s should have such knowledge.
Differences in thinking power will determine efficiency in moral
situations just as in others.

The more carefully we consider the problem of moral social conduct, the
more apparent it becomes that the work of the school can be modified so
as to produce more significant results than are commonly now secured.
Indeed, it may be contended that in some respects the activities of the
school operate to develop an attitude which is largely individualistic,
competitive, and, if not anti-social, at least non-social. Although we
may not expect that the habits and attitudes which are developed in the
school will entirely determine the life led outside, yet one may not
forget that a large part of the life of children is spent under school
supervision. As children work in an atmosphere of cooeperation, and as
they form habits of helpfulness and openmindedness, we may expect that
in some degree these types of activity will persist, especially in their
association with each other. In a school which is organized to bring
about the right sort of moral social conduct we ought to expect that
children would grow in their power to accept responsibility for each
other. The writer knows of a fourth grade in which during the past year
a boy was absent from the room after recess. The teacher, instead of
sending the janitor, or she herself going to find the boy, asked the
class what they were going to do about it, and suggested to them their
responsibility for maintaining the good name which they had always borne
as a group. Two of the more mature boys volunteered to go and find the
boy who was absent. When they brought him into the room a little while
later, they remarked to the teacher in a most matter-of-fact way, "We do
not think that he will stay out after recess again." In the corridor of
an elementary school the writer saw during the past year two boys
sitting on a table before school hours in the morning. The one was
teaching the multiplication tables to the other. They were both
sixth-grade pupils,--the one a boy who had for some reason or other
never quite thoroughly learned his tables. The teacher had suggested
that somebody might help him, and a boy had volunteered to come early to
school in order that he might teach the boy who was backward. A great
many teachers have discovered that the strongest motive which they can
find for good work in the field of English is to be found in providing
an audience, b