See [Knowing and Doing].
THINGS
Among the causes of worry let us mention an over-emphasis of things, an undue estimate of wealth, equipage and luxury. When men are once bitten with the desire for abundance, worry inevitably follows. It is a truism that the most beautiful things are the simplest things. Witness a Doric column. One substance, marble, and a fluted line, giving form—no more. But, oh, how beautiful! The lily has two colors, white with a tiny stamen of gold, and then for contrast a black mud-puddle in which it grows. The two lovers have their happiest days in the little cottage, with a tiny vine over the front window, three or four great authors, one big chair before the open fire, two or three old familiar songs, a few friends—heaven lies round about this little house. Twenty years pass by. The man and woman are bitten now with the love of many things. Forgetting the few books that once he digested, the man buys 5,000 volumes—many people are under the delusion that they have read a book because they have bought it. Now also the man and woman buy twenty or thirty chairs, and one sits in one chair in one room, and the other in another chair in another room. There used to be one chair. They begin to collect things for things’ sake; curios and clothes and rare editions, until the house becomes a museum, and the palace is as cold as a storage-plant, where love chilled to death twenty years ago. And the man and woman are mere care-takers of the things they have collected, mere drudges, hirelings; in fact, this man and his wife are the only servants in the house that work for nothing.—N. D. Hillis.
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THINGS, NOT BOOKS
The tragedy of the race was when men, who had lived next to things, began to fancy that if all that men knew could be gathered into contrivances called books, and the children shut in a building with these books, they could learn all about the world on which gravity chains us, without the trouble of ever looking at the things themselves.
When I was a little boy I was once studying in geography the animals of the Rocky Mountains. Just then a boy rushed in breathless, and said that there were “four men outside with three big bears.” The teacher shut the door and cracked me on the head for looking out over the high window-sill. And yet these men had brought to our door the very real things concerning which we were studying. But school was about book bears, not real bears.
Once in the University of Cincinnati I saw a young woman assiduously studying an oyster. Perplexed, she looked up and asked the professor a question about the thing which she was studying. The professor walked to her table, looked carefully at the oyster, and answered her. Why didn’t she ask the oyster? Even the professor had to do so. The oyster was the court of last resort, and it was in session before her; but the old view-point had so walled in her vision that she could not even see the decision before her eyes.
To read things out of books requires a former experience of things. Let us go back to things.—William I. Crane, “Journal of the National Education Association,” 1905.
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