The popularizer who would approach the subject in the most fruitful way will realize that the lower forms of art are purely recreational--excepting of course that some activities have physical values also. The ethical, spiritual, and intellectual aspects are not developed until we reach a higher level. Therefore, if he is going to lead to better things any one to whom art has been synonymous with pure recreation, he must do so by utilizing the recreative element in the better. For example, the educated reader seeks in Shakespeare the statement of philosophical and moral ideas, beauty of language and aptness of phraseology, the delineation of character, and the like. But what is the good of pointing out these qualities to a man as a reason why he should go to a Shakespearian performance rather than to a farce or a melodrama, to one who is, as yet, only seeking recreation? Tell him instead that _Twelfth Night_ is a good farce and _Macbeth_ a good melodrama--as they undoubtedly are; rid his head of the idea that Shakespeare is primarily something else, something much more “brainy” and stodgy; try to instil in him the motive that filled the old Globe with an audience which is the exact counterpart of our own uneducated pleasure-seeking theatre-goers, and Shakespeare would become more popular. Contact with his work would undoubtedly improve taste and the appreciation of Shakespeare’s other qualities. Shakespeare was popular in his own time because he enjoyed the reputation of being a good entertainer. He isn’t popular to-day because the average man has been taught by misguided people to regard him as a great writer. Of course there are other reasons, but that is a most important one. Yet another cause of low taste is the prevalent lack of the ability to concentrate. Enjoyment of the better types of art involves concentration, not only because it must be cumulative, but also because great art is generally built round an ampler theme than that which is of only temporary appeal. If the artist deals with a big subject, he must have room. If he avoids substance, he economizes, condenses, and concentrates his production. Whichever course he adopts, the reader or spectator must give him greater--either more extended or more intense--attention maybe both. Education will improve powers of concentration; but, on the other hand, it depends upon this ability. Therefore the psychological factor must be considered by all educationists. They must prepare ladders leading by easy stages from the purely enjoyable and insignificant to the serious and significant, but it is not enough that the steps should involve only gradual intellectual and aesthetic progress. They must require also only a gradual increase in concentration.