members.

=A Caution.=--While emphasizing the social, or moral, character of the
aim of education, it is to be borne in mind by the educator that this
implies more than a passive possession by the individual of a certain
moral sentiment. Man is truly moral only when his moral character is
functioning in goodness, or in _right action_. This is equivalent to
declaring that the moral man must be individually efficient in action,
and must likewise control his action from a regard for the rights of
others. There is always a danger, however, of assuming that the
development of moral character consists in giving the child some
passive mark, or quality, without any necessity of having it continually
functioning in conduct. But this reduces morality to a mere sentiment.
In such a case, the moral aim would differ little from the cultural aim
mentioned above.




CHAPTER VII

DIVISIONS OF EDUCATIONAL STUDY


CONTROL OF EXPERIENCE

=Significance of Control.=--From our previous inquiry into the nature of
education, we may notice that at least two important problems present
themselves for investigation in connection with the educative process.
Our study of the subject-matter of education, or the school curriculum,