As usual, Spencer raised his hand. “Very well, Spencer.” So, through over thirty minutes recitation, out of a class of thirty-five, Spencer Thorpe was called upon five times, while many less forward pupils were given no opportunity for self-expression. CONSTRUCTIVE TREATMENT At the beginning of the geography recitation say, “I am going to try a new plan in the lesson today. Let us see if I can tell who knows his lessons by the way he looks instead of by the raising of his hand.” Be sure to give as many of the children an opportunity to recite as you can—all if possible. At the beginning of the next recitation say, “The plan we tried yesterday worked so well, I believe we will try it for the whole day.” COMMENTS By calling on all or nearly all of the pupils, you will accustom the boy who wants to speak all the time, to the idea that he must take his turn with the others. By substituting an intelligent interest in the recitation for the raising of hands and the mere pleasure of being the central figure in the class, you will raise the class standard to a higher level. By assuming an attitude of attention, the pupils will unconsciously become interested in each other’s recitations. The teacher may not hope entirely to do away in a day with the excessive raising of hands, or of speaking without waiting to be called upon, but the fact that she has secured her point during one recitation makes it easier the next time to suppress the excessive desire, on the part of one or two pupils, to monopolize the time and attention of the class to the exclusion and detriment of others. ILLUSTRATION (EIGHTH GRADE) At the beginning of the class in United States history in the Deerfield rural school, Miss Deaton decided she was going to do away with the privilege which four of the pupils seemed to claim of talking all the time. [Sidenote: Refuse Answers] “We have so many points to cover in the recitation today, we shall have no time to stop for the raising of hands. I shall call on you individually without waiting for that. Every one be ready to answer promptly.” Miss Deaton smiled. Her attitude was one of complete confidence. The class responded accordingly. Just once during the recitation did George Mills, the class “speaker,” forget. Miss Deaton had only to raise her eyebrows to remind him that this was not the form to be followed that day. Laxness on the part of the teacher, even in a seemingly trifling matter, sometimes destroys the order in a school-room for all time. To get the best results and to make the most progress in school work, there must be no leaks in the efficiency tank. The experience of a certain eighth grade teacher proves this to be true. CASE 113 (EIGHTH GRADE)