In the next place, we may observe that the practical consequences, so far as ethics are concerned,(137) of the opposition between the two great schools of morals, are less than might be inferred from the intellectual chasm that separates them. Moralists grow up in the atmosphere of society, and experience all the common feelings of other men. Whatever theory of the genesis of morals they may form, they commonly recognise as right the broad moral principles of the world, and they endeavour—though I have attempted to show not always successfully—to prove that these principles may be accounted for and justified by their system. The great practical difference between the schools lies, not in the difference of the virtues they inculcate, but in the different degrees of prominence they assign to each, in the different casts of mind they represent and promote. As Adam Smith observed, a system like that of the Stoics, which makes self-control the ideal of excellence, is especially favourable to the heroic qualities, a system like that of Hutcheson, which resolves virtue into benevolence, to the amiable qualities, and utilitarian systems to the industrial virtues. A society in which any one of these three forms of moral excellence is especially prominent, has a natural tendency towards the corresponding theory of ethics; but, on the other hand, this theory, when formed, reacts upon and strengthens the moral tendency that elicited it. The Epicureans and the Stoics can each claim a great historical fact in their favour. When every other Greek school modified or abandoned the teaching of its founder, the disciples of Epicurus at Athens preserved their hereditary faith unsullied and unchanged.(138) On the other hand, in the Roman empire, almost every great character, almost every effort in the cause of liberty, emanated from the ranks of Stoicism, while Epicureanism was continually identified with corruption and with tyranny. The intuitive school, not having a clear and simple external standard, has often proved somewhat liable to assimilate with superstition and mysticism, to become fantastic, unreasoning, and unpractical, while the prominence accorded to interest, and the constant intervention of calculation in utilitarian systems, have a tendency to depress the ideal, and give a sordid and unheroic ply to the character. The first, dwelling on the moral initiative, elevates the tone and standard of life. The second, revealing the influence of surrounding circumstances upon character, leads to the most important practical reforms.(139) Each school has thus proved in some sense at once the corrective and the complement of the other. Each when pushed to its extreme results, produces evils which lead to the reappearance of its rival.