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diff --git a/.gitattributes b/.gitattributes new file mode 100644 index 0000000..d7b82bc --- /dev/null +++ b/.gitattributes @@ -0,0 +1,4 @@ +*.txt text eol=lf +*.htm text eol=lf +*.html text eol=lf +*.md text eol=lf diff --git a/LICENSE.txt b/LICENSE.txt new file mode 100644 index 0000000..6312041 --- /dev/null +++ b/LICENSE.txt @@ -0,0 +1,11 @@ +This eBook, including all associated images, markup, improvements, +metadata, and any other content or labor, has been confirmed to be +in the PUBLIC DOMAIN IN THE UNITED STATES. + +Procedures for determining public domain status are described in +the "Copyright How-To" at https://www.gutenberg.org. + +No investigation has been made concerning possible copyrights in +jurisdictions other than the United States. Anyone seeking to utilize +this eBook outside of the United States should confirm copyright +status under the laws that apply to them. diff --git a/README.md b/README.md new file mode 100644 index 0000000..2397684 --- /dev/null +++ b/README.md @@ -0,0 +1,2 @@ +Project Gutenberg (https://www.gutenberg.org) public repository for +eBook #65152 (https://www.gutenberg.org/ebooks/65152) diff --git a/old/65152-0.txt b/old/65152-0.txt deleted file mode 100644 index 9064f1a..0000000 --- a/old/65152-0.txt +++ /dev/null @@ -1,11359 +0,0 @@ -The Project Gutenberg eBook of Practical School Discipline Vol. 2 Part I, -by Ray Coppock Beery - -This eBook is for the use of anyone anywhere in the United States and -most other parts of the world at no cost and with almost no restrictions -whatsoever. You may copy it, give it away or re-use it under the terms -of the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you -will have to check the laws of the country where you are located before -using this eBook. - -Title: Practical School Discipline Vol. 2 Part I - Applied Methods - -Author: Ray Coppock Beery - -Release Date: April 24, 2021 [eBook #65152] - -Language: English - -Character set encoding: UTF-8 - -Produced by: MFR, Barry Abrahamsen, and the Online Distributed - Proofreading Team at https://www.pgdp.net (This book was - produced from images made available by the HathiTrust Digital - Library.) - -*** START OF THE PROJECT GUTENBERG EBOOK PRACTICAL SCHOOL DISCIPLINE VOL. 2 -PART I *** - - - PRACTICAL - SCHOOL DISCIPLINE - - - Applied Methods - - - - _PART I_ - - - - - _By_ - - RAY C. BEERY - _A. B._ (_Columbia_), _M. A._ (_Harvard_) - - - - - _President of_ - INTERNATIONAL ACADEMY OF DISCIPLINE - PLEASANT HILL, OHIO, U. S. A. - - ------------------------------------------------------------------------- - - - - - COPYRIGHTED, 1917, BY - RAY C. BEERY - ──── - COPYRIGHTED, GREAT BRITAIN, 1917 - _All Rights Reserved_ - - - - ------------------------------------------------------------------------- - - - - - Dedicated - - to the - - Members of the J. A. D. Teachers’ Club - - ❧ - - “_He that ruleth his spirit is greater - than he that taketh a city._” - - - - ------------------------------------------------------------------------- - - - - - GREETING - - -With this second book of Practical School Discipline, we wish to send to -each member of the Teachers’ Club our personal word of greeting. Applied -Methods was written for you. Primarily it was written for you only. It -is a book to help teachers, by means of teachers’ experiences. We -believe it will lighten your work, brighten your school room, and -lengthen your years of effective service by easing the friction in daily -school routine. Work can no longer be drudgery when conducted according -to principles which take the drudgery out of it. - -Because we have faith in the principles herein discussed, we are -desirous to learn from each member of the “Teachers’ Club” what the -result has been in his or her individual case. Have you been -particularly successful in the management of some difficult situation? -Write and tell us about it. Have you failed to find your own specific -problem treated within these pages? Tell us that also. Perhaps we can -help you by letter. - -The Teachers’ Club is a coöperative organization from which we expect -the most stimulating results—results which can be made much more -effective by personal correspondence with its members. Your experience -may help another who is still struggling with the difficulty which you -have overcome. Another teacher’s experience may help you. Our offices -are clearing houses for exchange of views and mutual aid. Coöperation we -believe to be the principle which eventually must supplant, throughout -the world, the cruder method of competition. The members of the -“Teacher’s Club,” the first and only one to be organized upon this plan, -will be quick to recognize the higher ideal and to respond thereto. - -Finally, if the better understanding of the principles herein treated, -and the tonic effect of interchange of ideas with fellow teachers who -appreciate your difficulties and who desire to assist, should prove -helpful to you, then tell other teachers about your Club. Perhaps they -might profit also by the same mutual help. Meanwhile our thought for you -does not end with placing these Case Books on Discipline within your -hands. - - ------------------------------------------------------------------------- - - PREFACE - - -The readers of Applied Methods will note that in the discussion of -problems which confront the teacher the “case citation” plan peculiar to -legal and medical writers is here followed. That is to say, instead of -long enumerations of general principles relating to disobedience, -impoliteness, dishonesty, etc., specific cases or incidents are cited, -followed by “constructive treatment” or suggestions for treating each -specific case. It is believed that this method will be more helpful and -more suggestive to the ordinary teacher than is the usual method. - -To make the suggestions still more helpful, because more personal, the -reader is asked to transfer himself after the citation of each case from -past time to present, and from the other teacher’s school to his own -room; and, in the “constructive treatment” which follows, imagine the -“Case” to be the reader’s individual problem, and the author to be -conversing with him personally. - -In the preparation and collation of the cases it has been thought more -practicable and also more convenient for the teachers, to divide the -subject matter of the text into two volumes rather than to combine all -into one large book. There will be no break in the continuity of -thought, however. The second volume, like the present, will follow the -case citation plan and will continue the treatment of school -disturbances which develop for the most part out of natural instincts of -children. - - ------------------------------------------------------------------------- - - - - - CONTENTS - - ---------- - - - DIVISION I - - PAGE - INTRODUCTION 13 - - - DIVISION II - - OBEDIENCE 27 - - - DIVISION III - - CONCRETE CASES ON OBEDIENCE 49 - - - DIVISION IV - - CONCRETE CASES ARISING OUT OF 129 - SELF-PRESERVATIVE INSTINCTS - - ------------------------------------------------------------------------- - - - - - DIVISION I - - ------- - - - DISCIPLINE - - INTRODUCTION - - - - - Discipline is three-fourths of life. - - —_Matthew Arnold._ - - - - ------------------------------------------------------------------------- - - - - - INTRODUCTION - - - 1. Why Discipline Is Necessary - -There are no two persons in all the world, however separated by space or -circumstances, who do not in some way affect each other. This influence -is unseen and untraceable in most cases; it is only when the relations -are very immediate and obvious that we realize how unified is the life -of the people on the earth. The welfare of the whole race is tied up in -the welfare of each man, woman and child; and so it is the duty of each -to work for the welfare of all his fellows. When each person controls -his actions and contributes his influence so as to further the interests -of all, present and future, the world is in harmony, civilization -progresses and happiness reigns on earth. - -But it is not natural for people unselfishly to strive for the good of -all other people. All men are born with strong instincts of -self-preservation, and their limited outlook upon life, their small -knowledge of remote things, often prevents their seeing that, in the -end, social action best protects their own interests. - -Instinct urges, “Look out for number one. Enjoy yourself. Catch at the -immediate good, for you are not sure of the future.” Something higher -than instinct in man says to him, on the other hand, “Deny yourself for -the good of others. Find a greater life in the life of the race. Endure -hardship now, submit to privation, that in the future you and others may -be more happy.” - -It is this higher standard of thought and action which we call right; it -is passive submission to the dictates of selfish instincts which we call -wrong. Right and wrong have other phases than these of social effect, -but upon these most men, of whatever faith or philosophy, agree; and -these social phases are the ones which affect the whole problem of -discipline most. Briefly, then, we may say that for our purposes those -things are right which contribute to the welfare of men, and those -things are wrong which interfere with their happiness and progress. - -The great men and women of the world are they who make the richest -contribution to human progress and happiness. They are the artists, the -thinkers, the givers of every kind, who leave their fellows better for -their passing by. They who in their coming and going add nothing to the -sum of human welfare, are the paupers, the criminals, the imbeciles. -Paupers may live in palaces, and criminals may for generations receive -great honor of men, but unless they have really made the world better, -men in their final judgment can not count such glorious rascals among -their friends. They are not civilization-builders, they are not -race-leaders, nor have they real strength in themselves, for they have -never conquered those selfish instincts which dominate men in the lowest -stages of their development. - -The big problem of mankind, then, is to make of the naturally selfish -and self-centered individual a helper in a great social enterprise, that -is, to make him nothing less than a contributor to the evolution of the -whole race toward its final high estate. How can this be done? And who -is to do it? These questions are fundamental to human progress. Men have -been grappling with them for centuries. This is a great world-question -which, looming behind the more immediate problem of discipline, gives it -all the significance it has. It is because through disciplinary -processes the world is to be made better, and not primarily because such -processes will make schools more orderly and homes more delightful, that -we study the subject and hope to become skilled in the practice of its -technique. - -The responsibility of making each person a contributor to social -progress rests largely with those who hold in their hands the training -of the young. Hence such training is, in a peculiar sense, the business -of parents and teachers. Not for long have people worked intelligently -toward the socialization of human interests. Christ taught this doctrine -nearly two thousand years ago in Galilee, but only lately have very many -persons realized that His message is a practicable one. The Middle Ages -were given to an effort to realize the gospel individually; today we see -a great effort to apply it universally. But the individualism of the -past still dominates the thinking of the older generation; selfishness -and prejudices, which are intrenched in tradition, seem altogether -justifiable to peoples whose children will fully realize their -inadequacy and falseness. - -It is in these children that the hope of the race inheres; these are -they who must bring about the new order of things. Not in reforming the -adult criminal, not in making the adult pauper a producer, not in making -the adult individualist a humanitarian, lies the true secret of -world-betterment, but in rearing a new generation which shall meet the -old problems with instincts controlled, powers trained, and with a -potent altruism that has been developed from impulse to habit and from -habit to conviction. - -Society is sadly taxed to care for its undisciplined members. -Alms-houses, slums, jails and prisons are filled with the more -hopelessly uncontrolled, while every forward movement is hampered by the -indifference or opposition of those whose individualism is of a more -mild and respectable type. It is from the ranks of the undisciplined -that all trouble-makers come; it is the disciplined soul who not only -makes his own life successful but who gives freely for the advancement -of others. - -These premises involve strong claims for discipline. If it is true that -discipline bears this close and vital relation to human progress, then -it is indeed a topic for the closest and most careful study. Before the -reader can judge for himself of the claims made, he must know more of -the nature of the discipline for which so much is claimed. For the -discussion of its nature he is referred to the following paragraphs. - - - 2. What Is Discipline? - -We have seen that all human beings are closely knit together, -interdependent and mutually influential; and that the success of the -community depends upon the individual contributions made by persons -whose attitude is a socialized one. We have seen also that the -socialized attitude, the will to contribute to the general good, while -frequently conspicuous among even savage peoples, finds higher and ever -higher expression, as civilization advances. Since “the greatest good to -the greatest number” is “social good,” it follows that the more this -evolved, altruistic attitude can be made to exist and function, the -happier mankind will be; and persons who have the good of the race at -heart will try to find means of developing the socialized attitude in -large numbers of their fellow-men. Since it is easy to form the minds -and wills of children, and hard to remake grown persons who have become -fixed in individualistic ways of thinking, feeling and doing, this -hopeful process seems to belong inherently to childhood. - -Discipline in its true meaning is not “punishment.” It is the training -of every power to the end that it may be controlled and used for -personal good and social service. - -A well-disciplined person, may have every instinct, trait and ability -under perfect control and still not choose to use these highly-trained -powers for the good of mankind. For him discipline has failed of its -proper end. - -A good disciplinarian, then, is one who helps each person for whom he is -responsible to bring those powers under control and to use them in such -a way that he shall become a useful member of society. The disciplinary -process may be subjective or objective—that is, it may be self-imposed, -or directed by another person. In most cases it is directed from without -in early childhood, but becomes more and more a matter of volition and -self-direction as the subject approaches maturity and realizes more the -necessity for self-control. He then becomes his own disciplinarian. - -Whether the disciplinarian be engaged in his own training or that of -others, he must have a definite aim in view. The lack of such definite -aim is one reason why there is so much poor discipline. - -“Say, ‘Thank you’ to the lady,” the mother directs her child, not -because she wants that child to develop a spontaneous skill in -expressing his sense of obligation to the society that has nourished -him, but because she has a vague feeling that this is the conventional -thing to do and so her child must do it. This imitative, traditional -type of disciplinary training is far better than none, but it fails of -the splendid results that come from training given with an intelligent -understanding of its nature and objects. - -Therefore the trainer, to be the very best trainer possible, should have -an illuminating conception of the great trend of human progress which is -advancing the good of all. He should feel keenly that every thought and -act which contributes to human welfare accelerates the rate of progress; -that whenever an individualist opposes his will, his interests, his -institutions to that onward moving stream, he hinders its flow and -causes suffering to some one. Such an individualist needs discipline; he -needs to learn to subject his selfish ends to the social ends of the -race. Public opinion may open his eyes to his mistake; if he offends too -far, society may force him to stop stemming the tide, or put him -entirely out of the stream by shutting him up in prison, where he can do -less harm. Criminals, then, are those who retard the stream of progress. -They may do this in ways that society recognizes and punishes, or in -ways too slight for society to take notice of, or in ways which society -does not yet see to be really harmful. But whether their wrongdoing is -punished or not, they are the enemies of mankind. They are the -“undisciplined.” - -Babies, and older persons of defective powers and limited training, are -solely the creatures of instinct. In a state of nature the immediate -ends of self-gratification and self-preservation are so urgent that any -others have little reality for primitive beings. The cave man could not -see that by coöperating with his neighbor, he gained more than he could -gain by fighting him. It required long, tedious trial and repeated -effort, to teach men that they might trust judgment to supplant instinct -or at least to control it. All these ages of experimentation and effort -since man was in a primitive condition are now compressed into the -childhood of every member of civilized society, through an elaborate -training process which we call education; and an “educated” person is -one who has learned to live with his fellow-men in cheerful and -profitable coöperation. - -Having a clear idea of the nature and importance of discipline, two -kinds should be noted carefully. There is a discipline which takes the -child while still in a very plastic condition, and shapes each instinct -and ability as it develops toward usefulness and righteousness. There is -another which deals with children or grown persons whose habits and -attitudes are already formed, but wrongly formed. These persons seek to -change and remake until they approach at least a better standard. That -is to say, there is constructive or anticipatory discipline, and -corrective discipline. - -Obviously, that type of training which works with fresh material in -Nature’s own time, is the more economical and efficient. The child who -learns right behavior at the start, whose growing powers are subjected -to proper control before they wax too lusty for easy government, is the -child who is best disciplined and therefore most amenable to high -appeal. Such a child is a fine citizen in the making. Wise parents and -teachers, therefore, watch for the appearance of new traits, and -anticipate the development of the successive instincts, by planning a -constructive treatment, for each situation. They do not allow things to -go wrong; _they keep them right_, rather than keep righting them. Even -with such watchfulness, as a matter of fact, much corrective discipline -is necessary, especially in schools; but the amount, even when dealing -with children from the worst homes, can greatly be reduced by employing -constructive methods consistently. - - - 3. Causes of Children’s Wrongdoing - -Much of the trouble with children could be obviated if teachers only -understood the real causes of wrongdoing. There are hardly more than six -such causes that are fundamental. - -=1. Untrained Instinct.= This is the basic cause for trouble. The first -of all the instincts to develop, that of self-preservation, in its many -manifestations, brings one into endless conflict with social custom; and -so with each of the other instincts. The need here is for both -inhibitory and developmental training; the child must be led to deny -expression to his instincts if they are harmful to his social relations, -and must be encouraged to free and repeated expression of those impulses -which grow from his altruistic instincts. - -It is instinctive for a child to give his attention to the most -appealing of the many stimuli about him. Therefore his natural impulse -is to look out of the window at the passing wagons, automobiles and -people, rather than to look at the uninteresting arithmetic which he is -supposed to be studying. When he has been led consciously to deny this -instinct until the lesson is learned he is well disciplined in this one -respect. - -The development of judgment goes hand in hand with the growth of the -power of inhibition. Much trouble is caused because people expect, often -justly, a degree of judgment in a child which he has failed for some -reason to develop. A fifth grade boy, for instance, was very anxious to -make a perfect grade in spelling. His sister did this easily and his -family taunted him with being beaten by a girl. In his anxiety to win he -cheated, and was caught; whereupon he was driven to lying in an effort -at self-protection, and thus became enmeshed in a series of humiliating -and dishonest acts. Here the boy’s judgment, ideals and will-power were -all weaker than a fifth grade boy’s should be. His habits, heretofore -honest, yielded to the temptation of the situation, because his -instincts of emulation and self-esteem were stronger than the powers -developed by training. - -At some point in this boy’s training, or more probably at many points, -the discipline which should have prepared him for such a situation was -weak or wanting. We may assume that every child will meet situations in -which he will find strong temptation to be dishonest, ungenerous, -unclean, lazy, self-indulgent. It is the disciplinarian’s duty to -prepare his charge for these situations, by seeing that the boy has -learned to keep his instincts in leash, and that he is supplied with -ethical standards, clearly and concretely defined, with which he may -compare the new situation in order to gain a standard for his decision. -Nor must he be unpracticed in making decisions at an age so critical; he -should often have gone through the process of examining, comparing, -evaluating and determining. - -=2. Failure to Comprehend the Reason for Demands Made.= Man is a -reasonable creature, and one of the first signs of his growth is his -demand for reasons. There is no insult to authority in a request for -reasons, as so many parents and teachers seem to think; there is merely -the righteous wish to be an intelligent, rather than a blind -coöperator—to wish to play the social game with open eyes. Perhaps the -one greatest cause of trouble in home and school in disobedience. This -may come from a number of causes, but when it is not a bid for attention -or a mere imitative action, it comes from one of these two causes as a -rule: - -(a) A resentful feeling that the act demanded is being imposed upon the -pupil without any adequate reason. This comes from a lack of knowledge -of the nature of things, and is best met by a frank explanation of the -reasons for asking the thing demanded. - -(b) Lack of faith in the one who gives the direction. Often the reason -for giving the direction is beyond the comprehension of the child; -sometimes there is no time nor opportunity for explanation. In such -cases the child should obey, not because he knows why, but because he -believes that his parent or teacher has a good reason and is to be -trusted to direct wisely. Parents who never condescend to explain their -reasons, teachers, who say, “You are to do this because I say you are to -do it,” are not building up this kind of trust in children. - -=3. Mere Imitation.= Imitation is really one of the instinctive causes, -but it persists past the stage when most of the other instincts have -been subjected to control, and it plays so important a part that it -needs a separate treatment. Bad manners of all kinds, vices, even the -attitudes of mind which dictate conduct are copied by children from -their elders and from each other. Children are often punished, when -parents or elder brothers and sisters are to blame. Teachers need to -know the home-life and environment of their charges, if for no other -reason than that they may analyze the influences that go to make up -their pupil’s attitude toward control. - -=4. Desire to Attract Attention.= Teachers realize that what some pupils -do simply and directly as an unconscious expression of personality, good -or bad, others do because the doing of it puts them in the limelight. -They want attention, admiration, astonishment, sensationalism in some -form or other. - -=5. Abnormal Physical Conditions.= When a teacher suspects that bad -behavior grows out of poor hearing, poor sight, adenoids, subnormal -mentality, malnutrition, nervous excitement, or any other physical -cause, he should apply a test at once and find out the truth. Tests, -simple enough to be used by any intelligent adult, have been devised for -all defects liable to be found in schools. Having ascertained where the -trouble lies, the teacher should next consult a specialist or physician -as to corrective measures. The attitude of teachers toward pupils who -offend, often changes abruptly when it is discovered that a -physiological defect lies back of the apparent badness; the pupil -becomes a patient, to be treated, rather than a criminal to be punished. -If teachers would remember that mental defects also are as real and as -amenable to treatment as physical ones, they would see themselves always -in their true characters of physicians to boys and girls who need a -specialist’s help. - -=6. False and Perverted Ideals in Society.= Lastly, society, for whose -good we train the pupil out of his littleness and selfishness into -breadth and altruism, even society itself harms him frequently by -setting before him false ideals, bad examples, inadequate standards. -Society wants its members to practice self-control, but it allows them -to buy and sell drugs which destroy the power of self-control. It wants -them to lead moral lives, but allows every inducement to immorality to -be presented to them. It calls to unity and harmony, but fosters -discordant elements in its own fabric. Sometimes these social influences -for evil may be controlled by the teacher, sometimes they are beyond his -power to touch; but if only the teacher can learn to recognize the -sources of such influences when they affect his own problem, he has -gained much. - - ------------------------------------------------------------------------- - - - - - DIVISION II - - ------- - - - OBEDIENCE - - - - - Where justice reigns, ’tis freedom to obey. - - —_J. Montgomery._ - - - - ------------------------------------------------------------------------- - - - - - OBEDIENCE - - -Obedience is a subject of paramount interest in the minds of -administrators. They seek for hearty, sympathetic, genuine loyalty to -those in authority, for this constitutes the greatest safeguard against -failure as a teacher. Although obedience is but rarely alluded to in the -best schools, its very perfection is the explanation of this silence. -Nor is its value less because of the high standard of conduct in such a -school. - - - 1. OBEDIENCE IN RELATION TO SCHOOL EFFICIENCY - -Discipline and effective instruction in school are based upon obedience. -Disobedience, then, is the teacher’s most serious problem. - -The school is an especially organized community. It has its internal -interests; its chief aim to be attained; its regular head and a variety -of relations between teacher and all who attend, patronize or support -the school. - -School obedience is nothing more nor less than the continuous act of -fitting one’s self as a pupil into a social machine. A pupil who is -disobedient at every point can not be a pupil in fact. In proportion as -a child is disloyal to the school, he cuts himself off from connection -with it. - -In the school community, adults are appointed to lead. The state, town, -school district appear before the child and say, “This way.” The school -board stands as an agent of the district or town, and actively -supervises the school. The superintendent and teacher make specific the -plans that have been broadly laid down by the state and school board. -Now a child has all of these individuals and bodies politic to heed if -he enters school. He places himself in their hands. When he enrolls he -pledges conformity to the plans established for the control of the -school. Consequently disobedience is rebellion and anarchy. Obedience is -quite as essential in a good school as in an effective army on a -military campaign. - -Every child is a citizen in the making. A citizen must live and toil in -harness with his fellows. “Teamwork” is a necessity now more than ever -before in human history. The home and the school are the finest -training-grounds for developing skill in team-work. Obedience is the -essence of such coöperation. - -The smooth running of the school machine conserves time for effective -instruction. Loose government wastes effort, is destructive to mental -training, and hence a fatal obstruction to school efficiency. Every -disaster in school management is more or less of a lesson in immorality, -whereas training in good morals is the duty of the teacher. A good -disciplinarian can, of course, turn these occasional errors in school -government into educative experiences, but the fewer they are the more -advantageously can the moral education of the pupils in school be -accomplished. - - - 2. OBEDIENCE IN RELATION TO CHARACTER BUILDING - -The law of obedience is the only fundamental formal law of character -building we know. Without yielding to some will other than our own we -can not become greater than our immature selves. Disobedience is the -pupil’s most serious offense against himself. - -Perhaps it rarely needs to be said that until a pupil has learned at -home or at school the art of submitting his conduct to the direction of -another, he has no sure proof that he, himself, can guide his own -career. Every person needs, at some point, to learn the lesson of -self-direction. As a rule, this lesson is never learned except by social -contact. Only he who has found out how to work as a member of a group of -people has discovered the art of self-control. - -As a matter of fact, every one is unsocial until by training he becomes -a social being. The school has for one of its essential duties, this -task of reorganizing the individual life so that the unsocial person -attains adequate adjustment in association with his fellows. The core of -this problem, therefore, is how to accept gracefully and heartily the -course of action laid down by another person. - -The community has a will on a large number of points. Unless the -individual discovers and heeds this will, he must oftentimes run -contrary to established customs and laws. - -Furthermore, if an immature person hopes to profit from the experience -of the past, he must show “docility.” That is to say, he must be willing -actually to change his way of acting because he finds that certain forms -of conduct do not turn out well. He must obey the “commands” that arise -from human experience. In the process of yielding up his own will to the -will of society, the child acquires the power to compel himself to obey -his own commands. The ideals of conduct which he develops at home or -school or elsewhere, will attain the force of commands and enable him to -subject his impulses, aspirations and hopes to the domination of his -noblest ideals. - -We may point out, therefore, with certainty, that obedience is the law -of life. Everyone may well be concerned that little children and older -ones as well discover this fact. - - - 3. THE ESSENTIAL NATURE OF DISOBEDIENCE - -(1) _Instinctive factors._ In searching among the instinctive elements -of human nature for the chief inner stimulus to disobedience we are led -to that group which is designated by such terms as self-preservative, -individualistic or egoistic. Both obedience and disobedience seem to be -expressions of the same basal incitements. In the lower stages of -existence the free will of savage and child meets with circumstances in -which it must yield to an external plan of action if life is to be -preserved or self-gratification secured. Obedience is the price paid for -life and for the luxury of being satisfied. - -In the case of disobedience the same stimuli operate; the proposed -course of action appears hostile to the interests of the self and the -person rebels. The gratification of the countless desires, tastes, -expectations, choices, hopes, rights, etc., that the human person -constantly carries with him occupy the forefront of attention always. -Disobedience is nothing more nor less than a decision that some one or -more of these egoistic demands is being carelessly or ruthlessly dealt -with and that the person is going to seek gratification in another -direction. - -(2) _The element of choice._ We can analyze the disobedient state of -mind, at least to some extent. The first factor that we meet is choice. -Choice enters into disobedience in two forms: first, the choice between -courses of action, between ideals. The teacher proposes one line of -action. This suggests other alternatives; a choice is necessary. Second, -there must be choice between yielding to the teacher and resisting his -command. - -The obedient child is hardly aware of this distinction as such. A -disobedient pupil may readily agree that a proposed action is wise and -opportune, but his dislike for the teacher appears in a decision not to -heed the command. Strictly speaking, this is a partial obedience, in -that the child consents to the wisdom and worth of the course of action, -although, for reasons of prejudice, he refuses to heed the command. The -decision not to heed the teacher is the crucial point in disobedience. -If unwilling to obey, the pupil weighs the gains and losses and decides -to disobey the teacher. Usually there is no very great gain to be had -when this sort of action follows. More than likely there is personal -prejudice, false pride, or some similar cause for the refusal to obey. - -At times, to be sure, the disobedient pupil believes that he can not in -reality trust his teacher. Confidence in the teacher is impaired or -entirely lacking. Disobedience must follow in many cases where such is -the state of a pupil’s mind. - -(3) _Confidence._ Confidence underlies all loyal obedience. Confidence -is faith in the person who proposes the action, a conviction that when -he himself acts, he will satisfy in a large degree, the expectations of -the one who obeys. A pupil always sets up certain standards by which he -measures a teacher. If a teacher gives ground for the anticipation that -his acts will conform to these standards, he has won his pupil’s -confidence. - -The chief modes of winning the confidence of pupils may be briefly -stated: first, by the teacher’s loyalty to his own principles of -conduct; second, by revealing an identity between these principles and -those accepted by the school community and the pupil; third, by setting -before pupils courses of action which are seen to be primarily -developments of pupils’ own ideals. - -Even kindergartners who do not secure obedience based on confidence, -fail. Some members of the circle of children may have no working ideals -of school behavior. These must be taught dogmatically to the child -before even mere outward conformity to rule can be secured. If properly -taught, if actually trained, in the essentials of good order, the child -accepts as his own these necessary ideals, and thereafter a call to -obedience is a demand for the child to do what he himself naturally -regards as the best thing to do under the given circumstances. His -reasons for deeming this the best thing to do may be few or entirely -wanting so far as fundamental grounds are concerned. - -Whether it be suggestion or social impetus, the love of system, or -whatever it is that gives this ideal value in the mind of the child, we -need not try to comprehend. The only point is that the obedience that -belongs to good character is a willingness to do what the pupil regards -as right under the leadership of another person. These ideals in the -child’s mind that are reproduced in the commands of the teacher may be -simple, perhaps mere images of muscular activity; nevertheless, they are -the forecast of an activity which later develops into complex concepts -that cover worlds of thought. - - - 4. STAGES IN THE DEVELOPMENT OF OBEDIENCE - -As a further preparation for the most fruitful study of the “cases” in -disobedience we must examine the several stages and types of obedience. - -Obedience may occur in two forms: first, formal obedience in which the -will is not heartily enlisted in the act. Oftentimes there is positive -rebellion, opposition of will to the command given. Second, intelligent, -loyal obedience, in which the child yields the inner consent when he -outwardly conforms to the teacher’s instruction. With this loyalty there -may be, indeed, many counter attractions which occur to the child’s mind -and cause him to hesitate, in a way, or to meditate over the gains and -losses involved in his proposed course of action. He balances these -possible ways of acting, but conscience speaks up and he yields -obedience despite a lingering regret. As he reflects more and more, he -finds increasing satisfaction in having followed the commands given to -him. - -(1) _Formal obedience._ The intellectual factor varies greatly in -different circumstances. “Blind obedience,” loyal conformity to commands -with no comprehension of the reasons for so acting, is a valuable asset. -It seems needful in many cases in the life of young children to require -conformity to unexplained commands. Says G. Stanley Hall, “About the -only duty of young children is implicit obedience,” yet Kate Douglas -Wiggin is right when she says, “Blind obedience to authority is not in -itself moral. It is necessary in order that we may save children from -dangers of which they know nothing. It is valuable also as a habit.” -This unthinking acquiescence to the will of another is neither moral nor -immoral; it is unmoral. It is a safety device for the young which -precedes the development of judgment, as habit-forming precedes the -making of moral choices. - -As a child advances toward maturity he comes more and more to discover -the reason why certain commands are laid upon him. Formal obedience is -peculiarly likely to occur in younger children who for lack of -experience can give small consideration to the reasons that underlie -prudent action. They gradually shift from one type of obedience to the -other as they learn the grounds for the customary ways of doing things. - -The habit of obedience need not be fundamentally changed by this -discovery of reasons. Children may well be expected to obey because they -have confidence in a superior. Whatever groundwork of reason may be -desired and granted will be a reinforcement of the impetus to obey; yet -confidence must always be the ground of the obedience we aim to secure. - -Montessori finds that there are three periods in the development of -obedience in young children. In the first period, there is spiritual -disorder; the child seems to be physically deaf, unable to hear -commands. - -In the second stage, the child understands the command and seems to -anticipate pleasure in realizing it; but there is a palsy of will: he -acts tardily and with dissatisfaction. - -In the third stage, he obeys instantly, with pleasure and enthusiasm. As -he acquires skill, he takes pride in his new achievement. He will -readily learn to leave absorbing interests in order to obey. - -Implicit obedience is to be required of children, even after they have -attained the power of fully comprehending requirements laid upon them. -There are often occasions in which time for explanation is insufficient. -If the child develops the habit of always insisting upon an explanation -simply because he can not understand it, teachers and parents will find -themselves seriously handicapped. Even adults find it necessary to give -instant and unexplained obedience when emergency calls reach them. - -Again, explanations, though incomprehensible, are sometimes -embarrassing, owing to the presence of other people or of circumstances -in some involved situation. Explanation, in such cases, must be avoided, -and the pupil at once heed the request. As in the case of the youngest -child, so a mature person occasionally finds himself in a situation -where a crisis demands obedience without an instant’s delay. - -(2) _Intelligent obedience._ In what we term intelligent obedience, -there is a fair understanding of why the act is required. For the most -part, the commands of teachers are well understood by children in the -public school. It takes but a short time to interpret the general -significance of school requirements. In the world at large, as, for -example, in manufactories, stores, mines and the like, the commands of -superiors, in nearly every instance, carry with them a large degree of -broad significance. - -Without a doubt, a careful teacher discloses very generally the reasons -why a specific course of action is recommended and required. Such -procedure is a recognition of the mental powers of the pupils. They are -treated as intelligent human beings when reasons for commands are -offered. The teacher hopes to train pupils to use their power of free -choice intelligently. This is done by revealing the grounds for proper -conduct and securing the inner consent of the pupil’s intelligence to -natural commands. - -The presentation of reasons for a command also appeals to the good-will -of the pupil. He presumes that his conduct is not always determined by -authority, but that he is expected to act on grounds of his own loyalty -and good-will. As a consequence, intelligent obedience normally results -in an excellent comradeship between pupil and teacher. It begets a -mutual understanding. It is a preventive of misconceptions and -complaints by the pupil. Clearly enough, intelligent obedience is the -mainstay in school discipline. The school, as a whole, is entitled to -know very many reasons why the customs and procedures laid down by -principal and teacher have been adopted. - -To be sure, the giving of explanations to public school pupils will be -determined partially by the grade and circumstances in which each pupil -is found. - -Willing obedience establishes a basis for any amount of moral -instruction that a teacher may desire to give. The moral influence of -the school wavers when uncontrolled, and the corresponding obedience -falters. After willing obedience has become a school tradition, or an -individual habit, the teacher needs no longer to exercise extreme -caution as to favorable conditions under which he may give commands for -new activities. He has established a general confidence. He is supposed -to be trustworthy in large and small matters, and he may take great -liberties in leading his pupils into new courses of action. - -It is difficult for a teacher to believe that this high type of -obedience can really be secured. The occasional tilts with rebellious -pupils tend to cause him to adopt a method based upon blunt authority, -and to apply this method far too often. Confidence in human nature, we -may say then, has been shattered largely through applying to the -majority a method of treatment which has been provoked and deserved by -only a small minority. The teacher is too close to the details of -critical cases of discipline to see the whole situation in its true -perspective. - -In other instances the teacher has an inordinate eagerness to use -authority. Young teachers often enter the schoolhouse vowing vengeance -on disobedient pupils. For such teachers to be over-severe is far too -easy. They need to take a second look at the situation before them, -instead of rushing in with heavy artillery. “A man who would regulate -his watch with a crowbar would be considered an ass, but a person who -thinks a child of delicate and nervous organization can be made bold by -bullying is no better.” - -All pupils are “delicate and nervous” in respect to some matters, at -least. Even the roughest and crudest backwoods giant has a tender spot -around which the ennoblement of character can be developed; if this -point of vantage is lost, all hope of “saving” the boy’s better nature -is gone. - - - 5. FACTORS THAT MAKE FOR OBEDIENCE - -The teacher takes up his work in a community where already many ideas, -customs and standards of conduct are fully developed. He has much in his -favor when entering upon his duty in the schoolroom. - -(1) _The public expects obedience._ The general supposition is that the -teacher is going to demand obedience. The community, the school -authority, the parents and the teacher all anticipate that school -obedience will be required. In many cases this is the chief virtue of a -schoolmaster. His success is determined in the popular mind by the -efficiency of his control in the schoolroom. This, all taken together, -is a powerful force operating already in the direction of good conduct. -Everybody’s mind is set, in a large degree, in favor of loyalty to the -school. - -(2) _Pupils expect to obey._ Nevertheless, the most important fact is -that the pupil himself expects to obey. He may be watching for an -opportunity to disobey in some particular, but such a pupil plans, on -the whole, to heed his teacher’s requests. - -“We need only reflect that this obedience which we treat so lightly, -occurs later, as a natural tendency in older children, and then as an -instinct in the adult to realize that it springs spontaneously into -being, and that it is one of the strongest instincts of humanity.”[1] - -Footnote 1: - - Doctor Montessori, _The Montessori Method_, p. 363. Stokes. - -To be sure the child’s mind is often divided in a bewildering manner, -when choosing alternative courses of action. Incentives, motives, -tastes, longings, impel the pupil in many opposing directions. Education -has for one of its prominent functions, the training of a child so that -he may inhibit some tendencies and nourish others into action. A good -teacher prunes and prods; he culls out and represses; he approves and -disapproves (or ignores) what will make good character on the one hand, -or will mar a soul on the other. - -This is the method of all great educators. The outcome is the -unification of personality; that is the organization of all the elements -of conduct into a system. Perfection of character is the crowning -achievement in such a program. For one whose character is correctly -formed, obedience is a mere name, for a perfect character acts nobly -always; the presence of another’s will wisely directing him adds no -stimulus to his, because there is no resistance to ideals which are -already sanctioned in his own soul. However, the teacher is dealing -almost exclusively with unformed character. The child needs support to -be enabled to do the thing he knows ought to be done. Speaking of a -former teacher a pupil said, “She was not a good teacher, she let us do -whatever we pleased.” This statement shows that the child recognized in -his own mind two planes of desirable action, the lower plane of “what he -pleases” and the higher plane of what he ought in justice to do. The -story shows furthermore that the child rightly expects the teacher to -hold him to the higher plane. - -Dr. DeMott in his lecture on “The Harp of the Senses” says the boy was -right who blamed his mother because she did not call from the window -when she saw he was about to choose a wrong course of action. Even -adults need help to do what they regard as their best. We easily -understand the soldier boy who wrote from the Mexican border, “A fellow -needs the thought of home ties to keep him straight.” Who has not -understandingly read, “For the good which I would I do not; but the evil -which I would not, that I practice?” - -Pupils expect, therefore, that teachers will render them substantial -assistance by training them to obey. They sense the presence of disorder -and weak-will in a teacher’s character, and scorn any substitutes for a -wholesome control of the school machine. - -This fact constitutes a basis in the nature of the child upon which to -build, from the first moment of contact with him, a stable ground-work -of loyalty. With these conditions in favor of good government, and -obedience in particular, no teacher is predestined to fail when he -demands obedient conduct. - - - 6. CAUSES OF DISOBEDIENCE - -Any precise generalization covering all the causal factors that enter -into a disobedient attitude is of course impossible. Certain factors -obvious to all people and others discovered by careful observations -embrace only a fragment of the facts and yet they are worth careful -scrutiny. - -(1) _Causes within the child._ As already noted the fundamental cause of -disobedience in the child is a vague perception, a suspicion or a -conviction that some of his interests are jeopardized by a proposed -course of action. Selfish interests are ready to speak up and dictate to -him what to do and what not to do. Lack of inhibitory habits often -permits a quick expression of the impulse to take good care of their -egoistic rights and interests. - -The ordinary observer is prone to affirm that the chief causes for -disobedience are to be found in the child himself. It is easy to make a -long list of conditions which provoke him to disobey. Among these we may -mention the following: poor health, bad habits, natural stubbornness, -which is independence of spirit uncontrolled, mental dullness, eagerness -for action, delight in pleasure, desires for popular esteem, perverted -ideas of duty and the like. Beneath all these conditions the great -irrepressive incitement is the eagerness of the self to satisfy the -natural cravings that the inherited constitution continually develops. - -(2) _Provocation by parents._ School administrators find it -impracticable to attempt accurately to survey home conditions in the -majority of cases, but many reports that filter into school through -children reveal fairly well the circumstances at home which make -obedience in school extremely difficult. - -A genuine lover of children will make every effort to discern -instigation to disobedience. Parents may take what seems to be at the -time the easiest course: namely, to let the child do whatever he -chooses, or the mother may not have the time and strength to insist that -a child obey. Many parents sincerely desire to govern their children -properly, but are ignorant as to how they may accomplish it. - -Oftentimes children disobey as a means to attract attention to -themselves; only in such a way do they receive consideration in the -home. They have found it highly entertaining to be the center of a furor -when they have been “naughty.” Parents have not learned to use the many -forms of approval to satisfy the call of the child for notoriety. - -(3) _Causes in the teacher’s mismanagement._ The teacher’s mismanagement -must be named in enumerating the causes of disobedience. Here, perhaps, -a “challenge” is the chief incitement to the child of the choice of -obedience or disobedience, daring him to choose the latter. - -Some foolish imp at times provokes teachers to lay before pupils very -clearly what are the alternatives between which they must choose. It may -go so far that the teacher says in so many words, “I dare you to break -the rule.” This is an outspoken challenge and incites all well-made -characters either to indignation or to actual rebellion. The implied -challenge appears in an aggravating espionage, watching from the corner -of the eye, too frequently questioning or checking up and snappish -manners generally in enforcing obedience. The challenge may appear in -the arrangement of circumstances, so that obedience is difficult, as -when the teacher leaves the room with an exhortation to maintain good -order during his absence. Every cautious teacher adopts the following -resolution, “I will never, by word or deed, plan or project, purposely -make it easier for a pupil to disobey than to obey.” - -The second great fault in the teacher is blindness to actual conditions. -There are several forms of ignorance that may be cited. The teacher or -principal may not know that a whole body of pupils is prejudiced against -him, or ridicules him or is waiting to precipitate a collision; that he -is arousing community prejudice; that he has let slip clear evidence of -disobedience; that he accuses the wrong child; that his fellow teachers -despise him; that his manners are ridiculous and weaken his influence. - -This disregard of facts may be due to lack of native insight, -heedlessness of daily experiences, lack of social training or an -exaggerated sense of self-sufficiency. Each teacher must find his own -cure. The careful assimilation of the instructions given herein should -effect a change in many a failing teacher. - -Again, teachers usually fail to secure obedience if they themselves -refuse to submit to authority. It is difficult, sometimes, for a person -of strong will, well developed talents, and perhaps mature years, to -yield cheerful submission to the requirements of his superiors in the -school system; but the greater the personality, the more evident is the -power of self-control and the consequent skill in so ordering one’s -behavior as to fit properly into the school mechanism. - -Sad to say, there are some teachers who are entirely out of place in the -schoolroom. Neither by natural endowment nor technical preparation have -they any equipment that suffices for the duties they have assumed. -School life is to them abnormal. They do not sense the fine adjustments -of pupil and teacher. They can not profit from experience as managers, -or as directors of social activities. They blunder and stumble and fail. -Perhaps for them the best hope is that they may soon discover their -mistake in attempting to teach. - -(4) _Community conditions favoring disobedience._ Often a teacher finds -that the standards of action endorsed by the school community are such -as to make his work as a disciplinarian extraordinarily difficult. The -neighborhood heroes are those who have had long careers as bullies. -Conditions of frontier life when rowdyism was the avenue to popular -esteem still may dominate public opinion. There may be a general scorn -of education and the teacher is placed upon the defensive from the very -start. Very frequently religious and racial prejudices at once appear -when the teacher becomes a little known. Circumstances of this sort -require a broad knowledge of human nature and an ever resourceful tact -on the part of the teacher. If he is a man of wide sympathies and -considerable information, he will easily find a starting-point for a -campaign of reform. A cautious foresight will suggest to him that the -leaders of the community be enlisted as sympathetic patrons of the -school, and as his own personal friends. He frequently associates with -the people of the community in church and social affairs, and becomes -familiar with the public enterprises of the community. As rapidly as -possible, he makes himself a well-known exponent of the best sentiment -found in the neighborhood. By thus identifying himself with the most -progressive elements in the community, he leads by following, and -enrolls among his firm friends those who might have become enemies. - -The theory of obedience herein expounded is based essentially on -comradeship between pupil and teacher. A good teacher and a typical -public school pupil can easily find common ground and discover a -satisfactory basis of coöperation. The teacher must lead, the pupil will -follow. Under proper conditions obedience comes as a matter of course. -When perplexities arise, specific counsel is needed, but the aim of -every good disciplinarian is to cultivate the soil in such a manner that -only the good fruit of loyal obedience will appear at the harvest. - -In discussing the particular instances presented in the following cases, -the purpose is to guide the teacher so as to forestall acts of -disobedience as far as possible. With this, however, are numerous -suggestions as to the best methods of dealing with pupils when they -actually refuse to obey. - - ------------------------------------------------------------------------- - - - - - DIVISION III - - ------- - - - CONCRETE CASES ON OBEDIENCE - - - - -Let thy child’s first lesson be obedience, and the second will be what -thou wilt. - - —_Benjamin Franklin._ - - - - ------------------------------------------------------------------------- - - - - - OBEDIENCE - - - I. FIRST AND SECOND GRADES - - 1. Wilful Disobedience - -Children in the first and second years will be willfully disobedient -only when they have not learned obedience at home. Children come to -school ready-made. Their habits and ideals have been developed at home -or upon the street. Many of these are entirely contrary to school -standards, and moreover, are disapproved by common conscience. - -Parents are often quite unable to comprehend the necessity for strict -conformity to a teacher’s plans of instruction, or to the general rules -for good school procedure. Often this is due to the fact that the -parents have never taught the child the value of good order and -obedience. The child rather has learned the many different ways in which -he may evade his parents’ wishes. So he starts to school accustomed to -disobey commands, as in the following instance. - - -CASE 1 - -The teacher, speaking from a distance, said, - -[Sidenote: Scattered Paper] - -“Helen, pick up the paper that is under your desk.” Helen paid no heed -to the command. The teacher repeated her order, - -“Helen, pick up that paper.” Still no response. Then said the teacher in -a threatening voice, - -“Helen, are you going to pick up that paper?” All eyes were now turned -toward Helen. Here was an opportunity for notoriety. - -“No, I don’t want to.” - -The teacher now walked back to Helen; taking her by the shoulder she -pushed the girl toward the paper. Helen resisted. The teacher then gave -her two or three vigorous shakes and said in an angry tone, “Pick up -that paper!” Helen complied, but the instant the teacher’s back was -turned she made a wry face at her. During the recitation which -immediately followed, Helen’s answers were short and scornful. The -children all gave more attention to observing the relation between Helen -and the teacher than they did to the subject in hand. - -The teacher was at a disadvantage for two reasons: first, she was not -near the child; second, she recalled home experiences by using a form of -request Helen had heard at home and disobeyed scores of times, “Pick -up,” etc. - -Helen’s refusal attracted the attention of the other children to herself -and like most children Helen liked to be noticed. Her final attitude -toward the teacher paved the way for a repetition of the offense, with -its promise of further notoriety as a reward. - -How would you have managed Helen had she been in your own school? We -suggest the following treatment for the next similar case that occurs. - - -CONSTRUCTIVE TREATMENT - -Walk quietly back toward Helen’s desk. In a spirit of comradeship, make -comments to several children about their work on the way to Helen. - -Pause near Helen and show your friendliness by smilingly commending her -work. Then center your attention upon the paper and putting out your -hand, say to her so quietly that no one else hears, “Kindly hand me that -paper.” Expect her to do so. There is little doubt but that she will -hand you the paper with a smile. If she does not do so, tell her quietly -that you will talk with her another time and rest the case there for the -present. On your way back to your desk speak to one or two other -children kindly about their work. - -Make Helen your special study. See how she responds to the requests of -other children at play. For some days be perfectly sure that your -commands deal chiefly with acts which she wants to perform. For example, -“Helen, collect the pencils.” “Helen, tell which story you like best.” -“Helen, show Johnnie what page the lesson is on,” etc. Build up in her -mind the fact that you are always her friend. Before many days have gone -by she will obey any command you make. - - -COMMENTS - -Addressing other children before and after speaking individually to -Helen makes less of an event of your interview with her. This will avoid -kindling her feelings of self-consciousness and gratification at being a -topic of general attention. It also shows that you are not greatly -disturbed by her attitude. - -Nearness and friendliness envelop the interviews in the right -atmosphere. By centering attention upon the paper, the child will see -that you are not testing her suspiciously as to obedience. You simply -want the paper. - -By taking special note of Helen’s behavior you can use various ways of -showing her your real attitude toward her, which is, of course, that of -comradeship and helpfulness. If Helen senses any antagonism in her -teacher, the breach will widen and obedience will be rendered the more -difficult. - -Helen may need help to see that her own will can not be safely urged -against that of society as represented by pupils and teacher. She may be -led to comprehend this matter if you carefully show her how the other -pupils fall in with school ways of doing things. - -How a tactful person may avoid a clash like that between Helen and her -teacher, may be shown by the following story. - - -ILLUSTRATION - -[Sidenote: Dealing with a Ringleader] - -Some years ago a former teacher of experience, Mrs. J., was asked to -substitute for a day in the second grade of a city school. - -She keenly studied her pupils as they gathered in the room before school -opened. Among them was a boy two feet taller than the rest, poorly -dressed, dirty and rude even to viciousness, as he dealt with other -boys. He heeded nobody’s request. Mrs. J. marked him as a typically -disobedient boy. She went to him before the first bell rang and asked -him in a very deferential way to lower the shades in the room to just -the length which _he_ thought would be best. As soon as school came to -order she asked him what desk books would be used the first session. -When the class was called for recitation she found something to commend -in his work while approving that done by other pupils. - -She treated him as deferentially as if he were as tractable as any one -else and indeed he proved to be so. He studied hard all day. He spent -the last intermission telling her of home difficulties. - -As she bade the children goodbye at the close of school he said, - -“I wish you’d teach again tomorrow.” A spirit of comradeship had changed -the disobedient boy into a real friend. - - - 2. Disobedience Due to Commands Unintelligibly Stated - -A failure to obey a command may be wholly due to the child’s inability -to understand just what is required of him. This is not really a case of -disobedience at all. It only seems to be such. Since some teachers do -not distinguish between willful disobedience and any unintentional -failure to comply with a request, the following cases are treated under -the caption of disobedience. - - -CASE 2 - -[Sidenote: Penmanship] - -The subject of the day’s lesson was penmanship. The teacher said, - -“Fill the sheet of paper on your desk with ovals. Leave a margin at both -edges.” - -The papers were collected and three out of twelve had no margins. Three -children had not yet learned what “margin” meant. - - -CONSTRUCTIVE TREATMENT - -Before using a command in which the word “margin” is used, test the -dullest of the class by pointing to the margin in a book and asking what -this unused space is called. - - -COMMENTS - -Habitual slighting of commands on the part of pupils, even though there -is a valid reason for it, has a tendency to make positive willful -disobedience easier. The removal of all cause of misunderstanding is -therefore important from a disciplinary point of view, as well as for -the sake of the instruction itself. That such cause of misunderstanding -may be removed by the teacher who is sufficiently thorough and -painstaking in preparing the way for the understanding of a new lesson, -is indicated below. - - -ILLUSTRATION - -[Sidenote: Busy Work] - -For busy work, a teacher drew circles and divided each circle into -fourths. One fourth was left white, one colored red, one blue and one -yellow. To prepare for this exercise she drew a similar circle the day -before giving this work, and explained what “one fourth” meant. - -Just preceding the exercise she tested the class by use of colored -papers to be sure that each child knew the colors: red, yellow and blue. - -She gave her commands very definitely and clearly. The result was a set -of papers, on no one of which had a serious mistake been made. Every -such satisfactory result in obedience strengthens the bond between pupil -and teacher. - - - 3. Disobedience Due to Inattention - -Time spent in waiting to be sure every one can give his entire attention -to class instruction is never wasted. - - -CASE 3 - -While Arthur was collecting the drawing papers the teacher said, - -[Sidenote: Getting Attention] - -“Open your Reader at the story we read this morning.” Five out of -fourteen failed to obey this command. Attention was divided between -Arthur and the teacher. Some had forgotten what was read that morning. -The children looked at each other for the desired information. Both -teacher and pupils expected delay. A better method to pursue hereafter -would be the following. - - -CONSTRUCTIVE TREATMENT - -When all are in their seats, say quietly, “Take your Readers.” When -every one has his book in hand give the page at which it is to be -opened, or if the children do not yet read the numbers, turn the open -book face toward them and say, - -“Find this page.” Commend those who find it quickly and noiselessly. - - -COMMENTS - -Habitual repetition of commands cultivates inattention. Instruction -given in small sections seems to urge immediate attention. If no second -command is given until all have obeyed the first one, the laggards will -find the prompt pupils arrayed against them and they will try to -dispatch their own work more quickly. - - -ILLUSTRATION - -[Sidenote: Folding Papers] - -The superintendent of a village school often brought visitors to the -primary room and asked the teacher to have the children fold papers. The -pupils had been taught to fold their arms after each step of work had -been taken. When all arms were folded, a new command was given. These -commands were given in a low tone of voice and it required only a very -little effort to obey each one. The directions were something like this, - -“Lay your paper on the desk before you.” - -“Take the edge next to you and fold it to the edge farthest from you.” - -“Open the paper,” etc. - -The teacher waited every time until the pupils all sat with folded arms -before the next command was given. This work was enjoyed by all, largely -because each command was so clearly stated that it was easy to obey. -There was no room for inattention. - - - II. THIRD AND FOURTH GRADES - - 1. Disobedience Due to Seemingly Impossible Commands - -More and more frequently it is being discovered by teachers that what, -on the face of it, looked like down-right obstinacy or disobedience -really had behind it some physical or physiological handicap. Manifestly -it is the teacher’s duty to try to discover that handicap in each -individual pupil before administering a sharp reproof. - - -CASE 4 - -[Sidenote: Slouching] - -Miss Snow’s experience will be of interest to teachers in the third and -fourth grades. One morning Miss Snow said, - -“Fill one page with this exercise in writing. Put both feet on the -floor. Sit up straight and hold your pen correctly.” - -James began his exercise but slouched over his work. Miss Snow saw him -and called out, - -“James, sit up straight.” He sat up, but stopped writing. A sullen look -came over his face. Miss Snow said, - -“James, you will get no recess until this writing is finished.” He -sneered and stopped writing altogether. - -When the other children stood to pass out to recess, James stood with -them, and marched with them half way to the door before Miss Snow -remembered her command. She then went to him, took him by the hand and -none too gently led him to his seat saying, - -“Do that writing before you leave this room.” - -After the other children had all passed out, he took up the pen and -bending over his work wrote the page and sullenly handed it in three -minutes before the recess was ended. He was listless and inattentive -throughout the next session. - - -CONSTRUCTIVE TREATMENT - -Use the method of approval. Stand near the laggard. Encourage him with -happy remarks about what he has already done soon after he begins. Give -him the benefit of your support throughout his work. - -If he slouches over his work, find the _cause_ before trying to remedy -the result. At the next intermission determine whether or not his desk -is the correct height for him. Let another pupil his size see if it -seems right. Give James a simple test to find out whether he can see his -writing when sitting straight. If holding the pen bothers him, use the -Montessori method for establishing its correct manipulation. - - -COMMENTS - -Approval of what he does shows the child your attitude toward him. It -helps to establish the friendship necessary between teacher and pupil in -order that the best work be made possible. - -Miss Snow made her pupil pay too high a price for the written work. It -is deplorable to try to remedy a difficulty before its cause is -understood. - - -ILLUSTRATION - -[Sidenote: Adenoids] - -Webbie sat with mouth open and tongue on under lip almost constantly. He -never instantly obeyed commands, but watched other children and followed -their lead. Work tired him too quickly. His teacher, Miss Smith, found -her commands for him to close his mouth heeded for half a minute only. -Her request, “Webbie, be ready to begin work,” was obeyed, but as soon -as class instruction began, in a panic he watched other children and -seemed to take his cue for work from them. - -Miss Smith tested his hearing by standing behind him at recess time and -quietly speaking to him. She found his hearing to be very defective. She -decided by experiment on the playground that he could scarcely breathe -with his mouth closed. - -His parents were tactfully consulted and following the advice of their -family physician, they had his adenoids removed. His hearing improved so -that he heard and obeyed the teacher’s instructions. - - - 2. Disobedience Occasioned by the Teacher’s Suspicious Attitudes - -A suspicious attitude on the part of the teacher as to whether or not -her commands are going to be obeyed weakens her control. - - -CASE 5 - -Miss Kuhn saw that Ella was slyly eating during school time. She said, - -[Sidenote: Eating] - -“Ella, stop eating in school.” Several times thereafter Miss Kuhn peered -round her desk at Ella as if expecting to find her still eating. When -her attention was called to the blackboard and her back was turned -toward the children, several times she turned suddenly and looked at -Ella. She was rewarded for her vigilance by finally seeing Ella chewing. -Miss Kuhn seemed to congratulate herself on her keenness by remarking, - -“Ella, didn’t I tell you to stop eating? I can tell what is going on -even if my back is turned. You may stay in at recess.” - - -CONSTRUCTIVE TREATMENT - -We would advise you in such a case to speak to Ella when no one else can -hear, at recess or before or after school. Tell her you do not blame her -for being tempted to eat, but that it is better not to eat during school -time. - -Smilingly tell her that you sometimes become so hungry that you can -hardly wait until meal-time. - -“What would you think of me if I walked about the room eating an apple -or a piece of pie?” - -Select some item on the matter of eating that you know Ella will consent -to and ask for her compliance at that point. It might be this, - -“If I find a better place to hang your lunch basket would you like to -use it?” - -Having shared with Ella her concern on the care of her lunch, you can -offer suggestions that will lead her away from the practice of eating in -school. - -Find out if she is willing to coöperate with you in correcting the -habit. As soon as this state of mind is apparent, if the circumstances -are favorable, in a kindly mood tell her that you will take care of her -lunch for her until recess so as to remove temptation from her. Extend -your hand and expect her to give you the basket. Take care of it -daintily for her and return it to her as soon as recess begins. Set the -example of confidence between teacher and pupil by feeling sure your -commands will be carried out. Show your confidence by your bodily -attitude, face and voice. - - -COMMENTS - -This method is based upon the efficacy of the two principles of approval -and expectancy. Your approval is shown by the lack of faultfinding. You -put yourself in a right attitude of comradeship with Ella by speaking to -her in a kindly way about her misdemeanor. Your extended hand when -asking for the lunch shows that you expect obedience. Friendship is -further developed by your care for her property and prompt return of it -at recess. Children are quick to respond to either confidence or -suspicion. - - -ILLUSTRATION - -[Sidenote: Interruptions] - -Miss Hill was called into the hall by a visitor. As she left her -schoolroom she gave no command as to what was to be done during her -absence. She made no effort to catch the pupils in mischief by thrusting -her head in at the door from time to time as some teachers do in like -circumstances. When she returned to her room she asked no question as to -what had been done during her few minutes of absence. She thus commended -those who were quietly working, - -“I am glad to note that the interruption that took me out of the room -did not interfere with your work.” - - - 3. Disobedience Due to Defective Motor Functions - -CASE 6 - -[Sidenote: Awkwardness] - -“Minnie, why don’t you rise and walk along with the other pupils when I -call your grade or dismiss the school?” said a third-grade teacher to -one of the older girls. - -Ten-year-old Minnie stood by her teacher embarrassed and silent, her -hands making some mild contortions hardly noticeable to a casual -observer. She was not like other children in some ways. - -“This morning every time I’ve called you, you have come late or waited -until I have jerked you along. Come, tell me. What’s the matter?” - -Miss Jacobs had noted no marked peculiarity in the mental ability of -Minnie. She had been slow in making her grade, but was not at all the -poorest student in her class. - -“Come, now, let me see you walk off across the floor. Can’t you walk? -What is the matter with you?” Minnie starts hesitatingly and walks -awkwardly for a few steps. She is plainly confused at the close scrutiny -of her teacher. She stares at Miss Jacobs. - -“You may go now,” said the teacher; “but you must mind me next time more -promptly.” - -In the afternoon Minnie repeats her dilatory movements. Miss Jacobs at -times forces her to a better speed and once remarked, - -“I want you all to notice how lazily Minnie walks.” All eyes are fixed -on her, and with the memory of this painful moment she goes home. - - -CONSTRUCTIVE TREATMENT - -In such a case, abandon all attitudes of hostility toward the child, -including attempts to correct her conduct by calling her attention to -her “misdemeanors.” Make no mention of them to other pupils. Stand near -her oftentimes when she is obliged to start across the room; take her -hand with a gentle expectancy and urge her to immediate action. Do this -unobtrusively. If she delays, pay little heed to this fact. - -Plan for Minnie to take active part in romping games. Induce several of -her schoolmates to take her by the hand and lead her into the games. -This is the best remedy available. - -Ascertain if her general health is good. If not, report to the school -physician, nurse or parents if possible. No radical medical measures -will help this case; use methods of physical education, good hygiene, -training in muscular activity, and with these secure freedom from mental -discomfort. - -Greet Minnie often with words of approval. - -“I watched you girls from the window, Minnie, while you were out at -play. How pretty it is to see so many little girls enjoying themselves!” - -“How hard you have been running; you are all out of breath!” - -“It was such a fine thing for you to come to me so quickly!” - -“Come here and see what I have in my box!” - -“Here you are; as fast as a little bird, aren’t you?” - - -COMMENTS - -Minnie is self-conscious regarding her difference from other children. -She needs stimuli to action, not repressive measures. Hostility -represses her; cheerfulness and comradeship incite her to act. All fear -must be eliminated. The teacher being often near her will kindle trust -and friendship. Her powers of imitation are the chief resources for -training in free bodily action. Focus her attention upon the activities -of the others, rather than upon her own awkwardness. The influence of -her playmates will be an almost irresistible suggestion to action of the -form desired. The teacher may note circumstances under which she acts -promptly and use the information in her management of Minnie. - -General health and abundant play activity underlie the whole situation. -Neither one can succeed without the other. Minnie’s condition is largely -beyond her own voluntary control. She is suffering from -under-development of the motor side of her constitution. Defects in the -lower motor nerve centers are the prime cause of the ailment. A -corresponding retardation in the development in the cerebral motor areas -has taken place. The child can not image her bodily movements as normal -children do. This unbalanced development in the nervous organization has -been the chief cause of her low standing mentally. Approval will incite -complacency, good cheer, comradeship, hope and the like; these are all -strong contributions to good nerve activity. - -Encouragement and gentle stimulation may often be combined. - - -ILLUSTRATION - -[Sidenote: Slowness] - -Freddie Jones came to Darrtown school from a home in which children -received little attention from their parents. Naturally Freddie was -somewhat undeveloped physically, slow and clumsy in all his movements. - -“Good morning, Freddie,” said his teacher as he came slowly up the -steps. Miss Patterson took him by the hand as soon as he was within -reach and walked at a smart gait across the floor. - -Freddie would have pulled away, but the teacher’s hand felt so friendly -as it clasped his own and her pleasant chatter left no time for him to -plan resistance. - -“Now run out and play until I ring the bell.” Freddie was willing to go, -but moved with a lazy deliberation. Just at that moment a group of noisy -players dashed past the door and Miss Patterson clasped Freddie by the -hand and fairly rushed him along, saying, - -“Here we go”; and, - -“We’ll soon catch up with them.” - -As soon as she had landed Freddie among the romping children, she -stopped and waving her hand to Freddie, gave him another cheering word. - -When the bell rang Freddie was the last to form in line. She gently -hastened his step and marched beside him, urging him with her hand to -keep the pace. - - - III. FIFTH AND SIXTH GRADES - - 1. Disobedience as a Result of Parents Defaming a Teacher - -Often parents are to blame for an attitude of antagonism which their -children take against the teacher. A case often found in the fifth or -sixth grade is presented. - - -CASE 7 - -[Sidenote: Sneering] - -Miss Sheldon, a brilliant young teacher, had, in her school days, a -rival for school honors in the person of Mary Linton. When Miss Sheldon -began her school in District No. 20, Mary Linton’s brother’s children -were her pupils. The rivalry between the girls was dwelt upon and Miss -Sheldon’s scholarship was adversely criticized by the Lintons. As a -result Frank Linton, a bright boy aged eleven, began school with the -idea of finding fault with Miss Sheldon as to scholarly ability. His -constant reference to the dictionary when she used a word new to him, -his forever asking her to prove her statements, etc., irritated her. The -feeling of antagonism grew between them, until finally Frank often spoke -to her with a sneer. She commanded him to speak respectfully to her. He -disobeyed. - -One recess Miss Sheldon said to a grown girl in the school, - -“Cut me some switches from the willows out there and leave them on the -front porch by the door. I am going to whip Frank Linton after recess.” - -The girl, a friend of Miss Sheldon, did as commanded. - -Soon after recess Frank used his customary sneering tone in answer to -Miss Sheldon. She went to his seat near the back of the room, jerked him -to his feet, and started with him to the door. The hate in his face was -so marked as almost to distort his features. He clung with hands and -feet to every desk he passed, while she, with great effort, loosened his -hold upon one seat after another and steadily but slowly dragged him to -the door. When there, she literally used up the switches on him. He -cried from vexation rather than from pain, and was sullen for the -remainder of the day. - -No marked change in Frank’s behavior followed this punishment. The feud -between Frank and Miss Sheldon lasted until school closed. The bright, -happy boy was in her presence a sullen little rebel. - - -CONSTRUCTIVE TREATMENT - -Do not visit upon a child the misdemeanor of his elders. If you have -reason to believe that a child’s parents talk against you, visit them -with a determination to show them that you have their child’s best -welfare at heart. Show them that you understand him by pointing out -wherein he excels, and where you hope to strengthen him. Be sure that -they see your attitude of genuine friendliness. - -Never attempt by force to make a child show friendliness to you. - - -COMMENTS - -The trouble originated with the attitude of the parents toward Miss -Sheldon, therefore the first step in correction is to make the parents -her friends. It is really teaching a child to act a lie if you compel -him by force to treat you with kindness when he does not regard you as a -friend. Your business is to establish the proper relation between -yourself and your pupil. Forcing a semblance of right will never create -the reality. - - -ILLUSTRATION - -[Sidenote: Backwardness] - -Let us take an illustration from a case just as it actually happened. -Will Taylor was sixteen years old. He was physically perfect, yet -scarcely able to do work in the fourth grade although actually in the -sixth. His father enjoyed outbreaking trouble. The home was just then in -turmoil over the disgrace of the eldest daughter. Mr. Taylor’s love for -getting even with fate somewhere would be satisfied if he could force a -combat between Will and his teacher, Mrs. Brown. Mrs. Brown’s control of -her school was excellent. Her friendship for the children was genuine. -Some of them told her that Will’s father had “put him up” to disobey her -and see what would happen. - -Will was so much under his father’s influence that he openly and -purposely disobeyed Mrs. Brown. He forced an issue. She punished him and -he hurried home from school and told his father, whereupon his father -rode furiously to the schoolhouse in order to arrive before Mrs. Brown -left after school. He keyed up his anger on the road by uttering curses -as he went. During the two following days Taylor’s threats were so -serious that the board of education met with Mrs. Brown to discuss -matters. Taylor had demanded her resignation or threatened to make life -miserable for her. - -She decided finally to go to his house and _make_ him see the truth. -When she announced her decision the members of the board said they -almost feared to have her encounter such a man. But she went to his -house. He was not at home, he was on his way home from the county seat -where he had been talking against Mrs. Brown to the county -superintendent. - -On the arrival of Mrs. Brown at the house, Mrs. Taylor met her with -tears over the disgrace of her daughter. - -Mrs. Brown forgot her own trouble in her sympathy with the mother. Her -words were so helpful to Mrs. Taylor that she asked Mrs. Brown to repeat -them to the daughter. This, Mrs. Brown was doing when Taylor returned -and, unseen by Mrs. Brown, entered the room where she was trying to -point out a hopeful course for the daughter. - -A real insight into Mrs. Brown’s character was thus given to Taylor. He -came forward and apologized to Mrs. Brown for his behavior, dictated a -letter to the county superintendent telling him that all was peaceably -settled and that Taylor was ready to support Mrs. Brown. He further said -that Will should go to school and be obedient. Thereafter the Taylors -were staunch friends of Mrs. Brown. This good woman treasures the -incident in her memory with great satisfaction, and often relates it in -public with good effect. - - “In brief, the truth is that savageness begets savageness, and - gentleness begets gentleness. Children who are unsympathetically - treated become relatively unsympathetic; whereas treating them - with due fellow-feeling is a means of cultivating their - fellow-feeling.” - - —_Spencer_. - - - 2. Disobedience Due to Imitation of Others - -[Sidenote: Annoying Acts] - -In every community there are leading families. The reason why they are -such is usually very apparent. Children of these families often set an -example of disobedience in school which has direful consequences. - - -CASE 8 - -Emma Gardner’s father was the leading member of the board of education -of a New England school. The Gardner home was the largest and finest in -the surrounding country. Mr. Gardner was a man of wealth and influence. -Emma was a leader in school. - -One day in winter she put chestnuts on the stove at recess time and they -popped about the room after the next school session began. - -“Who put those nuts on the stove?” asked Mr. Bain, the teacher, in a -loud voice. “Whoever did must pick them up and stand up here.” - -Emma arose defiantly from her seat and said, “I did. I won’t touch them, -and if you touch me I’ll tell my father.” - -Needless to say, Mr. Bain let the incident pass. Emma at the age of -sixty still boasted of her independence at school during her girlhood -days, because she was Squire Gardner’s daughter. She remembered further -that this was only the beginning of disobedience throughout the school. - - -CONSTRUCTIVE TREATMENT - -Find out, even before school begins, if possible, who the leading -families are in the district. Study especially the children from such a -family and find what they excel in, or what they best like to do. Find a -means of organizing their followers into a sort of club. See that these -dominating personalities are elected as leaders. Dealing with the most -influential pupil, cause her to see what good she can accomplish by -contributing her time and efforts toward being a real leader in sewing, -drawing, music, composition, etc. If sewing is the particular art in -which she excels give space in the schoolroom for an exhibition of work -of that kind, ask the mothers on some Friday afternoon to inspect the -articles made. If drawing is the special subject, give a similar -exhibition. If music, let her prepare a musical program. If composition, -a contest can be arranged for best essays, poems, etc., or a school -paper edited and read. - - -COMMENTS - -In cases like the foregoing the use of the principle of substitution is -almost a necessity. Emma wants distinction and leadership. Satisfy her -desire by letting her lead in some really beneficial work. She will -enjoy it and have no time for showing leadership in wrongdoing. By -turning her activities into right channels, not only her own tendency -toward disobedience is repressed, but her leadership saves others from -misbehavior. “The dictum, ‘Keep pupils busy,’ finds a much more -practical and dignified expression in what may be termed the ‘doctrine -of substitution.’ This doctrine would prevent the expression of -undesirable impulses by substituting some other form of activity rather -than by requiring an absolute inhibition of all movement.”[2] - -Footnote 2: - - Bagley, _Classroom Management_, p. 103. Macmillan. - - -ILLUSTRATION - -[Sidenote: Minister’s Son] - -When Miss Travis was elected to teach the sixth grade at Concord, she -was told that it was a room in which it was hard to keep order. She -sought the former teacher of the room before the opening day, and was -told that John Loomis, the preacher’s son, was the leader in matters of -disorder among the boys. Miss Travis next called on Rev. Mr. Loomis and -learned that John had taken great interest in a museum which he had -visited that summer. Very early in the year she consulted John as to the -practicability of establishing a tiny museum in the sixth grade room. A -museum club was organized consisting of any one who brought a specimen -for the exhibit. John, of course, was elected president of the club. A -small cabinet was secured and its shelves began slowly to fill. The -leader was influencing his associates to follow him in doing a valuable -service. - - - 3. Disobedience Due to Commanding at an Inopportune Time - -There are times when the atmosphere of the schoolroom makes routine -almost impossible. The nearness of a long-looked-for event in which all -are interested very often is the occasion for a feeling of unrest to -pervade the room. - - -CASE 9 - -[Sidenote: Laughing] - -It was the thirtieth of October. Ralph Davis brought a mask to school -and slipped it into his desk. During school he put down his head, put on -the ugly mask, and, peering ’round behind him, frightened John Lane into -a decided jump. - -Mary Jones saw the whole performance. She was a nervous child and burst -out laughing. Miss Wallace, her teacher, said sternly, - -“What are you laughing about, Mary?” - -Mary was usually an obedient girl, but now she felt as if her -explanation would compromise her friends, so she made no reply. The -teacher repeated, - -“Mary, what are you laughing at?” Again no response. Said Miss Wallace, - -“Mary, are you going to tell me what you are laughing at?” Mary sat -perfectly quiet for a moment, and then decidedly shook her head. Miss -Wallace said, “Come and stand here.” - -For the rest of that session Mary stood by the teacher’s desk. After -school closed Mary was informed that she could not go home until she -told what she was laughing at. After about ten minutes of endurance she -told Miss Wallace why she laughed and was excused. Mary knew injustice -had been done her, but her teacher apparently thought nothing about it. - - -CONSTRUCTIVE TREATMENT - -When a pupil laughs aloud, find out for yourself the cause without -trying to get a confession from the pupil. Use your eyes and ears and -you can discover the difficulty if there are repeated offences. When the -culprit is found, deal with him by using the method of substitution. In -other words, give him and his classmates some interesting task connected -with his lessons. - - -COMMENTS - -It is often unfair to punish the pupil who laughs in school. People -seldom laugh aloud at their own mistakes. Nine times out of ten one -child must condemn another if he tells what he laughed at. A child’s -code of ethics often demands that he keep silent when his confession -involves another. If his loyalty to his comrades leads him to -disobedience, often the teacher forgets to deal with the real culprit, -having her attention now directed toward the disobedience of the one who -unwillingly brought the disturbance to notice. - - -ILLUSTRATION 1 - -[Sidenote: Excitement] - -It was the day before the Christmas vacation. Poorly concealed -excitement was apparent in the actions of the children. Hazel Dare -laughed aloud. Miss Dean soon noted the cause of the outbreak of -merriment. Johnny Thomas had drawn a grotesque figure of Santa Claus -overloaded with bundles marked “for Johnny, the brave.” Miss Dean saw -that routine work could be pursued only with difficulty. She presently -asked to have all desks put in order. Unusual exercises in reading, -arithmetic and geography were introduced. At an early hour the children -were dismissed. The unusual excitement was met by an unusual program. - -A fruitful cause for the giving of inopportune commands is an inherent -lack of sympathy with children, or perhaps a total lack of sense of -humor. Laughter in school, when spontaneous and genuine, is not a -misdemeanor, but a sign that normal, healthy conditions reign there. - - -ILLUSTRATION 2 - -[Sidenote: Fun] - -One snowy afternoon in January, when the fifth grade of the Lincoln -School was busy to a man preparing the spelling lesson with which the -day closed, the energetic silence was broken suddenly by a little -gurgling giggle. It rippled through the room with almost electric -intensity, and every boy and girl looked up, on the _qui vive_ for the -joke. - -Miss Key, who had been correcting papers at her desk, looked up, too, an -expectant smile upon her lips. - -“Something funny, Bernice?” she said to the giggler, affectionate -tolerance in her voice. - -“Yes’m,” answered Bernice. “Bert has a picture in his tablet of a big -pile of round things, and it says something funny underneath. He showed -it to me.” - -“Bert shouldn’t have shown it to you when you were studying your -spelling lesson, should he?” suggested Miss Key. - -“No’m, I know he oughtn’t to.” - -“But since Bert showed it to you, I think he should show it to the rest -of us too, so we can all enjoy it together. What is it, Bert?” - -Bert flushed, and rather shamefacedly held up his tablet. Under the “big -pile of round things” was this legend: - - KIND REDER, THIS IS NOT A PILE OF ORNAGES. IT IS MY SPELING - GRADES FOR LAST MONTH. - -As Bert was the poorest speller in the room, this exhibit caused a -general laugh. He had often been known to miss every word in the lesson. - -Miss Key laughed with the rest, heartily; but when she raised her hand -after a moment, everyone stopped as though automatically shut off, and -settled down again to study as Miss Key said, - -“You’ll try not to add another zero to your list tonight, won’t you, -Bert?” - -Miss Key enjoyed fun, and was so close to her pupils that she -appreciated their kind of humor. It was understood in her room that if -an incident was funny enough to be laughed at, it should be shared by -all who might enjoy it. - -The absence of an artificial condemnation of fun made Bernice and Bert -perfectly frank in explaining the cause of their mirth, which prevented -any misunderstanding with the teacher. The sunny atmosphere of trust and -humorous appreciation of situations made it possible for Miss Key to -secure strict observance of the signal to stop laughing and go to work. - - - IV. SEVENTH AND EIGHTH GRADES - - 1. Disobedience Due to Overemphasis of Rules - -Every good school must proceed through an orderly series of typical -events. A school is not a mob wandering over square feet of ground, -meandering through wearisome ways. It is an organized mass of busy -workers taking one task after another and doing it in the best manner -its overseer can devise. Nevertheless some eager teachers stress order -and strain at system until both break. Here is the place of weakness and -blame when this occurs: these teachers talk too much about how the -children ought to act, instead of focusing attention upon the effect of -the act upon the school as a whole and upon the best way to coöperate in -preventing undesirable effects, expressing their ideas of good behavior -in rules. We have a sample of running a school by rules, where seventh -and eighth grade pupils are involved. - - -CASE 10 - -[Sidenote: Order] - -“Now, children, I saw yesterday how muddy your feet were when you -stepped on to the walk from the playground; and then you marched -instantly into your schoolroom and muddied the floor all over. - -“Remember, no more muddy feet in this school building this winter. Make -it a rule to scrape off the mud carefully before you come in. Be careful -now about the mud.” - -There is a lapse of some minutes and this guide of youths again breaks -out: - -“Jane, did you take your books home last night and work an hour on your -lessons? You know our rule about that. Why didn’t you do it?” No answer -and no defined idea of what her future conduct will be. - -Just before intermission is announced Miss Petit again speaks out: - -“Hereafter I want every boy and girl in this room to make a search for -scraps of paper. Our room looks so untidy unless we clean it up a bit. -Don’t forget, I want, every noon and night, each one of you to obey me -and pick up your scraps.” - -Later: “Say there, Walter, you haven’t set your desk in order before -going home. Don’t you know what good schoolroom manners call for? Why -don’t you have good manners, such as your folks want you to have at -home?” - -This was an unusually hard day. The last was a climax of irritations -that provoked Walter beyond the strength of his patience. “Miss Petit, I -don’t want to keep my desk in order; I’m tired of doing everything just -so.” - -Miss Petit stared in pedagogical horror; this from Walter! - -“Why, what do you mean, Walter? Aren’t you coming to school any more?” - -“Yes, I s’pose I’ll come, but I can’t think of all these little things, -and I don’t care if I do forget ’em.” - -This was a strange situation. Walter was not a boy who would provoke -trouble; surely something must be done to put this young man on the -track again. - -Miss Petit knew something about keeping order. It had not been so long -since she had heard her teacher use some such words as these: - -“Now, children, remember this is a new term. I want you to watch your -lessons. I’m going to have good lessons. There’s a lot of good hickory -sprouts growing nearby here and we’ll be cutting some of them if lessons -don’t come in right. I won’t hold back. You know the rules. I’ll break a -hickory for every rule you break and you’ll feel it breaking, now, you -may be sure.” - -Miss Petit did not intend to make any such announcements. But -nevertheless she had been taught under the whipping system and the -effects were stored up among her ideas of how to conduct a school. In -reality she whipped very little; instead she lashed with her tongue. She -held up the rules and browbeat her pupils into obeying them. Here was -the result in Walter’s new conduct. - -She sat down with Walter (he was good enough to wait according to her -command) and delivered a long harangue on the necessity for good order -in the school. - -Every word was an insult to him and he knew it. He listened in silence, -with an occasional smile of irony and made some general promise, -secretly determined to try out these rules and see what was to happen if -“the old granny” couldn’t have her way about the forty-odd things that -she wanted to manage in the seventh grade room. - -Thus matters stood. They did not improve until a new dawn broke in the -mind of Miss Petit. - - -CONSTRUCTIVE TREATMENT - -Convert the statements about doing school duties in good fashion into a -form of coöperation between pupils and teacher. Drop out the first -personal pronoun and put the entire school behind the plans for a clean -schoolroom floor, about home study and all the other hundred things that -need to be done. - -Taking up the matter of the disposal of wraps: - -“All we want is to make ourselves as little trouble as possible. Do you -all understand? We are all going to hang our wraps up in the cloak-room -as we march into this room instead of coming in just before the bell -rings to form line. We’ll do this tomorrow and see if it suits our -convenience. Then we’ll decide on the future after that.” - -Here the teacher drops the matter, leaving with the pupils before her a -conviction that the best thing for all concerned is to be done. She -speaks with a pleasant, confident voice, a faint smile creeping over her -face and her hands resting in a position of readiness for action of -whatever sort might be required. - -In respect to the muddy feet—step to the children as they are coming -into the school building and show each one the scraper and see that the -proper precautions are taken. Have an object lesson first before -delivering a lecture and laying down rules, as neither one may be -needed. - -And in the matter of picking up scraps: - -“I see some paper on the floor. Of course we want to leave the room -neat, so let us allow a moment just before dismissal for picking up -anything that may have fallen on the floor, in spite of our care. And -what will be the quickest way of getting our scraps into the -waste-basket?” - -“Let each person at the back of the row gather them up and carry them to -the basket,” suggests one boy. - -“I think it would be better to let one of us carry the basket around to -all the desks,” says another. - -“Suppose we try John’s method for three days, and then Marion’s for -three days, and see which is the quicker and works the smoother,” says -the teacher. - -So the pupils experiment with methods, and finally agree upon a mode of -procedure. - -In general, secure the coöperation of the pupils by leading them to do -what they themselves deem to be the best thing for the sake of pleasant -surroundings and of delightful work. - -Build up their imperfect good taste rather than attempt to forcibly -direct their choices of standards of behavior. - -Walter’s case needs no radical attention. The less said to him about -resolving to disobey the rules the better. He doubtless has enough sound -sense to see along with the rest that many people working together must -adopt certain ways of getting on. Take his superficial answers, if he -gives any, at full face value unless a genuine case of positive -rebellion arises. If a tactful request had been made respecting the -cleaning up of the desk, Walter would not have shown any resentment. - -Give Walter an opportunity to act with independence. Assign him some -task of leadership among the pupils, along with others who also are -needed to make school work go well. Commend him for such coöperation. He -is spoiling for aggressive action; he chafes under domination—load him -heavily with something to do for the teacher, for his room, or for the -whole school. - - -COMMENTS - -Pupils watch keenly to see if a teacher is over-conscious of his -authority. Possession of power easily leads a teacher to over-emphasize -rules. Faultfinding is the chief error into which this teacher has -fallen. A wise caution says things are not so bad as they seem, and -waits for the worst evils to appear before adopting radical measures. -Eagerness to reform generally hits upon the most obvious faults, not -upon the most serious ones. These facts together may overwhelm a -thoughtless teacher with disastrous blunders. - -Prison rules kill men. School rules crush childhood if their importance -be too greatly magnified. - -Pupils expect to follow a teacher’s example. “Children do not like to do -wrong better than to do right. They like to do the things they -themselves plan to do. They like to do the things that are interesting -to themselves.” If the teacher without public demonstrativeness first of -all acts in the manner she recommends, a strong suggestion is lodged in -the pupil’s mind. The most suitable bridge between the teacher’s ideal -of action for her school and the mind of those pupils is not a rule, but -coöperative action. Let her work with the pupils and induce them by -example to try gentle tones and kind words, while doing that which -interests them. - -A foolish teacher attempts to cure every moody pupil by applying drastic -remedies to the specific attitude of mind which seems to her to be -undesirable. The wise teacher nurtures the good impulses and finds to -her delight that most of the evil ones ultimately drop out. - - -ILLUSTRATION - -[Sidenote: “On Trust”] - -Prisons are not much like schools. Nevertheless the great principles of -personal leadership appear in prison administration. Note in the -following incident how willing the response is to an opportunity for -independent, yet supervised action. Trustfulness (a typical form of -coöperation) begets confidence and self-control in using new -opportunities. - -Thomas Mott Osborne records the following conversation with a prisoner. -It reveals in another level of society how trust begets fidelity. Jack, -a prisoner, speaks: - -“I know this place through and through. I know these men; I’ve studied -them for years. And I tell you that the big majority of these fellows in -here will be square with you, if you give ’em a chance. The trouble is -we ain’t treated on the level. I could tell you all sorts of frame-ups -they give us. Now if you trust a man, he’ll try and do what’s right; -sure he will. That is, most men will. Of course, there are a few that -won’t. There are some dirty curs—degenerates—that will make trouble, but -there ain’t so very many of those.” - -“Look at that road work,” he continues. “Haven’t the men done fine?” -“How many prisoners have you out on the roads? About one hundred and -thirty. And you ain’t had a single runaway yet. And if there should be -any runaways, you can just bet we’d show ’em what we think about it.” - -“Do you really believe, Jack, that the superintendent and the warden -could trust you fellows out in the yard on Sunday afternoons in summer?” - -“Sure they could,” responds Jack, his face beginning to flush with -pleasure at the thought.[3] - - - 2. The Teacher Expects Disobedience - -When we consider that some teachers expect children in general to be -untrustworthy, the marvel is that they ever find them otherwise. - - -CASE 11 - -[Sidenote: Theft] - -It was the closing day of the school year in a Chicago ward school. The -manual training department was left open in order that those who had not -taken home their last piece of handiwork might get it as they left the -schoolhouse that day. Mr. Ireland, the director in this department, had -an errand on the floor above, so he called to two boys, Julius and -Henry, and said, “Boys, stay here till I come back, will you? Don’t let -anyone take anything out of the room while I’m gone.” “All right,” they -replied. - -Footnote 3: - - Osborne, _Society and Prisons_, p. 155. Yale Press. - -Half an hour later Charles went to the room to get his finished -bird-house, and behold, it was gone! Julius and Henry joined Charles and -Mr. Ireland in the search. The bird-house was simply not in the room. -Mr. Ireland pointed out the exact spot where he left it. Julius and -Henry confessed to having seen it there, but said they knew nothing -about how it got away. - -Mr. Ireland offered to make Charles a new bird-house, but Charles would -not accept the offer. Mr. Ireland gave his ’phone number to Julius and -Henry, telling them if they heard of the bird-house to let him know. He -also promised to let Charles know if anything was heard of it, and thus -dismissed the matter. Charles felt keenly that Mr. Ireland had taken the -whole matter too lightly. Nothing whatever was said about the -disobedience of Julius and Henry after promising to guard the room. - - -CONSTRUCTIVE TREATMENT - -[Sidenote: Responsibility] - -Stiffen up your demands requiring fidelity in pupils. Give strict, -perhaps stern injunctions about guarding the treasures given into their -charge. - -Say to Julius and Henry: “Charles has suffered a real loss and I know -you fellows are as sorry about it as I am. It’s just this way: suppose -you or I left a suit-case at the station and got a check for it, -wouldn’t we expect to get our suit-case back again? I really think I am -a good deal to blame for this myself. When you both said, ‘All right,’ I -might have made it a little plainer that I wanted you to keep a sharp -eye on this property. - -“I tell you what you do; you get the bird-house for me. See if you can -get it to me by five o’clock this afternoon.” - -When selecting custodians of property be sure that at least one of each -group is a pupil in which you have the utmost confidence. Nevertheless -assign duty of this sort to pupils who are not so dependable, linking -them up with trustworthy schoolmates; duty of this type should not be -confined to a favored few. - -If a breach of confidence occurs, follow up the matter unrelentingly. -The words employed to secure the desired information may be well -tempered; but the certainty of rigid inquiry should not be suspended for -a moment. - -Teacher and administrator are to maintain an atmosphere of unreserved -insistence that the common virtues be rigorously maintained by the -pupils and that fidelity when these virtues are involved in discharging -a duty must be preserved at all hazards. - -The attitude of expectancy is one of the greatest safeguards against -criminal negligence. - - -COMMENTS - -The majority of children too seldom meet with an unwavering demand that -a certain task be attended to in a given manner and at a specified time. - -Lessons on such matters need not be frequent nor burdensome; but they -should not be lacking for every child in school. - -General carelessness found in the ordinary experiences in dealing with -children, too readily leads a teacher to become lax in his demands upon -pupils. Infinite patience is needed in training those who have not -learned persistent devotion to a duty. - - -ILLUSTRATION - -[Sidenote: Detectives] - -After Mr. Ireland had seemingly dismissed the subject of the stolen -bird-house from his mind, Charles reported his loss to the principal, -Mr. DeShane. - -Mr. DeShane called Henry and Julius to him at once and said, - -“You boys either know where that bird-house is or can find out inside of -an hour. Your honor demands that you get it. You are the detectives. -Deliver the house at Charles’ home before an hour goes by.” - -The thief was found and the bird-house given to the owner, largely -because Mr. DeShane expected it. - - - 3. Disobedience Due to Unregulated Independence in the Child - -Children of the adolescent age often feel the impulse to avoid -supervision, and yet are not reasonable in their independence. - - -CASE 12 - -[Sidenote: Irresponsibility] - -When Goldie Johnson reached the eighth grade her mother often remarked -to a neighbor, - -“Goldie is in the graduating class now. She doesn’t have to take care of -little Joseph all the time. She is getting too big to be kept at -dish-washing and dusting, too.” - -Goldie’s reaction to this treatment by her mother was carried into the -school where her independence and antipathy to authority were shown in -her determination to escape hard work. Accordingly, she repeatedly -failed to hand in the required home work in arithmetic. - -The teacher, Miss Cook, undertook to command her to do her work. She -failed to comply. Disobedience and carelessness were shown in other -lines of work. Goldie failed to complete the eighth grade work. She -refused to go to school the following year. The result was that her -education ended here. She would have gone to high school had she not -been allowed to fail in the eighth grade. - - -CONSTRUCTIVE TREATMENT - -Find out if possible the exact cause of Goldie’s failure to present work -the first time she brings none. Study her attitude when she disobeys -other commands. On some occasion outside of school hours meet Goldie and -explain why she should comply with school requirements, using some such -points as these: - -“Goldie, the school is conducted for the pupils’ sake. After many -efforts to discover methods that will help pupils to learn as fast as -possible, we have adopted these now in use. Your father and mother -require us to use our best judgment; they trust to your good sense to -see that we are trying to select study plans, etc., that will bring you -the most good. - -“With all sincerity I want to say that if at any time you see how we -could get better results by adopting some of your ideas, we shall -certainly be glad to get them. Be frank and tell us. Let me have a -chance to help you over difficult places before you get thoroughly -discouraged. I want to do everything I can to make your work a success.” - -Show her your interest in her case by arranging to stay with her after -school while she does her extra work. See to it that she does the work -before she leaves the schoolroom. Expect the work to be done. - - -COMMENTS - -Teachers often underestimate the efficacy of a pointed, sincere talk -with an eighth grade pupil. If all faultfinding is eliminated from this -interview, defense of his conduct seems less necessary to him and he -will be influenced by reason. - -“A quiet, frank, heart-to-heart talk between disciplinarian and -disciplined, will often prove a revelation to both. The offending boy -has his point of view and has a full right to look at school matters -from his angle until, through tactful, kindly management he gains a new -viewpoint.”[4] - -Footnote 4: - - Pearson, _The High School Problem_, p. 106. Row, Peterson & Co. - - -ILLUSTRATION - -[Sidenote: Written Work] - -A large class of eighth grade pupils had different teachers for -different subjects. Near the beginning of the school year, Mr. Smith, -one of the teachers, said to Mrs. Lathrop, a teacher of another subject, - -“That class simply will not prepare written work for me. They -deliberately disobey me about it.” - -Mrs. Lathrop had seen no signs of rebellion in the class. Soon she -ordered written work handed in for the next day. She made her -explanation of what she wanted done very exact. The task she set was -easy and required little time. She expected to have work from every -pupil. She was not disappointed. After the papers were handed in she -told the pupils how pleased she was to get a well-prepared paper from -each one. She talked a moment about the mental and moral strength of the -class, and of her hopes regarding a year’s work with them. - -Needless to say, a very strong bond of good faith grew up between her -and the class. They never collectively or individually failed her. She -used with them the principles of expectancy and approval. Mr. Smith -failed with the same class through faultfinding. - - A man may well bring a horse to the water - But he cannot make him drink without he will. - —_John Heywood._ - - - V. THE HIGH SCHOOL - - 1. Disobedience Due to Faultfinding Resulting in Useless Punishment - - -CASE 13 - -[Sidenote: Destructiveness] - -Charles and Henry are in the principal’s office. “Did you boys visit the -tower last night and write your names on the hands of the clock?” The -boys assent. “Did you know that that door is kept locked so as to -prevent people from going up in the tower?” Again the boys say, “Yes.” - -“Let’s see! You boys have been in here several times, haven’t you? You -got a whipping for fighting. Again I punished you for playing ball in -the neighbors yards. And after that you were punished for repeatedly -abusing the apparatus in the gymnasium. At another time you two went -with a basket ball team contrary to my plan. What do you think is to -come of all this? Do you like the whippings?” - -The boys are very quiet until the last question. Charles answers: “I -don’t think we have been bad, and—” - -“Well, that’s not left for you to decide. We are trying to make -something of you, and all this rough treatment is brought on by your own -reckless disregard for the rules and orders in force in the school. You -will each bring in twenty extra problems in algebra and also pay for the -repairing of the tower clock. If I catch you in the tower again you will -both get a much more severe punishment. Do you understand?” - -After the boys left, Mr. Elsworth remarked to one of his teachers: - -“When I come to school in the morning I never feel quite sure that I -shall not have to whip one or both of these boys for some foolish, -thoughtless scrape. I quite dread seeing either Charles or Henry. I may -have to expel Charles.” - -Charles has suffered occasional floggings all through the grades. When -another pupil reports to Charles the principal’s remark about expulsion, -he becomes alarmed. He is doing fair work in school; and has not failed -in winning promotion at the end of each year. His power over Henry is -irresistible; they are constant chums. Their escapades never have -provoked the severest penalties. They shared punishments because both -joined in accepting equal responsibility. They rarely lied about their -misdeeds and timed them so as to avoid cumulative indignation until the -last incident. - -Charles is bold, venturesome, knows the country roads well all about -town, has some taste for animal study and easily takes the lead, but has -not been cultivated in this particular. He is just approaching his -fifteenth birthday. - -The penalty method has failed. Only one aspect of it has had any -considerable influence with the boys—the possibility of expulsion. - -The principal has let the matter drag along in a heedless fashion, with -no clear policy in mind. - - -CONSTRUCTIVE TREATMENT - -Give the boys special attention, without disclosing it to the other -pupils. Adopt a well-thought-out policy. Watch the effect of every move -you make. Have a great deal more “up your sleeve” than the boys find -out. - -Plan at once a series of excursions into the country in connection with -the science courses, not as a reward, but as a part of the school -program. - -Assign certain important, though not conspicuous tasks, to several -members of the group, including Charles and Henry. At first keep the two -boys together on a task; later separate them and give each a new -team-mate. - -On successive trips, as occasion suggests, ask Charles to lay out the -route for the party or to secure a conveyance to bring home a sick girl -or to gather information and report on habits of squirrels in the -region. - -Give private verbal expression to Charles of your appreciation of his -work: “The trips to the country seem to depend very largely on you for -their success. You are taking a leading part in the management of these -affairs. We appreciate your service very much.” - -On suitable occasions give Charles practice in obedience on small -points. For example, all are sitting about the lunch spread on the -ground in the woods. A beautiful butterfly alights in your easy reach. -Extend your hand with eager expectancy and some subdued haste and say, - -“Charles, hand me the net please.” The task is very slight; there is -very little chance of disobedience. Repetition of such lessons should be -secured as often as possible and on each occasion express your -satisfaction and thanks. - -If stronger reactions from the boys are needed, assign special congenial -tasks for the good of the school: erection of basket ball poles, laying -of tennis courts, handling of properties connected with class play. Work -with them. - -Avoid all reference to past misconduct. Never use school duties as -penalties; it begets dislike for them. - - -COMMENTS - -Boys become hardened to corporal or other severe punishments too often -repeated. Pain seems due to fate and loses nearly all of its little -corrective value. With rare exceptions penalties inflicted provoke -mutual antagonism between pupil and teacher. This inhibits the -development of character. - -Mr. Elsworth made no headway with the punishment method. If he wisely -adopts the plan to direct the activities of the boys instead of -suppressing them, he can win the respect and good-will of the -disobedient boys. He must avoid “testing” their loyalty as far as -possible; any slight lapse is a serious backward step. Time is needed to -effect a cure; years of mismanagement cannot be remedied in a few days. - -If Mr. Elsworth reverses his attitude toward the boys the method will be -effective; his opinion of, and known sentiments regarding, these boys -have more significance than all the plans he may adopt. - -If practice in obedience is given on matters pertaining to the school -welfare, the boys will have a persistent social reason for doing right. -The principal is to convince them that he is merely expressing plans for -courses of action that the school welfare demands; he is not making a -private matter of his control of the boys. - - - 2. Disobedience Due to Commands That Infringe on Personal Rights - -There are many fine distinctions on what are a pupil’s remaining -personal rights after once he enters school. In many cases a teacher has -a right to know what a boy has in his pockets or what a girl has placed -in her lunch basket. A superintendent under some circumstances may order -a boy to bring from home a knife involved in a fight. Under other -circumstances such authority would not be granted either by law or by -public sentiment. - - -CASE 14 - -Mr. Herron went to the school board meeting and made a request. - -[Sidenote: Dropping Things] - -“The boys are not under good control. I think I need authority to use -corporal punishment. I would like you to grant this authority at this -meeting.” The request was granted. - -Mr. Herron next day made the following announcement: - -“No more painting pans to be dropped, not one. I was at the school board -meeting last night and my request for the right to use force to secure -obedience was granted.” - -He seemed two inches taller for a moment as he came to the climax of his -speech. But the quality of his voice did not promise any stronger -manhood than he had displayed hitherto. - -He had scarcely finished his talk until a “careless” elbow knocked a pan -to the floor and a long familiar rattle was again echoed over the -schoolroom. - -Mr. Herron knew who was the offender, but did not disclose the fact. -Soon he walked nonchalantly up from a rear position toward Herbert -Brown. Herbert eyed him through the corner of his eye and squared -himself for trouble. - -Presently Mr. Herron stepped up to Herbert and in a flash struck him a -light blow on the side of the head, saying in a strong voice, - -“Take that.” - -Herbert threw up his hand to shield his face from attack and said, “Take -what?” - -“Put your hand down,” was the next command. No response, but a taunting -look from Herbert. - -“Put down your hand, I tell you.” - -Mr. Herron had forgotten all about the dropping of the paint pan and was -intent on securing obedience to another command. He failed. He allowed -his attention to be diverted to another part of the room, his attitude -of authority to subside, and Herbert to do whatever he found to do. - - -CONSTRUCTIVE TREATMENT - -[Sidenote: Reform Yourself First] - -Instead of force, a reorganizing of the teacher’s ideas is the only -remedy. Forget all about coercion and compel yourself to solve the -problem by some other method. Keep your desk in order. Be absolutely -punctual. Carry out your personal and school program to the letter. Be -fully prepared to teach each subject interestingly. Expect to reform -yourself and your school on doing what is appointed to be done on time -and thoroughly. Stiffen up your thinking. Gather up anecdotes of -success, especially from the modern business world. Turn all the impulse -to use force on the pupils into will power to build up your own -character; compel yourself and the school will follow you. - -The whole method of showing authority, threatening to use force, -attacking the noise problem with a mere “talk,” the cuffing of Herbert -on the head, the command to take down the hand, shows the folly of -leaning on coercion. Some schools suffer little from successful -coercion, but this teacher was a conspicuous failure. To this day his -pupils despise him. But a policy of force dare not be surrendered during -a conflict. - -Thomas Hughes gave the following advice about fighting among boys; it -may be of interest to our Mr. Herron: - -[Sidenote: When to Fight] - -“As for fighting, keep out of it if you can, by all means. When the time -comes, if ever it should, that you have to say, ‘Yes,’ or ‘No,’ to a -challenge to fight, say, ‘No,’ if you can—only take care you make it -clear to yourself why you say, ‘No.’ It’s a proof of the highest -courage, if done from true Christian motives. It’s quite right and -justifiable, if done from simple aversion to physical pain and danger. -But don’t say, ‘No,’ because you fear a licking, and say or think it’s -because you fear God, for that’s neither Christian nor honest. And if -you do fight, fight it out; and don’t give in while you can stand and -see.” - -Moreover, adopt a policy of active coöperation. Take the initiative in -this matter. Find the most suitable point of contact between your own -and your pupils’ individual interests and take a leading part in them. -Perhaps it is athletics; if your aid becomes almost a necessity, -disciplinary problems will no longer be your chief concern. If things -are in a bad way begin by planning with a few boys privately. You may -say, - -“I’m just turning over in my mind the idea of organizing two or three -baseball teams in the eighth grade and in the high school. What do you -think of it?” - -Take the matter up with each when he is alone or with two in a group, so -as to come close to as many boys as possible. Use plenty of time to -develop the idea. Spur the boys to take the lead, but maintain the -position of chief advisor. Plan out much more than can probably be -accomplished, so as to show intensity of interest and wealth of -resources for use in behalf of the boys. - -Having once commanded Herbert to take down his hand, which was a -mistake, never give up until he obeys. Surrender at this point is fatal. -Make up your mind that it is important for his sake and for the school’s -sake. If necessary say: “Put your hand down, Herbert. You are not to be -punished further for this offense.” That is, give him a reason for -obeying. - -If he still refuses, a courageous teacher having once chosen to use -force will compel the hand to go down even though he precipitates a -scuffle. - -If the situation makes a scuffle impracticable, Herbert could be dealt -with privately and an adequate settlement of the issue secured. - - -COMMENTS - -If the teacher maintains the attitude recommended, he will launch a -powerful suggestion which cannot fail to modify the conduct of the -school. He accomplishes far more by suggestion than he does by direct -instruction. The latter is subject to point-blank criticism; the former -enters the mind without deliberate scrutiny by the person influenced. - -It does not take so much of a teacher’s time to enter sympathetically -into a pupil’s life as one might suppose. It is not a matter of hours, -but of conscious linkage with pupil interests. - -[Sidenote: Who Is the Ringleader?] - -_No one can manage a school who cannot discover ringleaders._ These must -be dealt with unobstrusively to avoid accusations of favoritism. Dealing -with persons one at a time saves a teacher from the cumulative pressure -of combined personal suggestion. If one pupil alone objects to an idea -he is not reinforced by the consensus of comrades. When the teacher has -won over, in part at least, a number of pupils singly, he can trust -himself to face the entire group for purposes of conference and decision -on a project. - -Comradeship develops in forming plans, whether they are practical or -imaginative. The close adjustment of mind to mind, the pooling of -interests, the surrender of preferences all make coöperative planning -one of the richest sources of friendship. Moreover, it is an excellent -school for character building: it constrains one to adjust himself to -intimate life with other people. - - “Let them obey that know not how to rule.” - —_Shakespeare._ - - 3. Disobedience That Is Deliberate and Persistent - -A willfully disobedient pupil is one who refuses to obey because of -intense resistance to control by another will. The rebellion is -deliberate and persistent. The disciplinarian needs good generalship -when confronting an aggravated instance of willful disobedience. - - -CASE 15 - -Arthur was not a vicious character, but life flowed at a fast pace -through his veins and at times he seemed hardly responsible for the wild -excursions he made into school adventures. - -[Sidenote: The Fun-maker] - -He came into high school well taught in all the devices for fun-making -used in all the school. He tested every teacher just as a driver snaps a -new whip—to see how much rebound there is in it. He entered every -opening for forbidden actions, but always stopped when compelled to -submit to authority. He did not merely drift into forbidden paths by -heedlessness. - -A prohibition was a challenge to him. It offended him. He had a free -spirit. Scenting limitations, he chafed and tried to overleap bounds set -up by authority. On matters not mentioned for his admonition, he made -not the least trouble. There was nothing interesting to him in -undisturbed routine. - -Only one instance can be given. He sat well back in the study hall and -when Miss Green kept study hour, life was a torment to her. - -On Tuesday morning following some warm words from Miss Green on the -preceding day about better conduct, Arthur brought a mink skin to school -and stuffed it into his desk before school opened. During Miss Green’s -supervision of the study period, the following remarks were made: - -“What’s the cause of all those grins, etc., back there?” - -No answer, but a mild subsidence of noise, and some show of work. In a -few moments a girl’s scream shocks every one in the room. Miss Green -looks up quickly enough to see Arthur drawing in his arms from the seat -in front and stuffing something down under his desk. - -“Arthur, what’s that you have there?” says Miss Green. No answer is -given her, and she nervously rises from her seat and marches to Arthur’s -desk. - -“What is that you put in your desk?” - -“A mink,” says Arthur with a look of hypocritical sheepishness. - -“A mink! Get that thing out this minute.” - -[Sidenote: The Mink skin] - -Arthur fumbles, spills his books on the floor, looks around to see if he -is being properly watched by the pupils, shuffles his feet on the floor -and almost slips from his seat before he succeeds in “catching” his -“mink.” Then slowly he draws forth the mink skin, elbows boldly -projecting, and slams it down on Miss Green’s hand as if making a hasty -delivery of a longed-for treasure. She snatches her hand away in -ill-concealed terror and all eyes are turned on her. - -“Take that thing from here instantly to Mr. Ensley’s office.” - -Then an argument begins between her and Arthur. After several violent -thrusts of authority have been made, Arthur lumberingly ambles across -the room, out of the door and down the hall. - -A partial quiet is restored while Arthur loiters a moment outside and -then enters, not having made the appointed call. He returns to his seat -feigning anger. Miss Green is sorry she has provoked Arthur so much as -to distract her mind while digging out thirty lines of Virgil. - -Miss Green suspected what Arthur had done. Before now she had sent -Arthur to the principal for disciplinary purposes, and although he had -labored with Arthur, no good had come of it. - -She later mentioned the incident to the principal, who promised to take -it up, wishing at the same time that his Latin teacher had a strong will -and a firm and effective method of discipline. - - -CONSTRUCTIVE TREATMENT - -[Sidenote: Study Hall Discipline] - -Too much attention has been given to details of discipline and not -enough to the subject as a whole. Master the larger situation first. Too -much time is spent in inspecting assembly-room conduct. Your scrutiny -tends to provoke misconduct because you seem to pose as an expert in -detecting and suppressing disorder. You make the impression that the -study period is to be chiefly devoted to keeping good order. This -distracts and unnerves pupils of many types. - -Instead of order, make study the chief concern for the period. Move -about the room in search of opportunities to help on difficult matters. -If no help is called for, chat with one and another (without creating -confusion) about important topics. Do not attempt to talk with some one -all the time, but take a genuine interest in, say, four or five pupils -during the period. Bring them something of value; draw their attention -to strong points and anchor their interest in matters worth -consideration. - -In case something needs attention, do not respond to the alarm with a -shocked demeanor. The echoes of an explosion may die away and then you -can leisurely approach the scene and take action if any is needed. You -may need to say, - -“Alfred, I should like a little conference with you at noon. Perhaps you -can clear up some of these matters.” - -Be present at his desk if possible, or, better still, meet him privately -and receive a report of the transaction. - -Many teachers avoid making appointments of this sort, but seize an -opportune moment for a decisive interview, after taking time to -formulate a course of action. - -Avoid instantaneous decisions on negative action as far as possible. - - -COMMENTS - -Few teachers realize how much of ill conduct is due to small -provocations from their own dress or manners. A woman with a towsled -head, a man with a shabby suit, may so grate on the nerves of pupils as -to contribute seriously to misconduct. - -Every one engaged in study is more excitable than when free to move at -liberty and to give healthy exercise to a large number of the muscles of -the body. Irritations induce more numerous and more serious misbehavior -under these circumstances. - -[Sidenote: Mannerisms of Teacher] - -Some teachers have a mannerism of retreating the upper or lower lip, of -wringing their hands, of tripping noiselessly across the floor; such -actions are novel and distracting. - -Over-caution as to good order or misapplied caution irritates every one -who takes note of it. One is tempted to say, “What a fool she is,” and -to spy on her as she attempts detective tricks. A pupil has the -opportunity of winning distinction if he can out-general such a -disciplinarian, both in his own esteem and in the opinion of his -schoolmates. - -Pupils know what a study period is for. If the time is misspent in the -mere mechanics of the thing the power is all used before any work is -done. Any loose play in a method of handling a school begets distrust, -whether it be in athletic finances, the care of buildings, the -assignment of lessons or the management of a study period. Distrust in -one area soon spreads to others and weakens the whole school machine. - -A short visit with a pupil from a well loaded teacher who knows her -business, who leaves a cheerful word, who senses the situation in which -a pupil finds himself, has a most stimulating effect. Even when no -problem is awaiting outside aid, the genuine interest of a supervising -teacher adds a great deal to the enjoyment of a day in school. - -[Sidenote: Helping a Pupil] - -Some strong teachers have the knack of making even a somewhat noisy -visit at a student’s desk without seriously distracting others from -their work; the noise is that of intensity, not of uncontrolled -explosiveness. - -Such a visit combines in fine proportions approval and coöperation. - -“You are doing good work there; let me see what you are working at.” -“Yes, now let’s see how that looks; perhaps I can help you just a -little.” Such suggestions as these put backbone into work that sooner or -later will need invigoration. - -A teacher who attempts to deal with a matter in public always runs the -risk of making the matter worse. A pupil, however meek he is in private, -is bold and resistant when his fellow pupils are looking on if any -tendency to mischief is in him. He cares less for the teacher’s approval -than for the heroic honors awaiting him from at least some of his -schoolmates. By a loud voice, or casual remark, he may insult the -teacher effectively and yet so mildly that the offense dare not be dealt -with. This means instantaneous loss of prestige; the loss is very -difficult to make up. - -If one is positively sure of his ground, then immediate dealing with the -case may be wise. High school pupils are less scrupulous and more -resourceful than other pupils and explosions or failures on the part of -the teacher carry much farther through the school because of the greater -significance attached to student criticism. - - -ILLUSTRATION - -As an illustration of the better method of managing Arthur, no finer -case can be taken than that of Miss Featherstone, who taught English and -shared with Miss Green supervision of the high school. - -In the classroom, the pupils were working on the debate to come off the -following Friday. “Arthur, let me see your outline,” said Miss -Featherstone. Arthur has struggled severely over this matter, but handed -in a much marked paper. “Thank you,” said Miss Featherstone with an air -of satisfaction and accomplishment and curiosity as she turned over the -sheets handed in. The class was in order and ready for work. At the -close of the hour Miss Featherstone said, “This has been a good hour -together. You have made the right beginning in your debate. I want to -see each of you before next Tuesday. Arrange privately with me for a -consultation date. Excused.” - -Without tyranny or threat the hour had been quietly devoted to study and -now that Miss F. entered the study hall, the same methods brought good -order. - -[Sidenote: A Masterly Disciplinarian] - -Arthur had had time to forget any little pleasure there was in teasing -Miss Green. He saw a strong and significant eye of Miss F.’s looking at -him a moment from the desk. She stood slowly surveying the room, noting -the action or evident inattention of every pupil in the room. - -When William was caught gazing for a long time out of the window, Miss -F.’s finger beckoned a new position, which he instantly assumed. - -Arthur saw the whole thing. He did not wait to be directed how to spend -his time. His hands quietly reached for an algebra and he went to work. - -Every time he looked up he saw a little strong-willed woman, who let no -event in the room escape her eye. Impulses to displease her with an -interruption of the school work died before they were scarcely noted by -the now industrious Arthur. - -Miss Featherstone made no feature of her work of supervision, as such. -She worked; that is all. When she sat down by Alice Hinman a moment, -something happened. - -“You’ll find a good illustration for that paragraph in your history in -the Dictionary of Biography, vol. IV., p. 29.” - -Details were at her finger tips, and every piece of advice hit a point. - -Her friends say, “She’ll sit up all night to help a person in distress. -She did that very thing when Maggie Henderson lost her oration in the -fire before she had it memorized. She was to leave for a week’s -vacation. She spent the whole night preceding her departure helping -Maggie reconstruct the lost oration.” - - - 4. Pupils Agree to Disobey - -Mass action presents problems different from those arising from -individual misconduct. Not only are the numbers to be dealt with larger, -but each member of the rebellious group is to a large degree different -in his attitude because of the effect of a mass influence. - - -CASE 16 - -In Welton, the superintendent of schools, J. Q. Jefferson, followed the -example of his predecessors and made elaborate arrangements for a team -of contestants to go up to Enfield in May to try for the district honors -in oratory, music and debate. - -A few days before the 10th of May, the day set for the contest, a -conflict of which only the fewest rumors had been heard came to a head. -Mr. Jefferson was interviewed at a noon intermission by Harold Waterman: - -[Sidenote: Students Strike] - -“Mr. Jefferson, the members of the Delphian society have decided not to -participate in this contest. We have found that the Archimedeans have -concocted a plan by which all the best students of next year’s entering -class will be yoked up to join their society and we cannot agree to it.” - -“But this has no immediate connection with the contest. Why not go on -with the contest and settle this matter on the outside?” - -“I know; that plan has been discussed and some were willing to proceed, -but last night our society held a special meeting; the contestants -agreed to stand by the society and when the vote was taken the majority -decided not to go on with the contest.” - -This was a fatal state of affairs, for as usual the Delphians were -furnishing two-thirds of the fifteen contestants. - -The Delphians had broken no rules in their stand, since the contest -matter was a voluntary affair. But the Archimedeans were in the wrong. -Two years before an agreement had been made that no schemes for society -membership rushes were to be permitted until the last week of September -in each year. For two years this plan held, but now it failed. - -Mr. Jefferson at once conferred with the Archimedeans. A part of the -interview ran as follows: “Mr. Jefferson, the Delphians have managed to -get in all the strong fellows in school. The plan has nearly ruined our -society. We are simply doing what we have to do. No, the society will -not change on this matter,” said the president, Kathleen Morris. A short -meeting of the Archimedeans was called at the superintendent’s request. -It resulted in no change of policy. Next Mr. Jefferson announced that -the Archimedeans would be forbidden to give any more programs or to hold -any meetings in the school building until they formally rescinded their -action and changed their stand. - -The Delphians stood by their declaration and remained out of the -contest. The Archimedean contestants could only enter in oratory as the -debate team was weakened by the Delphian strike. - -Much bitter feeling grew in a few weeks’ time. The matter stood in this -fashion until the end of the year. Mr. Jefferson was not reëlected at -the end of his first year. - - -CONSTRUCTIVE TREATMENT - -[Sidenote: Controlling Strikers] - -Find out what all classes and societies are planning and doing in such -large matters as membership campaigns. Have a trusted student officer in -each society to confer with you as soon as serious problems arise. -Attend society meetings often enough to be counted an interested -adviser; or better still, have each society under the care of a teacher -who is expected to attend all meetings and coöperate with the officers -in keeping the society in a high state of efficiency. Assist in planning -affairs that are not officially under your direct control. - -Be sure to avoid excessive encouragement of any one competing -organization in school. Competition is good in case the competitors are -nearly evenly matched. Help the under dog, in a wise manner. When a -society seems on the decline initiate some plan to revive its strength. -Coöperation at the right moment will win confidence and prevent clashes. - -Make an appeal to the Delphian Society on the ground of their past -record. Display the details of their achievements, repeat the -announcements of the coming contest. Secure the assistance of some -graduate Delphians who are unconcerned in the present grievance. Apply -the method of approval on a large scale and show the society that its -members, the school and the town are hanging with expectancy on their -decision to continue preparation and again win the trophies. This should -be done privately to a large extent to avoid over-emphasizing the -importance of this one society. - -Promise fair dealing with the Archimedeans, but make no pledges about -solving the problem instantly and in the way demanded by the Delphians. - -Take plenty of time to correct an evil, if no urgency of growing habit -compels haste. Propose the substitution of a better method for -increasing membership in the Archimedean society. Perhaps new members -will be chosen by lot as fast as new pupils enroll. Issue no -prohibitions if they can be avoided. - -Avoid calling a meeting of rebellious students unless you have a plan -that is acceptable to the leaders of the group. If negative action is -necessary deal with single students. - - Man is a creature of a willful head - And hardly driven,—but is easily led. - —_S. Daniel._ - - -COMMENTS - -[Sidenote: Getting the News] - -Some executives have a fine ear for school news; they catch what is -passing, seemingly with little effort. They are not eavesdroppers or -spies, they do not employ informers, and yet they know everything that -goes on. - -There is a good reason for their success; they are sought-out -counsellors. Their pupils have a sense of being team-mates with the -superintendent or principal and so are frequently in his company. - -The scope of official jurisdiction is by no means sufficiently wide to -cover all the useful points of comradeship in school management. There -need to be occasions of voluntary assistance that extend beyond the -range of ordinary school routine. This coöperation is unofficial and -very powerful in dissipating mild antipathies between teacher and pupil. - - - 5. Disobedience Provoked by a Policy Contravening Community Sentiment - -The eager, self-confident, strong-willed teacher often rushes into a -program of action that has unfortunate results. If in his own student -days he attended a large, highly organized school where the authorities -easily executed new school policies, he often blunders as a teacher when -beginning work in a smaller school because of unskilled imitation of the -methods of his former teachers. - -[Sidenote: Know the Community] - -Perry warns the teacher against neglecting to study the psychology of -the crowd. A pupil dealt with alone is but one individual. If another -shares in the conference you have a group. Any punishment shared with -another loses force. If another two are added to the number the -punishment ceases to have real worth. This does not mean that there is -no such thing as the punishment of a social group; but that what is a -punishment for one does not become a punishment for a crowd simply by -being extended to the crowd. The punishment of individuals and of groups -is essentially different, and must be differently planned. - - -CASE 17 - -[Sidenote: Dancing] - -Miss Allison took charge of the Reynolds High School as principal under -a mediocre superintendent. After the term was well under way she made -this announcement one morning at general exercises, “Owing to the fact -that the work of the high school has been suffering seriously for some -weeks past by reason of an excessive number of social affairs, it has -been decided to ask you all to refrain from social dancing during the -remainder of the year.” - -After a few more words in which Miss Allison disclosed the fact that the -announcement had the approval of the board of education and the -superintendent, the matter was dropped. - -Not many days passed until the following conversation took place: - -“Edith, didn’t you plainly understand the announcement made in the -assembly-room some time ago?” - -“Yes, Miss Allison, I understood. But you know we have all been -accustomed to dancing for years and years back and it seems hard to have -our fun all taken away from us.” - -“But you are asked to give up dancing only during the school term.” - -Edith continues, “All the other young folks not in school go on with -their fun; they invite us and we want to dance.” - -“Well,” said Miss Allison, “all I can say is that the high school pupils -are not to dance while attending this school. You have not followed the -rule of the school. This is your first dance and if you do not repeat it -we can let the matter rest.” - -But things took a turn for the worse. Community sentiment was not strong -enough to sustain Miss Allison, although official consent had been -readily obtained. - -At a senior class social the whole company fell back into the old ways -and dancing lasted until midnight. When Miss Allison learned of it she -reported the matter to her superintendent. He sympathized with her and -then left the difficulty largely in her own hands. - -She decided finally to drop any further consideration of the question of -dancing. She heard occasional remarks of mingled curiosity and scorn and -found her influence on the school sadly weakened. - - -CONSTRUCTIVE TREATMENT - -[Sidenote: A Substitute for Prohibition] - -Instead of the plan that Miss Allison followed we suggest the following -procedure. Remain silent on the matter of dancing as a cause of -insufficient lesson preparation. Your private opinion on the propriety -of dancing can of course be modestly disclosed. - -To secure better results in class work consider again the length of -lesson assignments, interesting matter for recitations, and whatever -accessory means are needed to make class work of great interest. Review -again details of modern plans of teaching high school subjects. Accept -as a probable fact that laxity in preparation for a recitation is -chiefly the fault of the teachers in that subject. Confer with each -teacher privately on this problem of better teaching methods. - -The following seems a tactful method of approach. - -“Mr. Pingree, just a moment, please. I ran across some announcements -lately that I think might interest you. They deal with the use of -reproductions of famous paintings for use in high school Latin courses. -After you look them over I should like to confer with you and perhaps -plan to introduce them into our work here.” - -Attend pupil social affairs sufficiently to gain the reputation of -genuine interest in high school social events. Secure a firm hold by -this means on the affections of the pupils and ascertain by direct -observation the actual distraction traceable to social diversions. - -If necessary plan a few little social affairs for some of the leaders of -high school sentiment. In these demonstrate some novelties in the way of -entertainment plans. Choose schemes that are not so elaborate or -exhausting as those in use by the high school pupils and so introduce -substitutes for them. - -Ascertain if you can lay hands on one or two trusted pupil-leaders and -persuade them to agitate quietly and unofficially for a moderation in -evening or other distracting social affairs. Take no chance at this -point; if in doubt omit the attempt. - - -COMMENTS - -A teacher often over-estimates the connection of certain supposed causes -with the known conduct of pupils. There are always several reasons why a -pupil acts as he does; if reform can be secured by dealing with a -manageable cause it is better by far than to attack the most difficult -one. - -These acts of disobedience were clearly provoked by a mistaken policy -instituted by the principal. The method suggested eliminates this -provocation and leads to coöperation instead of antagonism. - -Pupils rebel naturally against being rounded up for lessons either -mediocre or positively distasteful. Nearly all pupils respond -appreciably to a first-class attempt to teach a subject. Substitute -excellence in class work for coercion in social affairs and you appeal -to the common sense of every one concerned. Poor teaching leaves the -pupil unsatisfied and disposed to fill up his life with that which -pleases him most. - -[Sidenote: Direction Not Suppression] - -Suppression of social interest is impossible. Education of high school -pupils in social intercourse and recreation is a necessary part of -school training. A teacher may easily be as lax in caring for this phase -of his duty as a pupil is in preparing his lessons. - -The art of holding an interview with a pupil is not easily learned. Let -us see how a boy describes a conversation with a strong, fine man who -knows how to make men out of boys. - -“Well, I just told him all about it. You can’t think how kind and gentle -he was, the great grim man, whom I’ve feared more than anybody on earth. -When I stuck he lifted me, just as if I had been a little child. And he -seemed to know all I’d felt, and to have gone through it all. And I -burst out crying more than I’ve done this five years; and he sat down by -me, and stroked my head; and I went blundering on and told him all; much -worse things than I’ve told you. And he wasn’t shocked a bit, and didn’t -snub me or tell me I was a fool and it was all nothing but pride and -wickedness, though I dare say it was. And he didn’t tell me not to -follow out my thoughts, and he didn’t give me any cut-and-dried -explanation. But when I’d done he just talked a bit—I can hardly -remember what he said; but it seemed it spread round me like healing and -strength, and light; and to bear me up, and plant me on a rock, where I -could hold my footing and fight for myself.”[5] - -Footnote 5: - - Hughes, Tom Brown’s Schooldays. Macmillan. - -Again, it is clear that if disobedience grows out of the certainty on -the part of pupils that the community will support them rather than the -teacher, the logical thing for a teacher to do is to deal with that -community sentiment, in its adult and influential exponents, rather than -in the children whose attitudes are formed by it. - - -ILLUSTRATION - -[Sidenote: Gambling] - -Thomas Mallory was principal of a high school in a suburban town where -practically all the citizens were well-to-do people. In November of his -first year, he noticed that at noons the students who in fine weather -walked or played tennis after eating luncheon, on stormy days were -playing cards. This in itself was not serious, but a little observation -showed him that gambling in a small way was being carried on. He did not -pretend to be greatly shocked by these discoveries, for he knew that -most of the students had taken a hand in card games in their own homes -without restraint, and that many of them knew that their fathers played -for small sums at their clubs and that their mothers won valuable prizes -at bridge parties. To most of them, the staking of their pin money but -lent a pleasurable zest to a game of cards. - -But Mr. Mallory had a horror of gambling. After much thought upon the -matter, and several interviews with boys and girls who liked to make -bets, he decided to submit the problem to the parents themselves. He -sent out with the November report of each pupil a mimeographed and -signed note to the parent or guardian, explaining the situation and -saying that he thought that, owing to the abuses that young people were -liable to make of the privilege of playing cards, they would better not -be allowed to play at all, especially as it was impracticable for -teachers to oversee personally the conduct of each group during the noon -recess, even if such espionage were wise. He called attention to the -importance of the formation of right habits during adolescence, and -asked each parent if a prohibition of card-playing in the high school -would not meet with his approval. - -The response was everything that could have been wished. Even those -parents who were themselves gamblers in one way or another, did not want -their children to gamble even in a small way at school. Having, then, -the practically undivided support of his patronage (a few parents were -not sufficiently interested to reply, but none opposed his measure) Mr. -Mallory made a rule that no card-playing was to take place upon the -school premises, and without any trouble more wholesome recreations took -its place. - - - 6. Disobedience Growing Out of Unbridled Pleasure Seeking - -There come times when the usual routine of school life is suspended and -the pent up enthusiasm or passion for play seems to run wild. - -High school pupils find it particularly difficult to keep within the -established limits on such occasions. - - -CASE 18 - -[Sidenote: A Big Celebration] - -Five other boys went with the six debaters of the Roylston High School, -when they went to Barrymore, twenty miles away, for their annual debate. -The principal, Mr. Knapp, always had gone with them on these trips; but -this time he was detained by illness in his family, which developed too -late for him to find a substitute. He therefore gave them last -instructions at the station and hurried home, the boys’ assurances that -they would “do him proud” ringing in his ears. - -At twelve o’clock a worried mother called up to know what was the -trouble; at half-past twelve an irate father wanted to know why his boy -had not returned. Mr. Knapp asked his assistant to make inquiries, and -at two the assistant telephoned that the eleven boys, very hilarious, -had just come in from Barrymore, where they had eaten a late supper at -the hotel after the debate. Mr. Knapp, thoroughly out of patience with -them for their duplicity and lack of honor, resolved to make an example -of them the next Monday morning. - -On Monday morning, therefore, at chapel, Mr. Knapp read the names of the -eleven boys distinctly. He said the debaters had won the contest with -Barrymore, but had lost all credit for the victory through a breach of -good faith. Because he could not go with them, they had remained until -the last car and had indulged in a celebration supper. Therefore, he -thus publicly withdrew from each boy in that group the privileges of -representing the high school in any contest the school might thereafter -hold during the year. He did this because a boy who could not be -depended upon was unworthy to represent Roylston High School. - -Addressing the boys personally he said: - -“You have been guilty of a breach of good faith, boys, in that you did a -thing when I was not with you, which your knowledge of our customs and -our standards makes every one of you know to be wrong. You took -advantage of my absence in a dishonorable way. I dislike to take from -the six debaters the privileges of debating for the school, for that -seems unjust to the school. I hesitate to forbid these five boys to go -with the team again, for I am as anxious as I suppose they are, for the -boys to redeem themselves by good behavior next time.” - -The result was a scarcely concealed spirit of defiance in that high -school. The students were indignant that a victory had been so lightly -acknowledged; that what they thought a slight offense had been so -severely punished; above all, at the _ex post facto_ nature of the -punishment, for the boys had not been told they were to return at once -after the debate. This had been their custom always and Mr. Knapp had -not thought it needful to give specific directions. There was a feeling -that Mr. Knapp was unjustly severe; and his influence and authority -weakened perceptibly as a result. - - -CONSTRUCTIVE TREATMENT - -Hold a private interview with the eleven pupils after definitely -deciding on a course of action. In the interview these matters should be -covered: the honors brought to the school by the victory; the plans for -the next debate; the changes in personnel if any; an account of the -after-debate celebration held at Barrymore. Do not disclose any -faultfinding attitude toward the group. Make no statements about their -delinquency; ascertain their motives and attitudes toward their -misconduct. - -Later after discovering the ring-leader, meet him privately and go over -the affair in detail. Make him admit the error by tactful questions and -lead him to accept your plan to hold celebrations on home ground in the -future. - -Proceed in like manner until a strong minority accepts your policy. At a -regular meeting of the debaters make brief announcement of the opinions, -judgments and resolutions thus accumulated. Reinforce them by a few -strong statements full of enthusiasm and subdued firmness in a way to -show that you stand positively behind the decision to maintain the -school policy. - -In your own mind accept the chief responsibility for having so loosely -managed affairs as to make the delinquency complained of a possibility. - - -COMMENTS - -Mr. Knapp made two mistakes in this case. First, he failed to provide -for a situation which, had he been less preoccupied, he might have -foreseen; that, if they won, these boys would consider a late supper a -manly and smart way of celebrating. Second, he punished them, not by -taking away a personal pleasure from each, but by cutting them off from -a social enterprise for the good of the school, an enterprise which was -a means of growth in just that very sense of responsibility which the -boys lacked when they took advantage of their principal’s absence. - -If a punishment is too severe in the minds of the pupils, the -administrator loses the possible endorsement of the penalty which would -in fact effectively reinforce it. A punishment that does not accurately -represent social conscience can have almost no value. It generates -repugnance. - -“The mood of repugnance tends to give rise to and to be accompanied by -either a mood of anger or of sorrow, according to the degree of -opposition to which it is subjected and the degree of energy available -for resistance.”[6] - -Footnote 6: - - Shand, _The Foundations of Character_, 406. Macmillan. - -[Sidenote: Do Not Fight Instinct] - -He made too much of a misdeed that grew out of very natural instinctive -impulses. The public announcement was a flaunt in the face of the entire -school and a severe attack on a matter which had strong public sentiment -behind it. It is unwise to launch one’s self against a small misdeed in -a way to make one an enemy to a popular movement which one after all -desires to promote. Confidence in high school pupils must be genuine, -yet a principal must safeguard them against overstrain on matters where -adolescent enthusiasm easily runs wild. There is a way of trusting -pupils and at the same time “fixing” circumstances so that disobedience -is not likely to occur. - - - 7. Disobedience Due to the Inefficiency of the Teacher - -High school pupils become very expert in detecting the real from the -imitation in the matter of character and ability in teachers. They have, -as a rule, a keen respect for intellect; so much so that they will -usually yield ready obedience to a teacher who can really open their -eyes to the wonders that lie in the world of lessons. Intellectual -attainment alone is not enough, but real learning, combined with the -rare art of imparting it, will almost always win admiration and -following. - -[Sidenote: The Bluffing Teacher] - -One of the great hindrances to good feeling and ready obedience in our -American high schools is the comparatively low standard of preparation -of many of their teachers. Teachers who are too young, too quickly and -too superficially trained, very seldom succeed in keeping the pupils -long in ignorance of their shortcomings. - -Some teachers who have felt a lack of respect and a tendency to -disobedience and disorder, have found the atmosphere of the school to -change as if by magic when better preparation of lessons on their own -part has been made. Pupils who have once known the joy of having a -wide-awake, well-prepared, and keen teacher are especially quick to -detect low scholarship and faulty training in subsequent instructors. - - -CASE 19 - -The Junior English class in the Warren High School was reading Macbeth -under the guidance of a teacher who had just come to take the place of -Miss Foster, the regular teacher, who was ill. They had reached the -second act. - -“Sleep that knits up the ravell’d sleave of care,” read John Harris. -“What does that mean, Miss Kirk?” - -Miss Kirk did not really know, for she was not a student of Shakespeare -and she had not had time to prepare the lesson. She considered hastily, -however, and made what she hoped was a shrewd guess. - -“They wore knitted doublets in those days,” she said, “and of course -they would ravel out with wear and use. So the women used to knit them -up again when they needed it, in the sleeves for instance, just as we -darn hose now.” - -John finished Macbeth’s speech, and sat down quite satisfied that he -understood it. But Harold Newcome, the minister’s son, waved his hand -vigorously, and Miss Kirk let him speak. - -“Father and I read this over last night together,” he averred, “and we -found a different meaning from that. We found that sleave is a Scotch -word and means the silk before it’s spun into thread.” - -Miss Kirk was shrewd enough to say, “That is a passage upon which the -authorities disagree. You may go on, Constance.” Harold, while -unconvinced, was silenced for the time being. - -The class reached the third scene. “He should have old turning of the -key,” read Mary Bond. “Miss Kirk, I think there must be a misprint -here—I don’t make sense of it.” - -“There is,” Miss Kirk replied, bluffing as before. “It should read, ‘He -should grow old turning the key.’ Go on.” - -“But that isn’t it,” Harold cried out in his eagerness. “That expression -is just like one the girls use when they say, ‘You mean old thing.’” - -“Harold, please get permission to speak next time,” Miss Kirk -admonished. “And don’t interrupt the reading.” - -They reached the lines, - -“Approach the chamber, and destroy your sight With a new Gorgon.” - -“What is a Gorgon?” some one asked. - -“Jennie, can you tell?” Miss Kirk was growing cautious. Jennie could -not, so she asked first one and then another. Harold, although he could -have told, shook his head, and waited with a sardonic smile to hear what -Miss Kirk would say. Feeling obliged to answer her own question, Miss -Kirk at last hazarded, - -“It is a kind of weapon they had in those days. Tomorrow I want you all -to look up all the words you do not know.” - -At this, Harold closed his book with a bang and grinned broadly. Miss -Kirk looked at him severely, and said, - -“Harold, open your book and read the next lines.” - -“Excuse me,” he answered, “I don’t believe I will. I’m learning so much -from your wonderful definitions that I think I’d rather listen to you.” - -“Harold Newcome, open your book this instant. Do you mean to do as I -say?” - -“I certainly do not. You don’t know as much as we do about this play. -You haven’t even read the notes at the back of the book, I bet.” - -“You may leave the room this instant,” Miss Kirk commanded in a rage. -“Will you do that?” - -“I certainly will, with pleasure,” and Harold left with a mocking bow. - -At recess he gathered a group about him and explained his teacher’s -ignorant mistakes. The other pupils enjoyed the joke thoroughly, and did -not trouble that night to prepare the next day’s English lesson, feeling -that they could either bluff or excuse themselves with so “easy” a -teacher. Miss Kirk found them disrespectful and inattentive, listening -to her comments and instructions with amused smiles. Her work was a -total failure, and in a few days she had to give up to a more able -substitute, whose preparation was such as to command respect. - - -CONSTRUCTIVE TREATMENT - -The teacher who has not had time to prepare a lesson will find it best -to be quite frank with his pupils; no mistake could be greater than to -pretend a knowledge which he does not have. Miss Kirk might have said to -her class on that first day, - -“I have just come, and have not even read over today’s lesson; and it -has been several years since I read this play or saw it performed. So we -shall have to work it out together, and I’ve no doubt that you can tell -me many things I’ve forgotten.” Harold, who had had his father’s help in -studying the act, would have been delighted at the chance to contribute -his facts, and their gracious reception would have encouraged others to -prepare lessons in the same thorough way. - - -COMMENTS - -The authority of a teacher over his pupils rests upon the theory that -the teacher is fit to direct the conduct of those who are younger and -less able to select right courses of action. If the teacher be immature, -stupid, badly educated or uncultured, this theory breaks down; the -pupils themselves are quick to recognize the fact that the basis of -authority does not exist. - -Even when they do not consciously reason out this cause for disrespect -and disobedience, they feel it, being logically minded and keenly -sensitive on the subject of obedience. They feel the injustice of being -asked to obey one whom they see to be unfit to control, because of his -dishonesty in pretending to be what he is not. If the teacher is frank, -pupils will often make generous allowances, but they rightly despise a -bluffer and decline to give him loyal support. - - ------------------------------------------------------------------------- - - - - - DIVISION IV - - - ------- - - -CONCRETE CASES ARISING OUT OF SELF-PRESERVATIVE INSTINCTS - - - - - “... The training of a child ... does not consist of elimination - or suppression but of direction of the native impulses so that - they co-operate in a rational and organized manner.” - - Angell, _Psychology_, p. 430.—_Holt._ - - - - ------------------------------------------------------------------------- - - - - - CASES ARISING OUT OF SELF-PRESERVATIVE INSTINCTS - - -[Sidenote: Function of Instincts] - -By instincts are meant those natural impulses _to do_ which are “born in -a person,” and which are so strong in animal or man, that each goes on -to perform the act toward which he is impelled even though he has had no -previous instruction in performing that act, or even though he may not -be clearly conscious of what he is doing. The nesting and migrating -instincts in birds, the building of beaver dams, the hibernating of -certain animals, the swarming of bees, are examples of well marked -instincts among animals. Play, curiosity, and the dramatic tendencies, -are equally well marked examples of instincts in children. - -[Sidenote: Their Classification] - -Professor Kirkpatrick divides the instincts into several groups -according to the function they perform in the development of the -individual. Chief among these groups of instincts, and becoming -prominent in the child’s life in about the order named are (1) the -self-preservative and individualistic instincts, (2) the adaptive -instincts, (3) the gregarious or social instincts, (4) the parental -instincts, (5) the expressive and (6) the regulative instincts. - -It will surprise the teacher whose attention has not already been called -to the matter to note how many of the disorders of the schoolroom grow -out of instincts which are entirely natural to the child and indeed -highly useful to the individual for the most part, their undesirability -in the schoolroom being due only to the lack of proper control, that is, -to a power which the child has not yet acquired, and which it is the -function of the school to teach. - -Consider, for example, the lowest of these groups, the self-preservative -and individualistic, as opposed to the altruistic impulses. At first -thought such instincts as anger, fear, fighting, selfishness, and -acquisitiveness seem ignoble and unworthy of expression. Yet every one -of these impulses, undoubtedly, has a useful function to perform in the -child’s life, impelling to experiences and habits which lay the -foundation, at least, for the development of the higher instincts which -are to dominate later. - -This is not the place to go into a detailed discussion of the various -instincts. The thing to remember is, first, that most of the impulses of -children have an instinctive basis hence are not, in themselves, wrong -but become wrong only as they fail to be brought under gradual control, -and, secondly, the impulses are not to be supressed, but rather the -energy found to be expended in harmful ways must be divided into -channels of legitimate action. We shall now consider some of the most -undesirable forms of the self-preservative and individualistic impulses. - - - 1. Disorders Due to Laziness, Clumsiness, Noise and Fidgets - -(1) _Laziness._ It is almost absurd to advise a teacher what to do with -a lazy pupil in the first grade. However, lest there be some teachers -who may discover a lazy pupil among their number, it will not be amiss -to offer a few suggestions. If the first grade teacher can persuade -herself that there are no lazy first grade pupils, she will have gone a -long way toward an effective preventative of laziness. Too long has song -and story focused attention upon the lazy scholar by making him a -glaring example of failure only to suggest that he exists, when in -reality there are extremely few lazy first grade pupils. - -It may be that a child is physically defective or is suffering from -languor due to poor food or a badly ventilated schoolroom. Pupils very -often are forced to sit near the stove or radiator and the continuous -heat makes them sleepy and the teacher accuses them of being lazy. -Sometimes parents are so short sighted as to deprive their children of -the required amount of sleep, then the child is sleepy the following -day, and the teacher mistakes it for laziness. Many children are so -active and alive that when they are required to sit still they become -drowsy. There are many causes that contribute to a child’s inactivity. -It is unnatural for a child to be slow and inactive. Perhaps it would be -better to assume that there can be no lazy children in the first grade. - -The first thing to do toward a child that seems lazy is to study the -case carefully. If the child is inactive, thereby appearing lazy, -because of his physical condition or the wrong condition of any part of -his surroundings, the cause should be removed. Then, if the laziness -does not disappear, it becomes necessary to interest the pupil. -Practically the same methods can be used that are applied to the -indifferent child. It is only a matter of interesting the pupil. With -older children a confidential talk showing the unfortunate results of -neglect of work will often accomplish much. - -[Sidenote: Lazy Pupil] - -Sometimes a teacher has a pupil that is very slow, so slow that is -becomes a source of annoyance, because he is always behind. Not a word -or look of the teacher should suggest to the child that the teacher even -thinks him slow. Little tasks should be assigned and the command added -to see how quickly the work can be done. It is quite the wrong thing to -say, “Hurry up! Don’t be so slow!” On the contrary it will encourage the -child to say, “I want you to see how soon you can do this.” The -suggestion should be given in a kind and appreciative manner. As soon as -the child has done the task, though it may not have been in a hurry, the -teacher should say something to this effect, “I tell you, you can hurry, -can’t you! When I want something done quickly, I will ask you to do it.” -A smile and pat on the child’s head will encourage the pupil. Two or -three lessons a day for several weeks will change the child who is slow -merely through habit, and what is better the teacher is doing the child -a great service for future life. The teacher must remember that all -commands must be suggestive. - - -ILLUSTRATION 1 - -The morning after the report cards were given out in the Whittier School -in Hanover, Massachusetts, Miss Jamieson was met at the door of her room -by Anderson Wheeler, one of the smartest yet most mischievous boys in -her room. - -“Miss Jamieson, why didn’t I get more than ‘Fair’ in geography? Harold -Stetson got ‘Excellent’ and I know as much as he does.” - -“Come into the room, Anderson, and we’ll talk the matter over.” - -“Bring your geography up to my desk.” - -“Now do you remember the day I asked you to name the mountain ranges in -the eastern part of North America?” - -“Yes.” - -“Do you remember that you said you had not studied your lesson?” - -“Yes.” - -“Do you remember the week we studied the industries of New England?” - -Anderson nodded his head in assent. - -“There was not one day that you could give me a correct answer to a -question.” - -“Just how much time do you spend in studying geography, Anderson?” - -“Not very much.” - -“No, Anderson, you could get as high a mark as any boy in this room if -you wanted to. You really like geography, don’t you?” - -“Yes, I do. My father is always talking about things that are in our -book.” - -“Well, now, Anderson, why don’t you try to learn more about them? You -could be of so much help to us in our geography class if you would talk -over these subjects with your father.” - -“Try this month to work up to an excellent grade. Will you?” - -“Yes, Miss Jamieson. I believe I’ve fooled my time away this month.” - -Thus, one teacher stimulated the worst laggard in her room. - -(2) _Fidgets._ Teachers very often speak of certain pupils being -nervous, fidgety, or impatient. All these faults will respond to the -same treatment. As a rule they are due to the same cause. It is -necessary to discover the cause first. Generally, some physical defect -of the child causes him to be nervous or impatient. The teacher can not -remove this, hence, she must be patient with the child. Patience will -not remove the trouble but will go a great way in keeping the child -under control. The parents should be consulted and an attempt made to -have the child examined by a physician. Most parents will be glad to -coöperate with the teacher and soon the child will be happy and -contented. Whenever the teacher can not enlist the coöperation of the -parents she must do the next best thing. If the trouble can not be -entirely removed, it can be allayed. Care must be exercised not to keep -the pupil too long at any one occupation. It may be necessary to have -some extra busy work or interesting pictures or picture books, so that -frequent changes can be made in his work. A nervous child, too, needs -more exercise. Have him do some work for the school, e. g., collect -pencils or paper. Gradually the teacher should accustom the child to be -satisfied with what will interest and keep the other pupils quiet. This -can be done by withdrawing his extra attractions and indulgences until -he is under the same regime as the other pupils. If the child is nervous -and impatient, not as a result of some physical condition, then the -difficulty can be handled more easily, but by the same method as -described above. Children may be nervous and impatient because of home -conditions or simply as a habit. In either instance treat as above. A -nervous or impatient child should never be scolded for annoyances due to -nervousness. He can not help himself. He needs encouragement and kind -treatment. - -(3) _Noise._ There are teachers who are constantly annoyed by a -ceaseless clatter of pencils, pencil-boxes, rulers, books and other -school paraphernalia. This constant din of noise is usually due to the -teacher’s bad management. The following was told the author by a teacher -who lived through her ignorance and arrived at the place where she saw -that she was the cause of the endless noise that pervaded her room. This -teacher had “little punishments” attached to various annoyances. One of -the most absurd was the requirement that if a pupil dropped a pencil or -other desk property, he had to pick up the object and then stand by the -side of the desk, as a punishment, until the teacher permitted him to be -seated. The most surprising thing about the method was that it did not -abate the number of so-called offenses. Little did this teacher remember -that she herself sometimes let something fall to the floor, and that the -same thing might happen in the case of the pupils. This teacher finally -discovered that the dropping of a pencil or book was but an accidental -occurrence; and was not at all to be termed an annoyance; and that if -she did not notice it no one else would. The teacher who thinks that an -occasional dropping of a pencil or other object to the floor is an -offense is to be pitied. - -There is no such a thing as a schoolroom in which nothing ever falls to -the floor. It is true, it may become an intentional annoyance on the -part of the pupils. But it will not become such until the teacher makes -it such by her constant faultfinding about the annoyance. The teacher -must assume that pupils do not let things fall to the floor -intentionally. Whenever she has that attitude about it she will not be -annoyed by the trivial occurrence, and furthermore, her pupils will -never let things fall intentionally. - -[Sidenote: Noiseless Movements] - -Teachers often experience a great deal of trouble in having pupils -handle their books and other desk property quietly. Little wonder! What -boy or girl does not recall the following expression? “Oh my! Children -how much noise you make! Can’t you put your books away more quietly?” -Sometimes the expression is further emphasized by saying, “I will not -let you have any recess, if you can’t put your books away with less -noise.” The teacher who resorts to such expressions will not be able to -abate the noise attendant upon putting books away so long as she uses -this method. To pay attention to an annoyance of this nature is only to -aggravate it. But this is a very common schoolroom annoyance and must be -remedied. It can be remedied, but not by a foolish plan. The first grade -teacher on the first day must take occasion to suggest how she wants the -books, pencils and rulers put away. Her pupils will do as she has -commanded. Though they may have made more noise than she expected, she -will win her point if she says, “Thank you, children. I like to have you -put your books away like that.” The next time she must say, “Now, -children, let us put away our books, and let us see if we can do it as -nicely as we did this morning.” Such expressions of suggestive control -will work upon the children like a charm. They will put their books away -much more quietly than before. The teacher must always approve the -action of the preceding occasion. To make the method more effective, the -teacher may tell the pupils, when a visitor comes in, “Now, children, -show Mrs. B. how nicely you can put your books away.” The children will -try hard. It is only natural that they should. However, if they make -more noise than necessary, the teacher will strengthen her influence by -telling the visitor that she is trying to have the pupils put their -books away quietly and by approval she wishes to gain her point. There -is no doubt she will establish the habit among the pupils. She needs -only to keep at it for several weeks, until the putting away of books -and pencils will be done quietly as a habit. - -[Sidenote: Passing Quietly] - -Some teachers wonder why their pupils walk so noisily in the schoolroom. -There are few exceptions where it is not the teacher’s fault. Whenever -such an annoyance exists, it is necessary that the teacher have a -systematic method for passing about the room and in and out of the room. -To call a class and allow it to use its own pleasure in getting to the -recitation seat or the recitation room is a prolific source of confusion -and noise, and the most tactful methods to abate noise can not prevent -it. Pupils should be instructed to slip out of their seats to the right -or left, as the teacher desires, and then stand at the side of their -desks. At a signal of the teacher they should pass forward. If there are -several rows of pupils, and if they are required to come forward during -the recitation, one row should lead, the others following in order. They -should all approach the recitation seats from one side and seat -themselves in the same order as that observed in marching forward. In -passing from one room to another and in and out of the schoolroom, -system will aid materially in abating noise. The wise teacher will -remember that there must be some noise, but let it be “orderly noise.” - -The following little incident explains a tactful teacher’s method of -dealing with unnecessary noise. A certain class had passed to the -recitation room quite noisily. The teacher kindly asked the class to -return to their seats. When they were seated, she said, with a smile on -her face, “Children, let us try to come to the recitation more quietly.” -Quite naturally, the class responded; not as the teacher wanted them to -do, but better than the first time. With a kindly look on her face, and -a smile indicating approval, she said, “Thank you; that was better.” For -the next recitation she intimated how pleased she was with their attempt -and asked them to repeat it. The teacher had pleased them by her kindly -manner, and the pupils responded by complying with her desire. Tactfully -she kept this up until it became a habit with the class. Never did she -scold or reprimand the class for noisily passing about the room. What -this teacher did can be done by every other teacher. - -Sometimes a single pupil has the habit of dragging himself noisily about -the schoolroom. This, too, is easily remedied. The pupil should not be -reprimanded for it. The teacher should call him aside after school and -in a friendly way tell him about it. It will win the pupil to -carefulness if the teacher can say, “I know you never thought about it, -and of course I shall appreciate it if you will be more careful.” Now, -the pupil may not always be more careful, or may even forget. However, -the teacher should take the first occasion to say truthfully, “Thank -you; I knew you could get about more quietly.” It may be necessary to -use this method for several days, but the teacher should not despair. It -will effect a cure. - -Every teacher recalls that when a visitor or visitors came in, pupils -were far more noisy than usual. It seemed as though they dropped every -article they had in their possession, walked as disorderly as they -could, and left the room without restraint. And nearly every teacher can -recall how she told the pupils, after the visitors were gone, that she -was ashamed of them. Telling them that their behavior caused the teacher -to feel ashamed did not lead them to act better upon another occasion. -It is a far better way kindly to inform the pupils of their mistake and -suggest what the teacher expects. Then when the visitor comes expect the -behavior desired, as well as see that the pupils are busy. When the -visitor is gone, approve whatever efforts the pupils made to do better. -It will encourage them to do their best on future occasions. The method -of approval will succeed, not the first or second time perhaps, but by -patient application. - -Too much emphasis can not be placed upon the method of dealing with -general schoolroom noise. As a rule, not any single annoyance is marked -enough to be picked out and dealt with as an offense. General schoolroom -noise will always be aggravated by the teacher who treats it as an -offense and finds fault with it. The only method to use in dealing with -it is to propose a better way and then approve whatever the pupils do. -Keep on suggesting the better way and approving, and the desired results -will be obtained. The method properly applied can not fail. There is -much, too, in the very attitude of the teacher. A teacher who can make -her pupils feel that she expects nothing but their best efforts in -passing about the schoolroom or handling their schoolroom belongings, -will get the pupil’s very best efforts. - -(4) _Clumsiness._ The human race wastes an incalculable amount of energy -and nervous force because of the unnecessary noise which it makes in its -thoughtless habit of doing things in the first way which presents -itself, rather than in a way which has been carefully devised to save -noise and confusion and needless expenditure of energy. One of the -finest things a good school aims to do is to teach its pupils how to -work quietly and to overcome clumsiness. - - -CASE 20 (EIGHTH GRADE) - -John Creel wears big, heavy shoes of cowhide, and walks across the floor -with the tread of a small army. He hits a few desk-supports on his way -to the blackboard and knocks a paint box off a desk on his way back, -giving rise not only to its initial clatter, but to an indignant -splutter of protest from the small girl who owns the paint box. The -teacher, a nervous maiden lady of prim ideas, is greatly annoyed. - -“John Creel!” she exclaims. “Do see if you can’t walk without making a -noise that would wake the dead, and do try not to hit everything within -a mile of you as you move about. If I were a boy of your size, I’d try -to overcome my awkwardness, instead of shambling about that way. Now try -to sit still until recess.” - -John, within his outer mail of grinning indifference, has all a big -boy’s sensitiveness to ridicule and reproof. He pretends now, before the -other pupils in his school grade to regard the teacher’s reproof with -scorn, and frequently scrapes his feet along the floor, just to show -that he doesn’t care. But he really wishes that he didn’t fall over -everything as he does, and he wishes that his father could afford to buy -him the neatly fitting, lighter shoes that other boys wear. But he would -not have anyone know these secret longings, for the world, and there is -small chance that the prim one at the desk will have insight enough to -know what goes on in John Creel’s towsled head and never shows itself in -word or deed. - -Shambling to a class the next day, John drops a book, from sheer -awkwardness, from sheer lack of muscular control. Miss Prunes-and-Prisms -quite loses patience at this, and calls out, - -“John Creel, you may stand in the corner until you can learn to come to -class without making so much noise.” - -John goes, stands there in a stoop-shouldered, grinning mockery of young -manhood, and becomes the devoted hater of Miss Prunes-and-Prisms. The -dislike and resentment, which has been undefined in him before, -formulates itself now into a powerful resolution to make her life -miserable for the rest of the term. And, being not without mental -resources, John is able to carry out this resolution; Miss -Prunes-and-Prisms has nervous prostration when school is over, as a -result, and both John and his school bear a bad reputation. - - -CONSTRUCTIVE TREATMENT - -[Sidenote: Treating the Fidgets] - -Pay no attention to John at the moment. Merely say to yourself, “Here is -a bit of disorder for which I have not yet given any lessons in control. -I must remedy my neglect in this respect.” - -Next analyze John’s problem into its elements. For him to get his drink -of water it is necessary that (1) he turn in his seat, (2) get out of -the seat, (3) turn toward the hallway door, (4) walk across the floor, -(5) open the hall door, (6) drink, (7) close the door, etc. - -With these steps of the problem in mind, say to the whole school, later -in the day, when the pupils are beginning to get tired and “fidgety”: -“Children, you have worked first rate this afternoon. Now let’s play a -little while. All take good positions, and I’ll tell you just what to -do. I’m going to ask you to turn in your seats just as if you were going -to get up, only this time nobody gets up. You are to do it without -hitting your elbows against the desk or dragging your feet or doing -anything that will make any unnecessary noise. Be all ready when I say -‘one!’” [After a pause.] “‘One!’ One boy missed! Try it again! Position! -‘One!’ One girl missed! Once more! Good! Everybody right this time! Now -I am going to ask you to rise without making any noise and without -touching the desk with your hands. Be ready when I say, ‘Two.’ That was -good. Now we’ll try both movements together. ‘One, two!’ Right. Be -seated. It is recess time now, and I will count for you. You may turn, -rise, and turn again in the same way you did a moment ago. I wonder how -many will remember to come back from recess just as quietly!” Do not -forget to approve the children for coming in more quietly than formerly. - -On the following day drill in the same way on the art of sitting down -quietly, as if the pupils had just come in from recess. Repeat these -drills whenever they are needed, until the habit is firmly established -of moving about quietly and in orderly sequence. Drill in a similar way -on other little disorders of the room until each difficulty, one by one, -is overcome. - - -COMMENTS - -[Sidenote: Planning Reforms] - -Keep in mind, while planning reforms, the several possible causes for -awkwardness and noise, namely: - -1. The pupil may not yet have subdued his instinctive impulses to -conventional form or to regulation of any kind. All the impulses act at -once, we may say, and they get in the way of each other. The child needs -to be taught which part of an act to perform first, which second, etc., -in order to perform it skillfully, just as in bicycle riding, playing -the scales on a musical instrument, etc. - -2. When boys and girls reach the period of rapid growth, the body itself -is changing its proportions; naturally, it takes time to adjust one’s -self to one’s body. Meanwhile there is an “awkward age,” which is -annoying to the teacher, but much more so to the child. The teacher -should recognize the fact that this is transition time and treat it as a -perfectly natural physiological period, doing what she can all the while -to eradicate bad habits of posture and movement, but recognizing at the -same time that some patience is necessary on the part of both pupil and -teacher. - -3. Awkwardness may be due to imperfect development of the muscles or of -the nerves which extend to the muscles. - -None of these cases can be helped by scolding or nagging or impatience -of any kind. The first can be remedied by drills similar to those -indicated above. The second can be greatly helped by games requiring -exactness or grace of movement. The third can not be remedied except -sometimes indirectly when the trouble is due to illness or malnutrition, -where the cause of the difficulty may be within control. - -The following illustration indicates how the drills may be utilized to -prevent disorder. The next shows how to make use of the games. - - -ILLUSTRATION 1 (FIRST GRADE) - -Training muscles to unaccustomed work. - -[Sidenote: Training Muscles] - -Miss Kate Winslow was a first grade teacher who had just graduated from -a normal school in which great attention was paid to the use of water -colors as an aid to nature study and art. Miss Winslow was anxious to -introduce water color work in her own schoolroom. - -“Take my advice,” said a fellow-teacher, “and do nothing of the kind! I -tried it once and it nearly gave me nervous prostration. Not a day -passed but somebody spilled the water or overturned his ‘paint,’ and -before the end of the first week the desks were daubed with pigments -from one end of the schoolroom to the other. If you are wise you’ll keep -out of it. First grade children are too young for that kind of work.” - -Miss Winslow was not daunted, however. “I believe I can teach the -children how to handle the materials,” she said to herself. “If I use -the same methods which have already proved successful in training them -to put away their books, to care for their wraps, to come in quietly at -recess, and to keep the room tidy, and to take care of the plants and -the waste paper—I’m going to try it, anyway.” - -“Yes, I think you can manage it. If only you are not in too great a -hurry to get at the real work of painting,” said her principal when Miss -Winslow proposed her venture to him. “Better take a few days just for -drill, and not try to do any real work of painting until all the -preliminaries can be successfully executed by the children without loss -of time and without confusion.” - -Thus encouraged, Miss Winslow analyzed the process of distributing the -materials that would be needed, into its elements, and then took the -whole time of the lesson period for one week for teaching the children -how to distribute and handle the material. She first told the children -that she had planned a great pleasure for them in their school work, -arousing their interest and curiosity and desire to coöperate with her -in the attempt to reproduce in colors some of the beautiful things they -had been studying in the nature study period. “Only careful children can -do such wonderful work as this,” she said, “so the very first thing we -have to learn is how to do every part of the work in a careful way. -These little dishes that I have in my hand are for the water. You may -name one boy and one girl whom you think could pass all these little -dishes to the children without making a noise when they are placed on -the desks. - -“Very well—George and Mary. I have found two little trays just large -enough for first grade children to carry. George may take one tray of -water dishes and Mary the other. The children at the seats may watch and -tell, by and by, which was the more quiet, George or Mary.” - -In watching, comparing one with the other, and deciding between the two -pupils chosen, the onlookers are also learning how to do the work -properly; but the teacher must not fail to commend both the children who -have passed the dishes, and then may say: - -“Mary, you may choose another careful girl and George may choose another -careful boy to gather up the dishes without making any noise that can be -helped. That was well done. Now, this time I am going to choose a boy -and a girl to pass them a second time. They are going to try just as -hard as George and Mary did.” - -This time the teacher will choose a clumsy boy and a clumsy girl to do -the work. They will have had the example of the more deft children to -help them, and at the same time are getting a lesson in motor control -that will soon be needed. - -The teacher must not blame the children if they do less well. Say, -rather: - -“Thank you, children. You did try, didn’t you?” Then, turning to the -school, say: “How many of you would like to see when you go home tonight -if you can place some hard thing like a salt-cellar or jackknife or -little dish down on a hard table and do it so quietly that nobody can -hear you? I’ll ask you tomorrow to tell me how many could do it, and -tomorrow we are going to do something even harder than we have done -today. I’m going to let you choose some one _to fill all these little -dishes with water and not spill one drop_. You be thinking tonight whom -we can ask to do such a very hard thing as that.” - -In this way, Miss Winslow drilled the children on every part of the -process of water color painting, including the mixing of the pigments, -so that when the actual use of the pigments began it was done without -noise or confusion or loss of time, and with only very rare accidents. -The children were delighted and asked for no higher honor than to be -able to fill or empty the water glasses—the most difficult thing for -little children to do “without spilling.” So eager were they to be thus -honored that they frequently drilled themselves at noontime in carrying -a glass of water across the room on one of the little trays. - - -ILLUSTRATION 2 - -Use of games in securing motor control. - -[Sidenote: Games] - -Miss Winter, the efficient young principal of the city’s newest and -best-equipped grammar school, had realized keenly that her older pupils -were entering the “awkward age,” and she determined to eliminate that -uncomfortable time from her school so far as possible. She reasoned that -too much talking to the pupils about clumsiness and awkwardness would -merely make them self-conscious, and hence even more awkward to -coöperate with her and with each other in training to quiet and orderly -movements in the schoolroom. She realized that another effective aid in -this work would be the use of games requiring exact motor control. She -encouraged the use of basketball, croquet, tennis, games of skill of all -kinds. “House games” that could be adapted to the schoolroom were often -introduced into the regular routine as “rest periods,” after a -particularly fatiguing period of study. The children became very deft in -catching bean-bags, knocking down Indian clubs, hitting a mark, catching -balls, etc., and with each new accomplishment came a little better -control over the clumsy muscles, though, of course, the pupils were not -thinking much about this part of the program. - -One part of Miss Winter’s plan for physical development was just now -causing her much perplexity, however. The big sanitary swimming tank in -the gymnasium was the chief pride of the school, and now the fond -mothers seemed leagued to prohibit its use. She had just received five -letters complaining that Johnnie, Bess, and Margaret had caught colds -from the frightful exposure of damp heads to the winter air. But that -was absurd. No gymnasium teacher could be more particular than hers -about dry heads after the water frolics. Colds that came from other -sources were being blamed on the innocent swimming tank by women who -believed it a new-fangled superfluity. Surely they did not understand -its significance in the lives and health and training of their children, -or they would coöperate instead of oppose! - -Miss Winter reread the letters. Her impulse was to ignore and override -their protests. Didn’t the school board know better than the individual -parents the needs of the children at large? But—such a course would -generate antagonism between herself and the parents of her pupils, and -she wanted harmony. But how could she avoid the discord and induce the -mothers to applaud the innovation which they now resented? A solution -presented itself—a demonstration of the benefits of the tank! Rapidly -she sketched out ideas. Then she called a teachers’ meeting for the -afternoon and set her plan afoot. And the children were delighted with -its announcement next morning. - -Three busy weeks passed, and then the day arrived for the swimming -exhibition. At two o’clock all the members of the school repaired to the -gymnasium and ranged themselves along the walls, smiling consciously up -at mother faces lining the balcony above. For the parents had responded -warmly to an attractive invitation and had come in a body, each bringing -a quarter to help pay for a wonderful new electrical apparatus for -drying hair. That precaution at least, if they must concede the tank, -was sensible and praise-worthy, they had said. - -Such doings! Jimmy Cole exhibited his backward dive from the -spring-board; Frank Lane, his marvelous ability to swim under water; and -Alfreda Johnson floated serenely for five minutes while she smiled up at -her mother in the gallery. Then there was a model first swimming lesson, -and next somebody trod water, and after that a whole class joined in an -exciting game, amid so much splashing and laughing and rollicking fun -that the mothers felt young as they watched, and ceased to begrudge the -time filched from readin’, ’ritin’, and ’rithmetic and the dollars spent -on swimming suits. - -And after two absorbing hours it was all over and the excellence of the -new drying instrument was proved. - -The mothers were completely won over and proud of their young swimmers. -The big tank lacked no champions now, and Miss Winter as she looked upon -the radiant faces all about her, clasped her hands and was thankful that -a threatened opposition had melted into hearty approval. - -Children are frequently blamed collectively for being a “hard school to -manage,” when the causes of ill-behavior might be found in schoolroom -conditions for which the children are not at all responsible. - - -CASE 21 (SEVENTH GRADE). IMPROPER PHYSICAL CONDITIONS - -[Sidenote: Strained Eye] - -Miss Cornelius was a thoroughly conscientious seventh grade teacher who -secured excellent results from most of her pupils but who had one row of -particularly troublesome children who frequently failed in their lessons -and still more frequently diverted her attention from her recitations by -their inattention to their studies and by fighting. It was not merely -these mild form of restlessness, however, which troubled Miss Cornelius -and violated her high ideals of what good order should be, but frequent -indisposition in the case of several of them kept them constantly behind -the other members of the class in their school work. Frequently one or -another of the children would be found with his arms folded on the desk -and his head in his arms, and when questioned would say, “O, Miss -Cornelius, my head aches. Won’t you please excuse me from reciting -today?” - -At first Miss Cornelius did excuse the children when requested to do so, -but, finding these same children seemed perfectly well when they came to -school in the morning, and that they never moped very long on the school -grounds before joining in the games as heartily as the others, she -decided that the children were imposing upon her, and thereafter became -more and more severe in dealing with them, frequently keeping them after -school to make up the missed lessons. - - -CONSTRUCTIVE TREATMENT - -Miss Cornelius received some light on the subject a few days later which -caused her to open her eyes widely. - -[Sidenote: The “Trouble Department”] - -“Oh, yes,” she said to the visiting nurse when she appeared at the -schoolroom door with a request that she might test the vision and -hearing of the children in that room; “test any of the children that you -want to. That row over there is my ‘Trouble Department,’” she added -jokingly. “Suppose you begin there. That will give me a chance to -conduct this geography lesson in peace.” - -The nurse smiled and began calling one after another of the children to -the examiner’s office, where she tested each of the children for -adenoids, weak lungs, defective vision and hearing, etc. At the recess -period she came to Miss Cornelius with the query, - -“Why did you tell me that this row of children was your ‘Trouble -Department’?” Miss Cornelius laughed a little. - -“Because they make me so much trouble by just fidgeting and wriggling -about, and by having such poor lessons. They are always inventing some -excuse or other for not doing their work.” - -“Why do you think they ‘invent’ their excuses?” asked the nurse, rather -gravely. - -“Oh, because they are all right in the morning, and many times when I -stay here after school, for one reason or another, I see the very same -children going past with other boys or playing as I pass them on my way -home. They can’t be very ill if they recover so quickly.” - -“At what time in the day do the children begin to be troublesome? You -say they are all right when they come to school in the morning.” - -“About half past ten or eleven o’clock, I should think. I never noticed -particularly.” - -“About what time does the sun begin to shine in at that row of windows?” - -Miss Cornelius looked surprised, but answered, “About ten o’clock.” - -“Are the text-books that the children are using printed on dull or -glazed paper?” pursued the nurse. - -“Most of them are printed on glazed paper. We get the most attractive -books for the children that we can find,” answered Miss Cornelius -proudly. - -“I see,” said the visiting nurse. “May I tell you what I have found in -this examination? Six of the children who sit in that row have defective -vision in the left eye, that is, in the eye next to that row of -windows.” It was Miss Cornelius’ turn to look grave. - -“The glaring sunlight which streams in through those windows after ten -o’clock, shining on the glazed pages of those text-books, is ruining the -eyesight of your pupils. It is eyestrain that makes them so nervous and -fidgety. I shall immediately ask the board to change the lighting of the -room, and I advise you, when ordering more text-books, to see that you -get those which are printed on unglazed paper.” - - -COMMENTS - -Two elements in this situation should have put Miss Cornelius on her -guard, (1) the fact that none of the children in the “window row” were -personally hostile toward the teacher, at least not before they were -kept after school so frequently to make up lessons; and, secondly, that -they were all located in one row. These considerations should have -suggested to the teacher that there must be some general cause, not yet -discovered, which would account for the apparently unaccountable -disorder of that particular group of pupils. Further analysis of the -situation would have disclosed the fact that after the sunlight became -very bright the children’s faces flushed, the eyes looked tired, heads -drooped on the hands, and finally on the folded arms, and in the case of -the children who were suffering most-real headaches, sometimes even -inducing nausea after the long-continued effort to keep looking at the -glazed page of the text-book. - -It is a difficult matter at best to control the lighting of a schoolroom -so that no one will suffer. But something will be accomplished if -teachers will remember that too much light is just as harmful as too -little. The best results will perhaps be attained if the windows are -provided with shades which can be drawn for either the upper or lower -half of the window without covering both halves at the same time. This -can be accomplished by having two shades for each window instead of one, -one rolling from the top of the window down to the middle, the other -beginning at the middle and rolling down the remainder of the way, or -else rolling up from the bottom. Very few adults who are suffering from -eyestrain can sit quietly. Still less can children do so, especially -when they do not at all realize what is making them so uncomfortable. -Even if they could be made to sit quietly, this would not in any degree -justify the injury from eyestrain that is being wrought through -ignorance or neglect on the part of school authorities. - - -ILLUSTRATION (SECOND GRADE) - -Miss Cornelius was not an intentionally negligent teacher. She simply -had not learned to keep on searching for the cause of trouble until the -real cause was found. Miss Jackson, referred to below, took a more -thorough method of testing out her difficulty. - -[Sidenote: Sick Child Cannot Study] - -Miss Jackson taught second grade, and took great delight in making her -school work as attractive as possible to the children. They rewarded -her, for the most part with unlimited devotion, but in spite of her best -effort she had never been able to awaken the interest of one of her -pupils, a beautiful, winsome child of nine years—a year older than most -of the children in the class. Jeanette was not obstinate. She tried to -get her lessons, but she never had them. She held her book patiently -before her eyes day after day, and, after long perusal of her lesson, -invariably answered, when the recitation period came, “I don’t know, -Miss Jackson.” - -One day, when Miss Jackson’s patience was about exhausted, she sat down -by Jeanette’s side, determined to find out if her failure was due to -“just laziness.” - -“Jeanette, tell me why you did not have your lesson today?” - -“I don’t know, ma’am. I studied.” - -“Are the lessons too hard? You understand them when I explain them, do -you not?” As Miss Jackson said this she reached out her hand hoping to -increase the confidence between herself and Jeanette, and clasped it -over hers. As she did so she noticed how hot was the little hand that -lay in her own. Surprised, she looked at Jeanette’s face. It was -beautifully flushed, though ordinarily rather pale, and the eyes were -bright but a little unnatural. “Never mind, dear!” said Miss Jackson, -without waiting for Jeanette to answer, “I know you try. I see you try -every day. Some day you are going to understand it all. That is enough -for today. I want you to have a nice play now. Would you like this -orange?” - -Miss Jackson went home very much dissatisfied, and hardly able to wait -for the following day to come when she would see Jeanette again. Miss -Jackson had taken a course of lectures in nursing one year when she had -been ill herself and was not yet strong enough to teach, but she thought -the lectures on nursing would be a help sometime in taking care both of -herself and her pupils. The little hot hand of Jeanette had brought all -those hospital lectures vividly to mind again. - -Next morning she slipped her clinical thermometer into her hand bag, and -before school opened she called Jeanette and said: - -“Was the orange good? Let’s play this morning that Miss Jackson is the -doctor and is going to take Jeanette’s temperature. Open your mouth, -dear.” - -It was as Miss Jackson suspected. The thermometer read 101.2 degrees. -Miss Jackson immediately phoned a request for the visiting nurse to -call. The nurse looked even more grave over Jeanette’s case than Miss -Jackson did, when she said, - -“I’m afraid, Miss Jackson, that it’s a case of incipient tuberculosis. -We must notify the parents at once.” - -The result of the interview was that Jeanette was taken out of school -and put under the doctor’s care. Later when much better she was -transferred to the open air school and today she thanks Miss Jackson for -being a comparatively strong girl, fully up to grade and no longer -struggling with lessons which could not be learned. Miss Jackson had -gone to the bottom of Jeanette’s laziness. - - - 2. Indifference - -(1) _Indifference due to lack of accord between school requirements and -instinctive interests._ Frequently, a teacher complains that certain -pupils can not be kept at work. This is due to indifference, and in some -instances affects an entire room or school. Often the physiological -conditions of the child or of the schoolroom are such as to make the -pupil dull. If a pupil is indifferent because of such conditions, it is -necessary to remove the defect. The parent must be enlisted. If this can -not be done, then the teacher must do the best that can be done to -interest the child. This may help, but it will not remove the condition -of indifference, for no one can manifest an interest in that which -surrounds him when his ailing body demands his attention. - -If inattention or indifference is due to improper physical conditions of -the schoolroom, then the teacher must shoulder the blame. There is no -excuse for such conditions. The schoolroom must be properly heated. No -teacher should be so indifferent himself as to allow a room to become -too hot or stuffy when an open window or two would remedy either -condition. Ventilation is one of the most important features of -schoolroom sanitation. Study it carefully and then see that the -ventilation is as nearly perfect as it can be made. Even though there is -a janitor, by no means depend upon him entirely to care for the -ventilation; look after it personally. - -Sometimes pupils may be indifferent because they fail to find enough in -their school work to interest them. When such is the case it is a -tell-tale condition, and means that the teacher is failing to do her -duty. It is not a difficult matter for a primary teacher to interest -every pupil. It is her business to see that the little ones have -something to do, and that that something shall interest them and advance -their development. - -[Sidenote: Hates School] - -The primary teacher is sometimes confronted by a pupil who does not like -to go to school. Even after several weeks, when the teacher believes she -has done all she can do to interest the child, he still insists he does -not like to go to school. What is worse, the dislike is growing and -retarding the child’s progress. - -A procedure that has saved many a child that disliked the school is to -go to the parents and in a friendly way take up the matter. The teacher -should not try to evade the matter, but tell the mother plainly that the -child dislikes school, and assume that it may be the teacher’s fault. -The teacher should inform the mother that if she is at fault she would -consider it a great favor if the mother would tell her just where the -trouble lies. Assurance should be given that the teacher will be glad to -remedy any defects on her part. At this point the teacher must not fail -to approve of the child in any way she can. She should compliment the -work he has done, and point out what the possibilities are in the child. -The child’s deportment should be complimented also. No teacher knows -until she has tried what effect it may have upon a mother, especially if -she adds to her remarks, “I really like your little boy (or girl),” and -then states just why. Usually, this method will effect the remedy. When -the child learns from his mother of the teacher’s interest, he will look -upon the teacher as upon one who loves him. - -The teacher should then make the most of the advantages gained by the -visit to the mother. Show the child every consideration in the -schoolroom. If he does not have his lessons as he should, there should -not be a word or sign of faultfinding. That would off-set all the good -done by the visit. Whatever the child does accomplish should be approved -and assistance given where needed. - -Within a few days the teacher should make it her business to visit the -home again, and if the child has shown the slightest increase in -interest the teacher should very tactfully approve it. Care must be -taken not to overdraw the situation, since, to the parent, such -statements may seem to be false. No one knows a child’s likes and -dislikes better than the mother knows them. - -(2) _Indifference due to parent’s attitude._ Sometimes the parents -themselves through suggestion unconsciously stimulate a feeling of -indifference on the part of the children which handicaps them throughout -all their school life. - - -CASE 22 (FIRST GRADE) - -[Sidenote: Beginning School] - -“John is six years old today and I’m going to start him off to school. -I’ll be thankful enough to be rid of his noise for a few hours in the -day and to get a chance to do my work in peace. John is _such_ a noisy -boy! He nearly drives me distracted sometimes!” - -It was Mrs. Basset who was speaking. John continued ‘playing sojer’ long -enough to give his drum an extra loud banging, as he remarked, “I ain’t -going to school. I’m a sojer. Sojers don’t have to go to school.” - -The truth was that John, having no older brothers and sisters to -instruct him in such matters, had very little idea what sort of a place -school was, but from the irritation expressed by his mother’s words, and -the slight whine in her voice, he not unnaturally drew the inference -that school was a place where mothers sent children to get rid of them -and to punish them. Naturally this impression did not cause John to be -kindly disposed toward his new environment. He left home crying, was -still crying when he reached the school room, and sulked and wept by -turns throughout the day, remembering meanwhile his beloved drum and the -disillusionment of “sojer” life. “Time softened somewhat the poignancy -of his grief” at having to go to school but he never got over the -feeling that school was a place of punishment—a feeling that grew -stronger rather than weaker as days went by, because of various and -frequent punishments, which his teacher felt bound to administer as a -result of his indifference and in order to keep him up to grade. John -never learned to like school. - - -CONSTRUCTIVE TREATMENT - -Treat with redoubled kindness the child who is doubly handicapped by not -only being suddenly thrown into new surroundings, but by being obliged -to meet this ordeal without the active encouragement and sympathetic -coöperation of members of his home. During his first year his attitude -toward school is being formed for all future years. The teacher then may -well make a special effort in behalf of such a child in order to win his -confidence and secure his hearty coöperation in the daily lessons. - -All the while the teacher is working to gain the child’s liking for -school, he may encourage the child with little expressions of approval, -play with him on the schoolground and see that he enjoys himself in -school. The teacher can walk home with him and tell him fascinating -stories, or it would not at all be out of the way to give him some -little favor as candy, pencil, or a picture. There can be no question -that the child will learn to like school if the teacher tactfully uses -this method. - -Never try to conquer a child’s dislike for school by punishments. -Unhappiness can not be cured by adding more unhappiness. - - -COMMENTS - -John’s teacher did not analyze the situation sufficiently to discover -the relation between John’s attitude toward school and the home attitude -toward John and toward his individual interests. The mother was wrong, -of course, in feeling that peace and quiet and the accomplishment of a -certain amount of work was of more importance than intelligent -understanding of John’s childish impulses, interests and instincts; but -John’s teacher made exactly the same mistake in feeling that by -accomplishing a certain amount of work, “keeping up to grade,” her -responsibility was discharged. Both parent and teacher failed to apply -the principle of initiative in coöperation. Both tried to suppress -John’s individualistic instincts rather than to utilize them for his -advancement. - - -ILLUSTRATION (THIRD GRADE) - -[Sidenote: Dislike of School] - -Mr. James was a teacher in a private school in Kentucky. He had one -third grade pupil who threatened to leave school. Mr. James could not -learn why, but decided he would visit the home. He took initiative and -told the pupil that he would spend Sunday in the home. While there he -said nothing about the child’s dislike for school, but tactfully -approved all his good traits. When the parent spoke of the child’s -dislike for school he remarked, “When he has gone a little longer, he -will like school so well you can’t coax him away.” Mr. James strove to -make himself genial and jovial in the home. He showed an interest in the -other children, in the home itself and in its activities, and he -captivated the child when he went out in the afternoon with the father -to look at the cows, horses, and swine, and to take a walk over the -farm. All the while he had the child by the hand and manifested no end -of pleasure in the farm products. The visit had the desired effect. The -child never again even hinted at a dislike of the school. He came -regularly and was one of the best pupils. - - -CASE 23 (EIGHTH GRADE) - -[Sidenote: Truancy] - -(3) _Indifference due to truancy._ The Milville School was noted for the -good attendance of its pupils. Mr. Benson of the eighth grade had been -especially anxious that his room should be the “banner room” in that -respect. He often said to the pupils, “You know, boys and girls, that -you are the highest grade. You are older than the other pupils and -surely you should have the best record of any grade in town.” - -One warm, dull, spring day, three of the eighth grade boys were absent. -Mr. Benson’s inquiries as to their whereabouts failed to bring the -desired information but as he was going home that night, one of the -smaller boys confided to him, “I saw some of the big boys goin’ -a-fishin’.” - -The following day Mr. Benson requested the three boys to remain after -school. They admitted the truth of the charge that they had played -truant in order to go fishing, but promised not to offend again in this -way if they could be excused for this once. - -“Boys, I can not let this pass without a punishment,” said Mr. Benson. -“Your offense is too serious. You not only have broken the regulations -of the school but you are now behind in your lessons and, furthermore, -you have lost for the grade the chance of being the ‘banner grade’ in -attendance. I shall punish each of you severely.” Taking a rule from the -desk he struck several severe blows upon the palm of each boy’s hand. - -The boys never absented themselves from school again, but, on the other -hand, their indifference toward their studies was even more marked than -before. - - -CONSTRUCTIVE TREATMENT - -[Sidenote: Fishing] - -1. In dealing with such a case remember, first of all, that the liking -which the boys have for fishing is not something wrong in itself. It -will help to soften your own anger and disappointment in losing the -“banner” for attendance, to picture to yourself the coolness and -sweetness and lure of the woodsy stream which tempted the boys away. - -2. Admit to yourself that the reason the boys went was because the woods -and its game were vastly more interesting to them than the schoolroom. -Then say to yourself, “Have I made the schoolroom work just as -interesting as it is possible to make it? Would the boys have done this -thing if I had joined in their sports on the playground, or if I had had -a nature study lesson planned for that afternoon with some one of their -animal pets as the subject of the study?” - -3. Do not allow your personal feelings of disappointment to have an -influence in determining the form and degree of punishment. Whipping a -boy may relieve your own disappointment and indignation, but it does not -cure the disease for which it is administered, namely, indifference or -lack of interest toward the school work. - -4. The regulations of towns, cities and states regarding what kind of -punishments a teacher may or may not administer differ so much in -different places that it is impossible to give a rule that can be -followed in every case. Every teacher should inform himself as to the -law in his particular state or city. But if there is no regulation to -the contrary, the following course of treatment would doubtless be a -more effective punishment than whipping, and at the same time leave less -resentment in the minds of the pupils: - -As soon as you are certain that the boys really went fishing write a -note to each of the fathers of the three boys as follows:—“Dear Sir: I -dismissed your son this morning for truancy from school. He may return -if you will guarantee his satisfactory conduct from this time on.” Send -these letters by mail, not by the boys. - -The probability is that in a very short time the boys will return with -the father, or with the father’s guarantee, and you will receive them on -the same terms as before their offense. But meanwhile resolve to make -good use of the principles of substitution and initiative in -coöperation. If the boys may not be allowed to go fishing in school -hours, try to have some part at least of the day’s work equally -attractive. Share in the personal life of the boys on the schoolground -and at home. Study to further their plans in all good things, and to -coöperate with them whenever there is opportunity. Plan a fishing party -for Saturday afternoon that all the boys can join in, and go with them. -They will be the more ready to coöperate with you in enforcing -regulations that are laid down for the good of all. - -5. Boys in the eighth grade are old enough to understand and respond to -the appeal of altruism or coöperation. Make very clear to the school in -general talk some day how much the whole body suffers, (as in the loss -of the “banner”) when one member allows his individualistic impulses to -carry him too far. - - -ILLUSTRATION 1 (SEVENTH GRADE) - -[Sidenote: Goldfish] - -Rudolph was a mischievous, meddlesome boy. At least his teacher, Miss -Green, thought so. He was forever bringing to school grasshoppers, -toads, white mice, fish-worms and small snakes. He delighted in -tormenting the little girls by parading his pets when Miss G. was not -looking. - -One day in geography class he drew from his pocket a toad, and sent it -hopping down the aisle. The toad performed its feats gracefully and the -children on both sides of the aisle watched it with keen interest, the -boys leaning over in order to see it better, and the girls drawing their -skirts around them and uttering little broken exclamations. Miss G., -sitting at her desk, could not see the disturbing toad and corrected the -children several times for making so much noise. - -Then, at last, she saw the toad, and anticipating its source, told -Rudolph to take the toad to his home. - -In the meantime Miss G. had formulated a plan to outwit and interest -Rudolph. - -The next day at recess, Miss G. called Rudolph to her and said, - -“Rudolph, I’m going to bring some goldfish to school and I want you to -take care of them.” - -Now this just suited Rudolph, for he had always admired the goldfish he -had seen in the pond in Central Park and was anxious to have some to -take care of himself. He was at school early next morning and fed the -fish before school began. - -For two weeks he daily changed the water on the fish and fed them every -day. Then Miss G. passed the privilege of caring for the fish around the -room, giving each pupil the care of the fish for one week. There was the -ever-present interest of watching the growth of the fish, their frantic -maneuvers when being fed, and their skillful swimming. There was also -the admiration of the beautiful colorings of the fish—the pearl fish -with its many gleams and shades, the goldfish with its gorgeous, flaming -brilliancy, and the red fish with its darker tones, suggesting depths of -beauty. - -Then one day Miss Green realized that Rudolph was an obedient, orderly, -altogether changed boy. - - -ILLUSTRATION 2 (HIGH SCHOOL) - -[Sidenote: Milk-Testing] - -The new superintendent had arrived in town and was lunching at the -restaurant. A youth of fifteen was serving him. - -“My name’s Joe Jones and they always say I can cause more trouble in -school than most anybody else,” volunteered the lad behind the counter. - -“Well, I guess we won’t have any trouble,” said the schoolman. “I am -sure we can be friends at least.” - -The superintendent’s inquires brought out the facts that Joe was working -in the agricultural department and that his school record had not been -the best. If something else interested him more than school, away he -would go to that. He was afflicted with the “wanderlust” and apparently -could not help himself at times. He did not always mean to transgress -but his lack of self-control asserted itself now and then and off he -would go. - -As a result he would get behind in his school work and then lose -interest. He was a bright, capable, good-hearted boy when he wanted to -be. His home environment was poor so that he largely looked out for -himself. - -“Say, Joe, I have a problem here for you,” said the superintendent one -day as Joe was returning from one of his periodical absences. - -“Humph, no arithmetic in mine. Them problems are not in my line,” -responded Joe with more enthusiasm than grammar. - -“Oh, this problem isn’t in arithmetic, Joe, it’s a real live problem.” - -Joe’s face brightened, for real live problems did interest him. - -“What’s your problem, then,” said Joe with a great deal of curiosity. - -Now Joe liked to work but he was not overfond of books. One thing -connected with school he especially liked was milk-testing. He needed no -books in this after he was once started. - -“Well, Joe, these other boys here have no system of keeping a record of -their tests and I want you to help them in the testing; keep a record of -all the tests yourself, and show _them_ how to keep a good record. Will -you do it?” - -“Guess I can,” returned Joe, taking charge of things at once as they -reached the classroom. - -For two months, during the testing, Joe was always on hand, the most -enthusiastic fellow in the class. During this time, by occasional -suggestions on the part of his teacher, he also kept up his regular work -in good shape. - -The testing over, however, Joe began to get back into his old habits. - -About this time a new savings bank system was started in connection with -the school. Each pupil must be provided with blanks whenever he might -call for them. - -“Joe,” said the teacher one day, “how would you like to take charge of -giving out the blanks and keeping a record of them? Your work in keeping -testing records was so good I want to give you first chance here.” - -“Suits me all right,” said Joe, with a smiling face. “Guess I can do it, -if anybody can.” - -Joe’s new responsibility required him to be present every day. He became -very much interested in his work and really did it remarkably well. - -Thus, by a little praise and a little responsibility placed on Joe, he -gradually became regular in his habits and later completed his school -work. He is now a very successful business man. - - - 3. Stubbornness - -Stubbornness is closely related to temper, still what may subdue an -ungovernable temper will not always pacify stubbornness. There are on -record but few cases of stubbornness in which it did not result in some -outbreak of ill-temper. Stubbornness is generally considered an -inherited trait; it naturally gives rise to certain habits. These -habitual states of mind and forms of conduct require treatment according -to the principles of this Course, with due patience on the part of the -disciplinarian, until a cure is effected. It may take several years of -patient training. Then, too, the teacher must remember that she can deal -with stubbornness in older pupils better than in first grade pupils. -However, much valuable training can begin—and it is most imperative that -this training should begin in the first grade. - -The first step in dealing with a stubborn child is to learn what causes -the child to become stubborn. Whatever it is that will provoke the child -into stubbornness must be avoided by the teacher. The teacher must go -further, she must arrange the child’s work and play and his associations -with the other pupils as to avoid any and all causes for stubbornness. -Could this plan be worked out perfectly, the child would have no -occasion for becoming stubborn. After several months or a year of such -close supervision, the trait would become weakened and the tendency to -become stubborn would be less marked. It is a fact that any trait in an -individual is strengthened by using it. The opposite also is true, that -any trait in an individual will be weakened and finally die out if it is -not used or exercised. - -If the teacher were able to keep up a close supervision of the child she -could hope to effect a complete cure; but with so many things in the -schoolroom to occupy his attention, there will be times when the child -will find a reason for being stubborn. Whenever that happens, the -teacher must remember that to notice the stubbornness will only -intensify it. Assuming that the pupil is in a recitation and the teacher -calls upon him or asks a question and fails to get a response, the -teacher should pass on the recitation to another pupil, paying no -attention to the child. The chances are that he will respond in a very -indifferent way. By no means should the teacher fail to accept it, nor -should he make any adverse criticism upon it, even though the recitation -may have been wrong. Instead the teacher should approve the effort. A -winning smile and words to this effect will rock the child’s citadel of -stubbornness. “That was good; I am glad you tried. Thank you.” The child -may not be cured of stubbornness; however, by calling on him to recite, -the teacher has taken a step in the right direction, she has done all -she can under the circumstances; the child has responded, at least, with -some little feeling of gratitude. This lays the basis for confidence and -complete obedience. - -At the close of the recitation, if busy work is to be assigned, the -teacher should give it to each pupil, and the stubborn child, alike. If -he does not respond, nothing should be said. No look or word of -disapproval should be given by the teacher. A special trip to his seat -and very kind assistance will get some work from him. This work should -be approved. The child should now be left alone. Just as soon as he -shows signs of coöperation, the teacher should talk in a friendly way, -show some puzzle, or give some kind notice. This method will, as a rule, -effect a check to stubbornness in any first grade pupil. - -In addition the teacher may tell stories and give direct instructions -against stubbornness, but the most emphatic caution is necessary. Such -instruction must be given when the child is in his very best mood. The -teacher must do such instructing in all kindness, never once hinting to -the child that she is instructing in this way because of his -stubbornness. This last method may be effective in some cases. Really it -should be a last resort, and if possible it should not be used at all. -The first two methods will effect prevention if consistently and -persistently used. Do not whip a child for stubbornness. Such action may -stop it for the time being, but whipping does nothing to remove the -trait. Any kind of discipline that does not eradicate traits and habits, -considered misdemeanors, is not discipline but cruelty. The kind of -discipline that is corrective and worth while is that which is lasting: -that which helps the child for all his life by aiding him to control -himself. - - -CASE 24 (SIXTH GRADE) - -[Sidenote: Sulks] - -(1) _Stubbornness due to an unwise parent._ Olive Montgomery was an only -and a spoiled child. She had a sunny temper usually, but there were -times when her face was clouded, her brows contracted, her lips -protruded and her whole attitude one of gloomy defiance. At such times -her mother was wont to say, “When Olive looks like that, there’s no use -to try to do anything with her. You just have to let her alone until she -gets over it.” In spite of the fact that her mother unintentionally -strengthened this trait she was outgrowing it somewhat, because of the -daily association with other children. - -When she was twelve years old there was one day on which she was -especially tried. - -She had attended a party the night before. Miss Rhodes, her teacher, had -found fault with her for not knowing her lessons. She had borrowed -Miriam Sharpe’s problems in arithmetic to copy and lost them. Miriam -threatened her with exposure if she didn’t return the problems. She now -borrowed Lucy Partridge’s problems and was expecting to stay in at -recess and make one copy of them for herself and one for Miriam. She was -angered at the thought of losing her recess, and moreover was tired and -half ill. - -When Miss Rhodes said, “Put your books in order,” Olive sat up but left -her arithmetic open on her desk. This book she placed there to hide the -fact that she had been copying and to give a pretense of original work. -Miss Rhodes said, “Olive, put your books in order.” Olive began to pout -and did not obey; when the others arose to pass out she remained in her -seat. “Olive, you must go out and play with the rest,” said Miss Rhodes. -Olive sat inactive, with a defiant look upon her face. - -As Miss Rhodes started toward her she hastily concealed Lucy’s paper but -settled more defiantly into her seat. Miss Rhodes now said, “Olive, -don’t you hear me?” No answer. “Olive, I am talking to you,” in a -sterner tone, “you must go out and play.” Still no response. “Olive, you -_must_ put your desk in order. If you don’t I’ll punish you.” Olive gave -no sign of hearing this threat. - -Miss Rhodes took from her desk a ruler and told Olive to put out her -hand. Olive sat like a statue of gloom personified. Finally, Miss Rhodes -seized her hand and struck the palm with the ruler. A few tears slid -over Olive’s cheeks but that was the only visible effect of the stroke. -Puzzled Miss Rhodes again struct her hand two sharp blows. Still Olive -scarcely moved. - -Anger showed plainly in the teacher’s voice and face. Brute force was -going to settle the question of which was to be the winner. Miss Rhodes -slammed the arithmetic into the desk; in doing so the lost arithmetic -paper fell, name uppermost, at her feet. She was too blinded by anger to -see it. She jerked Olive out of the seat and literally put her out of -the room. She thought her duty was _well done_! - -Olive felt greatly “insulted” by the treatment she had received. She -used her influence to have Miss Rhodes dubbed “Miss Highway” when she -seemed especially lofty to her pupils and “Miss Alley” when she reproved -them. These nicknames were shortened to the deaf and dumb A and H and -were soon signalled back and forth across the room by all the pupils. It -was impossible for Miss Rhodes to build up confidence and a coöperative -atmosphere in the face of this great obstacle. - - -CONSTRUCTIVE TREATMENT - -Determine at once when some one fails to comply with a request made to -all pupils at the same time whether the cause is inattention or -rebellion. - -As Olive’s case is one of rebellion let her alone until the others have -left the room, then in a kindly manner find out the cause of her -disobedience. If she refuses to talk, take no further notice of it at -that time, being sure that the fault lies in part with yourself. While -you are resting the case for the time being, review your attitude toward -the child and plan with great care the right approach for the next -interview. - -The next day, at some moment when you are sure that Olive is her normal -self again and no one is about you, talk frankly with her about her -stubborn conduct. - -Do not use the word “stubborn” or any accusing term in talking about it. -Begin something like this: “Olive, yesterday at recess when you seemed -not to hear me, I may have been at fault. I wanted more than anything -else to help you over a hard day. Perhaps my manner or voice did not -tell you that but I just wanted you to know how I really felt about it.” - - -COMMENTS - -There seems to be no more frequent blunder in a teacher’s management of -an insubordinate child than that of acting without foresight. - -What diagnosis is, in medicine, analysis of a child’s thoughts and -feelings is for the teacher. - -This injunction can not be too often repeated since each instance of -disobedience or other wrong action has unique features that require -unique treatment. - -Miss Rhodes gave not one moment to seeking a cause for Olive’s -misbehavior; her attention was devoted wholly to getting the girl to -“obey.” - -By this neglect Miss Rhodes lost a good opportunity, and delayed a much -needed reform. In this instance Olive showed a rebellious spirit. Her -classmates had been carefully drilled so that nearly all of them -pleasantly accepted the orderly methods of their teacher. They enjoyed -having their desks in good order and liked the class exercises that -involved rhythmic movements and team-work. There was left little -opportunity for inattention or tendency toward it. - -Having decided that the child is sulking there is nothing to be -permanently gained for Olive by _forcing_ her to obey. A rebellious mood -is not dissipated by coercion; one must wait until the wave of -resentment has passed. Unless physical danger or great disaster -threatens, because of a retarded obedience, it is better to let the -child alone until the rebellious feeling has passed away. - -[Sidenote: Novelty Cures Moodiness] - -The only alternative is to distract the mind by presenting objects of -interest. No one, child or adult, is able to maintain moods of -resentment, rebellion, or injured pride very long if he can be induced -to attend closely to some neutral object. - -One of the richest sources of information on the control of children is -observation of children as they associate together. For example, -children do not often parley long with a moody playmate. They leave her -out of their plans; she soon begins drinking of the bitter dregs of -isolation and abandons her unsocial attitudes. - -The teacher has no need to fear that her control of other children who -witness a stubborn child’s behavior will be threatened if she does not -at the moment enforce obedience. They will understand that this child is -simply being “left out of the game” until she gets ready to “play” -again. If the teacher has not yet established confidence between herself -and her pupils by use of methods of coöperation and feels forced to -compel obedience at the moment, she must be absolutely sure that the -child is given no cause for suspecting any antagonism whatever in the -teacher’s attitude. The use of the ruler was wrong because it brought in -the element of vengeance or reciprocal antagonism. If the stubborn child -is constrained to fall into line with commands the forcing should be -done in a happy, helpful spirit, so that the child may say to herself, -“Miss Rhodes is helping me to do what I know I really should do.” - -A word as to the interval that may elapse between an offense and the -interview between teacher and pupil. As a rule it is best to confer with -a pupil as soon after the misdeed as his mind is free from the peculiar -feelings generated in the wrong act and when his thought is closely -associated with it. - -A delay of several days makes a review of the incident out-of-date, -disagreeable and unduly antagonizes the pupil. He tends to forget the -incident; its revival even under the best circumstances is an occasion -of strain between pupil and teacher. - -It is therefore an economy to settle the whole matter while it is of -necessity fresh in the pupil’s mind and yet when his passions have -cooled down. This will relieve the dread of all persons involved and -will restore speedily the usual flow of personal relations. - -The basis of Olive’s trouble was the oft-repeated word of her mother, -“When Olive looks like that you can’t do anything with her.” - -This has possessed her mind until, by prolonging her negative mood she -has been able to create a considerable stir in the family life and to -make a record to which no one else in the family has attained. - -The school has a duty in killing this sort of impulse to win attention. -The method of starvation will work the best cure. That is, if Olive -receives no “credit” at school for her “excellence” in pouting, the -desire to try for honors in this matter will finally vanish. - -The teacher must find out this small fact and conduct her treatment as -suggested, omitting allusions to “sulkiness,” “rebellion,” -“stubbornness” so as to make room for positive and constructive -suggestions. - -A huge wave of good feeling and sympathetic interest from Miss Rhodes -with suitable coöperative action will have the desired effect. - - -ILLUSTRATION (SIXTH GRADE) - -[Sidenote: The Cure] - -Dorothy Jones had been stubborn from babyhood. Her mother had very -frequently said to her father: “Dorothy had one of her stubborn spells -today. I can’t make her do a single thing when she takes one of these -spells.” Her father would give a sly wink at Dorothy and reply, “O, -she’ll outgrow it.” - -The injured tone which her mother used when speaking of the matter gave -Dorothy the opinion that her stubbornness was a good means of punishing -her mother for putting her under too many restrictions and her father’s -attitude caused her to believe that her conduct was a shrewd procedure. - -When Dorothy started to school Mrs. Jones accompanied her and told her -teacher that the child was dreadfully stubborn at times. True to her -mother’s prophecy Dorothy was stubborn and this trait of hers was -displayed to successive teachers until she reached the sixth grade. - -Miss Schilling, her sixth grade teacher, decided to cure her. She -secured the child’s friendship by giving her to understand that she knew -Dorothy’s wishes and enjoyed granting them whenever possible. One cold -day, however, Dorothy wished to go out to play without wraps. Miss -Schilling asked her to put them on. She was out of sorts already because -Neva Yoder had been chosen queen in a game called, “Queen of the May.” -When Miss Schilling asked Dorothy to put on her sweater she stalked into -the room and flung herself into her seat, pouting. The girls gathered -round her and said, “O, come on Dorothy, come on Dorothy, hurry up, -hurry up, let’s play.” Dorothy gave no heed except to cast a furtive -glance at Miss Schilling to see how she was taking her punishment. What -was her surprise to find that Miss Schilling was taking no notice -whatever of her mood. Dorothy supposed that surely Miss Schilling had -not noticed her, and resolved to make her do so. The girls soon tired of -talking to her and ran out to play. She still sat there and pouted. Now -and then she shuffled her feet or slightly coughed to attract Miss -Schilling’s attention. And her wonder grew when her teacher only looked -at her and smiled. She determined to make the desired impression: viz., -that she had been wronged and was accordingly punishing her tormentor. -So she kept her seat and pouted through the recess and into the next -session. When her first class was called, she expected to match wills -with Miss Schilling but to her surprise Miss Schilling simply said to -the girls who glanced round to see if Dorothy was coming, “Please excuse -Dorothy, she doesn’t wish to recite this time.” - -Five minutes afterwards she stealthily took out a book and began to -study. When her next class was called she was her usual self. - - -CASE 25 (EIGHTH GRADE) - -[Sidenote: Recitation] - -(2) _Stubbornness due to fear._ Miss Scott taught in the country at -District No. 10. She was hearing a geography class recite when Mr. -Blanden, a director, came to visit the school. Miss Scott was nervous -herself and so the pupils were ill at ease. - -“What’s the capital of Oklahoma?” she asked. - -Susie Fry, who stood trembling ready to recite, couldn’t remember. - -“What! Don’t you know that!” exclaimed Miss Scott. “Who does know?” - -No hands went up. Everybody was embarrassed. - -“It can’t be possible that none of you know that!” she said as she -quickly pointed a threatening finger at Elmer and said, “What is the -capital of Oklahoma?” All eyes turned toward Elmer. He instinctively -slid down a little lower in his seat and said nothing. - -“Elmer, stand up and recite,” said Miss Scott in a threatening tone. -Elmer looked dogged and defiant but made no effort to stand. Miss Scott -repeated her command. Elmer stubbornly remained silent. She then went to -him and not very gently stood him on his feet and pushed him up beside -her desk and went on with the recitation. - -Greatly exasperated, she struggled on with the lesson and wondered at -Elmer’s unusual stubbornness. - - -CONSTRUCTIVE TREATMENT - -Do not unexpectedly spring questions upon a child. Ask the pupil to -stand and then put your question. Do not suggest by your statements that -nobody in the class knows the answer to your question. Strive to control -your own fear or embarrassment in the presence of visitors. It will -certainly prove contagious. - - -COMMENTS - -Elmer was startled by Miss Scott’s sudden pouncing upon him and then, -after having all eyes turned upon him, was either too embarrassed or too -offended to reply. The more she urged the more embarrassed he became. -Miss Scott not only startled Elmer into silence by her method, but -prolonged it into stubbornness by her untactfulness. If a child seems to -be unusually self-conscious he may need special gentleness. - - -ILLUSTRATION (UNGRADED SCHOOL) - -[Sidenote: Coaching] - -Miss Curtis, who taught in the country, had noticed that Rena Brewer was -an especially self-conscious child and was very reluctant to recite, -especially when she had to put work on the blackboard in the presence of -all the pupils. So she asked her to come to school a little early in the -morning. While she and Rena were alone together she gave her an -arithmetic problem to put on the blackboard, commended the straight rows -of numbers, pointed out the well-made figures and said, “Now, today I -shall ask you to put this same problem on the board at recitation time. -I’m sure you can do it well.” - -A few morning drills like this gave Rena self-confidence and she worked -with ease and pleasure in the presence of others. - - - 4. Ill-Temper - -Whether ill-temper is an inherited trait or not does not belong in this -discussion. Nor is it worth while to explain just how a little temper -may or may not be helpful. If the teacher can realize that some of the -most dastardly acts and crimes committed were done in moments of -ungoverned temper, then she will understand the necessity of controlling -temper wherever and whenever its tendencies are displayed in any child. - -(1) _Ill-temper in the first year of school._ It is true that outbursts -of ill-temper often take place among first grade pupils, not necessarily -because the teacher causes them but something a playmate may have said -or done, or something about school work that may have gone wrong, causes -temper to exhibit itself. It is, indeed, a disgusting trait and needs -wise control. - - -CASE 26 (FIRST GRADE) - -[Sidenote: Busy Work] - -Elsie Johnson was the happiest girl in Camden, when her mother said to -her one morning, “Elsie, mother is going to let you go to school this -year along with sister Jane. Won’t that be fun?” It was indeed “fun” for -Elsie Johnson. She liked the teacher, the other little girls, the -wonderful action songs and the music, but best of all the “busy work.” - -One day as a special treat Elsie’s teacher, Miss Wells, gave her a box -of wooden kindergarten beads to string. All too soon the warning bell -rang, notifying the children that it was time for school to close and -work must be put away. But Elsie had just invented a new design. To lay -aside her precious beads in the midst of working it out was the last -thing she desired to do. “Elsie, put up your work now,” said the -teacher. The nervous fingers only worked the faster. - -“Put up your work, Elsie,” repeated the teacher. No response save a -tighter clutch on the beloved beads. Miss Wells stepped up to the desk, -took the string of beads forcibly, and not very gently, out of Elsie’s -hands, and was just reaching for the box containing the unstrung beads, -with the intention of putting them away for the night, when Elsie -suddenly stamped her foot in a rage, threw the box on the floor, the -beads rolling in all directions, and burst into a violent fit of -weeping. - -“Why, Elsie Johnson! What a naughty, naughty girl!” said Miss Wells. She -dismissed the other children, then, taking hold of Elsie’s arm, she -lifted her quickly out of her seat, partly carried, partly dragged her -to the wardrobe, and forcibly put on Elsie’s wraps. When Jane came to -take her sister home, Miss Wells pointed to the beads still lying on the -floor and said, “Tell your mother, Jane, that Elsie has been a bad, bad -girl today. She did not mind when told to put away her work; she threw -the beads on the floor, then kicked, cried and stamped her feet when I -told her to put on her wraps. I am very, very much ashamed of her.” - - -CONSTRUCTIVE TREATMENT - -In such a case as this, use the principles of expectancy and suggestion. -Say, “Elsie, it’s time to go home now. We’re all going; everybody is -waiting on us.” - -Generally, the sight of all the other children with folded arms, and -position of waiting for dismissal, will lead the child, through -imitation, to take the same position; but if Elsie continues to work in -spite of this, step to the desk and say, “Let me see the pretty thing -you have made.” Elsie will probably reach it toward you. You will admire -it and approve her good work and then say, “I will let you play with the -beads tomorrow. Hand me the box.” (Hold out your hand at the same time -as a further definite suggestion.) “Tell mother when you get home what a -nice time you had with them today.” - -The moment’s conversation, your suggestion of the pleasure awaiting -Elsie on the morrow and the substituted pleasure of “telling mother” -will lead Elsie to place the beads cheerfully in your hands and to -assume the position which she sees the other children to be in as they -wait to be dismissed. - -Imagination can often be used by the teacher with the greatest advantage -in dealing with children of this age. For example, in the present case, -the teacher might have said to Elsie (who delights in brownie and fairy -stories), “Your little (bead) brownies have played a long time with you. -They are tired now. Let’s put them all to bed so they can rest and be -ready to play with you again tomorrow. We’ll have to get them to bed -quickly, for the little children are getting tired too.” - -Generally speaking the teacher should so closely supervise all his -school work and play and recreation that there will be no chance for the -pupil to be irritated or provoked into an outburst of ungovernable -temper. The teacher who can succeed in doing this will need no further -advice on remedying the annoyance, as he will not be annoyed. - -However, in an unguarded moment even with the best of care, a pupil may -have his temper upset. The teacher must remember that his pupil is but a -child, nearly a baby, and by kindness can easily be governed. A few kind -words and a sympathetic suggestion about something that will divert the -child’s mind from that which provokes, will effect a remedy. For -example, the teacher can say, “Just wait a minute, I will get you -something you never saw before.” This will arouse the childish curiosity -and, while the teacher is getting the something, will tend to allay the -child’s temper. The teacher who is discreet always has a curious -“something” to get. What is there to prevent him from having in a box on -his desk the first book he ever had, the little book he read in the -first day he went to school, the first picture he ever drew, a curious -bird’s nest, or a score of other articles that will capture the -attention of any child, regardless of whether he is indifferent, lazy, -slow, stubborn or in a “fit of temper.” Each time the child exhibits -ill-temper, the teacher can pursue some method similar to those -indicated above. In a comparatively short time, he will be cured of his -exhibitions of temper. - -Never snatch anything from a child nor take it from him forcibly if it -can be avoided. Even an adult would resent this manner of treatment. Do -not make the mistake of supposing that “obedience” and “yielding to -force” are synonymous terms. - -Try to put yourself in the child’s place and discover the instinct -underlying the act. Then you will be able to utilize and satisfy the -instinct even while checking the undesirable specific act. - - -COMMENTS - -Miss Wells’ first mistake was in dealing too abruptly with Elsie. -Elsie’s failure to respond to her teacher’s signal was not due in the -slightest degree to disrespect for her teacher, but rather to intense -absorption in her work. She was thinking out a design and it irritated -her to be disturbed, just as it irritates her teacher to be disturbed -while planning a Christmas program, or while reading the most -interesting chapter of an exciting novel. But there was this difference -between Elsie and her teacher. While the latter understood the necessity -for interruptions, and immediately though reluctantly, responded to them -when necessity required it, Elsie had not yet reached the age when she -could understand why she might not go on as long as she desired. Bells -and signals meant no more to her than an arbitrary desire on the -teacher’s part to interfere with something Elsie desired to do. Until a -habit of acting in response to given signals is formed, first grade -children will need to be told repeatedly the meaning of the signal. - -While it was necessary in this instance that Elsie should lay aside her -work, yet the value of the individualistic instinct that impelled Elsie -to stick to her work until it was accomplished should be fully -recognized by the teacher, not regarded by her as something evil, in -itself, or as “pure obstinacy.” - - -ILLUSTRATION (FIRST GRADE) - -[Sidenote: Snatching Pencils] - -Miss Donaldson, a first grade teacher in Davenport, was one day -conducting a nature study lesson, in which the children were dramatizing -the care of the parent birds for the little ones. Five children had -cuddled into the corner to represent the little birds in the nest and -two others were industriously bringing food to put into their open -mouths, when one of the boys who was supposed to be watching the -performance, snatched a pencil out of the hands of his nearest neighbor, -Charles Drew. Charles, with fists upraised, was just about to administer -summary punishment upon the offender, when the teacher glanced up, and -immediately taking in the situation said, - -“Oh, boys! The little birds are going to fly away in just a minute, and -you won’t see where they go to.” - -Instantly the attention of both boys was riveted on the little birds. -Suggestion had averted a catastrophe. - - - 5. Disrespect for the Teacher - -The old idea that there must be enmity between teacher and pupils is of -course everywhere admitted to be wrong. Yet a surprisingly large number -of teachers show by both their words and actions that there still -lingers the thought that if only there is sufficient silence and -obedience in the schoolroom to allow the maximum amount of work to be -done the spirit of mutual trust is of minor importance. While modern -teachers realize the absurdity of Pete Jones’ motto, “No lickin’, no -larnin’,” many are slow to admit that there is no necessity for a show -of authority, for its own sake. - -The teacher who talks of “breaking a child’s will” is the one who is in -danger of suffering from disrespect paid him by his pupils. - -In one of our States foremost in education, a minister, who is a member -of the board of education governing his village school made a speech at -the beginning of the school year. He emphasized the thought that the -pupils _must_ behave, that the school board would back up the teachers -in the matter of keeping order. His speech left the feeling on the part -of the pupils that they were expected to lose in the combat between -teachers and pupils, but that there must be a continued combat there was -no question. - -It is in localities where this old idea of enmity between the teacher -and the pupils still exists that we may expect to find real disrespect -for the teacher manifested. - -Seeming disrespect may often be only the result of ignorance of good -manners and forms. - -The boy, who wears his hat in the schoolroom, sits while his teacher -stands to converse with him at recess, says, “Teacher,” when he -addresses his instructor, and talks slang even in his recitations, may -have no idea that he is showing disrespect to anyone. He may have never -been taught on these subjects. According to the old “punishment method” -the teacher must wait for a specific “punishable” offense to occur -before discipline begins. According to the method laid down in this book -one is able to deal with an “atmosphere” of disobedience, and by -applying the five principles previously cited, to forestall the overt -act with all its undesirable results to both pupil and teacher. - -(1) _Disrespect due to oversensitiveness of the teachers._ Teachers -sometimes encourage disrespect on the part of the pupils, merely by -being constantly on the lookout for it. Their attitude of suspicion is -itself a suggestion to do something that will justify the teacher’s -expectation. - - -CASE 27 (SECOND GRADE) - -[Sidenote: Familiarity] - -Miss Grace Eddy was a second grade teacher in Randolph, Vermont. It was -her first term and she so feared to be known as “a teacher who can’t -keep order” that she felt obliged to be always on the alert against any -appearance of evil. The school was working on the Christmas exercises -which were to be given a few days later. Full of the thought of -Christmas, one of the children wrote on the blackboard one day, “A Merry -Christmas to Grace Eddy.” As Miss Eddy came back from dinner she spied -the sentence on the board and resenting a little the familiar use of her -name, said, “Who wrote that?” The roguish face of Roland Churchill -looked up into hers and Roland answered, “I did.” “Rub it off,” said -Miss Eddy, severely. Unconscious of having done anything wrong and -feeling rebuffed by the severe tone, Roland turned and ran out of the -schoolroom. Miss Eddy not wishing to have the other children notice the -writing, erased the sentence herself and said to Roland later, “Roland, -you may stay in at recess, this afternoon.” - - -CONSTRUCTIVE TREATMENT - -Assume that the written sentence on the board was prompted by a genuine -wish of the writer. Say to the children, “Who wrote for me such a pretty -wish as that?” When Roland answers, “I did,” pick up the chalk and write -directly under his sentence, “Thank you, Roland Churchill.” - -Your smile and your coöperation will stimulate his good wishes, and will -bring about his coöperation with you in the afternoon’s tasks. - - -COMMENTS - -Never harbor the thought that every unconventional thing done by little -children is done “for meanness.” “We see what we look for,” hence it is -better to look for good than for evil. - -(2) _Smartness._ Smartness may be the result of conceit or love of fun -or desire for approval of playmates, or may be simply ignorance of -polite manners. - - -CASE 28 (THIRD GRADE) - -[Sidenote: Personal Remarks] - -Miss McPheag was the teacher, red-haired and not to be imposed upon. -George Ray, also red-haired, was in her third grade. Seeing him the -center of a giggling circle one cold January day, Miss McPheag thought -mischief might be brewing, and kept a weather eye upon the group. -Suddenly, George raised his voice and called out, - -“Say, Teacher, is your name Miss McFig or Miss McPig?” Quick as a flash -Miss McPheag answered, “It’s Miss McPheag, and if I ever hear you call -me anything else you’ll not know your own name when I catch you.” - -This retort came with such energy that it awed George and all his -classmates. They never called her anything but her right name so long as -they were in the schoolhouse; but one afternoon, late in the year, Miss -McPheag found this couplet penciled on a fence near the schoolhouse; - - “Miss McPhig, - She ain’t so big.” - -It hurt her, for she knew the spirit that prompted the silly jingle. She -did not realize that she had signally failed to measure up to a great -opportunity to replace the manners of smartness and pertness with those -of respect and consideration. - - -CONSTRUCTIVE TREATMENT - -Never meet pertness and flippancy with the same spirit. A fallacious -idea exists that evil must always be met in kind. This is not true. Miss -McPheag should have looked at George in steady silence for a few -seconds, and then quietly engaged him and his companions in some -entirely new activity that would draw their attention from the incident. -Later, she should have talked to him alone, kindly and with dignified -impersonality, upon his breach of good manners. - - -COMMENTS - -The smartness would never have occurred to George if the children, -forced to stay within doors by the cold, had been engaged in some -healthy play under the teacher’s supervision. Here again preventive -measures are better than remedial ones; let them be effective and -constructive, not such as merely fix the fault by giving it an imitative -reinforcement. - - -ILLUSTRATION (UNGRADED SCHOOL) - -[Sidenote: Conceit] - -Conquering pertness and conceit by an opposite spirit was practiced by -Fannie Fleming, who taught the district school on the upper Gila River, -New Mexico. She had Joe Rogers, a son of a Texas renegade, for a pupil. -He ranged over the whole program of studies and, backed by his father, -made himself independent of several regulations in the school. - -“I don’t believe you know very much about how they grow rice. You never -was in Texas, was you?” said Joe one day in geography class. “I know,” -he continued, “I was born in Texas. I seen ’em raise rice.” - -This outburst was not surprising in view of the pert attitudes and -assumptions Joe frequently displayed. - -Miss Fleming looked straight into Joe’s eyes and let her countenance -show sternness without resentment, as she said, “Joe, I want to ask you -some questions so that you may tell the class all you know about the -rice culture.” She soon exhausted his resources and then continued, - -“Well, I’ll help you out a little, Joe. You did very well, but there’s -more to say.” - -She found Joe sinking away somewhat as she told one thing after another -which was new to him. This gave her a clue. Miss Fleming made it a point -to meet him on every issue by drawing out all his information until he -lay helpless, though uninjured, upon the dry land of his own ignorance. -Then she helped him. There was no ridicule, no faultfinding, no scorn in -manner or in voice, but an unrelenting exhaustion on every possible -occasion. - -Joe recovered. He found that he could learn many new and interesting -facts from his teacher. Her unfailing politeness and uniform kindliness -toward him finally taught him good manners. - -(3) _Laughing in school._ Occasionally a teacher goes _too_ far in -trying to meet the pupils half way. - - -CASE 29 (HIGH SCHOOL) - -[Sidenote: Teacher Laughs] - -Mrs. Jewett taught in the Carthage High School. In order to get the -good-will of the pupils she feigned to understand them and tried to take -part in whatever affected them as a body, especially in the matter of -laughing. Whenever the pupils laughed she laughed with them no matter -whether she knew what caused the levity or not. As soon as the pupils -discovered this they laughed on purpose to make her laugh and she lost -their respect. - -What would you do if you were elected to follow Mrs. Jewett the next -year? - - -CONSTRUCTIVE TREATMENT - -Laugh with the pupils when something unavoidably funny occurs; as, for -example, when a bird flying through an open window whizzes past a young -man at work at the blackboard, causing him to jump and make a wavy line -through his carefully drawn geometrical figure. - -But be on the alert to discover mischief while it is being planned and -assign some interesting work in another direction. - -Let it become a settled opinion of the pupils that you laugh when you -see a really good joke but that you do not laugh unless you see -something to laugh at. - - -COMMENTS - -Pupils admire genuineness. Mrs. Jewett was too apparently currying favor -by laughing with her pupils on all occasions. - -A wide-awake teacher can detect a situation of unrest and lack of -application to the subject in hand. This condition, which will ripen -into misbehavior, can be turned into the atmosphere of industry by -giving an interesting task to the leader or leaders in idleness. - - -ILLUSTRATION (HIGH SCHOOL) - -Miss Horner, who was keeping order in the assembly room of a high -school, saw a girl making a form resembling a frog out of her -handkerchief while a boy who sat near was watching her intently. - -[Sidenote: Pupils Laugh] - -Miss Horner went to the girl and said, “I want some one, who can do it -well, to tell the story found on page 79 of ——’s Ancient History when we -recite today. You may go now to the book shelves and get the history.” -With a smile she continued, “I’ll tell you just when I want the story -told.” - -The “frog” was forgotten, and the boy half suspected that Miss Horner -understood the entire situation and knew how to manage it. - -(4) _Talking back._ One of the greatest annoyances of the teacher’s life -is the pupil who talks back. - - -CASE 30 (FOURTH GRADE) - -[Sidenote: “Board Work”] - -“Edmund, you may come to the front board for your arithmetic,” said Mr. -Spangler as he assigned places to his class of fifteen. Edmund had been -in school just long enough to decide where he might begin to test out -the new teacher. - -“It’s dark up there. I’d rather go here by the window.” - -“It’s not too dark for good work up here. Come up at once.” - -Edmund did not feel the force of this urgency. So he loitered along -looking this way and that. His teacher hastened over to him and said, - -“See here, young man, I don’t want to wait so long for you.” - -“But I don’t want to go up front. I want to work here.” - -“Edmund, no more back-talk if you please. You’ve said too much already.” - -“You don’t make the other big boys go up front.” - -This was too much for the patience of Mr. Spangler, so, quick as a flash -up flew his hand and struck Edmund a smart blow on the side of the head. -In a moment the boy’s nose began to bleed a trifle. This did not last -for long and the battle reopened as soon as the crying was hushed up. - -“Will you go up to the board now as I told you to?” was the next thing -for the worried teacher to say. - -Edmund drew back a little as he said, “I don’t feel like it now. I’d -rather stay down here.” - -After this long parley, Mr. Spangler did the act heroic, seizing Edmund -by the right arm, he dragged him by successive jerks to his desk and in -the presence of the school gave him a sound whipping. Then he shoved him -to his place at the blackboard. Of course school work was sadly -interrupted. The success of the teacher’s method may be inferred from -the fact that at the end of three days essentially the same performance -was repeated almost literally. - - -CONSTRUCTIVE TREATMENT - -Just the moment a spirit of back-talk is observed cease all ordinary -conversation with the child. Use signs almost wholly to indicate your -wishes and back them up with a demeanor and general program that checks -all opportunity for a spectacular prank. Dismiss the pupils for recess -or assign some duty that engages all the other pupils while you deal -with the insurgent pupil alone. Immediate action is necessary, even if -it is nothing more than to excuse the pupil from any further school work -for the time being. - -Treat the pupil who talks back as you would an invalid to be cured -rather than as a criminal to be _paid_ back, thus laying aside all -evidence of hostility or displeasure; assume that his disability -necessitates separation from the others. Use pleasant conversation as a -means of establishing his confidence in you. - - -COMMENTS - -The teacher fell into a trap when he forbade Edmund to indulge in -back-talk. This attention to a new offense is just the thing a -disrespectful pupil rejoices in. The attempt to deal with two offenses -at once is too hazardous. - - -ILLUSTRATION (SIXTH GRADE) - -[Sidenote: Country Boy] - -When LeRoy Fennimore came back from the west he found himself in a novel -situation because, in the Pennsylvania village, manners were more -cultured than he had ever been taught in the little mountain home in -Dead Man’s Gulch. - -“LeRoy, will you bring us the United States map from the hall, please?” -came as the first request from his new teacher. “Nope, I don’t know -anything about your maps here,” was the blunt reply of the -twelve-year-old boy, staring boldly into the eyes of his teacher. - -“Why, LeRoy, I’m sorry to have surprised you with something too hard for -you.” - -“No surprise on me. Only I don’t know nothing about maps.” - -“Well, we’ll drop the matter this time. Next time, perhaps, you can get -it for me,” was the good-natured remark of the teacher. - -“Don’t ’spect you can get me to do much. I tell you I don’t know your -ways of doing things here yet.” continued the irrepressible boy. - -Miss Faust bit her lips for a moment, under the conviction that she had -a new problem on her hands. LeRoy exhibited some ignorance of the -suitable words for the occasion, a little spunk, more laziness of -attitude due to association with cattle-men and miners. - -Miss Faust cautiously watched LeRoy at the close of school. She helped -him find his lost cap and began a systematic plan of cultivating his -friendship. At her request he brought many interesting relics and curios -from home, she showed cheerfully on the map where he had lived some two -thousand miles distant. He continued his rough manners, but all the -disagreeable spirit vanished, as the two became good friends. - -Occasionally, Miss Faust gave him some little hints on good manners. He -listened with bashful interest and in his crude way warmed up to her -kindly sympathy. - -Not long after she asked LeRoy to bring her a box of chalk from the -store-room, but this time she immediately added, “Timothy (picking one -of the smallest boys), will you show LeRoy where the chalk is kept?” -LeRoy immediately responded and presented the box to Miss Faust, with an -air of satisfaction. - - -CASE 31 (SEVENTH GRADE) - -[Sidenote: Pertness] - -(5) _Talking back for approval of mates._ Sometimes it is not the -dominant sentiment of a social unit, but the opinion and wishes of an -individual, according to which a wrong-doer shapes his deeds. In a -certain seventh grade in Ohio there was a little girl who possessed one -of these shy and cat-like natures which delight in making mischief but -seemed always to escape the consequences. She was pretty and had a -wonderful adaptability of manner. Dear old ladies said she was a sweet -and ladylike little thing, and the roughest boys in school pronounced -her a good fellow. She was essentially neither of these, but she was -always a good actress. Her name was Bernice Storrs. - -One day Miss Coffee, the teacher, said to her class in geography, “Now -we’ll close our books and see how many of the products of South America -we can remember.” - -“We don’t have to close our books to find that out, do we?” inquired -Horace Selfridge pertly. - -“We certainly do! Close your book at once!” Miss Coffee was a -disciplinarian of the old school, and she bristled at this -insubordination. Horace’s book remained open. - -“If we don’t look at them it’s the same thing, isn’t it?” he said. - -“Horace Selfridge! What do you mean?” - -“Nothing. Just what I said.” - -“You are very impudent. You may go up to Miss Bell’s office.” - -“I won’t do anything of the kind. I asked you a civil question, and you -ought to give me a civil answer.” - -This undignified dialogue continued until the outraged Miss Coffee sent -for the principal. When Miss Bell came in, she found a tractable, -courteous and somewhat triumphant boy and a much flustered teacher. -Horace was given a punishment which he endured with admirable fortitude; -and, thereafter, Miss Coffee had trouble with him once in a while, for -he had learned that she could be worried and he loved to do it. - -Now the inside history of Horace’s impudence was that Bernice Storrs was -using him as a means of amusement. Impeccable in her own school -behavior, she had skilfully suggested to Horace what a hero he would be -if only he could make the teacher “mad” and defy her authority. To stand -in Bernice’s graces, Horace thought up the spectacular defiance that so -stirred up Miss Coffee; and to stand in her graces, Horace repeatedly -made trouble during the year. - - -CONSTRUCTIVE TREATMENT - -If Miss Coffee had lived nearer her pupils she would have known the -source of Horace’s impudence. She might have known that a boy, formerly -tractable and courteous, would not change utterly without some strong -stimulus. - -In such a case, never argue with pupils. - -When Horace made his first pert inquiry, a tactful teacher would have -looked very surprised, then perhaps have inquired if he were well, and -so surprised him into a normal response; or engaged him in lively -conversation upon an entirely different topic; or, in case he would not -be diverted, have declined to talk with him at all, thus giving him -nothing to answer. - - -ILLUSTRATION (EIGHTH GRADE) - -[Sidenote: Punning] - -Frank Tyne, son of the richest merchant in N——, well-dressed, quick of -thought and spoiled at home, was in the habit of eliciting little -admiring giggles from the girls in his classes by making pert responses -and unnecessary comments when his teachers spoke. So many teachers had -endured this, fearing the parental influence, that Frank did it almost -unconsciously, although he was very conscious of being considered “cute” -by the girls. One day a new teacher, Miss Stone, announced that as the -day was dark, and there were no lights in the room, the writing lesson -would be omitted. - -“Yes’m,” said Frank as he put away his copybook. “Light work for a dark -day, eh?” - -Miss Stone tactfully used the following method: when her pupils giggled, -she seemed very unconcerned, she did not slam her book down or do -anything to indicate that she was annoyed in the least, but rather -calmly and slowly turned her face toward Frank and softly smiled. This -smile was not one which indicated that she was amused, but rather one -which showed clearly that her temper was not aroused. After looking at -Frank only a second or two she calmly directed the attention of her -class to an announcement which she had intended to make sometime during -the day, and which served her purpose of taking the attention entirely -away from Frank by directing it elsewhere. - -Miss Stone next made an attempt to win Frank’s confidence which she -easily did by talking at recess about those things in which she knew he -was especially interested. She made it a point to ask him to do a few -little errands for her, errands which she knew he would like to do, and -after each one she took advantage of the occasion to establish a good -spirit by thanking him in this fashion: “Oh, Frank, you are so kind. -Thank you, ever so much.” - -After thus gaining his confidence, one day after she had been talking to -him in a friendly manner, she said to him in a confidential way, “There -is another thing I wanted to speak to you about. I didn’t want to say -anything about this in front of any of the other pupils, so I thought I -would tell you now. Whenever anything comes up that’s funny or whenever -you think of anything funny, remember to keep it till after school -hours. I like to see people have fun and I like fun myself, but of -course we have to watch ourselves during school hours. I’d like to allow -you to talk, but if I would do that, I’d have to allow everyone else to, -so if you will remember this, I will appreciate it very much.” - -Miss Stone by this method very soon succeeded in breaking Frank, not -only of his habit of talking in school, but of other annoying habits as -well. - -(6) _Talking back to teacher._ Talking back is generally due to the fact -that the pupil has not been taught politeness at home; but the case is -frequently aggravated by an exhibition of the same sort of bad manners -on the teacher’s part. - - -CASE 32 (FOURTH GRADE) - -[Sidenote: Pulling Hair] - -Miss Eastman, a teacher of the fourth grade in a small town in -Minnesota, was driven to her wit’s end when Benjamin McCloy repeatedly -refused to stop pulling the hair of the little girl who sat in front of -him. - -“I guess this is the only thing that will do you any good, Benjamin -McCloy,” she said, as she drew a ruler from her desk drawer. “March -right up here to the front of the room. Aren’t you ashamed of yourself?” - -At the question, Benjamin bristled up to his full four feet, two inches. -“No, I’m not ashamed. She needn’t think I’m going to have hair all over -my desk,” thought Benjamin as he went up to take his beating like a man. - -Miss Eastman seemed to make no impression upon him with the ruler. -Finally it broke in two. - -“Loyd,” she addressed a boy in the room who never was known to do -anything wrong. “Take this money and go over to the little store and buy -me another ruler.” - -“Gee! That’ll break you up,” came a muffled response from a ringleader -in the room. - -“Well, that’s nothing out of your pocket, is it?” Miss Eastman remarked -with ill-concealed temper. - - -CONSTRUCTIVE TREATMENT - -When the complaint has been made by the girl, ask Benjamin to take the -seat back of James for the present, saying, “No, you need not move your -books, yet.” After the session make it a point to interview the boy. - -“Benjamin, is there some reason why you pull Marjorie’s hair?” - -“It is always in my way when I write.” - -“I thought there must be some good reason. You would not act that way -unless you had a cause. There is a vacant seat, Benjamin, back of James -in row 1. You may change your books right now. You will not be troubled -there.” - -Another course to pursue would be the following: - -[Sidenote: Change Seat] - -“Miss Eastman, Benjamin keeps pulling my hair.” “Benjamin, I believe you -will not be bothered, (inferring that he is), if you will take the seat -back of James for the morning.” - -Benjamin slowly obeys your command— - -“Thank you. As I was saying, this map shows the Mississippi valley. -James will you please step up to the map and point out the source of the -river?” - - -COMMENTS - -Had Miss Eastman analyzed the situation before resorting to bodily -punishment, she might have found a better solution of her problem. In -this case, the boy’s action was founded on a legitimate cause of -irritation. It was Miss Eastman’s place to find out this cause and -remedy the matter at once. - -But supposing the act had been committed for sheer meanness. It would -have been better, even so, to have changed the boy’s seat immediately, -without stressing the reason for doing so. - -The fact that a boy in Miss Eastman’s room would feel free to make the -statement, “Gee! that’ll break you up,” was an index to the general -attitude of the pupils. Her answer to the boy’s remark was excuse in -itself for further talking back on their part. - -Do not expect to cure rudeness with more rudeness. - -(7) _Impudent replies._ Impudence is a form of disrespect which is hard -to deal with from the fact that it seems to be a definite personal -attack upon the teacher with a set purpose to belittle her opinions. -Because of its clearly understood purpose it is likely to anger the -teacher. This direct attack upon her authority as a scholar or -disciplinarian does not appear where the teacher has used correct -methods in accordance with the principle of initiative in coöperation. - - -CASE 33 (FOURTH GRADE) - -Miss Willets, a young teacher of the fourth grade in an Oklahoma school, -was working at her desk one Monday morning, when just before the last -bell rang for the beginning of the morning session, one of her smartest -boys burst into the room, now full of children, and said in a spirit of -jest, “Miss Willets, how many chocolates did you eat last night?” Not a -word came to her aid to carry her over this embarrassing situation; what -was even worse, she could feel her cheeks flush as she recalled the -steady company entertained by her on the previous evening. The children -caught the spirit of the question, and when the bell rang, the room was -in an uproar. - - -CONSTRUCTIVE TREATMENT - -If a question is asked before the school session by a pupil in a joking -way, even though it has caused you some embarrassment, enter into the -spirit of fun and laugh as you give some witty reply. - -But supposing the question to be asked during the school session for the -purpose of causing you embarrassment, ignore the question altogether. - - -COMMENTS - -Miss Willets made a mistake by taking the boy’s question too seriously. -She would have saved embarrassment, if she had taken his question as a -joke and replied accordingly. Humor often lessens the tension in the -schoolroom, and where indulged in by the teacher, puts her into easier -relationship with her pupils. - - -ILLUSTRATION (FIFTH GRADE) - -[Sidenote: “Steady Company”] - -Miss Snow was talking to the children one noon about the moving pictures -which were to be exhibited in the neighboring church on the following -evening. “Can we go, Miss Snow?” asked the children. - -“Those children can go whose parents accompany them,” was the reply. - -“Humph,” remarked an overgrown girl. “Do your parents go along with -you?” - -“O, Gordy takes her,” spoke up one of the older boys. Miss Snow looked -up just long enough to give the faintest little smile and then went on -with her conversation as though it had not been interrupted. - -The big boy thought he “was going to have some fun with the teacher,” -but the results of his effort were so meagre that he was not encouraged -to try again. - - -CASE 34 (SIXTH GRADE) - -(8) _Impudent replies due to father’s example._ - -[Sidenote: Imitative] - -Tim Murphy was an Irish lad twelve years old. He was accustomed to rough -speech at home. His mother was not living and his father was a section -boss on the railroad. Mr. Murphy was accustomed to review the events of -the day for the benefit of Tim and his older brothers and sisters. Thus, -Tim came to believe that to be saucy and impudent was manly, for surely -it was by his rough speeches that his father managed his men and held -his job. Furthermore his father’s account of how he outwitted his men -who talked back was highly entertaining. Without forming a definite -resolution to have an exciting quarrel with Miss Deering, Tim was in -every sense ready for such a combat. - -Miss Deering had a feeling that Tim was not exactly respectful and yet -the little pursings of his lips, the raising of his brows, and tiltings -of his chin when Miss Deering spoke to him were signs of disrespect too -slight to punish. She was annoyed, yes, even angered by them but she -felt helpless as to how to manage Tim. She feared her control of him was -lessening. Frankly, she thoroughly disliked him. Many an evening her -thoughts reverted to the ever disquieting act of Tim’s attitude and she -almost wished for an outbreak of such dimensions as to warrant her -giving him a sound whipping. She too was prepared for a conflict. - -Tim’s strong point was arithmetic. One of the problems on a certain -Friday was: “A and B work together for 5 days and receive $25 and then A -works on alone 2 days for $4 more; how much does each receive?” This -problem was assigned to Delia Carrigan, one of the dullest in the class, -to be placed on the blackboard while each of the others were assigned -other problems. When Delia’s turn came to explain her problem, it was -found that she had divided the $25 equally between A and B and added $4 -to A’s half of it. Miss Deering did not notice the mistake. When Delia -had finished her explanation Tim said, - -“That ain’t right.” - -Miss Deering said a little louder, “Next.” - -“Delia didn’t do that right,” Tim said again. - -“Tim, be quiet. Go on, Julia,” said Miss Deering, her look at Tim -expressing dislike as well as determination. - -Tim answered that look by a roused temper; visibly he squared his -shoulders and clenched his hands, unconsciously falling into his -father’s mode of expression. “Ye’re wrong, Oi say, an ye’re a green un -not to know it, Oi tell ye to yer face yer no gud, and Oi won’t kape -quiet, begorrah!” - -Her hour had come. Miss Deering felt perfectly justified in seizing the -pointer and beating Tim. He fought for a moment but she was taller and -stronger. Anger added to her strength. She broke the pointer, seized the -largest piece and used it till it, too, gave way. - -Tim was now sniffling, more choked by anger than reduced to tears -through pain. - -“Now will you be quiet?” panted Miss Deering. - -“Faith an Oi will _not_,” said Tim. - -Glancing about she saw a book strap on her desk. She jerked Tim a step -at a time toward her desk. Arriving there she belabored him with the -strap till she was tired. Then she sent him to his seat and went on with -her work. Every time her glance happened to meet Tim’s, the eyes of each -expressed their mutual hatred. During the days and weeks that followed -Miss Deering would plainly show her dislike for Tim every time she -addressed him. He did not really talk back again but his insolent -attitude was expressed in various ways which they both understood. Had -she heard Tim talking about her when out of her hearing she would have -better understood why so many of the pupils showed signs of resentment -toward her commands. - - -CONSTRUCTIVE TREATMENT - -As soon as you detect that any child dislikes you make it your study to -find out the reason, then if possible adjust matters so as to win his -confidence. If you can not conscientiously change your own attitude, -show him your interest in him by giving him something he would like to -have; some material gift or social pleasure. By wisely selected story -and studied comradeship assure him that you are able to satisfy his -wants along study and recreation lines. - -If unexpectedly a pupil questions your knowledge in any line, say, -“Wait, let’s see about that.” If information on the subject can be had -at once, seek it immediately. If the facts can not be verified -immediately report it. Assume that the pupil who raises a question as to -your correctness of statement is seriously studying the point and that -his criticism is entirely impersonal. Treat him as you would a friend -who differs from you. - - -COMMENTS - -You can do very little toward helping an antagonistic child. You wish, -however, _to benefit every child under your care_. Then your duty is to -have every child look upon you as his friend. In giving him something he -likes, you are not buying him: Not at all. You are simply letting him -get a glimpse of yourself. You are telling him in a way that he can -understand that his pleasure is your joy. - -Assume that no child is calling your statements into question simply to -tease you. You can not err in doing this, whereas, you may seriously -commit an error by supposing that you were questioned merely to display -impudence. Treating a boy as if he were “on the square” often causes him -to be so. Just as surely treating him as if he were a rogue makes a -rogue of him. If you treat an innocent boy as if he were a culprit he -has nothing to lose, so far as your influence goes, by actually being -one. - - -ILLUSTRATION (SIXTH GRADE) - -[Sidenote: Familiarity] - -Nina Blair had taken a course at the Illinois State Normal and had -returned home where she had charge of the sixth grade room. -Thirteen-year-old Wesley Hail, whose parents were friends of the Blair -family, stayed at Blair’s where he helped in the store evenings and -Saturdays and went to school to Nina. Being an old acquaintance and -seeing Nina at home daily he grew to feel very free to express himself -in her presence. She noticed that at school he frequently gave his -opinions unasked. He was especially interested in history. - -One day he frankly said he thought Miss Blair wrong in her statement -about Grant’s campaign. Miss Blair said, “I am glad to see so much -interest manifested in this lesson. Mamie, please find out about this -and bring in a report tomorrow. Has anyone else a point he would like to -have further discussed?” No one had. - -One evening soon after this Miss Blair found Wesley alone at home. She -said, “Father says you are a great help to him in the store. He -especially likes the carefulness with which you take orders. I, too, -foresee that you will be of great help to your classmates.” She then -told him that just as he needed courtesy in the store he would find it a -necessity throughout life and that his example in this respect had a -great influence upon the other boys. As a result of this treatment -Wesley cultivated amiability and soon came to realize its universal -value. - -(9) _Impudence due to conceit of pupil._ It is difficult to see how -conceit can be cured by whipping. Such a punishment may silence but it -does not convince. “The man convinced against his will, is of the same -opinion still.” Silencing instead of convincing may induce still greater -evils on the pupil’s part. - - -CASE 35 (EIGHTH GRADE) - -[Sidenote: Disputing] - -Miss Garber was hearing her eighth grade arithmetic class. When it came -Grant Langston’s turn to recite she told him that his problem was wrong. - -“No, it isn’t, it’s right,” said the boy. - -Now this boy had been showing a spirit of independence and indifference -to Miss Garber’s authority. This outbreak gave her the occasion she had -been waiting for to punish him. She used the county superintendent’s -prescribed instrument (a piece of rubber hose) and gave the boy one -hundred eight strokes with it, and asked him if he wanted another -whipping soon. Grant signified that the punishment was sufficient to be -effective and was allowed to go out to play. - -While at play he told the boys that Miss Garber didn’t hurt him. -Somebody told Miss Garber what he said and so in the presence of the -whole room she said: - -“Grant, you told me that the whipping I gave you this morning hurt and -you told the boys that it didn’t; to whom did you tell a falsehood?” - -“To the boys,” answered Grant. - -This confession was accepted as an apology and nothing done about the -telling of the falsehood. On the way home from school Grant again told -the boys that the whipping didn’t really hurt him. - - -CONSTRUCTIVE TREATMENT - -When you first discover that there is a spirit of opposition to you in a -pupil begin at once to establish right relations. The pupil who is thus -unruly has lost confidence in you as his dependable guide. Without this -confidence your work with him is handicapped. Secure this confidence by -studying his case, finding out his special needs—perhaps a book of -adventures to read, a start in studying birds, opportunity to earn a -little money, collateral reading or an explanation of some school -subject he does not like, etc. Give this aid in a tactful way. Make -nothing serious of it. When you find him alone, give your assistance as -a matter of course. - -Let your chief question be, “How can I best serve this boy?” not, “How -can I coerce him into a public confession that I am his superior?” - - -COMMENTS - -Miss Garber’s own intolerance may have been the provoking cause of -Grant’s resistance to her authority. If Grant sincerely believed he was -right and his teacher wrong, it was highly desirable that he should -maintain his position until he could be convinced of his error. Grant’s -real offense, then, was not the defense of his position, but the rude -manner in which he spoke. Had Miss Garber met rudeness with politeness -it might have been easier to straighten out the other difficulty. Had -she said, in a kindly manner, “Grant, I am glad you have thought over -the problem enough to feel sure about it, but you must prove to me that -your answer is right, because I think it is the other way: please -explain to the class just why you think your way is right,” her words -might have served as a challenge which would have awakened in Grant a -genuine interest in the problem. At the same time it would have given -Miss Garber an opportunity to show Grant just why his answer was wrong. - -In regard to the remark on the school ground, she might better have paid -no attention to it since it was not made to her. Indeed, her own -question as to whether Grant wanted another whipping soon was quite as -impudent as Grant’s remark (about the whipping) was untruthful. - -By laying too much stress upon minor points, a teacher weakens her -influence in weightier matters. - -(11) _Impudence due to teacher not understanding the pupil._ Adults are -never able quite fully to appreciate the wide difference between their -knowledge and the small amount of general information which is found in -young children. A college instructor, accustomed to deal with college -students, has been known to severely reprimand a well-meaning high -school student for guilty, willful and malicious ignorance, when, as a -matter of fact, she was not yet equipped with the information which she -was supposed to possess. - -In like manner, too often a teacher or a parent will lay severe -penalties upon a child who has unwittingly transgressed some law or -custom which has long been well known to adults, but which has never -been especially presented to the attention of the child. - -Occasionally a mature pupil returns after a long absence from school -which leads him to ignore many of the little customs that pertain to -school life. The pupil has lost a sense of the relations which a pupil -has to his teacher and his fellows. When he returns, he is more or less -restless under the peculiar methods of association that belong to -typical school life. - -Such a pupil is more or less of a misfit until he recognizes his former -adjustment to school conditions. He may behave like a visitor for a time -or act in some other adult fashion which more or less contravenes the -established school custom. - - -CASE 36 (HIGH SCHOOL) - -[Sidenote: Sensitiveness] - -Andrew had been taught mainly at home until he had finished the work of -the grades. It had been a long time since he attended school. One -morning in the class in arithmetic in the Edgerton High School, Andrew -blurted out to his teacher, “I don’t like to have you talk about my -mistakes the way you do.” - -Everybody was shocked, including the teacher, a man of experience and -large physical equipment. - -“Why, what is the matter, Andrew?” said the teacher. - -Immediately Andrew continued, “You just make a fool of me when I am -trying to solve problems on the blackboard.” - -The point was that Andrew had been offended because of the just -criticisms of his teacher when reviewing Andrew’s blackboard work before -the class. - -The teacher soon formed an opinion as to what was the matter with the -boy, and immediately delivered a caustic and sensational lecture. - -The substance of it is the following: “Andrew, you have come to this -school thinking that you know about all there is to know. You have come -here as a spoiled boy, and you will have to be taken down in proper -fashion unless you change your attitude. The thing for you to do is to -keep your mouth shut and do what you are told to do. If you can’t do -this, we will make the way easy for you to step out of school.” - - -CONSTRUCTIVE TREATMENT - -Andrew should be taken into the office for private conference with the -teacher. Until the hour for the conference, Andrew should be dismissed -from the class and the sensational scene in the classroom avoided. -Andrew spoke out of a sense of growing injury. Help him to analyze his -attitudes and see how it has come about that he is over-sensitive to a -proper classroom discipline. The conversation with Andrew may include -some of the following statements: - -“Andrew, you have been doing some very good work since you came into our -school. I have watched you with interest, and yet I have felt that you -need some further help in adjusting yourself to school conditions. You -tell me that the Rodger boys have stood behind you in this attitude of -criticism and defiance. What did they actually say to you?” ... “Well, -it would be better for you to attempt to understand this school, and its -way of doing work, and to avoid yielding to any such advice as that. You -need to remember that you are one of a number of pupils and that all are -receiving the same sort of treatment. I shall be very glad to give you -special help at any time when you may need it, while at the same time I -feel justified in discussing any mistakes that you may make. I want you -to be very cautious hereafter about how you address any of the teachers, -remembering that they are your friends and are laboring for your best -good always.” - - -COMMENTS - -If the teacher speaks to Andrew in the presence of the class, he may -easily lose his temper, as was the actual case in the narrative recorded -above. The instructor uttered, perhaps, no very offensive sentiments, -but his manner, while suffering from mild rage, was entirely unbecoming -a teacher in the presence of his pupils. The offense was not so grievous -but that disposition of it could have been postponed; also, the teacher -is more likely to think out the best method of procedure, if he does not -act hastily. Andrew has become somewhat unbalanced and needs advice -rather than penalty in order that he may properly adjust himself. He is -unsocial in his sentiments, having grown up so largely in isolation from -other children. At best, his adjustment to life amongst a large number -of other persons will be difficult. - -The method suggested above will avoid an estrangement and cement the -friendship between pupil and teacher, and make further coöperation in -the classroom and elsewhere more hearty and profitable. - -(12) _Threatening the teacher._ Such an offense as this strikes at the -very roots of the social organization, for teachers are officers of the -state, intrusted with the great task of developing citizens. To threaten -their authority is to set one’s self against the social trend, to be an -individualist—which is to be an anarchist. The teacher who is threatened -by a pupil has only to fall back upon his ultimate authority, which is -the whole fabric of organized society, represented by whatever officers -he may count upon to support him—for sometimes society’s officers are -not true to their trust. - -Two examples of this offense happened in one of the northwestern states, -and their respective treatments illustrate the point. The teachers in -both cases were stalwart six-footers, capable of whipping the young -bullies who challenged their authority; but neither of them believed in -corporal punishment. - - -CASE 37 (UNGRADED RURAL SCHOOL) - -[Sidenote: Anarchy] - -Trygve Andreasen, the first teacher, was threatened with being “taken -outside and shown a thing or two” by a hulky young man who persisted in -talking in an undertone during school hours. Trygve believed in moral -suasion, and tried it: - -“Yes, Olaf,” he said, “I suppose you could take me outside and show me -to a good licking if it happened that way. But suppose you did? Would -you be any better for it? It wouldn’t teach you one word or make you one -bit better educated. Here you are, nineteen years old, and only in the -Sixth Reader. It’s education that makes a man powerful, and you need it. -Brute force is an animal’s way of gaining his ends. Besides, I like you -and want to help you make the most of yourself. Let’s be friends—won’t -you?” Olaf listened with a grin to this touching appeal. - -“So you don’t be too smart, I’ll be friends,” he replied; and turned -with a murmured sneer to the girl behind him, in whose eyes awe and -admiration were mingled. - -Trygve sighed, but comforted himself with the idea that he had shown a -Christian spirit toward his unruly pupil. He tried to help him with his -lessons, in which Olaf took small interest; but Olaf received all his -advances with amused tolerance and slight response. In the hope of -finally winning him by patience and kindness, Trygve put up with much -annoyance and much interruption of work. In the spring Olaf, still -unconverted, left school to go to work. - - -CONSTRUCTIVE TREATMENT - -Types differ. A good teacher will soon discover the characters of his -pupils, especially any who promise to make trouble. He must fit his -appeal to their stage of development and personality. - -Trygve had abundant opportunity to share in the life of the community -and to show how brains could guide muscle and make it ten times more -effective. He must win Olaf’s admiration by an exploit; local conditions -must dictate just what to attempt. - - -COMMENTS - -Trygve made the mistake of appealing to standards which Olaf did not -possess, and which he was incapable of appreciating. The men who were -his ideals have perhaps never reached the Sixth Reader, nor did the -lumber jacks among whom he had grown up yield loyalty to any power that -was not material. To be strong enough to “lick” any adversary was his -highest ideal, as well as that of the girls and boys in whose eyes he -wanted to appear a hero. - -There is no need for kindness to content itself with weakness. A giant -will can act with the greatest sympathy. If Trygve strengthens his -attitude and plays the part of a full grown man, he can win the -allegiance of everybody in school. - - -ILLUSTRATION - -[Sidenote: Spit-balls] - -The effective treatment for such a case was adopted by George Levenson, -who taught a school in the same neighborhood and met the same problem. -In his case the offender was a fiery young Irishman, Tim McCarthy, who -had an uncontrolled sense of humor which delighted in breaking up school -sessions with all sorts of mischief. - -He was amusing himself one day by hitting his chum, Jim McClure, on the -ear with spit-balls. Mr. Levenson caught him throwing one, and told him -to go out into the hall. - -“Go yourself!” sang out Tim, who was in a very cocky and exultant humor -that day. - -“Tim, will you go at once into the hall? I don’t want to make you do -it.” - -“I should say you don’t want to make me do it. If you try I’ll wipe up -the floor with ye, and there’ll be nothing but a grease-spot left.” - -“I don’t intend to make you do it, now. You have committed a very -serious offense, Tim. I shall have to leave it to the authorities to -settle.” - -“What is that ‘serious offense’?” demanded Tim. - -“You threatened me. Of course I know I could whip you if I wanted to, -but I am here to teach school, not to fight. I don’t know what Mr. -Pearson will do; I shall have to report it to him.” - -“You’d better not!” Tim muttered; but he was visibly impressed, and -threw no more spit-balls. - -That night Mr. Levenson called on the district superintendent and had a -confidential talk with him. The superintendent was a clever man and knew -just what was needed. He spent a half of each day in the school and kept -a firm hand on discipline. - -[Sidenote: A Striking Incident] - -In the conversation that followed Mr. Pearson narrated a similar -incident in his early experience. After the offenses became numerous he -decided to call in the county superintendent. “In the conversation on -the telephone with Mr. Aldrich I asked him to come; in conclusion I -said, - -“‘And by the way, you and the sheriff are good friends, aren’t you? Why -not bring him along with you? It would clinch matters.’ - -“‘Capital. Depend upon us if I can find him. If I can’t, it may be day -after tomorrow when we come.’ - -“They came the next day, however. When Mr. Aldrich’s familiar Ford drew -up before the schoolhouse there was a flutter of excitement among the -pupils, and when a second man followed him it became intense. They -entered, warmed themselves, and then Mr. Aldrich turned to me. - -“‘I understand that you have a pupil who has threatened your person and -your authority here,’ he said. ‘Which boy is it, and what is his name?’ - -“Fred was pointed out. He had quite ceased to be a hero, and his face -was almost white. Very impressively Mr. Aldrich inquired the details of -the incident from the teacher, securing corroboration from Fred and -other pupils. The sheriff stood by like an avenging spirit. - -“‘I wonder if you realize, my boy, that you committed an offense -punishable by law in threatening Mr. Pearson? As long as you attend this -school you are absolutely under his direction, and you must do as he -says if we have to call the state superintendent up here. However, this -is your first offense, I believe. Have you anything to say for -yourself?’ - -“‘I didn’t mean no harm,’ Fred parried. - -“‘Yes, you did mean harm, but the point is you can’t _do harm_. The -whole state will prevent your _doing_ harm, but something’s going to -happen if you ever make any such threats again. What do you say, -Sheriff?’ - -“The sheriff considered gravely, cleared his throat, and finally -suggested that the young man be put on probation. This, after more -consideration, was agreed upon, and the subdued and puzzled Fred was -left in peace and to the digestion of several new ideas, chief of which -was the idea that a teacher does not depend upon unsupported authority -in his requirements.” - -Mr. Pearson went on to say that he saw the complete folly of such a way -of dealing with the case. - -[Sidenote: A Better Method] - -“I have told you this story to show you how not to proceed with this -boy. I think you have made a mistake in not getting Tim tied up to you -in some way. Leave him to me. We’ll see what can be done.” - -The superintendent met Tim the next morning early. The following -interview occurred: - -“Tim, I’ve been looking over the batting averages made in our league -games. I see you stand next to the head of the list. I’m mighty proud of -this.” - -“I’m glad I done it, Mr. Pearson. I wish I could ’a done better.” - -“Well, Tim, you have a strong right arm. The next thing I want to do in -athletics is to get an outfit of boxing gloves. I want you boys to have -a chance to learn boxing.” - -“Bully thing! Won’t we go to it, though!” - -“I find that Mr. Levenson is a good hand with the gloves. He’s agreed to -coach you fellows, if the boys want to take up a new sport.” - -“Well, I guess we do. I’ll see.” Tim spoke with less enthusiasm because -he would need to make some readjustments in his attitude toward Mr. -Levenson before taking boxing lessons. - -In a short time Mr. Levenson was at work with the boys. The gloves -proved an effective medicine for Tim and all who chummed with him. - - -COMMENTS - -The boy who threatens a teacher with personal violence is usually still -in the stage of control by force. He can understand a force weaker than -himself, he can understand a force stronger than himself, but he can not -understand a force which is essentially different from himself. What Mr. -Levenson and Mr. Pearson did was to show him a force which was both -stronger than and different from himself—the force of a thoughtful man -under control. In his limited experience he had never met this force in -opposition to himself, nor had he learned consciously to work with it -rather than against it. - -The experience was his first conscious clash with social forces, and it -was so managed that he came out of the experience a more promising -citizen than before. Had he been arrested for assault, as he might have -been, he might have had a jail experience which would have left him -resentful and diminished his self-respect. However, Mr. Pearson’s object -was not to punish him unless that was absolutely necessary, but rather -to show him that the society approval he gained by insubordination was -as nothing compared to the greater satisfaction he might gain by -traveling with the social current. - - - 6. Quarrelsomeness, Bullying and Fighting - - Dissensions like small streams are first begun; - Scarce seen they rise but gather as they run! - So lines that from their parallels decline - More they proceed, the more they still disjoin. - —Garth. - -It is distasteful to a first grade teacher to be called upon to pacify -the petty quarrels that children in the first grade sometimes have. -While this annoyance is not very marked in the first grade, still it is -prevalent enough to need discussion. Besides, the quarrelsome habits -that a child may acquire in the first year of school may cling to him -throughout life and prove a burden, seriously handicapping him in his -life’s vocation. - -The first step toward preventing quarreling among children is to remove, -as far as possible, all causes that may instigate quarrels. Some pupils -who enter the school quarrel frequently in their homes and, much to the -discredit of the parents, quarrel with them even. Provoked by the least -pretext, such children will quarrel with their schoolmates. Children who -are not allowed to quarrel in their homes will often quarrel at school -enough to be annoying. Both types of pupils will respond to the same -treatment, but the method will only be completely effective in the -latter instance. The former class may cease to quarrel at school, but -they will undoubtedly continue it at home. - -Punishment does the offender little good; it serves to drive the child -to quarrel at times when the teacher can not find out about it. This -will add to the quarreling habit, deception, which is a bad fault in -itself. It is too fundamental a rule to pass without mentioning at this -point, that punishment never removes the motive of any misdemeanor. The -desire to do the wrong remains, and what is worse, the tendency often -seems to be removed, when, in reality, the child, through a spirit of -revenge, resorts to some wrong act which can be hidden from the teacher, -but which will still satisfy the lower nature. In other words, to forbid -the performance of a misdemeanor in a child’s life and to substitute no -activity in its place leaves a gap in his life into which, if -undirected, he will probably put some wrong act. - -Even in higher grades quarrels among children seem unavoidable, but are -not really so. Some one threatens injury and the response comes quickly -in the form of coercive measures for rescue or defense. Sometimes the -provocation is real, sometimes imagined. - -The onset of the quarrel usually finds expression in faultfinding. The -offender’s sins are held up to view and satisfaction is demanded. -Failure on the part of a comrade to repudiate the irritating conduct -usually ends in anger, and sooner or later in a vigorous quarrel or even -fight. - -The tendency to anger can not be eradicated. It is a self-preservative -instinct and hence must be controlled, not uprooted. By controlled is -meant that the emotions must be drained off into another channel, and -the quicker this is accomplished the better for all concerned, for, in -general, anger increases in intensity by being expressed, and also -begets a corresponding anger in one’s opponent. - - -CASE 38 (FIRST GRADE) - -[Sidenote: Over Toys] - -(1) _Quarreling on the school grounds._ Walter Hendricks and Teddy -Brownlow were children of well-to-do parents who supplied the boys -liberally with helps. Being surfeited with apparatus of all sorts, -nothing pleased them for long, hence they were constantly desiring each -other’s pencils, and, when no other way of getting them presented -itself, would snatch them from each other. This led to constant -bickerings between the two boys. Finally the teacher’s patience in -settling disputes became exhausted and she said, “Boys, I am going to -slap your hands the next time they do such naughty things!” After a few -experiences of this sort with the teacher, Walter and Teddy decided it -was the part of wisdom to avoid further quarreling in her presence, but -on the playgrounds no abatement of the nuisance was observable. - - -CONSTRUCTIVE TREATMENT - -The teacher who is eager to prevent quarreling and to eradicate it from -a child’s conduct, will first of all keep close watch over her pupils. -She will always be in the room before the time set for the pupils to -arrive. Each pupil as he comes will take his seat and as a result there -can be no quarreling, for the opportunity is removed. At recess time, -all play and recreational activities are supervised by the teacher or -physical director. Again the opportunity for quarreling is removed. This -same supervision is carried on during every play period. The teacher or -supervisor of play who is most discreet will make much headway in -keeping out of quarreling. However, should a quarrel arise in spite of -the teacher’s efforts, the teacher or supervisor should at once go to -the pupils and in a kindly manner command them to stop. She can add a -few words of kindly advice and then keep one of the offenders with her -during the rest of the play period. - - -COMMENTS - -Being unkind or rough with the offenders, would only add antagonism to -hostility. The pupils are in belligerent moods and the least unkindness -of the teacher will meet opposition. The prudent teacher endeavors to -calm the ruffled spirits. - - -ILLUSTRATION (SECOND GRADE) - -[Sidenote: Misunder-standings] - -Prudence and Rebecca started to school together. In fact, even before -the beginning of their school days, they could have been seen playing -together, in the sandpile in Rebecca’s yard, sliding down the cellar -door in Rebecca’s yard, swinging in Rebecca’s swing in the barn. So it -was that they came to school ready-made friends, and were chums during -the first year. - -With the beginning of the second year, however, Miss Bunthy noticed a -decided change in the attitude of the girls towards each other. No -longer would they come to school with locked arms. No longer would they -sit side by side during recess as they had done formerly. Then their -hostility broke into open battle. Prudence came running to Miss Bunthy -one recess crying, “’Becky hit me, she did!” - -“What made her do that?” asked the teacher. - -“Well, just ’cause I wouldn’t give her a piece off of my orange.” - -The offending ’Becky was brought into the room and severely reprimanded. - -Then later, “Prudence took a sheet of my tablet paper and didn’t give it -back.” This from ’Becky at the close of school one day. - -The next morning Miss Bunthy gave a little talk about paying back small -obligations, and watched to see if Prudence returned the borrowed sheet. -Noticing that she did not do this, Miss Bunthy asked her to stay in -after school. - -“Why didn’t you give Rebecca the sheet of paper you took from her -yesterday?” she asked Prudence in a confidential manner. - -“’Cause her mamma borrowed our clothes-line and never gave it back. My -mamma had to buy a new one.” - -“Well, but that doesn’t excuse you, Prudence. You must be fair and -square with ’Becky, and your mothers will have to settle their own -disputes.” - -The next evening after school, before the children had time to reach -home, Miss Bunthy was in Rebecca’s home explaining about the -misunderstanding between Rebecca and Prudence, and its cause. - -She learned that the matter of the clothes-line was an oversight on the -part of Rebecca’s mother, who, being very sensible, took the correct -view of the affair, and remedied it very tactfully. - -Prudence and Rebecca again played together. - -[Sidenote: Spite] - -(2) _Spite between brother and sister._ It is only once in a great while -that a village or city first grade teacher may have two children from -the same family together. However, it is common to have brothers and -sisters together in rural schools. Because of poor home training, two -sisters, two brothers or a brother and sister may be antagonistic -towards each other. Perhaps no better word can describe their attitudes -than the word spiteful. This may spring from various sources, which, in -the end, matter little. It is the teacher’s aim to have such children -become amiable toward each other. Again it can not be unwise to teach -such children that it is not right for them to dislike each other. Such -instruction must be given in an affectionate manner. - -A very good way to treat two children that are antagonistic toward each -other, is to lead them into fascinating school work. Another method is -to ask the two children to do some work for the teacher. Whatever the -teacher asks them to do she must be careful to supervise. The teacher is -to displace hostility by coöperative activity. - -For example, a teacher may have some papers to sort, the erasers to -replace or some other trivial piece of work to do such as opening three -or four windows. She may say, “Come, children, let us open these -windows. You open that one, and you that one.” Whatever method she uses -to distract their minds from each other, she must continue it long -enough for the children to have forgotten their antagonism. - -(3) _Quarreling while going to and from school._ By this time the -thoughtful teacher will have said, “Pupils are easily kept from -quarreling at school, but what about going to and from school?” - - -CASE 39 (FIRST GRADE) - -[Sidenote: Habit] - -Henry Sanderson was addicted to quarreling and also to fighting, both on -the school grounds and on his way home. Every morning some one or more -of the first grade children came to the teacher, Miss Burnham, with a -tale of woe regarding unkind words, or blows, or other annoyances for -which Henry had been responsible on the way home the night before. -Finally his teacher said, “Henry, every time I hear of your being -quarrelsome with the children, I’m going to have you stay in at recess -the next day.” For a day or two this plan worked and the teacher -congratulated herself that Henry’s fault was cured. The cure was of -short duration, however, and from this time on most of Henry’s recesses -were spent in the schoolhouse, thereby depriving the boy of rest and -recreation that he very much needed. - - -CONSTRUCTIVE TREATMENT - -Use the same care as in previous cases with regard to supervision of -play and seating in the schoolroom. In addition to these precautions see -that Henry is sent home in the especial charge of some older pupil who -can be trusted with the responsibility of his deportment while on the -way home. If there is no such pupil who can be made the teacher’s ally, -win the affections of the child until he is willing to abstain from -quarrelsome ways in order to please his teacher. If even this fails, -retain him at the schoolhouse until the other children are out of the -way. - - -COMMENTS - -Quarreling in Henry’s case had reached the stage of being a habit. A bad -habit can only be cured by establishing a good habit in its place. - -Little children should rarely be deprived of recess periods. The -vigorous exercise of play is itself one of the best possible preventives -of quarrelsomeness and fighting. Absence of such rest after enforced -quiet and the restraints of the schoolroom will be one of the very best -provocatives for disturbances of all kinds. The teacher who, as a means -of punishment, frequently deprives pupils of the recess period, is not -only harming the child but is also inviting further trouble from other -disorders. - - -ILLUSTRATION (SECOND GRADE) - -[Sidenote: Coöperation] - -Miss Benedict, a second grade teacher in the town of Milford, had one -pupil, John Dwier, who was addicted not only to quarreling but to -fighting. All through his first year he had annoyed his teacher in this -way. Miss Benedict talked with John, urging him to give up this bad -habit, but to no avail. She decided that some new plan of overcoming -John’s tendencies must be devised. She began by making a careful study -of John’s interests. She made them her interests also. Often in the -morning when he came to his seat, she would sit down with him and talk -about those things she knew interested him. Before she knew his -interests she would show him puzzles on his slate, or she brought curios -from home to show him, and little by little she got into his life and -learned what he liked. At play she always managed to control John by -playing with him. She took Saturday afternoon to go out exploring, as -she and John called it. They named as many flowers as they could. Of -course, the teacher knew the names for but a very few flowers and weeds -and she told John that she did not know many, so they decided to call -the unknown ones “strangers.” They watched the birds, butterflies and -bugs. - -One snowy Saturday afternoon, Miss Benedict went with John and several -children who took their sleds and spent the time coasting and studying -the tracks of birds and little animals. - -However, all this time, John had some very heated quarrels on the way -home from school, and usually ended his quarrels with his fists. But the -teacher’s time had not yet come, she was patient. - -Her next step was to ask John whether he would not stay with her each -evening, for a few days, to help her about ten minutes with some work. -John loved her and consented. The work was coloring drawings on the -blackboard and such other odds and ends as she knew John would like. -Then while he was helping his teacher, the other pupils got home. When -John was ready to go he walked part of the way with his teacher, who -would neither quarrel nor fight with him, and the rest of the way by -himself, another character with whom he could neither quarrel nor fight. -He always reached home happy. No one knew but the teacher that John was -being kept from the other pupils after school so he could not quarrel or -fight. - -Finally, the day came when the teacher took John on her knee to have a -long and earnest talk with him. She had chosen the time after school -when all the pupils were gone. She had also chosen the evening of a -beautiful day, a day in which John had had all his lessons well. She -explained to John how she loved him. This he knew because she had -displayed it to him. He loved her. Then her conversation drifted into -what she felt would help him to be a good and useful man. He was keenly -interested. - -At last she told him how she disliked quarreling and fighting. He agreed -with her. Then she asked him if, whenever she had no work after school -for him, he would not wait a few minutes until the other pupils were out -of his way so he could walk home by himself. “Or,” said she, “if you -care to do so, John, you can leave school ten or fifteen minutes before -it closes and be at home by the time the other pupils are dismissed.” - -The teacher told John she was doing this to help him. He understood. Her -love and humane and square treatment of the little offender was such -that she had his confidence and good will. He obeyed her. During the -spring months John’s mother came to tell this wonderful teacher that -John was a different boy. That boy is now a young man, and the letters -he writes to that teacher are beautiful. They would stimulate any -teacher to greater efforts. But the teacher had paid the price. She had -sacrificed. Many teachers try for three or four days and lose patience, -give up and, what is worse, lay the blame for failure upon the boys and -girls. - -(4) _Bullying._ Bullying is just a cowardly kind of unprovoked fighting, -and even more exasperating because of the contemptible spirit shown. - - -CASE 40 (EIGHTH GRADE) - -[Sidenote: Knocks Down a Boy] - -Willard Helm, an eighth grade boy in the Parkington School, found the -most of his sport in teasing smaller boys. He was too lazy to get much -fun out of the games on the schoolground. - -Friday on the way home from school, he fell in with Dee Longmans of the -sixth grade and soon found occasion to knock him down. Dee pulled -himself together and immediately reported the incident to Willard’s -teacher. On Monday morning the following conversation occurred between -Miss Frederick and Willard: - -“Did you walk home with Dee on Friday?” - -“Yes, I did,” said Willard with a forced frown. - -“You knocked him down at the park corner, didn’t you? What did you do -that for?” - -“Well, he said I was—” - -“Never mind what he said. I want to know why you pick on smaller boys -and treat them so meanly,” said Miss Frederick, with a rising tone of -scorn. - -“Well, we were just having some fun.” - -“Yes, I know you; you’re just a little tough, aren’t you? You want to be -a sort of bully, don’t you? You’ll make a pretty sort of a man.” - -“Well,” said Willard, a smile breaking over his face. Then he began to -laugh. He couldn’t help thinking how Dee had tumbled off into the -gutter. He began to think by this time that Miss Frederick’s talk was -“just talk” and so he grinned and then fairly rocked in laughter, -glancing at her with rolling eyes to see how she would take it. - -Of course she made no impression on him after this state of affairs was -reached. But this was her parting shot. - -“Willard, I don’t want to hear of your doing anything like this again. -Do you hear me?” and she shoved him toward his seat. - - -CONSTRUCTIVE TREATMENT - -Instead of faultfinding and scolding, adopt an altogether different -plan. Make no mention of misconduct, but say to Willard, - -“We have a number of boys in the lower grades that need to be looked -after a little. We teachers have been talking it over and we have -decided to ask some of the bigger boys to keep an eye on some of the -little fellows, particularly in the running games, where sometimes they -get knocked down and run over. Will you take a hand in this sort of -thing? Well, I’m glad. Really, we ought to do the same thing whenever we -meet the little fellows on the street or at home. We are to be big -brothers to the little fellows and see that they are not imposed upon.” - - -COMMENTS - -[Sidenote: Substitution] - -This method takes Willard by surprise and sets him to imagining himself -in his new role. He wants to be a hero of a novel type. His passion for -lording it over a smaller boy is gratified in a harmless way; he sees -nothing ridiculous in the fine self-control and good sense of his -teacher. This compels him to respond with an attitude of respect instead -of one of disrespect. - - -ILLUSTRATION (THIRD GRADE) - -Mrs. Wheaton called to see Miss Bates, who was a teacher in the third -grade, and said: - -“Hugh comes home from school crying almost every night. It seems that -Ira Hood throws his cap over the fence, pockets his ball, in fact, -teases him until he gets him to crying with vexation and then laughs at -him for crying. I know Ira is not in your room, but I thought maybe you -could do something about it.” - -Miss Bates conferred with Ira’s teacher and they decided to make Ira the -custodian of a collection of insects, and another boy the custodian of a -collection of pressed leaves. The pupils in both rooms were divided into -two groups, one group to help each of these boys to collect specimens. -Hugh was given a place in Ira’s group and urged by Miss Bates to get as -many insects for him as possible. - -Two weeks afterwards Miss Bates called upon Mrs. Wheaton and said: “How -is Hugh getting along with Ira now?” - -“I have heard of no complaint for a long time; in fact, Hugh seems to -like Ira now and is doing his best to help him with his collection of -insects,” said Mrs. Wheaton. - -(5) _Fighting as result of accident._ To the boy, as to the primitive -man, fighting is the simplest and readiest way of settling disputes. -Substitution is, perhaps, the principle which will oftenest avert a -conflict. - - -CASE 41 (SECOND GRADE) - -[Sidenote: Snow Battles] - -On a bright winter’s morning, Miss Elsie Wiseman was on her way to -school when one of her second grade pupils dashed through the gate and -walked beside her. - -“Why, hello, Francis! How are you this morning? Have you had a fine time -in the snow?” - -“Yes, we had a snow battle after school yesterday.” - -“You did? Tell me all about it.” - -“It was this way; we divided up into two sides, piled up a lot of snow -balls and then tried to capture the pile of balls on the opposite side.” - -“Did you have a good time?” - -“O, just a dandy time, ’cept Willie; he got hurt and I guess will have -to have a real fight to settle it,” said Francis with some alarm. - -“Why, I hope not. Tell me more about it.” - -“You see, some made ice balls and Willie got one on the ear. Now he says -I’ve got to fight him. He says we must each get two other boys and have -a fight to settle it. I ’spose we must or the scrap won’t end.” - -Here is a situation that needs some careful handling. How would you -proceed? - - -CONSTRUCTIVE TREATMENT - -Your best plan is to continue the conversation as follows: “I suppose -you don’t really want to fight, do you? Now, I have a plan that seems a -good one. I think it will work all right, and then there will be no need -for any one to get hurt. You go to Willie and say, ‘I’m sorry that snow -ball hurt you’; then reach out your hand and shake hands. He will not -want to throw snow balls at you any more and he’ll think a lot more of -you than he would if you fought him. You try this plan, then come and -tell me how it works.” - -Keep your ear open until you get a report from Francis. Almost certainly -he will announce that the proposed fight is off. If so, say: - -“I’m glad you have fixed that up like gentlemen.” - - -COMMENTS - -In most cases fights among children of the lower grades have very little -basis in reason. There is a tradition that makes fighting seem a good -thing, but there is not sufficient steadiness of nerve and purpose to -provoke much genuine fighting. Consequently the teacher does well not to -dignify these encounters either in her own opinion or in her talk with -boys. Allusions to fights may be passed over lightly in conversation, -even though a serious purpose to eliminate them is necessary. -Furthermore, it is easy to substitute some scheme that is only remotely -related to fighting as commonly understood. One can draw off this -combative impulse into some parallel activity with the greatest of ease. - - -ILLUSTRATION (THIRD GRADE) - -[Sidenote: Diversion] - -Miss Baker was sitting at her desk correcting papers after eating her -noon-time lunch, when in came a group of whispering little girls who -showed even in their manner of walking that they had something important -to tell. - -When Miss Baker looked up, Nancy Reed said, “Orvil Harn and ‘Jud’ Hicks -are going to fight.” - -“O, hurry up, Miss Baker, they are going to fight right now,” said Lora -Yoder. - -Miss Baker hurried out and found a crowd of boys around Orvil and -Judson, urging them to fight. - -She stepped into the middle of the ring and giving a hand to each of the -combatants said, “I want to hear about this; let us go into the house.” -The boys complied reluctantly. - -On the way in, she noticed an ant hill by the walk and stopped a minute -to look at it, saying, “I am so much interested in ants. They have so -many sensible habits. Don’t you like to read about them?” she said, -smiling down at the boys. - -On the way to the schoolroom she told a funny story about an ant that -floated down a river on a leaf. The boys were looking at each other -smiling before they thought of why they had come into the house. - -“Now,” said Miss Baker, “you tell me what troubled you out there in the -yard, Orvil.” - -“‘Jud’ took my cap and ran with it.” - -“He pushed and kicked me as we went out to play,” said Judson. - -Miss Baker looked out of the window a moment and then said, - -“What do you think is best to do about it now, boys?” - -“O, I guess it’s all right now,” said Orvil. - -“Let’s go out and play. Will you come with us, Miss Baker?” said Judson. - -“Gladly,” she replied. - -She knew that the boys had lost their anger when they had laughed -together about the ants. She asked them what had been the trouble in -order to make them see that even their griefs were of interest to her. -She was not at all surprised to find their anger forgotten so soon. She -went to play with them in order that she might thus protect them from -the remarks of the other boys who would have enjoyed seeing a fight. - -(6) _Fighting due to classmates’ ridicule._ Children are exceedingly -thoughtless in regard to making fun of individuals who are markedly -different from other members of the group. Only vigilance can forestall -the suffering so caused. - - -CASE 42 (EIGHTH GRADE) - -[Sidenote: Drunkard’s Son] - -John Shoemaker and Carl Jones were classmates in the eighth grade. John -was a pale-faced, undersized boy, the son of a drunkard. Carl was a -plump-faced, rosy-cheeked son of a well-to-do farmer, the picture of -good health and physical energy. Carl’s parents had very strong opinions -regarding temperance, and they were very anxious that their only son -Carl should grow up with the same feelings as themselves about the use -of intoxicating liquors. They often talked to him, and in his presence, -to others, of the evils of intemperance, and by way of illustration, and -in order to give point to their instructions, would sometimes add, “Just -see what intoxicating liquors have done for the Shoemakers! Old man -Shoemaker is a disgrace to the town and John hasn’t a decent suit of -clothes to his back! He looks as if he never had enough to eat!” - -Unfortunately, Carl had not learned during these otherwise wholesome -lessons to distinguish between the sin and the sinner, or even between -the sinner and innocent victims of another’s sin. One recess Carl, full -of the “I-am-more-righteous-than-thou” attitude in which most persons -who have never been tempted are wont to indulge, called out to John in a -mocking tone: - - “O Shoe-shoe-Shoemaker, - When did you make your shoes?” - -John’s pale face flushed, for he knew his toes were peeping through the -ragged shoes, and when a moment later the younger boys caught up the -jingle, repeating it in unison with great emphasis upon the accented -syllables, John suddenly sprang at Carl and in a moment both boys were -rolling on the ground in a desperate fight. - -The teacher, Miss Black, called the boys to order, ascertained the cause -of the fight, and then said, “I am very sorry, boys, but I shall have to -keep both of you in from recess for a month. It is a very serious -offense to fight on the school grounds. Perhaps by the end of the month -both of you can learn to be gentlemen.” - -Carl received the sentence angrily, as he thought of all the fun he -would miss, and John’s hurt face revealed how keenly he felt the -injustice of the situation. - - -CONSTRUCTIVE TREATMENT - -Such a case as the above would better not be settled hastily. Be -deliberate enough in your proceedings to give anger time to cool and to -be replaced, in part at least, by more generous impulses. - -Learn whether the motives and attitudes prompting the fight are -characteristic of Carl only, or whether they represent truly the -dominant feelings of the whole school. In the latter case the punishment -of the two boys must be followed by effort, on the teacher’s part, to -correct the crude ideals of the children as a whole. - -This can be done through story work, or by coöperative work of some -kind, or by games, in which democracy reigns supreme and individual -distinctions are lost sight of in interest in the work itself. - -After learning the main facts in the case—and these should usually be -left until the other children have gone home—say, “Boys, this trouble -which you have brought into the school is so serious, I want to think it -over. I would like you also to think it over and be ready to tell me -tomorrow what each one of you can do to right the wrong you have done. - -“Remember, you have not only hurt yourselves and each other, but have -injured the good name of the school. This is all for tonight.” - -[Sidenote: One at a Time] - -On the following day, talk with the boys one at a time. You will need to -say things to each of the boys that you would not care to say in the -presence of the other. Talk with Carl first. He is in reality the -greater offender. John could be dismissed with the words, “John, I shall -not have time to talk with both of you this afternoon. I will see Carl -today. Tomorrow I will talk with you.” - -Alone with Carl, lead him to confess that he was thoughtless on the -previous day. He will do it, for he will be only too glad to excuse -himself in this way. Then say, “Very well, Carl, if you did wrong -yesterday by ‘not thinking’ try to think hard tonight for the little -time we are together. Think out this problem for me. Does it take a -brave boy or a coward to keep coming to school day after day without -complaining, and without absences, when he has to come in ragged clothes -and when he knows the boys are likely to make fun of him?” - -If for no other reason than to please his teacher, Carl will be sure to -say, “A brave boy.” Recall to Carl’s mind whatever is brave, unselfish, -or lovable in John, especially if you happen to know that John has given -up some happiness for Carl’s sake, or shared some pleasure with any -member of the school. - -Then ask, purposely using the same form of question that you previously -used, “Carl, do you think it takes a brave boy or a coward to make fun -of such a person before his classmates—to taunt him about things he can -not help, and for which he is not to blame, and to hurt him so cruelly -that he is ready to fight even the boy for whom he did a kindness only a -few days ago?” - -Very likely Carl may not answer quite so glibly this time, but do not -press him for an answer. Do not insist that he make any reply in words, -but do not be satisfied until you have led Carl to do something better -than to make a satisfactory verbal reply, namely, express in deeds that -he wishes to make reparation in some way for his unkindness. - -Remain silent for a moment or two, while Carl digests the meaning of -your question. Then say, in a low, but distinct, firm voice, “Carl, I -asked you yesterday to be ready to tell me today how you can make amends -to John and to the school for your misconduct yesterday. What is your -plan?” - -If Carl has really thought of some good thing to do, commend his plan -and coöperate with him immediately in carrying it out. If he has no plan -to suggest, ask his opinion about two or three courses of conduct which -you have thought of. Ask him to think these over during the evening and -report to you next morning as to what is best to do, or to suggest a -better plan himself if he can think of one. - -Your knowledge of all the circumstances will be your guide in advising -Carl, but whatever it is that is decided upon, it must not be a -sentimental and (probably) hypocritical confession that, “I am sorry,” -but rather something boyish and genuine and generous; something -expressed in action rather than words. It may be a nutting party to -which John will be invited and where Carl will propose to the other boys -to put slyly a few of their own nuts into John’s bag; or a picnic where -Carl will suggest to the boys to bring a bit of fruit or some dainty to -fill John’s pockets with; or it may be a dozen other things that any -bright boy can think of—but something that will give the other boys as -well as John an opportunity to make amends for their thoughtless -unkindness. Carl, however, is to take the leading part and secure the -coöperation of the other boys. - -Your conference with John will be the easier task to bring to a -successful conclusion, especially if Carl’s attitude toward John is, by -this time, such as to encourage John to believe that Carl regrets the -part he took in the affair and is willing to be friends once more. Yet -John is the one who has been most keenly hurt. You must make him -understand that you have not shared Carl’s contempt for him because of -his ragged clothes and his drunken father. You may say to him, - -[Sidenote: Just Commendation] - -“John, I have been so proud of you all this term because you have been -so regular in attendance, and because you have done such good work. Your -deportment, too, has been excellent until day before yesterday. Was it -worth while to lose your good name in school just for a silly, -thoughtless taunt from one of the boys?” - -Here again you need not insist upon an answer. If John is truthful his -answer probably would not yet conform to the implication in your -question, and you may well wait until he has had longer time in which to -come to your way of thinking. But you may recall to his mind that all -persons have temptations to anger, of some sort or other. If they -habitually give way to it, _all_ their friends would be alienated before -long. Try to get him to do some act that will show Carl he is willing to -be friends again. - -Never leave a person who has indulged in anger satisfied with himself -because of having done so. Never leave him holding fast his grudge. -Initiate activities of exactly the opposite tendencies to those which he -engaged in while under the influence of anger. - - -COMMENTS - -Miss Black erred by placing more importance upon the punishment of the -offense than she did upon removing the causes which brought about the -offense. - -She erred again in feeling that the case was disposed of with the -pronouncement of the punishment by herself and with the acceptance of -the same by the boys. In truth, she had not even touched upon the more -serious aspects of the case. - -Had Miss Black been on the alert, she probably would have earlier -discovered tendencies among the children to make fun of John. This -should have been treated in a general way by means of story work, talks -on good manners, etc., and thus the quarrel very likely might have been -averted. - -Miss Black erred again by being in too great haste to have the matter -settled. Very much is gained, in such a case, by waiting until the first -heat of passion has passed away. The settlement must not be too long -delayed, however. Once the incident is partly forgotten, the lesson -which might have been learned from it loses its force, by again dragging -back into consciousness the angry feelings which accompanied the -original act. - - -ILLUSTRATION (SEVENTH GRADE) - -[Sidenote: Stammering] - -Sammy Hendrickson was a fiery little seventh grader who was always -having “scraps” with boys who mimicked his stammering speech. “Hit ’em -back,” was his father’s advice, and Sammy followed it, not because it -helped his stammering, but it relieved his feelings. - -When he was promoted from the sixth grade to the seventh, his new -teacher, Miss Noyes, picked him out immediately as a child who was -likely to be teased by his classmates. She resolved that she would -forestall such conduct, with the resultant fights, if possible, and by -so doing shield Sammy from a torture which his thoughtless companions -were likely to inflict upon him. - -With this in mind, she made it a point to be on the playground with the -children whenever it was possible, and in many little ways showed the -children by her own example that she expected Sammy to be treated with a -little more than usual consideration, yet so as not to make him feel -himself a privileged character, allowed to do things which other boys -might not do. In the games requiring choice of partners she often chose -Sammy. When the games were over she often took her place beside Sammy -and exchanged a few words with him partly to win his confidence, partly -that her presence might protect him from being made the sport of the -others. She realized, too, that if the other children were allowed to -mimic Sam, they, too, would soon be victims of the habit. Meanwhile she -quietly watched to see which children did amuse themselves at Sammy’s -expense. These she talked with privately one by one, showed them the -rudeness and cruelty of their sport and told them she should expect each -one to abstain from such acts hereafter. - -[Sidenote: No More Mockery] - -Finally, she called together half a dozen boys whom she had reproved at -different times for mocking Sam and said to them, “I am delighted to -find, boys, that you have been more thoughtful about this matter of -late, and now I am going to ask a great favor of you. Next week I shall -be especially busy and can not be out here as much as I have been. I -want to make you six a committee to preserve good order on the school -grounds and especially to see that no one teases Sam about his -stammering.” - -The boys lived up to their responsibility so well that very little -further trouble was experienced with respect to mimicry. - -Miss Noyes did not drop her efforts for Sammy at this point, however. -Already he had come to feel so trustful and kindly toward his teacher -that he could talk with her more freely than with most persons. When -they were alone together she would often say, when he stammered, “Wait a -minute, Sam. Take a deep breath. _Now_ tell me what you started to say.” -Generally by observing this precaution, Sam would be able to give the -sentences correctly. Miss Noyes never failed to encourage him. “That’s -better! That’s just fine! You can do it all right!” - -During leisure hours she made a special study of stammering and -stuttering, and showed Sammy how, by taking a little forethought in -breathing carefully and in relaxing the chest muscles and in waiting -before speaking until he felt sure he could control his speech, he could -help himself greatly. - -“Did you see the soap bubbles the kindergarten children were playing -with in the yard this morning?” she asked him one day; “and how any hard -thing pressing upon them would cause them to burst? Well, play that your -words are soap bubbles and let them float on the air just as gently as -the real soap bubbles do. Make all the muscles loose and easy as they -can be, because if you tighten them the least bit it will break the -words just as the soap bubbles break when you hit them with a stick. Now -then, gently!” Here she imitated by a motion of the hand the light -floating of the bubbles. “Talk just as my hand goes.” - -Relieved from fear of being made the butt of the boys’ sport, and -finding a sympathetic helper in his teacher, Sammy improved considerably -before the end of the year. The other children meanwhile had learned a -lesson in consideration for others, which they did not forget after they -left Miss Noyes’ room to enter upon the eighth grade work. Furthermore, -the children who had learned that lesson best were the ones who most -needed to learn it. Coöperation of the teacher with Sammy, and, for the -other children, her approval and the substitution of the idea of -protection for that of teasing, had wrought the change, and, -incidentally, had banished fighting from the playground. - -(7) _Fighting as an outgrowth of competition._ Competition is an -instinct that can be turned to excellent account in school life. It is -also a frequent source of trouble there. - - -CASE 43 (HIGH SCHOOL) - -[Sidenote: Football] - -Elbert Morgan stood six feet in his socks and weighed half as much as -any other three men on the football team. He was a senior in the -Middletown High School and the darling of the school because of his -unfailing attacks and unflinching defense. - -Reginald Phelps, his nearest competitor for honors, had the ill grace to -be jealous and to hold a festering grudge against Elbert. In a school of -five hundred pupils small quarrels readily become large issues. Reginald -easily linked two or three chums into a cabal to pull Elbert down from -his pedestal of glory. Their first plan was to convince the coach that -Elbert was weak in head work in critical moments and that he should be -removed from the position as center. After a few ludicrous failures to -make any progress in this project, Reginald next tried to get even with -Elbert by provoking a fight. - -The coach occasionally split his squad and made two teams by adding a -few “subs” to complete the quota. One Tuesday afternoon Elbert being on -one team and Reginald with two comrades, being on the other team, the -opportunity came for revenge. In the scrimmage Reginald gave Elbert a -heavy knee punch on his “wind,” in a way to disclose his venom and -enmity. - -“You rascal, I know what you are about. I’ll pay you for this,” said -Elbert, groaning with a terrible pain. - -Soon his hurt eased up and with but little help he rose to his feet, -glowered at Reginald, ten feet distant, and fairly leaped across the -intervening space. - -[Sidenote: The Fight] - -Then followed the fight. All the resentment, suspicion, rumors, vows of -vengeance, arose to mind in a moment as the two stalwarts came to blows. -When Reginald showed his inferiority in strength two friends attempted -to intervene. Elbert suspected their partisanship and drove with a hard -fist on each chest, sending them to the ground in a heap. - -By this time Principal Maxwell made his appearance. - -“Elbert, shame on you! Fighting over a game! Reginald, stop it at once. -Off these grounds at once, both of you,” were the principal’s words, all -in one breath. - -“But Mr. Maxwell,” began Elbert. - -“No, no explanation! I saw you. You got up from the scrimmage and -deliberately began a fight. You needn’t explain it. You two boys are -suspended from the school until the board of education permits you to -return. I’ll see that you are not on the football squad again this -year.” - -With this last speech a howl arose from the players. In a moment more a -swift runner reached the grandstand and quickly the news spread among -the assembled high school pupils as if it had been the report of a -murder. - -The team was nearly frantic at the principal’s action. The board, -however, decided to restore the boys to school after one week’s -suspension and requested the principal to adjust the matter so they -could again play on the team. - -“Are you going to let them play out the season?” was provokingly asked -many times. Mr. Maxwell found, moreover, that unless he restored these -boys to their places at least three desperate revolts would break out. -He finally yielded and gave the football team, the senior class, and the -glee club (of which Elbert was a member) the whip over him for the -remainder of the year. - - -CONSTRUCTIVE TREATMENT - -[Sidenote: Play More Fight Less] - -Approach the fighting players with a determination to act very slowly. -Take a stand, say, ten feet away from them, and after notifying the -coach to call the teams for more practice, say to Elbert and Reginald, -“Look here, boys, put all this muscle into another scrimmage. Go into it -hard. But do it in the right spirit.” - -Let the coach blow his whistle and sweep all the players toward the spot -of taking position. Let one or the other of the fighters come up by you, -but do not act as though you were a policeman or an executioner. Ignore -the fight now that it is over, but see to it that the practice is free -from brutality. Have a word with Elbert and Reginald privately to show -that you expect fair play in the practice and a manly spirit on the -athletic field. - -The next day call in each boy separately. Let the boys do nearly all the -talking. In a very brief statement confirm their own assertions of what -constitutes manly conduct in athletics. Put them on their honor and rely -on their self-respect. Inject into your few words a powerful expectation -of fair play that will compel them to act as trained athletes, not as -quarrelsome children. Coöperation, expectation on the teacher’s part and -substitution with a large stock of patience are your best assets in a -case like the above. - - -COMMENTS - -Mr. Maxwell failed in trying to solve his problem on the spot and with -strict administration of justice, rather than with a spirit of -coöperation, and a re-direction of energy. In fact he entered the -situation with indignation and actually seemed to be fighting also. He -was trying to “down” the two boys with words and gave them harder blows -because of his superior authority. - -He projected the fighting spirit into the school board and the school -societies. Vengeance aroused hostility. If suspension were necessary, it -should have been announced privately to each boy. No mention of -exclusion from the football team should have been made until after more -time had been given for deliberation. If exclusion should finally be -necessary, settle the matter between yourself, the coach, and the two -boys. - -However, this fight could not have occurred if the principal had watched -his boys closely enough. High school athletes are eager to have an -unsullied reputation. “A good spirit” in practice and contest games is -so urgently demanded in, and usually exhibited, by college athletes, -that the high school boys readily imitate them. On many occasions before -this the principal should have coached his boys so that Elbert and -Reginald would not have dared to harbor ideas of physical violence in an -effort to gain vengeance. - - -ILLUSTRATION (HIGH SCHOOL) - -The way in which the principle of substitution was made to assist in -settling class difficulties is illustrated in the following story. - -[Sidenote: Class Flag] - -Mr. Hatch was principal of the East High School in a small city in -Missouri. His splendid executive ability and marked insight into the -life of the school had made his name highly reverenced in the community. - -It had long been the custom in the school to have class distinctions. -Mr. Hatch heartily sanctioned the custom, as one which would promote -class unity and wholesome rivalry for leadership in the affairs of the -school. It drew the pupils of one year into closer relationship and -instilled in them a desire to make their class stand out in the -estimation of the others. - -It was October. The usual class spirit was in the air. Mr. Hatch -announced at the morning assembly that class meetings would be held that -afternoon for the election of officers and the choosing of the class -flag. - -About seven o’clock the following morning, Mr. Hatch was surprised by a -telephone call from the school janitor: - -[Sidenote: Flag Torn Down] - -“Last night a bunch of rowdy schoolboys broke into the school, went up -into the tower, and tore down the school flag. When I came to work this -morning I saw a piece of blue and white cloth up instead.” - -Before Mr. Hatch arrived at school he heard from another source of the -hand to hand fight between the freshmen and sophomores in the school -yard the previous evening. And the torn up turf stood as evidence in the -case. - -“That is only natural,” thought Mr. Hatch. “I’ll have to give that -surplus energy another outlet.” - -He sent a notice to the teachers to say nothing about the class fight -that day. A faculty meeting would be held in the afternoon to decide -upon a course of action. - -Through his suggestion, the motion was carried to have two class games -of field hockey; one, between the first and second years; the other, -between the third and fourth years; the dates to be arranged by the -athletic board. The victors of the first day would be honored by having -their class flag put up with the school flag the day following the game. - -In the same way, the victors of the second day were to be designated. A -final game was to take place between the two successful teams; the -winners would receive a trophy. - -In order to lodge this idea, not as an order but as a suggestion, Mr. -Hatch privately conferred with the athletic board, submitting only a -bare outline of procedure and leaving the details of the program to be -worked out as each class saw fit. This action on the principal’s part -transferred any responsibility which he had assumed to the body of -pupils. - -When the classes took up the suggestion in their subsequent meetings, it -came, not as a ruling of the faculty, but as an original idea on the -part of the athletic board. - -So an antagonistic school spirit was turned into a wholesome channel. -The class spirit was not crushed, the pupils were satisfied to turn -their class loyalty to the support of a contest sanctioned by the -school, and a custom was established which was handed down from year to -year, a heritage of good sportsmanship instead of a barbarous practice -of giving vent to ill-will. - - - 7. Instinctive Fear - -Fear is plainly a self-preservative instinct which is of great value to -the child in keeping him away from dangers which might easily result in -serious injury. But fear has little value in the schoolroom. Instead of -aiding the child it cripples, hinders, even paralyzes, his action so -that he not only does his daily work with less freedom, but frequently -fails outright to perform the task assigned, even with his most -conscientious effort. If teachers doubt this statement let them observe -the effects of fear upon themselves and note whether they have more or -less self-control when under the influence of strong fear. Fortunately, -few teachers resort to this method of control at the present time, but -here and there one may still be found who has not yet learned the fact -that ruling pupils by fear is a confession on his part that he is a poor -disciplinarian. - -[Sidenote: First Grade] - -The first grade teacher, however, through no fault of his own, is often -confronted on the first day with a great many children who are afraid of -him. This characteristic is not so marked in the village or city -schools, where children are accustomed to strangers, as in the rural -school, where children come in who have seen but few strangers. It is -not uncommon for a teacher himself, who, for the first time, steps into -an unfamiliar school, to be afraid. This fear is written on his face; -then it is little wonder that the children display fear. All that such -teachers need to do is to put on a smiling face and meet the children -with kindly greetings. A “Good morning, how are you?” and other cordial -expressions will reassure the children. Through the day the teacher will -be friendly and kind, complimenting each about something done; show some -novelty or even give the shy child a pencil or picture. Within one week -any child who is afraid of the teacher should have learned not to fear -him. Every unkindness will aggravate the fear and only make it more -difficult to remove. - -A pupil who will not recite is sometimes considered a problem in the -schoolroom. Such a pupil will not often appear in any grade except the -first, and as a rule only in country schools. Then, usually, it is not -because the pupil is stubborn or possesses some other vicious trait; he -may be bashful or may have received inhumane treatment at home. Whenever -a teacher finds that he has such a pupil it is not wise to attempt to -make him recite. That will only aggravate the bashfulness or fear, and -may even antagonize the pupil, making the trouble worse. - -The first thing for the teacher to do is to be kind to the child. Show -him some little favor. Instead of attempting to make him do school work, -he should not be required to do any for a week or more. This time is -given to aid him in becoming accustomed to new associates and -surroundings. There should be no hint as to work. The week should be -well used in getting the child’s interest and confidence. Besides, he is -childish enough to watch the other pupils at work and feel an innermost -interest in their activities. The teacher can loan him picture books and -other interesting objects. He, too, can show some of the other pupils’ -work. Finally, he can allow some other pupil to sit with him and teach -him how to draw with colored pencils. It is only natural that a child -who is doing school work should be interested and attempt to tell what -he knows to another. The teacher must not let the children sit together -too long. In about six or seven days at most the first grade child that -refused to recite will begin to manifest an interest and join the -classes without further effort on the part of the teacher. - -[Sidenote: Crying] - -Crying is often very annoying in the first grade. It may be due to fear, -illness, an accident causing pain, a habit, or it may constitute the -child’s chief means of securing what he desires. - -If a child is suffering from some malady, as bad digestion, earache or -other pains, the parents must be consulted, and an attempt made to have -them put the child under a physician’s care until cured. It is most -lamentable, indeed, that so many parents pay no attention to the -ailments that so often worry little children. If the parents will not -coöperate with the teacher, then all the teacher can do is to be -sympathetic with the child and attempt to alleviate the pain. Such a -child should not be treated harshly, that would only add to his -suffering. - -Whenever a child is hurt, the teacher should go to his aid, offering -sympathy. However, it is not judicious to say, “That is too bad.” This -may frighten the child and make him cry the harder. It is better to say -to the child, “Never mind, I’ll fix that in a second and then you can -play again.” Even though the accident is serious and requires the -attention of a physician, the teacher should relieve the child from -anxiety. Do not allow other pupils to exaggerate the accident. - -Crying merely as a habit is quite prevalent in the first grade and is -caused by poor methods of child training at home. Find out what usually -causes the child to cry. Remove these causes as far as possible. -Avoiding the things that cause the child to cry will help cure the -habit. Whenever the child cries, go to him at once and in a pleasing -manner say, “Just wait! I want to get you something.” Such a statement -will attract the child’s attention and he will stop crying long enough -to see what you are getting. Then get something that will interest him. -Do all of this quickly so that the child will not have time to go back -to crying. Keep the child interested until he forgets to cry. Common -sense with this method will cure almost any child that habitually cries. -Treat repeated offenses in the same way. The wording of the requests can -be changed, if only they are suggestive and gain the child’s attention. - -The child that cries to gain what he desires has been so trained at -home. It is, indeed, a bad type of training, but the teacher can improve -the child in such a way that the parents will wonder what influences are -at work. Should a child cry for something he wants, it will only -intensify the habit to grant him his desire. A typical case is a child -crying to go home. The method of procedure is the one given above. Apply -the principle of suggestion, and follow the suggestion by quick -substitution of the thing that will interest the child. All requests -should be made by the teacher in an attitude that will make the child -feel that the teacher expects nothing else but compliance with her -requests. - -(1) _Governing through fear._ Teachers intimidate their pupils; they try -to scare them into getting their lessons and behaving properly. While -this may accomplish the desired results in a measure, it does not bring -out the best a child is capable of, or help him to gain a real education -in self-reliance, control, etc. - - -CASE 44 (FOURTH GRADE) - -[Sidenote: Spelling] - -Miss Stevens had taught the fourth grade for twenty years, and was one -of the old-fashioned pedagogues who always kept a whip in her desk and -believed in governing her charges by the fear of it. - -“Now get to work on your spelling lessons, everybody. James McGuire, if -you miss a single word I’m going to whip you. You can learn to spell if -you make up your mind to, and I’m going to see to it that you do.” - -And poor James studied his spelling frenziedly, with the cold -perspiration breaking out on his forehead. When called upon to spell in -his turn he got successfully through the ordeal the first time, though -he trembled so violently that he could hardly stand up. But the second -time his turn came around, his word was _miracle_. - -“M-i-r,” started James, and then a cold shiver ran up his back as he -realized, terror-stricken, that he couldn’t remember whether it was an -_e_ that came next, or an _a_. “M-i-r,” and another pause during which -poor James screwed his face into an awful scowl in the intensity of his -effort to remember just how that word looked on page 48 of his speller. - -“Yes, yes, hurry up, James,” said Miss Stevens sharply. - -“M-i-r-e-c-l-e,” said James, with his eyes shut. - -“Next,” Miss Stevens’ voice rasped, and she glared fiercely at James. - -A little later Miss Stevens’ eagle eye discerned numerous scraps of -paper around Eugene’s desk. Eugene really wasn’t responsible for their -being there, for a careless girl had torn up her arithmetic paper and -the scraps had blown over there when the windows were open at recess. - -“Eugene, pick up those scraps of paper under your desk. And you will -stay half an hour after school tonight for being so untidy.” - -Eugene was a lad of spirit and had a strong sense of justice. It made -him angry to be punished for another’s fault. - -“I didn’t scatter that paper on the floor,” he said, rather vehemently. - -“Who did?” - -“I don’t know,” the answer was quick and a little saucy, though Eugene -didn’t mean it to be. He was only defending his rights in the matter. - -“It’s around your desk and I guess you’d _know_ who let it get there if -you’d think hard enough,” Miss Stevens said sarcastically. - -But Eugene made no move to pick up the paper. - -“Will you pick up that paper, as I told you to?” - -The authoritative, harsh tone roused Eugene to fighting pitch and he -continued to sit still in his seat, resolved that he _wouldn’t_ pick up -the paper, because it wasn’t fair anyway—blaming him for what he hadn’t -done. - -Miss Stevens drew out the little leather lash from her desk drawer, and, -though Eugene’s heart jumped into his throat at the sight of it, he -still sat motionless. - -She jerked him out of his seat to a standing posture. - -[Sidenote: Pick Up That Paper] - -“Pick up that paper,” she commanded. But he stood still, a strained, -defiant look on his face. She brought the lash down on the calves of his -legs sharply three times before he even winced. At the fifth blow his -eyes filled with tears for he was still a little boy, only nine years -old, and he had not yet learned the stoicism which bears physical pain -unflinchingly. - -The blows fell faster and harder and the smart of them became -unendurable. Miss Stevens forced him down into a stooping posture with -one hand, plying the whip vigorously with the other. - -Gropingly, the tears blinding his eyes and sobs shaking his body, Eugene -picked up a few of the scraps. Miss Stevens stopped beating him, but -stood over him menacingly until every piece had been removed. - -Then, leaving a broken, humiliated, little Eugene, with his face buried -in his arms, she turned to the rest of the awe-struck school and resumed -the work of the day, a smile of self-satisfaction spreading over her -face. - -“Let this be a lesson to you to do as I say, at once, without delay. You -children are here to study and to do as you are told, and the sooner you -learn to do it the better it will be for you.” - -She whipped James after school for failing in his spelling. - - -CONSTRUCTIVE TREATMENT - -Instead of helping James’ mind to develop, this teacher actually -inhibited its progress. - -She might better have said, “James, let’s see if we can’t have every one -of those spelling words right this time, so that a nice fat 100 will go -down in my book opposite your name. Just think hard every minute of the -study period, and I know you can do it.” - -And when James spelled the first word rightly, a wise teacher—one who -understood and loved children—would have nodded approvingly, or smiled a -little in recognition of the fact that James had done well, thus -encouraging him to go on and do his best the next time. With this -treatment he probably would not have failed the second time. - -Always give the child a fair chance to state his case. When Eugene said -he didn’t scatter the paper, the teacher should have taken him at his -word even at the risk of being deceived, for not trusting a child’s word -when he is speaking the truth does more harm than believing several -liars. - -“All right, Eugene, even if it isn’t your paper, don’t you think our -schoolroom would look better if it were picked up?” - -And Eugene would pick up the paper—grudgingly perhaps, but much more -willingly and with much better results to himself than after he had -received a whipping. - - -COMMENTS - -The teacher who governs through fear loses all the confidence of her -pupils, and because of this lack she can not reach the heart, can not -effectively get hold of the child. - -Instead of helping the child, fear prevents him from doing his best, it -wastes his energy and distracts his attention. It may sometimes be used -as a check to suppress activity, but should never be employed as a spur -to incite pupils to effort. - -[Sidenote: When Not To Whip] - -Sometimes, for incompetent teachers, there is nothing else to do but to -whip a child, no other way of curing him of his fault. But children like -Eugene in the incident related should never be whipped. Such treatment -irritates them, makes them defiant and more unruly than before; and when -they are conquered in this spirit they are harmed infinitely more than -they are helped. - - -ILLUSTRATION - -[Sidenote: Examinations] - -In speaking of the effect of fear in the schoolroom, ex-President -Harrison said, “Perhaps the stress is applied too early to our little -ones; and I throw out this word of caution to our good lady friends here -who have them in charge. Some years ago I was passing down a street in -Indianapolis from my residence to my office, on which was situated one -of our public schools. The children were just gathering in the morning. -As I came near the corner, two sweet little girls, evidently chums, -approached from different directions, and, meeting at the crossing, soon -had their heads close together, but not so close but that I caught the -conversation. One said to the other, ‘Oh, I had such an awful dream last -night.’ Her sympathizing little mate put her head still closer, and -said, ‘What was it?’—‘Oh!’ said the trembling little one, ‘I dreamed I -did not pass!’ It is safer to allow such little ones to dream, as in my -careless country boyhood I was wont to dream about bears.”—Address at -Saratoga, July 12, 1892. - -(2) _Fear in reciting._ A pupil treated for a series of years as was -James in the previous case will likely develop an almost pathological -fear of the oral recitation by the time he has reached the high school -or even earlier. Pathological fear, from any cause, is difficult to -handle. - - -CASE 45 (HIGH SCHOOL) - -[Sidenote: Nervousness] - -Blythe MacLane was in her senior year of high school in Middlebury, -Connecticut. She was a very nervous child and because of this, had -always been allowed extra privileges in the school, which other pupils -did not have. - -When called upon to recite, she would say, “Please don’t make me rise, -Miss Hutchins. I get so scared when I get up, I forget everything I -know.” - -Miss Hutchins always gave in. “All right, you may remain seated if you -wish.” - -Or, when certain papers were chosen to be read at the literary society, -Blythe was always excused from reading hers. - -If her paper was especially good, Miss Hutchins would say in class, “I -wish Blythe’s paper could be read at the meeting tomorrow. Will you read -it for her, Josephine?” - -Later, when Miss Hutchins was working out the details for the -Commencement program, she said to Blythe, “I’m going to seat you at the -end of the front row, Blythe, so that you will not have to walk across -the stage for your diploma.” - -And again, “I did not give you a special part on the program, Blythe, -because I know how frightened you get when you have to speak before an -audience.” - -“Thank you, Miss Hutchins. I think I should die if I had to walk across -that platform, and as for taking part in the program, I know I should -just sink through the floor when I got up to speak.” - - -CONSTRUCTIVE TREATMENT - -Encourage in every possible way a child who is afraid to speak before -people. In the classroom, insist that she rise when reciting but be -careful at first to keep her standing only a moment or two at a time. -Pay no attention to the fact that she is nervous or that her parents -have given in to her because of this. Treat her as if she had no fear. -Frame your questions and modulate your voice in such a manner as to -develop confidence in your pupils. Instead of saying in a blunt, -unsympathetic way, “Why did Lincoln issue the Emancipation -Proclamation?” say, “Blythe was talking with me in the library one -evening last week about her life in the South. It was especially -interesting to me because of our study of the Civil War. I am sure the -class will enjoy hearing it, too. Blythe, repeat to me what you said -that day.” - -If a literary program is being planned, provide a place for the girl who -is afraid to speak before an audience, if it be only to read a familiar -passage. If a dramatic sketch is to be given by the school, select a -part for such a girl, if it be only to walk across the stage with a -tray. Try always, and in every situation to center her thought upon the -thing done, thus diverting her consciousness from herself. - - -COMMENTS - -Miss Hutchins made a great mistake in giving in to Blythe’s weakness. -The girl would not have begged to remain seated, would not have excused -herself because of nervousness, if Miss Hutchins’ attitude had been one -to instil confidence in the girl. - -Miss Hutchins only encouraged her pupil to further fear by providing a -means by which Blythe would not have to read her paper before the -literary society, and still further by speaking of this before the -entire class. - -So again, when Miss Hutchins was making out the program for -Commencement, even if she thought it was necessary to seat Blythe as she -did, she should not have called the girl’s attention to the cause. Such -evidence that Miss Hutchins recognized her pupil’s fear, served only to -augment this weakness, as was seen in Blythe’s final remarks. - -By appealing to the pupil’s personal experience, any fear she may have -will be likely to be dispelled, since she is on perfectly familiar -ground. By saying, “I am sure the class will enjoy hearing it, too,” you -are establishing in the girl’s mind your confidence that she _will_ -recite. Further by implying your question in a declarative form of -statement, you are driving out the fear that a direct question often -suggests. - -Pupils of high school age are old enough to be stimulated by the -suggestion that it is becoming more and more necessary now-a-days for -women to preside over meetings and in many ways take the lead in -circumstances that bring them more or less into prominence; and that the -very best place to train one’s self for such work is in the little class -affairs where only kindly sympathy will be felt for any one who is a -little timid; and, furthermore, that a few triumphs over self will -banish the fear. - - -ILLUSTRATION (HIGH SCHOOL) - -Miss Halleck was an English instructor in a high school in a small town -in Pennsylvania. She had the reputation of being closer in touch with -her pupils than any other teacher in the school. - -[Sidenote: Leading Suggestions] - -She learned the temperament of every pupil and never failed to give -careful consideration to the laggard, the listless, or the nervous -child. - -One young girl had such fear when called upon to recite, that she could -hardly stand up. - -“Muriel, you are interested in gardening, aren’t you?” - -“Yes.” (This was said while Muriel remained seated.) - -“I knew you were. Do you remember what you told me about your dahlias?” - -“Yes.” (This is said in a more interested tone of voice.) - -“The class should know this, Muriel. Stand up and tell them what you -told me.” - -Muriel responded with flushed cheeks, embarrassed, to be sure, but not -to the degree that fear was foremost in her mind. A substitute in the -form of a personal interest had taken its place. - - - 8. Cheating - -(1) _How it is provoked._ The teacher who walks about the schoolroom, -first looking to the right, then to the left and finally spinning around -to look back of himself, is casting dares at his pupils. If such pupils -do sneaking tricks and acts, it is no one’s fault but the teacher’s. By -acting the spy in the schoolroom, a teacher does not need to tell his -pupils he mistrusts them; his actions speak louder than words. Pupils -who have no confidence in their teachers will do almost anything to -provoke them. To get the confidence of a pupil is to train him so that -he will respect the wishes and requests of the teacher enough to obey -them cheerfully. - -Among the various activities of the sneak, none is more frequent than -cheating. Cheating belongs, probably, under disorders arising out of -self-preservative impulses, since it has in it a large element of -fear—fear of failing to get a coveted standing, fear of losing the -approval of teachers and admiration of classmates, and fear of too -inquisitive questions or possible reprimands at home because of low -standings. Usually it is the weakling who cheats. The strong pupil has -no need of such cowardly devices hence is not greatly tempted to use -them. If bright pupils do cheat it is chiefly because a habit of doing -so has been formed in the class as a whole, and when a habit of cheating -is general it certainly should be laid to unwise handling of the matter -on the part of the teachers. - -(2) _Two methods of procedure._ Two general plans of procedure are -indicated in the constructive treatment of such cases. The first aims to -reduce to a minimum the element of fear; the second to build up a public -sentiment against it. - -With a view to the first step, do not talk too much before the pupils -regarding examinations and never in a way to make pupils feel that they -are a frightful bugbear to be constantly kept in mind and struggled for. -The thought of the lesson, and its practical uses should be kept -uppermost, not the examination. If the lessons are as well adapted to -the pupils as they should be the interest in the lessons themselves will -absorb the attention of the pupil and not much thought will be given to -the examination. The pupils should know beforehand, however, about what -time the test will come, so that any child who has been ill, or who is -otherwise conscious of weak places in his work, may be amply prepared -for examination day. This of itself will remove much of the temptation -to dishonesty. - -On the day before the test (or earlier) tell the pupils just what -subjects to be prepared upon. Meanwhile allow any pupil who honestly -needs assistance to come to you for it. Never allow him to think, -however, that you will give to him any help that all the others might -not have in preparation for the test. - -Write the questions for the test or examination with extreme care. The -slightest ambiguity in wording of the questions will lead some pupils to -be mystified and to ask for explanations as to the meaning of this or -that. Such questions of necessity lead to confusion and this confusion -will be utilized by the dishonest members of the class for communicating -with classmates or otherwise cheating in regard to their work. - -[Sidenote: Explain Your Meaning] - -The day before the test, give all directions necessary regarding -seating, paper, form of writing, material for writing, etc., so that the -element of uncertainty and fear as to what is coming may still further -be removed. Explain the object of the test. It is an extra day thrown -into the routine work, giving opportunity for the pupil to review the -past work, to look up and strengthen any weak places in his study and -then to test his knowledge by putting it down on paper. Explain how just -the act of writing out one’s thought makes that thought clearer, how it -shows each one whether he has really mastered his lessons as well as he -had supposed. Tell how it helps the teacher also because it shows her -that some points have not been explained by her as carefully as they -should have been and after reading the papers she knows just what points -need further explanation or review. Let the talk show the pupils that -their papers give the teacher information that she really needs to -know—that they are helping her as well as themselves in taking the test -and let the whole impression of the talk be that of mutual helpfulness -in the matter. Correct the impression that most children have, that the -greatest favor they can do the teacher is to _get the right answer_. -Show them that it is much more important for her to know if the work has -been understood. Make out the questions, not for the brightest pupils in -the class but for the average pupil. - -The majority of your pupils are average pupils. It is not fair to them -to include in test questions (unless they are made optional) certain -ones that only the most advanced pupil in the class, or the child who -has had exceptional advantages could answer. Avoid all possible -suspicion of unfairness and in so doing remove another possible stimulus -for cheating. In other words give pupils every possible reason for -confidence in your justice. Never hold up examinations as bugbears to be -feared. - -The first test of the school year should be given early in the year, -before much ground has been covered. The first two or three weeks’ work -is likely to be less good than that which follows even where pupils and -teacher are all doing their best. A few pupils have been late. Two or -three have been transferred from other schools. There has been slight -delay in getting books in one or two cases and even under the best -circumstances it takes a little time for both pupils and teacher -thoroughly to readjust themselves to the new work of the schoolroom -after the very different life of vacation time. For all these reasons -the first test should not cover so much ground that the pupils may not -have ample time to make a thorough review of the work done thus far. As -soon as possible after the examination the teacher should review the -general results with the class, being careful to commend every good -feature, something after this fashion: - -“I was very much pleased to find questions 2 and 5 so well answered. We -will take a few minutes for further discussion of question 6. It is -necessary to understand this point in order to have a good foundation -laid for our next work. I am sure that your next test will be better -still now that you know just about what to regard as the most important -things to study.” Let all your conversations about tests and -examinations be in a cheerful tone of voice, never giving the suggestion -in any way that they are anything to dread or that you expect anything -from the pupils but the same frank statement on paper that you -ordinarily expect from the same pupils when conversing with them. - -[Sidenote: Question Carefully] - -Very much can be done by a tactful teacher to prevent cheating by asking -the questions in such a way as to remove the temptation. “Do you think -Gen. Grant’s plan of the campaign (that we have been studying) was wise -or unwise? Give your reasons for thinking so,” is a better form of -question for a test than to say “State Gen. Grant’s plan of a campaign -and give his reasons for the same.” The first question takes the -emphasis off of the mere memorizing of words and places it upon the -child’s individual judgment, thus giving him confidence in writing his -answer since his statement may be very different from his neighbor’s -answer and still be right. With confidence in himself and in the justice -of his teacher there is little encouragement to cheat. - -In the meantime while avoiding any act or word which would tempt a child -to cheat, by your own example and by suggestion build up a sentiment of -honor among the pupils in regard to honest work. Above all when you make -mistakes, and all teachers do make them, yourself admit them freely in -the presence of the pupils. Show them that correcting a mistake is the -important thing, not covering it up, or pretending to a knowledge that -one does not possess. - -(3) _Cheating by the pupils._ - - -CASE 46 (THIRD GRADE) - -Alma Montrose raised her hand and Miss Noles said, “What is it, Alma?” - -“Ike Saunders is cheating,” said Alma in a reproving tone of voice. - -“Isaac, are you cheating?” sternly inquired Miss Noles. - -[Sidenote: Copying Arithmetic] - -“No, ma’am,” answered Isaac while he hastily slipped into his desk the -arithmetic paper from which he was copying the work of the boy in front -of him. Miss Noles continued the recitation. - - -CONSTRUCTIVE TREATMENT - -Never ask a pupil in the presence of others if he is cheating. Determine -by observation or by private questioning of some one else. Remove all -incentive for cheating that you possibly can, such as proximity to -another who is doing the work, notebooks on desks, etc. - - -COMMENTS - -Cheating is a kind of falsehood. One who cheats will ordinarily tell a -falsehood to defend himself. The wisest treatment of the one who is -suspected of cheating is to place not only him but others of his class -in a situation where it is practically impossible to carry on cheating -without detection. - - -ILLUSTRATION (THIRD GRADE) - -[Sidenote: Reading Answers] - -Clarence Stover was hearing a third grade arithmetic lesson. He noticed -that Louis Lebenburger kept his eyes downcast while he recited. Stepping -quietly to one side as if to arrange the curtain shade, the teacher -could see that Louis had his book open and was reading his -multiplication table from it. - -Returning to his desk, Mr. Stover said: “That was very good, Louis. Come -here, please.” - -As Louis stepped to the desk Mr. Stover said, “Louis, I am very much -pleased that you know your 7’s so well. Turn to the school and say them -to all the children.” - -Louis begin glibly: - -“7 times 1 are 7 - -7 times 2 are 14 - -7 times 3 are 25 - -7 times 4 are—” - -“Wait a minute,” said Mr. Stover, “7 times 3 are how many?” - -“25,” answered Louis. - -“How many children think Louis is right? Hands up!” Not a hand was -raised. - -“How many think he was wrong?” All over the room hands came up. - -“Go on, Louis,” continued the teacher, “7 times 4.” - -“7 times 4 are 32,” said Louis. - -“Right or wrong, children?” - -“Wrong!” shouted a chorus of children. - -“Why, how is this, Louis?” said Mr. Stover. “You knew these numbers -perfectly a moment ago. Come here, Louis.” Louis stepped to the desk. -His back was now turned to the school. - -“Louis,” said Mr. Stover in a voice purposely lowered that the other -children might not hear. “Were you cheating when I called on you a -moment ago?” Crestfallen, Louis knew he was caught, so nodded his head -in the affirmative. - -“I am so sorry!” Mr. Stover continued. “I was trusting you as an honest -boy. You have shown me that you were not worthy of such confidence. -(After a pause.) Louis, do you know any grown person who is so tricky -and so dishonest that everybody despises him?” - -“Yes, Mr. T.,” answered Louis. - -“Do you know any man who is so strictly honest and reliable that -everybody trusts him?” - -“Yes, Mr. L——.” - -“Which would you rather be like, Louis?” - -“Like Mr. L——.” - -“Very well, sit down on this front seat and learn this table of 7’s. I -will hear you recite it at the recess period.” - -In a few minutes the lesson was learned and recited. Louis was dismissed -to finish the period on the playground. - - -CASE 47 (EIGHTH GRADE) - -[Sidenote: Passing Answers] - -“You may all take your books home tonight—every one. Don’t bring any -pencils or paper with you to school tomorrow. Don’t bring any notebooks -or any notes in your pockets.” This was Miss Justin’s announcement to -her eighth graders in preparation for a coming examination. - -The next day she shifted her classes so that no one sat in front of a -classmate, and gave a history and a German test at the same time. -Clarabelle sat at the rear of the second tier of seats; across the aisle -sat Thurman. - -“Thurman, what was that you picked up from the floor just now?” - -“I don’t know. I h’ain’t picked up nothin’,” was Thurman’s confused -reply. - -“Now see here, Thurman, I saw you pick up a small piece of paper. Don’t -you make a move until you hand me that paper.” - -Thurman could hardly obey this order, though he did make some effort to -keep quiet. Miss Justin came to him, demanded the paper, was refused, -boxed Thurman savagely on the left ear and went back to her desk. - -Thurman had said he had no paper and Miss J. could not be sure that he -lied. After school Phronsie came to her teacher, saying, “Here is a -paper that seemed to blow over to my desk. I thought I should give it to -you since you told us we could not have notes in school today.” - -Miss Justin looked through her papers and found that Clarabelle’s hand -had written the notes on the history lesson—dates of the presidential -administration with one error. Turning to Thurman’s paper she found the -list, including the error; the proof was conclusive. - -She thought, “Thurman has already had one smart blow from me today. I’ll -mark his paper off 20% for cheating. That gives him two penalties. But -Clarabelle! She’s taken a fancy to that boy and stops at nothing. I must -give her a penalty.” - -Next morning she confronted her pupil with the evidence and gave her a -choice between two alternatives: to write a letter describing her act of -helping another to cheat and to read it to the pupils in her room; or -she might face the superintendent with Miss Justin, who would tell the -story and abide by his decision. - -Clarabelle got permission to take a day for deliberation. Her parents -were angered and decided to take her out of school. She never returned. - - -CONSTRUCTIVE TREATMENT - -Miss Justin was decidedly wrong. Study the methods of such famous -teachers as Mrs. Johnson of Fairhope, Alabama. Conduct tests sometimes -with books open, not to have pupils show off their powers of memory but -to show how they can use books to solve problems and to reveal their -power of doing new tasks. Let the history “exam” be a contest in story -telling: some pupils telling the story completely; at other times have -three pupils tell the story in relays. In German let pupils have all the -books they want but prepare an examination that requires speed so that -amount of accurate work shall be the basis of grading; have more -questions than any one pupil can get over. Divide your class into three -groups, rapid, medium, slow and make allowances for the medium and slow -so that justice shall be done to all. - -Do not talk about cheating. There will be no chance to cheat if you -follow the plan just described. Deal with any flagrant case of cheating -with extreme privacy; it is a disgrace to provoke children to cheat and -you should try to hide the affair and save the culprit from yielding to -a similar temptation should you be so unfortunate as to place another -one in his way. - - -COMMENTS - -There is no way of escaping examinations. But only weak teachers resort -to the old-fashioned typical memory test as their main stay for -examination. With very moderate inventive powers a teacher can easily -rise far above the level of prying bits of formal knowledge out of a -child’s brain by means of set questions. Many an examination can be -passed through with the pupil unaware of the fact that he has been -examined. The problems have been so dressed up as to become discussions, -reports or even questions proposed by the pupils. It often takes as much -information to ask detailed questions as it does to answer them. By -sharing the dignity of asking test questions, pupils come to enjoy the -“game” of the day and refuse to consider unfair means. - -Miss Justin did not make nearly enough of such pupils as Phronsie. The -honest, painstaking pupils are usually far more numerous than they are -supposed to be. Every one of them must be yoked into the school “team,” -so that the pull of the careless ones will have very little effect. -Sometimes, indeed, a pupil’s influence will do even more than the -teacher’s to eliminate the habit of cheating, as in the case cited -below. - - -ILLUSTRATION (EIGHTH GRADE) - -Miss Nelson, the eighth grade teacher, had the reputation of being -“stiff.” She assigned long, hard lessons every day, and her examinations -were nightmares to her scholars. But she was near-sighted and her pupils -had formed the habit of cheating—peeping into the book during a -recitation, and helping each other in tests. - -Gertrude Hayes entered the eighth grade long after the year’s work had -begun. She had been there a week only when Miss Nelson gave the class a -particularly hard examination in geography. - -“How did you answer the third question?” was written on a slip of paper -handed to Gertrude by her neighbor across the aisle. - -Gertrude went on writing, paying no heed. - -[Sidenote: Refused to Cheat] - -“I’ve got the exports of the South written on a piece of paper. Do you -want it?” whispered the boy back of her. - -Gertrude shook her head. - -The next day in history class she was called on to give the details of -Sherman’s march to the sea, which was in the latter part of the -assignment. Before the class was called she had told Grace, who sat in -front of her, that she hadn’t read all the lesson. - -While Gertrude was thinking what answer she could make, Grace opened her -book at the page on Sherman’s march, pointing with her pencil to the -lines which would help Gertrude out. - -“I don’t know,” said Gertrude, and saw a 0 go down in the class book for -that day’s recitation. - -Grace looked at Gertrude in round-eyed astonishment. At noon she asked, -“Why in the world didn’t you let me help you in history class? She’s as -blind as a bat and wouldn’t know it.” - -“Because I didn’t have my lesson and I wasn’t going to cheat about it.” - -Grace felt rather uncomfortable and decided that she wouldn’t let -Gertrude see her cheat after this, anyway. - -Before long everyone in the room knew that Gertrude never had cheated -and couldn’t be persuaded to do so. Several of the girls followed her -example and refused to help or be helped when it was not fair. By the -end of the year cheating in the eighth grade was still carried on, but -surreptitiously, for those who still cheated were ashamed of their -dishonesty and were anxious to be thought as honorable as their -classmates who had given it up. - -Thus was a new standard of honor set up in the eighth grade room by the -persevering honesty of one little girl. To the credit of Miss Nelson it -should be said that quietly she had taken note of Gertrude’s conduct and -influence. There was no public demonstration, but by silent -communication and little individual signs Gertrude was made fully aware -that she held the fullest esteem and confidence of her teacher. - - -CASE 48 (HIGH SCHOOL) - -[Sidenote: Copies Science] - -It was the evening of the first day of mid-year examinations at Mount -Hope High School. Miss Noland was correcting algebra papers and wore a -troubled frown as she glanced over Oliver Geigler’s paper, not because -it was so incorrect but because it was so well done. Oliver could never -have written it unaided. That she knew. She resolved to keep a lookout -the next day while Oliver was writing examination papers, and if she -could get conclusive evidence that he had cheated she would deal with -him accordingly. - -Fifteen minutes after the class in general science began to write their -examination, Miss Noland very stealthily crossed the room apparently to -get a pamphlet from the bookcase, but really to see why Oliver Geigler -was sitting back so far from his desk while he wrote. Sure enough, his -open science book was halfway out of his desk on his lap and he was -looking at it. The slight noise made by the shutting of the bookcase -door caused Oliver to look up and to see that Miss Noland was near. He -instantly moved up nearer to his desk, thus shoving the open book into -it and assuming studiousness, gazed fixedly across the room as if trying -to recall the answer to a question. - -Miss Noland went to him, reached into his desk and took out the open -book and said: - -“You march right into the office and tell Mr. Russel that you were -cheating! I’ll be in there as soon as I can get away from here to see -what you have told him. Nobody can cheat in this room and escape being -caught at it.” - -Resentment was marked even in the boy’s slow movements as he got up and -went to the office. Mr. Russel suspended him from school for a week and -told him that he must promise to stop cheating when he returned to -school. - - -CONSTRUCTIVE TREATMENT - -When you have reason to believe that cheating is going on in your -classes, create a class sentiment against it and as far as possible -remove the temptation to dishonesty. You can create a sentiment against -it by talks and stories upon the subject of honesty given before the -entire school and by appealing privately to individual students whom you -know to be honest and saying to them something like this: - -“I believe you are perfectly honest and would like to have others to be -so. You can help to eliminate cheating from our school by talking -against it whenever you have an opportunity. Of course we will not talk -about individuals who cheat, but will say what we think about the bad -effects of cheating itself.” - -To remove temptation to dishonesty, be sure that you are fair. Make very -definite assignments of what is to be learned so that nobody can -possibly be in doubt as to what you will ask. If the lesson is in -American history, say, “Tomorrow I shall ask each one of you to write -the full name of each of the first ten Presidents of the United States -in the order in which they served.” The next day pass out small papers -and give them five minutes in which to write the Presidents’ names. Have -them exchange papers, let some one read what is on the paper he has -while the others check errors on the papers they have. Correct erroneous -answers as the reading proceeds. Ask pupils to grade the papers and -return them to their owners. Call the roll and have each pupil respond -by telling what grade he received. Gather up the papers and verify -grades, returning the papers the next day. For the following day give a -similar assignment. - -[Sidenote: Five Minutes Test] - -Use the five minute test method on any assigned lesson until pupils -become thoroughly familiarized with the writing of tests and come to -regard it as a usual—not an unusual—experience. Say, “Study this lesson -carefully. I will give you a little test on it tomorrow.” Until you can -trust the class, give many questions with short answers, rather than few -questions with long answers. The pupil who is trying to cheat can not -stop to hunt up answers in his book, where things are moving so rapidly. -Suppose the science lesson is on water. The day after the assignment, -pass out slips of paper about three by six inches in size. Say, “Put -your name at the top of the paper and number up to ten along the left -margin. Answer each question in one word if possible.” - -“No. 1. Water is made up of two elements. One of them is hydrogen. Write -the name of the other after 1 on your paper.” - -“No. 2. Write one word in answer to this question, Which is heavier, -water or ice?” - -“No. 3. Write in figures a number. At what degree Fahrenheit does water -boil?” - -“No. 4. Write ‘Yes’ or ‘No’ to this question: Can you tell pure water -from impure by sight?” Continue up to ten, asking such questions as may -be answered by one word or one number. Have papers corrected as -indicated above and keep record of the grades. - - -COMMENTS - -The child who cheats has not been educated correctly and so has not -sufficient prejudice against dishonesty. He needs to be educated. The -dread of tests and examinations can be almost entirely overcome by -giving, almost daily, tests which take up little time, accentuate -important features of the lesson, and give equal chances to test the -knowledge of all on a few important points. Pupils invariably like tests -under the above conditions. - - -CASE 49 (HIGH SCHOOL) - -[Sidenote: Undeserved Standings] - -(4) _Cheating by teacher to please principal._ There are times when an -almost irresistible pressure is brought to bear upon teachers to yield -to custom or concede to circumstance. James C— was a junior in the State -University of Iowa when it became necessary for him to teach to earn -money for his senior year. He secured a position in a small town as -science teacher in a high school which had a staff of three—the -principal, a good-natured time-server with an eye to reappointment at an -advanced salary, and a very pretty and popular young English teacher, -whose easy standards and sweet helpfulness endeared her to all her -students. - -Now football ruled the day at North Burley High School. The team had -beaten every town within a radius of fifty miles the year before, and -now they proposed to play the teams from some of the larger towns of the -state. The coach, an old college player, was exceptionally good, and his -team worked like a machine. The star player was Leslie Linwood, a boy -who passed his days in sleepy toleration of lessons, only to wake up on -the gridiron to a mechanical perfection of response and a cool -initiative of successful leadership that insured the winning of games. -He was the idol of the school, although he could do nothing but play his -wonderful games. Every one bowed down to him as the chief element in a -proudly-maintained championship. - -There was, however, one old-fashioned board member who thought football -an unimportant side-line in a high school, and it was through his -influence that a rule existed to the effect that no student who had not -passed in three studies for a month previous to the playing of a game -should participate in a game. The rule had not troubled the football -team—all its members always had 70 or above each month. - -But Leslie Linwood took two sciences that year under Mr. C—. He failed -outright in physics, which seemed to be worlds beyond his mentality; and -he delayed the preparation of the notebook in biology until Mr. C— was -compelled to fail him in that study also. He was therefore ineligible to -play upon the team, and three big games were coming. Leslie, at the -suggestion of the coach, went to Mr. C— and asked for more time for his -notebook. - -“You had all month in which to write it up,” replied Mr. C—. “Two girls -failed to get theirs in, and I failed them. You were not ill; you were -just lazy and indifferent. I don’t see why I should give you a chance -that the others don’t have.” - -“Will you let me have another examination in physics then?” asked -Leslie. - -“I don’t see why I should. But you can ask Mr. Rounds, and if he says to -do it, I will.” - -Leslie did ask Mr. Rounds, and Mr. Rounds consented. So Mr. C— gave -Leslie another examination in physics, in which Leslie made the grade of -35; and things were worse than they were before. - -“But see here, C—,” said the astute Mr. Rounds, “you know you must -manage to pass Leslie in one or the other before next Saturday. The -whole school expects it; we need him for the Patterson game.” - -“But I don’t know how to pass a boy who simply doesn’t know an induction -coil from an apple pie,” replied the innocent Mr. C—. “I can’t tell a -lie, can I?” - -“No, you don’t need to do that, of course. But you must get him through -some way. Give him some coaching, can’t you? Of course every one knows -he’s stupid; but he can play football, and the school simply wouldn’t -stand for his being off the team—to say nothing of the townspeople.” - -To Mr. Rounds’ representations the pretty English teacher added some -pretty advice, and a score of students haunted his footsteps to know how -Linwood was coming on in biology; “Well, then, in physics?” Mr. C— grew -a bit thin, as men do who fight a hard fight; for Mr. C— was fighting -for his honor. - -Mr. C—’s honor lost. To make a long story short, he gave Leslie Linwood -another examination on Friday afternoon; and when he had reached his -room, he deliberately burned the paper in the Franklin stove without -looking at it. He had no delusions as to what he did; he grimly called -himself a name that he knew he deserved as the bright flames flashed -into his face. - -Mr. C— went to the game the next day, and received the smiles of a -pleased community with outward calmness. His inward writhings smoothed -themselves out after a few days; he found a certain pleasure in being -popular, and the contempt of the few people who knew just what he had -done did not show itself openly. He finished the year without -unpleasantness of any kind, and was “regretted by a large circle of -friends” when he declined reappointment in June. He looked like the same -man who had gone out to teach the fall before, but he had lost an -inestimable treasure; the greatest tragedy that can happen to man had -happened to him—he had deliberately sold himself to the public. A chance -to work a great reform, to replace a low ideal with a high one, to teach -the plastic minds of a whole school the difference between the -worth-while and the not-worth while, had been lost. All that had taken -place because he had not courage to take a stand upon a plain question -of truth and falsehood. He had yielded to mob control. - - -CONSTRUCTIVE TREATMENT - -Evidently Mr. C— had time to measure the situation with care. This -matter of failing students is so familiar that he can be prepared, -without uncertainty, for puzzling situations. - -[Sidenote: Refuses to Lie] - -Mr. C— can proceed as follows: ask the high school teachers privately -the following question, “If after a teacher has done his best with a -student and he fails, is it right to give him a passing grade?” The -answer, “Yes” or “No,” is to be secured from each teacher. Nine times -out of ten the answer will be “No.” - -Make a record of every effort and failure of Leslie, and at the end make -a memorandum of the teacher’s opinion and file it with the principal. -Then when questioned by pupils, refer to the facts on this report and -say, “I have turned the matter over to the principal.” Have a frank talk -with Leslie if you have managed him without friction so far, and if he -begs to be allowed to play anyway in spite of the rules, say, “You do -not want me to do what is not fair, do you?” - -Hold out to the end without flinching, and take the consequences. Have -Leslie informed on every step you take. - - -COMMENTS - -The chief difficulty is the over-emphasis which schools place on winning -games. If no one takes a stand against dishonesty in giving grades, the -reform will never be instituted. If one is willing to leave the school -at the end of the year because of his conscience, he would far better -leave earlier with a clear conscience and the passing disfavor of the -school. - -The actual procedure must be determined by the rules in force. The -Inter-High School Athletic Association rules must be followed at all -hazards. By following the principal’s instructions, turning over -Leslie’s papers and assuming that the principal wants the right thing -done, he can be made to share the responsibility of keeping Leslie out -of the game. - -By keeping a few persons informed with regard to your management of -every step of the procedure, you will be saved from being falsely -accused of giving an undeserved passing grade, or of wrongly depriving -the pupil of the same. - - -ILLUSTRATION (HIGH SCHOOL) - -[Sidenote: Boy’s Admission] - -Silas Harper taught German at the Crossville High School with fourteen -pupils in the second year class. The same old story of failure to pass -threatened to keep Thornton Tanner out of the next football game. Just -as soon as the complication took shape, Harper had a clear understanding -with the principal, who, not knowing that the star player was in danger -of losing his standing, said in faculty meeting, “No pupil who fails in -one study can play on the scheduled games.” - -All the usual devices for pulling Thornton through failed. The day -before the game the following conversation occurred: - -“Thornton, have I given you all the help you needed to get your German -up?” - -“Yes, Mr. Harper, you have. You aren’t to blame if I don’t play.” - -“I’m exceedingly sorry; I don’t know any way out. Thornton (looking the -boy in the eye), can you say that you have had a square deal and that -you are not entitled to play?” - -“Yes, I believe I can. But I don’t see that that does any particular -good. The fellows don’t care about my studies; they want me to play. -They think if I don’t we shall lose.” - -Thus the matter ended with the two. When the coach inquired of Harper -about Thornton, the situation was explained and no hope of relief -developed. The principal was deeply annoyed over the situation. He said: - -“I’m afraid we made a mistake somewhere. I think we’d better let -Thornton drop German from his schedule and so free him from the record -of a failure.” Mr. Harper remained silent for a moment; then he -remarked: - -“I can’t agree to that. I will make my written report to you and to the -superintendent and explain the situation to my German class. The -athletic rules as understood by the boys themselves will not allow -Thornton to play. I can’t yield to popular clamor and give a grade where -the boy himself affirms he doesn’t deserve it. Your plan will put him on -the team, but it will not make him respect honor or law.” - -The principal carried out his plan. The pupils knew all about it; they -rejoiced over the splendid victory; but their respect for the dishonored -principal was easily eclipsed by their silent admiration for Silas -Harper, their enthusiastic supporter in athletics, but unflinching -champion of right. - - - 9. Lying - -No more harmful misdemeanor than lying can be discussed. It is fortunate -that it is not very prevalent in the first grade; still that does not -remove the very urgent importance of using every caution to prevent and -cure it whenever and wherever it is found. When one learns that most of -the great newspapers of the country will flagrantly print lies to make -otherwise unnoticeable articles of news “catchy” and exciting; that -great stores, and small ones as well, have systems of lying devised to -allure trade; that everywhere in this busy world lying is the basis of -all dishonesty and graft, the teacher can not fail to see the necessity -for right training in this direction. A lie is not so many untrue words; -it may be work not done as agreed upon, a contract worded in such a way -as to evade responsibility, or a thousand other ways of deceiving. Lying -has crept into every avenue of municipal, state and national affairs. In -view of all this, the teacher must do all in her power to prevent and -cure lying. - -[Sidenote: Types of Lies] - -Lying may be variously classified, according to motives. However, for -the teacher’s purpose, it is only necessary to recognize four types of -lying according to the motive. - -First, a pupil is often forced to lie, because the teacher pursues some -indiscreet method which he mistakes for shrewdness, but which, in -reality, is only a trap in which to catch pupils, with the result that a -lie is the product of the method. - -Second, pupils that have very imaginative minds often tell the teacher a -story or some incident which they color to suit their keen imaginations -and thereby strain the truth. - -Third, children lie very frequently because of fear. - -Fourth, perhaps the worst form of lying is that by which children try to -obtain things they want, believing they can not secure them by being -truthful. - -In a certain school some petty offense had been committed on the -playground. The teacher did not know who had done it. After the bell -rang and every pupil was in his place, the teacher passed from pupil to -pupil down and up each row of seats asking, “Was it you?” To make her -questions more imperative she punctuated them by a sharp look or -pointing her finger at each pupil as she asked the question. From each -little tot came a simple, “No.” But some one of the pupils had committed -the offense and all replied, “No,” therefore one of the pupils had lied. -Why? The teacher had instigated the lie. Little do teachers think that -such methods as this are productive of more harm than good. Finally this -same teacher will ask, “Does any one know who did it?” All are afraid to -admit who did the act in spite of the fact that every pupil knows just -who committed the offense. In the last round of what the teacher deems -her shrewdness, she has led every pupil to lie. Teachers who follow such -tactics know little or nothing about human nature or child psychology. - -[Sidenote: A Teacher’s Blunder] - -The teacher who bluntly asks a pupil, “Did you do that?” is paving the -way for a falsehood. Again, what teacher can not recall entering the -schoolroom and finding a vase broken, a window pane broken, or a choice -sentence erased from the board and at once commenting in a strained tone -of voice, “That is too bad! I wonder who did it.” Again the opportunity -for a falsehood is provided. The thoughtful teacher, from the above -suggestions, will be able to recall many instances where she in effect -forced pupils to tell falsehoods. - -To prevent all such lying, the teacher must carefully study the method -she is planning to use in ferreting out some mischief, before she uses -it. _She must study its effect upon the children; if it has the -slightest tendency to cause them to prevaricate, then it is far better -to leave the mischief unnoticed than to cause pupils to tell lies._ - -[Sidenote: Talking on Truth-Telling] - -In this instance the teacher would have done the right thing had she -explained to the pupils the value of truth and how she appreciated a -child that told the truth. She should have explained that older people -break things, commit offenses and make other mistakes. The mistake is -not so bad in itself, for every one is liable to make a mistake. -Further, the teacher should plainly point out to the pupils that when -any one has made a mistake or committed an offense, or broken something, -the deed is smoothed over and mitigated when the offender tells the -truth about it. Teachers have no right to make a new law for themselves; -it is God’s law to forgive any and all offenders, if they will but come -to him and confess. What is confession but telling the truth? - -Children in the first grade are not too young to have the matter of -truth put before them in this manner. After the talk the teacher must -avoid any attitude of questioning or even of suspicion, but go on about -her work in the kindest mood. As a rule, before many hours her patience -will be repaid by a little form at her side, whose eyes fill with -penitent tears, and she will hear a story of truth that will gratify her -heart. - -What should the teacher do with such an admission? Approve such a child -for its truthfulness. Thank him. He deserves all the kindness and -sympathy a teacher can extend. To treat a child like this about an -offense will remove the motive for lying and the chance for offenses. -Besides he has been encouraged in telling the truth and afterward will -doubtless continue to be truthful. - -Every community has its liars. Some communities have more than their -share. Who knows but that these liars may not, once, have been children -who told incidents, accidents and stories to parents, playmates and -teachers and, by reason of an imaginative mind, added little flourishes -of their own. Some teachers do not call such statements lies, but -whatever part of the incident, experience, or story, was recited for the -purpose of deceiving was false. It is true, children are called upon in -language classes to write about such subjects as, “A Ride on an Ocean -Steamer,” “A Street Car Accident,” and many others that describe -something that has never entered into their experience. This is -imagination, and while it has its value, it has its dangers also. There -is a movement away from the practice of having children write about -imaginary things; instead they are instructed to write about real -things. This tendency is very proper, but does not mean a total neglect -of the cultivation of imagination. - -[Sidenote: The Imaginative Lie] - -To illustrate just what is meant by the lie that may grow out of the -imagination, a child comes to the teacher and begins telling her about -the antics of a little baby brother or sister. The teacher shows an -interest in what the child is telling. Every child likes to be admired -and approved because of what he can do or tell. The teacher’s pleased -look and smile stimulate the child to make his conversation as -interesting as possible, and almost without any effort he can put -touches of exaggeration into the conversation about the baby. - -Again, who has not watched a group of first grade pupils at play, and -overheard them telling things to each other which could not possibly be -true? They imagine themselves merchants, aunties and uncles, and concoct -conversations that would rival the art of any story-teller. It is this -imaginative impulse that prompts them to color so many of the incidents -they relate and often leads them to tell for the truth things that never -happened. - -It is a question whether it is best to throttle the imaginative -wanderings of the child mind or not. It is doubtful if harm can come -from the imaginary conversations of children at play. In reality they -are getting themselves ready for the activities of adult life and mayhap -it is the best wisely to guide them in their play activities rather than -suppress them. - -But should a child let his fancy persuade him to strain the truth when -he tells an actual occurrence? The teacher can very easily curb this -tendency by not showing an interest in what the child is telling. How -should this be done? - -Every teacher knows that as the child talks he looks into the face of -the teacher. There he notes the raising of the eyebrows, the twinkle of -the eyes, the faint trace of a smile, and the line of the lips, all of -which are indices of the mind of the teacher. Every teacher knows quite -well that his face indicates to a pupil whether the answer he is giving -to a question she asked, is right or wrong. These signs in the teacher’s -face either encourage or discourage a child. The teacher who wishes to -disapprove of any untruths a child may weave into his conversations, -needs but to lower his eyes at those points of the conversation where -she feels that the child is not relating the truth. Care should be taken -not to discourage him in what he is telling. Rather do the opposite. It -is the province of the school to enable children to express freely and -in good English, those things they know, see and experience. Then it is -expedient to show, by the features, disapproval of that part of the -conversation only that is untruthful. Encourage conversation about the -real. Such a method will hold the child to the truth and will tend to -make him strive to tell the truth under all circumstances. However, the -teacher must remember that he may still continue to speak of fanciful -things, and it is well for her not to attempt to remedy that. - -There can be no mistake in using the direct method of teaching -truthfulness. To do this a teacher need not say, “Do not lie.” She -should use the positive method—tell stories bearing upon the value of -truth. She can weave truth into her every day life, the daily lessons, -and all other activities of the schoolroom and the playground. - -The teacher who tells the pupils how fine it is to be truthful, is -dropping a seed which will grow into a great plant of truthfulness in -the child’s life. - -[Sidenote: The Lie of Fear] - -There is no excuse for the teacher who has a pupil in her room who tells -lies because of fear of her. How true it is that so many children tell -falsehoods because of fear. In the home, of all places where love and -confidence should reign supreme, children are taught to lie because they -fear the unreasonable punishments of parents. These children enter -school where a cruel teacher sets up a code of rules that she can not -obey herself, but expects the pupils to obey. Naturally, in the -activities of the schoolroom these children trespass on the teacher’s -sacred rules. Then they fear punishment. In order to escape this -punishment they tell falsehoods. This is all wrong, and childhood cries -out against it. Why can not parents win the confidence of their children -by love and sympathetic guidance and treatment, so that they will openly -and frankly admit when they have been mischievous? Why can they not so -teach their children that they will tell the truth about their petty -offenses? Why, then, can they not pardon them and confidently admonish -them to offend no more? Parents are too prone to forget that as children -they, too, were mischievous. This is not a discussion for parents, but -what has been said is also of value to the teacher, for the teacher -receives these children at the age of six and is expected to cure them -of all the evils that short-sighted and inexcusable parents have taught; -hence, it becomes the teacher’s duty to correct the child that tells -falsehoods because of fear. - -Heroic measures are not needed. The prudent teacher will have no -alarming code of rules or other guideposts to right conduct displayed in -her schoolroom. She will act as the guidepost herself. She will -discreetly lead the young lives intrusted to her by love and sympathy. A -six-year-old child needs direction and instruction, and not punishment, -as so many teachers believe. Then the teacher who loves and controls her -pupils aright will have the confidence of her pupils. They will not fear -her. They will not need to lie to cover up their misdemeanors. They will -tell them to the teacher, because they know she will wisely counsel -them. Fear being removed, truthfulness will naturally follow. - -[Sidenote: Lying for Gain] - -The pupil that has acquired the habit of lying to obtain the many things -he wants is the most difficult to handle. This habit is usually the -result of very poor home training, but in many instances the child -resorts to falsehoods to obtain his ends in school, and the habit is -begun after the child enters school. While all types of lying are -pernicious, none is worse than the one which tempts a child to lie to -gain some material end. - -In many instances a pupil secures something from the teacher by means of -a misrepresentation and the teacher is not aware of it, but later learns -that the pupil has secured the coveted object by false methods. There is -nothing left for the teacher to do, except to tell the child about his -misrepresentation and request him not to repeat it. This must not be -done in a faultfinding way, but as a means of instruction. Sometimes the -misdemeanor may be of such proportions, that all that can be done is to -give direct instructions against it; but when this becomes necessary, -the teacher must do it in a way that will win the child’s confidence. -Not a word nor look of criticism should escape the teacher. Her -instruction should make plain to the child the evil results that will -arise from such falsehoods. If the teacher is not careful she will make -the child more evasive in his attempts to misrepresent. After that he -will use all the tact he can, to keep his falsehoods hidden; so it -becomes very imperative that the teacher give direct instructions with -the utmost care. It is indispensable that she remain within the child’s -confidence. It can not be emphasized too much, that but little can be -done for a child in the way of direct or indirect instruction, if the -teacher has lost the confidence of the offender. - -Usually the teacher can detect from the child’s manner, that he is lying -to obtain what he wants. In such a case the teacher can more easily -apply an effective method and one that will in due time remove the habit -from the child. Often the teacher can lead the child to the truth by a -series of careful questions. Answers to the questions are the child’s -gradual admission of the truth. These admissions can be drawn from the -child by facial suggestion; that is, the teacher can approve by a -pleased countenance that reply which she deems the truth and disapprove -that reply which she deems a falsehood by merely assuming an unmoved -countenance or expressing negation. Also, negative movements of the -head, suggest, “No,” to the child when he is telling a falsehood and -this suggested “No” will bring out the truth. The positive movement of -the head consents to the truth when stated by the child. - - -CASE 50 (KINDERGARTEN AGE) - -(1) _Lying in order to accomplish a desired end._ The following -occurrence very nicely illustrates the method. A little girl had secured -permission from her mother to visit the home of a young man who was -doing some experiments in child psychology. While there he used her as a -subject for an experiment. The experience pleased the little girl, and -in a few days she wished to make another visit, but knew that her mother -would not grant the privilege. The little girl went to the young man’s -home without her mother’s consent. Upon arriving there the little girl -suggested that they go into the kitchen. The experiment of a few days -before had been performed in the kitchen. The experimenter knew the -mother well enough to question whether the little girl had secured her -mother’s consent. When he asked her if her mother had allowed her to -come, she replied, “Yes,” but the young man saw at once that the child -was lying and determined to get the truth without the child’s knowledge -of his object or without forcing her to tell the truth as so many unwise -teachers attempt to do, and fail. - - -CONSTRUCTIVE TREATMENT - -[Sidenote: Suggestion As a Remedy] - -The following is the exact conversation: The young man said, “Your -mother allowed you to come the other day, did she not?” This he -emphasized by a positive nod of his head. The little girl readily -replied, “Yes.” Then the young man said, “But today your mother did not -allow you to come? No, no.” This question he emphasized by a negative -nod of his head. The little girl hesitated, and told her wavering -falsehood. Her reply was, “Yes, she said I could go into the kitchen.” -Again he asked his questions, emphasizing each by the proper motions of -his head. To the last question, the little girl replied, “She did not -say I could come today.” He had used the principle of leading -suggestion, and had led the little girl to tell the truth. He did not -change his attitude toward the child. He was firm and kind. She was old -enough to understand the significance of the lesson and did not attempt -to tell the young man another falsehood, and he had occasion to have the -little girl about him almost every day. - - -COMMENTS - -It is worth consideration, that to this tendency to misrepresent in -order to secure an end or desire, teachers apply such crude and -unskilled methods of prevention, they really force children to tell more -falsehoods. It is urgent that a teacher should always study all cases of -falsehood coming up and then with common sense approach them in such a -way as to prevent, instead of intensify, the habit of lying. - -(2) _Lying in order to cover up a wrong act._ Very much of what has been -said regarding the method of dealing with very young children applies -with equal force to older children, except that the older ones have more -definitely formed ideas of what is right and wrong. - - -CASE 51 (SECOND GRADE) - -[Sidenote: Marking Desks] - -Miss Simons looked down the row of seats in the second grade room and -saw that Forrest Short was drawing on his desk with his lead pencil. She -walked back to his seat and saw that the drawing represented an apple. -She said, “Forrest, how did this drawing of an apple get on your desk?” - -Startled and abashed, Forrest whispered, “I don’t know anything about -it.” - -Miss Simons walked away and said no more. - - -CONSTRUCTIVE TREATMENT - -Do not ask a child, who has done some misdemeanor, whether or not he did -it; especially, if you already know that he did it. - -Miss Simons should have said privately to Forrest: “I saw you drawing on -your desk. These desks and this schoolhouse belong to everybody who -lives near here. We can benefit all of them by keeping the desks and the -entire room as neat and clean as possible. See if you can not get the -marks off of your desk. I will show you how. We want the next child who -uses it to find it just as nicely kept as you found it.” - - -COMMENTS - -Miss Simons could reasonably expect nothing else than that Forrest would -tell a falsehood when the truth would condemn him. Furthermore, she -acted a lie herself if she pretended not to know how the drawing came to -be on the desk. A teacher who wishes to foster truthfulness in a child -will not wittingly tempt him to tell an untruth. Miss Simons made the -untruth too easy. Had she assumed in talking with Forrest that he had -made the drawing, he would have admitted it. - - -ILLUSTRATION - -[Sidenote: Drawing] - -Miss Cate, who was teaching the second grade in a village school, saw -that Edward Marsh and Rolland Gray were both drawing on their tablets -during the period when they should have been preparing their arithmetic -lesson. - -She said to Edward, “I see you are drawing. Have you finished your -arithmetic problems, Edward?” - -“Yes, Miss Cate,” he replied. - -“Drawing is a good pastime when you have your lessons prepared,” said -Miss Cate. “Here is a piece of paper and a model. Copy this for me as -accurately as you can and I shall be pleased to see it when you have -finished it.” - -She then said to Rolland, “I see that you too are drawing; have you -finished your arithmetic?” - -“No, Miss Cate,” he said. - -“Drawing is a fine, noiseless pastime,” she said, “but just now I wish -you to do your problems in arithmetic. As soon as you have finished -them, raise your hand and I will give you a good, easy model to draw -from.” Both children went happily to work. - -(3) _Teaching untruthfulness._ Many a teacher gives her pupils lessons -in untruthfulness by practicing upon them what she considers to be -harmless deceptions. It is a weak teacher who finds such aids to -discipline necessary. - - -CASE 52 (THIRD GRADE) - -It was Miss Weber’s first day of school in Roxbury, Missouri. She came -as a new teacher from a nearby normal school. - -[Sidenote: Teacher Falsifies] - -In outlining her first day’s work the evening before, the words of her -training teacher had been in her mind, “As the first day goes, so goes -the year.” - -“I’ll take the first five minutes tomorrow,” thought Miss Weber, “to -tell the children what I hope from them. They will then be pretty sure -to meet my expectations.” - -After a cheery “Good morning, children,” she said, “I’m going to take a -few minutes this morning to talk with you. I want you to be very good -children this year. I’ve got eyes in the back of my head and when my -face is turned away from you I can see what is going on back of me.” - -Some of the pupils in her room actually believed this for about a week, -when one day Jimmie Knox decided he would test Miss Weber’s “double -eyes.” He had not studied his spelling lesson; so when the papers were -exchanged for correction (his among them) and Miss Weber was writing -some words on the board, he made another copy from his spelling book -which lay open before him. - -When the papers were returned the next morning Miss Weber said, “I was -sorry to find out that Jimmie Knox could not be trusted while my back -was turned.” - -All eyes were on Jimmie while she went on to give a long talk on -“Deceit,” bringing out such points as: - -“A deceitful child is handicapped. Any boy who cheats is almost sure to -be a liar and a thief also.” - -“There is very little hope that a child who cheats will ever become a -great and good man.” - -Several days later Miss Weber said, “If you all get 100 in spelling -today, I’ll be so proud of you I shall have to give you each a gold -medal.” - -“Oh, shall we have gold medals, Miss Weber?” asked one enthusiastic -little boy. - -“No, not really. You mustn’t believe everything I say, William.” - -“Did you mean,” asked Jimmie, “what you said yesterday about cheating?” - -Miss Weber paused a moment, then said, “That’s enough from you, Jimmie.” - - -CONSTRUCTIVE TREATMENT - -Make only such resolutions and statements at the beginning of the term -as you know you will be able to carry out. If you should happen to make -a remark that the children may be likely to interpret too literally, be -sure to amend it immediately, so that your idea will be clear to them. -Do not claim greater powers than you possess nor hope to prevent -deception on the part of the pupils by practicing deceit upon them. - -If you find out that a certain pupil has cheated in his work, give all -the children a short talk, every word of which is constructive. That is, -do not speak on the negative topic “Deceit,” but on the positive -opposite virtue, “Honesty”; it will be much more effective. Illustrate -each of your statements by an actual experience showing the desirability -of possessing a strictly honest character. - - -COMMENTS - -Miss Weber had the right idea when she said to herself that children -will meet their teacher’s expectation of them, but she applied a wrong -method to bring this about. It is not necessary to give a formal talk on -what you expect in the way of behavior. Your every movement in the room -should disclose your expectation and your confidence in the pupils. - -Jimmie Knox should not have been made the target for Miss Weber’s talk -on Deceit. She further made the mistake of expressing utter hopelessness -for the child who deceives, as if his fault were an inherent wickedness, -and, therefore, not to be remedied. - -Jimmie Knox was not altogether to blame for his cheating. Miss Weber had -challenged his act by saying that she could see what was going on even -though her back was turned. His natural inquisitiveness led him to test -her statement. - -A teacher may never hope to have the confidence of her pupils if she -says to them, even in a joking way, as Miss Weber did, “You must not -believe everything I say.” Could she blame her pupils for doubting her -word after making statements to them which even she herself admitted to -be untrue? - -Occasionally it is well to turn a class discussion in such a way as to -have a direct bearing on a local situation, if this can be done without -special allusion to any offender. The following story shows how this may -be done. It also illustrates the method of throwing emphasis upon the -positive virtue desired rather than upon the fault to be eliminated. - - -ILLUSTRATION (FOURTH GRADE) - -[Sidenote: Cheating] - -Miss Hancock, a teacher in the fourth grade of a small town in New York -State, discovered from the results of two papers in arithmetic that one -of her pupils had cheated. - -The next morning an opportunity came in the history lesson to emphasize -Lincoln’s honesty. - -“He was so honest that when he was keeping a store as a young man in -Illinois, he walked several miles one night to return two pennies to a -woman whom he had overcharged for a purchase. - -“It was upon such a characteristic that his whole public life and policy -were founded and the world pays tribute to this quality when it -celebrates his birthday. - -“Now I have some quotations on honesty that I shall distribute to each -one. By tomorrow morning when we review Lincoln’s life, you will have -them memorized.” - - -CASE 53 (SIXTH GRADE) - -[Sidenote: Paper Wads] - -(4) _Lying aggravated by teacher’s wrong method of dealing with case._ -Miss Graves was teaching in the sixth grade of a city school. One day a -paper wad went “thud” against the blackboard behind her. Notwithstanding -that she was hearing a class at the time, she sprang to her feet at once -and said, as she gazed about the room, “Who threw that paper wad? I’m -going to find out right now who threw it.” Thereupon she began at one -side of the room, asking the children one after another in order, “Did -you throw it? Did you? Did you?” etc. - -She seemed surprised when every one of the pupils in the room had -answered, “No, ma’am.” She said, “Someone has told a lie about this. I -shall endeavor to find out who it is. The one who did it will be -severely punished.” - - -CONSTRUCTIVE TREATMENT - -Do not question pupils in public as to whether or not they have done a -certain misdeed. Simply keep a closer watch than before. Look at no one -in particular, but lift your eyes a little above the heads of the -pupils, so that you can watch what is going on without seeming to do so, -and let your face show neither anger nor annoyance. Do not accuse -anyone. Even after you think you know who is guilty, do not say you -know; on the other hand, do not suggest in any way that you are not -sure. If you are sure that a certain pupil is guilty, ask him to see you -a moment after school. Then talk with him in a friendly way, smiling -frequently, so he will be in the mood to confess. When he does confess, -thank him for his admission and tell him you know he will not bother you -any more. Treat him kindly after the interview. - - -COMMENTS - -It takes more courage than ordinary children have to answer, “Yes,” when -others are listening, to a question whether they have done wrong. After -hearing a number of pupils answer, “No,” it is extremely unlikely that -the culprit will be honest enough to answer “Yes.” The more the teacher -threatens the wrong-doer the less likely she is to find out by public -questioning which one he is. It is possible to handle a case so -tactfully that there is no danger of leading the offender to be -dishonest. Besides, leading him to confess his fault you can, by showing -comradeship and understanding of the case, make him feel that you are -treating him so fairly that he has no desire to annoy you further. Do -not say much after his confession. Show by your smile and manner that -you are satisfied with the child’s acknowledgment. - - -ILLUSTRATION (HIGH SCHOOL) - -[Sidenote: Throw Shot] - -Shot had been thrown in Prof. Lyon’s recitation room at Huron High -School. He suspected that Paul Robinson was the offender and when he and -Paul were alone together Prof. Lyon smiled and said, “Paul, there was -some little shot or something rolling over the floor today. I want you -to help me find where they came from. Wait a minute, let me show you -what one of these shot looks like.” - -While Prof. Lyon was feigning to look over the floor for one of the -shot, Paul said, “O, I know what they look like.” Prof. Lyon smiled at -the boy’s confession and dismissed him. Paul didn’t feel like throwing -shot in Prof. Lyon’s room again, because of this considerate treatment. - - - 10. Acquisitiveness - -(1) _Making collections of curiosities—Legitimate acquisition._ Probably -every person who reaches adult life has made collections of something or -other during boyhood or girlhood. Stones, stamps, “memory buttons,” -flowers, etc., all take their turn in the childish museum of -curiosities. The wise teacher will utilize this tendency rather than try -to suppress it. - - -CASE 54 (UNGRADED SCHOOL) - -[Sidenote: Disorder] - -The county superintendent of Tazewell County, Illinois, was visiting a -rural school. The teacher, Mr. Owens, was nervous, and the children -responded to his unusual manner with general agitation. When he called -the grammar class to stand preparatory to going forward to the -recitation seats, Andrew Willis accidentally knocked a stone off his -desk. It fell upon the bare foot of a boy sitting just opposite to him. -The boy gave a little yelp of pain and catching up his foot rocked to -and fro a moment. Mr. Owens was more embarrassed than ever. His pupils -liked him. He had encouraged them in their natural instinct to collect -what seemed to them curious, useful or beautiful as they walked to and -from school. He now glanced over the schoolroom, actually seeing for the -first time how untidy many of the desks were. Stones, flowers, one clump -of moss, one butterfly and oddly bent twigs and collections of leaves -adorned the desks. He resolved to make some provision at once for -keeping the desks clean. - - -CONSTRUCTIVE TREATMENT - -Provide proper places, a cabinet or table where pupils may bring their -treasures and where the various objects can be utilized in the nature -study lessons. They can also often be used in the geography and history -work and will add much to the interest of those subjects. - - -COMMENTS - -The habit of seeing whatever comes within the range of vision is a good -one and should be cultivated by the teacher. A love of flowers—a -refining emotion—will usually follow persistent attention to them. For -this reason it is well to acquaint children with their names, usual -location, change through culture, etc. Much can also be learned from -talking often about rock formations, leaves, etc. A teacher who cares to -do so will find a way to make such collections instructive, and yet keep -the discussion of them as well as the objects themselves in the proper -place. - - -ILLUSTRATION (UNGRADED SCHOOL) - -[Sidenote: Nature Study] - -A few mornings after the visit of the county superintendent to his -school Mr. Owens said to his pupils: - -“In the southwest corner of the room I have placed a table. On this -table we will put a collection of beautiful stones and curios of all -sorts. When visitors come I can tell them that the pupils brought all of -these things for our natural science table. On this you may place -anything suitable which you find on the school ground, on the way to -school, or which you already have on your desks. - -“This will make more room for your books and the desks will look much -better besides. - -“If any one has anything in his desk which he does not care to put on -our table, he should bring a cloth bag from home with a string attached -to it so that he can tie it to the side of his desk. Or, if he prefers, -he may bring it for the other children to see, then take it home. - -“Just back of my desk here, where all of us can see them, I have placed -this small table of vases in which to put all of our flowers.” - -Neatness, with its attendant beneficial effect upon discipline, followed -this new arrangement. - -(2) _Gambling—Acquiring dishonorably._ Frequently the acquisitive -instinct takes on a less innocent form. Then it becomes the teacher’s -duty, not to suppress the instinct, perhaps, but to see to it that it is -expended in ways that will leave no habits of dishonesty ingrained in -the pupil’s character. - - -CASE 55 (FOURTH GRADE) - -[Sidenote: Marbles] - -Rattle-te-bang!—a big noise rolled all through the room where young Miss -McGuire had charge of thirty fourth-graders. Everybody knew what caused -the uproar, for the marbles immediately began to stream slowly in every -direction over the schoolroom floor. - -“Where did they come from?” was Miss McGuire’s first thought. She had -not long to wait, for Lucius’ terror-stricken face was seen intently -gazing at his teacher in anticipation of some further misfortune. - -“Lucius, were those your marbles?” was her first question. - -“Yes, ma’am,” timidly said Lucius, fearing that he might lose his -treasures. - -“Children, you may all pick up the marbles near you. Perry, you may pass -down the aisles with the crayon box and collect them and bring them to -my desk,” were Miss McGuire’s orders. After school she detained Lucius. - -“Lucius, how did you get so many marbles?” - -“I bought them with a nickel daddy gave me.” - -“Surely not this box nearly full of marbles for a nickel.” - -“Well, Walton gave me some.” - -“Did any one else give you marbles?” - -“Ye-e-es, some of the other boys.” - -“Now, see here, Lucius; you’ve been playing for keeps, haven’t you?” - -Lucius saw no way out but to admit the fact, though he knew it meant -trouble. - -“Lucius,” said Miss McGuire, “you are a little gambler, so you are; so -are all these boys who play for keeps. I’m going to throw these marbles -into the sewer and any others I get hold of. Now you go home and keep -straight after this.” - - -CONSTRUCTIVE TREATMENT - -Miss McGuire’s procedure must be condemned from the moment she began her -interview with Lucius; instead of her method the following is -recommended: - -“How did your marbles get away from you?” should be the first question. -Put the boy entirely at ease if possible. - -“What a fine lot of marbles you have. How do you keep them; your pockets -are too small, aren’t they!” - -“Now, I tell you—I have room in the bottom drawer of this desk for them. -Put them in there and get them when you need them.” - -[Sidenote: Keep Score-card] - -Let the matter rest for that day. Next day, in a chatty fashion, get -Lucius to tell about his games. Let him tell about playing for keeps. At -a still later time begin giving him your ideas on gambling. Do not -disclose the fact that you have seen the boys playing for keeps. Lay a -foundation about stealing, leading up to getting something for nothing, -and thus help the boy to draw his own inferences as to gambling. - -Finally, insist that common conscience forbids gambling, and that all -strong boys avoid it. Offer to keep records on a chart instead of -keeping the marbles that formerly have been won. Next year be on hand -with the records plan when the marble season opens and encourage -competition for championship in marbles. - - -COMMENTS - -Boys take up gambling with very few scruples. Even though some adults do -not condemn playing marbles for keeps, teachers can be on the safe side -only when they take a firm stand against it and institute a reform in a -tactful way. - -The chief interest in the sport is the exhibition of skill demonstrated -by the winning of marbles. After a boy has a few marbles he finds no -great delight in mere possession of a large number. Therefore, the cure -for the gambling features of the game of marbles is to provide for due -recognition of skill in some harmless fashion. - -If you want the boys to talk about their habits and customs, all -strenuous efforts at reform must be reserved until you have led the boys -to see your viewpoint. Therefore, lead up to the point you wish to make -with the boys in a way that will carry them along with you. - - -ILLUSTRATION (SIXTH GRADE) - -Miss Henry was teaching in a St. Louis school and was face to face with -the question of how to control the game of matching pennies; she -followed out a new plan. Fortunately the policeman who was on the -nearest beat was one of the best friends of the school children and was -occasionally asked to step into a room and say a few words to them. He -was greeted with enthusiasm, for he knew how to tell a story and how to -teach a lesson on good conduct. - -[Sidenote: Policeman’s Story] - -Instead of faultfinding or even alluding to the boys’ misconduct Miss -Henry asked Mr. Clanahan to describe briefly the careers of four boys -whom he had watched as they grew up on St. Louis streets and who -indulged in the several gambling games known to boys and men. None of -the boys became successful and honored men. Following this talk the -teacher kept a mild surveillance over the guilty boys. A few persisted -in the practice; this she ignored for the time being. For those who -would accept her plans she brought to school several new games; they -could not fail to be interested in them because of the chance for skill -and for definite records of achievement. These partly replaced the -gambling games in interest. But Miss Henry rightly felt that displacing -the game of matching pennies with other games did not in itself, and -alone, fully solve her problem. The boys must understand _why_ playing -for keeps is wrong if the lesson was to safeguard them in any way from -other gambling games. She therefore gave the school another talk soon -after the policeman’s visit, and after the pupils had had time to think -out for themselves the moral of his story. - -Miss Henry recalled the story and asked, “Why should the boys’ gambling -habits have anything to do with the failure of these men to ‘make good’? -Who sees any harm in gambling?” Some of the boys _didn’t_ see any harm -in it and a short discussion followed, mostly by the children -themselves, during which the thought was developed of taking something -valuable from one’s fellows without giving back to him any just -equivalent for the marbles, or money, or whatever had been taken. - -“What sort of person do you like best yourselves, boys?” Miss Henry -asked, when public sentiment in the class had reached a point where it -seemed safe to ask so direct a question; “the man who gives you back -good, square, full measure for your money or the one who gives you just -as little as he possibly can, even nothing at all, if he dares to go so -far as that?” - -“Well, the principle is the same in matching pennies,” she continued, -“and I’m just wondering if you wouldn’t have equally as much fun and -feel a good deal more manly about it if you should keep the pennies you -win until the game is finished and then re-distribute them and give back -to each fellow all that belongs to him. Think it over a day or two and -tell me your decision.” The boys finally agreed to Miss Henry’s -proposition. - - -CASE 56 (EIGHTH GRADE) - -[Sidenote: Bicycles Won] - -Superintendent Rittenhouse had the problem of gambling in the eighth -grade to deal with, because the county fair had been so conducted as to -permit much semi-public gambling, in consequence of which there was talk -about town sufficient to charge the atmosphere with interest in -gambling. It turned out that Saturday afternoon, nine grammar room boys -conducted several bicycle and foot-races, with a crude attempt at -gambling attached to the whole affair. The story came out because Jay -Belding had to turn over his bicycle to August Bachman, and the Belding -family lodged a protest with the superintendent. - -The next morning he entered the eighth grade room, called out the boys -involved and put them through a series of questions. “Who planned this -thing? Who got permission to use the race track? Who raced? Who put up -bets? Who paid bets? How much money was involved in the bets?” and so on -to the end of the chapter. The boys told the truth. When the grilling -was over, he said, “You boys go home, tell your fathers all the facts -and bring me at note tomorrow saying that the fathers will guarantee -that you never will do this again. Each boy’s father must sign a note. -When you hand me the note you may come to your room and not until then.” - - -CONSTRUCTIVE TREATMENT - -A better plan is to propose to make such races, school affairs. Offer to -plan with groups in any grade for small “stunts” as well as for the -larger affairs. Have it understood that the school will help even ten -boys to have a good time, on a suitable occasion. Put a bomb of -disapproval under gambling by men in connection with sports. Show -deepest disgust for the depraved natures of men who indulge in and -practice it. - -Entirely out of connection with any school event, explain simply and -clearly why gambling is wrong. Be careful to make a clear distinction -between the play which is entirely right in itself and the betting or -gambling accompanying the play which is wholly wrong in principle. - - -COMMENTS - -Mr. Rittenhouse, after getting the truth, should have followed the -matter out in a sympathetic fashion. Several of the boys will be likely -to forge the father’s name after composing the note. Some fathers will -not relish giving such a guarantee as is required. They will send word -to the teacher to keep the boys from gambling. - -The better plan takes in the boys’ natural impulses to have novel fun -and makes the school a continuous influence in their lives. If we avoid -over-condemnation, the boys can be led out of a type of conduct which -otherwise will be established as a vicious habit. - -Resistance to the teacher’s advice is usually due to a conviction, -warranted or unwarranted, that the child is being imposed upon. This -conviction must be met by a kindness which restores confidence, or an -explanation of conditions which shows the requirements to be reasonable. - - -ILLUSTRATION (SEVENTH GRADE) - -[Sidenote: Matching Pennies] - -Miss Starr had one pupil, a little Italian, who interested her greatly. -He sold papers before and after school and had the sharpness and -suspicion of character which much familiarity with hard conditions gives -even a child. He resisted all her friendly advances with a -“No-you-don’t” caution that both amused and nettled her. - -One day ’Tonio indulged in a form of mischief at which he was an adept. -He matched pennies with Grover Helm, the affluent son of the corner -grocer. When they had been at it for about ten minutes, Grover was no -longer affluent, and therefore he complained to Miss Starr. - -“’Tonio wanted to match pennies and he got me into it, and I said I -would just for fun, not for keeps. Now he has all my pennies and won’t -give them back to me. Please make him give them back to me.” - -“You two boys may stay after school, and we’ll talk about it then,” Miss -Starr directed. - -When the other pupils left ’Tonio considered the situation and decided -that discretion was the better part of valor. He had often been severely -whipped for matching pennies; he had no doubt that another beating was -due for this offense. - -“’Tonio, will you come up here?” Miss Starr’s voice sounded kind, but -’Tonio had experienced the honeyed tones of an authority, which has not -yet captured its victim, before. He rose promptly, but instead of coming -directly forward passed back of the rows of desks, and then suddenly -bolted for the door and escaped, leaving Grover to tell his -incriminating tale unchallenged. - -The truant officer brought him in two days later, after a hard hunt. He -looked pinched and hungry, but still defiant, and faced Miss Starr like -a chased animal at bay. - -“Grover, he began it,” was his only defense. “You should whip him, too.” - -“No one has said anything about whipping. Did you think I was going to -whip you? Is that why you ran away?” - -“Don’t you whip?” ’Tonio asked. - -“I never have, ’Tonio. Now, I should like to talk to you about matching -pennies. I don’t know how it is done, even. You don’t need to be afraid. -Will you stay tonight and talk to me? I don’t want to hurt you; I want -to help you.” - -’Tonio stayed that night, and they had a long talk. Miss Starr could not -quite bring Tonio to her way of thinking; his inherent bent to gambling -was too well ingrained for that. What she did do was to persuade him -thoroughly, by the kindness of her manner, that she was his true friend. -’Tonio trusted her utterly from that day, and for love of her abstained -from penny-matching and all other mischief in school. Miss Starr sighed -because his regeneration was not more thorough than it was, for she -heard sometimes of his misdeeds with the gang he belonged to; but in her -own domain he was a loyal and helpful citizen. She had removed that -distrust of authority which his former experiences had built up in him, -and which was the cause of his resistance. - - -CASE 57 (HIGH SCHOOL) - -[Sidenote: Playing for Money] - -Champ Underwood and Virgil Rutherford were returning from a week-end -visit at the home of an old friend. On the train they ran across Chancey -Prime, only two years ago a school favorite and friend of the two -travelers, but now a salesman for an automobile house. - -“Hello, fellows. Glad to see you! Sit down! Whither wend ye?” - -“On our way home after a week-end over at Bloomburg. How goes it with -you?” - -In ten minutes the cards were out. With some qualms of conscience Champ -and Virgil laid down their dimes and took hands in the game. They saw no -acquaintance on the train and expected nothing to come of it. - -The boys reached home by noon. The next day the principal took the boys -into his office at the end of the morning session and made the following -speech: - -“You spent Sunday at Bloomburg. You came home with Chancey Prime and -were caught gambling on the train. It is also reported that you were -with him all day Sunday and that some way the two of you spent $50 in -having a good time, supposedly in gambling and the like. You know that -we don’t stand for any of these things. I know your parents do a little -of this sort of thing, but they gave me to understand that you are -forbidden to indulge in gambling. You must each get up before the high -school and state the facts as I have reviewed them, apologize and -promise never to do these things again, or drop your membership in every -high school club, society and team for the remainder of the year.” - -To this the reply came: - -“But the facts didn’t come straight to you. We didn’t do....” - -“Never mind about denials. I have two first-class witnesses and there is -no ground for a discussion. I want your answer immediately.” - -After looking at each other a second the boys came to an agreement. “No, -sir, we’re not guilty of all these charges. We won’t accept either -penalty until our case is heard and properly dealt with,” said Virgil. - -“Get your books; don’t return until you receive word from the -superintendent,” was the final shot from the principal. - -As the two soberly marched home, they enumerated the errors the -principal had made as to the facts; they had not gambled except for a -short time on the train; they had been with Prime only a short interval; -their stay at Bloomburg had been spent according to school standards; -their parents had given up parlor gambling two years before when they -joined church; they were entirely willing to suffer a reasonable penalty -when the actual facts were made the basis of judgment. - -“Well,” said Champ, “it’s all up. I’m not going to make the next move, -are you, old boy?” - -“Not on your life. That monkey is also a fool. I won’t stir one peg -until he crawfishes, not one foot,” was Virgil’s indignant response. -They kept their agreement. - - -CONSTRUCTIVE TREATMENT - -The principal should go to the parents of these young men, lay the facts -before them as he understands them and insist that each boy meet him -privately the next day. At the interview the following questions are to -be answered: “How did you spend the week-end?” “What are your -convictions on gambling?” “What will be your conduct during the -remainder of your school course in the matter of gambling?” Leave these -questions on paper so that parents and son can fully discuss them. - -[Sidenote: Parent’s Duty] - -Thus throw the whole responsibility on parents and sons, making not one -remark as to your course of action in case the answers are -unsatisfactory. Listen to the boys as a friend and advocate, not as a -judge. If either boy fails to play the man, secure from his father a -verbal guarantee for his good conduct, in effect placing the boy on -probation. Avoid harsh language in dealing with the boys. At the first -interview draw out their endorsement of the school custom which -prohibits gambling. If they seem blind to its evils, briefly run over -the obvious facts, but it is preferable to stir up the parents to supply -any needed information. Do not place the boys in a position where you -must expel or suspend them if they refuse some unreasonable penalty. - - -COMMENTS - -Credulity of rumors has led to a serious administrative blunder. One of -the finest disciplinary devices is to induce a guilty person to state -the facts relative to his misconduct. At the points where he is sorely -tempted to alter the facts, a few penetrating questions will place him -again on the right track. - -Parents must be continually reminded that they share daily in the -responsibility of keeping good order in the school. It takes four people -to hold up a boy in the high school—a parent, a teacher, a chum and the -boy himself. - -Boys who know so clearly that they have overstepped the bounds of sound -morals should be forced to solve the problem. Put it up to them to make -adjustments and to take a stand for the right regardless of any penalty -that might be devised. - -(3) _Stealing._ Though the habit of stealing is not so frequent as -lying, among school children, yet it is of such widespread prevalence -that it needs careful consideration. It is true that many in this group -of offenders leave off the habit when they grow older—that is, outgrow -it; still there are others who become habitual thieves when older and -finally are detected and remanded to some penal institution. One form of -stealing is known as kleptomania, an abnormal disposition to steal. This -will not be discussed here, more than to say that a child who is a -kleptomaniac should not be kept in a public school, but placed under a -private tutor who can give especial and continual attention to the cure -of his habit or, more properly speaking, his malady. He should be -required to do or make something for the person whom he robs, every -time, something that will replace that which he wrongfully took from -them. - -[Sidenote: Motives for Stealing] - -The motives that prompt a young child to steal may be many. Likewise the -occasions that make it possible for a child to steal may be numerous. A -child may learn to steal because he has not been given sufficient food -of different varieties, and in order to satisfy his hunger, he may have -acquired the habit of stealing. He may have a liking for gaudy articles -and because this craving is not satisfied, he begins to steal those -articles that please his fancy. Playmates may have taught him to take -what does not belong to him. Parents may have very loosely conceived -notions on these matters and thereby teach their children, by example, -to steal. - -However, it seems that the motives or causes for pilfering can have -little to do with the methods of prevention. Then, whatever the motives -or causes for stealing may be, one thing is certain—the method of -treatment need not be changed. At the outset the teacher must remember -that the law of suggestion may play a great part in diminishing or -increasing the tendency to pilfer. The unthoughtful teacher many times -increases the tendency to “take things” in her room when in reality she -is trying to prevent it. Her idea is that nothing shall lie before the -children to tempt them to take what is not theirs. She locks every -drawer in her room. She does it, too, in the presence of her pupils; she -is careful to leave nothing valuable on her desk. If a child brings her -a fine, luscious apple or orange, or a bit of candy, she at once -secretes it in one of the mysterious drawers. Little does she think she -is cultivating a tendency, not exactly to steal, but to peep into those -secretive places; that act, if ever performed, will be the first step -toward taking what is not theirs. For the child that must sneak to get a -look into a forbidden place, it is a wrong to satisfy that longing; and -pilfering easily attaches itself as a kindred wrong. - -From this, the teacher must not conclude that to keep pupils from -pilfering, she must leave things lying about carelessly; that would be -going to the other extreme of placing temptation before them. A happy -medium is needful. To give the methods of a rural teacher of many years’ -experience, who never was troubled by pupils’ stealing, will, no doubt, -be placing the situation before the teacher so it may be understood. -This teacher did not make it a practice to lock drawers, desks and -cabinets. When something of value was given her, she laid it upon her -desk. Apples, oranges, candy and money could be found on the desk, -almost any time. She never entertained the least fear that something -might be taken. Her pupils knew how she felt about it. They could see -her attitude in her actions, consequently they never took anything that -did not belong to them. - -When evening came, she would very unassumingly take any articles that -had been given her, implying that she was not removing them because she -feared they might be stolen. On the other hand, she often forgot to take -money from her desk and it lay there over night, but she never worried a -moment about it. She always found it in the morning, just where she had -left it. She trusted her pupils and they trusted her. She was honest, so -were they. Sometimes a very amiable pupil would remark, “Miss Jenkins, -what would you do if some one were to take the money from your desk?” -Invariably there shone on her face that confident smile of trust in -every human heart and she would say, “Why, my dear, I do not need to -think about that. I have no pupils that would steal anything.” Every -word she uttered rang with trust and confidence. There need be no wonder -that she had no pupils that stole. - -She would send any one of her pupils to her home to get any article she -wanted or to the store with money to buy some trifle for her. She -trusted them in every way; she avoided that suspicious look and action -that so many teachers have. No trait of the teacher will reproduce -itself so quickly in the lives of those whom she teaches as the trait of -trustfulness. - -This teacher, once in a while, gathered her flock about her and told -them stories. One story may have been about Eskimos, told without any -attempt at moralizing; the next story referring to politeness; then she -would deftly fill in a story about the wrong there is in taking things -that do not belong to one. She avoided the harsh terms of pilfering or -stealing. She taught the children to ask for what they wanted. They did -not note that she was directly teaching them not to steal. Added to her -many stories along various lines of conduct was a simple life of trust -and confidence. There would be fewer thieves behind bars, could every -first grade teacher look with trust and confidence upon the boys and -girls that come under her care. - - -CASE 58 (FIRST GRADE) - -[Sidenote: Of Flower] - -(4) _Stealing—Acquiring dishonorably._ Cora Krebs was in the first -grade. She dearly loved her teacher, Miss Bowman. It seemed to the -little girl that Miss Bowman’s face was perfectly beautiful, her voice -delightful and her smile worth securing, even at a great sacrifice. - -Myron Ware often brought flowers from his mother’s large garden to -present to Miss Bowman. She always thanked him so kindly and cared for -the flowers so tenderly that Cora longed for an opportunity to give -something beautiful to her teacher. Mrs. Krebs, her mother, had no -flowers. Cora’s best loved treasure was her character doll. She had -decided to give this doll to her teacher, but on second thought she knew -that Miss Bowman was too big to care for a doll. How often she had -thought of the joy it would be to give something fine to her teacher, -only she herself knew. - -One morning, Cora walked to school behind Myrtle Dean, a ten-year-old -girl, who was taking a beautiful rose to school. When Cora first saw the -rose, she thought, “Oh, how I wish I had that rose to give to Miss -Bowman.” With this thought in mind, she kept close to Myrtle, eying the -rose longingly. - -When they reached the schoolhouse, Myrtle hung her hat on a hook in the -hall, stuck the stem of the rose through the ribbon on the hat and -hurried on with one of the girls into the little library opening into -the hall. As soon as the girls closed the library door, Cora snatched -the rose from its place and dodged into the first grade room, where she -presented it to Miss Bowman, who graciously received it. - -Myrtle hunted for her lost rose, and as soon as school began, asked her -teacher’s permission to go to the various rooms and inquire if any one -had seen it. Of course, she wanted the fun of going into the various -rooms more than she wanted the lost flower. When she entered the first -grade room and asked if Miss Bowman would inquire if anybody had seen -her red rose, Miss Bowman would not have suspected that the one given -her by Cora was the lost one, had not Cora blushed and nervously opened -and shut her hands and in every way appeared guilty. The sight of Cora, -thus confused, recalled to Miss Bowman’s mind that the child had given -her just such a rose, so she said, - -“Cora, where did you get this rose?” holding it up before the school. - -“From home,” answered Cora. - -“I saw her standing in the hall looking at me when I put it into my hat, -and she didn’t have any rose in her hand,” said Myrtle. - -“Cora, are you sure you brought it from home?” asked Miss Bowman, -looking at Cora accusingly. - -“Yes, ma’am,” said Cora. - -“Let me see it,” said Myrtle. “I pulled the thorns off of mine as I -walked to school. Has this one thorns?” - -Miss Bowman examined it and found it had not. She gave it to Myrtle and -said: - -“Shame, shame, Cora, you have done an awful thing. You have stolen and -then lied about it. You may stay after school.” - -A very tearful, sad, little girl was whipped by her teacher that evening -after school. The whipping cured Cora, not only of stealing, but also of -ever caring again to give her teacher a present. - - -CONSTRUCTIVE TREATMENT - -Miss Bowman should have gotten a description of Myrtle’s rose when she -first inquired about it, and then seeing that Cora looked guilty, she -should have said: “I am so glad that you thought of me and gave me this -beautiful flower, but I shall be all the happier to have you give it to -Myrtle now, and when you feel like it, tell me all about how you got -it.” Whether or not Cora confesses at once, Miss Bowman should have a -private talk with her later in which she tells her how certain things -come to belong to certain people and therefore must not be purloined. - - -COMMENTS - -Stealing, if not skillfully handled, leads to lying. To punish a child -for either offense, without an attempt to teach him to despise such an -act, really adds to his other crimes, fear, deceit and hatred for the -one who punishes. Children should be taught to respect property rights -at school, since such education is so often neglected at home. To this -end, always be careful to respect the property rights of the children -when dealing with them. - - -ILLUSTRATION (SECOND GRADE) - -[Sidenote: Property Rights] - -Miss Ward realized that pilfering and abuse of the property of others -arises from lack of education, so she assigned certain days to talk of -property rights, using concrete examples like the following: - -“Do you see this pretty bow of ribbon on Frieda’s head? How did it come -to be here? Whose pencil is this? May I use it?” She made a list of the -possessions of some of the children, as named by themselves. The -unfairness of stealing was clearly shown by asking, “Would it be right -for any one else to take and use these things? Why not?” - -These lessons gave the children a prejudice against stealing. - - -CASE 59 (THIRD GRADE) - -[Sidenote: Pencil] - -Horace Brock had a new, red lead pencil. Even Miss Culver, the teacher, -had noticed its brightness as he wrote his morning spelling lesson. But -when the arithmetic preparation period arrived, his pencil was gone. He -searched through his desk carefully, then put up his hand, when Miss -Culver said, “What is it, Horace?” - -“My new pencil is gone.” - -“It must be about your desk,” she said, as she went to help him look for -it. They failed to find it. - -Two days passed and nothing was seen of the missing pencil. In the -meantime several other pupils had bought new pencils just like it from -the new assortment at the drug store. - -On the third day Lettie Crandall, who sat just in front of Horace, had a -shining red pencil. - -At recess words were passed between Horace and Lettie somewhat as -follows: - -“That’s my pencil you had this morning.” - -“It is not.” - -“I know it is; I marked mine.” - -“I marked mine, too.” - -Miss Culver stepped up and said: - -“How did you mark yours, Lettie?” - -Confused and surprised, Lettie hesitated and then said, “I sharpened it -long.” - -“How did you mark yours, Horace?” Miss Culver asked. - -“It had three little tacks to hold the tin that the rubber is fastened -in, onto the wood. Well, I took mother’s hammered brass punch and made -little dents all around there just for fun. She’s got my pencil. I saw -the dents in it.” - -“Let me see the pencil,” said Miss Culver. - -She compared it with other pencils and saw at once that it was -unmistakably marked just as Horace had said. She therefore felt sure it -belonged to him, and said: - -“I’ll punish Lettie for stealing and lying.” - -Lettie was whipped after school, not only in order to deter her from -stealing, but also as an example to other children. She was ostracised -by the girls for over a week, and in fact lost forever the intimate -association she had had with one little classmate. Miss Culver -understood this and believed it was just punishment for Lettie. - - -CONSTRUCTIVE TREATMENT - -Return the pencil to Horace and tell him that you will attend to the -matter of Lettie’s conduct. Have a private talk with Lettie, finding out -just why she took the pencil, rather than ask at Lettie’s home to have -one bought. Have a talk with Lettie’s mother, telling her of Lettie’s -temptation and suggesting to her, as an aid in teaching property rights -to her children, to let each child have his own pencil, eraser, etc. Let -them even ask each other for a sheet of tablet paper, when one child -needs to borrow from another; to let each of the toys belong to -individual children, not to the group; often to call the attention of -the children to ownership and its attendant rights. - -At school explain to the pupils the difference between public and -private property. - - -COMMENTS - -Children who have no regard for each other’s property rights at home, -who wrest by force from each other the pencils, books, rulers, etc., -which they desire, will carry these practices into school, where they -will be branded as thieves. The teacher should coöperate with the -parents of such children to teach them respect for property rights and -abhorrence of stealing. - - -ILLUSTRATION (FOURTH GRADE) - -[Sidenote: Pocket Knife] - -Bernard Howe brought a new pocket knife to school. It was large and -heavy; in fact, a knife, cork-screw, screw-driver, tack-puller and many -other things combined—a veritable little tool chest in itself. - -With pride he showed it to the boys, who admired it to his satisfaction. -One after another borrowed it. At the closing hour of school it was -gone. - -In tears, Bernard told Miss Bushnell, his teacher, of his loss. She -suspected it had been taken by one of the boys. She kept Bernard after -school and asked where he got his knife. He said: - -“Paw works fur Cushman (a contractor) and they are buildin’ a new home -on Park Street. The other day Paw found this knife in the buildin’ where -somebody dropped it out of his pocket. Paw picked it up and shoved it -into his pocket, quick, and brought it home. Yesterday Jerry (Bernard’s -older brother) sneaked it out of Paw’s coat that was hangin’ up. Last -night it fell out of Jerry’s pocket when he took off his clothes, and I -found it on the floor this morning. I know Jerry will lick me fur not -givin’ it back to him, and Paw will lick me ’cause I’ve lost it. Some -feller stole it from me, I bet you.” - -Miss Bushnell was shocked at this revelation of Bernard’s home training. - -The next day she kept the boys in and said: “Bernard had a knife here -that didn’t belong to him. He must find it if possible. It has somehow -gotten lost. I will be very grateful to the boy who helps us to find it. -As soon as it is found, please bring it to me, for I feel very anxious -about it.” - -That afternoon Parke Dabney brought the knife to Miss Bushnell, who -returned it to Bernard, believing that some of the boys stole it from -him. She then planned talks and stories on property rights which would -be a lesson to all of the boys. - - -CASE 60 (SEVENTH GRADE) - -[Sidenote: Lunches] - -Hapgood Cummings was the son of a wealthy merchant in Trenton, New -Jersey. He was the only child, and, accordingly, had been over-indulged -at home. Now in this, the seventh grade, he was looked upon by the rest -of the boys as a leader. - -As several of the children in the school lived outside of the city -limits, they brought their lunches. One morning Hapgood said to a crowd -of boys in the school yard, “I bet I can carry off a stunt that the rest -of you can’t do.” - -“What’s that?” came the response of his followers. - -“I bet I can slip a lunch every recess from the dressing-room and no one -will be the wiser.” - -“I dare you to do it.” - -“All right.” - -Hapgood asked to be excused from the room during the morning and took -the opportunity to empty a lunch box, which looked especially tempting, -into his pocket. At recess he said, “Look here, fellows. Don’t you wish -you were me?” At that he pulled a sandwich out of his pocket and -attacked it as if he had not eaten in days. His friends enviously looked -on. - -The next day he was equally successful and correspondingly admired and -envied. After the third offense, Miss Nichols said, “Will the boy who -has taken a lunch from this dressing-room for the past three mornings, -please stand?” - -Not a motion was made by anyone in the room. Hapgood sat rigidly still. - -Not exactly sure what step to take next, Miss Nichols said, “If anyone -knows who took these lunches, he will help me by telling me.” - -That noon a little girl who wanted to do as her teacher said told on -Hapgood. - -At the beginning of the afternoon session, Miss Nichols said, “Hapgood -Cummings, why didn’t you tell me you stole the lunch from the -dressing-room? Don’t you know you were telling a lie by not standing -this morning?” - -Hapgood had learned one thing at home: never to talk back, so he -thought, instead. - -Misinterpreting his silence for meanness, Miss Nichols added, “You are -disgraced in the eyes of the room, Hapgood. You may stay after school -one hour every day, for one week.” - - -CONSTRUCTIVE TREATMENT - -Never urge the children to tell on one another until all other resources -have been exhausted. After assuring yourself who the culprit is, talk to -him privately in such a manner as this: - -“Hapgood, for several mornings lunches have been taken from the -dressing-room,” and since you know the boy to have been truthful in all -other dealings with him, say, “Do you know anything about this?” - -(On the other hand, if you deal with a boy who has lied on several -previous occasions, say, “Every evidence in this case points to you. You -can not wriggle out of it in any way.” Then proceed to tell him why you -know he is guilty, giving him no chance to defend himself.) - -Knowing that Hapgood is a spoiled child and has never been put on his -own responsibility, say, “Hapgood, you know you were not playing fair -with those boys whose lunches you took. Supposing you had to go without -anything to eat, how would you feel?” - -“Now, Hapgood, I know you didn’t think what a serious matter it was when -you did this, so I am not going to say anything about it to the rest of -the pupils. I am going to treat you like the honorable boy that I know -you want to be, but I expect you to _be_ honorable hereafter.” - - -COMMENTS - -No boy is going to respond to such a command as Miss Nichols gave when -she said, “Will the boy who has taken a lunch from the dressing-room for -three mornings please stand?” Even if he has stolen, he does not want to -be treated as a thief, and the other children do not want to be known as -“tattlers.” By your request, you are only making matters worse. Any -respect the children may have had for Miss Nichols was seriously -weakened when she appealed to someone in the room to tell on the boy who -stole the lunches. - -One can never expect to appeal to a boy’s better self by telling him he -is a liar. The boy showed he was well-bred when he refused to talk back -to Miss Nichols. - - -ILLUSTRATION (SEVENTH GRADE) - -[Sidenote: Money] - -When Miss Langly began to teach in the seventh grade in the foreign -district of a large city, she found out that Leonardo Coppetelli, a -twelve-year-old boy in her room, had the reputation among his -schoolmates of being a thief. She was bent on blotting out this stain in -his character, and knowing that if it were not destroyed he would -probably go through life with this stigma ever upon him, she decided to -win his confidence. - -She had not been in the neighborhood many days when she heard that -Leonardo had stolen five dollars from a corner grocery. Immediately she -called upon the proprietor, who was an American, and said: - -“How do you do, Mr. Johnson. I am a teacher in the Douglas School. I -have heard that Leonardo Coppetelli stole five dollars from you last -night. I have come to ask that you will not cause his arrest. I believe -if you will allow me to forward the money Leonardo stole from you, I can -help the boy so that he will not want to steal any more.” - -Mr. Johnson and Miss Langly talked for some time, when Miss Langly -finally gained her point. - -The next day she took pains to have a long talk with Leonardo, the trend -of which was as follows: - -“Leonardo, I heard you talking to the boys yesterday about spending -money. Would you like a chance to earn some? I have an uncle in business -near here who is looking for an errand boy.” - -“I have been talking with Mr. Johnson, Leonardo. He is not going to -arrest you this time for taking his money from him. I have made him -promise to say nothing more about it. I told him I believed you would be -willing to earn the money if you had a chance and would pay him back.” - -“Do you think you could get me a job?” - -“Come with me now. Tell your mother Miss Langly wants you to go on an -errand with her. We shall call on my uncle and see what he has for you.” - -The result was that Leonardo went to work every afternoon, was thus kept -out of mischief and learned so to respect Miss Langly’s opinion that she -became an influential factor in his life. - - -CASE 61 (HIGH SCHOOL) - -Cecelia Cortwright was a student in the high school of a suburban town. -She was not known as a popular girl, but was liked by all who knew her. - -One morning Mr. Williams, the principal of the school, made the -following announcement: - -[Sidenote: Check] - -“A very grave thing has happened this morning. A check has been taken -from the pocket of a coat which hangs in the east dressing-room. -Fortunately, it was not endorsed. The affair will be brought to a speedy -close if the person who took this check will report in my office before -the close of the session today; otherwise a thorough investigation will -have to be made.” - -School closed that day without any clue to the culprit. Several days -passed. In the meantime, the check had been illegally endorsed and -cashed at a local grocer’s. When turning in the check to be cashed at -the bank, he was informed that the check had been forged, as the legal -endorsee had stopped payment on the note. - -The grocer immediately identified the girl as Cecelia Cortwright and -public exposure at school soon followed. - -Although Miss Cortwright was not suspended from school, she suffered the -same injurious consequences which such a disgrace can bring. Shunned by -her friends, looked upon with question by her teachers, she was in every -sense of the word an outcast. When she could stand it no longer, she -left school to clerk in a store in the city. - - -CONSTRUCTIVE TREATMENT - -Make a thorough investigation before announcing a theft before a body of -students. Publicity should be your last resource. Wait several days, if -necessary, until the affair has had time to circulate among the -students. It often happens that by observing these precautions the -principal will have the whole matter laid before him without any -particular effort on his part. - -When the guilty one is found, take him into your trust; treat him as if -he were a man twice as big as he is. Privately tell him that his act is -to be looked upon with the gravest concern. Do not question his motive, -but consider together how reparation can be made. - - -COMMENTS - -Theft in a school demands delicate handling by those in authority. It so -often occurs that the home training of a child leads him to have little -sense of moral responsibility. To pry into his motive and publicly -reveal his crime is often so to undermine the offender’s self-respect -that the results are disastrous. - - -ILLUSTRATION (HIGH SCHOOL) - -Mr. Arnold, principal of a large city high school, was informed by -several girls one morning that their lunch money had been repeatedly -taken from their coat pockets. - -[Sidenote: Money] - -Mr. Arnold asked the girls to wait for several days; by that time he -would probably have some light on the affair. In the meantime, he asked -the head of the lunchroom if any pupil had been eating his lunch there -the past three days who had never done so before. Several were named. - -He then asked the janitor to watch the dressing-rooms during the school -session. The teachers who had had charge of the assembly-room the past -three days were asked to report the name of any girl who had repeatedly -asked permission to leave the room. The three sources pointed to a -certain little girl who was known to come from a poor family where no -thought was given to proper training of the children. - -Incidentally in a conversation with the girl, Mr. Arnold asked her to -stop in his office the last period of the day. Before the interview was -over, he had, through this effort, secured the whole story from the -child. - -“I never have any money of my own for a hot lunch. One day when I was in -the dressing-room I happened to think, ‘Why not take money from the -pockets of the girls who never know what it is to be hungry for -something good to eat?’” - -“I am very glad you have told me this,” said Mr. Arnold. “The matter -will go no farther than this office. It is an affair between just you -and me. Mrs. Arnold wants someone to take care of the children in the -afternoon after school. Wouldn’t you like to earn some money? Well, come -over to our house with me and talk it over with Mrs. Arnold. When you -have earned enough money to pay back what you have spent, I shall return -it to the girls and they need never know who took the money.” - - - END OF PART I - - ------------------------------------------------------------------------- - - - - - INDEX - - - Adenoids, 58 - - Approval, 51, 53, 55, 58, 61, 63, 92, 103, 108, 132, 137, 139, 140, - 147, 161, 171, 181, 190, 201, 210, 213, 215, 222, 235, 244, 247, - 268, 272, 294, 303 - - Acquisitiveness, 309 - - Athletics, aid in discipline, 96 - cheating for sake of, 284, 289 - fights in, 249 - - Attention, desire to attract, cause of misconduct, 23, 50 - - Authority, excessive use of, 81, 94, 95 - - Awkwardness, 61, 141, 143, 148 - - - Bluffing by teacher, cause of disobedience, 121 - - Bullying, 233 - - Busy work, 54, 171, 182 - - - Card-playing, 115 - - Carelessness, 83 - - Cheating, on examination, 269 - how provoked, 268 - in recitation, 273 - sentiment against, 269, 282 - - Choice and disobedience, 31 - - Class rivalry, 253 - - Cleanliness in school building, 76 - - Cloaks and overcoats, 79 - - Clumsiness, 140, 148 - - Collections of curios, 70, 236, 310, 311 - - Commands how to give - avoid repetition, 55 - be alone with child, 60 - be near the child, 50 - what the child wants to do, chose, 51 - privately, 103 - rights of pupil to be conserved, 93 - secure attention, 55 - speak intelligibly, 53 - time to be opportune, 72 - - Community, understanding conditions in, 43 - - Competition leading to fighting, 249 - - Conceit, 192 - - Confession, by pupils, 73, 163, 212, 242, 294, 302, 308, 309, 341 - by teacher, 124 - - Confidence, 31, 32, 52, 60, 68, 71, 85, 89, 96, 105, 116, 121, 150, - 167, 196, 201, 209, 212, 266, 299 - - Constructive treatment, special features of - courtesy, 53, 191 - dealing with whole situation, 101, 142, 148 - enlisting a pupil group, 79 - explaining how to act, 79 - impartiality, 108 - knowing the pupil, 51, 52, 58, 59, 63, 87, 108, 131, 142, 151, 156, - 176, 179, 186, 194, 200, 209, 212, 218, 226, 339 - plan large, 91, 97 - privacy in interview, 60, 96, 109, 119, 191, 215, 252, 302, 332, 340 - quietness of movement, 50 - reform of teacher, 95, 102, 124, 288 - short assignments, 56 - time opportune, 175, 177, 241, 242, 252 - willingness of pupil considered, 60 - - Coöperation, initiative in, 45, 50, 51, 60, 62, 63, 65, 67, 70, 71, 74, - 79, 81, 82, 87, 91, 96, 98, 103, 108, 114, 119, 124, 142, 149, 158, - 160, 165, 166, 167, 171, 181, 182, 190, 198, 201, 203, 209, 210, - 213, 222, 231, 241, 243, 256, 262, 265, 282, 313, 317, 320, 337 - - Crying, 257 - - - Dancing, 111 - - Defamation of a teacher, causing disobedience, 65 - - Defying teacher, 69, 70, 73, 99, 101, 106, 111, 123, 168, 173, 180, - 183, 189, 195, 199, 202, 208, 220 - - Desk order, 77 - - Destruction of property, 89, 254 - - Discipline, kinds of, 19 - - Disciplinarian, description of, 105 - - Discipline, what it is, 16 - why necessary, 13 - - Dislike for school, 158, 162 - - Disobedience, causes of, 41 - due to commands impossible to obey, 56 - that infringe personal rights, 93 - that are inopportune, 72 - unintelligibly stated, 53 - due to community conditions, 44 - community sentiment, contravened, 110 - due to defective motor functions, 61 - due to faultfinding, 89 - due to imitation of others, 69 - due to inattention, 55 - and instincts, 41 - nature of, 30 - due to parents, 42, 49, 65 - due to pleasure-seeking, 117 - due to pupils’ conspiracy, 106 - due to rules overemphasized, 76 - due to teacher’s suspicious attitudes, 42, 59, 83 - due to unregulated independence in the child, 86 - wilful, 49 - - Disputing with teacher, 123, 133, 199, 200, 211 - - Disrespect for teacher, 187 - - Drawing, as busy work, 303 - provoking discord, 74 - - - Eating during school hours, 59 - - Examinations, cheating at, 269 - correct view of, 271 - fear of, 264 - plans for, 277, 282 - questions for, 270, 272 - when to give, 271 - - Exhibits at school, 70, 236, 310, 311 - - Expectation, 51, 58, 61, 62, 65, 79, 80, 85, 88, 92, 96, 104, 133, 137, - 183, 231, 252 - - - Faultfinding, 62, 66, 78, 89, 100, 141, 159, 173, 183, 215, 225, 234, - 250, 261, 329 - - Fear, and cheating, 269 - and discipline, 259 - instinctive, 255 - and examinations, 264, 284 - and the lie, 297 - in recitation, 264 - and stubbornness, 180 - - Fidgets, 134, 142, 150 - - Fifth and Sixth Grades - disrespect, 197 - gambling, 315 - impudence, 206, 210 - lying, 307 - obedience, 65 - stubbornness, 172, 178 - - Fighting, due to accidental situation, 236 - due to competition, 249 - due to ridicule, 239 - Thomas Hughes’ advice on, 96 - - First and Second grades - crying, 257 - disrespect, 189 - fighting, 236 - ill-temper, 182, 187 - indifference to school, 159 - lying, 300, 301 - muscle training, 144 - noise, 136 - obedience, 49 - quarreling, 225, 229, 231 - refusal to recite, 256 - sickness a cause of backwardness, 155 - stealing, 327, 330 - stubbornness, 170 - - Folding papers, First and Second Grades, 56 - - Friendship not won by force, 67 - - - Gambling, 115, 312 - - Games in acquiring motor control, 148 - - Gymnasium, promoting use of, 149 - - - Habit, of crying, 258 - of quarreling, 230 - - Hair-pulling, 203 - - Helping pupil in study, 103, 105 - - High School, cheating by pupil, 281 - by teacher, 284 - fear, 264, 267 - fighting, 249 - gambling, 320 - impudence, 217 - indifference, 167 - laughing, 193, 194 - nervousness, 264 - obedience, 89 - stealing, 338 - truancy, 167 - - Home study, 77, 87 - - Humor and discipline, 215 - - - Ideals, false and perverted, 24 - - Ignoring misconduct, 142, 196, 200, 205, 238, 293 - - Ill-temper, 182 - - Imagination, use of in discipline, 184 - and lying, 295 - - Imitation, and bodily action, 63 - cause of misconduct, 23, 69 - aid in discipline, 184 - provoking impudence, 206 - - Impudence, 199, 207, 211, 213 - - Inattention, 55 - - Independence in the child causing disobedience, 86 - - Indifference as cause of disorder, 157 - - Inhibition and discipline, 21 - - Injured child, sympathy for, 258 - - Instincts, classification of, 129 - relative to discipline, 13, 17, 19, 20, 21 - and disobedience, 30 - and fear, 255 - function of, 129 - - Interruptions, 61 - - Interviews, 34, 52, 60, 62, 63, 68, 84, 86, 87, 88, 92, 96, 101, 112, - 113, 114, 119, 132, 155, 174, 175, 177, 191, 215, 222, 232, 242, - 251, 288, 302, 313, 320, 322, 332, 336 - - - Joking the teacher, 205 - - - Kindergarten, see First and Second Grades - - - Laboratory as an instrument of discipline, 167 - - Laughing in school, 72, 74, 75, 99, 193, 194, 234 - - Laziness, noise, clumsiness and fidgets as causes of disorders, 130 - - Lighting of a schoolroom, 154 - - Literary societies, troubles with, 106 - - Lunches, stealing of, 334 - - Lying, to conceal, 301 - inquiry into, 212 - for gain, 298, 300 - and gambling, 313 - and the imagination, 295 - kinds of, 297 - provoked by teacher, 67, 292, 303, 307 - and stealing, 329, 335 - teacher practices, 59, 288, 304 - - - Mannerisms of teacher, 102 - - Marbles, gambling with, 312 - - Marking desks, 301 - - Matching pennies, 319 - - Mischief maker, 98 - - Money stolen, 337, 338, 340 - - Motor functions, defective, causing disobedience, 61 - - - Noise, 94, 135, 143 - - Nervous child, 134 - - - Obedience, factors making for, 38 - Fifth and Sixth Grades, 65 - First and Second Grades, 49 - formal, 34 - High School, 89 - intelligent, 36 - kinds of, 33, 186 - public expects, 38 - pupils expect to obey, 39 - relations to character building, 29 - relation to school efficiency, 27 - Seventh and Eighth Grades, 76 - stages in development of, 33 - Third and Fourth Grades, 56 - - Observing children, 176 - - Order in schoolroom, 76, 135 - - Oversensitiveness, of pupil, 214 - of teachers a cause of disrespect, 189 - - - Paper wads, throwing, 219, 307 - - Parental, aid in keeping order, 116 - responsibility for pupils’ good behavior, 165 - - Parents, causing a boy to tease, 240 - defaming teacher, a cause of disobedience, 65 - leading families, dealing with, 70 - provoking disobedience, 41, 86 - provoking impudence, 206 - provoking indifference to school, 159 - provoking quarrels, 228 - provoking stubbornness, 172 - responsibility in keeping order, 323 - teacher visiting, 67, 68, 158, 228, 322 - - Passing quietly, 137 - - Pencil, dropping, 135 - snatching, 187 - - Personal remarks, impudent, 190 - rights of pupils, infringement of, 93 - - Pertness, 198 - - Physical conditions causing misconduct, 23, 61, 131, 134, 141, 143, 148 - - Play supervised, 226, 230, 317 - - Pleasure-seeking causing disobedience, 117 - - Preparation to teach, defective, 121 - - Prohibitions provoking disorder, 99, 111 - - Promise, making, to pupils, 109 - - Public opinion disregarded, 110 - - Punishment, apology, 321 - corporal - boxing ears, 276 - requesting right to use, 94 - shaking, 50 - whipping, 66, 68, 78, 89, 93, 163, 164, 172, 173, 195, 202, 211, - 218, 261, 263, 319, 332 - detention after school, 73, 151, 190, 230, 241, 260, 336 - discipline not dependent upon, 17 - grade lowered, 277 - ineffective, 135, 141, 161 - loss of privileges, 249, 321 - provoking disobedience, 89 - for quarreling, 224 - school work, as, 90 - suspension, 317, 282 - - Punning, 200 - - Paper scattered, 49, 77, 80, 260 - - - Quarreling, from spite, 228 - on school grounds, 225 - on way to school, 229 - - Quarrelsomeness, bullying and fighting, 223 - - Questioning pupils about misconduct, 73, 90, 99, 213, 234, 273, 275, - 276, 292, 301, 307, 317, 321, 335 - - - Reasons, failure to comprehend cause of misconduct, 22 - given with commands, 35, 36 - - Refusal, to do home work, 87, 88 - to go to school, 87 - to recite, 256 - - Responsibility, 84, 86 - - Retardation of a pupil, 67, 150 - - Ridicule provoking fighting, 239 - - Rights of child as to playthings, 313 - - Ringleader, dealing with, 52, 70 - discovering, 98, 119 - - Rivalry between student groups, 106 - - Rules, over-emphasis of, causing disobedience, 76, 81 - - Rural School, special problems, 69, 76, 98, 140, 159, 180, 181, 192, - 217, 229, 273, 276, 310, 327, 330 - - - Schoolroom conditions related to discipline, 157 - - Self-preservative instinct, cases of discipline arising from, 129 - - Seventh and Eighth Grades - bullying, 240, 246 - cheating, 276, 279 - clumsiness, 140 - disrespect, 198, 200 - fighting, 240, 246 - gambling, 316, 318 - impudence, 211 - indifference, 166 - noise, 140 - obedience, 76 - stealing, 334, 337 - strained eyes a cause of disorder, 150 - stubbornness, 180 - truancy, 163 - - Shot-throwing, 309 - - Sickness of child prevents study, 154 - - Slow pupil, 64, 132 - - Sneering, 65 - - Snowballing, 236 - - Social grounds for discipline, 93 - - Social impulses, how to control, 111 - - Socializing the individual, 14 - - Slouching, 57 - - Smartness, 190 - - Special methods a help in discipline, 53, 54, 55, 112, 144, 303 - - Spit-balls, throwing, 219, 307 - - Stammerer, assisting the, 248 - - Stammering as cause of fighting, 246 - - Stealing, motives for, 324 - money, 337, 338 - provoked by teacher, 83, 325 - - Strained eyes a cause of disorder, 150 - - Strike of students, 106 - - Stubbornness, 169, 180 - - Study room discipline, 59, 61, 69, 72, 94, 99, 104, 151, 194 - - Substitution, 52, 60, 62, 71, 91, 96, 109, 112, 149, 165, 166, 167, - 176, 185, 191, 201, 218, 225, 228, 231, 235, 236, 237, 238, 241, - 247, 251, 253, 258, 267, 313 - - Suggestion, 51, 52, 63, 64, 79, 80, 81, 86, 92, 96, 97, 105, 114, 140, - 146, 181, 183, 254, 265, 267, 300, 325 - leading, 92, 113, 119, 132, 146, 168, 198, 231, 267 - negative, 50, 62, 77, 83, 304 - - Sulkiness, 172 - - Suspicious attitudes causing disobedience, 59 - - - Tale-bearing, 73, 336, 337 - - Talking, back, 195 - on misconduct, 62, 119, 293, 304, 305, 337 - too much about conduct, 76, 80 - - Teasing, 240 - - Terrorizing the pupil, 221 - - Third and Fourth Grades - bullying, 235 - cheating, 273, 274, 306 - discipline through fear, 259 - dislike of school, 162 - disrespect, 190, 195, 202 - fighting, 238 - impudence, 205 - lying, 303 - obedience, 56 - stealing, 331, 333 - - Threatening the teacher, 217 - - Threats, 57, 78, 94, 136, 173, 191, 221, 226, 259, 332 - - Trips out of town, a group of pupils on, 106, 117 - - Truancy, 163 - - - Visitors present—discipline of children, 61, 139 - - - Wilful disobedience, 49, 98 - - Words, choice of, 175, 178 - - Wrongdoing of children, causes of, 20, 70 - - ------------------------------------------------------------------------- - - - - - ● Transcriber’s Notes: - ○ Page 121 - the section header was missing an item number. - ○ In DIVISION IV there is no CASE 25, but there were two CASE 26s. - The first CASE 26 on page 180 was changed to CASE 25. - ○ On page 65, the “FIFTH AND SIXTH GRADES” section header was - missing a leading Roman numeral. “III” was added. - ○ Missing or obscured punctuation was silently corrected. - ○ Typographical errors were silently corrected. - ○ Inconsistent spelling and hyphenation were made consistent only - when a predominant form was found in this book. - ○ Text that was in italics is enclosed by underscores (_italics_); - text that was bold by “equal” signs (=bold=). - - - -*** END OF THE PROJECT GUTENBERG EBOOK PRACTICAL SCHOOL DISCIPLINE VOL. 2 -PART I *** - 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font-size:1.2em; font-weight:bold'>The Project Gutenberg eBook of Practical School Discipline Vol. 2 Part I, by Ray Coppock Beery</div> - -<div style='display:block; margin:1em 0'> -This eBook is for the use of anyone anywhere in the United States and -most other parts of the world at no cost and with almost no restrictions -whatsoever. You may copy it, give it away or re-use it under the terms -of the Project Gutenberg License included with this eBook or online -at <a href="https://www.gutenberg.org">www.gutenberg.org</a>. If you -are not located in the United States, you will have to check the laws of the -country where you are located before using this eBook. -</div> - -<table style='min-width:0; padding:0; margin-left:0; border-collapse:collapse'> - <tr><td>Title:</td><td>Practical School Discipline Vol. 2 Part I</td></tr> - <tr><td></td><td>Applied Methods</td></tr> -</table> - -<div style='display:block; margin-top:1em; margin-bottom:1em; margin-left:2em; text-indent:-2em'>Author: Ray Coppock Beery</div> - -<div style='display:block; margin:1em 0'>Release Date: April 24, 2021 [eBook #65152]</div> - -<div style='display:block; margin:1em 0'>Language: English</div> - -<div style='display:block; margin:1em 0'>Character set encoding: UTF-8</div> - -<div style='display:block; margin-left:2em; text-indent:-2em'>Produced by: MFR, Barry Abrahamsen, and the Online Distributed Proofreading Team at https://www.pgdp.net (This book was produced from images made available by the HathiTrust Digital Library.)</div> - -<div style='margin-top:2em; margin-bottom:4em'>*** START OF THE PROJECT GUTENBERG EBOOK PRACTICAL SCHOOL DISCIPLINE VOL. 2 PART I ***</div> - -<div class='figcenter id001'> -<img src='images/cover.jpg' alt='' class='ig001' /> -</div> -<div> - <h1 class='c000'>Practical School Discipline—Applied Methods Part 1</h1> -</div> -<div class='pbb'> - <hr class='pb c001' /> -</div> - -<div class='nf-center-c0'> -<div class='nf-center c002'> - <div><span class='c003'>PRACTICAL</span></div> - <div><span class='c003'>SCHOOL DISCIPLINE</span></div> - <div class='c002'><span class='c004'>Applied Methods</span></div> - <div class='c005'><span class='c004'><i>PART I</i></span></div> - <div class='c006'><i>By</i></div> - <div class='c001'><span class='c004'>RAY C. BEERY</span></div> - <div><i>A. B.</i> (<i>Columbia</i>), <i>M. A.</i> (<i>Harvard</i>)</div> - <div class='c006'><i>President of</i></div> - <div><span class='c004'><span class='sc'>International Academy of Discipline</span></span></div> - <div>PLEASANT HILL, OHIO, U. S. A.</div> - </div> -</div> - -<div class='pbb'> - <hr class='pb c002' /> -</div> - -<div class='nf-center-c0'> -<div class='nf-center c006'> - <div><span class='sc'>Copyrighted, 1917, by</span></div> - <div>RAY C. BEERY</div> - <div>────</div> - <div><span class='sc'>Copyrighted, Great Britain, 1917</span></div> - <div><i>All Rights Reserved</i></div> - </div> -</div> - -<div class='pbb'> - <hr class='pb c006' /> -</div> - -<div class='nf-center-c0'> -<div class='nf-center c006'> - <div><span class="blackletter"><span class='xlarge'>Dedicated</span></span></div> - <div class='c001'><span class="blackletter">to the</span></div> - <div class='c001'><span class="blackletter"><span class='xlarge'>Members of the J. A. D. Teachers’ Club</span></span></div> - <div class='c001'><span class='xxlarge'>❧</span></div> - <div class='c001'><span class='large'>“<i>He that ruleth his spirit is greater</i></span></div> - <div><span class='large'><i>than he that taketh a city.</i>”</span></div> - </div> -</div> - -<div class='pbb'> - <hr class='pb c006' /> -</div> -<div class='chapter'> - <span class='pageno' id='Page_5'>5</span> - <h2 class='c007'>GREETING</h2> -</div> -<p class='c008'>With this second book of Practical School Discipline, -we wish to send to each member of the Teachers’ Club -our personal word of greeting. Applied Methods was -written for you. Primarily it was written for you only. -It is a book to help teachers, by means of teachers’ -experiences. We believe it will lighten your work, -brighten your school room, and lengthen your years -of effective service by easing the friction in daily school -routine. Work can no longer be drudgery when conducted -according to principles which take the drudgery -out of it.</p> - -<p class='c009'>Because we have faith in the principles herein discussed, -we are desirous to learn from each member of -the “Teachers’ Club” what the result has been in his -or her individual case. Have you been particularly -successful in the management of some difficult situation? -Write and tell us about it. Have you failed to -find your own specific problem treated within these -pages? Tell us that also. Perhaps we can help you -by letter.</p> - -<p class='c009'>The Teachers’ Club is a coöperative organization -from which we expect the most stimulating results—results -which can be made much more effective by personal -correspondence with its members. Your experience -may help another who is still struggling with the -difficulty which you have overcome. Another teacher’s -<span class='pageno' id='Page_6'>6</span>experience may help you. Our offices are clearing -houses for exchange of views and mutual aid. Coöperation -we believe to be the principle which eventually -must supplant, throughout the world, the cruder -method of competition. The members of the “Teacher’s -Club,” the first and only one to be organized upon -this plan, will be quick to recognize the higher ideal -and to respond thereto.</p> - -<p class='c009'>Finally, if the better understanding of the principles -herein treated, and the tonic effect of interchange -of ideas with fellow teachers who appreciate -your difficulties and who desire to assist, should -prove helpful to you, then tell other teachers about -your Club. Perhaps they might profit also by the same -mutual help. Meanwhile our thought for you does -not end with placing these Case Books on Discipline -within your hands.</p> -<div class='pbb'> - <hr class='pb c002' /> -</div> -<div class='chapter'> - <span class='pageno' id='Page_7'>7</span> - <h2 class='c007'>PREFACE</h2> -</div> -<p class='c008'>The readers of Applied Methods will note that in the -discussion of problems which confront the teacher the -“case citation” plan peculiar to legal and medical -writers is here followed. That is to say, instead of -long enumerations of general principles relating to -disobedience, impoliteness, dishonesty, etc., specific -cases or incidents are cited, followed by “constructive -treatment” or suggestions for treating each specific -case. It is believed that this method will be more helpful -and more suggestive to the ordinary teacher than -is the usual method.</p> - -<p class='c009'>To make the suggestions still more helpful, because -more personal, the reader is asked to transfer himself -after the citation of each case from past time to present, -and from the other teacher’s school to his own -room; and, in the “constructive treatment” which follows, -imagine the “Case” to be the reader’s individual -problem, and the author to be conversing with him -personally.</p> - -<p class='c009'>In the preparation and collation of the cases it has -been thought more practicable and also more convenient -for the teachers, to divide the subject matter of -the text into two volumes rather than to combine all -into one large book. There will be no break in the -continuity of thought, however. The second volume, -like the present, will follow the case citation plan and -will continue the treatment of school disturbances -which develop for the most part out of natural instincts -of children.</p> -<div class='pbb'> - <hr class='pb c002' /> -</div> -<div class='chapter'> - <span class='pageno' id='Page_9'>9</span> - <h2 class='c007'>CONTENTS</h2> -</div> -<hr class='c010' /> - -<div class='nf-center-c0'> -<div class='nf-center c002'> - <div>DIVISION I</div> - </div> -</div> - -<table class='table0' summary=''> -<colgroup> -<col width='85%' /> -<col width='14%' /> -</colgroup> - <tr> - <td class='c011'> </td> - <td class='c012'><span class='small'>PAGE</span></td> - </tr> - <tr> - <td class='c011'><span class='sc'>Introduction</span></td> - <td class='c012'><a href='#Page_13'>13</a></td> - </tr> -</table> - -<div class='nf-center-c0'> -<div class='nf-center c002'> - <div>DIVISION II</div> - </div> -</div> - -<table class='table0' summary=''> -<colgroup> -<col width='85%' /> -<col width='14%' /> -</colgroup> - <tr> - <td class='c011'><span class='sc'>Obedience</span></td> - <td class='c012'><a href='#Page_27'>27</a></td> - </tr> -</table> - -<div class='nf-center-c0'> -<div class='nf-center c002'> - <div>DIVISION III</div> - </div> -</div> - -<table class='table0' summary=''> -<colgroup> -<col width='85%' /> -<col width='14%' /> -</colgroup> - <tr> - <td class='c011'><span class='sc'>Concrete Cases on Obedience</span></td> - <td class='c012'><a href='#Page_49'>49</a></td> - </tr> -</table> - -<div class='nf-center-c0'> -<div class='nf-center c002'> - <div>DIVISION IV</div> - </div> -</div> - -<table class='table0' summary=''> -<colgroup> -<col width='85%' /> -<col width='14%' /> -</colgroup> - <tr> - <td class='c011'><span class='sc'>Concrete Cases Arising Out of Self-preservative Instincts</span></td> - <td class='c012'><a href='#Page_129'>129</a></td> - </tr> -</table> -<div class='pbb'> - <hr class='pb c002' /> -</div> - -<div class='nf-center-c0'> -<div class='nf-center c006'> - <div><span class='pageno' id='Page_11'>11</span><span class='xlarge'>DIVISION I</span></div> - </div> -</div> - -<hr class='c013' /> - -<div class='nf-center-c0'> -<div class='nf-center c002'> - <div><span class='xxlarge'>DISCIPLINE</span></div> - <div class='c001'><span class='xlarge'>INTRODUCTION</span></div> - </div> -</div> - -<div class='nf-center-c0'> -<div class='nf-center c006'> - <div>Discipline is three-fourths of life.</div> - </div> -</div> - -<div class='c014'>—<i>Matthew Arnold.</i></div> -<div class='pbb'> - <hr class='pb c006' /> -</div> -<div class='chapter'> - <span class='pageno' id='Page_13'>13</span> - <h2 class='c007'>INTRODUCTION</h2> -</div> -<h3 class='c015'>1. Why Discipline Is Necessary</h3> -<p class='c016'>There are no two persons in all the world, however -separated by space or circumstances, who do not in -some way affect each other. This influence is unseen -and untraceable in most cases; it is only when the relations -are very immediate and obvious that we realize -how unified is the life of the people on the earth. The -welfare of the whole race is tied up in the welfare of -each man, woman and child; and so it is the duty of -each to work for the welfare of all his fellows. When -each person controls his actions and contributes his -influence so as to further the interests of all, present -and future, the world is in harmony, civilization progresses -and happiness reigns on earth.</p> - -<p class='c009'>But it is not natural for people unselfishly to strive -for the good of all other people. All men are born -with strong instincts of self-preservation, and their -limited outlook upon life, their small knowledge of -remote things, often prevents their seeing that, in the -end, social action best protects their own interests.</p> - -<p class='c009'>Instinct urges, “Look out for number one. Enjoy -yourself. Catch at the immediate good, for you are -not sure of the future.” Something higher than instinct -in man says to him, on the other hand, “Deny -yourself for the good of others. Find a greater life -<span class='pageno' id='Page_14'>14</span>in the life of the race. Endure hardship now, submit -to privation, that in the future you and others may be -more happy.”</p> - -<p class='c009'>It is this higher standard of thought and action -which we call right; it is passive submission to the dictates -of selfish instincts which we call wrong. Right -and wrong have other phases than these of social effect, -but upon these most men, of whatever faith or philosophy, -agree; and these social phases are the ones -which affect the whole problem of discipline most. -Briefly, then, we may say that for our purposes those -things are right which contribute to the welfare of -men, and those things are wrong which interfere with -their happiness and progress.</p> - -<p class='c009'>The great men and women of the world are they who -make the richest contribution to human progress and -happiness. They are the artists, the thinkers, the -givers of every kind, who leave their fellows better for -their passing by. They who in their coming and going -add nothing to the sum of human welfare, are the -paupers, the criminals, the imbeciles. Paupers may -live in palaces, and criminals may for generations -receive great honor of men, but unless they have really -made the world better, men in their final judgment can -not count such glorious rascals among their friends. -They are not civilization-builders, they are not race-leaders, -nor have they real strength in themselves, for -they have never conquered those selfish instincts which -dominate men in the lowest stages of their development.</p> - -<p class='c009'>The big problem of mankind, then, is to make of the -naturally selfish and self-centered individual a helper -in a great social enterprise, that is, to make him -<span class='pageno' id='Page_15'>15</span>nothing less than a contributor to the evolution of the -whole race toward its final high estate. How can this -be done? And who is to do it? These questions are -fundamental to human progress. Men have been grappling -with them for centuries. This is a great world-question -which, looming behind the more immediate -problem of discipline, gives it all the significance it -has. It is because through disciplinary processes the -world is to be made better, and not primarily because -such processes will make schools more orderly and -homes more delightful, that we study the subject and -hope to become skilled in the practice of its technique.</p> - -<p class='c009'>The responsibility of making each person a contributor -to social progress rests largely with those who -hold in their hands the training of the young. Hence -such training is, in a peculiar sense, the business of -parents and teachers. Not for long have people worked -intelligently toward the socialization of human interests. -Christ taught this doctrine nearly two thousand -years ago in Galilee, but only lately have very many -persons realized that His message is a practicable one. -The Middle Ages were given to an effort to realize the -gospel individually; today we see a great effort to -apply it universally. But the individualism of the -past still dominates the thinking of the older generation; -selfishness and prejudices, which are intrenched -in tradition, seem altogether justifiable to peoples -whose children will fully realize their inadequacy and -falseness.</p> - -<p class='c009'>It is in these children that the hope of the race -inheres; these are they who must bring about the new -order of things. Not in reforming the adult criminal, -<span class='pageno' id='Page_16'>16</span>not in making the adult pauper a producer, not in -making the adult individualist a humanitarian, lies the -true secret of world-betterment, but in rearing a new -generation which shall meet the old problems with instincts -controlled, powers trained, and with a potent -altruism that has been developed from impulse to -habit and from habit to conviction.</p> - -<p class='c009'>Society is sadly taxed to care for its undisciplined -members. Alms-houses, slums, jails and prisons are -filled with the more hopelessly uncontrolled, while -every forward movement is hampered by the indifference -or opposition of those whose individualism is -of a more mild and respectable type. It is from the -ranks of the undisciplined that all trouble-makers -come; it is the disciplined soul who not only makes -his own life successful but who gives freely for the -advancement of others.</p> - -<p class='c009'>These premises involve strong claims for discipline. -If it is true that discipline bears this close and vital -relation to human progress, then it is indeed a topic -for the closest and most careful study. Before the -reader can judge for himself of the claims made, he -must know more of the nature of the discipline for -which so much is claimed. For the discussion of its -nature he is referred to the following paragraphs.</p> -<h3 class='c015'>2. What Is Discipline?</h3> -<p class='c016'>We have seen that all human beings are closely knit -together, interdependent and mutually influential; -and that the success of the community depends upon -the individual contributions made by persons whose attitude -<span class='pageno' id='Page_17'>17</span>is a socialized one. We have seen also that the -socialized attitude, the will to contribute to the general -good, while frequently conspicuous among even savage -peoples, finds higher and ever higher expression, as -civilization advances. Since “the greatest good to the -greatest number” is “social good,” it follows that the -more this evolved, altruistic attitude can be made to -exist and function, the happier mankind will be; and -persons who have the good of the race at heart will try -to find means of developing the socialized attitude in -large numbers of their fellow-men. Since it is easy to -form the minds and wills of children, and hard to remake -grown persons who have become fixed in individualistic -ways of thinking, feeling and doing, this hopeful -process seems to belong inherently to childhood.</p> - -<p class='c009'>Discipline in its true meaning is not “punishment.” -It is the training of every power to the end that it may -be controlled and used for personal good and social -service.</p> - -<p class='c009'>A well-disciplined person, may have every instinct, -trait and ability under perfect control and still not -choose to use these highly-trained powers for the good -of mankind. For him discipline has failed of its -proper end.</p> - -<p class='c009'>A good disciplinarian, then, is one who helps each -person for whom he is responsible to bring those powers -under control and to use them in such a way that he -shall become a useful member of society. The disciplinary -process may be subjective or objective—that -is, it may be self-imposed, or directed by another person. -In most cases it is directed from without in early -childhood, but becomes more and more a matter of -<span class='pageno' id='Page_18'>18</span>volition and self-direction as the subject approaches -maturity and realizes more the necessity for self-control. -He then becomes his own disciplinarian.</p> - -<p class='c009'>Whether the disciplinarian be engaged in his own -training or that of others, he must have a definite aim -in view. The lack of such definite aim is one reason -why there is so much poor discipline.</p> - -<p class='c009'>“Say, ‘Thank you’ to the lady,” the mother directs -her child, not because she wants that child to develop -a spontaneous skill in expressing his sense of obligation -to the society that has nourished him, but because -she has a vague feeling that this is the conventional -thing to do and so her child must do it. This imitative, -traditional type of disciplinary training is far -better than none, but it fails of the splendid results -that come from training given with an intelligent -understanding of its nature and objects.</p> - -<p class='c009'>Therefore the trainer, to be the very best trainer -possible, should have an illuminating conception of the -great trend of human progress which is advancing the -good of all. He should feel keenly that every thought -and act which contributes to human welfare accelerates -the rate of progress; that whenever an individualist -opposes his will, his interests, his institutions to that -onward moving stream, he hinders its flow and causes -suffering to some one. Such an individualist needs discipline; -he needs to learn to subject his selfish ends to -the social ends of the race. Public opinion may open -his eyes to his mistake; if he offends too far, society -may force him to stop stemming the tide, or put him -entirely out of the stream by shutting him up in prison, -where he can do less harm. Criminals, then, are those -<span class='pageno' id='Page_19'>19</span>who retard the stream of progress. They may do this -in ways that society recognizes and punishes, or in -ways too slight for society to take notice of, or in -ways which society does not yet see to be really harmful. -But whether their wrongdoing is punished or -not, they are the enemies of mankind. They are the -“undisciplined.”</p> - -<p class='c009'>Babies, and older persons of defective powers and -limited training, are solely the creatures of instinct. -In a state of nature the immediate ends of self-gratification -and self-preservation are so urgent that any -others have little reality for primitive beings. The -cave man could not see that by coöperating with his -neighbor, he gained more than he could gain by fighting -him. It required long, tedious trial and repeated -effort, to teach men that they might trust judgment to -supplant instinct or at least to control it. All these -ages of experimentation and effort since man was in a -primitive condition are now compressed into the childhood -of every member of civilized society, through an -elaborate training process which we call education; -and an “educated” person is one who has learned to -live with his fellow-men in cheerful and profitable -coöperation.</p> - -<p class='c009'>Having a clear idea of the nature and importance of -discipline, two kinds should be noted carefully. There -is a discipline which takes the child while still in a -very plastic condition, and shapes each instinct and -ability as it develops toward usefulness and righteousness. -There is another which deals with children or -grown persons whose habits and attitudes are already -formed, but wrongly formed. These persons seek to -<span class='pageno' id='Page_20'>20</span>change and remake until they approach at least a better -standard. That is to say, there is constructive or -anticipatory discipline, and corrective discipline.</p> - -<p class='c009'>Obviously, that type of training which works with -fresh material in Nature’s own time, is the more economical -and efficient. The child who learns right -behavior at the start, whose growing powers are subjected -to proper control before they wax too lusty for -easy government, is the child who is best disciplined -and therefore most amenable to high appeal. Such a -child is a fine citizen in the making. Wise parents and -teachers, therefore, watch for the appearance of new -traits, and anticipate the development of the successive -instincts, by planning a constructive treatment, for -each situation. They do not allow things to go wrong; -<i>they keep them right</i>, rather than keep righting them. -Even with such watchfulness, as a matter of fact, much -corrective discipline is necessary, especially in schools; -but the amount, even when dealing with children from -the worst homes, can greatly be reduced by employing -constructive methods consistently.</p> -<h3 class='c015'>3. Causes of Children’s Wrongdoing</h3> -<p class='c016'>Much of the trouble with children could be obviated -if teachers only understood the real causes of wrongdoing. -There are hardly more than six such causes that -are fundamental.</p> - -<p class='c009'><b>1. Untrained Instinct.</b> This is the basic cause for -trouble. The first of all the instincts to develop, that of -self-preservation, in its many manifestations, brings -one into endless conflict with social custom; and so with -<span class='pageno' id='Page_21'>21</span>each of the other instincts. The need here is for both -inhibitory and developmental training; the child must -be led to deny expression to his instincts if they are -harmful to his social relations, and must be encouraged -to free and repeated expression of those impulses -which grow from his altruistic instincts.</p> - -<p class='c009'>It is instinctive for a child to give his attention to -the most appealing of the many stimuli about him. -Therefore his natural impulse is to look out of the window -at the passing wagons, automobiles and people, -rather than to look at the uninteresting arithmetic -which he is supposed to be studying. When he has -been led consciously to deny this instinct until the lesson -is learned he is well disciplined in this one respect.</p> - -<p class='c009'>The development of judgment goes hand in hand -with the growth of the power of inhibition. Much -trouble is caused because people expect, often justly, a -degree of judgment in a child which he has failed for -some reason to develop. A fifth grade boy, for instance, -was very anxious to make a perfect grade in spelling. -His sister did this easily and his family taunted him -with being beaten by a girl. In his anxiety to win he -cheated, and was caught; whereupon he was driven to -lying in an effort at self-protection, and thus became -enmeshed in a series of humiliating and dishonest acts. -Here the boy’s judgment, ideals and will-power were -all weaker than a fifth grade boy’s should be. His -habits, heretofore honest, yielded to the temptation of -the situation, because his instincts of emulation and -self-esteem were stronger than the powers developed -by training.</p> - -<p class='c009'>At some point in this boy’s training, or more probably -<span class='pageno' id='Page_22'>22</span>at many points, the discipline which should have -prepared him for such a situation was weak or wanting. -We may assume that every child will meet situations -in which he will find strong temptation to be dishonest, -ungenerous, unclean, lazy, self-indulgent. It -is the disciplinarian’s duty to prepare his charge for -these situations, by seeing that the boy has learned to -keep his instincts in leash, and that he is supplied with -ethical standards, clearly and concretely defined, with -which he may compare the new situation in order to -gain a standard for his decision. Nor must he be -unpracticed in making decisions at an age so critical; -he should often have gone through the process of examining, -comparing, evaluating and determining.</p> - -<p class='c009'><b>2. Failure to Comprehend the Reason for Demands -Made.</b> Man is a reasonable creature, and one of the -first signs of his growth is his demand for reasons. -There is no insult to authority in a request for reasons, -as so many parents and teachers seem to think; there is -merely the righteous wish to be an intelligent, rather -than a blind coöperator—to wish to play the social -game with open eyes. Perhaps the one greatest cause -of trouble in home and school in disobedience. This -may come from a number of causes, but when it is not -a bid for attention or a mere imitative action, it comes -from one of these two causes as a rule:</p> - -<p class='c009'>(a) A resentful feeling that the act demanded is -being imposed upon the pupil without any adequate -reason. This comes from a lack of knowledge of the -nature of things, and is best met by a frank explanation -of the reasons for asking the thing demanded.</p> - -<p class='c009'>(b) Lack of faith in the one who gives the direction. -<span class='pageno' id='Page_23'>23</span>Often the reason for giving the direction is beyond the -comprehension of the child; sometimes there is no time -nor opportunity for explanation. In such cases the -child should obey, not because he knows why, but -because he believes that his parent or teacher has a -good reason and is to be trusted to direct wisely. Parents -who never condescend to explain their reasons, -teachers, who say, “You are to do this because I say -you are to do it,” are not building up this kind of -trust in children.</p> - -<p class='c009'><b>3. Mere Imitation.</b> Imitation is really one of the -instinctive causes, but it persists past the stage when -most of the other instincts have been subjected to -control, and it plays so important a part that it needs a -separate treatment. Bad manners of all kinds, vices, -even the attitudes of mind which dictate conduct are -copied by children from their elders and from each -other. Children are often punished, when parents or -elder brothers and sisters are to blame. Teachers need -to know the home-life and environment of their -charges, if for no other reason than that they may -analyze the influences that go to make up their pupil’s -attitude toward control.</p> - -<p class='c009'><b>4. Desire to Attract Attention.</b> Teachers realize -that what some pupils do simply and directly as an -unconscious expression of personality, good or bad, -others do because the doing of it puts them in the -limelight. They want attention, admiration, astonishment, -sensationalism in some form or other.</p> - -<p class='c009'><b>5. Abnormal Physical Conditions.</b> When a teacher -suspects that bad behavior grows out of poor hearing, -poor sight, adenoids, subnormal mentality, malnutrition, -<span class='pageno' id='Page_24'>24</span>nervous excitement, or any other physical -cause, he should apply a test at once and find out -the truth. Tests, simple enough to be used by any -intelligent adult, have been devised for all defects -liable to be found in schools. Having ascertained where -the trouble lies, the teacher should next consult a specialist -or physician as to corrective measures. The attitude -of teachers toward pupils who offend, often -changes abruptly when it is discovered that a physiological -defect lies back of the apparent badness; the -pupil becomes a patient, to be treated, rather than a -criminal to be punished. If teachers would remember -that mental defects also are as real and as amenable to -treatment as physical ones, they would see themselves -always in their true characters of physicians to boys -and girls who need a specialist’s help.</p> - -<p class='c009'><b>6. False and Perverted Ideals in Society.</b> Lastly, -society, for whose good we train the pupil out of his -littleness and selfishness into breadth and altruism, -even society itself harms him frequently by setting -before him false ideals, bad examples, inadequate -standards. Society wants its members to practice self-control, -but it allows them to buy and sell drugs which -destroy the power of self-control. It wants them to -lead moral lives, but allows every inducement to immorality -to be presented to them. It calls to unity -and harmony, but fosters discordant elements in its -own fabric. Sometimes these social influences for evil -may be controlled by the teacher, sometimes they are -beyond his power to touch; but if only the teacher can -learn to recognize the sources of such influences when -they affect his own problem, he has gained much.</p> -<div class='pbb'> - <hr class='pb c002' /> -</div> - -<div class='nf-center-c0'> -<div class='nf-center c006'> - <div><span class='pageno' id='Page_25'>25</span><span class='xlarge'>DIVISION II</span></div> - </div> -</div> - -<hr class='c013' /> - -<div class='nf-center-c0'> -<div class='nf-center c002'> - <div><span class='xxlarge'>OBEDIENCE</span></div> - </div> -</div> - -<div class='nf-center-c0'> -<div class='nf-center c006'> - <div>Where justice reigns, ’tis freedom to obey.</div> - </div> -</div> - -<div class='c014'>—<i>J. Montgomery.</i></div> -<div class='pbb'> - <hr class='pb c006' /> -</div> -<div class='chapter'> - <span class='pageno' id='Page_27'>27</span> - <h2 class='c007'>OBEDIENCE</h2> -</div> -<p class='c008'>Obedience is a subject of paramount interest in the -minds of administrators. They seek for hearty, sympathetic, -genuine loyalty to those in authority, for this -constitutes the greatest safeguard against failure as a -teacher. Although obedience is but rarely alluded to -in the best schools, its very perfection is the explanation -of this silence. Nor is its value less because of the -high standard of conduct in such a school.</p> -<h3 class='c015'>1. OBEDIENCE IN RELATION TO SCHOOL EFFICIENCY</h3> -<p class='c016'>Discipline and effective instruction in school are -based upon obedience. Disobedience, then, is the -teacher’s most serious problem.</p> - -<p class='c009'>The school is an especially organized community. -It has its internal interests; its chief aim to be attained; -its regular head and a variety of relations -between teacher and all who attend, patronize or -support the school.</p> - -<p class='c009'>School obedience is nothing more nor less than the -continuous act of fitting one’s self as a pupil into a -social machine. A pupil who is disobedient at every -point can not be a pupil in fact. In proportion as a -child is disloyal to the school, he cuts himself off from -connection with it.</p> - -<p class='c009'><span class='pageno' id='Page_28'>28</span>In the school community, adults are appointed to -lead. The state, town, school district appear before -the child and say, “This way.” The school board -stands as an agent of the district or town, and actively -supervises the school. The superintendent and teacher -make specific the plans that have been broadly laid -down by the state and school board. Now a child has -all of these individuals and bodies politic to heed if -he enters school. He places himself in their hands. -When he enrolls he pledges conformity to the plans -established for the control of the school. Consequently -disobedience is rebellion and anarchy. Obedience is -quite as essential in a good school as in an effective -army on a military campaign.</p> - -<p class='c009'>Every child is a citizen in the making. A citizen -must live and toil in harness with his fellows. “Teamwork” -is a necessity now more than ever before in -human history. The home and the school are the finest -training-grounds for developing skill in team-work. -Obedience is the essence of such coöperation.</p> - -<p class='c009'>The smooth running of the school machine conserves -time for effective instruction. Loose government -wastes effort, is destructive to mental training, and -hence a fatal obstruction to school efficiency. Every -disaster in school management is more or less of a -lesson in immorality, whereas training in good morals -is the duty of the teacher. A good disciplinarian can, -of course, turn these occasional errors in school government -into educative experiences, but the fewer they -are the more advantageously can the moral education -of the pupils in school be accomplished.</p> -<div> - <span class='pageno' id='Page_29'>29</span> - <h3 class='c015'>2. OBEDIENCE IN RELATION TO CHARACTER BUILDING</h3> -</div> -<p class='c016'>The law of obedience is the only fundamental formal -law of character building we know. Without yielding -to some will other than our own we can not become -greater than our immature selves. Disobedience is the -pupil’s most serious offense against himself.</p> - -<p class='c009'>Perhaps it rarely needs to be said that until a pupil -has learned at home or at school the art of submitting -his conduct to the direction of another, he has no sure -proof that he, himself, can guide his own career. Every -person needs, at some point, to learn the lesson of self-direction. -As a rule, this lesson is never learned except -by social contact. Only he who has found out how -to work as a member of a group of people has discovered -the art of self-control.</p> - -<p class='c009'>As a matter of fact, every one is unsocial until by -training he becomes a social being. The school has -for one of its essential duties, this task of reorganizing -the individual life so that the unsocial person attains -adequate adjustment in association with his fellows. -The core of this problem, therefore, is how to accept -gracefully and heartily the course of action laid down -by another person.</p> - -<p class='c009'>The community has a will on a large number of -points. Unless the individual discovers and heeds this -will, he must oftentimes run contrary to established -customs and laws.</p> - -<p class='c009'>Furthermore, if an immature person hopes to profit -from the experience of the past, he must show “docility.” -That is to say, he must be willing actually to -<span class='pageno' id='Page_30'>30</span>change his way of acting because he finds that certain -forms of conduct do not turn out well. He must obey -the “commands” that arise from human experience. -In the process of yielding up his own will to the will -of society, the child acquires the power to compel himself -to obey his own commands. The ideals of conduct -which he develops at home or school or elsewhere, will -attain the force of commands and enable him to subject -his impulses, aspirations and hopes to the domination -of his noblest ideals.</p> - -<p class='c009'>We may point out, therefore, with certainty, that -obedience is the law of life. Everyone may well be -concerned that little children and older ones as well -discover this fact.</p> -<h3 class='c015'>3. THE ESSENTIAL NATURE OF DISOBEDIENCE</h3> -<p class='c016'>(1) <i>Instinctive factors.</i> In searching among the -instinctive elements of human nature for the chief -inner stimulus to disobedience we are led to that group -which is designated by such terms as self-preservative, -individualistic or egoistic. Both obedience and disobedience -seem to be expressions of the same basal incitements. -In the lower stages of existence the free will -of savage and child meets with circumstances in which -it must yield to an external plan of action if life is to -be preserved or self-gratification secured. Obedience -is the price paid for life and for the luxury of being -satisfied.</p> - -<p class='c009'>In the case of disobedience the same stimuli operate; -<span class='pageno' id='Page_31'>31</span>the proposed course of action appears hostile to the -interests of the self and the person rebels. The gratification -of the countless desires, tastes, expectations, -choices, hopes, rights, etc., that the human person -constantly carries with him occupy the forefront of -attention always. Disobedience is nothing more nor -less than a decision that some one or more of these -egoistic demands is being carelessly or ruthlessly dealt -with and that the person is going to seek gratification -in another direction.</p> - -<p class='c009'>(2) <i>The element of choice.</i> We can analyze the -disobedient state of mind, at least to some extent. The -first factor that we meet is choice. Choice enters into -disobedience in two forms: first, the choice between -courses of action, between ideals. The teacher proposes -one line of action. This suggests other alternatives; -a choice is necessary. Second, there must be -choice between yielding to the teacher and resisting his -command.</p> - -<p class='c009'>The obedient child is hardly aware of this distinction -as such. A disobedient pupil may readily agree -that a proposed action is wise and opportune, but his -dislike for the teacher appears in a decision not to -heed the command. Strictly speaking, this is a partial -obedience, in that the child consents to the wisdom and -worth of the course of action, although, for reasons -of prejudice, he refuses to heed the command. The -decision not to heed the teacher is the crucial point -in disobedience. If unwilling to obey, the pupil weighs -the gains and losses and decides to disobey the teacher. -Usually there is no very great gain to be had when this -sort of action follows. More than likely there is personal -<span class='pageno' id='Page_32'>32</span>prejudice, false pride, or some similar cause for -the refusal to obey.</p> - -<p class='c009'>At times, to be sure, the disobedient pupil believes -that he can not in reality trust his teacher. Confidence -in the teacher is impaired or entirely lacking. Disobedience -must follow in many cases where such is the -state of a pupil’s mind.</p> - -<p class='c009'>(3) <i>Confidence.</i> Confidence underlies all loyal obedience. -Confidence is faith in the person who proposes -the action, a conviction that when he himself acts, he -will satisfy in a large degree, the expectations of the -one who obeys. A pupil always sets up certain standards -by which he measures a teacher. If a teacher gives -ground for the anticipation that his acts will conform -to these standards, he has won his pupil’s confidence.</p> - -<p class='c009'>The chief modes of winning the confidence of pupils -may be briefly stated: first, by the teacher’s loyalty to -his own principles of conduct; second, by revealing -an identity between these principles and those accepted -by the school community and the pupil; third, by setting -before pupils courses of action which are seen to -be primarily developments of pupils’ own ideals.</p> - -<p class='c009'>Even kindergartners who do not secure obedience -based on confidence, fail. Some members of the circle -of children may have no working ideals of school behavior. -These must be taught dogmatically to the child -before even mere outward conformity to rule can be -secured. If properly taught, if actually trained, in the -essentials of good order, the child accepts as his own -these necessary ideals, and thereafter a call to obedience -is a demand for the child to do what he himself -naturally regards as the best thing to do under the -<span class='pageno' id='Page_33'>33</span>given circumstances. His reasons for deeming this the -best thing to do may be few or entirely wanting so far -as fundamental grounds are concerned.</p> - -<p class='c009'>Whether it be suggestion or social impetus, the love -of system, or whatever it is that gives this ideal value -in the mind of the child, we need not try to comprehend. -The only point is that the obedience that belongs -to good character is a willingness to do what the pupil -regards as right under the leadership of another person. -These ideals in the child’s mind that are reproduced -in the commands of the teacher may be simple, -perhaps mere images of muscular activity; nevertheless, -they are the forecast of an activity which later -develops into complex concepts that cover worlds of -thought.</p> -<h3 class='c015'>4. STAGES IN THE DEVELOPMENT OF OBEDIENCE</h3> -<p class='c016'>As a further preparation for the most fruitful study -of the “cases” in disobedience we must examine the -several stages and types of obedience.</p> - -<p class='c009'>Obedience may occur in two forms: first, formal -obedience in which the will is not heartily enlisted in -the act. Oftentimes there is positive rebellion, opposition -of will to the command given. Second, intelligent, -loyal obedience, in which the child yields the -inner consent when he outwardly conforms to the -teacher’s instruction. With this loyalty there may be, -indeed, many counter attractions which occur to the -child’s mind and cause him to hesitate, in a way, or to -meditate over the gains and losses involved in his -<span class='pageno' id='Page_34'>34</span>proposed course of action. He balances these possible -ways of acting, but conscience speaks up and he yields -obedience despite a lingering regret. As he reflects -more and more, he finds increasing satisfaction in having -followed the commands given to him.</p> - -<p class='c009'>(1) <i>Formal obedience.</i> The intellectual factor varies -greatly in different circumstances. “Blind obedience,” -loyal conformity to commands with no comprehension -of the reasons for so acting, is a valuable asset. -It seems needful in many cases in the life of young -children to require conformity to unexplained commands. -Says G. Stanley Hall, “About the only duty -of young children is implicit obedience,” yet Kate -Douglas Wiggin is right when she says, “Blind obedience -to authority is not in itself moral. It is necessary -in order that we may save children from dangers of -which they know nothing. It is valuable also as a -habit.” This unthinking acquiescence to the will of -another is neither moral nor immoral; it is unmoral. -It is a safety device for the young which precedes the -development of judgment, as habit-forming precedes -the making of moral choices.</p> - -<p class='c009'>As a child advances toward maturity he comes more -and more to discover the reason why certain commands -are laid upon him. Formal obedience is peculiarly -likely to occur in younger children who for lack of -experience can give small consideration to the reasons -that underlie prudent action. They gradually shift -from one type of obedience to the other as they learn -the grounds for the customary ways of doing things.</p> - -<p class='c009'>The habit of obedience need not be fundamentally -changed by this discovery of reasons. Children may -<span class='pageno' id='Page_35'>35</span>well be expected to obey because they have confidence -in a superior. Whatever groundwork of reason may be -desired and granted will be a reinforcement of the -impetus to obey; yet confidence must always be the -ground of the obedience we aim to secure.</p> - -<p class='c009'>Montessori finds that there are three periods in the -development of obedience in young children. In the -first period, there is spiritual disorder; the child seems -to be physically deaf, unable to hear commands.</p> - -<p class='c009'>In the second stage, the child understands the command -and seems to anticipate pleasure in realizing -it; but there is a palsy of will: he acts tardily and -with dissatisfaction.</p> - -<p class='c009'>In the third stage, he obeys instantly, with pleasure -and enthusiasm. As he acquires skill, he takes pride -in his new achievement. He will readily learn to leave -absorbing interests in order to obey.</p> - -<p class='c009'>Implicit obedience is to be required of children, even -after they have attained the power of fully comprehending -requirements laid upon them. There are -often occasions in which time for explanation is insufficient. -If the child develops the habit of always insisting -upon an explanation simply because he can -not understand it, teachers and parents will find themselves -seriously handicapped. Even adults find it -necessary to give instant and unexplained obedience -when emergency calls reach them.</p> - -<p class='c009'>Again, explanations, though incomprehensible, are -sometimes embarrassing, owing to the presence of other -people or of circumstances in some involved situation. -Explanation, in such cases, must be avoided, and the -pupil at once heed the request. As in the case of the -<span class='pageno' id='Page_36'>36</span>youngest child, so a mature person occasionally finds -himself in a situation where a crisis demands obedience -without an instant’s delay.</p> - -<p class='c009'>(2) <i>Intelligent obedience.</i> In what we term intelligent -obedience, there is a fair understanding of why -the act is required. For the most part, the commands -of teachers are well understood by children in the -public school. It takes but a short time to interpret -the general significance of school requirements. In -the world at large, as, for example, in manufactories, -stores, mines and the like, the commands of superiors, -in nearly every instance, carry with them a large degree -of broad significance.</p> - -<p class='c009'>Without a doubt, a careful teacher discloses very -generally the reasons why a specific course of action is -recommended and required. Such procedure is a -recognition of the mental powers of the pupils. They -are treated as intelligent human beings when reasons -for commands are offered. The teacher hopes to train -pupils to use their power of free choice intelligently. -This is done by revealing the grounds for proper conduct -and securing the inner consent of the pupil’s -intelligence to natural commands.</p> - -<p class='c009'>The presentation of reasons for a command also -appeals to the good-will of the pupil. He presumes -that his conduct is not always determined by authority, -but that he is expected to act on grounds of his own -loyalty and good-will. As a consequence, intelligent -obedience normally results in an excellent comradeship -between pupil and teacher. It begets a mutual -understanding. It is a preventive of misconceptions -and complaints by the pupil. Clearly enough, intelligent -<span class='pageno' id='Page_37'>37</span>obedience is the mainstay in school discipline. -The school, as a whole, is entitled to know very many -reasons why the customs and procedures laid down -by principal and teacher have been adopted.</p> - -<p class='c009'>To be sure, the giving of explanations to public -school pupils will be determined partially by the grade -and circumstances in which each pupil is found.</p> - -<p class='c009'>Willing obedience establishes a basis for any amount -of moral instruction that a teacher may desire to give. -The moral influence of the school wavers when uncontrolled, -and the corresponding obedience falters. After -willing obedience has become a school tradition, or an -individual habit, the teacher needs no longer to exercise -extreme caution as to favorable conditions under -which he may give commands for new activities. He has -established a general confidence. He is supposed to be -trustworthy in large and small matters, and he may -take great liberties in leading his pupils into new -courses of action.</p> - -<p class='c009'>It is difficult for a teacher to believe that this high -type of obedience can really be secured. The occasional -tilts with rebellious pupils tend to cause him to -adopt a method based upon blunt authority, and to -apply this method far too often. Confidence in human -nature, we may say then, has been shattered largely -through applying to the majority a method of treatment -which has been provoked and deserved by only a -small minority. The teacher is too close to the details of -critical cases of discipline to see the whole situation in -its true perspective.</p> - -<p class='c009'>In other instances the teacher has an inordinate -eagerness to use authority. Young teachers often enter -<span class='pageno' id='Page_38'>38</span>the schoolhouse vowing vengeance on disobedient -pupils. For such teachers to be over-severe is far too -easy. They need to take a second look at the situation -before them, instead of rushing in with heavy artillery. -“A man who would regulate his watch with a crowbar -would be considered an ass, but a person who thinks -a child of delicate and nervous organization can be -made bold by bullying is no better.”</p> - -<p class='c009'>All pupils are “delicate and nervous” in respect to -some matters, at least. Even the roughest and crudest -backwoods giant has a tender spot around which the -ennoblement of character can be developed; if this -point of vantage is lost, all hope of “saving” the boy’s -better nature is gone.</p> -<h3 class='c015'>5. FACTORS THAT MAKE FOR OBEDIENCE</h3> -<p class='c016'>The teacher takes up his work in a community where -already many ideas, customs and standards of conduct -are fully developed. He has much in his favor when -entering upon his duty in the schoolroom.</p> - -<p class='c009'>(1) <i>The public expects obedience.</i> The general supposition -is that the teacher is going to demand obedience. -The community, the school authority, the parents -and the teacher all anticipate that school obedience -will be required. In many cases this is the chief virtue -of a schoolmaster. His success is determined in the -popular mind by the efficiency of his control in the -schoolroom. This, all taken together, is a powerful -force operating already in the direction of good conduct. -Everybody’s mind is set, in a large degree, in -favor of loyalty to the school.</p> - -<p class='c009'><span class='pageno' id='Page_39'>39</span>(2) <i>Pupils expect to obey.</i> Nevertheless, the most -important fact is that the pupil himself expects to obey. -He may be watching for an opportunity to disobey in -some particular, but such a pupil plans, on the whole, -to heed his teacher’s requests.</p> - -<p class='c009'>“We need only reflect that this obedience which we -treat so lightly, occurs later, as a natural tendency in -older children, and then as an instinct in the adult to -realize that it springs spontaneously into being, and -that it is one of the strongest instincts of humanity.”<a id='r1' /><a href='#f1' class='c017'><sup>[1]</sup></a></p> - -<div class='footnote c018' id='f1'> -<p class='c019'><span class='label'><a href='#r1'>1</a>. </span>Doctor Montessori, <i>The Montessori Method</i>, p. 363. Stokes.</p> -</div> - -<p class='c009'>To be sure the child’s mind is often divided in a -bewildering manner, when choosing alternative courses -of action. Incentives, motives, tastes, longings, impel -the pupil in many opposing directions. Education has -for one of its prominent functions, the training of a -child so that he may inhibit some tendencies and nourish -others into action. A good teacher prunes and -prods; he culls out and represses; he approves and disapproves -(or ignores) what will make good character -on the one hand, or will mar a soul on the other.</p> - -<p class='c009'>This is the method of all great educators. The outcome -is the unification of personality; that is the organization -of all the elements of conduct into a system. -Perfection of character is the crowning achievement -in such a program. For one whose character is correctly -formed, obedience is a mere name, for a perfect -character acts nobly always; the presence of another’s -will wisely directing him adds no stimulus to his, because -there is no resistance to ideals which are already -sanctioned in his own soul. However, the teacher is -dealing almost exclusively with unformed character. -<span class='pageno' id='Page_40'>40</span>The child needs support to be enabled to do the thing -he knows ought to be done. Speaking of a former -teacher a pupil said, “She was not a good teacher, she -let us do whatever we pleased.” This statement shows -that the child recognized in his own mind two planes of -desirable action, the lower plane of “what he pleases” -and the higher plane of what he ought in justice to do. -The story shows furthermore that the child rightly -expects the teacher to hold him to the higher plane.</p> - -<p class='c009'>Dr. DeMott in his lecture on “The Harp of the -Senses” says the boy was right who blamed his mother -because she did not call from the window when she -saw he was about to choose a wrong course of action. -Even adults need help to do what they regard as their -best. We easily understand the soldier boy who wrote -from the Mexican border, “A fellow needs the thought -of home ties to keep him straight.” Who has not -understandingly read, “For the good which I would -I do not; but the evil which I would not, that I -practice?”</p> - -<p class='c009'>Pupils expect, therefore, that teachers will render -them substantial assistance by training them to obey. -They sense the presence of disorder and weak-will in a -teacher’s character, and scorn any substitutes for a -wholesome control of the school machine.</p> - -<p class='c009'>This fact constitutes a basis in the nature of the -child upon which to build, from the first moment of -contact with him, a stable ground-work of loyalty. -With these conditions in favor of good government, -and obedience in particular, no teacher is predestined -to fail when he demands obedient conduct.</p> -<div> - <span class='pageno' id='Page_41'>41</span> - <h3 class='c015'>6. CAUSES OF DISOBEDIENCE</h3> -</div> -<p class='c016'>Any precise generalization covering all the causal -factors that enter into a disobedient attitude is of -course impossible. Certain factors obvious to all people -and others discovered by careful observations -embrace only a fragment of the facts and yet they are -worth careful scrutiny.</p> - -<p class='c009'>(1) <i>Causes within the child.</i> As already noted the -fundamental cause of disobedience in the child is a -vague perception, a suspicion or a conviction that some -of his interests are jeopardized by a proposed course -of action. Selfish interests are ready to speak up and -dictate to him what to do and what not to do. Lack of -inhibitory habits often permits a quick expression of -the impulse to take good care of their egoistic rights -and interests.</p> - -<p class='c009'>The ordinary observer is prone to affirm that the -chief causes for disobedience are to be found in the -child himself. It is easy to make a long list of conditions -which provoke him to disobey. Among these we -may mention the following: poor health, bad habits, -natural stubbornness, which is independence of spirit -uncontrolled, mental dullness, eagerness for action, -delight in pleasure, desires for popular esteem, perverted -ideas of duty and the like. Beneath all these -conditions the great irrepressive incitement is the -eagerness of the self to satisfy the natural cravings -that the inherited constitution continually develops.</p> - -<p class='c009'>(2) <i>Provocation by parents.</i> School administrators -find it impracticable to attempt accurately to survey -home conditions in the majority of cases, but many -<span class='pageno' id='Page_42'>42</span>reports that filter into school through children reveal -fairly well the circumstances at home which make -obedience in school extremely difficult.</p> - -<p class='c009'>A genuine lover of children will make every effort -to discern instigation to disobedience. Parents may -take what seems to be at the time the easiest course: -namely, to let the child do whatever he chooses, or the -mother may not have the time and strength to insist -that a child obey. Many parents sincerely desire to -govern their children properly, but are ignorant as to -how they may accomplish it.</p> - -<p class='c009'>Oftentimes children disobey as a means to attract -attention to themselves; only in such a way do they -receive consideration in the home. They have found it -highly entertaining to be the center of a furor when -they have been “naughty.” Parents have not learned -to use the many forms of approval to satisfy the call -of the child for notoriety.</p> - -<p class='c009'>(3) <i>Causes in the teacher’s mismanagement.</i> The -teacher’s mismanagement must be named in enumerating -the causes of disobedience. Here, perhaps, a “challenge” -is the chief incitement to the child of the choice -of obedience or disobedience, daring him to choose the -latter.</p> - -<p class='c009'>Some foolish imp at times provokes teachers to lay -before pupils very clearly what are the alternatives -between which they must choose. It may go so far that -the teacher says in so many words, “I dare you to -break the rule.” This is an outspoken challenge and -incites all well-made characters either to indignation or -to actual rebellion. The implied challenge appears in -an aggravating espionage, watching from the corner -<span class='pageno' id='Page_43'>43</span>of the eye, too frequently questioning or checking up -and snappish manners generally in enforcing obedience. -The challenge may appear in the arrangement of -circumstances, so that obedience is difficult, as when the -teacher leaves the room with an exhortation to maintain -good order during his absence. Every cautious -teacher adopts the following resolution, “I will never, -by word or deed, plan or project, purposely make it -easier for a pupil to disobey than to obey.”</p> - -<p class='c009'>The second great fault in the teacher is blindness -to actual conditions. There are several forms of -ignorance that may be cited. The teacher or principal -may not know that a whole body of pupils is prejudiced -against him, or ridicules him or is waiting to precipitate -a collision; that he is arousing community prejudice; -that he has let slip clear evidence of disobedience; -that he accuses the wrong child; that his fellow teachers -despise him; that his manners are ridiculous and -weaken his influence.</p> - -<p class='c009'>This disregard of facts may be due to lack of native -insight, heedlessness of daily experiences, lack of -social training or an exaggerated sense of self-sufficiency. -Each teacher must find his own cure. The -careful assimilation of the instructions given herein -should effect a change in many a failing teacher.</p> - -<p class='c009'>Again, teachers usually fail to secure obedience if -they themselves refuse to submit to authority. It is -difficult, sometimes, for a person of strong will, well -developed talents, and perhaps mature years, to yield -cheerful submission to the requirements of his superiors -in the school system; but the greater the personality, -the more evident is the power of self-control and -<span class='pageno' id='Page_44'>44</span>the consequent skill in so ordering one’s behavior as to -fit properly into the school mechanism.</p> - -<p class='c009'>Sad to say, there are some teachers who are entirely -out of place in the schoolroom. Neither by natural -endowment nor technical preparation have they any -equipment that suffices for the duties they have assumed. -School life is to them abnormal. They do not -sense the fine adjustments of pupil and teacher. They -can not profit from experience as managers, or as -directors of social activities. They blunder and stumble -and fail. Perhaps for them the best hope is that -they may soon discover their mistake in attempting to -teach.</p> - -<p class='c009'>(4) <i>Community conditions favoring disobedience.</i> -Often a teacher finds that the standards of action -endorsed by the school community are such as to make -his work as a disciplinarian extraordinarily difficult. -The neighborhood heroes are those who have had long -careers as bullies. Conditions of frontier life when -rowdyism was the avenue to popular esteem still may -dominate public opinion. There may be a general -scorn of education and the teacher is placed upon the -defensive from the very start. Very frequently religious -and racial prejudices at once appear when the -teacher becomes a little known. Circumstances of this -sort require a broad knowledge of human nature and -an ever resourceful tact on the part of the teacher. If -he is a man of wide sympathies and considerable -information, he will easily find a starting-point for a -campaign of reform. A cautious foresight will suggest -to him that the leaders of the community be enlisted -as sympathetic patrons of the school, and as his own -<span class='pageno' id='Page_45'>45</span>personal friends. He frequently associates with the -people of the community in church and social affairs, -and becomes familiar with the public enterprises of -the community. As rapidly as possible, he makes himself -a well-known exponent of the best sentiment found -in the neighborhood. By thus identifying himself with -the most progressive elements in the community, he -leads by following, and enrolls among his firm friends -those who might have become enemies.</p> - -<p class='c009'>The theory of obedience herein expounded is based -essentially on comradeship between pupil and teacher. -A good teacher and a typical public school pupil can -easily find common ground and discover a satisfactory -basis of coöperation. The teacher must lead, the pupil -will follow. Under proper conditions obedience comes -as a matter of course. When perplexities arise, specific -counsel is needed, but the aim of every good disciplinarian -is to cultivate the soil in such a manner that -only the good fruit of loyal obedience will appear at -the harvest.</p> - -<p class='c009'>In discussing the particular instances presented in -the following cases, the purpose is to guide the teacher -so as to forestall acts of disobedience as far as possible. -With this, however, are numerous suggestions as to the -best methods of dealing with pupils when they actually -refuse to obey.</p> -<div class='pbb'> - <hr class='pb c002' /> -</div> - -<div class='nf-center-c0'> -<div class='nf-center c006'> - <div><span class='pageno' id='Page_47'>47</span><span class='xlarge'>DIVISION III</span></div> - </div> -</div> - -<hr class='c013' /> - -<div class='nf-center-c0'> -<div class='nf-center c002'> - <div><span class='xxlarge'>CONCRETE CASES ON OBEDIENCE</span></div> - </div> -</div> - -<p class='c020'>Let thy child’s first lesson be obedience, and the second will -be what thou wilt.</p> -<div class='c014'>—<i>Benjamin Franklin.</i></div> -<div class='pbb'> - <hr class='pb c006' /> -</div> -<div class='chapter'> - <span class='pageno' id='Page_49'>49</span> - <h2 class='c007'>OBEDIENCE</h2> -</div> -<h3 class='c015'>I. FIRST AND SECOND GRADES</h3> -<h4 class='c021'>1. Wilful Disobedience</h4> -<p class='c016'>Children in the first and second years will be willfully -disobedient only when they have not learned -obedience at home. Children come to school ready-made. -Their habits and ideals have been developed -at home or upon the street. Many of these are entirely -contrary to school standards, and moreover, are disapproved -by common conscience.</p> - -<p class='c009'>Parents are often quite unable to comprehend the -necessity for strict conformity to a teacher’s plans of -instruction, or to the general rules for good school procedure. -Often this is due to the fact that the parents -have never taught the child the value of good order -and obedience. The child rather has learned the many -different ways in which he may evade his parents’ -wishes. So he starts to school accustomed to disobey -commands, as in the following instance.</p> -<p class='c022'>CASE 1</p> - -<p class='c009'>The teacher, speaking from a distance, said,</p> - -<div class='sidenote'>Scattered Paper</div> - -<p class='c009'>“Helen, pick up the paper that is under your desk.” -Helen paid no heed to the command. The teacher -repeated her order,</p> - -<p class='c009'>“Helen, pick up that paper.” Still no response. -Then said the teacher in a threatening voice,</p> - -<p class='c009'>“Helen, are you going to pick up that paper?” All -<span class='pageno' id='Page_50'>50</span>eyes were now turned toward Helen. Here was an -opportunity for notoriety.</p> - -<p class='c009'>“No, I don’t want to.”</p> - -<p class='c009'>The teacher now walked back to Helen; taking her -by the shoulder she pushed the girl toward the paper. -Helen resisted. The teacher then gave her two or -three vigorous shakes and said in an angry tone, “Pick -up that paper!” Helen complied, but the instant the -teacher’s back was turned she made a wry face at her. -During the recitation which immediately followed, -Helen’s answers were short and scornful. The children -all gave more attention to observing the relation -between Helen and the teacher than they did to the -subject in hand.</p> - -<p class='c009'>The teacher was at a disadvantage for two reasons: -first, she was not near the child; second, she recalled -home experiences by using a form of request Helen -had heard at home and disobeyed scores of times, -“Pick up,” etc.</p> - -<p class='c009'>Helen’s refusal attracted the attention of the other -children to herself and like most children Helen liked -to be noticed. Her final attitude toward the teacher -paved the way for a repetition of the offense, with its -promise of further notoriety as a reward.</p> - -<p class='c009'>How would you have managed Helen had she been -in your own school? We suggest the following treatment -for the next similar case that occurs.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Walk quietly back toward Helen’s desk. In a spirit -of comradeship, make comments to several children -about their work on the way to Helen.</p> - -<p class='c009'><span class='pageno' id='Page_51'>51</span>Pause near Helen and show your friendliness by -smilingly commending her work. Then center your -attention upon the paper and putting out your hand, -say to her so quietly that no one else hears, “Kindly -hand me that paper.” Expect her to do so. There is -little doubt but that she will hand you the paper with -a smile. If she does not do so, tell her quietly that -you will talk with her another time and rest the case -there for the present. On your way back to your desk -speak to one or two other children kindly about their -work.</p> - -<p class='c009'>Make Helen your special study. See how she responds -to the requests of other children at play. For -some days be perfectly sure that your commands deal -chiefly with acts which she wants to perform. For -example, “Helen, collect the pencils.” “Helen, tell -which story you like best.” “Helen, show Johnnie what -page the lesson is on,” etc. Build up in her mind the -fact that you are always her friend. Before many days -have gone by she will obey any command you make.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Addressing other children before and after speaking -individually to Helen makes less of an event of your interview -with her. This will avoid kindling her feelings -of self-consciousness and gratification at being a topic -of general attention. It also shows that you are not -greatly disturbed by her attitude.</p> - -<p class='c009'>Nearness and friendliness envelop the interviews -in the right atmosphere. By centering attention upon -the paper, the child will see that you are not testing her -<span class='pageno' id='Page_52'>52</span>suspiciously as to obedience. You simply want the -paper.</p> - -<p class='c009'>By taking special note of Helen’s behavior you can -use various ways of showing her your real attitude -toward her, which is, of course, that of comradeship -and helpfulness. If Helen senses any antagonism in -her teacher, the breach will widen and obedience will -be rendered the more difficult.</p> - -<p class='c009'>Helen may need help to see that her own will can not -be safely urged against that of society as represented -by pupils and teacher. She may be led to comprehend -this matter if you carefully show her how the other -pupils fall in with school ways of doing things.</p> - -<p class='c009'>How a tactful person may avoid a clash like that -between Helen and her teacher, may be shown by the -following story.</p> -<p class='c022'>ILLUSTRATION</p> - -<div class='sidenote'>Dealing with a Ringleader</div> - -<p class='c009'>Some years ago a former teacher of experience, -Mrs. J., was asked to substitute for a day in the second -grade of a city school.</p> - -<p class='c009'>She keenly studied her pupils as they gathered in the -room before school opened. Among them was a boy -two feet taller than the rest, poorly dressed, dirty and -rude even to viciousness, as he dealt with other boys. -He heeded nobody’s request. Mrs. J. marked him as a -typically disobedient boy. She went to him before the -first bell rang and asked him in a very deferential way -to lower the shades in the room to just the length which -<i>he</i> thought would be best. As soon as school came to -order she asked him what desk books would be used the -first session. When the class was called for recitation -<span class='pageno' id='Page_53'>53</span>she found something to commend in his work while -approving that done by other pupils.</p> - -<p class='c009'>She treated him as deferentially as if he were as -tractable as any one else and indeed he proved to be so. -He studied hard all day. He spent the last intermission -telling her of home difficulties.</p> - -<p class='c009'>As she bade the children goodbye at the close of -school he said,</p> - -<p class='c009'>“I wish you’d teach again tomorrow.” A spirit of -comradeship had changed the disobedient boy into a -real friend.</p> -<h4 class='c023'>2. Disobedience Due to Commands Unintelligibly Stated</h4> -<p class='c016'>A failure to obey a command may be wholly due to -the child’s inability to understand just what is required -of him. This is not really a case of disobedience -at all. It only seems to be such. Since some teachers -do not distinguish between willful disobedience and -any unintentional failure to comply with a request, -the following cases are treated under the caption of -disobedience.</p> -<p class='c022'>CASE 2</p> - -<div class='sidenote'>Penmanship</div> - -<p class='c009'>The subject of the day’s lesson was penmanship. -The teacher said,</p> - -<p class='c009'>“Fill the sheet of paper on your desk with ovals. -Leave a margin at both edges.”</p> - -<p class='c009'>The papers were collected and three out of twelve -had no margins. Three children had not yet learned -what “margin” meant.</p> -<p class='c022'><span class='pageno' id='Page_54'>54</span>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Before using a command in which the word “margin” -is used, test the dullest of the class by pointing -to the margin in a book and asking what this unused -space is called.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Habitual slighting of commands on the part of -pupils, even though there is a valid reason for it, has a -tendency to make positive willful disobedience easier. -The removal of all cause of misunderstanding is therefore -important from a disciplinary point of view, as -well as for the sake of the instruction itself. That such -cause of misunderstanding may be removed by the -teacher who is sufficiently thorough and painstaking -in preparing the way for the understanding of a new -lesson, is indicated below.</p> -<p class='c022'>ILLUSTRATION</p> - -<div class='sidenote'>Busy Work</div> - -<p class='c009'>For busy work, a teacher drew circles and divided -each circle into fourths. One fourth was left white, -one colored red, one blue and one yellow. To prepare -for this exercise she drew a similar circle the day -before giving this work, and explained what “one -fourth” meant.</p> - -<p class='c009'>Just preceding the exercise she tested the class by use -of colored papers to be sure that each child knew the -colors: red, yellow and blue.</p> - -<p class='c009'>She gave her commands very definitely and clearly. -The result was a set of papers, on no one of which had -a serious mistake been made. Every such satisfactory -<span class='pageno' id='Page_55'>55</span>result in obedience strengthens the bond between -pupil and teacher.</p> -<h4 class='c023'>3. Disobedience Due to Inattention</h4> -<p class='c016'>Time spent in waiting to be sure every one can give -his entire attention to class instruction is never wasted.</p> -<p class='c022'>CASE 3</p> - -<p class='c009'>While Arthur was collecting the drawing papers the -teacher said,</p> - -<div class='sidenote'>Getting Attention</div> - -<p class='c009'>“Open your Reader at the story we read this morning.” -Five out of fourteen failed to obey this command. -Attention was divided between Arthur and -the teacher. Some had forgotten what was read that -morning. The children looked at each other for the -desired information. Both teacher and pupils expected -delay. A better method to pursue hereafter would be -the following.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>When all are in their seats, say quietly, “Take your -Readers.” When every one has his book in hand give -the page at which it is to be opened, or if the children -do not yet read the numbers, turn the open book face -toward them and say,</p> - -<p class='c009'>“Find this page.” Commend those who find it -quickly and noiselessly.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Habitual repetition of commands cultivates inattention. -Instruction given in small sections seems to urge -immediate attention. If no second command is given -<span class='pageno' id='Page_56'>56</span>until all have obeyed the first one, the laggards will -find the prompt pupils arrayed against them and -they will try to dispatch their own work more quickly.</p> -<p class='c022'>ILLUSTRATION</p> - -<div class='sidenote'>Folding Papers</div> - -<p class='c009'>The superintendent of a village school often brought -visitors to the primary room and asked the teacher to -have the children fold papers. The pupils had been -taught to fold their arms after each step of work had -been taken. When all arms were folded, a new command -was given. These commands were given in a -low tone of voice and it required only a very little -effort to obey each one. The directions were something -like this,</p> - -<p class='c009'>“Lay your paper on the desk before you.”</p> - -<p class='c009'>“Take the edge next to you and fold it to the edge -farthest from you.”</p> - -<p class='c009'>“Open the paper,” etc.</p> - -<p class='c009'>The teacher waited every time until the pupils all -sat with folded arms before the next command was -given. This work was enjoyed by all, largely because -each command was so clearly stated that it was easy -to obey. There was no room for inattention.</p> -<h3 class='c015'>II. THIRD AND FOURTH GRADES</h3> -<h4 class='c021'>1. Disobedience Due to Seemingly Impossible Commands</h4> - -<p class='c016'>More and more frequently it is being discovered by -teachers that what, on the face of it, looked like down-right -obstinacy or disobedience really had behind it -<span class='pageno' id='Page_57'>57</span>some physical or physiological handicap. Manifestly -it is the teacher’s duty to try to discover that handicap -in each individual pupil before administering a sharp -reproof.</p> -<p class='c022'>CASE 4</p> - -<div class='sidenote'>Slouching</div> - -<p class='c009'>Miss Snow’s experience will be of interest to teachers -in the third and fourth grades. One morning Miss -Snow said,</p> - -<p class='c009'>“Fill one page with this exercise in writing. Put -both feet on the floor. Sit up straight and hold your -pen correctly.”</p> - -<p class='c009'>James began his exercise but slouched over his work. -Miss Snow saw him and called out,</p> - -<p class='c009'>“James, sit up straight.” He sat up, but stopped -writing. A sullen look came over his face. Miss Snow -said,</p> - -<p class='c009'>“James, you will get no recess until this writing is -finished.” He sneered and stopped writing altogether.</p> - -<p class='c009'>When the other children stood to pass out to recess, -James stood with them, and marched with them half -way to the door before Miss Snow remembered her command. -She then went to him, took him by the hand -and none too gently led him to his seat saying,</p> - -<p class='c009'>“Do that writing before you leave this room.”</p> - -<p class='c009'>After the other children had all passed out, he took -up the pen and bending over his work wrote the page -and sullenly handed it in three minutes before the -recess was ended. He was listless and inattentive -throughout the next session.</p> -<p class='c022'><span class='pageno' id='Page_58'>58</span>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Use the method of approval. Stand near the laggard. -Encourage him with happy remarks about what -he has already done soon after he begins. Give him -the benefit of your support throughout his work.</p> - -<p class='c009'>If he slouches over his work, find the <i>cause</i> before -trying to remedy the result. At the next intermission -determine whether or not his desk is the correct height -for him. Let another pupil his size see if it seems right. -Give James a simple test to find out whether he can see -his writing when sitting straight. If holding the pen -bothers him, use the Montessori method for establishing -its correct manipulation.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Approval of what he does shows the child your attitude -toward him. It helps to establish the friendship -necessary between teacher and pupil in order that the -best work be made possible.</p> - -<p class='c009'>Miss Snow made her pupil pay too high a price for -the written work. It is deplorable to try to remedy a -difficulty before its cause is understood.</p> -<p class='c022'>ILLUSTRATION</p> - -<div class='sidenote'>Adenoids</div> - -<p class='c009'>Webbie sat with mouth open and tongue on under lip -almost constantly. He never instantly obeyed commands, -but watched other children and followed their -lead. Work tired him too quickly. His teacher, Miss -Smith, found her commands for him to close his mouth -heeded for half a minute only. Her request, “Webbie, -be ready to begin work,” was obeyed, but as soon as -<span class='pageno' id='Page_59'>59</span>class instruction began, in a panic he watched other -children and seemed to take his cue for work from -them.</p> - -<p class='c009'>Miss Smith tested his hearing by standing behind -him at recess time and quietly speaking to him. She -found his hearing to be very defective. She decided -by experiment on the playground that he could scarcely -breathe with his mouth closed.</p> - -<p class='c009'>His parents were tactfully consulted and following -the advice of their family physician, they had his -adenoids removed. His hearing improved so that he -heard and obeyed the teacher’s instructions.</p> -<h4 class='c023'>2. Disobedience Occasioned by the Teacher’s Suspicious Attitudes</h4> -<p class='c016'>A suspicious attitude on the part of the teacher as -to whether or not her commands are going to be obeyed -weakens her control.</p> -<p class='c022'>CASE 5</p> - -<p class='c009'>Miss Kuhn saw that Ella was slyly eating during -school time. She said,</p> - -<div class='sidenote'>Eating</div> - -<p class='c009'>“Ella, stop eating in school.” Several times thereafter -Miss Kuhn peered round her desk at Ella as if -expecting to find her still eating. When her attention -was called to the blackboard and her back was turned -toward the children, several times she turned suddenly -and looked at Ella. She was rewarded for her vigilance -by finally seeing Ella chewing. Miss Kuhn seemed to -congratulate herself on her keenness by remarking,</p> - -<p class='c009'>“Ella, didn’t I tell you to stop eating? I can tell -<span class='pageno' id='Page_60'>60</span>what is going on even if my back is turned. You may -stay in at recess.”</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>We would advise you in such a case to speak to Ella -when no one else can hear, at recess or before or after -school. Tell her you do not blame her for being tempted -to eat, but that it is better not to eat during school -time.</p> - -<p class='c009'>Smilingly tell her that you sometimes become so -hungry that you can hardly wait until meal-time.</p> - -<p class='c009'>“What would you think of me if I walked about the -room eating an apple or a piece of pie?”</p> - -<p class='c009'>Select some item on the matter of eating that you -know Ella will consent to and ask for her compliance -at that point. It might be this,</p> - -<p class='c009'>“If I find a better place to hang your lunch basket -would you like to use it?”</p> - -<p class='c009'>Having shared with Ella her concern on the care of -her lunch, you can offer suggestions that will lead her -away from the practice of eating in school.</p> - -<p class='c009'>Find out if she is willing to coöperate with you in -correcting the habit. As soon as this state of mind is -apparent, if the circumstances are favorable, in a -kindly mood tell her that you will take care of her -lunch for her until recess so as to remove temptation -from her. Extend your hand and expect her to give -you the basket. Take care of it daintily for her and -return it to her as soon as recess begins. Set the example -of confidence between teacher and pupil by feeling -sure your commands will be carried out. Show your -confidence by your bodily attitude, face and voice.</p> -<p class='c022'><span class='pageno' id='Page_61'>61</span>COMMENTS</p> - -<p class='c009'>This method is based upon the efficacy of the two -principles of approval and expectancy. Your approval -is shown by the lack of faultfinding. You put yourself -in a right attitude of comradeship with Ella by -speaking to her in a kindly way about her misdemeanor. -Your extended hand when asking for the lunch shows -that you expect obedience. Friendship is further developed -by your care for her property and prompt -return of it at recess. Children are quick to respond -to either confidence or suspicion.</p> -<p class='c022'>ILLUSTRATION</p> - -<div class='sidenote'>Interruptions</div> - -<p class='c009'>Miss Hill was called into the hall by a visitor. As -she left her schoolroom she gave no command as to -what was to be done during her absence. She made -no effort to catch the pupils in mischief by thrusting -her head in at the door from time to time as some -teachers do in like circumstances. When she returned -to her room she asked no question as to what had been -done during her few minutes of absence. She thus -commended those who were quietly working,</p> - -<p class='c009'>“I am glad to note that the interruption that took -me out of the room did not interfere with your work.”</p> -<h4 class='c023'>3. Disobedience Due to Defective Motor Functions</h4> -<p class='c024'>CASE 6</p> - -<div class='sidenote'>Awkwardness</div> - -<p class='c009'>“Minnie, why don’t you rise and walk along with -the other pupils when I call your grade or dismiss the -school?” said a third-grade teacher to one of the older -girls.</p> - -<p class='c009'><span class='pageno' id='Page_62'>62</span>Ten-year-old Minnie stood by her teacher embarrassed -and silent, her hands making some mild contortions -hardly noticeable to a casual observer. She was -not like other children in some ways.</p> - -<p class='c009'>“This morning every time I’ve called you, you have -come late or waited until I have jerked you along. -Come, tell me. What’s the matter?”</p> - -<p class='c009'>Miss Jacobs had noted no marked peculiarity in the -mental ability of Minnie. She had been slow in making -her grade, but was not at all the poorest student in her -class.</p> - -<p class='c009'>“Come, now, let me see you walk off across the floor. -Can’t you walk? What is the matter with you?” -Minnie starts hesitatingly and walks awkwardly for a -few steps. She is plainly confused at the close scrutiny -of her teacher. She stares at Miss Jacobs.</p> - -<p class='c009'>“You may go now,” said the teacher; “but you -must mind me next time more promptly.”</p> - -<p class='c009'>In the afternoon Minnie repeats her dilatory movements. -Miss Jacobs at times forces her to a better -speed and once remarked,</p> - -<p class='c009'>“I want you all to notice how lazily Minnie walks.” -All eyes are fixed on her, and with the memory of this -painful moment she goes home.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>In such a case, abandon all attitudes of hostility -toward the child, including attempts to correct her conduct -by calling her attention to her “misdemeanors.” -Make no mention of them to other pupils. Stand near -her oftentimes when she is obliged to start across the -room; take her hand with a gentle expectancy and urge -<span class='pageno' id='Page_63'>63</span>her to immediate action. Do this unobtrusively. If -she delays, pay little heed to this fact.</p> - -<p class='c009'>Plan for Minnie to take active part in romping -games. Induce several of her schoolmates to take her -by the hand and lead her into the games. This is the -best remedy available.</p> - -<p class='c009'>Ascertain if her general health is good. If not, -report to the school physician, nurse or parents if possible. -No radical medical measures will help this case; -use methods of physical education, good hygiene, training -in muscular activity, and with these secure freedom -from mental discomfort.</p> - -<p class='c009'>Greet Minnie often with words of approval.</p> - -<p class='c009'>“I watched you girls from the window, Minnie, while -you were out at play. How pretty it is to see so many -little girls enjoying themselves!”</p> - -<p class='c009'>“How hard you have been running; you are all out -of breath!”</p> - -<p class='c009'>“It was such a fine thing for you to come to me so -quickly!”</p> - -<p class='c009'>“Come here and see what I have in my box!”</p> - -<p class='c009'>“Here you are; as fast as a little bird, aren’t you?”</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Minnie is self-conscious regarding her difference -from other children. She needs stimuli to action, not -repressive measures. Hostility represses her; cheerfulness -and comradeship incite her to act. All fear -must be eliminated. The teacher being often near her -will kindle trust and friendship. Her powers of imitation -are the chief resources for training in free bodily -action. Focus her attention upon the activities of the -<span class='pageno' id='Page_64'>64</span>others, rather than upon her own awkwardness. The -influence of her playmates will be an almost irresistible -suggestion to action of the form desired. The teacher -may note circumstances under which she acts promptly -and use the information in her management of Minnie.</p> - -<p class='c009'>General health and abundant play activity underlie -the whole situation. Neither one can succeed without -the other. Minnie’s condition is largely beyond her -own voluntary control. She is suffering from under-development -of the motor side of her constitution. Defects -in the lower motor nerve centers are the prime -cause of the ailment. A corresponding retardation in -the development in the cerebral motor areas has taken -place. The child can not image her bodily movements -as normal children do. This unbalanced development -in the nervous organization has been the chief cause of -her low standing mentally. Approval will incite complacency, -good cheer, comradeship, hope and the like; -these are all strong contributions to good nerve activity.</p> - -<p class='c009'>Encouragement and gentle stimulation may often -be combined.</p> -<p class='c022'>ILLUSTRATION</p> - -<div class='sidenote'>Slowness</div> - -<p class='c009'>Freddie Jones came to Darrtown school from a home -in which children received little attention from their -parents. Naturally Freddie was somewhat undeveloped -physically, slow and clumsy in all his movements.</p> - -<p class='c009'>“Good morning, Freddie,” said his teacher as he -came slowly up the steps. Miss Patterson took him by -the hand as soon as he was within reach and walked at -a smart gait across the floor.</p> - -<p class='c009'>Freddie would have pulled away, but the teacher’s -<span class='pageno' id='Page_65'>65</span>hand felt so friendly as it clasped his own and her -pleasant chatter left no time for him to plan resistance.</p> - -<p class='c009'>“Now run out and play until I ring the bell.” -Freddie was willing to go, but moved with a lazy deliberation. -Just at that moment a group of noisy players -dashed past the door and Miss Patterson clasped -Freddie by the hand and fairly rushed him along, -saying,</p> - -<p class='c009'>“Here we go”; and,</p> - -<p class='c009'>“We’ll soon catch up with them.”</p> - -<p class='c009'>As soon as she had landed Freddie among the romping -children, she stopped and waving her hand to -Freddie, gave him another cheering word.</p> - -<p class='c009'>When the bell rang Freddie was the last to form -in line. She gently hastened his step and marched -beside him, urging him with her hand to keep the pace.</p> -<h3 class='c015'>III. FIFTH AND SIXTH GRADES</h3> -<h4 class='c021'>1. Disobedience as a Result of Parents Defaming a Teacher</h4> -<p class='c016'>Often parents are to blame for an attitude of antagonism -which their children take against the teacher. A -case often found in the fifth or sixth grade is presented.</p> -<p class='c022'>CASE 7</p> - -<div class='sidenote'>Sneering</div> - -<p class='c009'>Miss Sheldon, a brilliant young teacher, had, in her -school days, a rival for school honors in the person of -Mary Linton. When Miss Sheldon began her school in -District No. 20, Mary Linton’s brother’s children were -her pupils. The rivalry between the girls was dwelt -<span class='pageno' id='Page_66'>66</span>upon and Miss Sheldon’s scholarship was adversely -criticized by the Lintons. As a result Frank Linton, -a bright boy aged eleven, began school with the idea of -finding fault with Miss Sheldon as to scholarly ability. -His constant reference to the dictionary when she used -a word new to him, his forever asking her to prove her -statements, etc., irritated her. The feeling of antagonism -grew between them, until finally Frank often -spoke to her with a sneer. She commanded him to -speak respectfully to her. He disobeyed.</p> - -<p class='c009'>One recess Miss Sheldon said to a grown girl in the -school,</p> - -<p class='c009'>“Cut me some switches from the willows out there -and leave them on the front porch by the door. I am -going to whip Frank Linton after recess.”</p> - -<p class='c009'>The girl, a friend of Miss Sheldon, did as commanded.</p> - -<p class='c009'>Soon after recess Frank used his customary sneering -tone in answer to Miss Sheldon. She went to his seat -near the back of the room, jerked him to his feet, and -started with him to the door. The hate in his face was -so marked as almost to distort his features. He clung -with hands and feet to every desk he passed, while she, -with great effort, loosened his hold upon one seat after -another and steadily but slowly dragged him to the -door. When there, she literally used up the switches -on him. He cried from vexation rather than from pain, -and was sullen for the remainder of the day.</p> - -<p class='c009'>No marked change in Frank’s behavior followed this -punishment. The feud between Frank and Miss Sheldon -lasted until school closed. The bright, happy boy -was in her presence a sullen little rebel.</p> -<p class='c022'><span class='pageno' id='Page_67'>67</span>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Do not visit upon a child the misdemeanor of his -elders. If you have reason to believe that a child’s -parents talk against you, visit them with a determination -to show them that you have their child’s best welfare -at heart. Show them that you understand him -by pointing out wherein he excels, and where you hope -to strengthen him. Be sure that they see your attitude -of genuine friendliness.</p> - -<p class='c009'>Never attempt by force to make a child show friendliness -to you.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>The trouble originated with the attitude of the parents -toward Miss Sheldon, therefore the first step in -correction is to make the parents her friends. It is -really teaching a child to act a lie if you compel him -by force to treat you with kindness when he does not -regard you as a friend. Your business is to establish -the proper relation between yourself and your pupil. -Forcing a semblance of right will never create the -reality.</p> -<p class='c022'>ILLUSTRATION</p> - -<div class='sidenote'>Backwardness</div> - -<p class='c009'>Let us take an illustration from a case just as it -actually happened. Will Taylor was sixteen years old. -He was physically perfect, yet scarcely able to do work -in the fourth grade although actually in the sixth. His -father enjoyed outbreaking trouble. The home was -just then in turmoil over the disgrace of the eldest -daughter. Mr. Taylor’s love for getting even with -<span class='pageno' id='Page_68'>68</span>fate somewhere would be satisfied if he could force a -combat between Will and his teacher, Mrs. Brown. -Mrs. Brown’s control of her school was excellent. Her -friendship for the children was genuine. Some of them -told her that Will’s father had “put him up” to disobey -her and see what would happen.</p> - -<p class='c009'>Will was so much under his father’s influence that -he openly and purposely disobeyed Mrs. Brown. He -forced an issue. She punished him and he hurried home -from school and told his father, whereupon his father -rode furiously to the schoolhouse in order to arrive before -Mrs. Brown left after school. He keyed up his -anger on the road by uttering curses as he went. During -the two following days Taylor’s threats were so serious -that the board of education met with Mrs. Brown -to discuss matters. Taylor had demanded her resignation -or threatened to make life miserable for her.</p> - -<p class='c009'>She decided finally to go to his house and <i>make</i> him -see the truth. When she announced her decision the -members of the board said they almost feared to have -her encounter such a man. But she went to his house. -He was not at home, he was on his way home from the -county seat where he had been talking against Mrs. -Brown to the county superintendent.</p> - -<p class='c009'>On the arrival of Mrs. Brown at the house, Mrs. -Taylor met her with tears over the disgrace of her -daughter.</p> - -<p class='c009'>Mrs. Brown forgot her own trouble in her sympathy -with the mother. Her words were so helpful to Mrs. -Taylor that she asked Mrs. Brown to repeat them to -the daughter. This, Mrs. Brown was doing when Taylor -returned and, unseen by Mrs. Brown, entered the -<span class='pageno' id='Page_69'>69</span>room where she was trying to point out a hopeful -course for the daughter.</p> - -<p class='c009'>A real insight into Mrs. Brown’s character was thus -given to Taylor. He came forward and apologized to -Mrs. Brown for his behavior, dictated a letter to the -county superintendent telling him that all was peaceably -settled and that Taylor was ready to support Mrs. -Brown. He further said that Will should go to school -and be obedient. Thereafter the Taylors were staunch -friends of Mrs. Brown. This good woman treasures -the incident in her memory with great satisfaction, and -often relates it in public with good effect.</p> - -<p class='c025'>“In brief, the truth is that savageness begets savageness, -and gentleness begets gentleness. Children -who are unsympathetically treated become relatively -unsympathetic; whereas treating them with due fellow-feeling -is a means of cultivating their fellow-feeling.”</p> -<div class='c026'>—<i>Spencer</i>.</div> -<h4 class='c023'>2. Disobedience Due to Imitation of Others</h4> - -<div class='c001'></div> -<div class='sidenote'>Annoying Acts</div> - -<p class='c009'>In every community there are leading families. The -reason why they are such is usually very apparent. -Children of these families often set an example of disobedience -in school which has direful consequences.</p> -<p class='c022'>CASE 8</p> - -<p class='c009'>Emma Gardner’s father was the leading member -of the board of education of a New England school. -The Gardner home was the largest and finest in the -surrounding country. Mr. Gardner was a man of -wealth and influence. Emma was a leader in school.</p> - -<p class='c009'><span class='pageno' id='Page_70'>70</span>One day in winter she put chestnuts on the stove -at recess time and they popped about the room after the -next school session began.</p> - -<p class='c009'>“Who put those nuts on the stove?” asked Mr. Bain, -the teacher, in a loud voice. “Whoever did must pick -them up and stand up here.”</p> - -<p class='c009'>Emma arose defiantly from her seat and said, “I did. -I won’t touch them, and if you touch me I’ll tell my -father.”</p> - -<p class='c009'>Needless to say, Mr. Bain let the incident pass. -Emma at the age of sixty still boasted of her independence -at school during her girlhood days, because -she was Squire Gardner’s daughter. She remembered -further that this was only the beginning of disobedience -throughout the school.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Find out, even before school begins, if possible, who -the leading families are in the district. Study especially -the children from such a family and find what -they excel in, or what they best like to do. Find a -means of organizing their followers into a sort of club. -See that these dominating personalities are elected -as leaders. Dealing with the most influential pupil, -cause her to see what good she can accomplish by contributing -her time and efforts toward being a real -leader in sewing, drawing, music, composition, etc. If -sewing is the particular art in which she excels give -space in the schoolroom for an exhibition of work of -that kind, ask the mothers on some Friday afternoon -to inspect the articles made. If drawing is the special -subject, give a similar exhibition. If music, let her -<span class='pageno' id='Page_71'>71</span>prepare a musical program. If composition, a contest -can be arranged for best essays, poems, etc., or a -school paper edited and read.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>In cases like the foregoing the use of the principle of -substitution is almost a necessity. Emma wants distinction -and leadership. Satisfy her desire by letting -her lead in some really beneficial work. She will enjoy -it and have no time for showing leadership in wrongdoing. -By turning her activities into right channels, -not only her own tendency toward disobedience is -repressed, but her leadership saves others from misbehavior. -“The dictum, ‘Keep pupils busy,’ finds a -much more practical and dignified expression in what -may be termed the ‘doctrine of substitution.’ This -doctrine would prevent the expression of undesirable -impulses by substituting some other form of activity -rather than by requiring an absolute inhibition of all -movement.”<a id='r2' /><a href='#f2' class='c017'><sup>[2]</sup></a></p> - -<div class='footnote c018' id='f2'> -<p class='c019'><span class='label'><a href='#r2'>2</a>. </span>Bagley, <i>Classroom Management</i>, p. 103. Macmillan.</p> -</div> -<p class='c022'>ILLUSTRATION</p> - -<div class='sidenote'>Minister’s Son</div> - -<p class='c009'>When Miss Travis was elected to teach the sixth -grade at Concord, she was told that it was a room in -which it was hard to keep order. She sought the former -teacher of the room before the opening day, and was -told that John Loomis, the preacher’s son, was the -leader in matters of disorder among the boys. Miss -Travis next called on Rev. Mr. Loomis and learned that -John had taken great interest in a museum which he -had visited that summer. Very early in the year she -<span class='pageno' id='Page_72'>72</span>consulted John as to the practicability of establishing a -tiny museum in the sixth grade room. A museum club -was organized consisting of any one who brought a -specimen for the exhibit. John, of course, was elected -president of the club. A small cabinet was secured and -its shelves began slowly to fill. The leader was influencing -his associates to follow him in doing a valuable -service.</p> -<h4 class='c023'>3. Disobedience Due to Commanding at an Inopportune Time</h4> - -<p class='c016'>There are times when the atmosphere of the schoolroom -makes routine almost impossible. The nearness -of a long-looked-for event in which all are interested -very often is the occasion for a feeling of unrest to -pervade the room.</p> -<p class='c022'>CASE 9</p> - -<div class='sidenote'>Laughing</div> - -<p class='c009'>It was the thirtieth of October. Ralph Davis brought -a mask to school and slipped it into his desk. During -school he put down his head, put on the ugly mask, -and, peering ’round behind him, frightened John Lane -into a decided jump.</p> - -<p class='c009'>Mary Jones saw the whole performance. She was a -nervous child and burst out laughing. Miss Wallace, -her teacher, said sternly,</p> - -<p class='c009'>“What are you laughing about, Mary?”</p> - -<p class='c009'>Mary was usually an obedient girl, but now she felt -as if her explanation would compromise her friends, -so she made no reply. The teacher repeated,</p> - -<p class='c009'>“Mary, what are you laughing at?” Again no -response. Said Miss Wallace,</p> - -<p class='c009'><span class='pageno' id='Page_73'>73</span>“Mary, are you going to tell me what you are laughing -at?” Mary sat perfectly quiet for a moment, and -then decidedly shook her head. Miss Wallace said, -“Come and stand here.”</p> - -<p class='c009'>For the rest of that session Mary stood by the teacher’s -desk. After school closed Mary was informed -that she could not go home until she told what she was -laughing at. After about ten minutes of endurance -she told Miss Wallace why she laughed and was -excused. Mary knew injustice had been done her, but -her teacher apparently thought nothing about it.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>When a pupil laughs aloud, find out for yourself -the cause without trying to get a confession from the -pupil. Use your eyes and ears and you can discover the -difficulty if there are repeated offences. When the culprit -is found, deal with him by using the method of -substitution. In other words, give him and his classmates -some interesting task connected with his lessons.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>It is often unfair to punish the pupil who laughs -in school. People seldom laugh aloud at their own -mistakes. Nine times out of ten one child must condemn -another if he tells what he laughed at. A child’s -code of ethics often demands that he keep silent when -his confession involves another. If his loyalty to his -comrades leads him to disobedience, often the teacher -forgets to deal with the real culprit, having her attention -now directed toward the disobedience of the one -who unwillingly brought the disturbance to notice.</p> -<p class='c022'><span class='pageno' id='Page_74'>74</span>ILLUSTRATION 1</p> -<div class='sidenote'>Excitement</div> - -<p class='c009'>It was the day before the Christmas vacation. Poorly -concealed excitement was apparent in the actions of -the children. Hazel Dare laughed aloud. Miss Dean -soon noted the cause of the outbreak of merriment. -Johnny Thomas had drawn a grotesque figure of Santa -Claus overloaded with bundles marked “for Johnny, -the brave.” Miss Dean saw that routine work could be -pursued only with difficulty. She presently asked to -have all desks put in order. Unusual exercises in -reading, arithmetic and geography were introduced. -At an early hour the children were dismissed. The -unusual excitement was met by an unusual program.</p> - -<p class='c009'>A fruitful cause for the giving of inopportune commands -is an inherent lack of sympathy with children, -or perhaps a total lack of sense of humor. Laughter -in school, when spontaneous and genuine, is not a misdemeanor, -but a sign that normal, healthy conditions -reign there.</p> -<p class='c022'>ILLUSTRATION 2</p> -<div class='sidenote'>Fun</div> - -<p class='c009'>One snowy afternoon in January, when the fifth -grade of the Lincoln School was busy to a man preparing -the spelling lesson with which the day closed, -the energetic silence was broken suddenly by a little -gurgling giggle. It rippled through the room with -almost electric intensity, and every boy and girl looked -up, on the <i>qui vive</i> for the joke.</p> - -<p class='c009'>Miss Key, who had been correcting papers at her -desk, looked up, too, an expectant smile upon her lips.</p> - -<p class='c009'>“Something funny, Bernice?” she said to the giggler, -affectionate tolerance in her voice.</p> - -<p class='c009'><span class='pageno' id='Page_75'>75</span>“Yes’m,” answered Bernice. “Bert has a picture -in his tablet of a big pile of round things, and it says -something funny underneath. He showed it to me.”</p> - -<p class='c009'>“Bert shouldn’t have shown it to you when you -were studying your spelling lesson, should he?” suggested -Miss Key.</p> - -<p class='c009'>“No’m, I know he oughtn’t to.”</p> - -<p class='c009'>“But since Bert showed it to you, I think he should -show it to the rest of us too, so we can all enjoy it -together. What is it, Bert?”</p> - -<p class='c009'>Bert flushed, and rather shamefacedly held up his -tablet. Under the “big pile of round things” was -this legend:</p> - -<p class='c025'>KIND REDER, THIS IS NOT A PILE OF ORNAGES. -IT IS MY SPELING GRADES FOR LAST MONTH.</p> - -<p class='c016'>As Bert was the poorest speller in the room, this -exhibit caused a general laugh. He had often been -known to miss every word in the lesson.</p> - -<p class='c009'>Miss Key laughed with the rest, heartily; but when -she raised her hand after a moment, everyone stopped -as though automatically shut off, and settled down -again to study as Miss Key said,</p> - -<p class='c009'>“You’ll try not to add another zero to your list -tonight, won’t you, Bert?”</p> - -<p class='c009'>Miss Key enjoyed fun, and was so close to her -pupils that she appreciated their kind of humor. It -was understood in her room that if an incident was -funny enough to be laughed at, it should be shared -by all who might enjoy it.</p> - -<p class='c009'>The absence of an artificial condemnation of fun -made Bernice and Bert perfectly frank in explaining -<span class='pageno' id='Page_76'>76</span>the cause of their mirth, which prevented any misunderstanding -with the teacher. The sunny atmosphere -of trust and humorous appreciation of situations -made it possible for Miss Key to secure strict observance -of the signal to stop laughing and go to work.</p> -<h3 class='c015'>IV. SEVENTH AND EIGHTH GRADES</h3> -<h4 class='c021'>1. Disobedience Due to Overemphasis of Rules</h4> -<p class='c016'>Every good school must proceed through an orderly -series of typical events. A school is not a mob wandering -over square feet of ground, meandering through -wearisome ways. It is an organized mass of busy -workers taking one task after another and doing it in -the best manner its overseer can devise. Nevertheless -some eager teachers stress order and strain at system -until both break. Here is the place of weakness and -blame when this occurs: these teachers talk too much -about how the children ought to act, instead of focusing -attention upon the effect of the act upon the school -as a whole and upon the best way to coöperate in preventing -undesirable effects, expressing their ideas of -good behavior in rules. We have a sample of running -a school by rules, where seventh and eighth grade -pupils are involved.</p> -<p class='c022'>CASE 10</p> - -<div class='sidenote'>Order</div> - -<p class='c009'>“Now, children, I saw yesterday how muddy your -feet were when you stepped on to the walk from the -<span class='pageno' id='Page_77'>77</span>playground; and then you marched instantly into your -schoolroom and muddied the floor all over.</p> - -<p class='c009'>“Remember, no more muddy feet in this school -building this winter. Make it a rule to scrape off the -mud carefully before you come in. Be careful now -about the mud.”</p> - -<p class='c009'>There is a lapse of some minutes and this guide of -youths again breaks out:</p> - -<p class='c009'>“Jane, did you take your books home last night -and work an hour on your lessons? You know -our rule about that. Why didn’t you do it?” No -answer and no defined idea of what her future conduct -will be.</p> - -<p class='c009'>Just before intermission is announced Miss Petit -again speaks out:</p> - -<p class='c009'>“Hereafter I want every boy and girl in this room -to make a search for scraps of paper. Our room looks -so untidy unless we clean it up a bit. Don’t forget, -I want, every noon and night, each one of you to obey -me and pick up your scraps.”</p> - -<p class='c009'>Later: “Say there, Walter, you haven’t set your -desk in order before going home. Don’t you know what -good schoolroom manners call for? Why don’t you -have good manners, such as your folks want you to -have at home?”</p> - -<p class='c009'>This was an unusually hard day. The last was a -climax of irritations that provoked Walter beyond the -strength of his patience. “Miss Petit, I don’t want to -keep my desk in order; I’m tired of doing everything -just so.”</p> - -<p class='c009'>Miss Petit stared in pedagogical horror; this from -Walter!</p> - -<p class='c009'><span class='pageno' id='Page_78'>78</span>“Why, what do you mean, Walter? Aren’t you -coming to school any more?”</p> - -<p class='c009'>“Yes, I s’pose I’ll come, but I can’t think of all -these little things, and I don’t care if I do forget ’em.”</p> - -<p class='c009'>This was a strange situation. Walter was not a boy -who would provoke trouble; surely something must be -done to put this young man on the track again.</p> - -<p class='c009'>Miss Petit knew something about keeping order. It -had not been so long since she had heard her teacher -use some such words as these:</p> - -<p class='c009'>“Now, children, remember this is a new term. I -want you to watch your lessons. I’m going to have -good lessons. There’s a lot of good hickory sprouts -growing nearby here and we’ll be cutting some of them -if lessons don’t come in right. I won’t hold back. You -know the rules. I’ll break a hickory for every rule -you break and you’ll feel it breaking, now, you may -be sure.”</p> - -<p class='c009'>Miss Petit did not intend to make any such announcements. -But nevertheless she had been taught under -the whipping system and the effects were stored up -among her ideas of how to conduct a school. In reality -she whipped very little; instead she lashed with her -tongue. She held up the rules and browbeat her pupils -into obeying them. Here was the result in Walter’s -new conduct.</p> - -<p class='c009'>She sat down with Walter (he was good enough to -wait according to her command) and delivered a long -harangue on the necessity for good order in the school.</p> - -<p class='c009'>Every word was an insult to him and he knew it. -He listened in silence, with an occasional smile of irony -and made some general promise, secretly determined -<span class='pageno' id='Page_79'>79</span>to try out these rules and see what was to happen if -“the old granny” couldn’t have her way about the -forty-odd things that she wanted to manage in the -seventh grade room.</p> - -<p class='c009'>Thus matters stood. They did not improve until a -new dawn broke in the mind of Miss Petit.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Convert the statements about doing school duties -in good fashion into a form of coöperation between -pupils and teacher. Drop out the first personal pronoun -and put the entire school behind the plans for a -clean schoolroom floor, about home study and all the -other hundred things that need to be done.</p> - -<p class='c009'>Taking up the matter of the disposal of wraps:</p> - -<p class='c009'>“All we want is to make ourselves as little trouble as -possible. Do you all understand? We are all going -to hang our wraps up in the cloak-room as we march -into this room instead of coming in just before the bell -rings to form line. We’ll do this tomorrow and see -if it suits our convenience. Then we’ll decide on the -future after that.”</p> - -<p class='c009'>Here the teacher drops the matter, leaving with the -pupils before her a conviction that the best thing for -all concerned is to be done. She speaks with a pleasant, -confident voice, a faint smile creeping over her face -and her hands resting in a position of readiness for -action of whatever sort might be required.</p> - -<p class='c009'>In respect to the muddy feet—step to the children -as they are coming into the school building and show -each one the scraper and see that the proper precautions -are taken. Have an object lesson first before -<span class='pageno' id='Page_80'>80</span>delivering a lecture and laying down rules, as neither -one may be needed.</p> - -<p class='c009'>And in the matter of picking up scraps:</p> - -<p class='c009'>“I see some paper on the floor. Of course we want -to leave the room neat, so let us allow a moment just -before dismissal for picking up anything that may have -fallen on the floor, in spite of our care. And what -will be the quickest way of getting our scraps into the -waste-basket?”</p> - -<p class='c009'>“Let each person at the back of the row gather them -up and carry them to the basket,” suggests one boy.</p> - -<p class='c009'>“I think it would be better to let one of us carry -the basket around to all the desks,” says another.</p> - -<p class='c009'>“Suppose we try John’s method for three days, -and then Marion’s for three days, and see which is -the quicker and works the smoother,” says the teacher.</p> - -<p class='c009'>So the pupils experiment with methods, and finally -agree upon a mode of procedure.</p> - -<p class='c009'>In general, secure the coöperation of the pupils by -leading them to do what they themselves deem to be -the best thing for the sake of pleasant surroundings -and of delightful work.</p> - -<p class='c009'>Build up their imperfect good taste rather than -attempt to forcibly direct their choices of standards -of behavior.</p> - -<p class='c009'>Walter’s case needs no radical attention. The less -said to him about resolving to disobey the rules the -better. He doubtless has enough sound sense to see -along with the rest that many people working together -must adopt certain ways of getting on. Take his superficial -answers, if he gives any, at full face value unless -a genuine case of positive rebellion arises. If a tactful -<span class='pageno' id='Page_81'>81</span>request had been made respecting the cleaning up of the -desk, Walter would not have shown any resentment.</p> - -<p class='c009'>Give Walter an opportunity to act with independence. -Assign him some task of leadership among the -pupils, along with others who also are needed to make -school work go well. Commend him for such coöperation. -He is spoiling for aggressive action; he chafes -under domination—load him heavily with something -to do for the teacher, for his room, or for the whole -school.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Pupils watch keenly to see if a teacher is over-conscious -of his authority. Possession of power easily -leads a teacher to over-emphasize rules. Faultfinding -is the chief error into which this teacher has fallen. -A wise caution says things are not so bad as they seem, -and waits for the worst evils to appear before adopting -radical measures. Eagerness to reform generally hits -upon the most obvious faults, not upon the most serious -ones. These facts together may overwhelm a thoughtless -teacher with disastrous blunders.</p> - -<p class='c009'>Prison rules kill men. School rules crush childhood -if their importance be too greatly magnified.</p> - -<p class='c009'>Pupils expect to follow a teacher’s example. “Children -do not like to do wrong better than to do right. -They like to do the things they themselves plan to do. -They like to do the things that are interesting to themselves.” -If the teacher without public demonstrativeness -first of all acts in the manner she recommends, a -strong suggestion is lodged in the pupil’s mind. The -most suitable bridge between the teacher’s ideal of -<span class='pageno' id='Page_82'>82</span>action for her school and the mind of those pupils is -not a rule, but coöperative action. Let her work with -the pupils and induce them by example to try gentle -tones and kind words, while doing that which interests -them.</p> - -<p class='c009'>A foolish teacher attempts to cure every moody pupil -by applying drastic remedies to the specific attitude of -mind which seems to her to be undesirable. The wise -teacher nurtures the good impulses and finds to her -delight that most of the evil ones ultimately drop out.</p> -<p class='c022'>ILLUSTRATION</p> - -<div class='sidenote'>“On Trust”</div> - -<p class='c009'>Prisons are not much like schools. Nevertheless the -great principles of personal leadership appear in prison -administration. Note in the following incident how -willing the response is to an opportunity for independent, -yet supervised action. Trustfulness (a typical -form of coöperation) begets confidence and self-control -in using new opportunities.</p> - -<p class='c009'>Thomas Mott Osborne records the following conversation -with a prisoner. It reveals in another level of -society how trust begets fidelity. Jack, a prisoner, -speaks:</p> - -<p class='c009'>“I know this place through and through. I know -these men; I’ve studied them for years. And I tell -you that the big majority of these fellows in here will -be square with you, if you give ’em a chance. The -trouble is we ain’t treated on the level. I could tell -you all sorts of frame-ups they give us. Now if you -trust a man, he’ll try and do what’s right; sure he will. -That is, most men will. Of course, there are a few that -won’t. There are some dirty curs—degenerates—that -<span class='pageno' id='Page_83'>83</span>will make trouble, but there ain’t so very many of -those.”</p> - -<p class='c009'>“Look at that road work,” he continues. “Haven’t -the men done fine?” “How many prisoners have you -out on the roads? About one hundred and thirty. -And you ain’t had a single runaway yet. And if there -should be any runaways, you can just bet we’d show -’em what we think about it.”</p> - -<p class='c009'>“Do you really believe, Jack, that the superintendent -and the warden could trust you fellows out in the yard -on Sunday afternoons in summer?”</p> - -<p class='c009'>“Sure they could,” responds Jack, his face beginning -to flush with pleasure at the thought.<a id='r3' /><a href='#f3' class='c017'><sup>[3]</sup></a></p> -<h4 class='c023'>2. The Teacher Expects Disobedience</h4> -<p class='c016'>When we consider that some teachers expect children -in general to be untrustworthy, the marvel is that they -ever find them otherwise.</p> -<p class='c022'>CASE 11</p> - -<div class='sidenote'>Theft</div> - -<p class='c009'>It was the closing day of the school year in a Chicago -ward school. The manual training department was -left open in order that those who had not taken home -their last piece of handiwork might get it as they left -the schoolhouse that day. Mr. Ireland, the director -in this department, had an errand on the floor above, -so he called to two boys, Julius and Henry, and said, -“Boys, stay here till I come back, will you? Don’t -let anyone take anything out of the room while I’m -gone.” “All right,” they replied.</p> - -<div class='footnote c018' id='f3'> -<p class='c019'><span class='label'><a href='#r3'>3</a>. </span>Osborne, <i>Society and Prisons</i>, p. 155. Yale Press.</p> -</div> - -<p class='c009'><span class='pageno' id='Page_84'>84</span>Half an hour later Charles went to the room to get -his finished bird-house, and behold, it was gone! Julius -and Henry joined Charles and Mr. Ireland in the -search. The bird-house was simply not in the room. -Mr. Ireland pointed out the exact spot where he -left it. Julius and Henry confessed to having seen -it there, but said they knew nothing about how it got -away.</p> - -<p class='c009'>Mr. Ireland offered to make Charles a new bird-house, -but Charles would not accept the offer. Mr. -Ireland gave his ’phone number to Julius and Henry, -telling them if they heard of the bird-house to let him -know. He also promised to let Charles know if anything -was heard of it, and thus dismissed the matter. -Charles felt keenly that Mr. Ireland had taken the -whole matter too lightly. Nothing whatever was said -about the disobedience of Julius and Henry after -promising to guard the room.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<div class='sidenote'>Responsibility</div> - -<p class='c009'>Stiffen up your demands requiring fidelity in pupils. -Give strict, perhaps stern injunctions about guarding -the treasures given into their charge.</p> - -<p class='c009'>Say to Julius and Henry: “Charles has suffered a -real loss and I know you fellows are as sorry about it as -I am. It’s just this way: suppose you or I left a suit-case -at the station and got a check for it, wouldn’t we -expect to get our suit-case back again? I really think -I am a good deal to blame for this myself. When you -both said, ‘All right,’ I might have made it a little -plainer that I wanted you to keep a sharp eye on this -property.</p> - -<p class='c009'><span class='pageno' id='Page_85'>85</span>“I tell you what you do; you get the bird-house for -me. See if you can get it to me by five o’clock this -afternoon.”</p> - -<p class='c009'>When selecting custodians of property be sure that -at least one of each group is a pupil in which you have -the utmost confidence. Nevertheless assign duty of this -sort to pupils who are not so dependable, linking them -up with trustworthy schoolmates; duty of this type -should not be confined to a favored few.</p> - -<p class='c009'>If a breach of confidence occurs, follow up the matter -unrelentingly. The words employed to secure the -desired information may be well tempered; but the -certainty of rigid inquiry should not be suspended for -a moment.</p> - -<p class='c009'>Teacher and administrator are to maintain an atmosphere -of unreserved insistence that the common virtues -be rigorously maintained by the pupils and that fidelity -when these virtues are involved in discharging a duty -must be preserved at all hazards.</p> - -<p class='c009'>The attitude of expectancy is one of the greatest -safeguards against criminal negligence.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>The majority of children too seldom meet with an -unwavering demand that a certain task be attended -to in a given manner and at a specified time.</p> - -<p class='c009'>Lessons on such matters need not be frequent nor -burdensome; but they should not be lacking for every -child in school.</p> - -<p class='c009'>General carelessness found in the ordinary experiences -in dealing with children, too readily leads a -teacher to become lax in his demands upon pupils. -<span class='pageno' id='Page_86'>86</span>Infinite patience is needed in training those who have -not learned persistent devotion to a duty.</p> -<p class='c022'>ILLUSTRATION</p> - -<div class='sidenote'>Detectives</div> - -<p class='c009'>After Mr. Ireland had seemingly dismissed the subject -of the stolen bird-house from his mind, Charles -reported his loss to the principal, Mr. DeShane.</p> - -<p class='c009'>Mr. DeShane called Henry and Julius to him at -once and said,</p> - -<p class='c009'>“You boys either know where that bird-house is or -can find out inside of an hour. Your honor demands -that you get it. You are the detectives. Deliver the -house at Charles’ home before an hour goes by.”</p> - -<p class='c009'>The thief was found and the bird-house given to -the owner, largely because Mr. DeShane expected it.</p> -<h4 class='c023'>3. Disobedience Due to Unregulated Independence in the Child</h4> - -<p class='c016'>Children of the adolescent age often feel the impulse -to avoid supervision, and yet are not reasonable in -their independence.</p> -<p class='c022'>CASE 12</p> - -<div class='sidenote'>Irresponsibility</div> - -<p class='c009'>When Goldie Johnson reached the eighth grade her -mother often remarked to a neighbor,</p> - -<p class='c009'>“Goldie is in the graduating class now. She doesn’t -have to take care of little Joseph all the time. She is -getting too big to be kept at dish-washing and dusting, -too.”</p> - -<p class='c009'>Goldie’s reaction to this treatment by her mother -was carried into the school where her independence -<span class='pageno' id='Page_87'>87</span>and antipathy to authority were shown in her determination -to escape hard work. Accordingly, she repeatedly -failed to hand in the required home work in -arithmetic.</p> - -<p class='c009'>The teacher, Miss Cook, undertook to command her -to do her work. She failed to comply. Disobedience -and carelessness were shown in other lines of work. -Goldie failed to complete the eighth grade work. She -refused to go to school the following year. The result -was that her education ended here. She would have -gone to high school had she not been allowed to fail in -the eighth grade.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Find out if possible the exact cause of Goldie’s -failure to present work the first time she brings none. -Study her attitude when she disobeys other commands. -On some occasion outside of school hours meet Goldie -and explain why she should comply with school requirements, -using some such points as these:</p> - -<p class='c009'>“Goldie, the school is conducted for the pupils’ sake. -After many efforts to discover methods that will help -pupils to learn as fast as possible, we have adopted -these now in use. Your father and mother require us -to use our best judgment; they trust to your good sense -to see that we are trying to select study plans, etc., -that will bring you the most good.</p> - -<p class='c009'>“With all sincerity I want to say that if at any time -you see how we could get better results by adopting -some of your ideas, we shall certainly be glad to get -them. Be frank and tell us. Let me have a chance to -help you over difficult places before you get thoroughly -<span class='pageno' id='Page_88'>88</span>discouraged. I want to do everything I can to make -your work a success.”</p> - -<p class='c009'>Show her your interest in her case by arranging to -stay with her after school while she does her extra -work. See to it that she does the work before she leaves -the schoolroom. Expect the work to be done.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Teachers often underestimate the efficacy of a -pointed, sincere talk with an eighth grade pupil. If -all faultfinding is eliminated from this interview, -defense of his conduct seems less necessary to him and -he will be influenced by reason.</p> - -<p class='c009'>“A quiet, frank, heart-to-heart talk between disciplinarian -and disciplined, will often prove a revelation -to both. The offending boy has his point of view and -has a full right to look at school matters from his angle -until, through tactful, kindly management he gains a -new viewpoint.”<a id='r4' /><a href='#f4' class='c017'><sup>[4]</sup></a></p> - -<div class='footnote c018' id='f4'> -<p class='c019'><span class='label'><a href='#r4'>4</a>. </span>Pearson, <i>The High School Problem</i>, p. 106. Row, Peterson -& Co.</p> -</div> -<p class='c022'>ILLUSTRATION</p> - -<div class='sidenote'>Written Work</div> - -<p class='c009'>A large class of eighth grade pupils had different -teachers for different subjects. Near the beginning -of the school year, Mr. Smith, one of the teachers, said -to Mrs. Lathrop, a teacher of another subject,</p> - -<p class='c009'>“That class simply will not prepare written work -for me. They deliberately disobey me about it.”</p> - -<p class='c009'>Mrs. Lathrop had seen no signs of rebellion in the -class. Soon she ordered written work handed in for -the next day. She made her explanation of what she -<span class='pageno' id='Page_89'>89</span>wanted done very exact. The task she set was easy -and required little time. She expected to have work -from every pupil. She was not disappointed. After -the papers were handed in she told the pupils how -pleased she was to get a well-prepared paper from each -one. She talked a moment about the mental and moral -strength of the class, and of her hopes regarding a -year’s work with them.</p> - -<p class='c009'>Needless to say, a very strong bond of good faith -grew up between her and the class. They never collectively -or individually failed her. She used with -them the principles of expectancy and approval. Mr. -Smith failed with the same class through faultfinding.</p> - -<div class='lg-container-b c027'> - <div class='linegroup'> - <div class='group'> - <div class='line in1'>A man may well bring a horse to the water</div> - <div class='line'>But he cannot make him drink without he will.</div> - <div class='c014'>—<i>John Heywood.</i></div> - </div> - </div> -</div> - -<h3 class='c015'>V. THE HIGH SCHOOL</h3> -<h4 class='c021'>1. Disobedience Due to Faultfinding Resulting in Useless Punishment</h4> -<p class='c022'>CASE 13</p> - -<div class='sidenote'>Destructiveness</div> - -<p class='c009'>Charles and Henry are in the principal’s office. -“Did you boys visit the tower last night and write -your names on the hands of the clock?” The boys -assent. “Did you know that that door is kept locked -so as to prevent people from going up in the tower?” -Again the boys say, “Yes.”</p> - -<p class='c009'>“Let’s see! You boys have been in here several -times, haven’t you? You got a whipping for fighting. -<span class='pageno' id='Page_90'>90</span>Again I punished you for playing ball in the neighbors -yards. And after that you were punished for repeatedly -abusing the apparatus in the gymnasium. At -another time you two went with a basket ball team -contrary to my plan. What do you think is to come of -all this? Do you like the whippings?”</p> - -<p class='c009'>The boys are very quiet until the last question. -Charles answers: “I don’t think we have been bad, -and—”</p> - -<p class='c009'>“Well, that’s not left for you to decide. We are trying -to make something of you, and all this rough treatment -is brought on by your own reckless disregard for -the rules and orders in force in the school. You will -each bring in twenty extra problems in algebra and -also pay for the repairing of the tower clock. If I -catch you in the tower again you will both get a much -more severe punishment. Do you understand?”</p> - -<p class='c009'>After the boys left, Mr. Elsworth remarked to one -of his teachers:</p> - -<p class='c009'>“When I come to school in the morning I never feel -quite sure that I shall not have to whip one or both of -these boys for some foolish, thoughtless scrape. I quite -dread seeing either Charles or Henry. I may have to -expel Charles.”</p> - -<p class='c009'>Charles has suffered occasional floggings all through -the grades. When another pupil reports to Charles -the principal’s remark about expulsion, he becomes -alarmed. He is doing fair work in school; and has not -failed in winning promotion at the end of each year. -His power over Henry is irresistible; they are constant -chums. Their escapades never have provoked the -severest penalties. They shared punishments because -<span class='pageno' id='Page_91'>91</span>both joined in accepting equal responsibility. They -rarely lied about their misdeeds and timed them so as -to avoid cumulative indignation until the last incident.</p> - -<p class='c009'>Charles is bold, venturesome, knows the country -roads well all about town, has some taste for animal -study and easily takes the lead, but has not been cultivated -in this particular. He is just approaching his -fifteenth birthday.</p> - -<p class='c009'>The penalty method has failed. Only one aspect of -it has had any considerable influence with the boys—the -possibility of expulsion.</p> - -<p class='c009'>The principal has let the matter drag along in a -heedless fashion, with no clear policy in mind.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Give the boys special attention, without disclosing -it to the other pupils. Adopt a well-thought-out policy. -Watch the effect of every move you make. Have a -great deal more “up your sleeve” than the boys find out.</p> - -<p class='c009'>Plan at once a series of excursions into the country -in connection with the science courses, not as a reward, -but as a part of the school program.</p> - -<p class='c009'>Assign certain important, though not conspicuous -tasks, to several members of the group, including -Charles and Henry. At first keep the two boys together -on a task; later separate them and give each a new -team-mate.</p> - -<p class='c009'>On successive trips, as occasion suggests, ask Charles -to lay out the route for the party or to secure a -conveyance to bring home a sick girl or to gather -information and report on habits of squirrels in -the region.</p> - -<p class='c009'><span class='pageno' id='Page_92'>92</span>Give private verbal expression to Charles of your -appreciation of his work: “The trips to the country -seem to depend very largely on you for their success. -You are taking a leading part in the management -of these affairs. We appreciate your service very -much.”</p> - -<p class='c009'>On suitable occasions give Charles practice in obedience -on small points. For example, all are sitting about -the lunch spread on the ground in the woods. A beautiful -butterfly alights in your easy reach. Extend your -hand with eager expectancy and some subdued haste -and say,</p> - -<p class='c009'>“Charles, hand me the net please.” The task is -very slight; there is very little chance of disobedience. -Repetition of such lessons should be secured as often -as possible and on each occasion express your satisfaction -and thanks.</p> - -<p class='c009'>If stronger reactions from the boys are needed, -assign special congenial tasks for the good of the school: -erection of basket ball poles, laying of tennis courts, -handling of properties connected with class play. -Work with them.</p> - -<p class='c009'>Avoid all reference to past misconduct. Never use -school duties as penalties; it begets dislike for them.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Boys become hardened to corporal or other severe -punishments too often repeated. Pain seems due to -fate and loses nearly all of its little corrective value. -With rare exceptions penalties inflicted provoke mutual -antagonism between pupil and teacher. This inhibits -the development of character.</p> - -<p class='c009'><span class='pageno' id='Page_93'>93</span>Mr. Elsworth made no headway with the punishment -method. If he wisely adopts the plan to direct the -activities of the boys instead of suppressing them, he -can win the respect and good-will of the disobedient -boys. He must avoid “testing” their loyalty as far -as possible; any slight lapse is a serious backward step. -Time is needed to effect a cure; years of mismanagement -cannot be remedied in a few days.</p> - -<p class='c009'>If Mr. Elsworth reverses his attitude toward the -boys the method will be effective; his opinion of, and -known sentiments regarding, these boys have more -significance than all the plans he may adopt.</p> - -<p class='c009'>If practice in obedience is given on matters pertaining -to the school welfare, the boys will have a persistent -social reason for doing right. The principal is -to convince them that he is merely expressing plans for -courses of action that the school welfare demands; he -is not making a private matter of his control of the -boys.</p> -<h4 class='c023'>2. Disobedience Due to Commands That Infringe on Personal Rights</h4> - -<p class='c016'>There are many fine distinctions on what are a -pupil’s remaining personal rights after once he enters -school. In many cases a teacher has a right to know -what a boy has in his pockets or what a girl has placed -in her lunch basket. A superintendent under some -circumstances may order a boy to bring from home a -knife involved in a fight. Under other circumstances -such authority would not be granted either by law or -by public sentiment.</p> -<p class='c022'><span class='pageno' id='Page_94'>94</span>CASE 14</p> - -<p class='c009'>Mr. Herron went to the school board meeting and -made a request.</p> - -<div class='sidenote'>Dropping Things</div> - -<p class='c009'>“The boys are not under good control. I think I -need authority to use corporal punishment. I would -like you to grant this authority at this meeting.” The -request was granted.</p> - -<p class='c009'>Mr. Herron next day made the following announcement:</p> - -<p class='c009'>“No more painting pans to be dropped, not one. I -was at the school board meeting last night and my -request for the right to use force to secure obedience -was granted.”</p> - -<p class='c009'>He seemed two inches taller for a moment as he -came to the climax of his speech. But the quality of -his voice did not promise any stronger manhood than -he had displayed hitherto.</p> - -<p class='c009'>He had scarcely finished his talk until a “careless” -elbow knocked a pan to the floor and a long familiar -rattle was again echoed over the schoolroom.</p> - -<p class='c009'>Mr. Herron knew who was the offender, but did not -disclose the fact. Soon he walked nonchalantly up -from a rear position toward Herbert Brown. Herbert -eyed him through the corner of his eye and squared -himself for trouble.</p> - -<p class='c009'>Presently Mr. Herron stepped up to Herbert and in -a flash struck him a light blow on the side of the head, -saying in a strong voice,</p> - -<p class='c009'>“Take that.”</p> - -<p class='c009'>Herbert threw up his hand to shield his face from -attack and said, “Take what?”</p> - -<p class='c009'><span class='pageno' id='Page_95'>95</span>“Put your hand down,” was the next command. No -response, but a taunting look from Herbert.</p> - -<p class='c009'>“Put down your hand, I tell you.”</p> - -<p class='c009'>Mr. Herron had forgotten all about the dropping of -the paint pan and was intent on securing obedience to -another command. He failed. He allowed his attention -to be diverted to another part of the room, his -attitude of authority to subside, and Herbert to do -whatever he found to do.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<div class='sidenote'>Reform Yourself First</div> - -<p class='c009'>Instead of force, a reorganizing of the teacher’s ideas -is the only remedy. Forget all about coercion and -compel yourself to solve the problem by some other -method. Keep your desk in order. Be absolutely -punctual. Carry out your personal and school program -to the letter. Be fully prepared to teach each -subject interestingly. Expect to reform yourself and -your school on doing what is appointed to be done on -time and thoroughly. Stiffen up your thinking. Gather -up anecdotes of success, especially from the modern -business world. Turn all the impulse to use force on -the pupils into will power to build up your own character; -compel yourself and the school will follow -you.</p> - -<p class='c009'>The whole method of showing authority, threatening -to use force, attacking the noise problem with a -mere “talk,” the cuffing of Herbert on the head, the -command to take down the hand, shows the folly of -leaning on coercion. Some schools suffer little from -successful coercion, but this teacher was a conspicuous -failure. To this day his pupils despise him. But a -<span class='pageno' id='Page_96'>96</span>policy of force dare not be surrendered during a -conflict.</p> - -<p class='c009'>Thomas Hughes gave the following advice about -fighting among boys; it may be of interest to our Mr. -Herron:</p> - -<div class='sidenote'>When to Fight</div> - -<p class='c009'>“As for fighting, keep out of it if you can, by all -means. When the time comes, if ever it should, that -you have to say, ‘Yes,’ or ‘No,’ to a challenge to fight, -say, ‘No,’ if you can—only take care you make it clear -to yourself why you say, ‘No.’ It’s a proof of the -highest courage, if done from true Christian motives. -It’s quite right and justifiable, if done from simple -aversion to physical pain and danger. But don’t say, -‘No,’ because you fear a licking, and say or think it’s -because you fear God, for that’s neither Christian nor -honest. And if you do fight, fight it out; and don’t give -in while you can stand and see.”</p> - -<p class='c009'>Moreover, adopt a policy of active coöperation. -Take the initiative in this matter. Find the most -suitable point of contact between your own and your -pupils’ individual interests and take a leading part -in them. Perhaps it is athletics; if your aid becomes -almost a necessity, disciplinary problems will no longer -be your chief concern. If things are in a bad way -begin by planning with a few boys privately. You -may say,</p> - -<p class='c009'>“I’m just turning over in my mind the idea of -organizing two or three baseball teams in the eighth -grade and in the high school. What do you think -of it?”</p> - -<p class='c009'>Take the matter up with each when he is alone or -with two in a group, so as to come close to as many -<span class='pageno' id='Page_97'>97</span>boys as possible. Use plenty of time to develop the -idea. Spur the boys to take the lead, but maintain -the position of chief advisor. Plan out much more -than can probably be accomplished, so as to show intensity -of interest and wealth of resources for use in -behalf of the boys.</p> - -<p class='c009'>Having once commanded Herbert to take down his -hand, which was a mistake, never give up until he -obeys. Surrender at this point is fatal. Make up -your mind that it is important for his sake and for the -school’s sake. If necessary say: “Put your hand -down, Herbert. You are not to be punished further -for this offense.” That is, give him a reason for -obeying.</p> - -<p class='c009'>If he still refuses, a courageous teacher having once -chosen to use force will compel the hand to go down -even though he precipitates a scuffle.</p> - -<p class='c009'>If the situation makes a scuffle impracticable, Herbert -could be dealt with privately and an adequate -settlement of the issue secured.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>If the teacher maintains the attitude recommended, -he will launch a powerful suggestion which cannot fail -to modify the conduct of the school. He accomplishes -far more by suggestion than he does by direct instruction. -The latter is subject to point-blank criticism; -the former enters the mind without deliberate scrutiny -by the person influenced.</p> - -<p class='c009'>It does not take so much of a teacher’s time to enter -sympathetically into a pupil’s life as one might suppose. -<span class='pageno' id='Page_98'>98</span>It is not a matter of hours, but of conscious -linkage with pupil interests.</p> - -<div class='sidenote'>Who Is the Ringleader?</div> - -<p class='c009'><i>No one can manage a school who cannot discover -ringleaders.</i> These must be dealt with unobstrusively -to avoid accusations of favoritism. Dealing with persons -one at a time saves a teacher from the cumulative -pressure of combined personal suggestion. If one pupil -alone objects to an idea he is not reinforced by the -consensus of comrades. When the teacher has won -over, in part at least, a number of pupils singly, he can -trust himself to face the entire group for purposes of -conference and decision on a project.</p> - -<p class='c009'>Comradeship develops in forming plans, whether -they are practical or imaginative. The close adjustment -of mind to mind, the pooling of interests, the -surrender of preferences all make coöperative planning -one of the richest sources of friendship. Moreover, it -is an excellent school for character building: it constrains -one to adjust himself to intimate life with other -people.</p> -<div class='lg-container-b c027'> - <div class='linegroup'> - <div class='group'> - <div class='line'>“Let them obey that know not how to rule.”</div> - <div class='c014'>—<i>Shakespeare.</i></div> - </div> - </div> -</div> - -<h4 class='c021'>3. Disobedience That Is Deliberate and Persistent</h4> - -<p class='c016'>A willfully disobedient pupil is one who refuses to -obey because of intense resistance to control by another -will. The rebellion is deliberate and persistent. The -disciplinarian needs good generalship when confronting -an aggravated instance of willful disobedience.</p> -<p class='c022'>CASE 15</p> - -<p class='c009'>Arthur was not a vicious character, but life flowed -<span class='pageno' id='Page_99'>99</span>at a fast pace through his veins and at times he seemed -hardly responsible for the wild excursions he made -into school adventures.</p> - -<div class='sidenote'>The Fun-maker</div> - -<p class='c009'>He came into high school well taught in all the -devices for fun-making used in all the school. He -tested every teacher just as a driver snaps a new whip—to -see how much rebound there is in it. He entered -every opening for forbidden actions, but always -stopped when compelled to submit to authority. He -did not merely drift into forbidden paths by heedlessness.</p> - -<p class='c009'>A prohibition was a challenge to him. It offended -him. He had a free spirit. Scenting limitations, he -chafed and tried to overleap bounds set up by authority. -On matters not mentioned for his admonition, he -made not the least trouble. There was nothing interesting -to him in undisturbed routine.</p> - -<p class='c009'>Only one instance can be given. He sat well back in -the study hall and when Miss Green kept study hour, -life was a torment to her.</p> - -<p class='c009'>On Tuesday morning following some warm words -from Miss Green on the preceding day about better -conduct, Arthur brought a mink skin to school and -stuffed it into his desk before school opened. During -Miss Green’s supervision of the study period, the following -remarks were made:</p> - -<p class='c009'>“What’s the cause of all those grins, etc., back -there?”</p> - -<p class='c009'>No answer, but a mild subsidence of noise, and some -show of work. In a few moments a girl’s scream shocks -every one in the room. Miss Green looks up quickly -enough to see Arthur drawing in his arms from the seat -<span class='pageno' id='Page_100'>100</span>in front and stuffing something down under his desk.</p> - -<p class='c009'>“Arthur, what’s that you have there?” says Miss -Green. No answer is given her, and she nervously rises -from her seat and marches to Arthur’s desk.</p> - -<p class='c009'>“What is that you put in your desk?”</p> - -<p class='c009'>“A mink,” says Arthur with a look of hypocritical -sheepishness.</p> - -<p class='c009'>“A mink! Get that thing out this minute.”</p> - -<div class='sidenote'>The Mink skin</div> - -<p class='c009'>Arthur fumbles, spills his books on the floor, looks -around to see if he is being properly watched by the -pupils, shuffles his feet on the floor and almost slips -from his seat before he succeeds in “catching” his -“mink.” Then slowly he draws forth the mink skin, -elbows boldly projecting, and slams it down on Miss -Green’s hand as if making a hasty delivery of a longed-for -treasure. She snatches her hand away in ill-concealed -terror and all eyes are turned on her.</p> - -<p class='c009'>“Take that thing from here instantly to Mr. Ensley’s -office.”</p> - -<p class='c009'>Then an argument begins between her and Arthur. -After several violent thrusts of authority have been -made, Arthur lumberingly ambles across the room, out -of the door and down the hall.</p> - -<p class='c009'>A partial quiet is restored while Arthur loiters a -moment outside and then enters, not having made the -appointed call. He returns to his seat feigning anger. -Miss Green is sorry she has provoked Arthur so much -as to distract her mind while digging out thirty lines -of Virgil.</p> - -<p class='c009'>Miss Green suspected what Arthur had done. Before -now she had sent Arthur to the principal for disciplinary -<span class='pageno' id='Page_101'>101</span>purposes, and although he had labored with -Arthur, no good had come of it.</p> - -<p class='c009'>She later mentioned the incident to the principal, -who promised to take it up, wishing at the same time -that his Latin teacher had a strong will and a firm and -effective method of discipline.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<div class='sidenote'>Study Hall Discipline</div> - -<p class='c009'>Too much attention has been given to details of -discipline and not enough to the subject as a whole. -Master the larger situation first. Too much time -is spent in inspecting assembly-room conduct. Your -scrutiny tends to provoke misconduct because you -seem to pose as an expert in detecting and suppressing -disorder. You make the impression that -the study period is to be chiefly devoted to keeping -good order. This distracts and unnerves pupils of -many types.</p> - -<p class='c009'>Instead of order, make study the chief concern for -the period. Move about the room in search of opportunities -to help on difficult matters. If no help is called -for, chat with one and another (without creating confusion) -about important topics. Do not attempt to -talk with some one all the time, but take a genuine -interest in, say, four or five pupils during the period. -Bring them something of value; draw their attention -to strong points and anchor their interest in matters -worth consideration.</p> - -<p class='c009'>In case something needs attention, do not respond -to the alarm with a shocked demeanor. The echoes of -an explosion may die away and then you can leisurely -<span class='pageno' id='Page_102'>102</span>approach the scene and take action if any is needed. -You may need to say,</p> - -<p class='c009'>“Alfred, I should like a little conference with you -at noon. Perhaps you can clear up some of these -matters.”</p> - -<p class='c009'>Be present at his desk if possible, or, better still, -meet him privately and receive a report of the -transaction.</p> - -<p class='c009'>Many teachers avoid making appointments of this -sort, but seize an opportune moment for a decisive interview, -after taking time to formulate a course of -action.</p> - -<p class='c009'>Avoid instantaneous decisions on negative action -as far as possible.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Few teachers realize how much of ill conduct is due -to small provocations from their own dress or manners. -A woman with a towsled head, a man with a shabby -suit, may so grate on the nerves of pupils as to contribute -seriously to misconduct.</p> - -<p class='c009'>Every one engaged in study is more excitable than -when free to move at liberty and to give healthy exercise -to a large number of the muscles of the body. -Irritations induce more numerous and more serious -misbehavior under these circumstances.</p> - -<div class='sidenote'>Mannerisms of Teacher</div> - -<p class='c009'>Some teachers have a mannerism of retreating the -upper or lower lip, of wringing their hands, of tripping -noiselessly across the floor; such actions are novel -and distracting.</p> - -<p class='c009'>Over-caution as to good order or misapplied caution -irritates every one who takes note of it. One is tempted -<span class='pageno' id='Page_103'>103</span>to say, “What a fool she is,” and to spy on her as she -attempts detective tricks. A pupil has the opportunity -of winning distinction if he can out-general such a disciplinarian, -both in his own esteem and in the opinion -of his schoolmates.</p> - -<p class='c009'>Pupils know what a study period is for. If the time -is misspent in the mere mechanics of the thing the -power is all used before any work is done. Any loose -play in a method of handling a school begets distrust, -whether it be in athletic finances, the care of buildings, -the assignment of lessons or the management of a study -period. Distrust in one area soon spreads to others -and weakens the whole school machine.</p> - -<p class='c009'>A short visit with a pupil from a well loaded teacher -who knows her business, who leaves a cheerful word, -who senses the situation in which a pupil finds himself, -has a most stimulating effect. Even when no problem -is awaiting outside aid, the genuine interest of a supervising -teacher adds a great deal to the enjoyment of a -day in school.</p> - -<div class='sidenote'>Helping a Pupil</div> - -<p class='c009'>Some strong teachers have the knack of making even -a somewhat noisy visit at a student’s desk without -seriously distracting others from their work; the noise -is that of intensity, not of uncontrolled explosiveness.</p> - -<p class='c009'>Such a visit combines in fine proportions approval -and coöperation.</p> - -<p class='c009'>“You are doing good work there; let me see what -you are working at.” “Yes, now let’s see how that -looks; perhaps I can help you just a little.” Such -suggestions as these put backbone into work that sooner -or later will need invigoration.</p> - -<p class='c009'><span class='pageno' id='Page_104'>104</span>A teacher who attempts to deal with a matter in -public always runs the risk of making the matter worse. -A pupil, however meek he is in private, is bold and -resistant when his fellow pupils are looking on if any -tendency to mischief is in him. He cares less for the -teacher’s approval than for the heroic honors awaiting -him from at least some of his schoolmates. By a loud -voice, or casual remark, he may insult the teacher -effectively and yet so mildly that the offense dare not -be dealt with. This means instantaneous loss of prestige; -the loss is very difficult to make up.</p> - -<p class='c009'>If one is positively sure of his ground, then immediate -dealing with the case may be wise. High school -pupils are less scrupulous and more resourceful than -other pupils and explosions or failures on the part of -the teacher carry much farther through the school -because of the greater significance attached to student -criticism.</p> -<p class='c022'>ILLUSTRATION</p> - -<p class='c009'>As an illustration of the better method of managing -Arthur, no finer case can be taken than that of Miss -Featherstone, who taught English and shared with -Miss Green supervision of the high school.</p> - -<p class='c009'>In the classroom, the pupils were working on the -debate to come off the following Friday. “Arthur, let -me see your outline,” said Miss Featherstone. Arthur -has struggled severely over this matter, but handed in -a much marked paper. “Thank you,” said Miss -Featherstone with an air of satisfaction and accomplishment -and curiosity as she turned over the sheets -handed in. The class was in order and ready for work. -<span class='pageno' id='Page_105'>105</span>At the close of the hour Miss Featherstone said, “This -has been a good hour together. You have made the -right beginning in your debate. I want to see each of -you before next Tuesday. Arrange privately with me -for a consultation date. Excused.”</p> - -<p class='c009'>Without tyranny or threat the hour had been quietly -devoted to study and now that Miss F. entered the -study hall, the same methods brought good order.</p> - -<div class='sidenote'>A Masterly Disciplinarian</div> - -<p class='c009'>Arthur had had time to forget any little pleasure -there was in teasing Miss Green. He saw a strong and -significant eye of Miss F.’s looking at him a moment -from the desk. She stood slowly surveying the room, -noting the action or evident inattention of every pupil -in the room.</p> - -<p class='c009'>When William was caught gazing for a long time -out of the window, Miss F.’s finger beckoned a new -position, which he instantly assumed.</p> - -<p class='c009'>Arthur saw the whole thing. He did not wait to be -directed how to spend his time. His hands quietly -reached for an algebra and he went to work.</p> - -<p class='c009'>Every time he looked up he saw a little strong-willed -woman, who let no event in the room escape her eye. -Impulses to displease her with an interruption of the -school work died before they were scarcely noted by -the now industrious Arthur.</p> - -<p class='c009'>Miss Featherstone made no feature of her work of -supervision, as such. She worked; that is all. When -she sat down by Alice Hinman a moment, something -happened.</p> - -<p class='c009'>“You’ll find a good illustration for that paragraph -in your history in the Dictionary of Biography, vol. -IV., p. 29.”</p> - -<p class='c009'><span class='pageno' id='Page_106'>106</span>Details were at her finger tips, and every piece of -advice hit a point.</p> - -<p class='c009'>Her friends say, “She’ll sit up all night to help a -person in distress. She did that very thing when -Maggie Henderson lost her oration in the fire before -she had it memorized. She was to leave for a week’s -vacation. She spent the whole night preceding her departure -helping Maggie reconstruct the lost oration.”</p> -<h4 class='c023'>4. Pupils Agree to Disobey</h4> -<p class='c016'>Mass action presents problems different from those -arising from individual misconduct. Not only are the -numbers to be dealt with larger, but each member of -the rebellious group is to a large degree different in -his attitude because of the effect of a mass influence.</p> -<p class='c022'>CASE 16</p> - -<p class='c009'>In Welton, the superintendent of schools, J. Q. Jefferson, -followed the example of his predecessors and -made elaborate arrangements for a team of contestants -to go up to Enfield in May to try for the district honors -in oratory, music and debate.</p> - -<p class='c009'>A few days before the 10th of May, the day set for -the contest, a conflict of which only the fewest rumors -had been heard came to a head. Mr. Jefferson -was interviewed at a noon intermission by Harold -Waterman:</p> - -<div class='sidenote'>Students Strike</div> - -<p class='c009'>“Mr. Jefferson, the members of the Delphian society -have decided not to participate in this contest. We -have found that the Archimedeans have concocted a -plan by which all the best students of next year’s -<span class='pageno' id='Page_107'>107</span>entering class will be yoked up to join their society and -we cannot agree to it.”</p> - -<p class='c009'>“But this has no immediate connection with the contest. -Why not go on with the contest and settle this -matter on the outside?”</p> - -<p class='c009'>“I know; that plan has been discussed and some were -willing to proceed, but last night our society held a -special meeting; the contestants agreed to stand by the -society and when the vote was taken the majority -decided not to go on with the contest.”</p> - -<p class='c009'>This was a fatal state of affairs, for as usual the -Delphians were furnishing two-thirds of the fifteen -contestants.</p> - -<p class='c009'>The Delphians had broken no rules in their stand, -since the contest matter was a voluntary affair. But -the Archimedeans were in the wrong. Two years -before an agreement had been made that no schemes -for society membership rushes were to be permitted -until the last week of September in each year. For -two years this plan held, but now it failed.</p> - -<p class='c009'>Mr. Jefferson at once conferred with the Archimedeans. -A part of the interview ran as follows: “Mr. -Jefferson, the Delphians have managed to get in all -the strong fellows in school. The plan has nearly -ruined our society. We are simply doing what we have -to do. No, the society will not change on this matter,” -said the president, Kathleen Morris. A short meeting -of the Archimedeans was called at the superintendent’s -request. It resulted in no change of policy. Next Mr. -Jefferson announced that the Archimedeans would be -forbidden to give any more programs or to hold any -<span class='pageno' id='Page_108'>108</span>meetings in the school building until they formally -rescinded their action and changed their stand.</p> - -<p class='c009'>The Delphians stood by their declaration and remained -out of the contest. The Archimedean contestants -could only enter in oratory as the debate team -was weakened by the Delphian strike.</p> - -<p class='c009'>Much bitter feeling grew in a few weeks’ time. -The matter stood in this fashion until the end of the -year. Mr. Jefferson was not reëlected at the end of -his first year.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<div class='sidenote'>Controlling Strikers</div> - -<p class='c009'>Find out what all classes and societies are planning -and doing in such large matters as membership campaigns. -Have a trusted student officer in each society -to confer with you as soon as serious problems arise. -Attend society meetings often enough to be counted -an interested adviser; or better still, have each society -under the care of a teacher who is expected to attend -all meetings and coöperate with the officers in keeping -the society in a high state of efficiency. Assist in planning -affairs that are not officially under your direct -control.</p> - -<p class='c009'>Be sure to avoid excessive encouragement of any one -competing organization in school. Competition is good -in case the competitors are nearly evenly matched. -Help the under dog, in a wise manner. When a society -seems on the decline initiate some plan to revive its -strength. Coöperation at the right moment will win -confidence and prevent clashes.</p> - -<p class='c009'>Make an appeal to the Delphian Society on the -ground of their past record. Display the details of -<span class='pageno' id='Page_109'>109</span>their achievements, repeat the announcements of the -coming contest. Secure the assistance of some graduate -Delphians who are unconcerned in the present -grievance. Apply the method of approval on a large -scale and show the society that its members, the school -and the town are hanging with expectancy on their -decision to continue preparation and again win the -trophies. This should be done privately to a large -extent to avoid over-emphasizing the importance of -this one society.</p> - -<p class='c009'>Promise fair dealing with the Archimedeans, but -make no pledges about solving the problem instantly -and in the way demanded by the Delphians.</p> - -<p class='c009'>Take plenty of time to correct an evil, if no urgency -of growing habit compels haste. Propose the substitution -of a better method for increasing membership in -the Archimedean society. Perhaps new members will -be chosen by lot as fast as new pupils enroll. Issue no -prohibitions if they can be avoided.</p> - -<p class='c009'>Avoid calling a meeting of rebellious students unless -you have a plan that is acceptable to the leaders of the -group. If negative action is necessary deal with single -students.</p> - -<div class='lg-container-b c027'> - <div class='linegroup'> - <div class='group'> - <div class='line'>Man is a creature of a willful head</div> - <div class='line'>And hardly driven,—but is easily led.</div> - <div class='c014'>—<i>S. Daniel.</i></div> - </div> - </div> -</div> - -<p class='c022'>COMMENTS</p> - -<div class='sidenote'>Getting the News</div> - -<p class='c009'>Some executives have a fine ear for school news; -they catch what is passing, seemingly with little effort. -They are not eavesdroppers or spies, they do not -employ informers, and yet they know everything that -goes on.</p> - -<p class='c009'><span class='pageno' id='Page_110'>110</span>There is a good reason for their success; they are -sought-out counsellors. Their pupils have a sense of -being team-mates with the superintendent or principal -and so are frequently in his company.</p> - -<p class='c009'>The scope of official jurisdiction is by no means sufficiently -wide to cover all the useful points of comradeship -in school management. There need to be occasions -of voluntary assistance that extend beyond the range -of ordinary school routine. This coöperation is unofficial -and very powerful in dissipating mild antipathies -between teacher and pupil.</p> -<h4 class='c023'>5. Disobedience Provoked by a Policy Contravening Community Sentiment</h4> - -<p class='c016'>The eager, self-confident, strong-willed teacher often -rushes into a program of action that has unfortunate -results. If in his own student days he attended a large, -highly organized school where the authorities easily -executed new school policies, he often blunders as a -teacher when beginning work in a smaller school because -of unskilled imitation of the methods of his former -teachers.</p> - -<div class='sidenote'>Know the Community</div> - -<p class='c009'>Perry warns the teacher against neglecting to study -the psychology of the crowd. A pupil dealt with alone -is but one individual. If another shares in the conference -you have a group. Any punishment shared -with another loses force. If another two are added to -the number the punishment ceases to have real worth. -This does not mean that there is no such thing as the -punishment of a social group; but that what is a punishment -for one does not become a punishment for a -<span class='pageno' id='Page_111'>111</span>crowd simply by being extended to the crowd. The -punishment of individuals and of groups is essentially -different, and must be differently planned.</p> -<p class='c022'>CASE 17</p> - -<div class='sidenote'>Dancing</div> - -<p class='c009'>Miss Allison took charge of the Reynolds High -School as principal under a mediocre superintendent. -After the term was well under way she made this -announcement one morning at general exercises, -“Owing to the fact that the work of the high school -has been suffering seriously for some weeks past by -reason of an excessive number of social affairs, it has -been decided to ask you all to refrain from social -dancing during the remainder of the year.”</p> - -<p class='c009'>After a few more words in which Miss Allison disclosed -the fact that the announcement had the approval -of the board of education and the superintendent, the -matter was dropped.</p> - -<p class='c009'>Not many days passed until the following conversation -took place:</p> - -<p class='c009'>“Edith, didn’t you plainly understand the announcement -made in the assembly-room some time -ago?”</p> - -<p class='c009'>“Yes, Miss Allison, I understood. But you know -we have all been accustomed to dancing for years and -years back and it seems hard to have our fun all taken -away from us.”</p> - -<p class='c009'>“But you are asked to give up dancing only during -the school term.”</p> - -<p class='c009'>Edith continues, “All the other young folks not in -school go on with their fun; they invite us and we -want to dance.”</p> - -<p class='c009'><span class='pageno' id='Page_112'>112</span>“Well,” said Miss Allison, “all I can say is that the -high school pupils are not to dance while attending -this school. You have not followed the rule of the -school. This is your first dance and if you do not -repeat it we can let the matter rest.”</p> - -<p class='c009'>But things took a turn for the worse. Community -sentiment was not strong enough to sustain Miss Allison, -although official consent had been readily obtained.</p> - -<p class='c009'>At a senior class social the whole company fell back -into the old ways and dancing lasted until midnight. -When Miss Allison learned of it she reported the -matter to her superintendent. He sympathized -with her and then left the difficulty largely in her -own hands.</p> - -<p class='c009'>She decided finally to drop any further consideration -of the question of dancing. She heard occasional -remarks of mingled curiosity and scorn and found her -influence on the school sadly weakened.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<div class='sidenote'>A Substitute for Prohibition</div> - -<p class='c009'>Instead of the plan that Miss Allison followed we -suggest the following procedure. Remain silent on the -matter of dancing as a cause of insufficient lesson preparation. -Your private opinion on the propriety of -dancing can of course be modestly disclosed.</p> - -<p class='c009'>To secure better results in class work consider again -the length of lesson assignments, interesting matter -for recitations, and whatever accessory means are -needed to make class work of great interest. Review -again details of modern plans of teaching high school -subjects. Accept as a probable fact that laxity in -preparation for a recitation is chiefly the fault -<span class='pageno' id='Page_113'>113</span>of the teachers in that subject. Confer with each -teacher privately on this problem of better teaching -methods.</p> - -<p class='c009'>The following seems a tactful method of approach.</p> - -<p class='c009'>“Mr. Pingree, just a moment, please. I ran across -some announcements lately that I think might interest -you. They deal with the use of reproductions of famous -paintings for use in high school Latin courses. After -you look them over I should like to confer with you -and perhaps plan to introduce them into our work -here.”</p> - -<p class='c009'>Attend pupil social affairs sufficiently to gain the -reputation of genuine interest in high school social -events. Secure a firm hold by this means on the affections -of the pupils and ascertain by direct observation -the actual distraction traceable to social diversions.</p> - -<p class='c009'>If necessary plan a few little social affairs for some -of the leaders of high school sentiment. In these demonstrate -some novelties in the way of entertainment -plans. Choose schemes that are not so elaborate or -exhausting as those in use by the high school pupils -and so introduce substitutes for them.</p> - -<p class='c009'>Ascertain if you can lay hands on one or two trusted -pupil-leaders and persuade them to agitate quietly and -unofficially for a moderation in evening or other distracting -social affairs. Take no chance at this point; -if in doubt omit the attempt.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>A teacher often over-estimates the connection of -certain supposed causes with the known conduct of -pupils. There are always several reasons why a pupil -<span class='pageno' id='Page_114'>114</span>acts as he does; if reform can be secured by dealing -with a manageable cause it is better by far than to -attack the most difficult one.</p> - -<p class='c009'>These acts of disobedience were clearly provoked by -a mistaken policy instituted by the principal. The -method suggested eliminates this provocation and leads -to coöperation instead of antagonism.</p> - -<p class='c009'>Pupils rebel naturally against being rounded up -for lessons either mediocre or positively distasteful. -Nearly all pupils respond appreciably to a first-class -attempt to teach a subject. Substitute excellence in -class work for coercion in social affairs and you appeal -to the common sense of every one concerned. Poor -teaching leaves the pupil unsatisfied and disposed to fill -up his life with that which pleases him most.</p> - -<div class='sidenote'>Direction Not Suppression</div> - -<p class='c009'>Suppression of social interest is impossible. Education -of high school pupils in social intercourse and -recreation is a necessary part of school training. A -teacher may easily be as lax in caring for this phase of -his duty as a pupil is in preparing his lessons.</p> - -<p class='c009'>The art of holding an interview with a pupil is not -easily learned. Let us see how a boy describes a conversation -with a strong, fine man who knows how to -make men out of boys.</p> - -<p class='c009'>“Well, I just told him all about it. You can’t think -how kind and gentle he was, the great grim man, whom -I’ve feared more than anybody on earth. When I -stuck he lifted me, just as if I had been a little child. -And he seemed to know all I’d felt, and to have gone -through it all. And I burst out crying more than I’ve -done this five years; and he sat down by me, and -stroked my head; and I went blundering on and told -<span class='pageno' id='Page_115'>115</span>him all; much worse things than I’ve told you. And -he wasn’t shocked a bit, and didn’t snub me or tell me -I was a fool and it was all nothing but pride and wickedness, -though I dare say it was. And he didn’t tell -me not to follow out my thoughts, and he didn’t give -me any cut-and-dried explanation. But when I’d done -he just talked a bit—I can hardly remember what he -said; but it seemed it spread round me like healing -and strength, and light; and to bear me up, and plant -me on a rock, where I could hold my footing and fight -for myself.”<a id='r5' /><a href='#f5' class='c017'><sup>[5]</sup></a></p> - -<div class='footnote c018' id='f5'> -<p class='c019'><span class='label'><a href='#r5'>5</a>. </span>Hughes, Tom Brown’s Schooldays. Macmillan.</p> -</div> - -<p class='c009'>Again, it is clear that if disobedience grows out of -the certainty on the part of pupils that the community -will support them rather than the teacher, the logical -thing for a teacher to do is to deal with that community -sentiment, in its adult and influential exponents, -rather than in the children whose attitudes are formed -by it.</p> -<p class='c022'>ILLUSTRATION</p> - -<div class='sidenote'>Gambling</div> - -<p class='c009'>Thomas Mallory was principal of a high school in a -suburban town where practically all the citizens were -well-to-do people. In November of his first year, he -noticed that at noons the students who in fine weather -walked or played tennis after eating luncheon, on -stormy days were playing cards. This in itself was -not serious, but a little observation showed him that -gambling in a small way was being carried on. He did -not pretend to be greatly shocked by these discoveries, -for he knew that most of the students had taken a -hand in card games in their own homes without -<span class='pageno' id='Page_116'>116</span>restraint, and that many of them knew that their -fathers played for small sums at their clubs and that -their mothers won valuable prizes at bridge parties. -To most of them, the staking of their pin money but -lent a pleasurable zest to a game of cards.</p> - -<p class='c009'>But Mr. Mallory had a horror of gambling. After -much thought upon the matter, and several interviews -with boys and girls who liked to make bets, he decided -to submit the problem to the parents themselves. He -sent out with the November report of each pupil a -mimeographed and signed note to the parent or -guardian, explaining the situation and saying that he -thought that, owing to the abuses that young people -were liable to make of the privilege of playing cards, -they would better not be allowed to play at all, especially -as it was impracticable for teachers to oversee -personally the conduct of each group during the noon -recess, even if such espionage were wise. He called -attention to the importance of the formation of right -habits during adolescence, and asked each parent if -a prohibition of card-playing in the high school would -not meet with his approval.</p> - -<p class='c009'>The response was everything that could have been -wished. Even those parents who were themselves -gamblers in one way or another, did not want their -children to gamble even in a small way at school. Having, -then, the practically undivided support of his patronage -(a few parents were not sufficiently interested -to reply, but none opposed his measure) Mr. Mallory -made a rule that no card-playing was to take place -upon the school premises, and without any trouble -more wholesome recreations took its place.</p> -<div> - <span class='pageno' id='Page_117'>117</span> - <h4 class='c023'>6. Disobedience Growing Out of Unbridled Pleasure Seeking</h4> -</div> - -<p class='c016'>There come times when the usual routine of school -life is suspended and the pent up enthusiasm or passion -for play seems to run wild.</p> - -<p class='c009'>High school pupils find it particularly difficult to -keep within the established limits on such occasions.</p> -<p class='c022'>CASE 18</p> - -<div class='sidenote'>A Big Celebration</div> - -<p class='c009'>Five other boys went with the six debaters of the -Roylston High School, when they went to Barrymore, -twenty miles away, for their annual debate. The principal, -Mr. Knapp, always had gone with them on these -trips; but this time he was detained by illness in his -family, which developed too late for him to find a substitute. -He therefore gave them last instructions at -the station and hurried home, the boys’ assurances -that they would “do him proud” ringing in his ears.</p> - -<p class='c009'>At twelve o’clock a worried mother called up to know -what was the trouble; at half-past twelve an irate -father wanted to know why his boy had not returned. -Mr. Knapp asked his assistant to make inquiries, and -at two the assistant telephoned that the eleven boys, -very hilarious, had just come in from Barrymore, -where they had eaten a late supper at the hotel after -the debate. Mr. Knapp, thoroughly out of patience with -them for their duplicity and lack of honor, resolved -to make an example of them the next Monday morning.</p> - -<p class='c009'>On Monday morning, therefore, at chapel, Mr. -Knapp read the names of the eleven boys distinctly. -He said the debaters had won the contest with Barrymore, -<span class='pageno' id='Page_118'>118</span>but had lost all credit for the victory through -a breach of good faith. Because he could not go with -them, they had remained until the last car and had -indulged in a celebration supper. Therefore, he thus -publicly withdrew from each boy in that group the -privileges of representing the high school in any contest -the school might thereafter hold during the year. -He did this because a boy who could not be depended -upon was unworthy to represent Roylston High School.</p> - -<p class='c009'>Addressing the boys personally he said:</p> - -<p class='c009'>“You have been guilty of a breach of good faith, -boys, in that you did a thing when I was not with you, -which your knowledge of our customs and our standards -makes every one of you know to be wrong. You -took advantage of my absence in a dishonorable way. -I dislike to take from the six debaters the privileges -of debating for the school, for that seems unjust to -the school. I hesitate to forbid these five boys to go -with the team again, for I am as anxious as I suppose -they are, for the boys to redeem themselves by good -behavior next time.”</p> - -<p class='c009'>The result was a scarcely concealed spirit of defiance -in that high school. The students were indignant that -a victory had been so lightly acknowledged; that what -they thought a slight offense had been so severely punished; -above all, at the <i>ex post facto</i> nature of the punishment, -for the boys had not been told they were to -return at once after the debate. This had been their -custom always and Mr. Knapp had not thought it needful -to give specific directions. There was a feeling that -Mr. Knapp was unjustly severe; and his influence and -authority weakened perceptibly as a result.</p> -<p class='c022'><span class='pageno' id='Page_119'>119</span>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Hold a private interview with the eleven pupils after -definitely deciding on a course of action. In the interview -these matters should be covered: the honors -brought to the school by the victory; the plans for the -next debate; the changes in personnel if any; an account -of the after-debate celebration held at Barrymore. -Do not disclose any faultfinding attitude toward -the group. Make no statements about their delinquency; -ascertain their motives and attitudes -toward their misconduct.</p> - -<p class='c009'>Later after discovering the ring-leader, meet him -privately and go over the affair in detail. Make him -admit the error by tactful questions and lead him to -accept your plan to hold celebrations on home ground -in the future.</p> - -<p class='c009'>Proceed in like manner until a strong minority -accepts your policy. At a regular meeting of the -debaters make brief announcement of the opinions, -judgments and resolutions thus accumulated. Reinforce -them by a few strong statements full of enthusiasm -and subdued firmness in a way to show that you -stand positively behind the decision to maintain the -school policy.</p> - -<p class='c009'>In your own mind accept the chief responsibility -for having so loosely managed affairs as to make the -delinquency complained of a possibility.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Mr. Knapp made two mistakes in this case. First, -he failed to provide for a situation which, had he been -less preoccupied, he might have foreseen; that, if they -<span class='pageno' id='Page_120'>120</span>won, these boys would consider a late supper a manly -and smart way of celebrating. Second, he punished -them, not by taking away a personal pleasure from -each, but by cutting them off from a social enterprise -for the good of the school, an enterprise which was a -means of growth in just that very sense of responsibility -which the boys lacked when they took advantage -of their principal’s absence.</p> - -<p class='c009'>If a punishment is too severe in the minds of the -pupils, the administrator loses the possible endorsement -of the penalty which would in fact effectively -reinforce it. A punishment that does not accurately -represent social conscience can have almost no value. -It generates repugnance.</p> - -<p class='c009'>“The mood of repugnance tends to give rise to and -to be accompanied by either a mood of anger or of -sorrow, according to the degree of opposition to which -it is subjected and the degree of energy available for -resistance.”<a id='r6' /><a href='#f6' class='c017'><sup>[6]</sup></a></p> - -<div class='footnote c018' id='f6'> -<p class='c019'><span class='label'><a href='#r6'>6</a>. </span>Shand, <i>The Foundations of Character</i>, 406. Macmillan.</p> -</div> - -<div class='sidenote'>Do Not Fight Instinct</div> - -<p class='c009'>He made too much of a misdeed that grew out of -very natural instinctive impulses. The public announcement -was a flaunt in the face of the entire school -and a severe attack on a matter which had strong -public sentiment behind it. It is unwise to launch -one’s self against a small misdeed in a way to make -one an enemy to a popular movement which one after -all desires to promote. Confidence in high school -pupils must be genuine, yet a principal must safeguard -them against overstrain on matters where -adolescent enthusiasm easily runs wild. There is a -way of trusting pupils and at the same time “fixing” -<span class='pageno' id='Page_121'>121</span>circumstances so that disobedience is not likely to -occur.</p> -<h4 class='c023'>7. Disobedience Due to the Inefficiency of the Teacher</h4> - -<p class='c016'>High school pupils become very expert in detecting -the real from the imitation in the matter of character -and ability in teachers. They have, as a rule, a keen -respect for intellect; so much so that they will usually -yield ready obedience to a teacher who can really open -their eyes to the wonders that lie in the world of lessons. -Intellectual attainment alone is not enough, but -real learning, combined with the rare art of imparting -it, will almost always win admiration and following.</p> - -<div class='sidenote'>The Bluffing Teacher</div> - -<p class='c009'>One of the great hindrances to good feeling and -ready obedience in our American high schools is the -comparatively low standard of preparation of many -of their teachers. Teachers who are too young, too -quickly and too superficially trained, very seldom -succeed in keeping the pupils long in ignorance of -their shortcomings.</p> - -<p class='c009'>Some teachers who have felt a lack of respect and -a tendency to disobedience and disorder, have found -the atmosphere of the school to change as if by magic -when better preparation of lessons on their own part -has been made. Pupils who have once known the joy -of having a wide-awake, well-prepared, and keen -teacher are especially quick to detect low scholarship -and faulty training in subsequent instructors.</p> -<p class='c022'><span class='pageno' id='Page_122'>122</span>CASE 19</p> - -<p class='c009'>The Junior English class in the Warren High -School was reading Macbeth under the guidance of -a teacher who had just come to take the place of Miss -Foster, the regular teacher, who was ill. They had -reached the second act.</p> - -<p class='c009'>“Sleep that knits up the ravell’d sleave of care,” -read John Harris. “What does that mean, Miss -Kirk?”</p> - -<p class='c009'>Miss Kirk did not really know, for she was not -a student of Shakespeare and she had not had -time to prepare the lesson. She considered hastily, -however, and made what she hoped was a shrewd -guess.</p> - -<p class='c009'>“They wore knitted doublets in those days,” she -said, “and of course they would ravel out with wear -and use. So the women used to knit them up again -when they needed it, in the sleeves for instance, just -as we darn hose now.”</p> - -<p class='c009'>John finished Macbeth’s speech, and sat down quite -satisfied that he understood it. But Harold Newcome, -the minister’s son, waved his hand vigorously, and -Miss Kirk let him speak.</p> - -<p class='c009'>“Father and I read this over last night together,” -he averred, “and we found a different meaning from -that. We found that sleave is a Scotch word and means -the silk before it’s spun into thread.”</p> - -<p class='c009'>Miss Kirk was shrewd enough to say, “That is a -passage upon which the authorities disagree. You may -go on, Constance.” Harold, while unconvinced, was -silenced for the time being.</p> - -<p class='c009'>The class reached the third scene. “He should have -<span class='pageno' id='Page_123'>123</span>old turning of the key,” read Mary Bond. “Miss -Kirk, I think there must be a misprint here—I don’t -make sense of it.”</p> - -<p class='c009'>“There is,” Miss Kirk replied, bluffing as before. -“It should read, ‘He should grow old turning the key.’ -Go on.”</p> - -<p class='c009'>“But that isn’t it,” Harold cried out in his eagerness. -“That expression is just like one the girls -use when they say, ‘You mean old thing.’”</p> - -<p class='c009'>“Harold, please get permission to speak next time,” -Miss Kirk admonished. “And don’t interrupt the -reading.”</p> - -<p class='c009'>They reached the lines,</p> - -<p class='c009'>“Approach the chamber, and destroy your sight - With a new Gorgon.”</p> - -<p class='c009'>“What is a Gorgon?” some one asked.</p> - -<p class='c009'>“Jennie, can you tell?” Miss Kirk was growing -cautious. Jennie could not, so she asked first one and -then another. Harold, although he could have told, -shook his head, and waited with a sardonic smile to -hear what Miss Kirk would say. Feeling obliged -to answer her own question, Miss Kirk at last hazarded,</p> - -<p class='c009'>“It is a kind of weapon they had in those days. -Tomorrow I want you all to look up all the words you -do not know.”</p> - -<p class='c009'>At this, Harold closed his book with a bang and -grinned broadly. Miss Kirk looked at him severely, -and said,</p> - -<p class='c009'>“Harold, open your book and read the next lines.”</p> - -<p class='c009'>“Excuse me,” he answered, “I don’t believe I will. -<span class='pageno' id='Page_124'>124</span>I’m learning so much from your wonderful definitions -that I think I’d rather listen to you.”</p> - -<p class='c009'>“Harold Newcome, open your book this instant. -Do you mean to do as I say?”</p> - -<p class='c009'>“I certainly do not. You don’t know as much as -we do about this play. You haven’t even read the -notes at the back of the book, I bet.”</p> - -<p class='c009'>“You may leave the room this instant,” Miss Kirk -commanded in a rage. “Will you do that?”</p> - -<p class='c009'>“I certainly will, with pleasure,” and Harold left -with a mocking bow.</p> - -<p class='c009'>At recess he gathered a group about him and explained -his teacher’s ignorant mistakes. The other -pupils enjoyed the joke thoroughly, and did not trouble -that night to prepare the next day’s English lesson, -feeling that they could either bluff or excuse themselves -with so “easy” a teacher. Miss Kirk found them -disrespectful and inattentive, listening to her comments -and instructions with amused smiles. Her work -was a total failure, and in a few days she had to give -up to a more able substitute, whose preparation was -such as to command respect.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>The teacher who has not had time to prepare a -lesson will find it best to be quite frank with his pupils; -no mistake could be greater than to pretend a -knowledge which he does not have. Miss Kirk might -have said to her class on that first day,</p> - -<p class='c009'>“I have just come, and have not even read over -today’s lesson; and it has been several years since I -read this play or saw it performed. So we shall have -<span class='pageno' id='Page_125'>125</span>to work it out together, and I’ve no doubt that you -can tell me many things I’ve forgotten.” Harold, -who had had his father’s help in studying the act, -would have been delighted at the chance to contribute -his facts, and their gracious reception would have -encouraged others to prepare lessons in the same -thorough way.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>The authority of a teacher over his pupils rests -upon the theory that the teacher is fit to direct the -conduct of those who are younger and less able to -select right courses of action. If the teacher be -immature, stupid, badly educated or uncultured, this -theory breaks down; the pupils themselves are quick -to recognize the fact that the basis of authority does -not exist.</p> - -<p class='c009'>Even when they do not consciously reason out this -cause for disrespect and disobedience, they feel it, -being logically minded and keenly sensitive on the -subject of obedience. They feel the injustice of -being asked to obey one whom they see to be unfit -to control, because of his dishonesty in pretending to -be what he is not. If the teacher is frank, pupils will -often make generous allowances, but they rightly -despise a bluffer and decline to give him loyal support.</p> -<div class='pbb'> - <hr class='pb c002' /> -</div> - -<div class='nf-center-c0'> -<div class='nf-center c006'> - <div><span class='pageno' id='Page_127'>127</span><span class='xlarge'>DIVISION IV</span></div> - </div> -</div> - -<hr class='c028' /> -<p class='c008'><span class='xxlarge'>CONCRETE CASES ARISING OUT OF SELF-PRESERVATIVE INSTINCTS</span></p> -<p class='c029'>“... The training of a child ... does not consist of elimination -or suppression but of direction of the native impulses -so that they co-operate in a rational and organized manner.”</p> - -<p class='c030'>Angell, <i>Psychology</i>, p. 430.—<i>Holt.</i></p> -<div class='pbb'> - <hr class='pb c006' /> -</div> -<div class='chapter'> - <span class='pageno' id='Page_129'>129</span> - <h2 class='c007'>CASES ARISING OUT OF SELF-PRESERVATIVE INSTINCTS</h2> -</div> -<div class='c002'></div> -<div class='sidenote'>Function of Instincts</div> - -<p class='c009'>By instincts are meant those natural impulses <i>to do</i> -which are “born in a person,” and which are so strong -in animal or man, that each goes on to perform the act -toward which he is impelled even though he has had -no previous instruction in performing that act, or even -though he may not be clearly conscious of what he is -doing. The nesting and migrating instincts in birds, -the building of beaver dams, the hibernating of certain -animals, the swarming of bees, are examples of -well marked instincts among animals. Play, curiosity, -and the dramatic tendencies, are equally well marked -examples of instincts in children.</p> - -<div class='sidenote'>Their Classification</div> - -<p class='c009'>Professor Kirkpatrick divides the instincts into several -groups according to the function they perform in -the development of the individual. Chief among these -groups of instincts, and becoming prominent in the -child’s life in about the order named are (1) the self-preservative -and individualistic instincts, (2) the -adaptive instincts, (3) the gregarious or social instincts, -(4) the parental instincts, (5) the expressive -and (6) the regulative instincts.</p> - -<p class='c009'>It will surprise the teacher whose attention has not -already been called to the matter to note how many of -the disorders of the schoolroom grow out of instincts -which are entirely natural to the child and indeed -highly useful to the individual for the most part, their -<span class='pageno' id='Page_130'>130</span>undesirability in the schoolroom being due only to the -lack of proper control, that is, to a power which the -child has not yet acquired, and which it is the function -of the school to teach.</p> - -<p class='c009'>Consider, for example, the lowest of these groups, -the self-preservative and individualistic, as opposed -to the altruistic impulses. At first thought such instincts -as anger, fear, fighting, selfishness, and acquisitiveness -seem ignoble and unworthy of expression. Yet -every one of these impulses, undoubtedly, has a useful -function to perform in the child’s life, impelling to -experiences and habits which lay the foundation, at -least, for the development of the higher instincts which -are to dominate later.</p> - -<p class='c009'>This is not the place to go into a detailed discussion -of the various instincts. The thing to remember is, -first, that most of the impulses of children have an -instinctive basis hence are not, in themselves, wrong -but become wrong only as they fail to be brought under -gradual control, and, secondly, the impulses are not -to be supressed, but rather the energy found to be -expended in harmful ways must be divided into channels -of legitimate action. We shall now consider some -of the most undesirable forms of the self-preservative -and individualistic impulses.</p> -<h3 class='c015'>1. Disorders Due to Laziness, Clumsiness, Noise and Fidgets</h3> - -<p class='c016'>(1) <i>Laziness.</i> It is almost absurd to advise a -teacher what to do with a lazy pupil in the first grade. -However, lest there be some teachers who may discover -<span class='pageno' id='Page_131'>131</span>a lazy pupil among their number, it will not be amiss -to offer a few suggestions. If the first grade teacher -can persuade herself that there are no lazy first grade -pupils, she will have gone a long way toward an effective -preventative of laziness. Too long has song and -story focused attention upon the lazy scholar by making -him a glaring example of failure only to suggest -that he exists, when in reality there are extremely few -lazy first grade pupils.</p> - -<p class='c009'>It may be that a child is physically defective or is -suffering from languor due to poor food or a badly -ventilated schoolroom. Pupils very often are forced -to sit near the stove or radiator and the continuous heat -makes them sleepy and the teacher accuses them of -being lazy. Sometimes parents are so short sighted as -to deprive their children of the required amount of -sleep, then the child is sleepy the following day, and -the teacher mistakes it for laziness. Many children -are so active and alive that when they are required to -sit still they become drowsy. There are many causes -that contribute to a child’s inactivity. It is unnatural -for a child to be slow and inactive. Perhaps it would -be better to assume that there can be no lazy children -in the first grade.</p> - -<p class='c009'>The first thing to do toward a child that seems lazy -is to study the case carefully. If the child is inactive, -thereby appearing lazy, because of his physical condition -or the wrong condition of any part of his surroundings, -the cause should be removed. Then, if -the laziness does not disappear, it becomes necessary -to interest the pupil. Practically the same methods -can be used that are applied to the indifferent child. -<span class='pageno' id='Page_132'>132</span>It is only a matter of interesting the pupil. With -older children a confidential talk showing the unfortunate -results of neglect of work will often accomplish -much.</p> - -<div class='sidenote'>Lazy Pupil</div> - -<p class='c009'>Sometimes a teacher has a pupil that is very slow, -so slow that is becomes a source of annoyance, because -he is always behind. Not a word or look of the teacher -should suggest to the child that the teacher even thinks -him slow. Little tasks should be assigned and the command -added to see how quickly the work can be done. -It is quite the wrong thing to say, “Hurry up! Don’t -be so slow!” On the contrary it will encourage the -child to say, “I want you to see how soon you can do -this.” The suggestion should be given in a kind and -appreciative manner. As soon as the child has done -the task, though it may not have been in a hurry, the -teacher should say something to this effect, “I tell you, -you can hurry, can’t you! When I want something -done quickly, I will ask you to do it.” A smile and -pat on the child’s head will encourage the pupil. Two -or three lessons a day for several weeks will change the -child who is slow merely through habit, and what is -better the teacher is doing the child a great service -for future life. The teacher must remember that all -commands must be suggestive.</p> -<p class='c022'>ILLUSTRATION 1</p> -<p class='c009'>The morning after the report cards were given out -in the Whittier School in Hanover, Massachusetts, Miss -Jamieson was met at the door of her room by Anderson -Wheeler, one of the smartest yet most mischievous -boys in her room.</p> - -<p class='c009'><span class='pageno' id='Page_133'>133</span>“Miss Jamieson, why didn’t I get more than ‘Fair’ -in geography? Harold Stetson got ‘Excellent’ and I -know as much as he does.”</p> - -<p class='c009'>“Come into the room, Anderson, and we’ll talk -the matter over.”</p> - -<p class='c009'>“Bring your geography up to my desk.”</p> - -<p class='c009'>“Now do you remember the day I asked you to name -the mountain ranges in the eastern part of North -America?”</p> - -<p class='c009'>“Yes.”</p> - -<p class='c009'>“Do you remember that you said you had not -studied your lesson?”</p> - -<p class='c009'>“Yes.”</p> - -<p class='c009'>“Do you remember the week we studied the industries -of New England?”</p> - -<p class='c009'>Anderson nodded his head in assent.</p> - -<p class='c009'>“There was not one day that you could give me a -correct answer to a question.”</p> - -<p class='c009'>“Just how much time do you spend in studying geography, -Anderson?”</p> - -<p class='c009'>“Not very much.”</p> - -<p class='c009'>“No, Anderson, you could get as high a mark as any -boy in this room if you wanted to. You really like -geography, don’t you?”</p> - -<p class='c009'>“Yes, I do. My father is always talking about things -that are in our book.”</p> - -<p class='c009'>“Well, now, Anderson, why don’t you try to learn -more about them? You could be of so much help to us -in our geography class if you would talk over these -subjects with your father.”</p> - -<p class='c009'>“Try this month to work up to an excellent grade. -Will you?”</p> - -<p class='c009'><span class='pageno' id='Page_134'>134</span>“Yes, Miss Jamieson. I believe I’ve fooled my time -away this month.”</p> - -<p class='c009'>Thus, one teacher stimulated the worst laggard in -her room.</p> - -<p class='c009'>(2) <i>Fidgets.</i> Teachers very often speak of certain -pupils being nervous, fidgety, or impatient. All these -faults will respond to the same treatment. As a rule -they are due to the same cause. It is necessary to discover -the cause first. Generally, some physical defect -of the child causes him to be nervous or impatient. The -teacher can not remove this, hence, she must be patient -with the child. Patience will not remove the trouble -but will go a great way in keeping the child under control. -The parents should be consulted and an attempt -made to have the child examined by a physician. -Most parents will be glad to coöperate with the teacher -and soon the child will be happy and contented. -Whenever the teacher can not enlist the coöperation of -the parents she must do the next best thing. If the -trouble can not be entirely removed, it can be allayed. -Care must be exercised not to keep the pupil too long -at any one occupation. It may be necessary to have -some extra busy work or interesting pictures or picture books, -so that frequent changes can be made in his -work. A nervous child, too, needs more exercise. Have -him do some work for the school, e. g., collect pencils -or paper. Gradually the teacher should accustom the -child to be satisfied with what will interest and keep -the other pupils quiet. This can be done by withdrawing -his extra attractions and indulgences until he is -under the same regime as the other pupils. If the -child is nervous and impatient, not as a result of some -<span class='pageno' id='Page_135'>135</span>physical condition, then the difficulty can be handled -more easily, but by the same method as described above. -Children may be nervous and impatient because of -home conditions or simply as a habit. In either instance -treat as above. A nervous or impatient child -should never be scolded for annoyances due to nervousness. -He can not help himself. He needs encouragement -and kind treatment.</p> - -<p class='c009'>(3) <i>Noise.</i> There are teachers who are constantly -annoyed by a ceaseless clatter of pencils, pencil-boxes, -rulers, books and other school paraphernalia. This -constant din of noise is usually due to the teacher’s -bad management. The following was told the author -by a teacher who lived through her ignorance and -arrived at the place where she saw that she was the -cause of the endless noise that pervaded her room. -This teacher had “little punishments” attached to -various annoyances. One of the most absurd was the -requirement that if a pupil dropped a pencil or other -desk property, he had to pick up the object and then -stand by the side of the desk, as a punishment, until -the teacher permitted him to be seated. The most -surprising thing about the method was that it did -not abate the number of so-called offenses. Little did -this teacher remember that she herself sometimes let -something fall to the floor, and that the same thing -might happen in the case of the pupils. This teacher -finally discovered that the dropping of a pencil or -book was but an accidental occurrence; and was not -at all to be termed an annoyance; and that if she -did not notice it no one else would. The teacher -who thinks that an occasional dropping of a pencil -<span class='pageno' id='Page_136'>136</span>or other object to the floor is an offense is to be -pitied.</p> - -<p class='c009'>There is no such a thing as a schoolroom in which -nothing ever falls to the floor. It is true, it may -become an intentional annoyance on the part of the -pupils. But it will not become such until the teacher -makes it such by her constant faultfinding about the -annoyance. The teacher must assume that pupils do -not let things fall to the floor intentionally. Whenever -she has that attitude about it she will not be -annoyed by the trivial occurrence, and furthermore, -her pupils will never let things fall intentionally.</p> - -<div class='sidenote'>Noiseless Movements</div> - -<p class='c009'>Teachers often experience a great deal of trouble in -having pupils handle their books and other desk property -quietly. Little wonder! What boy or girl does -not recall the following expression? “Oh my! Children -how much noise you make! Can’t you put your -books away more quietly?” Sometimes the expression -is further emphasized by saying, “I will not let you -have any recess, if you can’t put your books away -with less noise.” The teacher who resorts to such -expressions will not be able to abate the noise attendant -upon putting books away so long as she uses this -method. To pay attention to an annoyance of this -nature is only to aggravate it. But this is a very -common schoolroom annoyance and must be remedied. -It can be remedied, but not by a foolish plan. The -first grade teacher on the first day must take occasion -to suggest how she wants the books, pencils and rulers -put away. Her pupils will do as she has commanded. -Though they may have made more noise than she -expected, she will win her point if she says, “Thank -<span class='pageno' id='Page_137'>137</span>you, children. I like to have you put your books away -like that.” The next time she must say, “Now, children, -let us put away our books, and let us see if we -can do it as nicely as we did this morning.” Such -expressions of suggestive control will work upon the -children like a charm. They will put their books away -much more quietly than before. The teacher must -always approve the action of the preceding occasion. -To make the method more effective, the teacher may -tell the pupils, when a visitor comes in, “Now, children, -show Mrs. B. how nicely you can put your books -away.” The children will try hard. It is only natural -that they should. However, if they make more -noise than necessary, the teacher will strengthen her -influence by telling the visitor that she is trying to -have the pupils put their books away quietly and by -approval she wishes to gain her point. There is no -doubt she will establish the habit among the pupils. -She needs only to keep at it for several weeks, until -the putting away of books and pencils will be done -quietly as a habit.</p> - -<div class='sidenote'>Passing Quietly</div> - -<p class='c009'>Some teachers wonder why their pupils walk so -noisily in the schoolroom. There are few exceptions -where it is not the teacher’s fault. Whenever such an -annoyance exists, it is necessary that the teacher have -a systematic method for passing about the room and in -and out of the room. To call a class and allow it to use -its own pleasure in getting to the recitation seat or the -recitation room is a prolific source of confusion and -noise, and the most tactful methods to abate noise can -not prevent it. Pupils should be instructed to slip -out of their seats to the right or left, as the teacher -<span class='pageno' id='Page_138'>138</span>desires, and then stand at the side of their desks. At -a signal of the teacher they should pass forward. -If there are several rows of pupils, and if they are -required to come forward during the recitation, one -row should lead, the others following in order. They -should all approach the recitation seats from one side -and seat themselves in the same order as that observed -in marching forward. In passing from one room to -another and in and out of the schoolroom, system -will aid materially in abating noise. The wise teacher -will remember that there must be some noise, but let -it be “orderly noise.”</p> - -<p class='c009'>The following little incident explains a tactful -teacher’s method of dealing with unnecessary noise. -A certain class had passed to the recitation room quite -noisily. The teacher kindly asked the class to return -to their seats. When they were seated, she said, with -a smile on her face, “Children, let us try to come to -the recitation more quietly.” Quite naturally, the -class responded; not as the teacher wanted them to -do, but better than the first time. With a kindly look -on her face, and a smile indicating approval, she said, -“Thank you; that was better.” For the next recitation -she intimated how pleased she was with their -attempt and asked them to repeat it. The teacher -had pleased them by her kindly manner, and the -pupils responded by complying with her desire. Tactfully -she kept this up until it became a habit with the -class. Never did she scold or reprimand the class for -noisily passing about the room. What this teacher did -can be done by every other teacher.</p> - -<p class='c009'>Sometimes a single pupil has the habit of dragging -<span class='pageno' id='Page_139'>139</span>himself noisily about the schoolroom. This, too, is -easily remedied. The pupil should not be reprimanded -for it. The teacher should call him aside after school -and in a friendly way tell him about it. It will win -the pupil to carefulness if the teacher can say, “I -know you never thought about it, and of course I shall -appreciate it if you will be more careful.” Now, the -pupil may not always be more careful, or may even forget. -However, the teacher should take the first occasion -to say truthfully, “Thank you; I knew you could get -about more quietly.” It may be necessary to use this -method for several days, but the teacher should not -despair. It will effect a cure.</p> - -<p class='c009'>Every teacher recalls that when a visitor or visitors -came in, pupils were far more noisy than usual. It -seemed as though they dropped every article they had -in their possession, walked as disorderly as they could, -and left the room without restraint. And nearly -every teacher can recall how she told the pupils, after -the visitors were gone, that she was ashamed of them. -Telling them that their behavior caused the teacher -to feel ashamed did not lead them to act better upon -another occasion. It is a far better way kindly to inform -the pupils of their mistake and suggest what -the teacher expects. Then when the visitor comes -expect the behavior desired, as well as see that the -pupils are busy. When the visitor is gone, approve -whatever efforts the pupils made to do better. It will -encourage them to do their best on future occasions. -The method of approval will succeed, not the first or -second time perhaps, but by patient application.</p> - -<p class='c009'>Too much emphasis can not be placed upon the -<span class='pageno' id='Page_140'>140</span>method of dealing with general schoolroom noise. -As a rule, not any single annoyance is marked enough -to be picked out and dealt with as an offense. General -schoolroom noise will always be aggravated by the -teacher who treats it as an offense and finds fault -with it. The only method to use in dealing with it -is to propose a better way and then approve whatever -the pupils do. Keep on suggesting the better way -and approving, and the desired results will be obtained. -The method properly applied can not fail. There is -much, too, in the very attitude of the teacher. A -teacher who can make her pupils feel that she expects -nothing but their best efforts in passing about the -schoolroom or handling their schoolroom belongings, -will get the pupil’s very best efforts.</p> - -<p class='c009'>(4) <i>Clumsiness.</i> The human race wastes an incalculable -amount of energy and nervous force because -of the unnecessary noise which it makes in its thoughtless -habit of doing things in the first way which presents -itself, rather than in a way which has been carefully -devised to save noise and confusion and needless -expenditure of energy. One of the finest things a -good school aims to do is to teach its pupils how to -work quietly and to overcome clumsiness.</p> -<p class='c022'>CASE 20 (EIGHTH GRADE)</p> - -<p class='c019'>John Creel wears big, heavy shoes of cowhide, and -walks across the floor with the tread of a small army. -He hits a few desk-supports on his way to the -blackboard and knocks a paint box off a desk on his -way back, giving rise not only to its initial clatter, -but to an indignant splutter of protest from the small -<span class='pageno' id='Page_141'>141</span>girl who owns the paint box. The teacher, a nervous -maiden lady of prim ideas, is greatly annoyed.</p> - -<p class='c019'>“John Creel!” she exclaims. “Do see if you can’t -walk without making a noise that would wake the -dead, and do try not to hit everything within a mile -of you as you move about. If I were a boy of your -size, I’d try to overcome my awkwardness, instead of -shambling about that way. Now try to sit still until -recess.”</p> - -<p class='c019'>John, within his outer mail of grinning indifference, -has all a big boy’s sensitiveness to ridicule and reproof. -He pretends now, before the other pupils in -his school grade to regard the teacher’s reproof -with scorn, and frequently scrapes his feet along -the floor, just to show that he doesn’t care. But he -really wishes that he didn’t fall over everything as -he does, and he wishes that his father could afford to -buy him the neatly fitting, lighter shoes that other -boys wear. But he would not have anyone know these -secret longings, for the world, and there is small -chance that the prim one at the desk will have insight -enough to know what goes on in John Creel’s towsled -head and never shows itself in word or deed.</p> - -<p class='c019'>Shambling to a class the next day, John drops a -book, from sheer awkwardness, from sheer lack of -muscular control. Miss Prunes-and-Prisms quite loses -patience at this, and calls out,</p> - -<p class='c019'>“John Creel, you may stand in the corner until you -can learn to come to class without making so much -noise.”</p> - -<p class='c019'>John goes, stands there in a stoop-shouldered, grinning -mockery of young manhood, and becomes the -<span class='pageno' id='Page_142'>142</span>devoted hater of Miss Prunes-and-Prisms. The dislike -and resentment, which has been undefined in him before, -formulates itself now into a powerful resolution -to make her life miserable for the rest of the term. -And, being not without mental resources, John is able -to carry out this resolution; Miss Prunes-and-Prisms -has nervous prostration when school is over, as a -result, and both John and his school bear a bad -reputation.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<div class='sidenote'>Treating the Fidgets</div> - -<p class='c009'>Pay no attention to John at the moment. Merely -say to yourself, “Here is a bit of disorder for which -I have not yet given any lessons in control. I must -remedy my neglect in this respect.”</p> - -<p class='c009'>Next analyze John’s problem into its elements. For -him to get his drink of water it is necessary that (1) -he turn in his seat, (2) get out of the seat, (3) turn -toward the hallway door, (4) walk across the floor, -(5) open the hall door, (6) drink, (7) close the door, -etc.</p> - -<p class='c009'>With these steps of the problem in mind, say to the -whole school, later in the day, when the pupils are -beginning to get tired and “fidgety”: “Children, you -have worked first rate this afternoon. Now let’s play -a little while. All take good positions, and I’ll tell -you just what to do. I’m going to ask you to turn in -your seats just as if you were going to get up, only -this time nobody gets up. You are to do it without -hitting your elbows against the desk or dragging your -feet or doing anything that will make any unnecessary -noise. Be all ready when I say ‘one!’” [After a -<span class='pageno' id='Page_143'>143</span>pause.] “‘One!’ One boy missed! Try it again! -Position! ‘One!’ One girl missed! Once more! -Good! Everybody right this time! Now I am going -to ask you to rise without making any noise and without -touching the desk with your hands. Be ready -when I say, ‘Two.’ That was good. Now we’ll try -both movements together. ‘One, two!’ Right. Be -seated. It is recess time now, and I will count for you. -You may turn, rise, and turn again in the same way -you did a moment ago. I wonder how many will -remember to come back from recess just as quietly!” -Do not forget to approve the children for coming in -more quietly than formerly.</p> - -<p class='c009'>On the following day drill in the same way on the -art of sitting down quietly, as if the pupils had just -come in from recess. Repeat these drills whenever -they are needed, until the habit is firmly established -of moving about quietly and in orderly sequence. Drill -in a similar way on other little disorders of the room -until each difficulty, one by one, is overcome.</p> -<p class='c022'>COMMENTS</p> - -<div class='sidenote'>Planning Reforms</div> - -<p class='c009'>Keep in mind, while planning reforms, the several -possible causes for awkwardness and noise, namely:</p> - -<p class='c009'>1. The pupil may not yet have subdued his instinctive -impulses to conventional form or to regulation of -any kind. All the impulses act at once, we may say, -and they get in the way of each other. The child needs -to be taught which part of an act to perform first, -which second, etc., in order to perform it skillfully, -just as in bicycle riding, playing the scales on a musical -instrument, etc.</p> - -<p class='c009'><span class='pageno' id='Page_144'>144</span>2. When boys and girls reach the period of rapid -growth, the body itself is changing its proportions; -naturally, it takes time to adjust one’s self to one’s -body. Meanwhile there is an “awkward age,” which -is annoying to the teacher, but much more so to the -child. The teacher should recognize the fact that this -is transition time and treat it as a perfectly natural -physiological period, doing what she can all the while -to eradicate bad habits of posture and movement, but -recognizing at the same time that some patience is -necessary on the part of both pupil and teacher.</p> - -<p class='c009'>3. Awkwardness may be due to imperfect development -of the muscles or of the nerves which extend to -the muscles.</p> - -<p class='c009'>None of these cases can be helped by scolding or -nagging or impatience of any kind. The first can be -remedied by drills similar to those indicated above. -The second can be greatly helped by games requiring -exactness or grace of movement. The third can not -be remedied except sometimes indirectly when the -trouble is due to illness or malnutrition, where the -cause of the difficulty may be within control.</p> - -<p class='c009'>The following illustration indicates how the drills -may be utilized to prevent disorder. The next shows -how to make use of the games.</p> -<p class='c022'>ILLUSTRATION 1 (FIRST GRADE)</p> -<p class='c009'>Training muscles to unaccustomed work.</p> - -<div class='sidenote'>Training Muscles</div> - -<p class='c009'>Miss Kate Winslow was a first grade teacher who -had just graduated from a normal school in which -great attention was paid to the use of water colors as -an aid to nature study and art. Miss Winslow was -<span class='pageno' id='Page_145'>145</span>anxious to introduce water color work in her own -schoolroom.</p> - -<p class='c009'>“Take my advice,” said a fellow-teacher, “and do -nothing of the kind! I tried it once and it nearly -gave me nervous prostration. Not a day passed but -somebody spilled the water or overturned his ‘paint,’ -and before the end of the first week the desks were -daubed with pigments from one end of the schoolroom -to the other. If you are wise you’ll keep out -of it. First grade children are too young for that -kind of work.”</p> - -<p class='c009'>Miss Winslow was not daunted, however. “I believe -I can teach the children how to handle the materials,” -she said to herself. “If I use the same methods -which have already proved successful in training them -to put away their books, to care for their wraps, to -come in quietly at recess, and to keep the room tidy, -and to take care of the plants and the waste paper—I’m -going to try it, anyway.”</p> - -<p class='c009'>“Yes, I think you can manage it. If only you are -not in too great a hurry to get at the real work of -painting,” said her principal when Miss Winslow proposed -her venture to him. “Better take a few days -just for drill, and not try to do any real work of painting -until all the preliminaries can be successfully -executed by the children without loss of time and without -confusion.”</p> - -<p class='c009'>Thus encouraged, Miss Winslow analyzed the process -of distributing the materials that would be needed, -into its elements, and then took the whole time of the -lesson period for one week for teaching the children -how to distribute and handle the material. She first -<span class='pageno' id='Page_146'>146</span>told the children that she had planned a great pleasure -for them in their school work, arousing their interest -and curiosity and desire to coöperate with her in the -attempt to reproduce in colors some of the beautiful -things they had been studying in the nature study -period. “Only careful children can do such wonderful -work as this,” she said, “so the very first thing we -have to learn is how to do every part of the work in a -careful way. These little dishes that I have in my -hand are for the water. You may name one boy and -one girl whom you think could pass all these little -dishes to the children without making a noise when -they are placed on the desks.</p> - -<p class='c009'>“Very well—George and Mary. I have found two -little trays just large enough for first grade children -to carry. George may take one tray of water dishes -and Mary the other. The children at the seats may -watch and tell, by and by, which was the more quiet, -George or Mary.”</p> - -<p class='c009'>In watching, comparing one with the other, and -deciding between the two pupils chosen, the onlookers -are also learning how to do the work properly; but the -teacher must not fail to commend both the children who -have passed the dishes, and then may say:</p> - -<p class='c009'>“Mary, you may choose another careful girl and -George may choose another careful boy to gather up -the dishes without making any noise that can be helped. -That was well done. Now, this time I am going to -choose a boy and a girl to pass them a second time. -They are going to try just as hard as George and -Mary did.”</p> - -<p class='c009'>This time the teacher will choose a clumsy boy and -<span class='pageno' id='Page_147'>147</span>a clumsy girl to do the work. They will have had the -example of the more deft children to help them, and -at the same time are getting a lesson in motor control -that will soon be needed.</p> - -<p class='c009'>The teacher must not blame the children if they do -less well. Say, rather:</p> - -<p class='c009'>“Thank you, children. You did try, didn’t you?” -Then, turning to the school, say: “How many of you -would like to see when you go home tonight if you -can place some hard thing like a salt-cellar or jackknife -or little dish down on a hard table and do it so -quietly that nobody can hear you? I’ll ask you tomorrow -to tell me how many could do it, and tomorrow -we are going to do something even harder than we -have done today. I’m going to let you choose some -one <i>to fill all these little dishes with water and not spill -one drop</i>. You be thinking tonight whom we can ask -to do such a very hard thing as that.”</p> - -<p class='c009'>In this way, Miss Winslow drilled the children on -every part of the process of water color painting, including -the mixing of the pigments, so that when the -actual use of the pigments began it was done without -noise or confusion or loss of time, and with only -very rare accidents. The children were delighted and -asked for no higher honor than to be able to fill or -empty the water glasses—the most difficult thing for -little children to do “without spilling.” So eager -were they to be thus honored that they frequently -drilled themselves at noontime in carrying a glass of -water across the room on one of the little trays.</p> -<p class='c022'><span class='pageno' id='Page_148'>148</span>ILLUSTRATION 2</p> -<p class='c009'>Use of games in securing motor control.</p> - -<div class='sidenote'>Games</div> - -<p class='c009'>Miss Winter, the efficient young principal of the -city’s newest and best-equipped grammar school, had -realized keenly that her older pupils were entering -the “awkward age,” and she determined to eliminate -that uncomfortable time from her school so far as possible. -She reasoned that too much talking to the pupils -about clumsiness and awkwardness would merely -make them self-conscious, and hence even more awkward -to coöperate with her and with each other in -training to quiet and orderly movements in the schoolroom. -She realized that another effective aid in this -work would be the use of games requiring exact motor -control. She encouraged the use of basketball, croquet, -tennis, games of skill of all kinds. “House -games” that could be adapted to the schoolroom were -often introduced into the regular routine as “rest -periods,” after a particularly fatiguing period of -study. The children became very deft in catching -bean-bags, knocking down Indian clubs, hitting a -mark, catching balls, etc., and with each new accomplishment -came a little better control over the clumsy -muscles, though, of course, the pupils were not thinking -much about this part of the program.</p> - -<p class='c009'>One part of Miss Winter’s plan for physical development -was just now causing her much perplexity, -however. The big sanitary swimming tank in the gymnasium -was the chief pride of the school, and now the -fond mothers seemed leagued to prohibit its use. She -had just received five letters complaining that Johnnie, -Bess, and Margaret had caught colds from the frightful -<span class='pageno' id='Page_149'>149</span>exposure of damp heads to the winter air. But that -was absurd. No gymnasium teacher could be more -particular than hers about dry heads after the water -frolics. Colds that came from other sources were -being blamed on the innocent swimming tank by women -who believed it a new-fangled superfluity. Surely they -did not understand its significance in the lives and -health and training of their children, or they would -coöperate instead of oppose!</p> - -<p class='c009'>Miss Winter reread the letters. Her impulse was -to ignore and override their protests. Didn’t the school -board know better than the individual parents the -needs of the children at large? But—such a course -would generate antagonism between herself and the -parents of her pupils, and she wanted harmony. But -how could she avoid the discord and induce the mothers -to applaud the innovation which they now resented? -A solution presented itself—a demonstration -of the benefits of the tank! Rapidly she sketched -out ideas. Then she called a teachers’ meeting for -the afternoon and set her plan afoot. And the children -were delighted with its announcement next -morning.</p> - -<p class='c009'>Three busy weeks passed, and then the day arrived -for the swimming exhibition. At two o’clock all the -members of the school repaired to the gymnasium and -ranged themselves along the walls, smiling consciously -up at mother faces lining the balcony above. For -the parents had responded warmly to an attractive -invitation and had come in a body, each bringing a -quarter to help pay for a wonderful new electrical -apparatus for drying hair. That precaution at least, -<span class='pageno' id='Page_150'>150</span>if they must concede the tank, was sensible and praise-worthy, -they had said.</p> - -<p class='c009'>Such doings! Jimmy Cole exhibited his backward -dive from the spring-board; Frank Lane, his marvelous -ability to swim under water; and Alfreda Johnson -floated serenely for five minutes while she smiled up -at her mother in the gallery. Then there was a model -first swimming lesson, and next somebody trod water, -and after that a whole class joined in an exciting -game, amid so much splashing and laughing and -rollicking fun that the mothers felt young as they -watched, and ceased to begrudge the time filched from -readin’, ’ritin’, and ’rithmetic and the dollars spent -on swimming suits.</p> - -<p class='c009'>And after two absorbing hours it was all over and -the excellence of the new drying instrument was -proved.</p> - -<p class='c009'>The mothers were completely won over and proud -of their young swimmers. The big tank lacked no -champions now, and Miss Winter as she looked upon -the radiant faces all about her, clasped her hands and -was thankful that a threatened opposition had melted -into hearty approval.</p> - -<p class='c009'>Children are frequently blamed collectively for -being a “hard school to manage,” when the causes of -ill-behavior might be found in schoolroom conditions -for which the children are not at all responsible.</p> -<p class='c022'>CASE 21 (SEVENTH GRADE). IMPROPER PHYSICAL CONDITIONS</p> - -<div class='sidenote'>Strained Eye</div> - -<p class='c009'>Miss Cornelius was a thoroughly conscientious seventh -grade teacher who secured excellent results from -<span class='pageno' id='Page_151'>151</span>most of her pupils but who had one row of particularly -troublesome children who frequently failed in their -lessons and still more frequently diverted her attention -from her recitations by their inattention to -their studies and by fighting. It was not merely these -mild form of restlessness, however, which troubled -Miss Cornelius and violated her high ideals of what -good order should be, but frequent indisposition in -the case of several of them kept them constantly behind -the other members of the class in their school -work. Frequently one or another of the children would -be found with his arms folded on the desk and his -head in his arms, and when questioned would say, -“O, Miss Cornelius, my head aches. Won’t you please -excuse me from reciting today?”</p> - -<p class='c009'>At first Miss Cornelius did excuse the children when -requested to do so, but, finding these same children -seemed perfectly well when they came to school in the -morning, and that they never moped very long on the -school grounds before joining in the games as heartily -as the others, she decided that the children were imposing -upon her, and thereafter became more and -more severe in dealing with them, frequently keeping -them after school to make up the missed lessons.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Miss Cornelius received some light on the subject -a few days later which caused her to open her eyes -widely.</p> - -<div class='sidenote'>The “Trouble Department”</div> - -<p class='c009'>“Oh, yes,” she said to the visiting nurse when she -appeared at the schoolroom door with a request that -she might test the vision and hearing of the children -<span class='pageno' id='Page_152'>152</span>in that room; “test any of the children that you want -to. That row over there is my ‘Trouble Department,’” -she added jokingly. “Suppose you begin there. That -will give me a chance to conduct this geography lesson -in peace.”</p> - -<p class='c009'>The nurse smiled and began calling one after another -of the children to the examiner’s office, where -she tested each of the children for adenoids, weak -lungs, defective vision and hearing, etc. At the recess -period she came to Miss Cornelius with the query,</p> - -<p class='c009'>“Why did you tell me that this row of children was -your ‘Trouble Department’?” Miss Cornelius laughed -a little.</p> - -<p class='c009'>“Because they make me so much trouble by just -fidgeting and wriggling about, and by having such -poor lessons. They are always inventing some excuse -or other for not doing their work.”</p> - -<p class='c009'>“Why do you think they ‘invent’ their excuses?” -asked the nurse, rather gravely.</p> - -<p class='c009'>“Oh, because they are all right in the morning, and -many times when I stay here after school, for one reason -or another, I see the very same children going -past with other boys or playing as I pass them on my -way home. They can’t be very ill if they recover so -quickly.”</p> - -<p class='c009'>“At what time in the day do the children begin to -be troublesome? You say they are all right when -they come to school in the morning.”</p> - -<p class='c009'>“About half past ten or eleven o’clock, I should -think. I never noticed particularly.”</p> - -<p class='c009'>“About what time does the sun begin to shine in at -that row of windows?”</p> - -<p class='c009'><span class='pageno' id='Page_153'>153</span>Miss Cornelius looked surprised, but answered, -“About ten o’clock.”</p> - -<p class='c009'>“Are the text-books that the children are using -printed on dull or glazed paper?” pursued the nurse.</p> - -<p class='c009'>“Most of them are printed on glazed paper. We -get the most attractive books for the children that we -can find,” answered Miss Cornelius proudly.</p> - -<p class='c009'>“I see,” said the visiting nurse. “May I tell you -what I have found in this examination? Six of the -children who sit in that row have defective vision in -the left eye, that is, in the eye next to that row of -windows.” It was Miss Cornelius’ turn to look grave.</p> - -<p class='c009'>“The glaring sunlight which streams in through -those windows after ten o’clock, shining on the glazed -pages of those text-books, is ruining the eyesight of -your pupils. It is eyestrain that makes them so nervous -and fidgety. I shall immediately ask the board to -change the lighting of the room, and I advise you, -when ordering more text-books, to see that you get -those which are printed on unglazed paper.”</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Two elements in this situation should have put -Miss Cornelius on her guard, (1) the fact that none -of the children in the “window row” were personally -hostile toward the teacher, at least not before -they were kept after school so frequently to make up -lessons; and, secondly, that they were all located in -one row. These considerations should have suggested -to the teacher that there must be some general cause, -not yet discovered, which would account for the apparently -unaccountable disorder of that particular group -<span class='pageno' id='Page_154'>154</span>of pupils. Further analysis of the situation would -have disclosed the fact that after the sunlight became -very bright the children’s faces flushed, the eyes looked -tired, heads drooped on the hands, and finally on the -folded arms, and in the case of the children who were -suffering most-real headaches, sometimes even inducing -nausea after the long-continued effort to keep -looking at the glazed page of the text-book.</p> - -<p class='c009'>It is a difficult matter at best to control the lighting -of a schoolroom so that no one will suffer. But something -will be accomplished if teachers will remember -that too much light is just as harmful as too little. -The best results will perhaps be attained if the windows -are provided with shades which can be drawn for -either the upper or lower half of the window without -covering both halves at the same time. This can be -accomplished by having two shades for each window -instead of one, one rolling from the top of the window -down to the middle, the other beginning at the middle -and rolling down the remainder of the way, or else -rolling up from the bottom. Very few adults who are -suffering from eyestrain can sit quietly. Still less -can children do so, especially when they do not at all -realize what is making them so uncomfortable. Even -if they could be made to sit quietly, this would not in -any degree justify the injury from eyestrain that is -being wrought through ignorance or neglect on the -part of school authorities.</p> -<p class='c022'>ILLUSTRATION (SECOND GRADE)</p> -<p class='c009'>Miss Cornelius was not an intentionally negligent -teacher. She simply had not learned to keep on searching -<span class='pageno' id='Page_155'>155</span>for the cause of trouble until the real cause was -found. Miss Jackson, referred to below, took a more -thorough method of testing out her difficulty.</p> - -<div class='sidenote'>Sick Child Cannot Study</div> - -<p class='c009'>Miss Jackson taught second grade, and took great -delight in making her school work as attractive as -possible to the children. They rewarded her, for the -most part with unlimited devotion, but in spite of her -best effort she had never been able to awaken the -interest of one of her pupils, a beautiful, winsome -child of nine years—a year older than most of the -children in the class. Jeanette was not obstinate. She -tried to get her lessons, but she never had them. -She held her book patiently before her eyes day after -day, and, after long perusal of her lesson, invariably -answered, when the recitation period came, “I don’t -know, Miss Jackson.”</p> - -<p class='c009'>One day, when Miss Jackson’s patience was about -exhausted, she sat down by Jeanette’s side, determined -to find out if her failure was due to “just laziness.”</p> - -<p class='c009'>“Jeanette, tell me why you did not have your lesson -today?”</p> - -<p class='c009'>“I don’t know, ma’am. I studied.”</p> - -<p class='c009'>“Are the lessons too hard? You understand them -when I explain them, do you not?” As Miss Jackson -said this she reached out her hand hoping to increase -the confidence between herself and Jeanette, and -clasped it over hers. As she did so she noticed how -hot was the little hand that lay in her own. Surprised, -she looked at Jeanette’s face. It was beautifully -flushed, though ordinarily rather pale, and the eyes -were bright but a little unnatural. “Never mind, -dear!” said Miss Jackson, without waiting for Jeanette -<span class='pageno' id='Page_156'>156</span>to answer, “I know you try. I see you try every day. -Some day you are going to understand it all. That -is enough for today. I want you to have a nice play -now. Would you like this orange?”</p> - -<p class='c009'>Miss Jackson went home very much dissatisfied, and -hardly able to wait for the following day to come when -she would see Jeanette again. Miss Jackson had taken -a course of lectures in nursing one year when she had -been ill herself and was not yet strong enough to teach, -but she thought the lectures on nursing would be a -help sometime in taking care both of herself and her -pupils. The little hot hand of Jeanette had brought -all those hospital lectures vividly to mind again.</p> - -<p class='c009'>Next morning she slipped her clinical thermometer -into her hand bag, and before school opened she called -Jeanette and said:</p> - -<p class='c009'>“Was the orange good? Let’s play this morning -that Miss Jackson is the doctor and is going to take -Jeanette’s temperature. Open your mouth, dear.”</p> - -<p class='c009'>It was as Miss Jackson suspected. The thermometer -read 101.2 degrees. Miss Jackson immediately phoned -a request for the visiting nurse to call. The nurse -looked even more grave over Jeanette’s case than Miss -Jackson did, when she said,</p> - -<p class='c009'>“I’m afraid, Miss Jackson, that it’s a case of incipient -tuberculosis. We must notify the parents at -once.”</p> - -<p class='c009'>The result of the interview was that Jeanette was -taken out of school and put under the doctor’s care. -Later when much better she was transferred to the -open air school and today she thanks Miss Jackson for -being a comparatively strong girl, fully up to grade -<span class='pageno' id='Page_157'>157</span>and no longer struggling with lessons which could not -be learned. Miss Jackson had gone to the bottom of -Jeanette’s laziness.</p> -<h3 class='c015'>2. Indifference</h3> - -<p class='c016'>(1) <i>Indifference due to lack of accord between -school requirements and instinctive interests.</i> Frequently, -a teacher complains that certain pupils -can not be kept at work. This is due to indifference, -and in some instances affects an entire room or school. -Often the physiological conditions of the child or of the -schoolroom are such as to make the pupil dull. If a -pupil is indifferent because of such conditions, it is -necessary to remove the defect. The parent must be -enlisted. If this can not be done, then the teacher must -do the best that can be done to interest the child. This -may help, but it will not remove the condition of indifference, -for no one can manifest an interest in that -which surrounds him when his ailing body demands -his attention.</p> - -<p class='c009'>If inattention or indifference is due to improper -physical conditions of the schoolroom, then the teacher -must shoulder the blame. There is no excuse for such -conditions. The schoolroom must be properly heated. -No teacher should be so indifferent himself as to allow -a room to become too hot or stuffy when an open window -or two would remedy either condition. Ventilation -is one of the most important features of schoolroom -sanitation. Study it carefully and then see that -the ventilation is as nearly perfect as it can be made. -Even though there is a janitor, by no means depend -<span class='pageno' id='Page_158'>158</span>upon him entirely to care for the ventilation; look -after it personally.</p> - -<p class='c009'>Sometimes pupils may be indifferent because they -fail to find enough in their school work to interest -them. When such is the case it is a tell-tale condition, -and means that the teacher is failing to do her duty. -It is not a difficult matter for a primary teacher to -interest every pupil. It is her business to see that the -little ones have something to do, and that that something -shall interest them and advance their development.</p> - -<div class='sidenote'>Hates School</div> - -<p class='c009'>The primary teacher is sometimes confronted by a -pupil who does not like to go to school. Even after -several weeks, when the teacher believes she has done -all she can do to interest the child, he still insists he -does not like to go to school. What is worse, the dislike -is growing and retarding the child’s progress.</p> - -<p class='c009'>A procedure that has saved many a child that disliked -the school is to go to the parents and in a friendly -way take up the matter. The teacher should not try to -evade the matter, but tell the mother plainly that the -child dislikes school, and assume that it may be the -teacher’s fault. The teacher should inform the mother -that if she is at fault she would consider it a great -favor if the mother would tell her just where the -trouble lies. Assurance should be given that the -teacher will be glad to remedy any defects on her part. -At this point the teacher must not fail to approve of -the child in any way she can. She should compliment -the work he has done, and point out what the possibilities -are in the child. The child’s deportment should -be complimented also. No teacher knows until she has -<span class='pageno' id='Page_159'>159</span>tried what effect it may have upon a mother, especially -if she adds to her remarks, “I really like your little -boy (or girl),” and then states just why. Usually, this -method will effect the remedy. When the child learns -from his mother of the teacher’s interest, he will look -upon the teacher as upon one who loves him.</p> - -<p class='c009'>The teacher should then make the most of the advantages -gained by the visit to the mother. Show the child -every consideration in the schoolroom. If he does not -have his lessons as he should, there should not be a -word or sign of faultfinding. That would off-set all -the good done by the visit. Whatever the child does -accomplish should be approved and assistance given -where needed.</p> - -<p class='c009'>Within a few days the teacher should make it her -business to visit the home again, and if the child has -shown the slightest increase in interest the teacher -should very tactfully approve it. Care must be taken -not to overdraw the situation, since, to the parent, -such statements may seem to be false. No one knows a -child’s likes and dislikes better than the mother knows -them.</p> - -<p class='c009'>(2) <i>Indifference due to parent’s attitude.</i> Sometimes -the parents themselves through suggestion unconsciously -stimulate a feeling of indifference on the -part of the children which handicaps them throughout -all their school life.</p> -<p class='c022'>CASE 22 (FIRST GRADE)</p> -<div class='sidenote'>Beginning School</div> - -<p class='c009'>“John is six years old today and I’m going to start -him off to school. I’ll be thankful enough to be rid of -his noise for a few hours in the day and to get a -<span class='pageno' id='Page_160'>160</span>chance to do my work in peace. John is <i>such</i> a noisy -boy! He nearly drives me distracted sometimes!”</p> - -<p class='c009'>It was Mrs. Basset who was speaking. John continued -‘playing sojer’ long enough to give his drum an -extra loud banging, as he remarked, “I ain’t going to -school. I’m a sojer. Sojers don’t have to go to -school.”</p> - -<p class='c009'>The truth was that John, having no older brothers -and sisters to instruct him in such matters, had very -little idea what sort of a place school was, but from -the irritation expressed by his mother’s words, and the -slight whine in her voice, he not unnaturally drew the -inference that school was a place where mothers sent -children to get rid of them and to punish them. Naturally -this impression did not cause John to be kindly -disposed toward his new environment. He left home -crying, was still crying when he reached the school -room, and sulked and wept by turns throughout the -day, remembering meanwhile his beloved drum and -the disillusionment of “sojer” life. “Time softened -somewhat the poignancy of his grief” at having to -go to school but he never got over the feeling that -school was a place of punishment—a feeling that grew -stronger rather than weaker as days went by, because -of various and frequent punishments, which his teacher -felt bound to administer as a result of his indifference -and in order to keep him up to grade. John never -learned to like school.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Treat with redoubled kindness the child who is -doubly handicapped by not only being suddenly -<span class='pageno' id='Page_161'>161</span>thrown into new surroundings, but by being obliged -to meet this ordeal without the active encouragement -and sympathetic coöperation of members of his home. -During his first year his attitude toward school is -being formed for all future years. The teacher then -may well make a special effort in behalf of such a -child in order to win his confidence and secure his -hearty coöperation in the daily lessons.</p> - -<p class='c009'>All the while the teacher is working to gain the -child’s liking for school, he may encourage the child -with little expressions of approval, play with him on -the schoolground and see that he enjoys himself in -school. The teacher can walk home with him and tell -him fascinating stories, or it would not at all be out of -the way to give him some little favor as candy, pencil, -or a picture. There can be no question that the child -will learn to like school if the teacher tactfully uses -this method.</p> - -<p class='c009'>Never try to conquer a child’s dislike for school -by punishments. Unhappiness can not be cured by -adding more unhappiness.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>John’s teacher did not analyze the situation sufficiently -to discover the relation between John’s attitude -toward school and the home attitude toward John and -toward his individual interests. The mother was -wrong, of course, in feeling that peace and quiet and -the accomplishment of a certain amount of work was -of more importance than intelligent understanding of -John’s childish impulses, interests and instincts; but -John’s teacher made exactly the same mistake in -<span class='pageno' id='Page_162'>162</span>feeling that by accomplishing a certain amount of -work, “keeping up to grade,” her responsibility was -discharged. Both parent and teacher failed to apply -the principle of initiative in coöperation. Both tried -to suppress John’s individualistic instincts rather than -to utilize them for his advancement.</p> -<p class='c022'>ILLUSTRATION (THIRD GRADE)</p> -<div class='sidenote'>Dislike of School</div> - -<p class='c009'>Mr. James was a teacher in a private school in Kentucky. -He had one third grade pupil who threatened -to leave school. Mr. James could not learn why, but -decided he would visit the home. He took initiative -and told the pupil that he would spend Sunday in the -home. While there he said nothing about the child’s -dislike for school, but tactfully approved all his good -traits. When the parent spoke of the child’s dislike -for school he remarked, “When he has gone a little -longer, he will like school so well you can’t coax him -away.” Mr. James strove to make himself genial and -jovial in the home. He showed an interest in the other -children, in the home itself and in its activities, and -he captivated the child when he went out in the afternoon -with the father to look at the cows, horses, and -swine, and to take a walk over the farm. All the while -he had the child by the hand and manifested no end -of pleasure in the farm products. The visit had the -desired effect. The child never again even hinted at -a dislike of the school. He came regularly and was -one of the best pupils.</p> -<p class='c022'><span class='pageno' id='Page_163'>163</span>CASE 23 (EIGHTH GRADE)</p> -<div class='sidenote'>Truancy</div> - -<p class='c009'>(3) <i>Indifference due to truancy.</i> The Milville -School was noted for the good attendance of its -pupils. Mr. Benson of the eighth grade had been -especially anxious that his room should be the -“banner room” in that respect. He often said to -the pupils, “You know, boys and girls, that you are -the highest grade. You are older than the other -pupils and surely you should have the best record of -any grade in town.”</p> - -<p class='c009'>One warm, dull, spring day, three of the eighth -grade boys were absent. Mr. Benson’s inquiries as -to their whereabouts failed to bring the desired information -but as he was going home that night, one of the -smaller boys confided to him, “I saw some of the big -boys goin’ a-fishin’.”</p> - -<p class='c009'>The following day Mr. Benson requested the -three boys to remain after school. They admitted -the truth of the charge that they had played truant -in order to go fishing, but promised not to offend -again in this way if they could be excused for this -once.</p> - -<p class='c009'>“Boys, I can not let this pass without a punishment,” -said Mr. Benson. “Your offense is too serious. -You not only have broken the regulations of the school -but you are now behind in your lessons and, furthermore, -you have lost for the grade the chance of being -the ‘banner grade’ in attendance. I shall punish each -of you severely.” Taking a rule from the desk he -struck several severe blows upon the palm of each -boy’s hand.</p> - -<p class='c009'><span class='pageno' id='Page_164'>164</span>The boys never absented themselves from school -again, but, on the other hand, their indifference toward -their studies was even more marked than before.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<div class='sidenote'>Fishing</div> - -<p class='c009'>1. In dealing with such a case remember, first of -all, that the liking which the boys have for fishing is -not something wrong in itself. It will help to soften -your own anger and disappointment in losing the -“banner” for attendance, to picture to yourself the -coolness and sweetness and lure of the woodsy stream -which tempted the boys away.</p> - -<p class='c009'>2. Admit to yourself that the reason the boys went -was because the woods and its game were vastly -more interesting to them than the schoolroom. Then -say to yourself, “Have I made the schoolroom work -just as interesting as it is possible to make it? Would -the boys have done this thing if I had joined in their -sports on the playground, or if I had had a nature -study lesson planned for that afternoon with some one -of their animal pets as the subject of the study?”</p> - -<p class='c009'>3. Do not allow your personal feelings of disappointment -to have an influence in determining the form and -degree of punishment. Whipping a boy may relieve -your own disappointment and indignation, but it does -not cure the disease for which it is administered, -namely, indifference or lack of interest toward the -school work.</p> - -<p class='c009'>4. The regulations of towns, cities and states regarding -what kind of punishments a teacher may or -may not administer differ so much in different places -that it is impossible to give a rule that can be followed -<span class='pageno' id='Page_165'>165</span>in every case. Every teacher should inform himself -as to the law in his particular state or city. But if -there is no regulation to the contrary, the following -course of treatment would doubtless be a more effective -punishment than whipping, and at the same time leave -less resentment in the minds of the pupils:</p> - -<p class='c009'>As soon as you are certain that the boys really went -fishing write a note to each of the fathers of the three -boys as follows:—“Dear Sir: I dismissed your son -this morning for truancy from school. He may return -if you will guarantee his satisfactory conduct -from this time on.” Send these letters by mail, not -by the boys.</p> - -<p class='c009'>The probability is that in a very short time the boys -will return with the father, or with the father’s guarantee, -and you will receive them on the same terms as -before their offense. But meanwhile resolve to make -good use of the principles of substitution and initiative -in coöperation. If the boys may not be allowed -to go fishing in school hours, try to have some part at -least of the day’s work equally attractive. Share in the -personal life of the boys on the schoolground and at -home. Study to further their plans in all good things, -and to coöperate with them whenever there is opportunity. -Plan a fishing party for Saturday afternoon -that all the boys can join in, and go with them. They -will be the more ready to coöperate with you in enforcing -regulations that are laid down for the good of all.</p> - -<p class='c009'>5. Boys in the eighth grade are old enough to understand -and respond to the appeal of altruism or coöperation. -Make very clear to the school in general talk -some day how much the whole body suffers, (as in -<span class='pageno' id='Page_166'>166</span>the loss of the “banner”) when one member allows -his individualistic impulses to carry him too far.</p> -<p class='c022'>ILLUSTRATION 1 (SEVENTH GRADE)</p> -<div class='sidenote'>Goldfish</div> - -<p class='c009'>Rudolph was a mischievous, meddlesome boy. At -least his teacher, Miss Green, thought so. He was forever -bringing to school grasshoppers, toads, white -mice, fish-worms and small snakes. He delighted in -tormenting the little girls by parading his pets when -Miss G. was not looking.</p> - -<p class='c009'>One day in geography class he drew from his pocket -a toad, and sent it hopping down the aisle. The toad -performed its feats gracefully and the children on -both sides of the aisle watched it with keen interest, -the boys leaning over in order to see it better, and the -girls drawing their skirts around them and uttering -little broken exclamations. Miss G., sitting at her desk, -could not see the disturbing toad and corrected the -children several times for making so much noise.</p> - -<p class='c009'>Then, at last, she saw the toad, and anticipating its -source, told Rudolph to take the toad to his home.</p> - -<p class='c009'>In the meantime Miss G. had formulated a plan to -outwit and interest Rudolph.</p> - -<p class='c009'>The next day at recess, Miss G. called Rudolph to -her and said,</p> - -<p class='c009'>“Rudolph, I’m going to bring some goldfish to -school and I want you to take care of them.”</p> - -<p class='c009'>Now this just suited Rudolph, for he had always -admired the goldfish he had seen in the pond in Central -Park and was anxious to have some to take care -of himself. He was at school early next morning and -fed the fish before school began.</p> - -<p class='c009'><span class='pageno' id='Page_167'>167</span>For two weeks he daily changed the water on the -fish and fed them every day. Then Miss G. passed the -privilege of caring for the fish around the room, giving -each pupil the care of the fish for one week. There -was the ever-present interest of watching the growth -of the fish, their frantic maneuvers when being fed, -and their skillful swimming. There was also the admiration -of the beautiful colorings of the fish—the -pearl fish with its many gleams and shades, the goldfish -with its gorgeous, flaming brilliancy, and the red -fish with its darker tones, suggesting depths of beauty.</p> - -<p class='c009'>Then one day Miss Green realized that Rudolph was -an obedient, orderly, altogether changed boy.</p> -<p class='c022'>ILLUSTRATION 2 (HIGH SCHOOL)</p> -<div class='sidenote'>Milk-Testing</div> - -<p class='c009'>The new superintendent had arrived in town and -was lunching at the restaurant. A youth of fifteen was -serving him.</p> - -<p class='c009'>“My name’s Joe Jones and they always say I can -cause more trouble in school than most anybody else,” -volunteered the lad behind the counter.</p> - -<p class='c009'>“Well, I guess we won’t have any trouble,” said -the schoolman. “I am sure we can be friends at least.”</p> - -<p class='c009'>The superintendent’s inquires brought out the facts -that Joe was working in the agricultural department -and that his school record had not been the best. -If something else interested him more than school, -away he would go to that. He was afflicted with the -“wanderlust” and apparently could not help himself -at times. He did not always mean to transgress but -his lack of self-control asserted itself now and then -and off he would go.</p> - -<p class='c009'><span class='pageno' id='Page_168'>168</span>As a result he would get behind in his school work -and then lose interest. He was a bright, capable, good-hearted -boy when he wanted to be. His home environment -was poor so that he largely looked out for himself.</p> - -<p class='c009'>“Say, Joe, I have a problem here for you,” said the -superintendent one day as Joe was returning from -one of his periodical absences.</p> - -<p class='c009'>“Humph, no arithmetic in mine. Them problems -are not in my line,” responded Joe with more enthusiasm -than grammar.</p> - -<p class='c009'>“Oh, this problem isn’t in arithmetic, Joe, it’s a -real live problem.”</p> - -<p class='c009'>Joe’s face brightened, for real live problems did -interest him.</p> - -<p class='c009'>“What’s your problem, then,” said Joe with a great -deal of curiosity.</p> - -<p class='c009'>Now Joe liked to work but he was not overfond of -books. One thing connected with school he especially -liked was milk-testing. He needed no books in this -after he was once started.</p> - -<p class='c009'>“Well, Joe, these other boys here have no system of -keeping a record of their tests and I want you to help -them in the testing; keep a record of all the tests yourself, -and show <i>them</i> how to keep a good record. Will -you do it?”</p> - -<p class='c009'>“Guess I can,” returned Joe, taking charge of -things at once as they reached the classroom.</p> - -<p class='c009'>For two months, during the testing, Joe was always -on hand, the most enthusiastic fellow in the class. -During this time, by occasional suggestions on the part -of his teacher, he also kept up his regular work in -good shape.</p> - -<p class='c009'><span class='pageno' id='Page_169'>169</span>The testing over, however, Joe began to get back into -his old habits.</p> - -<p class='c009'>About this time a new savings bank system was -started in connection with the school. Each pupil -must be provided with blanks whenever he might call -for them.</p> - -<p class='c009'>“Joe,” said the teacher one day, “how would you -like to take charge of giving out the blanks and keeping -a record of them? Your work in keeping testing records -was so good I want to give you first chance here.”</p> - -<p class='c009'>“Suits me all right,” said Joe, with a smiling face. -“Guess I can do it, if anybody can.”</p> - -<p class='c009'>Joe’s new responsibility required him to be present -every day. He became very much interested in his -work and really did it remarkably well.</p> - -<p class='c009'>Thus, by a little praise and a little responsibility -placed on Joe, he gradually became regular in his -habits and later completed his school work. He is now -a very successful business man.</p> -<h3 class='c015'>3. Stubbornness</h3> - -<p class='c016'>Stubbornness is closely related to temper, still what -may subdue an ungovernable temper will not always -pacify stubbornness. There are on record but few -cases of stubbornness in which it did not result in -some outbreak of ill-temper. Stubbornness is generally -considered an inherited trait; it naturally gives -rise to certain habits. These habitual states of mind -and forms of conduct require treatment according to -the principles of this Course, with due patience on the -part of the disciplinarian, until a cure is effected. It -<span class='pageno' id='Page_170'>170</span>may take several years of patient training. Then, -too, the teacher must remember that she can deal with -stubbornness in older pupils better than in first grade -pupils. However, much valuable training can begin—and -it is most imperative that this training should -begin in the first grade.</p> - -<p class='c009'>The first step in dealing with a stubborn child is to -learn what causes the child to become stubborn. Whatever -it is that will provoke the child into stubbornness -must be avoided by the teacher. The teacher must go -further, she must arrange the child’s work and play -and his associations with the other pupils as to avoid -any and all causes for stubbornness. Could this plan be -worked out perfectly, the child would have no occasion -for becoming stubborn. After several months or a -year of such close supervision, the trait would become -weakened and the tendency to become stubborn would -be less marked. It is a fact that any trait in an individual -is strengthened by using it. The opposite -also is true, that any trait in an individual will be -weakened and finally die out if it is not used or -exercised.</p> - -<p class='c009'>If the teacher were able to keep up a close supervision -of the child she could hope to effect a complete -cure; but with so many things in the schoolroom to -occupy his attention, there will be times when the child -will find a reason for being stubborn. Whenever that -happens, the teacher must remember that to notice the -stubbornness will only intensify it. Assuming that the -pupil is in a recitation and the teacher calls upon him -or asks a question and fails to get a response, the -teacher should pass on the recitation to another pupil, -<span class='pageno' id='Page_171'>171</span>paying no attention to the child. The chances are that -he will respond in a very indifferent way. By no -means should the teacher fail to accept it, nor should -he make any adverse criticism upon it, even though -the recitation may have been wrong. Instead the -teacher should approve the effort. A winning smile -and words to this effect will rock the child’s citadel -of stubbornness. “That was good; I am glad you -tried. Thank you.” The child may not be cured of -stubbornness; however, by calling on him to recite, the -teacher has taken a step in the right direction, she has -done all she can under the circumstances; the child -has responded, at least, with some little feeling of -gratitude. This lays the basis for confidence and -complete obedience.</p> - -<p class='c009'>At the close of the recitation, if busy work is to -be assigned, the teacher should give it to each pupil, -and the stubborn child, alike. If he does not respond, -nothing should be said. No look or word of disapproval -should be given by the teacher. A special trip to his -seat and very kind assistance will get some work from -him. This work should be approved. The child should -now be left alone. Just as soon as he shows signs of -coöperation, the teacher should talk in a friendly way, -show some puzzle, or give some kind notice. This -method will, as a rule, effect a check to stubbornness -in any first grade pupil.</p> - -<p class='c009'>In addition the teacher may tell stories and give -direct instructions against stubbornness, but the most -emphatic caution is necessary. Such instruction must -be given when the child is in his very best mood. The -teacher must do such instructing in all kindness, never -<span class='pageno' id='Page_172'>172</span>once hinting to the child that she is instructing in -this way because of his stubbornness. This last method -may be effective in some cases. Really it should be a -last resort, and if possible it should not be used at all. -The first two methods will effect prevention if consistently -and persistently used. Do not whip a child -for stubbornness. Such action may stop it for the -time being, but whipping does nothing to remove the -trait. Any kind of discipline that does not eradicate -traits and habits, considered misdemeanors, is not discipline -but cruelty. The kind of discipline that is corrective -and worth while is that which is lasting: that -which helps the child for all his life by aiding him to -control himself.</p> -<p class='c022'>CASE 24 (SIXTH GRADE)</p> -<div class='sidenote'>Sulks</div> - -<p class='c009'>(1) <i>Stubbornness due to an unwise parent.</i> -Olive Montgomery was an only and a spoiled child. -She had a sunny temper usually, but there were times -when her face was clouded, her brows contracted, her -lips protruded and her whole attitude one of gloomy -defiance. At such times her mother was wont to say, -“When Olive looks like that, there’s no use to try to -do anything with her. You just have to let her alone -until she gets over it.” In spite of the fact that her -mother unintentionally strengthened this trait she was -outgrowing it somewhat, because of the daily association -with other children.</p> - -<p class='c009'>When she was twelve years old there was one day -on which she was especially tried.</p> - -<p class='c009'>She had attended a party the night before. Miss -Rhodes, her teacher, had found fault with her for not -<span class='pageno' id='Page_173'>173</span>knowing her lessons. She had borrowed Miriam -Sharpe’s problems in arithmetic to copy and lost them. -Miriam threatened her with exposure if she didn’t -return the problems. She now borrowed Lucy Partridge’s -problems and was expecting to stay in at recess -and make one copy of them for herself and one for -Miriam. She was angered at the thought of losing her -recess, and moreover was tired and half ill.</p> - -<p class='c009'>When Miss Rhodes said, “Put your books in order,” -Olive sat up but left her arithmetic open on her desk. -This book she placed there to hide the fact that she had -been copying and to give a pretense of original work. -Miss Rhodes said, “Olive, put your books in order.” -Olive began to pout and did not obey; when the others -arose to pass out she remained in her seat. “Olive, -you must go out and play with the rest,” said Miss -Rhodes. Olive sat inactive, with a defiant look upon -her face.</p> - -<p class='c009'>As Miss Rhodes started toward her she hastily concealed -Lucy’s paper but settled more defiantly into -her seat. Miss Rhodes now said, “Olive, don’t you -hear me?” No answer. “Olive, I am talking to you,” -in a sterner tone, “you must go out and play.” Still -no response. “Olive, you <i>must</i> put your desk in order. -If you don’t I’ll punish you.” Olive gave no sign of -hearing this threat.</p> - -<p class='c009'>Miss Rhodes took from her desk a ruler and told -Olive to put out her hand. Olive sat like a statue of -gloom personified. Finally, Miss Rhodes seized her -hand and struck the palm with the ruler. A few tears -slid over Olive’s cheeks but that was the only visible -effect of the stroke. Puzzled Miss Rhodes again -<span class='pageno' id='Page_174'>174</span>struct her hand two sharp blows. Still Olive scarcely -moved.</p> - -<p class='c009'>Anger showed plainly in the teacher’s voice and face. -Brute force was going to settle the question of which -was to be the winner. Miss Rhodes slammed the arithmetic -into the desk; in doing so the lost arithmetic -paper fell, name uppermost, at her feet. She was too -blinded by anger to see it. She jerked Olive out of the -seat and literally put her out of the room. She thought -her duty was <i>well done</i>!</p> - -<p class='c009'>Olive felt greatly “insulted” by the treatment she -had received. She used her influence to have Miss -Rhodes dubbed “Miss Highway” when she seemed -especially lofty to her pupils and “Miss Alley” when -she reproved them. These nicknames were shortened -to the deaf and dumb A and H and were soon signalled -back and forth across the room by all the pupils. It -was impossible for Miss Rhodes to build up confidence -and a coöperative atmosphere in the face of this great -obstacle.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Determine at once when some one fails to comply -with a request made to all pupils at the same time -whether the cause is inattention or rebellion.</p> - -<p class='c009'>As Olive’s case is one of rebellion let her alone until -the others have left the room, then in a kindly manner -find out the cause of her disobedience. If she -refuses to talk, take no further notice of it at that time, -being sure that the fault lies in part with yourself. -While you are resting the case for the time being, -review your attitude toward the child and plan -<span class='pageno' id='Page_175'>175</span>with great care the right approach for the next -interview.</p> - -<p class='c009'>The next day, at some moment when you are sure -that Olive is her normal self again and no one is about -you, talk frankly with her about her stubborn conduct.</p> - -<p class='c009'>Do not use the word “stubborn” or any accusing -term in talking about it. Begin something like this: -“Olive, yesterday at recess when you seemed not to -hear me, I may have been at fault. I wanted more -than anything else to help you over a hard day. Perhaps -my manner or voice did not tell you that but I -just wanted you to know how I really felt about it.”</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>There seems to be no more frequent blunder in a -teacher’s management of an insubordinate child than -that of acting without foresight.</p> - -<p class='c009'>What diagnosis is, in medicine, analysis of a child’s -thoughts and feelings is for the teacher.</p> - -<p class='c009'>This injunction can not be too often repeated since -each instance of disobedience or other wrong action -has unique features that require unique treatment.</p> - -<p class='c009'>Miss Rhodes gave not one moment to seeking a cause -for Olive’s misbehavior; her attention was devoted -wholly to getting the girl to “obey.”</p> - -<p class='c009'>By this neglect Miss Rhodes lost a good opportunity, -and delayed a much needed reform. In this instance -Olive showed a rebellious spirit. Her classmates had -been carefully drilled so that nearly all of them pleasantly -accepted the orderly methods of their teacher. -They enjoyed having their desks in good order and -liked the class exercises that involved rhythmic movements -<span class='pageno' id='Page_176'>176</span>and team-work. There was left little opportunity -for inattention or tendency toward it.</p> - -<p class='c009'>Having decided that the child is sulking there is -nothing to be permanently gained for Olive by <i>forcing</i> -her to obey. A rebellious mood is not dissipated by -coercion; one must wait until the wave of resentment -has passed. Unless physical danger or great disaster -threatens, because of a retarded obedience, it is better -to let the child alone until the rebellious feeling has -passed away.</p> - -<div class='sidenote'>Novelty Cures Moodiness</div> - -<p class='c009'>The only alternative is to distract the mind by presenting -objects of interest. No one, child or adult, is -able to maintain moods of resentment, rebellion, or -injured pride very long if he can be induced to attend -closely to some neutral object.</p> - -<p class='c009'>One of the richest sources of information on the control -of children is observation of children as they associate -together. For example, children do not often -parley long with a moody playmate. They leave her -out of their plans; she soon begins drinking of the -bitter dregs of isolation and abandons her unsocial -attitudes.</p> - -<p class='c009'>The teacher has no need to fear that her control of -other children who witness a stubborn child’s behavior -will be threatened if she does not at the moment enforce -obedience. They will understand that this child -is simply being “left out of the game” until she gets -ready to “play” again. If the teacher has not yet -established confidence between herself and her pupils -by use of methods of coöperation and feels forced to -compel obedience at the moment, she must be absolutely -sure that the child is given no cause for suspecting -<span class='pageno' id='Page_177'>177</span>any antagonism whatever in the teacher’s attitude. -The use of the ruler was wrong because it brought in -the element of vengeance or reciprocal antagonism. If -the stubborn child is constrained to fall into line with -commands the forcing should be done in a happy, helpful -spirit, so that the child may say to herself, “Miss -Rhodes is helping me to do what I know I really should -do.”</p> - -<p class='c009'>A word as to the interval that may elapse between -an offense and the interview between teacher and -pupil. As a rule it is best to confer with a pupil as -soon after the misdeed as his mind is free from the -peculiar feelings generated in the wrong act and when -his thought is closely associated with it.</p> - -<p class='c009'>A delay of several days makes a review of the incident -out-of-date, disagreeable and unduly antagonizes -the pupil. He tends to forget the incident; its revival -even under the best circumstances is an occasion of -strain between pupil and teacher.</p> - -<p class='c009'>It is therefore an economy to settle the whole matter -while it is of necessity fresh in the pupil’s mind and -yet when his passions have cooled down. This will -relieve the dread of all persons involved and will restore -speedily the usual flow of personal relations.</p> - -<p class='c009'>The basis of Olive’s trouble was the oft-repeated -word of her mother, “When Olive looks like that you -can’t do anything with her.”</p> - -<p class='c009'>This has possessed her mind until, by prolonging -her negative mood she has been able to create a considerable -stir in the family life and to make a record to -which no one else in the family has attained.</p> - -<p class='c009'>The school has a duty in killing this sort of impulse -<span class='pageno' id='Page_178'>178</span>to win attention. The method of starvation will work -the best cure. That is, if Olive receives no “credit” at -school for her “excellence” in pouting, the desire to -try for honors in this matter will finally vanish.</p> - -<p class='c009'>The teacher must find out this small fact and conduct -her treatment as suggested, omitting allusions -to “sulkiness,” “rebellion,” “stubbornness” so as -to make room for positive and constructive suggestions.</p> - -<p class='c009'>A huge wave of good feeling and sympathetic interest -from Miss Rhodes with suitable coöperative action -will have the desired effect.</p> -<p class='c022'>ILLUSTRATION (SIXTH GRADE)</p> -<div class='sidenote'>The Cure</div> - -<p class='c009'>Dorothy Jones had been stubborn from babyhood. -Her mother had very frequently said to her father: -“Dorothy had one of her stubborn spells today. I -can’t make her do a single thing when she takes one -of these spells.” Her father would give a sly wink at -Dorothy and reply, “O, she’ll outgrow it.”</p> - -<p class='c009'>The injured tone which her mother used when speaking -of the matter gave Dorothy the opinion that her -stubbornness was a good means of punishing her -mother for putting her under too many restrictions -and her father’s attitude caused her to believe that -her conduct was a shrewd procedure.</p> - -<p class='c009'>When Dorothy started to school Mrs. Jones accompanied -her and told her teacher that the child was -dreadfully stubborn at times. True to her mother’s -prophecy Dorothy was stubborn and this trait of hers -was displayed to successive teachers until she reached -the sixth grade.</p> - -<p class='c009'><span class='pageno' id='Page_179'>179</span>Miss Schilling, her sixth grade teacher, decided to -cure her. She secured the child’s friendship by giving -her to understand that she knew Dorothy’s wishes and -enjoyed granting them whenever possible. One cold -day, however, Dorothy wished to go out to play without -wraps. Miss Schilling asked her to put them on. -She was out of sorts already because Neva Yoder had -been chosen queen in a game called, “Queen of the -May.” When Miss Schilling asked Dorothy to put on -her sweater she stalked into the room and flung herself -into her seat, pouting. The girls gathered round her -and said, “O, come on Dorothy, come on Dorothy, -hurry up, hurry up, let’s play.” Dorothy gave no -heed except to cast a furtive glance at Miss Schilling -to see how she was taking her punishment. What was -her surprise to find that Miss Schilling was taking no -notice whatever of her mood. Dorothy supposed that -surely Miss Schilling had not noticed her, and resolved -to make her do so. The girls soon tired of talking to -her and ran out to play. She still sat there and pouted. -Now and then she shuffled her feet or slightly coughed -to attract Miss Schilling’s attention. And her wonder -grew when her teacher only looked at her and smiled. -She determined to make the desired impression: viz., -that she had been wronged and was accordingly punishing -her tormentor. So she kept her seat and pouted -through the recess and into the next session. When -her first class was called, she expected to match wills -with Miss Schilling but to her surprise Miss Schilling -simply said to the girls who glanced round to see if -Dorothy was coming, “Please excuse Dorothy, she -doesn’t wish to recite this time.”</p> - -<p class='c009'><span class='pageno' id='Page_180'>180</span>Five minutes afterwards she stealthily took out a -book and began to study. When her next class was -called she was her usual self.</p> -<p class='c022'>CASE 25 (EIGHTH GRADE)</p> -<div class='sidenote'>Recitation</div> - -<p class='c009'>(2) <i>Stubbornness due to fear.</i> Miss Scott taught -in the country at District No. 10. She was hearing a -geography class recite when Mr. Blanden, a director, -came to visit the school. Miss Scott was nervous -herself and so the pupils were ill at ease.</p> - -<p class='c009'>“What’s the capital of Oklahoma?” she asked.</p> - -<p class='c009'>Susie Fry, who stood trembling ready to recite, -couldn’t remember.</p> - -<p class='c009'>“What! Don’t you know that!” exclaimed Miss -Scott. “Who does know?”</p> - -<p class='c009'>No hands went up. Everybody was embarrassed.</p> - -<p class='c009'>“It can’t be possible that none of you know that!” -she said as she quickly pointed a threatening finger at -Elmer and said, “What is the capital of Oklahoma?” -All eyes turned toward Elmer. He instinctively slid -down a little lower in his seat and said nothing.</p> - -<p class='c009'>“Elmer, stand up and recite,” said Miss Scott in a -threatening tone. Elmer looked dogged and defiant -but made no effort to stand. Miss Scott repeated -her command. Elmer stubbornly remained silent. -She then went to him and not very gently stood him -on his feet and pushed him up beside her desk and -went on with the recitation.</p> - -<p class='c009'>Greatly exasperated, she struggled on with the lesson -and wondered at Elmer’s unusual stubbornness.</p> -<p class='c022'><span class='pageno' id='Page_181'>181</span>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Do not unexpectedly spring questions upon a child. -Ask the pupil to stand and then put your question. -Do not suggest by your statements that nobody in the -class knows the answer to your question. Strive to control -your own fear or embarrassment in the presence -of visitors. It will certainly prove contagious.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Elmer was startled by Miss Scott’s sudden pouncing -upon him and then, after having all eyes turned upon -him, was either too embarrassed or too offended to -reply. The more she urged the more embarrassed he -became. Miss Scott not only startled Elmer into -silence by her method, but prolonged it into stubbornness -by her untactfulness. If a child seems to be unusually -self-conscious he may need special gentleness.</p> -<p class='c022'>ILLUSTRATION (UNGRADED SCHOOL)</p> -<div class='sidenote'>Coaching</div> - -<p class='c009'>Miss Curtis, who taught in the country, had noticed -that Rena Brewer was an especially self-conscious child -and was very reluctant to recite, especially when she -had to put work on the blackboard in the presence of -all the pupils. So she asked her to come to school a -little early in the morning. While she and Rena were -alone together she gave her an arithmetic problem to -put on the blackboard, commended the straight rows -of numbers, pointed out the well-made figures and -said, “Now, today I shall ask you to put this same -problem on the board at recitation time. I’m sure you -can do it well.”</p> - -<p class='c009'><span class='pageno' id='Page_182'>182</span>A few morning drills like this gave Rena self-confidence -and she worked with ease and pleasure in the -presence of others.</p> -<h3 class='c015'>4. Ill-Temper</h3> - -<p class='c016'>Whether ill-temper is an inherited trait or not does -not belong in this discussion. Nor is it worth while to -explain just how a little temper may or may not be -helpful. If the teacher can realize that some of the -most dastardly acts and crimes committed were done -in moments of ungoverned temper, then she will understand -the necessity of controlling temper wherever and -whenever its tendencies are displayed in any child.</p> - -<p class='c009'>(1) <i>Ill-temper in the first year of school.</i> It is true -that outbursts of ill-temper often take place among -first grade pupils, not necessarily because the teacher -causes them but something a playmate may have said -or done, or something about school work that may have -gone wrong, causes temper to exhibit itself. It is, indeed, -a disgusting trait and needs wise control.</p> -<p class='c022'>CASE 26 (FIRST GRADE)</p> -<div class='sidenote'>Busy Work</div> - -<p class='c009'>Elsie Johnson was the happiest girl in Camden, -when her mother said to her one morning, “Elsie, -mother is going to let you go to school this year along -with sister Jane. Won’t that be fun?” It was indeed -“fun” for Elsie Johnson. She liked the teacher, the -other little girls, the wonderful action songs and the -music, but best of all the “busy work.”</p> - -<p class='c009'>One day as a special treat Elsie’s teacher, Miss -Wells, gave her a box of wooden kindergarten beads to -string. All too soon the warning bell rang, notifying -<span class='pageno' id='Page_183'>183</span>the children that it was time for school to close and -work must be put away. But Elsie had just invented -a new design. To lay aside her precious beads in the -midst of working it out was the last thing she desired -to do. “Elsie, put up your work now,” said the -teacher. The nervous fingers only worked the faster.</p> - -<p class='c009'>“Put up your work, Elsie,” repeated the teacher. -No response save a tighter clutch on the beloved beads. -Miss Wells stepped up to the desk, took the string of -beads forcibly, and not very gently, out of Elsie’s -hands, and was just reaching for the box containing -the unstrung beads, with the intention of putting them -away for the night, when Elsie suddenly stamped her -foot in a rage, threw the box on the floor, the beads -rolling in all directions, and burst into a violent fit of -weeping.</p> - -<p class='c009'>“Why, Elsie Johnson! What a naughty, naughty -girl!” said Miss Wells. She dismissed the other children, -then, taking hold of Elsie’s arm, she lifted her -quickly out of her seat, partly carried, partly dragged -her to the wardrobe, and forcibly put on Elsie’s wraps. -When Jane came to take her sister home, Miss Wells -pointed to the beads still lying on the floor and said, -“Tell your mother, Jane, that Elsie has been a bad, bad -girl today. She did not mind when told to put away -her work; she threw the beads on the floor, then kicked, -cried and stamped her feet when I told her to put -on her wraps. I am very, very much ashamed of her.”</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>In such a case as this, use the principles of expectancy -and suggestion. Say, “Elsie, it’s time to go -<span class='pageno' id='Page_184'>184</span>home now. We’re all going; everybody is waiting -on us.”</p> - -<p class='c009'>Generally, the sight of all the other children with -folded arms, and position of waiting for dismissal, -will lead the child, through imitation, to take the same -position; but if Elsie continues to work in spite of this, -step to the desk and say, “Let me see the pretty thing -you have made.” Elsie will probably reach it toward -you. You will admire it and approve her good work -and then say, “I will let you play with the beads -tomorrow. Hand me the box.” (Hold out your hand -at the same time as a further definite suggestion.) -“Tell mother when you get home what a nice time you -had with them today.”</p> - -<p class='c009'>The moment’s conversation, your suggestion of the -pleasure awaiting Elsie on the morrow and the substituted -pleasure of “telling mother” will lead Elsie -to place the beads cheerfully in your hands and to -assume the position which she sees the other children -to be in as they wait to be dismissed.</p> - -<p class='c009'>Imagination can often be used by the teacher with -the greatest advantage in dealing with children of this -age. For example, in the present case, the teacher -might have said to Elsie (who delights in brownie and -fairy stories), “Your little (bead) brownies have -played a long time with you. They are tired now. -Let’s put them all to bed so they can rest and be ready -to play with you again tomorrow. We’ll have to get -them to bed quickly, for the little children are getting -tired too.”</p> - -<p class='c009'>Generally speaking the teacher should so closely -supervise all his school work and play and recreation -<span class='pageno' id='Page_185'>185</span>that there will be no chance for the pupil to be irritated -or provoked into an outburst of ungovernable temper. -The teacher who can succeed in doing this will need no -further advice on remedying the annoyance, as he will -not be annoyed.</p> - -<p class='c009'>However, in an unguarded moment even with the -best of care, a pupil may have his temper upset. The -teacher must remember that his pupil is but a child, -nearly a baby, and by kindness can easily be governed. -A few kind words and a sympathetic suggestion about -something that will divert the child’s mind from that -which provokes, will effect a remedy. For example, -the teacher can say, “Just wait a minute, I will get you -something you never saw before.” This will arouse -the childish curiosity and, while the teacher is getting -the something, will tend to allay the child’s temper. -The teacher who is discreet always has a curious -“something” to get. What is there to prevent him -from having in a box on his desk the first book he -ever had, the little book he read in the first day -he went to school, the first picture he ever drew, -a curious bird’s nest, or a score of other articles -that will capture the attention of any child, regardless -of whether he is indifferent, lazy, slow, stubborn -or in a “fit of temper.” Each time the child exhibits -ill-temper, the teacher can pursue some method similar -to those indicated above. In a comparatively -short time, he will be cured of his exhibitions of -temper.</p> - -<p class='c009'>Never snatch anything from a child nor take it from -him forcibly if it can be avoided. Even an adult would -resent this manner of treatment. Do not make the -<span class='pageno' id='Page_186'>186</span>mistake of supposing that “obedience” and “yielding -to force” are synonymous terms.</p> - -<p class='c009'>Try to put yourself in the child’s place and discover -the instinct underlying the act. Then you will be able -to utilize and satisfy the instinct even while checking -the undesirable specific act.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Miss Wells’ first mistake was in dealing too abruptly -with Elsie. Elsie’s failure to respond to her teacher’s -signal was not due in the slightest degree to disrespect -for her teacher, but rather to intense absorption in her -work. She was thinking out a design and it irritated -her to be disturbed, just as it irritates her teacher to be -disturbed while planning a Christmas program, or -while reading the most interesting chapter of an exciting -novel. But there was this difference between -Elsie and her teacher. While the latter understood -the necessity for interruptions, and immediately -though reluctantly, responded to them when necessity -required it, Elsie had not yet reached the age when -she could understand why she might not go on as -long as she desired. Bells and signals meant no more -to her than an arbitrary desire on the teacher’s part -to interfere with something Elsie desired to do. Until -a habit of acting in response to given signals is formed, -first grade children will need to be told repeatedly -the meaning of the signal.</p> - -<p class='c009'>While it was necessary in this instance that Elsie -should lay aside her work, yet the value of the individualistic -instinct that impelled Elsie to stick to her -work until it was accomplished should be fully recognized -<span class='pageno' id='Page_187'>187</span>by the teacher, not regarded by her as something -evil, in itself, or as “pure obstinacy.”</p> -<p class='c022'>ILLUSTRATION (FIRST GRADE)</p> -<div class='sidenote'>Snatching Pencils</div> - -<p class='c009'>Miss Donaldson, a first grade teacher in Davenport, -was one day conducting a nature study lesson, in which -the children were dramatizing the care of the parent -birds for the little ones. Five children had cuddled -into the corner to represent the little birds in the -nest and two others were industriously bringing food -to put into their open mouths, when one of the boys -who was supposed to be watching the performance, -snatched a pencil out of the hands of his nearest -neighbor, Charles Drew. Charles, with fists upraised, -was just about to administer summary punishment -upon the offender, when the teacher glanced up, and -immediately taking in the situation said,</p> - -<p class='c009'>“Oh, boys! The little birds are going to fly away -in just a minute, and you won’t see where they go to.”</p> - -<p class='c009'>Instantly the attention of both boys was riveted on -the little birds. Suggestion had averted a catastrophe.</p> -<h3 class='c015'>5. Disrespect for the Teacher</h3> - -<p class='c016'>The old idea that there must be enmity between -teacher and pupils is of course everywhere admitted -to be wrong. Yet a surprisingly large number of -teachers show by both their words and actions that -there still lingers the thought that if only there is sufficient -silence and obedience in the schoolroom to -allow the maximum amount of work to be done the -<span class='pageno' id='Page_188'>188</span>spirit of mutual trust is of minor importance. While -modern teachers realize the absurdity of Pete Jones’ -motto, “No lickin’, no larnin’,” many are slow to -admit that there is no necessity for a show of authority, -for its own sake.</p> - -<p class='c009'>The teacher who talks of “breaking a child’s will” -is the one who is in danger of suffering from disrespect -paid him by his pupils.</p> - -<p class='c009'>In one of our States foremost in education, a minister, -who is a member of the board of education governing -his village school made a speech at the beginning -of the school year. He emphasized the thought -that the pupils <i>must</i> behave, that the school board -would back up the teachers in the matter of keeping -order. His speech left the feeling on the part of the -pupils that they were expected to lose in the combat -between teachers and pupils, but that there must be a -continued combat there was no question.</p> - -<p class='c009'>It is in localities where this old idea of enmity between -the teacher and the pupils still exists that we -may expect to find real disrespect for the teacher manifested.</p> - -<p class='c009'>Seeming disrespect may often be only the result of -ignorance of good manners and forms.</p> - -<p class='c009'>The boy, who wears his hat in the schoolroom, sits -while his teacher stands to converse with him at recess, -says, “Teacher,” when he addresses his instructor, and -talks slang even in his recitations, may have no idea -that he is showing disrespect to anyone. He may have -never been taught on these subjects. According to the -old “punishment method” the teacher must wait for -a specific “punishable” offense to occur before discipline -<span class='pageno' id='Page_189'>189</span>begins. According to the method laid down -in this book one is able to deal with an “atmosphere” -of disobedience, and by applying the five -principles previously cited, to forestall the overt act -with all its undesirable results to both pupil and -teacher.</p> - -<p class='c009'>(1) <i>Disrespect due to oversensitiveness of the -teachers.</i> Teachers sometimes encourage disrespect on -the part of the pupils, merely by being constantly on -the lookout for it. Their attitude of suspicion is itself -a suggestion to do something that will justify the -teacher’s expectation.</p> -<p class='c022'>CASE 27 (SECOND GRADE)</p> -<div class='sidenote'>Familiarity</div> - -<p class='c009'>Miss Grace Eddy was a second grade teacher in -Randolph, Vermont. It was her first term and she so -feared to be known as “a teacher who can’t keep -order” that she felt obliged to be always on the alert -against any appearance of evil. The school was working -on the Christmas exercises which were to be given -a few days later. Full of the thought of Christmas, -one of the children wrote on the blackboard one day, -“A Merry Christmas to Grace Eddy.” As Miss Eddy -came back from dinner she spied the sentence on the -board and resenting a little the familiar use of her -name, said, “Who wrote that?” The roguish face of -Roland Churchill looked up into hers and Roland answered, -“I did.” “Rub it off,” said Miss Eddy, -severely. Unconscious of having done anything wrong -and feeling rebuffed by the severe tone, Roland turned -and ran out of the schoolroom. Miss Eddy not wishing -to have the other children notice the writing, erased the -<span class='pageno' id='Page_190'>190</span>sentence herself and said to Roland later, “Roland, -you may stay in at recess, this afternoon.”</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Assume that the written sentence on the board was -prompted by a genuine wish of the writer. Say to the -children, “Who wrote for me such a pretty wish as -that?” When Roland answers, “I did,” pick up the -chalk and write directly under his sentence, “Thank -you, Roland Churchill.”</p> - -<p class='c009'>Your smile and your coöperation will stimulate his -good wishes, and will bring about his coöperation with -you in the afternoon’s tasks.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Never harbor the thought that every unconventional -thing done by little children is done “for meanness.” -“We see what we look for,” hence it is better to look -for good than for evil.</p> - -<p class='c009'>(2) <i>Smartness.</i> Smartness may be the result of -conceit or love of fun or desire for approval of playmates, -or may be simply ignorance of polite manners.</p> -<p class='c022'>CASE 28 (THIRD GRADE)</p> -<div class='sidenote'>Personal Remarks</div> - -<p class='c009'>Miss McPheag was the teacher, red-haired and not -to be imposed upon. George Ray, also red-haired, was -in her third grade. Seeing him the center of a giggling -circle one cold January day, Miss McPheag thought -mischief might be brewing, and kept a weather eye -upon the group. Suddenly, George raised his voice -and called out,</p> - -<p class='c009'>“Say, Teacher, is your name Miss McFig or Miss -<span class='pageno' id='Page_191'>191</span>McPig?” Quick as a flash Miss McPheag answered, -“It’s Miss McPheag, and if I ever hear you call me -anything else you’ll not know your own name when I -catch you.”</p> - -<p class='c009'>This retort came with such energy that it awed -George and all his classmates. They never called her -anything but her right name so long as they were in -the schoolhouse; but one afternoon, late in the year, -Miss McPheag found this couplet penciled on a fence -near the schoolhouse;</p> - -<div class='lg-container-b c027'> - <div class='linegroup'> - <div class='group'> - <div class='line'>“Miss McPhig,</div> - <div class='line in1'>She ain’t so big.”</div> - </div> - </div> -</div> - -<p class='c016'>It hurt her, for she knew the spirit that prompted -the silly jingle. She did not realize that she had signally -failed to measure up to a great opportunity to -replace the manners of smartness and pertness with -those of respect and consideration.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Never meet pertness and flippancy with the same -spirit. A fallacious idea exists that evil must always -be met in kind. This is not true. Miss McPheag -should have looked at George in steady silence for a -few seconds, and then quietly engaged him and his companions -in some entirely new activity that would draw -their attention from the incident. Later, she should -have talked to him alone, kindly and with dignified -impersonality, upon his breach of good manners.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>The smartness would never have occurred to George -if the children, forced to stay within doors by the cold, -<span class='pageno' id='Page_192'>192</span>had been engaged in some healthy play under the -teacher’s supervision. Here again preventive measures -are better than remedial ones; let them be effective -and constructive, not such as merely fix the fault -by giving it an imitative reinforcement.</p> -<p class='c022'>ILLUSTRATION (UNGRADED SCHOOL)</p> -<div class='sidenote'>Conceit</div> - -<p class='c009'>Conquering pertness and conceit by an opposite -spirit was practiced by Fannie Fleming, who taught -the district school on the upper Gila River, New Mexico. -She had Joe Rogers, a son of a Texas renegade, -for a pupil. He ranged over the whole program of -studies and, backed by his father, made himself independent -of several regulations in the school.</p> - -<p class='c009'>“I don’t believe you know very much about how -they grow rice. You never was in Texas, was you?” -said Joe one day in geography class. “I know,” he -continued, “I was born in Texas. I seen ’em raise -rice.”</p> - -<p class='c009'>This outburst was not surprising in view of the -pert attitudes and assumptions Joe frequently displayed.</p> - -<p class='c009'>Miss Fleming looked straight into Joe’s eyes and -let her countenance show sternness without resentment, -as she said, “Joe, I want to ask you some questions -so that you may tell the class all you know about the -rice culture.” She soon exhausted his resources and -then continued,</p> - -<p class='c009'>“Well, I’ll help you out a little, Joe. You did very -well, but there’s more to say.”</p> - -<p class='c009'>She found Joe sinking away somewhat as she told -one thing after another which was new to him. This -<span class='pageno' id='Page_193'>193</span>gave her a clue. Miss Fleming made it a point to meet -him on every issue by drawing out all his information -until he lay helpless, though uninjured, upon the dry -land of his own ignorance. Then she helped him. -There was no ridicule, no faultfinding, no scorn in -manner or in voice, but an unrelenting exhaustion on -every possible occasion.</p> - -<p class='c009'>Joe recovered. He found that he could learn many -new and interesting facts from his teacher. Her unfailing -politeness and uniform kindliness toward him -finally taught him good manners.</p> - -<p class='c009'>(3) <i>Laughing in school.</i> Occasionally a teacher -goes <i>too</i> far in trying to meet the pupils half way.</p> -<p class='c022'>CASE 29 (HIGH SCHOOL)</p> -<div class='sidenote'>Teacher Laughs</div> - -<p class='c009'>Mrs. Jewett taught in the Carthage High School. -In order to get the good-will of the pupils she feigned -to understand them and tried to take part in whatever -affected them as a body, especially in the matter of -laughing. Whenever the pupils laughed she laughed -with them no matter whether she knew what caused -the levity or not. As soon as the pupils discovered -this they laughed on purpose to make her laugh and -she lost their respect.</p> - -<p class='c009'>What would you do if you were elected to follow -Mrs. Jewett the next year?</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Laugh with the pupils when something unavoidably -funny occurs; as, for example, when a bird flying -through an open window whizzes past a young man at -work at the blackboard, causing him to jump and make -<span class='pageno' id='Page_194'>194</span>a wavy line through his carefully drawn geometrical -figure.</p> - -<p class='c009'>But be on the alert to discover mischief while it is -being planned and assign some interesting work in -another direction.</p> - -<p class='c009'>Let it become a settled opinion of the pupils that -you laugh when you see a really good joke but that -you do not laugh unless you see something to laugh at.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Pupils admire genuineness. Mrs. Jewett was too -apparently currying favor by laughing with her pupils -on all occasions.</p> - -<p class='c009'>A wide-awake teacher can detect a situation of unrest -and lack of application to the subject in hand. -This condition, which will ripen into misbehavior, can -be turned into the atmosphere of industry by giving an -interesting task to the leader or leaders in idleness.</p> -<p class='c022'>ILLUSTRATION (HIGH SCHOOL)</p> -<p class='c009'>Miss Horner, who was keeping order in the assembly -room of a high school, saw a girl making a form resembling -a frog out of her handkerchief while a boy who -sat near was watching her intently.</p> - -<div class='sidenote'>Pupils Laugh</div> - -<p class='c009'>Miss Horner went to the girl and said, “I want some -one, who can do it well, to tell the story found on page -79 of ——’s Ancient History when we recite today. -You may go now to the book shelves and get the history.” -With a smile she continued, “I’ll tell you just -when I want the story told.”</p> - -<p class='c009'>The “frog” was forgotten, and the boy half suspected -<span class='pageno' id='Page_195'>195</span>that Miss Horner understood the entire situation -and knew how to manage it.</p> - -<p class='c009'>(4) <i>Talking back.</i> One of the greatest annoyances -of the teacher’s life is the pupil who talks back.</p> -<p class='c022'>CASE 30 (FOURTH GRADE)</p> -<div class='sidenote'>“Board Work”</div> - -<p class='c009'>“Edmund, you may come to the front board for -your arithmetic,” said Mr. Spangler as he assigned -places to his class of fifteen. Edmund had been in -school just long enough to decide where he might -begin to test out the new teacher.</p> - -<p class='c009'>“It’s dark up there. I’d rather go here by the -window.”</p> - -<p class='c009'>“It’s not too dark for good work up here. Come -up at once.”</p> - -<p class='c009'>Edmund did not feel the force of this urgency. So -he loitered along looking this way and that. His -teacher hastened over to him and said,</p> - -<p class='c009'>“See here, young man, I don’t want to wait so long -for you.”</p> - -<p class='c009'>“But I don’t want to go up front. I want to work -here.”</p> - -<p class='c009'>“Edmund, no more back-talk if you please. You’ve -said too much already.”</p> - -<p class='c009'>“You don’t make the other big boys go up front.”</p> - -<p class='c009'>This was too much for the patience of Mr. Spangler, -so, quick as a flash up flew his hand and struck Edmund -a smart blow on the side of the head. In a -moment the boy’s nose began to bleed a trifle. This -did not last for long and the battle reopened as soon as -the crying was hushed up.</p> - -<p class='c009'><span class='pageno' id='Page_196'>196</span>“Will you go up to the board now as I told you to?” -was the next thing for the worried teacher to say.</p> - -<p class='c009'>Edmund drew back a little as he said, “I don’t feel -like it now. I’d rather stay down here.”</p> - -<p class='c009'>After this long parley, Mr. Spangler did the act -heroic, seizing Edmund by the right arm, he dragged -him by successive jerks to his desk and in the presence -of the school gave him a sound whipping. Then he -shoved him to his place at the blackboard. Of course -school work was sadly interrupted. The success of the -teacher’s method may be inferred from the fact that at -the end of three days essentially the same performance -was repeated almost literally.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Just the moment a spirit of back-talk is observed -cease all ordinary conversation with the child. Use -signs almost wholly to indicate your wishes and back -them up with a demeanor and general program that -checks all opportunity for a spectacular prank. Dismiss -the pupils for recess or assign some duty that -engages all the other pupils while you deal with the -insurgent pupil alone. Immediate action is necessary, -even if it is nothing more than to excuse the pupil -from any further school work for the time being.</p> - -<p class='c009'>Treat the pupil who talks back as you would an -invalid to be cured rather than as a criminal to be -<i>paid</i> back, thus laying aside all evidence of hostility -or displeasure; assume that his disability necessitates -separation from the others. Use pleasant conversation -as a means of establishing his confidence -in you.</p> -<p class='c022'><span class='pageno' id='Page_197'>197</span>COMMENTS</p> - -<p class='c009'>The teacher fell into a trap when he forbade -Edmund to indulge in back-talk. This attention to a -new offense is just the thing a disrespectful pupil -rejoices in. The attempt to deal with two offenses at -once is too hazardous.</p> -<p class='c022'>ILLUSTRATION (SIXTH GRADE)</p> -<div class='sidenote'>Country Boy</div> - -<p class='c009'>When LeRoy Fennimore came back from the west he -found himself in a novel situation because, in the -Pennsylvania village, manners were more cultured -than he had ever been taught in the little mountain -home in Dead Man’s Gulch.</p> - -<p class='c009'>“LeRoy, will you bring us the United States map -from the hall, please?” came as the first request from -his new teacher. “Nope, I don’t know anything about -your maps here,” was the blunt reply of the twelve-year-old -boy, staring boldly into the eyes of his teacher.</p> - -<p class='c009'>“Why, LeRoy, I’m sorry to have surprised you with -something too hard for you.”</p> - -<p class='c009'>“No surprise on me. Only I don’t know nothing -about maps.”</p> - -<p class='c009'>“Well, we’ll drop the matter this time. Next time, -perhaps, you can get it for me,” was the good-natured -remark of the teacher.</p> - -<p class='c009'>“Don’t ’spect you can get me to do much. I tell -you I don’t know your ways of doing things here yet.” -continued the irrepressible boy.</p> - -<p class='c009'>Miss Faust bit her lips for a moment, under the conviction -that she had a new problem on her hands. LeRoy -exhibited some ignorance of the suitable words for -<span class='pageno' id='Page_198'>198</span>the occasion, a little spunk, more laziness of attitude -due to association with cattle-men and miners.</p> - -<p class='c009'>Miss Faust cautiously watched LeRoy at the close of -school. She helped him find his lost cap and began a -systematic plan of cultivating his friendship. At her -request he brought many interesting relics and curios -from home, she showed cheerfully on the map where he -had lived some two thousand miles distant. He continued -his rough manners, but all the disagreeable -spirit vanished, as the two became good friends.</p> - -<p class='c009'>Occasionally, Miss Faust gave him some little hints -on good manners. He listened with bashful interest -and in his crude way warmed up to her kindly -sympathy.</p> - -<p class='c009'>Not long after she asked LeRoy to bring her a box of -chalk from the store-room, but this time she immediately -added, “Timothy (picking one of the smallest -boys), will you show LeRoy where the chalk is kept?” -LeRoy immediately responded and presented the box -to Miss Faust, with an air of satisfaction.</p> -<p class='c022'>CASE 31 (SEVENTH GRADE)</p> -<div class='sidenote'>Pertness</div> - -<p class='c009'>(5) <i>Talking back for approval of mates.</i> Sometimes -it is not the dominant sentiment of a social unit, but -the opinion and wishes of an individual, according to -which a wrong-doer shapes his deeds. In a certain -seventh grade in Ohio there was a little girl who possessed -one of these shy and cat-like natures which delight -in making mischief but seemed always to escape -the consequences. She was pretty and had a wonderful -adaptability of manner. Dear old ladies said she -was a sweet and ladylike little thing, and the roughest -<span class='pageno' id='Page_199'>199</span>boys in school pronounced her a good fellow. She was -essentially neither of these, but she was always a -good actress. Her name was Bernice Storrs.</p> - -<p class='c009'>One day Miss Coffee, the teacher, said to her class in -geography, “Now we’ll close our books and see how -many of the products of South America we can -remember.”</p> - -<p class='c009'>“We don’t have to close our books to find that out, -do we?” inquired Horace Selfridge pertly.</p> - -<p class='c009'>“We certainly do! Close your book at once!” Miss -Coffee was a disciplinarian of the old school, and she -bristled at this insubordination. Horace’s book remained -open.</p> - -<p class='c009'>“If we don’t look at them it’s the same thing, isn’t -it?” he said.</p> - -<p class='c009'>“Horace Selfridge! What do you mean?”</p> - -<p class='c009'>“Nothing. Just what I said.”</p> - -<p class='c009'>“You are very impudent. You may go up to Miss -Bell’s office.”</p> - -<p class='c009'>“I won’t do anything of the kind. I asked you a -civil question, and you ought to give me a civil -answer.”</p> - -<p class='c009'>This undignified dialogue continued until the outraged -Miss Coffee sent for the principal. When Miss -Bell came in, she found a tractable, courteous and -somewhat triumphant boy and a much flustered -teacher. Horace was given a punishment which he -endured with admirable fortitude; and, thereafter, -Miss Coffee had trouble with him once in a while, for -he had learned that she could be worried and he loved -to do it.</p> - -<p class='c009'>Now the inside history of Horace’s impudence was -<span class='pageno' id='Page_200'>200</span>that Bernice Storrs was using him as a means of amusement. -Impeccable in her own school behavior, she had -skilfully suggested to Horace what a hero he would -be if only he could make the teacher “mad” and defy -her authority. To stand in Bernice’s graces, Horace -thought up the spectacular defiance that so stirred up -Miss Coffee; and to stand in her graces, Horace repeatedly -made trouble during the year.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>If Miss Coffee had lived nearer her pupils she would -have known the source of Horace’s impudence. She -might have known that a boy, formerly tractable and -courteous, would not change utterly without some -strong stimulus.</p> - -<p class='c009'>In such a case, never argue with pupils.</p> - -<p class='c009'>When Horace made his first pert inquiry, a tactful -teacher would have looked very surprised, then perhaps -have inquired if he were well, and so surprised -him into a normal response; or engaged him in lively -conversation upon an entirely different topic; or, in -case he would not be diverted, have declined to talk -with him at all, thus giving him nothing to answer.</p> -<p class='c022'>ILLUSTRATION (EIGHTH GRADE)</p> -<div class='sidenote'>Punning</div> - -<p class='c009'>Frank Tyne, son of the richest merchant in N——, -well-dressed, quick of thought and spoiled at home, -was in the habit of eliciting little admiring giggles -from the girls in his classes by making pert responses -and unnecessary comments when his teachers spoke. So -many teachers had endured this, fearing the parental -influence, that Frank did it almost unconsciously, although -<span class='pageno' id='Page_201'>201</span>he was very conscious of being considered -“cute” by the girls. One day a new teacher, Miss -Stone, announced that as the day was dark, and there -were no lights in the room, the writing lesson would -be omitted.</p> - -<p class='c009'>“Yes’m,” said Frank as he put away his copybook. -“Light work for a dark day, eh?”</p> - -<p class='c009'>Miss Stone tactfully used the following method: -when her pupils giggled, she seemed very unconcerned, -she did not slam her book down or do anything -to indicate that she was annoyed in the least, but -rather calmly and slowly turned her face toward -Frank and softly smiled. This smile was not one -which indicated that she was amused, but rather one -which showed clearly that her temper was not aroused. -After looking at Frank only a second or two she -calmly directed the attention of her class to an announcement -which she had intended to make sometime -during the day, and which served her purpose of -taking the attention entirely away from Frank by -directing it elsewhere.</p> - -<p class='c009'>Miss Stone next made an attempt to win Frank’s -confidence which she easily did by talking at recess -about those things in which she knew he was especially -interested. She made it a point to ask him to do a -few little errands for her, errands which she knew -he would like to do, and after each one she took advantage -of the occasion to establish a good spirit by -thanking him in this fashion: “Oh, Frank, you are -so kind. Thank you, ever so much.”</p> - -<p class='c009'>After thus gaining his confidence, one day after she -had been talking to him in a friendly manner, she -<span class='pageno' id='Page_202'>202</span>said to him in a confidential way, “There is another -thing I wanted to speak to you about. I didn’t want -to say anything about this in front of any of the -other pupils, so I thought I would tell you now. Whenever -anything comes up that’s funny or whenever -you think of anything funny, remember to keep it -till after school hours. I like to see people have fun -and I like fun myself, but of course we have to watch -ourselves during school hours. I’d like to allow you -to talk, but if I would do that, I’d have to allow everyone -else to, so if you will remember this, I will appreciate -it very much.”</p> - -<p class='c009'>Miss Stone by this method very soon succeeded in -breaking Frank, not only of his habit of talking in -school, but of other annoying habits as well.</p> - -<p class='c009'>(6) <i>Talking back to teacher.</i> Talking back is -generally due to the fact that the pupil has not been -taught politeness at home; but the case is frequently -aggravated by an exhibition of the same sort of bad -manners on the teacher’s part.</p> -<p class='c022'>CASE 32 (FOURTH GRADE)</p> -<div class='sidenote'>Pulling Hair</div> - -<p class='c009'>Miss Eastman, a teacher of the fourth grade in a -small town in Minnesota, was driven to her wit’s end -when Benjamin McCloy repeatedly refused to stop -pulling the hair of the little girl who sat in front of -him.</p> - -<p class='c009'>“I guess this is the only thing that will do you any -good, Benjamin McCloy,” she said, as she drew a ruler -from her desk drawer. “March right up here to the -front of the room. Aren’t you ashamed of yourself?”</p> - -<p class='c009'>At the question, Benjamin bristled up to his full -<span class='pageno' id='Page_203'>203</span>four feet, two inches. “No, I’m not ashamed. She -needn’t think I’m going to have hair all over my desk,” -thought Benjamin as he went up to take his beating like -a man.</p> - -<p class='c009'>Miss Eastman seemed to make no impression upon -him with the ruler. Finally it broke in two.</p> - -<p class='c009'>“Loyd,” she addressed a boy in the room who never -was known to do anything wrong. “Take this money -and go over to the little store and buy me another -ruler.”</p> - -<p class='c009'>“Gee! That’ll break you up,” came a muffled response -from a ringleader in the room.</p> - -<p class='c009'>“Well, that’s nothing out of your pocket, is it?” -Miss Eastman remarked with ill-concealed temper.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>When the complaint has been made by the girl, ask -Benjamin to take the seat back of James for the present, -saying, “No, you need not move your books, yet.” -After the session make it a point to interview the boy.</p> - -<p class='c009'>“Benjamin, is there some reason why you pull Marjorie’s -hair?”</p> - -<p class='c009'>“It is always in my way when I write.”</p> - -<p class='c009'>“I thought there must be some good reason. You -would not act that way unless you had a cause. There -is a vacant seat, Benjamin, back of James in row 1. -You may change your books right now. You will not -be troubled there.”</p> - -<p class='c009'>Another course to pursue would be the following:</p> - -<div class='sidenote'>Change Seat</div> - -<p class='c009'>“Miss Eastman, Benjamin keeps pulling my hair.” -“Benjamin, I believe you will not be bothered, (inferring -<span class='pageno' id='Page_204'>204</span>that he is), if you will take the seat back of -James for the morning.”</p> - -<p class='c009'>Benjamin slowly obeys your command—</p> - -<p class='c009'>“Thank you. As I was saying, this map shows the -Mississippi valley. James will you please step up to -the map and point out the source of the river?”</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Had Miss Eastman analyzed the situation before -resorting to bodily punishment, she might have found -a better solution of her problem. In this case, the boy’s -action was founded on a legitimate cause of irritation. -It was Miss Eastman’s place to find out this cause and -remedy the matter at once.</p> - -<p class='c009'>But supposing the act had been committed for sheer -meanness. It would have been better, even so, to have -changed the boy’s seat immediately, without stressing -the reason for doing so.</p> - -<p class='c009'>The fact that a boy in Miss Eastman’s room would -feel free to make the statement, “Gee! that’ll break -you up,” was an index to the general attitude of the -pupils. Her answer to the boy’s remark was excuse -in itself for further talking back on their part.</p> - -<p class='c009'>Do not expect to cure rudeness with more rudeness.</p> - -<p class='c009'>(7) <i>Impudent replies.</i> Impudence is a form of disrespect -which is hard to deal with from the fact that it -seems to be a definite personal attack upon the teacher -with a set purpose to belittle her opinions. Because of -its clearly understood purpose it is likely to anger the -teacher. This direct attack upon her authority as a -scholar or disciplinarian does not appear where the -<span class='pageno' id='Page_205'>205</span>teacher has used correct methods in accordance with -the principle of initiative in coöperation.</p> -<p class='c022'>CASE 33 (FOURTH GRADE)</p> -<p class='c009'>Miss Willets, a young teacher of the fourth grade in -an Oklahoma school, was working at her desk one Monday -morning, when just before the last bell rang for -the beginning of the morning session, one of her -smartest boys burst into the room, now full of children, -and said in a spirit of jest, “Miss Willets, how many -chocolates did you eat last night?” Not a word came to -her aid to carry her over this embarrassing situation; -what was even worse, she could feel her cheeks flush as -she recalled the steady company entertained by her -on the previous evening. The children caught the -spirit of the question, and when the bell rang, the room -was in an uproar.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>If a question is asked before the school session by a -pupil in a joking way, even though it has caused you -some embarrassment, enter into the spirit of fun and -laugh as you give some witty reply.</p> - -<p class='c009'>But supposing the question to be asked during the -school session for the purpose of causing you embarrassment, -ignore the question altogether.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Miss Willets made a mistake by taking the boy’s -question too seriously. She would have saved embarrassment, -if she had taken his question as a joke and -replied accordingly. Humor often lessens the tension -<span class='pageno' id='Page_206'>206</span>in the schoolroom, and where indulged in by the -teacher, puts her into easier relationship with her -pupils.</p> -<p class='c022'>ILLUSTRATION (FIFTH GRADE)</p> -<div class='sidenote'>“Steady Company”</div> - -<p class='c009'>Miss Snow was talking to the children one noon -about the moving pictures which were to be exhibited -in the neighboring church on the following evening. -“Can we go, Miss Snow?” asked the children.</p> - -<p class='c009'>“Those children can go whose parents accompany -them,” was the reply.</p> - -<p class='c009'>“Humph,” remarked an overgrown girl. “Do your -parents go along with you?”</p> - -<p class='c009'>“O, Gordy takes her,” spoke up one of the older -boys. Miss Snow looked up just long enough to give -the faintest little smile and then went on with her -conversation as though it had not been interrupted.</p> - -<p class='c009'>The big boy thought he “was going to have some fun -with the teacher,” but the results of his effort were so -meagre that he was not encouraged to try again.</p> -<p class='c022'>CASE 34 (SIXTH GRADE)</p> -<p class='c009'>(8) <i>Impudent replies due to father’s example.</i></p> - -<div class='sidenote'>Imitative</div> - -<p class='c009'>Tim Murphy was an Irish lad twelve years old. He -was accustomed to rough speech at home. His mother -was not living and his father was a section boss on -the railroad. Mr. Murphy was accustomed to review -the events of the day for the benefit of Tim and his -older brothers and sisters. Thus, Tim came to believe -that to be saucy and impudent was manly, for surely it -was by his rough speeches that his father managed his -men and held his job. Furthermore his father’s -<span class='pageno' id='Page_207'>207</span>account of how he outwitted his men who talked -back was highly entertaining. Without forming a -definite resolution to have an exciting quarrel with -Miss Deering, Tim was in every sense ready for such -a combat.</p> - -<p class='c009'>Miss Deering had a feeling that Tim was not exactly -respectful and yet the little pursings of his lips, the -raising of his brows, and tiltings of his chin when Miss -Deering spoke to him were signs of disrespect too slight -to punish. She was annoyed, yes, even angered by them -but she felt helpless as to how to manage Tim. She -feared her control of him was lessening. Frankly, she -thoroughly disliked him. Many an evening her -thoughts reverted to the ever disquieting act of Tim’s -attitude and she almost wished for an outbreak of such -dimensions as to warrant her giving him a sound whipping. -She too was prepared for a conflict.</p> - -<p class='c009'>Tim’s strong point was arithmetic. One of the problems -on a certain Friday was: “A and B work together -for 5 days and receive $25 and then A works on alone -2 days for $4 more; how much does each receive?” -This problem was assigned to Delia Carrigan, one of -the dullest in the class, to be placed on the blackboard -while each of the others were assigned other problems. -When Delia’s turn came to explain her problem, it -was found that she had divided the $25 equally between -A and B and added $4 to A’s half of it. Miss -Deering did not notice the mistake. When Delia had -finished her explanation Tim said,</p> - -<p class='c009'>“That ain’t right.”</p> - -<p class='c009'>Miss Deering said a little louder, “Next.”</p> - -<p class='c009'>“Delia didn’t do that right,” Tim said again.</p> - -<p class='c009'><span class='pageno' id='Page_208'>208</span>“Tim, be quiet. Go on, Julia,” said Miss Deering, -her look at Tim expressing dislike as well as determination.</p> - -<p class='c009'>Tim answered that look by a roused temper; visibly -he squared his shoulders and clenched his hands, unconsciously -falling into his father’s mode of expression. -“Ye’re wrong, Oi say, an ye’re a green un not -to know it, Oi tell ye to yer face yer no gud, and Oi -won’t kape quiet, begorrah!”</p> - -<p class='c009'>Her hour had come. Miss Deering felt perfectly -justified in seizing the pointer and beating Tim. He -fought for a moment but she was taller and stronger. -Anger added to her strength. She broke the pointer, -seized the largest piece and used it till it, too, gave -way.</p> - -<p class='c009'>Tim was now sniffling, more choked by anger than -reduced to tears through pain.</p> - -<p class='c009'>“Now will you be quiet?” panted Miss Deering.</p> - -<p class='c009'>“Faith an Oi will <i>not</i>,” said Tim.</p> - -<p class='c009'>Glancing about she saw a book strap on her desk. -She jerked Tim a step at a time toward her desk. -Arriving there she belabored him with the strap till -she was tired. Then she sent him to his seat and went -on with her work. Every time her glance happened -to meet Tim’s, the eyes of each expressed their mutual -hatred. During the days and weeks that followed Miss -Deering would plainly show her dislike for Tim every -time she addressed him. He did not really talk back -again but his insolent attitude was expressed in -various ways which they both understood. Had she -heard Tim talking about her when out of her hearing -she would have better understood why so many of -<span class='pageno' id='Page_209'>209</span>the pupils showed signs of resentment toward her -commands.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>As soon as you detect that any child dislikes you -make it your study to find out the reason, then if possible -adjust matters so as to win his confidence. If -you can not conscientiously change your own attitude, -show him your interest in him by giving him something -he would like to have; some material gift or social -pleasure. By wisely selected story and studied comradeship -assure him that you are able to satisfy his -wants along study and recreation lines.</p> - -<p class='c009'>If unexpectedly a pupil questions your knowledge -in any line, say, “Wait, let’s see about that.” If -information on the subject can be had at once, seek it -immediately. If the facts can not be verified immediately -report it. Assume that the pupil who raises a -question as to your correctness of statement is seriously -studying the point and that his criticism is entirely -impersonal. Treat him as you would a friend who -differs from you.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>You can do very little toward helping an antagonistic -child. You wish, however, <i>to benefit every child -under your care</i>. Then your duty is to have every -child look upon you as his friend. In giving him something -he likes, you are not buying him: Not at all. You -are simply letting him get a glimpse of yourself. You -are telling him in a way that he can understand that -his pleasure is your joy.</p> - -<p class='c009'><span class='pageno' id='Page_210'>210</span>Assume that no child is calling your statements into -question simply to tease you. You can not err in doing -this, whereas, you may seriously commit an error by -supposing that you were questioned merely to display -impudence. Treating a boy as if he were “on the -square” often causes him to be so. Just as surely -treating him as if he were a rogue makes a rogue of -him. If you treat an innocent boy as if he were a -culprit he has nothing to lose, so far as your influence -goes, by actually being one.</p> -<p class='c022'>ILLUSTRATION (SIXTH GRADE)</p> -<div class='sidenote'>Familiarity</div> - -<p class='c009'>Nina Blair had taken a course at the Illinois State -Normal and had returned home where she had charge -of the sixth grade room. Thirteen-year-old Wesley -Hail, whose parents were friends of the Blair family, -stayed at Blair’s where he helped in the store evenings -and Saturdays and went to school to Nina. Being -an old acquaintance and seeing Nina at home daily he -grew to feel very free to express himself in her presence. -She noticed that at school he frequently gave -his opinions unasked. He was especially interested in -history.</p> - -<p class='c009'>One day he frankly said he thought Miss Blair -wrong in her statement about Grant’s campaign. Miss -Blair said, “I am glad to see so much interest manifested -in this lesson. Mamie, please find out about this -and bring in a report tomorrow. Has anyone else a -point he would like to have further discussed?” No -one had.</p> - -<p class='c009'>One evening soon after this Miss Blair found -Wesley alone at home. She said, “Father says you are -<span class='pageno' id='Page_211'>211</span>a great help to him in the store. He especially likes -the carefulness with which you take orders. I, too, -foresee that you will be of great help to your classmates.” -She then told him that just as he needed -courtesy in the store he would find it a necessity -throughout life and that his example in this respect -had a great influence upon the other boys. As a -result of this treatment Wesley cultivated amiability -and soon came to realize its universal value.</p> - -<p class='c009'>(9) <i>Impudence due to conceit of pupil.</i> It is difficult -to see how conceit can be cured by whipping. -Such a punishment may silence but it does not convince. -“The man convinced against his will, is of the -same opinion still.” Silencing instead of convincing -may induce still greater evils on the pupil’s part.</p> -<p class='c022'>CASE 35 (EIGHTH GRADE)</p> -<div class='sidenote'>Disputing</div> - -<p class='c009'>Miss Garber was hearing her eighth grade arithmetic -class. When it came Grant Langston’s turn to recite -she told him that his problem was wrong.</p> - -<p class='c009'>“No, it isn’t, it’s right,” said the boy.</p> - -<p class='c009'>Now this boy had been showing a spirit of independence -and indifference to Miss Garber’s authority. This -outbreak gave her the occasion she had been waiting -for to punish him. She used the county superintendent’s -prescribed instrument (a piece of rubber -hose) and gave the boy one hundred eight strokes with -it, and asked him if he wanted another whipping soon. -Grant signified that the punishment was sufficient to -be effective and was allowed to go out to play.</p> - -<p class='c009'>While at play he told the boys that Miss Garber -didn’t hurt him. Somebody told Miss Garber what he -<span class='pageno' id='Page_212'>212</span>said and so in the presence of the whole room she said:</p> - -<p class='c009'>“Grant, you told me that the whipping I gave you -this morning hurt and you told the boys that it -didn’t; to whom did you tell a falsehood?”</p> - -<p class='c009'>“To the boys,” answered Grant.</p> - -<p class='c009'>This confession was accepted as an apology and -nothing done about the telling of the falsehood. On -the way home from school Grant again told the boys -that the whipping didn’t really hurt him.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>When you first discover that there is a spirit of opposition -to you in a pupil begin at once to establish right -relations. The pupil who is thus unruly has lost confidence -in you as his dependable guide. Without this -confidence your work with him is handicapped. Secure -this confidence by studying his case, finding out his -special needs—perhaps a book of adventures to read, -a start in studying birds, opportunity to earn a little -money, collateral reading or an explanation of some -school subject he does not like, etc. Give this aid in a -tactful way. Make nothing serious of it. When you -find him alone, give your assistance as a matter of -course.</p> - -<p class='c009'>Let your chief question be, “How can I best serve -this boy?” not, “How can I coerce him into a public -confession that I am his superior?”</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Miss Garber’s own intolerance may have been the -provoking cause of Grant’s resistance to her authority. -<span class='pageno' id='Page_213'>213</span>If Grant sincerely believed he was right and his teacher -wrong, it was highly desirable that he should maintain -his position until he could be convinced of his error. -Grant’s real offense, then, was not the defense of his -position, but the rude manner in which he spoke. Had -Miss Garber met rudeness with politeness it might -have been easier to straighten out the other difficulty. -Had she said, in a kindly manner, “Grant, I am glad -you have thought over the problem enough to feel sure -about it, but you must prove to me that your answer is -right, because I think it is the other way: please explain -to the class just why you think your way is -right,” her words might have served as a challenge -which would have awakened in Grant a genuine interest -in the problem. At the same time it would have -given Miss Garber an opportunity to show Grant just -why his answer was wrong.</p> - -<p class='c009'>In regard to the remark on the school ground, she -might better have paid no attention to it since it was -not made to her. Indeed, her own question as to -whether Grant wanted another whipping soon was -quite as impudent as Grant’s remark (about the whipping) -was untruthful.</p> - -<p class='c009'>By laying too much stress upon minor points, a -teacher weakens her influence in weightier matters.</p> - -<p class='c009'>(11) <i>Impudence due to teacher not understanding -the pupil.</i> Adults are never able quite fully to appreciate -the wide difference between their knowledge and -the small amount of general information which is -found in young children. A college instructor, accustomed -to deal with college students, has been known to -severely reprimand a well-meaning high school student -<span class='pageno' id='Page_214'>214</span>for guilty, willful and malicious ignorance, when, as -a matter of fact, she was not yet equipped with the -information which she was supposed to possess.</p> - -<p class='c009'>In like manner, too often a teacher or a parent will -lay severe penalties upon a child who has unwittingly -transgressed some law or custom which has long been -well known to adults, but which has never been especially -presented to the attention of the child.</p> - -<p class='c009'>Occasionally a mature pupil returns after a long -absence from school which leads him to ignore many -of the little customs that pertain to school life. The -pupil has lost a sense of the relations which a pupil -has to his teacher and his fellows. When he returns, -he is more or less restless under the peculiar methods -of association that belong to typical school life.</p> - -<p class='c009'>Such a pupil is more or less of a misfit until he recognizes -his former adjustment to school conditions. -He may behave like a visitor for a time or act in some -other adult fashion which more or less contravenes the -established school custom.</p> -<p class='c022'>CASE 36 (HIGH SCHOOL)</p> -<div class='sidenote'>Sensitiveness</div> - -<p class='c009'>Andrew had been taught mainly at home until he -had finished the work of the grades. It had been a -long time since he attended school. One morning in -the class in arithmetic in the Edgerton High School, -Andrew blurted out to his teacher, “I don’t like to -have you talk about my mistakes the way you do.”</p> - -<p class='c009'>Everybody was shocked, including the teacher, a -man of experience and large physical equipment.</p> - -<p class='c009'>“Why, what is the matter, Andrew?” said the -teacher.</p> - -<p class='c009'><span class='pageno' id='Page_215'>215</span>Immediately Andrew continued, “You just make a -fool of me when I am trying to solve problems on the -blackboard.”</p> - -<p class='c009'>The point was that Andrew had been offended -because of the just criticisms of his teacher when -reviewing Andrew’s blackboard work before the -class.</p> - -<p class='c009'>The teacher soon formed an opinion as to what was -the matter with the boy, and immediately delivered a -caustic and sensational lecture.</p> - -<p class='c009'>The substance of it is the following: “Andrew, you -have come to this school thinking that you know about -all there is to know. You have come here as a spoiled -boy, and you will have to be taken down in proper -fashion unless you change your attitude. The thing -for you to do is to keep your mouth shut and do what -you are told to do. If you can’t do this, we will make -the way easy for you to step out of school.”</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Andrew should be taken into the office for private -conference with the teacher. Until the hour for the -conference, Andrew should be dismissed from the class -and the sensational scene in the classroom avoided. -Andrew spoke out of a sense of growing injury. Help -him to analyze his attitudes and see how it has come -about that he is over-sensitive to a proper classroom -discipline. The conversation with Andrew may include -some of the following statements:</p> - -<p class='c009'>“Andrew, you have been doing some very good work -since you came into our school. I have watched you -<span class='pageno' id='Page_216'>216</span>with interest, and yet I have felt that you need some -further help in adjusting yourself to school conditions. -You tell me that the Rodger boys have stood behind you -in this attitude of criticism and defiance. What did -they actually say to you?” ... “Well, it would be -better for you to attempt to understand this school, and -its way of doing work, and to avoid yielding to any -such advice as that. You need to remember that you -are one of a number of pupils and that all are receiving -the same sort of treatment. I shall be very glad to -give you special help at any time when you may need -it, while at the same time I feel justified in discussing -any mistakes that you may make. I want you to be -very cautious hereafter about how you address any of -the teachers, remembering that they are your friends -and are laboring for your best good always.”</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>If the teacher speaks to Andrew in the presence of -the class, he may easily lose his temper, as was the -actual case in the narrative recorded above. The instructor -uttered, perhaps, no very offensive sentiments, -but his manner, while suffering from mild rage, was -entirely unbecoming a teacher in the presence of his -pupils. The offense was not so grievous but that disposition -of it could have been postponed; also, the teacher -is more likely to think out the best method of procedure, -if he does not act hastily. Andrew has become -somewhat unbalanced and needs advice rather than -penalty in order that he may properly adjust himself. -He is unsocial in his sentiments, having grown up so -largely in isolation from other children. At best, his -<span class='pageno' id='Page_217'>217</span>adjustment to life amongst a large number of other -persons will be difficult.</p> - -<p class='c009'>The method suggested above will avoid an estrangement -and cement the friendship between pupil and -teacher, and make further coöperation in the classroom -and elsewhere more hearty and profitable.</p> - -<p class='c009'>(12) <i>Threatening the teacher.</i> Such an offense as -this strikes at the very roots of the social organization, -for teachers are officers of the state, intrusted with -the great task of developing citizens. To threaten their -authority is to set one’s self against the social trend, -to be an individualist—which is to be an anarchist. -The teacher who is threatened by a pupil has only -to fall back upon his ultimate authority, which is the -whole fabric of organized society, represented by -whatever officers he may count upon to support him—for -sometimes society’s officers are not true to their -trust.</p> - -<p class='c009'>Two examples of this offense happened in one of the -northwestern states, and their respective treatments -illustrate the point. The teachers in both cases were -stalwart six-footers, capable of whipping the young -bullies who challenged their authority; but neither of -them believed in corporal punishment.</p> -<p class='c022'>CASE 37 (UNGRADED RURAL SCHOOL)</p> -<div class='sidenote'>Anarchy</div> - -<p class='c009'>Trygve Andreasen, the first teacher, was threatened -with being “taken outside and shown a thing or two” -by a hulky young man who persisted in talking in an -undertone during school hours. Trygve believed in -moral suasion, and tried it:</p> - -<p class='c009'>“Yes, Olaf,” he said, “I suppose you could take me -<span class='pageno' id='Page_218'>218</span>outside and show me to a good licking if it happened -that way. But suppose you did? Would you be any -better for it? It wouldn’t teach you one word or make -you one bit better educated. Here you are, nineteen -years old, and only in the Sixth Reader. It’s education -that makes a man powerful, and you need it. Brute -force is an animal’s way of gaining his ends. Besides, -I like you and want to help you make the most of yourself. -Let’s be friends—won’t you?” Olaf listened -with a grin to this touching appeal.</p> - -<p class='c009'>“So you don’t be too smart, I’ll be friends,” he -replied; and turned with a murmured sneer to the girl -behind him, in whose eyes awe and admiration were -mingled.</p> - -<p class='c009'>Trygve sighed, but comforted himself with the idea -that he had shown a Christian spirit toward his unruly -pupil. He tried to help him with his lessons, in which -Olaf took small interest; but Olaf received all his -advances with amused tolerance and slight response. -In the hope of finally winning him by patience and -kindness, Trygve put up with much annoyance and -much interruption of work. In the spring Olaf, still -unconverted, left school to go to work.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Types differ. A good teacher will soon discover the -characters of his pupils, especially any who promise -to make trouble. He must fit his appeal to their stage -of development and personality.</p> - -<p class='c009'>Trygve had abundant opportunity to share in the -life of the community and to show how brains could -guide muscle and make it ten times more effective. He -<span class='pageno' id='Page_219'>219</span>must win Olaf’s admiration by an exploit; local conditions -must dictate just what to attempt.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Trygve made the mistake of appealing to standards -which Olaf did not possess, and which he was incapable -of appreciating. The men who were his ideals have -perhaps never reached the Sixth Reader, nor did the -lumber jacks among whom he had grown up yield -loyalty to any power that was not material. To be -strong enough to “lick” any adversary was his highest -ideal, as well as that of the girls and boys in whose -eyes he wanted to appear a hero.</p> - -<p class='c009'>There is no need for kindness to content itself with -weakness. A giant will can act with the greatest sympathy. -If Trygve strengthens his attitude and plays -the part of a full grown man, he can win the allegiance -of everybody in school.</p> -<p class='c022'>ILLUSTRATION</p> - -<div class='sidenote'>Spit-balls</div> - -<p class='c009'>The effective treatment for such a case was adopted -by George Levenson, who taught a school in the same -neighborhood and met the same problem. In his case -the offender was a fiery young Irishman, Tim McCarthy, -who had an uncontrolled sense of humor which -delighted in breaking up school sessions with all sorts -of mischief.</p> - -<p class='c009'>He was amusing himself one day by hitting his chum, -Jim McClure, on the ear with spit-balls. Mr. Levenson -caught him throwing one, and told him to go out into -the hall.</p> - -<p class='c009'><span class='pageno' id='Page_220'>220</span>“Go yourself!” sang out Tim, who was in a very -cocky and exultant humor that day.</p> - -<p class='c009'>“Tim, will you go at once into the hall? I don’t -want to make you do it.”</p> - -<p class='c009'>“I should say you don’t want to make me do it. If -you try I’ll wipe up the floor with ye, and there’ll be -nothing but a grease-spot left.”</p> - -<p class='c009'>“I don’t intend to make you do it, now. You have -committed a very serious offense, Tim. I shall have to -leave it to the authorities to settle.”</p> - -<p class='c009'>“What is that ‘serious offense’?” demanded Tim.</p> - -<p class='c009'>“You threatened me. Of course I know I could -whip you if I wanted to, but I am here to teach school, -not to fight. I don’t know what Mr. Pearson will do; -I shall have to report it to him.”</p> - -<p class='c009'>“You’d better not!” Tim muttered; but he was -visibly impressed, and threw no more spit-balls.</p> - -<p class='c009'>That night Mr. Levenson called on the district superintendent -and had a confidential talk with him. -The superintendent was a clever man and knew just -what was needed. He spent a half of each day in the -school and kept a firm hand on discipline.</p> - -<div class='sidenote'>A Striking Incident</div> - -<p class='c009'>In the conversation that followed Mr. Pearson narrated -a similar incident in his early experience. After -the offenses became numerous he decided to call in the -county superintendent. “In the conversation on the -telephone with Mr. Aldrich I asked him to come; in -conclusion I said,</p> - -<p class='c009'>“‘And by the way, you and the sheriff are good -friends, aren’t you? Why not bring him along with -you? It would clinch matters.’</p> - -<p class='c009'>“‘Capital. Depend upon us if I can find him. -<span class='pageno' id='Page_221'>221</span>If I can’t, it may be day after tomorrow when we -come.’</p> - -<p class='c009'>“They came the next day, however. When Mr. Aldrich’s -familiar Ford drew up before the schoolhouse -there was a flutter of excitement among the pupils, -and when a second man followed him it became intense. -They entered, warmed themselves, and then Mr. Aldrich -turned to me.</p> - -<p class='c009'>“‘I understand that you have a pupil who has -threatened your person and your authority here,’ he -said. ‘Which boy is it, and what is his name?’</p> - -<p class='c009'>“Fred was pointed out. He had quite ceased to be a -hero, and his face was almost white. Very impressively -Mr. Aldrich inquired the details of the incident from -the teacher, securing corroboration from Fred and other -pupils. The sheriff stood by like an avenging spirit.</p> - -<p class='c009'>“‘I wonder if you realize, my boy, that you committed -an offense punishable by law in threatening -Mr. Pearson? As long as you attend this school you -are absolutely under his direction, and you must do -as he says if we have to call the state superintendent -up here. However, this is your first offense, I believe. -Have you anything to say for yourself?’</p> - -<p class='c009'>“‘I didn’t mean no harm,’ Fred parried.</p> - -<p class='c009'>“‘Yes, you did mean harm, but the point is you -can’t <i>do harm</i>. The whole state will prevent your -<i>doing</i> harm, but something’s going to happen if you -ever make any such threats again. What do you say, -Sheriff?’</p> - -<p class='c009'>“The sheriff considered gravely, cleared his throat, -and finally suggested that the young man be put on -probation. This, after more consideration, was agreed -<span class='pageno' id='Page_222'>222</span>upon, and the subdued and puzzled Fred was left in -peace and to the digestion of several new ideas, chief -of which was the idea that a teacher does not depend -upon unsupported authority in his requirements.”</p> - -<p class='c009'>Mr. Pearson went on to say that he saw the complete -folly of such a way of dealing with the case.</p> - -<div class='sidenote'>A Better Method</div> - -<p class='c009'>“I have told you this story to show you how not -to proceed with this boy. I think you have made a -mistake in not getting Tim tied up to you in some -way. Leave him to me. We’ll see what can be done.”</p> - -<p class='c009'>The superintendent met Tim the next morning -early. The following interview occurred:</p> - -<p class='c009'>“Tim, I’ve been looking over the batting averages -made in our league games. I see you stand next to -the head of the list. I’m mighty proud of this.”</p> - -<p class='c009'>“I’m glad I done it, Mr. Pearson. I wish I could -’a done better.”</p> - -<p class='c009'>“Well, Tim, you have a strong right arm. The next -thing I want to do in athletics is to get an outfit of -boxing gloves. I want you boys to have a chance to -learn boxing.”</p> - -<p class='c009'>“Bully thing! Won’t we go to it, though!”</p> - -<p class='c009'>“I find that Mr. Levenson is a good hand with the -gloves. He’s agreed to coach you fellows, if the boys -want to take up a new sport.”</p> - -<p class='c009'>“Well, I guess we do. I’ll see.” Tim spoke with -less enthusiasm because he would need to make some -readjustments in his attitude toward Mr. Levenson -before taking boxing lessons.</p> - -<p class='c009'>In a short time Mr. Levenson was at work with the -boys. The gloves proved an effective medicine for -Tim and all who chummed with him.</p> -<p class='c022'><span class='pageno' id='Page_223'>223</span>COMMENTS</p> - -<p class='c009'>The boy who threatens a teacher with personal violence -is usually still in the stage of control by force. -He can understand a force weaker than himself, he can -understand a force stronger than himself, but he can -not understand a force which is essentially different -from himself. What Mr. Levenson and Mr. Pearson -did was to show him a force which was both stronger -than and different from himself—the force of a -thoughtful man under control. In his limited experience -he had never met this force in opposition to -himself, nor had he learned consciously to work with -it rather than against it.</p> - -<p class='c009'>The experience was his first conscious clash with -social forces, and it was so managed that he came out -of the experience a more promising citizen than before. -Had he been arrested for assault, as he might have been, -he might have had a jail experience which would have -left him resentful and diminished his self-respect. -However, Mr. Pearson’s object was not to punish -him unless that was absolutely necessary, but rather to -show him that the society approval he gained by insubordination -was as nothing compared to the greater -satisfaction he might gain by traveling with the social -current.</p> -<h3 class='c015'>6. Quarrelsomeness, Bullying and Fighting</h3> - -<div class='lg-container-b c027'> - <div class='linegroup'> - <div class='group'> - <div class='line'>Dissensions like small streams are first begun;</div> - <div class='line'>Scarce seen they rise but gather as they run!</div> - <div class='line'>So lines that from their parallels decline</div> - <div class='line'>More they proceed, the more they still disjoin.</div> - <div class='c014'>—Garth.</div> - </div> - </div> -</div> - -<p class='c016'><span class='pageno' id='Page_224'>224</span>It is distasteful to a first grade teacher to be called -upon to pacify the petty quarrels that children in the -first grade sometimes have. While this annoyance is -not very marked in the first grade, still it is prevalent -enough to need discussion. Besides, the quarrelsome -habits that a child may acquire in the first year of -school may cling to him throughout life and prove a -burden, seriously handicapping him in his life’s -vocation.</p> - -<p class='c009'>The first step toward preventing quarreling among -children is to remove, as far as possible, all causes -that may instigate quarrels. Some pupils who enter the -school quarrel frequently in their homes and, much to -the discredit of the parents, quarrel with them even. -Provoked by the least pretext, such children will quarrel -with their schoolmates. Children who are not -allowed to quarrel in their homes will often quarrel at -school enough to be annoying. Both types of pupils -will respond to the same treatment, but the method will -only be completely effective in the latter instance. The -former class may cease to quarrel at school, but they -will undoubtedly continue it at home.</p> - -<p class='c009'>Punishment does the offender little good; it serves -to drive the child to quarrel at times when the teacher -can not find out about it. This will add to the quarreling -habit, deception, which is a bad fault in itself. It -is too fundamental a rule to pass without mentioning -at this point, that punishment never removes the motive -of any misdemeanor. The desire to do the wrong -remains, and what is worse, the tendency often -seems to be removed, when, in reality, the child, -through a spirit of revenge, resorts to some wrong act -<span class='pageno' id='Page_225'>225</span>which can be hidden from the teacher, but which will -still satisfy the lower nature. In other words, to -forbid the performance of a misdemeanor in a child’s -life and to substitute no activity in its place leaves a -gap in his life into which, if undirected, he will probably -put some wrong act.</p> - -<p class='c009'>Even in higher grades quarrels among children -seem unavoidable, but are not really so. Some one -threatens injury and the response comes quickly in -the form of coercive measures for rescue or defense. -Sometimes the provocation is real, sometimes imagined.</p> - -<p class='c009'>The onset of the quarrel usually finds expression in -faultfinding. The offender’s sins are held up to view -and satisfaction is demanded. Failure on the part of -a comrade to repudiate the irritating conduct usually -ends in anger, and sooner or later in a vigorous quarrel -or even fight.</p> - -<p class='c009'>The tendency to anger can not be eradicated. It is -a self-preservative instinct and hence must be controlled, -not uprooted. By controlled is meant that -the emotions must be drained off into another channel, -and the quicker this is accomplished the better for all -concerned, for, in general, anger increases in intensity -by being expressed, and also begets a corresponding -anger in one’s opponent.</p> -<p class='c022'>CASE 38 (FIRST GRADE)</p> -<div class='sidenote'>Over Toys</div> - -<p class='c009'>(1) <i>Quarreling on the school grounds.</i> Walter -Hendricks and Teddy Brownlow were children of -well-to-do parents who supplied the boys liberally -with helps. Being surfeited with apparatus of all -<span class='pageno' id='Page_226'>226</span>sorts, nothing pleased them for long, hence they were -constantly desiring each other’s pencils, and, when no -other way of getting them presented itself, would -snatch them from each other. This led to constant -bickerings between the two boys. Finally the teacher’s -patience in settling disputes became exhausted and she -said, “Boys, I am going to slap your hands the next -time they do such naughty things!” After a few experiences -of this sort with the teacher, Walter and -Teddy decided it was the part of wisdom to avoid further -quarreling in her presence, but on the playgrounds -no abatement of the nuisance was observable.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>The teacher who is eager to prevent quarreling and -to eradicate it from a child’s conduct, will first of all -keep close watch over her pupils. She will always be -in the room before the time set for the pupils to arrive. -Each pupil as he comes will take his seat and as a result -there can be no quarreling, for the opportunity is removed. -At recess time, all play and recreational activities -are supervised by the teacher or physical director. -Again the opportunity for quarreling is removed. -This same supervision is carried on during every play -period. The teacher or supervisor of play who is -most discreet will make much headway in keeping -out of quarreling. However, should a quarrel arise -in spite of the teacher’s efforts, the teacher or supervisor -should at once go to the pupils and in a kindly -manner command them to stop. She can add a few -words of kindly advice and then keep one of the offenders -with her during the rest of the play period.</p> -<p class='c022'><span class='pageno' id='Page_227'>227</span>COMMENTS</p> - -<p class='c009'>Being unkind or rough with the offenders, would -only add antagonism to hostility. The pupils are in -belligerent moods and the least unkindness of the -teacher will meet opposition. The prudent teacher -endeavors to calm the ruffled spirits.</p> -<p class='c022'>ILLUSTRATION (SECOND GRADE)</p> -<div class='sidenote'>Misunder-standings</div> - -<p class='c009'>Prudence and Rebecca started to school together. -In fact, even before the beginning of their school days, -they could have been seen playing together, in the -sandpile in Rebecca’s yard, sliding down the cellar -door in Rebecca’s yard, swinging in Rebecca’s swing -in the barn. So it was that they came to school ready-made -friends, and were chums during the first year.</p> - -<p class='c009'>With the beginning of the second year, however, -Miss Bunthy noticed a decided change in the attitude -of the girls towards each other. No longer would they -come to school with locked arms. No longer would they -sit side by side during recess as they had done formerly. -Then their hostility broke into open battle. -Prudence came running to Miss Bunthy one recess -crying, “’Becky hit me, she did!”</p> - -<p class='c009'>“What made her do that?” asked the teacher.</p> - -<p class='c009'>“Well, just ’cause I wouldn’t give her a piece off -of my orange.”</p> - -<p class='c009'>The offending ’Becky was brought into the room -and severely reprimanded.</p> - -<p class='c009'>Then later, “Prudence took a sheet of my tablet -paper and didn’t give it back.” This from ’Becky at -the close of school one day.</p> - -<p class='c009'>The next morning Miss Bunthy gave a little talk -<span class='pageno' id='Page_228'>228</span>about paying back small obligations, and watched to -see if Prudence returned the borrowed sheet. Noticing -that she did not do this, Miss Bunthy asked her to -stay in after school.</p> - -<p class='c009'>“Why didn’t you give Rebecca the sheet of paper -you took from her yesterday?” she asked Prudence in -a confidential manner.</p> - -<p class='c009'>“’Cause her mamma borrowed our clothes-line and -never gave it back. My mamma had to buy a new one.”</p> - -<p class='c009'>“Well, but that doesn’t excuse you, Prudence. You -must be fair and square with ’Becky, and your mothers -will have to settle their own disputes.”</p> - -<p class='c009'>The next evening after school, before the children -had time to reach home, Miss Bunthy was in Rebecca’s -home explaining about the misunderstanding between -Rebecca and Prudence, and its cause.</p> - -<p class='c009'>She learned that the matter of the clothes-line was -an oversight on the part of Rebecca’s mother, who, -being very sensible, took the correct view of the affair, -and remedied it very tactfully.</p> - -<p class='c009'>Prudence and Rebecca again played together.</p> - -<div class='sidenote'>Spite</div> - -<p class='c009'>(2) <i>Spite between brother and sister.</i> It is only -once in a great while that a village or city first grade -teacher may have two children from the same family -together. However, it is common to have brothers and -sisters together in rural schools. Because of poor home -training, two sisters, two brothers or a brother and -sister may be antagonistic towards each other. Perhaps -no better word can describe their attitudes than -the word spiteful. This may spring from various -sources, which, in the end, matter little. It is the -teacher’s aim to have such children become amiable -<span class='pageno' id='Page_229'>229</span>toward each other. Again it can not be unwise to teach -such children that it is not right for them to dislike -each other. Such instruction must be given in an -affectionate manner.</p> - -<p class='c009'>A very good way to treat two children that are -antagonistic toward each other, is to lead them into -fascinating school work. Another method is to ask -the two children to do some work for the teacher. -Whatever the teacher asks them to do she must be -careful to supervise. The teacher is to displace hostility -by coöperative activity.</p> - -<p class='c009'>For example, a teacher may have some papers to -sort, the erasers to replace or some other trivial piece -of work to do such as opening three or four windows. -She may say, “Come, children, let us open these windows. -You open that one, and you that one.” Whatever -method she uses to distract their minds from -each other, she must continue it long enough for the -children to have forgotten their antagonism.</p> - -<p class='c009'>(3) <i>Quarreling while going to and from school.</i> -By this time the thoughtful teacher will have said, -“Pupils are easily kept from quarreling at school, but -what about going to and from school?”</p> -<p class='c022'>CASE 39 (FIRST GRADE)</p> -<div class='sidenote'>Habit</div> - -<p class='c009'>Henry Sanderson was addicted to quarreling and -also to fighting, both on the school grounds and on his -way home. Every morning some one or more of the -first grade children came to the teacher, Miss Burnham, -with a tale of woe regarding unkind words, or -blows, or other annoyances for which Henry had been -responsible on the way home the night before. Finally -<span class='pageno' id='Page_230'>230</span>his teacher said, “Henry, every time I hear of your being -quarrelsome with the children, I’m going to have -you stay in at recess the next day.” For a day or two -this plan worked and the teacher congratulated herself -that Henry’s fault was cured. The cure was of short -duration, however, and from this time on most of -Henry’s recesses were spent in the schoolhouse, thereby -depriving the boy of rest and recreation that he very -much needed.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Use the same care as in previous cases with regard -to supervision of play and seating in the schoolroom. -In addition to these precautions see that Henry is sent -home in the especial charge of some older pupil who -can be trusted with the responsibility of his deportment -while on the way home. If there is no such pupil -who can be made the teacher’s ally, win the affections -of the child until he is willing to abstain from quarrelsome -ways in order to please his teacher. If even -this fails, retain him at the schoolhouse until the other -children are out of the way.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Quarreling in Henry’s case had reached the stage of -being a habit. A bad habit can only be cured by -establishing a good habit in its place.</p> - -<p class='c009'>Little children should rarely be deprived of recess -periods. The vigorous exercise of play is itself one of -the best possible preventives of quarrelsomeness and -fighting. Absence of such rest after enforced quiet -<span class='pageno' id='Page_231'>231</span>and the restraints of the schoolroom will be one of the -very best provocatives for disturbances of all kinds. -The teacher who, as a means of punishment, frequently -deprives pupils of the recess period, is not only harming -the child but is also inviting further trouble from -other disorders.</p> -<p class='c022'>ILLUSTRATION (SECOND GRADE)</p> -<div class='sidenote'>Coöperation</div> - -<p class='c009'>Miss Benedict, a second grade teacher in the town -of Milford, had one pupil, John Dwier, who was addicted -not only to quarreling but to fighting. All -through his first year he had annoyed his teacher -in this way. Miss Benedict talked with John, -urging him to give up this bad habit, but to no -avail. She decided that some new plan of overcoming -John’s tendencies must be devised. She began by -making a careful study of John’s interests. She made -them her interests also. Often in the morning when -he came to his seat, she would sit down with him -and talk about those things she knew interested -him. Before she knew his interests she would show -him puzzles on his slate, or she brought curios -from home to show him, and little by little she -got into his life and learned what he liked. At play -she always managed to control John by playing with -him. She took Saturday afternoon to go out exploring, -as she and John called it. They named as many -flowers as they could. Of course, the teacher knew -the names for but a very few flowers and weeds and -she told John that she did not know many, so they -decided to call the unknown ones “strangers.” They -watched the birds, butterflies and bugs.</p> - -<p class='c009'><span class='pageno' id='Page_232'>232</span>One snowy Saturday afternoon, Miss Benedict went -with John and several children who took their sleds -and spent the time coasting and studying the tracks -of birds and little animals.</p> - -<p class='c009'>However, all this time, John had some very heated -quarrels on the way home from school, and usually -ended his quarrels with his fists. But the teacher’s -time had not yet come, she was patient.</p> - -<p class='c009'>Her next step was to ask John whether he would not -stay with her each evening, for a few days, to help her -about ten minutes with some work. John loved her -and consented. The work was coloring drawings on -the blackboard and such other odds and ends as -she knew John would like. Then while he was -helping his teacher, the other pupils got home. When -John was ready to go he walked part of the way with -his teacher, who would neither quarrel nor fight with -him, and the rest of the way by himself, another character -with whom he could neither quarrel nor fight. -He always reached home happy. No one knew but -the teacher that John was being kept from the other -pupils after school so he could not quarrel or fight.</p> - -<p class='c009'>Finally, the day came when the teacher took John -on her knee to have a long and earnest talk with him. -She had chosen the time after school when all the -pupils were gone. She had also chosen the evening of -a beautiful day, a day in which John had had all his -lessons well. She explained to John how she loved him. -This he knew because she had displayed it to him. He -loved her. Then her conversation drifted into what -she felt would help him to be a good and useful man. -He was keenly interested.</p> - -<p class='c009'><span class='pageno' id='Page_233'>233</span>At last she told him how she disliked quarreling -and fighting. He agreed with her. Then she asked -him if, whenever she had no work after school -for him, he would not wait a few minutes until the -other pupils were out of his way so he could walk -home by himself. “Or,” said she, “if you care to -do so, John, you can leave school ten or fifteen -minutes before it closes and be at home by the time -the other pupils are dismissed.”</p> - -<p class='c009'>The teacher told John she was doing this to help -him. He understood. Her love and humane and -square treatment of the little offender was such that -she had his confidence and good will. He obeyed her. -During the spring months John’s mother came to -tell this wonderful teacher that John was a different -boy. That boy is now a young man, and the letters he -writes to that teacher are beautiful. They would stimulate -any teacher to greater efforts. But the teacher -had paid the price. She had sacrificed. Many teachers -try for three or four days and lose patience, give up -and, what is worse, lay the blame for failure upon the -boys and girls.</p> - -<p class='c009'>(4) <i>Bullying.</i> Bullying is just a cowardly kind of -unprovoked fighting, and even more exasperating because -of the contemptible spirit shown.</p> -<p class='c022'>CASE 40 (EIGHTH GRADE)</p> -<div class='sidenote'>Knocks Down a Boy</div> - -<p class='c009'>Willard Helm, an eighth grade boy in the Parkington -School, found the most of his sport in teasing -smaller boys. He was too lazy to get much fun out -of the games on the schoolground.</p> - -<p class='c009'>Friday on the way home from school, he fell in with -<span class='pageno' id='Page_234'>234</span>Dee Longmans of the sixth grade and soon found occasion -to knock him down. Dee pulled himself together -and immediately reported the incident to Willard’s -teacher. On Monday morning the following conversation -occurred between Miss Frederick and Willard:</p> - -<p class='c009'>“Did you walk home with Dee on Friday?”</p> - -<p class='c009'>“Yes, I did,” said Willard with a forced frown.</p> - -<p class='c009'>“You knocked him down at the park corner, didn’t -you? What did you do that for?”</p> - -<p class='c009'>“Well, he said I was—”</p> - -<p class='c009'>“Never mind what he said. I want to know why -you pick on smaller boys and treat them so meanly,” -said Miss Frederick, with a rising tone of scorn.</p> - -<p class='c009'>“Well, we were just having some fun.”</p> - -<p class='c009'>“Yes, I know you; you’re just a little tough, aren’t -you? You want to be a sort of bully, don’t you? -You’ll make a pretty sort of a man.”</p> - -<p class='c009'>“Well,” said Willard, a smile breaking over his face. -Then he began to laugh. He couldn’t help thinking -how Dee had tumbled off into the gutter. He began to -think by this time that Miss Frederick’s talk was “just -talk” and so he grinned and then fairly rocked in -laughter, glancing at her with rolling eyes to see how -she would take it.</p> - -<p class='c009'>Of course she made no impression on him after this -state of affairs was reached. But this was her parting -shot.</p> - -<p class='c009'>“Willard, I don’t want to hear of your doing anything -like this again. Do you hear me?” and she -shoved him toward his seat.</p> -<p class='c022'><span class='pageno' id='Page_235'>235</span>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Instead of faultfinding and scolding, adopt an altogether -different plan. Make no mention of misconduct, -but say to Willard,</p> - -<p class='c009'>“We have a number of boys in the lower grades -that need to be looked after a little. We teachers have -been talking it over and we have decided to ask some -of the bigger boys to keep an eye on some of the little -fellows, particularly in the running games, where sometimes -they get knocked down and run over. Will you -take a hand in this sort of thing? Well, I’m glad. -Really, we ought to do the same thing whenever we -meet the little fellows on the street or at home. We -are to be big brothers to the little fellows and see that -they are not imposed upon.”</p> -<p class='c022'>COMMENTS</p> - -<div class='sidenote'>Substitution</div> - -<p class='c009'>This method takes Willard by surprise and sets him -to imagining himself in his new role. He wants to be -a hero of a novel type. His passion for lording it -over a smaller boy is gratified in a harmless way; he -sees nothing ridiculous in the fine self-control and -good sense of his teacher. This compels him to respond -with an attitude of respect instead of one of disrespect.</p> -<p class='c022'>ILLUSTRATION (THIRD GRADE)</p> -<p class='c009'>Mrs. Wheaton called to see Miss Bates, who was a -teacher in the third grade, and said:</p> - -<p class='c009'>“Hugh comes home from school crying almost every -night. It seems that Ira Hood throws his cap over the -fence, pockets his ball, in fact, teases him until he gets -him to crying with vexation and then laughs at him -<span class='pageno' id='Page_236'>236</span>for crying. I know Ira is not in your room, but I -thought maybe you could do something about it.”</p> - -<p class='c009'>Miss Bates conferred with Ira’s teacher and they -decided to make Ira the custodian of a collection of -insects, and another boy the custodian of a collection -of pressed leaves. The pupils in both rooms were -divided into two groups, one group to help each of -these boys to collect specimens. Hugh was given a -place in Ira’s group and urged by Miss Bates to get as -many insects for him as possible.</p> - -<p class='c009'>Two weeks afterwards Miss Bates called upon Mrs. -Wheaton and said: “How is Hugh getting along with -Ira now?”</p> - -<p class='c009'>“I have heard of no complaint for a long time; in -fact, Hugh seems to like Ira now and is doing his best -to help him with his collection of insects,” said Mrs. -Wheaton.</p> - -<p class='c009'>(5) <i>Fighting as result of accident.</i> To the boy, as -to the primitive man, fighting is the simplest and -readiest way of settling disputes. Substitution is, -perhaps, the principle which will oftenest avert a -conflict.</p> -<p class='c022'>CASE 41 (SECOND GRADE)</p> -<div class='sidenote'>Snow Battles</div> - -<p class='c009'>On a bright winter’s morning, Miss Elsie Wiseman -was on her way to school when one of her second grade -pupils dashed through the gate and walked beside her.</p> - -<p class='c009'>“Why, hello, Francis! How are you this morning? -Have you had a fine time in the snow?”</p> - -<p class='c009'>“Yes, we had a snow battle after school yesterday.”</p> - -<p class='c009'>“You did? Tell me all about it.”</p> - -<p class='c009'><span class='pageno' id='Page_237'>237</span>“It was this way; we divided up into two sides, -piled up a lot of snow balls and then tried to capture -the pile of balls on the opposite side.”</p> - -<p class='c009'>“Did you have a good time?”</p> - -<p class='c009'>“O, just a dandy time, ’cept Willie; he got hurt and -I guess will have to have a real fight to settle it,” said -Francis with some alarm.</p> - -<p class='c009'>“Why, I hope not. Tell me more about it.”</p> - -<p class='c009'>“You see, some made ice balls and Willie got one on -the ear. Now he says I’ve got to fight him. He says -we must each get two other boys and have a fight to -settle it. I ’spose we must or the scrap won’t end.”</p> - -<p class='c009'>Here is a situation that needs some careful handling. -How would you proceed?</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Your best plan is to continue the conversation as -follows: “I suppose you don’t really want to fight, do -you? Now, I have a plan that seems a good one. -I think it will work all right, and then there will be no -need for any one to get hurt. You go to Willie and -say, ‘I’m sorry that snow ball hurt you’; then -reach out your hand and shake hands. He will not -want to throw snow balls at you any more and he’ll -think a lot more of you than he would if you fought -him. You try this plan, then come and tell me how it -works.”</p> - -<p class='c009'>Keep your ear open until you get a report from -Francis. Almost certainly he will announce that the -proposed fight is off. If so, say:</p> - -<p class='c009'>“I’m glad you have fixed that up like gentlemen.”</p> -<p class='c022'><span class='pageno' id='Page_238'>238</span>COMMENTS</p> - -<p class='c009'>In most cases fights among children of the lower -grades have very little basis in reason. There is a -tradition that makes fighting seem a good thing, but -there is not sufficient steadiness of nerve and purpose -to provoke much genuine fighting. Consequently the -teacher does well not to dignify these encounters either -in her own opinion or in her talk with boys. Allusions -to fights may be passed over lightly in conversation, -even though a serious purpose to eliminate them is -necessary. Furthermore, it is easy to substitute some -scheme that is only remotely related to fighting as -commonly understood. One can draw off this combative -impulse into some parallel activity with the -greatest of ease.</p> -<p class='c022'>ILLUSTRATION (THIRD GRADE)</p> -<div class='sidenote'>Diversion</div> - -<p class='c009'>Miss Baker was sitting at her desk correcting papers -after eating her noon-time lunch, when in came a group -of whispering little girls who showed even in their -manner of walking that they had something important -to tell.</p> - -<p class='c009'>When Miss Baker looked up, Nancy Reed said, -“Orvil Harn and ‘Jud’ Hicks are going to fight.”</p> - -<p class='c009'>“O, hurry up, Miss Baker, they are going to fight -right now,” said Lora Yoder.</p> - -<p class='c009'>Miss Baker hurried out and found a crowd of boys -around Orvil and Judson, urging them to fight.</p> - -<p class='c009'>She stepped into the middle of the ring and giving -a hand to each of the combatants said, “I want to hear -about this; let us go into the house.” The boys complied -reluctantly.</p> - -<p class='c009'><span class='pageno' id='Page_239'>239</span>On the way in, she noticed an ant hill by the walk -and stopped a minute to look at it, saying, “I am so -much interested in ants. They have so many sensible -habits. Don’t you like to read about them?” she said, -smiling down at the boys.</p> - -<p class='c009'>On the way to the schoolroom she told a funny -story about an ant that floated down a river on a leaf. -The boys were looking at each other smiling before -they thought of why they had come into the house.</p> - -<p class='c009'>“Now,” said Miss Baker, “you tell me what troubled -you out there in the yard, Orvil.”</p> - -<p class='c009'>“‘Jud’ took my cap and ran with it.”</p> - -<p class='c009'>“He pushed and kicked me as we went out to play,” -said Judson.</p> - -<p class='c009'>Miss Baker looked out of the window a moment and -then said,</p> - -<p class='c009'>“What do you think is best to do about it now, -boys?”</p> - -<p class='c009'>“O, I guess it’s all right now,” said Orvil.</p> - -<p class='c009'>“Let’s go out and play. Will you come with us, -Miss Baker?” said Judson.</p> - -<p class='c009'>“Gladly,” she replied.</p> - -<p class='c009'>She knew that the boys had lost their anger when -they had laughed together about the ants. She asked -them what had been the trouble in order to make them -see that even their griefs were of interest to her. She -was not at all surprised to find their anger forgotten -so soon. She went to play with them in order that -she might thus protect them from the remarks of the -other boys who would have enjoyed seeing a fight.</p> - -<p class='c009'>(6) <i>Fighting due to classmates’ ridicule.</i> Children -are exceedingly thoughtless in regard to making -<span class='pageno' id='Page_240'>240</span>fun of individuals who are markedly different from -other members of the group. Only vigilance can forestall -the suffering so caused.</p> -<p class='c022'>CASE 42 (EIGHTH GRADE)</p> -<div class='sidenote'>Drunkard’s Son</div> - -<p class='c009'>John Shoemaker and Carl Jones were classmates in -the eighth grade. John was a pale-faced, undersized -boy, the son of a drunkard. Carl was a plump-faced, -rosy-cheeked son of a well-to-do farmer, the picture -of good health and physical energy. Carl’s parents -had very strong opinions regarding temperance, and -they were very anxious that their only son Carl should -grow up with the same feelings as themselves about the -use of intoxicating liquors. They often talked to him, -and in his presence, to others, of the evils of intemperance, -and by way of illustration, and in order to give -point to their instructions, would sometimes add, “Just -see what intoxicating liquors have done for the Shoemakers! -Old man Shoemaker is a disgrace to the town -and John hasn’t a decent suit of clothes to his back! -He looks as if he never had enough to eat!”</p> - -<p class='c009'>Unfortunately, Carl had not learned during these -otherwise wholesome lessons to distinguish between -the sin and the sinner, or even between the sinner and -innocent victims of another’s sin. One recess Carl, -full of the “I-am-more-righteous-than-thou” attitude -in which most persons who have never been tempted -are wont to indulge, called out to John in a mocking -tone:</p> - -<div class='lg-container-b c027'> - <div class='linegroup'> - <div class='group'> - <div class='line'>“O Shoe-shoe-Shoemaker,</div> - <div class='line in1'>When did you make your shoes?”</div> - </div> - </div> -</div> - -<p class='c016'><span class='pageno' id='Page_241'>241</span>John’s pale face flushed, for he knew his toes were -peeping through the ragged shoes, and when a moment -later the younger boys caught up the jingle, repeating -it in unison with great emphasis upon the accented syllables, -John suddenly sprang at Carl and in a moment -both boys were rolling on the ground in a desperate -fight.</p> - -<p class='c009'>The teacher, Miss Black, called the boys to order, -ascertained the cause of the fight, and then said, “I am -very sorry, boys, but I shall have to keep both of you -in from recess for a month. It is a very serious offense -to fight on the school grounds. Perhaps by the end of -the month both of you can learn to be gentlemen.”</p> - -<p class='c009'>Carl received the sentence angrily, as he thought of -all the fun he would miss, and John’s hurt face revealed -how keenly he felt the injustice of the situation.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Such a case as the above would better not be settled -hastily. Be deliberate enough in your proceedings to -give anger time to cool and to be replaced, in part at -least, by more generous impulses.</p> - -<p class='c009'>Learn whether the motives and attitudes prompting -the fight are characteristic of Carl only, or whether -they represent truly the dominant feelings of the whole -school. In the latter case the punishment of the two -boys must be followed by effort, on the teacher’s part, -to correct the crude ideals of the children as a whole.</p> - -<p class='c009'>This can be done through story work, or by coöperative -work of some kind, or by games, in which -democracy reigns supreme and individual distinctions -are lost sight of in interest in the work itself.</p> - -<p class='c009'><span class='pageno' id='Page_242'>242</span>After learning the main facts in the case—and these -should usually be left until the other children have -gone home—say, “Boys, this trouble which you have -brought into the school is so serious, I want to think it -over. I would like you also to think it over and be -ready to tell me tomorrow what each one of you can -do to right the wrong you have done.</p> - -<p class='c009'>“Remember, you have not only hurt yourselves and -each other, but have injured the good name of the -school. This is all for tonight.”</p> - -<div class='sidenote'>One at a Time</div> - -<p class='c009'>On the following day, talk with the boys one at a -time. You will need to say things to each of the boys -that you would not care to say in the presence of the -other. Talk with Carl first. He is in reality the -greater offender. John could be dismissed with the -words, “John, I shall not have time to talk with both -of you this afternoon. I will see Carl today. Tomorrow -I will talk with you.”</p> - -<p class='c009'>Alone with Carl, lead him to confess that he was -thoughtless on the previous day. He will do it, for he -will be only too glad to excuse himself in this way. -Then say, “Very well, Carl, if you did wrong yesterday -by ‘not thinking’ try to think hard tonight for -the little time we are together. Think out this problem -for me. Does it take a brave boy or a coward to keep -coming to school day after day without complaining, -and without absences, when he has to come in ragged -clothes and when he knows the boys are likely to make -fun of him?”</p> - -<p class='c009'>If for no other reason than to please his teacher, -Carl will be sure to say, “A brave boy.” Recall to -Carl’s mind whatever is brave, unselfish, or lovable in -<span class='pageno' id='Page_243'>243</span>John, especially if you happen to know that John has -given up some happiness for Carl’s sake, or shared -some pleasure with any member of the school.</p> - -<p class='c009'>Then ask, purposely using the same form of question -that you previously used, “Carl, do you think it -takes a brave boy or a coward to make fun of such a -person before his classmates—to taunt him about -things he can not help, and for which he is not to -blame, and to hurt him so cruelly that he is ready to -fight even the boy for whom he did a kindness only a -few days ago?”</p> - -<p class='c009'>Very likely Carl may not answer quite so glibly this -time, but do not press him for an answer. Do not insist -that he make any reply in words, but do not be satisfied -until you have led Carl to do something better than -to make a satisfactory verbal reply, namely, express -in deeds that he wishes to make reparation in some way -for his unkindness.</p> - -<p class='c009'>Remain silent for a moment or two, while Carl -digests the meaning of your question. Then say, in a -low, but distinct, firm voice, “Carl, I asked you yesterday -to be ready to tell me today how you can make -amends to John and to the school for your misconduct -yesterday. What is your plan?”</p> - -<p class='c009'>If Carl has really thought of some good thing to do, -commend his plan and coöperate with him immediately -in carrying it out. If he has no plan to suggest, -ask his opinion about two or three courses of conduct -which you have thought of. Ask him to think these -over during the evening and report to you next morning -as to what is best to do, or to suggest a better plan -himself if he can think of one.</p> - -<p class='c009'><span class='pageno' id='Page_244'>244</span>Your knowledge of all the circumstances will be -your guide in advising Carl, but whatever it is that -is decided upon, it must not be a sentimental and -(probably) hypocritical confession that, “I am -sorry,” but rather something boyish and genuine and -generous; something expressed in action rather than -words. It may be a nutting party to which John will be -invited and where Carl will propose to the other boys -to put slyly a few of their own nuts into John’s bag; or -a picnic where Carl will suggest to the boys to bring -a bit of fruit or some dainty to fill John’s pockets with; -or it may be a dozen other things that any bright boy -can think of—but something that will give the other -boys as well as John an opportunity to make amends -for their thoughtless unkindness. Carl, however, is -to take the leading part and secure the coöperation -of the other boys.</p> - -<p class='c009'>Your conference with John will be the easier task -to bring to a successful conclusion, especially if Carl’s -attitude toward John is, by this time, such as to encourage -John to believe that Carl regrets the part he -took in the affair and is willing to be friends once more. -Yet John is the one who has been most keenly hurt. -You must make him understand that you have not -shared Carl’s contempt for him because of his -ragged clothes and his drunken father. You may say -to him,</p> - -<div class='sidenote'>Just Commendation</div> - -<p class='c009'>“John, I have been so proud of you all this term -because you have been so regular in attendance, and -because you have done such good work. Your deportment, -too, has been excellent until day before yesterday. -Was it worth while to lose your good name in -<span class='pageno' id='Page_245'>245</span>school just for a silly, thoughtless taunt from one of -the boys?”</p> - -<p class='c009'>Here again you need not insist upon an answer. -If John is truthful his answer probably would not yet -conform to the implication in your question, and you -may well wait until he has had longer time in which -to come to your way of thinking. But you may recall -to his mind that all persons have temptations to anger, -of some sort or other. If they habitually give way -to it, <i>all</i> their friends would be alienated before long. -Try to get him to do some act that will show Carl he -is willing to be friends again.</p> - -<p class='c009'>Never leave a person who has indulged in anger satisfied -with himself because of having done so. Never -leave him holding fast his grudge. Initiate activities -of exactly the opposite tendencies to those which he -engaged in while under the influence of anger.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Miss Black erred by placing more importance upon -the punishment of the offense than she did upon removing -the causes which brought about the offense.</p> - -<p class='c009'>She erred again in feeling that the case was disposed -of with the pronouncement of the punishment by herself -and with the acceptance of the same by the boys. -In truth, she had not even touched upon the more -serious aspects of the case.</p> - -<p class='c009'>Had Miss Black been on the alert, she probably -would have earlier discovered tendencies among the -children to make fun of John. This should have been -treated in a general way by means of story work, talks -<span class='pageno' id='Page_246'>246</span>on good manners, etc., and thus the quarrel very likely -might have been averted.</p> - -<p class='c009'>Miss Black erred again by being in too great haste -to have the matter settled. Very much is gained, in -such a case, by waiting until the first heat of passion -has passed away. The settlement must not be too long -delayed, however. Once the incident is partly forgotten, -the lesson which might have been learned from it -loses its force, by again dragging back into consciousness -the angry feelings which accompanied the original -act.</p> -<p class='c022'>ILLUSTRATION (SEVENTH GRADE)</p> -<div class='sidenote'>Stammering</div> - -<p class='c009'>Sammy Hendrickson was a fiery little seventh -grader who was always having “scraps” with boys -who mimicked his stammering speech. “Hit ’em back,” -was his father’s advice, and Sammy followed it, not -because it helped his stammering, but it relieved his -feelings.</p> - -<p class='c009'>When he was promoted from the sixth grade to the -seventh, his new teacher, Miss Noyes, picked him out -immediately as a child who was likely to be teased by -his classmates. She resolved that she would forestall -such conduct, with the resultant fights, if possible, and -by so doing shield Sammy from a torture which his -thoughtless companions were likely to inflict upon him.</p> - -<p class='c009'>With this in mind, she made it a point to be on the -playground with the children whenever it was possible, -and in many little ways showed the children by -her own example that she expected Sammy to be -treated with a little more than usual consideration, yet -so as not to make him feel himself a privileged character, -<span class='pageno' id='Page_247'>247</span>allowed to do things which other boys might not do. -In the games requiring choice of partners she often -chose Sammy. When the games were over she often -took her place beside Sammy and exchanged a few -words with him partly to win his confidence, partly -that her presence might protect him from being made -the sport of the others. She realized, too, that if the -other children were allowed to mimic Sam, they, too, -would soon be victims of the habit. Meanwhile she -quietly watched to see which children did amuse themselves -at Sammy’s expense. These she talked with -privately one by one, showed them the rudeness and -cruelty of their sport and told them she should expect -each one to abstain from such acts hereafter.</p> - -<div class='sidenote'>No More Mockery</div> - -<p class='c009'>Finally, she called together half a dozen boys whom -she had reproved at different times for mocking Sam -and said to them, “I am delighted to find, boys, that -you have been more thoughtful about this matter of -late, and now I am going to ask a great favor of you. -Next week I shall be especially busy and can not be -out here as much as I have been. I want to make you -six a committee to preserve good order on the school -grounds and especially to see that no one teases Sam -about his stammering.”</p> - -<p class='c009'>The boys lived up to their responsibility so well that -very little further trouble was experienced with respect -to mimicry.</p> - -<p class='c009'>Miss Noyes did not drop her efforts for Sammy at -this point, however. Already he had come to feel so -trustful and kindly toward his teacher that he could -talk with her more freely than with most persons. -When they were alone together she would often say, -<span class='pageno' id='Page_248'>248</span>when he stammered, “Wait a minute, Sam. Take a -deep breath. <i>Now</i> tell me what you started to say.” -Generally by observing this precaution, Sam would be -able to give the sentences correctly. Miss Noyes never -failed to encourage him. “That’s better! That’s just -fine! You can do it all right!”</p> - -<p class='c009'>During leisure hours she made a special study of -stammering and stuttering, and showed Sammy how, -by taking a little forethought in breathing carefully -and in relaxing the chest muscles and in waiting before -speaking until he felt sure he could control his speech, -he could help himself greatly.</p> - -<p class='c009'>“Did you see the soap bubbles the kindergarten children -were playing with in the yard this morning?” she -asked him one day; “and how any hard thing pressing -upon them would cause them to burst? Well, play -that your words are soap bubbles and let them float on -the air just as gently as the real soap bubbles do. Make -all the muscles loose and easy as they can be, because -if you tighten them the least bit it will break the words -just as the soap bubbles break when you hit them with -a stick. Now then, gently!” Here she imitated by -a motion of the hand the light floating of the bubbles. -“Talk just as my hand goes.”</p> - -<p class='c009'>Relieved from fear of being made the butt of the -boys’ sport, and finding a sympathetic helper in his -teacher, Sammy improved considerably before the end -of the year. The other children meanwhile had learned -a lesson in consideration for others, which they did not -forget after they left Miss Noyes’ room to enter upon -the eighth grade work. Furthermore, the children -who had learned that lesson best were the ones who -<span class='pageno' id='Page_249'>249</span>most needed to learn it. Coöperation of the teacher -with Sammy, and, for the other children, her approval -and the substitution of the idea of protection for that -of teasing, had wrought the change, and, incidentally, -had banished fighting from the playground.</p> - -<p class='c009'>(7) <i>Fighting as an outgrowth of competition.</i> Competition -is an instinct that can be turned to excellent -account in school life. It is also a frequent source of -trouble there.</p> -<p class='c022'>CASE 43 (HIGH SCHOOL)</p> -<div class='sidenote'>Football</div> - -<p class='c009'>Elbert Morgan stood six feet in his socks and -weighed half as much as any other three men on -the football team. He was a senior in the Middletown -High School and the darling of the school because -of his unfailing attacks and unflinching defense.</p> - -<p class='c009'>Reginald Phelps, his nearest competitor for honors, -had the ill grace to be jealous and to hold a festering -grudge against Elbert. In a school of five hundred -pupils small quarrels readily become large issues. -Reginald easily linked two or three chums into a cabal -to pull Elbert down from his pedestal of glory. Their -first plan was to convince the coach that Elbert was -weak in head work in critical moments and that he -should be removed from the position as center. After a -few ludicrous failures to make any progress in this -project, Reginald next tried to get even with Elbert by -provoking a fight.</p> - -<p class='c009'>The coach occasionally split his squad and made two -teams by adding a few “subs” to complete the quota. -One Tuesday afternoon Elbert being on one team and -Reginald with two comrades, being on the other team, -<span class='pageno' id='Page_250'>250</span>the opportunity came for revenge. In the scrimmage -Reginald gave Elbert a heavy knee punch on -his “wind,” in a way to disclose his venom and -enmity.</p> - -<p class='c009'>“You rascal, I know what you are about. I’ll pay -you for this,” said Elbert, groaning with a terrible -pain.</p> - -<p class='c009'>Soon his hurt eased up and with but little help he -rose to his feet, glowered at Reginald, ten feet distant, -and fairly leaped across the intervening space.</p> - -<div class='sidenote'>The Fight</div> - -<p class='c009'>Then followed the fight. All the resentment, suspicion, -rumors, vows of vengeance, arose to mind in a -moment as the two stalwarts came to blows. When -Reginald showed his inferiority in strength two friends -attempted to intervene. Elbert suspected their partisanship -and drove with a hard fist on each chest, sending -them to the ground in a heap.</p> - -<p class='c009'>By this time Principal Maxwell made his appearance.</p> - -<p class='c009'>“Elbert, shame on you! Fighting over a game! -Reginald, stop it at once. Off these grounds at once, -both of you,” were the principal’s words, all in one -breath.</p> - -<p class='c009'>“But Mr. Maxwell,” began Elbert.</p> - -<p class='c009'>“No, no explanation! I saw you. You got up from -the scrimmage and deliberately began a fight. You -needn’t explain it. You two boys are suspended from -the school until the board of education permits you to -return. I’ll see that you are not on the football squad -again this year.”</p> - -<p class='c009'>With this last speech a howl arose from the players. -In a moment more a swift runner reached the grandstand -<span class='pageno' id='Page_251'>251</span>and quickly the news spread among the assembled -high school pupils as if it had been the report -of a murder.</p> - -<p class='c009'>The team was nearly frantic at the principal’s -action. The board, however, decided to restore the boys -to school after one week’s suspension and requested -the principal to adjust the matter so they could again -play on the team.</p> - -<p class='c009'>“Are you going to let them play out the season?” -was provokingly asked many times. Mr. Maxwell -found, moreover, that unless he restored these boys -to their places at least three desperate revolts would -break out. He finally yielded and gave the football -team, the senior class, and the glee club (of which -Elbert was a member) the whip over him for the -remainder of the year.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<div class='sidenote'>Play More Fight Less</div> - -<p class='c009'>Approach the fighting players with a determination -to act very slowly. Take a stand, say, ten feet away -from them, and after notifying the coach to call the -teams for more practice, say to Elbert and Reginald, -“Look here, boys, put all this muscle into another -scrimmage. Go into it hard. But do it in the right -spirit.”</p> - -<p class='c009'>Let the coach blow his whistle and sweep all the -players toward the spot of taking position. Let one -or the other of the fighters come up by you, but do not -act as though you were a policeman or an executioner. -Ignore the fight now that it is over, but see to it that -the practice is free from brutality. Have a word with -Elbert and Reginald privately to show that you expect -<span class='pageno' id='Page_252'>252</span>fair play in the practice and a manly spirit on the -athletic field.</p> - -<p class='c009'>The next day call in each boy separately. Let the -boys do nearly all the talking. In a very brief statement -confirm their own assertions of what constitutes -manly conduct in athletics. Put them on their honor -and rely on their self-respect. Inject into your few -words a powerful expectation of fair play that will -compel them to act as trained athletes, not as quarrelsome -children. Coöperation, expectation on the teacher’s -part and substitution with a large stock of patience -are your best assets in a case like the above.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Mr. Maxwell failed in trying to solve his problem -on the spot and with strict administration of justice, -rather than with a spirit of coöperation, and a re-direction -of energy. In fact he entered the situation with -indignation and actually seemed to be fighting also. -He was trying to “down” the two boys with words and -gave them harder blows because of his superior -authority.</p> - -<p class='c009'>He projected the fighting spirit into the school board -and the school societies. Vengeance aroused hostility. -If suspension were necessary, it should have been announced -privately to each boy. No mention of exclusion -from the football team should have been made -until after more time had been given for deliberation. -If exclusion should finally be necessary, settle the matter -between yourself, the coach, and the two boys.</p> - -<p class='c009'>However, this fight could not have occurred if the -principal had watched his boys closely enough. High -<span class='pageno' id='Page_253'>253</span>school athletes are eager to have an unsullied reputation. -“A good spirit” in practice and contest games -is so urgently demanded in, and usually exhibited, by -college athletes, that the high school boys readily imitate -them. On many occasions before this the principal -should have coached his boys so that Elbert and -Reginald would not have dared to harbor ideas of -physical violence in an effort to gain vengeance.</p> -<p class='c022'>ILLUSTRATION (HIGH SCHOOL)</p> -<p class='c009'>The way in which the principle of substitution was -made to assist in settling class difficulties is illustrated -in the following story.</p> - -<div class='sidenote'>Class Flag</div> - -<p class='c009'>Mr. Hatch was principal of the East High School -in a small city in Missouri. His splendid executive -ability and marked insight into the life of the school -had made his name highly reverenced in the community.</p> - -<p class='c009'>It had long been the custom in the school to have -class distinctions. Mr. Hatch heartily sanctioned the -custom, as one which would promote class unity and -wholesome rivalry for leadership in the affairs of the -school. It drew the pupils of one year into closer relationship -and instilled in them a desire to make their -class stand out in the estimation of the others.</p> - -<p class='c009'>It was October. The usual class spirit was in the -air. Mr. Hatch announced at the morning assembly -that class meetings would be held that afternoon for -the election of officers and the choosing of the class flag.</p> - -<p class='c009'>About seven o’clock the following morning, Mr. -Hatch was surprised by a telephone call from the -school janitor:</p> - -<div class='sidenote'>Flag Torn Down</div> - -<p class='c009'><span class='pageno' id='Page_254'>254</span>“Last night a bunch of rowdy schoolboys broke -into the school, went up into the tower, and tore down -the school flag. When I came to work this morning I -saw a piece of blue and white cloth up instead.”</p> - -<p class='c009'>Before Mr. Hatch arrived at school he heard from -another source of the hand to hand fight between the -freshmen and sophomores in the school yard the previous -evening. And the torn up turf stood as evidence -in the case.</p> - -<p class='c009'>“That is only natural,” thought Mr. Hatch. “I’ll -have to give that surplus energy another outlet.”</p> - -<p class='c009'>He sent a notice to the teachers to say nothing about -the class fight that day. A faculty meeting would be -held in the afternoon to decide upon a course of action.</p> - -<p class='c009'>Through his suggestion, the motion was carried to -have two class games of field hockey; one, between the -first and second years; the other, between the third -and fourth years; the dates to be arranged by the -athletic board. The victors of the first day would be -honored by having their class flag put up with the -school flag the day following the game.</p> - -<p class='c009'>In the same way, the victors of the second day were -to be designated. A final game was to take place between -the two successful teams; the winners would -receive a trophy.</p> - -<p class='c009'>In order to lodge this idea, not as an order but as -a suggestion, Mr. Hatch privately conferred with the -athletic board, submitting only a bare outline of procedure -and leaving the details of the program to be -worked out as each class saw fit. This action on the -principal’s part transferred any responsibility which -he had assumed to the body of pupils.</p> - -<p class='c009'><span class='pageno' id='Page_255'>255</span>When the classes took up the suggestion in their -subsequent meetings, it came, not as a ruling of the -faculty, but as an original idea on the part of the -athletic board.</p> - -<p class='c009'>So an antagonistic school spirit was turned into a -wholesome channel. The class spirit was not crushed, -the pupils were satisfied to turn their class loyalty -to the support of a contest sanctioned by the school, -and a custom was established which was handed down -from year to year, a heritage of good sportsmanship -instead of a barbarous practice of giving vent to ill-will.</p> -<h3 class='c015'>7. Instinctive Fear</h3> - -<p class='c016'>Fear is plainly a self-preservative instinct which is -of great value to the child in keeping him away from -dangers which might easily result in serious injury. -But fear has little value in the schoolroom. Instead of -aiding the child it cripples, hinders, even paralyzes, -his action so that he not only does his daily work with -less freedom, but frequently fails outright to perform -the task assigned, even with his most conscientious -effort. If teachers doubt this statement let them observe -the effects of fear upon themselves and note -whether they have more or less self-control when -under the influence of strong fear. Fortunately, few -teachers resort to this method of control at the present -time, but here and there one may still be found -who has not yet learned the fact that ruling pupils by -fear is a confession on his part that he is a poor disciplinarian.</p> - -<div class='sidenote'>First Grade</div> - -<p class='c009'>The first grade teacher, however, through no fault -<span class='pageno' id='Page_256'>256</span>of his own, is often confronted on the first day with -a great many children who are afraid of him. This -characteristic is not so marked in the village or city -schools, where children are accustomed to strangers, -as in the rural school, where children come in who -have seen but few strangers. It is not uncommon for -a teacher himself, who, for the first time, steps into -an unfamiliar school, to be afraid. This fear is written -on his face; then it is little wonder that the children -display fear. All that such teachers need to do is to -put on a smiling face and meet the children with -kindly greetings. A “Good morning, how are you?” -and other cordial expressions will reassure the children. -Through the day the teacher will be friendly -and kind, complimenting each about something done; -show some novelty or even give the shy child a pencil -or picture. Within one week any child who is afraid -of the teacher should have learned not to fear him. -Every unkindness will aggravate the fear and only -make it more difficult to remove.</p> - -<p class='c009'>A pupil who will not recite is sometimes considered -a problem in the schoolroom. Such a pupil will not -often appear in any grade except the first, and as -a rule only in country schools. Then, usually, it is -not because the pupil is stubborn or possesses some -other vicious trait; he may be bashful or may have -received inhumane treatment at home. Whenever a -teacher finds that he has such a pupil it is not wise -to attempt to make him recite. That will only aggravate -the bashfulness or fear, and may even antagonize -the pupil, making the trouble worse.</p> - -<p class='c009'>The first thing for the teacher to do is to be kind to -<span class='pageno' id='Page_257'>257</span>the child. Show him some little favor. Instead of -attempting to make him do school work, he should not -be required to do any for a week or more. This time -is given to aid him in becoming accustomed to new -associates and surroundings. There should be no hint -as to work. The week should be well used in getting -the child’s interest and confidence. Besides, he is -childish enough to watch the other pupils at work and -feel an innermost interest in their activities. The -teacher can loan him picture books and other interesting -objects. He, too, can show some of the other -pupils’ work. Finally, he can allow some other pupil -to sit with him and teach him how to draw with colored -pencils. It is only natural that a child who is -doing school work should be interested and attempt -to tell what he knows to another. The teacher must -not let the children sit together too long. In about -six or seven days at most the first grade child that -refused to recite will begin to manifest an interest -and join the classes without further effort on the part -of the teacher.</p> - -<div class='sidenote'>Crying</div> - -<p class='c009'>Crying is often very annoying in the first grade. -It may be due to fear, illness, an accident causing pain, -a habit, or it may constitute the child’s chief means -of securing what he desires.</p> - -<p class='c009'>If a child is suffering from some malady, as bad -digestion, earache or other pains, the parents must be -consulted, and an attempt made to have them put the -child under a physician’s care until cured. It is most -lamentable, indeed, that so many parents pay no attention -to the ailments that so often worry little -children. If the parents will not coöperate with the -<span class='pageno' id='Page_258'>258</span>teacher, then all the teacher can do is to be sympathetic -with the child and attempt to alleviate the -pain. Such a child should not be treated harshly, -that would only add to his suffering.</p> - -<p class='c009'>Whenever a child is hurt, the teacher should go to -his aid, offering sympathy. However, it is not judicious -to say, “That is too bad.” This may frighten -the child and make him cry the harder. It is better -to say to the child, “Never mind, I’ll fix that in a -second and then you can play again.” Even though -the accident is serious and requires the attention of -a physician, the teacher should relieve the child from -anxiety. Do not allow other pupils to exaggerate the -accident.</p> - -<p class='c009'>Crying merely as a habit is quite prevalent in the -first grade and is caused by poor methods of child -training at home. Find out what usually causes -the child to cry. Remove these causes as far as possible. -Avoiding the things that cause the child to -cry will help cure the habit. Whenever the child -cries, go to him at once and in a pleasing manner -say, “Just wait! I want to get you something.” Such -a statement will attract the child’s attention and he -will stop crying long enough to see what you are getting. -Then get something that will interest him. Do -all of this quickly so that the child will not have time -to go back to crying. Keep the child interested until -he forgets to cry. Common sense with this method -will cure almost any child that habitually cries. Treat -repeated offenses in the same way. The wording of -the requests can be changed, if only they are suggestive -and gain the child’s attention.</p> - -<p class='c009'><span class='pageno' id='Page_259'>259</span>The child that cries to gain what he desires has been -so trained at home. It is, indeed, a bad type of training, -but the teacher can improve the child in such a way -that the parents will wonder what influences are at -work. Should a child cry for something he wants, it -will only intensify the habit to grant him his desire. -A typical case is a child crying to go home. The -method of procedure is the one given above. Apply -the principle of suggestion, and follow the suggestion -by quick substitution of the thing that will interest -the child. All requests should be made by the teacher -in an attitude that will make the child feel that the -teacher expects nothing else but compliance with her -requests.</p> - -<p class='c009'>(1) <i>Governing through fear.</i> Teachers intimidate -their pupils; they try to scare them into getting their -lessons and behaving properly. While this may accomplish -the desired results in a measure, it does not -bring out the best a child is capable of, or help him -to gain a real education in self-reliance, control, etc.</p> -<p class='c022'>CASE 44 (FOURTH GRADE)</p> -<div class='sidenote'>Spelling</div> - -<p class='c009'>Miss Stevens had taught the fourth grade for twenty -years, and was one of the old-fashioned pedagogues -who always kept a whip in her desk and believed in -governing her charges by the fear of it.</p> - -<p class='c009'>“Now get to work on your spelling lessons, everybody. -James McGuire, if you miss a single word I’m -going to whip you. You can learn to spell if you make -up your mind to, and I’m going to see to it that you -do.”</p> - -<p class='c009'>And poor James studied his spelling frenziedly, with -<span class='pageno' id='Page_260'>260</span>the cold perspiration breaking out on his forehead. -When called upon to spell in his turn he got successfully -through the ordeal the first time, though he trembled -so violently that he could hardly stand up. But -the second time his turn came around, his word was -<i>miracle</i>.</p> - -<p class='c009'>“M-i-r,” started James, and then a cold shiver ran -up his back as he realized, terror-stricken, that he -couldn’t remember whether it was an <i>e</i> that came next, -or an <i>a</i>. “M-i-r,” and another pause during which -poor James screwed his face into an awful scowl in the -intensity of his effort to remember just how that word -looked on page 48 of his speller.</p> - -<p class='c009'>“Yes, yes, hurry up, James,” said Miss Stevens -sharply.</p> - -<p class='c009'>“M-i-r-e-c-l-e,” said James, with his eyes shut.</p> - -<p class='c009'>“Next,” Miss Stevens’ voice rasped, and she glared -fiercely at James.</p> - -<p class='c009'>A little later Miss Stevens’ eagle eye discerned numerous -scraps of paper around Eugene’s desk. Eugene -really wasn’t responsible for their being there, -for a careless girl had torn up her arithmetic paper -and the scraps had blown over there when the windows -were open at recess.</p> - -<p class='c009'>“Eugene, pick up those scraps of paper under your -desk. And you will stay half an hour after school -tonight for being so untidy.”</p> - -<p class='c009'>Eugene was a lad of spirit and had a strong sense of -justice. It made him angry to be punished for another’s -fault.</p> - -<p class='c009'>“I didn’t scatter that paper on the floor,” he said, -rather vehemently.</p> - -<p class='c009'><span class='pageno' id='Page_261'>261</span>“Who did?”</p> - -<p class='c009'>“I don’t know,” the answer was quick and a little -saucy, though Eugene didn’t mean it to be. He was -only defending his rights in the matter.</p> - -<p class='c009'>“It’s around your desk and I guess you’d <i>know</i> who -let it get there if you’d think hard enough,” Miss -Stevens said sarcastically.</p> - -<p class='c009'>But Eugene made no move to pick up the paper.</p> - -<p class='c009'>“Will you pick up that paper, as I told you to?”</p> - -<p class='c009'>The authoritative, harsh tone roused Eugene to -fighting pitch and he continued to sit still in his seat, -resolved that he <i>wouldn’t</i> pick up the paper, because it -wasn’t fair anyway—blaming him for what he hadn’t -done.</p> - -<p class='c009'>Miss Stevens drew out the little leather lash from -her desk drawer, and, though Eugene’s heart jumped -into his throat at the sight of it, he still sat motionless.</p> - -<p class='c009'>She jerked him out of his seat to a standing posture.</p> - -<div class='sidenote'>Pick Up That Paper</div> - -<p class='c009'>“Pick up that paper,” she commanded. But he -stood still, a strained, defiant look on his face. She -brought the lash down on the calves of his legs sharply -three times before he even winced. At the fifth blow -his eyes filled with tears for he was still a little boy, -only nine years old, and he had not yet learned the -stoicism which bears physical pain unflinchingly.</p> - -<p class='c009'>The blows fell faster and harder and the smart of -them became unendurable. Miss Stevens forced him -down into a stooping posture with one hand, plying -the whip vigorously with the other.</p> - -<p class='c009'>Gropingly, the tears blinding his eyes and sobs shaking -his body, Eugene picked up a few of the scraps. -<span class='pageno' id='Page_262'>262</span>Miss Stevens stopped beating him, but stood over him -menacingly until every piece had been removed.</p> - -<p class='c009'>Then, leaving a broken, humiliated, little Eugene, -with his face buried in his arms, she turned to the rest -of the awe-struck school and resumed the work of the -day, a smile of self-satisfaction spreading over her -face.</p> - -<p class='c009'>“Let this be a lesson to you to do as I say, at once, -without delay. You children are here to study and to -do as you are told, and the sooner you learn to do it -the better it will be for you.”</p> - -<p class='c009'>She whipped James after school for failing in his -spelling.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Instead of helping James’ mind to develop, this -teacher actually inhibited its progress.</p> - -<p class='c009'>She might better have said, “James, let’s see if we -can’t have every one of those spelling words right this -time, so that a nice fat 100 will go down in my book -opposite your name. Just think hard every minute of -the study period, and I know you can do it.”</p> - -<p class='c009'>And when James spelled the first word rightly, a -wise teacher—one who understood and loved children—would -have nodded approvingly, or smiled a little -in recognition of the fact that James had done well, -thus encouraging him to go on and do his best the -next time. With this treatment he probably would -not have failed the second time.</p> - -<p class='c009'>Always give the child a fair chance to state his case. -When Eugene said he didn’t scatter the paper, the -teacher should have taken him at his word even at the -<span class='pageno' id='Page_263'>263</span>risk of being deceived, for not trusting a child’s word -when he is speaking the truth does more harm than -believing several liars.</p> - -<p class='c009'>“All right, Eugene, even if it isn’t your paper, don’t -you think our schoolroom would look better if it were -picked up?”</p> - -<p class='c009'>And Eugene would pick up the paper—grudgingly -perhaps, but much more willingly and with much -better results to himself than after he had received a -whipping.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>The teacher who governs through fear loses all the -confidence of her pupils, and because of this lack she -can not reach the heart, can not effectively get hold of -the child.</p> - -<p class='c009'>Instead of helping the child, fear prevents him from -doing his best, it wastes his energy and distracts his -attention. It may sometimes be used as a check to -suppress activity, but should never be employed as a -spur to incite pupils to effort.</p> - -<div class='sidenote'>When Not To Whip</div> - -<p class='c009'>Sometimes, for incompetent teachers, there is nothing -else to do but to whip a child, no other way of -curing him of his fault. But children like Eugene -in the incident related should never be whipped. Such -treatment irritates them, makes them defiant and -more unruly than before; and when they are conquered -in this spirit they are harmed infinitely more -than they are helped.</p> -<p class='c022'>ILLUSTRATION</p> - -<div class='sidenote'>Examinations</div> - -<p class='c009'>In speaking of the effect of fear in the schoolroom, -ex-President Harrison said, “Perhaps the stress is applied -<span class='pageno' id='Page_264'>264</span>too early to our little ones; and I throw out -this word of caution to our good lady friends here -who have them in charge. Some years ago I was passing -down a street in Indianapolis from my residence -to my office, on which was situated one of our public -schools. The children were just gathering in the morning. -As I came near the corner, two sweet little girls, -evidently chums, approached from different directions, -and, meeting at the crossing, soon had their heads close -together, but not so close but that I caught the conversation. -One said to the other, ‘Oh, I had such an -awful dream last night.’ Her sympathizing little mate -put her head still closer, and said, ‘What was it?’—‘Oh!’ -said the trembling little one, ‘I dreamed I -did not pass!’ It is safer to allow such little ones to -dream, as in my careless country boyhood I was wont -to dream about bears.”—Address at Saratoga, July -12, 1892.</p> - -<p class='c009'>(2) <i>Fear in reciting.</i> A pupil treated for a series -of years as was James in the previous case will -likely develop an almost pathological fear of the -oral recitation by the time he has reached the high -school or even earlier. Pathological fear, from any -cause, is difficult to handle.</p> -<p class='c022'>CASE 45 (HIGH SCHOOL)</p> -<div class='sidenote'>Nervousness</div> - -<p class='c009'>Blythe MacLane was in her senior year of high school -in Middlebury, Connecticut. She was a very nervous -child and because of this, had always been allowed -extra privileges in the school, which other pupils did -not have.</p> - -<p class='c009'>When called upon to recite, she would say, “Please -<span class='pageno' id='Page_265'>265</span>don’t make me rise, Miss Hutchins. I get so scared -when I get up, I forget everything I know.”</p> - -<p class='c009'>Miss Hutchins always gave in. “All right, you -may remain seated if you wish.”</p> - -<p class='c009'>Or, when certain papers were chosen to be read at -the literary society, Blythe was always excused from -reading hers.</p> - -<p class='c009'>If her paper was especially good, Miss Hutchins -would say in class, “I wish Blythe’s paper could be -read at the meeting tomorrow. Will you read it for -her, Josephine?”</p> - -<p class='c009'>Later, when Miss Hutchins was working out the details -for the Commencement program, she said to -Blythe, “I’m going to seat you at the end of the front -row, Blythe, so that you will not have to walk across -the stage for your diploma.”</p> - -<p class='c009'>And again, “I did not give you a special part on -the program, Blythe, because I know how frightened -you get when you have to speak before an audience.”</p> - -<p class='c009'>“Thank you, Miss Hutchins. I think I should die if -I had to walk across that platform, and as for taking -part in the program, I know I should just sink through -the floor when I got up to speak.”</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Encourage in every possible way a child who is -afraid to speak before people. In the classroom, -insist that she rise when reciting but be careful at first -to keep her standing only a moment or two at a time. -Pay no attention to the fact that she is nervous or that -her parents have given in to her because of this. Treat -her as if she had no fear. Frame your questions and -<span class='pageno' id='Page_266'>266</span>modulate your voice in such a manner as to develop -confidence in your pupils. Instead of saying in a blunt, -unsympathetic way, “Why did Lincoln issue the -Emancipation Proclamation?” say, “Blythe was talking -with me in the library one evening last week about -her life in the South. It was especially interesting -to me because of our study of the Civil War. I am -sure the class will enjoy hearing it, too. Blythe, -repeat to me what you said that day.”</p> - -<p class='c009'>If a literary program is being planned, provide a -place for the girl who is afraid to speak before an -audience, if it be only to read a familiar passage. If -a dramatic sketch is to be given by the school, select -a part for such a girl, if it be only to walk across the -stage with a tray. Try always, and in every situation -to center her thought upon the thing done, thus diverting -her consciousness from herself.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Miss Hutchins made a great mistake in giving in to -Blythe’s weakness. The girl would not have begged -to remain seated, would not have excused herself because -of nervousness, if Miss Hutchins’ attitude had -been one to instil confidence in the girl.</p> - -<p class='c009'>Miss Hutchins only encouraged her pupil to further -fear by providing a means by which Blythe would not -have to read her paper before the literary society, and -still further by speaking of this before the entire class.</p> - -<p class='c009'>So again, when Miss Hutchins was making out the -program for Commencement, even if she thought it was -necessary to seat Blythe as she did, she should not -have called the girl’s attention to the cause. Such evidence -<span class='pageno' id='Page_267'>267</span>that Miss Hutchins recognized her pupil’s fear, -served only to augment this weakness, as was seen in -Blythe’s final remarks.</p> - -<p class='c009'>By appealing to the pupil’s personal experience, any -fear she may have will be likely to be dispelled, since -she is on perfectly familiar ground. By saying, “I am -sure the class will enjoy hearing it, too,” you are -establishing in the girl’s mind your confidence that -she <i>will</i> recite. Further by implying your question in -a declarative form of statement, you are driving out -the fear that a direct question often suggests.</p> - -<p class='c009'>Pupils of high school age are old enough to be stimulated -by the suggestion that it is becoming more and -more necessary now-a-days for women to preside over -meetings and in many ways take the lead in circumstances -that bring them more or less into prominence; -and that the very best place to train one’s self for -such work is in the little class affairs where only kindly -sympathy will be felt for any one who is a little timid; -and, furthermore, that a few triumphs over self will -banish the fear.</p> -<p class='c022'>ILLUSTRATION (HIGH SCHOOL)</p> -<p class='c009'>Miss Halleck was an English instructor in a high -school in a small town in Pennsylvania. She had the -reputation of being closer in touch with her pupils -than any other teacher in the school.</p> - -<div class='sidenote'>Leading Suggestions</div> - -<p class='c009'>She learned the temperament of every pupil and -never failed to give careful consideration to the laggard, -the listless, or the nervous child.</p> - -<p class='c009'>One young girl had such fear when called upon to -recite, that she could hardly stand up.</p> - -<p class='c009'><span class='pageno' id='Page_268'>268</span>“Muriel, you are interested in gardening, aren’t -you?”</p> - -<p class='c009'>“Yes.” (This was said while Muriel remained -seated.)</p> - -<p class='c009'>“I knew you were. Do you remember what you told -me about your dahlias?”</p> - -<p class='c009'>“Yes.” (This is said in a more interested tone of -voice.)</p> - -<p class='c009'>“The class should know this, Muriel. Stand up -and tell them what you told me.”</p> - -<p class='c009'>Muriel responded with flushed cheeks, embarrassed, -to be sure, but not to the degree that fear was foremost -in her mind. A substitute in the form of a personal -interest had taken its place.</p> -<h3 class='c015'>8. Cheating</h3> - -<p class='c016'>(1) <i>How it is provoked.</i> The teacher who walks -about the schoolroom, first looking to the right, then -to the left and finally spinning around to look back of -himself, is casting dares at his pupils. If such -pupils do sneaking tricks and acts, it is no one’s fault -but the teacher’s. By acting the spy in the schoolroom, -a teacher does not need to tell his pupils he mistrusts -them; his actions speak louder than words. -Pupils who have no confidence in their teachers will -do almost anything to provoke them. To get the confidence -of a pupil is to train him so that he will respect -the wishes and requests of the teacher enough to obey -them cheerfully.</p> - -<p class='c009'>Among the various activities of the sneak, none is -<span class='pageno' id='Page_269'>269</span>more frequent than cheating. Cheating belongs, probably, -under disorders arising out of self-preservative -impulses, since it has in it a large element of fear—fear -of failing to get a coveted standing, fear of losing -the approval of teachers and admiration of classmates, -and fear of too inquisitive questions or possible reprimands -at home because of low standings. Usually it is -the weakling who cheats. The strong pupil has no need -of such cowardly devices hence is not greatly tempted -to use them. If bright pupils do cheat it is chiefly -because a habit of doing so has been formed in the class -as a whole, and when a habit of cheating is general it -certainly should be laid to unwise handling of the matter -on the part of the teachers.</p> - -<p class='c009'>(2) <i>Two methods of procedure.</i> Two general plans -of procedure are indicated in the constructive treatment -of such cases. The first aims to reduce to a minimum -the element of fear; the second to build up a -public sentiment against it.</p> - -<p class='c009'>With a view to the first step, do not talk too much -before the pupils regarding examinations and never -in a way to make pupils feel that they are a frightful -bugbear to be constantly kept in mind and struggled -for. The thought of the lesson, and its practical uses -should be kept uppermost, not the examination. If the -lessons are as well adapted to the pupils as they should -be the interest in the lessons themselves will absorb -the attention of the pupil and not much thought will -be given to the examination. The pupils should know -beforehand, however, about what time the test will -come, so that any child who has been ill, or who is otherwise -conscious of weak places in his work, may be -<span class='pageno' id='Page_270'>270</span>amply prepared for examination day. This of itself -will remove much of the temptation to dishonesty.</p> - -<p class='c009'>On the day before the test (or earlier) tell the pupils -just what subjects to be prepared upon. Meanwhile -allow any pupil who honestly needs assistance to come -to you for it. Never allow him to think, however, that -you will give to him any help that all the others might -not have in preparation for the test.</p> - -<p class='c009'>Write the questions for the test or examination with -extreme care. The slightest ambiguity in wording of -the questions will lead some pupils to be mystified and -to ask for explanations as to the meaning of this or -that. Such questions of necessity lead to confusion -and this confusion will be utilized by the dishonest -members of the class for communicating with classmates -or otherwise cheating in regard to their work.</p> - -<div class='sidenote'>Explain Your Meaning</div> - -<p class='c009'>The day before the test, give all directions necessary -regarding seating, paper, form of writing, material for -writing, etc., so that the element of uncertainty and -fear as to what is coming may still further be removed. -Explain the object of the test. It is an extra day thrown -into the routine work, giving opportunity for the pupil -to review the past work, to look up and strengthen any -weak places in his study and then to test his knowledge -by putting it down on paper. Explain how just -the act of writing out one’s thought makes that thought -clearer, how it shows each one whether he has really -mastered his lessons as well as he had supposed. Tell -how it helps the teacher also because it shows her that -some points have not been explained by her as carefully -as they should have been and after reading the papers -she knows just what points need further explanation -<span class='pageno' id='Page_271'>271</span>or review. Let the talk show the pupils that their -papers give the teacher information that she really -needs to know—that they are helping her as well as -themselves in taking the test and let the whole impression -of the talk be that of mutual helpfulness in the -matter. Correct the impression that most children -have, that the greatest favor they can do the teacher -is to <i>get the right answer</i>. Show them that it is much -more important for her to know if the work has been -understood. Make out the questions, not for the brightest -pupils in the class but for the average pupil.</p> - -<p class='c009'>The majority of your pupils are average pupils. -It is not fair to them to include in test questions -(unless they are made optional) certain ones that only -the most advanced pupil in the class, or the child who -has had exceptional advantages could answer. Avoid -all possible suspicion of unfairness and in so doing -remove another possible stimulus for cheating. In -other words give pupils every possible reason for confidence -in your justice. Never hold up examinations -as bugbears to be feared.</p> - -<p class='c009'>The first test of the school year should be given -early in the year, before much ground has been covered. -The first two or three weeks’ work is likely to -be less good than that which follows even where pupils -and teacher are all doing their best. A few pupils -have been late. Two or three have been transferred -from other schools. There has been slight delay in getting -books in one or two cases and even under the best -circumstances it takes a little time for both pupils and -teacher thoroughly to readjust themselves to the new -work of the schoolroom after the very different life of -<span class='pageno' id='Page_272'>272</span>vacation time. For all these reasons the first test -should not cover so much ground that the pupils may -not have ample time to make a thorough review of the -work done thus far. As soon as possible after the -examination the teacher should review the general results -with the class, being careful to commend every -good feature, something after this fashion:</p> - -<p class='c009'>“I was very much pleased to find questions 2 and 5 -so well answered. We will take a few minutes for -further discussion of question 6. It is necessary to -understand this point in order to have a good foundation -laid for our next work. I am sure that your next -test will be better still now that you know just about -what to regard as the most important things to study.” -Let all your conversations about tests and examinations -be in a cheerful tone of voice, never giving the suggestion -in any way that they are anything to dread or -that you expect anything from the pupils but the -same frank statement on paper that you ordinarily -expect from the same pupils when conversing with -them.</p> - -<div class='sidenote'>Question Carefully</div> - -<p class='c009'>Very much can be done by a tactful teacher to prevent -cheating by asking the questions in such a way as -to remove the temptation. “Do you think Gen. Grant’s -plan of the campaign (that we have been studying) -was wise or unwise? Give your reasons for thinking -so,” is a better form of question for a test than to say -“State Gen. Grant’s plan of a campaign and give his -reasons for the same.” The first question takes the -emphasis off of the mere memorizing of words and -places it upon the child’s individual judgment, thus -giving him confidence in writing his answer since his -<span class='pageno' id='Page_273'>273</span>statement may be very different from his neighbor’s -answer and still be right. With confidence in himself -and in the justice of his teacher there is little encouragement -to cheat.</p> - -<p class='c009'>In the meantime while avoiding any act or word -which would tempt a child to cheat, by your own example -and by suggestion build up a sentiment of honor -among the pupils in regard to honest work. Above all -when you make mistakes, and all teachers do make -them, yourself admit them freely in the presence of -the pupils. Show them that correcting a mistake is -the important thing, not covering it up, or pretending -to a knowledge that one does not possess.</p> - -<p class='c009'>(3) <i>Cheating by the pupils.</i></p> -<p class='c022'>CASE 46 (THIRD GRADE)</p> -<p class='c009'>Alma Montrose raised her hand and Miss Noles said, -“What is it, Alma?”</p> - -<p class='c009'>“Ike Saunders is cheating,” said Alma in a reproving -tone of voice.</p> - -<p class='c009'>“Isaac, are you cheating?” sternly inquired Miss -Noles.</p> - -<div class='sidenote'>Copying Arithmetic</div> - -<p class='c009'>“No, ma’am,” answered Isaac while he hastily -slipped into his desk the arithmetic paper from which -he was copying the work of the boy in front of him. -Miss Noles continued the recitation.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Never ask a pupil in the presence of others if he is -cheating. Determine by observation or by private -questioning of some one else. Remove all incentive -for cheating that you possibly can, such as proximity -<span class='pageno' id='Page_274'>274</span>to another who is doing the work, notebooks on desks, -etc.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Cheating is a kind of falsehood. One who cheats -will ordinarily tell a falsehood to defend himself. The -wisest treatment of the one who is suspected of cheating -is to place not only him but others of his class in -a situation where it is practically impossible to carry -on cheating without detection.</p> -<p class='c022'>ILLUSTRATION (THIRD GRADE)</p> -<div class='sidenote'>Reading Answers</div> - -<p class='c009'>Clarence Stover was hearing a third grade arithmetic -lesson. He noticed that Louis Lebenburger kept -his eyes downcast while he recited. Stepping quietly -to one side as if to arrange the curtain shade, the -teacher could see that Louis had his book open and was -reading his multiplication table from it.</p> - -<p class='c009'>Returning to his desk, Mr. Stover said: “That was -very good, Louis. Come here, please.”</p> - -<p class='c009'>As Louis stepped to the desk Mr. Stover said, -“Louis, I am very much pleased that you know your -7’s so well. Turn to the school and say them to all -the children.”</p> - -<p class='c009'>Louis begin glibly:</p> - -<p class='c009'>“7 times 1 are 7</p> - -<p class='c009'>7 times 2 are 14</p> - -<p class='c009'>7 times 3 are 25</p> - -<p class='c009'>7 times 4 are—”</p> - -<p class='c009'>“Wait a minute,” said Mr. Stover, “7 times 3 are -how many?”</p> - -<p class='c009'>“25,” answered Louis.</p> - -<p class='c009'><span class='pageno' id='Page_275'>275</span>“How many children think Louis is right? Hands -up!” Not a hand was raised.</p> - -<p class='c009'>“How many think he was wrong?” All over the -room hands came up.</p> - -<p class='c009'>“Go on, Louis,” continued the teacher, “7 times 4.”</p> - -<p class='c009'>“7 times 4 are 32,” said Louis.</p> - -<p class='c009'>“Right or wrong, children?”</p> - -<p class='c009'>“Wrong!” shouted a chorus of children.</p> - -<p class='c009'>“Why, how is this, Louis?” said Mr. Stover. “You -knew these numbers perfectly a moment ago. Come -here, Louis.” Louis stepped to the desk. His back -was now turned to the school.</p> - -<p class='c009'>“Louis,” said Mr. Stover in a voice purposely lowered -that the other children might not hear. “Were -you cheating when I called on you a moment ago?” -Crestfallen, Louis knew he was caught, so nodded his -head in the affirmative.</p> - -<p class='c009'>“I am so sorry!” Mr. Stover continued. “I was -trusting you as an honest boy. You have shown me -that you were not worthy of such confidence. (After -a pause.) Louis, do you know any grown person who -is so tricky and so dishonest that everybody despises -him?”</p> - -<p class='c009'>“Yes, Mr. T.,” answered Louis.</p> - -<p class='c009'>“Do you know any man who is so strictly honest -and reliable that everybody trusts him?”</p> - -<p class='c009'>“Yes, Mr. L——.”</p> - -<p class='c009'>“Which would you rather be like, Louis?”</p> - -<p class='c009'>“Like Mr. L——.”</p> - -<p class='c009'>“Very well, sit down on this front seat and learn -this table of 7’s. I will hear you recite it at the recess -period.”</p> - -<p class='c009'><span class='pageno' id='Page_276'>276</span>In a few minutes the lesson was learned and recited. -Louis was dismissed to finish the period on the playground.</p> -<p class='c022'>CASE 47 (EIGHTH GRADE)</p> -<div class='sidenote'>Passing Answers</div> - -<p class='c009'>“You may all take your books home tonight—every -one. Don’t bring any pencils or paper with you to -school tomorrow. Don’t bring any notebooks or any -notes in your pockets.” This was Miss Justin’s announcement -to her eighth graders in preparation for -a coming examination.</p> - -<p class='c009'>The next day she shifted her classes so that no one -sat in front of a classmate, and gave a history and a -German test at the same time. Clarabelle sat at the -rear of the second tier of seats; across the aisle sat -Thurman.</p> - -<p class='c009'>“Thurman, what was that you picked up from the -floor just now?”</p> - -<p class='c009'>“I don’t know. I h’ain’t picked up nothin’,” was -Thurman’s confused reply.</p> - -<p class='c009'>“Now see here, Thurman, I saw you pick up a small -piece of paper. Don’t you make a move until you hand -me that paper.”</p> - -<p class='c009'>Thurman could hardly obey this order, though he -did make some effort to keep quiet. Miss Justin -came to him, demanded the paper, was refused, boxed -Thurman savagely on the left ear and went back to -her desk.</p> - -<p class='c009'>Thurman had said he had no paper and Miss J. -could not be sure that he lied. After school Phronsie -came to her teacher, saying, “Here is a paper that -seemed to blow over to my desk. I thought I should -<span class='pageno' id='Page_277'>277</span>give it to you since you told us we could not have -notes in school today.”</p> - -<p class='c009'>Miss Justin looked through her papers and found -that Clarabelle’s hand had written the notes on the -history lesson—dates of the presidential administration -with one error. Turning to Thurman’s paper she -found the list, including the error; the proof was -conclusive.</p> - -<p class='c009'>She thought, “Thurman has already had one smart -blow from me today. I’ll mark his paper off 20% for -cheating. That gives him two penalties. But Clarabelle! -She’s taken a fancy to that boy and stops at -nothing. I must give her a penalty.”</p> - -<p class='c009'>Next morning she confronted her pupil with the -evidence and gave her a choice between two alternatives: -to write a letter describing her act of helping -another to cheat and to read it to the pupils in her -room; or she might face the superintendent with Miss -Justin, who would tell the story and abide by his -decision.</p> - -<p class='c009'>Clarabelle got permission to take a day for deliberation. -Her parents were angered and decided to take -her out of school. She never returned.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Miss Justin was decidedly wrong. Study the -methods of such famous teachers as Mrs. Johnson of -Fairhope, Alabama. Conduct tests sometimes with -books open, not to have pupils show off their powers -of memory but to show how they can use books to solve -problems and to reveal their power of doing new tasks. -Let the history “exam” be a contest in story telling: -<span class='pageno' id='Page_278'>278</span>some pupils telling the story completely; at other times -have three pupils tell the story in relays. In German -let pupils have all the books they want but prepare -an examination that requires speed so that amount of -accurate work shall be the basis of grading; have -more questions than any one pupil can get over. -Divide your class into three groups, rapid, medium, -slow and make allowances for the medium and slow -so that justice shall be done to all.</p> - -<p class='c009'>Do not talk about cheating. There will be no chance -to cheat if you follow the plan just described. Deal -with any flagrant case of cheating with extreme privacy; -it is a disgrace to provoke children to cheat -and you should try to hide the affair and save the -culprit from yielding to a similar temptation should -you be so unfortunate as to place another one in his -way.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>There is no way of escaping examinations. But -only weak teachers resort to the old-fashioned typical -memory test as their main stay for examination. With -very moderate inventive powers a teacher can easily -rise far above the level of prying bits of formal knowledge -out of a child’s brain by means of set questions. -Many an examination can be passed through -with the pupil unaware of the fact that he has been -examined. The problems have been so dressed up as -to become discussions, reports or even questions proposed -by the pupils. It often takes as much information -to ask detailed questions as it does to answer them. -By sharing the dignity of asking test questions, pupils -<span class='pageno' id='Page_279'>279</span>come to enjoy the “game” of the day and refuse to -consider unfair means.</p> - -<p class='c009'>Miss Justin did not make nearly enough of such -pupils as Phronsie. The honest, painstaking pupils -are usually far more numerous than they are supposed -to be. Every one of them must be yoked into the -school “team,” so that the pull of the careless ones -will have very little effect. Sometimes, indeed, a -pupil’s influence will do even more than the teacher’s -to eliminate the habit of cheating, as in the case cited -below.</p> -<p class='c022'>ILLUSTRATION (EIGHTH GRADE)</p> -<p class='c009'>Miss Nelson, the eighth grade teacher, had the reputation -of being “stiff.” She assigned long, hard lessons -every day, and her examinations were nightmares -to her scholars. But she was near-sighted and her -pupils had formed the habit of cheating—peeping into -the book during a recitation, and helping each other -in tests.</p> - -<p class='c009'>Gertrude Hayes entered the eighth grade long after -the year’s work had begun. She had been there -a week only when Miss Nelson gave the class a particularly -hard examination in geography.</p> - -<p class='c009'>“How did you answer the third question?” was -written on a slip of paper handed to Gertrude by her -neighbor across the aisle.</p> - -<p class='c009'>Gertrude went on writing, paying no heed.</p> - -<div class='sidenote'>Refused to Cheat</div> - -<p class='c009'>“I’ve got the exports of the South written on a piece -of paper. Do you want it?” whispered the boy -back of her.</p> - -<p class='c009'>Gertrude shook her head.</p> - -<p class='c009'><span class='pageno' id='Page_280'>280</span>The next day in history class she was called on to -give the details of Sherman’s march to the sea, which -was in the latter part of the assignment. Before the -class was called she had told Grace, who sat in front of -her, that she hadn’t read all the lesson.</p> - -<p class='c009'>While Gertrude was thinking what answer she could -make, Grace opened her book at the page on Sherman’s -march, pointing with her pencil to the lines which -would help Gertrude out.</p> - -<p class='c009'>“I don’t know,” said Gertrude, and saw a 0 go -down in the class book for that day’s recitation.</p> - -<p class='c009'>Grace looked at Gertrude in round-eyed astonishment. -At noon she asked, “Why in the world didn’t -you let me help you in history class? She’s as blind -as a bat and wouldn’t know it.”</p> - -<p class='c009'>“Because I didn’t have my lesson and I wasn’t -going to cheat about it.”</p> - -<p class='c009'>Grace felt rather uncomfortable and decided that -she wouldn’t let Gertrude see her cheat after this, anyway.</p> - -<p class='c009'>Before long everyone in the room knew that Gertrude -never had cheated and couldn’t be persuaded to -do so. Several of the girls followed her example and -refused to help or be helped when it was not fair. By -the end of the year cheating in the eighth grade was -still carried on, but surreptitiously, for those who still -cheated were ashamed of their dishonesty and were -anxious to be thought as honorable as their classmates -who had given it up.</p> - -<p class='c009'>Thus was a new standard of honor set up in the -eighth grade room by the persevering honesty of one -little girl. To the credit of Miss Nelson it should be -<span class='pageno' id='Page_281'>281</span>said that quietly she had taken note of Gertrude’s -conduct and influence. There was no public demonstration, -but by silent communication and little individual -signs Gertrude was made fully aware that she -held the fullest esteem and confidence of her teacher.</p> -<p class='c022'>CASE 48 (HIGH SCHOOL)</p> -<div class='sidenote'>Copies Science</div> - -<p class='c009'>It was the evening of the first day of mid-year examinations -at Mount Hope High School. Miss Noland -was correcting algebra papers and wore a troubled -frown as she glanced over Oliver Geigler’s paper, not -because it was so incorrect but because it was so well -done. Oliver could never have written it unaided. -That she knew. She resolved to keep a lookout the next -day while Oliver was writing examination papers, and -if she could get conclusive evidence that he had cheated -she would deal with him accordingly.</p> - -<p class='c009'>Fifteen minutes after the class in general science -began to write their examination, Miss Noland very -stealthily crossed the room apparently to get a pamphlet -from the bookcase, but really to see why Oliver -Geigler was sitting back so far from his desk while he -wrote. Sure enough, his open science book was halfway -out of his desk on his lap and he was looking at it. -The slight noise made by the shutting of the bookcase -door caused Oliver to look up and to see that Miss -Noland was near. He instantly moved up nearer to -his desk, thus shoving the open book into it and assuming -studiousness, gazed fixedly across the room as if -trying to recall the answer to a question.</p> - -<p class='c009'>Miss Noland went to him, reached into his desk and -took out the open book and said:</p> - -<p class='c009'><span class='pageno' id='Page_282'>282</span>“You march right into the office and tell Mr. -Russel that you were cheating! I’ll be in there as soon -as I can get away from here to see what you have told -him. Nobody can cheat in this room and escape being -caught at it.”</p> - -<p class='c009'>Resentment was marked even in the boy’s slow movements -as he got up and went to the office. Mr. Russel -suspended him from school for a week and told him -that he must promise to stop cheating when he returned -to school.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>When you have reason to believe that cheating is -going on in your classes, create a class sentiment -against it and as far as possible remove the temptation -to dishonesty. You can create a sentiment against it -by talks and stories upon the subject of honesty given -before the entire school and by appealing privately to -individual students whom you know to be honest and -saying to them something like this:</p> - -<p class='c009'>“I believe you are perfectly honest and would like -to have others to be so. You can help to eliminate -cheating from our school by talking against it -whenever you have an opportunity. Of course we -will not talk about individuals who cheat, but will -say what we think about the bad effects of cheating -itself.”</p> - -<p class='c009'>To remove temptation to dishonesty, be sure that -you are fair. Make very definite assignments of -what is to be learned so that nobody can possibly be in -doubt as to what you will ask. If the lesson is in -American history, say, “Tomorrow I shall ask each -<span class='pageno' id='Page_283'>283</span>one of you to write the full name of each of the first -ten Presidents of the United States in the order in -which they served.” The next day pass out small -papers and give them five minutes in which to write -the Presidents’ names. Have them exchange papers, -let some one read what is on the paper he has while -the others check errors on the papers they have. Correct -erroneous answers as the reading proceeds. Ask -pupils to grade the papers and return them to their -owners. Call the roll and have each pupil respond -by telling what grade he received. Gather up the -papers and verify grades, returning the papers the -next day. For the following day give a similar assignment.</p> - -<div class='sidenote'>Five Minutes Test</div> - -<p class='c009'>Use the five minute test method on any assigned -lesson until pupils become thoroughly familiarized -with the writing of tests and come to regard it as a -usual—not an unusual—experience. Say, “Study this -lesson carefully. I will give you a little test on it tomorrow.” -Until you can trust the class, give many -questions with short answers, rather than few questions -with long answers. The pupil who is trying to -cheat can not stop to hunt up answers in his book, -where things are moving so rapidly. Suppose the -science lesson is on water. The day after the assignment, -pass out slips of paper about three by six inches -in size. Say, “Put your name at the top of the paper -and number up to ten along the left margin. Answer -each question in one word if possible.”</p> - -<p class='c009'>“No. 1. Water is made up of two elements. One -of them is hydrogen. Write the name of the other -after 1 on your paper.”</p> - -<p class='c009'><span class='pageno' id='Page_284'>284</span>“No. 2. Write one word in answer to this question, -Which is heavier, water or ice?”</p> - -<p class='c009'>“No. 3. Write in figures a number. At what degree -Fahrenheit does water boil?”</p> - -<p class='c009'>“No. 4. Write ‘Yes’ or ‘No’ to this question: Can -you tell pure water from impure by sight?” Continue -up to ten, asking such questions as may be -answered by one word or one number. Have papers -corrected as indicated above and keep record of the -grades.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>The child who cheats has not been educated correctly -and so has not sufficient prejudice against dishonesty. -He needs to be educated. The dread of tests and examinations -can be almost entirely overcome by giving, -almost daily, tests which take up little time, accentuate -important features of the lesson, and give equal -chances to test the knowledge of all on a few important -points. Pupils invariably like tests under the -above conditions.</p> -<p class='c022'>CASE 49 (HIGH SCHOOL)</p> -<div class='sidenote'>Undeserved Standings</div> - -<p class='c009'>(4) <i>Cheating by teacher to please principal.</i> There -are times when an almost irresistible pressure is -brought to bear upon teachers to yield to custom or -concede to circumstance. James C— was a junior in -the State University of Iowa when it became necessary -for him to teach to earn money for his senior year. He -secured a position in a small town as science teacher in -a high school which had a staff of three—the principal, -a good-natured time-server with an eye to reappointment -<span class='pageno' id='Page_285'>285</span>at an advanced salary, and a very pretty and -popular young English teacher, whose easy standards -and sweet helpfulness endeared her to all her students.</p> - -<p class='c009'>Now football ruled the day at North Burley High -School. The team had beaten every town within a -radius of fifty miles the year before, and now they -proposed to play the teams from some of the larger -towns of the state. The coach, an old college player, -was exceptionally good, and his team worked like a -machine. The star player was Leslie Linwood, a boy -who passed his days in sleepy toleration of lessons, -only to wake up on the gridiron to a mechanical perfection -of response and a cool initiative of successful -leadership that insured the winning of games. He was -the idol of the school, although he could do nothing -but play his wonderful games. Every one bowed down -to him as the chief element in a proudly-maintained -championship.</p> - -<p class='c009'>There was, however, one old-fashioned board member -who thought football an unimportant side-line in -a high school, and it was through his influence that a -rule existed to the effect that no student who had not -passed in three studies for a month previous to the -playing of a game should participate in a game. The -rule had not troubled the football team—all its members -always had 70 or above each month.</p> - -<p class='c009'>But Leslie Linwood took two sciences that year -under Mr. C—. He failed outright in physics, which -seemed to be worlds beyond his mentality; and he delayed -the preparation of the notebook in biology until -Mr. C— was compelled to fail him in that study also. -He was therefore ineligible to play upon the team, and -<span class='pageno' id='Page_286'>286</span>three big games were coming. Leslie, at the suggestion -of the coach, went to Mr. C— and asked for more -time for his notebook.</p> - -<p class='c009'>“You had all month in which to write it up,” replied -Mr. C—. “Two girls failed to get theirs in, and -I failed them. You were not ill; you were just lazy -and indifferent. I don’t see why I should give you a -chance that the others don’t have.”</p> - -<p class='c009'>“Will you let me have another examination in -physics then?” asked Leslie.</p> - -<p class='c009'>“I don’t see why I should. But you can ask Mr. -Rounds, and if he says to do it, I will.”</p> - -<p class='c009'>Leslie did ask Mr. Rounds, and Mr. Rounds consented. -So Mr. C— gave Leslie another examination -in physics, in which Leslie made the grade of 35; and -things were worse than they were before.</p> - -<p class='c009'>“But see here, C—,” said the astute Mr. Rounds, -“you know you must manage to pass Leslie in one or -the other before next Saturday. The whole school expects -it; we need him for the Patterson game.”</p> - -<p class='c009'>“But I don’t know how to pass a boy who simply -doesn’t know an induction coil from an apple pie,” -replied the innocent Mr. C—. “I can’t tell a lie, -can I?”</p> - -<p class='c009'>“No, you don’t need to do that, of course. But you -must get him through some way. Give him some -coaching, can’t you? Of course every one knows he’s -stupid; but he can play football, and the school simply -wouldn’t stand for his being off the team—to say -nothing of the townspeople.”</p> - -<p class='c009'>To Mr. Rounds’ representations the pretty English -teacher added some pretty advice, and a score of students -<span class='pageno' id='Page_287'>287</span>haunted his footsteps to know how Linwood was -coming on in biology; “Well, then, in physics?” Mr. -C— grew a bit thin, as men do who fight a hard fight; -for Mr. C— was fighting for his honor.</p> - -<p class='c009'>Mr. C—’s honor lost. To make a long story short, -he gave Leslie Linwood another examination on Friday -afternoon; and when he had reached his room, he -deliberately burned the paper in the Franklin stove -without looking at it. He had no delusions as to -what he did; he grimly called himself a name that he -knew he deserved as the bright flames flashed into his -face.</p> - -<p class='c009'>Mr. C— went to the game the next day, and received -the smiles of a pleased community with outward calmness. -His inward writhings smoothed themselves out -after a few days; he found a certain pleasure in being -popular, and the contempt of the few people who knew -just what he had done did not show itself openly. He -finished the year without unpleasantness of any kind, -and was “regretted by a large circle of friends” when -he declined reappointment in June. He looked like -the same man who had gone out to teach the fall before, -but he had lost an inestimable treasure; the greatest -tragedy that can happen to man had happened to him—he -had deliberately sold himself to the public. A -chance to work a great reform, to replace a low ideal -with a high one, to teach the plastic minds of a whole -school the difference between the worth-while and the -not-worth while, had been lost. All that had taken -place because he had not courage to take a stand upon -a plain question of truth and falsehood. He had -yielded to mob control.</p> -<p class='c022'><span class='pageno' id='Page_288'>288</span>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Evidently Mr. C— had time to measure the situation -with care. This matter of failing students is so -familiar that he can be prepared, without uncertainty, -for puzzling situations.</p> - -<div class='sidenote'>Refuses to Lie</div> - -<p class='c009'>Mr. C— can proceed as follows: ask the high -school teachers privately the following question, “If -after a teacher has done his best with a student and he -fails, is it right to give him a passing grade?” The -answer, “Yes” or “No,” is to be secured from each -teacher. Nine times out of ten the answer will be -“No.”</p> - -<p class='c009'>Make a record of every effort and failure of Leslie, -and at the end make a memorandum of the teacher’s -opinion and file it with the principal. Then when -questioned by pupils, refer to the facts on this report -and say, “I have turned the matter over to the principal.” -Have a frank talk with Leslie if you have managed -him without friction so far, and if he begs to be -allowed to play anyway in spite of the rules, say, -“You do not want me to do what is not fair, do you?”</p> - -<p class='c009'>Hold out to the end without flinching, and take the -consequences. Have Leslie informed on every step -you take.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>The chief difficulty is the over-emphasis which -schools place on winning games. If no one takes a -stand against dishonesty in giving grades, the reform -will never be instituted. If one is willing to leave the -school at the end of the year because of his conscience, -<span class='pageno' id='Page_289'>289</span>he would far better leave earlier with a clear conscience -and the passing disfavor of the school.</p> - -<p class='c009'>The actual procedure must be determined by the -rules in force. The Inter-High School Athletic Association -rules must be followed at all hazards. By following -the principal’s instructions, turning over Leslie’s -papers and assuming that the principal wants -the right thing done, he can be made to share the responsibility -of keeping Leslie out of the game.</p> - -<p class='c009'>By keeping a few persons informed with regard to -your management of every step of the procedure, you -will be saved from being falsely accused of giving an -undeserved passing grade, or of wrongly depriving -the pupil of the same.</p> -<p class='c022'>ILLUSTRATION (HIGH SCHOOL)</p> -<div class='sidenote'>Boy’s Admission</div> - -<p class='c009'>Silas Harper taught German at the Crossville High -School with fourteen pupils in the second year class. -The same old story of failure to pass threatened to -keep Thornton Tanner out of the next football game. -Just as soon as the complication took shape, Harper -had a clear understanding with the principal, who, not -knowing that the star player was in danger of losing -his standing, said in faculty meeting, “No pupil who -fails in one study can play on the scheduled games.”</p> - -<p class='c009'>All the usual devices for pulling Thornton through -failed. The day before the game the following conversation -occurred:</p> - -<p class='c009'>“Thornton, have I given you all the help you needed -to get your German up?”</p> - -<p class='c009'>“Yes, Mr. Harper, you have. You aren’t to blame -if I don’t play.”</p> - -<p class='c009'><span class='pageno' id='Page_290'>290</span>“I’m exceedingly sorry; I don’t know any way out. -Thornton (looking the boy in the eye), can you say -that you have had a square deal and that you are not -entitled to play?”</p> - -<p class='c009'>“Yes, I believe I can. But I don’t see that that -does any particular good. The fellows don’t care -about my studies; they want me to play. They think -if I don’t we shall lose.”</p> - -<p class='c009'>Thus the matter ended with the two. When the -coach inquired of Harper about Thornton, the situation -was explained and no hope of relief developed. -The principal was deeply annoyed over the situation. -He said:</p> - -<p class='c009'>“I’m afraid we made a mistake somewhere. I think -we’d better let Thornton drop German from his schedule -and so free him from the record of a failure.” Mr. -Harper remained silent for a moment; then he remarked:</p> - -<p class='c009'>“I can’t agree to that. I will make my written -report to you and to the superintendent and explain -the situation to my German class. The athletic rules -as understood by the boys themselves will not allow -Thornton to play. I can’t yield to popular clamor -and give a grade where the boy himself affirms he -doesn’t deserve it. Your plan will put him on the -team, but it will not make him respect honor or law.”</p> - -<p class='c009'>The principal carried out his plan. The pupils -knew all about it; they rejoiced over the splendid victory; -but their respect for the dishonored principal -was easily eclipsed by their silent admiration for Silas -Harper, their enthusiastic supporter in athletics, but -unflinching champion of right.</p> -<div> - <span class='pageno' id='Page_291'>291</span> - <h3 class='c015'>9. Lying</h3> -</div> - -<p class='c016'>No more harmful misdemeanor than lying can be -discussed. It is fortunate that it is not very prevalent -in the first grade; still that does not remove the very -urgent importance of using every caution to prevent -and cure it whenever and wherever it is found. When -one learns that most of the great newspapers of the -country will flagrantly print lies to make otherwise -unnoticeable articles of news “catchy” and exciting; -that great stores, and small ones as well, have systems -of lying devised to allure trade; that everywhere in -this busy world lying is the basis of all dishonesty and -graft, the teacher can not fail to see the necessity for -right training in this direction. A lie is not so many -untrue words; it may be work not done as agreed upon, -a contract worded in such a way as to evade responsibility, -or a thousand other ways of deceiving. Lying -has crept into every avenue of municipal, state and -national affairs. In view of all this, the teacher must -do all in her power to prevent and cure lying.</p> - -<div class='sidenote'>Types of Lies</div> - -<p class='c009'>Lying may be variously classified, according to motives. -However, for the teacher’s purpose, it is only -necessary to recognize four types of lying according -to the motive.</p> - -<p class='c009'>First, a pupil is often forced to lie, because the -teacher pursues some indiscreet method which he mistakes -for shrewdness, but which, in reality, is only a -trap in which to catch pupils, with the result that a -lie is the product of the method.</p> - -<p class='c009'>Second, pupils that have very imaginative minds -often tell the teacher a story or some incident which -<span class='pageno' id='Page_292'>292</span>they color to suit their keen imaginations and thereby -strain the truth.</p> - -<p class='c009'>Third, children lie very frequently because of fear.</p> - -<p class='c009'>Fourth, perhaps the worst form of lying is that by -which children try to obtain things they want, believing -they can not secure them by being truthful.</p> - -<p class='c009'>In a certain school some petty offense had been -committed on the playground. The teacher did not -know who had done it. After the bell rang and every -pupil was in his place, the teacher passed from pupil -to pupil down and up each row of seats asking, “Was -it you?” To make her questions more imperative -she punctuated them by a sharp look or pointing her -finger at each pupil as she asked the question. From -each little tot came a simple, “No.” But some one of -the pupils had committed the offense and all replied, -“No,” therefore one of the pupils had lied. Why? -The teacher had instigated the lie. Little do teachers -think that such methods as this are productive of more -harm than good. Finally this same teacher will ask, -“Does any one know who did it?” All are afraid to -admit who did the act in spite of the fact that every -pupil knows just who committed the offense. In the -last round of what the teacher deems her shrewdness, -she has led every pupil to lie. Teachers who follow -such tactics know little or nothing about human nature -or child psychology.</p> - -<div class='sidenote'>A Teacher’s Blunder</div> - -<p class='c009'>The teacher who bluntly asks a pupil, “Did you do -that?” is paving the way for a falsehood. Again, -what teacher can not recall entering the schoolroom -and finding a vase broken, a window pane broken, or -a choice sentence erased from the board and at once -<span class='pageno' id='Page_293'>293</span>commenting in a strained tone of voice, “That is too -bad! I wonder who did it.” Again the opportunity -for a falsehood is provided. The thoughtful teacher, -from the above suggestions, will be able to recall many -instances where she in effect forced pupils to tell falsehoods.</p> - -<p class='c009'>To prevent all such lying, the teacher must carefully -study the method she is planning to use in ferreting -out some mischief, before she uses it. <i>She must study -its effect upon the children; if it has the slightest tendency -to cause them to prevaricate, then it is far better -to leave the mischief unnoticed than to cause pupils to -tell lies.</i></p> - -<div class='sidenote'>Talking on Truth-Telling</div> - -<p class='c009'>In this instance the teacher would have done the -right thing had she explained to the pupils the value -of truth and how she appreciated a child that told the -truth. She should have explained that older people -break things, commit offenses and make other mistakes. -The mistake is not so bad in itself, for every one is -liable to make a mistake. Further, the teacher should -plainly point out to the pupils that when any one has -made a mistake or committed an offense, or broken -something, the deed is smoothed over and mitigated -when the offender tells the truth about it. Teachers -have no right to make a new law for themselves; it is -God’s law to forgive any and all offenders, if they will -but come to him and confess. What is confession but -telling the truth?</p> - -<p class='c009'>Children in the first grade are not too young to have -the matter of truth put before them in this manner. -After the talk the teacher must avoid any attitude of -questioning or even of suspicion, but go on about her -<span class='pageno' id='Page_294'>294</span>work in the kindest mood. As a rule, before many -hours her patience will be repaid by a little form at -her side, whose eyes fill with penitent tears, and she -will hear a story of truth that will gratify her heart.</p> - -<p class='c009'>What should the teacher do with such an admission? -Approve such a child for its truthfulness. Thank him. -He deserves all the kindness and sympathy a teacher -can extend. To treat a child like this about an offense -will remove the motive for lying and the chance for -offenses. Besides he has been encouraged in telling -the truth and afterward will doubtless continue to be -truthful.</p> - -<p class='c009'>Every community has its liars. Some communities -have more than their share. Who knows but that these -liars may not, once, have been children who told incidents, -accidents and stories to parents, playmates and -teachers and, by reason of an imaginative mind, added -little flourishes of their own. Some teachers do not call -such statements lies, but whatever part of the incident, -experience, or story, was recited for the purpose of -deceiving was false. It is true, children are called upon -in language classes to write about such subjects as, -“A Ride on an Ocean Steamer,” “A Street Car Accident,” -and many others that describe something that -has never entered into their experience. This is imagination, -and while it has its value, it has its dangers -also. There is a movement away from the practice -of having children write about imaginary things; -instead they are instructed to write about real things. -This tendency is very proper, but does not mean a -total neglect of the cultivation of imagination.</p> - -<div class='sidenote'>The Imaginative Lie</div> - -<p class='c009'>To illustrate just what is meant by the lie that may -<span class='pageno' id='Page_295'>295</span>grow out of the imagination, a child comes to the -teacher and begins telling her about the antics of a -little baby brother or sister. The teacher shows an -interest in what the child is telling. Every child likes -to be admired and approved because of what he can do -or tell. The teacher’s pleased look and smile stimulate -the child to make his conversation as interesting as possible, -and almost without any effort he can put touches -of exaggeration into the conversation about the baby.</p> - -<p class='c009'>Again, who has not watched a group of first grade -pupils at play, and overheard them telling things to -each other which could not possibly be true? They -imagine themselves merchants, aunties and uncles, and -concoct conversations that would rival the art of any -story-teller. It is this imaginative impulse that -prompts them to color so many of the incidents they -relate and often leads them to tell for the truth things -that never happened.</p> - -<p class='c009'>It is a question whether it is best to throttle the -imaginative wanderings of the child mind or not. It -is doubtful if harm can come from the imaginary conversations -of children at play. In reality they are -getting themselves ready for the activities of adult -life and mayhap it is the best wisely to guide them in -their play activities rather than suppress them.</p> - -<p class='c009'>But should a child let his fancy persuade him to -strain the truth when he tells an actual occurrence? -The teacher can very easily curb this tendency by not -showing an interest in what the child is telling. How -should this be done?</p> - -<p class='c009'>Every teacher knows that as the child talks he looks -into the face of the teacher. There he notes the raising -<span class='pageno' id='Page_296'>296</span>of the eyebrows, the twinkle of the eyes, the faint -trace of a smile, and the line of the lips, all of which -are indices of the mind of the teacher. Every teacher -knows quite well that his face indicates to a pupil -whether the answer he is giving to a question she asked, -is right or wrong. These signs in the teacher’s face -either encourage or discourage a child. The teacher -who wishes to disapprove of any untruths a child may -weave into his conversations, needs but to lower his -eyes at those points of the conversation where she feels -that the child is not relating the truth. Care should -be taken not to discourage him in what he is telling. -Rather do the opposite. It is the province of the -school to enable children to express freely and in good -English, those things they know, see and experience. -Then it is expedient to show, by the features, disapproval -of that part of the conversation only that is -untruthful. Encourage conversation about the real. -Such a method will hold the child to the truth and will -tend to make him strive to tell the truth under all circumstances. -However, the teacher must remember -that he may still continue to speak of fanciful things, -and it is well for her not to attempt to remedy -that.</p> - -<p class='c009'>There can be no mistake in using the direct method of -teaching truthfulness. To do this a teacher need not -say, “Do not lie.” She should use the positive method—tell -stories bearing upon the value of truth. She -can weave truth into her every day life, the daily lessons, -and all other activities of the schoolroom and the -playground.</p> - -<p class='c009'>The teacher who tells the pupils how fine it is to be -<span class='pageno' id='Page_297'>297</span>truthful, is dropping a seed which will grow into a -great plant of truthfulness in the child’s life.</p> - -<div class='sidenote'>The Lie of Fear</div> - -<p class='c009'>There is no excuse for the teacher who has a pupil -in her room who tells lies because of fear of her. How -true it is that so many children tell falsehoods because -of fear. In the home, of all places where love and -confidence should reign supreme, children are taught -to lie because they fear the unreasonable punishments -of parents. These children enter school where a cruel -teacher sets up a code of rules that she can not obey herself, -but expects the pupils to obey. Naturally, in the -activities of the schoolroom these children trespass on -the teacher’s sacred rules. Then they fear punishment. -In order to escape this punishment they tell -falsehoods. This is all wrong, and childhood cries out -against it. Why can not parents win the confidence of -their children by love and sympathetic guidance and -treatment, so that they will openly and frankly admit -when they have been mischievous? Why can they not -so teach their children that they will tell the truth -about their petty offenses? Why, then, can they not -pardon them and confidently admonish them to offend -no more? Parents are too prone to forget that as children -they, too, were mischievous. This is not a discussion -for parents, but what has been said is also of -value to the teacher, for the teacher receives these -children at the age of six and is expected to cure them -of all the evils that short-sighted and inexcusable parents -have taught; hence, it becomes the teacher’s duty -to correct the child that tells falsehoods because of fear.</p> - -<p class='c009'>Heroic measures are not needed. The prudent -teacher will have no alarming code of rules or other -<span class='pageno' id='Page_298'>298</span>guideposts to right conduct displayed in her schoolroom. -She will act as the guidepost herself. She will -discreetly lead the young lives intrusted to her by love -and sympathy. A six-year-old child needs direction -and instruction, and not punishment, as so many -teachers believe. Then the teacher who loves and -controls her pupils aright will have the confidence of -her pupils. They will not fear her. They will not -need to lie to cover up their misdemeanors. They will -tell them to the teacher, because they know she will -wisely counsel them. Fear being removed, truthfulness -will naturally follow.</p> - -<div class='sidenote'>Lying for Gain</div> - -<p class='c009'>The pupil that has acquired the habit of lying to -obtain the many things he wants is the most difficult to -handle. This habit is usually the result of very poor -home training, but in many instances the child resorts -to falsehoods to obtain his ends in school, and the habit -is begun after the child enters school. While all types -of lying are pernicious, none is worse than the one -which tempts a child to lie to gain some material -end.</p> - -<p class='c009'>In many instances a pupil secures something from -the teacher by means of a misrepresentation and the -teacher is not aware of it, but later learns that the pupil -has secured the coveted object by false methods. There -is nothing left for the teacher to do, except to tell the -child about his misrepresentation and request him not -to repeat it. This must not be done in a faultfinding -way, but as a means of instruction. Sometimes the -misdemeanor may be of such proportions, that all that -can be done is to give direct instructions against it; -but when this becomes necessary, the teacher must do -<span class='pageno' id='Page_299'>299</span>it in a way that will win the child’s confidence. Not a -word nor look of criticism should escape the teacher. -Her instruction should make plain to the child the evil -results that will arise from such falsehoods. If the -teacher is not careful she will make the child more -evasive in his attempts to misrepresent. After that he -will use all the tact he can, to keep his falsehoods hidden; -so it becomes very imperative that the teacher -give direct instructions with the utmost care. It is -indispensable that she remain within the child’s confidence. -It can not be emphasized too much, that but -little can be done for a child in the way of direct or -indirect instruction, if the teacher has lost the confidence -of the offender.</p> - -<p class='c009'>Usually the teacher can detect from the child’s manner, -that he is lying to obtain what he wants. In such -a case the teacher can more easily apply an effective -method and one that will in due time remove the habit -from the child. Often the teacher can lead the child to -the truth by a series of careful questions. Answers to -the questions are the child’s gradual admission of the -truth. These admissions can be drawn from the child -by facial suggestion; that is, the teacher can approve -by a pleased countenance that reply which she deems -the truth and disapprove that reply which she deems -a falsehood by merely assuming an unmoved countenance -or expressing negation. Also, negative movements -of the head, suggest, “No,” to the child when he -is telling a falsehood and this suggested “No” will -bring out the truth. The positive movement of the -head consents to the truth when stated by the child.</p> -<p class='c022'><span class='pageno' id='Page_300'>300</span>CASE 50 (KINDERGARTEN AGE)</p> -<p class='c009'>(1) <i>Lying in order to accomplish a desired end.</i> -The following occurrence very nicely illustrates the -method. A little girl had secured permission from -her mother to visit the home of a young man who was -doing some experiments in child psychology. While -there he used her as a subject for an experiment. The -experience pleased the little girl, and in a few days -she wished to make another visit, but knew that her -mother would not grant the privilege. The little girl -went to the young man’s home without her mother’s -consent. Upon arriving there the little girl suggested -that they go into the kitchen. The experiment of a -few days before had been performed in the kitchen. -The experimenter knew the mother well enough to -question whether the little girl had secured her -mother’s consent. When he asked her if her mother -had allowed her to come, she replied, “Yes,” but the -young man saw at once that the child was lying and -determined to get the truth without the child’s knowledge -of his object or without forcing her to tell the truth -as so many unwise teachers attempt to do, and fail.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<div class='sidenote'>Suggestion As a Remedy</div> - -<p class='c009'>The following is the exact conversation: The young -man said, “Your mother allowed you to come the other -day, did she not?” This he emphasized by a positive -nod of his head. The little girl readily replied, “Yes.” -Then the young man said, “But today your mother did -not allow you to come? No, no.” This question he -emphasized by a negative nod of his head. The little -girl hesitated, and told her wavering falsehood. Her -<span class='pageno' id='Page_301'>301</span>reply was, “Yes, she said I could go into the kitchen.” -Again he asked his questions, emphasizing each by the -proper motions of his head. To the last question, the -little girl replied, “She did not say I could come -today.” He had used the principle of leading suggestion, -and had led the little girl to tell the truth. He -did not change his attitude toward the child. He was -firm and kind. She was old enough to understand the -significance of the lesson and did not attempt to tell -the young man another falsehood, and he had occasion -to have the little girl about him almost every day.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>It is worth consideration, that to this tendency to -misrepresent in order to secure an end or desire, teachers -apply such crude and unskilled methods of prevention, -they really force children to tell more falsehoods. -It is urgent that a teacher should always study all cases -of falsehood coming up and then with common sense -approach them in such a way as to prevent, instead of -intensify, the habit of lying.</p> - -<p class='c009'>(2) <i>Lying in order to cover up a wrong act.</i> Very -much of what has been said regarding the method of -dealing with very young children applies with equal -force to older children, except that the older ones have -more definitely formed ideas of what is right and -wrong.</p> -<p class='c022'>CASE 51 (SECOND GRADE)</p> -<div class='sidenote'>Marking Desks</div> - -<p class='c009'>Miss Simons looked down the row of seats in the -second grade room and saw that Forrest Short was -drawing on his desk with his lead pencil. She walked -<span class='pageno' id='Page_302'>302</span>back to his seat and saw that the drawing represented -an apple. She said, “Forrest, how did this drawing of -an apple get on your desk?”</p> - -<p class='c009'>Startled and abashed, Forrest whispered, “I don’t -know anything about it.”</p> - -<p class='c009'>Miss Simons walked away and said no more.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Do not ask a child, who has done some misdemeanor, -whether or not he did it; especially, if you already -know that he did it.</p> - -<p class='c009'>Miss Simons should have said privately to Forrest: -“I saw you drawing on your desk. These desks and -this schoolhouse belong to everybody who lives near -here. We can benefit all of them by keeping the desks -and the entire room as neat and clean as possible. See -if you can not get the marks off of your desk. I will -show you how. We want the next child who uses it to -find it just as nicely kept as you found it.”</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Miss Simons could reasonably expect nothing else -than that Forrest would tell a falsehood when the -truth would condemn him. Furthermore, she acted -a lie herself if she pretended not to know how the -drawing came to be on the desk. A teacher who wishes -to foster truthfulness in a child will not wittingly -tempt him to tell an untruth. Miss Simons made the -untruth too easy. Had she assumed in talking with -Forrest that he had made the drawing, he would have -admitted it.</p> -<p class='c022'><span class='pageno' id='Page_303'>303</span>ILLUSTRATION</p> - -<div class='sidenote'>Drawing</div> - -<p class='c009'>Miss Cate, who was teaching the second grade in a -village school, saw that Edward Marsh and Rolland -Gray were both drawing on their tablets during the -period when they should have been preparing their -arithmetic lesson.</p> - -<p class='c009'>She said to Edward, “I see you are drawing. Have -you finished your arithmetic problems, Edward?”</p> - -<p class='c009'>“Yes, Miss Cate,” he replied.</p> - -<p class='c009'>“Drawing is a good pastime when you have your -lessons prepared,” said Miss Cate. “Here is a piece -of paper and a model. Copy this for me as accurately -as you can and I shall be pleased to see it when you -have finished it.”</p> - -<p class='c009'>She then said to Rolland, “I see that you too are -drawing; have you finished your arithmetic?”</p> - -<p class='c009'>“No, Miss Cate,” he said.</p> - -<p class='c009'>“Drawing is a fine, noiseless pastime,” she said, -“but just now I wish you to do your problems in -arithmetic. As soon as you have finished them, raise -your hand and I will give you a good, easy model to -draw from.” Both children went happily to work.</p> - -<p class='c009'>(3) <i>Teaching untruthfulness.</i> Many a teacher gives -her pupils lessons in untruthfulness by practicing upon -them what she considers to be harmless deceptions. -It is a weak teacher who finds such aids to discipline -necessary.</p> -<p class='c022'>CASE 52 (THIRD GRADE)</p> -<p class='c009'>It was Miss Weber’s first day of school in Roxbury, -Missouri. She came as a new teacher from a nearby -normal school.</p> - -<div class='sidenote'>Teacher Falsifies</div> - -<p class='c009'><span class='pageno' id='Page_304'>304</span>In outlining her first day’s work the evening before, -the words of her training teacher had been in her mind, -“As the first day goes, so goes the year.”</p> - -<p class='c009'>“I’ll take the first five minutes tomorrow,” thought -Miss Weber, “to tell the children what I hope from -them. They will then be pretty sure to meet my expectations.”</p> - -<p class='c009'>After a cheery “Good morning, children,” she said, -“I’m going to take a few minutes this morning to talk -with you. I want you to be very good children this -year. I’ve got eyes in the back of my head and when -my face is turned away from you I can see what is -going on back of me.”</p> - -<p class='c009'>Some of the pupils in her room actually believed this -for about a week, when one day Jimmie Knox decided -he would test Miss Weber’s “double eyes.” He had -not studied his spelling lesson; so when the papers -were exchanged for correction (his among them) and -Miss Weber was writing some words on the board, he -made another copy from his spelling book which lay -open before him.</p> - -<p class='c009'>When the papers were returned the next morning -Miss Weber said, “I was sorry to find out that Jimmie -Knox could not be trusted while my back was -turned.”</p> - -<p class='c009'>All eyes were on Jimmie while she went on to give a -long talk on “Deceit,” bringing out such points as:</p> - -<p class='c009'>“A deceitful child is handicapped. Any boy who -cheats is almost sure to be a liar and a thief also.”</p> - -<p class='c009'>“There is very little hope that a child who cheats -will ever become a great and good man.”</p> - -<p class='c009'>Several days later Miss Weber said, “If you all get -<span class='pageno' id='Page_305'>305</span>100 in spelling today, I’ll be so proud of you I shall -have to give you each a gold medal.”</p> - -<p class='c009'>“Oh, shall we have gold medals, Miss Weber?” asked -one enthusiastic little boy.</p> - -<p class='c009'>“No, not really. You mustn’t believe everything I -say, William.”</p> - -<p class='c009'>“Did you mean,” asked Jimmie, “what you said -yesterday about cheating?”</p> - -<p class='c009'>Miss Weber paused a moment, then said, “That’s -enough from you, Jimmie.”</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Make only such resolutions and statements at the -beginning of the term as you know you will be able to -carry out. If you should happen to make a remark -that the children may be likely to interpret too literally, -be sure to amend it immediately, so that your -idea will be clear to them. Do not claim greater powers -than you possess nor hope to prevent deception on the -part of the pupils by practicing deceit upon them.</p> - -<p class='c009'>If you find out that a certain pupil has cheated in -his work, give all the children a short talk, every word -of which is constructive. That is, do not speak on the -negative topic “Deceit,” but on the positive opposite -virtue, “Honesty”; it will be much more effective. -Illustrate each of your statements by an actual experience -showing the desirability of possessing a -strictly honest character.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Miss Weber had the right idea when she said to herself -that children will meet their teacher’s expectation -<span class='pageno' id='Page_306'>306</span>of them, but she applied a wrong method to bring this -about. It is not necessary to give a formal talk on what -you expect in the way of behavior. Your every movement -in the room should disclose your expectation and -your confidence in the pupils.</p> - -<p class='c009'>Jimmie Knox should not have been made the target -for Miss Weber’s talk on Deceit. She further made -the mistake of expressing utter hopelessness for the -child who deceives, as if his fault were an inherent -wickedness, and, therefore, not to be remedied.</p> - -<p class='c009'>Jimmie Knox was not altogether to blame for his -cheating. Miss Weber had challenged his act by saying -that she could see what was going on even though -her back was turned. His natural inquisitiveness led -him to test her statement.</p> - -<p class='c009'>A teacher may never hope to have the confidence of -her pupils if she says to them, even in a joking way, -as Miss Weber did, “You must not believe everything -I say.” Could she blame her pupils for doubting her -word after making statements to them which even she -herself admitted to be untrue?</p> - -<p class='c009'>Occasionally it is well to turn a class discussion in -such a way as to have a direct bearing on a local situation, -if this can be done without special allusion to any -offender. The following story shows how this may be -done. It also illustrates the method of throwing emphasis -upon the positive virtue desired rather than -upon the fault to be eliminated.</p> -<p class='c022'>ILLUSTRATION (FOURTH GRADE)</p> -<div class='sidenote'>Cheating</div> - -<p class='c009'>Miss Hancock, a teacher in the fourth grade of a -small town in New York State, discovered from the -<span class='pageno' id='Page_307'>307</span>results of two papers in arithmetic that one of her -pupils had cheated.</p> - -<p class='c009'>The next morning an opportunity came in the history -lesson to emphasize Lincoln’s honesty.</p> - -<p class='c009'>“He was so honest that when he was keeping a store -as a young man in Illinois, he walked several miles one -night to return two pennies to a woman whom he had -overcharged for a purchase.</p> - -<p class='c009'>“It was upon such a characteristic that his whole -public life and policy were founded and the world -pays tribute to this quality when it celebrates his -birthday.</p> - -<p class='c009'>“Now I have some quotations on honesty that I -shall distribute to each one. By tomorrow morning -when we review Lincoln’s life, you will have them -memorized.”</p> -<p class='c022'>CASE 53 (SIXTH GRADE)</p> -<div class='sidenote'>Paper Wads</div> - -<p class='c009'>(4) <i>Lying aggravated by teacher’s wrong method -of dealing with case.</i> Miss Graves was teaching in the -sixth grade of a city school. One day a paper wad -went “thud” against the blackboard behind her. Notwithstanding -that she was hearing a class at the time, -she sprang to her feet at once and said, as she gazed -about the room, “Who threw that paper wad? I’m -going to find out right now who threw it.” Thereupon -she began at one side of the room, asking the children -one after another in order, “Did you throw it? Did -you? Did you?” etc.</p> - -<p class='c009'>She seemed surprised when every one of the pupils -in the room had answered, “No, ma’am.” She said, -“Someone has told a lie about this. I shall endeavor -<span class='pageno' id='Page_308'>308</span>to find out who it is. The one who did it will be severely -punished.”</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Do not question pupils in public as to whether or not -they have done a certain misdeed. Simply keep a -closer watch than before. Look at no one in particular, -but lift your eyes a little above the heads of the -pupils, so that you can watch what is going on without -seeming to do so, and let your face show neither anger -nor annoyance. Do not accuse anyone. Even after -you think you know who is guilty, do not say you know; -on the other hand, do not suggest in any way that you -are not sure. If you are sure that a certain pupil is -guilty, ask him to see you a moment after school. Then -talk with him in a friendly way, smiling frequently, -so he will be in the mood to confess. When he does -confess, thank him for his admission and tell him you -know he will not bother you any more. Treat him -kindly after the interview.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>It takes more courage than ordinary children have -to answer, “Yes,” when others are listening, to a question -whether they have done wrong. After hearing a -number of pupils answer, “No,” it is extremely unlikely -that the culprit will be honest enough to answer -“Yes.” The more the teacher threatens the wrong-doer -the less likely she is to find out by public questioning -which one he is. It is possible to handle a case -so tactfully that there is no danger of leading the -<span class='pageno' id='Page_309'>309</span>offender to be dishonest. Besides, leading him to confess -his fault you can, by showing comradeship and -understanding of the case, make him feel that you are -treating him so fairly that he has no desire to annoy -you further. Do not say much after his confession. -Show by your smile and manner that you are satisfied -with the child’s acknowledgment.</p> -<p class='c022'>ILLUSTRATION (HIGH SCHOOL)</p> -<div class='sidenote'>Throw Shot</div> - -<p class='c009'>Shot had been thrown in Prof. Lyon’s recitation -room at Huron High School. He suspected that Paul -Robinson was the offender and when he and Paul were -alone together Prof. Lyon smiled and said, “Paul, -there was some little shot or something rolling over -the floor today. I want you to help me find where they -came from. Wait a minute, let me show you what one -of these shot looks like.”</p> - -<p class='c009'>While Prof. Lyon was feigning to look over the floor -for one of the shot, Paul said, “O, I know what they -look like.” Prof. Lyon smiled at the boy’s confession -and dismissed him. Paul didn’t feel like throwing -shot in Prof. Lyon’s room again, because of this considerate -treatment.</p> -<h3 class='c015'>10. Acquisitiveness</h3> - -<p class='c016'>(1) <i>Making collections of curiosities—Legitimate -acquisition.</i> Probably every person who reaches adult -life has made collections of something or other during -boyhood or girlhood. Stones, stamps, “memory buttons,” -flowers, etc., all take their turn in the childish -<span class='pageno' id='Page_310'>310</span>museum of curiosities. The wise teacher will utilize -this tendency rather than try to suppress it.</p> -<p class='c022'>CASE 54 (UNGRADED SCHOOL)</p> -<div class='sidenote'>Disorder</div> - -<p class='c009'>The county superintendent of Tazewell County, -Illinois, was visiting a rural school. The teacher, Mr. -Owens, was nervous, and the children responded to his -unusual manner with general agitation. When he -called the grammar class to stand preparatory to going -forward to the recitation seats, Andrew Willis accidentally -knocked a stone off his desk. It fell upon the -bare foot of a boy sitting just opposite to him. The -boy gave a little yelp of pain and catching up his foot -rocked to and fro a moment. Mr. Owens was more -embarrassed than ever. His pupils liked him. He had -encouraged them in their natural instinct to collect -what seemed to them curious, useful or beautiful as -they walked to and from school. He now glanced over -the schoolroom, actually seeing for the first time how -untidy many of the desks were. Stones, flowers, one -clump of moss, one butterfly and oddly bent twigs and -collections of leaves adorned the desks. He resolved -to make some provision at once for keeping the desks -clean.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Provide proper places, a cabinet or table where -pupils may bring their treasures and where the various -objects can be utilized in the nature study lessons. -They can also often be used in the geography and history -work and will add much to the interest of those -subjects.</p> -<p class='c022'><span class='pageno' id='Page_311'>311</span>COMMENTS</p> - -<p class='c009'>The habit of seeing whatever comes within the range -of vision is a good one and should be cultivated by the -teacher. A love of flowers—a refining emotion—will -usually follow persistent attention to them. For this -reason it is well to acquaint children with their names, -usual location, change through culture, etc. Much can -also be learned from talking often about rock formations, -leaves, etc. A teacher who cares to do so will -find a way to make such collections instructive, and yet -keep the discussion of them as well as the objects themselves -in the proper place.</p> -<p class='c022'>ILLUSTRATION (UNGRADED SCHOOL)</p> -<div class='sidenote'>Nature Study</div> - -<p class='c009'>A few mornings after the visit of the county superintendent -to his school Mr. Owens said to his pupils:</p> - -<p class='c009'>“In the southwest corner of the room I have placed -a table. On this table we will put a collection of beautiful -stones and curios of all sorts. When visitors come -I can tell them that the pupils brought all of these -things for our natural science table. On this you -may place anything suitable which you find on the -school ground, on the way to school, or which you -already have on your desks.</p> - -<p class='c009'>“This will make more room for your books and the -desks will look much better besides.</p> - -<p class='c009'>“If any one has anything in his desk which he does -not care to put on our table, he should bring a cloth -bag from home with a string attached to it so that he -can tie it to the side of his desk. Or, if he prefers, he -may bring it for the other children to see, then take it -home.</p> - -<p class='c009'><span class='pageno' id='Page_312'>312</span>“Just back of my desk here, where all of us can see -them, I have placed this small table of vases in which -to put all of our flowers.”</p> - -<p class='c009'>Neatness, with its attendant beneficial effect upon -discipline, followed this new arrangement.</p> - -<p class='c009'>(2) <i>Gambling—Acquiring dishonorably.</i> Frequently -the acquisitive instinct takes on a less innocent -form. Then it becomes the teacher’s duty, not to suppress -the instinct, perhaps, but to see to it that it is -expended in ways that will leave no habits of dishonesty -ingrained in the pupil’s character.</p> -<p class='c022'>CASE 55 (FOURTH GRADE)</p> -<div class='sidenote'>Marbles</div> - -<p class='c009'>Rattle-te-bang!—a big noise rolled all through the -room where young Miss McGuire had charge of thirty -fourth-graders. Everybody knew what caused the -uproar, for the marbles immediately began to stream -slowly in every direction over the schoolroom floor.</p> - -<p class='c009'>“Where did they come from?” was Miss McGuire’s -first thought. She had not long to wait, for Lucius’ -terror-stricken face was seen intently gazing at his -teacher in anticipation of some further misfortune.</p> - -<p class='c009'>“Lucius, were those your marbles?” was her first -question.</p> - -<p class='c009'>“Yes, ma’am,” timidly said Lucius, fearing that he -might lose his treasures.</p> - -<p class='c009'>“Children, you may all pick up the marbles near -you. Perry, you may pass down the aisles with the -crayon box and collect them and bring them to my -desk,” were Miss McGuire’s orders. After school she -detained Lucius.</p> - -<p class='c009'>“Lucius, how did you get so many marbles?”</p> - -<p class='c009'><span class='pageno' id='Page_313'>313</span>“I bought them with a nickel daddy gave me.”</p> - -<p class='c009'>“Surely not this box nearly full of marbles for a -nickel.”</p> - -<p class='c009'>“Well, Walton gave me some.”</p> - -<p class='c009'>“Did any one else give you marbles?”</p> - -<p class='c009'>“Ye-e-es, some of the other boys.”</p> - -<p class='c009'>“Now, see here, Lucius; you’ve been playing for -keeps, haven’t you?”</p> - -<p class='c009'>Lucius saw no way out but to admit the fact, though -he knew it meant trouble.</p> - -<p class='c009'>“Lucius,” said Miss McGuire, “you are a little -gambler, so you are; so are all these boys who play -for keeps. I’m going to throw these marbles into -the sewer and any others I get hold of. Now you go -home and keep straight after this.”</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Miss McGuire’s procedure must be condemned from -the moment she began her interview with Lucius; instead -of her method the following is recommended:</p> - -<p class='c009'>“How did your marbles get away from you?” should -be the first question. Put the boy entirely at ease if -possible.</p> - -<p class='c009'>“What a fine lot of marbles you have. How do you -keep them; your pockets are too small, aren’t they!”</p> - -<p class='c009'>“Now, I tell you—I have room in the bottom drawer -of this desk for them. Put them in there and get them -when you need them.”</p> - -<div class='sidenote'>Keep Score-card</div> - -<p class='c009'>Let the matter rest for that day. Next day, in a -chatty fashion, get Lucius to tell about his games. -Let him tell about playing for keeps. At a still -later time begin giving him your ideas on gambling. -<span class='pageno' id='Page_314'>314</span>Do not disclose the fact that you have seen the boys -playing for keeps. Lay a foundation about stealing, -leading up to getting something for nothing, -and thus help the boy to draw his own inferences as to -gambling.</p> - -<p class='c009'>Finally, insist that common conscience forbids gambling, -and that all strong boys avoid it. Offer to keep -records on a chart instead of keeping the marbles that -formerly have been won. Next year be on hand -with the records plan when the marble season opens -and encourage competition for championship in -marbles.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Boys take up gambling with very few scruples. -Even though some adults do not condemn playing -marbles for keeps, teachers can be on the safe side -only when they take a firm stand against it and institute -a reform in a tactful way.</p> - -<p class='c009'>The chief interest in the sport is the exhibition -of skill demonstrated by the winning of marbles. After -a boy has a few marbles he finds no great delight in -mere possession of a large number. Therefore, the -cure for the gambling features of the game of marbles -is to provide for due recognition of skill in some harmless -fashion.</p> - -<p class='c009'>If you want the boys to talk about their habits and -customs, all strenuous efforts at reform must be reserved -until you have led the boys to see your viewpoint. -Therefore, lead up to the point you wish to -make with the boys in a way that will carry them along -with you.</p> -<p class='c022'><span class='pageno' id='Page_315'>315</span>ILLUSTRATION (SIXTH GRADE)</p> -<p class='c009'>Miss Henry was teaching in a St. Louis school and -was face to face with the question of how to control -the game of matching pennies; she followed out a -new plan. Fortunately the policeman who was on the -nearest beat was one of the best friends of the school -children and was occasionally asked to step into a room -and say a few words to them. He was greeted with -enthusiasm, for he knew how to tell a story and how -to teach a lesson on good conduct.</p> - -<div class='sidenote'>Policeman’s Story</div> - -<p class='c009'>Instead of faultfinding or even alluding to the boys’ -misconduct Miss Henry asked Mr. Clanahan to describe -briefly the careers of four boys whom he had -watched as they grew up on St. Louis streets and who -indulged in the several gambling games known to boys -and men. None of the boys became successful and -honored men. Following this talk the teacher kept a -mild surveillance over the guilty boys. A few persisted -in the practice; this she ignored for the time -being. For those who would accept her plans she -brought to school several new games; they could not -fail to be interested in them because of the chance for -skill and for definite records of achievement. These -partly replaced the gambling games in interest. But -Miss Henry rightly felt that displacing the game of -matching pennies with other games did not in itself, -and alone, fully solve her problem. The boys must -understand <i>why</i> playing for keeps is wrong if the lesson -was to safeguard them in any way from other -gambling games. She therefore gave the school another -talk soon after the policeman’s visit, and after -<span class='pageno' id='Page_316'>316</span>the pupils had had time to think out for themselves -the moral of his story.</p> - -<p class='c009'>Miss Henry recalled the story and asked, “Why -should the boys’ gambling habits have anything to do -with the failure of these men to ‘make good’? Who -sees any harm in gambling?” Some of the boys <i>didn’t</i> -see any harm in it and a short discussion followed, -mostly by the children themselves, during which the -thought was developed of taking something valuable -from one’s fellows without giving back to him any -just equivalent for the marbles, or money, or whatever -had been taken.</p> - -<p class='c009'>“What sort of person do you like best yourselves, -boys?” Miss Henry asked, when public sentiment in -the class had reached a point where it seemed safe to -ask so direct a question; “the man who gives you back -good, square, full measure for your money or the one -who gives you just as little as he possibly can, even -nothing at all, if he dares to go so far as that?”</p> - -<p class='c009'>“Well, the principle is the same in matching pennies,” -she continued, “and I’m just wondering if -you wouldn’t have equally as much fun and feel a good -deal more manly about it if you should keep the -pennies you win until the game is finished and then -re-distribute them and give back to each fellow all -that belongs to him. Think it over a day or two and -tell me your decision.” The boys finally agreed to -Miss Henry’s proposition.</p> -<p class='c022'>CASE 56 (EIGHTH GRADE)</p> -<div class='sidenote'>Bicycles Won</div> - -<p class='c009'>Superintendent Rittenhouse had the problem of -gambling in the eighth grade to deal with, because the -<span class='pageno' id='Page_317'>317</span>county fair had been so conducted as to permit much -semi-public gambling, in consequence of which there -was talk about town sufficient to charge the atmosphere -with interest in gambling. It turned out that Saturday -afternoon, nine grammar room boys conducted -several bicycle and foot-races, with a crude attempt at -gambling attached to the whole affair. The story -came out because Jay Belding had to turn over his -bicycle to August Bachman, and the Belding family -lodged a protest with the superintendent.</p> - -<p class='c009'>The next morning he entered the eighth grade room, -called out the boys involved and put them through a -series of questions. “Who planned this thing? Who -got permission to use the race track? Who raced? -Who put up bets? Who paid bets? How much money -was involved in the bets?” and so on to the end of the -chapter. The boys told the truth. When the grilling -was over, he said, “You boys go home, tell your fathers -all the facts and bring me at note tomorrow saying -that the fathers will guarantee that you never will do -this again. Each boy’s father must sign a note. When -you hand me the note you may come to your room and -not until then.”</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>A better plan is to propose to make such races, school -affairs. Offer to plan with groups in any grade for -small “stunts” as well as for the larger affairs. Have -it understood that the school will help even ten boys -to have a good time, on a suitable occasion. Put a -bomb of disapproval under gambling by men in connection -with sports. Show deepest disgust for the -<span class='pageno' id='Page_318'>318</span>depraved natures of men who indulge in and practice -it.</p> - -<p class='c009'>Entirely out of connection with any school event, -explain simply and clearly why gambling is wrong. -Be careful to make a clear distinction between the -play which is entirely right in itself and the betting -or gambling accompanying the play which is wholly -wrong in principle.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Mr. Rittenhouse, after getting the truth, should have -followed the matter out in a sympathetic fashion. -Several of the boys will be likely to forge the father’s -name after composing the note. Some fathers will -not relish giving such a guarantee as is required. They -will send word to the teacher to keep the boys from -gambling.</p> - -<p class='c009'>The better plan takes in the boys’ natural impulses -to have novel fun and makes the school a continuous -influence in their lives. If we avoid over-condemnation, -the boys can be led out of a type of conduct -which otherwise will be established as a vicious habit.</p> - -<p class='c009'>Resistance to the teacher’s advice is usually due to -a conviction, warranted or unwarranted, that the child -is being imposed upon. This conviction must be met -by a kindness which restores confidence, or an explanation -of conditions which shows the requirements to -be reasonable.</p> -<p class='c022'>ILLUSTRATION (SEVENTH GRADE)</p> -<div class='sidenote'>Matching Pennies</div> - -<p class='c009'>Miss Starr had one pupil, a little Italian, who interested -her greatly. He sold papers before and after -<span class='pageno' id='Page_319'>319</span>school and had the sharpness and suspicion of character -which much familiarity with hard conditions -gives even a child. He resisted all her friendly advances -with a “No-you-don’t” caution that both -amused and nettled her.</p> - -<p class='c009'>One day ’Tonio indulged in a form of mischief at -which he was an adept. He matched pennies with -Grover Helm, the affluent son of the corner grocer. -When they had been at it for about ten minutes, Grover -was no longer affluent, and therefore he complained -to Miss Starr.</p> - -<p class='c009'>“’Tonio wanted to match pennies and he got me into -it, and I said I would just for fun, not for keeps. -Now he has all my pennies and won’t give them back -to me. Please make him give them back to me.”</p> - -<p class='c009'>“You two boys may stay after school, and we’ll -talk about it then,” Miss Starr directed.</p> - -<p class='c009'>When the other pupils left ’Tonio considered the -situation and decided that discretion was the better -part of valor. He had often been severely whipped -for matching pennies; he had no doubt that another -beating was due for this offense.</p> - -<p class='c009'>“’Tonio, will you come up here?” Miss Starr’s -voice sounded kind, but ’Tonio had experienced the -honeyed tones of an authority, which has not yet captured -its victim, before. He rose promptly, but instead -of coming directly forward passed back of the rows -of desks, and then suddenly bolted for the door and -escaped, leaving Grover to tell his incriminating tale -unchallenged.</p> - -<p class='c009'>The truant officer brought him in two days later, -after a hard hunt. He looked pinched and hungry, -<span class='pageno' id='Page_320'>320</span>but still defiant, and faced Miss Starr like a chased -animal at bay.</p> - -<p class='c009'>“Grover, he began it,” was his only defense. “You -should whip him, too.”</p> - -<p class='c009'>“No one has said anything about whipping. Did -you think I was going to whip you? Is that why you -ran away?”</p> - -<p class='c009'>“Don’t you whip?” ’Tonio asked.</p> - -<p class='c009'>“I never have, ’Tonio. Now, I should like to talk -to you about matching pennies. I don’t know how it -is done, even. You don’t need to be afraid. Will you -stay tonight and talk to me? I don’t want to hurt -you; I want to help you.”</p> - -<p class='c009'>’Tonio stayed that night, and they had a long talk. -Miss Starr could not quite bring Tonio to her way of -thinking; his inherent bent to gambling was too well -ingrained for that. What she did do was to persuade -him thoroughly, by the kindness of her manner, that -she was his true friend. ’Tonio trusted her utterly -from that day, and for love of her abstained from -penny-matching and all other mischief in school. Miss -Starr sighed because his regeneration was not more -thorough than it was, for she heard sometimes of his -misdeeds with the gang he belonged to; but in her -own domain he was a loyal and helpful citizen. She -had removed that distrust of authority which his -former experiences had built up in him, and which -was the cause of his resistance.</p> -<p class='c022'>CASE 57 (HIGH SCHOOL)</p> -<div class='sidenote'>Playing for Money</div> - -<p class='c009'>Champ Underwood and Virgil Rutherford were returning -from a week-end visit at the home of an old -<span class='pageno' id='Page_321'>321</span>friend. On the train they ran across Chancey Prime, -only two years ago a school favorite and friend of the -two travelers, but now a salesman for an automobile -house.</p> - -<p class='c009'>“Hello, fellows. Glad to see you! Sit down! -Whither wend ye?”</p> - -<p class='c009'>“On our way home after a week-end over at Bloomburg. -How goes it with you?”</p> - -<p class='c009'>In ten minutes the cards were out. With some -qualms of conscience Champ and Virgil laid down -their dimes and took hands in the game. They saw -no acquaintance on the train and expected nothing to -come of it.</p> - -<p class='c009'>The boys reached home by noon. The next day -the principal took the boys into his office at the end -of the morning session and made the following -speech:</p> - -<p class='c009'>“You spent Sunday at Bloomburg. You came home -with Chancey Prime and were caught gambling on the -train. It is also reported that you were with him all -day Sunday and that some way the two of you spent -$50 in having a good time, supposedly in gambling -and the like. You know that we don’t stand for any -of these things. I know your parents do a little of -this sort of thing, but they gave me to understand that -you are forbidden to indulge in gambling. You must -each get up before the high school and state the facts -as I have reviewed them, apologize and promise never -to do these things again, or drop your membership in -every high school club, society and team for the -remainder of the year.”</p> - -<p class='c009'>To this the reply came:</p> - -<p class='c009'><span class='pageno' id='Page_322'>322</span>“But the facts didn’t come straight to you. We -didn’t do....”</p> - -<p class='c009'>“Never mind about denials. I have two first-class -witnesses and there is no ground for a discussion. I -want your answer immediately.”</p> - -<p class='c009'>After looking at each other a second the boys came -to an agreement. “No, sir, we’re not guilty of all these -charges. We won’t accept either penalty until our -case is heard and properly dealt with,” said Virgil.</p> - -<p class='c009'>“Get your books; don’t return until you receive -word from the superintendent,” was the final shot -from the principal.</p> - -<p class='c009'>As the two soberly marched home, they enumerated -the errors the principal had made as to the facts; they -had not gambled except for a short time on the train; -they had been with Prime only a short interval; their -stay at Bloomburg had been spent according to school -standards; their parents had given up parlor gambling -two years before when they joined church; they were -entirely willing to suffer a reasonable penalty when -the actual facts were made the basis of judgment.</p> - -<p class='c009'>“Well,” said Champ, “it’s all up. I’m not going -to make the next move, are you, old boy?”</p> - -<p class='c009'>“Not on your life. That monkey is also a fool. I -won’t stir one peg until he crawfishes, not one foot,” -was Virgil’s indignant response. They kept their -agreement.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>The principal should go to the parents of these young -men, lay the facts before them as he understands them -and insist that each boy meet him privately the next -<span class='pageno' id='Page_323'>323</span>day. At the interview the following questions are -to be answered: “How did you spend the week-end?” -“What are your convictions on gambling?” “What -will be your conduct during the remainder of your -school course in the matter of gambling?” Leave -these questions on paper so that parents and son can -fully discuss them.</p> - -<div class='sidenote'>Parent’s Duty</div> - -<p class='c009'>Thus throw the whole responsibility on parents and -sons, making not one remark as to your course of -action in case the answers are unsatisfactory. Listen -to the boys as a friend and advocate, not as a judge. -If either boy fails to play the man, secure from his -father a verbal guarantee for his good conduct, in effect -placing the boy on probation. Avoid harsh language -in dealing with the boys. At the first interview draw -out their endorsement of the school custom which prohibits -gambling. If they seem blind to its evils, briefly -run over the obvious facts, but it is preferable to stir -up the parents to supply any needed information. Do -not place the boys in a position where you must expel -or suspend them if they refuse some unreasonable -penalty.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Credulity of rumors has led to a serious administrative -blunder. One of the finest disciplinary devices -is to induce a guilty person to state the facts relative -to his misconduct. At the points where he is sorely -tempted to alter the facts, a few penetrating questions -will place him again on the right track.</p> - -<p class='c009'>Parents must be continually reminded that they -share daily in the responsibility of keeping good order -<span class='pageno' id='Page_324'>324</span>in the school. It takes four people to hold up a boy -in the high school—a parent, a teacher, a chum and -the boy himself.</p> - -<p class='c009'>Boys who know so clearly that they have overstepped -the bounds of sound morals should be forced to solve -the problem. Put it up to them to make adjustments -and to take a stand for the right regardless of any -penalty that might be devised.</p> - -<p class='c009'>(3) <i>Stealing.</i> Though the habit of stealing is not -so frequent as lying, among school children, yet it is -of such widespread prevalence that it needs careful -consideration. It is true that many in this group of -offenders leave off the habit when they grow older—that -is, outgrow it; still there are others who become -habitual thieves when older and finally are detected -and remanded to some penal institution. One form of -stealing is known as kleptomania, an abnormal disposition -to steal. This will not be discussed here, more -than to say that a child who is a kleptomaniac should -not be kept in a public school, but placed under a private -tutor who can give especial and continual attention -to the cure of his habit or, more properly speaking, -his malady. He should be required to do or make -something for the person whom he robs, every time, -something that will replace that which he wrongfully -took from them.</p> - -<div class='sidenote'>Motives for Stealing</div> - -<p class='c009'>The motives that prompt a young child to steal may -be many. Likewise the occasions that make it possible -for a child to steal may be numerous. A child may -learn to steal because he has not been given sufficient -food of different varieties, and in order to satisfy his -hunger, he may have acquired the habit of stealing. -<span class='pageno' id='Page_325'>325</span>He may have a liking for gaudy articles and because -this craving is not satisfied, he begins to steal those -articles that please his fancy. Playmates may have -taught him to take what does not belong to him. Parents -may have very loosely conceived notions on these -matters and thereby teach their children, by example, -to steal.</p> - -<p class='c009'>However, it seems that the motives or causes for -pilfering can have little to do with the methods of prevention. -Then, whatever the motives or causes for -stealing may be, one thing is certain—the method of -treatment need not be changed. At the outset the -teacher must remember that the law of suggestion may -play a great part in diminishing or increasing the -tendency to pilfer. The unthoughtful teacher many -times increases the tendency to “take things” in her -room when in reality she is trying to prevent it. Her -idea is that nothing shall lie before the children to -tempt them to take what is not theirs. She locks every -drawer in her room. She does it, too, in the presence -of her pupils; she is careful to leave nothing valuable -on her desk. If a child brings her a fine, luscious apple -or orange, or a bit of candy, she at once secretes it -in one of the mysterious drawers. Little does she -think she is cultivating a tendency, not exactly to -steal, but to peep into those secretive places; that act, -if ever performed, will be the first step toward taking -what is not theirs. For the child that must sneak to -get a look into a forbidden place, it is a wrong to satisfy -that longing; and pilfering easily attaches itself -as a kindred wrong.</p> - -<p class='c009'>From this, the teacher must not conclude that to -<span class='pageno' id='Page_326'>326</span>keep pupils from pilfering, she must leave things lying -about carelessly; that would be going to the other -extreme of placing temptation before them. A happy -medium is needful. To give the methods of a rural -teacher of many years’ experience, who never was -troubled by pupils’ stealing, will, no doubt, be placing -the situation before the teacher so it may be understood. -This teacher did not make it a practice to lock -drawers, desks and cabinets. When something of -value was given her, she laid it upon her desk. Apples, -oranges, candy and money could be found on the desk, -almost any time. She never entertained the least fear -that something might be taken. Her pupils knew how -she felt about it. They could see her attitude in her -actions, consequently they never took anything that -did not belong to them.</p> - -<p class='c009'>When evening came, she would very unassumingly -take any articles that had been given her, implying -that she was not removing them because she feared -they might be stolen. On the other hand, she often -forgot to take money from her desk and it lay there -over night, but she never worried a moment about it. -She always found it in the morning, just where she had -left it. She trusted her pupils and they trusted her. -She was honest, so were they. Sometimes a very amiable -pupil would remark, “Miss Jenkins, what would -you do if some one were to take the money from your -desk?” Invariably there shone on her face that confident -smile of trust in every human heart and she -would say, “Why, my dear, I do not need to think -about that. I have no pupils that would steal anything.” -Every word she uttered rang with trust and -<span class='pageno' id='Page_327'>327</span>confidence. There need be no wonder that she had -no pupils that stole.</p> - -<p class='c009'>She would send any one of her pupils to her home -to get any article she wanted or to the store with money -to buy some trifle for her. She trusted them in every -way; she avoided that suspicious look and action that -so many teachers have. No trait of the teacher will -reproduce itself so quickly in the lives of those whom -she teaches as the trait of trustfulness.</p> - -<p class='c009'>This teacher, once in a while, gathered her flock -about her and told them stories. One story may have -been about Eskimos, told without any attempt at moralizing; -the next story referring to politeness; then she -would deftly fill in a story about the wrong there is in -taking things that do not belong to one. She avoided -the harsh terms of pilfering or stealing. She taught -the children to ask for what they wanted. They did -not note that she was directly teaching them not to -steal. Added to her many stories along various lines -of conduct was a simple life of trust and confidence. -There would be fewer thieves behind bars, could every -first grade teacher look with trust and confidence upon -the boys and girls that come under her care.</p> -<p class='c022'>CASE 58 (FIRST GRADE)</p> -<div class='sidenote'>Of Flower</div> - -<p class='c009'>(4) <i>Stealing—Acquiring dishonorably.</i> Cora Krebs -was in the first grade. She dearly loved her teacher, -Miss Bowman. It seemed to the little girl that Miss -Bowman’s face was perfectly beautiful, her voice -delightful and her smile worth securing, even at a great -sacrifice.</p> - -<p class='c009'>Myron Ware often brought flowers from his -<span class='pageno' id='Page_328'>328</span>mother’s large garden to present to Miss Bowman. -She always thanked him so kindly and cared for the -flowers so tenderly that Cora longed for an opportunity -to give something beautiful to her teacher. Mrs. -Krebs, her mother, had no flowers. Cora’s best loved -treasure was her character doll. She had decided to -give this doll to her teacher, but on second thought -she knew that Miss Bowman was too big to care for -a doll. How often she had thought of the joy it -would be to give something fine to her teacher, only -she herself knew.</p> - -<p class='c009'>One morning, Cora walked to school behind Myrtle -Dean, a ten-year-old girl, who was taking a beautiful -rose to school. When Cora first saw the rose, she -thought, “Oh, how I wish I had that rose to give to -Miss Bowman.” With this thought in mind, she kept -close to Myrtle, eying the rose longingly.</p> - -<p class='c009'>When they reached the schoolhouse, Myrtle hung -her hat on a hook in the hall, stuck the stem of the -rose through the ribbon on the hat and hurried on with -one of the girls into the little library opening into the -hall. As soon as the girls closed the library door, Cora -snatched the rose from its place and dodged into the -first grade room, where she presented it to Miss Bowman, -who graciously received it.</p> - -<p class='c009'>Myrtle hunted for her lost rose, and as soon as school -began, asked her teacher’s permission to go to the -various rooms and inquire if any one had seen it. Of -course, she wanted the fun of going into the various -rooms more than she wanted the lost flower. When -she entered the first grade room and asked if Miss -Bowman would inquire if anybody had seen her red -<span class='pageno' id='Page_329'>329</span>rose, Miss Bowman would not have suspected that the -one given her by Cora was the lost one, had not Cora -blushed and nervously opened and shut her hands and -in every way appeared guilty. The sight of Cora, -thus confused, recalled to Miss Bowman’s mind that -the child had given her just such a rose, so she said,</p> - -<p class='c009'>“Cora, where did you get this rose?” holding it up -before the school.</p> - -<p class='c009'>“From home,” answered Cora.</p> - -<p class='c009'>“I saw her standing in the hall looking at me when -I put it into my hat, and she didn’t have any rose in -her hand,” said Myrtle.</p> - -<p class='c009'>“Cora, are you sure you brought it from home?” -asked Miss Bowman, looking at Cora accusingly.</p> - -<p class='c009'>“Yes, ma’am,” said Cora.</p> - -<p class='c009'>“Let me see it,” said Myrtle. “I pulled the thorns -off of mine as I walked to school. Has this one -thorns?”</p> - -<p class='c009'>Miss Bowman examined it and found it had not. -She gave it to Myrtle and said:</p> - -<p class='c009'>“Shame, shame, Cora, you have done an awful -thing. You have stolen and then lied about it. You -may stay after school.”</p> - -<p class='c009'>A very tearful, sad, little girl was whipped by her -teacher that evening after school. The whipping cured -Cora, not only of stealing, but also of ever caring again -to give her teacher a present.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Miss Bowman should have gotten a description of -Myrtle’s rose when she first inquired about it, and -then seeing that Cora looked guilty, she should have -<span class='pageno' id='Page_330'>330</span>said: “I am so glad that you thought of me and gave -me this beautiful flower, but I shall be all the happier -to have you give it to Myrtle now, and when you feel -like it, tell me all about how you got it.” Whether or -not Cora confesses at once, Miss Bowman should have -a private talk with her later in which she tells her -how certain things come to belong to certain people -and therefore must not be purloined.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Stealing, if not skillfully handled, leads to lying. -To punish a child for either offense, without an attempt -to teach him to despise such an act, really adds to his -other crimes, fear, deceit and hatred for the one who -punishes. Children should be taught to respect property -rights at school, since such education is so often -neglected at home. To this end, always be careful to -respect the property rights of the children when dealing -with them.</p> -<p class='c022'>ILLUSTRATION (SECOND GRADE)</p> -<div class='sidenote'>Property Rights</div> - -<p class='c009'>Miss Ward realized that pilfering and abuse of the -property of others arises from lack of education, so -she assigned certain days to talk of property rights, -using concrete examples like the following:</p> - -<p class='c009'>“Do you see this pretty bow of ribbon on Frieda’s -head? How did it come to be here? Whose pencil is -this? May I use it?” She made a list of the possessions -of some of the children, as named by themselves. -The unfairness of stealing was clearly shown by asking, -“Would it be right for any one else to take and use -these things? Why not?”</p> - -<p class='c009'><span class='pageno' id='Page_331'>331</span>These lessons gave the children a prejudice against -stealing.</p> -<p class='c022'>CASE 59 (THIRD GRADE)</p> -<div class='sidenote'>Pencil</div> - -<p class='c009'>Horace Brock had a new, red lead pencil. Even -Miss Culver, the teacher, had noticed its brightness as -he wrote his morning spelling lesson. But when the -arithmetic preparation period arrived, his pencil was -gone. He searched through his desk carefully, then -put up his hand, when Miss Culver said, “What is it, -Horace?”</p> - -<p class='c009'>“My new pencil is gone.”</p> - -<p class='c009'>“It must be about your desk,” she said, as she went -to help him look for it. They failed to find it.</p> - -<p class='c009'>Two days passed and nothing was seen of the missing -pencil. In the meantime several other pupils had -bought new pencils just like it from the new assortment -at the drug store.</p> - -<p class='c009'>On the third day Lettie Crandall, who sat just in -front of Horace, had a shining red pencil.</p> - -<p class='c009'>At recess words were passed between Horace and -Lettie somewhat as follows:</p> - -<p class='c009'>“That’s my pencil you had this morning.”</p> - -<p class='c009'>“It is not.”</p> - -<p class='c009'>“I know it is; I marked mine.”</p> - -<p class='c009'>“I marked mine, too.”</p> - -<p class='c009'>Miss Culver stepped up and said:</p> - -<p class='c009'>“How did you mark yours, Lettie?”</p> - -<p class='c009'>Confused and surprised, Lettie hesitated and then -said, “I sharpened it long.”</p> - -<p class='c009'>“How did you mark yours, Horace?” Miss Culver -asked.</p> - -<p class='c009'><span class='pageno' id='Page_332'>332</span>“It had three little tacks to hold the tin that the -rubber is fastened in, onto the wood. Well, I took -mother’s hammered brass punch and made little dents -all around there just for fun. She’s got my pencil. I -saw the dents in it.”</p> - -<p class='c009'>“Let me see the pencil,” said Miss Culver.</p> - -<p class='c009'>She compared it with other pencils and saw at once -that it was unmistakably marked just as Horace had -said. She therefore felt sure it belonged to him, and -said:</p> - -<p class='c009'>“I’ll punish Lettie for stealing and lying.”</p> - -<p class='c009'>Lettie was whipped after school, not only in order -to deter her from stealing, but also as an example to -other children. She was ostracised by the girls for -over a week, and in fact lost forever the intimate association -she had had with one little classmate. Miss -Culver understood this and believed it was just punishment -for Lettie.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Return the pencil to Horace and tell him that you -will attend to the matter of Lettie’s conduct. Have a -private talk with Lettie, finding out just why she took -the pencil, rather than ask at Lettie’s home to have -one bought. Have a talk with Lettie’s mother, telling -her of Lettie’s temptation and suggesting to her, as an -aid in teaching property rights to her children, to let -each child have his own pencil, eraser, etc. Let them -even ask each other for a sheet of tablet paper, when -one child needs to borrow from another; to let each of -the toys belong to individual children, not to the group; -<span class='pageno' id='Page_333'>333</span>often to call the attention of the children to ownership -and its attendant rights.</p> - -<p class='c009'>At school explain to the pupils the difference between -public and private property.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Children who have no regard for each other’s property -rights at home, who wrest by force from each other -the pencils, books, rulers, etc., which they desire, will -carry these practices into school, where they will be -branded as thieves. The teacher should coöperate with -the parents of such children to teach them respect -for property rights and abhorrence of stealing.</p> -<p class='c022'>ILLUSTRATION (FOURTH GRADE)</p> -<div class='sidenote'>Pocket Knife</div> - -<p class='c009'>Bernard Howe brought a new pocket knife to school. -It was large and heavy; in fact, a knife, cork-screw, -screw-driver, tack-puller and many other things combined—a -veritable little tool chest in itself.</p> - -<p class='c009'>With pride he showed it to the boys, who admired -it to his satisfaction. One after another borrowed it. -At the closing hour of school it was gone.</p> - -<p class='c009'>In tears, Bernard told Miss Bushnell, his teacher, -of his loss. She suspected it had been taken by one of -the boys. She kept Bernard after school and asked -where he got his knife. He said:</p> - -<p class='c009'>“Paw works fur Cushman (a contractor) and they -are buildin’ a new home on Park Street. The other -day Paw found this knife in the buildin’ where somebody -dropped it out of his pocket. Paw picked it up -and shoved it into his pocket, quick, and brought it -home. Yesterday Jerry (Bernard’s older brother) -<span class='pageno' id='Page_334'>334</span>sneaked it out of Paw’s coat that was hangin’ up. -Last night it fell out of Jerry’s pocket when he took -off his clothes, and I found it on the floor this morning. -I know Jerry will lick me fur not givin’ it back to -him, and Paw will lick me ’cause I’ve lost it. Some -feller stole it from me, I bet you.”</p> - -<p class='c009'>Miss Bushnell was shocked at this revelation of -Bernard’s home training.</p> - -<p class='c009'>The next day she kept the boys in and said: “Bernard -had a knife here that didn’t belong to him. He -must find it if possible. It has somehow gotten lost. -I will be very grateful to the boy who helps us to find -it. As soon as it is found, please bring it to me, for I -feel very anxious about it.”</p> - -<p class='c009'>That afternoon Parke Dabney brought the knife to -Miss Bushnell, who returned it to Bernard, believing -that some of the boys stole it from him. She then -planned talks and stories on property rights which -would be a lesson to all of the boys.</p> -<p class='c022'>CASE 60 (SEVENTH GRADE)</p> -<div class='sidenote'>Lunches</div> - -<p class='c009'>Hapgood Cummings was the son of a wealthy merchant -in Trenton, New Jersey. He was the only child, -and, accordingly, had been over-indulged at home. -Now in this, the seventh grade, he was looked upon by -the rest of the boys as a leader.</p> - -<p class='c009'>As several of the children in the school lived outside -of the city limits, they brought their lunches. One -morning Hapgood said to a crowd of boys in the school -yard, “I bet I can carry off a stunt that the rest of -you can’t do.”</p> - -<p class='c009'>“What’s that?” came the response of his followers.</p> - -<p class='c009'><span class='pageno' id='Page_335'>335</span>“I bet I can slip a lunch every recess from the -dressing-room and no one will be the wiser.”</p> - -<p class='c009'>“I dare you to do it.”</p> - -<p class='c009'>“All right.”</p> - -<p class='c009'>Hapgood asked to be excused from the room during -the morning and took the opportunity to empty a -lunch box, which looked especially tempting, into his -pocket. At recess he said, “Look here, fellows. Don’t -you wish you were me?” At that he pulled a sandwich -out of his pocket and attacked it as if he had not eaten -in days. His friends enviously looked on.</p> - -<p class='c009'>The next day he was equally successful and correspondingly -admired and envied. After the third offense, -Miss Nichols said, “Will the boy who has taken -a lunch from this dressing-room for the past three -mornings, please stand?”</p> - -<p class='c009'>Not a motion was made by anyone in the room. Hapgood -sat rigidly still.</p> - -<p class='c009'>Not exactly sure what step to take next, Miss Nichols -said, “If anyone knows who took these lunches, he will -help me by telling me.”</p> - -<p class='c009'>That noon a little girl who wanted to do as her -teacher said told on Hapgood.</p> - -<p class='c009'>At the beginning of the afternoon session, Miss -Nichols said, “Hapgood Cummings, why didn’t you -tell me you stole the lunch from the dressing-room? -Don’t you know you were telling a lie by not standing -this morning?”</p> - -<p class='c009'>Hapgood had learned one thing at home: never to -talk back, so he thought, instead.</p> - -<p class='c009'>Misinterpreting his silence for meanness, Miss -Nichols added, “You are disgraced in the eyes of the -<span class='pageno' id='Page_336'>336</span>room, Hapgood. You may stay after school one hour -every day, for one week.”</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Never urge the children to tell on one another until -all other resources have been exhausted. After assuring -yourself who the culprit is, talk to him privately -in such a manner as this:</p> - -<p class='c009'>“Hapgood, for several mornings lunches have been -taken from the dressing-room,” and since you know -the boy to have been truthful in all other dealings -with him, say, “Do you know anything about this?”</p> - -<p class='c009'>(On the other hand, if you deal with a boy who has -lied on several previous occasions, say, “Every evidence -in this case points to you. You can not wriggle -out of it in any way.” Then proceed to tell him why -you know he is guilty, giving him no chance to defend -himself.)</p> - -<p class='c009'>Knowing that Hapgood is a spoiled child and has -never been put on his own responsibility, say, “Hapgood, -you know you were not playing fair with those -boys whose lunches you took. Supposing you had to -go without anything to eat, how would you feel?”</p> - -<p class='c009'>“Now, Hapgood, I know you didn’t think what a -serious matter it was when you did this, so I am not -going to say anything about it to the rest of the pupils. -I am going to treat you like the honorable boy that I -know you want to be, but I expect you to <i>be</i> honorable -hereafter.”</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>No boy is going to respond to such a command as -Miss Nichols gave when she said, “Will the boy who -<span class='pageno' id='Page_337'>337</span>has taken a lunch from the dressing-room for three -mornings please stand?” Even if he has stolen, he -does not want to be treated as a thief, and the other -children do not want to be known as “tattlers.” By -your request, you are only making matters worse. Any -respect the children may have had for Miss Nichols -was seriously weakened when she appealed to someone -in the room to tell on the boy who stole the lunches.</p> - -<p class='c009'>One can never expect to appeal to a boy’s better self -by telling him he is a liar. The boy showed he was -well-bred when he refused to talk back to Miss Nichols.</p> -<p class='c022'>ILLUSTRATION (SEVENTH GRADE)</p> -<div class='sidenote'>Money</div> - -<p class='c009'>When Miss Langly began to teach in the seventh -grade in the foreign district of a large city, she found -out that Leonardo Coppetelli, a twelve-year-old boy -in her room, had the reputation among his schoolmates -of being a thief. She was bent on blotting out this -stain in his character, and knowing that if it were not -destroyed he would probably go through life with this -stigma ever upon him, she decided to win his confidence.</p> - -<p class='c009'>She had not been in the neighborhood many days -when she heard that Leonardo had stolen five dollars -from a corner grocery. Immediately she called upon -the proprietor, who was an American, and said:</p> - -<p class='c009'>“How do you do, Mr. Johnson. I am a teacher in -the Douglas School. I have heard that Leonardo Coppetelli -stole five dollars from you last night. I have -come to ask that you will not cause his arrest. I believe -if you will allow me to forward the money Leonardo -<span class='pageno' id='Page_338'>338</span>stole from you, I can help the boy so that he -will not want to steal any more.”</p> - -<p class='c009'>Mr. Johnson and Miss Langly talked for some time, -when Miss Langly finally gained her point.</p> - -<p class='c009'>The next day she took pains to have a long talk -with Leonardo, the trend of which was as follows:</p> - -<p class='c009'>“Leonardo, I heard you talking to the boys yesterday -about spending money. Would you like a chance -to earn some? I have an uncle in business near here -who is looking for an errand boy.”</p> - -<p class='c009'>“I have been talking with Mr. Johnson, Leonardo. -He is not going to arrest you this time for taking his -money from him. I have made him promise to say -nothing more about it. I told him I believed you would -be willing to earn the money if you had a chance and -would pay him back.”</p> - -<p class='c009'>“Do you think you could get me a job?”</p> - -<p class='c009'>“Come with me now. Tell your mother Miss Langly -wants you to go on an errand with her. We shall call -on my uncle and see what he has for you.”</p> - -<p class='c009'>The result was that Leonardo went to work every -afternoon, was thus kept out of mischief and learned -so to respect Miss Langly’s opinion that she became -an influential factor in his life.</p> -<p class='c022'>CASE 61 (HIGH SCHOOL)</p> -<p class='c009'>Cecelia Cortwright was a student in the high school -of a suburban town. She was not known as a popular -girl, but was liked by all who knew her.</p> - -<p class='c009'>One morning Mr. Williams, the principal of the -school, made the following announcement:</p> - -<div class='sidenote'>Check</div> - -<p class='c009'>“A very grave thing has happened this morning. A -<span class='pageno' id='Page_339'>339</span>check has been taken from the pocket of a coat which -hangs in the east dressing-room. Fortunately, it was -not endorsed. The affair will be brought to a speedy -close if the person who took this check will report in -my office before the close of the session today; otherwise -a thorough investigation will have to be made.”</p> - -<p class='c009'>School closed that day without any clue to the culprit. -Several days passed. In the meantime, the check -had been illegally endorsed and cashed at a local grocer’s. -When turning in the check to be cashed at the -bank, he was informed that the check had been forged, -as the legal endorsee had stopped payment on the note.</p> - -<p class='c009'>The grocer immediately identified the girl as Cecelia -Cortwright and public exposure at school soon followed.</p> - -<p class='c009'>Although Miss Cortwright was not suspended from -school, she suffered the same injurious consequences -which such a disgrace can bring. Shunned by her -friends, looked upon with question by her teachers, she -was in every sense of the word an outcast. When she -could stand it no longer, she left school to clerk in a -store in the city.</p> -<p class='c022'>CONSTRUCTIVE TREATMENT</p> - -<p class='c009'>Make a thorough investigation before announcing a -theft before a body of students. Publicity should be -your last resource. Wait several days, if necessary, -until the affair has had time to circulate among the students. -It often happens that by observing these precautions -the principal will have the whole matter laid -before him without any particular effort on his part.</p> - -<p class='c009'>When the guilty one is found, take him into your -<span class='pageno' id='Page_340'>340</span>trust; treat him as if he were a man twice as big as he -is. Privately tell him that his act is to be looked upon -with the gravest concern. Do not question his motive, -but consider together how reparation can be made.</p> -<p class='c022'>COMMENTS</p> - -<p class='c009'>Theft in a school demands delicate handling by those -in authority. It so often occurs that the home training -of a child leads him to have little sense of moral -responsibility. To pry into his motive and publicly -reveal his crime is often so to undermine the offender’s -self-respect that the results are disastrous.</p> -<p class='c022'>ILLUSTRATION (HIGH SCHOOL)</p> -<p class='c009'>Mr. Arnold, principal of a large city high school, -was informed by several girls one morning that their -lunch money had been repeatedly taken from their -coat pockets.</p> - -<div class='sidenote'>Money</div> - -<p class='c009'>Mr. Arnold asked the girls to wait for several days; -by that time he would probably have some light on the -affair. In the meantime, he asked the head of the -lunchroom if any pupil had been eating his lunch there -the past three days who had never done so before. -Several were named.</p> - -<p class='c009'>He then asked the janitor to watch the dressing-rooms -during the school session. The teachers who had -had charge of the assembly-room the past three days -were asked to report the name of any girl who had -repeatedly asked permission to leave the room. The -three sources pointed to a certain little girl who was -known to come from a poor family where no thought -was given to proper training of the children.</p> - -<p class='c009'><span class='pageno' id='Page_341'>341</span>Incidentally in a conversation with the girl, Mr. -Arnold asked her to stop in his office the last period -of the day. Before the interview was over, he had, -through this effort, secured the whole story from the -child.</p> - -<p class='c009'>“I never have any money of my own for a hot lunch. -One day when I was in the dressing-room I happened -to think, ‘Why not take money from the pockets of the -girls who never know what it is to be hungry for something -good to eat?’”</p> - -<p class='c009'>“I am very glad you have told me this,” said Mr. -Arnold. “The matter will go no farther than this office. -It is an affair between just you and me. Mrs. Arnold -wants someone to take care of the children in the afternoon -after school. Wouldn’t you like to earn some -money? Well, come over to our house with me and talk -it over with Mrs. Arnold. When you have earned -enough money to pay back what you have spent, I -shall return it to the girls and they need never know -who took the money.”</p> - -<div class='nf-center-c0'> -<div class='nf-center c002'> - <div>END OF PART I</div> - </div> -</div> - -<div class='pbb'> - <hr class='pb c002' /> -</div> -<div class='chapter'> - <span class='pageno' id='Page_343'>343</span> - <h2 class='c007'>INDEX</h2> -</div> -<ul class='index c002'> - <li class='c031'>Adenoids, <a href='#Page_58'>58</a></li> - <li class='c031'>Approval, <a href='#Page_51'>51</a>, <a href='#Page_53'>53</a>, <a href='#Page_55'>55</a>, <a href='#Page_58'>58</a>, <a href='#Page_61'>61</a>, <a href='#Page_63'>63</a>, <a href='#Page_92'>92</a>, <a href='#Page_103'>103</a>, <a href='#Page_108'>108</a>, <a href='#Page_132'>132</a>, <a href='#Page_137'>137</a>, <a href='#Page_139'>139</a>, <a href='#Page_140'>140</a>, <a href='#Page_147'>147</a>, <a href='#Page_161'>161</a>, <a href='#Page_171'>171</a>, <a href='#Page_181'>181</a>, <a href='#Page_190'>190</a>, <a href='#Page_201'>201</a>, <a href='#Page_210'>210</a>, <a href='#Page_213'>213</a>, <a href='#Page_215'>215</a>, <a href='#Page_222'>222</a>, <a href='#Page_235'>235</a>, <a href='#Page_244'>244</a>, <a href='#Page_247'>247</a>, <a href='#Page_268'>268</a>, <a href='#Page_272'>272</a>, <a href='#Page_294'>294</a>, <a href='#Page_303'>303</a></li> - <li class='c031'>Acquisitiveness, <a href='#Page_309'>309</a></li> - <li class='c031'>Athletics, aid in discipline, <a href='#Page_96'>96</a> - <ul> - <li>cheating for sake of, <a href='#Page_284'>284</a>, <a href='#Page_289'>289</a></li> - <li>fights in, <a href='#Page_249'>249</a></li> - </ul> - </li> - <li class='c031'>Attention, desire to attract, cause of misconduct, <a href='#Page_23'>23</a>, <a href='#Page_50'>50</a></li> - <li class='c031'>Authority, excessive use of, <a href='#Page_81'>81</a>, <a href='#Page_94'>94</a>, <a href='#Page_95'>95</a></li> - <li class='c031'>Awkwardness, <a href='#Page_61'>61</a>, <a href='#Page_141'>141</a>, <a href='#Page_143'>143</a>, <a href='#Page_148'>148</a></li> - <li class='c002'>Bluffing by teacher, cause of disobedience, <a href='#Page_121'>121</a></li> - <li class='c031'>Bullying, <a href='#Page_233'>233</a></li> - <li class='c031'>Busy work, <a href='#Page_54'>54</a>, <a href='#Page_171'>171</a>, <a href='#Page_182'>182</a></li> - <li class='c002'>Card-playing, <a href='#Page_115'>115</a></li> - <li class='c031'>Carelessness, <a href='#Page_83'>83</a></li> - <li class='c031'>Cheating, on examination, <a href='#Page_269'>269</a> - <ul> - <li>how provoked, <a href='#Page_268'>268</a></li> - <li>in recitation, <a href='#Page_273'>273</a></li> - <li>sentiment against, <a href='#Page_269'>269</a>, <a href='#Page_282'>282</a></li> - </ul> - </li> - <li class='c031'>Choice and disobedience, <a href='#Page_31'>31</a></li> - <li class='c031'>Class rivalry, <a href='#Page_253'>253</a></li> - <li class='c031'>Cleanliness in school building, <a href='#Page_76'>76</a></li> - <li class='c031'>Cloaks and overcoats, <a href='#Page_79'>79</a></li> - <li class='c031'>Clumsiness, <a href='#Page_140'>140</a>, <a href='#Page_148'>148</a></li> - <li class='c031'>Collections of curios, <a href='#Page_70'>70</a>, <a href='#Page_236'>236</a>, <a href='#Page_310'>310</a>, <a href='#Page_311'>311</a></li> - <li class='c031'>Commands how to give - <ul> - <li>avoid repetition, <a href='#Page_55'>55</a></li> - <li>be alone with child, <a href='#Page_60'>60</a></li> - <li>be near the child, <a href='#Page_50'>50</a></li> - <li>what the child wants to do, chose, <a href='#Page_51'>51</a></li> - <li>privately, <a href='#Page_103'>103</a></li> - <li>rights of pupil to be conserved, <a href='#Page_93'>93</a></li> - <li>secure attention, <a href='#Page_55'>55</a></li> - <li><span class='pageno' id='Page_344'>344</span>speak intelligibly, <a href='#Page_53'>53</a></li> - <li>time to be opportune, <a href='#Page_72'>72</a></li> - </ul> - </li> - <li class='c031'>Community, understanding conditions in, <a href='#Page_43'>43</a></li> - <li class='c031'>Competition leading to fighting, <a href='#Page_249'>249</a></li> - <li class='c031'>Conceit, <a href='#Page_192'>192</a></li> - <li class='c031'>Confession, by pupils, <a href='#Page_73'>73</a>, <a href='#Page_163'>163</a>, <a href='#Page_212'>212</a>, <a href='#Page_242'>242</a>, <a href='#Page_294'>294</a>, <a href='#Page_302'>302</a>, <a href='#Page_308'>308</a>, <a href='#Page_309'>309</a>, <a href='#Page_341'>341</a> - <ul> - <li>by teacher, <a href='#Page_124'>124</a></li> - </ul> - </li> - <li class='c031'>Confidence, <a href='#Page_31'>31</a>, <a href='#Page_32'>32</a>, <a href='#Page_52'>52</a>, <a href='#Page_60'>60</a>, <a href='#Page_68'>68</a>, <a href='#Page_71'>71</a>, <a href='#Page_85'>85</a>, <a href='#Page_89'>89</a>, <a href='#Page_96'>96</a>, <a href='#Page_105'>105</a>, <a href='#Page_116'>116</a>, <a href='#Page_121'>121</a>, <a href='#Page_150'>150</a>, <a href='#Page_167'>167</a>, <a href='#Page_196'>196</a>, <a href='#Page_201'>201</a>, <a href='#Page_209'>209</a>, <a href='#Page_212'>212</a>, <a href='#Page_266'>266</a>, <a href='#Page_299'>299</a></li> - <li class='c031'>Constructive treatment, special features of - <ul> - <li>courtesy, <a href='#Page_53'>53</a>, <a href='#Page_191'>191</a></li> - <li>dealing with whole situation, <a href='#Page_101'>101</a>, <a href='#Page_142'>142</a>, <a href='#Page_148'>148</a></li> - <li>enlisting a pupil group, <a href='#Page_79'>79</a></li> - <li>explaining how to act, <a href='#Page_79'>79</a></li> - <li>impartiality, <a href='#Page_108'>108</a></li> - <li>knowing the pupil, <a href='#Page_51'>51</a>, <a href='#Page_52'>52</a>, <a href='#Page_58'>58</a>, <a href='#Page_59'>59</a>, <a href='#Page_63'>63</a>, <a href='#Page_87'>87</a>, <a href='#Page_108'>108</a>, <a href='#Page_131'>131</a>, <a href='#Page_142'>142</a>, <a href='#Page_151'>151</a>, <a href='#Page_156'>156</a>, <a href='#Page_176'>176</a>, <a href='#Page_179'>179</a>, <a href='#Page_186'>186</a>, <a href='#Page_194'>194</a>, <a href='#Page_200'>200</a>, <a href='#Page_209'>209</a>, <a href='#Page_212'>212</a>, <a href='#Page_218'>218</a>, <a href='#Page_226'>226</a>, <a href='#Page_339'>339</a></li> - <li>plan large, <a href='#Page_91'>91</a>, <a href='#Page_97'>97</a></li> - <li>privacy in interview, <a href='#Page_60'>60</a>, <a href='#Page_96'>96</a>, <a href='#Page_109'>109</a>, <a href='#Page_119'>119</a>, <a href='#Page_191'>191</a>, <a href='#Page_215'>215</a>, <a href='#Page_252'>252</a>, <a href='#Page_302'>302</a>, <a href='#Page_332'>332</a>, <a href='#Page_340'>340</a></li> - <li>quietness of movement, <a href='#Page_50'>50</a></li> - <li>reform of teacher, <a href='#Page_95'>95</a>, <a href='#Page_102'>102</a>, <a href='#Page_124'>124</a>, <a href='#Page_288'>288</a></li> - <li>short assignments, <a href='#Page_56'>56</a></li> - <li>time opportune, <a href='#Page_175'>175</a>, <a href='#Page_177'>177</a>, <a href='#Page_241'>241</a>, <a href='#Page_242'>242</a>, <a href='#Page_252'>252</a></li> - <li>willingness of pupil considered, <a href='#Page_60'>60</a></li> - </ul> - </li> - <li class='c031'>Coöperation, initiative in, <a href='#Page_45'>45</a>, <a href='#Page_50'>50</a>, <a href='#Page_51'>51</a>, <a href='#Page_60'>60</a>, <a href='#Page_62'>62</a>, <a href='#Page_63'>63</a>, <a href='#Page_65'>65</a>, <a href='#Page_67'>67</a>, <a href='#Page_70'>70</a>, <a href='#Page_71'>71</a>, <a href='#Page_74'>74</a>, <a href='#Page_79'>79</a>, <a href='#Page_81'>81</a>, <a href='#Page_82'>82</a>, <a href='#Page_87'>87</a>, <a href='#Page_91'>91</a>, <a href='#Page_96'>96</a>, <a href='#Page_98'>98</a>, <a href='#Page_103'>103</a>, <a href='#Page_108'>108</a>, <a href='#Page_114'>114</a>, <a href='#Page_119'>119</a>, <a href='#Page_124'>124</a>, <a href='#Page_142'>142</a>, <a href='#Page_149'>149</a>, <a href='#Page_158'>158</a>, <a href='#Page_160'>160</a>, <a href='#Page_165'>165</a>, <a href='#Page_166'>166</a>, <a href='#Page_167'>167</a>, <a href='#Page_171'>171</a>, <a href='#Page_181'>181</a>, <a href='#Page_182'>182</a>, <a href='#Page_190'>190</a>, <a href='#Page_198'>198</a>, <a href='#Page_201'>201</a>, <a href='#Page_203'>203</a>, <a href='#Page_209'>209</a>, <a href='#Page_210'>210</a>, <a href='#Page_213'>213</a>, <a href='#Page_222'>222</a>, <a href='#Page_231'>231</a>, <a href='#Page_241'>241</a>, <a href='#Page_243'>243</a>, <a href='#Page_256'>256</a>, <a href='#Page_262'>262</a>, <a href='#Page_265'>265</a>, <a href='#Page_282'>282</a>, <a href='#Page_313'>313</a>, <a href='#Page_317'>317</a>, <a href='#Page_320'>320</a>, <a href='#Page_337'>337</a></li> - <li class='c031'>Crying, <a href='#Page_257'>257</a></li> - <li class='c002'>Dancing, <a href='#Page_111'>111</a></li> - <li class='c031'>Defamation of a teacher, causing disobedience, <a href='#Page_65'>65</a></li> - <li class='c031'>Defying teacher, <a href='#Page_69'>69</a>, <a href='#Page_70'>70</a>, <a href='#Page_73'>73</a>, <a href='#Page_99'>99</a>, <a href='#Page_101'>101</a>, <a href='#Page_106'>106</a>, <a href='#Page_111'>111</a>, <a href='#Page_123'>123</a>, <a href='#Page_168'>168</a>, <a href='#Page_173'>173</a>, <a href='#Page_180'>180</a>, <a href='#Page_183'>183</a>, <a href='#Page_189'>189</a>, <a href='#Page_195'>195</a>, <a href='#Page_199'>199</a>, <a href='#Page_202'>202</a>, <a href='#Page_208'>208</a>, <a href='#Page_220'>220</a></li> - <li class='c031'>Desk order, <a href='#Page_77'>77</a></li> - <li class='c031'>Destruction of property, <a href='#Page_89'>89</a>, <a href='#Page_254'>254</a></li> - <li class='c031'><span class='pageno' id='Page_345'>345</span>Discipline, kinds of, <a href='#Page_19'>19</a></li> - <li class='c031'>Disciplinarian, description of, <a href='#Page_105'>105</a></li> - <li class='c031'>Discipline, what it is, <a href='#Page_16'>16</a> - <ul> - <li>why necessary, <a href='#Page_13'>13</a></li> - </ul> - </li> - <li class='c031'>Dislike for school, <a href='#Page_158'>158</a>, <a href='#Page_162'>162</a></li> - <li class='c031'>Disobedience, causes of, <a href='#Page_41'>41</a> - <ul> - <li>due to commands impossible to obey, <a href='#Page_56'>56</a> - <ul> - <li>that infringe personal rights, <a href='#Page_93'>93</a></li> - <li>that are inopportune, <a href='#Page_72'>72</a></li> - <li>unintelligibly stated, <a href='#Page_53'>53</a></li> - </ul> - </li> - <li>due to community conditions, <a href='#Page_44'>44</a></li> - <li>community sentiment, contravened, <a href='#Page_110'>110</a></li> - <li>due to defective motor functions, <a href='#Page_61'>61</a></li> - <li>due to faultfinding, <a href='#Page_89'>89</a></li> - <li>due to imitation of others, <a href='#Page_69'>69</a></li> - <li>due to inattention, <a href='#Page_55'>55</a></li> - <li>and instincts, <a href='#Page_41'>41</a></li> - <li>nature of, <a href='#Page_30'>30</a></li> - <li>due to parents, <a href='#Page_42'>42</a>, <a href='#Page_49'>49</a>, <a href='#Page_65'>65</a></li> - <li>due to pleasure-seeking, <a href='#Page_117'>117</a></li> - <li>due to pupils’ conspiracy, <a href='#Page_106'>106</a></li> - <li>due to rules overemphasized, <a href='#Page_76'>76</a></li> - <li>due to teacher’s suspicious attitudes, <a href='#Page_42'>42</a>, <a href='#Page_59'>59</a>, <a href='#Page_83'>83</a></li> - <li>due to unregulated independence in the child, <a href='#Page_86'>86</a></li> - <li>wilful, <a href='#Page_49'>49</a></li> - </ul> - </li> - <li class='c031'>Disputing with teacher, <a href='#Page_123'>123</a>, <a href='#Page_133'>133</a>, <a href='#Page_199'>199</a>, <a href='#Page_200'>200</a>, <a href='#Page_211'>211</a></li> - <li class='c031'>Disrespect for teacher, <a href='#Page_187'>187</a></li> - <li class='c031'>Drawing, as busy work, <a href='#Page_303'>303</a> - <ul> - <li>provoking discord, <a href='#Page_74'>74</a></li> - </ul> - </li> - <li class='c002'>Eating during school hours, <a href='#Page_59'>59</a></li> - <li class='c031'>Examinations, cheating at, <a href='#Page_269'>269</a> - <ul> - <li>correct view of, <a href='#Page_271'>271</a></li> - <li>fear of, <a href='#Page_264'>264</a></li> - <li>plans for, <a href='#Page_277'>277</a>, <a href='#Page_282'>282</a></li> - <li>questions for, <a href='#Page_270'>270</a>, <a href='#Page_272'>272</a></li> - <li>when to give, <a href='#Page_271'>271</a></li> - </ul> - </li> - <li class='c031'>Exhibits at school, <a href='#Page_70'>70</a>, <a href='#Page_236'>236</a>, <a href='#Page_310'>310</a>, <a href='#Page_311'>311</a></li> - <li class='c031'>Expectation, <a href='#Page_51'>51</a>, <a href='#Page_58'>58</a>, <a href='#Page_61'>61</a>, <a href='#Page_62'>62</a>, <a href='#Page_65'>65</a>, <a href='#Page_79'>79</a>, <a href='#Page_80'>80</a>, <a href='#Page_85'>85</a>, <a href='#Page_88'>88</a>, <a href='#Page_92'>92</a>, <a href='#Page_96'>96</a>, <a href='#Page_104'>104</a>, <a href='#Page_133'>133</a>, <a href='#Page_137'>137</a>, <a href='#Page_183'>183</a>, <a href='#Page_231'>231</a>, <a href='#Page_252'>252</a></li> - <li class='c002'><span class='pageno' id='Page_346'>346</span>Faultfinding, <a href='#Page_62'>62</a>, <a href='#Page_66'>66</a>, <a href='#Page_78'>78</a>, <a href='#Page_89'>89</a>, <a href='#Page_100'>100</a>, <a href='#Page_141'>141</a>, <a href='#Page_159'>159</a>, <a href='#Page_173'>173</a>, <a href='#Page_183'>183</a>, <a href='#Page_215'>215</a>, <a href='#Page_225'>225</a>, <a href='#Page_234'>234</a>, <a href='#Page_250'>250</a>, <a href='#Page_261'>261</a>, <a href='#Page_329'>329</a></li> - <li class='c031'>Fear, and cheating, <a href='#Page_269'>269</a> - <ul> - <li>and discipline, <a href='#Page_259'>259</a></li> - <li>instinctive, <a href='#Page_255'>255</a></li> - <li>and examinations, <a href='#Page_264'>264</a>, <a href='#Page_284'>284</a></li> - <li>and the lie, <a href='#Page_297'>297</a></li> - <li>in recitation, <a href='#Page_264'>264</a></li> - <li>and stubbornness, <a href='#Page_180'>180</a></li> - </ul> - </li> - <li class='c031'>Fidgets, <a href='#Page_134'>134</a>, <a href='#Page_142'>142</a>, <a href='#Page_150'>150</a></li> - <li class='c031'>Fifth and Sixth Grades - <ul> - <li>disrespect, <a href='#Page_197'>197</a></li> - <li>gambling, <a href='#Page_315'>315</a></li> - <li>impudence, <a href='#Page_206'>206</a>, <a href='#Page_210'>210</a></li> - <li>lying, <a href='#Page_307'>307</a></li> - <li>obedience, <a href='#Page_65'>65</a></li> - <li>stubbornness, <a href='#Page_172'>172</a>, <a href='#Page_178'>178</a></li> - </ul> - </li> - <li class='c031'>Fighting, due to accidental situation, <a href='#Page_236'>236</a> - <ul> - <li>due to competition, <a href='#Page_249'>249</a></li> - <li>due to ridicule, <a href='#Page_239'>239</a></li> - <li>Thomas Hughes’ advice on, <a href='#Page_96'>96</a></li> - </ul> - </li> - <li class='c031'>First and Second grades - <ul> - <li>crying, <a href='#Page_257'>257</a></li> - <li>disrespect, <a href='#Page_189'>189</a></li> - <li>fighting, <a href='#Page_236'>236</a></li> - <li>ill-temper, <a href='#Page_182'>182</a>, <a href='#Page_187'>187</a></li> - <li>indifference to school, <a href='#Page_159'>159</a></li> - <li>lying, <a href='#Page_300'>300</a>, <a href='#Page_301'>301</a></li> - <li>muscle training, <a href='#Page_144'>144</a></li> - <li>noise, <a href='#Page_136'>136</a></li> - <li>obedience, <a href='#Page_49'>49</a></li> - <li>quarreling, <a href='#Page_225'>225</a>, <a href='#Page_229'>229</a>, <a href='#Page_231'>231</a></li> - <li>refusal to recite, <a href='#Page_256'>256</a></li> - <li>sickness a cause of backwardness, <a href='#Page_155'>155</a></li> - <li>stealing, <a href='#Page_327'>327</a>, <a href='#Page_330'>330</a></li> - <li>stubbornness, <a href='#Page_170'>170</a></li> - </ul> - </li> - <li class='c031'>Folding papers, First and Second Grades, <a href='#Page_56'>56</a></li> - <li class='c031'>Friendship not won by force, <a href='#Page_67'>67</a></li> - <li class='c002'><span class='pageno' id='Page_347'>347</span>Gambling, <a href='#Page_115'>115</a>, <a href='#Page_312'>312</a></li> - <li class='c031'>Games in acquiring motor control, <a href='#Page_148'>148</a></li> - <li class='c031'>Gymnasium, promoting use of, <a href='#Page_149'>149</a></li> - <li class='c002'>Habit, of crying, <a href='#Page_258'>258</a> - <ul> - <li>of quarreling, <a href='#Page_230'>230</a></li> - </ul> - </li> - <li class='c031'>Hair-pulling, <a href='#Page_203'>203</a></li> - <li class='c031'>Helping pupil in study, <a href='#Page_103'>103</a>, <a href='#Page_105'>105</a></li> - <li class='c031'>High School, cheating by pupil, <a href='#Page_281'>281</a> - <ul> - <li> - <ul> - <li>by teacher, <a href='#Page_284'>284</a></li> - </ul> - </li> - <li>fear, <a href='#Page_264'>264</a>, <a href='#Page_267'>267</a></li> - <li>fighting, <a href='#Page_249'>249</a></li> - <li>gambling, <a href='#Page_320'>320</a></li> - <li>impudence, <a href='#Page_217'>217</a></li> - <li>indifference, <a href='#Page_167'>167</a></li> - <li>laughing, <a href='#Page_193'>193</a>, <a href='#Page_194'>194</a></li> - <li>nervousness, <a href='#Page_264'>264</a></li> - <li>obedience, <a href='#Page_89'>89</a></li> - <li>stealing, <a href='#Page_338'>338</a></li> - <li>truancy, <a href='#Page_167'>167</a></li> - </ul> - </li> - <li class='c031'>Home study, <a href='#Page_77'>77</a>, <a href='#Page_87'>87</a></li> - <li class='c031'>Humor and discipline, <a href='#Page_215'>215</a></li> - <li class='c002'>Ideals, false and perverted, <a href='#Page_24'>24</a></li> - <li class='c031'>Ignoring misconduct, <a href='#Page_142'>142</a>, <a href='#Page_196'>196</a>, <a href='#Page_200'>200</a>, <a href='#Page_205'>205</a>, <a href='#Page_238'>238</a>, <a href='#Page_293'>293</a></li> - <li class='c031'>Ill-temper, <a href='#Page_182'>182</a></li> - <li class='c031'>Imagination, use of in discipline, <a href='#Page_184'>184</a> - <ul> - <li>and lying, <a href='#Page_295'>295</a></li> - </ul> - </li> - <li class='c031'>Imitation, and bodily action, <a href='#Page_63'>63</a> - <ul> - <li>cause of misconduct, <a href='#Page_23'>23</a>, <a href='#Page_69'>69</a></li> - <li>aid in discipline, <a href='#Page_184'>184</a></li> - <li>provoking impudence, <a href='#Page_206'>206</a></li> - </ul> - </li> - <li class='c031'>Impudence, <a href='#Page_199'>199</a>, <a href='#Page_207'>207</a>, <a href='#Page_211'>211</a>, <a href='#Page_213'>213</a></li> - <li class='c031'>Inattention, <a href='#Page_55'>55</a></li> - <li class='c031'>Independence in the child causing disobedience, <a href='#Page_86'>86</a></li> - <li class='c031'>Indifference as cause of disorder, <a href='#Page_157'>157</a></li> - <li class='c031'>Inhibition and discipline, <a href='#Page_21'>21</a></li> - <li class='c031'>Injured child, sympathy for, <a href='#Page_258'>258</a></li> - <li class='c031'>Instincts, classification of, <a href='#Page_129'>129</a> - <ul> - <li>relative to discipline, <a href='#Page_13'>13</a>, <a href='#Page_17'>17</a>, <a href='#Page_19'>19</a>, <a href='#Page_20'>20</a>, <a href='#Page_21'>21</a></li> - <li><span class='pageno' id='Page_348'>348</span>and disobedience, <a href='#Page_30'>30</a></li> - <li>and fear, <a href='#Page_255'>255</a></li> - <li>function of, <a href='#Page_129'>129</a></li> - </ul> - </li> - <li class='c031'>Interruptions, <a href='#Page_61'>61</a></li> - <li class='c031'>Interviews, <a href='#Page_34'>34</a>, <a href='#Page_52'>52</a>, <a href='#Page_60'>60</a>, <a href='#Page_62'>62</a>, <a href='#Page_63'>63</a>, <a href='#Page_68'>68</a>, <a href='#Page_84'>84</a>, <a href='#Page_86'>86</a>, <a href='#Page_87'>87</a>, <a href='#Page_88'>88</a>, <a href='#Page_92'>92</a>, <a href='#Page_96'>96</a>, <a href='#Page_101'>101</a>, <a href='#Page_112'>112</a>, <a href='#Page_113'>113</a>, <a href='#Page_114'>114</a>, <a href='#Page_119'>119</a>, <a href='#Page_132'>132</a>, <a href='#Page_155'>155</a>, <a href='#Page_174'>174</a>, <a href='#Page_175'>175</a>, <a href='#Page_177'>177</a>, <a href='#Page_191'>191</a>, <a href='#Page_215'>215</a>, <a href='#Page_222'>222</a>, <a href='#Page_232'>232</a>, <a href='#Page_242'>242</a>, <a href='#Page_251'>251</a>, <a href='#Page_288'>288</a>, <a href='#Page_302'>302</a>, <a href='#Page_313'>313</a>, <a href='#Page_320'>320</a>, <a href='#Page_322'>322</a>, <a href='#Page_332'>332</a>, <a href='#Page_336'>336</a></li> - <li class='c002'>Joking the teacher, <a href='#Page_205'>205</a></li> - <li class='c002'>Kindergarten, see First and Second Grades</li> - <li class='c002'>Laboratory as an instrument of discipline, <a href='#Page_167'>167</a></li> - <li class='c031'>Laughing in school, <a href='#Page_72'>72</a>, <a href='#Page_74'>74</a>, <a href='#Page_75'>75</a>, <a href='#Page_99'>99</a>, <a href='#Page_193'>193</a>, <a href='#Page_194'>194</a>, <a href='#Page_234'>234</a></li> - <li class='c031'>Laziness, noise, clumsiness and fidgets as causes of disorders, <a href='#Page_130'>130</a></li> - <li class='c031'>Lighting of a schoolroom, <a href='#Page_154'>154</a></li> - <li class='c031'>Literary societies, troubles with, <a href='#Page_106'>106</a></li> - <li class='c031'>Lunches, stealing of, <a href='#Page_334'>334</a></li> - <li class='c031'>Lying, to conceal, <a href='#Page_301'>301</a> - <ul> - <li>inquiry into, <a href='#Page_212'>212</a></li> - <li>for gain, <a href='#Page_298'>298</a>, <a href='#Page_300'>300</a></li> - <li>and gambling, <a href='#Page_313'>313</a></li> - <li>and the imagination, <a href='#Page_295'>295</a></li> - <li>kinds of, <a href='#Page_297'>297</a></li> - <li>provoked by teacher, <a href='#Page_67'>67</a>, <a href='#Page_292'>292</a>, <a href='#Page_303'>303</a>, <a href='#Page_307'>307</a></li> - <li>and stealing, <a href='#Page_329'>329</a>, <a href='#Page_335'>335</a></li> - <li>teacher practices, <a href='#Page_59'>59</a>, <a href='#Page_288'>288</a>, <a href='#Page_304'>304</a></li> - </ul> - </li> - <li class='c002'>Mannerisms of teacher, <a href='#Page_102'>102</a></li> - <li class='c031'>Marbles, gambling with, <a href='#Page_312'>312</a></li> - <li class='c031'>Marking desks, <a href='#Page_301'>301</a></li> - <li class='c031'>Matching pennies, <a href='#Page_319'>319</a></li> - <li class='c031'>Mischief maker, <a href='#Page_98'>98</a></li> - <li class='c031'>Money stolen, <a href='#Page_337'>337</a>, <a href='#Page_338'>338</a>, <a href='#Page_340'>340</a></li> - <li class='c031'>Motor functions, defective, causing disobedience, <a href='#Page_61'>61</a></li> - <li class='c002'>Noise, <a href='#Page_94'>94</a>, <a href='#Page_135'>135</a>, <a href='#Page_143'>143</a></li> - <li class='c031'>Nervous child, <a href='#Page_134'>134</a></li> - <li class='c002'>Obedience, factors making for, <a href='#Page_38'>38</a> - <ul> - <li>Fifth and Sixth Grades, <a href='#Page_65'>65</a></li> - <li>First and Second Grades, <a href='#Page_49'>49</a></li> - <li>formal, <a href='#Page_34'>34</a></li> - <li>High School, <a href='#Page_89'>89</a></li> - <li><span class='pageno' id='Page_349'>349</span>intelligent, <a href='#Page_36'>36</a></li> - <li>kinds of, <a href='#Page_33'>33</a>, <a href='#Page_186'>186</a></li> - <li>public expects, <a href='#Page_38'>38</a></li> - <li>pupils expect to obey, <a href='#Page_39'>39</a></li> - <li>relations to character building, <a href='#Page_29'>29</a></li> - <li>relation to school efficiency, <a href='#Page_27'>27</a></li> - <li>Seventh and Eighth Grades, <a href='#Page_76'>76</a></li> - <li>stages in development of, <a href='#Page_33'>33</a></li> - <li>Third and Fourth Grades, <a href='#Page_56'>56</a></li> - </ul> - </li> - <li class='c031'>Observing children, <a href='#Page_176'>176</a></li> - <li class='c031'>Order in schoolroom, <a href='#Page_76'>76</a>, <a href='#Page_135'>135</a></li> - <li class='c031'>Oversensitiveness, of pupil, <a href='#Page_214'>214</a> - <ul> - <li>of teachers a cause of disrespect, <a href='#Page_189'>189</a></li> - </ul> - </li> - <li class='c002'>Paper wads, throwing, <a href='#Page_219'>219</a>, <a href='#Page_307'>307</a></li> - <li class='c031'>Parental, aid in keeping order, <a href='#Page_116'>116</a> - <ul> - <li>responsibility for pupils’ good behavior, <a href='#Page_165'>165</a></li> - </ul> - </li> - <li class='c031'>Parents, causing a boy to tease, <a href='#Page_240'>240</a> - <ul> - <li>defaming teacher, a cause of disobedience, <a href='#Page_65'>65</a></li> - <li>leading families, dealing with, <a href='#Page_70'>70</a></li> - <li>provoking disobedience, <a href='#Page_41'>41</a>, <a href='#Page_86'>86</a></li> - <li>provoking impudence, <a href='#Page_206'>206</a></li> - <li>provoking indifference to school, <a href='#Page_159'>159</a></li> - <li>provoking quarrels, <a href='#Page_228'>228</a></li> - <li>provoking stubbornness, <a href='#Page_172'>172</a></li> - <li>responsibility in keeping order, <a href='#Page_323'>323</a></li> - <li>teacher visiting, <a href='#Page_67'>67</a>, <a href='#Page_68'>68</a>, <a href='#Page_158'>158</a>, <a href='#Page_228'>228</a>, <a href='#Page_322'>322</a></li> - </ul> - </li> - <li class='c031'>Passing quietly, <a href='#Page_137'>137</a></li> - <li class='c031'>Pencil, dropping, <a href='#Page_135'>135</a> - <ul> - <li>snatching, <a href='#Page_187'>187</a></li> - </ul> - </li> - <li class='c031'>Personal remarks, impudent, <a href='#Page_190'>190</a> - <ul> - <li>rights of pupils, infringement of, <a href='#Page_93'>93</a></li> - </ul> - </li> - <li class='c031'>Pertness, <a href='#Page_198'>198</a></li> - <li class='c031'>Physical conditions causing misconduct, <a href='#Page_23'>23</a>, <a href='#Page_61'>61</a>, <a href='#Page_131'>131</a>, <a href='#Page_134'>134</a>, <a href='#Page_141'>141</a>, <a href='#Page_143'>143</a>, <a href='#Page_148'>148</a></li> - <li class='c031'>Play supervised, <a href='#Page_226'>226</a>, <a href='#Page_230'>230</a>, <a href='#Page_317'>317</a></li> - <li class='c031'>Pleasure-seeking causing disobedience, <a href='#Page_117'>117</a></li> - <li class='c031'>Preparation to teach, defective, <a href='#Page_121'>121</a></li> - <li class='c031'>Prohibitions provoking disorder, <a href='#Page_99'>99</a>, <a href='#Page_111'>111</a></li> - <li class='c031'>Promise, making, to pupils, <a href='#Page_109'>109</a></li> - <li class='c031'><span class='pageno' id='Page_350'>350</span>Public opinion disregarded, <a href='#Page_110'>110</a></li> - <li class='c031'>Punishment, apology, <a href='#Page_321'>321</a> - <ul> - <li>corporal - <ul> - <li>boxing ears, <a href='#Page_276'>276</a></li> - <li>requesting right to use, <a href='#Page_94'>94</a></li> - <li>shaking, <a href='#Page_50'>50</a></li> - <li>whipping, <a href='#Page_66'>66</a>, <a href='#Page_68'>68</a>, <a href='#Page_78'>78</a>, <a href='#Page_89'>89</a>, <a href='#Page_93'>93</a>, <a href='#Page_163'>163</a>, <a href='#Page_164'>164</a>, <a href='#Page_172'>172</a>, <a href='#Page_173'>173</a>, <a href='#Page_195'>195</a>, <a href='#Page_202'>202</a>, <a href='#Page_211'>211</a>, <a href='#Page_218'>218</a>, <a href='#Page_261'>261</a>, <a href='#Page_263'>263</a>, <a href='#Page_319'>319</a>, <a href='#Page_332'>332</a></li> - </ul> - </li> - <li>detention after school, <a href='#Page_73'>73</a>, <a href='#Page_151'>151</a>, <a href='#Page_190'>190</a>, <a href='#Page_230'>230</a>, <a href='#Page_241'>241</a>, <a href='#Page_260'>260</a>, <a href='#Page_336'>336</a></li> - <li>discipline not dependent upon, <a href='#Page_17'>17</a></li> - <li>grade lowered, <a href='#Page_277'>277</a></li> - <li>ineffective, <a href='#Page_135'>135</a>, <a href='#Page_141'>141</a>, <a href='#Page_161'>161</a></li> - <li>loss of privileges, <a href='#Page_249'>249</a>, <a href='#Page_321'>321</a></li> - <li>provoking disobedience, <a href='#Page_89'>89</a></li> - <li>for quarreling, <a href='#Page_224'>224</a></li> - <li>school work, as, <a href='#Page_90'>90</a></li> - <li>suspension, <a href='#Page_317'>317</a>, <a href='#Page_282'>282</a></li> - </ul> - </li> - <li class='c031'>Punning, <a href='#Page_200'>200</a></li> - <li class='c031'>Paper scattered, <a href='#Page_49'>49</a>, <a href='#Page_77'>77</a>, <a href='#Page_80'>80</a>, <a href='#Page_260'>260</a></li> - <li class='c002'>Quarreling, from spite, <a href='#Page_228'>228</a> - <ul> - <li>on school grounds, <a href='#Page_225'>225</a></li> - <li>on way to school, <a href='#Page_229'>229</a></li> - </ul> - </li> - <li class='c031'>Quarrelsomeness, bullying and fighting, <a href='#Page_223'>223</a></li> - <li class='c031'>Questioning pupils about misconduct, <a href='#Page_73'>73</a>, <a href='#Page_90'>90</a>, <a href='#Page_99'>99</a>, <a href='#Page_213'>213</a>, <a href='#Page_234'>234</a>, <a href='#Page_273'>273</a>, <a href='#Page_275'>275</a>, <a href='#Page_276'>276</a>, <a href='#Page_292'>292</a>, <a href='#Page_301'>301</a>, <a href='#Page_307'>307</a>, <a href='#Page_317'>317</a>, <a href='#Page_321'>321</a>, <a href='#Page_335'>335</a></li> - <li class='c002'>Reasons, failure to comprehend cause of misconduct, <a href='#Page_22'>22</a> - <ul> - <li>given with commands, <a href='#Page_35'>35</a>, <a href='#Page_36'>36</a></li> - </ul> - </li> - <li class='c031'>Refusal, to do home work, <a href='#Page_87'>87</a>, <a href='#Page_88'>88</a> - <ul> - <li>to go to school, <a href='#Page_87'>87</a></li> - <li>to recite, <a href='#Page_256'>256</a></li> - </ul> - </li> - <li class='c031'>Responsibility, <a href='#Page_84'>84</a>, <a href='#Page_86'>86</a></li> - <li class='c031'>Retardation of a pupil, <a href='#Page_67'>67</a>, <a href='#Page_150'>150</a></li> - <li class='c031'>Ridicule provoking fighting, <a href='#Page_239'>239</a></li> - <li class='c031'>Rights of child as to playthings, <a href='#Page_313'>313</a></li> - <li class='c031'>Ringleader, dealing with, <a href='#Page_52'>52</a>, <a href='#Page_70'>70</a> - <ul> - <li>discovering, <a href='#Page_98'>98</a>, <a href='#Page_119'>119</a></li> - </ul> - </li> - <li class='c031'>Rivalry between student groups, <a href='#Page_106'>106</a></li> - <li class='c031'>Rules, over-emphasis of, causing disobedience, <a href='#Page_76'>76</a>, <a href='#Page_81'>81</a></li> - <li class='c031'><span class='pageno' id='Page_351'>351</span>Rural School, special problems, <a href='#Page_69'>69</a>, <a href='#Page_76'>76</a>, <a href='#Page_98'>98</a>, <a href='#Page_140'>140</a>, <a href='#Page_159'>159</a>, <a href='#Page_180'>180</a>, <a href='#Page_181'>181</a>, <a href='#Page_192'>192</a>, <a href='#Page_217'>217</a>, <a href='#Page_229'>229</a>, <a href='#Page_273'>273</a>, <a href='#Page_276'>276</a>, <a href='#Page_310'>310</a>, <a href='#Page_327'>327</a>, <a href='#Page_330'>330</a></li> - <li class='c002'>Schoolroom conditions related to discipline, <a href='#Page_157'>157</a></li> - <li class='c031'>Self-preservative instinct, cases of discipline arising from, <a href='#Page_129'>129</a></li> - <li class='c031'>Seventh and Eighth Grades - <ul> - <li>bullying, <a href='#Page_240'>240</a>, <a href='#Page_246'>246</a></li> - <li>cheating, <a href='#Page_276'>276</a>, <a href='#Page_279'>279</a></li> - <li>clumsiness, <a href='#Page_140'>140</a></li> - <li>disrespect, <a href='#Page_198'>198</a>, <a href='#Page_200'>200</a></li> - <li>fighting, <a href='#Page_240'>240</a>, <a href='#Page_246'>246</a></li> - <li>gambling, <a href='#Page_316'>316</a>, <a href='#Page_318'>318</a></li> - <li>impudence, <a href='#Page_211'>211</a></li> - <li>indifference, <a href='#Page_166'>166</a></li> - <li>noise, <a href='#Page_140'>140</a></li> - <li>obedience, <a href='#Page_76'>76</a></li> - <li>stealing, <a href='#Page_334'>334</a>, <a href='#Page_337'>337</a></li> - <li>strained eyes a cause of disorder, <a href='#Page_150'>150</a></li> - <li>stubbornness, <a href='#Page_180'>180</a></li> - <li>truancy, <a href='#Page_163'>163</a></li> - </ul> - </li> - <li class='c031'>Shot-throwing, <a href='#Page_309'>309</a></li> - <li class='c031'>Sickness of child prevents study, <a href='#Page_154'>154</a></li> - <li class='c031'>Slow pupil, <a href='#Page_64'>64</a>, <a href='#Page_132'>132</a></li> - <li class='c031'>Sneering, <a href='#Page_65'>65</a></li> - <li class='c031'>Snowballing, <a href='#Page_236'>236</a></li> - <li class='c031'>Social grounds for discipline, <a href='#Page_93'>93</a></li> - <li class='c031'>Social impulses, how to control, <a href='#Page_111'>111</a></li> - <li class='c031'>Socializing the individual, <a href='#Page_14'>14</a></li> - <li class='c031'>Slouching, <a href='#Page_57'>57</a></li> - <li class='c031'>Smartness, <a href='#Page_190'>190</a></li> - <li class='c031'>Special methods a help in discipline, <a href='#Page_53'>53</a>, <a href='#Page_54'>54</a>, <a href='#Page_55'>55</a>, <a href='#Page_112'>112</a>, <a href='#Page_144'>144</a>, <a href='#Page_303'>303</a></li> - <li class='c031'>Spit-balls, throwing, <a href='#Page_219'>219</a>, <a href='#Page_307'>307</a></li> - <li class='c031'>Stammerer, assisting the, <a href='#Page_248'>248</a></li> - <li class='c031'>Stammering as cause of fighting, <a href='#Page_246'>246</a></li> - <li class='c031'>Stealing, motives for, <a href='#Page_324'>324</a> - <ul> - <li>money, <a href='#Page_337'>337</a>, <a href='#Page_338'>338</a></li> - <li>provoked by teacher, <a href='#Page_83'>83</a>, <a href='#Page_325'>325</a></li> - </ul> - </li> - <li class='c031'><span class='pageno' id='Page_352'>352</span>Strained eyes a cause of disorder, <a href='#Page_150'>150</a></li> - <li class='c031'>Strike of students, <a href='#Page_106'>106</a></li> - <li class='c031'>Stubbornness, <a href='#Page_169'>169</a>, <a href='#Page_180'>180</a></li> - <li class='c031'>Study room discipline, <a href='#Page_59'>59</a>, <a href='#Page_61'>61</a>, <a href='#Page_69'>69</a>, <a href='#Page_72'>72</a>, <a href='#Page_94'>94</a>, <a href='#Page_99'>99</a>, <a href='#Page_104'>104</a>, <a href='#Page_151'>151</a>, <a href='#Page_194'>194</a></li> - <li class='c031'>Substitution, <a href='#Page_52'>52</a>, <a href='#Page_60'>60</a>, <a href='#Page_62'>62</a>, <a href='#Page_71'>71</a>, <a href='#Page_91'>91</a>, <a href='#Page_96'>96</a>, <a href='#Page_109'>109</a>, <a href='#Page_112'>112</a>, <a href='#Page_149'>149</a>, <a href='#Page_165'>165</a>, <a href='#Page_166'>166</a>, <a href='#Page_167'>167</a>, <a href='#Page_176'>176</a>, <a href='#Page_185'>185</a>, <a href='#Page_191'>191</a>, <a href='#Page_201'>201</a>, <a href='#Page_218'>218</a>, <a href='#Page_225'>225</a>, <a href='#Page_228'>228</a>, <a href='#Page_231'>231</a>, <a href='#Page_235'>235</a>, <a href='#Page_236'>236</a>, <a href='#Page_237'>237</a>, <a href='#Page_238'>238</a>, <a href='#Page_241'>241</a>, <a href='#Page_247'>247</a>, <a href='#Page_251'>251</a>, <a href='#Page_253'>253</a>, <a href='#Page_258'>258</a>, <a href='#Page_267'>267</a>, <a href='#Page_313'>313</a></li> - <li class='c031'>Suggestion, <a href='#Page_51'>51</a>, <a href='#Page_52'>52</a>, <a href='#Page_63'>63</a>, <a href='#Page_64'>64</a>, <a href='#Page_79'>79</a>, <a href='#Page_80'>80</a>, <a href='#Page_81'>81</a>, <a href='#Page_86'>86</a>, <a href='#Page_92'>92</a>, <a href='#Page_96'>96</a>, <a href='#Page_97'>97</a>, <a href='#Page_105'>105</a>, <a href='#Page_114'>114</a>, <a href='#Page_140'>140</a>, <a href='#Page_146'>146</a>, <a href='#Page_181'>181</a>, <a href='#Page_183'>183</a>, <a href='#Page_254'>254</a>, <a href='#Page_265'>265</a>, <a href='#Page_267'>267</a>, <a href='#Page_300'>300</a>, <a href='#Page_325'>325</a> - <ul> - <li>leading, <a href='#Page_92'>92</a>, <a href='#Page_113'>113</a>, <a href='#Page_119'>119</a>, <a href='#Page_132'>132</a>, <a href='#Page_146'>146</a>, <a href='#Page_168'>168</a>, <a href='#Page_198'>198</a>, <a href='#Page_231'>231</a>, <a href='#Page_267'>267</a></li> - <li>negative, <a href='#Page_50'>50</a>, <a href='#Page_62'>62</a>, <a href='#Page_77'>77</a>, <a href='#Page_83'>83</a>, <a href='#Page_304'>304</a></li> - </ul> - </li> - <li class='c031'>Sulkiness, <a href='#Page_172'>172</a></li> - <li class='c031'>Suspicious attitudes causing disobedience, <a href='#Page_59'>59</a></li> - <li class='c002'>Tale-bearing, <a href='#Page_73'>73</a>, <a href='#Page_336'>336</a>, <a href='#Page_337'>337</a></li> - <li class='c031'>Talking, back, <a href='#Page_195'>195</a> - <ul> - <li>on misconduct, <a href='#Page_62'>62</a>, <a href='#Page_119'>119</a>, <a href='#Page_293'>293</a>, <a href='#Page_304'>304</a>, <a href='#Page_305'>305</a>, <a href='#Page_337'>337</a></li> - <li>too much about conduct, <a href='#Page_76'>76</a>, <a href='#Page_80'>80</a></li> - </ul> - </li> - <li class='c031'>Teasing, <a href='#Page_240'>240</a></li> - <li class='c031'>Terrorizing the pupil, <a href='#Page_221'>221</a></li> - <li class='c031'>Third and Fourth Grades - <ul> - <li>bullying, <a href='#Page_235'>235</a></li> - <li>cheating, <a href='#Page_273'>273</a>, <a href='#Page_274'>274</a>, <a href='#Page_306'>306</a></li> - <li>discipline through fear, <a href='#Page_259'>259</a></li> - <li>dislike of school, <a href='#Page_162'>162</a></li> - <li>disrespect, <a href='#Page_190'>190</a>, <a href='#Page_195'>195</a>, <a href='#Page_202'>202</a></li> - <li>fighting, <a href='#Page_238'>238</a></li> - <li>impudence, <a href='#Page_205'>205</a></li> - <li>lying, <a href='#Page_303'>303</a></li> - <li>obedience, <a href='#Page_56'>56</a></li> - <li>stealing, <a href='#Page_331'>331</a>, <a href='#Page_333'>333</a></li> - </ul> - </li> - <li class='c031'>Threatening the teacher, <a href='#Page_217'>217</a></li> - <li class='c031'>Threats, <a href='#Page_57'>57</a>, <a href='#Page_78'>78</a>, <a href='#Page_94'>94</a>, <a href='#Page_136'>136</a>, <a href='#Page_173'>173</a>, <a href='#Page_191'>191</a>, <a href='#Page_221'>221</a>, <a href='#Page_226'>226</a>, <a href='#Page_259'>259</a>, <a href='#Page_332'>332</a></li> - <li class='c031'>Trips out of town, a group of pupils on, <a href='#Page_106'>106</a>, <a href='#Page_117'>117</a></li> - <li class='c031'>Truancy, <a href='#Page_163'>163</a></li> - <li class='c002'>Visitors present—discipline of children, <a href='#Page_61'>61</a>, <a href='#Page_139'>139</a></li> - <li class='c002'>Wilful disobedience, <a href='#Page_49'>49</a>, <a href='#Page_98'>98</a></li> - <li class='c031'>Words, choice of, <a href='#Page_175'>175</a>, <a href='#Page_178'>178</a></li> - <li class='c031'>Wrongdoing of children, causes of, <a href='#Page_20'>20</a>, <a href='#Page_70'>70</a></li> -</ul> - -<div class='pbb'> - <hr class='pb c002' /> -</div> -<p class='c009'> </p> -<div class='tnbox'> - - <ul class='ul_1 c002'> - <li>Transcriber’s Notes: - <ul class='ul_2'> - <li>Page 121 - the section header was missing an item number. - </li> - <li>In DIVISION IV there is no CASE 25, but there were two CASE 26s. 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