While the concept of "Bildung" has acquired international currency in educational and philosophical studies, its moral implications have been obscured by existing educational accounts. I present the moral implications inherent in the term through specific reference to the early works of Wilhelm von Humboldt. In contrast to previous scholarships, where Humboldt's theory of "Bildung" has been deployed for drawing on the account of the true end of the human being and the inner process of interaction between the self and the world, I draw on "Bildung" as a moral conception of promoting a good life for others. To illustrate this conception, I (a) demonstrate the basic structure of Humboldt's theory of "Bildung" by examining its four core components, (b) reconstruct Humboldt's notion of virtue balanced state of various faculties as a moral ideal (c) consider Humboldt's philosophical historiography to illustrate how "Bildung" can be mediated at individual and collective levels, and (d) present the concrete forms of the obligation to promote the good lives of others in his anthropological writings.