this is to be immediately clear to him, and that along with the interpretation the feeling of that love is to be stimulated in him and experienced by him. Knowledge, therefore, is never to be developed in him without love being developed at the same time, because otherwise he would remain cold; nor is love ever to be developed without knowledge being developed at the same time, because otherwise his motive would be a dim feeling. At every step in the training, then, it is the whole man as a unit that is fashioned. The man who is always treated by education as an indivisible whole will remain so in the future, and all knowledge will inevitably become for him a motive in life.
34. Clear knowledge instead of dim feeling being thus made the first and true foundation and starting-point of life, self-seeking is avoided altogether and cheated of its development. For it is dim feeling alone that represents to man his ego as in need of pleasure and afraid of pain. The clear idea does not represent it thus to him, but shows it rather as a member of a moral order; and there is a love for that order which is kindled and developed along with the development of the idea. This education has nothing at all to do with self-seeking, the root of which, dim feeling, it kills through clearness. It neither attacks it nor develops it; it has nothing at all to do with it. Even if, later, it were possible for this self-seeking to stir, it would find the heart already filled with a higher love which would deny it a place.
35. Now this fundamental impulse of man, when translated into clear knowledge, does not concern itself with a world which is already given and existent, which can be accepted, indeed, merely passively just as it is, and in which a love that stimulates to original creative activity would find no sphere of action for itself. On the contrary, exalted to knowledge, it is concerned with a world that
