78 files changed, 5277 insertions, 0 deletions

diff --git a/.gitattributes b/.gitattributes
new file mode 100644
index 0000000..6833f05
--- /dev/null
+++ b/.gitattributes
@@ -0,0 +1,3 @@
+* text=auto
+*.txt text
+*.md text
diff --git a/25172-8.txt b/25172-8.txt
new file mode 100644
index 0000000..4555f47
--- /dev/null
+++ b/25172-8.txt
@@ -0,0 +1,1604 @@
+The Project Gutenberg EBook of Moral Principles in Education, by John Dewey
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Moral Principles in Education
+
+Author: John Dewey
+
+Release Date: April 25, 2008 [EBook #25172]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+*** START OF THIS PROJECT GUTENBERG EBOOK MORAL PRINCIPLES IN EDUCATION ***
+
+
+
+
+Produced by Barbara Tozier, Bill Tozier and the Online
+Distributed Proofreading Team at https://www.pgdp.net
+
+
+
+
+
+Riverside Educational Monographs
+
+EDITED BY HENRY SUZZALLO
+
+SOMETIME PROFESSOR OF THE PHILOSOPHY OF EDUCATION TEACHERS COLLEGE,
+COLUMBIA UNIVERSITY, AND PRESIDENT OF THE UNIVERSITY OF WASHINGTON
+
+
+
+
+MORAL PRINCIPLES IN EDUCATION
+
+BY
+
+JOHN DEWEY
+
+
+PROFESSOR OF PHILOSOPHY IN COLUMBIA UNIVERSITY
+
+
+HOUGHTON MIFFLIN COMPANY
+
+BOSTON · NEW YORK · CHICAGO · DALLAS · SAN FRANCISCO
+
+The Riverside Press Cambridge
+
+
+
+
+COPYRIGHT, 1909, BY JOHN DEWEY
+
+ALL RIGHTS RESERVED
+
+The author has drawn freely upon his essay on _Ethical Principles
+Underlying Education_, published in the Third Year-Book of The National
+Herbart Society for the Study of Education. He is indebted to the
+Society for permission to use this material.
+
+The Riverside Press
+CAMBRIDGE, MASSACHUSETTS
+PRINTED IN THE U.S.A.
+
+
+
+
+CONTENTS
+
+
+       INTRODUCTION
+    I. THE MORAL PURPOSE OF THE SCHOOL
+   II. THE MORAL TRAINING GIVEN BY THE SCHOOL COMMUNITY
+  III. THE MORAL TRAINING FROM METHODS OF INSTRUCTION
+   IV. THE SOCIAL NATURE OF THE COURSE OF STUDY
+    V. THE PSYCHOLOGICAL ASPECT OF MORAL EDUCATION
+       OUTLINE
+
+
+
+
+INTRODUCTION
+
+
+_Education as a public business_
+
+It is one of the complaints of the schoolmaster that the public does not
+defer to his professional opinion as completely as it does to that of
+practitioners in other professions. At first sight it might seem as
+though this indicated a defect either in the public or in the
+profession; and yet a wider view of the situation would suggest that
+such a conclusion is not a necessary one. The relations of education to
+the public are different from those of any other professional work.
+Education is a public business with us, in a sense that the protection
+and restoration of personal health or legal rights are not. To an extent
+characteristic of no other institution, save that of the state itself,
+the school has power to modify the social order. And under our political
+system, it is the right of each individual to have a voice in the making
+of social policies as, indeed, he has a vote in the determination of
+political affairs. If this be true, education is primarily a public
+business, and only secondarily a specialized vocation. The layman, then,
+will always have his right to some utterance on the operation of the
+public schools.
+
+
+_Education as expert service_
+
+I have said "some utterance," but not "all"; for school-mastering has
+its own special mysteries, its own knowledge and skill into which the
+untrained layman cannot penetrate. We are just beginning to recognize
+that the school and the government have a common problem in this
+respect. Education and politics are two functions fundamentally
+controlled by public opinion. Yet the conspicuous lack of efficiency and
+economy in the school and in the state has quickened our recognition of
+a larger need for expert service. But just where shall public opinion
+justly express itself, and what shall properly be left to expert
+judgment?
+
+
+_The relations of expert opinion and public opinion_
+
+In so far as broad policies and ultimate ends affecting the welfare of
+all are to be determined, the public may well claim its right to settle
+issues by the vote or voice of majorities. But the selection and
+prosecution of the detailed ways and means by which the public will is
+to be executed efficiently must remain largely a matter of specialized
+and expert service. To the superior knowledge and technique required
+here, the public may well defer.
+
+In the conduct of the schools, it is well for the citizens to determine
+the ends proper to them, and it is their privilege to judge of the
+efficacy of results. Upon questions that concern all the manifold
+details by which children are to be converted into desirable types of
+men and women, the expert schoolmaster should be authoritative, at least
+to a degree commensurate with his superior knowledge of this very
+complex problem. The administration of the schools, the making of the
+course of study, the selection of texts, the prescription of methods of
+teaching, these are matters with which the people, or their
+representatives upon boards of education, cannot deal save with danger
+of becoming mere meddlers.
+
+
+_The discussion of moral education an illustration of mistaken views of
+laymen_
+
+Nowhere is the validity of this distinction between education as a
+public business and education as an expert professional service brought
+out more clearly than in an analysis of the public discussion of the
+moral work of the school. How frequently of late have those unacquainted
+with the special nature of the school proclaimed the moral ends of
+education and at the same time demanded direct ethical instruction as
+the particular method by which they were to be realized! This, too, in
+spite of the fact that those who know best the powers and limitations of
+instruction as an instrument have repeatedly pointed out the futility of
+assuming that knowledge of right constitutes a guarantee of right doing.
+How common it is for those who assert that education is for social
+efficiency to assume that the school should return to the barren
+discipline of the traditional formal subjects, reading, writing, and the
+rest! This, too, regardless of the fact that it has taken a century of
+educational evolution to make the course of study varied and rich enough
+to call for those impulses and activities of social life which need
+training in the child. And how many who speak glowingly of the large
+services of the public schools to a democracy of free and self-reliant
+men affect a cynical and even vehement opposition to the
+"self-government of schools"! These would not have the children learn to
+govern themselves and one another, but would have the masters rule them,
+ignoring the fact that this common practice in childhood may be a
+foundation for that evil condition in adult society where the citizens
+are arbitrarily ruled by political bosses.
+
+One need not cite further cases of the incompetence of the lay public to
+deal with technical questions of school methods. Instances are plentiful
+to show that well-meaning people, competent enough to judge of the aims
+and results of school work, make a mistake in insisting upon the
+prerogative of directing the technical aspects of education with a
+dogmatism that would not characterize their statements regarding any
+other special field of knowledge or action.
+
+
+_A fundamental understanding of moral principles in education_
+
+Nothing can be more useful than for the public and the teaching
+profession to understand their respective functions. The teacher needs
+to understand public opinion and the social order, as much as the public
+needs to comprehend the nature of expert educational service. It will
+take time to draw the boundary lines that will be conducive to respect,
+restraint, and efficiency in those concerned; but a beginning can be
+made upon fundamental matters, and nothing so touches the foundations of
+our educational thought as a discussion of the moral principles in
+education.
+
+It is our pleasure to present a treatment of them by a thinker whose
+vital influence upon the reform of school methods is greater than that
+of any of his contemporaries. In his discussion of the social and
+psychological factors in moral education, there is much that will
+suggest what social opinion should determine, and much that will
+indicate what must be left to the trained teacher and school official.
+
+
+
+
+THE MORAL PURPOSE OF THE SCHOOL
+
+
+
+
+I
+
+THE MORAL PURPOSE OF THE SCHOOL
+
+
+An English contemporary philosopher has called attention to the
+difference between moral ideas and ideas about morality. "Moral ideas"
+are ideas of any sort whatsoever which take effect in conduct and
+improve it, make it better than it otherwise would be. Similarly, one
+may say, immoral ideas are ideas of whatever sort (whether arithmetical
+or geographical or physiological) which show themselves in making
+behavior worse than it would otherwise be; and non-moral ideas, one may
+say, are such ideas and pieces of information as leave conduct
+uninfluenced for either the better or the worse. Now "ideas about
+morality" may be morally indifferent or immoral or moral. There is
+nothing in the nature of ideas _about_ morality, of information _about_
+honesty or purity or kindness which automatically transmutes such ideas
+into good character or good conduct.
+
+This distinction between moral ideas, ideas of any sort whatsoever that
+have become a part of character and hence a part of the working motives
+of behavior, and ideas _about_ moral action that may remain as inert and
+ineffective as if they were so much knowledge about Egyptian archæology,
+is fundamental to the discussion of moral education. The business of the
+educator--whether parent or teacher--is to see to it that the greatest
+possible number of ideas acquired by children and youth are acquired in
+such a vital way that they become _moving_ ideas, motive-forces in the
+guidance of conduct. This demand and this opportunity make the moral
+purpose universal and dominant in all instruction--whatsoever the topic.
+Were it not for this possibility, the familiar statement that the
+ultimate purpose of all education is character-forming would be
+hypocritical pretense; for as every one knows, the direct and immediate
+attention of teachers and pupils must be, for the greater part of the
+time, upon intellectual matters. It is out of the question to keep
+direct moral considerations constantly uppermost. But it is not out of
+the question to aim at making the methods of learning, of acquiring
+intellectual power, and of assimilating subject-matter, such that they
+will render behavior more enlightened, more consistent, more vigorous
+than it otherwise would be.
+
+The same distinction between "moral ideas" and "ideas about morality"
+explains for us a source of continual misunderstanding between teachers
+in the schools and critics of education outside of the schools. The
+latter look through the school programmes, the school courses of study,
+and do not find any place set apart for instruction in ethics or for
+"moral teaching." Then they assert that the schools are doing nothing,
+or next to nothing, for character-training; they become emphatic, even
+vehement, about the moral deficiencies of public education. The
+schoolteachers, on the other hand, resent these criticisms as an
+injustice, and hold not only that they do "teach morals," but that they
+teach them every moment of the day, five days in the week. In this
+contention the teachers _in principle_ are in the right; if they are in
+the wrong, it is not because special periods are not set aside for what
+after all can only be teaching _about_ morals, but because their own
+characters, or their school atmosphere and ideals, or their methods of
+teaching, or the subject-matter which they teach, are not such _in
+detail_ as to bring intellectual results into vital union with character
+so that they become working forces in behavior. Without discussing,
+therefore, the limits or the value of so-called direct moral instruction
+(or, better, instruction _about_ morals), it may be laid down as
+fundamental that the influence of direct moral instruction, even at its
+very best, is _comparatively_ small in amount and slight in influence,
+when the whole field of moral growth through education is taken into
+account. This larger field of indirect and vital moral education, the
+development of character through all the agencies, instrumentalities,
+and materials of school life is, therefore, the subject of our present
+discussion.
+
+
+
+
+THE MORAL TRAINING GIVEN BY THE SCHOOL COMMUNITY
+
+
+
+
+II
+
+THE MORAL TRAINING GIVEN BY THE SCHOOL COMMUNITY
+
+
+There cannot be two sets of ethical principles, one for life in the
+school, and the other for life outside of the school. As conduct is one,
+so also the principles of conduct are one. The tendency to discuss the
+morals of the school as if the school were an institution by itself is
+highly unfortunate. The moral responsibility of the school, and of those
+who conduct it, is to society. The school is fundamentally an
+institution erected by society to do a certain specific work,--to
+exercise a certain specific function in maintaining the life and
+advancing the welfare of society. The educational system which does not
+recognize that this fact entails upon it an ethical responsibility is
+derelict and a defaulter. It is not doing what it was called into
+existence to do, and what it pretends to do. Hence the entire structure
+of the school in general and its concrete workings in particular need to
+be considered from time to time with reference to the social position
+and function of the school.
+
+The idea that the moral work and worth of the public school system as a
+whole are to be measured by its social value is, indeed, a familiar
+notion. However, it is frequently taken in too limited and rigid a way.
+The social work of the school is often limited to training for
+citizenship, and citizenship is then interpreted in a narrow sense as
+meaning capacity to vote intelligently, disposition to obey laws, etc.
+But it is futile to contract and cramp the ethical responsibility of the
+school in this way. The child is one, and he must either live his social
+life as an integral unified being, or suffer loss and create friction.
+To pick out one of the many social relations which the child bears, and
+to define the work of the school by that alone, is like instituting a
+vast and complicated system of physical exercise which would have for
+its object simply the development of the lungs and the power of
+breathing, independent of other organs and functions. The child is an
+organic whole, intellectually, socially, and morally, as well as
+physically. We must take the child as a member of society in the
+broadest sense, and demand for and from the schools whatever is
+necessary to enable the child intelligently to recognize all his social
+relations and take his part in sustaining them.
+
+To isolate the formal relationship of citizenship from the whole system
+of relations with which it is actually interwoven; to suppose that there
+is some one particular study or mode of treatment which can make the
+child a good citizen; to suppose, in other words, that a good citizen is
+anything more than a thoroughly efficient and serviceable member of
+society, one with all his powers of body and mind under control, is a
+hampering superstition which it is hoped may soon disappear from
+educational discussion.
+
+The child is to be not only a voter and a subject of law; he is also to
+be a member of a family, himself in turn responsible, in all
+probability, for rearing and training of future children, thereby
+maintaining the continuity of society. He is to be a worker, engaged in
+some occupation which will be of use to society, and which will maintain
+his own independence and self-respect. He is to be a member of some
+particular neighborhood and community, and must contribute to the values
+of life, add to the decencies and graces of civilization wherever he is.
+These are bare and formal statements, but if we let our imagination
+translate them into their concrete details, we have a wide and varied
+scene. For the child properly to take his place in reference to these
+various functions means training in science, in art, in history; means
+command of the fundamental methods of inquiry and the fundamental tools
+of intercourse and communication; means a trained and sound body,
+skillful eye and hand; means habits of industry, perseverance; in short,
+habits of serviceableness.
+
+Moreover, the society of which the child is to be a member is, in the
+United States, a democratic and progressive society. The child must be
+educated for leadership as well as for obedience. He must have power of
+self-direction and power of directing others, power of administration,
+ability to assume positions of responsibility. This necessity of
+educating for leadership is as great on the industrial as on the
+political side.
+
+New inventions, new machines, new methods of transportation and
+intercourse are making over the whole scene of action year by year. It
+is an absolute impossibility to educate the child for any fixed station
+in life. So far as education is conducted unconsciously or consciously
+on this basis, it results in fitting the future citizen for no station
+in life, but makes him a drone, a hanger-on, or an actual retarding
+influence in the onward movement. Instead of caring for himself and for
+others, he becomes one who has himself to be cared for. Here, too, the
+ethical responsibility of the school on the social side must be
+interpreted in the broadest and freest spirit; it is equivalent to that
+training of the child which will give him such possession of himself
+that he may take charge of himself; may not only adapt himself to the
+changes that are going on, but have power to shape and direct them.
+
+Apart from participation in social life, the school has no moral end nor
+aim. As long as we confine ourselves to the school as an isolated
+institution, we have no directing principles, because we have no object.
+For example, the end of education is said to be the harmonious
+development of all the powers of the individual. Here no reference to
+social life or membership is apparent, and yet many think we have in it
+an adequate and thoroughgoing definition of the goal of education. But
+if this definition be taken independently of social relationship we have
+no way of telling what is meant by any one of the terms employed. We do
+not know what a power is; we do not know what development is; we do not
+know what harmony is. A power is a power only with reference to the use
+to which it is put, the function it has to serve. If we leave out the
+uses supplied by social life we have nothing but the old "faculty
+psychology" to tell what is meant by power and what the specific powers
+are. The principle reduces itself to enumerating a lot of faculties like
+perception, memory, reasoning, etc., and then stating that each one of
+these powers needs to be developed.
+
+Education then becomes a gymnastic exercise. Acute powers of observation
+and memory might be developed by studying Chinese characters; acuteness
+in reasoning might be got by discussing the scholastic subtleties of the
+Middle Ages. The simple fact is that there is no isolated faculty of
+observation, or memory, or reasoning any more than there is an original
+faculty of blacksmithing, carpentering, or steam engineering. Faculties
+mean simply that particular impulses and habits have been coördinated or
+framed with reference to accomplishing certain definite kinds of work.
+We need to know the social situations in which the individual will have
+to use ability to observe, recollect, imagine, and reason, in order to
+have any way of telling what a training of mental powers actually means.
+
+What holds in the illustration of this particular definition of
+education holds good from whatever point of view we approach the matter.
+Only as we interpret school activities with reference to the larger
+circle of social activities to which they relate do we find any standard
+for judging their moral significance.
+
+The school itself must be a vital social institution to a much greater
+extent than obtains at present. I am told that there is a swimming
+school in a certain city where youth are taught to swim without going
+into the water, being repeatedly drilled in the various movements which
+are necessary for swimming. When one of the young men so trained was
+asked what he did when he got into the water, he laconically replied,
+"Sunk." The story happens to be true; were it not, it would seem to be a
+fable made expressly for the purpose of typifying the ethical
+relationship of school to society. The school cannot be a preparation
+for social life excepting as it reproduces, within itself, typical
+conditions of social life. At present it is largely engaged in the
+futile task of Sisyphus. It is endeavoring to form habits in children
+for use in a social life which, it would almost seem, is carefully and
+purposely kept away from vital contact with the child undergoing
+training. The only way to prepare for social life is to engage in social
+life. To form habits of social usefulness and serviceableness apart from
+any direct social need and motive, apart from any existing social
+situation, is, to the letter, teaching the child to swim by going
+through motions outside of the water. The most indispensable condition
+is left out of account, and the results are correspondingly partial.
+
+The much lamented separation in the schools of intellectual and moral
+training, of acquiring information and growing in character, is simply
+one expression of the failure to conceive and construct the school as a
+social institution, having social life and value within itself. Except
+so far as the school is an embryonic typical community life, moral
+training must be partly pathological and partly formal. Training is
+pathological when stress is laid upon correcting wrong-doing instead of
+upon forming habits of positive service. Too often the teacher's concern
+with the moral life of pupils takes the form of alertness for failures
+to conform to school rules and routine. These regulations, judged from
+the standpoint of the development of the child at the time, are more or
+less conventional and arbitrary. They are rules which have to be made in
+order that the existing modes of school work may go on; but the lack of
+inherent necessity in these school modes reflects itself in a feeling,
+on the part of the child, that the moral discipline of the school is
+arbitrary. Any conditions that compel the teacher to take note of
+failures rather than of healthy growth give false standards and result
+in distortion and perversion. Attending to wrong-doing ought to be an
+incident rather than a principle. The child ought to have a positive
+consciousness of what he is about, so as to judge his acts from the
+standpoint of reference to the work which he has to do. Only in this way
+does he have a vital standard, one that enables him to turn failures to
+account for the future.
+
+By saying that the moral training of the school is formal, I mean that
+the moral habits currently emphasized by the school are habits which are
+created, as it were, _ad hoc_. Even the habits of promptness,
+regularity, industry, non-interference with the work of others,
+faithfulness to tasks imposed, which are specially inculcated in the
+school, are habits that are necessary simply because the school system
+is what it is, and must be preserved intact. If we grant the
+inviolability of the school system as it is, these habits represent
+permanent and necessary moral ideas; but just in so far as the school
+system is itself isolated and mechanical, insistence upon these moral
+habits is more or less unreal, because the ideal to which they relate is
+not itself necessary. The duties, in other words, are distinctly school
+duties, not life duties. If we compare this condition with that of the
+well-ordered home, we find that the duties and responsibilities that the
+child has there to recognize do not belong to the family as a
+specialized and isolated institution, but flow from the very nature of
+the social life in which the family participates and to which it
+contributes. The child ought to have the same motives for right doing
+and to be judged by the same standards in the school, as the adult in
+the wider social life to which he belongs. Interest in community
+welfare, an interest that is intellectual and practical, as well as
+emotional--an interest, that is to say, in perceiving whatever makes for
+social order and progress, and in carrying these principles into
+execution--is the moral habit to which all the special school habits
+must be related if they are to be animated by the breath of life.
+
+
+
+
+THE MORAL TRAINING FROM METHODS OF INSTRUCTION
+
+
+
+
+III
+
+THE MORAL TRAINING FROM METHODS OF INSTRUCTION
+
+
+The principle of the social character of the school as the basic factor
+in the moral education given may be also applied to the question of
+methods of instruction,--not in their details, but their general spirit.
+The emphasis then falls upon construction and giving out, rather than
+upon absorption and mere learning. We fail to recognize how essentially
+individualistic the latter methods are, and how unconsciously, yet
+certainly and effectively, they react into the child's ways of judging
+and of acting. Imagine forty children all engaged in reading the same
+books, and in preparing and reciting the same lessons day after day.
+Suppose this process constitutes by far the larger part of their work,
+and that they are continually judged from the standpoint of what they
+are able to take in in a study hour and reproduce in a recitation hour.
+There is next to no opportunity for any social division of labor. There
+is no opportunity for each child to work out something specifically his
+own, which he may contribute to the common stock, while he, in turn,
+participates in the productions of others. All are set to do exactly the
+same work and turn out the same products. The social spirit is not
+cultivated,--in fact, in so far as the purely individualistic method
+gets in its work, it atrophies for lack of use. One reason why reading
+aloud in school is poor is that the real motive for the use of
+language--the desire to communicate and to learn--is not utilized. The
+child knows perfectly well that the teacher and all his fellow pupils
+have exactly the same facts and ideas before them that he has; he is not
+_giving_ them anything at all. And it may be questioned whether the
+moral lack is not as great as the intellectual. The child is born with a
+natural desire to give out, to do, to serve. When this tendency is not
+used, when conditions are such that other motives are substituted, the
+accumulation of an influence working against the social spirit is much
+larger than we have any idea of,--especially when the burden of work,
+week after week, and year after year, falls upon this side.
+
+But lack of cultivation of the social spirit is not all. Positively
+individualistic motives and standards are inculcated. Some stimulus must
+be found to keep the child at his studies. At the best this will be his
+affection for his teacher, together with a feeling that he is not
+violating school rules, and thus negatively, if not positively, is
+contributing to the good of the school. I have nothing to say against
+these motives so far as they go, but they are inadequate. The relation
+between the piece of work to be done and affection for a third person is
+external, not intrinsic. It is therefore liable to break down whenever
+the external conditions are changed. Moreover, this attachment to a
+particular person, while in a way social, may become so isolated and
+exclusive as to be selfish in quality. In any case, the child should
+gradually grow out of this relatively external motive into an
+appreciation, for its own sake, of the social value of what he has to
+do, because of its larger relations to life, not pinned down to two or
+three persons.
+
+But, unfortunately, the motive is not always at this relative best, but
+mixed with lower motives which are distinctly egoistic. Fear is a motive
+which is almost sure to enter in,--not necessarily physical fear, or
+fear of punishment, but fear of losing the approbation of others; or
+fear of failure, so extreme as to be morbid and paralyzing. On the other
+side, emulation and rivalry enter in. Just because all are doing the
+same work, and are judged (either in recitation or examination with
+reference to grading and to promotion) not from the standpoint of their
+personal contribution, but from that of _comparative_ success, the
+feeling of superiority over others is unduly appealed to, while timid
+children are depressed. Children are judged with reference to their
+capacity to realize the same external standard. The weaker gradually
+lose their sense of power, and accept a position of continuous and
+persistent inferiority. The effect upon both self-respect and respect
+for work need not be dwelt upon. The strong learn to glory, not in their
+strength, but in the fact that they are stronger. The child is
+prematurely launched into the region of individualistic competition, and
+this in a direction where competition is least applicable, namely, in
+intellectual and artistic matters, whose law is coöperation and
+participation.
+
+Next, perhaps, to the evils of passive absorption and of competition for
+external standing come, perhaps, those which result from the eternal
+emphasis upon preparation for a remote future. I do not refer here to
+the waste of energy and vitality that accrues when children, who live so
+largely in the immediate present, are appealed to in the name of a dim
+and uncertain future which means little or nothing to them. I have in
+mind rather the habitual procrastination that develops when the motive
+for work is future, not present; and the false standards of judgment
+that are created when work is estimated, not on the basis of present
+need and present responsibility, but by reference to an external result,
+like passing an examination, getting promoted, entering high school,
+getting into college, etc. Who can reckon up the loss of moral power
+that arises from the constant impression that nothing is worth doing in
+itself, but only as a preparation for something else, which in turn is
+only a getting ready for some genuinely serious end beyond? Moreover, as
+a rule, it will be found that remote success is an end which appeals
+most to those in whom egoistic desire to get ahead--to get ahead of
+others--is already only too strong a motive. Those in whom personal
+ambition is already so strong that it paints glowing pictures of future
+victories may be touched; others of a more generous nature do not
+respond.
+
+I cannot stop to paint the other side. I can only say that the
+introduction of every method that appeals to the child's active powers,
+to his capacities in construction, production, and creation, marks an
+opportunity to shift the centre of ethical gravity from an absorption
+which is selfish to a service which is social. Manual training is more
+than manual; it is more than intellectual; in the hands of any good
+teacher it lends itself easily, and almost as a matter of course, to
+development of social habits. Ever since the philosophy of Kant, it has
+been a commonplace of æsthetic theory, that art is universal; that it is
+not the product of purely personal desire or appetite, or capable of
+merely individual appropriation, but has a value participated in by all
+who perceive it. Even in the schools where most conscious attention is
+paid to moral considerations, the methods of study and recitation may be
+such as to emphasize appreciation rather than power, an emotional
+readiness to assimilate the experiences of others, rather than
+enlightened and trained capacity to carry forward those values which in
+other conditions and past times made those experiences worth having. At
+all events, separation between instruction and character continues in
+our schools (in spite of the efforts of individual teachers) as a result
+of divorce between learning and doing. The attempt to attach genuine
+moral effectiveness to the mere processes of learning, and to the habits
+which go along with learning, can result only in a training infected
+with formality, arbitrariness, and an undue emphasis upon failure to
+conform. That there is as much accomplished as there is shows the
+possibilities involved in methods of school activity which afford
+opportunity for reciprocity, coöperation, and positive personal
+achievement.
+
+
+
+
+THE SOCIAL NATURE OF THE COURSE OF STUDY
+
+
+
+
+IV
+
+THE SOCIAL NATURE OF THE COURSE OF STUDY
+
+
+In many respects, it is the subject-matter used in school life which
+decides both the general atmosphere of the school and the methods of
+instruction and discipline which rule. A barren "course of study," that
+is to say, a meagre and narrow field of school activities, cannot
+possibly lend itself to the development of a vital social spirit or to
+methods that appeal to sympathy and coöperation instead of to
+absorption, exclusiveness, and competition. Hence it becomes an all
+important matter to know how we shall apply our social standard of moral
+value to the subject-matter of school work, to what we call,
+traditionally, the "studies" that occupy pupils.
+
+_A study is to be considered as a means of bringing the child to realize
+the social scene of action._ Thus considered it gives a criterion for
+selection of material and for judgment of values. We have at present
+three independent values set up: one of culture, another of information,
+and another of discipline. In reality, these refer only to three phases
+of social interpretation. Information is genuine or educative only in so
+far as it presents definite images and conceptions of materials placed
+in a context of social life. Discipline is genuinely educative only as
+it represents a reaction of information into the individual's own powers
+so that he brings them under control for social ends. Culture, if it is
+to be genuinely educative and not an external polish or factitious
+varnish, represents the vital union of information and discipline. It
+marks the socialization of the individual in his outlook upon life.
+
+This point may be illustrated by brief reference to a few of the school
+studies. In the first place, there is no line of demarkation within
+facts themselves which classifies them as belonging to science, history,
+or geography, respectively. The pigeon-hole classification which is so
+prevalent at present (fostered by introducing the pupil at the outset
+into a number of different studies contained in different text-books)
+gives an utterly erroneous idea of the relations of studies to one
+another and to the intellectual whole to which all belong. In fact,
+these subjects have to do with the same ultimate reality, namely, the
+conscious experience of man. It is only because we have different
+interests, or different ends, that we sort out the material and label
+part of it science, part of it history, part geography, and so on. Each
+"sorting" represents materials arranged with reference to some one
+dominant typical aim or process of the social life.
+
+This social criterion is necessary, not only to mark off studies from
+one another, but also to grasp the reasons for each study,--the motives
+in connection with which it shall be presented. How, for example, should
+we define geography? What is the unity in the different so-called
+divisions of geography,--mathematical geography, physical geography,
+political geography, commercial geography? Are they purely empirical
+classifications dependent upon the brute fact that we run across a lot
+of different facts? Or is there some intrinsic principle through which
+the material is distributed under these various heads,--something in the
+interest and attitude of the human mind towards them? I should say that
+geography has to do with all those aspects of social life which are
+concerned with the interaction of the life of man and nature; or, that
+it has to do with the world considered as the scene of social
+interaction. Any fact, then, will be geographical in so far as it has to
+do with the dependence of man upon his natural environment, or with
+changes introduced in this environment through the life of man.
+
+The four forms of geography referred to above represent, then, four
+increasing stages of abstraction in discussing the mutual relation of
+human life and nature. The beginning must be social geography, the frank
+recognition of the earth as the home of men acting in relations to one
+another. I mean by this that the essence of any geographical fact is the
+consciousness of two persons, or two groups of persons, who are at once
+separated and connected by their physical environment, and that the
+interest is in seeing how these people are at once kept apart and
+brought together in their actions by the instrumentality of the physical
+environment. The ultimate significance of lake, river, mountain, and
+plain is not physical but social; it is the part which it plays in
+modifying and directing human relationships. This evidently involves an
+extension of the term commercial. It has to do not simply with business,
+in the narrow sense, but with whatever relates to human intercourse and
+intercommunication as affected by natural forms and properties.
+Political geography represents this same social interaction taken in a
+static instead of in a dynamic way; taken, that is, as temporarily
+crystallized and fixed in certain forms. Physical geography (including
+under this not simply physiography, but also the study of flora and
+fauna) represents a further analysis or abstraction. It studies the
+conditions which determine human action, leaving out of account,
+temporarily, the ways in which they concretely do this. Mathematical
+geography carries the analysis back to more ultimate and remote
+conditions, showing that the physical conditions of the earth are not
+ultimate, but depend upon the place which the world occupies in a larger
+system. Here, in other words, are traced, step by step, the links which
+connect the immediate social occupations and groupings of men with the
+whole natural system which ultimately conditions them. Step by step the
+scene is enlarged and the image of what enters into the make-up of
+social action is widened and broadened; at no time is the chain of
+connection to be broken.
+
+It is out of the question to take up the studies one by one and show
+that their meaning is similarly controlled by social considerations. But
+I cannot forbear saying a word or two upon history. History is vital or
+dead to the child according as it is, or is not, presented from the
+sociological standpoint. When treated simply as a record of what has
+passed and gone, it must be mechanical, because the past, as the past,
+is remote. Simply as the past there is no motive for attending to it.
+The ethical value of history teaching will be measured by the extent to
+which past events are made the means of understanding the
+present,--affording insight into what makes up the structure and working
+of society to-day. Existing social structure is exceedingly complex. It
+is practically impossible for the child to attack it _en masse_ and get
+any definite mental image of it. But type phases of historical
+development may be selected which will exhibit, as through a telescope,
+the essential constituents of the existing order. Greece, for example,
+represents what art and growing power of individual expression stand
+for; Rome exhibits the elements and forces of political life on a
+tremendous scale. Or, as these civilizations are themselves relatively
+complex, a study of still simpler forms of hunting, nomadic, and
+agricultural life in the beginnings of civilization, a study of the
+effects of the introduction of iron, and iron tools, reduces the
+complexity to simpler elements.
+
+One reason historical teaching is usually not more effective is that the
+student is set to acquire information in such a way that no epochs or
+factors stand out in his mind as typical; everything is reduced to the
+same dead level. The way to secure the necessary perspective is to treat
+the past as if it were a projected present with some of its elements
+enlarged.
+
+The principle of contrast is as important as that of similarity. Because
+the present life is so close to us, touching us at every point, we
+cannot get away from it to see it as it really is. Nothing stands out
+clearly or sharply as characteristic. In the study of past periods,
+attention necessarily attaches itself to striking differences. Thus the
+child gets a locus of imagination, through which he can remove himself
+from the pressure of present surrounding circumstances and define them.
+
+History is equally available in teaching the _methods_ of social
+progress. It is commonly stated that history must be studied from the
+standpoint of cause and effect. The truth of this statement depends upon
+its interpretation. Social life is so complex and the various parts of
+it are so organically related to one another and to the natural
+environment, that it is impossible to say that this or that thing is the
+cause of some other particular thing. But the study of history can
+reveal the main instruments in the discoveries, inventions, new modes of
+life, etc., which have initiated the great epochs of social advance; and
+it can present to the child types of the main lines of social progress,
+and can set before him what have been the chief difficulties and
+obstructions in the way of progress. Once more this can be done only in
+so far as it is recognized that social forces in themselves are always
+the same,--that the same kind of influences were at work one hundred and
+one thousand years ago that are now working,--and that particular
+historical epochs afford illustration of the way in which the
+fundamental forces work.
+
+Everything depends, then, upon history being treated from a social
+standpoint; as manifesting the agencies which have influenced social
+development and as presenting the typical institutions in which social
+life has expressed itself. The culture-epoch theory, while working in
+the right direction, has failed to recognize the importance of treating
+past periods with relation to the present,--as affording insight into
+the representative factors of its structure; it has treated these
+periods too much as if they had some meaning or value in themselves. The
+way in which the biographical method is handled illustrates the same
+point. It is often treated in such a way as to exclude from the child's
+consciousness (or at least not sufficiently to emphasize) the social
+forces and principles involved in the association of the masses of men.
+It is quite true that the child is easily interested in history from the
+biographical standpoint; but unless "the hero" is treated in relation to
+the community life behind him that he sums up and directs, there is
+danger that history will reduce itself to a mere exciting story. Then
+moral instruction reduces itself to drawing certain lessons from the
+life of the particular personalities concerned, instead of widening and
+deepening the child's imagination of social relations, ideals, and
+means.
+
+It will be remembered that I am not making these points for their own
+sake, but with reference to the general principle that when a study is
+taught as a mode of understanding social life it has positive ethical
+import. What the normal child continuously needs is not so much isolated
+moral lessons upon the importance of truthfulness and honesty, or the
+beneficent results that follow from a particular act of patriotism, as
+the formation of habits of social imagination and conception.
+
+I take one more illustration, namely, mathematics. This does, or does
+not, accomplish its full purpose according as it is, or is not,
+presented as a social tool. The prevailing divorce between information
+and character, between knowledge and social action, stalks upon the
+scene here. The moment mathematical study is severed from the place
+which it occupies with reference to use in social life, it becomes
+unduly abstract, even upon the purely intellectual side. It is presented
+as a matter of technical relations and formulæ apart from any end or
+use. What the study of number suffers from in elementary education is
+lack of motivation. Back of this and that and the other particular bad
+method is the radical mistake of treating number as if it were an end in
+itself, instead of the means of accomplishing some end. Let the child
+get a consciousness of what is the use of number, of what it really is
+for, and half the battle is won. Now this consciousness of the use of
+reason implies some end which is implicitly social.
+
+One of the absurd things in the more advanced study of arithmetic is the
+extent to which the child is introduced to numerical operations which
+have no distinctive mathematical principles characterizing them, but
+which represent certain general principles found in business
+relationships. To train the child in these operations, while paying no
+attention to the business realities in which they are of use, or to the
+conditions of social life which make these business activities
+necessary, is neither arithmetic nor common sense. The child is called
+upon to do examples in interest, partnership, banking, brokerage, and so
+on through a long string, and no pains are taken to see that, in
+connection with the arithmetic, he has any sense of the social realities
+involved. This part of arithmetic is essentially sociological in its
+nature. It ought either to be omitted entirely, or else be taught in
+connection with a study of the relevant social realities. As we now
+manage the study, it is the old case of learning to swim apart from the
+water over again, with correspondingly bad results on the practical
+side.
+
+In concluding this portion of the discussion, we may say that our
+conceptions of moral education have been too narrow, too formal, and too
+pathological. We have associated the term ethical with certain special
+acts which are labeled virtues and are set off from the mass of other
+acts, and are still more divorced from the habitual images and motives
+of the children performing them. Moral instruction is thus associated
+with teaching about these particular virtues, or with instilling certain
+sentiments in regard to them. The moral has been conceived in too
+goody-goody a way. Ultimate moral motives and forces are nothing more or
+less than social intelligence--the power of observing and comprehending
+social situations,--and social power--trained capacities of control--at
+work in the service of social interest and aims. There is no fact which
+throws light upon the constitution of society, there is no power whose
+training adds to social resourcefulness that is not moral.
+
+I sum up, then, this part of the discussion by asking your attention to
+the moral trinity of the school. The demand is for social intelligence,
+social power, and social interests. Our resources are (1) the life of
+the school as a social institution in itself; (2) methods of learning
+and of doing work; and (3) the school studies or curriculum. In so far
+as the school represents, in its own spirit, a genuine community life;
+in so far as what are called school discipline, government, order, etc.,
+are the expressions of this inherent social spirit; in so far as the
+methods used are those that appeal to the active and constructive
+powers, permitting the child to give out and thus to serve; in so far as
+the curriculum is so selected and organized as to provide the material
+for affording the child a consciousness of the world in which he has to
+play a part, and the demands he has to meet; so far as these ends are
+met, the school is organized on an ethical basis. So far as general
+principles are concerned, all the basic ethical requirements are met.
+The rest remains between the individual teacher and the individual
+child.
+
+
+
+
+THE PSYCHOLOGICAL ASPECT OF MORAL EDUCATION
+
+
+
+
+V
+
+THE PSYCHOLOGICAL ASPECT OF MORAL EDUCATION
+
+
+So far we have been considering the make-up of purposes and results that
+constitute conduct--its "what." But conduct has a certain method and
+spirit also--its "how." Conduct may be looked upon as expressing the
+attitudes and dispositions of an _individual_, as well as realizing
+social results and maintaining the social fabric. A consideration of
+conduct as a mode of individual performance, personal doing, takes us
+from the social to the psychological side of morals. In the first place,
+all conduct springs ultimately and radically out of native instincts and
+impulses. We must know what these instincts and impulses are, and what
+they are at each particular stage of the child's development, in order
+to know what to appeal to and what to build upon. Neglect of this
+principle may give a mechanical imitation of moral conduct, but the
+imitation will be ethically dead, because it is external and has its
+centre without, not within, the individual. We must study the child, in
+other words, to get our indications, our symptoms, our suggestions. The
+more or less spontaneous acts of the child are not to be thought of as
+setting moral forms to which the efforts of the educator must
+conform--this would result simply in spoiling the child; but they are
+symptoms which require to be interpreted: stimuli which need to be
+responded to in directed ways; material which, in however transformed a
+shape, is the only ultimate constituent of future moral conduct and
+character.
+
+Then, secondly, our ethical principles need to be stated in
+psychological terms because the child supplies us with the only means or
+instruments by which to realize moral ideals. The subject-matter of the
+curriculum, however important, however judiciously selected, is empty of
+conclusive moral content until it is made over into terms of the
+individual's own activities, habits, and desires. We must know what
+history, geography, and mathematics mean in psychological terms, that
+is, as modes of personal experiencing, before we can get out of them
+their moral potentialities.
+
+The psychological side of education sums itself up, of course, in a
+consideration of character. It is a commonplace to say that the
+development of character is the end of all school work. The difficulty
+lies in the execution of the idea. And an underlying difficulty in this
+execution is the lack of a clear conception of what character means.
+This may seem an extreme statement. If so, the idea may be conveyed by
+saying that we generally conceive of character simply in terms of
+results; we have no clear conception of it in psychological terms--that
+is, as a process, as working or dynamic. We know what character means in
+terms of the actions which proceed from it, but we have not a definite
+conception of it on its inner side, as a system of working forces.
+
+(1) Force, efficiency in execution, or overt action, is one necessary
+constituent of character. In our moral books and lectures we may lay the
+stress upon good intentions, etc. But we know practically that the kind
+of character we hope to build up through our education is one that not
+only has good intentions, but that insists upon carrying them out. Any
+other character is wishy-washy; it is goody, not good. The individual
+must have the power to stand up and count for something in the actual
+conflicts of life. He must have initiative, insistence, persistence,
+courage, and industry. He must, in a word, have all that goes under the
+name "_force_ of character." Undoubtedly, individuals differ greatly in
+their native endowment in this respect. None the less, each has a
+certain primary equipment of impulse, of tendency forward, of innate
+urgency to do. The problem of education on this side is that of
+discovering what this native fund of power is, and then of utilizing it
+in such a way (affording conditions which both stimulate and control) as
+to organize it into definite conserved modes of action--habits.
+
+(2) But something more is required than sheer force. Sheer force may be
+brutal; it may override the interests of others. Even when aiming at
+right ends it may go at them in such a way as to violate the rights of
+others. More than this, in sheer force there is no guarantee for the
+right end. Efficiency may be directed towards mistaken ends and result
+in positive mischief and destruction. Power, as already suggested, must
+be directed. It must be organized along social channels; it must be
+attached to valuable ends.
+
+This involves training on both the intellectual and emotional side. On
+the intellectual side we must have judgment--what is ordinarily called
+good sense. The difference between mere knowledge, or information, and
+judgment is that the former is simply held, not used; judgment is
+knowledge directed with reference to the accomplishment of ends. Good
+judgment is a sense of respective or proportionate values. The one who
+has judgment is the one who has ability to size up a situation. He is
+the one who can grasp the scene or situation before him, ignoring what
+is irrelevant, or what for the time being is unimportant, who can seize
+upon the factors which demand attention, and grade them according to
+their respective claims. Mere knowledge of what the right is, in the
+abstract, mere intentions of following the right in general, however
+praiseworthy in themselves, are never a substitute for this power of
+trained judgment. Action is always in the concrete. It is definite and
+individualized. Except, therefore, as it is backed and controlled by a
+knowledge of the actual concrete factors in the situation in which it
+occurs, it must be relatively futile and waste.
+
+(3) But the consciousness of ends must be more than merely intellectual.
+We can imagine a person with most excellent judgment, who yet does not
+act upon his judgment. There must not only be force to ensure effort in
+execution against obstacles, but there must also be a delicate personal
+responsiveness,--there must be an emotional reaction. Indeed, good
+judgment is impossible without this susceptibility. Unless there is a
+prompt and almost instinctive sensitiveness to conditions, to the ends
+and interests of others, the intellectual side of judgment will not have
+proper material to work upon. Just as the material of knowledge is
+supplied through the senses, so the material of ethical knowledge is
+supplied by emotional responsiveness. It is difficult to put this
+quality into words, but we all know the difference between the character
+which is hard and formal, and one which is sympathetic, flexible, and
+open. In the abstract the former may be as sincerely devoted to moral
+ideas as is the latter, but as a practical matter we prefer to live with
+the latter. We count upon it to accomplish more by tact, by instinctive
+recognition of the claims of others, by skill in adjusting, than the
+former can accomplish by mere attachment to rules.
+
+Here, then, is the moral standard, by which to test the work of the
+school upon the side of what it does directly for individuals. (_a_)
+Does the school as a system, at present, attach sufficient importance to
+the spontaneous instincts and impulses? Does it afford sufficient
+opportunity for these to assert themselves and work out their own
+results? Can we even say that the school in principle attaches itself,
+at present, to the active constructive powers rather than to processes
+of absorption and learning? Does not our talk about self-activity
+largely render itself meaningless because the self-activity we have in
+mind is purely "intellectual," out of relation to those impulses which
+work through hand and eye?
+
+Just in so far as the present school methods fail to meet the test of
+such questions moral results must be unsatisfactory. We cannot secure
+the development of positive force of character unless we are willing to
+pay its price. We cannot smother and repress the child's powers, or
+gradually abort them (from failure of opportunity for exercise), and
+then expect a character with initiative and consecutive industry. I am
+aware of the importance attaching to inhibition, but mere inhibition is
+valueless. The only restraint, the only holding-in, that is of any worth
+is that which comes through holding powers concentrated upon a positive
+end. An end cannot be attained excepting as instincts and impulses are
+kept from discharging at random and from running off on side tracks. In
+keeping powers at work upon their relevant ends, there is sufficient
+opportunity for genuine inhibition. To say that inhibition is higher
+than power, is like saying that death is more than life, negation more
+than affirmation, sacrifice more than service.
+
+(_b_) We must also test our school work by finding whether it affords
+the conditions necessary for the formation of good judgment. Judgment as
+the sense of relative values involves ability to select, to
+discriminate. Acquiring information can never develop the power of
+judgment. Development of judgment is in spite of, not because of,
+methods of instruction that emphasize simple learning. The test comes
+only when the information acquired has to be put to use. Will it do what
+we expect of it? I have heard an educator of large experience say that
+in her judgment the greatest defect of instruction to-day, on the
+intellectual side, is found in the fact that children leave school
+without a mental perspective. Facts seem to them all of the same
+importance. There is no foreground or background. There is no
+instinctive habit of sorting out facts upon a scale of worth and of
+grading them.
+
+The child cannot get power of judgment excepting as he is continually
+exercised in forming and testing judgments. He must have an opportunity
+to select for himself, and to attempt to put his selections into
+execution, that he may submit them to the final test, that of action.
+Only thus can he learn to discriminate that which promises success from
+that which promises failure; only thus can he form the habit of relating
+his purposes and notions to the conditions that determine their value.
+Does the school, as a system, afford at present sufficient opportunity
+for this sort of experimentation? Except so far as the emphasis of the
+school work is upon intelligent doing, upon active investigation, it
+does not furnish the conditions necessary for that exercise of judgment
+which is an integral factor in good character.
+
+(_c_) I shall be brief with respect to the other point, the need of
+susceptibility and responsiveness. The informally social side of
+education, the æsthetic environment and influences, are all-important.
+In so far as the work is laid out in regular and formulated ways, so far
+as there are lacking opportunities for casual and free social
+intercourse between pupils and between the pupils and the teacher, this
+side of the child's nature is either starved, or else left to find
+haphazard expression along more or less secret channels. When the school
+system, under plea of the practical (meaning by the practical the
+narrowly utilitarian), confines the child to the three R's and the
+formal studies connected with them, shuts him out from the vital in
+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 should be typical of social life
+    7. Moral training in the schools tends to be pathological and formal
+
+  III. THE MORAL TRAINING FROM METHODS OF INSTRUCTION
+    1. Active social service as opposed to passive individual absorption
+    2. The positive inculcation of individualistic motives and standards
+    3. The evils of competition for external standing
+    4. The moral waste of remote success as an end
+    5. The worth of active and social modes of learning
+
+  IV. THE SOCIAL NATURE OF THE COURSE OF STUDY
+    1. The nature of the course of study influences the conduct of the
+       school
+    2. School studies as means of realizing social situations
+    3. School subjects are merely phases of a unified social life
+    4. The meaning of subjects is controlled by social considerations
+    5. Geography deals with the scenes of social interaction
+    6. Its various forms represent increasing stages of abstraction
+    7. History is a means for interpreting existing social relations
+    8. It presents type phases of social development
+    9. It offers contrasts, and consequently perspective
+   10. It teaches the methods of social progress
+   11. The failure of certain methods of teaching history
+   12. Mathematics is a means to social ends
+   13. The sociological nature of business arithmetic
+   14. Summary: The moral trinity of the school
+
+  V. THE PSYCHOLOGICAL ASPECT OF MORAL EDUCATION
+    1. Conduct as a mode of individual performance
+    2. Native instincts and impulses are the sources of conduct
+    3. Moral ideals must be realized in persons
+    4. Character as a system of working forces
+    5. Force as a necessary constituent of character
+    6. The importance of intellectual judgment or good sense
+    7. The capacity for delicate emotional responsiveness
+    8. Summary: The ethical standards for testing the school
+    9. Conclusion: The practicality of moral principles
+
+
+
+
+RIVERSIDE EDUCATIONAL MONOGRAPHS
+
+
+_General Educational Theory_
+
+  COOLIDGE'S America's Need for Education.
+  DEWEY'S Interest and Effort in Education.
+  DEWEY'S Moral Principles in Education.
+  ELIOT'S Education for Efficiency.
+  ELIOT'S The Tendency to the Concrete and Practical in Modern Education.
+  EMERSON'S Education and other Selections.
+  FISKE'S The Meaning of Infancy.
+  HORNE'S The Teacher as Artist.
+  HYDE'S The Teacher's Philosophy in and out of School.
+  JUDD'S The Evolution of a Democratic School System.
+  MEREDITH'S The Educational Bearings of Modern Psychology.
+  PALMER'S The Ideal Teacher.
+  PALMER'S Trades and Professions.
+  PALMER'S Ethical and Moral Instruction in Schools.
+  PROSSER'S The Teacher and Old Age.
+  STOCKTON'S Project Work in Education.
+  STRATTON'S Developing Mental Power.
+  TERMAN'S The Teacher's Health.
+  THORNDIKE'S Individuality.
+  TROW'S Scientific Method in Education.
+
+
+_Administration and Supervision_
+
+  BETT'S New Ideals in Rural Schools.
+  BLOOMFIELD'S The Vocational Guidance of Youth.
+  CABOT'S Volunteer Help to the Schools.
+  COLE'S Industrial Education in the Elementary School.
+  CUBBERLEY'S Changing Conceptions of Education.
+  CUBBERLEY'S The Improvement of Rural Schools.
+  DOOLEY'S The Education of the Ne'er-Do-Well.
+  GATES'S The Management of Smaller Schools.
+  HINES'S Measuring Intelligence.
+  KOOS'S The High-School Principal.
+  LEWIS'S Democracy's High School.
+  MAXWELL'S The Observation of Teaching.
+  MAXWELL'S The Selection of Textbooks.
+  MILLER and CHARLES'S Publicity and the Public School.
+  PERRY'S The Status of the Teacher.
+  RUSSELL'S Economy in Secondary Education.
+  SMITH'S Establishing Industrial Schools.
+  SNEDDEN'S The Problem of Vocational Guidance.
+  WEEKS'S The People's School.
+
+
+_Method_
+
+ ANDRESS'S The Teaching of Hygiene in the Grades.
+ ATWOOD'S The Theory and Practice of the Kindergarten.
+ BAILEY'S Art Education.
+ BETTS'S The Recitation.
+ COOLEY'S Language Teaching in the Grades.
+ DOUGHERTY'S How to Teach Phonics.
+ EARHART'S Teaching Children to Study.
+ EVANS'S The Teaching of High School Mathematics.
+ FAIRCHILD'S The Teaching of Poetry in the High School.
+ FREEMAN'S The Teaching of Handwriting.
+ HALIBURTON and SMITH'S Teaching Poetry in the Grades.
+ HARTWELL'S The Teaching of History.
+ HAWLEY'S Teaching English in Junior High Schools.
+ HAYNES'S Economics in the Secondary School.
+ HILL'S The Teaching of Civics.
+ JENKINS'S Reading in the Primary Grades.
+ KENDALL and STRYKER'S History in the Elementary School.
+ KILPATRICK'S The Montessori System Examined.
+ LEONARD'S English Composition as a Social Problem.
+ LOSH and WEEKS'S Primary Number Projects.
+ PALMER'S Self-Cultivation in English.
+ RIDGLEY'S Geographic Principles.
+ RUEDIGER'S Vitalized Teaching.
+ SHARP'S Teaching English in High Schools.
+ STOCKTON'S Project Work in Education.
+ SUZZALLO'S The Teaching of Primary Arithmetic.
+ SUZZALLO'S The Teaching of Spelling.
+ SWIFT'S Speech Defects in School Children.
+ TUELL'S The Study of Nations.
+ WILSON's What Arithmetic Shall We Teach?
+
+
+HOUGHTON MIFFLIN COMPANY
+
+
+
+
+
+End of Project Gutenberg's Moral Principles in Education, by John Dewey
+
+*** END OF THIS PROJECT GUTENBERG EBOOK MORAL PRINCIPLES IN EDUCATION ***
+
+***** This file should be named 25172-8.txt or 25172-8.zip *****
+This and all associated files of various formats will be found in:
+        https://www.gutenberg.org/2/5/1/7/25172/
+
+Produced by Barbara Tozier, Bill Tozier and the Online
+Distributed Proofreading Team at https://www.pgdp.net
+
+
+Updated editions will replace the previous one--the old editions
+will be renamed.
+
+Creating the works from public domain print editions means that no
+one owns a United States copyright in these works, so the Foundation
+(and you!) can copy and distribute it in the United States without
+permission and without paying copyright royalties.  Special rules,
+set forth in the General Terms of Use part of this license, apply to
+copying and distributing Project Gutenberg-tm electronic works to
+protect the PROJECT GUTENBERG-tm concept and trademark.  Project
+Gutenberg is a registered trademark, and may not be used if you
+charge for the eBooks, unless you receive specific permission.  If you
+do not charge anything for copies of this eBook, complying with the
+rules is very easy.  You may use this eBook for nearly any purpose
+such as creation of derivative works, reports, performances and
+research.  They may be modified and printed and given away--you may do
+practically ANYTHING with public domain eBooks.  Redistribution is
+subject to the trademark license, especially commercial
+redistribution.
+
+
+
+*** START: FULL LICENSE ***
+
+THE FULL PROJECT GUTENBERG LICENSE
+PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK
+
+To protect the Project Gutenberg-tm mission of promoting the free
+distribution of electronic works, by using or distributing this work
+(or any other work associated in any way with the phrase "Project
+Gutenberg"), you agree to comply with all the terms of the Full Project
+Gutenberg-tm License (available with this file or online at
+https://gutenberg.org/license).
+
+
+Section 1.  General Terms of Use and Redistributing Project Gutenberg-tm
+electronic works
+
+1.A.  By reading or using any part of this Project Gutenberg-tm
+electronic work, you indicate that you have read, understand, agree to
+and accept all the terms of this license and intellectual property
+(trademark/copyright) agreement.  If you do not agree to abide by all
+the terms of this agreement, you must cease using and return or destroy
+all copies of Project Gutenberg-tm electronic works in your possession.
+If you paid a fee for obtaining a copy of or access to a Project
+Gutenberg-tm electronic work and you do not agree to be bound by the
+terms of this agreement, you may obtain a refund from the person or
+entity to whom you paid the fee as set forth in paragraph 1.E.8.
+
+1.B.  "Project Gutenberg" is a registered trademark.  It may only be
+used on or associated in any way with an electronic work by people who
+agree to be bound by the terms of this agreement.  There are a few
+things that you can do with most Project Gutenberg-tm electronic works
+even without complying with the full terms of this agreement.  See
+paragraph 1.C below.  There are a lot of things you can do with Project
+Gutenberg-tm electronic works if you follow the terms of this agreement
+and help preserve free future access to Project Gutenberg-tm electronic
+works.  See paragraph 1.E below.
+
+1.C.  The Project Gutenberg Literary Archive Foundation ("the Foundation"
+or PGLAF), owns a compilation copyright in the collection of Project
+Gutenberg-tm electronic works.  Nearly all the individual works in the
+collection are in the public domain in the United States.  If an
+individual work is in the public domain in the United States and you are
+located in the United States, we do not claim a right to prevent you from
+copying, distributing, performing, displaying or creating derivative
+works based on the work as long as all references to Project Gutenberg
+are removed.  Of course, we hope that you will support the Project
+Gutenberg-tm mission of promoting free access to electronic works by
+freely sharing Project Gutenberg-tm works in compliance with the terms of
+this agreement for keeping the Project Gutenberg-tm name associated with
+the work.  You can easily comply with the terms of this agreement by
+keeping this work in the same format with its attached full Project
+Gutenberg-tm License when you share it without charge with others.
+
+1.D.  The copyright laws of the place where you are located also govern
+what you can do with this work.  Copyright laws in most countries are in
+a constant state of change.  If you are outside the United States, check
+the laws of your country in addition to the terms of this agreement
+before downloading, copying, displaying, performing, distributing or
+creating derivative works based on this work or any other Project
+Gutenberg-tm work.  The Foundation makes no representations concerning
+the copyright status of any work in any country outside the United
+States.
+
+1.E.  Unless you have removed all references to Project Gutenberg:
+
+1.E.1.  The following sentence, with active links to, or other immediate
+access to, the full Project Gutenberg-tm License must appear prominently
+whenever any copy of a Project Gutenberg-tm work (any work on which the
+phrase "Project Gutenberg" appears, or with which the phrase "Project
+Gutenberg" is associated) is accessed, displayed, performed, viewed,
+copied or distributed:
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+1.E.2.  If an individual Project Gutenberg-tm electronic work is derived
+from the public domain (does not contain a notice indicating that it is
+posted with permission of the copyright holder), the work can be copied
+and distributed to anyone in the United States without paying any fees
+or charges.  If you are redistributing or providing access to a work
+with the phrase "Project Gutenberg" associated with or appearing on the
+work, you must comply either with the requirements of paragraphs 1.E.1
+through 1.E.7 or obtain permission for the use of the work and the
+Project Gutenberg-tm trademark as set forth in paragraphs 1.E.8 or
+1.E.9.
+
+1.E.3.  If an individual Project Gutenberg-tm electronic work is posted
+with the permission of the copyright holder, your use and distribution
+must comply with both paragraphs 1.E.1 through 1.E.7 and any additional
+terms imposed by the copyright holder.  Additional terms will be linked
+to the Project Gutenberg-tm License for all works posted with the
+permission of the copyright holder found at the beginning of this work.
+
+1.E.4.  Do not unlink or detach or remove the full Project Gutenberg-tm
+License terms from this work, or any files containing a part of this
+work or any other work associated with Project Gutenberg-tm.
+
+1.E.5.  Do not copy, display, perform, distribute or redistribute this
+electronic work, or any part of this electronic work, without
+prominently displaying the sentence set forth in paragraph 1.E.1 with
+active links or immediate access to the full terms of the Project
+Gutenberg-tm License.
+
+1.E.6.  You may convert to and distribute this work in any binary,
+compressed, marked up, nonproprietary or proprietary form, including any
+word processing or hypertext form.  However, if you provide access to or
+distribute copies of a Project Gutenberg-tm work in a format other than
+"Plain Vanilla ASCII" or other format used in the official version
+posted on the official Project Gutenberg-tm web site (www.gutenberg.org),
+you must, at no additional cost, fee or expense to the user, provide a
+copy, a means of exporting a copy, or a means of obtaining a copy upon
+request, of the work in its original "Plain Vanilla ASCII" or other
+form.  Any alternate format must include the full Project Gutenberg-tm
+License as specified in paragraph 1.E.1.
+
+1.E.7.  Do not charge a fee for access to, viewing, displaying,
+performing, copying or distributing any Project Gutenberg-tm works
+unless you comply with paragraph 1.E.8 or 1.E.9.
+
+1.E.8.  You may charge a reasonable fee for copies of or providing
+access to or distributing Project Gutenberg-tm electronic works provided
+that
+
+- You pay a royalty fee of 20% of the gross profits you derive from
+     the use of Project Gutenberg-tm works calculated using the method
+     you already use to calculate your applicable taxes.  The fee is
+     owed to the owner of the Project Gutenberg-tm trademark, but he
+     has agreed to donate royalties under this paragraph to the
+     Project Gutenberg Literary Archive Foundation.  Royalty payments
+     must be paid within 60 days following each date on which you
+     prepare (or are legally required to prepare) your periodic tax
+     returns.  Royalty payments should be clearly marked as such and
+     sent to the Project Gutenberg Literary Archive Foundation at the
+     address specified in Section 4, "Information about donations to
+     the Project Gutenberg Literary Archive Foundation."
+
+- You provide a full refund of any money paid by a user who notifies
+     you in writing (or by e-mail) within 30 days of receipt that s/he
+     does not agree to the terms of the full Project Gutenberg-tm
+     License.  You must require such a user to return or
+     destroy all copies of the works possessed in a physical medium
+     and discontinue all use of and all access to other copies of
+     Project Gutenberg-tm works.
+
+- You provide, in accordance with paragraph 1.F.3, a full refund of any
+     money paid for a work or a replacement copy, if a defect in the
+     electronic work is discovered and reported to you within 90 days
+     of receipt of the work.
+
+- You comply with all other terms of this agreement for free
+     distribution of Project Gutenberg-tm works.
+
+1.E.9.  If you wish to charge a fee or distribute a Project Gutenberg-tm
+electronic work or group of works on different terms than are set
+forth in this agreement, you must obtain permission in writing from
+both the Project Gutenberg Literary Archive Foundation and Michael
+Hart, the owner of the Project Gutenberg-tm trademark.  Contact the
+Foundation as set forth in Section 3 below.
+
+1.F.
+
+1.F.1.  Project Gutenberg volunteers and employees expend considerable
+effort to identify, do copyright research on, transcribe and proofread
+public domain works in creating the Project Gutenberg-tm
+collection.  Despite these efforts, Project Gutenberg-tm electronic
+works, and the medium on which they may be stored, may contain
+"Defects," such as, but not limited to, incomplete, inaccurate or
+corrupt data, transcription errors, a copyright or other intellectual
+property infringement, a defective or damaged disk or other medium, a
+computer virus, or computer codes that damage or cannot be read by
+your equipment.
+
+1.F.2.  LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except for the "Right
+of Replacement or Refund" described in paragraph 1.F.3, the Project
+Gutenberg Literary Archive Foundation, the owner of the Project
+Gutenberg-tm trademark, and any other party distributing a Project
+Gutenberg-tm electronic work under this agreement, disclaim all
+liability to you for damages, costs and expenses, including legal
+fees.  YOU AGREE THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE, STRICT
+LIABILITY, BREACH OF WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE
+PROVIDED IN PARAGRAPH F3.  YOU AGREE THAT THE FOUNDATION, THE
+TRADEMARK OWNER, AND ANY DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE
+LIABLE TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL, PUNITIVE OR
+INCIDENTAL DAMAGES EVEN IF YOU GIVE NOTICE OF THE POSSIBILITY OF SUCH
+DAMAGE.
+
+1.F.3.  LIMITED RIGHT OF REPLACEMENT OR REFUND - If you discover a
+defect in this electronic work within 90 days of receiving it, you can
+receive a refund of the money (if any) you paid for it by sending a
+written explanation to the person you received the work from.  If you
+received the work on a physical medium, you must return the medium with
+your written explanation.  The person or entity that provided you with
+the defective work may elect to provide a replacement copy in lieu of a
+refund.  If you received the work electronically, the person or entity
+providing it to you may choose to give you a second opportunity to
+receive the work electronically in lieu of a refund.  If the second copy
+is also defective, you may demand a refund in writing without further
+opportunities to fix the problem.
+
+1.F.4.  Except for the limited right of replacement or refund set forth
+in paragraph 1.F.3, this work is provided to you 'AS-IS' WITH NO OTHER
+WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO
+WARRANTIES OF MERCHANTIBILITY OR FITNESS FOR ANY PURPOSE.
+
+1.F.5.  Some states do not allow disclaimers of certain implied
+warranties or the exclusion or limitation of certain types of damages.
+If any disclaimer or limitation set forth in this agreement violates the
+law of the state applicable to this agreement, the agreement shall be
+interpreted to make the maximum disclaimer or limitation permitted by
+the applicable state law.  The invalidity or unenforceability of any
+provision of this agreement shall not void the remaining provisions.
+
+1.F.6.  INDEMNITY - You agree to indemnify and hold the Foundation, the
+trademark owner, any agent or employee of the Foundation, anyone
+providing copies of Project Gutenberg-tm electronic works in accordance
+with this agreement, and any volunteers associated with the production,
+promotion and distribution of Project Gutenberg-tm electronic works,
+harmless from all liability, costs and expenses, including legal fees,
+that arise directly or indirectly from any of the following which you do
+or cause to occur: (a) distribution of this or any Project Gutenberg-tm
+work, (b) alteration, modification, or additions or deletions to any
+Project Gutenberg-tm work, and (c) any Defect you cause.
+
+
+Section  2.  Information about the Mission of Project Gutenberg-tm
+
+Project Gutenberg-tm is synonymous with the free distribution of
+electronic works in formats readable by the widest variety of computers
+including obsolete, old, middle-aged and new computers.  It exists
+because of the efforts of hundreds of volunteers and donations from
+people in all walks of life.
+
+Volunteers and financial support to provide volunteers with the
+assistance they need, is critical to reaching Project Gutenberg-tm's
+goals and ensuring that the Project Gutenberg-tm collection will
+remain freely available for generations to come.  In 2001, the Project
+Gutenberg Literary Archive Foundation was created to provide a secure
+and permanent future for Project Gutenberg-tm and future generations.
+To learn more about the Project Gutenberg Literary Archive Foundation
+and how your efforts and donations can help, see Sections 3 and 4
+and the Foundation web page at https://www.pglaf.org.
+
+
+Section 3.  Information about the Project Gutenberg Literary Archive
+Foundation
+
+The Project Gutenberg Literary Archive Foundation is a non profit
+501(c)(3) educational corporation organized under the laws of the
+state of Mississippi and granted tax exempt status by the Internal
+Revenue Service.  The Foundation's EIN or federal tax identification
+number is 64-6221541.  Its 501(c)(3) letter is posted at
+https://pglaf.org/fundraising.  Contributions to the Project Gutenberg
+Literary Archive Foundation are tax deductible to the full extent
+permitted by U.S. federal laws and your state's laws.
+
+The Foundation's principal office is located at 4557 Melan Dr. S.
+Fairbanks, AK, 99712., but its volunteers and employees are scattered
+throughout numerous locations.  Its business office is located at
+809 North 1500 West, Salt Lake City, UT 84116, (801) 596-1887, email
+business@pglaf.org.  Email contact links and up to date contact
+information can be found at the Foundation's web site and official
+page at https://pglaf.org
+
+For additional contact information:
+     Dr. Gregory B. Newby
+     Chief Executive and Director
+     gbnewby@pglaf.org
+
+
+Section 4.  Information about Donations to the Project Gutenberg
+Literary Archive Foundation
+
+Project Gutenberg-tm depends upon and cannot survive without wide
+spread public support and donations to carry out its mission of
+increasing the number of public domain and licensed works that can be
+freely distributed in machine readable form accessible by the widest
+array of equipment including outdated equipment.  Many small donations
+($1 to $5,000) are particularly important to maintaining tax exempt
+status with the IRS.
+
+The Foundation is committed to complying with the laws regulating
+charities and charitable donations in all 50 states of the United
+States.  Compliance requirements are not uniform and it takes a
+considerable effort, much paperwork and many fees to meet and keep up
+with these requirements.  We do not solicit donations in locations
+where we have not received written confirmation of compliance.  To
+SEND DONATIONS or determine the status of compliance for any
+particular state visit https://pglaf.org
+
+While we cannot and do not solicit contributions from states where we
+have not met the solicitation requirements, we know of no prohibition
+against accepting unsolicited donations from donors in such states who
+approach us with offers to donate.
+
+International donations are gratefully accepted, but we cannot make
+any statements concerning tax treatment of donations received from
+outside the United States.  U.S. laws alone swamp our small staff.
+
+Please check the Project Gutenberg Web pages for current donation
+methods and addresses.  Donations are accepted in a number of other
+ways including including checks, online payments and credit card
+donations.  To donate, please visit: https://pglaf.org/donate
+
+
+Section 5.  General Information About Project Gutenberg-tm electronic
+works.
+
+Professor Michael S. Hart was the originator of the Project Gutenberg-tm
+concept of a library of electronic works that could be freely shared
+with anyone.  For thirty years, he produced and distributed Project
+Gutenberg-tm eBooks with only a loose network of volunteer support.
+
+
+Project Gutenberg-tm eBooks are often created from several printed
+editions, all of which are confirmed as Public Domain in the U.S.
+unless a copyright notice is included.  Thus, we do not necessarily
+keep eBooks in compliance with any particular paper edition.
+
+
+Most people start at our Web site which has the main PG search facility:
+
+     https://www.gutenberg.org
+
+This Web site includes information about Project Gutenberg-tm,
+including how to make donations to the Project Gutenberg Literary
+Archive Foundation, how to help produce our new eBooks, and how to
+subscribe to our email newsletter to hear about new eBooks.
diff --git a/25172-8.zip b/25172-8.zip
new file mode 100644
index 0000000..e674ae2
--- /dev/null
+++ b/25172-8.zip
diff --git a/25172-h.zip b/25172-h.zip
new file mode 100644
index 0000000..bb24643
--- /dev/null
+++ b/25172-h.zip
diff --git a/25172-h/25172-h.htm b/25172-h/25172-h.htm
new file mode 100644
index 0000000..55762fc
--- /dev/null
+++ b/25172-h/25172-h.htm
@@ -0,0 +1,2053 @@
+<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN"
+	"http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
+
+<html xmlns="http://www.w3.org/1999/xhtml" xml:lang="en" lang="en">
+<head>
+	<meta http-equiv="Content-Type" content="text/html; charset=us-ascii" />
+
+	<title>Moral Principles in Education, by John Dewey.</title>
+	<style type="text/css" media="screen">
+	/*<![CDATA[*/
+
+	<!--
+	/*General Document Styles*/
+		body { font-family: Georgia, serif; margin: 0em 15%; }
+		p { line-height: 1.25em; margin:0em; text-align: justify; text-indent:1.75em;}
+		h1, h2, h3 { text-align: center; margin: 1em 0em; font-weight: normal; clear: both; /*line-height:2em;*/}
+		img {border:none;}
+
+	/*Page Number Styling*/
+		.pagenum { position: absolute; left: 3%; right: 87%; font-size: 10px; text-align: left; color: gray; background-color: inherit; font-weight: normal; font-style: normal; font-variant: normal; text-indent: 0em; }
+		/*Comment the next line to hide the page numbers (page numbers do not show in IE6)*/
+		a[title].pagenum:after { content: attr(title); }
+
+	/*Frontmatter Styling*/
+		#title_page { width: 90%; margin: 5em auto; }
+		#title {font-variant:small-caps;}
+		#book_subtitle {margin:1em 0em 2em 0em;}
+		#title_page p {text-indent:0em; text-align:center; line-height:1.25;}
+		.fancy {font-family:"Lucida Blackletter", sans-serif;}
+		.editor {margin:2em;font-size:1.25em;}
+		.author{margin:2em;font-size:1.5em;}
+		.author_affiliation, .stopword, .editor_affiliation {font-size:70%;}
+
+		p.publisher_cities {font-variant:small-caps;font-size:.8em;}
+		.publisher_name {clear:both;}
+
+		#copyright_page {font-size:.8em;}
+		#copyright_page p {text-align:center;text-indent:0em;}
+		#copyright_page p.sources {width:80%;margin:1.5em 10%;text-align:justify;text-indent:1.5em}
+
+		#contents ol {list-style-type: upper-roman;margin:0em 2em;}
+		#contents li {font-variant:small-caps;}
+		.no_number {list-style:none;margin:0em 2em;}
+		.content_page { position: absolute; right: 15em; top: auto; }
+
+		#outline ol {list-style-type:upper-roman;}
+		#outline ol li ol {list-style-type: decimal;margin-bottom:1em;}
+
+		#ads ul {list-style-type:none;}
+		#ads ul li {font-style:italic;margin-top:1em;}
+		#ads ul ul li {font-style:normal;margin-top:0em;}
+		.special_name {font-variant:small-caps;}
+		#ads p {text-align:center;}
+
+
+	/*Sections and Chapters Styling*/
+		.section, .chapter {margin:7em 0em;}
+		.chapter_title, .section_title {margin-bottom:2em;}
+		.subsection_title {font-style:italic;margin-top:2.5em;}
+		.chapter_number {font-variant:small-caps;font-size:0.8em;line-height:3em;}
+		.returnTOC {font-size:.8em;text-align:right;margin:1.5em -15%;font-family:sans-serif;}
+		.internal_title {margin:5em 0em;font-size:1.5em;text-indent:0em;text-align:center;}
+		.first_paragraph {text-indent:0em;}
+		.first_word {font-variant:small-caps;font-size:1.5em;}
+		.post_thoughtbreak {margin-top:3em;}
+		.pagelink {padding-left:1em;}
+
+	/*The Beginning and The End*/
+		#frontmatter { border-top: 2px gray solid; }
+		#the_end { padding: 1em 0em; border-bottom: 2px gray solid; }
+
+	/*Link Styling*/
+		a:link { text-decoration: none; }
+		a:visited { text-decoration: none; }
+	-->
+
+	/*]]>*/
+	</style>
+
+</head>
+<body>
+
+
+<pre>
+
+The Project Gutenberg EBook of Moral Principles in Education, by John Dewey
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Moral Principles in Education
+
+Author: John Dewey
+
+Release Date: April 25, 2008 [EBook #25172]
+
+Language: English
+
+Character set encoding: ASCII
+
+*** START OF THIS PROJECT GUTENBERG EBOOK MORAL PRINCIPLES IN EDUCATION ***
+
+
+
+
+Produced by Barbara Tozier, Bill Tozier and the Online
+Distributed Proofreading Team at https://www.pgdp.net
+
+
+
+
+
+
+</pre>
+
+	<div id="frontmatter">
+		<div id="title_page">
+			<!-- <a class="pagenum" id="pagei" title="i">&nbsp;</a> -->
+			<p class="fancy">Riverside Educational Monographs</p>
+
+			<p class="editor">EDITED BY HENRY SUZZALLO<br />
+
+			<span class="editor_affiliation">SOMETIME PROFESSOR OF THE PHILOSOPHY OF EDUCATION
+			TEACHERS COLLEGE, COLUMBIA UNIVERSITY, AND
+			PRESIDENT OF THE UNIVERSITY OF WASHINGTON</span></p>
+
+			<h1>MORAL PRINCIPLES IN EDUCATION</h1>
+
+			<p class="stopword">BY</p>
+
+			<p class="author">JOHN DEWEY<br />
+
+			<span class="author_affiliation">PROFESSOR OF PHILOSOPHY
+			IN COLUMBIA UNIVERSITY</span></p>
+
+			<p><img style="margin:2em auto;" src="images/pub_device.png" width="130" height="162" alt="Pub Device" /></p>
+
+			<p class="publisher_name">HOUGHTON MIFFLIN COMPANY</p>
+
+			<p class="publisher_cities">BOSTON &middot; NEW YORK &middot; CHICAGO &middot; DALLAS<br />
+			SAN FRANCISCO</p>
+
+			<p class="fancy">The Riverside Press Cambridge</p>
+		</div>
+		<div id="copyright_page">
+			<!-- <a class="pagenum" id="pageii" title="ii">&nbsp;</a> -->
+			<p>COPYRIGHT, 1909, BY JOHN DEWEY</p>
+
+			<p>ALL RIGHTS RESERVED</p>
+
+			<p class="sources">The author has drawn freely upon his essay on <cite>Ethical
+			Principles Underlying Education</cite>, published in the Third
+			Year-Book of The National Herbart Society for the Study of
+			Education. He is indebted to the Society for permission to
+			use this material.</p>
+
+			<p class="fancy">The Riverside Press</p>
+			<p>CAMBRIDGE, MASSACHUSETTS</p>
+			<p>PRINTED IN THE U.S.A.</p>
+		</div>
+	</div>
+	<div id="contents" class="section"><!-- <a class="pagenum" id="pageiii" title="iii">&nbsp;</a> -->
+		<h2 class="section_title">CONTENTS</h2>
+		<ul class="no_number">
+			<li><a href="#introduction">Introduction</a></li>
+		</ul>
+		<ol>
+			<li><a href="#chapter_1">The Moral Purpose of the School</a></li>
+			<li><a href="#chapter_2">The Moral Training Given by the School Community</a></li>
+			<li><a href="#chapter_3">The Moral Training from Methods of Instruction</a></li>
+			<li><a href="#chapter_4">The Social Nature of the Course of Study</a></li>
+			<li><a href="#chapter_5">The Psychological Aspect of Moral Education</a></li>
+		</ol>
+		<ul class="no_number">
+			<li><a href="#outline">Outline</a></li>
+		</ul>
+		<!-- <a class="pagenum" id="pageiv" title="iv">&nbsp;</a>[Blank Page] -->
+	</div>
+	<div id="introduction" class="section"><a class="pagenum" id="pagev" title="v">&nbsp;</a>
+		<h2 class="section_title">INTRODUCTION</h2>
+		<p class="returnTOC"><a href="#contents">Contents</a></p>
+
+		<h3 class="subsection_title">Education as a public business</h3>
+		<p class="first_paragraph"><span class="first_word">It</span> is one of the complaints of the schoolmaster
+		that the public does not defer to his professional
+		opinion as completely as it does to that of practitioners
+		in other professions. At first sight it
+		might seem as though this indicated a defect
+		either in the public or in the profession; and yet
+		a wider view of the situation would suggest that
+		such a conclusion is not a necessary one. The
+		relations of education to the public are different
+		from those of any other professional work. Education
+		is a public business with us, in a sense that
+		the protection and restoration of personal health
+		or legal rights are not. To an extent characteristic
+		of no other institution, save that of the state
+		itself, the school has power to modify the social
+		order. And under our political system, it is the
+		right of each individual to have a voice in the
+		making of social policies as, indeed, he has a vote
+		in the determination of political affairs. If this
+		<a class="pagenum" id="pagevi" title="vi">&nbsp;</a>be true, education is primarily a public business,
+		and only secondarily a specialized vocation. The
+		layman, then, will always have his right to some
+		utterance on the operation of the public schools.</p>
+
+		<h3 class="subsection_title">Education as expert service</h3>
+		<p>I have said &#8220;some utterance,&#8221; but not &#8220;all&#8221;;
+		for school-mastering has its own special mysteries,
+		its own knowledge and skill into which the
+		untrained layman cannot penetrate. We are just
+		beginning to recognize that the school and the
+		government have a common problem in this respect.
+		Education and politics are two functions
+		fundamentally controlled by public opinion. Yet
+		the conspicuous lack of efficiency and economy
+		in the school and in the state has quickened our
+		recognition of a larger need for expert service.
+		But just where shall public opinion justly express
+		itself, and what shall properly be left to
+		expert judgment?</p>
+
+		<h3 class="subsection_title">The relations of expert opinion and public opinion</h3>
+		<p>In so far as broad policies and ultimate ends
+		affecting the welfare of all are to be determined,
+		<a class="pagenum" id="pagevii" title="vii">&nbsp;</a>the public may well claim its right to settle issues
+		by the vote or voice of majorities. But the selection
+		and prosecution of the detailed ways and
+		means by which the public will is to be executed
+		efficiently must remain largely a matter of specialized
+		and expert service. To the superior
+		knowledge and technique required here, the public
+		may well defer.</p>
+
+		<p>In the conduct of the schools, it is well for the
+		citizens to determine the ends proper to them,
+		and it is their privilege to judge of the efficacy
+		of results. Upon questions that concern all the
+		manifold details by which children are to be converted
+		into desirable types of men and women,
+		the expert schoolmaster should be authoritative,
+		at least to a degree commensurate with his superior
+		knowledge of this very complex problem.
+		The administration of the schools, the making
+		of the course of study, the selection of texts,
+		the prescription of methods of teaching, these
+		are matters with which the people, or their representatives
+		upon boards of education, cannot
+		deal save with danger of becoming mere meddlers.</p>
+
+		<h3 class="subsection_title"><a class="pagenum" id="pageviii" title="viii">&nbsp;</a>The discussion of moral education an illustration of mistaken views of laymen</h3>
+		<p>Nowhere is the validity of this distinction between
+		education as a public business and education
+		as an expert professional service brought
+		out more clearly than in an analysis of the public
+		discussion of the moral work of the school. How
+		frequently of late have those unacquainted with
+		the special nature of the school proclaimed the
+		moral ends of education and at the same time
+		demanded direct ethical instruction as the particular
+		method by which they were to be realized!
+		This, too, in spite of the fact that those who
+		know best the powers and limitations of instruction
+		as an instrument have repeatedly pointed out
+		the futility of assuming that knowledge of right
+		constitutes a guarantee of right doing. How
+		common it is for those who assert that education
+		is for social efficiency to assume that the
+		school should return to the barren discipline of
+		the traditional formal subjects, reading, writing,
+		and the rest! This, too, regardless of the fact
+		that it has taken a century of educational evolution
+		<a class="pagenum" id="pageix" title="ix">&nbsp;</a>to make the course of study varied and rich
+		enough to call for those impulses and activities
+		of social life which need training in the child.
+		And how many who speak glowingly of the large
+		services of the public schools to a democracy of
+		free and self-reliant men affect a cynical and
+		even vehement opposition to the &#8220;self-government
+		of schools&#8221;! These would not have the
+		children learn to govern themselves and one
+		another, but would have the masters rule them,
+		ignoring the fact that this common practice in
+		childhood may be a foundation for that evil condition
+		in adult society where the citizens are arbitrarily
+		ruled by political bosses.</p>
+
+		<p>One need not cite further cases of the incompetence
+		of the lay public to deal with technical
+		questions of school methods. Instances are plentiful
+		to show that well-meaning people, competent
+		enough to judge of the aims and results of
+		school work, make a mistake in insisting upon
+		the prerogative of directing the technical aspects
+		of education with a dogmatism that would
+		not characterize their statements regarding any
+		other special field of knowledge or action.</p>
+
+		<h3 class="subsection_title"><a class="pagenum" id="pagex" title="x">&nbsp;</a>A fundamental understanding of moral principles in education</h3>
+		<p>Nothing can be more useful than for the public
+		and the teaching profession to understand
+		their respective functions. The teacher needs to
+		understand public opinion and the social order,
+		as much as the public needs to comprehend the
+		nature of expert educational service. It will take
+		time to draw the boundary lines that will be conducive
+		to respect, restraint, and efficiency in
+		those concerned; but a beginning can be made
+		upon fundamental matters, and nothing so touches
+		the foundations of our educational thought as a
+		discussion of the moral principles in education.</p>
+
+		<p>It is our pleasure to present a treatment of them
+		by a thinker whose vital influence upon the reform
+		of school methods is greater than that of
+		any of his contemporaries. In his discussion of
+		the social and psychological factors in moral education,
+		there is much that will suggest what social
+		opinion should determine, and much that will
+		indicate what must be left to the trained teacher
+		and school official.</p>
+
+	</div>
+	<div id="chapter_1" class="chapter">
+		<p class="internal_title">THE MORAL PURPOSE OF THE SCHOOL</p>
+		<!-- [Blank Page] -->
+		<h2 class="chapter_title"><a class="pagenum" id="page1" title="1">&nbsp;</a><span class="chapter_number">I</span><br />
+			THE MORAL PURPOSE OF THE SCHOOL</h2>
+		<p class="returnTOC"><a href="#contents">Contents</a></p>
+
+		<p class="first_paragraph"><span class="first_word">An</span> English contemporary philosopher has called
+		attention to the difference between moral ideas
+		and ideas about morality. &#8220;Moral ideas&#8221; are ideas
+		of any sort whatsoever which take effect in conduct
+		and improve it, make it better than it otherwise
+		would be. Similarly, one may say, immoral
+		ideas are ideas of whatever sort (whether arithmetical
+		or geographical or physiological) which
+		show themselves in making behavior worse than
+		it would otherwise be; and non-moral ideas, one
+		may say, are such ideas and pieces of information
+		as leave conduct uninfluenced for either the
+		better or the worse. Now &#8220;ideas about morality&#8221;
+		may be morally indifferent or immoral or moral.
+		There is nothing in the nature of ideas <em>about</em>
+		morality, of information <em>about</em> honesty or purity
+		or kindness which automatically transmutes such
+		ideas into good character or good conduct.</p>
+
+		<p><a class="pagenum" id="page2" title="2">&nbsp;</a>This distinction between moral ideas, ideas
+		of any sort whatsoever that have become a part
+		of character and hence a part of the working motives
+		of behavior, and ideas <em>about</em> moral action
+		that may remain as inert and ineffective as if
+		they were so much knowledge about Egyptian
+		arch&aelig;ology, is fundamental to the discussion of
+		moral education. The business of the educator&#8212;whether
+		parent or teacher&#8212;is to see to it that
+		the greatest possible number of ideas acquired
+		by children and youth are acquired in such a
+		vital way that they become <em>moving</em> ideas, motive-forces
+		in the guidance of conduct. This
+		demand and this opportunity make the moral
+		purpose universal and dominant in all instruction&#8212;whatsoever
+		the topic. Were it not for this
+		possibility, the familiar statement that the ultimate
+		purpose of all education is character-forming
+		would be hypocritical pretense; for as
+		every one knows, the direct and immediate attention
+		of teachers and pupils must be, for the
+		greater part of the time, upon intellectual matters.
+		It is out of the question to keep direct moral considerations
+		constantly uppermost. But it is not
+		<a class="pagenum" id="page3" title="3">&nbsp;</a>out of the question to aim at making the methods
+		of learning, of acquiring intellectual power, and
+		of assimilating subject-matter, such that they will
+		render behavior more enlightened, more consistent,
+		more vigorous than it otherwise would be.</p>
+
+		<p>The same distinction between &#8220;moral ideas&#8221;
+		and &#8220;ideas about morality&#8221; explains for us a
+		source of continual misunderstanding between
+		teachers in the schools and critics of education
+		outside of the schools. The latter look through the
+		school programmes, the school courses of study,
+		and do not find any place set apart for instruction
+		in ethics or for &#8220;moral teaching.&#8221; Then
+		they assert that the schools are doing nothing,
+		or next to nothing, for character-training; they
+		become emphatic, even vehement, about the
+		moral deficiencies of public education. The schoolteachers,
+		on the other hand, resent these criticisms
+		as an injustice, and hold not only that they
+		do &#8220;teach morals,&#8221; but that they teach them
+		every moment of the day, five days in the week.
+		In this contention the teachers <em>in principle</em> are
+		in the right; if they are in the wrong, it is not
+		because special periods are not set aside for what
+		<a class="pagenum" id="page4" title="4">&nbsp;</a>after all can only be teaching <em>about</em> morals, but
+		because their own characters, or their school atmosphere
+		and ideals, or their methods of teaching,
+		or the subject-matter which they teach, are
+		not such <em>in detail</em> as to bring intellectual results
+		into vital union with character so that they become
+		working forces in behavior. Without discussing,
+		therefore, the limits or the value of so-called
+		direct moral instruction (or, better, instruction
+		<em>about</em> morals), it may be laid down as fundamental
+		that the influence of direct moral instruction,
+		even at its very best, is <em>comparatively</em> small in
+		amount and slight in influence, when the whole
+		field of moral growth through education is taken
+		into account. This larger field of indirect and vital
+		moral education, the development of character
+		through all the agencies, instrumentalities, and
+		materials of school life is, therefore, the subject
+		of our present discussion.</p>
+	</div>
+	<div id="chapter_2" class="chapter">
+		<h2 class="internal_title"><!-- <a class="pagenum" id="page5" title="5">&nbsp;</a> -->THE MORAL TRAINING GIVEN BY THE SCHOOL COMMUNITY</h2>
+		<!-- <a class="pagenum" id="page6" title="6">&nbsp;</a>[Blank Page] -->
+		<h2 class="chapter_title"><span class="chapter_number"><a class="pagenum" id="page7" title="7">&nbsp;</a>II</span><br />
+			THE MORAL TRAINING GIVEN BY THE SCHOOL COMMUNITY</h2>
+		<p class="returnTOC"><a href="#contents">Contents</a></p>
+
+		<p class="first_paragraph"><span class="first_word">There</span> cannot be two sets of ethical principles,
+		one for life in the school, and the other for life
+		outside of the school. As conduct is one, so also
+		the principles of conduct are one. The tendency
+		to discuss the morals of the school as if the school
+		were an institution by itself is highly unfortunate.
+		The moral responsibility of the school, and of
+		those who conduct it, is to society. The school is
+		fundamentally an institution erected by society to
+		do a certain specific work,&#8212;to exercise a certain
+		specific function in maintaining the life and advancing
+		the welfare of society. The educational
+		system which does not recognize that this fact entails
+		upon it an ethical responsibility is derelict
+		and a defaulter. It is not doing what it was called
+		into existence to do, and what it pretends to do.
+		Hence the entire structure of the school in general
+		and its concrete workings in particular need
+		<a class="pagenum" id="page8" title="8">&nbsp;</a>to be considered from time to time with reference
+		to the social position and function of the
+		school.</p>
+
+		<p>The idea that the moral work and worth of the
+		public school system as a whole are to be measured
+		by its social value is, indeed, a familiar notion.
+		However, it is frequently taken in too limited and
+		rigid a way. The social work of the school is often
+		limited to training for citizenship, and citizenship
+		is then interpreted in a narrow sense as meaning
+		capacity to vote intelligently, disposition to obey
+		laws, etc. But it is futile to contract and cramp the
+		ethical responsibility of the school in this way.
+		The child is one, and he must either live his social
+		life as an integral unified being, or suffer loss and
+		create friction. To pick out one of the many social
+		relations which the child bears, and to define the
+		work of the school by that alone, is like instituting
+		a vast and complicated system of physical exercise
+		which would have for its object simply the development
+		of the lungs and the power of breathing,
+		independent of other organs and functions. The
+		child is an organic whole, intellectually, socially,
+		and morally, as well as physically. We must take
+		<a class="pagenum" id="page9" title="9">&nbsp;</a>the child as a member of society in the broadest
+		sense, and demand for and from the schools whatever
+		is necessary to enable the child intelligently
+		to recognize all his social relations and take his
+		part in sustaining them.</p>
+
+		<p>To isolate the formal relationship of citizenship
+		from the whole system of relations with which it
+		is actually interwoven; to suppose that there is
+		some one particular study or mode of treatment
+		which can make the child a good citizen; to suppose,
+		in other words, that a good citizen is anything
+		more than a thoroughly efficient and serviceable
+		member of society, one with all his powers of
+		body and mind under control, is a hampering superstition
+		which it is hoped may soon disappear
+		from educational discussion.</p>
+
+		<p>The child is to be not only a voter and a subject
+		of law; he is also to be a member of a family, himself
+		in turn responsible, in all probability, for
+		rearing and training of future children, thereby
+		maintaining the continuity of society. He is to be
+		a worker, engaged in some occupation which will
+		be of use to society, and which will maintain his
+		own independence and self-respect. He is to be
+		<a class="pagenum" id="page10" name="page10" title="10">&nbsp;</a>a member of some particular neighborhood and
+		community, and must contribute to the values of
+		life, add to the decencies and graces of civilization
+		wherever he is. These are bare and formal
+		statements, but if we let our imagination translate
+		them into their concrete details, we have a wide and
+		varied scene. For the child properly to take his
+		place in reference to these various functions means
+		training in science, in art, in history; means command
+		of the fundamental methods of inquiry and
+		the fundamental tools of intercourse and communication;
+		means a trained and sound body,
+		skillful eye and hand; means habits of industry,
+		perseverance; in short, habits of serviceableness.</p>
+
+		<p>Moreover, the society of which the child is to
+		be a member is, in the United States, a democratic
+		and progressive society. The child must
+		be educated for leadership as well as for obedience.
+		He must have power of self-direction and
+		power of directing others, power of administration,
+		ability to assume positions of responsibility.
+		This necessity of educating for leadership is as
+		great on the industrial as on the political side.</p>
+
+		<p>New inventions, new machines, new methods of
+		<a class="pagenum" id="page11" title="11">&nbsp;</a>transportation and intercourse are making over
+		the whole scene of action year by year. It is an
+		absolute impossibility to educate the child for any
+		fixed station in life. So far as education is conducted
+		unconsciously or consciously on this basis,
+		it results in fitting the future citizen for no station
+		in life, but makes him a drone, a hanger-on,
+		or an actual retarding influence in the onward
+		movement. Instead of caring for himself and for
+		others, he becomes one who has himself to be
+		cared for. Here, too, the ethical responsibility of
+		the school on the social side must be interpreted
+		in the broadest and freest spirit; it is equivalent
+		to that training of the child which will give him
+		such possession of himself that he may take charge
+		of himself; may not only adapt himself to the
+		changes that are going on, but have power to
+		shape and direct them.</p>
+
+		<p>Apart from participation in social life, the
+		school has no moral end nor aim. As long as we
+		confine ourselves to the school as an isolated institution,
+		we have no directing principles, because
+		we have no object. For example, the end of education
+		is said to be the harmonious development
+		<a class="pagenum" id="page12" title="12">&nbsp;</a>of all the powers of the individual. Here no reference
+		to social life or membership is apparent, and
+		yet many think we have in it an adequate and
+		thoroughgoing definition of the goal of education.
+		But if this definition be taken independently
+		of social relationship we have no way of
+		telling what is meant by any one of the terms
+		employed. We do not know what a power is;
+		we do not know what development is; we do not
+		know what harmony is. A power is a power only
+		with reference to the use to which it is put, the
+		function it has to serve. If we leave out the uses
+		supplied by social life we have nothing but the
+		old &#8220;faculty psychology&#8221; to tell what is meant
+		by power and what the specific powers are. The
+		principle reduces itself to enumerating a lot of
+		faculties like perception, memory, reasoning, etc.,
+		and then stating that each one of these powers
+		needs to be developed.</p>
+
+		<p>Education then becomes a gymnastic exercise.
+		Acute powers of observation and memory might
+		be developed by studying Chinese characters;
+		acuteness in reasoning might be got by discussing
+		the scholastic subtleties of the Middle
+		<a class="pagenum" id="page13" title="13">&nbsp;</a>Ages. The simple fact is that there is no isolated
+		faculty of observation, or memory, or reasoning
+		any more than there is an original faculty of blacksmithing,
+		carpentering, or steam engineering.
+		Faculties mean simply that particular impulses
+		and habits have been co&ouml;rdinated or framed with
+		reference to accomplishing certain definite kinds
+		of work. We need to know the social situations
+		in which the individual will have to use ability to
+		observe, recollect, imagine, and reason, in order
+		to have any way of telling what a training of mental
+		powers actually means.</p>
+
+		<p>What holds in the illustration of this particular
+		definition of education holds good from whatever
+		point of view we approach the matter. Only
+		as we interpret school activities with reference to
+		the larger circle of social activities to which they
+		relate do we find any standard for judging their
+		moral significance.</p>
+
+		<p>The school itself must be a vital social institution
+		to a much greater extent than obtains at
+		present. I am told that there is a swimming
+		school in a certain city where youth are taught
+		to swim without going into the water, being repeatedly
+		<a class="pagenum" id="page14" title="14">&nbsp;</a>drilled in the various movements which
+		are necessary for swimming. When one of the
+		young men so trained was asked what he did when
+		he got into the water, he laconically replied,
+		&#8220;Sunk.&#8221; The story happens to be true; were
+		it not, it would seem to be a fable made expressly
+		for the purpose of typifying the ethical relationship
+		of school to society. The school cannot be
+		a preparation for social life excepting as it reproduces,
+		within itself, typical conditions of social
+		life. At present it is largely engaged in the futile
+		task of Sisyphus. It is endeavoring to form habits
+		in children for use in a social life which, it would
+		almost seem, is carefully and purposely kept
+		away from vital contact with the child undergoing
+		training. The only way to prepare for
+		social life is to engage in social life. To form
+		habits of social usefulness and serviceableness
+		apart from any direct social need and motive,
+		apart from any existing social situation, is, to the
+		letter, teaching the child to swim by going through
+		motions outside of the water. The most indispensable
+		condition is left out of account, and the
+		results are correspondingly partial.</p>
+
+		<p><a class="pagenum" id="page15" title="15">&nbsp;</a>The much lamented separation in the schools
+		of intellectual and moral training, of acquiring
+		information and growing in character, is simply
+		one expression of the failure to conceive and construct
+		the school as a social institution, having
+		social life and value within itself. Except so far
+		as the school is an embryonic typical community
+		life, moral training must be partly pathological
+		and partly formal. Training is pathological when
+		stress is laid upon correcting wrong-doing instead
+		of upon forming habits of positive service. Too
+		often the teacher&#8217;s concern with the moral life
+		of pupils takes the form of alertness for failures
+		to conform to school rules and routine. These
+		regulations, judged from the standpoint of the
+		development of the child at the time, are more
+		or less conventional and arbitrary. They are rules
+		which have to be made in order that the existing
+		modes of school work may go on; but the lack of
+		inherent necessity in these school modes reflects
+		itself in a feeling, on the part of the child, that
+		the moral discipline of the school is arbitrary.
+		Any conditions that compel the teacher to take
+		note of failures rather than of healthy growth
+		<a class="pagenum" id="page16" title="16">&nbsp;</a>give false standards and result in distortion and
+		perversion. Attending to wrong-doing ought to
+		be an incident rather than a principle. The child
+		ought to have a positive consciousness of what
+		he is about, so as to judge his acts from the standpoint
+		of reference to the work which he has
+		to do. Only in this way does he have a vital
+		standard, one that enables him to turn failures to
+		account for the future.</p>
+
+		<p>By saying that the moral training of the school
+		is formal, I mean that the moral habits currently
+		emphasized by the school are habits which are
+		created, as it were, <em lang="la" xml:lang="la">ad hoc</em>. Even the habits of
+		promptness, regularity, industry, non-interference
+		with the work of others, faithfulness to
+		tasks imposed, which are specially inculcated in
+		the school, are habits that are necessary simply
+		because the school system is what it is, and must
+		be preserved intact. If we grant the inviolability
+		of the school system as it is, these habits represent
+		permanent and necessary moral ideas; but
+		just in so far as the school system is itself
+		isolated and mechanical, insistence upon these
+		moral habits is more or less unreal, because the
+		<a class="pagenum" id="page17" title="17">&nbsp;</a>ideal to which they relate is not itself necessary.
+		The duties, in other words, are distinctly school
+		duties, not life duties. If we compare this condition
+		with that of the well-ordered home, we find
+		that the duties and responsibilities that the child
+		has there to recognize do not belong to the
+		family as a specialized and isolated institution,
+		but flow from the very nature of the social life in
+		which the family participates and to which it contributes.
+		The child ought to have the same motives
+		for right doing and to be judged by the same
+		standards in the school, as the adult in the wider
+		social life to which he belongs. Interest in community
+		welfare, an interest that is intellectual
+		and practical, as well as emotional&#8212;an interest,
+		that is to say, in perceiving whatever makes for
+		social order and progress, and in carrying these
+		principles into execution&#8212;is the moral habit to
+		which all the special school habits must be related
+		if they are to be animated by the breath of life.</p>
+
+		<!-- <a class="pagenum" id="page18" title="18">&nbsp;</a>[Blank Page] -->
+	</div>
+	<div id="chapter_3" class="chapter">
+		<p class="internal_title"><!-- <a class="pagenum" id="page19" title="19">&nbsp;</a> -->THE MORAL TRAINING FROM METHODS OF INSTRUCTION</p>
+		<!-- <a class="pagenum" id="page20" title="20">&nbsp;</a>[Blank Page] -->
+
+		<h2 class="chapter_title"><span class="chapter_number"><a class="pagenum" id="page21" title="21">&nbsp;</a>III</span><br />
+			THE MORAL TRAINING FROM METHODS OF INSTRUCTION</h2>
+		<p class="returnTOC"><a href="#contents">Contents</a></p>
+
+		<p class="first_paragraph"><span class="first_word">The</span> principle of the social character of the school
+		as the basic factor in the moral education given
+		may be also applied to the question of methods
+		of instruction,&#8212;not in their details, but their
+		general spirit. The emphasis then falls upon
+		construction and giving out, rather than upon
+		absorption and mere learning. We fail to recognize
+		how essentially individualistic the latter
+		methods are, and how unconsciously, yet certainly
+		and effectively, they react into the child&#8217;s ways
+		of judging and of acting. Imagine forty children
+		all engaged in reading the same books, and in
+		preparing and reciting the same lessons day after
+		day. Suppose this process constitutes by far the
+		larger part of their work, and that they are continually
+		judged from the standpoint of what they
+		are able to take in in a study hour and reproduce
+		in a recitation hour. There is next to no
+		<a class="pagenum" id="page22" title="22">&nbsp;</a>opportunity for any social division of labor.
+		There is no opportunity for each child to work
+		out something specifically his own, which he may
+		contribute to the common stock, while he, in turn,
+		participates in the productions of others. All are
+		set to do exactly the same work and turn out the
+		same products. The social spirit is not cultivated,&#8212;in
+		fact, in so far as the purely individualistic
+		method gets in its work, it atrophies for lack of
+		use. One reason why reading aloud in school is
+		poor is that the real motive for the use of language&#8212;the
+		desire to communicate and to learn&#8212;is
+		not utilized. The child knows perfectly well
+		that the teacher and all his fellow pupils have
+		exactly the same facts and ideas before them that
+		he has; he is not <em>giving</em> them anything at all.
+		And it may be questioned whether the moral
+		lack is not as great as the intellectual. The child
+		is born with a natural desire to give out, to do, to
+		serve. When this tendency is not used, when
+		conditions are such that other motives are substituted,
+		the accumulation of an influence working
+		against the social spirit is much larger than we
+		have any idea of,&#8212;especially when the burden
+		<a class="pagenum" id="page23" title="23">&nbsp;</a>of work, week after week, and year after year,
+		falls upon this side.</p>
+
+		<p>But lack of cultivation of the social spirit is
+		not all. Positively individualistic motives and
+		standards are inculcated. Some stimulus must
+		be found to keep the child at his studies. At the
+		best this will be his affection for his teacher, together
+		with a feeling that he is not violating
+		school rules, and thus negatively, if not positively,
+		is contributing to the good of the school. I have
+		nothing to say against these motives so far as
+		they go, but they are inadequate. The relation
+		between the piece of work to be done and affection
+		for a third person is external, not intrinsic. It
+		is therefore liable to break down whenever the
+		external conditions are changed. Moreover, this
+		attachment to a particular person, while in a way
+		social, may become so isolated and exclusive as
+		to be selfish in quality. In any case, the child
+		should gradually grow out of this relatively external
+		motive into an appreciation, for its own
+		sake, of the social value of what he has to do,
+		because of its larger relations to life, not pinned
+		down to two or three persons.</p>
+
+		<p><a class="pagenum" id="page24" title="24">&nbsp;</a>But, unfortunately, the motive is not always
+		at this relative best, but mixed with lower motives
+		which are distinctly egoistic. Fear is a motive
+		which is almost sure to enter in,&#8212;not necessarily
+		physical fear, or fear of punishment, but
+		fear of losing the approbation of others; or fear of
+		failure, so extreme as to be morbid and paralyzing.
+		On the other side, emulation and rivalry enter
+		in. Just because all are doing the same work,
+		and are judged (either in recitation or examination
+		with reference to grading and to promotion)
+		not from the standpoint of their personal contribution,
+		but from that of <em>comparative</em> success,
+		the feeling of superiority over others is unduly
+		appealed to, while timid children are depressed.
+		Children are judged with reference to their capacity
+		to realize the same external standard. The
+		weaker gradually lose their sense of power, and
+		accept a position of continuous and persistent
+		inferiority. The effect upon both self-respect and
+		respect for work need not be dwelt upon. The
+		strong learn to glory, not in their strength, but
+		in the fact that they are stronger. The child
+		is prematurely launched into the region of individualistic
+		<a class="pagenum" id="page25" title="25">&nbsp;</a>competition, and this in a direction
+		where competition is least applicable, namely, in
+		intellectual and artistic matters, whose law is co&ouml;peration
+		and participation.</p>
+
+		<p>Next, perhaps, to the evils of passive absorption
+		and of competition for external standing
+		come, perhaps, those which result from the eternal
+		emphasis upon preparation for a remote future.
+		I do not refer here to the waste of energy
+		and vitality that accrues when children, who live so
+		largely in the immediate present, are appealed to
+		in the name of a dim and uncertain future which
+		means little or nothing to them. I have in mind
+		rather the habitual procrastination that develops
+		when the motive for work is future, not present;
+		and the false standards of judgment that are created
+		when work is estimated, not on the basis of
+		present need and present responsibility, but by
+		reference to an external result, like passing an
+		examination, getting promoted, entering high
+		school, getting into college, etc. Who can reckon
+		up the loss of moral power that arises from the
+		constant impression that nothing is worth doing
+		in itself, but only as a preparation for something
+		<a class="pagenum" id="page26" title="26">&nbsp;</a>else, which in turn is only a getting ready for some
+		genuinely serious end beyond? Moreover, as a
+		rule, it will be found that remote success is an
+		end which appeals most to those in whom egoistic
+		desire to get ahead&#8212;to get ahead of others&#8212;is
+		already only too strong a motive. Those in
+		whom personal ambition is already so strong that
+		it paints glowing pictures of future victories may
+		be touched; others of a more generous nature do
+		not respond.</p>
+
+		<p>I cannot stop to paint the other side. I can
+		only say that the introduction of every method
+		that appeals to the child&#8217;s active powers, to his
+		capacities in construction, production, and creation,
+		marks an opportunity to shift the centre of
+		ethical gravity from an absorption which is selfish
+		to a service which is social. Manual training is
+		more than manual; it is more than intellectual;
+		in the hands of any good teacher it lends itself
+		easily, and almost as a matter of course, to development
+		of social habits. Ever since the philosophy
+		of Kant, it has been a commonplace of
+		&aelig;sthetic theory, that art is universal; that it is
+		not the product of purely personal desire or appetite,
+		<a class="pagenum" id="page27" title="27">&nbsp;</a>or capable of merely individual appropriation,
+		but has a value participated in by all who
+		perceive it. Even in the schools where most conscious
+		attention is paid to moral considerations,
+		the methods of study and recitation may be
+		such as to emphasize appreciation rather than
+		power, an emotional readiness to assimilate the
+		experiences of others, rather than enlightened
+		and trained capacity to carry forward those values
+		which in other conditions and past times made
+		those experiences worth having. At all events,
+		separation between instruction and character
+		continues in our schools (in spite of the efforts of
+		individual teachers) as a result of divorce between
+		learning and doing. The attempt to attach genuine
+		moral effectiveness to the mere processes of
+		learning, and to the habits which go along with
+		learning, can result only in a training infected with
+		formality, arbitrariness, and an undue emphasis
+		upon failure to conform. That there is as much
+		accomplished as there is shows the possibilities
+		involved in methods of school activity which
+		afford opportunity for reciprocity, co&ouml;peration,
+		and positive personal achievement.</p>
+
+		<!-- <a class="pagenum" id="page28" title="28">&nbsp;</a>[Blank Page] -->
+	</div>
+	<div id="chapter_4" class="chapter">
+		<p class="internal_title"><!-- <a class="pagenum" id="page29" title="29">&nbsp;</a> -->THE SOCIAL NATURE OF THE COURSE OF STUDY</p>
+		<!-- <a class="pagenum" id="page30" title="30">&nbsp;</a>[Blank Page] -->
+
+		<h2 class="chapter_title"><span class="chapter_number"><a class="pagenum" id="page31" title="31">&nbsp;</a>IV</span><br />
+			THE SOCIAL NATURE OF THE COURSE OF STUDY</h2>
+		<p class="returnTOC"><a href="#contents">Contents</a></p>
+
+		<p class="first_paragraph"><span class="first_word">In</span> many respects, it is the subject-matter used
+		in school life which decides both the general
+		atmosphere of the school and the methods of instruction
+		and discipline which rule. A barren
+		&#8220;course of study,&#8221; that is to say, a meagre and
+		narrow field of school activities, cannot possibly
+		lend itself to the development of a vital social
+		spirit or to methods that appeal to sympathy and
+		co&ouml;peration instead of to absorption, exclusiveness,
+		and competition. Hence it becomes an all
+		important matter to know how we shall apply
+		our social standard of moral value to the subject-matter
+		of school work, to what we call, traditionally,
+		the &#8220;studies&#8221; that occupy pupils.</p>
+
+		<p><em>A study is to be considered as a means of bringing
+		the child to realize the social scene of action.</em>
+		Thus considered it gives a criterion for selection
+		of material and for judgment of values. We have
+		<a class="pagenum" id="page32" title="32">&nbsp;</a>at present three independent values set up: one
+		of culture, another of information, and another
+		of discipline. In reality, these refer only to three
+		phases of social interpretation. Information is
+		genuine or educative only in so far as it presents
+		definite images and conceptions of materials
+		placed in a context of social life. Discipline is
+		genuinely educative only as it represents a reaction
+		of information into the individual&#8217;s own
+		powers so that he brings them under control for
+		social ends. Culture, if it is to be genuinely educative
+		and not an external polish or factitious
+		varnish, represents the vital union of information
+		and discipline. It marks the socialization of the
+		individual in his outlook upon life.</p>
+
+		<p>This point may be illustrated by brief reference
+		to a few of the school studies. In the first place,
+		there is no line of demarkation within facts
+		themselves which classifies them as belonging to
+		science, history, or geography, respectively. The
+		pigeon-hole classification which is so prevalent at
+		present (fostered by introducing the pupil at the
+		outset into a number of different studies contained
+		in different text-books) gives an utterly erroneous
+		<a class="pagenum" id="page33" title="33">&nbsp;</a>idea of the relations of studies to one another
+		and to the intellectual whole to which all belong.
+		In fact, these subjects have to do with the
+		same ultimate reality, namely, the conscious experience
+		of man. It is only because we have
+		different interests, or different ends, that we sort
+		out the material and label part of it science, part
+		of it history, part geography, and so on. Each
+		&#8220;sorting&#8221; represents materials arranged with
+		reference to some one dominant typical aim or
+		process of the social life.</p>
+
+		<p>This social criterion is necessary, not only
+		to mark off studies from one another, but also
+		to grasp the reasons for each study,&#8212;the motives
+		in connection with which it shall be presented.
+		How, for example, should we define
+		geography? What is the unity in the different
+		so-called divisions of geography,&#8212;mathematical
+		geography, physical geography, political geography,
+		commercial geography? Are they purely
+		empirical classifications dependent upon the brute
+		fact that we run across a lot of different facts? Or
+		is there some intrinsic principle through which
+		the material is distributed under these various
+		<a class="pagenum" id="page34" title="34">&nbsp;</a>heads,&#8212;something in the interest and attitude
+		of the human mind towards them? I should say
+		that geography has to do with all those aspects of
+		social life which are concerned with the interaction
+		of the life of man and nature; or, that it has
+		to do with the world considered as the scene of
+		social interaction. Any fact, then, will be geographical
+		in so far as it has to do with the dependence
+		of man upon his natural environment,
+		or with changes introduced in this environment
+		through the life of man.</p>
+
+		<p>The four forms of geography referred to above
+		represent, then, four increasing stages of abstraction
+		in discussing the mutual relation of human
+		life and nature. The beginning must be social
+		geography, the frank recognition of the earth as
+		the home of men acting in relations to one another.
+		I mean by this that the essence of any geographical
+		fact is the consciousness of two persons, or two
+		groups of persons, who are at once separated and
+		connected by their physical environment, and that
+		the interest is in seeing how these people are at once
+		kept apart and brought together in their actions by
+		the instrumentality of the physical environment.
+		<a class="pagenum" id="page35" title="35">&nbsp;</a>The ultimate significance of lake, river, mountain,
+		and plain is not physical but social; it is the
+		part which it plays in modifying and directing
+		human relationships. This evidently involves an
+		extension of the term commercial. It has to
+		do not simply with business, in the narrow sense,
+		but with whatever relates to human intercourse
+		and intercommunication as affected by natural
+		forms and properties. Political geography represents
+		this same social interaction taken in a static
+		instead of in a dynamic way; taken, that is, as
+		temporarily crystallized and fixed in certain forms.
+		Physical geography (including under this not
+		simply physiography, but also the study of flora
+		and fauna) represents a further analysis or abstraction.
+		It studies the conditions which determine
+		human action, leaving out of account, temporarily,
+		the ways in which they concretely do
+		this. Mathematical geography carries the analysis
+		back to more ultimate and remote conditions,
+		showing that the physical conditions of the earth
+		are not ultimate, but depend upon the place which
+		the world occupies in a larger system. Here, in
+		other words, are traced, step by step, the links
+		<a class="pagenum" id="page36" title="36">&nbsp;</a>which connect the immediate social occupations
+		and groupings of men with the whole natural system
+		which ultimately conditions them. Step by
+		step the scene is enlarged and the image of what
+		enters into the make-up of social action is widened
+		and broadened; at no time is the chain of connection
+		to be broken.</p>
+
+		<p>It is out of the question to take up the studies
+		one by one and show that their meaning is similarly
+		controlled by social considerations. But I
+		cannot forbear saying a word or two upon history.
+		History is vital or dead to the child according as
+		it is, or is not, presented from the sociological
+		standpoint. When treated simply as a record of
+		what has passed and gone, it must be mechanical,
+		because the past, as the past, is remote. Simply
+		as the past there is no motive for attending to
+		it. The ethical value of history teaching will be
+		measured by the extent to which past events are
+		made the means of understanding the present,&#8212;affording
+		insight into what makes up the structure
+		and working of society to-day. Existing social
+		structure is exceedingly complex. It is practically
+		impossible for the child to attack it <em lang="fr" xml:lang="fr">en
+		<a class="pagenum" id="page37" title="37">&nbsp;</a>masse</em> and get any definite mental image of it.
+		But type phases of historical development may be
+		selected which will exhibit, as through a telescope,
+		the essential constituents of the existing order.
+		Greece, for example, represents what art and growing
+		power of individual expression stand for;
+		Rome exhibits the elements and forces of political
+		life on a tremendous scale. Or, as these civilizations
+		are themselves relatively complex, a study
+		of still simpler forms of hunting, nomadic, and
+		agricultural life in the beginnings of civilization,
+		a study of the effects of the introduction of iron,
+		and iron tools, reduces the complexity to simpler
+		elements.</p>
+
+		<p>One reason historical teaching is usually not
+		more effective is that the student is set to acquire
+		information in such a way that no epochs or factors
+		stand out in his mind as typical; everything
+		is reduced to the same dead level. The way to
+		secure the necessary perspective is to treat the
+		past as if it were a projected present with some
+		of its elements enlarged.</p>
+
+		<p>The principle of contrast is as important as
+		that of similarity. Because the present life is so
+		<a class="pagenum" id="page38" title="38">&nbsp;</a>close to us, touching us at every point, we cannot
+		get away from it to see it as it really is. Nothing
+		stands out clearly or sharply as characteristic. In
+		the study of past periods, attention necessarily
+		attaches itself to striking differences. Thus the
+		child gets a locus of imagination, through which
+		he can remove himself from the pressure of present
+		surrounding circumstances and define them.</p>
+
+		<p>History is equally available in teaching the
+		<em>methods</em> of social progress. It is commonly stated
+		that history must be studied from the standpoint
+		of cause and effect. The truth of this statement
+		depends upon its interpretation. Social life is so
+		complex and the various parts of it are so organically
+		related to one another and to the natural
+		environment, that it is impossible to say that this
+		or that thing is the cause of some other particular
+		thing. But the study of history can reveal the
+		main instruments in the discoveries, inventions,
+		new modes of life, etc., which have initiated the
+		great epochs of social advance; and it can present
+		to the child types of the main lines of social progress,
+		and can set before him what have been the
+		chief difficulties and obstructions in the way of
+		<a class="pagenum" id="page39" title="39">&nbsp;</a>progress. Once more this can be done only in so
+		far as it is recognized that social forces in themselves
+		are always the same,&#8212;that the same kind
+		of influences were at work one hundred and one
+		thousand years ago that are now working,&#8212;and
+		that particular historical epochs afford illustration
+		of the way in which the fundamental forces
+		work.</p>
+
+		<p>Everything depends, then, upon history being
+		treated from a social standpoint; as manifesting
+		the agencies which have influenced social development
+		and as presenting the typical institutions
+		in which social life has expressed itself. The
+		culture-epoch theory, while working in the right
+		direction, has failed to recognize the importance
+		of treating past periods with relation to the present,&#8212;as
+		affording insight into the representative
+		factors of its structure; it has treated these
+		periods too much as if they had some meaning
+		or value in themselves. The way in which the
+		biographical method is handled illustrates the
+		same point. It is often treated in such a way as
+		to exclude from the child&#8217;s consciousness (or at
+		least not sufficiently to emphasize) the social
+		<a class="pagenum" id="page40" title="40">&nbsp;</a>forces and principles involved in the association
+		of the masses of men. It is quite true that the
+		child is easily interested in history from the biographical
+		standpoint; but unless &#8220;the hero&#8221; is
+		treated in relation to the community life behind
+		him that he sums up and directs, there is danger
+		that history will reduce itself to a mere exciting
+		story. Then moral instruction reduces itself to
+		drawing certain lessons from the life of the particular
+		personalities concerned, instead of widening
+		and deepening the child&#8217;s imagination of social
+		relations, ideals, and means.</p>
+
+		<p>It will be remembered that I am not making
+		these points for their own sake, but with reference
+		to the general principle that when a study is
+		taught as a mode of understanding social life it
+		has positive ethical import. What the normal child
+		continuously needs is not so much isolated moral
+		lessons upon the importance of truthfulness and
+		honesty, or the beneficent results that follow from
+		a particular act of patriotism, as the formation
+		of habits of social imagination and conception.</p>
+
+		<p>I take one more illustration, namely, mathematics.
+		This does, or does not, accomplish its
+		<a class="pagenum" id="page41" title="41">&nbsp;</a>full purpose according as it is, or is not, presented
+		as a social tool. The prevailing divorce between
+		information and character, between knowledge
+		and social action, stalks upon the scene here.
+		The moment mathematical study is severed from
+		the place which it occupies with reference to use
+		in social life, it becomes unduly abstract, even
+		upon the purely intellectual side. It is presented
+		as a matter of technical relations and formul&aelig;
+		apart from any end or use. What the study of
+		number suffers from in elementary education is
+		lack of motivation. Back of this and that and the
+		other particular bad method is the radical mistake
+		of treating number as if it were an end in itself,
+		instead of the means of accomplishing some end.
+		Let the child get a consciousness of what is the
+		use of number, of what it really is for, and half the
+		battle is won. Now this consciousness of the use
+		of reason implies some end which is implicitly
+		social.</p>
+
+		<p>One of the absurd things in the more advanced
+		study of arithmetic is the extent to which the
+		child is introduced to numerical operations which
+		have no distinctive mathematical principles characterizing
+		<a class="pagenum" id="page42" title="42">&nbsp;</a>them, but which represent certain general
+		principles found in business relationships.
+		To train the child in these operations, while paying
+		no attention to the business realities in which
+		they are of use, or to the conditions of social
+		life which make these business activities necessary,
+		is neither arithmetic nor common sense.
+		The child is called upon to do examples in interest,
+		partnership, banking, brokerage, and so on
+		through a long string, and no pains are taken to
+		see that, in connection with the arithmetic, he
+		has any sense of the social realities involved.
+		This part of arithmetic is essentially sociological
+		in its nature. It ought either to be omitted entirely,
+		or else be taught in connection with a study
+		of the relevant social realities. As we now manage
+		the study, it is the old case of learning to swim
+		apart from the water over again, with correspondingly
+		bad results on the practical side.</p>
+
+		<p>In concluding this portion of the discussion,
+		we may say that our conceptions of moral education
+		have been too narrow, too formal, and too
+		pathological. We have associated the term ethical
+		with certain special acts which are labeled virtues
+		<a class="pagenum" id="page43" title="43">&nbsp;</a>and are set off from the mass of other acts, and are
+		still more divorced from the habitual images and
+		motives of the children performing them. Moral
+		instruction is thus associated with teaching about
+		these particular virtues, or with instilling certain
+		sentiments in regard to them. The moral has been
+		conceived in too goody-goody a way. Ultimate
+		moral motives and forces are nothing more or
+		less than social intelligence&#8212;the power of observing
+		and comprehending social situations,&#8212;and
+		social power&#8212;trained capacities of control&#8212;at
+		work in the service of social interest and
+		aims. There is no fact which throws light upon
+		the constitution of society, there is no power
+		whose training adds to social resourcefulness
+		that is not moral.</p>
+
+		<p>I sum up, then, this part of the discussion by
+		asking your attention to the moral trinity of the
+		school. The demand is for social intelligence,
+		social power, and social interests. Our resources
+		are (1) the life of the school as a social institution
+		in itself; (2) methods of learning and of doing
+		work; and (3) the school studies or curriculum.
+		In so far as the school represents, in its own
+		<a class="pagenum" id="page44" title="44">&nbsp;</a>spirit, a genuine community life; in so far as
+		what are called school discipline, government,
+		order, etc., are the expressions of this inherent
+		social spirit; in so far as the methods used are
+		those that appeal to the active and constructive
+		powers, permitting the child to give out and thus
+		to serve; in so far as the curriculum is so selected
+		and organized as to provide the material
+		for affording the child a consciousness of the
+		world in which he has to play a part, and the demands
+		he has to meet; so far as these ends
+		are met, the school is organized on an ethical
+		basis. So far as general principles are concerned,
+		all the basic ethical requirements are met. The
+		rest remains between the individual teacher and
+		the individual child.</p>
+
+	</div>
+	<div id="chapter_5" class="chapter">
+		<p class="internal_title"><a class="pagenum" id="page45" title="45">&nbsp;</a>THE PSYCHOLOGICAL ASPECT OF MORAL EDUCATION</p>
+		<!-- <a class="pagenum" id="page46" title="46">&nbsp;</a>[Blank Page] -->
+
+		<h2 class="chapter_title"><span class="chapter_number"><a class="pagenum" id="page47" title="47">&nbsp;</a>V</span><br />
+			THE PSYCHOLOGICAL ASPECT OF MORAL EDUCATION</h2>
+		<p class="returnTOC"><a href="#contents">Contents</a></p>
+
+		<p class="first_paragraph"><span class="first_word">So</span> far we have been considering the make-up of
+		purposes and results that constitute conduct&#8212;its
+		&#8220;what.&#8221; But conduct has a certain method
+		and spirit also&#8212;its &#8220;how.&#8221; Conduct may be
+		looked upon as expressing the attitudes and dispositions
+		of an <em>individual</em>, as well as realizing social
+		results and maintaining the social fabric. A consideration
+		of conduct as a mode of individual performance,
+		personal doing, takes us from the social
+		to the psychological side of morals. In the first
+		place, all conduct springs ultimately and radically
+		out of native instincts and impulses. We must
+		know what these instincts and impulses are, and
+		what they are at each particular stage of the
+		child&#8217;s development, in order to know what to appeal
+		to and what to build upon. Neglect of this
+		principle may give a mechanical imitation of
+		moral conduct, but the imitation will be ethically
+		<a class="pagenum" id="page48" title="48">&nbsp;</a>dead, because it is external and has its centre
+		without, not within, the individual. We must
+		study the child, in other words, to get our indications,
+		our symptoms, our suggestions. The more
+		or less spontaneous acts of the child are not to
+		be thought of as setting moral forms to which the
+		efforts of the educator must conform&#8212;this would
+		result simply in spoiling the child; but they are
+		symptoms which require to be interpreted: stimuli
+		which need to be responded to in directed ways;
+		material which, in however transformed a shape,
+		is the only ultimate constituent of future moral
+		conduct and character.</p>
+
+		<p>Then, secondly, our ethical principles need to
+		be stated in psychological terms because the
+		child supplies us with the only means or instruments
+		by which to realize moral ideals. The subject-matter
+		of the curriculum, however important,
+		however judiciously selected, is empty of conclusive
+		moral content until it is made over into terms
+		of the individual&#8217;s own activities, habits, and desires.
+		We must know what history, geography, and
+		mathematics mean in psychological terms, that
+		is, as modes of personal experiencing, before
+		<a class="pagenum" id="page49" title="49">&nbsp;</a>we can get out of them their moral potentialities.</p>
+
+		<p>The psychological side of education sums itself
+		up, of course, in a consideration of character.
+		It is a commonplace to say that the development
+		of character is the end of all school work.
+		The difficulty lies in the execution of the idea.
+		And an underlying difficulty in this execution is
+		the lack of a clear conception of what character
+		means. This may seem an extreme statement.
+		If so, the idea may be conveyed by saying that
+		we generally conceive of character simply in
+		terms of results; we have no clear conception of
+		it in psychological terms&#8212;that is, as a process,
+		as working or dynamic. We know what character
+		means in terms of the actions which proceed from
+		it, but we have not a definite conception of it on
+		its inner side, as a system of working forces.</p>
+
+		<p>(1) Force, efficiency in execution, or overt action,
+		is one necessary constituent of character.
+		In our moral books and lectures we may lay the
+		stress upon good intentions, etc. But we know
+		practically that the kind of character we hope to
+		build up through our education is one that not
+		<a class="pagenum" id="page50" title="50">&nbsp;</a>only has good intentions, but that insists upon
+		carrying them out. Any other character is wishy-washy;
+		it is goody, not good. The individual
+		must have the power to stand up and count for
+		something in the actual conflicts of life. He must
+		have initiative, insistence, persistence, courage,
+		and industry. He must, in a word, have all that
+		goes under the name &#8220;<em>force</em> of character.&#8221; Undoubtedly,
+		individuals differ greatly in their native
+		endowment in this respect. None the less, each
+		has a certain primary equipment of impulse, of
+		tendency forward, of innate urgency to do. The
+		problem of education on this side is that of discovering
+		what this native fund of power is, and
+		then of utilizing it in such a way (affording conditions
+		which both stimulate and control) as to
+		organize it into definite conserved modes of action&#8212;habits.</p>
+
+		<p>(2) But something more is required than sheer
+		force. Sheer force may be brutal; it may override
+		the interests of others. Even when aiming
+		at right ends it may go at them in such a way as
+		to violate the rights of others. More than this,
+		in sheer force there is no guarantee for the right
+		<a class="pagenum" id="page51" title="51">&nbsp;</a>end. Efficiency may be directed towards mistaken
+		ends and result in positive mischief and destruction.
+		Power, as already suggested, must be directed.
+		It must be organized along social channels;
+		it must be attached to valuable ends.</p>
+
+		<p>This involves training on both the intellectual
+		and emotional side. On the intellectual side we
+		must have judgment&#8212;what is ordinarily called
+		good sense. The difference between mere knowledge,
+		or information, and judgment is that the
+		former is simply held, not used; judgment is
+		knowledge directed with reference to the accomplishment
+		of ends. Good judgment is a sense of
+		respective or proportionate values. The one who
+		has judgment is the one who has ability to size
+		up a situation. He is the one who can grasp the
+		scene or situation before him, ignoring what is
+		irrelevant, or what for the time being is unimportant,
+		who can seize upon the factors which demand
+		attention, and grade them according to their respective
+		claims. Mere knowledge of what the
+		right is, in the abstract, mere intentions of following
+		the right in general, however praiseworthy
+		in themselves, are never a substitute for this
+		<a class="pagenum" id="page52" title="52">&nbsp;</a>power of trained judgment. Action is always in
+		the concrete. It is definite and individualized.
+		Except, therefore, as it is backed and controlled
+		by a knowledge of the actual concrete factors in
+		the situation in which it occurs, it must be relatively
+		futile and waste.</p>
+
+		<p>(3) But the consciousness of ends must be more
+		than merely intellectual. We can imagine a person
+		with most excellent judgment, who yet does not
+		act upon his judgment. There must not only be
+		force to ensure effort in execution against obstacles,
+		but there must also be a delicate personal
+		responsiveness,&#8212;there must be an emotional reaction.
+		Indeed, good judgment is impossible without
+		this susceptibility. Unless there is a prompt
+		and almost instinctive sensitiveness to conditions,
+		to the ends and interests of others, the intellectual
+		side of judgment will not have proper
+		material to work upon. Just as the material of
+		knowledge is supplied through the senses, so
+		the material of ethical knowledge is supplied by
+		emotional responsiveness. It is difficult to put
+		this quality into words, but we all know the difference
+		between the character which is hard and
+		<a class="pagenum" id="page53" title="53">&nbsp;</a>formal, and one which is sympathetic, flexible,
+		and open. In the abstract the former may be as
+		sincerely devoted to moral ideas as is the latter,
+		but as a practical matter we prefer to live with
+		the latter. We count upon it to accomplish
+		more by tact, by instinctive recognition of the
+		claims of others, by skill in adjusting, than the
+		former can accomplish by mere attachment to
+		rules.</p>
+
+		<p>Here, then, is the moral standard, by which
+		to test the work of the school upon the side of
+		what it does directly for individuals. (<em>a</em>) Does
+		the school as a system, at present, attach sufficient
+		importance to the spontaneous instincts
+		and impulses? Does it afford sufficient opportunity
+		for these to assert themselves and work out
+		their own results? Can we even say that the
+		school in principle attaches itself, at present, to
+		the active constructive powers rather than to processes
+		of absorption and learning? Does not our
+		talk about self-activity largely render itself meaningless
+		because the self-activity we have in mind
+		is purely &#8220;intellectual,&#8221; out of relation to those
+		impulses which work through hand and eye?</p>
+
+		<p><a class="pagenum" id="page54" title="54">&nbsp;</a>Just in so far as the present school methods
+		fail to meet the test of such questions moral results
+		must be unsatisfactory. We cannot secure
+		the development of positive force of character
+		unless we are willing to pay its price. We cannot
+		smother and repress the child&#8217;s powers, or gradually
+		abort them (from failure of opportunity for
+		exercise), and then expect a character with initiative
+		and consecutive industry. I am aware of the
+		importance attaching to inhibition, but mere inhibition
+		is valueless. The only restraint, the only
+		holding-in, that is of any worth is that which
+		comes through holding powers concentrated
+		upon a positive end. An end cannot be attained
+		excepting as instincts and impulses are kept from
+		discharging at random and from running off on
+		side tracks. In keeping powers at work upon their
+		relevant ends, there is sufficient opportunity for
+		genuine inhibition. To say that inhibition is
+		higher than power, is like saying that death is
+		more than life, negation more than affirmation,
+		sacrifice more than service.</p>
+
+		<p>(<em>b</em>) We must also test our school work by finding
+		whether it affords the conditions necessary
+		<a class="pagenum" id="page55" title="55">&nbsp;</a>for the formation of good judgment. Judgment
+		as the sense of relative values involves ability to
+		select, to discriminate. Acquiring information
+		can never develop the power of judgment. Development
+		of judgment is in spite of, not because
+		of, methods of instruction that emphasize simple
+		learning. The test comes only when the information
+		acquired has to be put to use. Will it
+		do what we expect of it? I have heard an educator
+		of large experience say that in her judgment the
+		greatest defect of instruction to-day, on the intellectual
+		side, is found in the fact that children
+		leave school without a mental perspective. Facts
+		seem to them all of the same importance. There
+		is no foreground or background. There is no instinctive
+		habit of sorting out facts upon a scale
+		of worth and of grading them.</p>
+
+		<p>The child cannot get power of judgment excepting
+		as he is continually exercised in forming
+		and testing judgments. He must have an opportunity
+		to select for himself, and to attempt to put
+		his selections into execution, that he may submit
+		them to the final test, that of action. Only thus
+		can he learn to discriminate that which promises
+		<a class="pagenum" id="page56" title="56">&nbsp;</a>success from that which promises failure; only
+		thus can he form the habit of relating his purposes
+		and notions to the conditions that determine
+		their value. Does the school, as a system,
+		afford at present sufficient opportunity for this
+		sort of experimentation? Except so far as the
+		emphasis of the school work is upon intelligent
+		doing, upon active investigation, it does not furnish
+		the conditions necessary for that exercise
+		of judgment which is an integral factor in good
+		character.</p>
+
+		<p>(<em>c</em>) I shall be brief with respect to the other
+		point, the need of susceptibility and responsiveness.
+		The informally social side of education, the
+		&aelig;sthetic environment and influences, are all-important.
+		In so far as the work is laid out in
+		regular and formulated ways, so far as there are
+		lacking opportunities for casual and free social
+		intercourse between pupils and between the pupils
+		and the teacher, this side of the child&#8217;s nature
+		is either starved, or else left to find haphazard
+		expression along more or less secret channels.
+		When the school system, under plea of the practical
+		(meaning by the practical the narrowly utilitarian),
+		<a class="pagenum" id="page57" title="57">&nbsp;</a>confines the child to the three R&#8217;s and
+		the formal studies connected with them, shuts
+		him out from the vital in 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.</p>
+
+		<p class="post_thoughtbreak">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 <i>very</i>
+		&#8220;moral&#8221; 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
+		<a class="pagenum" id="page58" title="58">&nbsp;</a>terms. We need to see that moral
+		principles are not arbitrary, that they are not
+		&#8220;transcendental&#8221;; that the term &#8220;moral&#8221; 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.</p>
+
+		<p>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.</p>
+
+	</div>
+	<div id="outline" class="section">
+		<h2><a class="pagenum" id="page59" title="59">&nbsp;</a>OUTLINE</h2>
+		<p class="returnTOC"><a href="#contents">Contents</a></p>
+
+		<ol>
+			<li>THE MORAL PURPOSE OF THE SCHOOL
+				<ol>
+					<li>Moral ideas and ideas about morality <a href="#page1" class="pagelink">1</a></li>
+					<li>Moral education and direct moral instruction <a href="#page3" class="pagelink">3</a></li>
+				</ol>
+			</li>
+			<li>THE MORAL TRAINING GIVEN BY THE SCHOOL COMMUNITY
+				<ol>
+					<li>The unity of social ethics and school ethics <a href="#page7" class="pagelink">7</a></li>
+					<li>A narrow and formal training for citizenship <a href="#page8" class="pagelink">8</a></li>
+					<li>School life should train for many social relations <a href="#page9" class="pagelink">9</a></li>
+					<li>It should train for self-direction and leadership <a href="#page10" class="pagelink">10</a></li>
+					<li>There is no harmonious development of powers apart from social situations <a href="#page11" class="pagelink">11</a></li>
+					<li>School activities should be typical of social life <a href="#page13" class="pagelink">13</a></li>
+					<li>Moral training in the schools tends to be pathological and formal <a href="#page15" class="pagelink">15</a></li>
+				</ol>
+			</li>
+			<li>THE MORAL TRAINING FROM METHODS OF INSTRUCTION
+				<ol>
+					<li>Active social service as opposed to passive individual absorption <a href="#page21" class="pagelink">21</a></li>
+					<li>The positive inculcation of individualistic motives and standards <a href="#page23" class="pagelink">23</a></li>
+					<li>The evils of competition for external standing <a href="#page24" class="pagelink">24</a></li>
+					<li>The moral waste of remote success as an end <a href="#page25" class="pagelink">25</a></li>
+					<li>The worth of active and social modes of learning <a href="#page26" class="pagelink">26</a></li>
+				</ol>
+			</li>
+			<li><a class="pagenum" id="page60" title="60">&nbsp;</a>THE SOCIAL NATURE OF THE COURSE OF STUDY
+				<ol>
+					<li>The nature of the course of study influences the conduct of the school <a href="#page31" class="pagelink">31</a></li>
+					<li>School studies as means of realizing social situations <a href="#page31" class="pagelink">31</a></li>
+					<li>School subjects are merely phases of a unified social life <a href="#page32" class="pagelink">32</a></li>
+					<li>The meaning of subjects is controlled by social considerations <a href="#page33" class="pagelink">33</a></li>
+					<li>Geography deals with the scenes of social interaction <a href="#page33" class="pagelink">33</a></li>
+					<li>Its various forms represent increasing stages of abstraction <a href="#page34" class="pagelink">34</a></li>
+					<li>History is a means for interpreting existing social relations <a href="#page36" class="pagelink">36</a></li>
+					<li>It presents type phases of social development <a href="#page37" class="pagelink">37</a></li>
+					<li>It offers contrasts, and consequently perspective <a href="#page37" class="pagelink">37</a></li>
+					<li>It teaches the methods of social progress <a href="#page38" class="pagelink">38</a></li>
+					<li>The failure of certain methods of teaching history <a href="#page39" class="pagelink">39</a></li>
+					<li>Mathematics is a means to social ends <a href="#page40" class="pagelink">40</a></li>
+					<li>The sociological nature of business arithmetic <a href="#page41" class="pagelink">41</a></li>
+					<li>Summary: The moral trinity of the school <a href="#page42" class="pagelink">42</a></li>
+				</ol>
+			</li>
+			<li>THE PSYCHOLOGICAL ASPECT OF MORAL EDUCATION
+				<ol>
+					<li>Conduct as a mode of individual performance <a href="#page47" class="pagelink">47</a></li>
+					<li>Native instincts and impulses are the sources of conduct <a href="#page47" class="pagelink">47</a></li>
+					<li>Moral ideals must be realized in persons <a href="#page48" class="pagelink">48</a></li>
+					<li><a class="pagenum" id="page61" title="61">&nbsp;</a>Character as a system of working forces <a href="#page49" class="pagelink">49</a></li>
+					<li>Force as a necessary constituent of character <a href="#page49" class="pagelink">49</a></li>
+					<li>The importance of intellectual judgment or good sense <a href="#page50" class="pagelink">50</a></li>
+					<li>The capacity for delicate emotional responsiveness <a href="#page52" class="pagelink">52</a></li>
+					<li>Summary: The ethical standards for testing the school <a href="#page53" class="pagelink">53</a></li>
+					<li>Conclusion: The practicality of moral principles <a href="#page57" class="pagelink">57</a></li>
+				</ol>
+			</li>
+		</ol>
+		<!-- <a class="pagenum" id="page62" title="62">&nbsp;</a>[Blank Page] -->
+	</div>
+	<div id="ads" class="section">
+		<h2><a class="pagenum" id="page63" title="63">&nbsp;</a>RIVERSIDE EDUCATIONAL MONOGRAPHS</h2>
+
+		<ul>
+		<li>General Educational Theory
+		<ul>
+		<li><span class="special_name">Coolidge&#8217;s</span> America&#8217;s Need for Education.</li>
+		<li><span class="special_name">Dewey&#8217;s</span> Interest and Effort in Education.</li>
+		<li><span class="special_name">Dewey&#8217;s</span> Moral Principles in Education.</li>
+		<li><span class="special_name">Eliot&#8217;s</span> Education for Efficiency.</li>
+		<li><span class="special_name">Eliot&#8217;s</span> The Tendency to the Concrete and Practical in Modern Education.</li>
+		<li><span class="special_name">Emerson&#8217;s</span> Education and other Selections.</li>
+		<li><span class="special_name">Fiske&#8217;s</span> The Meaning of Infancy.</li>
+		<li><span class="special_name">Horne&#8217;s</span> The Teacher as Artist.</li>
+		<li><span class="special_name">Hyde&#8217;s</span> The Teacher&#8217;s Philosophy in and out of School.</li>
+		<li><span class="special_name">Judd&#8217;s</span> The Evolution of a Democratic School System.</li>
+		<li><span class="special_name">Meredith&#8217;s</span> The Educational Bearings of Modern Psychology.</li>
+		<li><span class="special_name">Palmer&#8217;s</span> The Ideal Teacher.</li>
+		<li><span class="special_name">Palmer&#8217;s</span> Trades and Professions.</li>
+		<li><span class="special_name">Palmer&#8217;s</span> Ethical and Moral Instruction in Schools.</li>
+		<li><span class="special_name">Prosser&#8217;s</span> The Teacher and Old Age.</li>
+		<li><span class="special_name">Stockton&#8217;s</span> Project Work in Education.</li>
+		<li><span class="special_name">Stratton&#8217;s</span> Developing Mental Power.</li>
+		<li><span class="special_name">Terman&#8217;s</span> The Teacher&#8217;s Health.</li>
+		<li><span class="special_name">Thorndike&#8217;s</span> Individuality.</li>
+		<li><span class="special_name">Trow&#8217;s</span> Scientific Method in Education.</li>
+		</ul></li>
+		<li>Administration and Supervision
+		<ul>
+		<li><span class="special_name">Bett&#8217;s</span> New Ideals in Rural Schools.</li>
+		<li><span class="special_name">Bloomfield&#8217;s</span> The Vocational Guidance of Youth.</li>
+		<li><span class="special_name">Cabot&#8217;s</span> Volunteer Help to the Schools.</li>
+		<li><span class="special_name">Cole&#8217;s</span> Industrial Education in the Elementary School.</li>
+		<li><span class="special_name">Cubberley&#8217;s</span> Changing Conceptions of Education.</li>
+		<li><span class="special_name">Cubberley&#8217;s</span> The Improvement of Rural Schools.</li>
+		<li><span class="special_name">Dooley&#8217;s</span> The Education of the Ne&#8217;er-Do-Well.</li>
+		<li><span class="special_name">Gates&#8217;s</span> The Management of Smaller Schools.</li>
+		<li><span class="special_name">Hines&#8217;s</span> Measuring Intelligence.</li>
+		<li><span class="special_name">Koos&#8217;s</span> The High-School Principal.</li>
+		<li><span class="special_name">Lewis&#8217;s</span> Democracy&#8217;s High School.</li>
+		<li><span class="special_name">Maxwell&#8217;s</span> The Observation of Teaching.</li>
+		<li><span class="special_name">Maxwell&#8217;s</span> The Selection of Textbooks.</li>
+		<li><span class="special_name">Miller</span> and <span class="special_name">Charles&#8217;s</span> Publicity and the Public School.</li>
+		<li><span class="special_name">Perry&#8217;s</span> The Status of the Teacher.</li>
+		<li><a class="pagenum" id="page64" title="64">&nbsp;</a><span class="special_name">Russell&#8217;s</span> Economy in Secondary Education.</li>
+		<li><span class="special_name">Smith&#8217;s</span> Establishing Industrial Schools.</li>
+		<li><span class="special_name">Snedden&#8217;s</span> The Problem of Vocational Guidance.</li>
+		<li><span class="special_name">Weeks&#8217;s</span> The People&#8217;s School.</li>
+		</ul></li>
+		<li>Method
+		<ul>
+		<li><span class="special_name">Andress&#8217;s</span> The Teaching of Hygiene in the Grades.</li>
+		<li><span class="special_name">Atwood&#8217;s</span> The Theory and Practice of the Kindergarten.</li>
+		<li><span class="special_name">Bailey&#8217;s</span> Art Education.</li>
+		<li><span class="special_name">Betts&#8217;s</span> The Recitation.</li>
+		<li><span class="special_name">Cooley&#8217;s</span> Language Teaching in the Grades.</li>
+		<li><span class="special_name">Dougherty&#8217;s</span> How to Teach Phonics.</li>
+		<li><span class="special_name">Earhart&#8217;s</span> Teaching Children to Study.</li>
+		<li><span class="special_name">Evans&#8217;s</span> The Teaching of High School Mathematics.</li>
+		<li><span class="special_name">Fairchild&#8217;s</span> The Teaching of Poetry in the High School.</li>
+		<li><span class="special_name">Freeman&#8217;s</span> The Teaching of Handwriting.</li>
+		<li><span class="special_name">Haliburton</span> and <span class="special_name">Smith&#8217;s</span> Teaching Poetry in the Grades.</li>
+		<li><span class="special_name">Hartwell&#8217;s</span> The Teaching of History.</li>
+		<li><span class="special_name">Hawley&#8217;s</span> Teaching English in Junior High Schools.</li>
+		<li><span class="special_name">Haynes&#8217;s</span> Economics in the Secondary School.</li>
+		<li><span class="special_name">Hill&#8217;s</span> The Teaching of Civics.</li>
+		<li><span class="special_name">Jenkins&#8217;s</span> Reading in the Primary Grades.</li>
+		<li><span class="special_name">Kendall</span> and <span class="special_name">Stryker&#8217;s</span> History in the Elementary School.</li>
+		<li><span class="special_name">Kilpatrick&#8217;s</span> The Montessori System Examined.</li>
+		<li><span class="special_name">Leonard&#8217;s</span> English Composition as a Social Problem.</li>
+		<li><span class="special_name">Losh</span> and <span class="special_name">Weeks&#8217;s</span> Primary Number Projects.</li>
+		<li><span class="special_name">Palmer&#8217;s</span> Self-Cultivation in English.</li>
+		<li><span class="special_name">Ridgley&#8217;s</span> Geographic Principles.</li>
+		<li><span class="special_name">Ruediger&#8217;s</span> Vitalized Teaching.</li>
+		<li><span class="special_name">Sharp&#8217;s</span> Teaching English in High Schools.</li>
+		<li><span class="special_name">Stockton&#8217;s</span> Project Work in Education.</li>
+		<li><span class="special_name">Suzzallo&#8217;s</span> The Teaching of Primary Arithmetic.</li>
+		<li><span class="special_name">Suzzallo&#8217;s</span> The Teaching of Spelling.</li>
+		<li><span class="special_name">Swift&#8217;s</span> Speech Defects in School Children.</li>
+		<li><span class="special_name">Tuell&#8217;s</span> The Study of Nations.</li>
+		<li><span class="special_name">Wilson&#8217;</span>s What Arithmetic Shall We Teach?</li>
+		</ul></li>
+		</ul>
+
+		<p>HOUGHTON MIFFLIN COMPANY</p>
+
+	</div>
+
+
+
+
+
+
+
+
+
+<pre>
+
+
+
+
+
+End of Project Gutenberg's Moral Principles in Education, by John Dewey
+
+*** END OF THIS PROJECT GUTENBERG EBOOK MORAL PRINCIPLES IN EDUCATION ***
+
+***** This file should be named 25172-h.htm or 25172-h.zip *****
+This and all associated files of various formats will be found in:
+        https://www.gutenberg.org/2/5/1/7/25172/
+
+Produced by Barbara Tozier, Bill Tozier and the Online
+Distributed Proofreading Team at https://www.pgdp.net
+
+
+Updated editions will replace the previous one--the old editions
+will be renamed.
+
+Creating the works from public domain print editions means that no
+one owns a United States copyright in these works, so the Foundation
+(and you!) can copy and distribute it in the United States without
+permission and without paying copyright royalties.  Special rules,
+set forth in the General Terms of Use part of this license, apply to
+copying and distributing Project Gutenberg-tm electronic works to
+protect the PROJECT GUTENBERG-tm concept and trademark.  Project
+Gutenberg is a registered trademark, and may not be used if you
+charge for the eBooks, unless you receive specific permission.  If you
+do not charge anything for copies of this eBook, complying with the
+rules is very easy.  You may use this eBook for nearly any purpose
+such as creation of derivative works, reports, performances and
+research.  They may be modified and printed and given away--you may do
+practically ANYTHING with public domain eBooks.  Redistribution is
+subject to the trademark license, especially commercial
+redistribution.
+
+
+
+*** START: FULL LICENSE ***
+
+THE FULL PROJECT GUTENBERG LICENSE
+PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK
+
+To protect the Project Gutenberg-tm mission of promoting the free
+distribution of electronic works, by using or distributing this work
+(or any other work associated in any way with the phrase "Project
+Gutenberg"), you agree to comply with all the terms of the Full Project
+Gutenberg-tm License (available with this file or online at
+https://gutenberg.org/license).
+
+
+Section 1.  General Terms of Use and Redistributing Project Gutenberg-tm
+electronic works
+
+1.A.  By reading or using any part of this Project Gutenberg-tm
+electronic work, you indicate that you have read, understand, agree to
+and accept all the terms of this license and intellectual property
+(trademark/copyright) agreement.  If you do not agree to abide by all
+the terms of this agreement, you must cease using and return or destroy
+all copies of Project Gutenberg-tm electronic works in your possession.
+If you paid a fee for obtaining a copy of or access to a Project
+Gutenberg-tm electronic work and you do not agree to be bound by the
+terms of this agreement, you may obtain a refund from the person or
+entity to whom you paid the fee as set forth in paragraph 1.E.8.
+
+1.B.  "Project Gutenberg" is a registered trademark.  It may only be
+used on or associated in any way with an electronic work by people who
+agree to be bound by the terms of this agreement.  There are a few
+things that you can do with most Project Gutenberg-tm electronic works
+even without complying with the full terms of this agreement.  See
+paragraph 1.C below.  There are a lot of things you can do with Project
+Gutenberg-tm electronic works if you follow the terms of this agreement
+and help preserve free future access to Project Gutenberg-tm electronic
+works.  See paragraph 1.E below.
+
+1.C.  The Project Gutenberg Literary Archive Foundation ("the Foundation"
+or PGLAF), owns a compilation copyright in the collection of Project
+Gutenberg-tm electronic works.  Nearly all the individual works in the
+collection are in the public domain in the United States.  If an
+individual work is in the public domain in the United States and you are
+located in the United States, we do not claim a right to prevent you from
+copying, distributing, performing, displaying or creating derivative
+works based on the work as long as all references to Project Gutenberg
+are removed.  Of course, we hope that you will support the Project
+Gutenberg-tm mission of promoting free access to electronic works by
+freely sharing Project Gutenberg-tm works in compliance with the terms of
+this agreement for keeping the Project Gutenberg-tm name associated with
+the work.  You can easily comply with the terms of this agreement by
+keeping this work in the same format with its attached full Project
+Gutenberg-tm License when you share it without charge with others.
+
+1.D.  The copyright laws of the place where you are located also govern
+what you can do with this work.  Copyright laws in most countries are in
+a constant state of change.  If you are outside the United States, check
+the laws of your country in addition to the terms of this agreement
+before downloading, copying, displaying, performing, distributing or
+creating derivative works based on this work or any other Project
+Gutenberg-tm work.  The Foundation makes no representations concerning
+the copyright status of any work in any country outside the United
+States.
+
+1.E.  Unless you have removed all references to Project Gutenberg:
+
+1.E.1.  The following sentence, with active links to, or other immediate
+access to, the full Project Gutenberg-tm License must appear prominently
+whenever any copy of a Project Gutenberg-tm work (any work on which the
+phrase "Project Gutenberg" appears, or with which the phrase "Project
+Gutenberg" is associated) is accessed, displayed, performed, viewed,
+copied or distributed:
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+1.E.2.  If an individual Project Gutenberg-tm electronic work is derived
+from the public domain (does not contain a notice indicating that it is
+posted with permission of the copyright holder), the work can be copied
+and distributed to anyone in the United States without paying any fees
+or charges.  If you are redistributing or providing access to a work
+with the phrase "Project Gutenberg" associated with or appearing on the
+work, you must comply either with the requirements of paragraphs 1.E.1
+through 1.E.7 or obtain permission for the use of the work and the
+Project Gutenberg-tm trademark as set forth in paragraphs 1.E.8 or
+1.E.9.
+
+1.E.3.  If an individual Project Gutenberg-tm electronic work is posted
+with the permission of the copyright holder, your use and distribution
+must comply with both paragraphs 1.E.1 through 1.E.7 and any additional
+terms imposed by the copyright holder.  Additional terms will be linked
+to the Project Gutenberg-tm License for all works posted with the
+permission of the copyright holder found at the beginning of this work.
+
+1.E.4.  Do not unlink or detach or remove the full Project Gutenberg-tm
+License terms from this work, or any files containing a part of this
+work or any other work associated with Project Gutenberg-tm.
+
+1.E.5.  Do not copy, display, perform, distribute or redistribute this
+electronic work, or any part of this electronic work, without
+prominently displaying the sentence set forth in paragraph 1.E.1 with
+active links or immediate access to the full terms of the Project
+Gutenberg-tm License.
+
+1.E.6.  You may convert to and distribute this work in any binary,
+compressed, marked up, nonproprietary or proprietary form, including any
+word processing or hypertext form.  However, if you provide access to or
+distribute copies of a Project Gutenberg-tm work in a format other than
+"Plain Vanilla ASCII" or other format used in the official version
+posted on the official Project Gutenberg-tm web site (www.gutenberg.org),
+you must, at no additional cost, fee or expense to the user, provide a
+copy, a means of exporting a copy, or a means of obtaining a copy upon
+request, of the work in its original "Plain Vanilla ASCII" or other
+form.  Any alternate format must include the full Project Gutenberg-tm
+License as specified in paragraph 1.E.1.
+
+1.E.7.  Do not charge a fee for access to, viewing, displaying,
+performing, copying or distributing any Project Gutenberg-tm works
+unless you comply with paragraph 1.E.8 or 1.E.9.
+
+1.E.8.  You may charge a reasonable fee for copies of or providing
+access to or distributing Project Gutenberg-tm electronic works provided
+that
+
+- You pay a royalty fee of 20% of the gross profits you derive from
+     the use of Project Gutenberg-tm works calculated using the method
+     you already use to calculate your applicable taxes.  The fee is
+     owed to the owner of the Project Gutenberg-tm trademark, but he
+     has agreed to donate royalties under this paragraph to the
+     Project Gutenberg Literary Archive Foundation.  Royalty payments
+     must be paid within 60 days following each date on which you
+     prepare (or are legally required to prepare) your periodic tax
+     returns.  Royalty payments should be clearly marked as such and
+     sent to the Project Gutenberg Literary Archive Foundation at the
+     address specified in Section 4, "Information about donations to
+     the Project Gutenberg Literary Archive Foundation."
+
+- You provide a full refund of any money paid by a user who notifies
+     you in writing (or by e-mail) within 30 days of receipt that s/he
+     does not agree to the terms of the full Project Gutenberg-tm
+     License.  You must require such a user to return or
+     destroy all copies of the works possessed in a physical medium
+     and discontinue all use of and all access to other copies of
+     Project Gutenberg-tm works.
+
+- You provide, in accordance with paragraph 1.F.3, a full refund of any
+     money paid for a work or a replacement copy, if a defect in the
+     electronic work is discovered and reported to you within 90 days
+     of receipt of the work.
+
+- You comply with all other terms of this agreement for free
+     distribution of Project Gutenberg-tm works.
+
+1.E.9.  If you wish to charge a fee or distribute a Project Gutenberg-tm
+electronic work or group of works on different terms than are set
+forth in this agreement, you must obtain permission in writing from
+both the Project Gutenberg Literary Archive Foundation and Michael
+Hart, the owner of the Project Gutenberg-tm trademark.  Contact the
+Foundation as set forth in Section 3 below.
+
+1.F.
+
+1.F.1.  Project Gutenberg volunteers and employees expend considerable
+effort to identify, do copyright research on, transcribe and proofread
+public domain works in creating the Project Gutenberg-tm
+collection.  Despite these efforts, Project Gutenberg-tm electronic
+works, and the medium on which they may be stored, may contain
+"Defects," such as, but not limited to, incomplete, inaccurate or
+corrupt data, transcription errors, a copyright or other intellectual
+property infringement, a defective or damaged disk or other medium, a
+computer virus, or computer codes that damage or cannot be read by
+your equipment.
+
+1.F.2.  LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except for the "Right
+of Replacement or Refund" described in paragraph 1.F.3, the Project
+Gutenberg Literary Archive Foundation, the owner of the Project
+Gutenberg-tm trademark, and any other party distributing a Project
+Gutenberg-tm electronic work under this agreement, disclaim all
+liability to you for damages, costs and expenses, including legal
+fees.  YOU AGREE THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE, STRICT
+LIABILITY, BREACH OF WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE
+PROVIDED IN PARAGRAPH F3.  YOU AGREE THAT THE FOUNDATION, THE
+TRADEMARK OWNER, AND ANY DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE
+LIABLE TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL, PUNITIVE OR
+INCIDENTAL DAMAGES EVEN IF YOU GIVE NOTICE OF THE POSSIBILITY OF SUCH
+DAMAGE.
+
+1.F.3.  LIMITED RIGHT OF REPLACEMENT OR REFUND - If you discover a
+defect in this electronic work within 90 days of receiving it, you can
+receive a refund of the money (if any) you paid for it by sending a
+written explanation to the person you received the work from.  If you
+received the work on a physical medium, you must return the medium with
+your written explanation.  The person or entity that provided you with
+the defective work may elect to provide a replacement copy in lieu of a
+refund.  If you received the work electronically, the person or entity
+providing it to you may choose to give you a second opportunity to
+receive the work electronically in lieu of a refund.  If the second copy
+is also defective, you may demand a refund in writing without further
+opportunities to fix the problem.
+
+1.F.4.  Except for the limited right of replacement or refund set forth
+in paragraph 1.F.3, this work is provided to you 'AS-IS' WITH NO OTHER
+WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO
+WARRANTIES OF MERCHANTIBILITY OR FITNESS FOR ANY PURPOSE.
+
+1.F.5.  Some states do not allow disclaimers of certain implied
+warranties or the exclusion or limitation of certain types of damages.
+If any disclaimer or limitation set forth in this agreement violates the
+law of the state applicable to this agreement, the agreement shall be
+interpreted to make the maximum disclaimer or limitation permitted by
+the applicable state law.  The invalidity or unenforceability of any
+provision of this agreement shall not void the remaining provisions.
+
+1.F.6.  INDEMNITY - You agree to indemnify and hold the Foundation, the
+trademark owner, any agent or employee of the Foundation, anyone
+providing copies of Project Gutenberg-tm electronic works in accordance
+with this agreement, and any volunteers associated with the production,
+promotion and distribution of Project Gutenberg-tm electronic works,
+harmless from all liability, costs and expenses, including legal fees,
+that arise directly or indirectly from any of the following which you do
+or cause to occur: (a) distribution of this or any Project Gutenberg-tm
+work, (b) alteration, modification, or additions or deletions to any
+Project Gutenberg-tm work, and (c) any Defect you cause.
+
+
+Section  2.  Information about the Mission of Project Gutenberg-tm
+
+Project Gutenberg-tm is synonymous with the free distribution of
+electronic works in formats readable by the widest variety of computers
+including obsolete, old, middle-aged and new computers.  It exists
+because of the efforts of hundreds of volunteers and donations from
+people in all walks of life.
+
+Volunteers and financial support to provide volunteers with the
+assistance they need, is critical to reaching Project Gutenberg-tm's
+goals and ensuring that the Project Gutenberg-tm collection will
+remain freely available for generations to come.  In 2001, the Project
+Gutenberg Literary Archive Foundation was created to provide a secure
+and permanent future for Project Gutenberg-tm and future generations.
+To learn more about the Project Gutenberg Literary Archive Foundation
+and how your efforts and donations can help, see Sections 3 and 4
+and the Foundation web page at https://www.pglaf.org.
+
+
+Section 3.  Information about the Project Gutenberg Literary Archive
+Foundation
+
+The Project Gutenberg Literary Archive Foundation is a non profit
+501(c)(3) educational corporation organized under the laws of the
+state of Mississippi and granted tax exempt status by the Internal
+Revenue Service.  The Foundation's EIN or federal tax identification
+number is 64-6221541.  Its 501(c)(3) letter is posted at
+https://pglaf.org/fundraising.  Contributions to the Project Gutenberg
+Literary Archive Foundation are tax deductible to the full extent
+permitted by U.S. federal laws and your state's laws.
+
+The Foundation's principal office is located at 4557 Melan Dr. S.
+Fairbanks, AK, 99712., but its volunteers and employees are scattered
+throughout numerous locations.  Its business office is located at
+809 North 1500 West, Salt Lake City, UT 84116, (801) 596-1887, email
+business@pglaf.org.  Email contact links and up to date contact
+information can be found at the Foundation's web site and official
+page at https://pglaf.org
+
+For additional contact information:
+     Dr. Gregory B. Newby
+     Chief Executive and Director
+     gbnewby@pglaf.org
+
+
+Section 4.  Information about Donations to the Project Gutenberg
+Literary Archive Foundation
+
+Project Gutenberg-tm depends upon and cannot survive without wide
+spread public support and donations to carry out its mission of
+increasing the number of public domain and licensed works that can be
+freely distributed in machine readable form accessible by the widest
+array of equipment including outdated equipment.  Many small donations
+($1 to $5,000) are particularly important to maintaining tax exempt
+status with the IRS.
+
+The Foundation is committed to complying with the laws regulating
+charities and charitable donations in all 50 states of the United
+States.  Compliance requirements are not uniform and it takes a
+considerable effort, much paperwork and many fees to meet and keep up
+with these requirements.  We do not solicit donations in locations
+where we have not received written confirmation of compliance.  To
+SEND DONATIONS or determine the status of compliance for any
+particular state visit https://pglaf.org
+
+While we cannot and do not solicit contributions from states where we
+have not met the solicitation requirements, we know of no prohibition
+against accepting unsolicited donations from donors in such states who
+approach us with offers to donate.
+
+International donations are gratefully accepted, but we cannot make
+any statements concerning tax treatment of donations received from
+outside the United States.  U.S. laws alone swamp our small staff.
+
+Please check the Project Gutenberg Web pages for current donation
+methods and addresses.  Donations are accepted in a number of other
+ways including including checks, online payments and credit card
+donations.  To donate, please visit: https://pglaf.org/donate
+
+
+Section 5.  General Information About Project Gutenberg-tm electronic
+works.
+
+Professor Michael S. Hart was the originator of the Project Gutenberg-tm
+concept of a library of electronic works that could be freely shared
+with anyone.  For thirty years, he produced and distributed Project
+Gutenberg-tm eBooks with only a loose network of volunteer support.
+
+
+Project Gutenberg-tm eBooks are often created from several printed
+editions, all of which are confirmed as Public Domain in the U.S.
+unless a copyright notice is included.  Thus, we do not necessarily
+keep eBooks in compliance with any particular paper edition.
+
+
+Most people start at our Web site which has the main PG search facility:
+
+     https://www.gutenberg.org
+
+This Web site includes information about Project Gutenberg-tm,
+including how to make donations to the Project Gutenberg Literary
+Archive Foundation, how to help produce our new eBooks, and how to
+subscribe to our email newsletter to hear about new eBooks.
+
+
+</pre>
+
+</body>
+</html>
diff --git a/25172-h/images/pub_device.png b/25172-h/images/pub_device.png
new file mode 100644
index 0000000..9a1b60a
--- /dev/null
+++ b/25172-h/images/pub_device.png
diff --git a/25172-page-images/f0001-image1.png b/25172-page-images/f0001-image1.png
new file mode 100644
index 0000000..6505fa4
--- /dev/null
+++ b/25172-page-images/f0001-image1.png
diff --git a/25172-page-images/f0001.png b/25172-page-images/f0001.png
new file mode 100644
index 0000000..ff7a207
--- /dev/null
+++ b/25172-page-images/f0001.png
diff --git a/25172-page-images/f0002.png b/25172-page-images/f0002.png
new file mode 100644
index 0000000..7302a63
--- /dev/null
+++ b/25172-page-images/f0002.png
diff --git a/25172-page-images/f0003.png b/25172-page-images/f0003.png
new file mode 100644
index 0000000..68e48aa
--- /dev/null
+++ b/25172-page-images/f0003.png
diff --git a/25172-page-images/f0005.png b/25172-page-images/f0005.png
new file mode 100644
index 0000000..9d4e21d
--- /dev/null
+++ b/25172-page-images/f0005.png
diff --git a/25172-page-images/f0006.png b/25172-page-images/f0006.png
new file mode 100644
index 0000000..4d23432
--- /dev/null
+++ b/25172-page-images/f0006.png
diff --git a/25172-page-images/f0007.png b/25172-page-images/f0007.png
new file mode 100644
index 0000000..6e92743
--- /dev/null
+++ b/25172-page-images/f0007.png
diff --git a/25172-page-images/f0008.png b/25172-page-images/f0008.png
new file mode 100644
index 0000000..b73bc5d
--- /dev/null
+++ b/25172-page-images/f0008.png
diff --git a/25172-page-images/f0009.png b/25172-page-images/f0009.png
new file mode 100644
index 0000000..ba25049
--- /dev/null
+++ b/25172-page-images/f0009.png
diff --git a/25172-page-images/f0010.png b/25172-page-images/f0010.png
new file mode 100644
index 0000000..ef5172a
--- /dev/null
+++ b/25172-page-images/f0010.png
diff --git a/25172-page-images/f0011.png b/25172-page-images/f0011.png
new file mode 100644
index 0000000..c9af239
--- /dev/null
+++ b/25172-page-images/f0011.png
diff --git a/25172-page-images/p0001.png b/25172-page-images/p0001.png
new file mode 100644
index 0000000..12bfdd4
--- /dev/null
+++ b/25172-page-images/p0001.png
diff --git a/25172-page-images/p0002.png b/25172-page-images/p0002.png
new file mode 100644
index 0000000..0bdce2c
--- /dev/null
+++ b/25172-page-images/p0002.png
diff --git a/25172-page-images/p0003.png b/25172-page-images/p0003.png
new file mode 100644
index 0000000..e02d2eb
--- /dev/null
+++ b/25172-page-images/p0003.png
diff --git a/25172-page-images/p0004.png b/25172-page-images/p0004.png
new file mode 100644
index 0000000..d2004e9
--- /dev/null
+++ b/25172-page-images/p0004.png
diff --git a/25172-page-images/p0005.png b/25172-page-images/p0005.png
new file mode 100644
index 0000000..7ebea23
--- /dev/null
+++ b/25172-page-images/p0005.png
diff --git a/25172-page-images/p0007.png b/25172-page-images/p0007.png
new file mode 100644
index 0000000..75414da
--- /dev/null
+++ b/25172-page-images/p0007.png
diff --git a/25172-page-images/p0008.png b/25172-page-images/p0008.png
new file mode 100644
index 0000000..2358284
--- /dev/null
+++ b/25172-page-images/p0008.png
diff --git a/25172-page-images/p0009.png b/25172-page-images/p0009.png
new file mode 100644
index 0000000..aaf6a63
--- /dev/null
+++ b/25172-page-images/p0009.png
diff --git a/25172-page-images/p0010.png b/25172-page-images/p0010.png
new file mode 100644
index 0000000..e669148
--- /dev/null
+++ b/25172-page-images/p0010.png
diff --git a/25172-page-images/p0011.png b/25172-page-images/p0011.png
new file mode 100644
index 0000000..3ba02c1
--- /dev/null
+++ b/25172-page-images/p0011.png
diff --git a/25172-page-images/p0012.png b/25172-page-images/p0012.png
new file mode 100644
index 0000000..5c3c32f
--- /dev/null
+++ b/25172-page-images/p0012.png
diff --git a/25172-page-images/p0013.png b/25172-page-images/p0013.png
new file mode 100644
index 0000000..a34df15
--- /dev/null
+++ b/25172-page-images/p0013.png
diff --git a/25172-page-images/p0014.png b/25172-page-images/p0014.png
new file mode 100644
index 0000000..a4d3333
--- /dev/null
+++ b/25172-page-images/p0014.png
diff --git a/25172-page-images/p0015.png b/25172-page-images/p0015.png
new file mode 100644
index 0000000..0f0db04
--- /dev/null
+++ b/25172-page-images/p0015.png
diff --git a/25172-page-images/p0016.png b/25172-page-images/p0016.png
new file mode 100644
index 0000000..6ab3587
--- /dev/null
+++ b/25172-page-images/p0016.png
diff --git a/25172-page-images/p0017.png b/25172-page-images/p0017.png
new file mode 100644
index 0000000..9be8f92
--- /dev/null
+++ b/25172-page-images/p0017.png
diff --git a/25172-page-images/p0019.png b/25172-page-images/p0019.png
new file mode 100644
index 0000000..050a7ee
--- /dev/null
+++ b/25172-page-images/p0019.png
diff --git a/25172-page-images/p0021.png b/25172-page-images/p0021.png
new file mode 100644
index 0000000..534a663
--- /dev/null
+++ b/25172-page-images/p0021.png
diff --git a/25172-page-images/p0022.png b/25172-page-images/p0022.png
new file mode 100644
index 0000000..246e7e0
--- /dev/null
+++ b/25172-page-images/p0022.png
diff --git a/25172-page-images/p0023.png b/25172-page-images/p0023.png
new file mode 100644
index 0000000..3c2b02f
--- /dev/null
+++ b/25172-page-images/p0023.png
diff --git a/25172-page-images/p0024.png b/25172-page-images/p0024.png
new file mode 100644
index 0000000..26e4cce
--- /dev/null
+++ b/25172-page-images/p0024.png
diff --git a/25172-page-images/p0025.png b/25172-page-images/p0025.png
new file mode 100644
index 0000000..4dde35d
--- /dev/null
+++ b/25172-page-images/p0025.png
diff --git a/25172-page-images/p0026.png b/25172-page-images/p0026.png
new file mode 100644
index 0000000..df0e571
--- /dev/null
+++ b/25172-page-images/p0026.png
diff --git a/25172-page-images/p0027.png b/25172-page-images/p0027.png
new file mode 100644
index 0000000..2a6ad57
--- /dev/null
+++ b/25172-page-images/p0027.png
diff --git a/25172-page-images/p0029.png b/25172-page-images/p0029.png
new file mode 100644
index 0000000..0ff9614
--- /dev/null
+++ b/25172-page-images/p0029.png
diff --git a/25172-page-images/p0031.png b/25172-page-images/p0031.png
new file mode 100644
index 0000000..3218551
--- /dev/null
+++ b/25172-page-images/p0031.png
diff --git a/25172-page-images/p0032.png b/25172-page-images/p0032.png
new file mode 100644
index 0000000..75a6c0c
--- /dev/null
+++ b/25172-page-images/p0032.png
diff --git a/25172-page-images/p0033.png b/25172-page-images/p0033.png
new file mode 100644
index 0000000..3154739
--- /dev/null
+++ b/25172-page-images/p0033.png
diff --git a/25172-page-images/p0034.png b/25172-page-images/p0034.png
new file mode 100644
index 0000000..ec3c5b0
--- /dev/null
+++ b/25172-page-images/p0034.png
diff --git a/25172-page-images/p0035.png b/25172-page-images/p0035.png
new file mode 100644
index 0000000..f4be871
--- /dev/null
+++ b/25172-page-images/p0035.png
diff --git a/25172-page-images/p0036.png b/25172-page-images/p0036.png
new file mode 100644
index 0000000..75ccf44
--- /dev/null
+++ b/25172-page-images/p0036.png
diff --git a/25172-page-images/p0037.png b/25172-page-images/p0037.png
new file mode 100644
index 0000000..368abca
--- /dev/null
+++ b/25172-page-images/p0037.png
diff --git a/25172-page-images/p0038.png b/25172-page-images/p0038.png
new file mode 100644
index 0000000..d830d83
--- /dev/null
+++ b/25172-page-images/p0038.png
diff --git a/25172-page-images/p0039.png b/25172-page-images/p0039.png
new file mode 100644
index 0000000..f470d9a
--- /dev/null
+++ b/25172-page-images/p0039.png
diff --git a/25172-page-images/p0040.png b/25172-page-images/p0040.png
new file mode 100644
index 0000000..73000cb
--- /dev/null
+++ b/25172-page-images/p0040.png
diff --git a/25172-page-images/p0041.png b/25172-page-images/p0041.png
new file mode 100644
index 0000000..c5f711e
--- /dev/null
+++ b/25172-page-images/p0041.png
diff --git a/25172-page-images/p0042.png b/25172-page-images/p0042.png
new file mode 100644
index 0000000..e63ca1c
--- /dev/null
+++ b/25172-page-images/p0042.png
diff --git a/25172-page-images/p0043.png b/25172-page-images/p0043.png
new file mode 100644
index 0000000..16f15ef
--- /dev/null
+++ b/25172-page-images/p0043.png
diff --git a/25172-page-images/p0044.png b/25172-page-images/p0044.png
new file mode 100644
index 0000000..a55ca8a
--- /dev/null
+++ b/25172-page-images/p0044.png
diff --git a/25172-page-images/p0045.png b/25172-page-images/p0045.png
new file mode 100644
index 0000000..28afde5
--- /dev/null
+++ b/25172-page-images/p0045.png
diff --git a/25172-page-images/p0047.png b/25172-page-images/p0047.png
new file mode 100644
index 0000000..090b7b6
--- /dev/null
+++ b/25172-page-images/p0047.png
diff --git a/25172-page-images/p0048.png b/25172-page-images/p0048.png
new file mode 100644
index 0000000..6d90207
--- /dev/null
+++ b/25172-page-images/p0048.png
diff --git a/25172-page-images/p0049.png b/25172-page-images/p0049.png
new file mode 100644
index 0000000..46e0c6e
--- /dev/null
+++ b/25172-page-images/p0049.png
diff --git a/25172-page-images/p0050.png b/25172-page-images/p0050.png
new file mode 100644
index 0000000..e6a236e
--- /dev/null
+++ b/25172-page-images/p0050.png
diff --git a/25172-page-images/p0051.png b/25172-page-images/p0051.png
new file mode 100644
index 0000000..6103f0f
--- /dev/null
+++ b/25172-page-images/p0051.png
diff --git a/25172-page-images/p0052.png b/25172-page-images/p0052.png
new file mode 100644
index 0000000..bb3174f
--- /dev/null
+++ b/25172-page-images/p0052.png
diff --git a/25172-page-images/p0053.png b/25172-page-images/p0053.png
new file mode 100644
index 0000000..4823999
--- /dev/null
+++ b/25172-page-images/p0053.png
diff --git a/25172-page-images/p0054.png b/25172-page-images/p0054.png
new file mode 100644
index 0000000..dd28bd7
--- /dev/null
+++ b/25172-page-images/p0054.png
diff --git a/25172-page-images/p0055.png b/25172-page-images/p0055.png
new file mode 100644
index 0000000..cbf47d4
--- /dev/null
+++ b/25172-page-images/p0055.png
diff --git a/25172-page-images/p0056.png b/25172-page-images/p0056.png
new file mode 100644
index 0000000..607ed3c
--- /dev/null
+++ b/25172-page-images/p0056.png
diff --git a/25172-page-images/p0057.png b/25172-page-images/p0057.png
new file mode 100644
index 0000000..cdeff68
--- /dev/null
+++ b/25172-page-images/p0057.png
diff --git a/25172-page-images/p0058.png b/25172-page-images/p0058.png
new file mode 100644
index 0000000..2d9972c
--- /dev/null
+++ b/25172-page-images/p0058.png
diff --git a/25172-page-images/p0059.png b/25172-page-images/p0059.png
new file mode 100644
index 0000000..d9d1dea
--- /dev/null
+++ b/25172-page-images/p0059.png
diff --git a/25172-page-images/p0060.png b/25172-page-images/p0060.png
new file mode 100644
index 0000000..47d9737
--- /dev/null
+++ b/25172-page-images/p0060.png
diff --git a/25172-page-images/p0061.png b/25172-page-images/p0061.png
new file mode 100644
index 0000000..a761445
--- /dev/null
+++ b/25172-page-images/p0061.png
diff --git a/25172-page-images/q0001.png b/25172-page-images/q0001.png
new file mode 100644
index 0000000..04df589
--- /dev/null
+++ b/25172-page-images/q0001.png
diff --git a/25172-page-images/q0002.png b/25172-page-images/q0002.png
new file mode 100644
index 0000000..afd9014
--- /dev/null
+++ b/25172-page-images/q0002.png
diff --git a/25172.txt b/25172.txt
new file mode 100644
index 0000000..3e7f437
--- /dev/null
+++ b/25172.txt
@@ -0,0 +1,1604 @@
+The Project Gutenberg EBook of Moral Principles in Education, by John Dewey
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Moral Principles in Education
+
+Author: John Dewey
+
+Release Date: April 25, 2008 [EBook #25172]
+
+Language: English
+
+Character set encoding: ASCII
+
+*** START OF THIS PROJECT GUTENBERG EBOOK MORAL PRINCIPLES IN EDUCATION ***
+
+
+
+
+Produced by Barbara Tozier, Bill Tozier and the Online
+Distributed Proofreading Team at https://www.pgdp.net
+
+
+
+
+
+Riverside Educational Monographs
+
+EDITED BY HENRY SUZZALLO
+
+SOMETIME PROFESSOR OF THE PHILOSOPHY OF EDUCATION TEACHERS COLLEGE,
+COLUMBIA UNIVERSITY, AND PRESIDENT OF THE UNIVERSITY OF WASHINGTON
+
+
+
+
+MORAL PRINCIPLES IN EDUCATION
+
+BY
+
+JOHN DEWEY
+
+
+PROFESSOR OF PHILOSOPHY IN COLUMBIA UNIVERSITY
+
+
+HOUGHTON MIFFLIN COMPANY
+
+BOSTON . NEW YORK . CHICAGO . DALLAS . SAN FRANCISCO
+
+The Riverside Press Cambridge
+
+
+
+
+COPYRIGHT, 1909, BY JOHN DEWEY
+
+ALL RIGHTS RESERVED
+
+The author has drawn freely upon his essay on _Ethical Principles
+Underlying Education_, published in the Third Year-Book of The National
+Herbart Society for the Study of Education. He is indebted to the
+Society for permission to use this material.
+
+The Riverside Press
+CAMBRIDGE, MASSACHUSETTS
+PRINTED IN THE U.S.A.
+
+
+
+
+CONTENTS
+
+
+       INTRODUCTION
+    I. THE MORAL PURPOSE OF THE SCHOOL
+   II. THE MORAL TRAINING GIVEN BY THE SCHOOL COMMUNITY
+  III. THE MORAL TRAINING FROM METHODS OF INSTRUCTION
+   IV. THE SOCIAL NATURE OF THE COURSE OF STUDY
+    V. THE PSYCHOLOGICAL ASPECT OF MORAL EDUCATION
+       OUTLINE
+
+
+
+
+INTRODUCTION
+
+
+_Education as a public business_
+
+It is one of the complaints of the schoolmaster that the public does not
+defer to his professional opinion as completely as it does to that of
+practitioners in other professions. At first sight it might seem as
+though this indicated a defect either in the public or in the
+profession; and yet a wider view of the situation would suggest that
+such a conclusion is not a necessary one. The relations of education to
+the public are different from those of any other professional work.
+Education is a public business with us, in a sense that the protection
+and restoration of personal health or legal rights are not. To an extent
+characteristic of no other institution, save that of the state itself,
+the school has power to modify the social order. And under our political
+system, it is the right of each individual to have a voice in the making
+of social policies as, indeed, he has a vote in the determination of
+political affairs. If this be true, education is primarily a public
+business, and only secondarily a specialized vocation. The layman, then,
+will always have his right to some utterance on the operation of the
+public schools.
+
+
+_Education as expert service_
+
+I have said "some utterance," but not "all"; for school-mastering has
+its own special mysteries, its own knowledge and skill into which the
+untrained layman cannot penetrate. We are just beginning to recognize
+that the school and the government have a common problem in this
+respect. Education and politics are two functions fundamentally
+controlled by public opinion. Yet the conspicuous lack of efficiency and
+economy in the school and in the state has quickened our recognition of
+a larger need for expert service. But just where shall public opinion
+justly express itself, and what shall properly be left to expert
+judgment?
+
+
+_The relations of expert opinion and public opinion_
+
+In so far as broad policies and ultimate ends affecting the welfare of
+all are to be determined, the public may well claim its right to settle
+issues by the vote or voice of majorities. But the selection and
+prosecution of the detailed ways and means by which the public will is
+to be executed efficiently must remain largely a matter of specialized
+and expert service. To the superior knowledge and technique required
+here, the public may well defer.
+
+In the conduct of the schools, it is well for the citizens to determine
+the ends proper to them, and it is their privilege to judge of the
+efficacy of results. Upon questions that concern all the manifold
+details by which children are to be converted into desirable types of
+men and women, the expert schoolmaster should be authoritative, at least
+to a degree commensurate with his superior knowledge of this very
+complex problem. The administration of the schools, the making of the
+course of study, the selection of texts, the prescription of methods of
+teaching, these are matters with which the people, or their
+representatives upon boards of education, cannot deal save with danger
+of becoming mere meddlers.
+
+
+_The discussion of moral education an illustration of mistaken views of
+laymen_
+
+Nowhere is the validity of this distinction between education as a
+public business and education as an expert professional service brought
+out more clearly than in an analysis of the public discussion of the
+moral work of the school. How frequently of late have those unacquainted
+with the special nature of the school proclaimed the moral ends of
+education and at the same time demanded direct ethical instruction as
+the particular method by which they were to be realized! This, too, in
+spite of the fact that those who know best the powers and limitations of
+instruction as an instrument have repeatedly pointed out the futility of
+assuming that knowledge of right constitutes a guarantee of right doing.
+How common it is for those who assert that education is for social
+efficiency to assume that the school should return to the barren
+discipline of the traditional formal subjects, reading, writing, and the
+rest! This, too, regardless of the fact that it has taken a century of
+educational evolution to make the course of study varied and rich enough
+to call for those impulses and activities of social life which need
+training in the child. And how many who speak glowingly of the large
+services of the public schools to a democracy of free and self-reliant
+men affect a cynical and even vehement opposition to the
+"self-government of schools"! These would not have the children learn to
+govern themselves and one another, but would have the masters rule them,
+ignoring the fact that this common practice in childhood may be a
+foundation for that evil condition in adult society where the citizens
+are arbitrarily ruled by political bosses.
+
+One need not cite further cases of the incompetence of the lay public to
+deal with technical questions of school methods. Instances are plentiful
+to show that well-meaning people, competent enough to judge of the aims
+and results of school work, make a mistake in insisting upon the
+prerogative of directing the technical aspects of education with a
+dogmatism that would not characterize their statements regarding any
+other special field of knowledge or action.
+
+
+_A fundamental understanding of moral principles in education_
+
+Nothing can be more useful than for the public and the teaching
+profession to understand their respective functions. The teacher needs
+to understand public opinion and the social order, as much as the public
+needs to comprehend the nature of expert educational service. It will
+take time to draw the boundary lines that will be conducive to respect,
+restraint, and efficiency in those concerned; but a beginning can be
+made upon fundamental matters, and nothing so touches the foundations of
+our educational thought as a discussion of the moral principles in
+education.
+
+It is our pleasure to present a treatment of them by a thinker whose
+vital influence upon the reform of school methods is greater than that
+of any of his contemporaries. In his discussion of the social and
+psychological factors in moral education, there is much that will
+suggest what social opinion should determine, and much that will
+indicate what must be left to the trained teacher and school official.
+
+
+
+
+THE MORAL PURPOSE OF THE SCHOOL
+
+
+
+
+I
+
+THE MORAL PURPOSE OF THE SCHOOL
+
+
+An English contemporary philosopher has called attention to the
+difference between moral ideas and ideas about morality. "Moral ideas"
+are ideas of any sort whatsoever which take effect in conduct and
+improve it, make it better than it otherwise would be. Similarly, one
+may say, immoral ideas are ideas of whatever sort (whether arithmetical
+or geographical or physiological) which show themselves in making
+behavior worse than it would otherwise be; and non-moral ideas, one may
+say, are such ideas and pieces of information as leave conduct
+uninfluenced for either the better or the worse. Now "ideas about
+morality" may be morally indifferent or immoral or moral. There is
+nothing in the nature of ideas _about_ morality, of information _about_
+honesty or purity or kindness which automatically transmutes such ideas
+into good character or good conduct.
+
+This distinction between moral ideas, ideas of any sort whatsoever that
+have become a part of character and hence a part of the working motives
+of behavior, and ideas _about_ moral action that may remain as inert and
+ineffective as if they were so much knowledge about Egyptian archaeology,
+is fundamental to the discussion of moral education. The business of the
+educator--whether parent or teacher--is to see to it that the greatest
+possible number of ideas acquired by children and youth are acquired in
+such a vital way that they become _moving_ ideas, motive-forces in the
+guidance of conduct. This demand and this opportunity make the moral
+purpose universal and dominant in all instruction--whatsoever the topic.
+Were it not for this possibility, the familiar statement that the
+ultimate purpose of all education is character-forming would be
+hypocritical pretense; for as every one knows, the direct and immediate
+attention of teachers and pupils must be, for the greater part of the
+time, upon intellectual matters. It is out of the question to keep
+direct moral considerations constantly uppermost. But it is not out of
+the question to aim at making the methods of learning, of acquiring
+intellectual power, and of assimilating subject-matter, such that they
+will render behavior more enlightened, more consistent, more vigorous
+than it otherwise would be.
+
+The same distinction between "moral ideas" and "ideas about morality"
+explains for us a source of continual misunderstanding between teachers
+in the schools and critics of education outside of the schools. The
+latter look through the school programmes, the school courses of study,
+and do not find any place set apart for instruction in ethics or for
+"moral teaching." Then they assert that the schools are doing nothing,
+or next to nothing, for character-training; they become emphatic, even
+vehement, about the moral deficiencies of public education. The
+schoolteachers, on the other hand, resent these criticisms as an
+injustice, and hold not only that they do "teach morals," but that they
+teach them every moment of the day, five days in the week. In this
+contention the teachers _in principle_ are in the right; if they are in
+the wrong, it is not because special periods are not set aside for what
+after all can only be teaching _about_ morals, but because their own
+characters, or their school atmosphere and ideals, or their methods of
+teaching, or the subject-matter which they teach, are not such _in
+detail_ as to bring intellectual results into vital union with character
+so that they become working forces in behavior. Without discussing,
+therefore, the limits or the value of so-called direct moral instruction
+(or, better, instruction _about_ morals), it may be laid down as
+fundamental that the influence of direct moral instruction, even at its
+very best, is _comparatively_ small in amount and slight in influence,
+when the whole field of moral growth through education is taken into
+account. This larger field of indirect and vital moral education, the
+development of character through all the agencies, instrumentalities,
+and materials of school life is, therefore, the subject of our present
+discussion.
+
+
+
+
+THE MORAL TRAINING GIVEN BY THE SCHOOL COMMUNITY
+
+
+
+
+II
+
+THE MORAL TRAINING GIVEN BY THE SCHOOL COMMUNITY
+
+
+There cannot be two sets of ethical principles, one for life in the
+school, and the other for life outside of the school. As conduct is one,
+so also the principles of conduct are one. The tendency to discuss the
+morals of the school as if the school were an institution by itself is
+highly unfortunate. The moral responsibility of the school, and of those
+who conduct it, is to society. The school is fundamentally an
+institution erected by society to do a certain specific work,--to
+exercise a certain specific function in maintaining the life and
+advancing the welfare of society. The educational system which does not
+recognize that this fact entails upon it an ethical responsibility is
+derelict and a defaulter. It is not doing what it was called into
+existence to do, and what it pretends to do. Hence the entire structure
+of the school in general and its concrete workings in particular need to
+be considered from time to time with reference to the social position
+and function of the school.
+
+The idea that the moral work and worth of the public school system as a
+whole are to be measured by its social value is, indeed, a familiar
+notion. However, it is frequently taken in too limited and rigid a way.
+The social work of the school is often limited to training for
+citizenship, and citizenship is then interpreted in a narrow sense as
+meaning capacity to vote intelligently, disposition to obey laws, etc.
+But it is futile to contract and cramp the ethical responsibility of the
+school in this way. The child is one, and he must either live his social
+life as an integral unified being, or suffer loss and create friction.
+To pick out one of the many social relations which the child bears, and
+to define the work of the school by that alone, is like instituting a
+vast and complicated system of physical exercise which would have for
+its object simply the development of the lungs and the power of
+breathing, independent of other organs and functions. The child is an
+organic whole, intellectually, socially, and morally, as well as
+physically. We must take the child as a member of society in the
+broadest sense, and demand for and from the schools whatever is
+necessary to enable the child intelligently to recognize all his social
+relations and take his part in sustaining them.
+
+To isolate the formal relationship of citizenship from the whole system
+of relations with which it is actually interwoven; to suppose that there
+is some one particular study or mode of treatment which can make the
+child a good citizen; to suppose, in other words, that a good citizen is
+anything more than a thoroughly efficient and serviceable member of
+society, one with all his powers of body and mind under control, is a
+hampering superstition which it is hoped may soon disappear from
+educational discussion.
+
+The child is to be not only a voter and a subject of law; he is also to
+be a member of a family, himself in turn responsible, in all
+probability, for rearing and training of future children, thereby
+maintaining the continuity of society. He is to be a worker, engaged in
+some occupation which will be of use to society, and which will maintain
+his own independence and self-respect. He is to be a member of some
+particular neighborhood and community, and must contribute to the values
+of life, add to the decencies and graces of civilization wherever he is.
+These are bare and formal statements, but if we let our imagination
+translate them into their concrete details, we have a wide and varied
+scene. For the child properly to take his place in reference to these
+various functions means training in science, in art, in history; means
+command of the fundamental methods of inquiry and the fundamental tools
+of intercourse and communication; means a trained and sound body,
+skillful eye and hand; means habits of industry, perseverance; in short,
+habits of serviceableness.
+
+Moreover, the society of which the child is to be a member is, in the
+United States, a democratic and progressive society. The child must be
+educated for leadership as well as for obedience. He must have power of
+self-direction and power of directing others, power of administration,
+ability to assume positions of responsibility. This necessity of
+educating for leadership is as great on the industrial as on the
+political side.
+
+New inventions, new machines, new methods of transportation and
+intercourse are making over the whole scene of action year by year. It
+is an absolute impossibility to educate the child for any fixed station
+in life. So far as education is conducted unconsciously or consciously
+on this basis, it results in fitting the future citizen for no station
+in life, but makes him a drone, a hanger-on, or an actual retarding
+influence in the onward movement. Instead of caring for himself and for
+others, he becomes one who has himself to be cared for. Here, too, the
+ethical responsibility of the school on the social side must be
+interpreted in the broadest and freest spirit; it is equivalent to that
+training of the child which will give him such possession of himself
+that he may take charge of himself; may not only adapt himself to the
+changes that are going on, but have power to shape and direct them.
+
+Apart from participation in social life, the school has no moral end nor
+aim. As long as we confine ourselves to the school as an isolated
+institution, we have no directing principles, because we have no object.
+For example, the end of education is said to be the harmonious
+development of all the powers of the individual. Here no reference to
+social life or membership is apparent, and yet many think we have in it
+an adequate and thoroughgoing definition of the goal of education. But
+if this definition be taken independently of social relationship we have
+no way of telling what is meant by any one of the terms employed. We do
+not know what a power is; we do not know what development is; we do not
+know what harmony is. A power is a power only with reference to the use
+to which it is put, the function it has to serve. If we leave out the
+uses supplied by social life we have nothing but the old "faculty
+psychology" to tell what is meant by power and what the specific powers
+are. The principle reduces itself to enumerating a lot of faculties like
+perception, memory, reasoning, etc., and then stating that each one of
+these powers needs to be developed.
+
+Education then becomes a gymnastic exercise. Acute powers of observation
+and memory might be developed by studying Chinese characters; acuteness
+in reasoning might be got by discussing the scholastic subtleties of the
+Middle Ages. The simple fact is that there is no isolated faculty of
+observation, or memory, or reasoning any more than there is an original
+faculty of blacksmithing, carpentering, or steam engineering. Faculties
+mean simply that particular impulses and habits have been coordinated or
+framed with reference to accomplishing certain definite kinds of work.
+We need to know the social situations in which the individual will have
+to use ability to observe, recollect, imagine, and reason, in order to
+have any way of telling what a training of mental powers actually means.
+
+What holds in the illustration of this particular definition of
+education holds good from whatever point of view we approach the matter.
+Only as we interpret school activities with reference to the larger
+circle of social activities to which they relate do we find any standard
+for judging their moral significance.
+
+The school itself must be a vital social institution to a much greater
+extent than obtains at present. I am told that there is a swimming
+school in a certain city where youth are taught to swim without going
+into the water, being repeatedly drilled in the various movements which
+are necessary for swimming. When one of the young men so trained was
+asked what he did when he got into the water, he laconically replied,
+"Sunk." The story happens to be true; were it not, it would seem to be a
+fable made expressly for the purpose of typifying the ethical
+relationship of school to society. The school cannot be a preparation
+for social life excepting as it reproduces, within itself, typical
+conditions of social life. At present it is largely engaged in the
+futile task of Sisyphus. It is endeavoring to form habits in children
+for use in a social life which, it would almost seem, is carefully and
+purposely kept away from vital contact with the child undergoing
+training. The only way to prepare for social life is to engage in social
+life. To form habits of social usefulness and serviceableness apart from
+any direct social need and motive, apart from any existing social
+situation, is, to the letter, teaching the child to swim by going
+through motions outside of the water. The most indispensable condition
+is left out of account, and the results are correspondingly partial.
+
+The much lamented separation in the schools of intellectual and moral
+training, of acquiring information and growing in character, is simply
+one expression of the failure to conceive and construct the school as a
+social institution, having social life and value within itself. Except
+so far as the school is an embryonic typical community life, moral
+training must be partly pathological and partly formal. Training is
+pathological when stress is laid upon correcting wrong-doing instead of
+upon forming habits of positive service. Too often the teacher's concern
+with the moral life of pupils takes the form of alertness for failures
+to conform to school rules and routine. These regulations, judged from
+the standpoint of the development of the child at the time, are more or
+less conventional and arbitrary. They are rules which have to be made in
+order that the existing modes of school work may go on; but the lack of
+inherent necessity in these school modes reflects itself in a feeling,
+on the part of the child, that the moral discipline of the school is
+arbitrary. Any conditions that compel the teacher to take note of
+failures rather than of healthy growth give false standards and result
+in distortion and perversion. Attending to wrong-doing ought to be an
+incident rather than a principle. The child ought to have a positive
+consciousness of what he is about, so as to judge his acts from the
+standpoint of reference to the work which he has to do. Only in this way
+does he have a vital standard, one that enables him to turn failures to
+account for the future.
+
+By saying that the moral training of the school is formal, I mean that
+the moral habits currently emphasized by the school are habits which are
+created, as it were, _ad hoc_. Even the habits of promptness,
+regularity, industry, non-interference with the work of others,
+faithfulness to tasks imposed, which are specially inculcated in the
+school, are habits that are necessary simply because the school system
+is what it is, and must be preserved intact. If we grant the
+inviolability of the school system as it is, these habits represent
+permanent and necessary moral ideas; but just in so far as the school
+system is itself isolated and mechanical, insistence upon these moral
+habits is more or less unreal, because the ideal to which they relate is
+not itself necessary. The duties, in other words, are distinctly school
+duties, not life duties. If we compare this condition with that of the
+well-ordered home, we find that the duties and responsibilities that the
+child has there to recognize do not belong to the family as a
+specialized and isolated institution, but flow from the very nature of
+the social life in which the family participates and to which it
+contributes. The child ought to have the same motives for right doing
+and to be judged by the same standards in the school, as the adult in
+the wider social life to which he belongs. Interest in community
+welfare, an interest that is intellectual and practical, as well as
+emotional--an interest, that is to say, in perceiving whatever makes for
+social order and progress, and in carrying these principles into
+execution--is the moral habit to which all the special school habits
+must be related if they are to be animated by the breath of life.
+
+
+
+
+THE MORAL TRAINING FROM METHODS OF INSTRUCTION
+
+
+
+
+III
+
+THE MORAL TRAINING FROM METHODS OF INSTRUCTION
+
+
+The principle of the social character of the school as the basic factor
+in the moral education given may be also applied to the question of
+methods of instruction,--not in their details, but their general spirit.
+The emphasis then falls upon construction and giving out, rather than
+upon absorption and mere learning. We fail to recognize how essentially
+individualistic the latter methods are, and how unconsciously, yet
+certainly and effectively, they react into the child's ways of judging
+and of acting. Imagine forty children all engaged in reading the same
+books, and in preparing and reciting the same lessons day after day.
+Suppose this process constitutes by far the larger part of their work,
+and that they are continually judged from the standpoint of what they
+are able to take in in a study hour and reproduce in a recitation hour.
+There is next to no opportunity for any social division of labor. There
+is no opportunity for each child to work out something specifically his
+own, which he may contribute to the common stock, while he, in turn,
+participates in the productions of others. All are set to do exactly the
+same work and turn out the same products. The social spirit is not
+cultivated,--in fact, in so far as the purely individualistic method
+gets in its work, it atrophies for lack of use. One reason why reading
+aloud in school is poor is that the real motive for the use of
+language--the desire to communicate and to learn--is not utilized. The
+child knows perfectly well that the teacher and all his fellow pupils
+have exactly the same facts and ideas before them that he has; he is not
+_giving_ them anything at all. And it may be questioned whether the
+moral lack is not as great as the intellectual. The child is born with a
+natural desire to give out, to do, to serve. When this tendency is not
+used, when conditions are such that other motives are substituted, the
+accumulation of an influence working against the social spirit is much
+larger than we have any idea of,--especially when the burden of work,
+week after week, and year after year, falls upon this side.
+
+But lack of cultivation of the social spirit is not all. Positively
+individualistic motives and standards are inculcated. Some stimulus must
+be found to keep the child at his studies. At the best this will be his
+affection for his teacher, together with a feeling that he is not
+violating school rules, and thus negatively, if not positively, is
+contributing to the good of the school. I have nothing to say against
+these motives so far as they go, but they are inadequate. The relation
+between the piece of work to be done and affection for a third person is
+external, not intrinsic. It is therefore liable to break down whenever
+the external conditions are changed. Moreover, this attachment to a
+particular person, while in a way social, may become so isolated and
+exclusive as to be selfish in quality. In any case, the child should
+gradually grow out of this relatively external motive into an
+appreciation, for its own sake, of the social value of what he has to
+do, because of its larger relations to life, not pinned down to two or
+three persons.
+
+But, unfortunately, the motive is not always at this relative best, but
+mixed with lower motives which are distinctly egoistic. Fear is a motive
+which is almost sure to enter in,--not necessarily physical fear, or
+fear of punishment, but fear of losing the approbation of others; or
+fear of failure, so extreme as to be morbid and paralyzing. On the other
+side, emulation and rivalry enter in. Just because all are doing the
+same work, and are judged (either in recitation or examination with
+reference to grading and to promotion) not from the standpoint of their
+personal contribution, but from that of _comparative_ success, the
+feeling of superiority over others is unduly appealed to, while timid
+children are depressed. Children are judged with reference to their
+capacity to realize the same external standard. The weaker gradually
+lose their sense of power, and accept a position of continuous and
+persistent inferiority. The effect upon both self-respect and respect
+for work need not be dwelt upon. The strong learn to glory, not in their
+strength, but in the fact that they are stronger. The child is
+prematurely launched into the region of individualistic competition, and
+this in a direction where competition is least applicable, namely, in
+intellectual and artistic matters, whose law is cooperation and
+participation.
+
+Next, perhaps, to the evils of passive absorption and of competition for
+external standing come, perhaps, those which result from the eternal
+emphasis upon preparation for a remote future. I do not refer here to
+the waste of energy and vitality that accrues when children, who live so
+largely in the immediate present, are appealed to in the name of a dim
+and uncertain future which means little or nothing to them. I have in
+mind rather the habitual procrastination that develops when the motive
+for work is future, not present; and the false standards of judgment
+that are created when work is estimated, not on the basis of present
+need and present responsibility, but by reference to an external result,
+like passing an examination, getting promoted, entering high school,
+getting into college, etc. Who can reckon up the loss of moral power
+that arises from the constant impression that nothing is worth doing in
+itself, but only as a preparation for something else, which in turn is
+only a getting ready for some genuinely serious end beyond? Moreover, as
+a rule, it will be found that remote success is an end which appeals
+most to those in whom egoistic desire to get ahead--to get ahead of
+others--is already only too strong a motive. Those in whom personal
+ambition is already so strong that it paints glowing pictures of future
+victories may be touched; others of a more generous nature do not
+respond.
+
+I cannot stop to paint the other side. I can only say that the
+introduction of every method that appeals to the child's active powers,
+to his capacities in construction, production, and creation, marks an
+opportunity to shift the centre of ethical gravity from an absorption
+which is selfish to a service which is social. Manual training is more
+than manual; it is more than intellectual; in the hands of any good
+teacher it lends itself easily, and almost as a matter of course, to
+development of social habits. Ever since the philosophy of Kant, it has
+been a commonplace of aesthetic theory, that art is universal; that it is
+not the product of purely personal desire or appetite, or capable of
+merely individual appropriation, but has a value participated in by all
+who perceive it. Even in the schools where most conscious attention is
+paid to moral considerations, the methods of study and recitation may be
+such as to emphasize appreciation rather than power, an emotional
+readiness to assimilate the experiences of others, rather than
+enlightened and trained capacity to carry forward those values which in
+other conditions and past times made those experiences worth having. At
+all events, separation between instruction and character continues in
+our schools (in spite of the efforts of individual teachers) as a result
+of divorce between learning and doing. The attempt to attach genuine
+moral effectiveness to the mere processes of learning, and to the habits
+which go along with learning, can result only in a training infected
+with formality, arbitrariness, and an undue emphasis upon failure to
+conform. That there is as much accomplished as there is shows the
+possibilities involved in methods of school activity which afford
+opportunity for reciprocity, cooperation, and positive personal
+achievement.
+
+
+
+
+THE SOCIAL NATURE OF THE COURSE OF STUDY
+
+
+
+
+IV
+
+THE SOCIAL NATURE OF THE COURSE OF STUDY
+
+
+In many respects, it is the subject-matter used in school life which
+decides both the general atmosphere of the school and the methods of
+instruction and discipline which rule. A barren "course of study," that
+is to say, a meagre and narrow field of school activities, cannot
+possibly lend itself to the development of a vital social spirit or to
+methods that appeal to sympathy and cooperation instead of to
+absorption, exclusiveness, and competition. Hence it becomes an all
+important matter to know how we shall apply our social standard of moral
+value to the subject-matter of school work, to what we call,
+traditionally, the "studies" that occupy pupils.
+
+_A study is to be considered as a means of bringing the child to realize
+the social scene of action._ Thus considered it gives a criterion for
+selection of material and for judgment of values. We have at present
+three independent values set up: one of culture, another of information,
+and another of discipline. In reality, these refer only to three phases
+of social interpretation. Information is genuine or educative only in so
+far as it presents definite images and conceptions of materials placed
+in a context of social life. Discipline is genuinely educative only as
+it represents a reaction of information into the individual's own powers
+so that he brings them under control for social ends. Culture, if it is
+to be genuinely educative and not an external polish or factitious
+varnish, represents the vital union of information and discipline. It
+marks the socialization of the individual in his outlook upon life.
+
+This point may be illustrated by brief reference to a few of the school
+studies. In the first place, there is no line of demarkation within
+facts themselves which classifies them as belonging to science, history,
+or geography, respectively. The pigeon-hole classification which is so
+prevalent at present (fostered by introducing the pupil at the outset
+into a number of different studies contained in different text-books)
+gives an utterly erroneous idea of the relations of studies to one
+another and to the intellectual whole to which all belong. In fact,
+these subjects have to do with the same ultimate reality, namely, the
+conscious experience of man. It is only because we have different
+interests, or different ends, that we sort out the material and label
+part of it science, part of it history, part geography, and so on. Each
+"sorting" represents materials arranged with reference to some one
+dominant typical aim or process of the social life.
+
+This social criterion is necessary, not only to mark off studies from
+one another, but also to grasp the reasons for each study,--the motives
+in connection with which it shall be presented. How, for example, should
+we define geography? What is the unity in the different so-called
+divisions of geography,--mathematical geography, physical geography,
+political geography, commercial geography? Are they purely empirical
+classifications dependent upon the brute fact that we run across a lot
+of different facts? Or is there some intrinsic principle through which
+the material is distributed under these various heads,--something in the
+interest and attitude of the human mind towards them? I should say that
+geography has to do with all those aspects of social life which are
+concerned with the interaction of the life of man and nature; or, that
+it has to do with the world considered as the scene of social
+interaction. Any fact, then, will be geographical in so far as it has to
+do with the dependence of man upon his natural environment, or with
+changes introduced in this environment through the life of man.
+
+The four forms of geography referred to above represent, then, four
+increasing stages of abstraction in discussing the mutual relation of
+human life and nature. The beginning must be social geography, the frank
+recognition of the earth as the home of men acting in relations to one
+another. I mean by this that the essence of any geographical fact is the
+consciousness of two persons, or two groups of persons, who are at once
+separated and connected by their physical environment, and that the
+interest is in seeing how these people are at once kept apart and
+brought together in their actions by the instrumentality of the physical
+environment. The ultimate significance of lake, river, mountain, and
+plain is not physical but social; it is the part which it plays in
+modifying and directing human relationships. This evidently involves an
+extension of the term commercial. It has to do not simply with business,
+in the narrow sense, but with whatever relates to human intercourse and
+intercommunication as affected by natural forms and properties.
+Political geography represents this same social interaction taken in a
+static instead of in a dynamic way; taken, that is, as temporarily
+crystallized and fixed in certain forms. Physical geography (including
+under this not simply physiography, but also the study of flora and
+fauna) represents a further analysis or abstraction. It studies the
+conditions which determine human action, leaving out of account,
+temporarily, the ways in which they concretely do this. Mathematical
+geography carries the analysis back to more ultimate and remote
+conditions, showing that the physical conditions of the earth are not
+ultimate, but depend upon the place which the world occupies in a larger
+system. Here, in other words, are traced, step by step, the links which
+connect the immediate social occupations and groupings of men with the
+whole natural system which ultimately conditions them. Step by step the
+scene is enlarged and the image of what enters into the make-up of
+social action is widened and broadened; at no time is the chain of
+connection to be broken.
+
+It is out of the question to take up the studies one by one and show
+that their meaning is similarly controlled by social considerations. But
+I cannot forbear saying a word or two upon history. History is vital or
+dead to the child according as it is, or is not, presented from the
+sociological standpoint. When treated simply as a record of what has
+passed and gone, it must be mechanical, because the past, as the past,
+is remote. Simply as the past there is no motive for attending to it.
+The ethical value of history teaching will be measured by the extent to
+which past events are made the means of understanding the
+present,--affording insight into what makes up the structure and working
+of society to-day. Existing social structure is exceedingly complex. It
+is practically impossible for the child to attack it _en masse_ and get
+any definite mental image of it. But type phases of historical
+development may be selected which will exhibit, as through a telescope,
+the essential constituents of the existing order. Greece, for example,
+represents what art and growing power of individual expression stand
+for; Rome exhibits the elements and forces of political life on a
+tremendous scale. Or, as these civilizations are themselves relatively
+complex, a study of still simpler forms of hunting, nomadic, and
+agricultural life in the beginnings of civilization, a study of the
+effects of the introduction of iron, and iron tools, reduces the
+complexity to simpler elements.
+
+One reason historical teaching is usually not more effective is that the
+student is set to acquire information in such a way that no epochs or
+factors stand out in his mind as typical; everything is reduced to the
+same dead level. The way to secure the necessary perspective is to treat
+the past as if it were a projected present with some of its elements
+enlarged.
+
+The principle of contrast is as important as that of similarity. Because
+the present life is so close to us, touching us at every point, we
+cannot get away from it to see it as it really is. Nothing stands out
+clearly or sharply as characteristic. In the study of past periods,
+attention necessarily attaches itself to striking differences. Thus the
+child gets a locus of imagination, through which he can remove himself
+from the pressure of present surrounding circumstances and define them.
+
+History is equally available in teaching the _methods_ of social
+progress. It is commonly stated that history must be studied from the
+standpoint of cause and effect. The truth of this statement depends upon
+its interpretation. Social life is so complex and the various parts of
+it are so organically related to one another and to the natural
+environment, that it is impossible to say that this or that thing is the
+cause of some other particular thing. But the study of history can
+reveal the main instruments in the discoveries, inventions, new modes of
+life, etc., which have initiated the great epochs of social advance; and
+it can present to the child types of the main lines of social progress,
+and can set before him what have been the chief difficulties and
+obstructions in the way of progress. Once more this can be done only in
+so far as it is recognized that social forces in themselves are always
+the same,--that the same kind of influences were at work one hundred and
+one thousand years ago that are now working,--and that particular
+historical epochs afford illustration of the way in which the
+fundamental forces work.
+
+Everything depends, then, upon history being treated from a social
+standpoint; as manifesting the agencies which have influenced social
+development and as presenting the typical institutions in which social
+life has expressed itself. The culture-epoch theory, while working in
+the right direction, has failed to recognize the importance of treating
+past periods with relation to the present,--as affording insight into
+the representative factors of its structure; it has treated these
+periods too much as if they had some meaning or value in themselves. The
+way in which the biographical method is handled illustrates the same
+point. It is often treated in such a way as to exclude from the child's
+consciousness (or at least not sufficiently to emphasize) the social
+forces and principles involved in the association of the masses of men.
+It is quite true that the child is easily interested in history from the
+biographical standpoint; but unless "the hero" is treated in relation to
+the community life behind him that he sums up and directs, there is
+danger that history will reduce itself to a mere exciting story. Then
+moral instruction reduces itself to drawing certain lessons from the
+life of the particular personalities concerned, instead of widening and
+deepening the child's imagination of social relations, ideals, and
+means.
+
+It will be remembered that I am not making these points for their own
+sake, but with reference to the general principle that when a study is
+taught as a mode of understanding social life it has positive ethical
+import. What the normal child continuously needs is not so much isolated
+moral lessons upon the importance of truthfulness and honesty, or the
+beneficent results that follow from a particular act of patriotism, as
+the formation of habits of social imagination and conception.
+
+I take one more illustration, namely, mathematics. This does, or does
+not, accomplish its full purpose according as it is, or is not,
+presented as a social tool. The prevailing divorce between information
+and character, between knowledge and social action, stalks upon the
+scene here. The moment mathematical study is severed from the place
+which it occupies with reference to use in social life, it becomes
+unduly abstract, even upon the purely intellectual side. It is presented
+as a matter of technical relations and formulae apart from any end or
+use. What the study of number suffers from in elementary education is
+lack of motivation. Back of this and that and the other particular bad
+method is the radical mistake of treating number as if it were an end in
+itself, instead of the means of accomplishing some end. Let the child
+get a consciousness of what is the use of number, of what it really is
+for, and half the battle is won. Now this consciousness of the use of
+reason implies some end which is implicitly social.
+
+One of the absurd things in the more advanced study of arithmetic is the
+extent to which the child is introduced to numerical operations which
+have no distinctive mathematical principles characterizing them, but
+which represent certain general principles found in business
+relationships. To train the child in these operations, while paying no
+attention to the business realities in which they are of use, or to the
+conditions of social life which make these business activities
+necessary, is neither arithmetic nor common sense. The child is called
+upon to do examples in interest, partnership, banking, brokerage, and so
+on through a long string, and no pains are taken to see that, in
+connection with the arithmetic, he has any sense of the social realities
+involved. This part of arithmetic is essentially sociological in its
+nature. It ought either to be omitted entirely, or else be taught in
+connection with a study of the relevant social realities. As we now
+manage the study, it is the old case of learning to swim apart from the
+water over again, with correspondingly bad results on the practical
+side.
+
+In concluding this portion of the discussion, we may say that our
+conceptions of moral education have been too narrow, too formal, and too
+pathological. We have associated the term ethical with certain special
+acts which are labeled virtues and are set off from the mass of other
+acts, and are still more divorced from the habitual images and motives
+of the children performing them. Moral instruction is thus associated
+with teaching about these particular virtues, or with instilling certain
+sentiments in regard to them. The moral has been conceived in too
+goody-goody a way. Ultimate moral motives and forces are nothing more or
+less than social intelligence--the power of observing and comprehending
+social situations,--and social power--trained capacities of control--at
+work in the service of social interest and aims. There is no fact which
+throws light upon the constitution of society, there is no power whose
+training adds to social resourcefulness that is not moral.
+
+I sum up, then, this part of the discussion by asking your attention to
+the moral trinity of the school. The demand is for social intelligence,
+social power, and social interests. Our resources are (1) the life of
+the school as a social institution in itself; (2) methods of learning
+and of doing work; and (3) the school studies or curriculum. In so far
+as the school represents, in its own spirit, a genuine community life;
+in so far as what are called school discipline, government, order, etc.,
+are the expressions of this inherent social spirit; in so far as the
+methods used are those that appeal to the active and constructive
+powers, permitting the child to give out and thus to serve; in so far as
+the curriculum is so selected and organized as to provide the material
+for affording the child a consciousness of the world in which he has to
+play a part, and the demands he has to meet; so far as these ends are
+met, the school is organized on an ethical basis. So far as general
+principles are concerned, all the basic ethical requirements are met.
+The rest remains between the individual teacher and the individual
+child.
+
+
+
+
+THE PSYCHOLOGICAL ASPECT OF MORAL EDUCATION
+
+
+
+
+V
+
+THE PSYCHOLOGICAL ASPECT OF MORAL EDUCATION
+
+
+So far we have been considering the make-up of purposes and results that
+constitute conduct--its "what." But conduct has a certain method and
+spirit also--its "how." Conduct may be looked upon as expressing the
+attitudes and dispositions of an _individual_, as well as realizing
+social results and maintaining the social fabric. A consideration of
+conduct as a mode of individual performance, personal doing, takes us
+from the social to the psychological side of morals. In the first place,
+all conduct springs ultimately and radically out of native instincts and
+impulses. We must know what these instincts and impulses are, and what
+they are at each particular stage of the child's development, in order
+to know what to appeal to and what to build upon. Neglect of this
+principle may give a mechanical imitation of moral conduct, but the
+imitation will be ethically dead, because it is external and has its
+centre without, not within, the individual. We must study the child, in
+other words, to get our indications, our symptoms, our suggestions. The
+more or less spontaneous acts of the child are not to be thought of as
+setting moral forms to which the efforts of the educator must
+conform--this would result simply in spoiling the child; but they are
+symptoms which require to be interpreted: stimuli which need to be
+responded to in directed ways; material which, in however transformed a
+shape, is the only ultimate constituent of future moral conduct and
+character.
+
+Then, secondly, our ethical principles need to be stated in
+psychological terms because the child supplies us with the only means or
+instruments by which to realize moral ideals. The subject-matter of the
+curriculum, however important, however judiciously selected, is empty of
+conclusive moral content until it is made over into terms of the
+individual's own activities, habits, and desires. We must know what
+history, geography, and mathematics mean in psychological terms, that
+is, as modes of personal experiencing, before we can get out of them
+their moral potentialities.
+
+The psychological side of education sums itself up, of course, in a
+consideration of character. It is a commonplace to say that the
+development of character is the end of all school work. The difficulty
+lies in the execution of the idea. And an underlying difficulty in this
+execution is the lack of a clear conception of what character means.
+This may seem an extreme statement. If so, the idea may be conveyed by
+saying that we generally conceive of character simply in terms of
+results; we have no clear conception of it in psychological terms--that
+is, as a process, as working or dynamic. We know what character means in
+terms of the actions which proceed from it, but we have not a definite
+conception of it on its inner side, as a system of working forces.
+
+(1) Force, efficiency in execution, or overt action, is one necessary
+constituent of character. In our moral books and lectures we may lay the
+stress upon good intentions, etc. But we know practically that the kind
+of character we hope to build up through our education is one that not
+only has good intentions, but that insists upon carrying them out. Any
+other character is wishy-washy; it is goody, not good. The individual
+must have the power to stand up and count for something in the actual
+conflicts of life. He must have initiative, insistence, persistence,
+courage, and industry. He must, in a word, have all that goes under the
+name "_force_ of character." Undoubtedly, individuals differ greatly in
+their native endowment in this respect. None the less, each has a
+certain primary equipment of impulse, of tendency forward, of innate
+urgency to do. The problem of education on this side is that of
+discovering what this native fund of power is, and then of utilizing it
+in such a way (affording conditions which both stimulate and control) as
+to organize it into definite conserved modes of action--habits.
+
+(2) But something more is required than sheer force. Sheer force may be
+brutal; it may override the interests of others. Even when aiming at
+right ends it may go at them in such a way as to violate the rights of
+others. More than this, in sheer force there is no guarantee for the
+right end. Efficiency may be directed towards mistaken ends and result
+in positive mischief and destruction. Power, as already suggested, must
+be directed. It must be organized along social channels; it must be
+attached to valuable ends.
+
+This involves training on both the intellectual and emotional side. On
+the intellectual side we must have judgment--what is ordinarily called
+good sense. The difference between mere knowledge, or information, and
+judgment is that the former is simply held, not used; judgment is
+knowledge directed with reference to the accomplishment of ends. Good
+judgment is a sense of respective or proportionate values. The one who
+has judgment is the one who has ability to size up a situation. He is
+the one who can grasp the scene or situation before him, ignoring what
+is irrelevant, or what for the time being is unimportant, who can seize
+upon the factors which demand attention, and grade them according to
+their respective claims. Mere knowledge of what the right is, in the
+abstract, mere intentions of following the right in general, however
+praiseworthy in themselves, are never a substitute for this power of
+trained judgment. Action is always in the concrete. It is definite and
+individualized. Except, therefore, as it is backed and controlled by a
+knowledge of the actual concrete factors in the situation in which it
+occurs, it must be relatively futile and waste.
+
+(3) But the consciousness of ends must be more than merely intellectual.
+We can imagine a person with most excellent judgment, who yet does not
+act upon his judgment. There must not only be force to ensure effort in
+execution against obstacles, but there must also be a delicate personal
+responsiveness,--there must be an emotional reaction. Indeed, good
+judgment is impossible without this susceptibility. Unless there is a
+prompt and almost instinctive sensitiveness to conditions, to the ends
+and interests of others, the intellectual side of judgment will not have
+proper material to work upon. Just as the material of knowledge is
+supplied through the senses, so the material of ethical knowledge is
+supplied by emotional responsiveness. It is difficult to put this
+quality into words, but we all know the difference between the character
+which is hard and formal, and one which is sympathetic, flexible, and
+open. In the abstract the former may be as sincerely devoted to moral
+ideas as is the latter, but as a practical matter we prefer to live with
+the latter. We count upon it to accomplish more by tact, by instinctive
+recognition of the claims of others, by skill in adjusting, than the
+former can accomplish by mere attachment to rules.
+
+Here, then, is the moral standard, by which to test the work of the
+school upon the side of what it does directly for individuals. (_a_)
+Does the school as a system, at present, attach sufficient importance to
+the spontaneous instincts and impulses? Does it afford sufficient
+opportunity for these to assert themselves and work out their own
+results? Can we even say that the school in principle attaches itself,
+at present, to the active constructive powers rather than to processes
+of absorption and learning? Does not our talk about self-activity
+largely render itself meaningless because the self-activity we have in
+mind is purely "intellectual," out of relation to those impulses which
+work through hand and eye?
+
+Just in so far as the present school methods fail to meet the test of
+such questions moral results must be unsatisfactory. We cannot secure
+the development of positive force of character unless we are willing to
+pay its price. We cannot smother and repress the child's powers, or
+gradually abort them (from failure of opportunity for exercise), and
+then expect a character with initiative and consecutive industry. I am
+aware of the importance attaching to inhibition, but mere inhibition is
+valueless. The only restraint, the only holding-in, that is of any worth
+is that which comes through holding powers concentrated upon a positive
+end. An end cannot be attained excepting as instincts and impulses are
+kept from discharging at random and from running off on side tracks. In
+keeping powers at work upon their relevant ends, there is sufficient
+opportunity for genuine inhibition. To say that inhibition is higher
+than power, is like saying that death is more than life, negation more
+than affirmation, sacrifice more than service.
+
+(_b_) We must also test our school work by finding whether it affords
+the conditions necessary for the formation of good judgment. Judgment as
+the sense of relative values involves ability to select, to
+discriminate. Acquiring information can never develop the power of
+judgment. Development of judgment is in spite of, not because of,
+methods of instruction that emphasize simple learning. The test comes
+only when the information acquired has to be put to use. Will it do what
+we expect of it? I have heard an educator of large experience say that
+in her judgment the greatest defect of instruction to-day, on the
+intellectual side, is found in the fact that children leave school
+without a mental perspective. Facts seem to them all of the same
+importance. There is no foreground or background. There is no
+instinctive habit of sorting out facts upon a scale of worth and of
+grading them.
+
+The child cannot get power of judgment excepting as he is continually
+exercised in forming and testing judgments. He must have an opportunity
+to select for himself, and to attempt to put his selections into
+execution, that he may submit them to the final test, that of action.
+Only thus can he learn to discriminate that which promises success from
+that which promises failure; only thus can he form the habit of relating
+his purposes and notions to the conditions that determine their value.
+Does the school, as a system, afford at present sufficient opportunity
+for this sort of experimentation? Except so far as the emphasis of the
+school work is upon intelligent doing, upon active investigation, it
+does not furnish the conditions necessary for that exercise of judgment
+which is an integral factor in good character.
+
+(_c_) I shall be brief with respect to the other point, the need of
+susceptibility and responsiveness. The informally social side of
+education, the aesthetic environment and influences, are all-important.
+In so far as the work is laid out in regular and formulated ways, so far
+as there are lacking opportunities for casual and free social
+intercourse between pupils and between the pupils and the teacher, this
+side of the child's nature is either starved, or else left to find
+haphazard expression along more or less secret channels. When the school
+system, under plea of the practical (meaning by the practical the
+narrowly utilitarian), confines the child to the three R's and the
+formal studies connected with them, shuts him out from the vital in
+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 should be typical of social life
+    7. Moral training in the schools tends to be pathological and formal
+
+  III. THE MORAL TRAINING FROM METHODS OF INSTRUCTION
+    1. Active social service as opposed to passive individual absorption
+    2. The positive inculcation of individualistic motives and standards
+    3. The evils of competition for external standing
+    4. The moral waste of remote success as an end
+    5. The worth of active and social modes of learning
+
+  IV. THE SOCIAL NATURE OF THE COURSE OF STUDY
+    1. The nature of the course of study influences the conduct of the
+       school
+    2. School studies as means of realizing social situations
+    3. School subjects are merely phases of a unified social life
+    4. The meaning of subjects is controlled by social considerations
+    5. Geography deals with the scenes of social interaction
+    6. Its various forms represent increasing stages of abstraction
+    7. History is a means for interpreting existing social relations
+    8. It presents type phases of social development
+    9. It offers contrasts, and consequently perspective
+   10. It teaches the methods of social progress
+   11. The failure of certain methods of teaching history
+   12. Mathematics is a means to social ends
+   13. The sociological nature of business arithmetic
+   14. Summary: The moral trinity of the school
+
+  V. THE PSYCHOLOGICAL ASPECT OF MORAL EDUCATION
+    1. Conduct as a mode of individual performance
+    2. Native instincts and impulses are the sources of conduct
+    3. Moral ideals must be realized in persons
+    4. Character as a system of working forces
+    5. Force as a necessary constituent of character
+    6. The importance of intellectual judgment or good sense
+    7. The capacity for delicate emotional responsiveness
+    8. Summary: The ethical standards for testing the school
+    9. Conclusion: The practicality of moral principles
+
+
+
+
+RIVERSIDE EDUCATIONAL MONOGRAPHS
+
+
+_General Educational Theory_
+
+  COOLIDGE'S America's Need for Education.
+  DEWEY'S Interest and Effort in Education.
+  DEWEY'S Moral Principles in Education.
+  ELIOT'S Education for Efficiency.
+  ELIOT'S The Tendency to the Concrete and Practical in Modern Education.
+  EMERSON'S Education and other Selections.
+  FISKE'S The Meaning of Infancy.
+  HORNE'S The Teacher as Artist.
+  HYDE'S The Teacher's Philosophy in and out of School.
+  JUDD'S The Evolution of a Democratic School System.
+  MEREDITH'S The Educational Bearings of Modern Psychology.
+  PALMER'S The Ideal Teacher.
+  PALMER'S Trades and Professions.
+  PALMER'S Ethical and Moral Instruction in Schools.
+  PROSSER'S The Teacher and Old Age.
+  STOCKTON'S Project Work in Education.
+  STRATTON'S Developing Mental Power.
+  TERMAN'S The Teacher's Health.
+  THORNDIKE'S Individuality.
+  TROW'S Scientific Method in Education.
+
+
+_Administration and Supervision_
+
+  BETT'S New Ideals in Rural Schools.
+  BLOOMFIELD'S The Vocational Guidance of Youth.
+  CABOT'S Volunteer Help to the Schools.
+  COLE'S Industrial Education in the Elementary School.
+  CUBBERLEY'S Changing Conceptions of Education.
+  CUBBERLEY'S The Improvement of Rural Schools.
+  DOOLEY'S The Education of the Ne'er-Do-Well.
+  GATES'S The Management of Smaller Schools.
+  HINES'S Measuring Intelligence.
+  KOOS'S The High-School Principal.
+  LEWIS'S Democracy's High School.
+  MAXWELL'S The Observation of Teaching.
+  MAXWELL'S The Selection of Textbooks.
+  MILLER and CHARLES'S Publicity and the Public School.
+  PERRY'S The Status of the Teacher.
+  RUSSELL'S Economy in Secondary Education.
+  SMITH'S Establishing Industrial Schools.
+  SNEDDEN'S The Problem of Vocational Guidance.
+  WEEKS'S The People's School.
+
+
+_Method_
+
+ ANDRESS'S The Teaching of Hygiene in the Grades.
+ ATWOOD'S The Theory and Practice of the Kindergarten.
+ BAILEY'S Art Education.
+ BETTS'S The Recitation.
+ COOLEY'S Language Teaching in the Grades.
+ DOUGHERTY'S How to Teach Phonics.
+ EARHART'S Teaching Children to Study.
+ EVANS'S The Teaching of High School Mathematics.
+ FAIRCHILD'S The Teaching of Poetry in the High School.
+ FREEMAN'S The Teaching of Handwriting.
+ HALIBURTON and SMITH'S Teaching Poetry in the Grades.
+ HARTWELL'S The Teaching of History.
+ HAWLEY'S Teaching English in Junior High Schools.
+ HAYNES'S Economics in the Secondary School.
+ HILL'S The Teaching of Civics.
+ JENKINS'S Reading in the Primary Grades.
+ KENDALL and STRYKER'S History in the Elementary School.
+ KILPATRICK'S The Montessori System Examined.
+ LEONARD'S English Composition as a Social Problem.
+ LOSH and WEEKS'S Primary Number Projects.
+ PALMER'S Self-Cultivation in English.
+ RIDGLEY'S Geographic Principles.
+ RUEDIGER'S Vitalized Teaching.
+ SHARP'S Teaching English in High Schools.
+ STOCKTON'S Project Work in Education.
+ SUZZALLO'S The Teaching of Primary Arithmetic.
+ SUZZALLO'S The Teaching of Spelling.
+ SWIFT'S Speech Defects in School Children.
+ TUELL'S The Study of Nations.
+ WILSON's What Arithmetic Shall We Teach?
+
+
+HOUGHTON MIFFLIN COMPANY
+
+
+
+
+
+End of Project Gutenberg's Moral Principles in Education, by John Dewey
+
+*** END OF THIS PROJECT GUTENBERG EBOOK MORAL PRINCIPLES IN EDUCATION ***
+
+***** This file should be named 25172.txt or 25172.zip *****
+This and all associated files of various formats will be found in:
+        https://www.gutenberg.org/2/5/1/7/25172/
+
+Produced by Barbara Tozier, Bill Tozier and the Online
+Distributed Proofreading Team at https://www.pgdp.net
+
+
+Updated editions will replace the previous one--the old editions
+will be renamed.
+
+Creating the works from public domain print editions means that no
+one owns a United States copyright in these works, so the Foundation
+(and you!) can copy and distribute it in the United States without
+permission and without paying copyright royalties.  Special rules,
+set forth in the General Terms of Use part of this license, apply to
+copying and distributing Project Gutenberg-tm electronic works to
+protect the PROJECT GUTENBERG-tm concept and trademark.  Project
+Gutenberg is a registered trademark, and may not be used if you
+charge for the eBooks, unless you receive specific permission.  If you
+do not charge anything for copies of this eBook, complying with the
+rules is very easy.  You may use this eBook for nearly any purpose
+such as creation of derivative works, reports, performances and
+research.  They may be modified and printed and given away--you may do
+practically ANYTHING with public domain eBooks.  Redistribution is
+subject to the trademark license, especially commercial
+redistribution.
+
+
+
+*** START: FULL LICENSE ***
+
+THE FULL PROJECT GUTENBERG LICENSE
+PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK
+
+To protect the Project Gutenberg-tm mission of promoting the free
+distribution of electronic works, by using or distributing this work
+(or any other work associated in any way with the phrase "Project
+Gutenberg"), you agree to comply with all the terms of the Full Project
+Gutenberg-tm License (available with this file or online at
+https://gutenberg.org/license).
+
+
+Section 1.  General Terms of Use and Redistributing Project Gutenberg-tm
+electronic works
+
+1.A.  By reading or using any part of this Project Gutenberg-tm
+electronic work, you indicate that you have read, understand, agree to
+and accept all the terms of this license and intellectual property
+(trademark/copyright) agreement.  If you do not agree to abide by all
+the terms of this agreement, you must cease using and return or destroy
+all copies of Project Gutenberg-tm electronic works in your possession.
+If you paid a fee for obtaining a copy of or access to a Project
+Gutenberg-tm electronic work and you do not agree to be bound by the
+terms of this agreement, you may obtain a refund from the person or
+entity to whom you paid the fee as set forth in paragraph 1.E.8.
+
+1.B.  "Project Gutenberg" is a registered trademark.  It may only be
+used on or associated in any way with an electronic work by people who
+agree to be bound by the terms of this agreement.  There are a few
+things that you can do with most Project Gutenberg-tm electronic works
+even without complying with the full terms of this agreement.  See
+paragraph 1.C below.  There are a lot of things you can do with Project
+Gutenberg-tm electronic works if you follow the terms of this agreement
+and help preserve free future access to Project Gutenberg-tm electronic
+works.  See paragraph 1.E below.
+
+1.C.  The Project Gutenberg Literary Archive Foundation ("the Foundation"
+or PGLAF), owns a compilation copyright in the collection of Project
+Gutenberg-tm electronic works.  Nearly all the individual works in the
+collection are in the public domain in the United States.  If an
+individual work is in the public domain in the United States and you are
+located in the United States, we do not claim a right to prevent you from
+copying, distributing, performing, displaying or creating derivative
+works based on the work as long as all references to Project Gutenberg
+are removed.  Of course, we hope that you will support the Project
+Gutenberg-tm mission of promoting free access to electronic works by
+freely sharing Project Gutenberg-tm works in compliance with the terms of
+this agreement for keeping the Project Gutenberg-tm name associated with
+the work.  You can easily comply with the terms of this agreement by
+keeping this work in the same format with its attached full Project
+Gutenberg-tm License when you share it without charge with others.
+
+1.D.  The copyright laws of the place where you are located also govern
+what you can do with this work.  Copyright laws in most countries are in
+a constant state of change.  If you are outside the United States, check
+the laws of your country in addition to the terms of this agreement
+before downloading, copying, displaying, performing, distributing or
+creating derivative works based on this work or any other Project
+Gutenberg-tm work.  The Foundation makes no representations concerning
+the copyright status of any work in any country outside the United
+States.
+
+1.E.  Unless you have removed all references to Project Gutenberg:
+
+1.E.1.  The following sentence, with active links to, or other immediate
+access to, the full Project Gutenberg-tm License must appear prominently
+whenever any copy of a Project Gutenberg-tm work (any work on which the
+phrase "Project Gutenberg" appears, or with which the phrase "Project
+Gutenberg" is associated) is accessed, displayed, performed, viewed,
+copied or distributed:
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+1.E.2.  If an individual Project Gutenberg-tm electronic work is derived
+from the public domain (does not contain a notice indicating that it is
+posted with permission of the copyright holder), the work can be copied
+and distributed to anyone in the United States without paying any fees
+or charges.  If you are redistributing or providing access to a work
+with the phrase "Project Gutenberg" associated with or appearing on the
+work, you must comply either with the requirements of paragraphs 1.E.1
+through 1.E.7 or obtain permission for the use of the work and the
+Project Gutenberg-tm trademark as set forth in paragraphs 1.E.8 or
+1.E.9.
+
+1.E.3.  If an individual Project Gutenberg-tm electronic work is posted
+with the permission of the copyright holder, your use and distribution
+must comply with both paragraphs 1.E.1 through 1.E.7 and any additional
+terms imposed by the copyright holder.  Additional terms will be linked
+to the Project Gutenberg-tm License for all works posted with the
+permission of the copyright holder found at the beginning of this work.
+
+1.E.4.  Do not unlink or detach or remove the full Project Gutenberg-tm
+License terms from this work, or any files containing a part of this
+work or any other work associated with Project Gutenberg-tm.
+
+1.E.5.  Do not copy, display, perform, distribute or redistribute this
+electronic work, or any part of this electronic work, without
+prominently displaying the sentence set forth in paragraph 1.E.1 with
+active links or immediate access to the full terms of the Project
+Gutenberg-tm License.
+
+1.E.6.  You may convert to and distribute this work in any binary,
+compressed, marked up, nonproprietary or proprietary form, including any
+word processing or hypertext form.  However, if you provide access to or
+distribute copies of a Project Gutenberg-tm work in a format other than
+"Plain Vanilla ASCII" or other format used in the official version
+posted on the official Project Gutenberg-tm web site (www.gutenberg.org),
+you must, at no additional cost, fee or expense to the user, provide a
+copy, a means of exporting a copy, or a means of obtaining a copy upon
+request, of the work in its original "Plain Vanilla ASCII" or other
+form.  Any alternate format must include the full Project Gutenberg-tm
+License as specified in paragraph 1.E.1.
+
+1.E.7.  Do not charge a fee for access to, viewing, displaying,
+performing, copying or distributing any Project Gutenberg-tm works
+unless you comply with paragraph 1.E.8 or 1.E.9.
+
+1.E.8.  You may charge a reasonable fee for copies of or providing
+access to or distributing Project Gutenberg-tm electronic works provided
+that
+
+- You pay a royalty fee of 20% of the gross profits you derive from
+     the use of Project Gutenberg-tm works calculated using the method
+     you already use to calculate your applicable taxes.  The fee is
+     owed to the owner of the Project Gutenberg-tm trademark, but he
+     has agreed to donate royalties under this paragraph to the
+     Project Gutenberg Literary Archive Foundation.  Royalty payments
+     must be paid within 60 days following each date on which you
+     prepare (or are legally required to prepare) your periodic tax
+     returns.  Royalty payments should be clearly marked as such and
+     sent to the Project Gutenberg Literary Archive Foundation at the
+     address specified in Section 4, "Information about donations to
+     the Project Gutenberg Literary Archive Foundation."
+
+- You provide a full refund of any money paid by a user who notifies
+     you in writing (or by e-mail) within 30 days of receipt that s/he
+     does not agree to the terms of the full Project Gutenberg-tm
+     License.  You must require such a user to return or
+     destroy all copies of the works possessed in a physical medium
+     and discontinue all use of and all access to other copies of
+     Project Gutenberg-tm works.
+
+- You provide, in accordance with paragraph 1.F.3, a full refund of any
+     money paid for a work or a replacement copy, if a defect in the
+     electronic work is discovered and reported to you within 90 days
+     of receipt of the work.
+
+- You comply with all other terms of this agreement for free
+     distribution of Project Gutenberg-tm works.
+
+1.E.9.  If you wish to charge a fee or distribute a Project Gutenberg-tm
+electronic work or group of works on different terms than are set
+forth in this agreement, you must obtain permission in writing from
+both the Project Gutenberg Literary Archive Foundation and Michael
+Hart, the owner of the Project Gutenberg-tm trademark.  Contact the
+Foundation as set forth in Section 3 below.
+
+1.F.
+
+1.F.1.  Project Gutenberg volunteers and employees expend considerable
+effort to identify, do copyright research on, transcribe and proofread
+public domain works in creating the Project Gutenberg-tm
+collection.  Despite these efforts, Project Gutenberg-tm electronic
+works, and the medium on which they may be stored, may contain
+"Defects," such as, but not limited to, incomplete, inaccurate or
+corrupt data, transcription errors, a copyright or other intellectual
+property infringement, a defective or damaged disk or other medium, a
+computer virus, or computer codes that damage or cannot be read by
+your equipment.
+
+1.F.2.  LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except for the "Right
+of Replacement or Refund" described in paragraph 1.F.3, the Project
+Gutenberg Literary Archive Foundation, the owner of the Project
+Gutenberg-tm trademark, and any other party distributing a Project
+Gutenberg-tm electronic work under this agreement, disclaim all
+liability to you for damages, costs and expenses, including legal
+fees.  YOU AGREE THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE, STRICT
+LIABILITY, BREACH OF WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE
+PROVIDED IN PARAGRAPH F3.  YOU AGREE THAT THE FOUNDATION, THE
+TRADEMARK OWNER, AND ANY DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE
+LIABLE TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL, PUNITIVE OR
+INCIDENTAL DAMAGES EVEN IF YOU GIVE NOTICE OF THE POSSIBILITY OF SUCH
+DAMAGE.
+
+1.F.3.  LIMITED RIGHT OF REPLACEMENT OR REFUND - If you discover a
+defect in this electronic work within 90 days of receiving it, you can
+receive a refund of the money (if any) you paid for it by sending a
+written explanation to the person you received the work from.  If you
+received the work on a physical medium, you must return the medium with
+your written explanation.  The person or entity that provided you with
+the defective work may elect to provide a replacement copy in lieu of a
+refund.  If you received the work electronically, the person or entity
+providing it to you may choose to give you a second opportunity to
+receive the work electronically in lieu of a refund.  If the second copy
+is also defective, you may demand a refund in writing without further
+opportunities to fix the problem.
+
+1.F.4.  Except for the limited right of replacement or refund set forth
+in paragraph 1.F.3, this work is provided to you 'AS-IS' WITH NO OTHER
+WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO
+WARRANTIES OF MERCHANTIBILITY OR FITNESS FOR ANY PURPOSE.
+
+1.F.5.  Some states do not allow disclaimers of certain implied
+warranties or the exclusion or limitation of certain types of damages.
+If any disclaimer or limitation set forth in this agreement violates the
+law of the state applicable to this agreement, the agreement shall be
+interpreted to make the maximum disclaimer or limitation permitted by
+the applicable state law.  The invalidity or unenforceability of any
+provision of this agreement shall not void the remaining provisions.
+
+1.F.6.  INDEMNITY - You agree to indemnify and hold the Foundation, the
+trademark owner, any agent or employee of the Foundation, anyone
+providing copies of Project Gutenberg-tm electronic works in accordance
+with this agreement, and any volunteers associated with the production,
+promotion and distribution of Project Gutenberg-tm electronic works,
+harmless from all liability, costs and expenses, including legal fees,
+that arise directly or indirectly from any of the following which you do
+or cause to occur: (a) distribution of this or any Project Gutenberg-tm
+work, (b) alteration, modification, or additions or deletions to any
+Project Gutenberg-tm work, and (c) any Defect you cause.
+
+
+Section  2.  Information about the Mission of Project Gutenberg-tm
+
+Project Gutenberg-tm is synonymous with the free distribution of
+electronic works in formats readable by the widest variety of computers
+including obsolete, old, middle-aged and new computers.  It exists
+because of the efforts of hundreds of volunteers and donations from
+people in all walks of life.
+
+Volunteers and financial support to provide volunteers with the
+assistance they need, is critical to reaching Project Gutenberg-tm's
+goals and ensuring that the Project Gutenberg-tm collection will
+remain freely available for generations to come.  In 2001, the Project
+Gutenberg Literary Archive Foundation was created to provide a secure
+and permanent future for Project Gutenberg-tm and future generations.
+To learn more about the Project Gutenberg Literary Archive Foundation
+and how your efforts and donations can help, see Sections 3 and 4
+and the Foundation web page at https://www.pglaf.org.
+
+
+Section 3.  Information about the Project Gutenberg Literary Archive
+Foundation
+
+The Project Gutenberg Literary Archive Foundation is a non profit
+501(c)(3) educational corporation organized under the laws of the
+state of Mississippi and granted tax exempt status by the Internal
+Revenue Service.  The Foundation's EIN or federal tax identification
+number is 64-6221541.  Its 501(c)(3) letter is posted at
+https://pglaf.org/fundraising.  Contributions to the Project Gutenberg
+Literary Archive Foundation are tax deductible to the full extent
+permitted by U.S. federal laws and your state's laws.
+
+The Foundation's principal office is located at 4557 Melan Dr. S.
+Fairbanks, AK, 99712., but its volunteers and employees are scattered
+throughout numerous locations.  Its business office is located at
+809 North 1500 West, Salt Lake City, UT 84116, (801) 596-1887, email
+business@pglaf.org.  Email contact links and up to date contact
+information can be found at the Foundation's web site and official
+page at https://pglaf.org
+
+For additional contact information:
+     Dr. Gregory B. Newby
+     Chief Executive and Director
+     gbnewby@pglaf.org
+
+
+Section 4.  Information about Donations to the Project Gutenberg
+Literary Archive Foundation
+
+Project Gutenberg-tm depends upon and cannot survive without wide
+spread public support and donations to carry out its mission of
+increasing the number of public domain and licensed works that can be
+freely distributed in machine readable form accessible by the widest
+array of equipment including outdated equipment.  Many small donations
+($1 to $5,000) are particularly important to maintaining tax exempt
+status with the IRS.
+
+The Foundation is committed to complying with the laws regulating
+charities and charitable donations in all 50 states of the United
+States.  Compliance requirements are not uniform and it takes a
+considerable effort, much paperwork and many fees to meet and keep up
+with these requirements.  We do not solicit donations in locations
+where we have not received written confirmation of compliance.  To
+SEND DONATIONS or determine the status of compliance for any
+particular state visit https://pglaf.org
+
+While we cannot and do not solicit contributions from states where we
+have not met the solicitation requirements, we know of no prohibition
+against accepting unsolicited donations from donors in such states who
+approach us with offers to donate.
+
+International donations are gratefully accepted, but we cannot make
+any statements concerning tax treatment of donations received from
+outside the United States.  U.S. laws alone swamp our small staff.
+
+Please check the Project Gutenberg Web pages for current donation
+methods and addresses.  Donations are accepted in a number of other
+ways including including checks, online payments and credit card
+donations.  To donate, please visit: https://pglaf.org/donate
+
+
+Section 5.  General Information About Project Gutenberg-tm electronic
+works.
+
+Professor Michael S. Hart was the originator of the Project Gutenberg-tm
+concept of a library of electronic works that could be freely shared
+with anyone.  For thirty years, he produced and distributed Project
+Gutenberg-tm eBooks with only a loose network of volunteer support.
+
+
+Project Gutenberg-tm eBooks are often created from several printed
+editions, all of which are confirmed as Public Domain in the U.S.
+unless a copyright notice is included.  Thus, we do not necessarily
+keep eBooks in compliance with any particular paper edition.
+
+
+Most people start at our Web site which has the main PG search facility:
+
+     https://www.gutenberg.org
+
+This Web site includes information about Project Gutenberg-tm,
+including how to make donations to the Project Gutenberg Literary
+Archive Foundation, how to help produce our new eBooks, and how to
+subscribe to our email newsletter to hear about new eBooks.
diff --git a/25172.zip b/25172.zip
new file mode 100644
index 0000000..98c2883
--- /dev/null
+++ b/25172.zip
diff --git a/LICENSE.txt b/LICENSE.txt
new file mode 100644
index 0000000..6312041
--- /dev/null
+++ b/LICENSE.txt
@@ -0,0 +1,11 @@
+This eBook, including all associated images, markup, improvements,
+metadata, and any other content or labor, has been confirmed to be
+in the PUBLIC DOMAIN IN THE UNITED STATES.
+
+Procedures for determining public domain status are described in
+the "Copyright How-To" at https://www.gutenberg.org.
+
+No investigation has been made concerning possible copyrights in
+jurisdictions other than the United States. Anyone seeking to utilize
+this eBook outside of the United States should confirm copyright
+status under the laws that apply to them.
diff --git a/README.md b/README.md
new file mode 100644
index 0000000..fb63a12
--- /dev/null
+++ b/README.md
@@ -0,0 +1,2 @@
+Project Gutenberg (https://www.gutenberg.org) public repository for
+eBook #25172 (https://www.gutenberg.org/ebooks/25172)