If I say “we are now living in England” or “grass is green in summer’ or ‘the cat is on the mat’ what I say will normally be true or false—the statements are true if they correctly report how things are, or correspond to the facts; and if they do not do these things, they are false. Such a statement will only fail to have a truth-value if its referring expressions fail to refer (e.g. there is no object to which ‘the cat’ can properly be taken to refer); or if the statement lies on the border between truth and falsity (e.g. the grass is blue-green) so that it is as true to say that the statement is true as to say that it is false. Are moral judgments normally true or false in the way in which the above statements are true or false? I will term the view that they are objectivism and the view that they are not subjectivism. The objectivist maintains that it is as much a fact about an action that it is right or wrong as that it causes pain or takes a long time to perform. The subjectivist maintains that saying than an action is right or wrong is not stating a fact about it but merely expressing approval of it or commending it or doing some such similar thing. I wish in this paper, first, to show that all arguments for subjectivism manifestly fail, and secondly to produce a strong argument for objectivism. But, to start with, some preliminaries.

Locke defined a person as ‘a thinking intelligent being, that has reason and reflection, and can consider itself as itself, the same thinking thing, in different times and places” (Essay, II, xxvii, 2). To many who have been excited by the same thought as Locke, continuity of consciousness has seemed to be an integral part of what we mean by a person. The intuitive appeal of the idea that to secure the continuing identity of a person one experience must flow into the next experience in some ‘stream of consciousoness” is evidenced by the number of attempts in the so-called constructionalist tradition to explain continuity of consciousness in terms of memory, and then build or reconstruct the idea of a person with these materials. The philosophical difficulty of the idea is plain from the failure of these attempts. Hindsight suggests this was as inevitable as the failure of the attempt (if anyone ever made it) to make bricks from straw alone—and as a failure just as uninteresting. Which is not to deny that the memory theorist might get from it a sense that some of the difficulties in his programme have arisen from his leaving flesh and bones, the stuff of persons, out of his construction.

Why, however, should it be necessarily wrong to discuss the nebulous in a businesslike manner?

Music may be used to express emotion, to heighten a drama, to emphasize the meaning of a ceremony; but it is nevertheless an abstract art, with no power to represent the world. Representation, as I understand it, is a property that does not belong to music.

The foundation of the (now Royal) Institute of Philosophy coincided with my own entry into the ranks of academic philosophers. It may therefore on this special occasion be of some interest if I cast some retrospective glances at philosophy's daily life in and after the middle 1920s. I shall not steal from the proper hands the task of sketching the history of the Royal Institute itself; but I have some now fairly rare qualifications for describing the philosophical world into which it was born.

It is commonly supposed that the philosophy of education is not a reputable area of concern for a philosopher. I have never heard a coherent, sustained and successful case made for this view. Only vague remarks about ‘autonomy’ and narrowly protectionist views of philosophy are ventured. So I shall not discuss the matter further. I shall simply be content to side with Plato, Aristotle, Comenius, Locke, Rousseau, Kant, Mill and Dewey, who thought that educational issues fell within the province of philosophy. Kant was so concerned with education that he interrupted his work on the Critique of Pure Reason in order to support Basedow's experimental school, the Philanthropin, and the educational reforms which it intended to institute. Kant says ‘… the greatest and most difficult problem to which man can devote himself is the problem of education.’ But if those who hold that the philosophy of education is unimportant, or even disreputable, have come to that view after examining a good deal of what is currently being said in this field, then their adverse reaction is not hard to understand, because a good deal of contemporary work here is clearly inadequate. I hope to show that the contemporary perspective is too narrow, and to advocate a return to a more traditional view of the philosophy of education in the hope that the subject may once again be given the importance which was formerly attributed to it.

Philosophers almost by profession are minders of other people's business, that is their intellectual business; which, though a necessary trade, is not always a popular one. So Socrates found long ago. Discretion may therefore seem called for, and still more so in writing of Dr Leavis. Leavis is, so to speak, a hot subject; and not only so in himself, hence to be taken up with caution, but a cause that heat is in other men. Nor is that all; other, harder obstacles remain. It would seem that Leavis explicitly shuts the door on any philosophical approach. Philosophers, broadly speaking, deal in abstractions (even those who profess not to). Leavis wrote long ago, at the start of Revaluation, ‘No treatment of poetry can be worth much that does not keep very close to the concrete’. That ruling, which might debar my whole enterprise, I can take instead as raising immediately its main theme.

William Wollaston, a leading British moral philosopher of the eighteenth century, has fallen into obscurity primarily, I believe, for two reasons. In the first place, it is usually supposed that Wollaston's moral theory was refuted by Hume in the opening section of the third book of the Treatise of Human Nature. Secondly, Wollaston's theory, or parts thereof, have been assigned pejorative labels such as ‘odd’ and ‘strange’, which create the impression that it is not a moral philosophy which can be taken seriously. In this paper I attempt to deal with the second of these reasons by setting forth what I take to be Wollaston's meaning in certain key sections of his work, The Religion of Nature Delineated, especially in so far as they help to shed light on his theories of truth and happiness, and the relation of these to his theory of obligation. Wollaston will be found to be a moral philosopher with important things to say, and therefore to be a moral philosopher with a theory worth taking seriously. If I am correct in my interpretation of Wollaston, then it can also be established that Hume has not refuted Wollaston in the opening section of Book III of the Treatise. But here my attention will be confined entirely to Wollaston's own moral theory.

G. E. Moore's ‘A Defence of Common Sense’ has generated the kind of interest and contrariety which often accompany what is new, provocative, and even important in philosophy. Moore himself reportedly agreed with Wittgenstein's estimate that this was his best article, while C. D. Broad has lamented its very great but (for him) largely unfortunate influence. Although the essay inspired Wittgenstein to explore the basis of Moore's claim to know many propositions of common sense to be true, A. J. Ayer judges its enduring value to lie in provoking a more sophisticated conception of the very type of metaphysics which disputes any such unqualified claim of certainty.

In his discussion of morals in the Third Book of the Treatise, Hume claims that the taking of what I shall call a general point of view is a necessary condition of the arousal of moral feelings. This aspect of Hume's theory has not received much attention from his commentators before now, although its implications for the theory as a whole might be regarded as significant.

There are many uses of the word ‘ought’, not all of which are moral uses. The following sentences contain ‘oughts’ which are not moral ‘oughts’. The peaches on the tree nearest the house ought to be ripe. The old car ought to go now it's had a re-bore. You ought to prune your Lorraine Lee roses in February. You ought to wash your hands before meals. You ought to take more exercise.