Concerning the Education of Young Men. IV: Home Reading

CONCERNING THE EDUCATION OF YOUNG MEN. BY MILTON BENNION, M. A., PROFESSOR OF PHILOSOPHY, UNIVER- SITY OF UTAH. IV—HOME READING.* Some of the greatest philsophers of antiquity thought that the whole educational process was to prepare a man rightly to enjoy leisure. With them the end of life was a state of intellectual contemplation rather than one of activity. It is customary with us to practice the reverse of this theory. We have become creatures of incessant activity, with little or no time for contemplation or for purely mental culture. Both of these attitudes toward life are extreme. In recent philosophy of mind, there has developed a theory somewhat intermediate between these two, yet leaning, we might say, towards the modern practice. According to this philosophy, man is primarily an active being, rather than a purely intellectual one. From the first cry of infancy to the last breath of old age, his nature craves activity. Of course, this is most manifest in early life. * Since so many young people who have much to,do with books are troubled with defective vision, perhaps it would not be out of place here to suggest that it is worth while taking a few precautions to protect the eyes. Buy editions of books having white, opaque paper, with dull surface, and print not smaller than that used in this magazine. Do not read with a strong light shining directly in the eyes. Have the light above or behind, and so arranged that it falls directly on the page. Let this light, reflected from the book, be the strongest that enters the eye. Where a light stands on the table, and it is necessary to face it, protect the eyes with a green shade, either on the lamp or on the head of the reader. Do not wait until the eyes are injured before taking these precautions.

CONCERNING THE EDUCATION OF YOUNG MEN. 641 But acting and knowing are not and cannot normally be separate. They represent two aspects of the activity of a unitary mind. Knowledge is imperfect unless expressed in action, and activity without knowledge is blind and futile. Whatever a man may have to do, he should seek all possible useful knowledge concerning his work, and this implies reading. Under Home Activities I have suggested how a certain kind of reading may be directly connected with practical activities. But even this should not be looked upon as purely commercial in significance. While this aspect of it is, in a sense, important, and cannot be omitted, it should be subordinate to the great ends of life and character. It is the insight into nature, and the purification and strengthening of character that is most fundamental. The vocation of man is not merely to make a living, nor is it to accumulate wealth. These are but means, not ends. A man's reading, thought and activity, should have reference to the larger social self. Thought and feeling should expand until they embrace the life of humanity. To attain this ideal, a man cannot live wholly within his own little home and business. While these are not to be neglected, he should also attend to political, religious and social duties. Even his home life vdll be narrow and imperfect unless it is thus joined with the broader life of mankind. Systematic reading is one of the necessary means of attaining this larger and more perfect life. Those who attend high schools and colleges will have ample opportunity and direction; but even they, when their school days are ended, should beware of the tendency to drop all intellectual pursuits outside their own business. It is my primary purpose here to offer some definite suggestions as to what a young man, without a high school education, may well read at home. I shall also suggest some books for more advanced readers. Home reading may be roughly classified as science, to give •insight into nature; history and biography, to give acquaintance with the great things that have been done by humanity; geography and travel, which partake of the nature of both science and history; literature, to convey the best that has been thought and felt by men. This last I have subdivided into essays, fiction, and poetry. I shall not attempt to treat these in logical order, nor in the

642 IMPROVEMENT ERA. order of importance, neither shall I maintain a rigid classification. Let us consider the second group first. HISTORY AND BIOGRAPHY. In guiding our reading here, we should look primarily to the chief sources of our civilization. Among ancient peoples, we are most indebted to the Hebrews, the Greeks, and the Romans. While we should have some knowledge of other ancient nations, especially of Egypt and the empires of Western Asia, we should study in detail the life and literature of the three peoples to whom we are most closely related in the history of civilization. Because the Bible is so commonly used in the homes and the churches, it is taken for granted that young people generally will be familiar with the history and literature of the Hebrews; but, unfortunately, teachers in high schools and colleges find that there is, on the part of many students, a woeful deficiency in such knowledge. It may be worth while, therefore, to suggest that where the reading of the Bible has been neglected, it should be one of the first books to receive attention. Every young man should read the Bible through carefully and take note of those books and passages that have special historical interest, or exceptional literary or spiritual value. The parts thus selected should be frequently read and studied, and those having the highest spiritual value might well be memorized. To illustrate my meaning in regard to the selection of passages for study in detail, I direct attention to Exodus 20; Deuteronomy 28; Joshua 1; I Kings 8; The Book of Job, The Psalms, The Proverbs, The Prophesies of Isaiah. The prominent characters of the Old Testament, such as Abraham, Joseph, Moses, Joshua, Samuel, David, Solomon, Elijah, Elisha, and Daniel, might be made the subject of special study. From a literary point of view, the Book of Job should be studied as a unit, but for their purely spiritual value, the following chapters might be frequently re-read: 13, 19, 27, 28 and 38. For this purpose also, the Psalms generally have exceptional value. Of these, 15, 19, and 23, at least, should be memorized, The third chapter of Proverbs is full of wisdom that might well be read until absorbed. The New Testament is so generally significant and interesting that I hesitate to point out what I regard as the most important

CONCERNING THE EDUCATION OF YOUNG MEN. 643 passages. But, without deprecating the value of other parts, I direct attention to the high moral tone of the Sermon on the Mount, and, in the writings of the Apostles, to Romans 12, and II Peter 1. The historical part of the Bible should be studied in connection with maps and geographical, descriptions. This may well be supplemented by the use of stereoscopic views of Bible lands.* The Biblical history may be supplemented by reading the Apocrypha and Josephus' Antiquities of the Jews. A brief introduction to Greek and Roman history, with something of the Oriental nations, may be had in Adams' European History or Meyers' General History. For a more detailed and consequently more interesting study, Botsf ord's Greece and the Orient, and Rome, by the same author, are recommended. West's Ancient History is a good critical, up-to-date work. Meyers' Ancient History is very readable, but not so well received by those interested in the critical study of history. In connection with this study Plutarch's Lives may be read with great interest and profit. Plutarch is not now regarded as a critical historian. He is primarily a moral philosopher. This, together with his literary ability, gives lasting value to his work, notwithstanding some inaccuracies as to historical facts. The history of Mediaeval and Modern Europe is covered in brief in the general histories named above, but more completely in West's Modern History, which connects with his Ancient History, or in Meyers' Mediaeval and Modern History. American readers will be interested especially in English and American history. Green's History oj the English People and, for a briefer account. Green's Shorter History of the English People are highly recommended, Coman and Kendall's Short History oj England is very readable. For a brief introduction to American history McMaster's School History of the United States, Montgomery's Students' American History, or Channing's United States History will answer. This may be supplemented by reading the * The interest in reading the Bible may be increased, and the understanding of it improved, by the use of Richard G. Moulton's Modern Readers' Bible, in twenty-one volumes, published by the MacMillan Company, N. Y., price 60 cents per volume, or $10"for the set. Each volume is complete in itself.

644 IMPROVEMENT ERA. works of Parkman, Prescott, Fiske, McMaster, and other notable writers of American history. Biographical studies and political addresses may be introduced here to supplement the purely historical reading. Franklin's Autobiography, Weem's Life of Washington, Tarbell's Life of Lincoln, Washington's Farewell Address, Lincoln's Gettysburg Speech and Second Inaugural, and George W. Curtis' Public Duties of an Educated Man, rank among the best in this line. The study of civil government should be taken up from the historical point of view. A brief account of the governments of modern nations will be found in The State by Woodrow Wilson. For a study of the American government, Fiske's Civil Government is a good introduction. Hinsdale's American Government contains a more thorough analysis of the constitution, and Bryce's American Commonwealth represents an interesting study from the point of view of an English visitor. For a thorough study of the constitution, in its historical development, Madison's Minutes of the Constitutional Convention and the Federalist, have very great value. GEOGRAPHY AND TRAVEL. Here young people will find a very entertaining and instructive line of books for home reading. Frank G. Carpenter's Geographical Readers are among the best of the more elementary works. Other books of travel recommended are: Mark Twain—7?i?iocence Abroad. Irving—Alhambra; Tales of a Traveler. Stevenson—Inland Voyage; Travels with a Donkey. Johnson—Journey to the Hebrides. SCIENCE. The systematic study of natural science can be carried on to much greater advantage in schools, where instruction is joined with well organized laboratory and field work. However, anybody having inclination toward science can gain much without these very desirable aids. Under Home Activities I have suggested some references along lines of agricultural science. Many of these, however, pre-suppose some knowledge of the general principles of science. For introduction to these general principles, and for

CONCERNING THE EDUCATION OF YOUNG MEN. 645 other science work adapted to home reading, the following books may be used:* L.H. BaWej—Botany; An Elementary Text-Book; Lessons with Plants; or Coulter—Pkn^ Studies. Mrs. Dana—How to Know the Wild Flowers. Jordan, Kellogg and Eesith—Animal Studies; or A. J. Thompson—Study of Animal Life. M. 0. Wright—Four-Footed Americans. N. S. Shaler—Domesticated Animals, their Relation to Man and his Advancement in Civilization. Chapman—Bird Life. Stone and Cram—American Animals. Hodge—Nature Study and Life. Burroughs!—Signs and Seasons; Locusts and Wild Honey; Squirrels and other Fur Bearers. Martin—Human Body, Briefer Course, Revised by Fitz; Human Body, Advanced Course. Gilbert and Brigham—Introduction to Physical Geography. Le Conte—Compend of Geology; Elements of Geology. (Advanced). E. S. Dana—Minerals and How to Study Tliem. Clerke—A Popular History oj Astronomy during the Nineteenth Century. Lassar Cohn—Chemistry of Common Life. Newell—Descriptive Chemistry; or Hessler & Smith—Essentials of Chemistry. Ganot—PhysicsX (17th edition). Jackson—Elements oj Electricity and Magnetism. Duncan—New Knowledge (physical science). Walker—Political Economy. Small & Vincent—Introduction to the Study of Society. *For advice and suggestion in selecting this list, I am indebted to the heads of science departments in the University of Utah. tThis author's books are especially recommended for home reading. They have literary as well as scientific value. X Requires some knowledge of algebra and geometry.

646 IMPROVEMENT ERA. Halleck—Psychology and Psychic Culture (elementary). James—Psychology, Briefer Course; Psychology, Advanced Course (two large volumes). On the application of psychology to life and education, the following are excellent: Griggs—Moral education (contains annoted bibliography of moral education). King—Rational Living. James Seth —Ethical Principles. ESSAYS. In addition to essays proper, we may include here autobiography and other wisdom books. We may add to Franklin's Autobiography, named under History and Biography, Poor Richard's Almanac, by the same author. Up from Slavery; An Autobiography, by Booker T. Washington, is a model of charming simplicity and unassuming wisdom. The life and practical insight of this great leader of his people is well worth the attention of everybody, without regard to race or color. The wisdom of the race on the great questions of life and conduct will be found in condensed and classified form in The Message of Man, A Book of Ethical Scriptures, arranged by Stanton Coit, Ph. D. Of the more difficult books, the following are recommended: Emerson—Essays (Especially Compensation and Self-reliance). Mabie— Work and Culture. Ruskin—Sesame and Lilies. Carlyle—Heroes and Hero-Worship. Matt. Arnold—Sweetness and Light. Card'l Newman—Idea of a University. Stevenson—Memories and Portraits; Verginibus Puerisque. FICTION. The habit that some young people have of reading any story they chance to get hold of is deplorable. The novel habit in this sense is almost as objectionable as the liquor habit. Such indiscriminate reading both cultivates bad ideals and weakens the intellect. The novel, like the theatre, may either elevate or degrade the mind.

CONCERNING THE EDUCATION OF YOUNG MEN. 647 We learn mainly by our own experience, but nobody but a fool fails to learn also from the experience of others. Good fiction has the merit of teaching us the great lessons of life by vicarious experience. Such reading broadens the intellect and cultivates sympathy for others, through both good and evil fortune Furthermore, it contributes to the enjoyment of life. The following directions for reading fiction and lists of novels and literary magazines have been kindly contributed by Professor Benjamin R. Howell, of the Department of English, University of Utah: To make any kind of list of novels for general readers is a formidable task; to make an acceptable list of the best ones is well-nigh impossible. Tastes differ so widely that "what is one man's meat is another's poison." These lists, then, pretend to be not lists of "best" novels, but only of those works of fiction which have been recognized as good by all critics, and which it is a reproach not to know. In the case of such authors as Scott, Dickens, Thackeray, and Eliot, the stories selected have been chosen because they are the ones that interest most people. But all of the works of these authors are good, and you will make no mistake if you read all that they have written. The works of living authors have been intentionally omitted. There is so much fiction, upon which time has stamped its approval, that the busy, earnest man can ill afford to follow the changing fashions of the day. This is not to say that no good fiction is being written at the present time. Mr. Owen Wister's Virginian, and Mr. Paul Leicester Ford's Hon. Peter Sterling are examples of well written novels that bid fair to outlive our generation. I. (For beginners in fiction.) Cooper—The Spy; Last of the Mohicans. Eliot—Silas Marner. Goldsmith—Vicar of M^akefield. Defoe—Robinson Crusoe. Scott—Ivanhoe. Stevenson—Treasure Island. Dickens—A Christmas Carol.

648 IMPROVEMENT ERA. Hawthorne—Grandfather's Chair; House of the Seven Gables. Lamb—Tales from Shakespeare. ?oe—The Gold Bug. Swift—Gulliver's Travels. II. (Books of High School Grade.) Bunyan—Pilgrim's Progress. Dickens—Oliver Twist; Nicholas Nickleby. Thackeray—Henry Osmond; The Virginians. Scott—Quentin Durward; The Talisman. Eliot—Mill on the Floss; Amos Barton. Stevenson—David Balfour; Kidnapped. Blackmore—Lorna Doone. Bulwer—Last Days of Pompeii. Holmes—Autocrat of the Breakfast Table. III. (For more advanced readers.) Cervantes—Don Quixote. Balzac—Eugenie Grandet; Pere Goriot. Dickens—Tale of Two Cities; David Copperfield. Thackeray—Vanity Fair; Pendennis. Eliot—Adam Bede; Romola. Scott—Heart of Midlothian; Kenilworth. Hawthorne—Scarlet Letter; Marble Faun. Mrs. Gaskell—Cranford Kingsley—Hypatia. Bronte—Jane Eyre. Of the literary magazines the following are recommended: I. (Of the higher-priced magazines.) Century, Harper's, Atlantic, and Scribner's. n. (Of the cheaper magazines.) McClure's, Everybody's, and Cosmopolitan.

CONCERNING THE EDUCATION OF YOUNG MEN (J49 POETRY.* The reading of well-selected poems has very great educative value. There the highest ideals are presented in the most attractive form. The great poem combines in itself the beautiful, the true, and the good. The perfect union of these three is not less significant in life than is the union of faith, hope and charity in religion. Of the less difficult poems, the following are recommended: Grey -Elegy. Goldsmith—The Deserted Village. Longfellow—hvangeline. Lowell—The Vision of Sir Launfal. Burns—Cotter's Saturday Mght. Scott—Lady oj the Lake. Tennyson—Enoch Arden; Idyls of the King. Bryant—- Thanatopsis. Wordsworth—Intimations of Immortality. Palgrave—Golden Treasure of Songs and Lyrics (a collection). The following poems are well worth memorizing: Longfellow—^ Psalm of Life; The Ladder of St. Augustine; Sandalphon; Children; 2he Bells of San Bias. Newman—Lead Kindly Light- Tennyson—Crossing the Bar. Holmes—The Last Leaf; The Temple; The Chambered Nautilus. The last named poem is full of inspiration, and well illustrates the relation of poetry to life. For the convenience of readers of the Era we reproduce it here. THE CHAMBERED NAUTILUS. This is the ship of pearl, which, poets feign, Sails the unshadowed main,— The venturous bark that flin gs On the sweet summer wind its purpled wings In gulfs enchanted, where the siren sings, * The appreciation of poetry commonly comes with reading and the study of poetic forms.

650 IMPROVEMENT ERA. And coral reefs lie bare, Where the cold sea-maids rise to sun their streaming hair. In webs of living gauze no more unfurl; Wrecked is the ship of pearl! And every chambered cell, Where its dim dreaming life was wont to dwell, As the frail tenant shaped his growing shell, Before thee lies revealed, — Its irised ceiling rent, its sunless crypt unsealed. Year after year behold the silent toil That spread his lustrous coil; Still, as the spiral grew, He left the past year's dwelling for the new, Stole with soft step its shining archway through, Built up its idle door. Stretched in his last-found home, and knew the old no more. Thanks for the heavenly message brought by thee, Child of the wandering sea, Cast from her lap forlorn!', Prom thy dead lips a clearer note is born Than ever Triton blew with wreathed horn! While on mine ear it rings, Through the deep caves of thought I hear a voice that sings. Build thee more stately mansions, 0 my soul! As the swift seasons roll! Leave thy low-vaulted past! Let each new temple, nobler than the last, Shut them from heaven with a dome more vast. Till thou at length art free. Leaving thine outgrown shell by life's unresting sea! Salt'.Lake City, Utah.