Kitabı oku: «Talks to Freshman Girls», sayfa 2
When they praised Lady Margaret, Countess of Richmond, the great lady of her time, they said of her, “Every one that knew her loved her, and everything that she said or did became her.” That is the woman of distinction, whether countess or college girl. “Every one that knew her loved her.” Distinction is of a poor, cold quality which has not sympathy for its final charm.
If Studies give us delight within ourselves, and add to us, we fondly hope, such ornament without, what more may we expect from them? They fit us to take our share in the day’s work. Studies serve us for ability. Says Kipling, “Knowledge gives us control of life, as the fish controls the water he swims in.” The utilitarian view of education is very well, if kept in its proper place; but education, we all know, is for the making of a life as well as of a living. Some mothers used to say, “But my daughter isn’t going to support herself; why should she go to college?” “For delight, for ornament, madam”; and I would add, “for ability and usefulness in any sphere whatever.”
Bacon’s exposition of his own text shows that he means by “ability” much what our New England aunts meant by “judgment.” He says education is of use in “the plotting and marshalling of affairs.” How does this planning and organizing go on? How does business move? By constant wise decisions. Good judgment, you say, is a matter of inborn common sense, and you don’t get common sense by going to college. I am not so sure of that, though I grant it is better to inherit it from a grandmother. But certainly you are learning all the time at college “sense of proportion,” “the fitness of things,” “sweet reasonableness,” which come near to being names for refined common sense.
Life is lived by innumerable decisions, great and small; and a person’s happiness and success will depend much on making these decisions quickly, firmly, and wisely. The helpfulness and comfort that a woman may give to others will consist more in her love and wisdom than in any material benefits she may be able to confer.
One field for the ability of the educated woman of our day is the making of a good home on a small income. She is the woman who will not, consciously or unconsciously, goad her husband to money-making. I should like a fresh sermon preached upon the text, “Blessed are the peacemakers.” This time it should be of those blessed peacemakers who create the harmony, calm, and love of a happy home. That is the great task, the first task of women.
She has no doubt her civic duties, and again her education puts the edge on her abilities: she is a more valuable helper in the world’s work. She may be a bread-winner, for herself and for others; and herein, perhaps, is the most simple and popular argument for a woman’s pursuit of Studies, one so self-evident that I need not dwell upon it.
I have been speaking of an ideal education and of an ideal woman, but where should we consider them both if not in this very place? A college like yours aims at nothing less!
II – REAL READERS
“Do we make real readers of our students?” was the anxious question of a college president. I remembered his phrase when I read his annual report. “Most of these young people,” he said, “are to go out into ordinary life, into general pursuits, where the one chance of their maintaining their intellectual growth will come through stimulating them in these years to interest in some particular line which they may continue, in the midst of the general pressure of social, domestic, or professional life. Unless a student learn to read and love books, she will, in a large majority of cases, be thrown out of all relation to resources that are in any fair sense of the word intellectual.” He pleaded that to make a girl a real reader is to safeguard her intellectual life.
A student leaves college, not perhaps having read much, but knowing what she wants to read. Her education has been an appetizer; now she is invited to partake of the banquet.
“May good digestion wait on appetite,
And health on both.”
The hunger for books no doubt began with many of you as soon as you had learned your alphabet. It was very likely hereditary. Indeed, the ideal way to become a lover of books is to be, like Mary Lamb, “tumbled at an early age into a spacious closet of good old English reading.” Fortunate for you, if you have had a grandfather who reluctantly puts off his reading-glasses as dinner is announced, or a grandmother who hides a book in her work-basket. For the real reader has a book close by; he does not walk across the room for it. If your busy father and mother still find time to read a new book and talk about it, then you and your brother Dick will be readers, and you will never know why. Reading is the most catching thing in the world. When school and college shall have added their stimulus, the prospect is good for a “full-blooded reader.”
If a girl should not come out of a reading home, it may be hoped that she will fall into the hands of a book-loving teacher. There are two women in the American town who are to be envied for their opportunity: one is the teacher of “Literature” in the High School, and the other is the librarian of the Public Library. Both may say, in words of the Oriental proverb, “I will make thee to love literature, thy mother; I will make its beauties to pass before thee.”
“Greedy of books,” – so Petrarch described himself; and he himself was the first great reader of modern times. I like these metaphors of the body applied to reading. The books that feed the mind, the nourishing books, are they not the ones that last and live? The hunger for books has its rhythm like the hunger for meat. Observe that the real reader reads regularly, – he has to. The regularity is unconscious: a healthy appetite does not keep one eye on the clock. The healthy reader feels faint and hollow for lack of nourishment: he seeks a book and he is content.
He reads from the simplest motives: in fact, he is a rather irresponsible person. He reads for the sense of life: he eats to live, he reads to live. He is not fiercely following up a subject; he is not pursuing references. That is another field of reading, which has its necessary and stimulating part in the intellectual life. Reading to order is indispensable to a student’s work; but the fear is, lest “reading up” may leave no time for reading. “I get no time to read,” is about the most disheartening thing I hear from college boys and girls. A university librarian said the other day that in their freshman year, students drew books from the library for general reading, but after that year no student entered the library unless obliged to. I found a high school boy working out a problem about pressures and resistances; he looked up gleefully, “This isn’t for school; this is for myself!” It is reading for yourself, reading for fun, that I am pleading for.
Yet you, too, say that there is no time in college for reading. I assure you there is a great deal more time than you think there is. What are the things that you might just as well not have done to-day? One of the busiest of men, Matthew Arnold, wrote: “The plea that this or that man has no time for culture will vanish as soon as we desire culture so much that we begin to examine seriously our present use of our time. Give to any man all the time that he now wastes, on useless business, wearisome or deteriorating amusements, trivial letter-writing, random reading, and he will have plenty of time for culture. Some of us waste all our time, most of us waste much of it, but all of us waste some.”
Culture was in my youth a word to conjure with. Somehow of late it has become separated from education and almost opposed to it. Culture is suspected by one of being dilettante, by another, of being selfish. Let us have a reconciliation of education and culture, and see that they go on together.
The real reader is active, not passive. There are people who look upon a book as that which best brings on an afternoon nap: something for the dull hours of the day, to quiet one’s nerves, “to take one’s mind off.” Much writing does appear to have been done for tired people. Real reading, however, is not a stop-gap. We should take up a book while the mind has a good grip and can do its part.
As you who are city-bred ride from end to end of this country, through prairie villages, mountain hamlets, valley towns, you wonder what makes these out-of-the-world places habitable. But I assure you, that prairie town is not so dead a level as it looks, for there is a woman’s club, and there is a public library, and there are young people going to college. It is books that make such places habitable.
The real reader is fortified against solitude, even that worst of solitudes, a company in which he dare not speak of a book. Books prepare you to live in strange places, as often falls to the lot of the American woman. You may marry a missionary or an army officer; you may go to the Klondike or the Philippines. “You could set that woman down anywhere,” said a mourning widower, in praise of his departed wife. You can set the real reader down anywhere. For one small matter, it is something to be made independent of weather!
The reader, grown old, has youth at his beck and can forget the passage of years. Place is no more to him than time; he is master of his fate. Reading, also, is “the poor man’s wealth, the prisoner’s release.”
Our reader is patient; he will put up with a good deal from his author, – as for instance, when he reads Meredith or Browning. He is patient of dullness as well as of eccentricity. Lowell’s “dogged reading” has to go to the ripened experience of the trained reader: it is required of him that he do a certain amount of unprofitable reading in the forming of his critical judgment.
He must be patient and he must be calm. Quick and complete absorption is the mark of the happy reader. He is sincere and he is modest; his reading is not for show.
