On the very next day the work was begun. They selected a place on the very top of the Untersberg. The Pigmies drilled the holes, the Vulcani did the blasting, the Cubitali furnished the required materials, and the Sagani superintended the work, giving directions. We had the pleasure of seeing that already during the first twenty-four hours a hole of about ten feet depth and with a diameter of ten feet was made as the beginning of the tunnel for enlightenment. Thus day by day, or, to speak more correctly, night after night, the work went on; for when it is day in our world no work is done by the gnomes, as with the beginning of sunrise they fall into a state of lethargy, from which they awaken only after the night has set in. Every night the king and the queen with her maids, the princess, myself, and the high dignitaries of the kingdom, went out to see the progress made in the work of the tunnel, and every night the hole grew deeper to a certain extent, according to the quality of the material which had to be cut; but when it began to dawn upon the surface of the earth the gnomes went to sleep and slept so well that nothing could have awakened them from their slumber. In the meantime I considered it my duty to give great attention to the education of the gnomes, and to the development of their power of drawing inferences from things unknown. For the purpose of enabling them to distinguish the true from the false, I established schools of logic all over the country, in which all sorts of lies were taught, so as to give them a chance for using their own common sense and finding out the truth for themselves by overcoming the falsehood. Soon I was in possession of a corps of capable liars for assisting me in this work; but the education of the princess I took into my own charge. At first Adalga did not enjoy the lessons, which is only natural, as the birth and beginning of everything is painful and difficult, but after a while she became delighted with my instructions. As my method may prove to be interesting and instructive to my compatriots engaged in pedagogical enterprises, I will illustrate it by an example. First of all I tried to explain to the princess, by practical experiment, that a good scientist can never know anything whatever; he can only know what a thing is not, but not what it is, and from what he perceives that it is not he draws his inferences as to what it may be. Thus, for instance, taking a stone and handing it to Adalga, I said-- “Queen of my heart! will you tell me what this is?” “With pleasure!” she answered. “It is a stone.” “How do you know it?” “Because I see it.” “Sight is deceptive,” I said. “It may be a pumpkin.” “I do not care what it may be; I know it is a stone.” “How can you prove it?” “I do not need to prove it. I know it, and so does everybody who knows a stone.” “You cannot know it,” I said, “unless you can give any rational reason for your belief.”