Considered in its social relation, “the root of all morality is self-mastery, the conquering of the individual self, the subordination of one’s self-seeking instincts under the idea of the whole” (3: p. 417). How can this social consciousness be cultivated? Not by precepts, catechism, nor discipline, but by providing the child an environment in which he will spontaneously live, learn, love, and accustom himself to a perfect, organic mode of life. Consequently, Fichte proposes his plan of an educational community. This man of will, who aimed, first of all, to form a strong and noble will in the soul of the new generation, unlike that man of heart, who wanted to cultivate a pure, simple, and loving heart in degraded and neglected humanity, insisted on the entire separation of children from their home. For, “the pressure and care of daily occurrences, the parents’ petty exaction and eagerness for gain which attach to the home, especially of the working classes, will necessarily distract and hinder the child from making a free flight into the world of thought” (3: pp. 406-407). He is, moreover, to be separated from society at large, which is, at present, fundamentally corrupted, and to reform which is the aim of the new education. So the whole new generation is to be secluded in an independent institution or community, entirely of their own and for themselves, therein to grow up, under the sole sway of the new education, into the ideal citizens of the coming ideal state. This community is to rest on the principles of self-activity and cooperation, instead of passive slavishness and egoistic individualism. Let us see more in detail what was the nature of Fichte’s proposed institution. It is in its general character more a sort of children’s communistic colony than a school. It is to embody the ideal of a perfect social organism. “The organization must be so regulated that an individual shall not be simply subordinated to the whole, but he shall be enabled to act and work for the whole.--It should be a fundamental rule of the organization that everyone who excels in any line should help in teaching others, and share in various responsibilities; that everyone who finds the way for any improvement, or understands first and most clearly the things presented by the teacher, should carry them on with his own labor; that everyone should satisfy these demands voluntarily and not from compulsion; that he should expect no reward, for it must be the ruling spirit of the community that each does simply his own duty and enjoys purely the pleasure of doing and working for the whole, and succeeding in the work which falls in his lot” (3: 294-295).