§ 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 of pedagogical despotism, which fancies that it can command whatever culture it chooses for any one without regard to his individuality.—— § 49. (3) _The Absolute limit of Education_ is the time when the youth has apprehended the problem which he has to solve, has learned to know the means at his disposal, and has acquired a certain facility in using them. The end and aim of Education is the emancipation of the youth. It strives to make him self-dependent, and as soon as he has become so it wishes to retire and to be able to leave him to the sole responsibility of his actions. To treat the youth after he has passed this point of time still as a youth, contradicts the very idea of Education, which idea finds its fulfilment in the attainment of majority by the pupil. Since the accomplishment of education cancels the original inequality between the educator and the pupil, nothing is more oppressing, nay, revolting to the latter than to be prevented by a continued dependence from the enjoyment of the freedom which he has earned. ——The opposite extreme of the protracting of Education beyond its proper time is necessarily the undue hastening of the Emancipation.——The question whether one is prepared for freedom has been often opened in politics. When any people have gone so far as to ask this question themselves, it is no longer a question whether that people are prepared for it, for without the consciousness of freedom this question would never have occurred to them.—— [Sidenote: _Arrival at the age of Majority._]