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pupils were robbed of their birthrights by show-offs and inconsid- Crate pupils who “should think of others when they are being loud and noisy." Pupils expressed beliefs that they must try to get along with others, that they muet be punctual, courteous, loyal to the school, helpful to teachers and to each other, able to accept blame and to take criticism. In short, their requirements for themselves were very rigid and would b# conducive to a veritable Utopia. Other requirements for themselves included such definite end important things as neatness, cleanliness, obedience, cheerfulness, end interest in their work.
Many papers emphasized that the teacher must be fair. It was repeated over and over: "No pets’* “honest,” "interested in all the pupils". One opinion whose sage advice far exceeded its years of experience was that the good teacher is "interested in all pupils and gets them interested.” Ouch! How many teachers can feel that they get their pupils interested? And if they could, Utopia again would be possible. Other specifications were to be helpful, explain the easiest way they 'could (good idea!), friendly, polite, keep order. Nearly all the pupils, believe it or not, wanted their teachers to have good order in the room. Other opinions less definite were: "A good teacher is not too hard and not too easy.” “Not too long assignments, but enough to keep them busy.” -
Probably the choice statement about the good teacher among the great sheaf of papers was this one* “A good teach4r>wm ‘not* blow her topi” Granted! And the only possible hope is that the good
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