, social
efficiency, are moral traits--marks of a person who is a worthy member
of that society which it is the business of education to further. There
is an old saying to the effect that it is not enough for a man to be
good; he must be good for something. The something for which a man must
be good is capacity to live as a social member so that what he gets from
living with others balances with what he contributes. What he gets and
gives as a human being, a being with desires, emotions, and ideas, is
not external possessions, but a widening and deepening of conscious
life--a more intense, disciplined, and expanding realization of
meanings. What he materially receives and gives is at most opportunities
and means for the evolution of conscious life. Otherwise, it is neither
giving nor taking, but a shifting about of the position of things in
space, like the stirring of water and sand with a stick. Discipline,
culture, social efficiency, personal refinement, improvement of
character are but phases of the growth of capacity nobly to share in
such a balanced experience. And education is not a mere means to such a
life. Education is such a life. To maintain capacity for such education
is the essence of morals. For conscious life is a continual beginning
afresh.

Summary. The most important problem of moral education in the school
concerns the relationship of knowledge and conduct. For unless the
learning which accrues in the regular course of study affects character,
it is futile to conceive the moral end as the unifying and culminating
end of education. When there is no intimate organic connection between
the methods and materials of knowledge and moral growth, particular
lessons and modes of discipline have to be resorted to: knowledge is
not integrated into the usual springs of action and the outlook on life,
while morals become moralistic--a scheme of separate virtues.

The two theories chiefly associated with the separation of learning
from activity, and hence from morals, are those which cut off inner
disposition and motive--the conscious personal factor--and deeds
as purely physical and outer; and which set action from interest
in opposition to that from principle. Both of these separations are
overcome in an educational scheme where learning is the accompaniment of
continuous activities or occupations which have a social aim and utilize
the materials of typical social situations. For under such conditions,
the scho