so that this object pleases not only in itself, but also as an object of the manifestation of mental power. This pleases directly, inevitably, and invariably.
19. This creative mental activity which is to be developed in the pupil is undoubtedly an activity according to rules, which become known to the active pupil until he sees from his own direct experience that they alone are possible—that is, this activity produces knowledge, and that, too, of general and infallible laws. Moreover, in the free development that begins at this point it is impossible to undertake anything contrary to the law, and no act results until the law is obeyed. Even if, therefore, this free development should begin at first with blind efforts, it must still end in more extensive knowledge of the law. This training, therefore, in its final result, is the training of the pupil’s faculty of knowledge, and, of course, not historical training in the actual condition of things, but the higher and philosophical training in the laws which make that actual condition of things inevitable. The pupil learns.
I add: the pupil learns willingly and with pleasure, and there is nothing he would rather do than learn, so long as the effort lasts; for while he is learning his activity is spontaneous, and in this he has directly the greatest possible pleasure. Here we have found an outward sign of true education, at once obvious and infallible; namely, that every pupil on whom this education is brought to bear, without exception and irrespective of differences in natural talent, learns with pleasure and love, purely for the sake of learning and for no other reason. We have discovered the means of kindling this pure love of learning; it is to stimulate directly the spontaneous activity of the pupil and to make this the basis of all knowledge, so that whatever is learnt is learnt through it.
