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Jack was not a bad boy for a five year old, but he was a born nuisance. He never listened to adults, was even indifferent and certainly not interested in them. He was the center of commo tion in kindergarten, continually doing someone else's work, but too flighty to do his own. Discipline never established any pre dictable behavior. He accepted it for the time being, but never could remember the tasks he had to do and the limitations invol ved in doing them. His sister, who was in the first grade, was never any trouble. The mother even discussed the superiority of the sister with the teacher, in front of Jack, before his advent into kindergarten. She said, " Just you wait until you get Jack. " Before the first report card the father said, "Well, I suppose you'll bring home a terrible report card, unlike Judy. " Part ol Jack's reputation of being a bad boy had been acquired by his ina bility to play with other children in the neighborhood. How can we change Jack into a cooperative, understanding, pro ductive citizen in our society? This is the type of problem that faces anyone who deals in education today. A survey of today's curriculum in our schools shows a heavy loading of subject-matter materials and an emphasis on adult values which are not only not understood by the youngsters, but are enforces of negative methods; a study of home life shows con