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_