During the last several years, a few dozen schools in the United States have experimented with students teaching each other. The purpose seems to be to help the tutor, the tutee, or both. Compared to the tutee, the tutor may or may not be older, brighter, or more maladjusted; of a different socioeconomic class; or attend the same school. The tutor may drag the tutee over teacher-prescribed remedial materials or he may teach a lesson he himself has planned for his pupil; he may serve as drillmaster, friend, consultant, guide, big brother, or teacher. Participants in tutoring programs may be volunteers or they may be selected by authorities; individual, classes, or special clubs set up for the purpose may be involved. Tutoring programs have so far been conceived, planned, and supervised by teachers, but there is no reason why students could not shoulder much of this responsibility. The practice of students helping each other is not new. Friends have always done some homework together-on their own time, outside of school. The little red school house, in which six to twenty students of all ages studied in one room presided over by a single teacher, relied heavily on students learning from each other-if only by eavesdropping on each other's recitations. Under the Lancastrian Monitorial System of the 1820s, the teacher instructed a group of older students who would in turn drill younger ones on the lesson. Under the project method, teachers may assign tasks to small groups of children partly in the expectation that they will learn from each other.