Now it is a presupposition of pedagogy that all human beings are capable of living up to the ideal of an integrated, unified, autonomous personality (PS I: 202; 93). But how does the will become decisive? In other words, how do we gain a moral character that acts for the good? We may approach this problem by asking how those natures that successfully form themselves do so, and through what stages they must pass in “gaining a character” (Weiss 1928: 221–2). This can help the pedagogue develop a plan for optimizing what is otherwise a haphazard process. The resolute character depends, first, upon a moral eros, and striving towards a representation. The will generates the act out of a desire (PS I: 360). But active deeds in turn depend on natural disposition—including bodily health; the will’s memory; and the spirit’s mobility or “flexibility” (PS I: 365). The less motile the spirit, the firmer the will (PS I: 365; 198).[77] Now natural disposition develops very slowly and only fully matures in adults when they enter the world. Hence character-education has little latitude, since children rarely are placed in situations of true responsibility. At just the moment when the young adult takes up responsibilities, his receptivity for education is exhausted (SW II: 88, f.; PS I: 364).