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it can point, IN all these realms, to the ultimacy^a of meaning, to the depth-dimension. On this basis, education, to Protestantism^b, is a profoundly dialectical thing-- "dialectical^c" meaning Yes and No, united. It belongs to the introductory form of education^d, but at the same time, it can use the technical education, and has used it very much, especially [in] the Protestant countries which introduced the universal obligation to go to the public school for every child. And it can use, at the same time, the humanistic^e education. Now this was done mostly in the higher education, and very thoroughly--I told you last time what humanistic education in Germany^f meant; it meant really living in the humanities for the decisive educational years of your life, from nine to eighteen. Out of this, many problems arise. And we SHOULD actually concentrate on these

problems when we speak about religion^g and education. Here they are concentrated in one living dialectic, between three types, and perhaps between something which is BEYOND them. In order to discuss this, let me first go back to a question which lies a little before the question "Whereto?"-- namely "Where from?" The one answer is given: roughness, chaos, etc. But this is only the actual STATE of the child. The other question is: is every individual a tabula rasa?--meaning an empty blackboard on which education^h has to write something. Or is every human being gifted with potentialities which belong essentially to his being? In the first case, everything must be given to him; he must be introduced into something which is completely newⁱ, for instance the surrounding world, including the religious message in it. The other way is the development of