striving to increase its power; the health of the eye is growth. The purpose of life is more life, individual in the measure that it lies within a man's power to develop it, but cosmic in its sources and its influence. As the harmony which a work of art presents finds a place in that harmony of experience and outward-reaching desire which constitutes our personality, art becomes for us an entrance into more life. In the large, art is a means of development. But as any work embraces diverse elements and is capable of a various appeal, it may be asked in what sense the appreciation of art is related to education and culture. Before we can answer the question intelligently, we must know what we mean by our terms. By many people education is regarded as they regard any material possession, to be classed with fashionable clothes, a fine house, a carriage and pair, or touring-car, or steam yacht, as the credential and card of entree to what is called good society. Culture is a kind of ornamental furniture, maintained to impress visitors. Of course we ourselves do not think so, but we know people who do. Nor do we believe--as some believe--that education is simply a means of gaining a more considerable livelihood. It is pathetic to see young men in college struggling in desperate, uncomplaining sacrifice to obtain an education, and all the while mistaking the end of their effort. Not all the deeds of daring in a university course are enacted on the athletic field; the men I am thinking of do not have their pictures published in the newspapers,--the unrecorded heroisms of college life are very moving to those who know. But the tragedy I have in mind is this--for tragedy consists not in sacrifice itself but in needless and futile sacrifice--that some of these young men suppose _there_ is a magic virtue in education for its own sake, that it is the open-sesame to all the wealth and beauty of life. With insufficient ability to start with, they are preparing to be unfit professional men, when they might be excellent artisans. The knowledge of books is in no sense the whole story nor the only means of education. In devotion to some craft or in the intelligent conduct of some business they might find the true education, which is the conscious discipline of one's powers. The man who can do things, whether with his hands or with his brain, provided intelligence govern the exercise of hand and brain, and who finds happiness in his work because it is the expression of himself, is an educated man. The end of education is the building of personality, the making of human power, and its fruit is wisdom.