ABSTRACT
When E. Macaulay and S. H. Watkins published the results of their study on the environmental influences which affect the development of moral values, they could scarcely have known that this work would remain the solitary contribution of English scholars for many years to come. A nation with a tradition of religious education may have been deceived into inactivity by the doubtful conclusion that moral education was thereby assured. This conflation of religion and morality appears to have been a constantly unexamined axiom in English education. In order to examine morality, H. Hartshorne and M. A. May tested specific moral traits. It is therefore no surprise to learn that they foundered on this rock of moral specificity, and once grounded had to weather the subsequent storms of violent criticism. The fundamental conceptions of childish morality consist of those imposed by the adult and of those born of collaboration between children themselves.
