It follows from the whole tenor of the following pages, that the directors of the free spiritual life will have charge also of the arrangements and course of teaching in those institutes also, which are specially directed to the service of the State or of the economic world.--Law-schools, Trades-schools, Agricultural and Industrial Colleges, would all take their form from the free spiritual life. Many prejudices are bound to be aroused, when the principles stated in this book are pursued to these, their right consequences. But from what do such prejudices proceed? The anti-social spirit in them becomes evident, when one recognises, that at bottom they proceed from an unconscious persuasion, that people connected with education must necessarily be unpractical persons, remote from life,--not the sort of people whom one could for a moment expect to institute arrangements that would be of any real use for the practical departments of life, and that all such arrangements must be instituted by the people actively engaged in practical life, whilst the educators must work on the lines laid down for them. In thinking like this, people do not see, that the educators need to fix their lines of work themselves, from the smallest things up to the biggest, that it is when they cannot do so that they grow unpractical and remote from life. And then you may give them any principle to work on, laid down by apparently the most practical persons, and yet their education will not turn out people really practically equipped for life. Our anti-social conditions are brought about, because people are turned out into social life not educated to feel socially. People with social feelings can only come from a mode of education that is directed and carried on by persons who themselves feel socially. The social question will never be touched, until the education question and the question of the spiritual life are treated as a vital part of it. An anti-social spirit is created not merely by economic institutions, but through the attitude of the human beings within these institutions being an anti-social one. And it is anti-social, to have the young brought up and taught by persons, who themselves are made strangers to real life by having their lines of work and the substance of their work laid down for them from outside. The State establishes law-schools. And it requires, that the substance of the jurisprudence taught in these law-schools should be the same as the State has fixed for its own constitution and administration, from its own points of view. When the law-schools proceed wholly from a free spiritual life, this free spiritual life itself will supply the substance of the jurisprudence taught in them. The State will wait to take its mandate from the spiritual life. It will be fertilised by the reception of living ideas, such as can issue only from a spiritual life that is free.