There often develops a tendency in pupils to dislike certain branches. Especially is this true in the upper grades. Such a dislike may often be traced back to the primary grades, where the study habits and likes or dislikes for school work are first instilled into the child. It is vitally essential that the teacher foster in her pupils that attitude toward school work that will send the child to the second grade liking his work and well trained in the habit of study. It would seem impossible that a dislike for subjects that are not taught in the primary grades could be traced back, even indirectly, to wrong teaching in those grades. But the chances are that somewhere in the child’s progress towards the upper grades or the high school were sown the seeds that developed into dislike of certain branches. If so, the first grade teacher should take her share of the blame. She must guard against any methods of teaching that will cause any child to dislike to study. It is quite certain that if first grade pupils finish their year’s work liking the teacher and the school and if they have acquired the habit of study and like it, that teacher has done her full duty. It is a first requisite of the teacher to exhibit a cheerful and optimistic disposition in the school-room. She must teach the little ones reading and numbers, language and story telling, writing and drawing, with such an ardor and love for her work that the children can only think that their teacher likes these subjects better than anything else. She must expect every child to love his work. If the second grade teacher and the others in the higher grades will teach in the same manner there will be no pupils in the upper grades or the high school who have a distaste for even one branch, much less have a dislike for study in general. A true teacher will never make her pupils feel that she has a dislike for school work or any part of it. (6) _Dull children._ Many a teacher has had her difficulties and perplexities with the dull child. In large cities special teachers are employed to teach dull and abnormal children. Books have been written dealing with them. Still the problem remains unsolved. Much has been done for them, but by no means has all been said about what can and should be done for such children under these conditions. The rural and village teacher cannot expect to send the perplexing pupils to a special teacher and as a rule such children are found in every school.