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become interested in the problems of relief, and of the measures taken
to eliminate crime. Indeed, from the standpoint of the development of
socially efficient children, it would seem to be more important that
some elementary treatment of industrial and social conditions might be
found to be more important in the upper grades and in the high school
than any single subject which we now teach.

Another attempt to develop a reasonable attitude concerning moral
situations is found in the schools which have organized pupils for the
participation in school government. There is no particular value to be
attached to any such form of organization. It may be true that there is
considerable advantage in dramatizing the form of government in which
the children live, and for that purpose policemen, councilmen or
aldermen, mayors, and other officials, together with their election, may
help in the understanding of the social obligations which they will have
to meet later on. But the main thing is to have these children come to
accept responsibility for each other, and to seek to make the school a
place where each respects the rights of others and where every one is
working together for the common good. In this connection it is important
to suggest that schemes of self-government have succeeded only where
there has been a leader in the position of principal or other
supervisory officer concerned. Children's judgments are apt to be too
severe when they are allowed to discipline members of their group. There
will always be need, whatever attempt we may make to have them accept
responsibility, for the guidance and direction of the more mature mind.

We seek in all of these activities, as has already been suggested, to
have children come to take, in so far as they are able, the rational
attitude toward the problems of conduct which they have to face. It is
important for teachers to realize the fallacy of making a set of rules
by which all children are to be controlled. It is only with respect to
those types of activity in which the response, in order to further the
good of the group, must be invariable that we should expect to have
pupils become automatic. It is important in the case of a fire drill, or
in the passing of materials, and the like, that the response, although
it does involve social obligation, should be reduced to the level of
mechanized routine. Most school situations involve, or may involve,
judgment, and it is only as p