ABSTRACT
Successful schooling is now admittedly defined in terms not merely of intellectual or physical growth but of personal and social development. Prowess in games and brilliance in scholarship are no longer the only acknowledged goals; but the task of the teacher is now generally believed to include the fostering of emotional and social maturity. This change of emphasis may be detected not only in discussion of curriculum-content and in comments on the attributes of a good teacher or the qualities of an admirable pupil but also in recent experimental study of the principles of grouping and the effects of group-membership upon learning.
