This is an immensely important book about values education. It is about schools teaching "both smart and good." One premise is that a free democratic government will be lost unless its citizens have strong moral values. If true, there is reason enough to attempt stressing character in all classes. Schools often have shied away from teaching moral values as it is difficult to measure an increase in the learning process--how much more honest the student has become is difficult to measure. Regardless, societies should teach for character as well as intellect. They should also teach for decency as well as literacy, virtue as well as knowledge; and they should mold citizens who use their intelligence to benefit others as well as themselves and who will build a better world.

Whose values do we teach? This is the first question from the naysayers. But let's ignore the negative and attempt to understand the kind of values with which we should be involved. There are non moral values, such as liking classical music or favoring blue collar employment over white collar work. Non moral values are not obligatory in nature and they are not the values we should teach. Moral values, on the other hand, involve an obligation, such as a requirement to pay a just debt, keep a promise, care for children, or to be fair in dealings, etc. These are the standards that a school should teach as they evaluate what you ought to do, not what you want to do. They involve:

a. respect of the rights of individuals,

b. regard for the law,

c. voluntary participation in public service, and

d. concern for the common good.

It does not take total consensus to produce major change in a school: it takes a critical mass, and there are basics on which most people readily can agree. We don't want our children to lie, cheat on tests, take what is not theirs, call others names, hit each other, or be cruel to animals. We do want them to tell the truth, play fair, be polite, respect their parents and teachers, do their schoolwork, and be kind to other people, animals, and the environment.

The family's role is crucial. Parents are the primary moral educators of their children, and they have much more time on task than a teacher. But families need schools to help them. Parents need additional education to assist their being authoritative as they raise their families. Parents should require obedience, but provide clear reasons for their expectations. Permissive parents (those who are reluctant to set rules and confront transgressions) and authoritarian parents (those who set rules but give no reasons) are not as effective as authoritative parents. Schools must work with parents to enable both the school and the parents to be effective. Parents need to know their children's friends, and they need additional help to be taught to deal with problems that concern their children. This information comes from the school. What would a parent do if their child were invited to a party where an X-rated movie were going to be viewed? What are some tips on getting children to help with chores around the house? Should rules be established or a contract agreed to for use of the family car? Which TV programs have merit for viewing, and which are beneficial books to read? How does a family plan worthwhile activities? This is the type of information that should be used in or in conjunction with Parent-Teacher Associations to keep interest and to get parents actively involved in their children's education. Much of the information that usually is presented at PTA meetings can be put in a newsletter to allow for time to educate the parents. Properly conducted PTA meetings will change the school for the better.

But teachers also have to be instructed. One role of the school is to provide a moral environment that accents good values and keeps them in the forefront of everyone's consciousness. If a principal doesn't spend time in school meetings discussing ethics with teachers, then ethics will take a remote backseat in every one's consciousness.

RESPECT (Negative obligations)--Showing regard for the worth of something or someone. There is respect of self, respect of others, and respect for all forms of life and the environment that sustains them.

a. Honesty--not cheating, stealing, or deceiving people is respecting them.

b. Fairness--not playing favorites.

c. Tolerance--respect of those with different ideas, race or characteristics. Tolerance allows for diversity which is a strength.

d. Self respect

1) Prudence--not putting yourself in physical or moral danger.

2) Self discipline--not indulging in self destructive or self demeaning pleasures. It allows us to delay gratification, develop talents, set distant goals, and build solid lives.

RESPONSIBILITY (Positive obligations)--An extension of respect allowing for people to have an obligation to care for other people.

a. Helpfulness--pleasure in doing a kindness.

b. Compassion--literally means "suffering with."

c. Cooperation--work together for the common good, for "no man is an island."

d. Courage--allows people to resist peer pressure and penetrate injustice.

e. Democratic values--secure our individual rights and promote the good of all. American patriotism does not mean that the government of our country is always right: it means loyalty to the democratic values on which our country was founded.

1) Rule of law

2) Equality of opportunity

3) Due process

4) Reasoned argument

5) Representative government

6) Checks and balances

7) Democratic decision-making