Dewey has well said that only way to prepare for social life is to engage in social life. The latter way will develop a knowledge of what is right to the end that the child can compare his acts with reference to this knowledge. From the point of view of camp life for the child, there remains the specific problem of determining and controlling and building the social unit that will stimulate the best expression of all the innate biological dispositions, impulses, tendencies and such, which with the consequent acquired attitudes, will develop a personality of strength and vision in conduct for the betterment of the race. What then are the elements in camp environment most to be sought? The first, is the social unit, of which the girl will be a member—a unit in which the group is the social leverage, a unit which is the measure of right and wrong as the girl faces actively her tasks and problems in her effort toward adjustment. How then set a standard for a social unit, which, in self-realization, will maintain determined ideals in the light of the experience of high-minded adult leadership? The problem is specific and is the most vital element in the building of a camp morale. As a structure, intangible though it may appear, it is more basic at Camp Hiawatha for Girls than all the physical concomitants that ordinarily are considered as essential to a camp organization. The practical educator wants a procedure, and here it may be helpful to outline briefly a method. In any group of young people there are leaders to whom other children look for guidance. To win such leadership to a standard of high camp value is a first step. Leaders of young people generally excel in sports and a system of awards in the camp stipulates that honors may be claimed only by those who accept camp standards conceived as the best expression of moral values. An athletic girl can claim no award for an athletic attainment unless she qualifies as a good camper. In such a plan the leaders are primarily available for ends and interests overlapping those for which the camp exists. Such leadership molds the group spirit or morale, to the decisions of which all members are highly sensitized. If space permitted, this brief statement of what makes for camp morale could be elaborated with many interesting incidents of camp life. A single standard of values for campers and adults produces an undercurrent of feeling that is healthy and predisposes the child to suggestion, which, in turn, stimulates character building. Authority imposes; suggestion proposes. The latter initiates self-expression. The young person is living along her own conceptions. It is distinctly a growth in which the deepest emotion propels the act. It is a victory won for itself by itself. If it were possible to determine choices made wisely on that basis, we would have an index to the character of the individual. A camp incident illustrating the potency of suggestion in character building is the following: While escorting two visiting camp directors over camp grounds, the director hailed two campers carrying green apples in their hands. She broke open one to show the white pits, and casually remarked, They