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, both for the reading or story-telling, and for the English composition.  The idea which prevails is that if one is to read, he ought to read well enough to entertain others.  If one has enjoyed a story, he may, if he prepares himself sufficiently well, tell it to the class or to some other group.