them what is absolutely impossible--to give a living,
animated form to conception. But as both only represent true humanity
very imperfectly--that normal humanity which requires the absolute
harmony of these two operations--their contradictory objections have no
weight, and if their judgments prove anything, it is rather that the
author has succeeded in attaining his end. The abstract thinker finds
that the substance of the work is solidly thought; the reader of
intuitive ideas finds his style lively and animated; both consequently
find and approve in him what they are able to understand, and that alone
is wanting which exceeds their capacity.

But precisely for this very reason a writer of this class is not adapted
to make known to an ignorant reader the object of what he treats, or, in
the most proper sense of the word, to teach. Happily also, he is not
required for that, for means will not be wanting for the teaching of
scholars. The professor in the strictest acceptation is obliged to bind
himself to the needs of his scholars; the first thing he has to
presuppose is the ignorance of those who listen to him; the other, on the
other hand, demands a certain maturity and culture in his reader or
audience. Nor is his office confined to impart to them dead ideas; he
grasps the living object with a living energy, and seizes at once on the
entire man--his understanding, his heart, and his will.

We have found that it is dangerous for the soundness of knowledge to give
free scope to the exigencies of taste in teaching, properly so called.
But this does not mean by any means that the culture of this faculty in
the student is a premature thing. He must, on the contrary, be
encouraged to apply the knowledge that he has appropriated in the school
to the field of living development. When once the first point has been
observed, and the knowledge acquired, the other point, the exercise of
taste, can only have useful results. It is certain that it is necessary
to be quite the master of a truth to abandon without danger the form in
which it has been found; a great strength of understanding is required
not to lose sight of your object while giving free play to the
imagination. He who transmits his knowledge under a scholastic form
persuades me, I admit, that he has grasped these truths properly and that
he knows how to support them. But he who besides this is in a condition
to communicate them to me in a beautiful form not only proves