Every thoughtful person craves facts. They are cold, hard, sometimes disconcerting but they carry weight. "It is a fact, it has been proven," hushes many a query and silences many an argument. And yet it is not in the array of facts which can be given at any moment that young people find their incentives and inspirations. They may have all the facts at their tongue's end but lack the fire which shall transfuse those facts into power to act in accordance with their teachings. Julius Caesar is a fact. A girl may have no doubt of his existence, she may not question the great events of his life, but he does not stir her to action. The fact of George Washington does not awaken the patriotism of a girl and in schools where merely the facts regarding his life are given his influence is practically negative. But whenever the facts have been breathed upon by a sympathetic spirit and the fact George Washington transformed into the personality that lives in the girl's presence then his influence begins to count. It is not the facts about Abraham Lincoln that engender heroism. The facts may be presented in such a way as to hold but passing interest. I have heard the life and times of Abraham Lincoln taught that way. But I have seen Abraham Lincoln presented to a class of foreign girls by one to whom he had become a friend as real and genuine as if he stood by her side. As I listened _I_ saw Abraham Lincoln. I felt the kindness and patience of his great soul, the honest purpose and the fine courage of his life. The facts were there in that lesson but more than the facts were there. _He_ was there. At the close of the lesson that teacher looking into the faces of the girls who represented nearly every land across the sea said to them, "What do you think of him?" One girl responded eagerly "I think he was _grand_!" and a dark-haired intense girl, her black eyes glowing, rose and said with an earnestness and fervor I can _never_ forget, "I _love_ him!" "You shall hear more tomorrow," said the teacher, and they looked as if it were hard to wait. A careful observation of the ways of presenting great men of history and great characters in literature to young people will convince one beyond doubt that the girl may store the _facts_ in the memory for a time, but if the living personality is presented _it_ will remain to mold and guide and influence the life. The teacher's greatest power is never in what she teaches but in what is revealed to the individual through her teaching. The mind hungers for facts, searches for facts and wearies of facts. It follows personality. When Richard Watson Gilder tried to voice the plea of the young doubter, puzzled, perplexed and suffering from the great array of apparently conflicting facts and most of all from his own failure to win out over the temptations that swept over him he said: