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 means washing, and that is the distinction. Or, to take a better example; the bottom boy in the sixth form may be a miserable dunce compared with the top boy in the fifth; still the dunce is in the sixth form, and the genius is in the fifth. Or, to take a third instance (I want you to understand what I'm driving at), the fact that an English orator is fluent, brilliant, profound, convincing, while a Greek orator is stuttering, stupid, shallow, illogical does not hinder that the former, though he may speak ever so well, still speaks English, while the latter, however badly he may speak, speaks in Greek for all that. Analogies, as you know, are never perfect, and must not be pressed too far; they suggest rather than prove; but I hope you understand me though you may not agree with me.

But before we argue the merits of my own literary solvent, we might very well see what we can do with other tests. I daresay you can suggest a good many. We won't go into the question of printed and not printed, written or not written, because it is obvious that the visible symbols by which literature is recorded have nothing to do with literature itself. In the