continually to the horizon to see where we are coming out, or, in other words, we do not need to trouble ourselves with grand theories and purposes. The determination to do just what lies next before us is enough. The great results will all come of themselves and take care of themselves. We may spare ourselves all grand emotions and heroics, because the more simply and directly we take the business of life, the better will be the result. The third inference which seems to be worth mentioning is that we come to understand the value of trifles.
All that I have said here about wisdom, fame, glory, "public good," as ends to be aimed at, holds good also of culture. It becomes a sham and affectation when we make it an immediate end, and comes in its true form only as a remote and refined result of long labor and discipline.
Before I speak of it, however, in its direct relation to education, let me introduce one other observation on the doctrine I have stated that we cannot aim at the great results directly. That is this: the motive to all immediate efforts is either self-interest or the desire to gratify one's tastes and natural tendencies. I say that all the grand results which make up what we call social progress are the results of millions of efforts on the part of millions of people, and that the motive to each effort in the heart of the man who made it was the gratification of a need or a tendency of his nature. I know that some may consider this a selfish doctrine, eliminating all self-sacrifice and martyr or missionary spirit, but to me it is a pleasure to observe that we are not at war with ourselves, and that the intelligent pursuit of our best good as individuals is the surest means to the good of society. Moreover, do you imagine that if you set out to make the most of yourself in any position in which you are placed, that you will have no chance for self-sacrifice, and no opportunity of martyrdom offered you? Do you think that a man who
