tified in grouping children as bright, ordinary,
and stupid?

13. Will a boy who has unusual ability in music certainly be superior in
all other subjects?

14. Why are children who skip a grade apt to be able to skip again at
the end of two or three years?

15. Are you able to distinguish differences in type of mind (or general
mental make-up) among the children in your classes? Give illustrations.

16. What changes in school organization would you advocate for the sake
of adjusting the teaching done to the varying capacities of children?

17. How should a teacher adjust his work to the individual differences
in capacity or in achievement represented by the usual class group?

* * * * *

XI. THE DEVELOPMENT OF MORAL SOCIAL CONDUCT

Morality has been defined in many ways. It has been called "a regulation
and control of immediate promptings of impulses in conformity with some
prescribed conduct"; as "the organization of activity with reference to
a system of fundamental values." Dewey says, "Interest in community
welfare, an interest that is intellectual and practical, as well as
emotional--an interest, that is to say, in perceiving whatever makes for
social order and progress, and in carrying these principles into
execution--is the moral habit."[17] Palmer defines it as "the choice by
the individual of habits of conduct that are for the good of the race."
All these definitions point to control on the part of the individual as
one essential of morality.

Morality is not, then, a matter primarily of mere conduct. It involves
conduct, but the essence of morality lies deeper than the act itself;
motive, choice, are involved as well. Mere law-abiding is not morality
in the strict sense of the word. One may keep the laws merely as a
matter of blind habit. A prisoner in jail keeps the laws. A baby of four
keeps the laws, but in neither case could such conduct be called moral.
In neither of these cases do we find "control" by the individual of
impulses, nor "conscious choice" of conduct. In the former compulsion
was the controlling force, and in the second blind habit based on
personal satisfaction. Conduct which outwardly conforms to social law
and social progress is unmoral rather than moral. A moment's
consideration will suffice to convince any one that the major part of
conduct is of this non-moral type. This is true of adults and
necessarily true of children. As Hall says, mo