We teachers should be constantly on our guard against the dangers of routine, against the belief that we have but to repeat the same old story in the same class-room, to the same kind of distant, blank faces, staring at us in dreary uniformity from the same benches. We shall continue to be educators only as long as we are able to feel that every instant of our life's work is a new instant, and that education therefore is a problem that insistently stimulates our ingenuity to an ever renewed solution. Now the most important of all tasks, ancient and modern, in the field of education is this,--the task of the teacher to represent the Universal to his pupils, the Universal, of course, as historically determined. Scientific thought, customs, laws, religious beliefs are brought before the pupil's mind, not as the science, the laws, the religion of the teacher, but as those of humanity, of his country, of his period. And the pupil is the particular individual who, having entered upon the process of education, and being submitted, so to speak, to the yoke of the school, ceases to enjoy his former liberty in the pursuit of a spiritual endowment and in the formation of his character, and, in consequence of this educational pressure, bends compliantly before the common law. Hence the world-old opposition to the coercive power of the school, and the outcry raised from time to time against the privilege demanded by the educator, who on the strength of the assumedly higher quality of his beliefs, his learning, his taste, or his moral conscience, claims to interfere with the spontaneous development of a personality in quest of itself. On one side education undoubtedly assumes the task of developing freedom, for the aim of education is to produce men; and man is worthy of this name only when he is a master of himself, capable of initiating his own acts, responsible for his deeds, able to discern and assimilate the ideas which he accepts and professes, affirms and propagates, so that whatever he says, thinks, or does, really comes from him. Our children are said to be properly raised when they give evidence of being able to take care of themselves without the help of our guidance and advice. And we trust that we have accomplished our task as educators when our pupils have made our language their own and are able to tell us new things originally thought out by them. Freedom then must be the result of education.