education. Hence the great importance of the characters
of a child's companions, friends, and teachers, to say nothing of his
parents. Next to personalities, theaters, moving pictures, and books,
all have great suggestive power.

Third, there is always a danger that theory become divorced from
practice, and this is particularly true here because morality is
conduct. Knowing what is right is one thing, doing it is another, and
knowing does not result in doing unless definite connections are made
between the two. Instruction in morals may have but little effect on
conduct. It is only as the knowledge of what is right and good comes in
connection with social situations when there is the call for action that
true morality can be gained. Mere classroom instruction cannot insure
conduct. It is only as the family and the school become more truly
social institutions, where group activity such as one finds in life is
the dominant note, that we can hope to have morality and not ethics,
ideals and not passive appreciation, as a result of our teaching.

Fourth, it is without question true that in so far as the habits fixed
are "school habits" or "Sunday habits," or any other special type of
habits, formed only in connection with special situations, to that
extent we have no reason to expect moral conduct in the broader life
situations. The habits formed are those that will be put into practice,
and they are the only ones we are sure of. Because a child is truthful
in school, prompt in attendance, polite to his teacher, and so on is no
warrant that he will be the same on the playground or on the street.
Because a child can think out a problem in history or mathematics is no
warrant that he will therefore think out moral problems. The only sure
way is to see to it that he forms many useful habits out of school as
well as in, that he has opportunity to think out moral problems as well
as problems in school subjects.[18]

Fifth, individual differences must not be forgotten in moral training.
Individual differences in suggestibility will influence the use of this
factor in habit formation. Individual differences in power of
appreciation will influence the formation of ideals. Differences in
interest in books will result in differing degrees of knowledge.
Differences in maturity will mean that certain children in a class are
ready for facts concerning sex, labor and capital, crime, and so on,
long before other children in the same clas