eing deceived in this regard.

=C. Adds to Clearness of Knowledge.=--Not only does expression test the
clearness of the apperceived new knowledge, but at the same time it
gives the knowledge greater clearness. We learn to know by doing. A
pupil realizes a story more fully when he has reproduced it for somebody
else. He images a scene described in a poem more clearly when he has
drawn it. He has a clearer idea of the volume of a cord when he has
actually measured out a cord of wood. He has a more accurate conception
of the difficulties attending the discoveries of La Salle when he has
drawn a map and traced the routes of his various expeditions. There is
much truth in the statement that one never fully knows some things until
he has taught them to somebody else. The teacher in grammar and
geography will often have occasion to realize this. Greater clearness of
impression means, of course, greater permanence. We remember best those
facts of which our impression was most vivid.

DANGERS OF OMITTING EXPRESSION

=A. Knowledge not Practical.=--It is apparent, then, that if the pupil
is not given opportunity for expression, his ideas are vague and
evanescent. Further than this, his capacities for _knowing_ will be
developed but his capacities for _doing_ ignored. His _intellectual_
powers will be exercised and his _volitional_ powers neglected. The
pupil is thus likely to develop into a mere _theorist_; and as the
tendencies of childhood are accentuated in later life, he becomes an
_impractical_ man. There are many men in the world who apparently know a
great deal, but who, through inability to make practical application of
their knowledge, are unsuccessful in life. It is, however, seriously to
be doubted whether knowledge is ever _real_ until it has been worked out
in practice and conduct. To avoid the danger of becoming impractical, a
pupil should have every opportunity for expression.

=B. Feelings Weakened.=--A second serious danger of neglecting
expression lies in the field of the emotions. To have generous emotions
continually aroused and never to act upon them, to have one's sympathies
frequently stirred and never to perform a kindly act, to experience
feelings of love and never to express them in acts of service, is to
cultivate a weakness of character. A classic instance of this is that of
the lady who wept bitterly over the imaginary sorrows of the heroine in
the play while her coachman was freezing to death out