“People around here wouldn’t understand us if we tried to go through all those motions. Can’t you tell us something easier?” Mr. Robertson dropped the matter and began to watch for results thereafter. He saw none except some crude mockeries of courteous behavior. CONSTRUCTIVE TREATMENT Correct the blunders of this man, by thinking out a plan of action with some care. If it seems best to make a public speech on politeness first, point out instances where the school has shown excellent breeding. Cite cases of ill-breeding with pupils in another school as the subjects. Point out prominent persons of the community who have shown you marked courtesies. Take up but four or five points at a time, briefly, and with dignity so as to compel respect. A little raillery need not be taken seriously, as it may easily conceal genuine respect for what you propose. COMMENTS Building on the ground already gained convinces pupils that the new habits recommended are not a novelty but an extension of something they already respect. Only so can unfamiliar customs of courtesy be introduced, especially if some of the children come from uncultured homes. It requires real pedagogical skill to convince the untaught that acts of courtesy are not necessarily hypocritical and affected. Good manners come naturally to the adolescent, since this is the period of display of the person. When once the novelty can be forgotten there is a warm response in courteous forms of behavior. Hence, the cautious teacher does not hold up a pupil to scorn or shame, but deals gently with him on the assumption that he knows no better. Imitation is the best agency for teaching courtesy. An administrator should watch every teacher to ascertain if he treats the pupils courteously. In bringing visitors into the school, one can select models of courtesy and immeasurably stimulate student interest in good manners. ILLUSTRATION (HIGH SCHOOL) [Sidenote: Dramatizing] Arthur Scudder left Vernon College with all the polish that four years in a coeducational school could furnish him. He was tall, finely proportioned, perfectly groomed, easily poised, and fitted to win the attention of any one who came to know him. Withal, he was quite unassuming and wore his good manners with a gracious innocence. After a week at Wellington, he said to himself: “Something is to be done here. These young bloods and lassies need a little training in good manners. I believe I’ll try to connect it up with several other matters and make no separate item of it.” Accordingly he brought together the English teacher and the teacher of history for consultation. “I want,” said the principal, “a play that will exhibit a modern situation, involving Americans, in considerable numbers, on foreign soil. The plot must involve a political issue and the characters must exhibit very conspicuously faultless observance of a large number of the rules of courtesy. Can we find such a thing?”