1. Show that quiet is really a desirable thing for the pupils themselves—too often they have an idea that it is merely a cranky demand of the teacher’s, with which, of course, being healthy young animals, they have little sympathy. 2. In a spirit of coöperation, devise and clarify means of securing quiet habits. Show the pupils how to lift their feet in walking, do not simply command them to walk quietly. If pencils fall, have them tied. Teach pupils how to handle books, pencils, tablets (in really up-to-date schools the dirty, noisy slates are no longer used) and erasers, so as to minimize the chances of their falling on the floor. If pupils fall noisily into their seats, show them how well-bred men and women sit. They will never learn anything more valuable than these lessons in good manners, even if an occasional spelling lesson has to be sacrificed for them. Not infrequently it happens that what, on the face of it, appears to be bad manners or impatience, is really due to pathological nervousness. In such a case the teacher has a further duty than the mere teaching of good manners. The impatient child is but a nervous child. Nervous children often spill and drop things and are easily excited. What will tend to control and quiet one condition will control and quiet the other. Firmness will be needed in either case. Find out the cause of the pupil’s nervousness if possible and seek to remove that cause. You may need to speak to the parent. Approach him or her in a kind spirit which the parent can not possibly mistake. Suggest that you noticed some point about the child’s behavior at school which perhaps the parent had not as yet observed. Be very careful not to exaggerate any statement—instead be very conservative. For example, after commenting on some good point about Mary, say something like this: “I have noticed that Mary is beginning to show just a little nervousness at times and I thought you would appreciate it if I would tell you. I wondered if she might have eaten too much candy or too many rich things, or whether she might have failed to get enough sleep.” This method will bring about the coöperation of the mother, who will do all in her power to help you with the child. You can, in the course of your conversation with the mother, incidentally remark that you have always found that a daily warm bath, plenty of rest, some exercise, and plenty of fresh air will generally make a pupil feel like himself or herself again. Avoid the suggestion that the nervousness is at all serious with this child; assume, rather, that this is just a little time in which the pupil is not feeling as well as usual.