OUTLINE

Contents

1. THE MORAL PURPOSE OF THE SCHOOL
   1. Moral ideas and ideas about morality 1
   2. Moral education and direct moral instruction 3
2. THE MORAL TRAINING GIVEN BY THE SCHOOL COMMUNITY
   1. The unity of social ethics and school ethics 7
   2. A narrow and formal training for citizenship 8
   3. School life should train for many social relations 9
   4. It should train for self-direction and leadership 10
   5. There is no harmonious development of powers apart from social situations 11
   6. School activities should be typical of social life 13
   7. Moral training in the schools tends to be pathological and formal 15
3. THE MORAL TRAINING FROM METHODS OF INSTRUCTION
   1. Active social service as opposed to passive individual absorption 21
   2. The positive inculcation of individualistic motives and standards 23
   3. The evils of competition for external standing 24
   4. The moral waste of remote success as an end 25
   5. The worth of active and social modes of learning 26
4. THE SOCIAL NATURE OF THE COURSE OF STUDY
   1. The nature of the course of study influences the conduct of the school 31
   2. School studies as means of realizing social situations 31
   3. School subjects are merely phases of a unified social life 32
   4. The meaning of subjects is controlled by social considerations 33
   5. Geography deals with the scenes of social interaction 33
   6. Its various forms represent increasing stages of abstraction 34
   7. History is a means for interpreting existing social relations 36
   8. It presents type phases of social development 37
   9. It offers contrasts, and consequently perspective 37
   10. It teaches the methods of social progress 38
   11. The failure of certain methods of teaching history 39
   12. Mathematics is a means to social ends 40
   13. The sociological nature of business arithmetic 41
   14. Summary: The moral trinity of the school 42
5. THE PSYCHOLOGICAL ASPECT OF MORAL EDUCATION
   1. Conduct as a mode of individual performance 47
   2. Native instincts and impulses are the sources of conduct 47
   3. Moral ideals must be realized in persons 48
   4. Character as a system of working forces 49
   5. Force as a necessary constituent of character 49
   6. The importance of intellectual judgment or good sense 50
   7. The capacity for delicate emotional responsiveness 52
   8. Summary: The ethical standards for testing the school 53
   9. Conclusion: The practicality of moral principles 57