examine the meaning of the self, and the importance of its habits. We have now reached the level of formed character (Chap. VI.).
Finally, we consider the self in two of the aspects of its relation to practical life, first as willing its actions, and then as judging its own and other people's thoughts and actions. The self in these two aspects is usually called will and conscience (Chap. VII.).
Throughout the whole of the first part, we are not content merely to trace the development of character. From point to point we suggest means whereby the teacher may seek to influence the growth of the child's character, when that shall seem advisable. The teacher may fairly hope to do something to help the child to desire the right things, to feel in the right way, and to form the right habits. In short, the child may be influenced to want to be good.
In Part II. it is assumed, for the most part, that the child wants to be good, and to do what is right. The great question is then asked, How is the child to know what is right and good? Part II. comprises an attempt to answer that question.
First, we consider the relation of character and conduct, and investigate what precisely we mean by conduct. We find that when we speak of a man's conduct we imply that he is free to act, that he is responsible for his actions, that he has a moral obligation to act in certain ways, and that his actions have some moral value, positive or negative (Chap. VIII.).
We then go on to consider the grounds on which
