est court in our land, and there,
vanquished wrong expires in the arms of learned lawyers who sell their
souls to do evil--who attempt to rend society with the very power that
our institutions of learning have conferred upon them. All of our
reforms would be led by scholars, if all scholars appreciated as they
should the gift of education. There are, of course, a multitude of noble
illustrations of scholars consecrating their learning to the service of
the people, but many scholars are indifferent to the injustice done to
the masses and some actually obstruct needed reforms--and they do it for
pay.

My second illustration is even more important, for it deals with the
heart. I am interested in education; if I had my way every child in
all the world would be educated. God forbid that I should draw a line
through society and say that the children on one side shall be educated
and the children on the other side condemned to the night of ignorance.
I shall assume no such responsibility. I am anxious that my children
and grandchildren shall be educated, and I do not desire for a child or
grandchild of mine anything that I would not like to see every
other child enjoy. Children come into the world without their own
volition--they are here as a part of the Almighty's plan--and there is
not a child born on God's footstool that has not as much right to all
that life can give as your child or my child. Education increases
one's capacity for service and thus enlarges the reward that one can
rightfully draw from society; therefore, every one is entitled to the
advantages of education.

There is no reason why every human being should not have _both_ a _good
heart_ and a _trained mind_; but, if I were compelled to choose between
the two, I would rather that one should have a good heart than a trained
mind. A good heart can make a dull brain useful to society, but a bad
heart cannot make a good use of any brain, however trained or brilliant.

When we deal with the heart we must deal with religion, for religion
controls the heart; and, when we consider religion we find that the
religious environment that surrounds our young people is as favourable
as their intellectual environment. As in the case of education, lack
of appreciation may be due in part to lack of opportunity to make
comparison. If we visit Asia, where the philosophy of Confucius
controls, or where they worship Buddha, or follow Mahomet, or observe
the forms of the Hindu