tests which are arranged in words, but only the appearance of deeds, can decide.
26. This is my solution of the problem raised by this last consideration. Under the new system of education the pupils, although separated from the adult community, will, nevertheless, undoubtedly live together among themselves, and so form a separate and self-contained community with its organization precisely defined, based on the nature of things and demanded throughout by reason. The very first image of a social order which the pupil’s mind should be stimulated to create will be that of the community in which he himself lives. He will be inwardly compelled, therefore, to fashion this order for himself bit for bit, just as it is actually sketched out for him, and to conceive it in all its parts as absolutely inevitable because of its elements. This, again, is merely the work of knowledge. Now, in real life under this social arrangement every individual has continually to abstain, for the sake of the community, from much that he could do without hesitation if he were alone. It will be fitting, therefore, that the legislation, and the instruction concerning the constitution which is to be based thereon, should represent to each individual all the others as animated by a love of order exalted to the ideal, which perhaps no one person really has, but which all ought to have. It will be fitting, too, that the legislation should consequently maintain a high standard of severity, and should prohibit the doing of many things. Such prohibitions, which simply must exist and on which the existence of the community depends, are to be enforced in case of necessity by fear of immediate punishment, and this penal law must be administered absolutely without indulgence or exception. This application of fear as a motive does not impair in any way the morality
