that those who wish to give their lives to them do not appear where the
appliances for instruction in them exist. An artistic atmosphere does
not create artists a literary atmosphere does not create literators;
poets and painters spring up where there was never a verse made or a
picture seen.

This suggests that God is no more idle now than He was at the beginning,
but that He is still and forever shaping the human chaos into the
instruments and means of beauty. It may also suggest to that scholar-
pride, that vanity of technique, which is so apt to vaunt itself in the
teacher, that the best he can do, after all, is to let the pupil teach
himself. If he comes with divine authority to the thing he attempts, he
will know how to use the appliances, of which the teacher is only the
first.

The editor, if he does not consciously perceive the truth, will
instinctively feel it, and will expect the acceptable young contributor
from the country, the village, the small town, and he will look eagerly
at anything that promises literature from Montana or Texas, for he will
know that it also promises novelty.

If he is a wise editor, he will wish to hold his hand as much as
possible; he will think twice before he asks the contributor to change
this or correct that; he will leave him as much to himself as he can.
The young contributor; on his part, will do well to realize this, and to
receive all the editorial suggestions, which are veiled commands in most
cases, as meekly and as imaginatively as possible.

The editor cannot always give his reasons; however strongly he may feel
them, but the contributor, if sufficiently docile, can always divine