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 For the purpose of moral instruction in the schools we should take the broad view of the Greek ethics. As summed up by Professor Green the Good Will aims (1) to know what is true and create what is beautiful; (2) to endure pain and fear; (3) to resist the allurements of false pleasure; (4) to take for one's self and to give to others, not what one is inclined to, but what is due. This is larger than the conventional moral code. It makes virtues not only of justice and temperance, but of courage and wisdom. By implication it condemns cowardice and lazy ignorance. It urges one to strive for the realization of all his best possibilities, to enlarge his powers, his usefulness, and aim at the gradual perfection of his being through the worthy use of all his energies. It does not dwell morbidly on petty distinctions of casuistry, but generously expands the soul to receive wisdom, the wisdom that regards all good.

We are creatures of numerous native impulses, all useful in their proper exercise. Each impulse is susceptible of growth until it becomes predominant. The lower animals follow their instincts. Man is rational, has the power to discriminate, to estimate right and wrong, to educate and be educated. He is called upon to subordinate some impulses and to cultivate others. The child is full of power of action, and it must be exercised in some direction. The work of the teacher is to invite the native impulses that reach out toward right and useful things, by offering the proper objects for their exercise. When these tendencies of the child's being are encouraged, his growth will be ethical.

What is the relation of the doctrine of duty to