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