The monologue is capable of furnishing a new course in recitation and speaking, of bringing the most important study of the natural languages into practical relationship with the study of literature. On the one hand, it elevates the study of the spoken word, and gives a practical course for the colleges and high schools in the rendering of some of the masterpieces of the language; on the other hand, it prevents the courses in literature from becoming a mere scientific study of words. The true study of literature must be subjective. Psychology has tested and tried every study in recent years. Men will soon come to realize that there is a psychology of literature, and centre its study, not in words, but in the living expression of thought and feeling. Written language will then be directly connected with the awakening of the creative faculties of the mind. The value of the monologue will then be appreciated because of its direct revelation of the action of man's faculties, and it may be realized also that the evolution of the monologue is a part of the progressive spirit of our own time. The rendering of the monologue also will aid us in securing a method and emphasize the fact that literature as art must be studied as art and by means of art. Scientific study of literature is abnormal or necessarily one-sided. The study of the monologue when rightly pursued will aid in studying literature as the mirror of life and prevent the student from developing contempt for the literary masterpieces which he is made to analyze. It will aid in the study of literature as "the criticism of life" and enable the individual student to realize literature as the mirror of human experience. It will prevent students from studying literature as mere words. It will awaken deeper and truer appreciation and will prevent the contempt, born of mechanical drudgery, for literary masterpieces. Educated men do not know by heart the noble poetry of the language. The voices of American students are hard and cold. There is among us little appreciation of art. The monologue seems to come as a peculiar blessing at this time as a means of educating the imagination and dramatic instinct. It furnishes a course for recitation that obviates the necessity for a stage, avoids the stiltedness of declamation, yet supplies an adequate method of studying the lost art of recitation,--the art that made the Greek what he was. The monologue will help students in all the arts to overcome tendencies to mechanical practice. There is danger of making all exercises mechanical. Take, for example, the student of song. If he practises scales or songs without thought, or any sense of expressing feeling to others, it is simply a matter of execution. Some of our leading singers express no feeling. Song, to them, is a matter of technical execution,--very beautiful as an exhibition, but not as a revelation of the heart.