Moral education is everywhere acknowledged to be the most important part of all education; but there has not been the same agreement in regard to the best means of securing it in the school. This has been due in part to a want of insight into the twofold nature of this sort of education; for instruction in morals includes two things: the formation of right ideas and the formation of right habits. Right ideas are necessary to guide the will, but right habits are the product of the will itself.
It is possible to have right ideas to some extent without the corresponding moral habits. On this account the formation of correct habits has been esteemed by some to be the chief thing. But unconscious habits-mere use and wont-do not seem to deserve the title of moral in its highest sense. The moral act should be a considerate one, and rest on the adoption of principles to guide one's actions.
