4 THE ACORN it. This being done, he began thinking of the good and bad he had done in his life. At last he realized how hasty and unforgiving he had been in his treatment of the Harrises. He called, "Elizabeth," again and asked her to have the board fence torn down as soon as possible. After that he seemed to rest more easily and finally fell into a peaceful slumber. The next morning he awoke feeling much better, his pain was all gone but he was unable to leave his bed. The first thing he asked for was to see Mr. Harris. Mr. Harris was sent for and upon his entering the bed room Grandfather began asking his forgiveness for the hasty, unforgiving spirit he had exhibited years ago. Mr. Harris in return asked to be forgiven for having allowed his chickens to annoy his neighbors. Grandfather desired to have the fence torn down at once but Mr. Harris persuaded him to leave the fence standing and they would have a gate cut in the fence between the two homes. Not only Clyde but the whole Harris family spent Thanksgiving day with the Browns. The day was a truly Thanksgiving day for the two families gave thanks to their Heavenly Father for the friendship that had been restored. Josephine Burton '10. Summary of a Lecture by D. O. McKay Brother McKay went into a store to purchase a picture frame. He was shown a very heavy oak frame and also one that looked just as good but was an imitation and cost much less. The grain of the wood had been brought out and polished so that it was difficult to tell the difference between it and real oak; but the slightest mar would show that it was only imitation. Some years ago a colony left Canada in search of a land which they had heard, was of a moderate cli- mate, great fertility and productiveness. They settled in California and began to circulate reports that the land was all that had been stated. But in about a year they found that the land had been exhausted. In this same state of California there lives a scientist, Luther Bur-bank, whose life has been one of constant work for the benefit of humanity. His idea is to take a plant and by proper care and intensive cultivation in the right way THE ACORN 5 to make it worth many times its former value. He has taken the worthless cactus and made it a smooth rich food which may in time revolutionize the whole system of animal feeding. These are the three illustrations representing the three ideals in education: First, the decorative or sham; second, utility, third, the creative. The finishing schools will give our girls a decorative education. It is a desire to have something in the way of education or intellectual ornament that will take the place of the peacock's feathers or the nose rings. Utility Some men say that they intend to work their sons for all they are worth and give them practical educations. They do not intend to send them to college to wade through seven years of dead languages These fathers mean well but they are using their sons as tools to be ground, and not human beings. Mothers say: "Teach my girl to cook and become a good housewife, teach her music and painting, make of her a stenographer or nurse. They are training their girls for utility. True education must begin and continue with little regard to pecuniary gain. It is that which makes the shoemaker go beyond his last, the clerk beyond his desk, the surveyor beyond his chain, the lawyer beyond his brief, the preacher be- yond his sermon, and the doctor beyond his prescription. The right ideal of education is the creative. As Luther Burbank makes a fine plant from the useless cactus so true education makes from a useless being in the animal world a useful man in society. It creates out of the raw material found in the boy a broader, nobler, finer type of man. The final result is not a selfish scholar, not a scornful critic of surrounding conditions, but an intellectual and faithful citizen, who is determined to put all his power to the service of his country and mankind. We do not need new colleges but more power in the colleges we already have to make men. The end of education, is to make men who can see clearly, imagine vividly, think independently and act nobly. True education is not the decorative, not development that will make us tools but that which teaches us to love ourselves last, to make life glad; and when we find a stranger to lead him out of danger to a heighth where he can see that the world is fair. The real purpose in education is to fit a man to do what Joseph Smith and Christ did to make a person lose himself for others. So it is not one that decorates; not one that gratifies; but one that will fit us to live for others. B. B. '11.