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.

=Work a blessing.=--As a knowledge of all these things filters into
their minds, their conception of life broadens, and they see more and
more clearly that life and work are fundamentally identical. They see
that work directs the streams of life and gives to life point, potency,
and significance. They soon see that knowledge is power only because it
is the agency that generates power, and that knowledge touches life at
every point. They will come to realize that work is the one great luxury
in life, and that education is designed to increase the capacity for
work in order that people may indulge in this luxury more abundantly.
The more work one can do, the more life one has; and the better the work
one can do, the higher the quality of that life. They learn that the
adage "Work to live and live to work" is no fiction but a reality.

=Work and enjoyment.=--The school, therefore, becomes to them a workshop
of life, and unless it is that, it is not a worthy school. It is not a
something detached from life, but, rather, an integral part of life and
therefore a place and an occasion for work. The school is the Burning
Bush of work that is to grow into the Tree of Life. But life ought to
teem with joy in order to be at its best, and never be a drag. Work,
therefore, being synonymous with life, should be a joyous experience,
even though it taxes the powers to the utmost. If the child comes to the
work of the school as the galley-slave goes to his task, there is a lack
of adjustment and balance somewhere, and a readjustment is necessary. It
matters not that a boy spends two hours over a problem in arithmetic if