The next consideration for all concerned is what to do with the acquired knowledge, and how to "bring up" in the later stages of childhood and early youth.
What do we want to bring up?
Not good nonentities, who are merely good because they are not bad.

There are too many of them already, no trouble to anyone, only disappointing, so good that they ought to be so much better, if only they _would_.

But who can make them will to be something more, to become, as Montalembert said, "a _fact_, instead of remaining but a shadow, an echo, or a ruin ?" Those who have to educate them to something higher must themselves have an idea of what they want; they must believe in the possibility of every mind and character to be lifted up to something better than it has already attained; they must themselves be striving for some higher excellence, and must believe and care deeply for the things they teach.

For no one can be educated by maxim and precept; it is the life lived, and the things loved and the ideals believed in, by which we tell, one upon another.
If we care for energy we call it out; if we believe in possibilities of development we almost seem to create them.

If we want integrity of character, steadiness, reliability, courage, thoroughness, all the harder qualities that serve as a backbone, we, at least, make others want them also, and strive for them by the power of example that is not set as deliberate good example, for that is as tame as a precept, but the example of the life that is lived, and the truths that are honestly believed in.
The gentler qualities which are to adorn the harder virtues may be more explicitly taught.