The most important thing, however, is that the teacher, while she appeals at every turn to the natural activities of boys, shall always, so far as she possibly can, organize these activities on the basis of the boy’s own spontaneous groups. When she cannot manage this, as in many cases she inevitably cannot, let her imitate in her artificial groupings the size, the quality, and the internal structure of the native gang. For example, let us suppose that a teacher, fully alive to the motor-mindedness of boys, sets out to take special pains with the gymnastic work of her room. Suppose, too, she decides to follow a common practice and divide her pupils into squads or files, each with its separate leader. It will not do, in such a case, for her merely to pick out a half-dozen docile youths, and put each in charge of a random group. She ought, in the first place, to make her squads of about the same size as the gangs which the boys are forming of their own accord; and she should, in addition, select for her leaders, not the boys whom she happens to like or even the best performers, but the boys who are actually leaders in their own gangs. Then she should, so far as possible, let the leaders choose their squads, keep the groups together, and not make alterations without good reason. By this device the squad becomes a gang, artificial and temporary, to be sure, but still enough of a gang to have some touch of the gang organization and the gang spirit. The amount of these will probably be small, but whatever there is is so much clear gain. Or suppose a teacher goes in especially for nature study, and has her pupils make collections for the school, butterflies, beetles, minerals, it does not make much difference what,--stamps, if nothing else offers. By this means she appeals strongly to the acquisitive instinct, which, as we have seen, is especially strong in boys, and often the sole reason for their thievery. By this means also, since the collection is for the school, she appeals to the instinct of loyalty, and turns this powerful impulse of boyhood in the direction of the institution and of herself as a part of it. She may, however, without added labor, go still further. Let her organize the collecting on the basis of the boys’ natural groups; let her work, in short, less with individuals and more with gangs. She can set one group to collecting one set of objects, and another group another set. But her groups should be like the natural gangs in size, and each should have one member, though not commonly more than one, who is already the natural leader in some permanent group. Thus, as before, the instinctive, spontaneous gang loyalty will unconsciously attach itself to the school and the school work.