In our growing science of hypnotism we find the promise of a possibility of replacing old inherent instincts by new suggestions, grafting upon or replacing the inherited fixed ideas. Very much indeed of what we call moral education is such an artificial modification and perversion of instinct ; pugnacity is trained into courageous self-sacrifice, and suppressed sexuality into religious emotion.

"But," said I, "these things—these animals talk!"</p><p>He said that was so, and proceeded to point out that the possibility of vivisection does not stop at a mere physical metamorphosis. A pig may be educated. The mental structure is even less determinate than the bodily. In our growing science of hypnotism we find the promise of a possibility of superseding old inherent instincts by new suggestions, grafting upon or replacing the inherited fixed ideas. Very much indeed of what we call moral education, he said, is such an artificial modification and perversion of instinct; pugnacity is trained into courageous self-sacrifice, and suppressed sexuality into religious emotion.

Moral education is the development of individuality, and individuality can not be developed by formulas and mechanical processes: it is the work of the master who brings to his task a genuine and loving interest in the individual.

Only those who unite scientific knowledge of morality with practice in its application may be trusted to solve promptly and safely problems of conscience. Personal, social, commercial, and political experience proves this abundantly. Moral education requires long, patient, and delicate training, and few acquire it without the aid of casuistry.

This method of mental training is, therefore, the immediate preparation for the moral; it completely destroys the root of immorality by never allowing sensuous enjoyment to become the motive. Formerly, that was the first motive to be stimulated and developed, because it was believed that otherwise the pupil could not be influenced or controlled at all.

Moral education, which ought never, in any circumstances, to be rational.

Moral education is not mere drill in the ways of the herd. The good man's first duty, as Professor Erskine says, is to be intelligent. Good intentions alone do not enable man to judge wisely or behave well. The prevailing idea that one can be at the same time good and stupid has strongly influenced our education.

[T]o teach virtue we must educate the emotions, and this means learning "what to feel" in the various circumstances that prompt them.

Education as the exercise of domination stimulates the credulity of students, with the ideological intent (often not perceived by educators) of indoctrinating them to adapt to the world of oppression.

Whence is it that moral philosophy, which was so carefully cultivated in the ancient academy, should be forced in the modern to give place to natural, that was originally designed to be subservient to it? Which is to exalt the hand-maid into the place of mistress7. This appears not only a preposterous, but a pernicious method of institution ; for as the mind takes a turn of thought in future life, suitable to the tincture it hath received in youth, it will naturally conclude that there is no necessity to regard, or at least to lay any stress upon what was never inculcated upon it as a matter of importance then: and so will grow up in a neglect or disesteem of those things which are more necessary to make a person a wise and truly understanding man than all those rudiments of science he brought with him from the school or college.

I have come to believe … that the stage may do more than teach, that much of our current moral instruction will not endure the test of being cast into a lifelike mold, and when presented in dramatic form will reveal itself as platitudinous and effete. That which may have sounded like righteous teaching when it was remote and wordy, will be challenged afresh when it is obliged to simulate life itself.

You mean, control my instincts?"
"No, most of your species can learn to do that. The true challenge is whether you can control your predisposition to assume moral equivalencies where none exist.

Education is the art of making man ethical

Owing to the identification of religion with virtue, together with the fact that the most religious men are not the most intelligent, a religious education gives courage to the stupid to resist the authority of educated men, as has happened, for example, where the teaching of evolution has been made illegal. So far as I can remember, there is not one word in the Gospels in praise of intelligence; and in this respect ministers of religion follow gospel authority more closely than in some others.