But a compassion for that which is not and cannot be useful and lovely, is degrading and futile.

We teach boys to be such men as we are. We do not teach them to aspire to be all they can. We do not give them a training as if webelieved in their noble nature. We scarce educate their bodies. We do not train the eye and the hand. We exercise their understandings to the apprehension and comparison of some facts, to a skill in numbers, in words; we aim to make accountants, attorneys, engineers; but not to make able, earnest, great- hearted men.

What the tender and poetic youth dreams to-day, and conjures up with inarticulate speech, is to-morrow the vociferated result of public opinion, and the day after is the character of nations.

The virtue in most request is conformity.

What we do not call education is more precious than that which we call so. We form no guess, at the time of receiving a thought, of its comparative value. And education often wastes its effort in attempts to thwart and balk this natural magnetism, which is sure to select what belongs to it.

The first and last lesson of religion is, "The things that are seen, are temporal; the things that are unseen, are eternal." It puts an affront upon nature.

All life is an experiment. Place yourself in the middle of the stream of power and wisdom which animates all whom it floats, and you are without effort impelled to truth, to right and a perfect contentment. I wish to write such rhymes as shall not suggest a restraint, but contrariwise the wildest freedom. Immortality. I notice that as soon as writers broach this question they begin to quote. I hate quotation. Tell me what you know.