On Monday one or two sessions were voted upon with success. Before the end of the third week the children from choice had voted whispering out of the school for the rest of the term because they liked complete silence better. They followed the teacher who used the method of leading suggestion. Thereafter when someone forgot and whispered, they were reminded, kindly, that they were not following the wish of their fellow-pupils. On this subject of majority rule, stories were told of its value in human history. Many teachers make use of the honor system in determining deportment grades, especially asking for self-reporting on whispering and similar offenses. CASE 106 (RURAL SCHOOL) Mr. Boling taught in a rural school in Central Illinois. He used the following system as a check upon whispering. [Sidenote: When All Whisper] Every evening just before school closed he called the roll. Those who had not whispered during the day were to answer “ten.” If they had whispered once “nine.” For every time they whispered during the day they were to deduct one from their daily grade in deportment. With some children this acted as an effective check. One little girl, Jennie, had truthfully answered “ten” every day since the introduction of the system. She sat with her sister in a double seat. One day a friend asked permission to “speak” and came to the sister’s desk to borrow a book. Jennie not being able to find the book said to her sister, “Look on your side!” Then she slapped her hand on her mouth and her little heart sank. She had broken her record. She had whispered without permission! Many notes passed between the sisters as to whether or not Jennie had really whispered without permission. It was grimly decided that she had. They reasoned that whereas the friend’s permission to “speak” allowed each of them to speak to her, still that gave the sisters no right to speak to each other. Jennie suffered all the rest of that day. How like a real culprit she felt when she answered “nine” at roll call. The memory of the disgrace lingers with her through the years. But Mr. Boling had other pupils of far different home training and natural disposition from Jennie. Katie Mender and Annie Kuhn were examples of this class. They whispered almost incessantly. Jennie knew it and she believed Mr. Boling himself knew it and yet they answered “eight,” “nine” or “ten” every evening. A few there were who not only whispered incessantly but who shamelessly answered “zero” every evening. Clifton with a good-natured grin answered “zero” daily and looked around the room with a complacency that seemed to say, “What a smart boy am I!” And even Jennie often wondered if his care-free life was not enviable. Nothing was ever said or done by Mr. Boling to show that Jennie was more to be commended than Clifton. CONSTRUCTIVE TREATMENT