724 TRANSACTIONS OF SECTION UL. 
other in the greatest of all interests—the educational training which we give 
to our children in the one part of our Empire, to make them suitable 
citizens in another. 
In suggesting reforms and modifications in which this educational unity 
may best be expressed, forgive me if I have but touched, and touched in- 
adequately, on the fringe of a great subject, the transcendent importance of 
which it requires no elaboration of mine to impress on the earnest attention 
of the people of this great Dominion—which great Dominion may I be 
allowed to salute, without flattery or favour, as the most favoured by 
natural beauty and by virgin wealth of all the children of our common 
Motherland? May I salute her in terms which formed the old toast with 
which the two greatest of our English public schools, Winchester and Eton, 
pledged each other when we met in our annual cricket contest: Mater 
pulehra, filia pulchrior! 
The following Papers were then read :— 
1. Discussion on Moral Instruction in Schools. 
(i) Moral Education in Schools. By Professor L. P. Jacks. 
The demand for moral teaching has arisen, in the first instance, from 
the obvious consideration that the spread of knowledge through general 
education is socially dangerous when unaccompanied by moral advance. 
The demand has been greatly reinforced by the growth of the Imperial idea, 
which is awakening the national conscience and confronting the individual 
citizen with enlarged responsibilities. The moral needs of the Empire are 
such as to constitute a demand for ‘ super-men.’ Efficiency is the word 
generally employed to express this fact, but ‘efficiency’ means in this 
connection not merely technical knowledge in trade and courage in 
war, but moral qualities of a higher order still. The relations in which 
the Empire stands to its powerful neighbours demand from its citizens 
magnanimity and consideration for the rights of others ; while the problem 
of subject races suggests the need of a highly developed humanitarian spirit. 
Schoolmasters have been among the first to feel the pressure of these new 
demands, and the result is to be seen in reforms which are taking place in 
the Universities, in public schools, and in primary education. In each case 
the object seems to be the training of character on lines more in harmony 
with the vast responsibilities of the Empire. The effort is being made to 
develop by various means the heroic element in the temper of the com- 
munity. Among the means employed the love of one’s country has a chief 
place. The Empire is being shown as an object of such commanding worth 
in the world’s history that the boy may come to regard it as demanding his 
self-devotion. 
The virtues cannot be imparted one by one to young minds; nor should 
morality be made one among a number of set subjects. What is needed is 
the idea of an ‘end’ which by becoming a principle co-ordinates the pur- 
poses of life. This is supplied in all teaching which promotes loyalty to 
the State, and the conditions of the Empire make the present highly favour- 
able for a vigorous enforcement of this principle. On the other hand, all 
attempts to teach the virtues departmentally will probably fail to produce 
moral action when the subject of such teaching is confronted with the 
actualities of life. Morality in education is rather the name of a method, 
which should dominate the teaching of all subjects, than an independent 
subject in isolation from the rest. 
A further mistake is that of supposing that the virtues can be taught 
to the young according to a fixed pattern. The attempt to do so leads 
inevitably to reaction against the idea of morality; and it has to be 
