into the empyrean of the Holy Spirit, the world of learning will begin to undo some of its mischief-making.
But the second of the two classes which we are considering, that of Ideas as distinguished from Facts, instinctively resents the class-room methods of ocular demonstration. No less intent than the man of science upon teaching, and no less striving to be honest in all his dealings, the idealist, just because of such honesty, rejects formula and syllogism; not because these have not their place and need, but because in virtue of their very completeness they seem to claim that no teaching is possible save through their ministrations. The idealist claims that thought explores regions where the words self-evident, tangible, demonstrable, have no meaning; where even the concrete white chalk and blackboard have no use. "In what he leaves unsaid," declared Schiller, "I discover the master of Style." This is very near to Blake's "seeing through, and not with the eye." And if style is indicated by what is left unsaid, imagination is indicated by the perception of what is not seen, and often but pointing to it, rather than telling it. So the idealist Blake
