quisition of certain forms of
knowledge and to intellectual training, to the mental discipline and
power that come from a varied and vigorous exercise of the faculties.
The great majority of good schoolmasters stand squarely upon this
platform, knowledge and mental discipline. But they are none the less
deeply conscious that this is not the highest aim of education. We
scarcely need to be told that a person may be fully equipped with the
best that this style of education can give, and still remain a
criminal. A good and wise parent will inevitably seek for a better
result in his child than mere knowledge, intellectual ability, and
power. All good schoolmasters know that behind school studies and
cares is the still greater task of developing manly and womanly
character. Perhaps, however, this is too high and sacred a thing to
formulate. Perhaps in the attempt to reduce it to a scientific form we
should lose its spirit. Admitting that strong moral character is the
noblest result of right training, is it not still incidental to the
regular school work? Perhaps it lies in the teacher and in his manner
of teaching subjects, and not in the subject-matter itself nor in any
course of study.

This is exactly the point at which we wish to apply the lever and to
lift into prominence the _moral character-building aim_ as the central
one in education. This aim should be like a loadstone, attracting and
subordinating all other purposes to itself. It should dominate in the
choice, arrangement, and method of studies.

Let us examine more carefully the convictions upon which the moral aim
rests. Every wise and benevolent parent knows that the first and last
question to ask and answer regarding a child is "What are his moral
quality and strength?" Now, who is better able to judge of the true
aim than thoughtful and solicitous _parents_? In the second place, it
is inconceivable that a conscientious _teacher_ should close his eyes
to all except the intellectual training of his pupils. It is as
natural for him to touch and awaken the moral qualities as it is for
birds to sing. Again, the _state_ is more concerned to see the growth
of just and virtuous citizens than in seeing the prosperity of
scholars, inventors, and merchants. It is also concerned with the
success of the latter, but chiefly when their knowledge, skill, and
wealth are equaled by their virtues. Our country may have vast
resources and great opportunities, b