In like manner the school teacher must learn to exercise a positive control over the activities of a pupil, which shall not abolish, but covertly disclose, rather, a fine sense of the comradeship that binds a good teacher to a responsive pupil. Sometimes out of a spirit of helpfulness a child is led to whisper when, in reality, the one to whom he whispers is most at fault, as in the following instance taken from an experience in the Fourth Grade. CASE 104 (FOURTH GRADE) [Sidenote: “Helping” by Whispering] Lawrence seemed given to constant whispering. The most trying thing about it was that he seemed to whisper more constantly while class instruction was going on than at other times. Miss Blair was the more puzzled over this because Lawrence was an exceptionally bright pupil, and very courteous. This matter of whispering was the only case in which he failed to obey Miss Blair. When she spoke to him about it he listened respectfully with flushed face and downcast eyes. He certainly did not seem indifferent to her wishes, yet the very next time she began to pronounce words in spelling he seemed to divide his attention between writing the words and whispering to Freddie, who sat just behind him. When she stood near Lawrence, he did not whisper; furthermore he always seemed to whisper to Freddie only. She consulted Freddie about changing his seat, but found him anxious to retain his place behind Lawrence. She decided that the best plan was to punish Lawrence as well as others for whispering. So she announced that five minutes would be deducted from the recess period of a pupil for every time he whispered. She was surprised to find that this seemed to place no restraint upon Lawrence. He whispered as much as ever and lost every recess like a little soldier. When this had been going on for two weeks, one day Sarah, who sat just behind Freddie, hung around Miss Blair’s desk plainly trying to get up courage to say something. Finally, Miss Blair said, “What is it, Sarah?” Sarah replied, “Freddie makes Lawrence whisper.” Miss Blair said in astonishment, “How can that be?” “Why,” said Sarah, “Freddie can’t tell just what you want, or he can’t spell the words and he punches Lawrence in the back and Lawrence tells him what to do or how to spell the words.” Here, then, was the key to the situation, which Freddie had been too selfish and Lawrence too manly to disclose. Freddie was given a seat near Miss Blair’s desk where she could help him, and Lawrence ceased to whisper. The sadness which had shown in his face at every recess was replaced by happy relaxation. CONSTRUCTIVE TREATMENT Find out by tactful questioning, changing seats during one period, etc., just why a certain child persists in whispering. Ascertain whether the one to whom he whispers gets or gives information and arrange for the dependent one to get direct help from you, or from some fellow pupil, after instructions have been given.