"Most teachers of English have had at times the experience holding open a volume of Shakespeare with one hand, while with the other they waved some sort of scholastic rod over the head of a rebellious young modern. Though 'classics' are probably swallowed with less forcible feeding than grammar, spelling, and rhetoric, yet even those dilutable bits of literature that have been considered food for the gods of culture are gulped down wry-facedly by some barbarians. By judicious skimming and cramming they may perforce capture the irreducible minimum of scanty and fugitive facts about the masterpieces prescribed for their edification; but at the first safe moment they joyously forget them, and betake themselves to the cheaper theaters, the thrilling dailies, and the popular novelists.
"The truth is that literature teachers are devoted champions of a lost cause. Some of the dead authors appear to be so irrevocably dead that no amount of artificial respiration can put any breath of life into their works so far as the ordinary high school student is concerned.
"It would be enticingly easy to win over students to a course in journalism, modern magazines, and contemporary novels and dramas.
"We cannot expect to overcome all the narrowing and even vulgarizing influences that surround many of our young people; but at least we should improve their judgment enough to make them reject the cheapest, shallowest, and most distorted contemporary writings."
One chapter of Ernest Poole's story of "The Harbor" tells of his school experience. A passage from it is worth quoting:
"What a desert of knowledge it was back there. Our placid tolerance of the profs included the books they gave us. The history prof gave us ten books of collateral reading. Each book, if we could pledge our honor as gentlemen that we had read it, counted us five in examination. On the night before the examination I happened to enter the room of one of our football giants, and found him surrounded by five freshmen, all of whom were reading aloud. One was reading a book on Russia, another the life of Frederick the Great, a third was patiently droning forth Napoleon's war on Europe, while over on the window-seat the other two were racing through volumes one and two of Carlyle's French Revolution. The room was a perfect babel of sound. But the big man sat and smoked his pipe, his honor safe and the morrow secure. In later years, whatever might happen across the sea would find this fellow fully prepared, a wise, intelligent judge of the world, with a college education."
Into the atmosphere of the school must be introduced some element that will bring to the growing boys and girls a love of reading and a genuine desire for absorbing those vital forces of life which literature images. If we believe that the ultimate aim of education is that of the ultimate aim of life, there must be that attention to the individual need which in the end makes for the uplifting of all. To that end the means must be wrought. If the school must deal perforce with groups rather than with units, the methods of the library adapt themselves to the converse plan of individual treatment. If the school narrows the pathway by compulsion, the library gives the joy of freedom unrestricted. Therein lies its potency, and therein does it make appeal not to the few elect, but to the many. And herein lies its greater service.
"Progress is
The law of life, man is not man as yet,
Nor shall I deem his object served, his end