Even at the present stage of our enquiry, it must be tolerably evident to the reader that moral progress, if such a fact exist, will be due mainly to the increasing accuracy and the extended applications of our moral judgments, or, in other words, to the development of the rational rather than the emotional element in the ethical act. The moral feeling follows on the moral judgment, and awards praise or blame, experiences satisfaction or dissatisfaction, in accordance with the intellectual decisions which have preceded it. The character of the feeling, therefore, as distinct from its intensity, is already determined for it by a previous process. And its intensity is undoubtedly greater amongst primitive and uneducated men than it is in civilized life. Amongst ourselves, not only are the feelings of approbation and disapprobation themselves largely modified by the account we take of mixed motives, qualifying circumstances, and the like, but the expression of, them is still further restrained by the caution which the civilized man habitually practises in the presence of others. Indeed, great, in many respects, as are the advantages of this moderation and restraint, there is a certain danger that, as civilisation advances, the approval of virtue and the disapproval of vice may cease to be expressed in sufficiently plain and emphatic terms. But, on the other hand, with the extension of experience and the ever-improving discipline of the intellectual faculties, the moral judgment, we may already presume (for the confirmation of this presumption I must refer to the next chapter), will always be growing in accuracy, receiving further applications, and becoming a more and more adequate representative of facts. The analysis, therefore, of the moral act, with which we have been mainly engaged in the foregoing chapter, besides being essential to the determination of any theoretical problem of ethics, has a most important practical bearing from the indication which it affords of the direction in which moral progress is, in the future, most likely to be found. It must never be forgotten, however, that men may know what is right and do what is wrong, and, hence, the due stimulation of the moral emotions, so that they may respond to the improved moral judgments, is at once an indispensable branch of moral education and an indispensable condition of moral progress. But this is the function, not so much of the scientific moralist, as of the parent, the instructor of youth, the poet, the dramatist, the novelist, the journalist, the artist, and, above all, of the religious teacher. CHAPTER IV. THE MORAL TEST AND ITS JUSTIFICATION.