Stating it briefly—if the ringleader feels you are on his side and are sympathetic with him, then, just as surely as water runs down hill he will come over to your side. If you treat a boy as though he were on the same level with yourself, you are taking the first and most important step in winning his confidence. And he will immediately see that you get fair play, especially if he is a ringleader. Our experience with human nature tells us that a sure way to get the confidence of another person is to coöperate with that person along the line of his own interests. If the above statements hold true of the grades, still more do they apply to the high school. (3) _High School._ Disciplinary problems in the high school should be solved on the largest basis possible. The increased scope of vision enables a pupil to view a situation in the larger connections. In the grades each act tends to stand by itself. The child is taking one step at a time into a larger area. The youth begins to make leaps over larger stretches and is impatient with the pettiness of a narrow method. Consequently a wise teacher will omit all annoying puerilities in managing high school pupils. He will expect numerous childish follies to be retained even in the high school period. In some cases a method used with a child in the grades will work effectively in the case of a high school pupil. But discrimination must be very painstaking. A childish method, unwisely used, dampens a pupil’s esteem for his teacher because personal pride in the pupil has been injured. On the other hand, by using a solution that puts the issue on a broad, high level, one appeals to the maturing intelligence and sense of personal dignity. Moreover, such procedure discloses to a pupil the connections that bind a particular act to other factors. The boys who tied a schoolmate to the railroad track first saw their deed in its isolation; under judicious leadership the place of such a deed in the life of a school community may be vividly conceived, and when so viewed may be heartily repudiated. Such a type of revulsion against an unsocial act is most healthful; a mere decision not to repeat a proscribed prank has little moral worth. The whole machinery of a well planned school system is concerned in getting a response from pupils. Any study which proves its worthlessness by winning no general response when well handled, is to be abandoned. So much for the essential feature of school duty, that is, winning an acceptance and reaction for the lessons taught. But all the more this holds good in respect to the personal relation between teacher and pupil. If a teacher makes no effort to secure a personal response toward himself he can not hope to educate his pupils; he may feed an awakened intellect; this alone can not suffice—coöperation must appear in the teacher’s plans for the pupil’s good. CASE 142 (HIGH SCHOOL) [Sidenote: Failure to Utilise Leadership]