general descriptions of my own what literature, rightly used in teaching, may do to nourish vitality of mind and strong common sense in the boys they have to prepare for a life of business.[1]
Nor will it be out of place to refer here to an anecdote of the eminent man who presided over Christchurch at the commencement of this century, Dr. Cyril Jackson, one of the most remarkable men of his day; especially remarkable for the influence which he acquired and retained over those once under his authority.
The Dean said to one of his gentlemen commoners, who came to take leave of him, after passing a creditable examination (before the days of classes)—"So you have been thanked for your examination, and you probably think your education is completed; but you will find that the most important part for the business of life is yet to come. I have made you learn Greek, because I knew it would be good for you: and now I do not care how soon you forget it; I have taught you how to learn—now, go and learn what you will." The saying is the more impressed on my own mind, because I recall with pleasure the kindness with which the good old man, whom I was taken with my parents to visit in his retirement at Felpham, encouraged some piece of childish curiosity as one step towards a habit of accurate observation.
Literature trains Moral Feeling.
And now a word as to what good literature may do to awaken a genial kindly interest in things and persons out of self, and above and beyond the narrow range of business. 1 cannot do better than refer my readers to a charming work by the late Professor Reed of Pennsylvania, whose premature death in the 'Arctic' steamer was a loss to the Anglo-Saxon family, for he was one of the types and bonds of our brotherhood:—
- ↑ Something, perhaps, ought to be said here about the selection of good prose writers, as a means of strengthening the minds of boys. In schools, otherwise well conducted, there is a great deficiency in this respect. School histories of England, compendiums and catechisms of science, are ill calculated to teach boys either how to read or how to think; and therefore what they learn does them no good. It is, perhaps, difficult to select entire works of great authors suited for boys; and some variety is desirable. It may be worth while to mention that the First Book of Hooker's great work (which treats of law in general, and is not controversial), and Bacon's 'Advancement of Learning,' have been separately published by a Member of King's College, London, in a cheap form; Sir Roger de Coverley, reprinted from the 'Spectator,' in Longman's Travellers' Library; and Lord Mahon's 'Forty-five, in Murray's Railway Library, were mentioned to me by a schoolmaster of deservedly high repute in the West of England. Other books are to be found at a cheap rate in the same useful collections. I should think that 'Half-hours with the Best Authors ' would be a most useful addition to school libraries. It contains many choice morsels not likely to come in an ordinary boy's way; for example, 'Coleridge's Account of Sir Alexander Ball,' from the 'Friend;' portions of noted articles from the Edinburgh and Quarterly Reviews, &c.
