Systematic moral education in schools and high schools is advisable. It is frequently criticised on the ground that it is apt to be schematic and unreal. Moral counsels given as the occasion arises are believed to be more effective. They hit the nail on the head and drive it home. The reply to this is that incidental moral advice and exhortation is not excluded, but that it by no means adequately answers the purpose. The occasions for giving the necessary guidance simply do not arise. This kind of moral teaching is apt to be patchy. In the next place, ethical instruction, when rightly planned, has two objects: the one to bring into clear relief the life axioms that underlie the entire home and school experience of the pupil, and secondly, to give to the pupil a provisional chart and compass or ethical outlook upon his future life. Ethical teaching conceived of and conducted in this manner is neither schematic nor artificial. It does not drive home a nail here and there, it constructs a mental house in which the mind of the pupil can be at home,—with windows in it, looking out upon a large landscape outside. The capital significance of right relations, ethical relations, between the members of the teaching staff has been noted in the text. In every school clubs should be formed consisting of pupils specially interested in any one subject and of the special teachers of that subject:—or if not formal clubs, then at least more intimate personal relations should exist between the special teacher and those selected pupils, the object being through personal intercourse to introduce the young aspirant to a knowledge of the problems on which the older person is intent. There is nothing nearly so educative for the young as to be taken into the counsels of their elders. The more gifted pupils of the school should be invited to take a personal interest in helping the more backward students. In every school, high school and university there are social misfits,—shy, sensitive, solitary youths who fail to come into easy touch with their fellows, and suffer acutely. They are objects of the most delicate, deferential charity, and the task of bringing them into fellowship offers one of the finest opportunities for ethical education. A vital system of self-government is to be used as a means of placing real responsibility upon the students under due advice. To exercise responsibility is to acquire character. Self-government is particularly important so far as it relates to the administration of justice in a school. Cases of discipline should be used as means to create the right conception of punishment, the right attitude towards those who have erred.