ing, as in the past, of whom only a few are needed, and who would be able to do no more for our true human and national aim than such men have done hitherto—exhort, and exhort again, get themselves wondered at, and occasionally abused. But it is clear, as I have already said, that this free activity of the mind is developed with the intention that by it the pupil may voluntarily create the image of a moral order of life that actually exists, may lay hold of this image with the love that is also already developed in him, and be spurred on by this love to realize it actually in and by his life. The question is, how can the new education prove to itself that it has achieved this, its true and final purpose with the pupil.
25. Above all it is clear that the mental activity of the pupil, which has been exercised already on other objects, should be stimulated to create an image of the social order of mankind as it ought to be, simply in accordance with the law of reason. Whether the image created by the pupil be true can be judged most easily by an education which alone is in possession of this true image. Whether it is created by the pupil’s spontaneous activity, and not simply passively accepted and credulously repeated in school fashion, and, further, whether it is raised to the proper clearness and vividness, education will be able to judge, just as it has hitherto correctly judged other things in this respect. Yet all this is a matter for mere knowledge, and remains within the domain of knowledge, which is very accessible in this system of education. It is a very different and a higher question, whether the pupil is so filled with ardent love for such an order of things, that it will be utterly impossible for him not to desire it and to work with all his strength to promote it, when freed from the guidance of education and left independent. This question, undoubtedly, not words and
