that need to be done. This is the "magic" of a specific list of goals or standards. Pupils may be encouraged to set up their own lists.

The following 12 items comprise one such list. It was proposed by the writer to summarize the health achievement that should mark the educated citizen of the future.

1. He is free from all curable diseases and remediable defects, including dental defects, halitosis, and body odors.

2. He is immunized and vaccinated in accord with practices approved for the area of his residence. He understands the nature of and reasons for these practices.

3. He knows and understands the findings of his own chest X-ray, blood test, blood typing, blood pressure, and eye and ear examination.

4. He is able to identify in himself and in others the onset stages of illness and knows how to secure appropriate medical and hospital services.

5. He enjoys a wide range of wholesome nutritive foods, and knows why these are desirable. He knows when and how to eat, and successfully regulates his bowel movements without recourse to medication in any form.

6. He has his own body weight under control and is able to modify it safely when needed, within limits controllable by diet.

7. He possesses good physical strength, endurance, flexibility, and posture; and understands the principles and methods for maintaining the same without reliance on foundation garments. He is able to run, jump, and swim well.

8. He is free from handicapping habits relating to the use of alcohol, tobacco, the many pain killers, and dopes, including the excessive use of caffein or benzedrine.

9. He possesses hobbies or other recreational habits consistent with the time and opportunities available to him.

10. He shows nervous stability and behaves in accord with the best practices for maintaining mental health. He has appropriate sleep habits.

11. He has attained a reasonably satisfying philosophy of life.

12. He is informed of the best knowledge and practices surrounding courtship, mate selection, marriage, reproduction, the rearing of the succeeding generation, and of how sensibly and gracefully to accept the change that aging will bring to his own body.

THE TEACHER AS MOTIVATOR

The most certain difference between a teacher and his pupils is that the teacher has been on this earth a little longer. This has offered him more opportunity to observe and to learn. Assuming he has utilized each such opportunity and learned from his mistakes as

well as from his success, this may be the only real advantage that he enjoys over his pupils. Most likely some of his pupils outrank his native intelligence. No doubt he faces problems of health and health habits even as do his pupils. These he must solve if only to be more successful in helping them to solve theirs.

No greater reward comes to the earnest student than the approval and friendship of his "best" teacher. A smile starts his day right. A timely, well-earned commendation repays the greatest effort and may shape a life. Consciously and unconsciously the pupil often adopts the ways of his teacher, also those that he thinks his teacher would approve. This, like any other natural law, the teacher

cannot escape. He can but accept it as a sacred opportunity and direct his own ways so that their emulation in the lives of his pupils be no embarrassment to him and, in fact, be an asset to them.

But be the teacher genuinely disliked, he may yet influence the lives of his pupils, and this in the most unexpected ways. Finding open defiance to a teacher impossible, the pupil may derive satisfaction from destroying both his precept and example with contrary actions.

Let anyone ask a group of high-school seniors what teacher stands out as the finest influence in their lives. Or let him ask after the worst teacher. He will get stories such as these:

He was firm and well-mannered. He never raised his voice to scold, but always kept things under control. He taught us economics and coached the basketball team.

Our chemistry teacher always gives us the benefit of the doubt. He is neat and pleasing in appearance. We really learn something in his

room.

She looks nice, but isn't too glamorous. She does not sit around like an old maid all the time. She enjoys our parties and dances.

She is fat and messy looking. Always eats candy at her desk,

He is nervous and always taps the desk with a ruler.

The well-liked teacher calls forth pleasant feelings in his pupils. These feelings become attached to all of the ideas and courses of conduct discussed in his presence and with his approval or his imagined approval. When these attitudes charged with pleasing feelings result in actions, these closely resemble the action patterns he proposes by precept and by example. In this way the pupil becomes like the teacher he admires. Further, if such a teacher expresses approval of any student act he gives the joy that is likely to assure repetition of the act. With an expression of disapproval he can inflict the pain

that will inhibit its repetition. Thus unconsciously and consciously the well-liked teacher manipulates "firepower" that influences pupil action.

Since teacher influence on pupil action works with the regularity of natural law, every teacher who aims to influence the lives of his pupils will further this purpose if he examines himself, his mannerisms, and his appearance in the mirror of pupil opinion. In the answers of 972 junior and senior high-school pupils the "good" teacher was described in the following terms. (The items are placed in order of decreasing frequency of mention. The list compares favorably with the findings from a more comprehensive study reported by Frank W. Hart in Teachers and Teaching, MacMillan, 1934.)

A good teacher:

Is patient and understanding

Has a sense of humor

Is helpful and cooperative

Is friendly and companionable

Is reasonable in assigning home work

Has a good disposition

Maintains discipline

Shows no favoritism

Explains what he is talking about

Has skill in teaching

Does not yell or lose self-control

Has attractive personality

Is helpful in personal problems

Is courteous and kind

Is not superior or aloof

Is cheerful

Makes work interesting

Does not ridicule or belittle

Is lenient in grading

Is a good dresser

Encourages class discussion

Is a "regular guy" and good sport

Knows what he is talking about

Punishes mildly

Encourages pupil initiative

To all of this the teacher himself is no exception. He also does with enthusiasm that which brings joy and satisfaction. Failing to find satisfaction in his work, he may seek it in irrelevant diversion, his teaching will slump, and as each day becomes a merry-go-round of empty routine his spirit suffers. To forestall this happening he must take time and thought to gain perspective. In study and in communion with colleagues and his own ideals he must renew the vision of kis calling. He must gain from each class activity the satisfaction of making effective citizens; from each pupil-contact, the joy of shaping a life; from each teacher-pupil friendship, the thrill of influencing eternity.