things which concern their highest gifts, lose heart, turn away from ideals, and abandon the pursuit of excellence. The nobler the mind, the greater the danger of its being wrongly dealt with. We seldom find a man whose thinking has helped to form opinion and to create literature, who, if he care to say what he feels, will not declare that his scholastic training was bad. Milton, Gray, Dryden, Wordsworth, Byron, Cowley, Addison, Gibbon, Locke, Shelley, and Cowper had no love for the schools to which they were sent; Swift and Goldsmith received no college honors; and Pope, Thomson, Burns, and Shakespeare had little or nothing to do with institutions of learning. A man educates himself; and the best work teachers can do, is to inspire the love of mental exercise and a living faith in the power of labor to develop faculty, and to open worlds of use and delight which are infinite, and which each individual must rediscover for himself. It is the educator's business to cherish the aspirations of the young, to inspire them with confidence in themselves, and to make them feel and understand that no labor can be too great or too long, if its result be cultivation and enlightenment of mind. For them ideals are real; their life is as yet wrapped in the bud; and to encourage them to believe that if they are but true to themselves, the flower and the fruit will be fair and health-bringing, is to open for them the fountain of hope and noble endeavor. What men have done, men can still do. Nay, shall we not rather believe that the best is yet to be done? The peoples whom we call ancient were but rude beginners. We are the true ancients, the inheritors of all the wisdom and all the heroism of the past. We stand in a wider world, and move forward with more conscious purpose along more open ways. Of the past we see but the summits, illumined by the rays of genius and glory. Could we look upon the plains where the multitudes lie in darkness, wearing the triple chain of servitude, ignorance, and want, we should understand how fair and beneficent our own age is. Enthusiasm for the past cannot inspire the best intellectual work. The heart turns to the past; but the mind looks to the future, and is forever untwisting the cords which bind us to the things that pleased a childlike fancy. To grow is to outgrow; and whatever of the past survives, survives, as the very word implies, because it is still living and applicable here and now. Let not the young believe that the age of the heroic and godlike is gone. Good and the means of good are not harder to reconcile to-day than they were a hundred or a thousand years ago, and they who have a heart may now, as the best have done in the past, wring even from despair the courage on which victory loves to smile. If we are weak and inferior the fault lies in ourselves, not in the age. We are the age; and if we but will and work, opportunities are offered us to become and to perform whatever may crown and glorify a human soul.