The following case shows how, out of a bad family situation, real educational capital was made for a headstrong, irresponsible girl of fourteen who hated school and thought she wished to go to work to help her family. Knowing the reaction of the home situation on the girl’s school life, the visiting teacher worked out a special plan with the family agency to which she had referred the family. She advised that the money required for the family budget be paid in the form of a weekly scholarship to the girl. The conditions stipulated were that she attend school regularly and keep a budget. She was transferred to a special class and given a special course providing an unusual amount of household training—the one school subject which seemed to her to serve any useful purpose. The personal interest of the domestic science teacher was enlisted in the girl’s home situation, and she not only advised about the budget but encouraged the girl to make the most of her scanty home furnishings. A tutor was provided to help with the academic subjects. Through this weekly-payment plan the girl was made a partner in the family situation, and her sense of responsibility developed. Her budget book served as the most effective arithmetic text book she had ever used. Incidentally, she learned much about food values and purchasing.[103] But while in the present condition of society there is no point at which the prevention of delinquency and the socialization of the family can be undertaken so successfully as in the school, the school itself has very grave defects of character, and the question of its adaptation to the welfare of the child involves at the same time the question of change and reform in the school itself. Many educators will agree that if we attempt to measure the influence of the school with reference to its efficiency as a factor in personality development we are confronted at once with the following conditions: