Here it may not be amiss to mention the claim of the imagination to consideration as a faculty of the mind and inquire to what extent it should be cultivated in our schools; for if its claim be not good, there is no warrant for using any of the literature of power as subject-matter for education. Bearing on this question is the following excellent remark by the late Charles Eliot Norton, who did so very much to raise the standard of culture in American education: "The imagination is the supreme intellectual faculty, and it is of all the one that receives least attention in our common system of education. The reason is not far to seek. The imagination is of all faculties the most difficult to control, it is the most elusive of all, the rarest in its full power. But upon its healthy development depend not only the sound exercise of the faculties of observation and judgment, but also the command of the reason, the control of the will, and the growth of the moral sympathies. The means for its culture which good reading affords is the most generally available and one of the most efficient." In the same discussion Professor Norton has this to say of poetry as the highest expression of the imagination: "Poetry is one of the most efficient means of education of the moral sentiment, as well as of the intelligence. It is the source of the best culture. A man may know all science and yet remain uneducated. But let him truly possess himself of the work of any one of the great poets, and no matter what else he may fail to know, he is not without education."