=Illustrations.=—­Life and work are synonymous, and no amount or form of sophistry can abrogate their relation.  The man who does not work does not have real life, as the invalid will freely witness.  The tramp on the highway manages to exist, but he does not really live, no matter what his philosophy may be.  Many children interpret life to mean plenty of money and nothing to do, but this conception merely proves that they are children with childish misconceptions.  They see the railway magnate riding in his private car and conceive his life to be one of ease and luxury.  They do not realize that the private car affords him the opportunity to do more and better work.  They see the president of the bank sitting in his private office and imagine that he is idle, not realizing that his mind is busy with problems of great magnitude, problems that would appall his subordinates.  They cannot know, as he sits there, that he is projecting his thoughts into far-off lands, and is watching the manifold and complex processions of commerce in their relations to the world of finance.

=Concrete examples.=—­They see the architect in his luxurious apartments, but do not realize that his brain is directing every movement of a thousand men who are causing a colossal building to tower toward the sky.  They see a Grant sitting beneath a tree in apparent unconcern, but do not know that he is bearing the responsibility of the movements of a vast army.  They see the pastor in his study among his books, but do not know the travail of spirit that he experiences in his yearning for his parishioners.  They see the farmer sitting at ease in the shade, but do not know that he is visualizing every detail of his farm, the men at their tasks, the flocks and herds, the crops, the streams, the machinery, the fences, and the orchards and vineyards.  They see the master of the ship, standing on the bridge clad in his smart uniform, and imagine that he is merely enjoying the sea breezes the same as themselves, not knowing that his thoughts are concentrated upon the safety of his hundreds of passengers and his precious cargo.

=The potency of mental work.=—­Only by experience may children come to know that work may be mental as well as physical, and the school is charged with the responsibility of affording this experience.  Through experience they will come to know that mind transcends matter, and that in life the body yields obedience to the behests of the mind.  They will come to know that mental work is more far-reaching than physical work, in that a single mind plans the work for a thousand hands.  They will learn that mental work has redeemed the world from its primitive condition and is making life more agreeable even if more complex.  They will come to see the mind busy in its work of tunneling mountains, building canals and railways, navigating oceans, and exploring the sky.  They will come to realize that mental work has produced our libraries, designed our machinery, made our homes more comfortable and our fields more fertile.