,,practical ,,school ,,discipline ,applied ,methods ,,part ,,ii ,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 ,,copyrighted ,,in ,,great ,,britain1 #aiag ,all ,rights ,reserved ,,preface ,the present volume1 the third on 8,practical ,school ,discipline0 7the second on 8,applied ,methods071 completes the series of books designed for the ,i4 ,a4 ,d4 ,correspondence ,course for ,teachers4 ,some of the members of our ,teachers' ,club may be interested to know that a similar course of correspondence and study has been prepared for parents4 ,possibly some of your own 8hard cases0 can best be reached indirectly1 i4 e41 by introducing these volumes for the parents into the home of the hard case4 ,if you know a parent who has failed to discipline his child properly1 why not mention the ,correspondence ,course for ,parents in your next ,parents' meeting6 ,take along your teachers' book to illustrate the sort of practical treatment the various 8cases0 receive in the parents' books4 ,in helping the father or the mother1 you are also helping the child1 the school1 and yourself4 ,regarding the present volume our readers will note that in accordance with the statement contained in ,part ,i1 ,part ,,ii is a continuation of that book4 ,partly to emphasize this fact of continuity1 but also to avoid repetition in the complete index in ,part ,,ii1 the pagination and the numbering of the cases follow in consecutive order the two similar series of numbers in ,part ,,ii4 ,the division between the two volumes is made between topics1 however1 so that except for the very close relation between the two books1 each of them may be regarded as complete in itself4 ,finally1 permit us to express our hearty appreciation of the cordial responses which are coming from the members of the ,teachers' ,club1 and again to assure them that their interests are ours4 ,,contents ,,division ,v ,,page ,,cases ,,arising ,,out ,,of ,,the ,,adaptive ,,instincts #cfa ,,division ,,vi ,,cases ,,arising ,,out ,,of ,,the ,,expressive ,,instincts #egg ,,division ,,vii ,,cases ,,arising ,,out ,,of ,,the ,,social ,,instincts #fga ,,division ,,viii ,,cases ,,arising ,,out ,,of ,,the ,,regulative ,,instincts #gde ,,division ,,ix ,,cases ,,arising ,,out ,,of ,,the ,,sex ,,instincts #hbi ,,division ,x ,,an ,,illustrative ,,contrast ,,between ,,failure ,,and ,,success #hei ,,division ,v ,adaptation may serve either of two ends4 ,it may fix the child in a life of indifference1 of inefficiency1 of crime1 or it may fit him into a world of noble acts and lofty endeavor4 ,,cases ,,arising ,,out ,,of ,,the ,,adaptive ,,instincts ,what are the adaptive instincts8 ,by the adaptive instincts is meant the power that an individual possesses of fitting himself1 more or less easily1 into the situation in which he finds himself4 ,such power of adaptability is of the greatest possible value to the human infant1 coming as he does into an extremely complex environment1 physical and social1 and with the further certainty before him of extremely complex activities in adult life4 ,fortunately the long period of plastic infancy offers constant opportunity for readjusting one's habits1 tastes1 accomplishments1 etc4 ,three chief means for making such readjustments are found in the child's tendencies1 7#a7 to imitate1 7#b7 to play1 7#c7 to satisfy his curiosity4 8,example is usually far better than rule and imitation more effective than explanation44440 --,thorndike4 #a4 ,imitation--of ,acts2 of ,habits2 of ,social ,ideals ,betts#a defines imitation as 8the instinct to respond to a suggestion from another by repeating his act40 ,this is simple and entirely covers the ground4 ,he goes on to say that the instinct is one of the earliest to appear1 being very plainly discernible before the normal child has reached the age of one year4 ,it often reaches its height by the time the baby is two or three years old1 but is never lost and sometimes persists strongly into old age4 ,when a child imitates the same thing several times his imitation becomes a habit1 and so two powerful factors unite to form a customary type of behavior4 ,footnote #a3 ,the ,mind and ,its ,education1 #agj4 ,sidenote3 ,appealing to the ,imitative ,instinct ,one might think that imitation1 being strongest in young children1 would appear almost exclusively in the lower grades of school2 but in fact it plays an important part all the way through the high school4 ,the things imitated change1 but the instinct remains4 ,in treating cases which are caused or influenced by this powerful instinct1 which the great ,french sociologist ,tarde considers the greatest factor in human conduct1 there are four methods which can be used3 #a4 ,the expression of strong disapproval of the acts and their results4 #b4 ,forceful repression--punishment4 #c4 ,changing the nature of the example imitated4 #d4 ,the substitution of another and better example for the one imitated4 ,the first and second of these four methods are two degrees and modes of the general means of opposition4 ,they are sometimes effective1 and they are sometimes necessary and wise4 ,if a very great evil is going on1 for instance1 it is fully justifiable to use any means to stop it1 before its harmful effects cause too great suffering and injustice4 ,if a teacher finds a bully imposing on a small child1 even although he may know that a good example to the bully is the means for his ultimate conversion to kindness and justice1 he should stop the bullying first by the best means at hand1 and afterward set about the character conversion of the bully4 ,moreover1 with very young children1 in whom habitforming is largely a matter of pleasure and pain in the reactions of their deeds1 punishment that is swift1 sure and wise should follow the imitation of a bad act after its evil nature has been made clear4 ,with older children1 however1 who have passed this early stage1 the third and fourth means are usually more effective4 ,common sense1 supplemented by a fair knowledge of child nature and the rudiments of psychology1 will dictate where one set of methods ends and the higher set1 which trusts more to the child's developing judgment1 begins4 ,imitation begins1 as has been said1 in infancy4 ,its forms will be found to belong to one or another of the following types3 ,sidenote3 ,types of ,imitation #a4 ,imitation of commonly observed acts1 such as shaking hands1 eating with a spoon1 making faces4 #b4 ,imitation of a strong personality1 or of strong mannerisms in any personality1 which catch attention and command admiration or disapproval4 #c4 ,imitation of an imaged ideal1 brought to the imitator through fiction1 vivid history instruction1 seeing a play1 etc4 #d4 ,imitation which is unconscious1 usually under stress of high emotion--mob action4 ,of course the most common of these types of imitation is that of the common customs of the people who surround the young child4 ,otherwise it would mean little to a child to be born into a family in which gentle manners and kind deeds set a daily example fit to be followed closely4 ,the manners of most children are those of their homes2 only with a certain degree of maturity will they see the manners of other homes and elect to imitate them instead4 ,next in importance to this imitation of the social example1 is that of some strong personality4 ,this imitation usually comes through admiration1 although most people will also recall the disgust with which they have realized that they have unconsciously imitated some mannerism of an acquaintance1 of which they heartily disapproved4 ,this shows that it is not necessary to admire an act in order to repeat it4 ,it is necessary only that the act make a vivid impression on one1 an impression which may be received by some persons just as readily through strong repugnance as through strong liking4 ,twists in pronunciation are thus imitated in spite of one's dislike of them1 as an involuntary tribute to the strength of the impression made upon the hearer4 ,another strong stimulus to imitation is the desire for the praise of others4 ,john wins father's enthusiastic praise for the thorough way in which he cleaned the motor-car1 and his brother ,carl cleans it the next time it is muddy1 not because he likes the work but because he wants to be praised also4 ,winnie makes a face at the teacher and wins the praise of her schoolmates in the shape of an approving laugh1 and ,jennie imitates her at the first opportunity in the hope of winning a laugh also4 ,that is one reason why successful people are so much imitated2 in addition to what comes to them through the admiration of the crowd1 there are many who hope to win similar rewards through similar efforts4 ,and then there are those who imitate others because they want to surpass them at their own game4 ,this is emulation1 usually classed as a distinct instinct by psychologists1 and yet so closely related to imitation that the same general principles of treatment apply to both4 ,faults which have been learned by imitation can rarely if ever be cured by didactic instruction4 ,they have been learned in a far more vivid way1 and their unlearning is best accomplished through the substitution of other habits1 imitated from some attractive and vivid model4 ,if the process of substitution can be made a pleasant one1 the work goes faster4 ,in general1 the dramatizing of the proposed new order of things is the surest and quickest way of teaching it1 with children who are young enough for this method4 ,merely to condemn old habits1 without suggesting a new and better way1 is usually pure waste of time4 7#a7 ,mimicry4 8,the young child imitates mainly the simpler bodily attitudes and vocal and facial expressions of those with whom he is in vital contact4 ,as he develops he imitates ever more complex activities of a social1 political1 ethical1 sthetic and industrial character4 ,in the beginning it is the doing of an act1 not the results thereof1 that interests the individual2 the reverse is usually true in maturity40#b ,not infrequently1 however1 does the child fail to distinguish between the act that is suitable to imitate and that which is not4 ,like every other instinct1 although of great value to the individual when properly directed1 yet if not guided into legitimate channels1 it becomes often a source of great annoyance4 ,footnote #b3 ,o',shea1 ,social ,development and ,education1 p4 #dbb4 ,houghton1 ,mifflin4 ,,case #fb 7,,sixth ,,grade7 ,sidenote3 ,mimicry of ,speech ,miss ,burch was from ,massachusetts1 and had an exquisitely soft voice and unimpeachable pronunciation4 ,she came to ,peoria1 ,illinois1 to teach in the public schools1 and found these two assets very much in the way4 ,mabel ,gulliver1 a little girl whose cleverness was largely the product of much running of streets1 turned both to account in a series of imitations that 8delighted crowded houses0 whenever she chose to hold forth4 ,as she did this frequently1 poor ,miss ,burch soon found herself helpless and ridiculous in her own school-room4 8,authah1 will you ausk the janitah to give us a little moah heat80 ,mabel would flute1 with inimitable saccharinity4 8,and ,i want you all to cease lawfing at once1 foah this is the clauss in correct pronunciation1 and if youah to be cleavah like me you'll learn how to do it properly40 ,miss ,burch's manner was the perfection of simplicity1 but in ,mabel's imitation it appeared with a simpering ingenuousness both funny and untrue4 ,miss ,burch realized the situation and wept over it4 ,she did not know what to do4 ,realizing she was the subject of ridicule1 she became self-conscious and timid1 and her discipline grew worse and worse4 ,,constructive ,,treatment ,things were in this bad shape when ,mr4 ,nearing1 the superintendent1 came to visit her one day4 ,he was so kind and sympathetic that after school ,miss ,burch told him the whole story1 and asked his advice4 8,the trouble with you is10 he said1 8that your most prominent characteristic is one which lends itself to ridicule here in the ,middle ,west1 where we don't know an ,italian 8a0 from a mud-pie4 ,now1 don't think of changing your pronunciation2 to do so consciously would be to be affected4 ,but make the children forget it in something more exciting4 ,if you'd start a museum for your nature study1 or get up a little play for ,christmas1 and make ,mabel its chief factotum1 she'd have an outlet for her energies1 she would still lead her crowd and have their admiration1 and your pronunciation would fade into the background of the ,things ,that ,are4 ,it's all a matter of relative emphasis40 ,miss ,burch did try this plan4 ,she had her room dramatize and then play ,the ,birds' ,christmas ,carol1 and in the intense interest of this project the teacher-mocking was forgotten4 ,when ,mabel remembered it again1 she and ,miss ,burch were such good friends that it was out of the question4 ,,comments ,when the imitation takes place in the school-room the matter is much more under the teacher's control1 for there is no end of ways in which the child can be kept too busy to indulge in histrionic performances4 ,but whatever is done1 the teacher should not appear to notice that a pupil is disrespectful to her4 ,,illustration 7,,seventh ,,grade7 ,george ,henderson was dubbed by his classmates 8the clown0 because he was always doing something laughable4 ,usually his fun was of a harmless type1 but occasionally his pranks overstepped the bounds of propriety4 ,sidenote3 ,mimicry of ,gesture ,his teacher1 ,miss ,stanton1 had unconsciously fallen into the habit of making nervous little gestures when she was explaining lessons to the pupils1 and1 indeed1 when she was talking with the pupils outside of school4 ,several times during recitations she had noticed ,george entertaining the pupils near him by imitating1 under the shelter of the desk1 of course1 all the little movements of her nervous1 energetic hands4 ,she resolved to overcome the habit of emphasizing her words by gesture1 but the more absorbed she became in her teaching1 the less could she think about her hands4 ,if she concentrated attention upon her hands1 her teaching suffered and the whole class became listless4 ,resolved not to sacrifice the class for the sake of one fun-loving boy1 ,miss ,stanton next tried another plan4 8,mary1 you may name all the capitals of the countries of ,europe10 she said4 ,when ,mary was about half through with her list of capitals1 ,miss ,stanton interrupted her with1 8,that is far enough1 ,mary2 ,george may finish40 ,now ,george knew the capitals perfectly1 but he had been busy behind the desk with a particularly successful imitation of ,miss ,stanton's movements1 and suddenly surprised1 could not recall where ,mary had left off4 ,miss ,stanton waited just a moment1 then said1 gravely1 but without any indication of resentment1 8,i am sorry to have you fail on anything so important as this1 ,george4 ,jack may go on40 ,george sat quite demurely for several minutes1 for he was a little disappointed at losing a chance to recite a lesson which he had really prepared with considerable care4 ,however1 he comforted himself by thinking3 8,well1 she called on me once4 ,she won't do so again10 and after a short time he went serenely on with his dramatics4 ,miss ,stanton also went on apparently oblivious to what was taking place behind the desk4 ,after a few minutes she said1 8,stephen1 beginning with the northern countries1 tell us what the farmers raise in each of these countries40 ,again she stopped the recital in the midst of it1 with 8,that will do4 ,george1 go on40 ,again ,george lost his chance to recite1 not because he did not know the lesson1 but because he had not been listening to ,stephen4 ,in his confusion his face flushed1 especially when ,miss ,stanton said1 in a low tone3 8,how is this1 ,george8 ,two failures in one day8 ,i shall expect a better lesson than this tomorrow4 ,wilbur1 will you finish the recitation80 ,george sat quietly for the remainder of the recitation1 thinking to himself3 8,well1 if she has called on me twice1 she may get around again4 ,gee6 ,i knew all that40 ,miss ,stanton did not call upon him again1 however1 that day4 ,on the following day ,george decided that it would be well to give enough attention to the recitation1 at least to 8keep tab0 on what the others were reciting1 and gradually he learned that he was likely to be called up at any time that he allowed his attention to wander far away from the work of the hour4 ,not a word had been said about his pranks1 but they ceased to be troublesome to teacher or class4 ,some children are natural actors4 ,they mimic grown-ups in a ludicrous way4 ,this may be done unconsciously1 but sometimes pupils purposely imitate a teacher's walk1 attitude1 voice or phraseology1 just out of a desire to raise a laugh at the teacher's expense4 ,,case #fc 7,,fourth ,,grade7 ,sidenote3 ,mimicry of ,walk ,george had an unusual gift of ability to mimic others4 ,even at the age of nine years he could easily entertain his classmates by imitating various men of the town4 ,his teacher1 ,miss ,giles1 was a stout little woman whose arms seemed not to hang closely enough to her body1 and as she walked she swung them as if they propelled her through the air4 ,her voice was fretful whenever she repeated a command1 which was often1 or whenever she expected disobedience4 ,one day as he followed ,miss ,giles across the room1 the impulse seized him to mimic her gait4 ,this he did1 with marked success4 ,when he returned to his seat he began to study her mannerisms with a view to entertaining others4 ,at recess he showed the boys how she held her hands and nodded her head while she talked4 ,the next step was to imitate her voice4 ,this he did successfully4 ,one day1 about ten minutes before the afternoon session began1 ,miss ,giles was sitting at her desk1 grading penmanship papers1 when ,marie ,allbaugh rushed in and said3 8,miss ,giles1 come out here and listen to ,george4 ,he's playin' like he was you40 ,miss ,giles hardly understood what ,marie wished to tell her1 but she followed the child to the front yard where a crowd of children were around ,george4 ,unnoticed by most of them1 she joined in the circle in time to hear ,george say in a very good imitation of her voice1 8,children1 quietly take your books10 then in a fretful tone with a frown1 8,i said quietly40 8,whoo-ee10 shouted one of the listeners1 and all joined in a laugh when suddenly they noticed ,miss ,giles standing there4 8,george1 march right into the house10 said she in her harshest tones4 8,you shall not have another recess until you have apologized to me for this40 ,soon the bell sounded for the afternoon session4 ,when the recess period came1 ,george started to walk out with the other children4 ,miss ,giles saw him1 and said1 8,george1 take your seat40 ,after the other children had all left the room1 she went to ,george's seat and said1 8,are you ready to apologize80 ,just then a shout came through the window from the children at play4 ,george wanted badly to join them4 ,he said1 8,i don't know how40 8,say1 #8,miss ,giles1 ,i'm sorry ,i mocked you at noon1'0 said she4 ,george considered4 ,if he said he was sorry he would be telling a falsehood4 ,he would try to be excused without that so he said3 8,mother lets me play like ,i was other people4 ,she don't care1 so ,i thought you wouldn't40 8,but1 ,george1 you must always show respect for your teacher40 ,george meditated again4 ,the shouts of the children at play gave him an idea4 ,wasn't he sorry he did it8 ,wasn't that just what was keeping him indoors while others were at play8 ,of course1 he didn't want to stay in1 so of course he was sorry he had done the thing that kept him in4 ,with a bright1 smiling look at ,miss ,giles1 he said3 8,i am sorry1 ,miss ,giles1 that ,i mocked you at noon40 ,it looked like a sincere apology and it passed for such4 8,you may go10 said she4 ,she considered the case well handled4 ,,constructive ,,treatment ,miss ,giles would do well to join in the laugh at her own expense4 ,she should supervise every moment of the children's play period4 ,george will not then have an opportunity to use his imitative powers4 ,he will be swept into active games and be only one of a crowd4 ,an apology should not be demanded of a pupil for any mark of disrespect toward the teacher4 ,respect can not be developed by force4 ,if1 in spite of these precautions1 you sometimes find yourself the butt of the children's sport1 quietly drop into the play school1 take a seat as one of the play pupils and carry off your part as a naughty child4 8,take off0 the troublesome child so well--7not any particular one1 however7--that the children will laugh with you and the whole thing will pass off as play1 nothing more4 ,,comments ,miss ,giles had a rare opportunity of showing her pupils how to take a joke4 ,she would have gained friends and lost no more prestige than she did by trying to force an apology4 ,a wholesome laugh with the pupils is one of the best things to help overcome disrespect on the part of the pupils4 ,it would be better1 of course1 not to be obliged to laugh at one's own expense1 too often4 ,supervised play solves many problems like this one4 ,an apology unwillingly given is a lie or at best only a subterfuge4 ,no teacher can command respect by demanding it in so many words4 ,the teacher can compel respect only by showing her pupils that she deserves it4 ,,illustration 7,,rural ,,school7 ,sidenote3 ,mimicry of ,mannerisms ,it was a rainy day at ,mount ,pleasant ,rural ,school4 ,after the noon lunches had been eaten the children were at a loss to decide what to play4 ,finally ,alice ,mitchell said1 8,let's play school4 ,who'll be the teacher8 ,who'll be the teacher80 8,let me60 8,let me60 several of them almost yelled4 ,maud ,jameson1 an overgrown girl1 nine years old1 was accustomed to having her way4 ,she was one of those positive children who win leadership by right of having good opinions tersely expressed4 ,her older sister even followed her lead4 ,without more ado1 she commanded the children to take their seats and began a mock school day4 ,miss ,baldwin was at first scarcely interested in the children4 ,soon1 however1 she was struck by ,maud's imitation of her own expressions4 ,was it conscious or unconscious8 ,she could scarcely tell4 ,would ,maud dare to mock her in her presence8 ,she was not sure as to that4 ,at any rate she decided to study the situation1 realizing that after this noon time she need not again say3 8,o wad some ,power the giftie gie us ,to see oursels as ithers see us40 ,maud passed along the seats making faultfinding comments as she went4 8,laura1 turn round10 she said1 with exactly the touch of impatience which ,miss ,baldwin herself would display4 8,no indeed60 she answered to one who asked permission to speak1 with exactly the amount of sarcasm ,miss ,baldwin herself used on similar occasions4 ,maud rapped on her desk1 and looked around frowning and shaking her head as a signal to be more quiet--,miss ,baldwin1 unmistakably4 ,she tapped the bell for the children to stand together1 and stamped her foot as she told them to sit because some lagged4 8,whoever fails to get up this time may stay in at recess10 she announced1 with ,miss ,baldwin's own expression of irritation4 ,for half an hour this went on4 ,maud scolded and sneered1 stamped her foot and found fault while ,miss ,baldwin listened with varying feelings4 ,at first she decided to stop ,maud and punish her4 ,yet she considered that her explanation of the reason for her punishment might be hard to make satisfactory4 ,her second thought was to study the situation in order to ascertain whether the other children considered it merely a joke on their teacher4 ,they seemed not to do so4 ,her next thought was of shame as she realized the atmosphere created by her attitude toward the pupils as shown by ,maud4 ,she therefore resolved to let the matter pass without criticism1 but meanwhile to profit by the picture given her of herself as teacher4 ,this resolve she kept1 and as she learned to be patient1 she saw less and less need for impatience4 7#b7 ,leaving the room4 ,the first grade teacher should allow her pupils to leave the room whenever they ask her4 ,in case it becomes an annoyance then is the time to study the matter carefully and apply consistent methods4 ,the things to be gained relative to pupils leaving the school-room1 are that they should leave and enter quietly and as much unnoticed as possible2 that they should not remain absent from the room too long1 and finally1 that they do not abuse the privilege by leaving oftener than necessary4 ,the teacher must be very judicious in withholding the privilege of leaving the room4 ,the physical condition of the child may be such as to require him to do so often4 ,if anywhere in school management the teacher needs to practice common sense1 it is in controlling pupils who leave the school-room4 ,right habits should be established in the first grade4 ,it is difficult to keep children from abusing the privilege1 and in their anxiety to prevent abuses1 teachers often use methods which arouse the antagonism of the parents4 ,with the first grade child the best plan is to have a private talk with the child1 explaining the necessity of going quietly1 of going as infrequently as possible1 and of returning as soon as possible4 ,be careful to express approval if the child heeds your admonitions and repeat them when he forgets4 ,in the case of older pupils1 who consciously take advantage of the extended privilege1 we suggest that you first attempt to gain the confidence of the offending pupil4 ,to do this1 talk to him about his own interests1 show that you are interested in the very same activities1 sports1 etc4 ,it is also a good plan to give some definite errand for the pupil to do for you--something that he can easily do and will enjoy doing--and after the child does it1 show your appreciation by saying something like this3 8,you are so kind4 ,thank you ever so much40 ,this will help you in gaining the pupil's confidence4 ,after securing this basis of confidence1 make it a point to talk to the pupil individually at some suitable time4 ,speak first about something in which the child is interested1 then say1 8,there is another thing ,i wanted to speak to you about4 ,whenever you go out at recess1 be sure to get your drink and do all other errands before the bell rings so that you will not need to leave during study hours unless absolutely necessary4 ,try to remember this1 will you80 ,,case #fd 7,,third ,,grade7 ,miss ,mc,lean1 after a few days of exasperation over excessive requests for permission to leave the room1 finally decided to correct this4 ,she found in one day that every pupil left the room at least twice during the session of school and this was a total of fifty requests4 ,sidenote3 ,frequent ,absences 8,this will never do60 she said1 the next morning4 8,you must learn not to interrupt the school work this way4 ,now1 ,i want you to see how well you can keep to your work this morning4 ,we will not give any permissions to leave the room between now and recess and between recess and noon time40 ,in the afternoon she relaxed somewhat4 ,the next day more permissions were granted1 and finally the situation became as bad as ever4 ,,constructive ,,treatment ,this effort at reform needs system4 ,adopt the simple rule that only one person at a time will be given permission to leave the room4 ,ask that each request be presented by first raising the hand4 ,if your pupils respond readily to your management you may sometimes trust them to write the name on the board near the door instead of asking permission vocally4 ,this plan1 however1 is more suitable to the high school1 and even then supervision of the privilege must not be relaxed4 ,if you do have pupils write their names on the blackboard1 upon their return1 require them to note after their names the number of minutes they were absent and let them make up this 8lost time0 at intermission4 ,in case any pupil insistently leaves the room more often than you would expect1 institute an inquiry as to his physical health4 ,ask the family physician or the mother for this information4 ,in order to cut off the bad effects of his example before the other pupils1 you can pass the word about1 privately1 that the doctor has asked you to give ,tom or ,mary several interruptions of study during the day4 ,,comments ,it is easy to catalog the causes that lead to excessive attempts to leave the classroom1 study hall1 or grade room--restlessness1 indolence1 mischief-making1 desire to play1 conspiracy to meet another pupil1 carelessness in habits of nature1 physical ill-health4 ,trouble arises over this matter by careless management on the part of teachers4 ,caution is necessary at two points3 7#a7 ,do not allow too many interruptions of the work2 7#b7 ,do not injure the health of pupils by refusing necessary privileges4 ,,illustration 7,,sixth ,,grade7 ,sidenote3 ,simultaneous ,absences ,in the ,normal 7,ill47 public schools there were twelve rooms4 ,miss ,haybarger had the sixth room4 ,soon after the opening of school in the fall1 a most obnoxious situation arose because from three to twelve pupils were released continually4 ,there were enough pupils out of the rooms to meet on the grounds and indulge in games4 ,miss ,haybarger decided to save her pupils from this misdemeanor by insisting that only one pupil leave the room at a time and that all 8time lost0 should be made up4 ,she reported that some days passed in which there was not a single request for permission to leave the room4 ,this result can be further explained by the fact that every minute of school time was filled with carefully planned and interesting work4 ,her general manner made work and diligence the only possible order of the day4 ,epidemics of leaving the room are especially trying whenever a substitute has charge of a room4 ,if a regular teacher has good control of his room he should send a note to the pupils1 to be read to them by the substitute1 in which he says something like the following3 8,i am sorry not to be with you today4 ,be even more considerate of the substitute teacher than you have been toward me4 ,i am expecting a fine report from him as to your behavior today40 ,this message will do much to stop irregularities4 ,in case the children are inclined to take advantage of the regular teacher1 the following case will be a helpful study4 ,,illustration 7,,eighth ,,grade7 ,a teacher who found that one of her brightest boys was setting a bad example in this respect1 dealt with it in a tactful way which proved entirely successful4 ,she was an excellent teacher1 who trusted her pupils very fully4 ,they responded to this trust on the whole admirably1 but in one particular case her usual methods did not work4 ,she said nothing to the boy whose restlessness was causing the trouble1 but assuming that his frequent absences from the room were caused by ill-health1 she called on his mother and asked her to have ,robert's health looked after4 ,the mother promptly sent ,robert to the family physician1 who made a careful examination but found nothing wrong4 ,all this to-do over his health1 together with the trustful anxiety of his mother and teacher1 embarrassed ,robert exceedingly4 ,he finally went to his teacher and told her that he was 8now quite well10 and that she would not be annoyed any more by his frequently leaving the room4 ,he was better than his word1 for he stopped leaving the room during the sessions altogether1 and when he stopped the other boys almost ceased also4 ,without having said a word to any boy1 without having shown them that she knew they were indulging in a foolish and childish trick1 the teacher had cured the evil by dealing with the ringleader in a way that made him ashamed of the quality of his leadership4 7#c7 ,coughing epidemics4 ,often pupils indulge in epidemics of coughing4 ,one pupil begins1 and by suggestion other pupils join in the annoyance4 ,the usual method of prevention is a scolding which may arrest the outbreak but does not remove the tendency to repeat itself4 ,the very fact that the teacher notices the coughing intensifies the suggestion4 ,it is to be understood that children often suffer from colds and must cough4 ,it would be cruelty to attempt to stop them4 ,a better way would be for the teacher to ask all the pupils to stand and take several deep breaths and make some arm movements4 ,the windows must be opened to admit fresh air for the breathing and exercises4 ,the teacher can do this without the pupils having the slightest idea that it was for the benefit of the pupil who coughed4 ,in extreme cases of coughing the teacher can go quietly to the pupil and ask him to leave the room and take a drink4 ,in most cases this will stop the coughing4 ,when coughing in the school-room is unavoidable1 every pupil should be taught how to cough into the handkerchief4 ,the article serves as a muffler for the sound and as a protection of one's neighbors against contagion4 ,it is quite worth while for the teacher to remember that the more attention she pays to an outbreak of this kind1 the more troublesome it will prove to be1 the oftener it will recur4 ,one teacher who came into a school in the middle of the term found that the pupils used coughing outbreaks to annoy and worry their former teacher4 ,they tried the same on her4 ,but much to their surprise she went right on with her work and pretended that nothing unusual was going on4 ,the youngsters carried their outbreak to the limit of their capacities1 still the teacher went on unheedful of their efforts at annoying her4 ,when noon came she dismissed a band of worn-out youngsters4 ,she had won4 ,they felt themselves outwitted4 ,they did not try to annoy her again4 ,sometimes a pupil hiccoughs in a way to be annoying4 ,while at times hiccoughing can not be helped1 still indiscreet teachers have scolded pupils for it and thereby caused every pupil that could hiccough to do it in a most annoying manner4 ,whenever a pupil hiccoughs1 a teacher may quietly ask the pupil to leave the room or she can have the entire school stand and take several deep breaths4 ,this will usually cure hiccoughing4 ,at the same time the windows should be opened to admit fresh air4 7#d7 ,giggling4 ,some pupils are addicted to 8giggling40 ,in such cases the teacher will find that to notice the annoyance will tend to exaggerate it4 ,if she can ignore it1 the possibilities are that the misdemeanor will cease4 ,however1 if it is so marked that it requires her attention1 the method applied must be indirect4 ,it is quite certain that if a teacher will persist in having a pupil that 8giggles0 do something every time he indulges in the annoyance1 he will be cured of his trivial habit after a month or two4 ,laughing in a proper way will hurt no one1 and is by no means a misdemeanor4 ,it does children good to laugh and would sweeten the lives of many soured teachers if they would laugh more4 ,often all the pupils seem to want to laugh4 ,the discreet teacher will let them have their laugh2 he will join with them4 ,when the fun is over1 he will say1 8,now let us all get busy40 ,if there is a tendency for the laughing to become too boisterous1 he may say pleasantly1 8,i like to see people have fun1 but if you will remember to laugh quietly when anything funny happens1 ,i shall appreciate it very much40 ,,case #fe 7,,fifth ,,grade7 ,sidenote3 ,giggling at ,nothing ,miss ,mayne's room was as still as a busy school-room can be1 when a little crackling giggle broke the stillness4 ,such a noise always stirred ,miss ,mayne1 who prided herself upon her discipline1 as a fly stirs a light sleeper4 ,it affected her as a personal affront4 8,marian1 what are you giggling about80 8,nothing10 says ,marian in a stifled voice4 8,don't tell me that4 ,what were you giggling about80 8,i don't know4 ,the other girls were1 and ,i giggled1 too40 8,mattie1 were you giggling80 8,yes1 ma'am1 ,i s'pose ,i was4 ,but ,i don't know what ,i was giggling about1 either40 8,well1 then1 ,i think ,i'd stop4 ,i can't see the sense in laughing about nothing4 ,let's have no more of it40 ,silence for a little while4 ,then a perfect gale of chirping1 gurgling1 little-girl laughter--as cheerful a human sound as exists for the child-lover1 perhaps because of its very meaninglessness1 its spontaneity1 its birth in healthy animal spirits4 ,but ,miss ,mayne must uphold her reputation as a disciplinarian4 ,and this time she knows who started the epidemic4 8,lulu1 you began that giggling1 didn't you80 8,yes1 ma'am40 8,what is so funny80 8,i don't know1 ,miss ,mayne1 truly ,i don't4 ,i just have the giggles40 8,i never heard of anything as senseless as this thing you call #8the giggles4' ,you may come up here and stand in the corner until you get over #8the giggles4'0 ,up to this time ,lulu had been simply a lively little girl with impulses under poor control2 but at this punishment she became a resentful one4 ,at first she was inclined to turn around and make faces at the other girls1 but1 as they were afraid to smile in appreciation1 this grew monotonous1 and soon ,lulu began to think of herself as badly abused4 ,she had never been taught at home that giggling is a sin2 she had an idea that she was very unjustly treated1 and her sense of fairness was outraged4 ,the next day ,lulu1 who was a prime favorite and a leader of the girls1 began systematic teasing of ,miss ,mayne4 ,she persuaded the other girls to annoy the teacher with a constant irritating succession of coughs whenever she started to explain anything4 ,mattie was to say that the room was too close1 and when the windows had been opened ,muriel was to complain of the cold1 and the rest were to join in a storm of coughing4 ,this program was carried out1 and with great success4 ,miss ,mayne finally saw that she was being hectored1 and took revenge by standing three girls and one boy1 who had joined in the fun of his own accord1 on the platform4 ,here they had great fun1 standing with grave faces1 pretending to study1 until a good chance came to make a face at ,miss ,mayne4 ,lulu capped the climax by asking ,miss ,mayne to put a cold compress upon her throat1 as she said this always relieved a cough for her4 ,she folded a handkerchief and dipped it into cold water1 and ,miss ,mayne1 looking into her upturned pitiful face1 did not know whether to forgive and pity her or to shake her4 ,she finally decided to shake her1 which made ,lulu really sober for once and temporarily restored the peace4 ,lulu was a good girl for several days after this1 but when her high spirits demanded another good time in school1 she found similar means of leading the other girls and boys into mischief4 ,there was an intermittent feud between her and ,miss ,mayne1 in which the teacher usually came out second best4 ,miss ,mayne had to admit to herself that although her school was sometimes as good as could be desired1 when ,lulu wanted to she could lead the whole room into a maddening course of annoyance that spoiled the order and spirit of the day4 ,,constructive ,,treatment ,natural leadership1 a rare and valuable gift1 is usually combined with unusual ability of some kind or other1 and is always carefully to be reckoned with4 ,when ,miss ,mayne found the girl who started the giggling1 she might have said to her3 8,lulu1 have you found out something that is too funny to keep8 ,no8 ,you are just giggling because you are giggling8 ,that is too bad2 suppose you step out into the hall until you are over the attack2 perhaps it is too warm for you here40 ,assume that your pupil knows that people look with a certain contempt upon causeless giggling1 and explain why4 ,make clear how important it is for people to be able to control their facial muscles1 their expression1 their laughter2 how absolutely necessary it often becomes to be able to forego laughter4 ,then suggest some simple exercises for the gaining of this control2 and above all1 show an appreciation of the trouble a lively little girl has to control her risibilities4 ,give her permission1 if necessary1 to step out of the room when she feels an uncontrollable desire to giggle2 usually being alone helps to control the spasm4 ,if possible1 interest this leader1 with her wealth of spontaneity and high spirits1 in some enterprise in which she may use all her surplus energy4 ,step out into the hall and ask ,lulu solicitously if she has recovered from her fit of giggling2 probably she will be ready to step to her seat and go on with her work quietly4 ,if she is not1 make her comfortable in the hall1 and tell her to wait after school for a little talk4 ,you are not punishing her in doing this2 you are trying to cure her of a disease1 to help her gain a control which she has not so far accomplished4 ,,comments ,by treating the meaningless giggling as a disease1 for which kind words and a remedy are appropriate1 it becomes less desirable in the eyes of the girls2 it is like a headache or a cold4 ,with the leader removed and no irritating opposition on the part of the teacher1 the giggling will soon die down4 ,this attitude is not a pretense on the teacher's part4 ,the truth is that spontaneous giggling is sometimes a sign of serious nervous trouble1 and suggests the need of a specialist's care4 ,oftener1 however1 it is simply the sign of poor nervous control1 and can be overcome by a little wise and kind guidance4 ,an epidemic of giggling becomes as irresistible to a group of little girls1 and often to big ones as well1 as an epidemic of measles4 ,they do not know how to control it1 and if they think it is going to tease the teacher1 they probably do not want to4 ,the suggestion of the need of control1 the friendly helpfulness in proposing means of gaining this control1 and the readiness to allow legitimate laughter when it occurs1 all remove the idea of wrongdoing1 blame1 and antagonism4 ,there is no longer any fun in giggling to annoy the teacher2 she is not annoyed1 she becomes sympathetic1 and the teaser becomes conscious that something is wrong with herself4 ,when the laughing first breaks out1 however1 and everything seems funny to the pupils for the time being1 then is a good time for the teacher to say something funny too and thereby associate herself with the pleasure the children are having4 ,the fact of having indulged them in their merriment for a moment will give her greater power to stop them when the laugh is over4 ,sometimes1 too1 an epidemic of laughing comes merely as a reaction from a long continued period of study4 ,it should not be treated as an offense in such a case1 but rather as a symptom of fatigue4 ,,illustration 7,,second ,,grade7 ,sidenote3 ,laughing ,permitted ,unusual silence reigned in ,miss ,grey's room one ,friday afternoon1 for she had allowed the children as a special treat for ,friday to have a period of their favorite pastime1 paper-weaving4 ,with absorbed attention they had worked out their own designs and little ,teddie ,hendricks1 in his eagerness to show his teacher what a wonderful figure he had made1 could not persuade himself to wait until she could come to him2 he must go to her4 ,his older sister had carelessly left her geography on ,teddie's desk and he had been using it as a sort of framework for his design4 ,a pile of unused strips of paper lay on one side of the geography4 ,he picked up the geography upon which both the paper mat and the strips of paper lay and started for his teacher4 ,when about half way across the floor a sudden gust of wind from the open window caught his papers and sent them flying in all directions4 ,with a puzzled look ,teddy stared first at the bare geography which he held in his hands1 then at his teacher1 and then burst out laughing4 8,well1 ,teddie1 ,mr4 ,wind is having some fun as well as you1 isn't he80 asked ,miss ,grey4 8,never mind1 we'll pick them up40 ,but the charm which held the room in silence was broken4 ,one giggle after another was heard from time to time and presently ,miss ,grey said3 8,children1 you have worked so beautifully this afternoon1 we'll all have a little fun together4 ,teddie may get the bean bags and we'll have a little game of catch4 ,girls in this row6 ,boys in that one6 ,let's see how many can catch without once dropping60 ,ten minutes of substitution of one activity for another cured the giggles and the rested children went quietly back to work with no further attacks for the remainder of the afternoon4 7#e7 ,chewing gum4 ,frequently some teacher is heard to say that his pupils annoy him by chewing gum4 ,they even go so far as to chew rubber or even paper and when told by the teacher to throw away their gum innocently remark1 8,i have no gum1 it's only paper40 ,whenever such an annoyance exists it is largely due to the indiscretion of the teacher4 ,the trouble with too many teachers is that they denounce the chewing of gum as an evil1 making it out as a sin1 when in truth1 it may be beneficial to many and often such teachers use it themselves when their pupils do not see them4 ,is it any wonder pupils worry them by chewing gum during school and finish up by sticking it to the under sides of their desks8 ,how much better it would be for the teacher consistently to explain to pupils that there really are benefits to be derived sometimes from chewing gum1 and that when at play or out-of-doors there is no harm in it1 but that in company1 in school or in church1 it is not a neat thing to do4 ,such a teacher has told the truth and her pupils1 large and small1 will respect and appreciate her for it and they will do more2 they will not annoy her by chewing gum during school sessions4 ,the habit is largely a matter of suggestion and imitation4 ,one pupil introduces the custom1 the others follow out the suggestion4 ,by relegating the custom to the school ground1 when the pupils are busy with physical activities of other sorts1 the practice will be reduced to a minimum4 ,,case #ff 7,,eighth ,,grade7 ,miss ,smith came from the ,state ,normal ,school to have charge of the two upper grades after forming some very definite ideas on how to maintain order among adolescent boys4 ,sidenote3 ,gum ,chewing ,the second morning she was conducting an arithmetic lesson when she found that ,susie ,hall was enjoying her chewing gum more than she did the assignment4 8,what is your name80 said ,miss ,smith1 pointing somewhat definitely toward the offending pupil4 8,i am ,susie ,hall40 8,well1 ,susie1 are you interested at all in this work in arithmetic8 ,i could hardly believe it since ,i see your jaws going0 7mocking ,susie in a very exaggerated fashion74 ,susie was just a little surprised to have her manners noted so keenly and commented on so quickly1 and replied1 8,yes'm4 ,i guess ,i like arithmetic40 8,well1 we can't have this gum chewing1 and you can just step away from the blackboard and find some place to throw out your chewing gum4 ,when that is done1 come back and we will see what we can do with this arithmetic40 ,now ,susie was only one of a dozen who in former days had more or less privilege in the matter of gum chewing1 so that there was a sympathetic wave of resentment quickly resounding throughout the room4 ,nevertheless1 there was no immediate outbreak of anger from ,susie or anyone else in the room4 ,,constructive ,,treatment ,instead of immediately attempting to suppress the gum chewing in a child almost totally a stranger1 go across the room1 and1 after asking ,susie's name1 summon her to you1 and very quietly ask her to put away her gum4 ,after doing that1 request ,susie to help you in keeping good order4 ,the chances are that a girl like her would be more or less bold and dominating among her associates1 so that if a feeling of goodwill toward her teacher could be developed1 it would be a valuable asset in maintaining the order of the room subsequently4 ,,comments ,miss ,smith transgressed seriously in making so bold an attack upon the existing situation4 ,she did not yet know the past habits of her pupils1 so that discretion should have restrained her from being so brusque and outspoken in her attitude4 ,,illustration 7,,seventh ,,grade7 ,sidenote3 ,helping to ,keep ,good ,order ,mr4 ,franklin took charge of the ,ellsworth grammar room and found that his predecessor had been extremely indifferent in the matter of eating sweetmeats and gum chewing during school hours4 ,this knowledge came to him by reason of the remains that he found in the teacher's desk from the year preceding4 ,this disclosure led him to expect several of the pupils' desks to show the same state of affairs2 indeed1 he found additional proofs that eating and chewing gum in the school-room were entirely customary among the pupils4 ,subsequently1 the first instance which came to his notice received definite attention4 ,ellison ,perkins chanced to be the offending pupil4 ,mr4 ,franklin waited until recess1 called ,ellison to his desk1 and made some inquiry based upon his suspicions as to the custom of the pupils and teacher during the past year4 ,ellison slowly made admissions that gave the teacher thorough knowledge of the situation4 8,now10 said ,mr4 ,franklin1 8,i suppose that you and the rest of the pupils in our room do not believe that chewing gum during the school hours is the proper thing for well-trained pupils40 8,no1 ,i suppose not10 said ,ellison2 8leastwise in some places they say that we shouldn't eat in school1 and now and then teacher gave us a mighty talking to1 but he didn't stop us40 8,well10 said ,mr4 ,franklin1 8we can't do that way this year4 ,i want to be sure of what you think is right about the matter1 and if you are willing to help me keep this room clean1 and help the pupils to see what is right about matters of this sort1 ,i shall be very much obliged to you4 ,we can't stand anything that interrupts our work unnecessarily4 ,of course1 we don't intend to work every minute1 but if we lose a few minutes now and then for such things as gum chewing1 it takes too much time40 8,yes1 ,i know10 said ,ellison1 with more intelligence than eagerness1 since he recalled that during the morning he had himself revived the old habit2 nevertheless1 ,mr4 ,franklin aroused the conviction that he was right4 ,his appeal to do the right thing was successful and even though in a somewhat frail fashion1 he linked up ,ellison in the plan of reform4 7#f7 ,eating in school4 ,many a first grade child has been caught by the teacher eating some morsel of food1 a bit of candy1 or an apple during school hours4 ,such a practice can scarcely be called a misdemeanor4 ,it is only childish nature manifesting itself4 ,some teachers say that no child should be punished or even reprimanded in the slightest manner for eating something in school4 ,the first thing a teacher should do when she discovers a little child trying to satisfy his hunger1 is to give him a knowing smile and a negative nod of the head4 ,he probably will put the tempting morsel away4 ,should he get it again1 the teacher can walk to the offender's desk and take the food away4 ,should this habit become troublesome1 the teacher may require all the pupils to leave their eatables at a certain place in the school-room4 ,a little tact and patience will keep in check the tendency to eat things in school4 ,it is a breach of good manners2 it is a childish trait and should be treated as such4 ,its chief harm lies in the fact that if the act is unchecked1 other children through suggestion and imitation will soon be following the example4 ,,case #fg 7,,second ,,grade7 ,sidenote3 ,eating ,candy ,miss ,shannon was in the middle of the forenoon's work when she noted ,alice surreptitiously munching candy4 ,her question1 8,what are you doing80 brought a useless 8,nothing40 ,stepping back to ,alice's desk she found a little girl with mouth crowded full of candy1 hiding additional stores in her ill-concealed handkerchief4 8,where did this come from80 8,eliza gave it to me10 was the response4 8,is it possible6 ,eliza1 have you any more candy80 8,yes1 ma'am4 ,i have more1 but not much4 ,i haven't eaten any in school time40 8,well1 ,i want to see it4 ,my1 what a lot6 ,i sometimes forget and take a bite of something to eat in school myself4 ,i'll tell you what let's do4 ,we all like candy4 ,eliza1 won't you pass the candy to all of us80 8,this won't give a taste to us all4 ,i've got so little10 was ,eliza's natural response4 8,well1 let's do it anyway4 ,then we'll be through with it quickly40 ,the plan was actually carried out4 ,pieces were passed from hand to hand and each child was supposed to break off a bit and pass on the lump4 ,in about five minutes the eating was over and work was taken up again4 ,,constructive ,,treatment ,there seems to be a breakdown of discipline in this case where a surrender to appetite is unnecessary4 ,require ,eliza and ,alice to deposit their sweetmeats with you1 on the ground that you will help them to be polite to other pupils who have no candy4 ,after school is out in the afternoon1 restore to them their property with a mild caution as to good manners4 ,if the offense is repeated1 keep the candy till the second night4 ,commend them for their self-control in waiting4 ,,comments ,miss ,shannon exceeded the bounds of propriety in proposing to eat in school hours contrary to her own rule4 ,she should by no means confess that she could not control her own appetite2 such admissions induce children to yield to their own impulses4 ,this habit of eating in school is natural and likely to appear1 but excessive severity is not necessary to overcome it4 ,,illustration ,sidenote3 ,sweetmeats ,not many weeks later ,miss ,shannon had occasion to treat the same situation again4 ,following better judgment1 she said to the offender1 8,would you please let me have your sweetmeats to keep until you need them80 ,there was some hesitation1 but her calm assurance of good will won4 8,now you can come to me after school is out and ,i'll give you what you leave with me4 ,but please don't bring your sweet things into the room4 ,eat them up before school begins or save them for lunch40 ,she took the occasion to say to all3 8,our papas and mammas keep plenty to eat at home1 so that we need not eat food during school hours4 ,i want you to help each pupil in the room to have a profitable time4 ,we can't do it if someone is eating4 ,so we won't bring anything to eat during study time4 ,if anybody forgets1 he is to leave his eatables with me until it seems best to give them back to him40 ,,case #fh 7,,fifth ,,grade7 ,sidenote3 ,eating ,oranges ,georgiana ,luitivieder's parents sent her occasional express packages of fruit from ,florida during the mid-winter months4 ,she was the only child in her grade whose parents spent the winter south2 hence she could not resist the temptation to take fruit to school the next day after a case of lovely oranges came fresh from the trees4 ,a whole dozen was scattered among the members of her grade4 ,the first signs were the yellow adornments that bedecked a few desks2 one or two fell to the floor and rolled away4 ,at the same time ,abigail was seen eating an orange on the sly4 ,miss ,galdsworthy was much annoyed by the troublesome oranges4 ,here are her orders3 8,abigail1 bring your orange and lay it on my desk40444 8,all in this row1 who have oranges1 bring them to me40444 8,and in this row40444 8,the one who brought these oranges to school may stand40 8,very well1 ,georgiana1 ,i want to see you at recess4 ,now1 ,henry1 you may call the janitor for me40 ,when the janitor came he received orders to take the oranges away and not to give them back to the children4 ,he marched off with a basket full amid groans and protesting exclamations from all over the room4 7,after his departure71 8,i should think you would know better than to bring all those oranges into the school-room4 ,i don't want this ever to happen again40 ,,constructive ,,treatment ,having found out who had distributed the oranges by private inquiry1 call ,georgiana to you and say3 8,i want you to collect all these oranges and keep them for a #8spread'2 they are lovely things1 but they'll be in our way if we keep them lying around4 ,you are going to help me keep order1 aren't you8 ,and ,i'll help you to have a good time40 ,then announce to the school3 8,we've decided to have our oranges in a delightful #8spread' to come off at the recess period4 ,so we must gather up the oranges for that occasion40 ,promise some additions to their resources and program1 and make a splendid thing out of it4 ,,comments ,pupils are hopelessly alienated by a procedure that exceeds the bounds of propriety4 ,georgiana's generous impulses were outraged by loss threatened or actual of the luscious fruit4 ,a teacher on the ground before school opened would have found out what was about to happen1 in all likelihood1 and could have forestalled it entirely4 ,but if the teacher directs these generous impulses1 she will not only avoid school-room disturbances1 but she will be taken yet more intimately into the confidence of her pupils4 ,,illustration 7,,sixth ,,grade7 ,sidenote3 ,peanuts 8#8,you used to eat once in a while in school'6 ,i can't believe it10 said ,miss ,arbuthnot1 the first time she caught one fifth-grader munching a peanut4 8,we don't eat in school when ,i teach4 ,i'll tell you what we'll do4 ,let's make a rule that no one shall take a bite or chew a single chew when school is in session1 but instead of that we will have our girls prepare us on ,friday noon a light lunch1 once a month4 ,how many of you favor that8 ,hands up60 ,all agreed1 and each child brought a small contribution from home4 ,the luncheon was daintily served in the domestic science room and constituted a fine safety valve for several strong impulses in the hearts of thirty-five sixth-grade children4 ,,case #fi 7,,high ,,school7 ,sidenote3 ,caramels in ,school ,murry ,blane found three young women among his schoolmates in high school that he felt very warmly toward4 ,having an abundance of pocket money1 he spent many dollars first and last in bringing tokens of his regard to his three friends4 ,for the most part he managed to do this quietly1 so that his devotion was not subject to discipline1 but when ,charles ,wingate became principal1 things took a slightly different turn4 ,mr4 ,wingate knew very well that there were always pairings off of young folks in high school4 ,he watched for these groupings of the boys and girls1 and when he saw ,emma ,moore laying a row of caramels on her desk the first question that came to him was1 8,who bought the candy for this girl80 ,he immediately went to her desk and quietly asked the question1 8,emma1 where did this candy come from80 ,such a question had never been put to her before1 although efforts had been made many times to eliminate lunching from the high school4 ,her first answer was1 8,why1 friends of mine bought them for me4 ,isn't that all right80 ,of course the neighboring pupils heard the answer and knew what the question was and consequently their interest was very deeply aroused4 8,o1 yes10 said ,mr4 ,wingate1 8it is all right for your friends to buy you candy1 but it is unusual to see it displayed in this fashion as if it were for sale40 8,yes1 ,i wouldn't offer that candy for sale4 ,it is too precious for that40 ,following this witty speech1 ,mr4 ,wingate saw that the concern of other students was becoming too intense and gave up further remarks for the time being1 but an hour later when the matter of having the candy had apparently been dismissed from his mind1 he found the time to say to the girl1 8,we don't want that candy display to continue1 nor do we want any more of it brought into the assembly room4 ,i want you to tell me who else shares with you this abominable habit of bringing stuff to eat to school40 ,emma hardly knew what to say1 but managed to frame an answer3 8,why1 ,i don't know who brings stuff to eat4 ,everyone brings what he wants1 or doesn't bring anything1 just as he likes40 8,does ,murry bring candy to the girls80 8,maybe he does10 said ,emma4 8,why don't you ask him80 8,i shall ask whom ,i find necessary to interview1 but ,i am asking you whether he brought candy and gave it to you or not40 8,well10 said ,emma1 8several of my friends bring candy1 both boys and girls4 ,perhaps ,murry brought some4 ,i wouldn't say that he didn't40 ,evidently the interview was not going to be satisfactory1 and so ,mr4 ,wingate said1 8,well1 that will do for now40 ,,constructive ,,treatment ,in high school it is necessary to steer a safe course between suppression of legitimate pleasures and attacks on ill-mannered customs made half-heartedly because of dread of colliding with school sentiment4 ,mr4 ,wingate should not have attempted so broad an inquiry in so public a manner4 ,it would have been quite sufficient for the moment if he had said1 8,emma1 will you please conceal this candy until later8 ,it is too attractive to be safe40 ,if there were no grievous interruptions of school work1 decisive action should have been deferred until profitable conversations had given ,mr4 ,wingate an opportunity of developing definitely some sentiment upon the obnoxious habit4 ,this could be begun the very same day on which he encountered the row of candy on ,emma's desk1 but owing to the desire of high school girls very generally to make a good appearance in public1 ,mr4 ,wingate might readily attempt to cure the ills of his own school by a series of definite lessons on good manners4 ,link this up with instruction in domestic science1 so as to give it due emphasis and dignity4 ,make it evident that eating is to take place only at the table or under circumstances where the entire group enters without embarrassment into the pleasure of the occasion4 ,,comments ,mr4 ,wingate ventured on uncertain ground4 ,he was in a minority when attacking the custom in so public a manner4 ,he pulled on a projecting beam and loosened the whole framework of a social custom without knowing what his next move would be if things came tumbling down4 ,what was needed was a larger program of action4 ,the plan of working out the dilemma from the standpoint of domestic science gives permanence and dignity to the reforms proposed4 ,a disciplinarian must never intimate that his requirements are trivial or personal or disconnected with the general good of the school4 ,as soon as one or a hundred pupils can feel that they are out of class by holding to an old custom the reforms proposed will make rapid headway4 ,,illustration 7,,high ,,school7 ,sidenote3 ,marshmallows ,mr4 ,pendleton was principal of the high school at ,downs1 ,ohio4 ,having been fully forewarned by past experience that high school pupils easily fall into the eating habit in school1 he had provided a place in his course in domestic science for instruction on manners on the street and in public places with regard to eating4 ,but1 in the first place1 he discussed the matter briefly with his teachers and found that there was a satisfactory state of opinions there on this as well as on a dozen or twenty other small points which he decided to deal with early in the school year4 ,miss ,davis1 instructor in domestic science1 agreed to make this a preponderant point in her instruction4 ,even in class she strictly prohibited and prevented 8lunching and munching10 insisting that those who received instruction must eat at the table and observe all the rules of good conduct4 ,with this example and instruction as a recognized fact1 the girls of the high school were ready to yield very graciously to ,mr4 ,pendleton's request that no one bring articles of food to the high school4 ,this request was made1 by the way1 only after ,eloise ,thomas1 member of the first-year class1 had walked into the room one morning with a generous sack of marshmallows in her hand4 ,he made no allusion to her individually1 but spoke as follows3 8,i have been very much pleased so far this year to see that the usual customs of public assemblies have been observed on nearly every point4 ,sooner or later it may be that someone may be attempting to distribute sweetmeats among his friends and so occasion an interruption in our regular work4 ,of course such a thing could hardly be tolerated in a company of well-bred people4 ,the standards that have been set in our domestic science department are entirely in accord with requirements of good society1 so that ,i trust that every member of the school will be governed by them and cheerfully assist in maintaining the good conduct that has so far been observed during the school year40 7#g7 ,smoking on the school grounds4 ,sometimes it is impracticable to change the example except by changing the giver of the example4 ,if a fine boy or girl can be made the leader where a weak or vicious one has been leader1 wonderful changes may take place4 ,such a change was effected in the following instance4 ,,case #gj 7,,seventh ,,grade7 ,sidenote3 ,cigarettes ,the practice school of ,bodeling ,college was so good that large numbers of boys and girls came out by streetcar from the neighboring large city to attend it4 ,these boys and girls took the cars at a convenient station near the campus1 where an enterprising business man had built a ,station ,store1 which furnished textbooks1 stationery and refreshments1 and gave shelter in bad weather4 ,this store was a great convenience1 but the college authorities found it also much of a nuisance1 for here a group of 8smart0 high school and town boys gathered1 to loaf and smoke and set a bad example to the smaller boys in many ways4 ,the grammar grade teachers found the cigarette evil especially hard to deal with4 ,the seventh and eighth grade boys1 seeing their elders swaggering about with cigarettes1 imitated them freely4 ,there were a number of fine high school boys who did not smoke1 but they rarely went home as soon as the smokers1 and so the smaller boys saw most of the smoking set4 ,miss ,steele1 the seventh grade teacher1 went to ,miss ,hardy of the eighth and they had a conference4 ,at its close1 ,miss ,steele announced her program3 8,i'm going to appeal to plain reason2 ,i shall show them so clearly that they can't fail to understand how cigarettes hurt them in every way1 and then appeal to their sense of loyalty to themselves and their future4 ,when they know how cigarettes rob them of health and ability1 their good sense will dictate to them what to do40 ,miss ,steele planned her campaign well4 ,she was a large1 plain1 wholesome-looking woman1 a good thinker and a notable figure in all movements for public welfare in her community4 ,her pupils all respected her1 and her school-room management was above criticism4 ,she planned and delivered now a series of talks on cigarettes1 in which she explained clearly just why they are so especially harmful to the young and what a losing game the cigarette-smoker plays4 ,her pupils all listened closely1 the smokers with the rest4 ,when she had exhausted the subject1 she asked all those who were resolved never to smoke cigarettes to raise their hands2 for she had had successful experience with the effectiveness of a public pledge4 ,every pupil in the room but one raised his hand4 ,this one pupil was the son of a prominent attorney1 a smoker and a leader among the boys4 ,his father had instilled in him so keen a sense of honor that1 because he did not intend to stop1 he refused to make the promise4 ,but in spite of this well planned campaign the smoking in the seventh grade continued4 ,some of the boys1 with the low ideals of honor which characterize youthful cigarette users1 had had no intentions of stopping2 others were sincere in their intentions1 but yielded to example or habit when the effects of ,miss ,steele's warning grew cold4 ,as the stories of the failure of her efforts came to the teacher1 she became more than ever convinced that the use of cigarettes causes unspeakable moral degradation4 ,it did not occur to her that her method of attacking the evil could have been a mistaken one4 ,,constructive ,,treatment ,to combat successfully the smoking habit in the seventh and eighth grade boys1 it is necessary to substitute for the sensory pleasure of smoking an equally intense or more intense stimulation of another sort4 ,show the pupils that indulgence in habits of this sort will certainly rob them of keener delights of a more innocent type4 ,see to it that the innocent pleasures are within reach--not far distant and hazy in outline4 ,,comments ,miss ,steele failed by placing before her class a motive so remote in time that it could not be very intense as a stimulus to self-denial4 ,thirteen-year-old boys have not done a vast amount of thinking about the possibilities of the distant future4 ,for them the present and the immediate future are the all-absorbing topics4 ,how could the three desirable conditions--nearness in time1 innocent enjoyment1 and intensity of stimulation--be combined so as to supplant the undesirable conditions which had led to the smoking habit8 ,this was the problem over which ,miss ,hardy was pondering4 ,,illustration 7,,eighth ,,grade7 ,sidenote3 ,athletics versus ,smoking ,meantime ,miss ,hardy had been studying her psychology1 and between times had been talking athletics with her old pupils who had passed on into the high school4 ,the high school teams were well coached and in football had made a good record that gave promise of being equaled in basket ball4 ,the best man on the teams was ,raymond ,johnston1 who was one of those marvels of all-around excellence who happen once in a while to rejoice the hearts of teachers4 ,he was a big1 handsome boy1 with a bluff charm of manner which won all hearts1 and ready friendliness which made him the idol of the school4 ,he was a star student1 who had made a good record in debating as well as in athletics4 ,raymond ,johnston belonged1 moreover1 to a prominent family in the nearby city1 a family in which high ideals of manners and morals were so intrinsic a part of living that the children grew up healthy1 unconscious exponents of all that is best in character and living4 ,it was this fine1 talented boy whom ,miss ,hardy chose to do for her boys what she knew1 able as she was1 she could not herself do effectively4 ,at first ,raymond ,johnston declined with embarrassed modesty to give a series of talks on athletics to the eighth grade pupils4 ,but when ,miss ,hardy had explained to him clearly the great need1 and had shown him that he alone could do the thing that must be done1 he finally consented4 ,the two planned a campaign as carefully as ,miss ,steele had done2 and when the plans were complete1 ,miss ,hardy told her pupils of the treat she had secured for them4 ,in the first three talks there was no mention of cigarettes at all4 ,the speaker gave a lively account of the four great ball games1 with blackboard diagrams of positions and plays1 and anecdotes from his own experience which added the personal touch needed4 ,for a boy he was a ready speaker1 and his enthusiasm knew no bounds4 ,when he had given the three talks1 ,miss ,hardy saw with satisfaction that the first step was gained2 her boys and girls understood the games very well1 and discussed them with the air of conscious experts4 ,all day they talked of nothing but forward passes1 and overhand serves1 and left-twist curves1 and the latest 8dope0 on basket ball prospects4 ,this was in the winter term1 when basket ball held the front of the stage4 ,she knew they must be talking athletics at home1 awake and asleep2 she knew that1 vivified by his virile example1 ,raymond ,johnston had won that room to the athletic ideal of manhood in a healthy and natural way1 and that with an ideal of conduct-controlling vividness gained1 the rest of the campaign could be carried out with good hopes of success4 ,then ,raymond gave his fourth talk on 8,the ,making of an ,athlete40 ,he talked about fresh air1 food1 sleep1 clothing1 training and regularity of habits4 ,he touched on the ethics of sportsmanship1 and every boy in the room resolved to be 8square0 and conceived a vast contempt for the 8yellow streak0 that the high school hero treated with such scorn4 ,then ,raymond took up the cigarette question1 as the next step in his outline of the athlete-making process4 8,of course a man can't smoke if he wants to make the team10 he said4 8,some of the high school fellows do smoke1 but they aren't the ones who make good at athletics or anything else4 ,you'll see them hanging around the ,station ,store afternoons1 when the fellows that make the team are out training4 ,why don't you eighth graders come out and watch us sometimes1 by the way1 instead of going right home after school8 ,you'd get lots of pointers that would help you4 ,you have your own teams1 don't you8 ,if not1 why not organize some8 ,you ought to have three or four in this grade1 for you'll be in the high school next year and you ought to be in training4 8,but remember1 you can't eat piles of doughnuts and you can't smoke if you ever want to do anything in athletics4 ,rich food puts your digestion out of commission1 and smoking goes straight to your heart--and that's what you can't stand when you're playing4 ,they make you fall behind in your lessons1 too1 and then you're not allowed to play on a team4 ,i never smoke1 and the other fellows that do anything in athletics or debating don't either4 ,we can't2 we know better4 8,now1 ,i hope this spring you fellows will all get out and get some good training in baseball and track1 because when we're gone we want to hear that the high school is keeping up her old record2 and it'll depend on you fellows that are coming on4 ,you can do as well as we have or better1 if you just will40 ,miss ,hardy's plan did work4 ,it worked because she substituted a good ideal for imitation instead of a poor one4 ,the poor one had been presented to her boys without her consent2 she had to make an intelligent effort to get the fine one vividly before them4 ,she did not arouse opposition by making her cause too obvious1 by forcing the didactic tone2 it appeared as one part of an attractive program--but it was made clear that it was an indispensable part4 ,she followed up the talks with suggestions that fostered the organization of baseball teams in the spring1 the regular coach coperating with suggestions and occasional instruction4 ,her boys seemed to have forgotten that they ever thought it smart to smoke4 ,when she left at the end of the year1 the coach told her that he was certain that not one of her boys was a user of cigarettes4 ,,illustration #b ,sidenote3 ,remove ,temptation ,miss ,hardy was succeeded the next year by a young man fresh from the training department of a great university1 who was enthusiastic and keenly analytical4 ,the non-smoking eighth grade boys had now gone into the high school1 and he was met by the same problem that had defeated ,miss ,steele4 ,he realized that while ,miss ,hardy's plan had worked with her boys1 still the evil existed in the community as a constant menace1 and he resolved to reach the root of the trouble if possible4 ,there seemed to be several roots3 the smokers in the high school1 the ,station ,store where the boys loafed1 the indifferent parents1 the shops where the boys were sold1 contrary to law1 the materials for their cigarettes4 ,the story of how these elements in the problems were reached is too long to recount here2 but it was done by arousing the interest of the parents1 who were stirred into action by a rather lurid talk given by the new eighth grade teacher1 and who organized for the definite purpose of removing the temptations to smoke4 ,the efforts of ,miss ,hardy and ,mr4 ,sulzer1 the eighth grade teachers1 were successful because they attacked the force which set the example4 ,imitation grows into habit rapidly1 and when both imitation and habit are allowed to become cumulative1 it takes more than a logical protest to change conduct4 ,in one case1 the bad example was displaced by one which was made more attractive than the old model2 in the other1 public conscience was aroused and used as an agency for the elimination of the bad example4 ,the worst kind of a bad example is that of older people who connive at an evil4 ,,illustration #c 7,,high ,,school7 ,the following letter from a correspondent of the ,i4 ,a4 ,d4 ,teachers' ,club also has a bearing upon the control of smoking on the school grounds3 ,sidenote3 ,boy ,is ,caught ,smoking ,i was principal and high school teacher in a little school down ,south4 ,one of my most interesting pupils was also the most difficult to manage--,herbert1 a bashful1 overgrown1 intelligent1 fourteen-year-old1 the ringleader in all mischief and the idol of the playground4 ,one of the grade teachers caught one of her boys smoking cigarettes one day4 ,upon investigation three other culprits were discovered among her charges1 but it seemed that ,herbert was also guilty4 ,the nature of the case and the custom in that state demanded that the younger boys be whipped1 but ,i knew that ,herbert was more truly responsible and my heart was heavy1 for ,i had worked hard to gain his confidence and ,i was fond of the boy4 ,a mistake on my part would make him sullen and unmanageable and the smoking would then go on in spite of me4 ,after school was out1 ,i dispatched the younger boys as quickly as possible1 asking ,herbert to wait in another room for me4 ,he was very sober when ,i came in and ,i was wondering how to begin the difficult task ahead of me1 when a glance from him gave me a clue4 ,it was defiant1 appealing and apologetic1 all at the same time4 ,the boy and ,i had been somewhat like chums up to this time4 8,herbert1 tell me all about it1 won't you80 ,i began4 8,i want to hear just how it happened and how much smoking there has been40 8,there hasn't been very much10 he said1 with his eyes down4 8,we've smoked dry leaves and corn shucks1 but we've only smoked real tobacco twice40 ,he was on the defensive at once1 ,i saw1 but his confidence was in a measure restored by my opening--giving him a chance to tell his side of it4 ,i drew him out1 not condemning him1 but merely looking very grave1 until ,i had a full account of just when and where the smoking had occurred4 ,i did not insult him by doubting him and he gradually lost his defiant attitude and grew more and more shame-faced4 8,herbert10 ,i said1 when the recital had come to an end1 8what would your father say80 8,he would lick me until ,i couldn't stand up40 ,this was literally true1 for the boy's father was a hard drinker and subject to violent fits of anger when his children displeased him4 8,i shall not tell him1 this time4 ,but if it happens again1 ,i think he should know about it10 ,i said4 8,herbert1 you know you can do what you please with these grade boys here in this school4 ,they look up to you and follow your leadership4 ,you can make them do what is right or you can lead them astray40 ,he shook his head violently at this1 but was too near to tears to speak4 8,we may think we aren't our brothers' keepers1 ,herbert1 but we are1 just as the ,bible tells us4 ,it is really you who are responsible for this affair1 because you are older and know better than the others the evils that come from the use of tobacco40 ,and ,i talked to him a little about the effects of tobacco upon growing boys4 ,i thought he seemed impressed and penitent4 8,i'm going to put you in charge of the whole matter4 ,i want you to see to it that there is no more smoking after this4 ,you can report to me once a week what sort of success you have1 but we won't say anything to the others about the arrangement40 ,he protested that he couldn't do it1 but finally blurted out 8,i'll try10 and ,i shook hands with him on the agreement4 ,the reports proved the success of my scheme and ,i found ,i had made a warm friend and ally of ,herbert4 7#h7 ,manners1 good and bad4 ,nowhere1 perhaps1 is the influence of the imitative instinct more potent than in the shaping of one's manners4 8,manners make the man10 is a legend inscribed over the door of one of the buildings of ,oxford ,university1 and in order that the pupils shall go out from its doors possessed of the high claims to the respect of their fellow men which good manners affords1 exquisite care is taken that those adults who are daily associated with the pupils are themselves possessed of such manners as are worthy of imitation4 ,all unconsciously to themselves1 these manners will soon be reproduced in the pupils with more or less exactness4 ,but if good manners are assimilated through association with those who possess them1 bad manners are no less surely learned in the same way4 ,the teacher who is confronted then with a room full of rude1 noisy1 untidy children1 should never regard these bad manners as a personal affront to himself1 but rather as a result of social 8copy0 unconsciously imitated by his pupils and requiring time and patience and a substitution of 8copy0 of the opposite sort before such manners can be eradicated4 ,sidenote3 ,social ,imitation ,persons outside of the school quite often show a lack of respect for those whom they meet on the public highways or on the streets4 ,this lack of proper training is not very different from that of pupils who constantly disregard the rights of other pupils or who persist in mistreating other pupils whenever they can get a chance4 ,those pupils who persistently do these things are simply following 8social copy40 ,the motive underlying each of these misdemeanors is the same1 namely1 selfishness1 which is the basis of impoliteness4 ,no polite child will jeer at strangers or even acquaintances or schoolmates1 nor will he disregard the rights of schoolmates1 expecting more for himself than for those with whom he associates4 ,he will not mistreat his playmates 8just for fun0 or for the pleasure of tantalizing them4 ,much of such lack of kindness and politeness is due to neglect on the part of parents4 ,many parents never take the time to teach their children to be kind and thoughtful of others4 ,when such pupils enter the first grade1 their conduct can be changed greatly by the teacher who will make the effort4 ,it is presupposed that the teacher will himself practice every trait of politeness and kindness4 ,he will not be guilty of any of the above misdemeanors4 ,that means much to the pupil who disregards the rights of his associates4 ,still the teacher's conduct along these lines will not wholly prevent a pupil from practicing one or all of these misdemeanors4 ,close supervision of all the school-room and playground activities will do much to prevent rudeness1 but will not entirely abolish it4 ,naturally parents and patrons expect the teacher to be the mediator for better conduct on the part of some pupils4 ,perhaps suggestive control will effect prevention in the first grade better than any other method4 ,just before school is dismissed the teacher may tell a story to all the pupils1 the point of which is to teach kindness towards others4 ,she may then suggest how fine it would be for all of the pupils to go home on this particular evening and be courteous to every one whom they meet4 ,she can suggest the little courtesies of saying 8,good evening10 etc4 ,her entire talk must be permeated by a spirit of kindness and she must expect that her pupils will do nothing less than she has told them4 ,the chances are that they will obey her for the first evening1 but on the second evening they will forget4 ,in a few days she may need to repeat the talk4 ,each time she makes the suggestion she should follow it up by approving the children for good conduct while going home4 ,if the teacher wishes to deal with a pupil individually she can apply the same methods as for the pupil that quarrels or fights4 7,see treatment of quarreling and fighting47 ,often school children show impoliteness in a marked degree4 ,it may be a result either of poor home training or because of the teacher's bad manners4 ,the teacher who is impolite can not expect her pupils to be polite4 ,some teacher may ask1 8,just what constitutes impoliteness on the part of the teacher80 ,that teacher is impolite who meets her pupils outside of the school-room and does not speak to them2 who does not beg pardon when she accidently bumps against a pupil2 who does not say1 8,thank you10 when a pupil bestows a favor2 who does not greet her pupils with a cheery 8,good morning0 or a pleasant 8,good night02 who is rude and rough2 who speaks in a high-pitched tone of voice instead of a sweet1 low1 pleasing tone2 who says gruffly1 8,what80 when she should say1 8,repeat it again1 please10 and who keeps her desk in disorder4 ,there are other traits of impoliteness1 but the above will enlighten the teacher who fails to know the marks of ill-breeding4 ,to prevent impoliteness on the part of pupils1 the teacher needs but to practice the opposite of the above4 ,she may give a few talks on politeness1 but the best way to teach that subject is to be polite4 ,the little ones are imitators4 ,they like formal politeness and will imitate the teacher4 ,extremes of formality must be avoided4 ,overdoing the matter has a tendency to repel pupils4 ,every trait of politeness can easily be taught if the teacher will watch for its occurrence1 and then casually remark how she admires that particular characteristic in her pupils4 ,a certain little boy tipped his hat to an elderly lady as she passed the school4 ,the teacher saw it4 ,when school convened she said1 8,i am proud of my pupils because ,i saw one lift his hat to a lady today40 ,she said no more1 but every boy aspired thereafter to recognize women by lifting the hat4 ,on another occasion a little girl picked up her glove4 ,her recognition of the act was1 8,thank you1 my dear40 ,others heard it4 ,afterwards they sought to do the teacher favors4 ,again1 she stood by the window when a farmer passed the schoolhouse with a large wagon4 ,the wind blew off his hat4 ,a little boy ran and picked up the hat and returned it to the farmer4 ,when the bell rang and all were in their seats1 the teacher told the pupils how proud she was of them because they were polite4 ,she avoided singling the boy out4 ,that would have caused envy in some of the pupils1 but to be proud of all1 made all feel that the act was a possession of the entire school and that which one boy could do1 could be done by any pupil4 ,,case #ga 7,,second ,,grade7 ,miss ,wallis1 teacher of the primary at the ,wendell ,phillips ,school1 was picking her way carefully through the crowd one ,monday1 when her eye fell on ,walter1 one of her own pupils4 ,he1 too1 was moving as fast as possible and just before attempting to cross ,thirty-ninth street he overtook a lame man4 ,the crutches sprawled out somewhat helplessly and annoyed many of the passers4 ,sidenote3 ,street ,manners ,walter halted scarcely a second1 but as he dived past the unfortunate man1 he brushed hard against another pedestrian and fell toward the man with the crutches4 ,all in a second the one crutch was knocked out of his hand and down he fell with a heavy thud to the walk4 ,walter did not look back until he was across the street and then he saw no sign of the lame man4 ,at school ,miss ,wallis took a firm hand in the matter1 by having ,walter stand before the pupils of his room1 tell his story1 and let ,miss ,wallis rush past him and knock him down4 ,the fall1 plus the injury to his feelings1 made him take a good cry on the spot4 ,his teacher concluded the incident by saying3 8,now1 ,i guess you will not do that again soon1 will you80 ,,constructive ,,treatment ,instead of the negative instruction1 i4 e41 telling what not to do1 teach a positive lesson2 let one pupil impersonate a lame man2 have several pupils or all of them rushing past him2 let some one or two offer to pilot him across the 8street10 which may be marked off on the floor4 ,in discussing the matter1 if discussion seems needful1 assume that all of the pupils really want to be courteous and kind but forget it in their haste4 ,,comments ,the attempt to impress the lesson1 by dramatic exhibition1 may easily fail because the wrong theme is presented or the realistic feature is carried too far4 ,particularly when working with young children1 the negative types of action should not be dwelt upon if it is avoidable4 ,acquirement of polite manners can be attained only by gradual steps4 ,assisting a lame man on the street is a matter that every child in school can comprehend4 ,for young children the lessons in politeness should bear on the obvious and most necessary points of contact between persons4 ,although many impulses to courteous treatment arise in a child1 there is always need to teach him how to perform the acts which convention has fixed upon as necessary to good breeding4 ,the greatest advances will be made by helping the child to take the other person's point of view4 ,this will be certain to elicit sympathetic responses4 ,,illustration 7,,third ,,grade7 ,verna ,gielow was a black-haired eight-year-old1 who made progress in her school work none too easily4 ,she had only brothers at home with whom she played out-of-doors nearly all of her spare time4 ,sidenote3 ,dramatizing ,effectively ,at school came her first serious lessons in courtesy4 ,miss ,johnson1 the primary teacher1 had her whole room organized as a family1 father and mother1 aunts and uncles and children4 ,it was a birthday celebration for grandmother1 there were songs1 a 8piece0 to speak and a 8dinner0 to be eaten4 ,only thirty minutes were devoted to the whole thing1 and no extra school time preparation was needed4 ,the 8dinner0 was made up of dishes produced by the imagination4 ,the necessary instructions as to good behavior were given as needed4 ,the event passed off with great satisfaction to pupils and teacher4 ,all that was needed for ,verna was special supervision and commendation1 as she was given the place of mother1 which she represented with hearty eagerness4 ,,case #gb 7,,sixth ,,grade7 ,sidenote3 ,picnic ,manners ,north ,lord ,school celebrated the coming of summer with a picnic4 ,miss ,bradford attended carefully to everything except the behavior of her pupils4 ,scarcely had the crowd gathered1 before she began directing the boys and girls how to conduct themselves4 ,calling out from a distance1 she said3 8,shame on you boys for taking the swings first4 ,let the girls have a good time1 then you can have the swings if you want them40 ,several older girls made a dash for the bridge that led over to the other side of the railroad tracks4 ,they were out of sight in a moment with the teacher on a hot chase4 ,when she overtook them there was another scolding4 8,you're a pretty lot6 ,there'll be several girls sent home now if there is any more running off like this40 ,on returning to the group of children she heard a confusion about the lunches3 8,here1 let me4 ,i'm going to get out the lunches40 8,no1 get out1 you can't manage this40 ,meanwhile some one was ordering them all away from the lunch baskets4 ,thus it continued to the end with noisy1 and in large part1 fruitless attempts on the part of ,miss ,bradford to keep some sort of order and decorum4 ,,constructive ,,treatment ,arrange for details of conduct before the event comes off on occasions like this4 ,as a basis for good order1 organize the school into committees1 assigning specific duties to each and develop a sense of dignity in each pupil1 sufficient to sustain the part appointed to him4 ,give explicit instructions on certain urgent matters4 8,if the girls gather around the swings1 offer them an opportunity to use them2 the chairman of the swing committee will see that this regulation is carried out4 8,paul will attend to the lunches4 ,any one may place a lunch in his care at any time1 and receive a check for it4 ,but no one can get his lunch out until #aa3de4 ,paul will attend to this without fail40 ,do not attempt too many regulations2 be content with a few clearly stated1 necessary directions4 ,this method with slight modifications should be followed with children of all grades4 ,,comments ,system and reasonably good manners have an appeal for children because of the desire they have to imitate adults4 ,appointment to office gives a child authority and evokes a corresponding respect from other children4 ,if each child is given a task1 he quickly senses the situation when required to conform to the standards of courtesy which he wants others to follow in dealing with him4 ,it is always needful to plant at once1 perhaps many times1 seeds of new acts1 sometime before the fruitage is expected4 ,a little reflection will often permit a child to adjust himself1 when1 if required to act instantly1 he would break out in rebellion4 ,,illustration 7,,sixth ,,grade7 ,superintendent ,blair yielded to an urgent demand to hold a miniature barbecue in celebration of the series of victories in athletics4 ,the ,lecompton ,high ,school had not lost a game of basket ball during the season after meeting eight opposing teams4 ,sidenote3 ,handling a ,crowd ,miss ,mc,auley1 in charge of the sixth grade1 was appointed custodian of the water supply and as head usher1 with instructions to drill the boys and girls in her room to do the necessary work4 ,she gave instructions and practiced her pupils on these two matters4 8,the ushers will say1 #8,dinner is now served1 come this way1 please4' #8,men's hats may be left here4'--#8,may ,i show you to the drinking fountain8'--#8,this way out1 please4'0 ,at first the novelty of the situation created more or less of a titter1 but in a few days the pupils mastered the set phrases and practiced on their own number with a real enthusiasm4 ,every other room in the school had a small part in bringing the event off in a satisfactory manner4 ,of course the general conduct of the school was thoroughly modified by this intensive method of instruction4 ,,case #gc 7,,eighth ,,grade7 ,sidenote3 ,rudeness 8,john ,mason6 ,i saw you6 ,you go to the office at once60 ,miss ,maile spoke partly as a form of apology to a gentleman who was brushing the dust from an expensive hat4 ,the embarrassed teacher continued3 8,i am very sorry that ,john treated you so rudely4 ,i saw him rush by you1 glance at your hat as it rolled away and dash on to where ,i stood4 ,he'll catch it from the principal40 ,ere long the principal began his interview4 ,he spoke with voice of thunder3 8,well1 what are you in here for8 ,i saw you here last week1 didn't ,i8 ,come1 now1 tell me your story40 8,i knocked a man's hat down40 8,yes1 ,i know you knocked a man's hat down4 ,but tell me about it4 ,what did you do it for80 8,i was sailing in the east door and struck his hat--0 8,now1 just tell me why you knocked his hat down and why you went on without picking it up40 8,i just hurried and didn't see--0 ,john felt very little like doing anything more about excusing himself1 he could not tell why4 8,you may go4 ,if ,i catch you again acting like that ,i'll tan you right40 ,the boy was dismissed with a shove that showed but the faintest trace of friendliness4 ,,constructive ,,treatment ,miss ,maile can easily keep this matter out of the superintendent's hands by inviting the gentleman into her room1 appointing a committee to apologize for the room1 since one of its members has committed a breach of good manners4 ,the words can be very few4 8,we are sorry to have been rude4 ,please excuse us40 ,we would suggest also in a school where there is a strong tendency toward bad manners1 that you apply the principles of suggestion and approval4 ,some morning when the pupils are in a good mood1 say3 8,i want to tell you how proud ,i am this morning40 7,smile at this point1 allowing your pupils to wonder what you are going to say next47 ,then1 after waiting four or five seconds1 continue3 8,i have been watching pupils in my classes lately1 both here in the school and outside1 and ,i have noticed many pupils who are very polite4 ,it looks fine to see a pupil pick up something another has dropped4 ,i remember a boy--a fine looking fellow--everyone liked him1 and ,i used to wonder why it was that everybody spoke to him and why everybody liked him so well4 ,i noticed that whenever he saw a chance to do a kind act for anybody he always did it4 ,if he happened to annoy anybody1 he always stopped and told the person he was sorry2 whenever he walked in front of anybody he always said1 #8,excuse me1' and he always made everyone feel happy because he was so kind4 ,that is the kind of a person ,i like1 and ,i believe that is the reason he was liked so well4 ,i visited a school once in which all the pupils were just as polite as could be1 and the teacher seemed to be proud because the pupils showed such good manners4 ,i tell you1 ,i am going to watch from now on to see how many boys and girls in my room are polite4 ,it is certainly fine to do a kindness for someone4 ,i like the boy or girl who does it40 ,the next day1 smile again and say1 8,i'm even prouder than ,i was yesterday morning4 ,i saw several kind acts yesterday by my pupils4 ,i tell you1 ,i appreciate it very much40 ,,comments ,if acts of courtesy can be made a social affair1 a powerful impetus will be exerted toward reform4 ,so long as a boy thinks he acts exceptionally well if he is polite1 and so stands in a class by himself1 he will give only grudging attention to matters of etiquette4 ,just as largely as possible we should use the group to teach the individual4 ,in the case cited1 the superintendent and teacher taught more ill-manners by their example than they did good manners by precept4 ,they were brusque1 rude1 unsympathetic1 tactless1 and ineffective4 ,strict conformity to rule can be as clearly required and uniformly enforced by methods that are not dictatorial and terrorizing4 ,the latter may secure a few immediate formal results2 the more cultured methods will draw out a pupil's interest and hearty response4 ,,illustration 7,,seventh ,,grade7 ,sidenote3 ,accidental ,injury ,robert and ,josiah ,nash are thirteen-year-old twins4 ,their present sport is kite flying4 ,yesterday they were intently gazing skyward and backed up into ,mrs4 ,scudder's star flower-bed on the north side of her house4 ,the quickest way out was to continue their backward course4 ,they left a path of destruction as they emerged on the opposite side4 ,mrs4 ,scudder saw them as they left the premises1 and was thoroughly angered with them as she rushed to view the remains of her precious flowers4 ,the boys were too much concerned with their fun to attend to the damage they had done1 but just before supper time1 the two appeared at ,mrs4 ,scudder's front door4 ,her face fell into a troubled appearance at once1 but the boys got in the first words3 8,we came to settle for the damage we did this afternoon10 was their first sentence4 8,how much do we owe you80 8,now1 would you think it damage6 ,i should say there is damage6 ,i saw you boys go on and ,i thought that was the last ,i'd see of you4 ,come out here and ,i'll show you40 ,all of their courage fled for a moment at these words4 ,but they obediently followed her1 not knowing what next to expect4 ,the three stood about the beautiful flower-bed1 as ,mrs4 ,scudder resumed4 8,now you boys have done the manly thing and ,i am going to meet you more than half way4 ,let us all quickly straighten up these poor trampled things and water them4 ,if you'll help me do that1 ,i shall thank you very much1 and we'll consider everything square40 ,the task was soon accomplished4 ,on the way home the boys vowed that they did not wish to be so careless again since ,mrs4 ,scudder had1 after all1 shown such a good spirit toward them4 ,in a system of schools organized with any approach to thoroughness the most serious problems of politeness have been solved long before the grades are completed4 ,repeated associations and the formation of friendships with persons of dignity1 refinement and culture1 no doubt will necessitate more adjustments as time goes by4 ,how to acquire the manners of a new environment1 and the necessity for so doing are fully worked out in the grades4 ,but too often1 something remains for the high school to do in the direction of training in good manners4 ,,case #gd 7,,high ,,school7 ,sidenote3 ,reforming ,manners ,mr4 ,robertson found enough trouble on his hands when he took the ,allentown ,high ,school without giving any special attention to such matters as politeness and good manners1 generally4 ,his first assistant1 ,miss ,sibley1 finally overcome with disgust1 fairly demanded of him that he do something to improve conditions4 8,these people are perfect boors4 ,they have no more caution about the commonest courtesies than street ,arabs40 ,in fact many of them did roam the streets with no home restraint4 ,aroused from apathy1 ,mr4 ,robertson set his machinery into action4 ,the next morning he gave a long talk in the assembly period1 mentioning about twenty forms of courtesy which he insisted they must adopt4 8,you must be careful to tip your hats1 boys1 when you meet ladies4 ,don't talk loud on the street4 ,don't shove people about when you hasten through a door10 etc4 ,several whispered remarks showed how the talk was taken4 8,what's this he's stuffing down us80 8,something's come over him4 ,he'll get better60 8,we can't take on all that gaff40 8,i get all of that at home that ,i want2 shut him up60 ,finally some one turned the laugh on the affair1 after getting permission to speak4 8,people around here wouldn't understand us if we tried to go through all those motions4 ,can't you tell us something easier80 ,mr4 ,robertson dropped the matter and began to watch for results thereafter4 ,he saw none except some crude mockeries of courteous behavior4 ,,constructive ,,treatment ,correct the blunders of this man1 by thinking out a plan of action with some care4 ,if it seems best to make a public speech on politeness first1 point out instances where the school has shown excellent breeding4 ,cite cases of ill-breeding with pupils in another school as the subjects4 ,point out prominent persons of the community who have shown you marked courtesies4 ,take up but four or five points at a time1 briefly1 and with dignity so as to compel respect4 ,a little raillery need not be taken seriously1 as it may easily conceal genuine respect for what you propose4 ,,comments ,building on the ground already gained convinces pupils that the new habits recommended are not a novelty but an extension of something they already respect4 ,only so can unfamiliar customs of courtesy be introduced1 especially if some of the children come from uncultured homes4 ,it requires real pedagogical skill to convince the untaught that acts of courtesy are not necessarily hypocritical and affected4 ,good manners come naturally to the adolescent1 since this is the period of display of the person4 ,when once the novelty can be forgotten there is a warm response in courteous forms of behavior4 ,hence1 the cautious teacher does not hold up a pupil to scorn or shame1 but deals gently with him on the assumption that he knows no better4 ,imitation is the best agency for teaching courtesy4 ,an administrator should watch every teacher to ascertain if he treats the pupils courteously4 ,in bringing visitors into the school1 one can select models of courtesy and immeasurably stimulate student interest in good manners4 ,,illustration 7,,high ,,school7 ,sidenote3 ,dramatizing ,arthur ,scudder left ,vernon ,college with all the polish that four years in a coeducational school could furnish him4 ,he was tall1 finely proportioned1 perfectly groomed1 easily poised1 and fitted to win the attention of any one who came to know him4 ,withal1 he was quite unassuming and wore his good manners with a gracious innocence4 ,after a week at ,wellington1 he said to himself3 8,something is to be done here4 ,these young bloods and lassies need a little training in good manners4 ,i believe ,i'll try to connect it up with several other matters and make no separate item of it40 ,accordingly he brought together the ,english teacher and the teacher of history for consultation4 8,i want10 said the principal1 8a play that will exhibit a modern situation1 involving ,americans1 in considerable numbers1 on foreign soil4 ,the plot must involve a political issue and the characters must exhibit very conspicuously faultless observance of a large number of the rules of courtesy4 ,can we find such a thing80 ,it took a month to answer the question4 ,finally1 8,ethel ,proctor's ,peace0 was found1 examined and accepted4 ,the cast required forty-one characters2 no one of them was burdened with a very heavy part4 ,it suited ,mr4 ,scudder's purpose entirely4 ,the scene was at ,the ,hague and the plot interwove fragments of the great ,european conflicts1 diplomacy and love4 ,it took two months to prepare it1 owing to the chorus practice that was a necessary feature4 ,was the principal disappointed in his scheme8 ,by no means4 ,he coached his pupils with rare enthusiasm and drilled them into characters they had never assumed before4 ,he refused to fix the cast finally1 until he had made several shifts2 thus he put certain individuals through some very much needed practice4 ,the effect was marvelous4 ,in fact the entire school was profoundly molded by the work done in preparing and giving this splendid play4 ,children's eyes follow their interests4 ,their attention is absorbed in that which makes the strongest sense impression4 ,a room full of children can be managed only by teaching them self-control4 ,,case #ge 7,,second ,,grade7 ,sidenote3 ,staring at ,visitors ,the ,mapleton primary room was in the hands of a genius for the first time in years4 ,miss ,tenney was in her first year of teaching1 but had put into it an uncommon amount of vim and sense4 ,she sifted out the best things from new methods and put them through with tact4 ,as a consequence1 early in the year1 visitors began to drop in and observe her work4 ,they were looking for her weak spot and found it3 the boys and girls could not stick to their work when visitors were present4 ,for example1 ,miss ,tenney was reported to have said in ,mrs4 ,wm4 ,van ,kirk's presence3 8,walter and ,clarence1 go on with your work now40 8,eleanor and ,pearl1 don't look that way4 ,look at your book40 8,you must go right on with your school work40 ,it was such a delicate matter to handle that no one dared speak to her about it1 so the unfortunate and unnecessary situation is prevalent to this day4 ,,constructive ,,treatment ,give instructions on how to behave when visitors are present at a time when no stranger is in the room4 ,lay the stress on showing some good work to the friends of the school4 ,repeat some of the words of praise that have been spoken regarding 8our work10 and promise a good many more visitors before long4 ,name the children beavers or bees and tell them how well they have worked and what they may hope to accomplish if every child will work hard4 ,apply the principles of suggestion and approval4 ,some morning1 say tomorrow morning1 when all the pupils before you are fresh and in a good mood to have suggestions lodged1 rise from your chair1 walk around in front of your desk1 smiling1 and say something like this3 8,i want to tell you how proud ,i am this morning40 ,pause at this point1 allowing your pupils to wonder what you are going to say next4 ,then continue3 8,a visitor came in to one of my classes a few days ago and ,i noticed a good number of my pupils kept right on with their work--their heads straight forward1 instead of turning around and bending their necks out of joint trying to see the visitors1 as they do in some schools4 ,now1 a visitor always notices this4 ,i went into a school once where everyone twisted his neck so much that ,i wondered if there wasn't something wrong with all of them4 ,then ,i have visited other schools where the pupils kept right on with their work and it looked just fine4 ,the teacher seemed to be proud because the pupils showed such good manners4 ,i tell you ,i'm going to watch from now on and when ,i see everyone in the room continuing his work when visitors come1 ,i'll feel like going to my desk and raising every one of the grades a notch or two because it's a good trait in any school40 ,the next time a visitor comes1 a greater number of pupils will pay attention to their work than before1 so on the following morning1 again approve your pupils for their good manners in the presence of yesterday's visitor1 bringing out the point that you noticed several more yesterday than you ever did before4 ,one of the most important points about this method is that those who stare are practically ignored4 ,they are not approved nor even talked about4 ,in order for them to be included in that class which is noticed1 they must fall into line4 ,it is important that you spend the smallest amount of time possible with the visitor when he comes4 ,simply show him a good seat and then go about your work as if he were not present4 ,many teachers are responsible for their pupils paying so much attention to the visitor because they are continually going back and talking with the visitor1 explaining various things to him during a class recitation4 ,in other words1 the direction of the teacher's attention largely determines the direction of the pupil's attention4 ,,comments ,too much attention can easily be devoted to a small matter of this sort4 ,miss ,tenney1 by a little manipulation1 could have placed this staring at visitors where it belonged--in a subordinate relation to the remainder of her work4 ,her own absorption prevented her from properly instructing her pupils when guests were absent4 ,a small neglect of this sort may nearly undo a very fine piece of work2 surely this will be the case if the children discover that they have free rein under certain circumstances4 ,,illustration 7,,rural ,,school7 ,sidenote3 ,greeting the ,visitor ,rose ,holden had charge of the ,pines ,hill district school for the summer term4 ,having taught in the same district in another settlement1 she was well known before her school opened4 ,visitors came in somewhat frequently1 and provision for courteous treatment of them was necessary1 but such as would not disturb the school4 8,i wish to make the following announcements about visitors10 she said one day4 8,when visitors knock ,i will meet them at the door4 ,since there is no space for them to sit in the back of the room1 ,i shall bring them to the front and shall introduce them to the school4 ,you will stand and say together3 #8,we are glad to see you1 ,mrs4 ----4' ,after that you and the visitors will take seats and you are to go on with your work4 ,this means that you are to forget that any stranger is in the room4 ,i shall repeat these instructions now and then so that all may understand40 ,miss ,holden's pupils all happened to be small children4 ,with an older class of pupils she would not have requested the formality of rising4 ,with the little ones1 however1 the act afforded a brief rest for the pupils1 satisfied their desire to share in greeting the visitors and made them more willing to return quietly to their study4 ,,case #gf 7,,fourth ,,grade7 ,sidenote3 ,gazing at ,visitors ,miss ,olney had heard that her new room in ,virden was not a very good one1 but she had no idea how awkward and ill-bred children could be until she saw their actions on the first day1 when two mothers and one father came with new pupils to the school4 ,visitors were evidently a new experience for this third grade room1 for the pupils stared constantly at the trio seated on the platform1 where they had been placed with much politeness by ,miss ,olney4 8,you'll have to pardon the way those children stare at you10 she said to the visitors4 8,they don't seem to be used to company4 ,children1 let's see every eye on the lessons1 now4 ,it isn't polite to stare at company40 ,the children opened their books1 and gazed at them unseeingly4 ,miss ,olney turned to ,mr4 ,turner1 whose little daughter was a new pupil1 and explained to him the course she would take4 8,we don't have history in this room1 ,i'm sorry to say4 ,perhaps we can put it in later4 ,harvey1 do you have your problems8 ,then why don't you go to work8 ,our guests are not visiting you2 they are visiting the room1 and they want to see the room at work40 ,presently she turned to ,mrs4 ,albright1 another of the trio1 and began to explain her ideas of teaching4 ,but in the midst of her explanations she saw ,mary ,hill and ,sara ,bly watching her and her guest4 8,mary and ,sara1 this is time to get lessons4 ,dear me1 ,mrs4 ,albright1 ,i do hope you'll come to see us later1 when we have learned to be better behaved4 ,these children certainly do need some training1 and ,i intend to give it to them4 ,look at those little ,johnsons2 they are fairly staring a hole through you1 ,mrs4 ,young40 ,mrs4 ,young laughed with her at the staring little ,swedes1 who quickly looked at their books in confusion at the evident discussion of them1 and flushed very red4 ,feeling that they were interfering with the program of the school1 the three visitors soon left1 and then ,miss ,olney was freer to give her attention to her pupils4 8,now see here10 she began1 8there is one thing we might as well understand first as last4 ,when company comes1 ,i want you to go right on with your regular work1 and ,i'll entertain the visitors4 ,above all else1 don't stare at them4 ,you get your lessons1 or else you'll fail right before company1 and then think how ashamed you'll be4 ,i know you all want to show off before company1 don't you8 ,and instead of showing off1 you all look as countrified and awkward as a lot of little geese1--just as though you never had company at home40 ,miss ,olney did not have much company during the year1 but when she did she went through about this program each time4 ,her pupils did not improve in manners2 at the end of the year they were as awkward1 self-conscious and ill-bred as in the beginning4 ,she had utterly failed because she did not know that good manners are largely taught through imitation4 ,,constructive ,,treatment ,usher guests quietly into the room1 and place chairs1 or allow pupils to place chairs for them in some part of the room where their presence will not interfere with school activities4 ,talk to them1 if at all1 so quietly that pupils will not be disturbed in their work4 ,go on with school work as though guests were not present2 they want to see the school routine4 ,your own quiet acceptance of the presence of guests will help the pupils to regard the visit as less of an event4 ,if the children stare at guests1 attract their attention by some exercise or talk to them about their work1 or let them do some favorite task that appeals to them strongly4 ,then1 when the company has gone1 talk to them frankly about the matter of staring1 and show them how much more courteous it is not to look at people intently4 ,never talk about your pupils to visitors1 unless you can say something pleasant of them2 and even compliments should be paid with caution1 as the sweet grace of unconsciousness is easily spoiled in little people4 ,by your own easy1 matter-of-fact politeness to guests1 set the pupils a good example to imitate4 ,,comments ,miss ,olney made several mistakes4 ,first of all1 she made her pupils very conscious of the visitors by putting them upon the platform and spending her time during lesson-hours talking to them4 ,company should never be put upon a platform unless they are to be looked at2 for any child feels that an unusual object1 placed directly before him1 must be meant to be seen4 ,miss ,olney had no business asking her pupils to do what she did not herself do2 she spent her time with the visitors1 neglecting her regular program1 but asked her pupils to attend to their lessons4 ,she should have known that voluntary attention is weak in early childhood1 and needs every help to growth4 ,she made ,harvey1 ,sara1 ,mary and the little ,johnsons very self-conscious by correcting them before guests1 then reproved them for not going on with their work in complete unconsciousness of anything unusual4 ,in short1 she ignored the value of example in every way4 ,dramatic exercises are a most effective means of reaching small children1 since they offer the elements of vividness and repetition4 ,,illustration 7,,rural ,,school7 8,hey1 there1 teacher60 called out ,johnny ,scott to ,miss ,strong1 whom he spied across the road4 8,say1 you didn't lick me today1 did you8 ,pa said you would1 but ,i told him where he got off at40 ,sidenote3 ,loud ,manners ,the men lounging before the postoffice laughed good-naturedly as ,johnny yelled this greeting to his teacher4 ,she was embarrassed1 but not angry1 for she knew ,johnny and fine manners had never had a fair chance to become acquainted4 ,she dreaded going to the postoffice for her letters1 but as she could not have them without making the trip1 she finally mustered up courage and ran the gauntlet of staring idlers4 ,one of them1 ,ike ,masters1 spoke to her as she came out4 8,well1 the first day's done1 ain't it80 he asked with kindly interest4 8,an' you ain't sorry1 now1 ,i'll bet4 ,if my boy gives you any trouble just lick the stuffing out of him1 an' ,i'll do it again when he gits home if ,i've hearn about it40 ,his friends nodded and guffawed their approval1 and ,miss ,strong escaped with a murmur and a smile4 ,the smile came because she realized that these mountain people were kindly disposed toward her and her work1 and that their crudeness was that of ignorance and not that of viciousness4 8,we are going to play a game10 she announced the next day1 when regular lessons were done and the happy play-hour had come4 8,we're going to play we are going along the street1 and meet each other4 ,we'll practice the right way to greet our friends40 ,she told a little story of a boy who started out one morning and met various people1--a lady1 whom he greeted with lifted hat2 an old man1 whose basket he carried2 a stranger1 whom he directed2 and a lost baby1 whom he took home to his mother4 ,she illustrated graphically the various stages in this small paragon's progress1 and then asked who wanted to play that he was ,ben ,blossom 7the name of the model boy74 ,two hands went up2 really all wanted to play1 but games were a new thing and the children were shy4 ,so these two boys were allowed to put on their hats and play the little drama of good manners4 ,she herself took the part of the woman1 and greeted the boy who lifted his hat with sweet courtesy4 ,she hobbled along like an old man1 with her satchel for a basket1 and she selected the smallest girl to be the lost baby4 ,they were all so excited about the play that they forgot to stop at four o'clock2 and ,miss ,strong promised that they might play it again4 ,when they played it the second time1 ,bob ,everly took the part of ,ben1 and ,dicey ,snively was the lady4 8,good morning1 ,miss ,snively10 ,bob called out cheerily as soon as he entered the room4 8,how d' you do80 8,aw1 that ain't the way to do it10 ,bud ,hawkins complained4 8',tis too10 returned ,bob1 hotly4 8,ain't it1 ,miss ,strong80 8,let's talk about that10 said ,miss ,strong4 8,bob1 do you think ,ben ,blossom shouted at the lady as soon as he saw her1 or did he wait until he was near her and then spoke in a rather low voice80 8,he waited60 ,bud ,hawkins put in virtuously4 8,i don't know10 said ,bob4 8,what did he do80 8,he waited until he had almost reached her1 and then he lifted his hat with the hand that was on the other side of her4 ,see if you can show ,bud just how it was done40 ,bob did it beautifully4 8,now10 said ,miss ,strong1 8,i want to see if you can bow and lift your hats to me1 next time you pass me on the road1 as nicely as ,ben ,blossom did to that lady he knew4 ,and you'll wait until you are near me before you begin to tell me things1 won't you8 ,i like that so much better than calling out to me40 8,my pop don't lift his hat10 said ,bud4 8,he says it's stuck-up40 8,i think it's stuck-up not to lift your hat10 said the new teacher4 8,if you don't lift your hats1 ,i might think you didn't like me40 ,by means of such little plays ,miss ,strong taught her mountain boys and girls the more obvious points of good manners4 ,gradually they learned not to shout to her across the road1 to address her by name instead of by the title 8,teacher10 and to raise their caps punctiliously when she passed4 ,a few of the fathers1 as eager as their children to learn the ways of the world1 also learned to salute her courteously2 but most of them merely tolerated this innovation as a harmless fancy of the new teacher's4 ,,comments ,the use of the dramatic method in dealing with faults based on the exercise of imitative faculties has these recommendations3 #a4 ,it presents the new ideal for imitation vividly2 it brings it before the children in action1 with words and gestures4 #b4 ,it overcomes the physical inertia of unusedness through practice4 ,any one can remember cases in his own childhood in which he resolved to do a certain thing1 but failed when the chance came through sheer lack of practice2 the unschooled muscles refused to do a new1 strange thing4 ,teachers should be careful to practice the game several times before suggesting that the action be made a part of daily life4 #c4 ,it gives a pleasant association to the new idea2 the association of play is far more pleasant than that of didactic instruction4 ,games and plays can be made very interesting and little children love them4 ,,illustration #b 7,,third ,,grade7 ,sidenote3 ,slouching ,another example of the effectiveness of the teacher's own influence in correcting bad habits formed through imitation1 is the experience of a teacher in a primary room in ,ohio4 ,she noticed the bad posture of her little people on the first day1 but was not surprised1 as she had known her predecessor to be a woman of slouchy appearance and stooped shoulders1 although an excellent teacher in other respects4 ,she said nothing about posture for two weeks1 although she took especial pains to stand and sit correctly herself4 ,she hoped that her silent example would effect a change4 ,silent example does sometimes effect a change1 without the need of any word4 ,this is when the imitators are either startled into attention through the spectacular nature of the model offered1 or are sensitive to differences in models4 ,in this case the children did not even notice that their new teacher stood differently from their former one1 for they were not at all sensitive to the difference between good and bad postures4 ,so ,miss ,sturdevant began to make her example effective by making it vivid4 8,i want you to look at me a moment10 she said one morning1 as she seated herself before her pupils with her profile turned to them4 8,please notice my shoulders4 ,do you see anything wrong with them80 ,she was badly round-shouldered at that moment4 ,but the children were so completely unconscious of the problem to be dealt with that they saw nothing wrong4 ,so ,miss ,sturdevant straightened her shoulders quickly4 8,do you like to see my shoulders this way1 or as they were before80 8,we like you this way10 one little boy volunteered4 ,miss ,sturdevant again rounded her shoulders1 straightened them1 and showed them how much better she looked with her chest well out and her shoulders back1 than when humped over4 ,when the children had become sensitive to the difference in her appearance1 she called their attention to their own round shoulders and crowded chests4 ,there followed a great straightening up1 of course4 ,the teacher drew two pictures upon the blackboard1 one showing chest and shoulders in a good position1 and the other showing a boy badly humped over his desk4 ,under the first she wrote3 8,this boy will have a good figure when he grows up40 ,under the second she wrote3 8,what kind of a figure will this boy have80 ,when all this had been done1 the children began to notice ,miss ,sturdevant's erect posture1 and to straighten up when she threw her chest out or held her shoulders back suggestively4 ,when the first matter of correct sitting posture had been made clear by repeated example and explanation1 good standing posture was taken up1 then position when lying in bed1 sitting in an ordinary chair and so forth4 ,in every case1 example was clarified by explanation and reasons were given4 ,as ,miss ,sturdevant was a sweet and attractive woman and loved by her pupils1 they eagerly followed her example and directions1 and the bad effects of the former imitation were practically eliminated by the end of the year4 ,sometimes imitation and instruction can be effectively reinforced by suggestion and approval4 ,for example1 some morning when the pupils are fresh and in a good frame of mind to accept suggestion1 the teacher might say3 8,i want to tell you how proud ,i am this morning0 7pausing1 allowing the pupils to wonder what will come next71 then continue3 8,a visitor came into one of my classes a few days ago and ,i noticed a good number of my pupils sitting up just as straight as could be1 with their shoulders back like this40 7,here she should put her shoulders back decidedly47 8,now1 a visitor always notices this4 ,i have visited some schools where the pupils didn't seem to have good postures at all1 while in other schools where ,i have visited1 the pupils were all healthy looking1 robust1 with big1 broad shoulders kept well back4 ,they made a fine appearance4 ,i'm going to watch from now on and just see how many ,i can count who keep their shoulders back4 ,it's mighty fine to see everyone in the room sitting up straight4 ,i like to see a straight physique and ,i am going to tell you tomorrow morning how many ,i count today40 ,the next morning the teacher should again approve the pupils regarding how straight they sat the day before1 bringing out the fact that she noticed several more yesterday than ever before4 ,the skillful use of imitation is a particularly good means of bettering conditions in schools in which there is no real badness1 but in which quietness and order are absent4 ,it is not enough that children mean well2 they must also learn to work economically and efficiently1 or they are not being educated truly4 ,one reason for the noisy school-room is that quietness has not been held before ,american children as a universal need4 ,there have been teachers enough who have insisted on a death-like solemnity in school-room routine1 but few that have seen that training in quietness must have a bigger end in view than mere school-room order4 ,young people1 having strong nerves and stronger motor impulses1 are not naturally quiet2 therefore1 the advantage of quietness must be shown them conclusively1 and ways of being quiet1 of doing things without unnecessary noise1 must be made concrete by illustration4 ,with the desirability for quiet and the definite ways of attaining it both made clear to them1 imitation of quiet ways of accomplishing their ends will follow4 ,,case #gg 7,,sixth ,,grade7 ,sidenote3 ,quiet ,manners ,after three weeks' work following the holidays1 ,miss ,herbert found school-room conditions in ,farmerstown gradually declining4 ,a series of annoyances was instituted2 certain troubles seemed to become the fashion1 then die and give place to new ones1 none very serious but all disconcerting4 ,awaking finally to the situation1 she decided to watch for the next outbreak and deal with it severely4 8,louis ,fischer1 you dropped your pencil on purpose1 ,i just believe60 and before she was done with the sentence another and another went clattering on the floor4 ,her eye fell next on ,arthur ,boyd4 8,now1 ,arthur1 ,i've stood this just as long as ,i can4 ,you two can just as well begin behaving properly at once4 ,get up1 both of you6 ,stand on your seats until ,i give you permission to get down40 ,with open-mouthed wonder1 the two mounted their seats as ordered and watched with glee the complete absorption of the other pupils in this novel sight4 ,some pretence of work was maintained for fifteen minutes until the two were ordered down from their seats4 ,the results were not satisfactory4 ,the children felt somewhat insulted at this form of punishment1 at the same time some of them wanted to star as the object of general attention4 ,,constructive ,,treatment ,the best remedies for noises of this sort are intense drive on interesting work1 and indifference to the noise1 if there is an apparent concerted movement to annoy the teacher4 ,in case you find it needful to speak privately to any pupil1 assume that his motives are good all the way through and that he would like to lay his pencil down properly4 ,perhaps the following words will be appropriate3 8,i see you have some difficulty in keeping your pencil4 ,my own desk has a slant and sometimes gives me trouble on that account4 ,if we will lay our pencils down carefully in the groove1 they will surely stay where they belong40 ,,comments ,for these minor noises it seems safe to recommend for children in any grade the methods just outlined4 ,nothing is surer to provoke disrespect for a teacher than excessive attention to small annoyances4 ,on the other hand the best remedy for these trifling troubles is plenty of hard work4 ,in nearly every instance the noisy pupil is not a vicious child1 but an active child4 ,let us recall how eagerly children produce interminable noises of all sorts when left to their own devices--banging1 whistling1 drumming1 screeching noises4 ,in school hours the noise-hunger takes secondary place4 ,the pleasure of creating a sensation is the chief cause of the annoyance4 ,,illustration 7,,fifth ,,grade7 ,sidenote3 ,experiments ,miss ,miller came into a very noisy fifth grade room1 where the pupils were good-natured and docile1 but unused to orderly methods and untrained in self-control4 ,she won their liking at the outset by her courtesy and her real mastery of her teaching subjects2 therefore she found herself in a good position1 after the first fortnight of establishing her authority1 to attack her great problem of reducing the school-room routine to quietness and economy of nerve-force4 8,i want you to help me make an experiment10 she said one day4 8,yesterday was a rainy day1 and we had more than the usual amount of noise1 ,i think4 ,you spent the whole of your twenty minutes in studying your mental arithmetic1 and yet you made eighty-two mistakes out of a total of one hundred thirty questions2 ,i kept count carefully4 ,that was too many by far1 wasn't it8 ,i tried to think how we could bring up our bad record1 and ,i decided that we make too much noise in study hour4 ,so ,i thought we would experiment1 and see if we can get our arithmetic better when we are quiet4 ,i'm going to select ten pupils today1 and let them go off by themselves in quiet places to study by themselves4 ,who wants to go8 ,and the rest of us here will be as quiet as we can be1 and we'll see what the effect will be on our lessons40 ,the children were eager for the novelty of an 8experiment10 and of course it proved to them1 as ,miss ,miller planned it should1 that quietness brings better lessons and that they are learned in less time4 8,i wonder if we can reduce the time spent on our arithmetic lesson to fifteen minutes1 and thus have five minutes more for our music1 or for the story hour80 she said4 8,of course1 we shall need to have the room very quiet1 to do that4 ,who can suggest ways in which we can control the noise during study hours80 ,many suggestions came from the children4 8,we can remember not to move our feet around after we have placed them on the floor40 8,at home1 when baby is asleep1 mother has us walk on tiptoe if we have to cross the room40 8,we can have it quiet if everybody makes up his mind not to whisper once40 8,i keep dropping my pencil on the floor1 and ,i've thought of a way to stop that4 ,i'm going to have a string on it and fasten it to my buttonhole1 and then if it does drop it can't reach the floor and make a clatter40 ,miss ,miller suggested other ways1 and they made a list of them on the blackboard1 so as to keep them all in mind4 ,under the teacher's sympathetic leadership1 there ensued a campaign to eliminate noise from study hours4 ,without mentioning it1 ,miss ,miller enlarged the scope of their efforts to include quieter ways of passing materials1 walking about the room1 and putting away books4 ,mutual imitation strengthened the movement2 just as these pupils had before imitated the thoughtless1 careless1 noisy way of doing things1 now they imitated a thoughtful1 controlled method of accomplishing results4 ,what mischievous noise there had been disappeared automatically through the force of public opinion2 for when the room as a whole saw the results of a quiet regime1 saw that it brought them more time for the recreational part of the school program1 a prejudice against unnecessary noise developed which rendered the maker thereof unpopular4 ,,constructive ,,treatment ,do not treat noise as a crime4 ,consider it a disease1 or rather a lack of development1 a failure to acquire a desirable skill4 ,follow this plan3 #a4 ,show that quiet is really a desirable thing for the pupils themselves--too often they have an idea that it is merely a cranky demand of the teacher's1 with which1 of course1 being healthy young animals1 they have little sympathy4 #b4 ,in a spirit of coperation1 devise and clarify means of securing quiet habits4 ,show the pupils how to lift their feet in walking1 do not simply command them to walk quietly4 ,if pencils fall1 have them tied4 ,teach pupils how to handle books1 pencils1 tablets 7in really up-to-date schools the dirty1 noisy slates are no longer used7 and erasers1 so as to minimize the chances of their falling on the floor4 ,if pupils fall noisily into their seats1 show them how well-bred men and women sit4 ,they will never learn anything more valuable than these lessons in good manners1 even if an occasional spelling lesson has to be sacrificed for them4 ,not infrequently it happens that what1 on the face of it1 appears to be bad manners or impatience1 is really due to pathological nervousness4 ,in such a case the teacher has a further duty than the mere teaching of good manners4 ,the impatient child is but a nervous child4 ,nervous children often spill and drop things and are easily excited4 ,what will tend to control and quiet one condition will control and quiet the other4 ,firmness will be needed in either case4 ,find out the cause of the pupil's nervousness if possible and seek to remove that cause4 ,you may need to speak to the parent4 ,approach him or her in a kind spirit which the parent can not possibly mistake4 ,suggest that you noticed some point about the child's behavior at school which perhaps the parent had not as yet observed4 ,be very careful not to exaggerate any statement--instead be very conservative4 ,for example1 after commenting on some good point about ,mary1 say something like this3 8,i have noticed that ,mary is beginning to show just a little nervousness at times and ,i thought you would appreciate it if ,i would tell you4 ,i wondered if she might have eaten too much candy or too many rich things1 or whether she might have failed to get enough sleep40 ,this method will bring about the coperation of the mother1 who will do all in her power to help you with the child4 ,you can1 in the course of your conversation with the mother1 incidentally remark that you have always found that a daily warm bath1 plenty of rest1 some exercise1 and plenty of fresh air will generally make a pupil feel like himself or herself again4 ,avoid the suggestion that the nervousness is at all serious with this child2 assume1 rather1 that this is just a little time in which the pupil is not feeling as well as usual4 ,at school1 see to it that the nervous child gets plenty of exercise on the playground and plenty of fresh air in the school-room4 ,it is also very important that you say pleasing things to the nervous child1 words which have a soothing effect4 ,even strain a point to approve the work which the pupil does4 ,faultfinding will unnerve a child more quickly than almost anything else4 ,so be very patient and encourage the pupil even more than you would an ordinary child4 ,the impatient child tends to get through with his work before other children do4 ,the teacher should always have at hand some pictures1 picture books1 boxes of curios1 colored pencils1 stencils1 colored blocks1 building blocks and many other things that interest children in primary grades4 ,but whatever the grade of the nervous child1 avoid so far as possible all sources of irritation2 never lose a chance to commend effort2 let your attitude toward him be one of sympathy4 7#i7 ,cleanly habits and care of school-room4 ,every first grade teacher knows what it is to have one or more pupils who are disposed to be uncleanly4 ,this condition can not be termed a misdemeanor4 ,it is more4 ,it is both annoying and unsanitary4 ,what is still worse is that the situation is not one of the child's own choice1 but it is due to circumstances in the home2 and too often1 any measure that is taken to reform the child gives offense to the parents4 ,if parents do not know what cleanliness really is1 how can they teach it to their children8 ,appeal to personal pride4 ,this can be done without the pupils knowing that the teacher is making an effort in that direction4 ,the teacher may give a talk about a clean school-room and incidentally say3 8,cleanly pupils live in cleanly school-rooms4 ,i am proud of all my boys and girls when they keep their clothes and themselves clean40 ,she can give some little talk about cleanliness each day for several weeks and in a casual manner make the application to the pupils4 ,by thus appealing to their pride most cases of uncleanness will be remedied4 ,in very stubborn cases the teacher can have a private talk with the pupil4 ,should there be more than one such pupil1 the teacher must not make the mistake of talking to both at one time2 that would humiliate each1 and hurt the pride of both4 ,to the little boy who is in the habit of keeping his face and hands soiled1 the teacher may say3 8,you have such red cheeks1 ,harold6 ,what silky hair and what lovely little hands you have6 ,i like to see hair like yours combed this way60 and then she can comb the little boy's hair in an attractive way4 8,how ,i do like to see red cheeks like yours1 round and clean60 ,then the teacher can kindly wash the child's face and hands and comment on how fine they look4 ,with a little straightening of the boy's collar she may say1 8,oh1 ,harold1 how sweet you look60 ,if she has a small mirror she may let the boy see himself4 ,finally1 she may propose that he do this each morning before he comes to school4 ,to please the boy she may say3 8,now1 ,i am going to walk home with you because you look so fine40 ,on the way home she should talk about the things they see4 ,when she comes to the home1 she may bid the boy a cheery 8,good night1 ,harold40 ,should she see flowers in the yard she may say3 8,harold1 when you come to school tomorrow1 ,i wish you would bring me one of those flowers to wear on my waist40 ,harold will bring the flower1 and the teacher should wear it with great pride4 ,a teacher who will do this can win any dirty little urchin to her and often induce him to make every effort to keep clean4 ,several such private lessons may be necessary4 ,as a last resort1 but not wholly advisable1 because it irritates and offends the parents often1 is the method of having a talk with parents and explaining to them that they are expected to keep their children clean4 ,one teacher who had a few stubborn cases of uncleanliness1 purchased a wash basin1 some soap1 and several towels4 ,whenever the pupils that were habitually uncleanly came in she had them wash their faces and hands and comb their hair4 ,she had little trouble1 but not every teacher could do this4 ,,case #gh 7,,second ,,grade7 ,sidenote3 ,soiled ,face ,miss ,gebhard had been teaching in the ,lowell ,school for a week4 ,every one of the five days little ,hazel ,jordan had been a blemish to the group of beautiful children with whom she associated4 ,hazel was ugly of face1 ungainly in movements1 dull of intellect and unaccustomed to the regular use of soap and water4 ,this was ,miss ,gebhard's first year of teaching4 ,she had read that teachers must see to it that their pupils have clean hands and faces4 ,during her first week she was so busy with organizing her school that she felt unable to cope with lesser problems4 ,as she reviewed her week's work and recalled the characteristics of her various pupils1 she said to herself1 8,that little ,jordan girl must be made cleaner next week40 ,accordingly1 on ,monday morning when ,hazel entered with dirty hands1 face and clothing1 ,miss ,gebhard said1 8,hazel ,jordan1 go home and wash your hands and face and come back here clean40 ,perfect stillness reigned over the school-room for a moment after this command was given1 and ,hazel1 eyeing ,miss ,gebhard as she went1 passed out of the room and ran breathlessly home4 ,now1 ,hazel's mother was a widow who washed so much for other people that she had neither time nor strength to care for her own children2 besides1 ,hazel had few dresses1 and on this ,monday morning all of them were soiled4 ,when the child reached home and told ,mrs4 ,jordan what ,miss ,gebhard had said1 her mother wept in self-pity4 8,nobody cares how hard ,i work10 she wailed2 8all the notice ,i get is to be insulted4 ,you just stay home from school and ,i'll go and see ,tom ,ellis and ask him if a widow has got to dress her children up fine before she can send them to public school40 ,as soon as the washing she was then doing was 8on the line10 she went to see ,mr4 ,ellis1 a member of the school board1 and told him that ,hazel had been sent home from school because she wasn't dressed up to suit the teacher4 ,miss ,gebhard was a little alarmed because ,hazel did not return1 and was agitated when she saw ,mr4 ,ellis1 the most influential member of the school board1 standing in the doorway of her school-room4 ,all of the pupils stared while ,mr4 ,ellis catechized ,miss ,gebhard as to why she sent ,hazel ,jordan home4 ,in vain she explained that she said nothing about her clothes4 ,she could see that ,mr4 ,ellis thought she had acted unwisely1 as he reiterated1 8,her mother's a hard-working widow1 you know1 and her feelings are hurt40 ,it seemed clear to ,miss ,gebhard that she had blundered4 ,she called upon ,mrs4 ,jordan1 who wept at her own poverty and seemed unlikely to be able to distinguish between cleanliness and richness of dress4 ,miss ,gebhard decided that the matter of cleanliness was too difficult for her to handle and made no further recommendations on the subject during the year4 ,,constructive ,,treatment ,examine the hands and faces of several other children before inspecting ,hazel4 ,if more than one needs to wash his hands1 send all to the lavatory1 or to the pump1 and ask them to return to the school-room clean4 ,,comments ,if children are spoken to kindly about the condition of their hands and several are sent at once to wash1 they will take less offense4 ,it will seem then a matter of school-room practice rather than a personal affront4 ,drills or plays are often used to bring about habits of cleanliness4 ,,illustration 7,,first ,,grade7 ,sidenote3 8,sanitary ,brigade0 ,miss ,barry organized her first grade room into a 8,sanitary ,brigade40 ,every one's own ten fingers were the private soldiers over which each one's face was the captain4 ,one child in each row1 appointed by the teacher each ,monday morning1 was the ,lieutenant ,general of his row1 and ,miss ,barry was the ,major ,general of them all4 ,each captain inspected his ten soldiers and demanded that each one--right and left ,thumbkin1 right and left ,pointer1 right and left ,longman1 ,ringman and ,littleman--be perfectly clean4 ,then the ,colonel inspected the captains and finally the ,general had a grand review of all the troops4 ,the captains and colonels made daily inspections4 ,if they failed to do their work well they were sent to the ranks and new officers appointed in their places4 ,in other words1 if one did not keep his own hands clean1 some one else was appointed to be inspector and reporter of his hands4 ,if any one was found with unclean hands or face1 a new colonel was appointed for the row in which that child was found4 ,inspection was made every morning and any reported disorder was remedied in the lavatory4 ,when there was no further need of scrutiny as to clean hands and faces and when therefore the game had lost in interest1 a similar game was instituted that required clean teeth1 brushed hair1 and clean shoes4 ,,case #gi 7,,third ,,grade7 ,sidenote3 ,use of ,handkerchief ,miss ,burr1 the third grade teacher1 sighed as ,elma ,colders passed her handkerchief to her twin sister ,zelma4 ,this was a daily1 almost hourly1 occurrence4 ,the handkerchief wasn't absolutely clean4 ,these twins seemed to take turns having colds1 and ,miss ,burr believed the common handkerchief was largely to blame for the transferred infection1 but she dared to say nothing about it4 ,near to her desk sat ,asa ,kramer1 who sniffed momentarily for want of a handkerchief1 while ,fannie ,black had a habit of often wiping her nose with an upward stroke that was fast causing her nose to have a decided skyward slant at the end4 ,one day she saw ,morris ,millspaugh repeat his habit of wiping his nose on his coat sleeve and the following quotation popped into her head1 8,ye gods6 ,must ,i endure all this80 ,as if in answer to her question1 ,annie ,daily1 in the back row1 lowered her head and used the under side of the bottom of her dress for a handkerchief4 8,my query is answered10 groaned she4 8,annie's action says1 #8,all this8 ,ay1 more6'0 ,miss ,burr said to a teacher friend1 8,if ,i were the family doctor of these children1 ,i'd be free to give their mothers a lecture on sanitation1 but since ,i'm not1 ,i must keep within my prescribed field40 ,,constructive ,,treatment ,correct these disgusting habits of your pupils4 ,this can be done by asking each child to bring a clean handkerchief every morning4 ,a certain teacher each morning asked all who received a grade of one hundred in spelling or arithmetic the day before to stand and walk to the front of the room4 ,she then asked the other children who had clean handkerchiefs to give them the ,chautauqua salute1 and the children in front were asked to return this salute4 ,the children enjoyed this immensely and demanded from their mothers clean handkerchiefs every morning in order that they might be allowed to take part in this exercise4 ,,comments ,miss ,burr was wrong to conclude that it was not her business to protect the health of her pupils4 ,there were several beneficial results accompanying the ,chautauqua salute program described above4 ,those who did good work were rewarded and those who cheered them were given drill in the hard task of praising their fellows who had succeeded where they themselves had failed4 ,this salute was given in the morning1 so that all handkerchiefs would be clean for it4 ,sidenote3 ,enlist the ,mothers ,teachers can do no better than tactfully to enlist the aid of mothers in matters of cleanliness4 ,,illustration 7,,fourth ,,grade7 ,miss ,shaw1 who taught the fourth grade in a very poor district in ,new ,york ,city1 organized a mothers' meeting to convene alternate ,fridays after school hours4 ,at one of these meetings she asked a trained nurse to talk about cleanliness especially4 ,after the nurse had clearly explained the danger of infection in the care of the nose1 a mother who was a good shopper was delegated to take orders for handkerchiefs from all present who needed them for their children1 to buy by the dozen and to deliver to the mothers at cost4 ,by teaching and helping the mothers in this way1 ,miss ,shaw bettered conditions in her own room and established a wholesome community spirit among her patrons4 ,,case #hj 7,,fifth ,,grade7 ,sidenote3 ,decaying ,teeth ,something was the matter with ,dora ,payne4 ,miss ,hubbart1 her teacher1 was astonished at her stupid answers and generally inattentive attitude4 ,usually ,dora was alert and smiling2 today she was morose1 even to tearfulness4 ,miss ,hubbart finally said1 8,what is the matter1 ,dora80 8,my tooth aches10 said ,dora4 8,did it ever ache before80 8,yes1 it ached last week and mamma took me to the dentist40 8,charlotte1 you may go with ,dora to the dentist to see if he can stop her toothache10 said ,miss ,hubbart4 ,the girls were gone only about half an hour1 for it was but a few blocks to the office of the only dentist in the village4 ,after they came back ,dora was relieved and went on with her school work as usual4 ,when ,miss ,hubbart returned to the schoolhouse for the afternoon session that day1 she was greeted by ,mr4 ,payne1 ,dora's father1 who said3 8,dora says you sent her to ,dr4 ,hammond's office today40 8,yes1 she was suffering with toothache40 8,what ,i want to know is1 who is going to pay the bill80 8,surely you wouldn't want ,dora to suffer with toothache40 8,that tooth has troubled ,dora before and my wife took her to ,dr4 ,hammond and he said that she'd lose this tooth in a year or so1 and we concluded not to have it worked on4 ,when she gets her last set of teeth it will not be money thrown away to have them filled40 8,but you wouldn't want ,dora to suffer for a year1 surely40 8,maybe we know how to take care of our own child without the help of a stranger4 ,i'll thank you to keep on your own ground after this40 ,and ,mr4 ,payne stalked away with anger showing even in his walk4 ,,constructive ,,treatment ,when you feel assured that1 from a health standpoint1 a child is unfit to do school work1 send him home and as soon as possible thereafter consult with his mother as to his health1 giving advice only when you see that his parents are ignorant or neglectful4 ,in the matter of the care of the mouth and teeth1 give instruction as to the age a child should be when the several kinds of permanent teeth appear4 ,name the causes of decay of teeth and show children how to use their tooth brushes to the best advantage4 ,,comments ,sidenote3 ,rhythmic ,drills ,teachers should never send children to a doctor without the consent of their parents4 ,a teacher's help can be rendered in instituting preventive measures better than in administering or advising curative remedies4 ,the harm done to the teeth by allowing them to decay through the use of improper food1 also the proper use of the tooth brush1 and the value of a sterilizing mouth wash can easily be taught and come within the teacher's legitimate province4 ,in many towns she may also secure the coperation of the school nurse4 ,,illustration 7,,fifth ,,grade7 ,miss ,stow1 who taught the fifth grade at ,deadwood1 made up this motion song which the children sang occasionally1 suiting the proper motions to each verse3 ,this is the way we brush our teeth ,at morning1 noon and night1 ,keeping them free from food and germs1 ,making them clean and white4 ,this is the way we brush our hair1 ,making it smooth and clean1 ,keeping it free from kinks and dust ,and beautiful to be seen4 ,this is the way we brush our shoes1 ,making them fairly shine1 ,then we ever shun dirt and mud ,and keep them looking fine4 ,when they sang the first verse she let them hold lead pencils in front of their mouths for tooth brushes and had them make the up and down motion that dentists recommend4 ,she noticed a marked improvement in the personal habits of her children after they had learned this song1 and they very much enjoyed singing it4 ,,case #ha 7,,fourth ,,grade7 ,sidenote3 ,scattering ,paper ,merrill ,mac,farland was elected to a position as teacher of the fourth grade after three years of experience in the country schools4 ,he had found the circumstances in his former situation very unsatisfactory1 and resolved that since he was entering upon work in a graded school1 he would have some things different4 ,looking over the room after he had wrestled his way through the first week1 and recalling the events of the past five days1 he was strongly reminded of his former school experience1 since there was really a disgraceful amount of waste paper all over the floor4 ,the janitor had been complaining about the matter1 but ,mac,farland had been too busy with other matters to give attention to it4 ,monday morning1 after the opening exercises1 he made this announcement3 8,now1 ,i want every one of you boys and girls just the moment you have a piece of waste paper in your hand to go to the wastebasket and throw it in4 ,last ,friday our room was a perfect disgrace4 ,on every desk there were slips of torn-up paper and some whole sheets4 ,we can't get along this way4 ,george1 you just this moment dropped a piece of paper in the aisle there at your left4 ,pick it up at once and put it in the wastebasket as ,i just told you40 ,george noisily moved his slow frame according to the order1 hardly imagining what would be the case if the teacher's idea were literally carried out and no more waste papers were thrown upon the floor4 ,as soon as he had reached the basket1 ,mr4 ,mac,farland discovered that there were several pieces of paper on the floor in different parts of the room1 and said1 8,each one look about his desk now and see if there is any rubbish on the floor that should be taken away4 ,if so1 pick it up at once and throw it into the basket as ,i told you4 ,this is the thing to do at any time when you want to throw something away40 ,it need hardly be said that1 with a great bustle1 each one made the desired search1 and about nine pupils soon were on their way to the basket with something or almost nothing that needed to be thrown away4 ,however unsatisfactory the noisy method had proved1 it did bring about the condition desired1 for at the end of the day there was really nothing that needed to be complained of regarding the cleanliness of the room1 so far as waste paper was concerned4 ,,constructive ,,treatment ,a wise teacher does not make so much ado about one aspect of school-room management4 ,mr4 ,mac,farland could easily have foreseen that he was introducing another evil along with his reform4 ,reverse the process4 ,arrange that the wastebasket be passed around mid-way between intermissions according to a definite schedule4 ,let the passing of the basket be a privilege that is handed down from one pupil to another according as they are seated1 beginning with the pupil who sits to the extreme right of the teacher's desk4 ,one pupil each day is appointed as guardian of waste4 ,the privilege and honor will be appreciated1 and with a word of caution1 the service can be performed with the very slightest interruption4 ,the following instructions might be properly given to the children when the new system is established3 8,we are going to save time as much as possible4 ,four times every day we shall pass the wastebasket and you may put into it whatever you have on hand to be thrown away4 ,nothing is to be said to the person who carries the basket4 ,he will go quietly1 promptly1 passing down the aisles1 doing a favor to everyone in the room by his careful attention to this matter40 ,,comments ,it is of the utmost importance that the necessary organization of school-room conduct be established according to principles and policies that are useful to the child at home and in other situations outside of school life4 ,he must be taught how to economize his own time1 and the attention of his fellows1 how to do necessary things in a way that shall be both effective and unobtrusive4 ,while the handling of waste is a small affair for one room in a school1 taken on a larger scale for home1 state and nation1 the problem of waste is big enough to command the attention of every citizen2 therefore1 to dispose of the matter properly in school is a valuable lesson in civics and economics4 ,,illustration 7,,fifth ,,and ,,sixth ,,grades7 ,supt4 ,kennelworth suffered the inconvenience of moving from an old building into the new one near the middle of a school year4 ,sidenote3 ,bags for ,paper ,in the final plans for the proper use of the new plant1 it had been agreed that each pupil must bring with him a small waste-paper bag to be attached to each desk4 ,there were no very definite rules as to its size1 but the warning was given that it must not be too large for the convenience of all concerned4 ,the matter was brought up only once1 each teacher making the announcement in his own room according to the superintendent's instructions4 ,wallace ,jackson made his announcement for the fifth and sixth grades as follows3 8,each one of you is to bring a small1 neatly made waste-paper bag1 barely large enough to hold what you think is the waste paper that gathers at your desk every day4 ,are there any questions about this80 ,a hand went up and the question was asked1 8,who is going to empty these bags80 8,well10 said ,mr4 ,jackson1 8you will empty them yourselves4 ,just before the close of school each day the wastebasket will be passed2 your bags will be laid down upon your desk1 and in just a very few minutes every bag will be emptied and placed in your desk4 ,any more questions80 ,another hand and another question1 8,how are we going to decide who will carry the basket80 ,this was answered by the statement3 8,i shall appoint some pupil to this task every day4 ,the method of selection will be announced to you later4 ,the only matter ,i want now to tell you about is the making of the bags4 ,further details will be given to you when we actually begin our work next ,thursday in the new building40 ,owing to the fact that some success in keeping a neat room had been attained already in the old building1 ,mr4 ,jackson's announcement was received without surprise or anxiety4 7#aj7 ,imitation of wrong social standard4 ,there is an imitation of mere precedent which is a sort of social instinct1 that can best be handled socially4 ,this is because the responsibility can be fixed on no one individual1 and as all the members of the group are equally guilty1 all should share in the needed lesson4 ,,case #hb 7,,rural ,,school7 ,sidenote3 ,dropping ,shot ,george ,marston went into the country as teacher in a school in which there had been much bad order4 ,the directors were in earnest2 they wanted a good school1 but for the salary they offered they had not been able to secure a man who could handle the big boys who made the trouble4 ,they were not especially bad boys2 but the tradition of mischief in the school was so persistent that no teacher had been able to overcome it4 ,during the fall term there was no trouble1 for then only meek little girls and small boys attended4 ,but on the first ,monday after ,thanksgiving1 corn-shucking being over1 the older pupils came in an avalanche of good-natured noise4 ,the room1 before so sparsely populated by a few pupils1 seemed to overflow with their energy4 ,trouble was not long in coming1 and it took the shape of a shower of fine shot1 which pattered down from the ceiling during the spelling lesson4 ,george knew that the hour of trial had come1 and he called out bravely3 8,who did that80 ,there was no response4 ,the little girls were peeping timidly from their books1 but the big boys and girls frankly relished the coming fun4 8,we may as well settle it now10 said ,george ,marston4 8,we can't have a school without good order4 ,of course ,i want to be just1 and first of all ,i want to know who threw that shot4 ,will you tell me80 ,no one spoke4 ,then the teacher went around the room1 asking each one in turn if he had done it4 ,every one denied it4 ,there was clearly an understanding among the pupils that gave the teacher no chance4 ,so ,marston gave it up for the time being1 and lessons were taken up again4 ,but at four o'clock he asked four of the leading boys1 those he suspected most1 to stay after school4 ,when the rest had gone1 he conducted an exhaustive examination1 trying to find who was responsible for the disturbance4 ,the evidence was flippant1 contradictory1 mockingly frank2 but he found out nothing4 ,still with his idea of locating the offense in one person1 ,george held another trial the next night1 with the same result4 ,then he took the matter to the board4 8,one or two persons must have thrown that shot10 he said to the board members1 8and if ,i can find the person who did it1 and make an example of him1 then ,i know ,i can manage the school without trouble4 ,but so far ,i can't find the offender4 ,there doesn't seem to be a ringleader2 they all hang together so40 8,why can't you find the offender80 asked one member4 8,because they all lie about it--at least there's one person who is lying4 ,if only ,i could find that one person60 8,why not lick them all1 since they're all mixed up in it80 ,this director was a coarsely practical man4 8,because one person did the deed1 and he ought to bear the punishment10 ,george replied4 8,if ,i keep my eyes open and wait1 in time ,i'll be sure to catch the boy that threw that shot40 ,so he waited and kept his eyes open1 but he never discovered the shot-thrower4 ,there was much more misbehavior during the days that followed1 and the struggle to keep even a semblance of order made the term a nightmare to the harassed teacher4 ,little real work was accomplished4 ,the board1 anxious to have a good school1 but ignorant of principles and methods1 saw its desire come to nothing4 ,marston's ideas of discipline seemed to be centered on 8making an example0 of some one offender1 and the school took a mischievous satisfaction in shielding each offender from discovery4 ,sidenote3 ,explosion ,the crisis came late in ,january4 ,marston had just put a full scuttle of coal on the blazing fire in the big stove1 when a sharp noise and a great puff of smoke and flame burst from it4 ,the explosion broke apart the sections of the stove1 and a serious fire was averted with some difficulty4 ,when they had made things safe and could look at each other with smoke-grimed faces1 teacher and pupils knew that a reckoning was at hand4 8,john ,coffey1 you brought in that coal4 ,did you put the gunpowder in it80 ,john was fairly cool1 and the reckless boys had been cowed and sobered by the extent of the mischief that had been done4 8,no1 sir1 ,i didn't10 replied ,john2 and his denial rang true4 8,did you1 ,carl80 8,no1 sir40 ,marston went around the circle1 as he had many times before2 and all denied their guilt4 ,finally ,marston turned to the school4 8,you may all go home now4 ,we can't have school until this mess is cleaned up1 of course4 ,i shall see the board at once40 ,the board decided1 at a called meeting1 that it would best get a new teacher1 and ,marston resigned with infinite relief4 ,the board sent to a state normal school1 explained the situation1 and asked for a strong man4 ,,illustration 7,,rural ,,school7 ,the president of the normal school sent them ,isidor ,thomberg1 a man of experience and high scholarship4 ,he came with the understanding that the board was to support whatever he did1 and he agreed to reduce the school to order4 ,he was confident1 fearless1 and told no one of his plans4 ,but he did meet the board on the night of his arrival1 and heard their full account of the troubles4 ,the next morning school opened as usual1 with the new teacher and the new stove dividing the honors of attention4 ,mr4 ,thomberg made just one reference to the situation3 8,of course you know why ,i'm here10 he said4 8,i want to say one thing4 ,i shall never waste a moment's time trying to find out who does anything bad4 ,we have to make up for a great deal of lost time this winter2 you'll have to work hard from now until spring4 ,we shall have no school but a good one4 ,now we'll go to work40 ,under the stimulus of his quiet confidence1 the order was excellent that first day4 ,the school needed organization1 and much time was spent in showing the pupils economical ways of doing things4 ,while the novelty lasted there was no tendency to disorder1 and when things settled down into a regular routine the lessons proved so interesting under ,mr4 ,thomberg's teaching that the boys forgot for a time to have fun in the old way4 ,a fancy skating club had been organized2 a new era seemed to have dawned1 when one day1 quite unexpectedly1 the old problem popped up again4 ,a row of pupils1 coming quietly forward to the recitation bench1 found themselves stepping on a number of match-heads which had been scattered in the aisle4 ,at the same moment ,mr4 ,thomberg himself1 who had stepped to a window to adjust a shade1 exploded two of these little trouble-makers4 ,every one looked up in surprise1 for bad order had been almost forgotten4 ,the teacher went to his desk4 ,very quietly he sent the class back to their seats4 ,then he told the pupils to put away all books1 and they obeyed in a dazed way1 afraid of they knew not what4 8,i told you when ,i came10 said ,mr4 ,thomberg1 8that we couldn't have anything but a good school4 ,the reason that we can't afford to have bad order is that we have too much serious work to do4 ,i had begun to like you all so much that ,i'm sorry some one has had to spoil our pleasant beginning4 ,but ,i meant what ,i said4 ,so this school is closed1 now1 indefinitely4 ,you are all1 without exception1 suspended from school until further notice4 ,you will pass out as you always do40 ,there was a breathless silence4 ,such a thing as suspending a whole school had never been heard of before4 ,mr4 ,thomberg gave the usual signals1 and the boys and girls passed into the hall as though they had been at a funeral4 ,mr4 ,thomberg went to the nearest house and called the directors by telephone for a conference1 which was scarcely begun when parents began to inquire indignantly why their children1 guiltless of dropping match-heads1 had been suspended from school4 ,mr4 ,thomberg dictated the answer3 8,tell them10 he said1 8that ,i have no time to ferret out the doers of silly little tricks in my school4 ,when the school gives me the assurance that there'll be no more trouble1 then we'll go back to work4 ,whoever dropped those match-heads thought the school liked that sort of thing1 and you must show him that he is mistaken4 ,i am a teacher1 not a policeman40 ,the parents really wanted their children in school1 and guided by the suggestion1 skillfully made by the teacher1 they took steps to secure the concerted action which ,mr4 ,thomberg knew was the remedy for the evil4 ,he was reading the daily paper in the living room of his boarding house that evening1 when the response for which he had planned came4 ,there were seventeen of his twenty-six pupils in the party which called on him4 ,one of the older boys1 ,felix ,curry1 was spokesman4 8,we came to ask you if you'd have us in school again10 he said4 8,all our fathers and mothers want us to go back1 and we'll be good if you'll let us4 ,the boy that threw the match-heads will tell you about it himself4 ,he told us he would40 8,there is no need of that1 although he may do so privately tomorrow if he wants to4 ,but ,i should rather not know who did it1 if you'll all be responsible for its not happening again4 ,you see1 ,i like you all so much that ,i'd hate to know who did so foolish and wrong a thing4 ,and if you will agree that it is to be a good school1 in which everyone works together in the right spirit1 ,i'll agree to stay until the end of the year4 ,otherwise ,i pack my trunk tonight40 ,the pupils gave ample promises1 which were not broken4 ,mr4 ,thomberg stayed through that year and the next one also1 and had the best school in the county4 ,,comments ,this is an extraordinarily difficult situation4 ,mr4 ,thomberg's success in dealing with this unusual case depended first of all on the fact that his knowledge of pedagogy enabled him to analyze the situation truly4 ,he saw that the bad order was not caused by any one pupil1 but was the result of a social tradition for which many persons1 in and out of the school1 were responsible4 ,all the pupils upheld the disorder2 therefore all the pupils were dealt with in a group4 ,in the second place he was independent1 as a really first-class teacher can be4 ,he set the standard of behavior1 and required his students to come up to it or give up school altogether4 ,had the school declined to take the social responsibility he asked of them1 he would really have packed his trunk and left4 ,he was well prepared for his work1 and was greatly in earnest about it1 nor did he propose to do what he considered an undignified thing in probing for evil4 ,his personality was strong enough to set up a new standard for imitation1 and to supplant the old one of inefficiency and mischief4 ,the problem of order was for a time swallowed up in the greater one of securing real mental development in his pupils1 and when it did show itself he treated it as a matter to be dealt with socially by the pupils4 ,this seemed to put upon them a responsibility they had been used to having the teacher assume unaided1 and they rose to the new honors imposed upon them4 ,mr4 ,thomberg utilized imitation in setting up a new regime1 by requiring united action of his pupils4 ,in this way he met a psychological situation with psychological weapons4 7#aa7 ,snobbishness4 ,snobbishness is a very hard thing to meet wisely1 and a sin which is too easily learned by imitation4 ,,case #hc 7,,high ,,school7 ,joseph ,lescinszky was a tailor in a small ,middle ,west city1 who lived in five small rooms over his shop1 with his wife and seven children4 ,he had plenty of patronage1 for he was a good tailor1 but he was unhappy1 for one of the dreams long associated with his ,american citizenship had failed to materialize4 ,his eldest son1 ,joseph ,junior1 was in the high school--a homely1 awkward boy with great wistful eyes and an incurable shyness4 ,he was a good student1 but suffered constantly under the heartless1 matter-of-fact ridicule of his ,american schoolmates4 ,sidenote3 ,race ,prejudice ,this ridicule was but the echo of the attitude of the whole community toward the ,polish family4 ,they were the only foreigners in the place1 and their appearance1 habits and speech afforded unlimited amusement to everyone4 ,men who had had their suits made by the skillful1 little1 ,polish tailor told funny stories in which his broken ,english figured as the chief point1 and their sons and daughters in turn laughed at the shy and awkward children whom they met at school4 ,no one realized how this ridicule embittered the life of the tailor until ,miss ,swainson came to ,hovey to teach in the high school4 ,she took her old cape to the tailor one day1 thriftily planning to have it made into a coat for school wear2 and over the making of the coat1 tailor and teacher began to discuss ,joseph and his school life4 ,no teacher had ever talked to him about ,joseph before1 and the little ,pole voiced his feelings tremblingly4 8,my ,joseph does not like the school10 he confided4 8,he goes because ,i command him that he shall1 but he has not his heart in it40 8,he does very good work10 comforted ,miss ,swainson4 8,his lessons are always excellent40 8,ah1 the lessons he gets with no trouble4 ,but the boys1 they like him not4 ,they all time make fun on him1 and my poor ,joseph is not happy4 ,he is ,polack1 they say4 ,it is not true--we are ,americans now2 there is the paper10 and he pointed proudly to the naturalization paper1 framed upon the wall4 8,we'll see if we can't make ,joseph happy at school10 ,miss ,swainson promised4 8,i'll see what ,i can do40 ,now1 ,miss ,swainson was one of the upright1 downright people who go at things directly and openly4 ,she began a campaign for the kinder treatment of ,joseph ,lescinszky1 ,junior4 ,she had no doubt of her success4 ,an opportunity for beginning her kindly efforts in ,joseph's behalf came soon4 ,joseph was always the butt for practical jokes1 and ,charlie ,owen was his particular tormentor4 ,therefore1 when ,joseph was tripped1 going to the dictionary1 by ,charlie's projecting toes1 she kept ,charlie after school and had a serious talk with him4 8,don't you see what a contemptible thing it is for you to tease this bright boy just because he is of ,polish blood80 she inquired warmly of smiling ,charlie ,owen4 8,why1 ,miss ,swainson1 he don't mind4 ,everybody always laughs at those ,lescinszkies1 and they don't care4 ,if they ever showed fight like ,americans ,i guess we'd let them alone1 but they don't4 ,they're not like us40 8,that's just why you should treat them better4 ,they haven't learned that a boy has to fight in order to be decently treated10 ,miss ,swainson returned with fine scorn4 8,no1 ma'am4 ,if they could only learn that1 they'd be all right40 ,fine scorn was wasted on ,charlie4 ,all ,miss ,swainson's efforts ended in this way4 ,secure in their feeling that traditional ,american means for securing respect were the only ones1 smug with the provincialism of the small town1 the school children continued to express to the alien boy the contempt they had imbibed from their elders4 ,they merely smiled at ,miss ,swainson's indignant efforts to win justice and kindness for their ,polish schoolmate4 ,toward the end of the year the young teacher thought she detected a shade of difference in the treatment given ,joseph4 ,this was due partly to her constant shaming of the thoughtless cruelty of their conduct1 and partly to the respect he himself won by his good work in the classroom4 ,but although this small degree of success comforted her somewhat1 she felt still the defeat of her efforts keenly1 not realizing that a change of conduct based on imitation must come through a change of example followed4 ,,comments ,miss ,swainson's method did not go deep enough4 ,mere protest will occasionally effect a change1 but not often4 ,if she could have gotten behind ,charlie ,owen's attitude1 and found its roots1 which were probably in the attitude of some member of his family or a powerful older friend1 she might have truly converted ,charlie to her way of thinking4 ,his statement that 8everybody always laughs at those ,lescinszkies10 might have given her a clue1 but she did not realize that she was only working on the surface4 ,,illustration 7,,rural ,,school7 ,sallie ,lou ,pinkston came from ,mobile1 ,alabama1 to the small1 northern town of ,cade ,mills1 when she was ten years old4 ,she was the only girl in an adoring family of brothers--a lovely1 sunny-haired child1 with the confidence in her right to rule her world which her happy family life had given her4 ,she entered the fifth grade that fall1 and scored an immediate success with the whole room1 teacher included4 ,her southern accent was a continual source of delight2 her matter-of-course assumption that everyone wanted to do the entertaining things she planned kept the whole room1 with two exceptions1 tied to her dainty apron-strings4 ,the two exceptions were ,laurastine and ,enameline ,flack4 ,laurastine and ,enameline belonged to the one colored family in town1 and they had always attended the public school and had always been well treated by the other children4 ,but when ,sallie ,lou cast her golden charm over the room1 things changed4 ,sallie ,lou didn't understand why they should be there at all1 and she surely didn't intend to tolerate them as her social equals4 ,led by the irresistible charm of ,sallie ,lou1 vying with each other to stand in her graces1 the other children began to ignore the two little colored girls1 or openly to laugh at them and pointedly to leave them out of their games4 ,miss ,stone1 the teacher1 being a northern woman and a believer in literal democracy1 thought this a very bad state of things indeed4 ,the two little girls were well behaved1 wistful1 little creatures1 whose tears at the new turn of things went straight to ,miss ,stone's big heart4 ,she knew that the remedy must come in some way through ,sallie ,lou1 who had caused the havoc2 for there was no possible way to supplant her dominant influence1 nor was such a thing desirable except for this one cause4 ,sallie ,lou had wakened the room to a new interest in many things1 and in everything except the treatment of the little 8niggers0 she was sweetness and docility itself4 ,could ,sallie ,lou be converted8 ,miss ,stone tried it1 with doubt in her heart2 she knew what prejudice is4 ,she invited ,sallie ,lou to her house for supper one ,friday night1 and after supper they sat by the fire and had a long talk about it4 ,miss ,stone presented the pathetic cases of ,laurastine and ,enameline as touchingly as she could1 but ,sallie ,lou merely smiled divinely and told her1 most sweetly1 that of course she wanted to do what was right1 but that it wasn't right for 8niggers0 to mix socially with white people1 and that the town should provide a separate school for them4 ,she was firmly entrenched behind the prejudice of her rearing in a community which solved the problem this way4 ,miss ,stone reluctantly retreated from the attack1 but she did not give up4 ,she went behind the prejudice to its support1 behind the example to its example4 ,she cultivated ,sallie ,lou's mother1 her father1 her four charming brothers4 ,the parents1 finding few cultured people in the little town1 welcomed the well-read teacher and were very cordial to her4 ,when she had won their respect and liking1 ,miss ,stone asked for a frank talk with them about the conditions in her room1 and told them just how the irresistible ,sallie ,lou was leading all the other children in the fifth grade to snub the two little ,flacks4 ,at first the ,pinkstons were amused1 then they were indignant4 ,they too felt that the two colored children had no business in a school for white children4 ,but when ,miss ,stone had shown them that a separate school was impracticable in a town that had but one colored family1 that conditions were very different from those of a southern city1 and that a change in ,sallie ,lou's attitude would avert a personal tragedy for two innocent little girls1 the parents came finally to see the matter from her point of view4 ,they promised to talk to ,sallie ,lou and to persuade her to change her tactics4 ,miss ,stone thanked them1 and changed the subject quickly and brightly to something else4 ,sallie ,lou1 at first with formal and awkward condescension1 but later with the same frank charm that won everyone to her1 asked the two little outcasts back into the fold of fifth grade fun4 ,the rest fell easily into their old democratic way of sharing things4 ,miss ,stone had solved the problem of race prejudice by changing the example4 #b4 ,play--,a ,second ,form of the ,adaptive ,instincts ,the child never reveals his whole nature as he does when playing4 ,his physical1 mental and moral powers are all called then into vigorous exercise4 ,on the playground the boy begins to learn how to struggle with his fellow men in the great battle of life4 ,his strength and his weakness both manifest themselves there1 so that it pays to study him4 --,hughes4 ,much school trouble is caused by the purely sportive impulses of childhood1 impulses which are in themselves entirely innocent and wholesome4 ,one of the most valuable parts of a child's training is the acquiring of a set of notions as to appropriateness--the knowledge of when he may1 and when he may not1 rightly give rein to his wish to play4 ,some children acquire these ideas of propriety readily1 and adapt themselves seemingly without effort to the customs of their environment2 but most children stumble through the period of adaptation with many backslidings1 for the instinct of play is stronger than the instinct of adaptation to requirement4 ,but let it be remembered meanwhile that this same play instinct is one of the strongest allies of the teacher in securing such adaptation1 if the instinct is properly directed4 ,what lesson of politeness1 neatness1 unselfishness1 protection of the weak1 promptness1 responsibility1 care of pets1 coperation1 chivalry--yes1 even of duty and religion--may not be taught through play6 ,draining off the play impulses into these legitimate channels will relieve many a wearisome1 perplexing day for both teacher and pupils1 and at the same time speed on the child toward conscious self-control4 ,perhaps the greatest single help in teaching children the voluntary limitation of their play impulses1 is the knowledge that play is only postponed1 not forbidden4 ,most children have so strong a love of approbation that they like to do things in the proper way if the sacrifice be not too great4 ,they are willing to put off their fun1 but not to put it off forever4 ,the teacher who says1 8,if you'll wait until recess1 ,i'll show you how to play a new game with marbles10 will secure willing obedience1 when she who takes the marbles away has only sullen submission for her reward4 ,here the teacher utilizes the instinctive love of novelty in teaching control of play impulses4 ,during the period1 when conduct is so largely a matter of instinct1 wise teachers play off one instinct against another to the child's gain1 knowing that some impulses need encouragement and others need to be inhibited4 ,sidenote3 ,first ,grade 7#a7 8,just mischief40 ,one of the most frequent ways in which the play instinct expresses itself in the first and even in higher grades is in the little annoyances which teachers group together under the general term1 mischief4 ,an energetic child1 if he is not constantly employed1 naturally vents his energy either in play or in trying to satisfy his curiosity4 ,the principle of suggestion alone will often be sufficient to control the child4 ,the principle of substitution will work equally well4 ,coperation can be correlated with either of these1 and expectation that the child will do what the teacher desires should be used in whatever method the teacher may adopt4 ,the mischievous boy will be quiet so long as he is reciting1 but while others are reciting he will immediately hunt for something else to do4 ,he will drag his shoe on the floor1 reach over and touch his neighbor1 pull out a pocketful of string or help himself to his neighbor's pencil4 ,it is not a case for punishment1 but a time to apply one or more of the fundamental principles4 ,the teacher1 without even a word or look1 may reach over and draw him to her side1 asking him to look on her book1 or better still she may look on his book 7suggesting that he attend to his lesson74 ,she may send him on some little errand--to bring a book or a piece of crayon--and by the time she whispers1 8,thank you1 you did that like a little gentleman10 he will have forgotten all about his mischief 7substitution and approval74 ,when the class is dismissed1 however1 the teacher must see that the mischievous boy is kept busy and his work changed once or twice within the half hour4 ,she must not fail to show an interest in his work4 ,the comment1 8,that is so good1 my boy1 that ,i want you to put it on my desk where we can look at it10 will so elate the child that he will work industriously to do his best1 and doing his best will keep him busy a long time4 ,when on the playground or in the gymnasium the teacher must see that he gets plenty of 8full-of-fun0 play4 ,it will use up some of his restless energy4 ,the teacher must have an abundance of busy work ready for the next restless period that comes1 sorting blocks or marbles1 straws or papers1 cutting or coloring pictures1 putting books on the shelf1 and anything that will keep him innocently busy4 ,stencil cards1 cutting out words or letters1 the distributing of materials for the class to use1 games for the recess and noon periods1 frequent story periods during school hours1 interesting lessons1 vigorous exercise1 generous approval of every effort to please the teacher--all these will gradually win the mischievous boy to habits of self-control and industry4 ,all children like stories1 and during the telling of the story1 if it is at all worth while1 the children will be quiet and attentive4 ,the teacher may1 however1 call the restless child to herself1 saying to him1 8,i like to have somebody stand by me40 ,better still1 she may gather all the pupils around her and say to the mischievous boy1 8,robert1 ,i am going to tell you a story4 ,the other boys and girls may listen40 ,this will captivate the child1 and when she has finished she may ask him to tell the story4 ,by this time the reader will sigh and ask1 8,must all this be done to keep one mischievous boy at work80 ,yes1 but it is far easier to interest him than to be worried by his pranks4 ,then1 too1 by keeping him interested1 the teacher is administering to his development1 while to let him loll in his mischief would only tend to create in him habits of inattention and idleness4 ,at the close of the day the boy will go home happy and the benediction of a happy teacher will follow him4 ,nothing adds more to a teacher's usefulness and happiness than the thought of work well done4 ,in the above procedure the teacher has practiced suggestive control4 ,she has led the mischievous boy into activities that interest him1 that appeal and fascinate as well as satisfy that active mind1 and that will mature into right action4 ,it is far easier to deal with a child full of life1 than to deal with a dullard4 ,direct properly the impulse that causes this mischief1 and it will become a force for real good in the child's life4 ,the discreet teacher will look ahead and avoid difficulties1 and nowhere will she get more valuable clues to a method of control than on the playground4 ,watch the child in his play at recess to see what activity interests him most4 ,suggest to him some point about that activity which he has overlooked and commend him on his skill4 ,every child has a hobby4 ,if you can find this boy's hobby and tell him something about it which he does not know1 you will make a warm place in his heart for yourself4 ,then utilize the knowledge thus gained1 and his increased confidence in you1 in order to add to his school work just the element that will make it so interesting for the child that he will find the work more delightfully fascinating than the mischief4 ,the first grade teacher needs to be in her room but a few days before she will see some little child making grimaces at his neighbor and not infrequently he may make a grimace at the teacher1 especially if he feels that the teacher has not dealt fairly with him4 ,this is not a serious annoyance and should give the prudent teacher no worry4 ,it can not be repeated too often that many of the small offenses that harass a school day are doubly intensified by the attention that is paid them4 ,often when a pupil does some petty misdemeanor1 he would soon forget it were it not that the teacher notices it and pounces upon the offender with some brand of punishment and thereby the child learns that this certain offense is a thing that the teacher dislikes4 ,in the future1 whenever that child's feelings are ruffled1 he will resort to this certain offense to annoy the teacher4 ,the discreet teacher will train her pupils in such a way that they will not settle upon any specific type of annoyance4 ,in cases where a child resorts to the practice too frequently1 the teacher will find it well to devise some means by which she can substitute one activity for another2 that is1 substitute a more interesting activity for the making of grimaces4 ,the teacher may use the following method and conversation3 8,children1 we are planning to have a little play party once a month4 ,this is to be on the last ,friday afternoon of each month4 ,each one of you is to bring either a cooky1 an apple1 an orange1 or a banana1 and ,i will bring some candy4 ,we will play all kinds of games and just before school dismisses we will eat our dainties4 ,won't that be fine8 ,but1 children1 ,i have just thought that any one who makes grimaces or ugly faces during the month ought not to be invited4 ,we do not want our party spoiled4 ,what do you say80 ,of course all1 or nearly all of the children will say that any one who is guilty of making faces shall not come4 ,the teacher who has not tried anything like this will think it is absurd and impracticable1 but it will greatly assist in removing grimacing and many other evils that troop through a teacher's school experiences4 ,the means of discipline need not necessarily be a party4 ,it can be some other affair or activity that children like4 ,if the teacher chooses a party1 she must have a goodly number of games ready and keep her children intensely interested4 ,the luncheon is an important feature of the party and must be well managed by the teacher4 ,all the sweetmeats must be divided into small parts and so mixed that a child does not get the dainty he contributed4 ,a cooky can be cut into four pieces1 a banana into four or five pieces1 and the same with other sweetmeats4 ,children like little things4 ,then1 too1 the teacher may suggest that they play at having a luncheon4 ,,case #hd 7,,second ,,grade7 ,sidenote3 ,making ,faces ,for ,fun ,adams ,white knew a large number of systems by which to rearrange his features so as to produce laughter4 ,when the book-agent sat at the side of the room1 ,adams took occasion to entertain him with the horrible figure made by drawing down his lower eyelids until a large part of the eyeball was exposed to view4 ,the boy did this1 or a similar prank1 every once in a while1 and his teacher1 young ,benjamin ,danner1 scarcely knew what penalty would do the boy the most good4 ,unfortunately for ,adams1 he was caught in the act4 8,go to the blackboard1 ,adams4 ,put your hands behind your back and lean forward till your head touches the wall4 ,did you understand me80 8,well10 thought the agent1 8this is interesting4 ,i can hardly believe that such methods are in use today4 ,but here is the proof right before my eyes40 ,he watched ,adams move in a clumsy1 resistant manner1 and assume the position prescribed4 ,,constructive ,,treatment ,instead of such a punishment as the one described above1 we propose that ,mr4 ,danner pay no attention to the deed until school is out for the day4 ,find some favor that ,adams can do for you and put him at it immediately4 ,when he has completed the task1 or at least made good headway1 call him to one side1 look him straight in the eye1 as he is seated in front of you1 and say3 8,adams1 you need to be careful how you look at visitors who call at our school4 ,the gentleman was surprised at your action today4 ,i felt sorry for him4 ,i want to know if you can keep at your work in an orderly way on similar occasions hereafter40 ,if the answer is more or less satisfactory1 accept it and say3 ,sidenote3 ,a ,firm ,injunction 8,i am going to depend on you for this4 ,i want to see no more expressions of shame on the face of a visitor because of your conduct4 ,i want every pupil to work straight on no matter who may come in40 ,,comments ,this boy needs no publicity as a reward for his misdemeanor2 he will sooner or later take advantage of his unexpected predicament to make more trouble for his teacher4 ,the penalty had no logical connection with the prank1 and only aggravated the boy's antipathy toward school rules4 ,mr4 ,danner advertised his lack of good discipline by resorting to this barbarous penalty1 especially when a stranger was present4 ,if the conduct of ,adams is to be permanently improved1 this one act must be viewed in its relation to his conduct generally4 ,as soon as ,adams feels vitally his part in making the school a success1 his behavior will improve4 ,no pupil is so obstreperous that one need despair of winning him by some kind of means1 at least until one has exhausted his resources4 ,the plan recommended above1 or some adaptation of it1 can be used profitably for a pupil of any grade4 ,,illustration 7,,fifth ,,grade7 ,sidenote3 ,making a ,man ,jim was ten years old when he was transferred from ,webster ,street ,school in the ,east ,end of the city to ,central ,school on ,main ,street4 ,this transfer was the culmination of a long series of misdemeanors on his part and many untactful methods employed by his teachers4 ,no species of juvenile mischief remained untried by him4 ,he went into each room with a scarred record from his former teacher1 and was not allowed to forget the fact that he always did the wrong thing4 ,he was scolded daily1 sent into the hall to stay for hours and gaze benignly upon the works of art that decorated the walls1 which of course he didn't do1 not being deeply engrossed in art study4 ,more naturally he spent the time in mischievous pranks4 ,he was whipped1 threatened1 and denied the advantages of less energetic and less talented pupils4 ,but with the transfer came a change in the boy's nature4 ,when he entered ,central ,school1 ,miss ,burns grasped his hand and said1 8,well1 ,jim1 ,i'm glad you're going to be in our school4 ,i know we're going to get along finely40 ,she treated him as if he intended to do the right thing1 and before long he actually thought he did so intend4 ,she had him go on errands for her when she saw he was getting restless1 or erase the blackboard for her after an exercise1 which he did with great dispatch1 and before the end of the first day she had completely won his respect and gratitude4 ,one morning on his way to school ,jim heard his classmates planning ,christmas presents for their teacher4 ,immediately he began to contrive ways and means for securing a beautiful necklace he had seen in the jeweler's shop--a necklace of gold and pearls4 ,this was the only gift that his active little brain could conceive of as being worth giving to ,miss ,burns4 ,only1 he hadn't the money to buy the necklace4 ,his parents were far-seeing in a financial way1 and did not believe in bestowing unlimited amounts of coin upon their children4 ,so it was that ,jim found need to do something unusual in order to secure the coveted present4 ,he was not long in working up a paper route4 ,he would rise early in the morning and spend long hours delivering his papers4 ,in connection with this work he took orders for ,christmas wreaths1 then secured a large quantity of holly from a wholesale man on market2 his little sister1 ,ruth1 bought a supply of fluffy1 flaming ribbon at the ,ten-,cent ,store4 ,together they made the wreaths1 ,jim paying ,ruth for her artistic advice and time4 ,in this way the wreaths cost less than the ready-made wreaths1 and ,jim was able to secure a better price for them4 ,thus ,jim saved enough money to buy the necklace and also some lovely presents for those at home4 ,you can imagine ,miss ,burn's surprise when1 among other gifts1 she found ,jim's necklace on her desk the morning before ,christmas4 ,realizing the value of the gift and ,jim's true devotion to her1 she won from him the story of his sacrifice4 ,she said1 8,oh1 ,jim1 you don't know how this makes me feel10 and ,jim went home at the end of the day with a beaming face4 ,jim's sacrifice reacted upon himself1 for this taste of his powers led him into many fair means of earning money1 and so launched him well on what turned out to be a successful business career4 8,making faces0 is essentially a little child's offense1 although sometimes it persists in upper grades or even in the high school4 ,,case #he 7,,fourth ,,grade7 ,sidenote3 8,making ,faces0 for ,spite ,in a small village there existed bad feeling between the pastor of the church and several of his leading members4 ,some parishioners took sides with the pastor1 and in the school the children of these two church factions carried on the quarrel of their elders4 ,the teacher kept peace on the playground through active personal supervision1 but in school he encountered the face-making problem in a degree only less ridiculous than it was annoying4 ,there existed an active emulation in the ugliness of the facial contortions produced1 and when a member of one faction had made a particularly horrid grimace1 he looked for and received the silent applause of his sympathizers4 ,charles ,briggs was the teacher4 ,he knew that the feeling of alliance in the members of the factions was the cause of the face-making epidemic1 but he could not at first think of a logical way of meeting the situation4 ,he tried1 first1 the use of his absolute authority4 ,he forbade the making of faces1 and punished the children when he caught them at it4 ,whereupon face-making became a more exciting sport than ever1 since the zest of escaping notice was added to the pleasure of presenting an ugly front to the enemy4 ,mr4 ,briggs said1 8,how funny you would all look if your faces should stay twisted into those grotesque shapes40 ,nevertheless the children spent their recesses1 when kept in1 in inventing new twists and contortions2 they stood in corners and drew the attention of the whole room to fresh triumphs in grotesqueness4 ,the evil grew1 because the cause was not touched4 ,one boy even set a looking-glass up in front of his book1 into which he made faces for the benefit of the girl who sat behind him1 keeping his head lowered meanwhile as if using his handkerchief to wipe his tearful eyes4 ,then ,mr4 ,briggs began to think of underlying causes and intrinsic remedies4 ,as a consequence1 he made up a fairy story about a land where people's thoughts molded their features with instant magic into the semblance of ugly animals or noble men and beautiful women4 ,he introduced a princess of evil disposition whose face was that of a cross1 snapping dog1 but whom a magician changed into a being of loveliness and grace by his persuasions to self-sacrifice and kindness4 ,he told this story as vividly as he could1 with emphasis upon the dislike people feel for an ugly face4 ,then he waited a day or two for the story to take effect4 ,he heard the children laughingly allude to it once or twice1 but the evil went on4 ,then he talked to his school about face-making4 ,he explained that such contortions really do affect the faces and characters of those who make them1 not of those who see them4 ,he led his boys and girls to see that face-making made them contemptible1 and that every time it was done it published the inferiority of the doer4 ,then1 having condemned the old ideal1 he tried to build up a new habit by showing that the strongest man is the one who is most self-controlled1 and ended by a little skillful ridicule of the babyish method they had been taking to show a silly spite4 8,suppose10 he proposed at last1 8that we put the babies who make faces over here with the primary pupils1 where they'll feel more at home8 ,bright people don't like to be associated with such children4 ,but we'll not try it unless we have to4 ,i shall watch you during the next few days1 and ,i'm going to see how many can show their friends and their enemies1 if they have any1 that they are worth respecting1 and that their souls don't look like twisted turnips40 ,no magical change came over the school1 but gradually the sentiment for1 and practice of1 face-making died out4 ,the children unconsciously copied the teacher's contempt for it4 ,by stories and references he built up an ideal of beauty and dignity in personal appearance and behavior4 ,,constructive ,,treatment ,mr4 ,briggs did well to search for underlying causes and effective remedies1 because the use of authority in such a case is a mistake1 as he found4 ,make no attempt to suppress the practice1 but proceed at once to the constructive plan of building up a good sentiment4 ,whatever you do1 do not assume that the pupil is disrespectful to you4 ,if the pupils have shown such disrespect in the past1 simply set about gaining their confidence4 ,face-making is largely an outgrowth of the play impulse1 no matter what its motive4 ,substitute a better form of play4 ,dramatizing a story that emphasizes the opposite of the undesirable characteristics1 is one of the best ways of overcoming the fault4 ,read 8,the ,little ,knight of ,kentucky0 during the twenty-minute periods just before school closes4 ,dramatize parts of it4 ,when the children are imbued with the chivalrous spirit of the story1 suggest the incongruities of face-making and other spiteful acts1 by saying to the boy whom you 8catch03 8,harold1 the little knights of ,kentucky did not make faces at each other4 ,would we be as proud of them as we are1 had they done so8 ,then1 let's not have any one who makes faces play that story today40 ,,comments ,when the motive is the approbation of fellow-pupils1 these fellow-pupils must be made to change their attitude of admiration for muscular grotesqueness for one of appreciation of facial repose1 beauty and dignity4 ,it is a matter of inculcating ideals4 ,beautiful pictures of ideal faces1 such as those of ,hoffman's ,boy ,christ and ,raphael's ,madonna of the ,chair1 may be used to illustrate the ideal of fine1 controlled faces that express beautiful and kind thoughts4 ,sometimes offhand contempt of a babyish practice helps1 especially with a vain and self-conscious type of pupil4 ,,illustration 7,,third ,,grade7 ,sidenote3 ,cure for ,bad ,manners ,miss ,grasome stood aghast at the rude manners and selfishness of her third grade pupils4 ,she had tried many plans for improving the situation1 but with little success1 for the children had the constant example before them of rude manners in their homes4 ,as the ,christmas season drew near she thought to herself1 8,i'll try once more4 ,we will dramatize #8,the ,birds' ,christmas ,carol4' ,perhaps that beautiful story will teach the children the lesson that ,i seem to have failed thus far in clinching4 ,i'll use the rudest and most selfish girl ,i have for the sick child's part4 ,she won't play as well as some of the others1 but if she'll only catch the lesson ,i want her to get1 ,i won't mind the blunders40 ,the proposition to have a play instead of a ,christmas tree delighted the children4 ,the story interested them so much that when1 toward the latter part of their study1 ,miss ,grasome proposed that they follow out the thought of the story and make some needy or unfortunate person the recipient of their gifts this year instead of making them to each other1 the children were quite ready for the sacrifice4 ,of course committees must be appointed1 and much coperative work done before all details could be arranged4 ,but every child had a share in the planning1 and not many weeks had passed before a gentler and more considerate spirit began to dominate the school-room4 ,miss ,grasome smiled and said to herself3 8,coperation works better than prohibiting or forcing1 even in such matters as the training of manners1 it seems40 ,,case #hf 7,,fifth ,,grade7 ,sidenote3 ,paper ,wads ,algie ,b4 knew all the fun there is in throwing paper wads1 particularly when he could run the greatest risks of detection and yet escape discovery4 ,said he to himself one busy morning3 8,i believe ,i'll take a shot at ,redtop4 ,the teacher's got him scared into looking at his book2 he's got to be waked up40 ,a good-sized wad soon sped across space1 struck ,redtop plump on the side of the head1 fell and rolled back toward ,algie4 8,better yet1 ,i'll just get that wad and have it for another shot4 ,it's a lucky boy ,i am1 if ,i can do that40 ,stooping1 he made four stealthy steps forward1 regained his wad and slid back into his seat4 ,when ,miss ,stone looked about1 the next moment ,algie's eyes fell to his book and all was quiet and peaceful as a day in spring4 ,this fine example of bravery and success was not lost on other restless spirits4 ,by the next day an observing onlooker counted up ten instances in which sly wad-throwers had reproduced ,algie's feat4 ,on the third day over-boldness brought the climax4 ,miss ,stone had been too much absorbed to note the minor noises that were provoked4 ,but when ,amy ,lane1 nervous1 uncontrolled1 uttered a yell of terror as a cold wad struck her in the back of her neck and slipped down1 ten pupils broke loose in a chorus of laughter4 ,miss ,stone roused up and1 strange to say1 succeeded in getting a story of the recent happenings4 ,she threatened the last culprit1 who in self-defense said1 8,why must ,i suffer when all the other boys do the same thing80 and he named nearly every boy in school1 ending up with ,algie4 ,her threats of punishment of course were vain in the presence of so many offenders4 ,with a sharp talk she dropped the discussion4 ,,constructive ,,treatment ,miss ,stone has one simple task3 to rouse from absorption in one duty and wisely distribute her attention to several matters4 ,promises must not be taken as fulfillment2 assurances of any sort must not be taken for more than they are worth4 ,find a safe medium between espionage and disastrous indifference4 ,,comments ,school-room behavior will never take care of itself under any system of management4 ,a teacher who thinks he has solved all of his disciplinary problems is resting in a deceitful security4 ,a sweet trustfulness that keeps every pupil in his most delightful mood and never sees the wild emotions and boisterous conduct that arises from them is the rock of destruction for a teacher's influence4 ,,illustration 7,,sixth ,,grade7 ,sidenote3 ,painting ,face ,roland was an unkempt1 dirty1 red-headed little fellow in the sixth grade of a small town school4 ,he came from an unlettered1 hard-working1 shiftless family in the country and1 like ,topsy1 had just growed up4 ,he was bright enough1 but his reasoning power and sense of right and wrong were undeveloped because he had never been taught rightly4 ,he had been whipped when naughty without fully understanding that what he had done was wrong4 ,one day1 in the new school1 he daubed his nose1 cheeks and chin with ink when ,miss ,downer1 the teacher1 was not looking1 and convulsed with laughter everyone who looked at him4 ,it was almost recess time1 and ,miss ,downer quietly bade him wash his face4 ,when the rest were dismissed she said1 8,roland1 ,i want to speak to you a minute40 8,going to get a licking60 whispered the boy behind him1 and ,roland grinned scornfully1 for whippings really did not matter much to him any more1 though ,miss ,downer was new and untried and she looked as though she might be pretty strong4 ,when the rest had gone ,miss ,downer sat down in front of ,roland and spoke to him kindly1 8,roland1 why do you do such things in school80 ,roland shifted uneasily and said1 8,dunno40 8,have you your language lesson80 at which he shook his head4 8,didn't you think that besides foolishly wasting your own time you were wasting the other children's time by making them laugh at you80 ,this was an entirely new thought to him and he looked at her in incomprehension4 8,you come to school to learn1 don't you1 ,roland8 ,and the more you can learn the better off you will be4 ,some day when you get to be a man you'll be glad you know more than somebody else1 and sorry that you don't know as much as some other person4 ,why1 you were just telling me yesterday that your father didn't have a chance to go to school beyond the fourth grade6 ,and here you are wasting this precious1 precious time of yours60 ,roland looked intently at a dirty finger-nail and ,miss ,downer could not tell whether she had made an impression on him or not4 ,she gave him a story from a supplementary reader1 telling of ,lincoln's struggles to get an education1 to read during the rest of recess4 ,a week later ,roland became really interested in the history lesson4 ,this teacher's questions weren't the kind you could answer1 parrot-like1 by memorizing the words of the textbook4 ,you had to stop and think about it4 ,he asked1 8,i'd like to know about this yere ,civil ,war1 anyway4 ,some says they fit about slavery and the book says because they seceded1 and ,i'd like to know which is right40 ,miss ,downer devoted the rest of the class period to satisfying ,roland's query1 and counted the time well spent because she had laid the first stone in the foundation of ,roland's education--she had aroused intellectual curiosity1 satisfied it1 and given him food for more questions4 ,every time he misbehaved after that she kept him in and talked to him seriously4 ,not once did she threaten or scold4 ,and at other times she tried to draw him out by being interested in him and his affairs--the baby brother at home1 a new dog he had1 and what 8my paw0 said and did4 ,at length ,roland began to realize that this teacher was not a vindictive creature1 wreaking her spite upon him for harmlessly amusing himself and other people1 but one who was interested in him1 ,roland ,smith1 and really cared what he did and thought4 ,and1 though she had queer ways of looking at things1 he really hated to disappoint her and she could make him feel most awfully uncomfortable and ashamed of himself4 ,sidenote3 ,paper ,wads ,miss ,downer's final test came when ,roland was discovered throwing paper wads at a boy across the room4 ,miss ,downer felt very much inclined to thrash him soundly1 for this was a case of wanton naughtiness4 ,but she did not4 ,instead she merely talked to him as she had talked before1 bringing in a little more of the personal element4 8,roland1 what if your brother kicked you every time you were almost asleep at night1 or joggled your elbow every time you started to take a mouthful at the table1 or pulled the chair out from under you when you started to sit down8 ,it would be funny at first1 wouldn't it1 but how long do you suppose you and your brother could keep on playing together as good friends if he kept it up80 ,roland shook his head1 mystified4 8,that's just what you're doing to me4 ,you told me you wanted to learn and get on in the world1 and the rest of these children do1 too--they don't want to be stupid when they're grown up4 ,but we can't learn very fast with some one hindering us all the time1 and ,i was counting on your help40 ,miss ,downer spoke very kindly and earnestly1 and looked directly at ,roland4 8,i wasn't goin' to throw them paper wads1 honest ,i wasn't1 ,miss ,downer4 ,but before ,i knowed it1 they was thrown10 and ,roland did look truly sorry4 ,miss ,downer's impulse was to punish him1 not to forgive him again1 but if he really were sorry and trying to do better1 a whipping would spoil all the good work she had accomplished so far4 8,are you sorry1 ,roland80 her voice was low and serious4 ,there was a long pause1 during which ,roland fingered a scrap of paper nervously1 not looking up4 ,then his lip began to quiver and he nodded violently1 breaking into sobs4 8,i--,i d-didn't mean to and ,i won't do it no more1 honest40 ,roland1 whose boast was that 8nary whipping0 had ever made him cry1 was penitent because he had disappointed her who had been kind to him4 ,,case #hg 7,,high ,,school7 ,sidenote3 ,laughing at ,nothing ,hen4 ,rutgers couldn't help having plenty of fun4 ,if no one made it for him he took a turn and produced it himself4 ,he could have plenty and not laugh4 ,then he could laugh like the falling water on a cataract when there was very little fun in sight4 ,hen4 laughed4 ,he laughed out loud4 ,miss ,gresham went speedily to his desk1 looked him straight in the face1 and said3 8,henry1 why did you laugh just now80 ,hen4 lifted his head slowly and just as slowly rolled his eyes over until he looked her squarely in the eyes4 ,with their glances mutually fixed ,henry said very deliberately3 8,i--don't--know10 without a smile4 8,henry1 you surely know what caused you to laugh4 ,what was it80 ,then glibly but without a smile came ,henry's reply4 8,o yes1 ,i remember4 ,i was just thinking what would happen if ,mr4 ,finley 7superintendent1 weighing two hundred and fifty pounds7 should back off the platform there sometime when he's walking around so fast40 8,you should be at work1 ,henry10 was all that ,miss ,gresham could utter at the time4 ,the chief reason for her weak response was she had drawn the attention of half the pupils and a general titter arose at ,henry's reply chiefly because of his absolute composure of countenance4 ,henry did not care so much for mischief for its own sake4 ,his chief sport was attracting the attention of other pupils and getting the teacher into a mild predicament by setting a sort of disciplinary trap for her4 ,,constructive ,,treatment ,avoid asking such questions as1 ,what made you laugh8 ,why did you do it8 etc41 except privately4 ,even then unless you are reasonably sure of a satisfactory answer to these questions you may complicate your case by so doing instead of helping it toward a solution4 ,pass over details of causes which pupils most often allude to and lay hold of the prime provocation for bad order4 ,use your power of analysis and apply an effective remedy4 ,henry needs an abundance of heavy but interesting work4 ,bear down so deep into his interest in geology that he cannot menace your loyalty to him by trifling with you in respect to discipline4 ,treat him so squarely1 frankly1 generously that his respect for you will be an unremitting check on small misdemeanors4 ,,comments ,pupils may not know what to answer when asked1 8,why did you do so and so80 ,the truth is the causes are numerous4 ,the last cause may have been the stumbling of one pupil over another one's foot4 ,but another cause lies behind this--disrespect for the teacher2 behind this1 fondness for another teacher4 ,why does a pupil act in a certain fashion8 ,he is underfed1 improperly clothed1 irritated from insufficient sleep--these are all proper answers to the question1 8,why80 ,hence1 every time the query is put a teacher runs the risk of provoking a worse situation and yet of gaining nothing from the inquisition4 ,,illustration ,superintendent ,finley called ,henry in after his little one-act play in the assembly room and the following interview occurred4 ,sidenote3 ,gymnasium 8,i have some facts about your affairs in the study period1 ,henry1 that need to be cleared up4 ,yesterday you are said to have denied making faces when the fact was you had been guilty40 ,sidenote3 ,remedy 8,well1 ,i'll tell you just how it was4 ,i was at my desk4 ,miss ,gresham thought something was off-color and came down to see me4 ,i told her ,i didn't know and then ,i recalled and answered her4 ,the pupils looked on and laughed4 ,miss ,gresham was nettled1 ,i suppose4 ,she walked down the aisle1 stopped at ,ellen's desk1 her back to me1 and said to ,ellen1 8#8,look over to ,henry's desk and see what he is doing4' 8,ellen caught sight of me and must have told that ,i was making a face1 for ,miss ,gresham came to me and said3 #8,what were you doing just now8' ,i said1 #8,nothing4' ,she said1 #8,you were making a face4' ,i said1 #8,i was not4' ,then she sent me home40 8,why did you deny making a face80 8,because ,i hadn't done it4 ,i scowled but that was all4 ,i didn't do anything that need excite ,miss ,gresham4 ,she's got it in for me40 8,now that will do on that4 ,you are not properly occupied some way in your periods in the study room4 ,i credit you with having intellect enough to know how to play the gentleman4 ,it's a question of whether you are always going to take advantage of opportunities to make sport at the expense of pupils' and teachers' time1 or whether you are going to help make school work a success4 ,i know pretty well what you think on these matters1 but ,i'd like to hear you express yourself on this point40 ,henry did discuss the matter2 there were a few weak spots in his view of school life4 ,his evident restlessness during long school hours was a predisposing cause of several troubles4 ,for this and other reasons1 ,mr4 ,finley decided to revise his schedule for use of the gymnasium during school hours and to provide suitable interruptions of mental labor by physical exercise of various sorts4 ,this new program gratified the pupils as well as relieved physical necessities4 ,the interview ended fortunately for both teacher and pupil and eventually brought relief to several unfavorable conditions in the school as a whole4 7#b7 ,teasing tricks4 ,sometimes a pupil can cause no end of annoyance by teasing others4 ,this fault may have been trained into the child at home4 ,,case #hh 7,,seventh ,,grade7 ,a bright lad and into all sorts of mischief1 ,george had gradually acquired the reputation among the teachers of being 8a bad boy02 and the new superintendent was informed to this effect when he came to the school4 ,sidenote3 ,snake in ,school-room ,one day there was a great commotion in his grade2 an innocent garter snake had been let loose in the school-room4 ,george was accused1 and as the disturbance had begun in his corner of the room1 and as he was known to have a great fondness for all sorts of animals1 insects1 snakes1 etc41 the evidence seemed decidedly against him4 8,no1 sir60 he replied to the superintendent1 when sent for to go to the office4 8,no1 sir6 ,i didn't do it60 8,i'm afraid that you are not telling me the truth1 ,george4 ,you have a bad reputation4 ,i think that ,i shall punish you by sending you into the next lower grade1 until you can learn to become more of a man40 8,it's such a disgrace1 mother6 ,no1 ,i can't go back4 ,the boys will all make fun of me4 ,besides1 ,i didn't do it60 ,finally1 however1 his mother made him see that the manly thing would be to take his punishment1 even if he wasn't to blame4 ,so1 on the following morning1 he reported himself to the teacher of the next lower grade1 and told her that he was to study there4 ,later in the day the superintendent made his rounds1 and exclaimed surprisedly1 when he saw ,george1 8,why1 you here8 ,i didn't expect to ever see you again60 ,needless to say that was the last appearance of ,george at school1 and a life that might have been helped was spoiled by an unjust punishment and a careless remark4 ,even superintendents may make mistakes6 ,,constructive ,,treatment ,say to the mischief-loving boy1 8,george1 we can not have these animals loose in the school-room2 it disturbs our work entirely too much4 ,but there is a way that we can have them here1 some of them at least1 and everybody enjoy them4 ,how would you like to help me make a fresh water aquarium for the school80 8,you would like it8 ,very well4 ,we shall need one more to help us4 ,tell the boy who brought in the snake to come to me with you this afternoon and together we will plan how to make the aquarium4 ,we'll get it all ready and give the other children a surprise4 ,i'll help you until it is ready for the animals4 ,you and he can get the specimens1 and after that ,i would like to have you two take care of them4 ,meanwhile1 we'll get from the library all the books we can find about the animals you two select1 and talk about them in the nature study period40 ,the aquarium1 referred to above1 need not be an expensive apparatus4 ,in fact1 most any kind of a vessel or a very large bottle would serve the purpose very well4 ,do not furnish this yourself but let one of the boys bring it4 ,,comments ,the fact that ,george was fond of animals1 insects1 snakes1 etc41 was the clew for the teacher to work upon in gaining the good will and coperation of the troublesome boy4 ,knowing one strong interest that he had1 the teacher should start with that and work out from it to other and broader fields of action4 ,unless the teacher had actual proof to the contrary1 she should have accepted the boy's statement that he did not bring in the snake4 ,it is far better that a guilty boy go unpunished1 than that an innocent person be punished4 ,take the initiative in coperation with the troublesome pupil and the troubles will soon disappear4 ,,illustration #a 7,,third ,,grade7 ,sidenote3 ,the ,pet ,dog ,henry ,gould was very fond of his collie and insisted upon having his company every day at school4 ,his teacher1 ,miss ,greenway1 probably would have made no objection to this had it not been for a fact that the dog was inclined to snap at any child except his master and thus endanger the safety of the other children4 ,how to forbid the presence of the dog without arousing the antagonism of his owner was the problem4 ,she resolved to try approval and initiative in coperation4 ,so she called ,henry to her at noon time and said3 8,henry1 ,i noticed the collie snapping at one of the little girls today1 and ,i think we shall have to ask him to stay at home after this4 ,but he is such a bright little fellow we shall miss him4 ,don't you think it would be fine for the children to take his picture before he goes8 ,how would you like to get him into a good position when the drawing period comes and let the children use him for a model80 ,henry was proud to have his pet honored1 stood by him patiently while the children drew1 and made no further insistence that he should come to school4 ,,illustration #b 7,,high ,,school7 ,sidenote3 ,a ,live ,mouse ,a practical joke loses all of its point when nobody is annoyed or made ridiculous by it4 ,a teacher who tactfully makes himself seem one of a group who is deriving benefit from an experiment1 wins the respect of his students4 ,such a teacher was the high school instructor in science1 whose attention was directed to a mischievous pupil1 by a girl's seemingly nervous fear of this fun-loving boy4 ,cautious investigation revealed the fact that a living mouse was in the wide-mouthed bottle which protruded from the joker's pocket4 ,this principal told the boy that it would be instructive fun to let the mouse loose in the building and see what the timid little thing would do1 but that such a course of action would endanger the future safety of books1 lunches1 etc41 left in the building4 ,he1 therefore1 advised that1 at the coming recess1 all who did not fear the mouse1 form a large circle in the school yard and that the mouse be let loose in the center of the circle4 ,and that all observe closely just what the little animal did4 ,at recess1 the principal himself joined the circle1 asking the boys to notice carefully whether or not the mouse would change his course to avoid a shouting student4 ,after the mouse was experimented upon and killed the mischief-maker began to wonder why it was that he was glad that he had not annoyed the principal with the mouse1 as he had intended to do4 ,,case #hi 7,,eighth ,,grade7 ,sidenote3 ,teasing ,rhymes 8,hey ,diddle ,diddle6 ,parts his hair in the middle60 ,this was the couplet that greeted ,john ,fraser as he entered his eighth grade room one ,september noon4 ,above the couplet was a portrait of himself1 the style of his hair indicated very clearly4 ,he erased the decorations hastily1 but said nothing about it4 ,he was very young1 however1 and the thoughtless disrespect shown him hurt sadly4 ,a day or two passed1 during which he noticed the covert amusement at his faultlessly pressed clothes1 his punctilious manners1 his careful grooming1 all new and strange to the crude little town in the ,southwest in which he taught4 ,then1 one noon1 he entered the room from the playground to find a rough cartoon on the board1 labeled1 8,mr4 ,fraser pressing his pants to make creases at #b a4m40 ,the pupils were vastly entertained by it4 8,who made this picture80 ,john demanded1 very angry and feeling that his dignity demanded that the offender be punished4 ,every head turned instantly toward ,cleaver ,trotter1 who seemed much pleased to be singled out for attention4 8,cleaver1 you may remain in at recess4 ,i want to see you40 8,just as you say1 ,mr4 ,fraser60 sang out ,cleaver1 jauntily4 ,there was a half-suppressed titter of admiration1 and ,mr4 ,fraser felt that he had come out second best4 ,at recess he ascertained that ,cleaver had really drawn the picture1 and forbade him sternly to repeat the offense4 ,the interview took place in the otherwise empty school-room1 and when ,cleaver was allowed to go he joined a group of gaping admirers on the playground4 8,what did he do to you80 they demanded to a man4 8,oh1 he asked me why ,i did it1 and ,i told him ,i couldn't help it2 ,i just knew it took him all night to press his pants that way40 8,and what did he say then80 8,well1 he smelled of the smelling-salts and said that'd be all for today1 so ,i came on out40 ,none of this account was true1 but ,cleaver won by it the thing his boyish vanity wanted1 the admiration of his crowd4 ,they approved the ridicule because it furnished them with fun1 and ,cleaver was shrewd enough to know that his leadership depended upon their approbation of his attitude4 ,he annoyed ,john ,fraser constantly throughout the school year1 not because he disliked him or wanted to be troublesome1 but because the teacher could not perceive that ,cleaver had a mania for approbation which needed to be guided into better channels4 ,,constructive ,,treatment ,the pupil who does evil for approbation will do good for the same cause1 if approbation for good can be secured4 ,in this case1 ,mr4 ,fraser might have turned ,cleaver's talent for making cartoons and doggerel into less personal use1 utilizing the admiration of his classmates as a spur to accomplishment4 ,if he had asked ,cleaver1 for instance1 to illustrate some event in current history with an original cartoon1 to accompany a talk to be given in opening exercises1 even ,cleaver's vanity would have been satisfied at the flattery of having his talent taken so seriously4 ,at the same time the narrow personal nature of ,cleaver's interests would have been broadened by a knowledge of affairs outside his immediate world4 ,,comments ,wise teachers do not allow the rudeness1 crudeness and childishness of their pupils to disturb their serenity4 ,they know that good manners and consideration are the result of training1 and with 8a fine disregard of personalities0 they set about giving this training4 ,the great art in such cases is to substitute a good activity for the bad one which has heretofore gained the approbation sought4 ,,illustration #a 7,,rural ,,school7 ,sidenote3 ,red ,hair ,mary ,costello had fiery red hair1 which swirled around her freckled face in a way that would have delighted ,titian1 but which her pupils in ,district #bg found only surpassingly funny4 ,she unburdened herself one night to her mother1 who was just a generation more ,irish than herself4 8,that ,thad ,burrows thinks he's so funny10 she stormed4 8,today he said to me1 #8,say1 ,miss ,costello1 do you wear a hat in winter8' and ,i said of course ,i did1 and why shouldn't ,i8 ,and he said he should think it would have to be lined with asbestos4 ,then they all bellowed1 and if he ever mentions it again ,i'll lambast him for it10 and ,mary's eyes snapped with indignation4 8,there now1 ,mary1 don't be after letting a fool kid upset ye so10 her wise old mother advised4 8,that ,thad ,burrows is a bright boy1 and if it was someone else's thatch he said it about ye'd be laughing with him altogether4 ,i'll bet that if you'll win the heart of him1 he'll lick anyone that dares to think of a white horse when you're around40 ,mary pondered this advise and took it4 ,she showed no resentment toward ,thaddeus1 but rather sought ways of being especially kind to him4 ,she discovered that he was eager to earn money1 and helped him find work in town on ,saturdays2 she lent him books and deferred to his opinion in matters of stove-tending and mouse-catching4 ,he came to connect his leadership with the teacher1 who found so many little ways of giving him the prominence his soul craved4 ,the red hair ceased to be a joke1 and by the term's end the prophecy of ,mary's mother had come to pass4 ,,illustration #b 7,,sixth ,,grade7 ,raymond ,smith had just taken up boxing4 ,he was accustomed to hang around a gang of street idlers and would-be sports and when any of the number ventured to put on the gloves he was fully alive to every move they made4 ,not having funds to purchase a pair of gloves he began pummelling smaller boys1 getting some little skill in certain movements imitated from his larger associates4 ,there was a great deal of bluff and bluster in his actions and not a small amount of teasing4 ,sidenote3 ,shaking ,fist ,ellen ,moore1 teacher1 knew boy nature fairly well4 ,she was strict in conduct but rarely was caught firing her guns at a mere decoy4 ,raymond broke over bounds in a harmless fashion in that as she was passing his desk one afternoon1 he doubled up his fist and shoved it in her direction--an excellent opportunity for rigid discipline4 ,but this is what happened3 8,my1 what a large1 solid fist you have10 she said in a quiet voice1 quickly moving on to her next duty4 ,the hand fell4 ,the boy had no clear motive and yet was in a mood where belligerency would be easily aroused and deeply relished4 ,no reference was again made to this incident by either1 although ,miss ,moore took occasion in a few other matters to draw the lines closely on ,raymond that he might clearly sense the limitations that school life laid upon him4 ,,case #ij 7,,third ,,and ,,fourth ,,grades7 ,sidenote3 ,toy ,mouse 7#c7 ,practical jokes--a more serious kind of teasing4 ,imogene and ,charles ,rogers were two orphans1 living with elderly relatives who wanted to bring them up wisely1 but did not know how4 ,they were full to overflowing of animal spirits1 bubbling with fun1 restlessly eager to fill every moment with good times4 ,miss ,spires1 their teacher1 was somewhat short-sighted1 and that is why1 when a little mechanical mouse ran from the second row of chairs right up to her feet1 she thought it a live one and jumped and screamed4 ,imogene and ,charles1 who had bought the mouse at the ten-cent store1 were delighted past all bounds1 and all the children laughed4 ,miss ,spires thought she had been insulted1 and without much ceremony put the two children behind the piano4 ,they were not at all resentful1 for here they had a good chance to plan more mischief1 and made a conspiracy to secure a repetition of the entertaining panic of the morning by putting two of their pet rabbits into ,miss ,spires' desk at noon4 ,this great joke worked as well as the first--even better4 ,miss ,spires sent the 8dreadful children0 to the principal for correction1 with a message which made the principal look at the young scapegraces gravely4 ,but she was a wise principal4 ,she said3 8,what did ,miss ,spires do when you made the mouse run up to her feet80 8,she just screeched60 gurgled ,imogene in reminiscent delight4 8,she jumped as high as my head60 ,charles had a good imagination4 8,did she screech when you put the rabbits into her desk80 8,she hopped all around like a chicken1 and asked who did that40 8,what did you say80 8,i said we did1 and she didn't think it a good joke1 but she said we were bad children and sent us to you40 8,do you think you are bad8 ,what is it1 to be bad80 8,swearing40 8,biffing people that ain't as big as you are40 8,and telling lies4 ,that's 'specially bad40 8,yes1 that's all true4 ,but do you know1 good things are sometimes bad1 when they are put in the wrong places1 and done at the wrong times40 ,the principal had a long talk with the children1 in which she discovered that their attitude toward control was very good1 but that their ideas of appropriateness were very primitive4 ,this was because their elders had tried to repress them instead of guiding them1 and being made of irrepressible stuff they had simply overrun boundaries4 8,why don't you try to guide those play instincts that are so strong in ,imogene and ,charles80 she asked ,miss ,spires later4 ,miss ,spires' reply shows just why she failed as a teacher3 8,it's not my business to study their #8instincts4' ,i'm here to teach them to read and write and cipher40 ,,constructive ,,treatment ,laugh with the children at your own silliness4 ,at their age it would have seemed as funny to you as it now does to them4 ,pick up the mouse1 examine it with interest1 and say1 8,he is a funny little fellow1 isn't he6 7,approval47 ,but he hasn't very good manners to interrupt us so in school time4 ,let's put him up here on the teacher's desk1 where he can learn to be more polite40 7,suggestion--that the act was rude47 8,charles1 you may read next4 ,imogene1 see if he reads just right40 7,substitution47 ,,comments ,a teacher who is so infantile as to scream at a tiny1 frightened mouse1 even though it were a live one1 should not blame the pupils for indulging in less marked exhibitions of arrest of development4 ,teachers meet pupils sanely on the play question when they sympathize with their desire to play1 but see clearly why and how these impulses must be controlled for the child's future good4 ,play is a good servant but a poor master2 no human being is more pitiful than the amusement drunkard4 ,play in its right place is a wonderful renovator of health and spirits2 play in the wrong place stunts character and makes for selfishness and littleness4 ,the ideal teacher wants his pupils to play1 helps them to realize the great values that lie in play1 but shows them clearly that play must be indulged in at right times and places1 and rigidly excluded from work hours1 except where it can be made to help on the work4 ,in short1 he leads his pupils as they grow older to play with reason and to plan play intelligently1 rather than blindly to follow impulses4 ,,illustration 7,,high ,,school7 ,sidenote3 ,play in ,study ,hour ,in a certain large high school the teachers had had much trouble with the students in the assembly room4 ,a spirit of uncontrolled play seemed to take possession of the room a few minutes after the hour had begun4 ,instead of settling down to work1 the boys and girls wrote notes1 played little tricks on each other1 whispered and made endless meaningless trips to dictionary and bookcase4 ,they seemed to think the hour was given to them for social purposes4 ,many teachers had failed to remedy this condition1 before ,miss ,stansbury was relieved of two classes that she might take hold of the assembly room4 8,do you give me permission to do whatever ,i think is wise80 she asked the harassed principal4 8,go ahead10 said he4 ,so she did4 ,she had been in the room about five minutes1 and was busily marking papers1 when a hard lemon came rolling up the aisle toward her desk4 ,she went to it1 picked it up1 and saw that two boys1 the only two who could have thrown it up that aisle1 were looking at her under lowered lids4 ,very quietly1 so as not to be overheard except by those hard by1 she asked who had thrown the lemon1 and the doer acknowledged at once--lying was not a fault in this school4 8,you don't seem to know what a study period is for4 ,you may take your books and go home1 and study your lessons there4 ,i shall call up your mother on the telephone and tell her why you are coming home40 8,but ,i have a class this next hour1 and ,i live clear across the city60 exclaimed the student1 in dismay4 8,i can't go home60 8,but you can't stay here1 since you don't know how to use a common study hall4 ,please go at once1 and ,i'll report to your teacher why you are gone4 ,i have work to do1 and can't spend my time policing the room40 ,the puzzled boy rose slowly and left the room4 ,miss ,stansbury went to the high school office1 called up his mother1 and told her that her son would be home shortly1 as he had been playing in the assembly room and would therefore have to do his studying at home that day4 8,but he can't study at home4 ,we live a mile and a half across the city4 ,what was he doing8 ,was it anything dreadful80 8,not at all4 ,he merely rolled a lemon up the aisle1 a very innocent performance at any other time--but this happened to be study hour40 8,well1 you may be very sure he won't do it again60 and the indignant mother hung up her receiver with a snap4 ,when ,miss ,stansbury reached the assembly room again she saw a group standing around a boy near the center of the room4 ,they were giggling and peering over his shoulder at something on the desk--which1 when she reached them1 ,miss ,stansbury discovered to be the last copy of ,life4 8,don't go to your seats yet4 ,i want to talk to you a moment1 and ,i don't want to disturb those who are studying by talking very loud4 ,you six people also seem not to have learned what a study hour is for4 ,play and fun and ,life belong to other times and places4 ,i shall write your names on slips1 and send them to the teachers of your various classes1 so that if you are absent or tardy they may know why4 ,and now you six may take whatever study books you need and go home4 ,you can not stay here unless you study1 for this is a study period4 ,i shall call up your homes and tell your parents why you are coming home40 8,will you give us an excuse for absence from physics next hour80 one boy asked4 8,why1 no4 ,you have excuses only for necessary absences40 8,but then we'll get a zero for the recitation60 8,yes1 ,i suppose so4 ,but a high school boy is supposed to know enough to study during study hours40 ,miss ,stansbury was smiling and implacable4 ,the six passed out1 grumbling and almost rebellious4 ,miss ,stansbury went again to the telephone1 and told five mothers 7the sixth one being out7 why their children were coming home4 8,why don't you make him study80 said one mother4 8,i am doing so10 was the reply4 ,when she returned to the assembly room all was quiet4 ,not one of the students who were left cared to play1 or write notes1 or roll lemons4 ,here was a teacher who meant business4 ,miss ,stansbury did not reform the students altogether1 for they often slid back into their old habits when the younger and weaker teachers had charge of the room4 ,but when she was in charge1 there was quiet and industry1 and no attempt at ill-timed fun4 ,by the time they have reached the high school1 pupils know what is expected of them during school hours in a general way2 but they also know that teachers vary greatly in their standards4 ,some tolerate play during work time1 some do not4 ,those who will tolerate it usually have to4 ,miss ,stansbury simply and quietly defined her stand1 which was one of absolute adherence to a work-while-you-work program4 ,neither did she fall into the error of a certain high school teacher who dallied around a note writer1 neither asking what he was doing nor demanding that he work4 ,she reasoned that if a study period is for study1 there is no sense in having it spoiled by interpolated fun4 ,she did not scold1 she did not lecture1 she did not entreat1 she did not moralize2 she just eliminated the disturbers1 and after two examples of her method everyone understood her and did as she demanded4 ,she assumed differentiation between working and play hours4 ,if she had used this method with untrained1 little children in the lower grades it would have been a stupid and harmful mistake1 for such children have not yet learned to control their play impulses4 ,high school students know how2 they will do it if held up to a standard of action4 ,,case #ia 7,,high ,,school7 ,the sophomore class in a high school decided to do something to call public attention to the valor and general high qualities to be found in its members4 ,as students their record was good4 ,as to conduct no member had suffered any extreme penalties1 although the superintendent's son had often skirted the boundaries of the unendurable4 ,sidenote3 ,buildings ,disfigured ,the class played the following pranks3 during the night the school bell was rendered useless by removal of the rope and clapper2 a donkey was taken up the steps into the assembly room and left there until morning2 class emblems were painted in class colors in a score of forbidden places4 ,this second offense aroused the ire of the superintendent4 ,in a few days the class was called to meet him and another member of the faculty4 ,mr4 ,webster1 the superintendent1 at once asked the following questions3 8,i would like to know what members of this class took part in the disfigurement of the buildings and grounds40 ,his manner was not offensive1 yet his firmness was very evident and a degree of anxiety was betrayed in his voice4 ,no answer was given4 ,the superintendent then questioned each member of the class as follows3 8,were you on the school grounds the night of the #adth8 ,did you assist in disfiguring the property8 ,do you know who did the work80 ,all but two members of the class declared they were under obligations not to give any answers that would reveal who was guilty2 the two others answered these questions truthfully2 but as they knew no pertinent facts about the incident1 nothing was gained4 ,the superintendent's next step was to say3 8,do you know any reason why the members of this class1 except these two1 should not be suspended until the desired information is given80 ,a few protests were heard1 but they all affirmed the right of a pupil to maintain silence when asked to incriminate a fellow pupil4 ,the superintendent then announced the suspension to take effect at once4 ,at the end of two weeks a compromise was brought about and a majority of the class returned to school4 ,the rebellious members had declared they would not open negotiations with the superintendent4 ,he had declared that they must inform him who were guilty of the offenses4 ,both of these demands were laid aside4 ,the superintendent was known to have changed his decision and the offenders were publicly taunted with backing down on the boast4 ,some of these boys never re-entered the school2 others found their places soon1 in another high school4 ,the memory of the incident is a sad one for all concerned4 ,,constructive ,,treatment ,release the donkey from his 8embarrassing situation10 but leave other details of the mischief for a day or two4 ,some inkling of who the perpetrators are will probably leak out in that time4 ,meanwhile1 have the damages appraised by the school board4 ,next have a private talk with the president and other officers of the class1 stating to them the amount of the damages1 the fact that you will present the bill to the class and that you will then turn it over to them for collection2 also that you will expect their hearty coperation in seeing that all damages are repaired and paid for4 ,finally1 address the class as a whole4 ,say to the class1 8,i appreciate the funny side of your pranks the other evening1 but there are some damages that some one has to pay4 ,two or three members of the board1 in whom all of us have confidence1 have appraised them at ten dollars4 ,you have made a good record as a class4 ,i shall expect you to live up to your reputation by doing the fair and square thing in this instance also4 ,that means that you will authorize your president or some other member of the class to see that damages are repaired and expenses paid4 ,you had lots of fun1 but if the fun is #8worth the candle1' why1 now1 the only manly course to pursue is to #8pay for the candle4' 8,i think it will not be necessary for me to speak of this episode again4 ,i leave the matter in your hands4 ,i will ask your class president to report to me when the work is completed40 ,,comments ,the superintendent lost ground with the school in assuming a belligerent attitude1 in trying to force a confession1 and in punishing innocent pupils because they were unwilling to incriminate their classmates4 ,the weakness of his position is shown in the fact that in the end he was obliged to compromise4 ,,illustration 7,,high ,,school7 ,sidenote3 ,carbon ,bisulphide ,the room was full of pupils4 ,a representative of one of the numerous book companies was present4 ,everything was moving smoothly and in order1 when suddenly the room began to fill with the disagreeable odor of carbon bisulphide4 ,it grew worse and worse4 ,pupils were holding their noses to keep out the smell1 and some were covering their mouths to keep in the laughter4 ,the situation was trying for the teacher4 ,he was embarrassed by the presence of the visitor1 under such odoriferous circumstances4 ,what was to be done8 ,it would be useless to hold a public inquiry4 ,it was a time both for thought and tact4 ,finally the teacher evolved his plan4 ,going on with the work1 just as if nothing had happened1 the teacher conducted the remaining recitations of the day1 as usual4 ,meantime he kept his eyes open4 ,the odor gradually grew less offensive and most of the pupils quietly resumed their customary work4 ,the vigilance of the schoolmaster was finally rewarded4 ,one of the boys seemed to be enjoying the situation to a greater degree than the rest4 ,he was unable to entirely conceal his enjoyment and this was the teacher's clue4 ,he kept his eye innocently on this boy4 ,just as school was about to close for the day1 the teacher said3 8,frank1 ,i'd like to see you a few moments after dismissal40 ,frank remained4 ,his countenance paled slightly and he no longer had difficulty in suppressing his enjoyment4 8,frank10 began the principal1 8where did that preparation that made such a disagreeable odor here this afternoon come from80 ,frank looked guilty4 8,i didn't have it here in the room10 he replied4 8,yes1 ,frank1 but that's not answering my question10 responded the inquisitor severely4 8,well1 ,i had some bisulphide down on the playground1 but ,i didn't bring it into the school-room10 ,frank finally admitted4 8,what did you do with it80 8,i gave it to ,harry40 8,what did he do with it80 8,i don't know40 8,very well1 you are excused for the present1 till we can see ,harry40 ,the next night ,frank and ,harry were both asked to remain4 ,the superintendent was present4 ,two pale boys appeared before the teachers4 8,harry1 what did you do with the bottle of bisulphide you got from ,frank yesterday80 inquired the superintendent4 8,i kept it down on the playground awhile and then threw it here in the wastebasket10 was ,harry's candid response4 8,didn't you know what was in the bottle80 resumed the teacher4 8,no1 sir1 ,i didn't40 8,didn't ,frank tell you80 8,no1 sir1 he didn't40 8,is that right1 ,frank80 8,i guess that's right10 said ,frank seriously4 ,evidently ,harry was innocent for the most part4 ,after sound admonition by the superintendent the boys were dismissed4 ,frank was very careful thereafter and ,harry was always an exemplary pupil4 ,no further disturbances of this nature occurred during the year4 ,a little tact and patience on the part of the teacher will often be highly rewarded in the school-room4 7#d7 ,teaching children how to play rightly4 ,all playgrounds1 while in use1 should be supervised by one or more responsible teachers4 ,,case #ib 7,,seventh ,,grade7 ,a big snow had fallen1 but the weather had soon turned warmer and the snow had softened just enough to make snowballing good4 ,sidenote3 ,snowball ,contest 8,you may snowball all you want to as long as you keep above the row of trees10 said the superintendent to the boys4 ,a fierce battle was going on within the prescribed bounds4 ,the contest increased in fury and finally one side was driven back4 8,remember the limits60 cautioned one of the pupils4 ,most of the boys either forgot to stop or kept running in the excitement of the game1 and rushed far beyond the limits4 ,then several more were crowded beyond the limits1 and unfairly engaged in the contest from their new position4 8,you'd better quit now or get over with the rest all of you60 shouted the head of the schools4 ,charles stopped for a short time1 but in a few moments threw again from outside of the limits4 8,charles1 you go upstairs at once60 were the decisive words of the superintendent1 hurled at the offending boy in a way not to be mistaken4 ,charles mounted the stairs without delay and entered the office4 ,the superintendent soon appeared4 8,what did you mean by throwing after ,i cautioned you1 ,charles80 asked he sternly4 8,well--,i don't know4 ,i got lost in the game and didn't notice what you said1 ,i guess40 8,well1 what do you think1 now80 8,i think we should obey the regulation40 8,will it be necessary to speak to you more than once the next time80 8,no1 it won't60 said ,charles decisively4 8,then you may go40 ,charles left the office1 glad to get off as easily as he did4 ,thereafter the superintendent watched this boy1 but ,charles was careful to obey whatever the teacher told him if the superintendent was within reach4 ,,constructive ,,treatment ,some one must attend these children when at play on the school grounds4 ,organize the game1 mark the boundaries carefully and coach the children just as in athletics4 ,have a comrade to attend them when they are running bases4 ,call the group together before the game opens2 explain the chief points in the rules4 ,show what comes of neglecting the rules--confusion and several other bad things4 ,prove that just as much pleasure can be had by following some sort of system as if one goes at play in a helter-skelter fashion4 ,,comments ,all children must be taught how to play despite the fact that they have an insatiable appetite to engage in it4 ,scattering hints will often suffice and save not only injuries but open infractions of school regulations4 ,self-control is acquired only gradually1 hence the orderly play that is so delightful for pupils in the teens is preceded by a period of learning4 ,most first grade children are afraid to snowball1 but in the second grade boys begin to want to do brave things and in consequence can do some damage by snowballing4 ,snowballing should not be considered an offense4 ,every teacher knows how he has enjoyed the sport4 ,it is only the carelessness that may creep into the play that may cause a window to be broken or some child to be hurt in the eyes1 ears1 or about the face or body4 ,it is really necessary that a teacher should teach the pupils how to snowball1 when there is snow on the ground4 ,she should go with them and enjoy the sport4 ,,illustration 7,,second ,,grade7 ,sidenote3 ,limitations in ,play 8,one1 two1 three10 and all the boys and girls passed out of the room1 ,miss ,o',gorman following4 8,remember now1 ,phil1 no hard snowballs1 as ,i told you in the school-room40 8,now wait until we get out of reach of the windows before you begin40 8,are we divided up evenly1 just the same number on both sides8 ,let's count and see4 ,yes1 just fifteen on each side40 8,now1 ready1 everybody40 ,miss ,o',gorman let her ball fly along with the others1 as she was to play a few minutes on each side4 ,she kept a keen eye for illegal conduct and spurred all of them on in the fine fun4 ,this had been prearranged with parents' consent to occur just at the close of school so that the children could go home and dry up their clothes at once if it became necessary4 ,by the end of twenty minutes one side gave away and yielded the honors to the others and the game ended4 ,on her way home ,miss ,o',gorman remarked3 8,i like to have the snow come because then ,i can snowball1 but children1 ,i never make hard balls or throw at a building4 ,i never throw at anyone's head4 ,it would make me feel very sad to hurt someone or break a window40 ,directing the sport of snowballing is far better and wiser than prohibiting it4 ,the discreet teacher will not even try to suppress it1 but will use every occasion to get into the snow with the boys and girls and have fun and frolic4 ,,case #ic 7,,sixth ,,grade7 ,sidenote3 ,quarrelsome ,play 8,come on1 ,mr4 ,frank1 first batter60 8,pitcher60 8,catcher60 8,first base60 ,soon every position was filled as the boys and the teacher of the eighth grade streamed out of the schoolhouse4 8,come on1 ,mr4 ,frank1 play with us40 8,no1 not today1 boys4 ,i have something else to do now1 ,i can't40 ,this was the third and last time for the season that the boys of ,mount ,holly ,school urged this young man to enter into his privilege in play4 ,he stood off and for a few moments closely observed the outcome4 ,the game started after some parleying1 but was soon interrupted by dissension4 8,he's out40 8,you're out40 8,throw him out40 8,i won't do it10 and scores of chopped-off utterances filled the air4 ,ten minutes were lost in hot argument out of which no one gained the least value4 ,big boys squeezed smaller ones out of their turn and these1 lacking any opportunity for play1 stood about occupied with gloomy thoughts4 8,they don't get on well together--,i wonder what the matter is with these fellows10 ,mr4 ,frank remarked4 ,,constructive ,,treatment ,accept the invitation to play4 ,as a player1 take only a player's part4 ,no pedagogical authority need be used2 but as a private person exercise a control that will give tone to the whole performance4 ,see that something like justice is done to all and that the foolish delays are eliminated4 ,,comments ,boys little by little acquire a sense of order and often become deeply offended at the unruly procedure of their comrades4 ,they welcome the presence of an older hand that steadies affairs and prevents one or two reckless boys or girls from spoiling the fun of all the rest4 ,an occasional participation may be all that is needed to institute a noticeable improvement4 ,such aid should be given heartily as it is due to the children in every school4 ,,illustration 7,,fifth ,,grade7 ,sidenote3 ,boy's ,letter ,how a child looks upon this matter is seen in the following extract taken from a boy's letter3 8,we're having a bully time at school4 ,at recess time teacher plays with us and after school1 too1 sometimes4 8,we play baseball1 and he says we can have a match game if we practice hard4 ,i'm second baseman4 ,teacher made the boys let in the little fellows if they can keep up4 8,i hain't going to miss school nary a day if ,i can help it4 ,play's lots of fun4 ,we don't play much in school because we have work to do4 8,hope you're all well4 ,,sam40 ,,case #id 7,,seventh ,,and ,,eighth ,,grades7 ,the ,cloverdale ,grammar ,school gave much attention to athletics and especially tried to encourage the baseball team which had been organized from the seventh and eighth grades4 ,mr4 ,tilden1 the principal1 was sincere in his desire that his pupils should engage in the sport1 but having given his verbal encouragement and assistance1 it did not occur to him that his personal presence on the playground was in any degree necessary to the welfare of the school4 ,he interpolated but on restriction into the fun3 8,in order to safeguard our school buildings10 he said to the boys1 8,i am going to make one ruling1 namely1 that you must not send the balls toward the school building4 ,any boy who does that1 accidentally or otherwise1 must drop out of the game40 ,all went well for a few days4 ,the less aggressive among the boys adhered to the rule strictly4 ,but one day one of the leading boys1 ,reginald ,coleman1 happened to hit the stone foundation of the school building4 ,in this particular instance the stone foundation was surmounted by brick walls up to about one-third or one-half the height of the building1 then finished off for the remainder of the distance with wood4 ,reginald argued with much boyish eloquence that 8the foundation was not a part of the building1 no possible harm would result from hitting it with the ball1 hence it could not be that ,mr4 ,tilden intended to include that in his prohibition40 ,so much in earnest was ,reginald in pleading his case that the other boys were soon won to his way of thinking1 and he was allowed to continue in the game4 ,for the next few days ,reginald's modification of ,mr4 ,tilden's rule was the law of the playground4 ,then came another issue4 ,carl ,story lost his balance slightly just as he raised his bat to strike1 the result being that the ball glanced sidewise1 striking the brick wall of the school building4 ,it was now ,carl's turn to present a plea for leniency in the application of the law4 8,aw1 'tain't fair to throw that out6 ,it don't do no more harm to hit the brick than it does ter hit the stone4 ,that brick's a part of the foundation4 ,didn't you fellers say the other day that we could hit the foundation8 ,it's all foundation up to the top of brick40 ,now ,carl happened to be playing in the same nine as ,reginald1 and ,reginald naturally espoused his cause4 8,that's right1 kids10 he joined in1 8,carl didn't hit the building2 he only hit the brick foundation4 ,let him play on6 ,we don't want to lose this game4 ,go on1 ,carl0--and ,carl finished the game notwithstanding the protests of the opposing nine4 ,thus the modifications of the rules went on from day to day1 always in favor of the larger and stronger and more aggressive boys and always to the disadvantage of the younger and smaller ones of the opposite side4 ,,constructive ,,treatment ,be on the ground when a new game is launched4 ,study the possibilities for unfair playing 7silently1 of course71 and make every effort to establish rules that will be just to all4 ,do not stop at this point1 however4 ,play with the children frequently enough to learn at first hand whether strict rules of honor are being observed or whether the leaders are taking unfair advantage wherever opportunity offers4 ,say to ,reginald and ,carl1 8,if one of the boys on the other side had made that play would you have wished to count it80 ,if the boys can not be converted to a desire for strictly honest play1 then see to it that the ringleader gets no advantage from his trickiness4 ,say1 8,we'll have to throw out this whole game because it wasn't played quite fairly4 ,tomorrow we'll have another game to take the place of this one40 ,,comments ,boys are not unlike adults in that they are quick to make rulings favorable to themselves or their party and unfavorable to others4 ,the surest way to make men honest is to make dishonesty unprofitable4 ,a state inspector of weights and measures1 remarking recently upon the fact that a certain town in ,michigan had 8fewer cases of short weights and measures than any other town visited10 accounted for the fact by saying1 8,it is an inland town with a settled population4 ,the grocers depend year after year upon the same group of persons for customers4 ,under such conditions any habitual shortage would certainly be discovered and in the end would work harm to the business4 ,hence all the grocers are honest there4 ,it doesn't pay to be dishonest40 ,the 8paying0 side of honesty may not seem a very high motive to hold before children2 but with the habit of honesty once formed1 the altruistic ideal will be much surer of lodgment when the children are old enough to appreciate it4 ,on the other hand the high ideal without the habit is simply another expression for hypocrisy4 ,much is said today regarding play as a means of training for the higher duties of life4 ,it may indeed be so1 but on the other hand play may be the most effective training possible for trickery1 selfishness1 and every anti-social instinct4 ,the remedy is supervision of play and participation in it by leaders who know how to suppress the evil impulses which there find opportunity for expression1 while stimulating the good4 ,such a leader will study individually the pupils under his supervision and be quick to adapt his regulations to changes1 not only in place and time1 but also to the personnel of his group4 ,,illustration 7,,eighth ,,grade7 ,sidenote3 ,modify ,rules ,from scraps of conversations floating in through the open window near which ,mr4 ,tilden was accustomed to sit correcting papers1 as well as from sundry complaints coming to him from the defeated 8nine10 ,mr4 ,tilden got an inkling after a while that all was not as it should be on the ball ground4 8,i'll come down and play with you after school this afternoon10 he replied one day to a seventh grade boy1 who had come in to tell him that he wanted to give up his place in the baseball nine4 8,we can't win no games1 ,mr4 ,tilden10 said he1 8coz the other team ain't square4 ,they kid us all the time40 ,mr4 ,tilden1 true to his word1 joined hands in the game1 purposely taking a place in the losing team4 ,next to the ball ground was a tennis court4 ,between the two fields was a high wire fence4 ,presently over the fence went a ball1 sent thither by a batter of the opposing nine4 ,of course there was vexatious delay while one of the boys went to hunt it up and bring it back4 ,before the game had proceeded very far another ball flew over the high wire fence1 and later another4 8,oho6 ,i believe ,i can see through that game10 thought ,mr4 ,tilden4 8,the boys on the other team are heckling these boys1 wasting their time and strength and confusing them more or less by sending the balls over the fence in order to place these fellows at a disadvantage4 ,that needs a bit of attention40 ,the game over1 he called all the boys to him4 8,well1 boys1 we had a fine game and ,i'm glad ,i came in if my side did get beaten4 ,but there's just one rule ,i'd like to change a little4 ,some of you fellows need to practice striking so as to hit squarer than you did today4 ,it's a great nuisance to have the balls go over that fence4 ,we'll have it the rule hereafter that whoever can't do better than send his ball over there will choose someone else to take his place while he drops out for the remainder of the game4 ,probably he needs to rest his arms a little4 ,anyhow we can't have the fun spoiled just for a few boys who haven't practiced enough40 ,this arrangement solved the immediate problem1 but ,mr4 ,tilden found that new ones successively presented themselves as one side or the other worked out new devices for outwitting the opposite side4 ,he did not make the mistake again1 however1 of leaving the boys to themselves entirely1 but kept in touch with the players and readjusted the rules as occasion required4 ,,case #ie 7,,high ,,school7 ,sidenote3 ,half-hearted ,coperation ,mr4 ,renaldo managed to keep on the good side of most of his pupils1 but he fell from his pinnacle of power when he made the following announcement3 8,now1 if any of you want to go to ,delevan to attend the baseball meet ,i've nothing to say4 ,i don't believe our team is going to do much1 but we'll see4 8,if the people outside hadn't butted in and tried to run our sports we would have come out all right4 8,i know you want to win the state championship4 ,we came so near it last year that we should have a good chance for it under favorable circumstances4 ,but we haven't much of a team4 ,i could have picked a winning team1 ,i believe2 but town folks wanted to run the thing1 so we'll see what comes of it40 ,after this vent of pique a big buzz of criticism arose4 ,however1 when the contest came off at ,delevan the superintendent made the trip and shouted as loud as anyone4 ,through some strange characteristic quality he was able to throw cold water one day and build up fires of enthusiasm the next4 ,later in the spring came this announcement3 8,we'll not have any more baseball games with out-of-town teams this season4 ,our athletics are absorbing too much attention2 too many people are trying to run things up here40 ,of course the crack pitcher went to the board of education and got consent of the board to continue the series of games as had previously been the custom4 ,later the superintendent said1 8,well1 now1 let me see who wants to play4444 ,all right1 then1 if these are your players1 go ahead40 ,,constructive ,,treatment ,one simple rule applies here3 develop a consistent policy and cling to it4 ,if grades are low1 get behind the team in every way and you can usually swing the backward students into line on their studies1 even when there is no danger of losing place because of lame lessons4 ,move the players around and use substitutes frequently so that no one will fasten on a given post as personal property4 ,a strong man can organize the town folks so that their support will be always helpful4 ,in any case the appearance of a milk and water policy must be avoided4 ,,comments ,athletics is as difficult to manage as a church choir4 ,a light-fingered touch is dangerous1 as schoolboy passions are not sensibly controlled many times4 ,a disciplinarian may lose his influence and position merely through carelessness at this point4 ,the appearance of an autocratic control of games by the superintendent is highly undesirable4 ,the whole affair should be just as democratic as possible4 ,pupils know pretty well what is necessary for the good of the school and if their good judgment is appealed to by a respected and trustworthy superintendent or principal1 the best policies can usually be carried out4 ,,illustration 7,,high ,,school7 ,in the ,bellevue ,high ,school a wise principal had assisted in organizing some six entertainment companies for appearance in the auditorium at stated intervals during the season4 ,their programs were made up of dramatic1 musical or literary numbers1 as the members of each company decided4 ,the ,schwartz-,ensign ,concert ,company made its appearance on ,november #aj1 and won the plaudits of a large house4 ,friends in neighboring towns1 relatives of some of the performers1 requested a reproduction of the entertainment4 ,after consultation with her colleagues1 ,velma ,schwartz gave a favorable answer to two invitations4 ,sidenote3 ,meeting ,half ,way ,loretta met ,velma afterwards and said1 8,velma1 did we make a mistake in saying nothing to ,miss ,pringle about these out-of-town trips8 ,what will she say80 8,why should she say anything8 ,our folks at home are willing and ,i don't see that we are getting in her way4 ,it makes no difference one way or the other what she says40 ,naturally1 the news finally reached ,miss ,pringle1 high school principal and general overseer of the entertainment programs4 ,two currents of thought passed through her mind4 8,i don't see why1 after all my care1 they have taken up their out-of-town trips without saying anything to me4 ,i'll just nip this in the bud and tell them they can't go40 ,but a different notion drove out the earlier one4 8,they have done no real wrong4 ,it's a compliment to my training for them to receive these invitations4 ,i don't see what harm can come from it40 ,but a fragment of the former line of argument would persist3 8,yes1 ,velma is the girl who did it4 ,she starred the night of the program4 ,her friends are determined to show her off elsewhere4 ,no doubt she wanted to add to her glory by keeping her scheme out of my fingers4 ,i have a notion to say to her that she might better have talked the matter over with me40 ,then good sense ruled her and what she actually said was3 8,why1 ,velma1 ,i heard just lately that some of your friends are planning to have you out at ,beecham ,springs to give a program of music4 ,what a fine thing that is6 ,it comes ,friday night1 ,i believe2 that makes it safe for your studies1 so it's going to turn out well4 ,your father and mother are going with you1 ,i suppose8 ,well1 then1 that will be fine40 ,,case #if 7,,high ,,school7 ,sidenote3 ,bluffing on ,scholarship 8,i just want to say in closing that there is some doubt about two of the boys getting to play on the football team next week--their grades are very low1 and in fact as matters stand now they would be shut out40--7,superintendent's announcement in the assembly room47 8,he's bluffing4 ,if our team doesn't win he'll be cut up as bad as any of us40--7,first pupil47 8,his voice was weak when he made that speech4 ,he won't carry out his threat40--7,second pupil47 8,if1 after all our team has done1 he pulls ,tom and the ,giant off the team1 he's a goner and he knows it4 ,he might as well save all this talk40--7,third pupil47 8,just lie low1 my boy4 ,we've got him fixed4 ,he'll jump a hundred feet in the air1 if he falls into our trap4 ,every man of us is out if one drops out1 no more games this year4 ,no1 he doesn't know4 ,but it'll get to him40--7,member of the football team47 8,i thought ,i'd best tell you so you could be prepared for it4 ,the boys have it all made up that they'll strike and call all the games off if you keep any one or more of them from playing4 ,they may be bluffin' you2 but ,i rather think not1 for they don't believe they can beat ,upper ,kensington unless they can have the boys they want to play on the team4 ,do as you think best40--7,citizen47 8,seems as though things are going a little crooked some way4 ,i wonder where ,i blundered4 ,i didn't expect to set them going this way4 ,why don't they get to their books2 they might know ,i'm going to do the square thing by them4 ,probably ,i'll have to ease up their minds some way40--7,worried superintendent47 ,,constructive ,,treatment ,quit the bluff game2 it's playing with fire4 ,call in the boys who are behind in their work and settle up the matter of studies without any reference to playing4 ,talk very little about what you are going to do in checking up deficiencies4 ,do a few of these things and let the talk come the other way4 ,hold out natural inducements to good work and spare the threats for rare occasions4 8,barking dogs seldom bite10 is an old saying that applies to those fearsome teachers who forecast a terrible punishment and then let the matter pass without further attention4 ,each occurrence of a situation such as this is a loosened spoke in your wheel of fortune4 ,don't put yourself in the hands of a conspiracy by playing a loose game in discipline4 ,,comments ,shrewd pupils can catch a rash superintendent and trip him into a heavy fall4 ,,illustration 7,,high ,,school7 ,miss ,mc,cord1 of the ,benton ,high ,school1 was very unpopular one winter because she had failed two star basketball performers1 and thus kept them from remaining on the team4 ,these players were in her advanced algebra class1 with about twenty other students1 all ardent basketball enthusiasts4 ,one day she said to ,coith ,burgess1 who was not one of the players1 but who had been especially indignant at her firmness1 8,i should like to see you for a moment1 ,coith1 after class40 ,sidenote3 ,sacrificing ,scholarship 8,oh1 would you80 ,coith shaped the words with his mouth1 but uttered no sound1 and ,miss ,mc,cord did not see the disrespectful response4 ,when the class was dismissed he started to go with the rest4 ,miss ,mc,cord1 seeing him go and thinking he had forgotten her request1 said to him1 8,don't forget1 ,coith10 and went on with her conversation with another pupil4 ,when she had finished it1 ,coith was nowhere in sight4 ,he had gone on to the assembly room1 where he was explaining to all the disaffected his reasons for not doing as 8the old crank0 had asked him4 ,miss ,mc,cord had no mind to pass over the matter lightly4 ,she talked at once to the principal1 and the two arranged a plan of treatment4 ,nothing was said to ,coith1 but he was not asked to recite the next day1 nor did ,miss ,mc,cord appear to hear him when he volunteered4 ,the next day the same thing happened2 ,miss ,mc,cord did not seem to hear or see him at all4 ,that afternoon1 ,coith met ,mr4 ,stacey1 the principal1 in the hall4 8,how's this1 ,burgess80 he inquired1 8,you're reported absent two days in succession in advanced algebra40 8,absent8 ,not a bit of it4 ,i've been there all right1 but ,miss ,mc,cord hasn't asked me to recite4 ,she doesn't give a fellow a chance40 8,were you there8444 ,all right40 ,mr4 ,stacey was looking gravely at ,coith4 8,what reason could ,miss ,mc,cord have had for not paying any attention to you80 ,coith began to flush and stammer4 ,finally1 he told the story of his disobedience1 rather sullenly but frankly4 8,why did you do it80 8,i don't know4 ,just natural meanness1 ,i guess40 8,i'll tell you why you did it1 ,coith4 ,you thought it would make a little hero of you with all the basketball crowd to be rude and insubordinate to ,miss ,mc,cord1 just now when they all dislike her1 because she had the courage to stand by her guns in that affair4 ,it was a case of posing1 and the thing has happened to you that does happen sometimes to the poseur--she took you at your word4 ,if you chose to put an end to your relations as teacher and student1 she agreed to accept the situation4 ,as ,i see it1 you are out of the class and your own fault it is1 too40 ,of course in the end ,coith came back into the class1 after making all due apologies4 ,he had learned the lesson of coperation2 he had learned1 too1 to subject his love of approbation to a standard of fairness and reciprocity4 ,the instinct for self-gratification often takes the form of a pathological fondness for prominence and the approval of others4 ,in ,coith's case his sense of fairness1 courtesy1 and submission to rightful authority had all become subordinate to promptings of his vanity and resentment4 ,the course of ,mr4 ,stacey and ,miss ,mc,cord restored in him the proper sense of the relative importance of the admiration of his fellows and a sound working relation with his teacher4 ,,case #ig 7,,rural ,,school7 ,sidenote3 ,preparing for ,picnic ,miss ,jackman of the ,ellensburg rural school and her pupils were having a picnic in the woods4 ,she said3 8,who would like to carry my basket80 8,i want to40 8,i can40 8,let me10 came the response from various pupils4 8,you may carry it1 ,tom10 said the teacher4 ,,constructive ,,treatment ,after getting the pupils thoroughly interested in the project you are planning1 name at once those who are to assist you4 ,distribute the work so that as many as possible may have a share in the responsibility4 ,,comments ,those who had offered their services were hurt at not being chosen4 ,had the teacher said3 8,will you please carry my basket1 ,tom80 there would have been a less poignant feeling among the others that favoritism had been shown by the teacher4 ,,illustration 7,,rural ,,school7 ,sidenote3 ,organize ,carefully ,mr4 ,merryman was the jolliest teacher the children of the ,concord rural school ever had had4 ,no other teacher gave the children so many 8outings02 no other ever placed so much responsibility upon the pupils on such vacations1 and never before had responsibility seemed so delightful as since ,mr4 ,merryman came to the school4 8,he's just like his name10 declared the children4 ,one reason why ,mr4 ,merryman had such success in organizing little excursions which to other teachers were most unwelcome bugbears1 was that he announced them long enough beforehand to give himself and the children ample time to prepare for details4 8,one week from today10 said ,mr4 ,merryman one ,friday afternoon1 8we will all go on an excursion to get materials for our aquarium4 ,i will appoint ,joseph and ,henry to look up1 sometime between now and ,wednesday1 the best route for the school to take down to the creek4 ,remember1 we want a dry path1 for the children must not get wet feet4 ,lucy and ,ellen1 ,james and ,william may arrange for drag nets4 ,perhaps we shall have to make some of them4 ,you may find out whether we can borrow them or not1 and how much the material will cost if we need to make them ourselves4 ,henrietta and ,edward may be sure that there are suitable dishes for bringing home our trophies4 ,find out just what we need4 8,some of the little children won't want to go so far as the creek1 where they have to be so still1 so ,i will appoint the sixth grade girls to form an entertainment committee to find a pleasant place at some little distance from the creek where the little ones can play4 ,you will have a stock of games ready to entertain them while some of us are busy at the creek and when we have enough things1 animals1 plants1 etc41 for our aquarium1 we will all come to the same place and there we will have our lunches together4 ,doris1 ,frieda and ,may of the girls1 and ,thomas1 ,fayette and ,wilbur of the seventh and eighth grade boys may be the refreshment committee4 ,the different committees may get together next ,monday and talk over their plans4 ,make up your minds between now and then just what you need to talk about4 ,have everything planned and ready before the day of our excursion4 ,meanwhile all of us1 in the nature class1 will study about the aquarium and the animals that live in it4 ,our first lesson will be on ,monday1 about #8,how to make the aquarium4' ,that is all for this afternoon40 ,it is needless to add that for a week the excursion and the studies and talks connected with it furnished many an hour of innocent and instructive diversion for the eager children4 ,when the day came every detail had been thought out and prepared for so carefully that the event was entirely successful4 ,looking forward in expectation to the pleasure1 filled the children's minds too full to leave much room for mischief1 and 8discipline0 in the sense of punishments sank into its legitimate place1 far into the background4 ,conferences with the teacher about matters which were puzzling to the children brought teacher and pupils into a close and delightful relationship which made unkindly feeling toward the teacher or insubordination almost out of the question4 ,once or twice earlier in the year1 when planning the excursion1 ,mr4 ,merryman had been obliged to say1 8,but only those will be invited whose work and conduct in school have been satisfactory40 ,but even this precaution was now unnecessary2 he simply took the precaution to place the more troublesome of the pupils on whatever committee would have to consult most frequently with himself4 ,in this way the feeling of coperation between himself and them grew stronger with each succeeding school 8event40 7#e7 ,play and truancy4 ,there is no better preventive of truancy than just such outings as that above described1 especially if the teacher is wise enough and tactful enough to utilize some part of the day's experiences in the regular school work1 nature study1 geography1 history1 etc4 ,this is by no means difficult to do4 ,such a course would have prevented entirely the unfortunate situation of the following case4 ,,case #ih 7,,seventh ,,grade7 ,sidenote3 ,play and ,truancy ,darrow ,king deliberately planned the truancy of his classmates one bright ,may day1 although he did not actually suggest it to them4 ,he had been good a long time1 nothing exciting had happened since cold weather1 and he wanted to get out-of-doors and away from the stuffy school-room4 ,there was no fun in playing truant alone1 or he might have done that2 he had no grudge against ,miss ,haynes except as she represented an irksome educational system of which he did not approve4 ,when he grew eloquent of fishing lines and a warm sunny swimming hole out by ,pike's ,mill1 every boy within sound of his voice felt the primal impulse to take to the fields4 ,so they did1 leaving seventeen girls and three righteous quitters to take care of ,miss ,haynes and ,grade ,seven4 8,this is ,darrow ,king's work10 said ,miss ,haynes to herself4 8,if ,i don't conquer that boy he'll be running the school before long4 ,i'm fearing he's on the downward path40 ,so ,darrow ,king was called before the bar and arraigned4 ,it was a private session after school4 8,darrow1 ,i believe you planned that truancy1 and ,i want you to tell me the truth about it4 ,didn't you tell the other boys to skip school last ,friday afternoon80 8,no1 ma'am1 ,i didn't4 ,i just said there was a good place to fish out there1 and that ,mr4 ,pike would let us swim below the dam1 and all the fellows said they wanted to go4 ,i didn't say they should1 they just wanted to40 8,perhaps that's true1 but it was you who planned it1 wasn't it80 8,no'm1 ,i didn't plan it4 ,i just remarked how nice it would be for us all to go together if it wasn't a school day1 and ,bob ,darcy he said let's go anyway1 and ,i guess they all wanted to1 for they did--except the two ,jones boys and the ,righter kid40 8,nevertheless it was you that started it1 wasn't it8 ,tell the truth1 ,darrow40 8,well1 yes1 ,i s'pose ,i started it4 ,i guess it was me1 all right40 8,oh1 ,darrow1 don't you realize what an influence you have over the other boys8 ,there is nothing so great as the power of influence4 ,i remember ,i wrote my graduating theme upon ,the ,power of ,influence1 and ,i've noticed it ever since4 ,you knew that playing truant is one of the worst things you can do1 and yet you led those boys into temptation4 ,what do you think will be the end of a boy who enters into such sin8 ,you know that when we begin to sin we go from bad to worse1 and ,i hate to think of your going on the downward path1 ,darrow40 ,by this time ,miss ,haynes had reduced herself to tears at the image she was conjuring up of ,darrow sliding down the moral toboggan4 ,darrow1 catching his cue from her1 began to look contrite and sorrowful4 8,darrow1 think of the power for good you might be1 if only you'd use your influence rightly4 ,instead of teaching the boys to do wicked things1 why not become a great uplift in their lives8 ,had you ever thought of that80 8,no1 ma'am4 ,but ,i'll try to do better1 ,miss ,haynes40 ,this rapid conversion to righteous resolutions completely melted ,miss ,haynes4 8,i'm sure you will1 ,darrow4 ,that is all--,i won't punish you this time1 for ,i expect you to use your personal influence to bring these thoughtless and perverse boys into better ways of thinking and doing4 ,only think of the power for good that you have60 ,darrow left the room with a step that fairly sang of a chastened soul resolved to bring all its erring kind into the fold of holy endeavor4 ,he kept this up until he was well away from the schoolhouse1 when he broke into a mad run and was soon with the other boys in ,farrell's pasture1 where they were playing ball4 ,here he recounted his interview with ,miss ,haynes1 not omitting the pathetic passages1 amid shouts of laughter4 ,needless to say1 his 8great influence over the boys0 was not exerted in the interests of good order that year4 ,the boys continued to do what they had done before1 and ,darrow led them as of old4 ,,constructive ,,treatment ,talk with two or three of the leading boys1 including ,darrow1 and ask them about the fishing trip4 ,show them that you understand 8the call of the wild0 that comes with ,may sunshine4 ,but 8put it up to them0 if playing truant is the square thing to do1 either to the school or to their parents4 ,why should one attend school regularly8 ,is it honorable to sneak off without permission8 ,what is to be done about it8 ,assume that of course the boys will do something about it4 ,who can suggest a fair way of making this wrong right8 ,probably some one will suggest that the time be made up1 or that the lessons missed be written out and handed in4 ,arrange with this small group what is to be suggested to the larger group4 ,as to ,darrow1 without telling him that he is the leader1 enlist him in some project that will identify him with school interests4 ,perhaps he can plan an outdoor gymnasium1 lay out a tennis court1 or superintend the putting up of bird-houses4 ,by this means get him gradually to work with you until you and he have formed a solid friendship4 ,identify him with your own leadership2 form a partnership with him4 ,truancy will disappear under such conditions1 for real friendship will develop between teacher and pupils4 ,some pupil leaders are useful allies1 others are worthy enemies who may outgeneral the ranking officer4 ,a wise teacher sets himself first of all to win to his loyal support the natural leaders of the pupils4 ,this is done by first winning their admiration and respect1 then by stressing some interest which the teacher and student leaders have in common1 thus making common cause with them until sympathetic relations are established4 ,study your leading pupils2 find out their hobbies1 their friends1 their ambitions4 ,,comments ,children instantly detect the mawkish note in a teacher's dealings with them1 and appreciate it keenly if they have any sense of humor4 ,the most of them have4 ,miss ,haynes was over-emotional1 and made the blunder of appealing to feelings which ,darrow did not possess4 ,never talk to a child leader about his leadership4 ,to do so either makes him vain1 or robs him of his ability through the development of self-consciousness4 ,miss ,haynes did not appeal to a boy's interests4 ,a boy does not usually care to lead his companions to moral heights4 ,he does not like 8,sunday language40 ,he does not think he is slipping into perdition when he plays truant2 and many grown people think he is right4 ,miss ,haynes failed because she did not know enough about boy nature to make a real appeal to a boy4 ,she had so little sympathy with the play spirit that she did not even sympathize with the boys' response to the call of a swimming hole4 ,because she could not appeal to the leader1 his leadership continued to be against her authority and against the best interests of the school4 ,,illustration #a ,sidenote3 ,indulge the ,hobby ,a teacher in an orphan asylum won the friendship and support of a boy who had caused much trouble1 by discovering that he was very fond of animals1 and that he had a tame opossum and several trained dogs4 ,the teacher could not afford to buy and give him books1 but he brought him1 each ,monday1 from the public library1 a new book about animals4 ,through a discussion of ,cy de ,vry and his methods1 the teacher convinced the boy that he had a real interest in dumb creatures1 and after that there was no more trouble with the group who were under this boy's influence4 ,,illustration #b 7,,high ,,school7 ,sidenote3 ,camera ,club ,mr4 ,claud ,jakeway of the ,williamstown rural high school was much annoyed by the frequent absences of two or three members of the ,freshman class4 ,the excuses given him were3 8,didn't feel well enough to study10 8,had to help father10 etc4 ,a little private investigation convinced ,mr4 ,jakeway1 however1 that the real cause in each case was truancy1 generally1 for the purpose of either hunting or fishing4 ,mr4 ,jakeway studied over his problem for some days1 then one morning made the following announcement4 8,i noticed a few days ago in one of my periodicals that certain magazines devoted to country life and its interests are advertising for original photographs of wild animals taken in their native habitat4 ,i am greatly interested in this myself1 for ,i am exceedingly fond of wild life1 and immensely enjoy a day in the woods now and then4 ,i wonder if some of you older boys wouldn't like to join with me to form a ,camera ,club4 ,we'll go out on ,saturdays and take our lunches4 ,only a few can associate together effectively in work which must be done so quietly1 so ,i shall limit the membership to four besides myself4 ,hunting wild animals with a camera is sport enough for anybody1 but we'll take our fish poles along in case we don't happen to strike #8game4' ,by the end of the month the birds will be here and the hibernating animals will be out of their winter's sleep4 ,please think this matter over and see how many of you would like to spend your ,saturdays in the way ,i have indicated4 ,beside the limitation in numbers1 ,i shall place only one restriction upon the membership of the club1 that is1 that we can accept in it only those whose attendance in school has been regular4 ,i realize of course that those who have lost time in school will need their ,saturdays in order to make up back work1 so please keep that also in mind between this and the end of the month4 ,then we will decide who is eligible for membership40 ,mr4 ,jakeway's plan was effective4 ,initiative in coperation and substitution accomplished the needed reform4 #c4 ,curiosity1 ,legitimate1 and ,otherwise ,curiosity is the beginning of all knowledge4 --,plato4 ,curiosity is the intellectualized form of the adaptive instinct4 ,children who lack it are subnormal2 and yet some teachers seem to think that curiosity is a sin and should be inhibited4 ,like all other instincts1 it must be controlled2 and part of every child's education is the acquiring of ability to control his curiosity1 to know when to give it free rein and when to curb it4 ,it must not be indulged at the expense of the right of others to quiet1 or to the undisturbed possession of their property1 or to the opportunity of doing their work2 in short1 the legitimate satisfaction of curiosity stops where the rights of other people begin4 ,curiosity is not1 then1 a vice to be conquered1 but a fundamentally healthful1 natural1 and progress-bringing instinct4 ,the greater part of the curiosity of children is about matters which they need to know1 and it can be utilized in motivating work2 a fact which1 once understood1 changes an annoyance into an asset4 ,but sometimes children are inquisitive about things which should not concern them2 their curiosity conflicts with good taste and a true sense of propriety1 or with the rights of others4 ,moreover1 unrestrained curiosity often interferes with the fulfillment of duty1 or it develops unwholesome appetites and precocious sophistication4 ,children are also often curious about many things which can not properly be explained to them until a fuller knowledge gives them an interpretative basis2 and for this curiosity the wisest treatment is postponed satisfaction1 with a clear explanation for the reason4 ,such an answer to questions which can not well be answered at once is far better than the evasive or lying replies with which too many parents and some teachers put off children4 ,boys and girls will usually accept a postponement of the answer1 if they are convinced that if given they could not understand it1 and they will set themselves to the mastery of the prerequisites4 ,but they easily and soon discover lies in the answers given them 7usually these lies are too clumsy to deceive a bright child very long71 and then1 knowing they can not depend upon the lawful and natural source of information1 they set about finding answers by whatever means offers4 ,questions of religion and sex especially1 should be answered with a definite promise of satisfaction when the time comes1 rather than with a misleading or evasive reply4 ,teachers should analyze the nature of the curiosity of their pupils4 ,they will find that it will fit one of these four cases3 #a4 ,legitimate curiosity1 which should be satisfied at once1 and in such a way as to stimulate further interest in the things concerned4 #b4 ,legitimate curiosity1 which can not wisely be satisfied at once1 but which should be put off with a frank statement that when the child is older and can understand the knowledge sought for1 it will be given4 #c4 ,curiosity which is pathological or idle1 or the satisfaction of which interferes with the rights of others4 #d4 ,curiosity not harmful in itself1 but which interferes with the child's own wholesome development4 7#a7 ,curiosity stimulated by novelty or by spirit of investigation4 ,this is the form of curiosity which ,plato so much admired1 yet most parents and teachers dub it just plain 8meddling40 ,perhaps they have not realized the possibilities for growth in it that ,plato saw4 ,,case #ii 7,,second ,,grade7 ,sidenote3 ,meddling ,louis ,gannin came into his first year of school life with a surplus of interest in whatever struck his senses4 ,his movements were very rapid1 his attention was fluctuating and his hand deft in opening boxes and other receptacles for articles of any sort4 8,louis1 is that you80 said his teacher one morning4 ,he was visible only as a mass of child's garments1 for he stood doubled up over a pile of rubbish in a hall closet4 ,and so it was on many occasions1 until ,miss ,vanderlip broke down in despair3 8,louis1 ,i think you must have looked at everything there is in this whole school building by this time4 ,i have told you not to get into things and still you do it4 ,what shall ,i do with you1 anyway80 ,louis looked down at his shoes in undisturbed innocence4 8,i know what ,i'll do with you4 ,i'll just tie your hands together for a long time1 so as to teach you not to get into things4 ,how'll you like that8 ,then you'll be like a prisoner with handcuffs40 ,louis did not know very much about handcuffs or prisoners1 nor could he help but wonder how it would feel to have his hands tied together4 ,he meekly let the matter rest because teacher was apparently not in a very good mood4 ,,constructive ,,treatment ,we advise ,miss ,vanderlip to substitute permissible investigations for forbidden ones2 provide something every day which will absorb attention and if possible exhaust the inquiring impulses of this boy4 ,give him privileges1 not punishment4 ,get an old clock1 bring flowers1 an old book1 a skeleton of a small animal or bird4 ,bring out one at a time4 ,watch his reactions1 after receiving them2 note what appeals to him most4 ,connect these extras with his lessons as far as possible so that he may see no dividing line between work and play4 ,avoid scolding but drive hard on the search for facts4 ,saturate him with discoveries1 so that he will not have time to pry into forbidden things4 ,,comments ,louis had no more need of punishment than a fledgling when first he tries to fly4 ,boys' hands were made to open up things1 not to be handcuffed4 ,he has an appetite2 the way to satisfy it is to feed1 not disappoint it4 ,he is subject to direction4 ,if let alone he will go far wrong2 if coerced he will go wrong the sooner2 if helped he may become a famous scholar4 ,,illustration 7,,third ,,grade7 ,sidenote3 ,busy ,work ,miss ,frederick never let her wits fail when it came to providing interesting material for children4 ,stories--she could tell them by the hour and make her children laugh or cry as she would4 ,something to do1 delightful little tasks that were play1 not work1 an unlimited assortment of these she had always at hand4 ,for some of the most eager ones she kept on hand a supply of busy work which was brought out as a special reward for diligence4 ,for ,janie and ,rhoda1 the two irrepressibles1 she had a small collection of ,chinese paper dolls1 no two alike1 or some needle-work1 or a specimen from the woods4 ,at times she sent ,janie out to bring natural objects4 8,see how many different things you can bring in to me from that maple tree1 and ,rhoda1 bring as many different kinds of parts from the rose-bush as you can find4 ,they must be tiny and no two alike40 ,at another time she called for different kinds of soil1 stone1 cloth1 pictures1 and when the list seemed exhausted1 she repeated items on it without any loss of interest because some new characteristic concerning them was brought to the attention of the curious1 wondering1 little investigators4 ,the child that pays too much attention to what other pupils are doing needs only to be interested in his own work4 ,he should not be punished4 ,the teacher should discover what in his schoolmate's work interests him and then give him the same kind of work4 ,such a pupil should cause a teacher no trouble4 ,it is a matter of keeping him interested and busy1 and that is not a difficult task for the skillful teacher4 ,,illustration #b 7,,fifth ,,grade7 ,sidenote3 ,listening to ,other ,recitations ,mildred ,trott spent all her time listening to the recitations of other classes1 which caused her to fail in her own4 ,her teacher1 ,miss ,ware1 had often talked to her about this1 and ,mildred had often resolved to do better2 but when the fascinating recitations began in front of her1 she listened to them in spite of good resolutions4 ,finally1 one day1 ,miss ,ware saw her watching the class at the front of the room1 while her own small geography lay closed on her desk4 ,she smiled1 stood up1 and said in a clear voice3 8,mildred ,trott1 ,mildred ,trott1 ,hears that which concerns her not60 ,the other children laughed a little1 ,mildred opened her book hastily1 and the incident passed4 ,but at recess ,miss ,ware heard ,mildred's playmates repeat the bit of doggerel1 and ,mildred did not seem to like it4 ,the next day ,mildred held her book open1 but she still slyly listened to the recitation instead of studying4 ,miss ,ware again stood up1 and repeated clearly-- 8,open book availeth not2 ,you must study1 ,mildred ,trott40 ,this time the children laughed more1 and two or three put down the couplet before they forgot it1 in the flyleaves of their books4 ,again they teased ,mildred at recess1 and ,mildred began to see that she must overcome her curiosity or endure continual teasing4 ,the next day and the next she studied assiduously1 and had good lessons4 ,on the next day1 feeling very sure of herself1 she fell from grace4 ,when ,miss ,ware saw her leaning forward eagerly to hear the advanced spelling lesson1 she stopped long enough to chant-- 8,mildred's class is not in session2 ,mildred1 work upon your lesson60 ,this was the last bit of doggerel that was needed4 ,,comments ,the illustration given above was sent to the president of the ,international ,academy of ,discipline with the following comment1 which was intended to justify the method employed3 ,the correction came in a friendly way1 but its form enlisted the whole school 7for children love rhymes and will repeat them in and out of season7 in the corrective process4 ,the need for well-prepared lessons had not been an incentive strong enough to induce ,mildred to overcome her instinctive curiosity1 but the ridicule of her schoolmates gave enough additional incentive to stir her will to action4 ,in spite of the fact that the method is supposed to have been effective in dealing with 8,mildred ,trott10 we can not believe that the method is good enough to recommend4 ,on the contrary1 we believe that1 in most instances1 any such attempt on the part of the teacher to bring ridicule to bear on one pupil is sure to rouse resentment4 ,hostility between pupil and teacher is likely to cause more trouble to the teacher and be more harmful to the pupil than the habit of listening to others recite4 ,if the teacher finds it necessary to speak to the child at all about the habit of listening to others recite1 after she has already made the attempt to interest the child in his own work1 she should take the matter up with the child1 individually4 ,an effective way to apply the principle of initiative in coperation is to approach the child with a smile on your face1 when he is alone1 and in the same breath that you speak of his habit of listening to others1 mention the fact that you used to have trouble1 too1 keeping your mind concentrated4 ,do not say this unless it is true4 ,but it is true of most of us1 and to tell this to the child gets results in most cases4 ,suggest that he try to concentrate daily4 ,approve him now and then upon his progress4 ,in dealing with curiosity1 the general truth that ideals clearly defined help immensely in gaining control of natural tendencies1 holds4 ,fine and high ideals of the rights of others1 of what is appropriate and just1 must constantly be kept before young people to help them in directing and mastering their instincts4 ,,case #ajj 7,,fourth ,,grade7 ,sidenote3 8,trying on0 ,clothing ,the children in ,valley ,grove ,school had an insatiable curiosity concerning unfamiliar things1 which annoyed ,miss ,freeman1 their teacher1 exceedingly4 ,she was a city woman1 with no idea of the restricted lives her pupils lived4 ,they were crudely inquisitive1 coming from homes which were morally wholesome1 but uncultured or even boorish in manners4 ,miss ,freeman was anxious to help them1 but was very young and not well prepared4 ,she went home every week-end1 and every day the carrier left a letter for her at the schoolhouse4 ,she wore pretty clothes1 which the little girls admired greatly4 ,one day ,maggie ,linton touched the silken sweater which they all liked so much1 and then ,erna wondered how it felt to wear such a garment2 and the result was that ,ollie ,bain put on sweater1 hat and gloves1 and was turning around in a small circle of admiring femininity when ,miss ,freeman came into the hall4 8,why1 you naughty girls60 she exclaimed4 8,you mustn't touch other people's things4 ,take them off1 ,ollie4 ,you may look at them1 but you mustn't handle them2 hasn't your mother taught you that8 ,look how dirty your hands are1 ,ollie4 ,i'll have to have my gloves cleaned40 ,she was not angry1 for she liked the children and had a good disposition4 ,but she failed to use the girls' curiosity1 and she failed to generalize the principles that teach children when curiosity may be satisfied and when it must be controlled4 8,teacher1 why do you get a letter every day1 and who writes it80 ,carl ,voegling asked the question one rainy recess1 while all the other children stood at ecstatic attention to hear what the answer would be4 8,carl1 that's not any of your business1 and you are not to ask me personal questions10 ,miss ,freeman answered4 ,the children saw her cheeks grow pink1 and1 having been brought up to think it legitimate fun to tease people1 they continued slyly to refer to the letters throughout the year4 ,sidenote3 ,watching ,mail ,one day1 the teacher came into the hall to find ,george ,funk examining the envelope of the letter that had come that morning4 ,she was very angry this time1 and told ,george1 a boy of twelve1 to stay in at recess for a week4 ,she thought she had come just in time to prevent his opening and reading the letter1 and told him that after this she would keep her mail in the desk1 since she could not trust her pupils out of her sight4 ,george had not really meant to read the letter1 and feeling that her remarks were unjust1 became very sullen4 ,when the week was almost up1 ,miss ,freeman herself had an impulse of curiosity4 8,why did you want to read my letter1 ,george80 she asked4 8,i didn't want to read your letter10 he answered4 8,i just wanted to see the postmark40 8,but what good would that do you80 8,well1 ,i wanted to know where it was from40 8,but why8 ,you know ,i like you1 ,george10 in a sudden rush of compunction at the hurt1 sullen look on ,george's face2 8do tell me1 why did you want to know where it was from80 ,george hesitated a moment1 then his story came out in a rush4 8,well1 at home they all were talking about your letters1 and my brother ,curt said that he bet they were from that fellow in ,carlinville that he saw you with one day4 ,and he dared me to look at the envelope and see what the postmark was4 ,he said he'd let me drive the bay colt if ,i would40 8,well1 you tell your brother ,curt that he ought to be ashamed of himself to set you at such tricks4 ,you needn't stay in this afternoon1 ,george4 ,but next time1 remember1 keep your hands off what doesn't belong to you40 ,,constructive ,,treatment ,let each manifestation of curiosity be the means of leading pupils to a broader life4 ,when she found ,ollie garbed in the sweater1 ,miss ,freeman might have said3 8,would you like me to tell you where this sweater came from1 and what ,i saw when ,i wore it last summer in ,estes ,park8 ,there are so many stories connected with it--just as there are about ,ollie's silk hair-ribbon4 ,let us hang it over this chair while we're talking about it2 ,i'm always very careful never to handle it unless my hands are clean1 and always to keep it on a hanger lest it lose its shape40 ,in this way the children's healthy curiosity about strange and pretty things is satisfied1 their knowledge increased1 and some ideas on the proper care of clothing inculcated4 ,the lesson about silk-worms and spinning and weaving processes is twice as vivid1 therefore twice as well learned1 when it bears on the pretty silk sweater before them1 as it would be when read in the course from a book4 ,the curiosity about the letter was of a kind which needs to be inhibited1 but ,miss ,freeman should have inquired into his motives before1 not after punishing ,george4 ,even then1 perhaps1 he deserved a punishment of some sort1 but it would have been given with the knowledge that the fault was really his brother's4 ,the incident gave the teacher a splendid chance to teach a lesson in the ethics of property-treatment4 ,,comments ,in this case the elder brother's curiosity was the outgrowth of a healthy love of life and romance which his too narrow life was starving into a desire to feed upon the personal affairs of the teacher4 ,village gossip grows from just this condition--natural interest in the picturesque elements of life1 which the too restricted life of a small community bound by many prejudices and traditions forces into unwholesome channels4 ,miss ,freeman's pupils shared the interest of their elders in the attractive teacher's clothes1 movements1 and half-revealed romance1 besides having their own healthy curiosity in one whose life was so much broader and richer than their own4 ,this curiosity gave the teacher a thousand chances to teach manners1 facts1 and self-control to her boys and girls1 but she did not know how to utilize them4 ,,illustration #a 7,,third ,,grade7 ,when ,miss ,murray came to the third grade she found bad conditions as to attention4 ,a street car line went by the school and every time a car passed the children all looked up from their books until it had gone out of sight4 ,sidenote3 ,watching ,street cars ,miss ,murray at once put up sash-curtains1 thick enough effectively to shut out the sight of the street cars4 ,she found the upper sashes nailed shut1 as the former teacher had opened the lower sashes only4 ,she had these unnailed1 and the shades hung at the window sill instead of from the top of the window4 ,this enabled her to shut out the sight and sound of the street cars pretty effectively4 ,after several months1 the children forgot to look out of the window even when they could see the cars2 the habit of attention to work had been fixed through the elimination of the lures to curiosity4 ,,illustration #b 7,,high ,,school7 ,sidenote3 ,visiting ,exhibit ,mr4 ,babbitt1 the leading citizen of ,hoopeston1 had just returned from a long trip to the ,orient4 ,as he was wealthy1 he had brought back a great many curios and art treasures2 and as he was public-spirited1 he arranged to exhibit these in the large assembly room of the high school building1 and to lecture about them to any who cared to come4 ,while the exhibits were being arranged1 the high school students did not use the assembly hall1 as ,mr4 ,babbitt1 aided by several assistants1 was busy unpacking and putting things into place4 ,however1 the students came to ,mr4 ,tower1 the principal1 to ask that they be allowed to go into the assembly room at noon to look at things4 8,i hardly know what to do about this10 said ,mr4 ,tower1 in chapel1 8but ,i feel that young people of your age and training should be able to go to see these things1 enjoy them1 and not injure or even handle them at all4 ,therefore1 ,i asked ,mr4 ,babbitt if you might go in at noon1 after giving a pledge that you would not touch or handle anything4 ,he said he would trust you if ,i could1 and so we have decided that you may go into the room at noon1 by giving a signed promise to this effect to the servant whom ,mr4 ,babbitt leaves there at the door40 ,this plan worked excellently4 ,practically the whole school spent the greater part of their noon hours for several days looking at the quaint and lovely things ,mr4 ,babbitt had brought4 ,not one thing was hurt or even touched1 although a small vase was broken by accident when some boys1 examining the contents of a temporary shelf1 fell over each other in their eagerness4 ,but the boys volunteered to pay for this loss1 and ,mr4 ,babbitt was entirely satisfied4 ,mr4 ,tower could not have trusted his students so fully had not he and many other teachers and parents taught ideals of self-control and honor for a long time preceding this test4 ,the principal's talk and the written pledge were means of bringing and keeping before the students' minds the ideal of controlled curiosity1 of a desire to touch inhibited by the will4 ,this ideal of a fine sense of honor controlling the instinct to touch1 take apart1 roll1 toss or otherwise experiment with anything that arouses interest1 should be taught very early in school life4 ,little children want to handle everything1 including work material1 playthings1 ornaments1 books1 curios1 pictures2 older ones want to handle instruments and apparatus used in their laboratories4 8,mine and thine0 must early be differentiated1 and the satisfaction of curiosity by handling limited to one's own possessions4 ,if this be taught in the home and the primary grades1 older children will be found as reliable as ,mr4 ,tower's students when a serious test comes4 7#b7 ,curiosity stimulated by destructive-constructive impulses4 ,even very young children take pleasure in pulling things to pieces--not so much because of a wish to destroy as because of the pleasure of producing effects4 ,destroying is easier than constructing1 so naturally destructiveness develops before constructiveness4 ,but the latter characteristic becomes relatively stronger as ability to do difficult things increases4 ,with boys from twelve to fifteen years of age the instinct sometimes becomes almost a mania4 ,then is the time that the wise parent or teacher will find a means for harmless ways of indulging an inclination that may develop later into genius1 and in any case will bring much first-hand information4 ,,case #aja 7,,eighth ,,grade7 ,sidenote3 ,dismembering ,piano ,bert ,slocum came from a miner's home where the comforts of life were so few as to mar sadly the development of growing children4 ,bert said to himself one day3 8,i know how ,i can have a good time4 ,some ,saturday night ,i'm going to borrow a dark lantern1 take along some lunch and ,i'll go to the schoolhouse and stay all night4 ,i'll take enough to eat to last me over ,sunday4 ,i'll stay up there all day ,sunday and take the piano to pieces and put it together again4 ,i can do it40 ,the program was actually carried out4 ,what a glorious time he had4 ,no one came to interrupt1 no one called him to dinner and nothing marred the luxury of those sweet hours4 ,his parents knew nothing of his whereabouts1 but that did not disturb him1 for every so often he was absent anyway and no one was much concerned4 ,unfortunately he had to finish his work in the nightfall1 as his supply of oil was exhausted the night preceding4 ,he had taken out nearly every bolt and screw until he came to the sounding board and its strings4 ,when darkness furnished a shelter from inquisitive eyes he emerged from the building1 called on a friend1 and finally reached home without giving an alarm4 ,on ,monday the janitor found traces of ,bert's adventure4 ,for one thing the piano was not all put back together1 for the pedals lay in a heap at one side4 ,the teachers were notified and inquiry began4 ,the superintendent decided it was not a little boy and looked to the eighth grade to furnish the culprit4 ,after a great deal of noisy inquiry1 ,bert held up his hand and said to the teacher3 8,i know something about that piano40 8,what do you know1 ,bert80 said his teacher4 8,i'll tell1 but ,i want to know what you all will do with the kid1 after ,i talk about him40 8,we can't say about that4 ,bert1 if you know1 it's time for you to speak out and have it over40 8,i don't want to1 now2 ,i'll tell some time10 was ,bert's final remark4 ,later he went to the superintendent and said3 8,mr4 ,knowles1 is your pianner hurt some8 ,i hear some un's been tinkering with it40 8,i don't know that it's hurt much4 ,but somebody has been doing a trick we simply can't stand4 ,just think of it4 ,you can see the whole thing has been in pieces4 ,i'll have to suspend the boy that did this thing1 if ,i find him4 ,i simply can't stand it40 ,nothing came immediately of this interview1 but ,bert went home1 turned the matter over carefully in his mind1 and in the morning came to school with a grim determination to act1 and perish if need be4 ,on the way he said to himself3 8,i'd eat fire1 before ,i'd hurt the pianner4 ,if ,i have hurt it1 as they think1 ,i'll just take my medicine like a man40 ,and he did4 ,he said very briefly3 8,i tore up your pianner1 ,mr4 ,knowles40 ,the superintendent replied very shortly3 8,i'm sorry1 ,bert1 ,i'll have to suspend you for a month for that1 so as to keep other boys from doing the same thing1 or something worse40 ,,constructive ,,treatment ,give ,bert an opportunity to talk out all of his thought about the piano4 ,wait until he has told all1 and you have planned a substitute for piano-wrecking before informing him of the gravity of his misconduct4 ,possibly that item can be passed over lightly4 ,get answers to these questions3 8,are you particularly interested in pianos or do you take an interest in all kinds of mechanisms8 ,what are you planning to do for a living8 ,what would you do if ,i found you a place in a piano store1 or in a machine shop1 for spare time work8 ,would you stiffen up your studies8 ,would your parents be willing for me to make an arrangement of this sort8 ,how will you pay for having a piano man go over our instrument and see that everything is in order80 ,,comments ,this boy has broken out of the usual beat of pupil activities4 ,the great question is1 will his teachers be equal to their opportunity8 ,curiosity is hunger for experience2 it lives at the basis of all knowledge4 ,it is a capital stock for educators2 it can not be wasted without impoverishing both the pupil and society4 ,in dealing with ,bert1 motive counts for nearly everything4 ,he must not be made to suffer for his mistake of judgment in such a way as to imperil his future interest in school or in his favorite inquiries4 ,,illustration 7,,eighth ,,grade7 ,lavia ,smiley came into the eighth grade with a consuming passion for color sensations4 ,she had made collection after collection of colors in all sorts of substances--cloth1 paper1 stone1 soil1 metals of various sorts4 ,she could give the names of all of them and could imitate them in pigment mixtures with remarkable exactness1 for a girl of her age and very limited experience4 ,sidenote3 ,breaking ,necklace ,one day1 in the nature study class1 ,lavia's teacher1 ,miss ,westfeldt1 had given a lesson on shells1 and among other interesting things had shown the class a necklace of iridescent shells which her missionary brother had sent her from ,micronesia4 ,the lovely bluish-whitish-greenish-pinkish shimmer of the shells riveted ,lavia's attention like a magnet4 8,o1 please1 ,miss ,westfeldt1 let me take them10 said ,lavia4 8,no1 ,lavia10 answered ,miss ,westfeldt1 8they are too delicate to handle1 but ,i'll hold them here in the sunlight where you can see them well4 ,aren't they beautiful60 8,o1 ,i never saw any thing so pretty60 was the reply4 ,the lesson ended1 the necklace was laid back in the cotton in which it had taken its long journey over sea and land4 ,miss ,westfeldt placed the box on the desk1 intending to take it home with her when she went to lunch1 but just as the morning session was closing1 a telegram was handed her requiring an immediate answer4 ,in her haste to attend to this intrusive matter1 and yet not forfeit her lunch1 the box with its precious necklace was forgotten4 ,the first bell was ringing when ,miss ,westfeldt returned4 ,she made haste to be in her place1 as the children entered the room1 and not until they were seated did she think of the shell-necklace4 ,she opened the box4 ,ten were broken4 8,o1 what has happened to my beautiful shells60 she cried out1 in dismay4 8,how were they broken80 ,no one answered1 but ,lavia was crying4 ,miss ,westfeldt immediately suspected that she was the guilty party1 but she only said3 8,i am very1 very sorry that this has happened1 but never mind about it just now4 ,i am sure the one who broke them will come and tell me about it40 ,lavia continued to weep and after the other children were busy with their study ,miss ,westfeldt stepped quietly up to her and1 bending over her and speaking in a tone so low the other children could not hear1 said3 8,lavia1 dear1 what is the matter80 8,o1 ,miss ,westfeldt1 ,i broke your shells10 whispered ,lavia1 and then burst into another freshet of tears4 8,i am so sorry10 was the low reply4 8,after school tonight come and tell me all about it40 ,school closed4 ,lavia remained2 and when all the other children had gone1 ,miss ,westfeldt sat down beside her1 put her arm around the child1 her hand resting lightly on ,lavia's shoulder1 and said1 still in a low tone3 8,now1 ,lavia1 tell me how it all happened40 8,o1 ,miss ,westfeldt10 began ,lavia2 8,i wanted so bad to see if ,i could paint the shells4 ,i just ate a little bit of lunch and hurried back quick before the children got here1 and made this little painting of the shells4 ,then ,i started to put them back in the box carefully2 and ,i heard somebody open the entry door as if they were coming in1 and ,i jumped and dropped the shells1 and when ,i picked them up they were all broken4 ,i am awfully sorry1 ,miss ,westfeldt4 ,i'll give you my painting10 and the lips quivered again4 ,miss ,westfeldt looked at the painting4 ,it confirmed ,lavia's story4 ,the different colors were crude1 but remarkably good for a thirteen-year-old girl4 ,they indicated artistic promise4 ,the teacher sat for a moment with an absorbed expression on her face1 then said3 8,lavia1 you have grieved me very much today by breaking these shells2 now1 will you do something to make me happy again8 ,i did not know this morning why you wanted to take the shells4 ,if ,i place the box on your desk where you can study the color effects and try to paint them1 will you promise me that you will try never again to meddle with things that you have no right to touch80 8,o1 yes1 ,miss ,westfeldt1 ,i will1 indeed ,i will6 ,and can ,i really have them on my desk80 8,yes1 ,lavia1 and ,i will keep your painting as a pledge of your promise4 ,if you will ask me1 after your lessons are learned1 ,i have some other beautiful things also1 that you may paint4 ,i am pleased that you told me all the truth40 ,lavia kept her promise4 ,the spirit of initiative in coperation won4 ,,illustration #b 7,,sixth ,,grade7 ,sidenote3 ,dissecting ,typewriter ,carl ,lampey and ,george ,coffman were two sixth grade boys who found an old typewriter in a small store-room opening off the principal's office4 ,they went to their teacher to ask her if they might have this old machine4 8,whose is it80 she asked4 8,we don't know4 ,mr4 ,shorey 7the janitor7 said he thought it used to belong to ,mr4 ,taney4 ,mr4 ,taney's been gone three years1 and never has sent for it4 ,we want to take it apart to see how it's made40 8,that's a good idea10 ,miss ,moore replied4 8,but ,i can't give you permission to do it until we find that ,mr4 ,taney really doesn't want it40 8,but1 ,miss ,moore1 if he did want it1 don't you suppose he'd have sent for it by this time8 ,it's too old to be of any use1 or he'd have sold it second-hand4 ,and we want to see how a typewriter's constructed4 ,please1 ,miss ,moore40 8,the fact remains that it is not our property1 and we have no right to take it4 ,i'll tell you what to do1 though4 ,write to ,mr4 ,taney and ask him4 ,if he says he's done with it1 take it with my blessing40 8,but we don't know ,mr4 ,taney's address40 8,then hunt it up2 you can4 ,i think he knew the ,wallaces very well1 and doubtless they have it40 ,so ,carl and ,george went to the ,wallace home1 secured ,mr4 ,taney's address1 and wrote to him4 ,mr4 ,taney was a busy principal in a large town1 who laid the letter aside and forgot to answer it for weeks4 ,carl and ,george teased ,miss ,moore to let them take the old machine1 saying that ,mr4 ,taney's silence gave consent4 ,miss ,moore told them they must wait until the owner gave up his property definitely4 ,finally1 a letter came from ,mr4 ,taney1 saying he had forgotten all about the machine and that they were welcome to it2 and two happy boys1 who had learned a valuable lesson in self-restraint and honor1 began to satisfy their healthy curiosity as to the construction of a typewriter4 7#c7 ,curiosity stimulated by fear of not 8passing40 ,curiosity may be stimulated by almost any interest that seizes a child's mind4 ,the disciplinarian is often so offended with the expression of curiosity that the underlying interest is lost sight of4 ,,case #ajb 7,,high ,,school7 ,sidenote3 ,examining ,record ,book ,the morning after the report cards were given out in the ,bridgewater ,high ,school1 ,miss ,penfield held a series of conferences concerning marks2 among them one proved tragic4 8,i don't understand why ,i got only #fe in ,english this month1 ,miss ,penfield40 8,that is what your daily recitations and test work averaged40 8,you gave ,harriet #hb and she admits that she didn't recite as many times as ,i did1 and you gave ,elizabeth #ge1 and she never studies4 ,i don't see why ,i got such a low mark when ,elizabeth had as many zeros as ,i did40 8,how do you know how many zeros you had80 8,i looked at your record book when you were out of the room40 8,rhoda ,kilborne6 ,do you mean to say you would do such a thing as that8 ,that notebook is my personal property4 ,i wonder how many more pupils have had access to it4 ,well6 we shall see60 ,at the beginning of the recitation period1 ,miss ,penfield asked3 8,how many persons in this room have ever looked at my record book80 ,there was no response to her question4 ,every one sat motionless1 wondering what was going to happen next4 8,well1 ,rhoda1 ,i guess you are the only culprit this time4 8,i want you all to know that looking at a teacher's record book is no less than opening her pocket-book and taking some money4 8,you may report to me at the close of school1 ,rhoda40 ,,constructive ,,treatment ,open your record book so that the pupil can see how her average was obtained4 ,say to her1 8,suppose you put the marks for your daily recitations on the board and find out the average4 ,now average this with your test work4 8,don't you see1 now why your mark was--80 ,at the beginning of the recitation period1 pass your book around the class1 saying3 8,there may be some who would like to know on what basis their average was obtained4 ,i work on the scale of --4 ,let us figure out a few of the marks4 ,then1 taking a good mark as an example1 show the pupils exactly how it was obtained4 ,occasionally ask members of the class to exchange papers and mark each other's papers4 ,go over them again yourself1 giving your own mark4 ,ask those who marked tests to compare their marks with yours4 ,a teacher's record book should not be regarded as her private property4 ,play so fair with your pupils that they will not want to look in your book without permission4 ,have an understanding with them that they are always privileged to ask to look at their marks4 ,there is little doubt1 then they will show no undue curiosity4 ,,comments ,miss ,penfield made a mistake in punishing ,rhoda for curiosity which was incited by her own method of dealing with the children4 ,,illustration #a 7,,high ,,school7 ,sidenote3 ,enlisting ,coperation ,mr4 ,middleton1 instructor in physics in the ,rensselaer ,academy1 had the freest1 man-to-man attitude toward his pupils of any teacher in the school4 8,how do you do it1 ,middleton80 one instructor asked4 8,i don't do it4 ,they do it40 ,here is the explanation4 ,when ,mr4 ,middleton entered the laboratory one morning he found that the little steam engine which he had taken such pains to fix up had been taken entirely to pieces4 8,well1 the fellow who couldn't see how that engine worked without pulling it to pieces was pretty dumb4 ,i worked a good long time in getting the materials collected for it1 and ,i expect to see it together when ,i enter the room tomorrow morning40 ,this remark was made in the presence of a number of his pupils4 ,he made no further allusion to the subject1 depending on the morale of his department to work out the desired result4 ,he was not disappointed4 ,,illustration #b 7,,high ,,school7 ,sidenote3 ,a ,rush to ,windows ,when the fire engines rushed by the ,shields ,high ,school1 as by common consent the pupils rose in their seats and rushed to the east windows1 ,frederick ,hersey1 keeper of the study hour1 gasped in amazement relieved only by the fact that he noticed that some of his pupils seemed a little hesitant to take advantage of the excitement4 ,as soon as the interest waned he said1 8,you may now take your seats40 ,further than this no comment was made4 ,at the first opportunity1 he asked ,laura ,blank how it came about that the pupils of the school rushed to the windows without permission4 ,after fencing a short time1 she said3 8,last year our teachers let us watch the engines and big auto trucks go by and so we just ran to the windows40 ,sidenote3 ,utilize ,class ,officers ,in order to handle the matter speedily and effectively1 after being informed of the facts1 the principal summoned the four class presidents1 and gave them an opportunity to coperate with him about breaking up school work out of foolish curiosity4 8,the school acted like four-year-old children4 ,if for no other reason than for the sake of discipline in case of accident1 we must try some way to correct this custom4 ,i want to ask you class presidents if you will mention the matter at your next meeting and get the pupils to agree that we shall have no such breaking away from good order for any reason40 ,after some parleying back and forth the idea was adopted by the classes and later put into effect4 ,no public mention was ever made of the principal's decision and attitude on the matter1 nor was there need of any such announcement4 ,,division ,,vi ,all good things perverted to evil purposes are worse than those which are naturally bad4--,dickens4 ,,cases ,,arising ,,out ,,of ,,the ,,expressive ,,instincts ,deeply ingrained is the impulse to exchange ideas with other persons4 ,so strong is it that even when not removed from human associations we often personify animals and inanimate objects and address the artificial persons in words expressive of ideas4 ,the expressive instinct has produced a large number of meaningful human attitudes1 actions and sounds--silence1 gesture1 signalling1 facial expression1 singing1 whistling1 handclapping and other noises made by hands and feet4 ,all of these facts have direct bearing on school discipline4 ,if thoroughly understood they can be so dealt with as to relieve a teacher of much anxiety4 ,otherwise the torments of pandemonium await the teacher and failure marks attempts at school work proper4 ,the most comprehensive desire that lies behind actions of this sort is to gain recognition from other persons4 ,we shall study the evidence for this conclusion through a number of instances4 #a4 ,oral ,expression ,whisper not in the company of others4 --,george ,washington4 ,sidenote3 ,in ,general 7#a7 ,whispering4 ,a few students of the subject of school management may need to be reminded that a child who whispers is attempting to conform to a good school policy and at the same time to satisfy a powerful instinct4 ,he foregoes the use of the ordinary conversational tone in deference to the custom or rule that outlaws the unrestricted use of the same for pupils in the school-room4 ,it is a powerful instinct that impels one to communicate with his fellows4 ,no one has failed to experience the impulsion to talk1 or in some way1 express himself to another person4 ,the child ordinarily speaks freely and in a normal tone of voice when addressing another individual4 ,whispering is an unusual and emergency measure1 adopted when circumstances render the customary mode of communication inappropriate1 imprudent or impossible4 ,the interchange of ideas brings a pleasant glow of good fellowship4 ,whispering1 also1 is a relief from the weariness of work4 ,if there is any daring in a pupil he will try out the teacher on whispering4 ,there are always enough reasons why occasional communication is necessary1 to afford an excuse for asking permission to whisper1 and next1 to whisper without permission4 ,no teacher ever attempts to secure absolute silence4 ,minor infractions of a whispering rule are always tolerated4 ,such must ever be the case4 ,these concessions to human necessity lodge the idea that more whispering may pass unnoticed4 ,in a word the conditions that favor whispering are numerous and very stimulating4 ,the impulse to whispering can never be eradicated from a pupil4 ,it may be suppressed or directed4 ,a wise teacher has no wish to remold human nature to the extent that a person ceases to care for the opportunity of talking to another person4 ,we are confronted with the problem of how to control an impulse that we desire to preserve without injury and yet without waste of time and effort4 ,whispering has always been a menace to the best school order4 ,everywhere and in all grades it threatens to retard or make impossible the highest type of school work4 ,not only is the noise of whispering a nuisance in itself1 but it stimulates unnecessary noise from other sources4 ,when whispering ceases many other sounds of doors1 rustling leaves1 etc41 will be either markedly subdued or entirely eliminated4 ,furthermore1 whispering is a well recognized cause of inattention to the subject in hand4 ,the pupil who whispers1 and the one to whom he whispers1 both have their attention withdrawn from the work of the moment4 ,whispering is not a wrong in itself1 like dishonesty or theft4 ,again1 while all agree that better order can be maintained without whispering1 few have a tested method to suggest for reducing it to a minimum4 ,the most useful principle of discipline for the control of whispering seems to be that of substitution4 ,given a room full of children with no work to do1 whispering will spring up instantly4 ,given a room where every pupil has urgent work on hand1 the amount of whispering will be greatly reduced4 ,if work can be substituted for communication1 as an object of interest and effort1 a large gain will have been made4 ,careful attention must be given to the age of the offender4 ,in younger pupils the joys of talking with one's fellows are still very enchanting4 ,usually offenders are not vicious in intention1 rather they are quite without self-control4 ,to require that whispering shall be reduced to a minimum can not be looked upon as an injustice2 at most it is only an inconvenience4 ,at church and theater and in the parlor or dining-room1 whispering is tabooed4 ,the teacher1 then1 is merely requiring what good manners prescribe in this respect for other assemblages of people4 ,the whispering problem can never be allowed to solve itself4 ,the offenders will wax worse and worse until intolerable conditions will compel a reform4 ,on the other hand a method of suppressing whispering1 that only interrupts school work the more1 is not to be adopted4 ,the most favored procedure is to adopt1 first of all1 a general policy regarding quiet1 one that is patiently urged and unceasingly enforced4 ,sudden1 explosive1 distracting attempts at suppression are to be avoided4 ,every teacher1 from the first grade to the last year in the high school1 will admit that whispering is one of the most general annoyances4 ,some teachers succeed in holding it in check while others aggravate the difficulty until it becomes a misdemeanor4 ,there are educators who recommend that as long as whispering is carried on about lessons and school work1 it should not be prohibited4 ,there are others who say it should be prohibited1 but fail to give prohibitive measures4 ,the former fail to note that whispering about lessons and school tasks is really a temptation to whisper about almost anything that comes into the child's mind4 ,sidenote3 ,first ,grade ,in the first grade1 whispering about lessons and school work is unusual4 ,their interests are play interests and their activities are the activities of child life2 about these they talk4 ,it is only natural that they should do so4 ,while it does not seem fair to the child to transplant him from his outside world of freedom to the school-room where the privilege of free expression is denied1 still the first grade teacher must bear in mind that if she allows whispering to become a habit in the first grade1 it will become very annoying in the higher grades4 ,there is no argument in favor of whispering1 and1 therefore1 the first grade teacher should train her pupils not to whisper during the school sessions4 ,in rural schools the matter of preventing whispering is more difficult than in the city school1 for what is busy work for one grade cannot be used in another4 ,what will interest one grade will not interest another1 hence study periods and periods of busy work must be most carefully planned1 especially in the first three grades4 ,too much time must not be given to study1 for that means opportunity for play and mischief and1 of course1 for whispering4 ,even with the best planning1 an occasional child will whisper4 ,such a child should not be reproved in a faultfinding way4 ,the teacher may preface her request to refrain from whispering by approval of something that has been well done1 then say1 8,my dear1 we do not whisper here at all40 ,following her request1 the teacher may do some kindness for the child that will gain his love and affection and make him willing to try to obey the teacher4 ,if the child repeats the offense the teacher must use the same methods again4 ,say1 8,oh1 no4 ,do not do that1 we must not whisper40 ,the teacher should use an even1 smooth tone of voice1 devoid of the least inflection that might indicate impatience or unkindness4 ,she should follow this second command by expectancy4 ,she should feel that the child will not do otherwise than obey her4 ,the child may repeat the offense1 but the teacher must use the same method again and again1 until the child responds and does not whisper4 ,second and third offenses usually make teachers impatient1 and1 instead of kindness and indulgence toward the child1 they manifest impatience4 ,by all means such a course should be avoided1 even though the offenses be many4 ,teachers are often heard to complain that pupils recite before called upon1 or talk without permission4 ,such teachers confess to faulty methods on their own part4 ,early in the year they failed to curb such tendencies1 thereby allowing them to become habits4 ,in the very first lesson require each pupil to wait for his turn in the recitation1 to secure permission to speak when he has something to say4 ,if the teacher will closely supervise her class work in this manner for the first month1 she will have no further trouble on this point4 ,to begin right is half the battle in school-room discipline4 ,those petty offenses that a teacher dislikes must be prevented the first day1 the second1 and so on1 until they no longer recur4 ,in the first and second years it is highly important that the pupils form correct school-room habits in all respects4 ,whispering is easier to control here than in any subsequent grade4 ,,case #ajc 7,,second ,,grade7 ,sidenote3 ,whispering ,habit ,carrie1 a little girl six years old1 was nervous and talkative4 ,she had a habit of turning her face half around toward ,mabel1 who sat just behind her1 and1 half covering her mouth with her hand1 she would whisper to ,mabel almost constantly4 ,while the teacher1 ,miss ,bond1 was giving general instructions she was constantly reiterating1 8,carrie1 stop talking60 ,carrie had a semblance of obedience in this direction simply because her speeches were never long4 ,evidently ,miss ,bond had no other expectation than that the offense would be repeated4 ,the work of both ,carrie and ,mabel was below par4 ,,constructive ,,treatment ,change ,carrie's seat in order to give her new surroundings4 ,give her and her classmates something that is easy to do1 and expect them to do it4 ,use the principle of substitution by changing the work often4 ,if ,carrie whispers in her new location1 talk to her privately about it4 ,show her your friendship for her in many ways4 ,never give up the idea that she will soon stop whispering4 ,instead of calling out to her so that all hear you1 go to her privately and without faultfinding ask her to stop whispering4 ,whenever you observe that she is diligent and has refrained from talking for a little while1 commend her warmly4 ,as soon as she realizes that you are her friend1 and that you really expect her to stop whispering she will do so4 ,,comments ,habit breaking is possible only when a new habit is being formed in place of the old one4 ,a child will say1 8,i just can't keep from whispering10 telling thus both a truth and a falsehood4 ,the truth is that when the external conditions and the inner set of the mind are both favorable1 the habitual act is certain to occur4 ,the falsehood is that the child 8cannot control the habit40 ,whispers need oftentimes a decisive shock in order to shake them loose from an ingrained habit4 ,this shaking up may be largely self-administered if a tactful teacher knows how to make a pupil measure himself and pass judgment on his own behavior4 ,changing the seat breaks up the complex circumstances in which whispering has hitherto been practiced4 ,the removal to a new location creates a mental shock1 yet offers no insult to one's personal feelings4 ,there is valuable aid in hurrying the mind of a pupil on from one point to another while establishing a new set of ideas in the mind4 ,keeping a pupil busy following your program by the presentation of new tasks1 duties1 recreations1 helps to save him from falling back into the moods that have been the fruitful source of improper conduct4 ,when dealing with a disciplinary case1 a wise administrator attempts1 just as far as possible1 to keep a sharp eye on the train of events that transpires in that pupil's life4 ,any serious interruption of the sequence of ideas and moods that are favorable to the reform1 necessarily postpones the fixation of the new trait1 habit or resolution4 ,pupils will quickly learn that a firm disciplinary policy1 a helpful watchfulness1 can be maintained without carrying with them an aggravating scrutiny of conduct4 ,friendship and good fellowship can be revealed through teamwork in the building of a character as well as in the coaching of a football team4 ,some of the best chums are those who occupy the relation of player and coach4 ,when on the athletic field the coach exercises rigid mandatory control4 ,the onlooker may suppose that he is something of a tyrant1 but the boys on the team know better2 they sense his genuine good fellowship underneath the harsh exterior4 ,by common consent the future victory is willingly bought with the price of undergoing these strenuous activities under an apparently despotic supervision4 ,in like manner the school teacher must learn to exercise a positive control over the activities of a pupil1 which shall not abolish1 but covertly disclose1 rather1 a fine sense of the comradeship that binds a good teacher to a responsive pupil4 ,sometimes out of a spirit of helpfulness a child is led to whisper when1 in reality1 the one to whom he whispers is most at fault1 as in the following instance taken from an experience in the ,fourth ,grade4 ,,case #ajd 7,,fourth ,,grade7 ,sidenote3 8,helping0 by ,whispering ,lawrence seemed given to constant whispering4 ,the most trying thing about it was that he seemed to whisper more constantly while class instruction was going on than at other times4 ,miss ,blair was the more puzzled over this because ,lawrence was an exceptionally bright pupil1 and very courteous4 ,this matter of whispering was the only case in which he failed to obey ,miss ,blair4 ,when she spoke to him about it he listened respectfully with flushed face and downcast eyes4 ,he certainly did not seem indifferent to her wishes1 yet the very next time she began to pronounce words in spelling he seemed to divide his attention between writing the words and whispering to ,freddie1 who sat just behind him4 ,when she stood near ,lawrence1 he did not whisper2 furthermore he always seemed to whisper to ,freddie only4 ,she consulted ,freddie about changing his seat1 but found him anxious to retain his place behind ,lawrence4 ,she decided that the best plan was to punish ,lawrence as well as others for whispering4 ,so she announced that five minutes would be deducted from the recess period of a pupil for every time he whispered4 ,she was surprised to find that this seemed to place no restraint upon ,lawrence4 ,he whispered as much as ever and lost every recess like a little soldier4 ,when this had been going on for two weeks1 one day ,sarah1 who sat just behind ,freddie1 hung around ,miss ,blair's desk plainly trying to get up courage to say something4 ,finally1 ,miss ,blair said1 8,what is it1 ,sarah80 ,sarah replied1 8,freddie makes ,lawrence whisper40 ,miss ,blair said in astonishment1 8,how can that be80 8,why10 said ,sarah1 8,freddie can't tell just what you want1 or he can't spell the words and he punches ,lawrence in the back and ,lawrence tells him what to do or how to spell the words40 ,here1 then1 was the key to the situation1 which ,freddie had been too selfish and ,lawrence too manly to disclose4 ,freddie was given a seat near ,miss ,blair's desk where she could help him1 and ,lawrence ceased to whisper4 ,the sadness which had shown in his face at every recess was replaced by happy relaxation4 ,,constructive ,,treatment ,find out by tactful questioning1 changing seats during one period1 etc41 just why a certain child persists in whispering4 ,ascertain whether the one to whom he whispers gets or gives information and arrange for the dependent one to get direct help from you1 or from some fellow pupil1 after instructions have been given4 ,never keep a child in at recess time for any other reason than that he has already had recreation4 ,test ,freddie's hearing4 ,it may be that some defect in that respect has made it impossible for him to catch some of the explanations given by the teacher4 ,if hearing is found to be normal1 test his vision4 ,possibly he can not see all the lessons that are placed on the board4 ,perhaps1 also1 the light may shine on the board in such a way that he can not see the writing4 ,,comments ,the ,bavaria system has revealed the great need of individual instruction4 ,this question of getting help on the difficult parts of a lesson is not1 in itself1 wrong4 ,the evil comes from the confusion of haphazard whispering4 ,the whispered help which one pupil gives another1 without the teacher's consent1 is attended by more than one evil4 ,the attention of two pupils is shifted from the central interest4 ,the teacher is deceived as to the real knowledge which the helped one has of the subject and he can not therefore correctly estimate his work4 ,yet the physical well-being of a child demands that he have his recess period of relaxation4 ,the teacher who does her duty in the matter of supervised play will abandon 8keeping children in0 as a punishment for misdemeanors4 ,,illustration 7,,fourth ,,grade7 ,sidenote3 ,rewarding with ,stars ,miss ,green tried the following method in her room4 ,she wrote the pupils' names on the blackboard in a conspicuous place4 ,she told the children that whenever she saw a child whisper during the week just beginning she would erase his name4 ,at the beginning of the second week a star was placed after each name remaining on the board4 ,those who had whispered the week before were given another chance by again writing their names on the blackboard4 ,each succeeding week a new star was given to those who had not yet whispered and each week those who failed were given a new trial4 ,when any one had received six stars they were given a book4 ,little was said about those who failed1 but every week a story was told1 when the stars were given1 showing the value of self-control1 or the disaster which followed lack of self-control4 ,this plan practically eliminated whispering4 ,,case #aje 7,,fifth ,,and ,,sixth ,,grades7 ,sidenote3 ,outdoing the ,teacher ,miss ,peterson taught the fifth and sixth grades in a central ,illinois town4 ,she had a loud1 scolding voice4 ,the children whispered almost incessantly1 apparently to drown her harsh tones4 ,they nearly always succeeded in part1 but occasionally when the noise of whispering seemed worse1 ,miss ,peterson's voice actually arose above the din and in threatening tones she said to them1 8,stop whispering60 ,her evident reason for this was to get only a temporary1 partial silence1 for this was all she accomplished4 ,her outbreak against noise occurred two or three times daily4 ,the children even blew whistles very softly at times and actually disliked ,miss ,peterson the more because she seemed to believe them when they told her the sound was made by the wind whistling through the cracks around the ill-fitted windows4 ,one day when the noise seemed worse than usual1 she announced that whoever whispered next would have to 8stand on the floor40 ,there was a moment's silence and then one of the girls whispered a comment upon her remark4 ,instantly ,miss ,peterson called her to stand up in the front of the room4 ,the girl to whom she whispered immediately talked for the obvious purpose of joining her friend in disgrace4 ,when ,miss ,peterson asked the second girl to join the first1 a smile was exchanged between them4 ,this was seen by others who decided to join in the fun4 ,one after another1 almost as fast as named1 joyfully joined the group of those standing1 and what is more1 whispered to each other on the floor4 ,when almost half of the pupils had been called out1 poor ,miss ,peterson gave them a very angry lecture1 and threatened them with the loss of recess4 ,a partial silence ensued after the lecture1 but that session of the school was worse than lost4 ,,constructive ,,treatment ,take time to see yourself at work in the school-room4 ,test out your own influence as a noise maker by adopting some very quiet methods of doing your own work2 see if the children do not imitate you also in maintaining better order4 ,abandon the haphazard method of curbing whispering4 ,think the whole situation over2 measure each pupil in respect to the whispering nuisance2 classify the room as a whole in respect to the matter4 ,probably you will adopt two or three methods simultaneously for different types of pupils4 ,apply these methods unobtrusively4 ,by working with individuals have the rumor pass around that you are becoming stern about whispering4 ,this can be done without provoking enmity4 ,use a number of stories on self-control1 neighborliness1 etc41 but do not connect them with your campaign against whispering4 ,if some story makes a great hit1 allude to its leading character when dealing with certain individual offenders4 ,,comments ,a harsh voice or a loud tone tends very strongly to provoke school-room noise4 ,it sets an example2 it shows the teacher's disregard of the customary rule relative to quiet in the room2 it provokes a similar noisiness for the sake of self-defense4 ,the well modulated voice not only pleases sensitive ears and gentle spirits1 but it suggests strongly to the pupils what their own voices may be like4 ,such a voice says not only1 8,do this10 but also 8,do it quietly40 ,the voices of most persons are untrained4 ,teachers usually give little professional attention to their voices1 yet no aspect of their personality needs greater attention4 ,the voice is usually a good indicator of character4 ,miss ,peterson doubtless is no exception4 ,we doubt if any person enjoys her friendship as much as if she used a sweeter1 gentler1 lower-pitched voice4 ,the adoption of some method of voice culture will react on the character4 ,either singing or dramatics will soften the voice and warm up the heart4 ,if nothing else is available1 the reading of well selected poetry with an attempt at faithful expression has a lasting effect if maintained for a considerable period4 ,public announcement of a mode of punishment for a certain offense often leads a group to try together the experiment of breaking the rule laid down4 ,a public talk about a general misdemeanor must be well thought out and given at an opportune time1 with no hint of anger on the part of the teacher4 ,the pupils will not reason that an angry person's judgment is warped1 but they will nevertheless1 resent a lecture given in any other than a seriously helpful attitude of mind4 ,the novice and the failing teacher use direct methods hoping to secure immediate and adequate results4 ,one teacher says1 8,i want to use a method that will bring whispering to a stop at once40 ,human nature rarely consents to such radical methods4 ,indirect methods and a little lapse of time are usually necessary to give the human nervous organism opportunity for readjustment4 ,such a reorganization of habits is not closely under the control of the will2 rather the lower nerve centers must actually effect the desired reforms4 ,intelligent choice merely supplies the inner stimulus which directs the course of the rebuilding of habit that is so earnestly longed for4 8,the perpetual ill-behavior of many children is itself the consequence of that chronic irritation in which they are kept by bad management4444 ,that harsh treatment which children of the same family inflict on each other is often1 in great measure1 reflex of the harsh treatment they receive from adults40 7,spencer1 ,education47 ,,illustration 7,,fifth ,,and ,,sixth ,,grades7 ,mrs4 ,steward taught a room of pupils in the fifth and sixth grades4 ,near the end of the second week she felt that she had the confidence of her pupils and could count upon their coperation4 ,sidenote3 ,taking a ,vote ,on ,friday morning just before recess she said1 8,how many of you would like to try to have no whispering at all between now and recess time8 ,it is only ten minutes40 ,a majority of the children voted that the trial be made4 ,the silence was really restful4 ,just before dismissing for recess she asked how many liked the silence4 ,again a majority of them held up their hands4 ,about twenty minutes before noon she again allowed them to vote as to whether or not all should refrain from whispering until noon4 ,this time more even than before voted for silence4 ,half an hour before school closed they again decided against whispering for the rest of the day4 ,on ,monday one or two sessions were voted upon with success4 ,before the end of the third week the children from choice had voted whispering out of the school for the rest of the term because they liked complete silence better4 ,they followed the teacher who used the method of leading suggestion4 ,thereafter when someone forgot and whispered1 they were reminded1 kindly1 that they were not following the wish of their fellow-pupils4 ,on this subject of majority rule1 stories were told of its value in human history4 ,many teachers make use of the honor system in determining deportment grades1 especially asking for self-reporting on whispering and similar offenses4 ,,case #ajf 7,,rural ,,school7 ,mr4 ,boling taught in a rural school in ,central ,illinois4 ,he used the following system as a check upon whispering4 ,sidenote3 ,when ,all ,whisper ,every evening just before school closed he called the roll4 ,those who had not whispered during the day were to answer 8ten40 ,if they had whispered once 8nine40 ,for every time they whispered during the day they were to deduct one from their daily grade in deportment4 ,with some children this acted as an effective check4 ,one little girl1 ,jennie1 had truthfully answered 8ten0 every day since the introduction of the system4 ,she sat with her sister in a double seat4 ,one day a friend asked permission to 8speak0 and came to the sister's desk to borrow a book4 ,jennie not being able to find the book said to her sister1 8,look on your side60 ,then she slapped her hand on her mouth and her little heart sank4 ,she had broken her record4 ,she had whispered without permission6 ,many notes passed between the sisters as to whether or not ,jennie had really whispered without permission4 ,it was grimly decided that she had4 ,they reasoned that whereas the friend's permission to 8speak0 allowed each of them to speak to her1 still that gave the sisters no right to speak to each other4 ,jennie suffered all the rest of that day4 ,how like a real culprit she felt when she answered 8nine0 at roll call4 ,the memory of the disgrace lingers with her through the years4 ,but ,mr4 ,boling had other pupils of far different home training and natural disposition from ,jennie4 ,katie ,mender and ,annie ,kuhn were examples of this class4 ,they whispered almost incessantly4 ,jennie knew it and she believed ,mr4 ,boling himself knew it and yet they answered 8eight10 8nine0 or 8ten0 every evening4 ,a few there were who not only whispered incessantly but who shamelessly answered 8zero0 every evening4 ,clifton with a good-natured grin answered 8zero0 daily and looked around the room with a complacency that seemed to say1 8,what a smart boy am ,i60 ,and even ,jennie often wondered if his care-free life was not enviable4 ,nothing was ever said or done by ,mr4 ,boling to show that ,jennie was more to be commended than ,clifton4 ,,constructive ,,treatment ,commend ,jennie for her conscientious reports4 ,talk privately to ,katie and ,annie about their false statements4 ,make them see the value of truth in business and social life4 ,this may be done publicly at roll call by some such statement as this3 8,every day that ,jennie makes a true report of perfect control of her desire to whisper1 she has grown stronger in character as surely as the oak is stronger after battling with a wind storm40 ,a reference to the growth of flowers would please ,jennie but would not impress the boys4 ,give them some such instruction as this3 8,notice carefully every thing you say during one play period4 ,stop to think what would have happened if you had been untruthful every time you spoke4 ,when you have thought of a good reason why people should speak the truth come and tell me what your reason is40 ,have a further check upon ,clifton1 one that he will respect4 ,his is a case of ignoring wholly the rights of others4 ,you may say1 8,clifton1 what would you do if a new boy should come to school and wish to play ball4 ,then when playing he wouldn't heed a single rule of the game4 ,suppose he insisted upon striking as long as he pleased1 tripped those on his side when they ran1 and never helped to get his opponents out4 ,if the boys were sure he knew just what to do1 how would they proceed80 ,clifton will tell you that they wouldn't let him play4 8,would they like him80 8,why80 ,take another case4 ,say1 8,suppose a twelve-year-old boy came to school who talked out loud continually and so spoiled the game of studying and reciting lessons4 ,what ought ,i to do80 ,he will doubtless suggest a course to stop the boy's talking4 8,now supposing a boy whispers all the time and so hinders others as well as himself from scoring a point in their favor in arithmetic or spelling1 what should be done80 8,but in all these cases it would be better to hold on to the boy1 don't you think80 ,lead him thus to see the case in its true light4 ,if ,clifton does not weigh matters when you talk them over with him1 separate him from the mass of the pupils4 ,this can be done without inflicting an intentional penalty4 ,see this method as developed in the illustration just below4 ,,comments ,if ,jennie is not commended1 she will have no reason to believe that her honesty and restraint are really valued4 ,it is a shameful neglect on the part of a teacher to allow children to lie habitually and do nothing to make them truthful4 ,mr4 ,boling1 to lessen a minor wrong1 tolerated a gross misdeed4 ,clifton was daily learning anarchy1 and demonstrating to the school that lawlessness is regarded as 8smart0 by some4 ,this idea should be speedily corrected4 ,in place of the honor system which invariably has the three classes of dispositions above described to deal with1 a better plan is isolation4 ,,illustration 7,,rural ,,school7 ,sidenote3 ,seats ,near the ,front ,miss ,taylor of ,allenton used this method to reduce the amount of whispering4 ,she arranged a seat on each side of the room near the front for the use of those who needed special help in the matter of self-control necessary to prevent whispering4 ,since every desk was occupied she placed a sewing table against the wall on either side in front for desks1 and used camp chairs for seats4 ,at these tables she allowed children to sit who needed an environmental help in securing self-control4 ,she made it very clear that this was not punishment2 it was simply help to enable the child to do what he himself wanted to accomplish4 ,her whole attitude was that of solicitude for the best welfare of the two who had the additional help of isolation to teach them self-control4 ,those who occupied these seats were aided by giving them helpful surroundings in place of those fraught with temptation4 ,when pupils have reached the high school age1 if former training has failed to give them enough self-control to make them refrain from whispering at least they will be able to see the reasonableness of silence in both the study and recitation rooms4 ,here special honors and privileges may well be granted to those who are silent if only the teacher makes it clear that a reward for the exercise of self-control is just as legitimate as a diploma for courses in study completed4 ,indeed a badge of honor won through self-imposed restriction in this matter is an index of real merit1 and the tactful teacher can easily show the pupil that this is the case4 ,much of the trouble about whispering here1 as in the grades1 arises from pure thoughtlessness1 selfishness or self-esteem4 7#b7 ,talking aloud2 talking too much2 talking without permission4 ,,case #ajg 7,,high ,,school7 ,sidenote3 ,displaying ,wit ,in the ,elkton ,high ,school many factors contributed to make ,charles ,drover a favorite4 ,he was an athletic star1 he was from a popular family1 but above all he was a wit of considerable merit4 ,his witticisms always secured a hearing4 ,his temptation to whisper was very great4 ,remarks of general import1 no matter how serious1 usually ended by giving those around ,charles much to do to refrain from laughing aloud4 ,mr4 ,hodge1 the high school ,principal1 was annoyed past endurance4 ,one morning after a brief talk on a coming lecture1 ,laura1 a neighbor to ,charles1 smiled broadly4 ,mr4 ,hodge said1 8,laura1 pass into my office40 ,she went at once4 ,after the classes had passed1 ,mr4 ,hodge went to his office and frowningly explained to ,laura how much her constant levity annoyed him and demanded that she bring in extra school work as punishment1 and further said that if she still persisted in treating all remarks made from the platform with so much unconcern he would see to it that no position of trust be given her in high school affairs4 ,the week passed and the day of the lecture arrived4 ,laura was to be one of the ushers that night4 ,mr4 ,hodge was giving some final directions concerning the arrangements for the evening when ,laura giggled4 ,instantly ,mr4 ,hodge announced that some one else must be appointed in ,laura's place as usher and that she bring in the translation of twenty extra lines of ,caesar the following day4 ,this was the beginning of a strong opposition to ,mr4 ,hodge which culminated in his being asked to resign at the end of the year4 ,,constructive ,,treatment ,deal with the cause of the disturbance4 ,suppression of either the laughter of the girl or the humorous trait in the boy is entirely out of the question4 ,pass over the girl's misdemeanor until the boy has been disposed of4 ,cultivate the humor in ,charles4 ,the primary task will be to teach him how to make good use of his talent4 ,wide reading under your direction will acquaint him with many types of humor and enable him to choose with discrimination4 ,show him the appropriate uses of humor1 the occasions when humor can best be indulged in1 the injuries wrought by unregulated fun4 ,have him take charge of the humorous column in the high school weekly4 ,if he has a gift in drawing1 develop humor and art together4 ,you may learn a great deal from ,charles2 if you do1 let him know the fact and so link him to you the closer4 ,hold many private chats with him informally about his work and enter into it with genuine interest4 ,,comments ,nine times out of ten the one who laughs in school is not the real culprit4 ,a person scarcely ever regards himself as 8funny0 or ridiculous4 ,a pupil laughs at another's error1 blunder or joke4 ,if the sense of humor is enkindled1 laughter is the only natural outcome2 the control of one's impulse to laugh must of course be taught1 yet for school-room purposes it is far more important to be master of the conditions that provoke laughter4 ,the treatment recommended for ,charles will help to make a man of him1 and other pupils will respect the teacher all the more if he prizes a talent which wins the applause of all the school4 ,a teacher who is unable to laugh or to share in that which is positively humorous is an unlovely person4 8',twas the saying of an ancient sage that humor was the only test of gravity1 and gravity of humor4 ,for a subject that would not bear raillery was suspicious2 and a jest which would not bear a serious examination was certainly false wit40 --,shaftsbury4 ,the best teachers occasionally have a whole room of pupils roaring in peal after peal of laughter4 ,they lose nothing by the experience2 rather they gain immensely1 for laughing together makes hearts warm up towards each other4 ,the weak teacher dares not risk himself to laugh when the class or room is seized by a fit of fun4 ,for the pupils it is highly interesting to watch the struggles of the teacher to avoid doing that which they know he likely wants to do4 ,in refusing to participate in their mood he repels them4 ,he puts himself out of their group2 he takes a position as a critic and as an alien4 ,if one leads pupils to make proper use of their talents1 he fulfills his truest function as an educator4 ,developing1 restraining from excesses1 guiding in the profitable use of the natural endowments of the child--these are the necessary duties of every high-minded instructor4 ,we must learn that the impartation of school facts is but one means of equipping a child for taking his place as a prepared member of society4 ,whatever natural gifts a child has must be dealt with in school life4 ,those that are dormant must be drawn out2 those that are already functioning must be directed4 ,when a boy or girl fully realizes that the teacher's primary thought is helpfulness1 many difficulties will disappear4 ,,illustration 7,,high ,,school7 ,jennie ,leavitt was a high-strung1 irrepressible1 well-meaning girl far on in her teens4 ,it was her custom to announce firm adherence to good moral standards when such matters were up for discussion4 ,her motives1 moreover1 were seldom open to question4 ,sidenote3 ,isolating ,whisperers ,she entered class at the opening of the term with an established whispering habit4 ,her classmates1 one by one1 were moved from her vicinity so that1 finally1 only one was left with whom she could chat4 ,her breaches of good order were so innocent that any suggestion of coercion seemed inappropriate2 the removal of her companions reduced the problem to small dimensions4 ,the teacher had but one short step to take3 to give her remaining companion another seat in some unobtrusive way and to make enough assignments of written work to afford a means of expression for the active mind of the school girl4 ,this could easily be done because of the excellent mutual understanding between the whisperer and her teacher4 ,a school should offer conditions and surroundings that are as conducive as possible to study1 to concentration of the pupil's effort4 ,too many teachers put plenty of emphasis on the physical factors in their pupils' surroundings--ventilation1 posture1 light1 etc4--but allow their rooms to degenerate into a perfect hubbub of noisy confusion in which study is impossible4 ,,case #ajh 7,,fourth ,,grade7 ,joseph ,levy and ,sadie ,higgins1 two pupils in the fourth grade of the ,pittsburgh ,avenue ,school1 ,minneapolis1 were talking without permission1 when ,miss ,bowen1 who was conducting an arithmetic lesson on the other side of the room1 saw them4 ,sidenote3 ,talking ,without ,permission 8,joseph and ,sadie6 ,did anyone give you permission to talk80 she inquired4 8,i want you all to know 7she rose from her seat and addressed the whole room7 that hereafter there is to be no talking without permission4 ,if it is absolutely necessary that you speak to someone1 hold up your hand40 ,the next day ,sadie 8forgot40 ,miss ,bowen was busy helping another pupil4 ,she waited until she had finished4 ,in the meantime1 several minutes had passed4 ,sadie had found out what she wanted and was working on her arithmetic lesson1 when ,miss ,bowen went over to ,sadie's desk1 pulled her out of the seat by her arm1 and said so the whole room could hear1 8,sadie ,higgins1 ,i'm not going to tell you more than once that you have to ask permission when you want to speak4 ,do you hear me8444 ,well1 sit down and see that the next time you wish to speak1 you ask my consent before doing so40 ,,constructive ,,treatment ,discuss matters of conduct with offenders1 not with non-offenders4 ,because ,sadie had spoken without permission1 it is not therefore necessary to tell ,joseph that he may not speak without permission4 ,address yourself to the one who needs the prohibition4 ,treat each case by itself4 ,wait until you have finished your immediate work1 whether it is holding a recitation or writing on the blackboard4 ,when the period is ended1 quietly speak to ,sadie in private1 telling her she must ask permission when she wants to speak as you may be able to answer her question without bothering another pupil4 8,just hold up your hand and if ,i think it is necessary1 ,i shall nod my head1 meaning #8,yes'2 this will not disturb the rest of the room40 ,,comments ,miss ,bowen disturbed the whole room much more than any talking between ,sadie and ,joseph did when she called the attention of the other pupils to the fact that ,joseph and ,sadie were talking without permission4 ,every teacher should remember that children need constantly to be reminded of what they should do until the act becomes a habit4 ,miss ,bowen did ,sadie an injustice1 since the child had not been accustomed to ask permission when she wished to speak4 ,it was very well for ,miss ,bowen to wait until she had finished the work at hand before speaking to ,sadie1 but she should have remembered that the child had had time to forget that she had spoken4 ,to pull her out of her seat and publicly scold her was entirely out of place4 ,,illustration 7,,fifth ,,grade7 ,sidenote3 ,breaking ,an ,old ,habit ,when ,miss ,lucas took charge of the fifth grade room in the ,henry ,clay ,grammar ,school1 ,lexington1 ,kentucky1 she was informed on the first day that the children were accustomed to speak to one another without permission4 ,as this was often annoying1 especially when three or four spoke at once1 she decided that this must not be4 ,when1 the following morning1 she saw ,lola ,mossman1 a girl of exquisite manner1 walk over to the desk of ,bernice ,bryant1 evidently to ask her about a lesson1 ,miss ,lucas waited until the close of the period1 when she spoke to ,lola in private4 8,is it the custom in this school1 ,lola1 for the pupils to speak to one another during a study period without permission80 8,yes1 ,miss ,lucas40 8,i am sure the whole room will be less disturbed if we form the habit of asking permission before we speak4 8,if you need to find out something about a lesson1 you should have permission to speak4 ,i will willingly grant it2 but do not ask to speak when you see someone else talking4 ,it is disturbing to the other pupils to have two persons speaking at a time40 ,through ,lola ,mossman and one or two other pupils as a medium1 the children soon discovered that ,miss ,lucas expected them to ask permission before speaking4 ,,case #aji 7,,fifth ,,grade7 ,sidenote3 ,monopolizing ,time ,mamie ,eggleston was a devoted pupil in the fifth grade of a school in ,paterson1 ,new ,jersey4 ,she never missed an opportunity to talk with ,miss ,olmstead1 her teacher1 before or after school4 8,may ,i come in80 ,mamie would say if she saw ,miss ,olmstead seated at her desk before school began4 8,yes1 indeed40 ,then for fifteen minutes ,mamie would talk just for the sake of saying something to someone who would listen4 8,i like ,miss ,forsyth's new waist1 don't you80 8,are those little black bands on your wrists tied or fastened on8 ,that waist is awfully becoming to you4 ,i have a pink waist4 ,my mother made it for me4 ,but she won't let me wear it to school10 etc41 etc4 8,there's the bell10 ,miss ,olmstead would say as she thought1 8,well1 there's another fifteen minutes lost and ,i intended to put the arithmetic problems on the board before school began40 ,,constructive ,,treatment ,do not over-indulge a talkative child4 ,in a kind but firm way tell her that you have some important work to do or that you must see ,miss ,belmont before school begins4 ,if she persists in talking with you after school1 answer her questions politely but hurriedly1 while you put on your wraps and say as you go out of the room1 8,i have to leave now4 ,are you ready to go home80 ,,comments ,miss ,olmstead did an injustice to both the child and herself4 ,valuable time was wasted by allowing the child to talk on at length1 without any motive other than the pleasure of talking4 ,it is not necessary to cut off entirely a child's talking with you outside of school hours4 ,such pleasant associations between teacher and pupil are to be encouraged4 ,we are concerned in this case with the child who likes to talk just to keep herself in the foreground4 ,by heeding only those questions which have weight1 by listening to the child's talk only long enough to be polite1 you will help her to control a desire which1 unrestrained1 will1 in the future1 make her presence unbearable4 ,,illustration 7,,sixth ,,grade7 ,sidenote3 ,reforming ,habits ,when ,miss ,carleton first came to teach in the sixth grade in ,east ,orange1 ,new ,jersey1 she was warned that certain little girls in her room had the habit of talking to the teacher whenever they could get an opportunity4 ,they enjoyed loitering around the teacher whose place ,miss ,carleton had taken1 because they thought it was her duty to listen to everything they had to say4 ,as a consequence1 they literally ruled the room4 8,miss ,kimball says 4440 and 8,miss ,kimball says 4440 they would remark as if they were the appointed interpreters of ,miss ,kimball4 ,miss ,carleton made an immediate decision that she would show the children by her actions that she did not intend to waste valuable time listening to their empty talk4 ,as usually happens with a new teacher1 she was surrounded by a group of girl leaders at the close of the first session4 8,do you bring your lunch1 ,miss ,carleton80 8,did you know our room is going to give a set of books to the library this year80 8,that will be lovely10 ,miss ,carleton politely replied to the last question1 as the first one had been immediately superseded by the second4 ,she then stood to arrange her desk in a businesslike manner1 implying that the present moment offered no opportunity for further discussion4 ,immediately she went to her wardrobe1 saying as she did so1 8,i take it for granted you all brought your lunches4 ,i hope you will enjoy them4 ,you might move the waste basket a little nearer your desks so that it will be convenient for your papers and fruit skins4 8,when ,i come back from lunch ,i shall expect to see each one of you out in the school yard4 ,it is a beautiful day for a game of ,hop ,scotch4 8,good-bye40 ,so ,miss ,carleton tactfully mastered the situation of the first day4 ,,case #aaj 7,,sixth ,,grade7 ,miss ,atkinson was an intelligent1 quick1 good-natured little woman whom the children really liked4 ,she never got angry1 and her discipline was good so far as the big misdemeanors were concerned4 ,the ,a division was reciting its arithmetic lesson while the ,b division studied4 ,miss ,atkinson sent half of her class to the board and started to give out an example4 ,sidenote3 ,talking ,during ,recitation 8,may ,i find out the lesson from ,tom80 ,a boy who had been absent the day before was speaking1 without pausing to raise his hand for permission4 ,miss ,atkinson nodded and read the example over again4 8,we had that example yesterday10 came from one of the pupils in the class4 8,no1 we didn't4 ,it was something like it but it wasn't the same10 replied another4 ,before the dispute was settled and the children at work1 five minutes of the recitation period had been wasted4 ,ten minutes later1 ,alice1 of the ,b division1 asked if she might open a window4 ,then ,grace wanted to borrow a pencil4 ,while ,miss ,atkinson was showing ,joe how to point off1 ,henry called out1 8,how many places must we carry it out80 ,by the time the various queries were answered1 ,joe's attention had wandered and in order to make his difficulty clear to him1 the teacher had to go back over the ground already covered4 ,thus every class period was frittered away4 ,questions were continually being fired at the teacher like shots out of a gun4 ,one bold pupil was constantly making remarks intended to be funny or to delay the progress of lessons4 ,miss ,atkinson could not see the harm in answering the seemingly legitimate inquiries1 and her efforts to curb the general habit of talking aloud were altogether too mild4 ,fully one-half of both the children's and the teacher's time was wasted by such interruptions4 ,serious1 concentrated effort was impossible and the duller pupils were confused and distracted by this endless breaking into their train of thought4 ,,constructive ,,treatment ,insist that the work in hand shall not be interrupted4 ,if for one day the teacher will persistently refuse to recognize questions spoken aloud without permission1 a long step will have been taken in the direction of correcting the bad habit4 ,allow two or three minutes between classes1 if necessary1 for answering the questions of the division which has been studying4 ,henry should be led to raise his hand if he needs help1 and his difficulty should be settled in turn--after ,joe's has been explained4 ,the bold pupil would lose some of his smartness if he were fully occupied with work4 ,keeping the pupils constantly busy in the arithmetic class1 by dictating rapidly and putting a premium upon getting through quickly1 prevents discussions upon unessential parts of the work1 such as whether or not the same example had been given out before2 the children do not have time to consider the matter4 ,,comments ,it is not difficult to make children see that the rights of others are infringed by interruptions such as speaking aloud without permission4 ,once this is understood1 the teacher must stick to her refusal to recognize such interruptions4 ,when the children understand that they are expected to keep silent1 they form the habit of waiting for permission before asking questions4 ,unless the teacher shows respect for the lesson in hand--not allowing her attention to be distracted from it--she can not expect the pupils to do so4 ,some teachers are afraid to refuse to answer questions at the time they arise in the child's mind1 fearing to bring the child to a standstill in his work and that he will be idle unless his difficulty is settled4 ,it is a part of a child's education to learn to be independent1 to solve his own difficulties4 ,too much dependence on 8,teacher0 unfits the pupil for progress in his lessons or in anything else4 ,,illustration 7,,sixth ,,grade7 ,the habit of talking aloud is easily cured4 ,miss ,ellis was called upon to substitute in the place of a teacher who had been lax in her discipline4 ,the pupils talked aloud almost as freely as if they had been in their own homes4 ,miss ,ellis knew her position as substitute would be a hard one1 and made up her mind that she would spend the first day1 if necessary1 doing nothing but enforcing order4 ,sidenote3 ,making ,up ,time ,the first time a child talked out loud without permission1 she said1 quietly1 8,now1 ,john1 you know we can't get very far with this lesson if we are to be interrupted4 ,and we don't want to have to take it over again tomorrow4 ,suppose you try to settle the matter yourself1 or wait until after this class to ask me40 ,and she did not answer ,john's question4 ,it was only a few minutes until ,isabel remarked that she couldn't see what was written on the blackboard from where she sat4 ,miss ,ellis told ,isabel that by standing up she could read what was written there very plainly1 and that it was unfair to the rest of the school for her to take up their time by speaking aloud4 ,at the third interruption ,miss ,ellis said1 again very quietly1 8,at this rate we shall all have to stay after school today to finish our work4 ,i will not answer any more questions until this class is over4 ,then ,i will give you three minutes to do all the speaking1 borrowing1 and so forth that is necessary for the rest of the morning4 ,and any talking aloud will put us just five minutes behind with our work1 so we'll have to make up that five minutes after school40 ,no one went home that afternoon until an hour and a half after the regular time for dismissal1 but the talking aloud habit was broken1 once and for all1 during ,miss ,ellis' regime4 ,one big element in a teacher's control of a school is a phase of stick-to-it-iveness1 namely1 her ability not only to prescribe a given line of action but to stick to it herself and hold her pupils to it day after day4 ,too many teachers are spasmodic in their control4 ,they are very strict for a few days1 then grow negligently lax in their discipline1 only to pull their pupils up to the previous standard again with a jerk4 ,it is just as easy to form good habits as bad ones1 but a teacher can never hope to train a school in good habits if she punishes today what she leaves unnoticed tomorrow1 as ,miss ,rand1 a seventh grade teacher1 did4 ,,case #aaa 7,,seventh ,,grade7 ,sidenote3 ,useless ,talking ,it was ,friday afternoon and both teacher and pupils were weary of the school-room and of work2 all were a little cross and nervous1 and impatient for the dismissal bell to ring4 8,make ,john quit tying my hair-ribbon to the inkwell10 spoke up a girl from the back of the room4 ,before ,john's case was quite settled1 8,may ,i erase the boards after school80 8,does our geography lesson begin on page #bfh or #bfg80 8,do we have to write our compositions in ink80 and so forth--an endless string of useless questions1 confusing to those who were trying to study and nerve-racking to the teacher4 ,and besides the talking aloud there was a constant and needless passing to and fro4 8,now see here1 children1 this has got to stop4 ,monday morning we're going to turn over a new leaf and put a stop to this talking aloud4 ,remember that6 ,the first one who talks or leaves his seat without permission will be punished40 ,monday morning1 true to her word1 ,miss ,rand punished every child who talked aloud without permission4 ,tuesday and ,wednesday the school was a model of quiet and order4 ,but ,thursday ,miss ,rand had a headache and did not feel quite equal to having it out with ,theodore when he asked1 without permission1 8,is this the #bbnd of the month80 for it was a perfectly legitimate inquiry1 inspired by the exercise in letter-writing which was his language lesson4 ,a half hour later ,margaret called ,miss ,rand's attention to the fact that the clock had stopped1 then looked scared as she realized she had broken the rule4 ,miss ,rand argued to herself that the child meant well1 so she let the talking aloud pass uncommented upon4 ,and so it went1 the children falling rapidly back into their old habit of talking whenever they pleased4 ,by the middle of the next week pandemonium was again the order of the day and ,miss ,rand again 8cleaned house10 saying1 8,tomorrow morning ,i'm going to begin making everyone of you who talks aloud stay in at recess4 ,there is no reason why you can't do your work quietly1 and tend to your business without asking so many questions10 and for a few days she was most energetic in enforcing quiet and order4 ,but in two weeks the school-room was again a place of noisy confusion4 ,and so it went4 ,,constructive ,,treatment ,instead of announcing1 each time1 that there would be a change in her way of running the school1 ,miss ,rand should have said1 8,don't talk aloud without permission1 ,theodore10 the first time and then1 without saying any more about it1 she should have quietly signified by a gesture or a look that speaking aloud was forbidden1 refusing to answer queries put in this fashion4 ,if she had done this every time a pupil spoke aloud and had never let a single opportunity to correct this bad habit go by1 the school would always have run as smoothly and as well as it did for the few days after one of her periodic upheavals of enforcing order4 ,have backbone enough to stick to the course of action which you know to be the best1 in spite of the fact that you are tired and that four o'clock is almost at hand4 ,all you need to do is to raise your hand in a gesture enforcing silence1 but do it every time talking aloud occurs4 ,the effect of quiet insistence upon the no-talking rule is much better than a hundred spells of violent housecleaning1 with periods of laxness in between4 ,,comments ,a school can not run smoothly and be governed well if the authority of the teacher has to be constantly brought into view4 ,it is the unseen authority which counts for the most4 ,a teacher who is consistent1 and who makes her pupils understand that she means what she says always--not just temporarily--gains their respect and confidence4 ,she can govern them then without the prop of punishment or rewards1 because they feel her strength and continuity of purpose--her ability to govern4 ,,illustration ,sidenote3 ,work ,steadily ,a certain young man who owned a fine colt undertook to break him himself1 although he had had no experience in training horses4 ,the colt was high-spirited and difficult to control1 the young man impatient and nervous4 ,when the colt did not do as he was expected to immediately1 the young man was apt to lose his temper and use the lash pretty roughly4 ,one day an experienced horseman watched such a performance from across the street4 ,the young man gave the colt several beatings in succession1 the horse becoming more and more difficult to handle all the while4 ,after the horseman had watched a long time in silence1 he called to the colt's owner1 8,put up your whip1 young man1 and hold the lines tight and steady and you will find that your colt will act differently40 ,the young man acted upon the suggestion and found that he could claim immediate success4 ,,case #aab 7,,seventh ,,grade7 ,sidenote3 ,too ,great ,absorption ,miss ,bersley was a teacher in the fourth grade of a school in ,brockton1 ,maine4 ,she was an enthusiastic young woman1 but there was one great drawback to her teaching4 ,she became so interested in what she was saying1 that she gave the backward pupils in her room no chance to recite4 ,they were too slow4 ,she was always sure of a quick reply from such children as ,spencer ,thorpe4 ,he was ever ready to speak on every subject1 even though he was not always informed4 ,miss ,bersley would not have openly admitted this to be the situation1 but her recitations disclosed her attitude4 8,name the principal manufacturing towns in ,new ,england40 ,up went ,spencer's hand4 ,miss ,bersley hesitated4 ,spencer flung his arm around until she said1 8,all right6 ,spencer1 since you are so anxious to recite1 you may tell us40 ,once on his feet1 he named one town after another1 as fast as they came into his mind1 regardless of whether they were manufacturing towns or whether they were located in ,new ,england4 8,what natural advantages does ,new ,england have for manufacturing80 ,as usual1 ,spencer raised his hand4 8,very well1 ,spencer40 ,so1 through over thirty minutes recitation1 out of a class of thirty-five1 ,spencer ,thorpe was called upon five times1 while many less forward pupils were given no opportunity for self-expression4 ,,constructive ,,treatment ,at the beginning of the geography recitation say1 8,i am going to try a new plan in the lesson today4 ,let us see if ,i can tell who knows his lessons by the way he looks instead of by the raising of his hand40 ,be sure to give as many of the children an opportunity to recite as you can--all if possible4 ,at the beginning of the next recitation say1 8,the plan we tried yesterday worked so well1 ,i believe we will try it for the whole day40 ,,comments ,by calling on all or nearly all of the pupils1 you will accustom the boy who wants to speak all the time1 to the idea that he must take his turn with the others4 ,by substituting an intelligent interest in the recitation for the raising of hands and the mere pleasure of being the central figure in the class1 you will raise the class standard to a higher level4 ,by assuming an attitude of attention1 the pupils will unconsciously become interested in each other's recitations4 ,the teacher may not hope entirely to do away in a day with the excessive raising of hands1 or of speaking without waiting to be called upon1 but the fact that she has secured her point during one recitation makes it easier the next time to suppress the excessive desire1 on the part of one or two pupils1 to monopolize the time and attention of the class to the exclusion and detriment of others4 ,,illustration 7,,eighth ,,grade7 ,at the beginning of the class in ,united ,states history in the ,deerfield rural school1 ,miss ,deaton decided she was going to do away with the privilege which four of the pupils seemed to claim of talking all the time4 ,sidenote3 ,refuse ,answers 8,we have so many points to cover in the recitation today1 we shall have no time to stop for the raising of hands4 ,i shall call on you individually without waiting for that4 ,every one be ready to answer promptly40 ,miss ,deaton smiled4 ,her attitude was one of complete confidence4 ,the class responded accordingly4 ,just once during the recitation did ,george ,mills1 the class 8speaker10 forget4 ,miss ,deaton had only to raise her eyebrows to remind him that this was not the form to be followed that day4 ,laxness on the part of the teacher1 even in a seemingly trifling matter1 sometimes destroys the order in a school-room for all time4 ,to get the best results and to make the most progress in school work1 there must be no leaks in the efficiency tank4 ,the experience of a certain eighth grade teacher proves this to be true4 ,,case #aac 7,,eighth ,,grade7 ,miss ,james was a strict teacher who kept her word and was both feared and respected by her pupils4 ,technically she was a good teacher1 too2 that is1 she knew how to present a subject to the child mind1 to organize and emphasize the vital points in a lesson4 ,there was apparently no reason why the children of the eighth grade room should not accomplish as much as the individual ability of each child would permit4 ,sidenote3 ,interrupting the ,studious ,but they were not doing it4 ,mildred1 who had gotten averages of #ij in most subjects throughout the seventh grade1 was hovering just above the passing mark4 ,the same was true to a lesser degree of others1 and there was a continuous effort on the part of ,miss ,james1 the teacher1 to suppress small naughtinesses in children who had good records for previous years4 ,the children never finished tasks in the time assigned and the work done was mediocre in quality4 ,miss ,james did not realize how badly things were going until ,mildred's mother presented the case to her4 ,it was just after the monthly issue of report cards4 ,mildred's card showed some unusually low marks--one that was far below passing grade4 ,mildred was a conscientious girl and could not herself understand why she failed to do as good work as she had done the year before4 ,she knew she worked hard but she never seemed to accomplish results4 ,things always managed to happen just so that she had to skip over the last few paragraphs of her history lesson in a hurry1 and look up all her reading words at recess because she had no other time to spend on them4 ,when she showed her card to her mother1 bitter tears of hurt pride were in her eyes1 for in the past there had never been anything but commendation at home when she brought home her month's record4 ,her mother1 being a wise woman1 drew her little daughter to her and asked3 8,what's the matter1 dear8 ,father and ,i know you don't waste your time at school4 ,there must be a reason for these low marks4 ,is it that ,miss ,james is unfair8 ,doesn't she give you what you deserve to get80 8,no10 sobbed ,mildred4 8,it isn't that4 ,she marks higher than ,miss ,johnson did last year4 ,i really don't deserve to get any more than this4 ,i do well enough on tests when ,i can study up1 but ,i don't do good work every day40 ,and ,mildred cried out her trouble in her mother's arms4 ,that lady resolved to visit ,miss ,james the next day and have a serious talk with her4 ,miss ,james had seen that the eighth grade was doing uncommonly poor work and had cast about in her mind for the reason4 ,she had shortened lessons until she was in danger of not complying with the schedule1 and she had watched with an eagle eye for inattention and laziness4 ,when ,mildred's mother pointed out the contrast between this year's and last year's work she was forced to admit that ,mildred was always busy and was by no means a dull pupil4 ,what was the trouble8 ,she decided to watch more closely than before the events in her school-room4 ,the next morning after opening exercises were over1 her glance over the room showed her every head bent over a book4 ,the room was so quiet that ,robert ,woods' wheezy breathing 7he had a very bad cold7 was distinctly audible4 ,then the stillness was broken by ,john4 ,he saw ,miss ,james looking at him and asked a question about the lesson4 ,most of the children looked up from their work1 shifted their positions1 or gave some other evidence of having noticed the break4 ,in a few minutes someone else asked permission to leave the room4 ,and so on through the period4 ,not until she had watched for several periods did ,miss ,james realize the stir each one of these speeches aloud made1 and how frequent they were4 ,then she saw that the speaking aloud disease had reached an advanced stage in her school-room and that it1 and it alone1 was responsible for the seemingly causeless deterioration in her pupils' work4 ,,constructive ,,treatment ,do not sit still in the front of the room during a study period and let children ask questions whenever they please4 ,require them to raise their hands and then go to them and settle the difficulty quietly without disturbing the rest of the school4 ,develop the social consciousness in the child as early as possible4 ,make him realize that1 for the general welfare of the whole school1 it is worth his while to forego satisfying his need immediately4 ,,comments ,in this case the teacher was a good one and a good disciplinarian1 but one minor weakness in her fabric of control had undermined all the rest of her good work4 ,work1 no matter how earnest it may be1 can not be constantly interrupted without suffering the consequences4 ,the inspiration is gone and interest flags4 ,the fullest and best work of which children are capable can never be finished on time if it is accomplished under the stress of interruptions and distracted attention4 ,a steady noise1 even a clatter or roar1 does not disturb a worker after he becomes accustomed to it4 ,it is the occasional outburst1 the sudden breaking in upon a silence1 that confuses the mind4 ,,illustration ,sidenote3 ,exhausted ,nerves ,a young engineer who was accustomed to working in a downtown office in a big city was transferred to a branch office in a small town4 ,in the city he had been surrounded by the continuous clatter of typewriters and adding-machines1 the noise of the traffic in the street below and the boom of elevated trains just outside the window4 ,because these sounds were steady and relatively constant1 the man did not notice them4 ,he paid no heed1 though his work required intense concentration and uninterrupted thought4 ,in the small town branch office he was the sole occupant of a little room looking out upon an uncleared field4 ,shortly after the engineer's arrival the owner of the adjacent land began to clear it4 ,he used dynamite to blast out the stumps4 ,the explosions of the blasts would have been lost in the din to which this man had been accustomed in the city1 but breaking in upon a dead silence as they did1 they annoyed the engineer so much that he lost much time trying to pick up the broken threads of his work every day4 ,then1 these noisy explosions began to get on his nerves1 for he was a high-strung man4 ,at the end of two weeks he had a nervous breakdown which was caused by nothing but these periodic disturbances that set his nerves on edge and shattered his self-control4 ,fortunately1 by the time he had recovered from his illness1 the blasting was finished and he went on with his work undisturbed4 ,,case #aad 7,,high ,,school7 ,when ,miss ,barton had charge of the high school assembly room in ,geneva1 ,illinois1 it was always a time for unlimited privilege on the part of the pupils4 8,miss ,barton1 may ,i speak to ,elsie80 ,susan ,emmons asked1 without raising her hand4 ,two blonde heads were soon together talking over what they were going to wear to ,jeannette's party4 ,two minutes later3 8,please1 may ,i speak80 ,this was from a demure-looking girl who was never known to ask this privilege from any other teacher4 ,several minutes passed without a reply from ,miss ,barton4 ,she was enjoying some peace in reading her home newspaper when again1 8,miss ,barton1 may ,i speak to ,susan80 8,yes0 7said without thinking74 ,then1 when ,elsie was on her way to speak to ,susan1 she recalled1 8,didn't ,i just give you permission80 8,no1 you gave ,susan permission to speak to me40 ,sidenote3 ,too ,frequent ,speaking 8,all right40 ,miss ,barton sighed as she turned her attention to another part of the room1 where two boys were amusing themselves looking out of the window4 ,,constructive ,,treatment ,refuse1 without discussion1 a request to speak1 when you know it is not necessary4 ,it is often wise to ask1 when such a request is made1 8,is it necessary80 ,look into the child's eyes as you say this1 letting him see by your attitude that you do not intend to give the permission unless it is necessary4 ,one cautious teacher asks1 8,is it something about your lessons80 ,refuse all requests that have nothing to do with the pupil's work4 ,limit the time for speaking4 ,do not allow more than one person to speak at a time4 ,much speaking can be avoided frequently by quietly stepping forward to the person who asks the permission and saying1 8,can ,i help you8 ,we won't disturb ,susan if we can help it40 ,the implied suggestion is itself a reminder to be more careful about asking such favors4 ,if you make it clear when you first take charge of a study room that you expect little or no whispering1 the pupils will soon find out that such 8speaking0 is quite unnecessary4 ,,comments ,in the case of ,miss ,barton1 the pupils misused a privilege which should have been reserved for special circumstances only4 ,the study period is not a time for idleness or recreation on the part of the teacher4 ,if she makes it so1 she can not blame the pupils for following her example4 ,,illustration 7,,high ,,school7 ,miss ,herrick had charge of the study hall in the ,pittsfield ,high ,school the last period of every day4 ,her presence meant 8,study40 ,there was no time for foolishness when she came into the room4 ,she treated requests to speak in such a chary manner that a pupil would think twice before asking the privilege4 8,may ,i speak80 ,sidenote3 ,learn the ,reason ,miss ,herrick would not say a word1 but would beckon the pupil to her desk4 8,what would you like to learn1 ,jessie80 8,i wanted to ask ,mary how to do an algebra problem40 8,bring your book up to the desk2 perhaps ,i can help you40 ,so time after time a request to speak to a fellow pupil was turned aside for something more helpful4 7#c7 ,studying aloud4 ,probably few teachers realize the difficulty a child meets in learning to suppress tone and muscular movement of mouth and lips while reading4 ,indeed1 the adult can assure himself that in silent reading1 even he does not suppress all movement of tongue and vocal cords4 ,,case #aae 7,,third ,,grade7 ,when ,miss ,smedley took charge of the third grade in the ,russell ,sage ,school1 she had to meet several new situations1 one of which was most annoying4 ,almon ,metcalf insisted on studying aloud4 ,most of the pupils in the room were accustomed to this1 as he had been in the same room with them for years4 ,sidenote3 ,studying ,aloud ,miss ,smedley was conducting a class in arithmetic in the upper division1 when she heard a monotonous mumbling on the other side of the room4 ,almon ,metcalf was studying his reading lesson4 8,almon1 ,i wish you would study silently4 ,don't you know you are interrupting our arithmetic lesson80 ,all the children then turned around to look at ,almon4 ,again she started to take up the lesson1 but the children's attention was all on ,almon4 ,miss ,smedley's patience was taxed to the utmost4 ,it was hard enough to pound two times two into the minds of children when they were interested1 but to have their attention distracted by a boy who insisted upon studying out loud--this was too much4 8,almon ,metcalf1 come here60 ,the scared little boy hesitantly walked up to the front of the room4 8,aren't you ashamed to take up my time this way80 ,miss ,smedley shook him while the rest of the room looked on the scene with greatest interest4 ,,constructive ,,treatment ,give the boy an isolated seat for the time being4 ,when with him alone apply a test whereby you can find out the cause of his studying out loud4 ,take a second grade reader and pick out a simple paragraph3 8,almon1 read this paragraph to yourself40 ,if you discover he can not tell you what he has read when he has finished the paragraph1 teach him how to read silently4 ,this matter of teaching silent reading is a point neglected by a great number of teachers4 ,take one short sentence from the second reader4 ,read it to yourself1 first1 so that he can watch you4 ,then ask him to read the sentence the same way4 8,what did you read80 ,if he answers correctly1 say1 8,that's right4 ,now read two sentences40 ,if he can not tell you what he has read1 give him a simpler sentence4 ,do not give up the test until he is able to read something1 no matter how easy the sentence may have to be4 ,on the following day give the whole class the same test4 ,select a somewhat more difficult sentence4 ,let the one who can first give the words orally1 raise his hand4 ,make a game of silent reading and its difficulties will soon disappear4 ,with third grade children1 the teacher should show her class how to study each lesson4 ,it is not enough to give an assignment4 ,the method of study should be outlined4 ,for the preparation of the reading lesson1 for instance 7for that is the subject in which a child is more likely to study aloud71 put a list of the most difficult words on the board and mark them for pronunciation4 ,ask the class to examine the words4 ,then say1 8,are there any words you can not pronounce80 ,give special attention to the boy who studies aloud1 asking him to pronounce the words which you have written on the board4 ,for the fourth and upper grades1 place a list of the more difficult words on the board1 the meaning of which the children should be asked to look up in their small dictionaries2 and do not forget that children have to be taught how to use the dictionary4 ,have play drills in this as in all other difficulties of a mechanical sort4 ,,comments ,miss ,smedley did not stop to figure out why ,almon ,metcalf studied aloud4 ,if she had1 she would have taken into consideration the fact that he had been two years in school without being taught how to study4 ,she would have realized that calling the attention of the whole room to his deficiency would not help him to break the habit4 ,the boy was not the only one who was to blame for distracting the attention of the class in arithmetic4 ,miss ,smedley's own remarks were instrumental here4 ,almon ,metcalf needed ,miss ,smedley's special guidance in learning how to study4 ,,illustration 7,,fifth ,,grade7 ,when ,rosa ,bentley entered the fifth grade of the ,lowell school1 ,miss ,sieger recognized her at once as an inveterate talker4 ,this was especially manifest in the study periods where ,rosa had formed the habit of studying aloud4 ,sidenote3 ,teach ,silent ,study 8,well1 there must be some cause for the child's doing this10 thought ,miss ,sieger4 8,she is another one of those untrained pupils40 ,miss ,sieger was aware of the deficiencies in our school system4 8,i'm going to teach ,rosa how to study40 ,that afternoon she worked alone with the child for fifteen minutes1 patiently helping her1 sentence by sentence1 to comprehend what she was reading without pronouncing the words aloud4 ,this was only the beginning of a series of special lessons in how to study4 ,when ,rosa had gained some headway1 ,miss ,sieger held her up as an example to an occasional delinquent4 8,rosa has learned how to study1 now can't you80 ,,case #aaf 7,,seventh ,,grade7 ,in ,miss ,algernon's seventh grade room there were three pupils who insisted on studying aloud4 ,sidenote3 ,studying ,aloud 8,i should think that by the time you reached the seventh grade1 ,john ,leavitt1 you would know how to study4 ,only babies in the second and third grades have to study aloud4 ,i don't know what our schools are coming to when they allow pupils to be promoted to the seventh grade who have never learned how to study4 ,i can not see that there is much use of your being here4 8,suppose you go down into ,miss ,kreisler's room this morning and learn how to study4 ,her little third grade pupils know more about studying than you do40 ,at the same time1 ,miss ,kreisler was telling her children1 8,miss ,algernon is going to send three of her seventh grade pupils down here this morning1 because they have been disturbing her whole room by studying aloud4 ,i want you to show them that you can study silently40 ,she had no more than finished her statement1 when three children1 ,john1 and ,farry ,lawrence and ,ellery ,comstock1 came into the room with all the assurance that such a conspicuous position could give them4 8,you may take those three vacant seats10 said ,miss ,kreisler1 as she mustered all the self-control she had to keep from laughing4 ,the situation was so incongruous4 ,the little children caught the spirit and a general giggle rose in the room4 ,it did not take ,miss ,kreisler many minutes to see the futility of such a corrective measure4 ,she sent word to ,miss ,algernon3 8,the plan didn't work4 ,you'll have to try something better40 ,,constructive ,,treatment ,give a sample lesson of the situation as it would be if everyone in the room studied aloud4 8,let's try it4 ,take your geographies4 ,don't be afraid4 ,read aloud1 everyone4 8,that will do4 8,how did it seem8 ,do you think we can afford to study that way8 ,we couldn't get much done1 could we8 8,all right2 let us remember to have consideration for others in the room when we are studying4 8,i think that list of questions on the board will help you in preparing your geography lesson for today4 ,you will find the answers on pages fourteen to seventeen40 ,,comments ,it did not help the children who had never learned how to study1 to be held up in ridicule before a third grade room1 nor to be cited as the product of a poor school system4 ,miss ,algernon gave the children the impression they were the ones at fault and1 what was even less excusable1 that there was little hope for them in school4 ,this would hardly inspire them with courage for greater effort4 ,,illustration 7,,eighth ,,grade7 ,miss ,griffin1 a teacher in the eighth grade of the ,waller ,avenue ,school1 decided to cure two boys in her room who had the idea they could not study in school unless they spoke aloud4 ,during a study period in which she was at leisure she went quietly to each boy's desk and privately asked3 8,are you a ,chinese boy1 ,leonard80 ,the boy laughed and shook his head4 ,sidenote3 ,chinese ,method 8,i thought not4 ,well1 do you know1 ,leonard1 that ,chinese boys study out loud8 ,a ,chinese boy learns his lessons by shouting aloud until he has committed the passage to memory4 ,then he hands his book to the teacher1 turns his back and recites the lesson as fast as he can4 8,now1 you are not a ,chinese1 ,leonard1 neither are we advertising the old ,chinese method of education4 ,let me see you study like an ,american boy hereafter40 7#d7 ,tattling4 ,the tale-bearer usually acts to satisfy some secret desire either for fame or for revenge4 ,tale-bearing grows directly out of the taproot of selfishness4 ,fortunately1 public opinion1 both in school and out is sufficient to suppress the majority of pupils in their leanings in this direction4 ,nevertheless1 a few individuals now and then taste the sweets of tale-bearing4 ,these are apt to be in the lower grades1 where the force of community ideas has less weight4 ,for the sake of both teacher and pupil it is necessary to mark a clear distinction between the legitimate report of a misdeed that is a menace to good order and the petty1 selfish carrying of stories of other pupils' misdemeanors4 ,the difference is marked by the character of the motive and the frequency of the reporting4 ,some supervisors and administrators take the unwarranted position that all reporting of misbehavior by pupils is wrong4 ,they do not expect nor desire information of misbehavior to come to them from pupil sources4 ,they highly commend all pupils who refuse to answer questions on the misconduct of their schoolmates4 ,they deny that the best of motives can warrant a revelation of student wrongs to the school authorities4 ,this position is extreme4 ,it seems due to an attempt to adopt a pupil's point of view4 ,it positively contradicts the duty laid down by public sentiment and the fundamental law of the land1 to the effect that all good citizens must aid in the discovery and repression of crime4 ,a pupil stands in a double position4 ,he owes good will both to his comrades as individuals and to the school as an institution4 ,his duty to neither must be overlooked4 ,the rule of right in the case seems to be somewhat as follows3 to his schoolmates he owes a generous silence when their misdeeds are not a serious menace to the school and a kindly sympathy when he must report their wrong actions4 ,to the school he owes a loyalty that requires only a reporting of that which if left untold will be a serious injury to both the wrong-doer and to the school4 ,these broad statements need careful application in particular instances4 ,for example1 to answer the questions of an administrator should never be construed as tattling4 ,to relate daily that ,charley has been dropping hints of his intention to give ,robert a sound thrashing should not be approved under the head of school loyalty2 it stands on the level of gossip4 ,teachers will do well to weigh carefully the attitudes of the conscientious and the over-conscientious pupils of their schools4 ,the sense of duty to their schoolmates and to their teachers sometimes leads them into embarrassing dilemmas4 ,a rough and ready rudeness with them will mark the dull and hardened teacher1 who may foster a strained abhorrence of tale-bearing4 ,in the daily experience of the school-room it will be found that tattling usually arises from a distinctly selfish impulse4 ,perhaps jealousy is the most usual inciting cause4 ,at times there is a standing antagonism between two pupils2 the hope of revenge is here the leading impulse to tale-bearing4 ,in other instances mere acquaintance1 with neither friendship or antipathy1 is to be observed2 the eagerness for a sensation such as seeing a boy or girl whipped may lead to reporting minor or major wrongs4 ,sidenote3 ,first ,grade ,the little child who comes to school and tells the teacher and his playmates all the happenings of the home is as annoying as the pupil that is constantly coming to the teacher to tell that a certain pupil did this or that1 or1 in common school language1 tattles4 ,while a few teachers cultivate this practice in pupils1 it is right to brand it as one of the most ignoble of habits4 ,teacher and pupils can be no better off for knowing all that goes on in a certain home4 ,the teacher should tactfully talk of something else--something so interesting as to divert him from his talk about home matters4 ,the habit of tattling or 8telling on0 other pupils is more annoying and usually gets the pupil who indulges in the habit into ill-repute with the other pupils4 ,it must be admitted that the teacher sometimes needs information from a pupil or pupils to ferret out some misdemeanor4 ,but this should be given only when the teacher asks for it4 ,in the first grade it is almost an exception if the teacher needs to ask pupils to give information to explain some misdemeanor4 ,if the teacher pays no attention to tattling1 it will soon stop4 ,the spirit of tattling can be effectively cured1 if1 when the child tells on a certain pupil1 the teacher will turn to the child and ask him if he does not admire some particular trait in the other child4 ,often the motive for tattling is envy4 ,by asking something about the other child's good traits1 envy will be eradicated1 and it will be the exception if the offense is repeated4 ,,case #aag 7,,second ,,grade7 ,daisy was a talkative child4 ,her eyes went everywhere and her ears picked up all the news that passed her way4 ,sidenote3 8,telling on0 the ,pupils 8,teacher1 ,tommy's whispering0--8,jennie lost her book0--8,philip said some bad words0--8,annie's papa's dead1 and she says she don't care40 ,after a few interruptions of this sort1 her teacher broke out with3 8,if you don't shut up1 ,i shall go crazy4 ,why don't you go to work and leave other people's affairs alone80 ,such a rebuke closed up the torrent of tattling for only a very few minutes4 ,the next string of remarks was cut off with1 8,not another word from you this morning4 ,you're a regular little tattle-tale40 ,when another remark began it was blocked by3 8,i can't hear any more tales from you today40 ,,constructive ,,treatment ,substitute some suitable form of expression for this excessive tale-bearing4 ,even an eager interruption of the child1 when you discern the trend of her remarks1 is entirely in order4 ,in particular try to find food for her mental hunger in the novel and sensational matters of her daily school life4 ,make immediate offers of help in her school work1 in place of patient attention to tales4 ,polite ignoring of the child's chatter will ultimately induce her to cease2 especially if you suggest your disapproval of her unkind remarks by saying3 8,i like to hear good things about people10 or 8,haven't you something pleasant to tell me today80 ,,comments ,no doubt the little tale-bearer often conveys useful information4 ,if the teacher discloses any satisfaction with these tales1 she may aggravate the very ill she should endeavor to cure4 ,any gains from tattling1 should be used with great caution4 ,the general attitude of indifference and unconcern is the best antidote for tattling4 ,when a story-teller loses his audience1 all the impulses to talk are quieted2 he necessarily runs down4 ,a dignified reserve and a continuous distraction from the disagreeable habit will be a certain remedy4 ,,illustration 7,,rural ,,school7 ,sidenote3 ,ignore ,remarks ,miss ,moffit1 recently at the ,endwood rural school1 had the art of drawing out her pupils' confidence on a variety of topics4 ,they discussed school work1 flower gardens1 dress-making1 electrical devices1 corn contests1 and a wide range of topics4 ,this freedom of intercourse spurred the tattlers also into action4 ,hilliard came up at frequent intervals with numerous1 personal incidents1 until he learned how to control his tongue4 8,some of the boys are taking home chalk in their pockets40 ,at another time1 8,sallie's eating in school time10 or 8,minnie didn't get her problems40 ,miss ,moffit sensed the drift of ,hilliard's mind4 ,she decided to become absolutely impervious to ,hilliard's tales4 ,she took the lead in conversations when he approached2 she switched from one topic to another so rapidly that he had no opportunity to make much of his fund of anecdotes4 ,she gratified his impulse to talk1 by asking him questions on themes in which he was interested4 ,tattling to the teacher lost its charm for ,miss ,moffit's pupils4 ,,case #aah 7,,third ,,grade7 ,marvel ,green was one of the innumerable throng of schoolboy caricaturists4 ,with periodic certainty he spread his drawings before pupil eyes for his own glory4 ,sidenote3 8,who ,drew the ,picture80 ,miss ,hatfield knew ,earl ,moss1 another mischief-maker1 so well that she turned to him when she discovered a new 8,green0 on the blackboard and in an official manner1 asked3 8,did you draw that picture of me over there80 8,no ,i did not10 was ,earl's quick reply4 8,who did it then2 ,i'm sure you know40 8,i won't tell1 ,miss ,hatfield40 8,you must tell me now4 ,i'll punish you if you don't40 ,good sense came to her rescue and she postponed action until there was time for reflection4 ,in the evening the boy's father called and said3 8,i understand that you are going to punish my boy if he does not tell who drew the picture4 ,now ,i came to say that ,i can't agree to that4 ,i don't want my boy to do wrong1 but ,i can't allow him to be punished for refusing to be a tattler4 ,you must find some other way out of it40 8,well10 thought ,miss ,hatfield1 8he has a strange idea4 ,i don't want to make a tattler out of his boy4 ,he's a queer one40 ,she didn't whip the boy1 and she never learned who drew the picture4 ,,constructive ,,treatment ,silently erase the picture1 or better still1 pay no attention to it1 if it is not a serious disturbance to school work4 ,at all events make no public attempt to find out the artist4 ,many teachers would refuse to question one who did a given wrong1 as it is almost certain to lead to complications4 ,if your hold on the school is strong1 laugh off the matter and say3 8,i know where to find a good salary for a competent cartoonist4 ,if any of you are interested1 let me know40 ,,comments ,general opinion is divided on the matter of tattling on a schoolmate4 ,blue law moralists demand that every child and every adult freely tell all they know against a fellow pupil4 ,the majority of persons may be trusted to oppose breaking down clan loyalty among pupils to the degree that any pupil shall be expected to tell of another's fault when requested to do so by a teacher4 ,the wise teacher manages to avoid raising this issue as he nearly always loses in the contest4 ,it is proper1 of course1 to ask a class to accept responsibility for a known prank4 ,,illustration 7,,fifth ,,grade7 ,superintendent ,alexander was loaded with the responsibility of bringing an end to a series of petty thefts in a fifth grade room4 ,the teacher laid the matter before him1 in a manner which showed her extreme annoyance4 ,he calmed her by saying3 8,leave it to me4 ,i have long said there are no #8bad boys' and ,i believe it yet40 ,mr4 ,alexander continues his story3 ,sidenote3 8,who ,stole80 8,the boys knew before this that ,i would play fair with them4 ,the first time ,i met two or three of the fifth grade boys individually1 ,i let them know that ,i was aware something was wrong in their room1 but made no charges nor inquiries4 ,there was good reason to believe that several boys were involved in the pranks4 ,by falling in with the boys they began giving me bits of stories about what had been stolen and when4 ,in a few days ,i was able to piece up accounts of three serious robberies4 ,i called together four boys who1 ,i was morally certain1 were guilty4 ,i said3 8#8,i want you fellows to straighten up some little matters that need your attention4' 8#8,what matters8' one of the boys inquired4 8#8,you know as well as ,i1' said ,i4 8,i paused a moment and told the three stories quickly4 ,i did not insist on anything further but promptly dismissed them4 ,within three days full confessions were made to me individually and restitution was accomplished in two cases40 ,personal influence is a powerful and a dangerous force4 ,sometimes children indulge in character-warping conduct in the hope of winning the personal favor of a beloved teacher4 ,,case #aai 7,,fifth ,,grade7 ,sidenote3 ,desiring ,approval ,sigrid ,holderson was a pale1 timid1 anmic child1 who never joined the other children in their play1 and one whom the other children seemed instinctively to dislike4 ,when she was in the fifth grade she conceived a blind adoration for her teacher1 ,miss ,field4 ,she brought her votive offerings of wilted flowers and specked apples1 all her limited resources afforded2 and she watched for chances to prove her devotion by running errands and cleaning erasers4 ,one noon she came in with flushed cheeks and handed ,miss ,field a crumpled piece of paper containing a list of names4 8,all those kids was sliding on the bank where you told them not to10 she announced4 8,i took down every kid's name that went down40 ,miss ,field had the usual horror of 8tattling40 8,why1 you little tattler1 you60 she said4 8,go right to your seat1 ,sigrid1 and don't ever do such a thing again6 ,you must never tattle unless it is necessary40 ,sigrid's humiliation was complete4 ,her adored teacher had rejected her choicest offering1 the paper whose writing had been done with stiff1 cold fingers to an accompaniment of jibes from the lawless sliders4 ,her little mind could not quite fathom why ,miss ,field did not approve her deed1 but seemed instead to take sides with the disobedient pupils4 ,this rebuff cured ,sigrid of tattling1 but the cure was worse than the disease4 ,when ,miss ,field deserted her1 ,sigrid felt she had lost her last friend4 ,her classmates heaped scorn upon her as a 8tattle-cat02 she withdrew more and more into herself1 and became more and more abnormally sensitive4 ,,constructive ,,treatment ,when a child tells on his classmates1 he is usually either over-conscientious or out of sympathy with them4 ,miss ,field might quietly have accepted the paper1 and thus have avoided increasing the estrangement between ,sigrid and her classmates4 ,she should then have set about finding the cause of ,sigrid's isolation1 and devised ways of making her one of the group4 ,she should have known that ,sigrid's pitiful paper was a bid for the approbation and love which her isolation denied her2 it was the blind feeling for common ground with another human being1 which ,sigrid missed because her relations with the other children were not healthful4 ,,comments ,it is usually the out-of-the-set child who tattles2 when his relations with the set are normal1 he will not practice tale-bearing4 ,tattling which grows out of pure love of mischief or pure malevolence is very rare4 ,,illustration 7,,eighth ,,grade7 ,sidenote3 ,visiting ,poolroom ,several boys from the ,london eighth grade were reported to be frequenting the poolroom4 ,the question was who planned and led the fellows in breaking the school rules and the ,state laws4 ,the teacher easily ascertained that three particular boys were in the company1 but there were others and the chief offender was not yet named4 ,superintendent ,mc,madsen took hold of the situation4 ,he met the three boys and said3 8,now we are not planning any sort of punishment1 even though the law permits it4 ,we want everybody to speak frankly and talk the matter over freely4 ,you boys are old enough to be summoned as witnesses and made to tell who was with you in the poolroom4 ,but that isn't the best way4 8,the proper thing to do is for you and me to come to an agreement as to what we should do about this matter in the future4 ,then ,i want you to tell the other boys also to come to me and talk the matter out40 ,the matter lay for a week before the last boy appeared4 ,the talks were brief1 but the moral victory of individual action on the issue was worth the patient delay4 ,,case #abj 7,,eighth ,,grade7 ,portia ,armstrong attended the moving picture show one evening and said to her teacher next day3 ,sidenote3 ,proposes ,joy ,rides 8,ben ,sawyer and some of the boys sat just behind us girls and said1 #8,say1 girls1 let's steal out and take a joy ride like that some night4'0 8,o1 ,portio1 what did you let him talk to you for8 ,never repeat anything such a boy says4 ,i think it's ridiculous the way girls and boys talk nowadays4 ,i simply don't want to hear of any such foolish going-on40 ,portia took her teacher at her word4 ,she told her nothing of what the boys said to the girls after that4 ,,constructive ,,treatment ,in your abhorrence of tattling1 do not permit yourself to lose an opportunity to safeguard an inexperienced girl4 ,say to ,portia1 8,how did the girls answer the question8 ,were any of them tempted to do such an unwise thing80 ,lead ,portia on in the conversation until you discover her own attitude toward the right or wrong of indulging herself in such forbidden pleasures4 ,leave her finally with a strong suggestion in favor of right conduct firmly lodged in her mind4 ,you may say in closing1 8,you will do all you can do1 won't you1 to prevent any of the girls from thoughtlessly entering into engagements which they may regret all their lives8 ,can't you girls plan some way to make the boys understand that you have too much self-respect even to be amused at such proposals8 ,it will be a good lesson for the boys as well4 ,apparently they have not a very high opinion of the girls40 ,,comments ,miss ,anthony1 by her own shortsightedness1 robbed ,portia of a teacher's wisdom and counsel1 and herself of a chance to gain insight into the social dangers of her pupils4 ,even if ,portia does not specially need counsel at the present moment1 she is liable at any time to have her scruples overruled by the stronger combined influence of the social group of which she is a member4 ,besides1 ,portia's good influence with the group may be greater than your own4 ,she reaches them directly1 you only indirectly4 ,,illustration 7,,high ,,school7 ,miss ,henderson in the same school made better use of her opportunities4 ,sidenote3 ,vile ,notes ,mary ,macknet1 who was in first year high school1 told ,miss ,henderson of a scandalous note that had been dropped on the desk of a loud1 forward girl by a daring boy4 ,miss ,henderson said1 8,i'm too disturbed by what you say to go on with my work4 ,let's sit down and talk about it4 ,how shocking that such an insult should happen to a girl6 ,i'm glad that you told me about it because now we can plan how to act in regard to it4 8,you say you have hardly ever spoken to the girl8 ,well1 make no change in your treatment of her4 ,some foolish girls will encourage her through ignorance and sympathy4 ,do not follow their example4 ,refuse to discuss the note episode with any of the girls4 ,if any of them begin to talk to you about it1 say1 #8,it's too disgraceful even to talk about4 ,is the next algebra lesson hard8'0 ,,case #aba 7,,seventh ,,grade7 ,sidenote3 ,broken ,show-case ,two boys in a wild chase dashed in at the front door1 turned to the left and crashed into a show-case belonging to a historical exhibit4 ,the ward school principal went to the seventh grade room and made inquiries4 8,who smashed that show-case80 ,no one answered4 ,then roll call was ordered and each pupil questioned1 8,did you break the show-case80 ,this brought no further light on the matter1 so the principal tried a broadside3 8,does anybody here know who broke the show-case80 ,nellie ,arbaugh's hand went up4 8,what do you know80 8,all about it40 8,tell me who it was40 8,i don't want to get anyone into trouble10 was ,nellie's stammering reply4 ,sidenote3 ,refusal to 8,tell0 8,you'll have to tell if ,i get hold of you10 was the menacing rejoinder4 8,i don't see how ,i can10 replied the perplexed girl4 ,the child related her experience at home in order to lighten the load of her troubles4 8,i didn't tell because ,i didn't want to be mean to the other pupils40 8,would you report a murderer if you saw him when committing a crime80 8,yes2 but school is different4 ,no boy or girl in school would tell unless he wanted to be mean4 ,the boys and girls who are naughty want to be let alone4 ,they'll settle with the teacher their own way4 ,if the teachers want to ask some questions ,i suppose it's all right4 ,but they shouldn't compel answers4 ,what shall ,i do1 mother80 8,don't lie1 child4 ,if you don't see that you ought to tell on another pupil don't do it4 ,prove your goodwill1 but turn aside these troublesome questions40 ,,constructive ,,treatment ,instead of this farce the principal of this ward school could make this announcement3 8,it is customary in this school for pupils to make good the damage done in a case like this4 ,if the cost of repairs is too large for them they may come to the office anyway and we will hit upon some plan of getting around the difficulty4 8,now ,i know that seventh graders are responsible for this accident4 ,i have traced that down to a certainty4 ,but ,i don't want to know who actually smashed the case4 ,please order ,mr4 ,selfredge1 the hardware man1 to make the repairs1 and then you settle for the expense and that will end the matter according to the standards of gentlemen40 ,,comments ,a teacher has no right to put a child into the predicament of choosing between two conflicting moral codes without explaining the situation and giving due thought to the pupil's viewpoint4 ,parents will rightly affirm that a teacher is tactless and incompetent who runs his pupils up into a corner on the matter of tattling4 ,on the other hand1 how strong is the appreciation of the teacher or principal who gives opportunity for a dignified moral choice6 ,the appeal to manhood or womanhood never fails to draw forth a response4 ,in some pupils the response is insufficient1 but when a wise disciplinarian makes such an appeal he almost invariably gets the desired results4 ,,illustration 7,,seventh ,,grade7 ,a drawing teacher appeared in a seventh grade room twice a week4 ,it came her turn to suffer from a school prank--pepper scattered on the floor produced an uncontrollable epidemic of sneezing4 ,there was not the least clue to the offender1 but the teacher was too proud to thrust the matter into other hands1 so she made this announcement3 8,you can see very well that this sort of thing is intolerable4 ,we must see that no one reports this4 ,i want to ask the seventh grade to hold a special class meeting and dispose of the trouble the best they know how40 ,the superintendent was notified of the plan1 consented to it1 and in fact waited with interest to see who was made chairman of the meeting4 ,to his dismay the neatest scamp of the forty pupils was made chairman4 ,after the superintendent retired1 the chairman with great dignity shut and locked the door1 and put the key in his pocket just in time to prevent the departure of two timid souls4 ,for an hour and a half the conference continued with almost unflagging interest4 ,at the end the door opened and the valiant chairman met the superintendent just emerging from a nearby position and reported3 8,that's all been fixed up4 ,it ain't goin' to happen again40 ,,case #abb 7,,high ,,school7 ,sidenote3 ,property ,destroyed ,the celebration of the decision of the school board to erect a new building caused the ,culpeper ,high ,school principal no little anxiety4 ,the bonfire was built on the schoolgrounds1 it was started without permission and some property belonging to the neighbors was destroyed--three serious offenses4 ,mr4 ,peters called in the senior class and said to each member privately4 8,did you witness the bonfire8 ,did you help build it80 ,there was no previous agreement1 yet each pupil kept totally silent as to the information desired4 ,their only reply was3 8,our class did it but ,i can't say who40 ,as a consequence1 hours of time were wasted and strained relations existed between pupils and teachers4 ,saddest of all there was no positive lesson in good discipline4 ,,constructive ,,treatment ,a better method is to let the matter rest so far as the class as a whole is concerned4 ,in a casual way1 say to the class president3 8,the bonfire built by the senior class involved some little expense for material4 ,i have an itemized list of the articles destroyed and what seems to be a just estimate of value4 ,i'll turn it over to you for adjustment4 8,i want to ask you to present this question to the class at your regular meeting next ,friday3 #8,shall we secure permission hereafter when we want to have a bonfire8' ,the answer is #8yes' or #8no4' ,i want the answer1 if you please1 at the close of your meeting4 ,i say this because the board of education insists that ,i bring word to them of your action40 ,,comments ,the stories of student escapades of by-gone days have left a reputation that later pupils must live down4 ,in fact1 the pranks of today are1 on the whole1 not so serious as those of the past1 although teachers many times are over-anxious about student conduct4 ,it is safe to assume that there is no criminality in the ordinary public school pupil4 ,by treating the breach of decorum of school rules as1 in a way1 accidental1 the actual restraint of pupils from serious excesses is much more certain4 ,the opportunity of passing upon the nature of a misdeed in school is a most valuable one1 in view of the larger need of private judgment of community activities which is required of every citizen4 ,teachers are in the wrong when they demand that every prominent act of disobedience shall be referred to them for final action4 ,the natural right of private judgment is defended by the usual horror of tattling4 ,consequently1 a teacher who sees all these facts will guard against infringement of pupils' rights at this point4 ,,illustration 7,,high ,,school7 ,life in the ,pemberton ,high ,school seemed stale to ,charles ,rembrandt4 ,he secured two faithful aids and planned an event that would add some 8pep0 to life4 ,sidenote3 ,high ,school ,tricks ,si ,jones milked at #d3cj a4m4 and was off to work by #e3cj4 ,the three boys procured two pairs of old pants and an old blanket and stealthily slipped into ,si's barn after ,si's disappearance and before daylight4 ,in twenty minutes' time the cow was 8dressed40 ,the rope seemed to be securely tied1 so the boys quickly departed one by one1 not leaving any clue to their identity4 ,old ,blossom labored with her togs with some moderation for an hour or two1 but when they began to come to pieces her desperation rose to excitement and violence4 ,when the children were gathering for school1 the climax was reached1 for ,blossom tore away from her stall1 broke out of the barn and yard and went dashing down toward town4 ,her flight was a triumph of sensation1 as you may well believe4 ,si ,jones returned late in the afternoon1 hunted up his cow and kept silence4 ,the next morning he met one of the high school teachers4 8,did you know what the boys did to my cow yesterday80 8,yes1 and they are going to get a good hard penalty of some sort1 just as soon as we find out who they are40 8,just see here10 said ,jones in a confidential way4 8,i want you to leave that matter in my hands40 ,as ,si was working on his fence1 ,tom ,scanlan edged up toward him and remarked3 8,what tore your fence down1 ,mr4 ,jones80 8,why1 my ,jersey broke out yesterday2 didn't you see her8 ,nearly everybody else did4 ,and she's nearly ruined40 ,tom looked off a moment and said3 8,i told ,charley not to do it40 ,during the conversation several hints cropped out and ,si knew enough to start his campaign4 ,several of the boys came around in groups1 but ,jones kept his own counsel1 gathering items all the while4 ,days later he met ,charles alone4 8,i have been waiting for you to talk to me1 ,charles1 about my ,jersey cow40 8,we didn't mean to have your cow get away1 ,mr4 ,jones40 8,well1 ,i'm spending ten dollars on repairs4 ,i've decided to tear this old fence down and build a better one4 ,i've got to do it out of working hours4 ,you say there were two others with you4 ,if you fellows will give me a lift on this job1 ,i'll be mighty glad to have it4 ,if you'll do that1 we'll call it square40 8,we'll do it1 ,mr4 ,jones4 ,i'll get the boys this afternoon and we'll be there when you come home40 ,this saved the boys and protected ,si ,jones for years to come1 and the school teacher learned a lesson from a laboring man on how to avoid raising the tattling issue4 ,sidenote3 ,first ,grade 7#e7 ,swearing and vile language4 ,swearing or the use of offensive and vulgar language can be very troublesome among even small children4 ,one boy who swears or uses bad language can teach an entire school to do the same4 ,in homes where such language is employed1 the children will use it away from home1 and unfortunately1 in unguarded moments1 will use it on the school grounds or in play and other activities4 ,at the outset the teacher must learn that in such instances she cannot effect a cure4 ,all she can do is to prevent it on the school grounds and in school4 ,there is but one way to do that1 namely1 to supervise all activities at the school4 ,on the other hand1 a child that comes from a home where the use of offensive language is prohibited1 is easily controlled4 ,close supervision will usually eliminate the practice at school4 ,if the teacher's attitude coincides with that of the home1 the difficulty is easily overcome4 ,she can not hope to cure all children who indulge in swearing1 but many will heed her admonitions1 and if she uses all her influence against swearing and vulgar language and supervises her pupils in all their activities1 she has done her duty4 7#f7 ,obstructed expression--,stammering and stuttering4 ,stuttering is not a misdemeanor1 neither are such characteristics of a child as awkwardness1 slowness1 or some slight deformity4 ,however1 the other pupils often are thoughtless and make fun of the child that stutters or who in some other way is unlike his playmates1 until he can do no work satisfactorily and perhaps1 finally1 stops school4 ,thus1 whatever is done to help the child will lessen the necessity of disciplining other pupils4 ,sidenote3 ,first ,grade ,although stuttering is not an immoral act1 it is a very trying difficulty when it presents itself to the teacher in the first grade4 ,it is known that stuttering is due to an improper control of certain muscles1 and that anything which excites or draws attention to the afflicted child will cause him to stutter more than usual4 ,it is in the first grade that the habit becomes exaggerated2 that is1 a child that stutters very little when he enters school may have the difficulty intensified during his first year in school4 ,this is due to the large amount of attention given to the child by the other pupils and by the teacher4 ,the very first caution for the teacher is positively to pay no apparent attention at all to a child's stuttering4 ,if a teacher can do this1 it will have a marked effect upon the other pupils in making them pay less heed to it and in due time they will become accustomed to the peculiarity and not notice it at all4 ,if other children are inclined to laugh or tease1 the teacher should remain serious and the attention of the children should immediately be directed to another pupil whom she will call upon to recite4 ,a stuttering child must have plenty of exercise and fresh air4 ,he should not be required to sit too long in school4 ,in the middle of the sessions1 the teacher1 may ask him to get her something from out-of-doors or have an arrangement with him that he may leave the room at a certain time each day and return in so many minutes4 ,the latter is not so good a plan1 and if used1 must be used carefully4 ,the second requirement for a child that stutters is a good physical condition3 that means1 he must have good food and clothing4 ,this the teacher cannot provide1 but she can be the means by which the child may secure the same4 ,no parents surely are so thoughtless regarding the welfare of their children that they will not join a teacher in effecting a cure for stuttering4 ,the teacher can explain the methods she intends to use and then ask the parents to see that the child has good food and clothing and is kept in a good physical condition4 ,if a teacher can cure the stuttering of a first grade child1 she is accomplishing a good for his entire life2 one that will win life-long gratitude4 ,the teacher must guard the child against exciting situations1 especially those in which he must say something4 ,under such conditions he would certainly stutter4 ,he can be allowed to enter into exciting games providing he will not need to talk4 ,the teacher as much as possible should cut short the conversation which is likely to cause stuttering4 ,it is quite necessary that the teacher should watch very closely to see that the child gets no chance to indulge in lengthy conversations4 ,whenever the teacher talks with him1--and the teacher should talk often with a stuttering child1--she should conduct her part of the conversation in such a way that it will require only short responses from the child4 ,even then1 if he should begin to stutter1 the teacher should repeat the response with him to the close of the sentence1 and then drop the conversation4 ,a child that stutters will often succeed in speaking a sentence if someone else repeats the sentence with him4 ,the teacher can do much effective work with the child by thus repeating with him the replies he wishes to make4 ,for the sake of the teacher who may be confronted with a child that stutters1 definite directions are given regarding specific subjects1--so definite that if carried out1 the child will be materially aided and in most cases cured4 ,the teacher must have the very best methods at hand and understand their application in order to help a child that stutters4 ,she must remember that every method she uses will be of no avail if the child knows that she is 8using a method40 ,therefore1 in whatever she does there should be no ostentation4 ,in the first grade there is little work that requires oral recitations other than the first crude attempts at reading1 numbers and language4 ,in busy work1 drawing and writing1 the child need say nothing4 ,sidenote3 ,learning to ,read ,in the reading1 the teacher must be careful not to have the child read too long sentences by himself4 ,the teacher should read with him2 by so doing she helps him along without the irritation of stuttering4 ,she must read in a firm1 even tone of voice4 ,a teacher who has a harsh voice will often do more harm than good1 if she doesn't control her voice4 ,one of the very best things to do1 during the first week of school1 is to have all the pupils memorize several easy songs and poems4 ,when the teacher first calls up the class1 she may say1 8,now1 children1 we will all say our poem together40 ,the teacher must speak it with the pupils for the first week or two4 ,the stuttering child must be watched to be sure that he repeats the poem with the others4 ,speaking it with the others carries the child along and he can say in concert what he could not utter alone without stuttering4 ,then the teacher may say to some other pupils1 8,mary you and ,i will speak the poem together40 ,the teacher should choose the pupil who has memorized the poem best and who has a good voice4 ,next she may repeat it with ,mary and the stuttering child and finally alone with the stuttering child4 ,by this plan the afflicted child will not once suspect that an effort is being made to help him personally4 ,such a drill can be given at the beginning of every lesson and will materially help the stutterer4 ,the lesson following the drill should always be simple4 ,care should be taken that any sentence he is asked to read or repeat is not too long and that it is clearly understood4 ,nothing is better for speech drill than number work4 ,in counting1 have the child count slowly and plainly4 ,never require him to count farther than he knows4 ,if he can count to ten1 have him count to ten1 then say1 8,now1 you and ,i will count together to twelve40 ,then count with him to and including twelve4 ,repeat the counting2 then say to the child1 8,now you count to twelve by yourself40 ,as soon as he shows the least tendency to stutter1 count with him4 ,the counting can be prolonged little by little4 ,counting in concert will also be helpful4 ,in language work the greatest care must be exercised4 ,it is difficult for the best of pupils in the first grade to tell a story1 much more so for the stuttering child4 ,even though he may know the story1 it would not be helping him to have him tell it1 for just as soon as he becomes confused in thought1 he will begin to stutter1 and since the teacher does not know just what the child wishes to say next1 she can not help him4 ,the situation differs in this case from that of number work and reading2 for the teacher can repeat what the child wants to say in those subjects knowing what comes next4 ,however1 the child must be taught something in language2 he dare not be neglected4 ,he is too young to write the story2 hence it is necessary to give him special work4 ,special work has its drawback because the child notices that he does not do what the other children are doing and begins to feel that he is being singled out for particular work1 and that is especially to be avoided2 hence the teacher must use such work as can be employed for the other pupils4 ,the following plan has been used in the very best of primary schools1 and is1 perhaps1 one of the most effective methods for first grade language work3 a method that will secure correct and exact expression1 just the thing that should be emphasized in oral ,english4 ,sidenote3 ,pictures ,the teacher selects story pictures2 not gaudy or highly colored ones1 but such as are simple and full of real life--8,can't ,you ,talk80 8,kiss ,me10 8,village ,blacksmith10 8,feeding the ,hens10 8,friends or ,foes10 8,lessons in ,boat ,building10 8,oversleeping10 8,no ,thoroughfare10 8,which ,do ,you ,like10 8,family ,cares10 8,saved10 and a well chosen ,madonna or two4 ,these pictures can be obtained from the ,perry ,pictures ,collection at one cent each2 they come in soft grays and browns4 ,the teacher can ask1 8,what do you see80 ,have each child hold up his hand when he sees something4 ,instruct the children to begin their statements with 8,i see1 etc40 ,call first upon one of the best pupils4 ,he will no doubt say1 8,i see a little girl40 ,then if the stuttering child has his hand up1 call upon him4 ,he will say1 8,i see a dog40 ,he will utter this easily because he has had time to think what he wishes to say4 ,then the teacher may ask what the pupils think the little girl is saying4 ,give each pupil plenty of time to think4 ,as the hands go up1 call upon the best pupil first4 ,have the child begin the statement1 8,i think the little girl is saying44440 ,allow each child to express himself1 including the child that stutters4 ,never call upon the stuttering child first4 ,at this point the teacher may tell the class to be seated while she relates the story of the picture4 ,the teacher should avoid such pictures as 8,washington ,crossing the ,delaware10 8,the ,landing of the ,pilgrims10 8,the ,signing of the ,declaration of ,independence10 etc4 ,they are full of action1 to be sure1 but too difficult for the children to understand4 ,whatever the subject taught1 the general rule is this3 ,when calling on the child who stutters1 let the teacher ask some question which can be easily and quickly answered4 ,as for instance in a geography lesson3 8,does ,ohio lie east or west of ,virginia80 ,upon receiving the answer let her approve if the right answer is given1 and in either case1 immediately center attention upon some other pupil4 ,you will find that elation over your approval will help the stutterer to get into the habit of reciting when you call upon him1 especially if attention is immediately centered upon some other pupil1 so that he may lose self-consciousness over his speech defect in reciting before the class4 ,it is asking much from a teacher to work so patiently each day of a school year to cure a stuttering child4 ,it is infringing upon the other pupils' time2 but teacher and pupils should all be glad to sacrifice enough to help one child for life over a defect that will make or mar his success and happiness4 ,a few general rules must be remembered by the teacher who attempts to remedy the defect of stuttering4 ,first1 never call upon the child to recite suddenly4 ,that tends to excite him and will cause him to stutter4 ,secondly1 a pupil can not express what he does not fully have in mind4 ,another child may be able to think while speaking1 but the stutterer can not4 ,to try to think while he speaks will make him stutter4 ,always give plenty of time to get into mind what is to be said1 and then call upon him to say it4 ,the chances are that he will express himself without stuttering4 ,even when the child holds up his hand1 wait a few seconds so he will be sure to know what he wants to say4 ,thirdly1 the stuttering child will learn slowly4 ,he should not be hurried4 ,what he learns should all be so learned that he will have no indefinite ideas4 ,he can not express what he does not fully understand4 ,lastly1 a teacher must not lose patience with a child that stutters4 ,if he does not know the lesson1 have him reproduce something from a past lesson1 something he knows well4 ,approve his effort and say nothing about the lesson he did not know4 ,it may be added also that there is no better school exercise for a stuttering child than singing4 ,he can sing without stuttering what he cannot express otherwise4 #b4 ,written ,expression ,sidenote3 ,first ,grade 7#a7 ,scribbling and drawing on books1 sidewalks1 etc4 ,as soon as children can write so as to express the simplest ideas in writing1 and drawing1 they begin to write and draw promiscuously in their books1 on their desks1 on the pavement1 on fences1 on buildings and anywhere they discover a surface upon which they can write4 ,they frequently steal crayon in order to satisfy their desire to write and draw4 ,their names appear at odd places2 in fact they have a mania for writing their names upon all their school property4 ,the tendency is not bad in itself1 but it often leads to bad results4 ,every pupil should know that his name is his own appellation and he should regard it as sacred4 ,it is brazen and disrespectful to have one's name promiscuously scattered about in writing4 ,but there are worse phases of this habit of writing and drawing on anything within reach4 ,a teacher may have been embarrassed to pass over the pavement1 along a building or by the fence and to see her name in connection with that of some man whom the pupils believe to be her sweetheart2 she may even find the same in the pupils' books4 ,still another type and the worst one1 is the writing of immoral phrases and the drawing of obscene pictures4 ,often little children do not know the full import of what they are doing4 ,it cannot be unpedagogical or a violation of any principle to teach pupils not to write their names about carelessly1 not to write others' names and bad phrases or silly statements in their books1 not to draw any kind of picture in improper places1 and not to deface their desks4 ,it has been stated so many times that direct teaching of good habits can and must be done in all sincerity on the teacher's part4 ,there need not be one harsh or unkind word said4 ,the talk to pupils on these matters must be given in a friendly and helpful spirit4 ,all parents desire that their children take good care of their school books and accessories4 ,still many first grade pupils fall into the habit of taking the poorest care of school property4 ,should there be pupils who show a tendency to misuse their books by writing in them1 the teacher may tell the pupils that she is going to put the names of every pupil on the board and then for each week that a pupil takes good care of his books1 she will put a star after that child's name4 ,when he gets a certain number of stars1 perhaps four1 she may allow some special privilege or it may not be amiss to give a pencil or a picture as a reward4 ,little folk will exert great effort to secure a small favor4 ,examples of the abuse of written expression have been used so copiously in the elaboration of other cases that the subject is treated very meagerly here4 ,the following is1 however1 a typical case4 ,,case #abc 7,,high ,,school7 ,sidenote3 ,marking ,books ,something was wrong in the ,mc,lain ,high ,school2 even ,orpha ,barbour1 one of the most decorous girls in school1 was ineffectually trying to keep from giggling4 ,mr4 ,coleman endeavored to locate the cause of the disturbance and saw that a book was being surreptitiously passed about and that whoever received it was vastly amused4 ,he demanded that the book be given to him4 ,on the fly leaf he saw what was named 8,our museum40 ,under this title were caricatures of some of the students as follows3 under the drawing of tall1 slender ,clayton ,lynd was written 8,spider--,c4 ,l40 ,heavy-jawed ,barney ,mc,cormack was designated 8,bulldog--,b4 ,mc,c40 ,then followed the monkey2 the crawfish1 a girl who was always ready to recant2 the queen bee1 the leader among the girls2 the mule1 a stubborn fellow2 and the grasshopper1 ,mr4 ,coleman1 who had made a great leap to reach an unruly boy a day or two before4 8,who did this drawing80 asked ,mr4 ,coleman1 flushed with anger4 ,nobody seemed to know4 ,mr4 ,coleman turned to the front of the book--an algebra--and found it belonged to ,victor ,tucker4 8,victor ,tucker1 did you draw these disgraceful pictures80 8,no1 sir40 8,do you know who did it80 8,i'd rather not answer10 said ,victor4 8,you are suspended1 sir1 until you do answer10 said ,mr4 ,coleman4 ,then turning to address all of the students1 he said1 8,i shall keep a close watch for marked-up books hereafter1 and shall punish every pupil who puts extraneous markings of any kind in any of his textbooks40 ,,constructive ,,treatment ,mr4 ,coleman should have laughed at the caricatures and said1 8,these are well done--now let us take up something else40 ,do not lay down a law or make a rule covering 8all future cases40 ,he should utilize these artistic gifts in the school routine and so make them educative instead of obstructive to good school order4 ,,comments ,rules are often a dare to pupils4 ,the bold ones take pleasure in seeing if they cannot break the rules without being caught1 or sometimes even openly disobey to see if the prescribed penalty will be administered4 ,approval of good conduct is more efficacious than condemnation of bad behavior4 ,an up-to-date teacher quickly discovers all of his pupils who have an aptitude for drawing1 whether it be crude or well trained4 ,in every subject in school there is not only opportunity but also urgent need for the use of diagrams1 sketches and detailed drawings to make clear many obscure points in these subjects4 ,if the teacher will direct into approved channels these tendencies to decorate books and public places1 great relief will be gained and immense profit will accrue to the pupils4 ,,illustration 7,,high ,,school7 ,sidenote3 ,approve the ,clean ,book ,prof4 ,pierce of ,lakeville ,high ,school has the habit of picking up books from pupils' desks and glancing through them occasionally while recitations are going on4 ,when he finds an exceptionally clean1 well kept book he says1 8,i like to see a neat book like this4 ,it is a good index to the kind of boy that owns it40 ,he has no trouble regarding marked up textbooks4 ,sidenote3 ,lower ,grade 7#b7 ,learning to write neatly4 ,it is not an easy task to take the early steps in writing which are so highly interesting for the first grade child4 ,still less easy is the training in carefulness1 neatness and accuracy4 ,much of the difficulty is due1 however1 to the fact that the teacher attempts too much at one time1 is not sufficiently explicit in giving directions1 forgets that little children learn quickest through imitation1 and lastly that they constantly need the stimulus of approval for effort1 and coperation in the mastery of new and difficult tasks4 ,as an initial step toward overcoming any neglect in these directions we would suggest that whenever any task is assigned1 you first tell the child very definitely how you want the work done4 ,assume that the child does not know as well as you just what you mean by the word 8careful40 ,show concretely just what you do mean4 ,take a blank piece of paper and write before him on his desk4 ,assign some simple1 concrete thing for him to write and say1 8,now1 this is the way to do it40 ,or1 8,here is something ,i want you to write for me4 ,now ,i have found that a good way to do it is like this30 7then show the child your plan on paper74 ,take time enough at the child's desk to say1 8,do you see what ,i mean80 8,do you understand how ,i want it done80 ,no matter what the child says1 repeat your plan briefly1 so that he will be sure to remember4 ,leave his desk smiling and say1 8,i'll come back to your desk after you have finished and see how well you did it40 ,do not give the pupil a hard task4 ,in fact1 make it very easy and simple4 ,then go back to the pupil's desk in ten or fifteen minutes1 and make up your mind before you go back that you will not say anything at all to the pupil except to approve those parts of his work that are at all good4 ,for example1 say1 8,there's a very good letter #8,o'2 ,i am not sure that ,i could beat that myself1 and there's another good letter--and there's another4 ,well1 ,i should say6 ,that's all right4 ,i am going to give you some more work like that tomorrow4 ,i did not know you could do so good work40 ,leave the desk while the child is feeling elated over what you have said4 ,repeat the same procedure the next day4 ,vary the introduction somewhat1 like this3 8,i want you to do this just as you did yesterday1 except that ,i want this margin over here on the right side to be on a straight line4 ,wait till ,i take this ruler and show you40 ,lay the ruler lengthwise of the sheet you want the pupil to write on1 so that you can take your lead pencil and make a line about an inch from the right side of the page4 8,now1 when you have written out to this line here1 then stop and begin on the next line like this30 7show the child how you write a sentence and begin on the next line74 ,it would be well if the sentence which you use as an example were to be one that would express some familiar thought about the child's immediate interests1 such as his favorite sport4 ,leave the child's desk as you were advised to leave it the day before and also return as before and approve that which the pupil does well1 either saying absolutely nothing about the careless parts or suggest incidently that the pupil could help such and such a part by doing this or that thing to it4 ,be sure to end your remarks by some such expression as1 8,that's good10 or 8,that's fine40 ,sidenote3 ,lower ,grades 7#c7 ,learning to ,draw4 ,not infrequently it happens that a pupil comes into school who has never learned to draw and who1 feeling his inability to accomplish the task set for him in the drawing lesson1 refuses to make any attempt to do so4 ,especially is this true if the picture is to be drawn from imagination4 ,in such a case it is best to begin with copying4 ,when this art is learned1 drawing from imagination will be a comparatively easy step4 ,for example1 choose a very simple picture for the child to reproduce on another piece of paper4 ,it is a good plan for a teacher to have at least a dozen or more pictures in one drawer of his desk all the time1 because many pupils like to draw and copy pictures and it is an excellent way to get them interested in other work4 ,present the picture of some ordinary scene4 ,tell the pupil before he begins that you are going to make a collection of pictures which your pupils draw4 ,the picture need not have much life in it to start with1 but right here we make use of the child's imagination to wonderful advantage4 ,suppose the picture1 which you have in hand1 shows a tree or two1 a house1 a couple of bushes or any kind of natural objects whatsoever4 ,talk to the pupil in this fashion1 pointing to different parts of the picture with your pencil and have your face near the picture1 indicating interest and enthusiasm as you talk3 8,now1 right behind this tree here1 ,i want you to draw a boy1 sticking his head out from behind the tree4 ,and right over here1 where ,i make this little cross mark1 ,i want you to draw a little girl hiding behind this bush4 ,we will suppose they are playing #8,hide and ,seek4' ,right over here1 between this tree and the house1 draw a boy's hat4 ,maybe he has lost it while he was running to hide4 ,you know how to make a hat4 ,just like this30 7draw a very simple hat1 merely making a straight line and a semi-circle connecting two points in it47 8,maybe you can draw a better one than that4 ,i'll come back to your desk pretty soon and see what kind of a hat you drew and also that little boy sticking his head out from behind the tree4 ,is your pencil sharp enough80 ,the child will say that his pencil is all right4 ,then leave him at once and in ten or fifteen minutes return4 ,go back with this one thought in mind1 that you will say nothing at all except that which is complimentary4 ,for example1 say1 8,well1 ,i should say you can draw4 ,i believe you made a better hat than ,i did4 ,now this afternoon1 ,i am going to give you something else to draw4 ,maybe a pony with a boy on his back and a girl riding in the pony cart4 ,you are going to be good at drawing things for me1 ,i know4 ,i want to keep all of your drawings after you have finished them for me40 ,in case the child should interrupt and ask to draw the pony right away instead of waiting until afternoon1 answer by saying1 8,i will have the picture ready for you after dinner and then ,i will bring it to you40 ,of course1 it is not necessary to use the exact words we have suggested1 or to use the same pictures or even to use pictures at all4 ,the important point is to offer something that is at once interesting in order to get the pupil started in drawing4 ,do not insist much upon regular lessons during the first day or two in which your chief problem is to get the pupil's confidence4 ,after the child has learned to like to do the things which you suggest present more difficult1 or even purely imaginative1 subjects for drawing4 ,use the same method in getting the child to take an interest in other subjects than drawing--that is1 give him very small tasks1 then approve and compliment him on his ability4 ,this will bring good results with any pupil who is normal4 ,as a transition step between mere copying and drawing wholly from the imagination1 and also to give the timid child confidence enough to come to the blackboard to draw in the presence of other children1 the following might be tried4 ,having the confidence of the little pupil1 go to his desk just before school closes in the evening and say1 8,i would like for you to stay just a moment after school4 ,i want to tell you something40 ,after most of the pupils have marched out1 return to his desk1 begin to talk enthusiastically about a picture which you have4 ,tell him to follow you and you will try to draw it4 ,then after reaching the blackboard and picking up a piece of crayon1 say1 8,now1 ,i am going to draw this man's face and ,i want you to draw his eyes40 ,let it take you about a minute to draw the outline of the man's face1 talking all the time about how well you like to draw pictures1 then say1 8,now let's see if you can draw his eyes4 ,make a mark right there0 7point to a spot74 8,good6 ,now draw his other eye4 ,good6 ,now his ear4 ,make a mark right here0 7point to a spot74 8,my1 that's fine4 ,see1 what a fine man you drew40 ,start to leave the blackboard and say1 8,i'm going to have you draw for me again40 ,repeat this process every day until you feel sure that the child will go to the blackboard and work in the presence of yourself and the class4 ,,division ,,vii ,only through the gateway of personal experience does the child enter into the larger understanding of the thought and achievement of humanity4 ,,cases ,,arising ,,out ,,of ,,the ,,social ,,instincts #a4 ,the ,unsocial ,child ,every teacher knows of a first grade child that came moping when all the other pupils were in high glee1 that stood by himself when others were enjoying a game1 that preferred to come to school alone and to saunter home alone1 that took no part in any of the activities that always interest other youngsters1 that even seemed indifferent to the friendly approaches of playmates and teacher4 ,there may be no particular harm in having such a child in school1 but should he carry such traits into adult life1 they would prove a serious handicap2 so it is important that the teacher should attempt to help him to throw off his peculiarities4 ,this can be accomplished very easily4 ,in attempting a cure she should not make the child feel that she thinks him different from other pupils4 ,the best place to begin helping the child is on the playground4 ,talk to him about the interesting features of the games4 ,though he may not at first show interest1 the teacher should keep this up for several days1 until he has learned to know the teacher as a friend4 ,then she can invite him to join in the games4 ,it is only an abnormal child that will not enter into the sport after repeated invitations4 ,after the child has taken an active part in the games1 the teacher may begin to pay special attention to him in the school-room4 ,to cause the child to eliminate his peculiarities is entirely a matter of arousing his devotion to those things which interest other children4 ,the teacher should appeal to his interests until she has won his complete confidence4 ,then she should introduce him to a new activity4 ,little by little she will displace the child's peculiarities with abiding concern in all those things that interest the other children4 ,the individual who reaches mature life still possessed of characteristics that make him an exceptional person is likely to lead a more or less isolated life unless his peculiarities are such as to make him acceptable as a leader4 ,under ordinary conditions1 8society tends to penalize those who do not conform to its customs1 its standards1 its attitudes40 ,this is true even of the unsocial1 or non-social individual2 still more does it hold in respect to the anti-social member of the group4 #b4 ,anti-,social ,tendencies--,selfishness1 ,jealousy1 ,cliques and ,snobbishness 7#a7 ,selfishness4 ,selfishness is a trait of character that has always elicited severe criticism from society4 ,its manifestations are so conspicuous that they provoke men to despise and avoid the confirmed egoist4 ,it is an anti-social trait1 hence deserving of the opprobrium placed upon it1 yet it is the basis of all the social virtues1 hence the place which is here given to it in the division on 8,social ,instincts40 ,we may well believe that selfishness was a universal trait of the race in its infancy4 ,by this is meant that every individual instinctively seeks to care for his own interests above those of anyone else4 ,all during the earlier months1 and perhaps years1 of one's childhood1 he measures the world in terms of its service to his own comfort and pleasure4 ,as one who merges into later childhood and into adult life1 he normally narrows the play of this trait of character1 and inhibits those impulses which1 if followed out1 would make him a selfish person4 ,adults who are justly accused of being selfish are persons who have never fully profited from their contact with their fellows1 nor have they learned how to suppress adequately their own personal desires and demands4 ,selfishness is a relative term4 ,this is due to the fact that individuals differ from each other widely in the matter of natural endowments4 ,the standard of measure used in judging selfishness in people is both individual and social4 ,most frequently the charge of selfishness is lodged because an individual is not as unselfish as the group in which he most often appears1 but in fairness he must also be judged with an eye to the intensity of his native egoistic impulses4 ,from this point of view1 what may be selfish in one person is not selfish in another4 ,the misunderstanding of children in interpreting their apparent selfishness is very easy4 ,the traditions of the home may have accentuated the natural propensity to care for their own interests beyond that which would have been the case had they had other surroundings4 ,furthermore1 the known variation in natural endowments1 and in the responses to social influences1 require one to be lenient in passing judgment upon selfish people4 ,sidenote3 ,its ,nature ,as commonly understood1 the selfish individual is one who exhibits an excessive concern for his own welfare1 who tends to regard himself as a little god1 watching every opportunity to satisfy his desires1 tastes1 impulses and pleasures4 ,he measures every passing circumstance in terms of its value to him4 ,even the occasional acts of kindness which he renders to another are planned so as to bring him the largest returns financially or socially4 ,we must not forget that selfishness is an indestructible instinct of human nature4 ,on this instinct is deeply engraved the law of self-preservation4 ,experience in associating with ones' fellows shows to an ordinary person how far he must take precautions in order to maintain his own welfare1 but in the case of a few1 as we believe1 results of experience have not given the wisdom which renders them unselfish4 ,we are never to forget that the will to live underlies and overtops all other interests and desires in the life of the individual4 ,no sane method will attempt to suppress this impulse1 for out of it spring all the impulses that induce the individual to seek his fortune and win success in life4 ,sidenote3 ,causes ,for the better understanding of selfishness in children1 it is well to survey some of the general causes that operate in prolonging selfishness into later childhood and adult life4 ,first of all1 we mention misconception of one's actual need4 ,by this we mean that a child overestimates his need for some object that interests him4 ,he 8wants0 it very much1 as we say4 ,he is unable1 by reason of his immaturity1 to estimate accurately his own necessities in the case4 ,another specific cause of selfishness is a wrong estimate of the value which belongs to the object of his eager desire4 ,for these reasons he is willing to pay too high a price to satisfy himself with that which1 if he were better informed1 he could forego with little discomfort4 ,again1 the attainment of success after long and victorious effort may beget in one a spirit of selfishness4 ,not infrequently a student who has solved a difficult problem after painstaking toil1 hesitates to pass on the fruits of his labor to a classmate4 ,he reasons that the expenditure of energy which he has suffered is worth too much to be lightly transferred to another person4 ,particularly will this be the case if the sharing of his gain will reduce the lustre of his own glory4 ,another particular cause of selfishness1 both in adults and in children1 is the transition from poverty to plenty1 from obscurity to prominence1 from disesteem to fame4 ,if the father or mother has recently emerged from some retired station in life1 the contrast in the situation is very sure to be reflected in the life of the younger members of the family4 ,if the change is from poverty to wealth1 the parents are disposed to be miserly in the expenditure of their money4 ,this attitude of mind reappears in the child in a refusal to share his pleasures and privileges with his schoolmates4 ,he carries with him a caution to see that no one trespasses upon his newly achieved rights4 ,in our western civilization such extreme transitions are not infrequent1 owing to the freedom of opportunity for all4 ,many times people who are not widely acquainted with the world are selfish because they do not believe in the good will of others4 ,this state of mind is very often found in young children who have not yet advanced beyond a sort of savagery in which they regard every man as a possible enemy4 ,they refuse to give up to their associates because they do not believe any return will come to them4 ,they fear that all of their possessions will be ravaged and appropriated1 and so exercise excessive caution in lending them or in making presents to their friends4 ,it is not unusual that certain interests of some society1 class1 or club1 are so vividly conceived as to modify the attitude of the entire group4 ,a fraternity or literary society or a senior class in a high school may hold inflated ideas of their importance1 and think necessarily that school interests should rotate around their welfare4 ,individuals who belong to the club or society become intoxicated with this notion1 and exhibit an almost barbaric class-selfishness4 ,with these and other incentives to selfishness1 the situation facing a conscientious teacher is by no means simple4 ,since selfishness is a very intimate trait of character1 the question might be raised why a teacher could take interest in curing children of selfishness4 ,the fault has been generated very largely in the home1 and the cure should1 naturally1 be largely a matter of home concern4 ,sidenote3 ,cure ,nevertheless the public school teacher has a large responsibility4 ,he must attempt to improve the character of the child in every way possible4 ,obviously1 the cure of selfishness can be had only by associating with other people4 ,it depends upon the teacher to manipulate these associations in school so as to aid in reforming character at this point4 ,just as clearly1 the more startling instances of selfishness necessitate care that the rights of other pupils be preserved4 ,this happens so frequently as to demand no elaborate argument4 ,the teacher's concern for the general improvement of the moral life of the school requires that striking instances of selfishness should be adequately dealt with4 ,lastly1 selfishness is a prolific source of other wrongs4 ,if an administrator can cure a selfish child1 he has nipped in the bud a whole harvest of undesirable actions and immoral deeds4 ,sidenote3 ,first ,grade ,no teacher would ever think of punishing a first grade child in any way whatever for being selfish4 ,the selfish child is usually an only child or has been made selfish in his desires1 by home training4 ,the teacher can do much to overcome selfishness4 ,when a pupil enters the first grade1 for the first time1 he comes in contact with other children and into surroundings that are new4 ,this is the teacher's opportunity4 ,the chances are that the child will often display selfish tendencies4 ,it is necessary that the teacher have the child's confidence1 but by this time it is assumed that the teacher has many avenues already mapped out by which to get this needed confidence4 ,then the thing to do is to teach the child unselfishness each time he displays selfish tendencies4 ,it will take but a few weeks to effect some change in the selfish child4 ,in extreme cases it may be well for the teacher to give the child something for the express purpose of asking him to share it with his playmates--candy1 pictures or any little1 inexpensive article that a child enjoys4 ,for example1 if the teacher has given candy1 she may say1 8,now1 break it in two pieces and give one piece to ,mary40 ,when the child has done so the teacher should approve the act4 ,it will incline the child away from selfishness for the teacher to say1 8,you are kind to give ,mary some of your candy40 8,i like the way you divide with others10 or1 8,you like to give things to others1 don't you80 ,this last statement of approval will require the child to reply1 8,yes40 ,this is a necessary positive reaction of the child and a few trials like this may overcome his selfishness4 ,the trait of selfishness1 while not very annoying in the first grade1 must be suppressed1 for if left to develop1 it becomes very annoying in the upper grades4 ,nothing seems worse than a selfish pupil in the grammar or high school4 ,and no one needs an introduction to the avaricious man of the world who got his first lessons in greed through selfishness in childhood4 ,for the sake of emphasis1 then1 may it be said again that there is no more opportune time to overcome these undesirable traits in a child1 than when he first enters a new world of acquaintances and experiences in the first school year4 ,,case #abd 7,,first ,,grade7 ,the spoiled child has two dominating characteristics--an intense selfishness and an insatiable appetite for attention4 ,the teacher's problem is therefore two-fold1 first1 to reduce his self-consciousness by increasing his interest in the world about him1 and1 secondly1 to enlist his sympathies for others so as to increase his altruism and supplant his selfishness with a wholesome socialization4 ,sidenote3 ,spoiled ,child ,karen ,gompers was a very bright little girl whom adoring parents1 aunts1 grandparents and enlisted friends had quite spoiled4 ,she expected her teacher to give her the constant attention she enjoyed at home1 and resented the fact that ,miss ,nelson seemed to think each of forty other children as important as she was4 8,i want to sit by you10 she announced as her class seated itself in the circle of little chairs4 8,i like to be here40 8,you can't sit by me today1 ,karen4 ,it is ,wilson's and ,eunice's turn4 ,you may sit in that empty chair over there40 8,but ,i don't want to6 ,i want to sit here60 and she stood stoutly by the coveted chair4 ,all the other children were watching her1 and she was enjoying her prominence in the scene she was creating4 ,miss ,nelson hated a scene above all things1 and prided herself on the perfect mechanics of her teaching4 8,well1 ,wilson1 suppose you let ,karen sit here today--that's a good boy40 8,but you promised me ,i could60 ,there were sudden tears in ,wilson's eyes4 8,i'll let you sit here another day1 ,wilson4 ,be a little gentleman1 and remember that gentlemen give up their chairs to girls40 ,so ,karen had her way because she had learned the despotism of the selfish1 who secure their ends by sheer insistence4 ,wilson lost his faith in his teacher's word1 which did not tend to make him a gentleman1 and ,miss ,nelson proved herself a coward in consenting to sacrifice ,karen's good to her own dislike of a conflict4 ,,constructive ,,treatment ,there are occasions when a definite issue for the mastery occurs in the school-room1 and this was one of them4 ,miss ,nelson had no right to break her promise to a docile and obedient child1 and reinforce the habitual selfishness of a spoiled one4 ,she should have insisted that ,karen take her turn with the rest1 and if ,karen had stormed it would have given her a good opportunity to show her that her usual methods would not work in school4 ,the angry storming of a spoiled child is usually done with an alert eye to the effect produced on the audience2 therefore1 if ,karen had wept and wailed1 she should have been carried out into the hall1 where she might have been left in lonely state to recover her good temper4 ,usually one or two such trials convince a spoiled child that he has met his match1 and if such children are followed by tactful guidance1 and especially if attention can be diverted away from themselves1 the worst-spoiled children can in time be thoroughly socialized4 ,,comments ,in every case1 the object of the teacher's treatment is to show the child that he must conform to the conditions of the social group he belongs to1 instead of fixing conditions to suit himself4 ,she should remember1 however1 that real unselfishness has not been attained until the child voluntarily surrenders some fancied good4 ,coercion may sometimes be a stepping stone in leading a child toward the goal1 but it is only a stepping stone4 ,true unselfishness requires that the child himself deliberately make the choice that crowns another with the happiness that he desired for himself4 ,,illustration 7,,kindergarten7 ,sidenote3 ,substitute ,altruistic ,ideal ,elmer ,bronson1 an only child1 had a difficult task in adjusting himself to his social environment when1 at the age of four1 he entered the public school kindergarten in ,grand ,rapids1 ,michigan4 ,at home all playthings had been his1 with none to molest or take away4 ,moreover1 as the grown-ups in his home were very indulgent1 practically all objects that he desired to have were placed at his disposal4 ,but at school a new order seemed to prevail4 ,elmer not only was not allowed to appropriate many interesting looking objects that lay about on desks and tables1 but at times he was not even permitted unrestricted handling of his own things4 ,the situation was perplexing4 ,he couldn't make it out4 ,miss ,melbourne1 ,elmer's teacher1 comprehended the conditions of the problem better than he did4 ,she perceived that ,elmer1 as yet1 had no understanding of the meaning of ownership1 nor had he received any training whatever in the recognition of the rights of others4 ,she must begin at the foundation4 ,to that end she utilized all sorts of games1 stories and dramatic plays as a means for teaching these two lessons1 but that part of the program which seemed to captivate ,elmer more than any other was the singing of 8,the ,soldier ,boy40 ,the delightful part of it was that as the song was sung the children marched about the room wearing paper caps of red1 white and blue1 and each1 as he marched1 was presented by his teacher with a flag to be proudly borne over the right shoulder4 ,who could fail to be patriotic and generous under such stimulating conditions6 ,one day ,elmer spied a toy boat on the desk of one of his classmates1 ,freddie ,buzzell4 ,elmer immediately appropriated it4 8,don't take my boat10 said ,freddie4 8',tain't yours4 ,it's mine10 was the reply4 ,naturally1 ,freddie sprang to the defense of his property rights4 ,elmer insisted upon the principle of possession as proof of ownership4 ,thus the battle was raging when ,miss ,melborne entered the room4 ,knowing ,elmer's individualistic tendencies1 she was not long in getting at the cause of the quarrel4 8,come here1 ,elmer10 she called from the desk4 ,elmer came reluctantly1 still holding the toy boat4 ,miss ,melborne picked up one of the red1 white1 and blue caps on the table4 8,who are the boys these caps were made for1 ,elmer80 8,sojer boys40 8,and what sort of boys are they80 8,those #8whose hearts are brave and twue4'0 8,now1 ,elmer1 soldiers who are #8brave and true' have to fight sometimes but do they fight in order to get something they want themselves1 or do they fight to take care of other people80 ,this was a pretty hard question for ,elmer to think out fully4 ,he looked thoughtful but did not answer4 ,miss ,melborne tried a more concrete form of question4 8,we would not like to have any one march with the #8soldier boys' this afternoon who takes things away from other children1 would we80 ,elmer looked very sober1 but he shook his head4 ,miss ,melborne followed up the advantage she had gained by adding1 8,what would a soldier boy #8whose heart is brave and true' do1 if he had in his hands something that belonged to another boy80 ,elmer looked hard at the toy boat for a full minute1 then slowly walked over to ,freddie's desk and carefully placed the boat on it4 8,that's my brave soldier boy60 said ,miss ,melborne1 enthusiastically4 8,that's the kind of boy to wear the soldier cap60 and she placed it on his head1 adding1 as she did so1 8,you may wear it1 dear1 till the school bell rings40 ,the idea of protection of the rights of others had been substituted for that of selfish possession4 ,approval had crystallized the experience into an attitude of mind4 ,many reminders of the soldier boy1 8whose heart was brave and true0 and who lived for others instead of self1 were necessary before the most selfish child in the class became one of the most unselfish1 but each application on the teacher's part of the principles of substitution and approval made the meaning of the words more explicit to ,elmer and the habit of self-sacrifice more firmly fixed4 ,,case #abe 7,,rural ,,school7 ,not infrequently it happens that the selfish child has a continual example of selfishness before him in his own parents4 ,sidenote3 ,parental ,example ,not far from the rural school house in ,district ,number #aj was the fine residence of ,mr4 ,allen1 one of the directors of the school4 ,his rearing of thoroughbred stock had made his name known throughout the state and had added thousands to his bank account4 ,when his little son1 ,homer1 started to school for the first time1 he was oversupplied with pencils1 erasers1 tablets of all varieties1 penholders1 stencils1 paints1 colored crayons and every known aid to first grade work4 ,attending the same school was a large family of very poor children named ,perkins4 ,the ,perkins' children were poorly1 but cleanly1 clad in the cheapest of clothing4 ,they had only a few of the necessary textbooks and half of a lead pencil was made to serve two of the family1 the parents reasoning that two of them wouldn't surely need lead pencils at the same time4 ,joseph and ,clarence ,perkins were in the first and second grades1 respectively4 ,they had the third of a lead pencil to be used in common and a piece of a broken slate 7with a two-inch pencil7 to be used instead of a tablet4 ,miss ,shuttlesworth1 a young teacher1 felt truly sorry for these two bright1 little boys because they were thus handicapped in their work1 and she allowed them to borrow from other children during periods when both should be writing at once4 ,she even fell into the habit of saying1 8,joseph1 borrow a pencil from ,homer and put your problems on this piece of paper40 ,generous and kindly herself it did not occur to her that ,homer was reluctant to loan one of his many pencils4 ,one day ,laura ,manning1 a sixteen-year-old pupil who came past the ,allen farm on her way to school1 said to ,miss ,shuttlesworth1 8,mrs4 ,allen said to tell you she would like to have you come and see her soon40 ,miss ,shuttlesworth foresaw from ,laura's manner of delivering the message that the errand would not be a pleasant one4 ,she had evidently offended ,mrs4 ,allen in some way1 but how she could not conceive4 ,she had never been in the ,allen home nor had she ever seen ,mrs4 ,allen4 ,as soon as school closed she made her way to the ,allen residence and was not surprised to have ,mrs4 ,allen greet her coldly and haughtily1 boldly glaring at her and beginning a speech something like this3 8,i want you to understand that ,homer is not to lend anything of his to the ,perkins' children4 ,we are able to buy anything he needs but we don't intend to buy for the whole school40 ,having more than exhausted this subject ,mrs4 ,allen went on to state that ,homer's seat must be changed because his desk was defective in some way4 ,miss ,shuttlesworth had not noticed that ,homer's desk was different from the others4 ,she was a young teacher and so was quite overawed by ,mrs4 ,allen's angry1 commanding tones4 ,she changed ,homer's seat and supplied the ,perkins' boys with working material herself4 ,she made no effort to change ,homer's attitude of superiority toward the ,perkins' boys4 ,his selfishness only increased under his mother's management4 ,,constructive ,,treatment ,when children are not supplied with the necessary equipment for their work and are too poor to buy for themselves make an appeal to the board of education asking them to purchase the material needed1 which material should be considered the property of the school and left there from year to year4 ,most states require that the school furnish books and equipment for all who are unable to buy them4 ,show by your own example that poor people are just as desirable for companions as rich ones1 other things being equal4 ,see to it that the children of poor parents be made to forget1 while at school1 that they are different from others4 ,see to it that democracy reigns on the playground4 ,supervise all play4 ,do not foster the borrowing habit4 ,,comments ,if children are unable to buy books1 allowing them to borrow daily is a source of annoyance to both borrower and lender4 ,besides it daily emphasizes the contrast in the financial condition between the richer and the poorer4 ,this is wrong4 ,it fosters haughtiness in the one and undue humiliation in the other4 ,while you are supervising play you can easily manage to have the neglected children drawn into play and even chosen for the enviable parts in the games4 ,it largely depends upon the teacher's influence whether the public school is a leveler of false barriers or a hotbed where selfishness is cultivated4 ,the borrowing habit1 if fostered even among children of equal rank1 teaches a disregard for the property rights of others4 ,americans are especially lax in their thought and behavior relative to property rights1 and the public schools can do the nation a great service by giving its children correct notions concerning appropriation without ownership1 and in selfishness as contrasted with altruism1 in both rich and poor4 ,the rich often enjoy display and the poor retaliate by vandalism4 ,both wrongs are the outgrowth of selfishness4 ,,illustration 7,,rural ,,school7 ,sidenote3 ,invoking ,fairies ,margaret ,blake lived not far from the ,lone ,star rural school4 ,her father had bought much land years before which had so increased in value that he was very rich4 ,many people in the ,lone ,star district were tenants on his farms4 ,margaret's mother taught her that she was better than other children and must not 8mix0 with them more than absolutely necessary4 ,as soon as she was old enough she was to go to a 8select0 school of her own 8class0 of people4 ,miss ,coleman saw the situation the first day of school4 ,margaret's selfishness was manifested by her selection of the best seat1 the display on her desk of numerous and costly aids for her work1 her haughty demeanor and her frequent references to what her mother said she need not do4 ,whenever she spoke of her mother's wishes she emphasized the 8,i0 in a way to show her difference from others4 ,miss ,coleman knew that the happiness of ,margaret as well as of her other pupils depended upon eradication of the rich child's selfishness4 ,she made a special study of the effect of various attempts to accomplish this end4 ,she told a story of an unselfish child4 ,this did not seem to appeal to ,margaret4 ,she tried another story on the advantages of wealth in terms of ability to serve others4 ,this was nearer the mark4 ,after thus finding the correct avenue of approach ,miss ,coleman often said something like this to ,margaret3 8,how fortunate you are in having some things which these other children cannot afford to have4 ,how would you like to play you are a fairy and get a new ,first ,reader for little ,wilbur ,tomlinson1 who has no book1 and just leave it on his desk with his name in it1 and not tell him who gave it to him4 ,i'll help you pay for it1 for ,i want to get fun out of it too40 ,or1 again1 8,let's think what we might plan to do secretly for any child in the room who really needs something we can give4 ,we'll be good fairies again40 ,margaret took a new interest in other children4 ,she soon began to like to go to school4 ,she enjoyed playing with the other pupils and loved and honored ,miss ,coleman4 ,,case #abf 7,,fifth ,,grade7 ,sidenote3 ,displaying ,fruit ,florence ,crane attended school in ,michigan4 ,she lived on a fine fruit farm where during the fall one variety of peaches1 grapes or pears followed another and when these had all been sold choice apples followed in season4 ,so it happened that choice fruit was always a part of ,florence's lunch4 ,this fruit was displayed on her desk and tempted many a child's eyes away from school tasks4 ,miss ,bush1 the teacher1 requested all of the children to keep their lunches concealed and away from their desks4 ,still at recess time ,florence had a little group of children around her watching her eat her luscious fruit4 ,miss ,bush could scarcely endure the sight of the hungry eyes devouring every bite with ,florence4 ,one day she was especially tired and without forethought said1 8,florence1 you shall not bring another piece of fruit to school unless you bring enough for all of the girls40 ,imagine ,florence's indignation which was not much greater than that of her associates4 ,when the girls discussed this together on the playground a little later ,florence said1 8,i've a right to bring whatever ,i please t' eat40 ,ethel ,green1 spokesman for the rest1 declared1 8,teacher's crazy4 ,we don't want anybody to bring us lunches4 ,if we hain't got enought to eat we won't ask her to give us anything40 ,the girls had talked about the matter until the atmosphere of the school-room was that of slumbering rebellion4 ,that night when ,florence told her parents what ,miss ,bush said there was much indignation and a long discussion which ended in a decision to have ,mrs4 ,crane visit ,miss ,bush at the schoolhouse next day4 ,on her way there ,mrs4 ,crane stopped to discuss the situation with ,mrs4 ,green1 whom ,ethel had informed of the previous day's talk4 ,mrs4 ,green was very angry and offered to go with ,mrs4 ,crane to the schoolhouse4 ,the situation was very awkward for ,miss ,bush4 ,she was reluctant to say in the presence of ,mrs4 ,green that the other girls were always hanging around ,florence watching her eat her fruit and yet she had to justify herself in some way4 ,the mothers took advantage of ,miss ,bush's embarrassment1 assuming that it showed guilt and even accusing her of giving the command to ,florence on the previous day in order that she herself might be given fruit4 ,the conference ended with the remark from ,mrs4 ,green1 8,if you're hungry yourself1 say so1 but don't beg vittles for my children40 ,miss ,bush's joy in her work in that school was ended4 ,the girls might have forgotten the incident but the mothers whenever they met revived the feeling of anger against ,miss ,bush4 ,,constructive ,,treatment ,miss ,bush was too superficial in her original treatment of this case4 ,she had had ample time to think out a workable plan that would have caused no friction4 ,after having all food removed from the desks she might have asked the pupils to find appropriate seats in which to eat their lunches4 ,after lunch time she should have led the way to the playground where all else than play would be easily forgotten4 ,from time to time short talks on manners should be given to the whole school4 ,,comments ,it is inexcusable for a teacher to give angry or even unpremeditated treatment to a case that has been developing for some time4 ,miss ,bush touched upon a very serious question when she gave commands concerning what the children had to eat in their lunches4 ,in her talks on manners the teacher can easily place special emphasis upon such phases of the subject as are most nearly related to the habits of her pupils4 ,these general remarks can hurt the feelings of no one1 since they are given to the entire school4 ,the part that unselfishness plays in what is usually termed good manners can thus be clearly brought out4 ,some teachers ask their pupils to learn the following couplet in this connection3 8,politeness is to do and say ,the kindest thing in the kindest way40 ,,illustration 7,,second ,,grade7 ,sidenote3 ,eating ,candy ,tommy ,holbroke's father kept a small candy store in ,brighton and ,tommy often carried candy to school with him4 ,this he ate with a great show of enjoyment in the presence of a group of onlookers4 ,miss ,dean1 his teacher1 noted the conditions and appreciated its inevitably baneful effect upon ,tommy's disposition4 ,accordingly she visited his mother and first told her of ,tommy's sunny temper and studious habits4 ,then she tactfully led the subject to the boy's health and food4 ,in talking of the candy she said1 8,of course we must guard ,tommy's health and his disposition too40 ,then she explained that she greatly feared that his bringing candy to school would make him selfish because of course it enabled him to have and not share what he knew others wanted4 ,she suggested that ,tommy be given his candy directly after his meals and at no other time4 ,the double appeal in behalf of the child's health as well as his character caused the mother to follow ,miss ,dean's advice4 ,occasionally1 however1 on 8special days0 or when the children had a 8birthday party10 ,tommy's mother gave him a bag of candy to take to his teacher with the words1 8,tell ,miss ,dean to please give it to all the children40 ,so ,tommy learned1 in time1 the joy of sharing with others4 ,,case #abg 7,,eighth ,,grade7 ,sidenote3 ,selfish ,play ,the grade schools in the suburbs of one of our largest cities give special attention to outdoor play4 ,they even require that the children stay on the school grounds at least fifteen minutes after the school proper is closed1 and play games there4 ,they encourage the playing of ball by the girls and are anxious to have them interested in the game4 ,in one of these schools the principal1 ,mr4 ,warren1 went to the eighth grade rooms and gave the girls a talk on baseball4 ,he advocated that the girls in each eighth grade room elect by ballot a baseball team and that these teams practice ball with the earnest expectation of being able eventually to conquer any other eighth grade team in the suburb4 ,after school a ballot was taken and those receiving the highest number of votes were considered elected on the team4 ,those who failed to be elected felt1 of course1 various degrees of disappointment and envy4 ,some proposed forming a scrub team of the left-overs4 ,others were afraid that this would show the 8team0 that they were jealous of them2 whereas1 they had been putting on a brave front by saying to their classmates that they would not have accepted a position on the team even if they had been elected4 ,the entire school grounds occupied about half a city block4 ,this space had to be shared with the boys and girls in all the other grades4 ,it naturally followed that there was little space to be used by each room4 ,miss ,darnell's eighth grade ball team girls were anxious to bring fame to themselves as champion players4 ,mr4 ,warren's thrilling speech still rang in their ears4 ,his slogan1 8,we'll beat 'em60 was passed from lip to lip4 ,as a result of this enthusiasm1 this special team wished to play ball at every intermission and before and after school4 ,when they played1 the rest of the girls in ,miss ,darnell's room were obliged to keep off the ground allotted to that room4 ,the girls who rebelled against being nothing but 8fans0 were called 8disloyal to their own team0 or 8green with jealousy40 ,the play periods were no longer enjoyed by all1 but distinct factions arose1 consisting of team and 8fans10 and as the team grew more and more determined to use the grounds at every available minute the 8fans0 became less and less enthusiastic in their support4 ,,constructive ,,treatment ,mr4 ,warren did wrong to deprive any pupil of a right use of the playground or gymnasium4 ,when teams are formed1 limit the time they may use the field and apparatus so as to accommodate those who are not on the teams at some time during the day4 ,,comments ,mr4 ,warren's prime motive in asking to have ball teams elected was to have the girls take delight in vigorous1 outdoor sport4 ,in that respect his plan was ideal1 but he failed to take into account in any way whatsoever those children who were not on the team4 ,children are quick to feel an injustice4 ,their usual mode of reaction is either to resent the teacher's action or to be jealous of the favored ones4 ,no plan should be advocated or even tolerated that does not give reasonable consideration to the rights and welfare of all the pupils4 ,,illustration 7,,eighth ,,grade7 ,sidenote3 ,sharing ,dances ,a new gymnasium had just been erected at ,horton and the principal1 ,mr4 ,bergen1 was anxious to have all get the benefit of it4 ,the eighth grade girls under ,miss ,vance were especially pleased with this fine play room4 ,one of their number1 ,stella ,day1 had been taking lessons in dancing and promised to teach her special friends the new steps4 ,it so turned out that ,miss ,vance herself was interested in these new dances and enjoyed watching the lessons4 ,but the majority of the girls in her room cared nothing about dancing and indeed if they had cared the 8lessons0 were not at all open to them1 since only eight of the twenty-one girls were invited to take any part in this exercise4 ,mr4 ,bergen had carefully arranged the gymnasium program so that each room might use it every day4 ,the first time he watched ,miss ,vance's pupils at 8gym0 work he was surprised to find so few taking the exercises and furthermore to see that the onlookers were not even enjoying the watching of the dancers4 ,this led him to surmise that they did not take turns in their exercises1 otherwise the dejected look would not have been seen on the faces of the observers4 ,mr4 ,bergen made a mental note of those who were dancing and returned the next day to see if the same girls were occupying the whole of the teacher's attention4 ,finding that such was the case he explained to ,miss ,vance that all of her pupils must be really interested in watching or actually engaged in every game during the exercise period4 ,following his advice1 ,miss ,vance changed the exercise to games in which all could take part1 thus making a legitimate use of the gymnasium period4 ,,case #abh 7,,high ,,school7 ,sidenote3 ,taking the ,best ,elizabeth ,dyer seemed to be naturally selfish4 ,when the classes were sent to do blackboard work she invariably chose the place where the light was the best4 ,when the crayons were passed she took the unused one4 ,one of the new erasers was always in her hand4 ,when the class was called she always took the recitation bench nearest the teacher1 etc41 etc4 ,little ,susan ,dillman said to a group of girls on the way home from school one evening1 8,girls1 ,i'm going to tell ,bess ,dyer what ,i think of her40 8,oh1 no1 you don't dare10 said the other girls4 8,you'll see10 said ,susan4 ,that night ,susan thought out her plan4 ,she invited three of her closest friends to her home the next evening and disclosed her plan4 ,she had composed this bit of rhyme3 8,just guess if you can ,what girl in our class ,appropriates always the best1 ,be it crayon or book1 ,by hook or by crook ,she'll beat to it all of the rest40 8,now girls1 here in the library is ,sam's typewriter4 ,let's each write a part of this so we can all say we didn't write it and lay it on ,elizabeth's desk tomorrow40 ,all were agreed1 so one after another took a turn at writing4 ,after many copies were spoiled they finally wrote one that pleased them4 ,each took a turn at addressing the envelope4 ,when it was sealed they said1 8,e-ne me-ne mi-ne mo10 etc41 to find out who was to place this on ,elizabeth's desk4 ,the lot fell to ,lulu ,miller1 but she would do it only on condition that ,sue go with her and help her place it4 ,the next morning the girls went to school as soon as the doors were opened4 ,they found nobody in the assembly room1 so they opened ,elizabeth's geometry text at that day's lesson4 ,each took hold of one corner of the envelope and placed it in the book4 ,then they returned the book to the desk and went into the history room where they diligently studied the maps until school opened4 ,after opening exercises the four guilty girls watched from a corner of their eyes to see ,elizabeth get her missive4 ,susan saw her take out the letter1 open it and blush scarlet1 while she wiped away tears of vexation4 ,soon ,elizabeth with letter in hand walked up to ,mr4 ,davidson's desk and talked to him a few minutes4 ,when she came away again she didn't have the letter4 ,the girls had not counted upon this turn of affairs4 ,before school closed ,mr4 ,davidson asked who put the note in ,elizabeth's geometry4 ,nobody answered4 ,he then questioned everybody one at a time and each answered 8,no0 to the question4 8,did you put it there80 ,susan and ,lulu tried to think they told the truth because they neither of them did it alone4 ,mr4 ,davidson said1 8,all right1 we'll stay right here till we find out the guilty party40 ,some laughed1 others pouted and a few who drove to school from the country looked worried4 ,mr4 ,davidson said1 8,somebody in this room knows who did that4 ,i'm sorry to think anybody is mean enough to keep all of his schoolmates in because he will not tell the truth40 ,still nobody confessed4 ,mr4 ,davidson waited and scolded by turns until dusk1 all to no purpose4 ,the girls' fear of exposure1 to say nothing of confession1 grew greater with every speech he made4 ,he finally dismissed the school1 after saying that he would find the culprit and suspend him4 ,daily ,mr4 ,davidson referred publicly to the note and made threats as to what he would do with the guilty one4 ,these frequent references to the affair helped ,elizabeth to remember her fault and practically cured her of it4 ,but the guilty ones were never found out and ,mr4 ,davidson had four pupils whose joy and efficiency in school work were greatly diminished4 ,,constructive ,,treatment ,when you see that a pupil is truly selfish begin at once to treat him4 ,first find out1 if possible1 how this trait was developed and then begin to correct the false notions4 ,say to the selfish one1 8,i want you to study the pupils of this room this week1 and tell me of all the unselfish deeds done that you can make note of1 and why you think them unselfish40 ,of course1 other pupils will be given similar topics and the reports1 as well as the original requests1 will be made in public4 ,these character studies may be connected with literature in place of the fictitious personalities which are often studied4 ,when wishing to find the writer of a note go to work at it privately4 ,having once made a threat do not lightly disregard it4 ,do not give over to your pupils matters of discipline which you should attend to yourself4 ,,comments ,mr4 ,davidson doubtless knew that ,elizabeth was selfish1 but took no measures to correct the fault4 ,some teachers say they are not employed as character builders but only as instructors in secular matters4 ,the truth is1 however1 that they cannot escape instructing in morals4 ,elizabeth was growing more selfish4 ,the question as to whether character grows during school life is settled4 ,pupils do change in character4 ,the teacher has no choice4 ,he either confirms or breaks up bad habits4 ,the principle of substitution enables the selfish pupil to grow less selfish by the study and admiration of unselfish pupils and adults4 ,it is in order to call forth this admiration that the student is asked to tell why he names certain acts unselfish4 ,teachers make mistakes often by publicly announcing a misdemeanor about which there would otherwise be little known4 ,cases where immediate danger does not threaten should not be made public4 ,private inquiry is always much more fruitful of good results4 ,public confession is especially hard4 ,furthermore1 the sidetracking of legitimate school interests by much discussion of misdemeanors can be minimized by letting as few persons as possible know about the wrong deed4 ,threats that are not carried out weaken the teacher's control4 ,patient study and planning will show the teacher a way to cure selfishness4 ,by judicious observation a teacher can discover attitudes taken toward a pupil by his schoolmates and these will be of great value to him in any attempt at corrective measures4 ,it is doubtless true that the schoolmates often develop a wise and effective cure for some wrong trait or attitude4 ,in such cases they may be permitted to carry out their program1 without the connivance of the teacher4 ,but a close examination of the conditions is needful1 so that neglect of unformed characters may not be appropriately charged against a teacher4 ,,illustration 7,,high ,,school7 ,earl ,foley was fifteen years old when he entered high school and came under the control of its principal1 ,mr4 ,mullendore4 ,earl was large1 with a round face1 thick lips1 a big mouth and a too ready smile4 ,he was very active and learned easily1 but was unmannerly and above all1 selfish4 ,he invariably selected the best for himself1 stood between others and the teacher1 gave his views unsought1 and in many little ways annoyed his teachers and companions4 ,sidenote3 ,selfish ,manners ,mr4 ,mullendore discovered that the boy simply needed teaching1 so he decided that in his private talks with ,earl he would use illustrations easily understood4 ,he asked ,earl one day what famous person he admired above all others4 ,finding the man to be ,lincoln1 ,mr4 ,mullendore talked of ,lincoln's unselfishness and humility and even asked ,earl what kind of pencil he thought ,lincoln would have taken if passed a box containing one good pencil1 and the others second grade1 ,lincoln knowing1 meanwhile1 that all would be used by his classmates4 ,mr4 ,mullendore talked of ,earl's work on the farm and asked him to recall the practice of pigs1 cattle and fowls in getting their share of food4 ,he asked ,earl to study out the cause for the development of unselfishness in the human race4 ,all this was said without a single reference to ,earl's own traits4 ,it seemed a part of the study of ,lincoln4 ,earl was not slow to apply the suggestions of the lesson1 however1 and before many months had passed he was one of the most unselfish pupils in the high school4 7#b7 ,jealousy4 ,some one has truly said1 8,in jealousy there is more self-love than love40 ,it is an attitude which develops early1 however4 ,even very young children will sometimes destroy an object rather than have it fall into the hands of another4 ,as a rule the smaller the number of individuals in competition and the narrower the range of their interests the more intense will be the jealousy between them4 ,the teacher's problems are complicated by jealousies in two ways3 7#a7 by a spirit of unkindly rivalry among patrons of the school1 a feeling which is sure to be reflected in the attitudes of the pupils toward each other1 and 7#b7 by a spirit of jealousy arising among and limited to the pupils themselves4 ,the first type has been treated incidentally in other parts of ,practical ,school ,discipline and need not be further dealt with here4 ,the second type1 fortunately1 is not a very common cause of trouble in the well ordered school-room1 but it is a fault so harmful to the child himself and in adult life1 so harmful to all who come within its blighting influence1 that it can not be too carefully watched and checked in its early development4 ,during adolescence and afterwards1 jealous attitudes arise mainly out of sports and out of competition for sex recognition and appreciation4 ,jealousy breeds an angry resentment toward a person who holds or seems likely to acquire one's property or personal privilege4 ,it embraces a feeling of fear and a sense of helplessness in the face of the aggressor4 ,it develops an enlarged appreciation of the treasures involved and a disposition to care for them by violence1 or if defence is useless1 to destroy them4 ,jealousy1 envy1 rivalry and covetousness are only varying forms of the same anti-social attitude of selfishness4 ,tact and patience on the part of parent and teacher and the judicious application of the ,five ,fundamental ,principles will uproot them all in time4 ,,case #abi 7,,third ,,grade7 ,julia ,jenkins was a beautiful child with a sunny disposition and an inclination toward sociability4 ,her voice was well modulated for a child1 and her manners were charming4 ,she loved everybody4 ,her dresses were fashionable1 dainty and immaculate1 her curls always becomingly arranged4 ,altogether she was such a child as one delights to see1 one who brought a smile to the faces of almost all whom she met1 strangers as well as friends4 ,as she entered the third grade school-room for the first time1 ,miss ,elliot1 the teacher1 exclaimed1 8,what a darling60 ,among other pupils in the room was ,caroline ,hillis1 a timid little girl with a solemn1 little old-looking face4 ,her language was crude1 her manner unpolished and her dresses ill-fitting1 coarse and faded4 ,she was the eldest of four children and long before she reached the third grade was considered by her mother too big to be kissed and petted4 ,sidenote3 ,jealous of ,playmate ,how ,caroline watched ,julia6 at first with admiration only4 ,but as the days went by her attitude gradually changed to jealousy4 ,julia always knew her lessons4 ,julia's language was always correct4 ,julia never slammed doors or walked noisily1 and oh1 most enviable privilege of all1 ,julia often stood near ,miss ,elliot as she sat at her desk and put her arm around the teacher's neck4 ,at such times ,miss ,elliot smiled at ,julia in an intimate way4 ,how much ,caroline would give to be able to stand there thus and show her love for ,miss ,elliot in the same way but she simply could not4 ,little did ,miss ,elliot think that ,caroline had planned to do just that very thing4 ,as ,caroline lay in bed before she went to sleep she thought1 8,now1 tomorrow ,i'll ask ,miss ,elliot how to work a problem and ,i'll stand by her and put my arm around her neck1 just as ,julia does and ,miss ,elliot will look at me just as she does at ,julia40 ,but alas6 just as ,caroline tremblingly approached ,miss ,elliot1 thinking to carry out her plan1 the teacher arose to discover the location of a mild disturbance in the back of the room and ,caroline in confusion told her errand and went back to her seat where she shyly brushed aside a few stray tears4 ,with heroic courage she decided to try it again and this time she found ,miss ,elliot seated1 but before ,caroline reached her she said hurriedly1 8,what is it1 ,caroline80 with no smile and in such a matter-of-fact voice that ,caroline stammered her question before she really reached ,miss ,elliot's side4 ,it was of no use4 ,she didn't believe ,miss ,elliot liked her as well as she did ,julia4 ,whereas ,miss ,elliot soliloquized1 8,what an awkward1 timid1 unlovable child ,caroline is today1 she seemed afraid of me4 ,i know the rest of the children like me4 ,i can't pet her in order to win her confidence4 ,i've got to treat them all alike40 ,because ,caroline regarded her teacher with such sad eyes1 the idea grew in ,miss ,elliot's mind that ,caroline disliked her4 ,in ,caroline's mind the thought persisted that ,julia was favored by everybody4 ,she began to think of ,julia's faults4 ,as she sought them earnestly she found them3 ,julia always talked too much1 she liked too well to speak of her brother ,eugene who was in college1 she talked of ,miss ,elliot as if she owned her4 ,one day a little girl spoke of her doll1 another of a doll's party and soon ,julia said1 8,oh1 girls1 let's all bring a doll tomorrow and have a dolls' party at recess6 ,wouldn't that be fun80 ,all agreed but ,caroline1 who was on the edge of the group4 ,her downcast face was unnoticed4 ,the truth is that ,caroline's only doll was badly soiled and somewhat dismembered4 ,julia easily gained the encouragement of ,miss ,elliot in her plan for the next day4 ,some of the girls went early with their dolls4 ,julia's was a cunning little character doll4 ,caroline brought none4 ,she imagined that she could hear ,miss ,elliot say1 8,how cunning60 as she looked at ,julia's doll1 and then ,julia and the teacher would exchange that intimate smile2 ,caroline would be the only one who had no doll4 ,she never could have ,miss ,elliot's approval4 ,while ,caroline was feeling rather than thinking all this ,julia said1 8,let's lay all our dolls on ,miss ,elliot's desk and then when she comes have her guess which one belongs to which girl40 8,that will be fun10 said the others1 so it was quickly done4 ,caroline stood at a little distance feeling left out of the fun4 8,let's go and meet ,miss ,elliot10 said ,julia1 8and tell her about it4 ,soon all the girls but ,caroline were out of the room and starting down the street4 ,caroline presently said to herself1 8,i'll hide her doll and then ,i guess ,miss ,elliot can't brag about it40 ,she cast her eyes about the room for a hiding place4 ,there stood the piano6 ,mrs4 ,fitzhugh had said yesterday that she kept her ring in the piano4 ,hastily grabbing up ,julia's doll ,caroline stood upon the piano bench and lifting the lid of the upright piano1 laid the doll inside upon the hammers1 closed the lid and jumped down to the floor just in time to gain a place by the window before the girls and ,miss ,elliot came in4 ,they led ,miss ,elliot to her desk1 having already told her what they wanted her to do4 ,almost immediately they noticed that ,julia's doll was gone4 ,caroline1 now remorseful and silent1 was questioned4 ,she said she knew nothing about it4 ,the girls sought everywhere for the doll until school time1 ,caroline helping them look into desks and on closet shelves4 ,caroline1 growing more and more remorseful as one girl after another pitied ,julia1 resolved to return to the room at noon time1 when everybody was out of the room1 and put the doll on ,julia's desk4 ,imagine ,caroline's dismay when the piano was found out of order by ,miss ,elliot as soon as she started to play the opening song4 ,miss ,elliot opened the piano lid and gave a little start4 ,there was the lost doll6 ,julia rushed for it and cuddled it4 ,molly said aloud1 8,how did it get there80 ,caroline hung her head and ,miss ,elliot looked very grave4 8,caroline1 come here10 she said4 8,why did you put ,julia's doll into the piano80 8,i don't know10 said ,caroline1 with a degree of truth4 8,it is a marvel that it isn't broken4 ,i'll have to whip you for that40 ,taking a strap kept for the purpose ,miss ,elliot explained to ,caroline that she had lied as well as concealed the doll with a probable hope of stealing it later4 ,she then gave the child a severe whipping4 ,caroline dumbly felt that she was misjudged and yet could not explain why1 even to herself4 ,,constructive ,,treatment ,miss ,elliot should have satisfied herself fully as to the motive underlying ,caroline's action before punishing her4 ,always delay a punishment until you have found the real cause of the misdemeanor4 ,when a child shows a tendency to withdraw from group activities take special pains to draw him into the play circle4 ,take the timid child by the hand rather than the one who rushes to you4 ,say to the child who shrinks back into her corner1 8,we need one more little girl here40 ,hold out your hand toward her as you speak4 ,the gesture will reinforce the words1 and be to the child a suggestion of welcome into the group4 ,,comments ,there is no more faulty method of discipline than that of severely punishing a child for some outbreak against moral or school law before a hearing has been given him2 not merely giving a chance to confess his wrong1 but going to the bottom of the matter and finding1 if possible1 the underlying motive or instinct which led up to the outbreak4 ,skillful questioning ought to bring this out4 ,very often the slow and timid child is longing for your friendship but does not know how to show his desire4 ,whether or not he is conscious of needing your aid1 he1 nevertheless1 does need it4 ,,illustration 7,,sixth ,,grade7 ,june ,dacey was a frail city girl whose health was such that her parents feared to send her to the public schools in ,new ,york4 ,one ,september morning ,june's father said to her3 8,june1 how would you like to spend a year in the country and attend school with your cousins80 ,june thought it would be1 8,just fine60 and ,mr4 ,dacey was not long in arranging with his brother in ,massachusetts to receive ,june into his home and to see her well started in the country school4 ,all went well until ,june's cousin ,carrie ,dacey began to show signs of jealousy toward ,june4 ,the two girls were just of an age1 but ,carrie was an unusually vigorous1 strong1 healthy girl with double the amount of endurance possessed by ,june4 ,as a consequence the two girls received very different treatment by their elders and even in a half unconscious way by the other children who were1 indeed1 somewhat overawed by ,june's pretty clothes and refined manners4 8,o1 yes6 of course ,june can have everything and ,i can't have anything10 said ,carrie one day in a fit of petulance4 8,she has all the nice clothes and ,i have to wear this old thing4 ,she can ride to the picnic while ,i have to walk4 ,the teacher is always doing things for her and nobody ever does anything for me4 ,at home it's just the same way1 ,june gets all the attention40 ,miss ,scott1 the teacher1 happened to overhear the remark1 although it was not intended for her1 and was thereby made conscious of the ill-will that was springing up between the two girls4 ,she had had no desire to show partiality in any way toward ,june but only to protect the frail girl from too fatiguing sport4 ,now she said to herself1 8,this won't do6 ,we shall have a tragedy here soon6 ,i must think out some plan to overcome this feeling between the two cousins40 ,it so happened that the children had for their reading lesson 8,the ,story of the ,twins40 ,the story was full of activity and fun and mischief and the children liked it4 ,miss ,scott had promised the class that when they could read it very well they might dramatize it some day4 8,you two girls who are just of an age must be our twins10 said ,miss ,scott1 8the other children may take the other parts4 ,mary and ,jane1 come help me make this crepe paper into costumes for #8the twins4' ,they must dress just alike40 ,the children caught the idea1 and1 just as ,miss ,scott intended they should do1 immediately nicknamed the two girls 8,the ,twins40 ,miss ,scott strengthened the tendency still further by saying occasionally1 in a playful way1 8,will the twins pass the paint boxes for us80 8,will the twins collect the pencils80 ,carrie was soon quite cured of her jealous complainings4 ,through suggestion1 the feeling of coperation and comradeship had been substituted for the selfish emotion of jealousy1 and in thus being linked together in school duties and sports1 in a way1 too1 that emphasized the relation of equality1 the two children soon became firm friends4 ,,case #acj 7,,eighth ,,grade7 ,wendell ,smith was a son of ,dr4 ,smith1 one of the most influential men in the village4 ,he was handsome1 well-dressed1 well-mannered and very intelligent4 ,he had delightful books1 mechanical and constructive toys1 a bicycle1 a watch1 and now a few days after he entered the fourth grade his father gave him a pony and carriage for a birthday present4 ,sidenote3 ,jealous of 8,rich ,boy0 ,mark ,hazard was in the same grade at school4 ,their teacher was ,miss ,hosiner4 ,mark was a wide-awake boy who was often in mischief4 ,he was coarse in his speech and manners4 ,he criticized adversely every one of ,wendell's possessions and was always glad when for any reason ,wendell failed to recite well4 ,when the boys played1 ,mark would say3 8,don't ask ,wendell to come1 he might get his clothes dirty40 ,when ,wendell missed the word 8giraffe0 ,mark whispered sibilantly1 8,he can spell #8pony'2 that's all the animal he knows40 ,miss ,hosiner knew that ,mark disliked ,wendell and felt sure that jealousy was at the bottom of his sneers and coarse remarks1 but she didn't know how to bring about a change4 ,there was a pool of muddy water near the back door after every rain4 ,this was spanned by a plank over which the children walked to the playground4 ,one day ,mark and ,wendell were both on the plank when ,mark deftly tripped ,wendell1 who fell splash into the muddy water4 ,had ,mark used common courtesy ,wendell would doubtless have laughed at his own plight1 but when he looked up to see ,mark's sneer as he said sarcastically1 8,now you're some dolled up ain't you80 he said1 8,mark ,hazard1 you've got to smart for this40 ,miss ,hosiner had seen it all from the window and understood the situation perfectly4 ,she went to the door and said1 8,wendell1 you may go home and change your clothes2 ,mark1 you may go in and take your seat and you may have all of your intermissions alone for a week4 ,as soon as you come in the morning1 and at noon1 you may take your seat at once4 ,i will allow you a separate time for your recess from that of pupils who know how to behave toward each other4 ,since you can't act decently toward other boys1 you may play by yourself40 ,as the group separated ,mark shook his fist at ,miss ,hosiner's retreating back and openly made an ugly face at ,wendell4 ,not only during the week of his punishment but throughout the year he showed insolence toward ,miss ,hosiner and distinct dislike for ,wendell4 ,,constructive ,,treatment ,go privately to the boy of whom one or more of the pupils are jealous and tell him how to treat the jealous ones4 ,in the above instance say to ,wendell as soon as you first observe that ,mark is jealous of him1 8,i have observed that ,mark is not friendly with you4 ,i know you would be much happier to have his friendship4 ,he is not sure that you want to be friends and since you have more to give him by becoming friends than he can give you ,i can't blame him much for wanting you to make the start4 8,if one man had #a1jjj to put into business and another #aj1jjj1 you couldn't expect the man with the #a1jjj to have audacity enough to ask the #aj1jjj man to go into partnership with him1 but how glad he'd be if the richer man should invite him to become a partner in his business4 8,now1 that's just the way it is with you and ,mark4 ,you'll have to make him see that you really want to be friends before he can believe that it is so4 ,i heard one of the boys say that you are going to give them all a ride in turn in your new pony carriage4 ,if ,i were you ,i would ask ,mark to be the first one4 ,i'd ask him first to share all of my good things1 because he suffers most for the things that you have4 ,that's what makes him feel out of sorts because he can't have them4 8,it takes more skill to be a gracious receiver than to be a gracious giver1 so don't feel offended if ,mark doesn't know how to act at first4 ,keep on trying to show him that you like him until you succeed40 ,,comments ,the question of inequality so pitifully and constantly understood by many sensitive children is often the cause of jealousy that grows until it becomes a menace to peace in a school4 ,this feeling should be checked as soon as it appears4 ,punishing the one who is jealous only makes him entertain a feeling of resentment toward both the teacher and the one who is envied by him4 ,the right interchange of feeling can be secured only by assisting the more favored pupil to show genuine friendship for the one who is jealous4 ,,illustration 7,,fourth ,,grade7 ,emeline ,carlisle was a little girl who talked about the maid1 the cook and the nurse at their house1 of the company they had1 the vacations they spent and the clerks in 8father's store40 ,jessie ,dodge was a child of a poor but refined widow who1 with extreme difficulty1 was able to provide sufficient clothing and food for her4 ,sidenote3 ,jealous of 8,rich ,girl0 ,miss ,dunlap1 the teacher in the fourth grade1 saw that ,jessie was destined to become jealous of ,emeline4 ,so she pointed out to ,emeline from time to time the superior gifts and traits of ,jessie4 ,she would say3 8,jessie ,dodge is such a refined girl4 ,she knows how to reply whenever she is spoken to4 ,i think the girls who are her special friends are fortunate40 ,she appointed these two girls to do tasks together1 saying1 8,jessie and ,emeline may work together on the fifth problem1 ,emeline writes well and ,jesse thinks well4 ,they will make good companions for this work40 ,by such handling of the situation1 ,emeline and ,jessie became good friends4 ,,case #aca 7,,high ,,school7 ,a western college gave a high school tournament every spring4 ,surrounding high schools were invited to assemble with their competing candidates for athletic contests in the afternoon1 followed by reading and oratorical contests that night4 ,prizes were given to the winners either by the college or individuals in the college town4 ,sidenote3 ,jealousy ,between ,schools ,this tournament was one of the big events of the year for the high schools4 ,they trained for it from ,september till ,may4 ,the victors were lionized in the typically enthusiastic high school manner1 while the citizens of the towns in which the schools were located talked of the event for weeks and knew and honored not only the schools but the individuals who had won the prizes4 ,for two years ,eastman pupils had won in athletics1 and now 7#aiae7 they were reputed to have an excellent reader who was going up to the oratorical contest4 ,the slogan in more than one school had been 8,beat ,eastman40 ,the meet occurred on ,friday4 ,on ,thursday evening ,principal ,mac,kenzie of ,dwight said to his contestants1 8,i believe we'll win tomorrow4 ,i believe we have the kind of muscles and brains that will #8,beat ,eastman4'0 8,hurra-a-a60 sang out the boys--all but one1 ,john ,nealy4 ,an inscrutable look had come into his eyes when ,mr4 ,mac,kenzie uttered the words1 8,beat ,eastman10 and he had been too intently following up some idea to join in the shout4 ,on the way to the college town the next morning he said to his colleagues1 8,boys1 ,i've thought of a way to beat ,eastman40 8,how80 they said1 eagerly4 8,we'll take the boys to a #8feed' at noon4 ,we'll order everything eatable for their runner and jumper and we'll get them so filled up that they can't make good40 8,but will they go with us80 8,sure1 they'll go4 ,their runner1 ,fernald1 is a good friend of mine40 8,we won't dare overeat40 8,can't we just pretend we're eating everything80 ,the details were arranged4 ,now1 ,harmon ,walsh1 one of the ,dwight boys1 had a fine1 upright character and he could not be party to this foolish scheme of ,john's4 ,he finally decided to tell ,mr4 ,mac,kenzie about it4 ,the latter1 astonished1 took the ,dwight boys under his special care1 forbade their inviting anybody to lunch with them1 and never left them until they were on the athletic field4 ,that year ,eastman came out second and ,dwight third4 ,when they returned to ,dwight1 ,mr4 ,mac,kenzie called ,john into his office and inquired why he had proposed his 8lunch scheme0 on the way to the meet4 8,i'm sick and tired of hearing ,eastman's praises10 said ,john4 8,i'd do anything to beat them40 ,thereupon ,prof4 ,mac,kenzie talked so harshly to ,john on the subject of jealousy that he quit school1 as he had begged to do before4 ,so he missed getting his high school education because his teacher was not able to cultivate in him a spirit of competition without jealousy and unfortunately was unable to handle properly a case of jealousy when it appeared4 ,,constructive ,,treatment ,in dealing with inter-high school competitive programs talk much about the good qualities of your school's opponents4 ,secure personal favorable items of interest concerning opposing debaters and ball team members4 ,after a game or debate1 talk of the good qualities or traits of character exhibited by the opponents4 ,talk on such themes as1 8,i'd rather be right than be president40 ,,comments ,the dividing line between legitimate ambition to win for one's school and jealousy of a winning opponent is hard to fix ofttimes4 ,high school students should be drilled against personal antagonism and mean advantage by the principal1 who should always laud the clean1 fair1 open game4 ,,illustration #a 7,,high ,,school7 ,the big1 final basket ball game between ,danvers and ,winfield high schools would determine which was the best team in the state4 ,prof4 ,beatty of ,danvers wrote to ,prof4 ,ryland of ,winfield and said1 among other things3 ,sidenote3 ,appreciating ,opponents 8,kindly write me a few words about each boy on your team to read to our boys4 ,are they country or town boys8 ,what is the favorite study of each8 ,what does each expect to do when he gets out of high school8 ,what do you consider the finest trait of each8 ,when the answer to this letter came1 the ,danvers boys read it eagerly and later met the ,winfield boys as friends4 ,not a hint of jealousy was shown by ,danvers when ,winfield won4 ,,illustration #b 7,,high ,,school7 ,occasionally1 a student overworks in the effort to secure the highest place in the teacher's appreciation4 ,in a certain high school the history teacher had two boys in her class in modern history who were rivals for first place4 ,sidenote3 ,jealous of ,scholarship ,one belonged to a wealthy family and had every help and encouragement2 the other was away from home and working his way through school4 ,it was the latter boy who worried his teacher4 ,he was up early in the morning and late at night attending to furnaces in winter1 gardening and cleaning in the spring2 and after these exertions he read carefully all the references given1 lest ,charles ,schofield should do better work than he4 ,of course this soon told on his health1 but he kept doggedly at his heavy tasks4 ,when he grew so listless that he had to rouse himself with a visible effort to recite1 ,miss ,van ,leer kept him one day after class for a talk4 8,you mustn't think of trying to keep up with ,charles ,schofield10 she said firmly4 8,why1 he has nothing to do but eat and sleep and take a little exercise and study40 8,i know that4 ,but you said last term that he did the best work in the class1 and ,i resolved that he shouldn't do the best this term1 just because he has a big library at home and all the time in the world4 ,you know ,i want to show you what ,i can do1 ,miss ,van ,leer40 8,i want you now1 ,ben1 to show me how much common sense you have4 ,you are simply allowing a foolish pride to run away with your good judgment4 ,promise me you'll merely read through the text assignment for a fortnight40 8,and hear him rattle off reams from ,adams and all the rest of them8 ,not ,i6 ,you would think me a piker1 for all you say40 8,will you do it for me--as a personal favor80 ,miss ,van ,leer was forced finally to put her wish on a personal basis4 ,this succeeded where all appeal to self-interest had failed4 7#c7 ,cliques and snobbishness4 ,one phase of this subject1 that of the ringleader1 will be treated under the heading 8,regulative ,instincts40 ,at the present time the gregarious aspect1 or the tendency of young people to join together in little bands1 will be noticed chiefly4 ,such a tendency is1 of course1 only indirectly harmful4 ,it is both social and anti-social--social because of the impulse toward companionship1 anti-social because of the selfishness that excludes from the social group all except a few chosen favorites4 ,,case #acb 7,,sixth ,,grade7 ,in the town of ,fairfield ,center1 there was a little group of girls1 four in number1 who considered themselves superior to the other girls in school4 ,miss ,baldwin was repeatedly annoyed by their aloofness1 but the other children in her room felt it most4 ,sidenote3 ,aping the ,high ,school ,at recess time1 when a game of 8,i spy0 was suggested1 this little clique would withdraw from the crowd and walk1 instead4 ,this habit became so influential that many of the other girls stopped playing at recess4 ,unwholesome gossip was the result4 ,it remained for ,miss ,sayre1 who took charge of the room the next year1 to break down the barriers4 ,she1 too1 failed1 but for another reason4 ,miss ,sayre called these four girls to her one day after school1 when they were in a hurry to go home1 and gave them some good advice4 8,you girls seem to run off by yourselves and not to play with the others4 ,i want to know why40 8,o1 we don't like their games4 ,they always play such silly games4 ,the girls in high school don't do things like that40 8,but you aren't high school girls--you are just little girls of the sixth grade4 ,drop that nonsense4 ,i want you to break up this cliquing and moping around and act like girls4 ,now1 do you understand80 8,yes10 in a chorus4 ,but nothing came of it4 ,,constructive ,,treatment ,instead of a direct attack1 draw these girls into activities that require them to act in close coperation with other girls4 ,try committee work4 8,gladys is sick with pneumonia4 ,she can't come to school for two weeks yet4 ,i want to appoint a committee of two to call on her and take her some flowers4 ,i'm going to appoint ,eva and ,annette for this work40 ,be sure to make combinations that promise enough congeniality to provide at least a temporary friendship4 ,repeat the process very frequently1 yet avoid disclosing a purpose to disrupt the friendship of chums1 for that will excite antagonism and so spoil the whole plan4 ,children are very jealous of their friendship1 and delicate handling is needed in order that no real injustice may be done them4 ,close friendship is usually of great value and the growth of attachments between children of the same sex is to be fostered4 ,the danger is in settling into grooves of thought that cramp the mind and improverish it for lack of wide association4 ,it is very clear that the more human beings a person knows1 the broader will be his personality and the richer his information4 ,hence1 teachers are everywhere duty bound to democratize the life of their charges4 ,,illustration 7,,fifth ,,and ,,sixth ,,grades7 ,misses ,phelps and ,bender took a wise course in curing the fifth and sixth graders under their charge1 of snobbishness4 ,they combined forces and went into flower gardening on a small scale4 ,a plot of ground was procured and the children grouped by pairs according to an inflexible rule adopted at the very start4 ,there were several motives behind this project1 but we need consider only this one point4 ,sidenote3 ,gardening in ,pairs ,to insure a genuinely democratic spirit1 two pairs were assigned each day for work in the flower garden4 ,boys were paired with boys and girls with girls2 there were usually four children at the garden1 each day1 rain or shine1 if not to work1 at least to note conditions and report to their teachers4 ,some of the girls resented slightly the comrades selected for them1 but no real insult was perpetrated by the assignments made4 ,the teachers took turns in sharing the responsibility for management1 except when wishing advice on cutting and giving flowers1 then all the pupils went to ,miss ,phelps4 ,fifty pupils took part in the venture4 ,it solved several social school problems and created a fine spirit of fraternalism among children of varied social standings4 ,when young people reach the high school age1 the period in which all the changes of adolescence are most actively going on1 they sometimes develop a tendency to form clubs and secret societies which is often disastrous to school discipline4 ,when the clique evil is fully developed1 snobbishness and false standards run rife4 ,there must be democracy in the school if the best results are to be obtained1 and the clique spirit may work great havoc1 especially in a small high school where a well-defined group or clique is necessarily very conspicuous4 ,,case #acc 7,,high ,,school7 ,sidenote3 ,sororities ,a high school of about #aej pupils in a prosperous little western town became afflicted with the clique disease4 ,margaret ,hancock1 the daughter of one of the town's most prominent citizens and rather a spoiled child at home1 returned from a winter spent in a southern city1 where she had gone to a large high school and had been admitted to one of the numerous sororities there4 ,she came back thoroughly imbued with the ideals of the southern high school1 which was in the wealthy1 aristocratic part of the city and attended by girls who expected to become debutantes in a few years and make 8society0 their career4 ,this southern high school was a large one and the clique spirit was not so harmful because there were several such groups to offset each other and the pupils were1 on the whole1 of the same social class4 ,back in her home town again1 ,margaret succeeded in organizing a sorority before the first month of the school year had passed4 ,she included in her secret society the girls whom she thought the 8nicest0 in the school4 ,these girls were the ones who most nearly approached the prospective belles of the southern high school in type--the girls with the most money and the prettiest clothes1 the ones whose parents were frequent visitors in ,margaret's home4 ,this clique or sorority included about twenty pupils in its membership and1 needless to say1 in a school of that size was quite out of place4 ,it was not long before the boys followed the example set by the girls and formed a secret club of limited membership1 and then how the two organizations did lord it over the rest of the school6 ,boys who had come in from the country and worked for their board in order to get a high school education were looked down upon and made to feel ashamed of their rural origin and their manner of life4 ,girls whose clothes were not so fine or so numerous as those of ,margaret's friends were hurt to the quick by the sneers of their classmates and by being left out when invitations to little dances and home parties were being given out4 ,the two clubs soon managed things so that all the class officers were from among their members and all school functions were under their management4 ,the school became not a democracy1 but an aristocracy of the narrowest variety4 ,there were so many club functions and good times that school work suffered and these affairs had to be talked over so extensively1 by those who had and had not been present alike1 that there was more trouble than ever before about whispering and note-writing4 ,several of the pupils who had been neglected and left entirely out of the social whirl lost interest in school altogether and dropped out4 ,it was thus that the clique spirit upset the morale of the whole school and lowered the quality of the work many degrees4 ,,constructive ,,treatment ,the wise teacher will emphasize the school spirit1 or even class spirit1 in dealing with situations involving the clique evil4 ,try to make the snobbish ones forget their exclusiveness in their interest in athletics or other contests in which the best man or team wins and in which the whole school is the party to gain or lose by the outcome4 ,as a last resort1 the parents of the ringleaders in the cliques should be appealed to1 to make their offspring see the folly and the falseness of the standards they are setting up1 for snobbish children have generally been more or less encouraged in their snobbish tendencies at home4 ,,comments ,children of all grades do their best work when they have interest and enthusiasm for the work and the school4 ,school spirit can be carried to extremes1 but in moderation it should be encouraged4 ,the clique evil needs careful1 tactful treatment1 for the suppression of school societies sometimes leads to the formation of secret organizations imbued with all the mystery and solemnity of the adults' lodge1 which are much harder to eradicate than the open1 above-board kind1 and seem to be many times more attractive to the adolescent mind4 ,adolescence is the sensitive age1 the age when small slights cut deepest and pride is most easily wounded1 as well as the period when secrets and mystery are most alluring4 ,it is positively cruel for the young people of a school to make their classmates suffer as they have the power to do1 by organizing good times and meetings from which the majority of the school are excluded4 ,the clique evil is much more likely to develop into serious proportions in a small school of a few hundred than in a large one of a thousand or more4 ,children1 as well as adults1 choose for friends persons of the same or similar tastes1 but in a small school the grouping of these kindred spirits into an exclusive organization is particularly bad1 because there are usually not enough other pupils with the spirit and initiative to form rival organizations2 there is usually one clique only1 which excludes the majority of the school from its ranks1 instead of several which offset each other4 ,,illustration ,the clique spirit is met with in many other places besides the school-room4 ,sidenote3 ,stocking ,factory ,the manager of a stocking factory found one group of girls among his operatives making the days and nights miserable for the others in his employ4 ,they made loud and unpleasant remarks about other girls in the dressing-room1 were rude at all times to those not of their group1 and1 by intimidation1 forced the foreman to give them the advantage when there was one to be given4 ,things finally came to such a pass that no girl whom the clique disliked could be induced to work in the factory1 so unpleasant did the clique make it for her4 ,the manager studied the situation long and earnestly when he realized how serious it was1 and finally hit upon the scheme of providing a gymnasium for his women operatives4 ,he hired a trained social worker1 who was also a gymnasium teacher4 ,she developed team work and the spirit of good sportsmanship in the course of a year's work in gymnastic classes and athletics1 but it was largely the influence of her own personality and the soundness of her teaching and example that worked the change4 ,the clique spirit vanished as the result of her efforts4 ,the manager of the factory had realized the loss he was suffering in the lessened efficiency of his workers2 this loss was remedied only after the company had expended much money4 ,,case #acd 7,,high ,,school7 ,sidenote3 ,school ,clubs ,miss ,reynolds1 teacher of the senior year high school1 had long foreseen the trend of the social impulse in the ,lewiston ,school4 ,such notices on the blackboard of the assembly room as 8,meeting of the ,adelphian ,society this afternoon10 and 8,l4 ,a4 ,c4 business meeting tonight10 stood as evidence that the club idea was growing into prominence4 ,when the subject was brought up at faculty meeting1 ,miss ,reynolds voiced her opinion as follows3 8,this club idea is only a natural one with children4 ,they get their incentives from the social organization at home4 ,mother belongs to the ,mothers' club or literary society2 ,father belongs to the ,manufacturers' ,association or ,industrial ,league4 ,it seems to me the only solution is to provide as many opportunities as possible for outlets for this social instinct4 ,it is our place to encourage the formation of societies along literary1 social and athletic lines40 ,heated discussion followed4 ,a vote was taken on the motion3 8,we will encourage the formation of literary1 social and athletic clubs10 with the result that it was carried4 ,but it was soon markedly noticeable that the clubs drew finer social distinctions until the whole atmosphere of the school was undermined by a spirit of snobbishness1 ill-feelings and entire lack of coperation between pupil and teacher4 ,,constructive ,,treatment ,allow no organizations to be formed without the approval of the faculty4 ,when officially recognized1 see that the society elects an advisory board which shall consist of two teachers1 two or more pupils1 who shall be the officers of the society1 and the principal of the school1 who shall act as honorary member4 ,this board is to act as a 8court of appeal0 in the decision of questions which concern the activities of the organization4 ,it is in no sense to be a dictatorial power4 ,,comments ,miss ,reynolds had the right idea when she encouraged the formation of school organizations1 but she failed to realize that the activities of such societies should be tactfully supervised by teacher and principal1 under the direction of leaders who have the interests of the society at heart and who will lend their good judgment to its best development2 such an organization may be depended upon as a standard of conduct on all questions which affect the name of the school4 ,unguided organizations are the source of many of the evil tendencies in school life4 ,,illustration 7,,high ,,school7 ,sidenote3 ,athletic ,associations ,when ,mr4 ,mc,daniels1 the physical director of the ,edgeville ,high ,school1 advised the boys that their games would be better organized and they would be more certain of help from the faculty if they formed an athletic association1 they decided immediately to organize4 ,accordingly1 a meeting was called for the afternoon1 of all the boys who were interested in athletics4 ,as might be imagined1 there were very few absent4 ,mr4 ,mc,daniels offered to help them conduct the meeting4 ,after the boys had elected president1 vicepresident1 secretary and treasurer1 inasmuch as ,mr4 ,chadwick 7the principal7 was much interested in the formation of athletic organizations1 ,mr4 ,mc,daniels proposed that he be chosen as honorary member of the association4 ,the boys rose to the occasion and elected ,mr4 ,chadwick to this position4 8,now it has been my experience that questions come up for decision which call for mature judgment4 ,i suggest that you elect an advisory board to be made up of your officers1 two members of the faculty and ,mr4 ,chadwick40 ,knowing that ,mr4 ,mc,daniels had their interests in mind1 the boys immediately responded to his suggestion4 ,the result was that a coperative body of pupils and teachers was organized to the great advantage of all interests concerned4 #c4 ,altruism ,a man may be thoroughly acquainted with the highest moral laws and yet have a very weak character4--,hughes4 ,if the above statement is true1 and we believe it to be so1 then the futility of trying to make people good merely by teaching them principles of goodness1 is immediately apparent4 ,some more effective means of training must be found and those means undoubtedly should be experience and habit4 ,especially is this true of little children4 ,to them principles and laws are mere words2 experience is everything4 ,with adults the precept is more effective1 not because they are so different from children1 but because they already have had experiences by means of which they are able to interpret and apply the principle1 or proverb1 or law4 ,principles1 proverbs1 laws1 are only deductions from experiences4 ,if real morality is the outgrowth of experience1 it follows of necessity1 that the best and surest and indeed the only way to teach anything more than the outward form1 is to give to pupils opportunities for performing moral acts4 ,there must be self-guidance1 there must be a yielding of one's own desires to the rights of others1 there must be coperation1 teamwork4 ,the kindergarten1 better than any other branch of our school system1 has realized the necessity for this type of social training4 ,there the aim is to have children learn1 through give-and-take relations with associates1 what sort of conduct will best promote the happiness of all4 ,instead of exhortations about the obligations of children to parents1 the little ones dramatize those relations1 thus gaining just those experiences which enable them to comprehend the obligations4 ,so with the industries1 the wild animals1 the busy bees1 the birds1 even the flowers and trees4 ,one by one1 the life of each is 8tried on10 so to speak1 in play1 and inner relations of man to man and of man to his environment are thus discovered4 ,it goes without saying that these inner relations1 upon an understanding of which all true morality is based1 cannot be discovered all at once4 ,years of 8trying on0 of racial experiences and relations are necessary1 and even then the comprehension of obligation will be just as narrow as experience has been4 ,meanwhile the inexperience of the child must be supplemented by the larger knowledge of the adult4 ,the right outward form of action must be stimulated by approval1 expectation1 suggestion1 substitution of better forms for the child's crude1 impulsive act1 and coperation on the teacher's part in such activities as will lead toward higher forms of altruistic action than the child is able yet to fully comprehend4 ,the teacher must never lose sight of the fact that moral insight depends upon a process of growth2 nor must he be discouraged if the moral horizon of his pupils is extremely limited4 ,it is as wide as experience has been4 ,the remedy for narrowness is to supply the experience that will furnish the wider outlook4 ,sidenote3 ,appealing to ,reason 7#a7 ,infancy and early childhood4 ,many parents and teachers make the sad mistake of beginning the rational training of their children before the period of rational thought has arrived4 ,an amusing example of common sense and the lack of it occurred one day in a family which consisted of a mother1 who had imbibed some ill-digested1 sentimental ideas of rational training1 her eight-year-old son1 and her three-year-old daughter4 ,,case #ace ,the child was playing with a cat upon the rug1 and finding great delight in its piteous meows when she pulled its tail4 ,the mother remonstrated at each outcry in about this fashion3 8,margy1 dear1 don't pull poor kitty's tail like that6 ,don't you know it hurts poor kitty8 ,how would you like to have mamma pull your hair8 ,i wouldn't do it now4 ,try to make kitty happy40 8,why don't you pull her hair1 and show her what it's like80 inquired ,donald1 who was reading in the window-seat4 8,i want her to learn to think such things out for herself10 the mother replied with a wise air4 8,i want her to put herself in kitty's place40 8,huh--she'll never do it unless you make her4 ,let me show her1 will you80 8,no1 indeed1 ,donald4 ,i'm afraid your method wouldn't be very gentle40 8,well1 ,i bet the cat doesn't think she's very gentle1 either10 and ,donald went back to his story4 8,margy must learn to do her own thinking1 of course4 ,i remember when you were a baby1 ,donald--,margy1 child6 ,mercy1 what a howl4 ,pussy6 ,margy1 can't you see you hurt poor pussy8 ,hurt it1 dear--just hear it cry6 ,makes it feel all badly1 as ,margy does when she's ill4 ,just hear poor kitty cry60 ,margy was 8hearing poor kitty cry0 with new delight at each piteous meow1 which she took to be dear kitty's means of entertaining her--having never been taught to associate the sound with pain of any kind4 ,just then the door bell rang1 and the mother had to leave4 8,donald1 dear1 you look after ,margy while ,i'm gone10 she said1 as she closed the door4 ,,constructive ,,treatment ,before allowing a three-year-old child to handle a cat at all1 give explicit lessons on how to handle it properly4 ,teach the child the meaning of the words 8,don't hurt0 by inhibiting the movement of her hands before she has done the mischief4 7,see lesson on 8,don't ,touch0 in 8,easy ,lessons for ,teaching ,obedience in the ,home10 ,book ,i1 p4 #df--;,beery47 ,give an imitative lesson4 ,holding the cat yourself1 gently stroke its fur1 showing ,margy the proper way of handling the cat4 ,then take ,margy's hand and gently pass it over the fur in the same way4 ,see to it that the child does not have the cat at all except when some older person is there to control her action1 until such time as she has learned the meaning of the command1 8,don't hurt10 and will obey it4 ,in other words1 do not allow the wrong habit to become established before the right way is comprehended4 ,,comments ,margy's mother was assuming an understanding in matters concerning which there had been no adequate experience on ,margy's part4 ,protected continually from pain herself1 how could she understand the meaning of the word6 ,to her the cat was just another musical instrument4 ,best of all1 it was one upon which she could play4 ,donald's method1 though not recommended here for general acceptance1 was at least effective4 ,,illustration ,i ,sidenote3 ,donald ,takes a ,hand ,donald was an obedient child1 and closed his book promptly4 ,he also1 with some satisfaction in the duty assigned him1 sat himself down on the rug near his baby sister1 and his attitude of watchful waiting might have struck an observer as purposeful and determined4 ,margy held pussy firmly by the loose fur at the back of the neck4 ,she stroked her until she was fairly quiet again1 then quickly gave the long tail another hard pull4 ,quick as thought1 ,donald reached over and pulled his sister's hair vigorously4 ,she howled lustily1 and the cat ran away4 ,donald let her cry for a little while1 then gave her back the recaptured cat and sat again near her4 ,before long the pulling occurred again1 and again ,donald pulled as lustily at ,margy's curls4 8,do you see what it's like8 ,do you like to have your hair pulled8 ,are you going to quit it80 he inquired4 ,margy adored ,donald1 and it did not occur to her to resent his means of enforcing his lesson4 8,want the cat back8 ,you can have her if you won't pull her tail4 ,will you let her tail alone80 he asked again4 ,margy said she would1 and ,donald again captured the cat and put it into her arms4 ,this time ,margy did not pull its tail4 ,she stroked it1 still holding it tightly by the fur2 but she had learned that pulling a cat's tail had sad consequences when ,donald was near4 ,she never repeated the act when her brother was within reach1 although she did it when alone or with her mother4 ,pulling hair is not a good form of punishment1 but ,donald's method was based on sound principles1 of which of course he was utterly unconscious4 ,a baby should not be asked to make judgments1 but he should be taught that pleasant consequences follow some acts and painful ones follow others4 ,this is nature's method of teaching human beings1 and no one can improve on it as a method of last resort for the young human animal4 ,,illustration #b 8,look what ,i've found10 ,harry ,jennings cried to his friend1 ,captain ,stanhope4 ,the captain was sitting on a park bench reading his morning paper1 and ,harry had been running races with ,gyp up and down the gravel walk4 ,he came up to the bench1 now1 with a handful of souvenir post cards in his hands4 ,sidenote3 ,applying 8,golden ,rule0 8,some one has been addressing them here in the park1 and then went off and left them on the bench10 he continued4 8,see1 they're addressed to people all over the country1 and not a stamp on one of them60 8,i have seven cents in change10 said the captain1 pulling out his worn little purse4 8,that will send seven of them1 but there are a dozen40 ,harry brought out a dime from his trousers pocket1 and looked at it thoughtfully4 ,it would just pay his admission to the community ball game that afternoon1 and if he used half of it to send off a stranger's postcards1 he must stay at home1 for this was the last of his week's allowance4 ,still1 there was the captain1 the knight of a dozen campaigns1 looking at him4 ,harry knew that he allowed himself but one cigar a week1 for his pension was subject to heavy drains2 and yet he contributed his seven cents without hesitation4 ,surely1 to share the doing of a good turn with the captain would be worth staying home from the ball game4 8,here's a dime1 and ,i'll send the rest10 he told the captain4 8,shall ,i take them to the postoffice80 ,the captain used the most subtly effective of all appeals to a child to do right--he assumed a willingness to be generous on ,harry's part1 and offered him a comrade's share in the deed4 ,not for worlds would ,harry have appeared stingy and selfish and little1 before the captain4 ,and having set for himself a certain standard of generosity1 it will not be hard for ,harry to be generous when his next opportunity comes1 even if there be no ,captain ,stanhope near to stimulate him4 ,,case #acf 7,,eighth ,,grade7 ,sidenote3 ,faithful ,work 8,here1 you little rascal1 finish up in that corner60 called out old ,john ,smith1 the janitor1 to ,oldham1 who was helping him sweep the basement4 ,old ,john had rheumatism1 and the school board allowed him to employ a boy at twenty-five cents a night1 to help him with the sweeping4 ,oldham had secured the job1 and hoped to earn a new suit before spring4 8,i am finishing up in this corner10 he answered1 indignantly4 8,i'm not done yet1 but ,i'm getting it clean40 8,see that you do1 then10 and old ,john turned painfully to his own work4 ,his eyes were growing dim1 and because he could not see he thought he might insure thorough work by severity4 ,soon ,oldham came to him for more directions4 8,go into the furnace-room and sweep up in there10 old ,john told him4 ,oldham saw that the furnace-room was very dark1 indeed4 8,he'll never know whether ,i've done the corners in here or not10 he told himself4 ,and still smarting a little with resentment at old ,john's undeserved gruffness1 he slighted his work and finished in short order4 ,,constructive ,,treatment ,pursue a plan exactly the opposite of ,john ,smith's4 ,first1 approve the boy's willingness to coperate with you4 ,expect the best work ,oldham is capable of doing1 and show your appreciation of his assistance4 ,tell him how glad you are to have the help of his young eyes and willing hands4 ,,comments ,this and the following incident show the play of social reaction upon conduct4 ,for the approbation of a friendly1 trusting man1 who showed that he believed ,oldham to be a boy of honor1 ,oldham cheerfully did his task honestly and well2 to old ,john1 distrustful and discourteous1 ,oldham responded with the trickery he invited4 ,oldham should have been more deeply grounded in principles of honesty1 of course2 he should have been indifferent to a childish1 ill1 old man's acidity4 ,but ,oldham was very human in the personality of his attitude2 the world abounds in people like him4 ,,illustration 7,,eighth ,,grade7 ,as ,oldham went through the outer room to put away his broom and dustpan1 ,mr4 ,miller1 the principal1 entered4 ,sidenote3 ,a ,better ,method 8,hello60 he called out1 cheerily4 8,so you're the boy who's helping out in a pinch1 are you8 ,i know ,john ,smith appreciates that1 and so do ,i4 ,this floor looks as though you might have swept it--not a speck to be seen4 ,did you80 8,yes1 sir40 ,oldham's checks flushed with pleasure4 8,good1 sincere work4 ,every corner clean4 ,well1 ,i must go on up4 ,i came down to see how ,john here was getting on1 but since you're helping him ,i needn't stay longer4 ,aren't you about through1 yourself80 8,in a few minutes1 ,mr4 ,miller10 ,oldham replied4 8,i have to do the furnace-room yet40 ,and he turned back to do a bad job over4 7#b7 ,adolescence4 ,in learning the great lesson of altruistic living it is not strange if young persons sometimes fail to see their acts in clear perspective4 ,only time and more experience can furnish that perspective4 ,the following incident illustrates an exaggerated ideal of altruistic service on the part of a high school boy who sacrificed his scholarship for athletics4 ,,case #acg 7,,high ,,school7 ,sidenote3 ,overdoing ,altruism ,oscar ,colegrove was the most popular boy in the ,vernon ,high ,school4 ,his kindness and courtesy won the girls1 his unusual size and strength were admired by the younger boys1 and his manliness won the love and respect of the older boys1 but he was not studious enough to gain the approval of his teachers4 ,he was an especial trial to ,mr4 ,watkins1 teacher of ,caesar4 ,he had never understood ,english grammar--the ,latin forms meant nothing to him4 ,when he recited1 everybody was glad when he got through4 ,but ,oscar was a famous basketball player4 ,mr4 ,watkins had decided to make him carry his ,latin or drop out of athletics4 ,he had revolved in his mind the best method of making this fact known1 but had come to no definite conclusion1 when fate seemed to take things in hand4 ,one morning ,oscar was unusually stupid in ,caesar4 ,mr4 ,watkins kept him on his feet asking him question after question and growing more and more angry with every wrong answer4 ,he even asked him to translate the beginning chapter about 8,all ,gaul10 so well known to every student of ,latin4 ,oscar ludicrously stumbled over the easiest parts4 ,mr4 ,watkins was the angrier because he had thought to cause ,oscar to be ridiculed by his classmates1 who only seemed to suffer with the tortured boy4 ,finally1 in disgust1 ,mr4 ,watkins banged the textbook down on the table and said1 in angry tones1 8,oscar ,colegrove1 you shall not play another game of basketball until you can make a decent recitation in ,latin40 8,you don't mean that ,i can't play tonight4 7,that night a game was to be played at ,vernon with a famous out-of-town team47 8,o1 ,i know you want to show off tonight6 ,you're afraid somebody else will get the honors due to you1 if you drop out4 ,you're too selfish to want to give up being a hero4 ,this is your last game until this ,latin is learned40 ,that night ,oscar played on the team and the next day he was absent from school4 ,when ,mr4 ,watkins went to the recitation room to meet his class in ,caesar1 he found not a student there4 ,on his desk was an envelope addressed to him2 opening it mechanically1 he found this note within1 signed by all but three of the class4 8,the ,caesar class will be adjourned until the most unselfish of its members1 ,oscar ,colegrove1 is allowed to play basketball as well as to go on with his studies40 ,mr4 ,watkins called a meeting of the school board that night and admitted that he had not handled the case of the delinquent pupil wisely4 8,i contemplated dropping him from the team and ,i wanted to show the class that ,i was justified by letting them see how little he knew10 ,mr4 ,watkins said in self-defense4 ,in the private conference the next day1 ,oscar promised to study his ,latin more faithfully and the entire class reassembled4 ,oscar's lessons were better learned thereafter and ,mr4 ,watkins seemed to have gained his point1 but he knew too well that he would not be able that year to fulfill his earlier prophecies of being an ideal leader of his students4 ,,constructive ,,treatment ,mr4 ,watkins should have delayed passing sentence until he had calmly decided upon the best method of communicating his decision to ,oscar4 ,he should have said to ,oscar privately3 8,i know all of the pupils want you to stay on the team and ,i do myself4 ,i know also that you and ,i are agreed that you must keep up your studies4 ,for a week ,i will assign you certain topics for review and hear you recite them here in the office or at my home1 whichever suits you better4 ,with this extra effort and a reasonable amount of time put on your daily lessons1 you will be able to please everyone including yourself1 by both carrying your work and playing for the school40 ,,comments ,a really selfish boy is never a general favorite4 ,athletic boys are often heroes of the entire school and are considered self-sacrificing by all whom they represent4 ,the question of athletics and grades should be handled privately by the principal of the school4 ,,illustration #a 7,,high ,,school7 ,sidenote3 ,keeping ,balance ,m4 ,zigler said in confidence to ,carl ,worley1 one of his athletic boys who was 8falling down0 in grades4 8,it takes a self-sacrificing boy to work valiantly for the good of his school4 ,i know you will get good mental and moral as well as physical training on the ball team1 because1 of course1 you play a clean game4 ,but there is a school ruling that forbids a boy who has fallen below grade in his studies to keep a place on an athletic team4 ,this rule was made for the good of the boys as you can easily see4 ,i am sure we agree with the people who made it4 ,now1 we can't make the days longer for the team2 ,i wish we could4 ,the only thing to do is to make the time we have count for the most possible4 8,i propose that you and ,i make a daily program for your use outside of school hours4 ,many college men find this a great help in getting much done in a day4 ,in it we will provide ample time for school studies4 ,this will do away with trouble for you and me as well as for the team1 for if you follow it you can make good grades and stay on the team1 too40 ,together ,mr4 ,zigler and ,carl made a program which included practice with the team as well as study periods and plenty of time for meals and sleep4 ,a careful following of this program showed that with the time properly used1 there was no need of cutting short either study or recreation4 ,,illustration #b 7,,high ,,school7 8,and ,i like ,philip ,lampey10 said ,jeannette4 8,i don't know him very well1 but he always has such excellent manners and he does get his lessons4 ,don't you think he's awfully fine80 ,sidenote3 ,helping a ,comrade ,miss ,parsons and ,jeannette ,white were discussing the high school seniors in a very friendly and personal way4 ,when ,philip ,lampey was mentioned the teacher's brow clouded4 8,i'm beginning to be worried about ,philip1 ,jeannette10 she said4 8,he's being taken up by that fast set1 and he seems to like it4 ,he's losing his frank way1 and beginning to swagger just a little1 and to be oily instead of just courteous4 ,i don't think he's very far gone4 ,now1 he likes you2 can't you help us out1 and save ,philip from going over to that cigarette-smoking1 idle crowd80 8,i don't know1 but ,i'll talk it over with mother10 ,jeannette promised4 8,i don't think ,i have very much influence1 however40 ,a few days later ,jeannette called to ,philip as they were passing to geometry1 8,oh1 ,philip1 mother is giving me a birthday party on the #bbnd and ,i want you to go over the senior class with me and help me make out the guest-list1 and perhaps you have some ideas about things to do too4 ,can we do it after physics this afternoon80 8,we sure can10 ,philip assented1 much delighted to find himself social arbiter4 8,i'll be at your desk at #d3je40 ,so ,philip came to ,jeannette's desk1 and they began on the list4 8,there's ,sam ,blennerman1 he's a good fellow4 ,you'll want him10 he suggested1 as they came to one of his new chums4 8,that stuffy little snob8 ,i should say not60 ,jeannette lifted her nose in great scorn4 8,the other day ,i heard him making fun of ,earl ,stubbs because he stayed out to go to church in ,lent4 ,i think he's insufferable60 8,do you8 ,oh1 he's not so bad when you know him1 though4 ,well1 how about ,vernon ,east80 8,he smells like a tobacco shop4 ,i never saw him without one of those nasty little rolls of his in evidence4 ,father would want to know what ,i was coming to40 8,sylvia ,fanslow1 ,mark ,gorham1 ,francis ,hingham--,i suppose they all go on80 ,philip held a tentative pencil in air4 8,yes4 ,and ,emil ,irwin4 ,leave out ,leonard ,james1 of course40 8,but why8 ,his family's awfully good1 and he's no end of fun4 ,keeps things in a roar1 you know40 8,yes1 ,i know4 ,i know his kind of a roar--he thinks he's such a man of the world4 ,but isn't he the boy ,mr4 ,burcher almost expelled for swearing on the campus80 8,well1 yes1 he is4 ,but you wouldn't expect him to swear at your party you know40 8,naturally not4 ,but ,i haven't any use for a boy who has one set of words for girls and another for boys4 ,that's a double standard and mother says double standards of any kind are bad40 ,philip was suffering a revision of his ideals at the hands of this girl4 ,in the evenings he spent at her house1 planning the party1 he came to revise them further still as a result of the tactful suggestion of ,jeannette's mother4 ,when the party was over1 he found his taste for the 8fast crowd0 had disappeared4 ,to keep ,jeannette's good opinion he would have pretended to believe anything1 but so pliable is youth before habit has fixed one's attitudes1 that he had really come to believe in the same high standards that ,jeannette held4 ,,division ,,viii ,the aim of the teacher should be to obtain reverence for law2 the law of the game1 the law of competition1 the law of the school1 the law of the state1 and ultimately the law of his own life development1 and the law of ,god4 --,hughes4 ,,cases ,,arising ,,out ,,of ,,the ,,regulative ,,instincts #a4 ,differing ,ideals ,lead to ,conflict in the ,regulation of ,conduct ,by regulative instinct is meant the tendency on the part of every normal human being to conform to custom1 reason1 principles1 law4 ,it includes voluntary obedience to authority imposed upon the individual from without1 but it is more than that2 it is an inward recognition that such obedience is fitting and obligatory4 ,it impels even further4 ,it leads the individual to impose upon himself laws and standards of action even in the absence of outward authority4 ,it is thus a tacit recognition of moral law and of religious obligation4 ,not much reflection on the teacher's part will be needed to convince him that if the outward authority to which the child has been subjected at home has been arbitrary1 vacillating1 tyrannical1 or fitful1 the child's ideals as to what is right and what is wrong will have become sadly jumbled long before he enters school1 where the teacher has the difficult task of straightening out the tangles4 ,or again1 if the standards of action1 which the child more or less unconsciously imposes upon himself1 happen to conflict with the teacher's ideals of what right conduct on the pupil's part should be1 then1 also1 is there likelihood of a clash between teacher and pupil4 ,too often when this occurs the teacher is satisfied to secure outward conformity to regulation without1 at the same time1 attempting to change the inward ideal4 ,in such a case there is the anomalous condition of apparent obedience to a rule in which the child does not believe4 ,the body yields to coercion but the mind rebels4 ,half the child obeys1 the other half inwardly disobeys4 ,how disintegrating to the real moral life of a child such a double-faced procedure must be1 can best be realized by the teacher if he imagines himself placed in a similar position where he is compelled by principal or school board to carry on a course of action which is either highly repugnant to himself or which he believes to be absolutely wrong4 ,only half-hearted responses at best will result from such coercion in the case of either pupil or teacher4 ,the question1 then1 of how to secure the obedience of the whole child1 not merely the physical half1 becomes one of great seriousness4 ,obviously it can never be accomplished by methods which systematically arouse antagonism toward the person who commands4 ,the true method of control must seek to substitute a better ideal for the crude one held by the child4 ,coercion may sometimes be necessary1 but the teacher should not feel that the act of obedience is completed until the mind of the child has been swayed to voluntary submission4 ,in the treatment of the regulative instincts which follows1 the chapter on ,obedience1 strictly speaking1 should be included2 because of the great importance of the subject of obedience it has been given a ,division1 by itself 7,part ,i74 ,while1 however1 the more abstract phases of the subject are dealt with in that chapter the present treatment aims to be more concrete4 ,furthermore1 what immediately follows has reference mainly to the lower grades1 because there the child's school habits are formed1 but the teacher who is on the alert for principles that are fundamental will be quick to perceive that whatever laws are basal in the control and discipline of children in primary grades1 are equally so for older pupils because they are laws that apply to all humanity4 ,with these preliminary remarks1 we pass1 then1 to the consideration of methods of regulation of conduct in the primary grades and especially in the first4 #b4 ,importance of the ,first ,year in ,regulation of ,conduct ,it is safe to say that the most important school year of the child's life is the first year4 ,the good taught then may blossom into noble manhood and womanhood4 ,the wrong taught then may influence a young life in such a way as to make it a burden to society later on4 ,each of the higher grades has a share in molding and shaping the child1 but the foundation will be laid in his first school year4 ,it then becomes the duty of upper grade teachers to build wisely upon that foundation4 ,the first grade teacher may have done her work in the best possible way only to have the results torn down in a very few weeks in the second grade4 ,nowhere in the child's twelve school years is a more proficient teacher needed4 ,she need not be deeply versed in the sciences generally1 in mathematics1 or in history1 but she must have other knowledge greater than any of the sciences4 ,the unfolding soul of a child is ,god's greatest mystery2 the science that deals with developing life is the science that the primary teacher must know4 ,the little minds of her pupils are like strangers in a strange land4 ,the teacher is the guide4 ,her responsibility is of the greatest4 7#a7 ,the first day4 ,important as is the first year1 the first day of school is equally so4 ,not merely the first day of the first year1 but the first day of every school year4 ,that 8first day0 impression that the teacher makes1 often has a far-reaching influence4 ,very frequently it is a day of confusion for both pupil and teacher1 neither knowing just exactly what is to be done4 ,there is no surer way to complexities than to open school without detailed plans4 7#b7 ,detailed plans4 ,the simpler the plans the better1 but every detail of the daily program1 lesson1 assignments1 seating1 etc41 should be worked out carefully beforehand4 ,the teacher should meet the pupils with a friendly greeting and without any hesitancy assign them to their seats1 adding such other instructions as are necessary4 ,however1 not too many instructions should be given2 better none than too many4 ,if parents accompany the pupils1 they should be treated with consistent courtesy and their questions answered firmly4 ,it is always best to say as little as possible to parents1 never forgetting1 however1 to be polite4 ,as soon as school is begun1 the teacher may tell a story that will attract the children to her and leave a good impression4 ,following the story1 lesson assignments should be made4 ,all assignments and instructions should be simple and plain4 ,if it is necessary to do some school work1 the tasks should be short and so simple as to be entirely within the ability of the children4 ,take great care to leave with them at the close of their first day the feeling of power to do what will be required of them4 ,in closing the session mention some delightful bit of work1 that 8we will do tomorrow40 ,in rural schools the first day is even more perplexing than in village or city schools1 because1 in the rural school1 one teacher has all the grades4 ,plans for study1 recitations and recesses should all be made so that any question asked about any phase of the school work can readily be answered4 ,as in the city school1 older pupils should be promptly assigned to their seats2 to allow them to select their own is poor policy and almost always results in trouble later in the year4 ,if the teacher knows the names of the pupils1 it is a good plan to have the names on cards placed on the seats in which the teacher wishes to have the pupils seated4 ,the smaller pupils should also be shown to their seats and assistance given them in getting their books into the desk in an orderly manner4 ,after school is called to order the work for the day should begin at once4 ,the teacher may give an opening talk if he thinks that is best4 ,however1 it is advisable not to do that4 ,at this stage of the work it is very prudent for the teacher to avoid making set rules or even feigning authority4 ,be unassuming4 ,as in the city school1 work on the first day should be simple4 ,the pupils have had no preparation and cannot respond in recitations4 ,sometimes teachers ask the pupils to prepare the lessons first1 but they are in new surroundings and not used to study2 it is better to make assignments and explanations1 then fill the remainder of the day with 8busy work10 songs and stories4 ,but whatever the teacher does must be so done that the pupils will feel that he is in earnest4 ,try to send the children home that night with the impression that this term's work is going to be a very interesting and happy one4 ,in the first grade1 children tire easily and consequently lose interest4 ,therefore1 they should have frequent changes from one activity to another4 ,the lessons should be short1 followed by 8busy work10 then a play period1 or simply gymnastics4 ,if gymnastics are used the exercises should be varied4 ,there is such a wide range of possible exercises that it is easy for any teacher to have plenty of gymnastic drills or simple games1 allowing much activity1 which will interest pupils for many months4 ,none of the exercises of the first grade should be carried so far as to tire the pupils4 ,from the foregoing1 it is apparent that a well devised daily schedule is important4 ,it must be workable4 ,there must be no gaps in it wherein the teacher gives the children idle moments4 ,material for use during the day should always be arranged before school opens in the morning4 #c4 ,regulating the ,movements of the ,pupils ,one of the most necessary duties of the teacher at the beginning of the year is to train the children to habits of regulated and quiet movements when passing in and out of the school-room1 going to the blackboard1 coming forward to the recitation seats1 passing material for busy work1 or during any other concerted action4 ,the first day is a particularly opportune time for drill in quiet movement1 not only because no lessons have been made ready and1 therefore1 the teacher is entirely free to take as much time as is desirable without feeling that he is encroaching upon other lessons1 but also because such exercises impress upon the children the necessity for quiet movement at a time when their minds are not prepossessed with other subjects4 ,the suggestion is likely to lodge firmly in mind at this time1 partly because of the prominence given to the thought and partly because of the absence of conflicting interests on this first day4 ,furthermore1 in drilling the children from the start to recognize the signals and to obey them1 the teacher is taking a long step toward securing control of his room4 ,of course1 he must not expect the children to learn the whole lesson in one day4 ,even adults require 8drill0 before they can respond perfectly to regulated movements4 ,to first grade children the signals and directions are absolutely meaningless until the meaning is taught4 ,nevertheless1 even first grade children can be taught easily to be quiet and orderly1 and if the drills are given as little games1 competitive or otherwise1 they will look upon the whole thing as play and hence will respond heartily4 ,suppose1 for example1 that the inexperienced teacher who enters the school-room saying to herself1 8,what in the world can ,i do to keep all these wriggling children in order for a whole day60 should have some of the following drills 7abridged from ,hillyer's 8,child ,training0#c7 at command to use whenever the children begin to be disorderly or seem not to comprehend directions4 ,footnote #c3 ,hillyer1 ,v4 ,m4--,child ,training1 pp4 #ad-bh4--,new ,york4 ,the ,century ,co4 7#a7 ,simple directions4 ,say to the children1 8,i want to see if you can do what ,i tell you1 just when ,i tell you1 and just the way ,i tell you40 ,then give the order3 8,stand up40 ,some may obey promptly1 some may obey more slowly1 some may hesitate1 look around to see what the others are going to do1 and finally1 but tardily1 rise4 ,some may pay no attention to the order at all1 but look blankly around or at something else1 exactly as if they had been excepted from the command4 ,if there is much irregularity in obeying correctly and at once1 it may be necessary to say1 8,all children stand up10 or1 8,all of you stand up10 and this may have to be supplemented by the explanation1 8,when ,i say1 #8,stand up1' ,i mean you1 ,john and ,mary1 as well as the others40 ,then give the order3 8,sit down40 ,repeat these orders1 8,stand up10 8,sit down10 half a dozen or more times1 until all the children understand what is wanted and obey promptly1 quietly1 and without hesitating or lagging4 ,have them first imitate you1 while you execute the order1 as directed4 ,this is training by imitation4 ,then have them carry out the order from the command alone4 ,give the order1 but do not execute it yourself1 or better still1 tell the children to close their eyes and keep them closed while you give the order and they obey4 ,this is to prevent imitation of others in the class4 ,they are not trained until they can obey promptly without seeing either the teacher or another child whom they can imitate4 ,further directions may be3 8,look up1 down40 8,face right side1 left side40 8,place your hands on top of your head1 under your chair1 behind your back40 ,afterwards1 practice them individually1 giving more attention to those who are unfamiliar with the terms used or are slow to carry them out4 7#b7 ,simple orders4 ,give the first direction to a child and wait his precise fulfilment1 asking the class if the child has followed the direction in every particular1 or if he has failed and in what respect he has failed4 ,each time an order is executed the children should be called upon to suggest where an improvement is needed1 as1 for example3 8,john banged the door40 8,he didn't shut it quietly40 8,he made too much noise in going to the door40 8,he asked which door10 or 8,he hesitated10 8,took too long10 and so on4 7#c7 ,simple deferred orders4 ,prepare a list of orders as in the preceding drill and tell the children you will give each one an order1 but is it not to be executed until you give the word4 ,then read the list of orders1 putting the name of a child before each order1 and when you have finished1 say1 8,now1 do what ,i have told you40 7#d7 ,negative orders4 ,the burden of much of the instructions to teachers and parents is 8,don't say don't40 ,nevertheless1 for purposes of discipline1 practice in obeying negative commands is highly important1 as most laws and rules from the ,decalogue down1 are prohibitions3 8,thou shalt not40 ,face the children away from you and tell them you are going to practice them in obeying the order1 8,don't look40 ,tell them that when you have given the order1 they are not to look around1 under any circumstances1 no matter even if a contradictory order is given1 until you call 8,time40 ,then give the order and behind their backs try different devices to entice them into looking4 ,tell a story and pretend to illustrate it1 saying1 for instance1 8,jack and ,jill went up a hill1 like this0 7stamp about or make noisy gestures71 8to fetch a pail of water1 like this0 7make chalk marks on the blackboard1 as if drawing7 8and broke his crown1 like this0 7drop a book or something heavy71 and so on4 ,suddenly speak into the ear of one1 saying1 8,look here10 tap another on the shoulder excitedly1 and so on4 7#e7 ,double orders4 ,make a list as in drill #c1 but with two orders for each child1 thus3 8,john1 hand me that book1 and put this on the table40 ,use in the same way as in drill #b4 7#f7 ,prohibitions4 ,tell the children you are going to practice them still further in obeying 8,don'ts40 ,then1 give the order3 8,don't make any sound until ,i call #8,time4'0 ,allow them to move their heads1 arms1 feet2 even to move about1 though this privilege should be forfeited by any one failing in the slightest degree to observe the command4 ,watch and listen for the faintest sound and have them do the same1 but only the teacher must call attention to any voluntary or involuntary breaking of silence4 ,at the end of five minutes call 8,time40 ,discuss with the children what they could do to observe the command better or more easily and repeat the exercise4 ,then tell them to get into a comfortable position1 one that they can maintain indefinitely1 as they are to remain not only silent but motionless4 ,ask them to pretend that they are to have their pictures taken1 that the slightest motion1 shifting of position or twitching--breathing and blinking of the eyes excepted--will spoil the picture1 and say1 8,now1 don't move till ,i call #8,time4'0 ,call 8,time0 at the end of two minutes1 as this is a very severe ordeal4 ,further practice1 however1 should make them able to hold this position for five minutes longer4 ,tell the children you are going to command1 8,don't talk10 and then are going to try to surprise them into talking or asking a question1 but they must say nothing under any circumstances4 ,tell them they are supposed to be mutes1 without the power of speech--as dumb as the animals4 ,then give the command1 8,don't talk10 but continue to talk yourself1 telling either a story or something about which children would ordinarily ask questions1 and if this does not succeed1 abruptly ask one of the children a question1 trying to take him off his guard or to startle him into a reply4 ,any wide-awake teacher will readily perceive how these drills can be gradually extended to include the concerted movements of the whole school1 furnishing both relief from more fatiguing school work and pleasure in the performing1 while1 at the same time reducing the chaotic movements of untrained children to quiet1 restful1 intelligent1 coperative school-room procedure4 ,the following case illustrates the difficulties of attempting to secure the more complex forms of regulated conduct without having first given sufficient drill on obedience to directions4 ,,case #ach 7,,fourth ,,grade7 ,sidenote3 ,dismissing ,classes ,it was the custom in the ,rockford school for the children in the first four grades to put on their wraps when the first bell rang for dismissal and then to return4 ,a second bell was rung as a signal for passing4 ,at this time1 ,miss ,walker1 the fourth grade teacher1 had the habit of going out into the hall4 ,her pupils then fairly flew out of the room and down the stairs leading outside4 8,don't crowd so1 children4 ,why don't you march in an orderly fashion8 ,there1 ,jimmie ,blaine1 you almost knocked ,hilda down4 ,now do be more careful the next time40 ,but ,jimmie was too far down the steps to hear these last words4 ,,constructive ,,treatment ,two bells should be rung for dismissal4 ,let the first be a signal for the children to pass to the dressing-room for their wraps4 ,let them pass in single file1 second row following the first1 and so on4 ,let the second bell be a signal for leaving the room4 ,here again1 the seating should determine the places in line4 ,stand at the door leading out into the hall4 ,then give the signal for passing4 8,first row1 second1 third10 and so on4 ,see that no child violates this rule4 ,when the children are once thoroughly familiar with the order and with the meaning of the signals1 the first pupil in each row may be entrusted with the leadership of that row and the signals may thus be dispensed with4 ,fire drills should be held at least once a month4 ,make the occurrence as unexpected as possible4 ,the regular method of formation of the lines should be rigidly followed4 ,when the gong rings1 each teacher should immediately drop the work at hand and say1 8,attention6 ,one1 two1 three60 ,the word 8,attention60 signifies a definite attitude of body and mind4 ,the work at hand should be immediately dropped1 the head raised and the hands at rest1 while waiting for the next command4 ,do not give the second command until you have the undivided attention of every child in the room4 8,one0 signifies to turn in the seat2 8two0 to rise2 and 8three0 to pass4 ,in case it is your week for corridor duty1 take your stand immediately at the head of the stairs4 ,the lines of the four upper grades should be already formed on the second floor and stairs leading to the floor below1 ready to follow the lines of the first floor1 or signal from the teacher on duty there4 ,it should take no longer than five minutes to vacate a building holding fourteen hundred pupils4 ,,comments ,miss ,walker could not expect order in the line when she had taught no definite procedure4 ,the only thought in the minds of the children in her room was to get out of the room as quickly as possible2 the manner of doing it was a matter of no consideration to them4 ,children are naturally un-orderly2 it is the teacher's duty to train them4 ,in this case1 she should draw up an order of marching that the children could follow habitually and without confusion4 ,,illustration 7,,seventh ,,grade7 ,sidenote3 ,dismissing ,school ,the bell rang for dismissal in the ,bronx ,park ,grammar ,school4 ,miss ,forbes1 the seventh grade teacher1 took her place at the door of her room leading out into the hall4 8,rise60 8,pass6 ,first row1 second1 third60 etc4 ,one row after another filed out of the room in perfect order4 ,she stood where she could see the line march down the stairs out-of-doors4 ,at the same time she watched the line formation in the room4 ,before the last row had passed out of the room1 she had taken a second stand at the head of the stairs leading out of the building4 ,looking back she saw the last child in the last row close the door of her room4 ,after her children1 came those of the eighth grade1 while on the other side of the staircase the third grade followed the second and the second followed the first4 ,then the four upper grades came down the stairs1 from the second floor1 the boys on one side1 the girls on the other4 ,just two minutes had passed from the time the bell rang for dismissal until the last child left the building4 ,the foregoing method of line formation may be used on every occasion4 ,by keeping a rigid form of discipline in moving lines up or downstairs1 the children may be depended upon to march quickly and in good order in case of fire4 ,this matter of perfect handling of the orders of march cannot be too strongly emphasized4 ,any lack of firmness in such regime will be sure to bring disastrous results in a fire4 ,,case #aci 7,,sixth ,,grade7 ,sidenote3 ,passing to ,classroom ,it was just eleven o'clock--time for ,miss ,finch's sixth grade class to pass from her room to one further down the hall where they were to have their music lesson4 8,you may pass1 children40 8,albert1 ,i'll help you with your problem now if you will come up to my desk40 ,the children literally fell over one another to get out of the room4 ,miss ,finch was interrupted in her work with ,albert by a great confusion of laughing and talking in the hall4 ,she hurried to the door and saw the boys pushing each other out of line1 bumping into the girls1 and1 in a word1 doing everything but what they should have done1 namely1 march quietly and in an orderly way down the hall to the room in which they were to have their music lesson4 ,,constructive ,,treatment ,every time your class has occasion to pass from the room1 take the same stand by the door1 leading into the hall4 ,then say1 8,first row1 please pass6 ,second1 third60 etc4 ,when the last line has left the room1 take another permanent stand in the hall1 where you watch the children to see that they keep in a straight line and march in an orderly fashion from room to room4 ,if one or two should 8forget0 to be quiet1 speak to them while in line4 8,john1 remember the rule for marching in absolute order40 ,,comments ,every teacher must remember that her presence should mean order4 ,if the children are accustomed to see ,miss ,finch in the same place every time they pass from the room1 they will consciously or unconsciously realize what she expects from them--perfect order4 ,miss ,finch could not expect a room full of healthy1 wide-awake children to pass from one room to another without noise1 when her own attitude conveyed anything but a suggestion of quietness4 ,she put the others entirely out of her mind when she told ,albert she would help him with his problem4 ,it is not necessary to take the stand of a policeman1 but your attitude should be one of expectancy that all will pass quietly and in order4 ,it should not1 however1 be necessary to speak of the matter before the whole class1 unless in commendation of the fine reputation which 8our school bears for its quiet good order40 ,,illustration 7,,high ,,school7 ,sidenote3 ,passing to ,classroom ,the bell rang in the ,east ,aurora ,high ,school for the beginning of the first period4 ,miss ,wilcox took her accustomed stand by the door of her section room4 ,thirty-five young men and women filed out on their way to the first class of the day4 ,they passed the next classroom door1 where ,miss ,michael1 the mathematics teacher1 stood4 ,her attitude was pleasant but firm4 ,she was expecting order4 ,after turning the corner of the building1 they were met by ,miss ,aldrich1 the science teacher1 into whose room they marched1 still in single file4 ,to one boy1 who had been especially troublesome in line at the beginning of the year1 she said1 8,splendid1 ,joseph1 you are getting so that you can turn as square a corner as a cadet40 ,the next case is a good illustration of what a teacher should not do in attempting to secure regulated conduct4 ,the story is its own sufficient comment4 ,,case #adj 7,,eighth ,,grade7 ,sidenote3 ,keeping in ,line 8,here1 come back here1 you fellows10 called ,mr4 ,girdlestone1 the teacher1 to two lads going up the steps ahead of the lines4 8,what's the matter with you80 ,the boys came back down the stairs1 but as ,mr4 ,girdlestone turned around the older boy again started up the steps4 8,didn't ,i tell you to come back here till your line formed1 ,john80 cried the teacher1 angrily1 as he grabbed the pupil by the collar4 8,i guess you won't shake me10 responded the boy angrily as he caught the teacher's arm4 ,a scene of confusion followed1 but the youth got his shaking and went sullenly about his work4 ,at the close of the day the pupil was called to the office4 8,i fear ,i must punish you more severely for your conduct in resisting my correction1 ,john10 began the teacher1 firmly4 8,come down stairs with me and we will try to settle this affair40 8,i guess you will have to ketch me first10 returned ,john1 with triumph in his voice1 as he ran down the other stairs4 ,mr4 ,girdlestone was able to block his way of going home1 but unable to lay hands on the pupil4 8,you may take your punishment or not get a chance to go home tonight10 insisted the teacher4 8,well1 you fire me1 then10 suggested ,john quickly4 8,i don't intend to suspend you10 replied the teacher4 8,i don't want to40 8,go ahead and fire me4 ,i'm just lookin' for a chance to quit school1 anyway10 returned the boy1 sullenly4 8,john10 said the head of the school1 firmly but kindly1 8come on with me and let's talk this affair over4 ,maybe we can settle it in that way40 ,after considering for a few moments1 during which he eyed his teacher narrowly1 ,john finally came along4 8,now10 said ,mr4 ,girdlestone1 as they reached the office again1 8,i guess we were both just a little to blame in this matter4 ,i guess we both lost our heads and were too hasty in our conduct4 ,i am willing to assume my share of the blame and apologize to you for my hastiness40 8,all right10 replied the pupil1 in a subdued tone1 8,i know ,i didn't do what ,i ought to in this scrape4 ,i got mad when you took hold of me1 but ,i'm ready to straighten the thing up now40 8,very well10 responded the teacher1 kindly4 8,let's shake hands on this affair and try to do better in the future40 8,all right10 said ,john1 smiling1 8,i guess it will be a lesson to me40 ,john continued his school work with more interest in the future and a few years later graduated from the high school4 #d4 ,some ,things ,that ,complicate ,regulation of the ,school 7#a7 ,tardiness4 ,tardiness in the first grade cannot be intentional on the child's part1 nor should it give the teacher any annoyance4 ,it cannot be the pupil's fault4 ,whenever a first grade pupil comes tardy the teacher should ask in a kindly manner for the reason4 ,as a rule it will be some excusable cause1 one which the parents have imposed4 ,the teacher should then consult the parents4 ,if they will start the children to school soon enough1 they will not often be tardy4 ,not every case of tardiness can be prevented1 however2 even teachers sometimes find themselves late on account of some unavoidable incident4 7#b7 ,absences4 ,sometimes first grade pupils choose to be absent from school for a day and often for several days4 ,when the teacher goes to find out the cause1 she learns that the pupil is afraid of the teacher1 does not like to study1 or there is some similar reason1 and he has begged to remain at home4 ,the parents have consented to the request4 ,it is then the teacher's duty to assure the parents that she will do all she can to win the child to the school4 ,her visit often stops the truancy if the teacher shows that kindly and courteous disposition that all teachers should possess4 ,often when the parents tell a child that the teacher is kind and good it has a tendency to overcome his reluctance4 ,there are very few first year pupils who will absent themselves from school without their parents' consent4 ,with respect to older pupils1 however1 as long as there are schools1 so long there will be truancy4 ,when the teacher has made his school and school work interesting and tried to be kind and courteous1 he has done very much toward abolishment of the truant4 ,there are many cases of truancy that teachers have succeeded in stopping1 but an investigation of the school revealed the fact that the teacher was alive to his work2 every pupil knew that absentees would be missed2 further1 that the teacher would ask for a reason for absence4 ,they knew that every detail of the school was interesting and that they missed something when away from it4 ,in other words1 it was far more fun to be in school than out of it4 ,if ever our readers feel that coercion is necessary to get regular attendance1 don't punish1 but try this plan instead3 talk to the class about some trip you want to take with your pupils1 perhaps to a woods4 ,play upon their imagination as to what they would like to do on that trip1 what you will take along1 etc41 and ask everybody to stand who is in favor of taking the trip4 ,then say1 8,all right1 be seated4 ,there is another thing to be said about this trip4 ,only those who work well will be permitted to go with us4 ,we are going to have a great time and ,i hope everyone will get the chance to go1 but only those who have been regular in attendance will receive an invitation40 7#c7 ,careless work4 ,the first few weeks in the first grade are trying times for the teacher4 ,all habits that she wishes the little ones to acquire1 she must carefully teach4 ,much patient explanation is necessary4 ,often the work of the pupils will seem careless1 simply because the children do not know how to do better4 ,then1 too1 what seems careless to the teacher may seem very good to the child4 ,the teacher must not judge too hastily4 ,if some children do get through their tasks before the others do1 because of careless work1 do not find fault but in subsequent lessons see that the most interesting work is given to those children1 then act upon the principle of suggestion1 by saying how fine it would be to do the work in a certain way4 ,the child will at least make an attempt4 ,whatever is done should be approved by the teacher4 ,the teacher who sympathizes with the pupils1 helps them1 and directs their crude efforts1 following each attempt on their part with approval and a spirit of expectancy1 always encouraging1 never discouraging1 will soon have no careless work among her pupils4 7#d7 ,mischief4 ,another point that the first year teacher must learn is that all mischief committed in primary grades is not premeditated4 ,healthy children are full of energy4 ,this energy seeks an outlet1 and in consequence1 mischief may result4 ,to leave childhood's energies undirected and undeveloped is a sure source of trouble4 ,in correcting mischief in primary grades1 harsh language should not be used4 ,the kindest explanation of the mischief and its results is the correct way of dealing with childish misdeeds4 ,the child has never pondered over mischief and has not thought ahead what the results may be4 ,therefore1 it is not malicious until wrong methods of control make it so4 ,by making prominent in his mind the right activities you will just so far keep in the background the wrong activities and his surplus vigor will thus be stimulated in the proper direction4 7#e7 ,dislike for study4 ,fondness for study and good habits in studying on the part of pupils will greatly simplify the teacher's control of the school4 ,there often develops a tendency in pupils to dislike certain branches4 ,especially is this true in the upper grades4 ,such a dislike may often be traced back to the primary grades1 where the study habits and likes or dislikes for school work are first instilled into the child4 ,it is vitally essential that the teacher foster in her pupils that attitude toward school work that will send the child to the second grade liking his work and well trained in the habit of study4 ,it would seem impossible that a dislike for subjects that are not taught in the primary grades could be traced back1 even indirectly1 to wrong teaching in those grades4 ,but the chances are that somewhere in the child's progress towards the upper grades or the high school were sown the seeds that developed into dislike of certain branches4 ,if so1 the first grade teacher should take her share of the blame4 ,she must guard against any methods of teaching that will cause any child to dislike to study4 ,it is quite certain that if first grade pupils finish their year's work liking the teacher and the school and if they have acquired the habit of study and like it1 that teacher has done her full duty4 ,it is a first requisite of the teacher to exhibit a cheerful and optimistic disposition in the school-room4 ,she must teach the little ones reading and numbers1 language and story telling1 writing and drawing1 with such an ardor and love for her work that the children can only think that their teacher likes these subjects better than anything else4 ,she must expect every child to love his work4 ,if the second grade teacher and the others in the higher grades will teach in the same manner there will be no pupils in the upper grades or the high school who have a distaste for even one branch1 much less have a dislike for study in general4 ,a true teacher will never make her pupils feel that she has a dislike for school work or any part of it4 7#f7 ,dull children4 ,many a teacher has had her difficulties and perplexities with the dull child4 ,in large cities special teachers are employed to teach dull and abnormal children4 ,books have been written dealing with them4 ,still the problem remains unsolved4 ,much has been done for them1 but by no means has all been said about what can and should be done for such children under these conditions4 ,the rural and village teacher cannot expect to send the perplexing pupils to a special teacher and as a rule such children are found in every school4 ,one thing1 however1 she must make sure of--that is1 whether the dull child is such because he is subnormal1 or because of some physical defect1 or because of poor health4 ,poor food may cause a child to be dull4 ,bad ventilation is often the cause of dullness in the school-room4 ,the teacher is responsible for keeping his room well ventilated4 ,if the dullness is due to ill-health1 the coperation of the parents must be sought4 ,if the child is dull because he is subnormal1 the teacher must do the best he can1 and that is very little indeed4 ,one thing he must not do--he must not worry4 ,it is not his fault4 ,the situation will be made easier if the teacher will secure the superintendent's or a director's permission to let the dull child drop some of the school work4 ,the teacher should give the child the same attention he gives the others2 then his full duty has been done4 ,never should a teacher intimate to any one of the pupils or to the child himself1 that he thinks him dull4 ,many times such a pupil can be very mischievous4 ,whenever that is the case the teacher should apply the devices and methods used upon other children for particular annoyances4 ,but just here is where the greatest difficulty presents itself1 for the fundamental element in all methods is interest1 and the dull child can not be interested4 ,many times he can be interested in manual work of some kind when he can not be made to care for the more abstract work which other children do with ease4 ,no attempt will be made to discuss further the abnormal child4 ,the author feels that it is only protecting the other children and the teacher both to have abnormal children1 as well as children dull because of ill-health and mental defect1 removed from the school and placed in institutions established for such pupils4 ,such a course may cause parents to become indignant1 but better that than to worry the teacher overmuch and make him less efficient for the other pupils1 when he can not help the child in any way4 ,nor has he been schooled to teach such children4 ,they should be handed over to specialists who are free to adopt such methods as are best for the individual child1 but not necessarily so for the whole school4 7#g7 ,retarded pupils4 ,in many states where there are no compulsory school attendance laws1 pupils often come into the first grade at eight to ten years of age4 ,this also may happen where the child has been ill4 ,sometimes thoughtless teachers make retarded pupils feel odd and out of place1 even unwelcome4 ,the teacher must remember that the school is a public institution and every child has a full right to all of its benefits4 ,not much more can be said to the teacher than to add3 treat the retarded and overgrown pupils just like the others4 ,if they do well in their work1 recognize their skill2 if they are mischievous or cause trouble1 meet it as in the case of any other pupil4 ,the retarded or overgrown pupil must not be made to feel either that he should be advanced1 or on the other hand that he has neglected his work1 and for that reason is out of place in the first grade when he should be in the third or fourth4 ,he must not be slighted or treated differently from other pupils because he is larger or older1 unless it be to place some little responsibility upon him like caring for the window plants or assisting the teacher to pass materials for school work--duties which may be regarded somewhat in the light of special privileges4 7#h7 ,the 8smart0 pupil4 ,what constitutes the 8smart0 pupil is hard to define1 but every teacher knows him when he appears4 ,the pupil that is of this type is not hard to control4 ,to notice every little exhibition of smartness tends to make it worse4 ,as a rule1 the pupil is not so bad or so mean as to cause any particular disturbance--he is only annoying4 ,to ignore him is the best cure and one that will in a very short time cure the worst case in the first grade4 ,when such a pupil has said something that does not become a good pupil1 the teacher should begin to converse about something entirely different and more interesting4 7#i7 ,wrong influence of parents4 ,in this age of poor parent control1 there are more children in the public schools whose misdemeanors are the direct result of home influences than of all other factors combined4 ,the prudent teacher of the first year needs often to solicit the aid of parents in righting a spoiled child1 and often she must convince them that they are wrong in their methods of rearing their children4 ,if the teacher cannot enlist the aid of parents1 then she must fight her battle single-handed4 ,but there is no need for discouragement4 ,the child will love one who loves him4 ,a lovable and wise teacher often succeeds where a parent fails4 ,parents are often alarmingly short-sighted when it comes to training their children4 ,it is not an imaginary condition but one all too real1 that in many homes the children are1 in actuality1 the controlling forces4 ,it is distressing to see how helpless parents can be1 and what ,american parents are enduring from their children4 ,from such poorly regulated homes come the 8spoiled0 children to the first grade teacher1 and in many instances all the meanness such children can perpetrate is considered 8cute0 by the over-indulgent parents4 ,in dealing with the badly trained child1 the teacher must avoid any use of force4 ,that would only antagonize him4 ,the teacher should be firm1 but kind1 treating him just as he treats the others2 if he does good work1 commending him for it4 ,she need not even notice many of his outbreaks--he will soon discontinue them4 ,often he is spoiled because the parents have paid too much attention to his every whim and fancy4 ,when he learns that he can not worry the teacher1 and that she will not contend with him in his trivial desires1 he will cease to annoy her4 ,last of all1 the teacher can fill in the gaps of idleness in the child's time by keeping him interested and busy4 ,if the child is saucy1 the teacher must avoid telling the pupil that he 8must not be saucy02 such a method will make the pupil aware of the fact that being saucy is distasteful to the teacher1 and he will resort to that method whenever his spirits are ruffled4 ,the better thing to do is to ignore him altogether1 and proceed with the work at hand1 as though nothing had occurred4 ,the teacher should not display the least emotion by look or expression1 for the child usually watches the teacher to note the effect of his sarcasm or imprudent statement4 ,when he finds out that he is ignored1 he will resort less to his annoying habit4 ,if the child tries to tease her1 she can casually and without any use of force1 draw him away into some interesting game or activity4 ,or the teacher may call the pupil by name and say1 8,come here a moment1 ,i have something for you to do40 ,she may have a new game ready and have this pupil be the leader4 ,this will draw his attention from teasing4 ,in other words1 substitute some other and more interesting activity4 ,a few weeks of such control will remedy the annoyance4 ,it is a good plan with such a pupil to send him on an errand every now and then1 when he is in a good mood1 making the request in a confidential tone1 and saying to him on his return1 8,you are so kind for doing that4 ,thank you ever so much40 ,this will tend to get him in the habit of doing favors for you and will increase his friendliness toward you4 ,another way to establish more firmly his willingness to be friendly is to make it a point to talk to him before school or at recess about something in which you know he will be very much interested--about his favorite pastime or sport4 ,there is no boy or girl who does not have some hobby1 and after you have made an earnest attempt to find out what that interest is and have begun to make use of it in getting the pupil's confidence1 you will have put into practice a great principle in discipline4 ,any new idea which you can present regarding the hobby will greatly help you to gain the confidence of the pupil4 ,by a confidential tone and by showing you are in sympathy with his interests1 you can gradually win his confidence4 ,whatever you do1 do not appear to notice when a pupil is disrespectful to you4 ,if he has shown disrespect in the past1 simply set about at once to gain his confidence4 ,if he ever mimics any gesture you have made1 do not take it seriously because1 nine times out of ten1 you would get poor results4 ,either appear not to notice it at all or1 if you do notice it1 assume that it did not bother you in the least4 ,to punish a child for anything whatsoever1 suggests to him precisely the thing which we do not want to suggest4 ,whatever we want a child to be1 we must put the suggestion into his mind1 that he already is that very thing and approve him for whatever he does in that direction4 ,the principle of initiative in coperation should be used from the first in case of a pupil that is extremely disobedient because of home or outside influence4 ,many a teacher has invited such a pupil into his home for a dinner or supper1 and has entertained him with the best the home afforded4 ,in doing so he made the pupil understand that he was interested in him4 ,often a walk or a drive which gives occasion for a confidential talk will establish friendly relations between pupil and teacher4 ,a teacher must not cease to try to win the unfriendly pupil4 ,one such in a school can work great harm4 ,the teacher must strive to make friends of all his pupils4 ,approve the child's lessons and efforts4 ,whether it be numbers1 or reading1 busy work1 or drawing1 the teacher must notice the effort and progress1 and by a pleased countenance and well chosen words encourage the pupil4 ,whenever the teacher has a favor to bestow1 she should see that the unfriendly pupil gets his share of the favor4 ,if she is having a little play or song or game1 she may appoint him as the main character4 ,she should frequently walk with him part or all of the way home4 ,such treatment will win the child in a very short time1 and what is better1 it will usually win the parents4 ,in case a disaffected child is unusually stubborn and absolutely refuses to obey you1 avoid the use of any commands to him until after you have entirely gained his confidence4 ,you may continue to command and request other pupils around the stubborn child1 but simply refrain from asking that one to do anything4 ,make up your mind that you are going to cater to this stubborn pupil for two or three days in order to win his absolute confidence and thus lay a foundation for more satisfactory conduct in the future4 ,by cater1 we do not mean to allow the pupil to get ahead of you--not at all4 ,but it may be necessary to be a little forbearing4 ,present absolutely nothing to him in a personal way except what you know will be intensely interesting4 ,as we said before1 find out what the pupil likes to do at home1 on the playground1 what he likes best to talk about1 and then make it a point to converse about those things frequently when alone with him4 ,show great enthusiasm in talking along the line of his interests4 ,if he refuses to recite1 get his confidence and then ask questions1 beginning with such as you are sure he can answer in just a word or two4 7#aj7 ,neighborhood conditions4 ,sometimes a teacher's work is greatly hampered because of an unkindly spirit existing between the parents of her pupils4 ,mothers often 8get even0 with their neighbors by influencing their children against a neighbor's son or daughter who happens to be in school4 ,or a teacher may have used some unwise methods on a child1 or punished in a manner not satisfactory to the parents4 ,the parents retaliate by influencing their children against the teacher4 ,both situations will respond to the same treatment4 ,by no means must the teacher appear to resent this opposition4 ,it is every teacher's duty to treat such pupils just as kindly as circumstances permit4 ,if the teacher is determined to win such parents he will succeed1 and in time they will become the best of friends4 ,in all cases where such a difficulty continues to exist and is annoying1 it is the teacher's fault4 ,to gain the mother's love1 is to gain the child's love also4 ,sometimes gossip or misunderstanding causes parents to oppose the teacher very bitterly4 ,in such a case it is expedient that the teacher go to see the parents and have matters understood1 assuring them she will use every means to do what is right and that the parents' assistance will be of great value4 #e4 ,submission to the ,ringleader 7#a7 ,lower grades4 ,even in the kindergarten certain children in every class stand out as leaders4 ,in classes above the kindergarten this characteristic of leadership appears more and more strongly4 ,if the leader throws his influence alongside that of the teacher1 well and good4 ,the teacher has thus a strong ally4 ,if the leader arrays himself against the teacher1 then the teacher's own influence is weakened and in many cases seriously crippled4 ,in the lower grades such an antagonistic attitude on the part of a single pupil may not be a very serious matter1 but in the higher grades1 and especially in high school1 where the clan spirit dominates1 a single pupil may turn an otherwise successful term into a failure4 ,it is highly important then for the teacher to understand how best to overcome an unwholesome leadership on the part of the pupil4 ,there is but one basis upon which the teacher can operate such principles of control as will secure the hearty coperation of the pupils4 ,that basis is the possession of their confidence4 ,the teacher must have the confidence of her pupils4 ,it must be a confidence that is deep and sympathetic4 ,it cannot be superficial4 ,the pupil is a keen judge and will detect a superficial attitude of the teacher4 ,but the teacher who feels in her heart a love for every boy and girl1 a love that desires to do the best for them1 to build and strengthen their characters1 can not be superficial4 ,it has been said elsewhere1 that whatever increases the confidence of pupils in the teacher lessens the necessity of outer control1 and whatever lessens the confidence increases the necessity of outer control4 ,this is an important fact and the teacher cannot too thoroughly study it4 ,it is the teacher who loses patience with the boy1 when he shows the first signs of waywardness1 who fails to attain the ideal in school-room control1 who consequently loses the boy's confidence1 thereby increasing the difficulty of control4 ,such a boy1 if he is a natural leader1 will form a clique of his own and place himself at its head4 ,he and his clan will see to it that mischief does not languish in that school4 ,the teacher wonders why the boy regards her good admonitions so lightly4 ,he would regard and heed them1 if she had not lost his confidence4 ,what1 then1 shall the teacher do to regain and keep the faith and loyalty of every pupil8 ,no better plan can be given for the primary grades than to tell the actual experience of one teacher of forty-five boys and girls4 ,among these were bad boys1 who quarreled1 fought1 used bad language and did other things that could not be tolerated in a wellordered school4 ,one was an only child2 she controlled her parents and insisted on similar privileges in the school-room4 ,by no means were the pupils well behaved4 ,the teacher studied her problem4 ,in the first week of school1 she bore many annoyances1 but she found out who were leaders and just how annoying the pupils could be1 and also what they were capable of doing4 ,she knew the actual condition of the room and had laid her plans to win4 ,on the second morning she entered her room bright and cheery4 ,before the bell rang she copied a pleasing and easy little song on the blackboard4 ,as soon as the bell rang and her pupils were in their seats she told them a very interesting story1 standing as she did so4 ,her manner was pleasing and she held the attention of her pupils throughout the story4 ,when it was finished she turned to the song and said1 8,children1 let us read over this song together40 ,at once she started to read4 ,many of the children did not read1 but that did not deter her1 she read on4 ,when through1 she asked them to read it again with her4 ,this time more read4 ,at the conclusion1 she faced the school and said1 8,how fine that was6 ,do read it again for me60 ,this time every pupil read because she had approved their reading and showed pleasure and interest in what they did4 ,then she asked them to help her sing4 ,none sang with her1 but that did not daunt her4 ,a second time she sang4 ,a few of the pupils sang with her1 and when through1 she exclaimed1 8,i really did not know you could sing so well6 ,why1 we must sing often60 ,she had won every boy and girl4 ,in fact1 they did not know themselves that they could sing so well4 ,again they sang4 ,this time every voice helped4 ,true there were a dozen discords4 ,but what did this teacher care for discords4 ,they were not evils4 ,it was confidence she was planting and nurturing4 ,from the song she turned to the work of the day1 but casually she dropped this remark3 8,i know this will be a pleasant day4 ,you all look just as though you would do your best40 ,through the day the teacher kept up that spirit of cheerfulness4 ,she approved and complimented the crude efforts of each one4 ,there was noise4 ,there were annoyances1 but she overlooked them as best she could4 ,she was working for a larger end4 ,later1 when she found her plans did not win all of her pupils1 she took up each case of the few remaining wayward ones and disposed of it by individual treatment4 ,this teacher planned an autumn outing for her pupils4 ,one bright afternoon1 when the sun silvered the country side1 and softened the red1 yellow and golden tints in the forest1 she took her flock to the woods4 ,there were nuts to gather1 wild grapes to pick1 asters and goldenrod to gather and garlands of autumn tinted leaves to weave4 ,toward evening1 she assembled the children about her in a pretty spot in the woods1 and all ate together4 ,often she allowed the children to have little play parties at which she was the leader4 ,she knew no end of 8full-of-fun0 games2 her pupils never failed to have a good time4 ,she took them out skating4 ,they had snowballing bouts4 ,even when she wanted her room cleaned and redecorated1 she invited her pupils to join her in the task and as they worked away1 she wisely directed their efforts4 ,the teacher who is tactful can think of a hundred and one things to do to please and win her pupils4 ,all such affairs must be given to the pupils as expressions of the teacher's good will4 ,there must be that attitude toward the pupils that indicates to them the teacher's love for them and her interest and consideration for them4 ,among such fortunate pupils there will be no hostile ringleaders4 ,all will readily accede to the teacher's wishes1 because she lives with them and for them4 ,such a teacher keeps her pupils busy with those things that they enjoy doing2 they have no time to think of other things1 than what the teacher plans for them4 ,the teacher who follows this course will be the 8ringleader40 ,she1 too1 will be the one whom the pupils unconsciously will imitate and follow4 ,,case #ada 7,,third ,,grade7 ,sidenote3 ,creating a ,ringleader ,georgie ,bently had just been presented with a beautiful green top as a birthday present4 ,the length of time it would spin when he wound it and gave it just the right fling was something quite wonderful4 ,it was the dearest of all ,georgie's possessions4 ,he took it to school and every few minutes would take it out of his pocket1 feel of it caressingly and look at it admiringly4 ,at last he ventured to wind it with the long string in his pocket1 so it would 8be ready0 when the recess period came4 ,at this point in the proceedings1 ,miss ,harriman1 his teacher1 caught sight of what was going on4 8,georgie ,bently60 she called out1 in a voice so startling that ,georgie involuntarily jumped4 8,haven't ,i told you boys that you mustn't play with toys and marbles in school time8 ,bring it right here to me1 now40 8,there60 she added1 as she gave it a careless toss into the drawer of her desk4 8,you can't have it again until ,friday night40 ,humiliated ,georgie crept back to his seat and buried his face in his arms folded on the desk before him1 in order to hide a briny tear or two4 ,then he amused the children near him by making faces at his teacher2 but this was rather monotonous fun4 ,he finally decided that the appropriate thing to do under the circumstances was to draw pictures of ,miss ,harriman1 and relieve his feeling by jabbing his pencil through the eyes1 mouth1 etc41 of the drawing4 ,the other children saw the point and expressed their sympathy by doing likewise with similar drawings of their own production1 giggling all the while as they did so1 and occasionally breaking out in mirth which again called forth ,miss ,harriman's expressions of disapproval4 8,my children have acted like little demons today60 said the tired teacher that night1 as she flung herself into the rocking chair upon reaching home4 8,sometimes ,i wish ,i never had to go back again into that school-room60 ,,constructive ,,treatment ,go quietly to ,georgie's desk and say1 8,what a pretty top6 ,does it spin well8 ,i'd like to see you spin it after school is done1 but you know we all have to put our playthings away in school time4 ,can you take good care of it until the bell rings1 or would you rather ,i would keep it for you80 ,if ,georgie is like most boys he will put it safely away when given a choice in conduct1 and in so doing will have had an excellent lesson in self-control4 ,,comments ,miss ,harriman repelled ,george by her apparent lack of appreciation of something that to him was precious4 ,her control of the situation was purely external1 coercive4 ,she did nothing to rouse the boy's power of self-control4 ,by using the principles of approval and initiative in coperation she would have accomplished her purpose just as effectively1 and at the same time would have strengthened the boy's self-respect and self-reliance4 ,by reproving ,george in a way that roused his antagonism she turned him into a ringleader1 for the time being1 the effect of which was to increase the disorder1 rather than cure it4 ,,illustration 7,,primary ,,grades7 ,sidenote3 ,teacher ,becomes ,ringleader ,miss ,moss went from a small town to a two-room school in a mining settlement1 to teach the first four grades4 ,the school consisted of forty-two miners' children1 and one very pretty1 well-dressed girl of ten1 ,florence ,adamson1 who was the daughter of the company store-keeper4 ,this little girl's mother was a clever dressmaker1 who kept her daughter in the smartest of frocks and the perkiest of big hair-ribbon bows4 ,the child was bright1 learned her lessons easily and had always been a leader of the other children1 who regarded her as a very wonderful being indeed4 ,although ,florence made trouble among the miners' children occasionally1 she was always forgiven this when she 8made up10 a process accomplished by the aid of a winning manner and generous bribes of allday suckers and gum4 ,the children followed her wishes slavishly1 adored every silly thing she did1 and regarded her childish naughtiness in school as the acme of brilliance4 ,they tried to stand in her good graces by outdoing her in whatever she did2 if she whispered1 they talked in undertones1 and if she threw paper wads1 they threw bits of coal4 ,miss ,moss had analyzed the situation by the end of the first week4 ,she saw that ,florence had exercised more influence than the teacher1 through her ability to provide amusement for the pleasure-starved little people4 ,her entertainment usually took the form of covert ridicule directed toward the teacher1 and she always organized and managed the playground games1 in so far as there were any4 ,miss ,moss saw that she must substitute her own wholesome leadership for the leadership of this spoiled child4 ,she saw that she must introduce a wholesome democracy for the boss management of a skillful and unscrupulous little tyrant4 ,she brought back with her from her first week-end at home1 several pretty waists and frocks which she had not intended to wear to school2 for she saw that one element in her leadership must be the satisfaction of the starved sense of beauty which lived in these miners' children4 ,she brought back also some dotted ,swiss sash-curtains for the windows2 but these she did not put up at once4 ,she announced on ,monday morning that she had a surprise1 and that she intended to let three pupils know about it that afternoon after school4 ,she was so very mysterious about her secret that the children spent the day in speculation about it4 ,florence found her efforts at entertainment1 for once1 quite ignored4 ,of course ,florence expected to be one of the three who were to share the secret after school1 but at four o'clock ,miss ,moss chose ,edward ,hare1 a great1 overgrown boy who should have been in the seventh grade1 and ,mollie ,sluss1 a thin1 shy1 little thing who always bent over a book that she could never master1 and ,dicey ,savage1 who was ,florence's most enthusiastic follower4 ,miss ,moss did not intend that the charge should miss fire4 ,florence headed a crowd which gathered at the windows to peep in at the uncovering of the great secret1 but ,miss ,moss merely directed the favored ones to put on their things and go to her boarding-house4 ,here each one was given a package to carry1 and the quartet returned to the schoolhouse4 ,the first package proved to be sash-curtains2 the second contained the brass fixtures2 but the third was put upon the desk1 with the promise that is should be opened when the curtains were up4 8,clean hands first60 said ,miss ,moss1 and there ensued a scrubbing bee4 ,then the curtains were put up1 with much awkward help from the children1 who were unused to such tasks4 ,when all hung in snowy beauty1 then ,miss ,moss gathered her helpers about her1 and told them fairy stories while they ate the candy that was in the box4 ,it was really a little party1 and a party is a rare thing in the life of a miner's child4 ,that was ,miss ,moss' beginning2 three children in that school now regarded her as a source of happiness and entertainment1 and pretty things4 ,florence had a rival2 and in the days to come the children slowly grew to feel that ,miss ,moss could make them have better times than ,florence could1 and that pleasing ,miss ,moss paid better than pleasing ,florence4 ,miss ,moss had no scruples of conscience in pursuing this course1 for she knew that human beings have to be won to right courses of action long before they can be made to understand abstract reasons for doing right4 ,she knew she could not win those children by preaching to them2 she knew they would listen to a sermon only after they had grown to love and trust her4 ,there were many steps to the process of readjusting the warped relations in that school4 ,florence gradually1 and not at all gracefully1 accepted her new position of plain lay member of the school1 a person with no special privileges1 and with no abnormal influence4 ,the climax came at ,christmas1 when ,miss ,moss trained her little band to present a short cantata in which an angel told the news of the birth of the ,babe to representatives of all the nations of the earth4 ,the leading character was the angel1 and here ,miss ,moss encountered a common difficulty2 ,florence was really the only child in school who could take the character well4 ,the others were all too shy or too phlegmatic4 ,miss ,moss had to choose between a pretty1 successful performance1 one which would bring her praise and admiration1 one which the company store-keeper would report in glowing terms to the company itself1 and the final success of her scheme of normal adjustment4 ,she made the shy little ,mollie ,sluss the angel4 ,mollie stepped on the end of the sheet in which she was draped1 she forgot her part twice and could never be heard at the back of the room2 she lost one of her wings at an inopportune moment1 and she failed most lamentably to look like an angel4 ,she looked more like a lost soul which is too frightened even to ask the way back to its habitat4 ,mollie was not a shining success as an angel1 but as a means to an end she did very well4 ,for ,mollie's father and mother sat in the audience1 and their usually heavy faces wore a look of pride as their pale little daughter blundered through her leading part4 ,mollie had her first taste of leadership that day2 ,mollie knew that ,florence no longer fell heir to all the good things just because she was ,florence4 ,florence1 meekly sitting in the background among the heathen nations1 accepted this new order of things at last as inevitable1 and submitted to taking her fair turn with the others4 ,her bribes had ceased to produce results2 she had been outbid by one who could offer her very place as leader1 as a prize for merit4 ,miss ,moss showed her mastery of the situation by raising other children to prominence among the pupils and thereby calling attention and admiration away from ,florence who had heretofore monopolized the applause of the children4 ,in doing this she gave no commands4 ,she merely brought about naturally a transference of admiration from ,florence to others4 ,on the day when ,miss ,moss selected three pupils to help her prepare her 8surprise10 she acted wisely in naming those whom she wanted4 ,had she asked1 8,who would like to help me80 many pupils would have offered their services and the selection of three would have caused much antagonism1 since the others who offered their services would be sure she knew they wanted to help4 7#b7 ,higher grades4 ,in the higher grades a ringleader who arrays himself against the teacher's authority is much more exasperating than is a similar pupil in the lower grades1 not only because of his greater influence upon other pupils1 but also because it is much more difficult for the teacher to make excuses for him4 8,they know better60 is the thought that will intrude itself into the teacher's consciousness to make difficult any feeling of leniency toward offending pupils4 ,what1 then1 shall be done8 ,must the teacher watch the pupil closely and whenever he discovers evil beginnings1 punish the offender8 ,no2 that is the method which in the past has driven thousands out of the school1 only to become permanent burdens to society and in many instances paupers and criminals4 ,it will be necessary for the teacher to get the confidence of such a pupil4 ,enlist his abilities in leadership4 ,he will thus become a valuable assistant to the teacher in 8regulating0 his clique of pupils4 ,the teacher should interest the ringleader in his work1 and approve of his efforts and work whenever possible4 ,when there is some particular task to be performed1 have the ringleader do it4 ,when a game is to be organized1 make him captain or leader1 and so on4 ,there are scores of places where he can be pressed into service in such a way as to gain his good will and confidence1 and at the same time in such a way as to make him an aid to his schoolmates rather than a detriment4 ,when once his confidence is won he will obey every command and wish4 ,stating it briefly--if the ringleader feels you are on his side and are sympathetic with him1 then1 just as surely as water runs down hill he will come over to your side4 ,if you treat a boy as though he were on the same level with yourself1 you are taking the first and most important step in winning his confidence4 ,and he will immediately see that you get fair play1 especially if he is a ringleader4 ,our experience with human nature tells us that a sure way to get the confidence of another person is to coperate with that person along the line of his own interests4 ,if the above statements hold true of the grades1 still more do they apply to the high school4 7#c7 ,high ,school4 ,disciplinary problems in the high school should be solved on the largest basis possible4 ,the increased scope of vision enables a pupil to view a situation in the larger connections4 ,in the grades each act tends to stand by itself4 ,the child is taking one step at a time into a larger area4 ,the youth begins to make leaps over larger stretches and is impatient with the pettiness of a narrow method4 ,consequently a wise teacher will omit all annoying puerilities in managing high school pupils4 ,he will expect numerous childish follies to be retained even in the high school period4 ,in some cases a method used with a child in the grades will work effectively in the case of a high school pupil4 ,but discrimination must be very painstaking4 ,a childish method1 unwisely used1 dampens a pupil's esteem for his teacher because personal pride in the pupil has been injured4 ,on the other hand1 by using a solution that puts the issue on a broad1 high level1 one appeals to the maturing intelligence and sense of personal dignity4 ,moreover1 such procedure discloses to a pupil the connections that bind a particular act to other factors4 ,the boys who tied a schoolmate to the railroad track first saw their deed in its isolation2 under judicious leadership the place of such a deed in the life of a school community may be vividly conceived1 and when so viewed may be heartily repudiated4 ,such a type of revulsion against an unsocial act is most healthful2 a mere decision not to repeat a proscribed prank has little moral worth4 ,the whole machinery of a well planned school system is concerned in getting a response from pupils4 ,any study which proves its worthlessness by winning no general response when well handled1 is to be abandoned4 ,so much for the essential feature of school duty1 that is1 winning an acceptance and reaction for the lessons taught4 ,but all the more this holds good in respect to the personal relation between teacher and pupil4 ,if a teacher makes no effort to secure a personal response toward himself he can not hope to educate his pupils2 he may feed an awakened intellect2 this alone can not suffice--coperation must appear in the teacher's plans for the pupil's good4 ,,case #adb 7,,high ,,school7 ,sidenote3 ,failure to ,utilise ,leadership ,when ,carl ,lindstrom went to ,bentley township to teach for a year and so earn money with which to pursue his law course1 he had no fear of meeting resistance1 for this community was one of culture and good tradition1 in which the children expected to do well in school and later to go to college4 ,carl himself was always popular at college1 and he had no idea of being anything else in any community that he might grace with his presence4 ,before the first week was up1 he had lost this happy confidence4 ,charles ,moxler was the cause of the new distrust of himself which ,carl felt2 and ,charles was regarded as a model of boyhood in the whole countryside4 ,he was fifteen years old1 large and handsome1 with charming manners and marked ability4 ,he learned his lessons seemingly without much effort1 and was a good violinist and a daring horseman4 ,his attitude toward ,carl irritated the teacher from the first1 for he was not used to the easy1 condescending tolerance with which ,charles regarded him4 ,charles never refused to comply with any direct request2 he obeyed the letter of the law without quibble4 ,nevertheless1 ,carl disliked him4 ,charles seemed to have more influence with the students than the teacher had1 and this influence seemed to the sensitive teacher to be exerted in a way to belittle his own authority4 ,he resolved that when a chance came he would show everyone who was master in that school4 ,the easy air of superiority of ,charles nettled him so that one day he made an issue1 resolved to reduce the insolent boy to his proper place4 ,charles1 who had a loud and resonant voice1 was telling a group of pupils of a football game he had seen the ,saturday before4 8,charles10 said ,carl ,lindstrom1 8do try to talk more quietly4 ,you can be heard clear to the corner40 8,all right1 sir60 sang out ,charles1 with easy good-nature4 ,the other pupils1 especially the girls1 with whom he was a great hero1 giggled1 and ,charles continued his story in a low monotone4 ,but it was an exciting story1 and soon he was talking as loudly as before1 while the rest joined in his hearty laughter at the incident he was relating4 ,carl1 sitting outside the circle of fun and fellowship1 felt his authority seriously threatened1 as indeed it was4 8,charles ,moxler1 take your seat60 he called out1 suddenly1 surprised himself at the irritation in his voice4 8,if once asking isn't enough1 ,i shall have to take other means4 ,there is no sense in your talking so loud1 and when ,i ask you to do a thing1 ,i mean it6 ,the rest of you may either take your seats or go out-of-doors40 ,the pupils scattered1 rather sullenly4 ,school began a few moments later1 and ,charles studied with unusual application4 ,when the algebra class was called1 he came forward with the rest to recite4 ,when his turn came to demonstrate at the board1 he stepped forward1 placed his problem on the board1 and then began to explain in a voice so low that no one could hear without straining4 ,carl had a mind to correct him1 but1 remembering his pupil's popularity and having some caution in his make up1 he refrained4 ,charles continued during that day1 and throughout the week1 to address his teacher in softly modified tones1 so patently artificial that they aroused the amusement of all the young people who heard them4 ,his manner was punctiliously respectful2 ,carl could find no point of attack4 ,he felt helpless and imposed upon1 and he was very conscious of the amused smiles of his pupils and of their scarcely concealed pity and contempt for him4 ,had he been able to laugh it off as a good joke1 all would have been well1 but ,carl's sense of humor did not extend to his own affairs4 ,this condition of things lasted for some time4 ,at last1 ,charles1 either repenting his revenge or tiring of the effort involved1 resumed his natural voice and manner1 and acted in a more manly way toward his teacher4 ,but ,carl's year had been badly spoiled4 ,he knew he had made a mistake1 but knew not just where to look for it4 ,how could one deal with a pupil who seemed to have more leadership than one's self8 ,how could he have avoided that humiliation and helplessness8 ,what had he failed to do8 ,whose fault was it8 ,,illustration 7,,high ,,school7 ,the next year he returned to college and ,parker ,ames1 a classmate1 fell heir to the school in ,bentley ,township4 ,when ,parker came back to college for commencement1 ,carl1 in cap and gown1 hurried to him to ask him about his year4 ,sidenote3 ,coperation with ,leader 8,greatest place ever1 isn't it80 said ,parker ,ames4 8,i surely did enjoy those people1 and ,i hope the youngsters know a little more for my being there4 ,great ,school60 8,did you have ,charles ,moxler80 asked ,carl1 thinking to hear a tale of woe similar to his own4 8,i should say ,i did60 ,parker's enthusiasm expanded visibly4 8,he was the best one there1 wasn't he8 ,he was my right-hand man in everything ,i did4 ,i wanted to get up a festival to raise money for the ,belgian sufferers1 and ,charles simply wore himself out working the thing up4 ,we became mighty good friends1 ,i tell you2 he was as good as a grown up any day4 ,he had such a hold on everybody's heart1 you know1 that all one had to do was to get him interested in a thing1 and the whole country simply followed right along40 8,he had an awfully loud voice10 said ,carl4 8,big as his heart and smooth as his manners60 assented ,parker4 ,carl is still thinking about it4 ,,case #adc 7,,high ,,school7 ,sidenote3 ,ringleaders at ,their ,worst ,instances of the operation of mob psychology in schools are comparatively rare1 but they occasionally occur in industrial communities1 where the walk-out method of gaining ends is kept prominently before pupils4 ,such an occurrence took place in the oil district of a ,middle ,west state1 where the social conditions are poor and the schools are not yet well organized4 ,mr4 ,frank1 a new principal1 found that his predecessor had gained and kept a certain degree of popularity by making concessions to his pupils and patrons which had greatly lowered the scholastic and other standards of the school4 ,mr4 ,frank resolved to sacrifice personal popularity if necessary to the efficiency of his school1 and among the reforms adopted was that of doing away with a ,friday afternoon holiday which had been allowed to all pupils who had had perfect attendance and punctuality all week4 ,this weekly half-holiday1 which reduced the working hours of the school one-tenth1 ,mr4 ,frank considered a bad thing4 ,he said nothing about his plans to his pupils1 but his rather rigid views on other matters led them to suspect that he might return to the old plan of five full days' work2 hence1 they came to him frequently during the first week to ask if the ,friday half-holiday would be continued4 8,wait and see10 he would reply2 8,i've not decided yet40 8,you'd better10 replied one group of high school boys4 8,we've had it for three years1 and if you want us to work for you and like you1 just keep it up40 ,this attitude of the boys settled the matter for ,mr4 ,frank1 who called the board together and announced his position4 ,they agreed that the giving of the holiday so frequently was a bad thing1 and told him that they would 8stand back of him if he could make it go10 which meant that they themselves were waiting to see what he would do with a bad situation4 ,the board members were tradesmen who were afraid of offending the families of the school pupils by initiating such a reform themselves1 but were willing to stand by someone else who would do so4 ,the grade teachers sympathized with his desire to bring up the standard of the school1 and promised to do as he directed4 ,there was no trouble in the grades when the discontinuance was announced4 ,in the high school1 anticipating a general epidemic of truancy if he announced his revolutionary policy before the noon recess1 ,mr4 ,frank told his fifty-five pupils to come back at one o'clock1 as he had a matter of general interest to explain to them4 ,thinking that some new scheme not effectively different from the old one might be forthcoming the fifty-five gathered as they were told4 ,mr4 ,frank noted1 as the bell rang1 that they had left on their coats and carried their caps in their hands4 ,he told them first1 as soon as they were quiet in their seats1 that there would be no ,friday afternoon half-holiday4 ,he said that perfect attendance was expected unless illness prevented it1 and that no reward would be given for it4 ,after a full explanation of his reasons he said that afternoon classes would begin in five minutes4 ,the effect was electrical4 ,sam ,poultney1 a bully of nineteen1 who led the high school boys1 sprang to his feet4 ,he was a boy not without ability1 a boy of undisciplined will and great physical courage4 ,he faced ,mr4 ,frank now1 fearlessly1 perhaps sincerely feeling that he defended a real right4 8,no1 they won't60 he exclaimed4 8,you made us come to school this afternoon by a dirty trick1 and we're not going to stay4 ,you can't take our holiday away from us that we earned by being here all week and not tardy once4 ,come on1 all of you60 and he started for the door4 ,mr4 ,frank saw a quick and vivid example of the working of mob impulse4 ,as the great1 confident leader of the high school boys made for the door1 the whole school rose and followed him1 until a stream of angry pupils surged toward him as he stood staunchly before the only exit4 ,just as ,sam reached the platform near which he stood1 ,mr4 ,frank's quick wit saved the day4 ,he knew that the action of a mob is largely unconscious and wholly emotional and instinctive1 and he appealed to instinct skillfully--the instinct of self-preservation4 8,stop6 ,oh1 stop60 he called1 his white face set sternly4 8,don't you see what you're doing80 ,he looked with wild eyes to the back of the room1 as though he saw a fearful spectre there4 ,the crowd of excited pupils1 wholly under the control of whatever leader might show himself strongest1 followed his eyes1 turned around1 and looked where he looked4 ,sam turned with the rest1 and in the second of his hesitating inquiry1 ,mr4 ,frank gained the upper hand4 ,his voice was raised in authority2 his anger--for he was righteously angry--gave a threat to his words that the pupils felt and heeded4 8,turn around and go to your seats this instant60 he commanded4 8,sam1 walk to your seat6 ,turn around1 all of you4 ,if ,i hear one word--0 ,he stood like an avenging angel1 a slight man1 facing a mob of angry pupils1 and the dignity and confidence of his attitude won the day4 ,sam started to mutter threats and objections1 but stopped when ,mr4 ,frank took one step toward him4 ,two or three girls began to cry2 then first one pupil and then another took his books out slowly4 ,the assistant1 a girl fresh from college1 stood at one side of the room1 bravely stifling a temptation to indulge in hysterics4 ,when he could trust his voice1 ,mr4 ,frank said3 8,the senior ,english class may pass40 ,the class passed very meekly into their recitation room1 and ,miss ,spangler closed the door after her as she went in with them4 ,it was a sullen group of boys and girls1 however1 that stayed with her that afternoon4 ,,constructive ,,treatment ,in making so great a change in school policy as that proposed by ,mr4 ,frank1 first secure the undoubted backing of the school board4 ,make no announcement until your course of action is fully arranged with them and finally decided upon4 ,if this can not be done early in the week1 follow the custom of the former principal for the first week in giving the half holiday4 ,this last arrangement has two advantages4 7#a7 ,it gives the teacher a longer time to secure the confidence of his pupils and 7#b7 it gives the chance of making the announcement before ,friday afternoon comes1 so that it loses somewhat its element of shock1 thereby lessening the danger of a crisis4 ,have a thoroughly worked out plan in mind of some pleasure which you can offer as a substitute for the one you are taking away4 ,propose this just before you make the announcement regarding ,friday afternoon4 ,if the pupils' minds are full of the thought of some pleasure ahead1 there is less room for the feeling of rebellion to creep in4 ,about ,wednesday of the second week1 ask the pupils to put away books five or ten minutes before the usual time1 as you have an important announcement to make4 ,when all are in a position of attention1 say1 with the air of one who has a pleasant surprise to offer1 8,i've been wondering if we couldn't think up some jolly fun for ,saturdays1 for those whose attendance has been perfect through the week4 ,i understand there are some very interesting remains of ,indian settlements about fifteen miles north of here4 ,we've just been studying about the inhabitants of the country in the period when the colonists came4 ,it would be a good time to visit those remains of their old homes4 ,most of you have autos1 or have friends who would lend you theirs4 ,suppose we get up a high school party tomorrow4 ,if we do1 we'll just make a day of it--take our lunches along1 roast our potatoes and make our coffee down on the lake shore1 and some of you might like to take your fish poles along1 or rifles1 if you have them4 ,possibly we could bag a few prairie chickens for tomorrow's dinner4 ,the school board met last ,wednesday evening and decided that we were to have school on ,friday afternoons after this1 but ,i believe this trip would be more fun than having ,friday afternoon free4 ,it leaves the girls out for this week1 but next week we'll think up something that they will enjoy4 ,sam1 ,i'll appoint you1 and if you need any help you may choose one other boy1 to see if we can get autos enough4 ,each of us will bring lunch for one and we'll serve it all together40 ,get the minds of your pupils to working on the new plan immediately and thus drain off into harmless constructive action the emotions that otherwise would vent themselves in mischief or rebellion4 ,the particular form of pleasure here outlined is suggested by the location of the incident narrated above1 namely in the ,middle ,west4 ,but each teacher would1 of course1 choose the plan best suited to his own location and the likings and circumstances of his own school4 ,some teachers1 for example1 might prefer to have movie entertainments for ,friday evening1 correlating the pictures exhibited with the school subjects studied4 ,or a social gathering on ,friday evening might be more appealing in some schools--something good to eat1 a little music1 a few games and a good time all round4 ,the papers the children have prepared during the week might be exhibited on a long table for parents to examine4 ,the girls would take great pride in helping to serve refreshments4 ,,comments ,such situations as faced ,mr4 ,frank in the oil town are growing less common as time passes2 in frontier towns they occurred frequently4 ,sometimes they occur still2 and blessed is that school whose teacher1 in such a crisis1 possesses quick wits1 a knowledge of psychology1 and dauntless courage4 ,mr4 ,frank did well to check the pupils as he did1 when once the school had reached the state of insubordination indicated in the story above1 but he was very seriously at fault in allowing the school to reach that stage4 ,his arbitrary handling of the situation undoubtedly was a victory1 but it was the kind of victory which assuredly would breed contempt and resentment and plotting to 8get even0 with the man who had tricked the pupils into an extra half day of study4 ,in depriving the pupils of what they regarded as a great privilege he should have had a substitute plan which would have eased somewhat the disappointment of the pupils4 ,in this plan he should have retained his rightful place as leader and thus by coperating heartily in the pleasure of the pupils1 should have fully demonstrated to them that he desired only their welfare4 ,so regulating a school as to prevent a crisis is a higher type of administrative ability than allowing crises to come1 and then meeting them with drastic measures1 even though they seemed successful4 ,occasionally it happens1 even in good schools1 that a student commits an act so serious as to justify his being turned over to the juvenile or other court4 ,in such a case the principal may sometimes find it to his advantage to coperate with the court in trying to reclaim an unusually bad and daring boy4 ,,illustration 7,,high ,,school7 ,sidenote3 ,extreme ,cases ,paul ,thompson and ,stephen ,longman lived in a rapidly growing frontier town in the ,west4 ,they had the name of being reckless boys1 and all through their school days had caused more or less trouble to their teachers and classmates4 ,the boys especially disliked ,mr4 ,black1 the teacher who had charge of the assembly study room4 ,he was strict in his requirements and very severe in reprimands1 and these boys had frequent occasions to feel the force of both4 ,one evening when ,mr4 ,black was scheduled to give a lecture to the school1 ,stephen said to ,paul1 8,let's stiffen up ,blackie's backbone a bit1 he's too limp40 8,what d'yer mean80 questioned ,paul4 8,when he gets well to going tonight1 you go to one door of the assembly room and yell #8,fire6' at the top of your voice and ,i'll go to the other and do the same4 ,let's see how long he'll keep his dignity40 ,the program was carried out to the letter4 ,suddenly1 in the midst of the lecture1 rang out the cry1 8,fire6 ,fire60 ,the frightened students rose in a body and rushed for the door4 ,in vain ,mr4 ,black tried to control their movements4 ,his voice was drowned in the uproar4 ,in the desperate scramble for the doors that followed1 many were injured1 one or two so seriously as to require hospital treatment4 ,several others fainted4 ,all were shocked and1 of course1 the meeting was broken up4 ,it was soon discovered that the whole thing was a joke1 but the harm was done4 ,it could not be undone4 8,there is only one thing more ,i can do for you1 boys10 said the principal1 as he talked with them in his office the next day4 8,your offense is so serious that it is necessary to turn you over to the courts4 ,i am going to make one more effort to help you1 however1 in the hope that it may save you from a term in the ,reformatory4 ,i have asked the judge to pronounce your sentence1 then place you on probation1 thus allowing you to finish your school course4 ,your only alternative is to be given over unreservedly to the courts4 ,which do you prefer80 8,we prefer to stay here4 ,we never meant that all those people should get hurt1 ,mr4 ,wells10 said ,stephen4 8,we just thought we'd scare them a little40 8,we will go now over to the court house4 ,i have already arranged with ,judge ,sinclair to meet you there40 ,judge ,sinclair listened to the boys' story with great seriousness1 and after pointing out to them the legal aspects of their misdemeanor1 said1 8,as a special favor to your principal1 with whom ,i have already conferred1 ,i shall give you one more chance4 ,i have appointed ,professor ,black your probation officer1 with absolute authority over you4 8,the court decides that you shall discipline yourself by submitting implicity to the commands of others1 and it is only through this severe discipline that you will become men4 ,the probation ,i shall order is not going to be for your pleasure4 ,you will submit to rough fare and to all the privation and discipline of prison without going to prison4 ,you will be punished with hard work and regular living until you grow to like it40 ,the probation was to be considered broken if the boys3 ,used liquors or tobacco in any form4 ,entered a poolroom or saloon4 ,disobeyed the probation officer4 ,attended a movie1 or went out nights without the probation officer's consent4 ,the officer was enjoined to see that the boys worked hard in school and made all their grades4 ,they must stay at home evenings and conduct themselves quietly at all times4 ,they were recommended to go to church twice every ,sunday4 ,the probation period was to continue until the court issued further orders4 ,the serious consequences of their rash sport1 the severity of the judge1 and the narrow escape from the reformatory1 sobered the boys4 ,they kept their probation and graduated two years later1 having won back at last the forfeited respect of their teachers and classmates4 #f4 ,submitting to ,conventionalities ,probably a good many persons older than the two boys named below would be puzzled to explain many of the conventions which they1 nevertheless1 implicity obey4 ,it is one of the curious manifestations of the regulative instinct that we yield such humble submission to what are oftentimes meaningless customs4 ,on the other hand1 this imitative sort of regulation of one's habits may often lay a foundation for desirable conduct where a rational method applied in the beginning would have failed utterly4 ,the danger is that when the questioning period arrives there may be only superficial answering of the oft-repeated question1 8,why80 ,,case #add 7,,fifth ,,and ,,sixth ,,grades7 ,sidenote3 ,why ,remove ,hats8 ,leonard and ,karl ,rosenbush were two sturdy little rationalists of ten and twelve years4 ,they despised poetry1 utterly rejected fairy stories1 and took a strictly scientific view of life generally4 ,they belonged to a family of culture and refined tradition1 and their attitude amused their father greatly1 while it reduced their mother to despair4 ,she was often unable to give them the reasons they demanded for what she had always accepted without a question4 ,miss ,forbes1 their teacher1 was one day giving her room a lesson in good manners4 ,they were discussing modes of salutation when ,karl raised a vigorous protest to taking off his hat to women4 8,well1 now1 why do we have to take off our hats to women any more than to men80 he asked4 8,i don't see why they're so terribly good they have to be treated like a church40 8,why1 ,karl1 ,i never heard of such ideas4 ,doesn't your father take off his hat to women80 8,yes1 and he can't give any more reason than you can4 ,all he did when ,i asked him was to laugh and say ,i mustn't be a barbarian4 ,i'd rather be a barbarian than to do such a senseless thing1 anyway4 ,women aren't any better than men40 8,karl1 ,i want you to take off your hat to women now1 and when you're a man you'll know the reason why40 8,that's it1 put me off with #8when ,i'm a man6' ,father said that1 too4 ,but if there is any reason1 why can't you tell me now8 ,it's just like ,santa ,claus--there isn't any1 and only little kids and girls believe it40 ,leonard nodded a vigorous amen to his brother's heterodoxy1 and ,miss ,forbes let the matter drop because she did not know how to meet ,karl's arguments1 although she was sure he was wrong4 ,the two boys took a mischievous delight in passing her and other teachers on the street without lifting their caps or even touching them4 ,,constructive ,,treatment ,the child of a rationalistic temperament must be met with reasons2 if a thing is right there are always good reasons for it1 and these may be fully or partially explained to any child who is old enough to inquire for them4 ,in ,karl's case1 both parents and teacher should have given him the true reasons for the chivalrous regard for women which is symbolized and expressed in the raising of hats4 ,an intelligent boy of ten should begin to rationalize the good manners which in earlier childhood are pure habit4 ,miss ,forbes might pleasantly have answered ,karl1 that the ceremony to which he objected is a conventionalized expression of the regard men have for women4 8,you love your mother1 don't you8 ,she does more for you that you can repay1 doesn't she8 ,now1 all other right-minded boys and men feel the same way about their mothers4 ,and so they all agreed1 a long time ago1 that they would pay this mark of respect to women40 ,this explanation would serve very well for the school1 but it would be wise to have a private talk with ,karl and explain to him more fully the considerations that underlie all chivalrous customs4 ,put upon a basis of rationalized justice1 the custom of hat-raising will win hearty support from ,karl1 but as a mere matter of unexplained tradition it makes no appeal whatever to him4 ,,comments ,we have here a case where the love of approbation1 strong enough in the average child to be used in fixing a good habit1 does not function4 ,karl does not care enough for the approbation of parents1 teacher or friends to make him do a thing not approved by his reason4 ,the incident is inserted here because it is exceptional and illustrates the occasional case in which the love of approbation can not be used as an incentive4 ,as a rule1 the love of approval1 of being considered 8a gentleman0 or 8a little lady10 is strong enough to give all the motivation necessary for teaching good manners4 ,,illustration 7,,eighth ,,grade7 ,miss ,hendrickson taught in the town of ,ridgeway1 where the leading industries were carried on in factories of various kinds4 ,nearly all the parents worked in some one of these4 ,naturally1 with their long hours of work1 these parents had little time for such secondary matters as polishing their children's manners4 ,most of them were thankful if they could feed the hungry youngsters and provide a place where they could sleep4 ,miss ,hendrickson soon became aware that the matter of teaching good manners devolved upon her exclusively4 ,she also felt that a direct attack upon the rude customs of her pupils would be less effective than indirect procedure1 since refined manners in this particular community usually resulted in having the scornful epithet1 8,stuck-up60 attached to the possessor of said manners4 ,sidenote3 ,interest in ,manners ,after careful deliberation1 ,miss ,hendrickson decided to take advantage of the story period in laying the foundation for more explicit teaching of manners later4 ,accordingly1 she began the story of the feudal system and the institution of chivalry that sprang from it1 a story always appealing to seventh and eighth grade pupils4 ,she told how the feudal lord had to build strong castles for the safety of his family in those days of warfare4 ,she vividly portrayed life in the castle1 and showed how women also often had to do brave1 daring acts in defending the castle when the husband was away4 ,she explained how little boy pages were trained to wait on the ladies of the castle and to be polite to them1 and how1 when these same boys were older and became knights their highest duty was to protect these women who had few neighbors and who were shut up much of the time in the castles because it was unsafe to go abroad1 and how the women returned this care by making the homecoming a very happy time for the lords and husbands whenever they came back from war4 ,as the story progressed from day to day1 ,miss ,hendrickson developed the thought that this sort of life in the castle gradually changed in many ways the ideals and habits of the people4 ,poetry and music1 for other than religious purposes1 began to be written and sung1 and the rude people who had formerly laughed at refinement in manners as something effeminate and unsuited to a warrior1 began to realize after a while that a man could be brave and strong1 yet at the same time be gentle and polite toward women and toward all who were weaker or more dependent than himself4 ,so1 in time1 the lords began to vie with each other to see who could be most polite or who could render the greatest service to his lady4 ,chivalry sprang up1 and1 indeed1 died out1 many hundreds of years ago1 yet it still has an influence over us1 for we still use the term lady1 not meaning now1 exclusively1 the wife of a lord1 but any woman who is worthy of our respect4 ,and a chivalrous man is still a man who is polite to women1 and who always springs to their defense whenever they need protection4 ,gentlemen in those days meant a lord or someone of high birth4 ,but such men had more refined manners than had the other people1 or serfs1 as they were called1 having been trained in chivalry2 and today we use the term in this country to mean any man who has fine manners4 ,of course ,miss ,hendrickson told the story very much more in detail than has been done here4 ,she dwelt upon phases which she knew would strongly appeal to the children and illustrated them with many pictures borrowed from the library4 ,she had the children bring in baskets of stones from the river bank and asked two of the boys who had the most offensive manners to build a miniature castle on the sand table4 ,she read a few of the poems sung by the minnesingers and troubadours1 and the oath which the squires must take before they could be dubbed knights4 ,all this time ,miss ,hendrickson had said very little about the personal manners of her pupils1 but she had substituted a new ideal regarding the desirability of good manners for the crude one generally held by her pupils4 ,she had made such manners seem attractive1 and thereafter when a child was about to do some act which she could not approve1 she would often say1 8,what would a knight do1 ,james1 in such a case80 and many times the suggestion was sufficient to induce the desired conduct4 #g4 ,submitting to ,state ,control ,,case #ade 7,,eighth ,,grade7 ,the ,longfellow ,school was situated in one of the most congested foreign settlements of one of our largest and most cosmopolitan cities4 ,very few of the parents of the pupils could speak any but the most broken ,english4 ,many made no attempt to converse in the difficult language of the strange new world to which they had come4 ,sidenote3 ,saluting ,flag ,the board of education was particularly anxious that the children of these foreign parents should be trained in appreciation of ,american institutions and in reverence for the ,american ,flag1 with all it stands for4 ,they requested that all the national holidays should be made the occasion of special programs to which parents should be invited and that each afternoon when the schools were dismissed each pupil should salute the flag both verbally and with the hand4 ,most of the children entered into the custom without demur1 but one boy of fifteen1 ,hans ,neuhaus1 refused to give the salute4 8,hans1 everyone is expected to give the salute10 said his teacher1 ,william ,hoover4 8,once more1 now40 ,still ,hans remained silent4 8,hans1 ,i wish you to give the salute with the others40 8,i don't believe in saluting the flag10 said ,hans4 8,it isn't my flag1 anyhow4 ,i'm not going to salute that flag40 8,hans1 you must salute it10 said the now exasperated teacher4 8,the board requires it1 and if you do not obey we can not have you in this school40 8,all right1 then4 ,i'll go10 and ,hans cooly took his books from his desk and walked out4 ,three days later1 as ,hans did not reappear at the school1 he was arrested for truancy and taken before the juvenile court4 ,under the coercion of the court he was made to return to the school and to give the daily salutes4 ,,constructive ,,treatment ,try a roundabout way of getting at ,hans' difficulty4 ,for a little while1 at least1 appear not to notice that he is not joining with others4 ,meanwhile1 in the story period1 or in the history class study1 in a simple and interesting way1 tell the history of the flag and the principles for which it stands4 ,imagine yourself in ,hans' place--that is1 that you are a foreigner in a strange land1 and that it is the flag of another country that you are asked to salute4 ,what considerations would make you willing to do it8 ,when this question is answered in your own mind1 then set out to win the allegiance of ,hans4 ,keep watch on the playground to see if some of ,hans' hostility has not been caused by unkind teasing on the part of other children4 ,,comments ,only the outward form of loyalty can be brought about by force4 ,mr4 ,hoover forgot that only an intelligent understanding and appreciation can be the basis of true loyalty1 and these require time in which to develop4 ,he should be more concerned1 then1 in the conditions favorable to a steady growth of these attitudes than about mere compliance to outward1 conventional form4 ,saluting the flag and honoring the flag may be two quite different acts4 ,,illustration 7,,third ,,grade7 ,sidenote3 ,honoring the ,flag ,miss ,beardsley1 of the ,lincoln ,school in ,newport1 taught her class1 by many little talks and allusions to venerate the ideals of the national flag rather than the flag itself4 8,only noble-hearted persons have a right to stand under that flag10 she often said4 ,then1 when some especially praiseworthy act had been performed by any child during the day1 she would call that one forward to stand under the flag that was gracefully draped in the corner of her school-room1 while the others gave the salute just before going home at the close of the day's session4 ,the children soon began to vie with each other1 in helping a younger child1 in being polite1 keeping desks tidy--anything that would especially entitle them to stand under the flag--the greatest honor the teacher could confer4 ,thus the pupils learned to associate true patriotism1 so far as a young child could understand it1 with the symbol of state control4 #h4 ,self-,regulation 7#a7 ,wise choices in human relationships4 ,sooner or later in the life of every normal child1 the more or less arbitrary control of parent and teacher must give way to self-regulation of conduct4 ,happy is that boy or girl who has been unconsciously practiced in self-control and wise choosing before that day comes when he no longer has a wise counselor at hand in life's startling emergencies4 ,,case #adf 7,,high ,,schools7 8,well1 you're going to the gayest place on the coast1 and when you come back in the fall ,i shall expect you to bring us some startling ideas for our winter fun1 ,constance4 ,do see if you can't pick up something really new4 ,we've done the same old thing so long1 you know6 ,well1 goodbye4 ,have a good time60 ,sidenote3 ,choosing ,companions ,miss ,osgood stood on the platform and waved her handkerchief to the ,yule children and their delicate little mother1 who were off for ,greenwood ,beach for the month of ,august4 ,the ,yule young people were much flattered by ,miss ,osgood's attention1 for she was a young matron in a very fashionable private 8finishing school0 for young ladies4 ,she was also quite a favorite in the society outside of the school1 as well as the organizer of all the social functions within it4 ,constance1 especially 7who at eighteen had just finished high school and would be 8coming out0 next winter71 thought she was a lucky girl to have ,miss ,osgood notice her in such a way as to indicate that it would be possible for her to suggest valuable ideas to ,miss ,osgood's fertile mind4 ,inwardly she resolved that if any startling ideas were floating around at ,greenwood ,beach1 she would bring them back and lay them at ,miss ,osgood's feet4 ,her brother ,clarence1 a sophomore at college2 ,helen1 who was a high school sophomore1 and ,kenyon1 just finishing grammar school1 were as eager as ,constance for good times2 but ,constance was the leader1 and as her mother was not strong enough thoroughly to oversee her children's lives1 ,constance led the others in whatever they did4 8,oh1 you dear--it's so lucky you came tonight60 one of her friends gushed1 as they entered the hotel which was to be their temporary home1 late ,saturday afternoon4 8,we're planning a coaching party for all day tomorrow1 and need two more to make up the party4 ,won't you and your brother go80 ,constance reflected4 ,she knew her mother1 who was at the desk arranging for rooms1 would want them to go to church the next day1 and to rest after the long trip4 ,still1 going to church and resting gave one no startling ideas1 and it was certainly not having 8a good time40 ,so she consented1 and later cajoled her reluctant mother into a grudging consent4 ,having started out with the idea of social gayety rather than of rest and recreation1 ,constance soon became a leader in the gayest life at the hotel4 ,she even planned the champagne supper at the old sailors' tavern1 which was written up in the ,new ,york papers4 ,her old friends1 the wholesome girls with whom she had tramped and gone swimming in previous summers1 soon found that she had no time for them1 and began to avoid her4 ,the month resolved itself1 for her and ,clarence and ,helen1 into a feverish rush of engagements4 ,constance came home in ,september tired and sophisticated1 but full of those sensational ideas that ,miss ,osgood had said she wanted4 ,she met ,miss ,osgood at a tea before long1 and hoping to gain her notice and become her companion1 she regaled the ladies present with a lively account of her summer's gayety4 ,after she had gone1 there was a little silence4 ,then ,miss ,osgood said to the other women3 8,isn't it a pity the ,greenwood ,beach should have spoiled ,constance so8 ,she was such a sweet girl last summer1 and now she seems like a jaded old society belle1 and a belle not too particular as to her companions at that4 ,i suppose she'll be the rage this winter1 but ,i shall rather steer clear of her40 ,,constructive ,,treatment ,constance's case calls for the application of the principles of suggestion and of initiative in coperation4 ,see to it that no young person who has been under your influence for a period of months or years goes to a new and different world without trying to indicate to that person how he or she may get the best rather than the worst out of the novel experience4 ,a little conversation as to the purpose of the trip1 a few suggestions as to the interesting places that may be visited1 a little reading together of the historical or other literature connected with the new field1 a helpful word as to how the trip may be made beneficial to the friends who are not fortunate enought to enjoy such pleasures1 may give direction to ambitions which otherwise will expend themselves upon unworthy ends4 ,,comments ,girls and boys in the adolescent period are possessed of so many conflicting ideals that they may be turned in any one of half a dozen directions at a psychological moment4 ,just at the time when ,constance was feeling very grown up1 and was looking forward to a very vivid experience of some kind1 ,miss ,osgood thoughtlessly dropped the suggestion which colored all of ,constance's thoughts and acts during her vacation4 ,instead of trying to gain ,miss ,osgood's approbation she should have spent her month in growing strong and brown in the open air1 in helping to make the life at the hotel simple and wholesome and health-building2 but ,miss ,osgood's influence all went the other way4 ,it is important that even chance acquaintances watch their casual injunctions to young people1 not only because they may have so much more influence than they dream1 but also because they may speak at a time when the mind of the hearer is peculiarly sensitive to suggestion4 ,,illustration 7,,high ,,school7 ,sidenote3 ,a ,wise ,choice ,dodge ,monroe was changing from the ,east ,high ,school to the ,sidney ,lanier1 because his parents were moving farther out in the suburbs4 ,a few nights before they left for their new home1 the ,claytons gave the ,monroes a farewell dinner1 and ,dodge1 much to his delight1 was included in the invitation4 ,it was his first dinner party1 and in his new ,tuxedo he felt very grown up and manly4 ,over the salad ,mr4 ,clayton turned to ,dodge1 who was beginning to feel a bit left out of the grown people's conversation4 8,and you change now to the ,sidney ,lanier ,high ,school80 he inquired4 8,yes1 sir4 ,i start there next ,monday40 8,i know they're sorry to lose you in the ,east1 but you'll make an equally good record in ,sidney ,lanier4 ,and it must be an inspiration to any boy to attend a school named after such a man4 ,he could hardly be unworthy1 having such an example of manhood always before him40 ,dodge knew nothing about ,sidney ,lanier1 but this aroused his curiosity1 and on ,sunday afternoon he went to the branch library and read up on ,sidney ,lanier4 ,as the details of that brave and beautiful life became real to him1 he found himself measuring his own character by the standard of ,lanier's4 ,he took out ,lanier's 8,boy's ,froissart0 to read4 ,that week he met dozens of new boys4 ,being frank and strong1 he was liked at once1 and many acquaintances offered4 ,some of the boys seemed all that boys should be2 others1 he knew1 his mother would not approve as his friends4 ,this thought came to him3 8,back at ,east ,i'd just grown up with the fellows1 and knew everybody4 ,here there's a bigger school1 and ,i can't know them all4 ,i'll have to choose4 ,if ,i'm trying to make myself like ,sidney ,lanier1 why not try some such test in regard to the fellows80 ,this is what ,dodge did1 more or less consciously4 ,mr4 ,clayton's admiration for a fine man1 expressed in the most casual way1 had a determining effect upon ,dodge's character4 7#b7 ,religious attitudes4 ,if regulation of conduct between man and man must become eventually a matter of individual choosing1 in a still higher degree must religious attitudes become an issue for self-regulation4 ,the teacher's problem1 then1 is to throw about the pupil a social environment which shall stimulate the pupil's highest ideals1 but yet without encroaching upon his individual liberty and responsibility4 ,,case #adg 7,,high ,,school7 ,mr4 ,grey was distressed at the lack of church-going in the little town to which he had come as principal4 ,a very religious man himself1 he never missed a service and never failed to find satisfaction and help in one1 no matter how unprofitable it might seem to others4 ,when1 therefore1 he observed that few of his high school pupils attended the village church1 he resolved to talk to them about it4 ,sidenote3 ,going to ,church 8,i want to talk to you about a matter which is far more important to you than your education10 he began 8,education will fit you to do your part well in this world1 but religion teaches you about the world to come1 and is1 therefore1 more valuable to you1 since eternity so far transcends time4 ,i am here to train your minds1 but unless you go to church your souls1 which are far more important than your minds1 have no training at all4 #8,what doth it profit a man1 if he gain the whole world and lose his own soul8' ,right now1 while you're young1 you ought to be forming church-going habits1 even if you don't care for church4 ,you'll get used to it1 and even come to like it in time1 if you don't at first40 ,there was more of the same sort of appeal1 to all of which ,mr4 ,grey's pupils listened politely1 for they respected him highly1 but none of which seemed to swell the church attendance on ,sunday4 ,although he succeeded in other respects1 in this one matter ,mr4 ,grey had to acknowledge that his efforts led nowhere4 ,,constructive ,,treatment ,let the appeal for church attendance1 like many others1 be based on interest4 ,all young people like company1 action1 color and music2 therefore1 most little children like ,sunday ,school1 but when they reach an age at which the church does not offer them these inducements1 they are likely to stop unless kept in by family influence4 ,make your appeal according to the age of your pupils and their tastes4 ,,comments ,mr4 ,grey talked to his pupils of things they knew little or nothing about4 ,this world is very real to the young2 the next world is very shadowy and hypothetical4 ,the only persons whom ,mr4 ,grey's appeal would reach would be those pupils who had been brought up with religious training--i4 e41 the children who would not need it4 ,in separating education and religion1 time and eternity1 mind and soul1 he used outworn and abandoned conceptions of things1 foreign alike to modern thoughts and to pupils' knowledge4 ,in assuming that they would not like it at first1 he frightened them away from the duty urged upon them4 ,,illustration 7,,high ,,school7 ,mr4 ,tate1 teaching also in one of the small towns in which church-going was out of fashion1 said to his boys and girls3 ,sidenote3 ,correlate ,church and ,school 8,mr4 ,corithers told me that he was going to preach about ,phnician ships next ,sunday4 ,i wondered how he could make a sermon out of that subject1 but he wouldn't tell me4 ,as we've just been studying about this matter1 ,i suggest that we all hear this sermon ,sunday1 and then we'll discuss it ,monday40 ,he and ,mr4 ,corithers had talked over ways and means1 and had together planned a series of sermons that should correlate with some of the school work being done4 ,they planned to have simple and dignified music1 and talk little about eternity until the young people had been led far enough in the spiritual life to know they had souls4 ,the services1 concrete and beautiful1 and the sermons1 which were planned to reach their hearers1 were attended and enjoyed by ,mr4 ,tate's pupils4 ,mr4 ,tate did not urge his pupils to go to church without a conviction that they should do so1 and a knowledge that they would hear something they could understand4 ,he and the minister planned earnestly and well to get results1 and won4 ,,case #adh 7,,private ,,school7 8,well1 what do you think of the girls by this time80 ,the kindly old president looked hard at ,miss ,swallow1 who had just finished her second month as a teacher in a girls' private school4 8,i think they are lovely girls1 and ,i like to work with them10 she replied4 8,with one exception1 they could hardly be better40 8,with one exception8 ,and what is that80 ,sidenote3 ,time for ,bible 8,the matter of piety4 ,this is a church school1 and yet ,i feel a real lack of a spirit of devotion among the girls4 ,when ,i visit their rooms1 ,i see all sorts of books in evidence except the ,bible4 ,when ,i attend the ,y4 ,w4 ,c4 ,a4 meetings1 it seems to me that most of the girls give evidence of a very superficial sort of religious experience40 8,what you say is true4 ,i have often thought of it myself4 ,but what can we do8 ,i urge the girls not to neglect their spiritual interests1 in chapel4 ,and every ,lent we have special meetings40 8,i'll study the situation a little and tell you what ,i think about it1 ,dr4 ,dayton40 8,do1 please4 ,i am anxious to better things if ,i can40 ,in a few days ,miss ,swallow was back in the president's office4 8,i think ,i've found the reason for the trouble10 she said1 8and the remedy is simple4 ,we expect our girls to grow strong here1 and so provide them a gymnasium and a tennis court1 and give them time for exercise4 ,we expect them to eat1 and provide a meal time2 we expect them to sleep1 and make them put out their lights and go to bed4 ,but we expect them to cultivate the spiritual life without providing any special time for it4 ,there is not even a five-minute period for devotions and quiet during the day40 8,but girls say their prayers and read their ,bibles at night1 don't they80 8,yes1 if they do it at all4 ,they do it when they are tired with the long day's work and play1 and their attention is not particularly drawn to it by any stipulated time set aside for devotions4 ,i think we should emphasize our idea of the importance of devotions by giving it time during the day40 ,she outlined a plan1 and they agreed to try it in the winter term4 ,they provided a fifteen-minute 8quiet time0 just before breakfast1 which every girl was expected to use in meditation and prayer4 ,after a time they changed it to fifteen minutes after breakfast1 before classes began2 this worked much better4 ,girls who had never given any time to devotions now found a time provided1 and a lack of distractions which suggested a compliance with the expectation4 ,girls who had always wanted to1 but could never find time1 now began systematically to study the ,new ,testament or the 8,imitation40 ,there was no compulsion about it1 but the suggestion of the definite provision for the cultivation of the inner life bore abundant fruit in lives made gracious by its growth4 ,,case #adi 7,,high ,,school7 ,sidenote3 ,religious ,perplexities ,mr4 ,horne had won the respect and devotion of the high school boys by his efficient and conscientious coaching of the athletic teams4 ,therefore1 it was not strange that one of the boys1 ,donald ,hope1 came to him one day after school1 and1 after much hesitation1 plunged into a discussion of religious faith4 8,now1 our minister says we ought to believe10 he said1 8and ,i don't see how we're to believe a thing that we never saw or felt or heard1 but that people just tell us is so4 ,it isn't scientific4 ,i don't want to be wicked1 you know--he says you're condemned if you don't believe2 but how's a person to believe when he doesn't80 ,mr4 ,home was greatly puzzled by this question1 and much troubled as well4 ,he hardly knew whether to attempt to answer it or not2 finally1 he decided he would better not4 8,you ask ,mr4 ,curtis about it1 ,donald10 he said4 7,mr4 ,curtis was the minister whose teaching ,donald had reported47 8,you see1 ,i'm a public school teacher1 and we are not allowed by law to teach religion4 ,besides1 ,i've never thought much about such matters1 and ,i might tell you wrong40 ,donald went away with a heavy heart4 ,mr4 ,home was the one person in whom he had faith enough to take to him this big and serious question1 and he had failed him4 ,he did not think for a moment of going to ,mr4 ,curtis1 who was elderly and inclined to be dogmatic4 ,he resolved to wait until chance might bring him an explanation of his difficulties4 ,,constructive ,,treatment 8,never fail to help where help is needed40 ,even if giving help involves research into new fields1 this is a good ideal for teachers to live up to4 ,mr4 ,horne1 finding himself unable to help ,donald1 should have promised him at least to think about the matter1 and the two might have discussed it freely and in sympathetic sharing of a difficulty which most people have faced at some time or other4 ,,comments ,there is nothing unlawful or wrong in helping students with their personal difficulties1 religious or otherwise1 if this is done outside the classroom and outside of school hours4 ,on the other hand1 it is a very serious thing indeed to fail to help a human being who needs help4 ,the rationalizing of faith is not so insuperable a difficulty as it appears to be when one first faces it4 ,there are a number of books dealing with the question1 and these ,mr4 ,horne might have found and read1 both for his own sake and for ,donald's4 ,the whole structure of civilization is built on faith1 and religious faith is but a higher form of that which children have in their parents or pupils in teachers4 ,,case #afj 7,,high ,,school7 ,sidenote3 ,saintly ,recluse ,she was an anemic-looking girl of fifteen1 her pretty brown hair pulled tightly back and braided with ,puritanic neatness1 her thin little body clad in the most severe of gingham frocks4 ,miss ,corliss noticed her the first day1 noted her letter-perfect recitation in ,english and her aloofness from the other students1 and wondered what her story was4 ,in a few days the ,juniors came to ,miss ,corliss for advice and help in planning their fall frolic4 ,when they came to the business of assigning committees1 she made a special plea that ,susan should be given some work to do1 as she wanted to see her on friendlier terms with her classmates4 8,susan ,white8 ,oh1 she'll never have anything to do with the parties4 ,she thinks they're wicked4 ,she stays at home and reads the ,bible all the time1 ,miss ,corliss40 8,but if you ask her1 won't she help with the work and come to the party80 8,no1 ,miss ,corliss1 we've tried it4 ,we used to invite her but she always turned us down1 and now we don't bother4 ,her mother is kind of crazy about religion1 ,i guess1 and ,susan is growing to be just like her40 ,miss ,corliss talked to ,susan and found her sweetly frank about her views4 ,she was in no sense 8crazy10 but she had been led to a piety unusual in one so young1 through the influence of her widowed mother1 who had found consolation for bereavement in extreme devotion4 ,susan1 feeling it her duty to devote herself to her mother1 had gladly denied herself the usual pleasures of youth and found real joy in her asceticism4 8,what can you do for her80 the principal1 ,mr4 ,waiting1 asked4 8,do for her8 ,i shall not do anything for her--she doesn't need anything done for her4 ,she is not abnormal2 she is only unusual4 ,she is one of the happiest girls in school1 but she is one of the occasional people1 very occasional nowadays1 who find their whole happiness in a very personal1 mystic type of religious service4 ,to try to make her over to be like the other girls would be a great mistake40 8,but this isn't the age of the religious recluse1 you know40 8,yes1 ,i know4 ,that's why one mustn't interfere with them4 ,if she were living in the time of ,saint ,francis or of ,jonathan ,edwards1 ,i should suspect that her saintliness was copied from a model too often urged upon her4 ,as it is1 she keeps to her mysticism and asceticism in spite of every suggestion to the contrary here at school4 ,i shall watch her for signs of unhealthfulness1 but as yet ,i don't see any4 ,she has as much right1 you know1 to develop her talent for religious devotion as ,stanley ,brand has to develop his for mechanics40 8,i never thought of it in that light4 ,well1 probably you're right1 only1 as you say1 be on the lookout for signs of a pathological development40 ,,comments ,miss ,corliss is to be commended for her attempt to interest ,susan's classmates in her behalf4 ,it is unfortunate1 however1 that she dropped the matter upon learning that ,susan herself preferred to be left out of their sport4 ,there is no incompatibility between innocent fun and a devoted religious life4 ,to sacrifice entirely the one is to make the other onesided in its development4 ,sunshine as well as shadow is necessary for healthy growth in any of the higher types of life4 ,susan's habit of isolating herself from her associates might easily become so fixed as greatly to injure her future prospects in life4 ,coperation1 rather than isolation1 is to be the watchword of the future and ability to coperate with one's fellows can be learned only through actual experience--an experience that ,susan was failing to get4 ,finally1 ,susan's own physical health required a more vigorous and varied type of life4 ,it is highly significant that the account1 as it comes to us1 describes ,susan as anemic4 ,this pathological condition of the body was undoubtedly1 in part at least1 both cause and effect of ,susan's mental attitude--one by no means to be encouraged to the exclusion of all recreative activities4 ,if not strong enough to indulge in the more vigorous sports of her classmates1 ,susan should at least be led to feel it incumbent upon herself to share in such activities as did not tax her strength too severely4 ,,division ,,ix ,he's armed without that's innocent within4 --,pope4 ,,cases ,,arising ,,out ,,of ,,sex ,,instincts ,the issues that gather around sex interests of children and young people are numerous1 vexatious and unceasingly important4 ,a sane teacher does not disclose a morbid concern in sex affairs1 neither does he avoid dealing with insistent problems4 ,in fact1 he proceeds much as does a sympathetic father with his son or daughter4 ,naturally any effective disciplinary measures must be supported by accurate information as to the nature of sex life and sex actions of children4 ,the administrator must know a great deal more than he tells2 he is never to be surprised by disclosures of sexual misconduct4 #a4 ,objectionable ,games--,unconscious ,sex ,attraction ,,case #aea 7,,eighth ,,grade7 ,sidenote3 8,three ,deep0 ,prof4 ,walsh1 principal of ,burrell ,high ,school1 observed his pupils playing a game called 8,three ,deep40 ,this game1 played by the boys and girls together and calling for choices of confederates to be made1 seemed to him to lead to romance and he therefore talked against it4 ,he finally demanded that the pupils quit playing this game altogether4 ,attaching more importance to the game than it really merited1 the pupils played it all the more after school hours4 ,,constructive ,,treatment ,mr4 ,walsh should have led the pupils to enjoy another game and should have said nothing about the one he disliked4 ,having decided upon what to substitute for this one he should say3 8,i know of a game ,i believe you will all enjoy4 ,i will show you how it is played40 ,to insure enthusiasm in the new play he should speak to two or three of the leaders among the pupils1 a day or two before the game is introduced1 saying1 8,i know of a fine game that ,i think we ought to play here2 as soon as ,i find time ,i will teach it to you4 ,you are quick to see into a new proposition1 so ,i want you to help me get it started as soon as you understand how it is played40 ,,comments ,by the enlistment of the interest of several pupils you are more likely to make a success of your new game4 ,if pupils have plenty of chance to play together in wholesome activities they will be much more likely to take a matter-of-fact view of association with opposite sexes than if their attention is called to the harmful qualities of a game and they are then asked to stop playing it4 ,the forbidden is alluring to high school pupils and to young children alike4 ,therefore1 without reference to the often-played game1 the teacher should substitute a better one in its place4 ,,illustration #a 7,,high ,,school7 ,sidenote3 ,prize ,athletics ,in the gymnasium of the ,bradley ,high ,school the students introduced social dancing during intermissions4 ,mr4 ,burgess1 the principal1 understood well the favorable attitude of some of his patrons toward dancing4 ,he1 therefore1 as a counter attraction1 organized two athletic clubs in the school1 one for girls and one for boys4 ,he offered small prizes to the best shot-putter1 runner1 walker1 vaulter1 etc41 the prizes to be given in the following ,may on a field day1 the gate receipts of which would pay for the prizes4 ,the girls were offered prizes in archery1 tennis and croquet and were asked to train two opposing baseball teams selected from their numbers4 ,field day was a grand success4 ,the health of the pupils had been conserved and nobody but ,mr4 ,burgess himself knew the real reason why the clubs had been organized4 ,,illustration #b 7,,high ,,school7 ,sidenote3 ,kissing ,games ,the small high school at ,lexington had fallen into the deplorable habit of playing kissing games during intermissions4 ,mr4 ,poe1 the principal1 decided to turn the attention of the students into a less dangerous and disgusting channel4 ,he decided upon asking the pupils to help beautify the school grounds and buildings4 ,he appointed two seniors to choose sides1 so that every pupil in the high school would be on one side or the other4 ,he then assigned the north half of the buildings and grounds to one side4 ,on fine days they raked1 mowed1 planted flowers and vines1 placed shrubs1 etc41 on stormy days they planned interior decorations4 ,at the close of the school year a committee from the town not only decided which side had done best work1 but declared that the pupils had gained much practical knowledge and that the schoolhouse and grounds had never looked so well before4 #b4 ,sex ,consciousness ,it is toward the end of the second year that boys often begin to show tendencies toward evil habits4 ,this tendency does not appear because the boys of themselves grow bad at this time2 it is a matter of imitation4 ,in the country school the younger pupils come in contact with older boys who lead them into evil1 and the same is true in villages and cities4 ,it might be that could the growing boy never come into association with evil it would not become the teacher's necessity to use the fundamental principles in such a way as to hold the boy's confidence4 ,it cannot be denied that if he has the confidence of the boys he can control them4 ,no problem1 however1 requires greater wisdom in the handling4 ,,case #aeb 7,,second ,,grade7 ,sidenote3 ,sex ,hygiene ,miss ,marlowe1 the second grade teacher at ,high ,falls1 had noticed by ,charlie ,moncrief's nervousness1 his sometimes vacant stare1 and his frequent misuse of his hands1 that he needed to be taught on the subject of sex hygiene1 but she did not know how best to bring about such instruction4 ,so she kept up a continual corrective set of admonitions like the following3 8,charlie1 be quiet and listen to this story40 8,study your spelling1 ,charlie40 8,charlie1 come up here and stand by my desk40 ,and so throughout the year1 ,miss ,marlowe ignored the facts that ought to have led to a reformation of this little boy's habits4 ,,constructive ,,treatment ,when a child shows he has not been given careful teaching relative to sex hygiene1 go to his mother and advise her to take the child to a physician4 ,explain the physical as well as the moral and mental help it may be to the child to have one of two very slight operations performed1 after which1 with proper diet and bathing1 the boy may easily forget his wrong habits4 ,,comments ,children can best be taught at home on matters of sex hygiene4 ,this is especially true of children in the lower grades4 ,mothers1 as a rule1 gladly respond to a teacher's or physician's suggestions for improving the health of their children4 ,,illustration 7,,fourth ,,grade7 ,sidenote3 ,school ,nurse ,instructs ,miss ,morris1 a fourth grade teacher1 called together the mothers of her pupils and asked a trained nurse who lived in the village to address them on sex hygiene4 ,after the talk1 ,miss ,morris said3 8,the subject just discussed is a most important one4 ,i shall be very glad1 indeed1 to make reports to any mothers whose children1 in my judgment1 need attention relative to this subject1 if it is the wish of the mothers here present for me to do so40 ,a vote was taken and the mothers thus expressed their desire to have such help as the teacher could render4 ,thereafter she felt perfectly free to go to them whenever it seemed necessary to discuss this great subject1 so pertinent to a child's welfare4 ,,case #aec 7,,fourth ,,grade7 ,miss ,vane saw a note fall upon ,mary ,pratt's desk4 ,she said1 8,mary1 bring that note to me40 ,the child1 she knew had not yet read the note4 ,greatly embarrassed1 ,mary looked questioningly at ,clyde ,mitchel before starting toward ,miss ,vane4 ,sidenote3 ,improper ,notes ,contrary to the courtesy which teachers admonish pupils to show1 ,miss ,vane stood up1 opened the note and perused it in the presence of the school4 ,while she was looking at the note1 ,clyde ,mitchel buried his scarlet face in his book4 8,you wrote this note1 didn't you1 ,clyde80 asked ,miss ,vane4 ,clyde only nodded 8,yes10 and burrowed even deeper into his book4 8,this is a shameful note10 said ,miss ,vane4 8,it contains words that no child should ever write or speak4 ,you may stay after school1 ,clyde40 ,the boys waited at the second corner from the school house for ,clyde after school4 ,in about ten minutes ,clyde came running toward them4 8,what did she do1 ,clyde80 they asked4 8,aw1 nothing2 she just preached a little and gave me a few licks that wouldn't hurt a baby40 8,what was in the note1 anyway80 ,he told them exactly what was in the note1 and a loud 8,hurray60 went up from the group of listeners4 ,the subject of conversation among these boys as they went on down the street was as full of unclean words and suggestions as the worst boys in the group could think up4 ,,constructive ,,treatment ,if you can not deal with sex subjects privately1 with pupils in the lower grades1 do not deal with them at all4 ,miss ,vane made a mistake in reading or referring to the note in the presence of others4 ,in her efforts to suppress such foul communications she occasioned a talk upon the unnamable topics by all of her own room and many in other rooms as well4 ,,comments ,public punishment of culprits who offend by talking or writing on sex subjects only occasions more such talk4 ,it is like trying to quench fire by brandishing a fire-brand which emits live sparks in every direction1 each one of which starts a conflagration4 ,,illustration 7,,third ,,grade7 ,sidenote3 ,avoid ,spreading ,harm ,when ,sadie ,moore picked up a note from the floor and handed it to ,miss ,dietz1 who taught the third grade1 the teacher allowed no one to see her when she read the note4 ,she said privately to ,sadie3 8,i desire that you say nothing to any one about that note4 ,that is the best way to help me in this matter40 ,she studied the handwriting and note paper and fixed the blame to a certainty upon ,conrad ,james4 ,she resolved at once to keep sharp eyes on that boy1 unknown to him1 and to see that he had no chance to have unrestricted conservation with other pupils for a while4 ,she supervised all play periods and thereby assured herself that no harm should come to any one of her pupils through association with him4 ,,case #aed 7,,seventh ,,grade7 ,sidenote3 ,morbid ,sex-consciousness ,pearl ,goodwin's mother was a widow of ill-repute in the village4 ,the eighth grade girls slighted ,pearl hourly4 ,they avoided sitting with her whenever possible2 they gave her too wide a space at the blackboard while the rest of them stood so close together as to crowd their work2 she went sadly to and from school1 walking alone1 for none of the others would walk with her4 ,the teacher1 ,miss ,terman1 herself a native of the village1 understood1 and made no effort to change the situation4 ,one day ,pearl brought a shameful note to ,miss ,terman1 saying that she found it on her desk4 ,miss ,terman was shocked and made public inquiry as to where the note came from4 ,some of the girls felt sorry for ,pearl and showed it by their attitude toward her4 ,the writer was not discovered4 ,every day1 thereafter1 for a week1 ,pearl showed a similar note to ,miss ,terman1 and the mystery grew and with it sympathy for ,pearl4 ,daily ,miss ,terman made a speech about the notes and asked help in finding out the writer4 ,finally1 in despair1 she consulted the superintendent of the school4 ,when he heard the history of the case he said3 8,i believe that ,pearl herself is the writer of those notes4 ,her mind has been poisoned on the sex subject by taunts4 ,i believe she is the only one in your room who would write such notes40 ,with this thought in mind1 ,miss ,terman sought evidence of ,pearl's guilt4 ,she was not long in finding the half leaves in ,pearl's tablet from which the paper for the notes had been torn4 ,she even found ,pearl writing a note1 and got her pitiful confession of taking this way to call attention and sympathy to herself4 ,miss ,terman sentenced ,pearl to isolation for the remainder of the school year 7about two months74 ,she was compelled to take her seat as soon as she arrived at school in the morning and at noon1 to have a separate recess from the others1 and remain in her seat after school closed until the other children had time to reach their homes4 ,,constructive ,,treatment ,miss ,terman should have drawn ,pearl into the games of the other girls early in the year4 ,she should have said to the leader among the girls1 in private4 8,you have it in your hands to make a classmate happy or miserable4 ,you1 yourself1 will enjoy school better if no girl is made sad and lonely4 ,i know that the other girls will follow your lead and1 therefore1 ,i desire that you invite ,pearl ,goodwin into your school games and give her an opportunity to know and like good company40 ,,comments ,miss ,terman1 by allowing the note-writing to be publicly known1 caused an epidemic of undesirable talk in her school4 ,she kept this in mind daily by her isolation program for ,pearl4 ,it is only when all are concerned in a question of this kind that a public talk should be made on questions of sex4 ,,illustration 7,,eighth ,,grade7 ,sidenote3 ,hygienic ,toilet ,rooms ,enoch ,fites found the disgraceful condition of the toilet rooms belonging to his school to be a source of great temptation and danger to his pupils4 ,he first solved the general problem of winning his pupils' confidence4 ,he was a master in quietly introducing improvements in the school4 ,for example1 he secured funds for a splendid clock1 which was connected with the ,western ,union ,telegraph wires and was corrected every hour4 ,he established a manual training department and set every boy in high school and in the eighth grade at a bench4 ,he opened up a domestic science department4 ,he organized tennis teams and put through a large number of important measures4 ,when the appropriate time came1 he found no difficulty in putting the toilet rooms for boys in a sanitary condition and keeping them so4 ,he remarked to a visitor1 8,i have not inspected those rooms for two months1 but ,i know just how they are kept40 8,how in the world do you manage it80 8,i put it up to my boys4 ,i made the toilet rooms entirely adequate for their needs and then put it up to my boys to keep them clean4 ,they have never disappointed me40 #c4 ,meeting the ,boy and ,girl ,question ,,case #aee 7,,high ,,school7 ,when ,mr4 ,harley went to take up his work as superintendent of the ,jamesville ,high ,school1 he said to a teacher who had served there the year before3 8,i believe in preparedness--what was your greatest disciplinary problem last year80 ,sidenote3 ,high ,school ,parties 8,parties1 without a doubt10 she replied4 8,the last party or the coming party occupied the minds of the students to the exclusion of their studies4 ,they were out late at night and consequently did mediocre work1 even the brightest of them40 8,was nothing done to stop party going80 8,well1 you see1 many of the parents upheld the pupils in what they called their social education1 so ,mr4 ,turner 7the former superintendent7 didn't try to prohibit parties40 8,i'm glad to have this information10 replied ,mr4 ,harley4 ,later1 when the pupils were known to be planning a hallowe'en party1 ,mr4 ,harley announced that he would suspend every pupil who attended any party at any time during the school year1 without first securing his permission1 and that such permission would be given only very rarely4 ,a storm of protest from the pupils was seconded by several mothers1 who called upon ,mr4 ,harley to discuss the social aspect of education4 ,when1 after a nerve-racking day1 he told ,mrs4 ,hines1 the leading society woman of the village1 that he must carry out his own plans unaided by the parents1 he unwisely aroused the opposition of so many of his patrons that his work in ,jamesville was very seriously handicapped and he resigned at the end of his first year there4 ,,constructive ,,treatment ,a ,parent-,teachers' ,club should be organized in every school4 ,early in the year a meeting of the club should be devoted to the discussion of out-of-school-hour entertainments4 ,the superintendent should have the pros and cons presented before the club by both parents and teachers4 ,the teacher who upholds parties should advise mothers to talk often with their children upon the subject of desirable companions2 to forego all teasing of the sons and daughters about 8girls0 and 8beaux02 and to see to it that the young people have wise chaperons4 ,,comments ,much of the mischief that arises from parties is due to parents4 ,realizing this to be the case1 teachers should find a way to talk to mothers about how to win and hold the confidence of their children during the trying high school period4 ,the girls should also be admonished by their teachers to talk to their mothers freely about their social affairs4 ,,illustration #a 7,,high ,,school7 ,miss ,fanson was a high school teacher who was justly admired by the girls under her care4 ,she had talked to the girls about the deference and homage which they should show to their parents in social matters4 ,alice ,grant believed that ,miss ,fanson was exactly right1 hence was willing to act upon her teacher's advice4 ,since she had entered high school1 boys had suddenly become very interesting to ,alice4 ,she blushed one afternoon as she plucked up her courage to reveal certain developments to her mother4 8,mother1 the ,freshmen are going to give a party1 and a boy in my ,german class has asked me to go4 ,may ,i80 ,her voice affected indifference4 ,sidenote3 ,retaining ,control ,but ,mrs4 ,grant knew her young daughter and saw through that coolness4 ,her ,alice was excited and flushed and happy over a boy6 ,and she stared blankly for a moment as the realization forced its way4 ,then a tempestuous refusal from a heart that resented her little girl's growing up sprang swiftly to her lips1 but she kept back the words4 ,it did1 indeed1 hurt to have ,alice begin to be a young lady1 but could even she1 the most adoring of mothers1 restrain time and the youth that was blossoming in her child8 8,i'll have to think it over1 ,alice4 ,i'll tell you in the morning40 ,and ,alice went to her studying1 confident that1 whatever her mother decided1 she would be just and allow only big reasons to weigh with her4 ,mrs4 ,grant thought it over and that night talked it over with her husband4 8,she's absurdly young--only fifteen10 he objected4 8,yes1 but absurdly natural1 too1 and strong in her desires4 ,i fear1 if ,i refuse1 it may only surround boys with a mysterious glamour for her1 and she might then be tempted to associate with them in spite of me1 and any secrecy or deceit just now is dangerous4 ,and you know our ,alice is growing pretty40 ,mr4 ,grant regretted and bemoaned the loss of his little girl1 but agreed4 8,but who is this boy80 he demanded4 8,do you know him80 8,no4 ,but ,i'm going to know all her friends from now on40 ,and next morning1 when ,alice1 pink-cheeked and eager-eyed1 sought her mother's decision1 she welcomed the 8,yes0 with a little squeal of delight4 8,but ,i've been thinking1 ,alice10 her mother added1 8that ,i'd like to know the boys and girls you're going with4 ,wouldn't you like to ask some of them over here some evening before the party80 8,would ,i8 ,well1 rather6 ,mother1 you're a dear40 8,and what about a dress4 ,i suppose you'd like a new one80 ,further question was stifled by an enthusiastic hug4 ,so they talked of the party and the dress1 and then it was not far to 8the boys0 and ,alice's new feeling for them4 ,and ,mrs4 ,grant felt that the sweet intimacy she was entering with this new daughter more than compensated for the loss of the little girl1 who had suddenly become a young woman4 ,when ,alice returned from the party her mother showed interest in each detail that her daughter related4 ,she remarked3 8,you must have had loads of fun--what did you have to eat8 ,what did you especially like in the conduct of your classmates80 ,it is while such concrete subjects are being discussed that much guidance can be given the daughter in her formation of opinions as to what is proper or improper conduct4 ,a teacher who brings about such intimacy as this incident illustrates has done much for both mother and daughter4 ,,illustration #b 7,,high ,,school7 ,miss ,canfield took hold of her work with genuine interest as science teacher in the ,james ,fisk ,high ,school4 ,her knowledge of girl nature was sufficient to save her from many blunders4 ,mary ,turner was her problem4 ,a giddy set was overturning nearly all of the constructive work done for her by her teachers4 ,miss ,canfield decided to go over matters with ,mrs4 ,turner1 ,mary's mother4 ,in the conversation1 ,mrs4 ,turner saw where she must take a hand in ,mary's affairs4 ,sidenote3 ,overcoming ,undesirable ,influences ,there was no doubt but what ,cecily ,gregg1 a classmate1 was having a bad influence on ,mary4 ,mrs4 ,turner rocked fitfully between stitches and remembered how sweet and natural ,mary had been before she got so intimate with ,cecily4 ,but now she was catching some of that young lady's affected ways1 and1 ,mrs4 ,turner feared1 some of her lack of modesty with boy companions4 ,cecily was seventeen1 and ,mary1 a year younger1 respected her opinions greatly1 and gloated over her popularity with certain overdressed and rather sporty youths who took her about to picture shows and ice cream parlors4 ,cecily was slowly convincing ,mary that theirs was the type to admire4 ,and ,mrs4 ,turner had unwittingly let ,mary drift so far from her influence of late1 that she felt helpless4 ,she dared say nothing openly against ,cecily4 ,mary would only flare up in defense and stand more staunchly for her friend4 ,if she laid down rules1 ,mary might secretly break them1 and if she tried to make subtle suggestions1 the girl was certain to pounce on her meaning and resent it4 ,mary came home from school that day full of plans for her birthday party4 8,cecily says ,i must get some new dance records for the victrola4 ,ours are all pass4 ,and ,i'm going to make little crepe paper favors1 by a cute pattern that ,cecily knows4 ,and she wants me to ask ,cousin ,ralph4 ,do you think he'd think us too young for him1 since he's finished college8 ,i'm crazy to have him meet ,cecily6 ,he'll be #8dippy' about her40 ,while ,mary chattered1 a thought lodged by ,miss ,canfield came to ,mrs4 ,turner4 ,if she couldn't influence her daughter herself1 unaided1 she must reach her through others4 ,she answered3 8,why1 ,i think it would be lovely to ask him1 and ,i'm sure he'd like to come40 ,and so ,mary wrote a cordial invitation to ,cousin ,ralph and her mother quietly added a postscript that night--a postscript that grew into an epistle as she told her nephew1 a clean-souled and manly young fellow1 of her problem about ,mary4 8,can you help me80 she wrote4 8,a word from you would weigh much with her4 ,you're her ideal of young manhood4 ,let her see that you are not fascinated by ,cecily2 she believes her irresistible4 ,say no more than you can judge by seeing her at the party1 though4 ,that will be enough40 ,his answer to ,mary1 his 8sweet little cousin10 was frank and warm4 ,his answer to ,mrs4 ,turner was earnest and sympathetic4 ,he would try4 ,the great evening came1 and with it a gay and brightly dressed bevy of ,mary's friends4 ,some were rollicking2 some were bashful2 but ,mrs4 ,turner fancied she saw the ,cecily stamp on all of them4 ,on all except ,evelyn ,lewis1 a simple1 attractive girl with fine manners4 ,if ,mary would only prefer her to ,cecily6 ,cousin ,ralph arrived late and created a sensation1 for he was tall and good-looking and possessed of polish and charm4 ,he led all the fun after that and ,mrs4 ,turner saw ,mary's eyes sparkling with pride in him4 ,at a late hour the guests took their leave4 ,but ,ralph1 lingering after the others had left1 talked over the party with ,mary and her mother1 for the former was too excited to want the evening to end4 8,how did you like the girls80 ,mary inquired1 eagerly4 ,and just then ,mrs4 ,turner found an excuse to leave the room4 8,very much1 little cousin4 ,they're a jolly lot of youngsters4 ,and ,i'm quite struck with one of them40 8,oh1 ,i knew you would be4 ,cecily1 of course60 8,cecily6 ,o1 no60 ,his emphasis was expressive4 8,not ,cecily80 ,mary was bewildered4 8,that would-be chorus girl with come-hither eyes80 he demanded1 and then1 seeing her stricken face1 added hurriedly1 8,but maybe she's a special friend of yours40 8,oh1 no1--that is1--not so very4 ,but she's awfully popular40 8,with only one kind of boys1 then1 and that's not the sort ,i'd like to see you running round with1 cousin mine4 ,the girl that took my eye was--her name was--,evelyn4 ,she's a peach4 ,ask me over some time again when she's here1 will you80 ,mary nodded a little uncertainly1 and then promised4 8,mother10 she said1 wonderingly1 as ,mrs4 ,turner entered the room1 8,ralph likes ,evelyn4 ,and she certainly did look pretty tonight4 ,i'm--crazy about her myself60 ,and as ,mrs4 ,turner squeezed her nephew's hand1 she felt somehow that a new name was about to be substituted for 8,cecily0 in ,mary's vocabulary4 ,miss ,canfield listened attentively to the mother's report of the party and of ,mary's drift into better companionship and naturally lent aid to the scheme in a dozen little ways--assignments of team work1 comments to ,mary on certain lovely qualities in ,evelyn and her type of girl1 recommendation of books and magazine articles1 etc4 ,mother and teacher accomplished an important piece of work by this campaign in which they substituted1 in the unformed mind of a school girl1 a correct model of young womanhood in place of a degraded type4 #d4 ,falling in ,love with the ,teacher ,when pupils fall in love with their teachers1 the problem is not nearly so serious as the same event would be out of school1 for the reason that every normal tradition of school relations is against such a state of affairs4 ,the teacher stands1 as is said so often1 in loco parentis2 and if teachers are fit to bear this relation to their pupils1 they can1 and will1 easily handle any tendencies toward too intimate relations with their pupils4 ,the treatment for a pupil who develops too ardent an admiration for a teacher is based upon the process of de-personalizing the relations between them2 for almost always it will be found that when pupils have fallen in love with their teachers1 it is because1 purposely or unconsciously1 the relations have been too personal4 ,there are two typical cases--that of young girls who fall in love with an attractive young man teacher1 whom usually they hope to captivate and marry2 and that of boys1 relatively less mature1 who rarely reach the ridiculousness of such plans1 but shower such attentions as they may upon the object of their affections1 and go to any length to please her4 ,most young women teachers have the tact and good sense to manage such cases wisely1 keeping the boys within the bounds of a normal and fairly platonic regard1 and often using their power to bring about the development of a fine idealism and many manly virtues in their admirers4 ,but the vain young woman who likes this kind of popularity is not unknown in schools2 she is a nuisance1 doing more harm by her vanity than a dozen sensible colleagues can undo through every means known to good pedagogy4 ,the teacher is to blame1 as a rule1 when either of these conditions develops4 ,being older and more experienced1 he has the upper hand and can cure the malady1 if he will1 especially as he has every sane tradition on his side4 ,the elimination of the dangerous personal attitude1 of opportunities for the expression of regard1 of the personal appeal1 and of subtle suggestions of a sentimental nature1 are all in the power of the teacher4 ,it is just a question of whether he cares to exercise his will and his ingenuity in the interest of a healthy relation1 or whether he chooses rather to have his vanity flattered by attentions and popularity4 ,,case #aef 7,,high ,,school7 ,sidenote3 ,appeals to ,vanity ,annabel ,kingsley was an ,english teacher in a small1 prosperous town4 ,she was a tiny1 sharp-faced girl of about twenty-five1 keenly intelligent1 clever and selfseeking4 ,she dressed well2 she sought social opportunities2 she made the most of her friends4 ,before she had been teaching a month she had won the devoted admiration of all the boys and most of the girls in her classes and by ,thanksgiving the other women teachers would hardly speak to her1 regarding her with that silent scorn which intelligent women have for their sisters who will not play fair4 ,the superintendent was divided between amusement and contempt4 ,miss ,sperry1 the mathematics teacher1 went to ,miss ,bulwer1 who had had the ,latin and ,german for years1 and had a talk with her4 8,my boys and girls come day after day with their algebra only half learned10 she complained4 8,they say they don't have time for it1 and they are losing all their interest1 too4 ,but they write great long compositions for ,miss ,kingsley that must take hours to do1 and now she talks of getting up a play to be given at ,christmas4 ,she seems to have captured them completely4 ,how does she do it80 8,when you've seen as much of teachers as ,i have you'll know10 ,miss ,bulwer replied1 grimly4 8,i haven't heard her talk to them1 but ,i can tell you just how she goes about it4 ,she makes every one of them think he's the budding genius of the century4 ,she has ,verne ,gibbs reading ,ibsen and planning to write a tragedy4 ,i'll be bound6 ,she has persuaded ,morris ,talbot that he can write short stories4 ,warren ,hughes thinks he's very remarkable because she told him he could appreciate ,francis ,thompson4 ,maybe he can1 but he can also appreciate ,cicero when he's given half a chance4 ,every one of those youngsters thinks that at last he has found a teacher who really sees what is in him1 the great promise to which the rest of us are blind4 ,then he proceeds to fall in love with ,miss ,kingsley to show her that her interest is not lost4 ,she appeals to the adolescent vanity that they all have so much of1 and she's making them so insufferably self-conscious and sentimental and onesided that you and ,i can't do anything with them40 ,miss ,sperry watched ,miss ,kingsley4 ,she saw that the boys who could use their father's automobiles vied with each other for the honor of taking her home on ,friday nights--she lived in a neighboring town2 that they hung over her desk before and after sessions1 engaged in interminable discussions of the value of poetry or the madness of ,hamlet4 ,on her birthday her desk was banked with roses2 ,miss ,sperry wondered how they found out when her birthday came4 ,miss ,kingsley's work went very well1 but she robbed every other teacher of the time and energy that fairly belonged to the other subjects taught4 ,the result was that the poor work caused by her selfish policy showed in the classes of other teachers4 ,in her own there was a constant and lively interest1 fanned continuously by the numberless 8conferences0 with which she kept her hold on her students4 ,the school was badly demoralized by ,christmas1 and yet the real cause of all the trouble appeared to be the one brilliantly successful teacher on the force4 ,,constructive ,,treatment ,the principal of a school should see to it that each teacher and each subject has a fair share of the attention of the students4 ,in this case1 the principal should say to ,miss ,kingsley1 8,i notice that a number of our boys are falling behind with their mathematics1 and ,miss ,bulwer tells me that ,howard ,grimes failed in ,latin last month--something never heard of before4 ,i have been looking for the cause1 and ,i find that most of those who are failing are spending more time on their ,english than is fair4 ,you are stimulating them by a personal appeal to put time on ,english which really belongs to other studies4 ,so ,i am asking you to discontinue your private conferences for the present2 and1 moreover1 it is not dignified for you to accept attentions from the boys as though they were your own age2 it will lead to criticism which will hurt your work and your influence40 ,private talks to the boys and girls about their work1 following this restriction of the ,english teacher's demands1 may help to bring results4 ,the other teachers should be encouraged to make their work as appealing as possible1 and to show a personal interest in the bringing up of grades in the neglected studies4 ,most important of all1 wholesome social conditions may be stimulated by a series of parties among the high school students1 in which normal relations amongst themselves are encouraged4 ,such regulations for study as are needed to keep the boys from too much contact with ,miss ,kingsley are to be adopted1 without making their object obvious to the pupils4 ,,comments ,the amative impulses of youth are not vicious1 but need direction and control4 ,self-control1 above all else1 is to be taught1 and the teaching must often be reinforced by wise1 friendly restraint4 ,frank friendships are to be encouraged2 sickly1 silly sentimentality laughed out of court4 ,if a teacher1 instead of standing ready to give this help and guidance when it is needed1 encourages a sentimental devotion1 as ,miss ,kingsley did1 the most fundamental safeguard of youth is sacrificed--the ideal of controlled emotion1 of a conscious saving of a sacred experience for the future4 ,a large range of interests1 a healthy balance of activities1 and a wholesome unconsciousness of self1 tend to keep young people simple and child-like in their emotional lives4 ,above all1 no teacher has any business to give the impression that he alone appreciates youth and its promise1 or to make his relations with impressionable boys and girls unduly personal4 ,,illustration 7,,high ,,school7 ,sidenote3 8,a ,wet ,blanket0 for ,infatuation ,clarence ,miller was an exceedingly handsome young teacher in a small village high school4 ,in his second year of service1 ,carolyn ,brush1 daughter of the great man of the town1 decided that she would not return to the fashionable boarding school which she had been attending1 but would go to the village school and subjugate ,clarence ,miller1 whom she met during the ,christmas vacation4 ,she was very pretty and very clever1 and her stay in a girl's boarding school had not made her less romantic than other girls are4 ,the lessons were easy for her1 and during the first few days she recited brilliantly1 hoping to win special attention from the young principal4 ,he accepted her most studied efforts with the same pleasant courtesy he gave to all1 and then ,carolyn tried another plan4 ,she failed to recite altogether1 looking at ,mr4 ,miller with a pitiful1 hurt look whenever he called upon her1 and shaking her pretty head sadly4 ,the village boys and girls1 somewhat awed at best by ,carolyn's pretty clothes and polished manners1 and keenly conscious of everything she did1 observed all this with much interest4 ,carolyn became more and more enamored of ,mr4 ,miller the more she saw of him4 ,one morning she stepped to the desk when there were no other pupils near4 8,mr4 ,miller10 she said1 8,i wonder if ,i may speak to you--alone--some time8 ,tonight1 after school1 perhaps8 ,just for a moment4 ,i am in such trouble40 8,of course you may1 ,miss ,carolyn10 said ,mr4 ,miller1 heartily4 8,i'll be glad to help you if ,i can40 ,but ,carolyn was not at school that afternoon4 ,she called up the school by telephone at five after four1 however1 said that her mother had required her help that afternoon1 and added that they all wanted ,mr4 ,miller to come up for supper4 8,and ,i hope you will1 for ,i do feel that you can help me4 ,we can talk after supper40 8,sorry1 but ,i have some work that is going to take my whole evening1 ,miss ,carolyn4 ,you can tell me about that matter at recess tomorrow4 ,please thank your mother for the invitation1 and tell her how sorry ,i am ,i can't come40 ,at recess the next morning1 ,carolyn said1 when she was sure no prying boy lingered near3 8,oh1 ,mr4 ,miller1 ,i have been so worried lately ,i just couldn't study4 ,i have a dear friend at school1 whom ,i've trusted and loved for two years more than anyone else4 ,and now ,i find that she has deceived me1 and it almost breaks my heart4 ,it seems as if everything has just stopped1 you know2 life isn't the same4 ,what can one do8 ,if one can't trust one's friends1 what is there one can count upon80 ,she looked up at him with tears in her eyes1 the lovely picture of disillusioned youth in its most appealing form4 8,i just had to talk to some one about it1 and you're the only person here who is--you know--like myself--who would understand40 ,mr4 ,miller neither fell into this fair trap nor shied at it4 ,he said1 8,now1 ,i'll tell you just what ,i would do if ,i were you4 ,you talk to your father4 ,he knows all about people1 and he'll give you more good advice in a minute than ,i could in a year4 ,if it were ,i1 and a girl had treated me like that1 ,i'd find a better chum and let her go1 and not weep over it either4 ,just stop worrying about her4 ,you can't afford to lose out on your lessons for a snip of a girl who doesn't know a good friend when she has one4 ,oh--you'll excuse me1 won't you8 ,i promised the boys to show them a new curve1 and here they are for me40 ,and the cautious1 sensible principal vanished out-of-doors4 ,carolyn1 being really infatuated1 made one more attempt4 8,i know you don't like me10 she told the principal one day4 8,but why is it8 ,what have ,i done1 that you should hate me so8 ,i have tried to get my lessons1 and tried to be good in school2 but you seem to hate the very sight of me40 8,now1 that's all nonsense10 ,mr4 ,miller averred4 8,i like you just as well as anyone else in the room1 and1 so far as ,i know and intend1 ,i treat you just as ,i do the others40 ,to be treated just as the others were treated1 was exactly what ,carolyn did not want4 ,she suddenly discovered that the principal was not handsome1 and that she did not care for him4 ,she told her father that the school was so much poorer than ,grey ,gables that she wanted to go back there1 and at the ,easter vacation she left the high school4 ,so ,carolyn came and went1 and not one of the other pupils knew of the little comedy of sentiment and sense that had taken place there that winter4 ,the quickly-veering emotion of youth is easily stimulated or inhibited by suggestion4 ,mr4 ,miller saw through the schemes of his pupil1 and1 instead of falling in with them1 as he might have done had he wanted excitement or adulation or romantic adventure1 he cut them off in a friendly1 but matter-of-fact way that nipped expectation in the bud4 ,a flirtation with his pretty pupil might have been a great deal of fun1 but it would have marred his influence with the people of the village and with his pupils2 and he was wise enough to deny himself that fun for the sake of his professional duty4 ,he might have stimulated an adventure in half a dozen ways2 he steadily declined even to suggest the thought of such a thing until ,carolyn was cured of her fancy4 ,without humiliating her in any way1 before the other students1 he kept his relations with her impersonal and free of romantic elements1 and so gradually overcame her infatuation by giving it nothing to feed upon4 ,,division ,x ,who breaks his faith no faith is held with him4 --,cervantes ,always act in such a way as to secure the love of your neighbor4 --,cato ,,an ,,illustrative ,,contrast ,,between ,,failure ,,and ,,success ,mr4 ,bradley was principal for two years of the ,newcastle school4 ,he revealed his characteristics as a teacher so fully that we find in him an example of the type not to be recommended and yet one that is very instructive for students of school discipline4 ,in stature he was slightly below medium height4 ,he came from rural ancestry and was fairly well equipped as to physique4 ,he had black hair and eyes1 somewhat mobile features and a wandering gaze4 ,his movements could hardly be called quick1 but they were prompt and without distinct mannerisms4 ,he had a most gracious manner when meeting people on the street or in their homes4 ,he spoke kindly to everyone and had the reputation among the townspeople of being a royal1 good fellow4 ,even his pupils could not deny that he treated them very courteously and jovially outside of school hours4 ,despite all this he used essentially the method of the hen-pecking incompetent when handling disciplinary matters in school4 ,the moment he entered the school precincts he was a different man4 ,his countenance then betrayed the sternness of the schoolmaster who dwelt within and apart from the polite gentleman he seemed to be when outside the school-room4 ,his eyebrows gathered and his muscles reverberated with the sense of authority that flooded his whole nature4 ,his eye was on the lookout for misdemeanors and if a pupil made a misstep in the realm where ,mr4 ,bradley thought he had jurisdiction1 that harsh1 strident voice1 with but the slightest trace of fellow-feeling1 spoke the word of correction or announced an impending penalty4 ,in the school-room it was his delight to slip up behind an offender and pluck him by the ear as a reminder of duty4 ,being the only instructor who indulged in this practice it soon came to be one of the most odious signals of his presence in the room4 ,when absorbed in his subject he made instruction interesting2 his pupils could not fail to learn if they did not venture to vary the program by misconduct4 ,however1 their recollection of his general attitude toward them1 the ease with which they could upset his plans by introducing a few school pranks1 the certainty that he would lose his temper on slight provocation1 always hung as a barrage screen between them and undivided concentration on the subject-matter of their lessons4 ,mr4 ,bradley made it a practice to watch for accumulating offenses4 ,he felt incompetent to handle minor evils1 but attempted to squelch a wayward pupil by reciting a list of grievances and applying penalties for the same4 ,he had a good memory for facts of this sort4 ,he could shake his finger in the face of a boy or girl and say1 8,didn't you pull ,esther's hair yesterday 444 trip up ,jimmie on the way to class in geometry and purposely spill the crayons when you were at the board8 ,now1 ,i have had enough of this4 ,i want to know what you are going to do about it40 ,this gentleman could not catch the drift of things4 ,early in his first year ,mr4 ,bradley's attention rested upon ,ted4 ,ted was a short1 heavy-set chap of some fourteen years1 incapable of any revolutionary propensities1 but able to interest himself with a variety of aggravating tricks4 ,his pranks were individually almost too small to command severe penalties1 but they were too annoying to escape the principal's eye4 ,unfortunately1 ,mr4 ,bradley hit upon the lash as a cure for ,ted4 ,selecting a more pronounced misdemeanor as an opportunity for settling accounts with the troublesome pupil1 he gave him a sound whipping4 ,there was some ground for the general protest that arose from the high school4 ,ted was a favorite with every one4 ,the crude principal had struck one but he had wounded all4 ,his untactfulness had made him abhorrent to all1 even to those who had not hitherto drawn upon themselves his specific disapproval and useless punishments4 ,mr4 ,bradley1 perhaps1 never knew that he had undermined his own usefulness as much by this treatment of a school favorite as by any single deed that transpired during his whole stay in ,newcastle4 ,he had his own method of handling the problem of whispering4 ,he made it a rule that every pupil in high school must answer at roll call at the end of the day on the matter of whispering4 ,if a pupil had whispered he must answer 8,present10 and specify the number of times during the day he had whispered4 ,if he had a clear record on whispering he was privileged to answer 8,perfect40 ,now1 in fact1 the pupils formed cliques and agreements to such an extent that they made almost a complete farce of this attempt at discipline4 ,they lied with the greatest liberty and seemed to feel no restraint from their principal4 ,he appeared not to know that they were guilty of deception and insubordination1 and of course he became the butt of ridicule because of these and many other unwise acts4 ,the girls would be found by him crying over the low grades they received4 ,through their hands they joyously watched him as he marched back to his desk and silently changed the numerals4 ,occasionally he returned and reported1 8,after thinking over your work further ,i have decided to give you a better grade40 ,he was more than paid for his trouble as the smiles drove back the tears and the eyes of the poor1 grieved ones hung for a moment on his4 ,he suffered from note-writing4 ,jim was a source of anxiety on this score4 ,the unvarying procedure was the following3 8,where is the paper you had a moment ago80 8,it's in my desk40 8,is there any writing on it80 8,yes1 ,i think so40 8,hand it to me40 ,silence on ,jim's part4 8,jim1 aren't you going to give me that note80 8,no1 sir40 8,jim1 you go at once to ,mr4 ,evans' room10 or1 8,take your books and go home40 ,not once1 nor twice1 but scores and scores of times this same routine was followed4 ,jim never handed him a note in the whole two years4 ,mr4 ,bradley never discovered the intense satisfaction that ,jim had in drawing attention to himself1 in defeating the principal and in thus creating a general sensation4 ,mr4 ,bradley's temper was easily aroused4 ,at first his face would turn white2 the pupils quickly noted his pallor and laughed at him2 his anger then drove him to a few tears1 which one by one trickled down his careworn cheeks4 ,in these moments of ill-temper he was more helpless than ever4 ,he did not attempt to do much teaching for a short period1 but marked time until he could recollect himself and get his pedagogical machine back on track again4 ,in the frequent1 extreme cases of refractory pupils that he had to dispose of1 his main resort was to send or accompany pupils to ,mr4 ,evans1 the superintendent of schools4 ,in reporting the misdemeanor or in remarking on the items of a report of misconduct by the pupil himself he adopted the very poor method of exaggerating the circumstances insufferably4 ,often he interrupted a pupil's account with single words or phrases that exaggerated the offense and so attempted to justify himself in referring the case to higher authority4 ,these unfair methods enraged even a guilty pupil to an extent that all hope of his returning to the high school room with any little good will toward the principal was lost4 ,you at once inquire1 ,how was it possible for a man of this sort to keep his position for two years8 ,the answer is two-fold3 his treatment of pupils and citizens generally outside of school hours was such as1 in a way1 to discredit the impressions reported by dissatisfied pupils2 the superintendent was capable enough himself to neutralize1 in part1 the ill effects of the principal's poor disciplinary methods and thus to enable him to retain a well informed instructor4 ,you want to know more about this remarkable superintendent1 ,mr4 ,evans8 ,his personal presence was somewhat in his favor4 ,he was a man of good height1 but very slender4 ,the look of his eye was direct and lingering4 ,his hand-grasp was warm1 kindly and reassuring4 ,he was never in a hurry1 but disposed of mountains of work4 ,he always took time to hear all that pupils had to say--one of his strongest assets4 ,it was a valuable lesson in school discipline just to observe him in an interview with an offending pupil4 8,well1 ,jim1 what is it this morning80 8,i suppose ,i've got to tell you about a little affair that occurred in the ,latin class yesterday40 8,come and have this chair over here by the desk4 ,excuse me until ,i pull down the shade a bit4 ,well1 now1 go on4 ,what is it all about80 ,but these cold words do not convey to the reader the impression that they made on ,jim4 ,there was a yearning in the voice that fairly drew ,jim out of himself4 ,he had just come from a fresh combat with ,mr4 ,bradley and was in a mood to do battle2 in fact1 strange to say1 this thought crossed his mind1 8,all right1 ,i'll go in to see ,evans4 ,if he has it in for me1 ,i'll show them both a new deal2 ,i'll give them the time of their lives in this town60 ,how easy it would have been to set fire to this piece of tow and so produce an uncontrollable conflagration4 ,but there was ,mr4 ,evans' voice1 so suave and appealing4 ,he assumed that ,jim had something interesting to tell2 that he had suffered some accident2 that he was in search of a friend4 ,mr4 ,evans was that friend4 ,he said1 8,you know1 of course1 that ,i'll want to hear the other side of the story1 but you go ahead and tell me everything just exactly as it is40 ,jim told his story4 ,the superintendent nodded assent to the several statements1 indicating that he had taken in their full significance and was laying the ground for a just disposition of the matter4 ,about the time ,jim finished1 ,mr4 ,bradley stepped in4 ,he soon began his account of the affair4 ,mr4 ,evans listened with a judicial air1 by no means disclosing any antagonism toward his principal1 but very cautious not to give ,jim any notion that the principal had the inside track in the mind and sympathy of his superior4 ,there were no comments1 no nodding of the head1 no knowing smiles that meant1 8,we'll fix this fellow1 all right40 ,since ,mr4 ,evans had previously frankly said that he would hear the principal's story1 in the first part of the interview1 ,jim was not surprised that it was given unremitting attention4 ,but he was highly pleased to see that favoritism for the principal was not going to play any part in the final settlement of the matter4 ,in fact1 every pupil expected to see ,mr4 ,evans go the second mile in any case where he came intimately into contact with a pupil1 either in the ordinary affairs of the school1 or when disciplinary problems must be adjudicated4 ,it was1 in a way1 a painful experience to meet ,mr4 ,evans under circumstances such as these2 he made one feel grieved to impose on him by wrenching his heart with disappointment4 ,there was no fear of consequences1 but an anguish over injuring the feelings of the superintendent4 ,when the facts were all before him1 this friend of boys and girls would say3 8,i don't believe it would be right in this case to 4440 and he would mention penalties that were severe1 though perhaps often employed by other teachers1 perhaps were even not condemned by the community4 ,he would finally come to the conclusion of the matter by saying3 8,i think we can fix this up in this way 4440 a method that was almost without exception such as to strengthen the discipline of the school1 to rescue the pupil from provoking circumstances and probably to serve as a deterrent to future misconduct4 ,at the conclusion of every case of discipline1 ,mr4 ,evans left the situation in a better status than before4 ,the boy or girl who had to settle accounts with the superintendent1 when all was said and done1 knew that the issue was disposed of according to the principles of right and for the good of both the pupil and the school4 ,wisdom1 sympathetic understanding1 willingness to make concessions1 positive devotion to the pupil's comfort and welfare1 were written all over the man's actions so plainly as to disarm criticism and to bind every pupil to him as a life-long friend4 ,throughout this ,course for teachers1 we have steadily laid emphasis on the need in the pupil for the cultivation of self-control as a basis for any satisfactory building of character4 ,scarcely less have we insisted that the same trait of character is essential in a successful teacher4 ,our survey of the blunders of disciplinarians leads to the conclusion that by far the larger part committed by school teachers can be traced back to an inexcusable lack of this central virtue of self-control4 ,the passionate1 selfish teacher can not see the pupil's point of view4 ,the measureless transformations of the adolescent period throw a vast majority of people out of sympathy with the adolescent and still more with those of younger years4 ,the system of school discipline advocated in this ,course for teachers1 frankly rests on coperation with the pupil1 initiative being taken by the teacher in working out disciplinary problems in frank1 wholehearted adjustment to pupil needs and characteristics4 ,no teacher can adopt the policy represented by this principle without attaining1 in a measure1 and further developing his own self-control4 ,our experience and observation1 our fresh survey of all the facts while compiling the data presented in these volumes1 have deepened immeasurably the conviction that the teacher who seeks the level of the life of the children whom he wishes to govern1 assisting them1 aiding them1 guiding them according to the dictates of their natures rather than contrariwise1 will cure himself of one of his own worst vices1 namely1 anarchy in mood1 temper and judgment2 and will develop in its place the basic element of a noble character1 self-control4 ,by presenting1 as a final word1 the contrast between these two teachers1 we hope to heighten the impressions that have repeatedly been made as the reader has followed the narratives and discussions contained in the preceding pages4 ,remember that the two men here described worked under the same circumstances1 during the same two years1 with the same pupils1 in the same building2 that each had the benefit of consultation with the other1 that both were well received in public and had many friends among the business men and in the homes of the city4 ,the advantage in physical organization lay with him who failed4 ,the essential difference between the two is found in the inner1 basic attitude of each toward his pupils4 ,the one ruled by personality and broad1 humane principles2 the other was an apostle of force1 fitfully administered1 as1 in fact1 it must of necessity be administered4 ,the one was conscious of his authority2 the other forgot it and worked man to man with his pupils4 ,the one exhausted his force and failed2 the other scarcely ever drew upon his reserve and never lost a pupil friend4 ,the one ground his teeth in rage at the perversity and rebellion of his pupils1 the other enjoyed their friendship and reveled in the memories of sympathetic appreciation of his labors4 ,in short1 one was beloved by all1 the other despised4 ,of all the words from tongue or pen that explain the more desirable of the two methods described1 none is better than the word ,coperation4 ,this is the capstone of our five fundamental principles--,suggestion1 ,substitution1 ,expectation1 ,approval1 ,coperation4 ,approval of good effort1 in fact1 turns out to be one mode of coperation with the pupil4 ,it ministers to his self-love and elicits further effort4 ,a teacher can not exemplify this one principle of coperation without hitting upon or consciously employing all the others we have named and illustrated4 8,i work with my pupils10 is the highest self-praise a teacher can utter4 ,it is a simple1 modest1 unassuming statement2 if true in its deepest sense1 he who thus speaks of himself is a perfect teacher and disciplinarian4 ,we commend this gospel to coperative school-room discipline to every aspiring teacher who reads these volumes2 we can only hope that every one may be converted heart and soul to this mode of action and with religious devotion set about remoulding his treatment and management of school children so that he truly may be a ,friend to ,man4 ,,index ,,page ,absences1 #gfd ,acquisitiveness1 #cji ,adaptive instincts1 #cfa ,adenoids1 #eh ,altruism1 #ehf1 #gbg ,anti-social tendencies1 #fgb ,approval1 #ea1 #ee1 #eh1 #fa1 #ib1 #ajc1 #ajh1 #acb1 #acg1 #aci1 #adg1 #afa1 #aga1 #aha1 #aij1 #bja1 #baj1 #bac1 #bbb1 #bce1 #bdd1 #bff1 #bgb1 #bgg1 #bid1 #cjc1 #cgf1 #chh1 #cid1 #dja1 #daa1 #dae1 #dbb1 #ddj1 #ddh1 #dej1 #dhf1 #ejg1 #eai1 #ehh1 #eie1 #ffb1 #gce1 #ggd1 #hfh ,athletics1 aid in discipline1 #if1 #dje1 #ecj1 #gbf1 #gcg1 #gci1 #gdj1 #hca cheating for sake of1 #bhd1 #bhi fights in1 #bdi ,attention1 desire to attract1 #bc1 #ej in school work1 #ee1 #cfh1 #eed ,authority1 excessive use of1 #ha1 #id1 #ie1 #ahc1 #bbj1 #fcd1 #fdd1 #ffa1 #fig1 #hfj ,awkwardness1 #fa1 #ada1 #adc1 #adh ,bluffing by teacher1 cause of disobedience1 #aba1 #ecf ,boy and girl question1 #hci ,bullying1 #bcc ,card-playing1 #aae ,carelessness1 #hc1 #efb1 #efg1 #gfe1 #hja ,cheating1 on examination1 #bfi how provoked1 #bfh in recitation1 #bgc sentiment against1 #bfi1 #bhb ,chewing gum1 #chh ,choice and disobedience1 #ca ,church-going1 #hag ,cigarettes1 #djb ,class rivalry1 #bec ,cleanliness1 #gf1 #ddi ,cliques1 #dga1 #dgd1 #gag ,cloaks and overcoats1 #gi ,clumsiness1 #adj1 #adh ,collections of curios1 #gj1 #bji1 #bcf1 #caj1 #caa1 #ejb ,commands1 how to give1 attention to be secured1 #ee be near child1 #ej choose what child wants to do1 #ea privately given1 #fj1 #ajc repetition to be avoided1 #ee rights of pupil to be conserved1 #ic speak intelligibly1 #ec1 #gec time to be opportune1 #gb ,community1 understanding conditions in1 #dc1 #gge ,companions1 choosing1 #cba1 #dgd1 #hab1 #hda1 #hdc ,competition1 leading to fighting1 #bdi ,conceit1 #aib ,confession by pupil1 #gc1 #aja1 #afc1 #bab1 #bdb1 #bid1 #cjb1 #cjh1 #cji1 #cdj1 #efe1 #efh1 #hcg by teacher1 #abd ,confidence1 #ca1 #cb1 #eb1 #fj1 #fh1 #ga1 #he1 #hi1 #if1 #aje1 #aaf1 #aba1 #aej1 #afg1 #aif1 #bja1 #bji1 #bab1 #bff1 #bii1 #cgf1 #djf1 #dif1 #dii1 #fdb1 #ffg1 #ggf ,conspiracy1 #ajf1 #cgh1 #chd1 #dfd1 #ecf1 #fie ,conventionalities1 submission to1 #hjc ,coperation1 initiative in1 #de1 #ej1 #fj1 #gj1 #gd1 #gi1 #ha1 #hb1 #hg1 #ia1 #if1 #ajc1 #ajh1 #aad1 #aai1 #abd1 #adb1 #adi1 #aeh1 #afj1 #afb1 #afe1 #aga1 #aha1 #aij1 #aih1 #bja1 #bjc1 #bji1 #bac1 #bbb1 #bca1 #bda1 #bdc1 #bef1 #bfb1 #bfe1 #bhb1 #cac1 #cag1 #cbj1 #ccg1 #cgb1 #chf1 #cib1 #cif1 #cig1 #daj1 #daf1 #dbj1 #dbd1 #ddg1 #dfg1 #dgh1 #dib1 #ejc1 #ejh1 #efi1 #fcg1 #ffb1 #gaa1 #gah1 #gch1 #ggb1 #gig1 #hai1 #hbd1 #hdb1 #hff1 #hfh ,coughing epidemics1 #chj ,crying1 #beg ,curiosity1 #edi ,dancing #aaa1 #hca ,defamation of a teacher1 causing disobedience1 #fe ,defying a teacher #fi1 #gj1 #gc1 #ii1 #aja1 #ajf1 #aaa1 #aah1 #abc1 #afh1 #agc1 #ahj1 #ahc1 #ahi1 #aie1 #aii1 #bjb1 #bjh1 #bbj1 #gfb1 #ggd1 #hji1 #hfb ,desk order1 #gg ,destruction of property1 #hi1 #bed1 #fdd1 #fdg1 #fdi ,disciplinarian1 description of1 a #ag ,discipline1 kinds of1 #ai ,discipline1 what it is1 #af why necessary1 #ac ,dislike for school1 #aeh1 #afb1 #hfj ,disobedience1 causes of1 #da community sentiment1 contravened1 #aaj due to commands impossible to obey1 #ef that are inopportune1 #gb that infringe personal rights1 #ic unintelligibly stated1 #ec due to community conditions1 #dd due to defective motor functions1 #fa due to faultfinding1 #hi due to imitation of others1 #fi due to inattention1 #ee and instincts1 #da due to parents1 #db1 #di1 #fe due to pleasure-seeking1 #aag due to pupils' conspiracy1 #ajf due to teacher's suspicious attitudes1 #db1 #ei1 #hc due to unregulated independence in the child1 #hf nature of1 #cj over-emphasized1 #gf wilful1 #di ,disputing with teacher1 #abc1 #acc1 #aii1 #bjj1 #baa ,disrespect for teacher1 #ahg1 #cff1 #cfh1 #cgj1 #cgc1 #dij1 #ech ,dramatizing1 #daf1 #dag1 #dbg1 #dce1 #dec1 #dij1 #dia ,drawing1 #gd1 #cjc1 #ffe ,dull children1 #gfh ,eating at school1 #ei1 #cia1 #cib1 #fhi ,examinations1 cheating at1 #bfi correct view of1 #bga fear of1 #bfd plans for1 #bgg1 #bhb questions for1 #bgj1 #bgb when to give1 #bga ,expectancy1 #ea1 #eh1 #fa1 #fb1 #fe1 #fh1 #gi1 #hj1 #hd1 #he1 #hh1 #ib1 #if1 #ajd1 #abd1 #acc1 #acg1 #ahc1 #bjb1 #bca1 #beb1 #cib1 #cig1 #daa1 #dfb1 #dgi1 #ehb1 #ehe1 #gbi1 #ggb1 #hfh ,explanation of commands1 #ce1 #cf1 #gi1 #acc1 #adc1 #bea1 #bhb1 #bhh1 #ccc1 #djc1 #djd1 #dai1 #dbi1 #ddf1 #eif1 #faj1 #fbf1 #fed1 #ffc1 #ehb1 #gbi1 #hjd1 #hje1 #hba1 #hbc ,expressive instincts1 #egg ,failure and success1 contrast between1 #hei ,falling in love with teacher1 #hdg ,faultfinding1 #fb1 #ff1 #gh1 #hi1 #ajj1 #ada1 #aei1 #agc1 #ahc1 #bae1 #bbe1 #bcd1 #bej1 #bfa1 #cbi1 #cga1 #cgd1 #cgg1 #chb1 #chh1 #cie1 #daf1 #dah1 #dba1 #dcc1 #ddc1 #dhe1 #eeg1 #ega1 #fjb1 #fbf1 #ghj ,fear1 and cheating1 #bfi and discipline1 #bei and examinations1 #bfd1 #bhd instinctive1 #bee and the lie1 #big in recitation1 #bfd and stubbornness1 #ahj ,fidgets1 #acd1 #adb1 #aej ,fifth and ,sixth grades1 cleanliness1 #dab1 #dej1 #def1 #dfb cliques1 #gag1 #gai curiosity1 #efi disrespect1 #aig1 #cfg eating at school1 #cie1 #fhi gambling1 #cae giggling1 #chb impudence1 #bjf1 #baj inattention to study1 #eed jealousy1 #gjg leaving room1 #cgh lying1 #cjg manners1 #dah1 #dbj1 #ddb1 #ddd1 #hjc ,mimicry of speech1 #cff mischief1 #dhe1 #did obedience1 #fe paper wad throwing1 #bai1 #cjg play1 teaching how to1 #ebe1 #ebg selfishness1 #fhh stealing1 #fch stubbornness1 #agb1 #agh studying aloud1 #fbh talkativeness1 #fjg1 #fjh1 #faa1 #fab tattling1 #fch1 #fci teasing tricks1 #eji whispering1 #eib1 #fjd ,fighting1 due to accidental situation1 #bcf due to competition1 #bdi due to ridicule1 #bci ,thomas ,hughes' advice on1 #if ,fire drills1 #geg ,firmness1 #ehe ,first and ,second grades1 absences1 #gfd altruism1 #gbi careless work1 #gfe cleanliness1 #dea1 #dec crying1 #beg dislike for study1 #gff disobedience1 #ggc disrespect1 #ahi drawing1 #ffe drills1 #geb dull children1 #gfh eating at school1 #cib1 #cic1 #fia fighting1 #bcf first day in school1 #gdh first year in school1 #gdg ill-temper1 #ahb1 #ahg impudence1 #ggb indifference to school1 #aei laughing1 #bcd leaving room1 #cge lying1 #cjj1 #cja making faces1 #dhc manners1 #dae1 #dbh mischief1 #gff muscle training1 #add noise1 #acf obedience1 #di passing quietly1 #gea penmanship learning1 #ffc play1 teaching how to1 #ebd quarreling1 #bbe1 #bbi1 #bca refusal to recite1 #bef ringleader1 #ghb scribbling1 #fei selfishness1 #fgg1 #fgi1 #gha sex hygiene1 #hcb sickness a cause of backwardness1 #aee smartness1 #ggj stealing1 #cbg1 #ccj stubbornness1 #agj stuttering1 #feb swearing1 #fea talkativeness1 #fcd tardiness1 #gfc tattling1 #fcc1 #fcd whispering1 #eha1 #ehc ,flag salute1 #hji1 #haa ,gambling1 #aae1 #cab1 #cah ,games1 certain objectionable1 in acquiring motor control1 #adh1 #hbi ,gesture1 mimicry of1 #cfh ,groups of pupils1 enlisting1 #gi1 #ia1 #ig1 #aai1 #edj1 #egc1 #egd1 #gab1 #gae1 #gai1 #gbb1 #gbd1 #gbf1 #ggg1 #ghb1 #hcj1 #hch ,gymnasium1 promoting use of1 #adi1 #eja ,habit of crying1 #beh quarreling1 #bcj whispering1 #ehc ,hair-pulling1 #bjc ,helping pupil in study1 #ajc1 #aje ,high ,school1 altruism1 #gcf athletics1 supervision of1 #ecb1 #ecd1 #ecg boy and girl question1 #hci1 #hda1 #hdc cheating by pupil1 #bha cheating by teacher1 #bhd cigarettes1 #dji cliques1 #gbj1 #gbe companions1 choosing1 #hab1 #hae curiosity1 #ega1 #egc dancing1 #hca destroying property1 #efa eating in school1 #cig1 #djj falling in love with teacher1 #hdh1 #heb fear1 #bfd1 #bfg fighting1 #bdi gambling1 #cbj impudence1 #bad indifference1 #afg jealousy1 #gab1 #gac1 #gaf laughing1 #aic1 #aid1 #dig1 #eih manners1 #dbe1 #dbg marking books1 #ffa nervousness1 #bfd obedience1 #hi passing quietly1 #gfa practical joke1 #ejd1 #eac1 #eaf1 #eai race prejudice1 #dga religion1 #hag1 #hai1 #hba1 #hbc ringleader1 #ghh1 #gij1 #gic1 #hjj selfishness1 #fge1 #fii sex attraction1 unconscious1 #hca stealing1 #cch sororities1 #gbj talkativeness1 #fbc1 #fbd tattling1 #fdc1 #fdg1 #fdi1 #ffa1 #fig truancy1 #aeg1 #edh whispering1 #eih1 #fja ,home study1 #gg1 #hg ,how to study1 teaching1 #fbf1 #fbh ,humor and discipline1 #bae1 #eih ,ideals1 false and perverted1 #bd ,ignoring misconduct1 #adb1 #aif1 #bjj1 #bje1 #bch1 #bic1 #cgb1 #cha1 #ddd1 #dhb1 #dhd1 #ebj1 #fce1 #fcg1 #ffb1 #gfc ,ill-temper1 #ahb ,imagination1 aid in discipline1 #ahd1 #dhh and lying1 #bie ,imitation1 aid in discipline1 #ahd1 #cfa and bodily action1 #fc cause of misconduct1 #bc1 #fi1 #cfa provoking impudence1 #bjf ,impartiality1 #ajh ,impudence1 #fe1 #aij1 #aii1 #bjf1 #baa1 #bac1 #ggb1 #gie ,inattention1 #ee1 #eed ,independence in the child1 causing disobedience1 #hf ,indifference as cause of disorder1 #aeg ,inhibition and discipline1 #ba ,injured child1 sympathy for1 #beh ,instincts1 classification of1 #abi relation to discipline1 #ac1 #ag1 #ai1 #bj1 #ba disobedience1 #cj fear1 #bee function of1 #abi ,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 #ccf1 #cih1 #daj1 #dba1 #dbc1 #ddi1 #deg1 #dff1 #dgb1 #did1 #dii1 #eaj1 #ebj1 #eff1 #ehf1 #fje1 #fda1 #fde1 #fhb1 #gjj1 #hfd ,jealousy1 #gjj ,jokes on teacher1 #cff1 #cfh1 #cgj1 #cgc ,joking teacher1 #bje1 #eje1 #ejg ,kindergarten4 7,see ,first and ,second grades47 ,knowing the pupil1 #ea1 #eh1 #fj1 #fc1 #hg1 #ajh1 #aca1 #adb1 #aea1 #aef1 #agf1 #agi1 #ahf1 #aid1 #bjj1 #bji1 #bab1 #bah1 #bbf1 #cci1 #bda1 #dha1 #eff1 #eaa1 #ehd1 #fae1 #fbj1 #fgc1 #gjf1 #ggg ,laboratory as an instrument of discipline1 #afg ,laughing in school1 #gb1 #gd1 #ge1 #ii1 #aic1 #aid1 #bcd1 #chb1 #dic1 #did1 #dig ,laziness1 clumsiness and fidgets as causes of disorders1 #acj ,leaving the room1 #cge ,lighting of a school-room1 #aed ,literary societies1 troubles with1 #ajf ,lunches1 stealing of1 #ccd ,lying to conceal1 #cja1 #dfe1 #eid enquiry into1 #bab for fame1 #ejf 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 #cjd1 #hfc ,mannerisms of teacher1 #ajb1 #cff1 #cgj1 #cgc1 #cfh ,manners1 #ec1 #aia1 #daa1 #fgb1 #fhd1 #fie1 #gjj1 #gae1 #gag1 #gcf1 #gdj1 #hjc ,making faces1 #dhb1 #dhc1 #dhg1 #ejj1 #gha ,marbles1 gambling with1 #cab ,marking desks1 #cja ,matching pennies1 #cai ,mimicry1 #cfe ,mischief-maker1 #ih1 #dgh1 #dhe1 #eja1 #ejd1 #gff ,money stolen1 #ccg1 #cch1 #cdj ,motor functions defective1 causing disobedience1 #fa ,nervous child1 #acd1 #ddg ,noise1 #id1 #ace1 #adc1 #ddc1 #ddf1 #dfc1 #dff1 #ehi1 #eia1 #fjb1 #fba1 #fbb ,note-writing1 #fdc1 #hcd1 #hce1 #hcf1 #hfb ,obedience1 factors making for1 #ch ,fifth and ,sixth grades1 #fe ,first and ,second grades1 #di formal1 #cd1 #gdf ,high ,school1 #hi intelligent1 #cf1 #gdf kinds of1 #cc1 #ahf public expects1 #ch pupils expect to obey1 #ci relation to character building1 #bi relation to school efficiency1 #bg ,seventh and ,eighth grades1 #gf stages in development of1 #cc ,third and ,fourth grades1 #ef ,oversensitiveness1 of pupil1 #bad of teachers1 #ahi ,paper scattered1 #di1 #gg1 #hj1 #dei ,paper wad throwing1 #bai1 #cjg1 #dib ,parents1 causing a boy to tease1 #bdj defaming teacher1 a cause of disobedience1 #fe leading families1 dealing with1 #gj provoking disobedience1 #da1 #hf1 #dch1 #ggj provoking impudence1 #bjf provoking indifference to school1 #aei provoking quarrels1 #bbh provoking selfishness1 #fhd1 #fhg provoking stubbornness1 #agb responsibility in keeping order1 #aaj1 #afe1 #cbc1 #deb1 #deg1 #dfi1 #gde1 #hdj teacher conferring with1 #fg1 #fh1 #aeh1 #bbh1 #cbb ,passing quietly1 #acg1 #gea1 #gef ,pencil1 misuse of1 #ace1 #ahg1 #ddc ,penmanship1 learning1 #ffc ,personal right of pupils1 infringement of1 #ic ,physical conditions1 causing misconduct #aca1 #acd1 #ada1 #adc1 #adh1 #aee1 #bcf1 #ehg ,picnic manners1 #dah ,play1 #dgg1 #fga1 #fib1 #hbi1 #hca supervised1 #bbf1 #bcj1 #cag1 #ebb1 #fib ,pleasure-seeking causing disobedience1 #aag ,poolroom1 ,the1 #fda ,practical jokes1 #ejd1 #eaj ,preparation 7to teach71 defective1 #aba ,prohibitions1 #ii1 #aaa1 #cfb1 #chc1 #cij1 #cie1 #cih1 #daf1 #dea1 #ehj1 #ged1 #gee1 #eia1 #gie1 #hci ,promise1 making to pupils1 #aji ,public opinion disregarded1 #aaj ,punishment1 apology as1 #cba1 #cga corporal1 awkward position1 #ddc1 #dhc boxing ears1 #bgf requesting right to use1 #id shaking1 #ej1 #chd1 #fjc1 #gfb tying hands together1 #efb whipping1 #ff1 #fh1 #gh1 #hi1 #ic1 #afc1 #afd1 #agb1 #agc1 #aie1 #bjb1 #baa1 #bah1 #bfa1 #bfc1 #cai1 #ccb1 #dhe1 #ejh1 #gjf1 #hfa demotion1 #ejb1 #fbi detention after school1 #gc1 #aea1 #aij1 #bcj1 #bda1 #bfj1 #bge1 #ccf1 #cgd1 #ehh1 #fab1 #gaj discipline1 not dependent upon #ag grade lowered1 #bgg ineffective1 #ace1 #ada1 #afa loss of privileges1 #cba1 #gcg1 #ghj1 #hjb provoking disobedience1 #hi ridicule1 #bjf school work1 as #ij1 #eii suspension1 #bhb1 #cag1 #dfg1 #eac1 #eah1 #hci ,punning1 #bjj ,quarreling from spite1 #bbh on school grounds1 #bbe 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 #ccc1 #cce1 #chb1 #chi1 #cia1 #cic1 #cih1 #daj1 #dba1 #ddc1 #dfd1 #dff1 #dih1 #dii1 #eja1 #ejf1 #eag1 #edc1 #fcf1 #ffa1 #gig1 #hfb ,race prejudice1 #dga1 #dgd ,reasons1 failure to comprehend cause of misconduct1 #bb ,reform of teacher1 #ie1 #ajb1 #abd1 #bbh1 #eij1 #fab1 #gfc ,refusal to do home work1 #hg1 #hh to go to school1 #hg to recite1 #bef ,regulative instincts1 #gde ,religious attitudes1 #hag perplexities1 #hba recluse1 #hbc ,responsibility1 #hd1 #hf ,retardation of a pupil1 #fd1 #fg1 #acb1 #aej1 #gfi ,ridicule provoking fighting1 #bci ,rights of child as to playthings1 #cac ,ringleader1 dealing with a1 #eb1 #gj1 #ih1 #aac1 #aai1 #cfg1 #che1 #dje1 #daa1 #ebi1 #edf1 #egd1 #gdj1 #ggf ,rivalry between student groups1 #ajf1 #gac ,rules1 overemphasis of1 causing disobedience1 #gf1 #ha1 #ffb1 #gej ,rural ,school anarchy in1 #bag1 #caj cheating1 #bgc1 #bgf1 #bha clumsiness1 #adj coaching pupil1 #aha conceit1 #aib defying teacher1 #fi eating during school hours1 #ei first day1 #gdi inattention1 #ee indifference1 #aei joking teacher1 #bje mischief in1 #ii paper scattered1 #di quarreling1 #bbi selfishness1 #fhd1 #fhg stealing1 #cbg1 #ccj tattling1 #fce whispering1 #eha1 #eid1 #eig ,school-room conditions related to discipline1 #aeg ,scribbling1 #fei ,selfishness1 #fgb ,self-preservative instincts1 cases of discipline arising from1 #abi ,self-regulation1 #hab ,self-reporting1 #eid ,seventh and ,eighth ,grades altruism1 #gcd bullying1 #bdj1 #bdf cheating1 #bgf1 #bgi chewing gum1 #chi1 #cia cigarettes1 #djb1 #dje clumsiness1 #adj curiosity1 #efc1 #efg defying teacher1 #hji disrespect1 #aih1 #bjj1 #cfh fear1 #bee fighting1 #bdj1 #bdf gambling1 #caf hygienic toilet rooms1 #hch impudence1 #baa indifference1 #aff jealousy1 #gji keeping in line1 #gfb loyalty1 #hji manners1 #dba1 #dbc1 #hjf mimicry of gesture1 #cfh mischief1 #eja noise1 #adj note-writing1 #hcf obedience1 #gf passing quietly1 #geh play teaching1 how to1 #ebb1 #ebg1 #eca ringleader1 #ghg selfishness1 #fib1 #fid sex interests1 #hbi1 #hcf stealing1 #ccd1 #ccg strained eyes a cause of disorder1 #aej stubbornness1 #ahj studying aloud1 #fbh1 #fcj talkativeness1 #fab1 #fac1 #fag tattling1 #fda1 #fdb1 #fdd1 #fdf teasing1 #eje truancy1 #afc1 #cdc ,sex-consciousness1 #hcb instincts1 #hbi ,shot-throwing1 #cji ,sickness of a child prevents study1 #aed ,slouching1 #eg ,smartness1 #aij1 #ggj ,smoking1 #djb ,snowballing1 #bcf1 #ebb1 #ebd ,social grounds for discipline1 #ic1 impulses1 how to control1 #aaa1 #hci1 #hdc instincts1 #fga ,socializing the individual1 #ad ,special methods a help in discipline1 #ec1 #ed1 #ee1 #aab1 #aad1 #cjc ,speech1 mimicry of1 #cff ,spit-balls1 throwing1 #bai1 #cjg ,stammerer1 assisting the1 #bdh ,stammering as a cause of fighting1 #bdf ,state1 submitting to control of1 #hji ,stealing1 lunches1 #ccd money1 #ccg1 #cch1 #cdf motives for1 #cbd pencils1 etc41 #fch provoked by teacher1 #hc1 #cbe ,strained eyes a cause of disorder1 #aej ,strike of students1 #ajf ,stubbornness1 #afi1 #ahj1 #ggd ,studying aloud1 #fbe ,study room discipline1 #ei1 #fa1 #fi1 #gb1 #id1 #ii1 #ajd1 #aea1 #aid1 #eac1 #eih1 #fab1 #fbc1 #hcd ,stuttering1 #fea ,substitute teacher1 #cgi ,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 #cac1 #cfg1 #che1 #chh1 #djd1 #djf1 #dgh1 #eeb1 #egi1 #ehc1 #fce1 #fha1 #fih1 #gig1 #hfh ,suggestion1 #ea1 #eb1 #fc1 #fd1 #gi1 #hj1 #ha1 #hf1 #ib1 #if1 #ig1 #aje1 #aad1 #adj1 #adf1 #aha1 #ahc1 #bed1 #bfe1 #bfg1 #cjj1 #cbe1 #cgf1 #chj1 #che1 #cia1 #dje1 #dji1 #dac1 #dbg1 #dcf1 #dda1 #dgh1 #dhi1 #ffe1 #fha1 #fih1 #gjh1 #gif1 #haf1 #hfh leading1 #ib1 #aac1 #aai1 #acb1 #adf1 #afh1 #aih1 #bca1 #bfg1 #dde1 #eib1 #ffe1 #hdf1 #hee negative1 #ej1 #fb1 #gg1 #hc1 #cjd1 #gfh1 #ggc1 #hab1 #hcd ,sulkiness1 #agb ,suspicious attitudes causing disobedience1 #ei ,swearing1 #fea ,tale-bearing1 #gc1 #ccf1 #ccg ,talkative pupil1 #fje ,talking back1 #aie ,talking on conduct1 #dad1 #ddi1 #hag1 on misconduct #fb1 #gf1 #hj1 #aai1 #bgh1 #bic1 #cjd1 #cje1 #ccg1 #djc1 #dcd1 #eia1 #fjc1 #gad ,tardiness1 #gfc ,tattling1 #cih1 #dfd1 #dff1 #fca ,teasing1 #bdj1 #cjd1 #eja ,terrorizing the pupil1 #bba ,third and ,fourth ,grades bullying1 #bce busy work1 #eec cheating1 #bgc1 #bgd1 #cjf cleanliness1 #def1 #dei1 #eed creating a ringleader1 #ghj1 #ghb curiosity1 #efa discipline through fear1 #bei dislike for school1 #afb disrespect1 #aij1 #aie1 #bjb1 #cgj fighting1 #bch flag salute1 #haa impudence1 #bje jealousy1 #gjb1 #gab leaving room1 #cgg lying1 #cjc making faces1 #dhg manners1 #dag1 #dcb1 #dci1 #dia meddlesomeness1 #eeg mimicry of walk1 #cgj note-writing1 #hcd obedience1 #ef passing quietly1 #gef pets at school1 #ejc practical joke1 #eaj ringleader1 submission to1 #ggf sex hygiene1 #hcc1 #hcd stealing1 #cca1 #ccc studying aloud1 #fbe whispering1 #ehf1 #ehh1 #fjb ,threatening the teacher1 #bag1 #gie ,threats1 #eg1 #gh1 #id1 #acf1 #agc1 #aia1 #bba1 #bbf1 #bei1 #ccb1 #cga1 #dba1 #eah1 #ecf1 #ehi1 #eia1 #fig1 #fii1 #gia ,time of correction1 opportune1 #age1 #agg1 #bda1 #bdb ,trips out of town1 a group of pupils on1 #ajf1 #aag1 #ecd ,truancy1 #afc1 #edc1 #haj ,unsocial child1 #fga ,visitors present1 discipline of children1 #fa1 #aci1 #dbi1 #dca1 #dhc ,walk1 mimicry of1 #cgj ,wilful disobedience1 #di1 #ih ,whispering1 #egg1 #hfa ,wrong-doing of children1 causes of1 #bj1 #gj ,words1 choice of1 #age1 #agh ---------------------------------------- -------------------------------- ,,transcriber',s ,,notes #a4 ,silently corrected obvious typographical errors and variations in spelling4 #b4 ,retained archaic1 non-standard1 and uncertain spellings as printed4 #c4 ,re-indexed footnotes using numbers4 #d4 ,enclosed italics font in underscores4