The element of moral teaching which runs through Goethe's mature works like a golden thread, re-appears in the maxims free and detached from the poetic and romantic environment which in such varied shapes is woven around it in _Werther, Tasso, Meister_, above all in _Faust_. To do the next duty; to meet the claims of each day; to persist with a single mind and unwearied effort on a definite, positive, productive path; cheerfully to renounce what is denied us, and vigorously to make the best of what we have; to restrain vague desires and uncertain aims; to cease bewailing the vanity of all things and the fleeting nature of this our world, and do what we can to make our stay in it of lasting use,--these are lessons which will always be needed, and all the more needed as life becomes increasingly complex. They are taught in the maxims with a great variety of application, and nowhere so concisely summarised as in one of them. "The mind endowed with active powers," so it runs, "and keeping with a practical object to the task that lies nearest, is the worthiest there is on earth." Goethe has been called, and with truth, the prophet of culture; but the word is often misunderstood. We cannot too clearly see that what is here meant is not a mere range of intellectual knowledge, pursued with idolatrous devotion: it is moral discipline, a practical endeavour, forming wise thought and noble character. And this is the product, not of learning, but of work: if we are to know and realise what there is in us, and make the best of it, our aim must be practical and creative. "Let every man," he urges, "ask himself with which of his faculties he can and will somehow influence his age." And again: "From this time forward, if a man does not apply himself to some art or handiwork, he will be in a bad way. In the rapid changes of the world, knowledge is no longer a furtherance. By the time a man has taken note of everything, he has lost himself." The culture of which he speaks is not mainly intellectual. We use the word in a way that is apt to limit and conceal its meaning, and we often apply it to a strange form of mental growth, at once stunted and overfed, to which, if we may judge by its fruits, any breath of real culture would be fatal. It has nothing to do with learning in the general and narrow sense of the word, or with the often pernicious effects of mere learning. In the language of the hour we are wont to give the exclusive name of culture to a wide acquaintance with books and languages; whether or not it results, as it has before now resulted, in a want of culture in character and outward demeanour, in airs of conceit, in foolish arrogance, in malice and acrimony.