Another tool in the student's workshop is Previously Acquired Knowledge: that is, what one has in one's mind. Some people's minds are junk-shops. But a junk-shop is better than an empty shop. This previously acquired knowledge, if used rightly, becomes the tool of later courses, the servant of later years. Our stored-up facts—many of them—have not been an end in themselves. How could they be? For example, such things as paradigms and formulæ and long lists of names and dates, are tools pure and simple; but the student in the workshop must have them or she will be like a carpenter who had much to do but on coming to his bench found no tools there and so was idle all day.
A fourth tool for the girl in her study—one that cannot be deliberately acquired, as information or apparatus or even health can be—is Experience. This is the most valuable tool of all—one's experience of travel, with people, in responsibility, in love, in joy, in sorrow, in any kind of work. The girls who are the most interesting in the classroom are the girls who are not contenting themselves with apparatus alone but whose minds are flexible with experience, who bring all of themselves, their life, to bear upon the work. A certain well-known minister had prepared a sermon for his usual Sunday engagement, but half an hour before service another text came into his mind. He could not forget it, so he jotted down notes and preached the new sermon instead of the one that had been prepared. This sermon made a great impression on all who heard it, and the minister himself said of it that some people would declare that it had been thought out in half an hour, but that really he had put fifty years of his life into it. The sharper and better the tools, the finer the character of the work. If experience has been observed and retained, and previously acquired knowledge is ready for service, and hand and mind know how to use books, and the student is in good condition physically, then the excellence of that girl's work in the class and out can be guaranteed.
And now what are the uses of the work which these tools can accomplish for us? Coleridge wrote in his poem, "Work Without Hope,"
"Work without Hope draws nectar in a sieve,
And Hope without an object cannot live."
The only hope that can last is hope that is not wholly centred in ourselves, but has some thought for others and our service to them. Work devoid of inspiration and ideals, work done merely for one's self, study pursued with only a degree as an end or for the sake of "pay" as a teacher, turns school and college into a market-place, a place of barter, where in exchange for so much energy and so much money we may acquire a certain position and livelihood. Only that work in which one has the consciousness of being, or becoming, useful to others, brings joy that will endure. What do we think of the minister who is without a sense of consecration? The responsibility of the student or the teacher is quite as large, the opportunity for service quite as wonderful. One of our greatest English poets, William Wordsworth, exclaimed: "I wish to be considered as a teacher, or as nothing!" The calling of the teacher, of the student, has through all time been thought a high one,—one that has drawn to itself fine and unselfish spirits. The life of the student, no matter how necessary to the world its market-places are, never has been and never can be a life of barter, of trade.
The wealth that comes to the student should not be an exclusive possession. It may be bought at a large price but it can never be sold. It must be given away, or shared, for it is wealth which carries with it a sense of social responsibility. It is enjoyed for a double purpose, not only for the sake of the happiness it brings to us but also for the sake of the joy or help it may bring to others. Millions of girls covet the opportunities that come to a few in school and college, many of them who far more greatly deserve this privilege than we. Indeed, what have most of us done to merit the right to all that we have? The only way in which we can show our sense of justice is by taking our privileges as something to share with others. The girl who has health, pleasant surroundings and work worth doing, has all a human being has a right to expect. She ought always to be happy, always rejoicing in her work and always eager to divide her wealth with others.
The redeeming feature of royalties has been their sense of responsibility for their subjects! In great disasters, or calamities, their first thought has been to go to the relief of the people. The King and Queen of Italy are noble examples of this courage and unselfishness. In America the only "privileged" class is the highly educated. It is they from whom noblesse oblige must be expected, who will show in all emergencies their sense of responsibility, who will share all that they have with others. A girl will be happy, she will grow, she will be a leverage power for good with those among whom she lives, only in so far as she uses her tools of knowledge in the service of others, and shapes all that she does towards some humanly useful end.