No observer of research currents in the human sciences can fail to detect a new appreciation for the contribution of emotions to descriptions of such wide-ranging psychological phenomena as moral judgement, personal and social development and learning. Despite this, we claim that educating the emotions as a dimension of moral education remains something of a taboo subject. As evidence for this, we present three categories of interventions that fit unmistakably into the category of the education of the emotions, but which go generally unrecognized. In the light of the fact that emotional education is held not just to be possible, but is in fact commonplace, we present an error theory to explain its general occlusion. Next, we argue that the taboo surrounding the education of the emotions helps to explain the lack of recognition that relevant kinds of emotional reactions, especially guilt and shame, seem indeed to be a better measure of successful moral education than moral acts. This, we take it, is one of the suppositions of the old classroom management device called the "shame corner". In the last section we propose a comparative analysis of the shame corner and its pedagogical descendant, the "time-out corner", in terms of their assumptions about the structure of moral judgement and the significance of moral emotions. Without recommending the reinstitution of the shame corner, we conclude that, far from constituting progress in moral education, the time-out corner is, from this perspective, apparently wrong-headed and confusing.