This article examines how Harper Lee’s To Kill a Mockingbird transforms the recollection of childhood into a contested form of ethical education. Existing discussions frequently emphasize Scout’s innocence, the novel’s cultivation of empathy, or its problematic treatment of race. Less attention has been paid to the interaction between the adult narrator who remembers and the child consciousness through which past events are focalized. Drawing on narratology, memory studies, narrative ethics, and critical approaches to literary pedagogy, this article argues that the novel organizes Scout’s memories as a curriculum of interpretive revision. Readers initially encounter Maycomb through the child’s partial knowledge, social misreadings, and imaginative projections; they are subsequently required to reconsider those judgments as the narrative reveals the operations of class hierarchy, racial violence, gender regulation, and communal exclusion. This temporal distance between the experiencing child and the remembering adult makes ethical learning a formal process rather than a collection of moral statements. Nevertheless, the educational affordances of this structure remain limited by the novel’s unequal distribution of voice and interiority. Tom Robinson and Maycomb’s Black community become central to Scout’s moral development without receiving comparable narrative subjectivity. The article therefore concludes that the novel’s pedagogical value depends on critical teaching practices that examine focalization, memory, silence, and historical context rather than presenting empathy as an adequate response to structural injustice.