ABSTRACT
This chapter suggests that there is no intrinsic difference between the methods of the educator and the teacher on the one hand, and someone who is concerned with 'curing' those who are mentally ill in the way educators and social psychologists have described on the other. There are at least four ways in which mental health is important for a school. One of these is not primarily connected with the notion of a 'curriculum', but rather concerns such questions as the arrangements of the school as a social institution, the personality of the teachers, extracurricular activities, and so forth. The other three are: as a necessity before subject-learning; as entailed by certain subjects; and as a focus for new subjects. The connection between mental health and 'moral education' is very close: and the same holds good if educators and social psychologists use such general titles as 'human relations', 'learning to live', 'personality-training' and so forth instead of 'moral education'.
