Besides, Christianity undoubtedly contains an element of alienation from the world, an element that can not be so suitable for the education of a young human being still intent upon the growth of all his intellectual faculties, as it is for the self-training that comes later. Indeed, one may go so far as to say that physical well-being (though by no means the highest form of feeling nor the highest destiny), and a certain human impulse to self-exaltation (which later finds its limit in the true humility of Christianity) are natural and even necessary to the growth of youth, and for this very reason the classical examples and ideals (and those of the Old Testament also, of course) fit in better with this period than do those of the Christian era. Only, the classical education must be adapted to the circumstances of the pupils’ environment, or this environment must itself be able to be elevated at the same time, or it will often make the pupils discontented with their lot. Indeed, it is even as Flattich rightly pointed out of old in the naïve words, “Youth must have its time of raging, though not wickedly so;” and for those who do not have this period in youth, it often comes afterward, only worse and more secretly. When education has planted in the young human being a disposition inclined toward the ideal, and has begotten in him an aversion to all that is vulgar, together with some good life-habits, then it has performed its most important duty. At present, indeed, it wants to do more than this, but in reality it accomplishes less. Two things must be made particularly clear to the young man at the conclusion of the first life-period: in the first place, within the limits of natural laws men attain to everything, so to speak, that they earnestly desire. Only, they must begin at the right time, must proceed in the right order, and must above all things not chase two hares at once. To become rich, renowned, learned, or virtuous, there is need in every case of a single-minded and orderly struggle that suffers no competition of some rival purpose. One must therefore know what one wants to be, and choose the right thing as early as possible. Then “the man grows, of himself, along with his greater aims.” Without these, he is vainly tempted to seek his development in the artificial forcing-beds of education.