 Similar views on education can be discerned in Bosanquet’s The Education of the Young in ‘The Republic’ of Plato (1900), in his remarks on “How Could the Ethical Efficiency of Education be Increased?” (1908), and in essays in Some Suggestions in Ethics (1918). In Some Suggestions in Ethics, for example, Bosanquet distinguishes between “ignorance” and “stupidity”. Ignorance is the intellectual state of not knowing facts. But, more problematic for Bosanquet, is stupidity—the “inability to see” or the blindness to values—for it either distorts, or reflects a distortion of, one’s “ideas concerning facts, objects and truths” (op. cit., p. 236). For Bosanquet, then, education should be primarily directed at improving character; it is the remedy for “awakening interests and proportioning them to values” (op. cit., p. 237). This, however, requires educational reform in schools—concerning the atmosphere or tone of the school, the personality of the teachers, and the organisation of work and play. Through the social activities involved in participation—particularly of the young—in the arts or in artistic training, Bosanquet believed that society can facilitate both the appreciation of beauty and moral excellence. 