In the preceding chapters I focus on the performative aspects of geometry– geometry as a form of cultural-historically motivated, sensuous labor—and its individual and collective dimensions. As every other science, geometry exists in and as of an open chain of known and unknown researchers as the constitutive subjectivities that subjectively enable the science as a whole (Husserl, 1939). That is, we cannot just think of geometry as an individual, personal performance and experience, but it is precisely in, through, and out of the subjective experience of every person doing geometry that the totality of the science comes to be constituted. In this chapter, I am precisely concerned with the reproduction of geometry as an objective science from the experience of performing and experiencing geometry of my second graders and their teachers. Fundamentally, geometry is objective because it is discoverable—by each member of society in his/her sensuous actions, and in each generation—rather than discoverable because it is objective. It is precisely for this reason, too, that there is a continuous origin of geometry and a long cultural history of it as well.