civics 3 i 9 



great change that has come to them by entering school. 



This may precede the discussions on the family as it ought 



to help fit the little ones into their new en- 



f|*T| 



* vironments ; but after the talks on the home 



the school should be reconsidered, so that 

 the pupils fit it into their conception of the enlarging circle 

 of their social relations. Interest in and for others is the 

 true basis of social relations. See that the children live 

 socially, that they play, work, chat, with others. Theory 

 without practice is like looking at the apparatus of a gym- 

 nasium without being trained by its use. Notice difficulties 

 that arise in adjusting games or schoolroom routine, and, 

 without making direct application to the occurrences, dis- 

 cuss with the children the reasons for such disagreements, 

 the rights involved, the possible injustice to some, and the 

 means of settlement. There will be a response to good 

 government and also an education toward an intelligent par- 

 ticipation in it. In many cases, where absolute authority is 

 not required, it is safe to allow the pupils to discuss and vote 

 on the method of procedure, and so the children are learning 

 to obey the will of the majority. Cheerfulness in such obedi- 

 ence should be inculcated. 



Some of the rules for the schoolroom may be made more 

 effective if the necessity for them is clearly understood by 

 the pupils. Two broad divisions of rules 

 and laws are readily seen, rules for re- 

 L aws straining and rules for direction or progress, 



The need for both is quickly recognized. 

 The children develop for themselves that the rules for re- 

 straining are for the few, that those for guidance are for the 

 many. They realize that there are comparatively few chil- 



