BORN in an era of war and conflict and of rapid and pervasive social change, the adolescent in the schools today assumes the roles he must assume by the nature of his biological inheritance, his developing personality, and his socio-economic opportunities (23, 26, 42). He lives in a shrinking world beset by interand intragroup tensions. Growing up in an age of unrest and uncertainty, he is heir to the anxieties, the frustrations, and the security or the insecurity of his parents' lives-and he is heir to the fruits of their decisions. Their values become his values (17, 42). It is difficult to define or even to describe his society. In the larger view, he lives in a divided world in which two contending forces-democracy and totalitarianism (Communism)-struggle for world leadership. Unlike primitive youth, who was the product of a group within a single static culture, the adolescent today moves in a ring of cultures (12) that are alike with respect to basic human needs but are different by virtue of varying beliefs, sentiments, habitats, and customs (12, 24, 32). The adolescent in the United States lives in a society committed to the freedom and the dignity of the individual, to equal opportunities for all, and to the security and general welfare of the nation as a whole. Legislation at the state and federal levels and the decisions of the Supreme Court of the United States attest, in a high degree, to continuous progress in implementing the commitment. The incipience of social stratification in industrial areas (13); the shadow of segregation (51); the prejudice and discrimination against groups (1, 52); the relation of the social status and achievement of adolescents in the junior and senior high schools to their families' social position in the community (23, 37) and in the power structure (14, 15, 16, 36, 38, 40); the confusion and issues resulting from loyalties to conflicting values (51); the relation of the operation of organized pressure groups, corporate bodies, and governmental structure to class consciousness and class action (40); and the rise and nature of juvenile delinquency (9, 17, 20, 21, 31, 41, 43, 44, 46, 48, 49, 50) are all evidence of the need for education for citizenship commensurate with the realities of the time and the responsibilities implicit in the democratic faith, if the people are to remain free and the equality of opportunities extended. Angell (3), in a study of the moral integration of cities, concluded that the schools must provide the education needed for citizenship.