o imitation,
although this external imitation may be sometimes disagreeable or
ridiculous to the lookers-on. We ought not to censure it too severely,
remembering that it springs from a positive striving towards true
culture, and needs only to be properly directed, and never to be roughly
put down.

Sec. 48. _The objective limit_ of education consists in the means
which can be applied for it. That the capacity for culture should exist
is the first condition of success, but it is none the less necessary
that it be cultivated. But how much cultivation shall be given to it
must depend in very great degree on the means which are practicable, and
this will undoubtedly again depend on the worldly possessions and
character of the family to which the pupil belongs. If he comes of a
cultivated and refined family, he will have a great advantage at the
start over his less favored comrades; and, with regard to many of the
arts and sciences, this limitation of education is of great
significance. But the means alone will not answer. Without natural
capacity, all the educational apparatus possible is of no avail. On the
other hand, real talent often accomplishes incredible feats with very
limited means; and, if the way is only once open, makes of itself a
center of attraction which draws to itself as with magnetic power the
necessary means. Moral culture is, however, from its very nature, raised
above such dependence.

If we fix our thought on the subjective limit--that of individuality (Sec.
47)--we detect the ground for that indifference which lays little stress
on education (Sec. 46, end). If, on the other hand, we concentrate our
attention on the means of culture, we shall perceive the reason of the
other extreme spoken of--of that pedagogical despotism (Sec. 46) which
fancies that it is able to prescribe and enforce at will upon the pupil
any culture whatever, without regard to his special characteristics.

Sec. 49. Education comes to its _absolute limit_ when the pupil has
apprehended the problem which he is to solve, has comprehended the means
which are at his disposal, and has acquired the necessary skill in using
them. The true educator seeks to render himself unnecessary by the
complete emancipation of the youth. He works always towards the
independence of the pupil, and always with the design of withdrawing so
soon as he shall have reached this stand-point, and of leaving him to
the full responsibility for his own deeds.