PREJUDICE AGAINST INDUSTRIAL SCHOOLS. 213 



I walked over acres of ripening peaches with its proprietor. 

 Peaches were made to eat. He knew the delicate flavor of his 

 George the Fourth or his Douay, but he seldom tasted a peach, — 

 they had become common to him. Peaches are made to sell. He 

 understood his Hales, Crawfords, and Barnards. But over and 

 above all this he had other delights. In work well done ; in cul- 

 tivation that kept his grounds clean of weeds, in having his labor 

 performed up to the very requirement of his needs, in the success 

 attending his efforts, there was the gratification of much higher 

 than mercenary desires. He enjoyed the deliciousness of taste 

 more in an t^sthetic than in a sensuous way, and yet the enjoy- 

 ment was real. He saw beauty in form, in color, iu fragrance, in 

 bloom, in rows of well-formed trees, and delighted in that beauty ; 

 and why should you say that this appreciation of beauty is not as 

 pure and ennobling as in looking at a landscape painting of Cole, 

 Turner, or Troyon ? 



I walked about the farm and barns of a successful farmer in 

 Oakland county. As he showed me the barns he had planned 

 with manifold peculiar conveniences, the well cleared fields and 

 farm roads, all of which had come from out a dense forest, the 

 product of labor, to be sure, but of labor joined with thought, and 

 with the creation and upholding of an ideal, I could see that the 

 ideal, and the partial success he had in attaining it, were a much 

 larger portion of his daily enjoyment than was the competence he 

 bad acquired. Of course the competence, the success, gave free 

 scope to this higher enjoyment. That, indeed, is the best use of 

 material success. 



The best promise of improved machinery is that it shall save 

 time and strength that may be used to develop an interior excel- 

 lence and enjoyment. If education and machinery will feed and 

 clothe me in one half the time that was required without them, I 

 have so much more time and strength for the achievement of fur- 

 ther success. So of the nation, provided always that moral 

 development keep pace with physical ; for otherwise time means 

 drunkenness and rowdyism. Nothing is of more importance, 

 therefore, than that that education which can give employment to 

 thought, to imagination, to taste, should keep pace with physical 

 developments in a nation. In truth, sad to say, it always lags far 



behind. 



But to return. These higher enjoyments are no exclusive pre- 

 rogative of any class. The pomologist, the wheat-grower, the 



