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234 in the face of difficulties: they can teach them to reverence what is noble, to be ready for self-sacrifice, and to strive their utmost after purity and truth; they can foster a strong sense of duty, and instil in them that consideration and respect for others which must be the foundation of unselfishness and the true basis of all good manners; while the corporate life of the school, especially in the playground, should develop that instinct for fair play and for loyalty to one another which is the germ of a wider sense of honour in later life."

This comprehensive aim cannot be realised unless the teachers are dominated by a conviction that the purpose of the school is an ethical one, and that they are fulfilling their vocation truly only in so far as they are helping their pupils to become upright members of the community in which they live, and worthy citizens of the country to which they belong. And they cannot do that unless they are themselves men and women of character, whose conduct corroborates the lessons they attempt to teach." The teacher must be so penetrated with the ethical nature of his task, and so governed in all he does by the ethical aim of his vocation as giving life and significance to all he teaches and all he does, that he cannot fail to mould the thoughts of his pupils to those high conceptions of duty, justice, humanity, and religion, which are the bond of society and the sole guarantee of its stability and progress. He must, in short, himself be dominated by ethical passion; and both the subjects taught and the methods