We must, however, remember that the production of good character is not the end of either individual or state action: that is the aim of the one and the other because good character is the indispensable condition and chief determinant of happiness, itself the goal of all human doing. The end of all action, individual or collective, is the greatest happiness of the greatest number. There is, Aristotle insists, no difference of kind between the good of one and the good of many or all. The sole difference is one of amount or scale. This does not mean simply that the State exists to secure in larger measure the objects of degree which the isolated individual attempts, but is too feeble, to secure without it. On the contrary, it rather insists that whatever goods society alone enables a man to secure have always had to the individual—whether he realised it or not—the value which, when so secured, he recognises them to possess. The best and happiest life for the individual is that which the State renders possible, and this it does mainly by revealing to him the value of new objects of desire and educating him to appreciate them. To Aristotle or to Plato the State is, above all, a large and powerful educative agency which gives the individual increased opportunities of self-development and greater capacities for the enjoyment of life. Looking forward, then, to the life of the State as that which aids support, and combines the efforts of the individual to obtain happiness, Aristotle draws no hard and fast distinction between the spheres of action of Man as individual and Man as citizen. Nor does the division of his discussion into the _Ethics_ and the _Politics_ rest upon any such distinction. The distinction implied is rather between two stages in the life of the civilised man—the stage of preparation for the full life of the adult citizen, and the stage of the actual exercise or enjoyment of citizenship. Hence the _Ethics_, where his attention is directed upon the formation of character, is largely and centrally a treatise on Moral Education. It discusses especially those admirable human qualities which fit a man for life in an organised civic community, which makes him “a good citizen,” and considers how they can be fostered or created and their opposites prevented.