V. The Spirit in Israelite Elemen-tary Schools . If outward existence, along with its situations, is to beworthily shaped, whether it be for individuals orwhole classes of mankind, in the great bodies of the com-munity, peoples, or nations, then it must be conditionedby due regard for the quality of inner existence and bedeveloped appropriately out of it.The individual’s actions depend onhis insightfulness and the formation of his intellect, whether inrelation to himself or to others. Further, the level of knowledge expressed in more or less all the parts of a con- structed body authenticates the total formation of the whole, from which alone the com-mon striving and cooperation of all toward one and the same purpose, as well as the general wel-fare, can emerge. If we apply this, universally valid, statement to the Israelite co- religionists in Germany, it merits in this case morethan others the strongest endorsement, for it illuminates thefact that nowhere more than in this instance do external circum-stances impinge so greatly upon inner life. So many voices have been raised in the last five years both for and against the civil improvement of the Israelites, and so varied have been the judgments uttered concerning this matter, yet all are agreed that the first concern must be for an improvededucation of youth, for the development and refinementof the next generation. How strongly thisnecessity is felt by all enlightened and fair-minded Israelites is demonstrated by the progress made in instruction by various institutions, so blessed with success, in the past 20or 30 years; and this is so not only in stateswhere equality of civil rights has completely succeeded or where it exists with a few qualifications and where such an important concern as school instruction is placed under the supervision and the solicitude of governments, but even in those states where Israelites still long after a determination of their circumstances by august governments. And, in fact, what would granting equal status for them mean? What could prove more useful, purposeful, beneficial to them-selves and to Germany - of which they comprise a significant class - , what, through great care and zealousness in the work, could be more important than that which leads to the development and the shaping of inner life, that is, to true edu-cation, to moral and religious nobility? For, from the outside, from the top down, only external circumstances can be determined and formed; if the inner life does not conform to these con- ditions, the most humane in-tentions will achieve scarcely half their desired effect and expose conflicts all the more keenly. Inner life can form only from within. As frequent experience shows, it is not enough simply to better educate the in-dividual, preparing him for a dignified future profession in human society, as has been the practice up until today. Rather, the entire mass of today’s youth must be refined and consigned to more meticulous care. Appro-priately equipped and purposefully led elementary schools are the single, essential means to this end and therefore the most pressing demand of our time. These should not be merely instructional institutions but rather educational institutions. Everyday experience shows us that even with much knowledge a person, while he may not be uneducated, is yet not truly educated, indeed, what is even worse, can be falsely educated. Know-ledge one owes to instruction, but education alone forms the person. It is not the extent of knowledge but rather the correct application of it to life and what is best for the individual no less than for the totality that determines the level of education: youth in the elementary schools should therefore not only be instructed but much more so educated.