_Chautauquans_:—In these days of popular education, it may be profitable to examine the different sources of culture and development. First among these are books—the treasures that lie hidden in them may well awaken our inquiry and admiration, may well be worth the many hours of toil spent in preparing the mind, so that it can converse with the masters of the past and present. I do not wonder at hunger after the hidden treasures of books, for in them are power, wealth and pleasure. We need but watch the interested audiences that gather in this Amphitheater, to realize the power there is in the rostrum, how in all ages peoples have been confirmed or changed in their opinions by that mere persuasive power of words. Your mind now runs over the histories you have studied, and you recall the orators who, through the power of speech alone, have revolutionized empires, advanced or checked civilization. What pleasure to the mind and heart, to be able in our leisure hours to sit with Herodotus, Macaulay, Motley, Bancroft, and a host of others, and hear them tell their historic stories! or with David, Homer, Shakspere, Whittier and Bryant, and let them fill our minds with the beautiful and soothing words of poetry! Does not art, in a still more condensed form, give us the history of the nations of the past? Does it not give us a clearer idea of thought? What descriptive words could give us so clear a view of the golden candlestick, around which clusters so much of interest to the Bible student, as can be had by a look at the plaster mould of the arch of Titus, in the Museum? What more rapidly moulds, and more powerfully influences, the present age than do the pictures on the walls, and the books in the libraries of our homes? May I venture to bring before your mind that other phase of art, known as the mechanic art? That art, on which the educator has placed so small an estimate that when an apparently dull boy is found in the school or family, he is turned over to it, in the notion that stupidity can here find subsistence and compensation. Now, give this art the power to express itself in words and in the fine arts, and I will bring back to you the days of Raphael and Michael Angelo, in which thought was expressed in words and on canvas and stone, in such purity that the student in the schools of to-day is carried back to these times, to study the perfection and beauty of expression. In the line of a better educated labor lies the settlement of the great labor question. Will it be as Garfield suggests, for Chautauqua to provide not only for the leisure, but secure the leisure by some system of education that will make it possible?