How much better it would be for the teacher consistently to explain to pupils that there really are benefits to be derived sometimes from chewing gum, and that when at play or out-of-doors there is no harm in it, but that in company, in school or in church, it is not a neat thing to do. Such a teacher has told the truth and her pupils, large and small, will respect and appreciate her for it and they will do more; they will not annoy her by chewing gum during school sessions. The habit is largely a matter of suggestion and imitation. One pupil introduces the custom, the others follow out the suggestion. By relegating the custom to the school ground, when the pupils are busy with physical activities of other sorts, the practice will be reduced to a minimum. CASE 66 (EIGHTH GRADE) Miss Smith came from the State Normal School to have charge of the two upper grades after forming some very definite ideas on how to maintain order among adolescent boys. [Sidenote: Gum Chewing] The second morning she was conducting an arithmetic lesson when she found that Susie Hall was enjoying her chewing gum more than she did the assignment. “What is your name?” said Miss Smith, pointing somewhat definitely toward the offending pupil. “I am Susie Hall.” “Well, Susie, are you interested at all in this work in arithmetic? I could hardly believe it since I see your jaws going” (mocking Susie in a very exaggerated fashion). Susie was just a little surprised to have her manners noted so keenly and commented on so quickly, and replied, “Yes’m. I guess I like arithmetic.” “Well, we can’t have this gum chewing, and you can just step away from the blackboard and find some place to throw out your chewing gum. When that is done, come back and we will see what we can do with this arithmetic.” Now Susie was only one of a dozen who in former days had more or less privilege in the matter of gum chewing, so that there was a sympathetic wave of resentment quickly resounding throughout the room. Nevertheless, there was no immediate outbreak of anger from Susie or anyone else in the room. CONSTRUCTIVE TREATMENT Instead of immediately attempting to suppress the gum chewing in a child almost totally a stranger, go across the room, and, after asking Susie’s name, summon her to you, and very quietly ask her to put away her gum. After doing that, request Susie to help you in keeping good order. The chances are that a girl like her would be more or less bold and dominating among her associates, so that if a feeling of goodwill toward her teacher could be developed, it would be a valuable asset in maintaining the order of the room subsequently. COMMENTS Miss Smith transgressed seriously in making so bold an attack upon the existing situation. She did not yet know the past habits of her pupils, so that discretion should have restrained her from being so brusque and outspoken in her attitude. ILLUSTRATION (SEVENTH GRADE) [Sidenote: Helping to Keep Good Order]