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 be the ally of virtue. We can but accept, too, the fact that guidance, instruction, and authority help to bring the child to self-realization, and help to determine modes of conduct. The remaining question relates to the ways and means adapted to a given stage of education. When the pupil enters the high school he is already a trained being. His training, however, has been more or less mechanical. He is now at an age when his capacity, his studies, and his social relations admit him to a broader field—a field in which he makes essays at independent action; when his physical development brings new problems and dangers; when contact with the world begins to acquaint him with the vicious maxims of selfish men; when there is a tendency to break away from the moral codes, without the wisdom of experience to guide him in his growing freedom. It is a critical period—one that tests in new ways his mental and moral balance. If the pupil is not wrecked here, he has many chances in his favor, although the college or business life or society may later sorely tempt him. That the teachings and influences of the period of secondary education have much to do with making character is recognized by the colleges. Some schools become known for the vigor of their intellectual and ethical training, and the successful preparation of their pupils to meet the demands and temptations of college life. The subject of ethics in the high school thus becomes a proper one for inquiry.

Shall we employ the formal study of ethics? Hardly. The scientific or theoretical treatment of the subject belongs to the period of reflection, of subjective insight, and should follow psychology, if not philosophy. Such study hardly accomplishes