Through imaginative literature abstract truths are made to have for the child a reality which is given to them by the experiences of daily life only by the slowest of degrees. Children rarely generalize, except in matters of personal feeling and in the regions of general misapprehension. A child easily receives the fact of the moment for a truth of all time: if he is miserable, for instance, he is very apt to feel that he must always be in that doleful condition; but this is in no real sense a generalization. It is more than half self-deception. Any child, however, who has been thrilled by a single line of imaginative poetry has—even if unconsciously—come into direct touch with a wide and humanly universal truth. Especially and essentially is this to be said of truth which has to do with human feeling, the universal truth of the emotions. The man or the woman into whom the school-boy or girl is to grow will in shaping life be guided chiefly by the feelings. Whether the ordinary mortal lives well or ill, basely or nobly, dully or vividly, is practically determined by what he feels. However much the convictions have to do in ordering conduct, feeling has more, and conviction itself is with most mortals inseparably bound up with the emotions. The highest office of education is to develop the emotions highly and nobly; and it is no less essential to the intellectual than to the moral well-being of the child that he be bred to feel as deeply and as wholesomely as possible. Every teacher knows that in dealing with children the ultimate appeal is to their feelings. If a crisis arises in school-life it is to the emotions that the matter is inevitably referred, whether the instructor likes this or not, and whether the appeal is made openly or is indirect and tacit. Teaching must deal with the sentiments as well as with the understanding. That no other means of training and properly developing the feelings of youth is so efficient as literature seems to me a proposition too self-evident to need further comment.