"The scientific remedy is, not to forcibly drive in the symptoms, but to diagnose the complaint and deal with the cause. Why are young people restless? This tendency of theirs is Nature's method of encouraging exercise, and thus ensuring development. It is a mistake to run counter to Nature and restrain the healthy activity of children. The wise teacher relies upon it to ensure the effort necessary to acquire knowledge. child's body is restless it is because no one has found him sufficient employment for his mind. A child cannot sit still for five minutes while an adult pours forth a stream of words. God has made the young active, and they cannot remain passive without running counter to their natural instincts, and violating God's law. The best way of utilizing the energies of children is to set them to work answering questions. These should be difficult enough to require hard thinking, and yet sufficiently easy to reward the pupil's efforts with success.

"Restlessness is energy running to waste. It is a fault, not in the child, but in him who ought to be employing the pupil's energy usefully. When being artistically questioned in school, or when poring over a puzzle in their play time, children are absolutely still physically. They have no superfluous energy to waste in fidgeting. The most active child has no superfluous activity, all its powers are concentrated upon the mental effort in which it is engrossed. When a Sunday School class is inclined to let off steam-so to speak-in unlawful ways, the remedy is (not to sit upon the safety valve, but) to turn the steam on to the mental machinery, which turns out ideas. In other words, a restless class is one that is more than ready to do justice to the questioning exercise. All teaching necessitates the co-work of the pupil, because there can be no teaching where there is no learning; learning is an absorbing and healthy exercise, which uses up all the child's energies. If it does not do so, the fault lies with the teacher, who is allowing force to run to waste. Thus, to blame the unfortunate pupil for fidgeting is to add insult to injury.

"The same applies to all bad behavior of the noisy and mischievous kind. 'Satan finds some mischief still for idle hands to do.' Or as someone else expresses it: "The devil tempts a busy person-but an idle person tempts the devil.' Useful em

ployment, rather than unjust punishment, is the scientific remedy for misapplied activity."

In assigning lessons, it is often a good plan to make certain individuals responsible for certain questions, or parts of questions, assigned to them in advance. This is necessary where time is limited, and where search for illustrations is called for.

Some of the questions are too comprehensive in character to be dealt with in the time between two lessons. It is suggested that at the beginning of the course such questions be assigned to individuals as special topics, to be reported on at convenience.

Written examinations at the close of the course will be found both instructive and interesting. Such examinations are strongly advised. Questions for examination may be framed by the Rector or Teacher forming questions. In conducting examinations it is a good plan to assign examination numbers, which will serve to identify the papers, the name of the student appearing on no part of the paper.

Emotions as Incentives to Order.

In suggesting motives as Incentives to Order, the teacher should show great wisdom and care, that they may be appropriate to the moral development of the children. "The surest way," says Hughes, "to destroy sincerity and develop hypocrisy and formalism is to try to make little children assume that they are fully developed Christians."

All of these motives have been fully considered in the Chapter on Instincts. Hughes says: "Fear, Love of Praise, Ambition, Emulation, Competition, Pride, and the Desire to Please, have disadvantages as well as advantages. All the others are decidedly beneficial in their influence on character.

"The same motives will not equally influence all pupils. Motives should therefore be varied. The motives first named should be used as little as possible. They may be exceedingly useful, however, in starting pupils to work earnestly; and earnest work is the surest means of lifting a human being, of any age, to a higher moral sphere.

"When fixing motives for the guidance of pupils through life, the teacher is doing his grandest work. In selecting motives he should be guided by the following considerations: (1) Do they

develop spontaneity of character? (2) Do they make pupils self-reliant, without weakening their consciousness of dependence on God? (3) Do they make men selfish, or do they widen their sympathies and increase their love for humanity and God?

"The final test of a permanent motive is-Does it lead to independence of character, sufficient to develop our individuality as perfectly as God intended it to be developed, without destroying our sympathy for our fellow-men, or weakening our faith in God? The best motives are not merely ineffectual, they are injurious, if they are aroused without producing their intended result in action."

Mr. Gilbert remarks: "Some form of productive work, whether with pen, pencil, brush, scissors and paper, or carpenter's tools, is the individual's chance. It compels mental activity; it assures at least some learning. It also discloses to the teacher the pupil's mental state. The thing portrayed or made often speaks much more plainly of the state of mind than the spoken words; though of course all these forms of reaction must be stimulated and utilized."

Pupils Innately Disorderly.

"There are two classes of disorderly pupils; rebels and nonrebels," says Hughes. Teachers need have very little trouble from rebels, because there are very few of them, and because they should speedily be made to submit, or else be suspended from school till they are ready to render willing obedience. When a boy definitely defies his teacher by refusing to do what he is told, or by deliberately doing what has been clearly prohibited, he forfeits his right to attend school; and if reasoning or punishment of a reasonable kind does not make him submit properly, he should be sent from the school until the influence of his parents, or some other means, has made him thoroughly submissive. He should then be re-admitted only after a public apology for his insubordination, and a satisfactory promise of submission in future. One such course of discipline, given calmly by the teacher, will usually subdue a rebel. Rebels should cause but little trouble.

"Those who are not rebels may be divided into the careful and definite, and the careless and irregular. The great difficulty

of discipline comes from the careless and irregular; and the chief duty of the teacher, so far as discipline is concerned, is to give them habits of order and definiteness."

Penalties.

Hughes adds regarding the above: "It is unwise to fix a definite and unvarying penalty for the same offense, on all occasions and under all circumstances. So far as possible, intentional wrong-doing, or evil that results from carelessness, should be followed by certain punishment of a positive or negative kind. Nothing weakens a child's character, and his respect for law, quicker than the feeling that wrong may be done with impunity. The attaching of fixed penalties for all offences helps to remove the danger of partiality on the part of the teacher, but it prevents the exercise of his judgment in the administration of justice."

Disorderly Teachers.

ness.

Disorderly Teachers are those (1) "Whose standard of order is low, and who do not recognize the true value of order in the development of character," says Hughes. "Men cannot rise above their own standards, and they cannot lift others above the standards they fix for themselves. (2) Those who think it 'easiest to keep poor order.' They are usually dishonest weaklings who cannot keep order, and who wish to conceal their weak(3) Those who allow the pupils to think that submission is a compliment to the teacher. Order is not maintained for the teacher's benefit, yet thousands of teachers speak and act as if they keep order for their own advantage. (4) Those who think children like disorder. Children enjoy being controlled, much better than having their own way. It is natural to prefer order to anarchy. Children respect the teacher most who secures the best order by proper means. (5) Those who know the value of order, and know that they do not keep good order, but who do not make any conscious effort to increase their power to control, or to improve their methods of discipline. There are thousands of teachers who realize their weakness without using the means available to them for development. (6) Those who say 'Disciplinary power is a natural gift,' and on this account justify their lack of effort. (7) Those who try to stop disorder by ringing a

bell, striking the desk, stamping the floor, etc. A single ring of a bell, or a gentle tap on the desk, may be a time-signal for commencing or closing work, for changing the exercises, or for keeping time in very long classes, to fix the conception of rythmic movement; but no general signals or commands should be given for order. The teacher who gives them by bell or tongue is a novice in government, whatever may be his age. He causes much more inattention and disorder than he cures. Such signals for order must be harmful, as children soon cease to pay attention to them. (8) Those who themselves are noisy and demonstrative. Blustering does not produce calmness. It is a blunder to attempt to drown disorder by making more noise than the pupils are making. Bedlam is the result. (9) Those who speak in a high key. A high-pitched voice is exhaustive to the teacher and irritating to pupils. (10) Those who roll their eyes, but do not see. Seeing is an act of the mind. Teachers, more than any other class, should cultivate the power to pay distributed attention, and see every pupil at the same time. (11) Those who hurry. Haste rarely produces speed, and always leads to disorder. (12) Those who do not see any use in being 'so particular about trifles.' Nothing that influences character should be regarded as trifling or unimportant. (13) Those who have order only while they are in the room. Such teachers maintain order exclusively by coercive means, and therefore fail to secure the grandest possible effect of discipline, the development of self-control in the pupils. (14) Those who believe in lecturing their classes. Formal lecturing on morals or duty does little good to any pupil, and it injures a great many by giving them a dislike for that which is good. (15) Those who have not sufficient will-power to insist on obedience, even against the will of their pupils. 'Do you always do what mamma tells you?' said a visiting minister to a little girl. 'Yes, I guess I do, and so does papa,' was the reply. (16) Those who get angry and scold or threaten when executing the law. The teacher has no need to get angry. He represents the majesty of the law. Anger destroys dignity, and many pupils lose their respect for law itself because their teachers administer law in an undignified manner. Scolding distracts attention, and therefore causes disorder.

scolding, threatening soon becomes a habit, and soon loses its