It would be a serious question whether our earnest attempts at teaching the race would be altogether worth their while if they amounted to nothing more than getting the young to know so many things, to possess such and such a sized storehouse of knowledge, filled with appropriately selected and labelled morsels of fact. It becomes a tremendously worthwhile proposition, however, when it is seen as a means to a larger and richer life. As knowledge is taught to a pupil, it should be as a means of enabling him to live more happily, wholesomely, and successfully. It should be as a sort of transfusion of blood for the living of the larger life. The principle stated here works both ways and with equal beauty either way. Not only is it true that the actual doing of a thing enables one to learn it better and works the knowledge deeper into life and experience, but it is also true that it best vindicates the useful mission of education. It is not mere bookishness that the world will want on the part of the girls and boys when they shall at last come to take their places in the ranks of endeavor. It will be expecting people who are capable of earning their keep. It will want them not only to be brilliant and cultivated, but also to be able to meet practical questions and perform everyday tasks. The boy or girl who has been trained to do the things he knows to do is the one who will best prove to the world the value of the school and the importance of the work of the teacher. The sending of such young people into the arena of action will bring a flood of service which will spell out an ever-accelerated progress for civilization. It is definite action alone which achieves progress. All the mere knowledge possible to men would not be of any real help, except insofar as it finds its expression in definite and positive action. Mere knowledge is like mere good intentions. Their presence is no better than their absence until they are incarnated into deeds. Knowledge has the largest of all potentialities for the good of mankind when it becomes calculated action and wise service. For this reason, the entertaining of such an educational ideal is significant for the good of the world as well as for the educational progress of the pupil himself. A Korean boy came to a missionary one day with the information that he had learned the entire Sermon on the Mount by heart. The missionary congratulated him upon his effort, but reminded him that it was a better thing to follow its teachings than to learn to repeat its words. “Oh,” said the boy, “That’s the way I learned it.” He had solved an important pedagogical problem. It was the same old process that we saw in the Squeers school. There it was grotesquely conceived and followed out, but the effect lay along the right track. When a boy learned a thing, he was told to go and do it.