become habitual to them. And only in this way can they become ladies and gentlemen--gentle in speech towards father and mother, gentle in conduct towards brother and sister, respectful to strangers and well behaved in all the relations of child life. In order to produce this the training must be continuous. Not harsh or rough but exacting, nevertheless. So it is with the powers of the mind. A man who has never trained his mental powers in logical methods of thought cannot hope to stand before an audience and succeed as a public teacher. To bring together beautiful and logical thoughts that will be instructive to those who listen and satisfactory to himself--this power can only be acquired by thorough and constant mental discipline. It is only to be acquired by earnest effort, by hard work. But remember, to be a Seventy means just that--work, mental activity, leading to intellectual development, and to the attainment of spiritual power. _5. The Cultivation of Thought-Power:_ Thought upon a subject in any broad sense embraces substantial knowledge of all the facts, and all the reasoning that may be based upon the facts. Education in the proper sense is the cultivation of the power of thought, with the added power of expressing those thoughts in some forceful manner. "How then," asks Mr. Pittinger, whom we so frequently quoted in lessons of this class in Year Book No. l, "How, then, shall thought-power be increased? There is no royal road. Every one of the faculties by which knowledge is accumulated and arranged or digested into new forms grows stronger by being employed upon its own appropriate objects." Mental activity is the means by which the material of knowledge is gathered, and all faculties strengthened for future gathering. Each fact gained adds to the treasury of thought. A broad and liberal education is of exceeding advantage. This may or may not be of the schools. Indeed, they too often substitute a knowledge of words for a knowledge of things. That fault is very serious * * * * * for the only way by which even language can be effectively taught, is by giving terms to objects, the nature of which has been previously learned. But many persons need to speak who cannot obtain an education in the usual sense of the word--that is, college or seminary training. Must they keep their lips forever closed on that account? By no means. A thousand examples, some of them the most eminent speakers the world has produced, encourage them to hope. Let such persons learn all they can. Wide, well-selected, and systematic reading will do wonders in supplying the necessary thought-material. Every book of history, biography, travels, popular science, which is carefully read, and its contents fixed in the mind, will be available for the purposes of public speech. Here a word of advice may be offered, which, if heeded, will be worth many months of technical education at the best colleges in the land; it is this: