There could hardly have been a more influential twentieth-century philosophical essay than Elizabeth Anscombe's 'Modern moral philosophy', in which she condemned the prevailing and competing ethics of duty and utility of her day and urged moral philosophers to abandon the search for any general conception of 'morality' in favour of return to Aristotle's more particular focus on virtue and virtues as powers or qualities of good human character. While moral philosophers have not been slow to rally to this banner--with timely and useful attention to a wide range of character virtues--it was inevitable that moral educationalists would also soon turn towards understanding virtuous character to be a prime if not main concern of moral education. However, without denying that recent moral philosophical attention to virtue and virtues has been worthwhile, it is crucial to appreciate that in and of themselves such qualities mostly fall short of moral status and value and that some independent criterion of the moral cannot, as Anscombe recommended, be renounced. In this spirit, the present paper also attempts to comprehend such moral and educational significance by reference to interlinked concepts of love, knowledge and justice.