ion and meaning to another. The recent
advances in physiology, biology, and the logic of the experimental
sciences supply the specific intellectual instrumentalities demanded to
work out and formulate such a theory. Their educational equivalent
is the connection of the acquisition of knowledge in the schools with
activities, or occupations, carried on in a medium of associated life.

Chapter Twenty-six: Theories of Morals

1. The Inner and the Outer.

Since morality is concerned with conduct, any dualisms which are set
up between mind and activity must reflect themselves in the theory of
morals. Since the formulations of the separation in the philosophic
theory of morals are used to justify and idealize the practices employed
in moral training, a brief critical discussion is in place. It is a
commonplace of educational theory that the establishing of character is
a comprehensive aim of school instruction and discipline. Hence it is
important that we should be on our guard against a conception of the
relations of intelligence to character which hampers the realization
of the aim, and on the look-out for the conditions which have to be
provided in order that the aim may be successfully acted upon. The first
obstruction which meets us is the currency of moral ideas which
split the course of activity into two opposed factors, often named
respectively the inner and outer, or the spiritual and the physical.
This division is a culmination of the dualism of mind and the world,
soul and body, end and means, which we have so frequently noted. In
morals it takes the form of a sharp demarcation of the motive of
action from its consequences, and of character from conduct. Motive and
character are regarded as something purely "inner," existing exclusively
in consciousness, while consequences and conduct are regarded as outside
of mind, conduct having to do simply with the movements which carry out
motives; consequences with what happens as a result. Different schools
identify morality with either the inner state of mind or the outer act
and results, each in separation from the other. Action with a purpose is
deliberate; it involves a consciously foreseen end and a mental weighing
of considerations pro and eon. It also involves a conscious state of
longing or desire for the end. The deliberate choice of an aim and of
a settled disposition of desire takes time. During this time complete
overt action is suspended. A person who d