Herbart draws two conclusions: First, that character-formation must focus on the young person’s “sphere of desire [Begehrungskreis]”, as the one aspect of character apparently susceptible to “a lasting influence” (Weiss 1928: 224). And since desires aim at goals, and goals are representations, the educator can set to work upon the “sphere of representations”, and thus shape the ultimate targets for the mature individual’s future desire (SW II: 118, f.). Second, Herbart concludes that character-development gains stability and security by being accelerated and integrated into the actual period and process of education. The teacher must keep in mind that character “is solely formed through action out of one’s own will” (PS I: 251). Therefore, Herbart’s pedagogy emphasizes the importance of offering the child’s will ample opportunity to express itself: “Boys and youths must be dared to become men” (“Maßregeln der Kinderregierung”; Herbart 1887b: 17). It is the work itself that fixes the bounds of thought and action, not the teacher; within those bounds the student is to be given maximal freedom (PS I: 308). By frequently exercising the freedom of the will in purposeful activity, the pedagogue is able to “harden” the pupil’s will (PS I: 368–9).