Jim told his story. The superintendent nodded assent to the several statements, indicating that he had taken in their full significance and was laying the ground for a just disposition of the matter. About the time Jim finished, Mr. Bradley stepped in. He soon began his account of the affair. Mr. Evans listened with a judicial air, by no means disclosing any antagonism toward his principal, but very cautious not to give Jim any notion that the principal had the inside track in the mind and sympathy of his superior. There were no comments, no nodding of the head, no knowing smiles that meant, “We’ll fix this fellow, all right.” Since Mr. Evans had previously frankly said that he would hear the principal’s story, in the first part of the interview, Jim was not surprised that it was given unremitting attention. But he was highly pleased to see that favoritism for the principal was not going to play any part in the final settlement of the matter. In fact, every pupil expected to see Mr. Evans go the second mile in any case where he came intimately into contact with a pupil, either in the ordinary affairs of the school, or when disciplinary problems must be adjudicated. It was, in a way, a painful experience to meet Mr. Evans under circumstances such as these; he made one feel grieved to impose on him by wrenching his heart with disappointment. There was no fear of consequences, but an anguish over injuring the feelings of the superintendent. When the facts were all before him, this friend of boys and girls would say: “I don’t believe it would be right in this case to ...” and he would mention penalties that were severe, though perhaps often employed by other teachers, perhaps were even not condemned by the community. He would finally come to the conclusion of the matter by saying: “I think we can fix this up in this way ...” a method that was almost without exception such as to strengthen the discipline of the school, to rescue the pupil from provoking circumstances and probably to serve as a deterrent to future misconduct. At the conclusion of every case of discipline, Mr. Evans left the situation in a better status than before. The boy or girl who had to settle accounts with the superintendent, when all was said and done, knew that the issue was disposed of according to the principles of right and for the good of both the pupil and the school. Wisdom, sympathetic understanding, willingness to make concessions, positive devotion to the pupil’s comfort and welfare, were written all over the man’s actions so plainly as to disarm criticism and to bind every pupil to him as a life-long friend.