A Critical Study of Current Theories of Moral Education

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Face the distinct problem of an education which shall include the good in each of them, and reduce the evil to its lowest terms. How shall the incomplete- ness of class education become the completeness of a really human sort of education? How shall this illiberal fragmentariness be done away, and the larger and more universal outlook and the more liberal spirit take its place ? The man of science, or art, or philosophy, is dependent upon the world of industry in a way that, at present, he does... not like, always, to admit; the man who labors with his hands is dependent upon the man of ideas, the world of theory, in a way that, for the most part, he neither realizes, nor cares to consider. We need not discuss which is the more immoral, the snobbish superiority of theory to practice, or the pathetic glorying of practice in its "practicality. " Both are serious. The world is one community, today; and this adds to the complexity of this problem: there are social relationships upon which we are all dependent, but of which we are all more or less ignorant, and upon which we do not always choose to inform ourselves.

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