ut everything in the end depends
upon the _moral quality_ of its men and women. Undermine and corrupt
this and we all know that there is nothing to hope for. The
uncorrupted stock of true patriots in our land is firmly rooted in this
conviction, which is worth more to the country than corn-fields and
iron mines. The perpetual enticement and blandishment of worldly
success so universal in our time can not move us if we found one theory
and practice upon the central doctrine of moral education. Education,
therefore, in its popular, untrammeled, moral sense, is the greatest
concern of society.

In projecting a general plan of popular education we are beholden to
the prejudices of no man nor class of men. Not even the traditional
prejudices of the great body of teachers should stand in the way of
setting up the noblest ideal of education. Educational thinkers are in
duty bound to free themselves from utilitarian notions and narrowness,
and to adopt the best platform that children by natural birthright can
stand upon. They are called upon to find the best and to apply it to
as many as possible. Let it be remembered that each child has a
complete growth before him. His own possibilities and not the
attainments of his parents and elders are the things to consider.

Shall we seek to avoid responsibility for the moral aim by throwing it
upon the family and the church? But the more we probe into educational
problems the more we shall find the essential unity of all educational
forces. The citadel of a child's life is his moral character, whether
the home, the school, or the church build and strengthen its walls. If
asked to define the relation of the school to the home we shall quickly
see that they are one in spirit and leading purpose, that instead of
being separated they should be brought closer together.

In conclusion, therefore, shall we make _moral character_ the clear and
conscious aim of school education, and then subordinate school studies
and discipline, mental training and conduct, to this aim? It will be a
great stimulus to thousands of teachers to discover that this is the
real purpose of school work, and that there are abundant means not yet
used of realizing it. Having once firmly grasped this idea, they will
find that there is no other having half its potency. It will put a
substantial foundation under educational labors, both theoretical and
practical, which will make them the noblest of enterpr