We have always had a certain notion that it is important to keep note books. We have usually supposed that the chief value of a note book is in the fact that it affords a means of quickly referring to any facts which may have fled from memory. If this were the value of a note book, however, those who keep them and then never look at them again would derive no benefit from the process. Yet there are thousands of people who know that they have received large value from the keeping of note books to which they have never referred since they were written. The fact is that the great value of a note book lies in the power of muscular action to record upon the tablet of the mind the thing written down on paper. The fingers themselves seem to possess a certain power to remember. We know a thing better after having written it. One reason may be that the necessity of writing it has forced us to think it through, but another undoubtedly is the fact that the movement of the muscles inscribes its story in the processes of the brain. It is frequently noticeable, too, that a thing is better remembered after it has been spoken. To give a class recitation upon it, to deliver an address upon it, to make it a subject of conversation with a friend, or even to talk aloud about it to the silences often engraves its subject matter in the memory in an indelible fashion. The very movement of the muscles of speech cooperated with the mind in making the subject an everlasting possession. All this is simply another indication of the principle involved. It also submits proof that there is a certain value in saying what one honestly thinks or truly knows. In this discussion lies a point of high value to the teacher. It is one thing to get a pupil to take in the knowledge of a fact in such a way as to retain it until some seemingly more commanding fact has forced it from his thought. It is a very different, and a much better, thing to help him to assimilate the matter in question. When knowledge has once been assimilated, nothing save a mental breakdown can ever rob its owner of it. It is then a part of himself. This is the goal of the teacher, and one of the chief paths to it is to induce the pupil to live his knowledge as he gains it. When this is done, knowledge becomes more than a thing of the mind alone. It is not our concern to merely educate the brain. It is our commission to educate the whole life and to cultivate the entire being. Genuine education is a symmetrical process, and the person who has really learned a thing will profit from it in every interest of his life. As knowledge becomes a matter of action, it becomes a matter of purpose, ideal, and character. In other words, it is translated into terms of life. It is at this point that the teacher’s work reaches its highest stage of being and usefulness. It is in this sense that both he and his work are immortal.