yer which every misunderstood girl might well
pray daily, "Help us to understand as we long to be understood."

VI

THE INDIFFERENT GIRL

Until she has entered upon her teens the attitude of the "don't-care" is
rare with the average girl. She either heartily approves or frankly
disapproves of those things that cross her path or claim her attention.
But with the coming of the teens those closely associated with the girl
often become conscious of the loss of that spontaneous response which
has made her such a delight. The teacher is puzzled by this change,
wonders if she has offended the girl, redoubles her efforts to make the
lesson interesting and seeks to win the girl's confidence. Sometimes her
efforts are rewarded by renewed interest but often the attitude of
indifference persists. The girl's mother feels keenly the change in her
once expressive, often demonstrative child, eager to talk and anxious to
join in everything, and says in a tone of condemnation that she cannot
understand her daughter.

The presence, in a class of ten or twelve girls, of even one indifferent
girl, or the presence in the schoolroom of three or four such girls,
chills the enthusiasm of the teacher and the class. Such a girl is a
"wet blanket," she is a cloud steal-in across the sun on a glorious
morning. Her indifference is contagious. She changes the atmosphere. If
the class is planning an entertainment she "does not care" what they
have, she does not care whether she has any part in it or not, she has
no choice as to the way the class funds are spent, she does not want to
look up any assigned topics, do any special work, or take part in any
debate or discussion.

She is a very real problem to teacher, parents and friends. To be able
to diagnose her trouble correctly and find a remedy for it is well worth
every effort of those who have her present and future in charge. Before
one can hope to help her he must discover the cause of her trouble.
Reprimanding her is of little avail, and discussing her indifference
with her is useless.

Some years ago a young teacher in the eighth grade in a public school
consulted me regarding a girl of fourteen whose indifference was a
great source of trial. The girl came to school with fair regularity. At
ten and eleven she had been considered a very bright pupil but was now
below the average in all her work. She often expressed the wish that she
need not go to school but when allowed to remain