This brings us, finally, to the highest and also immediately practical method of moral education, viz., training the will by and for intellectual work. Youth and childhood must not be subordinated as means to maturity. Learning is more useful than knowing. It is the way and not the goal, the work and not the product, the acquiring and not the acquisition, that educates will and character. To teach only results, which are so simple, without methods by which they were obtained, which are so complex and hard, to develop the sense of possession without the strain of activity, to teach great matters too easily or even as play, always to wind along the lines of least resistance into the child's mind, is imply to add another and most enervating luxury to child-life. Only the sense and power of effort, which made Lessing prefer the search to the possession of truth, which trains the will in the intellectual field, which is becoming more and more the field of its activity, counts for character and makes instruction really educating. This makes mental work a series of acts, or living thoughts, and not merely words. Real education, that we can really teach, and that which is really most examinable, is what we do, while those who acquire without effort may be extremely instructed without being truly educated. It is those who have been trained to put forth mental power that come to the front later, while it is only those whose acquisitions are not transpeciated into power who are in danger of early collapse.