As "mind" is a cultural achievement, newborns enter the world without minds. Life experiences profoundly influence the mind. The social culture provides conditions for the growth of mind and the direction it takes. As informal education is inadequate to fill social needs or actualize children's potentialities, societies create schools. Since a school cannot teach everything, selection is inevitable. One basis for selection ought to be a range of cultural resources from different cultures. Educators should choose material on the basis of: (1) the excellence of the content; (2) the psychological readiness of the individual students; and (3) the diversity of the forms of representation. It is important to consider the "implicit curriculum," the underlying norms and structures that exist in the schools. A school that views students as raw materials to be processed to meet the needs of consumers is unlikely to promote the individual artistic development of those students. The good school ought to enable students to not only find their own aptitudes, but to learn how to pursue those aptitudes in ways that go beyond the common ideas and practices of the culture. (SG)