THE educational mania, having for its catchwords "Enlightenment, Information, Instruction," tends in all ways to emphasize this erroneous indentification of mind with intellect; and consequently affects the estimates men make of various mental activities and mental products. Among other results it vitiates their conceptions of Art and the purpose of Art: using the word Art in the sense now generally accepted as comprehensive of all works of creative imagination. In this sphere, as in other spheres, there is under-valuation of the emotional element in mind and over-valuation of the intellectual element.
Merely alluding to the unended controversy concerning dramatic art, which has all along turned upon the question whether the stage-representations of life are or are not instructive, as though the production of pleasure were of no account, I may note that in poetry we may see this bringing to the front of thought instead of feeling: instance the dictum of Mr. Matthew Arnold that "it is by a large, free, and sound representation of things, that poetry, this high criticism of life, has truth of substance." Not the