baffling problems faced by today's elementary-school teachers. "Teach values. Form character," courses of study and curriculum guides exhort. Most teachers have no quarrel with these goals; they earnestly wish to carry on moral education in their classrooms and feel a responsibility for doing so. Even if teachers were not expected to give attention to moral education, and did not want to do so, the problem would soon force itself upon their attention, for when large groups of children live together, moral problems inevitably arise and must be settled so that learning can proceed. The difficulty is that many teachers do not know how to carry on moral education. Teacher-education programs do not include courses on the teaching of morals. There are no established methods, procedures, or materials. There are no planned periods: instead, moral education must usually be handled incidentally, as problems arise. To compound the difficulty, the moral problems that arise often involve group rather than individual decisions. It is no wonder, then, that teachers are often dissatisfied and frustrated with their efforts at moral education.