(1) Force, efficiency in execution, or overt action, is one necessary constituent of character. In our moral books and lectures we may lay the stress upon good intentions, etc. But we know practically that the kind of character we hope to build up through our education is one that not only has good intentions, but that insists upon carrying them out. Any other character is wishy-washy; it is goody, not good. The individual must have the power to stand up and count for something in the actual conflicts of life. He must have initiative, insistence, persistence, courage, and industry. He must, in a word, have all that goes under the name "_force_ of character." Undoubtedly, individuals differ greatly in their native endowment in this respect. None the less, each has a certain primary equipment of impulse, of tendency forward, of innate urgency to do. The problem of education on this side is that of discovering what this native fund of power is, and then of utilizing it in such a way (affording conditions which both stimulate and control) as to organize it into definite conserved modes of action--habits. (2) But something more is required than sheer force. Sheer force may be brutal; it may override the interests of others. Even when aiming at right ends it may go at them in such a way as to violate the rights of others. More than this, in sheer force there is no guarantee for the right end. Efficiency may be directed towards mistaken ends and result in positive mischief and destruction. Power, as already suggested, must be directed. It must be organized along social channels; it must be attached to valuable ends. This involves training on both the intellectual and emotional side. On the intellectual side we must have judgment--what is ordinarily called good sense. The difference between mere knowledge, or information, and judgment is that the former is simply held, not used; judgment is knowledge directed with reference to the accomplishment of ends. Good judgment is a sense of respective or proportionate values. The one who has judgment is the one who has ability to size up a situation. He is the one who can grasp the scene or situation before him, ignoring what is irrelevant, or what for the time being is unimportant, who can seize upon the factors which demand attention, and grade them according to their respective claims. Mere knowledge of what the right is, in the abstract, mere intentions of following the right in general, however praiseworthy in themselves, are never a substitute for this power of trained judgment. Action is always in the concrete. It is definite and individualized. Except, therefore, as it is backed and controlled by a knowledge of the actual concrete factors in the situation in which it occurs, it must be relatively futile and waste.