other, " what did I say that was above their understanding? " Just then one 

 of the hearers came in sight, and they agreed to put a question involving the 

 matter in dispute. After a suitable introduction the critic says, "My friend, 

 we were just now talking about drawing an inference, and agreed to ask you 

 if you think you can do it." " Waal", said he, giving his team a touch with 

 the whip to make them hold up their heads, " I've got about as smart a pair 

 of five-year-old cattle as there is around here, and 1 never hitched onto any- 

 thing yet when they did n't start something, " 



Education may start something but it will not create. 



Give a young man the best education practicable, without reference to any 

 special vocation ; let every capacity be somewhat developed that he may know 

 his own gifts ; set before hira the accessible occupations of life, and then list his 

 choice be free and his oWn. Teach him that lahoi' is the primeval condition 

 of man, that it is not an evil or a ci^rse. I used to hear it said of some who 

 were trying to get the benefit of some academy or college; "He wants to get 

 a living without work." but I hope that saying has become obsolete. The 

 common school, academy, college is to educate the scholar how to work to a 

 better advantage both to himself and others. 



Read the grand charter of human rights, powers and privileges, which has 

 never been repealed; — "Let them have dominion over the fish of the sea, and 

 over the fowl of the air, and over the cattle, and over all the earth, and over 

 every creeping thing upon the face of the earth." (To find this overhaul your 

 Bible, " and when found make a note of. ") Take special note of them in this 

 language, and duly apply it. If you will have a two horse team work evenly 

 and handsomely, both should be equally well trained. Suppose that one-half 

 of a man could be well educated, and the other half left uncultured, would he 

 work very happily or successfully ? In promoting this cause of education, 

 provide for the equal culture and development of the endowments of man's 

 " better half." The dominion and sovereignty in and over the earth is not an 

 endowment so much as an acquisition. The one consists of capacities and pos- 

 ibilities, the other is by the exercise of these capacities and realization of pos- 

 oibilities. In this labor man attains his best and noblest life ; and in the ac- 

 quisition of dominion he finds his best inspiration and greatest reward. To be 

 a son of toil and heir to labor, is immeasurably better than to be born with a 

 sceptre of kingly jDower and heir to a princely fortune.. True labor is not 

 solely the exercise of muscle and sinew ; but rather is it the taking of nature's 

 varied and ample material, converting it and applying it to humanity's use and 

 welfare. Thus labor is the creator of values. He who produces nothing of 

 value to himself or others, is a burden upon the producing power of society. 

 A sort of pauper, whether clothed in broadcloth or covered with rags. The 

 iljorer supports the world. It matters not so much in what department the 

 idividua] may work ; the main point is that he shall be where, with his capaci- 

 ties and powers, he may do the greatest and best service. 



" Will it pay," is not to be answered fully by the cash received. For it 

 is a fact that some kinds of important labor are not paid for in money, as 

 they ought to be ; {yours and mine, for instance, (?) ;) while some accumu- 



