With methods such as these it is obvious that every possibility of inspiration and creation will be destroyed. The child has to follow phrase by phrase what the teacher indicates; thus every spark of aptitude for original composition is quenched. Not only does the child remain _empty of material_ wherewith to create, as in the past, but the very capacity for creation disappears, so that if, to-morrow, material should be formed in his mind, he would no longer have the impulse to utilize it, and his thought would be fettered by his school routine. Intellectual education carried on by the teacher on such a system makes one think of a chauffeur who should shut up the motor of an automobile and try to propel it by the strength of his arms. He would in this case be a porter, and the automobile a useless machine. When, on the other hand, the motor is open, the internal force moves the car and the chauffeur only has to guide it that it may go safely along the street, not run into obstacles or rush into ditches, and not injure any one upon its course. This _guidance_ is the only thing necessary; but the real progression is due solely to the internal impulse, which no one can create. It was thus that the first Italian literary Renascence came about, when the "new sweet style" arose with Dante as the spontaneous expression of feeling: "Count of me but as one Who am the scribe of Love, that when he breathes Take up my pen and as he dictates, write." (Carey's translation, _Purgatorio_, Canto XXIV.) The child must create his interior life before he can express anything; he must take spontaneously from the external world constructive material in order to "compose"; he must exercise his intelligence freely before he can be ready to find the logical connection between things. We ought to offer the child that which is necessary for his internal life, and leave him free to produce. Perhaps it would not then be impossible to meet a child running with sparkling eyes to write a letter, or walking and meditating as he cultivates a nascent inspiration. We ought to tend and nourish the internal child, and _await_ his manifestations. If imaginative creation comes late, it will be because the intelligence is not sufficiently mature to create until late; and we should no more force it with a fiction than we would put a false mustache on a child because otherwise he will not have one till he is twenty. THE MORAL QUESTION When we said, to begin with, that positive science had only given the "reform" of physical life, together with the modern rules of hygiene, as its contribution to society, we were unjust to positive science. It has considered not only physical life, but moral life.