Aristotle to Kant and Pestalozzi, who have dealt with the problems of education, have held that virtue is its chief aim and end, shall we thrust from the school the one ideal character who, for nearly nineteen hundred years, has been the chief inspiration to righteousness and heroism; to whose words patriots and reformers have appealed in their struggles for liberty and right; to whose example philanthropists have looked in their labors to alleviate suffering; to whose teaching the modern age owes its faith in the brotherhood of men; by whose courage and sympathy the world has been made conscious that the distinction between man and woman is meant for the propagation of the race, but that as individuals they have equal rights and should have equal opportunities? We all, and especially the young, are influenced by example more than by precepts and maxims, and it is unjust and unreasonable to exclude from the schoolroom the living presence of the noblest and best men and women, of those whose words and deeds have created our Christian civilization. In the example of their lives we have truth and justice, goodness and greatness, in concrete form; and the young who are brought into contact with these centres of influence will be filled with admiration and enthusiasm; they will be made gentle and reverent; and they will learn to realize the ever-fresh charm and force of personal purity. Teachers who have no moral criteria, no ideals, no counsels of perfection, no devotion to God and godlike men, cannot educate, if the proper meaning of education is the complete unfolding of all man's powers.