When he arrived in Oxford in the early 1970s, Harry Judge and this author were already good friends. They had spent a lot of time talking about their respective concerns--the author on how "mind" should be conceived, and Judge on how and by whom "mind" should be cultivated in the educational process. The author believed then that schools should not only transmit knowledge and skills, but should also cultivate a sense of what is made possible by acquiring knowledge; that knowledge is a launching pad, not just a stored up treasure-trove. Harry Judge made the author understand that for schools to do that, they needed to do more than just pass on knowledge; that teachers needed, each in their own way, to cultivate a sense of the possible in their students. Schools, indeed, were expressions of the culture, and in that sense teachers were central to cultural transmission. In this article, the author discusses how teachers can be "trained" to "transmit" this culture most effectively. (Contains 1 note.)