“Teacher, Tommy’s whispering”—“Jennie lost her book”—“Philip said some bad words”—“Annie’s papa’s dead, and she says she don’t care.” After a few interruptions of this sort, her teacher broke out with: “If you don’t shut up, I shall go crazy. Why don’t you go to work and leave other people’s affairs alone?” Such a rebuke closed up the torrent of tattling for only a very few minutes. The next string of remarks was cut off with, “Not another word from you this morning. You’re a regular little tattle-tale.” When another remark began it was blocked by: “I can’t hear any more tales from you today.” CONSTRUCTIVE TREATMENT Substitute some suitable form of expression for this excessive tale-bearing. Even an eager interruption of the child, when you discern the trend of her remarks, is entirely in order. In particular try to find food for her mental hunger in the novel and sensational matters of her daily school life. Make immediate offers of help in her school work, in place of patient attention to tales. Polite ignoring of the child’s chatter will ultimately induce her to cease; especially if you suggest your disapproval of her unkind remarks by saying: “I like to hear good things about people,” or “Haven’t you something pleasant to tell me today?” COMMENTS No doubt the little tale-bearer often conveys useful information. If the teacher discloses any satisfaction with these tales, she may aggravate the very ill she should endeavor to cure. Any gains from tattling, should be used with great caution. The general attitude of indifference and unconcern is the best antidote for tattling. When a story-teller loses his audience, all the impulses to talk are quieted; he necessarily runs down. A dignified reserve and a continuous distraction from the disagreeable habit will be a certain remedy. ILLUSTRATION (RURAL SCHOOL) [Sidenote: Ignore Remarks] Miss Moffit, recently at the Endwood rural school, had the art of drawing out her pupils’ confidence on a variety of topics. They discussed school work, flower gardens, dress-making, electrical devices, corn contests, and a wide range of topics. This freedom of intercourse spurred the tattlers also into action. Hilliard came up at frequent intervals with numerous, personal incidents, until he learned how to control his tongue. “Some of the boys are taking home chalk in their pockets.” At another time, “Sallie’s eating in school time,” or “Minnie didn’t get her problems.” Miss Moffit sensed the drift of Hilliard’s mind. She decided to become absolutely impervious to Hilliard’s tales. She took the lead in conversations when he approached; she switched from one topic to another so rapidly that he had no opportunity to make much of his fund of anecdotes. She gratified his impulse to talk, by asking him questions on themes in which he was interested. Tattling to the teacher lost its charm for Miss Moffit’s pupils. CASE 118 (THIRD GRADE)