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