The voice is usually a good indicator of character. Miss Peterson doubtless is no exception. We doubt if any person enjoys her friendship as much as if she used a sweeter, gentler, lower-pitched voice. The adoption of some method of voice culture will react on the character. Either singing or dramatics will soften the voice and warm up the heart. If nothing else is available, the reading of well selected poetry with an attempt at faithful expression has a lasting effect if maintained for a considerable period. Public announcement of a mode of punishment for a certain offense often leads a group to try together the experiment of breaking the rule laid down. A public talk about a general misdemeanor must be well thought out and given at an opportune time, with no hint of anger on the part of the teacher. The pupils will not reason that an angry person’s judgment is warped, but they will nevertheless, resent a lecture given in any other than a seriously helpful attitude of mind. The novice and the failing teacher use direct methods hoping to secure immediate and adequate results. One teacher says, “I want to use a method that will bring whispering to a stop at once.” Human nature rarely consents to such radical methods. Indirect methods and a little lapse of time are usually necessary to give the human nervous organism opportunity for readjustment. Such a reorganization of habits is not closely under the control of the will; rather the lower nerve centers must actually effect the desired reforms. Intelligent choice merely supplies the inner stimulus which directs the course of the rebuilding of habit that is so earnestly longed for. “The perpetual ill-behavior of many children is itself the consequence of that chronic irritation in which they are kept by bad management.... That harsh treatment which children of the same family inflict on each other is often, in great measure, reflex of the harsh treatment they receive from adults.” (Spencer, Education.) ILLUSTRATION (FIFTH AND SIXTH GRADES) Mrs. Steward taught a room of pupils in the fifth and sixth grades. Near the end of the second week she felt that she had the confidence of her pupils and could count upon their coöperation. [Sidenote: Taking a Vote] On Friday morning just before recess she said, “How many of you would like to try to have no whispering at all between now and recess time? It is only ten minutes.” A majority of the children voted that the trial be made. The silence was really restful. Just before dismissing for recess she asked how many liked the silence. Again a majority of them held up their hands. About twenty minutes before noon she again allowed them to vote as to whether or not all should refrain from whispering until noon. This time more even than before voted for silence. Half an hour before school closed they again decided against whispering for the rest of the day.