It is helpful to give the pupil abundant opportunity to pass judgment upon the moral quality of actions not his own. The best opportunities are at first the most impersonal ones, for where the child himself is immediately concerned, the quality of his judgment may be impaired by intense personal feelings, such as fear of blame or punishment. Literature furnishes the earliest and most copious examples; later, history may be helpful, though there is great danger of taking partial or mistaken views as to the moral quality of historical deeds. A selection of literature is an artistic whole. All the relations can be easily perceived, but any given historical event is likely to be a small section of a whole too vast for the youthful mind to comprehend. It is for this reason that caution is needed when passing judgment upon historical facts. To encourage the child to pass judgment in these impersonal cases is to sharpen his natural perceptions of right and wrong, and to influence his disposition favorably. One who has been led to condemn cruelty to animals in this way is likely to be more thoughtful himself, and less disposed wantonly to inflict pain. But every resource of authority and persuasion, as well as appeal to sensibility and conscience, must be employed to make virtuous action habitual, and to prevent the generation of evil. 10. Of the remaining practical or ethical concepts, the idea of perfection points to health of body and mind; it implies a high regard for both, and their systematic cultivation. Perfection here means _completeness of efficiency_, rather than acquisition of holiness. An efficient will is strong, vigorous, decided; it is self-consistent in the pursuit of leading purposes, not vacillating or incoherent. Still, the idea of moral perfection is not a remote one, for, in order to be thoroughly efficient, a will must be in substantial accord with the ethical order of a rational society. All its deviations from established law and custom will be for their improvement, not for the destruction of what is good in them. 11. The idea of good-will counsels the educator to ward off temptation to ill-will as long as such temptation might prove dangerous. It is essential, on the other hand, to imbue the pupil with a feeling of respect for good-will. Good-will is one of the three concrete virtues lying at the basis of social order. It is both _passive_, as in _laissez faire_ attitudes of mind, and _active_ as in thoroughgoing civic, business, and social coöperation. School training must seek to impress the mind with respect for the active rather than the passive type of good-will. So, too, must it ward off the dangers both of passive and active ill-will, as manifested, in covetousness, malice, malevolence, envy, treachery, stinginess, cruelty, hard-heartedness. How these ends may be attained, will be considered later.