§ 22. What length and severity of labor may be ultimately found necessary for the procuring of the due comforts of life, I do not know; neither what degree of refinement it is possible to unite with the so-called servile occupations of life: but this I know, that right economy of labor will, as it is understood, assign to each man as much as will be healthy for him, and no more; and that no refinements are desirable which cannot be connected with toil. I say, first, that due economy of labor will assign to each man the share which is right. Let no technical labor be wasted on things useless or unpleasurable;[8] and let all physical exertion, so far as possible, be utilized, and it will be found no man need ever work more than is good for him. I believe an immense gain in the bodily health and happiness of the upper classes would follow on their steadily endeavoring, however clumsily, to make the physical exertion they now necessarily take in amusements, definitely serviceable. It would be far better, for instance, that a gentleman should mow his own fields, than ride over other people's. § 23. Again, respecting degrees of possible refinement, I cannot yet speak positively, because no effort has yet been made to teach refined habits to persons of simple life. The idea of such refinement has been made to appear absurd, partly by the foolish ambition of vulgar persons in low life, but more by the worse than foolish assumption, acted on so often by modern advocates of improvement, that "education" means teaching Latin, or algebra, or music, or drawing, instead of developing or "drawing out" the human soul. It may not be the least necessary that a peasant should know algebra, or Greek, or drawing. But it may, perhaps, be both possible and expedient that he should be able to arrange his thoughts clearly, to speak his own language intelligibly, to discern between right and wrong, to govern his passions, and to receive such pleasures of ear or sight as his life may render accessible to him. I would not have him taught the science of music; but most assuredly I would have him taught to sing. I would not teach him the science of drawing; but certainly I would teach him to see; without learning a single term of botany, he should know accurately the habits and uses of every leaf and flower in his fields; and unencumbered by any theories of moral or political philosophy, he should help his neighbor, and disdain a bribe.