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 that he is adapted to promulgate them, he shows moreover that he has assimilated them and that he is able to make their image pass into his productions and into his acts. There is for the results of thought only one way by which they can penetrate into the will and pass into life; that is, by spontaneous imagination, only what in _ourselves_ was already a living _act_ can become so _out of us_; and the same thing happens with the creations of the mind as with those of organic nature, that the fruit issues only from the flower. If we consider how many truths were living and active as interior intuitions before philosophy showed their existence, and how many truths most firmly secured by proofs often remain inactive on the will and the feelings, it will be seen how important it is for practical life to follow in this the indications of nature, and when we have acquired a knowledge scientifically to bring it back again to the state of a living intuition. It is the only way to enable those whose nature has forbidden them to follow the artificial path of science to share in the treasures of wisdom. The beautiful renders us here in relation with knowledge what, in morals, it does in relation with conduct; it places men in harmony on results, and on the substance of things, who would never have agreed on the form and principles.