This subject is of the greatest importance. It really requires extended and careful treatment, but a few hints must suffice. The teacher should remember that he is educating not boys and girls in general, but particular boys and girls, each of whom has particular faults needing to be corrected and actual or potential virtues to be developed and encouraged. Therefore a conscientious study of the character of the pupils is necessary. This constitutes an additional reason why moral instruction should be given in a daily school rather than in a Sunday school, the opportunities for the study of character being vastly better in the former than they can possibly be in the latter. The teacher who gives the moral lessons, in undertaking this study, should solicit the co-operation of all the other teachers of the school. He should request from time to time from each of his fellow-teachers reports stating the good and bad traits observed in each pupil, or rather the facts on which the various teachers base their estimates of the good and bad qualities of the scholars; for the opinions of teachers are sometimes unreliable, are sometimes discolored by prejudice, while facts tell their own story. These facts should be collated by the moral teacher, and, with them as a basis, he may endeavor to work out a kind of chart of the character of each of his pupils. It goes without saying, that he should also seek the co-operation of the parents, for the purpose of discovering what characteristic traits the pupil displays at home; and if the reputation which a pupil bears among his companions, can be ascertained without undue prying, this, too, will be found of use in forming an estimate of his disposition. The teacher who knows the special temptations of his pupils will have many opportunities, in the course of the moral lessons, to give them pertinent warnings and advice, without seeming to address them in particular or exposing their faults to the class. He will also be able to exercise a helpful surveillance over their conduct in school, and to become in private their friend and counselor. Moreover, the material thus collected will in time prove serviceable in helping us to a more exact knowledge of the different varieties of human character--a knowledge which would give to the art of ethical training something like a scientific basis.[22] FOOTNOTE: [22] See some remarks on types of character in my lecture on the Punishment of Children. RECAPITULATION. Let us now briefly review the ground we have gone over in the present course. In the five introductory lectures we discussed the problem of unsectarian moral teaching, the efficient motives of good conduct, the opportunities of moral influence in schools, the classification of duties, and the moral status of the child on entering school.