schooling. Unfortunately they do not necessarily go together. Unfortunately also our people are pinning their faith on schooling. The faith in book-learning is one of the superstitions of the nineteenth century and it enters for a large part into the bequest which the nineteenth century is about to hand over to the twentieth. On the walls of our schoolroom our teacher had pasted up in large letters: "Knowledge is power." Yes, that is what knowledge is. It is power and nothing more. As a power it is like wealth, talent, or any power, that is, it is without any moral element whatever. The moral question always comes in when we ask, in respect to the man who has power: What will he do with it? It is so of wealth. The man who has it can realize purposes which are entirely impossible to the man who has it not. What purposes will the holder of wealth choose? If he chooses one set of purposes he may bring things to pass which the rest of us can only dream of and wish for. If he chooses another set of purposes, he will be only so much the greater curse to himself and all around him than he would be if he were poor. The same is true of talent. The same is true of any other power. It is true of knowledge. The man who has it is equipped for action both with tools and weapons. What will he do with it? If he so chooses he may, by virtue of it, be far more useful to himself, his children, and his country than he would be without it, but if he chooses otherwise, he may simply be a far more efficient and harmful rascal than he would be without it. This is why it is simply a crude and empty superstition to believe that a knowledge of reading, writing, arithmetic, and geography makes good husbands and fathers and citizens. It does not. There is no connection of cause and effect. In truth, half-culture is one of the great curses of our time. Half-culture makes man volatile
