“A narrow and moralistic view of morals is responsible for the failure to recognize that all the aims and values which are desirable in education are themselves moral. Discipline, natural development, culture, 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.” Moral behavior is not only social. It is also _intelligent_ behavior. An act has moral significance when the performance shows _insight_ into the situation. An action done under compulsion or without understanding has no moral value. A machine may behave very correctly but it is not a moral being. An act has moral meaning to just the extent that its author grasps the implications of the situation in which he must act and is guided by consideration of the results. An act is judged, not as moralists would have it, merely by the intention, but by its results. It is the aim of education to develop the insight and foresight and breadth of vision which make it possible for an individual to take responsibility for the results of his behavior. The greater the intelligence, the more nearly does the consideration of an act approach the estimate of the total result. Thus _the aims of education and morals are the same_;--the good life in so far as it may be attained by intelligent choice and behavior.