he workers want? Examine each of their demands--shorter
hours, more pay, recognition of the union, etc. What should the
granting of these demands contribute to their lives? Give instances to
show whether "better off" means better persons or not.

Compare the working man's use of the word "liberty" with that of the
employer. Why do workers often become oppressors when they themselves
become employers? What is the difference between demanding a redress
of your grievance and making a moral demand? What makes the cry of
fraternity as uttered by the workers repugnant to those who otherwise
would accept fraternity as an ideal?

How would you formulate the ideal for the vocational life of the
factory worker? Apply it to other vocations--journalism, law,
teaching. Sum up the ideal rewards of work.

Make tentative definitions of liberty, rights, duty, justice.

* * * * *

Each of the questions mentioned above--and many more will occur in the
course of the discussion--furnishes occasion for extended
considerations that call upon the student for scholarly gathering of
facts, for close thinking, and--not least--for reflection upon his own
experiences and volitions. Other problems will suggest themselves. It
is obvious how the interest of the student in prison reform, for
example, can be employed in like manner as a motive to searching
reflection upon questions of moral responsibility. The principle that
punishment should be a means of awaking in the offender the
consciousness of a self which can and should hold itself to account
despite the magnitude of its temptations is of special usefulness, in
the years when a broadening altruism (and we might add, a tendency to
self-pity) is likely to lead to loose notions of personal obligation.

=Place of the textbook in ethics teaching=

The use of a textbook is a minor matter. To prevent the courses from
running off into mere talk--and even ethics classes are not averse to
"spontaneous" recitation on their own part or to monologues by the
teacher--a textbook may be required, with, let us say, monthly reports
or examinations. So much depends, however, upon the enthusiasm of the
instructor that here particularly recommendations can be only of the
most general kind. Some of the most effective work in this subject is
being done by teachers who forget the textbook for weeks at a time in
order to push home a valuable inquiry suggested by an unforeseen
probl