Fifth, there will be of course noticeable differences among the boys of any class. The most serious differences arise even among men. The boys will "scrap" at times, and there will sometimes be a tension and rigidity about their discussions that will approach the breaking point. Through it all it will be difficult for the Teacher to keep himself patiently aloof and allow the thing to work out its own way. Sometimes an appeal will be made to him to settle the dispute, and he will be tempted to do so, but often such action will imperil the object for which he is working. It is best to allow the boys to discuss, and try out all of their logic before he begins to make suggestions and, if he can get the boys to settle the matter themselves, it is to his interest to do so. If a deadlock threatens to exist, then by wise counsel and judicious suggestions he may be able to lead the boys out of a quandary in such a way that it will look as if the boys had gotten out of the difficulty themselves. This will certainly add strength to their organization, and they will settle their own quarrels with peace and dignity. Sometimes the break between the boys will be so bitter as to cause the formation of intensely hostile factions, and then the best thing the Teacher can do is not to try any new patching or drawing together of the opposing forces. There is no use trying to make boys who are bitterly antagonistic agreeable to each other. Let them make new alignments if necessary and in combinations of their own choosing, even if the result should be the formation of new classes. Sixth, the boys should make their own rules for their own government, and they should also deal as a group with the infringement of their rules. This will solve the discipline problem of the Teacher. Responsibility should be the keynote of government, and the awakening of such a feeling in the boys should be the goal. =The Adolescent Change=