ABSTRACT
The development of reason, we have seen, involves the development in the educand of certain distinctive moral qualities, 'the virtues of reason'. In developing the educand as a reasonable being, then, it follows that we shall be to some extent contributing to his development as a moral being, for we shall be helping him to become at least a somewhat more tolerant, more honest, and more impartial person than he was before. If through education a man can be correctly said to have become a more reasonable person, we can correctly say of him that through education he has, at least to some extent, become a morally better person. Now, few if any teachers would dispute that an essential part of the education of children and adolescents consists in promoting their development as moral beings, in helping them to become morally better persons by helping them to become more charitable, considerate, and responsible as well as more tolerant, honest, and impartial. In this sense, 'moral education' is recognized to form an essential part of their general education. We suppose that it is possible for a teacher to help form the moral character of his pupils, and we believe it to be highly appropriate that he should do so. However, where the pupil is an adult—that is, someone whom we presume to be already a mature person, and whom we therefore consider to be entitled to all the freedom and independence of a full moral agent—can we still consider it appropriate that the development of his moral character should figure among the objectives of whatever education he may in later life be receiving? And in what sense, if any, is it possible for education to foster the moral development of grown men and women?
