Education which strives to get at the centre of the personality, the sole spot whence it is possible to derive the spiritual value of a living culture, is essentially moral, and may never be hemmed in within the restricted bounds of an abstract intellectual training. There is in truth a kind of instruction which is not education; not because it is in no way educative, but because it gives a bad education and trains for evil. This realistic education, which is substantially materialistic, extinguishes the sentiment of freedom in man, debases his personality, and stifles in him the living consciousness of the spirituality of the world, and consequently of man's responsibility. The antithesis between instruction and education is the antithesis between realistic and idealistic culture, or again, that existing between a material and a spiritual conception of life. If the school means conquest of freedom, we must learn to loathe the scrappiness of education, the fractioning tendency which presumes to cut off one part from the rest of the body, as if education, that is, personality, could have many parts. We must learn to react against a system of education which, conceiving its rôle to be merely intellectualistic, and such as to make of the human spirit a clear mirror of things, proceeds to an infinite subdivision to match the infinite multiplicity of things. Unity ought to be our constant aim. We should never look away from the living, that is, the person, the pupil into whose soul our loving solicitude should strive to gain access in order to help him create his own world. CHAPTER IX CHARACTER AND PHYSICAL EDUCATION The principle of educational unity which I have briefly tried to illustrate demands a further development in connection with the claims of physical culture. For after we have unified moral and intellectual discipline in the one concrete concept of the education of the spirit, whose activity cannot be cognitive without also being practical, and cannot realise any moral values except through cognition, it might yet seem that a complete and perfect system of education should aim at the physical development as well as at the spiritual. For the pupil is not solely mind. He has a body also; and these two terms, body and spirit, must be conceived in such close connection and in such intimate conjunction that the health of the one be dependent on the soundness of the other.