ial concern was a child in school, but it is not so easy to
think of the six-year-old boy performing the functions of this same
manager. However, we do know that the future rulers, generals, managers,
and superintendents are now sitting at desks in the schools and it
behooves all teachers to inquire by what process these pupils may be so
trained that in time they will be able to execute these functions.

In some such way we gain a right concept of responsibility. We cannot
think of the six-year-old boy as a bank president but, in our thinking, we
can watch his progress, in one-day intervals, from his initial experience
in school to his assumption of the duties pertaining to the presidency of
the bank. In thus tracing his progress there is no strain or stress in our
thinking nor does the element of improbability obtrude itself. We think
along a straight and level road where no hills arise to obstruct the view.
Each succeeding day marks an inch or so of progress toward the goal. But
should we set the responsibilities of the bank president over against the
powers of the child, the disparity would overwhelm our thinking and our
minds would be thrown into confusion. Our thinking is level and easy only
when we conceive of strength and responsibility advancing side by side and
at the same rate.

It would be an interesting experience to overhear the teacher inquiring of
the superintendent how she should proceed in order to inculcate in her
pupils a sense of responsibility. We should be acutely alert to catch
every word of the superintendent's reply. If he were dealing with such a
concrete problem as Milo and the calf, his response would probably be
satisfactory; but when such an abstract quality as responsibility is
presented to him his reply might be vague and unsatisfactory. His thinking
may have had to do with concrete problems so long that an abstract quality
presents a real difficulty to his mental operations. Yet the question
which the teacher propounds is altogether pertinent and reasonable and, if
he fails to give a satisfactory reply, he will certainly decline in her
esteem.

The normal child welcomes such a measure of responsibility as falls within
the compass of his powers and acquits himself of it in a manner that is
worthy of commendation. This open truth encourages the conviction that the
superintendent who can give to the teacher a definite plan by which she
will be able to develop a sense of responsibility, wil