s oration On the
Crown. Every idea of the poem told outwardly on her body.

If a woman, in reading Maud Muller, has emotions which _must_ find vent
in gesture, and various physical contortions, she ought to be put under
treatment that would tone up her system.

The University of the Future, in order to be a vastly greater power than
the University of the Present, must, at least, rank spiritual education
with intellectual training and discipline. This the University of the
near Future must do; the University of a more remote Future, we must
believe, if we believe that the spiritual is the crowning attribute of
man--that by which he is linked with the permanent, the eternal, will
make all intellectual training and discipline, even all physical
training, so far as may be, subservient to the spiritual man.

Let us cry 'All good things
Are ours, nor soul helps flesh more, now, than flesh helps soul!'

The rectification of the intellect must, as the greatest poem of the
century, Browning's 'Ring and the Book,' implicitly teaches, be through
the rectification of the spiritual, absolute man.

As bearing directly on my leading subject, the vocal interpretation of
literature (that is, spiritualized thought), I would indicate some of
the means and conditions of a more spiritual education than is
contemplated in the most advanced educational schemes of the day.

What may be said to be the predominant idea of the present day,
entertained especially by scientists and exercising its influence, more
or less, on the great majority of minds, in regard to the main avenue to
knowledge and truth? I answer, and I think not unjustifiably, the idea
that the analytic, discursive, generalizing intellect, is adequate to
solve all solvable problems--that it is the only reliable means of
arriving at a positive knowledge; that, accordingly, education, the
_highest_ education, consists almost exclusively in learning and in
being trained to discover and apply, the laws, so called, of nature, to
trace facts to their (scientific) causes and to advance logically from
causes to facts--that upon which the analyzing and generalizing
intellect cannot be exercised, being set down as unknowable. Of an
_intuition_ inaccessible to analysis, they take little or no account.
This some future age, with a more complete education, than ours, will,
I am persuaded, regard as the cardinal defect in the education and
philosophy of the present age--a de