ABSTRACT
Given that social living is saturated with moral evaluations, and that therefore no moral learning takes place in a vacuum, it is impossible to draw any limits to it. If a broad distinction may be drawn between direct and indirect moral education, it is the latter that is by far the more powerful and the more predominant. As we have seen, the moral potential of the child becomes actuality through subconscious processes; and in all the key areas of his experience indirect influences are at work.
