BECAUSE EDUCATION SHOULD HELP CHILDREN BECOME MATURE AND WELL-ADJUSTED PEOPLE, CONCERN ABOUT FEELINGS HAS ALWAYS BEEN IMPORTANT TO TEACHERS. NO TEACHER IS CALLED UPON, HOWEVER, TO ASSUME THE ROLE OF THERAPIST. WHAT THE TEACHER CAN DO IS TAKE COGNIZANCE OF FEELINGS AS AN IMPORTANT FACTOR IN LEARNING AND MAKE A PLACE IN HER CLASSROOM ACTIVITIES FOR THE DEVELOPMENT OF SOCIAL SENSITIVITY. THERE ARE FOUR MAIN TASKS OF THE TEACHER THAT SEEK TO PROMOTE BETTER HUMAN RELATIONS AMONG PUPILS OF DIFFERENT BACKGROUNDS THROUGH OBSERVATIONS OF ORDINARY BEHAVIOR, COMMUNITY SITUATION, AND HOME LIFE. THE DIAGNOSIS SHOULD HELP IN UNDERSTANDING CHILDREN'S REACTIONS IN A GIVEN SITUATION. SECOND, FEELINGS MUST BE BROUGHT OUT INTO THE OPEN. HAVING CHILDREN WRITE ON SUCH TOPICS AS "WHAT MAKES ME MAD, ""WHAT I AM AFRAID OF," AND "WHAT MAKES ME HAPPY" AND GUIDING DISCUSSIONS OF PICTURE STORIES ARE WAYS TO BRING OUT FEELINGS. THE THIRD TASK INVOLVES REARRANGING SCHOOL AND CLASSROOM SITUATIONS TO GIVE THE STUDENTS NEW MOTIVATIONS, NEW GOALS, AND NEW FEELINGS. CONCRETE EXAMPLES OF METHODS OF CHANGING DIFFERENT STUDENTS' FEELINGS, THE RELATIONSHIP OF INDIVIDUALS, AND THE MORALE OF GROUPS ARE PROVIDED AS GUIDES. THE LAST TASK IS THE ACTUAL TEACHING ABOUT FEELING. DISCUSSIONS OF FAMILY LIFE, CONTRIBUTIONS OF GREAT PEOPLE FROM ALL RACES, PROBLEMS OF NEWCOMERS, AND STEREOTYPES ARE AIDS TO TEACHING.