in education. A good educator, a good parent, feels what is really in it: is it a moment's impression? or is it something which is lasting? Does it produce anxiety?—And all these things. But I presuppose them. I presuppose that if we speak about these things, we don't take bad teachers and bad parents, but good ones, and then the problems become serious. They never are serious with bad ones. Then we can simply say: make them better. That is a problem of education of the educators. This problem we did not discuss. The real problem is: if there are reasonable people, of high standing and high educational possibilities, then what should they do? There I would say: if the period of doubt has arrived, then we have to transfer the mythological contents into interpreted contents. That is all I said. And this of course is a difficult process and may perhaps have negative consequences, but without it the negative consequences are absolutely sure and unavoidable.

Now I think we better go ahead now. Here are questions which I better make personally later on.