ture. Natural history--generally the most
fascinating of subjects--can be taught; interest in flowers and trees and
birds and the habits of animals can be awakened by reading the essays of
literary men on these topics as they never can be by the dry text-books.
The point I wish to make is that real literature for the young,
literature which is almost absolutely neglected in the public schools,
except in a scrappy way as a reading exercise, is the best open door to
the development of the mind and to knowledge of all sorts. The unfolding
of a Greek myth leads directly to art, to love of beauty, to knowledge of
history, to an understanding of ourselves. But whatever the beginning is,
whether a classic myth, a Homeric epic, a play of Sophocles, the story of
the life and death of Socrates, a mediaeval legend, or any genuine piece
of literature from the time of Virgil down to our own, it may not so much
matter (except that it is better to begin with the ancients in order to
gain a proper perspective) whatever the beginning is, it should be the
best literature. The best is not too good for the youngest child.
Simplicity, which commonly characterizes greatness, is of course
essential. But never was a greater mistake made than in thinking that a
youthful mind needs watering with the slops ordinarily fed to it. Even
children in the kindergarten are eager for Whittier's "Barefoot Boy" and
Longfellow's "Hiawatha." It requires, I repeat, little more pains to
create a good taste in reading than a bad taste.

It would seem that in the complete organization of the public schools all
education of the pupil is turned over to them as it was not formerly, and
it is possible that in the stress of text-book education there is no time
for reading at home. The competent teachers contend not merely with the
difficulty of the lack of books and the deficiencies of those in use, but
with the more serious difficulty of the erroneous ideas of the function
of text-books. They will cease to be a commercial commodity of so much
value as now when teachers teach. If it is true that there is no time for
reading at home, we can account for the deplorable lack of taste in the
great mass of the reading public educated at the common schools; and we
can see exactly what the remedy should be--namely, the teaching of the
literature at the beginning of school life, and following it up broadly
and intelligently during the whole school period. It will not crowd out