And yet, real and important as the philosophic spirit is, we cannot readily discuss it as a definite aspect of education. The reason is that it involves the educational foundations themselves. The spirit, the method and the content of the school are all involved in it. We can, however, find some concrete manifestations of this philosophic attitude. In the first place we might say that it is a religious mood in education. It is demanded of any school that hopes to play a large part in the affairs of the world that, in a broad sense, its whole spirit be _religious_. The school must be deeply touched by the sense of a spiritual world. The history of the world must be felt to be real--that is, as an unfoldment of purpose in the world. The values and the meaning of everything are to be appreciated and understood, according to this view, through a process of enrichment of the mind under the influence of the highest social ideals expressed in the most persuasive forms. Education thus centers in the work of developing the power to appreciate values in all experience. Anything, too, that sustains optimistic moods helps to create the philosophical spirit, and one function of this philosophic spirit is to forestall the cynical moods and the narrow and prejudiced ways of thinking which are among the most dangerous tendencies of the times. The tendency to form judgments upon insufficient evidence and to act according to narrow and one-sided principles is incompatible with the philosophic attitude. It is of course by no means the actual teaching of philosophy to every one, or the spreading broadcast of any particular philosophical principle that one would advocate as a preventive culture or to cure existing evils. It is rather a mode of living and of thinking throughout society and in all the educational process that is wanted. What we need is a better quality of mental product, more capacity to penetrate into the heart and substance of experience, greater responsiveness to good influences, greater ability to judge values, and a more plastic and more freely flowing mental life. These are of course large demands and imply faith and an interest in a remote future. _But a school which is religions through and through in its attitude toward life and is deeply touched by the influence of art in all its ways of dealing with the child will go a long way toward fulfilling the requirements of an education in the spirit of philosophy._