e
free scope to the exigencies of taste in teaching, properly so called.
But this does not mean by any means that the culture of this faculty in
the student is a premature thing. He must, on the contrary, be
encouraged to apply the knowledge that he has appropriated in the school
to the field of living development. When once the first point has been
observed, and the knowledge acquired, the other point, the exercise of
taste, can only have useful results. It is certain that it is necessary
to be quite the master of a truth to abandon without danger the form in
which it has been found; a great strength of understanding is required
not to lose sight of your object while giving free play to the
imagination. He who transmits his knowledge under a scholastic form
persuades me, I admit, that he has grasped these truths properly and that
he knows how to support them. But he who besides this is in a condition
to communicate them to me in a beautiful form not only proves that he is
adapted to promulgate them, he shows moreover that he has assimilated
them and that he is able to make their image pass into his productions
and into his acts. There is for the results of thought only one way by
which they can penetrate into the will and pass into life; that is, by
spontaneous imagination, only what in ourselves was already a living act
can become so out of us; and the same thing happens with the creations of
the mind as with those of organic nature, that the fruit issues only from
the flower. If we consider how many truths were living and active as
interior intuitions before philosophy showed their existence, and how
many truths most firmly secured by proofs often remain inactive on the
will and the feelings, it will be seen how important it is for practical
life to follow in this the indications of nature, and when we have
acquired a knowledge scientifically to bring it back again to the state
of a living intuition. It is the only way to enable those whose nature
has forbidden them to follow the artificial path of science to share in
the treasures of wisdom. The beautiful renders us here in relation with
knowledge what, in morals, it does in relation with conduct; it places
men in harmony on results, and on the substance of things, who would
never have agreed on the form and principles.

The other sex, by its very nature and fair destiny, cannot and ought not
to rival ours in scientific knowledge; but it can share truth with us by
t