ter disciplinarians than others? Comment on the facts as you find them.

13. "My science teacher one morning said: 'G- and Jcame late to class again this morning, and I told them yesterday that I would send them back to the study hall the next time it happened.' 'Did you send them?' I asked. 'No,' said he, 'but if they are late to-morrow, I'll send them out for a week.' This teacher dealt out the heaviest penalties in our entire faculty, and had by all odds the worst discipline." Did you ever know of a similar instance? How would you explain the case?

14. Is there any direct relation between personal attractiveness in the teacher, and successful teaching and discipline? In your own experience, did the matter of appearance and dress play any large part in determining your attitude toward your favorite teacher?

15. Ought any form of school work to be made a punishment for a pupil's misconduct? Be specific.

16. What artificial standards of conduct might the school set up by a too rigid insistence upon rules against whispering, moving about the room, and others of like import? Is this likely to lead to confusion in the child's mind regarding relative values in moral conduct? Make a list of ten school-room offenses, and point out those that have in them a moral or ethical aspect, and those that have not.

17. Is it ever advisable to allow boys to settle their quarrels on the school grounds by fistic contest? Comment on Dr. G. Stanley Hall's view: "I would have every healthy boy taught boxing at adolescence, if not before."

18. Describe five cases of correction of pupils in which the principle of suggestion was employed effectively. Describe any case you may know in which the principle was not successful.

19. Describe one or more instances in which the use of corporal punishment as a means of correction proved to be (1) effective, or (2) an injury to the child.

20. When, if ever, should corporal punishment be administered in the presence of an entire school?

21. Assuming that children differ greatly in temperament, training, and experience, is it possible in any school to use the same means of correction, or to apply the same rules of conduct to each individual? If not possible, how is the teacher to escape the charge of favoritism?

22. Is Spencer's theory of "natural" punishment for misconduct feasible under ordinary school conditions? Illustrate with concrete instances.

23. In meting out punishment to an offender against good order in the school-room, what is the fundamental principle involved;-that the child must be corrected for his own good, or because his conduct is opposed to the welfare of the school as a whole? Are these two ends antagonistic in the final outcome?

24. Comment on the principle laid down by Bagley, that "Punishment should not be used for the purpose of 'making an example'."

25. Is the following advice by Locke ever applicable to school-room situations? "Pay no attention to those faults in children that time is bound to cure." Mention a few of such faults.

26. Discuss the matter of preventing undesirable activities or actual misconduct in the school-room by substituting for the routine work of the school some other form of activity. Suggest some feasible and desirable substitutes.

27. Ought the school, as far as possible, to secure good conduct by removing incitements or opportunities for wrong-doing; or ought it to give the pupil a chance to exercise choice in matters of conduct?

28. Is it proper to punish pupils for inattention? If so, suggest the circumstances under which it may be done, and the types of punishment that may be appropriate.

29. Ought a pupil ever to be sent home from school for misconduct, or kept in at recess, or after school?

III

FAIR PLAY BETWEEN TEACHER AND PUPILS

1. Take five actual cases of school-room discipline, and show whether the point of view of the teacher and of the pupil was the same or different in each case. Would you have treated the pupil differently in any or in all these cases? Why?

2. Describe five cases of unjust school-room discipline, and point out why each was unjust. What was the effect of such discipline on the pupil? Why?

3. Is it easier or is it more difficult to administer discipline without injustice in city as contrasted with country schools? Why? Give typical concrete instances to illustrate the principle.

4. Can one rely upon a pupil's statement as to whether or not his teacher deals with him fairly? Does it make any difference whether the pupil is in the primary school, the grammar school, or the high school?

5. Describe in detail two or three instances in which a teacher solved difficult problems of discipline by securing the coöperation of pupils.

6. Should the attitude of the teacher toward his pupils be one of authority, or one of good-fellowship? Are the two attitudes antagonistic?

7. Should the teacher encourage pupils to criticize one another in the class-room in respect to either work or behavior? What are the advantages and the disadvantages of this?

8. According to your observations, do teachers as a rule appeal to the sense of fair play in respect to the government of the school, alike in the class-room and on the playground? Comment on the situation as you find it.

9. Do women teachers govern their schools by securing the coöperation of their pupils more largely than men teachers do? Or is the reverse true? Why?

10. Is the sense of fair play as keen in country as in city schools? Give concrete evidence in support of your view, and suggest an explanation for the facts in the case.

11. How may a teacher use the sense of group loyalty to advantage in the government of the school? Can a teacher succeed in governing his school if the group as a whole resists his authority? Cite typical cases to illustrate the principle.

12. What traditions in a community may turn a group of pupils against a teacher without any fault of the latter? Is it the same in the city as in the country? How might a teacher deal successfully with such a situation?

13. Describe two or three actual cases in which a teacher lost the respect of his pupils. Could this tragedy have been avoided?

14. Discuss the matter of allowing a bright pupil to raise his hand continually in recitation, indicating his ability to answer a question no matter to whom it is addressed.

15. Point out the results in the kindergarten of having the teacher enter into all the plays and other activities of the children.

16. Is the problem of holding the respect of pupils more serious in the high school than in the elementary school? If so, why? Is it more serious in the country than in the city?

17. Mention several school-room situations in which a teacher should impress a pupil with his shortcomings. Mention several situations also in which a pupil would be injured by keeping his failings constantly before him.

18. Discuss this proposition: "A child can not grow in strength, intellectual or moral, unless he is made sensitive to his deficiencies, and is urged unceasingly to overcome them."

19. Do pupils respect a teacher who habitually praises them for their conduct and their work as much as they respect

one who habitually criticizes them sharply for their errors and failures?

20. If possible, read The Young Barbarians, by Ian MacLaren, and in view of the principles presented in this chapter, discuss the several types of teachers portrayed in the book. Read The Hoosier Schoolmaster also, and comment on the type of teacher presented therein.

21. Describe a concrete case in which censure or punishment of a pupil before his fellows was wholesome and effective, alike for himself and for his associates. Describe a case in which contrary results followed public correction. Why in each instance?

22. Do you know a teacher who can govern a school without making any prohibitions regarding communication? If so, describe her methods.

23. Discuss the following statement made by a school principal: "I used formerly to say to my teachers, ‘Be partial always.' Was my advice proper? Can it be followed when penalties are laid down explicitly in advance for every sort of misdemeanor?"

24. Discuss the following: "I asked a very reliable highschool boy what per cent. of his fellows would lie to a teacher when driven into a corner. He said, 'Eighty per cent.' His answer in my opinion was altogether too high, unless he was thinking of special teachers." Will pupils lie to some teachers more readily than to others? Why?

25. The boys of a school were called together by the principal. He said: "Boys, the great majority of you use and enjoy the dressing-room; but I can not longer tolerate certain misconduct connected with its use. I have no time to chase down the culprits, but I will lock the room if it seems necessary." Was an injustice done to the majority who were innocent?

26. "I visited the Junior class of an English teacher to hear the scheduled debate. The class, with one exception, for fear