6. How important is heredity in determining the achievement of men and women? 7. To what extent, if any, would you be interested in the immediate heredity of the children in your class? Why? 8. To what extent is the environment in which children live responsible for their achievements in school studies? 9. What may be expected in the way of achievement from two children of widely different heredity but of equal training? 10. For what factor in education is the environment most responsible? Why? 11. If you grant that original nature is the primary cause of individual differences in intellectual achievements, how would you define the work of the school? 12. Why are you not justified 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.