as not to have shadows and at the same time not to face a light directly are greatly reduced. If there are a great many near sources of illumination, as in a railroad coach at night, the page may be streaked with light and shadow. In constructing schoolrooms it is now quite common to provide that the light shall come only from one side (namely, the left), in order to avoid shadows. Even if there are several sources of light in a room, the teacher, by proper manipulation of the

HIGH-SCHOOL BUILDING OF THE H-TYPE

Note the "blind" ends so constructed that the light in the corner rooms all comes from one side

shades and by proper directions to the pupils, can greatly reduce the loss of energy which would result from reading under conditions that cause strain or distraction.

Good order an important time-saver. Favored by students. The fifth and final routine factor which we shall consider in our discussion of economy of time and energy is good order. Failure on the part of students to attend to business is an important source of waste in the classroom. As a rule, the teacher may assume that if the other conditions of instruction are properly provided for, most of the students will favor conditions of good order instead of disorder. There will

always be a small minority of the students, however, who are not in school for serious purposes and who will make trouble if any opportunity arises.

Avoid opportunities for disorder through proper routine. Hence one of the most important steps in securing good order is to eliminate as far as possible the opportunities for making trouble. Some of the most important steps in this direction involve carrying out the directions concerning the routinizing of classroom activity that were presented above.

If the first day is begun with a businesslike spirit, if there are certain definite tasks to be accomplished concerning which there is a clear mutual understanding between teacher and pupils, if students are seated to the best advantage, if tardiness is avoided, if materials are so placed as to obviate wasteful movements, conflicts, and confusion, if the ventilating and lighting are so arranged as to contribute to vitality and comfort instead of fatigue, annoyance, and irritability—if all these matters are properly provided for, then many opportunities for disorder are eliminated.

Discipline easier in subjects providing definite tasks. The simplifying of the problem of discipline through definite tasks which keep all students busy is illustrated in contrasting a class in algebra with one in history or literature. It is a simple matter so to conduct a class in algebra as to have every pupil responsible all the time for some definite objective work which requires his concentrated attention. It is much more difficult to do so with history or literature. Hence almost any teacher ought to be able to have constant good order in an algebra class but might be in constant difficulty with a history or literature class.

Discipline depends on teacher's personality; this is inborn. Apart from proper attention to the routine factors to which reference has been made, the maintenance of good order depends largely on the teacher's personality. Since personality is to such a large extent inborn and not acquired,

it does little good to discuss the aspects of personality that make for easy control. Nevertheless, a few statements may bring out some helpful suggestions.

Authority, dignified reserve, and friendliness as factors. The problem of discipline has probably been given the most study in connection with certain systems of schools that have a more or less continuous history of several centuries, such as the great English secondary schools and the schools of certain Catholic organizations, notably the Brethren of the Christian Schools and the Jesuits. The following quotation from a book by a Jesuit is contained in the "Essays on Educational Reformers," by R. H. Quick, who introduces it with the statement that it illustrates how carefully the Jesuits have studied the teacher's difficulties. The quotation furnishes material for consideration or discussion, especially concerning the influence upon discipline of authority, of friendliness, and of dignified reserve on the part of the teacher.

The master in charge of the boys, especially in playtime, in his first intercourse with them has no greater snare in his way than taking his power for granted and trusting to the strength of his will and his knowledge of the world, especially as he is at first lulled into security by the deferential manner of his pupils.

That master who goes off with such ease from the very first, to whom the carrying out of all the rules seems the simplest thing in the world, who in the very first hour he is with them has already made himself liked, almost popular with his pupils, who shows no more anxiety about his work than he must show to keep his character for good sense- that master is indeed to be pitied; he is most likely a lost man. He will soon have to choose one of two things: either to shut his eyes and put up with all the irregularities he thought he had done away with or to break with a past that he would wish forgotten and engage in open conflict with the boys who are inclined to set him at defiance. These cases are, we trust, rare. But many believe with a kind of rash ignorance, and in spite of the warnings of experience, that the good feelings of their pupils will work together to maintain their authority. They have been

told that this authority should be mild and endeared by acts of kindness. So they set about crowning the edifice without making sure of the foundations, and, taking the title of authority for its possession, they spend all their efforts in lightening a yoke of which no one really bears the weight.

In point of fact the first steps often determine the whole course. For this reason you will attach extreme importance to what I am now going to advise :

The chief characteristic in your conduct toward the boys during the first few weeks should be an extreme reserve. However far you go in this, you can hardly overdo it. So your first attitude is clearly defined.

You have everything to observe-the individual character of each boy and the general tendencies and feelings of the whole body. But be sure of one thing, viz. that you are observed also and a careful study is made of both your strong points and your weak. Your way of speaking and of giving orders, the tone of your voice, your gestures, disclose your character, your tastes, your failings, to a hundred boys on the alert to pounce upon them. One is summed up long before one has the least notion of it. Try, then, to remain impenetrable. You should never give up your reserve till you are master of the situation.

For the rest, let there be no affectation about you. Don't attempt to put on a severe manner; answer politely and simply your pupils' questions, but let it be in few words, and avoid conversation. All depends on that. Let there be no chatting with them in these early days. You cannot be too cautious in this respect. Boys have such a polite, such a taking way with them in drawing out information about your impressions, your tastes, your antecedents; don't attempt the diplomat; don't match your skill against theirs. You cannot chat without coming out of your shell, so to speak. Instead of this, you must puzzle them by your reserve and drive them to this admission : We don't know what to make of our new master."

Do I advise you, then, to be on the defensive throughout the whole year and like a stranger among your pupils? No! a thousand times, No! It is just to make their relations with you simple, confiding, I might say cordial, without the least danger to your

authority, that I endeavor to raise this authority at first beyond the reach of assault. (10: 60-62)

Example of the importance of tact.— Among other personal qualities that are important in maintaining good order are tact, decision, and consistency. Lack of tact is illustrated by the incident of a high-school teacher who told her pupils that they need not come to class next day if they did not have their lessons better prepared. The class took her at her word and the next day remained quietly studying in the assembly room. When the principal asked them for an explanation, they gave him the facts and went on studying. The principal thought it was a good lesson for the teacher and left her to restore matters to their normal condition.

Importance of decision.

The influence of lack of decision

is illustrated by the remark often made by a distracted mother when she says to her child, "I don't know what I will do to you if you don't behave yourself." No doubt teachers often find themselves in the same uncertain condition, but it does not improve matters to let the pupils know it. If possible, take the time which may be necessary to determine upon the best course of action and then proceed to carry out your decision.

Importance of consistency. The influence of lack of consistency is illustrated by teachers and parents who are always threatening but never executing. They announce that certain consequences will follow upon certain acts and they are not consistent in carrying out their statements. Students very soon learn that they are likely to escape the consequences in many cases, and are willing to take the chances or to gamble on the issue.

Objective impersonal attitude better than emotional storm and stress. In general, teachers will do well to endeavor to maintain a purely objective, impersonal attitude in most cases of disorder. As a rule the offense is essentially an offense against the class or group whose progress is interfered with.