Education, Kant conceives as the humanization of mankind, through the coeffort of all members of society. “Man is the only creature that must be educated” (1: p. 101), because there is in him immense possibility which is not yet developed, and a grand destiny for him, which is not yet attained. Of the universal good and the perfection of humanity, which is to be the destiny of man, we have not yet reached a full and clear conception. Hence, education is the greatest and yet the hardest problem to which man can devote himself. “No individual man, no matter what degree of culture may be reached by his pupils, can insure their attaining their destiny. To succeed in this, not the work of a few individuals only is necessary, but that of the whole human race” (2: p. 10); because man lives in society, and on society, too; and any individual would never be able to realize a perfect manhood unless society or the race became perfect. Education must be, thus, the cosmopolitan process, in order to fulfill its aim. Then consider education as an art. “What a vast culture and experience does not this conception presuppose!” It can only become perfect through the practice of many generations, and advance by slow degrees, for “insight depends on education, and education in its turn depends on insight” (2: pp. 11-12). “Our only hope is that each generation, provided with the knowledge of the foregoing one, is able, more and more, to bring about an education which shall develop man’s natural gifts in their due proportion and relation to their end, and thus advance the whole human race toward its destiny” (2: pp. 10-11). With this grand aim and task in view, education should not be left to the home nor to rulers. For “parents usually educate their children merely in such a manner that, however bad the world may be, they may adapt themselves to its present conditions,” or “_make their way_ in the world,” and “sovereigns look upon their subjects merely as tools for their purposes,” neither have they the universal good so much in view as the well-being of the state; while the child should be educated not according to the present, but for the better future state of the human race--i. e., the ideal of humanity and its destiny (2: pp. 14-15). The rulers may help or lighten the task of education with influence or money; but the practice of education ought to depend entirely upon the judgment of the most enlightened experts, who best represent the highest attainment of the age.