aminations of the schools, through questions, are wholly inadequate for getting at such knowledge--for evoking a student's sense of the life of the language as an organ of the intellectual and the spiritual.
Technical knowledge is a good thing in its way, but a knowledge of life, in whatever form, is a far better thing. And it is only life that can awaken life. Technical knowledge, by itself, is only dry bones. The technical, indeed, cannot by itself be appreciated. It must be appreciated as an expression of life--as an expression of the plastic spirit of thought and feeling.
Reading must supply all the deficiencies of written or printed language. It must give life to the letter. How comparatively little is addressed to the eye, in print or manuscript, of what has to be addressed to the ear by a reader! There are no indications of tone, quality of voice, inflection, pitch, time, or any other of the vocal functions demanded for a full intellectual and spiritual interpretation. A poem is