is in itself an essential and capital
point in the instruction of youth; and very often the exercise itself of
thought is much more important than the object on which it is exercised.
If you wish for a matter to be done seriously, be very careful not to
announce it as a diversion. It is preferable, on the contrary, to secure
attention and effort by the very form that is employed, and to use a kind
of violence to draw minds over from the passive to an active state. The
professor ought never to hide from his pupil the exact regularity of the
method; he ought rather to fix his attention on it, and if possible to
make him desire this strictness. The student ought to learn to pursue an
end, and in the interest of that end to put up with a difficult process.
He ought early to aspire to that loftier satisfaction which is the reward
of exertion. In a scientific lecture the senses are altogether set
aside; in an aesthetic address it is wished to interest them. What is
the result? A writing or conversation of the aesthetic class is devoured
with interest; but questions are put as to its conclusions; the hearer is
scarcely able to give an answer. And this is quite natural, as here the
conceptions reach the mind only in entire masses, and the understanding
only knows what it analyzes. The mind during a lecture of this kind is
more passive than active, and the intellect only possesses what it has
produced by its own activity.

However, all this applies only to the vulgarly beautiful, and to a vulgar
fashion of perceiving beauty. True beauty reposes on the strictest
limitation, on the most exact definition, on the highest and most
intimate necessity. Only this limitation ought rather to let itself be
sought for than be imposed violently. It requires the most perfect
conformity to law, but this must appear quite natural. A product that
unites these conditions will fully satisfy the understanding as soon as
study is made of it. But exactly because this result is really
beautiful, its conformity is not expressed; it does not take the
understanding apart to address it exclusively; it is a harmonious unity
which addresses the entire man--all his faculties together; it is nature
speaking to nature.

A vulgar criticism may perhaps find it empty, paltry, and too little
determined. He who has no other knowledge than that of distinguishing,
and no other sense than that for the particular, is actually pained by
what is precisely the triumph o