cting machinery which, without lubricant or engineer will reel
off success or impress mankind, as a matter of course.

The question is no longer asked by practical men "what does a man know"
but "what can he do?" Knowing and doing have thus become so intimately
associated by common consent as to be inseparable; for knowing without
doing is indolence and doing without knowing is waste of energy. The
former is sinful, the latter wasteful. For many years progressive
educators have been striving against the culture-alone theory and
advocating the education of the whole man--hand as well as head, body as
well as mind. As a result the ancient educational structure is pretty
well broken down, and the erstwhile curriculum has become a
reminiscence. Many wealthy parents still educate their children for the
larger pleasure which they believe education of the old type will afford
them in life, but parents generally have come to look upon life as a
period of intense activity rather than a brief round of pleasure, and
hence provide an education for their children that will fit them for the
every day demands that duty or necessity may make upon them. Since it is
a matter of common observation that wealth is easily dissipated,
especially when inherited, farseeing parents prefer an education for
their children that is adapted to some useful end rather than the
education that is largely ornamental or fashionable.

The vicissitudes of life are many. Fortune is fickle and but few young
people can hope to command perpetual leisure even should their bad
judgment make such a thing desirable. There can never be real
independence of thought and action apart from one's conscious ability to
cope with others on equal terms in any human emergency. The young man
who rejoices in the provident hoardings of his ancestors which exempt
him from strenuous exertion on his own part has but a small mission in
life. Work is the normal condition of man. The stern necessity that
compels him to labor, to think and to plan, lifts him into the
pleasurable atmosphere of usefulness and imparts zeal and ambition to
his energies. There can be no "excellence without great labor", and
"hard work is only another name for genius."

A young man cannot begin life with a richer heritage than good health,
good habits and a liberal education--an education that imparts culture
to his mind and power to his body. If he should never have occasion to
use his hands in some useful