis is1 in medicine1 analysis of a child's thoughts and feelings is for the teacher4 ,this injunction can not be too often repeated since each instance of disobedience or other wrong action has unique features that require unique treatment4 ,miss ,rhodes gave not one moment to seeking a cause for ,olive's misbehavior2 her attention was devoted wholly to getting the girl to 8obey40 ,by this neglect ,miss ,rhodes lost a good opportunity1 and delayed a much needed reform4 ,in this instance ,olive showed a rebellious spirit4 ,her classmates had been carefully drilled so that nearly all of them pleasantly accepted the orderly methods of their teacher4 ,they enjoyed having their desks in good order and liked the class exercises that involved rhythmic movements and team-work4 ,there was left little opportunity for inattention or tendency toward it4 ,having decided that the child is sulking there is nothing to be permanently gained for ,olive by forcing her to obey4 ,a rebellious mood is not dissipated by coercion2 one must wait until the wave of resentment has passed4 ,unless physical danger or great disaster threatens1 because of a retarded obedience1 it is better to let the child alone until the rebellious feeling has passed away4 ,sidenote3 ,novelty ,cures ,moodiness ,the only alternative is to distract the mind by presenting objects of interest4 ,no one1 child or adult1 is able to maintain moods of resentment1 rebellion1 or injured pride very long if he can be induced to attend closely to some neutral object4 ,one of the richest sources of information on the control of children is observation of children as they associate together4 ,for example1 children do not often parley long with a moody playmate4 ,they leave her out of their plans2 she soon begins drinking of the bitter dregs of isolation and abandons her unsocial attitudes4 ,the teacher has no need to fear that her control of other children who witness a stubborn child's behavior will be threatened if she does not at the moment enforce obedience4 ,they will understand that this child is simply being 8left out of the game0 until she gets ready to 8play0 again4 ,if the teacher has not yet established confidence between herself and her pupils by use of methods of coperation and feels forced to compel obedience at the moment1 she must be absolutely sure that the child is given no cause for suspecting any antagonism whatever in the teacher's attitude4 ,the use of the ruler was wrong because it brought in the element of vengeance or reciprocal antagonism4 ,if the stubborn child is constrained to fall into line with commands the forcing should be done in a happy1 helpful spirit1 so that the child may say to herself1 8,miss ,rhodes is helping me to do what ,i know ,i really should do40 ,a word as to the interval that may elapse between an offense and the interview between teacher and pupil4 ,as a rule it is best to confer with a pupil as soon after the misdeed as his mind is free from the peculiar feelings generated in the wrong act and when his thought is closely associated with it4 ,a delay of several days makes a review of the incident out-of-date1 disagreeable and unduly antagonizes the pupil4 ,he tends to forget the incident2 its revival even under the best circumstances is an occasion of strain between pupil and teacher4 ,it is therefore an economy to settle the whole matter while it is of necessity fresh in the pupil's mind and yet when his passions have cooled down4 ,this will relieve the dread of all persons involved and will restore speedily the usual flow of personal relations4 ,the basis of ,olive's trouble was the oft-repeated word of her mother1 8,when ,olive looks like that you can't do anything with her40 ,this has possessed her mind until1 by prolonging her negative mood she has been able to create a considerable stir in the family life and to make a record to which no one else in the family has attained4 ,the school has a duty in killing this sort of impulse to win attention4 ,the method of starvation will work the best cure4 ,that is1 if ,olive receives no 8credit0 at school for her 8excellence0 in pouting1 the desire to try for honors in this matter will finally vanish4 ,the teacher must find out this small fact and conduct her treatment as suggested1 omitting allusions to 8sulkiness10 8rebellion10 8stubbornness0 so as to make room for positive and constructive suggestions4 ,a huge wave of good feeling and sympathetic interest from ,miss ,rhodes with suitable coperative action will have the desired effect4 ,,illustration 7,,sixth ,,grade7 ,sidenote3 ,the ,cure ,dorothy ,jones had been stubborn from babyhood4 ,her mother had very frequently said to her father3 8,dorothy had one of her stubborn spells today4 ,i can't make her do a single thing when she takes one of these spells40 ,her father would give a sly wink at ,dorothy and reply1 8,o1 she'll outgrow it40 ,the injured tone which her mother used when speaking of the matter gave ,dorothy the opinion that her stubbornness was a good means of punishing her mother for putting her under too many restrictions and her father's attitude caused her to believe that her conduct was a shrewd procedure4 ,when ,dorothy started to school ,mrs4 ,jones accompanied her and told her teacher that the child was dreadfully stubborn at times4 ,true to her mother's prophecy ,dorothy was stubborn and this trait of hers was displayed to successive teachers until she reached the sixth grade4 ,miss ,schilling1 her sixth grade teacher1 decided to cure her4 ,she secured the child's friendship by giving her to understand that she knew ,dorothy's wishes and enjoyed granting them whenever possible4 ,one cold day1 however1 ,dorothy wished to go out to play without wraps4 ,miss ,schilling asked her to put them on4 ,she was out of sorts already because ,neva ,yoder had been chosen queen in a game called1 8,queen of the ,may40 ,when ,miss ,schilling asked ,dorothy to put on her sweater she stalked into the room and flung herself into her seat1 pouting4 ,the girls gathered round her and said1 8,o1 come on ,dorothy1 come on ,dorothy1 hurry up1 hurry up1 let's play40 ,dorothy gave no heed except to cast a furtive glance at ,miss ,schilling to see how she was taking her punishment4 ,what was her surprise to find that ,miss ,schilling was taking no notice whatever of her mood4 ,dorothy supposed that surely ,miss ,schilling had not noticed her1 and resolved to make her do so4 ,the girls soon tired of talking to her and ran out to play4 ,she still sat there and pouted4 ,now and then she shuffled her feet or slightly coughed to attract ,miss ,schilling's attention4 ,and her wonder grew when her teacher only looked at her and smiled4 ,she determined to make the desired impression3 viz41 that she had been wronged and was accordingly punishing her tormentor4 ,so she kept her seat and pouted through the recess and into the next session4 ,when her first class was called1 she expected to match wills with ,miss ,schilling but to her surprise ,miss ,schilling simply said to the girls who glanced round to see if ,dorothy was coming1 8,please excuse ,dorothy1 she doesn't wish to recite this time40 ,five minutes afterwards she stealthily took out a book and began to study4 ,when her next class was called she was her usual self4 ,,case #be 7,,eighth ,,grade7 ,sidenote3 ,recitation 7#b7 ,stubbornness due to fear4 ,miss ,scott taught in the country at ,district ,no4 #aj4 ,she was hearing a geography class recite when ,mr4 ,blanden1 a director1 came to visit the school4 ,miss ,scott was nervous herself and so the pupils were ill at ease4 8,what's the capital of ,oklahoma80 she asked4 ,susie ,fry1 who stood trembling ready to recite1 couldn't remember4 8,what6 ,don't you know that60 exclaimed ,miss ,scott4 8,who does know80 ,no hands went up4 ,everybody was embarrassed4 8,it can't be possible that none of you know that60 she said as she quickly pointed a threatening finger at ,elmer and said1 8,what is the capital of ,oklahoma80 ,all eyes turned toward ,elmer4 ,he instinctively slid down a little lower in his seat and said nothing4 8,elmer1 stand up and recite10 said ,miss ,scott in a threatening tone4 ,elmer looked dogged and defiant but made no effort to stand4 ,miss ,scott repeated her command4 ,elmer stubbornly remained silent4 ,she then went to him and not very gently stood him on his feet and pushed him up beside her desk and went on with the recitation4 ,greatly exasperated1 she struggled on with the lesson and wondered at ,elmer's unusual stubbornness4 ,,constructive ,,treatment ,do not unexpectedly spring questions upon a child4 ,ask the pupil to stand and then put your question4 ,do not suggest by your statements that nobody in the class knows the answer to your question4 ,strive to control your own fear or embarrassment in the presence of visitors4 ,it will certainly prove contagious4 ,,comments ,elmer was startled by ,miss ,scott's sudden pouncing upon him and then1 after having all eyes turned upon him1 was either too embarrassed or too offended to reply4 ,the more she urged the more embarrassed he became4 ,miss ,scott not only startled ,elmer into silence by her method1 but prolonged it into stubbornness by her untactfulness4 ,if a child seems to be unusually self-conscious he may need special gentleness4 ,,illustration 7,,ungraded ,,school7 ,sidenote3 ,coaching ,miss ,curtis1 who taught in the country1 had noticed that ,rena ,brewer was an especially self-conscious child and was very reluctant to recite1 especially when she had to put work on the blackboard in the presence of all the pupils4 ,so she asked her to come to school a little early in the morning4 ,while she and ,rena were alone together she gave her an arithmetic problem to put on the blackboard1 commended the straight rows of numbers1 pointed out the well-made figures and said1 8,now1 today ,i shall ask you to put this same problem on the board at recitation time4 ,i'm sure you can do it well40 ,a few morning drills like this gave ,rena self-confidence and she worked with ease and pleasure in the presence of others4 #d4 ,ill-,temper ,whether ill-temper is an inherited trait or not does not belong in this discussion4 ,nor is it worth while to explain just how a little temper may or may not be helpful4 ,if the teacher can realize that some of the most dastardly acts and crimes committed were done in moments of ungoverned temper1 then she will understand the necessity of controlling temper wherever and whenever its tendencies are displayed in any child4 7#a7 ,ill-temper in the first year of school4 ,it is true that outbursts of ill-temper often take place among first grade pupils1 not necessarily because the teacher causes them but something a playmate may have said or done1 or something about school work that may have gone wrong1 causes temper to exhibit itself4 ,it is1 indeed1 a disgusting trait and needs wise control4 ,,case #bf 7,,first ,,grade7 ,sidenote3 ,busy ,work ,elsie ,johnson was the happiest girl in ,camden1 when her mother said to her one morning1 8,elsie1 mother is going to let you go to school this year along with sister ,jane4 ,won't that be fun80 ,it was indeed 8fun0 for ,elsie ,johnson4 ,she liked the teacher1 the other little girls1 the wonderful action songs and the music1 but best of all the 8busy work40 ,one day as a special treat ,elsie's teacher1 ,miss ,wells1 gave her a box of wooden kindergarten beads to string4 ,all too soon the warning bell rang1 notifying the children that it was time for school to close and work must be put away4 ,but ,elsie had just invented a new design4 ,to lay aside her precious beads in the midst of working it out was the last thing she desired to do4 8,elsie1 put up your work now10 said the teacher4 ,the nervous fingers only worked the faster4 8,put up your work1 ,elsie10 repeated the teacher4 ,no response save a tighter clutch on the beloved beads4 ,miss ,wells stepped up to the desk1 took the string of beads forcibly1 and not very gently1 out of ,elsie's hands1 and was just reaching for the box containing the unstrung beads1 with the intention of putting them away for the night1 when ,elsie suddenly stamped her foot in a rage1 threw the box on the floor1 the beads rolling in all directions1 and burst into a violent fit of weeping4 8,why1 ,elsie ,johnson6 ,what a naughty1 naughty girl60 said ,miss ,wells4 ,she dismissed the other children1 then1 taking hold of ,elsie's arm1 she lifted her quickly out of her seat1 partly carried1 partly dragged her to the wardrobe1 and forcibly put on ,elsie's wraps4 ,when ,jane came to take her sister home1 ,miss ,wells pointed to the beads still lying on the floor and said1 8,tell your mother1 ,jane1 that ,elsie has been a bad1 bad girl today4 ,she did not mind when told to put away her work2 she threw the beads on the floor1 then kicked1 cried and stamped her feet when ,i told her to put on her wraps4 ,i am very1 very much ashamed of her40 ,,constructive ,,treatment ,in such a case as this1 use the principles of expectancy and suggestion4 ,say1 8,elsie1 it's time to go home now4 ,we're all going2 everybody is waiting on us40 ,generally1 the sight of all the other children with folded arms1 and position of waiting for dismissal1 will lead the child1 through imitation1 to take the same position2 but if ,elsie continues to work in spite of this1 step to the desk and say1 8,let me see the pretty thing you have made40 ,elsie will probably reach it toward you4 ,you will admire it and approve her good work and then say1 8,i will let you play with the beads tomorrow4 ,hand me the box40 7,hold out your hand at the same time as a further definite suggestion47 8,tell mother when you get home what a nice time you had with them today40 ,the moment's conversation1 your suggestion of the pleasure awaiting ,elsie on the morrow and the substituted pleasure of 8telling mother0 will lead ,elsie to place the beads cheerfully in your hands and to assume the position which she sees the other children to be in as they wait to be dismissed4 ,imagination can often be used by the teacher with the greatest advantage in dealing with children of this age4 ,for example1 in the present case1 the teacher might have said to ,elsie 7who delights in brownie and fairy stories71 8,your little 7bead7 brownies have played a long time with you4 ,they are tired now4 ,let's put them all to bed so they can rest and be ready to play with you again tomorrow4 ,we'll have to get them to bed quickly1 for the little children are getting tired too40 ,generally speaking the teacher should so closely supervise all his school work and play and recreation that there will be no chance for the pupil to be irritated or provoked into an outburst of ungovernable temper4 ,the teacher who can succeed in doing this will need no further advice on remedying the annoyance1 as he will not be annoyed4 ,however1 in an unguarded moment even with the best of care1 a pupil may have his temper upset4 ,the teacher must remember that his pupil is but a child1 nearly a baby1 and by kindness can easily be governed4 ,a few kind words and a sympathetic suggestion about something that will divert the child's mind from that which provokes1 will effect a remedy4 ,for example1 the teacher can say1 8,just wait a minute1 ,i will get you something you never saw before40 ,this will arouse the childish curiosity and1 while the teacher is getting the something1 will tend to allay the child's temper4 ,the teacher who is discreet always has a curious 8something0 to get4 ,what is there to prevent him from having in a box on his desk the first book he ever had1 the little book he read in the first day he went to school1 the first picture he ever drew1 a curious bird's nest1 or a score of other articles that will capture the attention of any child1 regardless of whether he is indifferent1 lazy1 slow1 stubborn or in a 8fit of temper40 ,each time the child exhibits ill-temper1 the teacher can pursue some method similar to those indicated above4 ,in a comparatively short time1 he will be cured of his exhibitions of temper4 ,never snatch anything from a child nor take it from him forcibly if it can be avoided4 ,even an adult would resent this manner of treatment4 ,do not make the mistake of supposing that 8obedience0 and 8yielding to force0 are synonymous terms4 ,try to put yourself in the child's place and discover the instinct underlying the act4 ,then you will be able to utilize and satisfy the instinct even while checking the undesirable specific act4 ,,comments ,miss ,wells' first mistake was in dealing too abruptly with ,elsie4 ,elsie's failure to respond to her teacher's signal was not due in the slightest degree to disrespect for her teacher1 but rather to intense absorption in her work4 ,she was thinking out a design and it irritated her to be disturbed1 just as it irritates her teacher to be disturbed while planning a ,christmas program1 or while reading the most interesting chapter of an exciting novel4 ,but there was this difference between ,elsie and her teacher4 ,while the latter understood the necessity for interruptions1 and immediately though reluctantly1 responded to them when necessity required it1 ,elsie had not yet reached the age when she could understand why she might not go on as long as she desired4 ,bells and signals meant no more to her than an arbitrary desire on the teacher's part to interfere with something ,elsie desired to do4 ,until a habit of acting in response to given signals is formed1 first grade children will need to be told repeatedly the meaning of the signal4 ,while it was necessary in this instance that ,elsie should lay aside her work1 yet the value of the individualistic instinct that impelled ,elsie to stick to her work until it was accomplished should be fully recognized by the teacher1 not regarded by her as something evil1 in itself1 or as 8pure obstinacy40 ,,illustration 7,,first ,,grade7 ,sidenote3 ,snatching ,pencils ,miss ,donaldson1 a first grade teacher in ,davenport1 was one day conducting a nature study lesson1 in which the children were dramatizing the care of the parent birds for the little ones4 ,five children had cuddled into the corner to represent the little birds in the nest and two others were industriously bringing food to put into their open mouths1 when one of the boys who was supposed to be watching the performance1 snatched a pencil out of the hands of his nearest neighbor1 ,charles ,drew4 ,charles1 with fists upraised1 was just about to administer summary punishment upon the offender1 when the teacher glanced up1 and immediately taking in the situation said1 8,oh1 boys6 ,the little birds are going to fly away in just a minute1 and you won't see where they go to40 ,instantly the attention of both boys was riveted on the little birds4 ,suggestion had averted a catastrophe4 #e4 ,disrespect for the ,teacher ,the old idea that there must be enmity between teacher and pupils is of course everywhere admitted to be wrong4 ,yet a surprisingly large number of teachers show by both their words and actions that there still lingers the thought that if only there is sufficient silence and obedience in the schoolroom to allow the maximum amount of work to be done the spirit of mutual trust is of minor importance4 ,while modern teachers realize the absurdity of ,pete ,jones' motto1 8,no lickin'1 no larnin'10 many are slow to admit that there is no necessity for a show of authority1 for its own sake4 ,the teacher who talks of 8breaking a child's will0 is the one who is in danger of suffering from disrespect paid him by his pupils4 ,in one of our ,states foremost in education1 a minister1 who is a member of the board of education governing his village school made a speech at the beginning of the school year4 ,he emphasized the thought that the pupils must behave1 that the school board would back up the teachers in the matter of keeping order4 ,his speech left the feeling on the part of the pupils that they were expected to lose in the combat between teachers and pupils1 but that there must be a continued combat there was no question4 ,it is in localities where this old idea of enmity between the teacher and the pupils still exists that we may expect to find real disrespect for the teacher manifested4 ,seeming disrespect may often be only the result of ignorance of good manners and forms4 ,the boy1 who wears his hat in the schoolroom1 sits while his teacher stands to converse with him at recess1 says1 8,teacher10 when he addresses his instructor1 and talks slang even in his recitations1 may have no idea that he is showing disrespect to anyone4 ,he may have never been taught on these subjects4 ,according to the old 8punishment method0 the teacher must wait for a specific 8punishable0 offense to occur before discipline begins4 ,according to the method laid down in this book one is able to deal with an 8atmosphere0 of disobedience1 and by applying the five principles previously cited1 to forestall the overt act with all its undesirable results to both pupil and teacher4 7#a7 ,disrespect due to oversensitiveness of the teachers4 ,teachers sometimes encourage disrespect on the part of the pupils1 merely by being constantly on the lookout for it4 ,their attitude of suspicion is itself a suggestion to do something that will justify the teacher's expectation4 ,,case #bg 7,,second ,,grade7 ,sidenote3 ,familiarity ,miss ,grace ,eddy was a second grade teacher in ,randolph1 ,vermont4 ,it was her first term and she so feared to be known as 8a teacher who can't keep order0 that she felt obliged to be always on the alert against any appearance of evil4 ,the school was working on the ,christmas exercises which were to be given a few days later4 ,full of the thought of ,christmas1 one of the children wrote on the blackboard one day1 8,a ,merry ,christmas to ,grace ,eddy40 ,as ,miss ,eddy came back from dinner she spied the sentence on the board and resenting a little the familiar use of her name1 said1 8,who wrote that80 ,the roguish face of ,roland ,churchill looked up into hers and ,roland answered1 8,i did40 8,rub it off10 said ,miss ,eddy1 severely4 ,unconscious of having done anything wrong and feeling rebuffed by the severe tone1 ,roland turned and ran out of the schoolroom4 ,miss ,eddy not wishing to have the other children notice the writing1 erased the sentence herself and said to ,roland later1 8,roland1 you may stay in at recess1 this afternoon40 ,,constructive ,,treatment ,assume that the written sentence on the board was prompted by a genuine wish of the writer4 ,say to the children1 8,who wrote for me such a pretty wish as that80 ,when ,roland answers1 8,i did10 pick up the chalk and write directly under his sentence1 8,thank you1 ,roland ,churchill40 ,your smile and your coperation will stimulate his good wishes1 and will bring about his coperation with you in the afternoon's tasks4 ,,comments ,never harbor the thought that every unconventional thing done by little children is done 8for meanness40 8,we see what we look for10 hence it is better to look for good than for evil4 7#b7 ,smartness4 ,smartness may be the result of conceit or love of fun or desire for approval of playmates1 or may be simply ignorance of polite manners4 ,,case #bh 7,,third ,,grade7 ,sidenote3 ,personal ,remarks ,miss ,mc,pheag was the teacher1 red-haired and not to be imposed upon4 ,george ,ray1 also red-haired1 was in her third grade4 ,seeing him the center of a giggling circle one cold ,january day1 ,miss ,mc,pheag thought mischief might be brewing1 and kept a weather eye upon the group4 ,suddenly1 ,george raised his voice and called out1 8,say1 ,teacher1 is your name ,miss ,mc,fig or ,miss ,mc,pig80 ,quick as a flash ,miss ,mc,pheag answered1 8,it's ,miss ,mc,pheag1 and if ,i ever hear you call me anything else you'll not know your own name when ,i catch you40 ,this retort came with such energy that it awed ,george and all his classmates4 ,they never called her anything but her right name so long as they were in the schoolhouse2 but one afternoon1 late in the year1 ,miss ,mc,pheag found this couplet penciled on a fence near the schoolhouse2 8,miss ,mc,phig1 ,she ain't so big40 ,it hurt her1 for she knew the spirit that prompted the silly jingle4 ,she did not realize that she had signally failed to measure up to a great opportunity to replace the manners of smartness and pertness with those of respect and consideration4 ,,constructive ,,treatment ,never meet pertness and flippancy with the same spirit4 ,a fallacious idea exists that evil must always be met in kind4 ,this is not true4 ,miss ,mc,pheag should have looked at ,george in steady silence for a few seconds1 and then quietly engaged him and his companions in some entirely new activity that would draw their attention from the incident4 ,later1 she should have talked to him alone1 kindly and with dignified impersonality1 upon his breach of good manners4 ,,comments ,the smartness would never have occurred to ,george if the children1 forced to stay within doors by the cold1 had been engaged in some healthy play under the teacher's supervision4 ,here again preventive measures are better than remedial ones2 let them be effective and constructive1 not such as merely fix the fault by giving it an imitative reinforcement4 ,,illustration 7,,ungraded ,,school7 ,sidenote3 ,conceit ,conquering pertness and conceit by an opposite spirit was practiced by ,fannie ,fleming1 who taught the district school on the upper ,gila ,river1 ,new ,mexico4 ,she had ,joe ,rogers1 a son of a ,texas renegade1 for a pupil4 ,he ranged over the whole program of studies and1 backed by his father1 made himself independent of several regulations in the school4 8,i don't believe you know very much about how they grow rice4 ,you never was in ,texas1 was you80 said ,joe one day in geography class4 8,i know10 he continued1 8,i was born in ,texas4 ,i seen 'em raise rice40 ,this outburst was not surprising in view of the pert attitudes and assumptions ,joe frequently displayed4 ,miss ,fleming looked straight into ,joe's eyes and let her countenance show sternness without resentment1 as she said1 8,joe1 ,i want to ask you some questions so that you may tell the class all you know about the rice culture40 ,she soon exhausted his resources and then continued1 8,well1 ,i'll help you out a little1 ,joe4 ,you did very well1 but there's more to say40 ,she found ,joe sinking away somewhat as she told one thing after another which was new to him4 ,this gave her a clue4 ,miss ,fleming made it a point to meet him on every issue by drawing out all his information until he lay helpless1 though uninjured1 upon the dry land of his own ignorance4 ,then she helped him4 ,there was no ridicule1 no faultfinding1 no scorn in manner or in voice1 but an unrelenting exhaustion on every possible occasion4 ,joe recovered4 ,he found that he could learn many new and interesting facts from his teacher4 ,her unfailing politeness and uniform kindliness toward him finally taught him good manners4 7#c7 ,laughing in school4 ,occasionally a teacher goes too far in trying to meet the pupils half way4 ,,case #bi 7,,high ,,school7 ,sidenote3 ,teacher ,laughs ,mrs4 ,jewett taught in the ,carthage ,high ,school4 ,in order to get the good-will of the pupils she feigned to understand them and tried to take part in whatever affected them as a body1 especially in the matter of laughing4 ,whenever the pupils laughed she laughed with them no matter whether she knew what caused the levity or not4 ,as soon as the pupils discovered this they laughed on purpose to make her laugh and she lost their respect4 ,what would you do if you were elected to follow ,mrs4 ,jewett the next year8 ,,constructive ,,treatment ,laugh with the pupils when something unavoidably funny occurs2 as1 for example1 when a bird flying through an open window whizzes past a young man at work at the blackboard1 causing him to jump and make a wavy line through his carefully drawn geometrical figure4 ,but be on the alert to discover mischief while it is being planned and assign some interesting work in another direction4 ,let it become a settled opinion of the pupils that you laugh when you see a really good joke but that you do not laugh unless you see something to laugh at4 ,,comments ,pupils admire genuineness4 ,mrs4 ,jewett was too apparently currying favor by laughing with her pupils on all occasions4 ,a wide-awake teacher can detect a situation of unrest and lack of application to the subject in hand4 ,this condition1 which will ripen into misbehavior1 can be turned into the atmosphere of industry by giving an interesting task to the leader or leaders in idleness4 ,,illustration 7,,high ,,school7 ,miss ,horner1 who was keeping order in the assembly room of a high school1 saw a girl making a form resembling a frog out of her handkerchief while a boy who sat near was watching her intently4 ,sidenote3 ,pupils ,laugh ,miss ,horner went to the girl and said1 8,i want some one1 who can do it well1 to tell the story found on page #gi of ----'s ,ancient ,history when we recite today4 ,you may go now to the book shelves and get the history40 ,with a smile she continued1 8,i'll tell you just when ,i want the story told40 ,the 8frog0 was forgotten1 and the boy half suspected that ,miss ,horner understood the entire situation and knew how to manage it4 7#d7 ,talking back4 ,one of the greatest annoyances of the teacher's life is the pupil who talks back4 ,,case #cj 7,,fourth ,,grade7 ,sidenote3 8,board ,work0 8,edmund1 you may come to the front board for your arithmetic10 said ,mr4 ,spangler as he assigned places to his class of fifteen4 ,edmund had been in school just long enough to decide where he might begin to test out the new teacher4 8,it's dark up there4 ,i'd rather go here by the window40 8,it's not too dark for good work up here4 ,come up at once40 ,edmund did not feel the force of this urgency4 ,so he loitered along looking this way and that4 ,his teacher hastened over to him and said1 8,see here1 young man1 ,i don't want to wait so long for you40 8,but ,i don't want to go up front4 ,i want to work here40 8,edmund1 no more back-talk if you please4 ,you've said too much already40 8,you don't make the other big boys go up front40 ,this was too much for the patience of ,mr4 ,spangler1 so1 quick as a flash up flew his hand and struck ,edmund a smart blow on the side of the head4 ,in a moment the boy's nose began to bleed a trifle4 ,this did not last for long and the battle reopened as soon as the crying was hushed up4 8,will you go up to the board now as ,i told you to80 was the next thing for the worried teacher to say4 ,edmund drew back a little as he said1 8,i don't feel like it now4 ,i'd rather stay down here40 ,after this long parley1 ,mr4 ,spangler did the act heroic1 seizing ,edmund by the right arm1 he dragged him by successive jerks to his desk and in the presence of the school gave him a sound whipping4 ,then he shoved him to his place at the blackboard4 ,of course school work was sadly interrupted4 ,the success of the teacher's method may be inferred from the fact that at the end of three days essentially the same performance was repeated almost literally4 ,,constructive ,,treatment ,just the moment a spirit of back-talk is observed cease all ordinary conversation with the child4 ,use signs almost wholly to indicate your wishes and back them up with a demeanor and general program that checks all opportunity for a spectacular prank4 ,dismiss the pupils for recess or assign some duty that engages all the other pupils while you deal with the insurgent pupil alone4 ,immediate action is necessary1 even if it is nothing more than to excuse the pupil from any further school work for the time being4 ,treat the pupil who talks back as you would an invalid to be cured rather than as a criminal to be paid back1 thus laying aside all evidence of hostility or displeasure2 assume that his disability necessitates separation from the others4 ,use pleasant conversation as a means of establishing his confidence in you4 ,,comments ,the teacher fell into a trap when he forbade ,edmund to indulge in back-talk4 ,this attention to a new offense is just the thing a disrespectful pupil rejoices in4 ,the attempt to deal with two offenses at once is too hazardous4 ,,illustration 7,,sixth ,,grade7 ,sidenote3 ,country ,boy ,when ,le,roy ,fennimore came back from the west he found himself in a novel situation because1 in the ,pennsylvania village1 manners were more cultured than he had ever been taught in the little mountain home in ,dead ,man's ,gulch4 8,le,roy1 will you bring us the ,united ,states map from the hall1 please80 came as the first request from his new teacher4 8,nope1 ,i don't know anything about your maps here10 was the blunt reply of the twelve-year-old boy1 staring boldly into the eyes of his teacher4 8,why1 ,le,roy1 ,i'm sorry to have surprised you with something too hard for you40 8,no surprise on me4 ,only ,i don't know nothing about maps40 8,well1 we'll drop the matter this time4 ,next time1 perhaps1 you can get it for me10 was the good-natured remark of the teacher4 8,don't 'spect you can get me to do much4 ,i tell you ,i don't know your ways of doing things here yet40 continued the irrepressible boy4 ,miss ,faust bit her lips for a moment1 under the conviction that she had a new problem on her hands4 ,le,roy exhibited some ignorance of the suitable words for the occasion1 a little spunk1 more laziness of attitude due to association with cattle-men and miners4 ,miss ,faust cautiously watched ,le,roy at the close of school4 ,she helped him find his lost cap and began a systematic plan of cultivating his friendship4 ,at her request he brought many interesting relics and curios from home1 she showed cheerfully on the map where he had lived some two thousand miles distant4 ,he continued his rough manners1 but all the disagreeable spirit vanished1 as the two became good friends4 ,occasionally1 ,miss ,faust gave him some little hints on good manners4 ,he listened with bashful interest and in his crude way warmed up to her kindly sympathy4 ,not long after she asked ,le,roy to bring her a box of chalk from the store-room1 but this time she immediately added1 8,timothy 7picking one of the smallest boys71 will you show ,le,roy where the chalk is kept80 ,le,roy immediately responded and presented the box to ,miss ,faust1 with an air of satisfaction4 ,,case #ca 7,,seventh ,,grade7 ,sidenote3 ,pertness 7#e7 ,talking back for approval of mates4 ,sometimes it is not the dominant sentiment of a social unit1 but the opinion and wishes of an individual1 according to which a wrong-doer shapes his deeds4 ,in a certain seventh grade in ,ohio there was a little girl who possessed one of these shy and cat-like natures which delight in making mischief but seemed always to escape the consequences4 ,she was pretty and had a wonderful adaptability of manner4 ,dear old ladies said she was a sweet and ladylike little thing1 and the roughest boys in school pronounced her a good fellow4 ,she was essentially neither of these1 but she was always a good actress4 ,her name was ,bernice ,storrs4 ,one day ,miss ,coffee1 the teacher1 said to her class in geography1 8,now we'll close our books and see how many of the products of ,south ,america we can remember40 8,we don't have to close our books to find that out1 do we80 inquired ,horace ,selfridge pertly4 8,we certainly do6 ,close your book at once60 ,miss ,coffee was a disciplinarian of the old school1 and she bristled at this insubordination4 ,horace's book remained open4 8,if we don't look at them it's the same thing1 isn't it80 he said4 8,horace ,selfridge6 ,what do you mean80 8,nothing4 ,just what ,i said40 8,you are very impudent4 ,you may go up to ,miss ,bell's office40 8,i won't do anything of the kind4 ,i asked you a civil question1 and you ought to give me a civil answer40 ,this undignified dialogue continued until the outraged ,miss ,coffee sent for the principal4 ,when ,miss ,bell came in1 she found a tractable1 courteous and somewhat triumphant boy and a much flustered teacher4 ,horace was given a punishment which he endured with admirable fortitude2 and1 thereafter1 ,miss ,coffee had trouble with him once in a while1 for he had learned that she could be worried and he loved to do it4 ,now the inside history of ,horace's impudence was that ,bernice ,storrs was using him as a means of amusement4 ,impeccable in her own school behavior1 she had skilfully suggested to ,horace what a hero he would be if only he could make the teacher 8mad0 and defy her authority4 ,to stand in ,bernice's graces1 ,horace thought up the spectacular defiance that so stirred up ,miss ,coffee2 and to stand in her graces1 ,horace repeatedly made trouble during the year4 ,,constructive ,,treatment ,if ,miss ,coffee had lived nearer her pupils she would have known the source of ,horace's impudence4 ,she might have known that a boy1 formerly tractable and courteous1 would not change utterly without some strong stimulus4 ,in such a case1 never argue with pupils4 ,when ,horace made his first pert inquiry1 a tactful teacher would have looked very surprised1 then perhaps have inquired if he were well1 and so surprised him into a normal response2 or engaged him in lively conversation upon an entirely different topic2 or1 in case he would not be diverted1 have declined to talk with him at all1 thus giving him nothing to answer4 ,,illustration 7,,eighth ,,grade7 ,sidenote3 ,punning ,frank ,tyne1 son of the richest merchant in ,n----1 well-dressed1 quick of thought and spoiled at home1 was in the habit of eliciting little admiring giggles from the girls in his classes by making pert responses and unnecessary comments when his teachers spoke4 ,so many teachers had endured this1 fearing the parental influence1 that ,frank did it almost unconsciously1 although he was very conscious of being considered 8cute0 by the girls4 ,one day a new teacher1 ,miss ,stone1 announced that as the day was dark1 and there were no lights in the room1 the writing lesson would be omitted4 8,yes'm10 said ,frank as he put away his copybook4 8,light work for a dark day1 eh80 ,miss ,stone tactfully used the following method3 when her pupils giggled1 she seemed very unconcerned1 she did not slam her book down or do anything to indicate that she was annoyed in the least1 but rather calmly and slowly turned her face toward ,frank and softly smiled4 ,this smile was not one which indicated that she was amused1 but rather one which showed clearly that her temper was not aroused4 ,after looking at ,frank only a second or two she calmly directed the attention of her class to an announcement which she had intended to make sometime during the day1 and which served her purpose of taking the attention entirely away from ,frank by directing it elsewhere4 ,miss ,stone next made an attempt to win ,frank's confidence which she easily did by talking at recess about those things in which she knew he was especially interested4 ,she made it a point to ask him to do a few little errands for her1 errands which she knew he would like to do1 and after each one she took advantage of the occasion to establish a good spirit by thanking him in this fashion3 8,oh1 ,frank1 you are so kind4 ,thank you1 ever so much40 ,after thus gaining his confidence1 one day after she had been talking to him in a friendly manner1 she said to him in a confidential way1 8,there is another thing ,i wanted to speak to you about4 ,i didn't want to say anything about this in front of any of the other pupils1 so ,i thought ,i would tell you now4 ,whenever anything comes up that's funny or whenever you think of anything funny1 remember to keep it till after school hours4 ,i like to see people have fun and ,i like fun myself1 but of course we have to watch ourselves during school hours4 ,i'd like to allow you to talk1 but if ,i would do that1 ,i'd have to allow everyone else to1 so if you will remember this1 ,i will appreciate it very much40 ,miss ,stone by this method very soon succeeded in breaking ,frank1 not only of his habit of talking in school1 but of other annoying habits as well4 7#f7 ,talking back to teacher4 ,talking back is generally due to the fact that the pupil has not been taught politeness at home2 but the case is frequently aggravated by an exhibition of the same sort of bad manners on the teacher's part4 ,,case #cb 7,,fourth ,,grade7 ,sidenote3 ,pulling ,hair ,miss ,eastman1 a teacher of the fourth grade in a small town in ,minnesota1 was driven to her wit's end when ,benjamin ,mc,cloy repeatedly refused to stop pulling the hair of the little girl who sat in front of him4 8,i guess this is the only thing that will do you any good1 ,benjamin ,mc,cloy10 she said1 as she drew a ruler from her desk drawer4 8,march right up here to the front of the room4 ,aren't you ashamed of yourself80 ,at the question1 ,benjamin bristled up to his full four feet1 two inches4 8,no1 ,i'm not ashamed4 ,she needn't think ,i'm going to have hair all over my desk10 thought ,benjamin as he went up to take his beating like a man4 ,miss ,eastman seemed to make no impression upon him with the ruler4 ,finally it broke in two4 8,loyd10 she addressed a boy in the room who never was known to do anything wrong4 8,take this money and go over to the little store and buy me another ruler40 8,gee6 ,that'll break you up10 came a muffled response from a ringleader in the room4 8,well1 that's nothing out of your pocket1 is it80 ,miss ,eastman remarked with ill-concealed temper4 ,,constructive ,,treatment ,when the complaint has been made by the girl1 ask ,benjamin to take the seat back of ,james for the present1 saying1 8,no1 you need not move your books1 yet40 ,after the session make it a point to interview the boy4 8,benjamin1 is there some reason why you pull ,marjorie's hair80 8,it is always in my way when ,i write40 8,i thought there must be some good reason4 ,you would not act that way unless you had a cause4 ,there is a vacant seat1 ,benjamin1 back of ,james in row #a4 ,you may change your books right now4 ,you will not be troubled there40 ,another course to pursue would be the following3 ,sidenote3 ,change ,seat 8,miss ,eastman1 ,benjamin keeps pulling my hair40 8,benjamin1 ,i believe you will not be bothered1 7inferring that he is71 if you will take the seat back of ,james for the morning40 ,benjamin slowly obeys your command-- 8,thank you4 ,as ,i was saying1 this map shows the ,mississippi valley4 ,james will you please step up to the map and point out the source of the river80 ,,comments ,had ,miss ,eastman analyzed the situation before resorting to bodily punishment1 she might have found a better solution of her problem4 ,in this case1 the boy's action was founded on a legitimate cause of irritation4 ,it was ,miss ,eastman's place to find out this cause and remedy the matter at once4 ,but supposing the act had been committed for sheer meanness4 ,it would have been better1 even so1 to have changed the boy's seat immediately1 without stressing the reason for doing so4 ,the fact that a boy in ,miss ,eastman's room would feel free to make the statement1 8,gee6 that'll break you up10 was an index to the general attitude of the pupils4 ,her answer to the boy's remark was excuse in itself for further talking back on their part4 ,do not expect to cure rudeness with more rudeness4 7#g7 ,impudent replies4 ,impudence is a form of disrespect which is hard to deal with from the fact that it seems to be a definite personal attack upon the teacher with a set purpose to belittle her opinions4 ,because of its clearly understood purpose it is likely to anger the teacher4 ,this direct attack upon her authority as a scholar or disciplinarian does not appear where the teacher has used correct methods in accordance with the principle of initiative in coperation4 ,,case #cc 7,,fourth ,,grade7 ,miss ,willets1 a young teacher of the fourth grade in an ,oklahoma school1 was working at her desk one ,monday morning1 when just before the last bell rang for the beginning of the morning session1 one of her smartest boys burst into the room1 now full of children1 and said in a spirit of jest1 8,miss ,willets1 how many chocolates did you eat last night80 ,not a word came to her aid to carry her over this embarrassing situation2 what was even worse1 she could feel her cheeks flush as she recalled the steady company entertained by her on the previous evening4 ,the children caught the spirit of the question1 and when the bell rang1 the room was in an uproar4 ,,constructive ,,treatment ,if a question is asked before the school session by a pupil in a joking way1 even though it has caused you some embarrassment1 enter into the spirit of fun and laugh as you give some witty reply4 ,but supposing the question to be asked during the school session for the purpose of causing you embarrassment1 ignore the question altogether4 ,,comments ,miss ,willets made a mistake by taking the boy's question too seriously4 ,she would have saved embarrassment1 if she had taken his question as a joke and replied accordingly4 ,humor often lessens the tension in the schoolroom1 and where indulged in by the teacher1 puts her into easier relationship with her pupils4 ,,illustration 7,,fifth ,,grade7 ,sidenote3 8,steady ,company0 ,miss ,snow was talking to the children one noon about the moving pictures which were to be exhibited in the neighboring church on the following evening4 8,can we go1 ,miss ,snow80 asked the children4 8,those children can go whose parents accompany them10 was the reply4 8,humph10 remarked an overgrown girl4 8,do your parents go along with you80 8,o1 ,gordy takes her10 spoke up one of the older boys4 ,miss ,snow looked up just long enough to give the faintest little smile and then went on with her conversation as though it had not been interrupted4 ,the big boy thought he 8was going to have some fun with the teacher10 but the results of his effort were so meagre that he was not encouraged to try again4 ,,case #cd 7,,sixth ,,grade7 7#h7 ,impudent replies due to father's example4 ,sidenote3 ,imitative ,tim ,murphy was an ,irish lad twelve years old4 ,he was accustomed to rough speech at home4 ,his mother was not living and his father was a section boss on the railroad4 ,mr4 ,murphy was accustomed to review the events of the day for the benefit of ,tim and his older brothers and sisters4 ,thus1 ,tim came to believe that to be saucy and impudent was manly1 for surely it was by his rough speeches that his father managed his men and held his job4 ,furthermore his father's account of how he outwitted his men who talked back was highly entertaining4 ,without forming a definite resolution to have an exciting quarrel with ,miss ,deering1 ,tim was in every sense ready for such a combat4 ,miss ,deering had a feeling that ,tim was not exactly respectful and yet the little pursings of his lips1 the raising of his brows1 and tiltings of his chin when ,miss ,deering spoke to him were signs of disrespect too slight to punish4 ,she was annoyed1 yes1 even angered by them but she felt helpless as to how to manage ,tim4 ,she feared her control of him was lessening4 ,frankly1 she thoroughly disliked him4 ,many an evening her thoughts reverted to the ever disquieting act of ,tim's attitude and she almost wished for an outbreak of such dimensions as to warrant her giving him a sound whipping4 ,she too was prepared for a conflict4 ,tim's strong point was arithmetic4 ,one of the problems on a certain ,friday was3 8,a and ,b work together for #e days and receive #be and then ,a works on alone #b days for #d more2 how much does each receive80 ,this problem was assigned to ,delia ,carrigan1 one of the dullest in the class1 to be placed on the blackboard while each of the others were assigned other problems4 ,when ,delia's turn came to explain her problem1 it was found that she had divided the #be equally between ,a and ,b and added #d to ,a's half of it4 ,miss ,deering did not notice the mistake4 ,when ,delia had finished her explanation ,tim said1 8,that ain't right40 ,miss ,deering said a little louder1 8,next40 8,delia didn't do that right10 ,tim said again4 8,tim1 be quiet4 ,go on1 ,julia10 said ,miss ,deering1 her look at ,tim expressing dislike as well as determination4 ,tim answered that look by a roused temper2 visibly he squared his shoulders and clenched his hands1 unconsciously falling into his father's mode of expression4 8,ye're wrong1 ,oi say1 an ye're a green un not to know it1 ,oi tell ye to yer face yer no gud1 and ,oi won't kape quiet1 begorrah60 ,her hour had come4 ,miss ,deering felt perfectly justified in seizing the pointer and beating ,tim4 ,he fought for a moment but she was taller and stronger4 ,anger added to her strength4 ,she broke the pointer1 seized the largest piece and used it till it1 too1 gave way4 ,tim was now sniffling1 more choked by anger than reduced to tears through pain4 8,now will you be quiet80 panted ,miss ,deering4 8,faith an ,oi will not10 said ,tim4 ,glancing about she saw a book strap on her desk4 ,she jerked ,tim a step at a time toward her desk4 ,arriving there she belabored him with the strap till she was tired4 ,then she sent him to his seat and went on with her work4 ,every time her glance happened to meet ,tim's1 the eyes of each expressed their mutual hatred4 ,during the days and weeks that followed ,miss ,deering would plainly show her dislike for ,tim every time she addressed him4 ,he did not really talk back again but his insolent attitude was expressed in various ways which they both understood4 ,had she heard ,tim talking about her when out of her hearing she would have better understood why so many of the pupils showed signs of resentment toward her commands4 ,,constructive ,,treatment ,as soon as you detect that any child dislikes you make it your study to find out the reason1 then if possible adjust matters so as to win his confidence4 ,if you can not conscientiously change your own attitude1 show him your interest in him by giving him something he would like to have2 some material gift or social pleasure4 ,by wisely selected story and studied comradeship assure him that you are able to satisfy his wants along study and recreation lines4 ,if unexpectedly a pupil questions your knowledge in any line1 say1 8,wait1 let's see about that40 ,if information on the subject can be had at once1 seek it immediately4 ,if the facts can not be verified immediately report it4 ,assume that the pupil who raises a question as to your correctness of statement is seriously studying the point and that his criticism is entirely impersonal4 ,treat him as you would a friend who differs from you4 ,,comments ,you can do very little toward helping an antagonistic child4 ,you wish1 however1 to benefit every child under your care4 ,then your duty is to have every child look upon you as his friend4 ,in giving him something he likes1 you are not buying him3 ,not at all4 ,you are simply letting him get a glimpse of yourself4 ,you are telling him in a way that he can understand that his pleasure is your joy4 ,assume that no child is calling your statements into question simply to tease you4 ,you can not err in doing this1 whereas1 you may seriously commit an error by supposing that you were questioned merely to display impudence4 ,treating a boy as if he were 8on the square0 often causes him to be so4 ,just as surely treating him as if he were a rogue makes a rogue of him4 ,if you treat an innocent boy as if he were a culprit he has nothing to lose1 so far as your influence goes1 by actually being one4 ,,illustration 7,,sixth ,,grade7 ,sidenote3 ,familiarity ,nina ,blair had taken a course at the ,illinois ,state ,normal and had returned home where she had charge of the sixth grade room4 ,thirteen-year-old ,wesley ,hail1 whose parents were friends of the ,blair family1 stayed at ,blair's where he helped in the store evenings and ,saturdays and went to school to ,nina4 ,being an old acquaintance and seeing ,nina at home daily he grew to feel very free to express himself in her presence4 ,she noticed that at school he frequently gave his opinions unasked4 ,he was especially interested in history4 ,one day he frankly said he thought ,miss ,blair wrong in her statement about ,grant's campaign4 ,miss ,blair said1 8,i am glad to see so much interest manifested in this lesson4 ,mamie1 please find out about this and bring in a report tomorrow4 ,has anyone else a point he would like to have further discussed80 ,no one had4 ,one evening soon after this ,miss ,blair found ,wesley alone at home4 ,she said1 8,father says you are a great help to him in the store4 ,he especially likes the carefulness with which you take orders4 ,i1 too1 foresee that you will be of great help to your classmates40 ,she then told him that just as he needed courtesy in the store he would find it a necessity throughout life and that his example in this respect had a great influence upon the other boys4 ,as a result of this treatment ,wesley cultivated amiability and soon came to realize its universal value4 7#i7 ,impudence due to conceit of pupil4 ,it is difficult to see how conceit can be cured by whipping4 ,such a punishment may silence but it does not convince4 8,the man convinced against his will1 is of the same opinion still40 ,silencing instead of convincing may induce still greater evils on the pupil's part4 ,,case #ce 7,,eighth ,,grade7 ,sidenote3 ,disputing ,miss ,garber was hearing her eighth grade arithmetic class4 ,when it came ,grant ,langston's turn to recite she told him that his problem was wrong4 8,no1 it isn't1 it's right10 said the boy4 ,now this boy had been showing a spirit of independence and indifference to ,miss ,garber's authority4 ,this outbreak gave her the occasion she had been waiting for to punish him4 ,she used the county superintendent's prescribed instrument 7a piece of rubber hose7 and gave the boy one hundred eight strokes with it1 and asked him if he wanted another whipping soon4 ,grant signified that the punishment was sufficient to be effective and was allowed to go out to play4 ,while at play he told the boys that ,miss ,garber didn't hurt him4 ,somebody told ,miss ,garber what he said and so in the presence of the whole room she said3 8,grant1 you told me that the whipping ,i gave you this morning hurt and you told the boys that it didn't2 to whom did you tell a falsehood80 8,to the boys10 answered ,grant4 ,this confession was accepted as an apology and nothing done about the telling of the falsehood4 ,on the way home from school ,grant again told the boys that the whipping didn't really hurt him4 ,,constructive ,,treatment ,when you first discover that there is a spirit of opposition to you in a pupil begin at once to establish right relations4 ,the pupil who is thus unruly has lost confidence in you as his dependable guide4 ,without this confidence your work with him is handicapped4 ,secure this confidence by studying his case1 finding out his special needs--perhaps a book of adventures to read1 a start in studying birds1 opportunity to earn a little money1 collateral reading or an explanation of some school subject he does not like1 etc4 ,give this aid in a tactful way4 ,make nothing serious of it4 ,when you find him alone1 give your assistance as a matter of course4 ,let your chief question be1 8,how can ,i best serve this boy80 not1 8,how can ,i coerce him into a public confession that ,i am his superior80 ,,comments ,miss ,garber's own intolerance may have been the provoking cause of ,grant's resistance to her authority4 ,if ,grant sincerely believed he was right and his teacher wrong1 it was highly desirable that he should maintain his position until he could be convinced of his error4 ,grant's real offense1 then1 was not the defense of his position1 but the rude manner in which he spoke4 ,had ,miss ,garber met rudeness with politeness it might have been easier to straighten out the other difficulty4 ,had she said1 in a kindly manner1 8,grant1 ,i am glad you have thought over the problem enough to feel sure about it1 but you must prove to me that your answer is right1 because ,i think it is the other way3 please explain to the class just why you think your way is right10 her words might have served as a challenge which would have awakened in ,grant a genuine interest in the problem4 ,at the same time it would have given ,miss ,garber an opportunity to show ,grant just why his answer was wrong4 ,in regard to the remark on the school ground1 she might better have paid no attention to it since it was not made to her4 ,indeed1 her own question as to whether ,grant wanted another whipping soon was quite as impudent as ,grant's remark 7about the whipping7 was untruthful4 ,by laying too much stress upon minor points1 a teacher weakens her influence in weightier matters4 7#aa7 ,impudence due to teacher not understanding the pupil4 ,adults are never able quite fully to appreciate the wide difference between their knowledge and the small amount of general information which is found in young children4 ,a college instructor1 accustomed to deal with college students1 has been known to severely reprimand a well-meaning high school student for guilty1 willful and malicious ignorance1 when1 as a matter of fact1 she was not yet equipped with the information which she was supposed to possess4 ,in like manner1 too often a teacher or a parent will lay severe penalties upon a child who has unwittingly transgressed some law or custom which has long been well known to adults1 but which has never been especially presented to the attention of the child4 ,occasionally a mature pupil returns after a long absence from school which leads him to ignore many of the little customs that pertain to school life4 ,the pupil has lost a sense of the relations which a pupil has to his teacher and his fellows4 ,when he returns1 he is more or less restless under the peculiar methods of association that belong to typical school life4 ,such a pupil is more or less of a misfit until he recognizes his former adjustment to school conditions4 ,he may behave like a visitor for a time or act in some other adult fashion which more or less contravenes the established school custom4 ,,case #cf 7,,high ,,school7 ,sidenote3 ,sensitiveness ,andrew had been taught mainly at home until he had finished the work of the grades4 ,it had been a long time since he attended school4 ,one morning in the class in arithmetic in the ,edgerton ,high ,school1 ,andrew blurted out to his teacher1 8,i don't like to have you talk about my mistakes the way you do40 ,everybody was shocked1 including the teacher1 a man of experience and large physical equipment4 8,why1 what is the matter1 ,andrew80 said the teacher4 ,immediately ,andrew continued1 8,you just make a fool of me when ,i am trying to solve problems on the blackboard40 ,the point was that ,andrew had been offended because of the just criticisms of his teacher when reviewing ,andrew's blackboard work before the class4 ,the teacher soon formed an opinion as to what was the matter with the boy1 and immediately delivered a caustic and sensational lecture4 ,the substance of it is the following3 8,andrew1 you have come to this school thinking that you know about all there is to know4 ,you have come here as a spoiled boy1 and you will have to be taken down in proper fashion unless you change your attitude4 ,the thing for you to do is to keep your mouth shut and do what you are told to do4 ,if you can't do this1 we will make the way easy for you to step out of school40 ,,constructive ,,treatment ,andrew should be taken into the office for private conference with the teacher4 ,until the hour for the conference1 ,andrew should be dismissed from the class and the sensational scene in the classroom avoided4 ,andrew spoke out of a sense of growing injury4 ,help him to analyze his attitudes and see how it has come about that he is over-sensitive to a proper classroom discipline4 ,the conversation with ,andrew may include some of the following statements3 8,andrew1 you have been doing some very good work since you came into our school4 ,i have watched you with interest1 and yet ,i have felt that you need some further help in adjusting yourself to school conditions4 ,you tell me that the ,rodger boys have stood behind you in this attitude of criticism and defiance4 ,what did they actually say to you80 444 8,well1 it would be better for you to attempt to understand this school1 and its way of doing work1 and to avoid yielding to any such advice as that4 ,you need to remember that you are one of a number of pupils and that all are receiving the same sort of treatment4 ,i shall be very glad to give you special help at any time when you may need it1 while at the same time ,i feel justified in discussing any mistakes that you may make4 ,i want you to be very cautious hereafter about how you address any of the teachers1 remembering that they are your friends and are laboring for your best good always40 ,,comments ,if the teacher speaks to ,andrew in the presence of the class1 he may easily lose his temper1 as was the actual case in the narrative recorded above4 ,the instructor uttered1 perhaps1 no very offensive sentiments1 but his manner1 while suffering from mild rage1 was entirely unbecoming a teacher in the presence of his pupils4 ,the offense was not so grievous but that disposition of it could have been postponed2 also1 the teacher is more likely to think out the best method of procedure1 if he does not act hastily4 ,andrew has become somewhat unbalanced and needs advice rather than penalty in order that he may properly adjust himself4 ,he is unsocial in his sentiments1 having grown up so largely in isolation from other children4 ,at best1 his adjustment to life amongst a large number of other persons will be difficult4 ,the method suggested above will avoid an estrangement and cement the friendship between pupil and teacher1 and make further coperation in the classroom and elsewhere more hearty and profitable4 7#ab7 ,threatening the teacher4 ,such an offense as this strikes at the very roots of the social organization1 for teachers are officers of the state1 intrusted with the great task of developing citizens4 ,to threaten their authority is to set one's self against the social trend1 to be an individualist--which is to be an anarchist4 ,the teacher who is threatened by a pupil has only to fall back upon his ultimate authority1 which is the whole fabric of organized society1 represented by whatever officers he may count upon to support him--for sometimes society's officers are not true to their trust4 ,two examples of this offense happened in one of the northwestern states1 and their respective treatments illustrate the point4 ,the teachers in both cases were stalwart six-footers1 capable of whipping the young bullies who challenged their authority2 but neither of them believed in corporal punishment4 ,,case #cg 7,,ungraded ,,rural ,,school7 ,sidenote3 ,anarchy ,trygve ,andreasen1 the first teacher1 was threatened with being 8taken outside and shown a thing or two0 by a hulky young man who persisted in talking in an undertone during school hours4 ,trygve believed in moral suasion1 and tried it3 8,yes1 ,olaf10 he said1 8,i suppose you could take me outside and show me to a good licking if it happened that way4 ,but suppose you did8 ,would you be any better for it8 ,it wouldn't teach you one word or make you one bit better educated4 ,here you are1 nineteen years old1 and only in the ,sixth ,reader4 ,it's education that makes a man powerful1 and you need it4 ,brute force is an animal's way of gaining his ends4 ,besides1 ,i like you and want to help you make the most of yourself4 ,let's be friends--won't you80 ,olaf listened with a grin to this touching appeal4 8,so you don't be too smart1 ,i'll be friends10 he replied2 and turned with a murmured sneer to the girl behind him1 in whose eyes awe and admiration were mingled4 ,trygve sighed1 but comforted himself with the idea that he had shown a ,christian spirit toward his unruly pupil4 ,he tried to help him with his lessons1 in which ,olaf took small interest2 but ,olaf received all his advances with amused tolerance and slight response4 ,in the hope of finally winning him by patience and kindness1 ,trygve put up with much annoyance and much interruption of work4 ,in the spring ,olaf1 still unconverted1 left school to go to work4 ,,constructive ,,treatment ,types differ4 ,a good teacher will soon discover the characters of his pupils1 especially any who promise to make trouble4 ,he must fit his appeal to their stage of development and personality4 ,trygve had abundant opportunity to share in the life of the community and to show how brains could guide muscle and make it ten times more effective4 ,he must win ,olaf's admiration by an exploit2 local conditions must dictate just what to attempt4 ,,comments ,trygve made the mistake of appealing to standards which ,olaf did not possess1 and which he was incapable of appreciating4 ,the men who were his ideals have perhaps never reached the ,sixth ,reader1 nor did the lumber jacks among whom he had grown up yield loyalty to any power that was not material4 ,to be strong enough to 8lick0 any adversary was his highest ideal1 as well as that of the girls and boys in whose eyes he wanted to appear a hero4 ,there is no need for kindness to content itself with weakness4 ,a giant will can act with the greatest sympathy4 ,if ,trygve strengthens his attitude and plays the part of a full grown man1 he can win the allegiance of everybody in school4 ,,illustration ,sidenote3 ,spit-balls ,the effective treatment for such a case was adopted by ,george ,levenson1 who taught a school in the same neighborhood and met the same problem4 ,in his case the offender was a fiery young ,irishman1 ,tim ,mc,carthy1 who had an uncontrolled sense of humor which delighted in breaking up school sessions with all sorts of mischief4 ,he was amusing himself one day by hitting his chum1 ,jim ,mc,clure1 on the ear with spit-balls4 ,mr4 ,levenson caught him throwing one1 and told him to go out into the hall4 8,go yourself60 sang out ,tim1 who was in a very cocky and exultant humor that day4 8,tim1 will you go at once into the hall8 ,i don't want to make you do it40 8,i should say you don't want to make me do it4 ,if you try ,i'll wipe up the floor with ye1 and there'll be nothing but a grease-spot left40 8,i don't intend to make you do it1 now4 ,you have committed a very serious offense1 ,tim4 ,i shall have to leave it to the authorities to settle40 8,what is that #8serious offense'80 demanded ,tim4 8,you threatened me4 ,of course ,i know ,i could whip you if ,i wanted to1 but ,i am here to teach school1 not to fight4 ,i don't know what ,mr4 ,pearson will do2 ,i shall have to report it to him40 8,you'd better not60 ,tim muttered2 but he was visibly impressed1 and threw no more spit-balls4 ,that night ,mr4 ,levenson called on the district superintendent and had a confidential talk with him4 ,the superintendent was a clever man and knew just what was needed4 ,he spent a half of each day in the school and kept a firm hand on discipline4 ,sidenote3 ,a ,striking ,incident ,in the conversation that followed ,mr4 ,pearson narrated a similar incident in his early experience4 ,after the offenses became numerous he decided to call in the county superintendent4 8,in the conversation on the telephone with ,mr4 ,aldrich ,i asked him to come2 in conclusion ,i said1 8#8,and by the way1 you and the sheriff are good friends1 aren't you8 ,why not bring him along with you8 ,it would clinch matters4' 8#8,capital4 ,depend upon us if ,i can find him4 ,if ,i can't1 it may be day after tomorrow when we come4' 8,they came the next day1 however4 ,when ,mr4 ,aldrich's familiar ,ford drew up before the schoolhouse there was a flutter of excitement among the pupils1 and when a second man followed him it became intense4 ,they entered1 warmed themselves1 and then ,mr4 ,aldrich turned to me4 8#8,i understand that you have a pupil who has threatened your person and your authority here1' he said4 #8,which boy is it1 and what is his name8' 8,fred was pointed out4 ,he had quite ceased to be a hero1 and his face was almost white4 ,very impressively ,mr4 ,aldrich inquired the details of the incident from the teacher1 securing corroboration from ,fred and other pupils4 ,the sheriff stood by like an avenging spirit4 8#8,i wonder if you realize1 my boy1 that you committed an offense punishable by law in threatening ,mr4 ,pearson8 ,as long as you attend this school you are absolutely under his direction1 and you must do as he says if we have to call the state superintendent up here4 ,however1 this is your first offense1 ,i believe4 ,have you anything to say for yourself8' 8#8,i didn't mean no harm1' ,fred parried4 8#8,yes1 you did mean harm1 but the point is you can't do harm4 ,the whole state will prevent your doing harm1 but something's going to happen if you ever make any such threats again4 ,what do you say1 ,sheriff8' 8,the sheriff considered gravely1 cleared his throat1 and finally suggested that the young man be put on probation4 ,this1 after more consideration1 was agreed upon1 and the subdued and puzzled ,fred was left in peace and to the digestion of several new ideas1 chief of which was the idea that a teacher does not depend upon unsupported authority in his requirements40 ,mr4 ,pearson went on to say that he saw the complete folly of such a way of dealing with the case4 ,sidenote3 ,a ,better ,method 8,i have told you this story to show you how not to proceed with this boy4 ,i think you have made a mistake in not getting ,tim tied up to you in some way4 ,leave him to me4 ,we'll see what can be done40 ,the superintendent met ,tim the next morning early4 ,the following interview occurred3 8,tim1 ,i've been looking over the batting averages made in our league games4 ,i see you stand next to the head of the list4 ,i'm mighty proud of this40 8,i'm glad ,i done it1 ,mr4 ,pearson4 ,i wish ,i could 'a done better40 8,well1 ,tim1 you have a strong right arm4 ,the next thing ,i want to do in athletics is to get an outfit of boxing gloves4 ,i want you boys to have a chance to learn boxing40 8,bully thing6 ,won't we go to it1 though60 8,i find that ,mr4 ,levenson is a good hand with the gloves4 ,he's agreed to coach you fellows1 if the boys want to take up a new sport40 8,well1 ,i guess we do4 ,i'll see40 ,tim spoke with less enthusiasm because he would need to make some readjustments in his attitude toward ,mr4 ,levenson before taking boxing lessons4 ,in a short time ,mr4 ,levenson was at work with the boys4 ,the gloves proved an effective medicine for ,tim and all who chummed with him4 ,,comments ,the boy who threatens a teacher with personal violence is usually still in the stage of control by force4 ,he can understand a force weaker than himself1 he can understand a force stronger than himself1 but he can not understand a force which is essentially different from himself4 ,what ,mr4 ,levenson and ,mr4 ,pearson did was to show him a force which was both stronger than and different from himself--the force of a thoughtful man under control4 ,in his limited experience he had never met this force in opposition to himself1 nor had he learned consciously to work with it rather than against it4 ,the experience was his first conscious clash with social forces1 and it was so managed that he came out of the experience a more promising citizen than before4 ,had he been arrested for assault1 as he might have been1 he might have had a jail experience which would have left him resentful and diminished his self-respect4 ,however1 ,mr4 ,pearson's object was not to punish him unless that was absolutely necessary1 but rather to show him that the society approval he gained by insubordination was as nothing compared to the greater satisfaction he might gain by traveling with the social current4 #f4 ,quarrelsomeness1 ,bullying and ,fighting ,dissensions like small streams are first begun2 ,scarce seen they rise but gather as they run6 ,so lines that from their parallels decline ,more they proceed1 the more they still disjoin4 --,garth4 ,it is distasteful to a first grade teacher to be called upon to pacify the petty quarrels that children in the first grade sometimes have4 ,while this annoyance is not very marked in the first grade1 still it is prevalent enough to need discussion4 ,besides1 the quarrelsome habits that a child may acquire in the first year of school may cling to him throughout life and prove a burden1 seriously handicapping him in his life's vocation4 ,the first step toward preventing quarreling among children is to remove1 as far as possible1 all causes that may instigate quarrels4 ,some pupils who enter the school quarrel frequently in their homes and1 much to the discredit of the parents1 quarrel with them even4 ,provoked by the least pretext1 such children will quarrel with their schoolmates4 ,children who are not allowed to quarrel in their homes will often quarrel at school enough to be annoying4 ,both types of pupils will respond to the same treatment1 but the method will only be completely effective in the latter instance4 ,the former class may cease to quarrel at school1 but they will undoubtedly continue it at home4 ,punishment does the offender little good2 it serves to drive the child to quarrel at times when the teacher can not find out about it4 ,this will add to the quarreling habit1 deception1 which is a bad fault in itself4 ,it is too fundamental a rule to pass without mentioning at this point1 that punishment never removes the motive of any misdemeanor4 ,the desire to do the wrong remains1 and what is worse1 the tendency often seems to be removed1 when1 in reality1 the child1 through a spirit of revenge1 resorts to some wrong act which can be hidden from the teacher1 but which will still satisfy the lower nature4 ,in other words1 to forbid the performance of a misdemeanor in a child's life and to substitute no activity in its place leaves a gap in his life into which1 if undirected1 he will probably put some wrong act4 ,even in higher grades quarrels among children seem unavoidable1 but are not really so4 ,some one threatens injury and the response comes quickly in the form of coercive measures for rescue or defense4 ,sometimes the provocation is real1 sometimes imagined4 ,the onset of the quarrel usually finds expression in faultfinding4 ,the offender's sins are held up to view and satisfaction is demanded4 ,failure on the part of a comrade to repudiate the irritating conduct usually ends in anger1 and sooner or later in a vigorous quarrel or even fight4 ,the tendency to anger can not be eradicated4 ,it is a self-preservative instinct and hence must be controlled1 not uprooted4 ,by controlled is meant that the emotions must be drained off into another channel1 and the quicker this is accomplished the better for all concerned1 for1 in general1 anger increases in intensity by being expressed1 and also begets a corresponding anger in one's opponent4 ,,case #ch 7,,first ,,grade7 ,sidenote3 ,over ,toys 7#a7 ,quarreling on the school grounds4 ,walter ,hendricks and ,teddy ,brownlow were children of well-to-do parents who supplied the boys liberally with helps4 ,being surfeited with apparatus of all sorts1 nothing pleased them for long1 hence they were constantly desiring each other's pencils1 and1 when no other way of getting them presented itself1 would snatch them from each other4 ,this led to constant bickerings between the two boys4 ,finally the teacher's patience in settling disputes became exhausted and she said1 8,boys1 ,i am going to slap your hands the next time they do such naughty things60 ,after a few experiences of this sort with the teacher1 ,walter and ,teddy decided it was the part of wisdom to avoid further quarreling in her presence1 but on the playgrounds no abatement of the nuisance was observable4 ,,constructive ,,treatment ,the teacher who is eager to prevent quarreling and to eradicate it from a child's conduct1 will first of all keep close watch over her pupils4 ,she will always be in the room before the time set for the pupils to arrive4 ,each pupil as he comes will take his seat and as a result there can be no quarreling1 for the opportunity is removed4 ,at recess time1 all play and recreational activities are supervised by the teacher or physical director4 ,again the opportunity for quarreling is removed4 ,this same supervision is carried on during every play period4 ,the teacher or supervisor of play who is most discreet will make much headway in keeping out of quarreling4 ,however1 should a quarrel arise in spite of the teacher's efforts1 the teacher or supervisor should at once go to the pupils and in a kindly manner command them to stop4 ,she can add a few words of kindly advice and then keep one of the offenders with her during the rest of the play period4 ,,comments ,being unkind or rough with the offenders1 would only add antagonism to hostility4 ,the pupils are in belligerent moods and the least unkindness of the teacher will meet opposition4 ,the prudent teacher endeavors to calm the ruffled spirits4 ,,illustration 7,,second ,,grade7 ,sidenote3 ,misunder-standings ,prudence and ,rebecca started to school together4 ,in fact1 even before the beginning of their school days1 they could have been seen playing together1 in the sandpile in ,rebecca's yard1 sliding down the cellar door in ,rebecca's yard1 swinging in ,rebecca's swing in the barn4 ,so it was that they came to school ready-made friends1 and were chums during the first year4 ,with the beginning of the second year1 however1 ,miss ,bunthy noticed a decided change in the attitude of the girls towards each other4 ,no longer would they come to school with locked arms4 ,no longer would they sit side by side during recess as they had done formerly4 ,then their hostility broke into open battle4 ,prudence came running to ,miss ,bunthy one recess crying1 8',becky hit me1 she did60 8,what made her do that80 asked the teacher4 8,well1 just 'cause ,i wouldn't give her a piece off of my orange40 ,the offending ',becky was brought into the room and severely reprimanded4 ,then later1 8,prudence took a sheet of my tablet paper and didn't give it back40 ,this from ',becky at the close of school one day4 ,the next morning ,miss ,bunthy gave a little talk about paying back small obligations1 and watched to see if ,prudence returned the borrowed sheet4 ,noticing that she did not do this1 ,miss ,bunthy asked her to stay in after school4 8,why didn't you give ,rebecca the sheet of paper you took from her yesterday80 she asked ,prudence in a confidential manner4 8',cause her mamma borrowed our clothes-line and never gave it back4 ,my mamma had to buy a new one40 8,well1 but that doesn't excuse you1 ,prudence4 ,you must be fair and square with ',becky1 and your mothers will have to settle their own disputes40 ,the next evening after school1 before the children had time to reach home1 ,miss ,bunthy was in ,rebecca's home explaining about the misunderstanding between ,rebecca and ,prudence1 and its cause4 ,she learned that the matter of the clothes-line was an oversight on the part of ,rebecca's mother1 who1 being very sensible1 took the correct view of the affair1 and remedied it very tactfully4 ,prudence and ,rebecca again played together4 ,sidenote3 ,spite 7#b7 ,spite between brother and sister4 ,it is only once in a great while that a village or city first grade teacher may have two children from the same family together4 ,however1 it is common to have brothers and sisters together in rural schools4 ,because of poor home training1 two sisters1 two brothers or a brother and sister may be antagonistic towards each other4 ,perhaps no better word can describe their attitudes than the word spiteful4 ,this may spring from various sources1 which1 in the end1 matter little4 ,it is the teacher's aim to have such children become amiable toward each other4 ,again it can not be unwise to teach such children that it is not right for them to dislike each other4 ,such instruction must be given in an affectionate manner4 ,a very good way to treat two children that are antagonistic toward each other1 is to lead them into fascinating school work4 ,another method is to ask the two children to do some work for the teacher4 ,whatever the teacher asks them to do she must be careful to supervise4 ,the teacher is to displace hostility by coperative activity4 ,for example1 a teacher may have some papers to sort1 the erasers to replace or some other trivial piece of work to do such as opening three or four windows4 ,she may say1 8,come1 children1 let us open these windows4 ,you open that one1 and you that one40 ,whatever method she uses to distract their minds from each other1 she must continue it long enough for the children to have forgotten their antagonism4 7#c7 ,quarreling while going to and from school4 ,by this time the thoughtful teacher will have said1 8,pupils are easily kept from quarreling at school1 but what about going to and from school80 ,,case #ci 7,,first ,,grade7 ,sidenote3 ,habit ,henry ,sanderson was addicted to quarreling and also to fighting1 both on the school grounds and on his way home4 ,every morning some one or more of the first grade children came to the teacher1 ,miss ,burnham1 with a tale of woe regarding unkind words1 or blows1 or other annoyances for which ,henry had been responsible on the way home the night before4 ,finally his teacher said1 8,henry1 every time ,i hear of your being quarrelsome with the children1 ,i'm going to have you stay in at recess the next day40 ,for a day or two this plan worked and the teacher congratulated herself that ,henry's fault was cured4 ,the cure was of short duration1 however1 and from this time on most of ,henry's recesses were spent in the schoolhouse1 thereby depriving the boy of rest and recreation that he very much needed4 ,,constructive ,,treatment ,use the same care as in previous cases with regard to supervision of play and seating in the schoolroom4 ,in addition to these precautions see that ,henry is sent home in the especial charge of some older pupil who can be trusted with the responsibility of his deportment while on the way home4 ,if there is no such pupil who can be made the teacher's ally1 win the affections of the child until he is willing to abstain from quarrelsome ways in order to please his teacher4 ,if even this fails1 retain him at the schoolhouse until the other children are out of the way4 ,,comments ,quarreling in ,henry's case had reached the stage of being a habit4 ,a bad habit can only be cured by establishing a good habit in its place4 ,little children should rarely be deprived of recess periods4 ,the vigorous exercise of play is itself one of the best possible preventives of quarrelsomeness and fighting4 ,absence of such rest after enforced quiet and the restraints of the schoolroom will be one of the very best provocatives for disturbances of all kinds4 ,the teacher who1 as a means of punishment1 frequently deprives pupils of the recess period1 is not only harming the child but is also inviting further trouble from other disorders4 ,,illustration 7,,second ,,grade7 ,sidenote3 ,coperation ,miss ,benedict1 a second grade teacher in the town of ,milford1 had one pupil1 ,john ,dwier1 who was addicted not only to quarreling but to fighting4 ,all through his first year he had annoyed his teacher in this way4 ,miss ,benedict talked with ,john1 urging him to give up this bad habit1 but to no avail4 ,she decided that some new plan of overcoming ,john's tendencies must be devised4 ,she began by making a careful study of ,john's interests4 ,she made them her interests also4 ,often in the morning when he came to his seat1 she would sit down with him and talk about those things she knew interested him4 ,before she knew his interests she would show him puzzles on his slate1 or she brought curios from home to show him1 and little by little she got into his life and learned what he liked4 ,at play she always managed to control ,john by playing with him4 ,she took ,saturday afternoon to go out exploring1 as she and ,john called it4 ,they named as many flowers as they could4 ,of course1 the teacher knew the names for but a very few flowers and weeds and she told ,john that she did not know many1 so they decided to call the unknown ones 8strangers40 ,they watched the birds1 butterflies and bugs4 ,one snowy ,saturday afternoon1 ,miss ,benedict went with ,john and several children who took their sleds and spent the time coasting and studying the tracks of birds and little animals4 ,however1 all this time1 ,john had some very heated quarrels on the way home from school1 and usually ended his quarrels with his fists4 ,but the teacher's time had not yet come1 she was patient4 ,her next step was to ask ,john whether he would not stay with her each evening1 for a few days1 to help her about ten minutes with some work4 ,john loved her and consented4 ,the work was coloring drawings on the blackboard and such other odds and ends as she knew ,john would like4 ,then while he was helping his teacher1 the other pupils got home4 ,when ,john was ready to go he walked part of the way with his teacher1 who would neither quarrel nor fight with him1 and the rest of the way by himself1 another character with whom he could neither quarrel nor fight4 ,he always reached home happy4 ,no one knew but the teacher that ,john was being kept from the other pupils after school so he could not quarrel or fight4 ,finally1 the day came when the teacher took ,john on her knee to have a long and earnest talk with him4 ,she had chosen the time after school when all the pupils were gone4 ,she had also chosen the evening of a beautiful day1 a day in which ,john had had all his lessons well4 ,she explained to ,john how she loved him4 ,this he knew because she had displayed it to him4 ,he loved her4 ,then her conversation drifted into what she felt would help him to be a good and useful man4 ,he was keenly interested4 ,at last she told him how she disliked quarreling and fighting4 ,he agreed with her4 ,then she asked him if1 whenever she had no work after school for him1 he would not wait a few minutes until the other pupils were out of his way so he could walk home by himself4 8,or10 said she1 8if you care to do so1 ,john1 you can leave school ten or fifteen minutes before it closes and be at home by the time the other pupils are dismissed40 ,the teacher told ,john she was doing this to help him4 ,he understood4 ,her love and humane and square treatment of the little offender was such that she had his confidence and good will4 ,he obeyed her4 ,during the spring months ,john's mother came to tell this wonderful teacher that ,john was a different boy4 ,that boy is now a young man1 and the letters he writes to that teacher are beautiful4 ,they would stimulate any teacher to greater efforts4 ,but the teacher had paid the price4 ,she had sacrificed4 ,many teachers try for three or four days and lose patience1 give up and1 what is worse1 lay the blame for failure upon the boys and girls4 7#d7 ,bullying4 ,bullying is just a cowardly kind of unprovoked fighting1 and even more exasperating because of the contemptible spirit shown4 ,,case #dj 7,,eighth ,,grade7 ,sidenote3 ,knocks ,down a ,boy ,willard ,helm1 an eighth grade boy in the ,parkington ,school1 found the most of his sport in teasing smaller boys4 ,he was too lazy to get much fun out of the games on the schoolground4 ,friday on the way home from school1 he fell in with ,dee ,longmans of the sixth grade and soon found occasion to knock him down4 ,dee pulled himself together and immediately reported the incident to ,willard's teacher4 ,on ,monday morning the following conversation occurred between ,miss ,frederick and ,willard3 8,did you walk home with ,dee on ,friday80 8,yes1 ,i did10 said ,willard with a forced frown4 8,you knocked him down at the park corner1 didn't you8 ,what did you do that for80 8,well1 he said ,i was--0 8,never mind what he said4 ,i want to know why you pick on smaller boys and treat them so meanly10 said ,miss ,frederick1 with a rising tone of scorn4 8,well1 we were just having some fun40 8,yes1 ,i know you2 you're just a little tough1 aren't you8 ,you want to be a sort of bully1 don't you8 ,you'll make a pretty sort of a man40 8,well10 said ,willard1 a smile breaking over his face4 ,then he began to laugh4 ,he couldn't help thinking how ,dee had tumbled off into the gutter4 ,he began to think by this time that ,miss ,frederick's talk was 8just talk0 and so he grinned and then fairly rocked in laughter1 glancing at her with rolling eyes to see how she would take it4 ,of course she made no impression on him after this state of affairs was reached4 ,but this was her parting shot4 8,willard1 ,i don't want to hear of your doing anything like this again4 ,do you hear me80 and she shoved him toward his seat4 ,,constructive ,,treatment ,instead of faultfinding and scolding1 adopt an altogether different plan4 ,make no mention of misconduct1 but say to ,willard1 8,we have a number of boys in the lower grades that need to be looked after a little4 ,we teachers have been talking it over and we have decided to ask some of the bigger boys to keep an eye on some of the little fellows1 particularly in the running games1 where sometimes they get knocked down and run over4 ,will you take a hand in this sort of thing8 ,well1 ,i'm glad4 ,really1 we ought to do the same thing whenever we meet the little fellows on the street or at home4 ,we are to be big brothers to the little fellows and see that they are not imposed upon40 ,,comments ,sidenote3 ,substitution ,this method takes ,willard by surprise and sets him to imagining himself in his new role4 ,he wants to be a hero of a novel type4 ,his passion for lording it over a smaller boy is gratified in a harmless way2 he sees nothing ridiculous in the fine self-control and good sense of his teacher4 ,this compels him to respond with an attitude of respect instead of one of disrespect4 ,,illustration 7,,third ,,grade7 ,mrs4 ,wheaton called to see ,miss ,bates1 who was a teacher in the third grade1 and said3 8,hugh comes home from school crying almost every night4 ,it seems that ,ira ,hood throws his cap over the fence1 pockets his ball1 in fact1 teases him until he gets him to crying with vexation and then laughs at him for crying4 ,i know ,ira is not in your room1 but ,i thought maybe you could do something about it40 ,miss ,bates conferred with ,ira's teacher and they decided to make ,ira the custodian of a collection of insects1 and another boy the custodian of a collection of pressed leaves4 ,the pupils in both rooms were divided into two groups1 one group to help each of these boys to collect specimens4 ,hugh was given a place in ,ira's group and urged by ,miss ,bates to get as many insects for him as possible4 ,two weeks afterwards ,miss ,bates called upon ,mrs4 ,wheaton and said3 8,how is ,hugh getting along with ,ira now80 8,i have heard of no complaint for a long time2 in fact1 ,hugh seems to like ,ira now and is doing his best to help him with his collection of insects10 said ,mrs4 ,wheaton4 7#e7 ,fighting as result of accident4 ,to the boy1 as to the primitive man1 fighting is the simplest and readiest way of settling disputes4 ,substitution is1 perhaps1 the principle which will oftenest avert a conflict4 ,,case #da 7,,second ,,grade7 ,sidenote3 ,snow ,battles ,on a bright winter's morning1 ,miss ,elsie ,wiseman was on her way to school when one of her second grade pupils dashed through the gate and walked beside her4 8,why1 hello1 ,francis6 ,how are you this morning8 ,have you had a fine time in the snow80 8,yes1 we had a snow battle after school yesterday40 8,you did8 ,tell me all about it40 8,it was this way2 we divided up into two sides1 piled up a lot of snow balls and then tried to capture the pile of balls on the opposite side40 8,did you have a good time80 8,o1 just a dandy time1 'cept ,willie2 he got hurt and ,i guess will have to have a real fight to settle it10 said ,francis with some alarm4 8,why1 ,i hope not4 ,tell me more about it40 8,you see1 some made ice balls and ,willie got one on the ear4 ,now he says ,i've got to fight him4 ,he says we must each get two other boys and have a fight to settle it4 ,i 'spose we must or the scrap won't end40 ,here is a situation that needs some careful handling4 ,how would you proceed8 ,,constructive ,,treatment ,your best plan is to continue the conversation as follows3 8,i suppose you don't really want to fight1 do you8 ,now1 ,i have a plan that seems a good one4 ,i think it will work all right1 and then there will be no need for any one to get hurt4 ,you go to ,willie and say1 #8,i'm sorry that snow ball hurt you'2 then reach out your hand and shake hands4 ,he will not want to throw snow balls at you any more and he'll think a lot more of you than he would if you fought him4 ,you try this plan1 then come and tell me how it works40 ,keep your ear open until you get a report from ,francis4 ,almost certainly he will announce that the proposed fight is off4 ,if so1 say3 8,i'm glad you have fixed that up like gentlemen40 ,,comments ,in most cases fights among children of the lower grades have very little basis in reason4 ,there is a tradition that makes fighting seem a good thing1 but there is not sufficient steadiness of nerve and purpose to provoke much genuine fighting4 ,consequently the teacher does well not to dignify these encounters either in her own opinion or in her talk with boys4 ,allusions to fights may be passed over lightly in conversation1 even though a serious purpose to eliminate them is necessary4 ,furthermore1 it is easy to substitute some scheme that is only remotely related to fighting as commonly understood4 ,one can draw off this combative impulse into some parallel activity with the greatest of ease4 ,,illustration 7,,third ,,grade7 ,sidenote3 ,diversion ,miss ,baker was sitting at her desk correcting papers after eating her noon-time lunch1 when in came a group of whispering little girls who showed even in their manner of walking that they had something important to tell4 ,when ,miss ,baker looked up1 ,nancy ,reed said1 8,orvil ,harn and #8,jud' ,hicks are going to fight40 8,o1 hurry up1 ,miss ,baker1 they are going to fight right now10 said ,lora ,yoder4 ,miss ,baker hurried out and found a crowd of boys around ,orvil and ,judson1 urging them to fight4 ,she stepped into the middle of the ring and giving a hand to each of the combatants said1 8,i want to hear about this2 let us go into the house40 ,the boys complied reluctantly4 ,on the way in1 she noticed an ant hill by the walk and stopped a minute to look at it1 saying1 8,i am so much interested in ants4 ,they have so many sensible habits4 ,don't you like to read about them80 she said1 smiling down at the boys4 ,on the way to the schoolroom she told a funny story about an ant that floated down a river on a leaf4 ,the boys were looking at each other smiling before they thought of why they had come into the house4 8,now10 said ,miss ,baker1 8you tell me what troubled you out there in the yard1 ,orvil40 8#8,jud' took my cap and ran with it40 8,he pushed and kicked me as we went out to play10 said ,judson4 ,miss ,baker looked out of the window a moment and then said1 8,what do you think is best to do about it now1 boys80 8,o1 ,i guess it's all right now10 said ,orvil4 8,let's go out and play4 ,will you come with us1 ,miss ,baker80 said ,judson4 8,gladly10 she replied4 ,she knew that the boys had lost their anger when they had laughed together about the ants4 ,she asked them what had been the trouble in order to make them see that even their griefs were of interest to her4 ,she was not at all surprised to find their anger forgotten so soon4 ,she went to play with them in order that she might thus protect them from the remarks of the other boys who would have enjoyed seeing a fight4 7#f7 ,fighting due to classmates' ridicule4 ,children are exceedingly thoughtless in regard to making fun of individuals who are markedly different from other members of the group4 ,only vigilance can forestall the suffering so caused4 ,,case #db 7,,eighth ,,grade7 ,sidenote3 ,drunkard's ,son ,john ,shoemaker and ,carl ,jones were classmates in the eighth grade4 ,john was a pale-faced1 undersized boy1 the son of a drunkard4 ,carl was a plump-faced1 rosy-cheeked son of a well-to-do farmer1 the picture of good health and physical energy4 ,carl's parents had very strong opinions regarding temperance1 and they were very anxious that their only son ,carl should grow up with the same feelings as themselves about the use of intoxicating liquors4 ,they often talked to him1 and in his presence1 to others1 of the evils of intemperance1 and by way of illustration1 and in order to give point to their instructions1 would sometimes add1 8,just see what intoxicating liquors have done for the ,shoemakers6 ,old man ,shoemaker is a disgrace to the town and ,john hasn't a decent suit of clothes to his back6 ,he looks as if he never had enough to eat60 ,unfortunately1 ,carl had not learned during these otherwise wholesome lessons to distinguish between the sin and the sinner1 or even between the sinner and innocent victims of another's sin4 ,one recess ,carl1 full of the 8,i-am-more-righteous-than-thou0 attitude in which most persons who have never been tempted are wont to indulge1 called out to ,john in a mocking tone3 8,o ,shoe-shoe-,shoemaker1 ,when did you make your shoes80 ,john's pale face flushed1 for he knew his toes were peeping through the ragged shoes1 and when a moment later the younger boys caught up the jingle1 repeating it in unison with great emphasis upon the accented syllables1 ,john suddenly sprang at ,carl and in a moment both boys were rolling on the ground in a desperate fight4 ,the teacher1 ,miss ,black1 called the boys to order1 ascertained the cause of the fight1 and then said1 8,i am very sorry1 boys1 but ,i shall have to keep both of you in from recess for a month4 ,it is a very serious offense to fight on the school grounds4 ,perhaps by the end of the month both of you can learn to be gentlemen40 ,carl received the sentence angrily1 as he thought of all the fun he would miss1 and ,john's hurt face revealed how keenly he felt the injustice of the situation4 ,,constructive ,,treatment ,such a case as the above would better not be settled hastily4 ,be deliberate enough in your proceedings to give anger time to cool and to be replaced1 in part at least1 by more generous impulses4 ,learn whether the motives and attitudes prompting the fight are characteristic of ,carl only1 or whether they represent truly the dominant feelings of the whole school4 ,in the latter case the punishment of the two boys must be followed by effort1 on the teacher's part1 to correct the crude ideals of the children as a whole4 ,this can be done through story work1 or by coperative work of some kind1 or by games1 in which democracy reigns supreme and individual distinctions are lost sight of in interest in the work itself4 ,after learning the main facts in the case--and these should usually be left until the other children have gone home--say1 8,boys1 this trouble which you have brought into the school is so serious1 ,i want to think it over4 ,i would like you also to think it over and be ready to tell me tomorrow what each one of you can do to right the wrong you have done4 8,remember1 you have not only hurt yourselves and each other1 but have injured the good name of the school4 ,this is all for tonight40 ,sidenote3 ,one at a ,time ,on the following day1 talk with the boys one at a time4 ,you will need to say things to each of the boys that you would not care to say in the presence of the other4 ,talk with ,carl first4 ,he is in reality the greater offender4 ,john could be dismissed with the words1 8,john1 ,i shall not have time to talk with both of you this afternoon4 ,i will see ,carl today4 ,tomorrow ,i will talk with you40 ,alone with ,carl1 lead him to confess that he was thoughtless on the previous day4 ,he will do it1 for he will be only too glad to excuse himself in this way4 ,then say1 8,very well1 ,carl1 if you did wrong yesterday by #8not thinking' try to think hard tonight for the little time we are together4 ,think out this problem for me4 ,does it take a brave boy or a coward to keep coming to school day after day without complaining1 and without absences1 when he has to come in ragged clothes and when he knows the boys are likely to make fun of him80 ,if for no other reason than to please his teacher1 ,carl will be sure to say1 8,a brave boy40 ,recall to ,carl's mind whatever is brave1 unselfish1 or lovable in ,john1 especially if you happen to know that ,john has given up some happiness for ,carl's sake1 or shared some pleasure with any member of the school4 ,then ask1 purposely using the same form of question that you previously used1 8,carl1 do you think it takes a brave boy or a coward to make fun of such a person before his classmates--to taunt him about things he can not help1 and for which he is not to blame1 and to hurt him so cruelly that he is ready to fight even the boy for whom he did a kindness only a few days ago80 ,very likely ,carl may not answer quite so glibly this time1 but do not press him for an answer4 ,do not insist that he make any reply in words1 but do not be satisfied until you have led ,carl to do something better than to make a satisfactory verbal reply1 namely1 express in deeds that he wishes to make reparation in some way for his unkindness4 ,remain silent for a moment or two1 while ,carl digests the meaning of your question4 ,then say1 in a low1 but distinct1 firm voice1 8,carl1 ,i asked you yesterday to be ready to tell me today how you can make amends to ,john and to the school for your misconduct yesterday4 ,what is your plan80 ,if ,carl has really thought of some good thing to do1 commend his plan and coperate with him immediately in carrying it out4 ,if he has no plan to suggest1 ask his opinion about two or three courses of conduct which you have thought of4 ,ask him to think these over during the evening and report to you next morning as to what is best to do1 or to suggest a better plan himself if he can think of one4 ,your knowledge of all the circumstances will be your guide in advising ,carl1 but whatever it is that is decided upon1 it must not be a sentimental and 7probably7 hypocritical confession that1 8,i am sorry10 but rather something boyish and genuine and generous2 something expressed in action rather than words4 ,it may be a nutting party to which ,john will be invited and where ,carl will propose to the other boys to put slyly a few of their own nuts into ,john's bag2 or a picnic where ,carl will suggest to the boys to bring a bit of fruit or some dainty to fill ,john's pockets with2 or it may be a dozen other things that any bright boy can think of--but something that will give the other boys as well as ,john an opportunity to make amends for their thoughtless unkindness4 ,carl1 however1 is to take the leading part and secure the coperation of the other boys4 ,your conference with ,john will be the easier task to bring to a successful conclusion1 especially if ,carl's attitude toward ,john is1 by this time1 such as to encourage ,john to believe that ,carl regrets the part he took in the affair and is willing to be friends once more4 ,yet ,john is the one who has been most keenly hurt4 ,you must make him understand that you have not shared ,carl's contempt for him because of his ragged clothes and his drunken father4 ,you may say to him1 ,sidenote3 ,just ,commendation 8,john1 ,i have been so proud of you all this term because you have been so regular in attendance1 and because you have done such good work4 ,your deportment1 too1 has been excellent until day before yesterday4 ,was it worth while to lose your good name in school just for a silly1 thoughtless taunt from one of the boys80 ,here again you need not insist upon an answer4 ,if ,john is truthful his answer probably would not yet conform to the implication in your question1 and you may well wait until he has had longer time in which to come to your way of thinking4 ,but you may recall to his mind that all persons have temptations to anger1 of some sort or other4 ,if they habitually give way to it1 all their friends would be alienated before long4 ,try to get him to do some act that will show ,carl he is willing to be friends again4 ,never leave a person who has indulged in anger satisfied with himself because of having done so4 ,never leave him holding fast his grudge4 ,initiate activities of exactly the opposite tendencies to those which he engaged in while under the influence of anger4 ,,comments ,miss ,black erred by placing more importance upon the punishment of the offense than she did upon removing the causes which brought about the offense4 ,she erred again in feeling that the case was disposed of with the pronouncement of the punishment by herself and with the acceptance of the same by the boys4 ,in truth1 she had not even touched upon the more serious aspects of the case4 ,had ,miss ,black been on the alert1 she probably would have earlier discovered tendencies among the children to make fun of ,john4 ,this should have been treated in a general way by means of story work1 talks on good manners1 etc41 and thus the quarrel very likely might have been averted4 ,miss ,black erred again by being in too great haste to have the matter settled4 ,very much is gained1 in such a case1 by waiting until the first heat of passion has passed away4 ,the settlement must not be too long delayed1 however4 ,once the incident is partly forgotten1 the lesson which might have been learned from it loses its force1 by again dragging back into consciousness the angry feelings which accompanied the original act4 ,,illustration 7,,seventh ,,grade7 ,sidenote3 ,stammering ,sammy ,hendrickson was a fiery little seventh grader who was always having 8scraps0 with boys who mimicked his stammering speech4 8,hit 'em back10 was his father's advice1 and ,sammy followed it1 not because it helped his stammering1 but it relieved his feelings4 ,when he was promoted from the sixth grade to the seventh1 his new teacher1 ,miss ,noyes1 picked him out immediately as a child who was likely to be teased by his classmates4 ,she resolved that she would forestall such conduct1 with the resultant fights1 if possible1 and by so doing shield ,sammy from a torture which his thoughtless companions were likely to inflict upon him4 ,with this in mind1 she made it a point to be on the playground with the children whenever it was possible1 and in many little ways showed the children by her own example that she expected ,sammy to be treated with a little more than usual consideration1 yet so as not to make him feel himself a privileged character1 allowed to do things which other boys might not do4 ,in the games requiring choice of partners she often chose ,sammy4 ,when the games were over she often took her place beside ,sammy and exchanged a few words with him partly to win his confidence1 partly that her presence might protect him from being made the sport of the others4 ,she realized1 too1 that if the other children were allowed to mimic ,sam1 they1 too1 would soon be victims of the habit4 ,meanwhile she quietly watched to see which children did amuse themselves at ,sammy's expense4 ,these she talked with privately one by one1 showed them the rudeness and cruelty of their sport and told them she should expect each one to abstain from such acts hereafter4 ,sidenote3 ,no ,more ,mockery ,finally1 she called together half a dozen boys whom she had reproved at different times for mocking ,sam and said to them1 8,i am delighted to find1 boys1 that you have been more thoughtful about this matter of late1 and now ,i am going to ask a great favor of you4 ,next week ,i shall be especially busy and can not be out here as much as ,i have been4 ,i want to make you six a committee to preserve good order on the school grounds and especially to see that no one teases ,sam about his stammering40 ,the boys lived up to their responsibility so well that very little further trouble was experienced with respect to mimicry4 ,miss ,noyes did not drop her efforts for ,sammy at this point1 however4 ,already he had come to feel so trustful and kindly toward his teacher that he could talk with her more freely than with most persons4 ,when they were alone together she would often say1 when he stammered1 8,wait a minute1 ,sam4 ,take a deep breath4 ,now tell me what you started to say40 ,generally by observing this precaution1 ,sam would be able to give the sentences correctly4 ,miss ,noyes never failed to encourage him4 8,that's better6 ,that's just fine6 ,you can do it all right60 ,during leisure hours she made a special study of stammering and stuttering1 and showed ,sammy how1 by taking a little forethought in breathing carefully and in relaxing the chest muscles and in waiting before speaking until he felt sure he could control his speech1 he could help himself greatly4 8,did you see the soap bubbles the kindergarten children were playing with in the yard this morning80 she asked him one day2 8and how any hard thing pressing upon them would cause them to burst8 ,well1 play that your words are soap bubbles and let them float on the air just as gently as the real soap bubbles do4 ,make all the muscles loose and easy as they can be1 because if you tighten them the least bit it will break the words just as the soap bubbles break when you hit them with a stick4 ,now then1 gently60 ,here she imitated by a motion of the hand the light floating of the bubbles4 8,talk just as my hand goes40 ,relieved from fear of being made the butt of the boys' sport1 and finding a sympathetic helper in his teacher1 ,sammy improved considerably before the end of the year4 ,the other children meanwhile had learned a lesson in consideration for others1 which they did not forget after they left ,miss ,noyes' room to enter upon the eighth grade work4 ,furthermore1 the children who had learned that lesson best were the ones who most needed to learn it4 ,coperation of the teacher with ,sammy1 and1 for the other children1 her approval and the substitution of the idea of protection for that of teasing1 had wrought the change1 and1 incidentally1 had banished fighting from the playground4 7#g7 ,fighting as an outgrowth of competition4 ,competition is an instinct that can be turned to excellent account in school life4 ,it is also a frequent source of trouble there4 ,,case #dc 7,,high ,,school7 ,sidenote3 ,football ,elbert ,morgan stood six feet in his socks and weighed half as much as any other three men on the football team4 ,he was a senior in the ,middletown ,high ,school and the darling of the school because of his unfailing attacks and unflinching defense4 ,reginald ,phelps1 his nearest competitor for honors1 had the ill grace to be jealous and to hold a festering grudge against ,elbert4 ,in a school of five hundred pupils small quarrels readily become large issues4 ,reginald easily linked two or three chums into a cabal to pull ,elbert down from his pedestal of glory4 ,their first plan was to convince the coach that ,elbert was weak in head work in critical moments and that he should be removed from the position as center4 ,after a few ludicrous failures to make any progress in this project1 ,reginald next tried to get even with ,elbert by provoking a fight4 ,the coach occasionally split his squad and made two teams by adding a few 8subs0 to complete the quota4 ,one ,tuesday afternoon ,elbert being on one team and ,reginald with two comrades1 being on the other team1 the opportunity came for revenge4 ,in the scrimmage ,reginald gave ,elbert a heavy knee punch on his 8wind10 in a way to disclose his venom and enmity4 8,you rascal1 ,i know what you are about4 ,i'll pay you for this10 said ,elbert1 groaning with a terrible pain4 ,soon his hurt eased up and with but little help he rose to his feet1 glowered at ,reginald1 ten feet distant1 and fairly leaped across the intervening space4 ,sidenote3 ,the ,fight ,then followed the fight4 ,all the resentment1 suspicion1 rumors1 vows of vengeance1 arose to mind in a moment as the two stalwarts came to blows4 ,when ,reginald showed his inferiority in strength two friends attempted to intervene4 ,elbert suspected their partisanship and drove with a hard fist on each chest1 sending them to the ground in a heap4 ,by this time ,principal ,maxwell made his appearance4 8,elbert1 shame on you6 ,fighting over a game6 ,reginald1 stop it at once4 ,off these grounds at once1 both of you10 were the principal's words1 all in one breath4 8,but ,mr4 ,maxwell10 began ,elbert4 8,no1 no explanation6 ,i saw you4 ,you got up from the scrimmage and deliberately began a fight4 ,you needn't explain it4 ,you two boys are suspended from the school until the board of education permits you to return4 ,i'll see that you are not on the football squad again this year40 ,with this last speech a howl arose from the players4 ,in a moment more a swift runner reached the grandstand and quickly the news spread among the assembled high school pupils as if it had been the report of a murder4 ,the team was nearly frantic at the principal's action4 ,the board1 however1 decided to restore the boys to school after one week's suspension and requested the principal to adjust the matter so they could again play on the team4 8,are you going to let them play out the season80 was provokingly asked many times4 ,mr4 ,maxwell found1 moreover1 that unless he restored these boys to their places at least three desperate revolts would break out4 ,he finally yielded and gave the football team1 the senior class1 and the glee club 7of which ,elbert was a member7 the whip over him for the remainder of the year4 ,,constructive ,,treatment ,sidenote3 ,play ,more ,fight ,less ,approach the fighting players with a determination to act very slowly4 ,take a stand1 say1 ten feet away from them1 and after notifying the coach to call the teams for more practice1 say to ,elbert and ,reginald1 8,look here1 boys1 put all this muscle into another scrimmage4 ,go into it hard4 ,but do it in the right spirit40 ,let the coach blow his whistle and sweep all the players toward the spot of taking position4 ,let one or the other of the fighters come up by you1 but do not act as though you were a policeman or an executioner4 ,ignore the fight now that it is over1 but see to it that the practice is free from brutality4 ,have a word with ,elbert and ,reginald privately to show that you expect fair play in the practice and a manly spirit on the athletic field4 ,the next day call in each boy separately4 ,let the boys do nearly all the talking4 ,in a very brief statement confirm their own assertions of what constitutes manly conduct in athletics4 ,put them on their honor and rely on their self-respect4 ,inject into your few words a powerful expectation of fair play that will compel them to act as trained athletes1 not as quarrelsome children4 ,coperation1 expectation on the teacher's part and substitution with a large stock of patience are your best assets in a case like the above4 ,,comments ,mr4 ,maxwell failed in trying to solve his problem on the spot and with strict administration of justice1 rather than with a spirit of coperation1 and a re-direction of energy4 ,in fact he entered the situation with indignation and actually seemed to be fighting also4 ,he was trying to 8down0 the two boys with words and gave them harder blows because of his superior authority4 ,he projected the fighting spirit into the school board and the school societies4 ,vengeance aroused hostility4 ,if suspension were necessary1 it should have been announced privately to each boy4 ,no mention of exclusion from the football team should have been made until after more time had been given for deliberation4 ,if exclusion should finally be necessary1 settle the matter between yourself1 the coach1 and the two boys4 ,however1 this fight could not have occurred if the principal had watched his boys closely enough4 ,high school athletes are eager to have an unsullied reputation4 8,a good spirit0 in practice and contest games is so urgently demanded in1 and usually exhibited1 by college athletes1 that the high school boys readily imitate them4 ,on many occasions before this the principal should have coached his boys so that ,elbert and ,reginald would not have dared to harbor ideas of physical violence in an effort to gain vengeance4 ,,illustration 7,,high ,,school7 ,the way in which the principle of substitution was made to assist in settling class difficulties is illustrated in the following story4 ,sidenote3 ,class ,flag ,mr4 ,hatch was principal of the ,east ,high ,school in a small city in ,missouri4 ,his splendid executive ability and marked insight into the life of the school had made his name highly reverenced in the community4 ,it had long been the custom in the school to have class distinctions4 ,mr4 ,hatch heartily sanctioned the custom1 as one which would promote class unity and wholesome rivalry for leadership in the affairs of the school4 ,it drew the pupils of one year into closer relationship and instilled in them a desire to make their class stand out in the estimation of the others4 ,it was ,october4 ,the usual class spirit was in the air4 ,mr4 ,hatch announced at the morning assembly that class meetings would be held that afternoon for the election of officers and the choosing of the class flag4 ,about seven o'clock the following morning1 ,mr4 ,hatch was surprised by a telephone call from the school janitor3 ,sidenote3 ,flag ,torn ,down 8,last night a bunch of rowdy schoolboys broke into the school1 went up into the tower1 and tore down the school flag4 ,when ,i came to work this morning ,i saw a piece of blue and white cloth up instead40 ,before ,mr4 ,hatch arrived at school he heard from another source of the hand to hand fight between the freshmen and sophomores in the school yard the previous evening4 ,and the torn up turf stood as evidence in the case4 8,that is only natural10 thought ,mr4 ,hatch4 8,i'll have to give that surplus energy another outlet40 ,he sent a notice to the teachers to say nothing about the class fight that day4 ,a faculty meeting would be held in the afternoon to decide upon a course of action4 ,through his suggestion1 the motion was carried to have two class games of field hockey2 one1 between the first and second years2 the other1 between the third and fourth years2 the dates to be arranged by the athletic board4 ,the victors of the first day would be honored by having their class flag put up with the school flag the day following the game4 ,in the same way1 the victors of the second day were to be designated4 ,a final game was to take place between the two successful teams2 the winners would receive a trophy4 ,in order to lodge this idea1 not as an order but as a suggestion1 ,mr4 ,hatch privately conferred with the athletic board1 submitting only a bare outline of procedure and leaving the details of the program to be worked out as each class saw fit4 ,this action on the principal's part transferred any responsibility which he had assumed to the body of pupils4 ,when the classes took up the suggestion in their subsequent meetings1 it came1 not as a ruling of the faculty1 but as an original idea on the part of the athletic board4 ,so an antagonistic school spirit was turned into a wholesome channel4 ,the class spirit was not crushed1 the pupils were satisfied to turn their class loyalty to the support of a contest sanctioned by the school1 and a custom was established which was handed down from year to year1 a heritage of good sportsmanship instead of a barbarous practice of giving vent to ill-will4 #g4 ,instinctive ,fear ,fear is plainly a self-preservative instinct which is of great value to the child in keeping him away from dangers which might easily result in serious injury4 ,but fear has little value in the schoolroom4 ,instead of aiding the child it cripples1 hinders1 even paralyzes1 his action so that he not only does his daily work with less freedom1 but frequently fails outright to perform the task assigned1 even with his most conscientious effort4 ,if teachers doubt this statement let them observe the effects of fear upon themselves and note whether they have more or less self-control when under the influence of strong fear4 ,fortunately1 few teachers resort to this method of control at the present time1 but here and there one may still be found who has not yet learned the fact that ruling pupils by fear is a confession on his part that he is a poor disciplinarian4 ,sidenote3 ,first ,grade ,the first grade teacher1 however1 through no fault of his own1 is often confronted on the first day with a great many children who are afraid of him4 ,this characteristic is not so marked in the village or city schools1 where children are accustomed to strangers1 as in the rural school1 where children come in who have seen but few strangers4 ,it is not uncommon for a teacher himself1 who1 for the first time1 steps into an unfamiliar school1 to be afraid4 ,this fear is written on his face2 then it is little wonder that the children display fear4 ,all that such teachers need to do is to put on a smiling face and meet the children with kindly greetings4 ,a 8,good morning1 how are you80 and other cordial expressions will reassure the children4 ,through the day the teacher will be friendly and kind1 complimenting each about something done2 show some novelty or even give the shy child a pencil or picture4 ,within one week any child who is afraid of the teacher should have learned not to fear him4 ,every unkindness will aggravate the fear and only make it more difficult to remove4 ,a pupil who will not recite is sometimes considered a problem in the schoolroom4 ,such a pupil will not often appear in any grade except the first1 and as a rule only in country schools4 ,then1 usually1 it is not because the pupil is stubborn or possesses some other vicious trait2 he may be bashful or may have received inhumane treatment at home4 ,whenever a teacher finds that he has such a pupil it is not wise to attempt to make him recite4 ,that will only aggravate the bashfulness or fear1 and may even antagonize the pupil1 making the trouble worse4 ,the first thing for the teacher to do is to be kind to the child4 ,show him some little favor4 ,instead of attempting to make him do school work1 he should not be required to do any for a week or more4 ,this time is given to aid him in becoming accustomed to new associates and surroundings4 ,there should be no hint as to work4 ,the week should be well used in getting the child's interest and confidence4 ,besides1 he is childish enough to watch the other pupils at work and feel an innermost interest in their activities4 ,the teacher can loan him picture books and other interesting objects4 ,he1 too1 can show some of the other pupils' work4 ,finally1 he can allow some other pupil to sit with him and teach him how to draw with colored pencils4 ,it is only natural that a child who is doing school work should be interested and attempt to tell what he knows to another4 ,the teacher must not let the children sit together too long4 ,in about six or seven days at most the first grade child that refused to recite will begin to manifest an interest and join the classes without further effort on the part of the teacher4 ,sidenote3 ,crying ,crying is often very annoying in the first grade4 ,it may be due to fear1 illness1 an accident causing pain1 a habit1 or it may constitute the child's chief means of securing what he desires4 ,if a child is suffering from some malady1 as bad digestion1 earache or other pains1 the parents must be consulted1 and an attempt made to have them put the child under a physician's care until cured4 ,it is most lamentable1 indeed1 that so many parents pay no attention to the ailments that so often worry little children4 ,if the parents will not coperate with the teacher1 then all the teacher can do is to be sympathetic with the child and attempt to alleviate the pain4 ,such a child should not be treated harshly1 that would only add to his suffering4 ,whenever a child is hurt1 the teacher should go to his aid1 offering sympathy4 ,however1 it is not judicious to say1 8,that is too bad40 ,this may frighten the child and make him cry the harder4 ,it is better to say to the child1 8,never mind1 ,i'll fix that in a second and then you can play again40 ,even though the accident is serious and requires the attention of a physician1 the teacher should relieve the child from anxiety4 ,do not allow other pupils to exaggerate the accident4 ,crying merely as a habit is quite prevalent in the first grade and is caused by poor methods of child training at home4 ,find out what usually causes the child to cry4 ,remove these causes as far as possible4 ,avoiding the things that cause the child to cry will help cure the habit4 ,whenever the child cries1 go to him at once and in a pleasing manner say1 8,just wait6 ,i want to get you something40 ,such a statement will attract the child's attention and he will stop crying long enough to see what you are getting4 ,then get something that will interest him4 ,do all of this quickly so that the child will not have time to go back to crying4 ,keep the child interested until he forgets to cry4 ,common sense with this method will cure almost any child that habitually cries4 ,treat repeated offenses in the same way4 ,the wording of the requests can be changed1 if only they are suggestive and gain the child's attention4 ,the child that cries to gain what he desires has been so trained at home4 ,it is1 indeed1 a bad type of training1 but the teacher can improve the child in such a way that the parents will wonder what influences are at work4 ,should a child cry for something he wants1 it will only intensify the habit to grant him his desire4 ,a typical case is a child crying to go home4 ,the method of procedure is the one given above4 ,apply the principle of suggestion1 and follow the suggestion by quick substitution of the thing that will interest the child4 ,all requests should be made by the teacher in an attitude that will make the child feel that the teacher expects nothing else but compliance with her requests4 7#a7 ,governing through fear4 ,teachers intimidate their pupils2 they try to scare them into getting their lessons and behaving properly4 ,while this may accomplish the desired results in a measure1 it does not bring out the best a child is capable of1 or help him to gain a real education in self-reliance1 control1 etc4 ,,case #dd 7,,fourth ,,grade7 ,sidenote3 ,spelling ,miss ,stevens had taught the fourth grade for twenty years1 and was one of the old-fashioned pedagogues who always kept a whip in her desk and believed in governing her charges by the fear of it4 8,now get to work on your spelling lessons1 everybody4 ,james ,mc,guire1 if you miss a single word ,i'm going to whip you4 ,you can learn to spell if you make up your mind to1 and ,i'm going to see to it that you do40 ,and poor ,james studied his spelling frenziedly1 with the cold perspiration breaking out on his forehead4 ,when called upon to spell in his turn he got successfully through the ordeal the first time1 though he trembled so violently that he could hardly stand up4 ,but the second time his turn came around1 his word was miracle4 8,m-i-r10 started ,james1 and then a cold shiver ran up his back as he realized1 terror-stricken1 that he couldn't remember whether it was an e that came next1 or an a4 8,m-i-r10 and another pause during which poor ,james screwed his face into an awful scowl in the intensity of his effort to remember just how that word looked on page #dh of his speller4 8,yes1 yes1 hurry up1 ,james10 said ,miss ,stevens sharply4 8,m-i-r-e-c-l-e10 said ,james1 with his eyes shut4 8,next10 ,miss ,stevens' voice rasped1 and she glared fiercely at ,james4 ,a little later ,miss ,stevens' eagle eye discerned numerous scraps of paper around ,eugene's desk4 ,eugene really wasn't responsible for their being there1 for a careless girl had torn up her arithmetic paper and the scraps had blown over there when the windows were open at recess4 8,eugene1 pick up those scraps of paper under your desk4 ,and you will stay half an hour after school tonight for being so untidy40 ,eugene was a lad of spirit and had a strong sense of justice4 ,it made him angry to be punished for another's fault4 8,i didn't scatter that paper on the floor10 he said1 rather vehemently4 8,who did80 8,i don't know10 the answer was quick and a little saucy1 though ,eugene didn't mean it to be4 ,he was only defending his rights in the matter4 8,it's around your desk and ,i guess you'd know who let it get there if you'd think hard enough10 ,miss ,stevens said sarcastically4 ,but ,eugene made no move to pick up the paper4 8,will you pick up that paper1 as ,i told you to80 ,the authoritative1 harsh tone roused ,eugene to fighting pitch and he continued to sit still in his seat1 resolved that he wouldn't pick up the paper1 because it wasn't fair anyway--blaming him for what he hadn't done4 ,miss ,stevens drew out the little leather lash from her desk drawer1 and1 though ,eugene's heart jumped into his throat at the sight of it1 he still sat motionless4 ,she jerked him out of his seat to a standing posture4 ,sidenote3 ,pick ,up ,that ,paper 8,pick up that paper10 she commanded4 ,but he stood still1 a strained1 defiant look on his face4 ,she brought the lash down on the calves of his legs sharply three times before he even winced4 ,at the fifth blow his eyes filled with tears for he was still a little boy1 only nine years old1 and he had not yet learned the stoicism which bears physical pain unflinchingly4 ,the blows fell faster and harder and the smart of them became unendurable4 ,miss ,stevens forced him down into a stooping posture with one hand1 plying the whip vigorously with the other4 ,gropingly1 the tears blinding his eyes and sobs shaking his body1 ,eugene picked up a few of the scraps4 ,miss ,stevens stopped beating him1 but stood over him menacingly until every piece had been removed4 ,then1 leaving a broken1 humiliated1 little ,eugene1 with his face buried in his arms1 she turned to the rest of the awe-struck school and resumed the work of the day1 a smile of self-satisfaction spreading over her face4 8,let this be a lesson to you to do as ,i say1 at once1 without delay4 ,you children are here to study and to do as you are told1 and the sooner you learn to do it the better it will be for you40 ,she whipped ,james after school for failing in his spelling4 ,,constructive ,,treatment ,instead of helping ,james' mind to develop1 this teacher actually inhibited its progress4 ,she might better have said1 8,james1 let's see if we can't have every one of those spelling words right this time1 so that a nice fat #ajj will go down in my book opposite your name4 ,just think hard every minute of the study period1 and ,i know you can do it40 ,and when ,james spelled the first word rightly1 a wise teacher--one who understood and loved children--would have nodded approvingly1 or smiled a little in recognition of the fact that ,james had done well1 thus encouraging him to go on and do his best the next time4 ,with this treatment he probably would not have failed the second time4 ,always give the child a fair chance to state his case4 ,when ,eugene said he didn't scatter the paper1 the teacher should have taken him at his word even at the risk of being deceived1 for not trusting a child's word when he is speaking the truth does more harm than believing several liars4 8,all right1 ,eugene1 even if it isn't your paper1 don't you think our schoolroom would look better if it were picked up80 ,and ,eugene would pick up the paper--grudgingly perhaps1 but much more willingly and with much better results to himself than after he had received a whipping4 ,,comments ,the teacher who governs through fear loses all the confidence of her pupils1 and because of this lack she can not reach the heart1 can not effectively get hold of the child4 ,instead of helping the child1 fear prevents him from doing his best1 it wastes his energy and distracts his attention4 ,it may sometimes be used as a check to suppress activity1 but should never be employed as a spur to incite pupils to effort4 ,sidenote3 ,when ,not ,to ,whip ,sometimes1 for incompetent teachers1 there is nothing else to do but to whip a child1 no other way of curing him of his fault4 ,but children like ,eugene in the incident related should never be whipped4 ,such treatment irritates them1 makes them defiant and more unruly than before2 and when they are conquered in this spirit they are harmed infinitely more than they are helped4 ,,illustration ,sidenote3 ,examinations ,in speaking of the effect of fear in the schoolroom1 ex-,president ,harrison said1 8,perhaps the stress is applied too early to our little ones2 and ,i throw out this word of caution to our good lady friends here who have them in charge4 ,some years ago ,i was passing down a street in ,indianapolis from my residence to my office1 on which was situated one of our public schools4 ,the children were just gathering in the morning4 ,as ,i came near the corner1 two sweet little girls1 evidently chums1 approached from different directions1 and1 meeting at the crossing1 soon had their heads close together1 but not so close but that ,i caught the conversation4 ,one said to the other1 #8,oh1 ,i had such an awful dream last night4' ,her sympathizing little mate put her head still closer1 and said1 #8,what was it8'--#8,oh6' said the trembling little one1 #8,i dreamed ,i did not pass6' ,it is safer to allow such little ones to dream1 as in my careless country boyhood ,i was wont to dream about bears40--,address at ,saratoga1 ,july #ab1 #ahib4 7#b7 ,fear in reciting4 ,a pupil treated for a series of years as was ,james in the previous case will likely develop an almost pathological fear of the oral recitation by the time he has reached the high school or even earlier4 ,pathological fear1 from any cause1 is difficult to handle4 ,,case #de 7,,high ,,school7 ,sidenote3 ,nervousness ,blythe ,mac,lane was in her senior year of high school in ,middlebury1 ,connecticut4 ,she was a very nervous child and because of this1 had always been allowed extra privileges in the school1 which other pupils did not have4 ,when called upon to recite1 she would say1 8,please don't make me rise1 ,miss ,hutchins4 ,i get so scared when ,i get up1 ,i forget everything ,i know40 ,miss ,hutchins always gave in4 8,all right1 you may remain seated if you wish40 ,or1 when certain papers were chosen to be read at the literary society1 ,blythe was always excused from reading hers4 ,if her paper was especially good1 ,miss ,hutchins would say in class1 8,i wish ,blythe's paper could be read at the meeting tomorrow4 ,will you read it for her1 ,josephine80 ,later1 when ,miss ,hutchins was working out the details for the ,commencement program1 she said to ,blythe1 8,i'm going to seat you at the end of the front row1 ,blythe1 so that you will not have to walk across the stage for your diploma40 ,and again1 8,i did not give you a special part on the program1 ,blythe1 because ,i know how frightened you get when you have to speak before an audience40 8,thank you1 ,miss ,hutchins4 ,i think ,i should die if ,i had to walk across that platform1 and as for taking part in the program1 ,i know ,i should just sink through the floor when ,i got up to speak40 ,,constructive ,,treatment ,encourage in every possible way a child who is afraid to speak before people4 ,in the classroom1 insist that she rise when reciting but be careful at first to keep her standing only a moment or two at a time4 ,pay no attention to the fact that she is nervous or that her parents have given in to her because of this4 ,treat her as if she had no fear4 ,frame your questions and modulate your voice in such a manner as to develop confidence in your pupils4 ,instead of saying in a blunt1 unsympathetic way1 8,why did ,lincoln issue the ,emancipation ,proclamation80 say1 8,blythe was talking with me in the library one evening last week about her life in the ,south4 ,it was especially interesting to me because of our study of the ,civil ,war4 ,i am sure the class will enjoy hearing it1 too4 ,blythe1 repeat to me what you said that day40 ,if a literary program is being planned1 provide a place for the girl who is afraid to speak before an audience1 if it be only to read a familiar passage4 ,if a dramatic sketch is to be given by the school1 select a part for such a girl1 if it be only to walk across the stage with a tray4 ,try always1 and in every situation to center her thought upon the thing done1 thus diverting her consciousness from herself4 ,,comments ,miss ,hutchins made a great mistake in giving in to ,blythe's weakness4 ,the girl would not have begged to remain seated1 would not have excused herself because of nervousness1 if ,miss ,hutchins' attitude had been one to instil confidence in the girl4 ,miss ,hutchins only encouraged her pupil to further fear by providing a means by which ,blythe would not have to read her paper before the literary society1 and still further by speaking of this before the entire class4 ,so again1 when ,miss ,hutchins was making out the program for ,commencement1 even if she thought it was necessary to seat ,blythe as she did1 she should not have called the girl's attention to the cause4 ,such evidence that ,miss ,hutchins recognized her pupil's fear1 served only to augment this weakness1 as was seen in ,blythe's final remarks4 ,by appealing to the pupil's personal experience1 any fear she may have will be likely to be dispelled1 since she is on perfectly familiar ground4 ,by saying1 8,i am sure the class will enjoy hearing it1 too10 you are establishing in the girl's mind your confidence that she will recite4 ,further by implying your question in a declarative form of statement1 you are driving out the fear that a direct question often suggests4 ,pupils of high school age are old enough to be stimulated by the suggestion that it is becoming more and more necessary now-a-days for women to preside over meetings and in many ways take the lead in circumstances that bring them more or less into prominence2 and that the very best place to train one's self for such work is in the little class affairs where only kindly sympathy will be felt for any one who is a little timid2 and1 furthermore1 that a few triumphs over self will banish the fear4 ,,illustration 7,,high ,,school7 ,miss ,halleck was an ,english instructor in a high school in a small town in ,pennsylvania4 ,she had the reputation of being closer in touch with her pupils than any other teacher in the school4 ,sidenote3 ,leading ,suggestions ,she learned the temperament of every pupil and never failed to give careful consideration to the laggard1 the listless1 or the nervous child4 ,one young girl had such fear when called upon to recite1 that she could hardly stand up4 8,muriel1 you are interested in gardening1 aren't you80 8,yes40 7,this was said while ,muriel remained seated47 8,i knew you were4 ,do you remember what you told me about your dahlias80 8,yes40 7,this is said in a more interested tone of voice47 8,the class should know this1 ,muriel4 ,stand up and tell them what you told me40 ,muriel responded with flushed cheeks1 embarrassed1 to be sure1 but not to the degree that fear was foremost in her mind4 ,a substitute in the form of a personal interest had taken its place4 #h4 ,cheating 7#a7 ,how it is provoked4 ,the teacher who walks about the schoolroom1 first looking to the right1 then to the left and finally spinning around to look back of himself1 is casting dares at his pupils4 ,if such pupils do sneaking tricks and acts1 it is no one's fault but the teacher's4 ,by acting the spy in the schoolroom1 a teacher does not need to tell his pupils he mistrusts them2 his actions speak louder than words4 ,pupils who have no confidence in their teachers will do almost anything to provoke them4 ,to get the confidence of a pupil is to train him so that he will respect the wishes and requests of the teacher enough to obey them cheerfully4 ,among the various activities of the sneak1 none is more frequent than cheating4 ,cheating belongs1 probably1 under disorders arising out of self-preservative impulses1 since it has in it a large element of fear--fear of failing to get a coveted standing1 fear of losing the approval of teachers and admiration of classmates1 and fear of too inquisitive questions or possible reprimands at home because of low standings4 ,usually it is the weakling who cheats4 ,the strong pupil has no need of such cowardly devices hence is not greatly tempted to use them4 ,if bright pupils do cheat it is chiefly because a habit of doing so has been formed in the class as a whole1 and when a habit of cheating is general it certainly should be laid to unwise handling of the matter on the part of the teachers4 7#b7 ,two methods of procedure4 ,two general plans of procedure are indicated in the constructive treatment of such cases4 ,the first aims to reduce to a minimum the element of fear2 the second to build up a public sentiment against it4 ,with a view to the first step1 do not talk too much before the pupils regarding examinations and never in a way to make pupils feel that they are a frightful bugbear to be constantly kept in mind and struggled for4 ,the thought of the lesson1 and its practical uses should be kept uppermost1 not the examination4 ,if the lessons are as well adapted to the pupils as they should be the interest in the lessons themselves will absorb the attention of the pupil and not much thought will be given to the examination4 ,the pupils should know beforehand1 however1 about what time the test will come1 so that any child who has been ill1 or who is otherwise conscious of weak places in his work1 may be amply prepared for examination day4 ,this of itself will remove much of the temptation to dishonesty4 ,on the day before the test 7or earlier7 tell the pupils just what subjects to be prepared upon4 ,meanwhile allow any pupil who honestly needs assistance to come to you for it4 ,never allow him to think1 however1 that you will give to him any help that all the others might not have in preparation for the test4 ,write the questions for the test or examination with extreme care4 ,the slightest ambiguity in wording of the questions will lead some pupils to be mystified and to ask for explanations as to the meaning of this or that4 ,such questions of necessity lead to confusion and this confusion will be utilized by the dishonest members of the class for communicating with classmates or otherwise cheating in regard to their work4 ,sidenote3 ,explain ,your ,meaning ,the day before the test1 give all directions necessary regarding seating1 paper1 form of writing1 material for writing1 etc41 so that the element of uncertainty and fear as to what is coming may still further be removed4 ,explain the object of the test4 ,it is an extra day thrown into the routine work1 giving opportunity for the pupil to review the past work1 to look up and strengthen any weak places in his study and then to test his knowledge by putting it down on paper4 ,explain how just the act of writing out one's thought makes that thought clearer1 how it shows each one whether he has really mastered his lessons as well as he had supposed4 ,tell how it helps the teacher also because it shows her that some points have not been explained by her as carefully as they should have been and after reading the papers she knows just what points need further explanation or review4 ,let the talk show the pupils that their papers give the teacher information that she really needs to know--that they are helping her as well as themselves in taking the test and let the whole impression of the talk be that of mutual helpfulness in the matter4 ,correct the impression that most children have1 that the greatest favor they can do the teacher is to get the right answer4 ,show them that it is much more important for her to know if the work has been understood4 ,make out the questions1 not for the brightest pupils in the class but for the average pupil4 ,the majority of your pupils are average pupils4 ,it is not fair to them to include in test questions 7unless they are made optional7 certain ones that only the most advanced pupil in the class1 or the child who has had exceptional advantages could answer4 ,avoid all possible suspicion of unfairness and in so doing remove another possible stimulus for cheating4 ,in other words give pupils every possible reason for confidence in your justice4 ,never hold up examinations as bugbears to be feared4 ,the first test of the school year should be given early in the year1 before much ground has been covered4 ,the first two or three weeks' work is likely to be less good than that which follows even where pupils and teacher are all doing their best4 ,a few pupils have been late4 ,two or three have been transferred from other schools4 ,there has been slight delay in getting books in one or two cases and even under the best circumstances it takes a little time for both pupils and teacher thoroughly to readjust themselves to the new work of the schoolroom after the very different life of vacation time4 ,for all these reasons the first test should not cover so much ground that the pupils may not have ample time to make a thorough review of the work done thus far4 ,as soon as possible after the examination the teacher should review the general results with the class1 being careful to commend every good feature1 something after this fashion3 8,i was very much pleased to find questions #b and #e so well answered4 ,we will take a few minutes for further discussion of question #f4 ,it is necessary to understand this point in order to have a good foundation laid for our next work4 ,i am sure that your next test will be better still now that you know just about what to regard as the most important things to study40 ,let all your conversations about tests and examinations be in a cheerful tone of voice1 never giving the suggestion in any way that they are anything to dread or that you expect anything from the pupils but the same frank statement on paper that you ordinarily expect from the same pupils when conversing with them4 ,sidenote3 ,question ,carefully ,very much can be done by a tactful teacher to prevent cheating by asking the questions in such a way as to remove the temptation4 8,do you think ,gen4 ,grant's plan of the campaign 7that we have been studying7 was wise or unwise8 ,give your reasons for thinking so10 is a better form of question for a test than to say 8,state ,gen4 ,grant's plan of a campaign and give his reasons for the same40 ,the first question takes the emphasis off of the mere memorizing of words and places it upon the child's individual judgment1 thus giving him confidence in writing his answer since his statement may be very different from his neighbor's answer and still be right4 ,with confidence in himself and in the justice of his teacher there is little encouragement to cheat4 ,in the meantime while avoiding any act or word which would tempt a child to cheat1 by your own example and by suggestion build up a sentiment of honor among the pupils in regard to honest work4 ,above all when you make mistakes1 and all teachers do make them1 yourself admit them freely in the presence of the pupils4 ,show them that correcting a mistake is the important thing1 not covering it up1 or pretending to a knowledge that one does not possess4 7#c7 ,cheating by the pupils4 ,,case #df 7,,third ,,grade7 ,alma ,montrose raised her hand and ,miss ,noles said1 8,what is it1 ,alma80 8,ike ,saunders is cheating10 said ,alma in a reproving tone of voice4 8,isaac1 are you cheating80 sternly inquired ,miss ,noles4 ,sidenote3 ,copying ,arithmetic 8,no1 ma'am10 answered ,isaac while he hastily slipped into his desk the arithmetic paper from which he was copying the work of the boy in front of him4 ,miss ,noles continued the recitation4 ,,constructive ,,treatment ,never ask a pupil in the presence of others if he is cheating4 ,determine by observation or by private questioning of some one else4 ,remove all incentive for cheating that you possibly can1 such as proximity to another who is doing the work1 notebooks on desks1 etc4 ,,comments ,cheating is a kind of falsehood4 ,one who cheats will ordinarily tell a falsehood to defend himself4 ,the wisest treatment of the one who is suspected of cheating is to place not only him but others of his class in a situation where it is practically impossible to carry on cheating without detection4 ,,illustration 7,,third ,,grade7 ,sidenote3 ,reading ,answers ,clarence ,stover was hearing a third grade arithmetic lesson4 ,he noticed that ,louis ,lebenburger kept his eyes downcast while he recited4 ,stepping quietly to one side as if to arrange the curtain shade1 the teacher could see that ,louis had his book open and was reading his multiplication table from it4 ,returning to his desk1 ,mr4 ,stover said3 8,that was very good1 ,louis4 ,come here1 please40 ,as ,louis stepped to the desk ,mr4 ,stover said1 8,louis1 ,i am very much pleased that you know your #g's so well4 ,turn to the school and say them to all the children40 ,louis begin glibly3 8#g times #a are #g #g times #b are #ad #g times #c are #be #g times #d are--0 8,wait a minute10 said ,mr4 ,stover1 8#g times #c are how many80 8#be10 answered ,louis4 8,how many children think ,louis is right8 ,hands up60 ,not a hand was raised4 8,how many think he was wrong80 ,all over the room hands came up4 8,go on1 ,louis10 continued the teacher1 8#g times #d40 8#g times #d are #cb10 said ,louis4 8,right or wrong1 children80 8,wrong60 shouted a chorus of children4 8,why1 how is this1 ,louis80 said ,mr4 ,stover4 8,you knew these numbers perfectly a moment ago4 ,come here1 ,louis40 ,louis stepped to the desk4 ,his back was now turned to the school4 8,louis10 said ,mr4 ,stover in a voice purposely lowered that the other children might not hear4 8,were you cheating when ,i called on you a moment ago80 ,crestfallen1 ,louis knew he was caught1 so nodded his head in the affirmative4 8,i am so sorry60 ,mr4 ,stover continued4 8,i was trusting you as an honest boy4 ,you have shown me that you were not worthy of such confidence4 7,after a pause47 ,louis1 do you know any grown person who is so tricky and so dishonest that everybody despises him80 8,yes1 ,mr4 ,t410 answered ,louis4 8,do you know any man who is so strictly honest and reliable that everybody trusts him80 8,yes1 ,mr4 ,l----40 8,which would you rather be like1 ,louis80 8,like ,mr4 ,l----40 8,very well1 sit down on this front seat and learn this table of #g's4 ,i will hear you recite it at the recess period40 ,in a few minutes the lesson was learned and recited4 ,louis was dismissed to finish the period on the playground4 ,,case #dg 7,,eighth ,,grade7 ,sidenote3 ,passing ,answers 8,you may all take your books home tonight--every one4 ,don't bring any pencils or paper with you to school tomorrow4 ,don't bring any notebooks or any notes in your pockets40 ,this was ,miss ,justin's announcement to her eighth graders in preparation for a coming examination4 ,the next day she shifted her classes so that no one sat in front of a classmate1 and gave a history and a ,german test at the same time4 ,clarabelle sat at the rear of the second tier of seats2 across the aisle sat ,thurman4 8,thurman1 what was that you picked up from the floor just now80 8,i don't know4 ,i h'ain't picked up nothin'10 was ,thurman's confused reply4 8,now see here1 ,thurman1 ,i saw you pick up a small piece of paper4 ,don't you make a move until you hand me that paper40 ,thurman could hardly obey this order1 though he did make some effort to keep quiet4 ,miss ,justin came to him1 demanded the paper1 was refused1 boxed ,thurman savagely on the left ear and went back to her desk4 ,thurman had said he had no paper and ,miss ,j4 could not be sure that he lied4 ,after school ,phronsie came to her teacher1 saying1 8,here is a paper that seemed to blow over to my desk4 ,i thought ,i should give it to you since you told us we could not have notes in school today40 ,miss ,justin looked through her papers and found that ,clarabelle's hand had written the notes on the history lesson--dates of the presidential administration with one error4 ,turning to ,thurman's paper she found the list1 including the error2 the proof was conclusive4 ,she thought1 8,thurman has already had one smart blow from me today4 ,i'll mark his paper off #bj for cheating4 ,that gives him two penalties4 ,but ,clarabelle6 ,she's taken a fancy to that boy and stops at nothing4 ,i must give her a penalty40 ,next morning she confronted her pupil with the evidence and gave her a choice between two alternatives3 to write a letter describing her act of helping another to cheat and to read it to the pupils in her room2 or she might face the superintendent with ,miss ,justin1 who would tell the story and abide by his decision4 ,clarabelle got permission to take a day for deliberation4 ,her parents were angered and decided to take her out of school4 ,she never returned4 ,,constructive ,,treatment ,miss ,justin was decidedly wrong4 ,study the methods of such famous teachers as ,mrs4 ,johnson of ,fairhope1 ,alabama4 ,conduct tests sometimes with books open1 not to have pupils show off their powers of memory but to show how they can use books to solve problems and to reveal their power of doing new tasks4 ,let the history 8exam0 be a contest in story telling3 some pupils telling the story completely2 at other times have three pupils tell the story in relays4 ,in ,german let pupils have all the books they want but prepare an examination that requires speed so that amount of accurate work shall be the basis of grading2 have more questions than any one pupil can get over4 ,divide your class into three groups1 rapid1 medium1 slow and make allowances for the medium and slow so that justice shall be done to all4 ,do not talk about cheating4 ,there will be no chance to cheat if you follow the plan just described4 ,deal with any flagrant case of cheating with extreme privacy2 it is a disgrace to provoke children to cheat and you should try to hide the affair and save the culprit from yielding to a similar temptation should you be so unfortunate as to place another one in his way4 ,,comments ,there is no way of escaping examinations4 ,but only weak teachers resort to the old-fashioned typical memory test as their main stay for examination4 ,with very moderate inventive powers a teacher can easily rise far above the level of prying bits of formal knowledge out of a child's brain by means of set questions4 ,many an examination can be passed through with the pupil unaware of the fact that he has been examined4 ,the problems have been so dressed up as to become discussions1 reports or even questions proposed by the pupils4 ,it often takes as much information to ask detailed questions as it does to answer them4 ,by sharing the dignity of asking test questions1 pupils come to enjoy the 8game0 of the day and refuse to consider unfair means4 ,miss ,justin did not make nearly enough of such pupils as ,phronsie4 ,the honest1 painstaking pupils are usually far more numerous than they are supposed to be4 ,every one of them must be yoked into the school 8team10 so that the pull of the careless ones will have very little effect4 ,sometimes1 indeed1 a pupil's influence will do even more than the teacher's to eliminate the habit of cheating1 as in the case cited below4 ,,illustration 7,,eighth ,,grade7 ,miss ,nelson1 the eighth grade teacher1 had the reputation of being 8stiff40 ,she assigned long1 hard lessons every day1 and her examinations were nightmares to her scholars4 ,but she was near-sighted and her pupils had formed the habit of cheating--peeping into the book during a recitation1 and helping each other in tests4 ,gertrude ,hayes entered the eighth grade long after the year's work had begun4 ,she had been there a week only when ,miss ,nelson gave the class a particularly hard examination in geography4 8,how did you answer the third question80 was written on a slip of paper handed to ,gertrude by her neighbor across the aisle4 ,gertrude went on writing1 paying no heed4 ,sidenote3 ,refused to ,cheat 8,i've got the exports of the ,south written on a piece of paper4 ,do you want it80 whispered the boy back of her4 ,gertrude shook her head4 ,the next day in history class she was called on to give the details of ,sherman's march to the sea1 which was in the latter part of the assignment4 ,before the class was called she had told ,grace1 who sat in front of her1 that she hadn't read all the lesson4 ,while ,gertrude was thinking what answer she could make1 ,grace opened her book at the page on ,sherman's march1 pointing with her pencil to the lines which would help ,gertrude out4 8,i don't know10 said ,gertrude1 and saw a #j go down in the class book for that day's recitation4 ,grace looked at ,gertrude in round-eyed astonishment4 ,at noon she asked1 8,why in the world didn't you let me help you in history class8 ,she's as blind as a bat and wouldn't know it40 8,because ,i didn't have my lesson and ,i wasn't going to cheat about it40 ,grace felt rather uncomfortable and decided that she wouldn't let ,gertrude see her cheat after this1 anyway4 ,before long everyone in the room knew that ,gertrude never had cheated and couldn't be persuaded to do so4 ,several of the girls followed her example and refused to help or be helped when it was not fair4 ,by the end of the year cheating in the eighth grade was still carried on1 but surreptitiously1 for those who still cheated were ashamed of their dishonesty and were anxious to be thought as honorable as their classmates who had given it up4 ,thus was a new standard of honor set up in the eighth grade room by the persevering honesty of one little girl4 ,to the credit of ,miss ,nelson it should be said that quietly she had taken note of ,gertrude's conduct and influence4 ,there was no public demonstration1 but by silent communication and little individual signs ,gertrude was made fully aware that she held the fullest esteem and confidence of her teacher4 ,,case #dh 7,,high ,,school7 ,sidenote3 ,copies ,science ,it was the evening of the first day of mid-year examinations at ,mount ,hope ,high ,school4 ,miss ,noland was correcting algebra papers and wore a troubled frown as she glanced over ,oliver ,geigler's paper1 not because it was so incorrect but because it was so well done4 ,oliver could never have written it unaided4 ,that she knew4 ,she resolved to keep a lookout the next day while ,oliver was writing examination papers1 and if she could get conclusive evidence that he had cheated she would deal with him accordingly4 ,fifteen minutes after the class in general science began to write their examination1 ,miss ,noland very stealthily crossed the room apparently to get a pamphlet from the bookcase1 but really to see why ,oliver ,geigler was sitting back so far from his desk while he wrote4 ,sure enough1 his open science book was halfway out of his desk on his lap and he was looking at it4 ,the slight noise made by the shutting of the bookcase door caused ,oliver to look up and to see that ,miss ,noland was near4 ,he instantly moved up nearer to his desk1 thus shoving the open book into it and assuming studiousness1 gazed fixedly across the room as if trying to recall the answer to a question4 ,miss ,noland went to him1 reached into his desk and took out the open book and said3 8,you march right into the office and tell ,mr4 ,russel that you were cheating6 ,i'll be in there as soon as ,i can get away from here to see what you have told him4 ,nobody can cheat in this room and escape being caught at it40 ,resentment was marked even in the boy's slow movements as he got up and went to the office4 ,mr4 ,russel suspended him from school for a week and told him that he must promise to stop cheating when he returned to school4 ,,constructive ,,treatment ,when you have reason to believe that cheating is going on in your classes1 create a class sentiment against it and as far as possible remove the temptation to dishonesty4 ,you can create a sentiment against it by talks and stories upon the subject of honesty given before the entire school and by appealing privately to individual students whom you know to be honest and saying to them something like this3 8,i believe you are perfectly honest and would like to have others to be so4 ,you can help to eliminate cheating from our school by talking against it whenever you have an opportunity4 ,of course we will not talk about individuals who cheat1 but will say what we think about the bad effects of cheating itself40 ,to remove temptation to dishonesty1 be sure that you are fair4 ,make very definite assignments of what is to be learned so that nobody can possibly be in doubt as to what you will ask4 ,if the lesson is in ,american history1 say1 8,tomorrow ,i shall ask each one of you to write the full name of each of the first ten ,presidents of the ,united ,states in the order in which they served40 ,the next day pass out small papers and give them five minutes in which to write the ,presidents' names4 ,have them exchange papers1 let some one read what is on the paper he has while the others check errors on the papers they have4 ,correct erroneous answers as the reading proceeds4 ,ask pupils to grade the papers and return them to their owners4 ,call the roll and have each pupil respond by telling what grade he received4 ,gather up the papers and verify grades1 returning the papers the next day4 ,for the following day give a similar assignment4 ,sidenote3 ,five ,minutes ,test ,use the five minute test method on any assigned lesson until pupils become thoroughly familiarized with the writing of tests and come to regard it as a usual--not an unusual--experience4 ,say1 8,study this lesson carefully4 ,i will give you a little test on it tomorrow40 ,until you can trust the class1 give many questions with short answers1 rather than few questions with long answers4 ,the pupil who is trying to cheat can not stop to hunt up answers in his book1 where things are moving so rapidly4 ,suppose the science lesson is on water4 ,the day after the assignment1 pass out slips of paper about three by six inches in size4 ,say1 8,put your name at the top of the paper and number up to ten along the left margin4 ,answer each question in one word if possible40 8,no4 #a4 ,water is made up of two elements4 ,one of them is hydrogen4 ,write the name of the other after #a on your paper40 8,no4 #b4 ,write one word in answer to this question1 ,which is heavier1 water or ice80 8,no4 #c4 ,write in figures a number4 ,at what degree ,fahrenheit does water boil80 8,no4 #d4 ,write #8,yes' or #8,no' to this question3 ,can you tell pure water from impure by sight80 ,continue up to ten1 asking such questions as may be answered by one word or one number4 ,have papers corrected as indicated above and keep record of the grades4 ,,comments ,the child who cheats has not been educated correctly and so has not sufficient prejudice against dishonesty4 ,he needs to be educated4 ,the dread of tests and examinations can be almost entirely overcome by giving1 almost daily1 tests which take up little time1 accentuate important features of the lesson1 and give equal chances to test the knowledge of all on a few important points4 ,pupils invariably like tests under the above conditions4 ,,case #di 7,,high ,,school7 ,sidenote3 ,undeserved ,standings 7#d7 ,cheating by teacher to please principal4 ,there are times when an almost irresistible pressure is brought to bear upon teachers to yield to custom or concede to circumstance4 ,james ,c-- was a junior in the ,state ,university of ,iowa when it became necessary for him to teach to earn money for his senior year4 ,he secured a position in a small town as science teacher in a high school which had a staff of three--the principal1 a good-natured time-server with an eye to reappointment at an advanced salary1 and a very pretty and popular young ,english teacher1 whose easy standards and sweet helpfulness endeared her to all her students4 ,now football ruled the day at ,north ,burley ,high ,school4 ,the team had beaten every town within a radius of fifty miles the year before1 and now they proposed to play the teams from some of the larger towns of the state4 ,the coach1 an old college player1 was exceptionally good1 and his team worked like a machine4 ,the star player was ,leslie ,linwood1 a boy who passed his days in sleepy toleration of lessons1 only to wake up on the gridiron to a mechanical perfection of response and a cool initiative of successful leadership that insured the winning of games4 ,he was the idol of the school1 although he could do nothing but play his wonderful games4 ,every one bowed down to him as the chief element in a proudly-maintained championship4 ,there was1 however1 one old-fashioned board member who thought football an unimportant side-line in a high school1 and it was through his influence that a rule existed to the effect that no student who had not passed in three studies for a month previous to the playing of a game should participate in a game4 ,the rule had not troubled the football team--all its members always had #gj or above each month4 ,but ,leslie ,linwood took two sciences that year under ,mr4 ,c--4 ,he failed outright in physics1 which seemed to be worlds beyond his mentality2 and he delayed the preparation of the notebook in biology until ,mr4 ,c-- was compelled to fail him in that study also4 ,he was therefore ineligible to play upon the team1 and three big games were coming4 ,leslie1 at the suggestion of the coach1 went to ,mr4 ,c-- and asked for more time for his notebook4 8,you had all month in which to write it up10 replied ,mr4 ,c--4 8,two girls failed to get theirs in1 and ,i failed them4 ,you were not ill2 you were just lazy and indifferent4 ,i don't see why ,i should give you a chance that the others don't have40 8,will you let me have another examination in physics then80 asked ,leslie4 8,i don't see why ,i should4 ,but you can ask ,mr4 ,rounds1 and if he says to do it1 ,i will40 ,leslie did ask ,mr4 ,rounds1 and ,mr4 ,rounds consented4 ,so ,mr4 ,c-- gave ,leslie another examination in physics1 in which ,leslie made the grade of #ce2 and things were worse than they were before4 8,but see here1 ,c--10 said the astute ,mr4 ,rounds1 8you know you must manage to pass ,leslie in one or the other before next ,saturday4 ,the whole school expects it2 we need him for the ,patterson game40 8,but ,i don't know how to pass a boy who simply doesn't know an induction coil from an apple pie10 replied the innocent ,mr4 ,c--4 8,i can't tell a lie1 can ,i80 8,no1 you don't need to do that1 of course4 ,but you must get him through some way4 ,give him some coaching1 can't you8 ,of course every one knows he's stupid2 but he can play football1 and the school simply wouldn't stand for his being off the team--to say nothing of the townspeople40 ,to ,mr4 ,rounds' representations the pretty ,english teacher added some pretty advice1 and a score of students haunted his footsteps to know how ,linwood was coming on in biology2 8,well1 then1 in physics80 ,mr4 ,c-- grew a bit thin1 as men do who fight a hard fight2 for ,mr4 ,c-- was fighting for his honor4 ,mr4 ,c--'s honor lost4 ,to make a long story short1 he gave ,leslie ,linwood another examination on ,friday afternoon2 and when he had reached his room1 he deliberately burned the paper in the ,franklin stove without looking at it4 ,he had no delusions as to what he did2 he grimly called himself a name that he knew he deserved as the bright flames flashed into his face4 ,mr4 ,c-- went to the game the next day1 and received the smiles of a pleased community with outward calmness4 ,his inward writhings smoothed themselves out after a few days2 he found a certain pleasure in being popular1 and the contempt of the few people who knew just what he had done did not show itself openly4 ,he finished the year without unpleasantness of any kind1 and was 8regretted by a large circle of friends0 when he declined reappointment in ,june4 ,he looked like the same man who had gone out to teach the fall before1 but he had lost an inestimable treasure2 the greatest tragedy that can happen to man had happened to him--he had deliberately sold himself to the public4 ,a chance to work a great reform1 to replace a low ideal with a high one1 to teach the plastic minds of a whole school the difference between the worth-while and the not-worth while1 had been lost4 ,all that had taken place because he had not courage to take a stand upon a plain question of truth and falsehood4 ,he had yielded to mob control4 ,,constructive ,,treatment ,evidently ,mr4 ,c-- had time to measure the situation with care4 ,this matter of failing students is so familiar that he can be prepared1 without uncertainty1 for puzzling situations4 ,sidenote3 ,refuses to ,lie ,mr4 ,c-- can proceed as follows3 ask the high school teachers privately the following question1 8,if after a teacher has done his best with a student and he fails1 is it right to give him a passing grade80 ,the answer1 8,yes0 or 8,no10 is to be secured from each teacher4 ,nine times out of ten the answer will be 8,no40 ,make a record of every effort and failure of ,leslie1 and at the end make a memorandum of the teacher's opinion and file it with the principal4 ,then when questioned by pupils1 refer to the facts on this report and say1 8,i have turned the matter over to the principal40 ,have a frank talk with ,leslie if you have managed him without friction so far1 and if he begs to be allowed to play anyway in spite of the rules1 say1 8,you do not want me to do what is not fair1 do you80 ,hold out to the end without flinching1 and take the consequences4 ,have ,leslie informed on every step you take4 ,,comments ,the chief difficulty is the over-emphasis which schools place on winning games4 ,if no one takes a stand against dishonesty in giving grades1 the reform will never be instituted4 ,if one is willing to leave the school at the end of the year because of his conscience1 he would far better leave earlier with a clear conscience and the passing disfavor of the school4 ,the actual procedure must be determined by the rules in force4 ,the ,inter-,high ,school ,athletic ,association rules must be followed at all hazards4 ,by following the principal's instructions1 turning over ,leslie's papers and assuming that the principal wants the right thing done1 he can be made to share the responsibility of keeping ,leslie out of the game4 ,by keeping a few persons informed with regard to your management of every step of the procedure1 you will be saved from being falsely accused of giving an undeserved passing grade1 or of wrongly depriving the pupil of the same4 ,,illustration 7,,high ,,school7 ,sidenote3 ,boy's ,admission ,silas ,harper taught ,german at the ,crossville ,high ,school with fourteen pupils in the second year class4 ,the same old story of failure to pass threatened to keep ,thornton ,tanner out of the next football game4 ,just as soon as the complication took shape1 ,harper had a clear understanding with the principal1 who1 not knowing that the star player was in danger of losing his standing1 said in faculty meeting1 8,no pupil who fails in one study can play on the scheduled games40 ,all the usual devices for pulling ,thornton through failed4 ,the day before the game the following conversation occurred3 8,thornton1 have ,i given you all the help you needed to get your ,german up80 8,yes1 ,mr4 ,harper1 you have4 ,you aren't to blame if ,i don't play40 8,i'm exceedingly sorry2 ,i don't know any way out4 ,thornton 7looking the boy in the eye71 can you say that you have had a square deal and that you are not entitled to play80 8,yes1 ,i believe ,i can4 ,but ,i don't see that that does any particular good4 ,the fellows don't care about my studies2 they want me to play4 ,they think if ,i don't we shall lose40 ,thus the matter ended with the two4 ,when the coach inquired of ,harper about ,thornton1 the situation was explained and no hope of relief developed4 ,the principal was deeply annoyed over the situation4 ,he said3 8,i'm afraid we made a mistake somewhere4 ,i think we'd better let ,thornton drop ,german from his schedule and so free him from the record of a failure40 ,mr4 ,harper remained silent for a moment2 then he remarked3 8,i can't agree to that4 ,i will make my written report to you and to the superintendent and explain the situation to my ,german class4 ,the athletic rules as understood by the boys themselves will not allow ,thornton to play4 ,i can't yield to popular clamor and give a grade where the boy himself affirms he doesn't deserve it4 ,your plan will put him on the team1 but it will not make him respect honor or law40 ,the principal carried out his plan4 ,the pupils knew all about it2 they rejoiced over the splendid victory2 but their respect for the dishonored principal was easily eclipsed by their silent admiration for ,silas ,harper1 their enthusiastic supporter in athletics1 but unflinching champion of right4 #i4 ,lying ,no more harmful misdemeanor than lying can be discussed4 ,it is fortunate that it is not very prevalent in the first grade2 still that does not remove the very urgent importance of using every caution to prevent and cure it whenever and wherever it is found4 ,when one learns that most of the great newspapers of the country will flagrantly print lies to make otherwise unnoticeable articles of news 8catchy0 and exciting2 that great stores1 and small ones as well1 have systems of lying devised to allure trade2 that everywhere in this busy world lying is the basis of all dishonesty and graft1 the teacher can not fail to see the necessity for right training in this direction4 ,a lie is not so many untrue words2 it may be work not done as agreed upon1 a contract worded in such a way as to evade responsibility1 or a thousand other ways of deceiving4 ,lying has crept into every avenue of municipal1 state and national affairs4 ,in view of all this1 the teacher must do all in her power to prevent and cure lying4 ,sidenote3 ,types of ,lies ,lying may be variously classified1 according to motives4 ,however1 for the teacher's purpose1 it is only necessary to recognize four types of lying according to the motive4 ,first1 a pupil is often forced to lie1 because the teacher pursues some indiscreet method which he mistakes for shrewdness1 but which1 in reality1 is only a trap in which to catch pupils1 with the result that a lie is the product of the method4 ,second1 pupils that have very imaginative minds often tell the teacher a story or some incident which they color to suit their keen imaginations and thereby strain the truth4 ,third1 children lie very frequently because of fear4 ,fourth1 perhaps the worst form of lying is that by which children try to obtain things they want1 believing they can not secure them by being truthful4 ,in a certain school some petty offense had been committed on the playground4 ,the teacher did not know who had done it4 ,after the bell rang and every pupil was in his place1 the teacher passed from pupil to pupil down and up each row of seats asking1 8,was it you80 ,to make her questions more imperative she punctuated them by a sharp look or pointing her finger at each pupil as she asked the question4 ,from each little tot came a simple1 8,no40 ,but some one of the pupils had committed the offense and all replied1 8,no10 therefore one of the pupils had lied4 ,why8 ,the teacher had instigated the lie4 ,little do teachers think that such methods as this are productive of more harm than good4 ,finally this same teacher will ask1 8,does any one know who did it80 ,all are afraid to admit who did the act in spite of the fact that every pupil knows just who committed the offense4 ,in the last round of what the teacher deems her shrewdness1 she has led every pupil to lie4 ,teachers who follow such tactics know little or nothing about human nature or child psychology4 ,sidenote3 ,a ,teacher's ,blunder ,the teacher who bluntly asks a pupil1 8,did you do that80 is paving the way for a falsehood4 ,again1 what teacher can not recall entering the schoolroom and finding a vase broken1 a window pane broken1 or a choice sentence erased from the board and at once commenting in a strained tone of voice1 8,that is too bad6 ,i wonder who did it40 ,again the opportunity for a falsehood is provided4 ,the thoughtful teacher1 from the above suggestions1 will be able to recall many instances where she in effect forced pupils to tell falsehoods4 ,to prevent all such lying1 the teacher must carefully study the method she is planning to use in ferreting out some mischief1 before she uses it4 ,she must study its effect upon the children2 if it has the slightest tendency to cause them to prevaricate1 then it is far better to leave the mischief unnoticed than to cause pupils to tell lies4 ,sidenote3 ,talking on ,truth-,telling ,in this instance the teacher would have done the right thing had she explained to the pupils the value of truth and how she appreciated a child that told the truth4 ,she should have explained that older people break things1 commit offenses and make other mistakes4 ,the mistake is not so bad in itself1 for every one is liable to make a mistake4 ,further1 the teacher should plainly point out to the pupils that when any one has made a mistake or committed an offense1 or broken something1 the deed is smoothed over and mitigated when the offender tells the truth about it4 ,teachers have no right to make a new law for themselves2 it is ,god's law to forgive any and all offenders1 if they will but come to him and confess4 ,what is confession but telling the truth8 ,children in the first grade are not too young to have the matter of truth put before them in this manner4 ,after the talk the teacher must avoid any attitude of questioning or even of suspicion1 but go on about her work in the kindest mood4 ,as a rule1 before many hours her patience will be repaid by a little form at her side1 whose eyes fill with penitent tears1 and she will hear a story of truth that will gratify her heart4 ,what should the teacher do with such an admission8 ,approve such a child for its truthfulness4 ,thank him4 ,he deserves all the kindness and sympathy a teacher can extend4 ,to treat a child like this about an offense will remove the motive for lying and the chance for offenses4 ,besides he has been encouraged in telling the truth and afterward will doubtless continue to be truthful4 ,every community has its liars4 ,some communities have more than their share4 ,who knows but that these liars may not1 once1 have been children who told incidents1 accidents and stories to parents1 playmates and teachers and1 by reason of an imaginative mind1 added little flourishes of their own4 ,some teachers do not call such statements lies1 but whatever part of the incident1 experience1 or story1 was recited for the purpose of deceiving was false4 ,it is true1 children are called upon in language classes to write about such subjects as1 8,a ,ride on an ,ocean ,steamer10 8,a ,street ,car ,accident10 and many others that describe something that has never entered into their experience4 ,this is imagination1 and while it has its value1 it has its dangers also4 ,there is a movement away from the practice of having children write about imaginary things2 instead they are instructed to write about real things4 ,this tendency is very proper1 but does not mean a total neglect of the cultivation of imagination4 ,sidenote3 ,the ,imaginative ,lie ,to illustrate just what is meant by the lie that may grow out of the imagination1 a child comes to the teacher and begins telling her about the antics of a little baby brother or sister4 ,the teacher shows an interest in what the child is telling4 ,every child likes to be admired and approved because of what he can do or tell4 ,the teacher's pleased look and smile stimulate the child to make his conversation as interesting as possible1 and almost without any effort he can put touches of exaggeration into the conversation about the baby4 ,again1 who has not watched a group of first grade pupils at play1 and overheard them telling things to each other which could not possibly be true8 ,they imagine themselves merchants1 aunties and uncles1 and concoct conversations that would rival the art of any story-teller4 ,it is this imaginative impulse that prompts them to color so many of the incidents they relate and often leads them to tell for the truth things that never happened4 ,it is a question whether it is best to throttle the imaginative wanderings of the child mind or not4 ,it is doubtful if harm can come from the imaginary conversations of children at play4 ,in reality they are getting themselves ready for the activities of adult life and mayhap it is the best wisely to guide them in their play activities rather than suppress them4 ,but should a child let his fancy persuade him to strain the truth when he tells an actual occurrence8 ,the teacher can very easily curb this tendency by not showing an interest in what the child is telling4 ,how should this be done8 ,every teacher knows that as the child talks he looks into the face of the teacher4 ,there he notes the raising of the eyebrows1 the twinkle of the eyes1 the faint trace of a smile1 and the line of the lips1 all of which are indices of the mind of the teacher4 ,every teacher knows quite well that his face indicates to a pupil whether the answer he is giving to a question she asked1 is right or wrong4 ,these signs in the teacher's face either encourage or discourage a child4 ,the teacher who wishes to disapprove of any untruths a child may weave into his conversations1 needs but to lower his eyes at those points of the conversation where she feels that the child is not relating the truth4 ,care should be taken not to discourage him in what he is telling4 ,rather do the opposite4 ,it is the province of the school to enable children to express freely and in good ,english1 those things they know1 see and experience4 ,then it is expedient to show1 by the features1 disapproval of that part of the conversation only that is untruthful4 ,encourage conversation about the real4 ,such a method will hold the child to the truth and will tend to make him strive to tell the truth under all circumstances4 ,however1 the teacher must remember that he may still continue to speak of fanciful things1 and it is well for her not to attempt to remedy that4 ,there can be no mistake in using the direct method of teaching truthfulness4 ,to do this a teacher need not say1 8,do not lie40 ,she should use the positive method--tell stories bearing upon the value of truth4 ,she can weave truth into her every day life1 the daily lessons1 and all other activities of the schoolroom and the playground4 ,the teacher who tells the pupils how fine it is to be truthful1 is dropping a seed which will grow into a great plant of truthfulness in the child's life4 ,sidenote3 ,the ,lie of ,fear ,there is no excuse for the teacher who has a pupil in her room who tells lies because of fear of her4 ,how true it is that so many children tell falsehoods because of fear4 ,in the home1 of all places where love and confidence should reign supreme1 children are taught to lie because they fear the unreasonable punishments of parents4 ,these children enter school where a cruel teacher sets up a code of rules that she can not obey herself1 but expects the pupils to obey4 ,naturally1 in the activities of the schoolroom these children trespass on the teacher's sacred rules4 ,then they fear punishment4 ,in order to escape this punishment they tell falsehoods4 ,this is all wrong1 and childhood cries out against it4 ,why can not parents win the confidence of their children by love and sympathetic guidance and treatment1 so that they will openly and frankly admit when they have been mischievous8 ,why can they not so teach their children that they will tell the truth about their petty offenses8 ,why1 then1 can they not pardon them and confidently admonish them to offend no more8 ,parents are too prone to forget that as children they1 too1 were mischievous4 ,this is not a discussion for parents1 but what has been said is also of value to the teacher1 for the teacher receives these children at the age of six and is expected to cure them of all the evils that short-sighted and inexcusable parents have taught2 hence1 it becomes the teacher's duty to correct the child that tells falsehoods because of fear4 ,heroic measures are not needed4 ,the prudent teacher will have no alarming code of rules or other guideposts to right conduct displayed in her schoolroom4 ,she will act as the guidepost herself4 ,she will discreetly lead the young lives intrusted to her by love and sympathy4 ,a six-year-old child needs direction and instruction1 and not punishment1 as so many teachers believe4 ,then the teacher who loves and controls her pupils aright will have the confidence of her pupils4 ,they will not fear her4 ,they will not need to lie to cover up their misdemeanors4 ,they will tell them to the teacher1 because they know she will wisely counsel them4 ,fear being removed1 truthfulness will naturally follow4 ,sidenote3 ,lying for ,gain ,the pupil that has acquired the habit of lying to obtain the many things he wants is the most difficult to handle4 ,this habit is usually the result of very poor home training1 but in many instances the child resorts to falsehoods to obtain his ends in school1 and the habit is begun after the child enters school4 ,while all types of lying are pernicious1 none is worse than the one which tempts a child to lie to gain some material end4 ,in many instances a pupil secures something from the teacher by means of a misrepresentation and the teacher is not aware of it1 but later learns that the pupil has secured the coveted object by false methods4 ,there is nothing left for the teacher to do1 except to tell the child about his misrepresentation and request him not to repeat it4 ,this must not be done in a faultfinding way1 but as a means of instruction4 ,sometimes the misdemeanor may be of such proportions1 that all that can be done is to give direct instructions against it2 but when this becomes necessary1 the teacher must do it in a way that will win the child's confidence4 ,not a word nor look of criticism should escape the teacher4 ,her instruction should make plain to the child the evil results that will arise from such falsehoods4 ,if the teacher is not careful she will make the child more evasive in his attempts to misrepresent4 ,after that he will use all the tact he can1 to keep his falsehoods hidden2 so it becomes very imperative that the teacher give direct instructions with the utmost care4 ,it is indispensable that she remain within the child's confidence4 ,it can not be emphasized too much1 that but little can be done for a child in the way of direct or indirect instruction1 if the teacher has lost the confidence of the offender4 ,usually the teacher can detect from the child's manner1 that he is lying to obtain what he wants4 ,in such a case the teacher can more easily apply an effective method and one that will in due time remove the habit from the child4 ,often the teacher can lead the child to the truth by a series of careful questions4 ,answers to the questions are the child's gradual admission of the truth4 ,these admissions can be drawn from the child by facial suggestion2 that is1 the teacher can approve by a pleased countenance that reply which she deems the truth and disapprove that reply which she deems a falsehood by merely assuming an unmoved countenance or expressing negation4 ,also1 negative movements of the head1 suggest1 8,no10 to the child when he is telling a falsehood and this suggested 8,no0 will bring out the truth4 ,the positive movement of the head consents to the truth when stated by the child4 ,,case #ej 7,,kindergarten ,,age7 7#a7 ,lying in order to accomplish a desired end4 ,the following occurrence very nicely illustrates the method4 ,a little girl had secured permission from her mother to visit the home of a young man who was doing some experiments in child psychology4 ,while there he used her as a subject for an experiment4 ,the experience pleased the little girl1 and in a few days she wished to make another visit1 but knew that her mother would not grant the privilege4 ,the little girl went to the young man's home without her mother's consent4 ,upon arriving there the little girl suggested that they go into the kitchen4 ,the experiment of a few days before had been performed in the kitchen4 ,the experimenter knew the mother well enough to question whether the little girl had secured her mother's consent4 ,when he asked her if her mother had allowed her to come1 she replied1 8,yes10 but the young man saw at once that the child was lying and determined to get the truth without the child's knowledge of his object or without forcing her to tell the truth as so many unwise teachers attempt to do1 and fail4 ,,constructive ,,treatment ,sidenote3 ,suggestion ,as a ,remedy ,the following is the exact conversation3 ,the young man said1 8,your mother allowed you to come the other day1 did she not80 ,this he emphasized by a positive nod of his head4 ,the little girl readily replied1 8,yes40 ,then the young man said1 8,but today your mother did not allow you to come8 ,no1 no40 ,this question he emphasized by a negative nod of his head4 ,the little girl hesitated1 and told her wavering falsehood4 ,her reply was1 8,yes1 she said ,i could go into the kitchen40 ,again he asked his questions1 emphasizing each by the proper motions of his head4 ,to the last question1 the little girl replied1 8,she did not say ,i could come today40 ,he had used the principle of leading suggestion1 and had led the little girl to tell the truth4 ,he did not change his attitude toward the child4 ,he was firm and kind4 ,she was old enough to understand the significance of the lesson and did not attempt to tell the young man another falsehood1 and he had occasion to have the little girl about him almost every day4 ,,comments ,it is worth consideration1 that to this tendency to misrepresent in order to secure an end or desire1 teachers apply such crude and unskilled methods of prevention1 they really force children to tell more falsehoods4 ,it is urgent that a teacher should always study all cases of falsehood coming up and then with common sense approach them in such a way as to prevent1 instead of intensify1 the habit of lying4 7#b7 ,lying in order to cover up a wrong act4 ,very much of what has been said regarding the method of dealing with very young children applies with equal force to older children1 except that the older ones have more definitely formed ideas of what is right and wrong4 ,,case #ea 7,,second ,,grade7 ,sidenote3 ,marking ,desks ,miss ,simons looked down the row of seats in the second grade room and saw that ,forrest ,short was drawing on his desk with his lead pencil4 ,she walked back to his seat and saw that the drawing represented an apple4 ,she said1 8,forrest1 how did this drawing of an apple get on your desk80 ,startled and abashed1 ,forrest whispered1 8,i don't know anything about it40 ,miss ,simons walked away and said no more4 ,,constructive ,,treatment ,do not ask a child1 who has done some misdemeanor1 whether or not he did it2 especially1 if you already know that he did it4 ,miss ,simons should have said privately to ,forrest3 8,i saw you drawing on your desk4 ,these desks and this schoolhouse belong to everybody who lives near here4 ,we can benefit all of them by keeping the desks and the entire room as neat and clean as possible4 ,see if you can not get the marks off of your desk4 ,i will show you how4 ,we want the next child who uses it to find it just as nicely kept as you found it40 ,,comments ,miss ,simons could reasonably expect nothing else than that ,forrest would tell a falsehood when the truth would condemn him4 ,furthermore1 she acted a lie herself if she pretended not to know how the drawing came to be on the desk4 ,a teacher who wishes to foster truthfulness in a child will not wittingly tempt him to tell an untruth4 ,miss ,simons made the untruth too easy4 ,had she assumed in talking with ,forrest that he had made the drawing1 he would have admitted it4 ,,illustration ,sidenote3 ,drawing ,miss ,cate1 who was teaching the second grade in a village school1 saw that ,edward ,marsh and ,rolland ,gray were both drawing on their tablets during the period when they should have been preparing their arithmetic lesson4 ,she said to ,edward1 8,i see you are drawing4 ,have you finished your arithmetic problems1 ,edward80 8,yes1 ,miss ,cate10 he replied4 8,drawing is a good pastime when you have your lessons prepared10 said ,miss ,cate4 8,here is a piece of paper and a model4 ,copy this for me as accurately as you can and ,i shall be pleased to see it when you have finished it40 ,she then said to ,rolland1 8,i see that you too are drawing2 have you finished your arithmetic80 8,no1 ,miss ,cate10 he said4 8,drawing is a fine1 noiseless pastime10 she said1 8but just now ,i wish you to do your problems in arithmetic4 ,as soon as you have finished them1 raise your hand and ,i will give you a good1 easy model to draw from40 ,both children went happily to work4 7#c7 ,teaching untruthfulness4 ,many a teacher gives her pupils lessons in untruthfulness by practicing upon them what she considers to be harmless deceptions4 ,it is a weak teacher who finds such aids to discipline necessary4 ,,case #eb 7,,third ,,grade7 ,it was ,miss ,weber's first day of school in ,roxbury1 ,missouri4 ,she came as a new teacher from a nearby normal school4 ,sidenote3 ,teacher ,falsifies ,in outlining her first day's work the evening before1 the words of her training teacher had been in her mind1 8,as the first day goes1 so goes the year40 8,i'll take the first five minutes tomorrow10 thought ,miss ,weber1 8to tell the children what ,i hope from them4 ,they will then be pretty sure to meet my expectations40 ,after a cheery 8,good morning1 children10 she said1 8,i'm going to take a few minutes this morning to talk with you4 ,i want you to be very good children this year4 ,i've got eyes in the back of my head and when my face is turned away from you ,i can see what is going on back of me40 ,some of the pupils in her room actually believed this for about a week1 when one day ,jimmie ,knox decided he would test ,miss ,weber's 8double eyes40 ,he had not studied his spelling lesson2 so when the papers were exchanged for correction 7his among them7 and ,miss ,weber was writing some words on the board1 he made another copy from his spelling book which lay open before him4 ,when the papers were returned the next morning ,miss ,weber said1 8,i was sorry to find out that ,jimmie ,knox could not be trusted while my back was turned40 ,all eyes were on ,jimmie while she went on to give a long talk on 8,deceit10 bringing out such points as3 8,a deceitful child is handicapped4 ,any boy who cheats is almost sure to be a liar and a thief also40 8,there is very little hope that a child who cheats will ever become a great and good man40 ,several days later ,miss ,weber said1 8,if you all get #ajj in spelling today1 ,i'll be so proud of you ,i shall have to give you each a gold medal40 8,oh1 shall we have gold medals1 ,miss ,weber80 asked one enthusiastic little boy4 8,no1 not really4 ,you mustn't believe everything ,i say1 ,william40 8,did you mean10 asked ,jimmie1 8what you said yesterday about cheating80 ,miss ,weber paused a moment1 then said1 8,that's enough from you1 ,jimmie40 ,,constructive ,,treatment ,make only such resolutions and statements at the beginning of the term as you know you will be able to carry out4 ,if you should happen to make a remark that the children may be likely to interpret too literally1 be sure to amend it immediately1 so that your idea will be clear to them4 ,do not claim greater powers than you possess nor hope to prevent deception on the part of the pupils by practicing deceit upon them4 ,if you find out that a certain pupil has cheated in his work1 give all the children a short talk1 every word of which is constructive4 ,that is1 do not speak on the negative topic 8,deceit10 but on the positive opposite virtue1 8,honesty02 it will be much more effective4 ,illustrate each of your statements by an actual experience showing the desirability of possessing a strictly honest character4 ,,comments ,miss ,weber had the right idea when she said to herself that children will meet their teacher's expectation of them1 but she applied a wrong method to bring this about4 ,it is not necessary to give a formal talk on what you expect in the way of behavior4 ,your every movement in the room should disclose your expectation and your confidence in the pupils4 ,jimmie ,knox should not have been made the target for ,miss ,weber's talk on ,deceit4 ,she further made the mistake of expressing utter hopelessness for the child who deceives1 as if his fault were an inherent wickedness1 and1 therefore1 not to be remedied4 ,jimmie ,knox was not altogether to blame for his cheating4 ,miss ,weber had challenged his act by saying that she could see what was going on even though her back was turned4 ,his natural inquisitiveness led him to test her statement4 ,a teacher may never hope to have the confidence of her pupils if she says to them1 even in a joking way1 as ,miss ,weber did1 8,you must not believe everything ,i say40 ,could she blame her pupils for doubting her word after making statements to them which even she herself admitted to be untrue8 ,occasionally it is well to turn a class discussion in such a way as to have a direct bearing on a local situation1 if this can be done without special allusion to any offender4 ,the following story shows how this may be done4 ,it also illustrates the method of throwing emphasis upon the positive virtue desired rather than upon the fault to be eliminated4 ,,illustration 7,,fourth ,,grade7 ,sidenote3 ,cheating ,miss ,hancock1 a teacher in the fourth grade of a small town in ,new ,york ,state1 discovered from the results of two papers in arithmetic that one of her pupils had cheated4 ,the next morning an opportunity came in the history lesson to emphasize ,lincoln's honesty4 8,he was so honest that when he was keeping a store as a young man in ,illinois1 he walked several miles one night to return two pennies to a woman whom he had overcharged for a purchase4 8,it was upon such a characteristic that his whole public life and policy were founded and the world pays tribute to this quality when it celebrates his birthday4 8,now ,i have some quotations on honesty that ,i shall distribute to each one4 ,by tomorrow morning when we review ,lincoln's life1 you will have them memorized40 ,,case #ec 7,,sixth ,,grade7 ,sidenote3 ,paper ,wads 7#d7 ,lying aggravated by teacher's wrong method of dealing with case4 ,miss ,graves was teaching in the sixth grade of a city school4 ,one day a paper wad went 8thud0 against the blackboard behind her4 ,notwithstanding that she was hearing a class at the time1 she sprang to her feet at once and said1 as she gazed about the room1 8,who threw that paper wad8 ,i'm going to find out right now who threw it40 ,thereupon she began at one side of the room1 asking the children one after another in order1 8,did you throw it8 ,did you8 ,did you80 etc4 ,she seemed surprised when every one of the pupils in the room had answered1 8,no1 ma'am40 ,she said1 8,someone has told a lie about this4 ,i shall endeavor to find out who it is4 ,the one who did it will be severely punished40 ,,constructive ,,treatment ,do not question pupils in public as to whether or not they have done a certain misdeed4 ,simply keep a closer watch than before4 ,look at no one in particular1 but lift your eyes a little above the heads of the pupils1 so that you can watch what is going on without seeming to do so1 and let your face show neither anger nor annoyance4 ,do not accuse anyone4 ,even after you think you know who is guilty1 do not say you know2 on the other hand1 do not suggest in any way that you are not sure4 ,if you are sure that a certain pupil is guilty1 ask him to see you a moment after school4 ,then talk with him in a friendly way1 smiling frequently1 so he will be in the mood to confess4 ,when he does confess1 thank him for his admission and tell him you know he will not bother you any more4 ,treat him kindly after the interview4 ,,comments ,it takes more courage than ordinary children have to answer1 8,yes10 when others are listening1 to a question whether they have done wrong4 ,after hearing a number of pupils answer1 8,no10 it is extremely unlikely that the culprit will be honest enough to answer 8,yes40 ,the more the teacher threatens the wrong-doer the less likely she is to find out by public questioning which one he is4 ,it is possible to handle a case so tactfully that there is no danger of leading the offender to be dishonest4 ,besides1 leading him to confess his fault you can1 by showing comradeship and understanding of the case1 make him feel that you are treating him so fairly that he has no desire to annoy you further4 ,do not say much after his confession4 ,show by your smile and manner that you are satisfied with the child's acknowledgment4 ,,illustration 7,,high ,,school7 ,sidenote3 ,throw ,shot ,shot had been thrown in ,prof4 ,lyon's recitation room at ,huron ,high ,school4 ,he suspected that ,paul ,robinson was the offender and when he and ,paul were alone together ,prof4 ,lyon smiled and said1 8,paul1 there was some little shot or something rolling over the floor today4 ,i want you to help me find where they came from4 ,wait a minute1 let me show you what one of these shot looks like40 ,while ,prof4 ,lyon was feigning to look over the floor for one of the shot1 ,paul said1 8,o1 ,i know what they look like40 ,prof4 ,lyon smiled at the boy's confession and dismissed him4 ,paul didn't feel like throwing shot in ,prof4 ,lyon's room again1 because of this considerate treatment4 #aj4 ,acquisitiveness 7#a7 ,making collections of curiosities--,legitimate acquisition4 ,probably every person who reaches adult life has made collections of something or other during boyhood or girlhood4 ,stones1 stamps1 8memory buttons10 flowers1 etc41 all take their turn in the childish museum of curiosities4 ,the wise teacher will utilize this tendency rather than try to suppress it4 ,,case #ed 7,,ungraded ,,school7 ,sidenote3 ,disorder ,the county superintendent of ,tazewell ,county1 ,illinois1 was visiting a rural school4 ,the teacher1 ,mr4 ,owens1 was nervous1 and the children responded to his unusual manner with general agitation4 ,when he called the grammar class to stand preparatory to going forward to the recitation seats1 ,andrew ,willis accidentally knocked a stone off his desk4 ,it fell upon the bare foot of a boy sitting just opposite to him4 ,the boy gave a little yelp of pain and catching up his foot rocked to and fro a moment4 ,mr4 ,owens was more embarrassed than ever4 ,his pupils liked him4 ,he had encouraged them in their natural instinct to collect what seemed to them curious1 useful or beautiful as they walked to and from school4 ,he now glanced over the schoolroom1 actually seeing for the first time how untidy many of the desks were4 ,stones1 flowers1 one clump of moss1 one butterfly and oddly bent twigs and collections of leaves adorned the desks4 ,he resolved to make some provision at once for keeping the desks clean4 ,,constructive ,,treatment ,provide proper places1 a cabinet or table where pupils may bring their treasures and where the various objects can be utilized in the nature study lessons4 ,they can also often be used in the geography and history work and will add much to the interest of those subjects4 ,,comments ,the habit of seeing whatever comes within the range of vision is a good one and should be cultivated by the teacher4 ,a love of flowers--a refining emotion--will usually follow persistent attention to them4 ,for this reason it is well to acquaint children with their names1 usual location1 change through culture1 etc4 ,much can also be learned from talking often about rock formations1 leaves1 etc4 ,a teacher who cares to do so will find a way to make such collections instructive1 and yet keep the discussion of them as well as the objects themselves in the proper place4 ,,illustration 7,,ungraded ,,school7 ,sidenote3 ,nature ,study ,a few mornings after the visit of the county superintendent to his school ,mr4 ,owens said to his pupils3 8,in the southwest corner of the room ,i have placed a table4 ,on this table we will put a collection of beautiful stones and curios of all sorts4 ,when visitors come ,i can tell them that the pupils brought all of these things for our natural science table4 ,on this you may place anything suitable which you find on the school ground1 on the way to school1 or which you already have on your desks4 8,this will make more room for your books and the desks will look much better besides4 8,if any one has anything in his desk which he does not care to put on our table1 he should bring a cloth bag from home with a string attached to it so that he can tie it to the side of his desk4 ,or1 if he prefers1 he may bring it for the other children to see1 then take it home4 8,just back of my desk here1 where all of us can see them1 ,i have placed this small table of vases in which to put all of our flowers40 ,neatness1 with its attendant beneficial effect upon discipline1 followed this new arrangement4 7#b7 ,gambling--,acquiring dishonorably4 ,frequently the acquisitive instinct takes on a less innocent form4 ,then it becomes the teacher's duty1 not to suppress the instinct1 perhaps1 but to see to it that it is expended in ways that will leave no habits of dishonesty ingrained in the pupil's character4 ,,case #ee 7,,fourth ,,grade7 ,sidenote3 ,marbles ,rattle-te-bang6--a big noise rolled all through the room where young ,miss ,mc,guire had charge of thirty fourth-graders4 ,everybody knew what caused the uproar1 for the marbles immediately began to stream slowly in every direction over the schoolroom floor4 8,where did they come from80 was ,miss ,mc,guire's first thought4 ,she had not long to wait1 for ,lucius' terror-stricken face was seen intently gazing at his teacher in anticipation of some further misfortune4 8,lucius1 were those your marbles80 was her first question4 8,yes1 ma'am10 timidly said ,lucius1 fearing that he might lose his treasures4 8,children1 you may all pick up the marbles near you4 ,perry1 you may pass down the aisles with the crayon box and collect them and bring them to my desk10 were ,miss ,mc,guire's orders4 ,after school she detained ,lucius4 8,lucius1 how did you get so many marbles80 8,i bought them with a nickel daddy gave me40 8,surely not this box nearly full of marbles for a nickel40 8,well1 ,walton gave me some40 8,did any one else give you marbles80 8,ye-e-es1 some of the other boys40 8,now1 see here1 ,lucius2 you've been playing for keeps1 haven't you80 ,lucius saw no way out but to admit the fact1 though he knew it meant trouble4 8,lucius10 said ,miss ,mc,guire1 8you are a little gambler1 so you are2 so are all these boys who play for keeps4 ,i'm going to throw these marbles into the sewer and any others ,i get hold of4 ,now you go home and keep straight after this40 ,,constructive ,,treatment ,miss ,mc,guire's procedure must be condemned from the moment she began her interview with ,lucius2 instead of her method the following is recommended3 8,how did your marbles get away from you80 should be the first question4 ,put the boy entirely at ease if possible4 8,what a fine lot of marbles you have4 ,how do you keep them2 your pockets are too small1 aren't they60 8,now1 ,i tell you--,i have room in the bottom drawer of this desk for them4 ,put them in there and get them when you need them40 ,sidenote3 ,keep ,score-card ,let the matter rest for that day4 ,next day1 in a chatty fashion1 get ,lucius to tell about his games4 ,let him tell about playing for keeps4 ,at a still later time begin giving him your ideas on gambling4 ,do not disclose the fact that you have seen the boys playing for keeps4 ,lay a foundation about stealing1 leading up to getting something for nothing1 and thus help the boy to draw his own inferences as to gambling4 ,finally1 insist that common conscience forbids gambling1 and that all strong boys avoid it4 ,offer to keep records on a chart instead of keeping the marbles that formerly have been won4 ,next year be on hand with the records plan when the marble season opens and encourage competition for championship in marbles4 ,,comments ,boys take up gambling with very few scruples4 ,even though some adults do not condemn playing marbles for keeps1 teachers can be on the safe side only when they take a firm stand against it and institute a reform in a tactful way4 ,the chief interest in the sport is the exhibition of skill demonstrated by the winning of marbles4 ,after a boy has a few marbles he finds no great delight in mere possession of a large number4 ,therefore1 the cure for the gambling features of the game of marbles is to provide for due recognition of skill in some harmless fashion4 ,if you want the boys to talk about their habits and customs1 all strenuous efforts at reform must be reserved until you have led the boys to see your viewpoint4 ,therefore1 lead up to the point you wish to make with the boys in a way that will carry them along with you4 ,,illustration 7,,sixth ,,grade7 ,miss ,henry was teaching in a ,st4 ,louis school and was face to face with the question of how to control the game of matching pennies2 she followed out a new plan4 ,fortunately the policeman who was on the nearest beat was one of the best friends of the school children and was occasionally asked to step into a room and say a few words to them4 ,he was greeted with enthusiasm1 for he knew how to tell a story and how to teach a lesson on good conduct4 ,sidenote3 ,policeman's ,story ,instead of faultfinding or even alluding to the boys' misconduct ,miss ,henry asked ,mr4 ,clanahan to describe briefly the careers of four boys whom he had watched as they grew up on ,st4 ,louis streets and who indulged in the several gambling games known to boys and men4 ,none of the boys became successful and honored men4 ,following this talk the teacher kept a mild surveillance over the guilty boys4 ,a few persisted in the practice2 this she ignored for the time being4 ,for those who would accept her plans she brought to school several new games2 they could not fail to be interested in them because of the chance for skill and for definite records of achievement4 ,these partly replaced the gambling games in interest4 ,but ,miss ,henry rightly felt that displacing the game of matching pennies with other games did not in itself1 and alone1 fully solve her problem4 ,the boys must understand why playing for keeps is wrong if the lesson was to safeguard them in any way from other gambling games4 ,she therefore gave the school another talk soon after the policeman's visit1 and after the pupils had had time to think out for themselves the moral of his story4 ,miss ,henry recalled the story and asked1 8,why should the boys' gambling habits have anything to do with the failure of these men to #8make good'8 ,who sees any harm in gambling80 ,some of the boys didn't see any harm in it and a short discussion followed1 mostly by the children themselves1 during which the thought was developed of taking something valuable from one's fellows without giving back to him any just equivalent for the marbles1 or money1 or whatever had been taken4 8,what sort of person do you like best yourselves1 boys80 ,miss ,henry asked1 when public sentiment in the class had reached a point where it seemed safe to ask so direct a question2 8the man who gives you back good1 square1 full measure for your money or the one who gives you just as little as he possibly can1 even nothing at all1 if he dares to go so far as that80 8,well1 the principle is the same in matching pennies10 she continued1 8and ,i'm just wondering if you wouldn't have equally as much fun and feel a good deal more manly about it if you should keep the pennies you win until the game is finished and then re-distribute them and give back to each fellow all that belongs to him4 ,think it over a day or two and tell me your decision40 ,the boys finally agreed to ,miss ,henry's proposition4 ,,case #ef 7,,eighth ,,grade7 ,sidenote3 ,bicycles ,won ,superintendent ,rittenhouse had the problem of gambling in the eighth grade to deal with1 because the county fair had been so conducted as to permit much semi-public gambling1 in consequence of which there was talk about town sufficient to charge the atmosphere with interest in gambling4 ,it turned out that ,saturday afternoon1 nine grammar room boys conducted several bicycle and foot-races1 with a crude attempt at gambling attached to the whole affair4 ,the story came out because ,jay ,belding had to turn over his bicycle to ,august ,bachman1 and the ,belding family lodged a protest with the superintendent4 ,the next morning he entered the eighth grade room1 called out the boys involved and put them through a series of questions4 8,who planned this thing8 ,who got permission to use the race track8 ,who raced8 ,who put up bets8 ,who paid bets8 ,how much money was involved in the bets80 and so on to the end of the chapter4 ,the boys told the truth4 ,when the grilling was over1 he said1 8,you boys go home1 tell your fathers all the facts and bring me at note tomorrow saying that the fathers will guarantee that you never will do this again4 ,each boy's father must sign a note4 ,when you hand me the note you may come to your room and not until then40 ,,constructive ,,treatment ,a better plan is to propose to make such races1 school affairs4 ,offer to plan with groups in any grade for small 8stunts0 as well as for the larger affairs4 ,have it understood that the school will help even ten boys to have a good time1 on a suitable occasion4 ,put a bomb of disapproval under gambling by men in connection with sports4 ,show deepest disgust for the depraved natures of men who indulge in and practice it4 ,entirely out of connection with any school event1 explain simply and clearly why gambling is wrong4 ,be careful to make a clear distinction between the play which is entirely right in itself and the betting or gambling accompanying the play which is wholly wrong in principle4 ,,comments ,mr4 ,rittenhouse1 after getting the truth1 should have followed the matter out in a sympathetic fashion4 ,several of the boys will be likely to forge the father's name after composing the note4 ,some fathers will not relish giving such a guarantee as is required4 ,they will send word to the teacher to keep the boys from gambling4 ,the better plan takes in the boys' natural impulses to have novel fun and makes the school a continuous influence in their lives4 ,if we avoid over-condemnation1 the boys can be led out of a type of conduct which otherwise will be established as a vicious habit4 ,resistance to the teacher's advice is usually due to a conviction1 warranted or unwarranted1 that the child is being imposed upon4 ,this conviction must be met by a kindness which restores confidence1 or an explanation of conditions which shows the requirements to be reasonable4 ,,illustration 7,,seventh ,,grade7 ,sidenote3 ,matching ,pennies ,miss ,starr had one pupil1 a little ,italian1 who interested her greatly4 ,he sold papers before and after school and had the sharpness and suspicion of character which much familiarity with hard conditions gives even a child4 ,he resisted all her friendly advances with a 8,no-you-don't0 caution that both amused and nettled her4 ,one day ',tonio indulged in a form of mischief at which he was an adept4 ,he matched pennies with ,grover ,helm1 the affluent son of the corner grocer4 ,when they had been at it for about ten minutes1 ,grover was no longer affluent1 and therefore he complained to ,miss ,starr4 8',tonio wanted to match pennies and he got me into it1 and ,i said ,i would just for fun1 not for keeps4 ,now he has all my pennies and won't give them back to me4 ,please make him give them back to me40 8,you two boys may stay after school1 and we'll talk about it then10 ,miss ,starr directed4 ,when the other pupils left ',tonio considered the situation and decided that discretion was the better part of valor4 ,he had often been severely whipped for matching pennies2 he had no doubt that another beating was due for this offense4 8',tonio1 will you come up here80 ,miss ,starr's voice sounded kind1 but ',tonio had experienced the honeyed tones of an authority1 which has not yet captured its victim1 before4 ,he rose promptly1 but instead of coming directly forward passed back of the rows of desks1 and then suddenly bolted for the door and escaped1 leaving ,grover to tell his incriminating tale unchallenged4 ,the truant officer brought him in two days later1 after a hard hunt4 ,he looked pinched and hungry1 but still defiant1 and faced ,miss ,starr like a chased animal at bay4 8,grover1 he began it10 was his only defense4 8,you should whip him1 too40 8,no one has said anything about whipping4 ,did you think ,i was going to whip you8 ,is that why you ran away80 8,don't you whip80 ',tonio asked4 8,i never have1 ',tonio4 ,now1 ,i should like to talk to you about matching pennies4 ,i don't know how it is done1 even4 ,you don't need to be afraid4 ,will you stay tonight and talk to me8 ,i don't want to hurt you2 ,i want to help you40 ',tonio stayed that night1 and they had a long talk4 ,miss ,starr could not quite bring ,tonio to her way of thinking2 his inherent bent to gambling was too well ingrained for that4 ,what she did do was to persuade him thoroughly1 by the kindness of her manner1 that she was his true friend4 ',tonio trusted her utterly from that day1 and for love of her abstained from penny-matching and all other mischief in school4 ,miss ,starr sighed because his regeneration was not more thorough than it was1 for she heard sometimes of his misdeeds with the gang he belonged to2 but in her own domain he was a loyal and helpful citizen4 ,she had removed that distrust of authority which his former experiences had built up in him1 and which was the cause of his resistance4 ,,case #eg 7,,high ,,school7 ,sidenote3 ,playing for ,money ,champ ,underwood and ,virgil ,rutherford were returning from a week-end visit at the home of an old friend4 ,on the train they ran across ,chancey ,prime1 only two years ago a school favorite and friend of the two travelers1 but now a salesman for an automobile house4 8,hello1 fellows4 ,glad to see you6 ,sit down6 ,whither wend ye80 8,on our way home after a week-end over at ,bloomburg4 ,how goes it with you80 ,in ten minutes the cards were out4 ,with some qualms of conscience ,champ and ,virgil laid down their dimes and took hands in the game4 ,they saw no acquaintance on the train and expected nothing to come of it4 ,the boys reached home by noon4 ,the next day the principal took the boys into his office at the end of the morning session and made the following speech3 8,you spent ,sunday at ,bloomburg4 ,you came home with ,chancey ,prime and were caught gambling on the train4 ,it is also reported that you were with him all day ,sunday and that some way the two of you spent #ej in having a good time1 supposedly in gambling and the like4 ,you know that we don't stand for any of these things4 ,i know your parents do a little of this sort of thing1 but they gave me to understand that you are forbidden to indulge in gambling4 ,you must each get up before the high school and state the facts as ,i have reviewed them1 apologize and promise never to do these things again1 or drop your membership in every high school club1 society and team for the remainder of the year40 ,to this the reply came3 8,but the facts didn't come straight to you4 ,we didn't do44440 8,never mind about denials4 ,i have two first-class witnesses and there is no ground for a discussion4 ,i want your answer immediately40 ,after looking at each other a second the boys came to an agreement4 8,no1 sir1 we're not guilty of all these charges4 ,we won't accept either penalty until our case is heard and properly dealt with10 said ,virgil4 8,get your books2 don't return until you receive word from the superintendent10 was the final shot from the principal4 ,as the two soberly marched home1 they enumerated the errors the principal had made as to the facts2 they had not gambled except for a short time on the train2 they had been with ,prime only a short interval2 their stay at ,bloomburg had been spent according to school standards2 their parents had given up parlor gambling two years before when they joined church2 they were entirely willing to suffer a reasonable penalty when the actual facts were made the basis of judgment4 8,well10 said ,champ1 8it's all up4 ,i'm not going to make the next move1 are you1 old boy80 8,not on your life4 ,that monkey is also a fool4 ,i won't stir one peg until he crawfishes1 not one foot10 was ,virgil's indignant response4 ,they kept their agreement4 ,,constructive ,,treatment ,the principal should go to the parents of these young men1 lay the facts before them as he understands them and insist that each boy meet him privately the next day4 ,at the interview the following questions are to be answered3 8,how did you spend the week-end80 8,what are your convictions on gambling80 8,what will be your conduct during the remainder of your school course in the matter of gambling80 ,leave these questions on paper so that parents and son can fully discuss them4 ,sidenote3 ,parent's ,duty ,thus throw the whole responsibility on parents and sons1 making not one remark as to your course of action in case the answers are unsatisfactory4 ,listen to the boys as a friend and advocate1 not as a judge4 ,if either boy fails to play the man1 secure from his father a verbal guarantee for his good conduct1 in effect placing the boy on probation4 ,avoid harsh language in dealing with the boys4 ,at the first interview draw out their endorsement of the school custom which prohibits gambling4 ,if they seem blind to its evils1 briefly run over the obvious facts1 but it is preferable to stir up the parents to supply any needed information4 ,do not place the boys in a position where you must expel or suspend them if they refuse some unreasonable penalty4 ,,comments ,credulity of rumors has led to a serious administrative blunder4 ,one of the finest disciplinary devices is to induce a guilty person to state the facts relative to his misconduct4 ,at the points where he is sorely tempted to alter the facts1 a few penetrating questions will place him again on the right track4 ,parents must be continually reminded that they share daily in the responsibility of keeping good order in the school4 ,it takes four people to hold up a boy in the high school--a parent1 a teacher1 a chum and the boy himself4 ,boys who know so clearly that they have overstepped the bounds of sound morals should be forced to solve the problem4 ,put it up to them to make adjustments and to take a stand for the right regardless of any penalty that might be devised4 7#c7 ,stealing4 ,though the habit of stealing is not so frequent as lying1 among school children1 yet it is of such widespread prevalence that it needs careful consideration4 ,it is true that many in this group of offenders leave off the habit when they grow older--that is1 outgrow it2 still there are others who become habitual thieves when older and finally are detected and remanded to some penal institution4 ,one form of stealing is known as kleptomania1 an abnormal disposition to steal4 ,this will not be discussed here1 more than to say that a child who is a kleptomaniac should not be kept in a public school1 but placed under a private tutor who can give especial and continual attention to the cure of his habit or1 more properly speaking1 his malady4 ,he should be required to do or make something for the person whom he robs1 every time1 something that will replace that which he wrongfully took from them4 ,sidenote3 ,motives for ,stealing ,the motives that prompt a young child to steal may be many4 ,likewise the occasions that make it possible for a child to steal may be numerous4 ,a child may learn to steal because he has not been given sufficient food of different varieties1 and in order to satisfy his hunger1 he may have acquired the habit of stealing4 ,he may have a liking for gaudy articles and because this craving is not satisfied1 he begins to steal those articles that please his fancy4 ,playmates may have taught him to take what does not belong to him4 ,parents may have very loosely conceived notions on these matters and thereby teach their children1 by example1 to steal4 ,however1 it seems that the motives or causes for pilfering can have little to do with the methods of prevention4 ,then1 whatever the motives or causes for stealing may be1 one thing is certain--the method of treatment need not be changed4 ,at the outset the teacher must remember that the law of suggestion may play a great part in diminishing or increasing the tendency to pilfer4 ,the unthoughtful teacher many times increases the tendency to 8take things0 in her room when in reality she is trying to prevent it4 ,her idea is that nothing shall lie before the children to tempt them to take what is not theirs4 ,she locks every drawer in her room4 ,she does it1 too1 in the presence of her pupils2 she is careful to leave nothing valuable on her desk4 ,if a child brings her a fine1 luscious apple or orange1 or a bit of candy1 she at once secretes it in one of the mysterious drawers4 ,little does she think she is cultivating a tendency1 not exactly to steal1 but to peep into those secretive places2 that act1 if ever performed1 will be the first step toward taking what is not theirs4 ,for the child that must sneak to get a look into a forbidden place1 it is a wrong to satisfy that longing2 and pilfering easily attaches itself as a kindred wrong4 ,from this1 the teacher must not conclude that to keep pupils from pilfering1 she must leave things lying about carelessly2 that would be going to the other extreme of placing temptation before them4 ,a happy medium is needful4 ,to give the methods of a rural teacher of many years' experience1 who never was troubled by pupils' stealing1 will1 no doubt1 be placing the situation before the teacher so it may be understood4 ,this teacher did not make it a practice to lock drawers1 desks and cabinets4 ,when something of value was given her1 she laid it upon her desk4 ,apples1 oranges1 candy and money could be found on the desk1 almost any time4 ,she never entertained the least fear that something might be taken4 ,her pupils knew how she felt about it4 ,they could see her attitude in her actions1 consequently they never took anything that did not belong to them4 ,when evening came1 she would very unassumingly take any articles that had been given her1 implying that she was not removing them because she feared they might be stolen4 ,on the other hand1 she often forgot to take money from her desk and it lay there over night1 but she never worried a moment about it4 ,she always found it in the morning1 just where she had left it4 ,she trusted her pupils and they trusted her4 ,she was honest1 so were they4 ,sometimes a very amiable pupil would remark1 8,miss ,jenkins1 what would you do if some one were to take the money from your desk80 ,invariably there shone on her face that confident smile of trust in every human heart and she would say1 8,why1 my dear1 ,i do not need to think about that4 ,i have no pupils that would steal anything40 ,every word she uttered rang with trust and confidence4 ,there need be no wonder that she had no pupils that stole4 ,she would send any one of her pupils to her home to get any article she wanted or to the store with money to buy some trifle for her4 ,she trusted them in every way2 she avoided that suspicious look and action that so many teachers have4 ,no trait of the teacher will reproduce itself so quickly in the lives of those whom she teaches as the trait of trustfulness4 ,this teacher1 once in a while1 gathered her flock about her and told them stories4 ,one story may have been about ,eskimos1 told without any attempt at moralizing2 the next story referring to politeness2 then she would deftly fill in a story about the wrong there is in taking things that do not belong to one4 ,she avoided the harsh terms of pilfering or stealing4 ,she taught the children to ask for what they wanted4 ,they did not note that she was directly teaching them not to steal4 ,added to her many stories along various lines of conduct was a simple life of trust and confidence4 ,there would be fewer thieves behind bars1 could every first grade teacher look with trust and confidence upon the boys and girls that come under her care4 ,,case #eh 7,,first ,,grade7 ,sidenote3 ,of ,flower 7#d7 ,stealing--,acquiring dishonorably4 ,cora ,krebs was in the first grade4 ,she dearly loved her teacher1 ,miss ,bowman4 ,it seemed to the little girl that ,miss ,bowman's face was perfectly beautiful1 her voice delightful and her smile worth securing1 even at a great sacrifice4 ,myron ,ware often brought flowers from his mother's large garden to present to ,miss ,bowman4 ,she always thanked him so kindly and cared for the flowers so tenderly that ,cora longed for an opportunity to give something beautiful to her teacher4 ,mrs4 ,krebs1 her mother1 had no flowers4 ,cora's best loved treasure was her character doll4 ,she had decided to give this doll to her teacher1 but on second thought she knew that ,miss ,bowman was too big to care for a doll4 ,how often she had thought of the joy it would be to give something fine to her teacher1 only she herself knew4 ,one morning1 ,cora walked to school behind ,myrtle ,dean1 a ten-year-old girl1 who was taking a beautiful rose to school4 ,when ,cora first saw the rose1 she thought1 8,oh1 how ,i wish ,i had that rose to give to ,miss ,bowman40 ,with this thought in mind1 she kept close to ,myrtle1 eying the rose longingly4 ,when they reached the schoolhouse1 ,myrtle hung her hat on a hook in the hall1 stuck the stem of the rose through the ribbon on the hat and hurried on with one of the girls into the little library opening into the hall4 ,as soon as the girls closed the library door1 ,cora snatched the rose from its place and dodged into the first grade room1 where she presented it to ,miss ,bowman1 who graciously received it4 ,myrtle hunted for her lost rose1 and as soon as school began1 asked her teacher's permission to go to the various rooms and inquire if any one had seen it4 ,of course1 she wanted the fun of going into the various rooms more than she wanted the lost flower4 ,when she entered the first grade room and asked if ,miss ,bowman would inquire if anybody had seen her red rose1 ,miss ,bowman would not have suspected that the one given her by ,cora was the lost one1 had not ,cora blushed and nervously opened and shut her hands and in every way appeared guilty4 ,the sight of ,cora1 thus confused1 recalled to ,miss ,bowman's mind that the child had given her just such a rose1 so she said1 8,cora1 where did you get this rose80 holding it up before the school4 8,from home10 answered ,cora4 8,i saw her standing in the hall looking at me when ,i put it into my hat1 and she didn't have any rose in her hand10 said ,myrtle4 8,cora1 are you sure you brought it from home80 asked ,miss ,bowman1 looking at ,cora accusingly4 8,yes1 ma'am10 said ,cora4 8,let me see it10 said ,myrtle4 8,i pulled the thorns off of mine as ,i walked to school4 ,has this one thorns80 ,miss ,bowman examined it and found it had not4 ,she gave it to ,myrtle and said3 8,shame1 shame1 ,cora1 you have done an awful thing4 ,you have stolen and then lied about it4 ,you may stay after school40 ,a very tearful1 sad1 little girl was whipped by her teacher that evening after school4 ,the whipping cured ,cora1 not only of stealing1 but also of ever caring again to give her teacher a present4 ,,constructive ,,treatment ,miss ,bowman should have gotten a description of ,myrtle's rose when she first inquired about it1 and then seeing that ,cora looked guilty1 she should have said3 8,i am so glad that you thought of me and gave me this beautiful flower1 but ,i shall be all the happier to have you give it to ,myrtle now1 and when you feel like it1 tell me all about how you got it40 ,whether or not ,cora confesses at once1 ,miss ,bowman should have a private talk with her later in which she tells her how certain things come to belong to certain people and therefore must not be purloined4 ,,comments ,stealing1 if not skillfully handled1 leads to lying4 ,to punish a child for either offense1 without an attempt to teach him to despise such an act1 really adds to his other crimes1 fear1 deceit and hatred for the one who punishes4 ,children should be taught to respect property rights at school1 since such education is so often neglected at home4 ,to this end1 always be careful to respect the property rights of the children when dealing with them4 ,,illustration 7,,second ,,grade7 ,sidenote3 ,property ,rights ,miss ,ward realized that pilfering and abuse of the property of others arises from lack of education1 so she assigned certain days to talk of property rights1 using concrete examples like the following3 8,do you see this pretty bow of ribbon on ,frieda's head8 ,how did it come to be here8 ,whose pencil is this8 ,may ,i use it80 ,she made a list of the possessions of some of the children1 as named by themselves4 ,the unfairness of stealing was clearly shown by asking1 8,would it be right for any one else to take and use these things8 ,why not80 ,these lessons gave the children a prejudice against stealing4 ,,case #ei 7,,third ,,grade7 ,sidenote3 ,pencil ,horace ,brock had a new1 red lead pencil4 ,even ,miss ,culver1 the teacher1 had noticed its brightness as he wrote his morning spelling lesson4 ,but when the arithmetic preparation period arrived1 his pencil was gone4 ,he searched through his desk carefully1 then put up his hand1 when ,miss ,culver said1 8,what is it1 ,horace80 8,my new pencil is gone40 8,it must be about your desk10 she said1 as she went to help him look for it4 ,they failed to find it4 ,two days passed and nothing was seen of the missing pencil4 ,in the meantime several other pupils had bought new pencils just like it from the new assortment at the drug store4 ,on the third day ,lettie ,crandall1 who sat just in front of ,horace1 had a shining red pencil4 ,at recess words were passed between ,horace and ,lettie somewhat as follows3 8,that's my pencil you had this morning40 8,it is not40 8,i know it is2 ,i marked mine40 8,i marked mine1 too40 ,miss ,culver stepped up and said3 8,how did you mark yours1 ,lettie80 ,confused and surprised1 ,lettie hesitated and then said1 8,i sharpened it long40 8,how did you mark yours1 ,horace80 ,miss ,culver asked4 8,it had three little tacks to hold the tin that the rubber is fastened in1 onto the wood4 ,well1 ,i took mother's hammered brass punch and made little dents all around there just for fun4 ,she's got my pencil4 ,i saw the dents in it40 8,let me see the pencil10 said ,miss ,culver4 ,she compared it with other pencils and saw at once that it was unmistakably marked just as ,horace had said4 ,she therefore felt sure it belonged to him1 and said3 8,i'll punish ,lettie for stealing and lying40 ,lettie was whipped after school1 not only in order to deter her from stealing1 but also as an example to other children4 ,she was ostracised by the girls for over a week1 and in fact lost forever the intimate association she had had with one little classmate4 ,miss ,culver understood this and believed it was just punishment for ,lettie4 ,,constructive ,,treatment ,return the pencil to ,horace and tell him that you will attend to the matter of ,lettie's conduct4 ,have a private talk with ,lettie1 finding out just why she took the pencil1 rather than ask at ,lettie's home to have one bought4 ,have a talk with ,lettie's mother1 telling her of ,lettie's temptation and suggesting to her1 as an aid in teaching property rights to her children1 to let each child have his own pencil1 eraser1 etc4 ,let them even ask each other for a sheet of tablet paper1 when one child needs to borrow from another2 to let each of the toys belong to individual children1 not to the group2 often to call the attention of the children to ownership and its attendant rights4 ,at school explain to the pupils the difference between public and private property4 ,,comments ,children who have no regard for each other's property rights at home1 who wrest by force from each other the pencils1 books1 rulers1 etc41 which they desire1 will carry these practices into school1 where they will be branded as thieves4 ,the teacher should coperate with the parents of such children to teach them respect for property rights and abhorrence of stealing4 ,,illustration 7,,fourth ,,grade7 ,sidenote3 ,pocket ,knife ,bernard ,howe brought a new pocket knife to school4 ,it was large and heavy2 in fact1 a knife1 cork-screw1 screw-driver1 tack-puller and many other things combined--a veritable little tool chest in itself4 ,with pride he showed it to the boys1 who admired it to his satisfaction4 ,one after another borrowed it4 ,at the closing hour of school it was gone4 ,in tears1 ,bernard told ,miss ,bushnell1 his teacher1 of his loss4 ,she suspected it had been taken by one of the boys4 ,she kept ,bernard after school and asked where he got his knife4 ,he said3 8,paw works fur ,cushman 7a contractor7 and they are buildin' a new home on ,park ,street4 ,the other day ,paw found this knife in the buildin' where somebody dropped it out of his pocket4 ,paw picked it up and shoved it into his pocket1 quick1 and brought it home4 ,yesterday ,jerry 7,bernard's older brother7 sneaked it out of ,paw's coat that was hangin' up4 ,last night it fell out of ,jerry's pocket when he took off his clothes1 and ,i found it on the floor this morning4 ,i know ,jerry will lick me fur not givin' it back to him1 and ,paw will lick me 'cause ,i've lost it4 ,some feller stole it from me1 ,i bet you40 ,miss ,bushnell was shocked at this revelation of ,bernard's home training4 ,the next day she kept the boys in and said3 8,bernard had a knife here that didn't belong to him4 ,he must find it if possible4 ,it has somehow gotten lost4 ,i will be very grateful to the boy who helps us to find it4 ,as soon as it is found1 please bring it to me1 for ,i feel very anxious about it40 ,that afternoon ,parke ,dabney brought the knife to ,miss ,bushnell1 who returned it to ,bernard1 believing that some of the boys stole it from him4 ,she then planned talks and stories on property rights which would be a lesson to all of the boys4 ,,case #fj 7,,seventh ,,grade7 ,sidenote3 ,lunches ,hapgood ,cummings was the son of a wealthy merchant in ,trenton1 ,new ,jersey4 ,he was the only child1 and1 accordingly1 had been over-indulged at home4 ,now in this1 the seventh grade1 he was looked upon by the rest of the boys as a leader4 ,as several of the children in the school lived outside of the city limits1 they brought their lunches4 ,one morning ,hapgood said to a crowd of boys in the school yard1 8,i bet ,i can carry off a stunt that the rest of you can't do40 8,what's that80 came the response of his followers4 8,i bet ,i can slip a lunch every recess from the dressing-room and no one will be the wiser40 8,i dare you to do it40 8,all right40 ,hapgood asked to be excused from the room during the morning and took the opportunity to empty a lunch box1 which looked especially tempting1 into his pocket4 ,at recess he said1 8,look here1 fellows4 ,don't you wish you were me80 ,at that he pulled a sandwich out of his pocket and attacked it as if he had not eaten in days4 ,his friends enviously looked on4 ,the next day he was equally successful and correspondingly admired and envied4 ,after the third offense1 ,miss ,nichols said1 8,will the boy who has taken a lunch from this dressing-room for the past three mornings1 please stand80 ,not a motion was made by anyone in the room4 ,hapgood sat rigidly still4 ,not exactly sure what step to take next1 ,miss ,nichols said1 8,if anyone knows who took these lunches1 he will help me by telling me40 ,that noon a little girl who wanted to do as her teacher said told on ,hapgood4 ,at the beginning of the afternoon session1 ,miss ,nichols said1 8,hapgood ,cummings1 why didn't you tell me you stole the lunch from the dressing-room8 ,don't you know you were telling a lie by not standing this morning80 ,hapgood had learned one thing at home3 never to talk back1 so he thought1 instead4 ,misinterpreting his silence for meanness1 ,miss ,nichols added1 8,you are disgraced in the eyes of the room1 ,hapgood4 ,you may stay after school one hour every day1 for one week40 ,,constructive ,,treatment ,never urge the children to tell on one another until all other resources have been exhausted4 ,after assuring yourself who the culprit is1 talk to him privately in such a manner as this3 8,hapgood1 for several mornings lunches have been taken from the dressing-room10 and since you know the boy to have been truthful in all other dealings with him1 say1 8,do you know anything about this80 7,on the other hand1 if you deal with a boy who has lied on several previous occasions1 say1 8,every evidence in this case points to you4 ,you can not wriggle out of it in any way40 ,then proceed to tell him why you know he is guilty1 giving him no chance to defend himself47 ,knowing that ,hapgood is a spoiled child and has never been put on his own responsibility1 say1 8,hapgood1 you know you were not playing fair with those boys whose lunches you took4 ,supposing you had to go without anything to eat1 how would you feel80 8,now1 ,hapgood1 ,i know you didn't think what a serious matter it was when you did this1 so ,i am not going to say anything about it to the rest of the pupils4 ,i am going to treat you like the honorable boy that ,i know you want to be1 but ,i expect you to be honorable hereafter40 ,,comments ,no boy is going to respond to such a command as ,miss ,nichols gave when she said1 8,will the boy who has taken a lunch from the dressing-room for three mornings please stand80 ,even if he has stolen1 he does not want to be treated as a thief1 and the other children do not want to be known as 8tattlers40 ,by your request1 you are only making matters worse4 ,any respect the children may have had for ,miss ,nichols was seriously weakened when she appealed to someone in the room to tell on the boy who stole the lunches4 ,one can never expect to appeal to a boy's better self by telling him he is a liar4 ,the boy showed he was well-bred when he refused to talk back to ,miss ,nichols4 ,,illustration 7,,seventh ,,grade7 ,sidenote3 ,money ,when ,miss ,langly began to teach in the seventh grade in the foreign district of a large city1 she found out that ,leonardo ,coppetelli1 a twelve-year-old boy in her room1 had the reputation among his schoolmates of being a thief4 ,she was bent on blotting out this stain in his character1 and knowing that if it were not destroyed he would probably go through life with this stigma ever upon him1 she decided to win his confidence4 ,she had not been in the neighborhood many days when she heard that ,leonardo had stolen five dollars from a corner grocery4 ,immediately she called upon the proprietor1 who was an ,american1 and said3 8,how do you do1 ,mr4 ,johnson4 ,i am a teacher in the ,douglas ,school4 ,i have heard that ,leonardo ,coppetelli stole five dollars from you last night4 ,i have come to ask that you will not cause his arrest4 ,i believe if you will allow me to forward the money ,leonardo stole from you1 ,i can help the boy so that he will not want to steal any more40 ,mr4 ,johnson and ,miss ,langly talked for some time1 when ,miss ,langly finally gained her point4 ,the next day she took pains to have a long talk with ,leonardo1 the trend of which was as follows3 8,leonardo1 ,i heard you talking to the boys yesterday about spending money4 ,would you like a chance to earn some8 ,i have an uncle in business near here who is looking for an errand boy40 8,i have been talking with ,mr4 ,johnson1 ,leonardo4 ,he is not going to arrest you this time for taking his money from him4 ,i have made him promise to say nothing more about it4 ,i told him ,i believed you would be willing to earn the money if you had a chance and would pay him back40 8,do you think you could get me a job80 8,come with me now4 ,tell your mother ,miss ,langly wants you to go on an errand with her4 ,we shall call on my uncle and see what he has for you40 ,the result was that ,leonardo went to work every afternoon1 was thus kept out of mischief and learned so to respect ,miss ,langly's opinion that she became an influential factor in his life4 ,,case #fa 7,,high ,,school7 ,cecelia ,cortwright was a student in the high school of a suburban town4 ,she was not known as a popular girl1 but was liked by all who knew her4 ,one morning ,mr4 ,williams1 the principal of the school1 made the following announcement3 ,sidenote3 ,check 8,a very grave thing has happened this morning4 ,a check has been taken from the pocket of a coat which hangs in the east dressing-room4 ,fortunately1 it was not endorsed4 ,the affair will be brought to a speedy close if the person who took this check will report in my office before the close of the session today2 otherwise a thorough investigation will have to be made40 ,school closed that day without any clue to the culprit4 ,several days passed4 ,in the meantime1 the check had been illegally endorsed and cashed at a local grocer's4 ,when turning in the check to be cashed at the bank1 he was informed that the check had been forged1 as the legal endorsee had stopped payment on the note4 ,the grocer immediately identified the girl as ,cecelia ,cortwright and public exposure at school soon followed4 ,although ,miss ,cortwright was not suspended from school1 she suffered the same injurious consequences which such a disgrace can bring4 ,shunned by her friends1 looked upon with question by her teachers1 she was in every sense of the word an outcast4 ,when she could stand it no longer1 she left school to clerk in a store in the city4 ,,constructive ,,treatment ,make a thorough investigation before announcing a theft before a body of students4 ,publicity should be your last resource4 ,wait several days1 if necessary1 until the affair has had time to circulate among the students4 ,it often happens that by observing these precautions the principal will have the whole matter laid before him without any particular effort on his part4 ,when the guilty one is found1 take him into your trust2 treat him as if he were a man twice as big as he is4 ,privately tell him that his act is to be looked upon with the gravest concern4 ,do not question his motive1 but consider together how reparation can be made4 ,,comments ,theft in a school demands delicate handling by those in authority4 ,it so often occurs that the home training of a child leads him to have little sense of moral responsibility4 ,to pry into his motive and publicly reveal his crime is often so to undermine the offender's self-respect that the results are disastrous4 ,,illustration 7,,high ,,school7 ,mr4 ,arnold1 principal of a large city high school1 was informed by several girls one morning that their lunch money had been repeatedly taken from their coat pockets4 ,sidenote3 ,money ,mr4 ,arnold asked the girls to wait for several days2 by that time he would probably have some light on the affair4 ,in the meantime1 he asked the head of the lunchroom if any pupil had been eating his lunch there the past three days who had never done so before4 ,several were named4 ,he then asked the janitor to watch the dressing-rooms during the school session4 ,the teachers who had had charge of the assembly-room the past three days were asked to report the name of any girl who had repeatedly asked permission to leave the room4 ,the three sources pointed to a certain little girl who was known to come from a poor family where no thought was given to proper training of the children4 ,incidentally in a conversation with the girl1 ,mr4 ,arnold asked her to stop in his office the last period of the day4 ,before the interview was over1 he had1 through this effort1 secured the whole story from the child4 8,i never have any money of my own for a hot lunch4 ,one day when ,i was in the dressing-room ,i happened to think1 #8,why not take money from the pockets of the girls who never know what it is to be hungry for something good to eat8'0 8,i am very glad you have told me this10 said ,mr4 ,arnold4 8,the matter will go no farther than this office4 ,it is an affair between just you and me4 ,mrs4 ,arnold wants someone to take care of the children in the afternoon after school4 ,wouldn't you like to earn some money8 ,well1 come over to our house with me and talk it over with ,mrs4 ,arnold4 ,when you have earned enough money to pay back what you have spent1 ,i shall return it to the girls and they need never know who took the money40 ,,end ,,of ,,part ,i ---------------------------------------- -------------------------------- ,,index ,adenoids1 #eh ,approval1 #ea1 #ec1 #ee1 #eh1 #fa1 #fc1 #ib1 #ajc1 #ajh1 #acb1 #acg1 #aci1 #adj1 #adg1 #afa1 #aga1 #aha1 #aij1 #bja1 #baj1 #bac1 #bae1 #bbb1 #bce1 #bdd1 #bdg1 #bfh1 #bgb1 #bid1 #cjc ,acquisitiveness1 #cji ,athletics1 aid in discipline1 #if cheating for sake of1 #bhd1 #bhi fights in1 #bdi ,attention1 desire to attract1 cause of misconduct1 #bc1 #ej ,authority1 excessive use of1 #ha1 #id1 #ie ,awkwardness1 #fa1 #ada1 #adc1 #adh ,bluffing by teacher1 cause of disobedience1 #aba ,bullying1 #bcc ,busy work1 #ed1 #aga1 #ahb ,card-playing1 #aae ,carelessness1 #hc ,cheating1 on examination1 #bfi how provoked1 #bfh in recitation1 #bgc sentiment against1 #bfi1 #bhb ,choice and disobedience1 #ca ,class rivalry1 #bec ,cleanliness in school building1 #gf ,cloaks and overcoats1 #gi ,clumsiness1 #adj1 #adh ,collections of curios1 #gj1 #bcf1 #caj1 #caa ,commands how to give avoid repetition1 #ee be alone with child1 #fj be near the child1 #ej what the child wants to do1 chose1 #ea privately1 #ajc rights of pupil to be conserved1 #ic secure attention1 #ee speak intelligibly1 #ec time to be opportune1 #gb ,community1 understanding conditions in1 #dc ,competition leading to fighting1 #bdi ,conceit1 #aib ,confession1 by pupils1 #gc1 #afc1 #bab1 #bdb1 #bid1 #cjb1 #cjh1 #cji1 #cda by teacher1 #abd ,confidence1 #ca1 #cb1 #eb1 #fj1 #fh1 #ga1 #he1 #hi1 #if1 #aje1 #aaf1 #aba1 #aej1 #afg1 #aif1 #bja1 #bji1 #bab1 #bff1 #bii ,constructive treatment1 special features of courtesy1 #ec1 #aia dealing with whole situation1 #aja1 #adb1 #adh enlisting a pupil group1 #gi explaining how to act1 #gi impartiality1 #ajh knowing the pupil1 #ea1 #eb1 #eh1 #ei1 #fc1 #hg1 #ajh1 #aca1 #adb1 #aea1 #aef1 #agf1 #agi1 #ahf1 #aid1 #bjj1 #bji1 #bab1 #bah1 #bbf1 #cci plan large1 #ia1 #ig privacy in interview1 #fj1 #if1 #aji1 #aai1 #aia1 #bae1 #beb1 #cjb1 #ccb1 #cdj quietness of movement1 #ej reform of teacher1 #ie1 #ajb1 #abd1 #bhh short assignments1 #ef time opportune1 #age1 #agg1 #bda1 #bdb1 #beb willingness of pupil considered1 #fj ,coperation1 initiative in1 #de1 #ej1 #ea1 #fj1 #fb1 #fc1 #fe1 #fg1 #gj1 #ga1 #gd1 #gi1 #ha1 #hb1 #hg1 #ia1 #if1 #ih1 #ajc1 #ajh1 #aad1 #aai1 #abd1 #adb1 #adi1 #aeh1 #afj1 #afe1 #aff1 #afg1 #aga1 #aha1 #ahb1 #aij1 #aih1 #bja1 #bjc1 #bji1 #baj1 #bac1 #bbb1 #bca1 #bda1 #bdc1 #bef1 #bfb1 #bfe1 #bhb1 #cac1 #cag1 #cbj1 #ccg ,crying1 #beg ,dancing1 #aaa ,defamation of a teacher1 causing disobedience1 #fe ,defying teacher1 #fi1 #gj1 #gc1 #ii1 #aja1 #ajf1 #aaa1 #abc1 #afh1 #agc1 #ahj1 #ahc1 #ahi1 #aie1 #aii1 #bjb1 #bjh1 #bbj ,desk order1 #gg ,destruction of property1 #hi1 #bed ,discipline1 kinds of1 #ai ,disciplinarian1 description of1 #aje ,discipline1 what it is1 #af why necessary1 #ac ,dislike for school1 #aeh1 #afb ,disobedience1 causes of1 #da due to commands impossible to obey1 #ef that infringe personal rights1 #ic that are inopportune1 #gb unintelligibly stated1 #ec due to community conditions1 #dd community sentiment1 contravened1 #aaj due to defective motor functions1 #fa due to faultfinding1 #hi due to imitation of others1 #fi due to inattention1 #ee and instincts1 #da nature of1 #cj due to parents1 #db1 #di1 #fe due to pleasure-seeking1 #aag due to pupils' conspiracy1 #ajf due to rules overemphasized1 #gf due to teacher's suspicious attitudes1 #db1 #ei1 #hc due to unregulated independence in the child1 #hf wilful1 #di ,disputing with teacher1 #abc1 #acc1 #aii1 #bjj1 #baa ,disrespect for teacher1 #ahg ,drawing1 as busy work1 #cjc provoking discord1 #gd ,eating during school hours1 #ei ,examinations1 cheating at1 #bfi correct view of1 #bga fear of1 #bfd plans for1 #bgg1 #bhb questions for1 #bgj1 #bgb when to give1 #bga ,exhibits at school1 #gj1 #bcf1 #caj1 #caa ,expectation1 #ea1 #eh1 #fa1 #fb1 #fe1 #gi1 #hj1 #he1 #hh1 #ib1 #if1 #ajd1 #acc1 #acg1 #ahc1 #bca1 #beb ,faultfinding1 #fb1 #ff1 #gh1 #hi1 #ajj1 #ada1 #aei1 #agc1 #ahc1 #bae1 #bbe1 #bcd1 #bej1 #bfa1 #cbi ,fear1 and cheating1 #bfi and discipline1 #bei instinctive1 #bee and examinations1 #bfd1 #bhd and the lie1 #big in recitation1 #bfd and stubbornness1 #ahj ,fidgets1 #acd1 #adb1 #aej ,fifth and ,sixth ,grades disrespect1 #aig gambling1 #cae impudence1 #bjf1 #baj lying1 #cjg obedience1 #fe stubbornness1 #agb1 #agh ,fighting1 due to accidental situation1 #bcf due to competition1 #bdi due to ridicule1 #bci ,thomas ,hughes' advice on1 #if ,first and ,second grades crying1 #beg disrespect1 #ahi fighting1 #bcf ill-temper1 #ahb1 #ahg indifference to school1 #aei lying1 #cjj1 #cja muscle training1 #add noise1 #acf obedience1 #di quarreling1 #bbe1 #bbi1 #bca refusal to recite1 #bef sickness a cause of backwardness1 #aee stealing1 #cbg1 #ccj stubbornness1 #agj ,folding papers1 ,first and ,second ,grades1 #ef ,friendship not won by force1 #fg ,gambling1 #aae1 #cab ,games in acquiring motor control1 #adh ,gymnasium1 promoting use of1 #adi ,habit1 of crying1 #beh of quarreling1 #bcj ,hair-pulling1 #bjc ,helping pupil in study1 #ajc1 #aje ,high ,school1 cheating by pupil1 #bha by teacher1 #bhd fear1 #bfd1 #bfg fighting1 #bdi gambling1 #cbj impudence1 #bag indifference1 #afg laughing1 #aic1 #aid nervousness1 #bfd obedience1 #hi stealing1 #cch truancy1 #afg ,home study1 #gg1 #hg ,humor and discipline1 #bae ,ideals1 false and perverted1 #bd ,ignoring misconduct1 #adb1 #aif1 #bjj1 #bje1 #bch1 #bic ,ill-temper1 #ahb ,imagination1 use of in discipline1 #ahd and lying1 #bie ,imitation1 and bodily action1 #fc cause of misconduct1 #bc1 #fi aid in discipline1 #ahd provoking impudence1 #bjf ,impudence1 #aii1 #bjg1 #baa1 #bac ,inattention1 #ee ,independence in the child causing disobedience1 #hf ,indifference as cause of disorder1 #aeg ,inhibition and discipline1 #ba ,injured child1 sympathy for1 #beh ,instincts1 classification of1 #abi relative to discipline1 #ac1 #ag1 #ai1 #bj1 #ba and disobedience1 #cj and fear1 #bee function of1 #abi ,interruptions1 #fa ,interviews1 #cd1 #eb1 #fj1 #fb1 #fc1 #fh1 #hd1 #hf1 #hg1 #hh1 #ib1 #if1 #aja1 #aab1 #aac1 #aad1 #aai1 #acb1 #aee1 #agd1 #age1 #agg1 #aia1 #bae1 #bbb1 #bcb1 #bdb1 #bea1 #bhh1 #cjb1 #cac1 #cbj1 #cbb1 #ccb1 #ccf ,joking the teacher1 #bje ,kindergarten1 see ,first and ,second ,grades ,laboratory as an instrument of discipline1 #afg ,laughing in school1 #gb1 #gd1 #ge1 #ii1 #aic1 #aid1 #bcd ,laziness1 noise1 clumsiness and fidgets as causes of disorders1 #acj ,lighting of a schoolroom1 #aed ,literary societies1 troubles with1 #ajf ,lunches1 stealing of1 #ccd ,lying1 to conceal1 #cja inquiry into1 #bab for gain1 #bih1 #cjj and gambling1 #cac and the imagination1 #bie kinds of1 #big provoked by teacher1 #fg1 #bib1 #cjc1 #cjg and stealing1 #cbi1 #cce teacher practices1 #ei1 #bhh1 #cjd ,mannerisms of teacher1 #ajb ,marbles1 gambling with1 #cab ,marking desks1 #cja ,matching pennies1 #cai ,mischief maker1 #ih ,money stolen1 #ccg1 #cch1 #cdj ,motor functions1 defective1 causing disobedience1 #fa ,noise1 #id1 #ace1 #adc ,nervous child1 #acd ,obedience1 factors making for1 #ch ,fifth and ,sixth ,grades1 #fe ,first and ,second ,grades1 #di formal1 #cd ,high ,school1 #hi intelligent1 #cf kinds of1 #cc1 #ahf public expects1 #ch pupils expect to obey1 #ci relations to character building1 #bi relation to school efficiency1 #bg ,seventh and ,eighth ,grades1 #gf stages in development of1 #cc ,third and ,fourth ,grades1 #ef ,observing children1 #agf ,order in schoolroom1 #gf1 #ace ,oversensitiveness1 of pupil1 #bad of teachers a cause of disrespect1 #ahi ,paper wads1 throwing1 #bai1 #cjg ,parental1 aid in keeping order1 #aaf responsibility for pupils' good behavior1 #afe ,parents1 causing a boy to tease1 #bdj defaming teacher1 a cause of disobedience1 #fe leading families1 dealing with1 #gj provoking disobedience1 #da1 #hf provoking impudence1 #bjf provoking indifference to school1 #aei provoking quarrels1 #bbh provoking stubbornness1 #agb responsibility in keeping order1 #cbc teacher visiting1 #fg1 #fh1 #aeh1 #bbh1 #cbb ,passing quietly1 #acg ,pencil1 dropping1 #ace snatching1 #ahg ,personal remarks1 impudent1 #aij rights of pupils1 infringement of1 #ic ,pertness1 #aih ,physical conditions causing misconduct1 #bc1 #fa1 #aca1 #acd1 #ada1 #adc1 #adh ,play supervised1 #bbf1 #bcj1 #cag ,pleasure-seeking causing disobedience1 #aag ,preparation to teach1 defective1 #aba ,prohibitions provoking disorder1 #ii1 #aaa ,promise1 making1 to pupils1 #aji ,public opinion disregarded1 #aaj ,punishment1 apology1 #cba corporal boxing ears1 #bgf requesting right to use1 #id shaking1 #ej whipping1 #ff1 #fh1 #gh1 #hi1 #ic1 #afc1 #afd1 #agb1 #agc1 #aie1 #bjb1 #baa1 #bah1 #bfa1 #bfc1 #cai1 #ccb detention after school1 #gc1 #aea1 #aij1 #bcj1 #bda1 #bfj1 #ccf discipline not dependent upon1 #ag grade lowered1 #bgg ineffective1 #ace1 #ada1 #afa loss of privileges1 #bdi1 #cba provoking disobedience1 #hi for quarreling1 #bbd school work1 as1 #ij suspension1 #cag1 #bhb ,punning1 #bjj ,paper scattered1 #di1 #gg1 #hj1 #bfj ,quarreling1 from spite1 #bbh on school grounds1 #bbe on way to school1 #bbi ,quarrelsomeness1 bullying and fighting1 #bbc ,questioning pupils about misconduct1 #gc1 #ij1 #ii1 #bac1 #bcd1 #bgc1 #bge1 #bgf1 #bib1 #cja1 #cjg1 #cag1 #cba1 #cce ,reasons1 failure to comprehend cause of misconduct1 #bb given with commands1 #ce1 #cf ,refusal1 to do home work1 #hg1 #hh to go to school1 #hg to recite1 #bef ,responsibility1 #hd1 #hf ,retardation of a pupil1 #fg1 #aej ,ridicule provoking fighting1 #bci ,rights of child as to playthings1 #cac ,ringleader1 dealing with1 #eb1 #gj discovering1 #ih1 #aai ,rivalry between student groups1 #ajf ,rules1 over-emphasis of1 causing disobedience1 #gf1 #ha ,rural ,school1 special problems1 #fi1 #gf1 #ih1 #adj1 #aei1 #ahj1 #aha1 #aib1 #bag1 #bbi1 #bgc1 #bgf1 #caj1 #cbg1 #ccj ,schoolroom conditions related to discipline1 #aeg ,self-preservative instinct1 cases of discipline arising from1 #abi ,seventh and ,eighth ,grades bullying1 #bdj1 #bdf cheating1 #bgf1 #bgi clumsiness1 #adj disrespect1 #aih1 #bjj fighting1 #bdj1 #bdf gambling1 #caf1 #cah impudence1 #baa indifference1 #aff noise1 #adj obedience1 #gf stealing1 #ccd1 #ccg strained eyes a cause of disorder1 #aej stubbornness1 #ahj truancy1 #afc ,shot-throwing1 #cji ,sickness of child prevents study1 #aed ,slow pupil1 #fd1 #acb ,sneering1 #fe ,snowballing1 #bcf ,social grounds for discipline1 #ic ,social impulses1 how to control1 #aaa ,socializing the individual1 #ad ,slouching1 #eg ,smartness1 #aij ,special methods a help in discipline1 #ec1 #ed1 #ee1 #aab1 #add1 #cjc ,spit-balls1 throwing1 #bai1 #cjg ,stammerer1 assisting the1 #bdh ,stammering as cause of fighting1 #bdf ,stealing1 motives for1 #cbd money1 #ccg1 #cch provoked by teacher1 #hc1 #cbe ,strained eyes a cause of disorder1 #aej ,strike of students1 #ajf ,stubbornness1 #afi1 #ahj ,study room discipline1 #ei1 #fa1 #fi1 #gb1 #id1 #ii1 #ajd1 #aea1 #aid ,substitution1 #eb1 #fj1 #fb1 #ga1 #ia1 #if1 #aji1 #aab1 #adi1 #afe1 #aff1 #afg1 #agf1 #ahe1 #aia1 #bja1 #bah1 #bbe1 #bbh1 #bca1 #bce1 #bcf1 #bcg1 #bch1 #bda1 #bdg1 #bea1 #bec1 #beh1 #bfg1 #cac ,suggestion1 #ea1 #eb1 #fc1 #fd1 #gi1 #hj1 #ha1 #hf1 #ib1 #if1 #ig1 #aje1 #aad1 #adj1 #adf1 #aha1 #ahc1 #bed1 #bfe1 #bfg1 #cjj1 #cbe leading1 #ib1 #aac1 #aai1 #acb1 #adf1 #afh1 #aih1 #bca1 #bfg negative1 #ej1 #fb1 #gg1 #hc1 #cjd ,sulkiness1 #agb ,suspicious attitudes causing disobedience1 #ei ,tale-bearing1 #gc1 #ccf1 #ccg ,talking1 back1 #aie on misconduct1 #fb1 #aai1 #bic1 #cjd1 #cje1 #ccg too much about conduct1 #gf1 #hj ,teasing1 #bdj ,terrorizing the pupil1 #bba ,third and ,fourth ,grades bullying1 #bce cheating1 #bgc1 #bgd1 #cjf discipline through fear1 #bei dislike of school1 #afb disrespect1 #aij1 #aie1 #bjb fighting1 #bch impudence1 #bje lying1 #cjc obedience1 #ef stealing1 #cca1 #ccc ,threatening the teacher1 #bag ,threats1 #eg1 #gh1 #id1 #acf1 #agc1 #aia1 #bba1 #bbf1 #bei1 #ccb ,trips out of town1 a group of pupils on1 #ajf1 #aag ,truancy1 #afc ,visitors present--discipline of children1 #fa1 #aci ,wilful disobedience1 #di1 #ih ,words1 choice of1 #age1 #agh ,wrongdoing of children1 causes of1 #bj1 #gj ---------------------------------------- -------------------------------- ,transcriber's ,notes3 ,page #aba - the section header was missing an item number4 ,in ,,division ,,iv there is no ,,case #be1 but there were two ,,case #bfs4 ,the first ,,case #bf on page #ahj was changed to ,,case #be4 ,on page #fe1 the 8,,fifth ,,and ,,sixth ,,grades0 section header was missing a leading ,roman numeral4 8,,iii0 was added4 ,missing or obscured punctuation was silently corrected4 ,typographical errors were silently corrected4 ,inconsistent spelling and hyphenation were made consistent only when a predominant form was found in this book4 ,text that was in italics is enclosed by underscores 7italics72 text that was bold by 8equal0 signs 7bold74