The author’s appeal to the moral teachings of Democritus is explained by the need to extract lessons on raising a virtuous young man that are significant for modern theory and practice of education. The pedagogical significance of Democritus’ “educational” morality, according to the author, lies primarily in the fact that it presupposes the ability of a person to “draw goodness from him/herself”, following the natural desire to be happy. One of the first to say that a person needs virtues to achieve the goal of life (a good mood), Democritus formulated a number of simple, i. e. clear for any person to understand, and therefore pedagogically effective moral instructions: “Don’t say anything bad about another and don’t do anything bad to him/her”; “Do not hide your shameful actions behind virtuous speeches”; “Accustom yourself to virtuous deeds and actions,” etc. The acceptance and implementation by young people of the “simple” rules of Democritus will allow them to rise to the understanding that virtues leading to a happy life make people humane; a happy life is a good life, to cherish it means to be on the side of good, which sanctifies life together in the modern world, i. e. ultimately, it will contribute to the formation of their moral awareness.