Wisdom, however, does not consist in the most extensive knowledge of facts. Oftentimes information overweights a man and snuffs out what personal force there might otherwise have been. On the futility of mere learning there is abundant testimony. Walt Whitman, as we might expect from his passion for the vital and the human, has said: "You must not know too much and be too precise and scientific about birds and trees and flowers and watercraft. A certain free margin, perhaps ignorance, credulity, helps your enjoyment of these things and of the sentiment of feather'd, wooded, river or marine nature generally. I repeat it--don't want to know too exactly or the reasons why." Even Ruskin, whose learning was extensive and various, bears witness to the same effect. He notes "the diminution which my knowledge of the Alps had made in my impression of them, and the way in which investigation of strata and structure reduces all mountain sublimity to mere debris and wall-building." In the same spirit he planned an essay on the Uses of Ignorance. From the midst of his labors in Venice he wrote: "I am sure that people who work out subjects thoroughly are disagreeable wretches. One only feels as one should when one doesn't know much about the matter." In other words, we are not to let our knowledge come between us and our power to feel. In thus seeming to assail education I am not seeking to subvert or destroy; I want simply to adjust the emphasis. The really wise man is he who knows how to make life yield him its utmost of true satisfaction and furnish him the largest scope for the use of his powers and the expression of himself. In this sense a newsboy in the streets may be wiser than a university professor, in that one may be the master of his life and the other may be the servant of his information. Education should have for its end the training of capacities and powers, the discipline and control of the intelligence, the quickening of the sympathies, the development of the ability to live. No man is superior to his fellows because of the fact of his education. His education profits him only in so far as it makes him more of a man, more responsive because his own emotions have been more deeply stirred, more tolerant because his wider range has revealed more that is good, more generous to give of his own life and service because he has more generously received. It is not what we know nor what we have that marks our worth, but what we are. No man, however fortunate and well-circumstanced he may be, can afford to thank God that he is not as other men are. In so far as his education tends to withdraw him from life and from contact with his fellows of whatever station, in so far as it fosters in him the consciousness of class, so far it is an evil. Education should lead us not to judge lives different from our own, but to try to understand and, to appreciate. The educated man, above all others, should thank God that there are diversity of gifts