“Who made this picture?” John demanded, very angry and feeling that his dignity demanded that the offender be punished. Every head turned instantly toward Cleaver Trotter, who seemed much pleased to be singled out for attention. “Cleaver, you may remain in at recess. I want to see you.” “Just as you say, Mr. Fraser!” sang out Cleaver, jauntily. There was a half-suppressed titter of admiration, and Mr. Fraser felt that he had come out second best. At recess he ascertained that Cleaver had really drawn the picture, and forbade him sternly to repeat the offense. The interview took place in the otherwise empty school-room, and when Cleaver was allowed to go he joined a group of gaping admirers on the playground. “What did he do to you?” they demanded to a man. “Oh, he asked me why I did it, and I told him I couldn’t help it; I just knew it took him all night to press his pants that way.” “And what did he say then?” “Well, he smelled of the smelling-salts and said that’d be all for today, so I came on out.” None of this account was true, but Cleaver won by it the thing his boyish vanity wanted, the admiration of his crowd. They approved the ridicule because it furnished them with fun, and Cleaver was shrewd enough to know that his leadership depended upon their approbation of his attitude. He annoyed John Fraser constantly throughout the school year, not because he disliked him or wanted to be troublesome, but because the teacher could not perceive that Cleaver had a mania for approbation which needed to be guided into better channels. CONSTRUCTIVE TREATMENT The pupil who does evil for approbation will do good for the same cause, if approbation for good can be secured. In this case, Mr. Fraser might have turned Cleaver’s talent for making cartoons and doggerel into less personal use, utilizing the admiration of his classmates as a spur to accomplishment. If he had asked Cleaver, for instance, to illustrate some event in current history with an original cartoon, to accompany a talk to be given in opening exercises, even Cleaver’s vanity would have been satisfied at the flattery of having his talent taken so seriously. At the same time the narrow personal nature of Cleaver’s interests would have been broadened by a knowledge of affairs outside his immediate world. COMMENTS Wise teachers do not allow the rudeness, crudeness and childishness of their pupils to disturb their serenity. They know that good manners and consideration are the result of training, and with “a fine disregard of personalities” they set about giving this training. The great art in such cases is to substitute a good activity for the bad one which has heretofore gained the approbation sought. ILLUSTRATION 1 (RURAL SCHOOL) [Sidenote: Red Hair]