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C.D. Warner, et al., comp.  The Library of the World’s Best Literature.
An Anthology in Thirty Volumes.  1917.
On Early Reading
By Walter Bagehot (1826–1877)
From ‘Edward Gibbon’

IN school work Gibbon had uncommon difficulties and unusual deficiencies; but these were much more than counterbalanced by a habit which often accompanies a sickly childhood, and is the commencement of a studious life,—the habit of desultory reading. The instructiveness of this is sometimes not comprehended. S. T. Coleridge used to say that he felt a great superiority over those who had not read—and fondly read—fairy tales in their childhood: he thought they wanted a sense which he possessed, the perception, or apperception—we do not know which he used to say it was—of the unity and wholeness of the universe. As to fairy tales, this is a hard saying; but as to desultory reading, it is certainly true. Some people have known a time in life when there was no book they could not read. The fact of its being a book went immensely in its favor. In early life there is an opinion that the obvious thing to do with a horse is to ride it; with a cake, to eat it; with sixpence, to spend it. A few boys carry this further, and think the natural thing to do with a book is to read it. There is an argument from design in the subject: if the book was not meant for that purpose, for what purpose was it meant? Of course, of any understanding of the works so perused there is no question or idea. There is a legend of Bentham, in his earliest childhood, climbing to the height of a huge stool, and sitting there evening after evening, with two candles, engaged in the perusal of Rapin’s history; it might as well have been any other book. The doctrine of utility had not then dawned on its immortal teacher; cui bono was an idea unknown to him. He would have been ready to read about Egypt, about Spain, about coals in Borneo, the teak-wood in India, the current in the River Mississippi, on natural history or human history, on theology or morals, on the state of the Dark Ages or the state of the Light Ages, on Augustulus or Lord Chatham, on the first century or the seventeenth, on the moon, the millennium, or the whole duty of man. Just then, reading is an end in itself. At that time of life you no more think of a future consequence—of the remote, the very remote possibility of deriving knowledge from the perusal of a book, than you expect so great a result from spinning a peg-top. You spin the top, and you read the book; and these scenes of life are exhausted. In such studies, of all prose, perhaps the best is history: one page is so like another, battle No. 1 is so much on a par with battle No. 2. Truth may be, as they say, stranger than fiction, abstractedly; but in actual books, novels are certainly odder and more astounding than correct history.  1
  It will be said, What is the use of this? why not leave the reading of great books till a great age? why plague and perplex childhood with complex facts remote from its experience and inapprehensible by its imagination? The reply is, that though in all great and combined facts there is much which childhood cannot thoroughly imagine, there is also in very many a great deal which can only be truly apprehended for the first time at that age. Youth has a principle of consolidation; we begin with the whole. Small sciences are the labors of our manhood; but the round universe is the plaything of the boy. His fresh mind shoots out vaguely and crudely into the infinite and eternal. Nothing is hid from the depth of it; there are no boundaries to its vague and wandering vision. Early science, it has been said, begins in utter nonsense; it would be truer to say that it starts with boyish fancies. How absurd seem the notions of the first Greeks! Who could believe now that air or water was the principle, the pervading substance, the eternal material of all things? Such affairs will never explain a thick rock. And what a white original for a green and sky-blue world! Yet people disputed in these ages not whether it was either of those substances, but which of them it was. And doubtless there was a great deal, at least in quantity, to be said on both sides. Boys are improved; but some in our own day have asked, “Mamma, I say, what did God make the world of?” and several, who did not venture on speech, have had an idea of some one gray primitive thing, felt a difficulty as to how the red came, and wondered that marble could ever have been the same as moonshine. This is in truth the picture of life. We begin with the infinite and eternal, which we shall never apprehend; and these form a framework, a schedule, a set of co-ordinates to which we refer all which we learn later. At first, like the old Greek, “We look up to the whole sky, and are lost in the one and the all;” in the end we classify and enumerate, learn each star, calculate distances, draw cramped diagrams on the unbounded sky, write a paper on a Cygni and a treatise on [epsilon] Draconis, map special facts upon the indefinite void, and engrave precise details on the infinite and everlasting. So in history: somehow the whole comes in boyhood, the details later and in manhood. The wonderful series, going far back to the times of old patriarchs with their flocks and herds, the keen-eyed Greek, the stately Roman, the watching Jew, the uncouth Goth, the horrid Hun, the settled picture of the unchanging East, the restless shifting of the rapid West, the rise of the cold and classical civilization, its fall, the rough impetuous Middle Ages, the vague warm picture of ourselves and home,—when did we learn these? Not yesterday nor to-day: but long ago, in the first dawn of reason, in the original flow of fancy. What we learn afterwards are but the accurate littlenesses of the great topic, the dates and tedious facts. Those who begin late learn only these; but the happy first feel the mystic associations and the progress of the whole….  2
  However exalted may seem the praises which we have given to loose and unplanned reading, we are not saying that it is the sole ingredient of a good education. Besides this sort of education, which some boys will voluntarily and naturally give themselves, there needs, of course, another and more rigorous kind, which must be impressed upon them from without. The terrible difficulty of early life—the use of pastors and masters really is, that they compel boys to a distinct mastery of that which they do not wish to learn. There is nothing to be said for a preceptor who is not dry. Mr. Carlyle describes, with bitter satire, the fate of one of his heroes who was obliged to acquire whole systems of information in which he, the hero, saw no use, and which he kept, as far as might be, in a vacant corner of his mind. And this is the very point: dry language, tedious mathematics, a thumbed grammar, a detested slate form gradually an interior separate intellect, exact in its information, rigid in its requirements, disciplined in its exercises. The two grow together; the early natural fancy touching the far extremities of the universe, lightly playing with the scheme of all things; the precise, compacted memory slowly accumulating special facts, exact habits, clear and painful conceptions. At last, as it were in a moment, the cloud breaks up, the division sweeps away; we find that in fact these exercises which puzzled us, these languages which we hated, these details which we despised, are the instruments of true thought; are the very keys and openings, the exclusive access to the knowledge which we loved.  3

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