Education therefore appeared to us, not as a fact which is empirically observable, and which may be fixed and looked upon as subject to natural laws, but rather as a mystical formation of a super-individual spirituality, which is the only real, concrete personality actualised by the individual. In order to understand it, we had to liberate it from every kind of contact with culture in its materialistic acceptance; and we therefore insisted on the speculative inquiry into what we called the realistic point of view. We endeavoured to explain how and why culture is the very process of education, and the very process of the personality in which education takes place. This conception would have lacked the necessary support, had we not carried our investigation further, and shown that this culture in which the spirit unfolds itself is not the attribute of a mind existing amidst other minds and face to face with surrounding nature, but is instead the most genuine signification of All. For it is the life of the spirit in which everything gathers to find its support and become thinkable. Man, as he is educated, is man rigorously considered as spirit,--spirit which is free, because infinite and truly universal in every one of its moments and attitudes. This the educator must intently consider if he wants to conceive adequately his task and its enormous responsibilities, which become evident when he reflects how in the monad of the individual, in the simple soul of the child entrusted to his creative care, the infinite vibrates, and a life is born at every instant, which thence throbs over the boundless expanse of space, of time, and of all reality. This adequate conception need not be elaborated into a complete system of philosophy. The educator must sense and grasp this infinite over which every word of his is carried, every glance of his, every gesture. As he enters the classroom, as he approaches the child, to whom not only _magna reverentia_ is due, but the very cult which is shown to things divine, he cannot but feel himself exalted; he cannot but be fully conscious of the difficulties of his lofty station, and of the duty of overcoming them. He must therefore dismiss from within himself all that is petty in his particular personality, all his preoccupations and passions, all his commonplace everyday thoughts. He must shake off the depressing burden of the flesh, which pulls him downward; and he will then open his soul to fortifying Faith, to the ruling and inspiring Deity. The man who is not capable of feeling in the School the sanctity of the place and of his work is not fit to be an educator.