The type of character of every individual depends partly upon innate temperament and partly upon external circumstances. A warlike, a refined, an industrial society each evokes and requires its specific qualities, and produces its appropriate type. If a man of a different type arise—if, for example, a man formed by nature to exhibit to the highest perfection the virtues of gentleness or meekness, be born in the midst of a fierce military society—he will find no suitable scope for action, he will jar with his age, and his type will be regarded with disfavour. And the effect of this opposition is not simply that he will not be appreciated as he deserves, he will also never succeed in developing his own distinctive virtues as they would have been developed under other circumstances. Everything will be against him—the force of education, the habits of society, the opinions of mankind, even his own sense of duty. All the highest models of excellence about him being formed on a different type, his very efforts to improve his being will dull the qualities in which nature intended him to excel. If, on the other hand, a man with naturally heroic qualities be born in a society which pre-eminently values heroism, he will not only be more appreciated, he will also, under the concurrence of favourable circumstances, carry his heroism to a far higher point than would otherwise have been possible. Hence changing circumstances produce changing types, and hence, too, the possibility of moral history and the necessity of uniting it with general history. Religions, considered as moral teachers, are realised and effective only when their moral teaching is in conformity with the tendency of their age. If any part of it is not so, that part will be either openly abandoned, or refined away, or tacitly neglected. Among the ancients, the co-existence of the Epicurean and Stoical schools, which offered to the world two entirely different archetypes of virtue, secured in a very remarkable manner the recognition of different kinds of excellence; for although each of these schools often attained a pre-eminence, neither ever succeeded in wholly destroying or discrediting the other.