Adams White knew a large number of systems by which to rearrange his features so as to produce laughter. When the book-agent sat at the side of the room, Adams took occasion to entertain him with the horrible figure made by drawing down his lower eyelids until a large part of the eyeball was exposed to view. The boy did this, or a similar prank, every once in a while, and his teacher, young Benjamin Danner, scarcely knew what penalty would do the boy the most good. Unfortunately for Adams, he was caught in the act. “Go to the blackboard, Adams. Put your hands behind your back and lean forward till your head touches the wall. Did you understand me?” “Well,” thought the agent, “this is interesting. I can hardly believe that such methods are in use today. But here is the proof right before my eyes.” He watched Adams move in a clumsy, resistant manner, and assume the position prescribed. CONSTRUCTIVE TREATMENT Instead of such a punishment as the one described above, we propose that Mr. Danner pay no attention to the deed until school is out for the day. Find some favor that Adams can do for you and put him at it immediately. When he has completed the task, or at least made good headway, call him to one side, look him straight in the eye, as he is seated in front of you, and say: “Adams, you need to be careful how you look at visitors who call at our school. The gentleman was surprised at your action today. I felt sorry for him. I want to know if you can keep at your work in an orderly way on similar occasions hereafter.” If the answer is more or less satisfactory, accept it and say: [Sidenote: A Firm Injunction] “I am going to depend on you for this. I want to see no more expressions of shame on the face of a visitor because of your conduct. I want every pupil to work straight on no matter who may come in.” COMMENTS This boy needs no publicity as a reward for his misdemeanor; he will sooner or later take advantage of his unexpected predicament to make more trouble for his teacher. The penalty had no logical connection with the prank, and only aggravated the boy’s antipathy toward school rules. Mr. Danner advertised his lack of good discipline by resorting to this barbarous penalty, especially when a stranger was present. If the conduct of Adams is to be permanently improved, this one act must be viewed in its relation to his conduct generally. As soon as Adams feels vitally his part in making the school a success, his behavior will improve. No pupil is so obstreperous that one need despair of winning him by some kind of means, at least until one has exhausted his resources. The plan recommended above, or some adaptation of it, can be used profitably for a pupil of any grade. ILLUSTRATION (FIFTH GRADE) [Sidenote: Making a Man]