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.
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