The teacher must have an abundance of busy work ready for the next restless period that comes, sorting blocks or marbles, straws or papers, cutting or coloring pictures, putting books on the shelf, and anything that will keep him innocently busy. Stencil cards, cutting out words or letters, the distributing of materials for the class to use, games for the recess and noon periods, frequent story periods during school hours, interesting lessons, vigorous exercise, generous approval of every effort to please the teacher—all these will gradually win the mischievous boy to habits of self-control and industry. All children like stories, and during the telling of the story, if it is at all worth while, the children will be quiet and attentive. The teacher may, however, call the restless child to herself, saying to him, “I like to have somebody stand by me.” Better still, she may gather all the pupils around her and say to the mischievous boy, “Robert, I am going to tell you a story. The other boys and girls may listen.” This will captivate the child, and when she has finished she may ask him to tell the story. By this time the reader will sigh and ask, “Must all this be done to keep one mischievous boy at work?” Yes, but it is far easier to interest him than to be worried by his pranks. Then, too, by keeping him interested, the teacher is administering to his development, while to let him loll in his mischief would only tend to create in him habits of inattention and idleness. At the close of the day the boy will go home happy and the benediction of a happy teacher will follow him. Nothing adds more to a teacher’s usefulness and happiness than the thought of work well done. In the above procedure the teacher has practiced suggestive control. She has led the mischievous boy into activities that interest him, that appeal and fascinate as well as satisfy that active mind, and that will mature into right action. It is far easier to deal with a child full of life, than to deal with a dullard. Direct properly the impulse that causes this mischief, and it will become a force for real good in the child’s life. The discreet teacher will look ahead and avoid difficulties, and nowhere will she get more valuable clues to a method of control than on the playground. Watch the child in his play at recess to see what activity interests him most. Suggest to him some point about that activity which he has overlooked and commend him on his skill. Every child has a hobby. If you can find this boy’s hobby and tell him something about it which he does not know, you will make a warm place in his heart for yourself. Then utilize the knowledge thus gained, and his increased confidence in you, in order to add to his school work just the element that will make it so interesting for the child that he will find the work more delightfully fascinating than the mischief.