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 forcing, or, if capable of artificial development, the kind of training which such a school of art would give them would be the best they could receive. The infinite absurdity and failure of our present training consists mainly in this, that we do not rank imagination and invention high enough, and suppose that they can be taught. Throughout every sentence that I ever have written, the reader will find the same rank attributed to these powers,—the rank of a purely divine gift, not to be attained, increased, or in any wise modified by teaching, only in various ways capable of being concealed or quenched. Understand this thoroughly; know once for all, that a poet on canvas is exactly the same species of creature as a poet in song, and nearly every error in our methods of teaching will be done away with. For who among us now thinks of bringing men up to be poets?—of producing poets by any kind of general recipe or method of cultivation? Suppose even that we see in youth that which we hope may, in its development, become a power of this kind, should we instantly, supposing that we wanted to make