140 SSA YS SCIENTIFIC AND PHILOSOPHICAL. 



a matter of fact the o-w^wv and the ajcoXaoroe are 

 equally unreal characters ; for the lower nature 

 never ceases to struggle, the higher never ceases 

 /o protest. 



/ Morality is the struggle to be free vice is the 

 /abandonment of the struggle. Hence the good- 

 I ness of acts is judged by the EFFORT TTE/H TO x^ - 

 TrwrEpov act KOL rf^vrj yivtrai KOI apETi) (Eth., II. iii. lo). 

 The same thought is expressed in o-0Xoi juiv jap 

 aTrXwc, TravToScnrwe Sc KO.KOI (II. vi. 14) pq&ov jj.lv TO 

 aTTOTi^av row GKOTTOV, xaXtirbv Sf TO tTriTvyftv (ibid.). 

 The problem of Eth., III. v., man's responsibility 

 for his character, is suggested by this fact. There 

 is an effort in virtue, therefore man is responsible ; 

 there is no effort in vice, therefore he is not 

 responsible. To know implies learning^ to be 

 ignorant implies a mere laisser faire. Hence we 

 commend a man for action, but shrink from blaming 

 him for indolence. Even Aristotle (III. xii.) thinks 

 a man more to blame for a/coXao-m than for SaXm, 

 because it required less effort to resist fi^ovr) than 



\VTTrj. Cf. III. ix. 2. \a\TTWTpOV JCLp TCL \V7Tripa 



What is the place of education in the self-emanci- 

 pation of the will? It is the protection of the Will 

 in its first struggles to be free, and the presenting 

 to the conscience of the highest conceptions 

 of the good. But no external force can give the 

 will freedom. Freedom must be won. Education 



