formance. For every act, by the principle of habit, modifies disposition—it sets up a certain kind of inclination and desire. And it is impossible to tell when the habit thus strengthened may have a direct and perceptible influence on our association witi others. Certain traits of character have such an obvious connection with our social relationships that we call them 'moral' in an emphatic sense—truthfulness, honesty, chastity, amiability, etc. But this only means that they are, as compared with some other attitudes, central:—that they carry other attitudes with them. They are moral in an emphatic sense not because they are isolated and exclusive, but because they are so intimately connected with thousands of other attitudes which we do not explicitly recognize—which perhaps we have not even names for. To call them virtues in their isolation is like taking the skeleton for the living body. The bones are certainly important, but their importance lies in the fact that they support other organs of the body in such a way as to make them capable of integrated effective activity. And the same is true of the qualities of character which we specifically designate virtues. Morals concern nothing less than tJie whole character, and the whole character is identical with the man in all his concrete make-up and manifestations. To possess virtue does not signify to have cultivated a few nameable and exclusive traits; it means to be fully and adequately what one is capable of becoming through association with others in all the offices of life.
The moral and the social quality of conduct are, in the last analysis, identical with each other. It is then but to restate explicitly the import of our earlier chapters regarding the social function of education to say that the measure of the worth of the administration, curriculum, and methods of instruction of the school is the extent to which they are animated by a social spirit. And the great danger which threatens school work is the absence of conditions which make possible