But all this is but a part of the "preparation." The teacher must not remain thus on the threshold of life, like those scientists who are destined to observe plants and animals, and who are accordingly satisfied with what morphology and physiology can offer. Nor is it her mission to remain intent upon "derangements in the functions of the body," like the medical specialist in infantile disease, who is content with pathology. She must recognize that the methods of those sciences are limited. When she chants her introit and sets foot upon those steps which in the temple of life ascend to the spiritual tabernacle, she should look upwards, and feel that among the adoring host in the vast temple of science, she is a priestess. Her sphere is to be vaster and more splendid; she is about to observe "the inner life of man." The arid field which is limited to the marvels of organic matter will not suffice for her; all the spiritual fruits of the history of humanity and of religion will be necessary for her nourishment. The lofty manifestations of art, of love, of holiness, are the characteristic manifestations of that life which she is not only about to observe but to serve, and which is her "own life"; not a thing strange to her, and therefore cold and arid; but the intimate life she has in common with all men, the true and only real life of Man. The scientific laboratory, the field of Nature where the teacher will be initiated into "the observation of the phenomena of the inner life" should be the school in which free children develop with the help of material designed to bring about development. When she feels herself, aflame with interest, "seeing" the spiritual phenomena of the child, and experiences a serene joy and an insatiable eagerness in observing them, then she will know that she is "initiated." Then she will begin to become a "teacher." V ENVIRONMENT