themselves for examination. We have a saying concerning people
whose minds appear to be made up of dry, isolated facts, that they have
no atmosphere. Well, literature is the atmosphere. In it we live, and
move, and have our being, intellectually. The first lesson read to, or
read by, the child should begin to put him in relation with the world and
the thought of the world. This cannot be done except by the living
teacher. No text-book, no one reading-book or series of reading-books,
will do it. If the teacher is only the text-book orally delivered, the
teacher is an uninspired machine. We must revise our notions of the
function of the teacher for the beginners. The teacher is to present
evidence of truth, beauty, art. Where will he or she find it? Why, in
experimental science, if you please, in history, but, in short, in good
literature, using the word in its broadest sense. The object in selecting
reading for children is to make it impossible for them to see any
evidence except the best. That is the teacher's business, and how few
understand their business! How few are educated! In the best literature
we find truth about the world, about human nature; and hence, if children
read that, they read what their experience will verify. I am told that
publishers are largely at fault for the quality of the reading used in
schools--that schools would gladly receive the good literature if they
could get it. But I do not know, in this case, how much the demand has to
do with the supply. I am certain, however, that educated teachers would
use only the best means for forming the minds and enlightening the
understanding of their pupils. It must be kept in mind that reading,
silent reading done by the scholar, is not learning signs and calling
words; it is getting thought. If children are to get thought, they should
be served with the best--that which will not only be true, but appeal so
naturally to their minds that they will prefer it to all meaner stuff. If
it is true that children cannot acquire this taste at home--and it is
true for the vast majority of American children--then it must be given in
the public schools. To give it is not to interrupt the acquisition of
other knowledge; it is literally to open the door to all knowledge.

When this truth is recognized in the common schools, and literature is
given its proper place, not only for the development of the mind, but as
the most easily-opened door to history, art, science, gene