For a teacher of gifted students in a boarding school such as the Phillips Exeter Academy (New Hampshire), the experience of the classroom and the experience of the dormitory can be radically different. A student who writes eloquently on the subject of charity may behave most uncharitably in the social interactions of the residence hall. The classroom atmosphere at Exeter, created by a small group of students assuming the major burden of discussion, offers the ideal setting for a subtle combination of contextual and didactic moral education. Gifted students must ultimately be purged of the cant that academic study is merely methodology or that facts have nothing to do with one's social and emotional being. Teachers should affirm the idea that the classroom is the center of the school and should work to create a balance in the classroom so that intellect and emotion are integrated. (JD)