For this reason the school must have a library, and should adopt all possible means to encourage the habit and develop the taste of reading, since the word which truly expresses the soul of man is not _that_ one word, nor the word of _that_ one book. A word or a book will always be a mere fragment of life, and many of them therefore will be needed. Many, very many books, to satisfy the ever-growing needs of the child's mind! Books that will spur his thought constantly towards more distant goals, and his heart and imagination with it. Thus the child grows to be a man. Instruction then which is not education is not even instruction. It is a denuded abstraction, violently thrust like other abstractions into the life of the spirit where it generates that monstrosity which we have described as material culture, mechanical and devoid of spiritual vitality. That culture, being material, has no unity, is fragmentary, inorganic, capable of growing indefinitely without in any way transforming the recipient mind or becoming assimilated to the process of the personality to which it simply adheres extrinsically. This mechanical teaching is commensurate with things, and grows proportionately with them; but it has no intimate relation with the spirit. He who knows one hundred things has not a greater nor a different intellectual value from him who knows ten, since the hundred and the ten are locked up in both in exactly the same way that two different sums of money are deposited in two different vaults. What merit is there in the safe which contains the greater sum? The merit would belong to the man who had accumulated the greater amount by a greater sum of labour, for it would then be commensurate with work, which is the developing process itself and the life of the human personality to which we must always have recourse when we endeavour to establish values. For as we have seen, nothing is, properly speaking, thinkable except in relation to the human spirit.