Looking into the subject of the development of pupils' moral behavior through handbooks of “Morality” at the end of the 18th and at the beginning of the 19th century in Greece will give answers to basic questions that are related to our understanding of their education. One of the subjects that was under examination were the pedagogic, religious and moral-social perceptions of this period in constructing the identity of a boy or a girl in school. In the first stage, emphasis was placed on issues that concern the significance of virtue (virtuous, good etc.) and whether there were elements of Christian, philosophical or ancient Greek content in the configuration of the moral value scale. For the period of the end of the 18th and the beginning of the 19th century the study based on all handbooks of Ethics as well as by Hristoithia and Hiragogia alongside handbooks written by known scholars and educators which address the subject of our study. The Greek Enlightenment scholars adopt morals free of metaphysical and theological perceptions that can keep pace with the logic and rejection of fanaticism and superstition which they also include in their wider plan for gendered education.