weak, perhaps wrong or mean thought.

Further, we have learned that thought may be good and pure, and yet
that of itself is not sufficient. It must be well expressed. In short,
to thought of the right sort we must add knowledge, so that it may be
set before others in the right way.

Now, it is true that the more knowledge we have, the more we can do
with music. We can put more meaning into it; we can better perform all
the exacting duties it demands; we can draw more meaning from its art,
and we can see more clearly how great a genius the composer is.
Besides these things, a well-trained mind gets more thoughts from a
subject than an untrained mind. Some day you will see this more
clearly by observing how much better you will be able to understand
your own language by possessing a knowledge of Greek and Latin.

All the school studies have a use, to be sure--a direct use--in giving
us something to help us in life in one way and another. But besides
this, we get another help from study; namely, the employment of the
mind in the right way. For the right way of doing things which are
worthy of the heart, gives power and good. It is the wrong way of
doing things that causes us trouble. Some studies demand exactness
above all this,--like the study of Arithmetic--others a good
memory,--like History--others tax many faculties, as we have seen in
our Talk about School Music.

Some of the studies are particularly valuable to us at once because
they make us _do_. They may be called _doing_ studies. In Arithmetic
there is a result, and only one result, to be sought. In Grammar every
rule we learn is to be applied in our speech. Manual training demands