literature and history, and deprives him of his right to contact with
what is best in architecture, music, sculpture, and picture, it is
hopeless to expect definite results in the training of sympathetic
openness and responsiveness.

* * * * *

What we need in education is a genuine faith in the existence of moral
principles which are capable of effective application. We believe, so
far as the mass of children are concerned, that if we keep at them long
enough we can teach reading and writing and figuring. We are
practically, even if unconsciously, skeptical as to the possibility of
anything like the same assurance in morals. We believe in moral laws and
rules, to be sure, but they are in the air. They are something set off
by themselves. They are so _very_ "moral" that they have no working
contact with the average affairs of every-day life. These moral
principles need to be brought down to the ground through their statement
in social and in psychological terms. We need to see that moral
principles are not arbitrary, that they are not "transcendental"; that
the term "moral" does not designate a special region or portion of life.
We need to translate the moral into the conditions and forces of our
community life, and into the impulses and habits of the individual.

All the rest is mint, anise, and cummin. The one thing needful is that
we recognize that moral principles are real in the same sense in which
other forces are real; that they are inherent in community life, and in
the working structure of the individual. If we can secure a genuine
faith in this fact, we shall have secured the condition which alone is
necessary to get from our educational system all the effectiveness there
is in it. The teacher who operates in this faith will find every
subject, every method of instruction, every incident of school life
pregnant with moral possibility.

OUTLINE

I. THE MORAL PURPOSE OF THE SCHOOL
1. Moral ideas and ideas about morality
2. Moral education and direct moral instruction

II. THE MORAL TRAINING GIVEN BY THE SCHOOL COMMUNITY
1. The unity of social ethics and school ethics
2. A narrow and formal training for citizenship
3. School life should train for many social relations
4. It should train for self-direction and leadership
5. There is no harmonious development of powers apart from social
situations
6. School activities shoul