The National tribune., 1896-12-03

neither do | wish to say there are none such
read. because you all know the contrary.
What do mean is this: We do not value such
as we ought. If you can comprehenu .uo
authors labor in writing commemorate "oiA
of high character, you can commence " un-
derstand the value of the work.
When YOU take into consideration the
amount of money aud time that the publisher
pats into it in preparing, printing, bihoihg,
advertising, and introducing this work, theh
you can understand more fully its value
Add to both these the knowledge, the good.
elevating, and lasting ideas contained IN thaI
book, and then, aud only then, do you peslh 70
know the value of such.
Depend upon this it is not the price paid LOT
a book that creates its value; nor is it always
valuable TO u.s. though given us as token OF
esteem by kind friend. :,
The value ought always to be in the BOOK III
SELF And yet how many OF us fully realize
this after reading a work2
When it is finished it is too oft-times nung
aside to give room to later work by more
popular author, perhaps; or because our dull
mind failed to grasp the authors real meaning )
or for the simple reason we could not get IN
terested in it: as though it were possible 10 De-
come interested before becoming acquainted.
All these and many others are 10 ME fooiisn
and hurtful faults i'm ali who aspire to ciear'
clean and simple literature.
That book that is simply read and cast aside
by its readers it were better for its author, Tor
its reader, and for all concerned had IL never
been printed or written.
The great works of language are those
which are the subject of conversation, thought
and action. Notice g Uncle Toms Cabin"
Romona." The Bible, in particular.
Why are these popular? Why have they al
ways been loved?
Because they first touched the heart, then
men and women gave their minds to them.
Once touch the heart and it's an easy matter
to command the mind Once get the mind, and
it's easy TO know it will be spoken OF III CONVEX
sation and brought out in action.
The rule, then, for US, as readers, should be,
never to give our time to book that does not
touch our heart, and that we could not or would
not rather be pleased to speak praise OF its
author, and mold our life to its teaching.
This is the great lesson We should learn from
every good book. But a rule, no such
thought is given; the reader forgets the author
and sees only the book, and when that is hn'
ished the dream is past and the mists are gone
and we are yet stranger to the author.
So / say we do not know the value of the
work. The book and its author are one and
must never be separated, else yoriose the value
of both.
! Now if all these and more are truths. wba
| ought we to do? Here is my scheme: Thai
every teacher should do his best to make the
| reading of books blessing.
You know your business when it relates tx
! school books, no doubt; but why not broader
your service and take a more able stand fol-
| good literature, and teach your scholars how K
study the great authors of our country?
They will commence SOON why should yor
not be help to start them in the right way
Make them to know it is part of their educa
tion to understand this: that it is their duty
| and hence yours also; that the author must be
come their friend and the book, as it were,
token of friendship from its author.
No one can understand work read in am
1 careless way Just to wear away the time. lie
all who would read do SO in this manner: T,
understand the author, that you may receivt
| bis or her arguments and ideas; to know wha
it is the book would help improve aid, or les
sen and do away with, aud to become so full o
| friendship for the author that you will speal
praise for him always.
Never any occasion read to simply pas
away time; time will pass swiftly at your bes.
| and it will pass 10000 times too quickly if 20,
| will pass il thus; and it ought to.
| Study to improve by the authors bes
thoughts, and to cast away all else. After 20,
have done this for yourself, then study hoy
you may make these things blessing to you
l VIII nave UOb udu Tue privilege Oh tu
| book and its lessons.
In this our people generally are far too slack
| We only read for ourselves. or, at best, for con
troversy. Reading for study and for teachin,
has been slack indeed.
What do orr teachers think OF the plan 70
all teachers to help their scholars to stud,
4 books outside their school classes? Does Mis-
| Elite Fuller, and do others. believe It woult
| improve our knowledge and value Of goo
| literature of this era? Wonld il not be
blessing to most of US?
1t has been surprising 10 me how quickly
very young persona child, even-will lear
and remember these facts. and nearly ever
teacher can think Of story by some goo
writer IN which there are characters to whic
certain pupils are similar.
Hoping others may think with me and tr
some way to improve our serious readiD
faults of to-day. that we may raise liferatur
enc step higher, remain. as ever, Pro Patria-
O. T. Sampson, Oneonta, n. Y.
P. S.-Will exchange letters or postsls wit
ell.
LOYAL HOME WORKERS.