3. I should, however, fail entirely to convey my meaning, were I to lead you to suppose that we expect to accomplish our ends mainly by fine-spun theories. I have no faith in any theory of education, which does not include, as one of its leading elements, _hard work_. The teachers of this school expect to work hard, and we expect the scholars to work hard. We have no royal road to learning. Any knowledge, the acquisition of which costs nothing, is usually worth nothing. The mind, equally with the body, grows by labor. If some stuffing process could be invented, by which knowledge could be forced into a mind perfectly passive, the knowledge so acquired would be worthless to its possessor, and would soon pass away, leaving the mind as blank as it was before. Knowledge, to be of any value, must be assimilated, as bodily food is. Teaching is essentially a co-operative act. The mind of the teacher and the mind of the scholar must both act, and must act together, in intellectual co-operation and sympathy, if there is to be any true mental growth. Teaching is not merely hearing lessons. It is not mere talking. It is something more than mere telling. It is causing a child to know. It is awakening attention, and then satisfying it. It is an out-and-out live process. The moment the mind of the teacher or the mind of the scholar flags, real teaching ceases. This, then, is our third aim. We aim in this school to accomplish results, not by fanciful theories, but by _bona fide_ hard work,--by keeping teachers and scholars, while at their studies, wide awake and full of life; not by exhausting drudgery, nor by fitful, irregular, spasmodic exertions, but by steady, persevering, animated, straight-forward work.