ILLUSTRATION (SIXTH GRADE) Superintendent Blair yielded to an urgent demand to hold a miniature barbecue in celebration of the series of victories in athletics. The Lecompton High School had not lost a game of basket ball during the season after meeting eight opposing teams. [Sidenote: Handling a Crowd] Miss McAuley, in charge of the sixth grade, was appointed custodian of the water supply and as head usher, with instructions to drill the boys and girls in her room to do the necessary work. She gave instructions and practiced her pupils on these two matters. “The ushers will say, ‘Dinner is now served, come this way, please.’ ‘Men’s hats may be left here.’—‘May I show you to the drinking fountain?’—‘This way out, please.’” At first the novelty of the situation created more or less of a titter, but in a few days the pupils mastered the set phrases and practiced on their own number with a real enthusiasm. Every other room in the school had a small part in bringing the event off in a satisfactory manner. Of course the general conduct of the school was thoroughly modified by this intensive method of instruction. CASE 73 (EIGHTH GRADE) [Sidenote: Rudeness] “John Mason! I saw you! You go to the office at once!” Miss Maile spoke partly as a form of apology to a gentleman who was brushing the dust from an expensive hat. The embarrassed teacher continued: “I am very sorry that John treated you so rudely. I saw him rush by you, glance at your hat as it rolled away and dash on to where I stood. He’ll catch it from the principal.” Ere long the principal began his interview. He spoke with voice of thunder: “Well, what are you in here for? I saw you here last week, didn’t I? Come, now, tell me your story.” “I knocked a man’s hat down.” “Yes, I know you knocked a man’s hat down. But tell me about it. What did you do it for?” “I was sailing in the east door and struck his hat—” “Now, just tell me why you knocked his hat down and why you went on without picking it up.” “I just hurried and didn’t see—” John felt very little like doing anything more about excusing himself, he could not tell why. “You may go. If I catch you again acting like that I’ll tan you right.” The boy was dismissed with a shove that showed but the faintest trace of friendliness. CONSTRUCTIVE TREATMENT Miss Maile can easily keep this matter out of the superintendent’s hands by inviting the gentleman into her room, appointing a committee to apologize for the room, since one of its members has committed a breach of good manners. The words can be very few. “We are sorry to have been rude. Please excuse us.” We would suggest also in a school where there is a strong tendency toward bad manners, that you apply the principles of suggestion and approval. Some morning when the pupils are in a good mood, say: