“I want you to collect all these oranges and keep them for a ‘spread’; they are lovely things, but they’ll be in our way if we keep them lying around. You are going to help me keep order, aren’t you? And I’ll help you to have a good time.” Then announce to the school: “We’ve decided to have our oranges in a delightful ‘spread’ to come off at the recess period. So we must gather up the oranges for that occasion.” Promise some additions to their resources and program, and make a splendid thing out of it. COMMENTS Pupils are hopelessly alienated by a procedure that exceeds the bounds of propriety. Georgiana’s generous impulses were outraged by loss threatened or actual of the luscious fruit. A teacher on the ground before school opened would have found out what was about to happen, in all likelihood, and could have forestalled it entirely. But if the teacher directs these generous impulses, she will not only avoid school-room disturbances, but she will be taken yet more intimately into the confidence of her pupils. ILLUSTRATION (SIXTH GRADE) [Sidenote: Peanuts] “‘You _used_ to eat once in a while in school’! I can’t believe it,” said Miss Arbuthnot, the first time she caught one fifth-grader munching a peanut. “We don’t eat in school when I teach. I’ll tell you what we’ll do. Let’s make a rule that no one shall take a bite or chew a single chew when school is in session, but instead of that we will have our girls prepare us on Friday noon a light lunch, once a month. How many of you favor that? Hands up!” All agreed, and each child brought a small contribution from home. The luncheon was daintily served in the domestic science room and constituted a fine safety valve for several strong impulses in the hearts of thirty-five sixth-grade children. CASE 69 (HIGH SCHOOL) [Sidenote: Caramels in School] Murry Blane found three young women among his schoolmates in high school that he felt very warmly toward. Having an abundance of pocket money, he spent many dollars first and last in bringing tokens of his regard to his three friends. For the most part he managed to do this quietly, so that his devotion was not subject to discipline, but when Charles Wingate became principal, things took a slightly different turn. Mr. Wingate knew very well that there were always pairings off of young folks in high school. He watched for these groupings of the boys and girls, and when he saw Emma Moore laying a row of caramels on her desk the first question that came to him was, “Who bought the candy for this girl?” He immediately went to her desk and quietly asked the question, “Emma, where did this candy come from?” Such a question had never been put to her before, although efforts had been made many times to eliminate lunching from the high school. Her first answer was, “Why, friends of mine bought them for me. Isn’t that all right?”