Literature can be used in an elementary school curriculum to provide sound moral models for children. Through the exploration of moral problems and the adoption of the perspectives of others, children may begin to develop and refine their own morality. A male and a female morality may be identified in literature. The male morality--based on the ability to distance oneself for objectivity--results in moral imperatives, judgment, rights, rules, and hierarchies of values, while the female perspective of morality--grounded in networks of relationships--tends to result in a moral concern for the pain and suffering of others and in a recognition of one's responsibility to others. Although male morality is not necessarily a characteristic of the male sex and female morality is not necessarily a characteristic of the female sex, in American society they do tend to be sex-related. Some children's books that illustrate this female morality are "Charlotte's Web" by E. B. White, "The Girl Who Loved Wild Horses" by Paul Goble, and Mildred Taylor's "Roll of Thunder, Hear My Cry." In using literature to foster moral development in the classroom, teachers can take a number of steps, including (1) using books that offer an alternative to the usual male perspective on morality; (2) helping children compare alternative endings to certain traditional tales; (3) having children act on their reading by trying out possible alternative ways of interpreting a book, scene, situation, or character; and (4) sharing with children real-life role models who manifest in their lives a comprehensive morality. A three-page bibliography is included. (DF)