V'.'«"»Mwt"
 
 Southern Branch 
 of the 
 
 University of California 
 
 Los Angeles 
 
 Form L 1 
 
 z. 
 
 \00'5
 
 This book is DUE on the last date stamped below 
 
 OCT 1 
 
 1925 i 
 
 JUL 2 3 1926 
 
 OCT 2 7 
 
 1S» 
 
 OCT 2 7 
 
 1331 
 
 BEC 1 3 W*!* 
 
 m 
 
 Korni I. ff^»(-7,'23
 
 THE 
 
 MASTERY OF BOOKS 
 
 HINTS ON 
 
 READING AND THE USE OF LIBRARIES 
 
 BY 
 
 HARRY LYMAN KOOPMAN, A.M. 
 
 LIBRARIAN OF BROWN UNIVERSITY 
 
 /2-735 
 
 NEW YORK ■:• CINCINNATI •:• CHICAGO 
 
 AMERICAN BOOK COMPANY 
 MAR 1904
 
 Copyright, 1896, by 
 American Book Company. 
 
 KOOP. MAST. OF BOOKS. 
 W. p. 2
 
 % 
 
 1003 
 
 K83 
 
 TABLE OF CONTENTS. 
 
 PAGE. 
 
 5 
 
 9 
 
 Introduction 
 
 Why and How Much to read 
 
 What to read 22 
 
 How to read 37 
 
 Reference Books and Catalogues 48 
 
 Periodicals 63 
 
 Memory and Xote-taklxg 78 
 
 Language Study 94 
 
 The Place of the Library in Education 11 1 
 
 Readlng Courses 128 
 
 Classified List ok Books 142 
 
 Books on the Subject of Reading 197 
 
 LvDEX 205
 
 INTRODUCTION. 
 
 When Richard Wade, the hero of Winthrop's deUghtful 
 story, " Love and Skates," went up to Dunderbunk to 
 take charge of the cHsaffected iron works, his first act was 
 to summon the workmen before him. At the tap of the 
 bell the grimy host assembled. " They inspected him, 
 and he them as coolly. . . . The Hands faced the Head. 
 It was a question whether the two hundred or the one 
 would be master in Dunderbunk. Which was boss ? An 
 old question. It has to be settled whenever a ^1,^ struggle 
 new man claims power, and there is always a f°'' mastery, 
 struggle until it is fought out by main force of brain or 
 muscle." 
 
 Something like this happens whenever an eager student 
 enters a large library for the first time. Which will 
 prove the ma.ster .' Will it be the boy, with his 
 
 ^ The student 
 
 undeveloped and untrained mind, his ignorance and the 
 of his own strength and weakness, and his en- '■^''^o'- 
 tire unconsciousness of the tremendous forces locked up 
 in the quiet rows of volumes about him } Is it not certain 
 that the books, with the terrible odds in their favor, will 
 prove an overmatch for the raw student, and leave him 
 for evermore an intellectual parasite or slave .•* Rooks 
 not merely represent, they actually present, the living 
 force of the master spirits of the world. Yet the stu- 
 dent's road to victory, is, after all, a plain one. He has 
 
 5
 
 6 INTRODUCTION. 
 
 but to remember that these serried ranks of learning have 
 over ;uul again loiuul their conqueror ; that this very 
 conquest is liis t)\vn hi<;h calHnj;-. Let liim fearlessly con- 
 front their marshaled cohinms, (.ahiih- estimate their 
 power and his own, ami offer battle on his xantage ground 
 instead of theirs, and. without a blow, the whole frown- 
 ing host will surrentler at discretion. 
 
 In the clioiee ot weapons and vantage ground in this 
 
 Battle of the Books, it is the attempt of the following 
 
 pages to assist the student. The reader will 
 
 Advice it • i i , . , 
 
 adapted to "^ disappouited, who may take up tins volume 
 individual expecting to find certain books and certain 
 capacities ,-j-h.(;1-jq(^|s pointed out, with the injunction, 
 " Read these, follow those." It is rather the aim of the 
 work to take counsel with the student in regard to his 
 purposes in reading ; to consider with him his capacities 
 and opportunities ; to aid him in turning to such classes 
 of books as will further the attainment of his aims ; 
 and also, by the suggestion of various methods, to lead 
 him to the study of his own qualities of mind and char- 
 acter, to the end that he may choose the material and 
 manner of reading most profitable for himself. 
 
 For it cannot be too strongly emphasized that merely 
 to read is not enough. As Bacon so long ago pointed 
 Reading o'-'t, " Studics tcach not their own use ; but that 
 an art. jg a wisdom without them and above them, won 
 by observation." To read with purpose, method, and 
 judgment, developing one's own experience in the light of 
 counsel, is therefore the key to the mastery of books. 
 " To read and write comes by nature," said the sapient 
 Dogberry. The student learns early in his career that 
 this assertion is as false when applied to composition, as
 
 INTRODUCTION. 7 
 
 in regard to the more primary attainment of penmanship. 
 But it is not so soon recognized that the mastery of the 
 alphabet does not constitute one a master of books and 
 their contents. 
 
 Pains are therefore taken to provide the student at the 
 outset with a knowledge, often lacking in older readers, 
 of the simplest tools of his trade — reference 
 
 Summary of 
 
 books and catalogues. An entire chapter is chapters in 
 given to the discussion of the nature and value ^^^ ''°°''- 
 of that form of printed matter which makes up the bulk 
 of the reading of the modern world — periodical litera- 
 ture. The preservation of the results of reading, whether 
 in the memory or in written form, is considered at length, 
 with the twofold purpose of guide and warning, and with 
 reference to both teaching and study. With the object 
 of prompting the student to prepare himself betimes for 
 the wider reading demanded in scholarly research, a 
 chapter is devoted to the study of languages, its impor- 
 tance, and its most practical methods. As an attempt 
 to broaden the student's view of the importance of read- 
 ing, a chapter has been included on the place of the 
 library in educational work, presenting at the same time 
 a history of the development of the modern library idea. 
 Courses of reading are considered, and a substitute for 
 the older methods is suggested, the adoption of which, 
 it is believed, will put the student into a more vital rela- 
 tion to books than was possible under the stiff and im- 
 personal system of reading courses. In connection with 
 this new plan for the guidance of readers, there is given 
 a classified list of about fifteen hundred works. Follow- 
 ing this is an annotated selection of titles bearing on 
 the subject of books and reading, as a guide for such
 
 8 /WA'O/H'C /70X. 
 
 leailors as nia\' be led lo seek a(l\aiilai;c or cnjoyincnt 
 in pursuini;" llio inalli.'i" luitlu'r atieKl. 
 
 As the wiiicr's purpose in llie l'ollo\vin>;- pai;"cs has been 
 wlioll)- praetic-al, he has leU ohh^ed, in the main, to foi-e<;() 
 an_\' attempt at hterar\' ihustratioii and allusion, whieh 
 form so ileiiglutul a Icaturc of nian\- woiks on tlic subject 
 ot leailinj;". J"\)r the same reason, and also because the 
 itleas he has ]Mit forth are oii<;inal, to the extent of being 
 the liaiits ol his own experiencL-, the writer has not felt 
 cailetl upon to eiuannhei- his pages with references to the 
 treatment of tlie same topics by other authors. It lias 
 generall}- seemed sufficient to let the list of authorities 
 cited stand as a guide for any who may care to inquire 
 how far his words are a repetition or dilution of the counsel 
 of his elders and betters.
 
 THE MASTERY OF BOOKS. 
 
 CHAPTER I. 
 
 W7/F AA'D HOW MUCH TO READ. 
 
 What should be the mark uf an eckicated man ? In-_ 
 dispu tably, clearness of mental visi(jn, the power to see 
 things as they are. The people expect this, -j-he mark 
 and from their educated men they have a right of an edu- 
 to expect the vision that shall save them from '^^ ^ ^^^' 
 perishing. It matters not whether we find the source of 
 the world's evil in the heart or in the head ; whether we 
 believe with Socrates and Spinoza that men will do the 
 right if they only know it, or agree with Schopenhauer 
 and the Orientals that men's desires must first be changed : 
 in either case a great factor of the world's misery must be 
 admitted to be ignorance. All experience shows that the 
 conditions of knowledge and morality react upon each 
 other. Great intellectual advances accrue to the benefit 
 of real morality ; while a moral stimulus, in society or the 
 individual, is felt also in a quickening of the intellectual 
 life. The heart, however, is a readier responding instru- 
 ment than the head. A man's desires may be converted 
 to righteousness in a moment ; while a long lifetime may 
 leave him still a beginner in the school of right conduct. 
 
 Now, we cannot avoid the question why the world so 
 
 9
 
 lO THE MASTJiKV OF BOOKS. 
 
 often looks in vain to its cducatcil men for (guidance. 
 False Thoro Can be but one answer : that lliey arc 
 education, j-^^j- ,-eally cduealed. They ha\e not the eye 
 traineil to see things as they are. I'wo generations aj^o 
 the education of most American students was about 
 equally fit or unfit for tlie nineteenth century or for the 
 ninth, for an American or for a South Sea islander. 
 Since that time etlucation has been brought increasingly 
 into relation to life ; but when we seek the cause of the 
 educational absurdities that have been abolished, as well 
 as of those that still remain, the answer is easy to give in 
 the one word — superstition. 
 
 Men sometimes sjieak as if superstition were found 
 only in religion ; but this is by no means true. Supersti- 
 tion is simply overrating, seeing things as other 
 
 Superstition. ... 
 
 than the)- arc. It is the mward idea whose 
 outward embodiment is sham. No department of life 
 is free from it. Science, literature, criticism, politics, 
 fashion, even morals, have each its own peculiar supersti- 
 tions. An excellent example of superstition in the field 
 of conduct is afforded by the maxim that a man can 
 become what he desires to become. Every schoolboy 
 knows that the path of history is lined with disappointed 
 ambitions ; nevertheless, the world goes on repeating the 
 proverb, in this as in so many other directions, appar- 
 ently incapable of seeing things as they are. 
 
 But, if everybody saw things in their true character, 
 some one may protest, life would be robbed of its po- 
 
 Poetry etry ; we should have a world built after the 
 versus truth. Qradgriud pattern. By no means. It is the 
 grossest misconception to regard poetry as resting on 
 falsehood. Poetry is rather the highest, because the most
 
 WHY AXD HOW MUCH TO READ. II 
 
 completely rounded, truth ; while the materialism of the 
 Gradgrinds is true from only one point of view, and that 
 the lowest. We need not fear to " covet truth," for it 
 never will transform beauty into " unripe childhood's 
 cheat." 
 
 So far as the power to see things as they are is suscep- 
 tible of personal training, apart from direct teaching and 
 general human intercourse, it may be derived Training 
 from three sources of experience, — observa- of mental 
 tion, thought, and reading, — each of which is 
 indispensable to its highest development. Take out ob- 
 servation, leaving only reading and thought, and the man_ 
 becomes a mere bookworm or recluse. Take out thought, 
 and the fullest observation and reading will produce only 
 an intellectual busybody — a parrot. Take out reading, and 
 the observation possible to one man, with the thought it 
 will awaken, may result in shrewdness, even profundity, 
 but they can give little breadth. It is not importance 
 denied that reading is to a great e.xtent a sec- °^ reading, 
 ondary source of experience, and should receive constant 
 verification or correction ; yet there is a sense in which 
 reading is more important than either thought or observa- 
 tion, for il combines much of their respective services. 
 It extends observation indefinitely, while it stimulates, 
 nourishes, and corrects thought. Through reading knowl- 
 edge is made cumulative, so that one generation may stand 
 on the shoulders of the preceding. It is not its intellect 
 that renders the modern world superior to antiquity, but 
 its intellect plus the heritage of two thousand years of 
 thought and discovery transmitted to it through books. 
 
 But reading too has its superstitions. One is the failure 
 to distinguish between reading, which is of the mind, and
 
 12 THE MASJ'LKY OF l^OOK.S. 
 
 the action oi the c\ c, ils insininu'iit. To liavc scanned 
 Superstitions w ith a|>|iai\-nl atU'iilidn a L;i\L'n nuiiihcr i)f pages 
 of reading, i^^-jy nicaii noihiiii;- at all ill ros|ioc't to intel- 
 locliKil i;ain. Real icadiui;' imoKcs iinl nicrcly "the 
 tixcil (."\c. the porinu; oxer a hook," hut also "the fixed 
 thought. " i\gain. what is piinlcil we arc apt to tliiid< 
 moie inipoitant and more authoritali\e than 
 
 Speech, i 
 
 writing, and what is merely written or spoken ; and in gen- 
 ^""'' eral, so far as the three foians of uticrance may 
 represent \ar\ing drgrees of eaix'fulness and rellection, 
 print is undouhtedh' to he i)refen"ed to writing, and writ- 
 ing to speech. Hut the difference, until ])roved, is only a 
 presumption, which may he challengetl in every instance. 
 For writing is t)nly recorded speech, and print multipHed 
 writing. Neither process confers any authority upon the 
 thought transmitted. A newspajier rejiort is not made 
 more trustwn)rth\- for cii'culation in a million copies ; while 
 the talk of Dr. Johnson would still ha\e embodied the wit 
 and wisdom of his age if no Hoswell had ])een at hand to 
 preserve it in printed form. Two furthei' superstitions 
 New and widcly prevalent among readers are, that only 
 old books. qI^i books arc good, and only new books inter- 
 esting. It is true that the standard character of a great 
 book is not always recognized at once ; while their very 
 modernness lends to some new books an interest that 
 is their only attraction ; but the reader who knows his 
 own advantage will be wise enough to judge every book 
 upon its merits, and not upon the accident of its date of 
 publication. Periodical literature is, probably more than 
 any other cause, responsible for the existence of these 
 two misleading notions. But, taken at its true value, 
 and used as it should be, reading remains one of the
 
 WHY AXD HOW MUCH TO READ. 1 3 
 
 greatest, perhaps the greatest, means of attaining to that 
 clearness of mental vision which should characterize the 
 educated man. 
 
 There exist, however, other reasons for reading, distinct 
 from the foregoing, though all cooperative to the same 
 end. The first is reading for general culture. „ ,. 
 
 o Reading 
 
 Of all our duties this is one of the most pleas- for general 
 urable. It is by no means mere pastime, for '^"'t"''^- 
 we may make the most serious work of it ; yet there is 
 probably no other use of books that, to the active mind, 
 is so free from drudgery, or brings such ccnstant enjoy- 
 ment. It is seldom realized by the young, however, that 
 to most persons the opportunity of reading for general 
 culture ends with the period of youth. A distinguished 
 teacher of English is reported as saying that nobody reads 
 after the age of twenty ; and it was the confession of 
 Dr. Johnson, one of the greatest literary figures of the 
 last century, that most of his learning had been acquired 
 between the ages of twelve and eighteen. That these 
 statements are far from mere rhetorical exaggerations, a 
 little inquiry will convince any student. By culture, how- 
 ever, should be understood something more than the at- 
 tainment of the merely well-informed man, though that is 
 by no means to be despised. Culture .should mean rather 
 such a training of the taste and the .sympathies as shall 
 enable one to appreciate the noblest that man has ex- 
 pressed in literature and art during the long experience 
 of the race. Such a culture is the best fortification that 
 any young man can throw around his higher nature ; but, 
 unless the foundations of this culture are laid as early 
 as the period of college life, they are not likely to be laid 
 at all.
 
 14 The mastery of books. 
 
 Perhaps the purpose most frequently associated with 
 reading is special information, and ihorcfore its nature and 
 Reading for importance need not licrc be enlarged upon, 
 information. \ jj^^g definite, bill no less valuable, acquire- 
 ment through books is general information, that bird's- 
 eye view of the whole field of knowledge that saves a 
 man from being anywhere entirely a stranger. The indi- 
 rect results of such intellectual breadth are far-reaching. 
 In the march of civilization it is the reading nations that 
 move in the front rank.^ 
 
 Another legitimate purpose in reading is to fit one's self 
 for intelligent conversation. There are certainly worse 
 Reading for ways of Spending one's time, though it is per- 
 conversation. j-j^pg vviscr to scck this objcct indirectly. The 
 German name for cyclopedia, Conversations-Lexikon, indi- 
 cates the original design of these compendiums of infor- 
 mation. Our age is intolerant of " great conversers," 
 
 1 Some would add, also, the reading classes of the reading nations. An 
 American journalist has recently remarked : — 
 
 " All our business people have necessarily become schemers and promoters, no matter 
 how petty their business is. They wear their brains out trying to find new ways of putting 
 up jobs on their competitors, new ways of startling people with advertisements, new ways of 
 making people think old goods are new. They arc always tired, and seldom have time for 
 any serious thought outside of their business. If they read at all, they want to be either 
 tickled or excited. They are often taken to be the majority of the people of the country, but 
 in fact they are not. The workingmen, the mechanical character of whose toil leaves their 
 brains less wearied, are doing the solid reading nowadays. They, as the public librarians 
 testify, are the men who take out of the libraries history, socir logical literature, and tendency 
 fiction. In argument on any sociological or economic question they are already more than 
 a match for their jaded and non-reading employers. If knowledge is really power, the reaa- 
 ing and thinking workingman is presently going to get the upper hand. —The Listener," 
 Boston Transcript, Feb. 9, 1895. 
 
 Camille Flammarion expresses another side of the same thought when he 
 says, in " Urania " : — 
 
 "Those on whom fortune frowns are the persons v.ho think most; these are eager for 
 knowledge, while the contented ones of the century do not suspect their own ignorance, and 
 are almost proud of staying in it."
 
 Pf^//y AND HOW MUCH TO READ. 1 5 
 
 who, as Professor Mathews's dehghtful essay reveals, are 
 apt to be mere monopoHsts of conversation. But conver- 
 sation, Hke letter-writing, is still an art, though the taste 
 of our age has reduced its earlier proportions. 
 
 A form of reading which closely concerns the student 
 is reading for production. This may be done dishonestly, 
 as when a poetaster, pencil in hand, gathers the Reading for 
 material for his verse out of the volumes of the production. 
 British poets ; or honestly, as when a student seeks from 
 books the information necessary to prepare himself for 
 an article or debate. There is also an indirect mode of 
 reading for production, which seeks its end through in- 
 spiration or stimulus to thought. Many a young writer 
 has found a few pages of Bacon or De Ouincey, Emerson 
 or Lowell, an effective loosener of " hard-bound brains." 
 
 A further purpose in reading is that of inspiration to 
 reading itself. Just as some writers, like Wordsworth and 
 Thoreau, make us eager to throw our books inspiration 
 aside and escape into the freedom of nature ; *° reading, 
 so other writers, such as Macaulay and Whipple, prick 
 us on to the pursuit of knowledge from books. 
 
 But perhaps the most important of all uses to which 
 reading may be applied, is that of an incentive to noble 
 living, or, more subtly, though not less power- character 
 fully, as a pervasive influence in the elevation building. 
 of character. In most books, indeed, the moral effect 
 must be reckoned with. Th(nigh our purpose in reading 
 be purely intellectual, the heart as well as the head will 
 insist upon its tribute. The two influences may be in 
 harmony, as when the reader of W^illiam Blaikie's " How 
 to Get Strong " finds himself not more fully equipped 
 with directions for health culture than inspired to put
 
 l6 TIIK MASTKNV OF /,'()(>A\S'. 
 
 thoni into ])ractico. But occasionally the results to head 
 ami heart are saill\' iu contlict. Dickens's merry drinking' 
 scones, which arc cntircl\- in place when judged intellec- 
 tualh. lia\e sonielinics, lo undcxclopcd leaders, assumed 
 the character of incilcnienls to diunkcnness. How many 
 soldiers ha\e heen alluicd into tlicir choice of a profes- 
 sion throuj;h the i;lowini;' accounts of military life in the 
 ]>aj;"es of Lever and 1 lackliinder ! The enemies of war 
 liave at last come to realize this power ; and ///eir books, 
 like Zola's " Downfall." and J^leihtreu's " Wholesale Mur- 
 der." which paint the horrors of battle with all the viv- 
 idness of motlern realism, are promptly suppressed by 
 military governments. The deliberate choice of books 
 with reference to the formation of character is a primary 
 step in wise self-culture. Whole libraries — those of our 
 Sunday schools — have been written, with whatever suc- 
 cess, to meet this requirement. Ikit the books that are 
 to accomplish the purpose of inspiration to high and 
 noble living must first of all be real books. This effect 
 may often be secondary in the purpose of the writer ; for 
 here example, rather than precept, counts. Among the 
 classes of books most frequently and effectively drawn 
 on for this service, biography stands foremost. 
 
 Biography. 
 
 Not only have the careers of many men been 
 determined for good or evil by the recorded lives of other 
 men, but there are few readers that grow to maturity 
 without feeling at some time this powerful stimulus. If 
 we add the ne.xt most potent influence in the molding of 
 
 character, — the novel, or imaginary biographv, — 
 
 Fiction. .. "". ,11 
 
 if mdeed it ranks not first m ])ower, we shall 
 have recognized the two most important streams of influ- 
 ence that flow into modern life from literature.
 
 lV//y AND HOW MUCH TO READ. 1/ 
 
 But the methods of accomplishing these various pur- 
 poses in reading will be discussed in another how much 
 chapter ; we pass now to consider the impor- *° '■^^'^• 
 tant question, How much to read ? 
 
 There is a story told of the German historian, Neander, 
 to the effect that one day, at the dinner hour, he failed 
 to respond to the customary summons; and, Anecdote of 
 though the house was searched, and messengers Meander, 
 sent out through the town, no trace of him was to be 
 found. At last, as the afternoon light was fading, his 
 sister reentered his room in the hope that he might have 
 come in unnoticed, and, chancing to look up, discovered 
 the professor perched upon a bookcase, absorbed in the 
 contents of an ancient volume, where he had sat, oblivious 
 of time and hunger, since some hour in the morning. A 
 somewhat similar anecdote is related of De 
 
 De Quincey. 
 
 Quincey, who, though a phenomenal reader, 
 was a man of slight frame. A friend at whose house 
 the great essayist was staying, was startled in the " wee 
 small hours " of the morning by a loud cry from De 
 Quincey's room. On hastening to the spot, he found the 
 little man in his night-clothes, lying prone upon the floor, 
 his chin resting upon his hands, his whole attention fi.xed 
 upon a Latin folio which he had evidently been reading 
 all night. Oblivious of his unique appearance, De Quincey 
 proclaimed triumphantly the discovery of a correct his- 
 torical date, which he had been hunting for through years 
 of reading. Every reader of Professor Dowden's appreci- 
 ative life of Shelley must recall his description 
 
 , . . . , Shelley. 
 
 of the poet s passion for reading, how, with 
 
 eyes fixed upon his book, he threaded his way, like one in 
 
 a trance, through the crowded streets of London. It will 
 
 KOOP. MAST. OF BKS. — 2
 
 l8 THE MASTERY OF BOOKS. 
 
 be ronienihered also, that, o\\ tliat luckless (la\' for English 
 literatuio, when the Meditcnanoan closed cn-er the bod\' 
 of the poet, a \'olunie of .Hschvlus was in his pocket at the 
 time of the fatal accident. In Shelle\'s short life of less 
 than thirt\' veai's, he found time, not only for his writinirs, 
 which are extensixe even without reference to their ex- 
 traordinar)' c[uality. but also for a wide accjuaintance with 
 English and modern ICuropean lileiature, and, as his biog- 
 rapher remarks, for more reading of (ireek than has gone 
 to establish the reputation of many a professor of that 
 language. 
 
 These cases are cited as illustraticins, each in its way, 
 of a dex'otion to reading that was an im[)ortant element 
 in the shaping of three great careers. E.xamples of an 
 opposite disposition are too familiar to need citing. The 
 answer to the question, How much to read t depends, 
 therefore, upon the attitude of the questioner, — whether 
 his inclination to reading is deficient, or normal, or ex- 
 cessive. Not all can accept the stint of five hours' read- 
 ing a day which Dr. Johnson set as desirable for a young 
 
 Limits to man. In every case there are certain limits 
 
 reading ^\^^<^ ^au, must, or should not be transgressed ; 
 while, within these boundaries, it may be asserted with 
 equal emphasis, the territory ought to be fully occupied. 
 
 Absolute There is the absolute limit in time and strength. 
 limit. One book a day is less than four hundred 
 books a year ; and at this rate the number read, at the 
 end of fifty years, will fall below twenty thousand volumes, 
 which represents a library surpassed in size by many 
 private collections. We shall see later that it is not 
 necessary to read all books through from cover to cover ; 
 but there are certainly this number of books in the world
 
 IV//V AND HOW MUCH TO READ. 1 9 
 
 deserving of careful perusal. There is also a desirable 
 limit set by the demands of thought and ob- Desirable 
 serration, without which reading is reduced to ""' 
 Hamlet's formula of " words, words, words." Variable 
 limits are set by the circumstances and personality of 
 every reader. Our position in life, our daily Limits of 
 duties,^ the social demands made upon us, — circumstance 
 these elements affect our opportunities for reading, and 
 varv not only with every individual, but also with the dif- 
 ferent periods of life. The more inward limits Limits of 
 of personality include capacity for work, power personality, 
 of endurance, disposition toward intellectual occupation, 
 and others less easily definable, but very real, when we 
 attempt to reckon the amount of reading to be expected 
 of any individual. 
 
 The prevailing mistake is unquestionably in the direc- 
 tion of setting our capabilities too low. We accept every 
 social demand as a welcome excuse, instead of strictly 
 challenging its claim upon our leisure. We Reading 
 give way to every fancied call of health, though ^"'^ health. 
 we have before us, in some of the longest lived and most 
 vigorous men of the century, examples of sturdy read- 
 ers. The names of Von Ranke, Von Bollinger, Glad- 
 stone, Carlyle, McCosh, Bancroft, Marsh, — men whose 
 lives were protracted into the eighties and nineties, — are 
 remarkable still more as representatives of wide and 
 profound reading. 
 
 This is not, however, to deny that there are relations 
 of reading to health that can hardly be too often or too 
 urgently enforced. It would seem as if any warning 
 
 ' There is saifl to be one .\mericnn college in which the fnculty hold that 
 no student can do jublice to his studies and use the library at all !
 
 20 THE MASTERY OF TOOKS 
 
 to students in regard to care of ilie eyes ought to be 
 Care of Uncalled for ; )-et observation gi\cs daily proof 
 eyes. of its need. A few cautions, which are often 
 neglected, perhai)s on account of their very familiarity, are 
 all that reatlers witli noinial \ision need attend to. One 
 should not read when 1) ing down, nor in twilight, nor in 
 any other batl light. The best artificial light is undoubt- 
 edly the German student lamp with a green shade. One 
 should avoid pastr)-, which is a fruitful cause of inflamma- 
 tion in the eyes. Cleanliness in the sleeping-room is also 
 an important item. Those who feel obliged to read in the 
 cars should at least hold the book with the whole arm 
 free, so as to diminish as much as possible the shaking of 
 the page, with its consequent strain upon the muscles of 
 the eye. If a reader has neglected none of these particu- 
 lars, and still finds his eyes paining or failing him, he 
 should lose no time in seeking a trained oculist, — not 
 an optician, or spectacle man, who commands no scientific 
 means of understanding his case, but an educated spe- 
 cialist in the treatment of the eye and its disorders, whose 
 advice will be the result of thorough knowledge and may 
 contain nothing about wearing glasses. It may well be 
 questioned whether the student, whose eyes are his most 
 ^ , precious tools, should not be cautious in using 
 
 Students not ' ' ° 
 
 to read for them for mere amusement. Professor Corson, 
 
 pastime, ^f Comcll Uuivcrsity, advises the .student to 
 
 seek his recreation in other than literary diversions, — a 
 
 suggestion which, of course, is supported by even higher 
 
 considerations than those of hygiene. 
 
 Should any student be inclined to pass lightly over this 
 admonition, its importance may be brought home to him 
 by a few examples illustrating the immense disadvantage
 
 fVI/y AND HOW MUCH TO READ. 2 1 
 
 to which loss of sight subjects the user of books. Let 
 him contemplate the life of Milton, who ruined his eyes 
 by overwork, though in a noble cause ; of Prescott, whose 
 sight was destroyed just as he was entering upon a bril- 
 liant career ; of Parkman, whose historical labors w^ere 
 accomplished with the constant hindrance of partial blind- 
 ness ; of Isaac D'Israeli, who lamented that he found 
 himself "in the midst of his library as if apart from it : " 
 and he will quickly realize the increased difificulties which 
 loss of this important sense imposes upon the scholar and 
 author. 
 
 One last word of encouragement. We cannot read all 
 books. We must even resign ourselves to the reading of 
 only a small fraction of the world's literature ; but the 
 most favored reader can do little more. Our utmost is, 
 after all, not so very far behind the highest utmost. We 
 can therefore take courage, and choose for our motto : 
 Learning is long, life is short, let no day pass without a 
 chapter !
 
 CHAPTER 11. 
 
 wii.ir ro Ni:.\i). 
 
 In rcsj^onse to the (.iucslion, What to read ? one is 
 tempted to exclaim, " Road anytliin^-, onl)' read ! " For 
 every real book is a window opening on the Infinite, dis- 
 closing boundless fields for the expansion and refreshment 
 of the soul. Yet we cannot accept in regard to books the 
 Stoic's rule of preference for food — the nearest. There 
 
 ^^ . must be choices, both absolute and relative. 
 
 Choices, 
 
 absolute Thc attempt to set fortli the supremacy of 
 and relative, certain books, together \vitli the superiority or 
 excellence of others with resi:)ect to the wants of in- 
 dividual readers, is, therefore, the task of the present 
 chapter. 
 
 The classification of the British Museum Library be- 
 gins with the Bible. While this arrangement is chiefly 
 a matter of sentiment, it nevertheless affords 
 
 The Bible ,, , • , 
 
 an excellent hint when we come to consider 
 literature from the standpoint of what to read. It is not 
 t.)o much to say that, without an intimate acquaintance 
 with the English Bible, our literature can never be under- 
 stood. It cannot be understood in its content, for English 
 thought has been profoundly influenced by the spiritual 
 and the practical philosophy of the Bible. The style of 
 the great masters of English prose and poetry, as well 
 as the turns of their speech, will not be appreciated unless 
 the student has familiar to tongue and ear the a]:)t phrases 
 
 22
 
 WHAT TO READ. 23 
 
 and musical periods of Tyndale and succeeding transla- 
 tors. Moreover, our literature is permeated with allusions 
 and illustrations drawn from Holy Writ, which arc simply 
 lost on the reader who does not know them at their 
 source. The worldly-wise Shakspere, the devout Mil- 
 ton, the satiric Dryden, the witty Lowell, all are steeped 
 in biblical lore. Nor is this true of English literature 
 alone. All modern literature is, to a greater or less 
 extent, incomprehensible without a familiarity with the 
 Bible. But not onlv has the Bible been the source of 
 world-wide literary suggestion ; it embodies within itself 
 a storehouse of the most varied literature, — history, biog- 
 raphy, poetry, drama, counsel, expostulation, denuncia- 
 tion, vision of seer, legislation of statesman, and highest 
 of all, in literary as in moral excellence, the simple, pic- 
 turesque talks of the great Teacher, who spake as never 
 man spake. 
 
 As students of biblical teaching, it is clearly our duty 
 to read the original text or its closest representative ; but, 
 as heirs of all the ages of English literature, we cannot 
 afford to lack a familiar acquaintance with the King James 
 version ; while a careful study of its predecessors, especially 
 the great versions of VVyclif, Tyndale, and Coverdale, will 
 yield us a rich harvest of early words and usages. We 
 shall have occasion in a later chapter to recommend the 
 reading of the Bible in connection with the study of 
 foreign languages. We may notice here that such read- 
 ing often brings a literary as well as a linguistic reward. 
 Luther's translation of the Bible is assigned to an even 
 higher literary position than our own authorized version. 
 In my own experience I confess that I never ajipreciated 
 the fact that the Apocalypse is a divine poem until, as a
 
 24 THE MASTERY OF BOOKS. 
 
 Student, I roail it in Luther's translation entirely through 
 at one sitting-. 
 
 Now that we have reeoi;"ni/.eil tlie ])lace of the Bible as 
 
 above, if not apart from, all other books, wc are eonfronted 
 
 _. ... with a liniiletl number of the world's master- 
 
 Tne litera- 
 ture of pieces, which, ne.\t to the Bible, ha\-e the first 
 rower. ^2\\x\\\\ upou our attention. It is these books 
 whose effect ujion theii" readers is termed numeral culture. 
 lUit " ueneral " in this case must not be understood as 
 superficial or sli>;"ht ; foi- the ])ower of a book is in direct 
 proportioii to its uni\'ersality. I*otent as is the literature 
 of knowledge, De Ouinccy has well pointed out that it 
 must yield in influence to the mightier literature of power. 
 Now, at the head and front of this higher literature 
 stands, beyond ri\alry, Shakspere. He is an author whom, 
 however we read him, we can hardly read 
 
 Shakspere. 
 
 amiss. Yet, just because of this fact, which 
 we may misunderstand as implying that any reading of 
 Shakspere is as good as any other, we are in danger 
 of approaching him in a way to shut up our sympathies 
 and imaginations, and so cut ourselves off from the main 
 avenues of his power. The earnest student, who sees the 
 libraries that have grown up about the works of Shak- 
 spere, can hardly escape the inference that the great 
 dramatist is properly an object only of study. Yet never 
 was there conclusion that Shakspere himself would 
 sooner have repudiated. What was the audience for 
 whom Shakspere wrote his plays .-' Exclusively an audi- 
 ence that gathered to be amused. Entertainment, not 
 instruction, was Shakspere's aim. Shakspere does teach 
 us in a myriad ways, and may properly be made the 
 object of almost innumerable kinds of study ; but the
 
 WHAT TO READ. 2$ 
 
 fact remains that, until we have read his plays, or, still 
 better, have seen them acted, with no other purpose than 
 pure enjoyment, we have not yet known Shakspere. 
 
 The foremost name in literature is very easy to select, 
 but for the second place there are several candidates. 
 In fact, from this point onward, our selections -j-j^^ second 
 must be more or less determined by our place place in 
 and time. Probably no two lists of the hun- 
 dred best books, or even the ten best, were ever identical. 
 Such a list of books chosen by a student of a hundred 
 years ago would be very different from one selected by 
 a student to-day, and we may be sure that the student of 
 a hundred years hence would differ widely from both. A 
 Briton and an American could not agree as to the pro- 
 portions of British and American writers proper to a 
 representative selection of English literature. Perhaps 
 the best way to realize the force of this principle is by 
 viewing a perspective of world-literature taken from a 
 standpoint foreign to ourselves. 
 
 In 1893 the readers of the ''Revue Bleiie'' balloted 
 to decide the twenty-five greatest names in all literature. 
 As the vote stood, all but seven authors out a French 
 of the twenty-five were Frenchmen. Now it election, 
 would puzzle most American students even to name eigh- 
 teen French authors. Hugo and Moliere, in the list 
 mentioned, were placed above Shakspere ; the Bible was 
 adjudged inferior to the works of many Frenchmen ; while 
 yEschylus and Sophocles, Horace, Petrarch, Schiller, Mil- 
 ton, and Tennyson were omitted altogether. It must not 
 be forgotten, however, that there are circumstances which 
 temper the national conceit of this judgment. I'rcnch was 
 for so long a time, as to a great extent it still remains,
 
 26 THE MASTERY OF BOOKS. 
 
 the diplomatic language of the world, that Frenchmen 
 have hard wDik to realize thai there is any literature with- 
 out its pale. But, in spite ot its provincial narrowness,^ 
 the vote displays an element of national spirit 
 
 Sound ' '' '■ 
 
 national that is scHuid aud healthy. h'or, judged by 
 ^^"''*' their actual importance to French readers, 
 Hugo and Moliere may fairly be considered superior, if 
 not to Shakspere, at least to all other writers. So, sav- 
 ing to Shakspere the first place in the whole woild 
 of letters, we may agree that, to Germans, Lessing and 
 Goethe, Schiller and Heine are more important than 
 Hugo, Chaucer, Dante, or Homer. So for ourselves, as 
 students of our mother tongue, and heirs of that literature 
 which has encircled the globe with a music infinitely 
 grander than the martial drum-beat of Fngland, we need 
 not hesitate to pronounce Chaucer and Milton, Words- 
 worth, Shelley, Browning, and Tennyson more important 
 than their foreign equals or superiors. 
 
 But, having done justice to the greatest names in our 
 
 own literature, we shall value them more impartially, and 
 
 o-reatlv extend our sympathies and our culture, 
 
 Value of & -' ^ ^ 
 
 foreign if \ve also form an acquaintance with the great 
 
 classics. f(3,-gjgrj classics. At some time, and preferably 
 
 in youth, we should read them all, and if possible in the 
 
 1 As an illustration of the greater catholicity of the German mind, com- 
 pare with this French selection the two lists given by Schonbach in his 
 " Ueber Lesuiig toid Bilding.'''' The first gives 102 authors of world-litera- 
 ture divided as follows: Bible I, Greek 13, Latin 6, Christian Latin 2, 
 German 22, .Scandinavian 5, English 12, American 3, French 18, Italian 8, 
 Spanish 4, Portuguese i, Slavic and other 7. The second li-^t covers modern 
 fiction, the number of authors standing: German 81, Dutch i, Scandina- 
 vian 4, English 31, American 27, French 19, Italian 4, Spanish 4, Slavic 
 and other 15.
 
 WHAT TO READ. 2/ 
 
 original. If translations are adopted, careful choice should 
 be made ; for a translation like Pope's Homer, for instance, 
 may keep the meaning and yet wholly misrepresent the 
 spirit of the original work. The nineteenth century will 
 be remembered for its many and excellent translations, 
 a cosmopolitan service in which Americans have borne a 
 distinguished part. Translations of such varied excellence 
 as Bryant's Homer, Cranch's Vergil, Longfellow's or 
 Norton's Dante, and Brooks's or Taylor's " Faust," will 
 not soon be superseded. These are books that every 
 student can read, and that it is very desirable he should 
 own if possible ; for no one who reads attentively and 
 sympathetically even this small group of masterpieces, 
 can remain uncultivated or provincial. 
 
 The objection may be raised, that we are reversing the 
 natural order if we read the great classics first, that we 
 ought rather to lead up to them through a „, 
 
 o I & Classics 
 
 course of minor authors. But the masterpieces should be 
 of literature need no such introduction. It is ^^^^ ^^^' 
 the very stamp and seal of their genius that they attract 
 every grade of intelligence, every range of culture. So 
 far from gaining by a postponement of the classics, the 
 reader who has filled his mind with their standards has 
 unconsciously imbibed a taste that will be his suflicient 
 guide and incenti\'e in all future reading. 
 
 In English literature, he will not rest until he has 
 read the dramatic narratives of Chaucer, and the romantic 
 allegory of Spenser ; while his acquaintance British 
 with Shakspere will incite him to a knowledge classic 
 of his great contemporaries, Marlowe of the ''°'*^" 
 "mighty line " ; learned Jonson ; Beaumont and Fletcher, 
 the "great twin brethren" of song; sturdy Chapman,
 
 28 THE MASTERY OF BOOKS. 
 
 whose lines still thiill our blood ; and all 
 
 " the niclotlious bursts that till 
 The spacious times of great Elizabeth 
 \\'ith st)un(ls tliat eclu) still." 
 
 Milton, the last of the Elizabethans, and the first of the 
 moderns, will emphasize the ehani^e that came over Eng- 
 lish poetry in the artificial brilliance of Dryden and Pojk ; 
 but as the reader ncars the nineteenth century, he will 
 hail with delight the promise of its fruitage that bloomed 
 forth in the return to nature of Goldsmith, Cowper, and 
 Burns. So powerful is the attraction of nearness in time, 
 that his most enthusiastic reading of liritish poetry is 
 likely to be drawn from the works of Coleridge, Shel- 
 ley, Keats, Scott, Byron, Tennyson, Browning, Arnold, 
 Clough, Swinburne, and Morris. With this literary out- 
 fit the .American reader will be better able to estimate 
 the writers of his own country ; and to rank them, not 
 merely with one another, but also in English literature 
 antl the literature of the world. Bryant, whose honor- 
 American ^1^1<-' career as an author extended over a 
 poets. period of three score and ten years ; Emer- 
 son, the eternal youth ; Longfellow, who enriched our 
 literature with the spoils of Europe ; Whittier, whose 
 ringing voice for freedom is still audible among men ; 
 Holmes, the genial autocrat of every table where wit is 
 host ; Lowell, 
 
 "wearing all that weight 
 Of learning lightly like a flower; " 
 
 Poe, the most original of all our singers ; Lanier, who 
 taught us new harmonies ; Thoreau, the lone ; and Whit-
 
 WHAT TO READ. 29 
 
 man, the only: — all these the American student who is 
 mindful of his birthright will cultivate as familiar friends. 
 Thus far we have considered only writers who were, 
 in form or spirit, poets ; for, sneer at its weaker service of 
 manifestations as we may, the supreme works poetry, 
 of poetry 
 
 " Are yet the fountain light of all our day, 
 Are yet a master light of all our seeing; 
 
 Uphold us, cherish, and have power to make 
 Our noisv vears seem moments in the being 
 Of the eternal Silence."" 
 
 For poetry, as a fine art, perhaps the chief of the fine 
 arts, is possessed of qualities that make it a means of 
 culture far beyond the utmost possibilities of prose. 
 Matthew Arnold defined religion as morality touched by 
 emotion ; in like manner we might define poetry as prose 
 fused by emotion. Prose appeals mainly to the under- 
 standing, and to the rest of human nature only by the 
 way ; but poetry addresses the whole personality. Words- 
 worth, indeed, made it one with religion. 
 
 At this point a common prejudice is sure to find voice 
 to the effect that, however great a means of culture poetry 
 may be, the reading of it in the present age poetry not 
 is too unpractical an occupation. To such a unpractical, 
 prejudice a sufficient refutal is contained in the statement 
 which one of the ablest business men in England, Mr. 
 Goschen, — the well known London banker, member of 
 Parliament, and authority in finance, — has publicly made 
 in regard to the reading of poetry. He states his convic- 
 tion that an essential element of success in politics and 
 commerce, as well as in learning, is the cultivation of the
 
 30 THE MASTERY OF BOOKS. 
 
 ima.qination ; aiul he aiUIs his assurance that culture 
 need not intertcrc with the (lischari;e of duty in the most 
 prosaic spheres of business. Mr. Cioschen cites his own 
 father as a convincino- proof of the possibiHty of success- 
 fully coiiihinini;- business and culture. Similar examples 
 \vill at y^\\^<^ occur to the reader, in Charles Lamb at his 
 desk in the Inili.i Oihce, and in our own Stedman in Wall 
 Street. 
 
 Next in rank to poetry, as a means of wide and gen- 
 erous culture, stands fiction ; a class of literature which 
 ^. . to most minds comes much nearer to Matthew 
 
 Fiction. 
 
 Arnold's definition of poetry — a picture of life. 
 Wholesale condemnation of the novel has, happily, had its 
 tla)-. In truth, we can scarcely set limits to the loss we 
 should suffer, if deprived of this source of inspiration and 
 instruction. The American boy who has not, at the age 
 of eighteen, read with delight the best of Scott, Cooper, 
 Thackeray, Dickens, Hawthorne, George Eliot, Howells, 
 Eggleston, Cable, and Crawford, has not yet taken his 
 bearings in the world. In such reading there is no task- 
 work. It imolves only pleasure, and can be recommended 
 in the confidence that when the ma.sterpieces of the 
 world's imaginative literature have been read from the 
 pure pleasure of it, other departments of reading will 
 present themselves in a light no less attractive. It 
 matters not that the novel has embodied some of the 
 profoundest comment on life that has been published in 
 recent times ; we still have a perfect right to turn to it for 
 enjoyment. 
 
 But are there no cautions to be heeded } All gain 
 involves risk, in reading as truly as in business. If a 
 form of literature possesses great power to elevate, its
 
 Cautions. 
 
 WHAT TO READ. 3 1 
 
 power to degrade will be corresponding. But no abso- 
 lute test can be given. There is no Ithuriel spear to 
 make the lurking fiend of corrupt suggestion 
 assume his true shape and proportions. Per- 
 haps the most helpful advice that can be given is that 
 of Dr. Hudson, the Shaksperean critic, — that we should 
 never continue the reading of a book whose effect upon 
 us we feel to be bad, even though the work be a plav of 
 Shakspere's. In such a case, however, we should do well 
 to ask ourselves whether the fault is really the author's, 
 and not after all our own mistaken attitude toward his 
 writings. 
 
 It is reported that a distinguished professor of English 
 once confessed to his class that he had never read Field- 
 ing. In college he had refrained from reading the works 
 of the great novelist on account of their coarseness, and 
 in after years he had never regretted doing so, nor cared 
 to make their acquaintance. To give my own experience, 
 I should certainly be sorry to have missed the entertain- 
 ment and profit that I have derived from Fielding, and 
 from his still coarser rival, Smollett. The works of 
 Sterne, who had none of the manliness of Fielding and 
 Smollett, I have read with mingled admiration and dis- 
 gust. The truth is, there are many books in various 
 departments of literature the reading of which a wise 
 the student may wisely postpone until he feels postpone- 
 a conscious maturity of character and judg- '"^" ' 
 ment. We must also remember that much depends upon 
 our own purpose in reading the book, and on our proper 
 understanding of the author's purpose in writing it. Al- 
 phonse Daudet inscribed one of his novels, " h'or my sons 
 when they are twenty years old ; " and most would agree
 
 32 THE MASTERY OF JWOKS. 
 
 that the book in question might be read wiili profit by a 
 man, while on loss mature minds its effect miuht be 
 pernicious. 
 
 Here, too, not only age, but also ihc jxMsonal equation, 
 plays an important [xirt. To many persons whose judg- 
 Personai uieut is widely respected, Henrik Ibsen stands 
 preferences, jq,- 0,-^. of thc uiost inspired of uioral teachers, 
 a veritable prophet in Israel. But what the general esti- 
 mate of Ibsen is may be gathered from the daily papers, 
 which seldom refer to him except in terms of hate or con- 
 tempt. The reason for this antipodal divergence of opin- 
 ion is found in the nature of Ibsen's message, which 
 simply proclaims that the world is saved not by conven- 
 tion, but by character ; and this gospel he preaches with a 
 fearlessness, not to say ferocity, that spares no opposing 
 form or institution. But a boy of fifteen might not be 
 able to discern in Ibsen a prophet of good, and would, 
 accordingly, do much better to reserve his plays for 
 maturer reading. Such a course is not cowardly. On 
 the contrary, in a boy's refusing to grapple with authors 
 beyond his power there is the highest moral courage, as 
 well as the soundest wisdom. An author still more 
 deeply decried than Ibsen is the French novelist, Zola. 
 But there are those who believe that he too will hereafter 
 be recognized as one of the great ethical teachers of his 
 century. Certainly his long and toilsome devotion to a 
 literary purpose, now happily accomplished, is an object- 
 lesson in faithful work such as few laborers in any field 
 have ever surpassed. 
 
 But it is by no means in connection with fiction alone 
 that we meet the problem, What not to read. In fact, 
 objectionable features in fiction are perhaps more evi-
 
 WHAT TO READ. 33 
 
 dent at a glance than in any other form of writing, and 
 are more easily reacted against by a healthy vvhat not 
 nature. Evils of a more subtle but no less ^o read, 
 dangerous quality may lurk in volumes that appear to 
 carry every warrant to our confidence. The man of mid- 
 dle life, whose eyes have become opened to intellectual 
 dishonesty, looks back with little short of horror at the 
 absolute trust with which he once invited into his inmost 
 nature the shaping influence of certain books. Far better 
 may a boy read books that he knows to be bad, than 
 absorb unconsciously the poison of literary dishonesty. 
 This is the final test, that a book be genuine. The skill 
 to apply this test is one of the latest fruits of experience, 
 yet conscious effort cannot fail to be effective in hasten- 
 ing its development. 
 
 The first and second places in the literature of power 
 have been allotted to poetry and fiction. A third class of 
 writing, which clearly belongs to this division, 
 is the essay. This also contributes to knowl- 
 edge, but not as its highest service ; often, indeed, the 
 professed subject is taken merely as a starting point for 
 digression. De Quincey and Macaulay are good examples 
 of this method. Beside their works should stand those of 
 Bacon, Addison, Steele, Johnson, Lamb, Arnold, Emerson, 
 Whipple, Lowell, not to forget the greatest of all essay- 
 ists, — Montaigne. The amount of direct information 
 that we derive from Matthew Arnold, for instance, is usu- 
 ally small ; his opinions often miss our acceptance ; and 
 yet no student can follow his thought through many 
 pages without a distinct gain in that which Arnold so 
 strenuously battled for, genuine culture. 
 
 But there are many works written for more definitely 
 
 KOOI'. MAST, or BKS. —.3
 
 34 THE MASTER Y OF BOOKS. 
 
 practical ends than those of the essay, that equally expand 
 our horizons. It is hartl to see how any stu- 
 
 Travel. 
 
 dent couUl rcatl the noble series of volumes in 
 which Hayanl Taylor embodied his observations of world- 
 wide tra\el, and remain intellectually ]-)rovincial. Irving, 
 also, in his genial sketches and kindly satires, brings us, 
 in his own way, lessons of sympathy with the whole world 
 of humanity. 
 
 Another course in the same great school of sympathy 
 and inspiration is offered by biography. What high and 
 
 varied delights come to us in the reading of 
 
 Biography. ^ it 
 
 Longfellow s life as written by his poet brother ! 
 With how much better appreciation we read Macaulay 
 after hearing the story of his life told by his nephew 
 Trevelyan ! The world of I£merson's admirers saw him 
 in an entirely new light from the pages of Holmes's brief 
 biography. Mention need scarcely be made of the para- 
 dox of biographies, written by a coxcomb about a sage, 
 which has done more to insure the wise man's immor- 
 tality than the greatest of his works. Of course the book 
 referred to can be no other than Boswell's "Johnson." 
 A somewhat similar work is Eckermann's " Conversa- 
 tions with Goethe," which is pronounced by John Fiske 
 the most delightful of printed books. 
 
 Letters, which represent the most unstudied depart- 
 ment of literature, often take from this quality a height- 
 ened charm. Generations of readers have 
 
 Letters. 
 
 followed with unwearied interest the i-evela- 
 tions of themselves and their contemporaries contained in 
 the correspondence of Swift, Cowper, Scott, and Byron. 
 To these must be added for readers of the present day 
 the correspondence of Emerson and Carlyle, and the let-
 
 WHAT TO READ. 35 
 
 ters of Thackeray and Lowell. The diary often affords a 
 still clearer reflection of the writer's nature ; 
 as witness those of Pepys and Carlyle. With 
 some writers all their works are an autobiography ; and 
 when the nature thus revealed is both intellectual and 
 heroic, as in the case of Thoreau, the student is pro- 
 vided with a companion for many of his most fruitful 
 hours. 
 
 Widely as history has sometimes traveled from its true 
 purpose (which is to trace the entire development of man 
 
 in society), even some of its most partial pic- 
 History, 
 tures must not be overlooked by the reader of 
 
 the literature of power. Gibbon, Macaulay, Bancroft, 
 
 Motley, give us, indeed, a chronicle of events which in 
 
 many cases are more conveniently presented in other 
 
 books. But the highest service of these historians is 
 
 something above mere narration ; they have interpreted 
 
 the events which they record, and have left on their 
 
 pages a reflection of the essential greatness of man. 
 
 In Carlyle's lifelong warfare against shams, what gave 
 
 edge and point to his blows was his unfailing humor. 
 
 Thorough badness cannot laugh. A hearty 
 
 laugh is the best solvent of this world's 
 
 worries and perple.xities. No utterance is so sane, so 
 
 wholesome, as laughter. Witness the long and laborious 
 
 life of the Autocrat of the Breakfast Table. Never was 
 
 there shallower conclusion than that a smiling lip reveals 
 
 a vacant thought. A reference to Carlyle, or to Holmes, 
 
 or to Lowell, would be enough ; but consider Rabelais 
 
 masking, not shallowness, but the profoundest criticism 
 
 of his times behind the leer of the buffoon ; or Voltaire, 
 
 two centuries later, assailing with his unconquerable smile
 
 ^6 THE MASTERY OF BOOKS. 
 
 the heapeil-up c\"ils that fell in the avalanche of the 
 I'rench Rexoluiion. These illustrate the jxiwer of mirth. 
 Its refusro ami solace are nowhere better seen than in 
 the jests of our niartyr-iircsidcnt, whose burdened heart, 
 crushed almost to breaking, found in humor its only 
 respite. 
 
 Thus far we have considered the question of what to 
 read, chiefly as related to the purpose of intellectual awak- 
 ening and general culture. Reading for information in- 
 volves, of course, too large a range of topics to be treated 
 c.\hausli\ely in any single volume ; but the general phases 
 of the subject are presented in the subsequent chapters 
 on Reference Rooks and Reading Courses. The other 
 two most important aims in reading — production, and 
 development of character — represent highly special as 
 well as personal choices in reading. The student must 
 here be largely his own guide, remembering always, as 
 indeed in all departments of reading, to consider the rela- 
 tion of the book first to the subject, and secondly to his 
 own capacities.
 
 CHAPTER III. 
 
 HOW TO READ. 
 
 The manner of our reading, like our choice of reading 
 matter, will manifestly be determined by our purpose in 
 reading ; though the amount of our reading j^g^^od of 
 must enter in as an important condition. Our reading, how 
 method of reading will therefore differ widely ""'^'^■°"^'^- 
 according as our object is amusement, information, cul- 
 ture, character building, or production. The last is of 
 special importance to students, and may vary all the way 
 from mere practice work, like theme writing, to the full 
 and sustained e.xercise of all the intellectual powers in 
 actual authorship. 
 
 To suggest that we should subject ourselves to method 
 in reading for mere pastime may seem, at first thought, to 
 imply not so much the mastery as the slavery Reading 
 of books. There is certainly no need of an ^°^ pastime. 
 elaborate programme for such reading ; yet there are two 
 duties that would seem incumbent upon us even in read- 
 ing for amusement. One duty is to the author, the other 
 is to ourselves. V\'e owe it to the author of the slightest 
 story or sketch that we deem worth reading at all to read 
 with sufficient attention and .sympathy to grasp his mean- 
 ing and purjjosc. I'or instance, to name an author by no 
 means insignificant, in reading a novel or farce by Mr. 
 Howells, it would certainly be an injustice to him, as well 
 as a loss to ourselves, if we were to look only at the plot. 
 
 37
 
 SS TJJE MASTERY OF IWOKS. 
 
 The excellence ot" Vix. Ilowells's work lies rather in the 
 naturalness of the conversations, in the accuracy of his 
 descriptions both of scenes and of character, and in his 
 noble comments on life. Hut the diicct dut\- to ourselves 
 in regartl to ligiUer literature, as intlcod to all, is that 
 when \vc ha\'c finished our n-'ailini;' \\c shall make a mental 
 Mental suuimary or re\'ie\v of the book before we lay 
 review. jj- ^^gj^JQ ; impressing upon our minds its author, 
 its title, and its main characteristics. We should imitate 
 in our reading, as we might well in our lives, Chatterton's 
 Mayor of Bristow, who — 
 
 " Summed the actions of the day 
 Each night before he slept." 
 
 An instance in point was related to me by a pupil of 
 Dr. Alvah Hovey, the distinguished head of Newton The- 
 Anecdoteof ological Institution. He said that sometimes 
 Dr. Hovey. ^ studcut who had lighted upon some old, out- 
 of-the-way treatise would be ambitious to air his erudition 
 by asking in the class-room the professor's opinion of the 
 book, hoping perchance that the great scholar would be 
 obliged to confess that he had never heard of it. To the 
 student's confusion, the professor's memory would reach 
 back, it might be thirty or forty years, and restore a more 
 vivid and accurate impression of the book than the student 
 had, fresh from reading it ; the professor would then pro- 
 ceed to state what other books the author had written, 
 how they ranked with this and with the literature of 
 their subjects — in short, the author's exact position 
 in relation to theological thought. Though rules cannot 
 create genius, but only, at best, direct and improve native 
 abilities, it is certain that any student who will apply the
 
 I/O IV TO HEAD 39 
 
 practice of mental review to all his reading, will find him- 
 self thereafter at a great advantage beside his lazier or 
 less methodical companions. 
 
 Like holy George Herbert's last recourse for edification 
 under the infliction of a dull sermon, namely, to consider 
 
 that 
 
 " God takes a text and preacheth Patience," 
 
 we have the suggestion of Rider Haggard in regard to 
 novel reading, that even the trashiest piece of 
 
 * ^ Reading 
 
 fiction may be made to yield some permanent with atus 
 benefit if read with necessary reference to die- and die 
 tionary and atlas. This advice, like that of men- 
 tal review, is of course pertinent to all our reading. If 
 we are unwilling or tmable, at the moment, to interrupt 
 our reading with the use of reference books, we should not 
 fail to note the page, and afterwards solve the difficulty 
 at our leisure. 
 
 It is not to be denied that browsing, or merely desultory 
 reading, as an occasional indulgence, may possess real value. 
 It is the unbending of the bow that preserves 
 
 , . . f~. - , . Browsing. 
 
 Its elasticity. bome of our choicest mental 
 acquisitions are gained in this way, but the rarity of such 
 indulgence is one of the elements of its helpfulness. For 
 we should remember Carlyle's exhortation, — 
 
 , .... , , 1,1 Diligence. 
 
 be diligent ; or, as modern speech would phrase 
 it, — mean business when you read ; to which we may 
 add, — when you don't mean business, don't read. When 
 a student finds that he can no longer fix his attention 
 on his book, it is much better for both mind and eyesight 
 that he should give up the attempt ; for not only is inatten- 
 tive reading negatively a loss of time, hut it is positively 
 dangerous, as breeding a habit of mind-wandering, which
 
 40 THE MASTERY OF BOOKS. 
 
 is certainly one oi the worst f(K\s to the attainment of 
 knowledge. 
 
 In the important reading undertaken for general cul- 
 tuie, the lt)regoing simple rules must be greatly extended. 
 How to ^'^^ "^ ^'<^G. a concrete exam[)le, and suppose 
 read the studeut to be reading Milton's " Paradise 
 illustrated, ^ost." Not to make a study of the great 
 epic, but merely to do justice to the author and himself, 
 what are some of the i:)oints that the reader should have 
 in mind .'' First of all he should clearly distinguish the 
 author from other English poets, so as never for a mo- 
 ment to confuse Milton with the author of the " Canter- 
 bury Tales," or the " Essay on Man." He should learn 
 the main features of the poet's life, from his beautiful and 
 precocious youth, through his stormy manhood, to his still 
 beautiful but blind and neglected old age. The reader 
 who has thus followed the poet's career, will understand 
 the conditions out of which Milton's masterpiece arose, 
 and will readily perceive that " Paradise Lost," is the epic 
 of the English Commonwealth, whose " Paradise Re- 
 gained " is at last, in our day, beginning to uplift above 
 the horizon of history. To any one deserving the name 
 of student, only pleasure can come from the reading in- 
 volved in gaining this general acquaintance with Milton 
 and his times ; but an equal enjoyment awaits him in the 
 consideration of the PZnglish epic, not merely in relation 
 to the literature that immediately preceded it, but also in 
 its more remote though no less actual origins. Really to 
 trace the literary kinship of " Paradise Lost," the reader 
 \ must have some familiarity with Homer, yEschylus and 
 Sophocles, Vergil and Dante. Moreover, since one of 
 Milton's services to English song was the enrichment of
 
 HOW TO READ. 4 1 
 
 its prosody, not so much with new harmonies, as with a 
 new principle of harmony, the student should let this 
 ffreat feature of Milton's art be his introduction to the 
 general history of English prosody. Before he has fin- 
 ished this branch of the subject he will have received one 
 of the best possible lessons in the worth or worthlessness 
 of whole schools and generations of criticism. 
 
 In the course of this collateral reading the student 
 will light upon much discussion of Milton's vocabulary 
 and style, choice of subject, treatment of theological prob^ 
 lems, and influence upon his successors. He may meet 
 Macaulay's assertion that if " Paradise Lost " had ended 
 with the fourth book it would have ranked, as a fragment, 
 above all other epics. But most of these questions the 
 student will already have learned enough to decide for 
 himself, with considerable confidence. In some such way 
 as this, it behooves the student to conduct his general read- 
 ing ; and there need be little fear that one who has gone 
 over the world's classics even thus superficially will appear 
 to disadvantage in any company. For it must not be 
 forgotten that there is no royal road to knowl- ^^ ^^ ^^ 
 edge, but only one common road which all road to 
 must travel. The most that can be inherited '^"°-'^'ig= 
 is aptitude and improved opportunity ; the actual learn- 
 ing must be done by every generation and every person 
 anew. 
 
 In reading for definite information the first considera- 
 tion is fitness, or the proper relation of the book to the 
 wants and capacities of the reader. Viewed in Reading for 
 this light a book is simply a tool, and must be information, 
 chosen strictly with reference to the work in hand. One 
 would as soon think of mending a pen with a broada.x,
 
 42 THE MASTERY OE BOOK'S. 
 
 as of going" to the tu'c volmncs ol" Masson's " Life of 
 Books as Milton," even with the index volume, to learn 
 tools. ji^(j tl^ites of the poet's birth and death. On 
 the other hand, a penknife would as i)oorly serve for 
 hewing timber as Phillips's convenient biograjihical dic- 
 tionary would satisfy the wants of one who wisheil for a 
 full discussion of Milton's controversy with Salmasius. 
 The workman who has learned merely to handle tools has 
 mastered onl\' half his trade. Me must also learn when 
 to apply them. In like manner the student will waste his 
 time and remain only a bungler, if he does not learn the 
 art of turning to the right book for the right information. 
 It therefore behooves the student to form a careful 
 acquaintance with the common books of reference, — such 
 Books of as are described in the next chapter, — and to 
 reference, apply similar introductory tests to every unfa- 
 miliar book that he turns to for assistance. He needs to 
 know its general subject, and its special bearing on that 
 subject ; above all, he must make sure how far he can 
 trust the author. In most cases these inquiries can be 
 answered from the book itself. Let the reader scan the 
 title-page, run through the preface, examine the 
 
 How judged. , . _ , . , . , 
 
 table of contents. Let him turn to the mdex 
 for subjects with which he is familiar, and when he dis- 
 covers how these are treated, he will have a means of 
 judging how far the work is to be trusted in other direc- 
 tions. The reader should not forget to glance over the 
 footnotes. He will know some of the books referred to, 
 and the way these are valued will serve as a good test of 
 the author's grasp of the literature of his subject. The 
 reader is now ready for the actual perusal of the book. 
 But if, as is generally the case, the student seeks ac-
 
 HOW TO READ. 43 
 
 quaintance with a subject rather than a book, he will gain 
 much by reading several treatises at the same subject 
 time, weighing and comparing their conclusions. reading. 
 If the subject be a great one, like Roman history, it will 
 be advisable first to get a bird's-eye view of the whole 
 story in some good handbook such as Leighton's ; but it 
 will not pay to read consecutively and alone the volumes 
 of one of the larger Roman histories, even of so attractive 
 a work as Duruy's. The reader should rather pick out 
 some period or character and study that in its relations 
 to the history as a whole. He may select, for instance, 
 the revolution of the Gracchi, the career of Pompey, or 
 even a personality as ill-reputed as Catiline, comparing 
 the different treatment of each at the hands of the great 
 historians. Xo one can do this without soon discovering 
 that he has hit upon a method of studying history that 
 possesses all the charm of historical fiction ; more, even, 
 for he finds himself unconsciously becoming his own nov- 
 elist, and recreating in his own imagination the scenes and 
 characters of past ages. A single trial will prove to any 
 student the superiority, in interest, of the topical and com- 
 parative, over the chronological and consecutive method of 
 studying history. A resultant gain is the better memory 
 of what is read ; for that is best remembered which awa- 
 kens deepest interest. Two topics which never fail to 
 enliven historical reading arc biography and the 
 
 Biography. 
 
 hi.story of cities. In the former case, the cen- 
 ter of interest is an individual, and stimulates youthful 
 minds through its appeal to emulation ; in the latter case, 
 there is a larger center of interest composed History of 
 of many individuals acting independently or in <='''«^- 
 concert. The great cities of the Middle Ages perennially
 
 44 THE MASTERY OF BOOKS. 
 
 attract us to their annals of splendor and shame. The very 
 mention of Rome, Florence, Genoa, Paris, London, and the 
 long line oi Gcimanic towns, sufficiently illustrates the in- 
 viting character oi such a course of reading. Good his- 
 Historicai torical novcls arc an abundant source of intci est 
 fiction. ^i^j^j pj-Qfit t^, \\■^^. 1-cader of history; but they 
 
 should be read after the regular histories, not before — 
 to deepen the impression, not to form it. Bulvver's 
 " Harold," for instance, one of the finest historical novels 
 ever written, will affoid increased pleasure and advantage 
 after a iircliminary reading of the history of the Norman 
 conquest. In this particular case, there should follow the 
 reading of Tennyson's noble drama on the same subject. 
 
 Enough has been said to emphasize the superiority of 
 subject reading ; but there is a method of reading not 
 Reading by strictly of this charactcr that is often of the 
 authors. highcst benefit, namely, reading by authors. 
 There is, of course, a sense in which this is one form of 
 subject reading, and it is generally included under reading 
 for general culture ; but it is sufficiently unique to deserve 
 especial mention. The student who has not known the 
 pleasure of reading all the works of an author as a study 
 in personality has a great source of enjoyment still before 
 him. The course of such reading is generally, first an 
 y- interest awakened in the author's thought or style ; then 
 a virtual conquest of us, when the writer seems to us 
 the greatest of all writers ; till, finally, some sentence 
 or sentiment shatters our idol, and we consign his writ- 
 ings to undeserved neglect. Matthew Arnold has given 
 us an account of his thus falling in and falling out with 
 the writings of Franklin. Some can, perhaps, recall a 
 period of absorption in the writings of Arnold, or Carlyle,
 
 HOJV TO READ. 45 
 
 or Ruskin, and the particular passage that caused them 
 finally to break with him. 
 
 Books read for the development of character are pre- 
 sumably of the kind that Bacon describes as to be di- 
 gested. We resort to them in our most earnest Reading for 
 moments, and their sentiments abide with us character. 
 in strengthened thought and resolution. Such books, 
 above all others, we seek to own, to have near us, and to 
 be free to mark with our own comments as a record of 
 our spiritual development. One who thus kept in hand 
 the writings of Plato, Marcus Aurelius, Augustine, Dante, 
 Sir Thomas Browne, or Emerson, would find that the 
 deepened experience of every added year but brought 
 to light new truths upon their pages. 
 
 In the matter of reading for production, we are warned 
 by the ease with which the thoughts of others may be 
 unconsciously reproduced, — not to speak of the Reading for 
 temptation to conscious plagiarism, — that the production. 
 way to write is first to write, and afterwards to read for 
 correction or expansion. In these days of broadcast litera- 
 ture, it is hard enough to display originality even when 
 our knowledge of a subject has been gradually acquired, 
 and has had time to be worked over into a part of our 
 mental furnishing. But if we fill our minds with other 
 men's ideas immediately before we write, originality is out 
 of the question. Our subsequent reading may cause us 
 to recast entirely what we have written, and perhaps to 
 reverse our conclusions ; but if, in the first place, we have 
 put down something that we can call our own, even the 
 merest trifle, before we begin to read, we shall have at 
 least some right to self-satisfaction over our work. Be- 
 sides, when we once have before us the scheme of our
 
 46 THE MASTERY OF BOOK'S. 
 
 article, our reading can be carried on niucli more sys- 
 teniaticallv than it' we start to read williout ]ire\'iously 
 mapping out the subject.^ 
 
 What may be called personal habits in reading will vary 
 
 with e\ery individual. Nothing here is to be insisted 
 
 Personal "po'"' cxccpt quantity and quality. Dr. McCosh 
 
 reading read steadily ten hours a day. Lowell often 
 exceeded this amount, as John Fiske is said to 
 (S.^"!. George P. Marsh achieved his enormous erudition 
 between the hours of five and eight in the morning, giv- 
 ing the day to work and the evening to his family. But 
 he read a page at a glance. It was his habit to have 
 his table covered with books in many languages, and on all 
 sorts of subjects, and to pass from one to another with no 
 method discernible to an observer. Franklin B. Housh, 
 an American literary worker, who accomplished a phenom- 
 enal amount, practiced and advised rest by change of work. 
 
 Speed in reading will of course be modified by the sub- 
 ject, the style of the author, and the time at our disposal. 
 
 Rapid But it is well to form the habit of reading as 
 
 reading, f^g^- ^g j^^y ^^ cousistcnt with taking in what 
 we read. An expert accountant will add a column of 
 figures not only more rapidly, but also more correctly, 
 than a tyro. So, a trained reader, while covering much 
 more ground than a beginner, will also get correspond- 
 ingly more out of his reading. Some books are to be 
 read through, and reread in part before we have finished 
 them, and read again and often. But these books are few, 
 just because they are so precious, and the reading of them 
 in this way involves no high art. It is in the use of such 
 
 1 For a full discussion of this topic see W. E. Foster's "The Young 
 Writer's Use of a Library." ,
 
 HO IV TO READ. 47 
 
 books as need not be read word by word that the trained 
 reader displays his skill. Sculpture has been defined as 
 the art of knocking off superfluous marble. Rapid read- 
 ing is the equally difficult art of skipping needless words 
 and sentences. To recognize them as needless without 
 reading them is a feat that would be thought impossible 
 if scholars everywhere did not daily perform it. With 
 the turning of a few leaves to pluck out the heart of 
 a book's myster)', — this is the high art of reading, the 
 crowning proof that the reader has attained the mastery 
 of books.
 
 CHAPTER IV. 
 
 REFERENCE BOOKS AND CATALOGUES. 
 
 King George the Tliird of England is credited with the 
 
 remark that lawyers do not know so much more law 
 
 than other people, but they know better where 
 
 Knowledge ^ , • y i r ir ■ r^ > i 
 
 of the to find It. Long before Kmg Georges day, 
 sources of h,)\vc\er, there existed a Latin proverl) to the 
 
 information. re i_ ^i ^ i • • r«. 11 • i 
 
 same effect, that learnmg is after all mamly 
 knowing where to look things up : Scire iibi aliquid 
 invcnirc possis, ca dcininn maxima pars enuiitionis est. 
 It is often said that proverbs are not wholly true, but 
 only half-truths. The half that is omitted in this prov- 
 erb is evidently that which pertains to the mastery of the 
 knowledge when found. A walking encyclopedia is not a 
 scholar, is only in part a learned man, unless to his knowl- 
 edge he adds that superiority to it which makes him 
 clearl}^ its master. On the other hand, without the pos- 
 session of a vast array of facts, no strength of mind can 
 make a scholar. Such a one may be a thinker, even a 
 successful writer, but he cannot lay claim to scholarship ; 
 for knowledge is as truly the foundation of scholarship as 
 observation is of science ; though in either case thought 
 must come in as the crowning element. It is well for us 
 to give knowledge its full emphasis, because the student, 
 when he has come to realize the indubitable superiority of 
 thought, is apt to fancy that somehow it can take the place 
 of patient study. Daniel Webster, when his greatest 
 
 48
 
 REFERENCE BOOKS AND CATALOGUES. 49 
 
 parliamentary triumph was referred to as an extempora- 
 neous effort, reminded the speaker that there is no such 
 thing as extemporaneous acquisition. His great reply to 
 Hayne, though delivered, indeed, almost on the spur of 
 the moment, was really based upon the preparation of a 
 lifetime. As a part of the student's outfit toward the 
 attainment of that resource of information which must be 
 the groundwork of all scholarship, the present chapter 
 aims to set before him the readiest means of " looking 
 things up," or, in other words, the most useful books of 
 reference. 
 
 A librarian divides his readers into two classes, those 
 that know how to handle reference books, and those — 
 the larger number — that do not ; for such two classes 
 knowledge is the first requisite to the intelli- °^ readers, 
 gent use of a library. One man will spend an hour in 
 fumbling catalogues, or roaming about the alcoves of a 
 library, when all he is trying to find out is the date of the 
 Gunpowder Plot. Another man, on the same errand, will 
 turn to the " Dictionary of English History," get the in- 
 formation, and be gone, all inside of two minutes ; with a 
 clear gain of fifty-eight minutes over his fellow for other 
 purposes of study or action. If we remember that these 
 are representative cases, that this loss and gain are going 
 on daily in our libraries, we shall not wonder why some 
 men attain to so much more knowledge than others. 
 
 The expression, zoorks of reference, really includes two 
 classes of library helps, which may be distin- .j.^^ classes 
 guished as direct and indirect, the diicct helps of reference 
 being epitomes, and the indirect, bil)li()graphies ; 
 or, more familiarly, reference books (commonly .so-called) 
 and catalogues. 
 
 KOOP. MAST. OF BKS. — 4
 
 50 THE .VASrEKV O/- JWOKS. 
 
 Reference books proper, or epitomes, are those works 
 
 which give a wide range of infoiination condensed into 
 
 small compass, the most familiar example of 
 
 Epitomes. . 
 
 this class benig the cyclopedia. It is impor- 
 tant that these books should he taken for just what they 
 are, and not regarded as anything more than mere abridg- 
 ments of tlie knowledge in theii- province. They are not 
 intendeil for reading, but for reference. Dr. Arnold has 
 pointed out the fact that few minds can read with profit 
 an epitome of history; and it may be added that, in any 
 department of knowledge, the better the epitome serves 
 the purpose of occasional consultation, the drier and more 
 repellent will it be for continued perusal. 
 
 An objection, founded not upon the misuse of reference 
 books, but upon their very nature, is that they are secon- 
 dary sources of information ; and the charge is often 
 coupled with the injunction to abandon them and seek the 
 original sources. This achice is of course sound where 
 critical scholarship is concerned ; yet, would the student 
 of Milton, for instance, be allowed to accept the date 
 assigned by Masson to the poet's birth, or must he travel 
 to Oxford to make a personal examination of the Au- 
 brey manuscripts .-^ Manifestly, for the thousand-and- 
 one purposes of daily infoimation, decidedly secondary 
 sources will answer — must answer, indeed, if we are to 
 obtain the information at all. 
 
 A method which might be adopted in classifying refer- 
 ence books is one based upon the arrangement of their 
 Classification contcnts, whether alphabetically, as in diction- 
 of epitomes, arics and cyclopedias, or in some other way, as 
 in yearbooks and chronologies. But the most convenient 
 procedure will be first to notice those that are universal
 
 REFERENCE BOOKS A\D CATALOGUES. 5 I 
 
 in scope, and then take up the others according to their 
 subjects. 
 
 The cyclopedia, as we now know it, is a comparatively 
 modern production. It seems to have had its origin in an 
 attempt to present such information as people 
 
 . Cyclopedias. 
 
 are most likely to blunder over in conversation. 
 The Germans, as we saw, still preserve this idea in their 
 name for cyclopedia, Conversatioiis-Lexikon. But the cy- 
 clopedia at length outgrew this idea, and came to be a 
 presentation of the whole circle of learning, as its Eng- 
 lish name implies. Still, it has not wholly lost its original 
 character, for every cyclopedia contains many articles that 
 are addressed merely to curiosity, and have no logical 
 place in a compendium of human knowledge. The use 
 of the cyclopedia has meanwhile widened as much as its 
 character, and we now turn to it not only to save ourselves 
 from blunders in conversation, or to assume the virtue of 
 a knowledge which otherwise we should lack, but also to 
 the " Britannica " and its later rivals to learn the conclu- 
 sions of great scholars in subjects of their special re- 
 search, or to obtain, along with a summary of results in 
 any field of knowledge, also a list of the latest and most 
 authoritative publications in regard to it. 
 
 The first place among the cyclopedias of the present 
 day is perhaps still to be awarded to the " Encyclopaedia 
 Britannica." It is the most scholarly, the most Encyciopae- 
 exhaustive in the subjects treated, the most dis- dia Britan- 
 tinguished in its list of contributors. In many 
 of its articles it rises to the level of an original authority. 
 But its long articles have crowded out a host of lesser 
 notices that readers have become accustomed to e.xpect in 
 a cyclopedia. As desirable, therefore, as the work is for
 
 5- THE MASTERY OE BOOKS. 
 
 the library of a scholar, its owner stands in almost as 
 
 much need as before of an all-round cyclopedia. Such a 
 
 work is found in Appleton's, Chambers's, Johnson's, or the 
 
 "International." (X" these, Appleton's, while an 
 
 Appleton s. ' ' 
 
 e.\tensive, carefully cilitetl, and standard work. 
 
 is getting- a little out of date. The other three are prac- 
 
 ticallv new. I'hambers's, the smallest, is a Brit- 
 
 Cnambers s. . , ' 
 
 ish publication, but has been carefully adapted to 
 
 American wants. Johnson's costs considerably more than 
 
 Chambers's, but very much less than either 
 
 Johnson s. •' 
 
 Appleton's or the " Britannica." Its important 
 articles are signed, and the references to authorities are 
 very full. iMoni these two, Johnson's and Chambers'.^, 
 ninety-nine persons out of a hundred will most wisely 
 choose their cyclopedia for purchase or library reference. 
 
 The Inter- The " International " is a more voluminous work. 
 
 national. j|- j^, ^^ y^^ commeuded for its late and care- 
 fully executed maps, while its volumes are of convenient 
 size ; but the work is after all only a more or less com- 
 plete revision of an old edition of Chambers's. As the life 
 of a cyclopedia is not more than twenty years, there is no 
 need of specifying earlier works. In regard to the vari- 
 condensed ous abridged cyclopedias on the market, they 
 cyclopedias. ^^.^ generally poor makeshifts, though the very 
 smallest, like Cassell's, which sell for a dollar or less, are 
 wonders of condensation, and one of this class forms a 
 convenient article of desk furniture. 
 
 The leading German cyclopedias are the handsomely 
 illustrated Conversations-Lexika of Brockhaus, 
 
 German. 
 
 and Meyer. In French the most popular 
 work of the kind is the enormous " Dktionnaire du 
 XIX^ SikW" oi I^arousse, which is the most extensive
 
 REFERENCE BOOKS AND CATALOGUES. 53 
 
 cyclopedia yet completed in any language ; though a 
 French rival, now in process of publication, French. 
 "Z« Grande Eficyc/opedie,'" may attain to even vaster 
 proportions. 
 
 Perhaps the only hint that requires to be given in 
 regard to the use of cyclopedias, though the principle 
 applies to all reference books, is an injunction to find the 
 one that answers most questions and consult that first. 
 There is much in getting acquainted with any book 
 of reference. The information desired is often missed 
 simply because the reader does not know where to look 
 for it in the book he is using. 
 
 Closely related to cyclopedias are the various classes 
 of yearbooks. Some of them, indeed, are issued as an- 
 nual supplements to cyclopedias, like Appleton's 
 
 Yearbooks. 
 
 "Annual Cyclopaedia," and the French "Revue 
 Encyclopediqite^' published fortnightly, but forming yearly 
 volumes in continuation of Larousse. Some are histori- 
 cal, like the "Annual Register;" some governmental and 
 statistical, like the " Statesman's Year-Book," and the 
 '* Almanack de Gotha ; " while still others offer a mass of 
 .statistical and other information, like Whitaker's " Alma- 
 nack," the " British Almanac," and the various almanacs 
 issued from newspaper offices, such as those of the Xew 
 York " World," and - Tribune." 
 
 The largest class of reference books is formed by cyclo- 
 pedias of special subjects, generally known as dictionaries. 
 These, like the general cyclopedias, have their 
 
 Dictionaries. 
 
 contents arranged in alphabetical order, and are 
 distinguished from them only by their restriction to a 
 single department of knowledge. Many <>f the dictiona- 
 ries, indeed, are called cyclopedias, or even encyclopedias,
 
 54 THE MASTERY OF BOOKS. 
 
 bill the simpler name is nioie appropiiatc to their charac- 
 ter. The number nl' iHclionarics may obviously be as 
 great as the number ol important subjects into which 
 knowledge may be divitletl. The mention of those most 
 frequentlv consulted in ordinary lil^raries will indicate the 
 variety of subjects covered b}' works of this class. 
 
 First in onler come those works which the name itself 
 suggests, dictionaries of language. A few years ago the 
 Dictionaries uscrs of dictionaries were virtually shut up to 
 of language. ^ choice between the two W's, — Webster and 
 Worcester ; the former associated with Yale and the latter 
 with Harvard, Worcester being regarded as better for 
 English pronunciation and literary authority, Webster 
 Dictionaries, fo,- definition and derivation. But since the 
 latest edition of Webster appeared under the name of 
 the ." International Dictionary," Worcester has had little 
 more than a historic value ; while the present rivals of 
 Webster are first, the " Century Dictionary," with its 
 splendid illustrations and almost cyclopedic character, 
 which is now reenforced by its supplemental " Cyclope- 
 dia of Names," devoted to history, biography, mythology, 
 etc. ; and, secondly, the " Standard Dictionary," a work 
 slightly larger than the "International," being published 
 in two volumes, and containing exquisite colored plates 
 besides other attractive features. Mention should be 
 made also of the " Imperial Dictionary," a British work, 
 on which the "Century" was based; Stormonth's "Dic- 
 tionary," a single volume of moderate size, valuable chiefly 
 for giving recent British pronunciation ; Latham's stan- 
 dard revision of Dr. Johnson's great work ; and Richard- 
 son's "Dictionary," which, though fifty years old, is still 
 valuable for the fullness of its quotations. But by far
 
 REFERENCE BOOKS AiV£> CATALOGUES. 55 
 
 the greatest and most important work of all is the " New 
 English Dictionary on Historical Principles," published by 
 the British Philological Society, with the cooperation of 
 English scholars all over the world. This work is now- 
 only in the beginning of the alphabet, and will not be 
 completed for years ; but it is the scholar's dictionary, 
 and should be consulted by the investigator for any word 
 that it covers. 
 
 The best German -English dictionaries are those of 
 Flugel-Schmidt-Tanger (a recent work), Whitney, Thieme- 
 Preusser, Grieb, and Weir. Of the many small „ 
 
 ' ' -' German and 
 
 dictionaries, which are often convenient, but French 
 oftener misleading, the best is the Langen- °"=^'°°^"«s- 
 Scheldt " A'otii'drterbiich,'' by O. Muret. The best French- 
 English dictionary is that of Smith, Hamilton and Legros. 
 Students of both French and German will do well to get 
 the large, or the small, edition of the Sachs-Villatte dic- 
 tionary of those two languages. The great vernacular 
 dictionaries of F"rench and German are those respectively 
 of Littre and Grimm, the latter being not yet completed, 
 though within a few years of completion. 
 
 Passing to dictionaries of literature we find for English 
 authors the great work by AUibone in three large vol- 
 umes, with two supplemental volumes; which Dictionaries 
 includes all British and American writers of of 
 
 • ■ 1. • r u • u • 1 Literature. 
 
 any promuience, givmg brief biographical no- 
 tices and lists of their works. In case of the more im- 
 portant writers, original and selected criticisms are given. 
 Two smaller works that will often be found convenient 
 are W. Davenport Adams's " Dictionary of English 
 Literature," and Oscar F"ay Adams's " Handbook of 
 American Authors." Works that give selections from
 
 56 rUE MASTERY OF BOOKS. 
 
 the writings as well as accounts of their authors are 
 Chambers's " C'vclop.xdia of l{nj;-lish Lilcralure," Charles 
 Knight's " Half hours wilh tlu- Ix-st Authors," Duyc- 
 kinck's " CvclopaiHa of Aiuciicau Literature," and the 
 great " Librars' of Ainerieau Literature" eclitecl by Sted- 
 man and llulchinsou. The best small works of this 
 twofold character arc the two \'olumcs b\' Francis H. 
 Underwood, the owe devoted to British and the other to 
 American authors. In these works the selections are 
 generally arranged elu-onologicall\', while their contents 
 are made available for reference by al[)habetical indexes. 
 A work in which chronology is niatle the chief feature is 
 F. Ryland's "Chronological Outlines of English Litera- 
 ture." A less successful but convenient work devoted to 
 writers on this side the Atlantic is S. L. Whitcomb's 
 "Chronological Outlines of American Literature." 
 
 \\\ the department of the arts, whether ornamental or 
 useful, there exist so many dictionaries that only a few 
 representative titles can here be mentioned. 
 
 In the fine arts, are to be found in everyday use in 
 our reference libraries the " Cyclopedia of Painters and 
 Paintings " by Champlin and Perkins, Bryan's 
 " Dictionary of Painters and Engravers," Nich- 
 olson's " Encyclopedia of Architecture," Gwilt's " Encyclo- 
 paedia of Architecture," Parker's " Glossary of Terms 
 used in Architecture," Viollet-le-Duc's " Dictiomtaire de 
 r architecture^' Appleton's " Cyclopaedia of Drawing," and 
 Grove's "Dictionary of Ahisic and Musicians;" in the 
 useful arts, Spons's " Encyclopaedia of the Industrial 
 
 Industrial Arts," Applctou's " Cyclopaedia of Mechanics," 
 
 arts. Knio-ht's " Mechanical Dictionary" Watts's 
 
 " Dictionary of Chemistry," Thorpe's " Dictionary of
 
 REFERENCE BOOK'S AA'D CATALOGUES. 57 
 
 Applied Chemistry," and Houston's " Dictionary of Elec- 
 trical Words." It should be remembered that, in any 
 rapidly changing science or art, all books of reference 
 soon get out of date. Any book on electricity, for in- 
 stance, that is twenty years old is thoroughly antiquated ; 
 while Vasari's " Dictionary of Painters, Sculptors, and 
 Architects," though three hundred and fifty years old, is 
 still a standard work. 
 
 In sociology we may notice Lalor's " Dictionary of Po- 
 litical Science," and Palgrave's " Dictionary of Political 
 Economy," not yet completed. In history four social 
 convenient works are Larned's " History for science. 
 Ready Reference," Low and Pulling's " Dictionary of Eng- 
 lish History," Lossing's " Cyclopaedia of American His- 
 tory," and Jameson's " Dictionary of American History." 
 In chronology the student finds several helpful 
 works: Haydn's "Dictionary of Dates," Put- '^ """y- 
 nam's " World's Progress," Woodward and Cates's " P2n- 
 cyclopaedia of Chronology," Chambers's " Book of Days," 
 and Hone's " Every-day Book." The last two are store- 
 houses of out-of-the-way information in the departments 
 of history and customs. 
 
 Some of the most useful dictionaries have been made 
 in connection with biography. The lives of many men 
 are to be found in ihe cyclopedias ; but for 
 
 ... , , , . , Biography. 
 
 general biography the reader is more apt to be 
 served by Thomas's " Dictionary of Biography," which 
 has the great merit of giving the pronunciation of the 
 names ; the dictionary by Phillips, which allots only a line 
 or two to each subject, but contains more names than any 
 other biographical work, and gives in each case references 
 to dictionaries where the life may be found treated more
 
 58 THE MASTERY OF BOOKS. 
 
 tully ; Rose's " Biographical Dictionary ; " and the great 
 
 I'^rench " Biogriif>hic Uuivosi'/lc." Vov lives of Americans 
 
 the great sources ol inlonnution are Appleton's 
 
 American. , i- r a 
 
 '• Lyclopasdia of American Biography, and the 
 " National Cyclopaedia of Anicrican Biography," the latter 
 still in course of publication ; both being enhanced in 
 value by numerous excellent ]iortrails and other illustra- 
 tions. Vo\- tlic li\cs of ICnglishnun the ffreat 
 
 British. ... 
 
 authoritx' is the monumental "Dictionary of 
 National Biography;" to whicli should be added the two 
 small but convenient works, " Men and Women of the 
 
 Time," and " Men of the Reign." For Ger- 
 
 German. ^ 
 
 man\- the standard work is the " A/Io-cmeine 
 Deutsche Biographie," now nearly completed. The most 
 useful biographical work relating to living Frenchmen, 
 
 though including other nationalities, is Vape- 
 
 French. , . . . . 
 
 reau's " Dtcttoiuiaij'e des Contemporains." 
 
 Geography is a department covered to some extent by 
 
 the cyclopedias ; but for unimportant places we must turn 
 
 to the gazetteers, of which Lippincott's " Pro- 
 Geography. _ 
 
 nouncing Gazetteer" is easily the best. Atlases 
 are of three kinds, illustrated by Keith-Johnston's " Royal 
 Atlas," Smith's "Atlas of Ancient Geography," and Lab- 
 berton's "Historical Atlas." More extensive than the 
 last are the German works of Spruner, and Droysen. The 
 second volume of Freeman's " Historical Geography of 
 Furope" is a con\'enicnt historical atlas of that continent. 
 The various divisions of classical lore are presented for 
 convenient reference in the great dictionary edited by 
 Classical William Smith, consisting of biography and 
 dictionaries, niythology, geography, and antiquities. An 
 abridgment of the whole is published in one volume as
 
 REFEREXCE BOOKS AXD CATALOGUES. 59 
 
 Smith's "Classical Dictionary." Seyffert's "Dictionary 
 of Classical Antiquities " is a standard work of somewhat 
 narrower scope. 
 
 The innumerable topics and controversies of theology 
 are presented in the exhaustive " Cyclopaedia of Theo- 
 logical Literature," by M'Clintock and Strong, 
 
 ,1 ■\- 1 ■ , Theology. 
 
 HI twelve volumes. JN early as extensive, and 
 perhaps more scholarly, are the ten volumes of Smith's 
 series, " Bible Dictionary," " Dictionary of Christian An- 
 tiquities," and " Dictionary of Christian Biography." 
 Frequent reference is also made to the Schaff-Herzog 
 " Religious Encyclopaetlia," Blunt's " Dictionary of The- 
 ology," Cathcart's " Baptist Encyclopaedia," and Addis 
 and Arnold's "Catholic Dictionary." 
 
 Of the peculiar class of books known as dictionaries of 
 quotations, the most important are Bartlett's for poetry, 
 Hoyt and Ward's and Allibone's for both prose 
 
 , Quotations. 
 
 and poetry, and Bohn s for classical quotations 
 and for proverbs. The student will also do well to bear 
 in mind Wheeler's " Noted Names of Fiction," which is 
 published in revised form in the supplement to the " In- 
 ternational Dictionary ; " and the various reference books 
 by Brewer, especially his " Dictionary of Phrase and 
 Fable," and his " Reader's Handbook." 
 
 In studying synonyms, the reader may consult the lists 
 in the princijjal dictionaries, or, more conveniently, 
 Smith's " Synonyms Discriminated," and the 
 
 1 f /- 1 1 101 Ti .' TM Synonyms. 
 
 works of Crabb and Soule. Roget s " 1 hesau- 
 rus " is a work in which the words are arranged not 
 alphabetically, as in the dictionaries, but by subjects. 
 Its object is to suggest the right word when it cannot 
 be recalled. The concordances most frequently used arc
 
 6o THE MASTERY OF BOOKS. 
 
 those ot Criiden, \\)ung-, and bLion^ lo ihc Bible, and 
 those of Clarke and Bartlett to Shaksperc. In- 
 
 Concordances. r • -i i 
 
 doxes or a similar character hax'c been made 
 for the writings of Milton, 'I'ennyson, Burns, Shelley, and 
 others — chiefly poets. 
 
 The student who is looking up some elusive point should 
 not rest content with the general reference books already 
 nieniioned, nor abandon his search before he has availed 
 himself of the assistance indicated in the next division of 
 
 Indirect tlic subjcct, I'lidiirct liclps. Thcsc are gener- 
 heips. j^iiy l^nown as catalogues or bibliographies, and 
 instead of containing the information sought, they serve 
 merely as guideboards to point out the sources of infor- 
 mation. This class of books Charles Lamb places among 
 " books that are not books " ; but certainly a carefully pre- 
 pared catalogue, especially if it is selective or annotated, 
 deserves to rank as a contribution to knowledge, if not to 
 literature. Catalogues are of two kinds : general, like the 
 Brooklyn and Peabody catalogues, which are limited only 
 by the books in their respective libraries ; and special, like 
 President C. K. Adams's " Manual of Historical Litera- 
 ture," and Bowker and Iles's " Reader's Guide in Eco- 
 nomic, Social, and Political Science," both of which are 
 selective and annotated. The general works are usually 
 called catalogues, the special works, bibliographies. Cata- 
 logues exist in one of two forms, written or 
 
 Catalogues. 
 
 printed ; and, while this may be said of all 
 books, catalogues are almost the only manuscript works 
 for which printing is not always regarded as desirable. 
 Few college or other reference libraries at the present 
 time print their catalogues. The gain does not repay the 
 cost, and the inconvenience of having several alphabets to
 
 REFEREiXCE BOOKS AND CATALOGUES. 6 1 
 
 consult, as supplements become necessary, is a decided 
 disadvantage, ^ilany libraries, however, have published 
 catalogues that, from the nature of their collections and 
 the skill of the cataloguer, form genuine contributions to 
 bibliography. These the student should be familiar with. 
 Among the most noteworthy are those of the Peabody 
 Institute Library at Baltimore, the Boston Athenaeum, 
 and the Boston, Brooklyn, Worcester, Cleveland, Cincin- 
 nati, and Providence public libraries. Great as is the 
 knowledge of books and things demanded for their mak- 
 ing, the plan of these catalogues is extremely simple. 
 The title of every book is usually entered under three 
 different headings, so that it can be found by one who 
 knows the author, the subject, or the title. For instance, 
 the three entries of James T. Fields's " Yesterdays with 
 Authors," would be under Fields, the author ; Yesterdays, 
 the title ; and EnglisJt Literature, the subject. The great 
 catalogues of the Astor Library in New York and of the 
 British Museum are confined to the author entry. 
 
 There are also certain catalogues, not of a library, but 
 giving all the books in a language, or a selection of books 
 in one or more languages. These works are BibUogra- 
 especially helpful in selecting books, and no p*^'^=- 
 student can afford to overlook them. Chief among them 
 arc, the •' British Catalogue," the " American Catalogue," 
 Kayser's " Bncher-Lexikoii," Loronz's " Catalogue de la 
 Libraire Franqaise^' Lowndes's " Bibliograj^her's Manual," 
 Sonnenschein's "Best Books," and the great ''Manuel 
 du Libraire'' of Brunet. These works mention publishers 
 and prices. Good examples of special catalogues, or 
 bibliographies, are Gardiner and Mullingcr's "Introduc- 
 tion to the Study of English History," Sabin's " Bibli-
 
 Indexes. 
 
 62 THE MASTERY OF HOOK'S. 
 
 otheca Americana," and Winsor's "Ilantlbook of the 
 American Revolution." 
 
 Our means of research are j^^reatly extended by the 
 booivs ivnown as indexes. y\n especially helplul work 
 of this kind is the "iAmerican Library Association In- 
 dex to General Literature," which is brought 
 down to date in the "Annual Literary Index." 
 The works of miscellaneous writers like Carlyle, Ruskin, 
 and Macaulay often contain information discoverable 
 through their indexes, which would be hard to find other- 
 wise. But undoubtedly the great index of the world — 
 at least in popularity — is Poole's " Index to Periodical 
 Literature," which unlocks the treasures of all important 
 magazines and reviews in the ICnglish language. It is 
 often advisable, however, to refer to the separate indexes 
 published by many of the magazines. For out-of-the-way 
 information, the collective or annual indexes to " Notes and 
 Queries," — both the British and the American publica- 
 tions of this name, — should not be neglected. A con- 
 venient series has been issued under the title of " 0. P. 
 Indexes," several of the volumes covering the chief Ger- 
 man and French magazines ; though for most foreign 
 periodicals we have still to depend upon their own indexes. 
 The quotation from Pope which their compiler, Mr. Gris- 
 wold, chose for these indexes may fitly close our general 
 discussion of reference books : — 
 
 " How index learning turns no student pale, 
 Yet holds the eel of science bv the tail."
 
 CHAPTER V. 
 PERIODICALS. 
 
 In a clever bit of fancy entitled "The Nation's Un- 
 known Guest," Mrs. Alice Wellington Rollins has pic- 
 tured an imaginary visit of Columbus to the coiumbus 
 World's Fair. Of all the objects of wonder and the 
 which meet his gaze in the fair itself, nothing "^"'^p^p"- 
 astonishes him more than the newspapers which he is 
 clamorously pressed to buy. At last, after purchasing a 
 copy, he remarks, " Print ! it is all in print ! and such fine 
 print ! Can it be that literature is now in the hands of 
 the people, and for two cents .' Truly, there is enough 
 here for a winter's reading. I will save it for the winter." 
 
 There is no anachronism in thus ascribing to Columbus 
 an ignorance of the newspaper, for the earliest form of 
 the modern periodical, the " News Bulletin," ^^.^^^^ ^^ 
 dates from the year 1498, six years after the the news- 
 discovery of America. But this publication ^^''"' 
 appeared only irregularly. The real progenitor of the 
 modern newspaper saw the light more than a century later 
 in Germany, the oldest copy preserved bearing the date 
 161 5, the year before Shakspere's death. Publications 
 that can be compared to the modern newspaper existed, 
 however, in Rome and Greece, and a thousand years earlier 
 in China ; but the modern daily paper, as we now know 
 it, is scarcely older than the la.st quarter of the nineteenth 
 century. I'or it is the product not merely of the art of 
 
 63
 
 64 - THE MASTERY OF BOOKS. 
 
 print iny;, but also of the power perfecting press, and the 
 still more recent developments of photographic engraving ; 
 while the telegraph, the ocean cable, and the telephone are 
 perhaps ctiually iinpoilant factors in its production. 
 
 \\\\\ \\c must tirst detine the woid periodical, which we 
 ma} agree to regard as a iniblication appearing generally 
 Definition of at rcguhu' iulcrvals, and having no natural ter- 
 periodicai. niinatiou. Appleton's " Cyclopaedia " was is- 
 suctl at the rate of about five xolumes a year, but that fact 
 did not constitute it a ])eriodical, since it had a natural 
 termination in the letter Z. Appleton's "Annual Cyclo- 
 paedia " appears only once a year, but it has no natural ter- 
 mination, and is therefore a periodical. The " Ten-Year 
 Book " of Cornell University, the triennials and quinquen- 
 nials of other colleges, as well as their annual catalogues, 
 are all periodicals. The postal law excludes annuals from 
 periodical rates, but the distinction is purely an arbitrary 
 one. 
 
 Periodicals are generally classed according to their in- 
 tervals of publication, and we shall find that this arrange- 
 ciasses of mcut brings together groups that have other 
 periodicals, characteristics in common. Thus the annuals, 
 when not reports of societies or institutions, are generally 
 historical or statistical, formerly also literary. Such are 
 Appleton's "Annual Cyclopaedia," the "An- 
 
 Annuals. 
 
 nual Register," the '' AbnanacJi de Got/ia,'' the 
 "World Almanac," the "Statesman's Year-Book," and 
 other works of similar nature. Semiannuals are not com- 
 semi- mon. They generally represent some high 
 annuals, grade of Scientific work which can command 
 only a few subscribers, or else are published at this inter- 
 val for reasons of convenience. A work of importance to
 
 PERIODICALS. 65 
 
 bookbuyers, Hinrichs's " Half-Yearly Catalogue of Ger- 
 man Publications," niav stand for this class. 
 
 The quarterlies are the heavy artillery of periodical 
 literature ; though — to continue the illustration — rapid- 
 firing arms ha\-e in recent years greatly dimin- 
 
 Quarterlies. 
 
 ished their supremacy. At one time all impor- 
 tant articles appeared in this form, but the practice is 
 now confined mainly to scientific and philosophical pub- 
 lications. In this department we find the " Edinburgh," 
 " Quarterly," and " Scottish " reviews, the " English His- 
 torical Magazine," " Mind," and many periodicals re- 
 stricted to special subjects. In our own country this 
 class includes, for instance, the old " North American," 
 and many defunct reviews, the " Political Science Quar- 
 terly," and the " Quarterly Journal of Economics," but 
 few current publications of a literary character. 
 
 Modern life moves too fast for readers to wait three 
 months for the next installment of a continued story or 
 discussion, and so in our generation the favo- 
 
 . Monthlies. 
 
 rite class of magazmes has come to be the 
 monthly. In the old review, in deference to its name, 
 every article pretended to give a critical discussion of one 
 or more books ; though, as a matter of fact, the reviewer 
 generally took the book as a mere text or pretext for his 
 own discourse. The modern magazine has dropped the 
 superfluous and misleading fiction of the review, and 
 frankly sets out to instruct or entertain its readers in 
 any way it sees fit. Among the most important maga- 
 zines published in ICngland are the " XineteeiUh Century," 
 the "Westminster," " Coiitem|)()rary," and " l•^)rtnightly " 
 reviews, the latter being published monthly in spite of its 
 
 KOOP. MAbT. OF BKS. —0.
 
 66 THE MASTERY OF BOOKS. 
 
 name, and the " English Ilhistrated," " Blackwood's," and 
 " Macmillan's "' magazines. The .American ri\als of these 
 are chiefly the " Atlaiilic Monthly," "Harper's," " Scrib- 
 ner's," " McClure's," ihc " I'cntui)-," the "Cosmopolitan," 
 the "Arena." the " I'\)rum," "North American Review," 
 " New I'jigland Magazine," " Popular Science Monthly," 
 "Catholic World," and "Vale Review." The "Philo- 
 sophical " and " Geological " re\'iews appear at the unusual 
 intervals of \.\\o months, and a month and a half, respec- 
 ti\'el}-. A wortl should be said, in passing, of the long list 
 of defunct magazines, some of which, like " I'raser's " in 
 England, and " Putnam's " in America, have never been 
 entirely replaced. Some few magazines, like " Marper's," 
 the " Review of Reviews," and the " Bookman," are pub- 
 lished simultaneously in PZngland and America, but with 
 certain variations to suit their different constituencies. 
 
 The word magazine has almost come to mean an illus- 
 trated monthly publication ; and while the introduction of 
 niustrated pictures is not entirely new, since it began in 
 magazines. ^\^(^ f^-gt j-^^jf (^f ^j-^g nineteenth century, it is 
 
 only in the last quarter of the century that the illustra- 
 tions have taken on such a character as to make them a 
 controlling element of the periodical's success. Since 1880, 
 "Harper's," the "Century," " Scribner's," and the "Cos- 
 mopolitan," and since 1890, "McClure's," " Munsey's," 
 and " Peterson's " have each attained to a circulation that 
 leaves the pictureless magazines hopelessly in the rear. 
 An excellent idea of the complex elements that go to 
 make up a modern illustrated magazine is given in a 
 little pamphlet issued by the Cosmopolitan Company, 
 which describes the financial conditions under which a 
 great magazine has to be conducted, and makes clear
 
 PERIODICALS. 6"/ 
 
 that the day of small things in such enterprises is for- 
 ever past. Yet due admiration for the promoters of these 
 financial ventures should not cancel our respect for the 
 publishers of purely literary monthlies like the " Atlantic 
 Monthly " and some of the English magazines, who have 
 steadfastly resisted all the seductions of large sales as 
 the reward of merits often at variance with those of 
 literature. 
 
 The fortnightly is the favorite form of periodical on 
 the continent of Europe. The greatest literary magazine 
 in the world, the ''Revue des Deux Mondesi' 
 
 Fortnightlies. 
 
 appears twice a month. But among English 
 readers this period has not proved a popular one, the 
 "Fortnightly Review," as we saw, having been changed to 
 a monthlv. Even in passing from quarterlies to month- 
 lies wc detect, as a rule, a greater popularity or brevity 
 of subject matter as connected with greater freciuency of 
 publication ; but in passing to the weeklies these qualities 
 become distinctly marked. They are still far from the 
 stage of truly ephemeral literature, or writings designed 
 only for the day, but by one simple test it can be shown 
 how much less permanent are weekly publications than 
 periodicals issued at longer intervals. While the weeklies 
 published greatly outnumber all other periodicals, our 
 college libraries bind and preserve about one weekly for 
 every two quarterlies or three monthlies. This, at least, 
 is the case at Brown University ; where only one sixth of 
 the periodicals bound are weeklies, and these, for the 
 most part, are not devoted to general literature, but bear 
 directly upon the work of some department of the uni- 
 versity. 
 
 It is worth noticing that none of the periodicals thus
 
 68 THE MASTERY OF BOOKS. 
 
 far considered have been devoted to the spread of news, 
 f(M- in our day the newspaper is seldom a weekly, except 
 in limited, particularly rural, districts. The weekly \s, par 
 cxcclh'HCi\ the "organ." Ouartcrl}- or monthly publication 
 is too infrequent to hammer a new doctrine into the public 
 mind, while there ai"e few theories substantial 
 
 Weeklies. ,- • , • i r i -i ■ i 
 
 enough to turnish material tor a daily journal ; 
 so the weekly becomes the mouthpiece of the reformer. 
 While there are many weeklies of general scope, — jour- 
 nals of civilizatio7i, — most weekly publications have some 
 page or column to which the rest is an appendage. The 
 movements which these numerous organs represent are 
 as various as human interests. Religion, education, tem- 
 perance, health, housekeeping, fashion, sport, humor, sci- 
 ence, industry, are themes each of which has not only one 
 but many weekly exponents. With reference to their 
 make-up, two peculiar classes of weekly papers merit 
 especial notice. First, those made simply by compilation 
 from the daily paper published in the same office. These 
 papers are apt to be patchy ; but they can be sold at a 
 much lower price than original weeklies, since they are 
 made up from the type of the daily issues, and involve 
 little new typesetting. Secondly, the special editions of 
 daily papers, issued on one day of the week, usually 
 Saturday or Sunday. The delightful Saturday edition of 
 the Boston "Transcript" is a good instance "of this class, 
 while the Sunday paper, which may have been an out- 
 growth of the Saturday publication, is familiar ad nauseam. 
 The latter publication is often quite distinct from the 
 week-day journal whose name it bears, and, as a rule, is 
 more distinguished for spread of canvas than for cargo. 
 Since the recent introduction of coarsely-engraved pictures
 
 PERIODICALS. 69 
 
 into daily journals, the character of the Sunday paper has, 
 if possible, declined. Many are the devices for cheapen- 
 ing production in our weekly and daily papers. Patent 
 insides, stereotyped strips, and syndicate articles are 
 among the most familiar. On one occasion an eight-page 
 Vermont weekly came to its subscribers shorn of half its 
 fair proportions. The explanation was frankly given that 
 its patent insides had not arrived in time. On the whole, 
 however, weekly papers are written with more care, and 
 read more attentively than the dailies ; and, since they 
 are for the most part printed on fairly good paper, they 
 stand some chance, in contrast to the dailies, of being 
 accessible to future generations.^ 
 
 1 Our daily journals are at present printed on paper of such poor quality 
 
 that if a single number of a newspaper of our time, even of those bound and 
 
 preserved in fireproof libraries, is in existence one hundred 
 
 . .,, , ••,<«! Perishability 
 
 years from now, it will be as great a curiosity as a brown o( ^o^ern 
 
 Greek manuscript " is to-day. We have on our library shelves ^qo)s_s and 
 books over four hundred years old, printed on linen paper, the papers, 
 
 pages of which present as brilliant a contrast of white and black 
 as is displayed by the finest productions of the modern press ; while we have 
 numerous other books not yet ten years old which are already beginning to 
 crumble with age. These are sometimes costly books, and often official 
 documents of great importance. But, unless they are reprinted on good 
 paper before many years, the records they seek to transmit to future genera- 
 tions might almost as well have been written in water. The rapid decay of 
 the paper is due to the use of wood-pulp stock in place of linen or cotton 
 rags. The reason for its use is of course cheapness. Librarians have long 
 protested against the evil, but to no purpose. They have entreated that a few 
 copies, at least, of our leading dailies and weeklies might be printed on good 
 rag paper, in order that these important documents might be preserved for 
 the students of future centuries, but the reply is always returned that it will 
 not pay. A cynic might be justified in saying that while the great civiliza- 
 tions of the past have left behind them memorials that give promise of lasting 
 as long as the race endures, our own ephemeral civilization has been self- 
 doomed to trace its records upon a material less enduring than the life of an 
 individual. See " Publishers' Weekly," March 9, 1895.
 
 70 THE MASTERY OF BOOKS. 
 
 After all, the real subject of the present chapter is 
 Daily the daily newspaper, for it forms the intellect- 
 newspapers. yyy\ food, the school and college, of the great 
 majority oi the world's readers. In the early hours of this 
 morning there was produced in the United States alone 
 nioie printed matter than was in existence in the whole 
 world one hundred years ago ; and every word of all this 
 print has lound its readers, some portions their hundreds 
 of thousands of readers. In respect to all important items 
 of news, the millions of readers all over our land — in 
 respect to the most important items of news, the readers 
 of the whole world — ha\e had exactly the same source of 
 information. Never was there an equalizing influence in 
 all the history of human kind that for a moment could 
 compare with this. King and hod-carrier, banker and 
 bootblack, scholar and shopgirl, have all received their 
 knowledge of current events through the same channel. 
 Truly, as an acute English critic has expressed it, in place 
 of the three powers, or estates, that ruled the world a 
 century ago, there is now not a fourth estate, but only 
 one — the press. 
 
 In a study of journalism it would behoove us to con- 
 sider what the press ought to be, and how to make it so ; 
 
 Faults of but the present discussion must be restricted to 
 
 the press. ^ Statement of just what the daily paper is, and 
 why it is so. Knowing its faults, we shall be warned against 
 them ; and knowing their causes, we shall not be hasty 
 either in our condemnation of them, or in our acceptance 
 of any remedies proposed for their correction. Their sins 
 indeed are as scarlet. Says a world-famous astronomer 
 and author ^ : — 
 
 ^ Camillc Flammarion in "Omega."
 
 PERIODICALS. 71 
 
 " The journals of the world have long since become purely busi- 
 ness enterprises. The sole preoccupation of each is to sell every 
 day the largest possible number of copies. They invent false news, 
 travesty the truth, dishonor men and women, spread scandal, lie 
 without shame, explain the devices of thieves and murderers, pub- 
 lish the formulas of recently invented explosives, imperil their own 
 readers, and betray every class of society, for the sole purpose of 
 exciting to the highest pitch the curiosity of the public, and of 
 'selling copies.' " 
 
 But, granting the worst that can be charged against the 
 press, its flaunting commercialism, its grovehng aims, its 
 moral cowardice, its party or caste sophisms in the place 
 of convictions, its truckling to mere success and power — 
 granting all this, what do we find the press, after all, but 
 a mirror of the life of our age } The reform of the press 
 is therefore simply the reform of society itself. 
 
 To its publisher, the newspaper is simply and solely a 
 means of making money. As an experienced journalist 
 acknowledges ^ : " The fundamental principle of thc news- 
 metropolitan journalism to-day is to buy white P^f^"" ^^°^ 
 
 thepublish- 
 
 paper at three cents a pound and sell it at ten er-s point of 
 cents a pound. And in some quarters it does view, 
 not matter how much the virgin whiteness of the paper 
 is defiled, so long as the defilement sells the paper." Nor 
 is even this proportion great enough. The newspaper is 
 a device for buying paper and getting a profit on it before 
 it has begun to be sold ; for it is stated as a fact that our 
 more prosperous newspapers could all be given away and 
 still be published at a profit. This is made possible, as 
 everyone knows, through their advertisements. When 
 it is remembered that some business firms spend ;i thou- 
 sand dollars a day in advertising, the enormous importance 
 
 ' J. \V. Kclkr, in "The Forum," vol. xv., 1893.
 
 72 THE MASTERY OF BOOKS. 
 
 of this Icaturc in ihc cH)iintini;-i()()in of the newspaper be- 
 comes at once apparent, — an importance felt throughout 
 the entire character of the paper. For, in order to attract 
 advertisers, a paper must <;ain a wide circulation, and, more- 
 over, the chief profit of a large circulation comes from 
 advertisers, not from subscribers. There is, therefore, a 
 pressure on the business management not merely for large 
 returns from daily sales, but also for such returns as rep- 
 resent large daily sales. A circulation of twenty thousand 
 copies at five cents each, representing a daily income from 
 direct sales of a thousand dollars, is nowhere near so prof- 
 itable as a circulation of fifty thousand papers at two cents 
 a copy, though the daily receipts from sales are the same ; 
 for advertising space in a paper of fifty thousand circula- 
 tion is two-and-a-half times as valuable as in a i)aper cir- 
 culating only twenty thousand copies. 
 
 So the newspaper has not the choice of finding fit au- 
 dience, though few ; it must obtain a numerous patronage, 
 or cease to exist. The newspaper must, therefore, first of 
 all be a w^-wj-paper. It must cater, not to say pander, to 
 the curiosity of the great public. So insistent is the public 
 on this point, that one of our great papers is said to have 
 permanently lost a large percentage of its subscribers 
 because once, through some accident, it failed to report an 
 important local fire. But provided all the news be given, 
 the public seems to demand little distinction between the 
 important and the unimportant. Indeed, the items of real 
 moment are often hard to discover amid the overgrowth of 
 matters of no rational concern to any human being, which 
 yet make up nine-tenths of the "news " in every morning 
 and evening paper. It would be pleasant if we could 
 regard this false perspective of values as a temporary, or
 
 PERIODICALS. 73 
 
 at least a diminishing, evil in journalism. But a recent 
 critic ^ has noted that in a New York newspaper of the 
 highest class the literary element in the Sunday edi- 
 tion, from 1 88 1 to 1893, sank to one third of its former 
 proportions, while mere gossip had increased twenty-three 
 times. The increase of sporting news from one column to 
 six and a half, and the dropping of religious matter from 
 two columns to nothing, can hardly be looked upon as an 
 improvement ; but it is scarcely more startling than the 
 changed proportions of gossip and literature. 
 
 Most papers are ostensibly addressed to all grades and 
 shades of readers ; but, as a matter of fact, the newspaper 
 world, like the geographical globe, is divided by classes of 
 its parallels and meridians. One set of divisions, papers, 
 which we may let the meridians represent, mark off the 
 reading public into parties and sects. The other dividing 
 lines, like parallels, separate them into classes and grades. 
 So we find one Republican paper, for instance, designed 
 more especially for the upper class of society, another for 
 the middle class, another for the lower class. The same 
 principle holds good with regard to the organs of most 
 parties and sects. It is worth remarking that the so-called 
 independent papers are generally so only in respect to 
 party divisions. Socially they are apt to be as narrow 
 in their sympathies as any partisan journals. No fair- 
 minded person can fail to deplore the connection of party 
 or class j^rejudice with the dissemination of Party spirit 
 news. At present, however, the reader must >" journalism. 
 accept the press as overwhelmingly jDartisan. On this 
 basis it is evident that a newspaper has first of all to 
 please enough members of a jiarty or sect to insure its 
 
 ' Mr. J. G. .Speed, in "The Forum," vol. xv., 1893.
 
 74 THE MASTERY OF BOOKS. 
 
 circulation. To tlo this it must never depart so far from 
 the bias ol" its patrons as to seek to lead their opinions ; 
 though it must make great professions of leadership. It 
 will even assume leading positions — but always in non- 
 essentials. It must flatter the choice of its buyers by 
 constantly boasting of its infallibility, while it conceals 
 the often insignificant personality of its writers behind 
 the editorial " We." In France signed articles are the 
 rule; but this practice is condemned by so liberal a critic 
 as Zola, on the ground that it reduces journalism to a 
 personal squabble, though it certainly is in the interest of 
 truth that the public should know who are its informants 
 and professed instructors. 
 
 Moreover, to the editor himself this loss of personality 
 is an important concern. No matter what his own views 
 Hireling are he must echo the opinions of the manage- 
 journahsts. nicnt, or, rathcr, the opinions adopted by the 
 management as the most paying for the paper to advo- 
 cate ; for the owners as well as the writers of a paper 
 may have no belief in its so-called "principles." A hun- 
 dred years ago in France, one man published two papers. 
 "Zi? Moniteur Utiivo'sel," which took the side of the gov- 
 ernment, and " Le Journal Public,'" which sided with the 
 opposition. One of the most interesting episodes in the 
 history of journalism is the shifting of these papers in re- 
 sponse to the political changes which were then taking 
 place in France. Let the student who has access to a file 
 of the ^^ Moniteur''' trace, for instance, its utterances dur- 
 ing Napoleon's triumphal march from Elba to Paris. The 
 manner in which the epithets applied to the emperor de- 
 creased in hostility as he approached the capital is one of 
 the curiosities of journalism.
 
 PERIODICALS. 75 
 
 A certain Republican paper in New England had at one 
 period not a Republican connected with it. In fact, this 
 divorce of expression from belief is so common that an 
 editor, in considering a new position, never stops to ask the 
 political complexion of the paper he contemplates writing 
 for. Sometimes, when an editor is sick, his rival will fur- 
 nish his editorials in addition to his own, and thus in one 
 paper demolish the arguments he has just constructed in 
 another ; while perhaps his own convictions agree with 
 neither. Journalists have even been known to hold 
 debates with themselves in rival papers. But in spite of 
 the commonness of this special pleading, this hired advo- 
 cacy of unbelieved opinions, it can hardly reconcile itself 
 with morals ; and we may well recall the saying of Haw- 
 thorne, that no man can wear one face to himself and 
 another to the world, without, after a while, becoming 
 confused as to which is the true one. 
 
 In view of these facts, how shall we read the news- 
 papers and yet preserve our integrity .^ We must simply 
 learn to make allowance, to read between the 
 
 How to 
 
 lines. When we have taken the party longi- obtain the 
 tude and social latitude of a paper, we know its truth from 
 
 newspapers. 
 
 position. We know what it regularly cries up, 
 and what it as regularly cries down. We are, therefore, 
 on our guard as to accepting its opinions either way. Dr. 
 Samuel Johnson never mentioned Whigs but with con- 
 tempt. Accordingly we know how to value the great 
 essayist's opinion in party matters. But, hostile as party 
 spirit is to truth and right social order, the journalism of 
 our day is so interwoven with it, that often the best one 
 can do is to read the foremost opposing- papers and use 
 their conflicting statements as an offset one to the other.
 
 "J^ THE MASTERY OF BOOKS. 
 
 Unless :"i man would be out of the world he must needs 
 read the papers ; hut, until he has trained his eyes to read 
 between ami behiiul their lines, his safest course is to read 
 both sides, and always to read with his eyes wide open. 
 One wholesome result to a young man from all-round 
 newspaper reading; is the enforced realization of the fact 
 that man\- people in the world look at things in a very dif- 
 ferent way from himself, or his party, or his social class. 
 
 Formerly, at our college commencements, candidates for 
 
 the master's degree delivered orations immediately follow- 
 
 _. ing those of the graduating students. But the 
 
 The press a '- o & •■ ^ 
 
 mirror of coutrast in tonc was so great, the students just 
 the world. gQiiig out iuto Hfc wcrc so optimistic and confi- 
 dent, the men who had already had three years' experience 
 of the world were so embittered and cynical, that in one 
 of our colleges, at least, the practice was for this very 
 reason discontinued. Why were the bachelors of arts so 
 hopeful, the masters of arts so disillusioned and despon- 
 dent } Simply because the college of that day afforded no 
 preparation for actual life, and even stood in the way of a 
 just knowledge of it. Our colleges do better now ; but 
 there is none so practical that its students can afford to 
 overlook the picture of life presented by the newspapers, 
 and the working knowledge it affords of the world they 
 are destined to enter. 
 
 The great cathedrals of the Middle Ages, with their 
 carvings and sculptures, which illustrated all subjects from 
 The epic of the sacrcd to the grotesque, have been called 
 modern life. |-]^g ncwspapcrs of their time. There is no 
 doubt that the theater of Shakspere's day, with its suc- 
 cession of novelties, and its wide range of historical and 
 literary material, filled many of the ofifices of the modern
 
 PERIODICALS. jy 
 
 daily paper. But it may well be doubted if either the 
 majestic and quaint cathedrals or the mighty Shak- 
 sperean drama presented such a wealth and variety of 
 dramatic spectacle as the modern newspaper daily un- 
 rolls before our eyes. In the morning paper the whole 
 world of the past twenty-four hours is spread before us as 
 on a map. The great deeds of world-wide import, inter- 
 mingled with the petty occurrences of our own neighbor- 
 hood, are all there presented. Many a novelist has drawn 
 his deepest inspiration from the newspapers ; and we 
 may be confident that, if the Columbus of our story had 
 really taken his newspaper home and devoted the winter 
 to a careful reading of it, had let his imagination play over 
 its contents and his sympathy and indignation resjDond to 
 the varied calls therein made upon them, — we may be 
 sure that he would not have found the winter long enough 
 to exhaust the supply of suggestion contained in a single 
 newspaper.
 
 CHAPTER VI. 
 
 MEMORY AND NOTE-TAKING. 
 
 In these days of interest in folk-lore, no apology is 
 necessary for introducing the present discussion of mem- 
 Mnemonics ^^7 ^^Y ^^^ iHustration drawn from the story of 
 of "Hop o" "Hop o' My Thumb." The reader will recall 
 ^ ""^ ■ how the hero of the tale, on overhearing that 
 he and his brothers were to be led into the woods and 
 abandoned, filled his pockets with white pebbles from the 
 brook, which in the course of their journey he slyly 
 dropped along the way, so that when the children were 
 left alone he was able to lead them home again, by re- 
 collecting the pebbles which marked their course. On 
 another occasion he overslept, and had only time to snatch 
 a crust from the table. This, when scattered in crumbs 
 along the route, was eaten by the birds, and when the 
 children sought to return they could not find their way ; 
 they had lost the power of re-collection.^ This 
 
 Recollection. . ^ , ... , . 
 
 epic of the nursery is introduced to emphasize 
 the fact, that what we are chiefly concerned with is not the 
 retentive, but the reproductive, memory ; not the power to 
 The retentive remember, but the power to recall. The mem- 
 memory. Qj-y^ jj^ fact, appears to retain everything once 
 intrusted to it, — even unconscious impressions. But the 
 facts retained, like a railroad ticket which has been 
 
 . ^ For the suggestion of thi.s illustration I am indebted to Middleton's 
 ".Ml about Mnemonics." 
 
 78
 
 MEMORY A. YD NOTE- TAKING. 79 
 
 mislaid, are of little use unless they can be produced on 
 demand. Still, the wonders of the retentive memory are 
 so astonishing that a few instances deserve to be cited. 
 
 An uneducated German girl, in the delirium of fever, 
 spoke Latin, Greek, and Hebrew. She was at first 
 thought to be possessed of a devil ; but it was recalled 
 that in childhood she had lived in the house of a priest 
 who was accustomed to walk up and down, reading aloud. 
 His books were searched, and the very passages she had 
 recited were discovered. Thus, what she had heard with- 
 out understanding, or even consciously listening to, had 
 nevertheless remained in her memory. Another instance 
 is that of a Welshman, who had lost the power to speak 
 his native language, but while suffering from a blow on 
 the head could speak only Welsh. When he recovered 
 his health his command of his mother tongue again for- 
 sook him. A great niudern linguist, by a similar accident, 
 lost his knowledge of several languages. 
 
 But, ordinarily, when we speak of memory we mean 
 the power of recollection. In the definition of the dis- 
 tinguished memory-teacher, Dr. lulvvard Pick, Definition of 
 "Memory is that faculty of the mind by which memory 
 ideas arc reproduced exactly, and without any change." 
 Of this reproductive memory some classical instances 
 may be cited. Themistocles is said to have known each 
 of the twenty thousand citizens of Athens ; powerful 
 and a similar acquaintance with the inhabitants memories, 
 of Rome is ascribed k) Scipio. Caesar is recorded to have 
 known the names of all his soldiers. What is quite as 
 wonderful, old John Brown could instantly detect a new 
 face in his flock of three thousand sheep. Macaulay and 
 Lord Granville could repeat the New Testament in Greek ;
 
 8o THE MASTERY OF BOOKS. 
 
 and Macaulay, furthermore, could give, word for word, the 
 Old Testament in English, as well as " Paradise Lost " 
 and " Pilgrim's Progress." The actor Cooke once, on a 
 wager, committed to memory every word of a daily paper. 
 Bossuet, the greatest of P'rench orators, knew by heart 
 the Bible, Homer, Vergil, Horace, and many other works. 
 Niebuhr, the Danish historian, was in youth employed in 
 a public office. Once, when part of an account book had 
 been destroyed, he restored the record from memory. In 
 like manner, Magliabechi repeated every word of a manu- 
 script he had been reading, which, to test his memory, its 
 owner pretended to have lost. Daguesseau humorously 
 pretended to have known already a new satire which the 
 poet Boileau read to him, and, to prove his assertion, 
 repeated it twice without a mistake. The memory of 
 locality sometimes reaches an astonishing development, 
 as when a Swiss guide, led blindfolded for hours in and 
 out among the streets of London, took the most direct 
 way to his starting point, as soon as his eyes were un- 
 covered. A great mathematician, when referring in con- 
 versation to books on his subject, is accustomed to give 
 the page on which the passage cited occurs. Examples 
 might be multiplied to show the prodigious possibilities 
 of memory ; but the question arises as to the desirability 
 of such attainment. 
 
 Themistocles, in the anecdote familiar to all, asserted 
 that he preferred forgetful ness to memory. Numerous 
 Art of writers (Dr. Bru.x, Dr. Holbrook, Brother Aza- 
 (orgetting. ^j^g^ y[^ Middlcton, and many others) have 
 treated of the art of forgetting. Hamerton, in his " Intel- 
 lectual Life," develops the idea that a poor memory may 
 really be a selective memory, and therefore a blessing
 
 MEMORY AND NOTE-TAKING. 8 1 
 
 in disguise. Macaulay asserts that an author with a good 
 memory should read little, or he will lose originality. We 
 all have known men personally, or through their books, in 
 whom memory had swamped the other powers of the 
 mind. But all objections to a strong memory seem rather 
 in the nature of warnings against the abuse of a good 
 thing than against the possession itself. Certainly the 
 testimony of all ages is in favor of a retentive Tributes to 
 memory. In the mythology of Greece, Memory memory, 
 is the mother of the Muses ; in the Norse mythology, 
 Thought and Memory are the two ravens that perch on 
 Odin's shoulders ; while the fact that in all times and 
 countries teachers of memory have flourished would imply 
 a constant popular appreciation of memory. From the 
 same circumstance we may infer that the possibility of 
 educating the memory has always been a wide- Education 
 spread belief ; and in spite of the vast differ- °f "memory. 
 ences in strength of memory which e.xist among men, this 
 belief can easily be shown to be correct. In regard to 
 memory, as with all other powers, every person has, no 
 doubt, an inborn limit of attainment which no training 
 can extend ; but just as in gymnastics the finest athletes 
 are sometimes developed out of the most unpromising 
 material, so in the training of the memory a man never 
 knows his possibilities until he tries. A few examples 
 will make it clear that no student, without giving his 
 memory a fair trial, should despair of its development ; 
 while they also force upon us the conclusion that in mem- 
 ory, as in most other faculties, few persons come any- 
 where near their limit of attainment. 
 
 Prof. Norton II. Townshend, c)f the Ohio Agricultural 
 
 Koop. Mast, of Bks. — C
 
 82 THE MASTERY OF BOOKS. 
 
 College, received at the age of five years a fall by which 
 his memory was nearly destroyed. What he had learned 
 before his injury had to be acquired again. A lesson 
 
 Professor carefully prepared would be forgotten before 
 Townshend. iccitation timc. If sent on an errand he 
 wt)uld have to return to ask what he had been sent for. 
 Driven almost to despair by such experiences, he set about 
 a regular course of memory-training, and in process of 
 time succeeded so well that he surpassed all his com- 
 panions in strength of memory, As an instance of train- 
 ing begun much later in life may be cited the case of 
 
 Thuriow Thurlow Weed, the famous publicist. Upon 
 Weed. j-jjg entrance into journalism and politics, two 
 spheres that above all others demand a ready and unfail- 
 ing memory, he relates that his memory was a sieve. 
 Realizing that this defect was an absolute bar to his 
 advancement, he set about remedying it, and at length 
 attained a power as remarkable as his previous weakness. 
 His method, it may be added, was the simple but effect- 
 ive one of recalling every night what he had done during 
 the day. 
 
 Scientific education of the memory must of course be 
 based upon the philosophy of the memory ; and we may 
 
 Philosophy be certain that a subject so important has not 
 
 of memory. ]5(;en neglectcd by the philosophers. Among 
 them we naturally find two classes, — those who regard 
 memory as a power of the soul, and those who treat it as 
 a bodily function. In like manner, recollection, or the re- 
 productive memory, has its two schools of teachers, — the 
 Associationists, who see in the association of ideas the so- 
 lution of every train of thought ; and the Apperception- 
 ists, who lay stress upon conscious attention and the action
 
 MEMORY AXD NOTE-TAKING. 83 
 
 of the will. The two systems by no means exclude each 
 other, and the writmgs of both schools are fruitful in 
 suggestion for the practical training of memory. 
 
 We are confronted at the outset by two classes of facts, 
 which we may call the conditions of memory and the laws 
 of memory. The first condition or prerequi- conditions of 
 site to memory is health. Bodily vigor is the Memory, 
 foundation of a good memory. This is not to say that 
 some persons of feeble body have not possessed power- 
 ful memories ; but the same person in health 
 
 ^ Health. 
 
 always remembers better than when weakened 
 by disease. The explanation of this fact is found in the 
 dependence of memory upon the proper supply of blood to 
 the brain. This is shown by experiments with 
 
 Drugs. 
 
 drugs which have the property of drawmg the 
 blood away from the brain. Such a drug is bromide 
 of potassium, which is often used to induce sleep, but 
 its continued use is apt to cause permanent injury to 
 the memory. Hashish and opium exalt the memory for 
 a time, but afterwards weaken it. This close connection 
 of bodily condition with vigor of memory has long been 
 known, though the attempts that have been made to apply 
 the knowledge have sometimes been ridiculous. In 1706 
 a work appeared in London designed especially for public 
 speakers in strengthening the memory. It contained pre- 
 scriptions for " sneezing powders," " plasters to prevent 
 the decay of memory," "a powder for the memory," "an 
 ointment," "a wash for the head," "a perfumed apple for 
 comforting the brain and memory," " pills' for the use of 
 memory," and many more of like nature. Nearly two 
 
 • The poet Tasso once wrote to his physician for pills to strengthen the 
 memory.
 
 $4 THE MASTERY OF BOOKS. 
 
 centuries earlier, in 1523, a Strasburg teacher, Laurenz 
 I'ries, put forth a system of 'strengthening the memory 
 excellently adapted to the wants of the underfed and ill- 
 fed mediaeval stutlent. lie advised dieting on roasted 
 fowls, small birds, or young hares, with an allowance of 
 good red wine ; but in other respects moderation must 
 be observed. 
 
 But the temporary as well as the usual condition of the 
 body has its effect upon memory. Fatigue is one of the 
 commonest unfavorable conditions. An Eng- 
 ^ '^"^' lish lecturer relates that at the beginning of 
 his career he was forced to walk from one town to an- 
 other in filling his engagements. He found that if he 
 lectured on the evening following a long walk his memory 
 invariably proved treacherous. It was only after repeated 
 failures that he came to realize the connection between 
 weariness and loss of memory. Sir Henry Holland has 
 recorded that, after an exhausting exploration of a mine 
 in Germany, he found himself no longer able to speak 
 German with his guide ; and not until he had taken rest 
 and refreshment did he recover his memory of the lan- 
 guage. In the same way, influences that tend to disturb 
 the nervous equilibrium, such as loss of sleep, 
 
 Confusion. .... . r 
 
 indigestion, excessive grief or anger, worry, 
 embarrassment, — all work to the disadvantage of memory. 
 Often, in examination, the sight of one question which he 
 cannot answer suffices to confuse the student in regard to 
 the rest with which he is familiar. This is especially 
 likely to happen if he has studied late the night before 
 studying for examination; and it is therefore sound advice 
 Examination. |-^, ]-,jj <(\^q. studcnt Ict books alouc for twenty- 
 four hours before examination. A wise Boston clergy-
 
 MEMORY AA'D XOTE-TAKING. 85 
 
 man, in obedience to this principle, used to make it his 
 practice on Saturday afternoon, when he had finished his 
 preparation for Sunday, to attend a ball game. Embar- 
 rassment and confusion, which often drive the best pre- 
 pared lesson from the student's mind, should always be 
 guarded against by teachers. The connection between 
 confusion and forgetfulness is well understood by lawyers, 
 who, however, use it not always as a means of arriving at 
 truth, but sometimes merely to make an opposing witness 
 contradict himself and so discredit his own testimony. 
 
 But, given satisfactory bodily conditions, we find that 
 memory varies with the proportions of two other ele- 
 ments, attention and interest. The retentive 
 
 . . Attention. 
 
 memory is often best conceived of as an im- 
 pression, as in the proverb, " a good memory is wax to re- 
 ceive and marble to retain." Without attention there can 
 be no depth of impression. ]\Iind-wandering is therefore 
 the greatest bane of memory. If the first impression was 
 not deep enough, and the record has become obliterated, 
 the remedy is not to attempt by sheer force of will to 
 revive it, but simply to repeat the impression until it be- 
 comes indelible. The brilliant author of " Getting on in 
 the World," Prof. William Mathews, displays Professor 
 an astonishing wealth of quotation and illustra- Mathews. 
 tion in his writings. I once ventured to question him 
 about his literary methods, and asked to see his notebooks. 
 To my surprise he brought out four small volumes. I lis 
 real notebooks were the tablets of his memory. It is his 
 custom, he told me, to read and reread a desired passage 
 until he feels sure of retaining it. If, later, he finds that 
 it has been imperfectly remembered, he rejjcats the read- 
 ing until at last he has succeeded in stamping the passage 
 ineffaccably upon his memory.
 
 B6 THE MASTERY OF HOOKS. 
 
 Ill respect to the bearing of interest upon memory, we 
 have Shakspere's injunction, — 
 
 " No profit grows where is no pleasure ta'en : 
 In brief, sir, study what you most affect." 
 
 Emerson in like manner advises us never to read a book 
 that we do not like. If this counsel is taken simply as 
 meaning that reading with indifference is apt 
 to be unprofitable, it may safely be accepted by 
 everybody ; but the conclusion from the importance of 
 interest is not that we are to let momentary liking deter- 
 mine our choice of books, but rather that, if it becomes 
 desirable for us to read a book or pursue a study to which 
 we feel no inclination, we should first take pains to develop 
 an interest in it, perhaps by reading some popular or at- 
 tractive book on the same topic. This principle explains 
 Interest and ^^'^X historical uovcls, with all their defects, 
 choice of havc probably taught more history than the 
 °''''^' historians, — because they have held the inter- 
 est of their readers. It is therefore not wise always to 
 insist upon the reading of standard works of information. 
 There can be no question as to the comparative greatness 
 of Newton and Proctor as philosophers. Yet how many 
 thousand readers Proctor's "Other Worlds than Ours" 
 has found for one reader of Newton's ''Principiay There 
 are times when one is almost tempted to say that the best 
 book is that which most surely gets itself read. 
 
 Having learned the conditions of memory, — health. 
 
 Laws of attention, and interest, — we discover that 
 
 memory, thesc are simply the circumstances in which 
 
 the deeper laws of memory work. These laws have been 
 
 variously stated, but for our purposes they may all be
 
 MEMORY AXD XOTE-TAKIXG. 8y 
 
 summed up in the one word, association. The past idea 
 is recalled by something that relates or connects it to the 
 present idea. The various relations implied by the term 
 association were analyzed by Aristotle into similarity, 
 contrariety, and coadjacency, or to employ very simple lan- 
 guage, likeness, unlikeness, and nearness. This analysis 
 has been accepted by nearly all writers on memory, though 
 their words have varied. Dr. Edward Pick, the best 
 known of living memory-teachers, divides the last class, 
 coadjacency, into two elements, coexistence and succes- 
 sion. The relation of cause and effect has also been as- 
 signed as one of its factors. Yet, for practical purposes, 
 it is doubtful if Aristotle's analysis has been improved 
 upon. To illustrate the meaning of these divisions, we 
 note that, on the principle of likeness, music suggests har- 
 mony ; harmony, alliance; alliance, peace — because each 
 pair is composed of similar ideas. On the principle of un- 
 likeness, storm suggests calm ; vegetation, barrenness ; 
 sweet, sour. Lastly, objects that are usually found to- 
 gether, for whatever reason, are likely to suggest each 
 other. Thus England suggests navigation ; hurricane, 
 destruction ; evening, coolness. 
 
 It is of course not merely to verbal memory that these 
 rules apply. They are laws of thought, and apply to all 
 memory, whatever its medium of expression, organs of 
 I'.ach of the five senses, and, as some philoso- memory, 
 phers hold, every organ of the body, has its own nKinory. 
 Thus there is the memory of the e\e, of the ear, o| the 
 palate, of the vocal organs, of tin- hand. IhIoic ihc 
 invention of printing the ear played a greater pari in 
 learning than it docs at present. The ear, l",iasmiis tells 
 us, is dedicated to the gr)ddcss of Memory. Hut its office
 
 88 THE MASTERY OE BOOKS. 
 
 has, in later times, been largely usurped by the eye, often 
 
 to the clctrinicut of the latter. In these varieties of 
 
 memory, however, the personal differences are very great. 
 
 Eye and ear One persou rccalls better what he hears, an- 
 
 memory. other what hc sees. Dr. Mortimer Granville, 
 in his " Secret of a Good Memory," suggests that every 
 person should discover which memory he has naturally 
 stronger, and adapt his mental associations to this. For 
 instance, if he remembers better through the ear, he 
 should read aloud what he wishes to retain. If his sight- 
 memory is the stronger, he should write down what he 
 desires to commit to memory. The way to test one's own 
 memory in this particular is to hear a passage read, and 
 after an interval to attempt to reproduce it ; then to read 
 a passage of the same length, and after the same interval 
 to endeavor to recall it. The relative correctness of the 
 two results will show the proportional strength of the ear 
 and eye memory of the experimenter. 
 
 The numerous and often widely varying systems of 
 memory-teaching which have been in vogue are all based 
 
 Memory upou somc or all of thcsc simple elements of 
 
 systems, mcmory. In his " Bibliography of Mnemonics 
 from 1325 to 1888," Mr. G. S. Fellows enumerates over 
 three hundred books on memory, besides shorter treatises. 
 To give a history of mnemonic thought would, therefore, 
 be a task beyond the scope of the present chapter ; but 
 a few of its outlines may profitably be noticed. The 
 story of " Hop 'o My Thumb " represents what may be 
 called a prehistoric memory system. The twelve stones 
 set up by the Lsraelites for a memorial of their crossing 
 the Jordan represents the same mnemonic idea in the 
 dawn of history. With these may be compared the blazed
 
 MEMORY AND NOTE-TAKING. 89 
 
 trees of the pioneer, and the milestones of the old post- 
 roads ; while the same principle lurks in the knots we 
 make in our handkerchiefs and the strings we tie round 
 our fingers, when hard pushed for mnemonic help. 
 
 The first recorded teacher of memory was the Greek 
 poet, Simonides, who died in 467 B.C. His system is be- 
 lieved to have been that form of artificial mne- Memory 
 monies which calls in the aid of the local mem- t"<=''"s- 
 ory, and which, with modifications, is still in use. The 
 first man of the modern world to write of memory was 
 Rosrer Bacon, whose Latin " Treatise on the Art of Mem- 
 ory" was composed about the year 1274; but in spite of 
 its interest in the history of philosophic thought, it has 
 not yet found a publisher. An important device was in- 
 troduced in 1730 by Dr. Richard Grey in his '' Memoria 
 Tec/mica,'' which sought to. render historical dates easier 
 to remember by transforming the figures into letters. 
 These were then combined into syllables, which, in turn, 
 could be associated in some way with the event which 
 occurred on the date in question. Improvements or modi- 
 fications of this device have been incorporated by most 
 subsequent memory teachers inti) their systems. Dr. 
 Hermann Kothe, in 1848, devised the useful method of 
 correlations, by which two dissociated ideas are connected 
 by intermediate ideas. Thus, house, hotel, travel, wilder- 
 ness, guide ; or hitcr, book, bookworm, bait, fish. 
 
 Other contributions to the hst of memory devices, such 
 as rhymes and even puns, have from time to time been 
 invcntcfl. Mention should be made, at least by name, 
 of memory teachers once so famous as l-'einaigle, Ainu'- 
 Paris, IJeniowski, Carl Otto Reventlow, Fauvel Gourautl, 
 and I'liny Miles. I'romincncc has already been given to
 
 go THE MASTERY 01- BOOKS. 
 
 the name of the veteran mnemonist, Dr. Edward Pick. In 
 i86i, the Rev. J. II. Bacon published his "Guide to 
 Memory," which in 1890 passed into its third edition. 
 71ie author devotes particular attention to the study of 
 Latin and French. Bacon's little volume may be recom- 
 mended as, on the whole, the best handbook for the use 
 of the student in the training of his memory. F. Ap- 
 pleby, John Sambrook, Alphonse Loisette, and W. L. 
 Evans (a disciple of Loisette) are later teachers of prom- 
 inence, whose writings and teaching will all be found 
 helpful. 
 
 It is proper here, however, to warn the student that 
 the claim of new and revolutionary discoveries in the pro- 
 cesses of memory is outright charlatanism. A teacher's 
 memory -drill may be helpful in spite of such pretensions ; 
 but the claims themseh^es are simply bait for gudgeons. 
 Indeed the value of the teacher is apt to be in inverse 
 proportion to his claims ; and if he insists upon a pledge 
 of secrecy, his real worth must be still further dis- 
 counted. It is a practical suggestion that, while in 
 reading a book on the improvement of the memory we 
 have only an intellectual incentive to follow out its direc- 
 tions, if we have invested from five to twenty-five dollars 
 in a course under a memory teacher, we are apt 
 
 Self-training. 1 1 1 • 1 i 1 
 
 to work hard m order to get our money s worth. 
 But if the student has persistence enough to follow out a 
 course of self-improvement in memory training, the little 
 } books of Bacon and Evans will do as much for him as any 
 teacher. Much can be gained in both stimulus and prac- 
 tice by several students mastering some such drill-book 
 together. Even without formal guidance, it is excellent 
 practice for two or more friends to review an evening's
 
 MEMORY AND XOTE-TAKIXG. 9 1 
 
 conversation back to its starting-point. Mere unconnected 
 memorizing, however, is no training. It bears to scientific 
 mnemonic drill merely the relation of sawing wood to 
 gymnastics. It is doubtful if learning passages False 
 of Scripture or poetry as a set task, without in- training, 
 terest or association, ever strengthened any one's memory. 
 One closing word with special reference to school and 
 college work, in regard to what may be called minute- 
 hand and hour-hand memory. It is related of short and 
 a certain actor that ordinarily he could carry i°ng memory. 
 his parts in mind for years ; but, if compelled by an emer- 
 gency to learn a great number of lines in a short time, 
 he forgot them from one performance to another, and had 
 to learn them anew every day. Many students have this 
 unfortunate minute-hand memory. They learn quickly, 
 and have only to study a short time just before recitation 
 to make a good showing of knowledge and get a high 
 mark. But they have to learn the lesson again for review, 
 and again for examination ; while, if they ever need to 
 know the subject in after life, their acquaintance with it 
 goes no further than a faint recollection that they studied 
 something of the kind in college. Now, it is safe to say 
 that what is not going to be remembered twenty-four 
 hours, is not worth putting into one's head. There seems 
 to be but one cure for this unfortunate minute-hand 
 memory habit, though its effect is unfailing, and that is 
 always to prepare a lesson at least one day before it has 
 to be recited. Inconvenient as this course may some- 
 times be, its results will repay a hundred-fold tlie 
 increased effort involved in its pro.secution. 
 
 The preservation of the results of reading and study is 
 of course not confined to the memory ; for there is a vast
 
 92 THE MASTERY OF BOOKS. 
 
 territory of information wisely left in the reference books, 
 in regard to which we need only to know where to look 
 for it when we neetl it. The limitations of memory con- 
 strain even the strongest memories to call in 
 the aid of mechanical devices. These generally 
 take the form of notebooks, index rerums, reference 
 cards, or some kind of written record. In regard to them 
 all one great difficulty is always developed by experience, 
 sometimes to the degree of seriously crippling their use- 
 fulness, and that is the difficulty of finding again at need 
 the information thus preserved. They are all cumber- 
 some, and the larger they grow the more care and fore- 
 thought they require to be kept manageable. One general 
 piece of advice can be given, namely, to make them as 
 mechanical as possible. If cards or loose sheets, or blank 
 books are used, have all the cards, all the sheets, all the 
 successive books, of the same size. Differently colored 
 cards may wisely be chosen for different large subjects, 
 or forms of subject-treatment, like biography, or magazine 
 articles. It is well to own the books we study, and make 
 our annotations on their margins. Notes should always 
 be made in ink. For students' notebooks nothing is bet- 
 ter than the Harvard Note-Book, the leaves of which are 
 uniform and interchangeable. The old " index rerum," 
 or indexed book for notes and " commonplaces," has now 
 generally given way to the card system, which permits the 
 entries always to be kept in one alphabet, while blank 
 cards can be conveniently carried in the pocket, and when 
 written, merely require insertion in alphabetical order in 
 the drawer, in order to be afterwards accessible. The 
 great difficulty is always to remember under what word 
 the information was recorded, though practice will do
 
 MEMORY A\D NOTE-TAKING. 93 
 
 much to develop uniformity and certainty. Perhaps in 
 regard to this division of the subject the best advice of 
 all is to refer the student to his college or public libra- 
 rian for personal instruction and suggestion, which might 
 form a perfectly proper part of the librarian's service to 
 his readers, 
 
 BOOKS ON Af EMORY. 
 
 The following is a list of works on memory, mostly drill- 
 books, which can be recommended to the student who does 
 not care to make a philosophical study of the subject : — 
 
 Appleby, F. Natural Memory. London, 18S7. 
 
 Bacon, J. II. Complete Guide to the Improvement of the Memory. 
 
 London, 1890. 
 Evans, ^^'. L. Memory Training. New York, 18S9. 
 IIcLBKCOK, M. L. How to Strengthen the Memory. New York, 1886. 
 Kay, Davii>. Memory, What It Is, and IIow to Improve It. New York, 
 
 1S88. 
 MiDULETON, A. E. All about Mnemonics. London, 1887. 
 Pick, Edward. On Memory, and the Rational Means of Improving It; 
 
 with Applications to the Study of German. London, 1873. 
 Dk. Tick's Method Applied to Acquiring French. Syracuse, N. Y., 
 
 1891.
 
 CHAPTER VII. 
 
 LANGUAGE STUDY. 
 
 Of the subjects previously discussed, it may be said 
 
 that the earlier they are taken up the better, because of 
 
 their helpfulness throughout the whole course 
 
 Languages 
 
 learned best <^f educatiou, yct the later they are studied the 
 in child- more perfectly they are understood, because 
 some maturity of mind is needed in order 
 to understand them at all. In regard to the study of 
 languages, however, there is no such gain by delay ; 
 and, while a certain degree of intellectual development is 
 requisite to progress in the philology and literature of a 
 language, — things quite distinct from language-knowledge 
 itself, — the ability to speak and understand, read and 
 write, foreign languages is a capacity that grows weaker 
 with every year after the period of childhood.^ In the 
 crowded districts of our largest cities may be found fami- 
 lies, in which the parents can speak no language but their 
 mother tongue, while their children of five or six years 
 act as interpreters to their elders in as many different 
 languages, amid the Babel-like confusion of those mixed 
 populations. A sea captain, who had his family with him, 
 was detained in making up his cargo two or three months 
 each in various European ports. His two little daughters, 
 
 ^ President Hall of Clark University puts the period of greatest ability to 
 learn languages through the ear at from four years old to eight ; through the 
 eye, from eight to fourteen. 
 
 94
 
 LANGtM 6E .STtinV^ _ 95 
 
 even younger than the children just mentioned, learned 
 the language of every port they stopped at. They forgot 
 them, because they ceased to hear them spoken, just as 
 they forgot the various forms of religion which their dif- 
 ferent nurses inculcated ; but they found not the slightest 
 difficulty in speaking as perfectly as native children of the 
 same age any language from Italian to Swedish. 
 
 An American college professor of middle age went to 
 Germany for the first time, taking as a companion his son 
 five years old. The father applied himself diligently to 
 the study of the language, which he already had some 
 reading knowledge of. At the end of six weeks, the 
 child, who simply spent his time among the German chil- 
 dren, without any attempt at study, had so far outstripped 
 his father, that he had to be called upon as an interpreter 
 whenever the professor had purchases to make or other 
 dealings with the people about him. A part of the child's 
 advantage was, of course, due to his correct method of 
 acquiring the language, as contrasted with his father's 
 laborious efforts in the wrong direction ; but the experi- 
 ence is too common not to imply a superior facility in 
 learning languages on the part of children. 
 
 As well known as this principle has been for centuries, 
 little application has yet been made of it in education ; 
 and we tjencrally come to college with our real 
 
 ° -^ , Neglect 
 
 speaking and reading knowledge of languages of this 
 yet to be acquired. There is no reason, except P"ncipiein 
 
 education. 
 
 lack of oj^portunity, why every student should 
 not enter college with a practical mastery of I'.nglish, 
 I'Vench, and German — such a mastery as would make it 
 almost a matter of indifference tf) him which of these lan- 
 guages he might be called upon to sjieak, hear, read, or
 
 96 THE MASTERY OF BOOKS. 
 
 write. But this is by no means the linguistic outfit of the 
 average freshman, or even graduate ; and it becomes neces- 
 sary for the student to consider liow best to make up for 
 lost time, since he finds in college that every year a wide 
 acquaintance with languages becomes increasingly neces- 
 sary. For languages occupy this peculiar relation to the 
 educational scheme, that, while in the Dreoara- 
 
 Relation of i i 1 1 /- * ' 
 
 languages tory school and the first two years at college 
 toother they are subjects of study like all the rest of 
 the curriculum, in the last two years at college 
 and in graduate work they form means of study ; and this 
 not merely in connection with language and literature, but 
 no less in history, political science, and even in the exact 
 sciences, like chemistry and mathematics. 
 
 When we reflect that valuable scientific papers are at 
 the present time appearing in so unfamiliar a tongue as 
 Georgian, the linguistic demands upon a specialist who 
 would keep abreast of research in his single department 
 of knowledge are seen to be enormous. Formerly a pro- 
 fessor of English needed to know only English itself, with 
 Latin and Greek, chiefly, it must be confessed, for orna- 
 ment. Now a student, who would investigate English in 
 its relations to other languages and literatures, finds that 
 he cannot approach his subject without a knowledge of all 
 the languages of Western Europe, while to exhaust it he 
 would literally need to master the languages and litera- 
 ture of the world. ^ 
 
 ^ An English professor of my acquaintance has a ready reading knowledge 
 of Greek (ancient and modern), Latin, Italian, .Sjianish, Portuguese, Catalan, 
 Proven9al and Roumanian, besides their numerous dialects, which often are 
 very different from the standard speech, yet sometimes superior to it in im- 
 portance to the student of language and comparative literature; also of the 
 northern group, Anglo-Saxon and Middle English (each distinct enough to
 
 LANGUAGE STUDY. 97 
 
 Confining our attention to the Romance and Germanic 
 groups of languages, let us consider what is the importance 
 of each in the world of learning. Passing over German 
 and French as of all-round importance, and, in fact, taken 
 for granted in the outfit of every scholar, we 
 
 Importance 
 
 find in Italian some of the most important pub- of the 
 lications of the present day, notably in political Romance 
 science, history, and engineering. Leaving out 
 of the question in each case their literary importance, 
 we discover that Spanish and Portuguese are absolutely 
 necessary to the student of history, whether his field 
 of investigation be Europe, Asia, Africa, America, or the 
 islands of the great sea. To illustrate from how appar- 
 ently remote a subject one may be led to the Germanic 
 study of Icelandic and its descendants in mod- ero"p- 
 ern Scandinavia, we may instance the first American 
 student of Icelandic, George P. Marsh, who was drawn 
 to the study of that language in his investigation of the 
 origins of English law. The Danish is of importance 
 also in archaeology and the history of American discovery. 
 Even a language so little known as the Dutch, besides 
 its importance in luiropcan history of two centuries ago. 
 
 count for an independent language), Gothic, German in its three stages 
 (Old, Middle, and Mo<l<;rn, and tlicir three divisions, Low, Middle, and 
 Hitjii), Old Saxon, Dutch an<l Flemish; and of the Scandinavian group, 
 embracing Icelandic, Norwegian, Swedish and Danish, all these again with 
 numrrous di.nlccts as different from the literary language as hrond Scolrh is 
 from Hawthorne's English. Yet the prf)fessor said to me not long ago that 
 he could no longer put off the study of Russian, on account of the hallad lit- 
 erature and the critical articles |)ul)lished in that language ; and I know (hat 
 only lack of time prevents him from actpiiring also the languages of .South- 
 ern Asia. Translations, it must he remembered, never keep up with the 
 progress of research ; in fact, in scientific matters, they are often out of date 
 by the time they are published. 
 
 KOOr. MAST. OF BKS. — 7
 
 98 THE MASTERY OF BOOKS. 
 
 is to-day the medium of expression for some of the pro- 
 foundest thought in modern theology. 
 
 But after going over this list, the student will certainly 
 be ready to join the scholars in their lament for the good 
 Universal "Id days whou Latin was the common language 
 language. q{ learning. This, to be sure, would not, in all 
 respects, lighten the labors of the student of pure litera- 
 ture ; but for the student of information only two languages 
 would be necessary, his mother tongue and Latin. Can 
 any one question the importance of such a gain 1 In fact 
 the gain is so evident, and the burden of modern language 
 requirements so appalling, that one need not be a prophet 
 to predict, at no very distant date, the adoption of some 
 universal language for all works of information. 
 
 To prophesy more closely, and attempt to fix either the 
 character of the world-language, or the date of its adop- 
 tion, would manifestly be unsafe. To many, however, it 
 seems probable that the language will not be a revival 
 of Latin ; nor an artificial language, whether Alwato, 
 Volapuk, Spelin, or any other, great as their excellences 
 may be ; nor the language of some numerically unimpor- 
 tant people, like modern Greek or Dutch, deliberately 
 chosen by the great nations of the world. Latin is 
 growing ever more remote from human interest, the minor 
 languages have little, and the artificial languages have 
 no, literature to recommend them. The world-language 
 will rather be one that, by its comprehensiveness, its sim- 
 plicity, its wide extension and commercial and political 
 importance, shall have won its way to the first position, 
 and this position, a recent French writer has predicted, 
 will be attained in the twenty-fifth century by the English 
 language. The unfortunate spelling of our language is
 
 LANGUAGE STUDY. 99 
 
 the greatest bar to such an extension, and all to whom 
 world-English seems a desirable thing should consider 
 the importance of reforming this feature, in worid- 
 which English stands inferior to every other English, 
 written language. Perhaps the greatest authority for 
 the foregoing view of the possibilities of English as a 
 universal language is the famous German philologist, 
 Jakob Grimm. 
 
 But while one language for the whole world is a delight- 
 ful possibility, the present day is characterized by a state 
 of things widely removed from this ideal. The student 
 at the close of the nineteenth century is confronted, 
 not with a comforting theory, but with a condition that 
 even at best is burdensome. The moment that study 
 rises to the level of research, — whether it be undertaken 
 by college student, university student, or professional 
 man, — at that moment a knowledge of foreign languages 
 becomes imperative. But what sort of knowl- 
 
 Language- 
 
 edge .' Is it meant that the student must be knowledge 
 able to write Greek hexameters like Swinburne, required by 
 or I*>ench prose like Marion Crawford .-' Mani- 
 festly not. He wants first and foremost a reading knowl- 
 edge of foreign languages. How much else will be de- 
 sirable for him to attempt we shall better understand, if 
 we stop to consider what may be meant when it is said 
 that a man knows a foreign language, for instance, Ger- 
 man. He may be able to speak German, or to understand 
 it when spoken ; he may be able to read it, or to write 
 it ; he may have the ability to translate it into idiomatic 
 English ; he may be master of its philology ; or he may 
 be widely acquainted with its literature. 
 
 Several of the foregoing are possible without any of
 
 lOO THE MASTERY OF BOOKS. 
 
 the rest. The wliolly illiterate have only a speaking 
 and hearing knowledge of any language ; though within 
 their limits they sometimes have a correct knowledge of 
 many languages, like the Irish washerwoman in the fam- 
 ily of a British officer, who had followed her employer all 
 over the globe, and spoke with perfect correctness the lan- 
 guage of her class in every place where his regiment had 
 been stationed. Students of the Meisterschaft system often 
 attain some speaking knowledge of a language while they 
 are still unable, through lack of practice, to understand it 
 when spoken. Many a person has acquired a fair reading 
 knowledge of a language, without gaining any other power 
 over it. The ability to write a language would involve the 
 power to read it, but not necessarily any further knowledge. 
 The ability to translate a foreign language idiomatically 
 into their mother tongue is often lacking in those who 
 have every other command over it ; on the other hand, it 
 was the only ability gained under the old grammar-and- 
 dictionar}^ system of studying languages. But this attain- 
 ment hardly deserves to be called a knowledge of the 
 language. No appreciation of the author's style entered 
 into it, sometimes not even of his meaning. The foreign 
 language stood really for a kind of rebus, or string of 
 arbitrary symbols which corresponded to certain English 
 words, if one could only make out the puzzle.^ 
 
 The philology of a language, its derivations, its forms, 
 
 ^ I have known college graduates who could not express the simplest ideas 
 in French, nor understand the most ordinary question if couched in that lan- 
 guage; who could not read off-hand the simplest French paragra]ih, while 
 any attempt at composition in the language was entirely beyond them; who 
 could not even pronounce French intelligibly to others; yet with the help of 
 grammar and dictionary they had perhaps labored through Corneille's " Cid^^ 
 or Victor Hugo's *"93."
 
 LANGUAGE STUDY. lOI 
 
 its arrangement, are often taken up and carried to consid- 
 erable perfection without any special mastery of the lan- 
 guage in other directions ; while a profound knowledge of 
 a literature is certainly often unaccompanied by any scien- 
 tific acquaintance with its corresponding philology. For 
 it is a fact worth remembering that the men who have 
 created the world's literature have, without exception, been 
 densely ignorant, or grossly misinformed, of the philology 
 of the languages they employed and adorned. 
 
 The need of the modern student is evidently, first of all, 
 to acquire a reading knowledge of the principal European 
 languages — to leave the university, as Carlyle Reading 
 did, carrying this outfit. To spare the student knowledge. 
 useless labor in this attempt, and to point out the direc- 
 tions in which his effort may most profitably be concen- 
 trated, will be the purpose of such hints, drawn from 
 personal experience and from reading, as will now be 
 presented. 
 
 The student's first duty manifestly is to keep what 
 he has. If he has studied Greek or Latin or French 
 or German, one or more of them, let him make Languages 
 sure that he has a ready reading knowledge already 
 along with his knowledge of etymology, mor- 
 phology and syntax, and then keep up his reading knowl- 
 edge by the requisite amount of daily or weekly reading. 
 Kvcn if the study of language is in itself as valuable a 
 mental training as its stoutest champions insist, it cannot 
 be worth while to spend six years in studying a language 
 as important grammatically as Latin, or as important to 
 literature as Greek, unless at the end of that time the 
 student is able to read its classics without any special con- 
 sciousness that they are in a foreign language.
 
 102 THE MASTERY OF BOOKS. 
 
 Let US now consider briefly if, from our study of mem- 
 ory, we cannot draw some- suggestions that may help us 
 U) keep the languages that we have already 
 
 Aids from i o o j 
 
 science of acquircd, or so to review them as better to fix 
 memory. \\-^q^^-^ \x\ the mcmorv ; and that may enable 
 us in learning new languages to begin so as to retain 
 them from the start. Of the seven different kinds of 
 language-knowledge, those that are most directly con- 
 nected with the memory are the first three, — hearing, 
 speaking, and reading, — involving, as they do, the 
 memory of the ear, the memory of the vocal organs, 
 and the memory of the eye. Most students trust chiefly 
 to the last ; and when the visual image fades, the word 
 is forgotten. But, as we have discovered, there are some 
 persons who remember what they hear better than what 
 they read ; while the memory of the vocal organs is 
 stronger in most of us than we realize. If a boy were 
 to try to learn a declamation without ever repeating it 
 aloud, he would not learn it so quickly nor retain it so 
 long as if he spoke it and gesticulated while memorizing 
 it. Vet languages, which are primarily organizations of 
 speech, we attempt to learn without calling in the memory 
 of the vocal organs, or even of the ear. 
 
 Let the student then fortify his language-knowledge 
 against forgetfulness, by adding to the memory that comes 
 from reading, the other important memories of the ear 
 and the organs of speech. He should read the language 
 aloud, if he has no opportunity to use it conversationally ; 
 Dead ^"^^ h^ should scck to hear it read, or, still 
 languages, better, spokeu, whenever he can. So much 
 can be done in our study of the dead languages, which 
 are dead only because they have ceased to be spoken.
 
 LANGUAGE STUDY. IO3 
 
 Throughout the Middle Ages, Latin was the language of 
 education ; and in the latter part of the eighteenth century 
 there was a law in force at Brown University, that, during 
 study hours, no language should be spoken on the campus 
 or in the college halls but Latin. It would puzzle most 
 college professors anywhere to conform to this rule at 
 the present day. 
 
 Further practical hints may be given in regard to that 
 kind of language-knowledge most important to the ad- 
 vanced student in research courses, namely, Living lan- 
 the ability to read foreign languages at sight. g"ages. 
 In our study of memory, we learned that the conditions of 
 memory are attention, interest, and repetition, and that 
 the laws of memory are association by likeness, by unlike- 
 ness, and by nearness in time or space. It is interesting 
 to notice how the numerous teachers of language have 
 made use of one and another of these principles in their 
 various systems. Practically all can be brought under 
 one or more of these classes, and it may profit us to take 
 up several of the leading language-methods of the present 
 day, and see what principle each is based on. It will be 
 profitable in this, if in no other particular, that we shall 
 not so easily be persuaded that any one is the original 
 and only system of learning languages. We may con- 
 clude that some one is best, at least for our own uses, but 
 we shall .still be able to discern good qualities in rival 
 methods. 
 
 Let us take up, first, the so-called "natural" method, 
 one of the most popular and successful. This .j.^^ 
 method was first worked out by Gottlieb lie- " natural- 
 ness, a C/crman teacher of New Haven, and has """^ 
 been further elaborated and developed by the managers
 
 I04 THE MASTERY OF BOOKS. 
 
 of the Sauveur, Stern, Berlitz, and other schools of lan- 
 guages. The fuinlamcntal idea of this method is that we 
 learn our mother tongue by associating certain words 
 with certain objects and actions. For instance, we call 
 a table "a table" simply because we have been accus- 
 tomed to hear the sound associated with the object. 
 Among different surroundings we should have known 
 it as "r/// Tisch'' or '' nnc table!' In the same way 
 "go," or ''gc/icn," or ''allc7'!' are sounds that, according 
 to circumstances, are the familiar ones for the action sig- 
 nified. The aim of the " natural " method of language- 
 teaching is to lead every learner into the world of a new 
 language by precisely the same road which he traveled in 
 entering the domain of his mother tongue. The objects, 
 actions, and ideas discussed in adult classes soon pass out 
 of the range of childish comprehension ; but the method 
 remains the same — object-teaching, every word illustrated 
 by its appropriate act or thing, without recourse to tran.s- 
 lation or the use of English words. In short, it is a virtual 
 transference of the student to the foreign country, where 
 he must learn his teacher's language exactly as in his 
 earliest years he learned his own. It will at once be seen 
 that this system makes great demands upon the teacher ; 
 that not merely a native teacher, but also a born teacher, 
 is required for successful instruction by the "natural" 
 method. Self-instruction by this method is practically 
 out of the question ; but, given the proper teacher, the 
 system proves highly satisfactory. The memory principle 
 involved in this method is chiefly that of contiguity ; the 
 word and the thing are remembered together, because 
 they are first and repeatedly learned together. 
 
 An interesting variation of the "natural" method is
 
 LANGUAGE STUDY. IO5 
 
 the "cumulative" method of Adolph Dreyspring, in which 
 pictures are made largely to take the place of actual 
 objects and movements. The principle of increasing the 
 vocabulary a little at a time and constantly The 
 repeating the words already learned, is faith- "^"'""lative- 
 fully carried out, while, through the author's "^^ ° ' 
 humor, the element of interest is invoked more constantly 
 and successfully than in most systems. Dreyspring's 
 French and German courses are therefore adapted to 
 private, as well as to class-room, use. 
 
 Another system which depends upon the principle of 
 analogy or likeness is that applied by Dr. Edward Pick to 
 the teaching of German and French, and more Principle of 
 elaborately to German by Prof. F. L. O. Roehrig, analogy. 
 of Stanford University, in his remarkable little book, "The 
 Shortest Road to German." The method adopted is to 
 begin with words that are identical in sound in the two 
 languages, like Jlaus, house, Fisc/i, fish, Mans, mouse ; 
 then proceed to others slightly varying, like, I\fa7in, man, 
 Hand, hand. Winter, winter, Ilavivicr, hammer ; leading 
 gradually to others more unlike but obviously related, like 
 Knic, knee, Ohr, ear, Fuss, foot ; until, by the time words 
 wholly unlike arc reached, the student will have entered 
 into the spirit and structure of the German lanjrua2:c. 
 without consciously leaving his own. Prof. Roehrig's 
 bo<;k may be recommended as a valuable adjunct to any 
 system of German, whether for student or teacher. 
 
 The well-known Meisterschaft system, which has re- 
 cently appeared in revised form under the name of its 
 author, as the Rosenthal system of practical Meistersch.ft 
 linguistry, is confessedly an elaboration of the -yBtem. 
 earlier Mastery system invented by Prendergast. The
 
 106 THE MASTERY OE BOOKS. 
 
 basis of the method is repetition, its motto being the 
 proverb : " The drop wears the stone not by force but 
 by frequent falling." Sentences drawn from the needs 
 of practical life are given with their English equivalents, 
 then taken to pieces, their parts recombined, and the 
 whole worked over and repeated until the sentence, the 
 phrases, and the separate words, have all become a per- 
 manent part of the learner's mental furnishing. This sys- 
 tem is particularly well adapted to self-instruction. It has 
 been applied to German, French, and Spanish. 
 
 An interesting development in language-teaching, which 
 deserves a passing mention, has been made in connection 
 with this system. This is the utilization of the phono- 
 graph for giving native pronunciation of each language. 
 It is too early to speak of the success of this experiment, 
 but it would seem to be a promising one. Certainly the 
 phonograph can relieve the teacher of much of the drudg- 
 ery of mere sound drill, to say nothing of its opening the 
 way for the wider employment of American teachers, 
 who might otherwise have been discredited on the ground 
 of imperfect pronunciation. In any case, the use of the 
 phonograph seems to have great possibilities in connection 
 with the comparatively new science of phonology. 
 
 In connection especially with self-instruction, or private 
 study of languages, two methods at once suggest them- 
 selves, which may be called respectively the unheroic 
 and the heroic ; the former implying the use of transla- 
 tions, the latter refusing the help even of the dictionary. 
 In regard to translations, it should be said that, outside 
 
 Use of c>f class-room work, at least, the question of 
 translations, their usc is not a moral one. It is simply a 
 question of utility. Their helpfulness doubtless varies
 
 LANGUAGE STUDY. lO/ 
 
 with different persons. But any student who finds that 
 translations give him an earher and fuller reading com- 
 mand of a language would do wisely to employ them. 
 Another, who found them a delusion and a hindrance, 
 would be foolish not to let them alone. Milton, who 
 was an accomplished linguist, advocated the use of trans- 
 lations. The poet Southey, who was widely read in 
 European literature, had the following practice in learn- 
 ing languages. Whenever he had a journey to make, — 
 this was in the days of stagecoaches, and long journeys 
 for short distances, — he would take with him a copy of 
 the Bible in the language he wished to learn. By giving 
 his time to the reading of this, he found that when he 
 had reached his journey's end he was able to attempt any 
 ordinary book in the language without the help of a dic- 
 tionary. The parallel Testaments, English and foreign, 
 published by the American Bible Society and sold at the 
 remarkably low price of thirty-five cents, are the best for 
 the ordinary student, and may be heartily recommended 
 in connection with college language courses. 
 
 The heroic method of language-study is to take up a 
 book in an unknown tongue and attempt to read it 
 without helps of any kind. On the first page. Heroic 
 perhaps a word or two may be recognized ; on method. 
 the second page, a few more. A second reading will add 
 a few others to the list ; till, by and by, after careful 
 reading and reviewing, the proportion will come to be 
 reversed, and mf)re words will be made out than passed 
 over. This method is by no means an impracticable 
 one. A distinguished I-'rench linguist laitl the founda- 
 tion of his wide kncnvlcdge of ICnglish in this manner. 
 In selecting a book for such an experiment the student
 
 lOS THE MASTERY OF BOOKS. 
 
 should choose one which he knows beforehand will be 
 sure to hold his interest, like one of Dumas' novels, 
 for instance. But, whatever method is adopted, modern 
 experience unites in advising to read much, rather than 
 very thoroughly, where a reading-knowledge is the end 
 sought. Grammar is a special subject, and has its own 
 proper place in the educational scheme ; but it must not 
 unimport- ^^^ supposcd au important factor of general 
 ance of lauguagc-knowlcdgc. Plato knew no Greek 
 grammar, and Shakspere no English grammar. 
 
 grammar. 
 
 t> 
 
 We therefore cannot agree with what Richard Grant 
 White says, in contrasting English with other languages 
 — that in them a knowledge of the grammar is necessary 
 before we can understand the language, while in English 
 the converse is true. As a matter of fact, Latin, which 
 has a highly developed grammar, was taught a few hun- 
 dred years ago from books written in Latin ; so that the 
 beginner had to translate his grammar before he could 
 learn it. 
 
 A point not to be overlooked in the study of languages 
 
 is the great gain that comes from studying them in groups. 
 
 Language A German philologist has declared that a man 
 
 groups. could travel round the world and converse with 
 every person he met without consciously learning a new 
 language, if he would simply familiarize himself with the 
 new words he met in passing from one village to another 
 along his route. The truth of this statement is, however, 
 more important for the philologist than for the linguist, 
 but it well illustrates the close relationship among certain 
 languages. The student of Latin can make out many 
 words in an Italian, French, Spanish, or Portuguese book. 
 The student of German can, in the same way, make
 
 LANGUAGE STUDY. IO9 
 
 a beginning with Dutch, Danish, or Swedish. Not only 
 can languages be learned more readily by studying them 
 comparatively, but they are in this way more firmly held 
 in the memory. By this method every new language of 
 a group becomes, not a new object of knowledge, but only 
 a modification and extension of the old. Let the student 
 adopt this principle, study the Romance languages in 
 relation to Latin and French, the Germanic languages 
 in relation to German and English, and he will find not 
 only a remarkable lightening of his toil, but also an equal 
 awakening of interest. 
 
 Emperor Charles the Fifth of Germany said that to 
 learn a new language, is to acquire a new soul. This 
 statement is but an exaggerated tribute to the 
 
 Moral 
 
 real broadening of the sympathies that comes effect of 
 through the study of foreign languages. For language- 
 in order to understand a French book, for ex- 
 ample, we must, at least to some degree, put ourselves 
 into the place and conditions of the people that speak 
 French. Having done this, we can never again look upon 
 them as alien or outlandish. We shall not think the less 
 of our own language and people, but we shall realize that, 
 important as the English race is, it is only one out of 
 many races by which the problems of humanity are being 
 solved. \Vc shall perceive that, however truly our own is 
 the best all-round language, other languages, and some- 
 times humble ones, have their superiorities in certain 
 particulars. 
 
 Indeed, the development of the soul through the broad- 
 ening effect of language-study may well seem of even 
 greater importance than the accompanying education of 
 the mental faculties. In the words of Professor Math-
 
 no THE MASTERY OF BOOKS. 
 
 ews, the stiuleiu of languages "thus loses that Chinese 
 cast of mind which was a foe to all self-knowledge and 
 to all self-improvement. He doubts where he formerly 
 dogmatized ; he tolerates where he formerly execrated." 
 Therefore, if the modern student, by reason of the 
 multitude of languages forced upon him, is tempted 
 to think that in entering the temple of learning he has 
 really entered the tower of Babel, he comes at length to 
 realize that it is the place, not of the dispersion, but of 
 the meeting together, of the peoples.
 
 CHAPTER VIII. 
 
 THE PLACE OF THE LIBRARY LV EDUCATION: 
 
 The conduct of savages who have found a watch has 
 often been imagined for purposes of literary illustration ; 
 but we may venture to make one more appli- savages and 
 cation of it, for the sake of the light which it a watch. 
 throws upon recent library development. Let us first, 
 however, picture clearly to ourselves what would be the 
 inevitable conduct of such a group of savages. They 
 would mistake the watch for one of two things — a 
 trinket or a god. If it were still going they would make 
 it an object of worship. In any case, whatever attention 
 they bestowed upon it, they would catch no inkling of its 
 real character and uses. Now, if we may suppose the tribe 
 of savages to be so isolated as not to come into contact 
 with a ready-made civilization, and yet so favorably situ- 
 ated as to develop a civilization of their own, we may be 
 sure that a period would arrive when the positions of the 
 sun and stars, as seen by the unaided eye, would no longer 
 furnish a sufficiently fine marking of time ; when even 
 the sundial, the water clock, and the hourglass would be 
 regarded as too clumsy for scientific timekeeping. When 
 civilization had reached this point, superstition would have 
 given way enough to allow an examination of the ancient 
 fetish, the watch. Sooner or later some investigator 
 would contrive to set it going; and from this achieve- 
 ment there would be but a step to the recognition of tlie 
 
 III
 
 112 THE MASIERY OF BOOKS. 
 
 relation between the movements of its hands and the time 
 of day. So that, in this case, when science had grown up 
 to the point of needing and appreciating the services of 
 an accurate timekeeper, it woukl not have to invent, but 
 only to discover. Various problems would have still to 
 be solved, such as the relation of the clock day to the 
 solar day, and the irregularities and variations of the 
 instrument ; but the chief point would have been gained 
 — the recognition of what the watch was really for. 
 
 Or, take another illustration, more within the bounds 
 of possibility. It might easily happen, in the decay of a 
 
 Cathedral oucc glorious civilizatiou, that a magnificent 
 organ. cathedral organ should be inherited by a popu- 
 lation wholly incapable of employing its capacities. If 
 reverence permitted the instrument to be used at all, its 
 mighty range of expression might be drawn on only to 
 the extent of accompanying a street ballad, or rendering 
 some rude melody of lament or rejoicing. There would 
 be neither demand for its powers of expression nor ability 
 to evoke them. But suppose the changes of time bring 
 music into the people's hearts and a longing to give it 
 utterance. No longer will the organ remain neglected or 
 misused. A master hand again will sweep its keys, and 
 the cathedral arches will tremble with the passion of an 
 oratorio. Once more it is not invention that is required, 
 but a recognition of latent capacity in an instrument 
 already at hand. 
 
 Now, it is no exaggeration to say that what the clock 
 is to astronomy and the organ to music, that is 
 
 Epitome of j o 
 
 library the library to education ; while the imaginary 
 
 history. liistory that, for the sake of illustration, we 
 
 have connected with the other two, is but an epitome of
 
 THE PLACE OF THE LIBRARY IX EDUCATIOX. ll^ 
 
 what has actually occurred in the course of library 
 development. First an ornament or an idol, then the 
 subject of blundering experiment, at last it has become 
 a potent instrument, comprehended and brought under 
 control for the service of humanity. 
 
 The true appreciation of the place of the library in edu- 
 cation is a matter of such late development ^ that even the 
 best-managed libraries retain enough obsolete 
 
 '^ ° Late recog- 
 
 features to indicate what their past condition niuon of the 
 must have been. But here and there a library library, 
 survives, quite untouched by the modern movement, to 
 present an object lesson in library antiquity. Such a 
 library is apt to be situated in some inconvenient locality, 
 and housed in a dingy building, badly lighted and worse 
 ventilated. The hours of opening are few, and coincide 
 with the busiest times of the day, when nobody but. idlers 
 and people of leisure can visit the library. The books 
 are not open to the public, and if they were their chaotic 
 arrangement would defeat any attempt to use them studi- 
 ously. But this contingency is headed off still farther back 
 in the management of the library, by the care taken to 
 
 1 This is not intencied to deny an early appreciation of the value of a 
 library to a college, as witness the following account of the founding of Vale 
 College. It may well he that the modern recognition of the importance of 
 the library in higher education is hut a recurrence to ideas antedating text- 
 books and cut-and-dried knowle<lge. The watch and the organ of our illus- 
 tration could not have been made except by men capable of appreciating 
 them. "Ten of the principal Ministers in the Colony were nominated . . . 
 to found ... a College; . . . which they did ... in the following Manner, 
 viz. : Each Member brought a Number of Hooks and presented them to the 
 Body; and laying them on the Table said these Words, or to this Kffect : '/ 
 give lime Booki for the founding; a Coltfi^e in this Coloiiv.^ Then the Trus- 
 tees as a Hody took Possession of them, and apjiojnted the Rev. Mr. Riissel 
 of Bran/ord \.o be the Keeper of the Library, which then consisted of about 
 forty Volumes in Polio." — Thomas Clap, Annals of Vale College, 1766, p. 3. 
 
 KOOP. MAST, or BKS. — 8
 
 I 14 THE MASTERY OF BOOKS. 
 
 avoid acquiring books that can be used studiously. When 
 we ask what books arc bought we shall find that, outside 
 the hobbies of the librarian and the trustees, few books 
 
 Museum ^^'^ purchascd except rarities. The library is, 
 idea- in fact, simjily a museum of curiosities. The 
 greater the practical value of a work, the less attrac- 
 tive it is to the book committee. But let it be rare, if 
 possible, a unique copy, — it matters not of what, only 
 let it be scarce and costly, — and if nobody for a hundred 
 years will care to consult it, so much the better ; the 
 library must have it, though a year's income be required 
 for its purchase. A book once in the library is there to 
 stay. It would cause a panic in the directors' room if 
 somebody were to announce the discovery that libraries 
 exist which actually try to increase their circulation. 
 No, this library is a book-jail, and the librarian is valu- 
 able chiefly as a turnkey. 
 
 Now there is a place for the museum-library. Every 
 American ought to honor the memory of James Lenox 
 for the establishment of such a collection in New York. 
 But a very few such are enough for the whole country. 
 The above is no exaggeration of the uninviting and unfre- 
 quented character of this species of library. One day a 
 criminal, of whom the police were in hot pursuit, was 
 advised by a literary man whom he knew to take refuge 
 in one of the great libraries of New York City. He did 
 so, and there did the fugitive from justice find conceal- 
 ment, until night came and he was able to escape under 
 cover of the darkness. It never occurred to the brightest 
 detective to look for his prey in so unfrequented a place 
 as a public library. 
 
 The librarian of one of our historical libraries remarked,
 
 THE PLACE OF THE LIBRARY IN EDUCATION. II5 
 
 on arranging and making accessible some valuable docu- 
 ments : " Now that these documents are in order and can 
 be gotten at they are liable to be stolen. Hitherto they 
 have been protected by the fact that no thief could dis- 
 cover them." But one might well reply that if nobody 
 can discover them they might as well be stolen. In fact, 
 nothing astonishes such a librarian more than the fact 
 that his treasures are not stolen, that they go on gath- 
 ering dust beneath the eyes of a kleptomaniac world 
 without receiving the compliment of mysterious disappear- 
 ance. One is reminded of nothing so much as Holmes's 
 grandfather, and his frantic efforts to protect his " all- 
 accomplished maid " from the seizure which never came 
 — greatly to the poet's regret and the maiden's. 
 
 The fundamental change which has come over our 
 progressive libraries, and which has affected the selec- 
 tion, arrangement, cataloguing, and circulation Modern 
 of the books, is everywhere of comparatively library 
 late development, and is not yet a generation '"°^^'"^"'- 
 old. Many causes conspired to bring about this revolu- 
 tion in library methods, some of them of long standing, 
 but their full effect was not felt until the beginning of 
 the seventies ; indeed, if we associate the new era in 
 library management with the centennial year we shall not 
 be far wrong. This year saw the publication of the great 
 report by the Bureau of Education on " Public Libraries 
 in the United States" to which was appended Mr. Charles 
 A. Cutter's " Rules for a Dictionary Catalogue," and 
 also the founding of the " Library Journal," the organ- 
 ization of the American Library Association, and the 
 appearance of Mr. Dewey's " Decimal Classification." Ikit 
 these were, of course, results, however they may liave
 
 Il6 THE MASTERY OF BOOKS. 
 
 since acted as causes, and to find their origins we shall 
 have to look to several remote and distinct movements. 
 
 These movements workctl in two directions, inward and 
 outward, yet their effect on libraries was the same. One 
 
 Remote ^^^ °^ movcmcnts, which we may term the 
 causes of the extcnsivc, includcs school use of libraries, the 
 
 change. uuiversity extension movement, and the Chau- 
 tauqua movement. The other, or intensive, is represented 
 by the seminary method in university work. The result 
 of both sets of movements was to develop the use of 
 libraries for reading on special subjects, rather than for 
 scattered reading. Let us glance in turn at the history 
 of these movements. 
 
 Among the first men to perceive the imjDortant part 
 which can be played by the public library in conjunction 
 Libraries and with school work was Mr. William E. Foster, 
 
 schools. |-j^g efificient librarian of the Providence Public 
 Library. Mr. Samuel S. Green of the Worcester Public 
 Library was also another early promoter of school work 
 in connection with the library. Now, after twenty years, 
 the public libraries all over the land have come to hold 
 an acknowledged position in relation to the school system. 
 Those whose school life has been recent arc, doubtless, 
 personally familiar with this feature of its training. The 
 practice varies with different places, but consists, in sub- 
 stance, of the loan of books from the public library to 
 the schools for home or class-room reading in connection 
 with the various subjects of study. Of course this obliges 
 the library, in most cases, to own as many copies of each 
 of the books so lent as there are schools ; sometimes, in 
 fact, several copies of one book are sent to the same 
 school.
 
 THE PLACE OF THE LIBRARY IN EDUCATION. 11/ 
 
 Nothing scandalized the old-fashioned librarian more 
 than to find that he had bought a duplicate of a book 
 already in the library ; the managers of the Astor Li- 
 brary, for instance, used to boast that it contained no 
 duplicates. But modern librarians, like Mr. Foster, Mr. 
 Green, Mr. Larned, and Mr. Crunden, sometimes recom- 
 mend the purchase of a hundred copies of one book. 
 If all the grammar schools of Providence, Worcester, Buf- 
 falo, or St. Louis are studying American history, every 
 school will receive its appropriate number of copies of 
 several books like Coffin's " Old Times in the Colonies," 
 Franklin's " Autobiography," Hawthorne's " Grandfather's 
 Chair," and Drake's " New England Legends and Folk- 
 Lore," followed by books illustrating later periods of 
 American life, such as Edward Everett Hale's " A New 
 England Boyhood," and Howells's " My Year in a Log 
 Cabin." With other topics, the same method is pursued, 
 with the same result — the subject use of libraries. The 
 founding of our numerous free high schools, and their 
 similar use of public libraries, with the frequent formation 
 of small libraries for their own use, have wielded an in- 
 fluence in the same direction. 
 
 What is now familiarly known as university extension is 
 really a return to the original character of the university; 
 but while in the middle ages the .students university 
 flocked to meet the lecturer, under the modern "tension, 
 system the lecturer leaves the seat of learning and goes 
 out to meet various groups of students. The two great 
 universities of I'Lngland, Cambridge aiu] Oxford, had for 
 two hundred years been dead, not in trespasses and sins, 
 but in classics and theology. I'^xccjit to some extent in 
 mathematics, thcv had no connection with the intellectual
 
 Il8 THE MASTERY OF BOOKS. 
 
 life of the world. The results of European scholarship 
 they sneered at, but had nothing better to give instead. 
 One can imagine that the intellectual life of the luiglish 
 people would look elsewhere for guidance ; and, accord- 
 ingly, as- early as the year 1800 we notice the founding of 
 the first mechanics' institute, where lectures on natural 
 philosophy were given to the public. Though opposed 
 by the aristocracy, the movement went on. Men like 
 Thomas Arnold, Charles Kingsley, and Frederick Robert- 
 son were among these lecturers to workingmen. 
 
 In 1854 Frederick Denison Maurice founded the Work- 
 ingmen's College in London, which was a long stride in 
 the new direction of educational democracy. 
 
 T r> r^ r ^ ill • • ''" England. 
 
 In 1857, Oxford started local examniations 
 throughout England for the improvement of schools. In 
 1867, Professor Stuart of Cambridge gave a series of lec- 
 tures in the North of England, which involved the chief 
 points of the modern extension system. These points, 
 with two others since added, are : A course on one sub- 
 ject ; a printed syllabus ; voluntary written exercises, to 
 be corrected by the lecturer ; the class for discussion and 
 review of the lecture ; the final, written examination. 
 At the present time, both Oxford and Cambridge admit 
 extension work as a part of the regular preparation for 
 the degree of Bachelor of Arts. About fifty thousand 
 persons in all parts of England are now attending uni- 
 versity extension courses ; some of the most promising 
 students having come from the mines and the docks. 
 It should be added that the lecturers are young, enthu- 
 siastic men, whose work is first submitted for approval 
 to a critical college audience. In connection with this 
 great movement should be mentioned a most important
 
 THE PLACE OF THE LIBRARY I.V EDUCATION. II9 
 
 offspring of it, — the college settlement, — which, while it 
 has but little direct bearing on libraries, should never 
 be omitted in any mention of the intellectual and social 
 efforts of our age. 
 
 In America, university extension was preceded by an 
 even more thorough system of lyceum and popular lectures 
 than those of England ; but they all lacked 
 
 In America. 
 
 the consecutive subject and class-room charac- 
 ter that forms the basis of extension work. The begin- 
 nings of American university extension may fairly be asso- 
 ciated with Johns Hopkins University, which was opened 
 for instruction in the centennial year, 1876. From that 
 time to the present, one of the prime movers in the 
 American phase of the work has been Prof. Herbert B. 
 Adams of that university. While American conditions 
 are very different from English, the movement seems 
 now to be well established, and to be entering on a 
 career of unmeasured usefulness. It is hardly necessary 
 to add, what must be obvious to all, that such lectures 
 upon definite subjects, with full references to books, 
 involved an immediate pressure upon libraries to fur- 
 nish themselves with the standard books on these sub- 
 ject.s, and the result has been an entire revolution in their 
 old haphazard methods of purchase. 
 
 University extension has been called, by a somewhat 
 unflattering comjwrison, the salvation army of education. 
 It is, however, no figure of speech, hut the 
 
 Chautauqua. 
 
 literal fact, that the great Chautau<|ii;i move- 
 ment is the camp meeting of education. And just as the 
 camp meeting is the American counterpart of the ICnglish 
 salvation army, so, under American conditions, a more 
 natural development than university extension is the
 
 IJO TJIK MASTERY OF BOOKS. 
 
 work of the Chautauqiui. At Fair Point, on Lake Chau- 
 tauqua ill western New York, a camp meeting was, in 
 1874, transformed into a conference for the improvement 
 of Sunday-school work. The scope of the conference has 
 year by year been extended until it now touches every 
 field of educational activity. In 1878 was organized that 
 feature of Chautauqua work which has brought it into 
 widest note, namely, the Chautauqua literary and scien- 
 tific circles for the encouragement of home-reading. 
 Thousands of students all over the country are annually 
 enrolled for a four years' course in this department. A 
 widely circulated magazine, " The Chautauquan," is pub- 
 lished in connection with the work of the circles. Written 
 reports upon subjects pursued are sent to the secretary, 
 by whom they are examined and rated. The demands of 
 these courses have in many instances required the writing 
 of new and special text-books. While no degrees are 
 given, the student receiving only a certificate of work 
 done, the beginnings so made have often led to actual 
 college work. In other cases, where unfavorable condi- 
 tions have prevented exclusive devotion to study, who 
 shall estimate the gain in intellectual and moral stim- 
 ulus to thousands of hard-working young men and women 
 through these correspondence classes ! 
 
 Nor is the Chautauqua without its closer contact with 
 college work. Its College of Liberal Arts, under the 
 direction of President Harper of Chicago, was designed 
 as a summer school of college work ; there advanced 
 students may meet leading specialists, whose summer 
 lectures and personal advice are followed up through the 
 year by home study and correspondence. Lastly, univer- 
 sity extension itself was, in 1888, incorporated into the
 
 THE PLACi: OF THE LIBRARY TV EDUCATION. 12 1 
 
 scope of Chautauquan enterprise, and much of the success 
 of this movement in the West and South has been due to 
 the influence radiating from Lake Chautauqua. 
 
 Important work has been accomphshed by the Society 
 for Home Study, organized in Boston. By it lists of 
 books are sent out, books are lent, and work is super- 
 vised by correspondence. Correspondence classes have 
 also been established at various institutions. 
 
 The vital connection between the methods of university 
 extension and the systematic use of libraries was, in 1887, 
 urged by Prof. Herbert B. Adams of Johns 
 Hopkins, at the annual conference of the Ameri- ^^^ 
 can Library Association. The suggestions of university 
 the speaker were adopted at the public libra- 
 ries of St. Louis, Buffalo and elsewhere, lectures being 
 organized at these institutions, with printed syllabi and 
 class-work, in connection with the resources of the library 
 on the subject discussed. In fact, the modern public 
 library is now considered as incomplete without rooms 
 for class-work, as a modern college department would 
 be without its own special library, so intimate is the 
 present connection between the library and education. 
 Before leaving this point let us emphasize the difference 
 between the lectures of these systems and 
 
 •' "Extension" 
 
 those of the ordinary " courses " and " bureaus." and 
 The difference is that l)etwcen striking one "bureau" 
 
 ., < , courses. 
 
 blow on each of a dozen nails, and a dozen 
 blows on one nail. Under the ordinary ])ccuin i)lan, 
 the individual lectures may all be good, but they have 
 no connection with one another. In the educational 
 courses the lectures may not be so brilliant and entertain- 
 ing, but they have the far greater excellence of leaving
 
 122 THE MASTERY OF BOOKS. 
 
 at the end of a series a definite addition to the hearer's 
 knowledge. Each lecture has deepened the impression 
 of the preceding. It may fairly be said that we have 
 in this difference just the distinction between entertain- 
 ment and education. 
 
 There can be no doubt that the recent multiplication of 
 summer schools of instruction in the most varied depart- 
 ments of learning has had its effect upon the demands 
 for books made at our public libraries, and thus upon 
 library development ; but a much more potent influ- 
 ence in modifying the character of the books added to 
 
 Reading our libraries has gone forth from the reading 
 clubs. clubs, which of late years have become so 
 numerous. These are generally conducted by ladies. 
 Their subjects of study cover a wide range, but incline 
 most to history, literature, and art. It is no uncommon 
 thing for a library to begin six months ahead to buy 
 books, — in some cases more than one copy of the same 
 work, — against the demands that it is announced will be 
 made upon its resources by the winter's work of such 
 a reading club. Librarians, moreover, unite in regarding 
 such purchases of books by subjects as among the most 
 valuable additions made to their shelves. 
 
 So far we have touched mainly on what was called the 
 extension of knowledge, and its effect upon libraries. We 
 have now to see how a powerful influence toward the 
 intension of knowledge has equally affected the library, 
 in particular the university library. If university exten- 
 
 Seminary sloU WaS UnkuOWU tO the Studcut of half a gen- 
 method, eration ago, a like ignorance characterized him 
 in regard to what is now admitted to be one of the most 
 revolutionary forces in the modern university — the semi-
 
 THE PLACE OF THE LIBRARY IX EDUCATIOiV. IZJ 
 
 nary method. Like all the greatest things, it is extremely 
 simple, and the wonder is that it was not adopted earlier ; 
 for the seminary method is simply the application of the 
 laboratory principle to departments outside of physical 
 science. 
 
 If we owe university extension to England and the 
 Chautauqua to America, we are indebted for the sem- 
 inary method to that country which has led the world 
 in university work in recent times, namely, to Germany. 
 There, about the year 1840, the seminary method had 
 its rise in the private study of the eminent historian, 
 recently deceased at the age of ninety-one, Leopold von 
 Ranke, who was accustomed to gather about 
 
 1 . . , . . Ranke. 
 
 him m his own historical workshop his ad- 
 vanced pupils, and there discuss the sources of history — 
 the original documents, written or printed, on which all 
 history is based. This method had been applied earlier 
 to philological study ; and, indeed, its name is derived from 
 the Jesuit seminaries of the middle ages, where similar 
 conferences between teacher and pupil were customary. 
 But its development in our own times is directly traceable 
 to the example of Ranke and the scholars whom he 
 trained. 
 
 We can but notice how intimately the library comes 
 into play in seminary work. Ranke's conferences were 
 held in his own library — and let us rcmcni])cr tliat 
 this wonderful collection of books is now in America, in 
 the possession of Syracuse University. Later teachers 
 have followed his example, or have had at their disposal 
 separate department libraries, as at Harvard and Brown 
 Universities ; or, as at Michigan and Cornell Universities, 
 and in the new library of Columbia University they use, in
 
 IJ4 ^-^^^ MASTEKY OF BOOKS. 
 
 the main library building, rooms to which its resources are 
 easily accessible. The seminary method is not confined to 
 the historical courses. In fact, there is no course in which 
 research is involved where it may not be applied ; though 
 in all departments we may believe it to be still in its 
 . ,. . earliest stages of development. As the teacher 
 
 Application '^ ^ 
 
 of seminary ccascs to bc au oraclc and takes on the char- 
 method. ^j,^gj. p£ ^ fellow-Student, like the late John 
 Richard Green, who prophesied that he should " die 
 learning," his instruction will more and more assume the 
 character of a conference, in which, instead of posing as 
 an original source of knowledge, the teacher will strive 
 always to impart to his pupils the power to use original 
 sources. This means that the professor will be the best 
 librarian of his own department, and implies an increased 
 use of books and the growing importance of the library 
 as the center of the university's life. On the part of the 
 student, the introduction of the seminary method involves 
 a greater maturity of judgment and generally a better 
 outfit for advanced work, especially in language-knowl- 
 edge, than, in the past, has been deemed necessary. 
 
 A subordinate application of the seminary principle is 
 what is called the "topical" method, involving brief reports 
 
 "Topical" by students, consisting of five or ten minute 
 method. talks bcforc the class on subjects connected 
 with the work of the department. The ])reparation for 
 these reports necessarily involves extensive use of the 
 library and develops valuable acquaintance with sources 
 of information. 
 
 These various divisions of one great movement are now 
 well established. We have secondary education, we have 
 university extension, and we have the Chautauqua ; we
 
 THE PLACE OF THE LIBRARY IX EDUCATION. \2$ 
 
 have also the college with its seminary method, and with 
 each we have a new importance assigned to the library. 
 Books are being read in a new and more vital way, in 
 which not the form but the substance is chiefly valued. 
 This is an unquestionable gain, as, on the whole, the 
 entire movement both for the popularization and for the 
 specialization of knowledge has shown itself to ^ 
 
 t^ ° Dangers. 
 
 be. On the other hand, however, the new edu- 
 cation is not without its dangers. Secondary education, 
 the training of the grammar school and the high school, 
 sometimes breeds a conceit born of ignorance, which effect- 
 ually blocks the path of further knowledge. We find in 
 all walks of life men with just this dangerously little 
 education, that Lord Bacon so warns us against, which 
 makes them in the pride of their ignorance rise up as 
 opponents of higher education. A different danger attends 
 the work of the Chautauqua and the university exten- 
 sion ; namely, the danger that in popularizing knowledge 
 we may also cheapen it, that we may degrade it from 
 science into mere information, or even entertainment. 
 
 Standing at the other extreme, the intension of knowl- 
 edge, as represented by the work of the modern specialist, 
 may run into the great mistake of taking knowl- 
 
 J <=> ° Excessive 
 
 edge out of relation to life ; so that the scholar, speciaiiza- 
 with all his minute and thorough learning on *'°"- 
 one subject, becomes, outside his study or lecture-room, 
 as helpless as a German professor of my acquaintance, 
 who was sitting near a hot stove, and could not tell what 
 to do to avoid the heat, until he had asked his servant 
 and received the advice to move his chair farther off. 
 Such a divorce of learning from life is not likely to 
 be common in America, but it represents a drawback
 
 126 THE MASTERY OF BOOKS. 
 
 that in some countries has been found to attend the 
 extreme speciahzation of knowledge. 
 
 One natural result of the sudden rise of the library 
 into educational prominence is the lack of efBcient libra- 
 Profession of I'laus. It is hardlv twenty years since the new 
 librarian. Yiio. was brcathcd into the library body, and 
 for only half this time has systematic instruction in 
 library economy been attainable anywhere in the world. 
 An accomplished librarian once said to mc that he did 
 not believe there was a man in the country capable of 
 adequately administering a public library of half a mil- 
 lion volumes. This is an extreme statement, but it 
 illustrates at once the difficulty of the task which con- 
 fronts the modern librarian, and the amount of "room 
 on top " in this comparatively new profession. 
 
 It need hardly be stated that the modern definite char- 
 acter of the library calls for a great increase of expendi- 
 ture ; but it should be realized that the founding and 
 endowment of libraries and library funds, as well as lesser 
 gifts to libraries, have become a far more definite contri- 
 bution to educational work than under former conditions. 
 Endowment And it must be acknowledged that beneficent 
 of libraries, people havc not been slow to realize this new 
 field of activity. The gift of Mrs. Fiske to Cornell Uni- 
 versity, the Newberry and Crerar bequests in Chicago, the 
 founding and later consolidation of the Astor, Lenox, and 
 Tilden libraries in New York, the Billings Library of the 
 University of Vermont, the various library funds and 
 endowments throughout the country, — all point to the 
 appreciation by wealthy philanthropists of the fact that 
 in the library has now been opened a new educational 
 field second to none in importance.
 
 THE PLACE OF THE LIBRARY LV EDUCATION. 12 J 
 
 BOOKS OP REPERENCE. 
 
 The student may consult with advantage the following refer- 
 ences : — 
 
 Adams, H. B. Seminary Libraries and University Extension; in Johns Hop- 
 kins University Studies, November, 1887. — The Study of History in 
 American Colleges and Universities; in United States Bureau of Edu- 
 cation, Circular of Information, 1887, No. 2. 
 
 Dewey, M. Libraries as Related to the Educational Work of the State ; — 
 Libraries, Address before University Convocation; in University of the 
 Slate of New York, Regents' Bulletin, 1890, No. 3. 
 
 Foster, F. H. Seminary Method Illustrated from Church History. New 
 York, 1 888. 
 
 Green, S. S. Library Aids. New York, 1883. — Libraries and Schools. 
 New York, 1883. 
 
 Hall, E. W, The Teacher and the Library; in Report of Maine Superin- 
 tendent of Schools, 1888. 
 
 Hall, G. S., editor. Methods of Teaching History. Second edition. Bos- 
 ton, 18S9. 
 
 Library Journal, school number, April, 1895, 
 
 Perkins, F. B., and Mathews, W. Professorships of Books and Reading; 
 in United States Bureau of Education, Public Libraries, Special 
 Report, 1876. 
 
 Providence Public Library Bulletin, May, 1895. 
 
 Robinson, O. H. Relation of Libraries to College Work; in Library Jour- 
 nal, 1881, pp. 97-104. 
 
 Robinson, O. II., aud Winsor, J. College Libraries as Aids to Instruction; 
 in United States Bureau of Education, Circular of Information, 1880, 
 No. I. 
 
 See also the various publications of the University of the State 
 of New York.
 
 CHAPTER IX. 
 
 READING COURSES. 
 
 A MARKSMAN who could placc a hundred shots in a 
 
 target without missing would find the difficulty of his 
 
 task greatly increased if he were required to 
 
 Purpose fc> y 
 
 versus plant thc shots in orderly succession like that 
 method. q£ ^i^^, letters on this page ; and after he had 
 done his best, the appearance of the two targets would 
 probably not be very different. So with reading. It is 
 not denied that there are advantages in methodical read- 
 ing ; but it is doubtful if they pay for the great increase 
 of effort, or after all equal that of the variety afforded by 
 reading in a more desultory manner. The old-fashioned 
 courses of reading usually started the reader with history, 
 and laid out work enough to occupy his spare moments 
 for a year or five years, if indeed they did not mortgage 
 his leisure for the rest of his natural life. A reader of 
 the year of grace, 1896, who was engiged upon such a 
 course, if he were asked whether he had read "Trilby," 
 might be obliged to answer, as a New York lady did, that 
 his reading course wouldn't get down to modern English 
 fiction until 1900. 
 
 It is not the courses themselves that are specially open 
 to criticism, for they are often prepared with great care 
 and scholarship^ ; it is the use that is made of them that 
 
 ^ Several of the st.indard reading courses are included in the list of books 
 on the subject of Reading, wJiich forms the last chapter of this volume. 
 
 128
 
 READING COURSES. 1 29 
 
 needs radical improvement. If undertaken blindly, just as 
 they run, from prehistoric times to the present, such 
 courses are not likely to do much harm — or good ; for 
 few readers ever persevere beyond the first two or three 
 volumes.^ In fact, if a reader is determined to read the 
 list in order, it would be far better to read backwards and 
 take the latest writers first. Such a method has the phil- 
 osophical advantage of proceeding from the known to the 
 unknown, and is likely to interest the reader at the start 
 and lend attraction to works of remoter concern which 
 otherwise would not have been able to hold his attention. 
 Much better, however, because more in harmony vanet 
 with the laws of mental action, is the practice of with 
 combining variety with system ; of delivering the system, 
 shots at random so long as they all hit the target. Most 
 minds indeed will derive profit from keeping several liter- 
 ary irons in the fire at once The mind when tired of his- 
 tory is refreshed by a book of travels, from travels it turns 
 to fiction, and again takes up its reading of history with 
 renewed zest. Or poetry, criticism, philosophy, science, 
 sociology, may in turn afford mental food and recreation. 
 In Mark Twain's " Innocents Abroad " the author in- 
 terrupts his narrative to give an account of his experience 
 one night in a back-country American iim, MarkTwain-s 
 including the results of his asking the porter poner. 
 for something to read. It was on this occasion that he 
 asked for two candles, one to see the other by, a phrase 
 
 ' Look at a set of Bancroft's " History of the United States," or Hume's 
 " England," on the shelves of a puljlic library. The cliances are that the 
 first third of the work has required rcliindinj^, the first volume being nearly 
 worn out, while the last volume is as fresh as when it left the ofTice of inibli- 
 cation. 
 
 KOOP. MAST. OF DKS. —
 
 I30 THE MASTERY OF BOOKS. 
 
 which rivals Milton's celebrated '* darkness visible." This 
 is the concluding paragraph : — 
 
 "The genius of that porter was something wonderful. He put an 
 armful of books on tlie bed and said ' Good-night ' as confidently as 
 if he knew perfectly well that those books were exactly my style 
 of reading matter. And well he might. I lis selection covered the 
 whole range of legitimate literature. It comprised 'The Great Con- 
 summation," by Rev. Dr. Cummings — theology; -Revised Statutes 
 of the State of Missouri" — law; 'The Complete Horse-Doctor" — 
 medicine; 'The Toilers of the Sea," by Victor Hugo — romance; 
 'The Works of William Shakspere' — poetry. I shall never cease 
 to admire the tact and the intelligence of that gifted porter." 
 
 The whole story is worth reading, not only for its 
 humor, but also because it presents one of the most 
 remarkable cases of real, or imputed, enthusiasm for 
 reading ever recorded. 
 
 Variety is not only the spice of reading courses, but it 
 is also the quality by which they are adapted to the needs 
 Individual of individual readers, and so made widely profit- 
 tastes, able. Years of experience never quite inure 
 the librarian to the endless variety of tastes in the matter 
 of reading. To most of us the last two of the porter's 
 five books are the only ones that we should ever think 
 of opening. Yet it is safe to say that each of the other 
 three finds every week a reader somewhere in our country. 
 But, after all, perhaps the greatest benefit to be de- 
 rived from variety is the intellectual health that comes 
 from manifold information and interest. The proverb, 
 " Beware of a man of one book," would be quite as 
 effective if it read, " Beware of being a man of one book." 
 Necessary as specialization is, under human limitations, 
 to the attainment of greatness in science or scholarship,
 
 READIXG COURSES. I3I 
 
 it is nevertheless attended by evils that are felt by every 
 investigator. Narrowness of mental vision not only loses 
 all outside its range, but lacks means of comparison to 
 judge aright the objects within the scope of its vision. 
 Persons who live exclusively upon rice or potatoes, which 
 are fat-producing foods, do not grow fat. In the same 
 way, readers who gorge themselves with a single food 
 from the board of knowledge become only intellectual 
 starvelings. As much error arises from one-sided knowl- 
 edge as from ignorance itself. 
 
 But there may be system even in variety ; and perhaps 
 the best way to construct a reading course that shall be 
 varied upon some better principle than mere caprice, 
 is to follow a hint contained in one of Lord Bacon's 
 most brilliant works, " The Advancement of Learn- 
 ing." This treatise was published fifteen years before 
 his " N^ovuvi Orgamun," and in a manner Hint from 
 prepares the way for that crowning work, by Bacon's "De 
 presenting an outline of human knowledge, with "S'^entis. 
 an investigation of the extent to which each department 
 had been cultivated. Theology, for instance, up to Bacon's 
 time, had been studied much more than the natural sci- 
 ences ; since the appearance of his " Novum Organum," 
 and largely through its impulse, the sciences have re- 
 ceived increasing attention. 
 
 Let the reader, therefore, who wishes to adapt his reading 
 to his needs, draw up an outline map of the literary world, 
 and note what regions he is familiar with, what ^^ ^^ 
 he has some knowledge of, and of what he finds human 
 himself entirely ignorant. It is not advised that ^^°^ ^'^^^' 
 any reader should attempt, like Bacon, to take all knowl- 
 edge for his province, though any mind must derive
 
 12,- THE MASTERY OF BOOKS. 
 
 benefit from a bird's-eye view of human knowledge ; but 
 it is beliex'ed that this method will prove more constantly 
 suggestive and hel[:)fiil tlian any other, and will soonest 
 enable the niintl to convert practice into instinct, and dis- 
 pense with conscious method altogether. 
 
 Such a classification, with the titles of about fifteen hun- 
 dred valuable works, is here offered, the divisions being in 
 Representa- thc main thosc of Mr. Charles A. Cutter's " Ex- 
 tive list. pansive Classification," which was designed for 
 the arrangement of books in libraries. The list has been 
 based upon the " American Library Association Catalog " 
 of five thousand volumes exhibited at Chicago in 1 893 ; 
 but variations have been freely made. The compiler has 
 sought to give the correct dates of publication, either of 
 the first editions or of the last important revisions. The 
 original place of publication has also been stated, no notice 
 being taken of reprints. Two classes of books are in 
 general given under each division — the standard, or 
 authoritative, works on the subject, and the more read- 
 able or popular books ; the former are marked by an 
 asterisk. The classification is arranged under fourteen 
 main divisions, to a discussion of which the rest of the 
 present chapter will be devoted, in the hope of throwing 
 light on the path of the reader in entering unfamiliar 
 regions of literature. 
 
 The first division, Reference Books, has already been 
 
 discussed in Chapter IV., but chiefly with regard to the 
 
 Reference ^^^c of thc cxtcnsivc reference outfit of a large 
 
 books. library. Something may be said here concern- 
 ing the reader's own reference library. It should consist 
 of all, or as many as possible, of the following classes of 
 •works, mentioned in tlie order of their importance : an
 
 READING COURSES. I 33 
 
 English Dictionary (the " International " ), a Cyclopedia 
 (Johnson's), an Atlas (" Globe Hand Atlas "), a Biograph- 
 ical Dictionary (Lippincott's), a Gazetteer (Lippincott's, 
 or for the last two the Century " Cyclopedia of Names " 
 may be substituted). These books should be kept within 
 easy reach for consultation on unfamiliar points that occur 
 in reading. 
 
 The second division, Philosophy, represents that depart- 
 ment of human knowledge or speculation, which exhibits 
 the utmost powers of human thought. It is. 
 
 Philosophy. 
 
 therefore, not easily capable of popular presen- 
 tation ; yet no reader should be content to remain ignorant 
 of its outlines and the general course of its development. 
 The reading of Salter's " First Steps " and Schwegler's 
 "History" will at least indicate to the reader whether 
 he has any mental fitness to pursue the subject further. 
 An entrance to the domain of philosophy is often most 
 easily effected from the side of ethics, or the conduct of 
 life, r^or such a purpose Professor Seth's volume, though 
 somewhat technical, cannot fail to awaken an interest in 
 any mind possessed of an aptitude for philosophy. 
 
 The third division, Religion, represents such an enor- 
 mous library of its own, and the reader's relations to it 
 are of such a personal character, that advice 
 
 Religion. 
 
 in regard to reading on this topic becomes a 
 matter at once difficult and delicate. But certain lines of 
 reading may at least be indicated. No better introduction 
 to the general subject is needed than James I'^reeman 
 Clarke's "Ten Great Religions," the first volume of which 
 takes up the different religions separately, while the second 
 volume .shows how different doctrines have been held by 
 the adherents of the various faiths. The scliolaily and
 
 134 THE MASTERY OF BOOKS. 
 
 fascinating work of President White is in some senses a 
 history both of science and religion, setting forth with the 
 treatment of a master the slow progress of the race in 
 the throwing off of superstition and the attainment of 
 essential religion. The great divisions of the general sub- 
 ject, like the Bible, Christianity, Christ, Personal Religion, 
 and Church History, may all be studied either in elemen- 
 tary or in exhaustive treatises. In Hymns and in Sermons 
 are seen the relations of religion to two divisions of liter- 
 ature. Poetry and Oratory. The attractive works devoted 
 to Mythology need no introduction. Through them we 
 pass to the manifold toi)ics of interest represented by 
 Folk-Lore, with its intimate relation to literature in Pop- 
 ular Romances. 
 
 Biography, which is the fourth division, while a form of 
 history, is really illustrative of every department of human 
 knowledge and activity. The young read biog- 
 Biography. ^^^j^^ i^^^ inspiration ; the mature, for instruc- 
 tion and delight. In many libraries it is the practice to 
 arrange works of biography with the departments illus- 
 trated ; thus, lives of authors are put with Literature, 
 statesmen with Political History, inventors with Industrial 
 Arts, etc., and this method gives a serviceable hint for 
 guidance in reading. There are many subjects whose 
 problems and history can in no other way be made so 
 real to the mind as by the biography of men representing 
 them. The life of Faraday for chemistry, of Webster for 
 American history, of Dr. Johnson for Engli.sh literature in 
 the eighteenth century, and of Longfellow for American 
 literature, will be sufficient to suggest the illuminating 
 power of biography. In the study of literature the life of 
 an author often furnishes clews without which his writings
 
 READIXG COURSES. I 35 
 
 could not be understood ; this is particularly true of the 
 poets, whose works represent the completest form of self- 
 expression. The reader, therefore, in whatever field of 
 learning he may be occupied, should be mindful of the 
 interest and profit to be derived from biography. 
 
 When a course of reading is mentioned, it is usually 
 our fifth division, or History, that is understood. Of 
 all forms of reading, historv is the one com- 
 monly regarded as the most "improving." Yet 
 the history that was formerly written, a mere farrago of 
 battles and intrigues, was, perhaps, the least profitable 
 of all forms of literature. True history-writing, as now 
 understood, is the result of the great democratic world- 
 movement of the last hundred years, and concerns 
 itself with people rather than with rulers, the achieve- 
 ments of peace rather than the barren victories of war. 
 From this modern point of view, Macaulay's famous third 
 chapter is worth all the rest of his history, as well as all 
 the English history that went before it. During the 
 half-century since its publication, many " social histo- 
 ries," written in the same spirit, have appeared, of which 
 an excellent example is Paul Lacombe's " Short History 
 of the French People," a book which ignores everything 
 that the old battle histories gave, and gives everything 
 that they ignored. History of this character, dealing with 
 matters of permanent human concern, and rich in lessons 
 of social welfare, is the onl\' kind thai nine readers out of 
 ten ought ever to si:)end their time upon. Not all the 
 histories cited in the following chapter are of tliis class, 
 for social history has only begun to be written. Hut the 
 reader can at least exercise the art of skipping upon such 
 works as arc padded with narratives of no interest to him.
 
 136 THE MASTERY OE BOOKS. 
 
 The year 1894 saw the successful conclusion of the 
 greatest work in the department of Geography that has 
 Geography, ^^'^"^ bccn Completed — Elisee Reclus' " N021- 
 traveisand 1'cllc Gcogvapkie Gcii^rale^' a magnificently illus- 
 description. ti-^tji^j work in nineteen large volumes. Here, 
 as in modern historical writing, not merely political con- 
 ditions are presented, but the earth and its inhabitants 
 form the author's subject matter. It is in the spirit of 
 this work that reading in geography should be conducted, 
 and it should go hand in hand with historical reading. 
 What is the physical character of a country .'' What 
 are its inhabitants, bodily, mentally, morally, spiritually .'' 
 How has the land affected the people, and the people 
 the land ? How has their social life been determined by 
 the landscape .' These are some of the questions to be 
 asked in reading geography and travels, fully to answer 
 which may require extensive reading in departments not 
 usually associated with geography. 
 
 Bayard Taylor and Edmondo de Amicis arc good exam- 
 ples of modern travelers who observe broadly and sympa- 
 thetically. 
 
 As religion represents the relations of man to God, so 
 Social Science represents the relations of man to his fel- 
 
 sociai ^'^^\' men. Strictly, indeed, it includes ethics, 
 
 science. which is generally regarded as a department of 
 philosophy or of religion. Here are found the great topics 
 of human interest represented by Political Economy, the 
 science of national j^rosperity ; Political Science, with the 
 numerous questions involved in the relations of govern- 
 ment ; Law, in its historical, theoretical, and practical 
 aspects ; and the dark problems that confront society in 
 the existence of Crime and Pauperism, as well as the
 
 READING COURSES. 137 
 
 brighter side of iiuman development contained in the 
 achievements of Education. No better guide to this 
 many-sided department of knowledge is needed than that 
 given in Small and Vincent's " Introduction to the Study 
 of Society." The reader who has mastered this volume 
 will know what phases of the subject most attract him, 
 as well as the works most likely to prove serviceable. 
 
 Natural Science, our ninth division, had been neglected, 
 as we saw, before Bacon's day ; while, as a result of the 
 impulse given by his genius, it has since been 
 
 . Science. 
 
 studied with increasmg attention. Certamly 
 the profoundest influences felt by thought in our cen- 
 tury have come from natural science. Of this subject 
 one may say with reverence, " the field is the world ; " and 
 its harvests will not be gathered until every truth of physi- 
 cal e.vistence has been discovered by man. An excellent 
 outline of the scope and spirit of modern science is afforded 
 by Huxley's introductory volume, in the series of Science 
 Primers. Miss Buckley's " Short History of Natural Sci- 
 ence " is an attractive presentation of scientific achieve- 
 ments. 
 
 An interesting bond between the sciences and the In- 
 dustrial Arts is furnished by one of the most remarkable 
 series of fictitious works ever produced, and one industrial 
 that could not have been produced in any age arts, 
 previous to our (jwn ; namely, tlic novels of Jules Verne. 
 No one can understand them without some acquaintance 
 with both the sciences and the arts, while few readers are 
 likely to lay them down without addition to their stock of 
 information. They stand in the same rchition to these 
 subjects as that which the best historical novels hold to 
 history, and serve the same useful purpose of lending
 
 138 THE MASTERY OF BOOKS. 
 
 interest to subjects not always in themselves attractive. 
 As an introduction to this department, excellent service 
 is rendered by the biographical works of Samuel Smiles. 
 The volumes and current numbers of the " Scientific 
 American" and its "Supplement" form a remarkable 
 storehouse of information on all topics in the domain of 
 industry and inventions. 
 
 The Fine Arts represent a department so attractive 
 that there are few readers that have not already formed 
 an acquaintance with them. Guidance, rather 
 than incitement, is here the need, and for this 
 purpose the beginner will be well served by Goodyear's 
 " History of Art," or the new series of College Histories 
 now in course of publication under the direction of Pro- 
 fessor John C. Van Dyke. The two luiglish writers who 
 have recently done more than any others to popular- 
 ize art are Philip Gilbert Hamerton and John Ruskin. 
 Biography in this department plays an important part, 
 owing to the dependence of all art production upon the 
 individuality of the artist. Modern processes of illustra- 
 tion have made the study of art works more feasible by 
 multiplying representations of the masterpieces, while 
 engraving itself composes an important division of art. 
 
 The study of foreign languages has already been dis- 
 cussed in an entire chapter ; and though Language, or 
 Philology, forms an important division of hu- 
 
 Language. , , , . . in 
 
 man knowledge, it is not necessary to dwell 
 upon its nature or its marvels. F'or a scientific treatment 
 of language, the reader may turn with profit to Professor 
 Whitney's two volumes ; while a survey of language from 
 the standpoint of literature will be found in Professor 
 Mathews's " Words, their Use and Abuse."
 
 READIXG COURSES. 1 39 
 
 Books on Rhetoric and Elocution are very naturally 
 classified after language, and before literature. Rhetoric 
 helps us to understand and make a literary use Rhetoric and 
 of language ; elocution enables the reader to elocution, 
 impress the listener with the full power of the language 
 employed in any literary work. 
 
 Though Literature is placed as the last division of our 
 classification of books, it must not be supposed that no 
 books having a claim to rank as literature have 
 been produced in other departments. Bun- 
 yan's " Pilgrim's Progress " was written with a distinctly 
 religious purpose, with no thought on the part of the 
 author of producing a contribution to literature. Hu.v- 
 ley's " Physiology," though written as a school text-book, 
 is in style and treatment a classic. It is quite possible 
 that Macaulay's " History of England " will be judged 
 by future generations rather as literature than as history. 
 Of such works it may be said that when they have died 
 to their first life of utility, they are taken up into the im- 
 mortality of literature. But even if we exclude all works 
 not originally coming under the head of polite literature, 
 what a world of human greatness arises at the mere men- 
 tion of the departments which literature includes, — Po- 
 etry, Drama, Fiction, Humor, Oratory, Essays, Letters ! 
 We are transported at once into — 
 
 " The sacred Place 
 
 Where the greatest Dead abide ; 
 Where grand old Homer sits 
 
 In godlike state l)enign ; 
 Where broods in endless thought 
 
 The awful Florentine ; 
 Where sweet Cervantes walks, 
 
 A smile on his grave face;
 
 140 THE MASTERY OF BOOKS. 
 
 Where gossips quaint Montaigne, 
 
 The wisest of liis race; 
 Where Goethe looks through all 
 
 With that calm eye of his ; 
 Where — -little seen I)ut Light — 
 
 The only Sluikspere is ! " 1 
 
 Mighty as is the literature of knowledge, it must not 
 be forgotten that the learning of to-day may become the 
 io-norance of to-morrow ; while the power of the unknown 
 ballad singers of the " Iliad " pulses in every artery of 
 modern civilization. So much of the present volume has 
 been devoted to a plea for the reading of pure literature, 
 and to an attempt at guidance therein, that this division 
 of thci subject needs here no further enlargement. 
 
 In case, however, there should be some who still feel 
 
 impelled to ask, " Where, after all, shall I begin among 
 
 the multitude of books enumerated .-' " a few 
 
 Choice of 
 
 books for a suggcstions may be added, on the basis of the 
 beginner, supposcd casc of ouc who, though dcsirous of 
 the culture to be derived from books, has not yet made a 
 systematic acquaintance with any of the departments of 
 human knowledge, nor indeed knows enough about any 
 tD hive an interest in it. To such a reader I should en- 
 deavor to present the attractions of literature, science, and 
 history, through the novels of Stevenson, Verne, and Scott 
 — one novel from each. In literature I should recommend 
 only fiction for some time ; but in history I should try 
 for the second book a work like Irving's " Mahomet " or 
 "Columbus," and in science "The Modern Seven Won- 
 ders of the World," by Kent. The narrative poems of 
 Scott and Morris would prove an easy jxath from fiction 
 
 1 " 
 
 Adsum,'' by R. II. Stoddard, on the death of Thackeray.
 
 READIXG COURSES. I4I 
 
 to Other departments of literature. The reader who en- 
 joyed Irving would be ready to take up Motley, Parkman, 
 or Prescott, while Buckley and Smiles would be welcomed 
 as further guides into science and the arts. The reader 
 who had gone so far with interest would be ready for 
 more systematic and specialized reading, in which his in- 
 dividual tastes would have to be considered ; but he cer- 
 tainly would be able, without difficulty, to make his own 
 selections from a list like the following. 
 
 Finally, those who have the giving of advice in the 
 choice of books should respect the natural desire of every 
 reader to see the books themselves and make his own 
 selection. It is the " speaking " character of the actual 
 volumes, that makes the sight of them so much more 
 attractive and helpful than the best prepared lists. What- 
 ever value the appended list may contain cannot fail tcj be 
 increased for the reader who is able to see the books 
 mentioned under any given division, and make his selec- 
 tion with the volumes before him.
 
 CHAPTER X. 
 CLASSIFIED LIST OF BOOKS. 
 
 Main Divisions. 
 
 Reference Books. Social Science. 
 
 Philosophy. Natural Science. 
 
 Religion. Industrial Arts. 
 
 Biography. Fine Arts. 
 
 History. Language. 
 
 Geography. Rhetoric and Elocution. 
 
 Travels and Description. Literature. 
 
 REFERENCE BOOKS. — Almanacs, 
 
 Statesman's Year-Book. London. Yearly. 
 Whitaker's Almanack. London. Yearly. 
 World Almanac. New York. Yearly. 
 
 Bibliography. 
 
 Bouchot, H. The Book; Its Printers, Illustrators, and Binders. 
 
 London, 1887. 
 De Vinne, T. L. Invention of Printing. 2d edition. New York, 1878. 
 Putnam, G. H. Authors and their Public in Ancient Times. New 
 
 York. 1893. 
 Rogers, W. T. Manual of Bibliography. London, 1891. 
 Thompson, E. M. Handbook of Greek and Latin Palasography. 
 
 London, 1893. 
 Zaensdorf, J. W. Art of Bookbinding. London, 1879. 
 
 142
 
 REFERENCE BOOKS. 143 
 
 Cyclopedias. 
 
 Appleton's Annual CyclopEedia. New York. Yearly. 
 
 Century Cyclopedia of Names. New York, 1894. 
 
 ♦Encyclopaedia Britannica. Edinburgh, 1 875-1 889. 24 vols, and 
 Index. — Supplement. Philadelphia, 1 885-1 889. 4 vols. 
 
 Johnson's Universal Cyclopaedia. New York, 1 893-1 895. 8 vols. 
 
 Indexes. 
 Fletcher, W. I., editor. American Library Association Index to 
 
 General Literature. Boston, 1893. 
 Fletcher, W. I., and Bowker, R. R., editors. Annual Literary 
 
 Index, including Periodicals and Essays. New York. Yearly. 
 Poole, W. F., and Fletcher, W. I., editors. Index to Periodical 
 
 Literature [1802-1S92]. Boston, 1882-1893. 3 vols. 
 
 LiBRARV Science. 
 * Cutter, C. A. Rules for a Dictionary Catalogue. 3d edition. Wash- 
 ington, 1 891. 
 Fletcher, W. I. Public Libraries in America. Boston, 1S94. 
 Lang, A. The Library. London, 1881. 
 Library Journal. New York. M'eekly. 
 
 U. S. Bureau of Education. Public Libraries in the United States. 
 Washington, 1876. 
 
 Periodicals. 
 Academy. London. Weekly. 
 Atlantic Monthly. Boston. Monthly. 
 Century Magazine. New York. Monthly. 
 Forum. New York, ^fonthly. 
 Harper's Magazine. New York. .Monthly. 
 Nation. New York. W'eekly. 
 Nineteenth Century. London. Monthly. 
 Review of Reviews. New York. Monthly. 
 Sun. New York. Daily. 
 Times. London. Daily. 
 
 • Works thus marked are standard, but usually not popular in character.
 
 144 
 
 PHILOSOPHY. 
 
 Quotations and Allusions. 
 
 Bartlett, John. Familiar Quotations. 9th and final edition. Bos- 
 ton, 1 891. 
 
 Brewer, E. C. Dictionary of Phra.se and Fable. New edition. 
 London, 1881. 
 
 Brewer, E. C. Historic Note-Book. London, 189 1. 
 
 Brewer, E. C. Reader's Handbook. London, 1880. 
 
 Wheeler, W. A. Noted Names of Fiction. 19th edition. Boston, 
 1889. 
 
 PHILOSOPHY. 
 
 *Erdmann, J. E. History of Philosophy. London, 1889. 3 vols. 
 Fleming, W. Vocabulary of Philosophy. 4th edition, by H. Calder- 
 
 wood. London, 1887. 
 Knight, W., editor. Philosophical Classics for English Readers. 
 
 London, 1 880-1 890. 15 vols. 
 
 Bacon; by J. N'ichol. 2 vols. Hobbes ; by C. Robertsoa 
 
 Berkeley; by C. Eraser. Hume; by W. Knight. 
 
 Butler; by W. L. Collins. Kant; by W. Wallace. 
 
 Descartes; by J. P. Mahaffy. Leibniz; by J. T. Merz. 
 
 Fichte; by R. Adamson. Locke; by C. Fraser. 
 
 Hamilton; by J. Veitch. Spinoza; by J. Caird. 
 
 Hegel; by E. Caird. Vico; by R. Mint. 
 
 Salter, W. M. First Steps in Philosophy. Chicago, 1893. 
 Schwegler, A. History of Philosophy ; edited by B. E. Smith. New 
 York, 1880. 
 
 * Spencer, H. Synthetic Philosophy. London, 1862-1893. 9 vols. 
 
 Mental Philosophy. 
 
 Halleck, R. P. Psychology and Psychic Culture [ICIementary]. New 
 ^'ork, 1895. 
 
 * James, W. Principles of Psychology. New York, 1890. 2 vols. 
 
 Jevons, W. S. Logic. London, 1876. 
 
 *Ladd, G. T. Elements of Physiological Psychology. New York, 
 
 1887. 
 
 Lombroso, C. The Man of Genius. London, 1S91.
 
 kKL/GJON. 145 
 
 Moral Philosophy. 
 
 Janet, P. Elements of Morals. New York, 1884. 
 
 * Lecky, W. E. H. History of European Morals, from Augustus to 
 
 Charlemagne. London, 1S69. 2 vols. 
 
 * Martineau, J. Types of Ethical Theory. Oxford, 1885-1886. 2 
 
 vols. 
 Mathews, W. Getting on in the World. New edition. Chicago, 
 
 1876. 
 Munger, T. T. On the Threshold. New edition. Boston, 1891. 
 *Seth, J. A Study of Ethical Principles. Edinburgh, 1894. 
 
 RELIGION. 
 
 Caird, J. Introduction to the Philosophy of Religion. New edition. 
 New York, 1891. 
 
 Clarke, J. F. Ten C^reat Religions. New edition. Boston, 1886. 
 2 vols. 
 
 Fiske, J. The Idea of God as Affected by Modern Knowledge. 
 Boston, 1885. 
 
 M'Clintock, J., and Strong, J., editors. Cyclopaedia of Biblical, Theo- 
 logical, and Ecclesiastical Literature. New York, 1 867-1 887. 
 12 vols. 
 
 White, A. D. Warfare of Science. Enlarged edition. New York, 
 1896. 
 
 Bible. 
 
 •Driver, S. R. Introduction to the Literature of the Old Testament. 
 
 Edin])urgh, 1891. 
 *Horton, R. F. Revelation and the Bible. London, 1892. 
 •Sanday, W. Inspiration. London, 1S94. 
 
 English Bible. 
 Wyclif , J. 1 384. 
 
 Tyndale, W. 1525-1 535- 
 
 Coverdale, M. i 535. 
 
 King James Version. I^l 1. 
 
 K'lliI'. MASI. OH BKS. — 10
 
 146 KELIGJOX. 
 
 Revised \'ersion. 1895. 
 
 Pattison, T. H. History of the English Bible. Philadelphia, 1894. 
 
 Christianity. 
 
 Abbott, L. Evolution of Christianity. Boston, 1892. 
 
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 History of Asia. 
 
 *Lenormant, F., and Chevallier, E. Manual of the Ancient History 
 of the East. London, 1 869-1 870. 2 vols. 
 
 * Rawlinson, G. [Seven] Great Monarchies of the Ancient Eastern 
 
 World. London, 1 862-1 876. 6 vols. 
 
 [Arabia] The Caliphate; by W. Muir. London, 1891. 
 
 * China, History of; by D. C. Boulger. London, 1 881 -1884. 3 vols. 
 
 [India] Brief History of the Indian People ; by W. W. Hunter. 
 
 New edition. London, 1883. 
 [Japan] Mikado's Empire ; by W. E. Griffis. New edition. New 
 
 York, 1883. 
 Troy; by S. G. W. Benjamin. London, 1881. 
 
 History of Africa. 
 Carthage and the Carthaginians; by R. B. Smith. London, 1878. 
 •Egypt, History of Ancient; by G. Rawlinson. London, 1887. 2 vols.
 
 HISTORY. 159 
 
 * Egypt under the Pharaohs; by H. Brugsch. London, 1879. 2 vols. 
 
 ♦Egypt's Place in Universal History; by C. C. J. Bunsen. London, 
 1 848-1 867. 5 vols. 
 
 History of America. 
 Parkman, F. Conspiracy of Pontiac. Boston, 1851. 2 vols. 
 Parkman, F. France and England in North America. Boston, 
 1 865-1 884. 9 vols. 
 
 Pioneers of France in the Xew World. Old Regime in Canada 
 
 Jesuits in Xorth .America. Count Frontenac and Xew France. 
 
 La Salle, and the Discovery of the Half-century of Conflict. 2 vols. 
 
 Great West. Montcalm and Wolfe. 2 vols. 
 
 *Winsor, J., editor. Narrative and Critical History of America, 
 Boston, 18S4-1889. 8 vols. 
 
 Canada. 
 Bryce, G. Short History of the Canadian People. London, 1887. 
 MacMullen, J. History of Canada. London, 1868 
 
 Mexico. 
 Ober, F. A. Young Folks' History of Mexico. Boston, 1883. 
 
 *Prescott, W. H. History of the Conquest of Mexico. Philadelphia, 
 
 1843. 2 vols. 
 
 Peru. 
 
 Markham, C. R. History of Peru. London, 1S92. 
 
 ♦Prescott, W. H. History of the Conquest of Peru. Philadelphia, 
 1847. 2 vols. 
 
 United States. — Central Works. 
 
 *Adams, H. Hi.story of the United States [1801-1817]. New 
 York, 1 889-1 89 1. 9 vols. 
 
 Andrews, E. B. History of tiie United States. New York, 1894. 
 2 vols. 
 
 * Bancroft, G. History of the United States [1492-1789]. New 
 
 ^■ork, 1883-1885. 6 vols. 
 
 •Bancroft, G. History of the Formation nf the Constitution. New 
 York, 1882. 2 vols.
 
 l6o HISTORY. 
 
 Fiske, J. Discovery of America. Boston, i .^^02. 2 vols. 
 
 Fiske, J. American Revolution. Boston, 1891. 2 vols. 
 
 Fiske, J. Critical Period of American History [i 783-1 789]. Boston, 
 
 188S. 
 Greeley, H. The American Conflict [i 860-1 864]. Hartford, 1864- 
 
 1867. 2 vols. 
 Hart, A. B. Formation of the Union [i 750-1 829]. London, 1892. 
 *Hildreth, R. History of the United States [1492-1821]. New 
 
 York, 1S49-1S56. 6 vols. 
 Johnson, R. U., and Buel, C. C, editors. Battles and Leaders of the 
 
 Civil War. New York, 1 887-1 889. 4 vols. 
 Ladd, H. 0. History of the War with Mexico. New York, 1883. 
 Lodge, H. C. Short History of the English Colonies in America. 
 
 New York, 1881 . 
 
 * McMaster, J. B. History of the United States from the Revolution 
 
 to the Civil War. New York, 1883-1893. Vols. 1-4. 
 ♦Paris, L. P. A. d'O., Co7nte de. History of the Civil War in America. 
 
 Philadelphia, 1S75-18SS. 4 vols. 
 ♦Rhodes, J. F. History of the United States from 1850. New York, 
 
 1 893-1 895. 3 vols. 
 
 * Ripley, R. S. The War with Mexico. New York, 1849. 2 vols. 
 Roosevelt, T. Naval War of 181 2. New York, 1882. 
 *Schouler, J. History of the United States [1783-1861]. New 
 
 York, 1 880-1 891 . 6 vols. 
 Swinton, W. Twelve Decisive Battles of the War. New York, 
 
 1867. 
 Thwaites, R. G. The Colonies [1492-1 750]. London, 1891. 
 Wilson, H. Rise and Fall of the Slave Power in America. P.oston, 
 
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 Wilson, W. Division and Reunion [1829-1889]. London, 1893. 
 
 Uniled States. — Muior Divisions. 
 •Bancroft, H. H. Works. San Francisco, 1 874-1 890. 39 vols. 
 Alaska. Arizona and \ew Mexico.
 
 HISTORY. 
 
 i6i 
 
 British Columbia. 
 California. 7 vols. 
 California Inter-Pocula. 
 California Pastoral. 
 Central America. 3 vols. 
 Essays and Miscellany. 
 Literary Industries. 
 Mexico. 6 vols. 
 
 Native Races of the Pacific States. 
 
 5 vols. 
 Nevada, Wyoming, and Colorado. 
 North -Me.Kican States and Texas. 2 vols. 
 Northwest Coast. 2 vols. 
 Oregon. 2 vols. 
 Popular Tribunals. 2 vols. 
 Utah. 
 
 Washington, Idaho, and Montana. 
 
 Brooks, E. S., editor. The Story of the States. Boston, 1888-1892. 
 8 vols. 
 
 Kentucky ; by E. M . Connelly. 
 Louisiana; by M. Thompson. 
 Massachusetts ; by E. E. Hale. 
 New Mexico ; by II. O. Ladd. 
 
 New York ; by E. S. Brooks. 
 Ohio ; by k. Black. 
 Vermont ; by J. L. Heaton. 
 Wisconsin ; by R. G. Thwaites. 
 
 Scudder, H. E., editor. American Commonwealths. Boston, 1883- 
 1892. 14 vols. 
 
 California; by J. Royce. 
 Connecticut : by \. Johnston. 
 Indiana; by J. P. Dunn, Jr. 
 Kansas ; by L. W. Spring. 
 Kentucky ; by N. S. Shaler. 
 Maryland; by W. 11. Browne. 
 
 Michigan ; by T. M. Cooley. 
 
 Missouri ; by L. Carr. 
 
 New York ; by E. H. Roberts. 2 vols. 
 
 Ohio ; by R. King. 
 
 Oregon ; by W. Barrows. 
 
 \'ermont ; by R. E. Robinson. 
 
 Virginia; by J. E. Cooke. 
 
 Boston, Story of: by A. Oilman. New York, 1889. 
 
 Chicago, Story of; by J. Kirkland. Chicago, 1892. 
 
 New England, Beginnings of; by J. Fiske. Boston, 1889. 
 
 *New England, History of [1497-1775]; by J. G. Palfrey. Boston. 
 
 1 858-1 890. 5 vols. 
 
 New York [City] ; by T. Roosevelt. London, 1891. 
 West, Winning of the; by T. Roosevelt. New York, 1 889-1 896. 
 Vols. 1-4. 
 
 History of Islands. 
 
 Australia, History of; by C. W. Rijsden. London, 1883. 3 vols. 
 Hawaiian People, Brief History of; by W. I). Alexander. New York, 
 
 1892. 
 New Zealand, History of ; by G. W. Rusden. London. 1883. 3 vols. 
 
 KOOP. MAST. OP BKS. — 11
 
 1 62 GEOGRAPHY. 
 
 GEOGRAPHY. 
 
 Bartholomew, J. G. Globe Hand Atlas. London, 1892. 
 Chisholm, G. G. Handbook of Commercial Geography. London. 
 1S89. 
 
 * Freeman, E. A. Historical Geography of Europe. London, 1881. 
 
 Johnston, A. K. Royal Atlas of Modern Geography. London, 1894. 
 
 Parker, F. W. How to .Study Geography. New York, 1889. 
 
 *Reclus, E. The Karth and its Inhabitants. New York, 1885-1895. 
 19 vols. 
 
 *Tozer, H. F. Classical Geography. London, 1877. 
 
 * Shaler, N. S., editor. The United States of America. New York, 
 
 1894. 2 vols. 
 
 Stanford's Compendium of Geography and Travel. London, 1882- 
 1888. 6 vols. 
 
 Africa ; by Keith Johnston. Central America, West Indies, and 
 
 Asia; by A. H. Keane, edited by R. South America; by H. W. Bates. 
 
 Temple. Europe ; by F. W. Rudler and G. G. 
 
 Australasia; by A. R. Wallace. Chisholm. 
 
 North America ; by F. V. Hayden and A. R. C. Selwyn. 
 
 TRAVELS AND DESCRIPTION. 
 
 Europe. 
 
 Taylor, B. Byways of Europe. New York, 1869. 
 Taylor, B. Views Afoot. New York, 1846. 
 
 England. 
 Emerson, R. W. English Traits. Boston, 1856. 
 Hawthorne, N. Our Old Home. Boston, 1863. 
 Miller, H. First Impressions of England. Edinburgh, 1847. 
 Taine, H. A. Notes on England. 8th edition. New York, 1885. 
 White, R. G. England Without and Witliin. Boston, 1881.
 
 TRAVELS AND DESCRIPTION. 1 63 
 
 Winter, W. Gray Days and Gold in England and Scotland. New 
 
 York, 1 89 1. 
 
 France. 
 
 Amicis, E. de. Studies of. Paris. New York, 1879. 
 
 Brownell, W. C. French Traits. New York, 1887. 
 
 Hamerton, P. G. Round my House: Rural France. London, 1875. 
 
 James, H., Jr. A Little Tour in France. Boston, 1884. 
 
 Germany. 
 Gould, S. B. Germany Past and Present. London, 1879. 2 vols. 
 Seguin, L. G. The Black Forest. London, 1885. 
 
 Greece. 
 
 Field, H. M. Greek Islands and Turkey after the War. New York, 
 
 1885. 
 Mahaffy, J. P. Rambles and Studies in Greece. London, 1876. 
 Tozer, H. F. Islands of the .^tgean. Oxford, 1890. 
 
 Holland. 
 Amicis, E. de. Holland. Revised edition. New York, 1890. 
 
 Italy. 
 Howells, W. D. Italian Journeys. London, 1867. 
 Howells, W. D. Venetian Life. New edition. Boston, 1880. 
 Norton, C. E. Notes of Travel and Study in Italy. New edition. 
 
 Boston, 1880. 
 Story, W. W. Roba di Roma. Boston, 1862. 
 Symonds, J. A. Sketches in Italy and Greece. London, 1874. 
 
 Norway. 
 
 Du Chaillu, P. B. Land of the Midnight Sun. New York, 1881. 
 
 2 vols. 
 
 Russia. 
 
 Brandes, G. M. C. Impressions of Russia. London, 18S9. 
 * Wallace, D. M. Russia. New edition. London, 1888,
 
 164 TRAVELS AND DESCRIPTION. 
 
 Scotland. 
 Johnson, S. Journey to the Western Islands of Scotland. London, 
 
 1775- 
 Stevenson, R. L. Edinburgh. New edition. London, 1888. 
 
 Spain. 
 Amicis, E. de. Spain. New York, 1881. 
 Hay, J. Castilian Days. Boston, 1871. 
 
 S-ivitzerland. 
 
 Symonds, J. A., and M. Our Life in the Swiss Highlands. London, 
 
 1892. 
 
 Tyndall, J. Hours of Exercise in the Alps. London, 1871. 
 
 Turkey. 
 Amicis, E. de. Constantinople. New York, 1886. 
 
 * Baker, J. Turkey. London, 1876. 2 vols. 
 
 Asia. 
 
 * Chinese Empire, The Middle Kingdom, A Survey of the; by S. W. 
 
 Williams. New York, 1883. 2 vols. 
 
 Indian Empire; by W. W. Hunter. 3d edition. London, 1893. 
 Japan, Glimpses of Unfamiliar; by L. Hcarn. Boston, 1894. 2 vols. 
 Japan, Jinrikisha Days in; by E. R. Scidmore. New York, 1891. 
 Japan, Out of the East ; Studies in New ; byL.Hearn. Boston, 1895. 
 Oxus, Campaigning on the; Ijy J. A. McGahan. London, 1874. 
 
 ♦[Palestine] The Land and the Book; by W. ^L Thomson. New 
 
 York, 1 880-1 88 5. 3 vols. 
 Siberia and the Exile System ; by G. Kennan. New York, 1891. 2 vols. 
 Siberia, Tent Life in; by G. Kennan. New York, 1870. 
 
 Africa. 
 Africa, Actual; by F. Vincent. New York, 1895. 
 [Central Africa] How I found Livingstone; by H. M. Stanley. New 
 York, 1872.
 
 TRAVELS AND DESCRIPTION. 1 65 
 
 [Central Africa] In Darkest Africa; by H. M. Stanley. New York, 
 
 1890. 
 [Central Africa] Through the Dark Continent; by H. M. Stanley. 
 
 New York, 1878. 2 vols. 
 Morocco; by E. de Amicis. New York, 1882. 
 Nile, A Thousand Miles up the; by A. B. Edwards. 2d edition. 
 
 London, 1881. 
 Nile Notes of a Howadji : by G. W. Curtis. New York. 1851. 
 
 North America 
 
 Astoria; by W. Irving. New York, 1836. 
 
 Canoe and Saddle: by T. Winthrop. New York. 1862. 
 
 Cape Cod; by H. D. Thoreau. Boston, 1863. 
 
 Labrador Coast; by A. S. Packard. New York, 1891. 
 
 Louisiana, Creoles of ; by G. W. Cable. New edition. New York, 
 
 1886. 
 Maine Woods; by H. D. Thoreau. Boston, 1864. 
 Mexico, Old, and Her Lost Provinces ; by W. H. Bishop. New 
 
 York, 1883. 
 Mexico, Resources and Development of; by H. H. Bancroft. San 
 
 Francisco, 1894. 
 Mexico, White Umbrella in; by F. II. Smith. Boston, 1889. 
 New England Coast, Nooks and Corners of the; by S. A. Drake. 
 
 New York, 1S75. 
 [Newport] Oldport Days; by T. W. Higginson. Boston, 1873. 
 Oregon Trail; by F. Parkman. Boston, 1849. 
 Plains, My Life on the; by G. A. Custer. New York, 1875. 
 United States, Civilization in the; by M. Arnold. Boston. 1SS8. 
 
 Souiii Amkkica. 
 
 Andes of the Kqualcjr. TiivU amoiiLCst tliu (Ircat; by !■".. Whymper. 
 
 London, i89t. 
 Brazil, Journey in; by L. and I".. C. Agassi/,. Boston. 1867. 
 Caribbees, Camps in the; by !•'. A. ohtr. I'.oston. 1S86.
 
 1 66 SOCIAL SCJKNCE. 
 
 Spanish American Republics; by T. Child. New York, 1891. 
 West Indies, Two Years in the Frcncli ; by L. Hearn. New York, 
 1 890. 
 
 Oceans. 
 
 Bird, I. L. Hawaiian Archipelago. 2d edition. New York, 1876. 
 
 Cook, Capt. J. Three Famous Voyages Round the World [1768- 
 1779]. New York, 1889. 
 
 Dana, R. H., //-. Two Years before the Mast. New edition. Bos- 
 ton, 1S85. 
 
 Keely, R. N., /;-., and Davis, G. G. In Arctic Seas. Philadelphia, 
 1S92. 
 
 Kingston, W. H. G., and Frith, H. Notable Voyages, from Columbus 
 to Xordenskibld. London, 1884. 
 
 SOCIAL SCIENCE. 
 
 Small, A. W., and Vincent, G. E. Introduction to the Study of 
 
 Society. New York, 1894. 
 
 * Spencer, H. Descriptive Sociology. London, 1873-188 1. 8 vols. 
 
 * Spencer, H. I'rinciples of Sociology. London, 1 877-1 885. 2 vols. 
 
 * Spencer, H. Study of Sociology. London, 1873. 
 *Ward, L. F. Dynamic Sociology. New York, 1883. 
 
 * Ward, L. F. Psychic Factors of Civilization. Boston, 1893. 
 
 Poverty and Crime. 
 Booth, W. In Darkest England. London, 1890. 
 Ellis, H. The Criminal. London, 1890. 
 George, H. Progress and Poverty. New York, 1880. 
 Riis, J. A. How the Other Half Lives. New York, 1890. 
 Riis, J. A. The Children of the Poor. New York, 1892. 
 Warner, A. G. American Charities. New York, 1894. 
 
 Education. 
 
 Arnold, M. Higher .Schools and Universities in Germany. London, 
 »'^74.
 
 SOCIAL SCIENCE. 1 67 
 
 Frobel, F. Education of Man; from the German, by W. N. Hail- 
 
 mann. New York, 1887. 
 Hamerton, P. G. The Intellectual Life. London, 1873. 
 Mahaffy, J. P. Old Greek Education. London, 188 1. 
 Painter, F. V. N. History of Education. New York, 1886. 
 Pestalozzi, J. H. Leonard and Gertrude ; translated by G. E. Chan- 
 
 ning. Boston, 1885. 
 Roark, R. N. Psychology in Education. New York, 1895. 
 Smiles, S. Self-Help. London, 1859. 
 Spencer, H. Education. London, 1878. 
 White, E. E. Elements of Pedagogy. New York, 1 886. 
 White, E. E. .School Management. New York. 1S94. 
 
 Woman. 
 
 Ellis, H. Man and Woman. London, 1894. 
 
 Higginson, T. W. Women and Men. New York, 1888. 
 
 Mill, J. S. Subjection of Women. London, 1869. 
 
 Political Economy. 
 
 Bowker, R. R. Economics for the People. New York, 1886. 
 
 Ingram, J. K. History of Political Economy. London, 1888. 
 
 Laughlin, J. L. Elements of Political Economy. New York, 1887. 
 
 Letourneau, C. Property; Its Origin and Development. London, 
 
 1892. 
 
 ♦Marshall, A. Principles of Economics. London, 1890. Vol.i. 
 
 * Mill, J. S. Principles of Political Economy. London, 1848. 2 vols. 
 
 * Palgrave, R. H. L Dictionary of Political Economy. London, 
 
 1894. Vol. I. 
 
 * Smith, Adam. Wealth of Nations; edited by J. S. Nicholson. 
 
 London, 1884. 
 
 Production. 
 
 Booth, C, editor. Life and Labor of the People of London, Lon- 
 don, 1892-1893. 4 vols.
 
 1 68 SOCIAL SCIENCE. 
 
 Cunningham, W. Growth of English Industry and Commerce dur- 
 ing the Middle Ages. London, 1882. 
 
 Ely, R. T. Labor Movement in America. New York, 1886. 
 
 Howell, G. Conflicts of Capital and Labor. 2d edition. London, 
 I S90. 
 
 Rogers, J. E. T. Six Centuries of Work and Wages ; abridged by 
 W. P. D. Bliss. New York, 1891. 
 
 Commerce. 
 Gibbins, H. de B. History of Commerce in Europe. London, 1891. 
 Hadley, A. T. Railroad Transportation. New York, 1885. 
 
 Money. 
 Andrews, E. B. An Honest Dollar. Hartford, 1894. 
 * Jevons, W. S. Money and the Mechanism of Exchange. London, 
 
 1875- 
 *Walker, F. A. Money. New York, 1878. 
 
 Taxation. 
 
 Cossa, L. Taxation. New York, 1888. 
 
 Ely, R. T., and Finley, J. H. Taxation in American States and Cities. 
 
 New York, 1888. 
 
 Taussig, F. W. Tariff History of the United States. New York, 
 
 1888. 
 
 Political Science. 
 
 *Amos, S. Science of Politics. London, 1883. 
 
 Ely, R. T. French and German Socialism in Modern Times. New 
 
 York, 1883. 
 Kirkup, T. Inquiry into Socialism. London, 1888. 
 Lalor, J. J., editor. Cyclopaedia of Political Science. New York. 
 
 1881-1884. 
 Mackay, T., editor. A Plea for Liberty. London, 1891. 
 Mill, J. S. On Liberty. New York, 1859. 
 Morris, W. Signs of Change. London, 1888. 
 Wilson, W. The State. Boston, 1889.
 
 NATURAL SCIENCE. 1 69 
 
 National I.vstitutioxs. 
 
 * Andrews, E. B. Brief Institutes of Constitutional History', English 
 
 and American. Boston, 1886. 
 
 * Andrews, I. W. Manual of the Constitution of the United States. 
 
 Revised edition. New York, 1888. 
 
 Bryce, J. The American Commonwealth. Revised edition. Lon- 
 don, 1 893-1 895. 2 vols. 
 
 Dilke, C. W. Problems of Greater Britain. London, 1890. 
 
 Eaton, D. B. Civil Service in Great Britain. New York, 1879. 
 
 Fiske, J. American Political Ideas. New York, 1885. 
 
 Fiske, J. Civil Government in the United States. Boston, 1890. 
 
 Freeman, E. A. Growth of the English Constitution. London, 1872. 
 
 Hosmer, J. K. Short History of Anglo-Saxon Freedom. New York, 
 1890. 
 
 Johnston, A. History of American Politics. New York, 1879. 
 
 Nordhoff, C. Politics for Young Americans. New York, 1875. 
 
 Peterman, A. L. Elements of Civil Government. New York, 1896. 
 
 Wilson, W. Congressional Government. Boston, 1885. 
 
 Winchester, B. The Swiss Republic. Philadelphia, 1891. 
 
 Law. 
 
 Black, H. C. Dictionary of Law. St. Paul, 1891. 
 
 * Had ley, J. Introduction to Roman Law. New York, 1873. 
 
 * Holland, T. E. Elements of Jurisprudence. 6th edition. Oxford, 
 
 1893. 
 *Lea, H. C. Superstition and Force. Philadelphia, i866. 
 
 * Maine, H. S. International Law. London, 1888. 
 
 Parsons, T. Political, Personal, and Property Rights of Citizens of 
 the United States. Hartford, 1874. 
 
 NATURAL SCIENCE. 
 
 Buckley, A B. Short History of Natural Science. London, 1889. 
 Huxley, T. H. Science Primers: Introductory. London, 1880.
 
 I/O NATURAL SCIENCE. 
 
 Lubbock, J. Fifty Years of Science. London, 1890. 
 
 Proctor, R. A. Light Science for Leisure Hours. New York, 1873. 
 
 Periodicals. 
 Nature. London. Weekly. 
 
 Popular Science Monthly. New York. Monthly. 
 Science. New York. Weekly. 
 
 * Science Progress. London. Monthly. 
 
 Scientific American, and Supplement. New York. Weekly. 
 
 Mathematics. 
 
 Abbott, E. A. Flatland ; a Romance of Many Dimensions. Lon- 
 don. 1884. 
 
 Cajori, F. History of Mathematics. New York, 1894. 
 
 Davies, C Nature and Utility of Mathematics. New York, 1873. 
 
 Davies, C, and Peck, W. G. Mathematical Dictionary. New York, 
 1855. 
 
 De Morgan, A. Study and Difficulties of Mathematics. London, 1830. 
 
 Physics. 
 ♦Goodeve, T. M. Manual of Mechanics. London, 1886. 
 ♦Stewart, B. Conservation of Energy. London, 1873. 
 
 * Stewart, B. Physics. New edition. London, 1878. 
 Thurston, R. H. Heat as a Form of Energy. Boston, 1890. 
 Tyndall, J. Six Lectures on Light. London, 1873. 
 Tyndall, J. Sound. London, 1867. 
 
 Chemistry. 
 Clarke, F. W. Elements of Chemistry. New York, 1895. 
 Faraday, M. Chemical History of a Candle. London, 1861. 
 Storer, F. H., and Lindsay, W. B. Elementary Manual of Chemistry. 
 
 New York, 1894. 
 •Watts, H. Dictionary of Chemistry. Revised by H. F. Morley 
 
 and M. M. P. Muir. London, 1888-1894- 4 vols.
 
 NATURAL SCIENCE. 171 
 
 Astronomy. 
 
 Ball, R. S. Story of the Heavens. London, 1886. 
 
 Gierke, A. M. Popular History of Astronomy. Edinburgh, 1885. 
 
 Langley, S. P. The New Astronomy. New York, 1884. 
 
 Proctor, R. A. Other Worlds than Ours. London, 1870. 
 
 Serviss, G. P. Astronomy with an Opera-glass. New York, 1888. 
 
 Natural History. 
 
 Bates, H. W. The Naturalist on the River Amazons. London, 1863. 
 
 Belt, T. The Naturalist in Nicaragua. London, 1873. 
 
 Burroughs, J. Locusts and Wild Honey. Boston, 1879. 
 
 Darwin, C. Journal during Voyage round the World. London, 1884. 
 
 Thoreau, H. D. Excursions. Boston, 1863. 
 
 Thoreau, H. D. Walden. Boston, 1854. 
 
 Wallace, A. R. Island Life. London, 1880. 
 
 Wallace, A. R. The Malay Archipelago. London, 1869. 
 
 White, G. Natural History of Selborne. London, 1789. 
 
 Geology. 
 
 Agassiz, L. Geological Sketches. Boston, 1 866-1 S76. 2 vols. 
 Dana, J. D. Geological Story Briefly Told. New edition. New 
 
 York, 1895. 
 *Dana, J. D. Manual of Geology. 4th edition. New York, 1895. 
 ♦Dana, E. S. System of Mineralogy. 6th edition. New York, 1892. 
 Geikie, A. Geology. London, 1872. 
 Le Conte, J. Elements of Geology. New York, 1878. 
 
 Physical Geography. 
 
 Agassiz, A. Three Cruises of the Blake. London, 1888. 
 •Ferrel, W. Popular Treatise on Winds. New York. 1889. 
 Hinman, R. Eclectic Physical Geography. New ^■()rk. 1S88. 
 
 •Marsh, G. P. Earth as Modified by Human Action. New York, 
 1874.
 
 iy2 NATURAL SCIENCE. 
 
 Reclus, E. Descriptive History of the Earth. London, 1871. 2 vols. 
 Shaler, N. S. Aspects of the Earth. New York, 1889. 
 Tarr, R. S Physical Geography. New York, 1895. 
 Waldo, F. Elements of Meteorology. New York, 1896. 
 
 Botany. 
 
 Apgar, A. C. Trees ui the Northern United States. New York, 1892. 
 Bailey, L. H., Jr. Talks Afield. Boston, 1885. 
 Bessey, C. E. Essentials of Botany. New York, 1884. 
 Chapman, A. W. Flora of the Southern States. 2d edition. New 
 
 York, 1883. 
 Coulter, J. M. Manual of the Botany of the Rocky Mountains. 
 
 New York, 1885. 
 Dana, Mrs. W. S. How to Know the Wild Flowers. New York, 
 
 1893. 
 Dana, Mrs. W. S. Plants and Their Children. New York, 1896. 
 Gray, A. Manual of Botany of Northern United States. 8th edition. 
 
 New York, 1867. 
 Gray, A. School and Field Book of Botany. New York, 1887. 
 Jackson, J. Through Glade and Mead. Worcester, 1894. 
 
 Biology. 
 
 Brooklyn Ethical Association. Evolution ; Popular Lectures. Brook- 
 lyn. 1 89 1. 
 
 * Darwin, C. Descent of Man. London, 1871. 
 
 * Darwin, C. Origin of Species. London. 1859. 2 vols. 
 
 * Lankester, E. R. Advancement of Science. London, 1890. 
 *Osborn, H. F. From the Greeks to Darwin. New York, 1894. 
 ♦Sedgwick, W. T., and Wilson, E. B. General Biology. 2d edition. 
 
 New York, 1895. 
 
 Zoology. 
 
 Agassiz, L. Methods of Study in Natural History. Boston, 1863. 
 Comstock, J. H., and A. B. .Manual for the Study of Insects. Ithaca, 
 1895.
 
 NATURAL SCIENCE. 1 73 
 
 Darwin, C. Formation of Vegetable Mould through the Action of 
 Worms. London, 1881. 
 
 Goode, G. B. American Fishes. Boston, 1887. 
 
 Heilprin, A. Animal Life of Our Seashore. Philadelphia, 1888. 
 
 Lubbock, J. Ants, Bees, and Wasps. London, 1882. 
 
 Lubbock, J. On the Senses, Instincts, and Intelligence of Animals. 
 London, 1888. 
 
 Needham, J. G. Elementary Lessons in Zoology. New York, 1896. 
 
 Packard, A. S. Zoology. New York, 1889. 
 
 Romanes, G. J. Animal Intelligence. London, 1882. 
 
 Romanes, G. J. Mental Evolution in Animals. London, 1883. 
 
 Stearns, W. A. New England Bird Life ; edited by E. Coues. Bos- 
 ton, 1 88 1 -1 883. 2 vols. 
 
 Torrey, B. Birds in the Bush. Boston, 1885. 
 
 Anthropology. 
 Brinton, D. G. Races and Peoples. New York, 1890. 
 Joly, N. .Man before Metals. New York, 1883. 
 Leland, C. G. Gypsies. Boston, 1882. 
 Lubbock, J. Prehistoric Times. London, 1865. 
 Taylor, \. Origin of the Aryans. London, 1889. 
 
 Medical Science. 
 
 Atkinson, E. Treatise upon the Science of Nutrition. Springfield, 
 Mass., 1892. 
 
 Blaikie, W. How to get Strong. New York, 1879. 
 
 Checkley, E. Natural Method of Physical Training. Brooklyn. 1890. 
 
 Dunglison, R. Dictionary of Medical Science. 21st edition. Phila- 
 delphia, 1894. 
 
 Durham, W. Food Physiology. London, 1891. 
 
 Fothergill, J. M. Maintenance of Health. London, 1882. 
 
 Huxley, T. H. Lessons in Elementary Physiology. London, 1866. 
 
 Mitchell, S. W. Doctor and Patient. Philadelphia, 1888.
 
 174 INDUSTRIAL ARTS. 
 
 Thompson, H. Food and Feeding. 3d edition, London, 1884. 
 Woodhead, G. S. Bacteria and their Products. London, 1891. 
 
 INDUSTRIAL ARTS. 
 
 Kent, C Modern Seven Wonders of the World. London, 1890. 
 
 Routledge, R. Discoveries and Inventions of the 19th Century. 
 London, 1883. 
 
 Scientific American Cyclopedia of Receipts. New York, 1892. 
 
 Agriculture. 
 
 Crozier, W., and Henderson, P. How the Farm Pays. New York, 
 
 1S84. 
 Elliott, J. R. American Farms. London, 1890. 
 Henderson, P. Gardening for Profit. New York, 1893. 
 Roe, E. P. Success with Small Fruits. New York, 1880. 
 Storer, F. H. Agriculture in Its Relations with Chemistry. New 
 
 York, 1887. 2 vols. 
 
 Electricity. 
 
 *Larden, W. Electricity. London, 1887. 
 Lodge, 0. J. Modern Views of Electricity. London, 1889. 
 Mendenhall, T. C. A Century of Electricity. New edition. Bos- 
 ton, 1890. 
 
 ♦Thomson, Sir W. Electricity, Heat, Electro-Magnetism. Lon- 
 don, 1890. 
 Tunzelmann, G. W. de. Electricity in Modern Life. London, 1889. 
 
 Engineering. 
 Baumeister, R. Cleaning and Sewerage of Cities. New York, 1891. 
 Billings, J. S. Principles of Ventilation and Heating. New York, 
 
 1884. 
 Clarke, T. C, and others. The American Railway. London, 1889. 
 
 * Engineering. London. Weekly. 
 
 * Engineering News. New York. Weekly.
 
 INDUSTRIAL ARTS. 1/5 
 
 Jeans, J. S. Waterways and Water Transport in Different Coun- 
 tries. London, 1890. 
 *Mahan, D.H. Civil Engineering. Revised edition. New York, 1868. 
 Pennsylvania University. Move for Better Roads. Philadelphia, 1891. 
 Raymond, W. G. Surveying. New York, 1896. 
 Wright, A. W. American Street Railways. New York, 1888. 
 
 Mechanical Arts. 
 
 Hodgson, F. T. Practical Carpentry. London, 1883. 
 
 Imray, J., and Biggs, C. H. First Principles of Mechanical Engi- 
 neering. London, 1892. 
 
 Knight, E. H. American Mechanical Dictionary. Boston, 1872- 
 1883. 4 vols. 
 
 Napier, J. Manufacturing Arts in Ancient Times. London, 1874. 
 
 Rose, J. Complete Practical Machinist. Philadelphia, 1876. 
 
 Thurston, R. H. History of the Growth of tlie Steam Engine. New 
 
 York, 1878. 
 
 Military Arts. 
 
 Dodge, T. A. Gustavus Adoiphus ; a History of tlie Art of War 
 
 [378-1712]. Boston, 1895. 
 Maurice, J. F. Balance of Military Power in Europe. New York, 1888. 
 Maurice, J. F. War. London, 1891. 
 
 Viollet-le-Duc, E. E. Annals of a Fortress. London, 1875. 
 Wilhelm, T. Military Dictionary. Revised edition. Philadelphia,i88i. 
 
 Nautical Arts. 
 
 Brooks, E. S. Story of the American Sailor. Boston, 1888. 
 Froude,J. A. English Seamen of the Sixteenth Century. London, 1895. 
 Hamersley, L. R. Naval Encyclopcedia. Philadelphia, 1S81. 
 * Mahan, A. T. Influence of Sea Power upon History. Boston, 1S90. 
 •Mahan, A. T. Influence of Sea Power upon the French Revolution 
 
 and Empire. Boston, 1893. 2 vols. 
 Preble, G. H. Chronological History of Steam Navigation. I'iiila- 
 
 delphia, 1883.
 
 176 FINE ARTS. 
 
 FINE ARTS. 
 
 Chesneau, E. Education of the Artist. London, 1886. 
 Clement, C. E. Handbook of Legendary and Mythological Art. 
 13th edition. Boston, 1881. 
 
 Goodyear, W. H. History of Art. New Yorl<, 1888. 
 
 Hamerton, P. G. Graphic Arts. London, 1882. 
 
 Lacroix, P. Arts in the Middle Ages. London, 1875-1880. 5 vols. 
 
 Liibke, W. Outlines of the History of Art. 3d edition. London, 
 
 1S75. 
 
 Ruskin, J. Lectures on Art. Oxford, 1870. 
 
 Taine, H. A. Lectures on .\rt. New edition. New York, 1876. 
 
 Architecture. 
 Longfellow, W. P. P. Cyclopedia of Architecture, New York, 1895. 
 Moore, C. H. Development and Character of Gothic Architecture. 
 
 New York, 1890. 
 Norton, C. E. Historical Studies of Church Ikiilding in the Middle 
 
 Ages. New York, 1S80. 
 Parker, J. H. Introduction to Gothic Architecture. 8th edition. 
 
 Oxford, uSS8. 
 Ruskin, J. .Seven Lamps of Architecture. London, 1849. 
 Ruskin, J. Stones of Venice. London, 1851-1853. 3 vols. 
 Statham, H. H. Architecture for General Readers. New York, 1895. 
 Viollet-le-Duc, E.E. Habitations of Man in all Ages. London, 1876. 
 
 Sculpture. 
 
 Liibke, W. History of Sculpture. New edition. London, 1878. 
 
 2 vols. 
 Ruskin, J. Aratra Pentelici : Elements of Sculpture. London, 1880. 
 
 Pai.nti.vg. 
 
 * Champlin, J. D., //-., and Perkins, C. C. Cyclopedia of Painters and 
 Paintings. New York, 1887. 4 vols.
 
 Pih-E ARTS. 177 
 
 Heaton, Mrs. C. Concise Histoty of Painting. London. 1873. 
 Hunt, W. M. Talks on Art. Boston, 1 875-1 883. 2 vols. 
 Ruskin, J. Modern Painters. London, 1843-1860. 5 vols. 
 
 Engraving. 
 
 Hamerton, P. G. Etching and Etchers. London, 1875. 
 Woodberry, G. E. History of Wood- Engraving. New York, 1883. 
 
 Photography. 
 
 Black, A. Photography Indoors and Out. Boston, 1893. 
 Harrison, W. J. History of Photography. London, 1887. 
 Wood, H. T. .Modern Methods of Illustrating Books. London, 1887. 
 
 Decoration. 
 Dresser, C. Principles of Decorative Design. London, 1873. 
 Leland, C. G. Minor Arts : Porcelain Painting, Wood-Carving, Mo- 
 saic Work. New York, 1880. 
 Meyer, F. S. Handbook of Ornament. New York, 1892. 
 Prime, W. C. Pottery and Porcelain. New York, 1877. 
 
 Music. 
 
 Elson, L. C. Theory of Music. Boston, 1890. 
 
 Gow, G. C Structure of Music. New York, 1895. 
 
 Mathews, W. S. B. How to understand Music. Philadelphia. 1880. 
 
 Naumano, E. History of Music. London, 1886. 
 
 Upton, G. P. Standard Cantatas. Chicago, 1888. 
 
 Upton, G. P. Standard Operas. Chicago, 1886. 
 
 Upton, G. P. Standard Oratorios. Chicago, 1887. 
 
 Upton, G. P. Standard Symphonies. Chicago, 1889. 
 
 AMUSEMENT.S. 
 
 Doran, J. Annals of the English Stage. London, 1887. 3 vols. 
 Hoyle, E. The Modern Hoyle. London, 1887. 
 
 KOOP. MAST. OF BKS, - 12
 
 1/8 LANGUAGE. 
 
 Staunton, H., and Wormald, R. B. Laws and Practice of Chess. 
 
 London. 1881. 
 Thompson, M. Tlie Witchery of Archery. New Yorl<, 1S78. 
 
 Walton, I. Compleat Angler; edited l)y (). W. Hethune. New 
 
 York. 1 888. 2 vols. 
 Winter, W. Shadows of the Stage. New York, 1892-1895. 3 vols. 
 
 LANGUAGE. 
 
 Peile, J. Philology. London, 1877. 
 
 Whitney, W. D. Language and the Study of Language. New York, 
 
 1867. 
 Whitney, W. D. Life and (".rowth of Language. New York, 1875. 
 
 English Language. 
 
 Baskervill, W. M., and Sewell, J. W. English Grammar. New York, 
 
 1 896. 
 Corson, H. Primer of English Verse. Boston, 1892. 
 Lounsbury, T. R. History of the English Language. New York, 
 
 1879. 
 Skeat, W. W. Etymological Dictionary of the English Language. 
 
 2d edition. London, 1893. 
 Smith, C. J. Svnonvms Discriminated. London, 1871. 
 Sweet, H. Short Historical English Grammar. Oxford, 1893. 
 Webster, N. International Dictionary of the English Language. 
 
 Springfield, Mass., 1894. 
 
 Foreign Languages. 
 
 Anglo-Saxon Dictionary; by J. Bosworth, edited by T. N. Toller. 
 
 Oxford, 1 882-1 887. Parts 1-4. 
 Deutsche Grammatik: by J. C. .A.. Heyse, edited by Otto Lyon. 
 
 Hanover, 1886. 
 French Dictionary, International English and: by L. Smith, H. 
 
 Hamilton, and E. Legros. London, 1869.
 
 RHETORIC AND ELOCUTION. 179 
 
 German and English Dictionary, Compendious ; by W. D. Whitney. 
 
 New York, 1877. ' 
 Grammaire compar^e de la langue fran9aise ; by C. Ayer. Paris, 
 
 1885. 
 Greek-English Lexicon ; by H. D. Liddell and R. Scott. 7th edi- 
 tion. London, 1883. 
 Greek Grammar: by J. Hadley : revised by F. De F. Allen. New 
 
 York, 1884. 
 Italian and English Dictionary; by J. Millhouse; edited by Bracci- 
 
 forti. London, 1889. 2 vols. 
 Italian (irammar: by C. H. Grandgent. Boston, 1887. 
 Latin Dictionary, Harper's ; by C. T. Lewis and C. Short. New 
 
 York. 1879. 
 Latin Language. Grammar of the ; by A. Harkness. New York, 1881. 
 Old English Grammar; by E. Sievers. 2d edition. Boston, 1887. 
 Spanish and English Languages, Pronouncing Dictionary of the ; 
 
 by M. \'elasquez de la Cadena. New edition. London. 1870. 
 Spanish Language, Grammar of the Modern; by W. 1. Knapp. 
 
 Boston, 1882. 
 
 RHETORIC AND ELOCUTION. 
 
 Legouve, E. Reading as a Fine Art. Boston. 1887. 
 
 Murdoch, J. E. Analytic Elocution. New York. 1884. 
 
 Quackenbos, J. D. Practical Rhetoric. New York. 1896. 
 
 Spencer, H. Philosophy of Style. New York, 1872. 
 
 Wendell, B. English Composition. New York, 1891. 
 
 Warman, E. B. The Voice and How to Train It. Boston. 1890. 
 
 LITERATURE. 
 General Works. 
 
 Botta, Mrs. A. C. L. Handbook of Universal Literature. New edi- 
 tion. Boston, 1884.
 
 l8o L/TF.RATCKE. 
 
 ' Hallam, H. Introduction to the Literaturo of Europe in the 15th- 
 17th Centuries. 4th edition. London, 1.S54, 3 vols. 
 
 Lacroix, P. Science and Literature in the Middle Ages and Renais- 
 sance. London, 1877. 
 Longfellow, H. W. Poets and Poetry of Europe. Philadelphia, 1845. 
 Mathews, W. Oratory and Orators. Chicago, 1879. 
 Sears, L. History of Oratory. Chicago, 1896. 
 Warren, F. M. History of the Novel. New York, 1895. 
 
 English Literature. 
 
 *Allibone, S. A. Critical Dictionary of English Literature. Phila- 
 delphia, 1858-1S91. 3 vols.; and Supplement, 2 vols. 
 
 Brooke, S. English Literature. New edition. New York, 1894. 
 Galton, A., editor. English Prose, from IMaundeville to Thackeray. 
 London, 1888. 
 
 *Jusserand, J. J. Literary History of the English People. New 
 
 York, 1895. \'ol. I. 
 Matthews, B. Introduction to American Literature. New York, 1896. 
 Richardson, C. F. American Literature, 1 607-1 885. New York, 
 
 1 886-1 889. 2 vols. 
 
 Underwood, F. H. Handbook of English Literature: British Authors 
 — American Authors. Boston, 1 871 -1872. 2 vols. 
 
 Watkins, M. C. .American Literature. New York, 1895. 
 
 Poetry. 
 
 *Courthope, W. J. History of English I'oetry. New York, 1895. 
 
 \'ol. I. 
 Gummere, F. B., editor. Old English Ballads. Boston, 1894. 
 Palgrave, F. T., editor. Golden Treasury of Songs and Lyrical 
 
 Poems. London. 1861. 
 
 Stedman, E. C. F'oets of America. Boston, 1885. 
 Stedman, E. C. X'ictorian Poets. 13th edition. Boston. 1887. 
 Stedman, E. C, editor. Victorian Anthology. Boston. 1895. 
 Ward, T. H., editor. English Poets, a Selection. London, 1880. 
 4 vols.
 
 LJTERATURE. l8l 
 
 [As the authors enumerated under English literature are so many, 
 and complete lists and critical estimates of their works so accessible, 
 it seems sufficient here to indicate the date of each author, and the 
 titles of their leading works. Where an author's name appears under 
 more than one division of English Literature, only such works as 
 are appropriate to the subject are given under each division.] 
 
 Aldrich, Thomas Bailey. 1836- Mercedes ; Wyndham Towers. 
 
 Arnold, ^S'/> Edwin. 1832- . Light of Asia; Indian Song of 
 
 Songs; Light of the World. 
 Arnold, Matthew. 1822-1888. Empedocles on Etna; Merope ; 
 
 Sohrab and Rustum ; Tristram and Iseult. 
 
 Browning, J/;j. Elizabeth Barrett. 1806-1861. Aurora Leigh; Son- 
 nets from the Portuguese : Casa Guidi Windows. 
 
 Browning, Robert. 1S12-1889. Sordello; Pippa Passes ; A Blot on 
 the "Scutcheon; .Men and Women; Dramatis Persona' : The 
 Ring: and the Hook; Dramatic Idyls. 
 
 Bryant, William CuUen. 1794-1878. Thanatopsis ; To a Water- 
 fowl ; A Forest Hymn ; The Flood of Years. 
 
 Burns, Robert. 1759-1796. Tam o' Shanter ; Twa Dogs; Cotter's 
 Saturday Night. 
 
 Byron, George Noel Gordon, Lord. i788-[824. Childe Harold; He- 
 brew .Melodies ; Don Juan; Cain. 
 
 Campbell, Thomas. 1777-1844. Lochiel's Warning; Hohenlinden-, 
 Ye NLirincrs of England; Pleasures of Hope. 
 
 Chaucer, Geoffrey. 1340 (?) -1400. House of Fame; Troilus and 
 Cressida ; Legend of Good Women ; Canterbury Tales. 
 
 Clough, Arthur Hugh. i8i9-i86t. Bothie of Tober-na-\'uolich ; 
 -Amours de Voyage ; Dipsychus. 
 
 Coleridge, Samuel Taylor. 1772-1834. Ancient Mariner ; Christabel. 
 
 Cowper, William. 1731-1800. The Task ; John (iilpin. 
 
 Dryden, John. 1631-1700. Absalom and .Achitojihe! ; .Annus Mi- 
 raliiii.s : .Mcxandcr's P'east. 
 
 Emerson, Ralph Waldo. 1803-1882. The S])hin\ : The Problem; 
 May-Day ; Threnody. 
 
 Goldsmith, Oliver. 1728-1774. Deserted N'illage ; Traveller.
 
 1 82 LITERATURE. 
 
 Halleck, Fitz-Greene. i 790-1867. Marco Bozzaris; Burns; Fanny. 
 
 Harte, Francis Bret. 1839- • Heathen Chinee ; Jim ; Thompson 
 of Angel's. 
 
 Hay, John. 1838- . Jim Bludso ; Little Breeches. 
 
 Herrick, Robert. 1 591-1674. Hesperides. 
 
 Holmes, Oliver Wendell. 1S09-1894. Old Ironsides; The Cham- 
 bered Nautilus; The Last Leaf; The Wonderful •• One-Hoss 
 Shay ; " The Voiceless. 
 
 Jackson, J//-i-. Helen Fiske Hunt. 1831-1885. Spinning; The Way 
 
 to Sing. 
 Keats, John, i 795-1821. Endymion; Hyperion; Ode on a (Grecian 
 
 Urn. 
 Lanier, Sidney. 1 842-1 881. Centennial Ode; Hymns of the 
 
 Marshes; Revenge of Hamish; Psalm of the West. 
 
 Longfellow, Henry Wadsworth. 1807-1882. Building of the Ship; 
 
 Evangeline; Hiawatha; Courtship of Miles Standish ; Christus; 
 
 Michael Angelo. 
 Lowell, James Russell. 18 19-189 1. Biglow Papers; Cathedral; 
 
 Vision of Sir Launfal ; Commemoration Ode. 
 Milton, John. 1608-1674. Paradise Lost; Paradise Regained; 
 
 Comus ; Samson Agonistes. 
 Morris, William. 1834- . Earthly Paradise; Jason; Sigurd 
 
 the Volsung. 
 Poe, Edgar Allan. 1811-1S49. The Raven; The Bells; Ulalume ; 
 
 Annabel Lee. 
 Pope, Alexander. 1 688-1 744. Essay on Man; Rape of the Lock; 
 
 Essay on Criticism ; Satires ; Epistles. 
 Scott, Sir Walter. 1771-1832. Lay of the Last Minstrel; Mar- 
 
 mion ; Lady of the Lake. 
 Shakspere, William. 1 564-1616. Venus and j\donis ; Lucrece ; 
 
 Sonnets. 
 Shelley, Percy Bysshe. i 792-1 822. Prometheus Unliound ; Alas- 
 tor; The Cenci ; Revolt of Islam; Adonais ; Ode to a -Skylark. 
 
 Spenser, Edmund. 1552-1599. .Shepherd's Calendar ; Faerie Queene; 
 Epithalamium.
 
 LITERATURE. 1 83 
 
 Stedman, Edmund Clarence. 1833- . John Brown; The Door- 
 step ; Pan in Wall Street ; The Blameless Prince. 
 
 Stoddard, Richard Henry. 1825- . The Fisher and Charon ; The 
 Dead Master ; The Hymn to the Sea ; Adsum : The King's Bell. 
 
 Swinburne, Algernon Charles. 1837- . Atalanta in Calydon ; 
 Erechtheus : Chastelard ; Mary Stuart ; Bothwell. 
 
 Taylor, Bayard. 1 825-1 S78. Pictiire of St. John; The Prophet; 
 Masque of the Gods; Lars; Deukalion. 
 
 Tennyson, Alfred. 1809-1892. Locksley Hall: The Princess; In 
 Memoriam ; Maud ; Idylls of the King ; Enoch Arden ; Queen 
 Mary ; Harold ; Becket. 
 
 Watson, William. 1855- . The Prince's Quest : Wordsworth's 
 Grave ; The Purple East. 
 
 Whitman, Walt. 1 819-1892. Leaves of Grass; Drum Taps ; Cen- 
 tennial Songs. 
 
 Whittier, John Greenleaf. 1807-1892. Voices of Freedom ; Snow- 
 Bound ; Tent on the Beach ; Maud Muller ; The Reformer. 
 
 Woodberry, George Edward. 1S53- . The North Shore Watch. 
 
 Wordsworth, William. 1770-1850. Prelude ; Excursion; Laodamia; 
 We are Seven: Intimations of Immortality. 
 
 Drama. 
 
 Dowden, E. .Shakespeare ; a Critical Study of his Mind and .Art. 
 
 London, 1875. 
 Gervinus, G. G. Shakespeare Commentaries. London, 1863. 2 vols. 
 Symonds, J. A. Shakespeare's Predecessors in the English Drama. 
 
 London, 1S84. 
 Ward, A. W. English Dramatic Literature. London, 1875. 2 vols. 
 
 Beaumont, Francis. 1585-1615. Written in conjunction with 
 llet(.h(r: Philaster: Thicrrv anfl 'I'lieodorct : Maid's Tragedy. 
 
 Bulwer, Edward George Earle Lytton, I.otui Lytton. 1805-1873. 
 Lady nf Lvons ; Richelieu. 
 
 Fletcher, John. 1 576-1625. Faithful Shepherdess: Two Noble 
 Kinsmen: Bonduca ; Beggar's Bush; Elder Brother.
 
 1 84 LITER A TURE. 
 
 Goldsmith, Oliver. 1 728-1 774. Good-Natured Man; She Stoops 
 to Conquer. 
 
 Jonson, Ben. i 574-1637. Every Man in his Humour; Every Man 
 out of his Humour; Sejanus ; Catiline; Volpone ; Silent 
 Woman ; Alchemist. 
 
 Marlowe, Christopher. 1564 (?)-i 593. Doctor 1-austus ; Edward 
 II.; Tamburlaine ; Jew of Malta. 
 
 Shakspere, William. 1 564-1616. Histories, comedies, and trage- 
 dies. The Globe edition presents the uncorrected text. The 
 Variorum edition contains the fullest commentary, but has been 
 completed for only a few plays. The best edition for study of 
 the text is the Cambridge Shakespeare. For general reading 
 the Harvard edition of Hudson, and the "Friendly edition of 
 Rolfe, are especially to be commended. The most important 
 plays are conveniently given in the Eclectic English Classics. 
 
 Sheridan, Richard Brinsley Butler. 1751-1816. Rivals; School for 
 Scandal ; Critic. 
 
 Fiction. 
 Johnson, E. R., editor. Little Classics. Boston, 1874- 1880. 18 vols. 
 Lanier, S. The English Novel and the Principle of Its Develop- 
 ment. New York, 1883. 
 Tuckerman, B. History of English Prose Fiction. New York, 1882. 
 
 Aldrich, Thomas Bailey. 1836- . Marjorie Daw; Prudence 
 Palfrey : Stillwater Tragedy. 
 
 Austen, Jane, i 775-181 7. vSense and Sensibility; Pride and Preju- 
 dice : Northanger Abbey. 
 
 Ban, Mrs. Amelia Edith Huddleston. 1831- Jan Vedders 
 
 Wife : Daughter of Fife ; Remember the Alamo. 
 
 Beckford, William. 1760-F844. \athek. 
 
 Bellamy, Edward. 1850- . Looking Backward; Miss Luding- 
 ton's Sister. 
 
 Besant, Walter. 1838- . All Sorts and Conditions of Men; 
 Children of (iibeon ; For Faith and Freedom,
 
 LITER A TURE. 
 
 185 
 
 Black, William. 1841- . Princess of Thule : Judith Sliake- 
 
 speare ; Madcap Violet ; Green Pastures and Piccadilly. 
 Blackmore, Richard Doddridge. 1825- . Lorna Doone : .Mary 
 
 Annerly. 
 Boyesen, Hjalmar Hjorth. 1 848-1 895. Falconberg : Cunnar ; 
 
 Uaugliter of the Philistines. 
 Bronte, Charlotte. 1816-1855. Jane Eyre ; Shirley. 
 Bulwer, Edward George Earle Lytton, Lord Lytton. 1 805-1 873. 
 
 Caxtons : Last Days of Pompeii ; Harold ; My Novel. 
 Bunyan, John. 1628-1688. Pilgrim's Progress ; Holy War. 
 Burnett, Mrs. Frances Eliza Hodgson. 1849- . That Lass o" 
 
 Lowrie's ; Little Lord Fauntleroy. 
 Cable, George Washington. 1844- 
 
 Grandissimes. 
 Caine, Thomas Henry Hall. 1853- 
 Clemens, Samuel Langhorne. 1835- 
 
 d"nhcad Wilson. 
 Collins, William Wilkie. 1 824-1 889. 
 
 White; No Name. 
 Cooper, James Fenimore. 1 789-1851. 
 
 Sea Tales : The Spy. 
 Craddock, Charles Egbert {Miss Murfree). 
 
 of the (ircat Smokv Mount lins : In the Tennessee Mountains. 
 Crawford, Francis Marion. 1854- Mr. Isaacs; Saracinesca ; 
 
 Marzio's Crucifi.x : Witch of Prague. 
 Defoe, Daniel. 1661 -1731. Robinson Crusoe; Journal of the Plague 
 
 Year. 
 Deland, Mrs. Margaret Wade Campbell. 1857- . John Ward. 
 
 Preacher; Philip and His Wife. 
 De Mille, James. 1837-1880. Dodge Club: R. O. W. C. Stories; 
 
 A Strange Manuscript. 
 Dickens, Charles. 1812-1870. Pickwick Papers; David Copper- 
 field; Nicholas Nickleby; Dombey and Son ; Barnaby Rudge; 
 
 Oliver Twist; Our .Mutual Friend; Tale of Two Cities ; lileak 
 House. 
 
 Bonaventure ; Dr. Sevier : 
 
 Deemster ; Manxman. 
 Prince and Pauper ; Pud- 
 Moonstone ; Woman in 
 Leather Stocking Tales ; 
 1850 (?)- . Prophet
 
 I 86 LITER A TURE. 
 
 Du Maurier, George. 1 834-1896. Peter Ibbetson ; Trilby. 
 Eggleston, Edward. 1837- . Hoosier Schoolmaster ; End of the 
 
 Winld : Roxy. 
 Eliot, George (J/;-.*-. Cross). 1820-1880. Adam Bede ; Middlemarch ; 
 
 Romola ; Mill on the Floss ; Silas Marner; Felix Holt. 
 
 Fielding, Henry. 1 707-1 754. Tom Jones ; Amelia; Joseph Andrews. 
 Garland, Hamlin, i860- . Main-travelled Roads ; Prairie Folks; 
 
 Spoil of Office. 
 Goldsmith, Oliver. 1 728-1 774. Vicar of Wakefield. 
 Hardy, Thomas. 1840- . Far from the Madding Crowd ; Tess 
 
 of tlie D'L rbervilles ; Two on a Tower. 
 Harte, Francis Bret. 1839- Luck of Roaring Camp ; Tales of 
 
 the Argonauts; Gabriel Conroy. 
 Hawthorne, Nathaniel. 1804-1864. Scarlet Letter; Marble Faun; 
 
 Blithedale Romance ; House of the Seven Gables ; Twice-Told 
 
 Tales. 
 Holmes, Oliver Wendell. 1 809-1 894. Elsie Venner: (iuardian Angel. 
 
 Howells, William Dean. 1837- Chance Acquaintance: Lady 
 
 of the Aroostook: A Modern Instance: Silas Lapliam: Haz- 
 ard of New Fortunes : Traveller from Altruria. 
 
 Hughes, Thomas. 1 823-1 896. Tom Brown at Rugby ; Tom Brown 
 at Oxford. 
 
 Ingelow, Jean. 1830- . Off the Skelligs ; Fated to lie Free. 
 
 Jackson, Mrs. Helen Fiske Hunt. 1831-1885. Mercy Philbrick"s 
 Choice ; Ramona. 
 
 James, Henry, /;-. 1843- . Watch and Ward: Portrait of a 
 Lady: Roderick Hudson : Europeans; Bostonians. 
 
 Jewett, Sarah Orne. 1849- . Country Doctor; Marsh Island; 
 Deephavcn. 
 
 Judd, Sylvester. 1813-1853. Martjaret. 
 
 Kingsley, Charles. 1819-1875. Alton Locke; Hypatia; Westward 
 Ho! 
 
 Kipling, Rudyard. 1865- . Plain Tales from the Hills; The 
 
 Light that Failed; Jungle Book.
 
 LITERATURE. 1 87 
 
 Lever, Charles James. 1806-1872. Charles O'Malley; Harry Lor- 
 
 requer : Tom Burke. 
 Longfellow, Henry Wadsworth. 1 807-1 882. Hyperion; Kavanagh. 
 Lover, Samuel. 1 797-1 868. Handy Andy ; Rory O'Moore. 
 MacDonald, George. 1824- . Annals of a Quiet Neighborhood; 
 
 Robert Falconer: Wilfrid Cumbermede. 
 Marryat, Capt. Frederick. 1792-1848. Jacob Faithful; Midship- 
 man F!asv ; Peter Simple; Privateersman. 
 Melville, Herman. 1819-1891. Typee ; Omoo ; White Jacket; 
 
 Moby Dick. 
 Meredith, George. 1828- Beauchamp's Career: Diana of the 
 
 Crossways ; Richard Feverel ; Lord Ormont. 
 Morris, William. 1834-1896. House of the Wolfings ; News from 
 
 Nowhere ; Cilittering Plain. 
 Mulock, Dinah Maria {Mrs. Craik). 1S26-1887. Brave Lady: Noble 
 
 Life; Jolm Halifax, (ientleman. 
 Oliphant, Mrs. Margaret Oliphant Wilson. 1828- . Salem 
 
 Chapel ; Doctor's Family ; Perpetual Curate ; Rector ; Miss 
 
 Marjoribanks ; Phoebe, Junior. 
 Page, Thomas Nelson. 1853- . In Ole Virginia; Burial of the 
 
 Guns. 
 Poe, Edgar Allan. 1811-1849. Fall of the House of Lsher; (iold 
 
 Bug; .Murders in the Rue Morgue. 
 Reade, Charles. 1814-1884. Peg Woffington ; Put Yourself in His 
 
 Place; The Cloister and the Hearlli ; Hard Cash. 
 Richardson, Samuel. 1689-1761. Pamehx ; CLiri.ssa ; Sir Charles 
 
 (irandi.son. 
 Robinson, Rowland Evans. 1833- I'ncie Lislia's Shop; Sam 
 
 J,ovei's Cam]) : Danvis Folks. 
 Russell, William Clark. 1844- . Sea Queen; Lmi^rant Sliip; 
 
 \\'n.-( k of the (irosvenor. 
 Schreiner, Olive, i860- . Storv of an African I- arm ; Dreams. 
 
 Scott, .S/> Walter. 1771-1832. Waverley Novels. 
 Simms, William Gilmore. 1K06-1S70. Yemassee ; (iuy Rivers; Par- 
 tisan ; Beauchampe.
 
 1 88 LJTERArVRE. 
 
 Smith, Francis Hopkinson. 1838- . Colonel Carter; A Day at 
 
 Laguerre's ; Tom Grogan. 
 Smollett, Tobias George. 1721-1771. Roderick Random ; Peregrine 
 
 Pickle ; Humphrey Clinker. 
 Sterne, Laurence. 1713-1768. Tristram Shandy; Sentimental 
 
 Journey. 
 Stevenson, Robert Louis. 1850-1894. Kidnapped; David Balfour; 
 
 Prince Otto; Dr. Jekyll and Mr. Hyde; Master of Ballantrae. 
 Stockton, Frank Richard. 1S34- . Rudder Crange ; Hundredth 
 
 Man; The Lady or the Tiger. 
 Stowe, Mrs. Harriet Beecher. 181 2-1896. Uncle Tom's Cabin; 
 
 Dred; The Minister's Wooing; Oldtovvn Folks. 
 Taylor, Bayard. 1825-1878. Hannah Thurston; John Ciodfrey ; 
 
 Story of Kennett. 
 Thackeray, Anne Isabella (i^rj. Ritchie). 1842- . Old Kensing- 
 ton ; Toilers and Spinsters; Bluebeard's Keys; Miss Angel. 
 Thackeray, "William Makepeace. 1811-1863. Vanity Fair; Henry 
 
 Esmond; Pendennis; Newcomes; Virginians. 
 Tourgee, Albion Winegar. 1838- . A Fool's Errand; Bricks 
 
 Without Straw. 
 Trollope, Anthony. 1815-1882. Is He Popenjoy ; A'icar of Bull- 
 
 hampton; Orley Farm; The Warden. 
 Trowbridge, John Townsend. 1827- . Cudjo's Cave ; Neighbor 
 
 Jackwood; Coupon Bonds. 
 Wallace, Lew. 1827- . BenHur; Fair (iod; Prince of India. 
 Ward, J/rj. Elizabeth Stuart Phelps. 1844- . Gates Ajar ; Story 
 
 of Avis; Hedged in; Silent Partner. 
 Ward, Mrs. Mary Augusta Arnold. 1851- . Robert Elsmere: 
 
 David Grieve ; Marcella. 
 Warner, Charles Dudley. 1829- . A Eittle Journey in the World ; 
 
 The ( ioldcn 1 louse. 
 Weyman, Stanley John. 1855- . A Gentleman of France; 
 
 Under the Red RoIk- ; My Lady Rotha ; House of the Wolf. 
 Wilkins, Mary Eleanor. 1855- . A New England Nun; Pem- 
 broke ; Jane Field.
 
 LITER A TUKE. iSq 
 
 Winthrop, Theodore. 1828-1861. Cecil Dreeme ; John Brent; 
 
 Edwin Brothertoft. 
 Woolson, Constance Fenimore. 1 848-1 894. Anne; East Angels; 
 
 Jupiter Lights. 
 
 Humor and Satire. 
 
 Mason, E. T., editor. Humorous Masterpieces from American Lit- 
 erature. New York. 1891. 3 vols. 
 Mathews, W. Wit and Humor. Chicago, 1888. 
 
 Browne, Charles Farrar (Artemus Ward). 1834-1867. His Book. 
 Clemens, Samuel Langhorne (Mark Twain). 1835- . Innocents 
 
 Abroad; Roughing It; Connecticut Yankee in King Arthur's 
 
 Court. 
 Holmes, Oliver Wendell. 1 809-1 894. Autocrat of the Breakfast 
 
 Tal)le. 
 Irving, Washington. 1783-1859. Knickerbocker's History of New 
 
 York. 
 Junius [pseudonym]. 1769. Letters. 
 Lowell, James Russell. 1819-1891. Biglow Papers; Fable for 
 
 Critics; Unhappy Lot of Mr. Knott. 
 Shaw, Henry Wheeler (Josh Billings, Uncle Esek). 1818-1885. Say- 
 ings ; Farmers" Allniina.\; Uncle Ezek's Wisdom. 
 Smith, Sydney. 1771-1845. Letters; Essays. 
 Swift, Jonathan. 1667-1745. Oulliver's Travels. 
 Thackeray, William Makepeace. 1811-1S63. Yellowphish Papers; 
 
 Book of Snobs ; Rebecca and Rowcna. 
 
 Oratory. 
 
 Adams, C. K., editor. RepresentativeBritish Orations. New York. 
 
 1884. 3 vols. 
 Johnston, A., editor. Representative American Orations. New 
 
 York. 1884. 3 vols. 
 
 Bright, John. iHi 1-1889. Speeches on Questions of Public Policy.
 
 I go LITERATURE 
 
 Brougham, Henry, Lord. 1 779-1868. Army Estimates; Invasion 
 
 t)f Spain ; Parliamentary Reform. 
 Burke, Edmund. 1 729-1 797. American Taxation; Conciliation; 
 
 Nabob of Arcot's Debts. 
 Chatham, William Pitt, Ztf/v/. i 708-1 788. Taxing' America; Case 
 
 of Wilkes ; State of the Nation. 
 Choate, Rufus. 1 799-1 858. Oregon Boundary ; Discourse on Web- 
 ster : American Nationality. 
 Curtis, George William. 1824-1892. Public Duty of Educated 
 
 Men; Machine Politics; Address on Bryant. 
 Erskine, Thomas, Z.r^;v/. i 750-1823. In Behalf of Gordon ; Rights 
 
 of Juries ; In Behalf of Hardy. 
 Everett, Edward. 1 794-1865. First Settlement of New England; 
 
 Bunker Hill Monument; Character of Washington; Daniel 
 
 \Vel)ster. 
 Phillips, Wendell. 1811-1884. Murder of Lovejoy ; Abolition 
 
 Movement; Toussaint L'Ouverture. 
 Webster, Daniel, i 782-1852. Bunker Hill Monument ; Adams and 
 
 Jefferson; Dartmouth College Case ; Reply to Hayne. 
 
 Essays. 
 Dobson, A., editor. Eighteenth Century Essays. London, 1887. 
 
 Addison, Joseph. 1672-17 19. Tatler; Spectator; Guardian. 
 
 Arnold, Matthew. 1 822-1 888. On Translating Homer; Essays in 
 Criticism. 
 
 Carlyle, Thomas, i 795-1 881. Sartor Resartus ; Heroes and Hero 
 Worship : Past and Present. 
 
 Curtis, George William. 1824-1892. Potiphar Papers; Prue and 
 I : From the Easy Chair. 
 
 De Quincey, Thomas, i 785-1859. Confessions of an Opium Eater ; 
 Murder as One of the Fine Arts. 
 
 Emerson, Ralph Waldo. 1S03-1882. English Traits; Representa- 
 tive Men ; Nature ; Conduct of Life ; Society and Solitude.
 
 LITERATURE. I9I 
 
 Fiske, John. 1842- . Myths and Myth-Makers; Excursions of 
 an Evolutionist ; Unseen World. 
 
 Froude, James Anthony. 181 8-1 894. Short Studies on Great Sub- 
 jects. 
 
 Harrison, Frederic. 1831- . Choice of Books: Meaning of 
 History. 
 
 Higginson, Thomas Wentworth. 1823- . Atlantic Essays ; Out- 
 Door Papers. 
 
 Hunt, James Henry Leigh. i 784-1859. Imagination and Fancy; 
 Wit and Humour: Men, Women, and Books: Jar of Honey. 
 
 Huxley, Thomas Henry. 1825-1895. Lay Sermons: Collected Es- 
 says. 
 
 Irving, Washington, i 783-1 S59. Sketch-Book : Tales of a Trav- 
 eller : .Alhambra. 
 
 Jeffrey, Francis, Lord. 1 773-1 850. Contributions to the Edinburgh 
 Review. 
 
 Johnson, Samuel, i 709-1 784. Rasselas; Rambler: Idler. 
 
 Lamb, Charles. 1 775-1 834. Essays of Elia; Last Essays of Klia. 
 
 Landor, Walter Savage. 1 775-1864. Imaginary Conversations; 
 Pericles and Aspasia. 
 
 Lang, Andrew. 1844- Essays in Little: Letters to Dead 
 
 Authors. 
 
 Lowell, James Russell. 1819-1891. Among My Books; My Study 
 Windows •, Democracy. 
 
 Macaulay, Thomas Babington, I^ord. 1800- 1859. Warren Hast- 
 ings: Lord Clyde ; Milton. 
 
 Mathews, William. 1S18- Getting On in the World; Liter- 
 
 ary Stvlc : Words ; Hours with Men and Books. 
 
 Ruskin, John. 1819- . Sesame and Lilies: Stones of Venice: 
 Crown of Wild Olive. 
 
 Steele, Richard. 1671-1729. Tatlcr : Spectator; Guardian. 
 
 Thoreau, Henry David, i. Si 7-1862. Waldcn ; Cape Cod : Week. 
 
 Whipple, Edwin Percy. 1819-1886. Literature and Life: Charac- 
 ter ; .Success. 
 
 Wilson, John. 1785-1854. Noctes Ambrosiana-.
 
 192 LITERATURE. 
 
 Letters. 
 Byron, George Noel Gordon, Lord. 1788-1824. 
 Carlyle, Thomas. 1 795-1 881. 
 Cowper, William. 1731-1800. 
 Dickens, Charles. 18 12-1870. 
 Emerson, Ralph Waldo. 1 803-1 882. 
 Lowell, James Russell. 18 19-189 1. 
 Scott, .SV;- Walter. 1 771 -1832. 
 Thackeray, William Makepeace. 181 1-1863. 
 
 Greek Literature. 
 
 Perry, T. S. History of Greek Literature. New York, 1890. 
 Jebb, R. C. Greek Literature. London, 1877. 
 
 .ffischylus. Tragedies ; New Translation, by E. H. Plumptre. Lon- 
 don, 1868. 
 
 Aristophanes. Metrical Version of the Acharnians, Knights, and 
 Birds; by J. H. Frere. London, 1886. 
 
 Euripides. Three Dramas; by W. C. Lawton. Boston, 1889. 
 
 Homer; translated by W. C. Bryant. Boston, 1 870-1 872. 4 vols. 
 
 Homer; by A. Lang and others. London, 1879-1883. 2 vols. 
 
 Homer. Iliad and Odyssey; translated by A. Pope; with notes by 
 J. -S. Watson, and Flaxman's designs. London, 1858-1860. 
 2 vols. 
 
 Pindar; translated by E. Myers. London, 1884. 
 
 Plato. Trial and Death of Socrates ; translated by F. J. Church. 
 London. 1888. 
 
 Sophocles. Tragedies: translated by E. H. Plumptre. London, 
 1865. 
 
 Theocritus, Bion, and Moschus ; rendered into English Prose by A. 
 Lang. London. 1880. 
 
 Xenophon. .Memoirs of Socrates ; translated by \\. Levien. Lon- 
 don, 1878.
 
 LITER A TURE. 193 
 
 Latin Literature. 
 
 Cruttwell, C. T. History of Roman Literature. London, 1877. 
 Sellar, W. Y. The Roman Poets of the Augustan Age. Oxford, 
 1 877-1 892. 2 vols. 
 
 Sellar, W. Y. The Roman Poets of the Republic. Oxford, 1881. 
 
 Cicero. De Amicitia ; translated by A. P. Peabody. Boston, 1884. 
 
 Cicero. De Officiis; translated by A. P. Peabody. Boston, 1883. 
 
 Cicero. De Senectute ; translated by A. P. Peabody. Boston, 1884. 
 
 Cicero. Orations; translated by C. D. Yonge. London, 1851-1852. 
 4 vols. 
 
 Horace. Horatian Echoes; by J. O. Sargent. Boston, 1893. 
 
 Lucretius. De Rerum Natura; translation by H. A. J. Munro. Lon- 
 don, 1873. 
 
 Pliny, the younger. Letters; translated by J. D. Lewis. London, 
 1879. 
 
 Tacitus. Agricola, Germany, Dialogue on Oratory; translated by 
 A. J. Church and W. J. Brodribb. London, 1877. 
 
 Vergil. Works; English Prose, by J. Conington. London, 1872. 
 Vergil, i^neid ; English Blank Verse, by C. P. Cranch. Boston, 
 1872. 
 
 Italian Literature. 
 
 Howells, W. D. Modern Italian Poets. New York, 1887. 
 
 Dante Alighieri. Divine Comedy ; translated by H. W. Longfellow. 
 
 Boston, 1 867-1 870. 
 Dante Alighieri. Divine Comedy ; translated by C. E. Norton. 
 
 B(jsti)n. 1S91-1892. 3 vols. 
 
 Dante Alighieri. New Life ; transhitcd by C. E. Norton. Boston, 
 1892. 
 
 Petrarca, Francesco. Sonnets, Triumphs, and otlicr Poems. London, 
 1859. 
 
 Tasso, Torquato. Jerusalem Delivered ; translated by J. H. Wiffen. 
 London, 1 824-1825. 2 vols. 
 
 KOOP. MAST. fiP BK>.. — 1.3
 
 194 Lni:RA7URE. 
 
 French Litkkatu k i:. 
 
 Saintsbury, G. Short History of French Literature. New edition. 
 London, 1889. 
 
 B^ranger, P. J. de. Two Hundred of His Lyrical Poems ; English 
 bv \V. Young. London, 1847. 
 
 Dumas, A. Romances. Boston, 1888-1894. 40 vols. 
 
 Hugo, Victor. Dramatic Works ; translated by F. L. Slous and Mrs. 
 N. Crossland. London, 1887. 
 
 Hugo, Victor. Romances. Boston, 1 887-1 894. 14 vols. 
 
 Hugo, Victor. Selections Chiefly Lyrical. London, 1885. 
 
 Moliere, J. B. P. Dramatic Works ; translated by C. H. Wall. 
 
 London, 1 876-1 877. 3 vols. 
 Montaigne, M. E. de. Works ; translated by W. Hazlitt. London. 
 
 1841. 
 Musset, A. de. Selections from His Prose and Poetry : tran.slated by 
 
 Mrs. S. Wister. New York, 1S72. 
 Rabelais, F. Readings in Rabelais ; by W. Besant. London, 
 
 1883. 
 Racine, J. Dramatic Works ; metrical version by R. B. Boswell. 
 
 London, 1 889-1 890. 2 vols. 
 Roland. Song of Roland ; translated by J. O'Hagan. 2d edition. 
 
 London, 1883. 
 Voltaire, F. M. A. de. Romances ; translated from the French. 
 
 New York, 1885. 
 Zola, E. Money; translated by B. R. Tucker. Boston, 1891. 
 
 Spanish .and Portuguese Literature. 
 Conant, H. S. Primer of Spanish Literature. New York, 1879. 
 
 Camoens, L. de. Lusiads; Englished by R. F. Burton. London. 
 1881. 2 vols. 
 
 Cervantes, M. de. Don Quixote; translation by J. Ormsby. Lon- 
 don, 1884. 4 vols.
 
 LITERATURE. 1 95 
 
 Cid. Poems of the Cid ; translated by J. Ormsb)*. London, 1879. 
 Lockhart, J. G. Ancient Spanish Ballads. London, 1823. 
 
 Anglo-Saxon Literature. 
 Brooke, S. A. History of Early English Literature. London, 1892. 
 
 Beowulf; an Anglo-Saxon Poem; translated by J. M. Garnett. 
 Boston, 1882. 
 
 German Literature. 
 
 Hosmer, J. K. Short History of German Literature. New edition. 
 
 New York. 1891. 
 Taylor, B. Studies in German Literature. New York. 1879. 
 
 Freytag, G. The Lost Manuscript ; translated by Mrs. Malcolm. 
 
 London, 1865. 3 vols. 
 Goethe, J. W. von. Faust; translated by B. Taylor. Boston, 1870. 
 
 2 vols. 
 Goethe, J. W. von. Hermann and Dorothea; translated by E. Froth- 
 
 ingham. Boston, 1870. 
 Goethe, J. W. von. Reineke Fox; West-Eastern Divan; Achilleid ; 
 
 translated by A. Rogers. London, 1890. 
 
 Heine, H. Book of Songs : translated by C. G. Leland. Philadel- 
 phia, 1864. 
 
 Heine, H. Pictures of Travel : translated by C. G. Leland. Phila- 
 delphia, 1856. 
 
 Heyse, P. L'Arrabiata, and other tales; from the German, by M. 
 
 Wilson. London, 1867. 
 Lessing, G. E. Dramatic Works. London, 1878. 2 vols. 
 Nibelungenlied ; translated by A. G. Foster-Barham. London, 
 
 1887. 
 
 Scheffel, J. V. von. The Trumpeter of Saikkingen ; translated by 
 
 Mrs. F. Briinnow. London, 1877. 
 Schiller, F. von. Wf)rks. London, 1847- 1889. 7 vols.
 
 196 LITERATURE. 
 
 Scandinavian Literature. 
 Gosse, E. Northern Studies. London, 1890. 
 
 Bjornson, B. Works; translated by R. B. Anderson. Boston, 1884. 
 
 3 vols. 
 Grettis Saga; from the Icelandic, by E. Magniisson and W. Morris. 
 
 London, 1869. 
 Ibsen, H. Prose Dramas; edited by W. Archer. London, 1890- 
 
 1S95. 6 vols. 
 Ibsen, H. Brand, a Dramatic Poem ; translated by C. H. Herford. 
 
 London. 1894. 
 Runeberg, J. L. Lyrical Songs ; English by E. Magniisson and E. H. 
 
 Palmer. London, 1878. 
 
 Tegn^r, E. Fridhtjofs Saga ; translated by Holcomb. Chicago, 
 1876. 
 
 Vijlsunga Saga ; from the Icelandic, by E. Magniisson and W. Morris, 
 London, 1870. 
 
 Russian Literature. 
 
 Turner, C. E. Studies in Russian Literature. London, 1882. 
 Pushkin, A. Poems: translated by I. Panin. Boston, 1888. 
 Tchernyshevsky, N. G. A Vital Question ; translated by N. H. 
 
 Dole and S. S. Skidelsky. New York, 1888. 
 Tolstoi, L. N. Works. New York, 1889. 9 vols. 
 Turgenieff, I. S. Works. New York, 1889. 5 vols. 
 
 Other Foreign Literature. 
 
 Kalevala, the Epic Poem of Finland ; Englished by J. M. Crawford. 
 New York, 1888. 2 vols. 
 
 Oman, J. C. The Great Indian Epics. London, 1894. 
 
 Omar Khayyam. Rubdiydt; English by E. Fitzgerald. London, 
 
 1859. 
 Ossian. Poems; with translation by A. Clark. Edinburgh, 1870. 
 
 2 vols.
 
 CHAPTER XI. 
 
 BOOKS ON THE SUBJECT OF READING. 
 
 An extensive list of works on books and reading was 
 published in the " Bulletin of the Boston Public Library " 
 for April, 1890. The following list, in which annotations 
 have been attempted, contains many of the works there 
 cited, together with various additional titles. It is not 
 supposed that any student will read all or even many of 
 the books here enumerated, — few students would have 
 access to more than a small proportion of them, — but 
 most of them contain advice of the greatest value to per- 
 sons whose reading habits are yet unformed ; and it is 
 hoped that the critical estimates given will enable and 
 induce the student to select, from such of the works men- 
 tioned as are accessible to him, those that will be most 
 likely to render him assistance. It should be added that 
 some of the best literature of the subject is contained in 
 essays and periodical articles, pointed out in the American 
 Library Association Index and Poole's Index. 
 
 Abbott, Lyman, editor. Hints for Home Reading. New York, 1892. 
 A series of suggestive chapters by well-known writers. At the end are three 
 excellent lists of books for libraries, the first of 500 volumes, the second of an 
 additional 500 volumes, and the third of an additional 1000 volumes. 
 
 Acland, A. H. D. A Guide to tlie Choice of Books. London, 1891. 
 
 A list of books with a minute index to subjects and authors. The main 
 divisions are; Books of Reference. — Antiquities and Archa;ology. — Biography. 
 — Children's Books. — Domestic Economy. — Education.— Geography and 
 Travel. — Oovcrnment Publications. — History.— Languages. — Literature. — 
 Philosophy. — I'olitical and Social Economy. — Political .Science. — Science. 
 
 197
 
 198 BOO AS O.Y THE SUBJECT OF READING. 
 
 Aspects of Modern Study, being university extension addresses. 
 London, 1894. 
 The subject of tlie lectures is study rather than general reading ; but the vol- 
 ume is full of aid and inspiration for the studious reader. 
 
 Atkinson, W. P. Booi<s and Reading. Boston, i860. 
 
 A lecture before an association of mill workers. .\ plea for miscellaneous 
 reading, provided it be earnest. 'J'heauth >r advocates also the choice of subjects 
 near at hand, lie recommends spending one half our leisure in the open air, if 
 we would make the best of the other half in reading. 
 
 Atkinson, W. P. On the Right Use of Books. Boston, 1880. 
 Emphasizes the value of reading to business men. 
 
 Azarias, Brother (P. F. Mullany). Books and Reading. New York, 
 1891. 
 Written from the Catholic point of view. It contains many helpful sugges- 
 tions, but its greatest value consists in the spirit of " bookmindedness " which 
 breathes through ever)' paragraph. 
 
 Bacon, Francis, Lord. Essay L. Of Studies. 
 
 The most famous of all treatises on books and reading. It is contained in 
 any edition of the essays ; but may profitably be read with Whately's annota- 
 tions. 
 
 Baldwin, James. Tlie Book-Lover. Chicago, 1892. 
 
 This little book has reached its tenth edition and deserves all its popularity. 
 It is really what it professes to be, " A guide to the best reading." 
 
 Best Hundred Books. Boston, 1886. 
 
 This contains an article on the choice of books by Ruskin, an unpublished 
 letter by Carlyle, and numerous contributions by other writers. 
 
 Best Reading; edited by F. B. Perkins; vols. 2-4 by L. E. Jones. 
 New York, 1877-1893. 
 Lists of the best books now in print, arranged by subjects. The first volume 
 contains also : Readings on Reading ; Suggestions for Courses of Reading ; (Jn 
 Owning Books; Hints on Book Clubs. 
 
 Burt, Mary E. Literary Landmarks. Boston. 1893. 
 
 One of the best guides to reading for the young. The volume contains many 
 ingenious illustrations designed to fi.\ in the pupil's mind the story of literature ; 
 and at the end is a carefully selected list of 700 books. 
 
 Carlyle, Thomas. On the Choice of Books. London, 1881. 
 
 •An address delivered without notes to the students of Edinburgh University 
 in 1866. It is rambling, but full of inspiration to scholarship and noble living. 
 
 Drummond, Henry. A Talk on Books. New York, 1891. 
 
 Addressed not to brilliant students, but to those of the second rate, whom he
 
 BOOKS OX THE SUBJECT OE READING. 1 99 
 
 calls " hopeful duffers." The speaker relates his own growth in the knowledge 
 and love of books. 
 
 Foster, William, E. Libraries and Readers. New York, 1883. — 
 The Public Library as a Help to the Historical Student. (In 
 New England Magazine, December, 1889.) — -The Use of 
 a Public Library in the Study of History. (Pages 105-112 
 of G. Stanley Hall's Methods of Teaching History, 2d edi- 
 tion, 1889.) — The Young Writer's Use of a Librarj'. 
 (Pages 85-93 of T. W. Bancroft's Method of English 
 Composition, 1885.) 
 
 All these treatises by the librarian of the Providence Public Library will 
 be found of the greatest practical benefit to readers. The last, in particular, 
 can be commended to students for its sound advice in regard to methods of 
 composition. 
 
 Green, S. S. Library Aids. New York, 1883. 
 
 Compiled by the librarian of the Worcester Public Library. A very conven- 
 ient reference manual for all users of libraries. It contains a list of articles on 
 Libraries as educational institutions, and appended is Mr. Foster's chapter on 
 Books and articles on Reading, reprinted from his Libraries and Readers. 
 
 Green, S. S., editor. Libraries and Schools. New York, 1883. 
 
 A useful handbook ; containing articles by the editor, and by C. F. .•\dams, 
 Jr., R. C. Metcalf. and \V. E. Foster. 
 
 Hale, Edward Everett, and others. Books That Have Helped Me. 
 New York, 1889. 
 
 Articles by various authors, reprinted from the Forum. They record per- 
 sonal exjDeriences in reading, and will be found both interesting and practically 
 helpful. 
 
 Hamerton, Philip Gilbert. Tiic Intellectual Life. Boston, 1873. 
 
 A book that is still as pertinent as ever to the wants of every student. It 
 has not a dull page. 
 
 Hardy, G. E. iiooks for the Young. New York, 1892. 
 
 .•\ graded and annotated list of 500 books of great value in selecting or direct- 
 ing the reading of children. 
 
 Harrison, Frederic. The Choice of Books. London, 1886. 
 
 " The Choice of Books is really the choice of our education, of a moral and 
 intellectual ideal, of the whole duty of man." This sentence will give a clue to 
 the import of this well-known essay of the famous English positivist. The 
 four chapters are headed : How to Read. — Poets of the Old World. — Poets of 
 the Modern World. — The Misuse of Books. Decidedly a book for students 
 and scholars.
 
 200 BOOA'S ON THE SUBJECT OF READING. 
 
 Helps, Sir Arthur. Reading. 
 
 A Chapter in Book II. of his series of thoughtful and stimulating essays 
 entitled Triends in Council. 
 
 Higginson, T. W. Books and Reading. (In The Woman's Book, 
 vol. I, 1894.) 
 A valuable survey of classes of reading and their influence. 
 
 Ireland, Alexander. The Book-lover's Enchiridion. New York, 1893. 
 .•\ treasury of thoughts on the solace and companionship of books, gatliered 
 from the writings of the greatest thinkers, from Cicero to Ruskin. A hand- 
 book that siiould be owned and read by every student. 
 
 Kent, James. Outline of a Course of Enghsh Reading; edited by H. 
 A. Oakley. New York, 1853. 
 One of the most famous of reading courses, though now greatly out of date. 
 Nearly every subject or book iias a note of explanation or suggestion. 
 
 Leypoldt, A. H., and lies, G., editors. List of Books for Girls and 
 Women and Their Clubs. Boston, 1895. 
 Lists of books on various subjects, chosen by specialists, and furnished with 
 descriptive and critical notes. In addition to these lists are a list of periodicals 
 and hints for girls' and women's clubs. 
 
 Lubbock, Sir John. The Pleasures of Life. New York, 1889. 
 
 Contains A .Song of Books, and The Choice of Books, with his famous list 
 of 100 books. 
 
 Mabie, H. W. Books and Culture. (In The Bookman, 1895.) 
 
 \ series of inspiring chapters by the author of My Study-fire, Short Studies 
 in Literature. The writer is the literary editor of the Outlook. 
 
 Mathews, William. Hours with Men and Books. 12th edition. 
 Chicago, 1889. 
 Contains his article on Professorships of Books and Reading. Few writers 
 equal Dr. Mathews in power to stimulate love of reading. The student would 
 do well to read also his Getting on in the World ; Great Conversers ; Words : 
 their Use and Abuse ; Oratory and Orators ; Literary Style ; Men, Places, and 
 Things; and Wit and Humor. 
 
 Matson, Henry. References for Literary Workers. Chicago, 1892. 
 
 Contains introductions to topics and questions for debate, under the fol- 
 lowing heads : History. — Biography. — Politics. — Political Economy. — Edu- 
 cation. — Literature. — -Art. — Science. — Philosophy. — Ethics. — Religion. — 
 Miscellaneous. 
 
 Matthews, Brander. Cheap Books and Good Books. New York, 1888. 
 On the relations of copyright to the quality of books, and secondarily to the 
 interests of the reading public.
 
 BOOKS ON THE SUBJECT OF READING. 20I 
 
 Matthews, Brander. The Home Library ; by Arthur Penn [pseud- 
 onym]. New York, 1883. 
 Contains : A Plea for the Best Books. — On the Buying and Owning of 
 Books. — On Reading. — On Fiction, with a List of 100 Best Books. — On the 
 Library and Its Furniture. — On Book-binding. — On the Making of Scrap- 
 books. — On Diaries and Family Records. — On the Lending and Marking of 
 Books. — Hints Here and There. — List of Authors for the Home Library, 
 with Choice of Editions, and Prices. 
 
 The volume contains numerous illustrations, and is addressed to owners as 
 well as readers of books. 
 
 Maurice, J. F. D. The Friendship of Books. London, 1893. 
 
 Contains also lectures on Words, on Books, and on the Use and Abuse of 
 Newspapers, 
 
 Moore, C. H. What to Read, and How to Read. New York, 1871. 
 
 Classified lists of reading are given, with brief annotations, the whole being 
 brought down to 1S70. The volume resembles in plan Chapters H. and HL of 
 the present work, but a much larger selection of books is given. 'J'he author 
 describes his volume as " aiming to shape the literary culture of young persons." 
 
 Northcote, -SV; Stafford Henry. The Pleasures, the Dangers, and the 
 Uses of Desultory Reading. London, 1885. 
 A lecture by Lord Iddesleigh at the University of Edinburgh. Desultory is 
 used in the sense of varied, not trifling. The little volume is beautifully printed. 
 
 O'Conor, J. F. X. Reading and the Mind, with Something to Read. 
 New York, 1890. 
 The work of a Catholic writer appreciative of the best in literature. The 
 last part of the pamphlet embodies lists of books arranged by classes. 
 
 Parsons, F. The World's Best Books. Third edition. Boston, 1893. 
 A lively and suggestive guidebook to the literature of tiie world, designed 
 for the average adult reader. 
 
 Phelps, Austen. .Men and Books. New York, 1882. 
 
 Designed for the literary guidance of young pastors, but containing chapters 
 on the use of books that will be of value to the general reader. 
 
 Porter, Noah. Books and Reading. 4th edition. New York, 1881. 
 This has long teen the standard book of counsel for the student in both 
 manner and matter of reading. It should, however, te supplemented by later 
 works. This edition contains, in an appendix, a select catalogue of books pre- 
 pared by J. M. Hubbard. 
 
 Pryde, David. The Highways of Literature; or Wliat to Read, and 
 How to Read. Edinburgh, 1882. 
 An enthusiastic yet sensible work in which tlic author discusses the impor-
 
 202 BOCA'S ON TJIE SUBJECT OF KEADING. 
 
 tance of the great divisions of literature, and the best methods of forming an 
 acquaintance with them. 
 
 Pycroft, James. A Course of Reading. New York, 1845. 
 
 \aluable for anecdote and advice as to methods of reading ; but most of the 
 books recommended iiave now been superseded. 
 
 Quincy, J. P. The Abuse of Reading. (In his Protection of Majori- 
 ties. Boston, 1876.) 
 Holds up to contempt those who " read themselves into partial imbecility 
 upon all sides of every question.'' The student should not overlook the chapter 
 in the same volume on The Function of Town Libraries, in which the author 
 protests against " a surfeit of too much poor reading." 
 
 Richardson, Charles F. The Choice of Books. New York, 1881. 
 
 A well-known work by the author of the most complete history of American 
 literature. It is especially ricii in illustration. The subjects discussed are 
 very attractive. 
 
 Ruskin, John. Sesame and Lilies. New York, 1873. 
 
 Embodies the famous author's views on reading ; more valuable, perhaps, as 
 an incentive than a guide. 
 
 Schonbach, A. E. Ueber Lesung und Bildung. Graz, 1888. 
 
 A handsome little book of 144 pages. The author acknowledges his indebt- 
 edness to Ruskin, Morley, Harrison, and particularly to Emerson. Appended 
 are a list of 102 volumes of world literature, and a longer list of representative 
 modern fiction. 
 
 Sonnenschein, W. S. The Best Books, a Reader's Guide. London, 
 1891. 
 
 Sonnenschein, W. S. A Reader's Guide to Contemporary Literature. 
 London, 1895. 
 
 Each of the two foregoing volumes contains references to about 50,000 books 
 in all departments of science and literature, with dates of publication, pub- 
 lishers' names, and prices. Of great value in the choice and purchase of books. 
 
 Thwing, C. F. The Reading of Books ; Its Pleasures. Profits, and 
 Perils. Boston, 1883. 
 A readable little volume, in which the general subject is discussed under the 
 following heads : The Advantage of Reading. — Biography. — History. — Travel. 
 — Fiction. — Historical Fiction. — Poetry. — Religious Rooks. — Books of Lit- 
 erature.^ Language, Philosophy, Science, and the Fine Arts. — Books for 
 Children. — Forming a Library. — Classified List of Books. 
 
 Van Dyke, John C. Books and How to Use Them. New York, 1883. 
 A racy and suggestive book, by the author of the well-known work. How
 
 BOOKS ON THE SUBJECT OE READIAU. 203 
 
 to Judge a Picture. It is one of the best treatises on reading and tiie use of 
 libraries that have been written for college students. 
 
 VernioUes, J., Ahhe. La Lecture et le Clioi\ des Livres. Paris, 1877. 
 Letters of advice to a young man who has tinislied his education. They are 
 written from a thoroughly French literary standpoint. The author is an eccle- 
 siastic, and his work is quite as much a guide to conduct as to literature. 
 
 What Shall 1 Read .? New York, 1878. 
 
 " A confidential chat on books," by a mother, whose careful advice is 
 addressed to immature minds. A catalogue of books recommended is given, 
 as also a course of reading covering the fifteenth, sixteenth, seventeenth, and 
 eighteenth centuries. 
 
 Willmott, R. A. Pleasures, Objects, and Advantages of Literature. 
 4th edition. London, 1855. 
 The product of a mind full of books, and well fitted to attract any one to 
 the delights of reading. 
 
 Winchester, C. T. Five Short Courses of Reading in English Litera- 
 ture. Boston, 1892. 
 An excellent little handbook written by the professor of English literature 
 in Wesleyin University. The courses, which are all short, cover the period 
 from Marlowe to Newman. After each course are blank pages for additional 
 references. The volume is an inexpensive one, and might profitably be owned 
 and consulted by every college student in his use of the library.
 
 INDEX. 
 
 Adams, H. B., 119, 121, 127. 
 Addison, Joseph, 33. 
 yEschylus, 18, 25, 40. 
 Africa, history of, 158, 159. 
 
 travels and description, 164, 165. 
 Agriculture, 174. 
 Allusions, 144. 
 Almanacs, 53, 142. 
 Alwato, 98. 
 America, history of, 159-161. 
 
 travels and description, 165, 166. 
 American Library Association, 115, 
 
 121, 132, 197. 
 American literature, 28, 55, 56. 
 American poets, 28. 
 Amicis, E. de, 136. 
 Amusements, 177, 178. 
 Analogical method of language study, 
 
 105. 
 Anglo-Saxon literature, 195. 
 Annuals, 64. 
 Anthropology, 173. 
 Antiquities, 153, 154- 
 Apocalypse, 23. 
 Appcrceptionists, 82. 
 Appleby, F., 90, 93. 
 Architecture, 176. 
 Aristotle, 87. 
 
 Arnold, Matthew, 28-30, 33, 44. 
 Arnold, Thomas, 50, 118. 
 Arts, 137, 138, 174-178- 
 
 decorative, 177. 
 
 dictionaries of, 56. 
 
 fine, 138, 176-178. 
 
 Arts — Continued. 
 
 industrial, 137, 174, 175. 
 
 mechanical, 175. 
 
 military, 175. 
 
 nautical, 175. 
 Asia, history of, 158. 
 
 travels and description, 164. 
 Associationists, 82. 
 Astor Library, 61, 117. 
 Astronomy, 171. 
 Attention and memory, 85. 
 Aubrey manuscripts, 50. 
 Augustine, St., 45. 
 Aurelius Antoninus, Marcus, 43. 
 Austrian history, 155. 
 Authors, reading by, 44. 
 Azarias, Brotltcr, 80. 
 
 Bacon, Francis, Lord, 6, 15, 33, 45, 
 
 125, 131, 137- 
 Bacon, J. IL, 90, 93- 
 Bacon, Roger, 89. 
 Bad books, 30-33. 
 Bancroft, George, 19. 
 Beaumont, Francis, 27. 
 Beniowski, Major, 89. 
 Berlitz School, 104. 
 Bible, 22-24, 25, 145, 14<'- 
 Bibliographies, 49, 61. 
 liibliography, 142. 
 Billings Library, 126. 
 Biography, 16, 34, 43. '34. 148-153- 
 
 collective, 148-150. 
 
 dictionaries of, 57, 58. 
 
 individual, 150-153. 
 
 205
 
 2o6 
 
 INDEX. 
 
 Biology, 172. 
 Blaikie, William, 15. 
 Bleibtreu, Karl, 16. 
 Boilcau, Nicolas, 80. 
 Books. (See also Reading.) 
 
 as tools, 42. 
 
 bad, 30-33. 
 
 choice of, 140. 
 
 classified list of, 132, 142-196. 
 
 new and old, 12. 
 
 of reference, 42, 48-62, 132, 133, 
 142-144. 
 
 on memory, 93. 
 
 on reading, 197-203. 
 
 Bossuet, J. B., 80. 
 
 Boston Public Library, 197. 
 
 Boswell, James, 12, 34. 
 
 Botany, 172. 
 
 British classic poets, 27.. 
 
 British Museum Library, 22. 
 
 British Philological Society, 55. 
 
 Brooks, C. T., 27. 
 
 Brown, John, 79. 
 
 Brown University, 67, 103, 123. 
 
 Browne, Sir Thomas, 45. 
 
 Browning, Robert, 26, 28. 
 
 Brux, Adam, 80. 
 
 Bryant, W. C, 27, 28. 
 
 Buckley, A. B., 137, 141. 
 
 Buffalo Public Library, 117, 121. 
 
 Bulwer, E. G. E. L., Lord Lytton, 
 44. 
 
 Bunyan, John, 139. 
 
 Burns, Robert, 28. 
 
 Business men, 14. 
 
 and culture, 29. 
 
 Byron, G. N. G., Lord, 28, 34. 
 
 Cable, G. W., 30. 
 Caesar, Caius Julius, 79. 
 Cambridge University, 117, 118. 
 Camp meeting, 119. 
 Canadian history, 159, 
 
 Cards for note-taking, 92. 
 
 Carlyle, Thomas, 19, 34, 35, 39, 44, 
 
 62, loi. 
 Catalogues, 49, 60, 61. 
 Cathedrals, 76, 77. 
 Catiline, 43. 
 
 Cautions about fiction-reading, 30, 3 1 . 
 Ciianibcrlin, J. E., quoted, 14 note. 
 Chapman, George, 27. 
 Character building, 15, 45. 
 Charlatan memory teachers, 90. 
 Charles V., 109. 
 Chatterton, Tiiomas, 38. 
 Chaucer, Geoffrey, 26, 27. 
 Chautauqua, 119, 121, 125. 
 Chemistry, 170. 
 Childhood and language-learning, 94, 
 
 95- 
 Christianity, 146. 
 Chronology, 57, 153. 
 Church history, 147. 
 Cities, history of, 43, 44. 
 Civilization, history of, 154. 
 Clap, Thomas, 113 note. 
 Clarke, J. F, 133. 
 Classic poets, British, 27. 
 Classical dictionaries, 58. 
 Classics to be read first, 27. 
 Classified list of books, 142-196. 
 Clough, A. H., 28. 
 Coffin, C. C, 117. 
 Coleridge, S. T., 28. 
 Columbia University, 123. 
 Columbus, Christopher, 63, 77. 
 Commencement orations, 76. 
 Commerce, 168. 
 Concordances, 60. 
 Condensed cyclopedias, 52. 
 Conditions of memory, 83. 
 Confusion and memory, 84. 
 Conversation, reading for, 14.
 
 INDEX. 
 
 207 
 
 Conversations- Lexikon, 14. 
 
 Cooke, G. F., 80. 
 
 Cooper, J. F., 30. 
 
 Cornell University, 123, 126. 
 
 Corson, Hiram, 20. 
 
 Countries, description of, 162-166. 
 
 history of, 155-161, 
 Courses of reading, 128-141. 
 Coverdale, Miles, 23. 
 Cowper, William, 28, 34. 
 Cranch, C. P., 27. 
 Crawford, F. M., 30, 99. 
 Crerar Library, 126. 
 Crime, 166. 
 
 Criminal concealed in a library, 1 14. 
 Crunden, F. M., 1 17. 
 Culture, 13, 29, 40. 
 Cumulalive method of language study, 
 
 104, 105. 
 Cutter, C. A., 115, 132. 
 Cyclopedias, 51-53. I43- 
 
 Daguesseau, H. F., 80. 
 Daily papers, 63, 69-77. 
 Dangers, 30-33. 
 
 in excessive specialization, 125. 
 
 in the new education, 125. 
 
 Danish, 97. 
 
 Dante Alighieri, 26, 27, 40, 45. 
 
 Daudet, Alphonse, 31. 
 
 Dead languages, study of, 102. 
 
 Decimal classification, 115. 
 
 Decorative art, 177. 
 
 De Quincey, Thomas, 15, 17, 24, 33. 
 
 Desultory reading, 39. 
 
 Dewey, Mclvil, 115, 127. 
 
 Diaries, 35. 
 
 Dickens, Charles, 16, 30. 
 
 Dictionaries, 53-59- 
 
 biographical, 57, 58. 
 
 classical, 58. 
 
 English, 54. 
 
 Dictionaries — Continued. 
 
 French, 55. 
 
 German, 55. 
 
 of fine arts, 56. 
 
 of geography, 58. 
 
 of history, 57. 
 
 of industrial arts, 56. 
 
 of language, 54, 55. 
 
 of literature, 55. 
 
 of quotations, 59. 
 
 of social science, 57. 
 
 of synonymous words, 59< 
 
 of theology, 59. 
 
 Diligence, 39. 
 D'Israeli, Isaac, 21. 
 " Dogberry," quoted, 6. 
 Dollinger, Ignaz von, 19. 
 Dowden, Edward, 17. 
 Drake, S. A., 1 17. 
 Drama, English, 183, 184. 
 Dreyspring, Adolph, 105. 
 Drugs and memory, 83. 
 Dryden, John, 23, 28. 
 Duruy, Victor, 43. 
 Dutch history, 157. 
 Dutch language, 97. 
 
 Ear memory, 88. 
 Ecclesiastical history, 147. 
 Eckermann, J. P., 34. 
 Educated man, mark of an, 9. 
 Education, 9, 10, 166, 167. 
 Educational place, of languages, 96. 
 
 of libraries, 111-127. 
 Eggleston, Edward, 30. 
 Electricity, 174. 
 Eliot, George, 30. 
 Elocution, 139, 179. 
 Emerson, R. W. , 1 5, 28, 33, 34, 45, 86. 
 Engineering, 174, 175. 
 England, travels and description, 162, 
 
 163. 
 English Hibk-, 145, 146,
 
 208 
 
 INDEX. 
 
 English classic poets, 27. 
 
 English dictionaries, 54. 
 
 English drama, 183, 184. 
 
 English fiction, 184-189. 
 
 English history, 155, 156. 
 
 English language, 17S. 
 
 English literature, 180-192. 
 
 dictionaries of, 55. 
 professor of, 96, 97 note. 
 
 English poetry, 180-183. 
 
 Engraving, 177. 
 
 Epitomes, 49, 50. 
 
 Erasmus, Desiderius, 87. 
 
 Essays, 33, 190, 191. 
 
 Ethics, 145. 
 
 Europe, history of, 155-158. 
 
 Evans, W. L., 90, 93. 
 
 Examination, study for, 84, 85. 
 
 Expansive classification, 132. 
 
 Eye memory, 88. 
 
 Eyes, care of, 20. 
 
 False education, 10. 
 
 Faraday, Michael, 134. 
 
 Fatigue and memory, 84, 
 
 Fauvel Gouraud, Francis, 89. 
 
 Feinaigle, Grcgor von, 89. 
 
 Fellows, G. S., 88. 
 
 Fiction, 16, 30, 140. 
 
 cautions about reading, 30, 31. 
 English, 184-189. 
 historical, 44. 
 
 Fielding, Henry, 31. 
 
 Fields, J. T., 61. 
 
 Fine arts, 138, 176-178. 
 
 dictionaries of, 56. 
 Fiske, John, 34, 46. 
 Fiske, Mrs. J. M., 126. 
 Flammarion, Camille, quoted, 14 
 
 note, 70, 71. 
 Fletcher, John, 27. 
 Folk-lore, 147, 148. 
 
 Foreign classics, 26, 27. 
 
 Foreign languages, 1 78, 179. 
 
 Foreign literature, 196. 
 
 Fortnightlies, 67. 
 
 Foster, F. II., 127. 
 
 France, travels and description, 163. 
 
 Franklin, Benjamin, 44, 117. 
 
 French cyclopedias, 53. 
 
 French dictionaries, 55. 
 
 French history, 156. 
 
 French literature, 25, 26, 194. 
 
 French selection of world-literature, 
 
 25- 
 Fries, Laurenz, 83, 84. 
 
 Geography, 136, 162. 
 
 dictionaries of, 58. 
 historical, 58. 
 physical, 171, 172. 
 
 Geology, 171. 
 
 George III., 48. 
 
 German cyclopedias, 52. 
 
 German dictionaries, 55. 
 
 German history, 156. 
 
 German literature, 195. 
 
 German selection of world-literature, 
 26 note. 
 
 Germanic languages, 97, 109. 
 Germany, travels and description, 
 
 163. 
 Gladstone, W. E., 19. 
 Goethe, J. W. von, 26, 27, 34. 
 Goldsmith, Oliver, 28. 
 Goodyear, W. II., 138. 
 Goschen, G. J., 29, 30. 
 Gracchi, 43. 
 
 Grammar, unimportance of, 108. 
 Granville, G. L. G., Lord, 79. 
 Granville, Mortimer, 88. 
 Greece, travels and description, 163. 
 Greek history, 156. 
 Greek language, loi.
 
 INDEX. 
 
 209 
 
 Greek literature, 192. 
 
 Green, J. R., 124. 
 
 Green, S. S., 116, 1 17, 127. 
 
 Grey, Richard, 89. 
 
 (jrimm, Jakob, 99. 
 
 Groups of languages, 96, 97, 108. 
 
 Hacklander, Y. \V., 16. 
 
 Haggard, 11. R., 39. 
 
 Hale, E. E., 117. 
 
 Hall, E. W., 127. 
 
 Hall, G. S., 94 note, \i-j. 
 
 Hamerton, P. G., 80, 138. 
 
 Harper, \V. R., 120. 
 
 Harvard note-book, 92. 
 
 Harvard University, 123. 
 
 Hawthorne, Nathaniel, 30, 75, 117. 
 
 Health, and memory, 83. 
 
 and reading, 19. 
 Heine, Heinrich, 26. 
 Heness, Gottlieb, 103. 
 Herbert, George, 39. 
 Historical fiction, 44. 
 Historical geography, 58. 
 History, 35, 135, 153-161. 
 church, 147. 
 dictionaries of, 57. 
 of Africa, 158, 159. 
 of America, 159-161. 
 of Asia, 158. 
 of cities, 43. 
 of Europe, 155-158. 
 of islands, 161. 
 of periods, 155. 
 Holbrook, M. L., 80, 93. 
 Holland, history of, 157. 
 
 travels and description, 163. 
 Holland, .S/> Henry, 84. 
 Holmes, O. \V., 28, 34, 35, 115. 
 Homer, 26, 27, 40. 
 "Hopo' My Thumb," 78, 88. 
 Horace, 25. 
 Hough, K. 1'... 46. 
 
 K<K>r. MAST. OP IIKK. — 14 
 
 Hour-hand memory, 91. 
 
 Hovey, Alvah, ■},%. 
 
 Howells, W. D., 30, 37, 38, 117. 
 
 Hudson, H. N., 31. 
 
 Hugo, Victor, 25, 26. 
 
 Humor, 35. 
 
 Humor and satire, 189. 
 
 Huxley, T. IT., 137, 139. 
 
 Hymns, 146. 
 
 Ibsen, Henrik, 32. 
 Icelandic, 97. 
 Index rerums, 92. 
 Indexes, 62, 143. 
 Industrial arts, 137, 174, 175. 
 
 dictionaries of, 56. 
 Industry, 167, 168. 
 Information, reading for, 14, 41. 
 Interest and memory, 86. 
 Irish history, 157. 
 Irving, Washington, 34, 140, 141. 
 Islands, history of, 161. 
 Italian language, 97. 
 Italian literaturr, 193. 
 Italy, history of, 157. 
 
 travels and description, 163. 
 
 Jesus Christ, 23, 146. 
 
 Johns Hopkins University, 119. 
 
 Johnson, Samuel, 12, 13, iS, 33, 34, 
 
 75. 134- 
 Jonson, Ben, 27. ' 
 Jordan, memorial of crossing the, SS. 
 Journalism, 70-77. 
 party spirit in, 73. 
 
 Kay, David, 93. 
 Keats, John, 28. 
 Keller, J. W., 71. 
 Kent, C, 140. 
 Kingsley, riiailcs, 118. 
 Kothe, Hermann, 89.
 
 2IO 
 
 INDEX. 
 
 Labor, 167, 168. 
 Lacombc, Paul, 135. 
 Lamb, Charles, 30, 33. 
 Lamp, student, 20. 
 Language, 138, 17S, 179. 
 
 dictionaries of, 54, 55. 
 
 groujis, 96, 97, 108. 
 
 Italian, 97. 
 
 Latin, 98, loi, 103, 108. 
 
 schools of, 104. 
 
 universal, 98. 
 
 Language stud)-, 94-110. 
 analogical method of, 105. 
 by groups, 108. 
 cumulative method of, 104. 
 grammar and, 108. 
 heroic method of, 107. 
 in childhood, 94. 
 Mastery system of, 105. 
 Meisterschaft system of, 100, 105. 
 methods of, 103-I07. 
 mnenionical aids to, 102. 
 moral effect of, 109. 
 natural method of, 103. 
 phonograph in, 106. 
 Rosenthal system of, 105. 
 use of translations in, 106. 
 
 Languages, and other studies, 96. 
 
 correct method of acquiring, 95. 
 
 dead, 102. 
 
 Germanic, 97. 
 
 how to study, 102-109. 
 
 knowledge of, required by student, 
 99-101. 
 
 modern, 103. 
 
 northern, 96 note. 
 
 philology of, 100. 
 
 reading knowledge of, 99, loi. 
 
 retention of, loi, 102. 
 
 Romance, 97. 
 
 .Scandinavian, 96 nole. 
 Lanier, Sidney, 28. 
 Larned, J. N., 117. 
 Latin language, 98, loi, 103, 108. 
 Latin literature, 193. 
 Law, 169. 
 Laws of memory, 86. 
 
 Leighton, Roliert, 43. 
 Lenox Library, 114, 126. 
 Lessing, G. E., 26. 
 Letters, 34, 192. 
 Lever, Charles, 16. 
 Liljrarianship, 126. 
 Libraries, endowment of, 126. 
 Library, and schools, 116. 
 
 and university extension, 121. 
 books of reference on the, 127. 
 history of the, 11 2-1 17. 
 its place in education, 1 11-127. 
 modern movement, 1 15, 116. 
 
 science. 
 
 143- 
 
 Lincoln, Abraham, 36. 
 Literature, 139, 140, 179-196. 
 
 American, 28, 55, 56. 
 
 Anglo-Saxon, 195. 
 
 dictionaries of, 55. 
 
 English, 180-192, 
 
 French, 25, 26, 194. 
 
 general works, 179, 180. 
 
 German, 195. 
 
 Greek, 192. 
 
 Italian, 193. 
 
 Latin, 193. 
 
 of power, 24. 
 
 Portuguese, 194. 
 
 Russian, 97 nolc, 196. 
 
 Scandinavian, 196. 
 
 Spanish, 194, 195. 
 
 world, 25, 26 note. 
 Loisette, Alphonse, 90, 
 Longfellow, H. \V., 27, 28, 34, 134. 
 Lowell, J. R., 15, 23, 28, 33, 35, 46. 
 Luther, Martin, 23. 
 Lyceum lectures, 119, 121. 
 
 Macaulay, T. B., Lord, 15, 33, y. , 
 41, 62, 79-81, 135, 139. 
 
 Magazines, 65-67. 
 Magliabechi, Antonio, 80. 
 Map of human knowledge, 131. 
 Marlowe, Christopher, 27. 
 Marsh, G. P,, 19, 46, 97.
 
 INDEX. 
 
 I I 
 
 Masson, David, 42, 50. 
 
 Mastery system of language study, 
 105. 
 
 Mathematics, 170. 
 
 Mathews, Wm., 15,85, 109, 127, 138. 
 
 Maurice, J. Y. D., 118. 
 
 McCosh, James, 19, 46. 
 
 Mechanical arts, 175. 
 
 Medical science, 173, 174. 
 
 Meisterschaft system of language 
 
 study, 100, 105. 
 Memory, and attention, 85. 
 
 and confusion, 84. 
 
 and drugs, S3. 
 
 and fatigue, 84. 
 
 and health, 83. 
 
 and interest, 86. 
 
 and language study, 102. 
 
 and note-taking, 78-93. 
 
 books on, 93. 
 
 conditions of, 83. 
 
 definition of, 79. 
 
 education of, 81-91. 
 
 eye and ear, 88. 
 
 laws of, 86. 
 
 organs of, 87. 
 
 philosophy of, 82. 
 
 powerful, 78, 79. 
 
 self-training in, 90. 
 
 systems of training the, 88— 90. 
 
 teachers, 89, 90. 
 
 teaching, systems of, 88. 
 
 tributes to, 81. 
 
 Mental philosophy, 144. 
 Mental review, 38. 
 Mental vision, training of, 11. 
 Meridians of newspaper world, 73. 
 Mexican history, 159. 
 Michigan University, 123. 
 Middleton, A. E., 78 uole, 80, 93. 
 Miles, Pliny, 89. 
 Military arts, 175. 
 
 Milton, John, 21, 23, 25, 26, 28, 
 
 40-42, 50, 107, 130. 
 Minute-hand mi-inory, 91. 
 
 Modern languages, study of, 103. 
 
 Moliere, J. B. P., 25, 26. 
 
 Money, 168. 
 
 Montaigne, M. E. de, 33. 
 
 Monthly magazines, 65. 
 
 Moral philosophy, 145. 
 
 Morris, William, 28, 140. 
 
 Motley, J. L., 141. 
 
 " Museum" library, 114. 
 
 Music, 177. 
 
 Mythology, 147, 148. 
 
 Napoleon I., 74. 
 
 National institutions, 169. 
 
 National spirit, 26. 
 
 Natural history, 171. 
 
 Natural method of language study, 
 103. 
 
 Natural science, 169-174. 
 
 Nautical arts, 175. 
 
 Neander, J. A. W., 17. 
 
 Netherlands, history of, 157. 
 
 New and old books, 12. 
 
 Newberry Library, 126. 
 
 Newspaper, origin of, 63. 
 
 the epic of modern life, 76. 
 
 Newspapers, 69-77. 
 
 classes of, 73. 
 
 daily, 70. 
 
 faults of, 70. 
 
 party spirit in, 73. 
 
 the mirror of the world, 76. 
 
 Newton, Isaac, 86. 
 
 Nicbuhr, 15. G., 80. 
 
 North America, travels and dcscrip- 
 lion, 165. 
 
 Northern languages, 96 note. 
 Norton, C. E., 27. 
 Norway, travels and dcscripiimi, 163. 
 Note-taking, 92. 
 
 Novels, 16, 30, 31, 140, 184-1S9. 
 historical, 44.
 
 12 
 
 INDEX. 
 
 " One book," 130. 
 Oratory, 1S9, 190. 
 Organ, callieilral, 112. 
 Organs of memory, 87. 
 Oxford University, 117, 118. 
 
 Painting, 176, 177. 
 
 Paper, perishahility of, 69 note. 
 
 Parallel New Testaments, 107. 
 
 Paris, Aime, 89. 
 
 Parkman, Francis, 21, 141. 
 
 Party spirit in journalism, 73. 
 
 Pastime, reading for, 20, 37. 
 
 Pepys, Samuel, 35. 
 
 Periodicals, 63-77, 143. 
 
 of science, 170. 
 
 Periods of history, 155. 
 
 Perishability of modern paper, 69 nott-. 
 
 Perkins, F. B., 127. 
 
 Personal preferences, 32. 
 
 Personal reading habits, 46. 
 
 Personal religion, 146. 
 
 Peruvian history, 159. 
 
 Petrarch (Francesco Petrarca), 25. 
 
 Phillips, L. B., 42. 
 
 Philology, study of, 100. 
 
 Philosophy, 133, 144, 145. 
 
 Phonograph in language teaching, 
 106. 
 
 Photography, 177. 
 
 Physical geography, 171, 172. 
 
 Physics, 170. 
 
 Pick, Edward, 79, 87, 90, 93, 105. 
 
 Plato, 45, 108. 
 
 Poe, E. A., 28. 
 
 Poetry, 10, 29. 
 
 English, 180-183. 
 
 Political economy, 167. 
 
 Political science, 168, 169. 
 
 Pompey, 43. 
 
 Pope, Alexander, 27, 28, 62. 
 
 Portuguese language, 97. 
 Portuguese literature, 194. 
 Poverty, 166. 
 
 Prendergast, Thomas, 105. 
 Prescott, W. H., 21, 141. 
 Proctor, R. A., 86. 
 Production, 167, 168. 
 reading for, 15, 45. 
 Providence Public Library, 116, 1 17, 
 
 127. 
 Psychology, 144. 
 
 Quarterlies, 65. 
 
 Quotations, 59, 144. 
 
 Rabelais, F'ran9ois, 35. 
 Ranke, L. von, 19, 123. 
 Rapid reading, 46. 
 Reading, an art, 6. 
 
 and health, 19. 
 
 books on the subject of, 197-203. 
 
 by authors, 44. 
 
 by subjects, 43, I 16, 124. 
 
 choice of, 22, 140, 141. 
 
 clubs, 122. 
 
 courses, 128-141. 
 
 desultory, 39. 
 
 diligence in, 39. 
 
 for character, 45. 
 
 for conversation, 14. 
 
 for general culture, 13. 
 
 for information, 14, 41. 
 
 ff)r inspiration, 15. 
 
 for pastime, 37. 
 
 for production, 15, 45. 
 
 how much to read, 17-21. 
 
 how to read, 37-47. 
 
 importance of, 1 1. 
 
 individual tastes v\. T30. 
 
 limits to, iS, 19. 
 
 method of, 37. 
 
 of fiction, 30-32. 
 
 rapid, 46. 
 
 superstitions of, 11, 12. 
 
 topical, 43, 116, 124. 
 
 variety in, 129-131. 
 
 what not to read, 30-33. 
 
 what to read, 22-36.
 
 INDEX. 
 
 Reading — Continued. 
 
 why to read, 9-16. 
 
 with atlas and dictionary, 39. 
 Recollection, 78. 
 
 Reference books, 42, 48-62, 132, 
 
 142-144. 
 Religion, 133, 134, 145-14S. 
 
 dictionaries of, 59. 
 personal, 146. 
 
 Reventlow, C. O., 89. 
 
 Review, mental, 38. 
 
 Reviews, 65. 
 
 "Revue Bleue," 25. 
 
 Rhetoric, 139, 179. 
 
 Robertson, F. W., iiS. 
 
 Robinson, O. H., 127. 
 
 Roehrig, F. L. O., 105. 
 
 Rollins, Mrs. A. \V. 63. 
 
 Roman history, 157. 
 
 Romance languages, 97. 
 
 Rosenthal system of practical linguis- 
 
 iry, 105. 
 Ruskin, John, 45, 62, 138. 
 Russia, history of, 157. 
 
 travels and description, 163. 
 Russian literature, 97 note, 196. 
 
 St. Louis Public Lilirary, 117, 121. 
 Salmasius, Claudius, 42. 
 Salter, W. M., 133. 
 Salvation army, 119. 
 Sambrook, John, 90. 
 Sauvcur School, 104. 
 .Savages and a watch, 1 1 i. 
 Scandinavian history, 157. 
 .Scandinavian languages, 97 and notr. 
 Scandinavian literature, 196. 
 Schiller, J. ('. V. von, 25, 26. 
 Schonbach, A. V.., 26 //«/<•. 
 Schopenhauer, Arthur, 9. 
 Schwegler, A., 133. 
 Science, 137, 160-174. 
 
 Scipio, 79. 
 
 Scotland, travels and description, 164. 
 
 Scott, Sir Walter, 28, 30, 34, 140. 
 
 Sculpture, 47, 176. 
 
 Semiannual, 64. 
 
 Seminary method, 122-124, 127. 
 
 Sermons, 147. 
 
 Seth, James, 133. 
 
 Shakspere, William, 23, 24, 25, 26, 
 27. 3I' 63, 76, 77, 86, 108. 
 
 Shelley, P. B., 17, 26, 28. 
 
 Sicilian history, 158. 
 
 Simonides, 89. 
 
 Small, A. W., 137. 
 
 Smiles, Samuel, 13S, 141. 
 
 Smollett, T. G., 31. 
 
 Social science, 136, 166-169. 
 dictionaries of, 57. 
 
 Society for home study, 121. 
 
 Socrates, 9. 
 
 Sophocles, 25, 40. 
 
 South America, travels and descrip- 
 tion, 165, 166. 
 
 Southey, Robert, 107. 
 
 Spain, travels and description, 164. 
 
 Spanish history, 158. 
 
 •Spanish language, 96 note, 97. 
 
 Spanish literature, 194, 195. 
 
 Speech, writing, and print, relative 
 value of, 12, 
 
 Speed, J. C, 73 note. 
 
 Spelin, 98. 
 
 Spenser, Kdmunil, 27. 
 
 Spinoza, Barucli de, 9. 
 
 Stedman, E. C, 30. 
 
 Steele, Richard, ^y 
 
 Stern School, 104. 
 
 Sterne, Laurence, 31. 
 
 Stevenson, K. I.., 140. 
 
 Stoddard, R. II., fiuoti-d, 139, 140. 
 
 •Stuart, I'rof. Janus, I iS,
 
 ;i4 
 
 INDEX. 
 
 Student ntid tlu- library, 5. 
 
 Student lamp, 20. 
 
 Subject reading, 43. 
 
 Summary of chapters, 7. 
 
 Summer schools, 122. 
 
 Sunday papers, 68. 
 
 Superstition, 10-12. 
 
 Swift, Jonathan, 34. 
 
 Swinburne, t\. C. , 28, 99. 
 
 Switzerland, travels and description, 
 
 164. 
 Synonyms, dictionaries of, 59. 
 Syracuse University, 123. 
 
 Tasso, Torquato, 83 note. 
 Taxation, 168. 
 Taylor, Bayard, 27, 34, 136. 
 Teachers of memory, 89, 90. 
 Tennyson, Alfred, 25, 26, 28, 44. 
 Thackeray, W. M., 30, 35. 
 Themistocles, 79, 80. 
 Theology, 145-148. 
 
 dictionaries of, 59. 
 Thoreau, H. D., 15, 28, 35. 
 Tilden Library, 126. 
 Topical reading, 43, 116, 124. 
 Townshend, N. H., 81, 82. 
 Translations, 27, 97 note, 106. 
 Travels and description, 34, 136, 162- 
 166. 
 
 Africa, 164, 165. 
 
 Asia, 164. 
 
 Europe, 162-164. 
 
 North America, 165. 
 
 Oceans, 166. 
 
 South America, 165, 166. 
 
 Trevelyan, G. O., 34. 
 
 Turkey, travels and description, 164. 
 
 Twain, Mark, 129, 130. 
 
 Tyndale, William, 23. 
 
 United States history, 159-161. 
 
 Universal history, 154. 
 Universal language, 98. 
 University extension, 1 17-123. 
 
 in America, 1 19. 
 
 in England, 1 18. 
 University of the State of New York, 
 
 127. 
 University of \'ermont, 126. 
 
 Van Dyke, J. C, 138. 
 
 \'crgil, 27, 40. 
 
 \'erne, Jules, 137, 140. 
 
 \'incent, G. E., 137. 
 
 Volapuk, 98. 
 
 Voltaire, F. M. A. de, 35. 
 
 " Wade, Richard," 5. 
 Watch found by savages, iii. 
 Webster, Daniel, 48, 134. 
 Webster, Noah, 54. 
 Weed, Thurlow, 82. 
 Weekly papers, 67-69. 
 Whipple, E. P., 15, 33. 
 White, A. D., 134. 
 White, K. G., 108. 
 Whitman, Walt, 28. 
 Whitney, W. D., I38. 
 Whittier, J. G., 28. 
 Winsor, Justin, 127. 
 Winthrop, Theodore, 5. 
 Woman, 167. 
 
 Wordsworth, William, 15, 26. 
 Workingmen's College, 1 18. 
 World-English, 98, 99. 
 World-literature, 25, 26 note. 
 Wyclif, John, 23. 
 
 Yale College, 113 note. 
 Yearbooks, 53. 
 
 Zola, fimile, 16, 32, 74. 
 Zoology, 172, 173.
 
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