value of what he learns is lost; for what leaves him unmoved, leaves him unimproved. His information and accomplishments are comparatively unimportant. What he himself is, and what his real self gives us grounds for hoping he shall become, is the true concern. To be able to translate AEschylus or Plato is not a great thing; but it is a great thing to have the Greek's sense of what is fair, noble and intellectual. To be able to solve a complex mathematical problem may be unimportant; but to have the mental habit of accurate, close, patient thinking is important. It is easy to forget one's Greek or the higher mathematics; but an intellectual or a moral habit is not easily lost. He who has right habits will go farther and rise higher than he who has only brilliant attainments. It is an error, and a very common one, to suppose that education is merely, or chiefly, a mental process, and consequently that the best school is that in which the various kinds of knowledge are best taught. Our whole being, physical, intellectual, and moral, is subject to the law of education. We may educate the eye, the ear, the hand, the foot; and each member of the body may be trained in many ways. The eye of the microscopist has received a training different from that of the painter; the sculptor's hand has been taught a cunning unlike that of the surgeon; the voice of the orator is developed in one way, that of the singer in another. And so the faculties of the mind may be drawn forth, and each one in various ways. The powers of observation, of reflection, of intuition, of imagination, are all educable. One of the most important and most difficult lessons to learn is that of attention. We know only what we are conscious of, and we are conscious only of that to which we give heed. If we but hold the mind to any subject with perseverance, it will deliver its secret. The little knowledge we have is often vague and unreal, because we are heedless, because we have never taught ourselves to dwell in conscious communion with the objects of thought. The trained eye sees innumerable beauties which are hidden from others, and so the mind which is taught to look right sees truths the uneducated can never know. We may be taught to judge as well as to look. Indeed, once we have learned to see things as they are, correct opinions and judgments naturally follow. All faculty is the result of education. Poets, orators, philosophers, and saints bring not their gifts into the world with them; but by looking and thinking, doing and striving, they rise from the poor elements of half-conscious life to the clear vision of truth and beauty. Natural endowments are not equal; but the chief cause of inequality lies in the unequal efforts which men make to develop their endowments. The lack of imagination in the multitude makes their life dull, uninteresting, and material, and it is assumed that we are born with, or without, imagination, and that there is no remedy for this misery. And those who