There are two typical cases—that of young girls who fall in love with an attractive young man teacher, whom usually they hope to captivate and marry; and that of boys, relatively less mature, who rarely reach the ridiculousness of such plans, but shower such attentions as they may upon the object of their affections, and go to any length to please her. Most young women teachers have the tact and good sense to manage such cases wisely, keeping the boys within the bounds of a normal and fairly platonic regard, and often using their power to bring about the development of a fine idealism and many manly virtues in their admirers. But the vain young woman who likes this kind of popularity is not unknown in schools; she is a nuisance, doing more harm by her vanity than a dozen sensible colleagues can undo through every means known to good pedagogy. The teacher is to blame, as a rule, when either of these conditions develops. Being older and more experienced, he has the upper hand and can cure the malady, if he will, especially as he has every sane tradition on his side. The elimination of the dangerous personal attitude, of opportunities for the expression of regard, of the personal appeal, and of subtle suggestions of a sentimental nature, are all in the power of the teacher. It is just a question of whether he cares to exercise his will and his ingenuity in the interest of a healthy relation, or whether he chooses rather to have his vanity flattered by attentions and popularity. CASE 156 (HIGH SCHOOL) [Sidenote: Appeals to Vanity] Annabel Kingsley was an English teacher in a small, prosperous town. She was a tiny, sharp-faced girl of about twenty-five, keenly intelligent, clever and selfseeking. She dressed well; she sought social opportunities; she made the most of her friends. Before she had been teaching a month she had won the devoted admiration of all the boys and most of the girls in her classes and by Thanksgiving the other women teachers would hardly speak to her, regarding her with that silent scorn which intelligent women have for their sisters who will not play fair. The superintendent was divided between amusement and contempt. Miss Sperry, the mathematics teacher, went to Miss Bulwer, who had had the Latin and German for years, and had a talk with her. “My boys and girls come day after day with their algebra only half learned,” she complained. “They say they don’t have time for it, and they are losing all their interest, too. But they write great long compositions for Miss Kingsley that must take hours to do, and now she talks of getting up a play to be given at Christmas. She seems to have captured them completely. How does she do it?”