handedly breaks them, his conduct must be brought to the light in order that he may receive his just deserts. A mode of procedure like this will preserve the group's feeling of loyalty among its members, and it will at the same time enable the teacher to secure the coöperation of her pupils in bringing offenders to justice, without any particular child being singled out as a "tittle-tattle". This sort of procedure is being followed with the greatest success in newsboys' associations and similar groups, in which the boys are less responsive than are school pupils to an appeal to the sense of fair play.

Many of these problems we have been considering arise from the fact that pupils do not have the Gaining the re- proper respect for the teacher, spect of pupils whatever may be the reason for this. Have you ever happened upon a group of lively boys who were expressing themselves freely regarding you and your work? If you have heard them find fault with you, what has been your attitude in the matter, alike toward the boys and toward the faults of which they complain? Have you acted on the assumption that your pupils ought to respect you anyway, simply because you are in the position of teacher? Have you argued that if they do not respect you it is because they have not been properly trained, or that they are naturally vicious? And

have you attempted to develop different attitudes in them by punishing them, or perhaps by delivering a general lecture before your school upon the subject of "Respect for Teachers"?

What would you do in a case of this kind? A group of boys averaging eleven years of age are classmates in the sixth grade of a public school in a western city. They come from the "best" homes in that city. They have from infancy listened to conversation upon a great variety of topics relating to current events, to historical incidents, to art and music, to the phenomena of nature, to ethical and moral conduct, and the like. They have had opportunity to engage in all sorts of games and plays. Most of the boys have had gymnastic apparatus in their own homes, in the use of which they have developed skill and courage. They have organized foot-ball and base-ball teams. Taken as a group they can ride horseback and on a bicycle; skate, coast, play hockey; row, swim, and fish; shoot straight with the bow and the gun; use tools with considerable success;-in short they can "do things". But they do not know as much arithmetic or history, or geography as they should; and they do not know how to write good English, as they will need to do in maturity; and their parents send them to school to have these deficiencies corrected.

The teacher in this sixth grade has not had so broad and varied experiences as these boys have had. She can not use tools effectively, or row, or swim, or shoot, or ride a horse or a bicycle; she can not perform on gymnastic apparatus, or play foot-ball or base-ball; she is not good on the ice or the snow; and what is most serious of all, she has not read so widely as have most of these boys, and she has not listened to as cultivated conversation. So they are really superior to her in all these respects. She is not so strong physically as most of the boys, nor in as vigorous health, partly because of the severity of her labor, and also because of the serious way in which she takes her work, due largely to the fact that she is rather conscious of her limitations, so that she feels the necessity of being somewhat stern and austere in order to prevent any expression of disrespect from her pupils.

The boys comment upon her physical weakness, and some of them remark unpleasantly upon her Why pupils lose their lack of varied experience in respect for a teacher life. She has not traveled as much as a few of them have; and when she teaches them geography she is dependent usually upon the formal statements of the book, while some of her pupils have seen the objects and places described, and they can fill in with concrete, first-hand facts

which the teacher, most unfortunately, tends to repress, because she does not know them herself. She is inclined to criticize pupils if they do not recite the words of the book, and stop at that. These boys have discovered, whether by their own insight or as a result of the comments of injudicious parents, that the teacher takes this attitude probably because of her shortcomings. Only one consequence can follow from this; her pupils are rapidly losing their respect for her.

This teacher shows up at her worst when she attempts to lead these boys in physical exercises in the school. She tries to set them a model for their imitation; but they are much more expert in the use of their arms and bodies than is she. They are quite ready in exhibiting their superiority, but she is selfconscious in respect to her abilities, and she scolds them for their "smartness." Inevitably this arouses antagonism and resistance in them, and they are looking for occasions to show their disrespect for her. The situation is an unfortunate one for all concerned. The teacher is really having a hard time of it, and the pupils are not profiting greatly by their school experiences. Indeed, some of them are being injured, because they sit in their seats day after day in this indocile attitude, which is likely to become a fixed habit with them. Nothing could be

more disastrous to any individual than to become habitually disrespectful toward those in authority.

What course should the teacher follow in this particular case? It seems that the first thing for her to Gaining the assistance do would be to become perof capable pupils fectly frank with her pupils in acknowledging her limitations, and in recognizing their superiority in any direction in which they can excel her. Take, for example, a recitation in geography. If she should freely and without embarrassment say to her class that she had not seen Gibraltar, for instance, while she knew members of the class had seen it; and if she should cheerfully invite these latter ones to tell all they knew about it— to become for the time being teachers of the class on that topic-she would score several points in her favor. She would stand a good chance of winning the confidence and good will of her pupils; and they would be likely to admire her for her frankness, instead of finding fault with her for her lack of experience. Moreover, the class would profit more from such instruction than from what she is able to give them. A teacher should endeavor early to discover the activities in the school in which she can be a true leader, and win the respect of her pupils, and then she should concentrate her efforts upon these matters. Frankness and good sense in reference to