The organization is to be not only a cultural community, but also an industrial and economic one. “Besides the mental development in learning there should be bodily exercise, and mechanized yet spiritualized labor of farming and varied manual work carried on” (3: p. 294). “Learning and work should go together” was his motto (3: p. 423). The institution is to be self-supporting; at least, should appear so to the pupils. “No article of food or clothing nor any implement, so far as possible, should be used which is not produced or manufactured in it. If its finance needs help from outside, it should be only in the form of objects of Nature.... For this independence and self-sufficiency of the whole each individual works with all his might, without settling any account with the institution, and without making any claim for his personal possession. Each is aware that he is entirely responsible to the whole, and enjoys or suffers only with the whole. By this means the honorable independence of state and family, of which he should one day become a member, will be secured; by this means the relation of the individual to these institutions will be comprehended in a living manner, and take root in his very soul, never to effaced” (3: p. 425). In this “Economic Education” the child acquires his vocational training through his economic activities, and his vocational training under these systematized and regulated conditions provides him, at the same time, a mental and moral culture. He is equipped with the fundamental knowledge of, and skill in, various branches of productive industry. In him the love of self-activity, of work, of study are established. He is habituated to the living laws of coöperative social life. “Such a child alone will be the one whom the educator can safely send out into society as its true citizen. Such will be the limit which an education can demand from any child in the name of the world.” Fichte stands for the coeducation of the sexes; since “the separation of sexes in a special institution for each would be unreasonable, and destroy many essentials of education for the complete man.” In his proposed institution the subjects of instruction are to be the same for both sexes, while the distinction is to be made as to the kind of work. The most important thing is that “both should learn early to recognize and love the common humanity in the other, and make friends among the opposite sex as well as those of their own before attention is directed to the sex difference.” Moreover, “the mutual relation of both sexes in one whole will develop within the institution and in the mind of children manly protection on the one hand, and loving assistance on the other” (3: p. 422).