This abstract analyzes Masaryk’s thesis from "The Czech Question" stating that true science is life and that we learn for life, not for school. The author warns against a narrow utilitarian interpretation that would reduce education and knowledge solely to practically applicable information. Instead, it is emphasized that the concept of "life" must also encompass consciousness, inquiry, the search for broader contexts, and cultural values such as beauty or the joy of activity. The text criticizes attempts to subject science to bureaucratic efficiency and productivity that overlook the significance of inner enthusiasm and refinement. It is argued that while science can direct human efforts, it cannot by itself replace or exhaust the fullness of life. The true goal of education is to understand the world in its entirety, including knowledge that may initially seem purposeless. Science and school should serve the development of a full human existence that transcends mere technical or administrative competence. By exploring the multifaceted nature of human experience, the work suggests that education should aim for individual cultivation rather than just systemic output.