upils grow in power of self-control and in
their willingness to think through a situation before acting, that we
may expect significant moral development. In the case of offenses which
seem to demand punishment, that teacher is wise who is able to place
responsibility with the pupil who has offended. The question ought to be
common, "What can I do to help you?" The question which the teacher
should ask herself is not, "What can I do to punish the pupil?" but
rather, "How can I have him realize the significance of his action and
place upon him the responsibility of reinstating himself with the social
group?" The high school principal who solved the problem of a teacher
who said that she would not teach unless a particular pupil were removed
from her class, and of the pupil who said that she would not stay in
school if she had to go to that teacher, by telling them both to take
time to think it through and decide how they would reconcile their
differences, is a case in point. What we need is not the punishment
which follows rapidly upon our feeling of resentment, but rather the
wisdom of waiting and accepting the mistake or offense of the pupil as
an opportunity for careful consideration upon his part and as a possible
means of growth for him.

There has been considerable discussion during recent years concerning
the obligation of the school to teach children concerning matters of
sex. Traditionally, our policy has been one of almost entire neglect.
The consequence has been, on the whole, the acquisition upon the part of
boys and girls of a large body of misinformation, which has for the most
part been vicious. It is not probable that we can ever expect most
teachers to have the training necessary to give adequate instruction in
this field. For children in the upper grades, during the preadolescent
period especially, some such instruction given by the men and women
trained in biology, or possibly by men and women doctors who have made a
specialty of this field, promises a large contribution to the
development of the right attitudes with respect to the sex life and the
elimination of much of the immorality which has been due to ignorance or
to the vicious misinformation which has commonly been spread among
children. The policy of secrecy and ignorance cannot well be maintained
if we accept the idea of responsibility and the exercise of judgment as
the basis of moral social activity. In no other field are the results of
a l