So that teacher made an enemy where she ought to have made a friend. The trouble with her was that she did not know her business. Even if she could not understand all that the strange treasures of boyhood mean to a boy, that stone knife ought to have fairly shouted at her--Indians! Look out! To the seeing eye that fragment of stone bristled with meaning--the wild instincts of boyhood, its strange acquisitiveness, its joy in creation. To any reasonably sympathetic adult, it ought to have meant the opportunity to get a little nearer to one bewildered little soul. The woman teacher, then, must learn to get outside herself and to see the boy as he is. She must study him as she would study any other wild creature. He has his own habits, his own instincts, and his own emotional reactions toward experience. These are to be studied in the spirit of a naturalist. Then, being understood, they are to be used. Now, the boy, for our present purposes, differs from the girl in two respects. In the first place, he is vastly more active and motor-minded; and in the second, he is intensely and spontaneously loyal to a small but highly organized group of his fellows, in which his own individual will tends to become more or less merged. The treatment of the first of these qualities of boyhood is perhaps a problem for superintendents and school boards rather than for individual teachers. One rejoices to see that, more and more every year, attention is being given to this aspect of boy nature. Manual training, industrial education, practical work of all sorts are relieving boys from the unnatural burden of acquisition and offering them instead their proper chance to do. Why is it, when we can all see so clearly the general superiority of the color sense in girls, we are so blind to the boy’s preëminence in the muscular sense! Much of this, I say, is not the problem of the individual teacher, who must, for the most part, conform to the school programme. Even here, however, an insight into boy character will help her in smaller matters, here and there, to handle the boy with the grain instead of across it. Outside school hours, there is sometimes opportunity for the teacher to enter into many of the activities dear to boyhood which I have already discussed. The excursions to interesting and historic spots, the nature walks, the visits to industrial plants, and the like, the value of which I have already emphasized, are for the most part quite within the range of most teachers. A few women of my acquaintance have even gone camping with their boys, and done it successfully.