In order to describe properly what an event my first look into Schopenhauer's writings was for me, I must dwell for a minute on an idea, that recurred more constantly in my youth, and touched me more nearly, than any other. I wandered then as I pleased in a world of wishes, and thought that destiny would relieve me of the dreadful and wearisome duty of educating myself: some philosopher would come at the right moment to do it for me,--some true philosopher, who could be obeyed without further question, as he would be trusted more than one's self. Then I said within me: "What would be the principles, on which he might teach thee?" And I pondered in my mind what he would say to the two maxims of education that hold the field in our time. The first demands that the teacher should find out at once the strong point in his pupil, and then direct all his skill and will, all the moisture and all the sunshine, to bring the fruit of that single virtue to maturity. The second requires him to raise to a higher power all the qualities that already exist, cherish them and bring them into a harmonious relation. But, we may ask, should one who has a decided talent for working in gold be made for that reason to learn music? And can we admit that Benvenuto Cellini's father was right in continually forcing him back to the "dear little horn"--the "cursed piping," as his son called it? We cannot think so in the case of such a strong and clearly marked talent as his, and it may well be that this maxim of harmonious development applies only to weaker natures, in which there is a whole swarm of desires and inclinations, though they may not amount to very much, singly or together. On the other hand, where do we find such a blending of harmonious voices--nay, the soul of harmony itself--as we see in natures like Cellini's, where everything--knowledge, desire, love and hate--tends towards a single point, the root of all, and a harmonious system, the resultant of the various forces, is built up through the irresistible domination of this vital centre? And so perhaps the two maxims are not contrary at all; the one merely saying that man must have a centre, the other, a circumference as well. The philosophic teacher of my dream would not only discover the central force, but would know how to prevent its being destructive of the other powers: his task, I thought, would be the welding of the whole man into a solar system with life and movement, and the discovery of its paraphysical laws.