of condemning him for his action, the people praise him for it. Suppose they laugh at what he does, and so make him feel that he is doing a clever thing that others enjoy, which is just what is likely to happen in a typical "gang". In such a case the boy will regard his act as a means of entertainment for others, and one way of gaining distinction for himself; and he will be likely to repeat it every time he gets a chance, when he thinks there is any one around to appreciate it.

The instances cited are very simple, commonplace illustrations of the passion of the child to have others view his thoughts and his actions in order that he may discover which ones will please the people around him and bring distinction to himself, and which ones will arouse the hostility of others, or win him a bad reputation. Of course, the young child is not very sensitive regarding his "reputation,” except in respect to a very few matters, such as being a "coward," or being "mean," and so on. But as he develops he becomes increasingly anxious to have a good reputation in respect to more and more subtle qualities of body, intellect, and character, and he is always eager to express himself in the presence of others so as to secure their approval for the acts which he regards as most worth while. It can be seen that without this trait social adjustment would

be impossible. If a child should live to himself alone, without caring to express himself in the presence of others, or to have them express themselves in his presence, he could not become a social being. Communication between people is the fundamental requirement for the development of social feeling and social ability.

those around him.

Before the child comes to school he is usually given great freedom in sharing his experiences with Outside of school the child is encouraged to communicate freely

Parents ordinarily allow their children to communicate freely on every topic which interests them, and to solicit communications from their playmates. Perhaps at table the child may be given some lessons in restraining his passion to express himself. But in modern American life children are granted a large measure of freedom to express themselves at table, and in all other situations in which they are commonly placed. Indeed, children who tell their experiences readily are regarded with more favor in America than are those who are inhibited in this respect. Free communication is, as a matter of fact, generally rewarded outside of the school-room, so the tendency is actually fostered in children, at least in present-day American homes. Thus when the child comes to school he is really without much, if York Public

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any, experience which has taught him while in the presence of others to "hold his tongue".

Fortunately the atmosphere of the school-room is usually different from that of his home or of the street, and this tends to restrain him in a measure. The more he feels the dignity of the teacher and the school-room, the more inclined he is to be selfrestrained, and to become attentive to the expressions of the teacher and of his associates. In most familiar situations outside of the school, the child spontaneously expresses himself as the occasion requires; but in the class-room, where the whole régime suggests that action should be based upon the initiative of the teacher, he is apt to concentrate his attention upon the teacher as a leader, instead of heedlessly following his own promptings. In an environment in which he feels perfectly at home, the individual generally seeks to take the lead; but in a new and strange environment the tendency is for him to become a learner. Now, if the teacher can keep him in this attitude, so that he may continue to feel the dignity and importance of the school-room, he will be likely to remain docile, seeking constantly to discern the teacher's plans, and striving eagerly to follow her directions. In such a case he will not give much trouble on account of "whispering", because he will feel the necessity of

apprehending the expressions of the teacher and of his associates, whenever the latter are asked by the teacher to express themselves.

The best way to control the evils of communication is to keep pupils in a learning, docile attitude,

The most effective way to control the evils of communication

so that they will be alert always

to the suggestions which the
teacher makes, and aim to fol-

low them. If they can be made

to see that the regular work of the school is interesting, and that it is worth while to master it and to show that they are getting it in the proper way by expressing themselves when they are given opportunity to do so by the teacher, then their communications will be legitimate, because they will concern the proper activities of the school. The problem is one of really making the work of the school dominant in the class-room. In every well-governed school-room pupils are made to feel that the best way to attain << distinction is to show a mastery of the regular duties. Doubtless some readers will object to this, because they think it improper to commend a pupil in any way for excellence in the work of the school. But until human nature is fundamentally changed, it will be necessary in order to stimulate pupils to give proper attention to the work of the school and to restrain tendencies hostile thereto, to cause them

to realize that when they do adapt themselves to the régime of the class-room and express themselves effectually regarding it, their faithful and successful work will become known to classmates, to parents, and to others. Possibly their names will be published in the city paper even, and thus their distinction will go beyond the confines of the school-room. It is certain that harmful communication in the school-room can not be satisfactorily controlled when Devices for the pupils feel that it is not of much suppressing account to stand well in the regular communica- work. Many teachers resort to all tion sorts of devices to restrain communication, except the most effective one of teaching in such a vital, vigorous way that the interests of the school [predominate over those of the life outside. Pupils are made to report at night how many times they have whispered during the day; tasks are assigned as penalties for whispering; the seats of the pupils are shifted about frequently to see if communication can not be restrained by changing seat mates; and often pupils are kept after school for whispering, or whipped for it. But really, punishment can not permanently restrain communication to any appreciable extent, though it may be the only remedy on certain occasions. But if pupils can not actually whisper, they may nevertheless communicate constantly