calculate our daily affairs. Grammar teaches us to listen and to speak
understandingly. Penmanship and Spelling teach us properly to make the
signs which represent speech. Geography teaches us of the earth on
which we live, and how we may travel about it. History teaches us how
to understand the doings of our own day and makes us acquainted with
great men of former times, who by striving have earned a place in our
remembrance.

As we go on in our school education, taking up new studies, we find to
a still greater degree that what we learn is for usefulness.
Arithmetic becomes mathematics in general. Grammar is brought before
us in other languages, and branches out into the study of Rhetoric and
Literature. History is taught us of many lands, particularly of
Greece, Rome, and England. And, bit by bit, these various histories
merge into one, until, perhaps not until college years or later, the
doings of the countries in all the centuries of which we have
knowledge is one unbroken story to us. We know the names of lands and
of people. Why Greece could love art, why Rome could have conquest;
why these countries and all their glories passed away to give place to
others; all these things become clear to us. We learn of generals,
statesmen, poets, musicians, rulers. Their characters are made clear;
their lives are given to us in biography, and year after year the
story of the earth and man is more complete, more fascinating, more
helpful to us in learning our own day.

Then, besides all these studies, we are taught to do things with the
hands. After the Talks we have already had about doing, we know what
it means to have training of the hands. It really means the training
of the thoughts. We are training the mind to make the hands perform
their tasks rightly. It is the same in the science lesson which