In teaching ethics follow the maxim from the concrete to the abstract
As to method, a variety of profitable ways abounds if only the contact with life is kept close and the principles studied are tested by their outcome in the life which the student knows best. In general, the best procedure is to work back from concrete instances to the principles underlying the problem, formulate the principles and test them in other fields. Our illustrative strike, for instance, can be used to throw light upon the actual and the ideal principles involved in human relationship in some such manner as the following:
Method of procedure illustrated
What do the employers want? What do they mean by liberty? What were the circumstances under which Mill formulated his principle of "liberty within the limits of non-infringement?" What have been the consequences in America of reliance upon this formula? Why does it break down in practice? Compare it with the theory of the balance of power in international relations. What is likely to be the effect of the possession of power upon the possessor himself?
Restate the ideal of liberty in terms of duty, not of privilege. What are the obstacles to the fulfillment of such an ideal in industry? In homes? What are the personal obstacles to clear understanding of the meaning of right?
What do the workers want? Examine each of their demands—shorter hours, more pay, recognition of the union, etc. What should the granting of these demands contribute to their lives? Give instances to show whether "better off" means better persons or not.
Compare the working man's use of the word "liberty" with that of the employer. Why do workers often become oppressors when they themselves become employers? What is the difference between demanding a redress of your grievance and making a moral demand? What makes the cry of fraternity as uttered by the workers repugnant to those who otherwise would accept fraternity as an ideal?
How would you formulate the ideal for the vocational life of the factory worker? Apply it to other vocations—journalism, law, teaching. Sum up the ideal rewards of work.
Make tentative definitions of liberty, rights, duty, justice.