ABSTRACT
As illustrations of moral education in progress I include here illustrations of language-based and problem-based methods. The first consists simply of an extract from materials which I have used with pupils in the early stages of the study of moral language. The reader may like to consider how he would use this material with his own pupils. The second is an entirely imaginary, but not untypical, example of a classroom discussion of moral problems. The third is based on my own experience in secondary modern schools.
