Every time your class has occasion to pass from the room, take the same stand by the door, leading into the hall. Then say, “First row, please pass! Second, third!” etc. When the last line has left the room, take another permanent stand in the hall, where you watch the children to see that they keep in a straight line and march in an orderly fashion from room to room. If one or two should “forget” to be quiet, speak to them while in line. “John, remember the rule for marching in absolute order.” COMMENTS Every teacher must remember that her presence should mean order. If the children are accustomed to see Miss Finch in the same place every time they pass from the room, they will consciously or unconsciously realize what she expects from them—perfect order. Miss Finch could not expect a room full of healthy, wide-awake children to pass from one room to another without noise, when her own attitude conveyed anything but a suggestion of quietness. She put the others entirely out of her mind when she told Albert she would help him with his problem. It is not necessary to take the stand of a policeman, but your attitude should be one of expectancy that all will pass quietly and in order. It should not, however, be necessary to speak of the matter before the whole class, unless in commendation of the fine reputation which “our school bears for its quiet good order.” ILLUSTRATION (HIGH SCHOOL) [Sidenote: Passing to Classroom] The bell rang in the East Aurora High School for the beginning of the first period. Miss Wilcox took her accustomed stand by the door of her section room. Thirty-five young men and women filed out on their way to the first class of the day. They passed the next classroom door, where Miss Michael, the mathematics teacher, stood. Her attitude was pleasant but firm. She was expecting order. After turning the corner of the building, they were met by Miss Aldrich, the science teacher, into whose room they marched, still in single file. To one boy, who had been especially troublesome in line at the beginning of the year, she said, “Splendid, Joseph, you are getting so that you can turn as square a corner as a cadet.” The next case is a good illustration of what a teacher should _not_ do in attempting to secure regulated conduct. The story is its own sufficient comment. CASE 140 (EIGHTH GRADE) [Sidenote: Keeping in Line] “Here, come back here, you fellows,” called Mr. Girdlestone, the teacher, to two lads going up the steps ahead of the lines. “What’s the matter with you?” The boys came back down the stairs, but as Mr. Girdlestone turned around the older boy again started up the steps. “Didn’t I tell you to come back here till your line formed, John?” cried the teacher, angrily, as he grabbed the pupil by the collar. “I guess you won’t shake me,” responded the boy angrily as he caught the teacher’s arm. A scene of confusion followed, but the youth got his shaking and went sullenly about his work.