 If virtue is the realization of human freedom, then the goal of Herbartian education is to make the child capable of living virtuously, viz., by forming the pupil’s character. For reasons that will become clearer below, Herbart identifies moral character with a “many-sided” character. Many-sidedness is a regulative ideal guiding one’s striving towards full individuality: the teacher helps the pupil develop all his[69]  unique talents and interests as far and as coherently as possible. That is, the teacher helps the pupil systematically connect his interests around the central principle that is his  self.[70]