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 BULLETIN OF THE UNIVERSITY OF WASHINGTON 
 OCCASIONAL PAPERS No. 3 
 
 MORAL INSTRUCTION THROUGH SOCIAL 
 INTELLIGENCE 
 
 HERBERT GALEN LULL, PH. D. 
 
 ASSOClATC PROFESSOR OF EDUCATION 
 
 SEATTLE, WASHINGTON 
 MARCH. 1913 
 
 ENTEKEO AS 5ECOMD CLASS MATTER ' 
 AT THB POST OFCICE AT SEATTLE, WASHINOTON 
 

Ms 
 
 Reprinted from The American Journal of Sociology, Vol. XVII, No. i, July, 191 1 
 
 MORAL INSTRUCTION THROUGH SOCIAL 
 INTELLIGENCE 
 
 HERBERT G. LULL 
 University of Washington 
 
 Three great questions confront the educator, whether he 
 be teacher or parent : First, what are the worthy incentives in 
 American life? Second, which of these are strong enough to 
 stimulate the best efforts of the boys and girls? Third, how 
 can they best be utilized? 
 
 The history of education shows us that the most effective 
 educational agencies have always utilized the great national 
 enthusiasms, or the great religious forces, or both, in the edu- 
 cation of the youth. The education of the ancient Hebrews 
 was both national and religious. "The child was to become the 
 faithful servant of Jehovah."^ He learned through language 
 and the personal example of his parents the religious and civic 
 requirements of his nation. ''Among all nations the direction 
 impressed on education depends upon the idea which is formed 
 of the perfect man."^ For the Hebrew the perfect man was 
 "the pious, virtuous man who is capable of attaining the 
 ideal, "^ "Ye shall be holy, for I the Lord your God am holy."^ 
 Children were taught and trained to have great respect for par- 
 ents and teachers, and on the other hand much stress was 
 placed upon the religious and moral fitness of parents and 
 teachers. Mildness, patience, and unselfishness were recom- 
 mended as their ruling virtues. All instruction must have 
 its immediate issue in living. Precepts were turned into 
 conduct. Instruction was vitalized with the religious and na- 
 tional life of the people. The persistence of this race through 
 the centuries is due, in part, at least, to the efficiency of its edu- 
 cation. 
 
 The Athenian youths of the historic period were conscious 
 of certain well-defined social enthusiasms. The greatest of 
 
 ' Compayr^, -History of Pedagogy, 7-8. 
 
 47 
 
48 THE AMERICAN JOURNAL OF SOCIOLOGY 
 
 these was the civic enthusiasm. All of the boy's training em- 
 phasized citizenship. In his training in music he learned to 
 chant patriotic poems. The simple and strong lyrics were taught 
 the boys "that they might learn to be more gentle, harmonious, 
 and rhythmical, and so more fitted for speech and action."^ 
 The man of social wisdom and action, Ulysses and Achilles in 
 one, was their educational ideal. The good citizen was the 
 speaker of words of wisdom and the doer of worthy deeds. 
 Gymnastics was regulated with this in view. The "co-ordina- 
 tion of thought and actions, the fitting of conduct to precept, 
 of word to action was to be secured through this training."^ 
 
 But best of all the boys were led to appreciate the signifi- 
 cance of their training. This was especially true of the ephebic 
 period (the secondary education period of the Greeks), in 
 which the youth was trained directly for citizenship. To make 
 a successful career for himself in the sei"vice of the state was 
 the one great ideal of the Athenian Greek of the historic period. 
 Unlike the Spartan, however, the Athenian could serve his 
 state in more ways than one. The careers of soldier, legislator, 
 judge, executive, architect, sculptor, teacher, and athlete were 
 encouraged and promoted by the state. 
 
 The state in large measure determined the careers open to 
 its citizens. Their social enthusiasms or ideals were tangible, 
 definite, and had their embodiment in the achievements of the 
 Greeks then living. They held the heroes of their history in 
 high esteem, yet their enthusiasm was not for a return to the 
 past but for a fuller realization of the Golden Age of the pres- 
 ent. They looked upon their institutions as fulfilments of a 
 great past. Says Pericles in his famous funeral oration, 'T 
 would have you day by day fix your eyes upon the greatness of 
 Athens, until you become filled with the love of her, and when you 
 are impressed by the spectacle of her glory, reflect that this em- 
 pire has been acquired by men who knew their duty and had 
 the courage to do it," etc.'* The Athenian emphasis upon up- 
 
 ° Graves, A History of Education, 162. 
 
 'Monroe, A Brief Course in the History of Education, 45. 
 
 * Monroe, Source Book of the History of Education, 29. 
 
 D. OF 0. 
 
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MORAL INSTRUCTION AND SOCIAL INTELLIGENCE 49 
 
 to-dateness in civic knowledge and insight is expressed by Peri- 
 cles in this same oration. "An Athenian citizen does not neg- 
 lect the state because he takes care of his own household: and 
 even those of us who are engaged in business have a very fair 
 idea of politics. We always regard a man who takes no interest 
 in public affairs, not as a harmless, but as a useless character; 
 and if few of us are originators, we are all sound judges of a 
 policy. The great impediment to action is, in our opinion, not 
 discussion, but the want of that knowledge which is gained by 
 discussion preparatory to action." 
 
 The Athenians had strong social enthusiasms which were 
 powerful factors in the moral education of the youth. This 
 statement applies also to the education of the Roman youth in 
 the time of the Republic, with the qualification that the Roman 
 boy had fewer careers open to him and fewer opportunities 
 for freedom of expression. Other examples of effective social 
 enthusiasms utilized in moral instruction may be found in the 
 education of chivalry in Europe and of Bushido in Japan. 
 Every age and every nation has had its enthusiasms. Not all 
 of these have been equally effective as forces for moral in- 
 struction. 
 
 The aim of the education of the Greeks was simple and 
 definite and tended to produce a type of character. The com- 
 plexity of modern life has made singleness of aim and the pro- 
 duction of a type impossible. But this does not prevent a mod- 
 ern nation from making an effective use of its own forces for 
 educational progress. The twentieth century, like the nine- 
 teenth, promises to be a period of increasing nationalization. 
 The problems of nations will be internal — the problems of mak- 
 ing peace with themselves rather than with each other. The 
 fanatical national consciousness which holds in contempt every- 
 thing foreign is being superseded by a more internal reflective 
 consciousness directed toward domestic problems. The feeling 
 that we need a national house-cleaning is rapidly gaining ground. 
 That we may learn many useful matters concerning education, 
 industry, and even municipal government from other nations 
 without wrecking the Republic is being confidently admitted. 
 
50 THE AMERICAN JOURNAL OF SOCIOLOGY 
 
 In this connection Paulsen, speaking for the German people, 
 says : "The ideas of Fichte and Hegel foreshadowed what is 
 now being realized. They saw in the state not merely an or- 
 ganization destined to secure national power or safety, but an 
 institution intended to realize the moral idea."^ 
 
 If the state is to realize the moral idea, it is plain that we 
 must have a deeper and more extensive knowledge of present 
 social affairs. The people generally must have a better grasp 
 of the significance of their social activities. The problem is a 
 difficult one, first, because of the complexity of modern so- 
 ciety, and second, because of the unorganized condition of social 
 activities. But the kind of education needed means precisely 
 the mastery and simplification of the modern social complexity 
 and the organization and control of social activities for ethical 
 ends, and we have no right to shrink from the task because it 
 is difficult. This kind of education can never be secured as a 
 by-product from the study of many courses rich in many things 
 except the institutions and forces of modern society. For a 
 people whose golden age is yet to come, whose ideals are pro- 
 jected into the future, a system which omits or merely apolo- 
 gizes for present social conditions loses one great opportunity 
 for moral instruction. 
 
 Moral insights are developed through present needs and 
 motives. Instruction which does not arouse motives of social 
 utility cannot have any direct effect upon conduct needed by 
 society. Studies may result in forming habits of industry, quick 
 and accurate thinking, acuteness of perception, vividness of im- 
 agination and memory, and yet leave motives of ethical con- 
 duct untouched. All of these disciplinary values become 
 exceedingly important, however, in giving efficiency to ethical 
 conduct, or, in other words, in realizing right motives in action. 
 On the other hand, these disciplines may become equally effect- 
 ive in realizing wrong motives. To preform the child by es- 
 tablishing habits and attitudes, of course, is absolutely essential 
 in the moral growth of the child, but present adjustments can- 
 not be made on this basis alone. "Ultimate moral motives and 
 
 'Paulsen, German Education, Past and Present, 178- 
 
MORAL INSTRUCTION AND SOCIAL INTELLIGENCE 51 
 
 forces are nothing more or less than social intelligence — the 
 power of observing and comprehending social situations — and 
 social poiver — trained capacities of control — at work in the 
 service of social interests and aims."^ Nothing less than the 
 possession of the knowledge and spirit of society as it now ex- 
 ists can give birth to effective motives — motives which in turn 
 will give direction to habits and attitudes. 
 
 Negatively considered, all subjects viewed and studied as 
 ends rather than as means are moral agencies. When my at- 
 tention is occupied with the beauties of literature, with the 
 theories of mathematics, with the engrossing interests of his- 
 tory, with the generalizations of science and philosophy, it 
 cannot be directed at the same time to the satisfaction of my 
 lower impulses and instincts. Truly the sum total of a man's 
 interests makes up his life. But one is only negatively virtuous 
 who thus escapes from evil. It is only when the mind reflects 
 upon subjects as means to an ulterior value that positive moral 
 progress may be made. Whether progress or retrogression is 
 actually accomplished depends upon the nature and the utility 
 of that value. What we need is a race of educated men and 
 women who can appreciate present values as well as the values 
 of the past. We shall always need the values of the past to 
 furnish a perspective for present values, but to ignore present 
 values or to expect them to be realized incidentally, without 
 studying the content inseparably connected with them, is to 
 exist in the present and live in the past. The child appreciates 
 certain values which seem to him to satisfy his individual needs. 
 Moral instruction consists in elevating the child from his own 
 plane of needs and values to the plane of society's needs and 
 values. 
 
 The great problem is to point the boys and girls to the 
 tangible and at the same time to the good in the present. The 
 desire for a career is fundamental in the life of every boy. 
 This career and the life surrounding this career should be 
 idealized before it is actualized. What can be done to realize 
 this end? The lack of social knowledge and insight is not 
 
 'Dewey, Moral Principles of Education, 43. 
 
52 
 
 THE AMERICAN JOURNAL OF SOCIOLOGY 
 
 limited to the uneducated, but exists among the educated as 
 well. Many of the graduates of high schools and even colleges 
 are apparently as helpless in this field as men whose education 
 has been limited to the elementaiy school. Judge Lindsey has 
 shown us how subtle and insinuating are the ways of the 
 "beast." Good men apparently may innocently follow the beast 
 almost to his den without becoming aware of the danger of 
 their course. We see evidences on every hand of the need of 
 social control. The political bosses and their henchmen rob 
 the people for a number of years and then a new set of officials 
 rides into power upon a strong tide of social feeling. Many of 
 the officials of the new regime naturally prove inefficient; po- 
 litical feeling dies down; a state of general apathy ensues; and 
 it is easy for the old professional guard to find their way into 
 camp again. Municipal leagues and good government clubs 
 are organized; some good work is done and then too late it is 
 discovered that their Moses is losing them in the wilderness. 
 The political shyster for a time keeps the company of good 
 people, makes himself prominent in organizations of social 
 service. He is found at church occupying a front pew, and 
 sometimes he becomes the superintendent of a Sunday school. 
 He is a veritable Dr. Jekyl and Mr. Hyde. Occasionally the 
 church succeeds in proving the identity of Dr. Jekyl and his 
 name is erased from its membership roll. We can never effectu- 
 ally discover such men as this until we are trained to distinguish 
 the real values of men from their fictitious values represented 
 by their oral professions and social affiliations. Men of strong 
 intellect and great moral worth possessing a rare insight in their 
 specializations and a high degree of control in their vocations 
 are often exceedingly childish in their civic and political judg- 
 ments. We need a race of professional politicians, not a race 
 of professional office-seekers. We can never hope to solve the 
 great problems of the day successfully without systematically 
 studying modern life. 
 
 The political developments of the last century have shown 
 a constantly increasing effectiveness of public opinion in di- 
 recting the affairs of our nation. Politicians good and bad 
 
MORAL INSTRUCTION AND SOCIAL INTELLIGENCE 53 
 
 have been quick in "putting their ears to the ground," for the 
 man who does not readily read the signs of the times can neither 
 successfully serve nor rob his country. Sinners swim in the 
 current of public opinion as well as the righteous servants of 
 the people. They often swim more successfully in the eddies 
 caused by conflicting currents. "The divisions and cross pur- 
 poses of decent people give the sinner his chance to get away."''' 
 Social progress in a democracy depends upon the efficacy of 
 public opinion as well as the individual virtues of its citizens. 
 Why should not the education of the schools seek to make a 
 point of contact with public opinion? Professor Ross cor- 
 rectly diagnoses the case when he says : "Public opinion has 
 become so mighty a regulator of conduct, not because it has 
 grown wiser, but because of the greater ease of ascertaining, 
 focusing, and directing it. There is nothing to indicate a gain 
 in intelligence at all answering to its enlargement of authority."^ 
 The politician ascertains public opinion and strives to focus 
 and direct it. The educator's problem is to attempt to make 
 intelligence measure up to the enlargement of the authority of 
 public opinion — not intelligence in general, but the intelligence 
 which constitues the grounds for present-day civic and social 
 judgments. "Today as in Hosea's time the people are destroyed 
 for lack of knowledge."*^ If the civic insight of the people 
 could equal their civic intentions, the most vexing social evils 
 would be eliminated in a generation. So much of moral effort 
 and m.oral capacity go to waste because men do not clearly see 
 the opportunities for social service. "The evils of the present 
 industrial and political situation, on the ethical side, are not due 
 so much to actual perverseness on the part of the individuals 
 concerned nor to mere ignorance of what constitutes the ordinary 
 virtues (such as honesty, industry, purity, etc.), as to inability 
 to appreciate the social environment in which we live. It is tre- 
 mendously complex and confused. Only a mind trained to grasp 
 social situations, and to reduce them to their simpler and typical 
 elements, can get sufficient hold on the realities of this life to see 
 what sort of action, critical and constructive, it really de- 
 
 'Ross, Sin and Society, 87. 'Ibid., 25. 'Ibid., 15. 
 
54 THE AMERICAN JOURNAL OF SOCIOLOGY 
 
 mands."^^ The only remedy for this defect is more social edu- 
 cation. It is said that the business of education is to follow 
 and not lead in the progress of society. The correctness of 
 this statement may be admitted, but one cannot find in it any 
 reason why education should follow so far behind. 
 
 We study United States history, but rarely advance the 
 class beyond the close of the Civil War and the problems of 
 the reconstruction period. Since the Civil War this country has 
 experienced a social and industrial revolution. This is left 
 untouched in the instruction of our schools. The study of 
 civics consists in a rather formal analysis of the Constitution 
 (the Constitution which was, but is not now). The heroes of 
 America held up to the children are great military men, states- 
 men, a few inventors, and authors. These are all good and will 
 always be potent forces in forming American ideals, but the 
 list should be revised. Nearly all of these, with the exception 
 of Lincoln and perhaps one or two others, lived more than fifty 
 years ago. Are there no living men and women whose deeds 
 are worth considering? Are there no services being rendered 
 in industry, charity, education, religion, professions, and labor 
 worthy of study in our schools? The endeavors and achieve- 
 ments of the strong men and women of our time, who are 
 working quietly yet heroically, very seldom find recognition in 
 the daily newspapers. It is the busiiness of the school to find 
 these men and women and use their lives, endeavors, and 
 achievements in the moral instruction of the young. This kind 
 of instruction should not in any way take the place of the 
 presentation of the great characters of history and religion, 
 including Christ himself, but it should serve as a means of 
 mediation between these great characters and the life of the 
 child in the present. 
 
 If the religion of Christ is really accomplishing the salva- 
 tion of the human race, and we believe that it is, then why 
 should we forever return to ancient history for our saints? 
 Our newspapers exploit the evil and the sensational in modern 
 life. Our best magazines are engaged in a campaign of muck- 
 
 " Dewey, Ethical Principles Underlying Education, 23. 
 
MORAL INSTRUCTION AND SOCIAL INTELLIGENCE 55 
 
 raking. Let the muck-raking go on, but let us not forget that 
 unless the boys and girls are introduced to the good in modern 
 life, they will be poorly prepared to assume its responsibilities. 
 Teach the life of Jesus, the apostles, and the saints of old: en- 
 thuse the student with fundamental religious emotions and 
 high resolves, and then make this instruction efficient by show- 
 ing definitely how the spirit of Christ is working through the 
 lives and the activities of men and women now laboring for the 
 salvation of humanity. Is there any better way to inspire and 
 to enlist the moral and spiritual service of the rising genera- 
 tion? Every ethical occupation, calling, or profession has its 
 opportunities for service as yet unrealized by the most of men. 
 What are these opportunities? How are some men and women 
 taking advantage of them? Teach the personal and the civic 
 ideals of the Bible to the children, but bring these ideals home 
 to them by thoroughly instructing them in the science and art 
 of good living today. Empty precepts and abstract ethical 
 terminology will not suffice. We must reveal history in its 
 making to the child if he is to be successful in turn in making 
 good history. 
 
 What can the school do to improve social morality? In 
 the first place instructors must adapt and utilize the courses 
 of study as they now stand to the end of moral instruction, and, 
 in the second place, other more pertinent subject-matter for 
 moral instruction must be introduced and adapted to the needs 
 of pupils. The scope of this paper is limited to the second line 
 of reform. Teachers who are dependent upon textbooks now 
 being used in the schools cannot hope to accomplish much in 
 solving the problem. What present social content can be used 
 in instruction? How can the lives of worthy men and women 
 be used in connection with such instruction ? Is there any valid 
 reason why boys and girls of our high schools should not study 
 such great problems as the slums, the sweating system, tene- 
 ments, individual and social degeneracy, the factory system, 
 poverty, the unemployed and homeless poor, dependent children, 
 social settlements, private and public charities, religious organi- 
 zations, the juvenile court, industrial education, municipal gov- 
 
56 THE AMERICAN JOURNAL OF SOCIOLOGY 
 
 ernment, immigration, the tramp problem, criminal classes, prison 
 reform, institutions of charities and corrections, the liquor prob- 
 lem, labor unions, and the organization of capital, philanthropy, 
 the institutional church, public and private education, political 
 parties, etc. ? 
 
 The writer is not unaware of several objections that will 
 be made to such a course of study. The first objection will be 
 that the subjects suggested emphasize the dark side of life. 
 Superficially viewed, this contention seems true, but the em- 
 phasis will not be on a hopeless darkness. The high-school 
 age is the period preparatory to full citizenship. This is the 
 age when the social impulses of sympathy, sex, love, and hero- 
 ism well up persistently in the lives of young men and women. 
 It is the period of great resolves and exalted ideals. High ideals 
 come in this period, if ever. Why should these resolves and 
 ideals be emasculated by monopolizing the youth's school time 
 on mental pabulum which has little if any connection with the 
 great problems which are stirring the souls of the truly great 
 men and women of our time? Does anyone know a social 
 reformer or a public-spirited citizen who looks on the dark side 
 of life or who is deteriorating to the plane of incurable pes- 
 simism ? 
 
 A second objection will be that social prejudices are too 
 strong to treat of topics so vital to the life of present-day so- 
 ciety. But this objection really has no cogency, for all of the 
 above topics and many others which might be added to the list 
 have a common point of view in the enlightened public opinion 
 of every community. Enlightened public opinion is the only 
 local force b}'- which the teacher should be guided in presenting 
 such a course. The teacher must avoid any tendency to wor- 
 ship local or national heroes now living. Let men have due 
 credit for their good deeds, but do not attempt to surround 
 them with a halo. In presenting modern social content the em- 
 phasis should be placed upon the study of the results of service 
 and the opportunities for service. The real teacher need not 
 be afraid. There is no place for the dogmatizing type of teacher 
 in this work. Its purpose must always be remedial for the future 
 
MORAL INSTRUCTION AND SOCIAL INTELLIGENCE 57 
 
 rather than negatively critical of the present. Its spirit should 
 be that of increasing sincerity and breadth of sympathy for hu- 
 manity, an increasing sense of our social interdependence and 
 obligations, and increasing desire for manly and womanly serv- 
 ice. It is difficult to understand how prejudices can operate 
 to the detriment of such instruction. 
 
 The third objection will be that the content is too difficult 
 for .pupils of high-school age, but investigation shows this ob- 
 jection to be untrue. The subjects above indicated are in them- 
 selves not more difficult of comprehension than the history 
 and civics now being taught in the high schools. Of course 
 there are some phases of some of these subjects that could not 
 be grasped by the average high-school pupil, even in the fourth 
 year, but this statement is equally true of the subjects of the 
 present curriculum. The field is broad and rich, and there is 
 ample opportunity for the appropriate selection of subject- 
 matter. It will not be nearly so difficult to find social problems 
 sufficiently simple as it will to find time enough to study even 
 the most important ones. 
 
 The fourth objection will be that books and literature on 
 these topics are unavailable. If it is meant that there are no 
 textbooks treating these topics designed for use in the high 
 schools, then the objection is true. But as a matter of fact 
 there is an abundance of books, monographs, lectures, and 
 magazine articles of a high order which may be selected and 
 adapted to high-school work. 
 
 Still another objection will be that there is no time for such 
 work in the high-school course. This objection must be met 
 purely on the ground of relative values. If it is not clear that 
 this work is more valuable than some of the work given in the 
 high school, then of course there is no place or time for it,' for 
 the curriculum is sufficiently packed as it is. 
 
 When the soundness of the arguments for a more socialized 
 curriculum has been admitted by laymen, still custom, tradition, 
 and lethargy of the teaching craft reinforced by the ancient doc- 
 trine of formal discipline will bar the road to progress. The 
 value of a subject does not consist in its "fixed inner structure 
 
58 THE AMERICAN JOURNAL OF SOCIOLOGY 
 
 but in its function — in its power to start and direct significant 
 inquiry and reflection. "^^ Anyone who has taught high-school 
 classes in history and civics knows how keenly interested his 
 pupils are in the problems of the present. The teacher who 
 brings his course up to date feels that he is grappling with 
 questions of vital importance to himself and to humanity, and 
 he swings himself into his tasks with new zeal and increasing 
 energy. Teachers fail to become great because they are not 
 permitted to engage in the solution of the great problems of 
 the day. As long as instruction is limited to the reproduction 
 of the fixed sciences or to the investigation of subjects which 
 have only a remote relationship to the present life of the race, 
 so long will teachers continue to mark time in the march of 
 progress. It would be a good discipline for teachers if they 
 were recjuired to think out a course of study without depending 
 upon the safe and narrow paths of the textbooks. While we 
 are emphasizing the values of the so-called fundamental sub- 
 jects in the schools, the problems of the present are being solved 
 by society for good or ill through the medium of a relatively 
 unenlightened public opinion. The historians are strenuously 
 trying to discover the hidden meanings of events which were 
 passed into history through the medium of perhaps a still less 
 enlightened public opinion. The results of this work are sifted 
 and diluted and made into textbooks. If school historians will 
 come to the point of throwing overboard a great many of the 
 historical records as unworth}^ of occupying the best years of 
 all students' time, except those engaged in historical research, 
 and will turn their attention to the problem of selecting those 
 parts of history that really are significant in the life of society 
 today, then history will begin to yield its real service. "History 
 is vital or dead to the child according as it is or is not presented 
 from the sociological standpoint. When treated simply as a 
 record of what has passed and gone, it must be mechanical be- 
 cause the past, as the past, is remote. Simply as the past there 
 is no motive for attending to it. The ethical value of history 
 teaching will be measured by the extent to which past events 
 
 " Dewey, How We Think, 39. 
 
MORAL INSTRUCTION AND SOCIAL INTELLIGENCE 59 
 
 are made the means of understanding the present — affording 
 insight into w hat make up the structure and workings of society 
 today."!- 
 
 The spirit of the program of instruction here contemplated 
 does not underestimate the value of the study of the great mas- 
 terpieces and events of the past, but, on the contrary, history 
 is given a new function, the function of social service. But 
 knowledge of history can never be turned to account in the 
 present unless the present is known. What is true of history in 
 this respect is true of all the humanities and sciences. Ruskin 
 has shown us how art is to be linked with the present for the 
 service of society. This conception of studies is democratic.!^ 
 Education is a service and not an accomplishment which separates 
 its possessor from his fellow-men. That kind of education 
 which seeks to get a "corner" on culture and refinement, and 
 only incidentally to serve, never can become a strong force in 
 the ethics of our nation. 
 
 We must expand our conception of utility and elevate it 
 from its present vulgar plane of existence. We live in. an in- 
 dustrial age and all institutions are dominated by the industrial 
 spirit and we cannot help it. The question is, what shall we do 
 about it? We culturalites usually do one of two things: Either 
 we allow the utilitarians to drag us down to their level or we 
 withdraw and organize a monastic set of our own. The result 
 is that both kinds of education tend to become artificial ab- 
 stractions. Why cannot we admit that the utility men have a 
 case and then help them to give scope and meaning to their sub- 
 jects by making vital connections between the cultural and the 
 industrial interests? Why should not the boys engaged in 
 industrial training associate their labor with its industrial and 
 social significance? Is not industrial history as cultural as the 
 history of royal families and the escapades of princes? Would 
 it not be well for the sons of the workers and the capitalists to 
 gather during the school period some sane ideas on the history 
 of trade unions and the organization of capital? Then in later 
 
 " Dewey, Moral Principles of Education, 30. 
 
 "Ruskin, Lectures on Art, sees. 116, 124, and in many other lectures. 
 
6o THE AMERICAN JOURNAL OF SOCIOLOGY 
 
 years they could at least be held morally responsible for their 
 acts. The effect of such instruction in providing motives, in 
 creating the consciousness of needs, in arousing feeling, in 
 preforming the mind with large and noble attitudes, and in 
 stimulating the will cannot be overestimated. "Unless there is 
 a prompt and almost instinctive sensitiveness to conditions to 
 the ends and interests of others the intellectual side of judg- 
 ment will not have proper material to work upon. Just as the 
 material of knowledge is supplied through the senses, so the 
 material of ethical knowledge is supplied by emotional re- 
 sponsiveness."^^ Nothing so arouses the feelings and stimu- 
 lates the will as the consciousness of the possibihties of personal 
 participation ; and the youth's consciousness of the possibilities 
 of personal participation will be most effectively secured by 
 studying the situation into which he must shortly enter. Thus 
 the two essential conditions of moral education — stimulus for 
 the will and exercise for the moral judgment — are amply pro- 
 vided for by instruction in modern social content. 
 
 '^ Dewey, Moral Principles of Education, 52. 
 

 
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