The testimony of librarians as to the kind of books people are reading
nowadays is somewhat discouraging to the book-lover who has been brought
up in the old traditions. We are told that Scott and Thackeray and
George Eliot cannot compete with the year's "best sellers," and that the
old classics are read only by the few who have a cultivated taste and a
trained intelligence.
The interest of novelty, the dislike of mental effort, the temptation to
read merely for a mild sensation,--all these undoubtedly tend to keep
down the level of literary taste. To many readers of good average
ability, neither the esthetic nor the purely intellectual makes a strong
appeal. Even minds of fine quality often find a welcome diversion in
trivial reading. In fact, to expect every one and at all times to have
his mind keyed up to the higher levels is neither sincere nor
reasonable. And yet, making due allowance for intellectual limitations,
for the busy and distracting conditions of modern life, and for the real
need of light reading at times when recreation is of more value than
instruction, it would seem that a fair proportion of our reading could
and should be on a higher plane.
To put it on this high plane is one of the fixed objects of the school.
For this end the schools have given English an important place, have
broadened the list of recommended books year by year, and have sought to
improve the method of teaching literature. Especially have they hoped to
create in the pupil the habit of reading good books and of discovering
new material on his own initiative. Thus far their success has fallen
much below their hopes, as the testimony of librarians, adduced above,
plainly indicates.
There is one significant fact which both librarians and teachers have
observed. The average reader, child or adult, seldom knows how or where
to find things to read. He is lost in a library, whether among the
book-shelves or at a card-catalogue. He is like a traveler who is
ignorant of the geography of the country and cannot use the compass. And
worse still, he has not the explorer's instinct. If he possessed this,
he would somehow find his way himself,--a thing which occasionally
happens when the reader has more than usual ability. Between the covers
of those books, turning to him their uncommunicative backs, behind those
labels--to him so unexpressive--there may be passages, whole chapters or
more, that would give him entertainment, if he only knew!
To introduce him to an author may be to give him a new friend.
Introductions need not imply long and intimate companionship. This
author may hold him for half an hour, and never again; that one may
claim his attention for a day; and another may come to rank as one of
his old friends. In each case the acquaintance may depend upon the fact
of an introduction, and not upon the reader's own initiative in
discovery. More than the acquaintances thus made, is the sense of
at-homeness among books which they gradually bring about. We all know
that feeling of the unreality of a book of which we have merely heard
the title, and how soon we forget it. A book that we have seen and
handled, however, and especially one which we have read or from which we
have seen a passage quoted in another volume, is somehow real,--an
entity. Through continued experiences of this sort we come to feel
really acquainted with books, to know where to find the things we are
looking for, to judge and appreciate,--in brief, to feel at home among
them.
It is as a series of such introductions to the larger world of
literature that this volume has been compiled. Some of the selections
are from books whose titles are already familiar to high school
students; many others are from sources that few pupils will know. All of
them, it is confidently believed, are within the interest and
comprehension of boys and girls of high school age. The notes and
questions at the end of each selection will, it is hoped, be of some
help to the students in getting at the author's meaning, and in
suggesting interesting topics for discussion. If, after finishing the
Short Stories and Selections, a few more students will have formed the
habit of good reading and will feel, not merely willing, but eager, to
enlarge their acquaintance among good books, this volume has
accomplished its purpose.