The task which authority must set itself, in order to secure greater justice in society, and so greater happiness, is twofold, a positive and a negative task. The positive task consists in such an education of the young as will enable them by their own effort to advance towards their individual ideal of happiness, and in the inculcation of such an ideal as corresponds to their individual talents and means, and is attainable under the existing circumstances. The negative task, already implied in the positive one, is the imposition of necessary restrictions in the means used for the attainment of happiness. Within the limits set by justice, the individual has a natural right to seek his own pleasure, and for each individual an attainable maximum may be reckoned. This is not saying, however, that the individual has a just claim to this maximum, in case he cannot, or will not, be sufficiently energetic to gain it by his own efforts. It is an error of modern times to suppose that the realization of happiness rests in any other hand than that of the individual himself--that the state can make and decree happiness. Happiness cannot be secured by means of decrees, by a division of goods, or by gifts. Division is always unjust, since it leaves out of consideration that individuality of character which is the only measure of sensibility to pleasure. The negative part of the task is to be accomplished less by inculcation of many special virtues than by the continual direction of the attention to the fundamental virtue of justice. The positive task is to be accomplished by the most thorough education of the intelligence of the individual, through which he shall learn to inquire the reason of moral precepts, to judge for himself, and then to act on the decision he arrives at. We have seen that the ethical education of the present time tends to reduce inner struggle, rendering the results of wrong-doing as repellant as possible. One in whom has been instilled a very terrible conception of the sufferings resulting, in the present and future life, from wrong-doing, will perhaps automatically avoid the evil; and the means for a moral education seem thus attained. However, it is not so; for when the individual accustoms himself to being directed in action, not by his own carefully won experience, but by feelings instilled by others, concerning the ethical character of which his own insight does not, and cannot, afford him any explanation, he opens the way to every chance influence, and becomes the plaything of unknown forces; while he at the same time divests himself of that personal responsibility without which no society can exist. The true ideal of education is such as sharpens the judgment and accustoms the individual to consider his action from all sides, in the consciousness of personal responsibility. Only through such action is man the possessor of freedom. He who acts without reflection, from unreliable emotion, is not free.