All this throws light upon the motives of men. In brief, this is the trend of the facts: _First_, a surprising degree of rationality has appeared. That is, children and youth are showing remarkable capacity for the apprehension of problems, the weighing of facts, the holding of judgment in suspense, caution in generalizing, readiness to revise one’s own findings, and ability to resist suggestion and external authority. _Second_, equally surprising social capacities come to the surface. Pupils show not merely ability to run the machinery of a self-government scheme devised by teachers, but also readiness to feel situations and needs, to originate solutions, to carry responsibilities, to organize and cooperate, to appreciate both justice and generosity, and to make self-corrections. _Third_, to the originality that is involved in all this there is added amazing creativeness in literature, drawing, and painting. If this were a discussion of educational method, we should now inquire, of course, into the specific procedures of the schools and the teachers that have these effects upon pupils. But the technic of teaching is not our present concern. What is directly to our purpose is the demonstration that schools and teachers of the older, customary sort did not bring out the whole nature of their pupils. Indeed, the schools of yesterday concealed, retarded, distorted, smothered some of the most valuable gifts, thereby unwittingly contributing to the forces that have produced the present sense of disillusionment with respect to human nature. It is worthy of particular note that the “creative activity” schools are discovering capacities other than those usually classed as intellectual. It is much that the young take an interest in abstract and bookish knowledge; it is more that they take the attitudes and employ the processes of science with reference to natural events; but beyond this, and of greatest significance, is capacity to adjust human relations in thoughtful, high-minded, and sometimes original ways. Only a few years ago an incident like the following would have astonished any teacher, but today it seems only “natural.” A group of children, engaged in play-activities that involved construction-work, discovering that merely impulsive conduct interfered with their purposes, called a meeting, devised a government, and actually administered it effectively. Not the least instructive feature of this incident is that these children, when their own information did not suffice, voluntarily sought help from a teacher.