mprehend 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,