Talks on the study of literature.
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Nor is it only the works of the greater writers of imaginative narration which have secured a general recognition. If it is not held that it is essential for an educated man to have read Trollope, Charles Reade, Kingsley, or Miss Mulock, for example, it is at least recognized that one had better have gained an acquaintance with these and similar writers. Traill, the English critic, speaks warmly of the books which while falling below the first rank are yet richly worth attention. He says with justice: —
The world can never estimate the debt that it owes to second-class literature. Yet it is basely afraid to acknowledge the debt, hypocritically desiring to convey the impression that such literature comes to it in spite of protest, calling off its attention from the great productions.
It is true enough that there is a good deal of foolish pretense in regard to our genuine taste in reading, but in actual practice most persons do in the long run read chiefly what they really enjoy. It is also true that there are more readers who are capable of appreciating the novels of the second grade than there are those who are in sympathy with fiction of the first. The thing for each individual reader is to see to it that he is honest in this matter with himself, and that he gives attention to the best that he can like rather than to the poorest.
Even those who accept the fact that cultivated persons will read novels, and those who go so far as to appreciate that it is a distinct gain to the intellectual life, are, however, very apt to be troubled by the dangers of over-indulgence in this sort of literature. It has been said and repeated innumerable times that the excessive reading of novels is mentally debilitating and even debauching. This is certainly true. So is it true that there is great mental danger in the excessive reading of philosophy or theology, or the excessive eating of bread, or the excessive doing of any other thing. The favorite figure in connection with fiction has been to compare it to opium-eating or to dram-drinking; and the moral usually drawn is that the novel-reader is in imminent danger of intellectual dissoluteness or even of what might be called the delirium tremens of the imagination. I should not be honest if I pretended to have a great deal of patience with most that is said in this line. The exclusive use of fiction as mental food is of course unwise, and the fact is so patent that it is hardly worth while to waste words in repeating it. When I said a moment ago that there is danger in the eating of bread if it is carried to excess I indicated what seems to me to be the truth in this matter. If one reads good and wholesome fiction, I believe that the natural instincts of the healthy mind may be trusted to settle the question of how much shall be read. If the fiction is unhealthy, morbid, or false, any of it is bad. If it is good, if it calls into play a healthy imagination, there is very little danger that too much of it will be taken. When there is complaint that a girl or a boy is injuring the mind by too exclusive a devotion to novels, I believe that it generally means, if the facts of the case were understood, that the mind of the reader is in an unwholesome condition, and that this excessive devotion to fiction is a symptom rather than a disease. When the girl coughs, it is not the cough that is the trouble; this is only a symptom of the irritation of membranes; and I believe that much the same is the case with extravagant novel-readers.
Of course this view of the matter will not commend itself to everybody. It is hard for us to shake off the impression of all the countless homilies which have been composed against novel-reading; and we are by no means free from the poison of the ascetic idea that anything to which mankind takes naturally and with pleasure cannot really be good in itself. I hope, however, that it will not appear to you unreasonable when I say that it seems to me far better to insist upon proper methods of reading and upon the selection of books which are genuine literature than to wage unavailing war against the natural love of stories which is to be found in every normal and wholesome human being. If I could be assured that a boy or a girl read only good novels and read them appreciatively and sympathetically, I should never trouble myself to inquire how many he or she read. I should be hopefully patient even if there was apparently a neglect of history and philosophy. I should be confident that it is impossible that the proper reading of good fiction should not in the end both prove beneficial in itself and lead the mind to whatever is good in other departments of literature. I am not pleading for the indiscriminating indulgence in doubtful stories. I do not believe that girls are brought to fine and well-developed womanhood by an exclusive devotion to the chocolate-caramel-and-pickled-lime sort of novels. I do not hold that boys come to nobility and manliness through the influence of sensational tales wherein blood-boultered bandits reduce to infinitesimal powder every commandment of the decalogue. I do, however, thoroughly believe that sound and imaginative fiction is as natural and as wholesome for growing minds as is the air of the seashore or the mountains for growing bodies.
The fact is of especial importance as applied to the education of children. A healthy child is instinctively in the position of a learner. He is unconsciously full of deep wonderment concerning this world in which he finds himself, and concerning this mysterious thing called life in which he has a share. His mind is eager to receive, but it is entirely free from any affectation. A child accepts what appeals to him directly, and he is without scruple in neglecting what does not interest him. He learns only by slow degrees that knowledge may have value and interest from its remote bearings; and in dealing with him in the earlier stages of mental development there is no other means so sure and effective as story-telling. It is here that a child finds the specific and the concrete while he is still too immature to be moved by the general and the abstract.
It is "to cater to this universal taste," the circulars of the publishers assure us, that so-called "juvenile literature" was invented. I do not wish to be extravagant, but it does seem to me that modern juvenile literature has blighted the rising generation as rust blights a field of wheat. The holiday counters are piled high with hastily written, superficial, often inaccurate, and, what is most important of all, unimaginative books. The nursery of to-day is littered with worthless volumes, and the child halfway through school has already outlived a dozen varieties of books for the young.
A good many of these works are as full of information as a sugar-coated pill is of drugs. Thirst for practical information is one of the extravagances of the age. Parents to-day make their children to pass through tortures in the service of what they call "practical knowledge" as the unnatural parents of old made their offspring to pass through the fires of Moloch. We are all apt to lose sight of the fact that wisdom is not what a man knows but what he is. The important thing is not what we drill into our children, but what we drill them into. There are times when it is the most profound moral duty of a parent to substitute Grimm's fairy stories for text-books, and to devote the whole stress of educational effort to the developing of the child's imagination. I am not at all sure that it is not of more importance to see to it that a child – and especially a boy – is familiar with "the land east of the sun and west of the moon" than to stuff his brain with the geographical details of the wilds of Asia, Africa, or the isles of the far seas. I am sure that he is better off from knowing about Sindbad and Ali Baba than for being able to extract a cube root. I do not wish to be understood as speaking against the imparting of practical information, although I must say that I think that the distinction between what is really practical and what is not seems to me to be somewhat confused in these days. I simply mean that just now there is need of enforcing the value of the imaginative side of education. No accumulation of facts can compensate for the narrowing of the growing mind; and indeed facts are not to be really grasped and assimilated without the development of the realizing – the imaginative – faculty.
It is even more important for children than for adults that their reading shall be imaginative. The only way to protect them against worthless books is to give them a decided taste for what is good. It is only after children have been debauched by vapid or sensational books that they come to delight in rubbish. It is easier in the first place to interest them in real literature than in shams. The thing is to take the trouble to see to it that what they read is fine. The most common error in this connection is to suppose that children need an especial sort of literature different from that suited to adults. As far, certainly, as serious education is concerned, there is neither adult literature nor juvenile literature; there is simply literature. Speaking broadly, the literature best for grown persons is the literature best for children. The limitations of youth have, and should have, the same effects in literature as in life. They restrict the comprehension and appreciation of the facts of life; and equally they set a bound to the comprehension and appreciation of what is read. The impressions which a child gets from either are not those of his elders. The important thing is that what the growing mind receives shall be vital and wholesome. It is less unfortunate for the child to mistake what is genuine than to receive as true what is really false. We all commit errors in the conclusions which we draw from life; and so will it be with children and books. Books which are wise and sane, however, will in time correct the misconceptions they beget, as life in time makes clear the mistakes which life has produced.
The whole philosophy of reading for children is pretty well summed up by implication in the often quoted passage in which Charles Lamb describes under the disguise of Bridget Elia, the youthful experience of his sister Mary: —
She was tumbled early, by accident or design, into a spacious closet of good old English reading, without much selection or prohibition, and browsed at will upon that fair and wholesome pasturage. Had I twenty girls, they should be brought up exactly in this fashion. —Mackery End.
Fiction – to return to the immediate subject of this talk – is only a part of a child's education, but it is a most essential part; and it is of the greatest importance that the fiction given to a young reader be noble; that it be true to the essentials of life, as it can be true only if it is informed by a keen and sane imagination. Children should be fed on the genuine and sound folk-tales like those collected by the brothers Grimm; the tales of Hans Christian Andersen, of Asbjörnsen, of Laboulaye, and of that delightful old lady, the Countess d'Aulnoy; the fine and robust "Morte d'Arthur" of Malory; the more modern classics, "Robinson Crusoe" and "Gulliver." Then there are Hawthorne's "Tanglewood Tales" and the "Wonder-Book," "Treasure Island" and "Kidnapped," "Uncle Remus," and the "Jungle Books." It may be claimed that these are "juvenile" literature; but I have named nothing of which I, at least, am not as fond now as in my youth, and I have yet to discover that adults find lack of interest in good books even of fairy stories. What has been said against juvenile literature has been intended against the innumerable works mustered under that name which are not literature at all. Wonder lore is as normal food for old as for young, and there is no more propriety in confining it to children than there is in limiting the use of bread and butter to the inhabitants of the nursery.
It is neither possible nor wise to attempt here a catalogue of books especially adapted to children. I should myself put Spenser high in the list, and very likely include others which common custom does not regard as well adapted to the young. These, of course, are books to be read to the child, not that he at first can be expected to go pleasurably through alone. Prominent among them I would insist first, last, and always upon Shakespeare. If it were practically possible to confine the reading of a child to Shakespeare and the Bible, the whole question would be well and wisely settled. Since this cannot be, it is at least essential that a child be given both as soon as he can be interested in them, – and it is equally important that he be given neither until they do attract him. He is to be guided and aided, but there cannot be a more rich and noble introduction to fiction than through the inspired pages of Shakespeare, and the child who has been well grounded in the greatest of poets is not likely ever to go very widely astray in his reading.
XV
FICTION AND LIFE
The reading of fiction has come to have an important and well recognized place in modern life. However strong may be the expression of disapprobation against certain individual books, no one in these days attempts to deny the value of imaginative literature in the development of mind and the formation of character; yet so strong is the Puritan strain in the blood of the English race that there is still a good deal of lingering ascetic disapproval of novels.
It must be remembered in this connection that there are novels and novels. The objections which have from time to time been heaped upon fiction in general are more than deserved by fiction in particular; and that, too, by the fiction most in evidence. The books least worthy are for the most part precisely those which in their brief day are most likely to excite comment. That the flaming scarlet toadstools which irresistibly attract the eye in the forest are viciously poisonous does not, however, alter the fact that mushrooms are at once delicious and nutritious. It is no more logical to condemn all fiction on account of the worthlessness or hurtfulness of bad books than it would be to denounce all food because things have often been eaten which are dangerously unwholesome.
The great value of fiction as a means of intellectual and of moral training lies in the fact that man is actually and vitally taught nothing of importance save by that which really touches his feelings. Advice appeals to the intellect, and experience to the emotions. What has been didactically told to us is at best a surface treatment, while what we have felt is an inward modification of what we are. We approve of advice, and we act according to experience. Often when we have decided upon one course of life or action, the inner self which is the concrete result of our temperament and our experiences goes quietly forward in a path entirely different. What we have resolved seldom comes to pass unless it is sustained by what we have felt. For centuries has man been defining himself as a being that reasons while he has been living as a being that feels.
The sure hold of fiction upon mankind depends upon the fact that it enables the reader to gain experience vicariously. Seriously and sympathetically to read a story which is true to life is to live through an emotional experience. How vivid this emotion is will manifestly depend upon the imaginative sympathy with which one reads. The young man who has appreciatively entered into the life of Arthur Pendennis will hardly find that he is able to go through the world in a spirit of dandified self-complaisance without a restraining consciousness that such an attitude toward life is most absurd folly. A man of confirmed worldliness is perhaps not to be turned from his selfish and ignoble living by studying the history of Major Pendennis, to read about whom is not unlike drinking dry and rare old Madeira; yet it is scarcely to be doubted that an appreciation of the figure cut by the old beau, fluttering over the flowers of youth like a preserved butterfly poised on a wire, must tend to lead a man to a different career. No reader can have felt imaginatively the passionate spiritual struggles of Arthur Dimmesdale without being thereafter more sensitive to good influences and less tolerant of self-deception and concealed sin. These are the more obvious examples. The experiences which one gains from good fiction go much farther and deeper. They extend into those most intangible yet most real regions where even the metaphysician, the psychologist, and the maker of definitions have not yet been able to penetrate; those dim, mysterious tracts of the mind which are still to us hardly better known than the unexplored mid-countries of Asia or Africa.
As a means of accomplishing a desired end didactic literature is probably the most futile of all the unavailing attempts of mankind. In the days when ringlets and pantalets were in fashion, when small boys wore frilled collars and asked only improving questions, when the most delirious literary dissipation of which the youthful fancy could conceive was a Rollo book or a prim tale by Maria Edgeworth, it was generally believed that moral precepts and wise maxims had a prodigious influence upon the young. It was held possible to mould the rising generation by putting one of the sentences of Solomon at the head of a copy-book page, and to make a permanent impression upon the spirit by saws and sermons. If this were ever true, it is certainly not true now. If sermon or saw has touched the imagination of the hearer, it has had some effect which will be lasting; and this the saw does oftener than the sermon, the proverb than the precept. If it has won only an intellectual assent, there is small ground for supposing that it will bring about any alteration which will be permanent and effective.
Taking into account these considerations, one might sum up the whole matter somewhat in this way: To read fiction is certainly a pleasure; it is to be looked upon as no less important a means of intellectual development; while in the cultivation of the moral and spiritual sense the proper use of fiction is one of the most effectual and essential agencies to-day within the reach of men. In other words the proper reading of fiction is, from the standpoint of pleasure, of intellectual development, or of moral growth, neither more nor less than a distinct and imperative duty.
I have been careful to say, "the proper reading of fiction." Whatever strictures may be laid upon careless readers in general may perhaps be quadrupled when applied to bad reading of novels. It is the duty of nobody to read worthless fiction; and it is a species of moral iniquity to read good novels carelessly, flippantly, or superficially. There is small literary or intellectual hope for those whom Henry James describes as "people who read novels as an exercise in skipping." There are two tests by which the novel-reader is to be tried: What sort of fiction does he read, and how does he read it? If the answers to these questions are satisfactory, the whole matter is settled.
Of course it is of the first importance that the reader think for himself; that he form his own opinions, and have his own appreciations. Small minds are like weak galvanic cells; one alone is not strong enough to generate a sensible current; they must be grouped to produce an appreciable result. One has no opinion; while to accomplish anything approaching a sensation a whole circle is required. It takes an entire community of such intellects to get up a feeling, and of course the feeling when aroused is shared in common. There are plenty of pretentious readers of all the latest notorious novels who have as small an individual share in whatever emotion the book excites as a Turkish wife has in the multifariously directed affections of her husband. It is impossible not to see the shallowness, the pretense, and the intellectual demoralization of these readers; and it is equally idle to deny the worthlessness of the books in which they delight.
What, then, is to be learned from fiction, that so much stress is to be laid upon the necessity of making it a part of our intellectual and moral education? The answer has in part at least been so often given that it seems almost superfluous to repeat it. The more direct lessons of the novel are so evident as scarcely to call for enumeration. Nobody needs at this late day to be told how much may be learned from fiction of the customs of different grades of society, of the ways and habits of all sorts and conditions of men, and of the even more fascinating if not actually more vitally important manners and morals of all sorts and conditions of women. Every reader knows how much may be learned from stories of the facts of human relations and of social existence, – facts which one accumulates but slowly by actual experience, while yet a knowledge of them is of so great importance for the full appreciation and the proper employment and enjoyment of life.
Civilization is essentially an agreement upon conventions. It is the tacit acceptance of conditions and concessions. It is conceded that if human beings are to live together it is necessary that there must be mutual agreement, and as civilization progresses this is extended to all departments and details of life. What is called etiquette, for instance, is one variety of social agreement into which men have entered for convenience and comfort in living together. What is called good breeding is but the manifestation of a generous desire to observe all those human regulations by which the lives of others may be rendered more happy. These concessions and conventions are not natural. A man may be born with the spirit of good breeding, but he must learn its methods. Nature may bestow the inclination to do what is wisest and best in human relations, but the forms and processes of social life and of all human intercourse must be acquired. It is one of the functions of fiction to instruct in all this knowledge; and only he who is unacquainted with life will account such an office trivial.
Intimate familiarity with the inner characteristics of humanity, and knowledge of the experiences and the nature of mankind, are a still more important gain from fiction. Almost unconsciously the intelligent novel-reader grows in the comprehension of what men are and of what they may be. This art makes the reader a sharer in those moments when sensation is at its highest, emotion at its keenest. It brings into the life which is outwardly quiet and uneventful, into the mind which has few actual experiences to stir it to its deeps, the splendid exhilaration of existence at its best. The pulse left dull by a colorless life throbs and tingles over the pages of a vivid romance; the heart denied contact with actualities which would awaken it beats hotly with the fictitious passion made real by the imagination; so that life becomes forever richer and more full of meaning.
In one way it is possible to gain from these imaginative experiences a knowledge of life more accurate than that which comes from life itself. It is possible to judge, to examine, to weigh, to estimate the emotions which are enjoyed æsthetically; whereas emotions arising from real events benumb all critical faculties by their stinging personal quality. He who has never shared actual emotional experiences has never lived, it is true; but he who has not shared æsthetic emotions has never understood.
What should be the character of fiction is pretty accurately indicated by what has been said of the part which fiction should play in human development. Here, as in all literature, men are less influenced by the appeal to the reason than by the appeal to the feelings. The novelist who has a strong and lasting influence is not he who instructs men directly, but he who moves men. This is instruction in its higher sense. The guidance of life must come from the reason; equally, however, must the impulse of life come from the emotions. The man who is ruled by reason alone is but a curious mechanical toy which mimics the movements of life without being really alive.
This prime necessity of touching and moving the reader determines one of the most important points of difference between literature and science. It forces the story-teller to modify, to select, and to change if need be the facts of life, in order to produce an impression of truth. Out of the multifarious details of existence the author must select the significant; out of the real deduce the possibility which shall commend itself to the reader as verity.