tion to
his individuality, whatever has been only driven into him and has lacked
receptivity on his side, or a rational ground on the side of culture,
remains attached to his being only as an external ornament, a foreign
outgrowth which enfeebles his own proper character.

--We must distinguish from that affectation which arises through a
misunderstanding of the limit of individuality, the way which many
children and young persons have of supposing when they see models
finished and complete in grown persons, that they themselves are endowed
by Nature with the power to develop into the same. When they see a
reality which corresponds to their own possibility, the presentiment of
a like or a similar attainment moves them to an imitation of it as a
model personality. This may be sometimes carried so far as to be
disagreeable or ridiculous, but should not be too strongly censured,
because it springs from a positive striving after culture, and needs
only proper direction.--

[Sidenote: _Limit in the Means of Education._]

Sec. 48. (2) _The Objective limit of Education_ lies in the means which can
be appropriated for it. That the talent for a certain culture shall be
present is certainly the first thing; but the cultivation of this talent
is the second, and no less necessary. But how much cultivation can be
given to it extensively and intensively depends upon the means used, and
these again are conditioned by the material resources of the family to
which each one belongs. The greater and more valuable the means of
culture which are found in a family are, the greater is the immediate
advantage which the culture of each one has at the start. With regard to
many of the arts and sciences this limit of education is of great
significance. But the means alone are of no avail. The finest
educational apparatus will produce no fruit where corresponding talent
is wanting, while on the other hand talent often accomplishes incredible
feats with very limited means, and, if the way is only once open, makes
of itself a centre of attraction which draws to itself with magnetic
power the necessary means. The moral culture of each one is however,
fortunately from its very nature, out of the reach of such dependence.

--In considering the limit made by individuality we recognize the side
of truth in that indifference which considers Education entirely
superfluous, and in considering the means of culture we find the truth
in the other extreme o