We may go a step further as a matter of curious interest. Language is not necessarily connected with sounds at all. A deaf mute, who has never heard a sound, and is incapable of understanding what sound is, may nevertheless learn to read. He is, however unable to appreciate a page of written music, and I do not know how it would be possible to explain to him what it is like, except the rhythm of it, which may be made to appeal to the senses of sight and touch, as well as to that of sound. In general, however, the reader of music must at least imagine the sounds represented by the notation before him. This is not the case with the reader of speech. Anyone who can read fast and well enough may, like the deaf mute, understand what he reads without even imaging the sound of the words. One may even read so fast that the mere speed forbids any thought of the corresponding oral language. Skilled readers may take in a sentence, a paragraph, almost a page, at a glance. This is the sole point of difference between reading language and reading music; and it does not greatly concern us here because all that it practically affects is speed of appreciation. Something that is of greater importance is the difference of purpose usually found between those who read words and those who read musical notes. When we say of a child that he is studying music we usually mean that he is learning how to sing or to play on some instrument with the special view of being able to perform before some kind of audience. A music-teacher in like manner is one who teaches his pupils how to play on the piano or the violin, or how to sing.