Just in so far as the present school methods fail to meet the test of such questions moral results must be unsatisfactory. We cannot secure the development of positive force of character unless we are willing to pay its price. We cannot smother and repress the child's powers, or gradually abort them (from failure of opportunity for exercise), and then expect a character with initiative and consecutive industry. I am aware of the importance attaching to inhibition, but mere inhibition is valueless. The only restraint, the only holding-in, that is of any worth is that which comes through holding powers concentrated upon a positive end. An end cannot be attained excepting as instincts and impulses are kept from discharging at random and from running off on side tracks. In keeping powers at work upon their relevant ends, there is sufficient opportunity for genuine inhibition. To say that inhibition is higher than power, is like saying that death is more than life, negation more than affirmation, sacrifice more than service. (_b_) We must also test our school work by finding whether it affords the conditions necessary for the formation of good judgment. Judgment as the sense of relative values involves ability to select, to discriminate. Acquiring information can never develop the power of judgment. Development of judgment is in spite of, not because of, methods of instruction that emphasize simple learning. The test comes only when the information acquired has to be put to use. Will it do what we expect of it? I have heard an educator of large experience say that in her judgment the greatest defect of instruction to-day, on the intellectual side, is found in the fact that children leave school without a mental perspective. Facts seem to them all of the same importance. There is no foreground or background. There is no instinctive habit of sorting out facts upon a scale of worth and of grading them. The child cannot get power of judgment excepting as he is continually exercised in forming and testing judgments. He must have an opportunity to select for himself, and to attempt to put his selections into execution, that he may submit them to the final test, that of action. Only thus can he learn to discriminate that which promises success from that which promises failure; only thus can he form the habit of relating his purposes and notions to the conditions that determine their value. Does the school, as a system, afford at present sufficient opportunity for this sort of experimentation? Except so far as the emphasis of the school work is upon intelligent doing, upon active investigation, it does not furnish the conditions necessary for that exercise of judgment which is an integral factor in good character.