When Miss Carleton first came to teach in the sixth grade in East Orange, New Jersey, she was warned that certain little girls in her room had the habit of talking to the teacher whenever they could get an opportunity. They enjoyed loitering around the teacher whose place Miss Carleton had taken, because they thought it was her duty to listen to everything they had to say. As a consequence, they literally ruled the room. “Miss Kimball says ...” and “Miss Kimball says ...” they would remark as if they were the appointed interpreters of Miss Kimball. Miss Carleton made an immediate decision that she would show the children by her actions that she did not intend to waste valuable time listening to their empty talk. As usually happens with a new teacher, she was surrounded by a group of girl leaders at the close of the first session. “Do you bring your lunch, Miss Carleton?” “Did you know our room is going to give a set of books to the library this year?” “That will be lovely,” Miss Carleton politely replied to the last question, as the first one had been immediately superseded by the second. She then stood to arrange her desk in a businesslike manner, implying that the present moment offered no opportunity for further discussion. Immediately she went to her wardrobe, saying as she did so, “I take it for granted you all brought your lunches. I hope you will enjoy them. You might move the waste basket a little nearer your desks so that it will be convenient for your papers and fruit skins. “When I come back from lunch I shall expect to see each one of you out in the school yard. It is a beautiful day for a game of Hop Scotch. “Good-bye.” So Miss Carleton tactfully mastered the situation of the first day. CASE 110 (SIXTH GRADE) Miss Atkinson was an intelligent, quick, good-natured little woman whom the children really liked. She never got angry, and her discipline was good so far as the big misdemeanors were concerned. The A division was reciting its arithmetic lesson while the B division studied. Miss Atkinson sent half of her class to the board and started to give out an example. [Sidenote: Talking During Recitation] “May I find out the lesson from Tom?” A boy who had been absent the day before was speaking, without pausing to raise his hand for permission. Miss Atkinson nodded and read the example over again. “We had that example yesterday,” came from one of the pupils in the class. “No, we didn’t. It was something like it but it wasn’t the same,” replied another.