mes and the moves of the pieces; to have a
notion of a gambit, and a keen eye for all the means of giving and
getting out of check? Do you not think that we should look with a
disapprobation amounting to scorn, upon the father who allowed his son,
or the state which allowed its members, to grow up without knowing a
pawn from a knight?

Yet it is a very plain and elementary truth, that the life, the fortune,
and the happiness of every one of us, and, more or less, of those who
are connected with us, do depend upon our knowing something of the rules
of a game infinitely more difficult and complicated than chess. It is a
game which has been played for untold ages, every man and woman of us
being one of the two players in a game of his or her own. The
chess-board is the world, the pieces are the phenomena of the universe,
the rules of the game are what we call the laws of Nature. The player on
the other side is hidden from us. We know that his play is always fair,
just, and patient. But also we know, to our cost, that he never
overlooks a mistake, or makes the smallest allowance for ignorance. To
the man who plays well, the highest stakes are paid, with that sort of
overflowing generosity with which the strong shows delight in strength.
And one who plays ill is checkmated--without haste, but without remorse.

My metaphor will remind some of you of the famous picture in which
Retzsch has depicted Satan playing at chess with man for his soul.
Substitute for the mocking fiend in that picture, a calm, strong angel
who is playing for love, as we say, and would rather lose than win--and
I should accept it as an image of human life.

Well, what I mean by Education is learning the rules of this mighty
game. In other words, education is the instruction of the intellect in
the laws of Nature, under which name I include not merely things and
their forces, but men and their ways; and the fashioning of the
affections and of the will into an earnest and loving desire to move in
harmony with those laws. For me, education means neither more nor less
than this. Anything which professes to call itself education must be
tried by this standard, and if it fails to stand the test, I will not
call it education, whatever may be the force of authority, or of
numbers, upon the other side.

It is important to remember that, in strictness, there is no such thing
as an uneducated man. Take an extreme case. Suppose that an adult man,
in the full vig