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THE WORLD'S BEST BOOKS

A KEY TO THE TREASURES OF LITERATURE

A KEY TO THE TREASURES OF LITERATURE

BY

BY

FRANK PARSONS

FRANK PARSONS

 

THIRD EDITION

Third Edition

REVISED AND ENLARGED

Updated and Expanded

 

BOSTON
LITTLE, BROWN, AND COMPANY
1893

BOSTON
LITTLE, BROWN AND COMPANY
1893

 

Copyright, 1889, 1891, 1893,

Copyright, 1889, 1891, 1893,

By Frank Parsons.

By Frank Parsons.

 

UNIVERSITY PRESS:

University Press:

John Wilson and Son, Cambridge, U.S.A.[iii]

John Wilson and Son, Cambridge, U.S.A.[iii]


PREFACE TO THE THIRD EDITION.

At the request of the publishers the following statement is made as a substitute for the former indefinite arrangement in respect to authorship.

At the request of the publishers, the following statement is provided as a replacement for the previous unclear arrangement regarding authorship.

The plan and composition of the book were mine; the work of my colleagues, F. E. Crawford and H. T. Richardson, consisting of criticism, verifications, and assistance in gathering materials for the appendix,—services of great value to me, and of which I wish to express my high appreciation.

The plan and layout of the book were my responsibility; my colleagues, F. E. Crawford and H. T. Richardson, contributed by offering critiques, verifying information, and helping collect materials for the appendix—services that were incredibly valuable to me, and I want to express my sincere gratitude for their support.

A few additions have been made in this edition, and the book has been carefully revised throughout.

A few updates have been made in this edition, and the book has been thoroughly revised.

FRANK PARSONS.

FRANK PARSONS.

Boston, January, 1893.

Boston, January 1893.


PREFACE TO THE SECOND EDITION.

The public and the critics have met us with a welcome far more cordial than we had dared to expect, though not more so, of course, than we hoped for. When did a thing such as that ever happen? We are glad to discover that in forming our expectations we underrated their discernment, or our own merit (probably not the latter, judging by the remarks of two or three of our critics), and in real earnest we are grateful for their high appreciation of our work.

The public and the critics have greeted us with a warmth that is even more welcoming than we dared to hope for, though not more than we wished for. When does something like that ever occur? We’re pleased to realize that in setting our expectations, we underestimated their insight, or our own value (likely not the latter, considering the comments from a couple of our critics), and we genuinely appreciate their high regard for our work.

Some few—a very few—have found fault with us, and our thanks are due to them also; for honest, kindly, intelligent criticism is one of the most powerful means of growth. The fact that this little volume is not intended as an infallible guide, or as anything more than a stimulus to seek the best, and a suggestion of the method of guiding one's self and one's children, has been missed by some, though it appears[vi] distinctly in various places through the book, and is involved in what we deem the most useful part of our work,—the remarks following Table V., wherein we endeavor to show the student how he may learn to estimate the value of a book for himself. So far were we from wishing to decide matters which manifestly vary with the wants and capacities of each individual, that we emphatically advised the reader not to accept the opinions of any one as final, but to form his own judgments.

A few people—very few—have criticized us, and we are grateful to them as well; honest, thoughtful, and constructive criticism is one of the most effective ways to grow. This little book isn't meant to be an infallible guide or anything more than a stimulus to find the best and a suggestion on how to guide oneself and one’s children. Some have overlooked this point, even though it is mentioned clearly in several places throughout the book, and is part of what we consider the most valuable aspect of our work— the remarks following Table V., where we try to show the student how to evaluate the value of a book for themselves. We didn't want to decide issues that clearly depend on the needs and abilities of each individual, so we strongly encouraged the reader not to take anyone's opinions as final, but to develop their own judgments.

Some have failed to perceive that, in ranking the books, we have considered, not merely their intrinsic merit, but also the needs and abilities of the average English reader, making a compound test by which to judge, not the relative greatness of the books simply, but their relative claims on the attention of the ordinary reader. This also was set forth, as we thought, quite distinctly, and was in fact understood by nearly every one, but not by all, for some have objected to the order of the books in Table I., affirming, for example, that the "Federalist" and Bryce's "American Commonwealth" are far superior to "Our Country," and should be placed above it. That would be true if intrinsic greatness alone decided the matter. But the average reader with his needs and abilities is a factor in the problem, as well as the[vii] book with its subject and style. Now, the ordinary reader's time and his mental power are both limited. "Our Country" is briefer and simpler than the others, and its contents are of vital interest to every American, of even more vital interest than the discussions of the "Federalist" or Bryce; and so, although as a work of art it is inferior to these, it must rank above them in this book, because of its superior claims upon the attention of the average reader. In a similar manner other questions of precedence are determined on the principles contained in the remarks on Table V. It is not pretended, however, that the arrangement is perfect even in respect to our own tests, especially among the authors on the second shelf of Table I. The difficulties of making a true list may be illustrated by the fact that one critic of much ability affirms that Marietta Holley ought to head the tenth column, as the best humorist of all time; another says it is absurd to place her above the Roman wits Juvenal and Lucian; and a third declares with equal positiveness that she ought not to appear in the list at all. We differ from them all, and think the high place we have given Miss Holley is very near the truth.

Some people haven't realized that, when ranking the books, we considered not just their inherent quality, but also the needs and abilities of the average English reader, creating a combined criteria to judge not only the relative greatness of the books but also their relative importance to the typical reader. We believed this was clearly stated and understood by almost everyone, but not all; some have argued about the order of the books in Table I, claiming, for example, that the "Federalist" and Bryce's "American Commonwealth" are much better than "Our Country" and should be ranked higher. That would be true if we only considered intrinsic greatness. However, the average reader’s needs and abilities also play a role, along with the[vii] book's subject and style. The average reader has limited time and mental capacity. "Our Country" is shorter and simpler than the others, and its content is of crucial interest to every American, even more so than the discussions in the "Federalist" or Bryce; therefore, although it is not as artistic as these, it deserves a higher ranking in this book due to its greater relevance to the typical reader. Similarly, other questions about rankings are determined based on the principles found in remarks on Table V. However, we don't claim that the arrangement is perfect, even according to our own criteria, particularly among the authors on the second shelf of Table I. The challenges of creating an accurate list can be illustrated by the fact that one skilled critic insists that Marietta Holley should top the tenth column as the greatest humorist of all time; another argues that it’s ridiculous to rank her above the Roman satirists Juvenal and Lucian; and a third asserts just as confidently that she shouldn't be included in the list at all. We disagree with all of them and believe that the high position we've given Miss Holley is quite close to the truth.

Communications have been received from Oliver Wendell Holmes, Marietta Holley, Senator Hoar,[viii] Phillips Brooks, Bishop J. H. Vincent, Brooke Herford, Francis Parkman, ex-Gov. John D. Long, Gen. Benj. F. Butler, T. W. Higginson, and many other eminent persons, bringing to us a number of suggestions, most of which we have adopted to the great advantage of our book, as we hope and believe.

Communications have come in from Oliver Wendell Holmes, Marietta Holley, Senator Hoar,[viii] Phillips Brooks, Bishop J. H. Vincent, Brooke Herford, Francis Parkman, former Governor John D. Long, General Benj. F. Butler, T. W. Higginson, and many other notable individuals, offering us various suggestions, most of which we have taken on to greatly enhance our book, as we hope and believe.

We have added a number of valuable works to the lists of the first edition, and have written a new chapter on the guidance of children, the means of training them to good habits of reading, and the books best adapted to boys and girls of various ages.

We have added several valuable works to the lists from the first edition and have written a new chapter on how to guide children, ways to train them in good reading habits, and the books most suitable for boys and girls of different ages.

If any one, on noting some of the changes that have been made in this edition, feels inclined to raise the cry of inconsistency, we ask him to remember the declaration of Wendell Phillips, that "Inconsistency is Progress." There is room for still further inconsistency, we do not doubt; and criticism or suggestion will be gladly received.

If anyone, upon noticing some of the changes in this edition, feels tempted to call out inconsistency, we ask them to keep in mind Wendell Phillips' statement that "Inconsistency is Progress." We believe there’s still room for even more inconsistency, and we welcome any criticism or suggestions.

FRANK PARSONS.

FRANK PARSONS.

Boston, January, 1891.

Boston, January 1891.


CONTENTS.

Introductory Remarks. PAGE

Introductory Remarks. PAGE

Purposes of the book briefly stated 1

Purposes of the book briefly stated 1

System in reading 2

Reading system 2

Purposes of reading 2

Reasons for reading 2

Its influence on health and mind 2

Its impact on health and well-being 2

on character 3

on character 3

on beauty and accomplishments 4

on beauty and achievements 4

Its pleasures 5

Its pleasures 5

Quantity and quality of reading 5

Reading quantity and quality 5

Selection of books 6

Book selection 6

Order of reading 7

Reading order 7

Method of reading 8

Reading method 8

Importance of owning the books you read 9

Importance of owning the books you read 9

Effect of bad books 10

Impact of bad books 10

useless books 11

unhelpful books 11

good books 12-15

great books __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

Abbreviations used in this Work 16

Abbreviations in this Work 16

Note of Explanation 17,20

Note of Explanation __A_TAG_PLACEHOLDER_0__,__A_TAG_PLACEHOLDER_1__

The First Two Shelves of the World's Library (Table.) 18-19

The First Two Shelves of the World's Library (Table.) __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

Remarks on Table I. 21-80

Remarks on Table I. __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

Religion and Morals 21-24

Religion and Morals __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

Poetry and the Drama 25-41

Poetry and Drama __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

[x]

Science 41-46

Science __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

Biography 46-48

Biography __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

History 49-52

History

Philosophy 53-56

Philosophy __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

Essays 56-57

Essays __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

Fiction 58-67

Fiction __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

Oratory 67-68

Public speaking __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

Wit and Humor 68-71

Wit and Humor __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

Fables and Fairy Tales 71-73

Fables and Fairy Tales __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

Guides 75-76

Guides __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

Miscellaneous 76-80

Miscellaneous __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

Glimpses of the Great Fields of Thought, Arranged for the purpose of securing breadth of mind (Table II.) 82-83

Glimpses of the Great Fields of Thought, Arranged to encourage open-mindedness (Table II.) __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

A Series of Brief but very Choice Selections from general literature, constituting a year's course for the formation of a true literary taste (Table III.) 84-93

A Collection of Short but Excellent Selections from general literature, creating a year's course to foster a true appreciation for literature (Table III.) __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

Groups I. and II., Poetry 85-91

Groups I and II, Poetry __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

Group III., Prose 91-92

Group III, Prose __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

Group IV., Wit and Humor 93

Group IV, Wit and Humor 93

A Short Course Supplementary to the Last (Table IV.) 94-95

A Short Course Supplementary to the Last (Table IV.) __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

What To Give the Children 97-127

What to Give Kids __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

Special Studies 123-127

Special Studies __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

The Distribution of the World's Great Authors in time and space, with a parallel column of contemporaneous noted historic events (Table V.) 128-132

The Distribution of the World's Great Authorsin time and space, next to a parallel list of important historical events from the same period (Table V.) __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

Remarks on Table V. 133-148

Remarks on Table V. __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

Definitions and divisions 133-135

Definitions and divisions __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

Eight tests for the choice of books 135-139

Eight tests for the choice of books __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

Intrinsic merit 139-148

Intrinsic value __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

[xi]

Periods of English Literature 150-160

Periods of English Literature __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

The Pre-Shakspearian age 150-152

The Pre-Shakespearean era __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

The Shakspearian age 152-155

The Shakespearean era __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

The Post-Shakspearian age 155-160

The Post-Shakespearean age __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

Time of Milton 155-156

Time of Milton __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

Dryden 156-158

Dryden __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

Pope 158-159

Pope __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

The novelists, historians, and scientists 159-160

The writers, historians, and scientists __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

The greatest names of other literatures:—Greece, Rome, Italy, France, Spain, Germany, Persia, Portugal, Denmark, Russia 161-164

The greatest names from other literatures:—Greece, Rome, Italy, France, Spain, Germany, Persia, Portugal, Denmark, Russia __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__

The fountains of national literatures:—Homer, Nibelungenlied, Cid, Chansons, Morte D'Arthur, etc. 165-167

The sources of national literatures:—Homer, Nibelungenlied, Cid, Chansons, Morte D'Arthur, etc. __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__




APPENDIX I.

APPENDIX I.

The Best Thoughts of Great Men about Books and Reading 171-190

The Best Thoughts of Great Men about Books and Reading __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__


APPENDIX II.

APPENDIX 2.

Books Used in the Boston Public Schools as Supplementary Reading, Text-Books, etc. 191-207

Books Used in the Boston Public Schools as Extra Reading, Textbooks, etc. __A_TAG_PLACEHOLDER_0__-__A_TAG_PLACEHOLDER_1__


THE WORLD'S BEST BOOKS.


INTRODUCTORY REMARKS.

This book is the result of much reading and thought, teaching, lecturing, and conversation, in the direction of its subject-matter. Its purpose is fivefold: First, to call attention to the importance of reading the best literature to the exclusion of all that is inferior, by setting forth the benefits that may be derived from the former and the injuries that are sure to result from the latter. Second, to select the best things from all the literatures of the world; to make a survey of the whole field of literature and locate the mines most worthy of our effort, where with the smallest amount of digging we may find the richest ore; and to do this with far greater precision, definiteness, and detail than it has ever been done before. Third, to place the great names of the world's literature in their proper relations of time and space to each other and to the great events of history,—accompanying the picture with a few remarks about the several periods of English Literature and the[2] Golden Age of literature in each of the great nations. Fourth, to discuss briefly the best methods of reading, and the importance of system, quantity, quality, due proportion, and thoroughness in reading, and of the ownership of books and the order in which they should be read. Fifth, to gather into a shining group, like a constellation of stars, the splendid thoughts of the greatest men upon these subjects.

This book is the result of extensive reading, thought, teaching, lecturing, and discussions related to its topic. Its aims are fivefold: First, to highlight the importance of reading the best literature while avoiding inferior works, by showcasing the benefits of the former and the harm caused by the latter. Second, to curate the best selections from all global literatures; to explore the entire literary landscape and identify the most worthwhile areas to focus our efforts, where with minimal digging we can discover the richest treasures; and to achieve this with much greater accuracy, clarity, and detail than it has been done before. Third, to position the great names of world literature in their appropriate chronological and spatial relationships with one another and with significant historical events, while accompanying this overview with some remarks about different periods of English Literature and the[2] Golden Age of literature in various nations. Fourth, to briefly discuss the best reading methods, emphasizing the importance of system, quantity, quality, appropriate balance, and thoroughness in reading, as well as the ownership of books and the order in which they should be read. Fifth, to compile a radiant collection, like a constellation of stars, showcasing the brilliant thoughts of the greatest minds on these topics.

The book is meant to be a practical handbook of universal literature for the use of students, business men, teachers, and any other persons who direct the reading of others, and for the guidance of scholars in departments other than their own.

The book is intended to be a practical guide to universal literature for students, business people, teachers, and anyone else who guides others’ reading, as well as for scholars in fields outside their own.

1. System in reading is of as much importance as it is in the business of a bank or any other mercantile pursuit.

1. System in reading is just as important as it is in banking or any other commercial activity.

2. The Purposes of Reading should ever be kept in mind. They are the purposes of life; namely, health, mental power, character, beauty, accomplishments, pleasure, and the knowledge which will be of use in relation to our business, domestic life, and citizenship. Literature can aid the health, indirectly, by imparting a knowledge of the means of its attainment and preservation (as in works on physiology and hygiene); and directly, by supplying that exercise of the mind which is essential to the balance of the functions necessary to perfect health. A study of literature will develop the mind—the perception, memory, reason (especially true of science and philosophy), and the imagination (especially the study of [3] poetry and science)—directly, by exercising those all-important faculties; and indirectly, by yielding a knowledge of the conditions of their existence and strength. On the other hand, the mind may be greatly injured, if not wholly destroyed, by pouring into it a flood of filth and nonsense; or by a torrent of even the best in literature, so rapid and long continued that it cannot be properly absorbed and digested. The evil effects of cramming the mind are only too often seen about us.

2. The Purposes of Reading should always be kept in mind. They are the purposes of life: health, mental strength, character, beauty, skills, enjoyment, and the knowledge that will be useful in our work, home life, and as citizens. Literature can help with health, indirectly, by providing knowledge on how to achieve and maintain it (like in books on physiology and hygiene); and directly, by offering that mental exercise essential for balancing the functions necessary for good health. Studying literature will develop the mind—perception, memory, reason (especially in science and philosophy), and imagination (particularly through poetry and science)—both by exercising those crucial faculties and by giving knowledge about the conditions that support their existence and strength. On the flip side, the mind can be severely harmed, if not completely destroyed, by flooding it with garbage and nonsense; or by an overwhelming amount of even the best literature, coming so fast and continuously that it can't be properly absorbed and digested. The negative effects of cramming the mind are all too often apparent around us.

Literature can build or destroy the character both directly and indirectly. Poetry, religion, philosophy, fiction, biography, history,—indeed, all sorts of writings in some degree make us more sympathetic, loving, tender, noble, generous, kind, and just, or the opposite, by the simple power of exercise, if for no other reason. If we freely exercise the muscles of the arm, we shall have more vigor there. If we continually love, our power and tendency to love will grow. The poet's passion, passing the gates of the eye and ear into our souls, rouses our sympathies to kindred states of feeling. We love when he loves, and weep when he weeps; and all the while he is moulding our characters, taking from or adding to the very substance of our souls. Brave words change the coward to a hero; a coward's cry chills the bravest heart. A boy who reads of crime and bravery sadly mixed by some foul traitor to the race, soon thinks that to be brave and grand he must be coarse and have the blood of villainy and rashness pulsing from [4] his misled heart. Not all the books that picture vice are harmful. If they show it in its truth, they drive us from it by its very loathsomeness; but if they gild it and plume it with pleasure and power, beware. Literature, too, can give us a knowledge of the means for the development of character, and the inspiration to make the best use of these means. Books of morals, religion, biography, science, poetry, and fiction especially hold these treasures.

Literature can build or destroy our character both directly and indirectly. Poetry, religion, philosophy, fiction, biography, history—all kinds of writing can make us more sympathetic, loving, tender, noble, generous, kind, and just, or the opposite, simply through their influence. Just as exercising our arm muscles makes them stronger, continually practicing love makes our capacity for love increase. A poet’s passion enters our souls through our eyes and ears, awakening our sympathies to similar feelings. We feel love when he loves, and we cry when he cries; all the while, he is shaping our characters, altering the very essence of our souls. Powerful words can turn a coward into a hero; a coward's shout can freeze the bravest heart. A boy who reads about crime and bravery mixed with treachery may start to believe that being brave and noble means being rough and filled with villainy. Not all books that depict vice are harmful. If they show it as it really is, they can repel us with their repulsiveness; but if they glamorize it with pleasure and power, be cautious. Literature can also provide us with knowledge on how to develop our character and inspire us to make the best use of this knowledge. Books about morals, religion, biography, science, poetry, and fiction, in particular, contain these valuable insights.

In the attainment and enrichment of beauty, literature has a work to do. The choicest beauty is the loveliness of soul that lights the eye and prints its virtue in the face; and as our reading moulds the mind and heart to beauty, their servants at the doorways ever bend to their instructions and put on the livery of their lords. Even that beauty which is of the rounded form, the soft cheek's blooming tinge, the rosy mouth, and pearly lip, owes its debt to health; and that, as has been seen, may profit much by literature. And beyond all this we learn the means of great improvement in our comeliness,—how crooked may be changed to straight, and hollow cheeks to oval; frowns to smiles, and lean or gross to plump; ill-fitting, ill-adapted dress to beautiful attire; a shambling gait to a well-conducted walk,—and even the stupid stare of ignorance be turned to angel glances of indwelling power and interested comprehension.

In the pursuit and enhancement of beauty, literature has a role to play. The highest form of beauty is the inner radiance that illuminates the eyes and reflects its goodness on the face; and as we read, our minds and hearts are shaped towards beauty, prompting their attendants at the entrances to follow their guidance and adopt the appearance of their masters. Even the beauty of a well-proportioned body, the blush of soft cheeks, the rosy mouth, and pearly lips is tied to health; and as we have seen, literature can greatly benefit that. Moreover, we discover ways to significantly improve our attractiveness—how to transform crooked into straight, hollow cheeks into rounded ones; frowns into smiles, and thin or overweight into shapely; mismatched, unflattering outfits into beautiful clothing; an awkward walk into a graceful one—and even the blank expression of ignorance can evolve into the shining gaze of insight and genuine understanding.

Accomplishments, too, find help in written works of genius, not merely as affording a record of the best [5] methods of acquiring any given art, but directly as supplying the substance of some of the greatest of all accomplishments,—those of inspiring eloquent conversation, and of writing clear and beautiful English.

Accomplishments also benefit from brilliant written works, not just because they provide a record of the best [5] ways to learn any specific skill, but also by directly offering the essence of some of the greatest accomplishments—those of inspiring engaging conversations and writing clear and beautiful English.

Pleasure manifestly is, by all these aids to beauty, health, and power, much beholden to the books we read; but more than this, the very reading of a worthy book is a delicious joy, and one that does not drain but fills the fount from which the happiness of others comes. Plato, Fénelon, Gibbon, and a host of others name the love of books the chiefest charm and glory of their lives.

Pleasure clearly relies on all these benefits of beauty, health, and strength, thanks to the books we read; but even more, the experience of reading a great book is a truly delightful joy that enriches, rather than depletes, the source of happiness for others. Plato, Fénelon, Gibbon, and many others consider the love of books to be the greatest charm and pride of their lives.

3. The Quantity and Quality of what we read should have our careful thought. Whoever lives on literary husks and intoxicants, when corn and wheat and milk are just as easily within his reach, is certainly no wiser than one who treats his physical receptacle in the same way, and will as surely suffer from ill feeding in diminished vital force. Indeed, he may be glad if he escapes acquiring intellectual dyspepsia or spiritual delirium tremens. Even of the best of reading there may be too much as well as not enough. More than we can assimilate is waste of time and energy. Besides the regulation of the total quantity we read, with reference to our powers of digestion, we must watch the relative amounts of all the various kinds of literary sustenance we take. A due proportion ought to be maintained by careful mixture of religious, scientific, poetic, philosophic, humorous, and other reading. [6] A man who exercises but one small muscle all his days would violate the laws of health and power. The greatest mind is that which comes the nearest to attainment of a present perfect picture in the mind of all the universe, past, present, and to come. The greatest character is that which gets the greatest happiness for self through fullest and most powerful activities for others, and requires for its own work, existence, and delight, the least subtraction from the world's resources of enjoyment. The greatest man is he who combines in due proportion and completest harmony the fullest physical, emotional, and intellectual life.

3. The Quantity and Quality of what we read should be carefully considered. Anyone who survives on literary scraps and distractions, when they have easy access to real nourishment like grains and dairy, is definitely not smarter than someone who neglects their body in the same way and will surely suffer from poor feeding with less vitality. In fact, they might even be lucky to avoid developing intellectual indigestion or spiritual anxiety. Even with the best reading material, it’s possible to have too much or too little. Consuming more than we can digest is a waste of time and energy. Along with managing the total amount we read based on our ability to process it, we also need to keep an eye on the relative amounts of different types of literary nourishment we take in. A proper balance should be maintained with a thoughtful mix of religious, scientific, poetic, philosophical, humorous, and other reading. [6] Someone who only uses one small muscle all their life would be going against the principles of health and strength. The greatest mind is the one that gets closest to forming a perfect image of the entire universe—past, present, and future. The greatest character is the one that achieves the most happiness for itself by engaging in the fullest and most impactful activities for others, drawing the least from the world’s resources of joy for its own work, existence, and pleasure. The greatest person is the one who harmonizes the fullest physical, emotional, and intellectual life in the best possible way.

4. The Selection of books is of the utmost importance, in view of their influence upon character. All the reasons for care that apply to the choice of friends among the living, have equal force in reference to the dead. The same tests avail in one case as in the other,—reputation and personal observation of the words and deeds of those we think to make companions. We may at will and at slight cost have all the great and noble for our intimate friends and daily guests, who will come when we call, answer the questions we put, and go when we wish. And better yet, however long we talk to them, no other friends will be kept waiting in the anterooms, longing to take our place. Our most engrossing friendship, though we keep them always with us, will produce no interference with their equal friendship with all the world [7] besides. We may associate with angels and become angelic, or with demons and become satanic.

4. Choosing books is incredibly important because of their impact on our character. All the reasons we consider when selecting friends among the living apply just as strongly to those from the past. The same criteria—reputation and personal experience with the words and actions of those we want as companions—work in both situations. We can easily have all the great and kind individuals as our close friends and daily visitors, who will be there when we need them, answer our questions, and leave when we want. Even better, no other friends will be left waiting, eager to take our place, no matter how long we talk to them. Our most engaging friendships, even when we keep them always with us, won’t interfere with their friendships with everyone else in the world [7]. We can choose to associate with angels and become more angelic, or with demons and become more devilish.

Besides the difference in the nature of books, the very number of them commands a choice. In one library there are three million volumes; in the Boston Public Library about three hundred thousand, or five hundred thousand including pamphlets. In your short life you can read but a trifling part of the world's literature. Suppose you are fortunate enough to be able to read one book a week, in thirty years you would read but fifteen hundred books. Use, then, every care to get the best. If it were in your equal choice to go to one of two reputed entertainments and but one, it surely would be worth your while to know their character before selecting. One might be Beethoven's loveliest symphony, the other but a minstrel show.

Besides the difference in the types of books, the sheer number of them requires a decision. In one library, there are three million volumes; in the Boston Public Library, about three hundred thousand, or five hundred thousand if you include pamphlets. In your lifetime, you can only read a small fraction of the world's literature. If you’re lucky enough to read one book each week, in thirty years you’d manage to read only fifteen hundred books. So, make sure to choose wisely. If you had the option to attend one of two popular events and only one, it would definitely be worth your time to understand what they’re like before making a choice. One could be Beethoven's beautiful symphony, while the other might just be a minstrel show.

5. The Order of our Reading must be carefully attended to. The very best books are not always to be first read. If the reader is young or of little culture, the simplicity of the writing must be taken into account, for it is of no use to read a book that cannot be understood. One of mature and cultivated mind who begins a course of systematic reading may follow the order of absolute value; but a child must be supplied with easy books in each department, and, as his powers develop, with works of increasing difficulty, until he is able to grasp the most complex and abstruse. If you take up a book that is recommended to you as one of the world's [8] best, and find it uninteresting, be sure the trouble is in you. Do not reject it utterly, do not tell people you do not like it; wait a few months or years, then try it again, and it may become to you one of the most precious of books.

5. The Order of our Reading needs careful attention. The best books aren’t always the ones to read first. If the reader is young or lacks experience, the simplicity of the writing should be considered since it's pointless to read a book that's hard to understand. An adult with a well-developed mind can follow a course of reading based on total value, but a child should start with easier books in each area, and as their skills improve, move on to more challenging works, until they can handle the most complex and difficult ones. If you pick up a book that’s recommended to you as one of the world’s [8] best, and you find it boring, remember that the issue lies with you. Don't dismiss it completely, and don’t say you dislike it; wait a few months or even years, then give it another try, and it might become one of your most cherished books.

6. The Method of your reading is an important factor in determining its value to you. It is in proportion to your conquest of what is worthy in literature that you gain. If you pour it into your mind so fast that each succeeding wave forces the former out before its form and color have been fixed, you are not better off, but rather worse, because the process washes out the power of memory. Memory depends on health, attention, repetition, reflection, association of ideas, and practice. Some books should be very carefully read, looking to both thought and form; the best passages should be marked and marginal notes made; reflection should digest the best ideas, until they become a part of the tissue of your own thought; and the most beautiful and striking expressions should be verbally committed. If you saw a diamond in the sand, surely you would fix it where it might adorn your person. If you find a sparkling jewel in your reading, fix it in your heart and let it beautify your conversation. Shakspeare, Milton, Homer, Bacon, Æschylus, and Emerson, and nearly all the selections in Table III. should be read in this way. Other books have value principally by reason of the line of thought or argument of which the whole book is an expression; such [9] for the most part are books of history, science, and philosophy. While reading them marks or notes should be made; so that when the book is finished, the steps of thought may several times be rapidly retraced, until the force and meaning of the book becomes your own forever. Still other books may be simply glanced through, it being sufficient for the purposes of the general reader to have an idea of the nature of their contents, so that he may know what he can find in them if he has need. Such books to us are the Koran, the works of the lesser essayists, orators, and philosophers. Ruskin says that no book should be read fast; but it would be as sensible to say that we should never walk or ride fast over a comparatively uninteresting country. Adaptation of method to the work in hand is the true rule. We should not read "Robert Elsmere" as slowly and carefully as Shakspeare. As the importance of the book diminishes, the speed of our journey through it ought to increase. Otherwise we give an inferior book equal attention with its superiors.

6. The Method of your reading is a key factor in determining its value to you. The more you conquer what’s worthwhile in literature, the more you gain. If you try to absorb information too quickly and each new wave pushes out what you just learned before you really grasp it, you’re not better off; in fact, it’s worse because this process weakens your memory. Memory relies on health, focus, repetition, reflection, connecting ideas, and practice. Some books should be read very carefully, paying attention to both thought and style; you should mark the best passages and take marginal notes; reflect on the best ideas until they become part of your own thinking; and commit beautiful and striking phrases to memory. If you saw a diamond in the sand, you'd surely keep it to enhance your appearance. If you find a sparkling gem while reading, cherish it in your heart and let it enrich your conversations. Shakespeare, Milton, Homer, Bacon, Aeschylus, and Emerson, along with nearly all the selections in Table III, should be read this way. Other books hold value mainly because of the line of thought or argument they represent; these are typically books on history, science, and philosophy. While reading them, you should take notes so that when you finish, you can quickly retrace the steps of thought several times until the essence and meaning of the book become yours forever. Some books can simply be skimmed; it’s sufficient for the general reader to understand their content so they know what to expect if they need to consult them later. Such books include the Koran, works by lesser-known essayists, orators, and philosophers. Ruskin says no book should be read quickly, but that would be as sensible as saying we should never walk or ride fast through a relatively dull landscape. The proper method depends on the task at hand. We shouldn’t read "Robert Elsmere" as slowly and carefully as we do Shakespeare. As the importance of a book lessens, our pace through it should increase. Otherwise, we give less significant books the same attention as their better counterparts.

7. Own the Books you Read, if possible, so that you may mark them and often refer to them. If you are able, buy the best editions, with the fullest notes and finest binding,—the more beautiful, the better. A lovely frame adds beauty to the picture. If you cannot buy the best-dressed books, get those of modest form and good large type. If pennies must be counted, get the catalogues of all the cheap libraries that are multiplying so rapidly of late,—the [10] Elzevir, Bohn, Morley, Camelot, National, Cassel, Irving, Chandos, People's Library, World's Library, etc.,—and own the books you learn to love. Use the public libraries for reference, but do not rely on them for the standard literature you read. It is better far to have an eight cent Bunyan, twelve cent Bacon, or seven cent Hamlet within your reach from day to day, and marked to suit yourself, than to read such books from the library and have to take them back. That is giving up the rich companionship of new-found friends as soon as gained. The difference between talking with a sage or poet for a few brief moments once in your lifetime, and having him daily with you as your friend and teacher is the difference between the vales and summits of this life. The immense importance of possessing the best books for your own cannot be too strongly impressed upon you, nor the value of clothing your noble friends as richly as you can. If they come to you with outward beauty, they will claim more easily their proper share of your attention and regard. Get an Elzevir Shakspeare if you can afford no other, but purchase the splendid edition by Richard Grant White, if you can. Even if you have to save on drink and smoke and pie-crust for the purpose, you never will regret the barter.

7. Own the Books You Read, if you can, so you can mark them and refer back to them often. If possible, buy the best editions with the most notes and the nicest bindings—the more beautiful, the better. A lovely frame enhances the beauty of a picture. If you can't afford the fancy books, choose those that are simple in design with good, large print. If you need to watch your pennies, check out the catalogs of all the affordable libraries that are popping up everywhere lately— the [10] Elzevir, Bohn, Morley, Camelot, National, Cassel, Irving, Chandos, People's Library, World's Library, etc.—and own the books you come to love. Use public libraries for reference, but don’t depend on them for the classic literature you read. It’s much better to have an eight-cent Bunyan, a twelve-cent Bacon, or a seven-cent Hamlet available to you daily, marked in your own way, than to borrow them from the library and have to return them. That means losing the rich companionship of new friends right after finding them. The difference between chatting with a wise person or poet for just a short time once in your life and having them with you every day as your friend and teacher is huge. The importance of owning the best books cannot be overstated, nor can the value of adorning your noble friends as nicely as possible. If they come to you looking good, they’ll more easily earn your attention and respect. Get an Elzevir Shakespeare if that’s all you can afford, but buy the beautiful edition by Richard Grant White if you can. Even if it means cutting back on drinks, cigarettes, or snacks, you won't regret the investment.

8. Bad Books corrupt us as bad people do. Whenever they are made companions, insensibly we learn to think and feel and talk and act as they do in degree proportioned to the closeness that we hug [11] them to our hearts. Books may be bad, not only by imparting evil thoughts, awakening lust and gilding vice, but by developing a false philosophy, ignoble views of life, or errors in whatever parts of science or religion they may touch. Avoid foul books as you would shun foul men, for fear you may be like them; but seek the errors out and conquer them. Spend little time in following a teacher you have tested and found false, but do the testing for yourselves, and take no other person's judgment as to what is truth or error. Truth is always growing; you may be the first to catch the morning light. The friend who warns you of some book's untruth may be himself in error, led by training, custom, or tradition, or unclearly seeing in the darkness of his prejudice.

8. Bad Books can corrupt us just like bad people do. When we let them become our companions, we unconsciously start to think, feel, speak, and act like they do, depending on how closely we hold them to our hearts. Books can be harmful not only by spreading evil thoughts, inciting lust, and glamorizing vice, but also by promoting false philosophies, degrading views of life, or misconceptions in any area of science or religion they touch. Stay away from harmful books just as you would avoid harmful people, to protect yourself from becoming like them; but also seek out the errors and overcome them. Don't waste time following a teacher you've tested and found to be false; instead, do the testing yourself, and don't rely on anyone else's judgment about what is true or false. Truth is always evolving; you might be the first to see the new light. The friend who cautions you about a book's inaccuracies could be mistaken themselves, influenced by their education, habits, or traditions, or simply seeing things through the fog of their own biases.

9. Useless Books. Many books that are not positively bad are yet mere waste of time. A wise man will not spend the capital of his life, or part with the wealth of his energies except he gets a fair equivalent. He will demand the highest market price for his time, and will not give his hours and moments—precious pieces of his life—for trash, when he can buy with them the richest treasures of three thousand years of thought. You have not time to drink the whole of human life from out the many colored bottles of our literature; will you take the rich cream, or cast that aside for the skimmed milk below, or turn it all out on the pathway and swallow the dirt and the dregs in the bottom?

9. Useless Books. Many books that aren’t outright bad are still a waste of time. A wise person won’t waste their life or energy unless they get something worthwhile in return. They’ll expect a high value for their time and won’t spend their hours and moments—precious parts of their life—on junk when they can use them to access the greatest insights from three thousand years of thought. You don’t have time to experience all of human life from the many different books in our literature; will you choose the best parts, or disregard them for the less valuable, or throw it all away and settle for the dirt and dregs at the bottom?

10. Good Books.—A Short Sermon.—If you are a scholar, professor or lawyer, doctor or clergyman, do not stay locked in the narrow prison of your own department, but go out into the world of thought and breathe the air that comes from all the quarters of the globe. Read other books than those that deal with your profession,—poetry, philosophy, and travel. Get out of the valleys up on to the ridges, where you can see what relation your home bears to the rest of the world. Go stand in the clamor of tongues, that you may learn that the truth is broader than any man's conception of it and become tolerant. Look at the standards that other men use, and correct your own by them. Learn what other thinkers and workers are doing, that you may appreciate them and aid them. Learn the Past, that you may know the Future. Do not look out upon the world through one small window; open all the doorways of your soul, let all genius and beauty come in, that your life may be bright with their glory.

10. Good Books.—A Short Sermon.—If you’re a student, professor, lawyer, doctor, or clergyman, don’t stay confined in the narrow space of your field. Step out into the world of ideas and breathe in the air that comes from all corners of the globe. Read more than just books related to your profession—explore poetry, philosophy, and travel. Climb out of the valleys and onto the ridges, where you can see how your home fits into the bigger picture. Immerse yourself in the variety of voices around you so you can understand that truth is broader than any one person’s view, leading you to become more tolerant. Examine the standards that others use and refine your own based on them. Discover what other thinkers and doers are up to, so you can appreciate their contributions and help them as well. Learn about the Past so you can better understand the Future. Don’t view the world through just one small window; open all the doorways of your soul so that all genius and beauty can enter, making your life shine with their glory.

If you are a busy merchant, artisan, or laborer, you too can give a little time each day to books that are the best. If Plato, Homer, Shakspeare, Tennyson, or Milton came to town to-day, you would not let the busiest hour prevent your catching sight of him; you would stand a half day on the street in the sun or the snow to catch but a glimpse of the famous form; but how much better to receive his spirit in the heart than only get his image on the eye! His choicest thought is yours for the asking.[13]

If you're a busy merchant, artisan, or worker, you can still dedicate a little time each day to great books. If Plato, Homer, Shakespeare, Tennyson, or Milton visited today, you wouldn’t let a busy hour stop you from seeing them; you’d stand out on the street for half a day in the sun or snow just to catch a glimpse of those famous figures. But how much better is it to receive their spirit in your heart than just to see their image with your eyes! Their best thoughts are yours for the taking.[13]

If you are a thoughtless boy or silly girl, trying the arts that win the matrimonial prize, remember that there are no wings that fly so high as those of sense and thought and inward beauty. Remember the old song that ends,—

If you're a careless boy or a foolish girl, trying out the tricks to win a marriage, keep in mind that no wings soar higher than those of common sense, thought, and inner beauty. Remember the old song that ends,—

"Beauty fades, wealth goes,"
"Wit has captured the lady's heart."

Even as a preparation for a noble and successful courtship, the best literature is an absolute necessity. Perhaps you cannot travel: Humboldt, Cook, and Darwin, Livingstone, and Stanley will tell you more than you could see if you should go where they have travelled. Perhaps you cannot have the finest teachers in the studies you pursue: what a splendid education one could get if he could learn philosophy with Plato, Kant, and Spencer; astronomy with Galileo, Herschel, and Laplace; mathematics with Newton or Leibniz; natural history with Cuvier or Agassiz; botany with Gray; geology with Lyell or Dawson; history with Bancroft; and poetry with Shakspeare, Milton, Dante, and Homer! Well, those very teachers at their best are yours if you will read their books. Each life is a mixture of white and black, no one is perfect; but every worthy passage and ennobling thought you read adds to the white and crowds out the black; and of what enormous import a few brief moments daily spent with noble books may be, appears when we remember that each act brings after it an infinite[14] series of consequences. It is an awe-inspiring truth to me that with the color of my thought I tinge the stream of life to its remotest hour; that some poor brother far out on the ocean of the future, struggling to breast the billows of temptation, may by my hand be pulled beneath the waves, ruined by the influences I put in action now; that, standing here, I make the depths of all eternities to follow tremble to the music of my life: as Tennyson has put it so beautifully in his "Bugle Song,"—

Even as a way to prepare for a noble and successful relationship, the best literature is essential. Maybe you can’t travel: Humboldt, Cook, Darwin, Livingstone, and Stanley will share more than you could see by going to the places they’ve been. Perhaps you can’t have the best teachers in the subjects you study: imagine the incredible education you could have learning philosophy from Plato, Kant, and Spencer; astronomy from Galileo, Herschel, and Laplace; mathematics from Newton or Leibniz; natural history from Cuvier or Agassiz; botany from Gray; geology from Lyell or Dawson; history from Bancroft; and poetry from Shakespeare, Milton, Dante, and Homer! Well, those very teachers at their best are available to you if you read their books. Every life is a mix of good and bad; no one is perfect; but every valuable passage and uplifting thought you read adds to the good and pushes out the bad. It's astounding to think about how much impact a few moments spent daily with great books can have, especially when we remember that every action brings an infinite series of consequences. It’s a powerful truth for me that the way I think colors the stream of life down to its furthest point; that some poor soul far out in the ocean of the future, struggling against the waves of temptation, might be pulled under by my actions now, ruined by the influences I set in motion; that, in this moment, I cause the depths of all eternity to vibrate to the rhythm of my life: as Tennyson beautifully expressed in his "Bugle Song,"—

"Blow, let’s listen to the purple valleys responding:
Blast, bugle; respond, echoes, fading, fading, fading.
"O love, they perish in that beautiful sky,
They pass out on hills, fields, or rivers:
Our echoes resonate from one soul to another, And grow forever and ever."

How careful we should be of every moment if we had imaginative power enough to fully realize the meaning of the truth that slightly differing actions now may build results at last as wide apart as poles of opposite eternities! Even idleness, the negative of goodness, would have no welcome at our door. Some persons dream away two thirds of life, and deem quiescence joy; but that is certainly a sad mistake. The nearer to complete inaction we attain, the nearer we are clay and stone; the more activity we gain, that does not draw from future power, the higher up the cliffs of life we climb, and nearer to celestial life that never sleeps. Let no hour go idly by that[15] can be rendered rich and happy with a glorious bit of Shakspeare, Dante, or Carlyle. Let us never be deluded with the praise of peace, excepting that of heart and conscience clear of all remorse. It is ambition that has climbed the heights, and will through all the future. Give me not the dead and hopeless calm of indolent contentment, but far rather the storm and the battle of life, with the star of my hopes above me. Let me sail the central flow of the stream, and travel the tides at the river's heart. I do not wish to stay in any shady nook of quiet water, where the river's rushing current never comes, and straws and bubbles lie at rest or slowly eddying round and round at anchor in their mimic harbor. How often are we all like these imprisoned straws, revolving listlessly within the narrow circle of the daily duties of our lives, gaining no new truth, nor deeper love or power or tenderness or joy, while all the world around is sweeping to the sea! How often do we let the days and moments, with their wealth of life, fly past us with their treasure! Youth lies in her loveliness, dreaming in her drifting boat, and wakes to find her necklace has in some way come unfast, and from the loosened ribbon trailing o'er the rail the lustrous pearls have one by one been slipping far beyond her reach in those deep waters over which her slumbers passed. Do not let the pearls be lost. Do not let the moments pass you till they yield their wealth and add their beauty to your lives.[16]

How careful we should be of every moment if we had enough imagination to fully grasp the truth that slightly different actions now can lead to results as far apart as opposite ends of eternity! Even idleness, the absence of goodness, would not be welcome at our door. Some people waste two-thirds of their lives dreaming, believing that doing nothing is bliss; but that is definitely a tragic mistake. The closer we get to complete inaction, the more we become like clay and stone; the more activity we engage in that doesn’t deplete our future potential, the higher we climb up the cliffs of life, moving closer to the celestial life that never rests. Let no hour pass idly that can be filled with joy from a beautiful piece by Shakespeare, Dante, or Carlyle. Let’s not be fooled by the praise of peace, except for that which comes from a heart and conscience free of all remorse. It is ambition that has reached great heights and will continue to do so. Don’t give me the dead and hopeless calm of lazy contentment; I prefer the storm and battle of life, with the star of my hopes shining above me. Let me navigate the main flow of the stream and ride the tides at the river’s core. I don’t want to remain in any shady spot of still water, where the rushing current of the river never reaches, and where straws and bubbles just sit or slowly revolve in their little harbor. How often do we end up like these trapped straws, spinning aimlessly in the narrow circle of our daily responsibilities, gaining no new truth, deeper love, power, tenderness, or joy, while the whole world moves toward the sea! How often do we allow days and moments, bursting with life, to slip by without seizing their treasures! Youth, in her beauty, dreams in her drifting boat and wakes to find her necklace somehow unfastened, and as the loosened ribbon trails over the edge, the shimmering pearls have one by one slipped far beyond her reach into those deep waters where her dreams floated away. Don’t let the pearls be lost. Don’t let the moments pass you by until they yield their wealth and add their beauty to your life.[16]

11. Abbreviations.—

11. Short Forms.—

R. means, Read carefully.

R. means, Read closely.

D. means, Digest the best passages; make the thought and feeling your own.

D. means, Digest the best passages; make the thoughts and feelings your own.

C. means, Commit passages in which valuable thought or feeling is exquisitely expressed.

C. means, Commit passages in which valuable thought or feeling is beautifully expressed.

G. means, Grasp the idea of the whole book; that is, the train of the author's thought, his conclusions, and the reasons for them.

G. means, Get the overall concept of the entire book; that is, the flow of the author's thinking, his conclusions, and the reasons behind them.

S. means, Swallow; that is, read as fast as you choose, it not being worth while to do more than get a general impression of the book.

S. means, Swallow; that is, read as quickly as you want, since it’s not worth it to do more than get a general sense of the book.

T. means, Taste; that is, skip here and there, just to get an idea of the book, and see if you wish to read more.

T. means, Taste; that is, skim through here and there, just to get a feel for the book and see if you want to read more.

e. means easy; that is, of such character as to be within the easy comprehension of one having no more than a grammar-school education or its equivalent; and it applies to all books that can be understood without either close attention or more than an ordinary New England grammar-school training.

e. means easy; that is, it refers to something that can be understood by someone with just a basic education, like what you'd get in a grammar school, or something similar. This applies to all books that are accessible without needing close attention or more than a typical New England grammar school education.

m. means medium; that is, of such character as to require the close attention called "study," or a high-school education, or both; and it applies to books the degree of whose difficulty places them above the class e. and below the class d.

m. means medium; that is, of a nature that requires the close attention known as "study," or a high-school education, or both; and it applies to books whose level of difficulty places them above class e. and below class d.

d. means difficult; that is, beyond the comprehension of an ordinary person having only a New England high-school education or its equivalent, even with close study, unless the reader already has a fair understanding of the subject of the book. In order to read with advantage books that are marked d., the mind should be prepared by special reading of simpler books in the same department of thought.

d. means difficult; that is, beyond the understanding of an average person who has only a New England high school education or something similar, even with careful study, unless the reader already has a decent grasp of the subject of the book. To read books marked d. effectively, the reader should first prepare by reading simpler books in the same area of thought.


TABLE I.

NOTE OF EXPLANATION.

NOTE OF EXPLANATION.

Transcriber's note: The original format of the table exceeded the width requirements for e-text. Therefore the table was reformatted. It is now organized from top to bottom in the order of importance. The first shelf and second shelf are arranged side by side.

Transcriber's note: The original format of the table was too wide for e-text. So, the table has been reformatted. It is now organized from top to bottom by order of importance. The first shelf and second shelf are arranged side by side.

Table I. contains a list of authors whose books, on principle and authority, have the strongest claims on the attention of the average reader of English. They are arranged from left to right in the order of importance of the divisions of the subject matter regarded as wholes, and from above downward in the order of their value in relation to the highest standard in their own department. The numbers have nothing to do with the ranking, but refer to notes that will be found on the pages following the table. There is also, at the head of the notes relating to each column of the table, a special note on the subject matter of that column.

Table 1. lists authors whose books are most important for the average English reader, based on principle and authority. They are arranged from left to right according to the significance of their subject matter as a whole, and from top to bottom according to their value in relation to the highest standards in their fields. The numbers don’t indicate ranking; instead, they refer to notes found on the pages that follow the table. Additionally, at the top of the notes for each column of the table, there's a specific note about the subject matter of that column.

The upper part of the table represents the first shelf of the world's library, and contains the books having the very strongest claims upon the attention of all,—books with which every one should endeavor to gain an acquaintance, at least to the extent indicated in the notes.

The top part of the table represents the first shelf of the world's library and includes the books that everyone should pay the most attention to—books that everyone should try to become familiar with, at least to the extent mentioned in the notes.

The lower part of the table represents the second shelf of the world's library, and contains books which in addition to those of the first shelf should enter into a liberal education.

The lower part of the table represents the second shelf of the world's library and includes books that, along with those on the first shelf, should be part of a well-rounded education.

It must be always kept in mind that intrinsic merit alone does not decide the position of a book in this table; for in order to test the claim of a book upon the attention of a reader we have to consider not only the artistic value of the author's work, and its subject matter, but also the needs and abilities of the reader. Thus it happens that it is not always the work of the greatest genius which stands highest in the list. Moreover, no claim is made that the ranking is perfect, especially on the second shelf. The table is an example of the application of the principles set forth in the remarks following Table V., to the [18] case of the general reader. For every one above or below the average reader the lists would have to be changed, and even the average list has no quality of the absolute. It is but a suggestion,—a suggestion, however, in which we have a good deal of confidence, one that is based on a very wide induction,—and we have no hesitation in affirming that the upper shelf represents the best literature the world affords.

It’s important to remember that intrinsic value alone doesn’t determine a book’s position on this list. To really assess a book’s relevance to a reader, we need to consider not just the artistic quality of the author’s work and its subject matter, but also the needs and skills of the reader. This means that sometimes the work of the greatest genius doesn’t rank the highest. Furthermore, we don’t claim that the ranking is perfect, especially on the second shelf. The table illustrates the application of the principles laid out in the remarks following Table V., in relation to the general reader. For anyone who is above or below the average reader, the lists would need to be adjusted, and even the average list isn’t absolute. It’s just a suggestion—a suggestion we have a lot of confidence in, based on extensive research—and we confidently state that the upper shelf represents the best literature available in the world.

In addition to Table I., there will be found in Tables III. and IV., and in the remarks upon the Guidance of Children following Table IV., a number of pieces of literary work of the very highest merit and value. Some of the most important are Lowell's "Vision of Sir Launfal," one of the very finest American poems; Browning's "Ivan Ivanovitch;" Guyot's "Earth and Man;" Mary Treat's "Home Book of Nature;" Burroughs' "Pepacton," "Signs and Seasons," "Wake Robin," etc.; Buckley's "Fairy Land of Science," etc.; Ragozin's "Chaldea;" Fénelon's "Lives of the Philosophers;" Bolton's "Poor Boys who became Famous;" Rives' "Story of Arnon;" Drake's "Culprit Fay;" Dr. Brown's "Rab and his Friends;" Mary Mapes Dodge's "Hans Brinker;" Andrews' "Ten Boys on the Road;" Arnold's "Sweetness and Light;" Higginson's "Vacations for Saints;" and General Booth's "In Darkest England, and the Way Out," a book of great power, which sets forth the most practical method yet proposed for the immediate relief of society from the burdens of pauperism and vice.

In addition to Table I., you will find in Tables III. and IV., and in the remarks on the Guidance of Children following Table IV., several pieces of literature with exceptional merit and value. Some of the most significant include Lowell's "Vision of Sir Launfal," one of the greatest American poems; Browning's "Ivan Ivanovitch;" Guyot's "Earth and Man;" Mary Treat's "Home Book of Nature;" Burroughs' "Pepacton," "Signs and Seasons," "Wake Robin," etc.; Buckley's "Fairy Land of Science," etc.; Ragozin's "Chaldea;" Fénelon's "Lives of the Philosophers;" Bolton's "Poor Boys who became Famous;" Rives' "Story of Arnon;" Drake's "Culprit Fay;" Dr. Brown's "Rab and his Friends;" Mary Mapes Dodge's "Hans Brinker;" Andrews' "Ten Boys on the Road;" Arnold's "Sweetness and Light;" Higginson's "Vacations for Saints;" and General Booth's "In Darkest England, and the Way Out," a powerful book that presents the most practical method proposed so far for the immediate relief of society from the burdens of poverty and vice.

TABLE I.—THE WORLD'S BEST BOOKS.

TABLE I.—THE BEST BOOKS EVER.

[See explanation on the preceding pages.]

[See explanation on the preceding pages.]

(first shelf) (second shelf)
1. Religion & Morals.
Bible[1] Milton[11]
Bunyan[2] Keble[12]
Taylor[3] Cicero[13]
Kempis[4] Pascal[14]
Spencer[5] Channing[15]
M. Aurelius[6] Aristotle[16]
Plutarch[7] St. Augustine[17]
Seleca[8] Butler[18]
Epictetus[9] Spinoza[19]
Brooks[10]
Drummond[10]
2. Poetry & the Drama.
Shakspeare[20] Spenser[27]
Homer[21] Lowell[28]
Dante[22] Whittier[29]
Goethe[23] Tennyson[30]
Milton[24] Burns[31]
Æschylus[25] Scott[32]
Fragments[26] Byron[33]
  Shelley[34]
  Keats[35]
  Campbell[36]
  Moore[37]
  Thomson[38]
  Macaulay[39]
  Dryden[40]
  Collins[41]
  Ingelow[42]
  Bryant[43]
  Longfellow[44]
  Herbert[45]
  Goldsmith[46]
  Coleridge[47]
  Wordsworth[48]
  Pope[49]
  Southey[50]
  Walton[51]
  Browning[52]
  Young[53]
  Jonson[54]
  Beaumont & F.[55]
  Marlowe[56]
  Sheridan[57]
  Carleton[58]
  Virgil[60]
  Horace[61]
  Lucretius[62]
  Ovid[63]
  Sophocles[64]
  Euripides[65]
  Aristophanes[66]
  Pindar[67]
  Hesiod[68]
  Heine[69]
  Schiller[70]
  Corneille[71]
  Racine[71]
  Molière[71]
  Musset[74]
  Calderon[75]
  Petrarch[76]
  Ariosto[77]
  Tasso[78]
  Camoens[79]
  Omar[80]
  Firdusi[81]
  Hafiz[81]
  Saadi[81]
  Arnold[82]
  Pushkin[83]
  Lermontoff[84]
3. Science.
Physiology and Hygiene[85] De Tocqueville[99]
"Our Country"[86] Von Holst[100]
Federalist[88] Smith[101]
Bryce[89] Malthus[102]
Montesquieu[90] Carey[103]
Bagehot[90] Cairnes[104]
Mill[91] Freeman[105]
Bain[92] Jevons[106]
Spencer[93] Mulford[107]
Darwin[94] Hobbes[108]
Herschel[95] Machiavelli[109]
Proctor[95] Max Müller[110]
Lyell[96] Trench[111]
Lubbock[96] Taylor[112]
Dawson[96] White[113]
Wood[97] Cuvier[114]
Whewell[98] Cook[115]
  Tyndall[116]
  Airy[117]
  Faraday[118]
  Helmholtz[119]
  Huxley[120]
  Gray[121]
  Agassiz[122]
  Silliman[123]
4. Biography.
Plutarch[124] G. Smith[139]
Phillips[125] Bourrienne[140]
Boswell[126] Johnson[141]
Lockhart[127] Walton[142]
Marshall[128] Stanley[143]
Franklin[128] Irving[144]
Nicolay & H.[129] Southey[145]
Grant[129] Stanhope[146]
Carlyle[130] Moore[147]
Renan[130] Jameson[148]
Farrar[131] Baring-Gould[149]
Emerson[132] Field[150]
Greatest Men[133] Hamilton[151]
Parton[134] Darwin[151]
Hale[135] Alcott[151]
Drake[136] Talleyrand[151]
Fox[137] Macaulay[151]
Grimm[138] Bashkirtseff[151]
  Guerin[151]
  Jefferson[151]
  American Statesmen[151]
  English Men of Letters[151]
5. History.
Green[152] Creasy [155a]
Bancroft[153] Lecky[156]
Guizot[154] Clarke[157]
Buckle[154] Moffat[158]
Parkman[155] Draper[159]
Freeman[155] Hallam[160]
Fiske[155] May[161]
Fyffe[155] Hume[162]
  Macaulay[163]
  Froude[164]
  Gibbon[165]
  Grote[166]
  Palfrey[167]
  Prescott[168]
  Motley[169]
  Frothingham [169a]
  Wilkinson[170]
  Niebuhr[171]
  Menzel[172]
  Milman[173]
  Ranke[174]
  Sismondi[175]
  Michelet[176]
  Carlyle[177]
  Thierry[178]
  Tacitus[179]
  Livy[180]
  Sallust[181]
  Herodotus[182]
  Xenophon[183]
  Thucydides[184]
  Josephus[185]
  Mackenzie[185]
  Rawlinson[185]
6. Philosophy.
Spencer[186] Mill[192]
Plato[187] Mansel[193]
Berkeley[188] Büchner[194]
Kant[189] Edwards[195]
Locke & Hobbes[190] Bentham[196]
Comte[191] Maurice[197]
Lewes Hume[198]
or Ueberweg Hamilton[199]
or Schwegler Aristotle[200]
or Schlegel Descartes[201]
on the History of Philosophy Cousin[201]
  Hegel & Schelling[202]
  Fichte[203]
  Erasmus[204]
  Fiske[205]
  Hickok[206]
  McCosh[207]
  Spinoza[208]
7. Essays.
Emerson[209] Macaulay
Bacon[210] Leigh Hunt
Montaigne[211] Arnold
Ruskin[212] Buckle
Carlyle[212] Hume
Addison[212] Froude
  Symonds
  Steele
  Browne
  Johnson
  De Quincey
  Foster
  Hazlitt
  Lessing
  Sparks
  Disraeli
  Whipple
  Lamb
  Schiller
  Coleridge
8. Fiction.
Scott[213] Rousseau[235]
Eliot[214] Saintine[235]
Dickens[215] Coffin[236]
Hawthorne[216] Reade[236]
Goldsmith[217] Warren[236]
Bulwer[218] Landor[237]
MacDonald[219] Turgenieff[237]
Thackeray[220] Sue[237]
Kingsley[221] Manzoni[237]
Wallace[222] Cottin[238]
Tourgée[223] Besant[238]
Hugo[224] Stevenson[238]
Dumas[224] Ward[239]
Defoe[225] Deland[239]
Hughes[225] Sewell[239]
Stowe[226] Bret Harte[239]
Cooper[226] Green[240]
Curtis[227] Mulock[240]
Warner[227] Disraeli[240]
Aldrich[228] Howells[240]
Hearn[228] Tolstoï[240]
Ebers[229] Sand[241]
Sienkiewicz[229] Black[241]
Austen[230] Blackmore[241]
Bronté[230] Schreiner[241]
Alcott[231] Bremer[242]
Burnett[231] Trollope[242]
Cable[232] Winthrop[242]
Craddock[232] Richardson[243]
Whitney[233] Smollett[243]
Jewett[233] Boccaccio[243]
Fielding[234]
Le Sage[234]
Balzac[234]
9. Oratory.
Demosthenes Sumner
Burke Henry
Fox Otis
Pitt Jay
Webster Madison
Clay Jefferson
Phillips Beecher
Lincoln Brooks
Everett Choate
Bright Garfield
  Ingersoll
  Erskine
  Sheridan
  Gladstone
  Cicero
  Quintilian
  Bossuet
  Saint Chrysostom
10. Wit & Humor.
Lowell[244] Ingersoll[248]
Holmes[245] Holley[249]
Dickens[246] Curtis[250]
Cervantes[247] Depew[251]
  Twain[252]
  Warner[253]
  Edwards[254]
  Hale[255]
  Nasby[256]
  Ward[257]
  Jerrold[258]
  Voltaire[259]
  Byron[259]
  Butler[260]
  Swift[260]
  Rabelais[261]
  Sterne[261]
  Juvenal[262]
  Lucian[262]
11. Fables & Fairy Tales.
Andersen[263] Bulfinch[268]
La Fontaine[264] Saxe[269]
Æsop[265] Florian[270]
Grimm[266] Kipling[270]
Goethe[267] Babrius[271]
Hawthorne[267] Hauff[272]
  Ovid[273]
  Curtin[273]
  Fiske[273]
12. Travel.
Cook[274] Marco Polo[277]
Humboldt[275] Kane[278]
Darwin[276] Livingstone[279]
  Stanley[280]
  Du Chaillu[281]
  Niebuhr[282]
  Bruce[283]
  Heber[284]
  Lander[285]
  Waterton[286]
  Mungo Park[287]
  Ouseley[288]
  Barth[289]
  Boteler[290]
  Maundeville[291]
  Warburton[292]
13. Guides.
Foster[293] Brook[303]
Pall Mall[294] Leypoldt[304]
Morley[295] Richardson[305]
Welsh[296] Harrison[306]
Taine[297] Ruskin[307]
Botta[298] Bright[308]
Allibone[299] Dunlop[309]
Bartlett[300] Baldwin[309]
Ballou[301] Adams[309]
Bryant[302]
Palgrave[302]
Roget's Thesaurus
Dictionaries
Encyclopædias
14. Miscellaneous.
Smiles' Self-Help[310] Sheking[324]
Irving's Sketch Book[311] Analects of Confucius[325]
Bacon's New Atlantis[312] Mesnevi[326]
Bellamy[313] Buddhism[327]
Arabian Nights[314] Mahabharata[328]
Munchausen[315] Ramayana[329]
Beowulf[316] Vedas[330]
Anglo-Saxon Chronicle[317] Koran[331]
Froissart[318] Talmud[332]
Nibelungenlied[319] Hooker[333]
Icelandic Sagas[320] Swedenborg[333]
Elder Edda[321] Newton[333]
The Cid[322] Kepler[333]
Morte D'Arthur[323] Copernicus[333]

REMARKS ON TABLE I.


RELIGION AND MORALS.

Religion and Morals, though not identical, are so closely related that they are grouped together. The books in Column 1 by no means exhaust these subjects, for they run like threads of gold through the whole warp and woof of poetry. Philosophy, fiction, and fable, biography, history, and essays, oratory and humor, seem rather satellites that attend upon moral feelings than independent orbs, and even science is not dumb upon these all-absorbing topics. If we are to be as broad-minded in our religious views as we seek to be in other matters, we must become somewhat acquainted with the worship of races other than our own. This may be done through Homer, Hesiod, Ovid, Confucius, Buddha, the Vedas, Koran, Talmud, Edda, Sagas, Beowulf, Nibelungenlied, Shah Nameh, etc. (which are all in some sense "Bibles," or books that have grown out of the hearts of the people), and through general works, such as Clarke's "Ten Great Religions."

Religion and morals, while not the same, are so closely linked that they are often considered together. The books in Column 1 certainly don’t cover everything about these topics, as they weave like golden threads through the entire fabric of poetry. Philosophy, fiction, fables, biographies, history, essays, speeches, and humor seem more like satellites that revolve around moral feelings than independent entities, and even science isn’t silent on these crucial subjects. If we want to be as open-minded in our religious beliefs as we aim to be in other areas, we need to learn about the worship practices of cultures other than our own. This can be accomplished through works like those of Homer, Hesiod, Ovid, Confucius, Buddha, the Vedas, the Koran, the Talmud, the Edda, Sagas, Beowulf, Nibelungenlied, Shah Nameh, etc. (which all serve as "Bibles" in that they've emerged from the hearts of the people), and through comprehensive resources like Clarke's "Ten Great Religions."

[1] Especially Job, and Psalms 19, 103, 104, 107, in the Old Testament; and in the New the four Gospels, the Acts, and the Epistles. (m. R. D. C. G.)

[1] Particularly Job, along with Psalms 19, 103, 104, and 107 in the Old Testament; and in the New Testament, the four Gospels, the Acts, and the Epistles. (m. R. D. C. G.)

[2] Next to the Bible, probably no book is so much read by the English peoples as Bunyan's "Pilgrim's Progress," a simple, vivid, helpful story of Christian life and its obstacles. No writer has so well portrayed the central truths of Christianity as this great, untrained, imaginative genius, pouring his life upon the deathless pages of his poetic allegory during the twelve long years in the latter part of the 17th century, when he was imprisoned, under the Restoration, merely because of his religious principles. (e. R. D.)

[2] Next to the Bible, probably no book is read as much by the English-speaking people as Bunyan's "Pilgrim's Progress," a straightforward, vivid, and helpful story about Christian life and its challenges. No other writer has expressed the core truths of Christianity as well as this remarkable, self-taught, imaginative genius, who poured his life into the timeless pages of his poetic allegory during the twelve long years in the late 17th century when he was imprisoned, during the Restoration, simply for his religious beliefs. (e. R. D.)

[3] Taylor's "Holy Living and Dying" is a wise, frank talk about the care of our time, purity of intention, practice of the presence of God, temperance, justice, modesty, humility, envy, contentedness, etc. Some portions of the first hundred and fifty pages are of the utmost practical value. Even Ruskin admits that Taylor and Bunyan are rightly placed among the world's best. (Eng., 17th cent.—m. R. D.)

[3] Taylor's "Holy Living and Dying" is a thoughtful and honest discussion about managing our time, having pure intentions, practicing the presence of God, and embracing qualities like temperance, justice, modesty, humility, envy, contentment, and more. Some sections of the first hundred and fifty pages are extremely useful. Even Ruskin acknowledges that Taylor and Bunyan deserve to be recognized among the greatest in the world. (Eng., 17th cent.—m. R. D.)

[4] "Imitation of Christ" is a sister book to the last, written in the 15th century by Thomas à Kempis, a German monk, of pure and beautiful life and thought. It is a world-famous book, having been translated into every civilized language, and having passed through more than five hundred editions in the present century. (m. R. D.)

[4] "Imitation of Christ" is a companion book to the previous one, written in the 15th century by Thomas à Kempis, a German monk known for his pure and uplifting life and ideas. It's a world-renowned book, translated into every major language and has gone through over five hundred editions in this century. (m. R. D.)

[5] Spencer's "Data of Ethics" is one of the most important books in literature, having to the science of ethics much the same relation as Newton's "Principia" to astronomy, or Darwin's "Origin of Species" to biology. Note especially the parts concerning altruistic selfishness, the morality of health, and the development of moral feeling in general. (Eng., 19th cent.—d. R. D. G.) Spencer's "First Principles" is also necessary to an understanding of the scientific religious thinking of the day. In connection with Spencer's works, "The Idea of God" and the "Destiny of Man," by Fiske, may be read with profit. The author of these books is in large part a follower and expounder of Spencer.

[5] Spencer's "Data of Ethics" is one of the most important books in literature, having a similar significance to the science of ethics as Newton's "Principia" has to astronomy, or Darwin's "Origin of Species" has to biology. Pay special attention to the sections on altruistic selfishness, the morality of health, and the general development of moral feelings. (Eng., 19th cent.—d. R. D. G.) Spencer's "First Principles" is also essential for understanding the scientific religious thinking of the time. In relation to Spencer's works, Fiske's "The Idea of God" and "Destiny of Man" are also worthwhile reads. The author of these books primarily follows and explains Spencer's ideas.

[6] The "Meditations" of M. Aurelius is a book that is full of deep, pure beauty and philosophy; one of the sweetest influences that can be brought into the life, and one of Canon Farrar's twelve favorites out of all literature. (Rome, 2d cent.—m. R. D.)

[6] The "Meditations" of M. Aurelius is a book filled with profound, genuine beauty and philosophy; it’s one of the most uplifting influences you can bring into your life, and it’s one of Canon Farrar's twelve favorite works from all of literature. (Rome, 2nd century.—m. R. D.)

[7] Plutarch's "Morals" supplied much of the cream used by Taylor in the churning that produced the "Holy Living and Dying." Emerson says that we owe more to Plutarch than to all the other ancients. Many great authors have been indebted to him,—Rabelais, Montaigne, Montesquieu, Voltaire, Rousseau, Shakspeare, Bacon, and Dryden, among the number. Plutarch's "Morals" is a treasure-house of wisdom and beauty. There is a very fine edition with an introduction by Emerson. (Rome, 1st cent.—m. R. D.)

[7] Plutarch's "Morals" provided much of the valuable content that Taylor used in creating "Holy Living and Dying." Emerson claims that we owe more to Plutarch than to all the other ancient thinkers. Many great writers have been influenced by him, including Rabelais, Montaigne, Montesquieu, Voltaire, Rousseau, Shakespeare, Bacon, and Dryden. Plutarch's "Morals" is a treasure trove of wisdom and beauty. There is a wonderful edition with an introduction by Emerson. (Rome, 1st cent.—m. R. D.)

[8] Seneca's "Morals" is a fit companion of the preceding six books, full of deep thought upon topics of every-day import, set out in clear and forceful language. The Camelot Library contains a very good selection from his ethical treatises and his delightful letters, which are really moral essays. (Rome, 1st cent.—m. R. D.)

[8] Seneca's "Morals" is a perfect companion to the previous six books, filled with profound reflections on everyday issues, expressed in clear and impactful language. The Camelot Library has a great collection of his ethical writings and his charming letters, which are essentially moral essays. (Rome, 1st cent.—m. R. D.)

[9] Epictetus was another grand moralist, the teacher of Marcus Aurelius. Next to Bunyan and Kempis, the books of these great stoics, filled as they are with the serenity of minds that had made themselves independent of circumstance and passion, have the greatest popularity accorded to any ethical works. Epictetus was a Roman slave in the 1st century a. d. (m. R. D.)

[9] Epictetus was another significant moral teacher, the mentor of Marcus Aurelius. Alongside Bunyan and Kempis, the writings of these great Stoics, which are full of the calmness of minds that had freed themselves from external circumstances and emotions, are among the most popular ethical works. Epictetus was a Roman slave in the 1st century A.D. (m. R. D.)

[10] The little book on "Tolerance" by Phillips Brooks ought to be read by every one. See Table III. side No. 23. The sermons of Dr. Brooks and of Robertson are among the most helpful and inspiring reading we know. Drummond's "Natural Law in the Spiritual World" is a book of ingenious and often poetic analogies between the physical and spiritual worlds. If read as poetry, no fault can be found with it; but the reader must be careful to test thoroughly the laws laid down, and make sure that there is some weightier proof than mere analogy, before hanging important conclusions on the statements of this author. A later book by Drummond entitled "The Greatest Thing in the World" is also worthy of attention. (U. S., 19th cent.)

[10] Everyone should read the little book on "Tolerance" by Phillips Brooks. See Table III, side No. 23. The sermons by Dr. Brooks and Robertson are among the most helpful and inspiring readings we know. Drummond's "Natural Law in the Spiritual World" features clever and often poetic comparisons between the physical and spiritual realms. If approached as poetry, it holds up well; however, readers should thoroughly examine the principles presented and ensure there’s more substantial evidence than just analogy before drawing major conclusions based on this author’s statements. Drummond's later book, "The Greatest Thing in the World," is also worth checking out. (U. S., 19th cent.)

[11] "Areopagitica." A noble plea for liberty of speech and press. (Eng., early 17th cent.)

[11] "Areopagitica." A powerful argument for freedom of speech and the press. (Eng., early 17th cent.)

[12] Keble's beautiful "Christian Year."

__A_TAG_PLACEHOLDER_0__ Keble's beautiful "Christian Year."

[13] Cicero's "Offices" is a very valuable ethical work. It directs a young Roman how he may attain distinction and the respect and confidence of his fellow-citizens. Its underlying principles are of eternal value, and its arrangement is admirable. Dr. Peabody's translation is the best. (Rome, 1st cent. b. c.)

[13] Cicero's "On Duties" is an incredibly valuable ethical guide. It shows a young Roman how to achieve recognition and the respect and trust of his peers. Its core principles are timeless, and the structure is excellent. Dr. Peabody's translation is the finest. (Rome, 1st cent. b. c.)

[14] "Pensées." Pascal's "Thoughts" are known the world over for their depth and beauty. (France, 17th cent.)

[14] "Thoughts." Pascal's "Thoughts" are recognized globally for their depth and beauty. (France, 17th cent.)

[15] "The Perfect Life" and other works. (U. S., 19th cent.)

[15] "The Perfect Life" and other works. (U.S., 19th cent.)

[16] Ethics. (Greece, 4th cent. b. c.)

__A_TAG_PLACEHOLDER_0__ Ethics. (Greece, 4th century BCE)

[17] "Confessions" and "The City of God." (Rome, 4th cent.)

[17] "Confessions" and "The City of God." (Rome, 4th century)

[18] Analogy of Religion. (Eng., 18th cent.)

[18] Analogy of Religion. (Eng., 18th century)

[19] Ethics and theologico-political speculation. (Dutch, 17th cent.)

[19] Ethics and theological-political speculation. (Dutch, 17th century)


POETRY AND THE DRAMA.

The faculty which most widely distinguishes man from his possible relatives, the lower animals, and the varying power of which most clearly marks the place of each individual in the scale of superiority, is imagination. It lies at the bottom of intellect and character. Memory, reason, and discovery are built upon it; and sympathy, the mother of kindness, tenderness, and love, is itself the child of the imagination. Poetry is the married harmony of imagination and beauty. The poet is the man of fancy and the man of music. This is why in all ages mankind instinctively feel that poetry is supreme. Of all kinds of literature, it is the most stimulating, broadening, beautifying, and should have a large place in every life. Buy the best poets, read them carefully, mark the finest passages, and recur to them many, many times. A poem is like a violin: it must be kept and played upon a long time before it yields to us its sweetest music.

The ability that most clearly separates humans from potential relatives, the lower animals, and the varied capabilities that indicate each individual's status in the hierarchy of life is imagination. It forms the foundation of intellect and character. Memory, reasoning, and discovery are all built on this. Sympathy, which gives rise to kindness, tenderness, and love, is also rooted in imagination. Poetry is the beautiful blend of imagination and aesthetic appeal. The poet embodies both creativity and musicality. This is why people throughout history have instinctively recognized poetry as the highest art form. Among all types of literature, it is the most thought-provoking, expansive, and beautiful, and it should hold an important place in everyone's life. Invest in the best poets, read their works thoughtfully, highlight the best parts, and revisit them many times. A poem is like a violin: it needs to be cherished and played for a long time before it reveals its sweetest melodies.

The drama, or representation of human thought and life, has come into being, among very many peoples, as a natural outgrowth of the faculty of mimicry in human nature. Among the South Sea Islanders there is a rude drama, and in China such representations have existed from remote ages. Greece first brought the art to high perfection; and her greatest tragic artists, Æschylus, Sophocles, and Euripides, of the fifth century b. c., are still the highest names in[26] tragedy. The Greek drama with Æschylus was only a dialogue. Sophocles introduced a third actor. It would be a dull play to us that should fill the evening with three players. In another thing the Grecian play was widely different from ours. The aim of ancient playwrights was to bring to view some thought in giant form and with tremendous emphasis. The whole drama was built around, moulded, and adapted to one great idea. The aim of English writers is to give an interesting glimpse of actual life in all its multiplicity of interwoven thought and passion, and let it speak its lessons, as the great schoolmistress, Nature, gives us hers. The French and Italian drama follow that of Greece, but Spain and England follow Nature.

The drama, or portrayal of human thought and life, has developed among many cultures as a natural result of humanity's ability to mimic. In the South Sea Islands, there's a primitive form of drama, and in China, such representations have been around since ancient times. Greece first perfected the art, and its greatest tragic playwrights, Aeschylus, Sophocles, and Euripides, from the fifth century B.C., are still considered the top figures in tragedy. The Greek drama in Aeschylus's time was primarily a dialogue. Sophocles added a third actor. A play featuring only three actors would seem dull to us today. Additionally, ancient plays differed significantly from ours in another way. The goal of ancient playwrights was to present a major idea in a grand and forceful way. The entire drama was constructed around, shaped, and tailored to express one central concept. In contrast, English writers aim to offer an engaging view of real life with its complex tapestry of thoughts and emotions and allow it to convey its lessons, much like how the great teacher, Nature, imparts hers. French and Italian drama follow the Greek style, while Spain and England take their cue from Nature.

Mystery and miracle plays were introduced about 1100 a. d., by Hilarius, and were intended to enforce religious truths. God, Adam, the Angels, Satan, Eve, Noah, etc., were the characters. In the beginning of the 15th century, morality plays became popular. They personified faith, hope, sadness, magnificence, conceit, etc., though there might seem little need of invention to personify the latter. About the time of Henry VIII., masques were introduced from Italy. In them the performers wore extravagant costumes and covered the face, and lords and ladies played the parts. It was at such a frolic that King Henry met Anne Boleyn. The first English comedy was written in 1540, by Udall; and the first tragedy in 1561, by Sackville and Norton. It was called "Ferrex and Porrex." From this time the English[27] drama rapidly rose to its summit in Shakspeare's richest years at the close of the same century. At first the theatre was in the inn-yard,—just a platform, with no scenery but what the imagination of the drinking, swearing, jeering crowd of common folk standing in the rain or sunlight round the rough-made stage could paint.

Mystery and miracle plays were introduced around 1100 a. d. by Hilarius and aimed to convey religious truths. Characters included God, Adam, Angels, Satan, Eve, Noah, and others. By the early 15th century, morality plays gained popularity. They represented concepts like faith, hope, sadness, magnificence, and conceit, even if the latter seemed to require little creativity to represent. Around the time of Henry VIII, masques from Italy were introduced. In these, performers wore elaborate costumes and masks, with nobles acting out roles. It was at one of these events that King Henry met Anne Boleyn. The first English comedy was written by Udall in 1540, and the first tragedy, called "Ferrex and Porrex," was penned by Sackville and Norton in 1561. After this point, English drama quickly reached its peak during Shakespeare's most productive years at the end of the same century. Initially, the theatre was located in an inn yard, just a platform with no scenery except what the imagination of the drinking, swearing, laughing crowd of common people standing in the rain or sunlight around the rough stage could create.

On the stage sat a few gentlefolk able to pay a shilling for the privilege. They smoked, played cards, insulted the pit, "who gave it to them back, and threw apples at them into the bargain." Such were the beginnings of what in Shakspeare's hands became the greatest drama that the world has ever seen.

On the stage sat a few gentlemen and women who could afford a shilling for the privilege. They smoked, played cards, mocked the audience below, who retaliated, and even threw apples at them for good measure. These were the early days of what in Shakespeare's hands became the greatest drama the world has ever seen.

The manner of reading all good poetry should be: R. D. C. G.

The way to read all good poetry should be: R. D. C. G.

If the reader wishes to study poetry critically, he will find abundant materials in Lanier's "Science of English Verse" and Dowden's "Mind and Art of Shakspeare" (books that once read by a lover of poetry will ever after be cherished as among the choicest of his possessions); Lowell's "Fable for Critics," "My Study Windows," and "Among my Books;" Arnold's "Essays;" Hazlitt's "English Poets;" "English Men of Letters;" Poe's "Essay on the Composition of the Raven;" Taine's "English Literature;" Swinburne's "Essays and Studies;" Stedman's "Victorian Poets;" Shairp's "Studies in Poetry;" Warton's "History of English Poetry;" Ward's "History of English Dramatic Literature;" and Schlegel's "Dramatic Literature."[28]

If the reader wants to study poetry critically, they will find plenty of resources in Lanier's "Science of English Verse" and Dowden's "Mind and Art of Shakespeare" (books that once read by a poetry lover will always be treasured as some of their best possessions); Lowell's "Fable for Critics," "My Study Windows," and "Among My Books;" Arnold's "Essays;" Hazlitt's "English Poets;" "English Men of Letters;" Poe's "Essay on the Composition of the Raven;" Taine's "English Literature;" Swinburne's "Essays and Studies;" Stedman's "Victorian Poets;" Shairp's "Studies in Poetry;" Warton's "History of English Poetry;" Ward's "History of English Dramatic Literature;" and Schlegel's "Dramatic Literature."[28]

[20] Shakspeare is the summit of the world's literature. In a higher degree than any other man who has lived on this planet, he possessed that vivid, accurate, exhaustive imagination which creates a second universe in the poet's brain. Between our thought of a man and the man himself, or a complete representation of him with all his thoughts, feelings, motives, and possibilities, there is a vast gulf. If we had a perfect knowledge of him, we could tell what he would think and do. To this ultimate knowledge Shakspeare more nearly approached than any other mortal. He so well understood the machinery of human nature, that he could create men and women beyond our power to detect an error in his work. This grasp of the most difficult subject of thought, and the oceanic, myriad-minded greatness of his plays prove him intellectually the greatest of the human race. It is simple nonsense to suppose that Bacon wrote the dramas that bear the name of Shakspeare. They were published during Shakspeare's life under his name; and Greene, Jonson, Milton, and other contemporaries speak with unmistakable clearness of the great master. Donnelly's Cryptogram is a palpable sham; and to the argument that an uneducated man like Shakspeare could not have written such grand poetry, while Bacon, as we know, did have a splendid ability, it is a sufficient answer to remark that Shakspeare's sonnets, the authorship of which is not and cannot be questioned, show far higher poetical powers than anything that can be found in Bacon's acknowledged works. Richard Grant White's edition is the best; and certainly every one should have the very best of Shakspeare, if no other book is ever bought. (16th cent.) See Table III. No. 1.

[20] Shakespeare is the pinnacle of world literature. More than any other person who has lived on this planet, he had a vivid, accurate, and comprehensive imagination that creates an entire universe in the poet's mind. There is a huge gap between our understanding of a person and the person themselves, or a complete depiction of them with all their thoughts, feelings, motives, and possibilities. If we had perfect knowledge of someone, we could predict what they would think and do. Shakespeare came closer to this ultimate knowledge than anyone else. He understood the complexities of human nature so well that he could create characters that are flawless in execution. This mastery of the most challenging aspects of thought and the vast, multifaceted brilliance of his plays prove he is intellectually the greatest of all humanity. It is sheer nonsense to think that Bacon wrote the plays attributed to Shakespeare. They were published during Shakespeare's life under his name, and Greene, Jonson, Milton, and other contemporaries clearly acknowledged the great master. Donnelly's Cryptogram is a blatant fraud; and in response to the argument that an uneducated man like Shakespeare couldn’t have written such magnificent poetry, while Bacon, who is known to have had great talent, it suffices to point out that Shakespeare's sonnets, whose authorship is unquestionable, display far greater poetic ability than anything found in Bacon's recognized works. Richard Grant White's edition is the best; and certainly, everyone should own the very best of Shakespeare, even if no other book is ever purchased. (16th cent.) See Table III. No 1.

With Shakspeare may be used Dowden's "Shakspeare Primer," and "The Mind and Art of Shakspeare," Abbott's "Shakspearian Grammar," Lanier's "Science of English Verse," Hazlitt's "Characters of Shakspeare's Plays" and "Age of Elizabeth," Lamb's "Tales from Shakspeare," Ward's "English Dramatic Literature, and History of the Drama," Lewes' "Actors and the Art of Acting," Hutton's "Plays and Players," Leigh Hunt's "Imagination and Fancy," and Whipple's "Literature of the Age of Elizabeth."

With Shakespeare, you can refer to Dowden's "Shakespeare Primer" and "The Mind and Art of Shakespeare," Abbott's "Shakespearean Grammar," Lanier's "Science of English Verse," Hazlitt's "Characters of Shakespeare's Plays" and "Age of Elizabeth," Lamb's "Tales from Shakespeare," Ward's "English Dramatic Literature and History of the Drama," Lewes' "Actors and the Art of Acting," Hutton's "Plays and Players," Leigh Hunt's "Imagination and Fancy," and Whipple's "Literature of the Age of Elizabeth."

[21] Homer is the world's greatest epic poet. He is the brother of Shakspeare, full of sublimity and pathos, tenderness, simplicity, and inexhaustible vigor. Pope's translation is still the best on the whole, but should be read with Derby's Iliad and Worsley's Odyssey. In some parts these are fuller of power and beauty; in others, Pope is far better. Flaxman's designs are a great help in enjoying Homer, as are also the writings of Gladstone, Arnold, and Symonds. (Greece, about 1000 b. c.) See Table III. No. 2.

[21] Homer is the greatest epic poet in the world. He stands alongside Shakespeare, filled with grandeur and emotion, tenderness, simplicity, and endless energy. Pope's translation is still the best overall, but it should be read alongside Derby's Iliad and Worsley's Odyssey. In some areas, those translations are richer in power and beauty; in others, Pope is significantly better. Flaxman's illustrations greatly enhance the enjoyment of Homer, as do the writings of Gladstone, Arnold, and Symonds. (Greece, about 1000 b. c.) See Table III. No 2.

[22] Ruskin thinks Dante is the first figure of history, the only man in whom the moral, intellectual, and imaginative faculties met in great power and in perfect balance. (Italy, 14th cent.) Follow the advice given in Table III. No. 5, and, if possible, read Longfellow's translation. See note 24, p. 30.

[22] Ruskin believes Dante is the most significant figure in history, the only person where the moral, intellectual, and imaginative abilities come together with strength and harmony. (Italy, 14th cent.) Follow the advice given in Table III. No. 5, and if you can, read Longfellow's translation. See note 24, p. 30.

Among writings that will be found useful in connection with Dante, are Rossetti's "Shadow of Dante," Lowell's Essay in "Among my Books," Symonds' "Introduction to the Study of Dante," Farrar's "Lecture on Dante," Mrs. Ward's "Life of Dante," Botta's "Dante as a Philosopher," and Carlyle's "Heroes and Hero Worship."

Among the writings that will be useful in connection with Dante are Rossetti's "Shadow of Dante," Lowell's essay in "Among My Books," Symonds' "Introduction to the Study of Dante," Farrar's "Lecture on Dante," Mrs. Ward's "Life of Dante," Botta's "Dante as a Philosopher," and Carlyle's "Heroes and Hero Worship."

[23] Goethe is unquestionably the greatest German, and one of the first six names in literature. His "Faust" is a history of the soul. Read Bayard Taylor's translation, and the explanation of the drama's meaning given in Taylor's "Studies in German Literature." "Faust" was the work of half a century, and completed in 1818, when Goethe was past eighty.

[23] Goethe is definitely the greatest German and one of the top six names in literature. His "Faust" tells the story of the soul. Check out Bayard Taylor's translation and the explanation of the play's meaning in Taylor's "Studies in German Literature." "Faust" took him half a century to complete and was finished in 1818 when Goethe was over eighty.

As a preparation for Goethe it is interesting to study the story of Faust in Butterworth's "Zigzag Journeys," and read Marlowe's "Drama of Faustus." The novel "Wilhelm Meister" has been splendidly translated by Carlyle, and is full of the richest poetic thought, crammed with wisdom, and pervaded by a delicious sweetness forever provoking the mind to fresh activity. As a work of genius, it is preferred by some critics even to Hamlet. See Table III. No. 15.

As a lead-up to Goethe, it’s worth checking out the story of Faust in Butterworth's "Zigzag Journeys" and reading Marlowe's "Drama of Faustus." Carlyle has done a fantastic job translating the novel "Wilhelm Meister," which is packed with rich poetic ideas, overflowing with wisdom, and infused with a delightful sweetness that constantly inspires the mind to new thoughts. Some critics even prefer it to Hamlet as a work of genius. See Table III. No. 15.

[24] Milton stands in his age like an oak among hazel-bushes. The nobility of his character, the sublimity of his thought, and the classic beauty of his style give him, in spite of some coldness and some lack of naturalness in his conception of the characters of Adam and Eve, the second place in English literature. His "Lycidas" is a beautiful elegy. His "Comus" is the best masque in English, and certainly a charming picture of chastity and its triumph over temptation. It should be read along with Spenser's "Britomart." His "L' Allegro" and "Il Penseroso," on mirth and melancholy, are among the best lyrics of the world. His "Paradise Lost" is the greatest epic in English, and the greatest that any literature has had since Dante's "Divine Comedy." The two books should be read together. Milton shows us Satan in all the pride and pomp and power this world oft throws around his cloven Majesty. Dante tears away the wrappings, and we see the horrid heart and actual loathsomeness of sin. (Eng., 17th cent.) See Table III. No. 2.

[24] Milton stands out in his time like an oak among bushes. The nobility of his character, the depth of his thoughts, and the classic beauty of his writing place him, despite a bit of coldness and a lack of naturalness in his portrayal of Adam and Eve, in the second position in English literature. His "Lycidas" is a beautiful elegy. His "Comus" is the best masque in English and certainly a lovely depiction of chastity triumphing over temptation. It should be read alongside Spenser's "Britomart." His "L' Allegro" and "Il Penseroso," which explore joy and sadness, are some of the best lyrics in the world. His "Paradise Lost" is the greatest epic in English and the best any literature has had since Dante's "Divine Comedy." The two books should be read together. Milton shows us Satan with all the pride, showiness, and power this world often adorns his figure with. Dante strips away the facade, revealing the horrible heart and true disgust of sin. (Eng., 17th cent.) See Table III. No. 2.

The writings of Stopford Brooke, Macaulay, Dr. Johnson, De Quincey, and Pattison about Milton may be profitably referred to.

The writings of Stopford Brooke, Macaulay, Dr. Johnson, De Quincey, and Pattison about Milton can be beneficially referred to.

[25] Æschylus was the greatest of the noble triumvirate of Greek tragedy writers. Sublimity reached in his soul the greatest purity and power that it has yet attained on earth. One can no more afford to tread in life's low levels all his days and never climb above the clouds to thought's clear-ethered heights with Æschylus, than to dwell at the foot of a cliff in New Mexico and never climb to see the Rockies in the blue and misty distance, with their snowy summits shining in the sun. Read, at any rate, his "Prometheus Bound" and his "Agamemnon." (5th cent. b. c., the Golden Age of Grecian literature.) See Table III. No. 4.

[25] Aeschylus was the greatest of the three great Greek tragedy writers. His soul embodied the highest purity and power that it has achieved on earth. You can't just stay at life's low levels forever and never rise above the clouds to reach the clear heights of thought like Aeschylus; it's like living at the base of a cliff in New Mexico and never climbing up to see the Rockies in the blue, misty distance, with their snowy peaks shining in the sunlight. At the very least, read his "Prometheus Bound" and "Agamemnon." (5th cent. b. c., the Golden Age of Grecian literature.) See Table III. No 4.

The student of Æschylus will find much of value to him in Mahaffy's "Greek Literature," "Old Greek Life," and "Social Life in Greece;" Schlegel's "Dramatic Literature;" Donaldson's "Theatre of the Greeks," and Froude's "Sea Studies." Following the "Prometheus" of Æschylus, it is a good plan to read the works of Goethe, Shelley, Lowell, and Longfellow on the same topic. We thus bring close the ideas and fancies of five great minds in respect to the myth of Prometheus.

The student of Æschylus will find a lot of valuable insights in Mahaffy's "Greek Literature," "Old Greek Life," and "Social Life in Greece;" Schlegel's "Dramatic Literature;" Donaldson's "Theatre of the Greeks," and Froude's "Sea Studies." After reading Æschylus's "Prometheus," it's a good idea to check out the works of Goethe, Shelley, Lowell, and Longfellow on the same topic. This way, we connect the thoughts and ideas of five great minds regarding the myth of Prometheus.

[26] Many a selection in Table III. is of very high merit, and belongs on the world's first shelf, although the poetic works of the author as a whole cannot be allowed such honor. In the section preceding Table V. also will be found a number of short writings of the very highest merit. See explanatory note to Table I.

[26] Many selections in Table III. are of exceptional quality and deserve a place on the world's top shelf, even though the author's entire body of poetic work cannot be given the same recognition. In the section before Table V, you will also find several short writings of the highest quality. See the explanatory note to Table I.

[27] Edmund Spenser is the third name in English literature. No modern poet is more like Homer. He is simple, clear, and natural, redundant and ingenuous. He is a Platonic dreamer, and worships beauty, a love sublime and chaste; for all the beauty that the eye can see is only, in his view, an incomplete expression of celestial beauty in the soul of man and Nature, the light within gleaming and sparkling through the loose woven texture of this garment of God called Nature, or pouring at every pore a flood of soft, translucent loveliness, as the radiance of a calcium flame flows through a porcelain globe. Spenser was Milton's model. The "Faërie Queen," the "Shepherd's Calendar," and the "Wedding Hymn" should be carefully read; and if the former is studied sufficiently to arrive at the underlying spiritual meaning, it will ever after be one of the most precious of books. (Eng., 16th cent.) See Table III. No. 6. See also Lowell's "Among my Books," Craik's "Spenser and his Poetry," and Taine's "English Literature."

[27] Edmund Spenser is the third most important name in English literature. No modern poet resembles Homer more closely. He is straightforward, clear, and natural, yet also intricate and sincere. He is a Platonic dreamer who adores beauty, a love that is both elevated and pure; for him, all the beauty our eyes can perceive is merely an incomplete reflection of the celestial beauty within the soul of humanity and Nature. This beauty shines and sparkles through the loosely woven fabric of the divine creation we call Nature, or flows from every pore like a soft, translucent loveliness, just as the glow of a calcium flame radiates through a porcelain globe. Spenser was a model for Milton. "The Faërie Queen," "The Shepherd's Calendar," and "The Wedding Hymn" are essential reads; and if you study the former enough to grasp its deeper spiritual meaning, it will always remain one of your most cherished books. (Eng., 16th cent.) See Table III. No 6. See also Lowell's "Among my Books," Craik's "Spenser and his Poetry," and Taine's "English Literature."

[28] Lowell is one of the foremost humorists of all time. No one, except Shakspeare, has ever combined so much mastery of the weapons of wit with so much poetic power, bonhomie, and common-sense. Every American should read his poems carefully, and digest the best. (Amer., 19th cent.) See Table III. Nos. 12 and 24.

[28] Lowell is one of the greatest humorists ever. No one, except Shakespeare, has ever blended such mastery of wit with so much poetic talent, friendliness, and common sense. Every American should read his poems closely and take in the best of them. (Amer., 19th cent.) See Table III. Nos. 12 and 24.

[29] Whittier is America's greatest lyric poet. Read what Lowell says of him in the "Fable for Critics," and get acquainted with his poetry of Nature and quiet country life, as pure as the snow and as sweet as the clover. (Amer., 19th cent.) See Table III. No. 11.

[29] Whittier is America's finest lyric poet. Check out what Lowell says about him in "Fable for Critics," and familiarize yourself with his poetry about Nature and tranquil rural life, as pure as snow and as sweet as clover. (Amer., 19th cent.) See Table III. No. 11.

[30] Tennyson is the first poet of our age; and though he cannot rank with the great names on the upper shelf, yet his tenderness, and noble purity, and the almost absolutely perfect music of much of his poetry commands our love and admiration. Read his "In Memoriam," "Princess," "Idylls of the King," etc. (Eng., 19th cent.) See Table III. No. 11.

[30] Tennyson is the foremost poet of our time; and while he may not stand alongside the great names at the top, his warmth, noble integrity, and the nearly flawless beauty of much of his work earn our love and respect. Check out his "In Memoriam," "Princess," "Idylls of the King," etc. (Eng., 19th cent.) See Table III. No. 11.

[31] Burns is like a whiff of the pure sea air. He is a sprig of arbutus under the snow; full of tenderness and genuine gayety, always in love, and singing forever in tune to the throbs of his heart. Read "The Jolly Beggars," "The Twa Dogs," and see Table III. No. 11. (Scot., 18th cent.)

[31] Burns is like a breath of fresh sea air. He is a shoot of arbutus beneath the snow; full of kindness and real happiness, always in love, and constantly singing in harmony with the beats of his heart. Read "The Jolly Beggars," "The Twa Dogs," and see Table III. No. 11. (Scot., 18th cent.)

[32] Probably nothing is so likely to awaken a love for poetry as the reading of Scott. (Scot., 19th cent.) See Table III. No. 7.

[32] There's probably nothing that can spark a love for poetry like reading Scott. (Scot., 19th cent.) See Table III. No. 7.

[33] Byron is the greatest English poet since Milton, and except Goethe the greatest poet of his age in the world. His music, his wonderful control of language, his impassioned strength passing from vehemence to pathos, his fine sense of the beautiful, and his combination of passion with beauty would place him high on the first shelf of the world's literature if it were not for his moral aberration. Read his "Childe Harold." (Eng., 1788-1824.) See Table III. No. 13.

[33] Byron is the greatest English poet since Milton and, aside from Goethe, the greatest poet of his time in the world. His musicality, skillful use of language, passionate strength that moves from intensity to deep emotion, his keen appreciation of beauty, and his blend of passion with aesthetics would earn him a top spot in the world's literature if not for his moral failings. Check out his "Childe Harold." (Eng., 1788-1824.) See Table III. No. 13.

[34] Shelley is indistinct, abstract, impracticable, but full of love for all that is noble, of magnificent poetic power and marvellous music. Read "Prometheus Unbound," and see Table III. No. 13. (Eng., 19th cent.)

[34] Shelley can be unclear, abstract, and unrealistic, but he has a deep love for everything noble, along with incredible poetic talent and beautiful rhythm. Check out "Prometheus Unbound," and look at Table III. No. 13. (Eng., 19th cent.)

[35] Keats is the poetic brother of Shelley. He is deserving of the title "marvellous boy" in a far higher degree than Chatterton. If the lives of Shakspeare, Milton, and Wordsworth had ended at twenty-five, as did the life of Keats, they would have left no poetry comparable with that of this impassioned dreamer. Like Shakspeare, he had no fortune or opportunity of high education. Read "Hyperion," "Lamia," "Eve of Saint Agnes," "Endymion," and see Table III. No. 13. (Eng., 19th cent.)

[35] Keats is the poetic brother of Shelley. He deserves the title "marvelous boy" much more than Chatterton does. If the lives of Shakespeare, Milton, and Wordsworth had ended at twenty-five, like Keats's did, they wouldn't have produced any poetry that compares to that of this passionate dreamer. Like Shakespeare, he had no fortune or access to a good education. Read "Hyperion," "Lamia," "Eve of Saint Agnes," "Endymion," and see Table III. No. 13. (Eng., 19th cent.)

[36] Campbell clothed in romantic sweetness and delicate diction, the fancies of the fairy land of youthful dreams, and poured forth with a master voice the pride and grandeur of patriotic song. Read his "Pleasures of Hope," "Gertrude of Wyoming," and see Table III. No. 12. (Eng., 19th cent.)

[36] Campbell, wrapped in romantic charm and gentle language, expressed the fantasies of a dreamy fairy land filled with youthful hopes, and powerfully conveyed the pride and greatness of patriotic music. Check out his "Pleasures of Hope," "Gertrude of Wyoming," and see Table III. No 12. (Eng., 19th cent.)

[37] Moore is a singer of wonderful melody and elegance and of inexhaustible imagery. Read his "Irish Melodies." (Eng., 19th cent.) See Table III. No. 11.

[37] Moore is a singer with beautiful melodies and grace, and endless imagination. Check out his "Irish Melodies." (Eng., 19th cent.) See Table III. No. 11.

[38] Thomson is one of the most intense lovers of Nature, and sees with a clear eye the correspondences between the inner and outer worlds upon which poetry is built. Read his "Seasons" and "The Castle of Indolence." (Eng., 18th cent.)

[38] Thomson is one of the most passionate admirers of Nature, and perceives clearly the connections between the inner and outer worlds that form the foundation of poetry. Check out his "Seasons" and "The Castle of Indolence." (Eng., 18th cent.)

[39] Read Macaulay's "Lays of Ancient Rome." "Horatius" cannot fail to make the reader pulse with all the heroism and patriotism that is in his heart, and "Virginia" will fill each heart with mutiny and every eye with tears. (Eng., 19th cent.) See Table III. No. 12.

[39] Check out Macaulay's "Lays of Ancient Rome." "Horatius" will definitely make readers feel the heroism and patriotism within them, while "Virginia" will stir up rebellion in every heart and bring tears to every eye. (Eng., 19th cent.) See Table III. No. 12.

[40] Dryden's song is not so smooth as Pope's, but doubly strong. His translation of Virgil has more fire than the original, though less elegance. He was the literary king of his time, but knew better how to say things than what to say. (Eng., 17th cent.) See Table III. No. 14.

[40] Dryden's song isn't as smooth as Pope's, but it's twice as powerful. His translation of Virgil is more passionate than the original, even if it lacks some elegance. He was the literary leader of his time, but he understood better how to express things than what to express. (Eng., 17th cent.) See Table III. No. 14.

[41] Collins was a poet of fine genius. Beauty, simplicity, and sweet harmony combine in his works, but he wrote very little. Read his odes, "To Pity," "To Evening," "To Mercy," "To Simplicity." See Table III. No. 14. (Eng., 18th cent.)

[41] Collins was a poet of great talent. His works blend beauty, simplicity, and sweet harmony, but he wrote very little. Check out his odes, "To Pity," "To Evening," "To Mercy," "To Simplicity." See Table III. No. 14. (Eng., 18th cent.)

[42] Jean Ingelow's poems deserve at least tasting, which will scarcely fail to lead to assimilation. (Eng., 1862.) See Table III. No. 14.

[42] Jean Ingelow's poems are definitely worth checking out, and you're likely to really connect with them. (Eng., 1862.) See Table III. No. 14.

[43] Bryant's "Thanatopsis," written at eighteen, gave promise of high poetic power; but in the life of a journalist the current of energy was drawn away from poetry, and America lost the full fruitage of her best poetic tree. He is serene and lofty in thought, and strong in his descriptive power and the noble simplicity of his language. (Amer., 19th cent.) See Table III. No. 13.

[43] Bryant's "Thanatopsis," written at eighteen, showed great potential for high poetic talent; however, his career as a journalist shifted his focus away from poetry, and America missed out on the complete offerings of her finest poetic voice. He is calm and elevated in thought, with strong descriptive skills and a beautifully simple way with words. (Amer., 19th cent.) See Table III. No. 13.

[44] Longfellow's poetry is earnest and full of melody, but as a whole lacks passion and imagery. Relatively to a world standard he is not a great poet and has written little worthy of universal reading, but as bone of our bone he has a claim on us as Americans for sufficient attention at least to investigate for ourselves his merits. (Amer., 19th cent.) See Table III. No. 10.

[44] Longfellow's poetry is sincere and melodic, but overall it falls short in passion and imagery. Compared to global standards, he isn't considered a great poet and hasn't produced much that deserves widespread reading. However, as a figure who resonates with us as Americans, he deserves enough attention for us to explore his merits for ourselves. (Amer., 19th cent.) See Table III. No. 10.

[45] Lowell says that George Herbert is as "holy as a flower on a grave." (Eng., 1631.) See Table III. No. 13.

[45] Lowell says that George Herbert is as "holy as a flower on a grave." (Eng., 1631.) See Table III. No. 13.

[46] Goldsmith's "Deserted Village" and "Traveller" will live as long as the language. They are full of wisdom and lovely poetry. His dramas abound in fun. Read "The Good-Natured Man" and "She Stoops to Conquer." (Eng., 18th cent.) See Table IV.

[46] Goldsmith's "Deserted Village" and "Traveller" will endure as long as the language exists. They are rich in wisdom and beautiful poetry. His plays are filled with humor. Check out "The Good-Natured Man" and "She Stoops to Conquer." (Eng., 18th cent.) See Table IV.

[47] Read Coleridge's "Christabel," and get somebody to explain its mysterious beauty to you; also his "Remorse," "Ode to the Departing Year," "Ancient Mariner," and "Kubla Khan." The latter is the most magnificent creation of his time, but needs a good deal of study for most readers to perceive the beautiful underlying thought, as is the case also with the "Mariner." Coleridge is difficult reading. He wrote very little excellently, but that little should be bound in gold, and read till the inner light of it shines into the soul of the reader. The terrible opium habit ruined him. Read his life; it is a thrilling story. (Eng., 1772-1834.) Table III. No. 11.

[47] Check out Coleridge's "Christabel," and have someone explain its mysterious beauty to you; also look at his "Remorse," "Ode to the Departing Year," "Ancient Mariner," and "Kubla Khan." The last one is the most amazing creation of his time, but it takes a lot of study for most readers to grasp the beautiful underlying meaning, just like with the "Mariner." Coleridge can be tough to read. He wrote very little that was truly excellent, but that little should be treasured and read until it shines its inner light into the reader's soul. The awful opium addiction destroyed him. Read his life story; it's an exciting tale. (Eng., 1772-1834.) Table III. No. 11.

[48] Lowell says, in his "Fable for Critics," that he is always discovering new depths

[48] Lowell says in his "Fable for Critics" that he is always discovering new depths

"in Wordsworth, previously unimagined,—
That divinely inspired, wise, profound, gentle, magnificent—bore. [36]

Nothing could sum up this poet better than that. His intense delight in Nature and especially in mountain scenery, and his pure, serene, earnest, majestic reflectiveness are his great charms. His "Excursion" is one of the great works of our literature, and stands in the front rank of the world's philosophical poetry. Its thousand lines of blank verse roll through the soul like the stately music of a cathedral organ. (Eng., 19th cent.) See Table III. No. 13.

Nothing captures this poet better than that. His deep joy in Nature, especially in mountain views, along with his calm, sincere, grand reflectiveness, are his major attractions. His "Excursion" is one of the literary greats and holds a top spot in the world of philosophical poetry. Its thousand lines of blank verse flow through the soul like the majestic music of a cathedral organ. (Eng., 19th cent.) See Table III. No. 13.

[49] Pope is the greatest of the world's machine poets, the noblest of the great army who place a higher value on skilful execution than on originality and beauty of conception. The "Rape of the Lock" is his most successful effort, and is the best of all mock-heroic poems. "The sharpest wit, the keenest dissection of the follies of fashionable life, the finest grace of diction, and the softest flow of melody adorn a tale in which we learn how a fine gentleman stole a lock of a lady's hair." Read also his "Essay on Man," and glance at his "Dunciad," a satire on fellow-writers. (Eng., 1688-1744.) See Table III. No. 13, and Table IV.

[49] Pope is the greatest of the world's machine poets, the noblest of the great group who value skilled execution more than originality and beauty of idea. "The Rape of the Lock" is his most successful work and is the best of all mock-heroic poems. "The sharpest wit, the keenest critique of the absurdities of fashionable life, the finest grace of language, and the smoothest flow of melody enhance a story in which we learn how a dashing gentleman stole a lock of a lady's hair." Also check out his "Essay on Man," and take a look at his "Dunciad," a satire on fellow writers. (Eng., 1688-1744.) See Table III. No 13, and Table IV.

[50] Southey had great ideas of what poetry should be, and strove for purity, unity, and fine imagery; but there was no pathos or depth of emotion in him, and the stream of his poetry is not the gush of the river, but the uninteresting flow of the canal. Byron says, "God help thee, Southey, and thy readers too." Glance at his "Thalaba the Destroyer" and "Curse of Kehama." (Eng., 1774-1843.)

[50] Southey had strong ideas about what poetry should be and aimed for purity, unity, and beautiful imagery; however, he lacked pathos and emotional depth, and the flow of his poetry is more like the dull trickle of a canal than the vibrant rush of a river. Byron remarked, "God help you, Southey, and your readers too." Take a look at his "Thalaba the Destroyer" and "Curse of Kehama." (Eng., 1774-1843.)

[51] Walton's "Compleat Angler" is worthy of a glance. (Eng., 1653.)

[51] Walton's "Complete Angler" is worth checking out. (Eng., 1653.)

[52] Browning is very obscure, and neither on authority nor principle a first-rate poet; but he is a strong thinker, and dear to those who have taken the pains to dig out the nuggets of gold. Canon Farrar puts him among the three living authors whose works he would be most anxious to save from the flames. Mrs. Browning has more imagination than her husband, and is perhaps his equal in other respects. (Eng., 19th cent.)

[52] Browning is quite obscure and, by both authority and principle, not a top-tier poet; however, he is a deep thinker and cherished by those who have made the effort to unearth the gems. Canon Farrar ranks him among the three living authors whose works he would most want to save from destruction. Mrs. Browning has more imagination than her husband and is possibly his equal in other ways. (Eng., 19th cent.)

[53] Read Young's "Night Thoughts."

__A_TAG_PLACEHOLDER_0__ Check out Young's "Night Thoughts."

[54] Jonson, on account of his noble aims, comparative purity, and classic style, stands next to Shakspeare in the history of English drama. Read "The Alchemist," "Catiline," "The Devil as an Ass," "Cynthia's Revels," and "The Silent Woman." The plot of the latter is very humorous. (Eng., 1700.)

[54] Jonson, because of his noble goals, relative purity, and classic writing style, ranks just behind Shakespeare in the history of English drama. Check out "The Alchemist," "Catiline," "The Devil as an Ass," "Cynthia's Revels," and "The Silent Woman." The story of the last one is quite funny. (Eng., 1700.)

[55] The dramas of Beaumont and Fletcher are poetically the best in the language except those of Shakspeare. Read "Philaster," "The Fair Maid of the Inn," "Thierry and Theodoret," "The Maid's Tragedy." (Eng., 17th cent.)

[55] The plays by Beaumont and Fletcher are the best in the language poetically, aside from those by Shakespeare. Check out "Philaster," "The Fair Maid of the Inn," "Thierry and Theodoret," and "The Maid's Tragedy." (Eng., 17th cent.)

[56] Marlowe's "Mighty Line" is known to all lovers of poetry who have made a wide hunt. His energy is intense. Read "The Tragical History of Dr. Faustus," based on that wonderfully fascinating story of the doctor who offered his soul to hell in exchange for a short term of power and pleasure, on which Goethe expended the flower of his genius, and around which grew hundreds of plays all over Europe. (Eng., 17th cent.)

[56] Marlowe's "Mighty Line" is known to all poetry lovers who have explored widely. His energy is powerful. Check out "The Tragical History of Dr. Faustus," based on the incredibly captivating tale of the doctor who sold his soul to the devil for a temporary taste of power and pleasure, which inspired Goethe's finest work and led to hundreds of plays across Europe. (Eng., 17th cent.)

[57] For whimsical and ludicrous situations and a rapid fire of witticisms, Sheridan's plays have no equals. Read "The School for Scandal" and "The Rivals." (Eng., 18th cent.)

[57] For funny and absurd scenarios filled with quick-witted humor, Sheridan's plays are unmatched. Check out "The School for Scandal" and "The Rivals." (Eng., 18th cent.)

[58] Carleton's poetry is not of a lofty order, but exceedingly enjoyable. Read his "Farm Ballads." (Amer., 19th cent.)

[58] Carleton's poetry isn't highbrow, but it's really enjoyable. Check out his "Farm Ballads." (Amer., 19th cent.)

[60] Virgil is the greatest name in Roman literature. His "Æneid" is the national poem of Rome. His poetry is of great purity and elegance, and for variety, harmony, and power second in epic verse only to his great model, Homer. (Rome, 1st cent. b. c.) Read Dryden's translation if you cannot read the original.

[60] Virgil is the most prominent figure in Roman literature. His "Æneid" is considered Rome's national poem. His poetry is known for its great purity and elegance, and in terms of variety, harmony, and power, it is only second to his major influence, Homer, in epic verse. (Rome, 1st cent. b. c.) If you can't read the original, check out Dryden's translation.

[61] The Odes of Horace combine wit, grace, sense, fire, and affection in a perfection of form never attained by any other writer. He is untranslatable; but Martin's version and commentary will give some idea of this most interesting man, "the most modern and most familiar of the ancients." (Rome, 1st cent. b. c.)

[61] The Odes of Horace blend humor, elegance, meaning, passion, and warmth in a flawless style that no other writer has ever matched. He can’t be fully translated; however, Martin's version and commentary provide insight into this fascinating individual, "the most modern and most familiar of the ancients." (Rome, 1st century BCE)

[62] Lucretius is a philosophic poet. He aimed to explain Nature; and his poem has much of wisdom, beauty, sublimity, and imagination to commend it. Virgil imitated whole passages from Lucretius. (Rome, 1st cent. b. c.)

[62] Lucretius is a philosophical poet. He sought to explain Nature, and his poem is praised for its wisdom, beauty, elevation, and imagination. Virgil copied whole passages from Lucretius. (Rome, 1st cent. b. c.)

[63] Ovid is gross but fertile, and his "Metamorphoses" and "Epistles" have been great favorites. (Rome, 1st cent. b. c.)

[63] Ovid is crass yet prolific, and his "Metamorphoses" and "Epistles" have been very popular. (Rome, 1st cent. b. c.)

[64] The "Antigone" and "Œdipus at Colonus" of Sophocles are of exquisite tenderness and beauty. In pathos Shakspeare only is his equal. (Greece, 5th cent. b. c.)

[64] The plays "Antigone" and "Œdipus at Colonus" by Sophocles are incredibly tender and beautiful. In terms of emotional depth, only Shakespeare matches him. (Greece, 5th cent. b. c.)

[65] Euripides is the third of the great triumvirate of Greek dramatists. His works were very much admired by Milton and Fox. Read his "Alcestis," "Iphigenia," "Medea," and the "Bacchanals." (Greece, 5th cent. b. c.)

[65] Euripides is the third member of the great trio of Greek playwrights. His works were greatly admired by Milton and Fox. Check out his "Alcestis," "Iphigenia," "Medea," and the "Bacchae." (Greece, 5th century B.C.)

[66] Aristophanes is the greatest of Greek comedy writers. His plays are great favorites with scholars, as a rule. Read the "Clouds," "Birds," "Knights," and "Plutus." (Greece, 5th cent. b. c.)

[66] Aristophanes is the best-known writer of Greek comedies. His plays are generally favorites among scholars. Check out "Clouds," "Birds," "Knights," and "Plutus." (Greece, 5th cent. b. c.)

[67] Pindar's triumphal odes stand in the front rank of the world's lyric poetry. (Greece, 5th cent. b. c.)

[67] Pindar's victory odes are among the best in the world's lyrical poetry. (Greece, 5th cent. b. c.)

[68] Hesiod's "Theogony" contains the religious faith of Greece. He lived in or near the time of Homer.

[68] Hesiod's "Theogony" reflects the religious beliefs of Greece. He lived around the same time as Homer.

[69] Heine is the most remarkable German poet of this century. He has written many gems of rare beauty, and many sketches of life unmatched for racy freshness and graphic power.

[69] Heine is the most impressive German poet of this century. He has created many pieces of exceptional beauty and numerous vivid sketches of life that stand out for their lively freshness and striking detail.

[70] Schiller is the second name in German literature; indeed, as a lover of men and as a poet of exquisite fancy, he far excels Goethe. He was a great philosopher, historian, and critic. Read his "Song of the Bell," and his drama of "Wallenstein," translated by Coleridge. (Germany, 18th cent.)

[70] Schiller is the second name in German literature; in fact, as a lover of humanity and a poet with remarkable imagination, he surpasses Goethe. He was an influential philosopher, historian, and critic. Check out his "Song of the Bell" and his play "Wallenstein," translated by Coleridge. (Germany, 18th century)

[71] Corneille, Racine, and Molière are the great French triumvirate of dramatists. Their object is to produce one massive impression. In this they follow the classic writers. A French, Greek, or Roman drama is to a Shakspearean play as a statue to a picture, as an idea carved out of Nature and rendered magnificently impressive by its isolation and the beauty of its modelling, to Nature itself. The historical and ethical value of the French plays is very great. Corneille is one of the grandest of modern poets. Read "The Cid" ("As beautiful as the Cid" became a proverb in France), and "Horace" (which is even more original and grand than "The Cid"), and "Cinna" (which Voltaire thought the best of all). Racine excels in grace, tenderness, and versatility. Read his "Phèdre." Molière was almost as profound a master of human nature on its humorous side as Shakspeare. He hates folly, meanness, and falsehood; he is always wise, tender, and good. Read "Le Misanthrope," or "The Man-Hater," and "Tartuffe," or "The Impostor." (17th cent.)

[71] Corneille, Racine, and Molière are the three great French playwrights. Their goal is to create one powerful impression. They draw inspiration from classic writers. A French, Greek, or Roman drama is to a Shakespearean play what a statue is to a painting—an idea shaped by nature, made striking through its isolation and the beauty of its craftsmanship, versus nature itself. The historical and moral significance of French plays is significant. Corneille is one of the most remarkable modern poets. Read "The Cid" ("As beautiful as the Cid" became a saying in France), "Horace" (which is even more original and grand than "The Cid"), and "Cinna" (which Voltaire considered the best of all). Racine stands out for his grace, tenderness, and versatility. Check out his "Phèdre." Molière was almost as insightful a master of human nature on its humorous side as Shakespeare. He despises folly, meanness, and dishonesty; he is consistently wise, compassionate, and good. Read "Le Misanthrope," or "The Man-Hater," and "Tartuffe," or "The Impostor." (17th cent.)

[74] Alfred de Musset is a famous French poet of this century, and is a great favorite with those who can enjoy charming and inspiring thoughts though mixed with the grotesque and extravagant.

[74] Alfred de Musset is a well-known French poet from this century, beloved by those who appreciate delightful and uplifting ideas, even when they are intertwined with the bizarre and the extravagant.

[75] Calderon de la Barca is one of the greatest dramatists of the world. His purity, power, and passion, his magnificent imagination and wonderful fertility, will place him in company with Shakspeare in the eternal society of the great. Read Shelley's fragments from Calderon, and Fitzgerald's translation, especially "Zalamea" and "The Wonder-Working Magician," two of his greatest plays. (Spain, 17th cent.)

[75] Calderon de la Barca is one of the greatest playwrights in the world. His purity, power, and passion, along with his amazing imagination and incredible creativity, will put him in the same league as Shakespeare in the timeless circle of the greats. Check out Shelley's excerpts from Calderon and Fitzgerald's translation, especially "Zalamea" and "The Wonder-Working Magician," two of his best plays. (Spain, 17th cent.)

[76] Petrarch's lyrics have been models to all the great poets of Southern Europe. The subject of nearly all his poems is his hopeless affection for the high-minded and beautiful Laura de Sade. His purity is above reproach. He is pre-eminent for sweetness, pathos, elegance, and melody. (Italy, 14th cent.)

[76] Petrarch's poems have served as inspiration for all the great poets in Southern Europe. The main focus of nearly all his work is his unrequited love for the noble and beautiful Laura de Sade. His integrity is unquestionable. He stands out for his charm, emotional depth, elegance, and lyrical quality. (Italy, 14th cent.)

[77] Ariosto is Italy's great epic poet. Read his "Orlando Furioso," a hundred-fold tale of knights and ladies, giants and magicians. (Italy, 1474-1533).

[77] Ariosto is Italy's greatest epic poet. Check out his "Orlando Furioso," a sprawling story filled with knights and ladies, giants, and magicians. (Italy, 1474-1533).

[78] Tasso is the second name in Italian epic poetry; and by some he is placed above Ariosto and named in the same breath with Homer and Virgil. Read his "Jerusalem Delivered," and "Aminta," and glance at his minor poems composed while in confinement. (Italy, 16th cent.)

[78] Tasso is the second most important figure in Italian epic poetry; some even rank him above Ariosto, mentioning him alongside Homer and Virgil. Check out his "Jerusalem Delivered" and "Aminta," and take a look at his shorter poems written during his time in confinement. (Italy, 16th cent.)

[79] Camoens is the glory of Portugal, her only poet whose fame has flown far beyond her narrow borders. Read his grand and beautiful poem, the "Lusiad," a national epic grouping together all the great and interesting events in the history of his country. (16th cent.)

[79] Camoens is the pride of Portugal, her only poet whose fame has spread far beyond her limited borders. Check out his amazing and beautiful poem, the "Lusiad," a national epic capturing all the great and fascinating events in the history of his country. (16th cent.)

[80] Omar Khayyám, the great astronomer poet of Persia, has no equal in the world in the concise magnificence with which he can paint a grand poetic conception in a single complete, well-rounded, melodious stanza. Read Fitzgerald's translation. (12th cent.)

[80] Omar Khayyám, the brilliant astronomer and poet from Persia, has no rival in the world for the stunning way he can express a grand poetic idea in just one full, well-crafted, melodic stanza. Check out Fitzgerald's translation. (12th cent.)

[81] Firdusi, the author of the "Shah Nameh," or Poetic History of the great deeds of the sultans. Hafiz, the poet of love, and Saadi are other great Persian poets deserving at least a glance of investigation. (11th-14th cents.)

[81] Firdusi, the author of the "Shah Nameh," or Poetic History of the great deeds of the sultans. Hafiz, the poet of love, and Saadi are other significant Persian poets worth at least a look. (11th-14th cents.)

[82] Arnold's "Light of Asia" claims our attention for the additions it can make to our breadth of thought, giving us as it does briefly and beautifully the current of thinking of a great people very unlike ourselves. (Eng., 19th cent.)

[82] Arnold's "Light of Asia" captures our interest for the insights it offers, enriching our perspective by presenting, in a brief and beautiful way, the mindset of a great culture that is quite different from our own. (Eng., 19th cent.)

[83] Pushkin is called the Byron of Russia. Russian songs have a peculiar, mournful tenderness. "They are the sorrows of a century blended in one everlasting sigh." (19th cent.)

[83] Pushkin is known as the Byron of Russia. Russian songs have a unique, melancholic tenderness. "They are the sorrows of a century combined into one eternal sigh." (19th cent.)

[84] Lermontoff is the Russian Schiller. (19th cent.)

[84] Lermontov is the Russian Schiller. (19th cent.)


SCIENCE.

The most important sciences for the ordinary reader are Physiology, Hygiene, Psychology, Logic, Political Economy, Sociology and the Science of Government, Astronomy, Geology, and Natural History; but an elementary knowledge of all the sciences is very desirable on account of the breadth of mind and grasp of method which result therefrom. The International Scientific Series is very helpful in giving the brief comprehensive treatment of such subjects that is needed for those who are not specialists. The best books in this department are continually changing, because science is growing fast, and the latest books are apt to be fuller and better than the old ones. The best thing that can be done by one who wishes to be sure of obtaining the finest works upon any given subject in the region of scientific research, is[42] to write to a professor who teaches that subject in some good university,—a professor who has not himself written a book on the subject,—and get his judgment on the matter.

The most important sciences for the average reader are Physiology, Hygiene, Psychology, Logic, Political Economy, Sociology, the Science of Government, Astronomy, Geology, and Natural History. However, having a basic understanding of all sciences is very beneficial because it broadens one's perspective and enhances analytical skills. The International Scientific Series is quite useful in providing the concise, comprehensive overview of these topics that non-specialists need. The best books in this area are continually evolving since science is advancing rapidly, and the latest publications are likely to be more thorough and improved than older ones. The best approach for someone who wants to ensure they receive the top works on any specific scientific topic is to reach out to a professor who teaches that subject at a reputable university—preferably one who hasn’t authored a book on the topic—and seek their advice on the matter.

[85] Physical health is the basis of all life and activity, and it is of the utmost importance to secure at once the best knowledge the world has attained in relation to its procurement and preservation. This matter has far too little attention. If a man is going to bring up chickens, he will study chicken books no end of hours to see just what will make them lay and make them fat and how he may produce the finest stock; but if he only has to bring up a few children, he will give no time to the study of the physical conditions of their full and fine development. Some few people, however, have a strange idea that a child is nearly as valuable as a rooster. There is no book as yet written which gives in clear, easily understood language the known laws of diet, exercise, care of the teeth, hair, skin, lungs, etc., and simple remedies. Perhaps Dalton's "Physiology," Flint's "Nervous System," Cutter's "Hygiene," Blaikie's "How to get Strong," and Duncan's "How to be Plump," Beard's "Eating and Drinking," Bellows' "Philosophy of Eating," Smith on Foods, Holbrook's "Eating for Strength," "Fruit and Bread," "Hygiene for the Brain," "How to Strengthen the Memory," and Kay's book on the Memory, Walter's "Nutritive Cure," Clark's "Sex in Education," Alice Stockham's "Tokology" or "Hygiene for Married Women," and Naphy's "Transmission of Life" will together give some idea of this all-valuable subject, though none of these books except the first are in themselves, apart from their subject, worthy of a place on the first shelf.

[85] Physical health is the foundation of all life and activity, and it’s crucial to quickly gain the best knowledge available about how to achieve and maintain it. This issue doesn’t receive nearly enough attention. If someone plans to raise chickens, they'll spend countless hours looking into chicken care to find out what makes them lay eggs, gain weight, and how to produce the best stock. But if someone only has a few children, they won’t dedicate any time to understanding the physical conditions necessary for their full and healthy development. Some people have a peculiar notion that a child is almost as valuable as a rooster. There isn't a book yet that clearly outlines the known principles of diet, exercise, care for the teeth, hair, skin, lungs, etc., along with simple remedies. Maybe Dalton's "Physiology," Flint's "Nervous System," Cutter's "Hygiene," Blaikie's "How to Get Strong," Duncan's "How to Be Plump," Beard's "Eating and Drinking," Bellows' "Philosophy of Eating," Smith on Foods, Holbrook's "Eating for Strength," "Fruit and Bread," "Hygiene for the Brain," "How to Strengthen the Memory," and Kay's book on Memory, Walter's "Nutritive Cure," Clark's "Sex in Education," Alice Stockham's "Tokology" or "Hygiene for Married Women," and Naphy's "Transmission of Life" might together provide some insight into this crucial subject, although none of these books, other than the first, are otherwise worthy of a spot on the top shelf.

[86] Dr. Strong's little book, "Our Country," is of the most intense interest to every American who loves his country and wishes its welfare. (U. S., 19th cent.)

[86] Dr. Strong's short book, "Our Country," is of great interest to every American who loves their country and cares about its well-being. (U. S., 19th cent.)

[88] The "Federalist" was a series of essays by Hamilton, Jay, and Madison, in favor of the Federal Constitution, and is the best and deepest book on the science of government that the world contains. (Amer., 1788.)

[88] The "Federalist" was a collection of essays by Hamilton, Jay, and Madison that supported the Federal Constitution and is the most comprehensive and insightful work on the principles of government available in the world. (Amer., 1788.)

[89] Bryce on the American Commonwealth is a splendid book, a complete, critical, philosophic work, an era-making book, and should be read by every American who wishes to know how our institutions appear to a genial, cultured, broad-minded foreigner. Mr. Bryce has the chair of Political Economy in Oxford, and is a member of Parliament. His chief criticism of our great republic is that it is hard to fix responsibility for lawlessness under our institutions, which is always an encouragement to wrongdoers. His book should be read with De Tocqueville. (Eng., 19th cent.)

[89] Bryce on the American Commonwealth is an excellent book, a thorough, critical, philosophical work that is groundbreaking and should be read by every American who wants to understand how our institutions are viewed by a friendly, cultured, and open-minded outsider. Mr. Bryce holds the position of Political Economy at Oxford and is a member of Parliament. His main criticism of our great republic is that it is difficult to assign blame for lawlessness within our institutions, which often encourages wrongdoers. His book should be read alongside De Tocqueville. (Eng., 19th cent.)

[90] Montesquieu's "Spirit of Laws" is a profound analysis of law in relation to government, customs, climate, religion, and commerce. It is the greatest book of the 18th century. Read with it Bagehot's "Physics and Politics."

[90] Montesquieu's "Spirit of Laws" is a deep dive into law as it connects to government, social customs, climate, religion, and trade. It's the most important book of the 18th century. Check out Bagehot's "Physics and Politics" alongside it.

[91] Mill's "Logic" and "Political Economy" are simply necessities to any, even moderately, thorough preparation for civilized life in America. (Eng., 19th cent.)

[91] Mill's "Logic" and "Political Economy" are essential for anyone who wants to be properly prepared for civilized life in America. (Eng., 19th cent.)

[92] Read Bain on the "Emotions and the Will," "Mind and Body," etc. (Eng., 19th cent.)

[92] Read Bain on "Emotions and the Will," "Mind and Body," etc. (English, 19th century)

[93] Herbert Spencer is the foremost name in the philosophic literature of the world. He is the Shakspeare of science. He has a grander grasp of knowledge, and more perfect conscious correspondence with the external universe, than any other human being who ever looked wonderingly out into the starry depths; and his few errors flow from an over-anxiety to exert his splendid power of making beautiful generalizations. Read his "First Principles," "Data of Ethics," "Education," and "Classification of the Sciences," at any rate; and if possible, all he has written. Plato and Spencer are brothers. Plato would have done what Spencer has, had he lived in the 19th century.

[93] Herbert Spencer is the leading figure in the world's philosophical literature. He is the Shakespeare of science. He has a broader understanding of knowledge and a more complete conscious connection with the external universe than any other person who has ever gazed in awe at the starry sky; and his few mistakes come from an eagerness to showcase his remarkable ability to make beautiful generalizations. Make sure to read his "First Principles," "Data of Ethics," "Education," and "Classification of the Sciences," if not all his writings. Plato and Spencer are kindred spirits. Plato would have achieved what Spencer has, had he lived in the 19th century.

[94] Darwin's "Origin of Species" stands in history by the side of Newton's "Principia." The thought of both has to a great extent become the common inheritance of the race; and it is perhaps sufficient for the general reader to refer to a good account of the book and its arguments, such as may be found in the "Encyclopædia Britannica." (Eng., 19th cent.)

[94] Darwin's "Origin of Species" holds a significant place in history alongside Newton's "Principia." The ideas from both works have largely become common knowledge. For the average reader, it might be enough to look at a reliable summary of the book and its arguments, like those found in the "Encyclopædia Britannica." (Eng., 19th cent.)

[95] Read Herschel and Proctor in Astronomy, to broaden and deepen the mind with the grand and beautiful conceptions of this most poetic of the sciences. Proctor's books are more fascinating than any fiction. (Eng., 19th cent.)

[95] Read Herschel and Proctor in Astronomy to expand and enrich your understanding with the grand and beautiful ideas of this most poetic science. Proctor's books are more captivating than any novel. (Eng., 19th cent.)

[96] For a knowledge of what has been going on in this dim spot beneath the sun, in the ages before man came upon the stage, and for an idea about what kind of a fellow man was when he first set up housekeeping here, and how long ago that was, read Lyell's "Geology;" Lubbock's "Prehistoric Times," "Origin of Civilization and Primitive Condition of Man," and Lyell's "Antiquity of Man" (Eng., 19th cent.); and Dawson's "Chain of Life." (U. S., 19th cent.)

[96] To understand what has happened in this obscure place under the sun during the ages before humans arrived, along with what early humans were like when they first settled here and how long ago it was, check out Lyell's "Geology," Lubbock's "Prehistoric Times," "Origin of Civilization and Primitive Condition of Man," and Lyell's "Antiquity of Man" (Eng., 19th cent.); as well as Dawson's "Chain of Life." (U. S., 19th cent.)

[97] Read Wood's beautiful and interesting books on Natural History; especially his "Evidences of Mind in Animals," "Out of Doors," "Anecdotes of Animals," "Man and Beast," "Here and Hereafter." (Eng., 19th cent.)

[97] Check out Wood's beautiful and fascinating books on Natural History; especially his "Evidences of Mind in Animals," "Out of Doors," "Anecdotes of Animals," "Man and Beast," and "Here and Hereafter." (Eng., 19th cent.)

[98] Whewell's "History of the Inductive Sciences" is a very broadening book.

[98] Whewell's "History of the Inductive Sciences" is an incredibly enlightening book.

[99] De Tocqueville's "Democracy in America" is one of the great books, and is superior in depth and style even to Bryce. The two books supplement each other. See note 89: (France, 18th cent.)

[99] De Tocqueville's "Democracy in America" is a remarkable book, and it's deeper and more stylistically advanced than Bryce. The two books complement each other. See note 89: (France, 18th cent.)

[100] "Constitutional History of the United States." (Ger., 19th cent.)

[100] "Constitutional History of the United States." (Ger., 19th century)

[101] "Wealth of Nations," "Moral Sentiments." (Eng., 18th cent.)

[101] "Wealth of Nations," "Moral Sentiments." (Eng., 18th century)

[102] "Principles of Population." One of the most celebrated of books. (Eng., 18th cent.)

[102] "Principles of Population." One of the most famous books. (Eng., 18th cent.)

[103] "Principles of Social Philosophy." (Eng., 19th cent.)

[103] "Principles of Social Philosophy." (Eng., 19th century)

[104] "Essays on Political Economy," "Leading Principles of Political Economy." (Eng., 19th cent.)

[104] "Essays on Political Economy," "Key Principles of Political Economy." (Eng., 19th cent.)

[105] "Comparative Politics." (Eng., 19th cent.)

__A_TAG_PLACEHOLDER_0__ "Comparative Politics." (Eng., 1800s)

[106] "The Theory of Political Economy," "The Logic of Statistics." (Eng., 19th cent.)

[106] "The Theory of Political Economy," "The Logic of Statistics." (Eng., 19th cent.)

[107] "The Nation, the Foundation of Civil Order and Political Life in the United States." (U. S., 19th cent.)

[107] "The Nation, the Basis of Social Order and Political Life in the United States." (U. S., 19th cent.)

[108] "Leviathan." See note 190. (Eng., 16th cent.)

[108] "Leviathan." See note 190. (Eng., 16th cent.)

[109] "The Prince." (Italy, 1469-1527.)

__A_TAG_PLACEHOLDER_0__ "The Prince." (Italy, 1469-1527.)

[110] "Chips from a German Workshop," and various works on Philology. (Ger., 19th cent.)

[110] "Chips from a German Workshop," and various works on language study. (Ger., 19th cent.)

[111] "Study of Words," etc. (Eng., 19th cent.)

[111] "Study of Words," etc. (Eng., 19th cent.)

[112] "Words and Places." (Eng., 19th cent.)

[112] "Words and Places." (English, 19th century)

[113] "Natural History of Selborne." (Eng., 19th cent.)

[113] "Natural History of Selborne." (English, 19th century)

[114] "Animal Kingdom." (France, early 19th cent.)

[114] "Animal Kingdom." (France, early 19th century)

[115] "Voyages." (Eng., 18th cent.)

"Voyages." (English, 18th century)

[116] "Heat as a Mode of Motion," "Forms of Water," etc. (Eng., 19th cent.)

[116] "Heat as a Form of Motion," "Types of Water," etc. (Eng., 19th century)

[117] "On Sound." (Eng., 19th cent.)

"On Sound." (Eng., 1800s)

[118] "Scientific Researches." (Eng., 19th cent.)

"Scientific Researches." (Eng., 1800s)

[119] "Conservation of Energy." In a book on this subject edited by E. L. Youmans. (Ger., 19th cent.)

[119] "Conservation of Energy." In a book on this topic edited by E. L. Youmans. (German, 19th century)

[120] "Man's Place in Nature." (Eng., 19th cent.)

[120] "A Human's Role in Nature." (Eng., 19th century)

[121] Botany. (U. S., 19th cent.)

Botany. (U.S., 1800s)

[122] "Methods of Study in Natural History." (U. S. 19th cent.)

[122] "Ways to Study Natural History." (U. S. 19th century)

[123] Physics. (U. S., 19th cent.)

__A_TAG_PLACEHOLDER_0__ Physics. (U.S., 1800s)


BIOGRAPHY.

Biography carefully read will cast a flood of light before us on the path of life. Read Longfellow's "Psalm of Life," and try to find the teachings he refers to in the lives of great men. The world still lacks what it very much needs,—a book of brief biographies of the greatest and noblest men and women of every age and country, by a master hand. The aim should be to extract from the past what it can teach us of value for the future; and to do this biography must become a comparative science, events and lives must be grouped over the whole range of the years, that by similarities and contrasts the truth may appear. Smiles's "Self-Help" is a partial realization of this plan.

Biography carefully read will illuminate our life path. Read Longfellow's "Psalm of Life" and look for the lessons he mentions in the lives of great individuals. The world still needs what it lacks—a book of brief biographies of the greatest and noblest men and women from all eras and places, crafted by a skilled hand. The goal should be to draw from the past what can provide valuable insights for the future; to achieve this, biography must become a comparative science, organizing events and lives across all times, so that similarities and differences can reveal the truth. Smiles's "Self-Help" is a partial realization of this idea.

The manner of reading should be: R. D.

The way to read should be: R. D.

[124] Plutarch's "Lives" comes nearer to a comparative biography than any other book we have. He contrasts his characters in pairs, a Greek and a Roman in each couplet. It is one of the most delightful of books, and among those most universally read by cultured people of all nations. Dryden's translation revised by Clough is the best. (Rome, 1st cent.)

[124] Plutarch's "Lives" is the closest thing we have to a comparative biography. He compares his subjects in pairs, with each pair consisting of one Greek and one Roman. It’s one of the most enjoyable books and is widely read by educated people all over the world. The best version is Dryden's translation, revised by Clough. (Rome, 1st cent.)

[125] In Wendell Phillips's oration on "Toussaint L'Ouverture," there is a fascinating comparison of the noble negro warrior with Napoleon. (U. S., 19th cent.)

[125] In Wendell Phillips's speech on "Toussaint L'Ouverture," there is an interesting comparison between the noble Black warrior and Napoleon. (U. S., 19th cent.)

[126] Boswell's "Johnson" is admittedly the greatest life of a single person yet written. (Eng., 18th cent.)

[126] Boswell's "Johnson" is arguably the best biography of a single individual ever written. (Eng., 18th cent.)

[127] Lockhart's "Life of Scott" is a favorite with all who read it. Wilkie Collins especially recommends it as finely picturing genius and nobility of character. (Eng., 19th cent.)

[127] Lockhart's "Life of Scott" is a favorite among everyone who reads it. Wilkie Collins highly recommends it for its great depiction of genius and noble character. (Eng., 19th cent.)

[128] Marshall's "Life of Washington" is an inspiring book. Gladstone said to Mr. Depew: "Sixty years ago I read Chief-Justice Marshall's 'Life of Washington,' and I was forced to the conclusion that he was quite the greatest man that ever lived. The sixty years that have passed have not changed that impression; and to any Englishman who seeks my advice in the line of his development and equipment I invariably say, 'Begin by reading the Life of George Washington.'" (U. S., 19th cent.)

[128] Marshall's "Life of Washington" is an inspiring book. Gladstone once told Mr. Depew, "Sixty years ago, I read Chief Justice Marshall's 'Life of Washington,' and I concluded that he was truly the greatest man who ever lived. The sixty years that have passed haven’t changed that view; and to any Englishman who asks for my advice on personal development and education, I always say, 'Start by reading the Life of George Washington.'" (U. S., 19th cent.)

Franklin's "Autobiography" is brief, philosophic, and delightfully frank and clear. (U. S., 18th cent.)

Franklin's "Autobiography" is short, thoughtful, and refreshingly honest and straightforward. (U. S., 18th cent.)

[129] "The Life of Lincoln," by Nicolay and Hay, is a book that has very strong claims to the attention of every American, and every lover of liberty, greatness, nobility, and kindliness. (U. S., 19th cent.)

[129] "The Life of Lincoln," by Nicolay and Hay, is a book that deserves the attention of every American, as well as anyone who values freedom, greatness, nobility, and kindness. (U. S., 19th cent.)

Grant's "Memoirs" deserves reading for similar reasons. The great General lived an epic, and wrote a classic. (U. S. 19th cent.)

Grant's "Memoirs" is worth reading for similar reasons. The great General had an incredible life and wrote a classic. (U. S. 19th cent.)

[130] Read Carlyle's "Life of John Sterling," "Oliver Cromwell's Letters and Speeches," and "Heroes and Hero Worship." (Eng., 19th cent.)

[130] Check out Carlyle's "Life of John Sterling," "Oliver Cromwell's Letters and Speeches," and "Heroes and Hero Worship." (Eng., 19th cent.)

Renan's "Life of Christ." (France, 19th cent.)

Renan's "Life of Christ." (France, 19th century)

[131] Canon Farrar's little "Life of Dante" is, considering its brevity, one of the best things in this department. (Eng., 19th cent.)

[131] Canon Farrar's short "Life of Dante" is one of the best works in this category, especially given its length. (Eng., 19th cent.)

[132] Emerson's "Representative Men" most strongly stirs thought and inspires the resolution. (U. S., 19th cent.)

[132] Emerson's "Representative Men" powerfully evokes reflection and encourages determination. (U. S., 19th century.)

[133] "The Portrait Collection of the Hundred Greatest Men," published by Sampson, Low, & Co., 1879.

[133] "The Portrait Collection of the Hundred Greatest Men," published by Sampson, Low, & Co., 1879.

[134] Read Parton's "Sketches of Men of Progress." (U. S., 19th cent.)

[134] Check out Parton's "Sketches of Men of Progress." (U.S., 19th cent.)

[135] "Lights of Two Centuries." (U. S., 19th cent.)

[135] "Lights of Two Centuries." (U.S., 1800s)

[136] "Our Great Benefactors." (U. S., 19th cent.)

[136] "Our Great Benefactors." (U.S., 19th century)

[137] "Book of Martyrs." (Eng., early 16th cent.)

[137] "Book of Martyrs." (Eng., early 16th century)

[138] "The Life and Times of Goethe," and "Michaelangelo." Most interesting books. (Germany, 19th cent.)

[138] "The Life and Times of Goethe," and "Michelangelo." Really fascinating books. (Germany, 19th cent.)

[139] "English Statesmen." (Eng., 19th cent.)

__A_TAG_PLACEHOLDER_0__ "English Statesmen." (Eng., 1800s)

[140] "Life of Napoleon." (France, 19th cent.)

[140] "Life of Napoleon." (France, 19th century)

[141] "Lives of the Poets." (Eng., 18th cent.)

[141] "Lives of the Poets." (Eng., 18th century)

[142] Walton's "Lives." (Eng., 17th cent.)

__A_TAG_PLACEHOLDER_0__ Walton's "Lives." (English, 17th century)

[143] "Life of Dr. Arnold." (Eng., 19th cent.)

[143] "Life of Dr. Arnold." (Eng., 19th century)

[144] "Life of Washington." (U. S., 19th cent.)

[144] "Life of Washington." (U.S., 19th century)

[145] "Life of Nelson." (Eng., 19th cent.)

[145] "Life of Nelson." (Eng., 19th century)

[146] "Life of Pitt." (Eng., 19th cent.)

[146] "Life of Pitt." (Eng., 19th cent.)

[147] "Life of Byron." (Eng., 19th cent.)

[147] "Life of Byron." (Eng., 19th cent.)

[148] "Lives of Female Sovereigns and Illustrious Women." (Eng., 19th cent.)

[148] "Lives of Female Rulers and Notable Women." (Eng., 19th cent.)

[149] "Lives of the Saints." (Eng., 19th cent.)

[149] "Lives of the Saints." (Eng., 19th century)

[150] "Memories of many Men." (U. S., 19th cent.)

[150] "Memories of many People." (U. S., 19th cent.)

[151] "Reminiscences." (U. S., 18th cent.)

"Memories." (U.S., 18th century)

The Life and Letters of Darwin, Talleyrand, and Macaulay; the Journals of Miss Alcott, Marie Bashkirtseff, and Eugénie de Guerin; the Autobiography of Joseph[49] Jefferson; the "American Statesmen" series, edited by John T. Morse, Jr., and the "English Men of Letters" series are all valuable books. The Journals of Miss Alcott and Marie Bashkirtseff are stories of heart struggles, longings, failures, and triumphs, and are of exceeding interest and great popularity. The Journal of Eugénie de Guerin deserves to be better known than it is, for the delicate sweetness of feeling that fills its pages.

The Life and Letters of Darwin, Talleyrand, and Macaulay; the Journals of Miss Alcott, Marie Bashkirtseff, and Eugénie de Guerin; the Autobiography of Joseph[49] Jefferson; the "American Statesmen" series, edited by John T. Morse, Jr., and the "English Men of Letters" series are all important reads. The Journals of Miss Alcott and Marie Bashkirtseff share stories of emotional struggles, desires, setbacks, and victories, making them highly engaging and widely popular. The Journal of Eugénie de Guerin deserves more recognition for the gentle beauty of emotion that fills its pages.


HISTORY.

Remarks may be made about History very similar to those in the special remarks concerning Biography. The field is too vast for an ordinary life, and there is no book that will give in brief compass the net results and profits of man's investment in experience and life,—the dividends have not been declared. Guizot and Buckle come nearer to doing this than any other writers; but the book that shall reduce the past to principles that will guide the future has not yet been written. The student will be greatly assisted by the "Manual of Historical Literature," by C. K. Adams. It is an admirable guide. Putnam's series, "The Stories of the Nations," and Scribner's "Epoch" series are very useful, especially for young people.

Remarks can be made about history that are very similar to those in the special comments about biography. The field is too vast for an ordinary life, and there isn't any book that will summarize the net results and benefits of human experience and life— the dividends haven't been declared. Guizot and Buckle come closer to achieving this than any other writers; however, the book that will condense the past into principles that will guide the future has yet to be written. Students will find great help in the "Manual of Historical Literature" by C. K. Adams. It’s an excellent guide. Putnam's series, "The Stories of the Nations," and Scribner's "Epoch" series are also very helpful, especially for young people.

The manner of reading the best history should be: R. D. G.

The way to read the best history should be: R. D. G.

[152] Green's "History of the English People" has probably the first claims on the general reader. (Eng., 19th cent.)

[152] Green's "History of the English People" likely has the strongest appeal for the average reader. (Eng., 19th cent.)

[153] Bancroft's "History of the United States" should be read by every American citizen, along with Dr. Strong's "Our Country." (U. S., 19th cent.) The only trouble with Bancroft is that he does not bring the history down to recent times. Hildreth for the student, and Ridpath for practical business men supply this defect. Doyle's "History of the United States" is perhaps the best small book, and his "American Colonies" is also good. McMaster's "History of the People of the United States" is a brilliant work, given largely to an account of the social life of the people.

[153] Bancroft's "History of the United States" is a must-read for every American citizen, alongside Dr. Strong's "Our Country." (U. S., 19th cent.) The only drawback with Bancroft is that he doesn't cover history up to modern times. Hildreth caters to students, while Ridpath is geared toward practical business people to fill this gap. Doyle's "History of the United States" may be the best concise book, and his "American Colonies" is also worthwhile. McMaster's "History of the People of the United States" is an outstanding work, focusing significantly on the social life of the people.

[154] Guizot's "History of Civilization" and "History of France" (France, 19th cent.) are among the greatest books of the world; and with Buckle's "History of Civilization" (Eng., 19th cent.) will give a careful reader an intellectual breadth and training far above what is attained by the majority even of reading men.

[154] Guizot's "History of Civilization" and "History of France" (France, 19th century) are some of the greatest books in the world; together with Buckle's "History of Civilization" (England, 19th century), they provide a thoughtful reader with a level of intellectual depth and education that far exceeds what most people, even avid readers, achieve.

[155] Parkman is the Macaulay of the New World. He invests the truths of sober history with all the charms of poetic imagination and graceful style. His literary work must take its place by the side of Scott and Irving. Read his "France and England in North America," "Conspiracy of Pontiac," and "The Oregon Trail."

[155] Parkman is the Macaulay of the New World. He brings the truths of serious history to life with the allure of poetic imagination and elegant style. His literary contributions deserve to be recognized alongside those of Scott and Irving. Check out his "France and England in North America," "Conspiracy of Pontiac," and "The Oregon Trail."

Freeman, Fiske, and Fyffe are also great historians, who require notice here. Freeman's "Comparative Politics," "History of the Saracens," "Growth of the English Constitution," "History of Federal Government," and "General Sketch of History" are all great works,—the last being the best brief account of general history that we possess. (Eng., 19th cent.)

Freeman, Fiske, and Fyffe are also important historians who deserve a mention here. Freeman's "Comparative Politics," "History of the Saracens," "Growth of the English Constitution," "History of Federal Government," and "General Sketch of History" are all excellent works—the last being the best concise overview of general history that we have. (Eng., 19th cent.)

Fiske's "Civil Government," "War of Independence," and "Critical Period of American History" are standard books. (U. S., 19th cent.)[51]

Fiske's "Civil Government," "War of Independence," and "Critical Period of American History" are classic books. (U.S., 19th century)[51]

Fyffe's "Modern Europe" is called the most brilliant picture of the Revolutionary Period in existence. It is certainly one of the best of histories.

Fyffe's "Modern Europe" is considered the most vivid depiction of the Revolutionary Period available. It is definitely one of the finest histories.

[155a] "Fifteen Decisive Battles of the World." (Eng., 19th cent.)

[155a] "Fifteen Decisive Battles of the World." (Eng., 19th century)

[156] "History of England in the 18th Century," "History of European Morals." These books take very high rank in respect to style, accuracy, and completeness. (Eng., 19th cent.)

[156] "History of England in the 18th Century," "History of European Morals." These books are highly regarded for their style, accuracy, and thoroughness. (Eng., 19th cent.)

[157] "Ten Great Religions," by James Freeman Clarke. (U. S., 19th cent.)

[157] "Ten Great Religions," by James Freeman Clarke. (U.S., 19th century)

[158] "Comparative History of Religion."

"Comparative History of Religion."

[159] "Intellectual Development of Europe." A work of great power. (U. S., 19th cent.)

[159] "Intellectual Development of Europe." A powerful work. (U. S., 19th cent.)

[160] "Middle Ages." (Eng., 19th cent.)

__A_TAG_PLACEHOLDER_0__ "Middle Ages." (Eng., 1800s)

[161] "Constitutional History of England." Bagehot's "English Constitution" should be read with the works of Hallam, Freeman, and May on this topic, because of its brilliant generalizations and ingenious suggestions. (Eng., 19th cent.)

[161] "Constitutional History of England." Bagehot's "English Constitution" should be read alongside the works of Hallam, Freeman, and May on this topic, due to its insightful generalizations and clever ideas. (Eng., 19th cent.)

[162] "History of England." (Eng., 18th cent.)

[162] "History of England." (Eng., 18th cent.)

[163] "History of England." (Eng., 19th cent.)

[163] "History of England." (Eng., 19th cent.)

[164] "History of England." (Eng., 19th cent.)

[164] "History of England." (Eng., 19th century)

[165] "Decline and Fall of the Roman Empire." (Eng., 18th cent.)

[165] "Decline and Fall of the Roman Empire." (Eng., 18th century)

[166] "History of Greece." (Eng., 19th cent.)

[166] "History of Greece." (English, 19th century)

[167] "History of New England." (U. S., 19th cent.)

[167] "History of New England." (U.S., 19th century)

[168] "Conquest of Mexico," "Peru," "Ferdinand and Isabella," etc. Prescott's style is of the very best, clear, graphic, and ever interesting. (U. S., 19th cent.)

[168] "Conquest of Mexico," "Peru," "Ferdinand and Isabella," etc. Prescott's writing is top-notch, clear, vivid, and always engaging. (U. S., 19th cent.)

[169] "Rise of the Dutch Republic." (U. S., 19th cent.)

[169] "Rise of the Dutch Republic." (U. S., 19th cent.)

[169a] "Rise of the Republic of the United States." (U. S., 19th cent.)

[169a] "Rise of the Republic of the United States." (U.S., 19th century)

[170] "Ancient Egyptians." (Eng., 19th cent.)

"Ancient Egyptians." (Eng., 1800s)

[171] "History of Rome." (Eng., 19th cent.)

[171] "History of Rome." (Eng., 19th century)

[172] "History of the Germans." (Ger., 1798.)

[172] "History of the Germans." (Ger., 1798.)

[173] "Latin Christianity." (Eng., 19th cent.)

"Latin Christianity." (Eng., 19th century)

[174] "History of the Papacy in the 16th and 17th Centuries." Ranke is one of the strongest names in history. (Ger., 19th cent.)

[174] "History of the Papacy in the 16th and 17th Centuries." Ranke is one of the most prominent figures in history. (Ger., 19th cent.)

[175] "Italian Republics." (France, 1773-1842.)

__A_TAG_PLACEHOLDER_0__ "Italian Republics." (France, 1773-1842.)

[176] "History of France." (France, 19th cent.)

[176] "History of France." (France, 19th century)

[177] "French Revolution." (Eng., 19th cent.)

"French Revolution." (Eng., 1800s)

[178] "History of France," "Norman Conquest of England." (France, 19th cent.)

[178] "History of France," "Norman Conquest of England." (France, 19th cent.)

[179] "Germania." His "Life of Agricola" is also worthy of note for the insight into character, the pathos, vigor, and affection manifested in its flattering pages. (Rome, 1st cent.)

[179] "Germany." His "Life of Agricola" is also notable for the insight into character, the emotion, energy, and warmth shown in its flattering pages. (Rome, 1st century)

[180] "History of Rome." (Rome, 1st cent. b. c.)

[180] "History of Rome." (Rome, 1st cent. BCE)

[181] "The War of Catiline." (Rome, 1st cent. b. c.)

[181] "The War of Catiline." (Rome, 1st cent. B.C.)

[182] History of nearly all the nations known at the time he wrote. (Greece, 5th cent. b. c.)

[182] The history of almost all the nations recognized at the time he was writing. (Greece, 5th century BCE)

[183] "Anabasis, the Retreat of the Greek Mercenaries of the Persian King." (Greece, 5th cent. b. c.)

[183] "Anabasis, the Retreat of the Greek Mercenaries of the Persian King." (Greece, 5th cent. b. c.)

[184] "History of the Athenian Domination of Greece." (Greece, 5th cent. b. c.)

[184] "History of Athenian Rule in Greece." (Greece, 5th century BCE)

[185] "History of the Jewish Wars." (Jerusalem, 1st cent.)

[185] "History of the Jewish Wars." (Jerusalem, 1st century.)

Mackenzie's "History of the Nineteenth Century" is the best English book on the subject.

Mackenzie's "History of the Nineteenth Century" is the best English book on this topic.

Rawlinson's "Five Great Monarchies" is strongly recommended.[53]

Rawlinson's "Five Great Monarchies" comes highly recommended.[53]


PHILOSOPHY.

There have been, since the waters of thought began to flow, two great streams running side by side,—Rationalism and Mysticism. Those who sail upon the former recognize Reason as king; those upon the latter enthrone some vague and shadowy power, in general known as Intuition. The tendency of the one is to begin with sense impressions, and out of these to build up a universe in the brain corresponding to the outer world, and to arrive at a belief in God by climbing the stairway of induction and analogy. The tendency of the other is to start with the affirmed nature of God, arrived at, the thinker knows not how, and deduce the universe from the conception of the Divine Nature. If this matter is kept in mind, the earnest student will be able to see through the mists sufficiently to discover what the philosophers are talking about whenever it chances that they themselves knew. Spencer, Plato, Berkeley, Kant, Locke, are all worthy of a thorough reading; and Comte's philosophy of Mathematics is of great importance.

Since the flow of thought began, there have been two major streams running side by side—Rationalism and Mysticism. Those who follow the first see Reason as their leader; those who follow the second elevate some vague and shadowy force, commonly referred to as Intuition. The approach of Rationalism starts with sensory experiences and builds a mental universe that matches the external world, arriving at a belief in God through induction and analogy. Meanwhile, Mysticism begins with a recognized nature of God, reached in some unknown way, and derives the universe from this concept of the Divine Nature. Keeping this in mind, a dedicated student will be able to see clearly enough to understand what the philosophers are discussing whenever they are aware of it themselves. Spencer, Plato, Berkeley, Kant, and Locke are all deserving of thorough reading, and Comte's philosophy of Mathematics is very significant.

The manner of reading good philosophic works should be: R. D. G.

The way to read good philosophical works should be: R. D. G.

[186] Spencer's Philosophy is the grandest body of thought that any one man has ever given to the world. No one who wishes to move with the tide can afford to be unfamiliar with his books, from "First Principles" to his Essays. He believes that all ideas, or their materials, have come through the avenues of the senses. (Eng., 19th cent.)

[186] Spencer's Philosophy is the most impressive body of thought that any one person has ever contributed to the world. Anyone who wants to keep up with current ideas can't afford to be unfamiliar with his works, from "First Principles" to his Essays. He believes that all ideas, or their components, come through the pathways of the senses. (Eng., 19th cent.)

[187] Plato and Socrates are a double star in the sky of Philosophy that the strongest telescopes have failed to resolve. Socrates wrote nothing, but talked much. Plato was a pupil of his, and makes Socrates the chief character in his writings. Ten schools of philosophy claimed Socrates as their head, but Plato alone represented the master with fulness. Considering the times in which he lived, the grandeur of his thought, the power of his imagination, and the nobility, elegance, originality, and beauty of his writings, Plato has no superior in the whole range of literature. With Plato, ideas are the only realities, things are imperfect expressions of them, and all knowledge is reminiscence of what the soul learned when it was in the land of spirit, face to face with ideas unveiled. Read his dialogues, especially "Phædo" and the "Republic." (Greece, 429-348 b. c.)

[187] Plato and Socrates are like a double star in the realm of Philosophy that even the most powerful telescopes can’t fully distinguish. Socrates didn’t write anything down, but he spoke a lot. Plato was his student and features Socrates as the main character in his works. Ten philosophical schools claimed Socrates as their leader, but only Plato truly captured the master in depth. Given the era he lived in, the greatness of his ideas, the strength of his imagination, and the nobility, elegance, originality, and beauty of his writings, Plato stands out as unparalleled in all of literature. For Plato, ideas are the only true realities; physical things are just imperfect reflections of those ideas, and all knowledge is simply a recollection of what the soul learned when it was in the spiritual realm, face to face with pure ideas. Check out his dialogues, especially "Phædo" and the "Republic." (Greece, 429-348 b. c.)

[188] A most acute idealist, whose argument against the existence of matter is one of the great passages of literature. (Eng., 18th cent.)

[188] An extremely sharp idealist, whose argument against the existence of matter is one of the great pieces of literature. (Eng., 18th cent.)

[189] Kant argues that the forms of thought, time, and space are necessarily intuitive, and not derived from sensation, since they are prerequisites to sensation. Read the "Critique of Pure Reason," "Critique of Practical Reason," in which he treats moral philosophy, and "Observations on the Sublime and Beautiful." (Germany, 18th cent.)

[189] Kant argues that the forms of thought, time, and space are inherently intuitive and not based on sensation, as they are necessary for sensation to occur. Check out the "Critique of Pure Reason," "Critique of Practical Reason," where he discusses moral philosophy, and "Observations on the Sublime and Beautiful." (Germany, 18th cent.)

[190] Locke bases knowledge on sensation. His "Essay on the Conduct of the Understanding" is one of the most valuable books in the language. Spencer, Mill, and Locke have so fully imbibed all that was good in Hobbes that it is scarcely necessary to read him. (Eng., 17th cent.)

[190] Locke grounds knowledge in sensory experience. His "Essay on the Conduct of the Understanding" is one of the most important books in the English language. Spencer, Mill, and Locke have absorbed so much of Hobbes' valuable insights that it's hardly essential to read his work. (Eng., 17th cent.)

[191] Comte's "Positive Philosophy" rejects intuitive knowledge. It is characterized by force of logic, immense research, great power of generalization (which is frequently carried beyond the warrant of facts), and immense bulk. (France, 19th cent.)

[191] Comte's "Positive Philosophy" dismisses intuitive knowledge. It's defined by strong logic, extensive research, a significant ability to generalize (often extending beyond what the facts support), and a vast amount of content. (France, 19th cent.)

[192] Sensationalist. A very strong writer. (Eng., 19th cent.)

[192] Sensationalist. A really powerful writer. (Eng., 19th cent.)

[193] "Limits of Religious Thought." A very powerful exposure of the weakness of human imagination. (Eng., 19th cent.)

[193] "Limits of Religious Thought." A strong critique of the limitations of human imagination. (Eng., 19th cent.)

[194] "Matter and Force." A powerful presentation of Materialism. (Ger., 19th cent.)

[194] "Matter and Force." A strong exploration of Materialism. (Ger., 19th cent.)

[195] "Freedom of the Will." A demonstration of the impossibility of free will. (Amer., 18th cent.)

[195] "Freedom of the Will." A demonstration of the impossibility of free will. (Amer., 18th cent.)

[196] A very acute English philosopher. (Eng., 1748-1832.)

[196] A highly perceptive English philosopher. (Eng., 1748-1832.)

[197] Moral and Metaphysical Philosophy. (Eng., 19th cent.)

[197] Moral and Metaphysical Philosophy. (Eng., 19th cent.)

[198] A deep, clear thinker, of sceptical character, who laid bare the flaws in the old philosophies. (Eng., 1711-1776.)

[198] A profound and insightful thinker, who was naturally skeptical and revealed the shortcomings of traditional philosophies. (Eng., 1711-1776.)

[199] One of the most profound metaphysicians the world can boast, and inventor of quaternions, the latest addition to Mathematics. (Scot., 19th cent.)

[199] One of the greatest philosophers of our time, and the inventor of quaternions, the newest concept in Mathematics. (Scot., 19th cent.)

[200] Aristotle was the Bacon of the Old World. His method was the very opposite of Plato's. He sought knowledge chiefly by carefully looking out upon the world, instead of by introspection. No one has exerted a greater influence on the thought of the world than this deep and earnest thinker. (Greece, 4th cent. b. c.)

[200] Aristotle was the Bacon of the Old World. His method was the complete opposite of Plato's. He pursued knowledge primarily by observing the world around him, rather than through self-reflection. No one has had a greater impact on global thought than this profound and dedicated thinker. (Greece, 4th cent. b. c.)

[201] A very beautiful writer of the idealist school, though he claims to be eclectic. (France, 19th cent.)

[201] A very talented writer from the idealist movement, even though he says he's eclectic. (France, 19th cent.)

[202] Hegel endeavored, by the method set forth in his "Absolute Logic," to reduce all knowledge to one science. (Ger., 1770-1831.) Schelling, in his "Philosophy of Identity," tries to prove that the same laws hold in the world of spirit as in the world of matter. Schelling bases his system on an intuition superior to reason, and admitting neither doubt nor explanation. (Ger., 1775-1854.)

[202] Hegel aimed, through the approach outlined in his "Absolute Logic," to consolidate all knowledge into a single discipline. (Ger., 1770-1831.) Schelling, in his "Philosophy of Identity," attempts to demonstrate that the same principles apply in the realm of spirit as in the realm of matter. Schelling's system is founded on an intuition that is beyond reason, and it allows for neither doubt nor explanation. (Ger., 1775-1854.)

[203] Fichte carries the doctrines of Kant to their limit: to him all except the life of the mind is a delusion. (Ger., 18th cent.)

[203] Fichte takes Kant's ideas to their extreme: for him, everything except the workings of the mind is an illusion. (Ger., 18th cent.)

[204] A great German philosopher of the time of Luther (16th cent.), very learned, refined, and witty. Read his "Familiar Colloquies."

[204] A notable German philosopher during Luther's era (16th century), highly educated, sophisticated, and humorous. Check out his "Familiar Colloquies."

[205] "Cosmic Philosophy." (Amer. 19th cent.)

"Cosmic Philosophy." (19th-century America)

[206] "Rational Cosmology, or the Eternal Principles and Necessary Laws of the Universe." (U. S., 19th cent.)

[206] "Rational Cosmology, or the Eternal Principles and Necessary Laws of the Universe." (U. S., 19th cent.)

[207] Scottish Philosophy. (U. S., 19th cent.)

__A_TAG_PLACEHOLDER_0__ Scottish Philosophy. (U.S., 1800s)

[208] Theologico-politico-moral, voluminous dissertations. (Amsterdam, 17th cent.)

[208] Theological-political-moral, extensive essays. (Amsterdam, 17th century)


ESSAYS.

Next to Shakspeare's Plays, Emerson's Essays and Lectures are to me the richest inspiration. At every turn new and delightful paths open before the mind; and the poetic feeling and imagery are often of the best. Only the music and the power of discriminating the wheat from the chaff were lacking to have made one of the world's greatest poets. To pour into the life the spirit of Emerson, Bacon, and Montaigne is a liberal education in itself. Addison's[57] "Spectator" is inimitable in its union of humor, sense, and imagination. A number of eminent men, Franklin among them, have referred to it as the source of their literary power.

Next to Shakespeare's plays, Emerson's essays and lectures are for me the richest source of inspiration. At every turn, new and exciting paths open up for the mind, and the poetic feeling and imagery are often top-notch. If only the music and the ability to separate the good from the bad had been there, he could have been one of the world's greatest poets. Embracing the spirit of Emerson, Bacon, and Montaigne is an education in itself. Addison's[57] "Spectator" is unmatched in its blend of humor, insight, and imagination. Many distinguished individuals, including Franklin, have called it the source of their literary strength.

Read these essays: R. D. C. G.

Read these essays: R. D. C. G.

[209] Emerson's Essays and Lectures certainly deserve our first attention in this department, because of their poetic beauty and stimulating effect upon the imagination and all that is pure and strong and noble in the character. (Amer., 19th cent.)

[209] Emerson's Essays and Lectures definitely deserve our primary focus in this area, due to their poetic beauty and their ability to inspire the imagination and everything that is pure, strong, and noble in character. (Amer., 19th cent.)

[210] Nowhere can be found so much wit and wisdom to the square inch as in Bacon's Essays. (Eng., 1600.)

[210] You won't find as much wit and wisdom packed into such a small space as in Bacon's Essays. (Eng., 1600.)

[211] Montaigne is the most popular of all the world's essayists, because of his common-sense, keen insight, and perfect frankness. The only author we certainly know to have been in Shakspeare's own library. (France, 1580.)

[211] Montaigne is the most famous essayist in the world, known for his practical wisdom, sharp insights, and complete honesty. He's the only author we definitely know was in Shakespeare's own library. (France, 1580.)

[212] Ruskin's "Ethics of the Dust," "Crown of Wild Olives," "Sesame and Lilies," while somewhat wild in substance as well as in title, are well worthy of reading for the intellectual stimulus afforded by their breadth of view, novelty of expression and illustration, and the intense force—almost fanaticism—which characterizes all that Ruskin says. Ruskin is one of three living writers whom Farrar says he would first save from a conflagration of the world's library. Carlyle is another of the same sort. Read his "Past and Present," a grand essay on Justice. (Eng., 19th cent.)

[212] Ruskin's "Ethics of the Dust," "Crown of Wild Olives," and "Sesame and Lilies," while a bit unconventional in both content and title, are definitely worth reading for the intellectual excitement they provide through their broad perspective, fresh language and imagery, and the intense passion—almost fanaticism—that defines everything Ruskin writes. Ruskin is one of three contemporary authors that Farrar claims he would want to save first from a disaster that destroys the world's library. Carlyle is another one of those authors. Check out his "Past and Present," a powerful essay on Justice. (Eng., 19th cent.)

So far as style is concerned, Addison's Essays in the "Spectator" are probably the best in the world.

As far as style goes, Addison's Essays in the "Spectator" are probably the best out there.


FICTION.

In modern times much that is best in literature has gone into the pages of the novel. The men and women of genius who would in other days have been great poets, philosophers, dramatists, essayists, and humorists have concentrated their powers, and poured out all their wealth to set in gold a story of human life. Don't neglect the novels; but be sure to read good ones, and don't read too many.

In today's world, much of the best literature has found its way into novels. The creative men and women who, in the past, would have become great poets, philosophers, playwrights, essayists, and humorists have focused their talents and channeled all their creativity into crafting rich stories about human life. Don't overlook novels; just make sure to choose good ones and don't read too many.

In fiction, England, America, and France are far ahead of the rest of the world. Scott may well be held to lead the list, considering the quantity and quality of what he wrote; and Dickens, I presume, by many would be written next, though I prefer the philosophic novelists, like George Eliot, Macdonald, Kingsley, Hugo, etc. Fielding, Richardson, Goldsmith, Sterne, and Defoe, Jane Austen, Cooper, and Marryat all claim our attention on one account or another.

In fiction, England, America, and France are clearly ahead of the rest of the world. Scott likely tops the list due to the amount and quality of his work; and many would probably place Dickens next, though I personally prefer the philosophical novelists like George Eliot, Macdonald, Kingsley, and Hugo. Fielding, Richardson, Goldsmith, Sterne, and Defoe, along with Jane Austen, Cooper, and Marryat, all deserve our attention for various reasons.

The United States can boast of Hawthorne, Tourgée, Wallace, Hearn, Aldrich, Warner, Curtis, Jewett, Craddock, and many others.

The United States can proudly claim Hawthorne, Tourgée, Wallace, Hearn, Aldrich, Warner, Curtis, Jewett, Craddock, and many more.

France has a glorious army, led by Victor Hugo, George Sand, Balzac, Dumas, Gautier, Mérimée, etc. But the magnificent powers of these artists are combined with sad defects. Hugo is the greatest literary force since Goethe and Scott; but his digressions are sometimes terribly tedious, his profundity darkness,[59] and his "unities," his plot, and reasons for lugging in certain things hard to find. Balzac gives us a monotony of wickedness. George Sand is prone to idealize lust. "Notre Dame" and "Les Misérables," "Le Père Goriot" and "Eugénie Grandet," "Consuelo" and "La Mare au Diable," "Capitaine Fracasse" and "Vingt Ans Après," are great books; but they will not rank with "Tom Jones" artistically, nor with the "Vicar of Wakefield," "Ivanhoe," "Adam Bede," "Romola," or "The Scarlet Letter," considering all the elements that go to make a great novel.

France has a brilliant army of artists, led by Victor Hugo, George Sand, Balzac, Dumas, Gautier, Mérimée, and others. However, the incredible talents of these creators come with serious flaws. Hugo is the greatest literary force since Goethe and Scott, but his digressions can be really dull, his depth often feels like a mystery, [59] and finding a clear plot or reasons for including certain elements can be tough. Balzac offers a constant stream of darkness. George Sand tends to romanticize desire. "Notre Dame" and "Les Misérables," "Le Père Goriot" and "Eugénie Grandet," "Consuelo" and "La Mare au Diable," "Capitaine Fracasse" and "Vingt Ans Après" are all amazing books; however, they don't compare artistically to "Tom Jones," nor do they stand up to "The Vicar of Wakefield," "Ivanhoe," "Adam Bede," "Romola," or "The Scarlet Letter," when you take into account all the elements that make a great novel.

Germany, Italy, and Spain have no fiction that compares with ours.

Germany, Italy, and Spain have no fiction that matches ours.

No doubt many will be surprised to find Fielding, Balzac, Tolstoï, and others placed so low in the list as they are. The reason is that the moral tone of a book is, with us, a weightier test of its claims on the attention of the general reader, than the style of the author or the merit of his work from an artistic point of view. There might be some doubt whether or no we ought not to exclude from our tables entirely all books that are not noble enough in character to admit of their being read aloud in the family. The trouble is that much of the finest literature of the world would have to be excluded. So there seems to be no course but to admit these men, with a note as to their character.

No doubt many will be surprised to see Fielding, Balzac, Tolstoy, and others ranked so low on the list. The reason is that the moral tone of a book is, for us, a more significant factor in determining its appeal to the general reader than the author's style or the artistic merit of the work. There could be some debate about whether we should completely exclude all books that aren't noble enough to be read aloud in the family. The problem is that much of the greatest literature in the world would then need to be excluded. So, it seems there's no choice but to include these authors, along with a note about their character.

One who wishes to make a study of the novel will be interested in Dunlop's "History of Fiction," Tuckerman's "History of English Prose Fiction," Hazlitt's[60] "English Novelists," Lanier's "Novel," Masson's "British Novelists and their Styles," and Jeaffreson's "Novels and Novelists."

One who wants to study the novel will find Dunlop's "History of Fiction," Tuckerman's "History of English Prose Fiction," Hazlitt's[60] "English Novelists," Lanier's "Novel," Masson's "British Novelists and their Styles," and Jeaffreson's "Novels and Novelists" to be of interest.

The best fiction should be read: R. D. G.

The best fiction should be read: R. D. G.

[213] "Heart of Midlothian," "Waverley," "Ivanhoe," "Kenilworth," "Guy Mannering," "The Antiquary," "Rob Roy," "Old Mortality," "Red Gauntlet," etc. Scott is by very many—and among them some of the greatest—loved more than any other novelist. The purity, beauty, breadth, and power of his works will ever place them among the most desirable reading. (Eng., 19th cent.) Hutton's "Sir Walter Scott," Carlyle's "Essay on Scott," Hazlitt's Essay in "The Spirit of the Age," and other books referred to in the head notes to Poetry and Fiction will be useful to the student of Scott.

[213] "Heart of Midlothian," "Waverley," "Ivanhoe," "Kenilworth," "Guy Mannering," "The Antiquary," "Rob Roy," "Old Mortality," "Red Gauntlet," etc. Many people—including some of the greatest—love Scott more than any other novelist. The clarity, beauty, scope, and strength of his works will always keep them among the most sought-after reads. (Eng., 19th cent.) Hutton's "Sir Walter Scott," Carlyle's "Essay on Scott," Hazlitt's Essay in "The Spirit of the Age," and other books mentioned in the head notes to Poetry and Fiction will be helpful for anyone studying Scott.

[214] "Adam Bede," "Mill on the Floss," "Romola," "Silas Marner," etc. Deep philosophy and insight into character mark all George Eliot's writings. (Eng., 19th cent.) Lanier's "Development of the Novel" is practically only an enthusiastic study of George Eliot.

[214] "Adam Bede," "Mill on the Floss," "Romola," "Silas Marner," etc. All of George Eliot's works showcase deep philosophy and an understanding of character. (Eng., 19th cent.) Lanier's "Development of the Novel" is essentially just an enthusiastic study of George Eliot.

[215] "Pickwick," "David Copperfield," "Bleak House," "Martin Chuzzlewit," "Old Curiosity Shop," etc. Dickens needs no comment. His fame is in every house. (Eng., 19th cent.)

[215] "Pickwick," "David Copperfield," "Bleak House," "Martin Chuzzlewit," "Old Curiosity Shop," etc. Dickens speaks for himself. His popularity is recognized in every home. (Eng., 19th cent.)

[216] Hawthorne's "Scarlet Letter," "Marble Faun," "Great Stone Face," etc., are by universal consent accorded the first place in the lists of American novels, and are among the best to be found anywhere. (U. S., 19th cent.)

[216] Hawthorne's "Scarlet Letter," "Marble Faun," "Great Stone Face," and others are widely recognized as the top American novels and are among the best anywhere. (U. S., 19th cent.)

[217] "Vicar of Wakefield." One of Goethe's earliest favorites. (Eng., 18th cent.)

[217] "Vicar of Wakefield." One of Goethe's earliest favorites. (Eng., 18th cent.)

[218] "Rienzi," "Last Days of Pompeii," "Last of the Barons," etc. Most powerful, delightful, and broadening books. (Eng., 19th cent.)

[218] "Rienzi," "The Last Days of Pompeii," "The Last of the Barons," etc. Most powerful, enjoyable, and expanding books. (Eng., 19th cent.)

[219] "Malcolm," "Marquis o' Lossie," "David Elginbrod," etc. Books of marvellous spiritual helpfulness. (Eng., 19th cent.)

[219] "Malcolm," "Marquis of Lossie," "David Elginbrod," etc. Books with amazing spiritual support. (Eng., 19th cent.)

[220] "Esmond," "Vanity Fair," etc. Very famous books. (Eng., 19th cent.)

[220] "Esmond," "Vanity Fair," etc. Very well-known books. (Eng., 19th cent.)

[221] "Westward, Ho!" "Two Years Ago," etc. Among the best and most famous pictures of true English character. (Eng., 19th cent.)

[221] "Westward, Ho!" "Two Years Ago," etc. Among the best and most well-known depictions of genuine English character. (Eng., 19th cent.)

[222] "Ben Hur." This book has been placed close to the Bible and Bunyan. (U. S., 19th cent.)

[222] "Ben Hur." This book is considered along with the Bible and Bunyan. (U. S., 19th cent.)

[223] "Hot Plowshares," "The Fool's Errand," "The Invisible Empire," "Appeal to Cæsar," etc. Books widely known, but whose great merit is not fully recognized. Tourgée, though uneven, seems to us a writer of very great power. His "Hot Plowshares" is a powerful historical novel; and few books in the whole range of literature are so intensely interesting, and so free from all that is objectionable in subject or execution. (U. S., 19th cent.)

[223] "Hot Plowshares," "The Fool's Errand," "The Invisible Empire," "Appeal to Cæsar," etc. These are well-known books, but their true value isn't fully appreciated. Tourgée, while inconsistent, is a writer of significant talent. His "Hot Plowshares" is a compelling historical novel, and few books in all of literature are as gripping and free from any objectionable content in terms of subject or execution. (U. S., 19th cent.)

[224] "Les Misérables," "Notre Dame de Paris," "Les Travailleurs de la Mer," etc. Wraxall's translations of these great French novels are most excellent. (France, 19th cent.)

[224] "Les Misérables," "The Hunchback of Notre Dame," "The Toilers of the Sea," etc. Wraxall's translations of these great French novels are outstanding. (France, 19th cent.)

Some critics think that no characters in Shakspeare are better drawn than those of Dumas. "Monte Cristo," "The Vicomte de Bragelonne" (Stevenson's favorite), "The Three Musketeers," "Twenty Years After," "The Marie Antoinette Romances," etc., are powerful and intensely interesting novels. (France, 19th cent.)

Some critics believe that no characters in Shakespeare are more vividly portrayed than those in Dumas's work. "Monte Cristo," "The Vicomte de Bragelonne" (Stevenson's favorite), "The Three Musketeers," "Twenty Years After," "The Marie Antoinette Romances," and others are strong and gripping novels. (France, 19th cent.)

[225] "Robinson Crusoe." There are few persons who do not get delight and inspiration from Defoe's wonderful story. (Eng., 1661-1731.)

[225] "Robinson Crusoe." There are hardly any people who don’t find joy and inspiration in Defoe's amazing story. (Eng., 1661-1731.)

"Tom Brown at Rugby" and "Tom Brown at Oxford," by Thomas Hughes, are delightful books for boys. (Eng., 19th cent.)

"Tom Brown at Rugby" and "Tom Brown at Oxford," by Thomas Hughes, are great books for boys. (Eng., 19th cent.)

[226] Mrs. Stowe's "Uncle Tom's Cabin," was God's bugle-call to the war against slavery. Her "Oldtown Folks" and "Sam Lawson's Fireside Stories" are very humorous sketches of New England life. (U. S., 19th cent.)

[226] Mrs. Stowe's "Uncle Tom's Cabin" was God's rallying cry for the fight against slavery. Her "Oldtown Folks" and "Sam Lawson's Fireside Stories" present witty portrayals of life in New England. (U. S., 19th cent.)

Cooper's "The Spy," "The Pilot," "Leather Stocking," "Deerslayer," "Pathfinder," etc., are books that interfere with food and sleep, and chain us to their pages. (U. S., 19th cent.)

Cooper's "The Spy," "The Pilot," "Leatherstocking," "The Deerslayer," "Pathfinder," etc., are books that disrupt our meals and sleep, keeping us glued to their pages. (U. S., 19th cent.)

[227] "Prue and I," by George William Curtis, is one of the most suggestive stories in print, and is in every way a delightful book. "Potiphar Papers," "Our Best Society," "Trumps," "Lotus Eaters,"—in fact, everything Mr. Curtis writes, is of the highest interest, and worthy of the most careful attention. (U. S., 19th cent.)

[227] "Prue and I," by George William Curtis, is one of the most intriguing stories available, and it's a truly enjoyable book. "Potiphar Papers," "Our Best Society," "Trumps," "Lotus Eaters,"—really, everything Mr. Curtis writes is highly engaging and deserves the utmost attention. (U. S., 19th cent.)

The same may be said of the works of Charles Dudley Warner,—"Being a Boy," "A Hunting of the Deer," "In the Wilderness," "Backlog Studies," "My Summer in a Garden," etc. (U. S., 19th cent.)

The same can be said about the works of Charles Dudley Warner—"Being a Boy," "A Hunting of the Deer," "In the Wilderness," "Backlog Studies," "My Summer in a Garden," etc. (U.S., 19th cent.)

[228] T. B. Aldrich, while perhaps not destined to rank with Scott, Eliot, and Hawthorne, is nevertheless one of the most wholesome and interesting of living authors. "The Stillwater Tragedy" is his strongest book. "Prudence Palfrey," "The Story of a Bad Boy," "Margery Daw," and "The Queen of Sheba" will doubtless be read by those who once become acquainted with the author. (U. S., 19th cent.)

[228] T. B. Aldrich may not be on the same level as Scott, Eliot, and Hawthorne, but he is still one of the most engaging and refreshing authors today. "The Stillwater Tragedy" is his best work. "Prudence Palfrey," "The Story of a Bad Boy," "Margery Daw," and "The Queen of Sheba" are likely to be enjoyed by anyone who gets to know his writing. (U. S., 19th cent.)

The first part of Hearn's "Chita" exceeds in beauty and strength any other piece of descriptive writing with which we are familiar. (U. S., 19th cent.)

The first part of Hearn's "Chita" surpasses any other piece of descriptive writing we know in beauty and strength. (U. S., 19th cent.)

[229] Ebers' "Homo Sum," "Uarda," and "An Egyptian Princess" are very powerful studies of Egyptian life and history. (Ger., 19th cent.)

[229] Ebers' "Homo Sum," "Uarda," and "An Egyptian Princess" are compelling explorations of Egyptian life and history. (Ger., 19th cent.)

"With Fire and Sword," and its sequels, "The Deluge" and "Pan Michael," by Henryk Sienkiewicz, are among the greatest books of modern times. They are historical romances of the conflict between Russia, Poland, and Sweden; and their power may be guessed from the fact that critics have compared the author favorably with Scott, Dumas, Schiller, Cervantes, Thackeray, Turgenieff, Homer, and even Shakspeare. (Poland, 19th cent.)

"With Fire and Sword," along with its sequels, "The Deluge" and "Pan Michael," by Henryk Sienkiewicz, are some of the greatest books of modern times. They are historical romances centered around the conflicts between Russia, Poland, and Sweden. Their impact can be seen in the way critics have favorably compared the author to Scott, Dumas, Schiller, Cervantes, Thackeray, Turgenev, Homer, and even Shakespeare. (Poland, 19th cent.)

[230] Miss Austen's "Emma," "Pride and Prejudice" (Eng., 19th cent.), and Charlotte Bronté's "Jane Eyre" (Eng., 19th cent.), are all noble and renowned novels.

[230] Miss Austen's "Emma," "Pride and Prejudice" (English, 19th century), and Charlotte Brontë's "Jane Eyre" (English, 19th century) are all classic and celebrated novels.

[231] Louisa Alcott's "Little Women" is a lovely story of home life; and its exceeding popularity is one of the most encouraging signs of the growth of a taste for pure, gentle, natural literature. (U. S., 19th cent.)

[231] Louisa Alcott's "Little Women" is a beautiful story about family life, and its immense popularity is one of the most encouraging indicators of the increasing appreciation for wholesome, gentle, and authentic literature. (U. S., 19th cent.)

Mrs. Burnett's "Little Lord Fauntleroy" deservedly met at once a high reward of popularity, and was placed in the front rank among stories of child-life. As a teacher of gentleness and good manners it is invaluable. (Eng., 19th cent.)

Mrs. Burnett's "Little Lord Fauntleroy" quickly became very popular and is recognized as one of the top stories about childhood. It is invaluable as a lesson in kindness and good manners.

[232] Cable's "Grande Pointe," "The Grandissimes," etc., should be read by all who wish to know the best living novelists. (U. S., 19th cent.)

[232] Cable's "Grande Pointe," "The Grandissimes," and others should be read by anyone who wants to know the best contemporary novelists. (U. S., 19th cent.)

Craddock's "Where the Battle was Fought," "Despot of Broomsedge Cove," "Prophet of Great Smoky Mountain," "Story of Keedon Bluffs," and "Down the Ravine" are fascinating stories, the last two being fine books for children. (U. S., 19th cent.)

Craddock's "Where the Battle was Fought," "Despot of Broomsedge Cove," "Prophet of Great Smoky Mountain," "Story of Keedon Bluffs," and "Down the Ravine" are captivating stories, with the last two being excellent books for kids. (U. S., 19th cent.)

[233] Mrs. A. D. T. Whitney's "Sights and Insights," though somewhat too wordy for this busy world, is worthy a place here, because of its spiritual beauty and its keen common-sense in respect to marriage and courtship. (U. S., 19th cent.)

[233] Mrs. A. D. T. Whitney's "Sights and Insights," although a bit too lengthy for today's fast-paced world, deserves a spot here due to its spiritual depth and practical wisdom regarding marriage and relationships. (U. S., 19th cent.)

Sarah Orne Jewett has won a good name by her excellent stories, "Deephaven," "Betty Leicester," etc. Her "Play Days" is a fine book for girls. (U. S., 19th cent.)

Sarah Orne Jewett has earned a great reputation with her wonderful stories, like "Deephaven," "Betty Leicester," and others. Her "Play Days" is an excellent book for girls. (U. S., 19th cent.)

[234] Fielding, Le Sage, and Balzac are writers of great power, whose works are studied for their artistic merit, their wit, and the intense excitement some of them yield; but the general moral tone of their writings places them below the purer writers above spoken of in respect to their value to the general reader, one of whose deepest interests is character-forming.

[234] Fielding, Le Sage, and Balzac are powerful writers whose works are appreciated for their artistic quality, cleverness, and the intense excitement many of them provide; however, the overall moral tone of their writings ranks them lower than the purer writers mentioned earlier in terms of their value to the average reader, whose key interest is character development.

Fielding's "Tom Jones" is by many considered the finest novel in existence; and it undoubtedly would be, if along with its literary skill it possessed the high tone of Curtis or Scott. "Jonathan Wild" is also a powerful story. (Eng., 18th cent.)

Fielding's "Tom Jones" is considered by many to be the greatest novel ever; and it definitely would be, if it had the elevated tone of Curtis or Scott along with its literary talent. "Jonathan Wild" is also a compelling story. (Eng., 18th cent.)

"Gil Blas," by Le Sage, is one of the most famous and widely read books in the world. (France, 1668—1747.)

"Gil Blas," by Le Sage, is one of the most famous and widely read books in the world. (France, 1668—1747.)

Balzac's best are "Le Père Goriot" (and especially the magnificent preface to this book), "La Recherche de l'Absolu," "Eugénie Grandet," "La Peau de Chagrin," etc. (France, 19th cent.)

Balzac's best works include "Le Père Goriot" (especially the brilliant preface to this book), "La Recherche de l'Absolu," "Eugénie Grandet," "La Peau de Chagrin," and so on. (France, 19th cent.)

[235] Rousseau's "Emile" has been called the greatest book ever written; but we presume that bias and limitation of knowledge on the part of critics (not rare accomplishments of theirs) might procure a similar judgment in respect to almost any strong and peculiar book. Rousseau's "Confessions" are worth some attention. (France, 18th cent.)

[235] Rousseau's "Emile" has been labeled the greatest book ever written; however, we assume that critics' biases and limited understanding (which are not uncommon) could lead to a similar opinion about almost any unique and impactful book. Rousseau's "Confessions" also deserve some attention. (France, 18th cent.)

Saintine's "Picciola" is a beautiful story. (France, 19th cent.)

Saintine's "Picciola" is a beautiful story. (France, 19th cent.)

[236] Coffin's "Boys of '76," "Boys of '61," "Story of Liberty," etc., are splendid books for young people. The last describes the march of the human race from slavery to freedom. (U. S., 19th cent.)

[236] Coffin's "Boys of '76," "Boys of '61," "Story of Liberty," and so on, are great books for young readers. The last one tells the story of humanity's journey from slavery to freedom. (U. S., 19th cent.)

Charles Reade's "Hard Cash," "Peg Woffington," "Cloister and Hearth" are fascinating stories. (Eng., 19th cent.)

Charles Reade's "Hard Cash," "Peg Woffington," and "Cloister and Hearth" are captivating stories. (Eng., 19th cent.)

Warren's "Ten Thousand a Year."

Warren's "10,000 a Year."

[237] Landor's "Imaginary Conversations of Great Men." (Eng., 18th cent.)

[237] Landor's "Imaginary Conversations of Great Men." (Eng., 18th century)

Turgenieff's "Liza," "Smoke," and "Fathers and Sons." (Russia, 19th cent.)

Turgeniev's "Liza," "Smoke," and "Fathers and Sons." (Russia, 19th century)

Eugene Sue's "Wandering Jew."

Eugene Sue's "The Wandering Jew."

Manzoni's "I promessi Sposi."

Manzoni's "The Betrothed."

[238] Cottin's "Elizabeth."

__A_TAG_PLACEHOLDER_0__ Cottin's "Elizabeth."

Besant's "All Sorts and Conditions of Men." (Eng., 19th cent.)

Besant's "All Sorts and Conditions of Men." (Eng., 19th century)

Stevenson's "The Strange Case of Dr. Jekyll and Mr. Hyde." A book that teaches the danger of giving way to the evil side of our nature.

Stevenson's "The Strange Case of Dr. Jekyll and Mr. Hyde." A book that shows the risks of surrendering to the darker side of our nature.

[239] Mrs. Ward's "Robert Elsmere" is a famous picture of the struggle in the religious mind to-day. (Eng., 19th cent.)

[239] Mrs. Ward's "Robert Elsmere" is a well-known depiction of the struggle within today's religious mindset. (Eng., 19th cent.)

Margaret Deland's "John Ward, Preacher," is a book of the same class as the last, but is not as interesting as her "Florida Days" or her Poems. (U. S., 19th cent.)

Margaret Deland's "John Ward, Preacher" is a book in the same category as the last one, but it's not as engaging as her "Florida Days" or her Poems. (U. S., 19th cent.)

Anna Sewell's "Black Beauty" is the autobiography of a noble horse, and is tender and intelligent. A book that every one who has anything to do with horses, or indeed with animals of any sort, cannot afford to neglect. (Eng., 19th cent.)

Anna Sewell's "Black Beauty" is the autobiography of a noble horse and is both heartfelt and insightful. It's a book that anyone involved with horses or any kind of animal simply can't overlook. (Eng., 19th cent.)

Bret Harte's "Luck of Roaring Camp" is an interesting picture of Western life, and opens a new vein of fiction. (U. S., 19th cent.)

Bret Harte's "Luck of Roaring Camp" is a fascinating depiction of Western life and introduces a new style of storytelling. (U. S., 19th cent.)

[240] Green's "Hand and Ring," "Leavenworth Case," etc., are splendid examples of reasoning, without any of the objectionable features usually found in detective stories. (U. S., 19th cent.)

[240] Green's "Hand and Ring," "Leavenworth Case," and others are great examples of logical thinking, without the usual annoying features seen in detective stories. (U. S., 19th cent.)

Miss Mulock's "John Halifax, Gentleman," is a great and famous book. (Eng., 19th cent.)

Miss Mulock's "John Halifax, Gentleman," is an important and well-known book. (Eng., 19th cent.)

Disraeli's "Lothair," "Endymion," etc., are strong books; requiring the notice of one who reads widely in English fiction. (Eng., 19th cent.)

Disraeli's "Lothair," "Endymion," and others are powerful novels that deserve attention from anyone who reads extensively in English fiction. (Eng., 19th cent.)

Howells' "A Modern Instance," "The Undiscovered Country," "A Hazard of New Fortunes," "A Chance Acquaintance," "Lady of the Aroostook," etc., are not objectionable. (U. S., 19th cent.)

Howells’ "A Modern Instance," "The Undiscovered Country," "A Hazard of New Fortunes," "A Chance Acquaintance," "Lady of the Aroostook," etc., are not problematic. (U. S., 19th cent.)

Tolstoï's "Anna Karénina" deserves mention, though we cannot by any means agree with Howells that Tolstoï is the greatest of novelists. The motive and atmosphere of his books are not lofty, and some of his work is positively disgraceful. (Russia, 19th cent.)

Tolstoy's "Anna Karenina" is worth mentioning, but we can't fully agree with Howells that Tolstoy is the greatest novelist. The themes and vibe of his books aren't uplifting, and some of his work is downright disgraceful. (Russia, 19th cent.)

[241] George Sand's "Consuelo" is a great book in more senses than one; and although it deserves a place in this lower list, yet there are so many better books, that if one follows the true order, life would be likely to depart before he had time to read a four-volume novel by an author of the tone of George Sand. (France, 19th cent.)

[241] George Sand's "Consuelo" is an excellent book in more ways than one; and although it deserves to be in this lower list, there are so many better books that if someone follows the actual order, they might run out of time to read a four-volume novel by an author like George Sand. (France, 19th cent.)

Black's "Strange Adventures of a Phaeton," "Princess of Thule." (Eng., 19th cent.)

Black's "Strange Adventures of a Phaeton," "Princess of Thule." (Eng., 19th century.)

Blackmore's "Lorna Doone." (Eng., 19th cent.)

Blackmore's "Lorna Doone." (Eng., 19th century)

Olive Schreiner's "Story of an African Farm" is powerful, but not altogether wholesome. (Eng., 19th cent.)

Olive Schreiner's "Story of an African Farm" is impactful, but not entirely wholesome. (Eng., 19th cent.)

[242] Bremer's "The Neighbors." (Norway, 19th cent.)

[242] Bremer's "The Neighbors." (Norway, 19th century)

Trollope's "Last Chronicles of Barsetshire." (Eng., 19th cent.)

Trollope's "Last Chronicles of Barsetshire." (Eng., 19th century.)

Winthrop's "Cecil Dreeme," "John Brent." (U. S., 19th cent.)[67]

Winthrop's "Cecil Dreeme," "John Brent." (U.S., 19th century)[67]

[243] Richardson's "Pamela" and "Clarissa Harlowe" are interesting, because they were the beginning of the English novel; but they are not nice or natural, and have no attractions except their historic position. (Eng., 1689-1761.)

[243] Richardson's "Pamela" and "Clarissa Harlowe" are intriguing because they mark the start of the English novel; however, they aren't very pleasant or realistic and only have appeal due to their historical significance. (Eng., 1689-1761.)

Smollett's "Humphrey Clinker" is his strongest work. "Peregrine Pickle" is very witty, and "Adventures of an Atom" altogether a miserable book. Smollett possessed power, but his work is on a very low plane. (Eng., 18th cent.)

Smollett's "Humphrey Clinker" is his best work. "Peregrine Pickle" is really clever, and "Adventures of an Atom" is just a terrible book. Smollett had talent, but his writing is at a pretty low level. (Eng., 18th cent.)

Boccaccio's "Decameron" is a series of splendidly told tales, from which Chaucer drew much besides his inspiration. The book is strong, but of very inferior moral tone.

Boccaccio's "Decameron" is a collection of beautifully narrated stories, from which Chaucer took much more than just inspiration. The book is powerful, but has a much weaker moral tone.


ORATORY.

Great and successful oratory requires deep knowledge of the human mind and character, personal force, vivid imagination, control of language and temper, and a faculty of putting the greatest truths in such clear and simple and forceful form, that they may not only be grasped by untrained minds, but will break down the barriers of prejudice and interest, and fight their way to the throne of the will. Oratory is religion, science, philosophy, biography, history, wit, pathos, and poetry in action. This department of literature is therefore of the greatest value in the development of mind and heart, and of the power to influence and control our fellows. Especially read and study Demosthenes on the Crown, Burke's "Warren Hastings' Oration," Webster's[68] "Reply to Hayne," Phillips' "Lovejoy" and "Toussaint L'Ouverture," and Lincoln's "Gettysburg," his debates with Douglas, and his great speeches in New York and the East before the War, in which fun, pathos, and logic were all welded together in such masterly shape that professors of oratory followed him about from city to city, studying him as a model of eloquence. There is a book called "Great Orations of Great Orators" that is very valuable, and there is a series of three volumes containing the best British orations (fifteen orators), and another similar series of American speeches (thirty-two orators).

Great and effective speaking requires a deep understanding of the human mind and character, personal strength, vivid imagination, control over language and emotions, and the ability to express profound truths in such clear, simple, and powerful ways that they can be understood by anyone, breaking through barriers of prejudice and self-interest to reach the heart of the matter. Oratory combines religion, science, philosophy, biography, history, humor, emotion, and poetry in action. This area of literature is incredibly valuable for developing our minds and hearts, as well as our ability to influence and lead others. Be sure to read and study Demosthenes' "On the Crown," Burke's "Warren Hastings' Oration," Webster's[68] "Reply to Hayne," Phillips' "Lovejoy" and "Toussaint L'Ouverture," along with Lincoln's "Gettysburg Address," his debates with Douglas, and his significant speeches in New York and the East before the War, where humor, emotion, and logic were expertly combined, attracting professors of oratory who followed him from city to city, studying him as a model of eloquence. There's a book called "Great Orations of Great Orators" that is very useful, along with a series of three volumes featuring the best British orations (fifteen speakers), and another similar series of American speeches (thirty-two speakers).


WIT AND HUMOR.

In what wit consists, and why it is we laugh, are questions hard to answer (read on that subject Spencer and Hobbes, and Mathews' "Wit and Humor; their Use and Abuse"); but certain it is that a little seasoning of fun makes intellectual food very palatable, and much better adapts it for universal and permanent assimilation. Most men can keep what is tied to their memories with a joke. Considering all things, Lowell, Holmes, Dickens, and Cervantes are the best humorists the world affords. See Table III. Group 4. They exhibit a union of power and purpose that is not found elsewhere. They always subordinate wit to wisdom, always aim at something far[69] higher than making fun for its own sake, never appear to make any effort for their effects, and always polish their work to perfection. A great deal of the keenest wit will be found in books whose general character puts them in some other column,—Poetry, Fiction, Oratory, etc. The works of Shakspeare, Addison, Eliot, Sheridan, Goldsmith, Irving, Higginson, Carleton, Thackeray, Hood, Saxe, Fielding, Smollett, Aristophanes, Molière, etc., abound in wit and humor.

In what wit is made of and why we laugh are tough questions to answer (check out Spencer, Hobbes, and Mathews' "Wit and Humor; their Use and Abuse"), but it's clear that a bit of humor makes intellectual ideas much more enjoyable and easier to digest for everyone. Most people can remember something better when it's tied to a joke. Considering everything, Lowell, Holmes, Dickens, and Cervantes are the best humorists the world has to offer. See Table III. Group 4. They show a combination of strength and intent that you don't find anywhere else. They always put wisdom before wit, aiming for something much greater than just making fun for its own sake, never seeming to strive hard for their effects, and consistently perfecting their work. You'll find a lot of sharp wit in books that generally belong to other categories—Poetry, Fiction, Oratory, etc. The works of Shakespeare, Addison, Eliot, Sheridan, Goldsmith, Irving, Higginson, Carleton, Thackeray, Hood, Saxe, Fielding, Smollett, Aristophanes, Molière, etc., are full of wit and humor.

The student of humor will be interested in Hazlitt's "English Comic Writers," Thackeray's "English Humorists," and Besant's "French Humorists."

The student of humor will be interested in Hazlitt's "English Comic Writers," Thackeray's "English Humorists," and Besant's "French Humorists."

[244] "Fable for Critics," "Biglow Papers." Considering the keenness and variety of wit, the depth of sarcasm, the breadth of view, and the importance of its subject, the "Biglow Papers" is the greatest humorous work of all history. (U. S., 19th cent.)

[244] "Fable for Critics," "Biglow Papers." Given the sharpness and range of humor, the depth of sarcasm, the wide perspective, and the significance of its theme, the "Biglow Papers" is the most outstanding humorous work in all of history. (U. S., 19th cent.)

[245] "Autocrat of the Breakfast-Table," "Professor at the Breakfast-Table," etc. (U. S., 19th cent.)

[245] "Autocrat of the Breakfast Table," "Professor at the Breakfast Table," etc. (U.S., 19th century)

[246] "Pickwick Papers." (Eng., 19th cent.)

"Pickwick Papers." (English, 1800s)

[247] "Don Quixote." (Spain, 1547-1616.)

__A_TAG_PLACEHOLDER_0__ "Don Quixote." (Spain, 1547-1616.)

[248] Along with much violent scoffing, and calling of his betters by hard names, Ingersoll's speeches contain some of the keenest wit in the language. (U. S., 19th cent.)

[248] In addition to a lot of harsh mocking and insulting those in higher positions, Ingersoll's speeches feature some of the sharpest wit in the language. (U. S., 19th cent.)

[249] Marietta Holley's "Sweet Cicely," "Samantha at the Centennial," "Betsey Bobbet," "My Wayward Pardner," "Samantha at Saratoga," "Samantha among the Brethren," etc., are full of quaint fun, keen insight, and common-sense. They are somewhat more wordy than we wish they were, but they are wholesome, and the author's purpose is always a lofty one. Her fun is not mere fun, but is like the laughing eye and smiling lip of one whose words are full of thought and elevated feeling. (U. S., 19th cent.)

[249] Marietta Holley's "Sweet Cicely," "Samantha at the Centennial," "Betsey Bobbet," "My Wayward Pardner," "Samantha at Saratoga," "Samantha among the Brethren," and others are filled with quirky humor, sharp insights, and practical wisdom. They may be a bit more wordy than we'd like, but they are genuinely uplifting, and the author's intentions are always noble. Her humor isn't just for laughs; it's like the twinkle in someone's eye and the smile on their lips, reflecting thoughts and deep feelings. (U. S., 19th cent.)

[250] G. W. Curtis's "Potiphar Papers" is a good example of quiet, refined humor. (U. S., 19th cent.)

[250] G. W. Curtis's "Potiphar Papers" is a great example of subtle, sophisticated humor. (U. S., 19th cent.)

[251] Chauncey M. Depew's Orations and After-Dinner Speeches are worthy of perusal by all lovers of wit and sense. (U. S., 19th cent.)

[251] Chauncey M. Depew's speeches and after-dinner talks are worth reading for anyone who appreciates humor and intelligence. (U. S., 19th cent.)

[252] Mark Twain is the greatest of those who make humor the primary object. He does not, like Artemus Ward, make it the sole object,—there is a large amount of keen common-sense in his "A Yankee in King Arthur's Court," and there is also in it an open-mindedness to the newest currents of thought that proves the author to be one of the most wide-awake men of the day. "Innocents Abroad," "The Prince and the Pauper," "Roughing It," etc., are very amusing books, the only drawback being that the reader is sometimes conscious of an effort to be funny. (U. S., 19th cent.)

[252] Mark Twain is the best at using humor as a main focus. Unlike Artemus Ward, he doesn’t rely on it completely—there’s a lot of sharp common sense in "A Yankee in King Arthur's Court," and his willingness to engage with the latest ideas shows that he’s one of the most alert thinkers of his time. "Innocents Abroad," "The Prince and the Pauper," "Roughing It," and others are really entertaining, but sometimes you can tell he’s trying a bit too hard to be funny. (U. S., 19th cent.)

[253] Charles Dudley Warner's "In the Wilderness" gives some exceedingly amusing sketches of backwoods life. See also other books mentioned under the head of Fiction. (U. S., 19th cent.)

[253] Charles Dudley Warner's "In the Wilderness" provides some really funny portrayals of life in the woods. Check out other books listed under Fiction as well. (U. S., 19th cent.)

[254] S. K. Edwards' "Two Runaways, and Other Stories" is a book that no lover of humor can afford to be without. (U. S., 19th cent.)

[254] S. K. Edwards' "Two Runaways, and Other Stories" is a book that any fan of humor shouldn't miss. (U. S., 19th cent.)

[255] E. E. Hale's "My Double, and How He Undid Me," and other stories contain much innocent recreation. (U. S., 19th cent.)

[255] E. E. Hale's "My Double, and How He Undid Me," along with other stories, offers a lot of harmless entertainment. (U.S., 19th cent.)

[256] Nasby's "Ekoes from Kentucky" and "Swingin' round the Circle" are full of the keenest political sarcasm. Lincoln was so impressed with Nasby's power, that he said he had rather possess such gifts than be President of the United States. (U. S., 19th cent.)

[256] Nasby's "Echoes from Kentucky" and "Swingin' Around the Circle" are packed with sharp political sarcasm. Lincoln was so impressed with Nasby's talent that he said he would rather have such gifts than be President of the United States. (U. S., 19th cent.)

[257] "Artemus Ward His Book," is funny, but lacks purpose beyond the raising of a laugh. (U. S., 19th cent.)

[257] "Artemus Ward His Book" is humorous, but it doesn't have any deeper meaning beyond making people laugh. (U. S., 19th cent.)

[258] "Caudle Lectures," "Catspaw," etc. Jerrold is one of the sharpest of wits. (Eng., 19th cent.)

[258] "Caudle Lectures," "Catspaw," etc. Jerrold is one of the wittiest people around. (Eng., 19th cent.)

[259] Voltaire was the Ingersoll of France, only more so. His "Dictionnaire" is full of stinging sarcasm and fierce wit. (France, 18th cent.)

[259] Voltaire was the French version of Ingersoll, but even more so. His "Dictionnaire" is filled with sharp sarcasm and intense humor. (France, 18th cent.)

"English Bards and Scotch Reviewers." The sharpest edge of Byron's keen mind. (Eng., 1788-1824.)

"English Bards and Scotch Reviewers." The sharpest edge of Byron's sharp intellect. (Eng., 1788-1824.)

[260] "Hudibras." A tirade against the Puritans. (Eng., 17th cent.)

[260] "Hudibras." A critique of the Puritans. (Eng., 17th cent.)

"Gulliver's Travels," "Tale of a Tub," etc. Coarse raillery. (Eng., 18th cent.)

"Gulliver's Travels," "Tale of a Tub," etc. Crude mockery. (Eng., 18th cent.)

[261] "Gargantua and Pantagruel." Immense coarse wit. (France, 16th cent.)

[261] "Gargantua and Pantagruel." Huge, crude humor. (France, 16th cent.)

"Tristram Shandy." Not delicate, but full of humor. (Eng., 18th cent.)

"Tristram Shandy." It's not delicate, but it's packed with humor. (Eng., 18th cent.)

[262] Juvenal is one of the world's greatest satirists. (Rome, 1st cent.)

[262] Juvenal is one of the greatest satirists in history. (Rome, 1st cent.)

Lucian is the Voltaire of the Old World. In his "Dialogues of the Gods" he covers with ridicule the religious notions of the people. (Greek Lit, 2d cent. a. d.)

Lucian is the Voltaire of the ancient world. In his "Dialogues of the Gods," he mocks the people's religious beliefs. (Greek Lit, 2nd cent. a. d.)


FABLES AND FAIRY TALES.

Fables and fairy tales are condensed dramas, and some of them are crystal drops from the fountains of poetic thought. Often they express in picture language the deepest lessons that mankind have learned;[72] and one who wishes to gather to himself the intellectual wealth of the nations must not neglect them. In the section of the book devoted to remarks upon the Guidance of Children, the literature of this subject receives more extended attention. Among the books that will most interest the student of this subject may be mentioned the works of Fiske and Bulfinch, named below, Baldwin's "Story of the Golden Age," Ragozin's "Chaldea," Kingsley's "Greek Heroes," Cox's "Tales of Ancient Greece," Hanson's "Stories of Charlemagne," Church's "Story of the Iliad" and "Story of the Æneid," and the books mentioned in connection with the "Morte D'Arthur," note 323 following:—

Fables and fairy tales are short dramas, and some of them are pure drops from the springs of poetic thought. They often convey, through imagery, the deepest lessons that humanity has learned; [72] and anyone wanting to gather the intellectual riches of the nations shouldn't overlook them. In the section of the book dedicated to thoughts on the Guidance of Children, this topic receives more in-depth attention. Some books that will greatly interest those studying this area include the works of Fiske and Bulfinch listed below, Baldwin's "Story of the Golden Age," Ragozin's "Chaldea," Kingsley's "Greek Heroes," Cox's "Tales of Ancient Greece," Hanson's "Stories of Charlemagne," Church's "Story of the Iliad" and "Story of the Æneid," as well as the books mentioned in connection with the "Morte D'Arthur," note 323 following:—

[263] "Fairy Tales," "Shoes of Fortune," etc. (Denmark, 19th cent.)

[263] "Fairy Tales," "Shoes of Fortune," etc. (Denmark, 19th century)

[264] The inimitable French poet of Fable. (France, 17th cent.)

[264] The unique French poet of Fable. (France, 17th century)

[265] The world-famous Greek fabulist. His popularity in all ages has been unbounded. Socrates amused himself with his stories. (Greece, 6th cent. b. c.)

[265] The world-renowned Greek storyteller. His popularity throughout history has been limitless. Socrates found entertainment in his tales. (Greece, 6th cent. b. c.)

[266] "Household Tales." (Ger., early 19th cent.)

[266] "Household Tales." (Ger., early 19th century)

[267] "Reineke Fox." (Bohn Lib.) (Ger., early 19th cent.)

[267] "Reineke Fox." (Bohn Lib.) (Ger., early 19th cent.)

Kipling's "Indian Tales." (Eng., 19th cent.)

Kipling's "Indian Tales." (Eng., 19th century)

[268] "Age of Fable," "Age of Chivalry," etc. (Eng., 19th cent.)

[268] "Age of Fable," "Age of Chivalry," etc. (Eng., 19th century)

[269] Fables in his poems. (U. S., 19th cent.)

[269] Fables in his poems. (U. S., 19th cent.)

[270] A French fabulist, next in fame to La Fontaine. (18th cent.)

[270] A French storyteller, second in fame only to La Fontaine. (18th cent.)

[271] Greek Fables. (About com. Christ. era.)

[271] Greek Fables. (Around the time of Christ.)

[272] "Tales." (Ger., 19th cent.)

__A_TAG_PLACEHOLDER_0__ "Stories." (Ger., 19th cent.)

[273] "Metamorphoses." An account of the mythology of the ancients. Ovid was one of Rome's greatest poets. (Rome, 1st cent. b. c.)

[273] "Metamorphoses." A story about ancient mythology. Ovid was one of Rome's top poets. (Rome, 1st cent. b. c.)

Curtin's "Myths and Folk-Lore of Ireland," "Myths and Folk-Tales of the Russians," etc. (U. S., 19th cent.)

Curtin's "Myths and Folk-Lore of Ireland," "Myths and Folk-Tales of the Russians," etc. (U.S., 19th century)

Fiske's "Myths and Myth Makers." (U. S., 19th cent.)

Fiske's "Myths and Myth Makers." (U.S., 19th century)


TRAVEL.

Nothing favors breadth more than travel and contact with those of differing modes of life and variant belief. The tolerance and sympathy that are folding in the world in these modern days owe much to the vast increase of travel that has resulted from growth of commerce, the development of wealth, and the cheapness and rapidity of steam transportation. Even a wider view of the world comes to us through the literature of travel than we could ever gain by personal experience, however much of wealth and time we had at our disposal; and though the vividness is less in each particular picture of the written page than if we saw the full original reality that is painted for us, yet this is more than compensated by the breadth and insight and perception of the meaning of the scenes portrayed, which we can take at once from the writer, to whom perhaps the gaining of what he gives so easily has been a very costly, tedious process, and would be so to us if we had to rely on[74] personal observation. Voyages and travels therefore are of much importance in our studies, and delightful reading too. Stanley's opinions have been much relied on in selecting the following books:—

Nothing expands our perspective like traveling and interacting with people who have different lifestyles and beliefs. The tolerance and understanding that are evident in today's world are largely due to the significant rise in travel brought about by increased commerce, growing wealth, and the affordability and speed of steam transportation. Even the broader view of the world we get from travel literature exceeds what we could achieve through personal experience, no matter how much time or money we might have. While the vividness of a written account may not match witnessing the reality firsthand, this is more than offset by the depth, insight, and understanding we gain from the author's experiences, which may have required them considerable effort to acquire and would demand the same from us if we relied solely on personal observation. Thus, journeys and travels are highly valuable to our studies and make for enjoyable reading as well. Stanley's opinions have been heavily considered in selecting the following books:—

[274] Voyages. (Eng., 18th cent.)

__A_TAG_PLACEHOLDER_0__ Voyages. (English, 18th century)

[275] Cosmos; Travels. (Ger., 1762-1832.)

__A_TAG_PLACEHOLDER_0__ Cosmos; Travels. (Ger., 1762-1832.)

[276] Naturalist on the Beagle. (Eng., 19th cent.)

[276] Naturalist on the Beagle. (Eng., 1800s.)

[277] Travels. (Venice, 14th cent.)

__A_TAG_PLACEHOLDER_0__ Travels. (Venice, 14th century)

[278] Arctic Explorations. (U. S., 19th cent.)

__A_TAG_PLACEHOLDER_0__ Arctic Explorations. (U.S., 1800s)

[279] South Africa. (Eng., 19th cent.)

South Africa. (Eng., 1800s)

[280] Through the Dark Continent; In Darkest Africa. (U. S., 19th cent.)

[280] Exploring the Dark Continent: In the Depths of Africa. (U. S., 19th century)

[281] Travels in Africa. (France, 19th cent.)

[281] Travels in Africa. (France, 19th century)

[282] On Egypt. (Germany, 19th cent.)

__A_TAG_PLACEHOLDER_0__ About Egypt. (Germany, 1800s)

[283] Abyssinia. (Eng., 19th cent.)

Abyssinia. (Eng., 1800s)

[284] India.

__A_TAG_PLACEHOLDER_0__ India.

[285] Niger.

Niger.

[286] South America.

__A_TAG_PLACEHOLDER_0__ South America.

[287] Upper Niger.

Upper Niger.

[288] Persia.

__A_TAG_PLACEHOLDER_0__ Iran.

[289] Central Africa.

__A_TAG_PLACEHOLDER_0__ Central Africa.

[290] West Coast of Africa.

__A_TAG_PLACEHOLDER_0__ West Africa.

[291] Travelled for thirty years, then wrote the marvels he had seen and heard; and his book became very popular in the 14th and 15th centuries. (Eng., 14th cent.)

[291] Traveled for thirty years, then wrote about the amazing things he had seen and heard; his book became very popular in the 14th and 15th centuries. (Eng., 14th cent.)

[292] The Nile.

The Nile.


GUIDES.

In this column of "Guides" are placed books that will be useful in arriving at a fuller knowledge of literature and authors, in determining what to read, and in our own literary efforts.

In this column of "Guides," you'll find books that will help you gain a deeper understanding of literature and authors, decide what to read, and enhance your own writing skills.

[293] "What to Read on the Subject of Reading," by William E. Foster, Librarian of the Providence Public Library. Every one who is interested in books should keep an eye on this thorough and enthusiastic worker, and take advantage of the information he lavishes in his bulletins.

[293] "What to Read on the Subject of Reading," by William E. Foster, Librarian of the Providence Public Library. Anyone who cares about books should pay attention to this dedicated and passionate worker and make use of the insights he shares in his bulletins.

[294] The "Pall Mall Extra," containing Sir John Lubbock's "List of the Best Hundred Books," and letters from many distinguished men.

[294] The "Pall Mall Extra," featuring Sir John Lubbock's "List of the Best Hundred Books," along with letters from many notable individuals.

[295] English Literature.

__A_TAG_PLACEHOLDER_0__ English Lit.

[296] English Literature.

__A_TAG_PLACEHOLDER_0__ English Lit.

[297] "English Literature." The most philosophic work on the subject; but it is difficult, and requires a previous knowledge of the principal English authors.

[297] "English Literature." This is the most thoughtful work on the topic; however, it's challenging and demands a prior understanding of the main English authors.

[298] Handbook of Universal Literature.

__A_TAG_PLACEHOLDER_0__ Handbook of Universal Literature.

[299] Dictionary of Authors.

__A_TAG_PLACEHOLDER_0__ Authors' Dictionary.

[300] Bartlett's "Familiar Quotations" is one of the most famous and valuable of books.

[300] Bartlett's "Familiar Quotations" is one of the most well-known and treasured books.

[301] "Edge-Tools of Speech." Brief quotations arranged under heads such as Books, Government, Love, etc.

[301] "Edge-Tools of Speech." Short quotes organized under categories like Books, Government, Love, etc.

[302] "Library of Poetry and Song;" but for the general reader Palgrave's exquisite little "Golden Treasury" is better.

[302] "Library of Poetry and Song;" but for the average reader, Palgrave's beautiful little "Golden Treasury" is a better choice.

[303] "Primer of English Literature." The best very brief book on the subject.

[303] "Primer of English Literature." The best concise book on the topic.

[304] Bibliographical Aids.

__A_TAG_PLACEHOLDER_0__ Bibliography Resources.

[305] "Motive and Habit of Reading."

[305] "Reasons for Reading and Reading Habits."

[306] "Choice of Books."

"Book Selection."

[307] "Sesame and Lilies."

"Sesame and Lilies."

[308] "The Love of Books."

"The Love of Books."

[309] "History of Prose Fiction."

"History of Prose Fiction."

Baldwin's "Book Lover" is valuable for its lists of books bearing on special topics.

Baldwin's "Book Lover" is useful for its lists of books related to specific topics.

C. K. Adams' "Manual of Historical Literature" is invaluable to the student of history. There ought to be similar books relating to Philosophy, Fiction, Science, etc.

C. K. Adams' "Manual of Historical Literature" is essential for anyone studying history. There should be similar books for Philosophy, Fiction, Science, and other subjects.


MISCELLANEOUS.

In the column "Miscellaneous" are placed a number of books which should be at least glanced through to open the doors of thought on all sides and to take such account of their riches as will place them at command when needed.

In the "Miscellaneous" section, there are several books that should be at least skimmed to broaden your thinking and to note their valuable ideas so you can access them when needed.

[310] One of the noblest little books in existence; to read it is to pour into the life and character the inspiration of hundreds of the best and most successful lives. Every page should be carefully read and digested. (U. S., 19th cent.)

[310] One of the finest little books out there; reading it adds the inspiration from hundreds of the best and most successful lives to your own. Every page deserves careful reading and reflection. (U. S., 19th cent.)

[311] An exquisite book; one of Robert Collyer's early favorites. Put its beauty in your heart. (U. S., 19th cent.)

[311] A beautiful book; one of Robert Collyer's early favorites. Cherish its beauty in your heart. (U. S., 19th cent.)

[312] A book that should be read for its breadth. (Eng., early 17th cent.)

[312] A book that is worth reading for its wide-ranging content. (Eng., early 17th cent.)

[313] Edward Bellamy's "Looking Backward" is one of the same class of books to which Bacon's "New Atlantis," More's "Utopia," etc., belong, and may be read with much pleasure and profit along with them. It is really a looking forward to an ideal commonwealth, in which the labor troubles and despotisms of to-day shall be adjusted on the same principle as the political troubles and despotisms of the last century were settled; namely, the principle that each citizen shall be industrially the equal of every other, as all are now political equals. It is a very famous book, and has been called the greatest book of the century, which, happily for the immortality of Spencer and Darwin, Carlyle and Ruskin, Parkman and Bancroft, Guizot and Bryce, Goethe and Hugo, Byron and Burns, Scott and Tennyson, Whittier and Lowell, Bulwer and Thackeray, Dickens and Eliot, is only the judgment of personal friendship and blissful ignorance. But while the book cannot feel at home in the society of the great, it is nevertheless a very entertaining story, and one vastly stimulative of thought. The idea of a coming industrial democracy, bearing more or less analogy to the political democracy, the triumph of which we have seen, is one that has probably occurred to every thoughtful person; and in Bellamy's book may be found an ingenious expansion of the idea much preferable to the ordinary socialistic plans of the day, though not wholly free from the injustice that inheres in all social schemes that do not aim to secure to each man the wealth or other advantage that his lawful efforts naturally produce. (U. S., 19th cent.)

[313] Edward Bellamy's "Looking Backward" belongs to the same group of books as Bacon's "New Atlantis," More's "Utopia," etc., and can be enjoyed and appreciated alongside them. It essentially imagines an ideal society where today's labor issues and oppressive systems are addressed in a way similar to how the political issues and oppression of the last century were resolved; specifically, the idea that every citizen is equal in labor, just as everyone is politically equal now. It's a well-known book that has even been called the greatest book of the century, which, thankfully for the legacies of Spencer, Darwin, Carlyle, Ruskin, Parkman, Bancroft, Guizot, Bryce, Goethe, Hugo, Byron, Burns, Scott, Tennyson, Whittier, Lowell, Bulwer, Thackeray, Dickens, and Eliot, is only a reflection of personal favorite opinions and blissful unawareness. While the book may not fit well among the great literary works, it is still a very engaging story that greatly encourages thought. The concept of a future industrial democracy, which has some similarities to the political democracy we have witnessed succeed, is one that has likely crossed the minds of many thoughtful individuals; and in Bellamy's book, you can find a clever development of this idea that is much more appealing than the typical socialistic plans of the time, even though it still carries some of the unfairness found in all social proposals that fail to ensure that each individual receives the wealth or benefits that their honest efforts naturally yield. (U. S., 19th cent.)

[314] Everywhere a favorite. It opens up wide regions of imagination. Ruskin says he read it many times when he might have been better employed, and crosses it from his list. But the very fact that he read the book so often shows that even his deep mind found irresistible attraction in it. (First introduced into Europe in 17th cent.)

[314] A favorite everywhere. It opens up vast areas of imagination. Ruskin mentioned that he read it numerous times when he could have been doing something more useful, and he removes it from his list. However, the fact that he read the book so many times indicates that even his profound mind found it irresistibly appealing. (First introduced into Europe in the 17th century.)

[315] The most colossal lies known to science. (Ger., 18th cent.)

[315] The biggest lies recognized by science. (Ger., 18th cent.)

[316] The poem of "Beowulf" should be looked into by all who wish to know the character of the men from whom we sprang, and therefore realize the basic elements of our own character. (Eng., early Saxon times.)

[316] The poem "Beowulf" should be examined by anyone wanting to understand the nature of the people we come from, and in doing so, grasp the fundamental aspects of our own character. (Eng., early Saxon times.)

[317] Should be glanced at for the light it throws on English history and development. (9th-12th cents.)

[317] Should be looked at for the insight it provides into English history and development. (9th-12th centuries)

[318] Froissart's "Chronicles" constitute a graphic story of the States of Europe from 1322 to the end of the 14th century. Scott said that Froissart was his master. Breadth demands at least a glance at the old itinerant tale-gatherer. Note especially the great rally of the rebels of Ghent.

[318] Froissart's "Chronicles" provide a vivid account of the states of Europe from 1322 to the end of the 14th century. Scott mentioned that Froissart was his mentor. It's important to take a moment to look at the old traveling storyteller. Pay particular attention to the major uprising of the rebels in Ghent.

[319] This masterpiece of Old German Minstrelsy is too much neglected by us. Read it with the three preceding. (Early German.)

[319] This classic work of Old German Minstrelsy is overlooked far too often by us. Read it along with the three previous ones. (Early German.)

[320] Saga means "tale" or "narrative," and is applied in Iceland to every kind of tradition, true or fabulous. Read the "Heimskringla," Njal's Saga, and Grettir's Saga, (9th-13th cents.)

[320] Saga means "story" or "narrative," and it's used in Iceland for all types of traditions, whether true or fictional. Check out the "Heimskringla," Njal's Saga, and Grettir's Saga, (9th-13th centuries).

[321] Along with the last should be read the poems of the elder Edda. (Compiled by Samund the Wise, 12th cent.)

[321] The poems of the elder Edda should be read alongside the last. (Compiled by Samund the Wise, 12th cent.)

[322] The epic of Spain, containing a wonderful account of the prowess of a great leader and chief. (Spain, before the 13th cent.)

[322] The epic of Spain, featuring an amazing story about the skills of a great leader and chief. (Spain, before the 13th century)

[323] A collection of fragments about the famous King Arthur and his Round Table. They crop out in every age of English literature. Read the book with Tennyson's "Idylls of the King,"—a poem inspired by Malory's "Morte D'Arthur,"—Cervantes' "Don Quixote," and Twain's "Yankee in the Court of King Arthur," Lanier's "Boy's King Arthur," Ritson's "Ancient English Metrical Romances," Ellis' Introduction to the Study of the same, Preston's "Troubadours and Trouvères," Sismondi's "Literature of Southern Europe," Chapon's "Troubadours," and Van Laun's "History of French Literature" may be referred to with advantage by the student of Malory.

[323] A collection of fragments about the legendary King Arthur and his Round Table. They appear throughout various periods of English literature. Check out Tennyson's "Idylls of the King," which is a poem inspired by Malory's "Morte D'Arthur," along with Cervantes' "Don Quixote," Twain's "A Yankee in King Arthur's Court," Lanier's "The Boy's King Arthur," Ritson's "Ancient English Metrical Romances," Ellis' Introduction to the Study of the same, Preston's "Troubadours and Trouvères," Sismondi's "Literature of Southern Europe," Chapon's "Troubadours," and Van Laun's "History of French Literature," all of which can be helpful for students of Malory.

[324] A collection of Chinese odes.

A collection of Chinese poems.

[325] This and the last are recommended, not for intrinsic merit, but for breadth, and to open the way to an understanding of and sympathy with four hundred millions of mankind who hold these books in profound veneration. (China, as early as 5th cent. b. c.)

[325] These and the previous ones are suggested, not for their own value, but for their scope, and to help foster an understanding and connection with four hundred million people who deeply honor these books. (China, as early as 5th century b. c.)

[326] This is the Bible of the Sufis of Persia, one of the manifestations of that great spirit of mysticism which flows like a great current through the world's history, side by side with the stream of Rationalism. It found certain outlets in Schelling, Swedenborg, Emerson, etc., and is bubbling up even now through the strata of worldliness in the United States in the shape of Theosophy. (7th cent.)

[326] This is the Bible of the Sufis from Persia, representing one of the many forms of mysticism that has run like a powerful current throughout history, alongside the flow of Rationalism. It has found expression in thinkers like Schelling, Swedenborg, Emerson, and continues to emerge today through the layers of materialism in the United States, taking the form of Theosophy. (7th cent.)

[327] Read Saint Hilaire's "Buddha" and Arnold's "Light of Asia." They will open great regions of thought.

[327] Check out Saint Hilaire's "Buddha" and Arnold's "Light of Asia." They'll expand your thinking in significant ways.

[328, 329] These are epitomized by Talboys Wheeler in his "History of India." Very interesting and broadening. (Very ancient.)

[328, 329] These are represented by Talboys Wheeler in his "History of India." Very interesting and insightful. (Very old.)

[330-332] Not valuable reading intrinsically, but as opening the doors of communication with the minds and hearts of whole races of men, most useful. The Vedas are the Bible of the Hindus, and contain the revelation of Brahma (15th cent.). The Koran is the Mohammedan Bible (6th cent.). The Talmud belongs to the Rabbinical literature of the Jews, and is a collection of Jewish traditions (3d cent.).

[330-332] Not valuable reading in itself, but it effectively opens the doors of communication with the minds and hearts of entire races of people, making it very useful. The Vedas are the Bible of the Hindus, containing the revelation of Brahma (15th cent.). The Koran is the Muslim Bible (6th cent.). The Talmud is part of the Rabbinical literature of the Jews and is a collection of Jewish traditions (3rd cent.).

[333] The works of Hooker, Swedenborg, Newton, Kepler, Copernicus, Laplace, should be actually handled and glanced through to form a nucleus of experience, around which may gather a little knowledge of these famous men and what they did. This remark applies with more or less of force to all the names on the second shelf. Few can hope to read all these books, but it is practicable by means of general works, such as those mentioned in Column 13, to gain an idea of each man, his character and work; and there is no better way to put a hook in the memory on which such knowledge of an author may be securely kept, than to take his book in your hands, note its size and peculiarities (visual and tactual impressions are more easily remembered than others as a rule), glance through its contents, and read a passage or two.

[333] The works of Hooker, Swedenborg, Newton, Kepler, Copernicus, and Laplace should really be looked at and browsed through to create a core of experience that can help build some knowledge about these notable figures and their contributions. This point applies with varying degrees of importance to all the names on the second shelf. Few can realistically read all these books, but it's possible to get a sense of each individual, along with their character and work, through general resources, like those listed in Column 13. There's no better way to create a mental connection to an author than to hold their book, take note of its size and unique features (visual and tactile impressions are typically easier to remember), skim through its contents, and read a passage or two.


SHORT COURSES.

When the reader has a special purpose in view, it is of the greatest advantage to arrange in systematic order the books that will be most helpful in the accomplishment of his purpose, study them one after the other, mark them, compare them, make cross references from one to another, digest and assimilate the vital portions of each, and seek to obtain a mastery of all that the best minds of the past have given us in reference to the object of his effort. For example: a person who has devoted himself exclusively to one line of ideas will be greatly benefited by reading a short course of books that will give him a glimpse of each of the great fields of thought. One who is lacking in humor should get a good list of fine humorous works and devote himself to them, and to the society of fun-loving people, until he can see and enjoy a good joke as keenly as they do,—not only to quicken his perception of humor, but that the organ of fun (the gland that secretes wit and humor) may be roused into normal activity. Again, if a gentleman finds that he does not appreciate Shakspeare, Dante, Irving, etc., as he sees or is told that literary people do; if he prefers his newspaper to the English classics as a source of pleasure and profit; if he sees little difference between Tennyson and Tupper, enjoys Bill Nye as much or more than Holmes, and is able to compare the verses he writes to his sweetheart with Milton without any very distinct feeling except perhaps a disgust for Milton,—if any of these things are true, he has need of a course to develop a literary taste.

When readers have a specific goal in mind, it’s extremely useful to organize the books that will be most helpful in achieving that goal. They should study them one by one, take notes, compare them, make cross-references, digest and absorb the key parts of each, and aim to master everything the best thinkers of the past have offered related to their objective. For instance, someone who has focused solely on one set of ideas will benefit greatly from reading a selection of books that provide an overview of different fields of thought. A person who lacks a sense of humor should find a good list of great humorous books and immerse themselves in them, along with the company of fun-loving people, until they can appreciate and enjoy a good joke just as much as others do—not just to sharpen their sense of humor, but also to stimulate the part of their mind responsible for wit and humor. Similarly, if a person notices they don't appreciate Shakespeare, Dante, Irving, etc., like literary people supposedly do; if they prefer reading the newspaper over English classics for pleasure and insight; if they see little difference between Tennyson and Tupper, enjoy Bill Nye as much or more than Holmes, and can compare the poetry they write for their sweetheart to Milton’s without any strong feeling except perhaps a dislike for Milton—if any of this is true, they need a course to develop their literary taste.

In the three tables following will be found a suggestion of several important short courses, and others will be found on page 123 et seq.

In the three tables below, you'll find suggestions for several important short courses, and more can be found on page 123 et seq.


TABLE II.

A short special course, to gather ideas of practical importance to every life, and to make a beginning in the gaining of that breadth of mind which is of such vital value by reason of its influence on morals and the aid it gives in the attainment of truth.

A brief special course to collect ideas that are practically significant in everyday life and to start developing that breadth of mind which is incredibly valuable because of its impact on ethics and the support it provides in the pursuit of truth.

1. Physiology and Hygiene. Read and digest the best books. See Table I. Col. 3.

1. Physiology and Hygiene. Read and understand the best books. See Table I. Col. 3.

2. "Our Country," by Strong; the Constitution of the United States; the Declaration of Independence, and Washington's Farewell. (All m. R. D.)

2. "Our Country," by Strong; the Constitution of the United States; the Declaration of Independence, and Washington's Farewell. (All m. R. D.)

3. Mill's Logic; at any rate, the Canons of Induction and the Chapter on Fallacies, (m. R. D. C. G.)

3. Mill's Logic; anyway, the Canons of Induction and the Chapter on Fallacies, (m. R. D. C. G.)

4. Smiles's "Self-Help." (m. R. D.)

4. Smiles's "Self-Help." (m. R. D.)

5. Wood's books on Natural History; especially his anecdotes of animals, and evidences of mind, etc., in animals (e. R. D.). Proctor's books on Astronomy, "Other Worlds than Ours," etc. (e. R. G.). Lubbock's "Primitive Condition of Man" (m. R.). Dawson's "Chain of Life" (m. R.). In some good brief way, as by using the "Encyclopædia Britannica," read about Copernicus, Galileo, Kepler, Newton, Darwin, Herschel, Lyell, Harvey, and Torricelli.

5. Wood's books on Natural History, especially his stories about animals and evidence of intelligence in animals, etc. (e. R. D.). Proctor's books on Astronomy, "Other Worlds than Ours," etc. (e. R. G.). Lubbock's "Primitive Condition of Man" (m. R.). Dawson's "Chain of Life" (m. R.). In a concise manner, like by using the "Encyclopædia Britannica," read about Copernicus, Galileo, Kepler, Newton, Darwin, Herschel, Lyell, Harvey, and Torricelli.

6. Spencer's "First Principles." (d. R. D. G.)

6. Spencer's "First Principles." (d. R. D. G.)

7. Green's "Short History of the English People" (m. R. D. G.). Bancroft's "History of the United States" (m. R. D. G). Guizot's "History of Civilization" (m. R. D. G.).

7. Green's "Short History of the English People" (m. R. D. G.). Bancroft's "History of the United States" (m. R. D. G). Guizot's "History of Civilization" (m. R. D. G.).

8. Max Müller's philological works, or some of them (m. R.). Taylor's "Words and Places" (m. R.).

8. Max Müller's linguistic works, or some of them (m. R.). Taylor's "Words and Places" (m. R.).

9. In some public library, if the books are not accessible elsewhere, get into your hands the books named in Columns 12 and 13 of Table I., and not already spoken of in this table, and glance through each, reading a little here and there to make a rapid survey of the ground, acquire some idea of it, and note the places where it may seem to you worth while to dig for gold.[84]

9. In a public library, if the books aren’t available anywhere else, get your hands on the books listed in Columns 12 and 13 of Table I, which haven’t been mentioned in this table yet. Take a quick look through each one, reading bits and pieces to get a general idea of the content, and note the areas where it seems worth exploring for valuable information.[84]


TABLE III.

A short course of the choicest selections from the whole field of general literature. It may easily be read through in a year, and will form a taste and provide a standard that will enable the reader ever after to judge for himself of the quality and value of whatever books may come before the senate of his soul to ask for an appropriation of his time in their behalf.

A brief collection of the best selections from the entire world of literature. It can easily be read in a year and will help develop a taste and set a standard that allows the reader to assess for themselves the quality and value of any books that come their way, seeking their time in their favor.

Very few books are requisite for this course, but it will awaken a desire that will demand a library of standard literature. No. 1, No. 2, etc., refer to the numbers of the "100 Choice Selections." Monroe's "Sixth Reader" and Palgrave's "Golden Treasury" are also referred to, because they contain a great number of these gems, and are books likely to be in the possession of the reader.

Very few books are needed for this course, but it will spark a desire that will require a library of classic literature. No. 1, No. 2, etc., refer to the numbers of the "100 Choice Selections." Monroe's "Sixth Reader" and Palgrave's "Golden Treasury" are also mentioned because they include many of these treasures and are likely to be in the reader's collection.

For the meaning of the other abbreviations, see the last section of the Introductory Remarks.[85]

For the meanings of the other abbreviations, check out the last section of the Introductory Remarks.[85]

Group I.Poetry.

Group I.Poetry.

[*] in headings denotes "Degree of Difficulty."

[*] in headings indicates "Degree of Difficulty."

  [*] Manner
of
Reading.
Where found.
1. Shakspeare.      
Hamlet, especially noting Hamlet's conversations with the Ghost, with his mother and Ophelia, his advice to the players, his soliloquy, and his discourse on the nobleness of man d. R.D.C.G. Shakspeare's Plays are published separately, and also together, Richard Grant White's edition being the best.
Merchant of Venice, especially noting the scene in court, and the parts relating to Portia e. R.D.C.G.  
Julius Cæsar, especially noting the speeches of Brutus and Antony, and the quarrel of Brutus and Cassius m. R.D.C.G.  
Taming of the Shrew e. R.G.  
Henry the Eighth m. R.D.  
Henry the Fourth, read for the wit of Falstaff m. R.D.  
Henry the Fifth, noting especially the wooing m. R.D.  
Coriolanus, noting especially the grand fire and force and frankness of Coriolanus m. R.D.C.G.  
Sonnets in Palgrave's Golden Treasury, Nos. 3, 6, 11, 12, 13, 14, 18, 36, 46 m. R.D.C.  
2. Milton.      
The Opening of the Gates of Hell, one of the sublimest conceptions in literature. It is in Paradise Lost, about six pages from the end of Book II. Read sixty lines beginning, "Thus saying, from her side the fatal key, Sad instrument of all our woe" d. R.D.G. Milton's Poems.
Satan's Throne, ten lines at the beginning of Book II. m. R.D.G.  
Opening of Paradise Lost, 26 lines at the beginning of Book I. m. R.D.G.  
The Angels uprooting the Mountains and hurling them on the Rebels. Fifty lines beginning about the 640th line of Book VI., "So they in pleasant vein," etc. m. R.D.G.  
"Hail, Holy Light," fifty-five lines at the beginning of Book III. m. R.D.G.  
[86]Comus, a masque, and one of the masterpieces of English literature d. R.D.C.G. Milton's Poems. The last three of this list are in Palgrave.
L' Allegro, a short poem on mirth d. R.D.C.G.  
Il Penseroso, a short poem on melancholy d. R.D.C.G.  
Lycidas, a celebrated elegy d. R.G.  
3. Homer.     Homer has had many translators, Pope, Derby, Worsley, Chapman, Flaxman, Lang, Bryant, etc.
Pope's translation. At least the first book of the Iliad. A simple, clear story of battles and quarrels, and counsels, charming in its sublimity, pathos, vigor, and naturalness. The world's greatest epic e. R.D.C.G.  
4. Æschylus.     Potter, Morshead, Swanwick, Milman, and Browning have translated Æschylus. The first two are the best. Flaxman's designs add much.
Prometheus Bound, the sublimest of the sublime. Be sure to reach and grasp the grand picture of the human race and its troubles which underlies this most magnificent poem d. R.D.C.G.  
Agamemnon, the grandest tragedy in the world m. R.D.G.  
5. Dante.      
Divine Comedy. Read Farrar's little Life of Dante (John Alden, N. Y.), and then take the Comedy and read the thirty-third canto, the portions relating to the Hells of Incontinence and of Fraud, thepicture of Satan, and the whole of the Purgatorio d. R.D.G. Translated by Longfellow, Carey, John Carlyle, Butler, and Dean Church.
6. Spenser.      
Faerie Queen, noting specially the first book and the book of Britomart, endeavoring to grasp and apply to your own life the truths that underlie the rich and beautiful imagery d. R.D.G. Spenser's Poems. The Calendar is published separately.
Hymn in Honor of his own Wedding d. R.D.G.  
Fable of the Oak and the Briar, in Shepherd's Calendar, February m. R.  
7. Scott.      
Lady of the Lake e. R. Scott's Poems, or separate.
Marmion e. R.  
Transcriber's note: Numbers 8 and 9 are missing in the original.

Group II.—Short Poetical Selections.

Group II.—Short Poetry Selections.

  [*] Manner
of
Reading.
Where found.
10. Payne.      
Home, Sweet Home e. C.  
Longfellow.      
Psalm of Life. Paul Revere's Ride e. R.D.C. Longfellow's Poems.
The Building of the Ship (These may be found in most of the reading-books.) e. R.  
Suspiria, and the close of Morituri Salutamus m. R.D.  
Holmes.      
Nautilus; the last stanza commit. e. R.D. Autocrat of the Breakfast-Table.
The Stars and Flowers, a lovely little poem,—the first verses in the Autocrat of the Breakfast-Table e. R.D.  
Hunt.      
Abou Ben Adhem e. R.D. Monroe.
Carew.      
The True Beauty e. R.D. Palgrave, 87.
Gray.      
Elegy in a Country Churchyard m. R.D.C. Palgrave, 147.
Hymn to Adversity m. R.D. Palgrave, 159.
Progress of Poesy m. R.D. Palgrave, 140.
The Bard m. R.D. Palgrave, 123.
Saxe.      
The Blind Men and the Elephant e. R.D. No. 4.
Jackson.     Poems of H. H. Jackson.
The Release m. R.D.  
11. Hood.      
Bridge of Sighs m. R.D. Palgrave, 231.
Song of the Shirt e. R.D. No. 2.
Burns.      
Ye Banks and Braes o' Bonnie Doon e. R.D. Palgrave, 139.
To a Field-mouse e. R.D. Palgrave, 144.
Mary Morrison e. R.D. Palgrave, 148.
Bonnie Lesley e. R.D. Palgrave, 149.
Jean e. R.D. Palgrave, 155.
John Anderson e. R.D. Palgrave, 156.
A Man's a Man for a' that e. R.D. Burns's Poems.
Auld Lang Syne e. R.D.  
Robert Bruce's Address to his Army e. R.D.  
Moore.      
Come rest in this Bosom e. R.D. Irish Melodies
[88]At the Mid Hour of Night e. R.D. Irish Melodies
Those Evening Bells e. R.D. Monroe.
Coleridge.      
Rime of the Ancient Mariner d. R.D.G. Coleridge's Poems.
Vale of Chamouni e. R. Monroe.
Whittier.      
The Farmer's Wooing, in Among the Hills m. R.D.C. Whittier's Poems.
The Harp at Nature's Advent Strung, etc., in Tent on the Beach m. R.D.C.  
Snow Bound, Centennial Hymn (No. 13), and at least glance at his Voices of Freedom m. R.D.C.  
Barefoot Boy e. R.D.C.  
Tennyson.      
"Break, break, break, on thy cold gray Stones, O Sea" m. R.D.C. Tennyson's Poems.
"Ring out, wild Bells," in the In Memoriam m. R.D.C.  
Bugle Song, in The Princess m. R.D.C. No. 2.
Charge of the Light Brigade e. R.D.C. No. 2.
The Brook e. R.D.C. Monroe.
Chaucer.      
The Clerk's Tale, or the Story of Grisilde, in the Canterbury Tales m. R. Chaucer's Poems.
12. Key.      
The Star-Spangled Banner e. C. No. 4.
Drake.      
The American Flag e. R. No. 1.
Smith.      
"My Country, 'tis of thee" e. C.  
Boker.      
The Black Regiment e. R. No. 1.
Campbell, full of energy and battle music.      
Ye Mariners of England m. R.D.C. Palgrave, 206.
Battle of the Baltic m. R.D.C. Palgrave, 207.
Soldier's Dream m. R.D.C. Palgrave, 267.
Hohenlinden m. R.D.C. Palgrave, 215.
Lord Ullin's Daughter m. R.D.C. Palgrave, 181.
Love's Beginning m. R.D.C. Palgrave, 183.
Ode to Winter m. R.D.C. Palgrave, 256.
[89]Thomson.      
Rule Britannia m. R.C. Palgrave, 122.
Lowell.      
The Crisis d. R.D.C.G. Lowell's Poems.
Harvard Commemoration Ode d. R.D.C.G.  
The Fountain e. R.D.C.G.  
Halleck.      
Marco Bozzaris e. R. No. 1.
Macaulay.      
Lays of Ancient Rome, especially Horatius, and Virginia, also the Battle of Ivry e. R.D. No. 2.
O'Hara.      
The Bivouac of the Dead m. R.D. No. 5.
Mitford.      
Rienzi's Address m. R. No. 1.
Croly.      
Belshazzar m. R. No. 4.
13. Shelley.     Shelley's Poems.
Ode to the West Wind m. R.D.C. Palgrave, 275.
Ode to a Skylark m. R.D.C. Palgrave, 241.
To a Lady with a Guitar m. R.D.C. Palgrave, 252.
Italy m. R.D.C. Palgrave, 274.
Naples m. R.D.C. Palgrave, 227.
The Poet's Dream d. R.D.C. Palgrave, 277.
The Cloud, Sensitive Plant, etc. m. R.D.C.  
Byron.     Byron's Poems.
All for Love m. R.D. Palgrave, 169.
Beauty m. R.D. Palgrave, 171.
Apostrophe to the Ocean, and The Eve of Waterloo m. R.D.C. Monroe.
The Field of Waterloo (These are among the most magnificent poems in any language.) m. R.D.C. No. 1.
Bryant.      
Thanatopsis m. R.C.G. No. 1.
Prentice.      
The Closing Year m. R.C.G. No. 1.
Poe.      
The Bells; The Raven m. R.C.G. No. 1.
Annabel Lee m. R. No. 5.
Keats.     Keats's Poems.
The Star m. R. Palgrave, 198.
Ode to a Nightingale m. R. Palgrave, 244.
Ode to Autumn m. R. Palgrave, 255.
Ode on the Poets m. R. Palgrave, 167.
[90]Wordsworth.      
A Beautiful Woman e. R.C. Palgrave, 174.
The Reaper m. R. Palgrave, 250.
Simon Lee m. R. Palgrave, 219.
Intimations of Immortality Palgrave, 367.
Herbert.      
Gifts of God e. R.D.C. Palgrave, 74.
Read.      
Drifting m. R.D.C. No. 1.
Sheridan's Ride e. R. No. 1.
Fletcher.      
Melancholy e. R. Palgrave, 104.
Pope.      
Rape of the Lock m. R. Pope's Poems.
14. Ingelow.      
The Brides of Enderby High Tide, etc. m. R. No. 2.
Cowper.      
Loss of the Royal George e. R. Palgrave, 129.
Solitude of Selkirk m. R. Palgrave, 160.
Dryden.      
Alexander's Feast d. R. Palgrave, 116.
Collins.      
The Passions d. R. Palgrave, 141.
Jonson.      
Hymn to Diana m. R. Palgrave, 78.
Addison.      
Cato's Soliloquy m. R. No. 1.
Lodge.      
Rosaline m. R. Palgrave, 16.
Herrick.      
Counsel to Girls e. R. Palgrave, 82.
The Poetry of Dress e. R. Palgrave, 92.
15. Goethe.      
Raphael Chorus,—a wonderful chorus of three stanzas in Faust. Read Shelley's translations, both literal and free, in his Fragments m. R.C.G. Shelley's Poems.
Omar Khayyám.      
Rubáiyát, especially the "moving shadow-shape" and the "phantom caravan" stanzas, for their magnificent imagery m. R.C.G. Fitzgerald's Translation.
Euripides.      
Chorus in Medea—Campbell's translation m. R.C.G. Campbell's Poems.
[91]Calderon.      
Read Shelley's Fragments m. R.C.G. Shelley's Poems.
Schiller.     Schiller's Poems.
The Battle m. R. No. 4.
The Song of the Bell m. R. Publ. separately.
Molière.      
Tartuffe, or The Hypocrite e. R.D. Molière's Plays.
Le Misanthrope, or The Man-Hater e. R.D.  



Group III.—Short Prose Selections.

Group III.—Short Prose Selections.



  [*] Manner
of
Reading.
Where found.
16. Lincoln.      
Gettysburg Oration. Famous for its calm, clear, simple beauty, breadth, and power m. R.C. No. 2.
Irving, our ultimate style master; his writing is like poetry.      
Rip Van Winkle e. R.D.C. Sketch Book.
The Spectre Bridegroom e. R.D.C. Sketch Book.
The Art of Book-Making e. R.D.C. Sketch Book.
The Legend of Sleepy Hollow e. R.D.C. Sketch Book.
17. Bacon.      
Essay on Studies. Note the clearness and completeness of Bacon, and his tremendous condensation of thought m. R.D.C. Bacon's Essays.
Carlyle.      
Apostrophe to Columbus, p. 193 of Past and Present,— Carlyle's finest passage m. R.D.C.  
Await the Issue m. R.D.C. Monroe.
The account of the conversational powers of Coleridge, given in Carlyle's Life of Sterling e. R.D.C.  
18. Webster.[92]      
Liberty and Union,—a selection from the answer to Hayne in the United States Senate, on the question of the power of a State to nullify the acts of Congress, and to withdraw from the Union,—the greatest of American orations, and worthy to rank side by side with the world's best m. R.D.C. No. 1.
Phillips.      
Comparison of Toussaint L'Ouverture with Napoleon, in his oration on Toussaint m. R.D.C. Phillips's Speeches.
19. Everett.      
Discoveries of Galileo m. R. No. 1.
Burritt.      
One Niche the Highest e. R. No. 7.
20. Hugo.      
The Monster Cannon, one of the great Frenchman's master strokes,—a very thrilling scene, splendidly painted e. R. No. 11.
Rome and Carthage m. R. No. 6.
De Quincey.      
Noble Revenge m. R. No. 7.
21. Poe.      
Murders in the Rue Morgue d. R. Little Classics.
Ingersoll.      
Oration at the funeral of his brother m. R. Ingersoll's Prose Poems.
22. Scott.      
Thirty-sixth chapter of the Heart of Midlothian m. R.  
Curtis.      
Nations and Humanity m. R. No. 11.
23. Taylor.      
The sections on Temperance and Chastity in the Holy Living and Dying m. R.D.  
Brooks.      
Pamphlet on Tolerance,—the best book in the world on a most vital subject m. R.D.  



Group IV.—Wit and HumorShort List.

Group IV.—Wit and Humor—Short List.



  [*] Manner
of
Reading.
Where found.
24. Lowell.      
Biglow Papers e. R.D. Lowell's Poems.
Fable for Critics d. R.D.  
The Courtin' e. R.D.  
Holmes.      
Autocrat of the Breakfast-Table m. R.D.  
25. Carleton.      
Farm Ballads, especially the Visit of the School Committee, and The Rivals e. S.  
Stowe.      
Laughin' in Meetin' e. S. No. 11.
Twain.      
On New England Weather e. S. No. 13.
European Guides, and Turkish Baths e. S. Innocents Abroad.
26. Dickens.      
Pickwick Papers e. S.  
James De Mille.     Cumnock's Choice Readings.
A Senator Entangled e. S.
Lover.      
The Gridiron e. S. Cumnock's Choice Readings.
Whately.      
Historic Doubts regarding Napoleon e. S. Publ. separately.

TABLE IV.

SUPPLEMENTARY GENERAL READING.

ADDITIONAL GENERAL READING.

In addition to the short courses set forth in Tables II. and III., at the same time, if the reader has a sufficiency of spare hours, but always in subordination to the above courses, it is recommended that attention be given to the following books:—

In addition to the short courses listed in Tables II and III, if the reader has enough free time, but always prioritizing the above courses, it's suggested to pay attention to the following books:—

Bunyan's Pilgrim's Progress. (e. R. D.)

Defoe's Robinson Crusoe. (e. S.)

Dickens' Christmas Carol (m. R. D.); Cricket on the
Hearth. (m. R. D.)

Ruskin's Crown of Wild Olive (m. R. D.); Ethics of
the Dust (m. R. D.); Sesame and Lilies. (m. R. D.)

Emerson's Essays (d. R. D. C.); especially those on
Manners, Gifts, Love, Friendship, The Poet, and on Representative
Men.

Demosthenes on the Crown. (m. R. D. C. G.)

Burke's Warren Hastings Oration. (m. R. D. C. G.)

Phillips' Speeches on Lovejoy and Garrison. (m. R.
D. C. G.)

La Fontaine's Fables. (m. R. D.)

Short Biographies of the World's Hundred Greatest Men.
(m. R. D.)

Marshall's Life of Washington. (m. R. D. G.)

Carlyle's Cromwell. (m. R. D. G.)

[95]Tennyson's In Memoriam. (d. R. D. C.)

Byron's Childe Harold. (m. R. D. C.)

Burns' Cotter's Saturday Night. (m. R. D.)

Keats' Endymion. (d. R. D. C.)

Shelley's Prometheus Unbound. (d. R. D. C. G.)

Campbell's Pleasures of Hope. (m. R. D. C.)

Goldsmith's Deserted Village. (m. R. D. C.)

Pope's Essay on Man. (m. R. D. C.)

Thomson's Seasons. (m. R. D. C.)

Bunyan's Pilgrim's Progress. (e. R. D.)

Defoe's Robinson Crusoe. (e. S.)

Dickens' A Christmas Carol (m. R. D.); The Cricket on the
Hearth. (m. R. D.)

Ruskin's The Crown of Wild Olive (m. R. D.); The Ethics of
the Dust (m. R. D.); Sesame and Lilies. (m. R. D.)

Emerson's Essays (d. R. D. C.); especially those on
Manners, Gifts, Love, Friendship, The Poet, and Representative
Men.

Demosthenes on the Crown. (m. R. D. C. G.)

Burke's Oration on Warren Hastings. (m. R. D. C. G.)

Phillips' Speeches on Lovejoy and Garrison. (m. R.
D. C. G.)

La Fontaine's Fables. (m. R. D.)

Short Biographies of the World's Hundred Greatest People.
(m. R. D.)

Marshall's Life of Washington. (m. R. D. G.)

Carlyle's Cromwell. (m. R. D. G.)

[95]Tennyson's In Memoriam. (d. R. D. C.)

Byron's Childe Harold. (m. R. D. C.)

Burns' Cotter's Saturday Night. (m. R. D.)

Keats' Endymion. (d. R. D. C.)

Shelley's Prometheus Unbound. (d. R. D. C. G.)

Campbell's Pleasures of Hope. (m. R. D. C.)

Goldsmith's The Deserted Village. (m. R. D. C.)

Pope's Essay on Man. (m. R. D. C.)

Thomson's Seasons. (m. R. D. C.)


CHILDREN.

So far we have spoken of reading for grown people. Now we must deal with the reading of young folks,—a subject of the utmost importance. For to give a child good habits of reading, to make him like to read and master strong, pure books,—books filled with wisdom and beauty,—and equally eager to shun bad books, is to do for him and the world a service of the highest possible character; and to neglect the right care of a child in this matter is to do him an injury far greater than to mutilate his face or cut off his arm.[97]

So far, we've talked about reading for adults. Now we need to focus on reading for young people—a topic of great importance. Teaching a child good reading habits, fostering a love for reading, and guiding them towards strong, uplifting books—books filled with wisdom and beauty—while also encouraging them to avoid bad books, is one of the greatest services we can provide for them and for the world. Neglecting to properly guide a child in this area is actually a greater harm than injuring their face or cutting off their arm.[97]


WHAT TO GIVE THE CHILDREN.

Parents, teachers, and others interested in the welfare of young people have not only to solve the problem of selecting books for their own nourishment, but also the more difficult problem of providing the young folks with appropriate literary food. As literature may be made one of the most powerful influences in the development of a child, the greatest care should be taken to make the influence true, pure, and tender, and give it in every respect the highest possible character, which requires as much care to see that bad books do not come into the child's possession and use, as to see that good books do. The ability to read adds to life a wonderful power, but it is a power for evil as well as good. As Lowell says, "It is the key which admits us to the whole world of thought and fancy and imagination,—to the company of saint and sage, of the wisest and wittiest at their wisest and wittiest moments. It enables us to see with the keenest eyes, hear with the finest ears, and listen to the sweetest voices of all time. More than that, it annihilates time and space for us,—reviving without a miracle the Age of Wonder, and endowing us with the shoes of swiftness and the cap of darkness." Yes, but it opens[98] our minds to the thoughts of the vile as well as to those of the virtuous; it unlocks the prisons and haunts of vice as well as the school and the church; it drags us through the sewer as well as gives us admission to the palace; it feeds us on filth as well as the finest food; it pours upon our souls the deepest degradation as well as the spirit of divinity. Parents will do well to keep from their children such books as Richardson's "Pamela" and "Clarissa Harlowe;" Fielding's "Joseph Andrews," "Jonathan Wild," and "Tom Jones;" Smollett's "Humphrey Clinker," "Peregrine Pickle," and "Adventures of an Atom;" Sterne's "Tristram Shandy;" Swift's "Gulliver," and their modern relatives. Many of these coarse pictures of depravity and microscopic analyses of filth I cannot read without feeling insulted by their vulgarity, as I do when some one tells an indecent story in my presence. Whatever the power or wit of a book, if its motive is not high and its expression lofty, it should not come into contact with any life, at least until its character is fixed and hardened in the mould of virtue beyond the period of plasticity that might receive the imprint of the badness in the book. There are plenty of splendid books that are pure and ennobling as well as strong and humorous,—more of them than any one person can ever read,—so that there is no necessity of contact with imperfect literature. If a boy comes into possession of a book that he would not like to read aloud to his mother or sister, he has something that is not good for him to[99] read,—something that is not altogether the very best for anybody to read. Some liberty of choice, however, ought to be allowed the children. It will add much to the vigor and enthusiasm of a boy's reading if, instead of prescribing the precise volume he is to have at each step, he is permitted to make his own selection from a list of three or four chosen by the person who is guiding him. What these three or four should be, is the problem. I cannot agree with Lowell, when he says that young people ought to "confine themselves to the supreme books in whatever literature, or, still better, choose some one great author and make themselves thoroughly familiar with him." It is possible to know something of people in general about me without neglecting my best friends. It is possible to enjoy the society of Shakspeare, Goethe, Æschylus, Dante, Homer, Plato, Spencer, Scott, Eliot, Marcus Aurelius, and Irving, without remaining in ignorance of the power and beauty to be found in Chaucer, Spenser, Milton, Byron, Burns, Goldsmith, Keats, Shelley, Tennyson, Longfellow, Whittier, Holmes, and Lowell, Ingersoll, Omar, Arnold, Brooks, and Robertson, Curtis, Aldrich, Warner, Jewett, Burroughs, Bulwer, Tourgée, Hearn, Kingsley, MacDonald, Hawthorne, Dickens, Thackeray, Carlyle, Ruskin, Hugo, Bronté, Sienkiewicz, and a host of others. Scarcely a day passes that I do not spend a little time with Shakspeare, Goethe, Æschylus, Spencer, and Irving; but I should be sorry to have any one of those I have named beyond call at any[100] time. There are parts of Holmes, Lowell, Brooks, Emerson, Omar, Arnold, Tourgée, and Hearn that are as dear to me as any passages of equal size in Goethe or Irving. So it does not seem best to me to confine the attention to the supreme books; a just proportion is the true rule. Let the supreme books have the supreme attention, absorb them, print them on the brain, carry them about in the heart, but give a due share of time to other books. I like the suggestion of Marietta Holley: "I would feed children with little sweet crumbs of the best of books, and teach them that a whole rich feast awaited them in the full pages," only taking care in each instance that the crumb is well rounded, the picture not torn or distorted. There are paragraphs and pages in many works of the second rank that are equal to almost anything in the supreme books, and superior to much the latter contain. These passages should be sought and cherished; and the work of condensing the thought and beauty of literature—making a sort of literary prayer-book—is an undertaking that ought not to be much longer delayed. Until it is done, however, there is no way but to read widely, adapting the speed and care to the value of the volume. Some things may be best read by deputy, as Mark Twain climbed the Alps by agent; newspapers, for example, and many of the novels that flame up like a haystack on fire, and fade like a meteor in its fall, striking the earth never to rise again. The time that many a young man spends upon newspapers[101] would be sufficient to make him familiar with a dozen undying books every year. Newspapers are not to be despised, but they should not be allowed to crowd out more important things. I keep track of the progress of events by reading the "Outlook" in the "Christian Union" every week, and glancing at the head-lines of the "Herald" or "Journal," reading a little of anything specially important, or getting an abstract from a friend who always reads the paper. A good way to economize time is for a number of friends to take the same paper, the first page being allotted to one, the second to another, and so on, each vocally informing the others of the substance of his page. If time cannot be found for both the newspaper and the classic, the former, not the latter, should receive the neglect.

Parents, teachers, and others who care about the well-being of young people need to tackle not only the challenge of choosing books for their own enrichment but also the tougher task of making sure the youth have access to suitable literary material. Since literature can be one of the most influential forces in a child's development, it's crucial to ensure that this influence is accurate, pure, and nurturing, providing the highest possible quality. This means being just as careful to prevent harmful books from reaching a child as it is to ensure that positive ones do. The ability to read brings an incredible power to life, but it can be a force for both good and evil. As Lowell states, "It is the key that opens the entire world of thought, imagination, and fancy—introducing us to saints and sages, the wisest and wittiest at their best moments. It allows us to see with sharp clarity, hear with acute awareness, and listen to the most beautiful voices throughout history. More than that, it transcends time and space for us—reviving the Age of Wonder without miracles, equipping us with swiftness and the capability to navigate darkness." Yes, but it also exposes our minds to both wicked thoughts and virtuous ones; it unlocks the doors of vice as easily as those of education and faith; it pulls us through the muck while granting us access to palatial grandeur; it can offer us both filth and the finest nourishment; it can plunge our souls into deep degradation or elevate us with a divine spirit. Parents should be cautious to keep books like Richardson's "Pamela" and "Clarissa Harlowe," Fielding's "Joseph Andrews," "Jonathan Wild," and "Tom Jones," Smollett's "Humphrey Clinker," "Peregrine Pickle," and "Adventures of an Atom," Sterne's "Tristram Shandy," and Swift's "Gulliver," along with their modern equivalents, away from their children. Many of these crude depictions of depravity and minute observations of filth are so vulgar that I can barely read them without feeling insulted, much like when someone tells an inappropriate story in my company. Regardless of the power or wit of a book, if its intent isn't noble and its expression isn't elevated, it shouldn't be allowed to affect any life, at least not until a person's character is solidified in virtue, past the point where it could absorb the negativity in the book. There are countless wonderful books that are not only pure and uplifting but also strong and humorous—many more than any one person could ever read—so there’s no need to rely on flawed literature. If a boy comes across a book he wouldn’t want to read aloud to his mother or sister, then he has something that’s not good for him—something that isn’t the very best for anyone. However, kids should be granted some freedom of choice. It increases the enthusiasm and vigor of a boy's reading if he can choose from a selection of three or four titles suggested by an adult guiding him. The challenge lies in deciding which three or four those should be. I cannot agree with Lowell when he claims that young people should "limit themselves to the significant books in any literature, or better yet, focus on one great author and become intimately familiar with him." It's possible to understand something about the people around me without ignoring my closest friends. It's possible to enjoy the works of Shakespeare, Goethe, Aeschylus, Dante, Homer, Plato, Spencer, Scott, Eliot, Marcus Aurelius, and Irving without being oblivious to the power and beauty found in Chaucer, Spenser, Milton, Byron, Burns, Goldsmith, Keats, Shelley, Tennyson, Longfellow, Whittier, Holmes, Lowell, Ingersoll, Omar, Arnold, Brooks, Robertson, Curtis, Aldrich, Warner, Jewett, Burroughs, Bulwer, Tourgée, Hearn, Kingsley, MacDonald, Hawthorne, Dickens, Thackeray, Carlyle, Ruskin, Hugo, Bronté, Sienkiewicz, and many others. Hardly a day goes by without me spending some time with Shakespeare, Goethe, Aeschylus, Spencer, and Irving; yet, I would hate to be without any of those I mentioned at any time. There are segments in works by Holmes, Lowell, Brooks, Emerson, Omar, Arnold, Tourgée, and Hearn that mean as much to me as any equally sized excerpts from Goethe or Irving. Thus, confining attention strictly to the most significant books doesn’t seem ideal to me; balance is the true rule. The most significant books deserve the most attention; absorb them, engrave them in the mind, carry them in the heart, but also dedicate time to other literature. I appreciate Marietta Holley's suggestion: "I would feed children with small sweet pieces from the best books and teach them that a full banquet awaits them in the complete pages," ensuring each piece is well-rounded and the images are not torn or distorted. There are paragraphs and pages in many second-tier works that rival almost anything in the major books and surpass much of what they contain. These moments should be sought after and cherished, and the effort to condense the thoughts and beauty of literature into a kind of literary prayer book is a task that should not be delayed much longer. Until that happens, however, the only option is to read broadly, adjusting our speed and attention based on the value of each book. Some things may be better read through summaries, just as Mark Twain scaled the Alps through an agent; for instance, newspapers and many novels that ignite like a haystack on fire and vanish like a meteor, never to rise again. The time many young men spend on newspapers could be enough to help them become familiar with a dozen timeless books each year. Newspapers shouldn’t be dismissed, but they shouldn’t overshadow more important works. I keep up with current events by reading the "Outlook" in the "Christian Union" every week and glancing at the headlines of the "Herald" or "Journal," reading a bit of anything particularly important, or getting a summary from a friend who follows the news closely. A great way to save time is for a group of friends to share the same newspaper, with each person covering a different page and then verbally sharing the key points of their section with the others. If there isn’t time for both the newspaper and classic literature, it’s the former, not the latter, that should be set aside.

This matter of the use of time is one concerning which parents should strive to give their children good habits from the first. If you teach a child to economize time, and fill him with a love of good books, you ensure him an education far beyond anything he can get in the university,—an education that will cease only with his life. The creation of a habit of industrious study of books that will improve the character, develop the powers, and store the mind with force and beauty,—that is the great object.

This issue of using time is one that parents should work on to instill good habits in their children right from the start. If you teach a child to use their time wisely and instill a love for good books, you provide them with an education that far surpasses anything they could receive at a university—an education that lasts a lifetime. The goal is to create a habit of diligent study of books that enhance character, develop skills, and enrich the mind with strength and beauty.

A good example is the best teacher. It is well for parents to keep close to the child until he grows old enough to learn how to determine for himself what he should read (which usually is not before fifteen or[102] twenty, and in many cases never); for children, and grown folks too for that matter, crave intellectual as much as they do physical companionship.

A good example is the best teacher. It's important for parents to stay close to their child until they are old enough to figure out for themselves what they should read (which usually isn't before they turn fifteen or [102] twenty, and in many cases, they may never learn to do this); children, and adults too for that matter, seek out intellectual companionship just as much as they do physical companionship.

The methods of guiding the young in the paths of literature fall naturally into two groups,—the first being adapted to childhood not yet arrived at the power of reading alone, the second adapted to later years. There is no sharp line of division or exclusion, but only a general separation; for the methods peculiarly appropriate to each period apply to some extent in the other. Some children are able to read weighty books at three or four years of age, but most boys and girls have to plod along till they are eight or ten before they can read much alone. I will consider the periods of child life I have referred to, each by itself.

The ways of guiding young people in literature naturally fall into two categories: the first is for children who aren’t yet able to read on their own, and the second is for older kids. There isn’t a strict divide between the two groups; it’s more of a general separation because some methods that are best suited for one age group can also be applied to the other to some degree. Some kids can handle serious books by age three or four, but most children need to work through it until they’re around eight or ten before they can read a lot on their own. I’ll look at the stages of childhood that I just mentioned, one at a time.

The Age of Stories.—It is not necessary or proper to wait until a child can read, before introducing it to the best literature. Most of the books written for children have no permanent value, and most of the reading books used in primary and grammar schools contain little or no genuine literature, and what they do contain is in fragments. Portions of good books are useful, if the story of each part is complete, but children do not like the middle of a story without the beginning and end; they have the sense of entirety, and it should be satisfied. And it is not difficult to do this. Literature affords a multitude of beautiful stories of exceeding interest to children, and of permanent attractiveness through all the after years of[103] their lives. Such literature is as available, as a means of teaching the art of reading, as is the trash in dreary droning over which the precious years of childhood are spent in our public schools. The development of the child mind follows the same course as the development of the mind of the race. The little boy loves the wonderful and the strong, and nearly everything is wonderful to him except himself. Living things especially interest him. Every child is a born naturalist; his heart turns to birds and beasts, flowers and stars. He is hungry for stories of animals, giants, fairies, etc. Myths and fairy tales are his natural food. His power of absorbing and retaining them is marvellous. One evening a few weeks ago a little boy who is as yet scarcely able to read words of two and three letters asked me for a story. I made an agreement with him that whatever I told him, he should afterward repeat to me, and then gave him the story of the elephant who squirted muddy water over the cruel tailor that pricked his trunk with a needle. No sooner had I finished than he threw his arms around my neck and begged for another story. I told him eight in rapid succession, some of them occupying three or four minutes, and then asked him to tell me about the elephants, dogs, bears, etc., that I had spoken of. He recited every story with astonishing accuracy and readiness, and apparently without effort, and would have been ready for eight more bits of Wood or Andersen, if his bedtime had not intervened. If parents would[104] take as much pains to satisfy the mind hunger of their children as they do to fulfil their physical wants, and give them the best literature as well as the best beef and potatoes, the boys and girls would have digested the greater part of mythology, natural science, and the best fiction by the time they are able to read. Children should be fed with the literature that represents the childhood of the race. Out of that literature has grown all literature. Give a child the contents of the great books of the dawn, and you give him the best foundation for subsequent literary growth, and in after life he will be able to follow the intricate interweaving of the old threads throughout all modern thought. He has an immense affinity for those old books, for they are full of music and picturesqueness, teeming with vigorous life, bursting with the strange and wonderful. In the following list parents and teachers will find abundant materials for the culture of the little ones, either by reading aloud to them, or still better by telling them the substance of what they have gathered by their own reading of these famous stories and ditties. Pictures are always of the utmost value in connection with books and stories, as they impart a vividness of conception that words alone are powerless to produce. One plea for sincerity I must make,—truth and frankness from the cradle to the grave. Do not delude the children. Do not persuade them that a fairy tale is history. I have a sad memory of my disgust and loss of confidence in human probity when[105] I discovered the mythical character of Kriss Kringle, and I believe many children are needlessly shocked in this way.

The Age of Stories.—It’s neither necessary nor right to wait until a child can read before introducing them to great literature. Most of the books written for kids lack lasting value, and the reading materials used in elementary and middle schools often contain little to no genuine literature, and what they do have is in fragments. Portions of good books can be helpful if each part tells a complete story, but kids don’t enjoy the middle of a story without the beginning and end; they have a sense of wholeness that needs to be fulfilled. This is not difficult to achieve. Literature offers a wealth of beautiful stories that deeply interest children and remain appealing throughout their lives. This kind of literature is just as available to teach the art of reading as the dull drivel that spends precious childhood years in our public schools. The development of a child's mind mirrors the evolution of the human race's intellect. Little boys love the wonderful and the strong, and almost everything is wonderful to them except themselves. They are especially drawn to living things. Every child is a naturalist at heart; they are fascinated by birds, animals, flowers, and stars. They crave stories about animals, giants, fairies, etc. Myths and fairy tales naturally nourish them. Their ability to absorb and remember these stories is remarkable. A few weeks ago, a little boy who can barely read two- and three-letter words asked me for a story. I agreed that whatever I told him, he would repeat back to me, and then I shared the tale of the elephant who sprayed muddy water on the cruel tailor who pricked his trunk with a needle. As soon as I finished, he wrapped his arms around my neck and begged for another story. I told him eight stories in quick succession, some lasting three or four minutes, and then asked him to tell me about the elephants, dogs, bears, etc., that I had mentioned. He recounted every story with astonishing accuracy and ease, seemingly without effort, and would have been ready for eight more stories from Wood or Andersen if bedtime hadn't interrupted. If parents would put as much effort into satisfying their children's intellectual curiosity as they do into meeting their physical needs, and provide them with great literature as well as good food, kids would have absorbed much of mythology, natural science, and the best fiction by the time they could read. Children should be nurtured with the literature that represents the childhood of humanity. From that literature, all literature has developed. Give a child the great stories of the past, and you lay the best foundation for their future literary growth, enabling them to follow the intricate connections of old ideas throughout all modern thought. They have a deep connection to these old books because they are full of music and vivid imagery, rich with vibrant life, overflowing with the strange and wonderful. In the following list, parents and teachers will find plenty of material to help educate young children, either by reading aloud to them or, even better, by conveying the essence of what they’ve experienced through their own reading of these classic stories and songs. Pictures are always incredibly valuable alongside books and stories, as they create a vividness in understanding that words alone can't achieve. I do want to make one plea for sincerity—truth and honesty from the cradle to the grave. Don’t mislead children. Don’t convince them that a fairy tale is history. I remember feeling disgusted and losing trust in people when I discovered that Kriss Kringle was a myth, and I believe many children are unneedlessly shocked in this way.

List of Materials for Story-telling and for the Instruction and Amusement of Childhood.

List of Materials for Storytelling and for the Instruction and Entertainment of Children.

"Mother Goose," "Jack and the Bean-Stalk," "Jack the Giant-Killer," "Three Bears," "Red Riding-Hood," "The Ark," "Hop o' my Thumb," "Puss in Boots," "Samson," "Ugly Duckling," "The Horse of Troy" (Virgil), "Daniel in the Lion's Den," etc.

"Mother Goose," "Jack and the Beanstalk," "Jack the Giant Killer," "The Three Bears," "Little Red Riding Hood," "The Ark," "Hop o' my Thumb," "Puss in Boots," "Samson," "The Ugly Duckling," "The Horse of Troy" (Virgil), "Daniel in the Lion's Den," etc.

Andersen's "Fairy Tales." Delightful to all children.

Andersen's "Fairy Tales." Loved by all kids.

Grimm's "Fairy Tales."

Grimm's "Fairy Tales."

De Garmo's "Fairy Tales."

De Garmo's "Fairy Tales."

Craik's "Adventures of a Brownie."

Craik's "Adventures of a Brownie."

"Parents' Assistant," by Maria Edgeworth, recommended by George William Curtis, Mary Mapes Dodge, Charles Dudley Warner, etc.

"Parents' Assistant," by Maria Edgeworth, recommended by George William Curtis, Mary Mapes Dodge, Charles Dudley Warner, etc.

"Zigzag Journeys," a series of twelve books, written by Hezekiah Butterworth, one of the editors of the "Youth's Companion." As might be supposed, they are among the very best and most enduringly popular books ever written for young people.

"Zigzag Journeys," a series of twelve books by Hezekiah Butterworth, one of the editors of the "Youth's Companion." As you might expect, they are among the best and most consistently popular books ever written for young people.

Wood's books of Anecdotes about Animals, and many other works of similar character, that may be obtained from the American Society for the Prevention of Cruelty to Animals, 19 Milk Street, Boston. The literature distributed by this Society is filled with the spirit of love and tenderness for all living things, and is one of the best influences that can come into a child's life.

Wood's books of animal anecdotes, along with many other similar works, can be found at the American Society for the Prevention of Cruelty to Animals, 19 Milk Street, Boston. The literature provided by this Society is filled with love and compassion for all living beings and is one of the best influences that can enter a child's life.

Mary Treat's "Home Book of Nature." One of the best books of science for young people.[106]

Mary Treat's "Home Book of Nature." One of the best science books for young readers.[106]

Bulfinch's "Age of Fable." A book that is exhaustive of Greek and Roman mythology, but meant for grown folks.

Bulfinch's "Age of Fable." A thorough book on Greek and Roman mythology, intended for adults.

Bulfinch's "Age of Chivalry."

Bulfinch's "Age of Chivalry."

Fiske's "Myths and Myth Makers." Brief, deep, and suggestive.

Fiske's "Myths and Myth Makers." Short, insightful, and thought-provoking.

Hawthorne's "Wonder Book" and "Tanglewood Tales." Books that no house containing children should lack.

Hawthorne's "Wonder Book" and "Tanglewood Tales." Books no home with kids should be without.

Cox's "Tales of Ancient Greece."

Cox's "Tales of Ancient Greece."

Baldwin's "Stories of the Golden Age."

Baldwin's "Stories of the Golden Age."

Forestier's "Echoes from Mist Land." An interesting study of the Nibelungenlied.

Forestier's "Echoes from Mist Land." An engaging analysis of the Nibelungenlied.

Lucian's "Dialogues of the Gods." Written to ridicule ancient superstitions.

Lucian's "Dialogues of the Gods." Written to satirize ancient superstitions.

Curtin's "Folk Lore of Ireland."

Curtin's "Folk Lore of Ireland."

Stories of Greek Heroes, Kingsley.

Stories of Greek Heroes, Kingsley.

Stories from Bryant's Odyssey.

Stories from Bryant's "Odyssey."

Stories from Church's "Story of the Iliad."

Stories from Church's "Story of the Iliad."

Stories from Church's "Story of the Æneid."

Stories from Church's "Story of the Aeneid."

Stories from Herodotus, Church.

Stories from Herodotus, Church.

Stories from the Greek Tragedians, Church.

Stories from the Greek Tragedians, Church.

Stories of Charlemagne, Hanson.

Stories of Charlemagne, Hanson.

Stories from "Arabian Nights," Bulfinch.

Stories from "Arabian Nights," Bulfinch.

Stories from "Munchausen," and Maundeville.

Stories from "Munchausen," and Maundeville.

Stories from Chaucer, especially "Griselda." (From Chaucer, or from Mrs. Haweis' book.)

Stories from Chaucer, especially "Griselda." (From Chaucer, or from Mrs. Haweis' book.)

Stories told to a Child, by Jean Ingelow.

Stories Told to a Child, by Jean Ingelow.

Stories from the "Morte D'Arthur," Malory or Lanier.

Stories from the "Morte D'Arthur," Malory or Lanier.

Stories from Lanier's "Froissart."

Stories from Lanier's "Froissart."

Stories from Shakspeare.

Stories from Shakespeare.

Stories of the Revolution, Riedesel.

Stories of the Revolution, Riedesel.

Stories from American and English History about the Magna Charta, Henry VIII., Queen Elizabeth, Cromwell,[107] Pitt, Gladstone, Boston Tea Party, Declaration of Independence, Washington, Rebellion, Lincoln, etc.

Stories from American and English history about the Magna Carta, Henry VIII, Queen Elizabeth, Cromwell,[107] Pitt, Gladstone, the Boston Tea Party, the Declaration of Independence, Washington, the Rebellion, Lincoln, etc.

Stories of American life, from "Oldtown Folks," "Sam Lawson's Fireside Stories," and from the best novels.

Stories of American life, from "Oldtown Folks," "Sam Lawson's Fireside Stories," and from top novels.

Stories from the "Book of Golden Deeds," Miss Yonge.

Stories from the "Book of Golden Deeds," Miss Yonge.

Stories from Bolton's "Poor Boys who became Famous," and "Girls who became Famous."

Stories from Bolton's "Poor Boys Who Became Famous," and "Girls Who Became Famous."

Stories from Smiles's "Self-Help." Full of brief, inspiring stories of great men.

Stories from Smiles's "Self-Help." Filled with uplifting short stories about remarkable individuals.

Stones from Todd's "Students' Manual."

Stones from Todd's "Students' Manual."

Stories from Irving's "Sketch Book," Rip Van Winkle, etc.

Stories from Irving's "Sketch Book," Rip Van Winkle, etc.

Stories from Green's "Short History of the English People."

Stories from Green's "Short History of the English People."

Stories from Doyle's "History of the United States." One of the very best brief histories.

Stories from Doyle's "History of the United States." One of the best short histories.

Stories from Mackenzie's "History of the Nineteenth Century."

Stories from Mackenzie's "History of the Nineteenth Century."

Stories from Coffin's "Story of Liberty."

Stories from Coffin's "Story of Liberty."

Stories from Freeman's "General Sketch of History."

Stories from Freeman's "General Sketch of History."

Stories from the "Stories of the Nations." (Putnam's Series.)

Stories from "Stories of the Nations." (Putnam's Series.)

Stories from the books of Columns 2, 3, 4, 5, 8, 12, and 14 of Table I.

Stories from the books of Columns 2, 3, 4, 5, 8, 12, and 14 of __A_TAG_PLACEHOLDER_0__.

The story of Christ and his Apostles. (It is scarcely needful to mention Bible stories in general. Every child born into a civilized family is saturated with them; but the simple story of Christ's life as an entirety is too seldom told them.)

The story of Christ and his Apostles. (It's almost unnecessary to mention Bible stories in general. Every child born into a civilized family is filled with them; but the simple story of Christ's life as a whole is told too infrequently.)

The story of Buddha, from the "Light of Asia."

The story of Buddha, from the "Light of Asia."

The story of Mahomet, Irving.

The story of Muhammad, Irving.

The story of Confucius.

The story of Confucius.

The story of Socrates drinking the hemlock, from Plato, or from Fénelon's "Lives of the Philosophers," which contains many splendid Greek stories.[108]

The story of Socrates drinking hemlock, from Plato, or from Fénelon's "Lives of the Philosophers," which includes many amazing Greek stories.[108]

The story of Prometheus, from Æschylus.

The story of Prometheus, from Aeschylus.

The story of Diogenes in his Tub.

The story of Diogenes in his tub.

The story of Thermopylæ and other battles, from Cressy.

The tale of Thermopylae and other battles, beginning from Crecy.

The story of Carthage, from Putnam's series of the "Stories of the Nations." (Nine to eleven years.)

The story of Carthage, from Putnam's series of the "Stories of the Nations." (Ages nine to eleven.)

The story of Roland, Baldwin.

The story of Roland, Baldwin.

The story of the Cid, Southey.

The story of the Cid, Southey.

The story of the Nibelungenlied. (See Baldwin's "Story of Siegfried.")

The story of the Nibelungenlied. (See Baldwin's "Story of Siegfried.")

The story of Faust, from "Zigzag Journeys."

The story of Faust, from "Zigzag Journeys."

The story of "Reynard the Fox," Goethe.

The story of "Reynard the Fox," Goethe.

The story of Pythagoras and the transmigration of souls.

The story of Pythagoras and the movement of souls.

The story of Astronomy, from Herschel, Proctor, etc.

The story of Astronomy, from Herschel, Proctor, etc.

The story of Geology, from Lyell, Dawson, Miller, etc., or from Dana's "The Geological Story, Briefly Told."

The story of geology, from Lyell, Dawson, Miller, and others, or from Dana's "The Geological Story, Briefly Told."

The story of Athena, Pluto, Neptune, Apollo, Juno, Mars, Jupiter, Mercury, Charon, Vulcan, Zeus, Io, Orpheus, and Eurydice, Phaeton, Arachne, Ariadne, Iphigenia, Ceres, Vesta, Herakles, Minerva, Venus, Scylla and Charybdis, Hercules, Ulysses, Helen, Achilles, Æneas, etc., from Bulfinch's "Age of Fable," "Zigzag Journeys," etc.

The story of Athena, Pluto, Neptune, Apollo, Juno, Mars, Jupiter, Mercury, Charon, Vulcan, Zeus, Io, Orpheus, and Eurydice, Phaeton, Arachne, Ariadne, Iphigenia, Ceres, Vesta, Herakles, Minerva, Venus, Scylla and Charybdis, Hercules, Ulysses, Helen, Achilles, Æneas, etc., from Bulfinch's "Age of Fable," "Zigzag Journeys," etc.

The story of William Tell, the Man in the Moon, etc., from S. Baring Gould's "Curious Myths."

The story of William Tell, the Man in the Moon, etc., from S. Baring Gould's "Curious Myths."

The story of the Courtship of Miles Standish.

The story of the Courtship of Miles Standish.

The story of the Nürnburg Stove, from Ouida's "Bimbi."

The story of the Nuremberg Stove, from Ouida's "Bimbi."

The story of Robert Bruce.

The story of Robert Bruce.

The story of Circe's Palace, from "Tanglewood Tales."

The story of Circe's Palace, from "Tanglewood Tales."

The story of Pandora's Box, from the "Wonder Book."

The story of Pandora's Box, from the "Wonder Book."

The story of Little Nell, from "The Old Curiosity Shop."

The story of Little Nell, from "The Old Curiosity Shop."

The story of the Boy in "Vanity Fair."

The story of the Boy in "Vanity Fair."

Many other books might be placed on the list of parent-helpers. Indeed, the perfect guidance of youth would re[109]quire a perfect knowledge of literature throughout its breadth and depth; but the above suggestions, if followed in any large degree, will result in a far better training than most children now receive.

Many other books could be included on the list of resources for parents. In fact, the ideal support for young people would require a broad understanding of literature in all its forms and depth; however, the suggestions mentioned above, if pursued to any meaningful extent, will provide much better training than what most children currently receive.


THE FORMATION OF A GOOD READING HABIT.

As the child learns to read by itself, the books from which were drawn the stones it has heard may be given to it, care being taken that every gift shall be adapted to the ability of the little one. The fact that the boy has heard the story of Horatius at the Bridge does not diminish, but vastly increases, his desire to read the "Lays of Ancient Rome." When he comes to the possession of the book, it seems to him like a discovery of the face of a dear friend with whose voice he has long been familiar. I well remember with what delight I adopted the "Sketch Book" as one of my favorites on finding Rip Van Winkle in it.

As the child learns to read on their own, the books that inspired the stories they’ve heard can be given to them, making sure that each gift is suitable for the child's reading level. The fact that the boy has heard the story of Horatius at the Bridge doesn’t lessen but greatly increases his desire to read the "Lays of Ancient Rome." When he finally gets the book, it feels like discovering the face of a dear friend whose voice he has known for a long time. I clearly remember how delighted I was to choose the "Sketch Book" as one of my favorites when I found Rip Van Winkle in it.

Below will be found a list of books intended as a suggestion of what should be given to children of various ages. The larger the number of good books the child can be induced to read each year, the better of course, so long as his powers are not overtaxed, and the reading is done with due thoroughness. But if only four or five are selected from each year's list, the boy will know more of standard literature by the time he is sixteen, than most of his elders do. Each[110] book enters the list at the earliest age an ordinary child would be able to read it with ease, and it may be used then or at any subsequent age; for no books are mentioned which are not of everlasting interest and profit to childhood, manhood, and age. Many of the volumes named below may also be used by parents and teachers as story-mines. There is no sharp line between the periods of story-telling and of reading. Most children read simple English readily at eight or ten years of age; many do a large amount of reading long before that, and nearly all do some individual work in the earlier period. The change should be gradual. For the stimulus that comparison gives, story-telling and reading aloud should be continued long after the child is able to read alone; in truth, it ought never to cease. Story-telling ought to be a universal practice. Stories should be told to and by everybody. One of the best things grown folks can do is to tell each other the substance of their experience from day to day; and probably no finer means of education exists than to have the children give an account at supper or in the hour or two following, of what they have seen, heard, read, thought, and felt during the day. In the same way reading solus should lap over into the early period as far as possible. One of the greatest needs of the day is a class of books that shall put solid sense into very simple words. A child can grasp the wonderful, strong, loving, pathetic, and even the humorous and critical, long before it can overcome the mechanical[111] difficulties of reading. By so much as we diminish these, we push education nearer to the cradle. Charles Dudley Warner says, "As a general thing, I do not believe in books written for children;" and Phillips Brooks, Marietta Holley, Brooke Herford, and others express a similar feeling. But the trouble is not with the plan of writing for children, but with the execution. If the highest thoughts and feelings were written in the simplest words,—written as a wise parent tells them to his little ones,—then we should have a juvenile literature that could be recommended. As it is, most writers for babies seem to have far less sense than the babies. Their books are filled with unnatural, make-believe emotions, and egregious nonsense in the place of ideas. The best prose for young people will be found in the works of Hawthorne, Curtis, Warner, Holmes, Irving, Addison, Goldsmith, Burroughs, and Poe; and the best poets for them are Longfellow, Lowell, Whittier, Burns, and Homer. Books that flavor sense with fun, as do those of Curtis, Holmes, Lowell, Holley, Stowe, Irving, Goldsmith, Warner, Addison, and Burroughs, are among the best means of creating in any heart, young or old, a love for fine, pure writing. P. T. Barnum, a man whose great success is largely due to his attainment of that serenity of mind which Lowell calls the highest result of culture, says: "I should, above almost everything else, try to cultivate in the child a kindly sense of humor. Wherever a pure, hearty laugh rings through literature, he should be permitted and taught to enjoy[112] it." This judgment comes from a knowledge of the sustaining power a love of humor gives a man immersed in mental cares and worriments. Lincoln is, perhaps, the best example of its power.

Below is a list of books suggested for children of different ages. The more good books a child can be encouraged to read each year, the better, as long as they’re not overwhelmed and the reading is done thoroughly. But even if only four or five are picked from each year's list, by the time he turns sixteen, the boy will know more about classic literature than most adults. Each[110] book is included at the earliest age an ordinary child would read it easily, and it can be used then or later; no books mentioned lack lasting interest and value for childhood, adulthood, and old age. Many of the titles listed below can also be used by parents and teachers as sources for storytelling. There’s no clear divide between storytelling and reading. Most kids can read simple English well by eight or ten years old; many read a lot long before that, and almost all do some individual reading during the earlier years. The transition should be gradual. To benefit from comparison, storytelling and reading aloud should continue long after a child learns to read alone; in fact, it should never stop. Storytelling should be commonplace. Stories should be told to and by everyone. One of the best things adults can do is share their daily experiences; probably no better educational tool exists than having kids share what they’ve seen, heard, read, thought, and felt during the day at dinner or shortly after. Similarly, reading solus should overlap with the early stages as much as possible. One of the biggest needs today is a category of books that convey solid sense using very simple words. A child can grasp wonderful, strong, loving, poignant, and even humorous and critical ideas long before overcoming the mechanical[111] challenges of reading. The more we reduce these challenges, the closer education gets to the cradle. Charles Dudley Warner states, "Generally, I don't believe in books written specifically for children," and Phillips Brooks, Marietta Holley, Brooke Herford, and others share a similar sentiment. However, the issue isn’t with the concept of writing for children, but with the execution. If the highest thoughts and feelings were expressed in the simplest words—written as a wise parent shares them with little ones—we would have a children’s literature worth recommending. As it stands, most children's authors seem to have much less sense than their young audience. Their books are filled with unnatural, fictional emotions and ridiculous nonsense instead of ideas. The best prose for young readers can be found in the works of Hawthorne, Curtis, Warner, Holmes, Irving, Addison, Goldsmith, Burroughs, and Poe; and the best poets for them are Longfellow, Lowell, Whittier, Burns, and Homer. Books that mix sense with fun, like those by Curtis, Holmes, Lowell, Holley, Stowe, Irving, Goldsmith, Warner, Addison, and Burroughs, are among the best ways to instill a love for fine, pure writing in any heart, young or old. P. T. Barnum, a man whose success largely stems from achieving the calmness of mind that Lowell calls the hallmark of culture, says: "Above almost anything else, I would try to cultivate in the child a good sense of humor. Whenever a pure, hearty laugh resonates through literature, he should be allowed and encouraged to enjoy[112] it." This insight comes from understanding the uplifting power that a love of humor provides for someone burdened with mental stress and worries. Lincoln is perhaps the best example of this power.

It is often an inspiration to a boy to know that a book he is reading has helped and been beloved by some one whose name is to him a synonym of greatness,—to know, for example, that Franklin got his style from the "Spectator," which he studied diligently when a boy; that Francis Parkman from fifteen to twenty-one obtained more pleasure and profit from Scott than from any other writer; that Darwin was very fond of Mark Twain's "Treatise on the Frog;" that Marietta Holley places Emerson, Tennyson, and Eliot next to the Bible in her list of favorites; that Senator Hoar writes Emerson, Wordsworth, and Scott next after the Bible and Shakspeare; that Robert Collyer took great delight in Irving's "Sketch Book," when a youth; that the great historian Lecky is said to be in the habit of taking Irving with him when he goes to bed; that Phillips Brooks read Jonson many times when a boy, and that Lockhart's Scott was a great favorite with him, though the Doctor attaches no special significance to either of these facts; that Susan Coolidge thinks "Hans Brinker" is the best of all American books for children, etc. Similar facts may be found in relation to very many of the best books, and will aid much in arousing an interest in them.

It’s often inspiring for a boy to know that a book he’s reading has been loved and helped someone whose name represents greatness to him. For example, knowing that Franklin developed his writing style from the "Spectator," which he studied hard as a boy; that Francis Parkman found more enjoyment and benefit from Scott than from any other author between the ages of fifteen and twenty-one; that Darwin really enjoyed Mark Twain's "Treatise on the Frog;" that Marietta Holley ranks Emerson, Tennyson, and Eliot right up there with the Bible in her list of favorites; that Senator Hoar lists Emerson, Wordsworth, and Scott right after the Bible and Shakespeare; that Robert Collyer really enjoyed Irving's "Sketch Book" when he was young; that the great historian Lecky is said to take Irving to bed with him; that Phillips Brooks read Jonson many times as a boy, and that he really loved Lockhart's Scott, even though the Doctor doesn’t attach any special significance to these facts; and that Susan Coolidge believes "Hans Brinker" is the best American book for children. Similar facts can be found regarding many of the best books and will help spark interest in them.

Plato, Bacon, Goethe, Spencer, Emerson, and many[113] others of the best are for the most part too difficult to be properly grasped until the mind is more mature than it usually is at sixteen. No precise rules, however, can be laid down on this subject, I have known a boy read Spencer's "First Principles" and Goethe's "Faust" and "Wilhelm Meister" at sixteen, and gain a mastery of them. All I have attempted to do is to make broad suggestions; experiment in each case must do the rest.

Plato, Bacon, Goethe, Spencer, Emerson, and many other great thinkers are generally too complex for most people to fully understand until their minds are more developed than they typically are at sixteen. However, no specific guidelines can be provided on this topic. I've known a sixteen-year-old who was able to read Spencer's "First Principles" and Goethe's "Faust" and "Wilhelm Meister" and really grasp them. All I've tried to do is offer general suggestions; experimentation in each situation must take it from there.

Literature adapted to a Child Six or Eight Years of Age and upward.

Literature suitable for children ages six to eight and up.

Little Lord Fauntleroy. A book that cannot fail to delight and improve every reader.

Little Lord Fauntleroy. A book that's guaranteed to entertain and benefit every reader.

King of the Golden River, Ruskin.

King of the Golden River, by Ruskin.

"Rosebud," from "Harvard Sophomore Stories."

"Rosebud," from "Harvard Sophomore Stories."

Christmas all the Year round, Howells.

Christmas All Year Round, by Howells.

Mrs. Stowe's "Laughin' in Meetin'." An exceedingly funny story.

Mrs. Stowe's "Laughin' in Meetin'." A really funny story.

"Each and All" and "Seven Little Sisters," by Jane Andrews. Used in the Boston Public Schools as supplementary reading.

"Each and All" and "Seven Little Sisters," by Jane Andrews. Used as extra reading in Boston Public Schools.

Classics in Babyland, Bates.

Classics in Babyland, by Bates.

Scudder's "Fables and Folk Stories." Fine books for little ones.

Scudder's "Fables and Folk Stories." Great books for kids.

Æsop.

Æsop.

Rainbows for Children, Lydia Maria Child.

Rainbows for Children, by Lydia Maria Child.

Black Beauty, by Anna Sewell. The autobiography of a splendid horse, and the best teacher of kindness to animals we know of.[114]

Black Beauty, by Anna Sewell. The autobiography of an incredible horse and the best teacher of kindness to animals that we know.[114]

Burroughs' "Birds and Bees." In fact, all his beautiful and simple stories of Nature—"Pepacton," "Fresh Fields," "Wake Robin," "Winter Sunshine," "Signs and Seasons," etc.—are the delight of children as soon as they can read.

Burroughs' "Birds and Bees." In fact, all his beautiful and simple stories about nature—"Pepacton," "Fresh Fields," "Wake Robin," "Winter Sunshine," "Signs and Seasons," etc.—are loved by children as soon as they start to read.

Winslow's "Fairy Geography."

Winslow's "Fairy Geography."

By Sea-side and Wayside, Wright.

By Sea-side and Wayside, by Wright.

Literature adapted to a Child Eight to Nine Years of Age and upward.

Literature suited for children aged eight to nine and older.

Sandford and Merton, Day. One of the very best of children's books.

Sandford and Merton, Day. One of the greatest children's books ever.

Play Days, Sarah Orne Jewett.

Play Days, Sarah Orne Jewett.

Andersen's "Fairy Tales." Cannot be too highly praised.

Andersen's "Fairy Tales" deserve endless praise.

Stories from King Arthur, Hanson. A good foundation for the study of Malory, Tennyson, etc.

Stories from King Arthur, Hanson. A solid foundation for studying Malory, Tennyson, and others.

"Winners in Life's Race," and "Life and her Children," by Miss Arabella Buckley. Books that charm many children of eight or nine.

"Winners in Life's Race" and "Life and Her Children," by Miss Arabella Buckley. Books that captivate many kids around eight or nine years old.

Fairy Frisket; or, Peeps at Insect Life. Nelson & Sons.

Fairy Frisket; or, Insights into Insect Life. Nelson & Sons.

Physiology, with pictures.

Physiology, with illustrations.

Queer Little People, Mrs. Stowe.

Queer Little People, Mrs. Stowe.

Kingsley's "Water Babies." A beautiful book, as indeed are all of Kingsley's.

Kingsley's "Water Babies." A beautiful book, just like all of Kingsley's works.

Longfellow's "Building of the Ship."

Longfellow's "Building of the Ship."

The Fountain, Lowell.

The Fountain, Lowell.

Ye Mariners of England, Campbell.

Ye Mariners of England, Campbell.

Carleton's "Farm Ballads and Farm Legends." Humorous, pathetic, sensible.

Carleton's "Farm Ballads and Farm Legends." Humorous, touching, and practical.

Literature adapted to a Child Nine to Ten Years of Age and upward.

Literature for Children Aged Nine to Ten and Upwards.

Story of a Bad Boy, Aldrich. A splendid book for boys.

The Story of a Bad Boy by Aldrich. A fantastic book for boys.

Boys of '76, Coffin. An eight-year-old boy read it five times, he was so pleased with it.

Boys of '76 by Coffin. An eight-year-old read it five times; he loved it that much.

New Year's Bargain, Coolidge.

New Year's Bargain by Coolidge.

Pussy Willow, Stowe.

Pussy Willow by Stowe.

Hanson's "Homer and Virgil." Brief, clear, simple, clean.

Hanson's "Homer and Virgil." Short, clear, simple, and neat.

Stories from Homer, Hanson.

Stories from Homer by Hanson.

Stories from Pliny, White.

Stories from Pliny by White.

Grimm's "Fairy Tales."

Grimm's "Fairy Tales."

Legend of Sleeping Beauty.

The Legend of Sleeping Beauty.

Clodd's "The Childhood of the World." A splendid book to teach children the development of the world.

Clodd's "The Childhood of the World." A great book to teach kids about the world's development.

"Friends in Feathers and Fur," "Wings and Fins," "Paws and Claws," by Johonnot. Books much liked by the little ones.

"Friends in Feathers and Fur," "Wings and Fins," "Paws and Claws," by Johonnot. Books that kids really enjoy.

First Book of Zoölogy, Morse.

First Book of Zoölogy by Morse.

Halleck's "Marco Bozzaris."

Halleck's "Marco Bozzaris."

Wordsworth's "Peter Bell."

Wordsworth's "Peter Bell."

Mary, Queen of Scots, Strickland.

Mary, Queen of Scots by Strickland.

The Prince and the Pauper, Twain. A book that mingles no small amount of sense with its abounding fun and occasional tragedy.

The Prince and the Pauper by Twain. A book that mixes good insights with humor and a touch of sadness.

Literature adapted to a Child Ten or Eleven Years of Age and upward.

Books designed for children aged ten or eleven and older.

Being a Boy, Warner.

Being a Boy, Warner.

Little Women, Alcott. One of the most popular books of the day.

Little Women, Alcott. One of the most popular books of its time.

A Dog's Mission, Stowe.[116]

A Dog's Mission, Stowe.[116]

Two Years before the Mast, Dana. Recommended by Sarah Orne Jewett, George William Curtis, and others.

Two Years before the Mast, Dana. Recommended by Sarah Orne Jewett, George William Curtis, and others.

Ten Boys on the Road, Andrews. A great favorite with the boys.

Ten Boys on the Road, Andrews. A huge favorite with the boys.

Jan of the Windmill, Ewing. The story of a poor boy who becomes a famous painter.

Jan of the Windmill, Ewing. The story of a poor boy who becomes a famous painter.

Hawthorne's "Celestial Railroad."

Hawthorne's "Celestial Railroad."

Little People of Asia, Miller.

Little People of Asia, Miller.

Hawthorne's "Tanglewood Tales" and "Wonder Book" should belong to every child old enough to read ordinary English.

Hawthorne's "Tanglewood Tales" and "Wonder Book" should be part of every child's collection once they can read basic English.

Adventures of a Brownie, Craik.

Adventures of a Brownie, Craik.

Stories from Chaucer, Seymour.

Stories from Chaucer, Seymour.

Stories from Livy, Church.

Stories from Livy, Church.

Lives of the Philosophers, Fénelon. An excellent book.

Lives of the Philosophers, Fénelon. A great book.

What Darwin saw in his Trip round the World in the Ship Beagle.

What Darwin observed during his voyage around the world on the ship Beagle.

Fairy Land of Science, Miss Buckley. An author who writes for children to perfection.

Fairy Land of Science, Miss Buckley. An author who writes for kids incredibly well.

Animal Life in the Sea and on the Land, Cooper. Very fine indeed.

Animal Life in the Sea and on the Land, Cooper. Very impressive indeed.

Darwin's chapter on the "Habits of Ants" (in the "Origin of Species") is very interesting and amusing to little ones, and together with Burroughs' books prepares them to read such works as Lubbock's "Ants, Bees, and Wasps."

Darwin's chapter on the "Habits of Ants" (in the "Origin of Species") is fascinating and entertaining for young children, and together with Burroughs' books, it prepares them to read works like Lubbock's "Ants, Bees, and Wasps."

Ragozin's "Chaldea." One of the indispensable books for children.

Ragozin's "Chaldea." A must-have book for kids.

Longfellow's "Psalm of Life."

Longfellow's "Psalm of Life."

Longfellow's "Hiawatha."

Longfellow's "Hiawatha."

Lowell's "Under the Old Elm."

Lowell's "Under the Old Elm."

Wordsworth's "White Doe of Rylstone."

Wordsworth's "White Doe of Rylstone."

Lamb's Essay on Roast Pig. A piece of fun always enjoyed by boys and girls.

Lamb's Essay on Roast Pig. A fun piece that's always enjoyed by kids.

Literature adapted to a Child Eleven to Twelve Years of Age and upward.

Literature suitable for children aged eleven to twelve years and older.

Shakspeare's "Merchant of Venice."

Shakespeare's "Merchant of Venice."

Marcus Aurelius. In a school where the book was at their call children from ten to thirteen carried it to and from school, charmed with its beautiful thoughts.

Marcus Aurelius. In a school where the book was easily available, kids aged ten to thirteen carried it to and from school, captivated by its beautiful ideas.

Hans Brinker, Mary Mapes Dodge. One of the very best stories for children.

Hans Brinker by Mary Mapes Dodge. One of the best stories for kids.

Dickens' "Christmas Carol."

Dickens' "A Christmas Carol."

Hawthorne's "Great Stone Face." Highly appreciated by the young folks.

Hawthorne's "The Great Stone Face." Very popular with young people.

Uncle Tom's Cabin, Mrs. Stowe. A book that every child should have as soon as he is able to read it.

Uncle Tom's Cabin by Mrs. Stowe. A book that every child should read as soon as they’re able to.

Another Flock of Girls, Nora Perry.

Another Flock of Girls by Nora Perry.

At the Back of the North Wind, Macdonald. A beautiful story, with a high motive.

At the Back of the North Wind by Macdonald. A beautiful story with a noble purpose.

A Hunting of the Deer, Warner.

A Hunting of the Deer by Warner.

Crusade of the Children, Gray. A thrilling story.

Crusade of the Children by Gray. An exciting tale.

Bryant's translation of the Odyssey.

Bryant's translation of the Odyssey.

Story of the Iliad, Church.

Story of the Iliad by Church.

Stories from Herodotus, Church.

Stories from Herodotus by Church.

Mary Treat's "Home Book of Nature."

Mary Treat's "Home Book of Nature."

Half Hours with the Stars, Proctor.

Half Hours with the Stars by Proctor.

Guyot's "Earth and Man." A most excellent book.

Guyot's "Earth and Man." An excellent book.

First Book in Geology, Shaler.

First Book in Geology by Shaler.

First Steps in Chemistry, Brewster.

First Steps in Chemistry by Brewster.

First Steps in Scientific Knowledge, Best.

First Steps in Scientific Knowledge by Best.

Abou Ben Adhem, Hunt.

Abou Ben Adhem by Hunt.

Scott's "Lady of the Lake."

Scott's "Lady of the Lake."

Macaulay's "Lays of Ancient Rome."[118]

Macaulay's "Lays of Ancient Rome."[118]

Longfellow's "Tales of a Wayside Inn."

Longfellow's "Tales of a Wayside Inn."

Whittier's "Snow Bound."

Whittier's "Snow Bound."

How they Brought the Good News to Aix, Browning.

How They Brought the Good News to Aix by Browning.

Wordsworth's "We are Seven."

Wordsworth's "We are Seven."

Franklin's Autobiography.

Franklin's Autobiography.

Lincoln's Gettysburg Speech.

Lincoln's Gettysburg Address.

Samantha at the Centennial.

Samantha at the Centennial.

Literature adapted to a Child Twelve to Thirteen Years of Age and upward.

Literature suitable for children ages twelve to thirteen and older.

Shakspeare's "Julius Cæsar."

Shakespeare's "Julius Caesar."

Pilgrim's Progress, Bunyan. Indispensable.

John Bunyan's "Pilgrim's Progress." Essential reading.

Meditation of Thomas à Kempis. A strong influence for sweetness and purity.

Thomas à Kempis' "Meditation." A strong influence for kindness and cleanliness.

Vicar of Wakefield, Goldsmith. Full of fun and good feeling; one of the most indispensable of books.

Goldsmith's "The Vicar of Wakefield." It’s entertaining and uplifting; one of the must-read books.

Cooper's novels, especially "The Spy" and the "Last of the Mohicans." Books that are fascinating and yet wholesome.

Cooper's novels, especially "The Spy" and "The Last of the Mohicans," are engaging and still carry a strong moral message.

"My Summer in a Garden," and "In the Wilderness," Warner. Very humorous.

Warner’s "My Summer in a Garden" and "In the Wilderness." Super funny.

"The Dog of Flanders," from "Little Classics."

"The Dog of Flanders," from "Little Classics."

Picciola, Saintine. A great favorite.

Saintine's "Picciola." A favorite of many.

The Story of Arnon, Amélie Rives.

Amélie Rives' "The Story of Arnon."

Drake's "Culprit Fay."

Drake's "Culprit Fay."

Dr. Brown's "Rab and his Friends."

Dr. Brown's "Rab and His Friends."

"The Man without a Country," "My Double and How He Undid Me," etc., by E. E. Hale. The cast is extremely funny.

E. E. Hale's "The Man without a Country," "My Double and How He Undid Me," etc. The cast is really amusing.

The Hoosier Schoolmaster, Eggleston.

Eggleston's "The Hoosier Schoolmaster."

Boots and Saddles, Mrs. Custer.

Mrs. Custer's "Boots and Saddles."

Story of the Æneid, Church.[119]

Church's "Story of the Æneid."[119]

Stories from Greek Tragedians, Church.

Church's "Stories from Greek Tragedians."

Plumptre's "Sophocles."

Plumptre's "Sophocles."

Ruskin's "Athena."

Ruskin's "Athena."

Boys and Girls in Biology, Stevenson.

Stevenson's "Boys and Girls in Biology."

Other Worlds than Ours, Proctor.

Proctor's "Other Worlds than Ours."

Captains of Industry, Parton.

Parton's "Captains of Industry."

Lowell's "Vision of Sir Launfal." One of the great poet's finest productions.

Lowell's "Vision of Sir Launfal." One of the great poet's finest pieces.

Byron's "Eve of Waterloo."

Byron's "Eve of Waterloo."

Longfellow's "Evangeline."

Longfellow's "Evangeline."

Scott's "Marmion."

Scott's "Marmion."

Milton's "Comus."

Milton's "Comus."

"The Two Runaways," "The Born Inventor," "Idyl of Sinkin' Mountain," etc., by Edwards. Very funny.

Edwards' "The Two Runaways," "The Born Inventor," "Idyl of Sinkin' Mountain," etc. Really hilarious.

Literature adapted to a Child Thirteen to Fourteen Years of Age and upward.

Literature for kids ages thirteen to fourteen and older.

Shakspeare's "Coriolanus" and "Taming of the Shrew."

Shakespeare's "Coriolanus" and "Taming of the Shrew."

Scott's "Ivanhoe," "Heart of Midlothian," "Guy Mannering," etc. It is the making of a boy if he learns to love Scott. He will make a gentleman of him, and give him an undying love of good literature.

Scott's "Ivanhoe," "Heart of Midlothian," "Guy Mannering," etc. It's important for a boy to learn to appreciate Scott. He'll help him become a gentleman and develop a lifelong love for great literature.

Journal of Eugénie de Guerin. Full of delicacy and quiet strength.

Journal of Eugénie de Guerin. Full of sensitivity and subtle strength.

Tom Brown, Hughes. An universal favorite.

Tom Brown by Hughes. A universal favorite.

Curtis' "Prue and I." One of the very choicest books, both in substance and expression,—especially remarkable for its moral suggestiveness.

Curtis' "Prue and I." One of the best books, both for its content and writing style—especially notable for its moral lessons.

Craddock's "Floating down Lost Creek." Most excellent.

Craddock's "Floating Down Lost Creek." Really great.

Dr. Jekyll and Mr. Hyde, Stevenson. A story with a[120] powerful moral,—if we give scope to our evil nature, it will master us.

Dr. Jekyll and Mr. Hyde by Stevenson. A story with a[120] strong moral—if we let our darker side take over, it will dominate us.

Goldsmith's "Good-Natured Man."

Goldsmith's "Good-Natured Man."

Carlyle's "Heroes and Hero Worship."

Carlyle's "Heroes and Hero Worship."

Ben Hur, Wallace.

Ben Hur by Wallace.

The Fool's Errand, Tourgée.

The Fool's Errand by Tourgée.

The Boys' King Arthur, Lanier.

The Boys' King Arthur by Lanier.

Epictetus.

Epictetus.

Physiology for Girls, Shepard.

Physiology for Girls by Shepard.

Physiology for Boys, Shepard.

Physiology for Boys by Shepard.

What Young People should Know, Wilder. A book that no boy or girl should be without.

What Young People Should Know by Wilder. A book that every kid should have.

How Plants Behave, Gray.

How Plants Behave by Gray.

Goethe's "Erl King."

Goethe's "Erl King."

Browning's "Ivan Ivanovitch." A favorite.

Browning's "Ivan Ivanovitch." A favorite.

The Forsaken Merman, Matthew Arnold. An exquisite poem.

The Forsaken Merman by Matthew Arnold. A beautiful poem.

Longfellow's "Miles Standish."

Longfellow's "Miles Standish."

Scott's "Lay of the Last Minstrel."

Scott's "Lay of the Last Minstrel."

The Veiled Statue of Truth, Schiller.

The Veiled Statue of Truth by Schiller.

Gütenburg, and the Art of Printing.

Gutenberg and the Art of Printing.

Doyle's "United States History."

Doyle's "United States History."

John Bright's "Speeches on the American Question."

John Bright's "Speeches on the American Issue."

Backlog Studies, Warner.

Backlog Studies by Warner.

"Encyclopædia of Persons and Places," and "Encyclopædia of Common Things," by Champlin, should be within the reach of every child over twelve or thirteen years of age.

The "Encyclopedia of People and Places" and "Encyclopedia of Common Things" by Champlin should be available to every child over twelve or thirteen years old.

Literature adapted to a Child Fourteen to Fifteen Years of Age.

Literature for a Child Aged Fourteen to Fifteen

Shakespeare's "Henry Fourth" and "Henry Fifth."

Shakespeare's "Henry IV" and "Henry V."

Autocrat of the Breakfast-Table, Holmes; and Irving's "Sketch Book." Two of the best books in all the world.

Autocrat of the Breakfast Table by Holmes; and Irving's "Sketch Book." Two of the best books in the entire world.

George Eliot's novels, especially "Silas Marner," "The Mill on the Floss," "Romola," and "Adam Bede."

George Eliot's novels, especially "Silas Marner," "The Mill on the Floss," "Romola," and "Adam Bede."

The Wit and Wisdom of George Eliot.

The Wit and Wisdom of George Eliot.

Our Best Society, Curtis.

Our Best Society by Curtis.

Bulwer's "Rienzi."

Bulwer's "Rienzi."

The Marble Faun, Hawthorne.

The Marble Faun by Hawthorne.

Sad Little Prince, Fawcett.

Sad Little Prince by Fawcett.

Chita, or Youma, by Hearn, a master of English style.

Chita, or Youma by Hearn, a master of English writing.

Grande Pointe, Cable.

Grande Pointe by Cable.

La Fontaine's Fables.

La Fontaine's Fables.

Plutarch's "Morals."

Plutarch's "Morals."

Ethics of the Dust, Ruskin.

Ethics of the Dust by Ruskin.

Lady How and Madam Why, Kingsley.

Lady How and Madam Why by Kingsley.

Sketches of Creation, Winchell. Very interesting to children of fourteen or fifteen.

Sketches of Creation by Winchell. Very engaging for kids around fourteen or fifteen.

The Geological Story, Briefly Told, Dana.

The Geological Story, Briefly Told by Dana.

Ready for Business, or Choosing an Occupation, Fowler and Wells.

Ready for Business, or Choosing a Career by Fowler and Wells.

Ode to a Skylark, Shelley.

Ode to a Skylark by Shelley.

Birds of Aristophanes, Frere.

Birds of Aristophanes by Frere.

Alfred the Great, Hughes.

Alfred the Great by Hughes.

Plutarch's "Lives."

Plutarch's "Lives."

Green's "Short History of the English People."

Green's "Short History of the English People."

Demosthenes on the Crown. The finest of all orations.

Demosthenes on the Crown. The best of all speeches.

The Biglow Papers, Lowell. The best of fun and sense.

The Biglow Papers by Lowell. The best mix of humor and wisdom.

Sweet Cicely, Holley. Quiet humor and unfailing wisdom.

Sweet Cicely by Holley. Subtle humor and constant wisdom.

Higginson's "Vacations for Saints." A splendid example of humorous writing.

Higginson's "Vacations for Saints." A great example of humorous writing.

Literature adapted to a Child Fifteen to Sixteen Years of Age and upward.

Literature for Teens Ages Fifteen to Sixteen and Older.

Shakspeare's "Hamlet" and "The Tempest."

Shakespeare's "Hamlet" and "The Tempest."

Dante's "Inferno."

Dante's "Inferno."

Dickens' "Pickwick Papers," "David Copperfield," "Old Curiosity Shop," etc.

Dickens' "The Pickwick Papers," "David Copperfield," "The Old Curiosity Shop," etc.

Thackeray's "Vanity Fair."

Thackeray's "Vanity Fair."

Tourgée's "Hot Plowshares," and "With Fire and Sword," by Sienkiewicz. Two of the greatest historical novels.

Tourgée's "Hot Plowshares" and Sienkiewicz's "With Fire and Sword" are two of the best historical novels.

Carlyle's "Past and Present."

Carlyle's "Past and Present."

Arnold's "Sweetness and Light."

Arnold's "Sweetness and Light."

Ruskin's "Crown of Wild Olive."

Ruskin's "Crown of Wild Olive."

Emerson's Essays on "Manners," "Self-Reliance," "Eloquence," "Friendship," "Representative Men," etc.

Emerson's Essays on "Manners," "Self-Reliance," "Eloquence," "Friendship," "Representative Men," etc.

Mrs. Whitney's "Sights and Insights." A book that is filled with beautiful thoughts and unselfish actions.

Mrs. Whitney's "Sights and Insights." A book full of beautiful ideas and selfless actions.

Spencer's "Data of Ethics." Indispensable to a complete understanding of ethical subjects.

Spencer's "Data of Ethics." Essential for fully understanding ethics.

"The Light of Asia." A book that cannot fail to broaden and deepen every life it touches.

"The Light of Asia." A book that will definitely expand and enrich every life it touches.

Ten Great Religions, Clarke.

Ten Great Religions, Clarke.

Omar. Superb poetry.

Omar. Amazing poetry.

Bryant's "Thanatopsis."

Bryant's "Thanatopsis."

Coleridge's "Ancient Mariner." A lesson of the awfulness of cruelty.

Coleridge's "The Rime of the Ancient Mariner." A lesson about the horrors of cruelty.

Auld Lang Syne, Burns.

"Auld Lang Syne," Burns.

Toilers of the Sea, Hugo.

"Toilers of the Sea," Hugo.

Huxley's "Man's Place in Nature."

Huxley's "Man's Place in Nature."

Tyndall's "Forms of Water."

Tyndall's "Forms of Water."

Our Country, Strong. A book that ought to be in the hands of every young person.[123]

Our Country, Strong. A book that every young person should read.[123]

Bryce's "American Commonwealth."

Bryce's "American Commonwealth."

Guizot's "History of Civilization."

Guizot's "History of Civilization."

Mill's "Logic." No young man can afford to remain unacquainted with this book.

Mill's "Logic." No young man can afford to be unaware of this book.

The Hand and Ring, Green. One of the finest examples of reasoning in the language.

The Hand and Ring, Green. One of the best examples of reasoning in the language.

Poe's "Murders in the Rue Morgue" is another such example, and his "Gold Bug" is another.

Poe's "Murders in the Rue Morgue" is another example, and his "The Gold Bug" is another one.

Phillips' Speeches

Phillips' Speeches.

Webster's "Liberty and Union."

Webster's "Liberty and Union."

Golden Treasury, Palgrave.

Golden Treasury, Palgrave.

The Spectator. One of the very best books to study, in order to form a good style. Franklin and others attribute their success largely to reading it carefully in boyhood.

The Spectator. One of the best books for developing a strong writing style. Franklin and others credit their success mainly to having read it closely when they were young.

The Fable for Critics, Lowell.

The Fable for Critics, Lowell.

The Yankee at the Court of King Arthur, Twain. Fun and sense welded together to make the most delightful book the author has written.

The Yankee at the Court of King Arthur, Twain. Fun and insight combined to create the most enjoyable book the author has ever written.


SPECIAL STUDIES.

Next in value to a love of good reading is a habit of concentrating the attention upon one subject through a long course of reading. In this way only can any thorough mastery be obtained. The child should be taught not to be satisfied with the thought of any one writer, but to investigate the ideas of all upon the topic in hand, and then form his own opinion. Thus he will gain breadth, depth, tolerance, independence, and scientific method in the search for truth. Of course it is impossible in a work of this kind to[124] map out lines of study for the multitudinous needs of young people. The universities and the libraries provide the means of gaining full information as to the literature of any subject that may be selected. A few topic-clusters may, however, be of use here in the way of illustration. Many examples will be found in Baldwin's "The Book Lover."

Next in importance after a love for good reading is the habit of focusing on one topic through extended reading. This is the only way to truly master a subject. Children should be encouraged not to settle for just one author’s perspective but to explore the ideas of many authors on a given topic and then form their own opinions. This approach fosters breadth, depth, tolerance, independence, and a scientific method in the pursuit of truth. Of course, it’s impossible in this kind of work to[124] outline study paths for the diverse needs of young people. Universities and libraries offer the resources needed to gain comprehensive knowledge about the literature on any chosen subject. However, a few topic clusters may be helpful here for illustration. Many examples can be found in Baldwin's "The Book Lover."

The Industrial Question.—Suppose a young man desired to study the industrial question, which is one of the most important subjects of to-day, the proper method would be to go to one of the great libraries, or examine the catalogues of the large publishing-houses, to discover the names of recent books on the given topic, or on such subjects as Labor and Capital, Socialism, Co-operation, etc. Such books usually refer to others, and name many kindred works on the last pages. Thus the student's list will swell. I have myself investigated more than two hundred books on this topic and those it led me to. A few of the more important I will name as a starting-point for any one wishing to follow this research.

The Industrial Question.—If a young man wanted to explore the industrial question, which is one of today’s most crucial topics, the best approach would be to visit one of the major libraries or check the catalogs of large publishing houses to find recent books on this subject or related topics like Labor and Capital, Socialism, Co-operation, etc. These books often reference others and list many similar works in the last pages, so the student’s reading list will grow. I’ve personally looked into over two hundred books on this topic and those it led me to. Here are a few of the more significant ones as a starting point for anyone interested in this research.

Labor, Thornton.

Conflict of Labor and Capital, Bolles; also, Howell.

Political Economy, Mill.

Progress and Poverty, George.

Profit-Sharing, Gilman.

In Darkest England, Booth.

Wages and the Wages Class, Walker.

Book of the New Moral World, Owen.

Communistic Societies of the United States, Nordhoff.

[125]Dynamic Sociology, Ward.

Looking Backward, Bellamy.

Destinée Sociale, Considérant.

More's "Utopia."

Co-operative Societies, Watts.

History of Co-operation, Holyoake.

The Margin of Profits, Atkinson.

Gronlund's "Co-operative Commonwealth."

Capital, Karl Marx.

The State in relation to Labor, Jevons.

Organisation du Travail, Louis Blanc.

Co-operative Stores, Morrison.

Labor and Capital, Jervis.

Newton's "Co-operative Production and Co-operative
Distribution in the United States."

Property and Progress, Mallock.

Principles of Sociology, Spencer.

Mill on Socialism.

The Progress of the Working Classes, Giffen.

Ely's "French and German Socialism," "Problems of To-day,"
and "Labor Movement in America."

Dilke's "Problems of Greater Britain."

Contemporary Socialism, Rae.

Outlines of an Industrial Science, Symes.

Early History of Land-holding among the Germans,
Ross; etc.

Labor, Thornton.

Conflict of Labor and Capital, Bolles; also, Howell.

Political Economy, Mill.

Progress and Poverty, George.

Profit-Sharing, Gilman.

In Darkest England, Booth.

Wages and the Wages Class, Walker.

Book of the New Moral World, Owen.

Communistic Societies of the United States, Nordhoff.

[125]Dynamic Sociology, Ward.

Looking Backward, Bellamy.

Destinée Sociale, Considérant.

More's "Utopia."

Co-operative Societies, Watts.

History of Co-operation, Holyoake.

The Margin of Profits, Atkinson.

Gronlund's "Co-operative Commonwealth."

Capital, Karl Marx.

The State in relation to Labor, Jevons.

Organisation du Travail, Louis Blanc.

Co-operative Stores, Morrison.

Labor and Capital, Jervis.

Newton's "Co-operative Production and Co-operative
Distribution in the United States."

Property and Progress, Mallock.

Principles of Sociology, Spencer.

Mill on Socialism.

The Progress of the Working Classes, Giffen.

Ely's "French and German Socialism," "Problems of Today,"
and "Labor Movement in America."

Dilke's "Problems of Greater Britain."

Contemporary Socialism, Rae.

Outlines of an Industrial Science, Symes.

Early History of Land-Holding among the Germans,
Ross; etc.

Malthusianism.—To take a smaller example. Suppose the student wishes to make a thorough study of the doctrine of Malthusius in regard to population, he will have to refer to Macaulay's "Essay on Sadler," and the works on Political Economy of Ricardo, Chalmers, Roscher, etc., in support of Malthus, and[126] to George's "Progress and Poverty," Spencer's "Biology" (Vol. II.), Sadler's "Law of Population," and the works of Godwin, Greg, Rickards, Doubleday, Carey, Alison, etc., against him.

Malthusianism.—To take a smaller example. Suppose the student wants to thoroughly study Malthus's views on population; they will need to look at Macaulay's "Essay on Sadler," along with the works on Political Economy by Ricardo, Chalmers, Roscher, and others supporting Malthus, and[126] George's "Progress and Poverty," Spencer's "Biology" (Vol. II), Sadler's "Law of Population," and the writings of Godwin, Greg, Rickards, Doubleday, Carey, Alison, and others arguing against him.

For an example of a very different kind, cluster about the myth of Cupid the poems "Cupid and my Campaspe," by Lilly; "The Threat of Cupid," translated by Herrick; "Cupid Drowned," by Leigh Hunt; and "Cupid Stung," by Moore.

For a very different kind of example, gather around the myth of Cupid with the poems "Cupid and my Campaspe," by Lilly; "The Threat of Cupid," translated by Herrick; "Cupid Drowned," by Leigh Hunt; and "Cupid Stung," by Moore.

A great deal depends on selecting some department of thought and exhausting it. To know something of everything and everything of something is the true aim. If a child displays fine musical or artistic ability, among the books given it ought to be many that bear upon music and art,—the "Autobiography of Rubenstein;" the Lives of Beethoven, Mozart, Schubert, Chopin, Mendelssohn; and Rocksho's "History of Music," Upton's "Woman in Music," Clayton's "Queens of Song," Lillie's "Music and the Musician," Haweis' "Music and Morals," Jameson's "Lives of the Painters," Crowest's "Tone Poets," Clement's "Painting and Sculpture," Mereweather's "Semele, or the Spirit of Beauty," etc.

A lot depends on choosing a specific area of study and diving deep into it. The real goal is to understand a bit about everything and everything about something. If a child shows talent in music or art, the books provided should include many that focus on those subjects—like the "Autobiography of Rubenstein," the Lives of Beethoven, Mozart, Schubert, Chopin, Mendelssohn; Rocksho's "History of Music," Upton's "Woman in Music," Clayton's "Queens of Song," Lillie's "Music and the Musician," Haweis' "Music and Morals," Jameson's "Lives of the Painters," Crowest's "Tone Poets," Clement's "Painting and Sculpture," Mereweather's "Semele, or the Spirit of Beauty," and so on.

Probably these examples, with those to be found in the notes to Table I., are amply sufficient to show what is meant by grouping the lights of literature about a single point so as to illuminate it intensely; but one more specimen will be given, because of the interest the subject has for us now and is likely to have for many years.[127]

Probably these examples, along with those found in the notes to Table I., are more than enough to demonstrate what is meant by gathering the highlights of literature around a single point to make it shine brightly; however, one more example will be provided because the topic is relevant to us now and will likely continue to be for many years.[127]

The Tariff Question may be studied in Ely's "Problems of To-day," Greeley's "Political Economy," Carey's "Principles of Social Science," E. P. Smith's "Manual of Political Economy," Byles's "Sophisms of Free Trade," Thompson's "Social Science and National Economy," Bastiat's "Sophisms of Protection," Mill's "Political Economy," Sumner's "Lectures on the History of Protection in the United States," Fawcett's "Free Trade and Protection," Mongredien's "History of the Free Trade Movement," Butt's "Protection Free Trade," Walters' "What is Free Trade," "The Gladstone-Blaine Debate," etc.[128]

The Tariff Question can be explored in Ely's "Problems of Today," Greeley's "Political Economy," Carey's "Principles of Social Science," E. P. Smith's "Manual of Political Economy," Byles's "Sophisms of Free Trade," Thompson's "Social Science and National Economy," Bastiat's "Sophisms of Protection," Mill's "Political Economy," Sumner's "Lectures on the History of Protection in the United States," Fawcett's "Free Trade and Protection," Mongredien's "History of the Free Trade Movement," Butt's "Protection Free Trade," Walters' "What is Free Trade," "The Gladstone-Blaine Debate," etc.[128]


TABLE V.

Showing the Distribution of the Best Literature in Time and Space, with a Parallel Reference to some of the World's Great Events.

Illustrating the Spread of the Best Literature Across Time and Space, with a Comparison to Some of the World's Major Events.

[It was impossible to get the writers of the eighteenth and nineteenth centuries into the unit space. The former fills a space twice the unit width, and the latter, when it is complete, will require five units.]

[The writers of the eighteenth and nineteenth centuries can't fit into a single unit of space. The former requires a space that is twice the width of the unit, and the latter, when completed, will need five units.]

Greece B.C.
1000
Israel
David, The Psalms
 
  900    
  800   Rome founded
Æsop 700    
  B.C.
600
India
Buddha
Nebuchadnezzar, king of Babylon
Republic established at Rome
The Golden Age of Greek Literature
Pindar Æschylus Herodotus
  Sophocles Thucydides
Pericles Euripides Xenophon
  Aristophanes  
    Socrates
500 Mahabharata
Ramayana
(Epics of India)
Darius, king of Persia
Greece
Battle of Marathon
Battle of Thermopylæ
Battle of Salamis
Cincinnatus at Rome
Ezra at Jerusalem[129]
                                            Plato
                                            Aristotle
                                            Demosthenes
400   Alexander
The Gauls burn Rome
  300   Wars of Rome against Carthage
Hannibal in Italy
  200   Greece becomes a Roman Province

Rome
The Gracchi, Marius, and Sylla
Rome. Augustan Era, 31 B.C. to A.D. 14.
Reatinus   Ovid                      
Sallust Livy                      
Cicero Lucretius                      
Virgil                                            
100   Rome
Julius Cæsar
Pompey
Civil War, Empire established
                      Tacitus                      
Plutarch Juvenal                      
                      Pliny                      
A.D. Josephus Jerusalem taken by Titus
Pompeii overwhelmed
Romans conquer Britain
                      Epictetus                      
                      Marcus Aurelius                      
100   Church Fathers
  200   Aurelian conquers Zenobia
[130]  300   Under Constantine Christianity becomes the State religion
Roman Empire divided
  400   Angles and Saxons drive out the Britons
Huns under Attila invade the Roman Empire
  500   Christianity carried to England by Augustine
Lit Studies                                            
Cædmon                                            
600 Saudi Arabia
Muhammad
 
Bæda                                            
Cynewulfda                                            
700   France
Charlemagne establishes the Empire of the West.
Ælfred, 850-900                                            
800   Danes overrun England
Ælfred's glorious reign
  900   Chivalry begins
Capetian kings in France

England
Saint Dunstan
Papal authority
[131]  1000 Iran
Firdusi's Shahnameh
Chivalry begins
Capetian kings in France

England
Canute the Great
1066. Norman Conquest

Peter the Hermit
First Crusade
Geoffrey of Monmouth                                            
1100 Iran
Omar Khayyam
Germany
Nibelungenlied
Spain
Chronicles of the Cid
England
Plantagenets
Richard the First.

France
Second and Third Crusades
Saint Bernard dog
Layamon                                            
Roger Bacon                                            
1200 Iran
Saadi
England
1215. Runnymede, Magna Carta
Edward I.
Mandeville                                            
Langland                                            
Wycliffe Chaucer                      
Gower                                            
1300 Italy
Dante Alighieri
Petrarch
Boccaccio

Iran
Hafez
England
Chivalry at its peak
The Black Prince
Gunpowder

France
Battles of Crecy, Poictiers, and Agincourt
Lydgate                                            
Fortescue                                            
Malory                                            
1400 Germany
Thomas à Kempis
Arabian Nights (probably)
Iran
Jami
England
Henry VIII. broke away from the Pope.
Movable Type
Discovery of America
Joan of Arc
Wars of the Roses
More Ascham                      
Lyly Sackville                      
Sidney                                            
Marlowe      Fox                      
Spenser Hooker                      
1500 Italy
Ariosto
Tasso
Galileo Galilei

France
Montaigne
Copernicus
Kepler
The Armada
England
Henry VIII, Elizabeth
Germany
1515. Luther's Reformation
France
St. Bartholomew's Day Massacre
Jonson Bacon Herbert
Shakspeare Newton J.Taylor
Chapman                       Hobbes
Beaumont & Fletcher                       Walton
Milton Locke S. Butler
Bunyan Pepys                      
Dryden                                            
1600 Spain.
Cervantes
Calderón
Germany
Kepler
France
Descartes
Corneille
Racine
Molière
La Fontaine
1620. Plymouth Rock and the "Mayflower"
1649 Cromwell
1660 Restoration
1688 Revolution
William & Mary
France.
Louis XIV.
Addison      Cowper      Otis
Steele Burns Jay
Pope Rogers Adams
Defoe Hume Hamilton
Swift Edwards Madison
Berkeley A. Smith Jefferson
J. Butler Bentham Pitt
Moore Gibbon Burke
Thomson Johnson Fox
Young Boswell Erskine
Gray               Malthus               P. Henry.
Goldsmith Mackintosh                      
Sterne Paine                      
1700 France
Montesquieu
Le Sage
Rousseau
Voltaire

Germany
Munchausen syndrome
Lessing
1776. American Revolution
1789-94. French Revolution

England
Marlborough
Scott Herschel DeQuincey
Byron Whewell Whately
Bryant Ricardo Jeffrey
Drake Carey Brougham
Wordsworth      Faraday S. Smith
Keats Lyell C. North
Shelley Agassiz N. Webster
Payne Whitney H. H. White
Keble A. Gray D. Webster
Halleck Hallam Sparks
Key Prescott Story
Macaulay Lewes Gould
Hood Milman Cooper
Poe Buckle Disraeli
Read Merivale Dickens
Tennyson Hildreth Thackeray
Browning Freeman Bronté
Lowell Draper Hawthorne
Longfellow Froude Irving
Carleton Walpole Hughes
Ingelow Lecky Kingsley
Whittier Parkman Eliot
Mill Bancroft Collins
Spencer Whipple Macdonald
Ruskin Twain Hunt
Arnold Jerrold Wallace
Curtis Choate Clarke
Holmes Lincoln Landor
Mansel Phillips Tourgée
Carlyle Everett Holland
Emerson Sumner Howells
Darwin Garfield Mrs. Whitney
Huxley Gladstone Miss Alcott
Dana A. D. White    Bellamy
Tyndall Beecher Gronlund
Lubbock P. Brooks Gilman
Proctor Lamb Holley
Davy Hazlitt Dodge
Proctor Lamb Jewett
Davy Hazlitt Burroughs
Bright Rives Stowe
Fiske Aldrich Hearn
Curtin Warner Burnett
Hale Curtis  
Edwards Higginson  
1800 Germany
Schiller
Goethe
Kant
Fichte
Hegel
Schelling
Niebuhr
Schlosser
Heine
Haeckel
Helmholtz
Grimm
Friedrich Froebel

France
The Place
Guizot
De Tocqueville
Comte
Hugo
Dumas
Balzac
Renan
Taine

Russia
Pushkin
Lermontov
Bashkirtseff
Tolstoy

Denmark
Andersen

Polska
Sienkiewicz
1807. Fulton's Steamboat
Wellington
1815. Waterloo
1815. White wives sold in England
1830. Passenger railway
1833. Matches




1844. Telegraph
1845. Mexican War






1860. Rebellion
1863. Emancipation






1870. Franco-German War
1874. The Telephone
Emancipation of serfs in Russia
  1900    

REMARKS ON TABLE V.

Definitions and Divisions.—Literature is life pulsing through life upon life; but only when the middle life imparts new beauty to the first is literature produced in any true and proper sense. The last life is that of the reader; the middle one that of the author; the first that of the person or age he pictures. Literature is the past pouring itself into the present. Every great man consumes and digests his own times. Shakspeare gives us the England of the 16th century, with the added qualities of beauty, ideality, and order. When we read Gibbon's "Rome," it is really the life of all those turbulent times of which he writes that is pouring upon us through the channels of genius. Dante paints with his own sublime skill the portraits of Italy in the 14th century, of his own rich, inner life, and of the universal human soul in one composite masterpiece of art. In one of Munchausen's stories, a bugler on the stage-top in St. Petersburg was surprised to find that the bugle stopped in the middle of the song. Afterward, in Italy, sweet music was heard, and upon investigation it was found that a part of the song had been frozen in the instrument in Russia, and thawed in the warmer air of Italy. So the music of river and breeze, of battle and banquet, was frozen in the verse of Homer[134] nearly three thousand years ago, and is ready at any time, under the heat of our earnest study, to pour its harmony into our lives.

Definitions and Divisions.—Literature is life flowing through life upon life; but only when the intermediate life adds new beauty to the original is literature created in any true sense. The last life is that of the reader; the middle one belongs to the author; the first reflects the person or era he depicts. Literature is the past spilling into the present. Every great person absorbs and reinterprets their own time. Shakespeare gives us the England of the 16th century, along with the added qualities of beauty, idealism, and order. When we read Gibbon's "Rome," it's really the essence of all those chaotic times he writes about that is coming to us through the lens of genius. Dante uses his own extraordinary talent to capture the portraits of 14th century Italy, his own rich inner life, and the universal human spirit in one incredible masterpiece. In one of Munchausen's tales, a bugler on a stage in St. Petersburg was surprised to find that the bugle stopped playing in the middle of the song. Later, in Italy, sweet music filled the air, and upon investigation, it was discovered that part of the song had been frozen in the instrument in Russia and then thawed in the warmer Italian air. Similarly, the music of rivers and breezes, battles and banquets, was frozen in the verses of Homer[134] nearly three thousand years ago, and is ready at any moment, under the warmth of our dedicated study, to flow its harmony into our lives.

It is the fact that beauty is added by the author which distinguishes Literature from the pictures of life that are given to us by newspaper reporters, tables of statistics, etc. Literature is not merely life,—it is life crystallized in art. This is the first great line dividing the Literary from the Non-Literary. The first class is again divided into Poetry and Prose. In the first the form is measured, and the substance imagery and imagination. In the latter the form is unmeasured, and the substance direct. Imagery is the heart of poetry, and rhythm its body. The thought must be expressed not in words merely, but in words that convey other thoughts through which the first shines. The inner life is pictured in the language of external Nature, and Nature is painted in the colors of the heart. The poet must dip his brush in that eternal paint-pot from which the forests and fields, the mountains, the sky, and the stars were painted. He must throw human life out upon the world, and draw the world into the stream of his own thought. Sometimes we find the substance of the poetic in the dress of prose, as in Emerson's and in Ingersoll's lectures, and then we have the prose poem; and sometimes we find the form of poetry with only the direct expression, which is the substance of prose, or perhaps without even the substance of literary prose, as in parts of Wordsworth,[135] Pope, Longfellow, Homer, Tennyson, and even sometimes in Shakspeare; see, for example, Tennyson's "Dirge."

It’s the fact that beauty is brought in by the author that sets Literature apart from the snapshots of life provided by newspaper reporters, statistics tables, and so on. Literature isn’t just life—it’s life crystallized in art. This is the first big line that separates the Literary from the Non-Literary. The Literary category is further divided into Poetry and Prose. In poetry, the form is structured, and the content is imagery and imagination. In prose, the form is unstructured, and the content is straightforward. Imagery is the heart of poetry, and rhythm is its body. The thought must be conveyed not just in words, but in words that express additional thoughts through which the initial idea shines. The inner life is illustrated in the language of external Nature, and Nature is depicted in the colors of the heart. The poet must dip their brush in that timeless paint from which the forests and fields, the mountains, the sky, and the stars were created. They must cast human life into the world and draw the world into the flow of their own thoughts. Sometimes we find poetic content dressed as prose, as in Emerson's and Ingersoll's lectures, and then we have the prose poem; and other times we see the form of poetry combined with just the direct expression, which is the essence of prose, or even without the essence of literary prose, as in parts of Wordsworth,[135] Pope, Longfellow, Homer, Tennyson, and even sometimes in Shakespeare; take, for instance, Tennyson's "Dirge."

Tests for the Choice of Books.—In deciding which of those glorious ships that sail the ages, bringing their precious freight of genius to every time and people, we shall invite into our ports, we must consider the nature of the crew, the beauty, strength, and size of the vessel, the depth of our harbor, the character of the cargo, and our own wants. In estimating the value of a book, we have to note (1) the kind of life that forms its material; (2) the qualities of the author,—that is, of the life through which the stream comes to us, and whose spirit is caught by the current, as the breezes that come through the garden bear with them the perfume of flowers that they touch; (3) the form of the book, its music, simplicity, size, and artistic shape; (4) its merits, compared with the rest of the books in its own sphere of thought; (5) its fame; (6) our abilities; and (7) our needs. There result several tests of the claims of any book upon our attention.

Tests for the Choice of Books.—When deciding which of those amazing ships that sail through time, delivering their valuable cargo of genius to every era and culture, we want to welcome into our harbors, we need to think about the nature of the crew, the beauty, strength, and size of the vessel, the depth of our harbor, the character of the cargo, and our own needs. In evaluating the worth of a book, we have to consider (1) the kind of life that shapes its content; (2) the qualities of the author—that is, the life through which the ideas flow to us, and whose spirit is captured by the current, just as the breezes that come through the garden carry the fragrance of the flowers they touch; (3) the book's form, its rhythm, simplicity, size, and artistic design; (4) its merits compared to other books in its own field of thought; (5) its reputation; (6) our capabilities; and (7) our needs. This leads to several tests for the claims of any book on our attention.

I. What effect will it have upon character? Will it make me more careful, earnest, sincere, placid, sympathetic, gay, enthusiastic, loving, generous, pure, and brave by exercising these emotions in me, and more abhorrent of evil by showing me its loathsomeness; or more sorrowful, fretful, cruel, envious, vindictive, cowardly, and false, less reverent of right and more attracted by evil, by picturing good as[136] coming from contemptible sources, and evil as clothed with beauty? Is the author such a man as I would wish to be the companion of my heart, or such as I must study to avoid?

I. How will this affect my character? Will it make me more careful, sincere, calm, understanding, happy, enthusiastic, loving, generous, pure, and brave by bringing out these feelings in me, and more disgusted by evil by showing me how repulsive it is; or will it make me more sad, anxious, cruel, envious, vengeful, cowardly, and dishonest, less respectful of what’s right and more drawn to evil, by portraying good as coming from despicable sources and evil as beautiful? Is the author someone I would want to have as a close companion, or someone I need to steer clear of?

II. What effect will the book produce upon the mind? Will it exercise and strengthen my fancy, imagination, memory, invention, originality, insight, breadth, common-sense, and philosophic power? Will it make me bright, witty, reasonable, and tolerant? Will it give me the quality of intellectual beauty? Will it give me a deeper knowledge of human life, of Nature, and of my business, or open the doorways of any great temple of science where I am as yet a stranger? Will it help to build a standard of taste in literature for the guidance of myself and others? Will it give me a knowledge of what other people are thinking and feeling, thus opening the avenues of communication between my life and theirs?

II. What impact will the book have on my mind? Will it exercise and strengthen my creativity, imagination, memory, inventiveness, originality, insight, broad thinking, common sense, and philosophical understanding? Will it make me bright, witty, reasonable, and open-minded? Will it provide me with a sense of intellectual beauty? Will it deepen my understanding of human life, nature, and my work, or introduce me to the impressive realms of science where I’m still a novice? Will it help establish a standard of taste in literature to guide myself and others? Will it give me insight into what others are thinking and feeling, thus opening the channels of communication between my life and theirs?

III. What will be the effect on my skills and accomplishments? Will it store my mind full of beautiful thoughts and images that will make my conversation a delight and profit to my friends? Will it teach me how to write with power, give me the art of thinking clearly and expressing my thought with force and attractiveness? Will it supply a knowledge of the best means of attaining any other desired art or accomplishment?

III. What will be the impact on my skills and achievements? Will it fill my mind with beautiful thoughts and images that will make my conversations enjoyable and valuable to my friends? Will it teach me how to write powerfully, help me think clearly, and express my ideas in a compelling and appealing way? Will it provide me with the best methods to achieve any other skills or accomplishments I want?

IV. Is the book simple enough for me? Is it within my grasp? If not, I must wait till I have come upon a level with it.[137]

IV. Is the book easy enough for me? Can I understand it? If not, I need to wait until I reach a level where I can.[137]

V. Will the book impart a pleasure in the very reading? This test alone is not reliable; for till our taste is formed, the trouble may not be in it but in ourselves.

V. Will the book provide enjoyment in the actual reading? This test alone isn’t dependable; because until our taste is developed, the issue might not be with the book but with us.

VI. Has it been superseded by a later book, or has its truth passed into the every-day life of the race? If so, I do not need to read it. Other things equal, the authors nearest to us in time and space have the greatest claims on our attention. Especially is this true in science, in which each succeeding great book sucks the life out of all its predecessors. In poetry there is a principle that operates in the opposite direction; for what comes last is often but an imitation, that lacks the fire and force of the original. Nature is best painted, not from books, but from her own sweet face.

VI. Has it been replaced by a newer book, or has its truth become part of everyday life? If so, I don't need to read it. All things being equal, authors who are closest to us in time and place deserve our attention the most. This is especially true in science, where each new groundbreaking book draws from the ideas of those that came before it. In poetry, however, the opposite happens; the latest works are often just imitations that lack the passion and strength of the original. Nature is best captured not from books, but from her own beautiful face.

VII. What is the relation of the book to the completeness of my development? Will it fill a gap in the walls of my building? Other things equal, I had better read about something I know nothing of than about something I am familiar with; for the aim is to get a picture of the universe in my brain, and a full development of my whole nature. It is a good plan to read everything of something and something of everything. A too general reader seems vague and hazy, as if he were fed on fog; and a too special reader is narrow and hard, as if fed on needles.

VII. How does this book relate to my overall growth? Will it help to complete the structure of my understanding? Given the same circumstances, I’d rather read about topics I'm completely unfamiliar with than ones I already know; the goal is to create a clearer picture of the universe in my mind and fully develop my nature. It's a smart approach to read extensively about one topic and something about many. A reader who sticks to broad subjects seems unclear and scattered, like they’re consuming fog, while a reader who focuses too narrowly is limited and rigid, as if they’re only living on needles.

VIII. Is the matter inviting my attention of permanent value? The profits of reading what is merely of the moment are not so great as those accruing from[138] the reading of literature that is of all time. To hear the gossip of the street is not as valuable as to hear the lectures of Joseph Cook, or the sermons of Beecher and Brooks. On this principle, most of our time should be spent on classics, and very little upon transient matter. There is a vast amount of energy wasted in this country in the reading of newspapers and periodicals. The newspaper is a wonderful thing. It brings the whole huge earth to me in a little brown wrapper every morning. The editor is a sort of travelling stage-manager, who sets up his booth on my desk every day, bringing with him the greatest performers from all the countries of the world, to play their parts before my eyes. Yonder is an immense mass-meeting; and that mite, brandishing his mandibles in an excited manner, is the great Mr. So-and-So, explaining his position amid the tumultuous explosions of an appreciative multitude. That puffet of smoke and dust to the right is a revolution. There in the shadow of the wood comes an old man who lays down a scythe and glass while he shifts the scenes, and we see a bony hand reaching out to snatch back a player in the midst of his part, and even trying to clutch the showman himself. For three dollars a year I can buy a season ticket to this great Globe theatre, for which God writes the dramas, whose scene-shifter is Time, and whose curtain is rung down by Death.[1] But theatre-going, if kept up continuously, is very enervating. 'T is [139]better far to read the hand-bills and placards at the door, and only when the play is great go in. Glance at the head-lines of the paper always; read the mighty pages seldom. The editors could save the nation millions of rich hours by a daily column of brief but complete statements of the paper's contents, instead of those flaring head-lines that allure but do not satisfy, and only lead us on to read that Mr. Windbag nominated Mr. Darkhorse amid great applause, and that Mr. Darkhorse accepted in a three-column speech skilfully constructed so as to commit himself to nothing; or that Mr. Bondholder's daughter was married, and that Mrs. So-and-So wore cream satin and point lace, with roses, etc.

VIII. Is this topic worth my time for the long haul? The benefits of reading what's just trending aren't nearly as significant as those gained from literature that stands the test of time. Listening to street gossip isn't as valuable as attending lectures by Joseph Cook or sermons by Beecher and Brooks. Based on this idea, we should devote most of our time to classics and only a little to temporary content. A ton of energy is wasted in this country reading newspapers and magazines. The newspaper is an amazing thing. It delivers the entire world to me in a little brown wrapper every morning. The editor acts like a traveling stage manager, setting up his booth on my desk daily, bringing in the greatest performers from all over the world to showcase their roles for me. Over there is a massive rally; that little guy waving his arms excitedly is the famous Mr. So-and-So, trying to explain his stance amid the cheers of an enthusiastic crowd. That cloud of smoke and dust to the right signifies a revolution. In the woods' shadow, an old man puts down a scythe and glass as he shifts the scenes, and we see a skeletal hand reaching out to pull back a performer in the middle of his act, even attempting to grab the showman himself. For three dollars a year, I can buy a season ticket to this grand Globe theater, where God writes the scripts, Time is the stagehand, and Death brings down the curtain. But if I go to the theater too often, it can be exhausting. It’s much better to read the posters and announcements at the door, and only enter when the performance is truly great. Always skim the headlines of the paper; read the detailed articles rarely. Editors could save the nation millions of precious hours by providing a daily column with brief but complete summaries of the paper's content, instead of those flashy headlines that entice but don’t deliver, leading us to read about how Mr. Windbag nominated Mr. Darkhorse amid applause, and how Mr. Darkhorse accepted in a three-column speech carefully designed to say nothing; or that Mr. Bondholder's daughter got married, and how Mrs. So-and-So wore cream satin with lace, complete with roses, etc.

[1] Adapted from Lowell.

Adapted from Lowell.

Intrinsic Merit.—It must be noted that the tests of intrinsic merit are not precisely the same as the tests for the choice of books. The latter include the former and more. Intrinsic merit depends on the character impressed upon the book by its subject-matter and the author; but in determining the claims of a book upon the attention of the ordinary English reader, it is necessary not only to look at the book itself, but also to consider the needs and abilities of the reader. One may not be able to read the book that is intrinsically the best, because of the want of time or lack of sufficient mental development. Green's "Short History of England" and Dickens' "Child's History of England" may not be the greatest works in their department, but they may have the greatest claims on the attention of one whose time or ability is[140] limited. A chief need of every one is to know what others are thinking and feeling. To open up avenues of communication between mind and mind is one of the great objects of reading. Now it often happens that a book of no very high merit artistically considered—a book that can never take rank as a classic—becomes very famous, and is for a time the subject of much comment and conversation. In such cases all who would remain in thorough sympathy with their fellows must give the book at least a hasty reading, or in some way gain a knowledge of its contents. Intrinsically "Robert Elsmere" and "Looking Backward" may not be worthy of high rank (though I am by no means so sure of this as many of the critics seem to be); but their fame, joined as it is with high motive, entitles them to a reading.

Intrinsic Merit.—It's important to point out that the criteria for assessing intrinsic merit aren't exactly the same as those used for selecting books. The latter includes the former and more. Intrinsic merit relies on the quality shaped by a book's subject matter and the author; however, when deciding how a book appeals to the average English reader, it's essential to consider not just the book itself but also the needs and abilities of the reader. Someone might not be able to read the book that is inherently the best due to lack of time or not being mentally ready for it. Green's "Short History of England" and Dickens' "Child's History of England" may not be the best works in their genre, but they might have the greatest claims on the attention of someone whose time or ability is[140] limited. One of the main needs of everyone is to understand what others are thinking and feeling. Establishing connections between minds is one of the key purposes of reading. It often happens that a book, which may not have high artistic merit—a book that can never be considered a classic—gains significant popularity and becomes a topic of much discussion and conversation. In such situations, anyone wanting to stay in touch with their peers must at least give the book a quick read or find some way to learn about its content. Intrinsically, "Robert Elsmere" and "Looking Backward" might not deserve high recognition (though I'm not as convinced of this as many critics seem to be); however, their fame, combined with a meaningful purpose, justifies giving them a read.

It is always a good plan, however, to endeavor to ascertain the absolute or intrinsic merit of a book first, and afterward arrive at the relative value or claim upon the attention by making the correction required by the time and place, later publications in the same department, the peculiar needs and abilities of readers, etc.

It’s always a good idea, though, to try to determine the true or inherent worth of a book first, and then evaluate its relative value or significance by considering the adjustments needed based on the time and place, more recent publications in the same field, the specific needs and capabilities of the readers, and so on.

In testing intrinsic worth we must consider—

In testing intrinsic value, we must consider—

Motive.
Magnitude.
Unity.
Universality.
Suggestiveness.
Expression.
[141]

Motive.
Magnitude.
Unity.
Universality.
Suggestiveness.
Expression.
[141]

Motive.—The purpose of the author and the emotional character of the subject matter are of great importance. A noble subject nobly handled begets nobility in the reader, and a spirit of meanness brought into a book by its subject or author also impresses itself upon those who come in contact with it. Kind, loving books make the world more tender-hearted; coarse and lustful books degrade mankind. The nobility of the sentiment in and underlying a work is therefore a test of prime importance.

Motive.—The author's intention and the emotional tone of the subject matter are really important. A noble subject treated with dignity inspires nobility in the reader, while a mean spirit introduced by the subject or author affects everyone who engages with it. Kind, loving books make the world more compassionate; crude and lustful books lower humanity. The nobility of the feelings in and behind a work is, therefore, a crucial benchmark.

Whittier's "Voices of Freedom,"
Lowell's "Vision of Sir Launfal,"
Tennyson's "Locksley Hall,"
Warner's "A-Hunting of the Deer,"
Shakspeare's "Coriolanus,"
Macaulay's "Horatius" and "Virginia,"
Æschylus' "Prometheus,"
Dickens' "Christmas Carol,"
Sewell's "Black Beauty,"
Chaucer's "Griselda,"
Browning's "Ivan Ivanovitch,"
Arnold's "Forsaken Merman," and "The Light of Asia,"

Whittier's "Voices of Freedom,"
Lowell's "Vision of Sir Launfal,"
Tennyson's "Locksley Hall,"
Warner's "A-Hunting of the Deer,"
Shakespeare's "Coriolanus,"
Macaulay's "Horatius" and "Virginia,"
Aeschylus' "Prometheus,"
Dickens' "A Christmas Carol,"
Sewell's "Black Beauty,"
Chaucer's "Griselda,"
Browning's "Ivan Ivanovitch,"
Arnold's "Forsaken Merman," and "The Light of Asia,"

are fine examples of high motive.

are great examples of strong motivation.

Magnitude.—The grander the subject, the deeper the impression upon us. In reading a book like "The Light of Asia," that reveals the heart of a great religion, or Guizot's "Civilization in Europe," that deals with the life of a continent, or Darwin's "Origin of Species," or Spencer's "Nebular Hypothesis,"[142] that grapples with problems as wide as the world and as deep as the starry spaces,—in reading such books we receive into ourselves a larger part of the universe than when we devote ourselves to the history of the town we live in, or the account of the latest game of base ball.

Magnitude.—The bigger the topic, the stronger the impact it has on us. When we read a book like "The Light of Asia," which reveals the essence of a major religion, or Guizot's "Civilization in Europe," which explores the life of a continent, or Darwin's "Origin of Species," or Spencer's "Nebular Hypothesis,"[142] which tackle questions as vast as the universe and as profound as the cosmos,—by engaging with such books, we absorb a broader part of the universe than when we focus on the history of our town or the latest baseball game.

Unity.—A book, picture, statue, play, or oratorio is an artistic unity when no part of it could be removed without injury to the whole effect. True art masses many forces to a single central purpose. The more complex a book is in its substance (not its expression),—that is to say, the greater the variety of thoughts and feelings compressed within its lids,—the higher it will rank, if the parts are good in themselves and are so related as to produce one tremendous effect. But no intrusion of anything not essentially related to the supreme purpose can be tolerated. A good book is like a soldier who will not burden himself with anything that will not increase his fighting power, because, if he did, its weight would diminish his fighting force. In the same way, if a book contains unnecessary matter, a portion of the attention that should be concentrated upon the real purpose of the volume, is absorbed by the superfluous pages, rendering the effect less powerful than it would otherwise be. Most of the examples of high motive named above, would be in place here, especially,—

Unity.—A book, picture, statue, play, or oratorio is considered an artistic unity when you can't remove any part without harming the overall effect. True art brings together many elements to serve a single central purpose. The more complex a book's content is (not its writing style)—meaning the more diverse thoughts and feelings packed between its covers—the higher it will rank, as long as the individual parts are good and work together to create a powerful overall impact. However, anything that isn't essential to the main purpose can't be included. A good book is like a soldier who won’t carry anything that doesn’t enhance his combat ability, because doing so would only weigh him down. Similarly, if a book includes unnecessary material, some of the focus that should be on the book's main goal gets diverted by the excess pages, making the overall effect weaker than it could be. Most of the examples of high motivation mentioned earlier would fit here, especially,—

Prometheus.
The Forsaken Merman.
The Light of Asia.
[143]

Prometheus.
The Forsaken Merman.
The Light of Asia.
[143]

Other fine specimens of unity are,—

Other great examples of unity are,—

Holmes's "Nautilus."
Hood's "Bridge of Sighs."
Gray's "Elegy."
Hunt's "Abou Ben Adhem."
Longfellow's "Psalm of Life."
Whittier's "Barefoot Boy."
Shelley's "Ode to a Skylark."
Shelley's "Ode to the West Wind."
Byron's "Eve of Waterloo."
Bryant's "Thanatopsis."
Reed's "Drifting."
Drake's "Culprit Fay."
Irving's "Art of Bookmaking," etc. (in "Sketch Book").
Rives' "Story of Arnon."
Dante's "Divine Comedy."
Schiller's "Veiled Statue of Truth."
Goethe's "Erl King."

Holmes's "Nautilus."
Hood's "Bridge of Sighs."
Gray's "Elegy."
Hunt's "Abou Ben Adhem."
Longfellow's "Psalm of Life."
Whittier's "Barefoot Boy."
Shelley's "Ode to a Skylark."
Shelley's "Ode to the West Wind."
Byron's "Eve of Waterloo."
Bryant's "Thanatopsis."
Reed's "Drifting."
Drake's "Culprit Fay."
Irving's "Art of Bookmaking," etc. (in "Sketch Book").
Rives' "Story of Arnon."
Dante's "Divine Comedy."
Schiller's "Veiled Statue of Truth."
Goethe's "Erl King."

Humor alone has a right to violate unity even apparently; and although wit and humor produce their effects by displaying incongruities, yet underlying all high art, in this department as in others, there is always a deep unity,—a truth revealed and enforced by the destruction of its contradictories accomplished by the sallies of wit and humor.

Humor alone has the right to disrupt unity, even if it seems so; and although wit and humor get their impact from highlighting inconsistencies, there is always a profound unity beneath all high art, in this area as in others. This unity is a truth that is revealed and reinforced by the breakdown of its contradictions brought about by the cleverness of wit and humor.

Universality.—Other things equal, the more people interested in the subject the more important the book. A matter which affects a million people is of more consequence than one which affects only a single person. National affairs, and all matters of magnitude, of course possess this quality; but magnitude[144] is not necessary to universality,—the thoughts, feelings, and actions of an unpretentious person in a little village may be types of what passes in the life of every human being, and by their representativeness attain a more universal interest for mankind than the business and politics of a state.

Universality.—All else being equal, the more people interested in a subject, the more significant the book. A topic that impacts a million people is more important than one that affects just one person. National issues and significant matters obviously have this quality; however, significance[144] isn't required for universality— the thoughts, feelings, and actions of an ordinary person in a small village can reflect what happens in the life of every human being and, through their representativeness, can achieve a broader interest for humanity than the affairs and politics of a state.

The rules of tennis are not of so wide importance as an English grammar, nor is the latter so universal as Dante's "Inferno" or "The Meditations of Marcus Aurelius,"—these being among the books that in the highest degree possess the quality under discussion. Other fine examples are—

The rules of tennis aren't as important as English grammar, and grammar isn't as universal as Dante's "Inferno" or "The Meditations of Marcus Aurelius," which are among the books that really exemplify this quality. Other great examples are—

Goethe's "Faust."
Shakespeare's Plays and Sonnets.
Bunyan's "Pilgrim's Progress."
Arnold's "Light of Asia."
Bacon's and Emerson's Essays.
"Uncle Tom's Cabin."
Sewell's "Black Beauty."
Eliot's "Romola."
Curtis' "Prue and I."
Cooper's "Last of the Mohicans."
Tourgée's "Hot Plowshares."
Irving's "Sketch Book."
Plato, Spencer, etc.

Goethe's "Faust."
Shakespeare's Plays and Sonnets.
Bunyan's "Pilgrim's Progress."
Arnold's "Light of Asia."
Bacon's and Emerson's Essays.
"Uncle Tom's Cabin."
Sewell's "Black Beauty."
Eliot's "Romola."
Curtis' "Prue and I."
Cooper's "Last of the Mohicans."
Tourgée's "Hot Plowshares."
Irving's "Sketch Book."
Plato, Spencer, etc.

In fact, all books that express love, longing, admiration, tenderness, sorrow, laughter, joy, victory over nature or man, or any other thought or feeling common to men, have the attribute of universality in greater or less degree.[145]

In fact, all books that convey love, longing, admiration, tenderness, sorrow, laughter, joy, or victory over nature or people, as well as any other thought or feeling that is shared by humanity, possess the quality of universality to varying extents.[145]

Suggestiveness.—Every great work of art suggests far more than it expresses. This truth is illustrated by paintings like Bierstadt's "Yosemite" or his "Drummer Boy," Millet's "Angelus," or Turner's "Slave Ship." Statues like the "Greek Slave" or "The Forced Prayer;" speeches like those of Phillips, Fox, Clay, Pitt, Bright, Webster, and Brooks; songs like "Home, Sweet Home," "My Country," "Douglas," "Annie Laurie;" and books like

Suggestiveness.—Every great work of art suggests much more than it actually expresses. This idea is shown in paintings like Bierstadt's "Yosemite" or "Drummer Boy," Millet's "Angelus," and Turner's "Slave Ship." Statues like the "Greek Slave" or "The Forced Prayer;" speeches by Phillips, Fox, Clay, Pitt, Bright, Webster, and Brooks; songs like "Home, Sweet Home," "My Country," "Douglas," "Annie Laurie;" and books like

Emerson's Essays.
Æschylus' "Prometheus."
Goethe's "Faust" and "Wilhelm Meister."
Dante's "Divine Comedy."
"Hamlet" and many other of Shakspeare's Plays.
Curtis' "Prue and I."
The Meditations of Marcus Aurelius.
The Sermons of Phillips Brooks and Robertson.
"My Summer in a Garden," by Warner; etc.

Emerson's Essays.
Æschylus' "Prometheus."
Goethe's "Faust" and "Wilhelm Meister."
Dante's "Divine Comedy."
"Hamlet" and many of Shakespeare's other plays.
Curtis' "Prue and I."
The Meditations of Marcus Aurelius.
The sermons of Phillips Brooks and Robertson.
"My Summer in a Garden," by Warner; etc.

A single sentence in Emerson often suggests a train of thought that would fill a volume; and a single inflection of Patti's voice in singing "Home, Sweet Home" will fill the heart to overflowing.

A single sentence from Emerson can spark a whole stream of thoughts that would fill a book; and just one inflection in Patti's voice when singing "Home, Sweet Home" can fill the heart to the brim.

Expression.—Like a musician, an author must study technique. A book may possess high motive, artistic unity, universality, suggestiveness, magnitude of thought, and yet be lacking in clearness, purity, music, smoothness, force, finish, tone-color, or even in proper grammatical construction. The style ought to be carefully adapted to the subject and to the[146] readers likely to be interested in it. Force and beauty may be imparted to the subject by a good style. In poetry beauty is the supreme object, the projection of truth upon the mind being subordinate. Poetry expresses the truths of the soul. In prose, on the other hand, truth is the main purpose, and beauty is used as a helper. As a soldier studies his guns, and a dentist his tools, so a writer must study the laws of rhythm, accent, phrasing, alliteration, phonetic syzygy, run-on and double-ending lines, rhyme, and, last but not least, the melodies of common speech. The first three and the last are the most important, and should be thoroughly studied in Shakspeare, Addison, Irving, and other masters of style by every one who wishes to write or to judge the work of others. Except as to rhyme, the arts of writing prose and poetry are substantially the same. Theoretically there is a fundamental difference in respect to rhythm,—that of a poem being limited to the repetition of some chosen type, that of prose being unlimited. A little study makes it clear, however, that the highest poetry, as that of Shakspeare's later plays, crowds the type with the forms of common speech; while the highest efforts of prose, as that of Addison, Irving, Phillips, Ingersoll's oration over his dead brother, etc., display rhythms that approach the order and precision of poetry. In practice the best prose and the best poetry approach each other very closely, moving from different directions toward the same point.[147]

Expression.—Like a musician, an author has to learn the craft. A book can have great themes, artistic unity, universality, suggestiveness, and depth of thought, but it may still lack clarity, purity, musicality, smoothness, strength, polish, tone, or even correct grammar. The style should be tailored to the subject and to the[146] readers who are likely interested in it. Strength and beauty can enhance the subject through good style. In poetry, beauty is the ultimate goal, while conveying truth to the mind takes a backseat. Poetry reveals the truths of the soul. In prose, however, the main aim is truth, with beauty serving as a supporting element. Just as a soldier studies his weapons and a dentist his instruments, a writer must understand the rules of rhythm, emphasis, phrasing, alliteration, sound patterns, run-on and double-ended lines, rhyme, and, importantly, the rhythms of everyday speech. The first three and the last are crucial, and anyone who wants to write or evaluate others' work should study these elements in authors like Shakespeare, Addison, Irving, and other stylistic masters. Aside from rhyme, the techniques for writing prose and poetry are basically the same. Theoretically, there’s a key difference in rhythm—poetry follows a specific pattern, while prose doesn’t conform to a set structure. However, a bit of study shows that the best poetry, like Shakespeare's later plays, blends standard forms with everyday speech, while great prose, exemplified by Addison, Irving, Phillips, or Ingersoll's eulogy for his brother, showcases rhythms that resemble the order and precision of poetry. In practice, the finest prose and poetry closely align, converging from different paths toward the same goal.[147]

It is of great advantage to form the habit of noticing the tunes of speech used by those around us; the study will soon become very pleasurable, and will be highly profitable by teaching the observer what mode of expression is appropriate to each variety of thought and feeling. There is a rhythm that of itself produces a comic effect, no matter how sober the words may be; and it is the same that we find in "Pinafore," in the "Mariner's Duet" in the opera of "Paul Jones," and in the minstrel dance. For fifteen centuries all the great battle-songs have been written in the same rhythm; they fall into it naturally, because it expresses the movement of mighty conflict. See Lanier's "Science of English Verse," pages 151 et seq., 231 et seq. This is the best book upon technique; but Spencer's Essay on the Philosophy of Style, and Poe's Essay on his composition of "The Raven" should not be overlooked. Franklin and many others have discovered the laws of style simply by careful study of the "Spectator."

It’s really beneficial to develop the habit of paying attention to the tones of speech used by people around us; this practice will soon become enjoyable and extremely useful as it teaches us which expressions are fitting for different thoughts and feelings. There’s a rhythm that can create a comedic effect, regardless of how serious the words might be; and it’s the same rhythm we find in "Pinafore," in the "Mariner's Duet" from the opera "Paul Jones," and in minstrel dances. For fifteen centuries, all the great battle songs have been written in the same rhythm; they naturally fit into it because it reflects the flow of grand conflict. Check out Lanier’s "Science of English Verse," pages 151 et seq., 231 et seq.. This is the best resource on technique; however, Spencer’s essay on the Philosophy of Style, and Poe’s essay on his composition of "The Raven" are also worth reading. Franklin and many others discovered the principles of style simply by studying the "Spectator."

Of course it is not easy to decide the true rank of a book, even when we have tested it in respect to all the elements we have named. One book may be superior in expression, another in suggestiveness, and so on. Then we have to take note of the relative importance of these various elements of greatness. A little superiority in motive or suggestiveness is worth far more than the same degree of superiority as to unity or magnitude. A book filled with noble sentiment, though lacking unity, should rank far[148] above "Don Juan," or any other volume that expresses the ignoble part of human nature, however perfect the work may be from an artistic point of view. Having now examined the tests of intrinsic merit, let me revert for a moment to my remark, a few pages back, to the effect that "Looking Backward" and "Robert Elsmere" deserve a high rank. They are books of lofty aim, great magnitude of subject and thought, fine unity, wide universality, exhaustless suggestiveness, and more than ordinary power of expression. Doubtless they are not absolute classics,—not books of all time,—for their subjects are transitional, not eternal. They deal with doubts, religious and industrial; when these have passed away, the mission of the books will be fulfilled, and their importance will be less. But they are relative classics,—books that are of great value to their age, and will be great as long as their subjects are prominent.[149]

Of course, it's not easy to determine the true value of a book, even after we've evaluated it based on all the criteria we've mentioned. One book might excel in expression, another in suggestiveness, and so on. We also need to consider the relative significance of these different aspects of greatness. A slight edge in motive or suggestiveness is much more valuable than the same level of superiority in unity or size. A book filled with noble sentiment, even if it's lacking in unity, should be rated far above "Don Juan" or any other work that represents the darker sides of human nature, no matter how artistically accomplished it may be. Now that we've looked at the tests of intrinsic merit, let me return briefly to my earlier comment, a few pages back, that "Looking Backward" and "Robert Elsmere" deserve high praise. They are books with lofty aims, substantial topics and ideas, strong unity, wide-reaching relevance, boundless suggestiveness, and above-average expressive power. They are certainly not timeless classics—books for all time—because their subjects are more transitional than eternal. They tackle doubts in religion and industry; once these issues are resolved, the purpose of these books will have been met, and their significance will diminish. However, they are relative classics—books that hold great value for their time and will remain important as long as their subjects are relevant.[149]


SUPREME BOOKS

in the
Literatures of England, America, Greece, Rome, Italy, France, Spain, Germany, Persia, Portugal, Denmark, Russia.

in the
literatures of England, America, Greece, Rome, Italy, France, Spain, Germany, Persia, Portugal, Denmark, Russia.


PERIODS OF ENGLISH LITERATURE.

The highest summit of our literature—and indeed of the literature of the world—is Shakspeare. He brings us life in the greatest force and volume, of the highest quality, and clothed in the richest beauty. His age, which was practically identical with the reign of Elizabeth, is the golden age of English letters; and taking it for a basis of division, we have the Pre-Shakspearian Age from 600 to 1559, the Shakspearian Age from 1559 to 1620, and the Post-Shakspearian Age from 1620 to the present.

The peak of our literature—and honestly of world literature—is Shakespeare. He presents life with incredible strength and depth, of the finest quality, and wrapped in the most exquisite beauty. His era, which almost entirely coincided with Elizabeth's reign, is the golden age of English literature; using it as a reference point, we can divide the timeline into the Pre-Shakespearean Age from 600 to 1559, the Shakespearean Age from 1559 to 1620, and the Post-Shakespearean Age from 1620 to today.

The first age is divided into three periods.

The first age is divided into three periods.

First, the Early Period, from 600 to the Norman Conquest in 1066, which holds the names of Beowulf,[2] Cædmon,[3] Bæda,[4] Cynewulf, and Ælfred, the great king who did so much for the learning of his country, bringing many great scholars into England from all over the world, and himself writing the best prose that had been produced in English, and changing the "Anglo-Saxon Chronicle"—till his time a [151]mere record of noble births and deaths—into a valuable periodical, the progenitor of the vast horde that threatens to expel the classics in our day. The literature of this period has little claim upon us except on the ground of breadth. The Anglo-Saxon Chronicle, and the poems of Beowulf, Cædmon, and Cynewulf, should be glanced at to see what sort of people our ancestors were.

First, the Early Period, from 600 to the Norman Conquest in 1066, features names like Beowulf,[2] Cædmon,[3] Bæda,[4] Cynewulf, and Ælfred, the great king who contributed significantly to the education of his country. He brought many renowned scholars to England from all over the world and himself wrote the best prose English had seen, transforming the "Anglo-Saxon Chronicle"—which until then had been just a record of noble births and deaths—into a valuable periodical, the predecessor of the vast array of literature that now threatens to overshadow the classics. The literature from this period has little relevance to us today except for its variety. The Anglo-Saxon Chronicle and the poems of Beowulf, Cædmon, and Cynewulf should be examined to understand what kind of people our ancestors were.

[2] An epic poem, full of the life, in peace and war, of our Saxon fathers before they came to England.

[2] An epic poem that captures the lives of our Saxon ancestors in both peace and war before they arrived in England.

[3] The writer of a paraphrase on the Bible; a feeble Milton.

[3] The author of a Bible paraphrase; a weak version of Milton.

[4] A very learned man, who gathered many scholars about him, and who finished translating the Gospel of John on his death-bed and with his latest breath.

[4] A highly knowledgeable man, who surrounded himself with many scholars, and who completed the translation of the Gospel of John on his deathbed, with his final breath.

Second, the Period of Chaucer, from 1066 to the death of Chaucer in 1400. The great books of this period were Mandeville's Travels, Langland's "Piers the Ploughman." Wycliffe's translation of the Bible (these two books, with Wycliffe's tracts, went all over England among the common people, rousing them against the Catholic Church, and starting the reformation that afterward grew into Puritanism, and gained control of the nation under Cromwell), Gower's Poems, and Chaucer's Canterbury Tales. Those in italics are the only books that claim our reading. Mandeville travelled thirty years, and then wrote all he saw and all he heard from the mouth of rumor. Chaucer is half French and two-thirds Italian. He drank in the spirit of the Golden Age of Italy, which was in the early part of his own century. Probably he met Petrarch and Boccaccio, and certainly he drew largely from their works as well as from Dante's, and he dug into poor Gower as into a stone quarry. He is still our best story-teller in verse, and one of our most musical poets; and every one should know something of this "morning star of[152] English poetry," by far the greatest light before the Elizabethan age, and still easily among the first five or six of our poets.

Second, the Period of Chaucer, from 1066 to Chaucer's death in 1400. The significant works of this period were Mandeville's Travels, Langland's "Piers the Ploughman," and Wycliffe's translation of the Bible (these two books, along with Wycliffe's tracts, spread throughout England among common people, stirring them against the Catholic Church and igniting the reformation that eventually led to Puritanism, which gained control of the nation under Cromwell), Gower's Poems, and Chaucer's Canterbury Tales. The titles in italics are the only ones that deserve our attention. Mandeville traveled for thirty years and then shared everything he saw and heard from various sources. Chaucer was influenced by both French and Italian literature. He absorbed the spirit of the Golden Age of Italy, which was at its peak during the early part of his own century. He likely met Petrarch and Boccaccio and certainly drew heavily from their works as well as from Dante’s, and he mined Gower’s poetry for inspiration. He remains our best storyteller in verse and one of our most musical poets; everyone should know at least a little about this "morning star of[152] English poetry," the greatest figure before the Elizabethan era and still easily among the top five or six of our poets.

Third, the Later Period, from 1400 to 1559, in which Malory's Morte D'Arthur, containing fragments of the stories about King Arthur and the knights of his round table, which like a bed-rock crop out so often in English Literature, should be read while reading Tennyson's "Idylls of the King," which is based upon Malory; and Sir Thomas More's Utopia also claims some attention on the plea of breadth, as it is the work of a great mind, thoroughly and practically versed in government, and sets forth his idea of a perfect commonwealth.

Third, the Later Period, from 1400 to 1559, in which Malory's Morte D'Arthur, containing fragments of the stories about King Arthur and the knights of his round table, which often appear prominently in English Literature, should be read alongside Tennyson's "Idylls of the King," which is based on Malory; and Sir Thomas More's Utopia also deserves attention for its broad perspective, as it is the work of a great mind, well-versed in governance, that presents his vision of an ideal society.

In this age of nine and a half centuries there were, then, ten noteworthy books and one great book; eight only of the eleven, however, have any claim upon our attention, the last three being all that are entitled to more than a rapid reading by the general student; and only Chaucer for continuous companionship can rank high, and even he cannot be put on the first shelf.

In this era of nine and a half centuries, there were, then, ten significant books and one exceptional book; however, only eight of the eleven truly deserve our attention, with the last three being the only ones worth more than a quick read by the average student. Only Chaucer can be considered for ongoing companionship, and even he can't be placed on the top shelf.


In the Shakspearian Age the great books were (1) Roger Ascham's Schoolmaster, which was a fine argument for kindness in teaching and nobility in the teacher, but has been superseded by Spencer's "Education." (2) Sackville's Induction to a series of political tragedies, called "A Mirror for Magistrates." The poet goes down into hell like Dante,[153] and meets Remorse, Famine, War, Misery, Care, Sleep, Death, etc., and talks with noted Englishmen who had fallen. This "Mirror" was of great fame and influence in its day; and the "Induction," though far inferior to both Chaucer and Spenser, is yet the best poetic work done in the time between those masters. (3) John Lyly's Euphues, a book that expressed the thought of Ascham's "Schoolmaster" in a style peculiar for its puns, antitheses, and floweriness,—a style which made a witty handling of language the chief aim of writing. Lyly was a master of the art, and the ladies of the court committed his sentences in great numbers, that they might shine in society. The book has given a word to the language; that affected word-placing style is known as euphuistic. The book has no claims upon our reading. (4) Sir Philip Sidney's Arcadia, a romance in the same conceited style as the "Euphues," and only valuable as a mine for poetic images. (5) Hooker's Ecclesiastical Polity, which was a defence of the church system against the Puritans. The latter said that no such system of church government could be found in the Bible, and therefore should not exist. Hooker answered that Nature was a revelation from God as well as the Bible; and if in Nature and society there were good reasons for the existence of an institution, that was enough. The book is not of importance to the general reader to-day, for the truth of its principles is universally admitted. (6) The Plays of Marlowe, a very powerful but gross writer. His[154] "Dr. Faustus" may very properly receive attention, but only after the best plays of Shakspeare, Jonson, Calderon, Racine, Molière, Corneille, Æschylus, Sophocles, Euripides, and Aristophanes have been carefully read. (7) The Plays of Beaumont and Fletcher, which are filled with beauty and imagination, mingled with the immodesty and vulgarity that were natural to this age. The remark just made about Marlowe applies here. (8) Fox's Book of Martyrs, which for the sake of breadth should be glanced at by every one. The marvellous heroism and devotion to faith on one side, and cruelty on the other that come to us through the pages of this history, open a new world to the modern mind. (9) Edmund Spenser's Faerie Queene, which combines the poetry of a Homer with the allegory of a Bunyan. It presents moral truth under vast and beautiful imagery. In English poetry it claims our attention next to Shakspeare and Milton. (10) Ben Jonson's Plays, which stand next to those of Shakspeare in English drama. (11) The Plays of Shakspeare, which need no comment, as they have already been placed at the summit of all literature; and (12) Bacon's Works, including the Novum Organum, the New Atlantis, and the Essays, the first of which, though one of the greatest books of the world, setting forth the true methods of arriving at truth by experiment and observation and the collation of facts, we do not need to read, because the substance of it may be found in better form in Mill's Logic.[155] The "Essays," however, are world-famed for their condensed wit and wisdom on topics of never-dying interest, and stand among the very best books on the upper shelf. The "New Atlantis" also should be read for breadth, with More's "Utopia;" the subject being the same, namely, an ideal commonwealth.

In the Shakespearean Age the great books were (1) Roger Ascham's Schoolmaster, which effectively argued for kindness in teaching and nobility in the teacher, but has been replaced by Spencer's "Education." (2) Sackville's Induction to a series of political tragedies called "A Mirror for Magistrates." The poet descends into hell like Dante,[153] and encounters Remorse, Famine, War, Misery, Care, Sleep, Death, etc., and speaks with notable Englishmen who had fallen. This "Mirror" was highly regarded and influential in its time; and the "Induction," though much weaker than both Chaucer and Spenser, is still the best poetic work produced in the period between those masters. (3) John Lyly's Euphues, a book that expressed the ideas from Ascham's "Schoolmaster" in a unique style noted for its puns, contrasts, and elaborate language, which made a clever play with words the main goal of writing. Lyly was a master of this art, and the ladies of the court memorized his phrases in large numbers to impress in social settings. The book has introduced a term to the language; that affected style of word placement is known as euphuistic. The book does not require our attention. (4) Sir Philip Sidney's Arcadia, a romance written in the same pretentious style as "Euphues," and only valuable as a source for poetic imagery. (5) Hooker's Ecclesiastical Polity, which defended the church system against the Puritans. The latter argued that no such church government system could be found in the Bible, and therefore shouldn’t exist. Hooker replied that Nature was a revelation from God just like the Bible; and if there were justifications for the existence of an institution in Nature and society, that was enough. The book is not particularly significant for today’s general reader, as its principles are widely accepted. (6) The Plays of Marlowe, a very powerful but crude writer. His[154] "Dr. Faustus" is deserving of attention, but only after the best plays of Shakespeare, Jonson, Calderon, Racine, Molière, Corneille, Æschylus, Sophocles, Euripides, and Aristophanes have been read carefully. (7) The Plays of Beaumont and Fletcher, filled with beauty and imagination, mixed with the impropriety and coarseness typical of this era. The remark made about Marlowe applies here as well. (8) Fox's Book of Martyrs, which for its breadth should be glanced at by everyone. The remarkable heroism and dedication to faith on one side, and cruelty on the other presented in this history, introduces a new perspective to modern readers. (9) Edmund Spenser's Faerie Queene, which combines Homeric poetry with Bunyan-esque allegory. It presents moral truths under vast and stunning imagery. In English poetry, it deserves our attention next to Shakespeare and Milton. (10) Ben Jonson's Plays, which rank just after those of Shakespeare in English drama. (11) The Plays of Shakespeare, which require no discussion, as they are already recognized as the pinnacle of all literature; and (12) Bacon's Works, including the Novum Organum, the New Atlantis, and the Essays, the first of which, though considered one of the greatest books in the world, presenting the right methods for discovering truth through experiment, observation, and gathering of facts, may not need to be read in full, as the essence is expressed more effectively in Mill's Logic.[155] The "Essays," however, are world-renowned for their concise wit and wisdom on timeless topics, and rank among the top books in the literary canon. The "New Atlantis" should also be read for its breadth, alongside More's "Utopia;" both dealing with the idea of an ideal commonwealth.

From this sixty-one years of prolific writing, in which no less than two hundred and thirty authors gathered their poems together and published them, to say nothing of all the scattered writings, twelve volumes have come down to us with a large measure of fame. Only the last seven call for our reading; but two of them, Shakspeare and Bacon, are among the very most important books on the first shelf of the world's library.

From these sixty-one years of extensive writing, where at least two hundred and thirty authors collected their poems and published them, not to mention all the various writings, twelve volumes have reached us with a significant level of recognition. Only the last seven need our attention; however, two of them, Shakespeare and Bacon, are some of the most important books on the top shelf of the world's library.


The Post-Shakspearian Age is divided into four times, or periods,—the Time of Milton; the Time of Dryden; the Time of Pope; and the Time of the Novelists, Historians, and Scientists.

The Post-Shakspearian Age is divided into four periods— the Time of Milton; the Time of Dryden; the Time of Pope; and the Time of the Novelists, Historians, and Scientists.

The Time of Milton, from 1620 to 1674, was contemporary with the Golden Age of literature in France. The great English books of this time were (1) Chapman's Translation of Homer, which is superseded by Pope's. (2) Hobbes's Leviathan, a discourse on government. Hobbes taught that government exists for the people, and rests not on the divine right of kings, but on a compact or agreement of all the citizens to give up a portion of their liberties in order by social co-operation the better[156] to secure the remainder. He is one of our greatest philosophers; but the general reader will find the substance of Hobbes's whole philosophy better put in Locke, Mill, and Herbert Spencer. (3) Walton's Complete Angler, the work of a retired merchant who combined a love of fishing with a poetic perception of the beauties of Nature. It will repay a glance. (4) S. Butler's Hudibras, a keen satire on the Puritans who went too far in their effort to compel all men to conform their lives to the Puritan standard of abstinence from worldly pleasures. In spite of its vulgarity, the book stands very high in the literature of humor. (5) George Herbert's Poems, many of which are as sweet and holy as a flower upon a grave, and are beloved by all spiritually minded people. (6) Jeremy Taylor's Holy Living and Dying, a book that in the strength of its claim upon us must rank close after the Bible, Shakspeare, and the Science of Physiology and Hygiene. (7) Milton's Poems, of which the "Paradise Lost" and "Comus," for their sublimity and beauty, rank next after Shakspeare in English poetry. Æschylus, Dante, and Milton are the three sublimest souls in history.

Milton's Era, from 1620 to 1674, coincided with the Golden Age of literature in France. The notable English works from this period were (1) Chapman's Translation of Homer, which has been surpassed by Pope's version. (2) Hobbes's Leviathan, a discussion about government. Hobbes argued that government exists for the people and is based not on the divine right of kings, but on an agreement among citizens to give up some of their freedoms to better secure the rest through social cooperation.[156] He is one of our greatest philosophers, but the average reader will find Hobbes's entire philosophy expressed more clearly in Locke, Mill, and Herbert Spencer. (3) Walton's Complete Angler, written by a retired merchant who blended a passion for fishing with a poetic appreciation of nature's beauty. It’s worth a look. (4) S. Butler's Hudibras, a sharp satire on the Puritans who pushed too hard to make everyone conform to their strict standards of abstaining from worldly pleasures. Despite its coarseness, the book is regarded very highly in the literature of humor. (5) George Herbert's Poems, many of which are as sweet and sacred as a flower on a grave, cherished by all those with a spiritual mindset. (6) Jeremy Taylor's Holy Living and Dying, a book that deserves a place right after the Bible, Shakespeare, and the study of Physiology and Hygiene in terms of its importance. (7) Milton's Poems, including "Paradise Lost" and "Comus," known for their grandeur and beauty, rank just after Shakespeare in English poetry. Æschylus, Dante, and Milton are the three most profound souls in history.

From this time of fifty-four years seven great books have come to us, Milton and Taylor being among our most precious possessions.

From this time of fifty-four years, we have received seven great books, with Milton and Taylor being among our most valued treasures.

The Time of Dryden.—From the death of Milton, in 1674, to the death of Dryden, in 1700, the latter held undisputed kingship in the realm of letters.[157] This and the succeeding time of Pope were marked by the development of a classic style and a fine literary and critical taste, but were lacking in great creative power. The great books were (1) Newton's Principia, the highest summit in the region of astronomy, unless the "Mécanique Céleste" of Laplace must be excepted. Newton's discovery of the law of gravitation, and his theory of fluxions place him at the head of the mathematical thinkers of the world. His books, however, need not be read by the general student, for in these sciences the later books are better. (2) Locke's Works upon Government and the Understanding are among the best in the world, but their results will all be found in the later works of Spencer, Mill, and Bryce; and the only part of the writings of Locke that claims our reading to-day is the little book upon the Conduct of the Understanding, which tells us how to watch the processes of our thought, to keep clear of prejudice, careless observation, etc., and should be in the hands of every one who ever presumes to do any thinking. (3) Dryden's Translation of Virgil is the best we have, and contains the finest writing of our great John. (4) Bunyan's Pilgrim's Progress picturing in magnificent allegory the journey of a Christian soul toward heaven, and his "Holy War," telling of the conflict between good and evil, and the devil's efforts to capture and hold the town of "Mansoul," should be among the first books we read. The "Progress" holds a place in the affections of all English-speaking[158] peoples second only to the Bible. (5) Sam Pepys's Diary is the greatest book of its kind in the world, and is much read for its vividness and interesting detail. It has, however, no claims to be read until all the books on the first shelf of Table I. have been mastered, and a large portion of the second shelf pretty thoroughly looked into.

The Age of Dryden.—From the death of Milton in 1674 until Dryden died in 1700, Dryden was the undisputed leader in the literary world.[157] This period, along with Pope's era that followed, was characterized by the rise of a classic style and refined literary and critical tastes, but they were lacking in significant creative energy. The notable works from this time included (1) Newton's Principia, which stands as the pinnacle in the field of astronomy, unless one considers Laplace's "Mécanique Céleste" as an exception. Newton's discovery of the law of gravitation and his theory of fluxions place him at the forefront of mathematical thinkers globally. However, his books may not be essential reading for the average student, as later publications in these sciences are more accessible. (2) Locke's Works on Government and Understanding rank among the best in the world, but their conclusions are largely echoed in the later writings of Spencer, Mill, and Bryce; the only part of Locke's writings worth reading today is his short book on the Conduct of the Understanding, which advises us on how to observe our thoughts clearly, avoiding prejudice and careless observation, and should be on the reading list of anyone who aspires to think critically. (3) Dryden's Translation of Virgil is the best available and showcases the finest writing of our great John. (4) Bunyan's Pilgrim's Progress beautifully depicts the journey of a Christian soul toward heaven through a magnificent allegory, while his "Holy War" narrates the struggle between good and evil, highlighting the devil's attempts to seize and control the town of "Mansoul." These works should be among the first books we read. The "Progress" is cherished by all English-speaking peoples, holding a place in their hearts second only to the Bible. (5) Sam Pepys's Diary is the greatest book of its kind in existence and is widely read for its vividness and engaging details. However, it should only be read after mastering all the books on the first shelf of Table I and having explored a significant portion of the second shelf.

Of the five great works of these twenty-six years, Bunyan and Locke are far the most important for us.

Of the five major works from these twenty-six years, Bunyan and Locke are by far the most significant for us.

The Time of Pope, or the Time of the Essayists and Satirists, covers a period of forty years, from 1700 to 1740, during which the great translator of Homer held the sceptre of literary power by unanimous assent. The great works of this time were (1) The Essays of Addison and Steele in the "Tatler" and "Spectator," which, though of great merit, must rank below those of Emerson, Bacon, and Montaigne. (2) Defoe's Robinson Crusoe, the boy's own book. (3) Swift's Satires,—the "Tale of a Tub," "Gulliver's Travels," and the "Battle of the Books,"—all full of the strongest mixture of grossness, fierceness, and intense wit that the world has seen. The "Battle of the Books" may be read with great advantage by the general reader as well as by the student of humor. (4) Berkeley's Human Knowledge, exceedingly interesting for the keenness of its confutation of any knowledge of the existence of matter. (5) Pope's Poems—the "Rape of the Lock" (which means the theft of a lock of hair), the "Essay on Man," and his translation of Homer[159]—must form a part of every wide course of reading. Their mechanical execution, especially, is of the very finest. (6) Thomson's Seasons, a beautiful poem of the second class. (7) Butler's Analogy, chiefly noted for its proof of the existence of God from the fact that there is evidence of design in Nature.

Papal Era, or the Time of the Essayists and Satirists, spans forty years, from 1700 to 1740, when the brilliant translator of Homer held the reins of literary power with unanimous support. The major works from this era were: (1) The Essays of Addison and Steele in the "Tatler" and "Spectator," which, despite their significant quality, fall behind those of Emerson, Bacon, and Montaigne. (2) Defoe's Robinson Crusoe, a classic adventure for boys. (3) Swift's Satires, including the "Tale of a Tub," "Gulliver's Travels," and the "Battle of the Books," all packed with a bold mix of crudeness, intensity, and sharp wit that the world has rarely seen. The "Battle of the Books" is highly beneficial for both the casual reader and humor students. (4) Berkeley's Human Knowledge, extremely engaging for its sharp argument against the existence of matter. (5) Pope's Poems—the "Rape of the Lock" (which refers to the theft of a lock of hair), the "Essay on Man," and his translation of Homer[159]—should be included in any comprehensive course of reading. Their craftsmanship, particularly, is extraordinary. (6) Thomson's Seasons, a lovely second-class poem. (7) Butler's Analogy, mainly recognized for its argument for the existence of God based on the evidence of design in Nature.

Of these writers, Pope and Defoe are far the most important for us.

Of these writers, Pope and Defoe are by far the most important to us.

We have, down to this time of 1740, out of a literature covering eleven and a half centuries, recommended to the chief attention of the reader ten great authors,—Chaucer and Spenser, Shakspeare and Bacon, Milton and Taylor, Bunyan and Locke, Pope and Defoe. We now come to the Time of Novelists, Historians, and Scientists, a period in the history of our literature that is so prolific of great writers in all the vastly multiplied departments of thought, that it is no longer possible to particularize in the manner we have done in regard to the preceding ages. A sufficient illustration has been given of the methods of judging books and the results of their application. With the ample materials of Table I. before him, the reader must now be left to make his own judgments in regard to the relative merits of the books of the modern period. We shall confine our remarks on this last time of English literature to the recommendation of ten great authors to match the ten great names of former times. In history, we shall name Parkman, the greatest of American historians; in philosophy, Herbert Spencer, the greatest name[160] in the whole list of philosophers; in poetry, Byron and Tennyson, neither of them equal to Shakspeare and Milton, but standing in the next file behind them; in fiction, Scott, Eliot, and Dickens; in poetic humor, Lowell, the greatest of all names in this department; and in general literature, Carlyle and Ruskin, two of the purest, wisest, and most forcible writers of all the past, and, curiously enough, both of them very eccentric and very wordy,—a sort of English double star, which will be counted in this list as a unit, in order to crowd in Emerson, who belongs in this great company, and is not by any means the least worthy member of it. One more writer there is in this time greater than any we have named, except Spencer and Scott; namely, the author of "The Origin of Species." Darwin stands by the side of Newton in the history of scientific thought; but, like his great compeer, the essence of his book has come to be a part of modern thought that floats in the air we breathe; and so his claims to being read are less than those of authors who cannot be called so great when speaking of intrinsic merit.

Up until now, in the year 1740, from a literature that spans eleven and a half centuries, we have highlighted ten major authors for the reader’s attention—Chaucer and Spenser, Shakespeare and Bacon, Milton and Taylor, Bunyan and Locke, Pope and Defoe. We are now entering the Era of Novelists, Historians, and Scientists, a period in literary history that has produced an incredible number of great writers across many diverse fields of thought, making it impossible to single out individuals as we did in earlier times. A good example has already been provided on how to evaluate books and the results of that evaluation. With the abundant resources of Table I at hand, it’s up to the reader to form their own opinions on the relative quality of modern books. We will limit our discussion of this latest era of English literature to recommending ten notable authors to parallel the ten great names from previous ages. In history, we will mention Parkman, the foremost of American historians; in philosophy, Herbert Spencer, the most prominent philosopher on the entire list; in poetry, Byron and Tennyson, who, while not on the same level as Shakespeare and Milton, are just a step behind them; in fiction, Scott, Eliot, and Dickens; in poetic humor, Lowell, the top name in this genre; and in general literature, Carlyle and Ruskin, two of the most distinguished, insightful, and impactful writers of the past, who are notably both quite eccentric and verbose—a sort of English double star that will be counted as one entry to include Emerson, who fits into this esteemed group and is by no means the least deserving member. There’s also one more writer in this time who surpasses all those we've mentioned, except for Spencer and Scott; specifically, the author of "The Origin of Species." Darwin stands alongside Newton in the history of scientific thinking; however, like his great peer, the essence of his work has become ingrained in modern thought, so his necessity for reading is less than that of authors who, despite not being as renowned, hold greater intrinsic merit.

Having introduced the greatest ten of old, and ten that may be deemed the greatest of the new, in English letters, we shall pass to take a bird's-eye view of what is best in Greece and Rome, France, Italy, and Spain, and say a word of Persia, Germany, and Portugal.[161]

Having introduced the top ten from the past and ten that can be considered the best of the present in English literature, we will now take a quick look at the finest works from Greece and Rome, France, Italy, and Spain, and mention a bit about Persia, Germany, and Portugal.[161]


THE GREATEST NAMES OF OTHER LITERATURES.

Greece, in her thirteen centuries of almost continuous literary productiveness from Homer to Longus, gave the world its greatest epic poet, Homer; the finest of lyric poets, Pindar; the prince of orators, Demosthenes; aside from our own Bacon and Spencer, the greatest philosophers of all the ages, Plato and Aristotle; the most noted of fabulists, Æsop; the most powerful writer of comedy, Aristophanes (Molière, however, is much to be preferred for modern reading, because of his fuller applicability to our life); and the three greatest writers of pure tragedy, Æschylus, Sophocles, and Euripides,—the first remarkable for his gloomy grandeur and gigantic, dark, and terrible sublimity; the second for his sweet majesty and pathos; and third for the power with which he paints men as they are in real life. Euripides was a great favorite with Milton and Fox.

Greece, throughout her thirteen centuries of nearly uninterrupted literary creativity from Homer to Longus, produced some of the world's greatest writers: the epic poet Homer; the finest lyricist Pindar; the leading orator Demosthenes; alongside our own Bacon and Spencer, the greatest philosophers of all time, Plato and Aristotle; the most famous storyteller, Æsop; and the most powerful comedian, Aristophanes (although Molière is much more relatable for modern readers due to his broader relevance to our lives); and the three greatest tragic playwrights, Æschylus, Sophocles, and Euripides—the first known for his dark grandeur and immense, terrifying sublimity; the second for his sweet dignity and emotional depth; and the third for how effectively he portrays people as they truly are. Euripides was particularly admired by Milton and Fox.

To one who is not acquainted with these ten great Greeks, much of the sweetest and grandest of life remains untasted and unknown. Begin with Homer, Plato's "Phædo" and "Republic," Æschylus' "Prometheus Bound," Sophocles' "Œdipus," and Demosthenes' "On the Crown."[162]

For someone who isn't familiar with these ten amazing Greeks, a lot of the most beautiful and profound experiences in life remain unexperienced and unnoticed. Start with Homer, Plato's "Phaedo" and "Republic," Aeschylus' "Prometheus Bound," Sophocles' "Oedipus," and Demosthenes' "On the Crown."[162]

A liberal reading must also include the Greek historians Herodotus, Thucydides, and Xenophon.

A modern interpretation should also include the Greek historians Herodotus, Thucydides, and Xenophon.

Rome taught the world the art of war, but was herself a pupil in the halls of Grecian letters. Only three writers—Plutarch, Marcus Aurelius (who both wrote in Greek), and Epictetus—can claim our attention in anything like an equal degree with the authors of Athens named just above. Its literature as a whole is on a far lower plane than that of Greece or England. A liberal education must include Virgil's "Æneid," the national epic of Rome (which, however, must take its place in our lives and hearts far after Homer, Shakspeare, Milton, Dante, and Goethe), for its elegance and imagination; Horace, for his wit, grace, sense, and inimitable witchery of phrase; Lucretius, for his depth of meditation; Tacitus, for knowledge of our ancestors; Ovid and Catullus, for their beauty of expression; Juvenal, for the keenness of his satire; and Plautus and Terence, for their insight into the characters of men. But these books should wait until at least the three first named in this paragraph, with the ten Greek and twenty English writers spoken of in the preceding paragraphs, have come to be familiar friends.

Rome taught the world about warfare, but it was also a student in the realms of Greek literature. Only three writers—Plutarch, Marcus Aurelius (who both wrote in Greek), and Epictetus—deserve our attention in a way that is similar to the famous authors of Athens mentioned earlier. Overall, Roman literature is on a much lower level than that of Greece or England. A well-rounded education should include Virgil's "Æneid," the national epic of Rome (although it should come after Homer, Shakespeare, Milton, Dante, and Goethe in our lives and hearts), for its elegance and imagination; Horace, for his wit, grace, common sense, and unforgettable way with words; Lucretius, for his deep thoughts; Tacitus, for understanding our ancestors; Ovid and Catullus, for their beautiful expression; Juvenal, for his sharp satire; and Plautus and Terence, for their insights into human nature. However, these works should wait until at least the first three authors mentioned in this paragraph, along with the ten Greek and twenty English writers discussed earlier, have become familiar companions.

Italy, in Chaucer's century, produced a noble literature. Dante is the Shakspeare of the Latin races. He stands among the first creators of sublimity. Æschylus and Milton only can claim a place beside him. Petrarch takes lofty rank as a lyric poet, breathing the heart of love. Boccaccio may be put with Chaucer.[163] Ariosto and Tasso wrote the finest epics of Italian poetry. A liberal education must neglect no one of these. Every life should hold communion with the soul of Dante, and get a taste at least of Petrarch.

Italy, in Chaucer's time, produced an exceptional literature. Dante is the Shakespeare of the Latin cultures. He ranks among the earliest creators of greatness. Only Æschylus and Milton can be considered his equals. Petrarch holds a high position as a lyric poet, expressing the essence of love. Boccaccio can be compared to Chaucer.[163] Ariosto and Tasso wrote the best epics of Italian poetry. A well-rounded education should not overlook any of these figures. Every person should engage with the spirit of Dante and at least experience the works of Petrarch.

France has a glorious literature; in science, the best in the world. In history, Guizot; in jurisprudence, in its widest sense, Montesquieu; and in picturing the literary history of a nation, Taine, stand unrivalled anywhere. Among essayists, Montaigne; among writers of fiction, Le Sage, Victor Hugo, and Balzac; among the dramatists, Corneille the grand, Racine the graceful and tender, and Molière the creator of modern comedy; and among fabulists, the inimitable poet of fable, La Fontaine, demand a share of our time with the best. Descartes, Pascal, Rousseau, Voltaire, and Comte belong in every liberal scheme of culture and to every student of philosophy.

France has a fantastic literature; in science, it's the best in the world. For history, we have Guizot; for law, broadly speaking, Montesquieu; and for exploring a nation's literary history, Taine is unmatched anywhere. Among essayists, there's Montaigne; among fiction writers, Le Sage, Victor Hugo, and Balzac; among playwrights, Corneille the impressive, Racine the graceful and sensitive, and Molière the father of modern comedy; and among fable writers, the unique poet of fables, La Fontaine, deserves our attention alongside the best. Descartes, Pascal, Rousseau, Voltaire, and Comte are essential in any comprehensive cultural plan and for every philosophy student.

Spain gives us two most glorious names, Cervantes and Pedro Calderon de la Barca,—the former one of the world's very greatest humorists, the brother spirit of Lowell; the latter, a princely dramatist, the brother of Shakspeare.

Spain gives us two of its most glorious names, Cervantes and Pedro Calderon de la Barca—the former being one of the world's greatest humorists, a kindred spirit to Lowell; the latter, a masterful dramatist, a counterpart to Shakespeare.

Germany boasts one summit on which the shadow of no other falls. Goethe's "Faust" and "Wilhelm Meister" and his minor poems cannot be neglected if we want the best the world affords; Schiller, too, and Humboldt, Kant and Heine, Helmholtz and Haeckel must be read. In science and history, the[164] list of German greatness is a very long and bright one.

Germany has one peak that stands alone without any other overshadowing it. Goethe's "Faust," "Wilhelm Meister," and his lesser-known poems can't be overlooked if we want the best the world offers; Schiller, Humboldt, Kant, Heine, Helmholtz, and Haeckel also need to be on our reading list. In science and history, the[164] roster of German excellence is extensive and impressive.

Persia calls us to read her magnificent astronomer-poet, Omar Khayyám; her splendid epic, the Shah Nameh of Firdusi, the story of whose labors, successes, and misfortunes is one of the most interesting passages in the history of poetry; and taste at least of her extravagant singer of the troubles and ecstasies of love, Hafiz.

Persia invites us to explore her incredible astronomer-poet, Omar Khayyám; her impressive epic, the Shah Nameh of Firdusi, which tells the fascinating story of his efforts, achievements, and hardships in the history of poetry; and to experience at least a taste of her passionate singer of the joys and struggles of love, Hafiz.

Portugal has given us Camoens, with his great poem the "Luciad." Denmark brings us her charming Andersen; and Russia comes to us with her Byronic Pushkin and her Schiller-hearted poet, Lermontoff, at least for a glance.

Portugal has given us Camoens, with his great poem the "Luciad." Denmark brings us her charming Andersen; and Russia presents her Byronic Pushkin and her Schiller-hearted poet, Lermontoff, even if just for a moment.

We have thus named as the chiefs, twenty authors in English, ten in Greek, three of Rome, two of Italy, ten of France, two of Spain, seven of Germany, three of Persia, one of Portugal, one of Denmark, and two of Russia,—sixty-one in all,—which, if read in the manner indicated, will impart a pretty thorough knowledge of the literary treasures of the world.[165]

We have named twenty main authors in English, ten in Greek, three from Rome, two from Italy, ten from France, two from Spain, seven from Germany, three from Persia, one from Portugal, one from Denmark, and two from Russia—sixty-one in total—which, if read as suggested, will give a pretty comprehensive understanding of the world's literary treasures.[165]


THE FOUNTAINS OF NATIONAL LITERATURES.

In the early history of every great people there has grown up a body of songs celebrating the heroism of their valiant warriors and the charms of their beautiful women. These have, generation after generation, been passed by word of mouth from one group of singers to their successors,—by each new set of artists somewhat polished and improved,—until they come to us as Homer's Iliad, the "Nibelungenlied" of the Germans, the "Chronicle of the Cid" of the Spanish, the "Chansons de Gestes," the "Romans," and the "Fabliaux" of the French, and "Beowulf" and the "Morte D'Arthur" of English literature. These great poems are the sources of a vast portion of what is best in subsequent art. From them Virgil, Boccaccio, Chaucer, Rabelais, Molière, Shakspeare, Calderon, and a host of others have drawn their inspiration. Malory has wrought the Arthurian songs into a mould of the purest English. The closing books, in their quiet pathos and reserved strength,—in their melody, winged words, and inimitable turns of phrase,—rank with the best poetry of Europe. Southey called the "Cid" the finest poem in the Spanish language, and Prescott said it was "the most remarkable performance[166] of the Middle Ages." This may be going rather too far; but it certainly stands in the very front rank of national poems. It has been translated by Lockhart in verse, by Southey in prose, and there is a splendid fragment by Frere. Of the French early epics, the "Chanson de Roland" and the "Roman du Renart" are the best. The "Nibelungenlied" is the embodiment of the wild and tragic,—the highest note of the barbaric drama of the North. That last terrific scene in the Hall of Etzel will rest forever in the memory of every reader of the book. Carlyle has given a sketch of the poem in his "Miscellanies," vol. iii., and there exists a complete but prolix and altogether miserable translation of the great epic, but we sadly need a condensed version of the myth of "Siegfried" the brave, and "Chriemhild" the beautiful, in the stirring prose of Malory or Southey. No reader will regret a perusal of these songs of the people; it is a journey to the head-waters of the literary Nile.

In the early history of every great civilization, a collection of songs emerged that celebrated the bravery of their heroic warriors and the beauty of their lovely women. These songs have been passed down orally from one generation of singers to the next—each new group of artists refining and enhancing them—until they reach us as Homer's Iliad, the "Nibelungenlied" of the Germans, the "Chronicle of the Cid" of the Spanish, the "Chansons de Gestes," the "Romans," and the "Fabliaux" of the French, along with "Beowulf" and the "Morte D'Arthur" of English literature. These great poems are the foundations of much of what is best in later art. From them, Virgil, Boccaccio, Chaucer, Rabelais, Molière, Shakespeare, Calderón, and many others have drawn their inspiration. Malory has shaped the Arthurian songs into the purest form of English. The final books, with their quiet sadness and restrained power—in their melody, vivid language, and unique phrases—rank among the finest poetry in Europe. Southey called the "Cid" the greatest poem in the Spanish language, and Prescott noted it as "the most remarkable work of the Middle Ages." This might be an overstatement, but it certainly ranks among the top national poems. It has been translated into verse by Lockhart, into prose by Southey, and there's a brilliant fragment by Frere. Among the early French epics, the "Chanson de Roland" and the "Roman du Renart" are the best. The "Nibelungenlied" embodies the wild and tragic—the pinnacle of the barbaric drama from the North. That last intense scene in the Hall of Etzel will stay forever in the memory of every reader. Carlyle provided a summary of the poem in his "Miscellanies," vol. iii., and while there is a complete but lengthy and poorly executed translation of the epic, we desperately need a concise version of the myth of "Siegfried" the brave and "Chriemhild" the beautiful, written in the stirring prose of Malory or Southey. No reader will regret diving into these songs of the people; it's a journey to the source of our literary heritage.

The reader of this little book we hope has gained an inspiration—if it were not his before—that, with a strong and steady step, will lead him into all the paths of beauty and of truth. Each glorious emotion and each glowing thought that comes to us, becomes a centre of new growth. Each wave of pathos, humor, or sublimity that pulses through the heart or passes to the brain, sets up vibrations that will never die, but beautify the hours and years that follow to the end of life. These waves that pass into the soul do not conceal their music in the heart, but echo[167] back upon the world in waves of kindred power; and these return forever from the world into the heart that gave them forth. It is as on the evening river, where the boatman bends his homeward oar. Each lusty call that leaves his lips, or song, or bugle blast that slips the tensioned bars, and wings the breeze, to teach its rhythm to the trees that crown the rocky twilight steep o'er which the lengthening shadows creep, returns and enters, softened, sweet, and clear, the waiting portal of the sender's ear. The man who fills his being with the noblest books, and pours their beauty out in word and deed, is like the merry singers on the placid moonlit lake. Backward the ripples o'er the silver sheet come on the echoes' winged feet; the hills and valleys all around gather the gentle shower of sound, and pour the stream upon the boat in which the happy singers float, chanting the hymns they loved of yore, shipping the glistening wave-washed oar, to hear reflected from the shore their every charmèd note. Oh, loosen from thy lip, my friend, no tone thine ear would with remorseful sorrow hear, hurling it back from far and near, the listening landscape oft repeat! Rather a melody send to greet the mountains beyond the silver sheet. Life's the soul's song; sing sweetly, then, that when the silence comes again, and ere it comes, from every glen the echoes shall be sweet.[169][168]

We hope that the reader of this little book has found some inspiration—if it wasn’t already within them—that will guide them confidently along the paths of beauty and truth. Every wonderful emotion and bright thought that comes our way becomes a source of new growth. Each wave of feelings, whether it’s sadness, humor, or greatness, that flows through our hearts or reaches our minds creates lasting vibrations that enhance the hours and years ahead, all the way to the end of life. These waves that enter the soul don’t hide their music but resonate back into the world with similar energy; and they continue to return from the world to the heart that expressed them. It’s like on an evening river, where the boatman guides his oar homeward. Each loud call from his lips, or song, or bugle blast that breaks free and rides the breeze, teaching its rhythm to the trees crowning the rocky twilight slopes, returns clear and sweet to the waiting ears of the sender. A person who fills their life with the greatest books and shares their beauty through words and actions is like joyful singers on a calm, moonlit lake. The ripples glide back across the shimmering surface on the echoes’ wings; the hills and valleys around gather the gentle shower of sound and send it back to the boat where the happy singers float, singing the old hymns they cherished, dipping their glistening oared boat to hear their enchanting notes echoed back from the shore. Oh, my friend, don’t let any words escape your lips that your ears wouldn’t want to hear with regret, as the attentive landscape often repeats them! Instead, send forth a melody to greet the mountains beyond the shimmering water. Life is the soul’s song; sing sweetly, so that when silence returns—before it comes—the echoes from every glen will be lovely.[169][168]


APPENDIX.


THE BEST THOUGHTS OF GREAT MEN
ABOUT BOOKS AND READING.[171][170]

THE BEST THOUGHTS OF GREAT MEN
ABOUT BOOKS AND READING.[171][170]


APPENDIX I.

THE BEST THOUGHTS OF GREAT MEN ABOUT BOOKS AND READING.

THE BEST THOUGHTS OF GREAT PEOPLE ABOUT BOOKS AND READING.

Addison. "Books are the legacies that genius leaves to mankind."

Addison. "Books are the gifts that genius gives to humanity."

"Knowledge of books is a torch in the hands of one who is willing and able to show those who are bewildered the way which leads to prosperity and welfare."

"Knowledge of books is a light in the hands of someone who is willing and able to show those who are confused the path that leads to success and well-being."

Alcott, A. B. "My favorite books have a personality and complexion as distinctly drawn as if the author's portrait were framed into the paragraphs, and smiled upon me as I read his illustrated pages."

Alcott, A. B. "My favorite books have a personality and character as clearly defined as if the author's portrait were framed within the pages, smiling at me as I read through his illustrated content."

"Next to a friend's discourse, no morsel is more delicious than a ripe book,—a book whose flavor is as refreshing at the thousandth tasting as at the first."

"Besides a friend's conversation, nothing is more enjoyable than a great book—a book that feels just as refreshing on the thousandth read as it does on the first."

"Next to a personal introduction, a list of one's favorite authors were the best admittance to his character and manners."

"Besides a personal introduction, a list of favorite authors was the best way to understand his character and behavior."

"A good book perpetuates its fame from age to age, and makes eras in the lives of its readers."

"A great book maintains its reputation through the ages and creates significant moments in the lives of its readers."

Atkinson, W. P. "Who can over-estimate the value of good books,—those ships of thought, as Bacon so finely calls them, voyaging through the sea of time, and carrying their precious freight so safely from generation to generation?"[172]

Atkinson, W. P. "Who can underestimate the value of good books—those vessels of ideas, as Bacon beautifully describes them, sailing through the sea of time and transporting their valuable cargo so securely from one generation to the next?"[172]

Arnott, Dr. "Books,—the miracle of all possessions, more wonderful than the wishing-cap of the Arabian tales; for they transport instantly, not only to all places, but to all times."

Dr. Arnott "Books—the most amazing of all possessions, even more incredible than the wishing cap from Arabian stories; because they can instantly take you not just anywhere, but to any time."

Bacon. "Studies serve for pastimes, for ornaments, for abilities. Their chief use for pastimes is in privateness and retiring; for ornaments, in discourse; and for ability, in judgment.... To spend too much time in them is sloth; to use them too much for ornament is affectation; to make judgment wholly by their rules is the humor of a scholar. They perfect nature, and are themselves perfected by experience. Crafty men contemn them, wise men use them, simple men admire them; for they teach not their own use, but that there is a wisdom without them and above them won by observation. Read not to contradict, nor to believe, but to weigh and consider.... Reading maketh a full man, conference a ready, and writing an exact man. Therefore, if a man write little, he had need of a great memory; if he confer little, he hath need of a present wit; and if he read little, he had need have much cunning to seem to know that he doth not know. Histories make men wise, poets witty, the mathematicians subtile, natural philosophy deep, moral grave, logic and rhetoric able to contend."

Bacon. "Studying serves as a pastime, a decoration, and a skill. Its main role as a pastime is for private moments and relaxation; as a decoration, it's valuable in conversation; and as a skill, it's useful in judgment... Spending too much time on study is laziness; using it too much for decoration is pretentious; relying solely on its rules for judgment is typical of a scholar. They enhance our natural abilities and are refined by experience. Clever people disregard them, wise people make use of them, and simple people admire them, because they teach not just their own application but also a wisdom that goes beyond them, gained through observation. Read not to argue or simply to believe, but to evaluate and reflect... Reading makes a well-rounded person, discussion makes a quick thinker, and writing makes a precise individual. Therefore, if someone writes little, they need a strong memory; if they discuss little, they need quick thinking; and if they read little, they must have a lot of cleverness to appear knowledgeable about what they don't know. Histories make people wise, poets make them clever, mathematicians make them sharp, natural philosophy makes them profound, moral philosophy makes them serious, and logic and rhetoric make them capable of debate."

Barrow. "He who loveth a book will never want a faithful friend, a wholesome counsellor, a cheerful companion, or an effectual comforter."

Barrow. "Someone who loves a book will always have a loyal friend, a wise advisor, a joyful companion, or a true source of comfort."

Bartholin. "Without books God is silent, justice dormant, natural science at a stand, philosophy lame, letters dumb, and all things involved in Cimmerian darkness."

Bartholin. "Without books, God is silent, justice is asleep, natural science is stuck, philosophy is crippled, literature is silent, and everything is wrapped in complete darkness."

Beaconsfield, Lord. "The idea that human happiness is dependent on the cultivation of the mind and on the discovery of truth is, next to the conviction of our immortality,[173] the idea the most full of consolation to man; for the cultivation of the mind has no limits, and truth is the only thing that is eternal."

Beaconsfield, Lord. "The belief that human happiness relies on developing the mind and seeking the truth is, next to the certainty of our immortality,[173] the most comforting idea for humanity; because the development of the mind knows no bounds, and truth is the only thing that lasts forever."

"Knowledge is like the mystic ladder in the patriarch's dream. Its base rests on the primeval earth, its crest is lost in the shadowy splendor of the empyrean; while the great authors, who for traditionary ages have held the chain of science and philosophy, of poesy and erudition, are the angels ascending and descending the sacred scale, and maintaining, as it were, the communication between man and heaven."

"Knowledge is like the mystical ladder in the patriarch's dream. Its bottom is grounded in the ancient earth, while its top disappears into the shadowy beauty of the skies; the great authors, who for countless generations have upheld the link of science and philosophy, poetry and learning, are the angels moving up and down this sacred ladder, maintaining, in a way, the connection between humanity and the divine."

Beecher, Henry Ward. "A book is good company. It seems to enter the memory, and to hover in a silvery transformation there until the outward book is but a body, and its soul and spirit are flown to you, and possess your memory like a spirit."

Beecher, Henry Ward. "A book is great company. It seems to sink into your memory and linger there in a shimmering transformation until the physical book is just a shell, and its essence and spirit have come to you, filling your mind like a presence."

"Books are the windows through which the soul looks out. A home without books is like a room without windows...."

"Books are the windows through which the soul looks out. A home without books is like a room without windows...."

Bright, John. "What is a great love of books? It is something like a personal introduction to the great and good men of all past time."

Bright, John. "What is a deep love for books? It’s like having a personal introduction to the great and good people from all of history."

Brooks, Phillips. "Is it not a new England for a child to be born in since Shakspeare gathered up the centuries and told the story of humanity up to his time? Will not Carlyle and Tennyson make the man who begins to live from them the 'heir of all ages' which have distilled their richness into the books of the sage and the singer of the nineteenth century?"

Brooks, Phillips. "Isn't it a new England for a child to be born into since Shakespeare captured the centuries and shared the story of humanity up to his time? Won't Carlyle and Tennyson make the person who starts living from their work the 'heir of all ages' that have poured their wealth into the books of the wise and the poet of the nineteenth century?"

Browning, Elizabeth Barrett.

Elizabeth Barrett Browning.

"When we magnificently lose track of ourselves and dive Dive right in, fully engaged with the depth of a book, Passionate about its beauty and the honesty it holds—
"That's when we truly benefit from a book." [174]

Bruyère. "When a book raises your spirit, and inspires you with noble and courageous feelings, seek for no other rule to judge the event by; it is good, and made by a good workman."

Bruyère. "When a book lifts your spirits and fills you with noble and brave feelings, don't look for any other way to judge it; it's good, and created by a skilled craftsman."

Bury, Richard de. "You, O Books! are golden urns in which manna is laid up; rocks flowing with honey, or rather, indeed, honeycombs; udders most copiously yielding the milk of life, store-rooms ever full; the four-streamed river of Paradise, where the human mind is fed, and the arid intellect moistened and watered; fruitful olives, vines of Engaddi, fig-trees knowing no sterility; burning lamps to be ever held in the hand."

Bury, Richard de. "You, O Books! are golden vessels filled with nourishment; rocks flowing with honey, or rather, honeycombs; udders providing the milk of life abundantly; ever-filled storerooms; the four-streamed river of Paradise, where the human mind is nourished, and the dry intellect is refreshed; fruitful olive trees, vines of Engaddi, fig trees that bear fruit endlessly; burning lamps to always be held in hand."

"In books we find the dead, as it were, living.... The truth written in a book ... enters the chamber of intellect, reposes itself upon the couch of memory, and there congenerates the eternal truth of the mind."

"In books, we find the dead, so to speak, living again.... The truth written in a book ... enters the mind, settles on the couch of memory, and there creates the eternal truth of thought."

Carlyle. "Evermore is Wisdom the highest of conquests to every son of Adam,—nay, in a large sense, the one conquest; and the precept to every one of us is ever, 'Above all thy gettings get understanding.'"

Carlyle. "Wisdom is always the greatest achievement for every human being—actually, in a broader sense, it's the only achievement; and the lesson for each of us is always, 'Above all your possessions, gain understanding.'"

"Of all the things which man can do or make here below, by far the most momentous, wonderful, and worthy are the things we call books."

"Of all the things that humans can do or create here on Earth, the most significant, amazing, and valuable are what we call books."

"All that mankind has done, thought, gained, and been, is lying as in magic preservation in the pages of books."

"Everything humanity has done, thought, achieved, and experienced is preserved like magic in the pages of books."

Channing, Dr. Wm. E. "God be thanked for books! They are the voices of the distant and the dead, and make us heirs of the spiritual life of past ages. Books are the true levellers. They give to all who will faithfully use them the society, the spiritual presence, of the best and greatest of our race. No matter how poor I am; no matter though the prosperous of my own time will not enter my obscure dwelling:[175] if the sacred writers will enter and take up their abode under my roof,—if Milton will cross my threshold to sing to me of Paradise; and Shakspeare, to open to me the worlds of imagination and the workings of the human heart; and Franklin, to enrich me with his practical wisdom,—I shall not pine for want of intellectual companionship, and I may become a cultivated man, though excluded from what is called the best society in the place where I live."

Channing, Dr. Wm. E. "Thank goodness for books! They are the voices of those far away and those who have passed, and they make us inheritors of the spiritual life of past generations. Books are the great equalizers. They provide everyone who will truly engage with them the company and spiritual presence of the best and brightest of our kind. No matter how poor I am; no matter if the successful people of my time won't come into my humble home:[175] if the sacred writers will come in and make their home under my roof—if Milton will step over my threshold to sing to me about Paradise; and Shakespeare, to reveal to me the realms of imagination and the depths of the human heart; and Franklin, to enrich me with his practical wisdom—I will not long for intellectual companionship, and I can become an educated person, even if I'm excluded from what is considered the best society in my community."

Chaucer.

Chaucer.

"And as for me, even though I know very little __A_TAG_PLACEHOLDER_0__
I enjoy reading books, And I give them (feyth__A_TAG_PLACEHOLDER_0__) and complete trust, And in my heart, I hold them in high regard. So heartily that there is amusement at noon,[7]
That from my books makes me go. But it is rarely on the holy day,
Sure, when the month of May It's coming, and I hear the birds sing,
And that the flowers begin to bloom; Goodbye my book, and my devotion.

[5] Little.

__A_TAG_PLACEHOLDER_0__ Small.

[6] Faith.

__A_TAG_PLACEHOLDER_0__ Belief.

[7] None.

None.

Cicero. "Studies are the aliment of youth, the comfort of old age, an adornment of prosperity, a refuge and a solace in adversity, and a delight in our home."

Cicero. "Education is the food for youth, the comfort for old age, a decoration in good times, a refuge and a source of comfort during tough times, and a joy in our homes."

Clarke, James Freeman. "When I consider what some books have done for the world, and what they are doing,—how they keep up our hope, awaken new courage and faith, give an ideal life to those whose homes are hard and cold, bind together distant ages and foreign lands, create new worlds of beauty, bring down truths from Heaven,—I give eternal blessings for this gift, and pray that we may use it aright, and abuse it not."

Clarke, James Freeman. "When I think about what some books have done for the world and what they’re still doing—how they maintain our hope, inspire new courage and faith, provide an ideal life for those whose homes are tough and unwelcoming, connect distant ages and foreign lands, create new realms of beauty, and reveal truths from Heaven—I am eternally grateful for this gift and hope we can use it wisely and not misuse it."

Coleridge. "Some readers are like the hour-glass. Their reading is as the sand; it runs in and runs out, but leaves not a vestige behind. Some, like a sponge, which imbibes everything, and returns it in the same state, only a little dirtier. Some, like a jelly-bag, which allows all that is pure to pass away, and retains only the refuse and dregs. The fourth class may be compared to the slave of Golconda, who, casting away all that is worthless, preserves only the pure gems."

Coleridge. "Some readers are like an hourglass. Their reading is like sand; it flows in and flows out, but leaves nothing behind. Some are like a sponge that soaks up everything and then releases it in the same condition, just a bit dirtier. Some are like a jelly bag that lets everything pure slip away and keeps only the waste and leftover bits. The fourth group can be compared to the slave of Golconda, who, discarding all that's useless, keeps only the genuine gems."

Collyer, Robert. "Do you want to know how I manage to talk to you in this simple Saxon? I will tell you. I read Bunyan, Crusoe, and Goldsmith when I was a boy, morning, noon, and night; all the rest was task work. These were my delight, with the stories in the Bible, and with Shakspeare, when at last the mighty master came within our doors. These were like a well of pure water; and this is the first step I seem to have taken of my own free will toward the pulpit. From the days when we used to spell out Crusoe and old Bunyan, there had grown up in me a devouring hunger to read books.... I could not go home for the Christmas of 1839, and was feeling very sad about it all, for I was only a boy; and sitting by the fire, an old farmer came in and said, 'I notice thou's fond o' reading, so I brought thee summat to read.' It was Irving's 'Sketch Book.' I had never heard of the work. I went at it, and was 'as them that dream.' No such delight had touched me since the old days of Crusoe."

Collyer, Robert. "Do you want to know how I manage to talk to you in this simple English? I’ll tell you. I read Bunyan, Crusoe, and Goldsmith when I was a boy, morning, noon, and night; everything else was just work. These were my joy, along with the stories in the Bible, and with Shakespeare, when the great master finally came into our lives. These were like a well of fresh water; and this is the first step I seem to have taken of my own free will toward the pulpit. From the days when we used to struggle through Crusoe and old Bunyan, a deep hunger for reading had developed in me.... I couldn’t go home for Christmas in 1839, and I was feeling really sad about it all, since I was just a boy; and while sitting by the fire, an old farmer came in and said, 'I noticed you like reading, so I brought you something to read.' It was Irving's 'Sketch Book.' I had never heard of it. I started reading, and was 'like someone who dreams.' No such joy had touched me since the old days of Crusoe."

Curtis, G. W. "Books are the ever-burning lamps of accumulated wisdom."

Curtis, G. W. "Books are the always-burning lights of gathered wisdom."

De Quincey. "Every one owes to the impassioned books he has read many a thousand more of emotions than he can consciously trace back to them.... A great scholar depends[177] not simply on an infinite memory, but also on an infinite and electrical power of combination,—bringing together from the four winds, like the Angel of the Resurrection, what else were dust from dead men's bones into the unity of breathing life."

De Quincey. "Everyone owes the passionate books they've read countless emotions they can’t consciously connect back to them.... A great scholar doesn't just rely on an amazing memory, but also on a boundless and dynamic ability to combine ideas—bringing together from all directions, like the Angel of the Resurrection, what would otherwise be just dust from dead men’s bones into the unity of living breath."

Diodorus. "Books are the medicine of the mind."

Diodorus. "Books are the cure for the mind."

Emerson. "The profit of books is according to the sensibility of the reader."

Emerson. "The value of books depends on the sensitivity of the reader."

Erasmus. "A little before you go to sleep read something that is exquisite and worth remembering, and contemplate upon it till you fall asleep; and when you awake in the morning call yourself to an account for it."

Erasmus. "Before you go to sleep, read something beautiful that’s worth remembering, and think about it until you drift off; then when you wake up in the morning, hold yourself accountable for it."

Farrar, Canon. "If all the books of the world were in a blaze, the first twelve which I should snatch out of the flames would be the Bible, the Imitation of Christ, Homer, Æschylus, Thucydides, Tacitus, Virgil, Marcus Aurelius, Dante, Shakspeare, Milton, Wordsworth. Of living writers I would save, first, the works of Tennyson, Browning, and Ruskin."

Farrar, Canon. "If all the books in the world were on fire, the first twelve I would grab from the flames would be the Bible, the Imitation of Christ, Homer, Aeschylus, Thucydides, Tacitus, Virgil, Marcus Aurelius, Dante, Shakespeare, Milton, and Wordsworth. From contemporary authors, I would save the works of Tennyson, Browning, and Ruskin first."

Fénelon. "If the crowns of all the kingdoms of the empire were laid down at my feet in exchange for my books and my love of reading, I would spurn them all."

Fénelon. "If all the crowns of the empire's kingdoms were offered to me in exchange for my books and my passion for reading, I would reject them all."

Freeman, E. A. (the historian). "I feel myself quite unable to draw up a list (of the best books), as I could not trust my own judgment on any matters not bearing on my special studies, and I should be doubtless tempted to give too great prominence to them."

Freeman, E. A. (the historian). "I really can’t come up with a list of the best books because I don’t trust my own judgment on topics outside my area of expertise, and I would probably be too inclined to focus on those."

Fuller, Thomas. "It is thought and digestion which make books serviceable, and give health and vigor to the mind."

Fuller, Thomas. "It's thinking and processing ideas that make books useful and bring health and energy to the mind."

Gibbon. "A taste for books is the pleasure and glory of my life. I would not exchange it for the glory of the Indies."[178]

Gibbon. "Loving books is the joy and pride of my life. I wouldn’t trade it for all the glory of the Indies."[178]

Gladstone. "When I was a boy I used to be fond of looking into a bookseller's shop; but there was nothing to be seen there that was accessible to the working-man of that day. Take a Shakspeare, for example. I remember very well that I gave £2 16s. 0d. for my first copy; but you can get any one of Shakspeare's Plays for seven cents. Those books are accessible now which were formerly quite inaccessible. We may be told that you want amusement, but that does not include improvement. There are a set of worthless books written now and at times which you should avoid, which profess to give amusement; but in reading the works of such authors as Shakspeare and Scott there is the greatest possible amusement in its best form. Do you suppose when you see men engaged in study that they dislike it? No!... I want you to understand that multitudes of books are constantly being prepared and placed within reach of the population at large, for the most part executed by writers of a high stamp, having subjects of the greatest interest, and which enable you, at a moderate price, not to get cheap literature which is secondary in its quality, but to go straight into the very heart,—if I may so say, into the sanctuary of the temple of literature,—and become acquainted with the greatest and best works that men of our country have produced."

Gladstone. "When I was a kid, I loved looking into a bookstore, but back then, there wasn't much available for the working class. Take Shakespeare, for example. I clearly remember paying £2 16s. 0d. for my first copy, but now you can get any of Shakespeare's plays for just seven cents. Those books that used to be completely out of reach are now accessible. People might say that you only want entertainment, but that doesn't mean you can't also improve yourself. There are plenty of worthless books being published now and in the past that you should steer clear of; they claim to be entertaining. However, reading works by authors like Shakespeare and Scott provides the highest form of amusement. Do you think when you see people studying that they dislike it? No! I want you to know that a vast number of books are constantly being prepared and made available for everyone, mostly written by high-quality authors on subjects of great interest. For a reasonable price, you can avoid cheap literature that’s lesser in quality and dive straight into the core—if I may say, into the sanctuary of the temple of literature—and become familiar with the greatest and best works that our country's writers have created."

Godwin, William. "It is impossible that we can be much accustomed to such companions without attaining some resemblance to them."

Godwin, William. "It's impossible for us to be around such companions without starting to resemble them."

Goldsmith. "An author may be considered as a merciful substitute to the legislature. He acts not by punishing crimes, but by preventing them."

Goldsmith. "An author can be seen as a compassionate alternative to the government. He doesn't punish crimes but works to stop them from happening."

Hale, Sir Matthew. "Read the Bible reverently and attentively, set your heart upon it, and lay it up in your memory,[179] and make it the direction of your life; it will make you a wise and good man."

Hale, Sir Matthew. "Read the Bible with respect and focus, pay close attention to it, and remember it well,[179] and let it guide your life; it will help you become a wise and good person."

Hamerton, P. H. "The art of reading is to skip judiciously."

Hamerton, P. H. "The skill of reading is to skip wisely."

Harrison, Frederic. "The best authors are never dark horses. The world has long ago closed the great assize of letters, and judged the first places everywhere."

Harrison, Frederic. "The best authors are never unknown. The world has already made its decisions about the top writers and ranked them accordingly."

"The reading of great books is usually an acquired faculty, not a natural gift. If you have not got the faculty, seek for it with all your might."

"The ability to read great books is usually something you develop, not something you're born with. If you don’t have this ability, pursue it with everything you've got."

"Of Walter Scott one need as little speak as of Shakspeare. He belongs to mankind,—to every age and race; and he certainly must be counted as in the first line of the great creative minds of the world. His unique glory is to have definitely succeeded in the ideal reproduction of historical types, so as to preserve at once beauty, life, and truth,—a task which neither Ariosto and Tasso, nor Corneille and Racine, nor Alfieri, nor Goethe, nor Schiller,—no, nor even Shakspeare himself, entirely achieved.... In brilliancy of conception, in wealth of character, in dramatic art, in glow and harmony of color, Scott put forth all the powers of a master poet.... The genius of Scott has raised up a school of historical romance; and though the best work of Chateaubriand, Manzoni, and Bulwer may take rank as true art, the endless crowd of inferior imitations are nothing but a weariness to the flesh.... Scott is a perfect library in himself.... The poetic beauty of Scott's creations is almost the least of his great qualities. It is the universality of his sympathy that is so truly great, the justice of his estimates, the insight into the spirit of each age, his intense absorption of self in the vast epic of human civilization."[180]

"There's no need to say much about Walter Scott, just like with Shakespeare. He belongs to humanity—every age and race—and he certainly deserves to be counted among the top great creative minds in the world. His unique achievement is his ability to realistically reproduce historical figures, capturing beauty, life, and truth at once—a task that neither Ariosto nor Tasso, nor Corneille, Racine, Alfieri, Goethe, Schiller, or even Shakespeare himself entirely accomplished. In terms of brilliant ideas, rich characters, dramatic skill, and vibrant color, Scott showcased all the abilities of a master poet. Scott's genius has inspired a whole genre of historical romance; and while the finest works of Chateaubriand, Manzoni, and Bulwer can be recognized as true art, the endless array of lesser imitations are simply exhausting. Scott is like a complete library in himself. The poetic beauty of his creations might be the least of his many great qualities. What’s truly remarkable is the universality of his empathy, the fairness of his assessments, his insight into the spirit of each age, and his deep engagement with the broader narrative of human civilization."[180]

Hazlitt, William. "Books let us into the souls of men, and lay open to us the secrets of our own."

Hazlitt, William. "Books allow us to see into people's souls and reveal the secrets of our own."

Heinsius. "I no sooner come into the library but I bolt the door to me, excluding Lust, Ambition, Avarice, and all such vices, whose nurse is Idleness, the Mother of Ignorance and Melancholy. In the very lap of eternity, among so many divine souls, I take my seat with so lofty a spirit and sweet content, that I pity all that know not this happiness."

Heinsius. "As soon as I enter the library, I lock the door behind me, shutting out Lust, Ambition, Greed, and all those vices, whose caretaker is Idleness, the Mother of Ignorance and Melancholy. In the presence of eternity, among so many divine souls, I find a place with such a high spirit and sweet contentment that I feel sorry for anyone who doesn’t experience this happiness."

Herbert, George. "This book of stars [the Bible] lights to eternal bliss."

Herbert, George. "This book of stars [the Bible] leads to eternal happiness."

Herschel, Sir J. "Give a man this taste [for good books] and the means of gratifying it, and you can hardly fail of making a happy man. You place him in contact with the best society in every period of history,—with the wisest, the wittiest, the tenderest, the bravest, and the purest characters who have adorned humanity. You make him a denizen of all nations, a contemporary of all ages."

Herschel, Sir J. "Give a person a love for good books and the means to enjoy them, and you can’t help but create a happy person. You connect them with the best minds of every era— the wisest, the funniest, the most compassionate, the bravest, and the purest individuals who have graced humanity. You turn them into a citizen of all countries, living alongside people from all times."

Hillard, George S. "Here we have immortal flowers of poetry, wet with Castilian dew, and the golden fruit of Wisdom that had long ripened on the bough.... We should any of us esteem it a great privilege to pass an evening with Shakspeare or Bacon.... We may be sure that Shakspeare never out-talked his 'Hamlet,' nor Bacon his 'Essays.'... To the gentle hearted youth, far from his home, in the midst of a pitiless city, 'homeless among a thousand homes,' the approach of evening brings with it an aching sense of loneliness and desolation. In this mood his best impulses become a snare to him; and he is led astray because he is social, affectionate, sympathetic, and warm-hearted. The hours from sunset to bedtime are his hours of peril. Let me say to such young men that books are the friends of the friendless, and that a library is the home of the homeless."[181]

Hillard, George S. "Here we have timeless flowers of poetry, fresh with Castilian dew, and the golden fruit of Wisdom that has long matured on the branch... We should all consider it a great privilege to spend an evening with Shakespeare or Bacon... We can be sure that Shakespeare never overshadowed his 'Hamlet,' nor Bacon his 'Essays.'... To the kind-hearted young man, far from home, in the heart of an unforgiving city, 'homeless among a thousand homes,' the arrival of evening brings a deep sense of loneliness and despair. In this mood, his best feelings can become a trap for him; he is led astray because he is social, loving, empathetic, and warm-hearted. The hours from sunset to bedtime are his times of danger. Let me tell such young men that books are the friends of the friendless, and that a library is the home of the homeless."[181]

Holmes, O. W. "Books are the 'negative' pictures of thought; and the more sensitive the mind that receives the images, the more nicely the finest lines are reproduced."

Holmes, O. W. "Books are the 'negative' images of thought; and the more receptive the mind is to these images, the more accurately the finest details are captured."

Houghton, Lord. "It [a book] is a portion of the eternal mind, caught in its process through the world, stamped in an instant, and preserved for eternity."

Houghton, Lord. "A book is a piece of the eternal mind, captured in its journey through the world, marked in a moment, and kept for all time."

Irving. "The scholar only knows how dear these silent yet eloquent companions of pure thoughts and innocent hours become in the season of adversity."

Irving. "The scholar understands how precious these quiet yet expressive companions of clear thoughts and innocent moments become during tough times."

Johnson, Dr. "No man should consider so highly of himself as to think he can receive but little light from books, nor so meanly as to believe he can discover nothing but what is to be learned from them."

Dr. Johnson "No one should think so highly of themselves that they believe they can't learn much from books, nor should they think so little of themselves as to believe they can only find knowledge in what books teach."

Jonson, Ben. "A prince without letters is a pilot without eyes."

Jonson, Ben. "A prince without education is like a pilot without vision."

King, Thomas Starr. "By cultivating an interest in a few good books, which contain the result of the toil or the quintessence of the genius of some of the most gifted thinkers of the world, we need not live on the marsh and in the mists; the slopes and the summits invite us."

King, Thomas Starr. "By developing an interest in a few great books that hold the results of the hard work or the essence of the genius of some of the most talented thinkers in the world, we don’t have to stay stuck in the swamps and fog; the hills and peaks are calling us."

Kingsley, Charles. "Except a living man, there is nothing more wonderful than a book!—a message to us from the dead, from human souls whom we never saw, who lived, perhaps, thousands of miles away; and yet these, on those little sheets of paper, speak to us, amuse us, vivify us, teach us, comfort us, open their hearts to us as to brothers."

Kingsley, Charles. "Other than a living person, there's nothing more amazing than a book!—a message from the past, from human souls we've never met, who lived, maybe, thousands of miles away; and yet they, on those tiny sheets of paper, talk to us, entertain us, bring us to life, teach us, comfort us, and share their hearts with us like family."

Lamb, Charles. "Milton almost requires a solemn service of music to be played before you enter upon him. But he brings his music, to which who listens had need bring docile thoughts and purged ears."

Lamb, Charles. "Milton almost needs a serious music performance to prepare you before you dive into his work. But he brings his own music, and anyone who wants to appreciate it should be ready with open minds and cleared ears."

Landor, Walter Savage. "The writings of the wise are the only riches our posterity cannot squander."[182]

Landor, Walter Savage. "The writings of the wise are the only wealth our descendants can't waste."[182]

Langford. "Strong as man and tender as woman, they welcome you in every mood, and never turn from you in distress."

Langford. "Strong like a man and gentle like a woman, they welcome you no matter how you feel, and they never abandon you in tough times."

Lowell. "Have you ever rightly considered what the mere ability to read means? That it is the key that admits us to the whole world of thought and fancy and imagination, to the company of saint and sage, of the wisest and the wittiest at their wisest and wittiest moments? That it enables us to see with the keenest eyes, hear with the finest ears, and listen to the sweetest voices of all time?... One is sometimes asked by young people to recommend a course of reading. My advice would be that they should confine themselves to the supreme books in whatever literature, or, still better, to choose some one great author, and make themselves thoroughly familiar with him."

Lowell. "Have you ever really thought about what it means to be able to read? It's the key that opens up the entire world of ideas, creativity, and imagination, connecting us with saints and sages, the smartest and funniest minds in their best moments. It lets us see with the sharpest vision, hear with the finest hearing, and listen to the most beautiful voices throughout history?... Sometimes young people ask me for reading recommendations. I would suggest they stick to the best books in any literature or, even better, choose one great author and get to know their work really well."

Luther. "To read many books produceth confusion, rather than learning, like as those who dwell everywhere are not anywhere at home."

Luther. "Reading too many books creates confusion rather than understanding, just like those who are always on the move aren’t truly settled anywhere."

Lyly, John. "Far more seemly were it ... to have thy study full of books than thy purse full of money."

Lyly, John. "It would be much more proper to have your study filled with books than your wallet stuffed with cash."

Lytton, Lord.

Lytton, Lord.

"Laws expire, books last forever."
"Under the rule of completely powerful men
"The pen is more powerful than the sword."
"Ever-living and imperial Souls,
"Who rules us from the page where you breathe."
"The Wise" (Minstrel or Sage) out of their books are made of clay;
But in their books, just like from their graves, they come alive,
Angels—that walk alongside us on our path,
"Walk with us and warn!"
[183]
"We refer to some books as immortal! Do they really live?
If that's the case, trust me, Time has made them pure.
In books, the most wicked find peace,—
God intends for no evil to last; The coarser parts break away, leaving the whole, As the dust leaves the separated soul!

Macaulay. "A great writer is the friend and benefactor of his readers."

Macaulay. "A great writer is a friend and supporter of their readers."

Milton. "As good almost kill a man as kill a good book. Who kills a man kills a reasonable creature, God's image; but he who destroys a good book kills reason itself,—kills the image of God, as it were, in the eye. Many a man lives a burden to the earth; but a good book is the precious life-blood of a master spirit, embalmed and treasured up on purpose to a life beyond."

Milton. "It's almost as bad to take a man's life as it is to destroy a great book. When you take a man's life, you end a rational being, made in God's image; but when you destroy a good book, you kill reason itself—it's like killing God's image in the mind. Many people are just a burden on the earth, but a good book is the priceless essence of a brilliant spirit, preserved and cherished for a life that lasts beyond this one."

Montaigne. "To divert myself from a troublesome fancy, 'tis but to run to my books."

Montaigne. "To distract myself from an annoying thought, I just need to grab my books."

"As to what concerns my other reading, that mixes a little more profit with the pleasure, and from whence I learn how to marshal my opinions and qualities, the books that serve me to this purpose are Plutarch and Seneca,—both of which have this great convenience suited to my humor, that the knowledge I seek is discoursed in loose pieces that do not engage me in any great trouble of reading long, of which I am impatient.... Plutarch is frank throughout. Seneca abounds with brisk touches and sallies. Plutarch, with things that heat and move you more; this contents and pays you better. As to Cicero, those of his works that are most useful to my design are they that treat of philosophy, especially moral; but boldly to confess the truth, his way of writing, and that of all other long-winded authors, appears to me very tedious."[184]

"In terms of my other reading, which combines a bit more benefit with enjoyment and helps me organize my thoughts and qualities, the books that suit me best are Plutarch and Seneca. Both have the great advantage of fitting my taste because the knowledge I’m after is presented in short segments that don’t require me to endure long texts, which I find frustrating. Plutarch is straightforward throughout. Seneca is full of lively insights and witty remarks. Plutarch offers topics that excite and motivate you more; this satisfies and rewards you better. Regarding Cicero, the works of his that are most helpful for my purpose are those that focus on philosophy, especially moral philosophy; but to be honest, his writing style, like that of other long-winded authors, seems very tedious to me." [184]

Morley, John. "The consolation of reading is not futile nor imaginary. It is no chimera of the recluse or the bookworm, but a potent reality. As a stimulus to flagging energies, as an inspirer of lofty aim, literature stands unrivalled."

Morley, John. "The comfort of reading is not pointless or pretend. It isn't just a figment of the hermit or the book lover, but a powerful truth. As a boost for dwindling motivation and an inspiration for high aspirations, literature is unmatched."

Morris, William. "The greater part of the Latins I should call sham classics. I suppose that they have some good literary qualities; but I cannot help thinking that it is difficult to find out how much. I suspect superstition and authority have influenced our estimate of them till it has become a mere matter of convention. Of modern fiction, I should like to say here that I yield to no one, not even Ruskin, in my love and admiration for Scott; also that, to my mind, of the novelists of our generation, Dickens is immeasurably ahead."

Morris, William. "Most of the Latins, I would call fake classics. They might have some decent literary qualities, but I can't help thinking it's hard to determine how much. I suspect that superstition and authority have shaped our view of them to the point where it's just a matter of convention. Regarding modern fiction, I want to say that I don't hold back in my love and admiration for Scott, not even compared to Ruskin; also, I believe that among the novelists of our generation, Dickens is way ahead."

Müller, Max. "I know few books, if any, which I should call good from beginning to end. Take the greatest poet of antiquity, and if I am to speak the truth, the whole truth, and nothing but the truth, I must say that there are long passages, even in Homer, which seem to me extremely tedious."

Müller, Max. "I know very few books, if any, that I would consider good from start to finish. Take the greatest poet of ancient times, and if I'm being completely honest, I have to admit that there are long sections, even in Homer, that I find really boring."

Parker, Theodore. "What a joy is there in a good book, writ by some great master of thought, who breaks into beauty, as in summer the meadow into grass and dandelions and violets, with geraniums and manifold sweetness.... The books which help you most are those which make you think most.... A great book ... is a ship of thought deep freighted with thought, with beauty too. It sails the ocean, driven by the winds of heaven, breaking the level sea of life into beauty where it goes, leaving behind it a train of sparkling loveliness, widening as the ship goes on. And what treasures it brings to every land, scattering the seeds of truth, justice, love, and piety, to bless the world in ages yet to come."[185]

Parker, Theodore. "There's such joy in a good book, written by a great thinker, who bursts into beauty just like a meadow in summer filled with grass, dandelions, and violets, along with geraniums and all kinds of sweetness.... The books that help you the most are the ones that make you think the hardest.... A great book ... is like a ship of thought, heavily loaded with ideas and beauty. It sails across the ocean, propelled by the winds of heaven, transforming the flat sea of life into beauty wherever it goes, leaving behind a trail of sparkling loveliness that expands as it moves on. And what treasures it brings to every land, scattering seeds of truth, justice, love, and faith to bless the world for generations to come."[185]

Peacham, Henry. "To desire to have many books and never to use them, is like a child that will have a candle burning by him all the while he is sleeping."

Peacham, Henry. "Wanting to have many books and never using them is like a child who keeps a candle burning next to them while they’re sleeping."

Petrarch. "I have friends whose society is extremely agreeable to me; they are of all ages and of every country. They have distinguished themselves both in the cabinet and in the field, and obtained high honors for their knowledge of the sciences. It is easy to gain access to them, for they are always at my service; and I admit them to my company and dismiss them from it whenever I please. They are never troublesome, but immediately answer every question I ask them. Some relate to me the events of past ages, while others reveal to me the secrets of Nature. Some teach me how to live, and others how to die. Some, by their vivacity, drive away my cares and exhilarate my spirits; while others give fortitude to my mind, and teach me the important lesson how to restrain my desires and to depend wholly on myself. They open to me, in short, the various avenues of all the arts and sciences, and upon their information I safely rely in all emergencies."

Petrarch. "I have friends whose company I truly enjoy; they come from all age groups and different countries. They have excelled in both politics and battle, earning high praise for their knowledge of the sciences. It’s easy to reach them since they are always available to me; I invite them into my life and let them go whenever I want. They never interfere but instantly answer every question I pose. Some share with me stories from the past, while others uncover the mysteries of Nature. Some teach me how to live, and others how to face death. Some, with their lively spirits, lift my worries and brighten my mood, while others strengthen my mind and show me the crucial lesson of controlling my desires and being self-reliant. In short, they guide me through the various paths of all the arts and sciences, and I trust their insights completely in times of need."

Phelps, E. J. (United States Minister to the Court of St. James). "I cannot think the finis et fructus of liberal reading is reached by him who has not obtained in the best writings of our English tongue the generous acquaintance that ripens into affection. If he must stint himself, let him save elsewhere."

Phelps, E. J. (United States Minister to the Court of St. James). "I don't believe that the ultimate goal of reading widely is achieved by someone who hasn't developed a deep appreciation for the best works in our English language. If he has to cut back, let him do it in other areas."

Plato. "Books are the immortal sons deifying their sires."

Plato. "Books are the eternal creations that elevate their creators."

Plutarch. "We ought to regard books as we do sweetmeats,—not wholly to aim at the pleasantest, but chiefly to respect the wholesomest."

Plutarch. "We should look at books like we do candy—not just to go for the most enjoyable, but mainly to value the most beneficial."

Potter, Dr. "It is nearly an axiom that people will not be better than the books they read."[186]

Potter, Dr. "It's almost a given that people won't be better than the books they read."[186]

Raleigh, Walter. "We may gather out of history a policy no less wise than eternal, by the comparison and application of other men's fore-passed miseries with our own like errors and ill-deservings."

Raleigh, Walter. "We can learn from history a policy that is both smart and timeless by comparing and applying the past misfortunes of others to our own similar mistakes and shortcomings."

Richardson, C. F. "No book, indeed, is of universal value and appropriateness.... Here, as in every other question involved in the choice of books, the golden key to knowledge, a key that will only fit its own proper doors, is purpose."

Richardson, C. F. "No book is truly universally valuable or suitable.... In every aspect of choosing books, the key to knowledge, which only works for its specific purposes, is purpose."

Ruskin. "All books are divisible into two classes,—the books of the hour and the books of all time." Books of the hour, though useful, are, "strictly speaking, not books at all, but merely letters or newspapers in good print," and should not be allowed "to usurp the place of true books."

Ruskin. "All books can be divided into two categories—the books of the moment and the books of all time." While books of the moment can be helpful, they are, "strictly speaking, not really books at all, but just letters or newspapers in nice print," and should not be allowed "to take the place of real books."

"Of all the plagues that afflict mortality, the venom of a bad book to weak people, and the charms of a foolish one to simple people, are without question the deadliest; and they are so far from being redeemed by the too imperfect work of the best writers, that I never would wish to see a child taught to read at all, unless the other conditions of its education were alike gentle and judicious."

"Of all the dangers that threaten our lives, the negative impact of a bad book on vulnerable people and the allure of a silly one on naive individuals are definitely the most harmful. They can't be offset by the imperfect efforts of even the best writers. I would never want to see a child learn to read unless all aspects of their education were equally kind and thoughtful."

Ruskin says a well-trained man should know the literature of his own country and half a dozen classics thoroughly; but unless he wishes to travel, the language and literature of modern Europe and of the East are unnecessary. To read fast any book worth reading is folly. Ruskin would not have us read Grote's "History of Greece," for any one could write it if "he had the vanity to waste his time;" "Confessions of Saint Augustine," for it is not good to think so much about ourselves; John Stuart Mill, for his day is over; Charles Kingsley, for his sentiment is false, his tragedy frightful. Hypatia is the most ghastly story in Christian tradition,[187] and should forever have been left in silence; Darwin, for we should know what we are, not what our embryo was, or our skeleton will be; Gibbon, for we should study the growth and standing of things, not the Decline and Fall (moreover, he wrote the worst English ever written by an educated Englishmen); Voltaire, for his work is to good literature what nitric acid is to wine, and sulphuretted hydrogen to air.

Ruskin says a well-trained person should know the literature of their own country and a handful of classics really well; but unless they want to travel, the language and literature of modern Europe and the East aren't essential. Reading any book worth reading too quickly is pointless. Ruskin wouldn’t have us read Grote's "History of Greece," because anyone could write it if "they had the vanity to waste their time;" "Confessions of Saint Augustine," because it's not good to focus too much on ourselves; John Stuart Mill, since his time has passed; Charles Kingsley, because his sentiment is misleading and his tragedy is awful. Hypatia is the most horrific story in Christian tradition,[187] and should have been left undisclosed; Darwin, because we should understand what we are, not what our embryo was, or what our skeleton will be; Gibbon, because we should focus on the growth and status of things, not on the Decline and Fall (besides, he wrote the worst English ever produced by an educated Englishman); Voltaire, because his work is to good literature what nitric acid is to wine, and hydrogen sulfide is to air.

Ruskin also crosses out Marcus Aurelius, Confucius, Aristotle (except his "Politics"), Mahomet, Saint Augustine, Thomas à Kempis, Pascal, Spinoza, Butler, Keble, Lucretius, the Nibelungenlied, Malory's Morte D'Arthur, Firdusi, the Mahabharata, and Ramayana, the Sheking, Sophocles, and Euripides, Hume, Adam Smith, Locke, Descartes, Berkeley, Lewes, Southey, Longfellow, Swift, Macaulay, Emerson, Goethe, Thackeray, Kingsley, George Eliot, and Bulwer.

Ruskin also crosses out Marcus Aurelius, Confucius, Aristotle (except his "Politics"), Muhammad, Saint Augustine, Thomas à Kempis, Pascal, Spinoza, Butler, Keble, Lucretius, the Nibelungenlied, Malory's Morte D'Arthur, Firdusi, the Mahabharata, the Ramayana, the Sheking, Sophocles, and Euripides, Hume, Adam Smith, Locke, Descartes, Berkeley, Lewes, Southey, Longfellow, Swift, Macaulay, Emerson, Goethe, Thackeray, Kingsley, George Eliot, and Bulwer.

His especial favorites are Scott, Carlyle, Plato, and Dickens. Æschylus, Taylor, Bunyan, Bacon, Shakspeare, Milton, Dante, Spenser, Wordsworth, Pope, Goldsmith, Defoe, Boswell, Burke, Addison, Montaigne, Molière, Sheridan, Æsop, Demosthenes, Plutarch, Horace, Cicero, Homer, Hesiod, Virgil, Aristophanes, Herodotus, Xenophon, Thucydides, and Tacitus, he condescends to admit as proper to be read.

His special favorites are Scott, Carlyle, Plato, and Dickens. He also acknowledges that Æschylus, Taylor, Bunyan, Bacon, Shakespeare, Milton, Dante, Spenser, Wordsworth, Pope, Goldsmith, Defoe, Boswell, Burke, Addison, Montaigne, Molière, Sheridan, Aesop, Demosthenes, Plutarch, Horace, Cicero, Homer, Hesiod, Virgil, Aristophanes, Herodotus, Xenophon, Thucydides, and Tacitus are suitable to read.

Schopenhauer. "Recollect that he who writes for fools finds an enormous audience."

Schopenhauer. "Remember that when you write for idiots, you attract a huge audience."

Seneca. "If you devote your time to study, you will avoid all the irksomeness of this life."

Seneca. "If you spend your time studying, you'll avoid all the annoyances of life."

"It does not matter how many, but how good, books you have."

"It doesn't matter how many books you have, but how good they are."

"Leisure without study is death, and the grave of a living man."[188]

"Leisure without learning is just existing, and it's like being buried alive."[188]

Shakspeare. "A book! oh, rare one! be not, as in this fangled world, a garment nobler than it covers."

Shakespeare. "A book! Oh, what a treasure! Don't be, like in this strange world, a clothing item that's more impressive than what it actually covers."

"My library was dukedom large enough."

"My library was big enough for a kingdom."

Sidney, Sir Philip. "Nature never set forth the earth in so rich tapestry as divers poets have done."

Sidney, Sir Philip. "Nature has never presented the earth in such a rich tapestry as various poets have created."

Smiles, Sam. "Men often discover their affinity to each other by the mutual love they have for a book."

Smiles, Sam. "Guys often realize how connected they are to one another through the common love they share for a book."

Smith, Alexander. "We read books not so much for what they say as for what they suggest."

Smith, Alexander. "We read books not just for what they say, but for what they imply."

Socrates. "Employ your time in improving yourselves by other men's documents; so shall you come easily by what others have labored hard to win."

Socrates. "Use your time to better yourselves by learning from other people's work; in doing so, you'll easily gain what others have worked hard to achieve."

Solomon. "He that walketh with wise men shall be wise."

Solomon. "Whoever walks with wise people will be wise."

Spencer, Herbert. "My reading has been much more in the direction of science than in the direction of general literature; and of such works in general literature as I have looked into, I know comparatively little, being an impatient reader, and usually soon satisfied."

Spencer, Herbert. "I've focused my reading much more on science than on general literature; and of the works I've explored in general literature, I know relatively little, as I'm an impatient reader and usually become satisfied pretty quickly."

Stanley, Henry M. "I carried [across Africa] a great many books,—three loads, or about one hundred and eighty pounds' weight; but as my men lessened in numbers,—stricken by famine, fighting, and sickness,—one by one they were reluctantly thrown away, until finally, when less than three hundred miles from the Atlantic, I possessed only the Bible, Shakspeare, Carlyle's Sartor Resartus, Norie's Navigation, and the Nautical Almanac for 1877. Poor Shakspeare was afterwards burned by demand of the foolish people of Zinga. At Bonea, Carlyle and Norie and the Nautical Almanac were pitched away, and I had only the old Bible left."

Stanley, Henry M. "I carried [across Africa] a lot of books—three loads, or about one hundred eighty pounds; but as my men decreased in number—hit by famine, fighting, and illness—one by one they were reluctantly discarded, until finally, when I was less than three hundred miles from the Atlantic, I had only the Bible, Shakespeare, Carlyle's Sartor Resartus, Norie's Navigation, and the Nautical Almanac for 1877. Unfortunately, Shakespeare was later burned at the request of the foolish people of Zinga. In Bonea, I got rid of Carlyle, Norie, and the Nautical Almanac, and I was left with just the old Bible."

Swinburne, A. C. "It would be superfluous for any educated[189] Englishman to say that he does not question the pre-eminence of such names as Bacon and Darwin."

Swinburne, A. C. "It would be unnecessary for any educated[189] Englishman to claim that he doesn’t doubt the superiority of names like Bacon and Darwin."

Taylor, Bayard. "Not many, but good books."

Taylor, Bayard. "Not a lot, but quality books."

Thoreau. "Books that are books are all that you want, and there are but half a dozen in any thousand."

Thoreau. "The only books that truly matter are the real ones, and there are maybe half a dozen in every thousand."

Trollope, Anthony. "The habit of reading is the only enjoyment I know in which there is no alloy; it lasts when all other pleasures fade."

Trollope, Anthony. "The habit of reading is the only enjoyment I know that has no downside; it endures when all other pleasures disappear."

Waller, Sir William. "In my study I am sure to converse with none but wise men; but abroad, it is impossible for me to avoid the society of fools."

Waller, Sir William. "In my study, I can only talk to wise people; but when I’m out, it’s impossible for me to avoid being around fools."

Whateley, Richard. "If, in reading books, a man does not choose wisely, at any rate he has the chance offered him of doing so."

Whateley, Richard. "If a person doesn’t choose wisely when reading books, they still have the opportunity to make a better choice."

Whipple, Edwin P. "Books,—lighthouses erected in the sea of time."

Whipple, Edwin P. "Books—lighthouses built in the ocean of time."

White, Andrew D., President of Cornell, speaking of Scott, says: "Never was there a more healthful and health-ministering literature than that which he gave to the world. To go back to it from Flaubert and Daudet and Tolstoi is like listening to the song of the lark after the shrieking passion of the midnight pianoforte; nay, it is like coming out of the glare and heat and reeking vapor of a palace ball into a grove in the first light and music and breezes of the morning.... So far from stimulating an unhealthy taste, the enjoyment of this fiction created distinctly a taste for what is usually called 'solid reading,' and especially a love for that historical reading and study which has been a leading inspiration and solace of a busy life."

White, Andrew D., President of Cornell, speaking of Scott, says: "There has never been a more wholesome and health-giving literature than what he contributed to the world. Returning to it after Flaubert, Daudet, and Tolstoi feels like hearing the song of a lark after the intense passion of a midnight piano performance; in fact, it's like stepping out of the bright lights, heat, and oppressive atmosphere of a fancy ballroom into a grove filled with the fresh light, sounds, and breezes of morning.... Rather than cultivating an unhealthy preference, enjoying this fiction clearly fostered a taste for what is often referred to as 'solid reading,' particularly a love for the historical literature and study that has been a significant source of inspiration and comfort in a busy life."

Whitman, Walt. "For us, along the great highways of time, those monuments stand,—those forms of majesty and beauty. For us those beacons burn through all the night."[190]

Whitman, Walt. "For us, along the vast highways of time, those monuments stand—those symbols of greatness and beauty. For us, those lights shine through the night."[190]

Wolseley, Gen. Lord. "During the mutiny and China war I carried a Testament, two volumes of Shakspeare that contained his best plays; and since then, when in the field, I have always carried a Book of Common Prayer, Thomas à Kempis, Soldier's Pocket Book, depending on a well-organized postal service to supply me weekly with plenty of newspapers."

Wolseley, Gen. Lord. "During the mutiny and the China war, I carried a Testament and two volumes of Shakespeare that had his best plays. Since then, when in the field, I've always carried a Book of Common Prayer, Thomas à Kempis, and a Soldier's Pocket Book, relying on a reliable postal service to send me plenty of newspapers every week."

Wordsworth. "These hoards of wealth you can unlock at will."[191]

Wordsworth. "You can access these treasures whenever you want." [191]


APPENDIX II.

BOOKS FOR SUPPLEMENTARY READING.

Supplementary reading books.

BOYS' LATIN SCHOOL.

Boys' Latin School.

Moss' First Greek Reader. Tomlinson's Latin for Sight Reading. Walford's Extracts from Cicero (Part I.). Jackson's Manual of Astronomical Geography. Ritchie's Fabulae Faciles.

Moss' First Greek Reader. Tomlinson's Latin for Sight Reading. Walford's Extracts from Cicero (Part I.). Jackson's Manual of Astronomical Geography. Ritchie's Fabulae Faciles.

GIRLS' LATIN SCHOOL.

Girls' Latin School.

Sheldon's Greek and Roman History. Ritchie's Fabulae Faciles.

Sheldon's Greek and Roman History. Ritchie's Easy Fables.

LATIN AND HIGH SCHOOLS.

Latin and high schools.

Books required for admission to Harvard College.

Books required for admission to Harvard College.

A list of suitable books, carefully prepared under the direction of the Committee on Text-Books, is presented to the Board for adoption. After this list has been adopted, a master may make requisition on the Committee on Supplies for one set (of not more than thirty-five copies) of a book. This committee, after the approval of the Committee on Text-Books has been obtained, will purchase the books and send them to the school for permanent use. No book will be purchased until called for in the manner described.[192]

A list of recommended books, carefully compiled under the guidance of the Committee on Textbooks, is submitted to the Board for approval. Once this list is approved, a principal can request the Committee on Supplies for one set (no more than thirty-five copies) of a book. This committee, after receiving approval from the Committee on Textbooks, will buy the books and send them to the school for permanent use. No book will be purchased until it has been requested in the manner described.[192]

English.—Barnes's History of Ancient Peoples; Church's Stories from the East, from Herodotus; Church's Story of the Persian War, from Herodotus; Church's Stories from the Greek Tragedians; Kingsley's Greek Heroes; Abbott's Lives of Cyrus and Alexander; Froude's Cæsar; Forsythe's Life of Cicero; Ware's Aurelian; Cox's Crusades; Masson's Abridgment of Guizot's History of France; Scott's Abbot; Scott's Monastery; Scott's Talisman; Scott's Quentin Durward; Scott's Marmion (Rolfe's Student series); Scott's Lay of the Last Minstrel (Rolfe's Student series); Kingsley's Hereward; Kingsley's Westward Ho; Melville's Holmby House; Macaulay's Essay on Frederic; Macaulay's Essay on Clive; Macaulay's Essay on Dr. Johnson; Motley's Essay on Peter the Great; Thackeray's Henry Esmond; Thackeray's The Virginians; Thackeray's The Four Georges; Dickens' Tale of Two Cities; George Eliot's Silas Marner; Irving's Alhambra; Irving's Bracebridge Hall; Miss Buckley's Life and her Children; Miss Buckley's Winners in Life's Race; Bulfinch's Age of Fable (revised edition); The Boy's Froissart; Ballads and Lyrics; Vicar of Wakefield; Essays of Elia; Tennyson's Selected Poems (Rolfe's Student series); Tennyson's Elaine; Tennyson's In Memoriam; Byron's Prisoner of Chillon; Goldsmith's Deserted Village; Goldsmith's Traveller; Coleridge's Ancient Mariner; Wordsworth's Excursion; Monroe's Sixth Reader; Webster—Section 2 [Annotated English Classics, Ginn & Co.]; Wordsworth's Poems—Section 2 [Annotated English Classics, Ginn & Co.]; Sheldon's Greek and Roman History; Monroe's Fifth Reader (old edition).

English.—Barnes's History of Ancient Peoples; Church's Stories from the East, based on Herodotus; Church's Story of the Persian War, from Herodotus; Church's Stories from the Greek Tragedians; Kingsley's Greek Heroes; Abbott's Lives of Cyrus and Alexander; Froude's Cæsar; Forsythe's Life of Cicero; Ware's Aurelian; Cox's Crusades; Masson's Abridgment of Guizot's History of France; Scott's Abbot; Scott's Monastery; Scott's Talisman; Scott's Quentin Durward; Scott's Marmion (Rolfe's Student series); Scott's Lay of the Last Minstrel (Rolfe's Student series); Kingsley's Hereward; Kingsley's Westward Ho; Melville's Holmby House; Macaulay's Essay on Frederic; Macaulay's Essay on Clive; Macaulay's Essay on Dr. Johnson; Motley's Essay on Peter the Great; Thackeray's Henry Esmond; Thackeray's The Virginians; Thackeray's The Four Georges; Dickens' Tale of Two Cities; George Eliot's Silas Marner; Irving's Alhambra; Irving's Bracebridge Hall; Miss Buckley's Life and her Children; Miss Buckley's Winners in Life's Race; Bulfinch's Age of Fable (revised edition); The Boy's Froissart; Ballads and Lyrics; Vicar of Wakefield; Essays of Elia; Tennyson's Selected Poems (Rolfe's Student series); Tennyson's Elaine; Tennyson's In Memoriam; Byron's Prisoner of Chillon; Goldsmith's Deserted Village; Goldsmith's Traveller; Coleridge's Ancient Mariner; Wordsworth's Excursion; Monroe's Sixth Reader; Webster—Section 2 [Annotated English Classics, Ginn & Co.]; Wordsworth's Poems—Section 2 [Annotated English Classics, Ginn & Co.]; Sheldon's Greek and Roman History; Monroe's Fifth Reader (old edition).

French.—St. German's Pour une Épingle; Achard's Le Clos Pommier; Feuillet's Roman d'un Homme Pauvre; Dumas's La Tulipe Noire; Vigny's Cinq Mars; Lacombe's La Petite Histoire du Peuple Français.[193]

French.—St. German's Pour une Épingle; Achard's Le Clos Pommier; Feuillet's Roman d'un Homme Pauvre; Dumas's La Tulipe Noire; Vigny's Cinq Mars; Lacombe's La Petite Histoire du Peuple Français.[193]

German.—Andersen's Märchen; Simmondson's Balladenbuch; Krurnmacher's Parabeln; Goethe's Iphigenie auf Tauris; Goethe's Prose; Schiller's Jungfrau von Orleans; Schiller's Prose; Boisen's German Prose; Bernhardt's Novellen Bibliothek.

German.—Andersen's Fairy Tales; Simmondson's Ballad Book; Krurnmaker's Parables; Goethe's Iphigenia in Tauris; Goethe's Prose; Schiller's The Maid of Orleans; Schiller's Prose; Boisen's German Prose; Bernhardt's Novella Library.

GRAMMAR SCHOOLS.

Grammar schools.

Class VI. (about Ten Years old).

6th Grade. (around Ten Years old).

Seven Little Sisters, first half-year. Each and All, second half-year. This is simple, interesting class-reading, which will aid the geography, and furnish material for both oral and written language lessons. Hooker's Child's Book of Nature; those chapters of Parts I. and II., which will supplement properly the observational studies of plants and animals, and those chapters of Part III., on air, water, and heat, which will aid the instruction in Geography. Our World Reader, No. 1. Our World, No. 1; the reading to be kept parallel with the instruction in Geography through the year. Poetry for Children; selections appropriate for reading and recitation.

Seven Little Sisters, first half of the year. Each and All, second half of the year. This is straightforward, engaging class reading that will support geography and provide material for both oral and written language lessons. Hooker's Child's Book of Nature; those chapters from Parts I and II that will properly supplement the observational studies of plants and animals, and those chapters from Part III on air, water, and heat that will support geography instruction. Our World Reader, No. 1. Our World, No. 1; the reading should align with geography lessons throughout the year. Poetry for Children; selections suitable for reading and recitation.

Class V. (about Eleven Years old).

Grade 5. (around Eleven Years old).

Stories of American History; for practice in reading at sight, and for material for language lessons. Guyot's Introduction to Geography; the reading to be kept parallel with the instruction in Geography through the year. Hooker's Child's Book of Nature, and Poetry for Children; as in Class VI. Robinson Crusoe.

Stories of American History; for practice in reading on the spot, and for material for language lessons. Guyot's Introduction to Geography; the reading will be kept side by side with the instruction in Geography throughout the year. Hooker's Child's Book of Nature, and Poetry for Children; as in Class VI. Robinson Crusoe.

Class IV. (about Twelve Years old).

Fourth Grade. (around Twelve Years old).

The Wonder Book and Tanglewood Tales, as collateral to the oral instruction in Stories in Mythology. Hooker's[194] Child's Book of Nature, and Poetry for Children; as in Classes VI. and V. Readings from Nature's Book (revised edition). Robinson Crusoe.

The Wonder Book and Tanglewood Tales, as support for the oral lessons in Stories in Mythology. Hooker's[194] Child's Book of Nature, and Poetry for Children; as in Classes VI. and V. Readings from Nature's Book (revised edition). Robinson Crusoe.

Class III. (about Thirteen Years old).

Grade 3. (around 13 years old).

Hooker's Child's Book of Nature; as supplementary to oral lessons. American Poems, with Biographical Sketches and Notes; appropriate selections therefrom.

Hooker's Child's Book of Nature; as a supplement to oral lessons. American Poems, with Biographical Sketches and Notes; suitable selections from it.

Class II. (about Fourteen Years old).

Class II. (about 14 years old).

Selections from American authors; as in part collateral to the United States History. American Poems; appropriate selections therefrom.

Selections from American authors; as partly related to United States history. American poems; suitable selections from them.

Class I. (about Fifteen Years old).

Class I. (around 15 years old).

Selections from American authors. Early England—Harper's Half-Hour Series, Nos. 6 and 14. American Poems; selections therefrom. Green's Readings from English History. Phillips's Historical Readers, Nos. 1, 2, 3, 4.

Selections from American authors. Early England—Harper's Half-Hour Series, Nos. 6 and 14. American Poems; selections from them. Green's Readings from English History. Phillips's Historical Readers, Nos. 1, 2, 3, 4.

Any Class.

Any Class.

Six Stories from the Arabian Nights. Holmes' and Longfellow Leaflets, published by Houghton, Mifflin, & Co. Book of Golden Deeds. Jackson's Manual of Astronomical Geography. Parkman Leaflets, published by Little, Brown, & Co.

Six Stories from the Arabian Nights. Holmes' and Longfellow Leaflets, published by Houghton, Mifflin, & Co. Book of Golden Deeds. Jackson's Manual of Astronomical Geography. Parkman Leaflets, published by Little, Brown, & Co.

Circulating Library for Grammar Schools.

Library for Grammar Schools.

Zigzag Journeys in Europe (revised edition); Zigzag Journeys in the Orient (revised edition); Scudder's Boston Town; Drake's The Making of New England; Towle's Pizarro; Towle's Vasco da Gama; Towle's Magellan; Fairy Land of Science; Hawthorne's True Stories; Higginson's[195] Young Folks' Book of Explorers; Scott's Ivanhoe; Longfellow's Evangeline; Little Folks in Feathers and Fur; What Mr. Darwin saw in his Voyage around the World in the Ship Beagle; Muloch's A Noble Life; M. E. Dodge's Hans Brinker; Lambert's Robinson Crusoe; Lamb's Tales from Shakspeare (revised edition, Houghton, Mifflin, & Co.); Abbott's Jonas on a Farm in Summer; Smiles' Robert Dick, Geologist and Botanist; Eyes Right; Alcott's Little Men; Alcott's Little Women; Stoddard's Dab Kinzer; Scott's Kenilworth; Tom Brown's School-Days at Rugby; Abbott's Mary Queen of Scots; Abbott's Charles I.; Taylor's Boys of Other Countries; How Marjory Helped; Little People in Asia; Gilman's Magna Charta Stories; Overhead; Yonge's Lances of Linwood; Memory Gems; Geographical Plays; Ten Boys Who Lived on the Road from Long Ago till Now; Scott's Tales of a Grandfather; Hayes' Cast Away in the Cold; Sharp Eyes and other Papers; Lessons on Practical Subjects; Stories of Mother Nature; Play Days; Jackanapes; Children's Stories of American Progress; Little Lord Fauntleroy; Gilman's Historical Readers (three volumes); Pilgrims and Puritans; The Patriotic Reader; Ballou's Footprints of Travel.

Zigzag Journeys in Europe (revised edition); Zigzag Journeys in the Orient (revised edition); Scudder's Boston Town; Drake's The Making of New England; Towle's Pizarro; Towle's Vasco da Gama; Towle's Magellan; Fairy Land of Science; Hawthorne's True Stories; Higginson's[195] Young Folks' Book of Explorers; Scott's Ivanhoe; Longfellow's Evangeline; Little Folks in Feathers and Fur; What Mr. Darwin saw in his Voyage around the World in the Ship Beagle; Muloch's A Noble Life; M. E. Dodge's Hans Brinker; Lambert's Robinson Crusoe; Lamb's Tales from Shakespeare (revised edition, Houghton, Mifflin, & Co.); Abbott's Jonas on a Farm in Summer; Smiles' Robert Dick, Geologist and Botanist; Eyes Right; Alcott's Little Men; Alcott's Little Women; Stoddard's Dab Kinzer; Scott's Kenilworth; Tom Brown's School-Days at Rugby; Abbott's Mary Queen of Scots; Abbott's Charles I.; Taylor's Boys of Other Countries; How Marjory Helped; Little People in Asia; Gilman's Magna Charta Stories; Overhead; Yonge's Lances of Linwood; Memory Gems; Geographical Plays; Ten Boys Who Lived on the Road from Long Ago till Now; Scott's Tales of a Grandfather; Hayes' Cast Away in the Cold; Sharp Eyes and other Papers; Lessons on Practical Subjects; Stories of Mother Nature; Play Days; Jackanapes; Children's Stories of American Progress; Little Lord Fauntleroy; Gilman's Historical Readers (three volumes); Pilgrims and Puritans; The Patriotic Reader; Ballou's Footprints of Travel.

PRIMARY SCHOOLS.

ELEMENTARY SCHOOLS.

Permanent Supplementary Reading.

Permanent Extra Reading.

Easy Steps for Little Feet. Popular Tales (first and second series.) Parker & Marvel's Supplementary Reading (first book). Tweed's Graded Supplementary Reading. Modern Series Primary Reading, Part I. An Illustrated Primer (D. C. Heath & Co.).[196]

Easy Steps for Little Feet. Popular Tales (first and second series). Parker & Marvel's Supplementary Reading (first book). Tweed's Graded Supplementary Reading. Modern Series Primary Reading, Part I. An Illustrated Primer (D. C. Heath & Co.).[196]

Circulating Supplementary Reading.

Supplementary Reading Available.

First Readers.—Monroe's, Monroe's Advanced First, Appleton's, Harvey's, Eclectic, Sheldon's, Barnes' New National, Sheldon & Co.'s, Harper's, The Nursery Primer, Parker & Marvel's Supplementary Reading (second book), Wood's First Natural History Reader, Stickney's First Reader, Stickney's First Reader (new edition), McGuffey's Alternate First Reader.

First Readers.—Monroe's, Monroe's Advanced First, Appleton's, Harvey's, Eclectic, Sheldon's, Barnes' New National, Sheldon & Co.'s, Harper's, The Nursery Primer, Parker & Marvel's Supplementary Reading (second book), Wood's First Natural History Reader, Stickney's First Reader, Stickney's First Reader (new edition), McGuffey's Alternate First Reader.

Second Readers.—Monroe's, Monroe's Advanced Second, Appleton's, Harvey's, Lippincott's, Sheldon & Co.'s, Barnes' New National, Analytical, Macmillan's, Swinton's, New Normal, Stickney's Second Reader (new edition), Harper's Easy Book (published by Shorey), Turner's Stories for Young Children, Our Little Ones, Golden Book of Choice Reading, When I was a Little Girl, Johonnot's Friends in Feathers and Fur, Woodward's Number Stories, Wood's Second Natural History Reader, Young Folks' Library, Nos. 5 and 6 (Silver, Burdett, & Co.).

Second Readers.—Monroe's, Monroe's Advanced Second, Appleton's, Harvey's, Lippincott's, Sheldon & Co.'s, Barnes' New National, Analytical, Macmillan's, Swinton's, New Normal, Stickney's Second Reader (new edition), Harper's Easy Book (published by Shorey), Turner's Stories for Young Children, Our Little Ones, Golden Book of Choice Reading, When I was a Little Girl, Johonnot's Friends in Feathers and Fur, Woodward's Number Stories, Wood's Second Natural History Reader, Young Folks' Library, Nos. 5 and 6 (Silver, Burdett, & Co.).


SUPPLEMENTARY READING IN ONE BUILDING, NOVEMBER, 1890.

GRAMMAR SCHOOL.

Grammar School.

Class I. (about Fifteen Years old).

Class I. (around 15 years old).

Longfellow's Poems.

Longfellow's poems.

Class II. (about Fourteen Years old).

Class II. (about 14 years old).

Hans Brinker. Mary Mapes Dodge.

Hans Brinker by Mary Mapes Dodge.

How Marjory Helped. M. Caroll.

How Marjory Helped. M. Carroll.

Magellan's Voyages.

Magellan's Expeditions.

Ivanhoe. Scott.[197]

Ivanhoe. Scott.[197]

Class III. (about Thirteen Years old).

Grade 3. (around thirteen years old).

American Explorers. Higginson.

American Explorers. Higginson.

Class IV. (about Twelve Years old).

Grade IV. (around 12 years old).

Playdays. Sarah O. Jewett.

Playdays. Sarah O. Jewett.

Water Babies. Kingsley.

Water Babies. Kingsley.

Physiology.

Physiology.

A Child's Book of Nature. W. Hooker.

A Child's Book of Nature. W. Hooker.

Class V. (about Eleven Years old).

Grade 5. (around 11 years old).

Stories of American History. N. S. Dodge.

Stories of American History. N. S. Dodge.

Guyot's Geography.

Guyot's Geography.

Class VI. (about Ten Years old).

Class 6. (about 10 years old).

The Arabian Nights' Entertainments. Six stories by Samuel Eliot.

The Arabian Nights' Entertainments. Six stories by Samuel Eliot.

Our World. Mary L. Hall.

Our World. Mary L. Hall.

The Seven Little Sisters. Jane Andrews.

The Seven Little Sisters. Jane Andrews.

Each and All. Jane Andrews.

Each and All. Jane Andrews.

Poetry for Children. Samuel Eliot.

Kids' Poetry. Samuel Eliot.


TEXT-BOOKS.

PRIMARY SCHOOLS.

Elementary Schools.

Third Class.—Franklin Primer and Advanced First Reader. Munroe's Primary Reading Charts.

Third Class.—Franklin Primer and Advanced First Reader. Munroe's Primary Reading Charts.

Second Class.—Franklin Second Reader. Franklin Advanced Second Reader. First Music Reader.[198]

Second Class.—Franklin Second Reader. Franklin Advanced Second Reader. First Music Reader.[198]

First Class.—Franklin Third Reader. [8]New Franklin Third Reader. First Music Reader.

First Class.—Franklin Third Reader. [8]New Franklin Third Reader. First Music Reader.

[8] To be furnished at the discretion of the Committee on Supplies.

[8] To be provided at the discretion of the Supplies Committee.

Upper Classes.[9]Franklin Primary Arithmetic. First Lessons in Natural History and Language, Parts I. and II. Child's Book of Language, Nos. 1, 2, 3. [By J. H. Stickney.]

Upper Classes.[9]Franklin Primary Arithmetic. First Lessons in Natural History and Language, Parts I. and II. Child's Book of Language, Nos. 1, 2, 3. [By J. H. Stickney.]

[9] Each Primary-School building occupied by a first or second class to be supplied with one set of the Franklin Primary Arithmetic; the number in a set to be sixty, or, if less be needed, less than sixty; the Committee on Supplies are authorized to supply additional copies of the book at their discretion, if needed.

[9] Each Primary School building with a first or second grade class should have one set of Franklin Primary Arithmetic. Each set will contain sixty books, or fewer if needed. The Supplies Committee is authorized to provide additional copies of the book at their discretion if necessary.

All the Classes.—American Text-books of Art Education. First Primary Music Chart. Prang's Natural History Series, one set for each building.

All the Classes.—American Textbooks of Art Education. First Primary Music Chart. Prang's Natural History Series, one set for each building.

Magnus & Jeffries's Color Chart; "Color Blindness," by Dr. B. Joy Jeffries.—One copy of the Chart and one copy of the book for use in each Primary-School building.

Magnus & Jeffries's Color Chart; "Color Blindness," by Dr. B. Joy Jeffries.—One copy of the Chart and one copy of the book for use in each primary school building.

Normal Music Course in the Rice Training School and in the schools of the third and sixth divisions. National Music Course (revised edition) in the schools of the first and second divisions.

Normal Music Course in the Rice Training School and in the schools of the third and sixth divisions. National Music Course (revised edition) in the schools of the first and second divisions.

GRAMMAR SCHOOLS.

Grammar Schools.

Sixth Class.—Franklin Advanced Third Reader. [10]Warren's Primary Geography. Intermediate Music Reader. Franklin Elementary Arithmetic. [11]Greenleaf's Manual of Mental Arithmetic. Worcester's Spelling-Book.

Sixth Class.—Franklin Advanced Third Reader. [10]Warren's Primary Geography. Intermediate Music Reader. Franklin Elementary Arithmetic. [11]Greenleaf's Manual of Mental Arithmetic. Worcester's Spelling-Book.

[10] Swinton's Introductory Geography allowed in Charlestown Schools.

[10] Swinton's Introductory Geography was permitted in schools in Charlestown.

[11] To be used in the manner recommended by the Board of Supervisors in School Document No. 14, 1883; one set of sixty copies to be supplied for the classes on each floor of a Grammar-School building occupied by pupils in either of the four lower classes, and for each colony of a Grammar School.

[11] To be used as recommended by the Board of Supervisors in School Document No. 14, 1883; one set of sixty copies to be provided for the classes on each floor of a Grammar School building used by students in any of the four lower grades, and for each group in a Grammar School.

Fifth Class.—Franklin Intermediate Reader. [12] New Franklin Fourth Reader. Franklin Elementary Arithmetic. [13]Greenleaf's Manual of Mental Arithmetic. [14]Warren's Primary Geography. Intermediate Music Reader. Worcester's Spelling-Book.

Fifth Class.—Franklin Intermediate Reader. [12] New Franklin Fourth Reader. Franklin Elementary Arithmetic. [13]Greenleaf's Manual of Mental Arithmetic. [14]Warren's Primary Geography. Intermediate Music Reader. Worcester's Spelling-Book.

[12] To be furnished at the discretion of the Committee on Supplies.

[12] To be provided at the discretion of the Committee on Supplies.

[13] To be used in the manner recommended by the Board of Supervisors in School Document No. 14, 1883; one set of sixty copies to be supplied for the classes on each floor of a Grammar-School building occupied by pupils in either of the four lower classes, and for each colony of a Grammar School.

[13] To be used as advised by the Board of Supervisors in School Document No. 14, 1883; one set of sixty copies will be provided for the classrooms on each floor of a Grammar School building that serves students in any of the four lower grades, and for each group within a Grammar School.

[14] The revised edition to be furnished at the discretion of the Committee on Supplies to schools where this book is used. Swinton's Grammar-School Geography allowed in Charlestown Schools.

[14] The updated edition will be provided at the discretion of the Committee on Supplies to schools using this book. Swinton's Grammar-School Geography is permitted in Charlestown Schools.

Fourth Class.—Franklin Fourth Reader. [15]New Franklin Fourth Reader. Worcester's Comprehensive Dictionary. Franklin Written Arithmetic. [16]Greenleaf's Manual of Mental Arithmetic. [17]Warren's Common-School Geography. Intermediate Music Reader. Worcester's Spelling-Book. [18]Blaisdell's How to Keep Well.

Fourth Class.—Franklin Fourth Reader. [15]New Franklin Fourth Reader. Worcester's Comprehensive Dictionary. Franklin Written Arithmetic. [16]Greenleaf's Manual of Mental Arithmetic. [17]Warren's Common-School Geography. Intermediate Music Reader. Worcester's Spelling-Book. [18]Blaisdell's How to Keep Well.

[15] To be furnished at the discretion of the Committee on Supplies.

[15] To be provided as decided by the Committee on Supplies.

[16] To be used in the manner recommended by the Board of Supervisors in School Document No. 14, 1883; one set of sixty copies to be supplied for the classes on each floor of a Grammar-School building occupied by pupils in either of the four lower classes, and for each colony of a Grammar School.

[16] To be used as suggested by the Board of Supervisors in School Document No. 14, 1883; one set of sixty copies should be provided for the classes on each floor of a Grammar School building attended by students in any of the four lower grades, and for each group in a Grammar School.

[17] The revised edition to be furnished at the discretion of the Committee on Supplies to schools where this book is used. Swinton's Grammar-School Geography allowed in Charlestown Schools.

[17] The updated edition will be provided at the discretion of the Committee on Supplies to schools using this book. Swinton's Grammar-School Geography is approved for use in Charlestown Schools.

[18] One set of not more than sixty copies, or, if determined by the Committee on Supplies to be necessary, more than one set, be placed in each Grammar School, for use as collateral reading in the third and fourth classes.

[18] A maximum of sixty copies, or more than one set if the Committee on Supplies decides it's needed, should be placed in each Grammar School for use as additional reading for the third and fourth classes.

Third Class.—Franklin Fifth Reader. [19]New Franklin Fifth Reader. Franklin Written Arithmetic. [20]Greenleaf's Manual of Mental Arithmetic. [21]Warren's Common-School Geography. Swinton's New Language Lessons. Worcester's Comprehensive Dictionary. Higginson's History of the United States. [22]Fourth Music Reader. [Revised edition.] [23]Blaisdell's How to Keep Well.

Third Class.—Franklin Fifth Reader. [19]New Franklin Fifth Reader. Franklin Written Arithmetic. [20]Greenleaf's Manual of Mental Arithmetic. [21]Warren's Common-School Geography. Swinton's New Language Lessons. Worcester's Comprehensive Dictionary. Higginson's History of the United States. [22]Fourth Music Reader. [Revised edition.] [23]Blaisdell's How to Keep Well.

[19] To be furnished at the discretion of the Committee on Supplies.

[19] To be provided at the discretion of the Supplies Committee.

[20] To be used in the manner recommended by the Board of Supervisors in School Document No. 14, 1883; one set of sixty copies to be supplied for the classes on each floor of a Grammar-School building occupied by pupils in either of the four lower classes, and for each colony of a Grammar School.

[20] To be used as suggested by the Board of Supervisors in School Document No. 14, 1883; one set of sixty copies will be provided for the classes on each floor of a Grammar School building that serves students in any of the four lower grades, and for each group of a Grammar School.

[21] The revised edition to be furnished at the discretion of the Committee on Supplies to schools where this book is used. Swinton's Grammar-School Geography allowed in Charlestown Schools.

[21] The updated edition will be provided at the discretion of the Committee on Supplies to schools using this book. Swinton's Grammar-School Geography is permitted in Charlestown Schools.

[22] The revised edition to be supplied as new books are needed.

[22] The updated edition will be provided as new books are required.

[23] One set of not more than sixty copies, or, if determined by the Committee on Supplies to be necessary, more than one set, be placed in each Grammar School, for use as collateral reading in the third and fourth classes.

[23] One set of no more than sixty copies, or, if the Committee on Supplies decides it's necessary, more than one set, should be placed in each Grammar School for use as additional reading in the third and fourth grades.

Second Class.—Franklin Fifth Reader. [24]New Franklin Fifth Reader. Franklin Written Arithmetic. [25]Warren's Common-School Geography. Tweed's Grammar for Common Schools. Worcester's Comprehensive Dictionary. Higginson's History of the United States. [26]Fourth Music Reader. [Revised edition.] Smith's Elementary Physiology and Hygiene.

Second Class.—Franklin Fifth Reader. [24]New Franklin Fifth Reader. Franklin Written Arithmetic. [25]Warren's Common-School Geography. Tweed's Grammar for Common Schools. Worcester's Comprehensive Dictionary. Higginson's History of the United States. [26]Fourth Music Reader. [Revised edition.] Smith's Elementary Physiology and Hygiene.

[24] To be furnished at the discretion of the Committee on Supplies.

[24] To be provided at the discretion of the Supplies Committee.

[25] The revised edition to be furnished at the discretion of the Committee on Supplies to schools where this book is used. Swinton's Grammar-School Geography allowed in Charlestown Schools.

[25] The updated edition will be provided at the discretion of the Committee on Supplies to the schools using this book. Swinton's Grammar-School Geography is permitted in schools in Charlestown.

[26] The revised edition to be supplied as new books are needed.

[26] The updated edition will be provided as new books are required.

First Class.—Franklin Sixth Reader. Franklin Written Arithmetic. Meservey's Book-keeping, Single Entry. [27]Warren's Common School Geography. Tweed's Grammar for Common Schools. Worcester's Comprehensive Dictionary. Stone's History of England. Cooley's Elements of Philosophy. [28]Fourth Music Reader. [Revised edition.]

First Class.—Franklin Sixth Reader. Franklin Written Arithmetic. Meservey's Bookkeeping, Single Entry. [27]Warren's Common School Geography. Tweed's Grammar for Common Schools. Worcester's Comprehensive Dictionary. Stone's History of England. Cooley's Elements of Philosophy. [28]Fourth Music Reader. [Revised edition.]

[27] The revised edition to be furnished at the discretion of the Committee on Supplies to schools where this book is used. Swinton's Grammar-School Geography allowed in Charlestown Schools.

[27] The updated edition will be provided at the discretion of the Committee on Supplies to schools using this book. Swinton's Grammar-School Geography is permitted in Charlestown Schools.

[28] The revised edition to be supplied as new books are needed.

[28] The updated edition will be provided as new books are required.

Fifth and Sixth Classes.—First Lessons in Natural History and Language. Parts III. and IV.

Fifth and Sixth Classes.—Introduction to Natural History and Language. Parts III. and IV.

All Classes.—American Text-books of Art Education. Writing-Books: Duntonian Series; Payson, Dunton, and Scribner's; Harper's Copy-books; Appleton's Writing-Books. Child's Book of Language; and Letters and Lessons in Language, Nos. 1, 2, 3, 4. [By J. H. Stickney.] Prang's Aids for Object Teaching, "Trades," one set for each building.

All Classes.—American Textbooks of Art Education. Writing Books: Duntonian Series; Payson, Dunton, and Scribner's; Harper's Copybooks; Appleton's Writing Books. Child's Book of Language; and Letters and Lessons in Language, Nos. 1, 2, 3, 4. [By J. H. Stickney.] Prang's Aids for Object Teaching, "Trades," one set for each building.

Normal Music Course in the Rice Training School and the schools of the third and sixth divisions. National Music Course (revised edition) in the schools of the first and second divisions.

Normal Music Course in the Rice Training School and the schools of the third and sixth divisions. National Music Course (revised edition) in the schools of the first and second divisions.

HIGH SCHOOLS.

HIGH SCHOOLS.

English.—Abbott's How to Write Clearly. Hill's or Kellogg's Rhetoric. Meiklejohn's English Language. Scott's Lady of the Lake. Selections from Addison's Papers in the Spectator, with Macaulay's Essay on Addison. Irving's Sketch-Book. Trevelyan's Selections from Macaulay. Hales' Longer English Poems. Shakspeare,—Rolfe's or Hudson's Selections. Selections from Chaucer. Selections from Milton. [Clarendon Press Edition. Vol. I.] Worcester's Comprehensive Dictionary.

English.—Abbott's How to Write Clearly. Hill's or Kellogg's Rhetoric. Meiklejohn's English Language. Scott's Lady of the Lake. Selections from Addison's Papers in the Spectator, with Macaulay's Essay on Addison. Irving's Sketch-Book. Trevelyan's Selections from Macaulay. Hales' Longer English Poems. Shakespeare,—Rolfe's or Hudson's Selections. Selections from Chaucer. Selections from Milton. [Clarendon Press Edition. Vol. I.] Worcester's Comprehensive Dictionary.

Latin.—Allen & Greenough's Latin Grammar. [Roxbury, W. Roxbury, and Brighton High Schools.] Harkness' Latin Grammar. [English, Girls', Dorchester, Charlestown, and East Boston High Schools.] Harkness' Complete Course in Latin for the first year. Gildersleeve's Latin Primer. Collar & Daniell's Beginners' Latin Book. [Roxbury, West Roxbury, and Brighton High Schools.] Harkness' Cæsar. Lindsey's Cornelius Nepos. Chase's, Frieze's, or Greenough's Virgil, or any edition approved by the Committee on Text-Books. Greenough's or Harkness' Cicero. Chase's or Lincoln's Horace, or any edition approved by the Committee on Text-books.

Latin.—Allen & Greenough's Latin Grammar. [Roxbury, W. Roxbury, and Brighton High Schools.] Harkness' Latin Grammar. [English, Girls', Dorchester, Charlestown, and East Boston High Schools.] Harkness' Complete Course in Latin for the first year. Gildersleeve's Latin Primer. Collar & Daniell's Beginners' Latin Book. [Roxbury, West Roxbury, and Brighton High Schools.] Harkness' Cæsar. Lindsey's Cornelius Nepos. Chase's, Frieze's, or Greenough's Virgil, or any edition approved by the Committee on Text-Books. Greenough's or Harkness' Cicero. Chase's or Lincoln's Horace, or any edition approved by the Committee on Text-books.

History.[29]Anderson's New General History. Martin's Civil Government.

History.[29]Anderson's New General History. Martin's Civil Government.

[29] To be dropped from list of authorized text-books, July 1, 1890.

[29] Removed from the list of approved textbooks, July 1, 1890.

Mythology.—Berens's Hand-book of Mythology.

Mythology.—Berens's Guide to Mythology.

Mathematics.—Meservey's Book-keeping. Bradbury & Emery's Academic Algebra. [30]Wentworth & Hill's Exercises in Algebra. Bradbury's Elementary Geometry, or Chauvenet's Geometry, or Wells's Geometry. Greenleaf's Trigonometry. [31]Metric Apparatus.

Mathematics.—Meservey's Bookkeeping. Bradbury & Emery's Academic Algebra. [30]Wentworth & Hill's Algebra Exercises. Bradbury's Elementary Geometry, or Chauvenet's Geometry, or Wells's Geometry. Greenleaf's Trigonometry. [31]Metric Tools.

[30] This book is not intended to, and does not in fact displace any text-book now in use, but is intended merely to furnish additional problems in algebra.

[30] This book is not meant to replace any current textbooks in use; instead, it is designed to provide extra algebra problems.

[31] Not exceeding $15 for each school.

[31] No more than $15 for each school.

Physics.—Cooley's New Text-book of Physics. Avery's Physics, or Gage's Introduction to Physical Science.

Physics.—Cooley's New Textbook of Physics. Avery's Physics, or Gage's Introduction to Physical Science.

Astronomy.—Sharpless & Phillips' Astronomy.

Astronomy.—Sharpless & Phillips' Astronomy.

Chemistry.—Williams's Chemistry. Williams's Laboratory Manual. Eliot & Storer's Elementary Manual of Chemistry, edited by Nichols. Eliot & Storer's Qualitative Analysis. Hill's Lecture Notes on Qualitative Analysis. Tables for the Determination of Common Minerals. [Girls' High School.] White's Outlines of Chemical Theory.

Chemistry.—Williams's Chemistry. Williams's Laboratory Manual. Eliot & Storer's Elementary Manual of Chemistry, edited by Nichols. Eliot & Storer's Qualitative Analysis. Hill's Lecture Notes on Qualitative Analysis. Tables for the Determination of Common Minerals. [Girls' High School.] White's Outlines of Chemical Theory.

Botany.—Gray's School and Field Book of Botany.

Botany.—Gray's School and Field Book of Botany.

Zoölogy.—Morse's Zoölogy and Packard's Zoölogy.

Zoology.—Morse's Zoology and Packard's Zoology.

Physiology.—Hutchinson's Physiology. Blaisdell's Our Bodies and How We Live.

Physiology.—Hutchinson's Physiology. Blaisdell's Our Bodies and How We Live.

Drawing.—American Text-books of Art Education.

Drawing.—American Art Education Textbooks.

Music.—Eichberg's High-School Music Reader. Eichberg's Girls' High-School Music Reader. [Girls' High School.]

Music.—Eichberg's High-School Music Reader. Eichberg's Girls' High-School Music Reader. [Girls' High School.]

LATIN SCHOOLS.

Language Schools.

Latin.—White's Abridged Lexicon. Harkness' Grammar. Harkness' Reader. Harkness' Complete Course in Latin for the first year. Harkness' Prose Composition, or Allen's Latin Composition. Harkness' Cæsar. Lindsey's Cornelius Nepos. Greenough's Catiline of Sallust. Lincoln's Ovid. Greenough's Ovid. Greenough's Virgil. Greenough's or Harkness' Orations of Cicero. Smith's Principia Latina, Part II.

Latin.—White's Abridged Lexicon. Harkness' Grammar. Harkness' Reader. Harkness' Complete Course in Latin for the first year. Harkness' Prose Composition, or Allen's Latin Composition. Harkness' Cæsar. Lindsey's Cornelius Nepos. Greenough's Catiline of Sallust. Lincoln's Ovid. Greenough's Ovid. Greenough's Virgil. Greenough's or Harkness' Orations of Cicero. Smith's Principia Latina, Part II.

Greek.—Liddell & Scott's Abridged Lexicon. Goodwin's Grammar. White's Lessons. Jones' Prose Composition. Goodwin's Reader. The Anabasis of Xenophon. Boise's Homer's Iliad. Beaumlein's Edition of Homer's Iliad.

Greek.—Liddell & Scott's Abridged Lexicon. Goodwin's Grammar. White's Lessons. Jones' Prose Composition. Goodwin's Reader. The Anabasis of Xenophon. Boise's Homer's Iliad. Beaumlein's Edition of Homer's Iliad.

English.—Soule's Hand-book of Pronunciation. Hill's General Rules for Punctuation. Tweed's Grammar for Common Schools (in fifth and sixth classes). Hawthorne's Wonder Book. Hawthorne's Tanglewood Tales. Plutarch's Lives of Famous Greeks and Romans. Macaulay's Lays of Ancient Rome. Higginson's History of the United States. Hughes' Tom Brown's School-Days at Rugby. Dana's Two Years before the Mast. Charles and Mary Lamb's Tales from Shakspeare. [Revised Edition, Houghton, Mifflin, & Co.] Scott's Ivanhoe. Hawthorne's True Stories.[203] Greene's Readings from English History. [32]Church's Stories from Homer. [32]Church's Stories of the Old World. Selections from American Authors,—Franklin, Adams, Cooper, and Longfellow. American Poems, with Biographical Sketches and Notes. Irving's Sketch-Book. Selections from Addison's Papers in the Spectator. Ballads and Lyrics. Hales' Longer English Poems. Three plays of Shakspeare,—Rolfe's or Hudson's Selections.

English.—Soule's Handbook of Pronunciation. Hill's General Rules for Punctuation. Tweed's Grammar for Common Schools (for fifth and sixth grades). Hawthorne's Wonder Book. Hawthorne's Tanglewood Tales. Plutarch's Lives of Famous Greeks and Romans. Macaulay's Lays of Ancient Rome. Higginson's History of the United States. Hughes' Tom Brown's School Days at Rugby. Dana's Two Years Before the Mast. Charles and Mary Lamb's Tales from Shakespeare. [Revised Edition, Houghton, Mifflin, & Co.] Scott's Ivanhoe. Hawthorne's True Stories.[203] Greene's Readings from English History. [32] Church's Stories from Homer. [32] Church's Stories of the Old World. Selections from American Authors—Franklin, Adams, Cooper, and Longfellow. American Poems, with Biographical Sketches and Notes. Irving's Sketch-Book. Selections from Addison's Papers in the Spectator. Ballads and Lyrics. Hales' Longer English Poems. Three plays of Shakespeare—Rolfe's or Hudson's Selections.

[32] No more copies of Church's Stories from Homer to be purchased, but as books are worn out their place to be supplied with Church's Stories of the Old World.

[32] No more copies of Church's Stories from Homer are available for purchase, but as books get worn out, they will be replaced with Church's Stories of the Old World.

History.—Leighton's History of Rome. Smith's Smaller History of Greece. Long's or Ginn & Heath's Classical Atlas. Smith's Smaller Classical Dictionary,—Student's Series.

History.—Leighton's History of Rome. Smith's Smaller History of Greece. Long's or Ginn & Heath's Classical Atlas. Smith's Smaller Classical Dictionary,—Student's Series.

Mythology.—Bulfinch's Age of Fable.

Mythology.—Bulfinch's Age of Myths.

Geography.—Geikie's Primer of Physical Geography. Warren's Common-School Geography.

Geography.—Geikie's Intro to Physical Geography. Warren's Basic School Geography.

Physiology.—Macé's History of a Mouthful of Bread. Foster's Physiology (Science Primer). Blaisdell's Our Bodies and How We Live.

Physiology.—Macé's History of a Mouthful of Bread. Foster's Physiology (Science Primer). Blaisdell's Our Bodies and How We Live.

Botany.—Gray's School and Field Book of Botany.

Botany.—Gray's School and Field Guide to Botany.

Zoölogy.—Morse's Zoölogy and Packard's Zoölogy.

Zoology.—Morse's Zoology and Packard's Zoology.

Mineralogy.—Tables for the Determination of Common Minerals. [Girls' Latin School.]

Mineralogy.—Tables for Identifying Common Minerals. [Girls' Latin School.]

Mathematics.—The Franklin Written Arithmetic. Bradbury's Eaton's Algebra. [33]Wentworth & Hill's Exercises in Algebra. Chauvenet's Geometry. Lodge's Elementary Mechanics.

Mathematics.—The Franklin Written Arithmetic. Bradbury's Eaton's Algebra. [33]Wentworth & Hill's Exercises in Algebra. Chauvenet's Geometry. Lodge's Elementary Mechanics.

[33] This book is not intended to, and does not in fact, displace any text-book now in use, but is intended merely to furnish additional problems in algebra.

[33] This book is not meant to, and does not actually, replace any textbook currently being used; it is simply designed to provide extra problems in algebra.

Physics.—Arnott's or Avery's Physics, or Gage's Physics.

Physics—Arnott's, Avery's, or Gage's Physics.

Drawing.—American Text-books of Art Education.

Art Drawing.—American Art Education Textbooks.

Music.—Eichberg's High-School Music Reader. Eichberg's Girls' High-School Music Reader. [Girls' Latin School]

Music.—Eichberg's High School Music Reader. Eichberg's Girls' High School Music Reader. [Girls' Latin School]

LATIN AND HIGH SCHOOLS.

Latin and high schools.

French.—Keetel's Elementary Grammar. Keetel's Analytical French Reader. Super's French Reader. [34]Sauveur's Petites Causeries. Hennequin's Lessons in Idiomatic French. Gasc's French Dictionary. Erckmann-Chatrian's Le Conscrit de 1813. Erckmann-Chatrian's Madame Thérèse. Bôcher's College Series of French Plays. Nouvelles Genevoises. Souvestre's Au Coin du Feu. Racine's Andromaque. Racine's Iphigénie. Racine's Athalie. Molière's Bourgeois Gentilhomme. Molière's Precieuses Ridicules. Corneille's Les Horaces. Corneille's Cid. Herrig's La France Littéraire. Roemer's French Course, Vol. II. Ventura's Peppino. Halévy's L'Abbé Constantin. La Fontaine's Fables. About's La Mère de la Marquise. Daudet's Siège de Berlin. Daudet's Extraits. Daudet's La Belle Nivarnaise.

French.—Keetel's Elementary Grammar. Keetel's Analytical French Reader. Super's French Reader. [34]Sauveur's Short Conversations. Hennequin's Lessons in Everyday French. Gasc's French Dictionary. Erckmann-Chatrian's The Conscript of 1813. Erckmann-Chatrian's Madame Thérèse. Bôcher's College Series of French Plays. Geneva Stories. Souvestre's By the Fireside. Racine's Andromaque. Racine's Iphigénie. Racine's Athalie. Molière's The Bourgeois Gentleman. Molière's The Precious Ridicules. Corneille's The Horatii. Corneille's The Cid. Herrig's Literary France. Roemer's French Course, Vol. II. Ventura's Peppino. Halévy's Abbé Constantin. La Fontaine's Fables. About's The Marquise's Mother. Daudet's The Siege of Berlin. Daudet's Excerpts. Daudet's The Beautiful Nivarnaise.

[34] To be furnished as new French Readers are needed. The use of the book confined for this year to the English, Charlestown, Roxbury, and West Roxbury High Schools.

[34] To be provided as new French Readers are required. This book will only be used this year at the High Schools in English, Charlestown, Roxbury, and West Roxbury.

German.—Whitney's German Dictionary. Whitney's Grammar. Collar's Eysenbach. Otto's or Whitney's Reader. Der Zerbrochene Krug. Schiller's Wilhelm Tell. Schiller's Maria Stuart. Goethe's Hermann und Dorothea. Putlitz's Das Herz Vergessen. Grimm's Märchen. Goethe's Prose. Schiller's Prose. Stein's German Exercises. Heine's Die Harzreise. Im Zwielicht. Vols. I. and II. Traumerein. Buckheim's German Poetry for Repetition.

German.—Whitney's German Dictionary. Whitney's Grammar. Collar's Eysenbach. Otto's or Whitney's Reader. The Broken Pitcher. Schiller's Wilhelm Tell. Schiller's Maria Stuart. Goethe's Hermann and Dorothea. Putlitz's The Forgotten Heart. Grimm's Fairy Tales. Goethe's Prose. Schiller's Prose. Stein's German Exercises. Heine's The Harz Journey. In Twilight. Vols. I. and II. Dreaming. Buckheim's German Poetry for Recitation.

NORMAL SCHOOL TEXT-BOOKS.

Textbooks for Normal Schools.

The text-books used in this school shall be such of the text-books used in the other public schools of the city as are needed for the course of study, and such others as shall be authorized by the Board.

The textbooks used in this school will be those used in other public schools in the city that are necessary for the course of study, along with any others that are approved by the Board.

Normal Music Course.

Regular Music Course.

HORACE MANN SCHOOL TEXT-BOOKS.

Horace Mann School textbooks.

Such text-books shall be supplied to the Horace Mann School as the committee on that school shall approve.

Such textbooks will be provided to the Horace Mann School as approved by the committee for that school.

EVENING HIGH SCHOOL TEXT-BOOKS.

Evening high school textbooks.

Benn Pitman's Manual of Phonography. Reporter's Companion. The Phonographic Reader. The Reporter's First Reader. Bradbury's Elementary Geometry.

Benn Pitman's Manual of Phonography. Reporter's Companion. The Phonographic Reader. The Reporter's First Reader. Bradbury's Elementary Geometry.

The text-books used in this school shall be such of the text-books authorized in the other public schools as are approved by the Committee on Evening Schools and the Committee on Supplies.

The textbooks used in this school will be those that are authorized in other public schools and approved by the Evening Schools Committee and the Supplies Committee.

East Boston Branch.—Graded Lessons in Shorthand. Parts 1 and 2, by Mrs. Mary A. Chandler.

East Boston Branch.—Graded Lessons in Shorthand. Parts 1 and 2, by Mrs. Mary A. Chandler.

EVENING ELEMENTARY SCHOOL TEXT-BOOKS.

Night School Textbooks.

Munroe's Charts. Franklin Primer. Franklin Reader. Stories of American History. Harper's Introductory Geography. The Franklin Elementary Arithmetic. The Franklin Written Arithmetic. [35]Andersen's Märchen. Writing-books, Plain Copy-books; and such of the text-books authorized in the other public schools as are approved by the Committee on Evening Schools and the Committee on Supplies.

Munroe's Charts. Franklin Primer. Franklin Reader. Stories of American History. Harper's Introductory Geography. The Franklin Elementary Arithmetic. The Franklin Written Arithmetic. [35]Andersen's Fairy Tales. Writing books, Plain Copy books; and any of the textbooks approved in other public schools that are authorized by the Committee on Evening Schools and the Committee on Supplies.

[35] In schools in which the English language is taught to German pupils.

[35] In schools where German students are taught English.

SCHOOLS OF COOKERY.

Cooking Schools.

Boston School Kitchen Text-book, by Mrs. D. A. Lincoln.

Boston School Kitchen Textbook, by Mrs. D. A. Lincoln.


REFERENCE-BOOKS.

PRIMARY SCHOOLS.

Elementary Schools.

Worcester's Comprehensive Dictionary. National Music Teacher. Munroe's Vocal Gymnastics. Lessons in Color (one copy for each Primary-School teacher's desk). White's Oral Lessons in Number (one copy for each Primary-School teacher's desk). Smith's Primer of Physiology and Hygiene (one copy for each Primary-School teacher's desk).

Worcester's Comprehensive Dictionary. National Music Teacher. Munroe's Vocal Gymnastics. Lessons in Color (one copy for each primary school teacher's desk). White's Oral Lessons in Number (one copy for each primary school teacher's desk). Smith's Primer of Physiology and Hygiene (one copy for each primary school teacher's desk).

Observation Lessons in the Primary Schools, by Mrs. L. P. Hopkins (one copy for each Primary-School teacher's desk).

Observation Lessons in the Primary Schools, by Mrs. L. P. Hopkins (one copy for every Primary School teacher's desk).

Simple Object Lessons (two series), by W. Hewitt Beck. Natural History Object Lessons, by G. Ricks (one set of books of each title for each Primary-School teacher's desk).

Simple Object Lessons (two series), by W. Hewitt Beck. Natural History Object Lessons, by G. Ricks (one set of books for each title for every Primary School teacher's desk).

GRAMMAR SCHOOLS.

Grammar Schools.

Appleton's American Encyclopædia or Johnson's Encyclopædia. Chambers's Encyclopædia. Anthon's Classical Dictionary. Thomas's Dictionary of Biography and Mythology.

Appleton's American Encyclopedia or Johnson's Encyclopedia. Chambers's Encyclopedia. Anthon's Classical Dictionary. Thomas's Dictionary of Biography and Mythology.

Worcester's Quarto Unabridged Dictionary. Webster's Quarto Unabridged Dictionary. Webster's National Pictorial Dictionary.

Worcester's Quarto Unabridged Dictionary. Webster's Quarto Unabridged Dictionary. Webster's National Pictorial Dictionary.

Lippincott's Gazetteer. Johnson's Atlas. Reclus' Earth. Reclus' Ocean. Flammarion's Atmosphere. Weber's Universal History. Bancroft's History of the United States. Battle Maps of the Revolution. Palfrey's History of New England. Martin's Civil Government. Frothingham's Rise of the Republic. Lossing's Field-book of the Revolution. Shurtleff's Topographical History of Boston. Frothingham's Siege of Boston. Lingard's History of England. Smith's Primer of Physiology and Hygiene (one copy for the desk of each teacher of the fifth and sixth classes).[207]

Lippincott's Gazetteer. Johnson's Atlas. Reclus' Earth. Reclus' Ocean. Flammarion's Atmosphere. Weber's Universal History. Bancroft's History of the United States. Battle Maps of the Revolution. Palfrey's History of New England. Martin's Civil Government. Frothingham's Rise of the Republic. Lossing's Field-book of the Revolution. Shurtleff's Topographical History of Boston. Frothingham's Siege of Boston. Lingard's History of England. Smith's Primer of Physiology and Hygiene (one copy for the desk of each teacher of the fifth and sixth grades).[207]

Goold-Brown's Grammar of English Grammars. Wilson's Punctuation. Philbrick's Union Speaker. Methods of Teaching Geography (one copy for each teacher of Geography).

Goold-Brown's Grammar of English Grammars. Wilson's Punctuation. Philbrick's Union Speaker. Methods of Teaching Geography (one copy for each Geography teacher).

First Classes.—Physiography (Longmans & Co.). Copies for teachers' desks.

First Classes.—Physiography (Longmans & Co.). Copies for teachers' desks.

Second Classes.—Harper's Cyclopædia of United States History.

Second Classes.—Harper's Cyclopedia of United States History.

Maps and Globes.—Cutter's Physiological Charts. Charts of the Human Body (Milton Bradley & Co.). White's Manikin. Cornell's Series Maps, or Guyot's Series Maps, Nos. 1, 2, 3. (Not exceeding one set to each floor.) Hughes's Series of Maps. Joslyn's fifteen-inch Terrestrial Globe, on Tripod (one for each Grammar School). Nine-inch Hand Globe, Loring's Magnetic (one for each Grammar School room). Cosmograph. O. W. Gray & Son's Atlas. (To be furnished as new atlases are needed.)

Maps and Globes.—Cutter's Physiological Charts. Charts of the Human Body (Milton Bradley & Co.). White's Manikin. Cornell's Series Maps, or Guyot's Series Maps, Nos. 1, 2, 3. (No more than one set per floor.) Hughes's Series of Maps. Joslyn's fifteen-inch Terrestrial Globe, on Tripod (one for each Grammar School). Nine-inch Hand Globe, Loring's Magnetic (one for each Grammar School room). Cosmograph. O. W. Gray & Son's Atlas. (To be provided as new atlases are required.)

LATIN AND HIGH SCHOOLS.

Latin and High Schools.

Lingard's History of England. Harper's Latin Lexicon. Liddell & Scott's Greek Lexicon, unabridged. Eugène's French Grammar. Labberton's Historical Atlas and General History (one book for the desk of each teacher). Guyot's and Cameron's Maps of the Roman Empire, Greece, and Italy. Strang's English Lessons (for use on teachers' desks).

Lingard's History of England. Harper's Latin Dictionary. Liddell & Scott's Comprehensive Greek Dictionary. Eugène's French Grammar. Labberton's Historical Atlas and General History (one book for each teacher's desk). Guyot's and Cameron's Maps of the Roman Empire, Greece, and Italy. Strang's English Lessons (for teachers' desks).

NORMAL SCHOOL.

Teacher training college.

Observation Lessons in Primary Schools, by Mrs. L. P. Hopkins (one set).

Observation Lessons in Primary Schools, by Mrs. L. P. Hopkins (one set).

NORMAL AND HIGH SCHOOLS.

Middle and high schools.

Charts of Life. Wilson's Human Anatomical and Physiological Charts. Hough's American Woods.

Charts of Life. Wilson's Human Anatomy and Physiology Charts. Hough's American Woods.




        
        
    
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