usually had some instruction in Psychology before taking a course in Ethics, and they enter on the latter study more naturally and easily if the psychological prolegomena are emphasised. Further, it is almost impossible to show the relation between Ethics and Moral Education, unless the psychological aspects of Ethics are constantly brought into prominence. On the other hand, the metaphysical foundation of Ethics has been kept strictly in the background. A metaphysical theory does underlie the general argument of these pages, but I have never obtruded it, because a Metaphysic that could be stated in a book such as this would clarify nothing, and might confuse much.
In dealing with the application of moral principles to the work of education, I have been content to indicate broad effects and general lines of influence. Nothing more than this could well be done in an introductory text-book of Ethics. But I have in preparation a small book on Moral Education, which will attempt to treat, in detail, of ways and means of moral instruction and moral training in schools.
It is a pleasure to acknowledge the debt which the book owes to Mr. J. C. Smith, H.M. Chief Inspector of Training Colleges, and to my colleagues, Mr. J. W. Scott and Mr. A. K. White, all of whom read the greater part of the manuscript and made many valuable suggestions.
G. A. JOHNSTON.
The University,
- Glasgow, July 1915.
